w

w
w
.m
ym
at
hs
c
lo
ud
.c
om
Instructions
• Use black ink or ball-point pen.
• If pencil is used for diagrams/sketches/graphs it must be dark (HB or B).
• Fill in the boxes at the top of this page with your name, centre number and candidate number.
• Answer all the questions and ensure that your answers to parts of questions are clearly labelled.
• Answer the questions in the spaces provided – there may be more space than you need.
• You should show sufficient working to make your methods clear. Answers without working may
not gain full credit.
• Inexact answers should be given to three significant figures unless otherwise stated.

Information
• A booklet ‘Mathematical Formulae and Statistical Tables’ is provided.
• There are 8 questions in this question paper. The total mark for this paper is 70.
• The marks for each question are shown in brackets – use this as a guide as to how much time to
spend on each question.
• Calculators must not be used for questions marked with a * sign.

Advice
• Read each question carefully before you start to answer it.
• Try to answer every question.
• Check your answers if you have time at the end.
• If you change your mind about an answer, cross it out and put your new answer and any working
underneath.
 w
w
w
.m
ym
at
1. Solve the equation

hs
c
lo
2cosh2x – 3sinh x = 1

ud
.c
giving your answers in terms of natural logarithms.

om
(Total 6 marks)
Mark scheme for Question 1
Examiner comment
2. (i) The complex number w is given by

p − 4i
w=
2 − 3i
where p is a real constant.

(a) Express w in the form a + bi, where a and b are real constants.
Give your answer in its simplest form in terms of p.
(3)
π
Given that arg w =
4

(b) find the value of p.

(2)
(ii) The complex number z is given by
z = (1 − λi)(4 + 3i)
where λ is a real constant.
Given that
|z| = 45
find the possible values of λ
Give your answers as exact values in their simplest form.
(3)

(Total 8 marks)
Mark scheme for Question 2
Examiner comment
 w
w
w
.m
ym
at
x

hs
3. Given that y = artanh

c
( )

lo
√ 1 + x2

ud
.c
om
dy 1
show that =
(
dx √ 1 + x 2 )
(Total 4 marks)
Mark scheme for Question 3
Examiner comment

4. Find the general solution of the differential equation

dy
sin x − y cos x = sin 2x sin x,
dx
giving your answer in the form y = f(x).
(Total 8 marks)
Mark scheme for Question 4
Examiner comment

5. The complex number z = eiθ, where θ is real.

(a) Use de Moivre's theorem to show that

1
zn + 2 cos nθ
=
zn
where n is a positive integer.
(2)

(b) Show that

1
cos5 θ= (cos 5θ + 5cos 3θ + 10 cos θ )
16
(5)
(c) Hence find all the solutions of
cos5θ + 5cos3θ + 12cos θ = 0
in the interval 0 ≤ θ < 2π
(4)

(Total 11 marks)
Mark scheme for Question 5
Examiner comment
 w
w
w
.m
ym
at
6. (a) Find the general solution of the differential equation

hs
c
lo
ud
.c
d2 y dy

om
2
27e − x
+ 2 + 10 y =
dx dx
(6)
dy
(b) Find the particular solution that satisfies y = 0 and = 0 when x = 0.
dx

(6)

(Total 12 marks)
Mark scheme for Question 6
Examiner comment
7. The plane Π1 has vector equation
r.(3i – 4j + 2k) = 5
(a) Find the perpendicular distance from the point (6, 2, 12) to the plane Π1
(3)
The plane Π2 has vector equation
r = λ (2i + j + 5k) + μ(i – j – 2k)
where λ and μ are scalar parameters.

(b) Show that the vector –i – 3j + k is perpendicular to Π2

(2)
(c) Show that the acute angle between Π1 and Π2 is 52° to the nearest degree.
(3)

(Total 8 marks)
Mark scheme for Question 7
Examiner comment
 w
w
w
.m
ym
at
8.

hs
c
lo
ud
.c
om
Figure 1

Figure 1 shows a closed curve C with equation

1
π π 3π 5π
r = 3 ( cos 2θ ) 2 , where − <θ  , <θ 
4 4 4 4

The lines PQ, SR, PS and QR are tangents to C, where PQ and SR are parallel to the initial
line and PS and QR are perpendicular to the initial line. The point O is the pole.
(a) Find the total area enclosed by the curve C, shown unshaded inside the rectangle in
Figure 1.
(4)
(b) Find the total area of the region bounded by the curve C and the four tangents, shown
shaded in Figure 1.
(9)

(Total 13 marks)
Mark scheme for Question 8
Examiner comment

TOTAL FOR PAPER: 70 MARKS

 w
w
w
.m
ym
at
Further Core Pure Mathematics – Practice Paper 02 – Mark scheme –

hs
c
lo
Mark scheme for Question 1 (Examiner comment) (Return to Question 1)

ud
.c
om
Question Scheme Marks

1 2 (1 + sinh 2 x ) − 3sinh x =
1 M1

2sinh 2 x − 3sinh x + 1 =0 A1
(2sinh x − 1)(sinh x − 1) =
0 M1

e x − e− x 1
sinh x or = or 1 A1
2 2
1
x= ( ) (
ln 1 + 5 , ln 1 + 2
2
) A1A1

Allow equivalent answers e.g.

1 5  1 1
ln  +  , ln  + 1 +  and allow awrt 3SF accuracy
2 4 2 4
e.g. ln1.62, ln 2.41

(6)

(6 marks)
 w
w
w
.m
ym
at
Mark scheme for Question 2 (Examiner comment) (Return to Question 2)

hs
c
lo
ud
Question Scheme Marks

.c
om
2(i)(a) p − 4i π
w= arg w =
2 − 3i 4

=w
( p − 4i ) × ( 2 + 3i )
M1
( 2 − 3i ) ( 2 + 3i )
 2 p + 12   3 p − 8 
=  +  i A1A1
 13   13 
(3)
(i)(b)  π 
arg =
w ⇒  2p + 12 = 3p – 8 o.e seen anywhere. M1
 4 

⇒ p = 20 A1

(2)
(ii) Z = (1 − λi)(4 + 3i) and | z | = 45

1+ λ2 42 + 32 M1

1+ λ2 42 + 32 =
45 A1

{λ2 = 92 – 1 ⇒ } λ = ± 4 5 A1

(3)

(8 marks)
 w
w
w
.m
ym
at
Mark scheme for Question 3 (Examiner comment) (Return to Question 3)

hs
c
lo
ud
Question Scheme Marks

.c
om
3   1 1

dy  1   (1 + x 2 ) 2 − x 2 (1 + x 2 ) − 2 
= .
dx  x2   (1 + x 2 ) 

 1−   M1M
 1 + x2 
A1
1 1
−
(1 + x 2 ) 2 − x 2 (1 + x 2 ) 2
1
NB =
(1 + x 2 )
3
(1 + x 2 ) 2

1
= **ag** A1
1 + x2
(4)

(4 marks)
 w
w
w
.m
ym
at
Mark scheme for Question 4 (Examiner comment) (Return to Question 4)

hs
c
lo
ud
Question Scheme Marks

.c
om
4 dy
sin x − y cos x =
sin 2 x sin x
dx
dy y cos x sin 2 x sin x
− = M1
dx sin x sin x
dy y cos x
− sin 2 x
=
dx sin x

∫ sin x −
cos x
dx dM1
Integrating=
factor e= e − ln sin x A1
1
= A1
sin x
 1  dy y cos x sin 2 x
  − 2
=
 sin x  dx sin x sin x

d  y  1
 =  sin 2 x × M1
dx  sin x  sin x

d  y 
  = 2cos x A1
dx  sin x 
y
sin x
=
∫ 2cos x dx
=
y
2sin x + K ddd
sin x M1
y = 2sin2x + K sin x A1cao

(8)

(8 marks)
 w
w
w
.m
ym
at
Mark scheme for Question 5 (Examiner comment) (Return to Question 5)

hs
c
lo
ud
Question Scheme Marks

.c
om
5(a) zn + z -n = einθ + e− inθ

cos nθ + isin nθ + cos nθ – isin nθ

= 2cos nθ M1A1
(2)
(b) (z + z −1)5 = 32 cos5θ B1

(z + z −1)5 = z5 + 5z3 + 10z + 10z−1 + 5z−3 + z−5 M1A1

32 cos5θ = (z5 + z −5) + 5(z3 + z −3) +10(z + z −1)

= 2cos 5θ + 10cos 3θ + 20cos θ M1

1
cos5 θ = (cos 5θ + 5cos 3θ + 10cos θ) A1
16
(5)
(c) cos 5θ + 5cos 3θ + 10cos θ = −2cos θ M1

16cos5 θ = −2cos θ A1

2 cos θ(8cos4 θ + 1) = 0
8cos4 θ + 1 = 0 no solution B1
cos θ = 0
π 3π
θ = , A1
2 2
(4)
(11 marks)
 w
w
w
.m
ym
at
Mark scheme for Question 6 (Examiner comment) (Return to Question 6)

hs
c
lo
ud
Question Scheme Marks

.c
om
6(a) d2 y dy
+2 + 10 y =
27e − x
dx 2
dx
m2 + 2m + 10 (= 0) ⇒ m = M1

m =−1 ± 3i A1

=( y ) e − x ( A cos3x + B sin 3x )
A1
or ( y
= ) Ae( −1+3i ) x + Be( −1−3i ) x
ke − x , y ′ =
y= − ke − x , y ′′ =
ke − x M1
e − x ( k − 2k + 10=
k ) 27e − x ⇒=
k 3 A1
y e − x ( A cos3x + B sin 3x + 3)
=
B1ft
or y = Ae(
−1+ 3i ) x
+ Be( −1−3i ) x + 3e − x
(6)
(b) x =0, y =0 ⇒ A =( −3) M1
y′ =−e − x ( A cos3x + B sin 3x + 3) +
M1A1
e − x ( 3B cos3x − 3 A sin 3x )

x =0, y ′ =0 ⇒ B =0 M1A1
=y e − x ( 3 − 3cos3 x ) oe A1
(6)
(12 marks)
 w
w
w
.m
ym
at
Mark scheme for Question 7 (Examiner comment) (Return to Question 7)

hs
c
lo
ud
Question Scheme Marks AOs

.c
om
7(a)  3  6 
    = 18 – 8 + 24
 −4  2  M1 3.1a
 2   12 
  
18 − 8 + 24 − 5
d= M1 1.1b
32 + 42 + 22
= 29 A1 1.1b

(3)
(b)  −1   2   −1   1 
     
 −3= 1  ... and  −3 =
 −1  ... M1 2.1
 1  5  1   −2 
     
 −1   2   −1   1 
     
 −3 =
 1  0 and  −3 = −1  0
A1 2.2a
 1  5  1   −2 
     
∴ − i − 3 j + k is perpendicular to Π2
(2)
(c)  −1   3 
   = – 3 + 12 + 2
 −3  −4  M1 1.1b
 1  2
  

( −1) + ( −3) ( 3) + ( −4 )
2 2 2 2
+ 12 + 22 cos θ =11
11 M1 2.1
⇒ cos θ =
( −1) + ( −3) + 12 ( 3) + ( −4 ) + 22
2 2 2 2

So angle between planes θ = 52o * A1* 2.4

(3)
(8 marks)
Notes:

(a)
M1: Realises the need to and so attempts the scalar product between the normal and the
position vector
M1: Correct method for the perpendicular distance
A1: Correct distance
 w
w
w
.m
ym
at
hs
Notes for Question 5 continued

c
lo
ud
(b)

.c
om
M1: Recognises the need to calculate the scalar product between the given vector and both
direction vectors
A1: Obtains zero both times and makes a conclusion
(c)
M1: Calculates the scalar product between the two normal vectors
M1: Applies the scalar product formula with their 11 to find a value for cos θ
A1*: Identifies the correct angle by linking the angle between the normal and the angle between
the planes
 w
w
w
.m
ym
at
Mark scheme for Question 8 (Examiner comment) (Return to Question 8)

hs
c
lo
ud
Question Scheme Marks

.c
om
8(a) π
9
A = (4× ) ∫0
4
2
cos 2θ dθ M1A1

π
 sin 2θ  4 M1
= 18 
 2  0
 π 
9 sin − 0  =
9 A1
 2 
(4)
(b) r = 3(cos2θ)½
r sin θ = 3(cos 2θ)½ sin θ M1
d  1 1 1
 M1
( r sin θ ) = ( ) 2 × 2sin 2θ sin θ + 3 ( cos 2θ ) 2 cos θ
−
 −3 × cos 2θ 
dθ  2  dA1
−3sin 2θ sin θ 1
At max/min: 1
+ 3 ( cos 2θ ) 2 cos θ =
0 M1
( cos 2θ ) 2
sin 2θ sin θ = cos 2θ cos θ

2 sin2θ cos θ = (1 – 2sin2θ) cos θ

cos θ (1 – 4sin2 θ) = 0
1
(cos θ = 0) sin2θ =
4
1 π
sin θ = ± θ=± M1A1
2 6
1
π  π 2 1 3 2 B1
r sin
= 3  cos = ×
6  3 2 4

3 2
∴ length PS = , (length PQ = 6)
2
3 2
Shaded area = 6 × − 9,= 9 2 − 9 oe M1A1
2
(9)

(13 marks)
 w
w
w
.m
ym
at
Further Core Pure Mathematics – Practice Paper 02 – Examiner Report -

hs
c
lo
Examiner comment for Question 1 (Mark scheme) (Return to Question 1)

ud
.c
om
1. The vast majority of students correctly used the identity cosh2x = 1 + sinh2x to obtain a
quadratic in sin hx. Most then used the logarithmic form of arsinh to obtain the final answers.
Some students wrote sin hx in terms of exponentials and proceeded to solve the resulting
quadratics in ex and sometimes ended up with extra solutions that were not rejected. A
significant number of students attempted to solve the given equation by expressing it in terms
of exponentials. Such solutions usually stopped once a quartic in ex was reached. Quite often,
students who adopted this approach, realised that any progress would be difficult and so
resorted to using the identity cosh2x = 1 + sinh2x.

Examiner comment for Question 2 (Mark scheme) (Return to Question 2)

2. Almost all candidates knew to multiply top and bottom by the complex conjugate of the
denominator, and most did this correctly, though there were occasional errors in both
numerator and denominator. The final mark in part (i)(a) was sometimes lost due to failure to
separate the real and imaginary parts, as the question required. In part (b), relatively few
candidates were able to immediately equate the numerators of the real and imaginary parts.
Most used tan π/4 = 1 involving them in extra work. In part (ii) it was very rare to see use of
the modulus of the product as the product of the moduli. Instead candidates worked out the
product of the two complex numbers, sometimes incorrectly, and then attempted to obtain the
modulus of that product, usually successfully. Most were then able to progress to a correct
conclusion, though a worrying minority thought that √(25 + λ2 ) = (5 + λ).

Examiner comment for Question 3 (Mark scheme) (Return to Question 3)

3. The vast majority of the students identified the given function as being composite and applied
dy
the chain rule in determining . Most of the students used the product rule to differentiate
dx
x
and the algebraic processing of the terms involved within both this and the quotient
1 + x2
rule, when used, was generally of a good standard. Nearly all of the students correctly
differentiated artanh x but the final stages of the solution caused some problems and a number
of errors were seen in processing the terms down to the printed result. There were a number of
students who initially rearranged the given function to make tanh y the subject and then used
implicit differentiation and achieved equal success with those students who used the chain rule.
 w
w
w
.m
ym
at
Examiner comment for Question 4 (Mark scheme) (Return to Question 4)

hs
c
lo
4. This question was well answered by candidates and statistics showed that at least 50% of the

ud
.c
candidature scored 7 or more marks out the 8 available for this question. Some of these

om
candidates usually lost the final accuracy mark as they either missed out the constant of
y
integration or usually incorrectly manipulated = 2 sin x + K to give y = 2 sin2x + K
sin x
Most candidates were able to divide all terms in the differential equation by sin x to achieve
dy
an equation of the form + P( x) y =Q( x) and most attempted to find the integrating factor.
dx
cos x cos x
Some candidates wrote down e ∫ sin x as their integrating factor instead of e ∫ sin x . A few
dx − dx

cos x
candidates struggled to integrate − correctly, but a significant number simplified
sin x
e − ln sin x incorrectly to sin x. At this stage, some candidates did not use their integrating factor
d
correctly to achieve an equation of the form ( y × their I.F.) = sin 2x × their I.F. and so lost
dx
the remaining four marks. There were also a significant number of candidates who struggled
to simplify sin 2x cosec x to 2cos x.

Examiner comment for Question 5 (Mark scheme) (Return to Question 5)

5. Another well answered question with most candidates knowing how to approach both proofs.
Some candidates opted to find an expression for cos 5θ then cos 3θ by expanding
(cosθ + isin θ)n and equating real parts, then substituted these into the right hand side of the
n
 1
proof. This was more complicated than expanding  z +  and many candidates simply
 z
found an expression for cos5θ and then were unable to complete the proof. In part (c) many
1
candidates did not recognise the significance of cos4θ = − and either failed to mention it at
8
1
all or, in some cases, ignored the minus sign and solved cos4θ = to obtain extra (incorrect)
8
solutions.

Examiner comment for Question 6 (Mark scheme) (Return to Question 6)

6. This was a classic textbook example of a second order differential equation. A large number
of students tackled this question successfully. Some preferred to give the solution in terms of
Ae(–1 + 3i)x + Be(–1 – 3i)x rather than e–x (A cos 3x + B sin 3x). Some mistakes occurred in finding
the Particular Integral by not using y = ke–x and finding k. A small number of students lost the
final accuracy mark in both part (a) and part (b) by not writing their solutions with “y =”.

Examiner comment for Question 7 (Mark scheme) (Return to Question 7)

7. No Examiner's Report available for this question. (Taken from SAMs)
 w
w
w
.m
ym
at
Examiner comment for Question 8 (Mark scheme) (Return to Question 8)

hs
c
lo
π

ud
8. It was surprising how few candidates realised that integrating from 0 to and multiplying

.c
om
4
by 4 was the easiest way to deal with part (a), but almost all candidates did manage to obtain
the correct answer. Part (b) could be approached in a number of ways and most candidates
knew to differentiate r sin θ. It was surprising that fewer students did not realise that by
differentiating r2 sin2θ they could have simplified the algebra. The product and chain rules
were generally used correctly but many candidates did not seem sufficiently confident with
manipulating trigonometric expressions to be able to see their derivative through to a
solution. Slips in accuracy led to equations becoming overcomplicated and the candidates
were unable to recover. Poor handwriting and poor presentation did not help when trying to
work out what some candidates were doing. Many candidates overcomplicated the final stage
of this question by not realising that they could substitute θ = 0 into r to find the width of the
d
rectangle. Instead, time was wasted solving (r cos θ) = 0. It is worth reminding candidates
dθ
that communicating their method is very important. Many candidates wrote minimal working
and produced an answer for which, if incorrect, their working made it difficult to ascertain
how the answer had been derived.