FOR TEACHERS USE ONLY

HONG KONG EXAMINATIONS AND ASSESSMENT AUTHORITY HONG KONG DIPLOMA OF SECONDARY EDUCATION EXAMINATION

PRACTICE PAPER MATHEMATICS Extended Part Module 1 (Calculus and Statistics)

PROVISIONAL MARKING SCHEME

This marking scheme has been prepared by the Hong Kong Examinations and Assessment Authority for teachers reference. Teachers should remind their students NOT to regard this marking scheme as a set of model answers. Our examinations emphasise the testing of understanding, the practical application of knowledge and the use of processing skills. Hence the use of model answers, or anything else which encourages rote memorisation, will not help students to improve their learning nor develop their abilities in addressing and solving problems. The Authority is counting on the co-operation of teachers in this regard.

Hong Kong Examinations and Assessment Authority All Rights Reserved 2012

PP-DSE-MATH-EP(M1)1

FOR TEACHERS USE ONLY


Adherence to marking scheme 1.

FOR TEACHERS USE ONLY

General Notes for Teachers on Marking

This marking scheme is the preliminary version before the normal standardisation process and some revisions may be necessary after actual samples of performance have been collected and scrutinised by the HKEAA. Teachers are strongly advised to conduct their own internal standardisation procedures before applying the marking schemes. After standardisation, teachers should adhere to the marking scheme to ensure a uniform standard of marking within the school. It is very important that all teachers should adhere as closely as possible to the marking scheme. In many cases, however, students may have arrived at a correct answer by an alternative method not specified in the marking scheme. In general, a correct alternative solution merits all the marks allocated to that part, unless a particular method has been specified in the question. Teachers should be patient in marking alternative solutions not specified in the marking scheme.

2.

Acceptance of alternative answers 3. For the convenience of teachers, the marking scheme was written as detailed as possible. However, it is likely that students would not present their solution in the same explicit manner, e.g. some steps would either be omitted or stated implicitly. In such cases, teachers should exercise their discretion in marking students work. In general, marks for a certain step should be awarded if students solution indicate that the relevant concept / technique has been used. In marking students work, the benefit of doubt should be given in students favour. Unless the form of the answer is specified in the question, alternative simplified forms of answers different from those in the marking scheme should be accepted if they are correct. Unless otherwise specified in the question, use of notations different from those in the marking scheme should not be penalised.

4. 5.

6.

Defining symbols used in the marking scheme 7. In the marking scheme, marks are classified into the following three categories: M marks A marks Marks without M or A awarded for applying correct methods awarded for the accuracy of the answers awarded for correctly completing a proof or arriving at an answer given in the question.

In a question consisting of several parts each depending on the previous parts, M marks should be awarded to steps or methods correctly deduced from previous answers, even if these answers are erroneous. ( I.e. Teachers should follow through students work in awarding M marks.) However, A marks for the corresponding answers should NOT be awarded, unless otherwise specified.

8.

In the marking scheme, steps which can be skipped are enclosed by dotted rectangles , whereas alternative answers are enclosed by solid rectangles .

Others 9. Marks may be deducted for poor presentation (pp), including wrong / no unit. Note the following points: (a) At most deduct 1 mark for pp in each section. (b) In any case, do not deduct any marks for pp in those steps where students could not score any marks.

10. (a)

Unless otherwise specified in the question, numerical answers not given in exact values or 4 decimal places should not be accepted. (b) Answers not accurate up to specified degree of accuracy should not be accepted. For answers with an excess degree of accuracy, deduct 1 mark for pp. In any case, do not deduct any marks for excess degree of accuracy in those steps where students could not score any marks.

PP-DSE-MATH-EP(M1)2

FOR TEACHERS USE ONLY


Solution 1. (a)

FOR TEACHERS USE ONLY

Marks 1A Remarks

(2 x + 1) = 8 x + 12 x + 6 x + 1
e ax = 1 ax +
(2 x + 1) 3 e ax

(b)

a2x2 L 2

1A

(c)

a2x2 = (8 x 3 + 12 x 2 + 6 x + 1)1 ax + L 2 a2 2

1M

The coefficient of x 2 = 12(1) + 6(a ) + (1)

1M

a2 6a + 12 = 4 2 a 2 12a + 32 = 0 a = 4 or 8

1A (5)

2.

(a)

t=y

1 + 2y 2

+1
1A

dt = 3y2 dy
(b)
2

3 y2

e t = x x +1 t = ( x 2 + 1) ln x dt x 2 + 1 = + 2 x ln x dx x

1A

1A

(c)

dy dt dt = dx dx dy ( x + 1 + 2 x ln
2 2 3 x) y 2

1M

7 x 3 y 2 1

1A

x 2 +1 + 2 x ln x x OR 3 3y 2 y
2

(5)

3.

(a)

By similar triangles, we have

h 20 = . r 15

1M 15 cm r cm 20 cm h cm

h=

4r 3

1 4r V = r 2 3 3 4 = r 3 9

1A

4r A = r r 2 + 3 5 = r 2 3

1A

PP-DSE-MATH-EP(M1)3

FOR TEACHERS USE ONLY


Solution (b) (i)

FOR TEACHERS USE ONLY

Marks 1M Remarks

dV dV dr = dt dr dt 4 dr = r 2 3 dt 4 dr 2 = (3) 2 3 dt d r 1 = dt 6
Hence the rate of change of the radius of the water surface is

1A

Either one

1 cm/s. 6

(ii)

dA dA dr = dt dr dt 10 dr = r 3 dt 10 1 = (3) 3 6 5 = 3
Hence the rate of change of the area of the wet surface is

1A

5 cm 2 /s. 3
(6)

4.

(a)

y = x(2 x 1) 2
dy 1 = (2 x 1) 2 + x (2 x 1) dx 2 3x 1 = 1
1 1 2 ( 2)

1M 1A

For product rule

(2 x 1) 2
(b) For tangents parallel to 2 x y = 0 , we need

dy =2 . dx
1M

3x 1
1 (2 x 1) 2

=2

9 x 2 6 x + 1 = 4(2 x 1) 9 x 2 14 x + 5 = 0 5 x = 1 or 9 For x = 1 , y = 1 and hence the equation of the tangent is y 1 = 2( x 1) 2x y 1 = 0 5 5 For x = , y = and hence the equation of the tangent is 9 27 5 5 y = 2 x 27 9 54 x 27 y 25 = 0

1A

1A

1A (6)

PP-DSE-MATH-EP(M1)4

FOR TEACHERS USE ONLY


Solution 5. (a)

FOR TEACHERS USE ONLY

Marks Remarks

e = ex e x e (e x ) 2 (e + 1)e x + e = 0
x

1A 1A

e = 1 or e x = 0 or 1
(b) The area of the region bounded by C1 and C2

1 e = [x + e e
=
0

e
x
x

(e x e) dx
e x + ex

1M 1M 1A (5)

For lower and upper limits

Accept e ex x e e

1 0

x 1 0

= 1+1 e + e e +1 = 3e

6.

(a)

Var(2 X + 7) = 4Var( X )

8 = 4 10 = 3.2
(b) A 97% confidence interval for

1M 1A

For Var ( X ) =

Var ( X ) n

8 8 = 50 2.17 , 50 + 2.17 10 10 = (48.0591, 51.9409)

1M+1A 1A (5)

1M for 50 d 1A for 2.17

7.

(a)

P(a player is rewarded) =

1 2 1 1 + 2 5 2 5 = 0 .3 0.3 0.3 0.3 0.3 + 0.3 0.7 2 3 = 17

1 2 2 5

1A 1M 1A OR

(b) P(both players are rewarded | one player is rewarded) =

0 .3 0 .3 1 0 .7 0 .7

OR 0.1765

(c)

E(no. of players having drawn a blue ball from A ) = 60

0 .3

1M 1A (5)

= 40

8.

(a)

P(a box contains more than 1 rotten eggs) = 1 (0.96) 30 C 30 (0.96) 29 (0.04) 1

1M+1M 1A

1M for binomial prob 1M for correct cases

0.338820302 0.3388
(b) (i) P(the 1st box containing more than 1 rotten egg is the 6th box inspected) = (1 0.338820302) 5 (0.338820302) 0.0428

1M 1A

PP-DSE-MATH-EP(M1)5

FOR TEACHERS USE ONLY


Solution

FOR TEACHERS USE ONLY

Marks 1M 1A (7) Remarks

(ii) E(no. of boxes inspected until a box containing more than 1 rotten egg is found) 1 = 0.338820302 2.9514

9.

(a)

P ( A) = P( A B) + P ( A B ) = 0.12 + k P( A B ) P ( A | B ) = P( B ) k 0 .6 = 1 P( B) 5k P( B) = 1 3 P ( A B) = P ( A) + P( B) P( A B)
1A

1A

5k = (0.12 + k ) + 1 0.12 3 2k = 1 3
(b) If A and B are independent, P ( A)P ( B) = P ( A B) .

1M 1A

5k (0.12 + k )1 = 0.12 3
0.8k 5k 2 =0 3 k = 0.48 or 0 (rejected)

1M

1A

Alternative solution 1 If A and B are independent, P( A) = P( A | B ) .

0.12 + k = 0.6 k = 0.48

Alternative solution 2 If A and B are independent, P ( A)P( B ) = P( A B ) .

1M 1A

5k (0.12 + k ) = k 3
5k 2 0.8k = 0 3 k = 0.48 or 0 (rejected)
Alternative solution 3 If A and B are independent, P ( A | B) = P( A | B ) . P( A B) = P( A | B ) P( B) 0.12 = 0 .6 5k 1 3 k = 0.48

1M

1A

1M 1A (6)

PP-DSE-MATH-EP(M1)6

FOR TEACHERS USE ONLY


Solution 10. (a)

FOR TEACHERS USE ONLY

Marks Remarks

(t + 1) 2 Let u = t + 1 and hence du = dt .

The amount of alloy produced by A 10 61t = dt 5

dx = dt

61t
5

1A

(t + 1) 2

11 61(u 1) 5 u2

du
du
11

1 11 1

61u

3 2

5 61u 2

1M

1 3 122 2 = 122u 2 + u 3 1

1A

For primitive function

Alternative Solution 61t x= dt 5

(t + 1) 2 61(u 1)
5 u2

du

1A

3 5 61u 2 61u 2 du 1 2

1M

= 122u

122 u 3

3 2

+C
3

122 = 122(t + (t + 1) 2 + C 3 The amount of alloy produced by A 1 3 122 122 = 122(10 + 1) 2 + (10 + 1) 2 + C 122 + + C 3 3 45.6636

1 + 1) 2

1A

1A (4)

OR =

244 3904 3 33 11

(b) The amount of alloy produced by B

10 15 ln(t 2 0

+ 100) dt 16
1M 1A (2)

2 15 {ln(0 + 100) + ln(10 2 + 100) + 2[ln(2 2 + 100) 2 16 + ln(4 2 + 100) + ln(6 2 + 100) + ln(8 2 + 100)]} 45.6792

PP-DSE-MATH-EP(M1)7

FOR TEACHERS USE ONLY


Solution (c)

FOR TEACHERS USE ONLY

Marks Remarks

d dy d 15 ln(t 2 + 100) = dt dt dt 16 15t = 8(t 2 + 100) d 2 dy 15 (t 2 + 100) t (2t ) = dt 2 dt 8 (t 2 + 100) 2

= 15(100 t 2 ) 8(t 2 + 100) 2

1A

1A

d 2 dy > 0 for 0 < t < 10 dt 2 dt Thus, 45.6792 is an over-estimate of the amount of alloy produced by B . Hence it is uncertain whether machine B is more productive than machine A by the results of (a) and (b). The engineer cannot be agreed with.

1A 1A (4)

11. (a)

P (t ) = kte 20 P (t ) a t + ln k ln = t 20

1A (1)

(b) t P (t ) P (t) ln t
ln P (t) t

1 22.83 3.13

2 43.43 3.08

3 61.97 3.03

4 78.60 2.98 1A

3.3

3.2

3.1

3.0 1A 2.9

O
PP-DSE-MATH-EP(M1)8

t 1 2 3 4 5

FOR TEACHERS USE ONLY


Solution From the graph,

FOR TEACHERS USE ONLY

Marks 1M 1A 1A (5) Either one Remarks

a 2.98 3.13 20 4 1

a 1 From the graph, ln k 3.18 k 24

(c)

(i)

t d d 24te 20 P (t ) = dt dt

t = 24e 20 1 20 d P (t ) = 0 when t = 20 dt
t d P(t ) dt

1A

< 20
+ve

20 0

> 20
-ve 1M

Alternative Solution

1 t 1 P (t ) = 24e 20 1 + 2 20 20 20 dt d2 = d2 dt 2 6 20 t 2 e 5 20
t

1M

P (t ) < 0 when t = 20
1A

Hence the rate of change of the population size is greatest when t = 20 .

t t t d 20 te = e 20 1 te 20 dt 20 t 20 24te

(ii)

1A

=
t

t 20 480e

t d 20 te 480 dt t t

24te 20 dt = 9600e 20 480te 20 + C

t 20 480te t 20 9600e

1M 1A 1M

P (t ) = C

Since P (0) = 30 , we have

C 480(0)e 0 9600e 0 = 30 C = 9630

t t

P(t ) = 9630 480te 20 9600e 20

t t 9630 480te 20 9600e 20 (iii) lim P(t ) = lim t t = 9630 the population size after a very long time is estimated to be 9630 thousands.

1A

1A

(9)
PP-DSE-MATH-EP(M1)9

FOR TEACHERS USE ONLY


Solution 12. (a) The estimate of the mean =

FOR TEACHERS USE ONLY

Marks Remarks

0 6 +L+ 7 4 100 = 3.21

1A (1)

(b) (i)

The sample proportion of school days with less than 4 visits =

57 100

1A

(ii) An approximate 95% confidence interval for the proportion 0.57 0.43 0.57 0.43 = 0.57 1.96 , 0.57 + 1.96 100 100 = (0.4730 , 0.6670)

1M 1A (3)

(c)

(i)

By (a), = 3.21 .

3.212 3.213 P(crowded on a day) = 1 e 3.21 1 + 3.21 + + 2! 3! 0.399705729 0.3997

(ii) P(crowded on alternate days | crowded on at least 2 days)

1M

For Poisson probability

1A 1M for numerator
1M+1M+1M 1M for denominator

1 (1 0.399705729) 5 5(1 0.399705729) 4 (0.399705729) 0.0869

(0.399705729) 3 (1 0.399705729) 2 + (1 0.399705729) 3 (0.399705729) 2

1M for binomial probability 1A (6)

PP-DSE-MATH-EP(M1)10

FOR TEACHERS USE ONLY


Solution

FOR TEACHERS USE ONLY

Marks Remarks

13. Let X r minutes and X e minutes be the waiting times for a customer in the regular and express counter respectively. 6 6 .6 (a) P ( X r > 6) = P Z > 1 .2 = P( Z > 0.5) 0.6915

1M

1A (2)

(b) (i)

P(more than 10 from 12 customers with X r > 6 )

= C 12 (0.6915)11 (1 0.6915) + (0.6915)12 11 0.0759

(ii) Let Y minutes be the average waiting time of the 12 customers 1.2 2 = N(6.6 , 0.12) Y ~ N 6 .6 , 12

1M+1M 1A

1A

6 6 .6 P (Y > 6) = P Z > 0.12 P ( Z > 1.73) 0.9582

1A (5)

OR P ( Z > 1.732) OR 0.9584

(c)

(i)

P ( X r < k ) = 0.2119 k 6 .6 P Z < = 0.2119 1 .2 k 6 .6 = 0.8 1.2 k = 5.64 P ( X e > k ) = 0.0359 5.64 P Z > = 0.0359 0.8 5.64 = 1.8 0 .8 = 4 .2
1M

1A

1M

1A

(ii)

4.2 6.6 P ( X r > ) = P Z > 1.2 0.9772 P(1 customer pays at regular counter | 2 customers wait more than min) 2(0.88)(0.9772)(0.12)(0.5) [(0.88)(0.9772) + (0.12)(0.5)]2 0.1219

1A 1M+1M 1A (8) 1M for numerator 1M for denominator

PP-DSE-MATH-EP(M1)11

FOR TEACHERS USE ONLY

FOR TEACHERS USE ONLY

HONG KONG EXAMINATIONS AND ASSESSMENT AUTHORITY HONG KONG DIPLOMA OF SECONDARY EDUCATION EXAMINATION

PRACTICE PAPER MATHEMATICS Extended Part Module 2 (Algebra and Calculus)

PROVISIONAL MARKING SCHEME

Hong Kong Examinations and Assessment Authority All Rights Reserved 2012

PP-DSE-MATH-EP(M2)1

This marking scheme has been prepared by the Hong Kong Examinations and Assessment Authority for teachers reference. Teachers should remind their students NOT to regard this marking scheme as a set of model answers. Our examinations emphasise the testing of understanding, the practical application of knowledge and the use of processing skills. Hence the use of model answers, or anything else which encourages rote memorisation, will not help students to improve their learning nor develop their abilities in addressing and solving problems. The Authority is counting on the co-operation of teachers in this regard.

FOR TEACHERS USE ONLY


Adherence to marking scheme
1.

FOR TEACHERS USE ONLY

General Notes for Teachers on Marking

This marking scheme is the preliminary version before the normal standardisation process and some revisions may be necessary after actual samples of performance have been collected and scrutinised by the HKEAA. Teachers are strongly advised to conduct their own internal standardisation procedures before applying the marking schemes. After standardisation, teachers should adhere to the marking scheme to ensure a uniform standard of marking within the school. It is very important that all teachers should adhere as closely as possible to the marking scheme. In many cases, however, students may have arrived at a correct answer by an alternative method not specified in the marking scheme. In general, a correct alternative solution merits all the marks allocated to that part, unless a particular method has been specified in the question. Teachers should be patient in marking alternative solutions not specified in the marking scheme.

2.

Acceptance of alternative answers

3. For the convenience of teachers, the marking scheme was written as detailed as possible. However, it is likely that students would not present their solution in the same explicit manner, e.g. some steps would either be omitted or stated implicitly. In such cases, teachers should exercise their discretion in marking students work. In general, marks for a certain step should be awarded if students solution indicate that the relevant concept / technique has been used. In marking students work, the benefit of doubt should be given in students favour. Unless the form of the answer is specified in the question, alternative simplified forms of answers different from those in the marking scheme should be accepted if they are correct. Unless otherwise specified in the question, use of notations different from those in the marking scheme should not be penalised.

4. 5.

6.

Defining symbols used in the marking scheme

7. In the marking scheme, marks are classified into the following three categories: M marks A marks Marks without M or A awarded for applying correct methods awarded for the accuracy of the answers awarded for correctly completing a proof or arriving at an answer given in the question.

In a question consisting of several parts each depending on the previous parts, M marks should be awarded to steps or methods correctly deduced from previous answers, even if these answers are erroneous. ( I.e. Teachers should follow through students work in awarding M marks.) However, A marks for the corresponding answers should NOT be awarded, unless otherwise specified.

8.

In the marking scheme, steps which can be skipped are enclosed by dotted rectangles , whereas alternative answers are enclosed by solid rectangles .

Others
9. Marks may be deducted for poor presentation (pp), including wrong / no unit. Note the following points: (a) At most deduct 1 mark for pp in each section. (b) In any case, do not deduct any marks for pp in those steps where students could not score any marks.

10. (a) Unless otherwise specified in the question, numerical answers not given in exact values should not be accepted. (b) In case a certain degree of accuracy had been specified in the question, answers not accurate up to that degree should not be accepted. For answers with an excess degree of accuracy, deduct 1 mark for pp. In any case, do not deduct any marks for excess degree of accuracy in those steps where candidates could not score any marks.

PP-DSE-MATH-EP(M2)2

FOR TEACHERS USE ONLY


Solution 1. The general term of (2 x)
9 9 is C r 29r ( x) r 9 = C r 2 9r (1) r r

FOR TEACHERS USE ONLY

Marks 1M Remarks

1A

Alternative Solution 9 9 9 9 9 (2 x) 9 = 2 9 C1 28 x + C 2 2 7 x 2 C3 2 6 x 3 +C 4 25 x 4 C5 2 4 x 5 + L
9 Hence the coefficient of x 5 is C5 2 4 = 2016

1M+1A 1M 1A (4)

2.

If the system of homogeneous equations has non-trivial solutions, then 1 7 7

1 k 2 1

3 =0 k

1M+1A 1M 1A (4)

k 2 + 7 42 + 14k + 7 k 3 = 0 k 2 21k + 38 = 0 k = 19 or 2

3.

For n = 1 ,

41 + 15(1) 1 = 18 which is divisible by 9 . the statement is true for n = 1 .

Assume 4 + 15k 1 is divisible by 9 , where k is a positive integer. i.e. let 4 + 15k 1 = 9 N , where N is an integer.
k k

1 1 Withdraw the last mark if N is an integer was omitted

4 k = 9 N 15k + 1 4 k +1 + 15(k + 1) 1 = 4(9 N 15k + 1) + 15k + 15 1 (by induction assumption) = 36 N 45k + 18 = 9(4 N 5k + 2) which is divisible by 9 Hence the statement is true for n = k + 1 .
By the principle of mathematical induction, the statement is true for all positive integers n .

1 1 1 (5) Follow through

4.

(a)

2x 2 tan = 2 1+ x 1 + tan 2 2 tan = sec 2 sin =2 cos 2 cos = sin 2 (1 + x) 2 1+ x2 = 1 + x 2 + 2x

1M

(b)

1+ x2 2x = 1+ 1+ x2 Since x is real, we can let x = tan for some . (1 + x) 2 = 1 + sin 2 1+ x2

by (a)

1M

1M

PP-DSE-MATH-EP(M2)3

FOR TEACHERS USE ONLY


Solution

FOR TEACHERS USE ONLY

Marks Remarks

Since the maximum value of sin 2 is 1 , the maximum value of

(1 + x) 2 1+ x2

is 2 .

1A (5)

5.

(a)

cos( x + 1) + cos( x 1) = 2 cos

x +1+ x 1 x +1 x +1 cos 2 2 = 2 cos1cos x

1M

OR cos x cos1 sin x sin 1 + cos x cos1 + sin x sin 1

Alternative Solution cos(0 + 1) + cos(0 1) = k cos 0 i.e. k = 2 cos1

1M 1A

(b)

cos1 cos 2 cos 3 cos1 + cos 3 cos 2 cos 3 cos 4 cos 5 cos 6 = cos 4 + cos 6 cos 5 cos 6 cos 7 cos 8 cos 9 cos 7 + cos 9 cos 8 cos 9 2 cos1cos 2 cos 2 cos 3 = 2 cos1cos 5 cos 5 cos 6 2 cos1cos 8 cos 8 cos 9 cos 2 cos 2 cos 3 = 2 cos1 cos 5 cos 5 cos 6 cos 8 cos 8 cos 9 =0
by (a)

1M

For column (or row) operations

1M

For using (a) or sum-toproduct formula of cosine

1M 1A (6)

6.

1 1 d 1 x+h x = lim h dx x h0 xxh = lim h 0 h( x + h) x 1 = lim h 0 ( x + h) x 1 = 2 x

1M+1A

1A 1A (4)

7.

(a)

f ( x) = e x (sin x + cos x) f ( x) = e x (sin x + cos x) + e x (cos x sin x) = 2e x cos x f ( x) = 2e cos x 2e sin x = 2e x (cos x sin x)
1A
x x

1A

(b)

f ( x) f ( x) + f ( x) = 0 2e x (cos x sin x) 2e x cos x + e x (sin x + cos x) = 0 e (cos x sin x) = 0 sin x = cos x or e x = 0 (rejected) tan x = 1 x=
1A 1A (5)
x

1M

for 0 x

PP-DSE-MATH-EP(M2)4

FOR TEACHERS USE ONLY


Solution 8. (a) Let x = 2 sin . dx = 2 cos d dx 2cos = d 2 4 x 4 4 sin 2

FOR TEACHERS USE ONLY

Marks 1M Remarks OR x = 2 cos

1 d
x +C 2

1A

= +C = sin 1
1A

(b)

ln x dx = x ln x x d ln x 1 = x ln x x dx x
= x ln x x + C

1M

1A (5)

9.

x 2 xy 2 y 2 1 = 0 --------------------------------------------- (*) dy dy 2x x y 4 y =0 dx dx dy =2 . For the tangents parallel to y = 2 x + 1 , dx 2 x x(2) y 4 y (2) = 0 y=0

By (*), x 2 1 = 0 x = 1 Hence the tangents are y 0 = 2[ x (1)] i.e. y = 2 x + 2 and y = 2 x 2

1A

1M 1A 1M 1M 1A (6)

For both

10. (a)

xe

x2

dx = e x =

1 2 dx 2

1M 1A

OR

x2

1 d( x 2 ) 2

1 x 2 e +C 2

(b) The volume of the solid 2 x2 x2 = 2 x 2 e dx 1

1M+1A

1M for V = 2 xy dx

= 2

2 1

3 2 x xe x dx 2 2

x4 1 2 = 2 + e x 8 2 15 = + e 4 e 1 4

1M
1

For using (a)

1A (6)

PP-DSE-MATH-EP(M2)5

FOR TEACHERS USE ONLY


Solution 11. (a)

FOR TEACHERS USE ONLY

Marks Remarks

+ + A2 = 1 0 1 0 ( + ) 2 ( + ) = + + 1 0 ( + ) A I = ( + ) 1 0 1 0 2 ( + ) ( + ) = +
i.e. A 2 = ( + ) A I

1A

Either one

1 (2)

(b)

( A I ) 2 = A 2 2A + 2 I = ( + ) A I 2A + 2 I = ( ) A + ( ) I = ( )( A I )
Alternative Solution
2

by (a)

1M 1

+ 1 0 ( A I ) = 0 1 1 0 = 1 1 2 2 2 = 2
2

1A

+ 1 0 ( )( A I ) = ( ) 0 1 1 0 = ( ) 1 2 =

2 2 2
1 1

i.e. ( A I ) 2 = ( )( A I ) By interchanging and , we have ( A I ) 2 = ( )( A I ) . Alternative Solution 1 ( A I ) 2 = A 2 2A + 2 I

= ( + ) A I 2 A + 2 I = ( ) A + ( ) I = ( )( A I )
2

by (a) 1

PP-DSE-MATH-EP(M2)6

FOR TEACHERS USE ONLY


Solution Alternative Solution 2

FOR TEACHERS USE ONLY

Marks Remarks

+ 1 0 ( A I ) = 0 1 1 0 = 1 1 2 2 2 = 2
2

( )( A I ) = ( ) = ( ) 1 2 =

+ 1

1 0 0 1 0

2 2 2
1 (3)

i.e. ( A I ) 2 = ( )( A I )

(c)

(i)

A = X +Y + = s + t 1 0 1 1 s + t ( s + t ) = s+t s t s + t = + Comparing the entries, we have s + t = 1 s + t = 0

Solving, s =

1M

and t =

1A

For both

(ii) Consider the statement X n =

n n ( A I ) and Y n = ( A I ) . When n = 1 , X = ( A I ) and Y = ( A I ) are true by (c)(i). k k ( A I ) and Y k = ( A I ) , where k is a

by the assumption

Assume X k = positive integer.

X k +1 = = = Y
k +1

k ( A I ) ( A I )
k +1 ( )( A I ) ( ) 2 k +1 ( A I )

by (b)

k = ( A I ) ( A I )
= =

Either one by the assumption

k +1 ( )( A I ) ( ) 2 k +1 ( A I )

by (b) 1

PP-DSE-MATH-EP(M2)7

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Solution

FOR TEACHERS USE ONLY

Marks Remarks

Hence the statement is true for n = k + 1 . By the principle of mathematical induction, the statement is true for all positive integers n .

Follow through

(iii) XY = s ( A I )t ( A I )

= st[ A 2 ( + ) A + I ]
0 0 = 0 0 YX = t ( A I ) s( A I )

by (a)

= st[ A 2 ( + ) A + I ]
0 0 = 0 0 n A = ( X + Y )n
= X n +Y n
n

by (a) 1

For both

by the note given

n

1M by (ii) 1A (9)

= =

( A I ) + ( A I ) n n n n A+ I

12. (a)

(i)

OM = (1 a )i + aj ON = b(i + j + k ) MN = b(i + j + k ) [(1 a)i + aj ] = ( a + b 1)i + (b a ) j + bk

1A

(ii)

AB = j i MN AB = 0 [(a + b 1)i + (b a ) j + bk ] ( j i ) = 0 a b + 1 + b a = 0 1 a= 2 MN OC = 0 [(a + b 1)i + (b a) j + bk ] (i + j + k ) = 0 a + b 1 + b a + b = 0 1 b= 3

Alternative Solution

1M

1A

1M

1A

AB OC = (i + j) (i + j + k ) = i + j 2k MN // AB OC a + b 1 b a b = = 1 1 2 1 1 and b = . Solving, we get a = 2 3

1M

1M 1A+1A

PP-DSE-MATH-EP(M2)8

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Solution (iii) MN =

FOR TEACHERS USE ONLY

Marks Remarks

1 1 1 i j+ k 6 6 3 The shortest distance between the lines AB and OC = MN

1 1 1 = + + 6 6 3
2 2 2

1M 1A (8)

6 6

(b) (i)

AB AC = (i + j ) ( j + k ) = i + jk

1A

C N

(ii) Let the intersecting point of the two lines OG and MN be P . Since P lies on MN , let MP = MN . 1M
x

OP = OM + MP 1 1 1 1 1 = i + j + i j + k 2 2 6 6 3 3 3 = i+ j+ k 6 6 3

O A M G B
y

1A

Since P lies on OG , OP // AB AC . 3 = 6 3 = 3 Alternative Solution Let OP = t (i + j k )

P 1M

Since P lies on OG , OP // AB AC . 1M

1 1 MP = t (i + j k ) i + j 2 2 2t 1 2t 1 = i+ j tk 2 2 Since P lies on MN , MP // MN . 2t 1 2 = t 1 1 6 3 t =1
Hence the coordinates of P are (1 , 1 , 1) .

1A

1M

1A (5)

PP-DSE-MATH-EP(M2)9

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Solution 13. (a) Let u = x p .

FOR TEACHERS USE ONLY

Marks 1M Remarks

du = dx When x = 0 , u = p ; when x = 2 p , u = p .

2p

f ( x p ) dx =
0 2p 0

f (u ) d u
p

1A 1

=0

since f is an odd function

[f ( x p) + q] dx = 0 + [qx]2 p 0
= 2 pq 1A (4)

(b)

3 + tan x 6 = 3 tan x 6
= =

tan x 3+ 1+
1 3

1 3

tan x
1 3

tan x 3 1+
1 3

1M

tan x

3 + 3 tan x + 3 tan x 1 3 + 3 tan x 3 tan x + 1 1 + 3 tan x 2

1 (2)

(c)

3 ln(1 + 3 tan x) dx = 3 ln 0 0 = 3 ln 0

3 + tan x 6 2 dx 3 tan x 6

by (b)

3 + tan x 6 + ln 2 dx 3 tan x 6

1M

Consider f ( x) = ln

3 + tan x 3 tan x

f ( x) = ln = ln

3 + tan( x) 3 tan( x) 3 tan x 3 + tan x

1

3 + tan x = ln 3 tan x
= ln 3 + tan x

1M

3 tan x = f ( x ) f ( x) is an odd function

1A
2

3 0

ln(1 + 3 tan x) dx =

f x + ln 2 dx 0 6 ln 2 = by (a) 3

1A (4)

PP-DSE-MATH-EP(M2)10

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14. (a) Solution The volume of the solid of revolution

FOR TEACHERS USE ONLY

Marks Remarks

(25 y 2 ) dy
h

1M

y3 = 25 y 3 0 h3 = 25h 3

1 (2)

(b) (i)

h3 By (a), V = 25h for 0 h 4 3 dV dh dh = 25 h 2 dt dt dt dh When h = 3 , 8 = (25 32 ) dt dh 1 = dt 2

i.e. the rate of increase of the depth of coffee is

1A

1 cm s 1 . 2

1A

(ii) Let x , l , r and h be the lengths as shown in the figure. x 2 + 4 2 = 25 x=3 By similar triangles,

6 1A r 1M x 8

x 6 = l 8+l

24 + 3l = 6l l =8
By similar triangles,

r 6 = h4+l 8+l
1A 1M

4 5 l

3(h + 4) 8 2 ( 4) 3 3(h + 4) + V = 25(4) (h + 4) (3) 2 (8) 3 3 8 3 r=

Alternative Solution Locating the origin at the centre of the base and the x-axis along the base of the frustum, the equation of a slang edge of the frustum is y0 80 = x 3 63 3 x = ( y + 8) 8 h 4 9 ( 4) 3 V = 25(4) ( y + 8) 2 dy + 0 3 64

y (6, 8) 1M 1A 1M O 3 x

236 9 ( y + 8) 3 + 3 64 3 0 164 3 + ( h + 4) 3 3 64

h4

i.e. V =

PP-DSE-MATH-EP(M2)11

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Solution (iii) After 15 seconds,

FOR TEACHERS USE ONLY

Marks 1M Remarks

164 3 164 3 + (12 + 4) 3 2 15 = + ( h + 4) 3 3 64 3 64

3 (h + 4) 3 = 192 30 64
1

64 10 3 h + 4 = 4 h 11.73 > 4 164 3 V= + ( h + 4) 3 3 64 dV 9 dh ( h + 4) 2 = dt 64 dt

1 9 64 10 3 dh After 15 seconds, 2 = 4 64 dt dh 8 = 1 2 dt 9 3 (64 10) 3 0.0183 i.e. the rate of decrease of the depth of coffee is 0.0183 cm s 1 . 2

1A

1A

1A (11)

PP-DSE-MATH-EP(M2)12

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