Question 6 (Total 5 marks)

Part Working or answer an examiner Mark Notes

might expect to see

(a) 2.35 = 3m + b M1 This mark is given for using the

information to create a model of the
3.28 = 6m + b
form H = mt + b where m is the rate of
growth and b is the original height of
the tree

0.93 = 3m, M1 This mark is given for finding a value

for m
m = 0.31

H = 0.31m so b = 1.42 A1 This mark is given for finding a value

for b
H = 0.31m + 1.42

(b) b represents the original height of the B1 This mark is given for recognising
tree what b represents

140 cm = 1.4 m, very close to 1.42 m B1 This mark is given for a valid
so supports the use of a linear model statement to show the use of a linear
model is justified

Question Marks
Scheme
Number
6(i) (As so exists and )
M1

Hence M1

* A1*

(3)
Alt 1 M1

M1

Square numbers are greater than or equal to zero so is true hence A1*
*
(3)
Alt 2 If

M1

then

So or M1

But for all so A1

(ii) Shows that it is not true for three consecutive prime numbers
B1
Eg which is not divisible by 5 (so not true)
(1)
(4 marks)
Q Scheme Marks AOs Pearson
 Progression Step
and Progress
descriptor

8a 115 (m) is the height of the cliff (as this is the height of the B1 3.2a 4th
ball when t = 0). Accept answer that states 115 (m) is the
Understand the
height of the cliff plus the height of the person who is ready to
concepts of
throw the stone or similar sensible comment.
domain and range

(1)

8b Attempt to factorise the – 4.9 out of the first two (or all) M1 3.1a 4th
terms.
Solve simple
quadratic
or equations by
completing the
3.1a square
M1

or

A1 3.1a
o.e.

(N.B. 122.65625 = )

Accept the first term written to 1, 2, 3 or 4 d.p. or the full

answer as shown.

(3)

8ci Statement that the stone will reach ground level when M1 3.1a 4th
h(t) = 0, or is seen. Form and solve
quadratic
Valid attempt to solve quadratic equation (could be using M1 3.1a equations in
completed square form from part b, calculator or formula). context

Clearly states that t = 6.25 s (accept t = 6.3 s) is the answer, or A1 3.5a

circles that answer and crosses out the other answer, or
explains that t must be positive as you cannot have a negative
value for time.

(3)

8cii hmax = awrt 123 B1ft 3.1a 4th

 Form and solve
quadratic
ft A from part b.
equations in
3.2a context
B1ft
t= or t = 1.25

ft C from part b.

(2)

(9 marks)

Notes
3c
Award 4 marks for correct final answer, with some working missing. If not correct B1 for each of A, B and C
correct.
If the student answered part b by completing the square, award full marks for part c, providing their answer to
their part b was fully correct.
Question Marks
Scheme
Number
9(i) (As so exists and )
M1

Hence M1

* A1*

(3)
Alt 1 M1

M1

Square numbers are greater than or equal to zero so is true hence A1*
*
(3)
Alt 2 If

M1

then

So or M1

But for all so A1

(ii) Shows that it is not true for three consecutive prime numbers
B1
Eg which is not divisible by 5 (so not true)
(1)
(4 marks)
 Question
Scheme Marks
Number

10. M1

A1

dM1 A1

y=– , M1 A1

[6]
6 marks

Question
Scheme Marks
Number
11(a)
M1

* A1*

(2)
(b)
M1

oe (eg ) A1

dM1

A1

(4)
(6 marks)
(a) NB Do not apply a misread on the equation a + b = −1 as it gains no extra marks. They
can score a maximum of M1A0 M1A1M1A0 if they use an incorrect equation such as a
+ b = 1.
M1 Attempts to substitute into f(x) and set equal to 4 to obtain an equation in a and b.
Powers of −1 need not be seen, accept e.g. 1 – a – 3 – b + 5 = 4. Condone invisible
brackets on powers for the M mark, but penalise in the A (if incorrect).
Alternatively, attempts long division reaching a remainder which is then set equal to
4. Look for a quotient starting and linear remainder in a and b. It may be seen
in tabulated form.

Another alternative method: Writes (allow with

γ = 1), expands and equates coefficients, and proceeds to eliminate α, β and γ from the
equations.

A1* Rearranges the equation with no errors and achieves the given answer with at least
one intermediate line with power evaluated. FYI by long division the quotient is
and the remainder is .

By equating coefficients look for (may be implied), , ,

being solved correctly.
(b)
M1 Attempts to substitute into f(x) and set equal to to obtain an equation in a and
b. Again, accept attempts at long division leading to a remainder linear in a and b
(which is ), which is then set equal to , or via equating coefficients
(look for at least three equations formed). May have substituted for a or b already.

A1 need not be fully gathered but powers should be evaluated. So e.g.

accept or accept if
substitution for b happens first (similar for a). Via equating coefficients, all equations
should be correct.

dM1 Attempts to solve simultaneously and achieves a value for a or b. It is dependent on

the previous method mark. Allow as long as values for a or b appears after writing out
their two equations in both a and b (or solving a linear equation if substitution occurs
before remainder theorem). Allow for slips in copying their initial equations.

A1 cao