Mark Scheme (Results)

Summer 2024

Pearson Edexcel GCE

AS Mathematics (8MA0)
Paper 01 Core Mathematics
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Summer 2024
Question Paper Log P74087A
Publications Code 8MA0_01_2406_MS*
All the material in this publication is copyright
© Pearson Education Ltd 2024
General Marking Guidance

• All candidates must receive the same treatment. Examiners

must mark the first candidate in exactly the same way as they
mark the last.
• Mark schemes should be applied positively. Candidates must
be rewarded for what they have shown they can do rather than
penalised for omissions.
• Examiners should mark according to the mark scheme not
according to their perception of where the grade boundaries
may lie.
• There is no ceiling on achievement. All marks on the mark
scheme should be used appropriately.
• All the marks on the mark scheme are designed to be awarded.
Examiners should always award full marks if deserved, i.e. if
the answer matches the mark scheme. Examiners should also
be prepared to award zero marks if the candidate’s response
is not worthy of credit according to the mark scheme.
• Where some judgement is required, mark schemes will
provide the principles by which marks will be awarded and
exemplification may be limited.
• When examiners are in doubt regarding the application of the
mark scheme to a candidate’s response, the team leader must
be consulted.
• Crossed out work should be marked UNLESS the candidate has
replaced it with an alternative response.
 EDEXCEL GCE MATHEMATICS

General Instructions for Marking

1. The total number of marks for the paper is 100.

2. The Edexcel Mathematics mark schemes use the following types of marks:

• M marks: method marks are awarded for ‘knowing a method and attempting to
apply it’, unless otherwise indicated.
• A marks: Accuracy marks can only be awarded if the relevant method (M) marks
have been earned.
• B marks are unconditional accuracy marks (independent of M marks)
• Marks should not be subdivided.

3. Abbreviations

These are some of the traditional marking abbreviations that will appear in the mark
schemes.

• bod – benefit of doubt

• ft – follow through
• the symbol will be used for correct ft
• cao – correct answer only
• cso - correct solution only. There must be no errors in this part of the
question to obtain this mark
• isw – ignore subsequent working
• awrt – answers which round to
• SC: special case
• oe – or equivalent (and appropriate)
• dep – dependent
• indep – independent
• dp decimal places
• sf significant figures
•  The answer is printed on the paper
• The second mark is dependent on gaining the first mark

4. For misreading which does not alter the character of a question or materially
simplify it, deduct two from any A or B marks gained, in that part of the question
affected.

5. Where a candidate has made multiple responses and indicates which response
they wish to submit, examiners should mark this response.
If there are several attempts at a question which have not been crossed out,
examiners should mark the final answer which is the answer that is the most
complete.
6. Ignore wrong working or incorrect statements following a correct answer.

7. Mark schemes will firstly show the solution judged to be the most common
response expected from candidates. Where appropriate, alternatives
answers are provided in the notes. If examiners are not sure if an answer is
acceptable, they will check the mark scheme to see if an alternative answer is
given for the method used.
Question Scheme Marks AOs

1 2 x −
3
−3
2
→ ... x 2
or 2 → ...x −2 M1 1.1b
x x

 2 x −3
3
−

 x
2
dx =  2 x 2
− 3x −2 dx A1 1.1b

3 1
− −
...x 2
→ ...x 2
or ...x −2 → ...x −1 dM1 1.1b
3 1
− −
 2x
−2
2
− 3x dx = −4 x 2
+ 3x −1 + c A1 1.1b
(4)
(4 marks)
Notes
M1: For separating the fraction into two separate terms. Award for one correct index (which
1
−2
does not need to be processed. e.g. ...x 2 )
3
Note − 2
is insufficient. They must write as ...x −2 or may be implied by further work.
x
Beware of candidates who integrate the numerator and denominator which results in a
correct index but is an incorrect method and scores M0A0dM0A0
3
−
A1: 2x 2
− 3x −2 o.e. where the indices have been processed (may be implied by further work)

dM1: For raising the power by one on at least one term with a correct index. It is dependent on
3 3
− − +1
the previous method mark. The index does not need to be processed. e.g. ...x → ...x . 2 2

It is not for + c .
A1: All correct, simplified and on one line including + c. Allow other simplified equivalent
1 1
4 − 3 −1
−
terms such eg. − for −4x or e.g.
2
for 3x but do not allow e.g. + − 4x 2 or
x x
4 − 12
− x
1
Award once a correct expression is seen and isw but if there is any additional/incorrect
notation and no correct expression has been seen on its own, withhold the final mark.
1 1
− −
e.g.  −4 x 2
+ 3x + c dx or −4 x
−1 2
+ 3 x −1 + c = 0 with no correct expression seen earlier
are both A0. Ignore y = ...

Alternative method: integration by parts

 2 x −3
1 3
−
 
−2 −1
e.g.  dx = (2 x − 3) x dx = − (2 x 2
− 3) x + x 2
dx

2
x
1 3 1 1 1
− − − −
−(2 x − 3) x +  x
2 −1 2
dx = −2 x 2
+ 3x − 2 x −1 2
+ c = −4 x 2
+ 3 x −1 + c
M1: For attempting integration by parts and achieving the correct structure for the intermediate
stage
1 3
−
e.g. (...x 2  ...) x −1   x 2 dx or equivalent. Indices do not need to be processed
 3    3 
e.g. x −2  ...x 2  ...x    ...x −3  ...x 2  ...x  dx
    
1
−
3
4 3
  4 3 
A1: −(2 x 2 − 3) x −1 +  x 2 dx or x −2  x 2 − 3x  −  −2 x −3  x 2 − 3x  dx o.e.
3   3 
dM1: For completing the integration by parts method achieving at least one term with a correct
index (the index does not need to be processed) and terms with the same index do not
need to be collected for this mark

A1: As above in the main scheme (see notes)

Question Scheme Marks AOs

2(a) ( f (4) = ) 2  43 − 3a  42 + 4b + 8a = 0 M1 1.1b

128 + 4b = 40a  32 + b = 10a * A1* 1.1b
(2)
(b) f (2) = 2  23 − 3a  22 + 2b + 8a = 0  8 + b = 2a M1 1.1b
Solve simultaneously  a = ... or  b = ... dM1 2.1
a = 3 or b = −2 or k = 3 A1 1.1b
( f ( x) = ) (2 x + 3)( x − 4)( x − 2) A1 1.1b
(4)
(c)(i) 3 B1 1.1b
(ii) 12 B1ft 2.2a
(2)
(8 marks)
Notes
(a)
M1: Attempts f (4) = 0 leading to an equation in a and b only. Condone slips. The = 0 may
be implied by further work for this mark. Attempts using algebraic division score M0A0.

A1*: Simplifies and rearranges to the given answer with no errors. There must be at least one
intermediate stage of working between their first expression or equation and the given
answer and = 0 must be correctly seen at some point in their solution or at the start e.g.
stating f (4) = 0 . Isw if they achieve the given answer but then attempt to make a or b the
subject.
Minimum acceptable is e.g. 128 − 48a + 4b + 8a  128 − 40a + 4b = 0  32 + b = 10a
Note: 128 − 48a + 4b + 8a  128 + 4b = 40a  32 + b = 10a is M1A0* (we do not see = 0
correctly at some point or e.g. f (4) = 0 )

(b) Note that there are many different equations which can be formed.
Sight of a = 3 or b = −2 or k = 3 scores the first 3 marks BUT answers with no
working – send to review
M1: Attempts f (2) = 0 to form another equation in a and b. Does not need to be simplified.
Condone slips substituting in 2 (but not if there is a clear intention to substitute in −2 )
and = 0 may be implied by further work. Accept attempts to divide algebraically by x − 2 :
e.g. condone slips but they must have a quadratic quotient 2 x2  (...a  ...) x and proceed
as far as a remainder of the form ...a  ...b  ... which is then set equal to 0.
2 x 2 + (−3a + 4) x + ( b − 6a + 8)
e.g. x − 2 2 x 3 − 3ax 2 + bx + 8a
2 x3 − 4x2
(−3a + 4) x 2 + bx
(−3a + 4) x 2 + (6a − 8) x
(b − 6a + 8) x + 8a
(b − 6a + 8) x − 2b + 12a − 16
− 4a + 2b + 16 = 0
 You may also see an attempt at the grid method:
2x 2 +(4 − 3a) x +(8 − 6a + b)
x 2x3 +(4 − 3a) x 2 + (8 − 6a + b) x
−2 −4x 2 (−8 + 6a) x −16 + 12a − 2b
−16 + 12a − 2b = 8a
In this method condone slips but they need to proceed as far as a quadratic quotient of the
form 2 x2  (...a  ...) x and the bottom right cell of the form ...a  ...b  ... which is
then set equal to 8a .
Look out for other valid methods such as
• multiplying out f ( x) = (2 x + k )( x − 4)( x − 2) to achieve a cubic where the coefficients of
x 2 and x, and the constant term are all in terms of k, and equating coefficients to form two
more simultaneous equations
• algebraically dividing 2 x3 − 3ax 2 + bx + 8a by x 2 − 6 x + 8 and setting their remainder
equal to zero. Look for a quotient of the form 2 x  ...a  ...
• substituting b = 10a − 32 into f ( x) so that the polynomial coefficients are in terms of a
only (or equivalently all in b only) and using f (2) = 0 to form an equation in one variable.
Send to review if you are unsure.

dM1: Attempts to solve their equations simultaneously to find a value for a or b (or they may
proceed directly to finding a value for k). This may be done on a calculator. You do
not need to check their method for solving. It is dependent on the previous method mark.
A1: a = 3 or b = −2 or k = 3
A1: ( f ( x) = ) (2 x + 3)( x − 4)( x − 2) (All on one line) (Stating the values of a, b and k alone
does not score this mark). Allow to be scored if seen in (c).
---------------------------------------------------------------------------------------------------------------------
Alternative Further Maths method using the sum and product of the roots
3a k 3a 8a  k 8a
M1:  +  +  =  4+2− = or  = −  4  2   −  = −
2 2 2 2  2 2
3a k 3a 8a  k 8a
A1:  +  + =  4+ 2− = and  = −  4  2   −  = −
2 2 2 2  2 2
b  k  k b
(Less likely but possible to see  +  +  =  4  2 + 2   −  + 4   −  = )
2  2  2 2
dM1A1A1: See notes above
---------------------------------------------------------------------------------------------------------------------
(c)
(i)
B1: 3 (listing the actual roots only is B0)
(ii)
3k
B1ft: 12 only Follow through on their 2x + k  − if k  −8
2
Question Scheme Marks AOs

3(a) PQ = (3 − 9)i + (-5 + 8) j M1 1.1a

= −6i + 3j A1 1.1b
(2)
(b) −5 − −8  1 18
Gradient of PQ =  = −  and Gradient of QR = ( = 2 )
3−9  2 9
or
( )
M1 3.1a
PQ = "(−6)"2 + "3"2 = 3 5 and

QR = 92 + 182 (= 9 5) and PR = "3"2 + "21"2 (= 15 2)

1
e.g. shows that −  2 = −1 and deduces angle PQR = 90 *
2
or A1* 2.4
2 2 2
e.g. shows PQ + QR = PR and deduces angle PQR = 90 *
(2)
(c) Attempts to find the length PQ and at least one of QR or PS using
Pythagoras’ Theorem correctly
e.g. PQ = "(−6)"2 + "3"2 and M1 2.1

either QR = 92 + 182 or PS = "27"2 + "54"2

(
PQ = " 45 " = 3 5 and )
( )
A1ft 1.1b
either QR = 405 = 9 5 or PS = 27 5
1
( 1
)
e.g. Area =  "9 5 "+ "27 5 "  " 45 " or  4  "9 5 " "3 5 "
2 2
dM1 3.1a

= 270 A1 1.1b
(4)
(8 marks)
Notes
Note that work seen must be used in the relevant part. If there is a lack of labelling of parts
then award the marks to the parts which leads to the highest total overall.
(a)
M1: Attempts subtraction either way round (does not need to be evaluated). It cannot be
awarded for adding the two vectors. If no method shown it may be implied by one correct
component or sight of 6i  3j .
 −6   −6 i 
A1: Correct answer. Allow −6i + 3j or   but do not allow   isw once a correct
 3  3j 
answer is seen.
(b) Condone lack of labelling / poor notation for lengths/angles provided the intention is
clear
M1: Attempts to find the gradient of the line PQ and the gradient of the line QR. If they find
dx
the reciprocals of both they must be labelled e.g. o.e. (but not gradient or m)
dy
Do not allow sign slips for this mark. Alternatively they may find the lengths PQ¸ QR and
PR or PQ2¸ QR2 and PR2
 Be aware of Further Maths methods such as attempting the dot product
 −6   9 
    = (−6  9) + (3 18)
 3  18 
A1*: Correct working and conclusion that angle PQR = 90
• Using gradients or their reciprocals they need to state or show that the product is
equal to -1 o.e. or refer to the values being negative reciprocals of each other
2 2 2
• Using Pythagoras’ Theorem they must state or show that PQ + QR = PR
• Using the cosine rule and finding angle PQR = 90
 −6   9 
• Using the scalar dot product they must show that     = 0
 3  18 
In all cases there must be some sort of minimal conclusion that angle PQR = 90 e.g.
“hence right angle” or if they start with a preamble it is acceptable to state “hence
proven”, “QED” or a tick. Use of e.g. cosine rule resulting in 90 is sufficient.

(c) Condone lack of labelling / poor notation for lengths provided the intention is clear
M1: Correct use of Pythagoras’ Theorem to find the length of PQ and at least one of QR or
PS. Must be used or seen in (c) to score this mark. Condone working using
rounded or truncated values.
A1ft: Correct length of PQ and at least one of QR or PS. Follow through on their vectors for PQ
and PS but QR must be 405 or equivalent. Lengths do not need to be simplified but
they must be exact. Must be used or seen in (c) to score this mark.

dM1: Correct method to find the area of the trapezium. It is dependent on the first method mark
and the method to find any lengths must be correct.
1
This may be achieved by calculating  4 QR  PQ
2
Alternatively, they may find the area of a rectangle + triangle so look for:
1 1
e.g. PQ  QR +  ( PS − QR )  PQ = " 45 " "9 5 "+  "18 5 " " 45 "
2 2
Note that there are other combinations of lengths to find the area of a rectangle and either
add or subtract triangles as appropriate. Condone working using rounded values.
A1: 270
Alt (c) “Shoelace method” or other methods using position vectors
M1: Correct method to find either the position vector of R or the position vector of S. May be
seen as coordinates. Check any diagram drawn.

A1: R has position vector 12i + 13j and S has position vector 36i + 46 j (or equivalent). May
be seen as coordinates. Check any diagram drawn.

dM1: Correct method to find the area of the trapezium via the “shoelace” method:

9 −8
3 −5
1 1
12 13 = (9  (−5) + 3 13 + 12  46 + 36  (−8)) − (3  (−8) + 12  (−5) + 36 13 + 9  46)
2 2
36 46
9 −8
1
= 258 − 798
2
A1: 270
 S (36, 46)

R(12, 13)

9 5 (= 405) 27 5 (= 3645)
15 2

Q(3, − 5)
3 5 (= 45) P(9, − 8)
Question Scheme Marks AOs

4(a) x x+3
= M1 1.1b
sin 30 sin140
2 x sin140 − x = 3 dM1 3.1a
x = 10.5 * A1* 1.1b
(3)
(b) AB 2 = 8.52 + 13.52 − 2  8.5 13.5  cos"150"
M1 3.1a
 AB = ...
AB = awrt 21.3 (cm) A1 1.1b
(2)
(5 marks)
Notes

( x sin 40 ) cm ( x sin 40 ) cm

40
E

(a) Do not allow verification attempts using x = 10.5 by substituting into formulae

M1: Recognises the need to apply the sine rule and attempts to use it with the sides in the
correct positions to form an equation in x. Alternatively, uses trigonometric ratios twice to form
an equation in x
x sin 40 x sin 40
e.g. BE = x sin 40  sin 30 = or e.g. AF = x sin 40  cos 60 =
x+3 x+3
May also see an attempt at Pythagoras’ Theorem:
BD 2 = BE 2 + DE 2  ( x + 3)2 = ( ( x + 3) cos30 ) + ( x sin 40) 2
2

dM1: Attempts to rearrange the equation by collecting terms in x on one side of the equation and non
x terms on the other. It is dependent on the previous method mark. Condone sign slips only in
their rearrangement but allow miscopying/arithmetical slips when rounding. Do not allow this
mark to be scored for proceeding directly to a numerical value for x.
In the attempt using Pythagoras’ Theorem, look for an attempt to multiply out and rearrange to
form a three-term quadratic.

A1*: Achieves 10.5 with sufficient working shown. Condone invisible brackets to be recovered.
They must have achieved either a correct expression for x or x(2sin140 − 1) = 3 o.e. before
stating 10.5 or better. It is acceptable to use rounded decimals for trigonometric values
provided they are correct to at least 3sf. e.g. sin140 = 0.64278...
x+3 1.5
e.g. 2 x = x= = 10.5 scores M1dM1A1* (allow 0.5 in their initial
sin140 sin 40 − 0.5
equation for sin30 and allow interchanging of equivalent angles such as sin140 and sin40)
 3sin 30
e.g. x sin140 = ( x + 3)sin 30  x = = 10.5 scores M1dM1A1*
0.643 − sin 30
x x+3
e.g. =  x sin140 = ( x + 3)sin 30  x = 10.505.... is M1dM0A0* (insufficient
sin 30 sin140
working shown as they do not reach an expression for x or x(2sin140 − 1) = 3 o.e.)
In the method using Pythagoras’ Theorem usual rules apply for solving a quadratic but it cannot
be awarded for proceeding to the answer via a calculator (e.g. must see use of the quadratic
formula or completing the square).

(b)
M1: Applies the cosine rule correctly using 150 (or 180  -30  seen if incorrect) for angle ADB with
the correct numerical lengths by attempting to substitute in x = 10.5 or better and proceeds to
obtain a value for AB. Look for other methods such as finding lengths DC and CE followed by
using trigonometry or Pythagoras’ Theorem on triangle ABE. (see below)

A1: awrt 21.3 (cm) Units not required but if they are given they must be correct.
(Using full calculator display 21.29959497/using x = 10.5 gives 21.28…)

Alt (b)
Note that there are various longer methods to finding AB. General principles of marking alternative
methods:

M1: A complete attempt to find a value for AB, but condone slips. The angles and lengths in
formulae should be in the correct positions, but allow slips when rearranging or calculating
values.
e.g. BE = 6.75... , AE = 8.5 + 3.648... + 8.047... = 20....  AB = 6.75...2 + 20...2 = ...

A1: awrt 21.3 (cm) Units not required but if they are given they must be correct.
(Using full calculator display 21.29959497/using x = 10.5 gives 21.28…)

50
10

13.5 cm 6.75... cm
10.5 cm
150
40
8.5 cm 3.648... cm 8.047... cm E
Question Scheme Marks AOs

5(a)(i)

M1 1.1b
A1 1.1b
−2

(ii) Asymptotes: y = 3, x=0 B1 1.1b

(3)
(b) 6
e.g. + 3 = 3x 2 − 4 x − 10  6 + 3x = 3x3 − 4 x 2 − 10 x M1 1.1b
x
3x3 − 4 x 2 − 13x − 6 = 0 * A1* 1.1b

(2)
(c) x − 2 x  ...
2

M1 3.1a
e.g. 3x + 2 3x3 − 4 x 2 − 13x − 6

x 2 − 2 x − 3 (= 0) or 3 x 2 − 6 x − 9 ( = 0) A1 1.1b
e.g. (3x + 2)( x − 3)( x + 1) = 0  x = ... dM1 1.1b
x = −1, x = 3 A1cso 1.1b
(4)
(9 marks)
Notes
(a)(i)
M1: Either
• A correct positive reciprocal graph shape with both branches anywhere on a set of
axes (ignore any dashed lines / scale and just look at the graph shape drawn)
• x = −2 is the only point of intersection of their graph with the axes. Condone
labelled as (0, − 2) . Allow if they state the coordinates (−2, 0) next to the graph
instead but not just x = −2
Condone poor curvature provided there is not an intention to draw a maximum or
minimum for either of the branches. Condone where the branches approach an undrawn
horizontal asymptote if the left-hand branch is slightly above the right-hand branch as
long as it does not appear intentional.
A1: Fully correct graph with an intersection labelled at x = −2 on the graph (condone labelled
as (0, − 2) ). If two horizontal or vertical asymptotes are drawn or a vertical asymptote
which is not the y-axis then this mark cannot be scored. (unless the vertical asymptote is
labelled as 0 or x = 0 ) Allow if they state the coordinates (−2, 0) next to the graph
instead but not just x = −2
e.g. this scores M1A1 e.g. this scores M1A0 e.g. this scores M1A0
 e.g. this scores M1A1 e.g. this scores M1A1 (condone the vertical asymptote drawn as
it is labelled as 0 (for x = 0 ))

(ii) If no graph is drawn then this mark cannot be scored

B1: y = 3, x = 0 cao (not x  0 ) which must be correct for their graph. Check by the
question but if there is a contradiction then the equations stated in (ii) of the work takes
precedence. Cannot be for just stating 0 underneath the y axis and 3 on a dashed
horizontal line if present.
(b)
6
M1: Sets + 3 = 3x 2 − 4 x − 10 and rearranges to form a cubic equation. Terms do not need to
x
be collected or all on one side.
A1*: 3x3 − 4 x 2 − 13x − 6 = 0 with no errors seen. There must be at least one stage of
intermediate working before achieving the given answer.
6
e.g. + 3 = 3x 2 − 4 x − 10  3x3 − 4 x 2 − 13x − 6 = 0 is M1A0*
x
6
e.g. + 3 = 3x 2 − 4 x − 10  6 + 3x = 3x3 − 4 x 2 − 10 x  3x3 − 4 x 2 − 13x − 6 = 0 is M1A1*
x
(c) Note that proceeding to three linear factors with no working is M0A0dM0A0. A
quadratic factor is required first.
M1: Attempts to algebraically divide 3x3 − 4 x 2 − 13x − 6 by 3 x + 2 or compare coefficients
to achieve ( x 2 − 2 x  ....) or ( x 2  ...x − 3) (or via inspection)
2
Alternatively, attempts to algebraically divide 3x3 − 4 x 2 − 13x − 6 by x + or compare
3
coefficients to achieve (3x − 6 x  ...) or (3x  ...x − 9) (or via inspection)
2 2

May use the grid method so they must proceed as far as the diagonal for x 2 being correct
2
and achieving x 2 − 2 x on the top. (They should reach the same point if dividing by x + )
3
x 2
−2x
3x 3x 3 −6x 2
2 2x 2
Any attempts to use ( x + 1) or ( x − 3) rather than (3x + 2) from the given root please
send to review.
A1: x 2 − 2 x − 3 (= 0) or 3 x 2 − 6 x − 9 ( = 0)
dM1: Attempts to solve their resulting quadratic by factorising, using the formula or completing
the square. Usual rules apply for solving a quadratic by either of these methods. They
cannot simply write down the roots. It is dependent on the previous method mark.
Note (3x2 − 6 x − 9)  ( x − 3)( x + 1)  x = ... is dM0A0
2
A1cso: x = −1, x = 3 only (ignore any reference to x = − ) Condone invisible brackets if
3
recovered or implied by further work. Withhold this mark if they reject one of the two
solutions.
Question Scheme Marks AOs

6(a) 15
e.g. 12C1  a = − M1 1.1b
2
15 5
12a = −  a = − * A1* 1.1b
2 8
(2)
(b) 12
C2  a = k  k = ...
2
M1 1.1b
825
k= A1 1.1b
32
(2)
(c) 15 825
1 − x =  x ( = −0.1)  1 −  ("− 0.1") + "
5 17
" ("− 0.1")
2
M1 3.1a
8 16 2 32
= awrt 2.0078 A1 1.1b
(2)
(6 marks)
Notes
(a)
15 12! 15
M1: Correct equation to find a e.g. 12a = − or 12C1  a = −7.5 or a=− .
2 11! 2
Condone if x is present on both sides of their equation.
5 5 15
Also allow attempts using a = − e.g. 12C1  − = −
8 8 2

A1*: Rearranges to achieve the given answer with no errors and sufficient steps shown i.e. the
binomial coefficient must have been evaluated first.
12  15 15 5
e.g.    a = −  12a = −  a = − is M1A1*
1 2 2 8
15 5
Minimum acceptable 12a = −  a = − is M1A1*
2 8
5
12
C1  a = −7.5  a = − is M1A0*
8
15 5
Do not penalise if solutions contain x as well e.g. 12ax = − x  a = − is M1A1*
2 8
5
Attempts using a = − must show the binomial coefficient evaluated and there must be a
8
conclusion such as “hence shown”, QED
5 15
12  − x = − x with e.g. hence shown is M1A1*
8 2
We do not need to be concerned with any workings related to other terms.

(b) If the expression is seen in (a) it must be used in (b) to score

M1: Correct expression or equation to find k and proceeds to find a value for k e.g.
825 2 5
66a 2 = k  k = ... . May be implied by a correct answer or x .Allow use of for a.
32 8

825
A1: o.e. e.g. 25.78125. isw if they round after a correct answer is seen.
32
 825 2
Do not accept x but allow the coefficient to be circled or underlined to identify the
32
answer.
(c)
5 17
M1: A correct strategy to find the appropriate value of x e.g. 1 − x =  x = ... (= −0.1)
8 16
15
and substitutes their value of x into 1 − x + kx 2 using their value for k. Their x = − 0.1
2
embedded in the expression is sufficient. Accept a sign slip on the substitution of their x
and/or k provided the embedded values are seen.
Maybe implied by their value for the expression (you may need to check this on your
calculator if the substitution is not seen)
1 12 11  1 
12 2
 1
Alternatively, attempts 1 +  = 1 + 12  +  
 16  16 2  16 
Do not withhold this mark if they attempt incorrectly to find additional terms of the
binomial expansion.
257
A1: awrt 2.0078 (full answer on calculation is 2.0078125 or allow ).
128
This value with no working seen can score both marks. isw if they round after a correct
answer is seen.
6875 3
Note that if they find the term in x3 this is − x which using x = − 0.1 in the
128
expansion up to and including this would give awrt 2.0615 which can score both marks.
12
 17 
Note that 2.06988999…is the value from the calculator for   which is likely to score
 16 
M0A0 (unless some method is shown for finding the value of x and substituting in)
Question Scheme Marks AOs

7(a) log10 a = 3.3 or e.g. log10 P = 3.3 − 0.2 x or

M1
2.1 − 3.3 2.1 − 3.3 1.1b
log10 b = ( = −0.2 ) log10 P = 3.3 + x
6 6
a = 103.3 or b = 10−0.2 A1 1.1b
"− 0.2" 3.3− 0.2 x −0.2 x
a = 10 3.3
and b = 10 P = 10 = 10 10
3.3
dM1 3.1a

P = 1995  0.6310 x A1 3.3

(4)
(b) The concentration (in parts per million) 1 km from the chimney B1 3.2a
(1)
(5 marks)
Notes
(a)

2.1 − 3.3
M1: Attempts an equation in a or b. Score for log10 a = 3.3 or log10 b = ( = −0.2 )
6
2.1 − 3.3
Condone an incorrectly evaluated gradient provided o.e. was attempted (may be
6
seen as two simultaneous equations). Alternatively, forms a correct linear equation in
log10 P and x. Do not penalise if base 10 is missing.
May be implied by a correct unsimplified value for a or b. (which could be truncated
rather than rounded for b)

A1: A correct unsimplified value for a or b. This may be within the linear equation in the
alternative method e.g. P = 103.3 10−0.2 x

dM1: A correct method to find unsimplified values for a and b. Allow use of their −0.2 found
from a correct attempt at the gradient of the line. Alternatively, correctly uses laws of
indices to achieve P = 103.3 10"−0.2" x . It is dependent on the previous method mark.
May be implied by their final correct equation.

A1: Complete equation with a = awrt 1995 and b = awrt 0.6310 (condone 0.631)

(b)

B1: Must refer to concentration (or e.g. parts per million) and 1km o.e.
Condone use of emitted for measured e.g. “concentration of smoke particles emitted 1km
from the chimney”
Do not accept “amount of smoke particles” or referring to when x = 1 (not in context)
Question Scheme Marks AOs

8(a)  dy  2 d
 =  3 x − 14 = −2 or ((curve-line)) = (3x 2 − 12) = 0 M1 3.1a
 d x  dx
e.g. 3x 2 − 14 = −2  3x 2 = 12  x = ... dM1 1.1b

x = 2 only * A1* 2.2a

(3)
(b) e.g. Substitutes x = −4 into y = x − 14 x + 23 and y = −2 x + 7
3
M1 1.1b
Correct solution + conclusion * (see notes) A1* 2.4
(2)
(c) 4

 ( x − 14 x + 23) dx =
x M1 1.1b
3
− 7 x 2 + 23 x (+c)
4 A1 1.1b
 24   (−4) 4 
=  − 7  2 + 23  2  − 
2
− 7(−4) 2 + 23(−4)  dM1 1.1b
4   4 
2

 (x − 14 x + 23) dx −  (15 + 3)  (2 − −4)

1
Area = 3

−4
2
dM1 3.1a
2 4
  (−4) 4 
=  − 7  2 + 23  2  − 
2
− 7(−4) 2 + 23(−4)  − 54
4   4 
Area = 108 * A1* 2.1
(5)
Alt(c)
(x − 14 x + 23) − (−2 x + 7) dx =  ( x − 12 x + 16 ) dx
3 3
M1 3.1a
x4
= − 6 x 2 + 16 x (+ c) A1 1.1b
4
 24   (−4) 4  dM1 1.1b
Area =  − 6  2 + 16  2  − 
2
− 6(−4) 2 + 16(−4) 
 4   4  dM1 1.1b
Area = 108 * A1* 2.1
(10 marks)
Notes
(a) On EPEN this is M1A1A1* we are marking this as M1dM1A1*
M1: Differentiates the cubic to achieve px 2 + q and sets equal to −2 . Note setting the linear
and cubic equations equal to each other and solving is M0 (no use of calculus) but, they
may differentiate (cubic-line) to achieve px 2 + q and set equal to 0 which is M1.
Alternatively, in either approach, differentiates to achieve px 2 + q and substitutes in x = 2
dM1: Proceeds from their equation to find a real value for x with at least one intermediate
stage of working. e.g. px 2 = −q  x = ... or e.g. via factorisation
14 − 2
(3)( x + 2)( x − 2) = 0  x = ... Accept proceeding directly to x = or 2
3
In the alternative, it is for substituting in 2 into their 3(2)2 − 14 = ... or 3(2)2 − 12 = ...
A1*: 2 only (the solution of −2 does not need to be found) 2 without selecting 2/ rejecting -2
is A0*. In the alternative they conclude that x = 2 .
(b) Work may be seen in (a) but must be used in (b) to score
M1: Mark the general method / do not be concerned by slips in their working. Either e.g.
 • substitutes x = −4 into y = x3 − 14 x + 23 and y = −2 x + 7 . Sight of −4 embedded in
the equations is sufficient.
• substitutes x = −4 into one equation to find y and then uses this value to find x in the
other equation.
• equates the cubic and the linear expressions, rearranges (= 0) and then
o substitutes x = −4 into the equation or expression
o factorises using ( x − 2) 2 to find a linear factor (e.g. inspection / division)
o algebraically divides by ( x + 4) at some point to get a remainder of 0
o factorises using ( x − 2) to find a quadratic factor which they attempt to factorise
A1*: A correct solution with conclusion but allow recovery of missing/invisible brackets.
Either
• finds y = 15 when x = −4 for both equations
• finds y = 15 using one equation and uses this to find that x = −4 for the other
• verifies that x = −4 is a solution of the cubic – linear = 0 with no errors seen.
• solves cubic – linear = 0 and finds the linear factor ( x + 4 ) leading to the root x = −4
There must be a conclusion: if they find x = −4 then a tick, QED, underline, proven. If
they find e.g. y = 15 for both they must state x = −4 e.g.“(same y values so) x = −4 ”
Note that stating the coordinates (−4, 15) is insufficient.
SC: −2 x + 7 = x3 − 14 x + 23  x3 − 12 x + 16 ( = 0 )  x = −4, 2 so x = −4 scores M1A0*
(c) No integration seen (using the integration button on a calculator) will score 0 marks
M1: Integrates the equation of the curve or in the alternative method it is for integrating curve-
line and achieving at least two terms with a correct index out of ...x 4  ...x 2  ...x
Also look out for a transformation approach translating the cubic down 3 units and
4

integrating  ( x − 14 x + 20 ) dx = − 7 x 2 + 20 x
3 x
4
4
x x4
A1: − 7 x 2 + 23 x or − 6 x 2 + 16 x (ignore any constant of integration). Allow
4 4
4
x
unsimplified but the indices must be processed. Look out for − 7 x 2 + 20 x if the cubic
4
has been translated down 3 units. Do not penalise poor notation for this mark.
dM1: Correct limits of 2 and −4 used for their integral (which may be for the line or curve).
It is dependent on the previous method mark. Evidence of substituting in 2 and −4 into
their integrated expression must be seen. (e.g. 22 − (−140) ). In the alternative method the
dM1 (and next dM1) are scored at the same time for substituting in the correct limits.
dM1: Correct strategy to find the shaded area. It is dependent on the first method mark only
but the limits must be correct. In the alternative method this mark is scored for sight of
2 and −4 for their integral which do not have to be substituted in.
The method to find any areas e.g. trapezium, rectangle, triangle must be correct and the
method of adding or subtracting to find the shaded area must be correct. Condone slips in
evaluating. Note using the transformation approach they will need to subtract the area of
the triangle 0.5  6  (15 − 3)
A1*: 108 following from a rigorous argument showing all stages and correct notation used
when integrating (the integral sign and the dx either side of their expression seen at
least once and should not be present after integration has been completed)
Question Scheme Marks AOs

9(a) 2p B1 1.1b
(1)
(b) log a 100 = log a 4 + log a 25 M1 1.2
1
1
log a 16 2 + log a 25 = p+q A1 1.1b
2
(2)
(c) e.g. log a 80  log a 3.2 = ( log a 16 + log a 5 )  ( log a 16 − log a 5 ) M1 3.1a
 1   1  1 2
 p + q    p − q  or p − q
2
A1 1.1b
 2   2  4
(2)
(5 marks)
Notes
(a)

B1: 2 p o.e.

(b)

M1: Uses the laws of logs to write log a 100 correctly as a sum of logs
e.g. log a 100 = log a 4 + log a 25 e.g. log a 100 = log a 4 + log a a q
e.g. log a 100 = 2log a 2 + 2log a 5
1 1
e.g. log a 100 = log a 16 + log a 625
2 2
e.g. log a 100 = log a 50 + log a 2
May also be implied by expressions in p or q or a mixture of both
e.g.
( p + q = ) log a 16 + log a 25 = log a 400 = log a 4 + log a 100  p + q − log a 4 = log a 100
Look out for more complex versions of above e.g. e.g. log a 100 = log a 4 + log a a q which
are acceptable.
Do not penalise the omission of base a

1
A1: p + q o.e. Correct answer scores full marks but withhold this mark if incorrect log work
2
is seen e.g. log a 100 = log a 4  log a 25 or log a 100 = 4log a 25

(c)
M1: Uses both the addition and subtraction laws of logs to write the full expression of
log a 80  log a 3.2 correctly in terms of any of the following:
• log a 16 (= p)
 p
• log a 4  = 
 2
 p
• log a 2  = 
 4
 q
• log a 5  = 
 2
• log a 25 ( = q )
e.g. log a 80  log a 3.2 = ( 2 log a 4 + log a 5 )  ( log a 16 − log a 5 )
1 1
You may see other viable solutions using e.g. log a , log a but they will need to
5 4
proceed to either e.g. log a 5 (an integer value) or proceed to an expression in terms of p
or q
Do not penalise the omission of base a.
May be implied by equivalent expressions in p or q or a mixture of both.

 1   1  1 2
 p + q    p − q  or p − q o.e. (does not need to be simplified)
2
A1:
 2   2  4
Correct answer scores full marks but withhold this mark if incorrect log work is seen in
their solution. isw once a correct answer in terms of p and q is seen.
Question Scheme Marks AOs

10(a) 1
tangent = −2 → normal = B1 2.2a
2
k 2 − 2k − k − 8
M1 1.1b
3 − −1
1 k 2 − 2k − k − 8 1 k 2 2k k
=  = − − −2 dM1 1.1b
2 3 − −1 2 4 4 4
 k 2 − 3k − 10 = 0 * A1* 2.1
(4)
(b) k =5 B1 2.3
y coordinate of P is 13 B1ft 1.1b

(
Attempts PQ = ( 3 − −1)
2
+ ("25 − 15 − 8")
2
) (or PQ 2 ) M1 3.1a

( x + 1)2 + ( y − 13)2 = 20 A1 1.1b

(4)
(8 marks)
Notes
(a) Attempts to implicitly differentiate the equation of the circle please send to review
1
B1: Deduces that the gradient between P and Q is . Condone this mark to be scored for
2
1
sight of o.e which may be on the diagram / by the question. May be implied by further
2
work or seen in an equation.
−(3 − −1)
Look out for e.g. 2 = −2 o.e. (negative reciprocal of the gradient PQ set
k − 2k − k − 8
equal to −2 ) which implies this mark.
M1: Attempts to find an expression for the gradient of PQ in terms of k (may be implied)
Score for the expression which may be seen in their working. Condone one sign slip in
their expression. May be seen in ( y2 − y1 ) = m( x2 − x1 ) which does not need to be
rearranged.

1
dM1: Sets their gradient of PQ equal to (or the negative reciprocal of the gradient PQ set
2
equal to −2 ) and proceeds to a quadratic so that the fraction for the gradient has been
split up into separate terms.
e.g. k 2 − 2k − k − 8 = 2

Terms do not need to be collected for this mark and they do not all need to be on the same
side of the equation. Coefficients do not need to be integers.
Condone slips in their rearrangement.
It is dependent on the first method mark.
1
If using ( y2 − y1 ) = m( x2 − x1 ) the mark would be scored substituting m =
2
A1*: Achieves given answer with no errors seen. Must see = 0. They must have achieved a
quadratic which is not the given answer before proceeding to the given answer.
Alt(a) forming/using linear equations with the coordinates of P and Q
B1: As above in the main scheme / notes
1
M1: Uses one pair of coordinates to form the equation of a straight line with a gradient of
2
3 1
e.g. k 2 − 2k = + c or k + 8 = − + c (Condone one sign slip)
2 2
1
e.g. y − k − 8 = ( x + 1)
2
May use the coordinates for Q to form the equation of a straight line with a gradient of −2

dM1: Uses both pairs of coordinates and proceeds via a correct method to an equation in k only
1 3 3
e.g. k + 8 = − + c  c = k + 8.5 k 2 − 2k = + c  k 2 − 2k = + " k + 8.5"
2 2 2
Condone slips in their rearrangement.
You will need to look carefully at how they use the coordinates and equations.
It is dependent on the first method mark.

A1*: As above in the main scheme / notes

(b)

B1: Deduces that k is 5 only. May be seen by the question or in (a) which is fine but if both
roots are found then 5 must be selected/used in further work or the negative root is
rejected. May be implied by the y coordinate of P
Note that B0B1ftM1A0 is possible

B1ft: y coordinate of P is 13 Check on the diagram or may be implied by further work such as
in the equation of the circle. If there is a contradiction between the diagram and the main
body of the work then the main body of the work takes precedence.
Follow through on their positive value of k (add 8 to their value for k). Ignore if they find
a value for P using their negative value of k as well
M1: Finds the distance PQ (or PQ 2 ) using their y coordinates from their chosen value
of k (which may be negative). The value of k must be consistently used to find P and Q.
If they find the distance PQ twice (using each value of k to find coordinates of P and Q)
then condone this mark to be scored.

( 3 − −1) + ( y2 − y1 )
2 2
The expression is sufficient, but they must be attempting o.e. (or
( 3 − −1) + ( y2 − y1 ) o.e). May be implied by sight of 20 or
2 2
20

A1: ( x + 1)2 + ( y − 13)2 = 20 only or equivalent e.g. x 2 + y 2 + 2 x − 26 y + 150 = 0

Question Scheme Marks AOs

11(a) At t = 0, VA = 100 + 20 = 120  p = 2  "120" M1 1.1b

( p = ) 240 A1 1.1b
(2)
−0.02T
(b) ...e0.04T
= ...e M1 3.1b
0.8e 0.04T
= "4.8"e−0.02T A1ft 1.1b
...e0.04T = ...e−0.02T  e0.06T = ... dM1 3.1a
(T = ) awrt 29.9 (months) A1cso 1.1b
(4)
(6 marks)
Notes
(a)

M1: Attempts to find the price per gram of metal A at t = 0, and then doubles this to find the
value of p. Can be implied by 240. An expression must be evaluated to score this mark

A1: 240 only (withhold this mark if they find VB = 240 but proceed to state p as a different
value)
dVB
(b) Candidates who state that = "4.8"e−0.02T can still score full marks question (they had
dt
already determined that they needed to take the modulus of the gradient function)
May be in terms of t or T
dVA dV
M1: Attempts to set  equal to  B . Look for an equation of the form
dt dt
pe0.04T = qe−0.02T where p and q are constants or may be implied by further work. e.g.
e0.06T = ... (it cannot be for awrt 29.9). Do not allow ...Te0.04T = ...Te−0.02T

A1ft: 0.8e0.04T = "4.8"e−0.02T . Follow through on their positive value for p.

May be implied by further work which is not awrt 29.9.
dV A dV
dM1: Rearranges their = − B which cannot be the original functions to re0.06T = s
dt dt
where r  s  0
dVB
= "4.8"e−0.02T  0.8e0.04T = "4.8"e−0.02T is allowed (see note at the start of (b).
dt
Condone slips. It is dependent on the first method mark.
If they take lns of both sides first

e.g. 0.8e0.04T = "4.8"e−0.02T  ln 0.8 + 0.04T = ln"4.8"− 0.02T they need to rearrange to
0.06T = ... by adding / subtracting.
A1cso: awrt 29.9 provided evidence of solving 0.8e0.04T = 4.8e−0.02T is seen. i.e. they cannot
proceed from e0.06T = ... to the awrt 29.9 in one step. We must see either an
expression for t or e.g. taking lns of both sides.
50ln 6
Condone (T =) or others in the form (T =) a ln b where a and b are rational
3
ln 6
constants e.g. . It cannot be scored for an expression.
0.06
Question Scheme Marks AOs

12(a)  x2
(Surface area =) 2 xy + B1 1.1b
4
x 2
400 −  x 2 50  x
2 xy + = 100  y = = − M1 3.4
4 8x x 8
2 x
( P =) 2x + 4 y + B1 1.1b
4
 400 −  x  2 x
2
( P =) 2x + 4  + M1 3.4
 8x  4
200
P = 2x + * A1* 2.1
x
(5)
(b)  dP  M1 1.1b
 =  2 − 200 x −2
 dx  A1 1.1b
2 − 200 x −2 = 0  x = ... dM1 3.1b
x = 10 A1 1.1b
(4)
(c)  d2 P  −3 −3
 2 =  "400" x  "400"10  0 M1 1.1b
 dx 
d2 P
e.g. ( = 0.4 )  0 hence minimum (perimeter) A1 2.4
dx 2
(2)
(d) 400 −   "10"2
e.g. y = M1 3.4
8  "10"
e.g. y = 1.07 (m) so yes this would be suitable A1 2.2a
(2)
(13 marks)
Notes
(a) Note that different sections of the perimeter may be completed separately and
brought together in a final line. Most marks will only be scored at this point – send
to review if unsure.
B1: Correct expression for the surface area in terms of x and y only (may be in an equivalent
form). May be implied by their equation set equal to 100 or their rearranged form.

M1: Sets their expression in x and y equal to 100 and rearranges to make y (or 2y or 4y) the
subject. Do not be concerned by the mechanics of their rearrangement. May be implied by
further work or can be scored for a different valid substitution into their expression for the
perimeter.

B1: Correct expression for the perimeter in terms of x and y (may be in an equivalent form)
and may be implied by an expression for the perimeter in terms of x if they have
substituted in for their y straight away (which may be incorrect or have been rearranged
incorrectly)

M1: Attempts to substitute their y into their perimeter to produce an expression or equation in
just x. Condone invisible brackets for this mark. Condone slips provided the intention is
clear.
 200
A1*: P = 2x + cso (Condone the omission of P = on the final line if it is seen on an
x
earlier line of working) Allow Perimeter =
Do not withhold this mark if missing/invisible brackets are recovered in their working.
(b)
M1: Attempts to differentiate the given expression for P achieving an answer of the form
A  Bx −2
Condone candidates who do not achieve the given answer but their derivative
differentiates to the required form to score this mark (and possibly dM1)

A1: 2 − 200x −2 o.e.

dM1: Sets their derivative of the form A − Bx −2 , A  B  0 equal to 0 and rearranges to find a
value for x. It is dependent on the previous method mark. Condone slips in their
rearrangement. May proceed directly to the answer.

A1: 10 cao (provided a correct derivative is seen) 10 is A0 isw if they attempt to find P

(c) Note that attempts only evaluating the gradient either side of x = 10 is M0A0
d2 P
M1: Finds 2
of the form Ax −3 o.e. and either considers the sign or evaluates for their
dx
positive x
A1: Requires
 d2 P  −3 d2 y
•  2 =  400 x (condone this mark if 2 is written or any other incorrect
 dx  dx
notation)
• reference to 400x −3 being > 0 for x > 0, or by using either a correct calculation
(0.4 o.e.), a correct numerical expression or the algebraic expression and
referencing that it is > 0 for x = 10
• correct conclusion e.g. hence min, shown, tick, QED
Condone “minimum value of x”
(d)
M1: Either
• substitutes their value of x into any of their equations involving y or their expression
for y from part (a) (unless restarted) to find a value for y
• uses their value of x to find their minimum value of P using the given expression for
P, and then uses their x and their P to find a value for y
• attempts to find the value of x when y = 1 (allow to be solved directly from a
calculator once a three-term quadratic has been formed)
• attempts to find the value of P using the given expression for P, their value for x and
y =1
Condone slips provided the intention is clear of their intended method.
A1: awrt 1.1 m and concludes would be suitable (yes is sufficient or a tick)
Note that “yes suitable because e.g. 1.07  0 is A0” (it had to be greater than 1)

If they find the value for x when y = 1 it requires a correct comparison of awrt 10.1 with
10 so yes suitable

If they find the value of P using x = 10 and y = 1 it requires a correct comparison of awrt
39.7 with 40 so yes suitable
Question Scheme Marks AOs

13(a) 7sin 2  − 4sin  cos  = 4

4 M1 1.1b
 7 tan 2  − 4 tan  =
cos 2 
4sin 2  4
 3 tan 2  − 4 tan  + − =0 dM1 1.1b
cos  cos 2 
2

4sin 2  − 4 cos 2  ddM1 2.1

= −4 = −4  3 tan 2  − 4 tan  − 4 = 0 *
cos 2  cos 2  A1* 1.1b
(4)
(b) 2
Roots: − , 2 B1 1.1b
3
 2 
tan −1  "− "  = ... or tan −1 ("2") = ... M1 1.1b
 3 
Two of awrt 63, awrt 146, awrt 243, awrt 326 A1 1.1b
All four of awrt 63.4, awrt 146.3, awrt 243.4, awrt 326.3 A1 1.1b
(4)
(c) awrt 735.9 B1 2.2a
(1)
(9 marks)
Notes
(a) There are various ways of proceeding to the given answer. May work in  or another
variable which is acceptable. Condone a mixture of  and e.g. x in the same equation or
expression within their working.
Condone poor notation e.g. cos  2 , sin 2 + cos 2 = 1 provided the intention is clear.
You may see multiple attempts so score the attempt which is most complete
M1: Score for any one of the following (somewhere in their same attempt which may already
have errors in their working)
• divides all terms by cos 2 
sin  1
• uses tan  = (or sec = )
cos  cos 
• uses the identity  sin 2   cos 2  = 1 (or 1  tan 2  =  sec2  )
dM1: Score for any two of the following (somewhere in their same attempt which may already
have errors in their working)
• divides all terms by cos 2 
sin  1
• uses tan  = (or sec = )
cos  cos 
• uses the identity  sin 2   cos 2  = 1 (or 1  tan 2  =  sec2  )
It is dependent on the previous method mark.
ddM1: A full attempt to rearrange the equation to the form a tan 2  + b tan  + c = 0 . It is
dependent on the previous two method marks. When rearranging condone sign slips or a
missing trailing bracket only.
A1*: Proceeds to the given answer with all steps shown and no errors other than what is
condoned (see above). Condone a missing trailing bracket only.
The final answer must be in terms of  and written using the correct notation.
Note they may work in reverse from 3tan 2  − 4 tan  − 4 = 0 to 7sin 2  − 4sin  cos  = 4 or meet
somewhere in the middle. In these cases there must be some minimal conclusion e.g. QED or tick
The first two method marks should be applied in the same way as the main scheme.
The dM1 mark will be scored for reaching a form of sin  (d sin  + e cos  ) = f
(b) Answers with no working scores 0 marks.
Beware of correct angles following incorrect roots which cannot score the A marks
2
B1: Roots: − , 2
3
M1: Attempts to find at least one of the angles for one of their roots. This may be implied by a
correct answer. You may need to check this on your calculator.

A1: Two of awrt 63, awrt 146, awrt 243, awrt 326 (must come from a correct root)

A1: All four of awrt 63.4, awrt 146.3, awrt 243.4, awrt 326.3 and no others in the range
Withhold the final mark if they solve for 4 (and subsequently divide their angles by 4)
(c)

B1: awrt 735.9

Question Scheme Marks AOs

14 Sets up the proof by exploring when n = 2k or n = 2k + 1

M1 1.1b
e.g. (2k )2 + 5(2k ) = ...k 2 + ...k or (2k + 1)2 + 5(2k + 1) = ...k 2 + ...k + ...
e.g. 4k 2 + 10k or 4k 2 + 14k + 6
A1 2.2a
and shows or gives a reason why the expression is even (see notes)
Explores when n = 2k and n = 2k + 1
eg (2k )2 + 5(2k ) = ...k 2 + ...k and dM1 2.1
(2k + 1) + 5(2k + 1) = ...k + ...k + ...
2 2

e.g. 4k 2 + 10k and 4k 2 + 14k + 6

and shows or gives a reason why both of the expressions are even
A1* 2.4
(see notes) hence n 2 + 5n is even for all n( ) (or equivalent)

(4 marks)
Notes
Main scheme algebraic method using e.g. n = 2k and n = 2k  1
You will need to look at both cases and mark the one which is fully correct first.
Allow a different variable to k and may be different letters for odd and even.
Condone use of n as a variable for the first three marks.
There should be no errors in the algebra for the A marks but allow e.g. invisible brackets to
be “recovered”.

M1: Sets up the proof by exploring when n is odd or even e.g. n = 2k or n = 2k + 1 (or
equivalent), and either expands and achieves a quadratic expression (which may be
unsimplified) or allow to factorise e.g. 2k (2k + 5) or e.g. (2k + 2)(2k + 7)
Condone slips. e.g. 2k (2k + 5) = 2k 2 + 10k or slips when collecting terms.
A1: Correct quadratic expression (which may be unsimplified) for n 2 + 5n for either odds or
evens and shows or gives a reason why the expression is even. They must have fully
multiplied out or the quadratic expression must be factorised completely.
e.g. 4k 2 + 10k = 2(2k 2 + 5k ) (which is even)
e.g. 4k 2 + 14k + 6 = 2(2k 2 + 7k + 3) (which is even)
4k 2 + 10k
e.g. = 2k 2 + 5k (hence even)
2
e.g. “2 is a factor of both terms”, “all divisible by 2” (so even)
If a reason is given as well as an algebraic expression it must be correct
e.g. 4k 2 + 10k = 2(2k 2 + 5k ) so even as can be multiplied by 2 can score M1A1
4k 2 + 10k
but = 2k 2 + 5k so it can be divided by 2 so even is M1A0 (needs to say
2
divisible by 2)
Do not isw if they simplify their quadratic incorrectly.
Note that they do not have to state that the expression is even if they conclude for all cases
at the end.

dM1: Explores when n is odd and when n is even leading to two quadratic expressions (may be
factorised) for when n = 2k and n = 2k + 1 (or equivalent) (see first M1 for guidance)
A1*: Requires
• correct quadratic expression for n 2 + 5n for both odds and evens
• shows or gives a reason for each why the expressions are even (see first A1 for
guidance)
• makes a concluding overall statement. “Hence n 2 + 5n is even for all n ( ) ” (or
equivalent).
Note that if they have stated for each separate case that the expression is even then allow
minimal statements of “hence proven”, “statement proved”, “QED”, tick
Do not isw this mark if they simplify their quadratic incorrectly.

n + 5n
2

2k − 3 4k 2 − 2k − 6
2k − 2 4k 2 + 2 k − 6
2k − 1 4k 2 + 6k − 4
2k 4k 2 + 10k
2k + 1 4k 2 + 14k + 6
2k + 2 4k 2 + 18k + 14
2k + 3 4k 2 + 22k + 24

---------------------------------------------------------------------------------------------------------------------
Alternative methods:
Algebraic with logic example
e.g. n 2 + 5n = n(n + 5)
When n is odd then n + 5 is even so odd x even is even
When n is even then n + 5 is odd so even x odd is even

Both cases must be considered to score any marks and scores SC 1010 if fully correct
---------------------------------------------------------------------------------------------------------------------
Further Maths method (proof by induction) – you may see these but please send to review
for TLs or above to mark
Assumes true for n = k , substitutes n = k + 1 into n + 5n , multiplies out the brackets and
2
M1:
attempts to simplify to a quadratic expression (which may be unsimplified)
e.g. k 2 + 7k + 6 Condone arithmetical slips
A1: ( f (k + 1) = 3k 2
+ 3k + 1 + 6(k + 1) = ) k 2 + 5k + 2k + 6 = f (k ) + 2(k + 3)
which is even + even = even
dM1: Attempts to substitute n = 1  1 + 5 1 = 6 (which is true) (Condone arithmetical slips
2

evaluating)
A1*: Explains that
• it is true when n = 1
• if it is true for n = k then it is true for n = k + 1
• therefore it is true for all n ( )
---------------------------------------------------------------------------------------------------------------------
Solutions via just logic (no algebraic manipulation) scores 0 marks.
e.g.
If n is odd, then n + 5n is odd 2 + odd  odd = odd + odd = even
2

If n is even, then n + 5n is even 2 + odd  even = even + even = even

2
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