ANGLO-CHINESE JUNIOR COLLEGE

JC2 PRELIMINARY EXAMINATION

Higher 2

CANDIDATE
NAME

TUTORIAL/ INDEX
FORM CLASS NUMBER

MATHEMATICS 9758/01
Paper 1 29 August 2019

3 hours

Candidates answer on the Question Paper.

Additional Materials: List of Formulae (MF26)

READ THESE INSTRUCTIONS FIRST

Write your index number, class and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.

Answer all the questions.

Write your answers in the spaces provided in the question paper.
Give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of
angles in degrees, unless a different level of accuracy is specified in the question.
The use of an approved graphing calculator is expected, where appropriate.
Unsupported answers from a graphing calculator are allowed unless a question specifically states
otherwise.
Where unsupported answers from a graphing calculator are not allowed in a question, you are required
to present the mathematical steps using mathematical notations and not calculator commands.
You are reminded of the need for clear presentation in your answers.

The number of marks is given in brackets [ ] at the end of each question or part question.
The total number of marks for this paper is 100.

__________________________________________________________________________________
This document consists of __ printed pages.

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1 The points A(2,3) and B(3,1) are on a curve with equation y  f( x) . The
 
corresponding points on the curve y  f a(x  b) are A(7,3) and B(1,1) . Find the
values of a and b. [3]

2 Use differentiation to find the area of the largest rectangle with sides parallel to the
coordinate axes, lying above the x-axis and below the curve with equation
y  44  4 x  x 2 . [5]

x 2  3x
3 Solve the equation  2 x  3 exactly. [4]
x 1
x 2  3x
Hence, by sketching appropriate graphs, solve the inequality  2 x  3 exactly.
x 1
[2]

4 A kite 50 m above ground is being blown away from the person holding its string in a
direction parallel to the ground at a rate 5 m per second. Assuming that the string is taut,
at the instant when the length of the string already let out is 100 m, find, leaving your
answers in exact form,
(i) the rate of change of the angle between the string and the ground, [3]
(ii) the rate at which the string of the kite should be let out, [4]

dy
5  
Given that y  tan 1  e3 x , show that
dx
 ke3 x 1  y 2  , where k is a constant to be
determined. By further differentiation of this result, or otherwise, find the first three non-

zero terms in the Maclaurin series for tan 1  e3x .  [5]

 
The first two terms in the Maclaurin series for tan 1  e3x are equal to the first two non-
x
zero terms in the series expansion of . Find the constants a and b. [3]
a  bx

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6 The diagram below shows the graph of y  2 x  1 for 0  x  1. Rectangles, each of

1
width , are also drawn on the graph as shown.
n
Show that the total area of all n rectangles, Sn , is given by
1
2n
Sn  1
1. [3]
n(2  1)
n

Find the exact value of lim Sn . [2]

n 

y
y  2x  1

………

1 2 3 n  3 n  2 n 1 1
x
O
n n n n n n

7 (a) Find  sin px cos qx dx where p and q are positive integers such that p ≠ q. [2]
x cos nx sin nx
(b) Show that  x sin nx dx   n
 2  c where n is a positive integer and c
n
is an arbitrary constant. [1]

Hence find
π kπ
(i) 0
x sin nx dx , giving your answers in the form
n
where the possible values
of k are to be determined, [2]
π
(ii) 0
2
x sin 3 x dx in terms of . [3]

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8 Do not use a calculator in answering this question.

(a) The complex numbers z and w satisfy the following equations
w  2z  9 ,
3w  wz *  17  30i .
Find w and z in the form a  b i , where a and b are real and Re  z   0 . [4]
(b) (i) Given that  i is a root of the equation
 
z 3  kz 2  8  2 2 i z  8 i  0 ,
where k is a constant to be determined, find the other roots, leaving your
answers in exact cartesian form x  y i , showing your working. [3]
(ii)  
Hence solve the equation iz 3  kz 2  2 2  8 i z  8 i  0 , leaving your
answers in exact cartesian form. [2]
(iii) Let z0 be the root in (i) such that arg  z0   0 . Find the smallest positive
integer value of n such that  iz0  is a purely imaginary number. [2]
n

1
9 (a) The diagram below shows the graph of y  with asymptotes x  0, x  2, and
f(x)
y  1 , and turning point (1,  2) .
y

x
O

(i) Given that f(0)  f(2)  0 , sketch the graph of y  f( x) , stating clearly the
coordinates of any turning points and points of intersection with the axes, and
the equations of any asymptotes. [3]
(ii) The function f is now defined for x  k such that f 1 exists.
State the smallest value of k. On the same diagram, sketch the graphs of
y  f  x  and y  f 1  x  , showing clearly the geometrical relationship
between the two graphs. [3]

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(b) The function g is defined for x  0 as

1 1
g : x a 2 n x  1,  x  n 1 , where n  .
2 n
2
(i) Fill in the blanks.

 1 1
 ,  x
g( x)   4 2
 1
,  x 1
 2
1
Hence sketch the graph y  g(x) for  x  1. [3]
4
 x
(ii) Show that g(x)  g   . [2]
 2
(iii) Find the number of solutions of g(x)  x for 0.001  x  1. [2]

10 David is preparing for an upcoming examination with 9 practice papers to complete in 90

days. The examination is on the 91st day. He is planning to spread out the practice papers
according to the following criteria, and illustrated in the diagram below.
 He only completes 1 practice paper a day.
 He attempts the first practice paper on the first day.
 The duration between the first and the second practice paper is a days.
 The duration between each subsequent paper decreases by d days.
 He completes the last practice paper as close to the examination date as possible.

a days days days

1 st paper 2nd paper 3rd paper 4th paper

(i) By first writing down two inequalities in terms of a and d, determine the values of
a and d. [4]

The mark for his n-th practice paper, un , can be modelled by the formula
un  92  65(b)n where 0  b  1 .

(ii) What is the significance of the number 92 in the formula? [1]

(iii) Find m, his average mark, for the nine practice papers he completed, leaving your
answer in terms of b. [3]
(iv) Given that he scored higher than m from his fourth practice paper onwards, find the
range of values of b. [2]

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11 A toy paratrooper is dropped from a building and the attached parachute opens the
moment it is released. The toy drops vertically and the distance it drops after t seconds is
x metres. The motion of the toy can be modelled by the differential equation
2
d2 x  dx 
2
 k    10 ,
dt  dt 
where k is a constant.
dx
By substituting velocity, v  , write down a differential equation in v and t. [1]
dt
dv
Given that  6 when v  10 , and that the initial velocity of the toy is zero, show
dt
that
5(1  e4t )
v ,
1  e 4t
and deduce the velocity of the toy in the long run. [6]
The toy is released from a height of 10 metres. Find the time it takes for the toy to reach
the ground. [5]

12 In air traffic control, coordinates ( x, y, z ) are used to pinpoint the location of an aircraft
in the sky within certain air space boundaries. In a particular airfield, the base of the
control tower is at (0, 0, 0) on the ground, which is the x-y plane. Assuming that the
aircrafts fly in straight lines, two aircrafts, F1 and F2 , fly along paths with equations
y 1 3  z
r  i  2 j  3k   (2i  4 j  k ) and x  2  
m 7
respectively.
(i) What can be said about the value of m if the paths of the two aircrafts do not
intersect? [3]
(ii) The signal detecting the aircrafts is the strongest when an aircraft is closest to the
controller, who is in the control tower 3 units above the base. Find the distance of
F1 to the controller when the signal detecting it is the strongest. [3]

In a choreographed flying formation, the aircraft F3 takes off from the point (1,1, 0) and
flies in the direction parallel to i  k . The path taken by another aircraft, F4 , is the
reflection of the path taken by F2 along the path taken by F3 .
For the case when m  5 , find
(iii) the cartesian equation of the plane containing all three flight paths. [2]
(iv) the vector equation of the line that describes the path taken by F4 . [4]

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 ANGLO-CHINESE JUNIOR COLLEGE
JC2 PRELIMINARY EXAMINATION

Higher 2

CANDIDATE
NAME

TUTORIAL/ INDEX
FORM CLASS NUMBER

MATHEMATICS 9758/01
Paper 2 3 September 2019

3 hours

Candidates answer on the Question Paper.

Additional Materials: List of Formulae (MF26)

READ THESE INSTRUCTIONS FIRST

Write your index number, class and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.

Answer all the questions.

Write your answers in the spaces provided in the question paper.
Give non-exact numerical answers correct to 3 significant figures, or 1 decimal place in the case of
angles in degrees, unless a different level of accuracy is specified in the question.
The use of an approved graphing calculator is expected, where appropriate.
Unsupported answers from a graphing calculator are allowed unless a question specifically states
otherwise.
Where unsupported answers from a graphing calculator are not allowed in a question, you are required
to present the mathematical steps using mathematical notations and not calculator commands.
You are reminded of the need for clear presentation in your answers.

The number of marks is given in brackets [ ] at the end of each question or part question.
The total number of marks for this paper is 100.

__________________________________________________________________________________
This document consists of 5 printed pages.

[Turn Over

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Section A: Pure Mathematics [40 marks]

1 Referred to the origin O, the points A and B have position vectors a and b, where a and b
are not parallel, b is a unit vector, and AOB  45o . The point R has position vector given
by r  3a  5b .
Find
(i) the position vector of the point where OR meets AB, [3]
uuur uuur
(ii) the length of projection of OR on OB , leaving your answer in terms of a . [3]

1 1
2 By considering  , show that
r(r  2) r(r  2)
n
1 b c

r 3 ( r  2) r ( r  2)
 a 
(n  1)(n  1) n (n  2)
,

where a, b and c are constants to be determined. [4]


1
(i) State the value of  . [1]
r3 (r  2)r(r  2)
n
1
(ii) Find  in terms of n. [3]
r5 r(r  2)(r  4)

x2 y 2
3 (a) An ellipse has equation   1 where b > a > 0.
a2 b2
(i) Show that the area A of the region enclosed by the ellipse is given by
4b a 2
a 0
A a  x 2 dx . [1]
By using the substitution x  a sin  , find A in terms of a, b and . [4]

(ii) The region enclosed by the ellipse is rotated about the x-axis through  radians
to form an ellipsoid. Find the volume of the ellipsoid formed, in terms of a, b
and . [3]

(b) When a continuous function, y  f ( x), a  x  b , is rotated completely about the x-axis,
the resulting curved surface area is given by
b 2
  dy 
S   2πy 1    dx .
a  dx 
By considering the circle with equation x 2  y 2  r 2 where  r  x  r , show that the
surface area of a sphere with radius r is 4πr 2 . [4]

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4 The folium of Descartes is an algebraic curve defined by the equation

x 3  y 3  3axy ,
where a is a real constant.
Consider the curve when a  1 .
Show that by setting y  xt , where t is a parameter such that t  ,
3t
x , tk,
1 t3
where k is a real number to be determined.
Hence write down the expression for y in terms of t. [3]
(i) Show that
3t
x y  2 ,
t  t 1
and, by considering limits or otherwise, find the equation of the oblique asymptote
of the curve. [3]
(ii) Sketch the graph of the folium of Descartes when a  1 , showing clearly the
coordinates of any intersection with the axes, and the equation of any asymptote(s).
[2]
(iii) Find the equation of the tangent to the curve at t  2 , and determine if the tangent
cuts the curve again, giving the coordinates of the intersection if it does. [6]

Section B: Probability and Statistics [60 marks]

5 A school tennis team comprises of 6 boys and 6 girls.

(i) Given that the members of the tennis team all have different heights, find the number
of ways a group of 4 students of increasing heights can be chosen from the team. [1]
(ii) A delegation of at least one student from the team is to be chosen to attend a
convention. Find the number of ways this delegation can be chosen. [2]
(iii) Andy, a boy, and Beth, a girl, are members of the tennis team. A group of 8 students
from the team is to be chosen to attend a dinner, seated at a round table.
Find the probability that the boys and the girls in the group alternate such that the
group includes Andy and Beth who are seated next to each other. [2]

6 A class proposes the following game for their school’s fundraising event.
Four discs numbered ‘1’, ‘3’, ‘5’ and ‘7’ respectively are placed in Bag A. Another four
discs numbered ‘2’, ‘4’, ‘6’, and ‘8’ respectively are placed in Bag B. A player chooses
two discs at random and without replacement from each of the two bags. It is assumed that
selections from the two bags are independent of each other.
Let X represent the difference between the numbers on the two discs drawn from Bag A,
and Y represent the difference between the numbers on the two discs drawn from Bag B.
The player wins $X if X = Y. Otherwise, the player wins nothing.
1
(i) Show that P( X  2)  and find the probability distribution of X. [3]
2
(ii) Find the probability that the player wins a prize. [2]
The game is to be played using a $k coupon, where k is a positive integer. Find the
minimum value of k in order for the class to earn a profit for each game, justifying your
answer. [2]

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7 A concert promoter claims that the mean price of a ticket to a pop concert is $200. A media
company collected information on ticket price, $x, for 50 randomly chosen people who
bought pop concert tickets. The results are summarised as follows.
2
 ( x 200)  450  ( x 200)  55 000
(i) Test, at the 4% level of significance, the concert promoter’s claim that the mean price
of a ticket to a pop concert is $200. You should state your hypotheses and define any
symbols you use. [5]
(ii) The media company took another random sample of n tickets, and found that the
average ticket price for this sample is $206. If the standard deviation of ticket price
is now known to be $32.25, find the maximum value of n such that there is
insufficient evidence at the 4% level of significance to reject the concert promoter’s
claim. [2]

8 A company that organizes live concerts believes that the popularity of an artiste affects
his/her concert ticket sales. The popularity of an artiste can be measured by an index, x,
such that 1  x  10 , where 10 indicates most popular and 1 indicates least popular. A study
was conducted over six months to investigate the relationship between the popularity index
of eight artistes and their concert ticket sales. The results are summarised in the following
table.

Artiste A B C D E F G H
Popularity Index, x 1.2 2.0 2.7 3.8 4.8 5.6 6.9 8.0
Concert Ticket Sales (hundreds of
2.2 4.5 5.8 7.3 7.4 9.0 9.9 10.8
thousands), $y

(i) Draw a scatter diagram for these values, labelling the axes. [1]
(ii) It is thought that concert ticket sales y can be modelled by one of the formulae
y  ax2  b or y  c ln x  d ,
where a, b, c and d are positive constants.
Use your diagram in (i) to explain which of the two is a more appropriate model, and
calculate its product moment correlation coefficient, correct to 4 decimal places. [2]
(iii) The data for a particular artiste appears to be recorded wrongly. Indicate the
corresponding point on your diagram by labeling it P. Find the equation of the least
squares regression line for the remaining points using the model that you have chosen
in (ii). [2]
(iv) The ticket sales for a new artiste is found to be $800, 000. Estimate the popularity
index of this artiste and comment on the reliability of your estimate. Explain why
neither the regression line of ln x on y nor x2 on y should be used. [3]

9 The teacher in-charge of the Harmonica Ensemble observed that a pair of twins often
turned up late for practice. Attendance records show that the older twin, Albert, is late for
practice 65% of the time. When the younger twin, Benny, is late for practice, Albert is also
late 97.5% of the time. When Benny is not late for practice, Albert is late 56.875% of the
time.
(i) Show that the probability that Benny is late for a practice is 0.2. [3]
(ii) Find the probability that only one of the twins will be late for the next practice. [2]
The teacher observed that another student, Carl, is late for practice 50% of the time. The
probability that all three will be late for practice is 0.098. Given that the event of either
twin being late for practice is independent of the event that Carl is late for practice, find
the probability that neither the twins nor Carl is late for a practice. [3]
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10 In this question you should state the parameters of any distributions you use.
Mary runs a noodle stall by herself. The noodles are prepared to order, so she prepares the
noodles only after each order, and will only take the next customer’s order after the
previous customer is served his noodles.
The time taken for a customer to place an order at the stall follows a normal distribution
with mean 60 s and standard deviation  s. The time taken for Mary to prepare and serve
a customer’s order also follows a normal distribution, with mean 300 s and standard
deviation 50 s.
The probability that a customer takes not more than 40 s to place an order is 0.16. Show
that   20.11 , correct to 2 decimal places. [2]
(i) Let A be the probability that a randomly chosen customer takes between 57 s and
63 s to place an order with Mary, and B be the probability that a randomly chosen
customer takes between 49 s and 55 s to place an order with Mary. Without
calculating A and B, explain, with the aid of a diagram, how A and B compare with
each other. [2]
(ii) There is a 0.1% chance that a randomly chosen customer has to wait for more than k
seconds for his noodles to be served after placing his order. Find k. [1]
(iii) A man visits the noodle stall on 10 separate occasions. Find the probability that his
average waiting time per visit after placing his order is less than 4.5 minutes. [2]
(iv) In an effort to shorten wait time, Mary improves the ordering and cooking processes
such that the time taken for a customer to place an order is reduced by 5%, while the
time taken to prepare and serve a customer his noodles is reduced by 10%. Find the
largest number of customers she can serve in 1 hour for at least 80% of the time.
State one assumption you made in your calculations. [5]

11 A factory manufactures a large number of wine glasses. It is found that on average, a

proportion p of the wine glasses are chipped. A distributor purchases batches of wine
glasses from the factory, each batch consisting of n wine glasses. A batch of wine glasses
is rejected if it has more than 1 chipped wine glass. Let X be the number of wine glasses
that are chipped in one batch. State two assumptions for X to be well-modelled by a
binomial distribution. [2]
Show that A, the probability that one batch of wine glasses will not be rejected, is given by
the formula
A  (1  p) n1 1  (n  1) p  . [2]
(a) Given that p  0.02 , and the probability that a batch of wine glasses is not rejected
is at least 0.9, find the largest possible value of n. [2]
(b) The distributor also purchases wine glasses from another factory in batches of 40 and
it is found that A = 0.73131.
(i) Find p correct to 5 decimal places. [1]
(ii) The mean and standard deviation of X are denoted by μ and σ respectively.
Find P  μ  σ  X  μ  σ  . [2]
(iii) The distributor has a one-year contract with this factory such that every week,
the factory produces 20 batches of wine glasses. According to the contract, the
distributor will receive a compensation of $100 for each batch of wine glasses
it rejects every week. Assuming that there are 52 weeks in a year, find the
probability that the total compensation in the one-year contract period is more
than $30 000. [4]

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 2019 ACJC H2 Math Prelim P1 Marker’s Report
Qn Solutions Comments
1 scaling // x -axis
y f( x) 
by factor 1
oy f  ax  Badly done:
a
Common errors:
translate b units in

the positive x direction
oy f  a ( x  b)  (1) f(a(x – b)) is taken as
§2 · §2 · translate b units in the positive x-
A : (2, 3) o ¨ , 3 ¸ o ¨  b, 3 ¸ (7, 3) direction then scale // x-axis by
©a ¹ ©a ¹ factor 1/a.
§ 3 · § 3 · Thus (2+b)/a = 7 and
B : (3,1) o ¨  ,1¸ o ¨   b,1¸ (1,1)
© a ¹ © a ¹ (-3 + b)/a = -1 were commonly
2 ½ seen.
 b 7 ° solving gives (2) Equations
a °
¾ 5 19 a(2-b) = 7 and
3 a ,b a(-3-b) = -1 commonly seen.
  b 1° 8 5
a °¿ The correct equations should be
a(7-b) = 2 and a(-1-b) = -3
2 y Badly done
 2, 48  (1) Many assume that the area of
the rectangle is xy or 2xy.
(2) Some even differentiate y =
y 44  4 x  x 2 44 + 4x – x2 to find the
maximum value of y = 48
x Thus area = 48 x 2 = 96
x (3) Quite a number of candidates
did not check that the area is
Area of rectangle, A 2  x  2 y maximum by checking the 2nd
derivative
2  x  2   44  4 x  x 2 
dA
0 Ÿ 2  x  2  4  2 x    44  4 x  x2  (2) 0
dx
i.e. 6 x 2  24 x  72 0
i.e. x 2  4 x  12 0
Hence x 2 or 6.
d2 A
Check that 48  0 ,
dx 2 x 6
therefore A is maximum when x 6 .

Maximum A 2  6  2  44  24  36  256 sq. units.

3 x 2  3x Squaring both sides would lead
2x  3 to tedious working unless
x 1
students were able to apply a2 –
Note that for
orr tth
the
he eeq
equation
quuaati
tionn tto
o ha
have
ave aany
ny so
solution, b2.
3
2x  3 t 0 Ÿ x t  .
2 Another tedious method was to
consider 4 different regions
according to x = −3, 0, 1.

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 x 2  3x x 2  3x Final answers need to be
2x  3 (2 x  3)
x 1 x 1 52 13
simplified: &
x 2  3x (2 x  3)( x  1) x 2  3x (2 x  3)( x  1) 6 3
3x 2  4 x  3 0 4 2
x2  2 x  3 0 .
6 3
( x  3)( x  1) 0 4 r 16  4(3)(3)
x
? x 3,  1 2(3) Many students were not aware of
1
1
3

2 r 13  the need to reject
3
2  13 . 
Of those who rejected this
1
Reject
3
 
2  13  since | 1.87  1.5  negative root, few were able to
3
provide reason that x t  .
1

? x 1, 2  13 or 3 .
3
 2

2
x  3x
“Hence, by sketching
y y appropriate graphS, solve…”
x 1
was not followed:
x 2  3x
xy  2 x  3 was drawn
x 1
instead.
x x Sign test was seen instead.
x 3 x No graphs were seen in some
x 1
scripts.
1
2x  3
x  2  13 
y 3 Missing asymptote of x = 1
x 1 resulted in a pointed graph as
1
From graph, solution is 1  x 
3
 
2  13 or x ! 3 shown in the GC.
4 Very badly done:
x - wrong understanding of
T question. The rate of change
given in the question is not the
50 length of the string but the
y horizontal distance of the kite
and the person.
T - many assume that the length of
the string is constant at 100 and
x
resulted in cos T and
dx 100
Given that 5.
dt
dt similar expressions.
(i) From the diagram,
iaagr
gram
m, - There were many who did
50 average rate of change, rather
tan T . than instantaneous rate of change
x
Hence, - when doing differentiation or
50 integration, the angle is always
x 50cot T . in radians, a significant number
tan T
left the answer in q /sec.
Differentiating with respect to T ,

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17
 dx - there are some who used
50 cosec2T .
dT T cos 1
x
or
1 dx x  502
2
When y 100 , sin T and 5 , hence
2 dt 50
T sin 1 which will
dx dT
dx
dt
˜
dT dt
Ÿ 5  50 cosec T  ˜ ddTt
2 x 2  502
result in very tedious
Ÿ 5  50 ˜  2  ˜ ddTt
2 differentiation.
- many did not use chain rule
dT 5 1 when differentiating
Ÿ  rad s 1. 50
dt 50  4  40 T tan 1 and similar
x
expressions, resulting in
ALTERNATIVELY, dT 1
50 which is wrong
tan T d x 1   50x 2
x
At the instant when y 100 , - many students still do not know
how to differentiate
1 π
x 1002  502 7500 50 3 , and T sin 1 . sec, cot, cosec directly, resulting
2 6 in unnecessary working
Differentiating (*) with respect to t,
dT 50 dx
sec2 T  2 .
dt x dt
π dx
When x 50 3 , T and 5,
6 dt
§ π · dT 50
2  
sec 2 ¨ ¸ ˜  ˜ 5
© 6 ¹ dt 
50 3 
dT 250 1
Ÿ  2
 rad s 1 .
dt § 2 · 40
 7500  ¨ ¸
© 3¹
(ii) dy This part was left empty in most
Want to find when y 100 .
dt scripts.
For those who did this, many did
Now x 2  502 y2 Ÿ y x 2  502 not simplify the final answer.
1
dy 1 2
 x  502  2  2 x 
x

Ÿ
dx 2 x  502
2

dy dy dx
By chain rule, ˜ .
dt dx dt
Hence whenen
n y 10 00 ,
100
dy dy dx
˜
dt dx dt
§ ·
dy § x · ¨ 50 3 ¸ 5 3
¨ 2 ¸ ˜5 ¨ ¸ ˜5 cm s 1.
dt © x  502 ¹
  2
2
¨ 50 3  50 ¸ 2
© ¹

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18
5 y tan 1  e3 x  Ÿ tan 1 y 1  e3 x .
Most approach it this way:
Differentiating with respect to x,
1 dy differentiate tan 1  e3 x  to get
3e3 x
2
1  y dx 3e3 x sec 2 1  e3 x  and use trigo
dy identity to show k.
3e3 x 1  y 2  .
dx
Hence k 3 . A lot of complete and accurate
Differentiating again with respect to x, work, as many of them make
d2 y § dy · careless mistakes/slips:
3 ¨ 2 y ¸ e3 x  3 1  y 2  3e3 x  d dy
dx 2
© dx ¹ x
dx
1 y2  1 2 y
dx
dy
6 y e3 x  9e3 x 1  y 2 
2
d § dy · d y § dy ·
dx x ¨ y ¸ y 2  2¨ ¸
dx © dx ¹ dx © dx ¹
§ dy ·
3e3 x ¨ 2 y  3  3 y 2 ¸
© dx ¹ And some did not use product
3
d y § d y 2
§ dy ·
2
dy · § dy · rule:
3e3 x ¨ 2 y 2  2 ¨ ¸  6 y ¸  9e3 x ¨ 2 y  3  3 y 2 ¸ d § dy · dy d 2 y
dx 3 ¨ dx © dx ¹ dx ¸¹ © dx ¹ x
© ¨y ¸
dx © dx ¹ dx dx 2
When x 0 ,
dy d2 y d3 y Clearly taught to avoid quotient
y 0, 3 , 2 9 and 3 81 .
dx dx dx rule for implicit differentiation
but some students still proceed
Hence, in that direction.
y tan 1  e3 x 

0  3x 
 9  x 2   81 x3 
2! 3!
9 27 3
| 3x  x 2  x.
2 2
x
x  a  bx 
1

a  bx Instead of using binomial series

1 to expand, more students
x § bx ·
¨1  ¸ differentiated twice, use
a© a ¹ Maclaurins again, compared
x § bx § bx · ·
2
coefficient of x with f '(0) , but
¨¨1   ¨ ¸  ¸¸
a© a © a ¹ ¹
many made mistake in
2
comparing the coefficient of x2
x bx
|  2 9
a a where they equated f ''(0)  .
2
9 x bx bx 2
Hence 3x  x 2  2 .
2 a a
Comparing g coef
coefficients,
cooef
effifici
icciienttss,
1 1
x: 3 Ÿ a 
a 3
9 b 1
x2 :   2 Ÿ b
2 a 2

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19
 6 Total area of n rectangles Most students could identify the
1 ª 1n
2 n 1
º area of the rth rectangle having
1
«(2  1)  (2  1)  ...(2  1)  (2  1) »
n
n
1 r
n¬ ¼ width and length (2  1) .
n
n
1ª n 1 n 1
1º 1
2

« 2  2  ...2  2 »  >1  1  ...1  1@ Many fail to recognize that

n
n
n¬ ¼ n they should split the following
1 n r
1 n r
nr1
¦ 2n 1 sum: ¦ (2 n  1) and proceed
nr1
§ 1n 1
· 1 1
with SGP and sum of constant.
1 ¨ 2 (1  (2 ) ) ¸
n n
2 ( 1)
n
2n
 1  1 1
n ¨¨ 1 ¸
¸
1 1
As this is an answer given
© 1 2 n
¹ n(1  2 )n
n(2  1)
n

question, students have to show

the full details when applying
the GP formula.

1 ª 2x
1
º § 21 · 1 1 Most students aren’t aware that
lim Sn ³2  1 dx « ln 2  x »  1¸  1 the limit of the sum of the area
x
¨
n of 0
¬ ¼0 © ln 2 ¹ ln 2 ln 2 of n rectangles is the area under
curve.

Many students concluded that

1
n(2  1) tends to zero when the
n

table in the GC indicates that

1
n(2  1) tends to 0.69339. But
n

since the question asked for

exact answers, students can’t use
this method.

7(a) 1 Half of the cohort not aware the

³ sin px cos qx dx 2³
sin( p  q) x  sin( p  q) x dx need to use factor formula. They
cos( p  q ) x cos( p  q ) x attempted to solve by parts.
  c
2( p  q ) 2( p  q )
(b) cos nx cos nx Most able to use by parts
³ x sin nx dx x( n )  ³  n dx correctly.
x cos nx cos nx x cos nx sin nx
 ³ dx   2 c
n n n n
(b)(i) π ª x cos nx sin nx º
π
π cos nπ π Many have no idea what to do
³0
x sin nx d
dxx «¬  n  2 »
n ¼0

n
r
n
with cos nπ .

?k r1

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20
(b)(ii) π π π Some students used 1 instead of
³0
2
x sin 3x dx ³ 0
3
x sin 3x dx  ³π2 x sin 3x dx
3
S
. They gotten the number
π π 3
ª x cos 3x sin 3x º 3 ª x cos 3x sin 3 x º 2 from GC.
«¬  3   
9 »¼ 0 «¬ 3

9 »¼ π
3

π cos π § π cos sin · § π cos π ·

3π 3π
 ¨  ¨ 2
¸
2
9 © 6 9 ¸¹ © 9 ¹
2π  1
9
8(a) From w  2 z 9 , w 9  2 z . It is good practice to work to
Substitute into 3w  wz* 17  30i : eliminate one variable when
3  9  2 z    9  2 z  z * 17  30i solving simultaneous equations
before substituting z a  bi .
Ÿ 27  6 z  9 z*  2 zz* 17  30i
Let z a  bi , then Many students who started by
27  6  a  bi   9  a  bi   2  a  bi  a  bi  17  30i using z a  bi and w c  di
i.e. 27  6a  9a  2a 2  2b2  6bi  9bi 17  30i made careless mistakes in their
computation and were not
i.e. 27  3a  2a 2  2b2  15bi 17  30i .
successful in arriving at the
Comparing coefficients,
correct answer.
Imaginary: 15b 30 Ÿ b 2
Real: 27  3a  2a 2  2b2 17 Ÿ 2  3a  2a 2 0
1
solving for a, a or  2 .
2
Since Re  z   0 , a 2 .
Therefore,
z 2  2i , and w 9  2  2  2i  5  4i .
8(b)
(i)
 i is a root of the equation z 3  kz 2  8  2 2 i z  8 i   0 The given equation is NOT a
real polynomial as the
hence coefficients are not all real
3 2

 i   k  i   8  2 2 i  i   8 i  0 numbers. Hence conjugate of  i
is NOT a root.
i  k  8i  2 2  8 i 0
k is a constant does not mean it
ik 2 2 0 is a real number.
? k 2 2 i . In this case it is a complex
constant. So when
3
  2

z  2 2 i z  8 2 2 i z 8 i 0  ik 2 2 0
Ÿ  z  i  z 2
 bz  8  0
Ÿ k 2 2 i
Comparingg coefficients
cco
oeefffi
f ci
cien
cien
ents
ts ooff zz,, Instead, some students wrongly
8  2 2 i 8  bi . proceeded to equate real and
Hence 2 2 b . imaginary parts.


 z  i z2  2 2 z  8  0
2 2 r 8  32
? z i or z  2 r 6 i.
2
The other roots are  2  6 i and  2  6 i .

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21
(b)(ii) 
iz 3  kz 2  2 2  8 i z  8 i  0 Not well done.
A substitution is needed here.
3 2

Ÿ   iz   k  iz   8  2 2 i  iz   8 i  0

iz   k  iz   8  2 2 i   iz   8 i
3 2
i.e. 0.
Hence from (i),
iz i,  2  6 i, or  2  6 i
? z 1,  6  2 i, or 6  2 i.
(b)(iii z0  2 6i Not well done.
) Some errors in the method to
2π
arg z0 find argument of a complex
3 number.
For  iz0  to be purely imaginary,
n

π kπ
arg  iz0  Ÿ n arg  iz0  r
r where k is odd
n

2 2
kπ
i.e. n >arg i  arg z0 @ r
2
ª π 2π º kπ
i.e. n «  » r
¬2 3 ¼ 2
ª 5π º kπ
i.e. n «  » r
¬ 6¼ 2
Hence smallest positive integer value of n is 3.
9(ai) y Generally well done, except
some students who totally do not
know how to sketch reciprocal
graph.
y 1
Common errors are
- both tails tend to infinity
x - left tail tends to infinity
(2, 0)
O
(1,  12 ) - wrong y-value for minimum
point
(a)(ii) k 1
y Some did not get the mark k 1
even though their (i) is correct.
Weird!
y f 1  x 
Common mistakes for
y f 1  x  graph
- draw y f c  x  instead
- the left end points are on the
y f  x respective asymptotes
x - missing labelling of points,
O
especially the y-intercept
- the point (1,  12 ) becomes
(1, 12 )
- missing vertical asymptote

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22
(b)(i) ­ 1 1 Most students get the 2 marks if
°° 4 x  1 , 4 d x  2 they attempt it
g( x) ®
° 2x 1 , 1 d x  1 Common mistakes in graph
°̄¯ 2 4 - the y-value of both end points
y
are at 1, so they should reach the
1 same height
- scale on the x-axis, there were
a significant number who drew
the same width for both pieces
x - swap the rule for the domains
O 1

(b)(ii) 1 1 About half did not attempt this.

g( x) 2n x  1, d x  n1 Most who attempted it got
2 n
2
§x· §x· 1 x 1 partial marks.
g ¨ ¸ 2n ¨ ¸  1, n d  n 1
©2¹ ©2¹ 2 2 2 Partial marks were given if
1 1 - Obtain the rule for the general
2n 1 x  1, n 1 d x  n 2
2 2 case in simplified form
1 1 - obtain the rule for the case in
2k x  1, k d x  k 1 (optional) (i) with the correct domain
2 2
g( x)
(b)(iii Consider y Most students assume that the
) 1 1 y x solution is in the region of the
 0.001  n 1 graph drawn in b(i).
2n 2
ln 0.001
n! 9.97 Few who attempted this got the
ln  12  correct answer, which is fine.
1 1 O
? 10
 0.001  9 1 x
2 2

When n 10 ,
1 1
g( x) 210 x  1, 10
dx 9 .
2 2
Solving
g( x) x when n 10 ,
210 x  1 x Ÿ x 0.000978  0.001 .
Hence there is no solution when n 10 .
her
erefo e 8 solutions
There are therefore
efor soollu
solu ution
o s (since
ce n =1 also has has no
solution).
10(i) As there aree 9 papers,
pap
aper
per
erss,, there
the
herere are
aree 8 durations
durratio in between the
du Very few students manage to
papers. write down both inequalities
correctly.
Many students wrote S8 d 90 as
they may have miss out on the
fact that the 1st practice paper is

www.KiasuExamPaper.com
23
 8 already attempted on the 1st day.
S8  2a  (8  1)(d )   90 T8 a  (8  1)(d ) ! 0
By writing S8 d 90 , this implies
2
Ÿ a ! 7d
Ÿ 8a  28d  90 that the 9th practice paper could
Ÿ a  11.25  3.5d be on the 91st day (examination
day) which is not what the
For the last paper to be as close to the exam date as possible, question wants.
a and S8 must be as large as possible, Quite a number of student also
By trial and error, wrote T8 t 0 . This is incorrect as
d 1, a  14.75 Ÿ a 14(! 7(1)) and S8 84 T8 t 0 means that it is possible
d 2, a  18.25 Ÿ a 18(! 7(2)) and S8 88 for the 8th and 9th practice paper
to be done on the same day
d 3, a  21.75 Ÿ a 21(  7(3)) which is also not what the
Therefore d 2, a 18 . question wants.

Even fewer students realised of

the need to determine the values
of a and d by trial and error.

Quite a number of students

attempt to “solve” the 2
inequalities by treating them as
“equations” and attempting to
“solve” them “simultaneously”
which is incorrect.

10(ii) 92 is the highest (theoretical) mark that he will get even if he This part was quite well
practise many many times. attempted as students generally
OR know the significance of the
92 is the highest (theoretical) mark that he will get based on number 92. However, their
his aptitude and ability. answer can be improved on by
being clearer in stating the
reason why 92 is the highest
mark David will get.

10(iii 1 9 1 9 Many students assume wrongly

) m ¦ un
9n1
¦
9n1
 92  65(b n )  9
that ¦u n is an AP and took the
1§ 9
· n 1

¨
9©
92(9)  65¦n 1
bn ¸
¹
first term as  92  65(b)  and the
65 § b(1  b9 ) · last term as  92  65(b9 )  which
92  ¨ ¸
9 © 1 b ¹ are incorrect.

Quite a number of student could

not recall the Sn of GP correctly.
10(iv) As he scored higher than m from his 4th paper onwards, Many students could write the
inequality but could not solve as
they did not realise that GC can
be used to help them solve.

www.KiasuExamPaper.com
24
 65 § b(1  b9 ) · 4
92  ¨ ¸  92  65(b )
9 © 1 b ¹
Ÿ 1  b9 ! 9b3 (1  b)
Ÿ b9  9b 4  9b3  1  0
From GC, 0  b  0.726
11 d2 x § dx ·
2 Majority are able to get the
2
k¨ ¸ 10 differential equation. A handful
dt © dt ¹ of students left blank. Many
dx dv d2 x students misinterpreted the
Substitute v and into DE,
dt dt dt 2 question as v
x
.
dv t
?  kv 2 10
dt
dv Those who managed to obtain
when v 10, 6
dt dv
 kv 2 10 , are able to get
6  k ( 10) 2 10 ? k 0.4 dt
k 0.4 easily.
dv
10  0.4v 2
dt
1
³ 10  0.4v 2
dv ³ dt

1 1 dv
³ dv t  c With  kv 2 10 , majority
0.4 25  v 2 dt
1 § 1 · 5v knew how to separate the
¨ ¸ ln t c variables. However, only a
0.4 © 2(5) ¹ 5  v handful include modulus.
1 5v
ln t c A common mistake made is
4 5v
5
ln
5v
4t  d , d 4c ³ 50  2v2 dv
5v
5 50  2v
5v ln .
5v
Ae 4t , A re d 
2 50  50  2v
5v 1 Students did not realise that
Be 4t , B
5v A coefficient of v 2 must be 1 if
when t 0, v 0 ? A 1 they are applying the same
formula from MF26.
5v
e 4t
5v Students have no idea why
5  v (5  v)e 4t 5(e4t  1) 5(1  e4t )
. Working
5(1  e 4t ) e 4t  1 1  e4t
?v
1  e 4t must be shown explicitly.

As t o f, v o 5 ms1 Students didn’t read question. At

least a quarter of the cohort
missed this part. Those who
attempted this part managed to
answer correctly.

www.KiasuExamPaper.com
25
 dx 5(1  e4t ) Badly done. Many students did
dt 1  e 4t not attempt this part. Those who
attempted, majority have no idea
5(1  e4t ) that the question is solving for
x ³ dt
1  e4t the particular solution of x.
1 e 4t e 4t e 4t Many students differentiated
5³  d t 5 ³ 1  e4t 1  e4t d t

1  e4t 1  e 4t 5(1  e4t )
. There is still a
5 1  e4t
ªln(1  e 4t )  ln(1  e 4t ) º¼  c handful of students who got
4¬
when t = 0, x = 0 ? c 2.5ln 2 5(1  e4t )
x ³ dt . However,
1  e4t
Hence, most of them stuck at
5 5 1
x
4
ª¬ln(1  e4t )  ln(1  e4t ) º¼  ln 2 .
2 ³ 1  e4t d t , which many
From G.C., when x = 10, t = 2.3465 | 2.35 s mistook as ln 1  e 4t  or
tangent inverse. Some students
interpreted the question wrongly
Alternatively,
4t as “when t = 0, x 10 ”. There
t 5(1  e ) are some impressive solutions,
³0 1  e4t dt 10 but a handful of them didn’t
From G.C., t = 2.3465 | 2.35 s realise that they need to make
use of G.C to solve.
12(i) F1: r i  2 j  3k  O (2i  4 j  k ) Shocking that a significant
F2: r 2i  j  3k  P (i  mj  7k ) number of students did not know
how or made mistakes/slips
§ 2· § 1·
when converting from Cartesian
Since ¨ 4 ¸ z k ¨ m ¸ , the paths cannot be parallel.
¨1¸ ¨ 7 ¸ to vector form.
© ¹ © ¹
If the paths intersect, For non-intersecting lines, many
§1· § 2 · § 2 · §1· considered parallel lines and
¨ 2 ¸  O ¨ 4 ¸ ¨ 1 ¸  P ¨ m ¸ concluded that m is not multiples
¨ 3¸ ¨1¸ ¨ 3¸ ¨ 7 ¸ of 4. A lot of students did not
© ¹ © ¹ © ¹ © ¹
even consider case of skew lines.
2O  P 3 ........ (1)
O  7 P 0 ........ (2)
4O  mP 1 ........ (3)
7 1
Solving (1) and (2), O  ,P
5 5
From (3), m = 33
Since the paths do not intersect,, theyy are skew lines
?m ≠ 33
(ii) Signal is located
oca
cateed at
ca a SS(0,
((00, 0,
0, 3).
3).
Method 1: Many students did not write the
Let A 1, 2,3 bbe a point
i t on F1. position of signal correctly, base
of control towel at (0, 0, 0) (info
§0· §1· § 1 · given earlier and found on a
Then AS ¨0¸  ¨ 2¸ ¨ 2 ¸
¨ 3¸ ¨ 3¸ ¨0¸ different page).
© ¹ © ¹ © ¹

www.KiasuExamPaper.com
26
Perpendicular dist AS u bˆ
ub̂
§ 1 · 1 § 2 · 2
1 §¨ ·¸
¨ 2 ¸ u ¨ 4 ¸ 1
¨0¸ 21 ¨ 1 ¸ 21 ¨ 8 ¸
© ¹ © ¹ © ¹
(2) 2  1  82 23
21 7

Method 2:
§ 1 · 1 § 2 · 6
AF bˆ
AS .b ¨ 2 ¸ . ¨ 4 ¸
¨ 0 ¸ 21 ¨ 1 ¸ 21
© ¹ © ¹
6 2 23
SF AS 2  AF 2 ( 5) 2  ( )
21 7

Method 3:
§1· § 2·
Let OF ¨ 2 ¸  O ¨ 4 ¸ for some O.
¨ 3¸ ¨1¸
© ¹ © ¹
§ 1  2O · § 0 · § 1  2O ·
SF ¨ 2  4O ¸  ¨ 0 ¸ ¨ 2  4O ¸
¨ ¸ ¨ ¸ ¨ O ¸
© 3  O ¹ © 3¹ © ¹
SF .b
b 0
§ 1  2O · § 2 · 2
¨ 2  4O ¸ . ¨ 4 ¸ 0 Ÿ 2(1  2O )  4(2  4O )  O 0?O
¨ O ¸ ¨1¸ 7
© ¹ © ¹
§ 1  2(2 / 7) · 11
1 §¨ ·¸
SF ¨ 2  4(2 / 7) ¸ 6
¨ 2/7 ¸ 7¨ 2 ¸
© ¹ © ¹
112  62  22
1 161
SF
7 7
Method 4:
§ 1  2O · § 0 · § 1  2O ·
SF ¨ 2  4O ¸  ¨ 0 ¸ ¨ 2  4O ¸
¨ 3  O ¸ ¨ 3¸ ¨ O ¸
© ¹ © ¹ © ¹
2  4O ) 2  O 2
(1  2O ) 2  ((2
5 12O  2
12 1O 2
21
23 6
 21(O  )2
7 21
23
?shortest dist =
7

www.KiasuExamPaper.com
27
(iii) § 1 · § 1 · §5· Many students did not know
n ¨ 0 ¸u¨ 5 ¸ ¨6¸ what cartesian form
§ 2 · §1· ¨ 1¸ ¨ 7 ¸ ¨ 5 ¸ “ ax  by  cz p ” of equation of
F2 : r ¨ 1 ¸P¨ 5 ¸ © ¹ © ¹ © ¹
¨ 3¸ ¨ 7 ¸ plane is and left answer in
© ¹ © ¹ §1· § 5·
a.n ¨ 1 ¸ . ¨ 6 ¸ 11 parametric form:
§1· §1· ¨0¸ ¨ 5¸ §1· §1· § 1·
F3 : r ¨1¸ D ¨ 0 ¸ © ¹ © ¹ r 1 D 0  P ¨ 5 ¸ .
¨ ¸ ¨ ¸
¨0¸ ¨ 1¸ §5· ¨0¸ ¨ 1¸ ¨ 7 ¸
© ¹ © ¹ © ¹ © ¹ © ¹
? r. ¨ 6 ¸ 11 Ÿ 5 x  6 y  5 z 11
¨5¸
© ¹
(iv) When F2 and F3 intersect,
§ 2  P · §1  D · § 2 · Most students just gave up.
¨ 1  5P ¸ ¨ 1 ¸ ? P 0, D 3 ie. ¨1¸ Out of those who did not, many
¨ ¸ ¨ ¸ ¨ ¸ used the intersection of F2 and
© 3  7 P ¹ © D ¹ © 3¹
Let B be another point on F2 (μ = 1). F3 (2, 1, 3) to find foot of
perpendicular, which failed.
§ 2  1 · § 1 ·
OB ¨ 1  5(1) ¸ ¨ 6 ¸
¨ ¸ ¨ ¸
© 3  7(1) ¹ © 4 ¹
Find p.v. of foot of perpendicular to F3:
Method 1:
§1· §1·
Let ON ¨ 1  D ¨ 0 ¸ for some D.
¸
¨0¸ ¨ 1¸
© ¹ © ¹
§1  D · § 1 · § 2  D ·
BN ¨ 1 ¸  ¨ 6 ¸ ¨ 5 ¸
¨ D ¸ ¨ 4 ¸ ¨ 4  D ¸
© ¹ © ¹ © ¹
BN .b
b 0
§ 2 D · § 1 ·
¨ 5 ¸ . ¨ 0 ¸ 0 Ÿ (2  D )  (4  D ) 0 ?D 1
¨ 4  D ¸ ¨ 1¸
© ¹ © ¹
§2·
? ON ¨1¸
¨ 1¸
© ¹
OB  OB '
ON Ÿ OB ' 2ON  OB
2
§ 2 · § 1 · § 5 ·
OB ' 2 ¨ 1 ¸  ¨ 6 ¸ ¨ 4 ¸
¨ 1¸ ¨ 4 ¸ ¨ 2 ¸
© ¹ © ¹ © ¹
§ 5 · § 2 · §7· § 2 · §7·
PB ' ¨ 4 ¸  ¨ 1 ¸ ¨ 5 ¸ ? F4 : r ¨ 1 ¸  P ¨ 5 ¸
¨ 2¸ ¨ 3¸ ¨ 1 ¸ ¨ 3¸ ¨ 1 ¸
© ¹ © ¹ © ¹ © ¹ © ¹

Method 2:

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28
§ 1 · § 2 · §1·
¨ 6 ¸¨ 1 ¸ ¨ 5¸
¨ 4 ¸ ¨ 3 ¸ ¨ 7 ¸
© ¹ © ¹ © ¹
§§ 1 · 1 · 1 §1·
1 §¨ ·¸ ¸ 1 §¨ ·¸
PN  ˆ ˆ
PB.b .b
b ¨ ¨ 5 .¸ 0 .
¨¨ ¸ 2 ¨ ¸¸ 2 ¨ ¸
0 4¨ 0 ¸
¨ 1¸
©© ¹7 1
© ¹¹ © 1¹
 © ¹
PB  PB '
PN Ÿ PB ' 2 PN  PB
2
§1· § 1· §7·
PB ' 8 ¨ 0 ¸  ¨ 5 ¸ ¨ 5 ¸
¨ 1¸ ¨ 7 ¸ ¨ 1 ¸
© ¹ © ¹ © ¹
§ 2 · §7·
? F4 : r ¨ 1 ¸  P ¨ 5 ¸
¨ 3¸ ¨ 1 ¸
© ¹ © ¹

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29
2019 JC2 H2 Prelim Exam P2 Markers Report
1(i) k (3a  5b) a  O (b  a) Some made the mistake of using
Comparing coefficient of a and b, vector AB as the line equation
3k 1  O ½ 5 1 Line AB is r a  O (b  a) not
¾? O ,k r ba
5k O ¿ 8 8
3 5
?p.v of the point of intersection is a  b . Some assumed that the
8 8 intersection point is R, making
the mistake of equating
(3a  5b) a  O (b  a) when it
should have been
k (3a  5b) a  O (b  a)

(ii) a Some wrote the dot product

a˜b a b cos 45o correctly in (i) but didn’t put it to
2
use in any way.
OR ˜ bˆ (3a  5b) ˜ b 3a ˜ b  5b ˜ b

2 3a
(3a ˜ b  5 b ) 5
2
2 1 1 (r  2)  (r  2) 4 A minority of students did not

r (r  2) r (r  2) (r  2)r (r  2) (r  2)r (r  2) consider the given expression.
n
1 1 n § 1 1 ·
¦
r 3 ( r  2) r ( r  2)
¦ ¨  ¸
4 r 3 © r ( r  2) r ( r  2) ¹
Out of those who did use the
result from considering the given
1§ 1 1 expression, ~10-20% of them
¨¨  used the result wrongly
4 © 3(1) 3(5)
(multiplying by 4 instead of by
1 1 ¼).
 
4(2) 4(6)
MOD was done well generally,
1 1 with minor slips.
 
5(3) 5(7)

1 1
 
(n  2)(n  4) (n  2)n
1 1
 
(n  1)(n  3) (n  1)(n  1)
1 1 ·
  ¸
n((n  2) n
n n((n  2) ¸¹
1§1 1 1 1 ·
¨    ¸
4 © 3 8 (n  1)(
1) n  1) n( n  2) ¹
11  14  14
 
96 (n  1)( n  1) n( n  2)
11 1
a ,b c 
96 4

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30
 (i) From previous result, Done well, but the presentation
n
1 11 1 1 was off for 20-30%. Some even
¦
r 3 ( r  2) r ( r  2)
 
96 4(n  1)(n  1) 4n(n  2) wrote
1 11
1 1 As r o f , o .
As n o f, , o 0 , therefore (r  2)r (r  2) 96
(n  1)(n  1) n(n  2)
Students are reminded to answer
f
1 11
¦
r 3 ( r  2) r ( r  2) 96
. the question.

(ii) n
1 Poorly done. A variety of similar
฀ r(r  2)(r  4) approaches can be applied, but
r5
there were many conceptual
Replace r by r  2 ,
errors with regard to how to the
r 2 n
1 n2
1
¦
r  2 5 ( r  2) r ( r  2)
¦ (r  2)r (r  2) general term interacts with the
r 7 dummy variable in the
n2
1 6
1 summation.
¦
r 3 ( r  2) r ( r  2)
 ¦
r 3 ( r  2) r ( r  2)
There was a small number of
§ 11 1 1 · scripts where the working was
¨   ¸
© 96 4(n  1)(n  3) 4(n  2)(n  4) ¹ filled with errors arriving at the
§ 11 1 1 · right answer (or close to). Marks
¨   ¸ may not have been awarded if the
© 96 4(6  1)(6  1) 4(6)(6  2) ¹ terms used in the working were
83 1 1 not equal at any juncture.
 
6720 4(n  1)(n  3) 4(n  2)(n  4)
3(a)(i) § x2 · b 2 (a 2  x 2 ) For the ‘show’ part, it is a simple
y2 b 2 ¨1  2 ¸ result that aims to test the
© a ¹ a2
students’ conceptual
a a § x2 · understanding of the application
A 4³ y dx 4³ b 2 ¨1  2 ¸ dx
0 0
© a ¹ of integration to find area under a
curve. Students’ presentation has
a b 2 (a 2  x 2 ) 4b a 2 to demonstrate that
4³
a ³0
dx a  x 2 dx. (shown)
0 a2 understanding.

4b a 2 Generally very well done, though

a ³0
A a  x 2 dx
the usual mistakes were still
4b π2 2 present (not changing the limits,
a ³0
a  (a sin T ) 2 (a cos T ) dT
dx
making errors substituting in ).
4b π2 2 dT
a ³0
a (1  sin 2 T )( a cos T ) dT
Some students did not know how
4b π2 2
a ³0
a cos 2 T dT to proceed with the integrand
π π
thereafter (but only minority).
2ab ³ 2 2cos
cooss 2 T dx 2ab ³ 2 1  cos
2 co cos 2T dT
0 0
Of those who applied the cosine
π
ª 1 º 2 π double angle formula, there was a
2ab «T  sin
siin 2T » 2ab( ) πab significant minority who
¬ 2 ¼0 2
integrated cos 2T wrongly.

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31
(a)(ii) V
a
2π ³ y 2 dx or π ³ y 2 dx
a
Poorly done by quite a number of
0 a students. These students may
a b 2 (a 2  x 2 ) 2πb 2 a have been confused by the
2π ³ dx ³ a 2  x 2 dx
0 a2 a2 0 integral they showed in (i), not
2πb 2 ª 2 x3 º
a
2πb 2 § 2a 3 · helped by their poor
« a x  » ¨ ¸ understanding of finding volume
a2 ¬ 3 ¼0 a2 © 3 ¹
of revolution by applying
4πab 2 integration.
3 Simplify answers too!
(b) 2 Students generally made good
b § dy ·
S ³a 2πy 1  ¨© dx ¸¹ dx progress with this part, applying
the formula with ease. A common
r § x·
2
conceptual error was integrating r
x2  y 2 a2 ³ r 2πy 1  ¨©  y ¸¹ dx r2
with respect to x to obtain .
dy r 2
2x  2 y
dx
0 ³ r
2π x 2  y 2 dx

dy
r


x
³ r
2π x 2  (r 2  x 2 ) dx
dx y
2πr dx 2πr > x @ r
r
³ 4πr 2
r
r

Alternative:
y a2  x2
dy x
dx a2  x2

2
b § dy ·
S ³a 2πy 1  ¨© dx ¸¹ dx
2
r § x ·
³
2 2
2π r  x 1 ¨ ¸ dx
r 2 2
© r x ¹
r x2
³
r
2π r 2  x 2 1 
r 2  x2
dx
r
³
r
2π (r 2  x 2 )  x 2 dx

2πr dx 2πr > x @ r

r
³ 4πr 2
r
r

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32
 4 When a 1 , x3  y 3 3xy .
Let y xt , then The proof for x was generally
well done.
x3   xt  3 x  xt 
3

Ÿ x3  x3t 3 3 x 2t Working for find y in terms of

t varied from a one-liner to a
Ÿ x3 1  t 3  3 x 2t full page working when the
3t question says “write down the
Ÿ x . (shown) expression…” which students
1 t3
should suspect that the answer
is obvious.
For x to be defined, 1  t 3 z 0
Hence t z 1 . Therefore k 1 Some students neglected to
write down the value of k.
§ 3t · 3t 2
Since y xt , hence y ¨ 3 ¸
t 3
.
© 1 t ¹ 1 t
(i) 3t 3t 2 In this show question,
x y  students either did not know
1 t3 1 t3
3t 1  t  3t 1  t 
how to simplify , or
1 t3 1 t3
some just did
3t 1  t 
3t 1  t  3t
1  t   t 2  t  1 1 t 3 2
t  t 1
without
3t showing the factorization.
2
. (shown) Students need to realise that
t  t 1
nothing in a “show” or
Oblique asymptote is when x o rf . “prove” question should be
3t assumed as obvious.
Since x , x o rf when t o 1 .
1 t3
When t o 1 ,
Only a few students knew that
3t 3 3 oblique asymptote occurs
x y 2 o 1 .
t  t  1  1   1  1 3
2
when x o rf , not when
i.e. x  y o 1 t o rf .
Ÿ y o 1  x .
Therefore, the oblique asymptote of the curve is
y 1  x .
(ii) y
Graph was badly drawn.
Students need to know how to
y 1  x interpret their G.C. sketch:

x
1 O
1

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33
 1. Why is there a “hole”
in the graph near the
origin?
2. Is that line that looks
like a straight line part
of the graph?

Sketches that included a sharp

turn to draw the straight line
as part of the graph did not
get any credit. Nor did
sketches with a gap near the
origin.
(iii) Differentiating the cartesian equation implicitly,
dy dy
3x 2  3 y 2 3x  3 y This part of the question
dx dx
d required students to choose

Ÿ y2  x  dx
y
y  x2 between the given Cartesian
equation or the equivalent
dy y  x 2 parametric equations to use to
i.e. .
dx y 2  x dy
find . Most students chose
2 4 dx
When t 2 , x , y
3 3 to differentiate the parametric
equations, with many many
dy 3   3 
4 2 2
4 remembering quotient rule
and .
dx  43   23 5
2
wrongly. Some used product
Hence equation of tangent when t 2: rule instead but also fumbled
with the algebra. The most
y  43 4 4 4
Ÿ y x . efficient method is to
x 3 5
2
5 5 differentiate the Cartesian
equation implicitly, then
If the tangent cuts the curve again, using the parametric substituting t 2 to find x
equations of the curve to substitute into the equation of the and y at the point to find
tangent, gradient of the tangent.
3t 2 4 § 3t · 4 The intersection between
3 ¨ ¸
1 t 5 © 1 t3 ¹ 5 tangent and original curve
4 4 should be a familiar question.
Ÿ 3t 2 3t   1  t 3  The parametric equations
5 5
should be substituted into the
Ÿ 15t 12t  4  4t 3
2
equation of the tangent to
Ÿ 4t 3  15t 2  12t  4 0 solve for t.
1 Technically, even without
Ÿ t  , o orr t 2 (tangent
(tangent here))
4 having done the preceding
1 parts, this question is a
Therefore th
the
he ta
ttangent
annggeen
nt cu
nt ccuts
uts
ts tthe
h ccurve
he urve
urve ag
again at t  , with
4 standard one that could have
§ 16 4 · easily been done with just the
coordinates ¨  , ¸ . Cartesian equation and the
© 21 21 ¹
G.C.
5(i) Number of ways Most common error was to
= 12C4 use 12 P4 instead. But order in
= 495 this case is already

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34
 predetermined by heights, so
we just need to find how
many ways a group of 4 can
be chosen and there is only 1
way to arrange them by
height.
5(ii) Method 1 This question, unintentionally,
Number of ways has two interpretations:
= 212  1 1. Total number of ways to
= 4095 choose delegations with
at least one student. This
Method 2 was the intended
Number of ways interpretation.
12
C1  12C2  12C3 ...  12C12 2. If n is assumed constant,
then number of ways to
4095 choose n students from
the team is just
12 12!
Cn . For
n !12  n !
this approach we need to
see the formula in order
to gain the second mark.
5(iii) Probability This question proved a
5
C3 3! u 5C3 3! u 2 challenge for many with a
12
C8 7! majority neglecting to choose
the number of boys and girls
2
(or 0.00289) to be seated with Andy and
693 Beth. The team has 12
members but only 8 are
chosen to attend the dinner.
Another problem is not
knowing that the total number
of ways is to count how many
ways to choose any 8 to seat
at a round table.
6(i) P(X 2) 2P({1,3})+2P({3,5})  2P({5,7}) (i) Unclear presentation for
§ 1 ·§ 1 · § 1 ·§ 1 · § 1 ·§ 1 · P(X=2) = 0.5 for many
2 ¨ ¸ ¨ ¸ +2 ¨ ¸ ¨ ¸  2 ¨ ¸ ¨ ¸ students.
© 4 ¹© 3 ¹ © 4 ¹© 3 ¹ © 4 ¹© 3 ¹
1
(shown) § 1 ·§ 1 · 1
2 Some wrote 6 ¨ ¸ ¨ ¸ or
P(X 4) 2P({1,5})+2P({3,7}) © 4 ¹© 3 ¹ 2
1 § 1 ·§ 1 · § 1 ·§ 1 ·
§ 1 ·§ 1 · § 1 ·§ 1 · 2 ¨ ¸ ¨ ¸ +4 ¨ ¸ ¨ ¸
2 ¨ ¸¸¨¨ ¸ + +2
2 ¨ ¸¸¨¨ ¸ © 4 ¹© 3 ¹ © 4 ¹© 3 ¹
© 4 ¹¹©© 3 ¹ © 4 ¹© 3 ¹ 3
without explaining what these
x 2 4 6
numbers meant.
P(X x) 1 1 1
2 3 6
6(ii) Similarly (ii) some made the mistake
y 2 4 6 §1· §1· §1·
P(Y y ) 1 1 1 E(W ) 2 ¨ ¸  4 ¨ ¸  6 ¨ ¸
©2¹ ©3¹ © 6¹
2 3 6

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35
 P(player wins a prize) when it should have been
= P(X 2)P(Y 2)  P(X 4)P(Y 4)+P(X 6)P(Y 6) §1·
2
§1·
2
§1·
2

2 2 2 E(W ) 2 ¨ ¸  4 ¨ ¸  6 ¨ ¸
§1· §1· §1· ©2¹ © 3¹ ©6¹
¨ ¸ ¨ ¸ ¨ ¸
© 2¹ ©3¹ © 6¹
7
18
6(ii) Let W be the winnings per game. Some didn’t realise that to
win a prize you need P(X=Y),
w 0 2 4 6 thus making the mistake of
P(W w) 11 §1·
2
§1·
2
§1·
2
calculating E(X) = 10/3
18 ¨ ¸ ¨ ¸ ¨ ¸
©2¹ ©3¹ ©6¹
2 2 2 Some students did not realise
§1· §1· §1· 10 that amount won is associated
E(W ) 2¨ ¸  4¨ ¸  6¨ ¸
©2¹ © 3¹ ©6¹ 9 with their different
10 probabilities, they made the
Since the expected winnings of player ! $1 , the $
9 7
mistake of using prob
game is to be played using $2 coupon in order to have profit 18
per game. with W (winning per game).
k 2
10
Some found E(W) but
9
made wrong conclusion for k
= $1
7(i) ¦ ( x 200) Most students are able to
x  200 209 present first step, i.e.
50
H0 : μ 200
1 ª  450  º 50950
2
2 H1 : μ z 200 at 4% level of
s «55000 » or 1039.8 (5 s.f.)
49 ¬« 50 ¼» 49 sig.
Let μ be the population mean price of all concert tickets. Many DID NOT define μ.

To test H 0 : μ 200 Some students made the

against H1 : μ z 200 at the 4% level of significance. mistake of putting the wrong
population mean 209 in place
X  200 § 50950 · of the value 200 in the
Under H0 , Z = ~N  0,1 or X ~N ¨ 200, ¸
s © 49(50) ¹ distribution,
50 § 50950 ·
approximately by central limit theorem since sample size, X ~N ¨ 200, ¸
© 49(50) ¹
50, is large.

Value of test statistic z 1.97 Some forgot to quote central

limit theorem.
p-value = 0.0484 > 0.04 (d o not reject H0 )
((do
Phrasing of the conclusion
There is insufficient
nsu
su
uff
ffic
icie
ien
ntt evidence
evid
ev
viden
ideen
id nce at the 4%
at the 4% level of was contradicting for some
significance
ce th
that
at the
the mean
mea
eann concert
c nc
concer
ertt ti
er tick
ticket
c price is not $200. students, even though they
knew it was ‘do not reject
H0’.
(ii) Now given the standard deviation is 32.25 Some students misread the
§ 32.252 · question.
Under H0 , X ~N ¨ 200, ¸ by CLT since n is large
© n ¹

www.KiasuExamPaper.com
36
 (ii) Some made the mistake
to assuming it is upper tail,
206  200
writing  2.0537
32.25
2% 2%
n
-2.0537 2.0537
instead of
206  200
2.0537   2.0537
For H0 to not be rejected, the test statistic, z, must not be in 32.25
critical region. Hence n
2.0537  z  2.0537
206  200 Some also made the mistake
i.e. 2.0537   2.0537
32.25 of confusing it with (i)
n information, writing it as
6 n 209  206
i.e. 2.0537   2.0537 2.0537   2.0537
32.25
32.25
n
i.e. 11.039  n  11.039
Hence largest value of n is 121.
y Students should be using a
8(i)
cross ‘x’ to make the points
(8, 10.8) instead of a small square box
(as seem on the calculator
screen).
P (4.8, 7.4)

(1.2, 2.2)
x

(ii) The scatter diagram suggests that as x increases, y increases Quite a number of students
at a decreasing rate, which is consistent with the model said that the points in the
y c ln x  d where c and d are positive. The model scatter diagram were
y ax 2  b where a and b are positive suggests instead that distributed along a line, hence
y c ln x  d was the
as x increases, y increases at an increasing rate, which is not
suitable for the data given. appropriate model (incorrectly
assuming ln x is a linear
r = 0.9927 (4dp) function?)

Some students mentioned the

turning point in y ax 2  b .
This is not relevant to the
current question as we are
only looking at a limited
range of values of x.

Some students also calculated

r for both models before
deciding y c ln x  d was
the better model as its value
of r was closer to 1. This was

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37
 not accepted as it did not
make use of the scatter
diagram.

Finally, many students did not

give r to 4 decimal places as
stated in the question.
(iii) Least squares regression line is A large number of students
y 1.3755  4.4612 ln x (5 s.f.) gave y 4.46  1.38ln x , or
1.38  4.46 ln x (3 s.f.) otherwise chose the wrong
model in part (ii) and hence
lost marks here.

Most students chose P

correctly; some students
thought it was the bottom left
point (1.2, 2.2).
(iv) When y = 8, Some students did not use the
8 1.3755  4.4612ln x regression line in (iii), but
Hence recalculated a new regression
8  1.3755 line based on a linear model.
ln x
4.4612
Ÿ x 4.42 (3 s.f.) Some students left their
answer as
This estimate is reliable as ry ,ln x is very close to +1 and
8  1.3755
y = 8 is within the data range of y ( 2.2 d y d 10.8 ) used to x 1.48 .
4.4612
obtain the regression line of y on lnx.
Many students omitted to
The popularity index (variable x) is the independent variable mention that r is close to 1.
in this context, therefore it is not appropriate to use the ln x
on y or the x2 on y regression lines to estimate popularity Some students wrote that it
index x. was unreliable as the
popularity index of a new
artiste might not be accurate.
This was not accepted.

Finally, a large number of

students stated the two models
were inappropriate for various
reasons – such as the fact that
y could not be negative, or
that the graph did not have a
turning point. This reflects a
misconception that the
regression model can be
extrapolated to values of x
beyond those of the data.

9(i) Let A be the event that the older twin Albert is late for Majority of students were able
practice, and B be the event that the younger twin Benny is to do this. Those who could
late for practice. not wrongly interpreted the
Given: P( A) 0.65 , P( A B) 0.975 , P( A B ') 0.56875 .

www.KiasuExamPaper.com
38
 P( A ˆ B) probability of 0.975 as
P( A B) 0.975 Ÿ 0.975
P( B) P( A ˆ B) instead of P( A B ) .
Ÿ P( A ˆ B) 0.975 P( B)
P( A ˆ B ') Some students had difficulty
P( A B ') 0.56875 Ÿ 0.56875 combining P( A ˆ B) and
P( B ')
Ÿ P( A ˆ B ') 0.56875 P( B ') P( A ˆ B ') , not realizing that
Now, drawing a simple venn
diagram would clearly lead to
P( A) P( A ˆ B)  P( A ˆ B ')
P( A) P( A ˆ B)  P( A ˆ B ') .
0.975P( B)  0.56875 >1  P( B)@ 0.65
P( B) 0.2 (shown)

9(ii) P( A ˆ B) Very common mistake:

0.975 Ÿ P( A ˆ B) 0.195 P( A ˆ B ')  P( A 'ˆ B)
0.2
Probability =P( A ˆ B ')  P( A 'ˆ B) = P( A)P(B ')  P( A ') P( B)
> P( A)  P( A ˆ B)@  > P( B)  P( A ˆ B)@ = (0.65)(0.8)  (0.35)(0.2) .

0.65  0.195  0.2  0.195 Student need to realise that

0.46 the question did not state that
A and B are independent, and
OR they must not assume this. In
Probability = P( B ')P( A B ')  P( B)P( A ' B) this question, indeed, A and B
(0.8)(0.56785)  (0.2)(1  0.975) are NOT independent.
= 0.46
OR
P( A 'ˆ B ') 1  P( A ‰ B)
1  [P( A)  P( B)  P( A ˆ B)]
1  (0.65  0.2  0.195)
0.345
Probability = 1  P( A ˆ B)  P( A 'ˆ B ')
1  0.195  0.345
0.46

9(iii) P( A 'ˆ B 'ˆ C ') A common mistake:

1  P( A ‰ B ‰ C ) P( A 'ˆ B 'ˆ C ')
P( A 'ˆ B ') P(C ') , where
ª P( A)  P( B)  P(C )  P( A ˆ B)  P( B ˆ C ) º
1 « » students assumed that A 'ˆ B '
¬ P( A ˆ C )  P( A ˆ B ˆ C ) ¼ is independent of C’.
1  > 0.65  0.2  0.5  0.195  (0.2)(
)(0.5  (0.65)(0.5)  0.098@
(0.2)(0.5)
(0.2)
Some students wrongly
0.172 interpreted the phrase ‘event
of either twin being late for
practice is independent of the
event that C is late for
practice’ as
A ‰ B independent of C, and
wrote P(( A ‰ B) ˆ C )
P( A ‰ B) u P(C ) .

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39
 10 Let X be the random variable for the time taken to place an This is generally well-done.
order and Y be the random variable for the time taken to However, no credit is given if
prepare and serve an order. X N(60, V 2 ), Y N(300,502 ) student used the value of
20.11 and compared the
Given: P(X  40) 0.16 probabilities of P(X  40) for
§ 40  60 · V 20.10, 20.11 and 20.12 .
Ÿ P¨ Z  0.16 For a question that requires
© V ¸¹
the student to show the result,
20
Ÿ 0.9944578907 student must not use the value
V to be shown in the working.
Ÿ V 20.11146
Ÿ V 20.11(to 2 d.p.) (shown) There are also some students
who wrote the standardized
60  40
value wrongly as ,
V
40  60
instead of .
V

10(i) Students need to read the

question carefully. Many
students wrongly interpreted
A and B as events rather than
probabilities. Hence the
following mistakes:
B A 1. Drawing a venn diagram
showing A and B as 2 sets
x 2. Writing P( A) ! P( B) .
39.9 60 80.1
Some drew 2 different normal
49 555 57 63
curves, without realizing that
Since normal curve is symmetrical about mean 60, it’s the same random variable
P(49  X  55)  P(57  X  63) . So A > B. X.
10 N(300,502 )
Y N(300,5 Not well-done despite it being
(ii) P(Y ! k ) 0.001 an easy question.
Common mistakes:
From GC, k 454.5116154 455 s (to 3 s.f.)
1. Very careless in
interpreting the
probability of 0.1%, often
writing it as 0.1, or 0.01.
2. Some considered
distribution of X, or X+Y
instead.

Many did additional step of

standardizing Y. This is not
necessary since the mean and
variance of Y are given.

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40
 10 Y1  Y2  ...  Y10 5 2
50 This is generally well-done.
(iii) Y N(300, ) Some, however, wrongly
10 10
quoted the use of CLT.
P(Y  270) 0.028897188
Common mistakes:
= 0.0289 (to 3 s.f.) 1. Considering distribution
of X1  ...  X10  Y1  ...  Y10
10
2. Writing variance of Y as
10(502 ) .
3. Not converting 4.5 mins
to 270s
10 Let T be random variable for time taken to take the order and Common mistakes:
(iv) prepare the order of 1 customer. 1. Writing Var(T) as
T 0.95 X  0.9Y 20.111462  502 or
2 2 2 2
T N(0.95(
N(0.95(60)  0.9(300), 0.95 (20.11146 )  0.9 (50 )) (0.95)(20.111462 ) 
T N(327, 2390.01822)
2 (0.9)(502 )
2. Interpreting the time taken
Time taken to serve n customers is T1  T2  ...  Tn for n customers as nT
T1  T2  ...  Tn N(327n, 2390.01822n) instead of T1  T2  ...  Tn ,
and hence writing Var(nT)
Given: P(T1  ...  Tn  3600) t 0.8 as 2390.01822n2
3600  327n
P(Z  ) t 0.8 Students should realise that
2390.01822n for normal distributions,
3600  327n independence of random
t 0.84162
2390.01822n variables is a necessary
3600  327n assumption.
From GC, let Y1 There are students who
2390.01822n
simply assume that the new
n Y1 improved time for serving
9 4.4796 > 0.84162 customers is normally
10 2.1346 > 0.84162 distributed, and even quote
11 0.0185 < 0.84162 use of CLT.

Largest n = 10

Assume that the time taken to place an order is independent

of the time taken to prepare and serve an order for a customer
OR
Assume that the time taken to place an order for a customer
is independent of the time taken to place an order for another
customer.

11 The probability
bil
ilit
il ity off a randomly
it raan
ndo
doml
m y ch
chos
chosen
oseen w
os wine glass being Keywords for assumptions:
chipped is constant.
con
onst stan
ant.
t. x probability … constant
Selections of chipped wine glasses are independent of each x Selections/events …
other. independent
probability … independent is
WRONG!
Note the difference between
conditions & assumptions.

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 Let X be the number of chipped wine glasses in a batch of n Generally well done except –
glasses. x Some students mistook A
X B(n, p) to be P(X > 1).
A = P(X d 1) x Some only had one of P(X
P(X 0)  P(X 1) = 0) or P(X = 1).

 
n p 0 (1  p)n  n p1 (1  p) n1 x Some had missing 2nd last
0 1 step of factoring out (1 –
p)n-1(1 – p + np)
(1  p)n  np(1  p) n1
(1  p) n 1 1  p  np 
(1  p) n 1 >1  (n  1) p @ (shown)
11 Given p 0.02 , X B(n, 0.02) 0.0 Generally well done except
(a) A = P(batch of glasses will not be rejected ) = P( X d 1) t 0.9 that some students wasted
From GC, time in writing out a few steps
of working before using GC,
n A P( X d 1)
instead of comparing with 0.9
25 0.9114 > 0.9 directly. Another common
26 0.9052 > 0.9 mistake is n = 27 because of
27 0.8989 < 0.9 wrong inequality or using
Thus largest n = 26 equation instead.

11 Given that n = 40, A P( X d 1) 0.73131 where Common mistake – ignoring

(b) X B(40, p) ‘5 decimal places’ in the
question. Answer such as
0.025300 was common.

From GC, p = 0.02530 (5 d.p.)

11 X B(40, 0.02530)
0. Confusion in the distribution
(b) P E( X ) 40 u 0.02530 1.012 of X is common:
(i) X ~ B(40,0.02530) at the start
V 2 Var( X ) 40 u 0.02530 u (1  0.02530) 0.9863964
becomes
P(P  V  X  P  V ) X ~ N(1.1012,0.9863964) a
P(0.018805  X  2.005175) few steps later!
P( X 1))  P(( X 2))
0.56107 A few students took the
0.561 (to
o 3 s.f.)
s.ff..)
s. values of n = 26 and p = 0.02
from part (a) instead of using
the current values stated in
part (b) with n = 40 and p
found in (b) (i)
11 Let R be number of rejected batches out of 20×52 batches in There were a few scripts with
(b) a year. no mention of any
(ii) R B(20 u 5 52,1  0.73131) distributions!

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R B(1040, 0.26869) Central Limit Theorem was
P(total compensation ! $30000) P(R ! 300) wrongly used for 20 batches
1  P(R d 300) 0.0711 instead of 52 weeks.

OR Students should note the

random variables involved
Let C be number of rejected batches out of 20 batches in a with their respective n and p:
week. x X ~ B(40,0.02530) for the
C B(20,1  0.73131) number of chipped wine
glass
C B(20, 0.0.26869)
x C~B(20,1 – 0.73131) for
E(C ) 20 u 0.26869 5.3738 the number of rejected
Var(C ) 20 u 0.26869 u 0.73131 3.929913678 batches

Since n = 52 is large, by Central Limit Theorem,

C1  C2  ...  C52 N(279.4376,
N(279.4 204.3555113)
approximately

Let total compensation be W.

W 100(C1  ...  C52 )
E(W ) 100(279.4376) 27943.76
Var(W ) 1002 (204.3555113) 2043555.113
W N(27943
N(27943.76, 2043555.113)

P(W ! 30000) 0.075160

= 0.0752 (to 3 s.f.)

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