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Proof by Contradition (A-Level Only)

1) The document contains 3 proof-based mathematics questions regarding irrational numbers, arithmetic sequences, and geometric sequences. 2) The first question asks students to prove by contradiction that the square root of 2 is irrational. 3) The second question involves identifying a rational number for which multiplying it by an irrational number results in a rational product, and proving the student's argument is correct for all other rational numbers. 4) The third question involves finding possible values of p for which three terms form an arithmetic sequence, and proving there is no value of q for which three terms form a geometric sequence.

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35 views

Proof by Contradition (A-Level Only)

1) The document contains 3 proof-based mathematics questions regarding irrational numbers, arithmetic sequences, and geometric sequences. 2) The first question asks students to prove by contradiction that the square root of 2 is irrational. 3) The second question involves identifying a rational number for which multiplying it by an irrational number results in a rational product, and proving the student's argument is correct for all other rational numbers. 4) The third question involves finding possible values of p for which three terms form an arithmetic sequence, and proving there is no value of q for which three terms form a geometric sequence.

Uploaded by

/ “‪Nu‬” /
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as RTF, PDF, TXT or read online on Scribd
You are on page 1/ 6

_______________________

Name:
_
Proof by contradition (A-
level only) _______________________
Class:
_

_______________________
Date:
_

Time: 26 min.

Marks: 22 marks

Comments:

Page 1 of 6
Q1.
Prove by contradiction that is an irrational number.
(Total 7 marks)

Q2.
A student argues that when a rational number is multiplied by an irrational number the
result will always be an irrational number.

(a) Identify the rational number for which the student’s argument is not true.
(1)

(b) Prove that the student is right for all rational numbers other than the one you have
identified in part (a).
(4)
(Total 5 marks)

Q3.
(a) Three consecutive terms in an arithmetic sequence are 3e−p, 5, 3ep
Find the possible values of p. Give your answers in an exact form.
(6)

(b) Prove that there is no possible value of q for which 3e−q, 5, 3eq are consecutive
terms of a geometric sequence.
(4)
(Total 10 marks)

Page 2 of 6
Mark schemes

Q1.

Marking Instructions AO Marks Typical Solution

Begins proof by AO3.1a M1 Assume is rational


contradiction, assumes
that is rational OE

a and b have no common


Uses language and AO2.5 B1 factors
notation correctly to state
initial assumptions

Manipulates fraction AO1.1a M1 ⇒ 2b = a3 3

including cubing.
∴ a is even
Deduces a is even AO2.2a R1

Deduces b is even AO2.2a R1 let a = 2d then 2b3 = 8d3

Explains why there is a AO2.4 E1 ⇒b 3


= 4d3
contradiction
∴ b is even
Completes rigorous AO2.1 R1
argument to show that
is irrational Hence, a and b have a
common factor of 2.
This is a contradiction.

∴ the assumption that


is rational must be
incorrect and it is proved
that is an irrational
number

Total 7 marks

Q2.

Marking Instructions AO Marks Typical Solution

(a) Identifies zero as number AO1.2 B1 0


for which student’s
argument is not true

(b) Uses ‘proof by AO2.1 M1 Let a be irrational, and b


contradiction’ be a non-zero rational, so
Must see commencement
of argument including

Page 3 of 6
stated assumption and at
least two lines of argument where c, d ∈ ℤ; c,
d≠0
Represents product of AO2.5 M1
rational and irrational Assume ab is rational, so
numbers in symbolic form

Correctly deduces that the AO2.2a A1 where p, q ∈ ℤ; q


product must be irrational ≠0
Completes a rigorous AO2.1 R1
mathematical argument,
proving that a non-zero
rational multiplied by an
irrational is irrational
Must start with initial so a is rational, which is a
assumptions and prove contradiction
the result convincingly
Hence ab must be
Must define p q c d as irrational
integers

Total 5 marks

Q3.

Marking Instructions AO Marks Typical Solution

(a) Finds a difference AO3.1a M1 3ep − 5 = 5 − 3e−p (*)


between 2 terms
3ep − 10 + 3e−p = 0
Forms an equation using AO3.1a M1
two differences 3e2p − 10ep + 3 = 0
Forms a quadratic AO1.1a M1
equation in ep

Obtains a correct AO1.1b A1


quadratic equation

Obtains 2 correct solutions AO1.1b A1F ALT to (*)


for ep from ‘their’ quadratic
2(5 − 3e−p) = 3ep − 3e−p
FT only applies if previous
mark has been awarded Or

Obtains final answers in AO2.2a A1F 2(3e−p − 5) = 3ep − 3e−p


an exact form
FT applies if previous
mark has been awarded

(b) Finds a ratio between two AO3.1a M1 Assume it is possible that


consecutive terms 3e−q, 5 and 3eq are three

Page 4 of 6
(no requirement to use a consecutive terms of a
and r) geometric sequence

Compares two ratios AO3.1a M1 a = 3e−q, ar = 5, ar2 = 3eq


(could be ratios of
successive terms, no
requirement to use a and
r)
Identifies a contradiction AO2.1 R1

Draws a conclusion about AO2.4 R1


k This is a contradiction
therefore 3e−q, 5 and 3eq
cannot form three
consecutive terms of a
geometric sequence.

Total 10 marks

Page 5 of 6
Examiner reports

Q1.
This question generally produced very strong or very weak responses. Several students
had memorised the proof very clearly. A number of students were able to set up the proof
but got lost trying to show that a and b were even, whilst weaker students were unable to
make any progress.

Page 6 of 6

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