166

Specification Checklist: Algebra and Functions

 Laws of indices for all rational exponents (AF1)

 Surd rules (AF2)
 Simplifying surds (AF2)
 Rationalising the denominator (AF2)
 Graphs of quadratic functions (AF3)
 Discriminant of quadratic functions (AF3)
 Completing the square (AF3)
 Solving quadratic functions (AF3)
 Solving simultaneous equations by substitution (AF4)
 Solving inequalities (AF5)
 Expanding brackets and collecting like terms (AF6)
 Factorisation (AF6)
 Algebraic division (AF6)
 Factor Theorem (AF6)
 Remainder Theorem (AF6)
 Functions (one-to-one or many-to-one) (AF7)

Revision Lessons in this Topic:

Lesson 1: Surds and Indices

Lesson 2: Quadratic Functions

Lesson 3: Simultaneous Equations

Lesson 4 : Inequalities

Lesson 5: Polynomials

Lesson 6: Functions

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 Surds and Indices topics very rarely have their own unique questions in the TMUA. Instead, they form the basis of
simplification and rearrangement across a wide spectrum of possible questions.

Learning Aims

To successfully answer TMUA questions on a range of topics, you must know the following indices topics:
 Laws of indices
o All rational exponents are included (including negative and fractional powers)
 Manipulation and simplification of surds (including rationalising the denominator)

You must also be able to:

 Identify where use of index laws would simplify expressions to allow further manipulation (for example, via
differentiation or integration).

Notes

There are ten common rules of indices…

𝟏
𝒂𝒎 × 𝒂𝒏 = 𝒂𝒎+𝒏 𝒂𝟎 = 𝟏 𝒂𝒏 × 𝒃 𝒏 = (𝒂𝒃) 𝒏
𝒂𝒎 = 𝒎√𝒂
𝒂𝒎 𝒂𝟏 = 𝒂 𝒎𝒏 𝒎 𝒂𝒏 𝒂 𝒏
= 𝒂𝒎−𝒏 𝒂 = 𝒂𝒎 = (𝒏 𝒂) =( )
𝒂𝒏 𝟏 𝒏 √ √ 𝒃𝒏 𝒃
(𝒂𝒎 ) 𝒏 = 𝒂𝒎𝒏 𝒂−𝒎 = 𝒎
𝒂

Deep Dive: It’s always best to understand why something works, than it is to just know how.
Can you prove 𝑎𝑚 × 𝑎𝑛 = 𝑎𝑚+𝑛? How about using some of the laws above to prove the others?
How many of the ten are unique, and how many can be shown based on the others?

…and four rules of surds.

√𝒂 × √𝒂 = 𝒂 𝒂√𝒃 × 𝒄√𝒅 = 𝒂𝒄√𝒃𝒅 √𝒂 𝒂
=√
√𝒂 × √𝒃 = √𝒂𝒃 √𝒃 𝒃

Breaking surds down into their factors is often used to simplify them.

To simplify surds we can write them as a product of their factors, picking factors which are themselves square.

For example, simplifying √75 gives √75 = √3 × √25 = √3 × 5 = 5√3

168
Rationalising the denominator means removing the surd from the bottom of a fraction.

Method 1: Rationalising fractions of the form 𝑎

√𝑏
To rationalise the denominator of a simple fraction, multiply top and bottom by the denominator
a a √𝑏 a√𝑏
= × ( ) = a × √𝑏 =
√𝑏 √𝑏 √𝑏 √𝑏 × √𝑏 𝑏

Method 2: Rationalising fractions of the form a

b+√c
To rationalise the denominator, multiply by the denominator, but change the sign in front of the surd term
𝑎 𝑎 𝑏−√ 𝑐 𝑎(𝑏 − √𝑐) 𝑎(𝑏 − √𝑐)
= ×( )= =
𝑏 + √𝑐 𝑏 + √𝑐 𝑏 − √𝑐 (𝑏 + √𝑐)(𝑏 − √𝑐) 𝑏2 − 𝑐

Top tip! Rationalising the denominator is one of a number of methods which can be sped up using
the ‘Difference of Two Squares’. Being familiar with this shortcut will save you time in the TMUA.

Practice Questions
3
𝑎𝑏3 𝑐 −4 (√𝑎) 2. Rationalise √5
3. Rationalise 3
1. Simplify 1 2 3+2√5 √7−2√3
−
(𝑎 2𝑏) 𝑐2

Approaching this in the TMUA

2018 Section 2 Question 19

This is one of very few questions which directly (and exclusively) rely on understanding of indices laws and rearranging based
on those. It is important to note that the question specifies that all values are positive, which simplifies the question significantly
(as an extension exercise it is worth considering how the approach would change if the inequality were simply 𝑥 > 𝑦 > 𝑧).

Let us consider each inequality separately.

A)
2𝑧−𝑥+1 > 2𝑥−𝑦 + 2𝑧−𝑦
As 𝑥 > 𝑧, the maximum value of the 𝐿𝐻𝑆 is 2. If we had 𝑥 − 𝑦 > 1, then the 𝑅𝐻𝑆 is greater than 2. So, this
is not necessarily true.

B)
2 × 3𝑦 > 3𝑥 + 3𝑧
Consider the example values of 𝑥 = 100, 𝑦 = 1.1, 𝑦 = 1.05. This is false by counter example.

169
 C)
2 × 5𝑥+𝑦 > 5𝑥+𝑧 + 52𝑧
Since 𝑥 > 𝑦 > 𝑧 > 1,
5𝑥+𝑦 > 5𝑧+𝑥
5𝑥+𝑦 > 52𝑧
So, this is true.

D)
Let’s check that D is false.
2 < 7𝑥−𝑦 + 7𝑧−𝑦
If 𝑥 ≈ 𝑦, then 7𝑥−𝑦 ≈ 1. Now let 𝑦 ≫ 𝑧, so 7𝑧−𝑦 ≪ 1.
This is false.

Only C is necessarily true.

2017 Section 2 Question 8

This question doesn’t exclusively rely on surd techniques, so if you’re unfamiliar with logarithms or the values of sine functions
look ahead to those topics first. Otherwise, this is a question style which generally appears once per year and requires quick
estimation and simplification of values. Don’t aim to be too accurate initially, discount values which are easily discountable
first, and then focus in on any unclear areas more specifically.

A) 22 = 4, 23 = 8, so log2 7 will be somewhere between 2 and 3.

1 1 −1 1 1 −1 3 −1 8
B) (2−3 + 2−2)−1 = ( + ) =( + ) =( ) = . This is approximately 2.67.
23 22 8 4 8 3

π
C) 23 . π is a little larger than 1, so 2 to this power will be a little larger than 2.
3

D) Calculate the equivalent by expanding the surd:

1 1 1
3= =
4(√2 − 1) 4(3 − 2√2)(√2 − 1) 4(−7 + 5√2)
Then rationalise the denominator:
(−7 − 5√2) 7 5√2 12
= = + >
4(49 − 50) 4 4 4
This expression is greater than 3.

E) Using the common values of trig functions:

𝜋 2
4 sin2 ( ) = 4 ( 1 ) = 2
4 √2

E is therefore the smallest, being evaluated to exactly 2.

170
 Key Points

 Both surds and indices can be instrumental in success in more complex TMUA questions, as we will
explore further in later lessons. Be prepared for questions to simply state ‘rearrange’ or ‘simplify’ without
specifying how.
 You must know how to rationalise more complex surd expressions.
 Applications of indices questions include understanding relative magnitude of expressions based on the
relative magnitude of their powers.
o Remember that this will differ depending on the size of the base, so don’t fall into the trap of
creating ‘generalised rules’ in your head, which actually only apply if the base is larger than 1. For
1
example, we can’t state that x2 < x for all x, for example, because if 0 < x < 1, it doesn’t hold
true. Similarly, negative bases may not follow rules as expected.

Space for Personal Topic Notes

171
 Quadratic functions follow many of the same rules as higher order polynomials. However, they are considered separately in
the TMUA because there is such a wide variety of questions which can be asked about them, which are both challenging
without a calculator and solvable within the time allocated. Make sure you are familiar with the basics of solving quadratics
and the meaning of their roots and turning points.

Learning Aims

To successfully answer TMUA questions about Quadratic Functions, you must know:
 The general shape of a quadratic graph
 How to find and interpret the discriminant of a quadratic
 How to find and use the completed square form of a quadratic
 How to solve quadratic equations algebraically (either by factorising or using the quadratic formula)

Notes

A quadratic function is any function of the form 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 = 𝟎

This is true even if the coefficients 𝑏 and 𝑐 equal zero (𝑎 can’t equal zero, because a quadratic has to have an 𝑥 2).

Quadratics can be factorised into a single bracket…

To factorise, look for numbers or letters which appear in (or are factors of) all the terms in an expression.

For example, 2𝑥2 + 4𝑥 = 0 has 2x as a factor of both terms, giving 2𝑥(𝑥 + 2) = 0

…or into two brackets.

Method 1: If the coefficient of 𝑥2 is 1.

 Each bracket starts with 𝑥

 The constants in the brackets must add to give the coefficient of 𝑥 (the value of b)
 The constants in the brackets must multiply to give the constant in the equation (the value of c)

For example, factorise 𝑥2 + 5𝑥 + 6 = 0

(𝑥 + ⋯ )(𝑥 + ⋯ ) = 0
Factors of 6 are: 1 × 6 and 2 × 3
The pair which sums to give 5 is 2 and 3
(𝑥 + 2)(𝑥 + 3) = 0

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Method 2: If the coefficient of x2 is not 1.

 The brackets must start with factors of the 𝑥2 term

 The constants in the brackets must multiply to give the constant in the equation (the value of c)
 The constants in the brackets must be multiplied by the coefficient of x in the opposing bracket, and then
sum to give the coefficient of 𝑥 (the value of b)

For example, factorise 3𝑥2 + 11𝑥 − 4 = 0

(3𝑥 + ⋯ )(𝑥 + ⋯ ) = 0
Factors of −4 are ±1 × ∓4 and 2 × −2
To get to (nearly) 11𝑥, we will likely have to multiply the 3𝑥 in one bracket by 4 in the other
(3𝑥 − 1)(𝑥 + 4) = 0

Once factorised, it is quick and easy to solve quadratic equations for 𝒙.

The original equation is solved by the value of 𝑥 which makes the function equal to zero. In a factorised form, there
are two expressions multiplied to give zero. Either one of them must be individually equal to zero.
For example, solving 3𝑥2 + 11𝑥 − 4 = 0 can begin by factorising to give (3𝑥 − 1)(𝑥 + 4) = 0
3𝑥 − 1 = 0 or 𝑥 + 4 = 0
1
𝑥 = or 𝑥 = −4
3

Quadratics without an ′𝒙′ term may be factorised using the difference of two squares.

Any quadratic of the form 𝑥2 − 𝑎2 = 0 can alternatively be written in the form (𝑥 − 𝑎)(𝑥 + 𝑎) = 0. Because when
this is multiplied out it would give (x − a)(x + a) = x2 + ax − ax − a2 and the central ‘x’ terms cancel.

Of note, is the fact that this simplification can be used even if the coefficient of xb2 isn’t 1, or the
𝑏
constant
𝑏
isn’t a
square number, for example 𝑥2 − 𝑎 = (𝑥 − 𝑎)(𝑥 + 𝑎) or 𝑎𝑥 2 − 𝑏 2 = a (x2 − 2) = 𝑎 (𝑥 − ) (𝑥 + ).
√ √ a √𝑎 √𝑎

Sometimes, factorising requires a lot of trial and error – the quadratic formula may be quicker.

The quadratic formula can be used to solve quadratics, without the need to factorise. It must be memorised:
−𝑏 ± √𝑏2 − 4𝑎𝑐
𝑥=
2𝑎

For example, solving 4𝑥 2 + 2𝑥 − 12 = 0 could begin by factorising, however there are quickly a wide number of
combinations to consider, with two appropriate sets of brackets (4𝑥 + ⋯ )(𝑥 + ⋯ ) or (2𝑥 + ⋯ )(2𝑥 + 2).
Pairs which are factors of −12 are ±1 × ∓12, ±2 × ∓6, ±3 × ∓4

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Using the quadratic formula with 𝑎 = 4, 𝑏 = 2, 𝑐 = −12 is generally quicker, it gives:
−2 ± √22 − 4(4)(−12)
𝑥=
2(4)
−2 ± √4 + 192
𝑥=
8
−2 ± √196 −2 ± 14
𝑥= =
8 8
12 3 16
𝑥 = = or 𝑥 = − = −2
8 2 8

The quadratic formula solutions can even be ‘reverse engineered’ to give the factorised form.

3
The quadratic formula gave 𝑥 = and 𝑥 = −2 as the solutions to 4𝑥2 + 2𝑥 − 12 = 0
2
Rewriting these as linear equations, equal to zero, gives:
3
𝑥− =0
2
2𝑥 − 3 = 0
𝑥 +2 = 0
The original equation can be re-written as 4𝑥2 + 2𝑥 − 12 = 2(2𝑥2 + 𝑥 − 6) = 2(2𝑥 − 3)(𝑥 + 2) = 0

Deep Dive: Some students may have calculated the factors as (4𝑥 − 6)(𝑥 + 2), while others may
have got (2𝑥 − 3)(2𝑥 + 4). How does the quadratic formula demonstrate that both are correct?

The discriminant of the quadratic formula tells you whether the equation has any solutions.

The discriminant of the quadratic formula is the b2 − 4ac bit inside the square root.
 If b2 − 4ac < 0 then you’d be trying to do the square root of a negative number, so there are no solutions.
 If b2 − 4ac = 0 then the ± bit of the quadratic formula disappears (adding or subtracting zero would get
b
you the exact same answer). So you get a single, repeated-root at x = −
2a
 If 𝑏 2 + 4𝑎𝑐 > 0 then the ± bit of the quadratic formula will get you two distinct solutions.

174
Although sketching quadratics can be done by substituting in values for x, it is often easiest to sketch
based on the discriminant of the curve.

Positive 𝑥2 curve with negative Positive 𝑥2 curve with zero Positive 𝑥2 curve with positive
discriminant. No roots. discriminant. One repeated root. discriminant. Two distinct roots.

Negative 𝑥 2 curve with negative Negative 𝑥2 curve with zero Negative 𝑥2 curve with positive
discriminant. No roots. discriminant. One repeated root. discriminant. Two distinct roots.

Top Tip! Many TMUA questions test your understanding by giving a generalized function and asking what
would happen if the coefficients changed or the function was translated. Practicing sketching based on
methods which don’t involve simply substituting in numbers is a great way to practice for these questions.

175
Find the turning point of quadratics by completing the square.

Method 1: Completing the square of 𝑥22 + 𝑏𝑥 + 𝑐

𝑏
 Form a bracket with 𝑏 : (𝑥 + )
2 2
𝑏 𝑏 1 1 𝑏2 𝑏2
o If this was multiplied out it would give (𝑥 + ) (𝑥 + ) = 𝑥2 + 𝑏𝑥 + 𝑏𝑥 + = 𝑥2 + 𝑏𝑥 +
2 2 2 2 4 4
 Add or subtract the extra constants so that the bracket is now exactly equal to only the quadratic and
linear term.
𝑏 2 𝑏2
o This would give (𝑥 + ) −
2 4
 Add or subtract 2the constant given in the original expression.
𝑏 𝑏4
o (𝑥 + ) − + 𝑐
2 4

Method 2: Completing the square for ax2 + bx + c

 Factorise out ′a′ from the x2 and x term.
o Some methods suggest factorising out the coefficient of x2 from all terms, but this can create
addition work at the end expanding out again.
b
o This would give a (x2 + x) + c a
 Follow the method as above:
b 2
o The bracket formed would be (x + )
2a
𝑏 2 𝑏2
o 𝑎 [(𝑥 + ) − ]+𝑐
2𝑎 4𝑎 2
 Multiply the bracket out to simplify:
b 2 b2
o a (x + ) − + c
2a 4a

Deep Dive: Can you use the completed square form to develop the quadratic formula?

Use the completed square form to find the co-ordinates of the turning point without differentiating.

For example, find the turning point of the curve 2𝑥 2 + 8𝑥 − 9 = 0

Complete the square:
2(𝑥2 + 4) − 9 = 0
2[(𝑥 + 2)2 − 4] − 9 = 0
2(𝑥 + 2)2 − 8 − 9 = 0
2(𝑥 + 2)2 − 17 = 0
As the squared bracket must be greater than or equal to zero, the minimum will be found when it is zero:
(𝑥 + 2) = 0
𝑥 = −2
𝑓(𝑥) = −17
This means the minimum point is found at:
(−2, −17)

176
Some equations are solved as quadratics, but they might be ‘in disguise’.

Fundamentally, a quadratic equation has some amount of squared value added to some amount of the value added
to a constant. But the value in question doesn’t have to be ‘x’ just because it has been previously.

If an equation is a ‘quadratic in disguise’, then substitute a variable to make it a quadratic, solve as normal, and then
find the answer by reversing the original substitution.

For example, solve 𝑎𝑥4 + 𝑏𝑥2 + 𝑐 = 0.

This is a quadratic in disguise because it could be written as a(x2)2 + b(x2 ) + c = 0, which follows the pattern we
look for in quadratics.
It may be easier to solve by substituting, so use the substitution y = x2, giving ay2 + by + c = 0. This can then be
solved as normal for y, before finding x = √y.

This works for many positive-order polynomials not just 𝑥4, for example 𝑥12 − 3𝑥6 + 6 = 0, which can be solved
with a substitution of 𝑦 = 𝑥 6 .

Approaching this in the TMUA

2017 Section 1 Question 19

This is a great example of how a TMUA question tests your understanding of what the equations you’ve learnt actually mean,
as well as your ability to stay calm under pressure when rearranging an equation which is (relatively) simple but contains a
large number of variables which are all related in different ways. It’s easy to end up going in circles if you don’t write clear
notes for yourself as you’re working through it.

Let us consider each inequality separately. If the quadratic is less than zero between the points 𝑝 and 𝑞, then 𝑝 and
𝑞 are the roots of the quadratic:

𝑥2 + 𝑏𝑥 + 𝑐 = (𝑥 − 𝑝)(𝑥 − 𝑞) = 𝑥2 − (𝑝 + 𝑞)𝑥 + 𝑝𝑞

This gives 𝑏 and 𝑐 in terms of 𝑝 and 𝑞:

⇒ 𝑏 = −(𝑝 + 𝑞), 𝑐 = 𝑝𝑞

Substituting these values of 𝑏 and 𝑐 into the second inequality gives:

𝑥2 + 𝑏𝑐𝑥 + 𝑐3 = 𝑥2 − 𝑝𝑞(𝑝 + 𝑞)𝑥 + 𝑝3𝑞3
= 𝑥2 − 𝑝2 𝑞𝑥 − 𝑝𝑞2𝑥 + 𝑝3𝑞3

And factorising to find the roots:

= (𝑥 − 𝑝2𝑞)(𝑥 − 𝑝𝑞2) = (𝑥 − 𝑝𝑐)(𝑥 − 𝑞𝑐)

177
This gives the roots 𝑝𝑐 and 𝑞𝑐.

To work out the direction of the inequality signs, recall that 𝑝 < 𝑞, but 𝑐 < 0, so 𝑝𝑐 > 𝑞𝑐, giving:
𝑞𝑐 < 𝑥 < 𝑝𝑐

Key Points

 Roots of quadratics are often incorporated into inequalities which show the region of the curve above or
below the x-axis, you need to be able to convert too and from these inequalities quickly.
 Completing the square to find the turning point, and using the difference of two squares to factorise are
both relatively rare in most qualifications and relatively common in the TMUA, so make sure to consider
these as options.
 You must memorise the quadratic formula for use in the TMUA and be comfortable simplifying the surd
that often results.

Space for Personal Topic Notes

178
 Solving equations simultaneously can be completed graphically or algebraically. In the TMUA the main challenge in these
questions will be discerning which method is quickest, and if there is any additional information in the question which can
get you to a solution even faster. Simultaneous equation questions are rarely based on a pair of simple linear equations, and
can often include circle equations or trigonometric or logarithmic functions.

Learning Aims

To successfully answer TMUA questions about Simultaneous Equations, you must know:
 That an ‘analytical solution’ can be found be substituting one equation into the other equation
 That an ‘analytical solution’ may also be found in simple cases by elimination

Notes

Linear simultaneous equations can be solved by elimination.

When eliminating, multiply equations as required until the coefficient of one variable is the same in each equation.
Then add or subtract to solve for the other variable.

For example, find the point of intersection of the lines 5𝑥 + 𝑦 = 11 and 6𝑥 − 2𝑦 = 18.
Multiply the first equation to balance the coefficients of 𝑦:
(1) × 2 ∶ 10𝑥 + 2𝑦 = 22
(2) ∶ 6𝑥 − 2𝑦 = 18
Add the equations and rearrange to solve for 𝑥:
(1) + (2) ∶ 16𝑥 + 0𝑦 = 40
40 5
𝑥= =
16 2
Substitute back into the original equation to find 𝑦:
5
6 ( ) − 2𝑦 = 18
2
15 − 2𝑦 = 18
−2𝑦 = 3
3
𝑦=−
2
5 3
The point of intersection is therefore ( , − )
2 2

179
Simultaneous equations can also be solved by substitution, which works even when one of the
equations is non-linear.

When substituting, make one of the variables the subject of the linear equation, then substitute.

For example, find the point of intersection of line 𝑥 − 𝑦 = −1 and the circle 𝑥 2 + 𝑦2 = 25.
Rearrange the first equation to make 𝑥 the subject:
𝑥 = 𝑦−1
Substitute into the circle and rearrange:
(𝑦 − 1) 2 + 𝑦2 = 25
𝑦2 − 2𝑦 + 1 + 𝑦2 = 25
2𝑦2 − 2𝑦 − 24 = 0
𝑦2 − 𝑦 − 12 = 0
Solve the quadratic:
(𝑦 − 4)(𝑦 + 3) = 0
𝑦 = 4, 𝑦 = −3
Solve for x:
𝑥 − 4 = −1, 𝑥 = 3
𝑥 − (−3) = −1, 𝑥 = −4

Approaching this in the TMUA

2018 Paper 2 Question 9

This question is relatively unlike simultaneous equations questions which may be expected, but simple simultaneous
questions are rarely ‘standalone’. Instead, the techniques are applied to a wide range of other questions, particularly in the
differentiation and co-ordinate geometry topics.

This question jumps in after a set of simultaneous equations would have been set equal to each other, and from here there
are two ways to start. Work through to a solution yourself, or, work backwards through the question to find the broken link.
Many students find doing the working entirely from scratch is, somewhat counterintuitively, quicker for them. So it is
important to do whatever is most comfortable.
5
First check the given solutions. For 𝑥 =
8

5 5 5
𝐿𝐻𝑆 = 4 × × √2 × − 1 =
8 8 4
5 5
𝑅𝐻𝑆 = 10 × − 5 =
8 4
5
So 𝑥 = is a valid solution.
8

180
 5
Now consider 𝑥 =
2
5 5
𝐿𝐻𝑆 = 4 × × √2 × − 1 = 20
2 2
5
𝑅𝐻𝑆 = 10 × − 5 = 20
2
Therefore, both given values of 𝑥 are valid solutions. This is a good way to eliminate some of the answer options
given.

1
Finally, by jumping in to the equation after step 𝐼𝐼, we can see that 𝑥 = is a valid solution as well. This isn’t included
2
in the final solution since the information is lost in step 𝐼𝐼𝐼 when the solution divides both sides by (2𝑥 − 1).

Key Points

o Simultaneous equations questions are rarely, if ever, solvable by elimination in the TMUA
o If it important when solving equations simultaneously (as with all equation-solving) that you do not
divide by variables or functions of variables. They should be factorised out, otherwise solutions
may be lost.

Space for Personal Topic Notes

181
 Inequalities arise relatively rarely in conventional study, but are common in the TMUA. It is important to remember that
most real-life scenarios which might have their solutions represented by an inequality will be solvable as an equation first of
all (to find the limiting value) and then by discerning whether this limiting value is an upper or lower bound.

Learning Aims

To successfully answer TMUA questions about Inequalities, you must know:

 How to adapt solutions of equations to scenarios requiring inequalities
 How to find the relevant regions when solving quadratic inequalities

Notes

Linear Inequalities are solved the same way as linear equations.

The key difference is that if multiplying or dividing by a negative number, the inequality sign must change direction.

For example, if −𝑥 > 3, then 𝑥 < −3.

This is particularly important to remember when dealing with algebraic questions, where the sign-flip may not be
obvious. In the stressful environment of the TMUA, it can be quickest to substitute your answer into the original
function to check it works if that is possible.

Solving Quadratic Inequalities can be a bit more challenging, and often requires a sketch.

Generally, it is best to solve the quadratic as normal, and then discern which region on the curve you require based
on a sketch.

For 𝑎𝑥2 + 𝑏𝑥 + 𝑐, solve to find the roots, then draw a sketch.

182
 If the question asks for 𝑎𝑥2 + 𝑏𝑥 + 𝑐 ≤ 0 the region of the curve which is below
zero is the region between the two roots, so the solution is 𝛼 ≤ 𝑥 ≤ 𝛽 where 𝛼 and
𝛽 are the two roots.

If the question asks for 𝑎𝑥2 + 𝑏𝑥 + 𝑐 ≥ 0 the region of the curve which is above
zero is the region below the first root, or above the second, so there are two areas
in the solution. 𝑥 ≤ 𝛼 or 𝑥 ≥ 𝛽.

Inequalities can be solved ‘simultaneously’, but this is done graphically to give a region which satisfies
all the criteria given.

This method, again, doesn’t differ significantly from sketching equations of line. Use a solid line for ≤ or ≥ and a
dashed line for < or >.
 Once this is complete shade the region you don’t want for each line (substitute in easy points such as the
origin if necessary).
 This means that the region which satisfies all the inequalities remains unshaded (which is easier to spot, than
trying to discern which area has been shaded the most).
 If you’re asked to find the optimal solution this will always be either at a vertex, or a point near to a vertex
(if an integer solution is required).

Approaching this in the TMUA

2017 Paper 1 Question 5

This is a typical inequalities question, and as with the vast majority of inequalities questions in the TMUA it is much quicker
and easier to solve with a quick sketch. Always start with a sketch!

All 𝑥 in 𝑆 must satisfy:

𝑥2 − 8𝑥 + 12 < 0 ⋯ (1)
{
2𝑥 + 1 > 9 ⇔ 2𝑥 − 8 > 0 ⋯ (2)

In order to visualise the values of 𝑥 that satisfy (1) and (2), sketch the functions
𝑓1(𝑥) = 𝑥2 − 8𝑥 + 12 = (𝑥 − 6)(𝑥 − 2) and 𝑓2(𝑥) = 2𝑥 − 8.

We require the values of 𝑥 for which 𝑓1(𝑥) is below the 𝑥-axis and 𝑓2(𝑥) is above the 𝑥-axis as the inequalities (1)
and (2) suggest.
𝑓1(𝑥)

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 𝑓2(𝑥)

As is clear from the sketches, the values of 𝑥 satisfying (1) is 2 < 𝑥 < 6 and
the values of 𝑥 satisfying (2) is 4 < 𝑥. So the intersection of those two
regions is 4 < 𝑥 < 6.

This solution isn’t one of the possible answer options, and instead must be
converted back to quadratic form. Similarly to (1) and 𝑓1(𝑥), 4 < 𝑥 < 6
this corresponds to (𝑥 − 4)(𝑥 − 6) < 0 ⇒ 𝑥2 − 10𝑥 + 24 < 0.

Key Points

o Inequalities questions aren’t significantly trickier than questions which require equations to be
solved, but many students make more errors on them.
 Remember that if multiplying or dividing by negative numbers the sign would flip. This is
also a common source of error in proofs, if an inequality has been multiplied by an unknown
variable which isn’t specified to be positive then the remaining proof is not logically sound.
o To find the intersection of multiple inequalities visualise using a sketch or number line.
 Many students avoid number lines because they feel they should be able to hold the
information in their head to find overlapping regions. However, in the high-pressure
environment of the TMUA small errors creep in, and there are no marks for having solved
via mental maths rather than writing notes, so write as many notes and diagrams as you
need.

Space for Personal Topic Notes

184
 The polynomials topic combines everything from basic quadratics through to solutions to higher order polynomials. In the
TMUA, time is of the essence, and so shortcuts which reduce the need to complete algebraic division (such as the factor and
remainder theorem) are important to practice.

Learning Aims

To successfully answer TMUA questions relating to Polynomials, you must know:

 How to expand brackets and collect like terms
 How to factorise
 How to use algebraic division to find quotients and remainders
 What the factor and remainder theorems can be used for

You must also be able to change quickly and easily between factor form and quotient remainder form, particularly
with purely algebraic functions.

Notes

Expanding brackets allows like terms to be collected.

Expanding brackets means that everything inside the bracket must be multiplied by the number outside:
𝑎(𝑏𝑥 + 𝑐) = 𝑎 × 𝑏𝑥 + 𝑎 × 𝑐 = 𝑎𝑏𝑥 + 𝑎𝑐

Where there are two brackets multiplied together, each term must be multiplied by each term in the opposing
bracket, for example by multiplying the first, outside, inside, last terms (remembered as the f.o.i.l mnemonic):
(𝑎𝑥 + 𝑏)(𝑐𝑥 + 𝑑) = 𝑎𝑥 × 𝑐𝑥 + 𝑎𝑥 × 𝑑 + 𝑏 × 𝑐𝑥 + 𝑏 × 𝑑 = 𝑎𝑐𝑥2 + 𝑎𝑑𝑥 + 𝑏𝑐𝑥 + 𝑏𝑑

To multiply more than two brackets, first multiply two brackets, then multiply the result by each additional bracket
in turn. In these cases, selecting the brackets to multiply can significantly reduce workload:
(𝑥 − 𝑎)(𝑏𝑥 + 𝑐)(𝑥 + 𝑎)
Here, selecting to multiply the first and last brackets together will give a ‘difference of two squares’ result with only
two terms, which will then be easier to multiply by the ′𝑏𝑥 + 𝑐′ bracket at the end, rather than simply working left-
to-right.

Simplifying polynomials can take many forms, finding common factors in the numerator and
denominator of a fraction is one of the simplest.

Although factorising is typically the way to get a simplified solution, some expressions may actually need to be
multiplied out before being factorised into a new set of brackets.

185
For example, simplify the following:
𝑥(𝑥 − 2) + 3𝑥 − 6
𝑥2 − 4
Start by multiplying out the numerator:
𝑥2 − 2𝑥 + 3𝑥 − 6
𝑥2 − 4
Then gather like terms:
(𝑥2 + 𝑥 − 6)
𝑥2 − 4
Factorise, recognising the denominator as a difference of two squares:
(𝑥 + 3)(𝑥 − 2)
(𝑥 + 2)(𝑥 − 2)
Simplify by dividing by any brackets appearing in both the numerator and denominator:
𝑥 +3
𝑥 +2

Sometimes, it will be necessary to manipulate a fraction to simplify, standard fraction rules (multiplying the top and
bottom by the same maintains the ratio) apply here. For example, the above question could have started as:
𝑥(𝑥 − 2) 3
+
𝑥2 − 4 𝑥 + 2
Simplifying may also require use of Algebraic Division by a linear term…

Algebraic division involves recognising that division is the inverse of multiplication. It is therefore a case of asking
the question “what would you multiply this term by to get to the answer?”. This follows a similar method to very
early long division based on the method of ‘chunking’ which students may remember from primary or elementary
school.

𝑎𝑥2 +𝑏𝑥+𝑐
To find , use long division. “What would you multiply the linear term by by to get 𝑎𝑥 2?” Subtract this
𝑥+𝑑
term, and keep working until you get only a constant remainder.

2+2𝑥−4
For example, find 𝑥 :
𝑥−1

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This means that you could alternatively write 𝑥2 + 2𝑥 − 4 = (𝑥 − 1)(𝑥 + 3) − 1

𝑟𝑒𝑚𝑎𝑖𝑛𝑑𝑒𝑟
In a generalised form, 𝑓𝑢𝑛𝑐𝑡𝑖𝑜𝑛 = 𝑞𝑢𝑜𝑡𝑖𝑒𝑛𝑡 +
𝑑𝑖𝑣𝑖𝑠𝑜𝑟 𝑑𝑖𝑣𝑖𝑠𝑜𝑟

Or alternatively 𝑓𝑢𝑛𝑐𝑡𝑖𝑜𝑛 = 𝑞𝑢𝑜𝑡𝑖𝑒𝑛𝑡 × 𝑑𝑖𝑣𝑖𝑠𝑜𝑟 + 𝑟𝑒𝑚𝑎𝑖𝑛𝑑𝑒𝑟

…or division by a quadratic term.

The method for algebraic division by a quadratic term is very similar to the above, but generally has a larger number
of steps.

The remainder in the above example was also a constant, because it is possible to ‘subtract’ both the x2 and x term,
so the only term unaccounted for is a constant. The remainder will always be at most one order smaller than the
divisor. For example, if a polynomial is divided by a quadratic the remainder could be a linear term (or a constant).

Dividing polynomials can also use the method of comparing coefficients, which is particularly useful
in logical reasoning questions.

Comparing coefficients is an alternative to algebraic division, based on the generalised understanding that any
function can be written as the product of its quotient and divisor (as given above).

187
 3 2
For example, to find 3𝑥 +4𝑥 −13𝑥+6 you would note that the quotient must be quadratic, and begin by writing:
𝑥+3
3𝑥3 + 4𝑥2 − 13𝑥 + 6 = (𝑎𝑥2 + 𝑏𝑥 + 𝑐)(𝑥 + 3) + 𝑑
You can then compare each of the coefficients in turn:
𝑥3: 3 = 𝑎 .
𝑥 : 4 = 3𝑎 + 𝑏
2 so 𝑏 = −5
𝑥: − 13 = 3𝑏 + 𝑐 so 𝑐 = 2
𝑥 : 6 = 3𝑐 + 𝑑
0 so 𝑑 = 0
3 2
This therefore shows that 3𝑥 +4𝑥 −13𝑥+6 = 3𝑥2 − 5𝑥 + 2
𝑥+3

To find the remainder when a polynomial is divided, without having to find the quotient, use the
Remainder Theorem.

The Remainder Theorem states that when 𝑓(𝑥) is divided by (𝑥 − 𝑎) the remainder is 𝑓(𝑎).

The Factor Theorem is a version of the Remainder Theorem which can be used to quickly find factors
of higher order polynomials

The Factor Theorem is a subset of the Factor Theorem, which states that if 𝑓(𝑎) = 0 then (𝑥 − 𝑎) is a factor. In
other words, we know that the bracket is a factor because the remainder is zero.

It is often valuable to ‘trial’ numbers in order to find factors, and narrow the options by remembering that any value
of ‘a’ must be a factor of the constant term in the equation if the bracket (x − a) is to be a factor.

Approaching this in the TMUA

2017 Section 1 Question 4

This question combines the remainder theorem with an unknown factor to find the variable ‘p’. It is quite different to the
approach taken in most A-level and equivalent questions on this topic, but is relatively simple with perseverance.

Recall the polynomial remainder theorem:

If a polynomial 𝑝(𝑥) is divided by (𝑥 − 𝑎), then the remainder is 𝑝(𝑎)

Set 𝑝(𝑥) = (3𝑥2 + 8𝑥 − 3)(𝑝𝑥 − 1) = (3𝑥 − 1)(𝑥 + 3)(𝑝𝑥 − 1)

Applying the theorem by setting 𝑎 = −1 as we divide 𝑝(𝑥) by (𝑥 + 1)

𝑝(−1) = (3(−1) − 1)((−1) + 3)(𝑝(−1) − 1) = (−4)(2)(−𝑝 − 1) = 24

⇒ −𝑝 − 1 = −3
⇒𝑝=2

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 2018 Section 2 Question 20

This question can be answered in a number of different ways. Many students find it tempting to simply square both sides of
the equation as they are given in the question, however without care this actually increases complexity. There is a trick to
separating the square roots prior to further rearrangement which keeps the question much more manageable.

√𝑥 + 𝑝 + √𝑥 = 𝑝
We are told the above equation has at least one real solution for 𝑥. A trivial solution is
𝑝 = 0 ∴ 2√𝑥 = 0
𝑥=0

For a non-trivial solution, we want

2
𝑥 + 𝑝 = (𝑝 − √𝑥)
= 𝑝2 − 2𝑝√𝑥 + 𝑥
𝑝 = 𝑝2 − 2𝑝√𝑥
1
√𝑥 = (𝑝 − 1) ≥ 0
2
Therefore, another set of solutions is given by
𝑝≥1

Key Points

 Algebraic division can often be sped up in TMUA questions by simply comparing coefficients for the
relevant terms of the polynomial.
 Polynomial questions often involve finding unknown coefficients, in these cases, form as many equations as
are possible based on the information stated and anything else you can deduce about the remainders,
factors, or discriminant.

Space for Personal Topic Notes

189
 Functions questions of this nature rarely arise as a standalone question. However, it is important to ensure you’re familiar
with the functions mentioned here (and how they would be affected by the transformations discussed in later lessons) as
these can form the basis for logical thinking and problem solving questions.

Learning Aims

To successfully answer TMUA questions based on these functions, you must be able to:
 Distinguish between one-to-one and many-to-one functions
 Sketch square root and modulus functions
 Find the inverse of a given function algebraically, and explain its geometric significance

Notes

Functions can be thought of as instructions which map one set of input values onto a new set of output
values.

If the mapping takes only one value of the input to each distinct output value, this is called a one-to-one function.

An example of a one-to-one function is a 𝑦 = √𝑥 curve. There is only one value of x which can give a particular
value of y.

𝑦 = √𝑥

Top Tip: Some students find 𝑦 = √𝑥 confusing because they’ve been taught that you always get a ± when
square-rooting. Importantly, 𝑦 = √𝑥is the positive square root. If the curve wanted to show the negative square
root, we would write 𝑦 = −√𝑥 or 𝑦 = ±√𝑥.

Alternatively, if there are multiple input values which go to a single output value, this is called a many-to-one function.

190
An example of a many-to-one function is a 𝑦 = |𝑥| graph. For each output value of y, there are two possible x values
which could have been input (a positive and negative value).

𝑦 = |𝑥|

The range of input and output values of a function are called the domain and range.

The domain of a function is the set of input values, and the range is the set of output values. The domain will
commonly be such that ‘x is any real number’, with exceptions where there may be vertical asymptotes.

Many-to-many mappings aren’t functions, because there’s no inverse.

A many-to-many mapping could be the equation of a circle, for example. In this case, there are multiple input values
which will give the same output value, and, each input value can give multiple output values.

Inverse functions take the ‘output’ of the function, and tell you what values you put in to get them.

The inverse of a function is the function such that if you were to input the previously ‘output’ values, you would
return to the original domain.

Only one-to-one functions can have an inverse. For a many-to-one function, you wouldn’t be able to discern which
input value gave you each output. However, you can find an inverse of a many-to-one function by restricting the
domain to turn it into a one-to-one function (which is done with inverse trigonometric functions, for example).

For example, the inverse of 𝑓(𝑥) = 𝑥 + 3 is 𝑓(𝑥) = 𝑥 − 3.

To find the inverse of a function:

Step 1: begin by writing as 𝑦 = ⋯.
Step 2: Rearrange to make 𝑥 the subject
Step 3: Swap 𝑥 for 𝑓−1(𝑥) and 𝑦 for 𝑥.
This final step causes the domain and range to swap, such that the domain of the original function is the range of
the inverse and vice versa. Graphically, the inverse function is represented by a reflection in the line y = x.

191
192
 Specification Checklist: Sequences and Series

 Position-to-term (nth term) sequences (SE1)

 Term-to-term (recurrence) sequences (SE1)
 Arithmetic series rules (SE2)
 Sum-to-n-terms of an arithmetic series (SE2)
 Geometric series rules (SE3)
 Sum-to-infinity of a convergent geometric series (SE3)
 Binomial expansions (SE4)

Revision Lessons in this Topic:

Lesson 7: Sequences

Lesson 8: Arithmetic Series

Lesson 9: Geometric Series

Lesson 10: Binomial Expansions

193
Sequences questions are rarely straightforward in the TMUA, and yet there isn’t a lot of material which you actually need to
know for these questions. The challenge comes from interpreting the information given logically. Although substituting in
numbers endlessly isn’t a sound strategy for spotting general trends, this topic is one in which getting an intuitive ‘feel’ for
the situation you’re dealing with can make it very valuable.

Learning Aims

To successfully answer TMUA Sequences questions, you must know both:

 How to represent and interpret nth term definitions of sequences
 How to represent an interpret recurrence relations

Notes

Sequences can be represented based on the link between the term and its position in the sequence.

This is called position-to-term, or 𝑛𝑡ℎ term notation. For example, a sequence could be described by the equation
𝑡𝑒𝑟𝑚 = 3𝑛 − 1 where ′𝑛′ is any positive integer, and represents the position in the sequence.

This makes it easy to find any term in the sequence (for example, the 100th number in the sequence is 299), without
knowing any previous values.

Sequences can also be represented based on the link between one term and the next.

This is called term-to-term, or recurrence notation, where 𝑈𝑛+1 = 𝑓(𝑈𝑛). For example, a sequence could be
described by the equation 𝑈𝑛+1 = 2𝑈𝑛 + 5 where 𝑈1 is given, and represents the first term in the sequence.

This makes it easy to see the relationship between terms in the sequence, but makes it more challenging to find
later terms in the sequence based on the iterative nature of the information given.

194
 Approaching this in the TMUA

2017 Paper 1 Question 2

This question gives a recurrence relation which has relatively unpleasant looking numbers, and at times seems to be getting
difficult to calculate by hand. However, the key here is testing values to visualise the pattern by example. There is no need for
an analytical solution.

23𝑥𝑛 − 53
𝑥𝑛+1 =
5𝑥𝑛 + 1

From the sequence itself (and the values given which are 7, 3, and 1) it isn’t clear how the graph will trend. However,
based on how small in magnitude the range of possible answers are, we have a small hint that there may be some
kind of repetition or oscillation (to keep the size of the term relatively small).

This oscillation is also something we might expect as the 𝑥𝑛 term is on both the top and bottom of the fraction, so
if the function ends up negative then it will be likely to flip back to positive quite quickly.

It makes sense to start by substituting in some further values to see if we can spot a trend:
23 × 1 − 53 30
𝑥4 = = − = −5
5×1+1 6
23 × −5 − 53 168
𝑥5 = =− =7
5 × −5 + 1 −24

As this term is already in our sequence we can see that the cycle has repeated after the 4th term, This means the
4th, 8th, 12th,… all the way up to 100th term will be the same value of −5.

Key Points

 A surprising number of questions in the TMUA may depend solely on your ability to substitute values into
a sequence you’ve been given. It is important not to automatically overcomplicate these questions!

Space for Personal Topic Notes

195
The majority of sequences and series questions in the TMUA (with the exception, perhaps, of binomial questions) will be on
the content covered in this lesson. It is important to note, however, that many of these questions will not make it at all
obvious that the sequence is an arithmetic progression, and often integrals are included in order to complicate things
further. As previously, if you need to substitute values in to visualise the situation, it is often valuable to do that.

Learning Aims

To successfully answer TMUA Arithmetic Series questions, you must know the following topics:
 How to calculate the sum to n-terms of an arithmetic series

Notes

The simplest type of sequence is an Arithmetic Progression.

Arithmetic progressions have a common difference, between terms with the general form:

𝑎, 𝑎 + 𝑑, 𝑎 + 2𝑑, … , 𝑎 + (𝑛 − 2)𝑑, 𝑎 + (𝑛 − 1)𝑑

An ‘Arithmetic Series’ is the Sum of a given number of elements in a given Arithmetic Sequence.

The equation for the sum to ‘n’ terms of an arithmetic progression can be quoted as:

𝑛 𝑛
𝑆𝑛 = [2𝑎 + (𝑛 − 1)𝑑] = (𝑎 + 𝑙)
2 2

It can also be shown using the following method:

𝑆𝑛 = 𝑎 + (𝑎 + 𝑑) + (𝑎 + 2𝑑) + ⋯ + (𝑎 + (𝑛 − 3)𝑑) + (𝑎 + (𝑛 − 2)𝑑) + (𝑎 + (𝑛 − 1)𝑑)
This can be written in reverse as:
𝑆𝑛 = (𝑎 + (𝑛 − 1)𝑑) + (𝑎 + (𝑛 − 2)𝑑) + (𝑎 + (𝑛 − 3)𝑑) + ⋯ + (𝑎 + 2𝑑) + (𝑎 + 𝑑) + 𝑎
Summing these ‘vertically’ gives:
2𝑆𝑛 = [𝑎 + 𝑎 + (𝑛 − 1)𝑑] + [𝑎 + 𝑑 + 𝑎 + (𝑛 − 2)𝑑] + ⋯ + [𝑎 + (𝑛 − 1)𝑑 + 𝑎]
In other words, each pair sums to the same value which is equal to the first plus last term, this gives:
2𝑆𝑛 = 𝑛(𝑓𝑖𝑟𝑠𝑡 + 𝑙𝑎𝑠𝑡)
2𝑆𝑛 = 𝑛(2𝑎 + (𝑛 − 1)𝑑)
Which can then be rearranged to give the formula above.

196
 Approaching this in the TMUA

2017 Paper 1 Question 7

This question relies on taking a formulaic approach to forming simultaneous equations based on the information given in the
question. Once the simultaneous equations are formed they can be solved with relative ease.

Let the common difference of the AP be 𝑑 and the common ratio of the GP be 𝑟 so
𝑞 = 𝑝 + 𝑑 ⋯ (1) 𝑝2 = 𝑝 + 2𝑑 ⋯ (2) 𝑝2 = 𝑝𝑟 ⋯ (3) 𝑞 = 𝑝𝑟2 ⋯ (4)
be very organised!!
From (3), 𝑟 = 𝑝 four equations written
Therefore, from (4), 𝑞 = 𝑝3 spaced out!!
So from (1), 𝑑 = 𝑞 − 𝑝 = 𝑝3 − 𝑝
𝑝 2−𝑝
and from (2), 𝑑 = Because only then will
2
it all become easy.
2−𝑝
Thus, 𝑝 = 𝑝3 − 𝑝 ⇒ 𝑝 − 1 = 2𝑝2 − 2 ⇒ 2𝑝2 − 𝑝 − 1 = 0 ⇒ (2𝑝 + 1)(𝑝 − 1) = 0
2
1
⇒𝑝=− 𝑠𝑖𝑛𝑐𝑒 𝑝 < 0
2
3
⇒𝑑=
8
1 3 95
So using the formula for the sum of an arithmetic series, 10(2 ∙ (− ) + (10 − 1) ( )) =
2 2 8 8

2017 Paper 1 Question 8

This question is very typical of sequences and series questions, in that it overlaps with integration in the definition of the
sequence. The key here is to take the question step-by-step, and calculate the things you are able to calculate initially (even
if it isn’t clear exactly how you will use it until later on).
𝑛
1 𝑛 𝑥2 𝑛
Calculating the integral: 𝐹(𝑛) = ∫ (𝑛 − 𝑥)𝑑𝑥 = [𝑥 − ] =
𝑛 0 2𝑛 0 2
𝑛 𝑛−1 𝑛(𝑛+1)
So 𝐺(𝑛) is an arithmetic sum with common difference 1/2 up to n terms. i.e. 𝐺(𝑛) = (1 + )=
2 2 4

This exceeds 150 when n = 25

Key Points

 You must memorise the equation for the sum to n terms of an arithmetic progression for the TMUA. (Or
be able to quickly derive it on the day).

197
 As seen in the previous revision lesson, many questions in the TMUA combine arithmetic and geometric progressions. The
additional complexity here is simply that geometric progressions can converge. Particularly in logic and proofs questions
involving geometric series it is important to bear in mind that situations with the modulus of r greater than one and
situations with the modulus of r less than one must be considered separately, as they will behave very differently!

Learning Aims

To successfully answer TMUA Geometric Progressions questions, you must know the following topics:
 The sum to infinity of a convergent series
 The sum of a finite geometric series
 The conditions which lead a geometric series to diverge or converge

Notes

Geometric Progressions are another type of sequence which is very common when problem solving.

Geometric progressions have a common multiplier from one term to the next, with the general form:

𝑎, 𝑎𝑟, 𝑎𝑟 2, … , 𝑎𝑟 𝑛−2 , 𝑎𝑟𝑛−1

A ‘Geometric Series’ is the Sum of a given number of elements in a given Geometric Sequence.

The equation for the sum to ‘n’ terms of a geometric progression can be quoted as:

𝑎(1 − 𝑟𝑛)
𝑆𝑛 =
1−𝑟

Geometric Progressions can converge if each term gets smaller and smaller. These have a sum to
infinity.

To be convergent, each term must get progressively smaller in magnitude, meaning that the multiplier must have a
magnitude less than one, in other words:

|𝑟| < 1

198
 1
Importantly, a term-to-term ratio of 𝑟 = − or any other negative value above −1, would give a convergent
2
sequence, with oscillating sign. This means it is important to note why we can’t say each term is smaller than the
previous one, only that the magnitude of each term is smaller.

The equation for the Sum to infinity of a geometric progression is:

𝑎
𝑆∞ =
1−𝑟

This can be found by considering what happens to the general formula for a geometric series as 𝑛 → ∞:
𝑎(1 − 𝑟 𝑛→∞ )
𝑆𝑛→∞ =
1−𝑟
Given the condition above, that |𝑟| < 1, 𝑟 → 0 as 𝑛 → ∞, leaving only the ‘a’ term in the numerator.
𝑛

You may be presented with a scenario which has a repeating pattern, but which isn’t explicitly a sequences or
series question. Generally these can be solved in multiple ways, so you can take a ‘brute force’ approach if you
don’t spot it’s a progression. However, if you’re asked to find an equilibrium value that might be a hint that you
need to use a sum to infinity.

Approaching this in the TMUA

2017 Paper 2 Question 3

This question is as straightforward as TMUA questions can be, and yet it is still asked in an interesting way! In this case, again,
we have an unexpectedly unknown variable to calculate before using the equation we’re expecting.

Let the common ratio of the geometric sequence be r.

9
= 2√3 × 𝑟3
4
9
⇒ = 𝑟3
8√3
9√3
⇒ = 𝑟3
24
1
9√3 3
⇒( ) =𝑟
24
So the sum to infinity is
2√3
1 = 4(2√3 + 3)
9√3 3
1−( )
24

199
 2018 Paper 1 Question 8

This question from the 2018 paper is considerably more advanced than the previous example. Here, again we have unknown
variables, but this time we must form simultaneous equations to solve them. From there it would seem to be a simple case of
solving the simultaneous equations, however the rearrangement itself is a significant challenge to many students.

A geometric progression follows

𝑥𝑛 = 𝑎 𝑟 𝑛−1
If |𝑟| < 1, the sum to infinity of these terms is given by
𝑎
𝑆∞ =
1−𝑟
And we are told that 𝑆∞ = 6. This lets us write
𝑎
=6
1−𝑟
𝑎 = 6 − 6𝑟
We are also told to consider the sequence
𝑦𝑛 = (𝑎𝑟 𝑛−1 )2 = 𝑎2(𝑟 2) 𝑛−1 ,
Which has infinite sum
𝑎2
𝑆∞ = = 12
1 − 𝑟2
Note that
𝑎2 𝑎 𝑎 𝑎
= × = 6 × = 12
1 − 𝑟2 1 − 𝑟 1 + 𝑟 1+𝑟
Which implies
𝑎 = 2 + 2𝑟
So, we have two simultaneous equations in 𝑎 and 𝑟
𝑎 = 2 + 2𝑟
𝑎 = 6 − 6𝑟
Which gives 4 − 8𝑟 = 0
1
𝑟=
2
𝑎=3

So, the sum to infinity of the cubes of the initial terms is given by
𝑎3 27 = 27 216
𝑆∞ =
1−𝑟 3 = 1 7 = 7
1−8 8

Key Points

 Many sequences and series questions (whether APs or GPs) provide non-standard information. This
means there are almost always two steps: use the information given to find a, r, or d, then use this in the
equation as planned to find the answer.

200
 Binomial expansion questions are largely unrelated to the previous topics covered within the sequences and series chapter.
They are no less important however, and all parts of this section arise with some frequency in TMUA questions. Many
students will have worked with binomials in one of two contexts: as a means of calculating probability or as a way of
expanding brackets to higher order powers. Both of these (and a third scenario which is helpful for calculations without a
calculator) may arise within the TMUA.

Learning Aims

To successfully answer TMUA Binomial Expansion questions, you must be able to:
 Rearrange brackets into a form which makes them suitable for a binomial expansion
 Use factorial notation
 Use binomial expansions as a method in questions in which an instruction is given

Notes

The simplest form of binomial expansion is for functions of the form (𝟏 + 𝒙)𝒏

The expression in these cases is given by the formula:

(1 + 𝑥) 𝑛 = 1+𝑛 𝐶1𝑥1 +𝑛𝐶2𝑥2 + …𝑛 𝐶𝑛−1𝑥𝑛−1 + 𝑥 𝑛

Where:
𝑛!
𝑛𝐶 =
𝑟
𝑟! (𝑛 − 𝑟)!
Note: in the TMUA .𝑛 𝐶𝑟 is more commonly written as (𝑛)𝑟 which has the same meaning.
And:
𝑛! = 𝑛 × (𝑛 − 1) × (𝑛 − 2) × … × 3 × 2 × 1

𝒏
Most binomial expressions will actually be a more complicated version of this, of the form (𝒂 + 𝒇(𝒙))

This expression is the generalised form of the above, given by the formula:
𝑛
(𝑎 + 𝑓(𝑥)) = 𝑎𝑛 +𝑛 𝐶 𝑎𝑛−1𝑓(𝑥)+𝑛𝐶 𝑎𝑛−2𝑓(𝑥)2 + ⋯ +𝑛𝐶 𝑎1 𝑓(𝑥)𝑛−1 + 𝑓(𝑥) 𝑛
1 2 (𝑛−1)

201
For example, find the coefficient of 𝑥 6𝑦2 in the expansion of (1 + 𝑥2 + 𝑦)6 .

This question is typical of TMUA questions, as it only requires knowledge of the expression above, but needs
considerable rearrangement and lateral thinking. First, separate the x-terms out:
6
((1 + 𝑦) + 𝑥2)

This can then be expanded as standard:

(1 + 𝑦)6 + 6(1 + 𝑦)5(𝑥 2)+6𝐶2 (1 + 𝑦) 4(𝑥2 )2 +6𝐶3 (1 + 𝑦)3 (𝑥2 )3 + ⋯
The final term written out here is the one which will contain 𝑥6 𝑦3 so no further expansion is necessary.

6! 6×5×4
= = (2 × 5 × 2) = 20
3! 3! 3×2

This term is therefore:

20(1 + 𝑦)3𝑥6

Next, find the coefficient of 𝑦2 in the expansion of (1 + 𝑦)3:

1+3𝐶1 𝑦+3𝐶2 𝑦2 + 𝑦3

This gives the total term as:

20(3𝑦2)(𝑥6)
So the coefficient in question is 60.

The Binomial Expansion can also be used to exactly evaluate decimals to powers without a calculator.

This is done by breaking the value into units and tenths (or hundredths), and then solving using the expansion.

For example, if asked to evaluate 1.37 it can be written as (1 + 3𝑥)7 where 𝑥 = 0.1 and then solved to the necessary
number of significant figures.

Many students are tempted to write this as (1 + 𝑥)7 with 𝑥 = 0.3 however this would mean you had to be able to
calculate 0.32, 0.33 etc… As written above you would instead be finding powers of 0.1 which is considerably more
straightforward.

Approaching this in the TMUA

2017 Paper 1 Question 13

202
This question is a simple case of using the binomial expansion, but still requires several steps to get to the correct answer.
TMUA questions will often ask for you to do something with the solutions (in this case find the sum) in order to add an extra
step of complexity. Take a step back and find the solutions you’re expecting, then double check what the question asks!

Recall the binomial expansion.

5𝑎𝑏4 = 8 × 10𝑎3𝑏 2
⇒ 𝑏2 = 16𝑎2

The smallest non-zero positive integer solution pairs are (4, 1) so the sum is 5.

2018 Paper 2 Question 2

This question requires significant rearrangement of the binomial expansion (using laws of indices) to find the term in question.

( 6 1 12 ∑12 12 ( 6)12−𝑟 1 𝑟
The binomial expansion of 𝑥 − 2) is given by 𝑟=0 𝑟𝐶 × 𝑥 × (− 𝑥 2)
𝑥

12
12!
∑ 𝑟 72−8𝑟
𝑟! (12 − 𝑟)! × −1 × 𝑥
𝑟=0

The constant term has 72 − 8𝑟 = 0 so 𝑟 = 9

An arousing method.
Therefore, the constant term is
12 × 11 × 10
−19 × = −220
3×2×1

Key Points

 You must be able to quote the terms of the binomial expansion and calculate coefficients using factorial
notation.
 Simplification of factorial notation is vital to speed in the TMUA, for example 9! seems initially incredible
3!6!
complex, but can quickly be simplified to 9×8×7 and then simplified further to give 3 × 4 × 7. This is much
3×2
quicker, and prevents errors creeping in when large numbers appear.

Space for Personal Topic Notes

203
204
 Specification Checklist: Co-ordinate geometry in the (x,y) plane

 Equations of a straight-line (CG1)

 Parallel and perpendicular lines (CG1)
 Equations of circles (CG2)
 Circle properties (CG3)

Revision Lessons in this Topic:

Lesson 11: Equations of Straight Lines

Lesson 12: Coordinate Geometry of Circles

Lesson 13: Circle Theorem & Definitions

205
 Co-ordinate geometry relating to straight lines is often asked in conjunction with other topics such as polynomials or
differentiation. Many of the rules and skills in this lesson are considered fundamental and quotable, so make sure you can
work through these quickly and accurately.

Learning Aims

To successfully answer TMUA Straight Line questions, you must know how to use:
 Equations of the form 𝑦 = 𝑚𝑥 + 𝑐, 𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1), 𝑎𝑥 + 𝑏𝑦 + 𝑐 = 𝑑
 How to find gradient, y-intercept
 How these values relate in parallel and perpendicular lines

Notes

The most common form of a straight-line equation is 𝒚 = 𝒎𝒙 + 𝒄

Often, other forms of the straight-line equation are more convenient when the information given
differs.

If given the gradient of the line and a general point on the line (not the y-intercept) then the following form is
much more convenient:

Alternatively, when solving equations simultaneously by elimination the most useful form will often
have all terms on one side of the equation.

𝑎𝑥 + 𝑏𝑦 + 𝑐 = 0

206
It is important to be able to convert between all three of these forms for equations of straight lines.
The gradient of a line is a measure of the slope: how much the line rises with each step in the x-direction.
For a line segment between two points (x1, y1 ) and (x2, y2 ), the gradient is given by:

𝛥𝑦 𝑦2 − 𝑦1
m= =
Δx 𝑥2 − 𝑥1

The mid-point is at the coordinates:

𝑥2 + 𝑥1 𝑦2 + 𝑦1
( , )
2 2
The length is found using:
√(𝑥2 − 𝑥1)2 + (𝑦2 − 𝑦1)2

Lines can be determined to be parallel or perpendicular based on their gradient.

Parallel lines (including tangents) have equal gradients.

Perpendicular lines (normals) have the negative reciprocal as the gradient.

1
𝑚 𝑚 = −1 or 𝑚 = −
1 2 2 𝑚1

Approaching this in the TMUA

2017 Paper 1 Question 3

This is a standard TMUA straight lines question, and brings together your recall, your ability to use and demonstrate your
understanding of the equations above, and your ability to visualise the problem and apply wider geometric equations in a
single question.

We can first sketch 𝑙: 𝑦 = 6 − 2𝑥.

To find the equation of 𝐿: 𝑦 = 𝑚𝑥 + 𝑐:
−1 1
The gradient of 𝐿 is 𝑚 = =
l : y = 6-2x −2 2
(As the product of gradients of two perpendicular
lines is −1)

The intersection 𝑐 can be found by substituting

1
(−6, 0) with 𝑚 =
2
1
0 = (−6) + 𝑐 ⇒ 𝑐 = 3
So 𝐿:2𝑦 = 1 𝑥 + 3
Call the line perpendicular to 𝑙 and going through 2
(−6, 0), 𝐿.

207
 The required area is shaded. This is a triangle with
Plot this over the sketch of 𝑙. base 9(= 3 − (−6)) with some height. Notice that
the height is the 𝑦-coordinate of the intersection
l : y = 6-2x between 𝑙 and 𝐿.
So , to find the coordinate of the intersection:
L : y = (1/2)x+3
𝑦 = 6 − 2𝑥 ⋯ (1)
{ 1
𝑦 = 𝑥 + 3 ⋯ (2)
2

Subtracting (2) from (1)

5 6 6 18
0 = 𝑥−3⇒𝑥 = ⇒ 𝑦 = 6−2⋅ =
2 5 5 5

So the height of the triangle is 18.

5
18 1
Hence the required area is: 9 ⋅ ⋅ = 81
= 16
1
5 2 5 5

2017 Paper 2 Question 2

This question also uses the equations of straight lines, again to calculate an area. Importantly, other equations can be combined
such as the Pythagorean equation and other geometry.

The gradient of the line PQ is: (8−6) = 2

(1−0)
1
So the gradient of a line perpendicular to PQ is: −
2
1 17
So the equation of the line QR is: 𝑦 = − 𝑥 +
2 2

Thus, the coordinate of R is (17, 0)

The length of PQ is √(1 − 0)2 + (8 − 6)2 = √5

The length of QR is √(17 − 1)2 + (8 − 0)2 = √320 = 8√5
So the area is √5 × 8√5 = 40

Key Points

 Equations of straight lines questions can be found both individually and combined with other topics in the
TMUA. Be sure to avoid ‘pigeon-holing’ questions as you may need to bring in a range of equations to get
through to the answer.

208
A lot of the challenge in TMUA questions comes from identifying which technique or method should be applied to a given
question. This is certainly true of co-ordinate geometry of circles questions, which may include equations in non-standard forms,
without mentioning that they represent circles in the question.

Learning Aims
To successfully answer TMUA Coordinate Geometry of Circles questions you must know:
 The general equation of a circle
o How to find the radius and centre
 How to find the equation of a circle from any three points on the circle

You must also be able to:

 Identify and rearrange equations in non-standard forms to form the general equation

Notes

The general equation of a circle allows you to read off the centre and radius of the circle.

The equation for a circle with centre (𝑥1, 𝑦1) and radius, r, is given as:
(𝑥 − 𝑥1)2 + (𝑦 − 𝑦1)2 = 𝑟2

This can be given in an alternative expanded form such as:

𝑥2 + 𝑦2 − 𝑎𝑥 − 𝑏𝑦 − 𝑐 = 0

To find information about the radius and centre of these circles, rearrange and complete the square.
Collect like terms:
𝑥2 − 𝑎𝑥 + 𝑦2 − 𝑏𝑦 = 𝑐
Complete the square for both x and y terms:
𝑎 2 𝑎2 𝑏 2 𝑏2
(𝑥 − ) − + (𝑦 − ) − =𝑐
2 4 2 4
Rearrange into the standard form for the equation of a circle:
𝑎 2 𝑏 2 𝑎2 𝑏2
(𝑥 − ) + (𝑦 − ) = 𝑐 + +
2 2 4 4
𝑎 𝑏
This has a centre at ( , ) and a radius equal to the square-root of the right-hand side.
2 2
For example, find the centre and radius of the circle 𝑥2 + 𝑦2 − 4𝑥 + 6𝑥 − 12 = 0
Rearrange:
𝑥2 − 4𝑥 + 𝑦2 + 6𝑦 − 12 = 0
Complete the square:
(𝑥 − 2)2 − 4 + (𝑦 + 3)2 − 9 − 12 = 0
(𝑥 − 2)2 + (𝑦 + 3)2 = 25
The circle has a centre (2, −3) and a radius 5.

209
The equation of a circle can also be found from any three points on the circumference of the circle.

To do this, recall that the perpendicular bisectors of the three chords will all intersect at the centre.

Find the equations of two of the perpendicular bisectors and solve simultaneously for the centre of the circle and
the radius.

Practice Questions

1. Which of the following gives the equation of a circle 2. Which of the following are equations of circles?
with radius 𝑟 = 4, and centre (−2, −6)? A. 𝑥2 + 𝑦2 = 25
A. (𝑥 − 2)2 + (𝑦 − 6)2 = 16 B. 𝑦2 = 3𝑦 − 𝑥2 + 6𝑥 + 50
B. (𝑥 − 2)2 + (𝑦 − 6)2 = 4 C. 𝑥2 + 3𝑥 + 5𝑦 + 10 = 0
C. (𝑥 + 2)2 + (𝑦 − 6)2 = 16 D. (𝑥 + 2)2 − (𝑦 + 4)2 + 50 = 0
D. (𝑥 − 2)2 + (𝑦 + 6)2 = 2 E. 𝑥 = ±√12 − 𝑦2
E. (𝑥 + 2)2 + (𝑦 + 6)2 = 16
F. 𝑥 = ±√𝑦2 + 54
F .(𝑥 + 2)2 + (𝑦 + 6)2 = 4

Approaching this in the TMUA

2017 Section 1 Question 6

This is a question about a circle and its tangent. Although the question doesn’t ask you to find the equation of the tangent
(instead only asking for the y-intercept), it is sensible to approach as though the question said ‘Find the equation of the
tangent’ as a step to the answer.

It is always valuable to begin geometry questions with a sketch which clarifies your understanding of the situation.

This is a circle with a centre at (0,0) and a radius of 12.

The tangent passes through the x-axis and is a tangent to the circle before crossing the positive y-axis, so it must
have a negative gradient approximately as shown.

It will then be helpful to create a general equation for the line, y = mx + c.

After this, we can substitute the information we know about the line into the general equation. Using the fact the
line passes through the point (20,0) helps us to relate ‘c’ and ‘m’, and create a slightly more specific version of the
equation of the line.

0 = 20m + c
c = −20m

y = 𝑚(x − 20)

210
 From here, we have the equation of a circle and a general
equation of a line which is a tangent to it. The circle and the
tangent must intersect at a point, so the line can be substituted in
to the equation of the circle to find the point of intersection.

After some rearrangement this forms a quadratic equation in x.

Because there is only one point of intersection we want this

equation to have a single solution, so we use the discriminant,
b2 − 4ac = 0.

This is itself a
quadratic in ‘m’. This
is to be expected, because there are two different lines which are
tangent to the circle and pass through the point x=20 (as shown
below) and nothing we’ve done so far has been able to just pick out
the one we want.

We can rearrange and solve to find m.

We know from the sketch we drew initially that the gradient of the
tangent must be negative, so this can then be selected and substituted
into our general equation from earlier 𝑦 = 𝑚(𝑥 − 20).

The general equation is then rearranged into y = mx + c form to find

the value of ‘c’.
1600𝑚4 − 1024𝑚2 − 1600𝑚4 + 576 = 0
x + m (x − 20) = 144
2 2 2

x2 + m2 x2 − 40m2 x + 400m2 = 144 −1024m2 + 576 = 0

(1 + m2 )x 2 − 40𝑚2𝑥 + (400m 2 − 144) = 0 576 144 9

m2 = = =
1024 256 16
b2 − 4ac = 0
3
m=±
(40m2)2 − 4(1 + m2)(400m2 − 144) = 0 4
3
1600𝑚4 − 4(400𝑚2 − 144 + 400𝑚4 − 144𝑚2) y = − (x − 20)
=0 4
1600𝑚4 − 4(256𝑚2 + 400𝑚4 − 144) = 0 3
y = − x + 15
4

The value of ‘y’ at the point the tangent to the circle meets the y-axis is 15.

211
 2017 Section 1 Question 9

This question relates the circle to a hexagon, and therefore relies on your knowledge of geometry, and the fact that
hexagons are made of 6 equilateral triangles, as well as your understanding of circle equations.

𝑥2 + 𝑦2 − 18𝑥 − 22𝑦 + 178 = 0 ⇒ (𝑥 − 9)2 + (𝑦 − 11)2 = 24

This is an equation of a circle with radius √24.

Thus, the side of a regular hexagon that fits inside the circle would be √24.
Therefore, the area is 3√3 ∗ 24 = 36√3.
2

Key Points

 Have confidence to form equations, even if the question doesn’t say you need to.
 For a point or line of intersection, you generally need to set equations equal to each other.
 You can use the information you know about the discriminant to solve for coefficients, which is often
much easier than solving the quadratic itself.

Space for Personal Topic Notes

212
This topic very rarely arises in the TMUA, although it is important to be familiar with the definitions of chords and segments,
as they could ask questions about it in future.

Learning Aims
To successfully answer TMUA Circle Properties topics you would need to be able to state and use the following
circle theorems.

Notes
There are a range of circle theorems and definitions to be memorised.

A chord is a line connecting two points on the Angles subtended by a chord in the same
circumference of a circle; it separates the segment are equal.
circle into a major and a minor segment.

Subtended means the lines meet the circle at the same

point as the chord.

The angle subtended by an arc at the centre The angle subtended by the diameter at the
of a circle is twice the angle subtended by the edge is a right angle.
arc at the edge (in the same segment).

There is a specific form of the previous theorem

where the angle at the centre is 180°

213
Tangents from any single point outside the
circle are of equal length.

The angles between the tangent and a radius

The tangent to a circle has the same gradient as the is 90º
circle at that point. It just touches the circle.

The perpendicular bisector of a chord will go

through the centre of a circle.

The angle between the tangent and a chord is

equal to the angle subtended by the chord in
the opposite segment.
This can alternatively be written as the converse:
“The perpendicular from the centre to a chord
bisects the chord”.

Opposite angles in a cyclic quadrilateral total

180º

214
215
 Specification Checklist: Trigonometry

 Sine rule (TR1)

 Cosine rule (TR1)
 Area of a triangle (TR1)
 Radians (TR2)
 Common values of standard trig functions (TR3)
 Sine, cosine, and tangent function, graphs, and properties (TR4)
 Trigonometric equalities (TR5)
 Solving trigonometric equations within intervals (TR6)

Revision Lessons in this Topic:

Lesson 14: Trigonometry in Triangles

Lesson 15: Radians

Lesson 16: Common Trigonometric Values

Lesson 17 : Graphs of Trigonometric Functions

Lesson 18: Trigonometric Equalities

Lesson 19: Solving Trigonometric Equations

216
Within geometry, trigonometry in triangles is a significant topic. Although this doesn’t come up often within the TMUA there
are a larger number of equations which you must be able to quote than normal. Additionally, many students are unfamiliar
with the ‘ambiguous case’ of the sine rule, which is specifically mentioned in the specification and is a likely source of questions.

Learning Aims

To successfully answer TMUA Trigonometry in Triangles questions, you must know the following equations:
 The sine rule
 The cosine tule
 The area of a triangle.

You must be able to apply all of these in three dimensions.

Notes

The Sine Rule can be used to find side lengths in triangles.

The sine rule states that:

𝑎 𝑏 𝑐
= =
sin 𝐴 sin 𝐵 sin 𝐶

To solve for a given side, 𝑎, you would need to know:

𝐴 – the angle opposite the side to be calculated
𝑏 and 𝐵 – a side-angle pair

The equation would then become:

sin 𝐴
𝑎=𝑏×
sin 𝐵

217
The Sine Rule can also be used to find unknown angles in triangles.

The rule can be rearranged to give:

sin 𝐴 sin 𝐵 sin 𝐶
= =
𝑎 𝑏 𝑐

To solve for a given angle, 𝐴, you would need to know:

𝑎 – the side length opposite the angle to be calculated
𝑏 and 𝐵 – a side-angle pair

The inverse function would need to be used to solve for the angle, giving the equation:
𝑎
𝐴 = sin−1 (sin 𝐵 × )
𝑏

Sometimes, even with enough information for the equation, the solution can be ambiguous.

If the information given is in the form angle-side-side, then there are two possible triangles which could both work
based on that information.

For example, both of the triangles below have the same angle, 𝐴, and the sides 𝑏, and 𝑎. However, the angle 𝐵 is
noticeably different in each of these.

This means that when calculating the angle 𝐵 using the sine rule it would be important to remember that sin 𝑥 =
sin(180 − 𝑥). Or, in other words, if B was calculated to be 60°, then in this case it could also be 120°, and we can’t
know which without additional information about the triangle.

218
The Cosine Rule can also be used to find missing side lengths and angles, in cases where the sine rule
is insufficient.

The cosine rule for finding a side states that:

𝑎2 = 𝑏2 + 𝑐2 − 2𝑏𝑐 cos 𝐴

This can be rearranged to give the cosine rule for finding an angle as:
𝑏2 + 𝑐2 − 𝑎2
cos 𝐴 =
2𝑏𝑐
To find the angle, the inverse function would be used:
𝑏2 + 𝑐2 − 𝑎2
𝐴 = cos−1 ( )
2𝑏𝑐

The Area of a Triangle can be found in triangles where a side-angle-side are known.

The equation for area of a triangle is:

1
𝐴 = 𝑎𝑏 sin 𝐶
2

Approaching this in the TMUA

2017 Paper 1 Question 20

There are multiple methods to answer this question, but using the solutions to narrow down your range of possible values is
often a helpful way to start.

a + 2d > a + d > a

This means that the angle opposite a + 2d must be the largest angle in the triangle, because it is the largest side.
This narrows down the range of possible options to only those where the angle PRQ is greater than 60 (as it is
mathematically impossible for the largest angle in a triangle to be below 60 degrees).

From here, we need to take a look at the magnitude of the difference between the angles. In this case we’re told
that the difference between the side lengths is large when compared to the smallest side length. In a limiting case
2 5
d = a, meaning the side lengths would be of (approximate) lengths: a, a, 8 a.
3
only 3one
3
limiting case when 3d > 2a
This means that sine of the angles would also be split in this ratio (using the sine rule). And therefore the minimum
size of the largest angle must in fact be 120, rather than 60 for there to be such a significant gap between the side
lengths. There is no calculation necessary.

219
 2018 Paper 2 Question 14

For this question, it is valuable to start by drawing a diagram to understand where the two points in question could lie.

We want there to be a single solution to the equation

𝑝2 = 22 + |𝑃𝑄|2 − 2 × 2 × |𝑃𝑄| × cos 30

This will happen when 𝑄1 = 𝑄2 or when

𝑝 ≥ 2 such that only one 𝑄 falls on the line from 𝑃.

If 𝑄1 = 𝑄2, then ∠𝑃𝑄𝑅 = 90°. Therefore 𝑝 = 2 sin 30 = 1

So 𝑝 = 1, 𝑝 ≥ 2

Key Points

 You must familiarise yourself with the ambiguous case of the sine rule, as this is one of the most common question
topics for these questions.
 You must be able to quote all the relevant equations from this lesson as none of them will be given in the TMUA.

Space for Personal Topic Notes

220
 The TMUA uses a mixture of radians and degrees in their questions and so it is important to be able to convert between
them quickly and accurately, although this lesson would rarely be a standalone-question.

Learning Aims

To successfully answer TMUA trigonometry and geometry questions, you must know the following radians topics:
 Conversion between degrees and radians
 Calculating circle geometry (e.g. arc length, sector area, segment area) using radians

Notes

Radians are simply a different unit for measuring angles.

In the same way we have multiple units for other quantities, such as length being measured in centimetres or inches,
radians are an alternative to degrees for measuring angles.

A half-circle is defined as 180° or 𝜋 radians, meaning that we can state:

𝐴𝑛𝑔𝑙𝑒(°) 𝐴𝑛𝑔𝑙𝑒(𝑟𝑎𝑑𝑠)
=
180 𝜋
This equation is then used to convert between the angle in degrees and the angle in radians.

Radians can be used to calculate arc length.

Radians are used because they are linked more closely to the ratios we find in a circle. For example, previously to
find arc length the method would be:
Step 1: Find the proportion of the circle which is the arc
Step 2: Multiply the total circumference by this proportion to find the arc length
With radians this is simplified to a single equation:
𝑎𝑟𝑐 𝑙𝑒𝑛𝑔𝑡ℎ = 𝑟𝜃

Deep Dive: Can you derive this equation based on the method you’re familiar with for finding arc
length using angles measured in degrees?

221
They can also be used to find the area of a sector.

As with the equation for arc length, finding the area of a sector is much easier in radians.

1
𝑎𝑟𝑒𝑎 𝑜𝑓 𝑠𝑒𝑐𝑡𝑜𝑟 = 𝑟2𝜃
2

And the area of a segment.

Finding the area of a segment is a little trickier, because there’s no direct equation.
Instead, it is important to recognise that the following holds true:

𝐴𝑟𝑒𝑎 𝑜𝑓 𝑆𝑒𝑔𝑚𝑒𝑛𝑡 = 𝐴𝑟𝑒𝑎 𝑜𝑓 𝑆𝑒𝑐𝑡𝑜𝑟 − 𝐴𝑟𝑒𝑎 𝑜𝑓 𝑇𝑟𝑖𝑎𝑛𝑔𝑙𝑒

1 1
𝐴𝑟𝑒𝑎 𝑜𝑓 𝑇𝑟𝑖𝑎𝑛𝑔𝑙𝑒 = 𝑎𝑏 sin 𝐶 = 𝑟2 sin 𝜃
2 2

The area of the segment can then be calculated as:

1 1 1
𝐴𝑟𝑒𝑎 𝑜𝑓 𝑆𝑒𝑔𝑚𝑒𝑛𝑡 = 𝑟2 𝜃 − 𝑟2 sin 𝜃 = 𝑟2(𝜃 − sin 𝜃)
2 2 2

222
The fact there are no calculators in the TMUA means that many trigonometry questions rely on being able to convert angles
in degrees and radians into trig values and vice versa. This is something that students must be able to state quickly and
accurately, spending time working out the values every question takes extra time which should be avoided if possible.

Learning Aims

To successfully answer TMUA trigonometry questions, you must be able to state the trigonometry values for 0, 30,
45, 60, and 90 degrees.

Notes

There are some trig values which are so common that they must be memorised.

𝜽 (º) 0 30 45 60 90
𝜋 𝜋 𝜋 𝜋
𝜽 (rads) 0
6 4 3 2
1 √2 √3
𝐬𝐢𝐧 𝜽 0 1
2 2 2
√3 √2 1
𝐜𝐨𝐬 𝜽 1 0
2 2 2
1
𝐭𝐚𝐧 𝜽 0 1 √3 Undefined
√3

For students who are having trouble memorising so many values, it is important to recognise that only the sin 𝜃
values need to be memorised in order to calculate the rest (although this is not the recommended way of working
in the test, it can be a helpful back-up):
 Memorise sin 𝜃
 Find cos 𝜃 by reversing the order
 Find tan 𝜃 by calculating sin 𝜃
cos 𝜃

223
 Being able to sketch and adapt trigonometric functions, as well as quickly quote the points of intersection with the co-
ordinate axes is another important skill.

Learning Aims

To successfully answer TMUA trigonometric functions questions, you must know the following topics:
 Sine, Cosine, and Tangent base functions
 Adaptations to sine, cosine, and tangent functions (see the “Graphs of Functions” lessons later in the book
for more notes on this)

Questions may also rely on your knowledge of the symmetry and periodicity of the functions (particularly in
integration questions).

Notes
A sine graph is sinusoidal.

𝑦 = sin 𝜃
This graph shows that sin 𝜃 = − sin ( −𝜃), which is an example of odd function symmetry.
The standard period of a sine curve is 2𝜋, and the curve oscillates with a range of −1 ≤ sin 𝜃 ≤ 1.

The graph of the cosine function is also sinusoidal.

𝑦 = cos 𝜃

224
This graph shows that cos 𝜃 = cos(−𝜃), which is an example of even function symmetry.
The standard period of a cosine function is 2𝜋, and the curve oscillates with a range of −1 ≤ cos 𝜃 ≤ 1.
The tangent function is related, but not sinusoidal.

𝑦 = tan 𝜃
The graph shows that tan 𝜃 = − tan(−𝜃), which is an example of odd function symmetry.
𝜋
The standard period of a tangent function is 𝜋, with asymptotes at 𝑛𝜋 − (where n is any integer value). The
2
function can tend towards both positive and negative infinity.

Approaching this in the TMUA

The TMUA can’t ask you to sketch these curves (it’s multiple choice, after all!). Instead, it can ask you to pick sketches which
match certain criteria, or to calculate regions where certain inequalities are valid, which relies on you understanding the
functions. The following questions are typical, and it is important to sketch curves even if you’re not explicitly told to so you
can visualise the problem.

2017 Section 1 Question 8

(1 − 2𝑠𝑖𝑛𝑥)𝑐𝑜𝑠𝑥 ≥ 0

⇒ 𝑐𝑜𝑠𝑥 − 2𝑠𝑖𝑛𝑥𝑐𝑜𝑠𝑥 ≥ 0 ⇒ 𝑐𝑜𝑠𝑥 − sin(2𝑥) ≥ 0 ⇒ 𝑐𝑜𝑠𝑥 ≥ sin(2𝑥)

225
This implies that the required region of x includes the values of x for which the graph of 𝑐𝑜𝑠𝑥 is above the graph of
sin(2𝑥).

y=sin(2x)

y=cos(x)
y=cos(x)

Comparing the diagram above to the options given, we can eliminate C and D as it does not include 0 for which the
graph of cos(x) is clearly above the graph of sin(2x).
Comparing A and B, we choose A as pi cannot be included in the region. (At pi which is around 3.14, the graph of
sin(2x) is clearly above the graph of cos(x)
remember to form a good framework for questions first before diving, AND BE CONFIDENT W UR LOGIC

2017 Section 2 Question 12

Separate this and consider a sine, cosine, and tangent graph:

226
Drawing over the two graphs a graph of tanx as done above, there is no subset of x such that sin(2x) < cos(2x) <
tan(x).

2018 Section 1 Question 6

𝑥 sin 2𝑥 = cos 2𝑥
Or,
1
tan 2𝑥 =
𝑥
We are simply asked to state the number of solutions in the range 0 ≤ 𝑥 ≤
2𝜋, not to find the solutions. The simplest way to do this is to plot the
equations
𝑦 = tan 2𝑥
1
𝑦=
𝑥
On the same graph and counting the intersections.
There is one solution per branch of the tan 2𝑥 graph, and therefore 4 solutions
in the given range.

Key Points

 Being able to quickly sketch trigonometric functions and adaptations of these is vital to answering many of
the questions in the TMUA.
 Often, questions relate to the relative size of the functions, or the number of points of intersection, and
for these it is often easiest to work this out based on a sketch than analytically, even if the question
doesn’t specify this.

Space for Personal Topic Notes

227
 Although the previous lesson has shown that many questions aren’t solvable analytically by rearrangement, some of them
may be. For these questions, the equalities in this lesson are important to be able to simplify by reducing the number of
trigonometric functions in a given question.

Learning Aims

To successfully answer TMUA Trigonometric Equalities questions, you must know the following topics:
 The relationship between tangent, sine, and cosine functions.
 The relationship between the squares of the sine and cosine functions.

Notes

The three most common trigonometric functions are related to each other.

sin 𝜃
tan 𝜃 =
cos 𝜃
𝑜𝑝𝑝 𝑎𝑑𝑗 𝑜𝑝𝑝
This equation can be proved by considering that sin 𝜃 = , cos 𝜃 = , tan 𝜃 = in a right-angled triangle.
ℎ𝑦𝑝 ℎ𝑦𝑝 ℎ𝑦𝑝

Where squared trigonometric functions are used there is also a relevant equality.

sin2 𝜃 + cos2 𝜃 ≡ 1

The ≡ symbol shows equivalence, and is often referred to as an ‘identically equal’ symbol, making this an identity
rather than a standard equation. An identity is an equation which is true for all possible values, rather than just
certain select values.

Approaching this in the TMUA

2018 Section 2 Question 13

Many section 2 questions check your ability to understand the concepts by spotting errors in proofs. Here, it is important to
work step by step (often without looking at the answer options) and check the restrictions on domain or range of trig functions.

Step I is correct since cos2 𝑥 ≥ 0.

Step II is correct since 2 sin 𝜃 cos 𝜃 ≥ 0. ∴ 1 + 2 sin 𝜃 cos 𝜃 ≥ 1
Step III is correct since 1 = cos2 𝑥 + sin2 𝑥

228
Step IV is correct since 𝑎2 + 2𝑎𝑏 + 𝑏2 = (𝑎 + 𝑏)2
The error is in step V. The valid solution is |sin 𝑥 + cos 𝑥| > 1, meaning that sin 𝑥 + cos 𝑥 < −1 is a valid solution.

Key Points

 Take care with questions which require use of the equality relating the squares of sine and cosine. This
can cause students to forget or miss solutions.

Space for Personal Topic Notes

229
 Solving trigonometric equations is a very common TMUA question, and fortunately is very close to the types of questions
typically asked in standard maths qualifications, so these should be more straightforward marks for students who are
comfortable in their standard maths qualifications.

Learning Aims

To successfully answer TMUA trig equations questions, you must know the following topics:
 Domain and range of functions
 Repeating values of sinusoids (both standard curves and curves with changes to their period)

Notes

Because trigonometric functions repeat, a range will be given to limit the solutions.

An example question could specify a single period of oscillation for instance, sin 𝜃 = 𝑘 in the range 0 ≤ 𝜃 ≤ 2𝜋.

Even so there will often be multiple solutions within the range.

Additional values can be found by considering the graphs of each of the functions:

Step 1: The solutions to sin 𝜃 = 𝑘 will be found at the intersection of the graphs of 𝑦 = sin 𝜃 & 𝑦 = 𝑘.

Step 2: The graph shows that if there is an initial solution at a particular value of 𝜃, there will be an additional solution
at 𝜋 − 𝜃.

230
 Step 3: Extending the graph further shows that there would be further repeats at multiples of 2𝜋 above (or
below) the original values (e.g. 𝜃 + 2𝜋, (𝜋 − 𝜃) + 2𝜋).

The repeats for cosine and tangent functions have similar rules.

If a graph of cos 𝜃 = 𝑘 has a solution at a particular value of 𝜃, additional solutions will be found at −𝜃 and multiples
of 2𝜋 above or below these original values.

If a graph of tan 𝜃 = 𝑘 has a solution at a particular value of 𝜃, additional solutions will be found at multiples of 𝜋
above or below these original values.

1
For example, solve tan 𝑥 = − for −𝜋 < 𝑥 < 𝜋 (from the TMUA specification).
√3

Step 1: Find a solution to the equation.

1
Based on the odd-symmetry of a tangent function tan 𝑥 = − tan(−𝑥), so − = −(tan(−𝑥))
√3
1 1
This gives tan(−𝑥) = , and inversing −𝑥 = tan−1 .
√3 √3
1 𝜋
Using standard values, tan−1 = .
√3 6
𝜋 𝜋
Therefore −𝑥 = , 𝑥 = − .
6 6

Step 2: Find all additional solutions within the range.

𝜋 5𝜋
Tangent functions repeat every 𝜋, giving − + 𝜋 = as the only additional solution.
6 6
𝜋 𝜋
Top Tip: The period of this tangent function is − < 𝑥 < (in other words it repeats every 𝜋).
2 2
The range for solutions is twice this width, and so you should expect twice the number of solutions.

Alternatively, to find repeated values CAST diagrams can be used.

90˚

S A
180˚ 0/360˚
T C

270˚

231
The TMUA doesn’t specify a particular method, so use the method you’re most comfortable with.

Some trigonometric equations are more complicated, and require the range to be adjusted to ensure
no values are missed.

In many of these cases, the aim is to adjust the range, and then rearrange until a simple trigonometric equation such
as the one above is reached, and then can be solved as standard.

𝜋 1
For example, solve sin2 (2𝑥 + ) = for −2𝜋 < 𝑥 < 2𝜋 (from the TMUA specification)
3 2
𝜋 1
Step 1: Rearrange the equation to give sin (2𝑥 + ) = ±√ leading to:
3 2
𝜋 1 𝜋 1
sin (2𝑥 + ) = or sin (2𝑥 + ) = −
3 √2 3 √2
The ±√ has led to two separate equations to be solved, these should be treated separately.
Step 2: Adjust the range.
Because of the fact that this is no longer a standard sine curve, there may be additional solutions which appear to
be outside the range, but in fact fall inside the range once they’ve been doubled and had 𝜋 added. For this reason it
3
is always easier to adjust the range before finding any solutions:

−2𝜋 < 𝑥 < 2𝜋

−4𝜋 < 2𝑥 < 4𝜋
𝜋 𝜋 𝜋
−4𝜋 + < 2𝑥 + < 4𝜋 +
3 3 3
The new range is therefore:
11𝜋 𝜋 13𝜋
− < 2𝑥 + <
3 3 3

Step 3: Find the inverse of each equation.

𝜋 1
Finding the inverse of the first equation gives (2𝑥 + ) = sin−1 ( )
3 √2
1 𝜋
Using standard values sin−1 = .
√2 4
𝜋 𝜋 𝜋 3𝜋
Therefore (2𝑥 + ) = , and 𝜋 − =
3 4 4 4
Sinusoids repeat every 2𝜋, so additional solutions within the range would be:
3𝜋 𝜋 3𝜋 𝜋 3𝜋 𝜋
− 4𝜋, − 2𝜋, − 2𝜋, + 2𝜋, + 2𝜋, + 4𝜋
4 4 4 4 4 4
This gives:
𝜋 13𝜋 7𝜋 5𝜋 𝜋 3𝜋 9𝜋 11𝜋 17𝜋
(2𝑥 + ) = − ,− ,− , , , , ,
3 4 4 4 4 4 4 4 4

Each of these can then be solved for ‘x’ by subtracting 𝜋 and dividing by 2, to give:
3
43𝜋 25𝜋 19𝜋 𝜋 5𝜋 23𝜋 29𝜋 47𝜋
𝑥=− ,− ,− ,− , , , ,
24 24 24 24 24 24 24 24

232
 Top Tip: A sine function would normally have 2 solutions between 0 and 2𝜋, or four solutions in
the range given between −2𝜋 and 2𝜋. The sine function in the question has been ‘squished’ in the
x-direction. So we would expect approximately twice as many solutions, or around 8, as shown.

The same can then be done for the second equation, to give an additional eight solutions.

All solutions can be seen on the following sketch of the curve:

Some trigonometric equations will require the use of a trigonometric equality to solve.

In some cases, a question will contain both sine and cosine functions, meaning it cannot be solved by a simple
rearrangement and inverse. In these cases, it is important to look for trigonometric quadratics in disguise.

For example, solve 12 cos2 𝑥 + 6 sin 𝑥 − 10 = 2 for 0° < 𝑥 < 360° (from the TMUA specification)

Step 1: Convert the entire equation to either sine or cosine, but not both.
Based on the equality cos2 𝑥 + sin2 𝑥 = 1 the squared term can be converted more easily than the linear term,
giving:
12(1 − sin2 𝑥) + 6 sin 𝑥 − 10 = 2
Collect like terms:
−12 sin2 𝑥 + 6 sin 𝑥 = 0

Step 2: Solve the resulting quadratic.

−6 sin 𝑥 (2 sin 𝑥 − 1) = 0
This gives:
−6 sin 𝑥 = 0 or 2 sin 𝑥 − 1 = 0

Step 3: Solve each equation individually, and find any additional solutions:
Equation 1:
−6 sin 𝑥 = 0
sin 𝑥 = 0
𝑥 = 0°, 180°, 360°
The only solution in range for this equation is 𝑥 = 180°

233
Equation 2:
2 sin 𝑥 − 1 = 0
1
sin 𝑥 =
2
𝑥 = 30°, 150°

There are therefore three solutions, 𝑥 = 30°, 150°, 180°.

Sometimes equations can be formed which are impossible, if the sine or cosine function gives a
value above 1 or below -1.

For example, if the quadratic in disguise factorised to give (sin 𝑥 + 2)(2 sin 𝑥 − 1) = 0, the equation sin 𝑥 + 2 =
0 has no solution and so can be disregarded.

Approaching this in the TMUA

2017 Section 2 Question 4

Since the tangent graph is periodic, there are multiple values for which tan(x)= √3. This means that although the
student is correct that the sin is always going to be√3 they should have shown that this was true for the other values
2
which could give tan(x)=√3.

2018 Section 2 Question 4

If the equation cos 𝑥 = 𝑐 has two solutions in the region 0 < 𝑥 < 3 𝜋.
2

We require that −1 < 𝑐 < 0.

3
To find solutions to cos2 2𝑥 = 𝑐2 In the region 0 < 𝑥 < 𝜋, it is equivalent to finding solutions to cos(𝑢) = ±𝑐
2
In the region 0 < 𝑢 < 3𝜋.

This will have 6 solutions:

 Two positive solutions in 0 < 𝑢 < 𝜋  Two positive solutions in 2𝜋 < 𝑢 < 3𝜋
 Two negative solutions in 𝜋 < 𝑢 < 2𝜋

Key Points

 Use the repetition and periodicity of functions to find the number of solutions in a given range.
 Make sure you don’t forget solutions and consider all possible values within a given range.

234
235
 Specification Checklist: Exponentials and Logarithms

 Sketching exponential curves (EL1)

 Laws of logarithms (EL2)
 Solving simple exponential equations (EL3)
 Exponential equations & quadratics (EL3)

Revision Lessons in this Topic:

Lesson 20: Exponential Curves

Lesson 21: Logarithms

Lesson 22: Solving Exponential and Logarithm Equations

236
 It is rare for TMUA questions to focus exclusively on a simple exponential curve, but as with graphs of trig functions, it is
important to be able to sketch these quickly and accurately as part of larger questions.

Learning Aims

To successfully answer questions which use this topic you must be able to sketch 𝑦 = 𝑎𝑥 curves and know their
main features.

Notes

Exponentials are graphs which have an increasing rate of change as x varies.

All curves of the form 𝑦 = 𝑎𝑥 (where 𝑎 is any positive value), will have the general shape:

All exponential curves of this form intersect the y-axis at (0,1), and have an asymptote at 𝑦 = 0.

237
 Logarithms are the inverse functions of exponentials, and due to the laws of logarithms arise in slightly more TMUA
questions. Try to prove the laws from scratch, how many of them do you need to be able to prove all the others?

Learning Aims

To successfully answer TMUA Log Laws questions, you must know all six laws of logarithms given below.

Notes

Logarithms are the inverse of exponentials – like division and multiplication, or addition and
subtraction.

If 𝑎𝑏 = 𝑐 then 𝑏 = loga 𝑐. Logarithms ask the question “what power was the base raised to to get this result?”

There are a number of laws of logarithms which can be used to simplify expressions.

By definition: The Log Laws can be derived 𝑘 loga(𝑥) = log𝑎(𝑥𝑘)

log𝑎 𝑎 = 1 from the power laws as: Considering the final law, allows
log𝑎 1 = 0 log𝑎 𝑥 + log𝑎 𝑦 = log𝑎(𝑥𝑦) the derivation of the special case:
𝑥 1
log𝑎 𝑥 − log𝑎 𝑦 = log𝑎 (𝑦) log a = loga 𝑥−1 = − loga 𝑥
𝑥

Approaching this in the TMUA

Question Reference

Questions on logarithms in the TMUA can be quite varied. They may rely on rearrangements, or rely on finding values for
which inequalities with logarithms hold, or as in the question below the logarithms are integrated into a geometry question to
add challenge.

The line 𝑦 = 𝑚𝑥 + 4 passes through the points (3, log2 𝑝) and (log2 𝑝 , 4).

Let 𝑎 = log2 𝑝,
3𝑚 + 4 = 𝑎
𝑎𝑚 + 4 = 4

238
From the second equation it should be clear that 𝑎𝑚 = 0

Which gives two solutions:

𝑎=0
log2 𝑝 = 0
𝑝=1
𝑚=0
4 = log2 𝑝
𝑝 = 16

Therefore, the valid solutions are 𝑝 = 1, 16

Space for Personal Topic Notes

239
The majority of questions including exponentials and logarithms will be the style mentioned in this lesson. These can include
combine the bases of exponential functions, quadratics in disguise, or intersections of curves.

Learning Aims

To successfully answer TMUA Exponentials and Logarithms questions, you must know how to:
 Solve equations of the form 𝑎𝑥 = 𝑏
 Solve equations of the form 𝑎2𝑥 + 𝑎𝑥 + 𝑐 = 0 (and be able to rearrange equations into this form)

Notes

Some equations may require manipulation using index laws prior to solving as exponentials.

For example, 32𝑥 = 4 (from the TMUA specification)

Step 1: Rearrange to get an equation of the form 3𝑥 = ⋯
(3𝑥) 2 = 4
3𝑥 = ±√4
Step 2: Solve 3 = 2
𝑥

𝑥 = log3 2
3 = −2 has no solutions, so is disregarded.
𝑥

Some exponential equations require solving as quadratics in disguise.

For example, 25𝑥 − 3 × 5𝑥 + 2 = 0 (from the TMUA specification).

Step 1: Start finding like terms of the form 5𝑥
(52 ) 𝑥 − 3(5𝑥) + 2 = 0
(5𝑥) 2 − 3(5𝑥) + 2 = 0
Step 2: Solve as a quadratic
Let 𝑦 = 5𝑥
𝑦2 − 3𝑦 + 2 = 0
(𝑦 − 2)(𝑦 − 1) = 0
𝑦 = 2, 𝑦 = 1
5𝑥 = 2, 5𝑥 = 1
𝑥 = log5 2 , 𝑥 = log5 1 = 0

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 Approaching this in the TMUA

2018 Section 1 Question 15

Quadratic in disguise questions, such as this one, are common ways that the TMUA asks exponential and logarithm questions
in a more challenging way.

𝑥+4
3𝑥 − (√3) + 20 = 0

2𝑥 𝑥
√3 − 9 × √3 + 20 = 0
𝑥
This is a quadratic equation in √3
𝑥 𝑥
(√3 − 4) (√3 − 5) = 0
1
𝑥 = log3 4 , log3 5
2
So
𝑥 = 2 log3 4 , 2 log3 5

The sum of the solutions is then given by the addition of logarithms

2 log3 20

2017 Section 1 Question 14

2𝑝 + 3 × 2𝑞 = 3 ⋯ (1)
22𝑝 − 9 × 22𝑞 = 6 ⋯ (2)

(1) ⇒ 2(𝑝−𝑞) + 3 × 2(𝑞−𝑞) = 3 × 2−𝑞 ⇒ 2(𝑝−𝑞) + 3 = 3 × 2−𝑞

(2) ⇒ 2(2𝑝−2𝑞) − 9 × 2(2𝑞−2𝑞) = 6 × 2−2𝑞 ⇒ 22(𝑝−𝑞) − 32 = 6 × 2−2𝑞
⇒ (2(𝑝−𝑞) + 3)(2(𝑝−𝑞) − 3) = 6 × 2−2𝑞
⇒ (3 × 2−𝑞)(2(𝑝−𝑞) − 3) = 6 × 2−2𝑞
when they ask for p-q
⇒ 2(𝑝−𝑞) − 3 = 2 × 2−𝑞 ⋯ (3)
(1) ⇒ 2𝑝 = 3 − 3 × 2𝑞
⇒ (3 − 3 × 2𝑞)2 − 9 × 22𝑞 = 6
⇒ 9 × 22𝑞 − 18 × 2𝑞 + 9 − 9 × 22𝑞 = 6
⇒ −18 × 2𝑞 + 9 = 6
⇒ 3 = 18 × 2𝑞
1
⇒ 2𝑞 =
6
⇒ 2−𝑞 = 6 ⋯ (4)

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 (3), (4) ⇒ 2(𝑝−𝑞) − 3 = 2 × 6
⇒ 2(𝑝−𝑞) = 15
⇒ 𝑝 − 𝑞 = log2 15

Key Points

 TMUA Exponential and Logarithm questions often involve the manipulation of terms using indices rules to
put them into a form that can be solved.
 Look out for a quadratic in disguise when equations have multiple terms involving powers.

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242
243
 Specification Checklist: Differentiation

 The derivative and gradients (DF1)

 Second order-derivatives (DF1)
 Differentiation of polynomials (DF2)
 Applications of differentiation (DF3)
 Stationary Points (DF3)
 Increasing & Decreasing functions (DF3)

Revision Lessons in this Topic:

Lesson 23: The Derivative

Lesson 24: Differentiation of Simple Functions of ‘x’

Lesson 25: Applications of Differentiation

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 As with many of the introductory lessons on each of these topics, there are few TMUA questions which rely solely on this
lesson. However, the TMUA does aim to check that you understand the fundamentals of differentiation and integration –
why does it work, not just how do you do it. So these introductory topics are important to have a solid foundation on.

Learning Aims

To successfully answer TMUA derivative questions, you must know that:

 Derivative finds rate of change
 The second order derivative can be used to find additional information about a function
 Differentiation finds the gradient of a function at a point (or finds a gradient function)
 The derivative can be represented in different ways depending on whether the function is in the form 𝑦 =
⋯ or 𝑓(𝑥)

Notes
The derivative of a function gives its gradient.

For most functions, there won’t be a single fixed gradient, so the derivative allows the gradient of the tangent to the
curve (and by extension the gradient of the curve itself) to be found at a particular value of x.

Gradients of functions can also be thought of as rate of change.

If 𝑦 = 𝑓(𝑥) gives a relationship between an input quantity, 𝑥, and an output quantity, 𝑦, then the gradient is the rate
of change of 𝑦 with respect to 𝑥. Often the input value will be a measure of time, in which case the rate of change
is a change per unit time.

Second derivatives show how the gradient is changing.

This curve has a negative gradient on the left, then a This curve has a positive gradient on the left, then a
0 gradient, then a positive gradient. 0 gradient, then a negative gradient.
The second derivative would therefore be positive, The second derivative would therefore be negative,
because the gradient is increasing. because the gradient is decreasing.

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In the same way that functions can be written multiple different ways, so can derivatives.
2𝑦
For functions written as 𝑦 = ⋯, the first derivative is written as 𝑑𝑦 = ⋯, and the second derivative is 𝑑 =⋯
𝑑𝑥 𝑑𝑥2

For functions written as 𝑓(𝑥) = ⋯, the first derivative is written as 𝑓′(𝑥) = ⋯, and the second derivative
is 𝑓′′(𝑥) = ⋯

Approaching this in the TMUA

2018 Section 1 Question 13

Although it is relatively rare to be asked questions directly about this topic (with relatively little, if any differentiation required)
this is a great example of a question which is just testing your understanding of the concept of the derivative in general.

We are shown the graph of 𝑦 = 𝑓′(𝑥) and asked to identify which point corresponds to a local minimum. This
requires 𝑓′(𝑥) = 0, and that 𝑓′′(𝑥) > 0. This leaves 𝐶 as the only valid point.

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246
It is hopefully intuitive that in order to ask questions about differentiation, the TMUA does expect students to know how to
differentiate some functions. What surprises many students is just how limited the specification is in terms of the
differentiation which they need to be capable of. We’ve included some extension material at the end of this section, but the
only techniques actually required are in this (surprisingly short!) lesson:

Learning Aims

To successfully answer TMUA differentiation of functions questions you need to be able to differentiate powers of
x, and rearrange more complex functions using indices laws to be able to differentiate them.

Notes

To differentiate a power of ‘x’: multiply by the power, reduce the power by one.

To write this formally, the equation would be:

𝑑 𝑛
𝑥 = 𝑛𝑥 𝑛−1
𝑑𝑥
It may be necessary to expand brackets, rewrite indices, or simplify prior to differentiating.

2
For example, differentiate (3𝑥+2)
1 (from the TMUA specification).
𝑥2
Expand the brackets:
(3𝑥 + 2)(3𝑥 + 2)
= 1
𝑥2
−1
= (9𝑥 2 + 12𝑥 + 4) (𝑥 2)

3 1 −1
= 9𝑥 2 + 12𝑥2 + 4𝑥 2
Differentiate:
𝑑 3 1 1 1 1 −3
= 9 ( ) 𝑥 2 + 12 ( ) 𝑥 −2 + 4 (− ) 𝑥 2
𝑑𝑥 2 2 2
27 1 6 2
= 𝑥2 + 1 − 3
2
𝑥2 𝑥2
This could then be written in a number of different forms as required by the question, such as:
27𝑥2 + 12𝑥 − 4 (9𝑥 + 2)(3𝑥 − 2)
3 =( 3 )
2𝑥2 2𝑥2

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 Approaching this in the TMUA

2017 Section 2 Question 1

This is a rare example of a TMUA question based on these techniques alone, with relatively little by way of complexity or
quirkiness. It should therefore be completed very quickly, to give extra time for more complex questions.

(1 − 3𝑥)2 9𝑥2 − 6𝑥 + 1 9 1 −
1 1 −3
𝑦= 3 = 3
= 𝑥2 − 3𝑥 2 + 𝑥 2
2𝑥2 2 2
2𝑥2
So, differentiating this,

𝑑𝑦 9 1 3 −3 3 −5
= 𝑥−2 + 𝑥 2 − 𝑥 2
𝑑𝑥 4 2 4

2017 Section 1 Question 2

This is another question which is involved (in that there is lots of rearranging) but doesn’t rely on the student developing a
creative method, so again, time is of the essence with these ‘easy mark’ questions.

Expanding the given equation:

2 1 2 2 1 2 1 4 2 1 1
𝑓(𝑥) = ( − 2) = ( − 2) ( − ) = − + = 4𝑥−2 − 2𝑥−3 + 𝑥−4
𝑥 2𝑥 𝑥 2𝑥 𝑥 2𝑥 2 𝑥 2 𝑥 3
4𝑥−4 4

Differentiating once, Differentiating once more, Substituting 𝑥 = 1,

𝑓′(𝑥) = −8𝑥−3 + 6𝑥−4 − 𝑥−5 𝑓′′(𝑥) = 24𝑥−4 − 24𝑥−5 𝑓′′(1) = 24(1)−4 − 24(1)−5
+ 5𝑥−6 + 5(1)−6 = 5

2018 Section 1 Question 1

1 5 1 ′ 5 3 1
𝑓(𝑥) = 𝑥2 − 2𝑥2 𝑓 (4) = (√4) −
2 4 √4
1 5 3 1 −1 1
′
𝑓 (𝑥) = × 𝑥2 − 2 × 𝑥 2 = 10 − = 9.5
2 2 2 2
5 3 1
= 𝑥2 −
4 √𝑥

Key Points
These questions are often found early in the paper and are a great opportunity to get started with some very
quick and relatively straightforward marks, so make sure you’re well practiced!

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 Perhaps the most common question style in which differentiation found is one which relates to the applications of
differentiation, rather than simply applying the rules. Some of the most interesting questions can combine differentiation, for
example you may be given a polynomial with variable coefficients and told to find the values which give you a minimum
point. This can lead to interesting scenarios where you differentiate with respect to two different variables in the same
question. Keep good notes as you work through the question, to make sure you don’t get lost!

Learning Aims

To successfully answer TMUA Applications of Differentiation questions, you must know the how to apply
differentiation to situations involving:
 Gradients  Normals  Maxima and minima
 Tangents  Increasing and decreasing functions

Notes

Differentiation is used to find the gradient function of curves.

Once the gradient function at a general point is known, the gradient at a specific point on the curve can be found
by substituting in the relevant value of ‘x’.

The gradient of the curve can then be used to find the gradient of the tangent (which is equal), or the gradient of
the normal to the curve at that point (which is linked by the equation 𝑚𝑡𝑎𝑛𝑚𝑛𝑜𝑟𝑚 = −1).

Stationary points are points on the curve with zero gradient.

These can be categorised as maxima (a peak at the top of the curve, before it begins decreasing) or minima (a trough
at the bottom of the curve, before it begins increasing).

This change in gradient: negativezeropositive This change in gradient: positivezeronegative

shows that this is a minimum. shows that this is a maximum.

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Functions can also be described as increasing or decreasing.
An increasing function has a positive gradient, and a negative function has a negative gradient.
Importantly, many functions will be increasing in certain regions, and decreasing in others. To find the region where
a function is increasing or decreasing, differentiate to find the position of the stationary points, and then sketch the
curve to find which side of these points is of interest.
For example, find the region for which 𝑦 = 𝑥3 − 2𝑥2 + 6 is decreasing.

First, differentiate:
𝑑𝑦
= 3𝑥2 − 4𝑥
𝑑𝑥
Set the derivative equal to zero and solve for 𝑥:
3𝑥2 − 4𝑥 = 0
𝑥(3𝑥 − 4) = 0
4
𝑥 = 0, 𝑜𝑟 𝑥 =
3
Sketch the curve.

The region where the function is decreasing is between the lower stationary point
4
and the upper stationary point, so the region would be described by 0 ≤ 𝑥 ≤
3

If a function is increasing for one value of x, and decreasing at another value of x, you know there must be a turning
point between these two values.

Points of inflection are stationary points that aren’t maxima or minima.

A point of inflection is a point on a curve where a change in the direction of curvature occurs, without a change
from increasing to decreasing or vice versa. For example we could describe a curve which could colloquially be
described as ‘levelling out’ changes to ‘curving upwards’ at a point of inflections, as shown in the curve below:

𝑦 = 𝑥3

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 Approaching this in the TMUA

2017 Section 1 Question 10

This is great example of a question where you have to differentiate twice, once with respect to x. Then again with respect to
p to find another minimum after you’ve substituted in the value of x at a given point. Although this isn’t a common question
within standard maths qualifications, it is a type of question which commonly arises on the TMUA and so you should ensure
you’re comfortable with this even though the working can be quite long at first.

𝑓(𝑥) = 𝑝3 − 6𝑝2𝑥 + 3𝑝𝑥2 − 𝑥3

⇒ 𝑓′(𝑥) = 𝑝3 − 6𝑝2 + 6𝑝𝑥 − 3𝑥2
−1
So the gradient of the tangent to the curve when x=-1 is 𝑓′(−1) = 𝑝3 − 6𝑝2 − 6𝑝 − 3 =
𝑀
Thus, when M attains its greatest possible value, −𝑝3 + 6𝑝2 + 6𝑝 + 3 has its minimum value, which occurs at 2/3.

2017 Section 1 Question 16

This is an example of a question in which an understanding of the conditions graphically is essential. Logical and organised
deduction is a key skill for the TMUA.

Because of the leading terms of the two functions, the quadratic graph would tend to positive infinity as x goes to
negative infinity, while the cubic graph would tend to negative infinity as x goes to negative infinity.
This means that there is a certain value of x for which all the values below that would satisfy the required
condition.
Similarly, the quadratic and cubic graphs would both tend to positive infinity as x goes to positive infinity.
So there is a certain value of x for which all the values above would not satisfy the required condition.

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251
 Read Me First:
The following methods aren’t mentioned in the specification and all TMUA questions can be answered without
them. If you are short of time, not taking maths beyond AS-level, or applying to non-maths courses requiring
the TMUA, such as economics, we suggest you skip this extension content.
If you have time however, some of the following methods may speed up you working (as it would for the
example differentiation question in this section). They will also be important for you to have revised or read
ahead in time for your interview.

Functions of functions can be differentiated using the chain rule.

The chain rule states that:

𝑑 𝑑𝑓 𝑑𝑢
𝑓(𝑢) = ×
𝑑𝑥 𝑑𝑢 𝑑𝑥
Where 𝑓 is a function of 𝑢, and 𝑢 is a function of 𝑥.

Generally, the function 𝑢 will be undefined in any question, and must be defined prior to differentiation.

For example, differentiate 𝑦 = (𝑥2 − 𝑥 + 4)7

This could also be solved by multiplying out (or using a binomial expansion), but can be solved quicker using the
chain rule.
Defining terms:
𝑦 = 𝑢7 𝑢 = 𝑥2 − 𝑥 + 4 𝑑𝑦 = 7𝑢6 𝑑𝑢 = 2𝑥 − 1
𝑑𝑢 𝑑𝑥
Using the formula:
𝑑𝑦
= 7𝑢6(2𝑥 − 1)
𝑑𝑥
𝑑𝑦
= 7(2𝑥 − 1)(𝑥2 − 𝑥 + 4)6
𝑑𝑥

Products of functions can be differentiated using the product rule.

The product rule states that:

𝑑 𝑑𝑢 𝑑𝑣
[𝑢𝑣] = 𝑣 +𝑢
𝑑𝑥 𝑑𝑥 𝑑𝑥
Or, in function notation:
𝑓′(𝑢𝑣) = 𝑢 ′𝑣 + 𝑣′𝑢
Where 𝑢 and 𝑣 are functions of 𝑥.

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For example, differentiate 𝑦 = (𝑥2 + 𝑥)(𝑥3 − 6𝑥2 − 5).
This could be solved by multiplying out, but it can be solved quicker by dealing with each bracket separately.
Defining terms:
𝑢 = 𝑥2 + 𝑥
𝑣 = 𝑥3 − 6𝑥2 − 5
𝑢′ = 2𝑥 + 1
𝑣′ = 3𝑥2 − 12𝑥
Using the formula:
𝑑𝑦
= (2𝑥 + 1)(𝑥3 − 6𝑥2 − 5) + (𝑥2 + 𝑥)(3𝑥2 − 12𝑥)
𝑑𝑥

Fractions with functions for the numerator & denominator are differentiated using the quotient rule.

The quotient rule states that:

𝑑𝑢 𝑑𝑣
𝑑 𝑢 𝑣 +𝑢
𝑑𝑥 𝑑𝑥
𝑑𝑥 [𝑣 ] = 𝑣2
Or, in function notation:
𝑢
𝑓′ ( ) = 𝑢 𝑣 − 𝑣′𝑢
′

𝑣 𝑣2
Where 𝑢 and 𝑣 are functions of 𝑥.

(3𝑥+2) 2
For example, differentiate 𝑦 = 1 (from the TMUA specification, solved previously).
𝑥2
For this solution, we will use the chain rule and the quotient rule.
Define terms:
1 1
1
𝑢 = (3𝑥 + 2)2 𝑣 = 𝑥2 𝑢′ = 2(3)(3𝑥 + 2) = 6(3𝑥 + 2) 𝑣′ = 𝑥−2
2
Using the formula:
1 1 −1
𝑑𝑦 6(3𝑥 + 2) (𝑥2) − (2 𝑥 2) (3𝑥 + 2) 2
=
𝑑𝑥 12
(𝑥2 )
Simplifying:
1
1 2 (3𝑥 + 2) (6𝑥 − (3𝑥 + 2))
𝑑𝑦 6𝑥(3𝑥 + 2) − 2 (3𝑥 + 2) 2
= 3
= 3
𝑑𝑥
𝑥2 𝑥2
(3𝑥 + 2)(9𝑥 − 2)
= 3
2𝑥2
Deep Dive! Can you prove the quotient rule by writing 𝑢 using negative indices, and combining the quotient rule and the
𝑣
product rule?

253
254
 Specification Checklist: Integration

 Integration and Area (IN1)

 Definite and indefinite integrals of polynomials (IN2)
 The Fundamental Theorem of Calculus (IN3)
 Combining integrals (IN4)
 The trapezium rule (IN5)
 Differential equations (IN6)

Revision Lessons in this Topic:

Lesson 26: Integration and Areas

Lesson 27: Integration of Simple Functions of ‘x’

Lesson 28: The Fundamental Theorem of Calculus

Lesson 29: Combining Integrals

Lesson 30: The Trapezium Rule

Lesson 31: Differential Equations

255
Most students recognise that integration leads to the area ‘under’ a curve. Importantly integration in the TMUA can be used
to find areas to the y-axis with minor adjustments, or areas with a curve sat on top of a rectangle or other geometric shape.
The best way to visualise everything (and work out whether it’s an integration or geometry question) is to draw a diagram!

Learning Aims

To successfully answer TMUA integration theory questions, you must show an appreciation that definite integrals
find areas.

Notes

Integration can be used to find the area “under” a curve.

If a function is integrated ‘with respect to x’ between two limits, then the integration can be used to find the area
between the curve and the x-axis.

If the function is instead integrated ‘with respect to y’ between two limits, then the integration can be used to find
the area between the curve and the y-axis.

Importantly, areas above the x-axis (or to the right of the y-axis) will be positive in magnitude, whereas areas below
the x-axis (or to the left of the y-axis) will be negative in magnitude.

This means that a definite integral will not always find the area between the axis and the curve directly. If part of the
curve is above, and part below, the axis, then these will ‘cancel out’ during integration meaning the result of the
definite integral isn’t equal to the total area. In these cases, the areas above and below must be separated and
calculated separately, before their magnitudes are added together.

Top Tip! If the area above and below the axis was perfectly equal in a given range (if the curve was
symmetrical) then the result of the definite integral would be zero. This is an important way to simplify
calculations which has come up on recent TMUA papers.

256
 2 𝑥3
For example, ∫ 𝑑𝑥
−2 4
Sketching the curve and the limits shows that the areas that this
would calculate are both above and below the x-axis.
These would therefore cancel out due to the symmetry of the curve,
2 𝑥3
to give ∫ 𝑑𝑥 = 0.
−2 4

To calculate the area between the x-axis and the curve in this range
you would instead need to calculate any one of the following:
2 𝑥3 0 𝑥3
∫ 𝑑𝑥 + |∫ 𝑑𝑥|
0 4 −2 4
2 𝑥3 0 𝑥3
=∫ 𝑑𝑥 − ∫ 𝑑𝑥
0 4 −2 4
2 𝑥3 −2 𝑥3
=∫ 𝑑𝑥 + ∫ 𝑑𝑥
0 4 0 4
2 𝑥3
= 2∫ 𝑑𝑥
0 4

Approaching this in the TMUA

As with differentiation, it is not uncommon for students to be asked questions which seek to test their knowledge of the
geometric properties of integration, rather than their abilities to follow the power rules. These questions sometimes trip up
less confident students, but with practice they can be a positive way to pick up quicker marks.

2017 Section 2 Question 11

The graph of g(x) is always parallel to the graph of f(x) with the separation of 2f(b). hence, when considering the
area, we must add a layer of height 2f(b) and length (b-a). The corresponding expression is R+2(b-a)f(b).

2018 Section 1 Question 12

Consider
𝑓(𝑥) = 𝑥(𝑥 − 𝑝)(𝑥 − 𝑞)(𝑟 − 𝑥)
With 0 < 𝑝 < 𝑞 < 𝑟

This is a quartic equation with four real, distinct roots at 𝑥 = 0, 𝑝, 𝑞, 𝑟. Consider the following sketch of 𝑦 = 𝑓(𝑥),
noting the sign of 𝑥4.

257
 The sketch is not to scale. We are also given the integrals
𝑟
∫ 𝑓(𝑥)𝑑𝑥 =0
0
𝑞
∫ 𝑓(𝑥)𝑑𝑥 = −2
0
𝑟
∫ 𝑓(𝑥)𝑑𝑥 = −3
𝑝

The total area enclosed by the curve and the 𝑥 axis is:
𝑝 𝑞 𝑟
𝐴 = ∫ 𝑓(𝑥)𝑑𝑥 + ∫ −𝑓(𝑥)𝑑𝑥 + ∫ 𝑓(𝑥)𝑑𝑥
0 𝑝 𝑞
𝑟 𝑝
= (∫ 𝑓(𝑥)𝑑𝑥 − ∫ 𝑓(𝑥)𝑑𝑥 )
0 𝑟
𝑞 𝑝
+ ( − ∫ 𝑓(𝑥)𝑑𝑥 + ∫ 𝑓(𝑥)𝑑𝑥 )
0 0
𝑟 𝑞
+ (∫ 𝑓(𝑥)𝑑𝑥 − ∫ 𝑓(𝑥)𝑑𝑥 )
0 0
𝑟 𝑝 𝑞
= 3 ∫ 𝑓(𝑥)𝑑𝑥 − 2 ∫ 𝑓(𝑥)𝑑𝑥 − 2 ∫ 𝑓(𝑥)𝑑𝑥
0 𝑟 0
−2 × −2 + −2 × −3 = 10

Key Points

 Integration questions can be asked which test your ability to visualise material rather than follow the
integration rules, for example, a student could be asked what the criteria would be to guarantee a
b
polynomial has some range a < b which gives ∫a f(x) = 0.
o For the integral to equal zero, there must be a root between a and b, the only polynomials with
guaranteed roots have odd orders.

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258
 As with the lesson on differentiation rules, many students are surprised by the fact that the complex rules they may have
learned aren’t required for the TMUA. This is why it is very important to practice TMUA calculus questions – their
complexity comes from the creative ways in which the question is asked, not the complexity of the technique.

Learning Aims

To successfully answer TMUA Integration of Functions questions, you must know how to:
 Find integrals of 𝑥 𝑛 for any value of n except -1
 Rearrange functions using indices laws to create a function which can be integrated
 Understand the difference between definite and indefinite integrals, and find both.

Notes

To integrate a power of ‘x’; increase the power by one, and divide by the new power.

To write this formally, the equation would be:

𝑥𝑛+1
∫ 𝑥𝑛 𝑑𝑥 =
𝑛+1

(The only exception to this is that this doesn’t work for 𝑛 = −1, because that would require dividing by zero.
Integrating 1 is not on the TMUA specification).
𝑥

There are two types of integration: definite and indefinite.

Definite integration finds the ‘area’ between two limits.

To find a definite integral, integrate using the standard rule. Substitute in the upper and lower limits, and subtract
that lower limit answer from the upper limit answer. Written formally:

𝑏 𝑏 1
∫ 𝑥𝑛 𝑑𝑥 = [ 1 𝑥𝑛+1 ] = ( 1 𝑏𝑛+1) − ( 𝑎𝑛+1)
𝑎 𝑛+1 𝑎 𝑛+1 𝑛+1

3
For example, find ∫1 (𝑥 + 2)2𝑑𝑥 (adapted from the TMUA specification).
Expand the brackets:
3
= ∫ 𝑥2 + 4𝑥 + 4𝑑𝑥
1

259
Integrate:
3
1
= [ 𝑥3 + 2𝑥 2 + 4𝑥]
3 1
Substitute in the limits:
1 1
= [ (33) + 2(32) + 4(3)] − [ (13 ) + 2(12) + 4(1)]
3 3
Calculate the answer:
1
= [9 + 18 + 12] − [ + 2 + 4]
3
1 2
= [39] − [6 ] = 32
3 3

Remember the constant of integration if there aren’t limits!

Indefinite integration doesn’t have limits, so it requires a constant of integration to be added.
The constant of integration is needed because constants ‘disappear’ during differentiation.
For example, differentiate each of 𝑥2 − 2, 𝑥2 + 2, 𝑥2 and then integrate to get back to where you started.
𝑑 (𝑥2 − 2) = 2𝑥 𝑑 (𝑥2 + 2) = 2𝑥 𝑑 (𝑥2) = 2𝑥
𝑑𝑥 𝑑𝑥 𝑑𝑥
Integration is the reverse of differentiation, so when integrating any of these derivatives, we should get back to the
input functions, however all of them are now 2𝑥, meaning integrating would give:
∫ 2𝑥𝑑𝑥 = 𝑥2
This doesn’t show that there are multiple different functions it could have come from, and make it clear we don’t
have enough information to know for sure which it is, so instead we must write:
∫ 2𝑥𝑑𝑥 = 𝑥2 + 𝑐

It may be necessary to expand brackets, rewrite indices, or simplify prior to integrating.

(3𝑥−5) 2
For example, find ∫ 1 𝑑𝑥 (from the TMUA specification).
𝑥2
Expand the brackets:
9𝑥2 − 30𝑥 + 25
=∫ 1 𝑑𝑥
𝑥2
Use index laws to simplify further:
3 1 1
∫ 9𝑥 2 − 30𝑥 2 + 25𝑥 −2 𝑑𝑥
Integrate:
9 5 30 3 25 1
= 5 𝑥2 − 3 𝑥2 + 1 𝑥2 + 𝑐
2 2 2
18 5 3 1
= 𝑥2 − 20𝑥2 + 50𝑥2 + 𝑐
5

260
 Approaching this in the TMUA

2017 Section 1 Question 1

This is a little more simple than the majority of integration questions in the TMUA, but as with the differentiation example, a
great opportunity to start question 1 of the paper with a quick win!

𝑑𝑦 2 − 3𝑥 Since 𝑦 = 5 when 𝑥 = 1, substituting these values to

= 3𝑥2 −
𝑑𝑥 𝑥3 (2),
𝑑𝑦
⇒ = 3𝑥2 − 2𝑥−3 + 3𝑥−2 ⋯ (1)
𝑑𝑥 5 = 13 + 1−2 − 3(1) −1 + 𝑐 = −1 + 𝑐
⇒ 𝑐 = 6 ⋯ (3)
Integrating both sides of (1),
From (2) and (3), we obtain:
𝑦 = 𝑥3 + 𝑥−2 − 3𝑥−1 + 𝑐 ⋯ (2)
𝑦 = 𝑥3 + 𝑥−2 − 3𝑥 −1 + 6
Where 𝑐 is a real constant.

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261
 The Fundamental Theorem of Calculus is basically the statement that differentiation and integration are inverse processes.
There aren’t many places that this is used in the TMUA, however the ‘alternative form’ has arisen in some logic questions
which are testing students knowledge of the relative magnitudes of areas, given information about different functions – so
make sure you’re aware of what 𝐹(𝑎) and 𝐹(𝑏) mean, and where they come from.

Learning Aims

To successfully answer TMUA Fundamental Theorem questions you need to show an understanding of the
significance of the theorem within integration and differentiation.

Notes

The Fundamental Theorem of Calculus links differentiation and integration. There are two forms.

The Fundamental Theorem of Calculus states that:

𝑑 𝑥
∫ 𝑓(𝑡)𝑑𝑡 = 𝑓(𝑥)
𝑑𝑥 0
Or, in an alternative form:
𝑏
∫ 𝑓(𝑥)𝑑𝑥 = 𝐹(𝑏) − 𝐹(𝑎)
𝑎

In other words, these state that integration exists as the anti-derivative, or opposite of differentiation.

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262
 Combining integrals, and making statements about the relative size of integrals based on the position of roots or other
information is a question type which is incredibly common on the TMUA. It is also generally intuitive (because it only
depends on an understanding of the limits, not the function itself) but is dissimilar to typical maths questions, so practice,
practice, practice!

Learning Aims

To successfully answer TMUA combining integrals questions, you must be able to:
 Understand the significance of integrals with the same range (and the graphical interpretation of combining
these integrals)
 Understand why integrals of the same function with continuous ranges can be combined, and put this into
practice

Notes

Integrals can be combined if they have the same range.

𝑏 𝑏 𝑏
∫ 𝑓(𝑥)𝑑𝑥 + ∫ 𝑔(𝑥)𝑑𝑥 = ∫ [𝑓(𝑥) + 𝑔(𝑥)]𝑑𝑥
𝑎 𝑎 𝑎

This equation shows that the area under one curve plus the area under another curve is equal to the area under
the combined function.

Constant factors can be taken out of integrals.

∫ 𝑎𝑓(𝑥)𝑑𝑥 = 𝑎 ∫ 𝑓(𝑥)𝑑𝑥

This will often simplify calculations considerably.

Limits can be swapped, by multiplying the integral by -1.

UNDERSTAND, NOT
𝑏 𝑎 MEMORISE, EVEEEER
∫ 𝑓(𝑥)𝑑𝑥 = − ∫ 𝑓(𝑥)𝑑𝑥
𝑎 𝑏

This is particularly useful in cases where you are anticipating a negative result to an integral (perhaps because it is
below an axis), and want to find the magnitude without separating out the calculation.

263
Integrals can be combined if they’re the same function with continuous limits.
𝑏 𝑐 𝑐
∫ 𝑓(𝑥)𝑑𝑥 + ∫ 𝑓(𝑥)𝑑𝑥 = ∫ 𝑓(𝑥)𝑑𝑥
𝑎 𝑏 𝑎

This can often be used in questions where the function 𝑓(𝑥) isn’t defined.

For example, it is given that, for an even function 𝑓(𝑥):

2𝑎 𝑎 2𝑎 −𝑎
∫ 𝑓(𝑥)𝑑𝑥 + ∫ 3𝑓(𝑥)𝑑𝑥 = 5 𝑎𝑛𝑑 ∫ 𝑓(𝑥)𝑑𝑥 − ∫ 2𝑓(𝑥) = 2
𝑎 0 0 0
𝑎
Find 4 ∫0 𝑓(𝑥) 𝑑𝑥.

−𝑎 𝑎
Because the function is even 0∫ 𝑓(𝑥)𝑑𝑥 = ∫0 𝑓(𝑥)𝑑𝑥.
𝑎 2𝑎
The second equation can be written in terms of ∫0 𝑓(𝑥)𝑑𝑥 and ∫𝑎 𝑓(𝑥)𝑑𝑥 to match up with the first equation:
𝑎 2𝑎 𝑎
∫ 𝑓(𝑥)𝑑𝑥 + ∫ 𝑓(𝑥)𝑑𝑥 − 2 ∫ 𝑓(𝑥)𝑑𝑥 = 2
0 𝑎 0
2𝑎 𝑎
This gives simultaneous equations, it can be easier to see if we let𝑎∫ 𝑓(𝑥)𝑑𝑥 = 𝑚 and ∫0 𝑓(𝑥)𝑑𝑥 = 𝑛:
𝑚 + 3𝑛 = 5
𝑚 −𝑛 = 2
Solving for ′𝑛′ by subtracting gives:
4𝑛 = 3

This is true, even if one of the integrals is subtracted. For 𝑎 < 𝑏 < 𝑐:
𝑐 𝑏 𝑐 𝑐 𝑏
∫ 𝑓(𝑥)𝑑𝑥 + ∫ 𝑓(𝑥)𝑑𝑥 = ∫ 𝑓(𝑥)𝑑𝑥 − ∫ 𝑓(𝑥)𝑑𝑥 = ∫ 𝑓(𝑥)𝑑𝑥
𝑎 𝑐 𝑎 𝑏 𝑎

Approaching this in the TMUA

2017 Section 1 Question 12

This question is a very typical example of this topic which relies on an understanding of the meaning of integration because
the function given is unknown. Additionally, although it isn’t required for this question students must be prepared to form
simultaneous equations and solve them (perhaps by creating dummy variables to simplify the algebra if it helps!).

We try to rearrange the original equation to match the first two options by considering the new limits:
4 2 2 2 2 2 2
∫ 𝑓(𝑥) 𝑑𝑥 = ∫ 𝑓(𝑥 + 2)𝑑𝑥 = ∫ 𝑓(𝑥 + 2)𝑑𝑥 + ∫ 1𝑑𝑥 − ∫ 1𝑑𝑥 = ∫ 𝑓(𝑥 + 2)𝑑𝑥 + ∫ 1𝑑𝑥 − 2 = 𝐴
2 0 0 0 0 0 0
2 2
⇒ ∫ 𝑓(𝑥 + 2)𝑑𝑥 + ∫ 1𝑑𝑥 − 2 = 𝐴
0 0
2
⇒ ∫ 𝑓(𝑥 + 2) + 1𝑑𝑥 = 𝐴 + 2
0

264
 When understanding the Trapezium Rule in the TMUA don’t just focus on learning the equation and being able to use it
(although this is important!). Also make sure to understand the circumstances in which the rule would give an overestimate
or an underestimate. What are the limitations on the gradient of the curve for an over or under-estimate (if any)? What
about the second derivative?

Learning Aims

To successfully answer TMUA Trapezium Rule questions you must be able to:
 Approximate the area under a curve using the trapezium rule
 Determine whether this is an overestimate or an underestimate

Notes

The Trapezium Rule is used to approximate the area under a curve.

The equation for the trapezium rule states that the area under a curve can be approximated by:

𝑏 ℎ
∫ 𝑓(𝑥)𝑑𝑥 = [𝑦 + 𝑦𝑛 + 2(𝑦1 + 𝑦2 + ⋯ + 𝑦𝑛−1)]
𝑎 2 0
(𝑏−𝑎)
where ℎ =
𝑛

Although the derivation isn’t needed, understanding it helps with memorisation of the formula.

The rule is developed by splitting the area under a curve into a

number, 𝑛, of trapeziums.
Each trapezium will have an equal width, ℎ, which is equal to the range
𝑏−𝑎
divided by the number of trapezoids. Hence ℎ = .
𝑛
The area of a trapezium is given by 1 (𝑙 + 𝑙 )ℎ where 𝑙 and 𝑙 are
2 1 2 1 2
the side lengths of the two parallel sides. In the trapezoids formed in
the area, 𝑙1 and 𝑙2 are the 𝑦-values of the lower and upper side of
each trapezium.
This means the area of the first trapezium will be 1 (𝑦 + 𝑦 )ℎ, the
2 0 1
area of the second will be 1 (𝑦 + 𝑦 )ℎ and so on, all the way through to the final trapezium 1 (𝑦 + 𝑦 )ℎ.
2 1 2 2 𝑛−1 𝑛
Finding the sum of all these gives:
1 1 1 1
𝐴 = ℎ(𝑦0 + 𝑦1) + ℎ(𝑦1 + 𝑦2) + ℎ(𝑦2 + 𝑦3) + ⋯ + ℎ(𝑦𝑛−1 + 𝑦𝑛)
2 2 2 2

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Each of the lengths ‘𝑦’ appears twice, once as the right side of a trapezium and once as the left, except the first and
last values. Factorising out ℎ , this becomes:
2
ℎ
(𝑦 + 2𝑦1 + 2𝑦2 + ⋯ + 2𝑦𝑛−1 + 𝑦𝑛)
2 0
Which can be easily combined into the trapezium rule.
The Trapezium Rule can give an overestimate or an underestimate of the actual area under the
curve.

If the tops of the trapezia are above the curve, then the area calculated by the trapezium rule would be an
overestimate. This would happen near a minimum to a curve.

If the tops of the trapezia are below the curve, then the area calculated by the trapezium rule would be an
underestimate. This would happen near a maximum to a curve.

The more strips the area is broken into the more accurate the estimated area will be.

Approaching this in the TMUA

2017 Section 1 Question 15

Depending on whether the curves are concave up or down, the trapezium either overestimates or underestimates
the area.

The first two are concave up and the last one is concave down. So the trapezium rule underestimates the first two
graphs and overestimates the last graph.

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266
Differential equations are another topic which uses generally less complex techniques in the TMUA than most students will
have learned at school. However, this does not mean the questions are straightforward! When separating variables to solve
differential equations it is often important to factorise first, a step which many students overlook.

Learning Aims

You are only required to know how to solve First-Order differential equations for the TMUA.

Notes

First-order differential equations have the form 𝒅𝒚 = 𝒇(𝒙).

𝒅𝒙

These equations can be solved, to find an expression 𝑦 = ⋯

Solving differential equations involves separating variables and integrating.

For differential equations of the form 𝑑𝑦 = 𝑓(𝑥), the solution is found by integrating to give:
𝑑𝑥

∫ 𝑑𝑦 = ∫ 𝑓(𝑥)𝑑𝑥
Which leads to:
𝑦 = ∫ 𝑓(𝑥)𝑑𝑥

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267
 Read Me First:
The following methods aren’t mentioned in the specification, however, they are statements relating to
integration and calculation of areas which have been used in the past to logically simplify calculations. It is
strongly recommended that you spend time understanding the implications of these statements.

Functions can be described as ‘even’ or ‘odd’ based on their symmetry.

An even function is one for which 𝑓(−𝑥) = 𝑓(𝑥). In other words, it’s symmetrical in the y-axis.

An odd function is one for which 𝑓(−𝑥) = −𝑓(𝑥). There’s no simple symmetry to explain this, but you can think
of it as a 180 degree rotation about the origin (or just picture a sine curve).

It is often helpful to remember that when combining odd and even functions:
 Even x Even = Even
 Odd x Odd = Even
 Odd x Even = Odd

Understanding whether a function is even or odd may simplify the integral.

In the TMUA, it’s important to be able to apply this to simplify you calculations. For example, you should be able
𝑎
to quote that ∫−𝑎 sin 𝑥 𝑑𝑥 = 0 without having to actually integrate (or know the value of a).

268
269
 Specification Checklist: Graphs of Functions

 Sketching common graphs (GF1)

 Translations (GF2)
 Reflections (GF2)
 Enlargements (GF2)
 Straight-line equations (GF3)
 Quadratics (GF4)
 Sketching unknown curves using differentiation (GF5)
 Finding roots (GF6)
 Intersections & simultaneous equations (GF7)

Revision Lessons in this Topic:

Lesson 32: Sketching Graphs of Common Functions

Lesson 33: The Effects of Transformations

Lesson 34: Straight-Line Graphs

Lesson 35: Quadratic Graphs

270
 By this stage of your TMUA preparation, many of these functions should be second-nature. However, the importance of
being able to sketch each of these functions and their features without needing calculation or substitution of values cannot
be overstated. Sketching functions is vital in many of the more complicated logical questions, so this needs to be as close to
second nature as you can get with practice!

Learning Aims

To successfully answer TMUA questions on a range of topics you must be able to sketch and recognise:
 Lines  Logarithms and exponentials
 Quadratics  Roots
 Cubics (and other polynomials)  Modulus functions
 Trig functions

Notes

Sketch functions based on their general shape, rather than substituting values.

The coordinates of the minimum point can be found

by completing the square

𝑦 = 𝑚𝑥 + 𝑐
Δ𝑦
The gradient 𝑚 =
Δ𝑥
The y-intercept is 𝑐
𝑦 = 𝑎𝑥 3 + 𝑏𝑥2 + 𝑐𝑥 + 𝑑
The ‘roots’/x-intercepts are the solutions to y = 0.
The y-intercept is found when x = 0, and therefore
is the value of the constant, 𝑑

𝑦 = 𝑎𝑥2 + 𝑏𝑥 + 𝑐
The ‘roots’/x-intercepts are the solutions to y = 0.

271
 y = sin x
Has a period of 2𝜋 or 360°.
Has a range −1 ≤ sin x ≤ 1.
sin x = − sin(−x) (Odd function)
𝑎
𝑦=
𝑥
Asymptote at 𝑥 = 0. Tends towards the asymptote
at 𝑦 = 0 as x tends to infinity
Goes through the point (1,1) if 𝑎 = 1 y = cos x
Has a period of 2𝜋 or 360°.
Has a range −1 ≤ cos x ≤ 1.
cos x = cos(−x) (Even function)

𝑎
𝑦=
𝑥2
Asymptotes at 𝑥 = 0 and 𝑦 = 0
Tends towards the x-axis more quickly than a
standard reciprocal
Doesn’t exist below the x-axis

y = tan x
Has a period of 𝜋 or 180°.
Tends to ±∞
Asymptotes at 𝜋 + 𝑛𝜋
2
tan x = − tan(−x)
𝑦 = √𝑥
Starts at the origin. Doesn’t tend towards an
asymptote – but has a gradually decreasing gradient
It may helpful to consider how this would differ if
you were doing an odd-number root of x (e.g 3 √x).

272
 y = log x
Asymptote at x = 0
Passes through the point (1,0)
y = eX
Asymptote at y = 0
Passes through the point (0,1)

y = |x|
|x| = | − 𝑥| (Even function)

Approaching this in the TMUA

2017 Section 2 Question 7

These functions arise so often in the TMUA it is difficult to give a single example of the ‘question type’ they might arise in.
However, this question from 2017 is a great example of one way that the question can be asked without significant additional
knowledge or other topics. These questions generally focus on relationships between multiple functions (where will curve a be
larger, where will curve b, where are the gradients comparable, and so on).

Since 𝑎𝑥 < 𝑓(𝑥) for positive values of x and 𝑎𝑥 > 𝑓(𝑥) for negative values of x, we can eliminate 2 and 4 from the
options as the relationship would be opposite for this. 1 and 3 both satisfy the relationship.

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273
 One of the ways the TMUA can check that you understand the features and properties of functions, rather than working
everything on each time by substituting in points, is by testing your knowledge of how functions can be transformed.
Questions can either give you a known function and ask how it would be affected by numerical changes to coefficients, or
they can give you an unknown function in a graph and ask you to transform labelled features, for example.

Learning Aims

To successfully answer TMUA Transformations questions you must know the effect and representation of:
 Translations  Enlargements
 Reflections  Compositions of these functions

Notes

There are three main transformations: translations, stretches, and reflections.

Translations move the function left, right, up, down (or a combination).

Stretches can extend or ‘squish’ a function parallel to either axis.

Reflections can be across either axis.

More generally, it is possible to reflect in specific lines, or to rotate functions, but this is beyond the specification of
the TMUA.

The effect of each transformation on the function must be memorised.

Action Horizontal Vertical

𝑓(𝑥 + 𝑎) 𝑓(𝑥) + 𝑎
−𝑎 0
Translation ( ) ()
0 𝑎
Horizontal translation left by 𝑎 Vertical translation up by 𝑎
𝑓(𝑎𝑥) 𝑎𝑓(𝑥)
Stretch
Horizontal stretch S.F. 1
Vertical stretch S.F. 𝑎
𝑎
𝑓(−𝑥) −𝑓(𝑥)
Reflection
Reflection in the y-axis Reflection in the x-axis

274
Transformations can be combined to create a ‘composite’ transformation.

If two (or more) transformations are all in the vertical direction the order will be significant

If two (or more) transformations are all in the horizontal direction the order will be significant

If there is one vertical and one horizontal transformation they will not affect each other.

When combining functions it’s important that they’re combined in the correct order.

In essence, you can follow BODMAS in order to find the correct order of operations:
 Start with any brackets
 Deal with multiplication (stretch)
 Deal with reflection
 Deal with addition/subtraction (translations)

Approaching this in the TMUA

2017 Section 1 Question 18

Many students find enlargements challenging because for many functions an enlargement in the y-direction and an
enlargement with fractional scale factor in the x-direction can look very similar. This question seeks to test this feature, with
a translation in one direction being converted into a transformation described in an alternative way.

Translating the given graph in the positive y-direction by 2 units, the equation of the graph becomes:
𝑦 = log10 𝑥 + 2 = log10 𝑥 + log10 100 = log10(100𝑥)
So this is equivalent to a stretch of a factor 1/100=0.01 in the x direction.

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275
For many students these graphs of functions lessons will be very straightforward compared to some of the previous material.
The focus of the TMUA here is to draw your attention to the effect that changing coefficients have on the functions being
drawn (in this case lines, but not exclusively). The reason for this is so that questions can be asked about unknown or
undefined (more complex) functions and these rules about gradient or intercept can be applied.

Learning Aims
To successfully answer TMUA Transformations questions you must know the effect and representation of:
 Gradient (steeper, shallower, and negative  Y-intercept (larger, smaller) and the position
gradients) of the line

Notes

The gradient, 𝒎, affects the slope of the line, a larger gradient means a steeper line.

1 𝑦=𝑥 𝑦 = 2𝑥
𝑦 = 2𝑥

Negative gradients have a downward slope.

1
𝑦=− 𝑥 𝑦 = −𝑥 𝑦 = −2𝑥
2

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The value of ‘c’ affects the y-intercept of the line.

𝑦= 𝑥+1 𝑦=𝑥 𝑦= 𝑥−1

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277
 As with the previous lesson, these quadratic graphs may also seem quite straightforward for some students. However, it is
important to make a note of the completed square form, and again focus on the ‘big picture’ to make sure you have the
information you need in TMUA questions on this topic.

Learning Aims

To successfully answer TMUA Transformations questions you must know the effect and representation of 𝑎, 𝑏, and
𝑐 in quadratics of the form 𝑦 = 𝑎(𝑥 + 𝑏)2 + 𝑐.

Notes

It is easiest to identify the features of quadratics in the form 𝒚 = 𝒂(𝒙 + 𝒃)𝟐 + 𝒄

Rearrange into this form by completing the square (see previous notes for a recap if needed).

The turning point can be found by identifying that the square bracket has a minimum value of zero. This means the
turning point will be when the bracket is zero. This gives 𝑥 = −𝑏, and 𝑦 = 𝑐.

Changing the value of 𝒂 A negative value of 𝒂 gives a

adjusts the steepness of the negative quadratic curve
curve. (reflected in the x-axis).

1 𝑎=2 𝑎 = −1
𝑎=
2

Changing the value of 𝒃 adjusts the horizontal position of the curve

𝑏=1 𝑏 = −1

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Changing the value of 𝒄 adjusts the vertical position of the curve.

𝑐=1 𝑐 = −1

Space for Personal Topic Notes

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 Keep an eye out for GCSE techniques such as the difference of two squares.

 When evaluating numbers to a power exactly, think about how you can write it to use numbers which are
simpler to calculate, and then use the binomial expansion.

19 n 1 𝑛
For example ( ) = (1 − )
20 20

 Try to avoid finding constants of proportionality to reduce the risk of calculation or rounding errors if
GMm
you can. For example, if you were given a scientific equation such as F = and given the radius of both
r2

masses, and the mass of one of them you don’t need to know G, M, or F to be able to find the missing mass.

 Some of the rarer circle theorems can come in handy, the radius and tangent are always perpendicular
(even if the tangent is ‘in disguise’ as the side of another shape).

 Cast your mind back to similar and congruent triangles if you need to.

 When dealing with nestled circular shapes and struggling to find areas, draw expanded diagrams of very
small areas of the overall shape to help clarify which lengths you know.

 Just because there isn’t a line forming a sector or segment in a circle, doesn’t mean you can’t put one in there
if it will help you use one of the circle theorems!

 If you have shapes which are in a regular pattern (e.g. squares inside circles inside squares) see if you can spot
a pattern rather than ‘brute forcing’ through Pythagoras four or five times in a row.

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 Look out for quadratics in disguise.

 When you get an answer check that your answer makes sense in the context of the question. It’s
no good coming to an answer such as x2 = −3, for example, given the PAT doesn’t rely on knowledge of
imaginary numbers, so there’s no way to get a negative from a square.

 Use a combination of trial and error using the factor theorem and algebraic division. Start with sensible
values (e.g. if the constant on the end of a cubic is ‘8’, then try x=2 rather than x=1 or -1, given it’s more
likely to be one of the roots).

 Check your working using the discriminant rather than the whole quadratic equation to save time.

 When sketching functions, work through a few key techniques:

o Sketch a generalised curve similar to the function you’re sketching

o Consider the transformations of the generalised curve

o Find the points of intersection with the coordinate axes by substituting in x=0 and y=0

o Differentiate for a gradient function, and set equal to 0 to find turning points

o Find any asymptotes – as x tended towards infinity, would the curve diverge, or tend towards a given
value

 Remember to flip the sign if multiplying or dividing inequalities by negative values

 Write your trigonometrical equalities at the top of the paper when you start, so you don’t have to remember
them – create your own formula sheet!

 Don’t be afraid to write out sequences if you need to ‘get a feel’ for what is going on before you can write a
generalised equation for them.

 If working with a binomial expansion on more than one bracket, make sure to use odd and even rules to
simplify. For example, you can’t get any odd-powered term out of an expression such as: (1 + x)2 (1 − x)2

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 Draw a sketch wherever possible, to spot if you can use odd and even function rules to simplify the
expressions you’re differentiating or integrating.

 Check your working. Integration and differentiation are inverse functions, so always check you can get back
to where you started once you have an answer. If you integrate your differential function and don’t get back
to the original curve, you’ve gone wrong somewhere!

 If you’re integrating to find the area between two curves you subtract the ‘bottom’ curve from the ‘top’ curve.
You can do this before or after you integrate, depending on which is simpler.

 Bear in mind that if there are any areas below the x-axis they will give negative areas when integrated, so
you must find the roots and then split your integral into the different parts of the curve (above and below the
axis) to get an accurate answer.

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 Specification Checklist: The Logic of Arguments

Understanding and using key terms in mathematical logic:

 True
 False
 And
 Or
 Not
 If, then
 Only if
 If and only if
 Converse
 Contrapositive
 Necessary
 Sufficient
 For all
 For some
 There exists
The negation of all above statements.

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Mathematical statements can be true or false.

Often, proofs can be developed by developing arguments consisting of only true statements.

Sometimes however, the relationship between statements, means that an argument can be developed even if some
of the constituent pieces aren’t, themselves, inherently true.

For example:
“𝑥 is divisible by 14” – cannot alone be determined to be true (or false) without additional information about what
x is. However, if all proofs and mathematical arguments depended on defining values rather than algebraic deduction,
then it wouldn’t get very far.

“if 𝑥 is divisible by 14, then 𝑥 is divisible by 7” – this statement depends on the statement about 𝑥 being divisible by
14 (which we cannot be sure is true without further information). However, because it tells us to assume that the
first part is true, we can make deductions based on statements which are related to it. It is the relationship between
statements here which allows us to know that this statement as a whole is true.

Events or statements can be linked to form compound statements, one way of linking is with the
statement “and”.

Any two statements can be joined by the word ‘and’ to form a compound statement. This compound statement will
be true only if both A is true, and B is also true. If any statement is false, then the compound statement will be false.

For example, our two statements could be A = “England is in Great Britain” and B = “A week is seven days”, the
compound statement would be “England is in Great Britain and a week is seven days”. This compound statement is
true only because both statements are true. If we change either statement e.g. “France is in Great Britain” or “A
week is eight days”, then our compound statement is false, even if the other statement is unchanged.

Another way of linking statements is with the word “or” which has a specific mathematical meaning.

Any two statements could also be joined by the word ‘or’ to form a compound statement. Importantly, when ‘or’
is used alone it does not have its colloquial meaning of ‘one or the other, but not both’. Instead, it is an inclusive
term, meaning that either A, or B, or both, would need to be true for the statement to be true. The compound
statement would only be false if both statements were false.

For example, “England is in Great Britain or a week is seven days” is true. Some students feel that it shouldn’t be
(because they want one of the other to be true, but not both) but this is not how mathematicians use the word ‘or’.
If the ‘or’ should be an ‘exclusive or’ then the statement would have to say that, for example “England is in Great
Britain or a week is seven days, but not both”.

It is important to get into the mindset that these statements are giving you a set of values which you can choose
from. If a mathematician is asked “would you like tea or coffee?” the correct response is not “tea” or “coffee”,
instead it would be “yes”!

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A final term which can be linked to statements is “not” which has an expected, although difficult to
apply, meaning.

When “not” is used we will typically write it prior to a statement, if we had a statement A we would write the
negation of that statement as “not A”.

For example, if statement A is “Russia is a monarchy” then we would represent the negation of that as “not A”.
Formally, we could write this as “it is not true that Russia is a monarchy” although in speech, this would be equivalent
to saying “Russia is not a monarchy”. This is hopefully as we might expect intuitively, even though as its written it
looks as though it could be “not Russia is a monarchy” which doesn’t make a lot of sense.

not A can also be represented as A’ which is known as the complement of A (or in other words, A and A’ are
regions which, when taken together, make up the whole set of possibilities).

These terms, alongside ‘if’ and ‘then’ can be used to form more complex statements.

There are a number of different ways of structuring relationships in statements. One of the simplest is “if A then
B”, which we used in an example previously.

“If A then B” means that if A is true, then B is true. If A is false, we have no information about B. This is equivalent
to saying “B occurs if A has”, which is more simply written as “B if A”.

Returning to a previous example: “If x is divisible by 14, then x is divisible by 7” illustrates this:
If statement A (x is divisible by 14) is true, then statement B (x is divisible by 7) is also true. We could test this by
stating that x is 28.
If statement A is untrue, x isn’t divisible by 14, perhaps 𝑥 = 15, then this doesn’t affect the truth of the compound
statement, because our statement doesn’t have any implications for if statement A is untrue.
Similarly, we could write this as “x is divisible by 7 if x is divisible by 14” and this would be an equivalent statement.

Care should be taken with “only if” statements.

A further equivalent to the above statement is an “only if” statement.

Returning to our example, “if x is divisible by 14, then x is divisible by 7” is equivalent to “x is divisible by 14 only if
x is divisible by 7”.

Take care with the order here, the “if A then B” statement turns into “A only if B”. Some students swap the order,
but this is unnecessary and logically incorrect.

“If and only if” statements shows that two statements have fully equivalent criterias for true/false.

This is the hardest form of statement for many students to grasp, as a compound statement of two (already)
compound scenarios). It is generally easiest to think of this criteria in two parts:

“A if and only if B” can be thought of as being both “A if B” and “A only if B” simultaneously.

“A if B” can be written as “if B then A”, and “A only if B” can be written as “if A then B”.

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This means that we have shown that the two statements are equivalent, they are either both true or both false, but
never one each.

For example, “x is prime if and only x has only one and itself as factors”.

It is important to spend time generating your own examples and familiarising yourself with these logical definitions,
as it is easy to confuse them in a high pressure environment such as the TMUA.

The converse of a statement swaps the order of dependence.

The converse of a statement “if A then B” would be “if B then A”.

For example, the converse of “if x is divisible by 14, then x is divisible by 7” would be “if x is divisible by 7, then it is
divisible by 14”. This example makes it clear that a statement and its converse aren’t logically equivalent, and often
a statement being correct tells us nothing about its converse (in this case the converse is clearly false, consider 𝑥 =
21).

The only statement on the TMUA which is logically equivalent to its converse are those formed with “if and only
if”.

For example, “x is prime if and only if x has only one and itself as factors” is logically equivalent to “x has only one
and itself as factors if and only if x is prime” because by definition both statements are true or both statements are
false.

Contrapositives of statements swap the order of dependence and negate them to give a statement
which is consistent.

The contrapositive of “if A then B” would be “if not B then not A” – both the order of A and B have swapped, and
they have been negated to give a logically equivalent statement.

This is illustrated most easily with our example. The contrapositive of “if x is divisible by 14, then x is divisible by 7”
is “if x is not divisible by 7, then x is not divisible by 14”. We can see that both of these will be true in the same
circumstances.

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“Sufficient” has a colloquial meaning as “enough, but not required” and its mathematical meaning is
quite similar.

It is often easier to convert the idea of sufficiency into one of the “if” statements above. “Criteria A is sufficient for
Outcome B” is equivalent to “if A then B”, which makes everything considerably easier for comparison.

Importantly, if Criteria A didn’t occur, that doesn’t meant that we can’t still get outcome B, because knowing A is
one way of getting there, but not inherently the only way.

“Necessary” has a colloquial meaning as “required to happen” and its mathematical meaning is also
quite similar.

Again, it is easier to convert the idea of necessity into an “if” statement. “Criteria A is necessary for Outcome B” is
equivalent to “Outcome B happens only if Criteria A occurred”. Or, in simpler terms “if B then A”.

Again, it is important to be clear about what this says in the case that one of the statements is false. If A is necessary
for B, and B doesn’t happen, we can’t state conclusively that A didn’t happen.

Importantly, although a necessary statement sounds as though it would give more certainty than something which
was simply sufficient, it is in fact often not enough information alone to make a determination as to the truth of a
compound statement.

For example “numbers being even is necessary for x to be divisible by 4” is true, however simply knowing that a
number is even is insufficient to determine whether the number is divisible by 4 or not.

“Necessary and sufficient”

As sufficient is equivalent to “if A then B” and necessary is equivalent to “if B then A”, then something which is both
necessary and sufficient is equivalent to both, which is signified by “if and only if”.

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Statements will often have ranges that they’re applicable for, which may be for ‘all’ values or for
‘some’ values.

These quantifying statements have their expected meanings.

If something is true “for all values” of the given variable, then it will be true regardless of the value which is substituted
in.

If something is true “for some value” of the given variable, then it can be made to be true for at least one given
value.

“For some” is often (equivalently) written as “there exists”

An example of a statement could be “There exists a value of ‘y’ for which….” Or “[statement] is true for some
value of y”. These are logically equivalent.

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 Specification Checklist: Mathematical Proof

 Simple Deductive Proofs

 Proof by Contradiction
 Proof by Contrapositive
 Disproof by Counterexample
 Implications of Statements
 Conjectures
 Forming Proofs & Chains of Reasoning

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Direct deductive proofs are the basis of most mathematical working, you’ve used these in every
“show that” or “verify that” question you’ve been asked in maths.

“Show that” questions typically as you to start from one statement and make accepted mathematical deductions in
a series of steps to reach a different (equivalent) statement. This is a direct deductive proof.

For example, show that if sin 𝑥 + cos 𝑥 = 3 then (tan 𝑥 + 1) cos 𝑥 = 3.

sin 𝑥 + cos 𝑥 = 3
sin 𝑥 cos 𝑥 3
+ =
cos 𝑥 cos 𝑥 cos 𝑥
3
tan 𝑥 + 1 =
cos 𝑥
(tan 𝑥 + 1) cos 𝑥 = 3

As long as each individual step is carried out without error based on a fundamental principle, then the proof that
the first step leads to the last step will hold.

Proof by cases means considering a series of cases, which combine to cover all possible options. It
isn’t an attempt to prove by example.

There are a range of possible ‘cases’ which could be selected. The most common cases which may need
considering separately in the TMUA are:
1. 𝑥 > 0, 𝑥 = 0, 𝑥 < 0
2. 𝑥 is odd, 𝑥 is even
3. |𝑥| ≥ 1, |𝑥| < 1

Proof by cases isn’t actually a method of proof alone, but it is important to be aware that you may need to split up
a given problem and prove it repeatedly, one proof for negative numbers, one proof for positive numbers, and one
proof for zero, for example.

Proof by contradiction means assuming that the opposite is true and showing that the assumption
is incorrect.

The most common example of proof by contradiction is the proof that √2 is irrational, and you should be able to
reproduce, adapt, or apply this in the TMUA.

Prove √2 is irrational. (Irrational numbers cannot be written as 𝑎 for integer values of 𝑎 and 𝑏.
𝑏

𝑎
Step 1: Assume that √2 is rational. √2 = where 𝑎 and 𝑏 are unique and don’t share factors.
𝑏

Step 2: Expand and rearrange to reach a logical inconsistency.

𝑎2
2= 2
𝑏

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 𝑎2 = 2𝑏2
This shows that 𝑎 is even (because it is 2 times something).
2

If 𝑎2 is even, then 𝑎 is also even, and so could be written as 𝑎 = 2𝑘 where 𝑘 is an integer value.
Substituting in:
(2𝑘)2 = 2𝑏 2
4𝑘2 = 2𝑏 2
2𝑘2 = 𝑏2
This shows that 𝑏2 is also even, and so 𝑏 is also even.

Step 3: Explain the contradiction.

We have shown that if √2 is rational, then both 𝑎 and 𝑏 would be even, this means that 𝑎𝑏could be simplified by
division by two. But our original statement said that 𝑎 and 𝑏 didn’t share factors, so this is a contradiction.
Therefore √2 can’t be rational.

Disproof by counterexample is one of the easiest concepts to understand within proofs. It is based
on the premise that while proofs must hold for all values in the range, only a single disproof must be
found.

All that is required for disproof by counterexample is to find a single example for which the statement doesn’t
hold.

Note: it is important to be very careful with what the statement is saying is true and false. For example, Fermat’s
Last Theorem stated “there are no integer values for which 𝑎𝑛 + 𝑏𝑛 = 𝑐 𝑛 for 𝑛 > 2”. In this case, disproof by
counterexample would mean finding a set of values for which 𝑎3 + 𝑏3 = 𝑐3 did hold.

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 Specification Checklist: Identifying Errors in Proofs

 Common Sources of Errors

 Identifying Errors

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Errors in proofs will almost always be logical errors, not calculation errors

Many student approach questions on errors in proofs by looking for errors with adding 2 instead of 3, or writing a
negative where there should be a positive. While these would be errors, these aren’t common in TMUA questions,
which focus instead on errors of logic.

Proofs consist of statements joined by deductive leaps

An example of this would be:

(𝐼) 𝑥 + 2 = 4
(𝐼𝐼) 𝑥 + 2 − 2 = 4 − 2
(𝐼𝐼𝐼) 𝑥 = 2

All of these ‘steps’ aren’t actually steps at all, they’re individual statements. The ‘steps’ happen in the changes between
one written line and the next.

When looking for errors in proofs, start by noting the deductive leaps made between each line.

It would be impossible to list all of the possible logical errors which could be included, so it is important to practice
these questions. However, a good starting step in the general method is to make a note of what is being done
between one step and the next.

This means that if you note down “square root both sides” you are more likely to be able to question the
assumptions in that step (for example, did they consider both the positive and negative square root).

Common errors include:

Dividing by unspecified variables, which should have had restrictions

For example, many students would see nothing wrong with the statement 𝑎𝑏 = 𝑎𝑐 so 𝑏 = 𝑐. However, this would
be untrue if 𝑎 = 0 for example. Often, dividing by variables or functions of variables risks this error, which is why
factorising is always recommended in your own working.

Another example of this occurs when dealing with inequality signs. In this case, multiplying or dividing by −1 would
significantly affect the validity of the result, and again is an error made very easily.

Square rooting

The most common example of this arises when forgetting to consider positive and negative values which can arise.
However, errors can also arise when squaring equations. For example, if 𝑎 + 1 = √3 it could be tempting to
‘rationalise’ a solution by squaring both sides, however this would give both a valid solution of √3 − 1 and in invalid
negative solution.

Assuming functions of both sides will be equal

For example, just because sin 𝜃 = sin 𝛼 doesn’t mean 𝜃 = 𝛼. Consider a situation where 𝜃 = 30, and 𝛼 = 150.

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When checking through answers, pay particular attention to questions you have got wrong. If there is a worked
answer, look through that carefully until you feel confident that you understand the reasoning, and then repeat the
question without help to check that you can do it. If only the answer is given, have another look at the question
and try to work out why that answer is correct. This is the best way to learn from your mistakes, and means you
are less likely to make similar mistakes when it comes to the test.
The same applies for questions which you were unsure of and made an educated guess which was correct, even if
you got it right. When working through this book, make sure you highlight any questions you are unsure
of, this means you know to spend more time looking over them once marked.

In other cases, you may actually be able to use the options to arrive at the solution quicker than if you had tried to
solve the question as you normally would. Consider the trivial example below:
A region is defined by the two inequalities: 𝑥 – 𝑦2 > 1 𝑎𝑛𝑑 𝑥𝑦 > 1. Which of the following points is in the defined
region?

A. (10,3) B. (10,2) C. (-10,3) D. (-10,2) E. (10,-3)

Whilst it’s possible to solve this question both algebraically or graphically by manipulating the identities, by far the
quickest way is to actually use the options. Note that options C, D and E violate the second inequality,
narrowing down to answer to either A or B. For A: 10 - 32 = 1 and thus this point is on the boundary of the defined
region and not actually in the region. Thus, the answer is B (as 10-4 = 6 > 1).

It’s worth noting, one can get caught up algebraically manipulating trigonometric identities and differentiating tedious
expressions to find extrema of a function. Often looking at the options and reasoning based on observations such
as cos (𝑎) is between -1,1, so cos2(𝑎) is between 0,1 etc. can make an intimidating question much easier to tackle.
Don’t rule out using the options to guide you, especially if you are stuck.

You have 150 minutes to complete the TMUA which means that you will have approximately 3 minutes and 45
seconds per question. This may sound like a lot, but given that you’re often required to read and synthesise brand
new information - it is often not enough. Some questions are very tricky and can be a big drain on your time. The
people who fail to complete the TMUA are generally those who get bogged down on a particular
question.

“If you had all day to do the TMUA, you’d get 100%. But you don’t.”

While this isn’t completely true, it illustrates a very important point. Once you’ve practiced and know how to
answer the questions, the clock is your biggest enemy. This seemingly obvious statement has one very important
consequence. The way to improve your TMUA score is to improve your speed. There is no magic bullet.

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But there are a great number of techniques that, with practice, will give you significant time gains, allowing you to
answer more questions and score more marks.

Timing is tight throughout the TMUA – mastering timing is the key to success. Some candidates choose to
work as quickly as possible to save up time at the end to check back, but this is generally not the best way to do it.
TMUA questions can have a lot of information in them – each time you start answering a question it takes time to
get familiar with the instructions and information. By splitting the question into two sessions (the first run-through
and the return-to-check) you double the amount of time you spend on familiarising yourself with the data, as you
have to do it twice instead of only once. This costs valuable time. In addition, candidates who do check back may
not have time to re-work from scratch, and so simply check they can follow their own working without making any
actual changes. Whilst this can be reassuring, it is a false reassurance as it is unlikely to have a significant effect on
your actual score. Therefore, it is usually best to pace yourself very steadily, aiming to spend an approximately even
amount of time per mark, and finish the final question in a section just as time runs out. This reduces the time spent
on re-familiarising with questions and maximises the time spent on the first attempt, gaining more marks.

It is essential that you don’t get stuck with the hardest questions – no doubt there will be some. In the
time spent answering only one of these you may miss out on answering three easier questions. If the question is
multiple choice, pick a sensible option and move on. Never see this as giving up, rather it is the smart way to
approach a test with a tight time limit. With practice and discipline, you can get very good at this and learn to
maximise your efficiency. There is no prize for having achieved full marks on only the first half of the paper! Success
is about gaining the maximum number of marks within the time available.

Finally, don’t focus on timing from the beginning of your preparation. Although its clearly important (for
all the reasons mentioned above) – if you prepare by trying to get quicker at past papers without spending time
revising or understanding the content you will make little progress. The best way to increase your speed is to
increase your knowledge – so leave yourself enough time to do this first.

Top tip! Ensure that you take a watch that can show you the time in seconds into the exam. This
will allow you have a much more accurate idea of the time you’re spending on a question.

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Here are four unique mock papers; each compiled by Cambridge mathematics tutors at UniAdmissions and available
nowhere else.

Having successfully gained a place on their course of choice, our tutors are intimately familiar with the TMUA and
its associated admission procedures. So, the novel questions presented to you here are of the correct style and
difficulty to continue your revision and stretch you to meet the demands of the TMUA.

Practicing & Perfecting Revision Techniques

In case you haven’t realised already, revision is a skill all to itself and can take some time to learn. For example, the
most common revision techniques including highlighting and/or re-reading are quite ineffective ways of committing
things to memory. Unless you are thinking critically about something you are much less likely to remember it or
indeed understand it.

Mock exams therefore allow you to test your revision strategies as you go along. Try spacing out your revision
sessions so you have time to forget what you have learnt in-between. This may sound counterintuitive but the
second time you remember it for longer. Try teaching another student what you have learnt – this forces you to
structure the information in a logical way that may aid memory. Always try to question what you have learnt and
appraise its validity. Not only does this aid memory but it is also a useful skill for Oxbridge interviews and beyond.

Improve your Knowledge

The act of applying what you have learnt reinforces that piece of knowledge. A question may ask you to think about
a relatively basic concept in a novel way (not cited in textbooks), and so deepen your understanding. Exams rarely
test word for word what is in the syllabus, so when running through mock papers try to understand how the basic
facts are applied and tested in the exam. As you go through the mocks or past papers take note of your performance
and see if you consistently under-perform in specific areas, thus highlighting areas for future study.

Get Familiar With Exam Conditions

Pressure can cause all sorts of trouble for even the most brilliant students. The TMUA is a particularly time
pressured exam with high stakes – your future (without exaggerating) does depend on your result to a great extent.
The real key to the TMUA is overcoming this pressure and remaining calm to allow you to think efficiently.
Mock exams are therefore an excellent opportunity to devise and perfect your own exam techniques to beat the
pressure and meet the demands of the exam. Don’t treat mock exams like practice questions – it’s
imperative you do them under time conditions.

Remember! It’s better that you make all the mistakes you possibly can now in mock papers and then
learn from them so as not to repeat them in the real exam.

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Before Using the Mock Papers
You should already have used the previous revision in the book to lay the groundwork. You won’t get the most out
of the mock papers if you haven’t already done at least the following:
 Read in detail the background, methods, and aims of the TMUA as well logistical considerations such as how to
take the TMUA in practice.
 Read through the TMUA syllabus. This is absolutely essential. It contains several stated formulae, constants, and
facts that you are expected to apply - or may just be an answer in their own right.
 Familiarise yourself with revision notes on the syllabus, to ensure you’ve taught yourself the additional
information other exam boards may learn which you do not.

Ease in gently
With the groundwork laid, there’s still no point in adopting exam conditions straight away. When you are ready to
move on to past papers, take your time and puzzle your way through all the questions. Really try to understand
solutions. A past paper question won’t be repeated in your real exam, so don’t rote learn methods or facts. Instead,
focus on applying prior knowledge to formulate your own approach.
If you’re really struggling and have to take a sneak peek at the answers, then practice thinking of alternative solutions.
It is unlikely that your answer will be more elegant or succinct than the model answer, but it is still a good task for
encouraging creativity with your thinking. Get used to thinking outside the box!

Accelerate and Intensify

Start adopting exam conditions. Don’t forget that it’s the time pressure that makes the TMUA hard.

Do Paper
under Exam
Conditions

Review Mark Paper

questions that using Answer
you guessed Scheme
or found hard

Review
Questions
that you
got wrong

302
Doing every past paper at least twice is a good target for your revision. In any case, choose a paper and proceed
with strict exam conditions. Take a short break and then mark your answers before reviewing your progress. For
revision purposes, as you go along, keep track of those questions that you guess – these are equally as important to
review as those you get wrong.

Once you’ve exhausted all the past papers, move on to tackling the unique mock papers in this book. In general,
you should aim to complete one to two mock papers or past papers every night in the ten days preceding your
exam.

Using the Mock Papers

If you have done everything this book has described so far then you should be well equipped to meet the demands
of the TMUA, and therefore once you’ve completed one or two papers for experience you should complete the
rest under exam conditions.
This means:
 Absolute silence – no TV or music.
 Absolute focus – no distractions such as eating your dinner.
 Strict time constraints – no pausing halfway through.
 No checking the answers as you go.
 Complete the entire paper before marking and then mark harshly.

In practice this means setting aside two hours in an evening to find a quiet spot without interruptions and tackle the
paper. Completing one mock paper every evening in the week running up to the exam would be an ideal target.
 Tackle the paper as you would in the exam.
 Return to mark your answers but mark harshly if there’s any ambiguity.
 Highlight any areas of concern.
 If warranted read up on the areas you felt you underperformed to reinforce your knowledge.
 If you inadvertently learnt anything new by muddling through a question, go and tell somebody about it to
reinforce what you’ve discovered.

Finally, relax… the TMUA is an exhausting exam, concentrating so hard continually for the whole time will take its
toll. So, being able to relax and switch off is essential to keep yourself sharp for exam day! Make sure you reward
yourself after you finish marking your exam.

303
1. How many positive roots does the function 𝑓(𝑥) = 𝑥4 − 8𝑥3 + 22𝑥2 − 24𝑥 have?

A. 0 B. 1 C. 2 D. 3 E. None of the above

2. Compute the integral 1 𝑥−4 𝑑𝑥.

∫0 √𝑥(√𝑥+2)

A. −3 B. −1 C. 2 D. 3 E. 1

3. Given that, in the expansion of (3𝑥 + 𝑏)7, the coefficient of 𝑥 4 is the same as the coefficient of 𝑥2 in (3𝑏 + 𝑥)4,
find the positive constant b.

105 107 109

A. 2 B. C. D. 3 E.
105 2 3 107 4

4. Consider the tangent to the curve 𝑦 = 𝑥2 + 𝑏𝑥 at 𝑥 = 2. For what values of b is the x intercept greater than 4?

A. −3 < 𝑏 < 3 C. b > 3 E. 𝑏 > −3

B. 3 < b < 4 D. −4 < 𝑏 < −3

1 𝑛𝑓
4 3
5. Given 𝑓(𝑥) = (9𝑥2 + 12 + )2 and 𝑑 (2) = − , find 𝑛.
𝑥2 𝑑𝑥𝑛 4

A. 1 B. 2 C. 3 D. 4 E. 5

6. In which of the following ranges is (𝑥2 − 1)(𝑥 + 2)(𝑥 + 4) > 0?

A. −2 < 𝑥 < 1 C. −2 < x < −1 E. 𝑥 < −3

B. −1 < 𝑥 < 2 D. 𝑥 ≥ 1

7. Suppose 54+6+⋯+2𝑥 = 0.04−14. Given x is a positive integer, what is x?

A. 5 B. 6 C. 7 D. 8 E. 5.5

304
8. Four unbiased coins are tossed. What is the probability of getting at most two heads?

𝟏𝟏
A. 𝟑 B. 𝟕 C. 𝟓 D. E. 𝟐
𝟒 𝟖 𝟔 𝟏𝟔 𝟑

9. An arithmetic geometric series is defined by

𝑥1 = 2
𝑥𝑛+1 = 𝑥𝑛 + 𝑞

Given 𝑥100 is 13, find the sum to infinity of a series with common ratio q, and first term 5

A. 78
B.
102
C.
36
7 D.
52
9 E.
45
8
5 3

10. The roots of 𝑥2 + 3𝑥 + 𝑐 = 2 differ by 7. What is c?

A. −10 B. −8 C. 13 D. −4 E. 5

1
11. Which of the following is a line of symmetry of the graph 𝑦 = 𝜋 ?
sin(4𝑥+3 )

13𝜋 π
A. 𝑥 = C. x = π E. y =
2 13π 24
B. x =
𝜋 D. x =
2 24

𝑥𝑛 𝑓𝑜𝑟 𝑥 = 𝑒𝑣𝑒𝑛
𝑛
12. Define a recurrent sequence by 𝑥𝑛+1 = { 2 .
3𝑥𝑛 + 1 𝑓𝑜𝑟 𝑥𝑛 = 𝑜𝑑𝑑
Given 𝑥1 = 12, what is 𝑥100?

A. 1 B. 4 C. 2 D. 12 E. 0

𝑦+2
13. What is the sum of roots of the equation 2𝑦 − 5 ∙ √2 + 24 = 0

A. 3 + 4log2 5 C. 10 E. 6 + 2 log2 3
B. 4 D. log2 24

14. For 𝑝 > 0, find the area enclosed by the curves 𝑦 = 𝑝𝑥2 and 𝑥 = 𝑝𝑦2.

A. 1 B. 3𝑝 C.
1
D.
1 2
𝑝 E. 3𝑝
3𝑝 3𝑝 2 2

305
 2+2𝑥
15. What is the complete set of values for which 𝑥 is increasing?
√𝑥3

A. 𝑥 > 3 C. 2 < 𝑥 < 4 E. 0 < 𝑥 < 2

B. 𝑥 < 2 D. 𝑥 > 2

16. What is the probability of rolling the same number exactly three times with five six-sided dice?

A. 10 B. 17
C.
125
D.
108
E.
133
36 32 648 124 648

17. Compute the shortest distance between the curves

𝑥2 + 4𝑥 + 𝑦2 + 6𝑦 + 10 = 0 and 𝑥2 − 4𝑥 + 𝑦2 − 8𝑦 + 12 = 0

A. √65 − √2 − √3
B. √65 − 2√2 − 2√3
C. √65 − 2√2 − √3
D. √65
E. √65 − 4√2 − 2√3

18. How many solutions does the equation cos 2𝑥 × log 𝑥 = sin 2𝑥 have in the range 0 < 𝑥 < 3𝜋?

A. 0 B. 3 C. 5 D. 6 E. 7

19. The sum to infinity of a geometric progression is 4. The sum to infinity of the squares of each term in the
progression is 10. What is the common ratio of the geometric series?

A. 1 B. 2 C. 3 D. 7 E. 3
2 5 7 12 13

20. Given that 𝑑𝑉 = (1 + 𝑡)4, and 𝑉(1) = 5, what is 𝑉(2)?

𝑑𝑡

174
A.
5
236
B.
5
112
C. 3
89
D.
4
E.

306
1. The polynomial 𝑥3 + (𝑎 − 3)𝑥2 + (𝑏 − 3𝑎)𝑥 − 3𝑏 has exactly two roots. Which of the following is true?

A. 𝑎2 − 4𝑏 = 0 is necessary
B. 𝑎2 − 4𝑏 = 0 is sufficient
C. 𝑎2 − 4𝑏 = 0 is necessary and sufficient
D. 𝑏2 − 4𝑎 = 0 is necessary
E. None of the above

2. Which of the following statements are true?

I being a square is a sufficient condition for being a rectangle.

II being less than 12 is a sufficient condition for being less than 20.
III being a rectangle is a necessary condition for being a square.
IV having 4 equal length sides is necessary and sufficient for being a square.
V an integer being less than 19.5 is sufficient, but not necessary for being less than 20.

A. II and IV C. I, II and III E. II only

B. I, II and V D. I only

6
3. Let 𝑓(𝑥) be a function defined over all real 𝑥. You are given that ∫2 2𝑓(2𝑥)𝑑𝑥 = 1 , and that 𝑓(𝑥) is
antisymmetric in the line 3 , ie 𝑓(3 − 𝑥) = −𝑓(𝑥). Calculate ∫3 𝑓(𝑥) + 1 𝑑𝑥 .
2 2

A. Not enough information B. 2 D. 0

C. 4 E. √2

4. If p is a prime number, which of the following must be true?

I p is odd
II p is not divisible by 5
III p is not divisible by 6

A. I only C. III only E. II and III only

B. II only D. I and III only

307
5. Let 𝐼, 𝐼𝐼, 𝐼𝐼𝐼, 𝐼𝑉 be some statements. Suppose that 𝐼 → 𝐼𝐼 → 𝐼𝐼𝐼 and 𝐼𝑉 → 𝑁𝑜𝑡 𝐼𝐼𝐼 and 𝑁𝑜𝑡 𝐼 → 𝐼𝐼, where 𝑎 →
𝑏 means if a is true, then b is true. 𝑛𝑜𝑡 𝑎 is just the opposite to a, so if a is true, 𝑛𝑜𝑡 𝑎 is false and vice versa.

Suppose 𝐼𝐼 is a true statement. What can we say about the rest of the statements?

I III IV
A true true true
B could be either true could be either
C could be either true false
D false true false
E true false false

6. Let 𝑓(𝑥) = 𝑎𝑥7 + 𝑏𝑥6 + 𝑐𝑥5 + 𝑑𝑥4 + 𝑒𝑥3 + 𝑓𝑥2 + 𝑔𝑥 + ℎ, with 𝑎, 𝑏, 𝑐, 𝑑, 𝑒, 𝑓, 𝑔, ℎ real constants, and 𝑎 > 0.
Which of the following is possible?

A. Graph has one maximum and zero minima

B. Graph has two maxima and three minima
C. Graph has seven maxima and seven minima
D. Graph has one maximum and one minimum
E. Graph has zero maxima and one minimum

2 4
7. What is the coefficient of 𝑥2 in the expansion of (1 + 𝑥)2 ( − 3𝑥2)
𝑥2

A. 81 B. 100 C. 121 D. 144 E. 216

8. Let 𝐼 and 𝐼𝐼 be two statements. You are asked to show that 𝐼 if and only if 𝐼𝐼. Which of the following does not
prove the statement?

A. 𝐼𝐼 if 𝐼, and 𝐼 if 𝐼𝐼 C. 𝑛𝑜𝑡 𝐼𝐼 if 𝑛𝑜𝑡 𝐼, and 𝑛𝑜𝑡 𝐼 if 𝑛𝑜𝑡 𝐼𝐼

B. 𝑛𝑜𝑡 𝐼 if 𝐼𝐼, and 𝑛𝑜𝑡 𝐼𝐼 if 𝐼 D. 𝑛𝑜𝑡 𝐼 if 𝑛𝑜𝑡 𝐼𝐼, and 𝐼 if 𝐼𝐼

9. Which of the following are necessary and sufficient conditions for the equations 𝑦 = 𝑥 − 4 and 𝑥2 − 2𝑦2 = 𝑎
to have solutions?

A. 𝑎 < 32 C. 𝑎 > 32 E. 𝑎 < 16 G. 𝑎 > 16

B. 𝑎 ≤ 32 D. 𝑎 ≥ 32 F. 𝑎 ≤ 16 H.

308
10. Consider the statement: “If 𝑛 is an integer and 𝑛 2 is divisible by 4, then 𝑛 is divisible by 4”
How many counterexamples are there to this in the range 50 ≤ 𝑛 ≤ 100.

A. 24 B. 25 C. 11 D. 12 E. 13

11. It is given that a certain equation 𝑓(𝑥) = 0 has 𝑛 roots. Which of the following must be true?

I 𝑓(𝑥 + 1) has 𝑛 roots

II 2𝑓(2𝑥 + 2) has 𝑛 roots
III 𝑓(𝑥) + 1 has 𝑛 𝑟𝑜𝑜𝑡𝑠
IV 2𝑓(𝑥) − 1 = 0 has 𝑛 roots

A. II and IV C. All true E. I and III

B. I and II D. I, II and IV

1
12. Calculate the derivative of (1 + 4𝑥)3 (2𝑥)−2.

(4𝑥+1)2(15X +1) (4𝑥+1)2(20𝑥−1) (4𝑥+1)2 (20𝑥+1)

A. 3 3 C. 3 3 E. 3 1
2 2𝑥 2 22𝑥2 2 2𝑥 2
(4𝑥+1)2(15𝑥−1) (4𝑥+1)2 (20𝑥+1)
B. 3 3 D. 1 3
2 2𝑥 2 2 2𝑥 2

13. Let 𝑓 be a function satisfying the following condition for all 𝑥1, 𝑥2 and for 0 ≤ 𝑡 ≤ 1:
𝑓(𝑡𝑥1 + (1 − 𝑡)𝑥2) ≤ 𝑡𝑓(𝑥1) + (1 − 𝑡)𝑓(𝑥2).

Which of the following is a necessary condition for this to hold?

A. 𝑓(𝑥) ≥ 0 for all real x D. 𝑓′(𝑥) ≤ 0 for all real x

B. 𝑓(𝑥) ≤ 0 for all real x E. 𝑓′′(𝑥) ≥ 0 for all real x
C. 𝑓′(𝑥) ≥ 0 for all real x F. 𝑓′′(𝑥) ≤ 0 for all real x

14. A geometric series has first term 𝑎 = √32 and sixth term 1/𝑎2. Find the sum to infinity.

16
A. √2+2 C. D.
16−32√2
E.
16+16√2
16+32√2 7 7
7
B. 2√2
+1

15. A large circular room has 2020 light bulbs attached to the edge. Each light bulb has a switch below it, that
controls the state of the two adjacent light bulbs to it. Given that all the light bulbs start off, how many can be
turned on at once?

A. 1010 B. 1515 C. 2020 D. 2019 E. 2018

309
16. Evaluate the sum
1 1 1 1 1 1 1 1
(1 + + + +⋯) +( + + +⋯) +( + + ⋯ ) + ⋯.
3 9 27 3 9 27 9 27

A. 3 B. 9 C. 5 D. 12 E. The series diverges

2 4 9 9

17. A student attempts to solve the following equation:

𝑥2 − 5𝑥 + 6 𝑥2 − 5𝑥 + 6
= ,
𝑥2 + 𝑥 + 1 2𝑥2 − 3𝑥 − 2
by using the following steps:
a) 2 1 = 2 1 c) 𝑥2 + 2𝑥 − 3 = 0
𝑥 +𝑥+1 2𝑥 −3𝑥−2 d) 𝑥 = −3, 1
b) 𝑥2 + 𝑥 + 1 = 2𝑥 2 − 3𝑥 − 2

Which of the following best describes the solution?

A. The method is completely correct
B. The method is incorrect and from a to b we have introduced extra solutions
C. The method is incorrect and we are missing one solution
D. The solutions given are incorrect
E. The method is incorrect and we are missing two solutions

1
18. Find a necessary and sufficient condition on a, such that √𝑎 − √𝑎 − √𝑎 − ⋯ = 1
𝑎−
𝑎− 1
𝑎−⋯

A. True for all real 𝑎 C. 𝑎 = 1 E. 𝑎 = √2

B. 𝑎 = 0 D. 𝑎 = 2

19. Let n be a positive integer. Which of the following statements are always true?

I 𝑛3 − 𝑛 is divisible by 6
II 𝑛3 − 𝑛 is divisible by 4
III 𝑛3 − 𝑛 is never prime

A. All of them C. Only II E. I and III

B. Only I D. I and II

1 1 1 1
20. Let 𝐴 = ∫0 sin 𝑥 𝑑𝑥, 𝐵 = ∫0 sin2 𝑥 𝑑𝑥, 𝐶 = ∫0 cos 𝑥 𝑑𝑥, 𝐷 = ∫0 cos2 𝑥 𝑑𝑥. Order the integrals.

A. 𝐷 < 𝐴 < 𝐶 < 𝐵 C. 𝐷 < 𝐵 < 𝐶 < 𝐴 E. 𝐷 < 𝐵 < 𝐴 < 𝐶

B. 𝐶 < 𝐵 < 𝐴 < 𝐷 D. 𝐷 < 𝐴 < 𝐵 < 𝐶

310
1. A swimming pool is filled with water such that the volume of the pool in gallons (G) over time in minutes (t) is
given by:

𝐺 = 30𝑡 − 12𝑡³ + 9
At what fraction of time (t) in minutes is the water flowing at the maximum rate?

A. √30/12 C. √30/36 E. √30/16

B. 1/12 D. √6/6 F. √6/36

2. State the minimum and maximum points of the graph of:

3𝜋
𝑦 = −2 sin(−3𝑥 + ) + 7 0 ≤ 𝑥 < 𝜋.
2

A. (−𝜋/3, 8), (0, 6), (𝜋/3, 8) D. (0, 8), (𝜋/3 , 6), (2𝜋/3, 8)
B. (0, 9), (𝜋/3, 5), (2𝜋/3 , 9) E. (0, 8), (𝜋/6 , 6), (2𝜋/6, 8)
C. (−𝜋/3, 9), (0, 5), (𝜋/3, 9) F. (0, 9), (𝜋/6 , 6), (2𝜋/6, 9)

3. A cubic polynomial satisfies the following conditions:

𝑓(3) = 0
Can be expressed in the form (𝑥 − 𝑎)(𝑥 − 1)(𝑥 + 1).
Find the total area under the curve between 𝑥 = −1, 𝑥 = 1.

A. – 1/ B. 1/ C. 16 E. 4
12 2 D. 0

4. Solve:

2ˣ+1 − 2− ˣ = 0.

A. 𝑥 = 0 C. 𝑥 = −1 1
1 E. x =
B. 𝑥 = 1 D. 𝑥 = − 2
2

311
5. An arithmetic series has first term a and a common difference d.

The sum of the first 10 terms is 1075.

The third term of the sequence is 15.

Find the values of a and d

A. 𝑎 = 5, 𝑑 = −4 D. 𝑎 = −59, 𝑑 = 37
B. 𝑎 = 7, 𝑑 = 3 E. 𝑎 = 3, 𝑑 = 6
C. 𝑎 = −24, 𝑑 = 19.5 F. 𝑎 = −2.5, 𝑑 = 8.75

6. A circle, of diameter 4cm, contains a square with two vertices on the diameter of the circle, and 2 vertices on
the circumference of the circle, as shown below.

Calculate the area of the square.

A. 4 B. 16 C. 4 D.
7
E. 9 F. 17 G. 64
5 2 4 5
5 2

7. Two circles A and B have the respective equations:

(𝑥 − 2) 2 + (𝑦 − 4) 2 = 4
𝑥2 − 6𝑥 + 𝑦2 + 8𝑥 = 0

Find the x coordinate of the point on A that is closest to the circle B

120+√20−(4×56×225) 160+√100−(4×80×220) 16+√256−(4×10×255)

A. C. E.
112 160 20
230+√900−(4×26×126) 260+√(−260)2−(4×65×256) 16+√256−(4×13×256)
B. D. F.
52 130 26

312
8. Calculate the sum of the real solutions of the following:

92𝑥 + 6 = 32𝑥+2

A. 12 C. log3 12 E. ½ log2 6
B. 6 D. log36 F. 3

9. A semi-circle shares its diameter with the unique edge of an isosceles triangle,
as shown. The equal sides of the triangle are both 7cm long, and the angle
between them is 30°.

Calculate the perimeter of the composite shape.

6+√2
(Hint: It is given that 𝑠𝑖𝑛75° = √ )
4

7𝜋 3𝜋
A. 14 + (√6 − √3) D. 7𝜋 (√6 − √2) G. 14 + (3√2 − √3)
12 24 8
7𝜋
B. 7+ (√6 − √2) E. 7𝜋 (√6 − √2) H. 3𝜋 (3√2 − √3)
12 12 8
7𝜋
C. 14 + (√6 − √2) F. 7𝜋 (√6 − √3)
4 12

10. How many values satisfy the following equation for −2 𝜋 ≤ 𝑥 ≤ 2 𝜋 ?

2 sin 𝑥 cos 𝑥 = cos 𝑥

A. 4 C. 1 E. 16 G. 6
B. 2 D. 8 F. 3

11. Calculate the exact solution to the equation:

𝑙𝑜𝑔6(4𝑥 + 3) = 𝑙𝑜𝑔6(9𝑥 − 5) + 2.

578 896 183

A. C. − E.
693 146 320
653 203 219
B. D. − F.
855 5 34

313
12. Find the equation of the normal to the curve with the inverse function

√𝑥 − 10
𝑦= +7
√5
at the point where 𝑥 = 1.
1 1 1 1 379
A. 𝑦 − 190 = 𝑥− C. 2𝑦 = (𝑥 − 1) − 190 E. 30𝑦 = 𝑥 +
60 60 30 2 2
B. 7𝑦 = 3𝑥 + 17 D. 𝑦 = 190𝑥

13. The function 𝑓(𝑥) has a stationary point at (5, 12) and 𝑓’’(𝑥) = 18𝑥 + 12. Find 𝑓(𝑥).

A. 3𝑥3 + 3𝑥2 − 316𝑥 + 1142 D. 𝑥3 + 12𝑥2 − 128𝑥 + 227

B. 6𝑥3 + 3𝑥2 − 189𝑥 + 132 E. 2𝑥3 + 14𝑥2 − 336𝑥 + 1242
C. 3𝑥3 + 6𝑥2 − 285𝑥 + 912 F. 9𝑥2 + 12𝑥 − 273

14. Find the coefficient of 𝑥3 in the binomial expansion of:

𝑦 = (2𝑥 – 1)9.

A. 8 C. 72 E. 112 G. 672
B. −8 D. −72 F. −112 H. −672

15. On a cheese farm, the mass of cheese produced and measured on the scales T minutes after the cheese machine
has started, is G grams. For any time, the rate of cheese production is proportional to the mass of cheese
formed. However, cheese is removed from scales at a constant rate of 10 grams per minute. When the mass of
cheese on the scales was 150g, and the rate of change of cheese weight on the scales was 90 g/minute.

When the rate of change of mass of cheese was 50g/min, what was the mass of cheese formed?
(You may find it beneficial to create a differential equation to show this.)

A. 150 B. 50 C. 40 D. 90 E. 150 F. 60

16. Solve the differential equation, given that when 𝑦 = 5 and 𝑥 = 3. What is the value of the constant of
integration?

𝑑𝑦 (7𝑥 + 3)𝑦2/5
=
𝑑𝑥 𝑥
A. 8(5)2/5 C. 1 (5)4/5 − 7 + 𝑙𝑛3 E. 5 3/5
1 8 3 (5) + 21 + 𝑙𝑛3
B. (5)8/5 − 21 − 3𝑙𝑛3 D. (5) − 21 − 3𝑙𝑛3
3
1 4/5
F. −8(5) 2/5
8

314
17. The graph of 𝑦 = √5𝑥 − 2 undergoes the below transformations in the given order.

I Translated horizontally left by 4

II Translated vertically down by 6
III Vertical reflection in the axis y = 0
IV Stretch factor 1 in the y-axis
3
V Stretch factor 2 in the x-axis

Which of the following equations describes the transformed graph?

5 5
5𝑥 √ 𝑥+18−6 √ 𝑥+22−6
A. 𝑦 = √2 − −2
18 D. 𝑦 = − 2
F. 𝑦 = − 2
3 3
√−10𝑥−6−4
B. 𝑦 = 5
√ 𝑥−22−6 5
√ 𝑥+14
3
5 E. 𝑦 = 2
3
G. 𝑦 = 2
3
√ 𝑥−22−6
C. 𝑦 = − 2
3

18. A circle has the equation 𝑥 2 − 12𝑥 + 𝑦2 − 10𝑦 + 12 = 0, and is tangent to two sides of the triangle. Some
coordinates on the triangle are labelled.
Find the exact value of the shaded area.

A. 305
B. 528 − 49𝜋
C. 552 – 492𝜋
D. 4290 – 362𝜋
E. 276 − 49𝜋
F. 169 − 36𝜋

19. A baker believes that the amount of bread (B) and the number of muffins (M) produced are related by the
equation 𝑀 = 𝑎𝐵𝑛 . She collects the data from a day at the bakery and creates a scatter graph with log B as
the x-axis, and log M on the y-axis. The results have a straight line gradient of 5 and y-intercept −1.
What are the exact values for a and n?

A. 𝑎 = −1, 𝑛 = log (5) E. 𝑎 = −0.1, 𝑛 = −5

B. 𝑎 = −1, 𝑛 = −5 F. 𝑎 = 0.1, 𝑛 = 5
C. 𝑎 = 1, 𝑛 = log (5) G. 𝑎 = 10, 𝑛 = 5
D. 𝑎 = 100, 𝑛 = 5 H. 𝑎 = 10, 𝑛 = log (5)

1
20. Given that 𝑠𝑖𝑛 𝑥 = , find the product of all possible exact values of 𝑐𝑜𝑠 𝑥 + 𝑡𝑎𝑛 𝑥 .
3

A. 0 D.
5√2
F. 1 H.
55
B. ± 5√2 12121 3
−1
72
12
E. − G.
72 3
C. √22

315
1. Given that a is a real number, deduce the value or values of a for which there is only one real solution.

2𝑥2 + 3𝑥𝑦 = 4
2𝑥 + 𝑦 = 2𝑎

4 4 2 2
A. 4 B. − C. ± D. 2 E. − F. ± 3
3 3 3 3 3

2. In an arithmetic sequence, the sum of the first 10 terms equals the sum of the first 16 terms.
Find the relationship between the values of 𝑎 and 𝑑.

25 75 10
A. 𝑎 = −25𝑑 C. 𝑎 = 𝑑 E. 𝑎 = 𝑑 G. 𝑎 = 𝑑
25 2 13 16
B. 𝑎 = − 𝑑 D. 𝑎 = −
75
𝑑 F. 𝑎 =
16
𝑑
2 10
13

3. Solve the definite integral:

4 2𝑥3 + 5√𝑥
∫ 𝑑𝑥
2 𝑥4

1 3 1 3 3
A. 𝑙𝑛 4 − − 22 D. 𝑙𝑛 2 − + 2
−
2 G. 2𝑙𝑛 2 − 1 + 2− 2
32 32 32
1 3 1 −
3
B. 2𝑙𝑛 2 − − 22 E. 𝑙𝑛 4 − − 2 2
16 16
1 3 1 3

C. 𝑙𝑛 4 − + 2 2 F. 𝑙𝑛 4 − + 22
16 −
16

4. In 2000, a car was valued at £3000, but when it was sold in 2002, it was said to be worth £9000.

The value £V of the car can be modelled by the formula 𝑉 = 𝐴𝑘𝑡 , where t is the number of years since 2000
and 𝐴 and 𝑘 are constants. In what year will the value of the car first exceed £270,000

A. log3 90 C. log 1800 F. 2000 + log3 1800

B. log3 1800 D. 2004 G. 2000 + 2 log3 90
E. 2006

5. Simplify:

12𝑎−𝑏 × 36𝑎+𝑏
93𝑎+𝑏 × 16𝑎

A. 42𝑎−𝑏 C. 4−3𝑎−𝑏 E. 3−2𝑎−𝑏 G. 1

33𝑎+𝑏
B. 4−2𝑎−𝑏 D. 32𝑎−𝑏 F. 33𝑎−𝑏 H. 33𝑎+𝑏

316
6. Which of the following graphs shows the equation 𝑌 = 2𝑥3 − 5𝑥2 − 9𝑥 + 19?

A B C

D E

7. A sequence is defined as follows:

𝐴1 = 𝑥
1
𝐴𝑛+1 = 3𝐴𝑛 + , where 𝑛 ≥ 1
3
Given that the sum from the 3rd term to the 6th term (inclusive) of this sequence equals 30, find the value of 𝑥

−88 −8 −80 −18 −18 −81

A. B. C. D. E. F.
1080 108 1088 1080 108 1080

8. A quartic polynomial Y is given.

𝑦 = 12𝑥4 + 5𝑥3 + 7𝑥2 + 3𝑥 + 1

By finding the equation of the tangent to the curve at the point where 𝑥 = 2, what is the y intercept of the
tangent?

A. (0, -683) C. (0, -267) E. (0, -475)

B. (0, 267) D. (0, 475) F. (0, -341)

317
9. f and g are two functions.
𝑥−3
𝑓(𝑔(𝑥)) = and 𝑔(𝑥) = 4𝑥 − 2
2

Find 𝑓(𝑥2 − 2)

𝑥−2 𝑥 2−5 𝑥2+12 (𝑥+2)(𝑥−2)

A. C. E. G.
8 2 8 8
4𝑥2−2 𝑥2−12 𝑥2−8
B. D. F.
8 8 8

10. Katie, Alex and Jennifer all tracked the number of biscuits they ate in a week. A biscuit box contains 6 biscuits

Katie ate 3 times as many biscuit boxes as Jennifer, but Alex ate 4 times as many biscuits as Katie. If Alex ate
33 more biscuits than Jennifer, how many biscuits boxes would they all eat in total if they were to all continue
eating biscuits at the same rate for a whole month?

A. 4 C. 12 E. 32 G. 192
B. 8 D. 16 F. 48

11. A graph has coordinates in 3 out of 4 quadrants on an axis.

Which of these equations could represent this graph?

A. 𝑦 = C. 𝑦 = E. 𝑦 = 3 ln 𝑥
1 2
F. 𝑦 = ln 3𝑥
𝑥 𝑥
D. 𝑦 = G. 𝑦 =
B. 𝑦 =
1 ln 𝑥 5𝑠𝑖𝑛(3𝑥 −
−
𝑥+2 2) + 6
5

318
12. John has a baguette that he is trying to store in his rectangular bread bin, shown below.

8cm
12cm 5cm

If his baguette 17cm long (you may ignore the width/height) – What is the length of baguette he must cut off in
order to be able to fit his baguette in the bread bin exactly?

A. None - the baguette fits in the breadbin and could be longer.

B. None - the baguette fits in the breadbin exactly.
C. 2cm
D. 17 − 3√3 cm
E. 17 − √177cm
F. 17 − √233 cm

13. Cisco is trying to prove the circle theorem that angles from the same arc in the same segment are equal.

Which of the following circle theorem rules should he use?

A. “The angle at the centre of a circle is twice the angle at the circumference of the circle from the same arc”
B. “the angle formed in a semicircle is always a right angle”
C. “opposite angles of a cyclic quadrilateral add up to 180 degrees”
D. “two tangents drawn from a point to a circle are equal”
E. “The angle between a tangent and a chord is equal to the angle at the circumference in the alternate
segment”
F. “the perpendicular line from the centre of a circle to a chord bisects the chord”

319
14. A maths teacher suggests that the following proof contains 3 errors, on which lines are the errors?

Line 1: 2 log 5𝑥 = 3
Line 2: ↔ log 5(𝑥2) = 3
Line 3: → 𝑥^2 = 53 = 125
Line 4: ↔ 𝑥 = √125 = 5√5

A. lines 1, 2, 3 E. lines 2, 4
B. lines 1, 2, 4 F. There are no errors
C. lines 2, 3, 4 G. There is only one error on line 4
D. lines 1, 3, 4 H. lines 1, 2

15. In a tropical country:

 the probability of it not being hot is 0.42
 the probability of it being hot and not raining is 0.15
 the probability of it raining is 0.55

What is the probability, given that it has rained and been hot for the last 3 days, it is not hot and not raining?

A. 0.12 C. 0.55 E. 0.3 G. 0.45

B. 0.43 D. 0.42 F. 0.15 H. 0.42

16. Consider the following attempt to solve the equation 𝑥 = √2𝑥 + 5

Line 1: 𝑥 = √2𝑥 + 5 Line 5: (𝑥 − 1)2 = 6

Line 2: 𝑥2 = 2𝑥 + 5 Line 6: 𝑥 − 1 = ± √6
Line 3: 𝑥2 − 2𝑥 − 5 = 0 Line 7: 𝑥 = 1 ± √6
Line 4:(𝑥 − 1)2 − 6 = 0

Which of the following is true?

A. the solutions are both correct

B. only one of the solutions is correct due to an error in line 3
C. only one of the solutions is correct due to an error in line 4
D. neither of the solutions are correct due to an error in line 2
E. only one of the solutions is correct due to errors in lines 2 and 4
F. only one of the solutions is correct due to errors in lines 2 and 3
G. only one of the solutions is correct due to an error in line 2
H. neither of the solutions are correct due to an error in line 4

320
17. Consider the equation 3𝑙𝑜𝑔 𝑥 = 𝑚𝑥 + 𝑐

Which of the following statements is/are true?

Statement 1: The equation only has a single real solution if m = 1 and c = 1
Statement 2: The equation only has a single real solution if m = 1 and c = -1
Statement 3: The equation only has a single real solution if m = -1 and c = -1
Statement 4: The equation has a single real solution when m is negative
Statement 5: The equation has a single real solution when m is positive

A 1 only C 3 only E 5 only G 3 and 5

B 2 only D 4 only F 5 and 4 H 2, 3 and 4

18. Consider the following statement:

“A whole number is squared and divided by 3. Prove that the remainder can only be 0 or 1”

Which of the following is the first line of this proof?

𝑛2
A. “Let n be a whole number, then 3 ”
B. “Let n be a whole number. To test all n, we should test odd and even numbers, 2𝑘 and 2𝑘 + 1”
C. “Let n be a whole number, then n must be a multiple of 3, one more than a multiple of 3, or one less than
multiple of 3; 3𝑘, 3𝑘 + 1, 3𝑘 − 1.”
D. “To test all n, we should test odd and even numbers, 2𝑘 and 2𝑘 + 1”
E. “Let n be a whole number, and we are testing n2, so we must test 4,9,16,25 ….”

19. A Pythagorean triple is where 3 positive integers, a, b and c fit the equation 𝑎2 + 𝑏2 = 𝑐2

The 2 smallest integers of a Pythagorean triple are 20 and 21. Find the third integer. Comparing this to the
smallest Pythagorean triple, what is the highest common factor of the sum of the integers in both equations
and the integer formed by the two largest numbers plus the 2 smallest numbers from both equations.

A 1 C 3 E 7 G 13
B 2 D 5 F 11 H 17

321
20. Below are 2 box plots, A and B.

The student makes the following deductions:

1. A has a larger range than B
2. A has a larger IQR than B
3. B has a larger mode than A
4. B has a larger median than A

Which of these are true?

A 1 only C 3 only E 1, 2 G 1, 3, 4
B 2 only D 4 only F 2, 3 H 1, 2, 4

322
1. The sum of the first 𝑛 terms of an arithmetic series is 𝑆𝑛. For a particular series, 𝑆3 = 18 and the fifth term is
𝑘. Which of the following are necessary conditions on 𝑘 for 𝑆𝑛 to be an integer for every value of 𝑛?

I. 𝑘 has a factor of 6
II. 𝑘 has a factor of 18
III. 𝑘 is odd

A. None C. II only E. I & II only G. II & III only

B. I only D. III only F. I & III only H. All three

2. When is sin 2𝑥 (3𝑥 − 2) ≥ 0 in the range 0 < 𝑥 < 𝜋?

1−cos 2𝑥

𝜋
A. log3 2 ≤ 𝑥 ≤ C. 𝜋 < 𝑥 ≤ log 2 E. 𝜋 ≤ 𝑥 ≤ log 3 2
2 2 3 2
𝜋
B. log3 2 ≤ 𝑥 < D. 0 < 𝑥 < log3 2 F. 0 < 𝑥 ≤ log3 2
2

3. What is the difference between the 2 solutions to the equation 25𝑥−1 + 6 = 5𝑥?
3
A. log 5 B. 25 C. 5 D. 1 E. log5
5
2 3

4. What is the equation of the line equidistant between the centres of the circles 𝑦2 + 𝑥2 + 6𝑦 − 4𝑥 + 12 =
0 𝑎𝑛𝑑 𝑦2 + 𝑥2 − 2𝑦 − 80 = 0?

A. 𝑦 = 1 − 2𝑥 C. 𝑦 = 1 − 2𝑥 E. 𝑦 = 𝑥 + 1
2 2
𝑥−3
B. 𝑦 = D. 𝑦 = −𝑥
2

5. A small marble is carried from point 𝐴, to point 𝐵, and then to point 𝐶, which have co-ordinates
(4, 6, 12), (7, 2, 0) and (16, 15, 5) respectively.

What is the difference between the square of the distance the marble travelled and the square of the distance
it is currently from where it started?

A. 170 C. 30 E. 3√61 + 130√11

B. 10(17 + 13√11) D. 10(17 − 13√11)

323
6. Find the distance between the stationary points of 𝑦 = 5𝑥3 − 5𝑥 + 6 = 0.

A.
2√109 C. There is 1 or fewer E. √34
3√3 stationary points.
2√34
B. D. 2
3√3
3

7. What is the digit in the 10,000s’ place in the number 3015?

A. 0 B. 9 C. 3 D. 5 E. 1 F. 2 G. 7

8. Consider the sequence defined by

𝑥1 = 1000
1
𝑥𝑛+1 = 𝑛≥0
√𝑥 𝑛
What is 𝑥1000?
1000 999 −1001 100
A. 103×2 C. 103×2 E. 10−3×2 G. 10−3×2
−1000 −999 −999
B. 10−3×2 D. 10−3×2 F. 103×2

9. 4𝑥2 − 7𝑥 + 1 is multiplied by 2𝑥 − 𝑞 to form 𝑓(𝑥).

𝑓(𝑥) divided by (𝑥 + 2) is −312.

What is 𝑞?

A. 27 D. −27 F.
21
2
B. 35 E. −35
C. There is no such 𝑞.

10. What is the value of the integral below?

2

∫|𝑥 − 1|(3√𝑥 − 𝑥√𝑥)𝑑𝑥

0

24
A.
48−4√2 C. 35 E.
24+4√2
35 48+4√2 35
D. 24−4√2
B.
4√2
35 F.
35 35

324
 2 1
11. For a function 𝑓(𝑥), it is given that (∫ 𝑓(𝑥)𝑑𝑥) (∫ 𝑓(𝑥)𝑑𝑥 + 4)=24. You are also told that, for this function,
0 0
𝑓(𝑥 + 1) = 𝑓(1 − 𝑥).

Which of the following co uld the value of ∫12 𝑓(𝑥)𝑑𝑥 be?

I. −6
II. 8
III. 2

A. None C. II only E. I & II only G. II & III only

B. I only D. III only F. I & III only H. All three

12. Calculate the value of √20 − 20√5 + 25 + √5 − 8√5 + 16.

A. 9 − 3√5 C. √5 − 1 E. √66 − 28√5 G. −3

B. 1−√5 D. 3√5 − 9 F. 13

13. A hospital has two wards, one for critically ill patients called Ward 𝐴 and one for general patients, called Ward
𝐵. The probability a patient in Ward 𝐴 survives is 1, and the probability a patient in Ward 𝐵 survives is 3. (Every
9 5
patient is in one of the two wards).

Given that there are 𝑝 people in Ward 𝐴, and the overall survival rate of the hospital is 1 , what is 𝑞, the
4
number of people in Ward 𝐵, in terms of 𝑝?

A.
3𝑝
C.
25𝑝 E. 50 G.
12𝑝−45
45 63 45𝑝 45𝑝
B.
45𝑝
D.
63𝑝 F.
12𝑝−45
3 25

14. A man tosses a fair coin 7 times. What is 𝑃(he gets more than 4 heads and two of the last 3 tosses are heads)?

A. 3 B. 7 D. 3 8 E. 3 F.
279
16 8 3 512

C. 128 6
4

15. I have 2 blue balls and 3 red balls which I will throw into 5 indistinguishable boxes. Assuming I don’t miss, how
many distinct situations could I be in after all the balls are thrown?

A. 14 C. 32 E. 8 G. 53 + 52
B. 55 D. 16 F. 4

325
 𝑥 3
16. Let 𝑓(𝑥) be ( + 1) .
2

What if the value of 𝑓′′(2)?

A. 3 B. 63 C. 27 D.
63 E. −2
2

3
17. Let 𝑓(𝑥) = 𝑎𝑥3 + 𝑏𝑥2 + 𝑐𝑥 − 75 for some integers 𝑎, 𝑏, 𝑐. 𝑓 ( ) = 𝑓(−5) = 0 and 𝑓(𝑥) = 0 for only these
4
values. What is the mean of the numbers 𝑎, 𝑏, 𝑐?

43
A. 50 C.
115
E. −
3 3
B. −35
D. 35 F. 12

𝑥4
18. Let 𝑓(𝑥) = 𝑎𝑥5 + + 𝑐𝑥. It is given that the gradient of this function at 𝑥 = 1 is −𝑎2. What is the maximum
2
2
value of ∫0 𝑓(𝑥)𝑑𝑥?

A. 67/36 B. −
67 C. -67/36 D.
67
18 18

2
19. 1, , & 4 are 3 of the first 7 terms of a geometric series. Which of the following are not possible values of the
3 9
sum to infinity of the series?

I. 3 + √6
II. 9
2
III. 9+3√6
2
IV. 27
4

A. I only C. III only E. I & III only G. II & IV only

B. II only D. IV only F. II& III only
1 1
20. 𝑑𝑥 = 3 ( + ) 𝜋 𝜋 1 𝑖𝑠 tan 𝑡]
𝑑𝑡 1−sin 𝑡 1+sin 𝑡 . If 𝑥 = 0 when 𝑡 = 6, find 𝑥 when 𝑡 = 3. [the integral of cos2 𝑡

A. 4√3 C. 6 E. √3 G. 12√3
√3
B. 6√3 F. 4
D. 3√3 √3

326
1. Consider the statement:

A number p is prime only if it can be expressed as 3 more than a multiple of 4.

i.e. 𝑝 = 4𝑘 + 3 for some 𝑘.

Which of the following are counterexamples to this?

I. 𝑝 = 19
II. 𝑝 = 27
III. 𝑝 = 11

A. None C. II only E. I & II only G. II & III only

B. I only D. III only F. I & III only H. All three

2. Which of the following is a counterexample to the statement below?

2𝑎
∫0 𝑓(𝑥) = 0 only if 𝑓(𝑥) has 𝑥 = 𝑎 as a line of symmetry.

I. 𝑦 = 𝑥2 − 2𝑎𝑥 + 𝑎2
II. 𝑦 = 𝑥 − 𝑎
III. 𝑦 = |𝑥 − 𝑎|

A. None C. II only E. I & II only G. II & III only

B. I only D. III only F. I & III only H. All three

3. Consider the statement:

For all prime numbers 𝑝, if 𝑝 = 4𝑘 + 1 for some positive integer 𝑘, it is true that there are positive integers
𝑎 & 𝑏 such that 𝑝 = 𝑎2 + 𝑏2.

Which of the following, if they were true, would prove this statement false?

A. For any 𝑝 prime, if 𝑝 = 𝑎2 + 𝑏2 for some 𝑎, 𝑏, then 𝑝 = 4𝑘 + 1.

B. For any 𝑝 prime, if 𝑝 ≠ 𝑎2 + 𝑏2 for all 𝑎, 𝑏, then 𝑝 = 4𝑘 + 1.
C. For any 𝑝 prime, 𝑝 = 4𝑘 + 1 if only if 𝑝 = 𝑎2 + 𝑏2 for some a, 𝑏.
D. There exists a 𝑝 prime such that 𝑝 = 4𝑘 + 1 and 𝑝 ≠ 𝑎2 + 𝑏2 for all 𝑎, 𝑏.
E. There exists a 𝑝 prime such that 𝑝 = 𝑎2 + 𝑏2 for some 𝑎, 𝑏 or 𝑝 = 4𝑘 + 1.
F. There exists a 𝑝 prime such that 𝑝 ≠ 𝑎2 + 𝑏2 for all 𝑎, 𝑏 and 𝑝 = 4𝑘 + 1.

327
4. Suppose 𝑓(𝑥) is strictly decreasing i.e. if 𝑥 > 𝑦, then 𝑓(𝑥) < 𝑓(𝑦). What is the maximum number of the
following which can be true simultaneously?

I. 𝑓(𝑥) ≥ 0 for all positive 𝑥

II. 𝑓(𝑥) ≤ 0 for all positive 𝑥
6
III. ∫0 𝑓(𝑥)𝑑𝑥 ≤ 0
7
IV. ∫0 𝑓(𝑥)𝑑𝑥 ≥ 0
V. 𝑓(𝑥 − 7) = −𝑓(7 − 𝑥)

A. 0 B. 1 C. 2 D. 3 E. 4 F. 5

5. Consider the following proof of the alternate segment theorem:

(I) Let a tangent touch a circle at 𝐴 and let 𝐵, 𝐶 be two points on the circumference of the circle. Let the
angle between the line 𝐶𝐴 and the tangent be 𝛼°.
(II) By drawing radii from 𝐶 & 𝐴 to the centre of the circle, which we will call 𝑂, we know that the angle
between 𝑂𝐴 and the tangent is 90°.
(III) This means the angle 𝐵𝐴𝑂 is (90 − 𝛼)°.
(IV) As the triangle 𝑂𝐵𝐴 is isosceles, the angle 𝑂𝐵𝐴 is also (90 − 𝛼)°.
(V) Then the angle 𝐴𝑂𝐵 is 180° − (180 − 2𝛼)° = 2𝛼°.
2𝛼
(VI) This means the angle 𝐴𝐶𝐵 is ( ) ° = 𝛼°.
2

Where is the first error?

A. The proof is correct. C. Line (III) E. Line (V)

B. Line (II) D. Line (IV) F. Line (VI)

6. Consider the cone with base (𝑥 − 4)2 + (𝑦 − 1)2 = 4 in the 𝑧 = 1 plane. It has volume 14.

What is the sum of the co-ordinates of its vertex?

A. 35 (1 + 2𝜋) C. 21 (5 + 2𝜋) E. 7 (4 + 5𝜋)

2𝜋 4𝜋 4𝜋
B. 41 (3 + 8𝜋) D. 3 (7 + 2𝜋)
2𝜋 4𝜋

328
 7. A square based pyramid of side length 𝑎 and height ℎ has equal volume and surface area. Which of the following
is an expression for 𝑎 in terms of ℎ? [A square based pyramid has volume 1 𝑎2 ℎ, and its surface area is made up
3
of a square of side length 𝑎, as well as three isosceles triangles with base length 𝑎. ℎ is the perpendicular distance
from the centre of the square base to the apex of the pyramid].

A.
ℎ(√3+√2)
3 C.
ℎ√2 E. No values of a exist.
ℎ− ℎ 2 1
2 +√ℎ − 2
3
6√ℎ
B. D. −
1
√ℎ−6 3

8. A polynomial 𝑝(𝑥) is strictly increasing in the range 𝑎 ≤ 𝑥 ≤ 𝑏 if, for any 𝑎 ≤ 𝑥 < 𝑦 ≤ 𝑏, it is true that 𝑝(𝑥) <
𝑝(𝑦). Which of the following are necessary conditions for 𝑝(𝑥) to be strictly increasing in the range 𝑎 ≤ 𝑥 ≤ 𝑏,
(𝑎 ≠ 𝑏)?

VI. 𝑝′(𝑥) > 0 in 𝑎 ≤ 𝑥 ≤ 𝑏,

VII. 𝑝(𝑎) < 0 𝑎𝑛𝑑 𝑝(𝑏) > 0
𝑎+𝑏
VIII. If 𝑝 ( ) = 0, then 𝑝(𝑏) > 0.
2

A. None C. II only E. I & II only G. II & III only

B. I only D. III only F. I & III only H. All three

9. There are 3 events, 𝐴, 𝐵 and 𝐶, which are not mutually exclusive. Which of the following is equivalent to the
probability that 𝐴 does not happen, but one of 𝐶 and 𝐵 does happen?

A. 𝑃((𝐵 ∩ 𝐴) 𝖴 (𝐶 ∩ 𝐴)) D. 𝑃(𝐴𝐶 𝖴 𝐵 𝖴 𝐶)

B. 𝑃((𝐴𝐶 𝖴 𝐵) ∩ (𝐴𝐶 𝖴 𝐶)) E. 𝑃((𝐵 𝖴 𝐶) ∩ 𝐴𝐶)
C. 𝑃(𝐵 𝖴 (𝐶 ∩ 𝐴)) F. 𝑃(𝐴𝐶 ∩ 𝐵 ∩ 𝐶)

10. Consider the following diagram:

Which of the following are necessary for 𝐴𝐵𝐶𝐷 to be a rhombus?

IX. Angle 𝑃𝐴𝐷 = 45°

X. Length 𝐶𝐴 = 2𝑟 (𝑟 is the radius of the circle)
XI. Lengths 𝐶𝐷 = 𝐶𝐵

329
 A. None C. II only E. I & II only G. II & III only
B. I only D. III only F. I & III only H. All three

11. A property 𝐴 is called 𝑠𝑢𝑏𝑠𝑖𝑠𝑡𝑒𝑛𝑡 to property 𝐵 if there does not exist a counterexample to the statement “𝐴
only if 𝐵”. Which of the following are not subsistent relationships?

XII. 𝐴: Congruence of two triangles 𝐵: Similarity of two triangles

1
XIII. 𝐴: 𝑓(6) = 𝑓(1) = 0 𝐵: ∫6 𝑓(𝑥)𝑑𝑥 = 0
XIV. 𝐴: 𝑥 > 3 𝐵: |𝑥 − 3||𝑥 + 5| > 0

A. None C. II only E. I & II only G. II & III only

B. I only D. III only F. I & III only H. All three

12. Suppose a function 𝑓(𝑥) is such that 𝑓′(𝑥) is increasing for all 𝑥. Which of the following is necessarily true?

XV. 𝑓(𝑥) > 𝑓(𝑦) if 𝑥 > 𝑦

1
XVI. ∫0 𝑓(𝑥)𝑑𝑥 ≥ 0
XVII. If 𝑦 = 𝑚𝑥 is tangent to 𝑓(𝑥) at 0, 𝑓(1) ≥ 𝑓(0) + 𝑚.

A. None C. II only E. I & II only G. II & III only

B. I only D. III only F. I & III only H. All three

13. A teacher uses a piece of software to randomly pick a student when asking questions to a class with 𝑁 pupils
(𝑁 > 2). Every student is equally likely to get picked.

John is picked twice in a row. What is the probability another person is picked twice in a row next? Also, is this
probability greater or less than the probability of what happened to John?

𝑁−1 𝑁−1 (𝑁−1)2

A. 𝑁2
More D. 𝑁3
Less G. More
𝑁3
𝑁−1 𝑁−1 (𝑁−1)2
B. Less E. More
𝑁2
𝑁−1
𝑁4
𝑁−1
H. 𝑁3
Less
C. 𝑁3
More F. 𝑁4
Less

1
14. Consider the inequality (cos2 3𝑥 − 4) (sin 3𝑥 + ) ≤ 0 in the range 0 ≤ 𝑥 ≤ 360°
2

What is the sum of the lengths of the intervals 𝑥 can lie in in degrees, and how many distinct intervals are there?

A. 120 1 C. 120 3 E. 240 1 G. 240 3

B. 120 2 D. 120 4 F. 240 2 H. 240 4

330
15. Consider a circle with a kite inscribed in it. Let the centre of the circle be on the positive y-axis and both the
circle and kite pass through the origin. Let the short side of the kite be 𝑎 and the long side be 𝑏. The kite also
has the y-axis as a line of symmetry.

The area between the kite and the edge of the circle is equal to the perimeter of the circle.
What values can 𝑎𝑏 take such that there is only 1 circle for which this is true?

A. 𝑎𝑏 < 2𝜋 D. 𝑎𝑏 = −2𝜋 G. No values of 𝑎𝑏.

B. 𝑎𝑏 > 2𝜋 E. 𝑎𝑏 ≠ 2𝜋
C. 𝑎𝑏 = 2𝜋 F. All values of 𝑎𝑏.

16. What is the area of a regular octagon inscribed inside the circle 𝑦2 + 𝑥2 + 28𝑦 − 4𝑥 = 25 i.e. with all of its
vertices touching the circle?

A. 25√3 C. 450√2 E. 25(√2 + √3)

75 225
B. D.
√2 2√2

17. Evaluate the sum

30
1 4 1
∑ sin ((𝑘 + ) 𝜋) + cos ((𝑘 + + ) 𝜋)
3 3 2
𝑘=0

Where all angles are in radians.

A. 0 B.
1
C. 1 D.
√3 E. 31
2 2 F. 30

18. A dance floor is a 6 by 6 square grid. Every time someone gets up to dance, they occupy one of the squares and
no one else can go to dance in that square or any of the squares which share an edge with it.

What is the fewest number of people who could be dancing such that no one else could get up to dance?

A. 7 C. 9 E. 11 G. 13
B. 8 D. 10 F. 12

331
19. A triangle 𝐴𝐵𝐶 has sides 𝐴𝐵 = 18, and the angle 𝜃 at 𝐴 takes some value in the range 𝜋 < 𝜃 < 𝜋.
2 4

Let their respective areas be 𝑋 and 𝑌, where 𝑋 is of the larger triangle, and 𝑏 and 𝑏’ be the respective side
lengths of 𝐴𝐶. You are told that 𝑋 = 𝑌 + 5.
What are the possible values of 𝑘 = 𝑏 − 𝑏’?

5 5 5√2 5√2
A. 𝑘 > C. 𝑘 > and 𝑘 < E. 𝑘 <
9 9 9 9
5
B. 𝑘 < D. 𝑘 > 5√2
F. 5 <𝑘< 5√2
9
9 9 9

7𝑥 𝑛−4 6𝑥𝑛−3
20. A sequence is defined by 𝑥 = 𝑎, and 𝑥 = if 𝑛 is even, and 𝑥 = if 𝑛 is odd. For what value(s)
0 𝑛+1 𝑥𝑛+5 𝑛+1 7−𝑥𝑛
of a is 𝑥100 = 0 ?

A. All even values D. All odd values G. 𝑎 = 100

B. 𝑎 = 50 E. 𝑎 = 50 and 𝑎 = 25
C. 𝑎 = 25 F. 𝑎 = 0

332
1. Consider the parabola 𝑦 = (𝑥 − 3)2 − 4 and the line 𝑦 = 𝑚𝑥 + 𝑐. Let 𝑅 be the size of the interval 𝑚 must lie
in such that the line and parabola do not intersect. What is 𝑐 in terms of 𝑅?

𝑅2
A. 𝑐 = 5 − 𝑅2 C. 𝑐 = 5 − E. 𝑐 = 20 − (𝑅 + 6)2
(𝑅+6)2 16
B. 𝑐 = 5 − D. 𝑐 = 20 −
𝑅2
4
4

2. Let 𝑓(𝑥) = 3𝑥5 + 8𝑥4 + 𝑥3 − 4𝑥 − 16 = 0. You are told that 𝑓(−2) = 0 = 𝑓(1). How many distinct real
roots does 𝑓(𝑥) have?

A. 0 B. 1 C. 2 D. 3 E. 4 F. 5 G. 6

3. Let 𝑎𝑛 be a geometric series with first term 𝑎0 , common difference 𝑑, and the sum of the first 𝑛 terms be 𝑆𝑛.
Which of the following conditions is sufficient for the product of any two terms in the series to always be greater
than 0, no matter which two terms are chosen?

I. 𝑆5 = 𝑎10
II. 𝑆5 = 𝑎12
III. 𝑎0 = 𝑑

A. None C. II only E. I & II only G. II & III only

B. I only D. III only F. I & III only H. All three

4. The expansion of (𝑘 + 𝑥)5 has at least two terms with the same coefficient, as does the expansion of
(1 + 2𝑘𝑥)2. How many possible values of 𝑘 are there?

A. 0 B. 1 C. 2 D. 3 E. 4 F. 5

5. How many solutions are there to 𝑥 × 3tan 2𝑥 = 1 in the range 0 < 𝑥 < 𝜋?

A. 0 B. 1 C. 2 D. 3 E. 4 F. 5

6. Find the distance between the intersection points of 𝑦 = |𝑥 − 4| 𝑎𝑛𝑑 𝑦 = 5 − |𝑥 − 1|.

A. There are no C. √34 E. 3

intersections. D. 5 F. √41
B. 4

333
 4
7. Given that ∫0 (𝑥3 + 𝑎𝑥2 + 𝑏𝑥 + 1)𝑑𝑥 = 0, and that 𝑎 ≤ 0, 𝑏 ≥ 0, what is the maximum value of
3
∫0 (𝑥3 + 𝑎𝑥2 + 𝑏𝑥 + 1)𝑑𝑥?

A. −15 C. 100 E.
123
2
B. 15 D. −100 123
F. −
2

12
(𝑥2−
8. Let 𝑓(𝑥) = 1
𝑥)
. It is given also that
𝑥3
2
𝑥3
𝑓 (𝑥) =
′ [𝑎𝑥 𝑝 + 𝑏𝑥𝑞 + 𝑐𝑥𝑟 ]
3

What is the value of 𝑎𝑏𝑐 + 𝑝𝑞𝑟?

A. 388 C. 288 E. 300

B.
520
D. 316 F. −80
3

1 3
9. 𝐴𝐵𝐶 is a triangle. You are told that the side 𝐴𝐵 has length 3cm, sin 𝐵 = and sin 𝐶 = √ . How many different
√2 2
triangles can be formed from this information?

A. 0 C. 2 E. 4 G. Infinitely many
B. 1 D. 3 F. 5

10. Which of the following is the largest?

A. log3 8 C.
13
D. √6 E. √15
6
B. (1.4)2 √5+1

𝑥
11. Let the line 𝑙 have equation 𝑦 = + 3. Let 𝑙2 be the line perpendicular to 𝑙 at the point on 𝑙 where 𝑦 = 8. What
3
is the area between the two lines, the x-axis and the y-axis?

A.
169
B.
551
C.
559
D.
181
E. 70
3 6 6 2

12. Find the sum of the 2 distinct roots for 𝑥 in the simultaneous equations:
1
log8 𝑥 + log8 𝑦 =
2
(log8 𝑥)(log8 𝑦) = −5
3
C. 2−7 − 2 3
A. 2215 7 E. 225
−
B. 2 2 + 2−6 D. 2 2
F. 22 + 2−2

334
13. The volume of a cylinder is between 2 and 3 times the value of its overall surface area. If its height is 8, what
values can 𝑟 take? (Assuming 𝑟 is non=zero)

A. 1 ≤ 𝑟 ≤ 3 D. 𝑟 ≥ 16 F. 2 ≤ 𝑟 ≤ 3
7
B. 𝑟 ≤ 8 E. 3 ≤ 𝑟 ≤
2 4
C. 8 ≤ 𝑟 ≤ 24

14. On Mondays Professor X takes one of class 𝐴 or class 𝐵. The probability he picks class 𝐴 is 2.
7
On Tuesdays, he takes class 𝐴 if he took class 𝐵 the day before, otherwise he picks in the same way he did on
Monday.

Prof. X took class 𝐴 on Tuesday; what is the probability he took class 𝐴 on Monday?

A. 2 B. 5 C. 10 D. 10
E. 4 F. 7 G. 31
7 7 49 39 39 39 49

15. Every day, a man decides whether to walk his dog with probability 1 that he does take it for a walk, independently
3
of choices made on other days. After 4 days, what is the probability that he walked his dog at least once every
2 days?

A. 1 B. 7 C. 8 D. 11
E. 1 F. 1
27 27 27 27 9 3

16. A triangle 𝐴𝐵𝐶 has angle 𝐶𝐴𝐵 = 45°, and angle 𝐴𝐶𝐵 = 30°. It also has side length 𝐴𝐵 = 500mm.
What is the area of this triangle?

A. There are infinitely many possible values

B. 1252(√3 + √2)
C. 2502(√3 + √2)
D. 1252(√3 − 1)
E. 2502(√3 + 1)

17. Consider the circle 𝑥2 + (𝑦 − 2)2 = 4. A straight line intersects the circle at the lower of the points where
𝑥 = √3 such that the perimeter of the arc of the circle below the line is equal to 7𝜋. What is the equation of
6
the line?

A. 𝑦 = (√6 − √3 − √2 + 2)𝑥 − √18 + 2 − √6 + 3√3

B. 𝑦 = (√6 + √3 + √2 − 2)𝑥 − √18 + 2 − √6 − 3√3
C. 𝑦 = (√6 − √3 − √2 − 2)𝑥 + √18 + 2 − √6 + 3√3
D. 𝑦 = (√6 − √3 + √2 − 2)𝑥 − √18 + 2 − √6 + 3√3
E. 𝑦 = (√6 − √3 + √2 − 2)𝑥 − √18 − 2 − √6 + 3√3

335
 3−𝑡2
18. Given that 𝑑𝑦 = 2𝑡 −3 + ,𝑡 ≠ 0
𝑑𝑡 𝑡−2
And that 𝑦 = 2 when 𝑡 = 1, find 𝑦 in terms of 𝑡.

17 𝑡5 𝑡−4 17 𝑡5 𝑡−4
A. 𝑦 = + 𝑡3 − + D. 𝑦 = + 𝑡3 − −
6 5 2 6 5 5 2−4
17 𝑡5 𝑡−4 17 𝑡 𝑡
B. 𝑦 = + 𝑡3 − − E. 𝑦 = + 2𝑡3 + −
10 5 2 6 5 2
3 𝑡5 𝑡 −4
C. 𝑦 = − 𝑡3 − −
10 5 2

log 7 𝑥
19. The function 𝑓(𝑥) = is stretched by a factor of 8 parallel to the x-axis.
3
This stretch is equivalent to a translation in the y-direction by 𝑎. What is the value of 𝑎?

A.
log7 4
−2
1 7 G. −343
3
C. E.
2 49
B. log7 2 F.
D.

20. What is the shortest distance between these two circles?

𝑥2 + 𝑦2 − 14𝑥 − 4𝑦 + 44 = 0
𝑥2 + 𝑦2 + 6𝑥 + 8𝑦 = 0

0 C. 44 E. 2√34 − 8 G. 6√7 + 5
A.
B. 2√11 − 8 D. 2√26 − 8 F. 64

336
1. How many solutions in 0 ≤ 𝑥 ≤ 2𝜋 are there to the following equation?
1
tan2 3𝑥 =
cos 3𝑥

A. 0 C. 2 E. 4 G. 9
B. 1 D. 3 F. 6 H. 12

2. A student tried to solve the following problem:

218𝑥
>1
23𝑥246
Here is his solution:

218𝑥 2
(I) 2
23𝑥 46
= 218𝑥−3𝑥 4−6 > 1
2
(II) 86𝑥−3𝑥 4−6 > 1
2
(III) 86𝑥−𝑥 −3 > 1
(IV) 6𝑥 − 𝑥2 − 3 > 0
6±√36−12
(V) Critical values are 𝑥 = = 3 ± √6
2
(VI) So 3 − √6 < 𝑥 < 3 + √6

Where is the first error?

A. The proof is correct D. Line (III) G. Line (VI)
B. Line (I) E. Line (IV)
C. Line (II) F. Line (V)

3. Consider the following proof by contradiction that √12 is irrational.

𝑎
(I) Suppose √12 is rational. The we can express it in the form √12 = for some 𝑎 and 𝑏 with no common
𝑏
divisors.
𝑎2
(II) 12 =
𝑏2
(III) 12𝑏2 = 𝑎2
(IV) 12 divides 𝑎2, which means that 12 must also divide 𝑎 i.e. 𝑎 = 12𝑐 for some integer 𝑐.
(V) This means 144𝑐2 = 12𝑏2 i.e. 𝑏2 = 12𝑐2
(VI) Using the logic of line (IV), 𝑏 = 12𝑑 for some integer 𝑑.
(VII) But then 𝑎 and 𝑑 both have 12 as a divisor, which is a contradiction.

337
 Where is the first error?
A. The proof is correct. D. Line (IV) G. Line (VII)
B. Line (I) E. Line (V)
C. Line (II) F. Line (VI)

4. A polynomial 𝑓(𝑥) has 3 roots at 𝑥 = 𝑝, 𝑞, 𝑟 where 𝑝 < 𝑞 < 𝑟. Which of the following statements are
sometimes true, never true, or always true, based on the above information?

I. 𝑓(𝑥 + 𝑟) has fewer positive roots than 𝑓(𝑥)

II. 𝑓(𝑥) − 𝑓(𝑟) has no roots
III. 𝑓(𝑥) + 1 has no roots.

I II III
A Always Always Sometimes
B Always Never Sometimes
C Always Sometimes Never
D Sometimes Never Sometimes
E Sometimes Sometimes Sometimes
F Never Always Never

5. Consider the graph of the curve 𝑦 = 𝑎(𝑥 + 𝑏)2 + 𝑐 where all of 𝑎, 𝑏, 𝑐 > 0. Now suppose that 𝑎 decreases
and 𝑐 increases. Which of the following graphs can it not be now?

A. I only C. III only E. I & II only G. II & IV only

B. II only D. IV only F. I & III only H. III & IV only

6. Find the coefficient of 𝑥3 in the expansion of (𝑥2 − 2)3(1 + (3𝑥)−1)4.

24 212 100
A.
220
B. 4 C. − D. − E.
27 27 3 27 27

338
7. Which of the following is a counterexample to the statement below?

If a function has 3 distinct real roots, it is cubic.

A. sin 𝑥 in the range 0 < 𝑥 < 2𝑝𝑖 D. (𝑥 − 1)2(𝑥 − 1)(𝑥 − 3)

B. (𝑥 − 1)(𝑥 − 2)(𝑥 − 3)(𝑥 − 4) E. (𝑥 + 1)(𝑥2 − 𝑥 + 5)
C. cos 𝑥 in the range 0 < 𝑥 < 2𝑝𝑖 F. (𝑥 − 3)(𝑥 + 1)(𝑥 − 4)

8. Consider this student’s attempt at finding the solutions to √𝑥 + 3 = 3𝑥 − 1:

(I) 𝑥 + 3 = (3𝑥 − 1)2

(II) 𝑥 + 3 = 9𝑥2 − 6𝑥 + 1
(III) 0 = 9𝑥2 − 7𝑥 − 2
(IV) 0 = (𝑥 − 1)(9𝑥 + 2)
(V) So 𝑥 = 1 𝑎𝑛𝑑 − 2/9

Is this correct?
A. Both answers are correct.
B. Only one is right and it’s due to an error in line (I).
C. Only one is right and it’s due to an error in lines (II) and (III).
D. Only one is right and it’s due to an error in line (IV).
E. Neither is right and it’s due to an error in line (I).
F. Neither is right and it’s due to an error in lines (II) and (III).
G. Neither is right and it’s due to an error in line (IV).

9. Consider the graphs of the two functions 𝑦 = 𝑚𝑥 + 10 and 𝑦 = log2 𝑥. Which of the following correctly
identifies the sufficiency and necessity of

I. 𝑚 < 0
II. 𝑚 > 10

in relation to the statement that there are intersection points of the two graphs?
A. Both necessary and sufficient.
B. Both necessary.
C. Both sufficient.
D. 1 is sufficient, the other is necessary.
E. Only 1 is necessary.
F. Only 1 is sufficient.
G. Neither is necessary or sufficient.

339
 1
10. Let 𝑓 be a function such that 𝑓(𝑥) ≤ 0 for all 𝑥 ≥ 0. Which one of the following is necessary for ∫−1 𝑓(𝑥)𝑑𝑥 >
0?

A. 𝑓(𝑥) = −𝑓(−𝑥) for all 𝑥 0

D. ∫−𝑎 𝑓(𝑥)𝑑𝑥 > 0 for some 𝑎
B. 𝑓(0) = 0 E. 𝑓(𝑥) = 𝑓(−𝑥) for all 𝑥
C. 𝑓(𝑥) ≥ 0 for all 𝑥 < 0 F. 𝑓(−1) > 0
𝑏
11. Let 𝑓(𝑥) = 𝑎𝑥2 and let ∫−𝑏 𝑓(𝑥)𝑑𝑥 = 𝑅. Find the area between the curve 𝑓(𝑥 − 𝑏) − 𝑓(𝑏) and the x-axis.

A. 𝑓(𝑏) − 𝑅 C. 3𝑅 + 𝑓(𝑏) + 𝑏 E. 𝑅
B. 𝑓(𝑏) − 2𝑅 D. 𝑓(𝑏) − 2𝑏𝑅 F. 2𝑏𝑓(𝑏) − 𝑅

12. A function 𝑓(𝑥) has exactly 1 root in the range 0 < 𝑥 < 2𝜋. Which of the following can not be the function in
question?
5𝑥
A. 𝑓(𝑥) = tan B. 𝑓(𝑥) = log2.9 𝑥 D. 𝑓(𝑥) = sin 𝑥 − 1
7
C. 𝑓(𝑥) = cos 𝑥 + 1 E. 𝑓(𝑥) = 3𝑥

13. Consider the following proof by induction that 3 × 7𝑛 + 6 is divisible by 9 for all non-negative 𝑛:

(I) Check the base case, 𝑛 = 1; 3 × 7 + 6 = 27, which is indeed divisible by 9.

(II) First, we suppose 3 × 7𝑛 + 6 is divisible by 9 for 𝑛 ≤ 𝑘. i.e. 3 × 7𝑘 + 6 = 9𝑀 for some integer 𝑀.
(III) Then 3 × 7𝑘+1 + 6 = 7 × (3 × 7𝑘) + 6
(IV) This means 7 × (3 × 7𝑘) + 6 = 7(9𝑀 − 6) + 6
(V) Which means 3 × 7𝑘+1 + 6 = 9(7𝑀 − 4)
(VI) So 3 × 7𝑘+1 + 6 is also divisible by 9, which means 3 × 7𝑛 + 6 is divisible by 9 for all non-negative 𝑛

Where is the first error?

A. The proof is correct. D. Line (III) G. Line (VI)

B. Line (I) E. Line (IV)
C. Line (II) F. Line (V)

340
14. I have a 5 character code for my safe, which is formed by the letters 𝑎, 𝑏, 𝑐, 𝑑, 𝑒 in some order (each occurs
only once) and for every wrong attempt, my safe will tell me how many of the characters were in the correct
position.

Which of the following can never occur?

I. I enter 𝑎𝑏𝑐𝑑𝑒, 𝑏𝑐𝑑𝑒𝑎, 𝑐𝑑𝑒𝑎𝑏 and the safe tells me I got 2 correct on all 3.
II. I enter 𝑐𝑑𝑎𝑒𝑏, 𝑎𝑐𝑒𝑏𝑑, 𝑎𝑏𝑒𝑐𝑑 and the safe tells me I got 1, then 2, then 3 correct respectively.
III. I enter 𝑎𝑏𝑐𝑑𝑒, 𝑏𝑎𝑐𝑑𝑒 and the safe tells me I got 3 correct on both.

A. None C. II only E. I & II only G. II & III only

B. I only D. III only F. I & III only H. All three

7
15. Suppose there is a function 𝑓(𝑥), and ∫0 |𝑥 − 𝑝| 𝑓(𝑥)𝑑𝑥 = 𝐴, for some 0 ≤ 𝑝 ≤ 7. Which of the following is a
valid formula for 𝐴? [𝐹1 = ∫ (𝑥 − 𝑝)𝑓(𝑥)𝑑𝑥]?

A. 𝐹1(7) − 𝐹1(0) D. 2𝐹1(0) − 𝐹1(7) + 𝐹1(𝑝)

B. 𝐹1(7) − 𝑝𝐹1(0) E. 𝐹1(7) + 𝐹1(0) − 2 𝐹1(𝑝)
C. 𝐹1(0) − 𝑝𝐹1(7) F. 𝐹1(𝑝) + 𝐹1(7) − 2𝐹1(0)

16. Suppose you have a sphere, 𝑆. The cylinder 𝐶 is such that 𝑆 fits entirely inside 𝐶, and the volume of 𝐶 is as small
as possible. The surface area of 𝐶 is 𝐵 𝑐𝑚2.

Which of the following is an expression for the volume of 𝑆 in terms of 𝐵? (The volume of a sphere of radius
3
𝑟 is 4𝜋𝑟 )
3

2𝐵 2𝐵 3 3 E. 𝐵3 𝐵3
A. B. 𝐵2√2
9 9𝜋 C. 9√3𝜋 D.
2𝐵2 F. 2
27𝜋

17. I have a bag with many tiles in, each of which has one integer written on it. I pick a tile out of the bag at random.
1 1
𝑃(the number is odd) = and 𝑃(the number is prime) = .
3 5

Consider the following statements:

4
I. 𝑃(number is even) − 𝑃(the number is 2) =
5
8
II. 𝑃(the number is not prime and is even) =
15
2
III. 𝑃(the number is not prime and is odd) = + 𝑃(the number is 2)
15

341
 Which of these statements are definitely true?

A. None C. II only E. I & II only G. II & III only

B. I only D. III only F. I & III only H. All three

18. Suppose that the equation √𝑥𝑝 = 𝑥 + √𝑝 has exactly 1 solution for 𝑥. How many valid values of 𝑝 are there?

A. Infinitely many (i.e. an C. 3 F. 0

interval) D. 2 G. None
B. 4 E. 1

19. A woman tosses a fair coin 10 times and records the outcome, with an 𝐻 for a head, and 𝑇 for a tail. The
sequence she creates is 𝐻 𝑇 𝑇 𝑇 𝑇 𝑇 𝑇 𝐻 𝑇 𝐻 𝐻. The probability that this occurred was 𝑝.

Which of the following are true if she was to repeat what she did?
1
I. 𝑃(more than 4 heads appearing) >
2
II. 𝑃(7 tails appearing) < 𝑝
III. 𝑃(same sequence) = 𝑝

A. None C. II only E. I & II only G. II & III only

B. I only D. III only F. I & III only H. All three

20. Find the sum of the values of 𝑎 such that the quartic equation
𝑥2
𝑥4 − 𝑥3 − =𝑎
2
Has an odd number of solutions.

A. 3 C. There are no values of E.

117
4 256
1 𝑎. 117
B. − F. −
2 D. − 131 256
256

342
343
Paper One Paper Two Paper One Paper Two

Q1: B Q1: A Q1: C Q1: C

Q2: A Q2: C Q2: B Q2: B
Q3: A Q3: B Q3: E Q3: C

Q4: D Q4: C Q4: A Q4: G

Q5: C Q5: C Q5: D Q5: G

Q6: C Q6: D Q6: B Q6: B

Q7: A Q7: E Q7: D Q7: A

Q8: D Q8: B Q8: F Q8: A

Q9: E Q9: B Q9: C Q9: D

Q10: B Q10: E Q10: D Q10: E
Q11: D Q11: D Q11: E Q11: B

Q12: A Q12: C Q12: A Q12: F

Q13: E Q13: E Q13: C Q13: A

Q14: C Q14: C Q14: G Q14: C

Q15: D Q15: C Q15: D Q15: E

Q16: C Q16: B Q16: B Q16: G

Q17: C Q17: E Q17: D Q17: D

Q18: C Q18: D Q18: E Q18: C

Q19: E Q19: E Q19: F Q19: A

Q20: B Q20: D Q20: E Q20: E

344
Paper One Paper Two Paper One Paper Two

Q1: B Q1: D Q1: C Q1: F

Q2: A Q2: C Q2: C Q2: D

Q3: A Q3: F Q3: G Q3: D

Q4: B Q4: C Q4: D Q4: D

Q5: B Q5: C Q5: D Q5: G

Q6: A Q6: D Q6: C Q6: D

Q7: B Q7: E Q7: A Q7: D

Q8: D Q8: D Q8: D Q8: B

Q9: A Q9: E Q9: D Q9: F
Q10: D Q10: H Q10: D Q10: D

Q11: F Q11: F Q11: C Q11: F

Q12: A Q12: D Q12: B Q12: E

Q13: C Q13: A Q13: C Q13: B

Q14: C Q14: H Q14: E Q14: F

Q15: D Q15: G Q15: B Q15: E

Q16: A Q16: C Q16: E Q16: C

Q17: C Q17: C Q17: D Q17: D

Q18: D Q18: E Q18: B Q18: D

Q19: C Q19: F Q19: D Q19: F

Q20: A Q20: B Q20: E Q20: D

345
Q1: B
Factoring the given expression will prove fruitless. Instead, identify its stationary points. Differentiating, we
see that 𝑓′(𝑥) = 4(𝑥3 − 6𝑥2 + 11𝑥 − 6) = 4(𝑥 − 1)(𝑥 − 2)(𝑥 − 3), which we factorise by inspection (or
by using the factor theorem). Now we can establish 𝑓(1), 𝑓(2), 𝑓(3), and using the asymptotic limits of
+∞ for both large positive and negative x, and the obvious root at 0, we have the following sketch., from
which we see one positive root.

Q2: A
We can factor the numerator as a difference of two squares (√𝑥 + 2)(√𝑥 − 2), so we the integral is just
1 1
1 −1
∫0 1 − 2𝑥 𝑑𝑥 = [𝑥 − 4𝑥
2 2 ] = −3.
0

Q3: A
In the first expansion, the coefficient of 𝑥4 is given by (47)34𝑏 3 = 2835𝑏3 and in the second, the coefficient
54 2
of 𝑥2 is (4)(3𝑏)2 = 54𝑏2, and equating, we see that 𝑏 = = .
2 2835 105

Q4: D
𝑑𝑦
First calculate the equation of the tangent. By differentiating, we find 𝑑𝑦 = 2𝑥 + 𝑏, and so at 𝑥 = 2, =
𝑑𝑥 𝑑𝑥
4 + 𝑏. The equation is this 𝑦 − (4 + 2𝑏) = (4 + 𝑏)(𝑥 − 2) using the equation for a straight line though the
point (2,4 + 2𝑏). Now the x intercept is found by setting y = 0, and we find this to be at 4 . Now letting
4+𝑏
this be greater than 4, we find that −4 < 𝑏 < −3.

346
Q5: C
2 2
Note that the inside of the bracket is a perfect square and is simply (3𝑥 + ) . So 𝑓(𝑥) = 3𝑥 + 2 , 𝑓 ′(𝑥) =
2 4 12 3 𝑥 𝑥
3 − , 𝑓′′(𝑥) = , 𝑓′′′(𝑥) = − , and so 𝑓′′′(2) = − .
𝑥2 𝑥3 𝑥4 4

Q6: C
We may factorise the function as (𝑥 − 1)(𝑥 + 1)(𝑥 + 2)(𝑥 + 4), which allows us to graph it.

Q7: A
1
Note 0.04 = . Consider the arithmetic series: 2 + 4 + 6 + ⋯ + 2𝑥 = 2(1 + ⋯ + 𝑥) = 𝑥(𝑥 + 1), so the
25
exponent on the left is x(x+1)-2 So 5𝑥(𝑥+1)−2 = (5−2)−14 = 528. Taking logarithms (to base 5): 𝑥(𝑥 + 1) −
2 = 28, giving 𝑥2 + 𝑥 − 30 = 0, which has positive root 𝑥 = 5.

Q8: D
The probability of at most two heads is the sum of the probability of no head, one head and two heads.
4 1 0 1 4 4 1 1 1 3 4 1 2 1 2
Their probabilities are (0) (2) (2) , (1) (2) (2) and (2) (2) (2) respectively So the total probability
is 11.
16

Q9: E 1
We have an arithmetic progression, and 𝑥 = 𝑥 + 99𝑞, giving 𝑞 = . The sum to infinity is thus 𝑎 =
100 1 9 1−𝑟
5 45
1−
1 = .
8
9

347
Q10: B
The roots are given by −3±√9−4(𝑐−2), making the difference √9 − 4(𝑐 − 2) = 7, gives 𝑐 = −8.
2
Q11: D
𝜋 𝜋
The lines of symmetry of sin(𝑥) lie at 𝜋 + 𝑛𝜋, and so of sin(4𝑥 + 𝜋) at 1 ( + 𝑛𝜋 − ) = 1 (𝜋 + 𝑛𝜋) . Taking
2 3 4 2 3 4 6
𝑛 = 2 gives 13𝜋.
24

Q12: A
This is an example of the Collatz Conjecture. Applying the rule a few times we get the sequence 12, 6, 3,
10, 5, 16, 8, 4, 2, 1, 4, 2, 1… and we see it repeats. We see 𝑥8 = 4, 𝑥9 = 2, 𝑥10 = 1, and from then on 𝑥𝑛
depends only on the remainder when n is divided by 3. Since the remainder is 1 when dividing 100 by 3, we
see the answer is 1.

Q13: E
𝑦
𝑦
Let 𝑥 = √2 . Substituting in gives 𝑥2 − 10𝑥 + 24 = 0 → (𝑥 − 6)(𝑥 − 4) = 0, so 𝑥 = 4,6. Now 𝑥 = 22 and
so 𝑦 = 2 log2 𝑥, so the sum of roots is 2(log2 4 + log2 6) = 2(2 + log2 2 + log2 3) = 2(2 + 1 +
log2 3) = 6 + 2 log2 3.

Q14: C
A good sketch will help.

First find the intercept. At the intercept 𝑥 = 𝑝𝑦2 = 𝑝(𝑝𝑥2)2 = 𝑝3𝑥4, and so 𝑥(𝑝3𝑥3 − 1) = 0. Excluding
1
the 0 solution, we see that 𝑥 = . Now we must compute the area, which is the difference of two integrals.
𝑝
𝑥 1/𝑝 𝑥
We must invert 𝑥 = 𝑝𝑦2 to get 𝑦 = √ , from which we compute the area as ∫ √ − 𝑝𝑥2𝑑𝑥, which one
𝑝 0 𝑝

can compute to give 1 .

3𝑝 2

348
Q15: D 1
𝑥2+2𝑥 −1 1 −1
3
−( )
We can rewrite as 𝑥 + 2𝑥
2 . Now differentiating we get 𝑥
2 2 −𝑥 2 . We want this to be positive,
√𝑥3 2
1 1 1
i.e. 1 − 𝑥√𝑥 > 0 → − > 0 → 𝑥 > 2 .
2√𝑥 2 𝑥

Q16: C
1 3
The probability of any three given throws giving the same given number is ( ) . Now any number can be
6
3
repeated three times, giving us (1) × 6. Now we count the ways we can place these three throws in the
6
3
five – this is just five choose three, 10, giving (1) × 6 × 10 = 10. Now we have to discount the times that
6 36
the other two numbers are the same as our given number. Fix a number n. The probability that in two
throws, at least one of those yields n is just 11 , by counting the possibilities. (say n is 1, we get 11, 12, 13,
36
14, 15, 16, 21, 31, 41, 51, 61) for instance. So, the probability it is not is 25 , which we multiply our previous
36
25 125
probability by, so our answer is 10 × = .
36 36 648

Q17: C
These are clearly circles. Completing the square on both gives equations of the circles (𝑥 − 2)2 +
(𝑦 − 4)2 = 8 and (𝑥 + 2)2 + (𝑦 + 3)2 = 3, so we have centre (2,4) radius 2√2, and centre (-2,-3) radius
√3. The shortest distance clearly lies on the line between the two centres, which has length √42 + 72 =
√65. Now subtract the two radii. So the answer is √65 − 2√2 − √3.

Q18: C
Note that we may divide through by cos 2𝑥 to obtain the equation log 𝑥 = tan 2𝑥. We have to be careful
though that we have no solutions when cos 2𝑥 = 0, but this is clear since if cos 2𝑥 = 0, then sin 2𝑥 = ±1.
Now draw a graph of log 𝑥, and of tan 2𝑥 and count the number of intersections in the range. There are 5.

349
Q19: E
Let the first term of the GP be 𝑎 and the ratio be 𝑟. We have a system of two equations in two unknowns:
2
𝑎 = 4 and 𝑎
= 10. We want to find r. Here’s an approach. Rearrange the two equations as 𝑎 = 4(1 −
1−𝑟 1−𝑟2
10 (1−𝑟2) 10
𝑟) and 𝑎 = 10(1 − 𝑟2). Divide the second by the first to get 𝑎 =
2 = (1 + 𝑟). Now sub this
4 1−𝑟 4
6 3
back into our first equation to get 10 (1 + 𝑟) = 4(1 − 𝑟) → 10 + 10𝑟 = 16 − 16𝑟 → 𝑟 = = .
4 26 13

Q20: B
If you know the chain rule, the integration is slightly less tedious, but if not, by expanding and then integrating
𝑡5 6 236
we see that 𝑉(𝑡) = + 𝑡4 + 2𝑡3 + 2𝑡2 + 𝑡 + 𝑐. 𝑉(1) = 5 gives 𝑐 = − . Then 𝑉(2) = .
5 5 5

350
Q1: A
Note that 3 is an obvious root: (𝑥 − 3)(𝑥2 + 𝑎𝑥 + 𝑏) = 𝑥3 + (𝑎 − 3)𝑥2 + (𝑏 − 3𝑎)𝑥 − 3𝑏. So now we
require 𝑥2 + 𝑎𝑥 + 𝑏 = 0 to have one solution, but note it can’t be 3. The discriminant 𝑎2 − 4𝑏 = 0 is this
a necessary condition but not sufficient. We would require additionally the condition 9 + 3𝑎 + 𝑏 ≠ 0.

Q2: C
I is true, as being a square implies being a rectangle. II is true, as being less than 12 implies being less than
20. III is true, all squares are rectangles. IV is false, a rhombus is a counterexample to sufficiency. V is false,
the set of all integers less than 19.5 is the same as the set of all integers less than 20, so the condition is
both necessary and sufficient.

Q3: B
Since 𝑓(2𝑥) is squashed horizontally, but we have scaled the integral by 2, we can immediately write down
that∫ 3 𝑓(𝑥)𝑑𝑥 = 1. Now we are told that f is antisymmetric in 3. By drawing a diagram, it is easy to convince
1
2
yourself that this is equivalent to 2
∫1 𝑓(𝑥)𝑑𝑥 = 0. So then combining integration ranges we see
3 3
∫2 𝑓(𝑥)𝑑𝑥 = 1, and so ∫2 𝑓(𝑥) + 1 𝑑𝑥 = 2.

Q4: C
Recall the definition of a prime – a positive integer whose only positive factors are itself and 1. I is false – 2
is a counterexample. II is false – 5 is a counterexample, it is prime and divisible by 5. III is true – no prime is
divisible by 6, since then it must be divisible by both 2 and 3, neither of which can be p or 1.

Q5: C
As 𝐼𝐼 → 𝐼𝐼𝐼, 𝐼𝐼𝐼 is true. 𝑎𝑠 𝐼𝑉 → 𝑛𝑜𝑡 𝐼𝐼𝐼 the contrapositive is 𝐼𝐼𝐼 → 𝑛𝑜𝑡 𝐼𝑉 so 𝐼𝑉 is false. The contrapositive
of the implication 𝑁𝑜𝑡 𝐼 → 𝐼𝐼 is 𝑁𝑜𝑡 𝐼𝐼 → 𝐼. But 𝑁𝑜𝑡 𝐼𝐼 is false, so we can’t say anything about 𝐼.

Q6: D
Any polynomial can have a maximum number of turning points equal to 1 less than the order. Of the list, 1
maximum and 1 minimum is the only valid configuration. For large x, the graph looks like 𝑎𝑥7, so we must
have an equal number of turning points of each kind.

351
Q7: E
Given that the highest order of x in the first bracket is two, we see 3 different ways for an 𝑥2 term to
emerge:
a. A constant term from the first bracket, 1, multiplying an 𝑥2 term from the second, this can’t happen
as in the second bracket there is no combination for powers of 2 for x.
b. An x term from the first bracket, and an x from the second. This can’t happen as in the second bracket
all powers of x are even
2 2
c. An 𝑥2 in the first bracket and a constant term in the second bracket. This gives (4) ( ) (−3𝑥2)2 =
2 𝑥2
216𝑥 2
Putting this together we get a coefficient of 216.

Q8: B
We have the two conditions 𝐼 → 𝐼𝐼, ie 𝐼𝐼 𝑖𝑓 𝐼, and 𝐼𝐼 → 𝐼, ie 𝐼 𝑖𝑓 𝐼𝐼. The contrapositive is equivalent to
each, ie the first is equivalent to 𝑛𝑜𝑡 𝐼𝐼 → 𝑛𝑜𝑡 𝐼, and the second to 𝑛𝑜𝑡 𝐼 → 𝑛𝑜𝑡 𝐼𝐼. So B is not an equivalent
formulation.

Q9: B
Substitute the linear equation into the quadratic, to get an equation in 𝑥 only: 𝑥 2 − 16𝑥 + (32 + 𝑎) = 0.
Use the positivity of the discriminant to get the condition 32 ≥ 𝑎.

Q10: E
Clearly we need to count the number of multiples of two, but not of four, in the range. So 50,54,58,…,98.
There are 13.

Q11: D
I is true, as we have just translated the function. II is true, as it is a stretch in x direction, translation and
stretch in the y direction. III is false as if one of the roots of 𝑓(𝑥) is at its local minimum, 𝑓(𝑥) + 1 would
make this minimum have no intersection at 𝑦 = 0. IV is true – the equation holds exactly when 𝑓(𝑥) = 0.

Q12: C
Expand the numerator, to get 4 terms as powers of x. Then differentiate. Either try to factorise the derivative
– (noting (4𝑥 + 1)2 must be a factor as it is in every answer), or expand the given answers. Doing so
carefully gives the answer as C.

352
Q13: E
This condition is convexity. You can see this by drawing
a curve. At t=0 both the left hand side and right hand
side are at 𝑥1, and at t=1 both at 𝑥2. The left hand side
is just the function evaluated between 𝑥1 and 𝑥2, while
the right is the value of the straight line between
(𝑥1, 𝑓(𝑥1)), (𝑥2, 𝑓(𝑥2)), at the same x value as the left.
The diagram below shows it is sufficient for the function
to be curving up – i.e. 𝑓′′ (𝑥) ≥ 0.

Q14: C
1 1
The sixth term can, with common ratio r, be written 𝑎𝑟5 = √32𝑟5 = →𝑟= . The sum to infinity is
32 2√2
32
then 𝑎 = √
1
. This can be rationalised to 16+32√2.
1−𝑟 1− 7
2√2

Q15: C
Consider a set of four bulbs. Let 1 denote an on bulb and 0 an off. We start in 0000. Hit the second switch
– 1010, now hit the third – 1111. As 2020 is a multiple of 4 this strategy can turn on all the bulbs.

Q16: B
1
We have an infinite number of geometric series. The sum of the first is 1
1
. The second is 3
1 … so the sum
1− 1−
3 3
1 1 1 1 9
is 1
1 (1 + 3 + 9 + ⋯ ) = 1 × 1 = .
1−3 1−3 1−3 4

Q17: E
The error is in cancelling the numerator at the start. The numerator could be 0. We can amend this by
instead beginning by cross multiplying: (2𝑥2 − 3𝑥 − 2)(𝑥2 − 5𝑥 + 6) = (𝑥2 + 𝑥 + 1)(𝑥2 − 5𝑥 + 6), and
so (𝑥2 − 5𝑥 + 6)(𝑥2 + 2𝑥 − 3) = 0, (𝑥 − 3)(𝑥 − 2)(𝑥 + 3)(𝑥 − 1) = 0, giving four solutions.

Q18: D
1 1
Let’s call 𝑥 = √𝑎 − √𝑎 − √𝑎 − ⋯ = , so that 𝑥 = √𝑎 − 𝑥 = .
𝑎− 1 𝑎−𝑥
1
𝑎−
𝑎−⋯
1
Now 𝑥 = √𝑎 − 𝑥 → 𝑥2 = 𝑎 − 𝑥, and 𝑥 = → 𝑥2 = 𝑎𝑥 − 1. Combining these, we see that 𝑎𝑥 − 1 = 𝑎 −
𝑎−𝑥
𝑥 → 𝑥(𝑎 + 1) = (𝑎 + 1). 𝑎 clearly isn’t -1, so we can divide through and see 𝑥 = 1. Substituting back into
a previous equation we see that 𝑎 = 2 is necessary. To establish sufficiency, we need to check they are
indeed equal when a=2, but this is fairly obvious.

353
Q19: E
I is true - 𝑛 3 − 𝑛 = 𝑛(𝑛 + 1)(𝑛 − 1). Any three consecutive numbers will always contain a multiple of two
and three, so hence the product is divisible by six. However, it doesn’t have to be divisible by four, for
example n=6. III is true, because of I. You may worry about small numbers, (e.g. five is a prime, but is divisible
by five) but since six is not prime we don’t run into issues.

Q20: D
We can’t compute the integrals (yet), so we resort to graphical methods. We know the immediately 𝐵 < 𝐴
and 𝐷 < 𝐶, since squaring a number less than 1 makes it smaller, and integration gives the area under the
curve.

A good diagram clearly shows that the cos integral is

larger than the sin, since the small triangle where sin is
above cos is tiny compared to the section where cos is
above sin: 𝐴 < 𝐶. So now we have 𝐵 < 𝐴 < 𝐶, and just
need to place D. One might suspect 𝐷 < 𝐵 for the same
reason as 𝐴 < 𝐶. This is true:

So we have 𝐷 < 𝐵 < 𝐴 < 𝐶.

354
Q1: C
To find the rate, we differentiate 𝐺 = 30𝑡 − 12𝑡³, giving us 𝑑𝐺/𝑑𝑇 = 30 − 36𝑡 ² Minimum / Maximum
where 𝑓’(𝐺) = 0,

30 = 36𝑡 ²
30
𝑇 = √
36

Q2: B
3𝜋
Looking at the equation, 𝑦 = −2𝑠𝑖𝑛(−3𝑥 + ) + 7
2
3𝜋
Recognise 𝑦 = −𝑠𝑖𝑛 (𝑥 + ) = 𝑐𝑜𝑠(𝑥)
2
3𝜋
Therefore 𝑦 = −2𝑠𝑖𝑛 (−3𝑥 + ) + 7 = 2𝑐𝑜𝑠(−3𝑥) + 7
2
The range needs to be changed from 0 ≤ 𝑥 < 𝜋 to −3𝜋 < 𝑥 ≤ 0
For y = cos(x): in the new range, the solutions are (−2𝜋, 1), (−𝜋, -1), (0,1)

 For y = cos(-3x):
 (2𝜋/3, 1) , (𝜋/3 , −1) , (0, 1)
 For y = 2cos(-3x) + 7:
 (2𝜋/3, 9) , (𝜋/3 , 5) , (0, 9)

Q3: E
𝑓(3) = 0 thus,
3−𝑎= 0
𝑎=3
The correct polynomial is (𝑥 − 3)(𝑥 − 1)(𝑥 + 1)
Correct expansion is 𝑥3 − 3𝑥2 − 𝑥 + 3
4 𝑥2
Integrated form: 𝑥 – 𝑥3 − + 3𝑥
4 2
As there are no roots between 1 and -1 the curve will be on the same side of the x-axis throughout this range, and
so though it is always valuable to check whether it is necessary to split the integral – it isn’t a concern in this case.
1
𝑥⁴ 𝑥² 1 1 1 1
[ − 𝑥³ − + 3𝑥 ] = ( − 1 − + 3) − ( + 1 − − 3) = 4
4 2 −1
4 2 4 2

355
Q4: A
This is a hidden quadratic equation:
Separate 2𝑥+1 into 2𝑥 × 2
2𝑥 × 2 − 2−𝑥 = 0
Multiply everything by 2ˣ:
2(22𝑥) − 1 = 0
So:
22𝑥 = 2−1
2𝑥 = −1
1
𝑥= −
2

Q5: D
10
𝑆𝑛 = [2𝑎 + 9𝑑] = 1075
2
2𝑎 + 9𝑑 = 215

𝑈𝑛 = 𝑎 + 2𝑑 = 15
𝑎 = 15 − 2𝑑
Substitute this into the other equation:
2(15 − 2𝑑) + 9𝑑 = 215
30 – 4𝑑 + 9𝑑 = 215
5𝑑 = 185
𝑑 = 37, sub back in for 𝑎 = −59

Q6: B
You can form two triangles, using two radii, each of length 2cm.
We can label the length of each side of the square as 2x, so the distance
from P to the vertex is x
Using Pythagoras’ theorem:
22 = 𝑥2 + (2𝑥) 2
4 = 5𝑥 2
4
𝑥2 =
5
Area of square:
4𝑥2 = 4 × 4/5 = 16/5

356
Q7: D
Complete the square on equation B, to get the equation in the form
(𝑥 − 3)2 + (𝑦 + 4)2 = 25
Centre 𝐴 = (2, 4) radius 2
Centre 𝐵 = (3, −4) radius 5
Gradient of the line = (4− −4) = −8
(2
−3)
Equation of line
𝑦 = −8(𝑥 − 2) + 4
Substitute into A:
2
(𝑥 − 2)2 + (( −8( 𝑥 − 2) + 4 ) − 4) = 4
(𝑥2 − 4𝑥 + 4) + (−8𝑥 + 16 )2 = 4
(𝑥2 − 4𝑥 + 4) + 64𝑥2 − 256𝑥 + 256 = 4
65𝑥2 − 260𝑥 + 256 = 0
Use the quadratic formula, 𝑏 = −260, 𝑎 = 65, 𝑐 = 256
260 + √(−260)2 − (4 × 65 × 256)
130

Q8: F
This is a hidden quadratic
92𝑥 + 6 = 32𝑥+2
34𝑥 − (32 × 32𝑥) + 6 = 0
Substitution 𝑢 = 32𝑥:
𝑢2 − 9𝑢 + 6 = 0
9 ± √(−9)2 − (4 × 1 × 6) 9 ± √57
𝑢= =
2 2
9 + √57 9 − √57
32𝑥 = , 32𝑥 =
2 2
9 + √57 9 − √57
𝑥 = ½ 𝑙𝑜𝑔3 or ½ 𝑙𝑜𝑔3
2 2
Sum = ½ 𝑙𝑜𝑔 (9+√57 × 9−√57) 1
3 2 2 = 2 log3 6

357
Q9: C
Calculate diameter, d, of semicircle
The other two angles in the triangle are 75° each
Using sine rule:
𝑑 7
=
sin30 sin75
√6 + √2
𝑑 =7÷ × sin30°
4
4 1
𝑑 = 7× ×
√6 + √2 2
Rationalise the denominator:
4 √6 − √2 4√6 − 4√2
× = = √6 − √2
√6 + √2 √6 − √2 6−2

Thus,
7
𝑑 = (√6 − √2)
2
Therefore, the radius = 7 (√6 − √2)
4
7
Thus, the arc length is 1 𝜋𝑑 = 𝜋(√6 − √2)
2 4
Perimeter = 14 + 7𝜋 (√6 − √2)
4

Q10: D
2 sin 𝑥 cos 𝑥 = cos 𝑥
2 sin 𝑥 cos 𝑥 − cos 𝑥 = 0
cos 𝑥 (2 sin 𝑥 − 1) = 0
1
cos 𝑥 = 0 and sin 𝑥 =
2 1
Between −2 𝜋 and 2 𝜋, there are four solutions for sin 𝑥 = and 4 solutions for cos 𝑥 = 0
2

Q11: E
𝑙𝑜𝑔6(4𝑥 + 3) = 𝑙𝑜𝑔6(9𝑥 − 5) + 2
𝑙𝑜𝑔6(4𝑥 + 3) − 𝑙𝑜𝑔6(9𝑥 − 5) = 2
4𝑥 + 3
𝑙𝑜𝑔 6 ( )=2
9𝑥 − 5
4𝑥 + 3
62 =
9𝑥 − 5
36(9𝑥 − 5) = 4𝑥 + 3
183
𝑥=
320

358
Q12: A
𝑥−10
First we need to find the inverse of 𝑦 = √ +7
√5
One method of doing this is to swap x and y, and rearrange in order to achieve a y = format

√𝑦 − 10
𝑥= +7
√5
√𝑦−10
I 𝑥−7=
√5
𝑦−10
II (𝑥 − 7) 2 =
5
III 𝑦 = 5(𝑥 − 7)2 + 10

At the point x = 1, we can calculate the y co-ordinate:

IV 𝑦 = 5(−6)2 + 10 = (36 × 5) + 10 = 190
V Therefore the point on the function is (1, 190)

To calculate the gradient at x = 1, the quickest method is to differentiate the equation, to find the gradient
function:
𝑑𝑦
= 10x – 70
𝑑𝑥
When x =1, 𝑑𝑦 = −60
𝑑𝑥
-60 is the gradient of the tangent, so the gradient of normal = 1/60, and it passes through (1, 190)
From this, an equation of the normal can be formed:
1
𝑦 − 190 = (𝑥 − 1)
60

Q13: C
We are told that 𝑓(5) = 12, and 𝑓’(5) = 0
Integrate 𝑓’’(𝑥) to 𝑓’(𝑥)
= 9𝑥2 + 12𝑥 + 𝑐
𝑓’(5) = 9(25) + 12(5) + 𝑐 = 0
𝑐 = −285
Integrate 𝑓’(𝑥) to 𝑓(𝑥)
= 3𝑥3 + 6𝑥2 − 285𝑥 + 𝑐
𝑓(5) = 12
3(125) + 6(25)– 285(5) + 𝑐 = 12
𝑐 = 912
𝑓(𝑥) = 3𝑥3 + 6𝑥2 − 285𝑥 + 912

359
Q14: G
The expansion coefficients for 𝑛 = 9 are unlikely to be known, so instead the formula 𝑛!
must be used
𝑟!(𝑛−𝑟)!
Expansion coefficients = 1, 9, 36, 84, 126, 126, 84, 36, 9, 1
Expansion:
(2𝑥)9 + 9(2𝑥)8(−1) + 36(2𝑥)7(−1)2 + 84(2𝑥)6(−1)3 … ..
Coefficient for x3 will be (84)(2)3(−1)6 = 672

Q15: D
The rate of change of cheese mass equals the rate of formation – rate of removal of cheese from the
scales
𝑑𝐺
= 𝑘𝐺 – 10
𝑑𝑇
90 = 150𝑘 − 10
2
𝑘=
3
𝑑𝐺
= 50, 𝐺 = 90.
𝑑𝑡

Q16: B
2
𝑑𝑦 (7𝑥 + 3)𝑦5
=
𝑑𝑥 𝑥
−
2 (7𝑥 + 3)
∫ 𝑦 5 𝑑𝑦 = ∫ 𝑑𝑥
𝑥
5 35
𝑦 = 7𝑥 + 3𝑙𝑛𝑥 + 𝑐
3
When y = 5, x = 3:
5 3
(5)5 = 21 + 3𝑙𝑛3 + 𝑐
3 5 3 8
5 1
Here, we can add the 5 from the 5/3 into the indices, as 5 = 55, therefore 3 (5)5 = 3 (5)5
1
𝐶 = (5)8/5 − 21 − 3𝑙𝑛3
3

360
Q17: D

 Translated horizontally left by 4

o Replace 𝑥 with (𝑥 + 4)
o 𝑦 = √5(𝑥 + 4) − 2
o 𝑦 = √5𝑥 + 18
 Translated vertically down by 6
o Replace 𝑦 with 𝑦 + 6
o 𝑦 + 6 = √5𝑥 + 18
 Vertical reflection in the axis 𝑦 = 0
o Replace 𝑦 with – 𝑦
o −𝑦 = √5𝑥 + 18 − 6
 Stretch factor 1 in the y-axis
3
o Replace 𝑦 with 3𝑦
o −3𝑦 = √5𝑥 + 18 − 6
 Stretch factor 2 in the 𝑥-axis
1
o −3𝑦 = √5( 𝑥) + 18 − 6
2
5
√ 𝑥+18−6
Thus, 𝑦 = − 2
3

Q18: E
Find the equation of the circle by completing the square:
𝑥2 − 12𝑥 + 𝑦2 − 10𝑦 + 12 = 0
(𝑥 − 6)2 − 36 + (𝑦 − 5)2 − 25 + 12 = 0
(𝑥 − 6)2 + (𝑦 − 5)2 = 49
Radius = 7, centre (6, 5)

1
Area of triangle = × 23 × 24 = 276
2
Circle area = 49𝜋
Shaded area = 276 − 49𝜋

Q19: F
𝑀 = 𝑎𝐵𝑛
log 𝑀 = log𝑎 + 𝑛 log𝐵
Thus, the gradient is 𝑛 therefore, 𝑛 = 5, and the y-intercept is log 𝑎 therefore, 𝑎 = 10−1 = 0.1

361
Q20: E
1 1
Given that sin 𝑥 = , 𝑠𝑖𝑛2 𝑥 =
3 9
𝑐𝑜𝑠2𝑥 = 1 − 𝑠𝑖𝑛2𝑥
8
𝑐𝑜𝑠2𝑥 =
9
2√2
cos 𝑥 = ±
3
𝑠𝑖𝑛 𝑥 1 3 √2
tan 𝑥 = = × =±
𝑐𝑜𝑠 𝑥 3 2√2 4
As sin(x) is positive, the signs of both cos(x) and tan(x) must be the same (i.e. if cos is positive, tan will be;
if cos is negative, tan must also be negative). Therefore:
11√2
cos 𝑥 + tan 𝑥 = ±
12
11√2 11√2 121
− × =−
12 12 72

362
Q1: C
2𝑥 + 𝑦 = 2𝑎 can be rearranged to 𝑦 = 2𝑎 – 2𝑥
Sub into equation 1:
2𝑥2 + 3𝑥(2𝑎 – 2𝑥) = 4
2𝑥2 + 6𝑎𝑥 – 6𝑥2 = 4
−4𝑥2 + 6𝑎𝑥 − 4 = 0
Using the discriminant,
b2 – 4 a c = 0 if there is only one real root
(6𝑎)2 – (4 × −4 × −4) = 0
36𝑎2 − 64 = 0
16
𝑎2 =
9
4 4
𝑎 = 𝑜𝑟 −
3 3

Q2: B
Sum of the first 10 terms = 5(2𝑎 + 9𝑑)
Sum of the first 16 terms = 8(2𝑎 + 15𝑑)
10𝑎 + 45𝑑 = 16𝑎 + 120𝑑
−6𝑎 = 75𝑑
25
𝑎 = − 2
𝑑

Q3: C
2𝑥3 + 5√𝑥
4
∫ 𝑑𝑥
2
𝑥4
Separate out variables
4 7
= ∫ 2𝑥−1 + 5𝑥− 2 𝑑𝑥
2
−5 4
= [2𝑙𝑛𝑥 − 2𝑥 2 ]
2
−5 −5
= (2𝑙𝑛4 – 2(4 2) ) – (2𝑙𝑛2 – 2(2 2))
1 3
= (𝑙𝑛 16 − 2( ) ) – ( 𝑙𝑛 4 − 2−2)
32
1 −3
= 𝑙𝑛 4 − +2 2
16

363
Q4: G
𝑉 = 𝐴𝑘 𝑡
When t = 0, 𝑉 = 𝐴 = 3000
When t = 2, 9000 = 3000𝑘2
3 = 𝑘2
𝑘 = √3
when V = 270000,
𝑡
270,000 = 3000√3
𝑡
90 = 32
8100 = 3𝑡
𝑡 = log3 8100 = 2 log3 90
The year will be 2000 + 𝑡, so is G, 2000 + 2 log3 90

Q5: G
Split each number into its factors:
12𝑎−𝑏 × 36𝑎+𝑏 (3 × 4)𝑎−𝑏 × (32 × 4) 𝑎+𝑏
= (32)3𝑎+𝑏 × (42) 𝑎
93𝑎+𝑏 × 16𝑎
3𝑎−𝑏 × 4𝑎−𝑏 × 32𝑎+2𝑏 × 4𝑎+𝑏
=
36𝑎+2𝑏 × 42𝑎
33𝑎+𝑏 × 42𝑎
= 6𝑎+2𝑏
3 × 42𝑎
1
= 3𝑎+𝑏
3

Q6: B

 y intercept is at 19
 the gradient is positive at first, so positive x3
 A is a negative cubic graph, C is a quadratic, D and E are reciprocal graphs

364
 Q7: A
A1 = 𝑥
1
A2 = 3𝑥 +
3
1 1 4
A3 = 3 (3𝑥 + ) + = 9𝑥 +
3 3 3
4 1 13
A4 = 3 (9𝑥 + ) + = 27𝑥 +
3 3 3
13 1 40
A5 = 3 (27𝑥 + ) + = 81𝑥 +
3 3 3
40 1 121
A6 = 3 (81𝑥 + ) + = 243𝑥 +
3 3 3
121 40 13 4 178
A6 + A5 + A4+ A3= 243𝑥 + + 81𝑥 + + 27𝑥 + + 9𝑥 + = 360𝑥 +
3 3 3 3 3
178
360𝑥 + = 30
3
1080𝑥 + 178 = 90
1080 𝑥 = −88
−88
𝑥=
1080

Q8: A
𝑑𝑦
= 48𝑥3 + 15𝑥2 + 14𝑥 + 3
𝑑𝑥
Where x = 2, gradient = 475 and y =267
The equation of the tangent is 𝑦 = 475𝑥 − 683

Q9: D
𝑥 −3
𝑓(𝑔(𝑥)) = 𝑓(4𝑥 − 2) =
2
Find the transformation that takes (4x-2) to 𝑥−3
2

 divide by 8, then -1.25

 therefore f(x) = 𝑥 − 1.25
8
𝑥2−2 𝑥2−12
 so 𝑓(𝑥2 − 2) = − 1.25 =
8 8
Q10: E
K: A : J

 for biscuit boxes:

 3𝑥 ∶ 12𝑥 ∶ 𝑥 = 3: 12: 1
 for biscuits, the ratio remains the same:
 12𝑥 = 𝑥 + 33, 𝑥 = 3
 therefore, there were 36 + 9 + 3 = 48 biscuits in total, 8 boxes. In a month 32 boxes

365
Q11: B
Candidate must identify that any stretch or reflection of the reciprocal graph will only fill 2 quadrants,
eliminating options A and C. Likewise with the ln x graph, hence options D, E and F are eliminated. For
option G, the minimum y coordinate is usually -1, which would be translated to 1 (by a translation 6 upwards,
and then squashed by a factor of 5 in the vertical direction).

Q12: F
This is a 3D Pythagoras Question.

8cm
5cm

5cm
12cm 12cm

Use pythagoras’ theorem to see that

122 + 5 2 = 132, therefore the hypotenuse is 13cm long

8cm

13cm
Here the hypotenuse is √233. The candidate should recognise that this is just over 15cm.
The answer is 17 − √233

Q13: A

Q14: C
 line 2, the symbol should be → not ↔, because if x is negative, the first line is not possible.
 line 3 the symbol should be ↔ not →
 line 4, the solution should be ±√125, or the arrow should just be → not ↔.

366
Q15: E
The fact that it has rained and been hot for 3 days is not important, the probability is still the same for
each day. The easiest way to see the answer is to draw a probability table.

Hot Not Hot Total

Raining 0.55

Not Raining 0.15

total 0.42 1.0

From this we can see the probability of it being hot will be 1.0 – 0.42 = 0.58
the probability of it raining and being hot must be 0.58 – 0.15 = 0.43
the probability of it raining and not being hot must be 0.55 – 0.43 = 0.12
the probability of it not raining 1.0 – 0.55 = 0.45
the probability it is not raining and not hot must therefore be 0.3
Q16: G
Since 𝑥2 = 2𝑥 + 5 → 𝑥 = ±√2𝑥 + 5, there is one incorrect solution, coming from 𝑥 = 1 − √6, caused
by an error made in line 2.

Q17: D
Candidate should recognise the shape of the 3lnx graph and understand that a negative gradient will only
cut the graph once for any value.

Q18: C
We use algebra to write each type of number. A number must always be a multiple of 3, 1 more than or 1
less than a multiple of 3. Therefore, we can test all numbers using the values n = 3k, n = 3k + 1, n = 3k -1.

Q19: A
202 + 212 = 292
The smallest triple is 32 + 42 = 52 . If this is not known, it can easily be worked out by writing down all the
square numbers until you see 2 that will add to make another one.
Sum of the integers in both equations = 20 + 21 + 29 + 3 + 4 + 5 = 82
Product of the two largest numbers minus the 2 smallest numbers from both equations = (29 + 21) +
(3 + 4) = 57
HCF of 57 and 82:
82 factors: 1, 2, 41, 82
57 factors: 1, 3, 19, 57
HCF = 1

Q20: E
3 and 4 are incorrect, because the middle line is the median and the median of A is bigger than B

367
Q1: B
𝑆3 = 18 = 3𝑎 + 3𝑑, so 𝑎 + 𝑑 = 6 ,which is also 𝑎 = 6 − 𝑑. We also know that 𝑎 + 4𝑑 = 𝑘. Thus 3𝑑 =
𝑘 𝑛(𝑛−1) 𝑛 2𝑑 𝑛𝑑 𝑛𝑘 𝑛 2𝑘
𝑘 − 6, 𝑑 = − 2. The formula for 𝑆𝑛 = 𝑛𝑎 + 𝑑 = 6𝑛 − 𝑛𝑑 + −
2
= 6𝑛 − + 2𝑛 + 6
−
3 2 2 3
𝑛𝑘 𝑛𝑘 𝑘𝑛2
𝑛2 − + 𝑛 = 9𝑛 − + − 𝑛2 (using the substitutions of 𝑎 and 𝑑).
6 3 6

𝑘𝑛 2
This last expression has only two terms which might be non-integers, 𝑛𝑘 𝑎𝑛𝑑 . To make the latter an
3 6
integer for every value of 𝑛, 𝑘 must be a multiple of 6, which also implies it is a multiple of 3. It is not
necessary for 𝑘 to have a factor of 18, as 𝑘 = 24 works (common difference is 1, all terms integers which
means all sums are integers). It is definitely not necessary for 𝑘 to be odd as that contradicts it being a
multiple of 6. Thus, the answer is I only.

Q2: A
Using trigonometric identities, cos 2𝑥 = 1 − 2 sin2 𝑥 , sin 2𝑥 = 2 sin 𝑥 cos 𝑥. This means that sin 2𝑥 =
1−cos 2𝑥
𝑛𝜋
cos 𝑥 . We then know the critical values of 𝑥 are when cos 𝑥 is equal to 0 (𝑥 = ). The other part of the
sin 𝑥 2
expression has only 1 critical value at 𝑥 = log3 2. All that’s left to determine is whether they are positive
or negative around these values.

(3𝑥 − 2) is increasing, so it must be below the x-axis before 𝑥 = log3 2 and positive after. We only need
to consider 𝜋 which is the only critical value in range for this problem, and both sin 𝑥 and cos 𝑥 are positive
2
𝜋
at 𝑥 = 0, so the graph must be positive before 𝑥 = and negative after. We are looking for where they
2
𝜋
have the same sign, and we know that log3 2 < 1 (as log3 3 = 1) so it must be log3 2 ≤ 𝑥 ≤ .
2

Q3: A
(5 𝑥) 2 2
25𝑥−1 = 52𝑥−2 = so, we make the substitution 𝑦 = 5𝑥 . This gives us 𝑦 + 6 = 𝑦.
25 25
1±√1−4× 6
We can then immediately use the quadratic formula to get 𝑦 = 25
= 25±√25. Which means 𝑦 =
2
2
25

10 𝑜𝑟 𝑦 = 15. i.e. 5𝑥 = 10 𝑜𝑟 5𝑥 = 15. log5 10 = log5 5 + log5 2 and log5 15 = log5 5 + log5 3 so the
3
difference is log5 3 − log 5 2 = log 5 ( ).
2

368
Q4: B
To find an equidistant line, we must find the line which joins the two centres, take its midpoint, and find the
line through it with the perpendicular gradient.

The circles can be rearranged to be (𝑦 + 3)2 + (𝑥 − 2)2 + 12 − 9 − 4 = 0 ∶ (𝑦 + 3)2 + (𝑥 − 2)2 = 1 and

(𝑦 − 1)2 + 𝑥2 = 92. This means their centres are at (2, −3) and (0, 1). The joining line then has gradient
−3−1 = −2, so its perpendicular has gradient 1 . We also know its midpoint is (
2+0 1−3
, ) = (1, −1). Finally,
2−0 2 2 2
1
the line must be 𝑦 + 1 = ( 𝑥 − 1) ∶ 𝑦 = 𝑥 − 3 .
2 2 2

Q5: B
To find the former, we follow the marble’s path and calculate distances with Pythagoras. The first movement
has distance √(7 − 4)2 + (2 − 6)2 + (12 − 0)2 = √9 + 16 + 144 = √169 = 13. The second movement
has distance √81 + 169 + 25 = √275 = 5√11.
The overall distance is simply the distance form the first to the third point which is √144 + 81 + 49 =
√274.

2
The difference of the square of these distances is (13 + 5√11) − 274 = 169 + 130√11 + 275 − 274 =
170 + 130√11 = 10(17 + 13√11).

Q6: A
We must first find the stationary points. So, as usual we differentiate, set to 0 and solve for 𝑥. 𝑓′(𝑥) =
5 1
15𝑥2 − 5 = 0 tells us that 𝑥2 = ; 𝑥 = ± . To find the co-ordinates of the stationary points, we then
15 √3
1
find the corresponding 𝑦 values. 𝑓 ( ) = 5
−
5
+6 = 6−
10
and 𝑓 (
−1
)=
−5
+ 5 +6=6+ 10
.
√3 3√3 √3 3√3 √3 3√3 √3 3√3

2 2 20 2 2 100
The distance between the 2 points is found via Pythagoras as distance = √( ) + ( ) = √1 +
9
=
√3 3√3 √3
2√109
.
3√3

Q7: B
Obviously, this question could be done by brute force, but there is a much quicker way. 3015 =
(1 + 3 × 102 )5. If we treat this like a binomial expansion, we are looking for the coefficient of 105. If we
look at the first few terms, (301)5 = 1 + 5 × 3 × 102 + 10 × 9 × 104 + 10 × 27 × 106 + ⋯. The later
terms will be too large, and it is clear here the only 105 term here will have coefficient 9.

369
Q8: D
1 1
− −
The formula for 𝑥𝑛+1 can be rewritten in the form 𝑥𝑛+1 = 𝑥𝑛 2. We can then say that 𝑥𝑛+2 = (𝑥𝑛+1 ) 2 =
1 𝑘 −1
(−1)
𝑥4𝑛. What we have found is that 𝑥𝑛+𝑘 = (𝑥𝑛) 2 . As we know that 1000 = 999 + 1, 𝑥1000 = (𝑥1) 2999 =
−999 −999
(103)−2 = 10−3×2 .

Q9: A
We first determine what 𝑓(𝑥) is;
(4𝑥2 − 7𝑥 + 1)(2𝑥 − 𝑞) = 8𝑥3 − 14𝑥2 + 2𝑥 − 4𝑞𝑥2 + 7𝑞𝑥 − 𝑞

𝑓(𝑥) divided by (𝑥 + 2) is the same as 𝑓(−2) = 8 × −8 − (14 + 4𝑞) × 4 + (2 + 7𝑞) × (−2) − 𝑞 =

−31𝑞 − 124 = −312. This gives us 𝑞 + 4 = 31, so 𝑞 = 27.

Q10: D
With integrals with modulus signs in, we typically split the integral range into the parts where the modulus
function is defined properly i.e.
2 1 2
∫ |𝑥 − 1|(3√𝑥 − 𝑥 √𝑥 )𝑑𝑥 = ∫ (1 − 𝑥)(3√𝑥 − 𝑥 √𝑥 )𝑑𝑥 + ∫ (𝑥 − 1)(3√𝑥 − 𝑥 √𝑥 )𝑑𝑥
0 0 1

You can notice here that the integrand is identical except for a minus sign in the 2 integrals on the right.
This means we don’t have to integrate two different functions, only 1, and change what we substitute in as
limits.
7 5 3 1
1 1 5 3 1 2𝑥2 8𝑥2
If we take the first integral, ∫0 (1 − 𝑥)(3√𝑥 − 𝑥√𝑥 )𝑑𝑥 = ∫0 𝑥2 − 4𝑥2 + 3𝑥2 𝑑𝑥 = [ − + 2𝑥2] . But
7 5
0
7 5 3 1
2𝑥2 8𝑥2 2 8
we then know that the second integral is just [ − + 2𝑥2] . So, we simply calculate 2 ( 7 − 5 + 2) −
7 5
2
7 5
3 24 4
2×22 8×22 48+4√2
( − + 2 × 2 ) = 2 ( ) + √2 ( ) =
2 .
7 5 35 35 35

Q11: F
2 1 2
The function is symmetric about 1, which means ∫1 𝑓(𝑥)𝑑𝑥 = ∫0 𝑓(𝑥)𝑑𝑥. This implies that ∫0 𝑓(𝑥)𝑑𝑥 =
1 1 1 2 1
2 ∫0 𝑓(𝑥)𝑑𝑥. Making this substitution, we get a quadratic in ∫0 𝑓(𝑥)𝑑𝑥 with ( ∫0 𝑓(𝑥)𝑑𝑥) + 4 ∫0 𝑓(𝑥)𝑑𝑥 −
1 1 1 2 2
12 = 0 = ( ∫0 𝑓(𝑥)𝑑𝑥 + 6)( ∫0 𝑓(𝑥)𝑑𝑥 − 2). This gives us ∫0 𝑓(𝑥)𝑑𝑥 = ∫1 𝑓(𝑥)𝑑𝑥 = 2 or ∫1 𝑓(𝑥)𝑑𝑥 =
−6.

370
Q12: A
This question relies on noticing the reason for not combining the constant terms inside each large square
2 2
root. They are both in fact square numbers. The expression is equal to √(5 − 2√5) + √(√5 − 4) . As √
implies taking the positive root, we do have to determine whether these are positive or negative; √5 <
√9 = 3 < 4, so it is clear that 4 − √5 > 0 but for the first, it is slightly closer. However, 2 < √5 which
2
means that 2√5 < (√5) = 5, so 5 − 2√5 > 0. This means our sum is equal to 5 − 2√5 + 4 − √5 = 9 −
3√5.

Q13: C
Possibly the simplest way to consider this problem is to look at the number of patients who will survive.
𝑝
From splitting the wards up, we know that the number of patients who will survive is 3𝑞 + . We also know
5 9
it is 𝑝+𝑞 by taking the number of people in the whole hospital, and the overall survival rate. By rearranging
4
25𝑝
the fractions, we get 108𝑞 + 20𝑝 = 45𝑝 + 45𝑞; 63𝑞 = 25𝑝; 𝑞 = . And 𝑞 was the number we were
63
looking for.

Q14: C
The first thing to notice is these events are not mutually exclusive, so we cannot find their independent
probabilities and multiply them. The easier to work with is the latter; the probability that we get 2 heads in
the last three tosses is simply the probability the last three tosses come up as one of 𝐻𝐻𝑇, 𝐻𝑇𝐻 or 𝑇𝐻𝐻.
Each of these is equally likely, with probability 1, so the probability of this is 3. If we know that both events
8 8
occurred, then we must have gotten more than (4 − 2) = 2 heads in the first 4 tosses. This just means
getting 2, 3 or 4 heads in 4 tosses. Each sequence is equally likely (with probability 1 ) and the sequences
16
which we care about are 𝐻𝐻𝐻𝐻, 𝐻𝐻𝐻𝑇, 𝐻𝐻𝑇𝐻, 𝐻𝑇𝐻𝐻, 𝑇𝐻𝐻𝐻,
𝐻𝐻𝑇𝑇, 𝐻𝑇𝑇𝐻, 𝐻𝑇𝐻𝑇, 𝑇𝑇𝐻𝐻, 𝑇𝐻𝑇𝐻, 𝑇𝐻𝐻𝑇. There are 11 of these.

Now, with this event described as “getting more than 2 heads in the first 4 tosses and 2 in the last 3 tosses”,
the events are independent, because there is no dependence of any 1 toss on any other. This means we can
3
multiply probabilities, and we get the answer to be 11 × = 33 .
16 8 128

371
Q15: D
This is a problem about counting. The boxes are indistinguishable, which means we only care about how
the balls are distributed, not specifically which boxes they are in.
A good way to approach these is to have an order to the counting. We shall do it based on how many boxes
are empty at the end:

0 – This is only true if there is 1 ball in each box, and there is only one way to do this.

1 – There must be two balls in 1 box and 1 in the other 3. The two balls could both be blue, both be red,
or be 1 of each.

2 – There are two possibilities here, a 3, 1, 1 split, or a 2, 2, 1 split. In the former case, the 3 balls could be
all red, 2 red 1 blue, or all blue. Either way they uniquely determine the other balls. In the latter case, we
consider where the two blue balls are; they could be in the same box, one could be in each of the boxes
with 2 balls in, or one could be in a 2 box and the other in the 1 box. As there are no other ways to
distribute the blue balls, this is an exhaustive list.

3 – All balls being only in 2 boxes means they are split 1, 4 or 2, 3. In the former, there are 2 possibilities,
the single ball is red, or it is blue. In the latter, there are 3 possibilities for the box with two balls in, RR,
BB or RB, but no matter what this also determines what is in the other box.

4 – Only one way, all the balls are in the same box

Summing these possibilities, we have 16 ways.

Q16: A
It is not strictly necessary to expand these brackets to find the answer to this question, however that is
𝑥 3 𝑥3 3𝑥2 3𝑥 3𝑥2 3𝑥 3 3𝑥 3
how we’ll solve it. ( + 1) = + + + 1. 𝑓′(𝑥) = + + ; 𝑓′′(𝑥) = + . Then, to find
2 8 4 2 8 2 2 4 2
𝑓′′(2), we substitute in to get our answer; 3.

Q17: C
Instead of trying to calculate sums involving 53 , we can treat this like a factorisation problem. We are told
that (4𝑥 − 3) & (𝑥 − 5) are the only roots, so we can deduce their powers in the factorisation of 𝑓(𝑥) by
looking at the constant term. 75 = 52 × 3 which means our polynomial must be equal to (4𝑥 − 3)(𝑥 − 5)2.
From here, we can simply expand this and find our answer; (4𝑥 − 3)(𝑥 − 5)2 = (4𝑥 − 3)(𝑥2 − 10𝑥 +
115
25) = 4𝑥3 + 53𝑥2 + 58𝑥 − 75. Then our average is 4+53+58 = .
3 3

372
Q18: D
We first differentiate the function, to get 𝑓′(𝑥) = 5𝑎𝑥4 + 2𝑥3 + 𝑐. We are told this at 𝑥 = 1; 5𝑎 + 2 +
𝑐 = −𝑎2.
2
2 𝑎𝑥 6 𝑥5 𝑐𝑥 2 32𝑎 32
Our integral can be found in terms of 𝑎 and 𝑐 as well; ∫ 𝑓(𝑥)𝑑𝑥 = [ 6 + 10 + 2𝑎
32𝑎 032
] = 3 + 10 + 2𝑐. First
2 0 4
of all, we can substitute for 𝑐 to get 2 𝑓(𝑥)𝑑𝑥 = + − 2𝑎2 − 10𝑎 − 4 = 2
.
∫ − − 2𝑎
0 3 10 3 5

4
This is a negative quadratic, so we can find its maximum point by completing the square. 2𝑎 − − 2𝑎2 =
3 5
𝑎 2 1 2 1 2 2 1 67
−2 (𝑎2 − + ) = −2 ((𝑎 − ) − + ). The maximum value of this is therefore ( − ) × −2 = .
3 5 6 36 5 5 36 18

Q19: C
It cannot be 9+3√6
2
These three terms must be of the form 𝑎𝑟𝑛 for some 𝑎 and some 𝑟, with 𝑛 ≤ 7. The ratio between any
2 2
two of them is 2, which means 𝑟 = or 𝑟 = √ , as the terms could be consecutive or spaced two apart
3 3 3
2 4
(they must be evenly spaced due to the ratio between 1: and 2 : being equal).
3 3 9

1
If the former, if 𝑎0 = 1, 𝑆∞ = 1−2 = 3. But it may not start at 1. Starting at the term before 1, i.e. 3, the sum
2
would be 3 9, and another3 further back 9 9 27
3+ = .
2 2 𝑆∞ = 2 + 4 = 4

2 1 3+√6
Alternatively, if we consider the starting point of 1 with 𝑟 = √ , 𝑆∞ = = √3 = = 3 + √6. If
3 2 3−2
1−√ √3−√2
3

we consider starting at terms earlier than 1 as we did in the previous case, we must remember we can only
3
take one step backwards before 4 is the 7𝑡ℎ term. Thus, 3 + √6 + √ is a possible solution but 𝑆 =
9 2 ∞
3
2
2
3√3
= 2√3−2√2 = 3 (3 + √6) = 9+3√6 is not a possible solution, as it would force 4 to be the 8𝑡ℎ term.
1−√ 2 2 9
3

Q20: D
The right-hand side can be converted, by combining the fractions, into 6
, which is 6 sec2 𝑡. Then, by
1−sin 2 𝑡
integrating, we get 𝑥 = 6 tan 𝑡 + 𝐴.
6 1 𝜋
Using the initial condition, 𝐴 = − . Then, substituting 𝑥 = 6 (√3 − ) at 𝑡 = . This simplifies to 4√3, by
√3 √3 3
combining and rationalising the denominator.

373
Q1: D
“𝐴 only if 𝐵” is equivalent to the statement “𝐴 implies 𝐵” or “if 𝐴 then 𝐵” for properties 𝐴 and 𝐵. So, we
are looking for a 𝑝 which satisfies 𝐴 and not 𝐵. In this case, that is a prime number which is not 3 more
than a multiple of 4. The only number satisfying that is 11, as 19 = 16 + 3 and 27 is not prime.

Q2: C
“𝐴 only if 𝐵” is equivalent to the statement “𝐴 implies 𝐵” or “if 𝐴 then 𝐵” for properties 𝐴 and 𝐵. Thus, as
we seek a counterexample, we seek a function which is 𝐴 and not 𝐵 i.e. has a zero integral from 0 to 2𝑎,
and has no line of symmetry at 𝑥 = 𝑎. II fits this description and both of the other two satisfy the opposite
i.e. they have non-zero integral over the range and do have a line of symmetry at 𝑥 = 𝑎.

Q3: F
For any “if 𝐴 then 𝐵” statement, what makes it false is if there is an entity which is both 𝐴 and not 𝐵. In this
case, that is a number 𝑝, which is prime, that is both expressible as 𝑝 = 4𝑘 + 1 and not expressible as 𝑝 =
𝑎2 + 𝑏 2. This last part is the same as saying 𝑝 ≠ 𝑎2 + 𝑏2 for all 𝑎, 𝑏. i.e. The answer is F.

Q4: C
II and III clearly can both be true, if 𝑓(0) < 0 then it will always stay below the x-axis, so the integral will
also be less than 0. However, clearly, I can’t be true with both these, IV can’t be true as it would require
the curve to be above the x-axis between 6 and 7, but it can’t increase in this interval (as it is strictly
decreasing). For V to be true, the function must be such that 𝑓(7) = 0 and it is rotationally symmetric
(order 2) about (7,0), which means it then can’t be less than 0 on both sides of 𝑥 = 7, so II can’t be true
at the same time as V. So, we have found 2 which are true simultaneously, so we just need to rule out if
there is a group of 3 that’s possible (if we can’t, we just move to 4 etc).

Unfortunately, I is incompatible with V for the same reason that II is incompatible with V. This means the
set of 3 would need to include both III and IV (as it can’t include II and can’t include both I and V) and we’ve
already shown they are incompatible. So, the maximum is 2.

374
Q5: C
By drawing the circle and tangent, the error becomes
relatively clear. The angle that would be equal to 𝛼 using
the alternate segment theorem would be ABC, not ACB as
is calculated in the question, so the result is clearly false.
To find the error, notice that angle BAO has nothing to do
with 𝛼, and it is in fact angle CAO that is (90 − 𝛼)°. So,
the error is on line III.

Q6: D
2ℎ
From the formula, the volume of a cone is 𝜋𝑟 . We know
3
3 21
the radius of the circular base is 2 and volume is 14 so 14 × =ℎ= . We also know the cone’s base is
4𝜋 2𝜋
in the 𝑧 = 1 plane, which means its vertex must have 𝑧 co-ordinate 21 + 1. The vertex also lies on the line
2𝜋
21
parallel to the z-axis which passes through the centre, which means the vertex must be at (4, 1, + 1).
2𝜋
3(7+2𝜋)
Thus, the sum of these is 21 +6= .
2𝜋 2𝜋

Q7: E
The volume of the shape is given and is 1 𝑎2ℎ. The area of one of the triangular faces is unclear, and we
3
don’t know the slanted height of the triangle. We can calculate it using Pythagoras and knowing that the
distance from the midpoint of the base of the triangle to the centre of the square is 𝑎 , which means the
2
𝑎2
slanted height of one triangle is ℎ′ = √ + ℎ2.
4

Q8: D
For I, it might initially seem to be true. However, try to draw a function which is strictly increasing. You will
see it is possible for it to be stationary, but only if it is an inflection point. You can also just think of some
polynomials and see that 𝑝(𝑥) = 𝑥3 is strictly increasing everywhere, but 𝑝′(0) = 0. Thus, this is not
necessary (but it is sufficient).

For II, this is neither necessary or sufficient, as one can draw any line which is increasing but entirely above
or below the x-axis in the range 𝑎 ≤ 𝑥 ≤ 𝑏, and this is a counterexample.

𝑎+𝑏
For III, we know, if 𝑎 ≠ 𝑏, that 𝑎+𝑏 < 𝑏. This means that 𝑝 ( ) < 𝑝(𝑏) i.e. 𝑝(𝑏) > 0. So, this is necessary.
2 2

375
Q9: E
A Venn diagram shows this the most quickly. The shaded areas below are, respectively,

The event in question is outside the 𝐴 circle, and inside one of the two other circles (the shaded region in
the right hand picture). This is equivalent, as you can see, to the intersection between 𝐵 𝖴 𝐶 (left hand
picture shaded region) and 𝐴𝐶 (middle picture shaded region).

Q10: H
III must be true just because a rhombus has 4 equal side lengths.

Because of the fact that opposite angles in a cyclic quadrilateral add to 180°, and the fact that opposite
angles in a rhombus are equal, all the angles in this rhombus must be 90°, which actually makes it a square.
Then, because angle 𝐴𝐵𝐶 is 90°, the line 𝐶𝐴 must be a diameter. This shows that 𝐶𝐴 = 2𝑟. And finally, the
triangle 𝐴𝐷𝐶 is therefore also isosceles, and angle 𝐴𝐷𝐶 being 90° then implies that angle 𝐷𝐴𝐶 = 45°.
Because tangents and radii are perpendicular to each other, angle 𝑃𝐴𝐶 is 90°. Thus, angle 𝑃𝐴𝐷 = 45°. So,
all of them are in fact necessary.

Q11: F
“There not existing a counterexample” to a statement just means the statement is true. So, a subsistent
relationship would be one in which 𝐴 implies 𝐵. Thus, a relationship which is not subsistent would be one
in which 𝐴 does not imply 𝐵.

In the case of I, congruence does imply similarity, so this is subsistent.

For II, there is no relationship between the value of a function at the limits of an integral, and its integral
between those two limits, so long as there are no other restrictions on the function. So, this is not subsistent.

For III, the statement is true; if we take 𝑥 to be any value greater than 3, both |𝑥 − 3| > 0 and |𝑥 + 5| > 0,
so their product must be positive. Thus, 𝐴 implies 𝐵, making this relationship subsistent.

376
Q12: D
This curve is a counterexample to both I and II, and the gradient of the curve is certainly increasing all the
time.

For III, it is actually true. Intuitively, at 𝑥 = 0, both curves have equal gradient, 𝑚. But, the gradient of 𝑓(𝑥)
will increase as soon as it moves past 0. This means it will be higher than the tangent line for any 𝑥 later
than 0. The line, at 1, is at point (1, 𝑚) by its equation. Thus, we know from the argument that 𝑓(1) −
𝑓(0) ≥ 𝑚.

Q13: A
The probability of this happening specifically to John is 1 , as he had a 1 chance of getting picked both times
𝑁2 𝑁
independently. The probability it happens to someone else now, is the probability it is anyone other than
𝑁−1 1
John next ( ) and then that it is precisely that person the time after that ( ). Thus, the probability of the
𝑁 𝑁
event is 𝑁−1
2
. As 𝑁 > 2, this is greater than what happened to John.
𝑁

Q14: H
This question can be performed by creating a quadratic in sin 3𝑥, solving for the critical values and checking
the intervals, but it is much easier to do by inspection of each term.
1
First, we replace cos2 3𝑥 with 1 − sin2 3𝑥 to obtain −(3 + sin2 3𝑥) (sin 3𝑥 + ) ≤ 0. The first bracket
2
1
here is always > 0, so we really just need to find when (sin 3𝑥 + ) ≥ 0. The critical values for this are at
2
3𝑥 = 210° and 3𝑥 = 330°. Noting that sin 90 = 1, we can deduce the intervals we want is 0 ≤ 3𝑥 ≤
210, 330 ≤ 3𝑥 ≤ 360. By dividing by 3, and using the fact that 3𝑥 = 570°, 690°, 930°, 1050° are also
critical values, we deduce the intervals we want are 0 ≤ 𝑥 ≤ 70, 110 ≤ 𝑥 ≤ 190, 230 ≤ 𝑥 ≤ 310, 350 ≤
𝑥 ≤ 360. Thus, our answer is 240 and 4.

377
Q15: G
As the y-axis is a line of symmetry, we know that the angle between sides of length 𝑎 & 𝑏 is a right angle
1
(angles in a semicircle). Thus, we know the area of the kite is 2 × 𝑎𝑏 sin 90 = 𝑎𝑏 . Thus, our equality states
2
2𝜋±√4𝜋 2+4𝑎𝑏𝜋 𝑎𝑏
𝜋𝑟2 − 𝑎𝑏 = 2𝜋𝑟. This is a quadratic in 𝑟, which has solutions 𝑟 = = 1 ± √1 + . While it is
2𝜋 𝜋
tempting to say that this has one solution when the discriminant is zero, 𝑎𝑏 must be positive, so the
discriminant is never zero. It is even more tempting to say that this means there are no solutions for 𝑎𝑏.
𝑎𝑏
However, 1 + > 1, because 𝑎𝑏 is positive, which means one of the solutions for 𝑟 is negative. As this is
𝜋
impossible, in fact there is always only 1 solution for 𝑟, for any value of 𝑎𝑏.

Q16: C
Any regular polygon is made up of triangles. In the case of an octagon, we can add a point at the centre and
draw lines to each vertex. These are all isosceles, with repeated edge length equal to the radius of the circle
the octagon fits inside. In this case, the radius of the circle can be found by rearranging the equation, into
(𝑥 − 2)2 + (𝑦 + 14)2 − 4 − 196 = 25; (𝑥 − 2)2 + (𝑦 + 14)2 = 152.
The area of all 8 triangles is then the area of the octagon. We also know that the angle at the centre of the
circle for each triangle is equal, and all add to 360°. This means the angles are all 45°. The area of any 1
152
triangle is then 1 × 𝑟2 sin 45 = . We multiply this by 8 to get the area of the octagon as 225 × 2√2 =
2 2√2
450√2.

Q17: C
𝜋 𝜋
To start, we must notice that, just as sin 𝑥 = cos (𝑥 − ), cos (𝑥 + ) = − sin 𝑥. With this, we can convert
2 2
1
our summand into sin (𝑘 + ) 𝜋 − sin (𝑘 + 1 + 1) 𝜋. This means we have a telescoping sum
3 3
1 1 𝜋
i.e.∑ sin (𝑘 + ) 𝜋 − sin (𝑘 + + 1) 𝜋 = (sin − sin ( 4𝜋 )) + (sin 4𝜋 − sin 7𝜋 ) + ⋯. What this means is
3 3 3 3 3 3
𝜋
that every term will be cancelled out by the next, until you are left with sin − sin 94𝜋 . We can calculate
3 3
the latter term using the fact sin 𝑥 + 2𝜋 = sin 𝑥, so we can keep subtracting 2𝜋 until we can work it out.
4𝜋
94𝜋 = 15 × 2𝜋 + .
3 3

𝜋4𝜋 1 1
So, our answer is sin − sin = − (− ) = 1.
3 3 2 2

378
Q18: E
There is not really a much better way to calculate this other than drawing a 6 × 6 grid and attempting to fit
as many people on as possible to cover every square. Each person can cover a maximum of 5 squares – the
one they are dancing on and the 4 adjacent squares. However, in order to block off the corner squares,
either the corner square itself or an adjacent edge square must have a dancer on. These cases cover 3 and
4 squares respectively, so we should try to cover all corners with adjacent edge squares. Much of the pattern
fills itself in as you attempt to cover any square with only one remaining neighbour.
The answer is found to be 11 people.

Q19: F
5
From the sine rule for area of a triangle, we know that 9𝑏 sin 𝜃 = 9𝑏’ sin 𝜃 + 5. Thus, 𝑘 = . If 𝜃
9 sin 𝜃
𝜋 5 √2
varies form 𝜋 𝑡𝑜 , sin 𝜃 varies from 1 𝑡𝑜 1. 𝑖. 𝑒. < 𝑘 < 5 .
4 2 √2 9 9

Q20: B
4 6(7𝑎−4)−3(𝑎+5) 39𝑎−39
𝑥 = 7𝑎 − . Then, 𝑥 = = = 𝑎 − 1. As 𝑎 was arbitrary, this means that every two
1 𝑎+5 2 7(𝑎+5)−7𝑎+4 39
terms, the value of 𝑥𝑛 just decreases by 1. Thus, 𝑎 = 50 only.

379
Q1: C
To find crossing points, we equate the two lines.

𝑚𝑥 + 𝑐 = (𝑥 − 3)2 − 4 = 𝑥2 − 6𝑥 + 5
0 = 𝑥2 − (𝑚 + 6)𝑥 + 5 − 𝑐

The lines do not cross so there are no real solutions, thus 𝑏2 − 4𝑎𝑐 < 0 i.e. (𝑚 + 6)2 − 20 + 4𝑐 = 𝑚2 +
12𝑚 + 16 + 4𝑐 < 0. We want the values of 𝑚 which are at the edges of the interval which are 𝑚 =
−12±√144−64−16𝑐 = −6 ± √20 − 4𝑐. Thus, the size of the interval is 𝑅 = 4√5 − 𝑐. Rearranging we get 𝑐 =
2
𝑅2
5− .
16

Q2: C
𝑓(1) = 0 which means (𝑥 − 1) divides 𝑓. We can get the rest of the polynomial by long division or
inspection from 3𝑥5 + 8𝑥4 + 𝑥3 − 4𝑥 − 16 = (𝑥 − 1)(𝑎𝑥4 + 𝑏𝑥3 + 𝑐𝑥2 + 𝑑𝑥 + 𝑒).

By looking at the edge cases, 𝑎 = 3, 𝑒 = 16. Then 𝑏 − 𝑎 = 8, 𝑐 − 𝑏 = 1and 𝑑 − 𝑐 = −4. From this we
derive that 𝑓(𝑥) = 𝑔(𝑥) = 3𝑥4 + 11𝑥3 + 12𝑥2 + 8𝑥 + 16.
𝑥−1

We then divide by (𝑥 + 2) in the same way, 3𝑥4 + 11𝑥3 + 12𝑥2 + 8𝑥 + 16 = (𝑥 + 2)(𝑎𝑥3 + 𝑏𝑥2 + 𝑐𝑥 +
𝑑) and again we find 𝑎 = 3, 𝑏 + 2𝑎 = 11, 𝑐 + 2𝑏 = 12, 𝑑 + 2𝑐 = 8,2𝑑 = 16 to get 𝑔(𝑥) = ℎ(𝑥) = 3𝑥3 +
𝑥−2
5𝑥2 + 2𝑥 + 8.

Now, we are unsure what to do. However, knowing 𝑓(𝑎) = 0 for some 𝑎 does not mean it has only a
simple root there. ℎ(−2) = 0 still, so we can divide by (𝑥 + 2) again. By inspection, or the previous method,
this is ℎ(𝑥) = 𝑗(𝑥) = 3𝑥2 − 𝑥 + 4. Checking the discriminant, 𝑏2 − 4𝑎𝑐 = 1 − 48 < 0 so this quadratic has
𝑥+2
no real roots.

Thus, 2 distinct real roots total, 𝑥 = 1, −2.

380
Q3: G
𝑆5 = 5𝑎0 + 10𝑑 (by the formula for sum of an arithmetic series) and 𝑎10 = 𝑎0 + 9𝑑.

𝑑
This means, in the case of I, 𝑎0 = − . This means that, whichever value 𝑎0 has, the sequence will advance
4
towards 0 initially. This means that, eventually, 𝑎𝑛 will have the opposite sign to 𝑎0, which means the product
of this term and 𝑎0 would be < 0.

𝑑
In the case of II, 𝑎0 = . In this case and in case III, this means that the sequence progresses away from 0 at
4
all times. Thus, if the sequence began negative, it would remain so, and vice versa.

So, the product of any two terms will always be positive. So, the answer is II & III.

Q4: D
(1 + 2𝑘𝑥)2 = 1 + 4𝑘𝑥 + 4𝑘2𝑥2 is much smaller and easier to work with. If two of these coefficients are
1 1
equal, either 1 = 4𝑘 (𝑠𝑜 𝑘 = ) , 1 = 4𝑘2 (𝑠𝑜 𝑘 = ± ) 𝑜𝑟 4𝑘 = 4𝑘2(𝑠𝑜 𝑘 = 0 𝑜𝑟 1).
4 2

We must then only check these value in the expansion of (𝑘 + 𝑥)5 = 𝑘5 + 5𝑘4𝑥 + 10𝑘3𝑥2 + 10𝑘2𝑥3 +
1
5𝑘𝑥4 + 𝑥5. It is clear if 𝑘 = 0 or 𝑘 = 1 that there are equal coefficients here. If 𝑘 = , the coefficients are
4
1 5 5 5 5
1
,
5
,
5
, 5 , 5 and 1, of which no two are equal. If 𝑘 = ± 1, the coefficients are ± , , ± , , ± , 1. It
1024 256 32 8 4 2 32 16 4 2 2
1
is clear that there is in fact an equality, but only for 𝑘 = . Thus, there are 3 valid values of 𝑘.
2

381
Q5: D
1
We can rearrange this equation to 3tan 2𝑥 = , which can then be turned into tan 2𝑥 = −log 3 𝑥. We can
𝑥
count the number of solutions by the number of intersections of the respective graphs of these functions.
As a note, we know that the x-intersection of 𝑦 = − log3 𝑥 is before the intersection of 𝑦 = tan 2𝑥 purely
3
because the former is always 1, the latter must be 𝜋, and 𝜋 > > 1. This then clearly has 3 solutions in the
2 2 2
given range.

382
Q6: C
Knowing that the highest point of 𝑦 = 5 − |𝑥 − 1| will be at 𝑥 = 1 tells you that point is at (1, 5), which is
above the line 𝑦 = |𝑥 − 4| as it is at (1, 3) there. This tells you there are two intersection points, with a
quick sketch.

While this may or may not be to scale, it doesn’t matter; we can see from the sketch that there is one
intersection when both are in their first half, and one in their second half, whether the apex or base of
either two graphs should be closer or further apart is irrelevant. Thus, we solve 5 − (𝑥 − 1) = 𝑥 − 4 (gives
𝑥 = 5) and 5 + 𝑥 − 1 = 4 − 𝑥 (gives 𝑥 = 0).

These points are (5, 1) and (0, 4) respectively and using Pythagoras’ Theorem tells us their distance is
√(5 − 0)2 + (1 − 4)2 = √25 + 9 = √34.

Q7: A
𝑥4 𝑎𝑥3 𝑏𝑥2
The first integral will give us a relationship between 𝑎 & 𝑏. We have that [ + + + 𝑥] which must
4 3 2
64𝑎 16𝑎 51+16𝑎
be evaluated at 4 (as at 0, it is 0). So, we have 64 + + 8𝑏 + 4 = 17 + + 2𝑏 = 0 i.e. 𝑏 = − .
3 3 6

We can then find the value of the 2𝑛𝑑 integral in terms of 𝑎 by evaluating our integrated expression at 3
and substituting for 𝑏.

3 93 153
We get 81 + 9𝑎 − (51 + 16𝑎) + 3 = − − 3𝑎 = −3(𝑎 + 5). We don’t even have to differentiate
4 4 4 4
here, this decreases as 𝑎 increases, which means we want the smallest 𝑎 possible. As the question says that
𝑎 ≤ 0, this means we take 𝑎 = 0 and get the integral to be −15.

383
Q8: D
4 −2 11 2 7 8 1 10 2
11𝑥3 𝑥−
4 − 𝑥3
𝑥 −2𝑥+𝑥 = 𝑥 3 − 2𝑥3 + 𝑥−3. Then, 𝑓′(𝑥) = − 3 7
𝑥 3 = [11𝑥2 − 4𝑥−1 − 7𝑥 −4].
𝑓(𝑥) = 1
3 3 − 3 3
𝑥3
Thus, 𝑎𝑏𝑐 + 𝑝𝑞𝑟 = 11(−4)(−7) + 2(−1)(−4) = 316.

Q9: D
From the values given for the angles, we know that the angle at 𝐵 is 45° or 135°, and at 𝐶 it is 60° or 120°.
This would imply at most 4 different triangles (if the length 𝐴𝐵 was not specified, it would be infinitely many
as the size of the triangle wouldn’t be specified), however we cannot be sure each exists. For example, if 𝐵
and 𝐶 take the larger values, the angles inside the triangle would sum to more than 180°, which cannot
occur. By drawing them out, with a side of fixed length and approximate angles at 𝐵 and 𝐶, it can be seen
the other three are all plausible. So, the answer is 3.

Q10: D
Typically, it is good to find out whether each of the values you have is larger or smaller than some reference
14 2 √15
value. 1.42 = = 1.96, so perhaps 2 is a good reference value.√6 > √4 = 2; log 8 < log3 9 = 2, <
100 3 √5+1
4 4
< < 2. And 13 is just greater than 12 = 2. So, only two of our values are even greater than 2, so
√5+1 3 6 6
13 2 169
must only really compare them i.e. √6 and 13. We can simply square both to see that ( ) = 36
=4+
6 6
25 2
< 5 < 6 = (√6) . So, as both are positive, we know √6 is the largest.
36

Q11: C
It is first crucial to find the equation of 𝑙2. It is perpendicular to 𝑙 so has gradient −3, and we know it
intersects 𝑙 at 𝑦 = 8. The 𝑥 co-ordinate here is 3(8 − 3) = 15. So, the equation of 𝑙2 is 𝑦 − 8 = −3(𝑥 −
15).

We can now split the area we are calculating into two triangles and a rectangle; the rectangle will be the
simplest, with opposing corners at (0, 0) and (15, 3). This lets our triangles be from the y-intersect of 𝑙 to
this corner to (15, 8), and from (15, 8) to (15, 0) to the x-intersect of 𝑙2. These have respective areas
8−3 75 53 32
3 × 15 = 45, 15 × = and 8 × ( − 15) = . The sum of these areas is our goal, which is 559.
2 2 2 3 3 6

Q12: B
1
= log8 𝑥 + log8 𝑦 We can then substitute for log8 𝑦 in the 2𝑛𝑑 equation to get (log8 𝑥)( −
1
log8 𝑥𝑦 =
2 2
log8 𝑥
log8 𝑥) = −5 = −(log8 𝑥)2 + . Making the substitution 𝑧 = log 8 𝑥, we have a simple quadratic with
2
1 1
−2±√ 4+20 5 −2 15 −6
5
solutions 𝑧 = = 𝑜𝑟 − 2. This gives us solutions for 𝑥 of 82 𝑎𝑛𝑑 8 , which are 2 2 𝑎𝑛𝑑 2 .
2 2

384
Q13: C
The volume of a cylinder of radius 𝑟, height ℎ, is 𝜋𝑟2 ℎ. The surface area is made up of two circles of area
𝜋𝑟2 each and the curved surface area, which is equivalent to a rectangle of side lengths ℎ & 2𝜋𝑟. Thus, from
the question, we know that 2 × (2𝜋𝑟2 + 2𝜋𝑟ℎ) ≤ 𝜋𝑟2ℎ ≤ 3 × (2𝜋𝑟2 + 2𝜋𝑟ℎ). We can cancel some terms
here which are positive to get 2 × 2(𝑟 + ℎ) ≤ 𝑟ℎ ≤ 3 × 2(𝑟 + ℎ). By substituting in the value known for
ℎ, we know that 4(𝑟 + 8) ≤ 8𝑟 ≤ 6(𝑟 + 8). By splitting this up into two inequalities, we can get two
conditions for 𝑟; 4(𝑟 + 8) ≤ 8𝑟 implies that 32 ≤ 4𝑟; 𝑟 ≥ 8 and 8𝑟 ≤ 6(𝑟 + 8) implies that 2𝑟 ≤ 48; 𝑟 ≤
24. These must both be true simultaneously so 8 ≤ 𝑟 ≤ 24.

Q14: E
A tree diagram is very helpful in this situation.

It can be seen that we have a 39 chance of picking 𝐴 on Tuesday. We also know we have a 4 chance of
49 49
picking 𝐴 on Monday and picking it on Tuesday.

Because we know we picked 𝐴 on Tuesday, we are only concerned with the outcomes 𝐴𝐴 and 𝐵𝐴, as we
know the other two did not occur. The probability that it was 𝐴𝐴 out of these two is then 𝑃(𝐴𝐴) =
𝑃(𝐴𝐴)+𝑃(𝐵𝐴)
4
4
49
39 = .
39
49

Q15: B
For the man to walk his dog “at least once every two days”, we know he never had two consecutive days
which he did not walk the dog. So, representing going for a walk as 𝑊, and not going as 𝑁, the possible
ways he spent his 4 days are 𝑊𝑊𝑊𝑊, 𝑊𝑊𝑊𝑁, 𝑊𝑊𝑁𝑊, 𝑊𝑁𝑊𝑊, 𝑁𝑊𝑊𝑊, 𝑁𝑊𝑁𝑊, 𝑁𝑊𝑊𝑁, 𝑊𝑁𝑊𝑁.
These are not all equally likely as each 𝑊 has 1 chance of appearing, and each 𝑁 has a 2 chance. Thus, the
3 3
probability that each set of 4 days occurred is 1 , 2, 2, 2, 2, 4, 4 , 4 . As we only want to know the
81 81 81 81 81 81 81 81
21 7
probability any one of these occurred, we can sum them, to get 1+2×4+3×4 = = .
81 81 27

385
Q16: E
This question is mostly an exercise in number manipulation. We first want to find out the area of the triangle.
We would like to use 1 𝑎𝑏 sin 𝐶 but we have only one side length. It is easiest to first use the sine rule to
2
500
calculate side length 𝐵𝐶 = 𝑎. This is then 𝑎
= ; 𝑎 = 500√2𝑚𝑚.
sin 45 sin 30

We can then use the cosine rule to calculate side length 𝐴𝐶 = 𝑏; 5002 = 2 × 5002 + 𝑏2 −
2 × 500𝑏√2 cos 30 ; 0 = 5002 + 𝑏2 − 500𝑏√6. This is a quadratic for 𝑏, where we get 𝑏 = 250√6 ±
√6 × 2502 − 4 × 2502 = 250(√6 ± √2). We know that the angle opposite this side is the largest angle in
the triangle, so this must be the largest side, which means we take the positive root here. So, 𝑏 =
250(√6 + √2). We then use our formula for the area, to get area = 2502 (√6 + √2)√2 × sin 30 =
2502(√3 + 1).

Q17: D
The length of an arc of a circle is simply 𝑟𝜃 where 𝜃 is the angle in radians of the sector and 𝑟 is the radius.
We know the radius of this circle is 2, so the angle between the lines from the centre of the circle to the
7𝜋
two points this line intersects the circle is 𝜃 = . This may not seem helpful initially, however we also can
12
deduce the angle between the y-axis and the radius to the one intersection point we already know.

The intersection is at 𝑥 = √3, the it is at (√3, 3) 𝑜𝑟 (√3, 1). It is the lower point so (√3, 1). As the centre
3 𝜋
is on the y-axis, the angle a radius makes with the centre from this point is arctan √ = . So, the angle it
1 3
𝜋 𝜋
must make on the other side of the y-axis is 7𝜋 − = . This means the right triangle to the intersection
12 3 4
point is isosceles, and the hypotenuse is still 2 (it is a radius) so the 2𝑛𝑑 intersection is at (−√2, 2 − √2). We
can now calculate the equation of the line like any other, finding the gradient between the points and using
one in the formula 𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1). We get 𝑦 = (√6 − √3 + √2 − 2)𝑥 − √18 + 2 − √6 + 3√3.

Q18: B
The first thing to do is expand this equation so we are working with a simple polynomial in 𝑡 i.e. 𝑑𝑦 =
𝑑𝑡
2𝑡−3 + 3𝑡2 − 𝑡4 .
𝑡−4 𝑡5
We can immediately integrate both sides of this equation to get 𝑦 = − + 𝑡3 − + 𝑐. Using the point
2 5
1 1 1 1
we do know, we can substitute to find 𝑐. 2 = − + 1 − + 𝑐 ; 𝑐 = 1 + 2 + 5 =
17 .
Then, we simply put this
2 5 10
𝑡 −4 𝑡5 17
into our formula for 𝑦: 𝑦 = − + 𝑡3 − + .
2 5 10

386
Q19: D
A stretch by a scale factor of 8 parallel to the x-axis is equivalent to the new function log7 8𝑥 . We are told
3
this is the same as a translation in the 𝑦 direction, which is equivalent to log7 𝑥 + 𝑑 for some value 𝑑. We
3
1 3 log7 2
can see that log7 8𝑥 = (log 78 + log 7 𝑥). This means we have translated by log7 8 = = log 7 2.
3 3 3 3

Q20: E
The shortest distance between two lines is always a straight line, that must be perpendicular to both lines.
This means that this “shortest distance line” for a circle must be an extension of a radius of the circle.
Because we are comparing two circles, the shortest distance line is an extension of both of their radii; the
only time these are the same line is on the line connecting the centres of the two circles.

We can complete the square on both equations to obtain (𝑥 − 7)2 + (𝑦 − 2)2 = 32 and (𝑥 + 3)2 +
(𝑦 + 4)2 = 52. We can read off the centres of the 2 circles as (7, 2) and (−3, −4). We then need only
2
calculate distance between these two points √(7 − (−3))2 + (2 − (−4)) = √100 + 36 = 2√34. This
value, minus the lengths of the 2 radii, is the distance between the two circles i.e. 2√34 − 8.

387
Q1: F
Begin by multiplying both sides by cos2 3𝑥. This gives us sin2 3𝑥 = cos 3𝑥. Using sin2 𝑥 + cos2 𝑥 = 1, we
−1±√5
can get a quadratic for cos 3𝑥 of cos2 3𝑥 + cos 3𝑥 − 1 = 0. This has solutions cos 3𝑥 = . However,
2
cos 𝑦 ≥ −1 for all values of 𝑦, which means only the positive root is taken. In the region 0 to 2𝜋, we would
normally have two solutions for any value of cos 3𝑥 = 𝑎, so we have triple that amount in the case of
cos 3𝑥 = 𝑎, so we have 6 solutions.

Q2: D
4−6 = 2−12 = (23)−4 = 8−4 , not 8−3. So, line III.

Q3: D
12 dividing 𝑎2 does not imply that 12 divides 𝑎, take for example 6 squared. Thus, the error is in the line
(IV).

Q4: D
𝑓(𝑟) = 0 so 𝑓(𝑥) − 𝑓(𝑟) = 𝑓(𝑥) which means II is never true, as 𝑓(𝑥) has three roots.

𝑓(𝑥 + 𝑟) is a shift of the whole curve r units to the left. This does now guarantee that all of the roots of
the graph are at 𝑥 ≤ 0, but if it had no positive roots to begin with, the curve does not now have fewer
positive roots, so statement I is only sometimes true.

The original statement also did not say that the polynomial was cubic; while a cubic polynomial cannot have
zero roots, a quartic polynomial, where one of the roots is repeated, can easily satisfy the original
assumptions on 𝑓(𝑥).
And, it is also possible the other stationary point on this graph had a 𝑦 co-ordinate between 0 and −1,
which would mean 𝑓(𝑥) + 1 would have no real roots. So, III is sometimes true.
In all, II is never true, I and III are sometimes true.

Q5: G
If 𝑎 decreases, then the graph will become flatter until the parabola turns upside down, thus I is possible.

II is not possible as 𝑏 is not changing.

III is possible as despite changing, 𝑎 and 𝑐 do not have to change drastically, and without any markings on
the graph a change in scale could make it look exactly the same.

IV is wrong as 𝑐 must have decreased here, which it does not. So, it can’t be II and IV.

388
Q6: D
We need only consider terms which have 𝑥 powers which sum to 3. The first bracket gives 𝑥 6, 𝑥4, 𝑥2 and
constant terms, while the 2𝑛𝑑 bracket has constant, 𝑥 −1, 𝑥−2, 𝑥 −3 and 𝑥 −4 terms. The only combinations
4 4
here which make 𝑥3 terms are 𝑥6 × 𝑥−3 𝑎𝑛𝑑 𝑥4 × 𝑥−1. The coefficient of the first is 1 × 3 = and the
3 27
4 24 24 4−216 212
latter is 3 × ( −2) × = − . Taking the sum, we get that the coefficient of 𝑥 3 is 4
− = = − .
3 3 27 3 27 27

Q7: D
We seek a function which has 3 distinct roots and is not cubic. D. (𝑥 − 1)2(𝑥 − 2)(𝑥 − 3) satisfies this as
its only roots are 1,2 & 3, but it is quartic. We need not consider any others.

Q8: B
It is easy to check which of the roots are right by substituting into the original equation. We see that 𝑥 = 1
is fine, but if 𝑥 = −2/9, the right-hand side is less than 0, but the √𝑥 symbol denotes taking the positive
root. Thus, only 𝑥 = 1 is correct. The error occurred in line (I) due to assuming no roots were generated
from squaring both sides. This is what created the 2𝑛𝑑 root.

Q9: F
We want the two graphs to intersect but equating the expressions won’t get us very far. Instead, a sketch
of both graphs is more illuminating. The line intersects the y-axis at 10, which is much higher than the other
line. The gradient of log2 𝑥 is decreasing, and as the gradient of the straight line is constant, if it begins large
enough, they will never meet. 10 is one such value and so anything larger will also never meet the curve.
However, there are also slightly smaller values which would also work, so it is not necessary. For 𝑚 negative,
the line must proceed downwards from (0, 10). One can see that, as eventually log2 𝑥 = 10 , even an
almost flat decreasing straight line would intersect the curve. Thus, no matter the value of 𝑚, if it is negative,
the lines must cross. So, I is sufficient, II is neither.

389
Q10: D
Usually, the easiest way to show a condition is “not necessary” is to find, or convince yourself you could
find, a function which satisfies the condition that does not satisfy the alleged “necessary condition”. However
1 1
here, we know that ∫0 𝑓𝑑𝑥 ≤ 0 because 𝑥 ≤ 0 for all the values of 𝑥 we are considering. As ∫−1 𝑓𝑑𝑥 =
1 0 0
∫0 𝑓𝑑𝑥 + ∫−1 𝑓𝑑𝑥, we also know that ∫−1 𝑓𝑑𝑥 > 0. This automatically satisfies D, for 𝑎 = −1, so D is
necessary, and we are only seeking one answer.

A is very nearly true, but any function which

satisfies A actually has an integral of 0 from −1
to 1 (or from −𝑎 to 𝑎 for any 𝑎 for that matter)
because everything to the right of 𝑥 = 0
perfectly cancels with that to the left.

For B, C and F consider the graph below. It has

all the features of B,C and F, yet clearly the total
area below the line is positive between -1 and
1.

For E, this in fact can never be true, as it forces

all x values everywhere to be ≤ 0.
The only condition left is D.

Q11: F
We know that 𝑓(𝑥) is shaped roughly like the graphs shown. The 2𝑛𝑑 graph is 𝑓(𝑥 − 𝑏) − 𝑓(𝑏), and the
box in both graphs is the same size; it is 2𝑏 in length, and 𝑓(𝑏) in height. It is also clear to see that it encloses
all of the area between the curve and the x-axis in the second picture. The excess being precisely what is
described as 𝑅. Thus, the new area is 2𝑏𝑓(𝑏) − 𝑅.

390
Q12: E
7𝑛𝜋
tan 𝜃 has a root whenever 𝜃 = 𝑛𝜋 for some integer 𝑛. This means 𝐴 has a root when 𝑥 = . Only one
5
such integer 𝑛 allows this to be in the given range, so tan 𝜃 could be 𝑓(𝑥).

log 𝑥 to any base always has 1 root at 𝑥 = 1, and this is certainly in the range.

cos 𝑥 = −1 at precisely one point between 0 and 2𝜋, at 𝑥 = 𝜋, so (cos 𝑥) + 1 has precisely one root.
𝜋
Similarly, for (sin 𝑥) − 1, but at 𝑥 = .
2

3𝑥 in fact, has no roots, anywhere, so cannot be 𝑓(𝑥) as it specifically has no roots in this range. So this is
the answer.
Q13: B
This is a relatively simple question if you pay very close attention, as the first error is in line I and if you spot it,
you don’t even need to check any other line due to the wording of the question. The question states “for non-
negative 𝑛”, but the base case checked is 𝑛 = 1. This is not the smallest non-negative number, 0 is. In fact, for
𝑛 = 0, this conjecture is false, as 6 is not divisible by 9. The answer is therefore line (I).

Q14: F
In case I, two of the 5 keys were correct each time. This means that in total, 6 guesses were right. Each
character was in a different position each time, which means the characters that were right in each guess
were different. However, that would imply that 6 different characters were right, but there are only 5. This
is a contradiction, so this could not have occurred.

In case II, it is possible, with the code 𝑐𝑏𝑒𝑎𝑑.

In case III, because none of 𝑐, 𝑑 and 𝑒 moved between the guesses, whether they were correct or not must
have remained the same as well. This means that the number of characters which were correct out of 𝑎
and 𝑏 also remained the same. However, they swapped places, which means if they were both right, they
are now both wrong (a change in the number of correct guesses by 2), and if one of them was right the
other cannot be right when they swap (else both are correct for the same position, which changes the
number of correct guesses by 1). We are left with the possibility they were both initially wrong, but in this
case all of 𝑐, 𝑑, 𝑒 are right in the first guess. This means the code can only be 𝑎𝑏𝑐𝑑𝑒 or 𝑏𝑎𝑐𝑑𝑒. So, one of
the two should have been 5, not 3. Thus, this cannot occur.

Answer: I and III can never occur.

391
Q15: E
With integrals with modulus signs in, we typically split the integral range into the parts where the modulus
function is defined properly i.e.

7 𝑝 7
∫ |𝑥 − 𝑝|𝑓(𝑥)𝑑𝑥 = ∫ (𝑝 − 𝑥)𝑓(𝑥)𝑑𝑥 + ∫ (𝑥 − 𝑝)𝑓(𝑥)𝑑𝑥
0 0 𝑝

You can notice here that the integrand is identical except for a minus sign in the 2 integrals on the right.
This means we don’t have to integrate two different functions, only 1, and change what we substitute in as
limits. By using the definition of 𝐹 , we get 7|𝑥 − 𝑝|𝑓(𝑥)𝑑𝑥 = 𝐹 (7) − 𝐹 (𝑝) − 𝐹 (𝑝) + 𝐹 (0) = 𝐹 (0) +
1 ∫0 1 1 1 1 1
𝐹1 (7) − 2𝐹1 (𝑝).

Q16: C
If the cylinder encasing the sphere is as small as possible, the radii of the two must be the same (so the
sphere is touching all of the curved surface area of the cylinder) and it must be touching both top and
bottom circle caps of the cylinder. This forces 2𝑟 = ℎ.

The surface area is made up of two circles of area 𝜋𝑟2 each and the curved surface area, which is equivalent
to a rectangle of side lengths ℎ & 2𝜋𝑟. Thus 𝐵 = 2𝜋𝑟2 + 2𝜋𝑟ℎ = 2𝜋𝑟(𝑟 + 2𝑟) = 6𝜋𝑟2. We can rearrange
3
𝐵
this to find that 𝑟 = √ . We substitute this into the equation for the volume of S and get 𝑉 = 4 𝜋 ( 𝐵 ) 2 =
6𝜋 3 6𝜋
3 3
4𝜋𝐵2 𝐵2√2
3 = 9√3𝜋.
3×(6𝜋)2

392
Q17: D
A Venn diagram often helps in situations with probabilities which are not mutually exclusive.

I is the same as the entire outside of the Venn diagram, but because the properties of being prime and being
odd are not mutually exclusive, we cannot multiply them to obtain the probability they occur at the same
time. So, this is not true unless the only prime number in the bag is 2, and we don’t know whether this is
true or not.

II is in fact the same statement as I, which is clear by looking at the Venn diagram. So, once again, as we do
not know anything about the probability of picking 2 compared to an odd prime, we cannot determine this;
it is not necessarily true.

III is the probability that the number picked is odd and not prime, which means it inhabits the “odd” circle
in the diagram, minus the intersection. We know that the probability of being in this intersection is
1 1 1 2
𝑃(prime) − 𝑃(2) = – 𝑃(2). Thus, 𝑃(not prime and odd) = − ( − 𝑃(2)) = + 𝑃(2).
5 3 5 15

Thus, only III is always true.

Q18: D
As usual for surds questions, we can start by squaring both sides to obtain 𝑝𝑥 = 𝑥2 + 2𝑥√𝑝 + 𝑝; 0 = 𝑥2 +
2
(2√𝑝 − 𝑝)𝑥 + 𝑝. This has exactly one solution so its discriminant must be 0 i.e. (2√𝑝 − 𝑝) − 4𝑝 = 0 =
𝑝2 − 4𝑝√𝑝 + 4𝑝 − 4𝑝 = 𝑝(𝑝 − 4√𝑝) = 𝑝√𝑝(√𝑝 − 4). This tells us there are two solutions; √𝑝 =
0 𝑜𝑟 4; 𝑝 = 0 𝑜𝑟 𝑝 = 16 . 0 is obviously a valid solution, but 16 might not be, since we may have generated
extra solutions. If we substitute in 𝑝 = 16, we must solve the equation 4√𝑥 = 𝑥 + 4; 0 = 𝑥 − 4√𝑥 + 4 =
2
(√𝑥 − 2) = 0. This has precisely one solution, so 𝑝 = 16 is a valid solution as well.

We have 2 valid solutions for 𝑝.

393
Q19: F
For I, the probability you get more than 4 heads in 10 tosses is the same as getting 6 or fewer tails in 10
tosses. But, as getting a head or tail is equally likely, this is also the same as getting 6 or fewer heads in 10
tosses.

Every possible outcome falls into one of these two events, which means that 𝑃(more than 4 heads) +
𝑃(fewer than 6 heads) > 1, and 𝑃(more than 4 heads) + 𝑃(fewer than 6 heads) = 2𝑃(more than 4 heads).
1
So, 2𝑃(more than 4 heads) > 1; 𝑃(more than 4 heads) > .
2

For II, we know that the sequence we got appearing was one of the ways in which we could “get 7 tails”,
which means 𝑃(get 7 tails) > 𝑃(get our sequence) = 𝑝.

For III, the next 10 coin tosses are completely independent of any previous coin tosses we made. Which
means the probability of getting this exact sequence this time, is exactly the same as the probability we were
going to get it last time. So, it is still equal to 𝑝.
Thus, I and III only are right.

Q20: D
Quartic equations only have an odd number of solutions if there is a stationary point on the line 𝑦 = 0. So,
1
we differentiate to find 𝑥(4𝑥3 − 3𝑥 − 1). Setting this equal to 0, we find stationary points at 𝑥 = 0, 1, − .
4
Then, we substitute into the original equation, and find we have 1 3 . This means these are

𝑎 = 0, − 2 𝑎𝑛𝑑 − 28
the values of 𝑎 for which the stationary point is a solution, and thus there are an odd number. i.e. sum of
131
values is − .
28

394
The TMUA is an intensive test, so make sure you’re ready for it. Ensure you get a good night’s sleep before the
exam (there is no point cramming) and don’t miss breakfast. If you’re taking water into the exam then make sure
you’ve been to the toilet before so you don’t have to leave during the exam. Make sure you’re well rested and fed
in order to be at your best!

If you’re struggling, move on. Whether you find a particular topic challenging or not, they’re all worth the same
marks – so there are no prizes for slogging through a trickier topic to get those marks when you could have got
three times as many on an easier question.

Be smart to score points – especially as some questions are far easier than others.

Some questions on the TMUA can have particularly large amounts of information or instructions to understand
prior to completing the question. Although it can be challenging to concentrate at your best for the full two hours
you must try to ‘actively’ read these questions.

Everyone will sometimes read a page of text and then realise once they get to the end that they didn’t really register
any of the information and they need to re-read it! But in your TMUA test you are so short on time that this can
cost vital marks. It’s much better to spend longer reading through and understanding in one go, than it is to read
and re-read multiple times.

452
Remember that the route to a high score is your approach and practice. Don’t fall into the trap that “you
can’t prepare for the TMUA”– this could not be further from the truth. With knowledge of the test, some
useful time-saving techniques and plenty of practice you can dramatically boost your score.

This book aims to give you a wide range of advice to support with every aspect of your TMUA revision
and practice, but we’ve left the most important piece of advice until last:

Don’t overcomplicate things!

The TMUA is tough, they ask things in a weird way which is not terribly familiar unless you’ve done lots
of practice, but it isn’t supposed to be impossible. We often see students who spend more time on the
easiest questions than the hardest because they’re worried their solution is too ‘simple’. Don’t second
guess the test! Sometimes a simultaneous equation question might genuinely be quite straightforward!

So there you are, if you’ve made it this far you’ve got everything you need to be able to get a great score
in the TMUA.

Work hard, never give up and do yourself justice.

Good luck!

UniAdmissions would like to express our sincerest thanks to the many people who helped make this book
possible, especially the many Oxford and Cambridge Tutors who shared their expertise in compiling the
huge number of questions and answers.
Rohan

Thanks to the UniAdmissions team for offering me the opportunity to write this book, and the Senior
Editor for being such a wonderful source of teaching knowledge, presentation ideas and patience while I
was bringing everything together.

Chloe

453