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Sixth Term Examination Paper [STEP]

Mathematics 2 [9470]

2018

Examiner’s Report

Hints and Solutions

Mark Scheme
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Sixth Term Examination Paper

Mathematics 2 [9470]

2018

Contents

Examiner’s Report 3
Hints and Solutions 18
Mark Scheme 32

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STEP MATHEMATICS 2
2018
Examiner’s Report

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General Comments

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The pure questions were again the most popular of the paper, with only two of those questions
being attempted by fewer than half of the candidates (none of the other questions was attempted
by more than half of the candidates). Good responses were seen to all of the questions, but in many
cases, explanations lacked sufficient detail to be awarded full marks. Candidates should ensure that
they are demonstrating that the results that they are attempting to apply are valid in the cases being
considered. In several of the questions, later parts involve finding solutions to situations that are
similar to earlier parts of the question. In general candidates struggled to recognise these similarities
and therefore spent a lot of time repeating work that had already been done, rather than simply
observing what the result must be.

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Question 1

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This was the most popular question of the paper, attempted by 93% of candidates. While many

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candidates scored well on this question there were very few who achieved full marks and a
significant number who scored 0 for this question.

The first two parts of the questions were generally done well, with the majority of marks being lost
for arithmetic errors or from just considering one of the two cases. In some cases, candidates
produced the reasoning for part (ii) as their answer for part (i). In these cases, the candidates
generally repeated the work as their answer for part (ii). There were a number of solutions to part
(ii) that were overcomplicated, involving consideration of the factorised form and comparison of
coefficients.

Part (iii) was also very well completed by those who attempted it, with the main cause for loss of
marks being algebraic errors. A number of errors were seen in the final part of the question,
particularly not considering the second case or not realising that the quadratic would have a
different discriminant in this case and a failure to check that the roots of the quadratic did not
duplicate the repeated root already found in this case.

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Question 2

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This was the least popular of the pure questions on the paper, attempted by only 35% of the

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candidates. Very few candidates were able to score full marks and a fairly high proportion scored 0
on this question.

In the first part of the question, a significant number of candidates sketched convex functions and so
had sketches that did not match the inequality. Most candidates were able to identify many of the
key points required for the final section of this introductory part, but many could not explain it
clearly enough for full marks in this section.

Most candidates made good attempts at the next section, but again the presentations often lacked
enough clarity about how the inequalities were being linked together to be awarded full marks. In
some cases, the choices for and were not within the interval ( , ) and so these candidates
lost marks.

Candidates who attempted to complete the final parts of the question were generally confident
about how the results from the first part were to be applied, but a significant number omitted to
demonstrate that the function being used was concave and so were not able to achieve full marks
here.

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Question 3

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The first part of this question was well attempted in general, although some solutions required more

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care to be taken to check whether or not the extreme values are included within the range or not.

Many solutions to part (ii) did not generally include very clear explanations of the method and
candidates often did not make it clear that they had demonstrated the result in both directions.

For the final part, candidates often did not find the “certain point” referred to in the question and
instead tried to work with a general point ( , ). Some candidates also attempted to calculate the
integral directly rather than making use of the fact that the graph has rotational symmetry.

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Question 4

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This was the second most popular question on the paper. The average mark scored by candidates

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attempting this question was the highest of all the pure questions.

The first two parts of the question were generally well done with candidates showing confidence in
applying the given identity and then factorising and solving the resulting equation. A sizeable
minority struggled to deal with the given range for and so were unable to find all the solutions. In
part (ii) many candidates were able to explain clearly why cos = cos leads to = .

Part (iii), however, proved to be difficult for the majority of candidates. A small number of
candidates did manage to find the quadratic equation and most of these were able to proceed and
complete the question fully. Most candidates did not score very many marks in this section.

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Question 5

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Of the pure questions this was the one that attracted the poorest responses in general, with a

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significant proportion of attempts scoring 0.

In the first part of the question the majority of candidates did not include the constant of integration
and so did not produce a fully justified solution. The expansion and substitution in the second part of
the question was done well in general, although many candidates attempted to expand the as
well as the (1 − ), after which they were unable to complete the integral. In many of these cases
there were then unjustified jumps to the series expansion found in part (i).

Answers to part (iii) were generally much better than part (ii), although some substitution errors
were seen. Most of the marks lost in this part were because candidates failed to spot the connection
with the previous part. It is worth noting that many candidates did not attempt part (iii), having
failed to complete part (ii) successfully. It is likely that some additional marks could have been
scored by these candidates had they attempted this final part.

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Question 6

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Solutions on this question either scored very well or very poorly, depending on the quality of

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explanation provided by candidates in their solutions. In the weakest cases the only marks that were
awarded were for finding some of the particular cases.

In the first part of the question candidates were generally able to find the cases that satisfied the
equation, but many of the explanations that there are no solutions if ≥ 5 were not sufficiently well
produced to receive full marks.

In the second part of the question many students just restated the theorems without explaining the
reasoning that followed from them. The cases for small values of were generally found, but some
candidates struggled to find the pair (4,10). Some candidates also did not attempt to explain why
the cases = 5 and = 6 did not produce solutions.

There were some attempts to calculate the values of large factorials in this question. Candidates
should be aware that such an approach will not be the correct method with which to tackle the
questions.

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Question 7

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This was an unpopular question among the pure questions, with slightly less than two fifths of the

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candidates attempting it. Many of the responses did not progress far through the problem, although
there were some excellent solutions seen. As a result, attempts at this question generally received
either very few or most of the marks.

A range of different methods were used, such as consideration of ratios of areas, or parallel lines to
the diagram and the use of similar triangles.

The most common difficulties arose from candidates not recognising that was parallel to and
was parallel to .

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Question 8

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This was the third most popular question on the paper and a number of very good responses were

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seen from candidates.

Most candidates were able to apply the given substitution to the differential equation and then
separated the variables successfully. Candidates adopted a range of approaches to solving the
differential equation, such as use of an integrating factor or a solution by finding a complementary
function and then a particular integral. Success was seen with all of these methods. Some candidates
omitted the constant of integration and then were unable to reach the correct answer.

In the second part of the question most candidates were able to spot a suitable substitution and
proceeded to solve the differential equation successfully. The best candidates spotted the similarity
to part (i) and therefore saved some time on this part by modifying the answer to (i) rather than
working through all of the steps again.

The final part of the question was the least well answered. Although most candidates realised that
( ) > ( ), many did not justify this or substituted a value to check rather than demonstrating
that it was true for all values. Many candidates also failed to recognise that the gradient should be 0
at the origin for both curves.

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Question 9

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This was the most popular of the mechanics questions, with almost half of the candidates

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attempting it. Many candidates were able to apply the required sequence of calculations and
secured good marks on this question, although in some cases some steps were omitted which
limited the amount of success that could be achieved on the question. In the final part of the
question weaker candidates struggled to get the signs of the velocities correct and therefore were
unable to reach the correct coefficient of restitution between the two particles.

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Question 10

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The qualities of responses for this question were quite varied. Many candidates who struggled with

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this question failed to set up the speed of a point on the string in the first part of the question and
were therefore unable to make any significant progress. In the part of the question considering the
return journey a common error was to “restart the clock” once the ant had reached the endpoint,
however, since the speed of the string is dependent on the time from the start of the problem this
led to an error.

A particularly elegant solution to the final part involved changing the frame of reference such that
the endpoint was stationary and the peg was moving at constant speed. Stronger candidates were
then able to use the symmetry of the problem to reduce the amount of algebra needed
considerably.

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Question 11

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The most common mistake made in this question was to have the frictional force acting in the wrong

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direction, with many candidates assuming that the frictional force was pulling the motorbike
backwards and a “driving force” from the engine acted to push it forwards. The great majority of
candidates did attempt to find moments about the centre of mass as instructed, but there were
some attempts to evaluate moments about one of the wheels.

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Question 12

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This question was the most poorly attempted of all of the questions. While approximately one fifth

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of candidates attempted this question (more than questions 10 or 11), many of the solutions scored
very low marks. The few candidates who were able to make progress on the question were however
able to secure very good marks.

There were a number of candidates who clearly did not understand the payoffs described in this
question, thinking for example that the process continued until a tail was reached and was then
related to the number of heads achieved. Many of the students attempted differentiation to
maximise the expected winnings, but often did not progress beyond the non-integer value found to
check the two possible integer values.

In the second part many candidates struggled to find a useful method of counting successful
outcomes, and therefore could not make much further progress on the question. In many cases the
quality of explanation seen accompanying the method was not sufficiently detailed to demonstrate
that a valid method was being attempted – candidates would be well advised to pay attention to the
explanation of their method in questions such as this.

In the final part, many candidates failed to recognise the similarity between the function to be
maximised and that from the first part of the question and therefore attempted to work through the
process again. The manipulation of logarithms for the final part of the question was generally well
done.

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Question 13

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This was the more popular of the two probability and statistics questions on the paper and many

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good responses were seen.

Candidates were generally able to work out the probabilities required in the first part of the
question accurately. A considerable number of candidates were not able to make significant
progress beyond that point, but those who did were often able to identify the relationships clearly
and make use of the symmetry of the problem. Some attempts to tackle the second part of the
question through counting arguments were seen, but these were not successful. The proportion of
candidates achieving full marks for this question was higher than any other.

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STEP MATHEMATICS 2
2018
Hints and Solutions

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Question 1

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The first result can be shown by substituting into the quartic expression.

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It then follows for part (i) that the only way to achieve one distinct root is for that root to be either 1
or ‐1. In either case the factorised form of the quartic can then be considered to find the values of
and .

Similarly, for three distinct roots, there must be one pair , along with either 1 or ‐1.
Substitution of 1 or ‐1 into the quartic then leads to the required relationships.

For part (iii) note that the case 2 2 corresponds to the case where there is a root of ‐1 and it
can be seen that it must be a repeated root. The other factor is therefore a quadratic, which can
then be solved.

Finally, the conditions for there to be three roots can be found by considering the discriminant of the
quadratic (and the corresponding one for the other case). It is also necessary to confirm that this
quadratic does not repeat the root of either 1 or ‐1 depending on which case is being considered.

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Question 2

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The point with ‐coordinate 1 is a point within the range , (for 0 1), and

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1 is the ‐coordinate of a point on the chord joining the points , and
, . Therefore, for any position between the two endpoints on the curve, the inequality is
comparing the point on the curve with the point on the chord joining the two points. The sketch
therefore needs to show the chord entirely below the curve. The final part of the introductory
section can be shown either with a proof by contradiction or by arguing that 0 means that
the gradient is always decreasing within the interval.

Part (i) requires choosing values for and so that the inequality can be applied and then
applying this process multiple times to reach the required result. In each case the choice of and
need to be made so that they lie within the range for which applying the inequality is valid.

Parts (ii) and (iii) both follow from the result of part (i), but it is important to check that the function
being used is concave in the relevant range which needs to be stated clearly. In part (ii) the result
follows immediately, whereas the final part requires some manipulation of logarithms to reach the
final form of the relationship.

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Question 3

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The differentiation for the first part of the question can be achieved by applying the chain rule.

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Consideration of the sine function within the interval then allows the range to be determined.
Consideration of the gradient function then allows the graph to be sketched ‐ it can be seen from the
symmetry of the sine function that , which means that the graph must have
rotational symmetry about the point where .

A sketch of a rotationally symmetric function is a helpful way of demonstrating the second part as it
allows the distances that must be equal to be identified clearly. It is important to show clearly that
the result works in both the if and only if directions. For the final question in this part, note that the
sections of the graph above the axis must exactly match those below the axis, so the area must be 0.

For part (iii), begin by showing that the equation from part (ii) holds for this function. Once the
rotational symmetry has been demonstrated it follows that the area of any interval with the centre
of rotation in the centre will be equal to the area of a rectangle over the same interval passing
through the centre of rotation.

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Question 4

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For the first part, note that two of the terms in the left‐hand side of the equation have a coefficient

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of 1 and two have a coefficient of 3. Applying the given identity to each of these pairs gives a
common factor of cos . The equation can therefore be factorised and then another application of
the given identity will allow the full set of roots to be found.

The identity given at the start of the question can be applied to the first two terms of the left‐hand
side of the equation in part (ii) and the double angle formula can be applied to the cos 2 . This then
leads to an equation that can easily be factorised to show the required result. The range of possible
values needs to be considered when considering the case where cos cos .

For the final part a similar process to part (ii) can be used to create a quadratic function of
cos . Completing the square or considering a discriminant then allows the solutions to be
found.

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Question 5

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For the first part of the question note that ln 1 can be obtained by integrating 1 and

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so the required expansion can be found by integrating the binomial expansion term by term. Note
also, that the integration produces a constant, which needs to be shown to be 0.

In part (ii), the series expansion of can be obtained by adjusting the series expansion of . To
evaluate the integral, substitute the series expansion for the , but leave the unchanged. The
integration can then be completed term by term.

For part (iii) note that a substitution of ln will transform the integral into one that can be
expressed in terms of the integral in part (ii), which then allows the result to follow.

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Question 6

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For the first part, note that 5 will certainly be a factor of the left‐hand side in any case where 5.

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It then remains to check the other cases one at a time.

For part (ii), first explain how the two theorems show that there will not be any solutions if 7, by
showing that 4 and so there must be a prime factor of the right‐hand side that cannot exist in
the product on the left‐hand side.

The remaining cases then need to be checked one at a time, noting that the individual numbers
within the product can be split into their prime factorisation and then combined differently to form
the right‐hand side.

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Question 7

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It is very useful to draw a diagram to represent the situation described at the start of this question.

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Defining the vectors and as scalar multiples of and (using two new unknowns) allows the
position vector of Q to be written in two different ways. Since the vectors and are not parallel,
the coefficients of these vectors can be equated and this then leads to the correct expression for .

A similar process then leads to an expression for the position vector of L in terms of and , but
since L lies on OB, the coefficient of must be 0.

It then follows that 1 means that L lies on the segment OB.

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Question 8

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Making the substitution given reduces the differential equation into one for which it is easy to

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separate the variables. The two sides can then be integrated to find a general solution to the
equation and then the boundary condition can be applied to find the required solution.

The differential equation in part (ii) is similar to the one from part (i), so a similar substitution should
work (using a cube root rather than square root). The same process can then be followed as in part
(i) to solve this differential equation.

In part (iii), the information that can be used to simplify the equations being considered and
then it can be seen that the two curves will both approach an asymptote at 1. We also know
that the curves both pass through the origin and the differential equations show that the curves
should both have gradient 0 at the origin. All that remains is to deduce the relative positions of the
two curves by considering the behaviour of the exponential function.

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Question 9

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Since the two particles are released from rest the distance between them will remain constant until

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A reaches the ground. The height of B above the ground at this point can therefore be calculated.

Application of the uniform acceleration formulae will therefore give the speeds of A and B at the
moment A hits the ground and the coefficient of restitution can then be used to calculate the speed
with which A rebounds. Since they both continue to move under gravity the speed of B relative to A
will remain constant and therefore the time until they collide can be calculated. Once the time is
known one of the uniform acceleration formulae can then be used to determine the height at which
the collision happens and the two speeds at this time.

For the final part another application of the uniform acceleration formulae can be used to find the
velocity of A immediately after the collision. Conservation of momentum can then be used to find
the velocity of B, although care needs to be taken at this stage with the signs of the terms. Finally,
the velocities before and after the collision can be used to calculate the coefficient of restitution.

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Question 10

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Finding an expression for the length of the string at time allows the speed of the point on the string

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to be determined. The differential equation can then be set up by adding the speed of the ant to the
speed of the point on the string. The next result can then be verified by applying the quotient rule to
perform the differentiation.

Once the differential equation has been verified, integration leads to a relationship between and ,
which then leads to the required result.

For the journey back, the differential equation needs to be changed so that the speed of the ant is
subtracted rather than added. The differential equation can then be rewritten in a manner similar to
the first part of the question and solved.

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Question 11

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A diagram representing the situation will help to ensure that the correct calculations are performed.

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In particular it is important to note that the frictional force will be acting in the direction of motion
of the motorbike. Taking moments about the centre of mass as instructed and then setting the
reaction at the front wheel of the motorbike to 0 for the case when the front wheel loses contact
with the ground gives the maximum possible frictional force for this motion. Comparing this to
then gives the first inequality.

When the rear wheel is about to slip the frictional force will be taking its maximum value.
Substituting this into the equation found by taking moments and resolving forces vertically then
allows the value of this frictional force to be found. Newton’s second law then gives the
acceleration.

For the final part, first show that the maximum acceleration is at the moment when the front wheel
would be about to leave the ground. The value of the frictional force at this point can then be found
and the acceleration can then be deduced.

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Question 12

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First note that the only winning sequence is heads in a row and the probability of this can be found

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easily. The expected winnings can then be expressed as a function of ( ). By considering the value
of it can be shown that the expected winnings increases until , remain the same for the
next case and then decreases thereafter.

For the second part there are multiple sequences that lead to a win. Begin with a sequence of
heads and then consider adding tails to any of the positions before those heads (only 1 tail can be
placed in each position). The number of ways of winning with a total of tails in the sequence can
therefore be seen to be . The sum of these probabilities can then be seen to be a binomial
expansion and can therefore be simplified. An expression for the expected winnings can therefore
be found. The case where 2 leads to a function of the form of the previous part, so the point at
which the maximum value occurs can be written down immediately. Taking logarithms of this
maximum value allows it to be shown that the value is very close to 3 .

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Question 13

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The probabilities in the first part of the question can most easily be deduced by using a tree diagram.

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For the second part, note that the probabilities at B must be equal to the probabilities at D by the
symmetry of the problem. The sum of the four probabilities for any value of must be equal to 1.
Therefore, it is possible to deduce a recurrence relation for and see that this remains at a
constant value. With the values of and known recurrence relations for and can be
found. These recurrence relations can be related to geometric sequences in order to find the
formula for the general term.

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STEP MATHEMATICS 2
2018
Mark Scheme

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Question 1

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Substitute into the quartic expression: M1

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1
1
Since cannot be 0 and the numerator is equal to 0 (since is a root of the E1
equation), must also be a solution to the equation.

(i) For there to be only one distinct root, the root must be either 1 or ‐1
If the root is 1 then 4, 6 B1
If the root is ‐1 then 4, 6 B1

(ii) For there to be three distinct roots there must be one repeated root (which must E1
be either 1 or ‐1).
If the repeated root is 1 then: M1
1 1 0
Therefore 2 2 A1 AG
If the repeated root is 1 then: M1
1 1 0
Therefore 2 2 A1 AG

(iii) 2 2 corresponds to the case where the repeated root is ‐1.

1 1 1 1 1
1 is a factor of 1 1 1
1 2 1 1 M1
Comparing coefficients of : A1
2
Therefore the other roots are M1
2 2 4 A1
2

In the case where 2 2:

For all three roots to be real, 2 4 0 M1
A1
4 2 4
In the case where 2 2, the quadratic will have 2 M1
Therefore 2 4 0 for three roots A1
The quadratic factors in the two cases are both of the form 1. They M1
must have roots that are not 1. A1
√
1 if 4 2 ,
2 2 2 0, so 2.
Therefore in neither of the two cases investigated does the quadratic equation
have solutions of 1
Therefore A1
2 4
and
2 4
Are necessary and sufficient conditions for (*) to have exactly three distinct real
roots.

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M1 Substituted correctly.

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E1 Conclusion explained fully

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B1 Values only need to be stated – there is no need to link them to the value of the root.
B1 Values only need to be stated – there is no need to link them to the value of the root.
Subtotal: 4
E1 Identify that one of the roots must be 1 or ‐1
M1 Substitution of 1
A1 Conclude the first relationship
M1 Substitution of 1
A1 Conclude the second relationship
Subtotal: 5
M1 Factorised form
A1 Comparison of coefficient
M1 Application of quadratic formula
A1 Correct roots
Subtotal: 4
M1 Use of the discriminant
A1 2 4 0 and strictness explained
M1 Follow through same process for second case
A1 2 4 0
M1 Attempt to check that the roots of the quadratic are not equal to 1.
A1 Full justification.
A1 Any equivalent expression of the conditions
Subtotal: 7

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Question 2

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Sketch showing the curve and chord with the chord entirely below the curve and E1

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1 identified as a value in the range ( , E1
1 , 1 identified as the point on the chord. E1
If 0 for then the gradient of the curve must be E1
decreasing as increases.
Suppose that a function satisfies 0 for , but is not
concave for . Then there must be points and a value ,
0 1 such that
1 1
The gradient at 1 must be less than the gradient of the chord E1
joining , and , , and so the curve must continue to
have a gradient of this value or less. The curve therefore cannot pass through
, ). Therefore, it must be the case that a function satisfying 0
for is concave for .

(i) Let , and M1

Then, since is concave for : A1

Setting , and gives: B1

Similarly, setting , and gives: B1

Therefore: M1
A1 AG

(ii) If sin , then sin and 0 for 0 . B1

Therefore is concave for 0 . E1
0 , , and , therefore, by (i): M1
sin
√ A1 AG
sin sin sin

(iii) If ln sin , then cot M1

cosec A1
Therefore 0 for 0 and so is concave for 0 E1
Therefore: M1
ln sin
√
3 ln ln sin sin sin
√ √ A1 AG
sin sin sin

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E1 Sketch must match the case given in the question

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E1 Could be explained in text or indicated on the graph (if clearly labelled)

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E1 Could be explained in text
E1 Explanation includes reference to the behaviour of the gradient
E1 Fully clear explanation
Subtotal: 5
M1 Any choice that will lead to on RHS
A1 Application of definition of concave.
B1 Any choice that leads to an expression in terms of , and on LHS
B1 Any choice that leads to an expression in terms of , and on LHS
M1 Combination of previous inequalities
A1 Fully correct derivation
Subtotal: 6
B1 States second derivative
E1 Concludes that the function is concave
M1 Application of result from (i) (including justification that it can be applied)
A1 Reaches correct inequality
Subtotal: 4
M1 Differentiation of the correct function
A1 Correct second derivative
E1 Conclusion that the function is concave
M1 Application of result from (i)
A1 Correct manipulation of logarithms to reach given result.
Subtotal: 5

©UCLES STEP 2 MATHEMATICS 2018 36

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Question 3

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(i) 1 tan M1
1 tan sec A1

M1
A1
AG

Within the given domain, 0 sin 2 1, so 1 B1

Sketch of graph should have the following features:

Decreasing function G1
Points (0,1) and ,0 G1
Point of inflexion at G1
All other features correct G1

(ii) If the point , is rotated through 180 degrees about the point , then E1
the image will be at the point , .
Therefore, if the curve has rotational symmetry of order 2 about the point , , E1
then 2 2 , so 2 2
Similarly, if 2 2 , then any pair of points that are centred E1
horizontally on the point , will also be centred vertically on the point , ,
which means that the curve will have rotational symmetry about that point. E1

0 B1

(iii) Since tan cot , B1

M1

1 M1

Therefore 2 2
So the curve has rotational symmetry of order 2 about the point , ) A1

The area under the curve over any interval centred on , will therefore have M1
the same area as a rectangle of the same width and height .
A1
Therefore

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M1 Attempt to apply the chain or quotient rule

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A1 Correct derivative

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M1 Application of an appropriate trigonometric identity to simplify the function
A1 Fully correct simplification
B1 Correct range
Subtotal: 5
G1 Feature clear on graph
G1 Feature clear on graph
G1 Feature clear on graph
G1 Feature clear on graph
Subtotal: 4
E1 Identification of required image point
E1 Fully clear explanation
E1 Connection with points centred either horizontally or vertically on the correct value.
E1 Fully clear explanation
B1 Correct value
Subtotal: 5
B1 Connection with cot, or application of an appropriate trigonometric identity
M1 Appropriate substitution to show rotational symmetry
M1 Correct manipulation to show rotational symmetry
A1 Rotational symmetry shown and point identified
M1 Equivalent area identified
A1 Correct value
Subtotal: 6

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Question 4

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(i) cos cos 4 2 cos cos and cos 2 cos 3 2 cos cos M1

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2 cos cos 6 cos cos 0, so 2 cos cos 3 cos 0 M1
Therefore cos 0 or cos 3 cos 0 A1
cos 0 gives , , , or B1 B1
If cos 3 cos 0, then: M1

cos cos 2 cos 0

2 cos cos 2 cos 0
2 cos cos 1 0
cos 0 or cos 1, both of which give no new solutions to the equation. A1

(ii) cos cos 2 cos cos M1

2 cos cos 2 cos 1 1 M1
2 cos cos cos 0 M1
Therefore either cos cos , which can only be the case if since E1
0 and 0
Or cos 0, so A1

(iii) 1 1 M1
2 cos cos
2 2
1 3 M1
2 cos 1
2 2
1 1 1 M1
4 cos 4 cos cos 1 0
2 2 2
1 1 1 M1
2 cos cos 1 cos 0
2 2 2
1 1 1 M1
2 cos cos sin 0
2 2 2
Therefore, since both terms are 0, they must both be equal to 0. M1
For 0 and 0 , sin 0 only when M1
Therefore 2 cos 1, so and A1

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M1 Pairing of terms in the equation

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M1 Factorisation

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A1 Identification of the two cases
B1 One solution identified
B1 Full set of solutions for first case
M1 Manipulation of equation from other case
A1 Justification that this gives no other roots to the equation
Subtotal: 7
M1 Simplification of sum of cos functions or use of a compound angle formula
M1 Use of cos 2 identity
M1 Factorisation
E1 Explanation that (must refer to range of values for and )
A1 Correct value
Subtotal: 5
M1 Simplication of sum of first two functions
M1 Use of cos 2 identity
M1 Simplification to three‐term quadratic
M1 Completion of square, or calculation of discriminant
M1 Expression using sin function
M1 Explanation that this implies both equal
M1 Conclusion that
A1 Correct solution
Subtotal: 8

©UCLES STEP 2 MATHEMATICS 2018 40

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Question 5

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(i) …

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term of expansion is
!
B1
1

B1
1 ln 1
E1
B1
1 AG

(ii) B1
!
1 M1
!
Let

M1
A1

M1

M1
M1
1
Therefore ! A1
So A1
AG
ln 1
!
(by part (i))

(iii) Let ln M1
Then and M1
Change limits:
1 becomes 0
0 becomes ∞ B1
M1
ln A1
1 1 M1

ln 1 ln 1
1 A1
ln
1

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B1 Simplified form

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B1 Correct integral

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E1 Show that 0
B1 Correct integration term by term (ensure that signs are dealt with correctly)
Subtotal: 4
B1 Correct expansion
M1 Substitution into the function to be integrated
M1 Integration by parts
A1 Correct derivative and integral
M1 Completion of integration by parts
M1 Simplification, including substitution of limits
M1 First case evaluated
A1 General result
A1 Fully correct solution
Subtotal: 9
M1 Selection of appropriate substitution
M1 Differentiation
B1 Limits changed
M1 Substitution applied to the integral
A1 Completed substitution
M1 Rearrangement so that previous result can be applied
A1 Application of previous result (final simplification not needed)
Subtotal: 7

©UCLES STEP 2 MATHEMATICS 2018 42

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Question 6

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(i) If 5 then ! 5 5 and has 5 as a factor E1

om
Therefore the only possible solutions will have 5 E1
The only pairs are therefore
2,7 B1
3,11 B1
4,29 B1

(ii) If 7 then theorem 1 shows that 4 . E1

By theorem 2, there is a prime number between 2 and , which must be a E1
factor of !
But that prime cannot be a factor of any of 1! ,3!, ⋯ , 2 1 ! E2
So it cannot be a factor of 1! 3! ⋯ 2 1 ! E1
Therefore there is a prime factor on the RHS that does not appear on the LHS. E1
Therefore the only pairs must have 7 E1

1: 1 B1
2: 3 B1
3: LHS=3! 5!
3! 5! 5! 6 6!
So 6 B1
4: LHS 3! 5! 7! M1
3! 5! 2 3 2 3 4 5 2 4 3 3 2 5
So 10 A1
5: LHS 3! 5! 7! 9! E1
There must be two factors of 7 in the RHS, so 14
There will be no way of generating a factor of 11 for the RHS.
6: LHS 3! 5! 7! 9! 11! E1
There must be two factors of 7 in the RHS, so 14
There will be no way of generating a factor of 13 for the RHS E1

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E1 Identification of common factor of 5

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E1 No solutions for high values of justified

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B1 Correct solution
B1 Correct solution
B1 Correct solution
Subtotal: 5
E1 Significance of theorem 1 explained
E1 Significance of theorem 2 explained
E2 Explicit statement that the prime cannot be a factor is required
E1 Can imply previous mark
E1 Prime factor on one side but not the other clearly explained
E1 Justification that solutions only exist for 7
Subtotal: 7
B1 Correct solution
B1 Correct solution
B1 Correct solution
M1 Rearrangement of middle values to create 8 9 10
A1 Correct value
E1 Explanation that 11
E1 Explanation that 13
E1 Identification that no factor of 13 exists in the LHS – can also be awarded for identifying
that no factor of 11 exists in the LHS for previous case
Subtotal: 8

©UCLES STEP 2 MATHEMATICS 2018 44

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Question 7

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O

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M N
Q

A B
B1
Let and be such that and
M1
A1
1
Similarly: A1

1
Therefore: M1

1
A1
1 1
And: M1
A1
1 1
Since and are not parallel: M1

1 1
Therefore A2 AG
1
1
So
1
1

1 B1
1
Therefore: M1
1 1 A1
1 1
For some value of
Since is parallel to , the coefficient of must be 0 M1
1 M1
0
1
Therefore M1
1 1 1
1 1 1
So A2
1 means that lies on . E1

©UCLES STEP 2 MATHEMATICS 2018 45

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B1 Diagram

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M1 Method to work out in terms of and

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A1 Expression for
A1 Expression for
M1 Find an expression for in terms of and
A1 Correct expression
M1 Find a second expression for in terms of and
A1 Correct expression
M1 Equate coefficients of
A2 Reach given expression for
Subtotal: 11
B1 Find expression for
M1 Form an equation of the line on which L lies.
A1 Correct equation
M1 Identify that the component in the direction of must be 0
M1 Correct equation for
M1 Substitution back into equation of line
A2 Correct relationship
E1 Correct explanation
Subtotal: 9

©UCLES STEP 2 MATHEMATICS 2018 46

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Question 8

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(i) 1 M1

om
= ×
2
A1
=2

2 = −
1 M1
=
( − )
2
1 1 M1
=
− 2
1 1 M1
− ln| − | = +
2
M1
− =
1
= −
A1
1
= −
A1
= 1−

(ii) Use the substitution = : M1

1
= ×
3
3 = −
1 1 A1
= −
3 3
1 1
=
− 3
1 1
− ln| − |= +
3
− =
1 A1
= −
1
= −
A1
= 1−

©UCLES STEP 2 MATHEMATICS 2018 47

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= :

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(iii) If B1

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( )= 1− and ( )= 1−

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Sketch of graphs:

Ignore anything to left of -axis.

Both curves have a horizontal asymptote = 1 G1
Both curves have gradient 0 as they pass through the origin G1
Both functions have decreasing gradient. G1
For positive values of :
E1
0> >
Therefore
E1
1− < 1− <1
E1
1− < 1− < 1−
So the graph of should lie below the graph of G1

©UCLES STEP 2 MATHEMATICS 2018 48

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M1 Relationship between and (accept =2 )

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A1 Correct differentiation

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M1 Substitution completed and simplified
M1 Variables separated
M1 Integration completed
M1 Logarithm removed
A1 Rearranged so that is subject
A1 Formula for and boundary condition applied (must be in the form = ⋯)
Subtotal: 8
M1 Correct substitution chosen and applied (could use = )
A1 Simplified differential equation reached
A1 Solution rearranged so that is the subject
A1 Formula for and boundary condition applied (must be in the form = ⋯)
Subtotal: 4
B1 Simplified expressions found for the case =
G1 Asymptote must be indicated (accept if not explicit, but → 1 seen and clear from shape)
G1 Zero gradient through origin must be clear
G1 General shape away from origin correct. Accept any increasing function with decreasing
gradient
E1 Comparison of exponential functions
E1 Comparison of the functions that will be raised to a power
E1 Correctly deduced relationship between the two graphs
G1 > . Must have at least one of the E marks awarded to receive this mark.
Subtotal: 8

©UCLES STEP 2 MATHEMATICS 2018 49

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Question 9

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When reaches the ground for the first time will be at a height of 9ℎ above . B1

om
For the motion until reaches the ground: M1
= 0, = , = 8ℎ
= +2
= 16 ℎ
Therefore = 4 ℎ A1
rebounds with a speed of 2 ℎ A1
The velocity of relative to for the subsequent motion will be 6 ℎ B1
The particles will therefore collide after = M1
A1
For particle :
3ℎ
= −2 ℎ, = , =
2 ℎ
1 3ℎ 1 3ℎ M1
= + = −2 ℎ +
2 2 ℎ 2 2 ℎ
9ℎ 15 A1
= −3ℎ + =− ℎ
8 8 AG
So the collision occurs a distance of ℎ above .

3ℎ M1
= + = −2 ℎ+
2 ℎ
1 A1
=− ℎ
2
1
= ℎ
2
The velocity of will be M1
1 11
− ℎ+6 ℎ = ℎ
2 2
11 A1
= ℎ
2

©UCLES STEP 2 MATHEMATICS 2018 50

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To hit the ground the second time with speed 4 ℎ:

ud
15

.c
= 4 ℎ, = , = ℎ

om
8
= +2
15 M1
16 ℎ = + ℎ
4
49 A1
= ℎ
4
= ℎ (since > − ℎ) E1

Conservation of momentum for collision between the beads: M1

1 11 7
− ℎ + ℎ = ℎ +
2 2 2
where is the velocity of after the collision.
3 A1
= ℎ
2
7 3 M1
ℎ− ℎ 1
= 2 2 = A1
11 1 3
ℎ− − ℎ
2 2

©UCLES STEP 2 MATHEMATICS 2018 51

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B1 May be implied by later work

ud
M1 Application of correct formula

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A1 Correct value for velocity
A1 Correct rebound speed
B1 May be implied by later work
M1 Application of correct formula
A1 Correct time
M1 Application of correct formula
A1 Correct solution
Subtotal: 9
M1 Application of correct formula
A1 Correct speed
M1 Application of correct formula
A1 Correct speed
Subtotal: 4
M1 Application of correct formula
A1 Reach two possible values
E1 Select correct value
M1 Apply conservation of momentum
A1 Find velocity of after collision
M1 Apply correct formula
A1 Correct value
Subtotal: 7

©UCLES STEP 2 MATHEMATICS 2018 52

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Question 10

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At time the string will have a length of + M1

om
The speed of the point on the string will therefore be A1
B1
= +
+
( + ) − M1
= A1
+ ( + )
+ ( + )− M1
= =
( + ) + A1 AG

M1
=
+ +
= ln| ( + )| A1
+
At = 0, = 0:
0= ln M1

Therefore C = A1
At = , = + :
+ 1 M1
= ln ( + )
+
1+ =
where = / .
= ( − 1) A1 AG

For the journey back:

M1
= −
+
M1
=−
+ +
Therefore
= − ln| ( + )| A1
+
At = , = + :
+ M1
= − ln| ( + )|
+
Therefore:
( + )= A1
Solve for = 0:
0 = − ln| ( + )| M1

Therefore
( + )=1
( + )= +
( + ) −
=
Therefore the time for the journey back is:
( + ) − −1 A1
− = CAO

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M1 Expression for length at time

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A1 Correct speed

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B1 Correct differential equation
M1 Use of quotient rule
A1 Correctly completed
M1 Substitution
A1 Result verified
Subtotal: 7
M1 Method for solving the differential equation
A1 Correctly integrated
M1 Substitute boundary condition
A1 Correct value for constant
M1 Substitute for end point
A1 Simplified
Subtotal: 6
M1 New differential equation
M1 Correct new differential
A1 Correct solution to differential equation
M1 Substitute for start of journey back
A1 Correct constant
M1 Solve for time of return
A1 Find time for return journey.
Subtotal: 7

©UCLES STEP 2 MATHEMATICS 2018 54

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Question 11

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d

om
h

Taking moments about the centre of mass: M1

+ ℎ= − A1
A1
− − M1
=
ℎ A1
At the time when the front wheel loses contact with the ground: B1
= 0 and =
−
=
ℎ
Maximum possible frictional force is B1
Therefore if E1
− AG
<
ℎ
then the rear wheel will have slipped before this point.
i.e. if
−
<
ℎ

At the moment before the rear wheel slips, friction will take its maximum value B1
− − M1
=
ℎ
Resolving vertically: M1
+ =
− = ℎ M1
A1
=
− ℎ
Therefore
=
− ℎ
Newton’s second law: M1
=
Therefore A1
=
− ℎ

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= 0:

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The front wheel would lose contact with the road when

ud
The acceleration is given by E1

.c
−

om
E1
=
ℎ
Therefore increases as increases and decreases
So the maximum acceleration is at the moment when the front wheel would be E1
about to leave the ground
At this point = and so A1
−
=
ℎ

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B1 Forces all identified

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M1 Taking moments

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A1 All clockwise moments correct
A1 All anticlockwise moments correct
M1 Rearrange to make the subject
A1 Correct form
B1 Identify reaction forces for this case
B1 Identify maximum possible value for
E1 Explanation that rear wheel would have slipped
Subtotal: 9
B1 Maximum value used
M1 Substituted into equation
M1 Resolve forces vertically (may be seen earlier)
M1 Eliminate
A1 Correct reaction force
M1 Substitute into frictional force and apply Newton’s second law
A1 Correct value for
Subtotal: 7
E1 Use of formula for the acceleration
E1 Identify that higher accelerations have higher reaction at the rear
E1 Identify moment when maximum acceleration occurs
A1 Correct value
Subtotal: 4

©UCLES STEP 2 MATHEMATICS 2018 57

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Question 12

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(i) I will win if there are ℎ consecutive heads and lose otherwise. M1

om
ℎ ℎ = =
A1
= ℎ = ℎ
Let be the expected winnings when the value ℎ is chosen. M1
ℎ+1 ℎ+ A1
= =
+1 ℎ ℎ+ℎ
Therefore > 1 if ℎ < M1

And < 1 if ℎ > M1

So as ℎ increases, the values of increase until ℎ = , the value then remains A1
the same for ℎ = + 1 and decreases thereafter.
So I can maximise my winnings by choosing ℎ =

(ii) Possible sequences that lead to a win are:

All heads: Probability:
There are ℎ positions available (one before each of the heads) where at most one B1
tail can be placed.
1 tail can be placed in any of the ℎ positions, so the probability of a sequence M1
ℎ
containing just one tail is
1
Similarly, for any other number of tails, ≤ ℎ, the probability of a winning M1
ℎ
sequence containing that number of tails will be
Therefore the probability that I win is M1
1 1 A1
ℎ ℎ
=
+1 +1 +1 +1
As the sum in the expression on the right is a binomial expansion it can be M1
A1
rewritten as +1
The probability that I win is therefore
1 1+ +1 +2
+1 = =
+1 +1 +1 +1
So my expected winnings are A1 AG

In the case = 2, the expected winnings are ℎ

The maximum value is when ℎ = 8 or ℎ = 9 and has a value of B1

log = 9 log 8 − 8 log 9 M1

= 27 log 2 − 16 M1
≈ 27 0.63 − 16 = 1.01 M1
Therefore ≈3 .
≈3 A1 AG

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M1 Attempt to find a probability of a sequence of heads followed by a tail

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A1 Correct expected value

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M1 Consideration of how expected value changes with ℎ
A1 Correct expression
M1 Justification that the expected value increases with ℎ while ℎ <
M1 Justification that the expected value decreases with ℎ while ℎ >
A1 Conclusion that winnings can be maximised if ℎ =
Subtotal: 7
B1 Identifies a strategy for considering all winning sequences
M1 Correct probability for one case, could be seen as part of full sum
M1 Generalised to any case
M1 Expression as a sum and restatement so that binomial can be identified
A1 Fully correct expression
M1 Identification of binomial expansion
A1 Correct simplification
A1 Fully justified expression for expected winnings
Subtotal: 8
B1 Identification of maximum value for expected winnings
M1 Takes logs and simplifies
M1 Further simplification
M1 Applies given approximation
A1 Concludes given estimate for expected winnings
Subtotal: 5

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Question 13

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(i) = , =0 B1

om
= , = B1
= × + × + × = M1
M1
A1
= = × + × = M1
A1
= × + × = M1
A1

(ii) = + ( + ) M1
+ + + =1 M1
= (by symmetry) M1
Therefore + =1−2 M1
= and so = = for all . A1

= + ( + )= + M1
A1
1 1 1 M1
− = −
4 2 4
Therefore − is a geometric sequence with common ratio M1
A1
= +
A1
= −

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B1 Both values correct

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B1 Both values correct

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M1 One of the three cases identified in calculation or a tree diagram drawn to show all cases
M1 All three cases correctly identified
A1 Correct value
M1 Correct calculation
A1 Correct value
M1 Correct calculation
A1 Correct value
Subtotal: 9
M1 Recurrence relation for (or ) found
M1 Statement that probabilities add up to 1
M1 Identification of symmetry in problem or a recurrence relation to identify this relationship
M1 Combination so that and can be eliminated
A1 Correct value
M1 Recurrence relation for
A1 Correct relation having substituted for and
M1 Appropriate method to find
M1 Identification of geometric sequence
A1 Correct expression for (must be simplified)
A1 Correct expression for (must be simplified)
Subtotal: 11

©UCLES STEP 2 MATHEMATICS 2018 61

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