ISC Class 12 Maths Question Paper Solution 2016

MATHEMATICS
SECTION A [10 × 3]
Question 1
(i) Find the matrix X for which:
5 4 1 −2
��X=� �
1 1 1 3
(ii) Solve for x, if:
2
tan(cos-1x) =
√5

(iii) Prove that the line 2x – 3y = 9 touches the conics y2 = – 8x. Also, find the point
of contact.
(iv) Using L’Hospital’s Rule, evaluate:
𝑙𝑙𝑙𝑙𝑙𝑙 1 cot 𝑥𝑥
�𝑥𝑥 2 − 𝑥𝑥 �
𝑥𝑥 → 𝑜𝑜
(v) Evaluate: ∫ 𝑡𝑡𝑡𝑡𝑡𝑡3 𝑥𝑥 𝑑𝑑𝑑𝑑
(vi) Using properties of definite integrals, evaluate:
𝜋𝜋⁄2 𝑠𝑠𝑠𝑠𝑠𝑠 𝑥𝑥−cos 𝑥𝑥
∫0 1+𝑠𝑠𝑠𝑠𝑠𝑠 𝑥𝑥 𝑐𝑐𝑐𝑐𝑐𝑐 𝑥𝑥
dx

(vii) The two lines of regressions are x + 2y – 5 = 0 and 2x + 3y – 8 = 0 and the variance
of x is 12. Find the variance of y and the coefficient of correlation.
2 + 𝑖𝑖
(viii) Express in the form of a + ib. Find its modulus and argument.
(1+ 𝑖𝑖)(1−2𝑖𝑖)

(ix) A pair of dice is thrown. What is the probability of getting an even number on the
first die or a total of 8?
(x) Solve the differential equation:
𝑑𝑑𝑑𝑑
x𝑑𝑑𝑑𝑑 + 𝑦𝑦 = 3 𝑥𝑥 2 − 2

112
Comments of Examiners
(i) Errors were made by candidates while finding
Suggestions for teachers
inverse and correct 𝑋𝑋 = 𝐴𝐴−1 𝐵𝐵 form.
− Basic operations with Matrices need
(ii) Some errors were made by candidates in converting to be explained. Practice should be
inverse trigonometric functions (one to another) given in Inverse and Multiplication of
and also algebraic calculations. Matrix by a Matrix.
(iii) Some of the candidates made mistakes while − Explain clearly the conversion of
finding the point of contact and also proving the inverse circular functions (one to
condition of tangency. another form). More practice is
0 required in conversion through
(iv) Mistakes were made while converting in the 0 form, diagram and by using formulae.
also applied L’Hospital’s Rule without observing
0 − Tangency condition must be taught
the indefinite form 0 . more clearly. Ample practice needs to
(v) Errors were made while using formula to convert be given for computing point of
𝑡𝑡𝑡𝑡𝑡𝑡2 𝑥𝑥 to 𝑠𝑠𝑠𝑠𝑠𝑠 2 𝑥𝑥 − 1. A few candidates attempted it contact with and without formulae.
by integration by parts and made the steps − Applications of L’Hospital’s Rule
complicated - they could not proceed further.
for calculating Limits of
(vi) Several candidates made mistakes in applying the 0 ∞
𝑎𝑎 𝑎𝑎 Indeterminate Forms �0 𝑜𝑜𝑟𝑟 ∞�
property ∫0 𝑓𝑓(𝑥𝑥)𝑑𝑑𝑑𝑑 = ∫0 𝑓𝑓(𝑎𝑎 − 𝑥𝑥)𝑑𝑑𝑑𝑑. Some
should be taught well.
attempted by other methods of integration and could
not reach the proper result. − In the rule the numerator and
denominator need to differentiate
(vii) Many candidates solved the equations 0
unnecessarily and tried to identify byx arbitrarily. separately till 0 form is removed.
The condition for the two equations to represent − Varieties of questions of integration
regression lines and the tests for identifying them by substitution may be given for
were not used by some. practice.
(viii) Many candidates failed to simplify in the form − Teach properties of definite integrals
𝑎𝑎 + 𝑖𝑖𝑖𝑖 also made careless mistakes while well and see that the candidates learn
computing Modulus and Argument. to apply them appropriately.
(ix) A number of candidates made mistakes in getting Properties when correctly used
all favorable cases. Several candidates had reduce cumbersome calculations into
difficulty in calculating the values of simple ones.
𝑃𝑃(𝐴𝐴), 𝑃𝑃(𝐵𝐵) & 𝑃𝑃(𝐴𝐴 ∩ 𝐵𝐵). − Emphasize on mutually exclusive
(x) Many candidates made errors while identifying the events and independent events.
differential equation and attempted to solve it by Plenty of practice is required to
variable-separable form. understand the application of 𝑃𝑃(𝐴𝐴 ∪
𝐵𝐵) = 𝑃𝑃(𝐴𝐴) + 𝑃𝑃(𝐵𝐵) − 𝑃𝑃(𝐴𝐴 ∩ 𝐵𝐵).

− Give ample practice in various types

of differential equations.

113
MARKING SCHEME
Question 1.
5 4 1 −2
(i) � �X=� � 𝐴𝐴𝐴𝐴 = 𝐵𝐵, 𝐴𝐴−1 𝐴𝐴𝐴𝐴 = 𝐴𝐴−1 𝐵𝐵
1 1 1 3
5 4 −1 1 −4
� � =� �
1 1 −1 5
𝑋𝑋 = 𝐴𝐴−1 𝐵𝐵
1 −4 1 −2
X=� � � �
−1 5 −1 3
−3 −14
X=� �
4 17
(ii) √1−𝑥𝑥 2
cos −1 𝑥𝑥 = tan−1 � �
𝑥𝑥

√1−𝑥𝑥 2 2
tan tan-1 � � = � �
𝑥𝑥 √5
�1 − 𝑥𝑥 2
1 2 √5
√1−𝑥𝑥 2 2
= 1
𝑥𝑥 √5
x
Squaring on both sides
1−𝑥𝑥 2 4
=
𝑥𝑥 2 5

5 – 5x = 4x2
2

9x2 = 5
√5
x= or
3

cos−1 𝑥𝑥 = tan−1 √5
2

= cos −1 √5
3
√5
x= 3

(iii) Line 3y = 2x – 9
2
y = 3 𝑥𝑥 − 3

m = 2�3, c = −3
y2 = − 8x
a = −2
The condition: a = mc
2
⇒ −2 = × −3
3

114
 ⇒ −2 = −2
∴ the line touches the parabola
2𝑥𝑥 2
� 3 − 3� = -8x or
𝑎𝑎 2𝑎𝑎
(2x – 9)2 = −72𝑥𝑥 Point of contact= �𝑚𝑚2 , 𝑚𝑚 �
⇒ 4x2 – 36x + 81 = − 72x Substituting values of a & m
⇒ 4x2 + 36x + 81 = 0
(2x + 9)2 = 0
-3
∴ x = −9�2, y = 3 ×2 -3
2 9

=-6
−9
∴ point of contact is � 2 , −6�

𝑙𝑙𝑙𝑙𝑙𝑙 1 cot 𝑥𝑥
(iv) � 2− �
𝑥𝑥 → 𝑜𝑜 𝑥𝑥 𝑥𝑥
𝐿𝐿𝐿𝐿 1 1
= �𝑥𝑥 2 − 𝑥𝑥 tan 𝑥𝑥�
𝑥𝑥 → 𝑜𝑜
𝐿𝐿𝐿𝐿 tan 𝑥𝑥−𝑥𝑥
= 𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡
𝑥𝑥 → 𝑜𝑜 𝑥𝑥 2 ×
𝑥𝑥
× 𝑥𝑥

𝐿𝐿𝐿𝐿 tan 𝑥𝑥−𝑥𝑥

=
𝑥𝑥 → 𝑜𝑜 𝑥𝑥 3

𝐿𝐿𝐿𝐿 𝑠𝑠𝑠𝑠𝑠𝑠 2 𝑥𝑥−1

=
𝑥𝑥 → 𝑜𝑜 3𝑥𝑥 2
𝐿𝐿𝐿𝐿 2 sec 𝑥𝑥 sec 𝑥𝑥 tan 𝑥𝑥
=
𝑥𝑥 → 𝑜𝑜 63 𝑥𝑥

1
=3
I = ∫ 𝑡𝑡𝑡𝑡𝑡𝑡3 𝑥𝑥 𝑑𝑑𝑑𝑑.
(v)
= ∫ tan 𝑥𝑥 tan2 𝑥𝑥 𝑑𝑑𝑑𝑑
= ∫ tan 𝑥𝑥 (𝑠𝑠𝑠𝑠𝑠𝑠 2 𝑥𝑥 − 1)𝑑𝑑𝑑𝑑
= ∫ tan 𝑥𝑥 𝑠𝑠𝑠𝑠𝑠𝑠 2 𝑥𝑥 𝑑𝑑𝑑𝑑 − ∫ tan 𝑥𝑥 𝑑𝑑𝑑𝑑
I1 – (- log|𝑐𝑐𝑐𝑐𝑐𝑐 𝑥𝑥|)
I1 = ∫ tan 𝑥𝑥 𝑠𝑠𝑠𝑠𝑠𝑠 2 𝑥𝑥 𝑑𝑑𝑑𝑑
tan x = t ⇒ sec2 x dx = dt
𝑡𝑡 2 1
I1 = ∫ 𝑡𝑡 𝑑𝑑𝑑𝑑 = = 𝑡𝑡𝑡𝑡𝑡𝑡2 𝑥𝑥
2 2

115
 1
I = 2 𝑡𝑡𝑡𝑡𝑡𝑡2 𝑥𝑥 + log |cos 𝑥𝑥| + 𝑐𝑐
𝜋𝜋
𝑠𝑠𝑠𝑠𝑠𝑠 𝑥𝑥−cos 𝑥𝑥
(vi) I = ∫0 2 dx (i)
1+𝑠𝑠𝑠𝑠𝑠𝑠 𝑥𝑥 𝑐𝑐𝑐𝑐𝑐𝑐 𝑥𝑥
𝜋𝜋 𝜋𝜋
𝜋𝜋⁄2 𝑠𝑠𝑠𝑠𝑠𝑠 � 2 −𝑥𝑥�−𝑐𝑐𝑐𝑐𝑐𝑐� 2 −𝑥𝑥�𝑑𝑑𝑑𝑑
I= ∫0 𝜋𝜋 𝜋𝜋
1+𝑠𝑠𝑠𝑠𝑠𝑠 � 2 −𝑥𝑥� 𝑐𝑐𝑐𝑐𝑐𝑐� 2 −𝑥𝑥�
cos 𝑥𝑥−sin 𝑥𝑥
I = ∫ 1+sin 𝑥𝑥 cos 𝑥𝑥 𝑑𝑑𝑑𝑑 (ii)
Add (i) + (ii), 2I = 0 ⇒ I = 0

(vii) −3 −1
bxy = and byx =
2 2

3
∴ r = �𝑏𝑏𝑦𝑦𝑦𝑦 × 𝑏𝑏𝑥𝑥𝑥𝑥 = −�4 = −0 · 866 -1 ≤ r ≤ 1
𝜎𝜎𝑦𝑦
𝑏𝑏𝑦𝑦𝑦𝑦 = 𝑟𝑟 𝜎𝜎 and 𝜎𝜎𝑦𝑦2 = 4
𝑥𝑥

(viii) (2 + 𝑖𝑖)
𝑧𝑧 =
(1 + 𝑖𝑖)(1 − 2𝑖𝑖)
(2+𝑖𝑖) (3+𝑖𝑖)
= (3−𝑖𝑖)(3+𝑖𝑖)
5+5𝑖𝑖
= 10
=½+½i
1 1
|𝑧𝑧| = �� � + � �
4 4
1
=
√2
1 1
Argument of z = tan-1 ��2� / �2��
z = tan-1 (1)
𝜋𝜋
=4

(ix) {( 2,1),(2,2),(2,3),(2,4),(2,5),(2,6),(4,1),(4,2),(4,3),(4,4),(4,5),(4,6)
6,1),(6,2),(6,3),(6,4),(6,5),(6,6),(3,5),(5,3)}
20 5
P(E) = 36 = 9

18 5 3 20
Or P(A)+P(B)-P (A∩B) = 36 + 36 − 36 = 36.

𝑑𝑑𝑑𝑑
(x) x𝑑𝑑𝑑𝑑 + 𝑦𝑦 = 3 𝑥𝑥 2 − 2
𝑑𝑑𝑑𝑑 𝑦𝑦 2
𝑑𝑑𝑑𝑑
+ 𝑥𝑥 = 3𝑥𝑥 − 𝑥𝑥
𝑑𝑑𝑑𝑑
If = 𝑒𝑒 ∫ 𝑥𝑥 = e logx =x
yx = ∫(3x2 − 2)dx

116
 3𝑥𝑥 3
yx = −2x+c
3
𝑐𝑐
y = 𝑥𝑥 2 −2+ 𝑥𝑥

Question 2
(a) Using properties of determinants, prove that: [5]

𝑏𝑏 + 𝑐𝑐 𝑎𝑎 𝑎𝑎
� 𝑏𝑏 𝑎𝑎 + 𝑐𝑐 𝑏𝑏 � = 4abc
𝑐𝑐 𝑐𝑐 𝑎𝑎 + 𝑏𝑏
(b) Solve the following system of linear equations using matrix method: [5]
3x + y + z = 1, 2x + 2z = 0, 5x + y + 2z = 2

Comments of Examiners
(a) Many candidates were not able to attempt this part Suggestions for teachers
correctly. Several candidates expanded directly. At − Explain every property of the
times, correct cofactors were not used. determinants with proper examples.
This type of questions should be
(b) Several candidates made errors in finding the
taught in the class by discussion
cofactors of elements of matrix. For finding the
method. Logical and reasoning skills
unknown matrix X, some candidates used post-
should be used to apply the correct
multiplication with inverse of A. A few candidates
property.
solved using Cramer’s Rule.
− The basics with regards to cofactors
of elements, obtaining adjoint and
inverse and meaning of pre-and post-
multiplication of matrices must be
covered thoroughly in class; e.g. if
AX=B then X=A-1B and not BA-1 as
such multiplication of matrices is not
commutative.

MARKING SCHEME
Question 2.
(a) 𝑏𝑏 + 𝑐𝑐 𝑎𝑎 𝑎𝑎
𝐿𝐿𝐿𝐿𝐿𝐿, ∆ = � 𝑏𝑏 𝑎𝑎 + 𝑐𝑐 𝑏𝑏 �
𝑐𝑐 𝑐𝑐 𝑎𝑎 + 𝑏𝑏
R1 → R 1 – R 2 – R 3

0 2𝑐𝑐 2𝑏𝑏
∆ = �𝑏𝑏 𝑎𝑎 + 𝑐𝑐 𝑏𝑏 �
𝑐𝑐 𝑐𝑐 𝑎𝑎 + 𝑏𝑏

117
 c2 → c2 – c1, c3 → c3 – c1

0 −2𝑐𝑐 −2𝑏𝑏
∆ = �𝑏𝑏 𝑎𝑎 + 𝑐𝑐 − 𝑐𝑐 0 �
𝑐𝑐 0 𝑎𝑎 + 𝑏𝑏 − 𝑐𝑐
= 2c (ab + b2 – bc) -2b ( 0 – ca – c2+ bc)

= 2abc + 2b2c – 2bc2 + 2abc + 2bc2 – 2 b2c

= 4 abc Hence Proved.

(b) 3 1 1
𝐿𝐿𝐿𝐿𝐿𝐿 𝐴𝐴 = �2 0 2�
5 1 2
3 1 1
|𝐴𝐴| = �2 0 2�= 3(0 – 2) – 1(4−10) +1(2−0) = 2
5 1 2
−2 −1 2
1
A-1 = 2 � 6 1 −4�
2 2 −2
X = A-1B
−2 −1 2 1
1
X = 2� 6 1 −4 0� � �
2 2 −2 2
2
1
= 2 �−2�
−2
1
= �−1� ∴ 𝑥𝑥 = 1, 𝑦𝑦 = −1, 𝑧𝑧 = −1
−1

Question 3
𝜋𝜋
(a) If sin-1x + tan-1x = 2 , prove that: [5]
2x2 + 1 = √5
(b) Write the Boolean function corresponding to the switching circuit given below: [5]

Aʹ
A
B
• Aʹ B •
A
C
Bʹ

118
 A, B and C represent switches in ‘on’ position and Aʹ, Bʹ and Cʹ represent them in
‘off’ position. Using Boolean algebra, simplify the function and construct an
equivalent switching circuit.

Comments of Examiners
(a) Many candidates attempted this question but errors Suggestions for teachers
were made while squaring, simplifying and solving − Inverse Circular Functions laws
higher degree algebraic equations. Most of the needs to be taught thoroughly. The
candidates failed to prove the result. applications need to be illustrated
with examples. Inter conversion of
(b) Many candidates were unable to find correct
functions should also be done. It
simplification leads to required result (B+C). A few
helps the simplification process.
candidates made errors in sketching the simplified
circuit. − Laws of Boolean algebra need to be
explained properly and enough
practice must be given on
simplification and drawing the
different types of Boolean
expressions.

MARKING SCHEME
Question 3.
(a) sin-1x + tan-1x = 𝜋𝜋�2
tan-1x = 𝜋𝜋�2 – sin-1 x = cos-1 x
√1−𝑥𝑥 2
tan-1x = tan-1 𝑥𝑥
√1−𝑥𝑥 2
⇒ x= 𝑥𝑥
⇒ x2 = √1 − 𝑥𝑥 2
⇒ x4 = 1 – x2
⇒ x4 + x2 – 1 = 0
−1±√5
∴ x2 = 2
But x2 cannot be negative.
−1+√5
∴ x2 = 2
⇒ 2x 2 + 1 = √5
(b) F (A, B, C) = A(Aʹ + B) + AʹB+ (A+Bʹ)C
= AAʹ + AB + AʹB + AC + BʹC
= O + B(A+Aʹ) + AC + BʹC
= B + BʹC + AC
= (B +Bʹ) (B+C) + AC
= B + C + AC = B + C
119
 B

Question 4
(a) Verify the conditions of Rolle’s Theorem for the following function:
[5]
f(x) = log(x2 + 2) – log 3 on [-1,1]
Find a point in the interval, where the tangent to the curve is parallel to x-axis.

(b) Find the equation of the standard ellipse, taking its axes as the coordinate axes, whose [5]
minor axis is equal to the distance between the foci and whose length of latus rectum is
10. Also, find its eccentricity.

Comments of Examiners
(a) Several candidates made errors because of confusion Suggestions for teachers
between the closed and open interval for continuity − The different criteria for Rolle’s and
and differentiability of the function. Most of the Lagrange’s Mean Value theorems
candidates did not find the point of contact of the need to be understood and
tangent and the curve. differentiated. Difference between
(b) Many candidates made errors while calculating values ‘closed’ and ‘open’ intervals and its
of ‘a’ and ‘b’ due to application of wrong formula or significance should be taught by
simplification mistakes. Most of the candidates forgot sketching the curve, etc.
to find eccentricity and complete the equation of − Conics and their equations need to be
Ellipse. thoroughly explained. Basics such as
axis, directrix, eccentricity and latus
rectum, etc. of a conic need to be
explained with the help of good
number of examples.

MARKING SCHEME
Question 4.
(a) f(x) = log(x2+2) - log 3 is continuous [-1, 1]
2𝑥𝑥
f ʹ(x) = (𝑥𝑥 2 +2)

f ʹ(x) exists in (-1, 1)

f( -1) = f (1) = 0
All the conditions of Rolle’s theorem are satisfied then
there exists ‘c’ in ( -1, 1) such that f ʹ (c) = 0

120
 2𝑐𝑐
=0
(1 + 𝑐𝑐 2 )
c = 0 lies between -1 and 1. Hence, Rolle’s theorem is verified.
2
The point where the tangent is parallel to x axis is (0, log 3)

(b) 𝑥𝑥 2 𝑦𝑦 2
Let the equation of the ellipse be 𝑎𝑎2 + =1
𝑏𝑏 2
a > b.
Given,
2b = 2ae - (i) ⇒ b = ae
2b2
and 𝑎𝑎 = 10 - (ii) ⇒ b2 = 5a
We also know, b2 = a2 (1 – e2) – (iii). Substituting (i) and (ii) in (iii), we get
5a = a2 – b2
= a2 – 5a
⇒ 10a = a2
⇒ a = 10 and b2 = 50
⇒ a2 = 100
𝑥𝑥 2 𝑦𝑦 2
∴ equation of ellipse is 100 + 50 = 1
or complete equation x2 + 2y2 = 100
Also, b2 = a2 (1 – e2)
50 = 100 (1 – e2)
1 1
e2 = 1 - 2 = 2
1
e=
√2

Question 5
(a) If log y = tan-1x, prove that:
[5]
2 𝑑𝑑2 𝑦𝑦 𝑑𝑑𝑑𝑑
(1 + x ) + (2x – 1) 𝑑𝑑𝑑𝑑 = 0
𝑑𝑑𝑑𝑑 2

(b) A rectangle is inscribed in a semicircle of radius r with one of its sides on the diameter [5]
of the semicircle. Find the dimensions of the rectangle to get maximum area. Also, find
the maximum area.

121
Comments of Examiners
Suggestions for teachers
(a) First differentiation was done by many candidates and
− Derivatives of all forms of functions
errors were made in finding the second derivative and
require continuous practice and
framing the required result. Use of the rule for
review from time to time. Sufficient
composite function as well as chain rule was forgotten
time needs to be spent on this topic.
by several candidates.
(b) In most of the cases, candidates did not read the − Students need to familiarize
question attentively and drew wrong sketch. Due to themselves with the area, perimeter,
this, area was not correct in variable. Candidates also surface and volume of
made mistakes in calculating the dimensions of 2-Dimensional and 3-Dimensional
rectangle. figures in the syllabus. The function
to be optimized needs to be expressed
in terms of a single variable by using
the given data.
For maximum value f'(x)=0 and f''(x)
< 0. This needs to be taught well.

MARKING SCHEME
Question 5.
(a) log y = tan-1 x
−1 𝑥𝑥
∴ 𝑦𝑦 = 𝑒𝑒 𝑡𝑡𝑡𝑡𝑡𝑡
𝑑𝑑𝑑𝑑 −1 𝑥𝑥 1
𝑑𝑑𝑑𝑑
= 𝑒𝑒 𝑡𝑡𝑡𝑡𝑡𝑡 × 1+𝑥𝑥 2
𝑑𝑑𝑑𝑑 −1 𝑥𝑥
(1+x2) 𝑑𝑑𝑑𝑑 = 𝑒𝑒 𝑡𝑡𝑡𝑡𝑡𝑡
𝑑𝑑𝑑𝑑
(1+x2) 𝑑𝑑𝑑𝑑 = 𝑦𝑦
Differentiating again,
𝑑𝑑2 𝑦𝑦 𝑑𝑑𝑑𝑑 𝑑𝑑𝑑𝑑
(1 + x2) 𝑑𝑑𝑑𝑑 2 + 𝑑𝑑𝑑𝑑 (2𝑥𝑥) = 𝑑𝑑𝑑𝑑

𝑑𝑑 2 𝑦𝑦 𝑑𝑑𝑑𝑑
∴ (1 + 𝑥𝑥 2 ) 2
+ (2𝑥𝑥 − 1) =0
𝑑𝑑𝑑𝑑 𝑑𝑑𝑑𝑑

122
(b) 𝑂𝑂𝑂𝑂 = 𝑟𝑟 cos 𝜃𝜃
QR = 𝑟𝑟 sin 𝜃𝜃 S R
A(𝜃𝜃) = Area of the Rectangle.
A(𝜃𝜃) = PQ × QR r
= 2OQ × QR 𝜃𝜃
= r2 sin 2𝜃𝜃 P O Q
𝑑𝑑𝑑𝑑
𝑑𝑑𝑑𝑑
= 2r2 cos 2 𝜃𝜃 = 0 OR Differentiating area: A=2xy=A=2x √1 − 𝑥𝑥 2
cos 2 𝜃𝜃 = 0
𝜋𝜋
2 𝜃𝜃 = 2
𝜋𝜋
𝜃𝜃 = 4
is the critical point.
𝑑𝑑2 𝐴𝐴
𝑑𝑑𝑑𝑑2
= − 4r2 sin 2 𝜃𝜃
𝑑𝑑2 𝐴𝐴
�𝑑𝑑𝑑𝑑2 � 𝜃𝜃 = 𝜋𝜋 = −4r2 < 0
4

𝜋𝜋
⇒ Area is maximum at 𝜃𝜃 = 4
So, sides of rectangle are
√2 𝑟𝑟
√2 𝑟𝑟, 2
and Area = r2 sq. units

Question 6
(a) Evaluate: [5]
sin 𝑥𝑥 + cos 𝑥𝑥
∫ √9 + 16 sin 2𝑥𝑥 𝑑𝑑𝑑𝑑

(b) Find the area of the region bound by the curves y = 6x – x2 and y = x2 – 2x. [5]

123
Comments of Examiners Suggestions for teachers
(a) Some candidates made mistakes in correct substitution. − Practice needs to be given in
In most of the cases, candidates who used appropriate Integration using substitution and
substitution did not give the final answer in terms of special integrals. Teachers must
𝑥𝑥 but left in terms of the new variable. instruct students not to leave their
answers in terms of the new variable.
(b) Many candidates got the correct solution for this
question. A few candidates solved the question with − Sketching of curves may not be
incorrect limits. Some candidates made mistakes in necessary always but a rough sketch
sketching the curve and finding limits. will always help the student to
understand the requirements, the area
required to be found, the points of
intersection and the limits of the
definite integral. Since the functions
given was simple algebraic the
integration of such functions will not
cause problems and the solution can
be easily found.

MARKING SCHEME
Question 6.
(a) sin 𝑥𝑥+cos 𝑥𝑥
Let I = ∫ dx
√9+16 sin 2𝑥𝑥 Put u = sin x – cosx
du = (sin x + cos x)dx
u2 = 1 – sin 2x
∴ sin 2x = 1 – u2
𝑑𝑑𝑑𝑑
I =∫
�9+16 (1−𝑢𝑢2 )
𝑑𝑑𝑑𝑑
= ∫ √25−
16𝑢𝑢2
𝑑𝑑𝑑𝑑
=∫
�52 −(4𝑢𝑢)2
1 -1 4𝑢𝑢
= 4 sin � 5 � + 𝑐𝑐
1 4(𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠−𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐)
= 4 sin-1 � � + 𝑐𝑐
5

(b) The curve y = 6x – x2

y = −(x −3)2 + 9
represents a parabola with vertex at
(3, 9) and it opens downward.
The curve y = x 2 – 2 x
y = (x −1)2−1
represents a parabola with vertex at 0 2 6
(1 -1) and it opens upward.
Both the curves pass through origin and
intersect in the first quadrant at (4, 8)
124
 4 4
Required area = ∫0 (6𝑥𝑥 − 𝑥𝑥 2 ) 𝑑𝑑𝑑𝑑 − ∫0 (𝑥𝑥 2 − 2𝑥𝑥)𝑑𝑑𝑑𝑑

4
4 𝑥𝑥 2 𝑥𝑥 3
= ∫0 (8𝑥𝑥 − 2𝑥𝑥 2 )𝑑𝑑𝑑𝑑
=�8. − 2. �
2 3 0

128
= 64 − 3
64
= sq units
3

Question 7
(a) Calculate Karl Pearson’s coefficient of correlation between x and y for the following data [5]
and interpret the result:

(1, 6), (2, 5), (3,7), (4, 9), (5, 8), (6, 10), (7, 11), (8, 13), (9, 12)

(b) The marks obtained by 10 candidates in English and Mathematics are given below: [5]
Marks in
20 13 18 21 11 12 17 14 19 15
English
Marks in
17 12 23 25 14 8 19 21 22 19
Mathematics

Estimate the probable score for Mathematics if the marks obtained in English are 24.

Comments of Examiners
(a) Some candidates were not clear about the different Suggestions for teachers
formulae for the calculation of correlation coefficient. − Plenty of practice is required in order
Most of the candidates did not write the interpretation to solve problems on correlation.
of the result. A few candidates solved the problem by
Spearman’s Rank correlation coefficient method. − Teachers should make sure that the
students understand the need for the
(b) Candidates were not clear about the formulae used for appropriate formula at appropriate
byx and bxy. In most of the cases, candidates applied situations. Accuracy levels should be
wrong formula to evaluate byx. Some candidates used maintained at highest level as such
the equation for the regression line of ‘x on y’ instead simplifications involve simple
of ‘y on x’ to find y when x is given. calculations only.

125
MARKING SCHEME
Question 7.
(a) x Y Xy x2 y2
1 6 6 1 36
2 5 10 4 25
3 7 21 9 49
4 9 36 16 81
5 8 40 25 64
6 10 60 36 100
7 11 77 49 121
8 13 104 64 169
9 12 108 81 144
45 81 462 285 789

𝑛𝑛 ∑ 𝑥𝑥𝑥𝑥−∑ 𝑥𝑥 ∑ 𝑦𝑦
r=
�[𝑛𝑛 ∑ 𝑥𝑥 2 −(∑ 𝑥𝑥)2 ][𝑛𝑛 ∑ 𝑦𝑦 2 −(∑ 𝑦𝑦)2 ]
9×462−45×81
=
�[9×285−(45)2 ][9×789−(81)2
513
= = 0·95
√540×540
There is a high +ve correlation between the two variables.

(b)
Eng Maths dx=x-𝑥𝑥̅ dy=y-𝑦𝑦� (dx)2 (dy)2 dxdy
(x) (y)
20 17 4 -1 16 1 -4
13 12 -3 -6 9 36 18
18 23 2 5 4 25 10
21 25 5 7 25 49 35
11 14 -5 -4 25 16 20
12 8 -4 -10 16 100 40
17 19 1 1 1 1 1
14 21 -2 3 4 9 -6
19 22 3 4 9 16 12
15 19 -1 1 1 1 -1
126
 � 𝑥𝑥 = 160 � 𝑦𝑦 = 180 � 𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑 = 125 � 𝑑𝑑𝑑𝑑 2 = 110 � 𝑑𝑑𝑑𝑑 2 = 254

∑(𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑)
byx = (𝑑𝑑𝑑𝑑)2
125
= 110
25
= 22 = 1·13
25
Regression equation y on x is y – 18 = 22 (𝑥𝑥 − 16)
25
Probable score y – 18 = 22 (24 − 16)
y = 9.0909 + 18 = 27·0909 = 27·1

Question 8

(a) A committee of 4 persons has to be chosen from 8 boys and 6 girls, consisting of at least [5]
one girl. Find the probability that the committee consists of more girls than boys.
(b) An urn contains 10 white and 3 black balls while another urn contains 3 white and 5 [5]
black balls. Two balls are drawn from the first urn and put into the second urn and then
a ball is drawn from the second urn. Find the probability that the ball drawn from the
second urn is a white ball.

Comments of Examiners
(a) Very few candidates understood the question and Suggestions for teachers
answered it correctly. Most of the candidates could − Explain the probability laws and its
not write the complete combinations correctly. A few applications thoroughly. Teachers
candidates answered based on the definition of must explain the concepts with the
probability and others approached on conditional help of addition and multiplication
probability. rule and its applications including
(b) Few candidates not considered the possibility of “one conditional probability and condition
white and one black” when two balls are drawn from based problems.
the first urn. Most of the candidates answered − Explain and make students to
correctly. understand the problem and identify
the cases that satisfy the situation and
conditions.

127
 MARKING SCHEME
Question 8.
(a) Number of ways the committee can be selected:
= 14𝑐𝑐4 − 8𝑐𝑐4 = 1001 – 70 = 931 or �6𝐶𝐶1 . 8𝐶𝐶3 � + �6𝐶𝐶2 . 8𝐶𝐶2 � + �6𝐶𝐶3 . 8𝐶𝐶1 � + 6𝐶𝐶4

No. of Committees consists of more girls than boys= 6𝑐𝑐4 + 6𝑐𝑐3 × 8𝑐𝑐1

6𝑐𝑐4 + 6𝑐𝑐3 × 8𝑐𝑐1

P(E) =
931
15+160 175
= = 931 = 0 · 188
931

(b) P(transferring 2 white balls to urn 2 and drawing a white ball from urn 2)
10𝐶𝐶2 × 5𝐶𝐶1
=
13𝐶𝐶2 × 10𝐶𝐶1
45
= 13×12
p (transferring 2 black balls to urn 2 land drawing a white from urn 2)
13𝐶𝐶 ×3𝐶𝐶
= 13𝐶𝐶 2×10𝐶𝐶1
2 1
9
= 13×12×5

P(transferring1white and a black ball to urn 2 and drawing a white ball from urn 2)
10𝐶𝐶1 ×3𝐶𝐶1 ×4𝐶𝐶1
= 13𝐶𝐶2 ×10𝐶𝐶1
24
= 13×12
1 9 59
Required probability = 13×12 [45 + 24 + 5] = 130

Question 9
(a) Find the locus of a complex number, z = x + iy, satisfying the relation [5]
𝑧𝑧−3𝑖𝑖
�𝑧𝑧+3𝑖𝑖� ≤ √2 . Illustrate the locus of z in the Argand plane.

(b) Solve the following differential equation: [5]

x2 dy + (xy + y2) dx = 0, when x = 1 and y =1.

128
Comments of Examiners
(a) Most of the candidates did not sketch the locus in the Suggestions for teachers
Argand plane. Made mistakes while marking centre − Sketching of straight lines and curves
and with correct radius. (circle, conics etc.) should be
(b) Candidates made errors while solving the integration practiced regularly.
part due to lack of clear understanding about the − Post differentiation and integration
formula of special integrals and sufficient practice. solving of differential equations
needs a lot of practice.

MARKING SCHEME
Question 9.
(a) z = x + iy
𝑥𝑥+𝑖𝑖𝑖𝑖−3𝑖𝑖
�𝑥𝑥+𝑖𝑖𝑖𝑖+3𝑖𝑖� ≤ √2

⇒ �𝑥𝑥 2 + (𝑦𝑦 − 3)2 ≤ √2 �𝑥𝑥 + (𝑦𝑦 + 3)2

Squaring
x2 + y2+ −6y + 9 ≤ 2 (x2 + y2 + 6y + 9)
⇒ x2 + y2 + 18y + 9 ≥ 0
⇒ x 2 + (y + 9)2 – 81 + 9 ≥ 0
⇒ x 2 + (y + 9)2 ≥ 72
The locus is the region outside the circle with centre (0, –9) and the radius=√72

Re(z)

(0,–9)

(b) 𝑑𝑑𝑑𝑑 �𝑥𝑥𝑥𝑥+𝑦𝑦 2 �

= − put y = vx
𝑑𝑑𝑑𝑑 𝑥𝑥 2
𝑑𝑑𝑑𝑑 𝑑𝑑𝑑𝑑
𝑑𝑑𝑑𝑑
= 𝑣𝑣 + 𝑥𝑥 𝑑𝑑𝑑𝑑
𝑑𝑑𝑑𝑑
v + 𝑥𝑥 𝑑𝑑𝑑𝑑 = −𝑣𝑣 − 𝑣𝑣 2

𝑑𝑑𝑑𝑑
𝑥𝑥 = −2𝑣𝑣 − 𝑣𝑣 2
𝑑𝑑𝑑𝑑
𝑑𝑑𝑑𝑑 𝑑𝑑𝑑𝑑
∫ (𝑣𝑣 2+2𝑣𝑣) = ∫ − 𝑥𝑥

129
 1 𝑣𝑣
𝑙𝑙𝑙𝑙𝑙𝑙 � � = − log 𝑥𝑥 + log 𝑐𝑐
2 𝑣𝑣 + 2
𝑣𝑣 𝑐𝑐
= 2
(𝑣𝑣 + 2) 𝑥𝑥
𝑦𝑦 𝑐𝑐
= 2
(𝑦𝑦 + 2𝑥𝑥) 𝑥𝑥
3x2y = y + 2x (when x = 1, y = 1)

Or

𝑣𝑣 𝑐𝑐
�𝑣𝑣+2= 𝑥𝑥

1
c=
√3

Or
𝑣𝑣
𝑙𝑙𝑙𝑙𝑙𝑙 𝑥𝑥�𝑣𝑣+2 =c

1
log =c
√3

SECTION B (20 Marks)

Question 10
(a) For any three vectors 𝑎𝑎⃗, 𝑏𝑏�⃗, 𝑐𝑐⃗, show that 𝑎𝑎⃗ − 𝑏𝑏�⃗, 𝑏𝑏�⃗ − 𝑐𝑐⃗, 𝑐𝑐⃗ − 𝑎𝑎⃗ are coplanar. [5]
(b) Find a unit vector perpendicular to each of the vectors 𝑎𝑎⃗ + 𝑏𝑏�⃗ and 𝑎𝑎⃗ − 𝑏𝑏�⃗ where 𝑎𝑎⃗ = [5]
3𝚤𝚤̂ + 2𝚥𝚥̂ + 2𝑘𝑘� and 𝑏𝑏�⃗ = 𝚤𝚤̂ + 2𝚥𝚥̂ − 2𝑘𝑘�

130
Comments of Examiners
(a) Some of the candidates failed to apply condition of Suggestions for teachers
coplanarity. Many candidates made errors while − Vector notations, usage, dot and cross
simplifying the scalar triple product products in terms of the vectors or
their components need to be taught
�𝑎𝑎⃗ − 𝑏𝑏�⃗, 𝑏𝑏�⃗ − 𝑐𝑐⃗, 𝑐𝑐⃗ − 𝑎𝑎⃗�. A few candidates failed to write
well and in detail. Unit vector and its
the correct order of scalar triple product.
properties must be taught with a
(b) Some candidates used cross product without number of examples.
evaluating���𝑎𝑎⃗ + 𝑏𝑏�⃗ 𝑎𝑎𝑎𝑎𝑎𝑎 𝑎𝑎⃗ − 𝑏𝑏�⃗. Some candidates made − Scalar triple product and its
mistakes while evaluating the unit vector in the final applications need to be taught with
answer. the help of practical examples.
− Students must be asked to read the
instructions given in the question
carefully.

MARKING SCHEME
Question 10.
(a) [𝑎𝑎⃗ − 𝑏𝑏�⃗ 𝑏𝑏�⃗ − 𝑐𝑐⃗ 𝑐𝑐⃗ − 𝑎𝑎⃗]
= (𝑎𝑎⃗ − 𝑏𝑏�⃗) . �(𝑏𝑏�⃗ − 𝑐𝑐⃗) × (𝑐𝑐⃗ − 𝑎𝑎⃗)�
= (𝑎𝑎⃗ − 𝑏𝑏�⃗) . [𝑏𝑏�⃗ × 𝑐𝑐⃗ − 𝑏𝑏�⃗ × 𝑎𝑎⃗ − 𝑐𝑐⃗ × 𝑐𝑐⃗ + 𝑐𝑐⃗ × 𝑎𝑎⃗]
= (𝑎𝑎⃗ − 𝑏𝑏�⃗). [𝑏𝑏�⃗ × 𝑐𝑐⃗ + 𝑎𝑎⃗ × 𝑏𝑏�⃗ + 𝑐𝑐⃗ × 𝑎𝑎⃗]
= 𝑎𝑎⃗ . � 𝑏𝑏�⃗ × 𝑐𝑐⃗� + 𝑎𝑎⃗. (𝑎𝑎⃗ × 𝑏𝑏�⃗) + 𝑎𝑎⃗ . (𝑐𝑐⃗ × 𝑎𝑎⃗) − 𝑏𝑏�⃗ . � 𝑏𝑏�⃗ × 𝑐𝑐⃗� − 𝑏𝑏�⃗. (𝑎𝑎⃗ × 𝑏𝑏�⃗) − 𝑏𝑏�⃗ . (𝑐𝑐⃗ × 𝑎𝑎⃗)
= [𝑎𝑎⃗ 𝑏𝑏�⃗ 𝑐𝑐⃗ ] – [𝑏𝑏�⃗ 𝑐𝑐⃗ 𝑎𝑎⃗ ]
= [𝑎𝑎⃗ 𝑏𝑏�⃗ 𝑐𝑐⃗ ] – [𝑎𝑎⃗ 𝑏𝑏�⃗ 𝑐𝑐⃗ ] = 0, hence vectors are coplannar.
OR
If a+b+c=0 , one vector can be represented as liner combination of other two
∴ a,b,c are coplanar
Hence proved that a-b, b-c, c-a are coplanar
Since (a-b)+(b-c)+(c-a)=0
(b) 𝑎𝑎⃗ = 3𝚤𝚤̂ + 2𝚥𝚥̂ + 2𝑘𝑘�, 𝑏𝑏�⃗ = 𝚤𝚤̂ + 2𝚥𝚥̂ − 2𝑘𝑘�
𝑎𝑎⃗ + 𝑏𝑏�⃗ = 4𝚤𝚤̂ + 4𝚥𝚥̂
𝑎𝑎⃗ − 𝑏𝑏�⃗ = 2𝚤𝚤̂ + 4𝑘𝑘�
𝑟𝑟⃗ = (𝑎𝑎⃗ + 𝑏𝑏�⃗) × (𝑎𝑎⃗ − 𝑏𝑏�⃗) = (4𝚤𝚤̂ + 4𝚥𝚥̂) × (2𝚤𝚤̂ + 4𝑘𝑘�)
𝚤𝚤̂ 𝚥𝚥̂ 𝑘𝑘�
= �4 4 0� = 16𝚤𝚤̂ − 16𝚥𝚥̂ − 8𝑘𝑘�
2 0 4
131
 = 8 (2𝚤𝚤̂ − 2𝚥𝚥̂ − 𝑘𝑘�)
∴ 𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢 𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣
𝑟𝑟⃗ �)
8(2𝚤𝚤̂−2𝚥𝚥̂ −𝑘𝑘
= |𝑟𝑟⃗ | = 8×3
2 2 1
= 3 𝚤𝚤̂ − 𝚥𝚥̂ − 3 𝑘𝑘�
3

Question 11
𝑥𝑥−11 𝑦𝑦+2 𝑧𝑧+8
(a) Find the image of the point (2, −1, 5) in the line = = [5]
10 −4 −11

Also, find the length of the perpendicular from the point (2, −1, 5) to the line.
(b) Find the Cartesian equation of the plane, passing through the line of intersection of the [5]
planes: 𝑟𝑟⃗. (2ı̂ + 3ȷ̂ − 4k� ) + 5 = 0 and 𝑟𝑟⃗. (ı̂ − 5ȷ̂ + 7k� ) + 2 = 0 and intersecting y-axis at
(0, 3).

Comments of Examiners
(a) Candidates made mistakes in calculating a point M on Suggestions for teachers
the line PQ and then applying the condition to prove − Need to emphasize on complete
that AM ⊥ PQ ie 𝑎𝑎1 𝑎𝑎2 + 𝑏𝑏1 𝑏𝑏2 + 𝑐𝑐1 𝑐𝑐2 = 0. understanding of perpendicularity
Some made errors while calculating the length of condition at different stages. Give
perpendicular. more practice in solving problems
based on the concept of Image of a
(b) Most of the candidates were able to score marks in this
given point with reference to a line.
part.

MARKING SCHEME
Question 11.
(a) 𝑥𝑥−11 𝑦𝑦+2 𝑧𝑧+8
Let A (2, -1, 5) be the point and PQ be the line = = .
10 −4 −11

Let M be any point on the line PQ is

M (10r + 11, −4r −2, −11r – 8)
A (2, −1, 5)
DR’s of AM
10r + 9, −4r – 1, −11r – 13
AM is perpendicular to PQ
∴ a1, a2 + b1b2 + c1c2 = 0
P M Q
10 (10r + 9) −4 (−4r −1) −11 (−11r – 13) = 0
100 r + 90 + 16r + 4 + 121r + 143 = 0
237r = −237 Aʹ

∴ 𝑟𝑟 = −1
∴ M is (1, 2, 3)

132
 M is the midpoint of A,Aʹ
2+𝑥𝑥 −1+𝑦𝑦 5+𝑧𝑧
2
= 1, 2
= 2, 𝑠𝑠
=3
Coordinates of Aʹ are (0, 5, 1)
Length of the perpendicular = �(−1)2 + 32 + (−2)2
= √14 units

Question 12
(a) In an automobile factory, certain parts are to be fixed into the chassis in a section before [5]
it moves into another section. On a given day, one of the three persons A, B and C
carries out this task. A has 45% chance, B has 35% chance and C has 20% chance of
doing the task. The probability that A, B and C will take more than the allotted time is
1 1 1
, 𝑎𝑎𝑎𝑎𝑎𝑎 20 respectively. If it is found that the time taken is more than the allotted time,
6 10
what is the probability that A has done the task?

(b) The difference between mean and variance of a binomial distribution is 1 and the [5]
difference of their squares is 11. Find the distribution.
Comments of Examiners
(a) Many candidates used Baye’s theorem correctly but Suggestions for teachers
took the probabilities of A, B, C, as 45, 35, 20, instead − Teachers need to emphasize that
of percentages. Some candidates did not implement the probabilities are ratios and not
theorem correctly. numbers. Conditional probability
(b) Several candidates made errors in solving the equations concept is to be taught clearly which
np-npq=1, (np)2-(npq)2=11. Most of the candidates were helps the students to understand the
not clear in writing the correct Binomial Distribution. advanced concept Baye’s theorem.
− Revision must be done on concepts
mean and variance of binomial
probability distribution. While
solving for n, p, and q it must be noted
that p+q=1 . More practice in solving
equations in two /three unknowns is
essential.

MARKING SCHEME
Question 12.
(a) Let E1, E2, E3, denote the events of carrying out the task by A, B and C respectively.
Let H denote the event of taking more time.
Then P(E1) = 0.45 P(E2) = 0.35 P(E3) = 0.20
1 1 1
P(H/E1) = 6 P(H/E2) = 10 P(H/E3) = 20

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 𝐸𝐸 𝑃𝑃(𝐸𝐸1 ).𝑃𝑃(𝐻𝐻/𝐸𝐸1 )
𝑃𝑃( 1 ) = 𝐻𝐻 𝐻𝐻
𝐻𝐻 𝑃𝑃(𝐸𝐸1 ).𝑃𝑃� �+𝑃𝑃(𝐸𝐸2 ).𝑃𝑃� �+𝑃𝑃(𝐸𝐸3 ).𝑃𝑃(𝐻𝐻/𝐸𝐸3
𝐸𝐸1 𝐸𝐸2

0.075 5
= 0.075+0.035+ 0.01 = 0.625 = 8

(b) np – npq = 1, np(1 – q) = 1 (i)

(np)2 – (npq)2 = 11, (np)2 (1 -q2) = 11 (ii)
dividing (ii) by (i), we get (1 +q) / (1−1) = 11
1 + q = 11 – 11q
12q = 10
q = 5/6, p = 1/6
we get n = 36
1 5 1
The distribution is given by (6 + 6)36 or x ~ B (36, 6)

SECTION C (20 Marks)

Question 13
(a) A man borrows Rs 20,000 at 12% per annum, compounded semi-annuallyand agrees to [5]
pay it in 10 equal semi-annual installments. Find the value of each installment, if the
first payment is due at the end of two years.
(b) A company manufactures two types of products A and B. Each unit of A requires 3 grams [5]
of nickel and 1 gram of chromium, while each unit of B requires 1 gram of nickel and 2
grams of chromium. The firm can produce 9 grams of nickel and 8 grams of chromium.
The profit is Rs 40 on each unit of product of type A and Rs 50 on each unit of type B.
How many units of each type should the company manufacture so as to earn maximum
profit? Use linear programming to find the solution.

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Comments of Examiners
(a) Many candidates made errors while identifying the Suggestions for teachers
total time and deferred time. Deferred annuity − Help students to distinguish between
formula was noted wrongly in most of the cases. total time and deferred time, the
Some substitutions were also not correct. Very few concept of deferred annuity and its
candidates solved this part correctly. application in solving problems.
(b) In some cases, all the constraints were not used and − The optimum function and all
hence coordinates of all feasible points were not possible constraints in the form of
obtained. inequations have to be put down from
what is stated in the problem.
Students must be made to solve the
constraints equations in pairs to
obtain all feasible points leading to
maximum or minimum value of
desired function.

MARKING SCHEME
Question 13.
(a) P = 20,000

𝑎𝑎 1 1
P = 0·06 �(1+𝑖𝑖)𝑚𝑚 − (1+𝑖𝑖)𝑛𝑛+𝑚𝑚
�
𝑎𝑎 1 1
20,000 = 0·06 �(1·06)3 − (1·06)13
�

⇒ a = 3235·90
Size of the installment is Rs 3235·90
(b) Let x units of product A and y units of product B. y
Maximize Z = 40x + 50y
Subject to constraints 9
3x + y ≤ 9
x + 2y ≤ 8
4 A
x ≥ 0, y ≥ 0 C
Solving, we get A(0, 4), B(3, 0), C(2, 3) x
At A, z = 40×0 + 50× 4 = ₹ 200 O B3 8
B, z = 40×3 + 50×0 = ₹ 120
C, z = 40×2 + 50×3 = ₹ 230
Maximum profit is ₹ 230, when 2 units of type A and 3 units of type B are produced.

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Question 14
24 − 2𝑝𝑝
(a) The demand function is x = where x is the number of units demanded and p is [5]
3
the price per unit. Find:
(i) The revenue function R in terms of p.
(ii) The price and the number of units demanded for which the revenue is
maximum.
A bill of ₹ 1,800 drawn on 10th September, 2010 at 6 months was discounted for [5]
(b) ₹1,782 at a bank. If the rate of interest was 5% per annum, on what date was the bill
discounted?

Comments of Examiners
(a) Some of the candidates made mistakes in obtaining Suggestions for teachers
Revenue function in terms of p. Several candidates − Question should be answered as
𝑑𝑑2 𝑅𝑅
forgot to apply the condition for the maxima 𝑑𝑑𝑝𝑝2 < 0 asked in the paper and Revenue
for R. function must be found in terms of p.
Application of Maxima and Minima
(b) Some candidates used True Discount formula instead should be taught by taking up more
of Banker’s Discount or relevant formula for examples.
calculating ‘n’. Several candidates had no idea how to
get the Date of Discounting. − All relevant terms and formulae need
to be taught well for complete
understanding.

MARKING SCHEME
Question 14.
(a) Total revenue function = px
𝑝𝑝(24−2𝑝𝑝)
Revenue function = 3
24𝑝𝑝−2𝑝𝑝2
= 3
dR/dp = (24 – 4p)/3
For maximum or minimum dR/dp = 0
(24 – 4p) / 3 = 0
p=6
d2R / dp2 = -4/3<0 ∴ R is maximum
Number of units x = (24 – 12)/3
x=4
Hence, R is maximum when 4 units are demanded at the price of Rs 6 per unit.

136
(b) A = 1800; i= 5% p.a.
BD = 1800 – 1782
= 18
BD = Ani
5
⇒ 18 = 1800 × n ×100
1
⇒ n = 5 year
= 73 days
Date of expiry: March 13, 2011
Date of discounting: December 30, 2010.

Question 15
(a) The index number by the method of aggregates for the year 2010, taking 2000 as the base year, [5]
was found to be 116. If sum of the prices in the year 2000 is Rs 300, find the values of x and y
in the data given below:

Commodity A B C D E F
Price in the year 2000 (Rs) 50 x 30 70 116 20
Price in the year 2010 (Rs) 60 24 y 80 120 28
(b) From the details given below, calculate the five yearly moving averages of the number of [5]
candidates who have studied in a school. Also, plot these and original data on the same graph
paper.

Year 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002
Number of 332 317 357 392 402 405 410 427 405 438
Students

137
Comments of Examiners
(a) Most of the candidates attempted this part correctly. Suggestions for teachers
Errors were committed by a few candidates while − Help the students to identify whether
calculating value of ‘y’. the question is based on aggregate or
average method. Thorough
(b) Moving averages were mostly correctly calculated but
knowledge of the formula is required.
for plotting, centered moving averages were required.
Some candidates did not use the centered averages. In − Moving Averages need to be
some cases, the graphs were not neat. calculated correct to two decimal
places. For plotting, centered
averages correct to one decimal place
are sufficient. The axes should be
labelled and the plotting and
sketching should be as neat as
possible; the graph should be given a
caption.

MARKING SCHEME
Question 15.
(a)
Commodity Price in
2000 2010
A 50 60
B x 24
C 30 y
D 70 80
E 116 120
F 20 28
286+x 312+y
286 + x = 300
x = 14
∑ 𝑃𝑃
P01 = ∑ 𝑃𝑃1 × 100
0
12+𝑦𝑦
116 = 300
× 100
36 = y
(b) Year Number 5yrs moving 5yr moving
total average

138
1993 332 -- --
1994 317 -- --
1995 357 1800 360
1996 392 1873 374·6
1997 402 1966 393·2
1998 405 2036 407·2
1999 410 2049 409·8
2000 427 2085 417
2001 405 -- --
2002 438 -- --

139
Note: For questions having more than one correct solution, alternate correct solutions, apart
from those given in the marking scheme, have also been accepted.

140
GENERAL COMMENTS:
(a) Topics found difficult by candidates:
− Indefinite Integrals (use of substitution or integration by parts)
− Definite Integrals – use of properties.
− Inverse Circular Functions (formulae and relations)
− Differential Equations (solving Homogeneous and Linear Differential Equations)
− Vectors – in general
− Annuity (Deferred annuities)
− Conics in general
− Probability – use of sum and product laws and identifying all cases.
− Maxima and Minima
(b) Concepts in which candidates got confused:
− Regression lines: y on x and x on y
− Sum and product laws of probability
− 3 – D: Image of a given point and perpendicular distance
− Conditional probability property in Baye’s theorem
− Price Index by aggregate and Price Relative methods
− Differences between and usage of formulae for BD, TD, BG, DV, etc.
(c) Suggestions for candidates:
− Study the entire syllabus thoroughly and revise from time to time. Concepts of Class XI must
be revised and integrated with the Class XII syllabus.
− Develop logical and reasoning skills to have a clear understanding.
− Revise all topics and formulae involved and make a chapter wise or topic-wise list of these.
− Make wise choices from the options available in the question paper and management time
wisely.
− Be methodical and neat in working.

141