Semester 1 Exam [153 marks]

1. [Maximum mark: 7] EXN.1.SL.TZ0.9

Sophia pays $200 into
a bank account at the end of each month. The annual interest paid on money in the account is 3. 1%
which is compounded monthly.

(a) Find the value of her investment after a period of 5 years. [3]

Markscheme

* This sample question was produced by experienced DP mathematics senior examiners to aid teachers in preparing for
external assessment in the new MAA course. There may be minor differences in formatting compared to formal exam papers.

Number of time periods 12 × 5 = 60 (A1)

N = 60
I% = 3. 1
PV = 0
PMT = 200
P/Y = 12
C/Y = 12
Value ($)12, 961. 91 (M1)A1

[3 marks]

The average rate of inflation per year over the 5 years was 2%.

(b) Find an approximation for the real interest rate for the money invested in the account. [2]

Markscheme

METHOD 1

Real interest rate = 3. 1 − 2. 0 = 1. 1% (M1)A1

METHOD 2

1+0.031

1+0.02
= 1. 01078 … (M1)

1. 08% (accept 1. 1%) A1

[2 marks]

(c) Hence find the real value of Sophia’s investment at the end of 5 years. [2]

Markscheme

N = 60
I% = 1. 1
PV = 0
PMT = 200
P/Y = 12
C/Y = 12
($)12, 300 (12, 330. 33 …) (M1)A1

Note: Award A1 for $12, 300 only.

[2 marks]
2. [Maximum mark: 19] 20N.2.SL.TZ0.T_1
Don took part in a project investigating wind speed, x km h , and the time, y minutes, to fully charge a solar powered robot.
−1

The investigation was carried out six times. The results are recorded in the table.

(a) On graph paper, draw a scatter diagram to show the results of Don’s investigation. Use a scale of 1 cm to
represent 2 units on the x-axis, and 1 cm to represent 5 units on the y-axis. [4]

Markscheme

* This question is from an exam for a previous syllabus, and may contain minor differences in marking or structure.

(A4)

Note: Award (A1) for correct scales and labels.

Award (A3) for all six points correctly plotted.
Award (A2) for four or five points correctly plotted.
Award (A1) for two or three points correctly plotted.
Award at most (A0)(A3) if axes reversed.
If graph paper is not used, award at most (A1)(A0)(A0)(A0).

[4 marks]

(b.i) Calculate x, the mean wind speed. [1]

Markscheme

(A1)
−1
19 (km h )

[1 mark]
(b.ii) Calculate y, the mean time to fully charge the robot. [1]

Markscheme

32 (minutes) (A1)

[1 mark]

M is the point with coordinates (x, y).

(c) Plot and label the point M on your scatter diagram. [2]

Markscheme

point in correct position, labelled M (A1)(ft)(A1)

Note: Award (A1)(ft) for point plotted in correct position, (A1) for point labelled M Follow through from their part (b).

[2 marks]

(d.i) Calculate r, Pearson’s product–moment correlation coefficient. [2]

Markscheme

(r =) 0. 944 (0. 943733 …) (G2)

Note: Award (G1) for 0. 943 (incorrect rounding).

[2 marks]

(d.ii) Describe the correlation between the wind speed and the time to fully charge the robot. [2]

Markscheme

(very) strong positive correlation (A1)(ft)(A1)(ft)

Note: Award (A1)(ft) for (very) strong. Award (A1)(ft) for positive. Follow though from their part (d)(i). If there is no answer to part
(d)(i), award at most (A0)(A1) for a correct direction.

[2 marks]

(e.i) Write down the equation of the regression line y on x, in the form y = mx + c. [2]

Markscheme

y = 0. 465x + 23. 2 (y = 0. 465020 … x + 23. 1646 …) (A1)(A1)(G2)

Note: Award (A1) for 0. 465x. Award (A1) for 23. 2. If the answer is not an equation, award at most (A1)(A0).
 [2 marks]

(e.ii) Draw this regression line on your scatter diagram. [2]

Markscheme

regression line through their M (A1)(ft)

regression line through their (0, 23. 2) (A1)(ft)

Note: Award a maximum of (A1)(A0) if the line is not straight/ruler not used. Award (A0)(A0) if the points are connected.
Follow through from their point M in part (b) and their y-intercept in part (e)(i).
If M is not plotted or labelled, then follow through from part (b).

[2 marks]

(e.iii) Hence or otherwise estimate the charging time when the wind speed is 27 km h−1. [2]

Markscheme

(y =) 0. 465020 … (27) + 23. 1646 … (M1)

Note: Award (M1) for correct substitution into their regression equation.

35. 7 (minutes) (35. 7201 …) (A1)(ft)(G2)

Note: Follow through from their equation in part (e)(i).

OR

an attempt to use their regression line to find the y value at x = 27

Note: Award (M1) for an indication of using their regression line. This must be illustrated by vertical and horizontal lines or
marks at the correct place(s) on their scatter diagram.

35. 7 (minutes) (A1)(ft)

Note: Follow through from part (e)(ii).

[2 marks]

(f ) Don concluded from his investigation: “There is no causation between wind speed and the time to fully charge
the robot”.

In the context of the question, briefly explain the meaning of “no causation”. [1]
Markscheme

wind speed does not cause a change in the time to charge (the robot) (A1)

Note: Award (A1) for a statement that communicates the meaning of a non-causal relationship between the two variables.

[1 mark]
3. [Maximum mark: 11] EXM.2.SL.TZ0.1
Paul wants to buy a car. He needs to take out a loan for $7000. The car salesman offers him a loan with an interest rate of 8%,
compounded annually. Paul considers two options to repay the loan.

Option 1: Pay $200 each month, until the loan is fully repaid

Option 2: Make 24 equal monthly payments.

Use option 1 to calculate

(a.i) the number of months it will take for Paul to repay the loan. [3]

Markscheme

evidence of using Finance solver on GDC M1

N = 39.8 A1

It will take 40 months A1

[3 marks]

(a.ii) the total amount that Paul has to pay. [2]

Markscheme

40 × 200 = $8000 M1A1

[2 marks]

Use option 2 to calculate

(b.i) the amount Paul pays each month. [2]

Markscheme

Monthly payment = $316 ($315.70) M1A1

[2 marks]

(b.ii) the total amount that Paul has to pay. [2]

Markscheme

24 × 315.7 = $7580 ($7576.80) M1A1

[2 marks]

Give a reason why Paul might choose

(c.i) option 1. [1]

Markscheme
 The monthly repayment is lower, he might not be able to afford $316 per month. R1

[1 mark]

(c.ii) option 2. [1]

Markscheme

the total amount to repay is lower. R1

[1 mark]
4. [Maximum mark: 5] 22M.1.SL.TZ2.7
A college runs a mathematics course in the morning. Scores for a test from this class are shown below.

25 33 51 62 63 63 70 74 79 79 81 88 90 90 98

For these data, the lower quartile is 62 and the upper quartile is 88.

(a) Show that the test score of 25 would not be considered an outlier. [3]

Markscheme

(88 − 62) × 1. 5 OR 26 × 1. 5 seen anywhere OR 39 seen anywhere (M1)

62 − 39

23 A1

25 > 23 R1

so is not an outlier AG

[3 marks]

Examiners report

There were mixed results calculating the boundary value for outliers. Some determined the correct value of 23, but did not
relate it back to 25. Some did not realize that a calculation had to be performed, and instead tried to present an argument
referencing the box and whisker diagram.

The box and whisker diagram showing these scores is given below.

Test scores

Another mathematics class is run by the college during the evening. A box and whisker diagram showing the scores from this class
for the same test is given below.

Test scores

A researcher reviews the box and whisker diagrams and believes that the evening class performed better than the morning class.

(b) With reference to the box and whisker diagrams, state one aspect that may support the researcher’s opinion and
one aspect that may counter it. [2]
Markscheme

The median score for the evening class is higher than the median score for the morning class. A1

THEN

but the scores are more spread out in the evening class than in the morning class A1

OR

the scores are more inconsistent in the evening class A1

OR

the lowest scores are in the evening class A1

OR

the interquartile range is lower in the morning class A1

OR

the lower quartile is lower in the evening class A1

Note: If an incorrect comparison is also made, award at most A1A0.

Award A0 for a comparison that references “the mean score” unless working is shown for the estimated means of the data sets,
calculated from the mid-points of the 4 intervals. The estimated mean for the morning class is 71. 375 and the estimated
mean for the evening class is 70. 5.

[2 marks]

Examiners report

The majority of candidates were able to compare the medians as evidence supporting the researcher’s belief. However, some
incorrectly referred to the median values as mean values. There were more counterarguments available to be presented, and
again, candidates were generally able to communicate one of these. There were occasions where the candidate did not
indicate which argument was in support of the researcher and which argument was the counterargument, which is an
important element in the labelling/communication of their response.
5.

∣
[Maximum mark: 5]
Zaha is designing a bridge to cross a river. She believes that the weight of the steel needed for this bridge is approximately
53 632 000 kg.

The exact weight of the steel needed for the bridge is 55 625 000

(a) Find the percentage error in Zaha’s approximation.

Markscheme

attempt to substitute into percentage error formula

53632000−55625000

[2 marks]
55625000

3. 58 (%) (3. 58292 … (%))

× 100

A1

Zaha’s design is used to build five identical bridges.

(b.i)
(M1)

Note: Award (M1)A0 for a final answer of −3. 58(%) or 0. 0358.

kg.

Find the weight of the steel needed for these five bridges, to three significant figures.

Markscheme

278 000 000

[1 mark]

(b.ii)
A1

Write down your answer to part (b)(i) in the form a × 10k, where 1

Markscheme

2. 78 × 10
8
A1A1
≤ a ≤ 10, k ∈ Z.

Note: Award A1 for correct mantissa, consistent with their answer in part (b)(i).

Award A1 for a correct exponent, consistent with their answer in part (b)(i).

Award A0A0 for answers such as 27. 8 × 107.

[3 marks]
23M.1.SL.TZ2.1

[2]

[1]

[2]
6. [Maximum mark: 7] 22N.1.SL.TZ0.2
In the first month of a reforestation program, the town of Neerim plants 85 trees. Each subsequent month the number of trees
planted will increase by an additional 30 trees.

The number of trees to be planted in each of the first three months are shown in the following table.

(a) Find the number of trees to be planted in the 15th month. [3]

Markscheme

use of the nth term of an arithmetic sequence formula (M1)

u15 = 85 + (15 − 1) × 30 (A1)

505 A1

[3 marks]

Examiners report

This question was well answered by most candidates. The candidates were competent at selecting and using the formulae.
This arithmetic sequence question proved to be the most accessible question on the paper with the vast majority scoring full
marks and with many of the remainder scoring five marks or more.

(b) Find the total number of trees to be planted in the first 15 months. [2]

Markscheme

use of the sum of n terms of an arithmetic sequence formula (M1)

15 15
S15 =
2
(85 + 505) OR 2
(2 × 85 + (15 − 1) × 30)

4430 (4425) A1

[2 marks]

(c) Find the mean number of trees planted per month during the first 15 months. [2]

Markscheme

4425

15
OR 85 + (8 − 1) × 30 (M1)

295 A1
Note: Accept 295. 333 … from use of 3sf value from part (b).

[2 marks]
7. [Maximum mark: 7] 22M.1.SL.TZ1.13
A ball is dropped from a height of 1. 8 metres and bounces on the ground. The maximum height reached by the ball, after each
bounce, is 85% of the previous maximum height.

(a) Show that the maximum height reached by the ball after it has bounced for the sixth time is 68 cm, to the nearest
cm. [2]

Markscheme

use of geometric sequence with r = 0. 85 M1

EITHER

6 5
(0. 85) (1. 8) OR 0. 678869 … OR (0. 85) (1. 53) A1

= 0. 68 m

= 68 cm AG

OR

6 5
(0. 85) (180) OR (0. 85) (153) A1

= 68 cm AG

[2 marks]

Examiners report

Most of the candidates who tackled this question effectively realized that they were dealing with a geometric sequence and
were able to correctly identify the common ratio and identify the sixth term.

(b) Find the number of times, after the first bounce, that the maximum height reached is greater than 10 cm. [2]

Markscheme

EITHER
 n n−1
(0. 85) (1. 8) > 0. 1 OR (0. 85) (1. 53) > 0. 1 (M1)

n
Note: If 1. 8 m (or 180 cm) is used then (M1) only awarded for use of n in (0. 85) (1. 8) > 0. 1.
n−1
If 1. 53 m (or 153 cm) is used then (M1) only awarded for use of n − 1 in (0. 85) (1. 53) > 0. 1.

17 A1

OR

17 18
(0. 85) (1. 8) = 0. 114 m and (0. 85) (1. 8) = 0. 0966 m (M1)

17 A1

OR
n
solving (0. 85) (1. 8) = 0. 1 to find n = 17. 8 (M1)

17 A1

Note: Evidence of solving may be a graph OR the “solver” function OR use of logs to solve the equation. Working may use cm.

[2 marks]

Examiners report

Many candidates misunderstood the instruction: ‘Find the number of times, after the first bounce…’ So, the incorrect answers of 16 or 18
were seen frequently.

(c) Find the total vertical distance travelled by the ball from the point at which it is dropped until the fourth bounce. [3]

Markscheme

EITHER

distance (in one direction) travelled between first and fourth bounce
3
(1.8×0.85)(1−0.85 )
=
1−0.85
(= 3. 935925 …) (A1)

recognizing distances are travelled twice except first distance (M1)

18 + 2(3. 935925)

= 9. 67 m (9. 67185 … m) A1

OR

distance (in one direction) travelled between drop and fourth bounce
 4
(1.8)(1−0.85 )
=
1−0.85
(= 5. 735925 …) (A1)

recognizing distances are travelled twice except first distance (M1)

2(5. 735925) − 1. 8

= 9. 67 m (9. 67185 … m) A1

OR

distance (in one direction) travelled between first and fourth bounce

2 3
(0. 85)(1. 8) + (0. 85) (1. 8) + (0. 85) (1. 8) (= 3. 935925 …) (A1)

recognizing distances are travelled twice except first distance (M1)

2 3
1. 8 + 2(0. 85)(1. 8) + 2(0. 85) (1. 8) + 2(0. 85) (1. 8)

= 9. 67 m (9. 67185 … m) A1

Note: Answers may be given in cm.

[3 marks]

Examiners report

Few candidates saw that they needed to calculate the distances identified by the seven dotted lines on the given diagram.
Those that attempted the question often scored just one mark for using a correctly substituted formula determining the
distance travelled in one direction.
8. [Maximum mark: 8] 22M.1.SL.TZ1.11
The strength of earthquakes is measured on the Richter magnitude scale, with values typically between 0 and 8 where 8 is the
most severe.

The Gutenberg–Richter equation gives the average number of earthquakes per year, N , which have a magnitude of at least M .
For a particular region the equation is

log10 N = a − M , for some a ∈ R.

This region has an average of 100 earthquakes per year with a magnitude of at least 3.

(a) Find the value of a. [2]

Markscheme

log10 100 = a − 3 (M1)

a = 5 A1

[2 marks]

Examiners report

Many candidates did not attempt this question. Of those who did attempt the question, most of these candidates arrived at
the correct answer to this part with the most common incorrect answer being 103.

The equation for this region can also be written as N .

b
= M
10

(b) Find the value of b. [2]

Markscheme

EITHER

5−M
N = 10 (M1)

5
10 100000
= M
(= M
)
10 10

OR

(M1)
b
100 = 3
10

THEN

5
b = 100000 (= 10 ) A1
 [2 marks]

Examiners report

Those that were successful in part (a) answered this well.

(c) Given 0 < M < 8, find the range for N . [2]

Markscheme

0. 001 < N < 100000 (10

−3
< N < 10 )
5
A1A1

Note: Award A1 for correct endpoints and A1 for correct inequalities/interval notation.

[2 marks]

Examiners report

This was only answered correctly by the strongest candidates.

1
The expected length of time, in years, between earthquakes with a magnitude of at least M is N
.

Within this region the most severe earthquake recorded had a magnitude of 7. 2.

(d) Find the expected length of time between this earthquake and the next earthquake of at least this magnitude.
Give your answer to the nearest year. [2]

Markscheme

N =
10
7.2
(= 0. 0063095 …) (M1)
10

length of time = 1

0.0063095…
= 10
2.2

= 158 years A1

[2 marks]

Examiners report

This part of the question was a discriminator as correct responses were few and far between.
9. [Maximum mark: 16] 21N.2.SL.TZ0.2
The admissions team at a new university are trying to predict the number of student applications they will receive each year.

Let n be the number of years that the university has been open. The admissions team collect the following data for the first two
years.

(a) Calculate the percentage increase in applications from the first year to the second year. [2]

Markscheme

12 669−12 300

12 300
× 100 (M1)

3% A1

[2 marks]

Examiners report

The percentage increase proved more difficult than anticipated, with many using an incorrect denominator. Part (b) was
accessible with many candidates earning at least three marks. The expression for the general term of the arithmetic sequence
was found in part (c). A surprising number of candidates found the acceptance fees paid in the tenth year, rather than the
required total acceptance fees found in the first ten years. Most candidates were able to earn one mark for multiplying their
value by 80. In part (e), candidates were usually able to find the first point of intersection of un and vn, but did not always
realize the answer must be an integer. Part (f ) required candidates to support their answer through a comparison of growth
rates, or by finding a range of values/single data point where un > vn for n > k. Though the answer "un is geometric, vn is
arithmetic", inferred some understanding, this was insufficient justification and required a description that went a little bit
further. It is recommended that teachers provide opportunities for candidates to explore the more advanced features of the
GDC. An inappropriate choice of calculator window made it difficult for candidates to assess and appreciate the behaviour of
un and vn.

It is assumed that the number of students that apply to the university each year will follow a geometric sequence, un.

(b.i) Write down the common ratio of the sequence. [1]

Markscheme

1. 03 A1

Note: Follow through from part (a).

[1 mark]
 Examiners report

The percentage increase proved more difficult than anticipated, with many using an incorrect denominator. Part (b) was
accessible with many candidates earning at least three marks. The expression for the general term of the arithmetic sequence
was found in part (c). A surprising number of candidates found the acceptance fees paid in the tenth year, rather than the
required total acceptance fees found in the first ten years. Most candidates were able to earn one mark for multiplying their
value by 80. In part (e), candidates were usually able to find the first point of intersection of un and vn, but did not always
realize the answer must be an integer. Part (f ) required candidates to support their answer through a comparison of growth
rates, or by finding a range of values/single data point where un > vn for n > k. Though the answer "un is geometric, vn is
arithmetic", inferred some understanding, this was insufficient justification and required a description that went a little bit
further. It is recommended that teachers provide opportunities for candidates to explore the more advanced features of the
GDC. An inappropriate choice of calculator window made it difficult for candidates to assess and appreciate the behaviour of
un and vn.

(b.ii) Find an expression for un. [1]

Markscheme

(un =) 12 300 × 1. 03
n−1
A1

[1 mark]

Examiners report

The percentage increase proved more difficult than anticipated, with many using an incorrect denominator. Part (b) was
accessible with many candidates earning at least three marks. The expression for the general term of the arithmetic sequence
was found in part (c). A surprising number of candidates found the acceptance fees paid in the tenth year, rather than the
required total acceptance fees found in the first ten years. Most candidates were able to earn one mark for multiplying their
value by 80. In part (e), candidates were usually able to find the first point of intersection of un and vn, but did not always
realize the answer must be an integer. Part (f ) required candidates to support their answer through a comparison of growth
rates, or by finding a range of values/single data point where un > vn for n > k. Though the answer "un is geometric, vn is
arithmetic", inferred some understanding, this was insufficient justification and required a description that went a little bit
further. It is recommended that teachers provide opportunities for candidates to explore the more advanced features of the
GDC. An inappropriate choice of calculator window made it difficult for candidates to assess and appreciate the behaviour of
un and vn.

(b.iii) Find the number of student applications the university expects to receive when n = 11. Express your answer to

the nearest integer. [2]

Markscheme

10
(u11 =) 12 300 × 1. 03 (M1)

16530 A1

Note: Answer must be to the nearest integer. Do not accept 16500.

 [2 marks]

Examiners report

The percentage increase proved more difficult than anticipated, with many using an incorrect denominator. Part (b) was
accessible with many candidates earning at least three marks. The expression for the general term of the arithmetic sequence
was found in part (c). A surprising number of candidates found the acceptance fees paid in the tenth year, rather than the
required total acceptance fees found in the first ten years. Most candidates were able to earn one mark for multiplying their
value by 80. In part (e), candidates were usually able to find the first point of intersection of un and vn, but did not always
realize the answer must be an integer. Part (f ) required candidates to support their answer through a comparison of growth
rates, or by finding a range of values/single data point where un > vn for n > k. Though the answer "un is geometric, vn is
arithmetic", inferred some understanding, this was insufficient justification and required a description that went a little bit
further. It is recommended that teachers provide opportunities for candidates to explore the more advanced features of the
GDC. An inappropriate choice of calculator window made it difficult for candidates to assess and appreciate the behaviour of
un and vn.

In the first year there were 10 380 places at the university available for applicants. The admissions team announce that the
number of places available will increase by 600 every year.

Let vn represent the number of places available at the university in year n.

(c) Write down an expression for vn . [2]

Markscheme

(vn =) 10380 + 600(n − 1) OR 600n + 9780 M1A1

Note: Award M1 for substituting into arithmetic sequence formula, A1 for correct substitution.

[2 marks]

Examiners report

The percentage increase proved more difficult than anticipated, with many using an incorrect denominator. Part (b) was
accessible with many candidates earning at least three marks. The expression for the general term of the arithmetic sequence
was found in part (c). A surprising number of candidates found the acceptance fees paid in the tenth year, rather than the
required total acceptance fees found in the first ten years. Most candidates were able to earn one mark for multiplying their
value by 80. In part (e), candidates were usually able to find the first point of intersection of un and vn, but did not always
realize the answer must be an integer. Part (f ) required candidates to support their answer through a comparison of growth
rates, or by finding a range of values/single data point where un > vn for n > k. Though the answer "un is geometric, vn is
arithmetic", inferred some understanding, this was insufficient justification and required a description that went a little bit
further. It is recommended that teachers provide opportunities for candidates to explore the more advanced features of the
GDC. An inappropriate choice of calculator window made it difficult for candidates to assess and appreciate the behaviour of
un and vn.

For the first 10 years that the university is open, all places are filled. Students who receive a place each pay an $80 acceptance fee.

(d) Calculate the total amount of acceptance fees paid to the university in the first 10 years. [3]
 Markscheme

80 ×
10

2
(2(10380) + 9(600)) (M1)(M1)

Note: Award (M1) for multiplying by 80 and (M1) for substitution into sum of arithmetic sequence formula.

$10 500 000 ($10 464 000) A1

[3 marks]

Examiners report

The percentage increase proved more difficult than anticipated, with many using an incorrect denominator. Part (b) was
accessible with many candidates earning at least three marks. The expression for the general term of the arithmetic sequence
was found in part (c). A surprising number of candidates found the acceptance fees paid in the tenth year, rather than the
required total acceptance fees found in the first ten years. Most candidates were able to earn one mark for multiplying their
value by 80. In part (e), candidates were usually able to find the first point of intersection of un and vn, but did not always
realize the answer must be an integer. Part (f ) required candidates to support their answer through a comparison of growth
rates, or by finding a range of values/single data point where un > vn for n > k. Though the answer "un is geometric, vn is
arithmetic", inferred some understanding, this was insufficient justification and required a description that went a little bit
further. It is recommended that teachers provide opportunities for candidates to explore the more advanced features of the
GDC. An inappropriate choice of calculator window made it difficult for candidates to assess and appreciate the behaviour of
un and vn.

When n = k, the number of places available will, for the first time, exceed the number of students applying.

(e) Find k. [3]

Markscheme

< 10 380 + 600(n − 1) or equivalent (M1)

n−1
12 300 × 1. 03

Note: Award (M1) for equating their expressions from parts (b) and (c).

EITHER

n−1
graph showing y = 12 300 × 1. 03 and y = 10 380 + 600(n − 1) (M1)

OR

graph showing y = 12 300 × 1. 03

n−1
− (10 380 + 600(n − 1)) (M1)

OR

list of values including, (un=) 17537 and (vn=) 17580 (M1)

OR

12. 4953 … from graphical method or solving numerical equality (M1)

 Note: Award (M1) for a valid attempt to solve.

THEN

(k =)13 A1

[3 marks]

Examiners report

The percentage increase proved more difficult than anticipated, with many using an incorrect denominator. Part (b) was
accessible with many candidates earning at least three marks. The expression for the general term of the arithmetic sequence
was found in part (c). A surprising number of candidates found the acceptance fees paid in the tenth year, rather than the
required total acceptance fees found in the first ten years. Most candidates were able to earn one mark for multiplying their
value by 80. In part (e), candidates were usually able to find the first point of intersection of un and vn, but did not always
realize the answer must be an integer. Part (f ) required candidates to support their answer through a comparison of growth
rates, or by finding a range of values/single data point where un > vn for n > k. Though the answer "un is geometric, vn is
arithmetic", inferred some understanding, this was insufficient justification and required a description that went a little bit
further. It is recommended that teachers provide opportunities for candidates to explore the more advanced features of the
GDC. An inappropriate choice of calculator window made it difficult for candidates to assess and appreciate the behaviour of
un and vn.

(f ) State whether, for all n > k, the university will have places available for all applicants. Justify your answer. [2]

Markscheme

this will not guarantee enough places. A1

EITHER

A written statement that un > vn, with range of n. R1

Example: “when n = 24 (or greater), the number of applications will exceed the number of places again” (“
un > vn, n ≥ 24”).

OR

exponential growth will always exceed linear growth R1

Note: Accept an equivalent sketch. Do not award A1R0.

[2 marks]

Examiners report

The percentage increase proved more difficult than anticipated, with many using an incorrect denominator. Part (b) was
accessible with many candidates earning at least three marks. The expression for the general term of the arithmetic sequence
was found in part (c). A surprising number of candidates found the acceptance fees paid in the tenth year, rather than the
required total acceptance fees found in the first ten years. Most candidates were able to earn one mark for multiplying their
value by 80. In part (e), candidates were usually able to find the first point of intersection of un and vn, but did not always
realize the answer must be an integer. Part (f ) required candidates to support their answer through a comparison of growth
rates, or by finding a range of values/single data point where un > vn for n > k. Though the answer "un is geometric, vn is
arithmetic", inferred some understanding, this was insufficient justification and required a description that went a little bit
further. It is recommended that teachers provide opportunities for candidates to explore the more advanced features of the
GDC. An inappropriate choice of calculator window made it difficult for candidates to assess and appreciate the behaviour of
un and vn.
10. [Maximum mark: 16] 21M.2.SL.TZ2.3
A new concert hall was built with 14 seats in the first row. Each subsequent row of the hall has two more seats than the previous
row. The hall has a total of 20 rows.

Find:

(a.i) the number of seats in the last row. [3]

Markscheme

recognition of arithmetic sequence with common difference 2 (M1)

use of arithmetic sequence formula (M1)

14 + 2(20 − 1)

52 A1

[3 marks]

(a.ii) the total number of seats in the concert hall. [2]

Markscheme

use of arithmetic series formula (M1)

14+52
× 20
2

660 A1

[2 marks]

The concert hall opened in 2019. The average number of visitors per concert during that year was 584. In 2020, the average
number of visitors per concert increased by 1. 2%.

(b) Find the average number of visitors per concert in 2020. [2]

Markscheme

1
584 + (584 × 0. 012) OR 584 × (1. 012) (M1)

591 (591. 008) A1

Note: Award M0A0 if incorrect r used in part (b), and FT with their r in parts (c) and (d).

[2 marks]

The concert organizers use this data to model future numbers of visitors. It is assumed that the average number of visitors per
concert will continue to increase each year by 1. 2%.
(c) Determine the first year in which this model predicts the average number of visitors per concert will exceed the
total seating capacity of the concert hall. [5]

Markscheme

recognition of geometric sequence (M1)

equating their nth geometric sequence term to their 660 (M1)

Note: Accept inequality.

METHOD 1

EITHER

x−1
600 = 584 × (1. 012) A1

(x − 1 =) 10. 3 (10. 2559 …)

x = 11. 3 (11. 2559 …) A1

2030 A1

OR
x
600 = 584 × (1. 012) A1

x = 10. 3 (10. 2559 …) A1

2030 A1

METHOD 2

11th term 658 (657. 987 …) (M1)A1

12th term 666 (666. 883 …) (M1)A1

2030 A1

Note: The last mark can be awarded if both their 11th and 12th correct terms are seen.

[5 marks]

(d) It is assumed that the concert hall will host 50 concerts each year.

Use the average number of visitors per concert per year to predict the total number of people expected to attend
the concert hall from when it opens until the end of 2025. [4]

Markscheme

7 seen (A1)
EITHER

7
1.012 −1
584(
1.012−1
) (M1)

multiplying their sum by 50 (M1)

OR

sum of the number of visitors for their r and their seven years (M1)

multiplying their sum by 50 (M1)

OR

7
1.012 −1
29 200(
1.012−1
) (M1)(M1)

THEN

212000 (211907. 3 …) A1

Note: Follow though from their r from part (b).

[4 marks]
11. [Maximum mark: 16] 22M.2.SL.TZ1.3
The scores of the eight highest scoring countries in the 2019 Eurovision song contest are shown in the following table.

For this data, find

(a.i) the upper quartile. [2]

Markscheme

(M1)
370+472

Note: This (M1) can also be awarded for either a correct Q3 or a correct Q1 in part (a)(ii).

Q3 = 421 A1

[2 marks]

Examiners report

In part (a), many candidates could use their GDC to find the upper quartile, but many forgot how to find the inter-quartile
range.

In part (b), very few candidates knew how to show if a score is an outlier. Many candidates did not know that there is a
mathematical definition to “outlier” and simply wrote sentences explaining why or why not a value was an outlier.

In part (c), candidates were able to assess the validity of a regression line. The justifications for their conclusion revealed a
partial or imprecise understanding of the topic. Examples of this include “no correlation”, “weak value of r”, “low relationship”,
“not close to 1”.

In part (d), about half of the candidates managed to find the correct values missing from the table.

In part (e), many candidates knew how to use their GDC to find Spearman’s rank correlation coefficient. Some mistakenly
wrote down the value for r2 instead of r. Very few candidates could correctly interpret the value for r as they became
confused by the fact that linear correlation must go with the rank, otherwise it is about association. They could either have
said “there is an association between population size and score” or “there is a linear correlation between the rank order of the
population size and the ranks of the scores”.
 In part (f ), most candidates were able to work out that, even if the score changed, the rank remained the same.

(a.ii) the interquartile range. [2]

Markscheme

their part (a)(i) – their Q1 (clearly stated) (M1)

IQR = (421 − 318 =) 103 A1

[2 marks]

(b) Determine if the Netherlands’ score is an outlier for this data. Justify your answer. [3]

Markscheme

(Q3 + 1. 5(IQR) =) 421 + (1. 5 × 103) (M1)

= 575. 5

since 498 < 575. 5 R1

Netherlands is not an outlier A1

Note: The R1 is dependent on the (M1). Do not award R0A1.

[3 marks]

Chester is investigating the relationship between the highest-scoring countries’ Eurovision score and their population size to
determine whether population size can reasonably be used to predict a country’s score.

The populations of the countries, to the nearest million, are shown in the table.

Chester finds that, for this data, the Pearson’s product moment correlation coefficient is r = 0. 249.

(c) State whether it would be appropriate for Chester to use the equation of a regression line for y on x to predict a
country’s Eurovision score. Justify your answer. [2]
 Markscheme

not appropriate (“no” is sufficient) A1

as r is too close to zero / too weak a correlation R1

[2 marks]

Chester then decides to find the Spearman’s rank correlation coefficient for this data, and creates a table of ranks.

Write down the value of:

(d.i) a. [1]

Markscheme

6 A1

[1 mark]

(d.ii) b. [1]

Markscheme

4. 5 A1

[1 mark]

(d.iii) c. [1]

Markscheme

4. 5 A1
 [1 mark]

(e.i) Find the value of the Spearman’s rank correlation coefficient rs. [2]

Markscheme

rs = 0. 683 (0. 682646 …) A2

[2 marks]

(e.ii) Interpret the value obtained for rs. [1]

Markscheme

EITHER

there is a (positive) association between the population size and the score A1

OR

there is a (positive) linear correlation between the ranks of the population size and the ranks of the scores (when compared
with the PMCC of 0. 249). A1

[1 mark]

(f ) When calculating the ranks, Chester incorrectly read the Netherlands’ score as 478. Explain why the value of the
Spearman’s rank correlation rs does not change despite this error. [1]

Markscheme

lowering the top score by 20 does not change its rank so rs is unchanged R1

Note: Accept “this would not alter the rank” or “Netherlands still top rank” or similar. Condone any statement that clearly
implies the ranks have not changed, for example: “The Netherlands still has the highest score.”

[1 mark]
12. [Maximum mark: 6] 19N.1.SL.TZ0.T_7
A geometric sequence has a first term of 8

3
and a fourth term of 9.

(a) Find the common ratio. [2]

Markscheme

9 = (
8

3
)r
3
(M1)

Note: Award (M1) for correctly substituted geometric sequence formula equated to 9.

3
(r =) 1.5 (
2
) (A1) (C2)

[2 marks]

(b) Write down the second term of this sequence. [1]

Markscheme

4 (A1)(ft) (C1)

Note: Follow through from part (a).

[1 mark]

(c) The sum of the first k terms is greater than 2500.

Find the smallest possible value of k. [3]

Markscheme

8 k
( )((1.5) −1)
3

2500 <
1.5−1
(M1)

Note: Award (M1) for their correctly substituted geometric series formula compared to 2500.

k = 15.2 (15.17319 …) (A1)(ft)

(k =) 16 (A1)(ft) (C3)

Note: Answer must be an integer for the final (A1)(ft) to be awarded.

Follow through from part (a).

[3 marks]
13. [Maximum mark: 16] 18M.2.SL.TZ2.T_4
A new café opened and during the first week their profit was $60.

The café’s profit increases by $10 every week.

(a) Find the café’s profit during the 11th week. [3]

Markscheme

* This question is from an exam for a previous syllabus, and may contain minor differences in marking or structure.

60 + 10 × 10 (M1)(A1)

Note: Award (M1) for substitution into the arithmetic sequence formula, (A1) for correct substitution.

= ($) 160 (A1)(G3)

[3 marks]

(b) Calculate the café’s total profit for the first 12 weeks. [3]

Markscheme

12

2
(2 × 60 + 11 × 10) (M1)(A1)(ft)

Note: Award (M1) for substituting the arithmetic series formula, (A1)(ft) for correct substitution. Follow through from their first
term and common difference in part (a).

= ($) 1380 (A1)(ft)(G2)

[3 marks]

A new tea-shop opened at the same time as the café. During the first week their profit was also $60.

The tea-shop’s profit increases by 10 % every week.

(c) Find the tea-shop’s profit during the 11th week. [3]

Markscheme

60 × 1.110 (M1)(A1)

Note: Award (M1) for substituting the geometric progression nth term formula, (A1) for correct substitution.

= ($) 156 (155.624…) (A1)(G3)

Note: Accept the answer if it rounds correctly to 3 sf, as per the accuracy instructions.

[3 marks]

(d) Calculate the tea-shop’s total profit for the first 12 weeks. [3]
 Markscheme

12
60(1.1 −1)

1.1−1
(M1)(A1)(ft)

Note: Award (M1) for substituting the geometric series formula, (A1)(ft) for correct substitution. Follow through from part (c) for
their first term and common ratio.

= ($)1280 (1283.05…) (A1)(ft)(G2)

[3 marks]

(e) In the mth week the tea-shop’s total profit exceeds the café’s total profit, for the first time since they both opened.

Find the value of m. [4]

Markscheme

n
60(1.1 −1) n

1.1−1
>
2
(2 × 60 + (n − 1) × 10) (M1)(M1)

Note: Award (M1) for correctly substituted geometric and arithmetic series formula with n (accept other variable for “n”), (M1)
for comparing their expressions consistent with their part (b) and part (d).

OR

(M1)(M1)

Note: Award (M1) for two curves with approximately correct shape drawn in the first quadrant, (M1) for one point of
intersection with approximate correct position.

Accept alternative correct sketches, such as

Award (M1) for a curve with approximate correct shape drawn in the 1st (or 4th) quadrant and all above (or below) the x-axis,
(M1) for one point of intersection with the x-axis with approximate correct position.

17 (A2)(ft)(G3)

Note: Follow through from parts (b) and (d).

An answer of 16 is incorrect. Award at most (M1)(M1)(A0)(A0) with working seen. Award (G0) if final answer is 16 without working
seen.

[4 marks]
14. [Maximum mark: 4] 23M.1.SL.TZ2.5
The following frequency distribution table shows the test grades for a group of students.

Grade 1 2 3 4 5 6 7

Frequency 1 4 7 9 p 9 4

For this distribution, the mean grade is 4. 5.

(a) Write down the total number of students in terms of p. [1]

Markscheme

34 + p A1

[1 mark]

(b) Calculate the value of p. [3]

Markscheme

attempt to substitute into the mean formula, equating to 4. 5 (M1)

1×1+2×4…5×p+6×9+7×4

34+p
= 4. 5 A1

(p =) 10 A1

Note: Do not award the final A1 if final answer is not an integer.

Award (M1)A0A1 for an unsupported answer of (p =) 10.

[3 marks]
15.

∣
[Maximum mark: 4]
Katya approximates π, correct to four decimal places, by using the following expression.

3 +

(a)

π
6+
1
13

16

Calculate Katya’s approximation of π, correct to four decimal places.

Markscheme

≈ 3 +

= 3. 14678 … (

= 3. 1468

[2 marks]

(b)
1

6+
13
16

343

109

A1
, 3

value of π in your calculator.

Markscheme

3.1468−π

π
× 100
16

109

(M1)
) (A1)

Note: Award A1 for correct rounding to 4 decimal places. Follow through within this part.

Calculate the percentage error in using Katya’s four decimal place approximation of π, compared to the exact
21M.1.SL.TZ1.1

Note: Award M1 for substitution of their final answer in part (a) into the percentage error formula. Candidates should use the
exact value of π from their GDC.

= 0. 166 (%) (0. 165754 …)

[2 marks]
A1
[2]

[2]
16. [Maximum mark: 6] 22N.1.SL.TZ0.10
Stars are classified by their brightness. The brightest stars in the sky have a magnitude of 1. The magnitude, m, of another star can
be modelled as a function of its brightness, b, relative to a star of magnitude 1, as shown by the following equation.

m = 1 − 2. 5 log10(b)

The star called Acubens has a brightness of 0. 0525.

(a) Find the magnitude of Acubens. [2]

Markscheme

m = 1 − 2. 5 log10(0. 0525) (M1)

= 4. 20 (4. 19960 …) A1

[2 marks]

Examiners report

Many candidates were able to answer part (a), but part (b) was much more challenging. Logarithms seem to continue to be a
difficult concept for many candidates. Part (a) was generally well done with many correct answers of 4. 20 seen, showing the
correct substitution and evaluation of the logarithmic expression. Many did not understand the relevance of the base 10, but
rather treated it as the argument or part of the argument: log(10) × b or log(10b). In part (b), a significant number of
candidates showed either poor arithmetical manipulation of the equation 7 = 1 − 2. 5 log(10b) or simply tried to solve
7 = 1 − 2. 5b.

In part (c), there was a lot of misunderstanding of what was required. Many candidates who attempted this part of the
question realized that a fraction needed to be evaluated but often the fraction involved their answers to parts (a) and (b)
rather than 0. 0525 divided by their answer to part (b). There were a disappointing number of candidates who subtracted
the two brightnesses in part (c) rather than divided.

Ceres has a magnitude of 7 and is the least bright star visible without magnification.

(b) Find the brightness of Ceres. [2]

Markscheme

attempt to solve 7 = 1 − 2. 5 log10(b) (M1)

Note: Accept a sketch from their GDC as an attempt to solve 7 = 1 − 2. 5 log10(b).

b = 0. 00398 (0. 00398107 …) A1

[2 marks]

(c) Find how many times brighter Acubens is compared to Ceres. [2]
Markscheme

0.0525

0.00398107
(M1)

= 13. 2 (13. 1874 …) A1

[2 marks]

© International Baccalaureate Organization, 2024