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2 1
1. The line l1 has equation r 3 2 , where is a scalar parameter.
4 1
0 5
The line l2 has equation r 9 0 , where is a scalar parameter.
3 2
The point A is the point on l1 where = 0 and the point B is the point on l2 where = 1.
(b) Find the size of the angle ACB. Give your answer in degrees to 2 decimal places.
(4)
6 4
r = 4 1
1 3
6 3
r = 4 4
1 1
The lines l1 and l2 intersect at the point A and the acute angle between l1 and l2 is .
The point y lies on l2. Given that the vector YX is perpendicular to l1,
(f) find the length of AY, giving your answer to 3 significant figures.
(3)
(Total 12 marks)
3. Relative to a fixed origin O, the point A has position vector (8i + 13j 2k), the point B has
position vector (10i + 14j 4k), and the point C has position vector (9i + 9j + 6k).
(b) Find CB .
(2)
(c) Find the size of the acute angle between the line segment CB and the line l, giving your
answer in degrees to 1 decimal place.
(3)
(d) Find the shortest distance from the point C to the line l.
(3)
(e) find the area of the triangle CXB, giving your answer to 3 significant figures.
(3)
(Total 14 marks)
4. With respect to a fixed origin O the lines l1 and l2 are given by the equations
11 2 5 q
l1: r 2 1 l2: r = 11 2
17 4 p 2
where and are parameters and p and q are constants. Given that l1 and l2 are perpendicular,
9
The point A lies on l1 and has position vector 3 . The point C lies on l2.
13
Given that a circle, with centre C, cuts the line l1 at the points A and B,
5. With respect to a fixed origin O, the lines l1 and l2 are given by the equations
(a) Show that l1 and l2 meet and find the position vector of their point of intersection.
(6)
1 1
7. The line l1 has equation r 0 1 .
1 0
1 2
The line l2 has equation r 3 1 .
6 1
(b) Find the cosine of the acute angle between AB and l1.
(6)
(Total 10 marks)
8. The point A has position vector a = 2i +2j + k and the point B has position vector b = i + j 4k,
relative to an origin O.
(a) Find the position vector of the point C, with position vector c, given by
c = a + b.
(1)
(b) Show that OACB is a rectangle, and find its exact area.
(6)
r = 6i + 19j k + (i + 4j 2k).
The point P lies on l1 and is such that OP is perpendicular to l1, where O is the origin.
(c) show that the points A, P and B are collinear and find the ratio AP : PB.
(4)
(Total 13 marks)
10. The points A and B have position vectors i j + pk and 7i + qj + 6k respectively, where p and q
are constants.
The line l1, passing through the points A and B, has equation
(c) Find the cosine of the acute angle between l1 and l2.
(3)
(d) Find the coordinates of the point where the two lines meet.
(5)
(Total 14 marks)
where is a parameter.
The point A has coordinates (4, 8, a), where a is a constant. The point B has coordinates
(b, 13, 13), where b is a constant. Points A and B lie on the line l1.
(c) Hence find the distance OP, giving your answer as a simplified surd.
(2)
(Total 10 marks)
12. The points A and B have position vectors 5j + 11k and ci + dj + 21k respectively, where c and d
are constants.
The line l, through the points A and B, has vector equation r = 5j + 11k + (2i + j + 5k), where
is a parameter.
The point P lies on the line l, and OP is perpendicular to l, where O is the origin.
(c) Find the area of triangle OAB, giving your answer to 3 significant figures.
(4)
(Total 13 marks)
3 1
r = 1 + 1
2 4
0 1
r = 4 + 1 ,
2 0
The lines l1 and l2 intersect at the point B and the acute angle between l1 and l2 is .
(b) Find the value of cos , giving your answer as a simplified fraction.
(4)
14. Relative to a fixed origin O, the point A has position vector 5j + 5k and the point B has position
vector 3i + 2j k.
(a) Find a vector equation of the line L which passes through A and B.
(2)
The points O, B and A, together with the point D, lie at the vertices of parallelogram OBAD.
15. Relative to a fixed origin O, the vector equations of the two lines l1 and l2 are
and
where is a constant.
Point B lies on l1 and point C lies on l2. The triangle ABC is equilateral with sides of length
142.
l1: r = i + 3j + 5k + (i + 2j k),
(a) Show that l1 and l2 intersect and find the coordinates of Q, their point of intersection.
(6)
The point P with x-coordinate 3 lies on the line l1 and the point R with x-coordinate 4 lies on the
line l2.
(c) Find, in its simplest form, the exact area of the triangle PQR.
(6)
(Total 14 marks)
17. Relative to a fixed origin O, the point A has position vector 3i + 2j k, the point B has position
vector 5i + j + k, and the point C has position vector 7i j.
18. Referred to a fixed origin O, the points A and B have position vectors (i + 2j 3k) and
(5i 3j) respectively.
(a) Find, in vector form, an equation of the line l1 which passes through A and B.
(2)
The line l2 has equation r = (4i 4j + 3k) + (i 2j + 2k), where is a scalar parameter.
(c) Find, in degrees, the acute angle between the lines l1 and l2.
(4)
(b) Find the cosine of the acute angle between l and the line OD.
(3)
11 4
20. The line l1 has vector equation r 5 2 , where is a parameter.
6 4
24 7
The line l2 has vector equation r 4 1 , where is a parameter.
13 5
(c) Find the value of cos . Give your answer in the form k 3 , where k is a simplified
fraction.
(4)
(Total 10 marks)
1. (a) j components 3 2 9 3 1 M1 A1
1 5
2 . 0 5 2 6 29 cos ACB use of scalar product M1 A1
1 2
Alternative method
AB2 = 72 + 62 + 12 = 86
AC2 = 32 + 62 + 32 = 54
116 54 86
cos ACB = (= 0.53066 ...) M1 A1
2 116 54
(c) A : 2, 3, 4 B : 5, 9, 5
3 10
AC 6 , BC 0
3 4
AC 2 32 62 32 AC 3 6 M1 A1
BC 2 102 42 BC 2 29 A1
1
ABC AC BC sin ACB
2
1
3 6 2 29sin ACB 33.5 15 5 , awrt 34 M1 A15
2
Alternative method
AC2 = 32 + 62 + 32 = 54
116 54 86
cos ACB = (= 0.53066 ...) M1 A1
2 116 54
If this method is used some of the working may gain credit in part (c) and appropriate
marks may be awarded if there is an attempt at part (c).
[12]
4 3
(b) 1. 4 =12 + 4 + 3 =
3 1
4 2 1 32 32 4 12 cos
2 2
M1 A1
19
cos awrt 0.73 A13
26
10 6
(d) AX 0 4 Either order M1
11 1
16
4 cao A12
12
AX 162 4 122
2
(e) M1
(f)
10 8 2 2
3. (a) AB OB OA 14 13 1 or BA 1 M1
4 2 2 2
8 2 10 2
r = 13 1 or r = 14 1 accept equivalents M1 A1ft3
2 2 4 2
10 9 1 1
(b) CB OB OC 14 9 5 or BC 5
4 6 10 10
(c) CB . AB CB AB cos
3
cos 36.7 awrt 36.7 A13
14
(d)
d
sin M1 A1ft
126
d = 35 ( 6.7) awrt 6.7 A13
1 1 27 5
! CBX BX d 9 3 5 ( 30.2) awrt 30.1 or 30.2 M1 A13
2 2 2
1
! CBX d BC sin XCB M1
2
1
3 5 126 sin (90 36.7) sine of correct angle M1
2
27 5
30.2 , awrt 30.1 or 30.2 A13
2
[14]
4. (a) d1 = 2i + j 4k, d2 = qi + 2j + 2k
2 q
As d1 d 2 1 2 = (2 q) + (1 2) + (4 2) Apply
4 2
dot product calculation between two direction vectors, M1
ie. (2 q) + (1 2) + (4 2)
d1 d2 = 0 2q + 2 8 = 0 Sets d1 d2 = 0
11 2 5 q
2 1 11 2
17 4 p 2
(2) gives: 2 + = 11 4 = 5
p = 17 20 + 4 p = 1 p = 1 A1 cso6
1 9 8
AX = OX OA = 7 3 = 4 Finding vector AX
3 13 16
by finding the difference between OX and OA . M1ft
Can be ft using candidates OX
OB OA AB OA 2 AX
9 8 9
OB 3 2 4 3 + 2 their AX dM1ft
13 16 13
7 7
Hence, OB 11 or OB = 7i + 11j 19k 11 or
19 19
7i + 11j 19k or (7, 11,19) A13
[13]
9 2 3 3
r = 0 3 1 or r 1 2 1
10 1 17 5
Either check k:
= 3: LHS = 10 = 10 3 = 7
= 2: RHS = 17 + 5 = 17 10 = 7
Need any two of these correct equations seen anywhere in part (a). M1
Both = 3 & = 2 A1
3
3 or = 3i + 3j + 7k or (3, 3, 7) A1
7
(b) d1 = 2i + j k , d2 = 3i j + 5k
2 3
As d 1 d 2 1 1 = (2 3) + (1 1) + (1 5) = 0
1 5
Then l1 is perpendicular to l2.
(c) Way 1
Equating i ; 9 + 2 = 5 = 7
9 2 5
r = 0 7 1 7
10 1 3
(= OA . Hence the point A lies on l1.)
5
7 2 their AX dM1ft
3
11
1 or 11i j + 11k or (11, 1, 11) A1 3
11
[12]
2 3
6. (a) OA 6 & OB 4
1 1
3 2 1
AB OB OA 4 6 2
1 1 2
Correct answer. A1 2
2 1 3 1
(b) l1 : r 6 2 or r 4 2
1 2 1 2
r OA ( their AB) or
r OB ( their AB) or
r OA ( their BA) or
r OB ( their BA)
(r is needed) A1ft aef
0 1 1
(c) l2 : r 0 0 r 0
0 1 1
AB = d1 = i 2j + 2k, d2 = i + 0j + k & is angle
1 1
2 0 (*)
AB d 2 2 1
cos
( AB . d 2 ) ( (1) (2) (2) 2 . (1) 2 (0) 2 (1) 2 )
2 2
1 0 2
cos
(1) (2) (2) 2 . (1) 2 (0) 2 (1) 2
2 2
3
cos 45 or or awrt 0.79.
3. 2 4
This means that cos does not necessarily have to be the subject of
the equation. It could be of the form 3 2 cos 3 .
45 or or awrt 0.79. A1 cao 3
4
2 1 1
(d) If l1 and l2 intersect then: 6 2 0
1 2 1
i: 2 + = (1)
j: 6 2 = 0 (2)
k: 1 + 2 = (3)
(2) yields = 3
Any two yields = 3, = 5
5
0 or 5i + 5k
5
Fully correct solution & no incorrect values of or seen earlier. A1 cso 4
Aliter
Way 2
3 1 1
If l1 and l2 intersect then: 4 2 0
1 2 1
i: 3 + = (1)
j: 4 2 = 0 (2)
k: 1 + 2 = (3)
(2) yields = 2
Any two yields = 2, = 5
3 1 5 1 5
l1 : r 4 2 2 0 or r 5 0 0
1 2 5 1 5
5
0 or 5i + 5k
5
Fully correct solution & no incorrect values of or seen earlier. A1 cso 4
2 1 1
If l1 and l2 intersect then: 6 2 0
1 2 1
i: 2 = (1)
j: 6 + 2 = 0 (2)
k: 1 2 = (3)
(2) yields = 3
Any two yields = 3, = 5
2 1 5 1 5
l1 : r 6 3 2 0 or r 5 0 0
1 2 5 1 5
5
0 or 5i + 5k
5
Fully correct solution & no incorrect values of or seen earlier. A1 cso 4
Aliter
Way 4
3 1 1
If l1 and l2 intersect then: 4 2 0
1 2 1
i: 3 = (1)
j: 4 + 2 = 0 (2)
k: 1 2 = (3)
(2) yields = 2
Any two yields = 2, = 5
3 1 5 1 5
l1 : r 4 2 2 0 or r 5 0 0
1 2 5 1 5
5
0 or 5i + 5k
5
Fully correct solution & no incorrect values of or seen earlier. A1 cso 4
or for example:
checking eqn (3), LHS = 1, RHS = 3
Lines l1 and l2 do not intersect (*) 4
k: 1 = 6 = 7
i: 1 + = 1 + 2 1 + = 1 +2(7)
i: = 14
j: = 10
B1ft Complete method giving rise to any one of these three explanations.
i: 1 + = 1 + 2 (1)
Any two of j: =3+ (2)
k: 1 = 6 (3)
(3) yields 1 3
A1 =3
A1 RHS of (3) = 3
2 5
(b) = 1 OA 1 & 2 OB 5
1 4
5 2 3 3
AB OB OA 5 1 4 or BA 4
4 1 5 5
2 5
B1 OA 1 or OB 5 or A(2, 1, 1) or B(5, 5, 4). (can be implied)
1 4
Case 2: d1 = i + j + 0k and d2 = 2i + j 1k
2 1 0
cos =
2. 6
Note: If candidate use cases 2, 3, 4 and 5 they cannot gain the final three
marks for this part.
Note: Candidate can only gain some/all of the final three marks if they use case 1.
A1 Correct expression.
7 7 7
A1cao or 0.7 or but not
10 100 50 20
8. a = OA = 2i + 2j + k OA = 3
b = OB = i + j 4k = OB = 18
BC = (2i + 2j + k) BC = 3
AC = (i + j 4k) AC = 18
(a) c = OC = 3i + 3j 3k B1 cao1
2 1
(b) OA OB 2 1 = 2 + 2 4 = 0 or
1 4
1 2
BO BC 1 2 = 2 2 + 4 = 0 or
4 1
1 2
AC BC 1 2 = 2 + 2 4 = 0 or
4 1
Area = 3 18 3 18 9 2
Aliter
Way 2
c = OC = (3i + 3j 3k)
AB = (i j 5k)
OC (3) 2 (3) 2 (3) 2 (1) 2 (1) 2 (5) 2 AB
As OC AB 27
a = OA = 2i + 2j + k OA = 3
b = OB = i + j 4k OB 18
BC = (2i + 2j + k) BC = 3
AC = (i + j 4k) AC 18
c = OC = (3i + 3j 3k) OC 27
AB = (i j 5k) AB 27
Correct result. A1
Aliter
Way 3
Correct result A1
1
(c) OD d (3i + 3j 3k) B11
2
(d) Way 1
using dot product formula
1 1 5 3 3 3
DA i j k & DC i j k
2 2 2 2 2 2
or BA = (i + j + 5K) & OC = (3i + 3j 3k)
0.5 1.5
0.5 1.5 3 3 15
2.5 1.5
1
cos D () () 4 4 4 ()
27 27 27 3
.
2 2 4
1
D cos 1
3
D = 109.47122...
Aliter
Way 2
using dot product formula and direction vectors
Correct vectors A1
Aliter
Way 3
using dot product formula and similar triangles
d OA (2i 2 j k ) & d OC (i j k )
2 1
2 1
1 1
1 2 2 1 1
cos D
2 9. 3 9. 3 3
1
D 2 cos 1
3
D = 109.47122...
Correct vectors A1
1
Attempts to find the correct angle D by doubling their angle for D. ddM1ft
2
Aliter
Way 4
using cosine rule
1
cos D
27 27 3
2
2 2
1
D cos 1
3
D = 109.47122...
All correct A1
Aliter
Way 5
using trigonometry on a right angled triangle
1 1 5
DA i j k , OA 2i 2 j k , AC i j 4k
2 2 2
Let X be the midpoint of AC
27 1 3 1 1
DA , DX OA , AX AC 18
2 2 2 2 2
(hypotenuse) (adjacent) , (opposite)
18 3 18
1 2 , cos 1 D 2 or tan 1 D 2
sin D
2 27 2 27 2 3
2 2 2
18
1 2
e.g. D 2 tan
3
2
D = 109.47122...
1
Attempts to find the correct angle D by doubling their angle for D. ddM1ft
2
Aliter
Way 6
using trigonometry on a right angled similar triangle OAC
OC 3i 3 j 3k , OA 2i 2 j k , AC i j 4k
OC 27 , OA 3, AC 18
(hypotenuse), (adjacent), (opposite)
1 18 1 3 1 18
sin D , cos D or tan D
2 27 2 27 2 3
18
e.g. D 2 tan 1
3
D = 109.47122...
1
Uses correct sohcahtoa to find D dM1
2
1
Attempts to find the correct angle D by doubling their angle for D. ddM1ft
2
9. (a) Equating i; 0 = 6 + = 6 B1 d
=6
Can be implied
Using = 6 and
equating j; a = 19 + 4(6) = 5 M1 d
For inserting their stated into either a correct j or k
component
Can be implied.
(b) OP (6 )i (19 4 ) j (1 2 )k
direction vector or l1 d = i + 4j 2k
OP I1 OP d 0
Allow this statement for M1 if OP and d are defined as above.
6 1
ie. 19 4 4 0 (or x + 4y 2z = 0) M1
1 2 2
Allow either of these two underlined
statements
6 4(19 4 ) 2 (1 2 ) 0 A1 oe
Correct equation
6 + + 76 + 16 + 2 + 4 = 0 dM1
Attempt to solve the equation in
21 + 84 = 0 = 4 A1
OP 2i 3j 7k
2i + 3j + 7k or P(2, 3, 7)
[6]
Aliter Way 2
direction vector or l1 = d = i + 4j 2k
AP OP AP OP 0
Allow this statement for M1
if AP and OP are defined as above.
2 + 10 + 24 = 0 ( = 6) = 4 A1
OP 2i 3j 7k A1 6
2i 3j 7k or P(2, 3, 7)
(c) OP 2i 3j 7k
As AP = 2
3
(3i + 12 j 6k) = 2
3
PB AP = 2
3
PB
or AB 5
2
(2i + 8j 4k) = 5
2
AP or AB = 5
2
AP
or AB = 5
3
(3i + 12j 6k) = 5
3
PB or AB = 5
3
PB
or PB = 3
2
(2i + 8j 4k) = 3
2
AP or PB = 3
2
AP
or AP = 2
5
(5i + 20j 10k) = 2
5
AB or AP = 2
5
AB
or PB = 3
5 (5i +20j 10k) = 3
5
AB etc... or PB = 3
5
AB
AP : PB = 2 : 3 B1 oe 4
3
2 : 3 or 1 : 2
or 84 : 189 aef
2
allow SC 3
Aliter Way 2
(c) At B; 5 = 6 + , 15 = 19 + 4 or 1 = 1 2 M1
or at B; = 1
Writing down any of the three underlined equations.
AP : PB = 2 : 3 B1 oe
2 : 3 or aef
[13]
(c) cos = 2 2 2 1 1 2 M1 A1
3 3
cos = 8
9
A1 3
(= 392 ) = 14 2 A1 cao 2
[10]
c 2
12. (a) AB d 5 k 1 or 11 + 5 = 21, = 2,
10 5
c = 4 M1, A1
d=7 A1 3
2 2
(b) 1 5 = 0 M1A1
5 11 5
4 + 5 + + 55 + 25 = 0 M1
= 2 A1
[13]
(b)
1 1
1 18; 1 2 both B1
4 0
1 1
1. 1 = 1 + 1 + 0 (= 2) B1
4 0
2 1
cos = cao M1 A1
18 2 3
2
(c) AB = I + j 4k AB = 18 or AB = 18 M1
2
BC = 3i 3j BC = 18 or BC 18 M1
Hence AB BC (*) A1 3
(d) OD = 6i 2j + 2k B1 B1 2
Allow first B1 for any two correct
Accept column form or coordinates
[13]
3
14. (a) AB = b a = 3 ; Equation of L M1; A1 2
6
0 3
r = 5 t 3 (o.e.)
5 6
3t 3
(b) 5 3t 3 = 0 M1M1M1
5 6t 6
9t 15 + 9t 30 + 36t = 0 A1
5
i.e. t = A1 5
6
(c)
C B A
O D
3
OD BA a b or ABg 3 M1, A1 2
6
15. (a) 9 8t = 16 + s M1
Attempt a correct equation
4 + 5t = 10 + 9s A1
Both correct
77t = 231 or t = 3, s = 1 A1
= 3 A1 6
15
(b) OA 7 B1 1
19
8 1
(c) 3 . 4 = 8 + 12 + 45 ( = 49) Attempt correct scalar product M1
5 9
49 49 1
cos = = = M1, M1
8 2 32 5 2 12 4 2 9 2 98 98 2
a.b
Use of |a||b|
, |a| or |b|
1
cos = A1
2
= 60 (*) A1 cso 5
14 2 = 2 7 2 = 2 98 M1
8 31 1
OB OA 2 3 = 13 or 1 M1, A1
5 29 9
M1: a 2( ), A1: any one
1 13 17
OC OA 2 4 = 15 or 1 any correct pair A1 4
9 37 1
[16]
intersect at (2, 5, 4) M1 A1
1 3 14
6 21
The area of the triangle = M1 A1 6
2 2
1 7 3 14
Or area = 6 27 sin P where sin P = =
2 3 2
1 2 3 14
Or area = 21 27 sin R where sin R = = (must be simplified)
2 3 2
[14]
CB AB 4
cos AB C or (0.444) M1 A1 4
CB AB 9
1
(b) Area of ABC = 3 2 sinB M1
2
16 65
sin B = (1 ) M1
81 9
1
Area = 65 A1 3
2
4 0
(c) AC 3 DC 1 or given in alternative form with M1
1 3
attempt at scalar product
AC DC = 0, therefore the lines are perpendicular. A1 2
4 2
(d) AD 2 DB 1 and AD:DB = 2:1 (allow 2:1) M1, A1 2
1 2
[11]
(4i 5 j 3k ).(i 2 j 2k )
(c) Using cos = M1
(4 2 5 2 3 2 ) (12 2 2 2 2 )
20 4
= (ft on 4i 5j + 3k) A1 ft A1 ft
15 2 3 2
num, denom.
AC = ((a 1) 2 2 2 (b 3) 2 (= 3) M1 A1
to obtain = 0.4 A1
and thus CX = 1 A1 4
[15]
19. (a) AB = 3i + 6j + 3k B1
AC = (i 2j k) B1
= (3i + 6j + 3k) = AB
1
3
1
3
M1
Hence A, B and C are collinear A1 4
(2i j 3k ).(i 2 j k )
(b) cos = M1 A1
14 6
1
= A13
84
20. (a) 11 + 4 = 24 + 7
5 + 2 = 4 +
6 + 4 = 13 + 5
5 = 11 + 2
= 3; = 2 A1 A1
4 7 2 1 4 5 50
(c) cos = = M1 A1
4 2 4
2 2 2
7 1 5
2 2 2 36 75
50 50 3 5 3
cos = = = M1 A14
65 3 90 9
[10]
=============================================================================
1. Part (a) was fully correct in the great majority of cases but the solutions were often unnecessarily long and nearly two
pages of working were not unusual. The simplest method is to equate the j components. This gives one equation in ,
leading to = 3, which can be substituted into the equation of l1 to give the coordinates of C. In practice, the majority
of candidates found both and and many proved that the lines were coincident at C. However the question gave the
information that the lines meet at C and candidates had not been asked to prove this. This appeared to be another case
where candidates answered the question that they had expected to be set, rather than the one that actually had been.
The great majority of candidates demonstrated, in part (b), that they knew how to find the angle between two vectors
using a scalar product. However the use of the position vectors of A and B, instead of vectors in the directions of the
1 5
lines was common. Candidates could have used either the vectors 2 and 0 , given in the question, or AC
1 2
and BC . The latter was much the commoner choice but many made errors in signs. Comparatively few chose to use
the cosine rule. In part (c), many continued with the position vectors they had used incorrectly in part (b) and so
found the area of the triangle OAB rather than triangle ABC. The easiest method of completing part (c) was usually to
1 1
use the formula Area = ab sin C and most chose this. Attempts to use Area = base height were usually
2 2
fallacious and often assumed that the triangle was isosceles. A few complicated attempts were seen which used
vectors to find the coordinates of the foot of a perpendicular from a vertex to the opposite side. In principle, this is
possible but, in this case, the calculations proved too difficult to carry out correctly under examination conditions.
2. The majority of candidates made good attempts at parts (a) to (e) of this question. Many, however, wasted a good
deal of time in part (a), proving correctly that 0 before obtaining the correct answer. When a question
starts Write down ., then candidates should realise that no working is needed to obtain the answer. The majority
of candidates knew how to use the scalar product to find the cosine of the angle and chose the correct directions for
the lines. Parts (c) and (d) were well done. In part (e) , as in Q1(b), the working needed to establish the printed result
was often incomplete. In showing that the printed result is correct, it is insufficient to proceed from 416 to 423
2
without stating 416 = 16 26 or 4 26. Drawing a sketch, which many candidates seem reluctant to do, shows that
part (f) can be solved by simple trigonometry, using the results of parts (b) and (e). Many made no attempt at this part
and the majority of those who did opted for a method using a zero scalar product. Even correctly carried out, this is
very complicated 104
19
and it was impressive to see some fully correct solutions. Much valuable time,
however, had been wasted.
3. This proved the most demanding question on the paper. Nearly all candidates could make some progress with the first
three parts but, although there were many, often lengthy attempts, success with part (d) and (e) was uncommon. Part
(a) was quite well answered, most finding AB or BA and writing down OA AB, or an equivalent. An
equation does, however need an equals sign and a subject and many lost the final A mark in this part by omitting the
r = from, say, r = 8i + 13j 2k + (2i + j 2k). In part (b), those who realised that a magnitude or length was
required were usually successful. In part (c), nearly all candidates knew how to evaluate a scalar product and obtain
an equation in cos , and so gain the method marks, but the vectors chosen were not always the right ones and a few
candidates gave the obtuse angle. Few made any real progress with parts (d) and (e). As has been stated in previous
reports, a clear diagram helps a candidate to appraise the situation and choose a suitable method. In this case, given
the earlier parts of the question, vector methods, although possible, are not really appropriate to these parts, which are
best solved using elementary trigonometry and Pythagoras theorem. Those who did attempt vector methods were
often very unclear which vectors were perpendicular to each other and, even the minority who were successful, often
wasted valuable time which sometimes led to poor attempts at question 8. It was particularly surprising to see quite a
large number of solutions attempting to find a vector, CX say, perpendicular to l, which never used the coordinates
or the position vector of C.
4. The majority of candidates identified the need for some form of dot product calculation in part (a). Taking the dot
product l1.l2, was common among candidates who did not correctly proceed, while others did not make any attempt
at a calculation, being unable to identify the vectors required. A number of candidates attempted to equate l1 and l2 at
this stage. The majority of candidates, however, were able to show that q = 3.
In part (b), the majority of candidates correctly equated the i, j and k components of l1 and l2, and although some
candidates made algebraic errors in solving the resulting simultaneous equations, most correctly found and . In
almost all such cases the value of p and the point of intersection in part (c) was then correctly determined.
5. In part (a), most candidates were able to set up and solve the three equations correctly. Some candidates either did not
realise that they needed to perform a check for consistency or performed this check incorrectly. A surprising number
of candidates did not follow the instruction in the question to find the position vector of the point of intersection. A
few candidates were unable to successfully negotiate the absence of the j term in (9i + 10k) for l1 and so formed
incorrect simultaneous equations.
In part (b), a majority of candidates realised that they needed to apply the dot product formula on the direction vectors
of l1 and l2. Many of these candidates performed a correct dot product calculation but not all of them wrote a
conclusion.
In part (c), a majority of candidates were able to prove that A lies on l1, either by substituting = 7 into l1 or by
checking that substituting (5, 7, 3) into l1 gave = 7 for all three components.
There was a failure by many candidates to see the link between part (d) and the other three parts of this question with
the majority of them leaving this part blank. The most common error of those who attempted this part was to write
down B as 5i 7j 3k. Those candidates who decided to draw a diagram usually increased their chance of success.
Most candidates who were successful at this part applied a vector approach as detailed in the mark scheme. The
easiest vector approach, adopted by a few candidates, is to realise that =7 at A, = 3 at the point of intersection and
so = 1 at B. So substitution of = 1 into l1 yields the correct position vector 11i j + 11k. A few candidates, by
deducing that the intersection point is the midpoint of A and B were able to write down
x5 y7 z3
3, 3 and 7 , in order to find the position vector of B.
2 2 2
6. In part (a), a majority of candidates were able to subtract the given position vectors correctly in order to find AB .
Common errors in this part included some candidates subtracting the position vector the wrong way round and a few
candidates who could not deal with the double negative when finding the k component of AB .
In part (b), a significant majority of candidates were able to state a vector equation of l1. A significant number of
these candidates, however, wrote Line = and omitted the r on the left hand side of the vector equation, thereby
losing one mark.
Many candidates were able to apply the dot product correctly in part (c) to find the correct angle. Common errors
here included applying a dot product formula between OA and OB ; or applying the dot product between either
OA or OB and the direction vector of l1.
Interestingly, a surprising number of candidates either simplified (1) 2 (2) 2 (2) 2 to 5 or when finding
the dot product multiplied 2 by 0 to give 2.
Part (d) proved more discriminating. The majority of candidates realised that they needed to put the line l1 equal to
line l2. A significant number of these candidates, however, were unable to write l2 as (i + k) or used the same
parameter (usually ) as they had used for l1.
Such candidates then found difficulty in making further progress with this part.
7. In part (a), a majority of candidates were able to prove that the two lines did not cross, although some candidates
produced errors in solving relatively straightforward simultaneous equations.
A small number of candidates tried to show a contradiction by substituting their values for and into one of the two
equations they had already used, sometimes with apparent success, as they had already found an incorrect value of
one of the parameters! There were a few candidates, however, who believed that the two lines were parallel and
attempted to prove this.
Part (b) was less well answered. Many candidates found OA and OB , although there was a surprising number of
numeric errors seen in finding these vectors. A significant proportion of candidates did not subtract these vectors in
OB ; or the direction vector of l1 and the direction vector of l2; or the direction vector of l1 and twice the direction
vector of l2; or AB and the direction vector of l2. A few candidates did not state the cosine of the acute angle as
question required but instead found the acute angle.
8. In part (a), almost all candidates were able to find the position vector c.
In part (b), about half of the candidature was able to prove that OABC is a rectangle. The most popular way of
achieving this was to prove that one of the corners of the rectangle was rightangled by taking the dot product
between two relevant vectors. A few candidates instead used Pythagoras Theorem to prove the same result. Many
candidates wasted time by also proving that the opposite edges of the rectangle were both equal and parallel. A
majority of candidates were able to correctly find the area of the rectangle. A few candidates incorrectly multiplied
the base by the diagonal. More concerning was a sizeable number of candidates who used the formula
1
(base)(height) to find the area of a rectangle. A few candidates, who attempted the proof, then forgot to find the
2
area of the rectangle.
In part (c), only a minority of candidates realised that that they needed to divide their answer in part (a) by 2. Some
candidates wrote down the equations of the lines OC and AB and then produced about a page of working in
order to find the point of intersection.
In part (d) candidates could use the rectangle to work out any angle (except for the right angle) in order for them to
arrive at the correct angle. This led to at least seven or eight possible solutions that candidates could produce. Those
candidates who were successful usually included and made reference to a diagram and were able to find the correct
answer of 109.
The most popular approach was for candidates to use the dot product formula to find the angle ADC. Although many
of these candidates were able to apply the dot product formula correctly over half of them found an acute angle rather
than an obtuse angle. This was because these candidates did not draw a diagram or did not properly consider the
directions of their chosen vectors. A minority of candidates who drew a diagram and either applied the cosine rule or
applied trigonometry on a rightangled triangle were usually successful.
9. The vast majority of candidates could answer part (a), mostly gaining all three marks available. Many were able to
find that =6 and substituted this into their y-component to find the correct value of a. A few, however, used the
same parameter to incorrectly find that b = -13.
In part (b), the many candidates realised that a.b = 0 could be used but had very little idea of what a and b
represented. Some candidates could quote x + 4y 2z=0, but many of them could get no further than this. On the
other hand, those who could get beyond this point mostly arrived at the correct position vector of P. It was not
uncommon, however, to see some candidates who had correctly written the correct equation 21+81 = 0to go on to
solve this incorrectly to find that =4. There were a few correct non-standard methods seen by examiners that
gained full credit. They included some candidates who either began their solutions by solving the equation
AP OP =0 or finding the value of that minimises an expression for OP2.
In part (c), there were two main approaches used by candidates in proving that the points A, P and B were collinear.
The most popular approach was for candidates to find any two of the vectors AP, PB or AB and then go on to
prove that one of these vectors was a multiple of the other. The second most popular approach was for candidates to
show that B lay on the line l1 when = 1. Some candidates were able to state the correct ratio, but it was not
uncommon to see the square of the ratio AP:BP instead of the ratio itself.
10. Most candidates found the correct values of p and q in part (a). However, inaccurate arithmetic was again seen in
evaluating q (1). Candidates who made errors were either unable to distinguish the position vector of a point on
the line from a direction vector or falsely assumed that AB = 2i + 2j + k.
Part (d) proved a good source of marks but, although 5i + 3j + 3k was accepted on this occasion, it should be noted
that the question asked for coordinates not a position vector.
In part (b) the majority of candidates were clutching at straws and even some who knew that a.b = 0 could be used,
had very little idea what a and b represented.
A generous method mark in part (c) was often as much as many candidates gained after part (a).
12. More success was achieved by those writing their vectors as column vectors rather than by those whose solution
c 0 2
remained in terms of i, j and k. The common false statement d 5 1 was clearly wrong as the k
21 11 5
c 0 2
component did not match. Those who instead wrote d 5 1 , and found =2 then easily
21 11 5
obtained c = 4 and d = 7.
(b) A variation of this question has been set several times over the past few years, but there were still a large
proportion of candidates who could not get beyond a.b=0, or beyond
2x + y + 5z = 0.
(c) Even those who had found P frequently did not use the simple formula for the area, preferring instead
absinC, but not specifying their a, b, or C. Again the use of
2i + j + 5k for the vector AB led to incorrect answers. Some students did not give their answers to the
requested 3 s.f.
13. This vector question proved an excellent source of marks for candidates and fully correct solutions to both parts (a)
and (b) were common, although many spent time fruitlessly trying to solve simultaneous equations before realising
that the k component gave directly. Part (c) was also generally well done but there were candidates who clearly
expected AB and BC to be equal, or at least parallel, and gave up when they were not. Part (d) proved difficult
even for the strongest candidates. Given a well-drawn diagram, the answer can be written down (the examiners do not
insist upon working in such cases) and the idea is one that has appeared on GCSE papers but it remains inaccessible
to many candidates and it was not unusual to see 2 or more pages of complex algebra, involving distance formulae
which the candidate was unable to solve.
14. Those well versed in vectors produced excellent solutions with a clear understanding at all stages. Most candidates
attempted only parts (a) and (c). It was disappointing so many were unaware that an equation requires an equal sign;
statements of the form 5i + 5j + (3i 3j 6k), omitting r = were frequently seen.
In part (b) the majority of candidates did not appreciate OC. AB 0 with OC being the vector equation found in
part (a) and AB the vector direction of L. All too often candidates set up OC = xi + yj + zk to be perpendicular to
the vector equation of the line not the direction of the line. At this stage most moved on, few attempting part (d). Of
these, many treated the parallelogram as a rectangle. Successful candidates who did not realise OC was perpendicular
to AB had far more work to do in finding an appropriate angle but nevertheless often made good progress towards a
correct area.
15. The examiners were impressed at the level of competence shown in parts (a), (b) and (c). The vast majority scored
high marks here with only the occasional student making an arithmetic slip. Some candidates did not use the direction
vectors of the lines in part (c) and a few did not appreciate that this was a show that question and missed out the
last couple of stages of working. Part (d) was hard and most candidates had little idea of how to proceed beyond
drawing a correct diagram. The very best spotted that 14 2 2 98 and then realised that AB = 2( 8i 3j +
5k) and AC = 2( i 4j + 9k). The most popular successful approach to this question involved finding parametric
equations for AB and AC and then solving equations such as (24 8t ) (9 3t ) (5t 15) 392 .
2 2 2
This was much longer and required care in selecting the correct pair of solutions, but a number of fully correct
solutions were seen.
16. This vector question was answered well and many even included the check in part (a) and the statement that a scalar
17. Part (a) was answered fairly well and the most common mistake was to have the vectors in the wrong direction, so
getting an answer of 4/9. Also vectors OA, OB and OC were sometimes used instead of AB and CB. In some cases the
candidates ignored the question and found the equation of the lines going through AB and BC instead. A minority of
candidates did this part using the cosine rule and the lengths of the three sides of the triangle.
Part (b) was not popular and was frequently omitted, but a significant number of the candidates tried to apply the a
sin C formula. In most cases the two lengths were correct, but relatively few found an exact value for the sine of the
angle. Hero's formula was rarely seen. Some recognised that the triangle was isosceles and then attempted to find the
height by Pythagoras theorem or trigonometry. If these latter methods were used, often the exact answer was not
found.
In part (c) most candidates tried to use the scalar product to establish that the lines were perpendicular, sometimes
altering correct vectors in an attempt to fix the answer.
There was some difficulty in part (d) with the concept of the ratio of lengths of vectors. Even those with two correct
vectors did not necessarily produce ratio form of the answer. Many found the lengths of the two vectors and used this
to find the ratio, which was acceptable.
18. The vector equation of a line was understood well by most candidates but there are still a number of answers which
are not equations. Candidates penalise themselves by not writing r = .., before their vector expression.
Parts (b) and (c) were answered well with most realising that only the direction vectors should be used in the scalar
product to give the angle between two lines. Part (d) was found difficult by many candidates, and proved to be a good
discriminator. A good diagram was useful and the neatest method was to use AC sin .
19. No Report available for this question.