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M a t SYLLABUS
SPECIMEN PAPER
MARK SCHEME
SUBJECT REPORTS
Macmillan Education
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ISBN 978-0-230-48247-0

© Caribbean Examinations Council (CXC®) 2022

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First published 2014

This revised version published December 2022

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CAPE® Pure Mathematics Free Resources

LIST OF CONTENTS

CAPE® Pure Mathematics Syllabus Extract 3

CAPE® Pure Mathematics Syllabus 4

CAPE® Pure Mathematics Specimen Papers and

Mark Schemes:
Unit 1 Paper 01 95
Unit 1 Paper 01 Mark Scheme 105
Unit 1 Paper 02 106
Unit 1 Paper 02 Mark Scheme 124
Unit 1 Paper 032 143
Unit 1 Paper 032 Mark Scheme 157
Unit 2 Paper 01 167
Unit 2 Paper 01 Mark Scheme 175
Unit 2 Paper 02 176
Unit 2 Paper 02 Mark Scheme 194
Unit 2 Paper 032 213
Unit 2 Paper 032 Mark Scheme 227
Statistical Tables and List of Formulae 237

CAPE® Pure Mathematics Subject Reports:

2005 Subject Report 249
2006 Subject Report 281
2007 Subject Report 311
2008 Subject Report Trinidad and Tobago 343
2008 Subject Report Rest of Caribbean 362
2009 Subject Report 381
2010 Subject Report 400
2011 Subject Report 423
2012 Subject Report 447
2013 Subject Report 470
2014 Subject Report 490
Pure Mathematics

Mathematics is one of the oldest and most universal means of creating, communicating,
connecting and applying structural and quantitative ideas. Students doing this syllabus
will have already been exposed to Mathematics in some form mainly through courses
that emphasise skills in using mathematics as a tool, rather than giving insight into the
underlying concepts.

This syllabus will not only provide students with more advanced mathematical ideas,
skills and techniques, but encourage them to understand the concepts involved, why
and how they "work" and how they are interconnected. It is also to be hoped that, in this
way, students will lose the fear associated with having to learn a multiplicity of seemingly
unconnected facts, procedures and formulae. In addition, the course should show
them that mathematical concepts lend themselves to generalisations, and that there
is enormous scope for applications to solving real problems. The course is therefore
intended to provide quality in selected areas rather than in a large number of topics.

The syllabus is arranged into two (2) Units, each Unit consists of three Modules.

Unit 1: Algebra, Geometry and Calculus

Module 1 – Basic Algebra and Functions

Module 2 – Trigonometry, Geometry and Vectors
Module 3 – Calculus I

Unit 2: Complex Numbers, Analysis and Matrices

Module 1 – Complex Numbers and Calculus II

Module 2 – Sequences, Series and Approximations
Module 3 – Counting, Matrices and Differential Equations
 Caribbean Examinations Council for internal use only

Caribbean Advanced
®
Proficiency Examination

Caribbean Advanced
SYLLABUS Proficiency Examination
®

PURE MATHEMATICS
Caribbean Advanced
CXC A6/U2/21 Proficiency Examination
®

SYLLABUS
Effective for examinations from May–June 2023
Caribbean Advanced
®
Proficiency Examination
PHYSICAL EDUCATION
Effective for examinations from May–June 2023 AND
SPORT Caribbean Advanced
Effective for examinations from May–June 2023 Proficiency Examination
®
CXC A32/U2/22

SYLLABUS
Effective for examinations from May–June 2023 Caribbean Advanced
®
Proficiency Examination

PHYSICAL EDUCATION AND

SPORT Caribbean Advanced
®
Proficiency Examination
CXC A32/U2/22

Caribbean Advanced
SYLLABUS
Correspondence related to the syllabus should be addressed to:

The Pro-Registrar
Caribbean Examinations Council
Caenwood Centre
37 Arnold Road, Kingston 5, Jamaica

Telephone Number: + 1 (876) 630-5200

Facsimile Number: + 1 (876) 967-4972
E-mail Address: [email protected]
Website: www.cxc.org

Copyright © 2021 by Caribbean Examinations Council

Prince Road, Pine Plantation Road, St Michael BB11091

CXC A6/U2/21 www.cxc.org

 Contents
INTRODUCTION ........................................................................................................................................ i
RATIONALE Contents
.............................................................................................................................................. 1
Introduction
AIMS…….. ................................................................................................................................................ 2
SKILLS AND ABILITIES TO BE ASSESSED ................................................................................................... 2
PREREQUISITES OF THE SYLLABUS .......................................................................................................... 3
STRUCTURE OF THE SYLLABUS ................................................................................................................ 3
Introduction
APPROACHES Contents
TO TEACHING THE SYLLABUS ........................................................................................... 3
RECOMMENDED 2-UNIT OPTIONS.......................................................................................................... 3
UNIT 1: ALGEBRA, GEOMETRY AND CALCULUS ..................................................................................... 7
MODULE 1: BASIC ALGEBRA AND FUNCTIONS ......................................................................... 7
Introduction Contents
MODULE 2: TRIGONOMETRY, COORDINATE GEOMETRY AND VECTORS ............................... 15
MODULE 3: CALCULUS I ........................................................................................................... 21
UNIT 2: COMPLEX NUMBERS, ANALYSIS AND MATRICES ..................................................................... 28
MODULE 1: COMPLEX NUMBERS AND CALCULUS II............................................................... 28
MODULE 2: SEQUENCES, SERIES AND APPROXIMATIONS ...................................................... 34
Contents MODULE 3: COUNTING, MATRICES AND DIFFERENTIAL EQUATIONS .................................... 38
OUTLINE OF ASSESSMENT .................................................................................................................... 45
ASSESSMENT CRITERIA........................................................................................................................ 51

Introduction Contents
REGULATIONS FOR PRIVATE CANDIDATES ........................................................................................... 55
REGULATIONS FOR RESIT CANDIDATES ................................................................................................ 56
ASSESSMENT GRID ................................................................................................................................ 56
MATHEMATICAL NOTATION ................................................................................................................. 57
APPENDIX I: GLOSSARY OF EXAMINATION TERMS ............................................................................... 60

Introduction Contents
APPENDIX II: GLOSSARY OF MATHEMATICAL TERMS ........................................................................... 64
APPENDIX III: ADDITIONAL NOTES……………………………………………………………………………………………………77

Introduction Contents

CXC A6/U2/21 www.cxc.org

Contents
 NOTE TO TEACHERS AND LEARNERS

This document CXC A6/U2/21 replaces CXC A6/U2/12 issued in 2012.

Please note that the syllabus has been revised and amendments are indicated by italics.

First issued 1999

Revised 2004
Revised 2007
Amended 2012
Revised 2021

Please check the website www.cxc.org for updates on CXC®’s syllabuses.

Please access relevant curated resources to support teaching and learning of the syllabus at
https://learninghub.cxc.org/

For access to short courses, training opportunities and teacher orientation webinars and workshops
go to our Learning Institute at https://cxclearninginstitute.org/

PLEASE NOTE

This icon is used throughout the syllabus to represent key features which teachers and
learners may find useful.

CXC A6/U2/21 www.cxc.org

 Introduction

T he Caribbean Advanced Proficiency Examination® (CAPE®) is designed to provide certification of

the academic, vocational and technical achievement of students in the Caribbean who, having
completed a minimum of five years of secondary education, wish to further their studies. The
examinations address the skills and knowledge acquired by students under a flexible and articulated
system where subjects are organised in 1-Unit or 2-Unit courses with each Unit containing three
Modules. Subjects examined under CAPE® may be studied concurrently or singly.

The Caribbean Examinations Council offers three types of certification at the CAPE® level. The first is
the award of a certificate showing each CAPE® Unit completed. The second is the CAPE® Diploma,
awarded to candidates who have satisfactorily completed at least six Units, including Caribbean
Studies. The third is the CXC® Associate Degree, awarded for the satisfactory completion of a
prescribed cluster of ten CAPE® Units including Caribbean Studies, Communication Studies and
Integrated Mathematics. Integrated Mathematics is not a requirement for the CXC® Associate Degree
in Mathematics. The complete list of Associate Degrees may be found in the CXC® Associate Degree
Handbook.

For the CAPE® Diploma and the CXC® Associate Degree, candidates must complete the cluster of
required Units within a maximum period of five years. To be eligible for a CXC® Associate Degree, the
educational institution presenting the candidates for the award, must select the Associate Degree of
choice at the time of registration at the sitting (year) the candidates are expected to qualify for the
award. Candidates will not be awarded an Associate Degree for which they were not registered.

CXC A6/U2/21 i www.cxc.org

 Pure Mathematics Syllabus

◆ RATIONALE
The Caribbean society is an integral part of an ever-changing world. The impact of globalisation on
most societies encourages this diverse Caribbean region to revisit the education and career
opportunities of our current and future citizens. A common denominator is for Caribbean societies to
create among its citizens a plethora of quality leadership with the acumen required to make
meaningful projections and innovations for further development. Further, learning appropriate
problem-solving techniques, inherent to the study of mathematics, is vital for such leaders.
Mathematics promotes intellectual development, is utilitarian and applicable to all disciplines.
Additionally, its aesthetics and epistemological approaches provide solutions fit for any purpose.
Therefore, Mathematics is the essential tool to empower people with the knowledge, competencies
and attitudes that are required for academia as well as quality leadership for sustainability in this
dynamic world.
Students doing this syllabus will have already been exposed to Mathematics in some form mainly
through courses that emphasise skills in using mathematics as a tool, rather than giving insight into
the underlying concepts. This course of study is designed to utilise learner-centered approaches to
teaching, learning and assessment to expand students’ mathematical knowledge by exposing them to
more advanced mathematical ideas, skills, and techniques, and to enhance their understanding of why
and how the concepts are interconnected and can be utilised. This approach will minimise the fear
associated with having to learn a multiplicity of seemingly unconnected facts, procedures and
formulae. In addition, this course will show them that mathematical concepts lend themselves to
generalisations, and that there is enormous scope for applications to solving real-world problems.
This course of study incorporates the features of the Science, Technology, Engineering, and
Mathematics (STEM) principles. On completion of this syllabus, students will be able to make a smooth
transition to further studies in Mathematics and other related subject areas or move on to career
choices where a deeper knowledge of the general concepts of Mathematics is required. It will enable
students to develop and enhance twenty-first century skills including critical and creative thinking,
problem solving, logical reasoning, modelling, collaboration, decision making, research, information
and communications technological competencies which are integral to everyday life and for life-long
learning. Students will be exposed to the underlying concepts of Mathematics to foster a deeper
understanding and greater appreciation of the subject. This course provides insight into the exciting
world of advanced mathematics, thereby equipping students with the tools necessary to approach any
mathematical situation with confidence.
This Syllabus will contribute to the development of the Ideal Caribbean Person as articulated by the
CARICOM Heads of Government. This person will demonstrate multiple literacies, independent and
critical thinking; and question the beliefs and practices of the past and present bringing this to bear on
the innovative application of science and technology to problem solving. Such a person should also
demonstrate a positive work ethic and values and displays creative imagination and entrepreneurship.
In keeping with the UNESCO Pillars of Learning, on completion of this course of study, students will
learn to know, learn to do, learn to be, learn to live together, and learn to transform themselves and
society.

CXC A6/U2/21 1 www.cxc.org

◆ AIMS
The syllabus aims to:

1. provide understanding of mathematical concepts and structures, their development and the
relationships between them;

2. enable the development of skills in the use of mathematical tools;

3. make Mathematics fun, interesting, and recognizable;

4. develop an appreciation of the idea of mathematical proof, the internal logical coherence of
Mathematics, and its consequent universal applicability;

5. develop the ability to make connections between distinct concepts in Mathematics, and
between mathematical ideas and those pertaining to other disciplines;

6. develop skills such as, critical and creative thinking, problem solving, logical reasoning,
modelling, collaboration, decision making, research, information communication and
technological competences which are integral to everyday life and for life-long learning;

7. develop positive intrinsic mathematical values, such as, accuracy and rigour;

8. develop the skills of recognising essential aspects of concrete, real-world problems,

formulating these problems into relevant and solvable mathematical problems and
mathematical modelling;

9. integrate Information and Communications Technology (ICT) tools and skills in the teaching
and learning processes; and,

10. prepare students for advanced courses in Mathematics and related areas.

◆ SKILLS AND ABILITIES TO BE ASSESSED

The assessment will test candidates’ skills and abilities in relation to three cognitive levels.

1. Conceptual knowledge - the ability to recall and understand appropriate facts, concepts and
principles in a variety of contexts.

2. Algorithmic knowledge - the ability to manipulate mathematical expressions and procedures

using appropriate symbols and language, logical deduction and inferences.

3. Reasoning - the ability to select appropriate strategy or select, use and evaluate mathematical
models and interpret the results of a mathematical solution in terms of a given real-world
problem and engage in problem-solving.

CXC A6/U2/21 2 www.cxc.org

◆ PREREQUISITES OF THE SYLLABUS
Any person with a good grasp of the contents of the syllabus of the Caribbean Secondary Education
Certificate (CSEC®) course in Mathematics, or equivalent, should be able to undertake the course.
However, persons with a good grasp of the contents of the syllabus of the Caribbean Secondary
Education Certificate (CSEC®) course in Additional Mathematics would be better prepared to pursue
this course of study. Successful participation in the course will also depend on the possession of good
verbal and written communication skills.

◆ STRUCTURE OF THE SYLLABUS

The syllabus is arranged into two (2) Units, Unit 1 which will lay the foundation, and Unit 2 which
expands on, and applies, the concepts formulated in Unit 1.

It is therefore recommended that Unit 2 be taken after satisfactory completion of Unit 1 or a similar
course. Completion of each Unit will be separately certified.

Each Unit consists of three Modules.

Unit 1: Algebra, Geometry and Calculus, contains three Modules each requiring approximately 50
hours. The total teaching time is therefore approximately 150 hours.

Module 1 - Basic Algebra and Functions

Module 2 - Trigonometry, Coordinate Geometry and Vectors
Module 3 - Calculus I
Unit 2: Complex Numbers, Analysis and Matrices, contains three Modules, each requiring
approximately 50 hours. The total teaching time is therefore approximately 150 hours.

Module 1 - Complex Numbers and Calculus II

Module 2 - Sequences, Series and Approximations
Module 3 - Counting, Matrices and Differential Equations

◆ APPROACHES TO TEACHING THE SYLLABUS

The Specific Objectives indicate the scope of the content and activities that should be covered. Teachers
are encouraged to utilise a learner-centered approach to teaching and learning. They are also
encouraged to model the process for completing, solving, and calculating mathematical problems. It
is recommended that activities to develop these skills be incorporated in every lesson using
collaborative, integrative and practical teaching strategies. Note as well that additional notes and the
formulae sheet are included in the syllabus.

◆ RECOMMENDED 2-UNIT OPTIONS

1. Pure Mathematics Unit 1 AND Pure Mathematics Unit 2.

2. Applied Mathematics Unit 1 AND Applied Mathematics Unit 2.

3. Pure Mathematics Unit 1 AND Applied Mathematics Unit 2.

CXC A6/U2/21 3 www.cxc.org

◆ MATHEMATICAL MODELLING
Mathematical Modelling should be used in both Units 1 and 2 to solve real-world problems.

A. The topic Mathematical Modelling involves the following steps:

1. identify a real-world situation to which modelling is applicable;

2. carry out the modelling process for a chosen situation to which modelling is
applicable; and,

3. discuss and evaluate the findings of a mathematical model in a written report.

B. The Modelling process requires:

1. a clear statement posed in a real-world situation, and identification of its essential

features;

2. translation or abstraction of the problem, giving a representation of the essential

features of the real-world;

3. solution of the mathematical problem (analytic, numerical, approximate);

4. testing the appropriateness and the accuracy of the solution against behaviour in the
real-world; and,

5. refinement of the model as necessary.

C. Consider the two situations given below.

1. A weather forecaster needs to be able to calculate the possible effects of atmospheric

pressure changes on temperature.

2. An economic adviser to the Central Bank Governor needs to be able to calculate the
likely effect on the employment rate of altering the Central Bank’s interest rate.

In each case, people are expected to predict something that is likely to happen in the future.
Furthermore, in each instance, these persons may save lives, time, and money or change their
actions in some way as a result of their predictions.

One method of predicting is to set up a mathematical model of the situation. A mathematical

model is not usually a model in the sense of a scale model motor car. A mathematical model
is a way of describing an underlying situation mathematically, perhaps with equations, with
rules or with diagrams.

CXC A6/U2/21 4 www.cxc.org

Some examples of mathematical models are:

1. Equations

(a) Business

A recording studio invests $25 000 to produce a master CD of a singing

group. It costs $50.00 to make each copy from the master and covers the
operating expenses. We can model this situation by the equation or
mathematical model,

C = 50.00 x + 25 000

where C is the cost of producing 𝑥 CDs. With this model, one can predict the
cost of producing 60 CDs or 6 000 CDs.

Is the equation x + 2 = 5 a mathematical model? Justify your answer.

(b) Banking

Suppose you invest $100.00 with a commercial bank which pays interest
at 12% per annum. You may leave the interest in the account to
accumulate. The equation A = 100(1.12) n can be used to model the
amount of money in your account after n years.

2. Table of Values

Traffic Management

The table below shows the safe stopping distances for cars recommended by the
Highway Code.

Overall
Speed m/h Thinking Braking Stopping
Distance Distance Distance 𝒎
𝒎 𝒎
20 6 6 12
30 9 14 23
40 12 24 36
50 15 38 53
60 18 55 73
70 21 75 96

We can predict our stopping distance when travelling at 50 𝑚/ℎ from this model.

CXC A6/U2/21 5 www.cxc.org

 3. Rules of Thumb

You might have used some mathematical models of your own without realising it;
perhaps you think of them as “rules of thumb”. For example, in the baking of hams,
most cooks use the rule of thumb, “bake ham fat side up in roasting pan in a moderate
oven (160ºC) ensuring 25 to 40 minutes per ½ kg”. The cook is able to predict how long
it takes to bake the ham without burning it.

4. Graphs

Not all models are symbolic in nature; they may be graphical. For example, the graph
below shows the population at different years for a certain country.

30

25
Population (millions)

20

15

10

0
1960 1970 1980 1990 2000 2010 2020
Years

RESOURCE

Hartzler, J. S. and Swetz, F. Mathematical Modelling in the Secondary School Curriculum,

A Resource Guide of Classroom Exercises, Vancouver, United
States of America: National Council of Teachers of
Mathematics, Incorporated, Reston, 1991.

CXC A6/U2/21 6 www.cxc.org

◆ UNIT 1: ALGEBRA, GEOMETRY AND CALCULUS
MODULE 1: BASIC ALGEBRA AND FUNCTIONS

GENERAL OBJECTIVES

On completion of this Module, students should:

1. develop the ability to construct simple proofs of mathematical assertions;

2. understand the concept of a function;

3. be confident in the manipulation of algebraic expressions and the solutions of equations and
inequalities;

4. understand the properties and significance of the exponential and logarithm functions; and,

5. develop the ability to use concepts to model and solve real-world problems.

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

1. Reasoning and Logic

1.1 identify simple and compound Simple propositions, compound propositions,

propositions; and connectives (disjunction, negation,
conditional, bi-conditional).

1.2 establish the truth value of Truth tables for compound statements.
compound statements using truth
tables;

1.3 state the converse, contrapositive Converse, contrapositive and inverse of:
and inverse of statements; and,
(a) conditional statements; and,

(b) bi-conditional statements.

1.4 determine whether two statements Logical equivalence, including tautology and
are logically equivalent. contradiction.

Identities involving propositions.

CXC A6/U2/21 7 www.cxc.org

UNIT 1
MODULE 1: BASIC ALGEBRA AND FUNCTIONS (cont’d)

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

2. The Real Number System – ℝ

2.1 use the concepts of arithmetic Applications of the concepts of identity,

operations; closure, inverse, commutativity, associativity,
distributivity addition, multiplication and other
simple binary operations.

Axioms of the system - including commutative,

associative and distributive laws; non-existence
of the multiplicative inverse of zero.

2.2 perform binary operations; Binary operations.

2.3 perform basic operations involving Surds.

surds;
Basic operations (addition, subtraction,
multiplication and rationalization) involving
surds.

2.4 use the summation notation (∑); and, The summation of number series.

Interpretation of the summation notation.

Natural number series.

Expansion of a series.
𝑛

∑ 𝑎𝑖 = 𝑎1 + 𝑎2 + ⋯ + 𝑎𝑛
𝑖=1

2.5 prove mathematical statements. Proof by mathematical induction (addition and

divisibility).

Other methods of proof include direct, counter-

examples.

CXC A6/U2/21 8 www.cxc.org

UNIT 1
MODULE 1: BASIC ALGEBRA AND FUNCTIONS (cont’d)

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

3. Algebraic Operations

3.1 use the Factor Theorem; Using Factor Theorem to:

(a) find factors; and,

(b) evaluate unknown coefficients.

3.2 use the Remainder Theorem; Using

3.2 Remainder Theorem to find the
remainder.

3.3 extract all factors of an − bn for Factorisation.

positive integers n ≤ 6; and,

3.4 use the order of polynomial Order of Polynomial expressions.

expressions.

4. Functions

4.1 define mathematical notations and Terms: function, ordered pairs, domain, range,
terms related to functions; one-to-one function (injective function), into
function, onto function (surjective function),
many-to-one, one-to-one and onto function
(bijective function), composition and inverse of
functions.

4.2 determine whether or not a given Functions:

simple function is into, onto or one-
to-one; (a) injective;

4.3 determine if an inverse exists for a (b) surjective;

function; (c) bijective; and,

(d) inverse.

4.4 determine the inverse of the function Composite inverse.

𝑓; and,
If 𝑔 is the inverse function of 𝑓 , then
𝑓[𝑔 (𝑥)] = 𝑥, for all x, in the domain of 𝑔.

4.5 draw graphs to show the relationship Transformation of a graph and its inverse.
between a function and its inverse.
Graphs to show relationship between the
function of 𝑦 = 𝑓(𝑥) given in graphical form
and the inverse of 𝑓(𝑥), that is,
𝑦 = 𝑓 −1 (𝑥).

CXC A6/U2/21 9 www.cxc.org

UNIT 1
MODULE 1: BASIC ALGEBRA AND FUNCTIONS (cont’d)

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

5. Exponential and Logarithmic Functions

5.1 simplify expressions by using laws of Laws of logarithms applied to problems:

logarithms;
(a) logc (PQ) = logc P + logc Q;

𝑃
(b) logc (𝑄) = logc P - logc Q; and,

(c) logc Pa = a logc P.

5.2 define an exponential function; Properties of the exponential functions.

𝑦 = 𝑎 𝑥 𝑓𝑜𝑟 𝑎 ∈ 𝑅, 𝑥 ∈ 𝑅

5.3 sketch the graph of exponential Exponential functions and their graphs.
functions;
Graphs of the functions.

𝑦 = 𝑎 𝑥 𝑓𝑜𝑟 𝑥 > 0

5.4 define logarithmic functions; Properties of the logarithmic functions.

5.5 sketch the graph of logarithmic Natural logarithmic functions and their graphs
functions;
𝑦 = 𝑙𝑜𝑔𝑎 𝑥

5.6 define the exponential function; Properties of the exponential functions.

y = ex and its inverse y = ln x, where ln x = loge
x

5.7 use the fact that y = ln x  x = ey to Convert from logarithmic to exponential

convert functions; functions.

Convert from exponential to logarithmic

functions.

5.8 use logarithms to solve equations of Logarithmic solutions.

the form ax = b; and,

5.9 solve problems involving changing of Change of base.

the base of a logarithm.
log 𝑃
logc P = loga 𝑐
𝑎

CXC A6/U2/21 10 www.cxc.org

UNIT 1
MODULE 1: BASIC ALGEBRA AND FUNCTIONS (cont’d)

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

6. The Modulus Function

6.1 define the modulus function; Definition of the modulus function.

𝑥 𝑖𝑓 𝑥 ≥ 0
|𝑥| = {
−𝑥 𝑖𝑓 𝑥 < 0

6.2 use the properties of the Modulus Properties:

function;
(a) x is the positive square root of x2;

(b) x  y if and only if (iff) x² < y²; and,

(c) x  y  iff − y < x < y.

6.3 derive the property of the modulus Properties of the modulus function.
function;
x+ y  x + y

6.4 draw graphs to show the relationship Transformation of the graphs of:
between a function and its modulus;
and, 𝑦 = 𝑓(𝑥) 𝑡𝑜 𝑦 = | 𝑓 (𝑥)|

6.5 solve equations and inequalities Solving equations and inequalities, using
involving simple rational and modulus algebraic or graphical methods.
functions.

7. Cubic Functions and Equations

7.1 use the relationship among roots of an Sum of roots, the product of the roots, the
equation. sum of the product of the roots pair-wise and
the coefficients of
ax3 + bx 2 + cx + d = 0.

Use notation of  ,  and  for

sum of roots, the sum of the product of the
roots pair-wise and the product of the roots
respectively.

CXC A6/U2/21 11 www.cxc.org

UNIT 1
MODULE 1: BASIC ALGEBRA AND FUNCTIONS (cont’d)

Suggested Teaching and Learning Activities

To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage
students in the teaching and learning activities listed below.

1. Teachers are encouraged to incorporate the use of PowerPoint Presentations or YouTube

Videos to engage students in a brief review of the number systems.

2. Students should be encouraged to practice different methods of proof, for example, to prove
that the product of two consecutive integers is an even integer and to disprove by counter-
example the statement n2 + n − 1 is prime  𝑛  𝑍.

3. Students should be encouraged to work in groups to solve practice questions, using the
information below. Students should explore mapping properties of quadratic functions which:

(a) will, or will not, be injective, depending on which subset of the real line is chosen as
the domain;

(b) will be surjective if its range is taken as the co-domain (completion of the square is
useful here); and,

(c) if both injective and surjective, will have an inverse function which can be constructed
by solving a quadratic equation.

Example: Use the function 𝑓 : 𝐴 → 𝐵 given by 𝑓 (x) = 3x2 + 6x + 5, where the

domain A is alternatively the whole of the real line, or the set
{x ∈ ℝ x  −1 }, and the co-domain 𝐵 is ℝ or the set { y ∈ ℝ y  2 }.

4. Students should conduct an internet search on the theory of the quadratic equation and the
nature of its roots. A class discussion should be initiated, and students asked to creatively
present their findings. Teacher can also use the responses as an introduction to the lesson
topic.

5. Guide students to apply their understanding of reasoning and logic by completing the following
activity. Let p be the statement “it is cold” and let q be the statement “it is raining”,
Write each of the following statements in symbolic form using p and q.

(a) It is cold and it is raining.

(b) It is cold but it is not raining.
(c) It is false that it is cold, or it is raining.
(d) It is neither cold nor raining.
(e) It is not true that it is not cold or not raining.

CXC A6/U2/21 12 www.cxc.org

UNIT 1
MODULE 1: BASIC ALGEBRA AND FUNCTIONS (cont’d)

6. Students should be encouraged to apply their knowledge of logarithmic function to respond to

worded problems. For example, students may be given the following statement: A Jeep
Wrangler cost $30,788 in 2005 in a certain country. 2 years later the book value on the vehicle
was $18,000. Students should be encouraged to work together to:

(a) determine the values of a and k in the exponential model of the book value V= aekt;
and,

(b) find the book value of the vehicle after 1 year and after 3 years.

RESOURCES

Bahall, D. Pure Mathematics Unit 1 for CAPE Examinations.

Macmillan Publishers Limited, 2013.

Bostock, L. and Chandler, S. Core Mathematics for Advanced-Levels (4th Ed). United
Kingdom: Oxford University Press, 2015.

Campbell, E. Pure Mathematics for CAPE (Vol. 1). Jamaica: LMH

Publishing Limited, 2007.

Caribbean Examinations Council Injective and Surjective Functions. Barbados: Caribbean

Examinations Council, 1998.

Caribbean Examinations Council Proof by Mathematical Induction (MI). Barbados:

Caribbean Examinations Council, 2004.

Caribbean Examinations Council The Real Number System. Barbados: Caribbean

Examinations Council, 1997.

Greaves, Y. Solution of Simultaneous Linear Equations by Row

Reduction. Barbados: Caribbean Examinations Council,
1998.

Hartzler, J. and Swetz, F. Mathematical Modelling in the Secondary School

Curriculum, A Resource Guide of Classroom Exercises.
Vancouver, United States of America: National Council of
Teachers of Mathematics, Incorporated Reston, 1991.

Larson, R. and Hostetler, R.P. College Algebra (7th Ed.). MA, Boston: Houghton Mifflin,
2007.

CXC A6/U2/21 13 www.cxc.org

UNIT 1
MODULE 1: BASIC ALGEBRA AND FUNCTIONS (cont’d)

Martin, A., Brown, K., Rigby, P. and Ridley, Advanced Level Mathematics Tutorials Pure Mathematics
S. CD-ROM sample (3rd Ed.). Cheltenham, United Kingdom:
Stanley Thornes (Publishers) Limited, Multi-user version
and Single-user version, 2000.

Toolsie, Raymond Pure Mathematics: A Complete Course for CAPE Unit 1.

Trinidad, West Indies: Caribbean Educational Publishers
Ltd, 2003.

CXC A6/U2/21 14 www.cxc.org

UNIT 1
MODULE 2: TRIGONOMETRY, COORDINATE GEOMETRY AND VECTORS

GENERAL OBJECTIVES

On completion of this Module, students should:

1. develop the ability to manipulate and describe the behaviour of trigonometric functions;

2. develop the ability to establish trigonometric identities;

3. acquire the skills to solve trigonometric equations;

4. develop the ability to represent and deal with objects in two and three dimensions through
the use of coordinate geometry and vectors;

5. acquire the skills to conceptualise and to manipulate objects in two and three dimensions;
and,

6. develop the ability to use concepts to model and solve real-world problems.

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

1. Trigonometric Functions, Identities and Equations (all angles will be assumed to be in

radians unless otherwise stated)

1.1 use reciprocal functions of 𝑐𝑜𝑠 𝑥, Reciprocal functions:

𝑠𝑖𝑛 𝑥 and tan 𝑥;
(a) 𝑠𝑒𝑐 𝑥;
1.2 sketch graphs of reciprocal functions of
𝑐𝑜𝑠 𝑥, 𝑠𝑖𝑛 𝑥 and 𝑡𝑎𝑛 𝑥; (b) 𝑐𝑜𝑠𝑒𝑐 x; and,

(c) 𝑐𝑜𝑡 𝑥.

1.3 derive compound-angle formulae; Compound-angle formulae for sin (A ± B),

cos (A ± B), tan (A ± B).

1.4 use compound-angle formulae; Double-angle formulae.

1.5 derive identities for the multiple-angle Multiple-angle formulae.

formulae;
sin kA, cos kA, tan kA, for k ∈ .

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UNIT 1
MODULE 2: TRIGONOMETRY, COORDINATE GEOMETRY AND VECTORS (cont’d)

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

Trigonometric Functions, Identities and Equations (all angles will be assumed to be in radians unless
otherwise stated) (cont’d)

1.6 use the factor formulae; sin A ± sin B, cos A ± cos B.

1.7 prove trigonometric identities; Trigonometric identities cos2 θ + sin2 θ  1,

1 + cot2 𝜃  cosec2 𝜃 , 1+ tan2 𝜃  sec2 𝜃 .

1.8 determine the general solution of General solutions of simple trigonometric

trigonometric equations; equations:

sin (k𝜃 ± 𝛼) = s;

cos (k𝜃 ± 𝛼) = s;

tan (k𝜃 ±𝛼 ) = s; and,

𝜋
where 0 < α < ; k is positive and
2
0 ≤ 𝜃 ≤ 2𝜋.

1.9 express a cos θ + b sin θ in the forms Expression of a cos 𝜃 + b sin 𝜃 in the forms
r sin (𝜃 ± 𝛼) and r cos (θ ± α); r sin (𝜃 ± α) and r cos (𝜃 ± 𝛼 ), where r is
π
positive, 0 < α < 2 .

1.10 determine the general solution for a

cos 𝜃 + b sin 𝜃 = c, for a, b, c ∈ ;

1.11 solve trigonometric equations for a Using general solutions of trigonometric

given range; and, equations for a given range.

1.12 obtain maximum or minimum values Using maximum and minimum values of
of functions of the form functions of sin 𝜃 and cos 𝜃.
a cos 𝜃 + b sin 𝜃 for 0 ≤ 𝜃 ≤ 2𝜋.

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UNIT 1
MODULE 2: TRIGONOMETRY, COORDINATE GEOMETRY AND VECTORS (cont’d)

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

2. Coordinate Geometry

2.1 derive equations of circles; Equation of a circle.

Centre and radius of a circle.

Graph of a circle.

2.2 derive equations of tangents and Properties of the circle, tangents and
normals to a circle; normals.

2.3 determine the points of intersection of Intersections between lines and curves.
a curve with a straight line;

2.4 determine the points of intersection of

two curves;

2.5 obtain the Cartesian equation of a Cartesian equations of curves.

curve given its parametric
representation; and, Parametric representations of curves
(including the parabola and ellipse).

2.6 determine the loci of points satisfying Line equidistant from two given points, circle,
given properties. distance of a general point from two given
points.

3. Vectors

3.1 express a vector in the form x

x  
Vectors in the form  y 
 
 y  or 𝑥𝐢 + 𝑦𝐣 + 𝑧𝐤 ; z 
z   
  or 𝑥𝐢 + 𝑦𝐣 + 𝑧𝐤

where i, j and k are unit vectors in the

directions of x-, y- and z-axis respectively.

3.2 perform basic operations on vectors; Equality of vectors.

Addition of vectors.

Subtraction of vectors.

Multiplication of a vector by a scalar quantity.

CXC A6/U2/21 17 www.cxc.org

UNIT 1
MODULE 2: TRIGONOMETRY, COORDINATE GEOMETRY AND VECTORS (cont’d)

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

Vectors (cont’d)

3.3 calculate the magnitude and direction Magnitude and direction of a vector.
of a vector;

3.4 derive unit vectors, position vectors Position vectors, unit vectors, displacement
and displacement vectors; vectors.

3.5 use unit vectors, position vectors and Application of the position vectors, unit
displacement vectors; vectors, displacement vectors.

3.6 calculate the angle between two Scalar (Dot) Product.

given vectors;

3.7 determine the equation of a line with Equation of a line in the following forms:
given conditions;
(a) vector;

(b) parametric; and,

(c) cartesian.

Conditions for equation of a line:

(a) a point on the line and a vector

parallel to the line; or,

(b) two points on the line.

3.8 determine the relationship between Parallel lines, intersecting lines, skewed lines.
two lines; and,

3.9 determine the equation of a plane, in Equation of a plane:

the form
(a) given a point in the plane and the
𝑎𝑥 + 𝑏𝑦 + 𝑐𝑧 = 𝑑, or r.n = d. normal to the plane; and,

(b) given 3 points in the plane and the

normal to the plane (cross product
will not be required).

CXC A6/U2/21 18 www.cxc.org

UNIT 1
MODULE 2: TRIGONOMETRY, COORDINATE GEOMETRY AND VECTORS (cont’d)

Suggested Teaching and Learning Activities

To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage
students in the teaching and learning activities listed below.

1. Teachers are encouraged to engage students in a guided class discussion after demonstrating
the process to master proofs of Trigonometric Identities using identities such as the formulae
for: sin (A ± B), cos (A ± B), tan (A ± B), sin 2A, cos 2A, tan 2A. Reinforce by showing that the
identity 1 − cos 4  tan 2 can be established by deducing that
sin 4
cos 4𝜃 ≡ 1 − 2 sin2 2𝜃 and sin 4𝜃 ≡ 2 sin 2𝜃 cos 2𝜃.

2. Students should be engaged in activities requiring them to derive trigonometric functions sin
x and cos x for angles x of any value (including negative values), using the coordinates of points
on the unit circle.

3. Teachers are encouraged to incorporate the use of PowerPoint Presentations or Open

Educational Resources such as YouTube videos to introduce students to the three-dimensional
axis and help them understand how to plot vectors in three dimensions. Students should then
be engaged in practice activities.

4. Teachers are encouraged to incorporate the use of explainer videos to reinforce the concept of
Coordinate Geometry. Students should then be encouraged to work in groups to solve worded
problems and provide explanations on how they arrived at the answers. For example:

The coordinates of the point L, M, and N are (8,-2), (-8, 10) and (14,6) respectively.

(a) Use your knowledge of gradients to show that the three points form a right-angle
triangle, and state which point has the right angle.

(b) A circle passes through the points L, M, and N. Determine the coordinates of O,
the centre of the circle.

(c) A point P lies on the circumference of the circle:

(i) determine the coordinates of P if OP = LN; and,

(ii) describe the shape of OLNP.

CXC A6/U2/21 19 www.cxc.org

UNIT 1
MODULE 2: TRIGONOMETRY, COORDINATE GEOMETRY AND VECTORS (cont’d)

RESOURCES

Bahall, D. Pure Mathematics Unit 1 for CAPE Examinations. Macmillan

Publishers Limited, 2013.

Bostock, L. and Chandler, S. Core Mathematics for Advanced-Levels (4th Ed.). United
Kingdom: Oxford University Press, 2015.

Campbell, E. Pure Mathematics for CAPE, Vol. 1. Jamaica: LMH

Publishing Limited, 2007.

Toolsie, Raymond Pure Mathematics: A Complete Course for CAPE Unit 1.

Trinidad, West Indies: Caribbean Educational Publishers Ltd,
2003.

Website:

https://www.mathworks.com/products/matlab.html?s_tid=hp_products_matlab

CXC A6/U2/21 20 www.cxc.org

UNIT 1
MODULE 3: CALCULUS I

GENERAL OBJECTIVES

On completion of this Module, students should:

1. understand the concept of continuity of a function from its graph;

2. develop the ability to identify and determine the limits (when they exist) of functions in simple
cases;

3. know the relationships between the derivative of a function at a point and the behaviour of
the function and its tangent at that point;

4. know the relationship between integration and differentiation;

5. know the relationship between integration and areas under the curve, and volumes of
revolution; and,

6. develop the ability to use concepts to model and solve real-world problems.

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

1. Limits

1.1 use graphs to determine the limit of a Concept of limit of a function.

function;

1.2 describe the behaviour of a function Graphs of functions:

𝑓(𝑥);
(a) with and without limits; and,

(b) as x gets arbitrarily close to some given

fixed number, using a descriptive
approach.

1.3 use the limit notation; Limit Theorems:

lim f ( x ) = L, 𝑓(𝑥) → L as x → a;
x→a
1.4 use limit theorems in simple
problems;
if 𝑙𝑖𝑚𝑓(𝑥) = 𝐹, 𝑙𝑖𝑚 𝑔(𝑥) = 𝐺; 𝑎𝑛𝑑,
𝑥→𝑎 𝑥→𝑎

then 𝑙𝑖𝑚 𝑘𝑓(𝑥) = 𝑘𝐹, 𝑙𝑖𝑚 𝑓(𝑥)𝑔(𝑥)

𝑥→𝑎 𝑥→𝑎
= 𝐹𝐺.

CXC A6/U2/21 21 www.cxc.org

UNIT 1
MODULE 3: CALCULUS I (cont’d)

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

Limits (cont’d)

where 𝑘 is 𝑎 constant
𝑙𝑖𝑚 {𝑓(𝑥) + 𝑔(𝑥)} = 𝐹 + 𝐺
𝑥→𝑎
𝑓(𝑥) 𝐹
and, provided 𝐺 ≠ 0, 𝑙𝑖𝑚 = .
𝑥→𝑎 𝑔(𝑥) 𝐺

sin x Geometric approach to limits.

1.5 use the fact that lim = 1 ; and,
x→0 x
(L’Hopital’s rule will not be tested).

1.6 determine points of continuity and Continuity and Discontinuity.

discontinuity of functions.
Left-hand or right-hand limits.
Using graphs.
Using algebraic functions.

2. Differentiation I

2.1 define the derivative of a function at The Derivative as a limit.

a point as a limit;

2.2 use differentiation notations; First derivatives:

𝑑𝑦
𝑑𝑥
OR 𝑓 ′ 𝑥.

2.3 differentiate simple functions from Gradient function, differentiation from first
first principles; principles.
Functions such as:

(a) 𝑓(𝑥) = k where k ∈ ℝ;

(b) 𝑓(𝑥) = xn, where

n ∈ {-3, -2, -1, - ½, ½, 1, 2, 3};

(c) 𝑓(𝑥) = sin x; and,

(d) 𝑓(𝑥) = cos x.

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UNIT 1
MODULE 3: CALCULUS I (cont’d)

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

Differentiation I (cont’d)

2.4 use the sum, product and quotient Differentiation of polynomial functions.
rules of differentiation;

2.5 differentiate sums, products and Trigonometric functions.

quotients of trigonometric functions;

2.6 apply the chain rule in differentiation; Chain rule of differentiation of:
(a) composite functions (substitution);
and,
(b) functions given by parametric
equations.

2.7 solve problems involving rates of Rates of change.

change;

2.8 use the sign of the first derivative to Increasing and decreasing functions (simple
investigate when a function is polynomial functions).
increasing or decreasing;

2.9 apply the concept of stationary Stationary (critical) points (maximum,

points; minimum and point of inflection).

2.10 calculate second derivatives; Second derivatives of functions (simple

polynomial functions, sine and cosine
2.11 interpret the significance of the sign functions).
of the second derivative;

2.12 use the sign of the second derivative Second derivative sign test.
to determine the nature of stationary
points;

2.13 sketch graphs of given functions; Curve sketching, including horizontal and
vertical asymptotes:

(a) polynomials;

(b) rational functions; and,

(c) trigonometric functions.

The features of the function and its first and

second derivatives.

CXC A6/U2/21 23 www.cxc.org

UNIT 1
MODULE 3: CALCULUS I (cont’d)

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

Differentiation I (cont’d)

2.14 describe the behaviour of graphs for Graphs of polynomials, rational functions and
large values of the independent trigonometric functions.
variable; and,
Behaviours of functions at their end points.

2.15 use differentiation to determine Application of differentiation to tangents and

equations of tangents and normals to normals to curves.
curves.

3. Integration I

3.1 show integration as the reverse Integration as the reverse of differentiation.

process of differentiation;

3.2 use the integration

notation ∫ 𝑓(𝑥)d𝑥;

3.3 determine the indefinite integral; The indefinite integral including the constant
of integration.

Indefinite integral as a family of functions

which differ by a constant.

3.4 calculate the constant of integration Conditions of integration.

given certain conditions;
The constant of integration.

3.5 demonstrate the use of integration Linearity of integration.

theorems;
(a) ∫ 𝑐𝑓 (𝑥) dx = 𝑐 ∫ 𝑓 (𝑥) dx, where c
is a constant; and,

(b) ∫{ 𝑓(𝑥) ± 𝑔(𝑥)} dx =

∫ 𝑓(𝑥) 𝑑𝑥 ± ∫ 𝑔(𝑥) 𝑑𝑥

CXC A6/U2/21 24 www.cxc.org

UNIT 1
MODULE 3: CALCULUS I (cont’d)

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

Integration I (cont’d)

3.6 determine indefinite integrals using Polynomial functions.

integration theorems;
Simple trigonometric functions:

𝑠𝑖𝑛(𝑎𝑥 + 𝑏), 𝑐𝑜𝑠(𝑎𝑥 + 𝑏)

3.7 integrate using given substitution; Integration using the method of substitution.

3.8 use the results of definite integrals; Definite integrals.

b b
(a) a
f ( x) dx =  f (t ) dt ;
a

a a
(b) 0
f ( x) dx =  f (a − x) dx for 𝑎 >
0
0; and,


b
(c) f ( x) dx = F (b) − F (a)
a

where 𝐹’(𝑥) = 𝑓(𝑥).

3.9 apply integration to areas under the Applications of integration to areas:

curve;
(a) bounded by the curve and one or more
lines; and,

(b) between two curves.

3.10 calculate volumes of revolutions; Applications of integration to volumes of

revolution.

Rotating regions about the x-axis or y-axis

and a line.

CXC A6/U2/21 25 www.cxc.org

UNIT 1
MODULE 3: CALCULUS I (cont’d)

SPECIFIC OBJECTIVES CONTENTS

Students should be able to:

Integration I (cont’d)

3.11 formulate a differential equation of the Simple first order differential equations of the
form y’ = 𝑓(𝑥); type y’ = 𝑓(𝑥), where 𝑓(𝑥) is a polynomial or
a trigonometric function, with or without
initial boundary conditions.

3.12 solve differential equations of the form

𝑦 ′ = 𝑓(𝑥); and,

3.13 interpret solutions from differential

equations of the form
𝑦 ′ = 𝑓(𝑥).

Suggested Teaching and Learning Activities

To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage
students in the teaching and learning activities listed below.

1. Students should be encouraged to work in small groups. Each group should be given the
following worded problem. Teachers are also encouraged to utilise similar problems to
reinforce concepts.

A certain chemical substance dissolves in water at a rate proportional to the product of the
amount (in grams) undissolved and (1/2 – D), where D is the ratio of the amount (in grams)
dissolved to the amount (in grams) of water. When 30 grams of the substance are agitated
initially with 100 grams of water, it is discovered that 10 grams of the substance are
dissolved after 2 hours.

Students should be encouraged to discuss the problem and respond to the questions below.
Once completed each group can be asked to explain how they arrive at their answer:

(a) develop a differential equation showing this information;

(b) solve, completely, this differential equation; and,

(c) calculate the approximate amount of grams of the chemical that would have been
dissolved after 5 hours.

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UNIT 1
MODULE 3: CALCULUS I (cont’d)

2. Incorporate the use of real-world problems that require students to analyse data and propose
solutions.

3. The following statement can be projected or written for students to read, ‘A hemispherical
bowl of radius r centimetres is being filled with molten lead at a constant rate’. Students should
then be encouraged to:

(a) obtain an expression for the volume of lead in the bowl when the depth of the lead in
the bowl is h centimetres;

(b) show that between the time when the molten lead is halfway to the top of the bowl,
and the time when the bowl is about to overflow, the rate at which the depth is rising
has fallen by a quarter (1/4).; and,

(c) recommend why the rate will be reducing.

Selected students or groups can be asked to respond to the questions and explain how they
arrived at their answer.

4. Students should be encouraged to work in groups. Each group should be given a topic to guide
their research, for example one group can be asked to look at differentiation and another
integration. Groups should be encouraged to gather data on definitions, formulas, and the
importance of each area of study. Students should also creatively present their findings to the
class.

RESOURCES

Bahall, D. Pure Mathematics Unit 1 for CAPE Examinations. Macmillan

Publishers Limited, 2013.

Bostock, L., and Chandler, S. Core Mathematics for Advanced-Levels (4th Ed). United Kingdom:
Oxford University Press, 2015.

Campbell, E. Pure Mathematics for CAPE (Vol. 1). Jamaica: LMH Publishing
Limited, 2007.

Caribbean Examinations Council Area under the Graph of a Continuous Function. Barbados:
Caribbean Examinations Council, 1998.

Toolsie, Raymond Pure Mathematics: A Complete Course for CAPE Unit 1. Trinidad
West Indies: Caribbean Educational Publishers Ltd, 2003.

CXC A6/U2/21 27 www.cxc.org

◆ UNIT 2: COMPLEX NUMBERS, ANALYSIS AND MATRICES
MODULE 1: COMPLEX NUMBERS AND CALCULUS II

GENERAL OBJECTIVES

On completion of this Module, students should:

1. understand how to write complex roots of quadratic equations;

2. develop the ability to represent objects geometrically through the use of complex numbers;

3. be confident in using the techniques of differentiation and integration; and,

4. develop the ability to use concepts to model and solve real-world problems.

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

1. Complex Numbers

1.1 express complex numbers in the Real and imaginary parts of a complex number.
form a + bi where a and b are real
numbers; Rectangular form of a complex number.

1.2 perform the arithmetic processes Addition of complex numbers in the form
on complex numbers in the form a a + bi where a and b are the real and imaginary
+ bi, where a and b are real parts, respectively, of the complex number.
numbers;
Subtraction of complex numbers in the form
a + bi where a and b are the real and imaginary
parts, respectively, of the complex number.

Multiplication of complex numbers in the form

a + bi where a and b are the real and imaginary
parts, respectively, of the complex number.

Division of complex numbers in the form

a + bi where a and b are the real and imaginary
parts, respectively, of the complex number.

1.3 compute the roots of the general Nature of roots of a quadratic equation,
quadratic equation using complex imaginary roots, sums and products of roots.
numbers;
ax2 + bx + c = 0, when b2 − 4ac < 0

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UNIT 2
MODULE 1: COMPLEX NUMBERS AND CALCULUS II (cont’d)

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

Complex Numbers (cont’d)

1.4 use the concept that complex roots of Conjugate pairs of complex roots.
equations with constant coefficients
occur in conjugate pairs;

1.5 calculate the square root of a complex Square root of a complex number.
number;

1.6 calculate the modulus of a given The modulus of a complex number.

complex number;

1.7 calculate the principal value of the The argument of a complex number.
argument 𝜃 of a non-zero complex
number where −𝜋 < 𝜃 ≤ 𝜋;

1.8 represent complex numbers on an Representation of complex numbers (their

Argand diagram; sums, differences, and product) on an
Argand diagram.
1.9 interpret modulus and argument of
complex numbers on an Argand
diagram;

1.10 determine the locus of z on the Argand Locus of a point.

diagram;
The set of all points z (locus of z) on the
Argand diagram such that z satisfies given
properties.

Description of the locus 𝑧 satisfying the

equations:

(a) |𝑧 − 𝑎| = 𝑘;

(b) |𝑧 − 𝑎| = |𝑧 − 𝑏|; and,

(c) 𝑎𝑟𝑔(𝑧 − 𝑎) = 𝛼

where 𝑎 and 𝑏 are complex numbers, 𝑘 is a

constant and −𝜋 < 𝛼 < 𝜋.

1.11 apply De Moivre’s theorem for integral De Moivre’s theorem for integral values of n.
values of n; and,

1.12 use eix = cos x + i sin x, for real x. Polar-argument and exponential forms of
complex numbers.

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UNIT 2
MODULE 1: COMPLEX NUMBERS AND CALCULUS II (cont’d)

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

2. Differentiation II

2.1 determine the derivative of 𝑒 𝑓(𝑥) ; Application of the chain rule to

differentiation of exponential and
2.2 determine the derivative of ln f (x); logarithmic functions where f (x) is a
differentiable function of 𝑥 (polynomial or
trigonometric).

2.3 apply the chain rule to differentiation First derivative of a function which is defined
of parametric equations; parametrically.

Gradients of tangents and normal of

parametric equations.

2.4 use the concept of implicit Implicit differentiation with the assumption
differentiation; that one of the variables is a function of the
other.

2.5 differentiate inverse trigonometric Differentiation of inverse trigonometric

functions; functions (sin-1𝑥, cos-1𝑥, tan-1𝑥).

2.6 differentiate any combinations of Differentiation of combinations of

functions; functions- polynomials, trigonometric,
exponential and logarithmic.

2.7 determine second derivatives, 𝑓’’(𝑥) ; 𝑑2 𝑦

Second derivative (that is, 𝑓“(𝑥) 𝑂𝑅 𝑑𝑥 2
)
and,
of the functions in 2.4, 2.5, 2.6).

2.8 determine the first and second partial Partial derivatives and notations.
derivatives of u = f(x, y).

3. Integration II

3.1 decompose a rational function into a Rational functions (proper and improper)
sum of partial fractions; whose denominators are:

3.2 integrate rational functions; (a) distinct linear factors;

(b) repeated linear factors;

(c) distinct quadratic factors;

(d) repeated quadratic factors; and,

CXC A6/U2/21 30 www.cxc.org

UNIT 2
MODULE 1: COMPLEX NUMBERS AND CALCULUS II (cont’d)

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

Integration II (cont’d)

(e) combinations of (a) to (d) above

(repeated factors will not exceed
power 2).

3.3 integrate trigonometric functions using Trigonometric identities.

appropriate trigonometric identities;

3.4 integrate exponential functions and Exponential and logarithmic functions.

logarithmic functions;
𝑓′ (𝑥)
f '( x)
3.5 integrate functions of the form 𝑓(𝑥)
;
 dx = ln f ( x ) + C
f ( x)
3.6 use appropriate substitutions to Integration by substitution.
integrate functions; (the substitution may be given)

3.7 use integration by parts for Integration by parts.

combinations of functions;

3.8 integrate inverse trigonometric Inverse trigonometric functions.

functions;

3.9 use integration to derive reduction Reduction formulae.

formulae;

3.10 use reduction formulae to obtain Integration using reduction formula.

integrals of higher power; and,

3.11 use the trapezium rule as a method for Area under the graph of a continuous
approximating the area under the function (Trapezium Rule).
graph of a function.

CXC A6/U2/21 31 www.cxc.org

UNIT 2
MODULE 1: COMPLEX NUMBERS AND CALCULUS II (cont’d)

Suggested Teaching and Learning Activities

To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage
students in the teaching and learning activities listed below.

1. Encourage students to calculate the principal argument by either solving:

(a) the simultaneous equations

𝑅𝑒(𝑧) 𝐼𝑚(𝑧)
cos 𝜃 = |𝑧|
and sin 𝜃 = |𝑧|
, with −𝜋 < 𝜃 ≤ 𝜋;
or,

(b) the equation

𝐼𝑚(𝑧)
tan 𝜃 = 𝑅𝑒(𝑧)
for 𝑅𝑒(𝑧) ≠ 0 and −𝜋 < 𝜃 ≤ 𝜋;
together with the representation of z on the Argand diagram.

2. Allow students to find the loci of z-satisfying equations such as:

(a) |z – a | = k;
(b) |z – c| = |z – b|; and,
(c) arg(z - a) = α .

eix = cos x + isin x

e e
ax ax
3. Use in integration of cos bx dx and sin bx dx .

4. Encourage students to work in groups. Each group should be encouraged to explain how De
Moivre’s Theorem can be used to evaluate (-3 + 3i)12. Selected groups should be
encouraged to present the results of their discussion.

RESOURCES

Bahall, D. Pure Mathematics Unit 2 for CAPE Examinations. Macmillan

Publishers Limited, 2013.

Bostock, L. and Chandler, S. Core Mathematics for Advanced-Levels (4th Ed). United Kingdom:
Oxford University Press, 2015.

Bradie, B. Rate of Change of Exponential Functions: A Precalculus

Perspective, Mathematics Teacher Vol. 91(3), p. 224 – 237.

CXC A6/U2/21 32 www.cxc.org

UNIT 2
MODULE 1: COMPLEX NUMBERS AND CALCULUS II (cont’d)

Campbell, E. Pure Mathematics for CAPE, Vol. 2. Jamaica: LMH Publishing

Limited, 2007.

Caribbean Examinations Council The Exponential and Logarithmic Functions – An

Investigation. Barbados: Caribbean Examinations Council,
1998.

Martin, A., Brown, K., Rigby, P. and Pure Mathematics. Cheltenham, United Kingdom: Stanley
Ridley, S. Thornes (Publishers) Limited, 2000.

Toolsie, Raymond Pure Mathematics: A Complete Course for CAPE Unit 2.

Trinidad West Indies: Caribbean Educational Publishers Ltd,
2003.

CXC A6/U2/21 33 www.cxc.org

UNIT 2
MODULE 2: SEQUENCES, SERIES AND APPROXIMATIONS

GENERAL OBJECTIVES

On completion of this Module, students should:

1. understand the concept of a sequence as a function from the natural numbers to the real
numbers;

2. understand the difference between sequences and series;

3. distinguish between convergence and/or divergence of some standard series or sequences;

4. apply successive approximations to roots of equations; and,

5. develop the ability to use concept to model and solve real-world problems.

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

1. Sequences

1.1 define a sequence {an}; Definition of a sequence in terms of an where

n is a positive integer.

1.2 use the formula for the nth term to Sequences defined by recurrence relations.
write a specific term in the sequence;

1.3 describe the behaviour of convergent Convergent and divergent sequences.

and divergent sequences;
Limit of a sequence.
(test of divergence/convergence is not
required)

1.4 identify periodic and oscillating Periodic and oscillating sequences.

sequences; and,

1.5 apply mathematical induction to Using the process of mathematical

establish properties of sequences. induction.

CXC A6/U2/2021
34
UNIT 2
MODULE 2: SEQUENCES, SERIES AND APPROXIMATIONS (cont’d)

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

2. Series

2.1 distinguish between series and Definition of a series, as the sum of the terms
sequences; of a sequence.

Differences between series and sequences.

2.2 write the general term of a series, Arithmetic and Geometric series.
using the summation notation;
Making distinctions between arithmetic and
geometric series.

2.3 calculate the mth partial sum Sm as the Series.

sum of the first m terms of a given


series; Use of summation notation .

m
Sm =  ar ;
r =1

2.4 apply mathematical induction to Further applications of mathematical

establish properties of sequences and induction to sequences and series.
series;

2.5 find the sum to infinity of a Convergence and/or divergence of series to

convergent series; which the method of differences can be
applied.
2.6 apply the method of differences to
appropriate series, and find their
sums;

2.7 use the Maclaurin theorem for the The Maclaurin series.
expansion of series; and,

2.8 use the Taylor theorem for the The Taylor series.
expansion of series.

CXC A6/U2/21 35 www.cxc.org

UNIT 2
MODULE 2: SEQUENCES, SERIES AND APPROXIMATIONS (cont’d)

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

3. The Binomial Theorem

3.1 use properties of n! Factorials and Binomial coefficients; their

n n interpretation and properties.
and   or Cr , where n, r  𝑍 + ;
r 

3.2 expand (a + b)n for n  ℚ; and, The Binomial Theorem.

3.3 apply the Binomial Theorem to real Applications of the Binomial Theorem.
world problems.

4. Roots of Equations

4.1 use intermediate value theorem to Intermediate Value Theorem.

test for the existence of a root of
f (x) = 0 where 𝑓 is continuous;

4.2 use interval bisection to find an Interval Bisection.

approximation for a root in a given
interval;

4.3 use linear interpolation to find an Linear interpolation.

approximation for a root in a given
interval;

4.4 explain, in geometrical terms, the Newton - Raphson Method (including failure
working of the Newton-Raphson cases).
method;

4.5 use the Newton-Raphson method to

compute successive approximations
to the roots of
𝑓(𝑥) = 0, where 𝑓 is differentiable;
and,

4.6 use a given iteration to determine a Using the method of Iteration.

root of an equation to a specified
degree of accuracy.

CXC A6/U2/21 36 www.cxc.org

UNIT 2
MODULE 2: SEQUENCES, SERIES AND APPROXIMATIONS (cont’d)

Suggested Teaching and Learning Activities

To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage
students in the learning activities listed below.

1. Teachers are encouraged to use instructional videos to introduce Binomial Theorem.

Appropriate examples should be utilised to guide students through the process.

2. Teachers are encouraged to use examples to concretize students understanding of the Value
Theorem. The following scenario can then be projected and used to guide a discussion, ‘A taxi
is travelling at 5 km/h at 8:00 a.m. Fifteen minutes later the speed is 100 km/h. Since the
speed varies continuously, clearly at some time between 8:00 a.m. and 8:15 a.m. the taxi was
travelling at 75 km/h.’ Note that the taxi could have travelled at 75 km/h at more than one
time between 8:00 a.m. and 8:15 a.m.

3. Students should be encouraged to illustrate the Intermediate Value Theorem using examples
of continuous functions using the example: 𝑓 (𝑥) = x2 – x – 6 examined on the intervals (-2.5,
-1.5) and (2.5, 3.5).

4. Guide students in determining an interval in which a real root lies. If f (a) and f (b) are of
opposite signs, and f is continuous, then a < x < b, for the equation f (x) = 0.

a+b
5. Students should be encouraged to work in small groups to investigate x = and note the
2
a+b
resulting sign to determine which side of the root lies. Students should be further
2
encouraged to repeat the method until the same answer to the desired degree of accuracy is
obtained.

6. Teachers are encouraged to engage students in activities on linear interpolation.

7. Teachers are encouraged incorporate the use of real-world problems that require students to
analyse data and propose solutions.

RESOURCES

Bahall, D. Pure Mathematics Unit 2 for CAPE Examinations. Macmillan

Publishers Limited, 2013.

Bostock, L. and Chandler, S. Core Mathematics for Advanced-Levels (4th Ed). United
Kingdom: Oxford University Press, 2015.

Campbell, E. Pure Mathematics for CAPE, Vol. 2. Jamaica: LMH Publishing

Limited, 2007.

Toolsie, Raymond Pure Mathematics: A Complete Course for CAPE Unit 2.

Trinidad West Indies: Caribbean Educational Publishers Ltd,
2003.

CXC A6/U2/21 37 www.cxc.org

UNIT 2
MODULE 3: COUNTING, MATRICES AND DIFFERENTIAL EQUATIONS

GENERAL OBJECTIVES
On completion of this Module, students should:

1. develop the ability to analyse and solve simple problems dealing with choices and arrangements;

2. develop an understanding of the algebra of matrices;

3. develop the ability to analyse and solve systems of linear equations;

4. develop skills to model some real-world phenomena by means of differential equations, and solve
these; and,

5. develop the ability to use concepts to model and solve real-world problems.

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

1. Counting

1.1 explain the principles of counting; Factorial notation.

Fundamental principles of counting:
(a) addition;
(b) multiplication;
(c) permutations; and,
(d) combinations.

1.2 determine the number of ways of Permutations with and without repetitions.
arranging n objects;
Arranging objects:
(a) in a line or a circle;
(b) with restrictions;
(c) without restrictions; and,

(d) some of which are identical.

1.3 determine the number of ways of Combinations, with or without restrictions.

choosing r distinct objects from a set
of n distinct objects;

CXC A6/U2/21 38 www.cxc.org

UNIT 2
MODULE 3: COUNTING, MATRICES AND DIFFERENTIAL EQUATIONS (cont’d)

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

Counting (cont’d)

1.4 use diagrams to illustrate the sample Construction of:

space;
(a) possibility space diagram;
(b) venn diagram (no more than three
sets); and,
(c) tree diagram (no more than three
branches at the first level and no
more than three levels).

1.5 identify the number of possible Space diagrams.

outcomes in a given sample space;

1.6 define P(A); Concept of probability.

1.7 use the fact that 0 ≤ P (A) ≤ 1; Basic probability rules and elementary
applications.
1.8 use the property ∑ 𝑃(𝑥) = 1 for all;

1.9 use the property that

P( A' ) = 1 – P(A),
where A' is the event A does not occur;

1.10 use the property

P(A ∪ B) = P(A) + P(B) – P(A ∩ B) for
events A and B;

1.11 use the property P(A ∩ B) = 0 or

P(A ∪ B) = P(A) + P(B),
where A and B are mutually exclusive
events;

1.12 use the property

P(A ∩ B) = P(A) × P(B),
where A and B are independent
events; and,

1.13 use the property

P( A  B)
P(A|B) = ,
P( B)
where P(B) ≠ 0.

CXC A6/U2/21 39 www.cxc.org

UNIT 2
MODULE 3: COUNTING, MATRICES AND DIFFERENTIAL EQUATIONS (cont’d)

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

2. Matrices and Systems of Linear Equations

2.1 determine properties of Square matrix.

m x n matrices,
for 1 ≤ m ≤ 3, and 1 ≤ n ≤ 3; Zero matrix.

Identity matrix.

Singular matrix.

Non Singular matrix.

Equal matrices.

Associativity.

Commutativity.

Distributivity.

2.2 perform simple operations with Addition and subtraction.

conformable matrices;
Transposing.

Multiplication of a matrix by a scalar.

Multiplication of a matrix by a matrix.

2.3 evaluate determinants; Determinants of 2 x 2 or 3 x 3 matrices.

Cofactors.

2.4 invert n x n matrices;

Square matrices.

Singular and Non-singular matrices.

Cofactors.

Adjoint.

Unit matrix.

Multiplicative inverse.

CXC A6/U2/21 40 www.cxc.org

UNIT 2
MODULE 3: COUNTING, MATRICES AND DIFFERENTIAL EQUATIONS (cont’d)

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

Matrices and Systems of Linear Equations (cont’d)

2.5 express a system of linear equations in 3 x 3 systems of linear equations.

matrix form;
Consistency of the systems (number of
2.6 use the method of row-reduction to solutions).
bring an augmented matrix with 2 or 3
unknowns to echelon form; Solution by row-reduction to echelon form.

2.7 determine whether the system Equivalence of the systems.

(matrix) is consistent;
Solution by reduction to echelon form,
2.8 evaluate all solutions of a consistent n = 2, 3.
system; and,

2.9 solve a system of linear equations. Inverting a matrix.

Multiplication of matrices.

Row reduction of an augmented matrix,

n = 2, n = 3.

Cramer’s rule.

3. Differential Equations and Modelling

3.1 solve first order linear differential Formulation and solution of differential
equations; and, equations of the form y' − ky = 𝑓(𝑥), where
k is a real constant or a function of 𝑥, and 𝑓
is a function.

Particular solutions of first order linear

differential equations.

Using integrating factor and boundary

conditions.

CXC A6/U2/21 41 www.cxc.org

UNIT 2
MODULE 3: COUNTING, MATRICES AND DIFFERENTIAL EQUATIONS (cont’d)

SPECIFIC OBJECTIVES CONTENT

Students should be able to:

Differential Equations and Modelling (cont’d)

3.2 solve second order ordinary Second order ordinary differential equations
differential equations. with constant coefficients of the form:

1. 𝑎𝑦" + 𝑏𝑦′ + 𝑐𝑦 = 0
where a, b, c 

The auxiliary equation may consist of:

(a) 2 real and distinct roots;

(b) 2 equal roots; or,

(c) 2 complex roots.

2. 𝑎𝑦" + 𝑏𝑦′ + 𝑐𝑦 = 𝑓(𝑥)

where 𝑓(𝑥) is:

(a) a polynomial;

(b) an exponential function; or,

(c) a trigonometric function.

Solution consists of a complementary

function (CF) and a particular integral (PI).

3. Using boundary conditions.

4. Using given substitution to reduce to

a suitable form.

CXC A6/U2/21 42 www.cxc.org

UNIT 2
MODULE 3: COUNTING, MATRICES AND DIFFERENTIAL EQUATIONS (cont’d)

Suggested Teaching and Learning Activities

To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage
students in the teaching and learning activities listed below.

Systems of Linear Equations in Two Unknowns

1. Students should be encouraged to plot on graph paper the pair of straight lines represented
by a given pair of linear equations in two unknowns, and to examine the relationship between
the pair of straight lines in the cases where the system of equations has been shown to have:

(a) one solution;

(b) many solutions; and,

(c) no solutions.

2. Teachers are encouraged to utilise explainer videos and/or PowerPoint presentations to

demonstrate to students that given a system of equations with a unique solution, there exist
equivalent systems, obtained by row-reduction, having the same solution. Teachers should
then ask students to plot on the same piece of graph paper all the straight lines represented
by the successive pairs of linear equations which result from each of the row operations used
to obtain the solution.

3. Students should be encouraged to work in groups to respond to similar scenarios as seen in

the following: ‘A police department uses a computer imaging app to create digital
photographs of alleged suspects of a crime from eyewitness accounts. One software
package contains 180 hairlines, 90 sets of eyes and eyebrows, 75 noses, 100 mouths,
and 70 chins and cheek structures.’ Students should then be encouraged to provide
responses to the following questions with explanations of how they arrived at their
answers or solutions.
(a) How many different faces can the software package create?

(b) The suspect was wearing a face mask and as a result the eyewitness can only describe
the hairline, eyes, and eyebrows of the suspect. How many different faces can be
produced with this information?

(c) Calculate the probability that the digital photograph produced is the actual
photograph of the suspect.

4. Teachers are encouraged to incorporate the use of real-world problems that require students
to analyse data and propose solutions.

CXC A6/U2/21 43 www.cxc.org

UNIT 2
MODULE 3: COUNTING, MATRICES AND DIFFERENTIAL EQUATIONS (cont’d)

RESOURCES

Bahall, Dipchand. Pure Mathematics Unit 2 for CAPE Examinations.

Mcmillan Publishers Limited, 2013.

Bolt, B. and Hobbs, D. 101 Mathematical Projects: A Resource Book. United

Kingdom: Cambridge University Press, 1994.

Bostock, L. and Chandler, S. Core Mathematics for Advanced-Levels (4th Ed.). United
Kingdom: Oxford University Press, 2015.

Campbell, E. Pure Mathematics for CAPE, Vol. 2. Jamaica: LMH

Publishing Limited, 2007.

Crawshaw, J. and Chambers, J. A Concise Course in A-Level Statistics. Cheltenham,

United Kingdom: Stanley Thornes (Publishers) Limited,
1999.

Mann, P.S. Introductory Statistics (9th Ed.). New Jersey: Wiley, 2016.

Toolsie, Raymond Pure Mathematics: A Complete Course for CAPE Unit 2.

Trinidad West Indies: Caribbean Educational Publishers
Ltd, 2003.

Websites:

https://www.mathworks.com/help/matlab/examples/basic-matrix-operations.html

CXC A6/U2/21 44 www.cxc.org

◆ OUTLINE OF ASSESSMENT
Each Unit of the syllabus is assessed separately. The scheme of assessment for each Unit is the same.
A candidate’s performance on each Unit is reported as an overall grade and a grade on each Module
of the Unit. The assessment comprises two components, one external and one internal.

EXTERNAL ASSESSMENT (80 per cent)

The candidate is required to sit two written papers for a total of 4 hrs.

Paper 01 This paper comprises forty-five, 30 per cent

(1 hour 30 minutes) compulsory multiple-choice items, 15
from each module. Each item is worth 1
mark.

Paper 02 This paper comprises six, compulsory 50 per cent

(2 hours 30 minutes) extended-response questions.

SCHOOL-BASED ASSESSMENT (20 per cent)

School-Based Assessment in respect of each Unit will contribute 20 percent to the total assessment of
a candidate’s performance on that Unit.

Paper 031 (20 per cent of the Total Assessment)

This paper is intended for candidates registered through schools or other approved institutions.
The School-Based Assessment comprises a project designed and internally assessed by the teacher and
externally moderated by CXC®. This paper comprises a single project requiring candidates to
demonstrate the practical application of Mathematics in everyday life. In essence, it should allow
candidates to probe, describe and explain a mathematical area of interest and communicate the
findings using mathematical symbols, language and tools. The topic chosen may be from any module
or combination of different modules of the syllabus.
The project will primarily be theory based requiring the solution of a chosen problem, applying
mathematical concepts and procedures from any Module in the syllabus in order to understand,
describe or explain a real-world phenomenon. The candidate may include secondary data to support
the theoretical concepts.

Paper 032 (Alternative to Paper 031) (2 hours)

This paper is an alternative to Paper 031, the School-Based Assessment and is intended for private
candidates. This paper comprises three compulsory questions based on any of the modules or
combination of different modules of the syllabus. The paper tests skills similar to those assessed in the
School-Based Assessment.

MODERATION OF SCHOOL-BASED ASSESSMENT (PAPER 031)

School-Based Assessment Record Sheets are available online via the CXC®’s website www.cxc.org.

All School-Based Assessment Record of marks must be submitted online using the SBA data capture

CXC A6/U2/21 45 www.cxc.org

module of the Online Registration System (ORS). Assignments will be requested by CXC® for
moderation purposes. These assignments will be reassessed by CXC® Examiners who moderate the
School-Based Assessment. Teachers’ marks may be adjusted as a result of moderation. The Examiners’
comments will be sent to schools. All assignments must be submitted by the stipulated deadlines.

Copies of the students’ assignments that are not submitted must be retained by the school until three
months after publication by CXC® of the examination results.

ASSESSMENT DETAILS FOR EACH UNIT

External Assessment by Written Papers (80 per cent of Total Assessment)

Paper 01 (1 hour 30 minutes – 30 per cent of Total Assessment)

1. Composition of the Paper

(a) This paper consists of forty-five multiple-choice items, with fifteen items based on
each Module.

(b) All items are compulsory.

2. Syllabus Coverage

(a) Knowledge of the entire syllabus is required.

(b) The paper is designed to test a candidate’s knowledge across the breadth of the
syllabus.

3. Question Type

Questions may be presented using words, symbols, tables, diagrams or a combination of

these.

4. Mark Allocation

(a) Each item is allocated 1 mark.

(b) Each Module is allocated 15 marks.

(c) The total marks available for this paper is 45.

(d) This paper contributes 30 per cent towards the final assessment.

5. Award of Marks

Marks will be awarded for conceptual knowledge, algorithmic knowledge and reasoning.

Conceptual Knowledge: Recall or selection of facts or principles.

CXC A6/U2/21 46 www.cxc.org

 Algorithmic Knowledge: Evidence of knowledge, ability to apply concepts and skills,
and to analyse a problem in a logical manner; computational
skill, numerical accuracy, and acceptable tolerance limits in
drawing diagrams.

Reasoning: Selection of appropriate strategy, evidence of clear thinking,

explanation and/or logical argument.

6. Use of Calculators

(a) Each candidate is required to have a silent, non-programmable calculator for the
duration of the examination, and is entirely responsible for its functioning.

(b) The use of calculators with graphical displays will not be permitted.

(c) Answers found by using a calculator, without relevant working shown, may not be
awarded full marks.

(d) Calculators must not be shared during the examination.

7. Use of Mathematical Tables

A booklet of mathematical formulae and tables will be provided.

Paper 02 (2 hours 30 minutes – 50 per cent of Total Assessment)

1. Composition of Paper

(a) The paper consists of six questions. Two questions are based on each Module
(Module 1, Module 2 and Module 3).

(b) All questions are compulsory.

2. Syllabus Coverage

(a) Each question may be based on one or more than one topic in the Module from which
the question is taken.

(b) Each question may develop a single theme or unconnected themes.

3. Question Type

(a) Questions may require an extended response.

(b) Questions may be presented using words, symbols, tables, diagrams or a combination
of these.

4. Mark Allocation

(a) Each question is worth 25 marks.

CXC A6/U2/21 47 www.cxc.org

 (b) The number of marks allocated to each sub-question will appear in brackets on the
examination paper.

(c) Each Module is allocated 50 marks.

(d) The total marks available for this paper is 150.

(e) This paper contributes 50 per cent towards the final assessment.

5. Award of Marks

(a) Marks will be awarded for conceptual knowledge, algorithmic knowledge and
reasoning.

Conceptual Knowledge: Recall and understand facts or principles.

Algorithmic Knowledge: Evidence of knowledge, ability to apply concepts and

skills, and to analyse a problem in a logical manner;
computational skill, numerical accuracy, and
acceptable tolerance limits in drawing diagrams.

Reasoning: Selection of appropriate strategy, evidence of clear

thinking, explanation and/or logical argument.

(b) Full marks will be awarded for correct answers and presence of appropriate working.

(c) Where an incorrect answer is given, credit may be awarded for correct method
provided that the working is shown.

(d) If an incorrect answer in a previous question or part-question is used later in a section

or a question, then marks may be awarded in the latter part even though the original
answer is incorrect. In this way, a candidate is not penalised twice for the same
mistake.

(e) A correct answer given with no indication of the method used (in the form of written
working) will receive no marks. Candidates are, therefore, advised to show all
relevant working.

6. Use of Calculators

(a) Each candidate is required to have a silent, non-programmable calculator for the
duration of the examination, and is responsible for its functioning.

(b) The use of calculators with graphical displays will not be permitted.

(c) Answers found by using a calculator, without relevant working shown, may not be
awarded full marks.

(d) Calculators must not be shared during the examination.

CXC A6/U2/21 48 www.cxc.org

7. Use of Mathematical Tables

A booklet of mathematical formulae and tables will be provided.

SCHOOL-BASED ASSESSMENT

School-Based Assessment is an integral part of student assessment in the course covered by this
syllabus. It is intended to assist students in acquiring certain knowledge, skills, and attitudes that are
associated with the subject. The activities for the School-Based Assessment are linked to the syllabus
and should form part of the learning activities to enable the student to achieve the objectives of the
syllabus. Group work should be encouraged.

During the course of study for the subject, students obtain marks for the competence they develop
and demonstrate in undertaking their School-Based Assessment assignments. These marks contribute
to the final marks and grades that are awarded to students for their performance in the examination.

The guidelines provided in this syllabus for selecting appropriate tasks are intended to assist teachers
and students in selecting assignments that are valid for the purpose of School-Based Assessment.
The guidelines provided for the assessment of these assignments are intended to assist teachers in
awarding marks that are reliable estimates of the achievement of students in the School-Based
Assessment component of the course. In order to ensure that the scores awarded by teachers are
in line with the CXC® standards, the Council undertakes the moderation of a sample of the School-
Based Assessment assignments marked by each teacher.

School-Based Assessment provides an opportunity to individualise a part of the curriculum to meet the
needs of students. It facilitates feedback to the student at various stages of the experience. This
helps to build the self- confidence of students as they proceed with their studies. School-Based
Assessment also facilitates the development of the critical skills and abilities emphasised by this
CAPE® subject and enhance the validity of the examination on which candidate performance is
reported. School-Based Assessment, therefore, makes a significant and unique contribution to both
the development of relevant skills and the testing and rewarding of students for the development of
those skills.

The Caribbean Examinations Council seeks to ensure that the School-Based Assessment scores are
valid and reliable estimates of accomplishment. The guidelines provided in this syllabus are intended
to assist in doing so.

Paper 031 (20 per cent of the Total Assessment)

This paper is intended for candidates registered through schools or other approved institutions.
This paper comprises a project requiring candidates to demonstrate the practical application of
Mathematics in everyday life. In essence, it should allow candidates to probe, describe and explain a
mathematical area of interest and communicate the findings using mathematical symbols, language
and tools.

The topic chosen will be determined largely by the candidate in consultation with the teacher and
may be from any module or combination of different modules of the syllabus.

CXC A6/U2/21 49 www.cxc.org

The project is based on applying mathematical concepts, skills and procedures from any topic(s) in
order to understand, describe or explain a real world phenomenon. The project is theory based and
no data collection is required. However, secondary data may be presented to support the theoretical
concepts.

CRITERIA FOR THE SCHOOL-BASED ASSESSMENT (SBA) (Paper 031)

This paper is compulsory and consists of a project. Candidates have the option to work in small groups
(maximum 5 members) to complete their SBAs.

1. The aims of the project are to:

(a) promote self-learning;

(b) allow teachers the opportunity to engage in formative assessment of their students;

(c) provide opportunities for all candidates to show, with confidence, that they have
mastered the syllabus;

(d) enable candidates to use the methods and procedures of statistical analysis to
describe or explain real-life phenomena; and,

(e) foster the development of critical thinking skills among students.

2. Requirements of the project

(a) The project will be presented in the form of a report and should include the following:

(i) a project title;

(ii) a problem statement which provides the purpose of the project;

(iii) identification of important elements of the problem;

(iv) the solution of the problem; and,

(v) discussion of findings.

(b) Teachers are expected to guide candidates in choosing appropriate projects that
relate to their interests and mathematical expertise.

(c) Candidates should make use of mathematical skills and theories from any of the
Modules.

3. Integration of Project into the Course

(a) The activities related to project work should be integrated into the course so as to
enable candidates to learn and practise the skills of undertaking a successful project.

(b) Some time in class should be allocated for general discussion of project work. For
example, discussion of which specific objectives should be selected, how the

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 information should be presented and analysed.

(c) Class time should also be allocated for discussion between teacher and student,
and student and student.

4. Management of Project

(a) Planning

An early start to planning project work is highly recommended and the schedule
of the dates for submission should be developed by teachers and candidates.

(b) Length

The project must not exceed 1,500 words. The word count does not include: Tables,
References, Table of contents, Appendices and Figures. Two marks will be deducted
for exceeding the word limit by more than 200 words.

(c) Guidance

Each candidate should know the requirements of the project and its assessment
process.

Although candidates may consult with resource persons besides the teacher the
candidates’ submission should be their own work.

Candidates are not expected to work on their own. The teacher is expected to give
appropriate guidance at all stages of project work, for example, chapters to read,
alternative procedures to follow and other sources of information.

(d) Authenticity

Teachers are required to ensure that all projects are the candidates’ work.

The recommended procedures are to:

(i) engage candidates in discussion;

(ii) ask candidates to describe procedures used and summarise findings either
orally or written; and,

(iii) ask candidates to explain specific aspects of the analysis.

◆ ASSESSMENT CRITERIA
The project will be presented in the form of a report and will be assessed on the following aspects:

(a) project title;

(b) problem statement;
(c) mathematical formulation;
(d) the solution of the problem;
(e) discussion of findings; and,
(f) overall presentation.

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 Project Descriptors Marks Total

1. Project Title
• Title is clear and concise, and relates to real world problem 2
Award 1 mark for titles presented and not related to real world
problems.
2
2. Problem Statement
• Problem is clearly stated and is appropriate in level of difficulty 1
• Purpose is clearly stated and relates to a real-world problem 2
Award 1 mark for purpose presented and not related to real
world problems.
3
3. Mathematical Formulation
• Identifies all the important elements of the problem and shows a 2
complete understanding of the relationships between them
• Shows understanding of the problem’s mathematical concepts 2
and principles
• Uses appropriate mathematical terminology and notations to 2
model the problem mathematically
• Uses appropriate Mathematical methods for the problem/task 2
8
4. The Problem Solution
• Assumptions are clearly identified and explained 1
• Proofs are clearly stated 1
• Diagrams are appropriate and clearly labelled 2
• Explanations are sufficient and clearly expressed 2
• Theorems are appropriate and/or Formulae are relevant to the 2
solutions and are correctly applied
• Calculations are accurate without errors 2
• Solutions are clearly stated 2
• Interpretation of results is appropriate given the purpose 2
• Applies the solution or proof to the given real-world problem 2
16
5. Discussion of Findings
• Discussion is coherent, concise and relates to the purpose of the 2
project
• Recommendations are relevant and practical 2
• Conclusion is succinct, fully reflects the objectives and is 2
supported by evidence
6
6. Overall Presentation
• Communicates information in a logical way using correct 2
grammar, and appropriate mathematical jargon all the time.
• Appropriate citing of sources 1
• Inclusion of bibliography 2
5
Total marks 40

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Procedures for Reporting and Submitting School-Based Assessment

(i) Teachers are required to record the mark awarded to each candidate on the mark sheet
provided by CXC®. The completed mark sheets should be submitted to CXC® no later than April
30 of the year of the examination.

Note: The school is advised to keep a copy of the project for each candidate as well as copies of the
mark sheets.

(ii) Teachers will be required to submit to CXC® the projects of candidates according to the
guidelines provided. The projects will be re-marked by CXC® for moderation purposes.

Moderation of School Based Assessment

The candidate’s performance on the project will be moderated. The standard and range of marks
awarded by the teacher will be adjusted where appropriate. However, the rank order assigned by the
teacher will be adjusted only in special circumstances and then only after consideration of the data
provided by the sample of marked projects submitted by the teacher and re-marked by CXC®.

Paper 032 (20 per cent of Total Assessment)

1. Composition of Paper

(a) This paper consists of three questions, based on any of the modules or combination
of different modules of the syllabus.

(b) All questions are compulsory.

2. Question Type

(a) Each question may require an extended response.

(b) A part of or an entire question may focus on mathematical modelling.

(c) A question may be presented using words, symbols, tables, diagrams or a combination
of these.

3. Mark Allocation

(a) Each question carries a maximum of 20 marks.

(b) The Paper carries a maximum of 60 marks.

(c) For each question, marks should be allocated for the skills outlined on page 3 of this
Syllabus.

4. Award of Marks

(a) Marks will be awarded for reasoning, algorithmic knowledge and conceptual
knowledge.

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 For each question, the 20 marks will be awarded as follows:

Conceptual Recall and understand facts or principles.

Knowledge:

Algorithmic Evidence of knowledge, ability to apply concepts and skills,

Knowledge: and to analyse a problem in a logical manner.
Computational skill, numerical accuracy, and acceptable
tolerance limits in drawing diagrams.

Reasoning: Selection of appropriate strategy, evidence of clear

reasoning, explanation and/or logical argument.

(b) Full marks will be awarded for correct answers and presence of appropriate working.

(c) Where an incorrect answer is given, credit may be awarded for correct method
provided that the working is shown.

(d) If an incorrect answer in a previous question or part-question is used later in a section

or a question, then marks may be awarded in the later part even though the original
answer is incorrect. In this way, a candidate is not penalised twice for the same
mistake.

(e) A correct answer given with no indication of the method used (in the form of written
working) will receive no marks. Candidates should be advised to show all relevant
working.

5. Use of Calculators

Each candidate is required to have a silent, non-programmable calculator for the duration of
the examination, and is responsible for its functioning.

(a) The use of calculators with graphical displays will not be permitted.

(b) Answers found by using a calculator, without relevant working shown, may not be
awarded full marks.

(c) Calculators must not be shared during the examination.

(d) Cell phones should not be used as an alternative to calculators.

6. Use of Mathematical Tables

A booklet of mathematical formulae and tables will be provided.

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 GENERAL GUIDELINES FOR TEACHERS

1. Teachers should note that the reliability of marks awarded is a significant factor in the School-
Based Assessment, and has far-reaching implications for the candidate’s final grade.

2. Candidates who do not fulfil the requirements of the School-Based Assessment will be
considered absent from the whole examination.

3. Teachers are asked to note the following:

(a) the relationship between the marks for the assignment and those submitted to CXC®
on the School-Based Assessment form should be clearly shown;

(b) marks for the Project will be allocated across Modules in the ratio 1:1:1. The project
will be marked out of a total of 40 marks. The marks earned by a student are assigned
to each Module. For example, if a student earns 35 out of 40 for his School-Based
Assessment, 35 marks will be assigned to Module 1, 35 marks to Module 2 and 35
marks to Module 3. The total score will be 35+35+35= 105 out of 120; and,

(c) the standard of marking should be consistent.

◆ REGULATIONS FOR PRIVATE CANDIDATES

Candidates who are registered privately will be required to sit Paper 01, Paper 02 and Paper 032.
Paper 032 takes the form of a written examination and will be 2 hours’ duration and will consist of
three questions, each worth 20 marks. Each question will be based on the objectives and content of
one of the three Modules of the Unit. Paper 032 will contribute 20 per cent of the total assessment
of a candidate’s performance on that Unit and will test the same skills as the School-Based
Assessment.

Paper 032 (2 hours)

The paper consists of three questions. Each question based on any of the modules or combination of
different modules of the syllabus and tests candidates’ skills and abilities to:

1. recall, select and use appropriate facts, concepts and principles in a variety of contexts;

2. manipulate mathematical expressions and procedures using appropriate symbols and

language, logical deduction and inferences;

3. select and use a simple mathematical model to describe a real-world situation;

4. simplify and solve mathematical models; and,

5. interpret mathematical results and their application in a real-world problem.

CXC A6/U2/21 55 www.cxc.org

◆ REGULATIONS FOR RESIT CANDIDATES
CAPE® candidates may reuse any moderated SBA score within a two-year period. In order to assist
candidates in making decisions about whether or not to reuse a moderated SBA score, the Council will
continue to indicate on the preliminary results if a candidate’s moderated SBA score is less than 50 per
cent in a particular Unit. Candidates re-using SBA scores should register as “Re-sit candidates” and
must provide the previous candidate number when registering.

◆ ASSESSMENT GRID
The Assessment Grid for each Unit contains marks assigned to papers and to Modules and percentage
contributions of each paper to total scores.

Units 1 and 2

Papers Module 1 Module 2 Module 3 Total (%)

External Assessment
Paper 01 15 15 15 45 (30)
(1 hour 30 minutes) (30 weighted) (30 weighted) (30 weighted) (90 weighted)

Paper 02 50 50 50 150 (50)

(2 hours 30 minutes)

School-Based
Assessment
Paper 031 or 40 40 40 120 (20)
Paper 032 (20 weighted) (20 weighted) (20 weighted) (60 weighted)
(2 hours)
Total 100 100 100 300 (100)

CXC A6/U2/21 56 www.cxc.org

◆ MATHEMATICAL NOTATION

Set Notation
 is an element of
 is not an element of
{x: …} the set of all x such that ...
n(A) the number of elements in set A
 the empty set
U the universal set
A' the complement of the set A
the set of whole numbers {0, 1, 2, 3, …}
the set of natural numbers {1, 2, 3, …}
the set of integers
the set of rational numbers
the set of irrational numbers
the set of real numbers
the set of complex numbers
 is a proper subset of
 is not a proper subset of
 is a subset of
 is not a subset of
 union
 intersection
[a, b] the closed interval {x  ℝ: a  x  b}
(a, b) the open interval {x  ℝ: a < x < b}
[a, b) the interval {x  ℝ: a  x < b}
(a, b] the interval {x  ℝ: a < x  b}

Logic

 conjunction
 (inclusive) injunction
 exclusive disjunction
negation
→ conditionality
 bi-conditionality
 implication
 equivalence

Miscellaneous Symbols

 is identical to
 is approximately equal to
 is proportional to
 infinity

CXC A6/U2/21 57 www.cxc.org

The following list summarises the notation used in the Mathematics papers of the Caribbean
Advanced Proficiency Examination.

Operations

n x1 + x2 + + xn
x i =1
i

the positive square root of the real number x

x
x the modulus of the real number x

n! n factorial, 1 x 2 x … x n for n  (0! = 1)

n n n!
Cr   the binomial coefficient, , for n, r  ,0  r n
r  (n − r )!r !
n n!
Pr
(n − r )!

Functions

F the function f
f(x) the value of the function f at x
f: A →B the function f under which each element of the set A has an
image in the set B
f: x → y the function f maps the element x to the element y
f –1 the inverse of the function f
Fg the composite function f(g(x))
lim f(x) the limit of f(x) as x tends to a
x→a

 x,  x an increment of x
𝒅𝒚 ′ the first derivative of y with respect to x
,𝒚
𝒅𝒙
dn y (n) the nth derivative of y with respect to x
,y
dx n
f’(x),f'' (x),,f ( n ) (x) the first, second, …, nth derivatives of f(x) with respect to x
x, x the first and second derivatives of x with respect to time t
E the exponential constant
ln x the natural logarithm of x (to base e)
lg x the logarithm of x to base 10

Complex Numbers

I
−1
Z a complex number, z = x + yi where x, y  R
Re z the real part of z

CXC A6/U2/21 58 www.cxc.org

 Im z the imaginary part of z
z the modulus of z
arg z the argument of z, where – 𝜋< arg z  𝜋
z , z* the complex conjugate of z

Vectors

a, a, AB vectors
â a unit vector in the direction of the vector a
a the magnitude of the vector a
a.b the scalar product of the vectors a and b
i, j, k unit vectors in the directions of the positive Cartesian coordinate
axes
x xi + yj + zk
 
 y
z 
 

Probability

S the sample space

A, B, … the events A, B, …
P (A’)
the probability that the event A does not occur

Matrices

M a matrix M
−1 inverse of the non-singular square matrix M
(M )
MT , MT transpose of the matrix M

det M, M determinant of the square matrix M

CXC A6/U2/21 59 www.cxc.org

 APPENDIX I
◆ GLOSSARY OF EXAMINATION TERMS

WORD DEFINITION NOTES

Analyse examine in detail

Annotate add a brief note to a label Simple phrase or a few words

only.

Apply use knowledge/principles to solve Make inferences/conclusions.

problems

Assess present reasons for the importance of Compare the advantages and
particular structures, relationships or disadvantages or the merits and
processes demerits of a particular
structure, relationship or
process.

Calculate arrive at the solution to a numerical Steps should be shown; units

problem must be included.

Classify divide into groups according to

observable characteristics

Comment state opinion or view with supporting

reasons

Compare state similarities and differences An explanation of the

significance of each similarity
and difference stated may be
required for comparisons which
are other than structural.

Construct use a specific format to make and/or Such representations should

draw a graph, histogram, pie chart or normally bear a title,
other representation using data or appropriate headings and
material provided or drawn from legend.
practical investigations, build (for
example, a model), draw scale diagram

Deduce make a logical connection between two

or more pieces of information; use data
to arrive at a conclusion

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WORD DEFINITION NOTES

Define state concisely the meaning of a word or This should include the defining
term equation/formula where
relevant.

Demonstrate show; direct attention to...

Derive to deduce, determine or extract from This relationship may be general

data by a set of logical steps some or specific.
relationship, formula or result

Describe provide detailed factual information of Description may be in words,

the appearance or arrangement of a drawings or diagrams or any
specific structure or a sequence of a appropriate combination.
specific process Drawings or diagrams should be
annotated to show appropriate
detail where necessary.

Determine find the value of a physical quantity

Design plan and present with appropriate Where hypotheses are stated or
practical detail when tests are to be conducted,
possible outcomes should be
clearly stated and/or the way in
which data will be analysed and
presented.

Develop expand or elaborate an idea or

argument with supporting reasons

Diagram simplified representation showing the

relationship between components

Differentiate/Distinguish state or explain briefly those differences

(between/among) between or among items which can be
used to define the items or place them
into separate categories

Discuss present reasoned argument; consider

points both for and against; explain the
relative merits of a case

Draw make a line representation from In the case of drawings from

specimens or apparatus which shows an specimens, the magnification
accurate relation between the parts must always be stated.

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WORD DEFINITION NOTES

Estimate make an approximate quantitative

judgement

Evaluate weigh evidence and make judgements The use of logical supporting
based on given criteria reasons for a particular point of
view is more important than the
view held; usually both sides of
an argument should be
considered.

Explain give reasons based on recall; account

for

Find locate a feature or obtain as from a

graph

Formulate devise a hypothesis

Identify name or point out specific components

or features

Illustrate show clearly by using appropriate

examples or diagrams, sketches

Interpret explain the meaning of

Investigate use simple systematic procedures to

observe, record data and draw logical
conclusions

Justify explain the correctness of

Label add names to identify structures or

parts indicated by pointers

List itemise without detail

Measure take accurate quantitative readings

using appropriate instruments

Name give only the name of No additional information is

required.

Note write down observations

CXC A6/U2/21 62 www.cxc.org

WORD DEFINITION NOTES

Observe pay attention to details which Observations may involve all the
characterise a specimen, reaction or senses and/or extensions of
change taking place; to examine and them but would normally
note scientifically exclude the sense of taste.

Outline give basic steps only

Plan prepare to conduct an investigation

Predict use information provided to arrive at a

likely conclusion or suggest a possible
outcome

Record write an accurate description of the full This includes the values for any
range of observations made during a variable being investigated;
given procedure where appropriate, recorded
data may be depicted in graphs,
histograms or tables.

Relate show connections between; explain

how one set of facts or data depend on
others or are determined by them

Sketch make a simple freehand diagram

showing relevant proportions and any
important details

State provide factual information in concise

terms outlining explanations

Suggest offer an explanation deduced from No correct or incorrect solution

information provided or previous is presumed but suggestions
knowledge. (... a hypothesis; provide a must be acceptable within the
generalisation which offers a likely limits of scientific knowledge.
explanation for a set of data or
observations.)

Use apply knowledge/principles to solve Make inferences/conclusions.

problems

CXC A6/U2/21 63 www.cxc.org

 APPENDIX II
◆ GLOSSARY OF MATHEMATICAL TERMS

WORDS MEANING

Absolute Value The absolute value of a real number 𝑥, denoted by |𝑥|, is defined by
|𝑥| = 𝑥 if 𝑥 > 0 and |𝑥| = −𝑥 if 𝑥 < 0. For example, |−4| = 4.

Algorithm A process consisting of a specific sequence of operations to solve a

certain types of problems. See Heuristic.

Argand Diagram An Argand diagram is a rectangular coordinate system where the

complex number 𝑥 + i𝑦 is represented by the point whose
coordinates are 𝑥 and 𝑦. The 𝑥-axis is called the real axis and the
𝑦-axis is called the imaginary axis.

Argument of a 𝑦
The angle, 𝜃 = 𝑡𝑎𝑛−1 (𝑥 ), is called the argument of a complex number
Complex Number
𝑧 = 𝑥 + i𝑦.

Arithmetic Mean The average of a set of values found by dividing the sum of the values
by the amount of values.

Arithmetic An arithmetic progression is a sequence of elements, a1 , a2 , a3 ,...,

Progression
such that there is a common difference of successive terms. For
example, the sequence {2, 5, 8, 11, 14, …} has common difference,
𝑑 = 3.

Asymptotes A straight line is said to be an asymptote of a curve if the curve has the
property of becoming and staying arbitrarily close to the line as the
distance from the origin increases to infinity.

Augmented Matrix If a system of linear equations is written in matrix form 𝐴𝑥 = 𝑏, then

the matrix [𝐴|𝑏] is called the augmented matrix.

Average The average of a set of values is the number which represents the
usual or typical value in that set. Average is synonymous with
measures of central tendency. These include the mean, mode and
median.

Axis of symmetry A line that passes through a figure such that the portion of the figure
on one side of the line is the mirror image of the portion on the other
side of the line.

Bar Chart A bar chart is a diagram which is used to represent the frequency of
each category of a set of data in such a way that the height of each bar
if proportionate to the frequency of the category it represents. Equal
space should be left between consecutive bars to indicate it is not a
histogram.

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WORDS MEANING

Base In the equation 𝑦 = 𝑙𝑜𝑔𝑎 𝑥, the quantity 𝑎 is called the base.

The base of a polygon is one of its sides; for example, a side of a
triangle.
The base of a solid is one of its faces; for example, the flat face of a
cylinder.
The base of a number system is the number of digits it contains; for
example, the base of the binary system is two.

Bias Bias is systematically misestimating the characteristics of a population

(parameters) with the corresponding characteristics of the sample
(statistics).

Biased Sample A biased sample is a sample produced by methods which ensures that
the statistics is systematically different from the corresponding
parameters.

Bijective A function is bijective if it is both injective and surjective; that is, both
one-to-one, into and unto.

Bimodal Bimodal refers to a set of data with two equally common modes.

Binomial An algebraic expression consisting of the sum or difference of two

terms. For example, (𝑎𝑥 + 𝑏) is a binomial.

Binomial Coefficients The coefficients of the expansion (𝑥 + 𝑦)𝑛 are called binomial
coefficients. For example, the coefficients of (𝑥 + 𝑦)3 are 1, 3, 3 and
1.

Box-and-whiskers Plot A box-and-whiskers plot is a diagram which displays the distribution of

a set of data using the five number summary. Lines perpendicular to
the axis are used to represent the five number summary. Single lines
parallel to the x-axis are used to connect the lowest and highest values
to the first and third quartiles respectively and double lines parallel to
the x-axis form a box with the inner three values.

Categorical Variable A categorical variable is a variable measured in terms possession of

quality and not in terms of quantity.

Class Intervals Non-overlapping intervals, which together contain every piece of

data in a survey.

Closed Interval A closed interval is an interval that contains its end points; it is denoted
with square brackets [𝑎, 𝑏]. For example, the interval [−1,2] contains
−1 and 2. For contrast see open interval.

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WORDS MEANING

Composite Function A function consisting of two or more functions such that the output of
one function is the input of the other function. For example, in the
composite function 𝑓(𝑔(𝑥)) the input of 𝑓 is 𝑔.

Compound Interest A system of calculating interest on the sum of the initial amount
invested together with the interest previously awarded; if 𝐴 is the
initial sum invested in an account and 𝑟 is the rate of interest per
period invested, then the total after 𝑛 periods is 𝐴(1 + 𝑟)𝑛 .

Combinations The term combinations refers to the number of possible ways of

selecting 𝑟 objects chosen from a total sample of size 𝑛 if you don’t
care about the order in which the objects are arranged. Combinations
n n!
are calculated using the formula n
Cr =   = . See
 r  ( n − r ) !r !
factorial.

Complex Numbers A complex number is formed by adding a pure imaginary number to a

real number. The general form of a complex number is 𝑧 = 𝑥 + i𝑦,
where 𝑥 and 𝑦 are both real numbers and i is the imaginary unit:
i2 = −1. The number 𝑥 is called the real part of the complex number,
while the number 𝑦 is called the imaginary part of the complex
number.

Conditional The conditional probability is the probability of the occurrence of one

Probability event affecting another event. The conditional probability of event 𝐴
occurring given that even 𝐵 has occurred is denoted P ( A B ) (read
“probability of 𝐴 given 𝐵”). The formula for conditional probability is
P ( A  B)
P ( A B) =
P ( B)

Conjugate of a The conjugate of a complex number 𝑧 = 𝑥 + i𝑦 is the complex number

Complex Number 𝑧̅ = 𝑥 − i𝑦, found by changing the sign of the imaginary part. For
example, if 𝑧 = 3 − 4i, then 𝑧̅ = 3 + 4i.

Continuous The graph of 𝑦 = 𝑓(𝑥) is continuous at a point a if:

1. 𝑓(𝑎) exists,
2. lim 𝑓(𝑥) exists, and
𝑥→𝑎
3. lim 𝑓(𝑥) = 𝑓(𝑎).
𝑥→𝑎
A function is said to be continuous in an interval if it is continuous at
each point in the interval.

Continuous Random A continuous random variable is a random variable that can take on
Variable any real number value within a specified range. For contrast, see
Discrete Random Variable.

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WORDS MEANING

Coterminal Two angles are said to be coterminal if they have the same initial and
terminal arms. For example, 𝜃 = 30𝑜 is coterminal with 𝛼 = 390𝑜 .

Critical Point A critical point of a function 𝑓(𝑥) is the point 𝑃(𝑥, y) where the first
derivative, 𝑓′(𝑥) is zero. See also stationary points.

Data Data (plural of datum) are the facts about something. For example, the
height of a building.

Degree 1
1. The degree is a unit of measure for angles. One degree is 360 of a
complete rotation. See also Radian.
2. The degree of a polynomial is the highest power of the variable
that appears in the polynomial. For example, the polynomial
𝑝(𝑥) = 2 + 3𝑥 − 𝑥 2 + 7𝑥 3 has degree 3.

Delta The Greek capital letter delta, which has the shape of a triangle: ∆, is
used to represent “change in”. For example ∆𝑥 represents “change in
𝑥”.

Dependent Events In Statistics, two events 𝐴 and 𝐵 are said to be dependent if the
occurrence of one event affects the probability of the occurrence of
the other event. For contrast, see Independent Events.

Derivative The derivative of a function 𝑦 = 𝑓(𝑥) is the rate of change of that

function. The notations used for derivative include:

dy f ( x + x ) − f ( x )
y = f  ( x ) = = lim .
dx x → 0 x

Descriptive Statistics Descriptive statistics refers to a variety of techniques that allows for
general description of the characteristics of the data collected. It also
refers to the study of ways to describe data. For example, the mean,
median, variance and standard deviation are descriptive statistics. For
contrast, see Inferential Statistics.

Determinant The determinant of a matrix is a number that is useful for describing

the characteristics of the matrix. For example if the determinant is zero
then the matrix has no inverse.

Differentiable A continuous function is said to be differentiable over an interval if its

derivative exists for every point in that interval. That means that the
graph of the function is smooth with no kinks, cusps or breaks.

Differential Equation A differential equation is an equation involving the derivatives of a

function of one or more variables. For example, the equation
dy
− y = 0 is a differential equation.
dx

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Differentiation Differentiation is the process of finding the derivative.

Discrete A set of values are said to be discrete if they are all distinct and
separated from each other. For example the set of shoe sizes where
the elements of this set can only take on a limited and distinct set of
values. See Discrete Random Variables.

Discrete Random A discrete random variable is a random variable that can only take on
Variable values from a discrete list. For contrast, see Continuous Random
Variables.

Estimate The best guess for an unknown quantity arrived at after considering all
the information given in a problem.

Even Function A function 𝑦 = 𝑓(𝑥) is said to be even if it satisfies the property that
𝑓(𝑥) = 𝑓(−𝑥). For example, 𝑓(𝑥) = cos 𝑥 and 𝑔(𝑥) = 𝑥 2 are even
functions. For contrast, see Odd Function.

Event In probability, an event is a set of outcomes of an experiment. For

example, the event 𝐴 may be defined as obtaining two heads from
tossing a coin twice.

Expected Value The average amount that is predicted if an experiment is repeated

many times. The expected value of a random variable X is denoted by
𝐸[𝑋]. The expected value of a discrete random variable is found by
taking the sum of the product of each outcome and its associated
probability. In short,
𝑛

𝐸[𝑋] = ∑ 𝑥𝑖 𝑝(𝑥𝑖 ).
𝑖=1

Experimental Experimental probability is the chance of something happening, based

Probability on repeated testing and observing results. It is the ratio of the number
of times an event occurred to the number of times tested. For
example, to find the experimental probability of winning a game, one
must play the game many times, then divide the number of games won
by the total number of games played.

Exponent An exponent is a symbol or a number written above and to the right of

another number. It indicates the operation of repeated multiplication.

Exponential Function A function that has the form 𝑦 = 𝑎 𝑥 , where 𝑎 is any real number and
a is called the base.

Extrapolation An extrapolation is a predicted value that is outside the range of

previously observed values. For contrast, see Interpolation.

Factor A factor is one of two or more expressions which are multiplied

together. A prime factor is an indecomposable factor. For example, the

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WORDS MEANING

factors of (𝑥 2 − 4)(𝑥 + 3) include (𝑥 2 − 4) and (𝑥 + 3) , where

(𝑥 + 3) is prime but (𝑥 2 − 4) is not prime as it can be further
decomposed into (𝑥 − 2)(𝑥 + 2).

Factorial The factorial of a positive integer 𝑛 is the product of all the integers
from 1 up to 𝑛 and is denoted by 𝑛!, where 1! = 0! = 1. For example,
5! = 5 × 4 × 3 × 2 × 1 = 120.

Function A correspondence in which each member of one set is mapped unto a

member of another set.

Geometric A geometric progression is a sequence of terms obtained by

Progression multiplying the previous term by a fixed number which is called the
common ratio. A geometric progression is of the form
𝑎, 𝑎𝑟, 𝑎𝑟 2 , 𝑎𝑟 3 , ….

Graph A visual representation of data that displays the relationship among

variables, usually cast along 𝑥 and 𝑦 axes.

Grouped Data Grouped data refers to a range of values which are combined together
so as to make trends in the data more apparent.

Heterogeneity Heterogeneity is the state of being of incomparable magnitudes. For

contrast, see Homogeneity.

Heuristic A heuristic method of solving problems involve intelligent trial and

error. For contrast, see Algorithm.

Histogram A histogram is a bar graph with no spaces between the bars where the
area of the bars is proportionate to the corresponding frequencies. If
the bars have the same width then the heights are proportionate to
the frequencies.

Homogeneity Homogeneity is the state of being of comparable magnitudes. For

contrast, see Heterogeneity.

Identity 1. An equation that is true for every possible value of the variables.
For example 𝑥 2 − 1 ≡ (𝑥 − 1)(𝑥 + 1) is an identity while
𝑥 2 − 1 = 3 is not, as it is only true for the values 𝑥 = ±2.

2. The identity element of an operation is a number such that when

operated on with any other number results in the other number.
For example, the identity element under addition of real numbers
is zero; the identity element under multiplication of 2 × 2
1 0
matrices is ( ).
0 1

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WORDS MEANING

Independent Events In Statistics, two events are said to be independent if they do not affect
each other. That is, the occurrence of one event does not depend on
whether or not the other event occurred.

Inferential Statistics Inferential Statistics is the branch of mathematics which deals with the
generalisations of samples to the population of values.

Infinity The symbol ∞ indicating a limitless quantity. For example, the result
of a nonzero number divided by zero is infinity.

Integration Integration is the process of finding the integral which is the

antiderivative of a function.

Interpolation An interpolation is an estimate of an unknown value which is within

the range of previously observed values. For contrast, see
Extrapolation.

Interval An interval on a number line is a continuum of points bounded by two

limits (end points).
An Open Interval refers to an interval that excludes the end points and
is denoted (𝑎, 𝑏). For example, (0,1).
A Closed Interval in an interval which includes the end points and is
denoted [𝑎, 𝑏]. For example [−1,3].
A Half-Open Interval is an interval which includes one end point and
excludes the other. For example, [0, ∞).

Interval Scale Interval scale refers to data where the difference between values can
be quantified in absolute terms and any zero value is arbitrary. Finding
a ratio of data values on this scale gives meaningless results. For
example, temperature is measured on the interval scale: the
difference between 19𝑜 𝐶 and 38𝑜 𝐶 is 19𝑜 𝐶 , however, 38𝑜 𝐶 is not
twice as warm as 19𝑜 𝐶 and a temperature of 0𝑜 𝐶 does not mean
there is no temperature. See also Nominal, Ordinal and Ratio scales.

Inverse 1. The inverse of an element under an operation is another element

which when operated on with the first element results in the
identity. For example, the inverse of a real number under addition
is the negative of that number.
2. The inverse of a function 𝑓(𝑥) is another function denoted
𝑓 −1 (𝑥), which is such that 𝑓[𝑓 −1 (𝑥)] = 𝑓 −1 [𝑓(𝑥)] = 𝑥.

Irrational Number A number that cannot be represented as an exact ratio of two integers.
For example, 𝜋 or the square root of 2.

Limit The limit of a function is the value which the dependent variable
approaches as the independent variable approaches some fixed value.

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Line of Best Fit The line of best fit is the line that minimises the sum of the squares of
the deviations between each point and the line.

Linear Expression An expression of the form 𝑎𝑥 + 𝑏 where 𝑥 is a variable and 𝑎 and 𝑏

are constants, or in more variables, an expression of the form
𝑎𝑥 + 𝑏𝑦 + 𝑐, 𝑎𝑥 + 𝑏𝑦 + 𝑐𝑧 + 𝑑 where 𝑎, 𝑏, 𝑐 and 𝑑 are constants.

Logarithm A logarithm is the power of another number called the base that is
required to make its value a third number. For example 3 is the
logarithm which carries 2 to 8. In general, if 𝑦 is the logarithm which
carries 𝑎 to 𝑥, then it is written as 𝑦 = log 𝑎 𝑥 where 𝑎 is called the
base. There are two popular bases: base 10 and base e.

1. The Common Logarithm (log): the equation 𝑦 = log 𝑥 is the

shortened form for 𝑦 = log10 𝑥.

2. The Natural Logarithm (ln): The equation 𝑦 = ln 𝑥 is the

shortened form for y = loge x .

Matrix A rectangular arrangement of numbers in rows and columns.

Method In Statistics, the research methods are the tools, techniques or

processes that we use in our research. These might be, for example,
surveys, interviews, or participant observation. Methods and how they
are used are shaped by methodology.

Methodology Methodology is the study of how research is done, how we find out
about things, and how knowledge is gained. In other words,
methodology is about the principles that guide our research practices.
Methodology therefore explains why we’re using certain methods or
tools in our research.

Modulus The modulus of a complex number 𝑧 = 𝑥 + i𝑦 is the real number |𝑧| =

√𝑥 2 + 𝑦 2 . For example, the modulus of 𝑧 = −7 + 24i is
|𝑧| = √(−7)2 + 242 = 25

Mutually Exclusive Two events are said to be mutually exclusive if they cannot occur
Events simultaneously, in other words, if they have nothing in common. For
example, the event “Head” is mutually exclusive to the event “Tail”
when a coin is tossed.

Mutually Exhaustive Two events are said to be mutually exhaustive if their union represents
Events the sample space.

Nominal Scale Nominal scale refers to data which names of the outcome of an
experiment. For example, the country of origin of the members of the
West Indies cricket team. See also Ordinal, Interval and Ratio scales.

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Normal The normal to a curve is a line which is perpendicular to the tangent to

the curve at the point of contact.

Odd Function A function is an odd function if it satisfies the property that 𝑓(−𝑥) =
−𝑓(𝑥). For example, 𝑓(𝑥) = sin 𝑥 and 𝑔(𝑥) = 𝑥 3 are odd functions.
For contrast, see Even Function.

Ordinal Scale Data is said be in the ordinal scale if they are names of outcomes where
sequential values are assigned to each name. For example, if Daniel is
ranked number 3 on the most prolific goal scorer at the Football World
Cup, then it indicates that two other players scored more goals than
Daniel. However, the difference between the 3rd ranked and the 10th
ranked is not necessarily the same as the difference between the 23rd
and 30th ranked players. See also Nominal, Interval and Ratio scales.

Outlier An outlier is an observed value that is significantly different from the

other observed values.
Parameter In statistics, a parameter is a value that characterises a population.

Partial Derivative The partial derivative of 𝑦 = 𝑓(𝑥1 , 𝑥2 , 𝑥3 , … , 𝑥𝑛 ) with respect to 𝑥𝑖 is

the derivative of 𝑦 with respect to x, while all other independent
variables are treated as constants. The patrial derivative is denoted by
𝜕𝑓 3𝑥 3 𝑦
. For example, if 𝑓(𝑥, 𝑦, 𝑧) = 2𝑥𝑦 + 𝑥 2 𝑧 − ,
𝜕𝑥 𝑧
𝜕𝑓 9𝑥 2 𝑦
then 𝜕𝑥 = 2𝑦 + 2𝑥𝑧 − 𝑧

Pascal Triangle The Pascal triangle is a triangular array of numbers such that each
number is the sum of the two numbers above it (one left and one
right). The numbers in the nth row of the triangle are the coefficients
of the binomial expansion (𝑥 + 𝑦)𝑛 .

Percentile The pth percentile of a list of numbers is the smallest value such that
p% of the numbers in the list is below that value. See also Quartiles.

Permutations Permutations refers to the number of different ways of selecting a

group of 𝑟 objects from a set of 𝑛 objects when the order of the
elements in the group is of importance and the items are not replaced.
If 𝑟 = 𝑛 then the permutations is 𝑛!; if 𝑟 < 𝑛 then the number of
n!
permutation is Pr =
n
.
( n − r )!
Piecewise Continuous A function is said to be piecewise continuous if it can be broken into
Function different segments where each segment is continuous.

Polynomial A polynomial is an algebraic expression involving a sum of algebraic

terms with nonnegative integer powers. For example,
2𝑥 3 + 3𝑥 2 − 𝑥 + 6 is a polynomial in one variable.

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WORDS MEANING

Population In statistics, a population is the set of all items under consideration.

Principal Root The principal root of a number is the positive root. For example, the
principal square root of 36 is 6 (not −6).

Principal Value The principal value of the arcsin and arctan functions lies on the
𝜋 𝜋
interval − 2 ≤ 𝑥 ≤ 2 . The principal value of the arcos function lies on
the interval 0 ≤ 𝑥 ≤ 𝜋.

Probability 1. The probability of an event is a measure of how likely it is for an

event to occur. The probability of an event is always a number
between zero and 1.

2. Probability is the study of chance occurrences.

Probability A probability distribution is a table or function that gives all the

Distribution possible values of a random variable together with their respective
probabilities.

Probability Space The probability space is the set of all outcomes of a probability
experiment.

Proportion 1. A relationship between two ratios in which the first ratio is always
𝑎 𝑐
equal to the second. Usually of the form = .
𝑏 𝑑
2. The fraction of a part and the whole. If two parts of a whole are in
2 7
the ratio 2:7, then the corresponding proportions are 9 and 9
respectively.

Pythagorean Triple A Pythagorean triple refers to three numbers, 𝑎, 𝑏 & 𝑐, satisfying the
property that 𝑎2 + 𝑏 2 = 𝑐 2 .

Quadrant The four parts of the coordinate plane divided by the x- and y-axes are
called quadrants. Each of these quadrants has a number designation.
First quadrant – contains all the points with positive x and positive y
coordinates. Second quadrant – contains all the points with negative
x and positive y coordinates. The third quadrant contains all the points
with both coordinates negative. Fourth quadrant – contains all the
points with positive x and negative y coordinates.

Quadrantal Angles Quadrantal Angles are the angles measuring 0o , 90o , 180o & 270o
and all angles coterminal with these. See Coterminal.

Quartic A quartic equation is a polynomial of degree 4.

Quartiles Consider a set of numbers arranged in ascending or descending order.

The quartiles are the three numbers which divide the set into four
parts of equal amount of numbers. The first quartile in a list of

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WORDS MEANING

numbers is the number such that a quarter of the numbers is below it.
The second quartile is the median. The third quartile is the number
such that three quarters of the numbers are below it. See also
Percentile.

Quintic A quintic equation is a polynomial of degree 5.

Radian 1
The radian is a unit of measure for angles, where one radian is of a
2π
complete rotation. One radian is the angle in a circle subtended by an
arc of length equal to that of the radius of the circle. See also Degrees.

Radical The radical symbol (√) is used to indicate the taking of a root of a
𝑞
number. √𝑥 means the qth root of x; if 𝑞 = 2 then it is usually written
5 4
as √𝑥. For example √243 = 3, √16 = 2. The radical always means to
take the positive value. For example, both 5 and −5 satisfy the
equation x 2 = 25, but √25 = 5.

Random Variable A random variable is a variable that takes on a particular value when a
random event occurs.

Ratio Scale Data are said to be on the ratio scale if they can be ranked, the distance
between two values can be measured and the zero is absolute, that is,
zero means “absence of”. See also Nominal, Ordinal and Interval
Scales.

Regression Regression is a statistical technique used for determining the

relationship between two quantities.

Residual In linear regression, the residual refers to the difference between the
actual point and the point predicted by the regression line. That is the
vertical distance between the two points.

Root 1. The root of an equation is the same as the solution of that

equation. For example, if 𝑦 = 𝑓(𝑥), then the roots are the values
of x for which 𝑦 = 0. Graphically, the roots are the x-intercepts of
the graph.
2. The nth root of a real number x is a number which, when multiplied
by itself n times, gives x. If n is odd then there is one root for every
value of x; if n is even then there are two roots (one positive and
one negative) for positive values of x and no real roots for negative
values of x. The positive root is called the Principal root and is
represented by the radical sign (√). For example, the principal
square root of 9 is written as √9 = 3 but the square roots of 9 are
±√9 = ±3.

Sample A group of items chosen from a population.

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Sample Space The set of all possible outcomes of a probability experiment. Also
called probability space.

Sampling Frame In statistics, the sampling frame refers to the list of cases from which
a sample is to be taken.

Scientific Notation A shorthand way of writing very large or very small numbers. A
number expressed in scientific notation is expressed as a decimal
number between 1 and 10 multiplied by a power of 10 (for example,
7000 = 7x103 or 0.0000019 = 1.9x10-6).

Series A series is an indicated sum of a sequence.

Sigma 1. The Greek capital letter sigma, Ʃ, denotes the summation of a set
of values.
2. The corresponding lowercase letter sigma, σ , denotes the
standard deviation.

Significant Digits The amount of digits required for calculations or measurements to be

close enough to the actual value. Some rules in determining the
number of digits considered significant in a number:

- The leftmost non-zero digit is the first significant digit.

- Zeros between two non-zero digits are significant.
- Trailing zeros to the right of the decimal point are considered
significant.

Simple Event A non-decomposable outcome of a probability experiment.

Skew Skewness is a measure of the asymmetry of a distribution of data.

Square Matrix A matrix with equal number of rows and columns.

Square Root The square root of a positive real number n is the number m such that
m 2 = n. For example, the square roots of 16 are 4 and -4.

Standard Deviation The standard deviation of a set of numbers is a measure of the average
deviation of the set of numbers from their mean.

Stationary Point The stationary point of a function 𝑓(𝑥) is the point 𝑃(𝑥𝑜 , 𝑦𝑜 ) where
𝑓 ′ (𝑥) = 0. There are three type of stationary points, these are:
d2 𝑓
1. Maximum point is the stationary point such that d𝑥 2
< 0;
2
d 𝑓
2. Minimum point is the stationary point such that d𝑥 2 > 0;
d2 𝑓
3. Point of Inflexion is the stationary point where d𝑥 2 = 0 and the
point is neither a maximum nor a minimum point.

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WORDS MEANING

Statistic A statistic is a quantity calculated from among the set of items in a

sample.

Statistical Inference The process of estimating unobservable characteristics of a population

by using information obtained from a sample.

Symmetry Two points A and B are symmetric with respect to a line if the line is a
perpendicular bisector of the segment AB.

Tangent A line is a tangent to a curve at a point A if it just touches the curve at

A in such a way that it remains on one side of the curve at A. A tangent
to a circle intersects the circle only once.

Theoretical The chances of events happening as determined by calculating results

Probability that would occur under ideal circumstances. For example, the
theoretical probability of rolling a 4 on a fair four-sided die is ¼ or 25%,
because there is one chance in four to roll a 4, and under ideal
circumstances one out of every four rolls would be a 4.

Trigonometry The study of triangles. Three trigonometric functions defined for either
acute angles in the right-angled triangle are:
Sine of the angle x is the ratio of the side opposite the angle and the
𝑂
hypotenuse. In short, sin 𝑥 = ;
𝐻
Cosine of the angle x is the ratio of the short side adjacent to the angle
𝐴
and the hypotenuse. In short, cos 𝑥 = 𝐻;
Tangent of the angle x is the ratio of the side opposite the angle and
𝑂
the short side adjacent to the angle. In short tan 𝑥 = 𝐴.

Z-Score The z-score of a value 𝑥 is the number of standard deviations it is away

x−x
from the mean of the set of all values, zscore = .


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 APPENDIX III
◆ ADDITIONAL NOTES
UNIT 1
MODULE 1: BASIC ALGEBRA AND FUNCTIONS

Proof by Mathematical Induction (MI)

Typical Question

Prove that some formula or statement 𝑃n is true for all positive integers n  k, where k is some positive
integer; usually k = 1.

Procedure

Step 1: Verify that when k = 1: 𝑃n is true for n = k = 1. This establishes that 𝑃n is true for
n = 1.

Step 2: Assume 𝑃 n is true for n = k, where k is a positive integer > 1. At this point, the
statement k replaces n in the statement Pn and is taken as true.

Step 3: Show that 𝑃n is true for n = k + 1 using the true statement in step 2 with n replaced
by k + 1.

Step 4: At the end of step 3, it is stated that statement 𝑃n is true for all positive integers
n ≥ k.

Summary

Proof by MI: For k > 1, verify Step 1 for k and proceed through to Step 4.

Observation

Most users of MI do not see how this proves that 𝑃n is true. The reason for this is that there is a
massive gap between Steps 3 and 4 which can only be filled by becoming aware that Step 4 only
follows because Steps 1 to 3 are repeated an infinity of times to generate the set of all positive
integers. The focal point is the few words “for all positive integers n ≥ k” which points to the
determination of the set S of all positive integers for which 𝑃 is true.

Step 1 says that 1∈ S for k = 1.

Step 3 says that k + 1 ∈ S whenever k ∈ S, so immediately 2 ∈ S since 1 ∈ S.

Iterating on Step 3 says that 3 ∈ S since 2 ∈ S and so on, so that S = {1, 2, 3 ...}, that is, S is the set
of all positive integers when k = 1 which brings us to Step 4.

When k > 1, the procedure starts at a different positive integer, but the execution of steps is the
same. Thus, it is necessary to explain what happens between Steps 3 and 4 to obtain a full
appreciation of the method.

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Example 1: Use Mathematical Induction to prove that n3 – n is divisible by 3, whenever n
is a positive integer.

Solution: Let 𝑃n be the proposition that “n3 – n is divisible by 3”.

Basic Step: 𝑃1 is true, since 13 - 1 = 0 which is divisible by 3.

Inductive Step: Assume 𝑃k is true, k  𝑁, k > 1: that is, k3 – k is divisible by

3.
We must show that 𝑃k + 1 is true, if 𝑃k is true. That is,
(k + 1)3 – (k + 1) is divisible by 3.

Now, (k +1)3 - (k + 1) = (k3 +3k2 + 3k + 1) – (k + 1)

= (k3 - k) + 3(k2 + k)

Both terms are divisible by 3 since (k3 - k) is divisible by 3 by the assumption

and 3(k2 + k) is a multiple of 3. Hence, 𝑃k + 1 is true whenever 𝑃k is true.
Thus, n3 – n is divisible by 3 whenever n is a positive integer.
Example 2:
Prove by Mathematical Induction that 7n − 1 is divisible by 3 for  𝑛  𝑁.

Solution:
Let 𝑃n be the statement " 7
n
− 1 is divisible by 3 for  n  𝑁

For 𝑛 = 1, 𝑃 is true, for 𝑛 = 2, P is true. Hence Pn = 3a, for a  𝑁

Assuming that, 𝑃k is true for 𝑘 = 𝑛, where 𝑛 > 2, 𝑃k + 1 = 3b for b  𝑁 .

Pk + 1 − Pk = 7 k + 1 − 1 − ( 7 k − 1) = 7 k ( 7 − 1) = 3 ( 2  7 k )

` Pk + 1 = 3 ( b − a ) .

By the assumption for 𝑃k for 𝑘  𝑁 then 𝑃k is true  𝑛  𝑁

Example 3: Prove by Mathematical Induction that the sum Sn of the first n odd positive
integers is n2.

Solution: Let 𝑃n be the proposition that the sum Sn of the first n odd positive integers
is n2.

Basic Step: For n = 1 the first odd positive integer is 1, so S1 = 1, that is:
S1 = 1 = 12, hence 𝑃1 is true.

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 Inductive Step: Assume 𝑃k is true, 𝑘  𝑁, 𝑘 > 1. That is, Sn = 1 + 3 + 5 + ….
+
(2k – 1) = k2.
Now, Sk + 1 = 1 + 3 + 5 +…+ (2k – 1) + (2k + 1)
= [1 + 3 + 5 +…+ (2k – 1)] + (2k + 1)
= k2 + (2k + 1), by the assumption,
= (k + 1)2

Thus, 𝑃n+1 is true whenever 𝑃k is true.

Since 𝑃1 is true and 𝑃k + 1 → 𝑃n + 1 is true, the proposition

𝑃n is true for all positive integers n.
n
n
Example 4: Prove by Mathematical Induction that  r ( r + 1) = 3 ( n + 1)( n + 2) .
r =1
n
n
Solution: Let the statement  r ( r + 1) = 3 ( n + 1)( n + 2) be 𝑃 .
r =1
n

For 𝑛 = 1 and 𝑛 = 2, 𝑃n is true.

k
k
Assuming that for 𝑘 = 𝑛, 𝑃k =  r ( r + 1) = 3 ( k + 1)( k + 2)
r =1

Pk + 1 = Pk + ( k + 1)( k + 2 )
k
Adding the (𝑘 + 1)th term gives = ( k + 1)( k + 2 ) + ( k + 1)( k + 2 )
3
k +1
= ( k + 1) + 1 ( k + 2 ) + 1
3 

By the assumption for 𝑘 = 𝑛 then 𝑃n is true  𝑛  𝑁.

Functions (Injective, surjective, bijective, inverse)

Mathematical proof that a function is one-to-one (injective), onto (surjective) or (one-to-one and onto
function) bijective should be introduced at this stage.

CXC A6/U2/21 79 www.cxc.org

UNIT 1
MODULE 3: CALCULUS

Differential Equation

Example:

A particle moves along a path such that at time, t secs, it's velocity is given by −3t 2 + 11t − 6 ms−1.

(a) Find the times at which the particle is momentarily at rest after being observed.

(b) Sketch the graph of v on t.

(c) At time 4 seconds after being observed the displacement, s metres, of the particle is 17.5 m.
Find the displacement of the particle 7 seconds after being observed.

Solution:

(a) The particle is at momentary rest when v = 0......i.e. when (3t − 2) (t − 3) = 0.

2
t= sec, 3secs
3

(b)

ds
(c) Given = 3t 2 − 11t + 6 separating the variables gives ds = 3t 2 − 11t + 6 dt
dt
s 7

 ds =  (3t − 11t + 6 ) dt
2
Integrating both sides with the initial conditions gives
35 5
2
7
35  3 11 2 
s− =  t − t + 6t  s = 231 metres
2  2 5 2

CXC A6/U2/21 80 www.cxc.org

UNIT 2
MODULE 1: COMPLEX NUMBERS AND CALCULUS II

Principal Argument of a Complex Number

The representation of the complex number z = 1 + i on the Argand diagram may be used to introduce
this topic. Encourage students to indicate and evaluate the argument of z. The students’ answers
should be displayed on the chalkboard.

Indicate that the location of z on the Argand diagram is unique, and therefore only one value of the
argument is needed to position z. That argument is called the principal argument, arg z, where:

−𝜋 < principal argument ≤ 𝜋.

 ax 
 
ax
De Moivre's theorem to evaluate e cos bx dx  e sin bx dx  by expressing for example
 

 ( 
Re e( a + bi ) x dx Im e( a + bi ) x dx )
 1  a − bi ax
 e ( cos x + i sin bx ) + C
( a + bi ) x
Re e dx = Re  e ( a + bi ) x + C  = 2
 a + bi  a +b
2

a bi
= 2 − 2 eax ( cos bx + i sin bx ) + C
a +b 2
a + b2
eax
= ( a cos bx − b cos bx ) + C
a 2 + b2

 
ax
The same approach can be used for e sin bx dx = Im e(
a + bi ) x
dx . This is very useful in

 2x 
 
2x
reducing the repeated integration by parts of say e cos 4 x dx  e sin 4 x dx 
 

CXC A6/U2/21 81 www.cxc.org

UNIT 2
MODULE 2: SEQUENCES, SERIES AND APPROXIMATIONS

The Binomial Theorem

Students may be motivated to do this topic by having successive expansions of (a + x)n and
then investigating the coefficients obtained when expansions are carried out.

(a + b)1 = a+b

(a + b)2 = a2 + 2ab + b2

(a + b)3 = a3 + 3a2b+ 3ab2 + b3

(a + b)4 = a4 + 4a3b+ 6a2b2 + 4ab3 + a4

and so on.

By extracting the coefficients of each term made up of powers of a, x or a and x.

1
1 1
1 2 1
1 3 3 1
1 4 6 4 1

Encourage students to use the emerging pattern to generate further expansions of (a + x)n.
This can be done by generating the coefficients from Pascal’s Triangle and then investigating
other patterns. For example, by looking at the powers of a and x (powers of x increase from
0 to n, while powers of a decrease from n to 0; powers of a and x add up to n).

In discussing the need to find a more efficient method of doing the expansions, the Binomial
Theorem may be introduced. However, this can only be done after the students are exposed
to principles of counting, with particular reference to the process of selecting. In so doing,
teachers will need to guide students through appropriate examples involving the selection of
n
r objects, say, from a group of n unlike objects. This activity can lead to defining Cr as the
number of ways of selecting r objects from a group of n unlike objects.

n 𝑛!
In teaching this principle, enough examples should be presented before Cr = (𝑛−𝑟)!𝑟!
formula is developed.

The binomial theorem may then be established by using the expansion of (1 + x)n as a starting
point. A suggested approach is given below:

Consider (1 + x)n.

To expand, the student is expected to multiply (1 + x) by itself n times, that is,

(1 + x)n = (1 + x)(1 + x)(1+ x) ... (1 + x).

CXC A6/U2/21 82 www.cxc.org

 The result of the expansion is found as given below:

The constant term is obtained by multiplying all the 1’s. The result is therefore 1.

The term in x is obtained by multiplying (n – 1) 1’s and one x. This x, however, may be chosen
from any of the n brackets. That is, we need to choose one x out of n different brackets. This
can be done in n C1 ways. Hence, the coefficient of x is n C1.

Similarly, the term in x2 may be obtained by choosing two x’s and (n – 2) 1’s. The x’s may be
chosen from any two of the n brackets. This can be done in n C 2 ways. The coefficient of x2
is therefore n C 2.

This process continues and the expansion is obtained:

(1 + x)n = 1 + nC1 x + nC2 x 2 + nC3 x3 + ... + x n

This is known as the binomial theorem. The theorem may be written as

n
(1 + x)n =  ncr x r
r =0

The generalisation of this could be done as a class activity where students are asked to show
that:
(a + b)n = a n + nC1a n−1b + nC2a n−2b2 + nC3a n−3b3 + ... + bn

This is the binomial expansion of (a + b)n for positive integral values of n. The expansion
terminates after (n + 1) terms.

For n  Q, it should be demonstrated to the student that the notation

n ! = n ( n − 1)( n − 2 )( n − 3) ...  1

Is applicable to the expansion of

n ( n − 1) 2 n ( n − 1)( n − 2 ) 3 n ( n − 1) ... ( n − r + 1)
(1 + x ) = 1 + nx + x + x + + ...
n

2! 3! r!
where n  Q.

Existence of Roots

Introduce the existence of the root of a continuous function 𝑓 (𝑥) between given values 𝑎 and
b as an application of the Intermediate Value Theorem.

Emphasis should be placed on the fact that:

(a) 𝑓 must be continuous between a and b;

(b) The product of 𝑓 (𝑎) and 𝑓 (𝑏) is less than zero, that is, 𝑓 (𝑎) and 𝑓 (𝑏) must have
opposite signs.

CXC A6/U2/21 83 www.cxc.org

Linear Interpolation

Engage students in the activity below.

Given the points ( x0 , y0 ) and ( x1 , y1 ) on a continuous curve y = f (x), students can establish
that for f ( x0 ) and f ( x1 ) with opposite signs and that f is continuous, then
𝑥0 < 𝑥 < 𝑥1 , for the equation f (x) = 0. If f ( x0 ) < f ( x1 ) say, students can be introduced
to the concept of similar triangles to find successive approximations, holding f ( x1 ) constant.
This intuitive approach is formalised in linear interpolation, where the two points ( x0 , y0 )
and ( x1 , y1 ) can be joined by a straight line and the x-value of the point on this line is
calculated. A first approximation for x can be found using

x0 x
= 1 .
f ( x0 ) f ( x1 )

Successive approximations can be found with this approach until the same answer to the
desired degree of accuracy is obtained.

CXC A6/U2/21 84 www.cxc.org

UNIT 2
MODULE 3: COUNTING, MATRICES AND DIFFERENTIAL EQUATIONS

Counting

Allow students to consider the three scenarios given below.

(a) Throw two dice. Find the probability that the sum of the dots on the uppermost faces
of the dice is 6.

(b) An insurance salesman visits a household. What is the probability that he will be
successful in selling a policy?

(c) A hurricane is situated 500km east of Barbados. What is the probability that it will hit
the island?

These three scenarios are very different for the calculation of probability. In (a), the
probability is calculated as the number of successful outcomes divided by the total possible
number of outcomes. In this classical approach, the probability assignments are based on
equally likely outcomes and the entire sample space is known from the start.

The situation in (b) is no longer as well determined as in ‘a’. It is necessary to obtain historical
data for the salesman in question and estimate the required probability by dividing the
number of successful sales by the total number of households visited. This frequency
approach still relies on the existence of data and its applications are more realistic than those
of the classical methodology.

For (c) it is very unclear that a probability can be assigned. Historical data is most likely
unavailable or insufficient for the frequency approach. The statistician might have to revert
to informed educated guesses. This is quite permissible and reflects the analyst’s prior
opinion. This approach lends itself to a Bayesian methodology.

One should note that the rules and results of probability theory remain exactly the same
regardless of the method used to estimate the probability of events.

Western Zone Office

15 August 2022

CXC A6/U2/21 85 www.cxc.org

 CARIBBEAN EXAMINATIONS COUNCIL

Caribbean Advanced Proficiency Examination®

CAPE®

PURE MATHEMATICS

Specimen Papers and

Mark Schemes/Keys

Specimen Papers, Mark Schemes and Keys:

Unit 1 Paper 01
Unit 1 Paper 02
Unit 1 Paper 032
Unit 2 Paper 01
Unit 2 Paper 02
Unit 2 Paper 032
 TEST CODE 02134010
SPECIMEN 2022
CARIBBEAN E XAM I NAT I O N S COUNCIL

ADVANCED PROFICIENCY EXAMINATION®

ALGEBRA, GEOMETRY AND CALCULUS

PURE MATHEMATICS

UNIT 1 – Paper 01

90 minutes

READ THE FOLLOWING INSTRUCTIONS CAREFULLY.

1. This test consists of 45 items. You will have 90 minutes to answer them.

2. Each item in this test has four suggested answers lettered (A), (B), (C), (D). Read each item
you are about to answer and decide which choice is best.

3. Look at the simple item below.

Sample Item

The lines 2y – 3x – 13 = 0 and y + x + 1 = 0

intersect at the point Sample Answer

(A) (–3, –2) A B C D

(B) (–3, 2)
(C) (3, –2)
(D) (3, 2)

The best answer to this item is “(–3, 2)”, so answer space (B) has been shaded.

4. You may do any rough work in this booklet.

5. The use of silent, non-programmable calculators is allowed

Examination Materials Permitted

A list of mathematical formulae and tables (provided) – Revised 2010

DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.

Copyright © 2021 Caribbean Examinations Council

All rights reserved.

021324010/CAPE/SPEC 2022
 -2-

1. Let p, q and r be the propositions 3. The contrapositive for the conditional

p: Students have a driving licence, proposition p → q is
q: Students have a passport,
r: Students have an identification card. (A) q→p
(B) ~p→q
The compund proposition, Students have (C) ~q→~p
driving licence or identification card (D) p→~q
(but not both) together with a passport is
expressed a
4. The proposition q → p is logically
(A) ((p ˄ r) ˅ ~ (p ˄ r)) ˄ q equivalent to
(B) ((p ˅ r) ˅ ~ (p ˄ r)) ˅ q
(C) ((p ˅ r) ˅ ~ (p ˅ r)) ˄ q (A) ~p˄~q
(D) ((p ˅ r) ˄ ~ (p ˄ r)) ˄ q (B) p˅~q
(C) ~q˄p
(D) q˄~p
2. The counpund proposition p ˄ q is true can
be illustrated by the truth table
5. If a remainder of 7 is obtained when
(A) p q p˄q x 3 − 3x + k is divided by x − 3, then k equals

0 0 0 (A) −11
0 1 0 (B) −1
1 0 0 (C) 1
1 1 1 (D) 11

(B) p q p˄q
6. Give that x = 3y, y > 0 then logx 3 is equal to
0 0 1
0 1 0 (A) y
1 0 0
1 1 1 (B) 3y

(C) p q p˄q 1
(C)
y
0 0 0
0 1 0 3
(D)
1 0 1 y
1 1 1

(D) p q p˄q

0 0 1
0 1 0
1 0 1
1 1 0

GO ON TO THE NEXT PAGE

021324010/CAPE/SPEC 2022
 -3-

7. Given that f(x) = 2 − e 2x , the inverse 9. If f(x) = | x |, which of the diagrams below
function, f   −1(x), for x < 2 is represents the graph of y = f(x) + 2?

(A) 1n (2 − x)

(B) 1n (2 − 2x)

(C) 2 1n (2 − x)

1
(D) 1n (2 − x)
2

2x + 1
8. Given that fg (x) = x, where g(x) = ,
f(x) = 3

3x − 1
(A)
2
3
(B)
2x + 1
2
(C)
3x + 1

3x
(D)
2x + 1

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021324010/CAPE/SPEC 2022
 -4-

10. If 32x + 1 − 4(3x) + 1 = 0 then which of the 13. The range (s) of values of x for which
statements below is true? 3x + 2
> 0 are
x −1
I. x = −1
II. x=1
III. x=0 2
(A) x > − , x >1
3
(A) I only
(B) I and II only 2
(B) − < x <1
(C) I and III only 3
(D) II and III only
2
(C) x < , x >1
3
2 3+3 2
11. can be simplified correctly to 2
3+ 2 (D) x < − , x >1
3

(A) 6

(B) 2 5

(C) 12 + 5 6

12 + 5 6
(D)
5

12. The cubic equation 2x3 + x2 − 22x + 24 = 0

1 1 1
has roots α, ß and y. The value of + +
α β y
is

1
(A) −
12
1
(B) −
11
1
(C) −
2
11
(D)
12

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021324010/CAPE/SPEC 2022
 -5-

14. Which one of the graphs below best represents 15. The values of x for which | x + 5| > 3 are
the equation y = x2 − 5x − 14?
(A) x < −8, x < −2
(B) x > 0, x < 1
(C) x > −2, x < −8
(D) x > −2, x > 8

1 + cot 2 θ
16. =
secθ cos ecθ

(A) tan θ
(B) cos θ
(C) cot θ
(D) cosec θ

17. The general solution of the equation

cos 2θ = 1 is

π
(A) nπ +
4
(B) nπ

π
(C) nπ +
2

( 2n + 1) π
(D)
4

18. cos θ + 3 sin θ = 2 can be expressed as

  1 
(A) 4cos  θ − tan −1    =2
  3 
(B) 2cos (θ + tan −1 ( 3) ) =
2

(C) 10 cos (θ − tan −1 ( 3) ) =

2

  1 
(D) 10 cos  θ + tan −1    =2
  3 

GO ON TO THE NEXT PAGE

021324010/CAPE/SPEC 2022
 -6-

3 22. The tangent to the circle, C, with equation

19. If cos A = and A is acute, then sin 2A is x2 + y2 + 4x − 10y − 5 = 0 at the point
5
equal to P(3, 2) has equation

6 (A) 3x + 5y − 19 = 0
(A)
25 (B) 5x + 3y + 19 = 0
(C) 3x − 5y + 19 = 0
8
(B) (D) 5x − 3y − 9 = 0
25
12
(C) 23. The centre of the circle (x − 3)2 + (y + 2)2 = 25 is
25
24 (A) (3, −2)
(D)
25 (B) (2, −3)
(C) (−3, 2)
(D) (−2, 3)
1
20. The maximum value of is
 π
2cos  θ + 
 4 24. The Cartesian equation of the curve C given
(A) −1 by the parametric equations x = 3 sin θ − 2,
y = 4 cos θ + 3 is
(B) 0
(A) x2 + y2 = 309
1 (B) 9x2 + 16y2 = 13
(C) (C) (x − 3)2 + 4 (y − 4)2 = 36
2
(D) 16(x + 2)2 + 9 (y − 3)2 = 144
(D) 2

25. Relative to a fixed

 origin, O, the position
21. A curve C 1 is given by the equation vector of A is OA = 3i− j + 2k and the
y = x2 + 1, and a curve C2 is given by the
position vector of B is OB = 9i − 3j + 5k
16 
equation 2 + 1, x ∈ , x > 0 . The value of AB is
x
x for which C1 = C2 is (A) 1 unit

(A) −4 (B) 7 units

(B) 2
(C) −2
(C) 3 21 units
(D) 4
(D) 49 units

GO ON TO THE NEXT PAGE

021324010/CAPE/SPEC 2022
 -7-

26. Relative to a fixed origin, O, ths point A has 28. Relative to a fixed origin, O, the point A has
position vector (2i + 3j − 4k), and point B has position vector (10i + 14j − 4k), and the point
position vector (−5i + 9j − 5k). The line, 1, B has position vector (5i + 9j + 6k). Given
passes through the points A and B. A vector that a vector v is of magnitude 3 6 units in
equation for the line 1 is given by 
the direction of AB , then v =
(A) r = 2i + 3j − 4k + λ(−7i + 6j − k)
(A) 3i + 3j − 6k
(B) r = 2i + 3j − 4k + λ(−5i + 9j − 5k)
(B) −3i − 3j + 6k
(C) r = 2i + 3j − 4k + λ(−3i + 12j − 9k)
(C) −3i + 3j + 6k
(D) r = 2i + 3j − 4k + λ(−10i + 27j + 20k)
(D) 3i − 3j + 6k

27. Relative to a fixed origin, O, the line, P1,

29. The value that θ, 0≤ θ ≤ π , which satisfies
 8  2 the equation 2cos2θ + 3cosθ − 2 = 0 is
   
has position vector  13  + λ  1  ,
 −12   −2  (A) π
   
6
and the line, P2, has position vector (B) π
4
 8  1 (C) π
    3
 13  + μ  − 4  where λ and μ are
 − 2  8 (D) π
    2
scalars.
30. If the length of the vector x = 5i − (k − 2)j is
The cosine of the acute angle between P1 and 34 and k is real, then k =
P2 is given by
I. 5
2 II. −1
(A) cos θ = −
3 III. −5
2
(B) cos θ = (A) III only
3 (B) I and II only
8 (C) II and III only
(C) cos θ = (D) I, II and III
27
2
(D) cos θ =
27

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021324010/CAPE/SPEC 2022
 -8-

2 x2 − 5x − 3 34. Given that f (x) = (6x + 4) sin x, then f'(x) is

31. lim 2 is
x →3
x − 2x − 3 (A) 6 cos x
(B) 2(3x + 2) cos x +6 sin x
(A) 0 (C) 6x cos x + 6 sin x
(D) 3 + 2 sin x + (3x + 2) cos x
(B) 1

7 35. The derivative by first principles of the

(C)
4 1
function f ( x) = 2 is given by
(D) ∞ x

1 1
sin x −
32. lim is ( x + h) 2 x 2
x →0 x (A) lim
h →0 h
2
(A) 0 1 1
− 2 2
( x + h) x
1 (B) lim
(B) h →0 h
2
(C) 1 1 1
2
− 2
x ( x + h)
(D) 2 (C) lim
h →0 h

33. Given that lim {3 f ( x) + 2} = 11 , where f (x) 1 1

x → −1
(D) lim 2
− 2
h →0 ( x + h) x
is real and continuous, the lim {2 f ( x) + 5 x}
x → −1

is d2y
36. If y = cosx − sinx, then is
dx 2
(A) −11 (A) cos x + sin x
(B) 1 (B) cos x − sin x
(C) 4 (C) -cos x + sin x
(D) 13 (D) -cos x − sin x

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021324010/CAPE/SPEC 2022
 -9-

37. At x = 2, the function 2x3 − 6x2 + 5x 41. The area of the finite region, R, enclosed by
1
(A) is decreasing the curve y= x − , the lines x = 1 and
x
(B) is increasing
(C) has a minimum value x = 4 is
(D) has a maximum value
9
(A)
2
38. Given f(x) = (x − 2) (x3 + 5), f  ʹ(x) is? 11
(B)
2
(A) 3x2
(B) −2(3x2 + 5) 27
(C)
(C) 4x3 − 6x2 + 5 4
(D) x4 − 2x3 + 5x − 10
19
(D)
2
39. The curve, C, with equation y = x3 − 6x2 + 9x
has stationary points at P(3, 0) and Q(1, 4). 42. The volume (in units 3) generated when
The nature of these stationary points is the region bounded by the graphs of
y2 = x + 3, x = 0 and x = 3 is rotated through
(A) (3, 0)max (1, 4)max 2π radians about the x-axis is
(B) (3, 0)infl (1, 4)min
(C) (3, 0)infl (1, 4)max (A) 63
(D) (3, 0)min (1, 4)max
27
(B)
2
d 2x −1 7
40. Given that = then (C) 63π
dx 3 x + 2 (3 x + 2) 2

27
2
21 (D) π
∫ ( 3x + 2 ) 2
dx = 2
1

3(7) 2

(A)
(3 x + 2) 2 1

2x −1 2

(B)
(3 x + 2) 1

3(2 x − 1) 2

(C)
(3 x + 2) 1

−21 2

(D)
(3 x + 2) 1

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021324010/CAPE/SPEC 2022
 - 10 -

0
3
16
43. Given that ∫ f ( x) dx = 8 , then 45. Given that ∫ f ( x) dx =
−2
3
and water is
1
3
pumped into a large tank at a rate that is
∫ 2 f ( x ) − 5 dx = 2
32
1
proportional to its volume, V, ∫ f ( x) dx =
−2
3
(A) 6 where f(x) is a real continuous function in
(B) 11
(C) 13 2

(D) 21 the closed interval [−2, 2], then ∫ f ( x) dx =

0

16
44. The total shaded area in the diagram below (A)
3
is given by
(B) 16

64
(C)
3
(D) 32

5
(A) ∫−2
f ( x) dx

0 5
(B) − ∫ f ( x) dx + ∫ f ( x) dx
−2 0

−2
(C) ∫−5
f ( x) dx

0 5
(D) ∫−2
f ( x) dx + ∫ f ( x) dx
0

END OF TEST

IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON THIS TEST.

02134010/CAPE/SPEC 2022
 UNIT 1
PAPER 01

Item Key Specific Item Key Specific Item Key Specific

Obj. Obj. Obj.
1 D 1.1, 1.2 16 C 1.1 31 D 1.4
2 A 1.1, 1.2 17 B 1.8 32 D 1.5
3 C 1.3 18 C 1.10 33 B 1.4
4 B 1.4 19 D 1.5 34 B 2.5
5 A 3.2 20 C 1.12 35 A 2.3
6 C 5.1 21 B 2.4 36 C 2.10
7 D 5.6 22 D 2.2 37 B 2.8
8 A 4.2 23 A 2.1 38 C 2.5
9 B 6.4 24 D 2.5 39 D 2.12
10 C 5.6 25 B 3.3 40 C 3.1
11 A 2.3 26 A 3.7 41 B 3.9
12 D 7.1 27 A 3.6 42 D 3.10
13 D 4.1 28 B 3.4 43 A 3.8
14 A 4.5 29 C 1.11 44 B 3.9
15 C 6.5 30 B 3.3 45 A 3.8
 TEST CODE 02134020
SPECIMEN 2022
CARIBBEAN E XAM I NAT I O N S COUNCIL

CARIBBEAN ADVANCED PROFICIENCY EXAMINATION®

PURE MATHEMATICS

UNIT 1

ALGEBRA, GEOMETRY AND CALCULUS

SPECIMEN PAPER

PAPER 02

2 hours 30 minutes
READ THE FOLLOWING INSTRUCTIONS CAREFULLY.

1. This examination paper consists of THREE sections.

2. Each section consists of TWO questions.

3. Answer ALL questions from the THREE sections.

4. Write your answers in the spaces provided in this booklet.

5. Do NOT write in the margins.

6. Unless otherwise stated in the question, any numerical answer that is not exact MUST
be written correct to three significant figures.

7. If you need to rewrite any answer and there is not enough space to do so on the
original page, you must use the extra page(s) provided at the back of this booklet.
Remember to draw a line through your original answer.

8. If you use the extra page(s) you MUST write the question number clearly in the
box provided at the top of the extra page(s) and, where relevant, include the
question part beside the answer.

Examination Materials Permitted

Mathematical formulae and tables (provided) – Revised 2022

Electronic calculator
Ruler and graph paper

DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.

Copyright © 2021 Caribbean Examinations Council

All rights reserved.
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SECTION A

Module 1

Answer BOTH questions.

1. (a) (i) Let p and q be any two propositions. Complete the truth table below.

p q p˄q ~(p ˄ q) ~p ~q ~p ˅ ~q
T T
T F
F T
F F

[4 marks]

(ii) Hence, state whether the statements ~(p ˄ q) and ~p ˅ ~q are logically equivalent.
Justify your response.

[2 marks]
2
(b) Solve the equation x − x − 4 = 2 for all real values of x.

[6 marks]

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(c) (i) Determine the value(s) of the constants p and q such that x − 2 is a common factor
of x3 − x2 − 2px + 3q and qx3 − px2 + x + 2.

[10 marks]

(ii) Hence, determine all roots of the equation x3 − x2 − 2px + 3q.

[3 marks]

Total 25 marks
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2. (a) A function f is defined as f(x) = log3 (x + 3).

(i) Determine

a) the domain of the function

b) the range of the function

[2 marks]

(ii) Determine the inverse function f- −1(x).

[3 marks]

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(iii) On the grid provided below, sketch the graph of f(x) and f- −1(x), clearly indicating
the intercepts.

[7 marks]

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n
1 1 is true for all values n ≥ 2.
(b) Prove by mathematical induction that
∑= 2 ( r − 1) r =
r
1−
n

[6 marks]

(c) The cubic equation 2x3 − 4x2 + 5x − 3 = 0 has roots α, β and γ.

State the value of:

(i) α ∑

[1 mark]

(ii) αβ ∑

[1 mark]

(iii) αβγ

[1 mark]

1 1 1
(iv) Hence, determine the value of + +
α β 3 3
βγ
3 3
α γ3
3

[4 marks]

Total 25 marks

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SECTION B

Module 2

Answer BOTH questions.

sin 3θ + sin 5θ
3. (a) Prove the identity = tan 4θ.
cos3θ + cos5θ

[4 marks]

(b) (i) Show that the equation 2 sin θ − cotθ = 0 may be written as
2 cos2 θ + cos θ − 2 = 0

[3 marks]

(ii) Hence, determine the general solution for θ.

[4 marks]

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π
(c) (i) Express 3 sin θ + cos θ in the form R sin(θ + a) where R > 0 and 0 < a < .
2

[3 marks]

1
(ii) Hence, determine the maximum value of f (θ ) = .
3 sin θ + cos θ + 3

[5 marks]
1   −1  1
  6
 
       
(d) : r  0  + λ  3  and l2=
Determine whether the lines l1= :r 3
  + µ  2  intersect.
5  −1   4 3
       

[6 marks]

Total 25 marks

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4. (a) Prove that the parametric equations x = 3 sin θ + 5, y = 2 cos θ + 6 represent the equation
of an ellipse.

[3 marks]

(b) (i) B is the point (3, 4). A point P moves so that the fixed distance from point B is
5 units. Show that the locus of P is a circle, C, with centre (3, 4).

[3 marks]

(ii) Determine the equation of the tangent and normal to the circle, C, at the point
(5, 5).

[4 marks]

(iii) Determine the coordinates of the points of intersection of the circle C and the line
3y = −x + 10.

[4 marks]

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(c) Let A = (−1, 1, −1), B = (−2, −1, −4) and C = (−4, 2, −5).

 11
 
(i) Show that the vector  5  is perpendicular to the plane A, B and C.
 −7 
 

[5 marks]

(ii) Hence, determine the Cartesian equation of the plane, π1, through A, B and C.

[3 marks]

(iii) If the angle between two planes is the angle between their normal vectors, determine
the angle between π1 and π2: 2x − y + 2z = 3.

[3 marks]
Total 25 marks
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SECTION C

Module 3

Answer BOTH questions.

 2 x2 − 4 x + 5 5x − 4 
5. (a) (i) =
The function f(x) is defined as f ( x )  + .
 5x x 
Determine lim
x →1
f ( x)

[3 marks]

(ii) Differentiate f(x) = x3 − 6x from first principles.

[5 marks]

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(b) The function g(x) takes the form ax4 + bx2 + c. Given that g"(x) = 36x2 − 10, g(1) = 4 and
g'(0) = 0, determine the values of a, b and c.

[7 marks]

(c) A spherical balloon is being inflated by an air pump. The rate of increase of the radius of
the balloon is 1.5 cm/s.

(i) Determine the rate at which the volume of the balloon is increasing when the radius
is 5 cm, giving your answer in terms of π.

[5 marks]

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(ii) Given that the maximum volume of the balloon is 2500 cm3, determine

a) the time it takes to completely inflate the balloon.

[3 marks]

b) the radius of the balloon when it is fully inflated.

Use π = 3.14
4 3
[The volume, V, of a sphere of radius r is given by V = πr ]
3

[2 marks]

Total 25 marks
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6. (a) Differentiate y = (2x3 + 3) cos (x2) with respect to x.

[4 marks]

(b) The diagram below shows the region bounded by the curve y2 = 4 − x, the line y = 3 and
the y-axis.

(i) Calculate the area of the shaded region.

[6 marks]

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(ii) Calculate the volume of the solid generated when the shaded region is rotated
completely about the line y = 3, giving your answer in terms of π.

[5 marks]

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7 2
(c) The function f(x) is defined by f ( x) =x3 − x + 2x .
2
Determine the coordinates and the nature of the stationary points of f(x).

[10 marks]

Total 25 marks

END OF TEST

IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON THIS TEST.

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EXTRA SPACE

If you use this extra page, you MUST write the question number clearly in the box provided.

Question No.

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EXTRA SPACE

If you use this extra page, you MUST write the question number clearly in the box provided.

Question No.

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 02134020/KMS 2022/SPEC

C A R I B B E A N E X A M I N A T I O N S C O U N C I L

CARIBBEAN ADVANCED PROFICIENCY EXAMINATIONS®

PURE MATHEMATICS

UNIT 1 — Paper 02

KEY AND MARK SCHEME

MAY/JUNE 2022

SPECIMEN PAPER
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02134020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

1. (a) (i)
p q p ˄ q ~(p ˄ q) ~p ~q ~p˅~q
T T T F F F F
T F F T F T T
F T F T T F T 4
F F F T T T T

(1) (1) (1) (1)

either column

(ii) Since ~(p ˄ q) and ~p ˅ ~q have the same values in

the truth table, they are logically equivalent. 2
[2 marks]

(b)
x2 − x − 4 =2
Either x 2 − x − 4 =2 OR x 2 − x − 4 =−2
[2 marks]

x2 − x − 4 =2
x2 − x − 6 =0
( x − 3)( x + 2 ) =
0
x = −2, 3 [2 marks]
6

OR

x 2 − x − 4 =−2
x 2 − x − 6 =−2
x2 − x − 2 =0
( x + 1) ( x − 2) =
0
x = −1, 2 [2 marks]
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PURE MATHEMATICS
UNIT 1 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

(c) (i) If x − 2 is a factor of

x 3 − x 2 − 2 px + 3q then
f (2) = 0 [1 mark]
i.e. 4 p − 3q =
4 Equation 1 [2 marks]

If x − 2 is a factor of
qx3 − px 2 + x + 2 then
g (2) = 0 [1 mark]
i.e. 4 p − 8q =4 Equation 2 [2 marks]
10
4 p − 3q =4
4 p − 8q =
4

Recognizing that equations can be solved simultaneously

[1 mark] SOI

Attempt to solve simultaneous equations [1 mark]

Solution
p 1,=
= q 0
[2 marks]

(ii)
x − 2 x3 − 2 x = x 2 + x
∴ x3 − x 2 − 2 x= x ( x + 1)( x − 2 )
( x + 1)( x − 2 ) =
0 3
x = −1, 0, 2
[3 marks]

TOTAL 25

Specific Objectives: 1.1, 1., 1.4, 3.1, 3.3, 6.1,

6.2, 6.5
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PURE MATHEMATICS
UNIT 1 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

2. (a) (i) Domain: x > -3 or (-3, ∞ ) [1 mark]

Range: (−∞, ∞) [1 mark] 2

(ii)
f ( x) log 3 ( x + 3)
=
=y log 3 ( x + 3)
3
=x log 3 ( y + 3)
3x= y + 3
y = 3x − 3 = f −1 ( x)
[3 marks]

(iii)
= y log 3 ( x + 3)
When x = 0,
=y log
= 33 1

y − intercept ( 0,1) [1 mark]

When y = 0,
=0 log 3 ( x + 3)
1= x + 3
x = −2
[1 mark]
x − intercept ( −2, 0 ) 7
y 3 −3
= x

When x = 0
y =30 − 3 =−2
[1 mark]
y − intercept ( 0, −2 )
When y = 0
0= 3x − 3
3 = 3x
x =1
[1 mark]
x − intercept (1, 0 )
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PURE MATHEMATICS
UNIT 1 — Paper 02
KEY AND MARK SCHEME

Graph showing 𝑦𝑦 = log3(𝑥𝑥 + 3) [1 mark]

Graph showing 𝑦𝑦 = 3𝑥𝑥 − 3 [1 mark]

Showing all 4 intercepts [1 mark]
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PURE MATHEMATICS
UNIT 1 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

(b) Verifying statement true for n = 1 [1 mark]

Assume statement true for n = k [1 mark]

n
1 1
∑ (r − 1)r =
r =2
1−
k

1k +1 k
1
∑ = ∑ + ( k + 1) term
th
[2 marks]
(r − 1)r r 2 (r − 1)r
=r 2=

6
k +1
1  1 1
∑
r = 2 ( r − 1) r
=1 −  +
 k  k ( k + 1)
[1 mark]

Proving the statement true for n = k + 1

k +1
1 1
∑ (r − 1)r =
r =2
1−
k +1

Hence by the Principle of Mathematical Induction, the

statement is true for all values n ≥ 2. [1 mark]

(c) (i) 2 x3 − 4 x 2 + 5 x − 3 =0
5 3
( ÷2 ) x3 − 2 x 2 + x − = 0 [1 mark] 1
2 2
∑ α =− ( −2 ) =2

(ii) 5
∑ αβ = 2 [1 mark] 1

(iii) 3
αβγ = [1 mark] 1
2
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PURE MATHEMATICS
UNIT 1 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

(iv) 1 1 1
+ +
α β 3 3
βγ 3 3
α γ33

[1 mark]
γ +α + β
3 3 3
=
α 3 β 3γ 3

=
∑α 3

(αβγ )
3

( ∑ α ) 3 ( ∑ α )( ∑ αβ ) + 3αβγ
3
∑ α =− 3 [1 mark]
4

5 3
= 23 − 3 ( 2 )   + 3  
2 2
5 [1 mark]
= −
2
5
1 10 1 1
− 23=
+ 3 3+ 3 3= − [1 mark]
α β
3 3
βγ αγ 3 27
 
2

TOTAL 25

Specific Objectives: 2.4, 2.5, 4.1, 4.5, 5.4, 5.5

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PURE MATHEMATICS
UNIT 1 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

3. (a) sin 3θ + sin 5θ

cos 3θ + cos 5θ

 3θ + 5θ   3θ − 5θ  [1 mark]
2sin   cos  
 2   2 
=
 3θ + 5θ   3θ − 5θ 
2 cos   cos   4
 2   2 
[1 mark]
sin 4θ
= [1 mark]
cos 4θ

= tan 4θ [1 mark]

(b) (i) 2sin θ − cos θ = 0

cos θ [1 mark]
cos θ =
sin θ
cos θ
2sin θ − 0
=
sin θ 3
[1 mark]
( x sin θ )
2sin 2 θ − cos θ =
0
2 (1 − cos 2 θ ) − cos θ =
0 [1 mark]

2 cos 2 θ + cos θ − 2 =0

(ii) 2sin 2 θ + cos θ − 2 =0

[1 mark]
( 2 cos θ − 1)( cos θ + 2 ) =
0
1
cos θ = or cos θ = −2
2 4
[1 mark]
θ = 60o ,...
θ has no solution [1 mark]
[1 mark]
=θ 360n ± 60o
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UNIT 1 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

(c) (i)
3 sin θ + cos θ = R sin(θ + α )

Equating coefficients:
[1 mark]
cos θ : R sin α = 1
sin θ : R cos α = 3
1
tan α = 3
3
π [1 mark]
α=
6
R2
= ( 3 )=
2
+1 2
2 [1 mark]

 π
3 sin θ + cos θ= 2sin  θ + 
 6

(ii)  π
−1 ≤ sin  θ +  ≤ 1 [1 mark]
 6
π [1 mark]
(×2 ) − 2 ≤ 2sin  θ + ≤2
 6
π [1 mark]
( +3)1 ≤ 2sin  θ +  + 3 ≤ 5
 6
5
Inverting:

1 1
≤ ≤1 [1 mark]
5  π
2sin  θ +  + 3
 6

Hence the maximum value of f (θ ) = 1 [1 mark]

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PURE MATHEMATICS
UNIT 1 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

(d) 1  −1 1 6

       
 0  + λ  3  l2 : r =
l1 : r =  3 + µ  2
5  −1  4  3
       

Expressing in parametric form:

[1 mark]
1 − λ =3 + 6µ (1)
3λ= 3 + 2 µ (2)
5 − λ = 4 + 3µ (3)
(3)-(2)
4 = 1 − 3µ [1 mark] 6
µ = −1

Substitute into (1): λ=4 [1 mark]

Substituting for λ and µ into equation (2) [1 mark]

3(4) =3 + 2(−1) [1 mark]

12 ≠ 1

Since there are no unique values of λ and µ which satisfy

all three equations, the lines l1 and l2 do not intersect.
[1 mark]

TOTAL

Specific Objectives: 1.1, 1.5, 1.6, 1.7, 1.8, 1.9,

1.11, 3.7, 3.8
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PURE MATHEMATICS
UNIT 1 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

4. (a) =x 3sin θ + 5

x −5
= sin θ [1 mark]
3

=y 2 cos θ + 6

3
y −6 [1 mark]
= cos θ
2

2 2
 x −5  y −6 
  + 1
 =
 3   2 

( cos 2
1)
θ + sin 2 θ = [1 mark]

(b) (i) Let P have coordinates (x, y).

BP = 5
= 5 [1 mark]
( x − 3) + ( y − 4)
2 2

Squaring both sides 3

( x − 3) + ( y − 4 )
2 2
5
= [1 mark]

The locus of P is a circle with centre (3, 4) and radius

5 units. [1 mark]

(ii) 5−4 1 [1 mark]

Gradient of normal = =
5−3 2
Equation of normal:
1 [1 mark]
y − 5= ( x − 5)
2
1 5 4
y
= x+
2 2
Gradient of tangent = -2 [1 mark]

Equation of tangent:
y − 5 =−2( x − 5) [1 mark]
y=−2 x + 15
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PURE MATHEMATICS
UNIT 1 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

(iii) Let
( x − 3) + ( y − 4 ) (1)
3 2
5
=
3 y =− x + 10 (2)
From (2) x= 10 − 3 y

Substitute into (1)

(10 − 3 y − 3) + ( y − 4 ) =
2 2
5
( 7 − 3 y ) + ( y − 4) =
2 2
5
4
10 y 2 + 50 y + 60 =
0
[1 mark]
y2 + 5 y + 6 =0
( y − 3) + ( y − 2 ) =
0
y = 2 or 3 [1 mark]

When=y 2,=x 4 [1 mark]

When=y 3,=x 1

Coordinate of the points of intersection (1,3) and (4,2)

[1 mark]
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PURE MATHEMATICS
UNIT 1 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

(c) (i)  −1  −2   −4 

        
OA =  1  OB =
 −1  OC =
 2
 −1  −4   −5 
     
1
   [1 mark]
BA =  2 
 3
 
3
   [1 mark]
CA=  −1
4
 
 1  11 
   [1 mark] 5
 2  5  = 11 + 10 − 21 = 0
 3  −7 
  
 3  11 
   [1 mark]
 −1 5  = 33 − 5 − 28 = 0
 4  −7 
  
 
Since both dot products = 0 and both vectors BA and CA
 11 
  is perpendicular to the plane.
lie on the plant,
 5 
 
 −7 
[1 mark]

(ii) Using r.n = a.n [1 mark]

 11   −1 11 
    
r  5  =  1  5  [1 mark]
3
 −7   −1 −7 
    

Hence the cartesian equation of the plane is

11x + 5 y − 7 z =
1. [1 mark]
 - 14 -
02134020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

(iii) Let θ be the angle between the planes π 1 and π 2 .

n1.n2 [1 mark]
cos θ =
n1 n2
 11   2 
   3
 5   −1 [1 mark]
 −7   2 
=   
195 9

[1 mark]
θ = 87.3o

TOTAL 25

Specific Objectives: 2.3, 2.4, 2.5, 3.1, 3.9

 - 15 -
02134020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

5. (a) (i)
lim lim  2 x 2 − 4 x + 5 5 x − 4 
= f ( x)  +  [1 mark]
x →1 x → 1 5x x 

 2(1) 2 − 4(1) + 5 5(1) − 4  3

=  +  [1 mark]
 5(1) 1 
8 [1 mark]
=
5

(ii) First principle:

[1 mark]
f ( x+ h )− f ( x )
' lim h [1 mark]
f ( x) =
h→0

) x3 − 6 x
f ( x=
[1 mark]
f ( x + h) = ( x + h)3 − 6( x + h)
( x + h )3 − 6( x + h ) − ( x3 − 6 x )
lim h
f ' ( x) = [1 mark]
h→0
5
Expand and simplify

3 x 2 + 3 xh 2 + h 2 − 6 h
lim h
[1 mark]
f ' ( x) =
h→0
Divide through by h:

(3 x 2 + 3 xh + h 2 − 6)
' lim [1 mark]
f ( x) =
h→0

With limit applied f ’ (=

x ) 3x − 6 [1 mark]
2
 - 16 -
02134020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

(b) Integrate:

g "(
= x) 36 x 2 − 10
[1 mark]
g "( x) = 12 x 2 − 10 x + c
[1 mark]
Using g '(0), c = 0
3
'( x) 12 x − 10 x
Therefore, g =
4
Integrate g '( x) ⇒ g ( x) = 3 x − 5 x + c
2 [1 mark]
7

Using

g (1) = 4
[1 mark]
3(1) 4 − 5(1) 2 + c =4
[1 mark]
c=6
g ( x) = 3x 4 − 5 x 2 + 6 [1 mark]
Hence:a = 3, b = −5 [1 mark]

(c) (i) dV dV dr
= × [1 mark]
dt dr dt

4
Since V = π r 3
3

dV [1 mark]
= 4π r 2
dr

dV 6π r 2 cm3 [1 mark]
= d π r 2 ×1.5= 5
dt s
[1 mark]

[1 mark]
2
cm
dV
= 6=
At r = 5, π (5) 2 150π s
dt
 - 17 -
02134020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

(ii) 2500 t
∫0
dv = ∫ 150π dt
0

[1 mark][1 mark]

= 150π t ⇒
When 2500 = t 5.3s. [1 mark]
5

2500 × 3
=r = 8.43 cm
3 [1 mark]
4π
[1 mark]

TOTAL 25

Specific Objectives: 1.4, 2.2, 2.4, 2.7, 2.10

 - 18 -
02134020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

6. (a) (i) Product rule:

( fg=
)' f ' g + fg '
f 2 x3 + 3
=
f ' = 6x2
[1 mark]
g = cos ( x 2
)
Apply Chain rule
Let u = x 2 and g = cos(u )
[1 mark] 4
g '(u ) = − sin(u )
u ' = 2x
g ' = −2 x sin ( x 2 )
[1 mark]

Apply Product rule:

( fg=
)' 6 x 2 cos ( x 2 ) − 2 x ( 2 x 3 + 3) sin ( x 2 )
[1 mark]

(b) (i) Area of rectangle region between x = -5 and

x = -5 and x = 0 under the line y = 3:

A = LW = 5 × 3 = 15 squared units [1 mark]

0
Area under curve: ∫−5
4 − xdx [1 mark]
Apply substitution: U = 4 - x
Boundaries: U = 4 and U = 9 [1 mark]

Integrating: 6
9
9 3 3  38
−∫ u du =  u 2  = squared units [2 marks]
4
2 4 2

38 7
Area of shaded region =15 − = squared units [1 mark]
3 3
[The answer should be given in squared units]
 - 19 -
02134020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

Volume of revolution:
(ii)

∫ ( )
0 2 0

−5
π 4− x −3 =
dx ∫ −5
π  − x − 6 4 − x + 13dx [1 mark]

0
 x2 3 
= π  − + 4(4 − x) 2 + 13 x 
 2  −5 [2 marks]
5
 25 
= π  − − 76 + 65
 2  [1 mark]

3
Volume = π cubic units [1 mark]
2
[The answer should be given in cubic units]

(c) d
( f ( x) ) = 3x 2 − 7 x + 2 [1 mark]
dx

3x 2 − 7 x + 2 =0
[1 mark]
−(−7) ± (−7) 2 − 4(3)(2)
x= −
2(3)
1 [1 mark]
=x 2,= x
3
When x =2, f ( x) =−2 ⇒ ( 2, −2 ) [1 mark] 10

1 17  1 17  [1 mark]
When x
= , f ( x=
) = 0.315 ⇒  , 
3 54  3 54 
d
dx
( 3x 2 − 7 x + 2 ) = 6 x − 7 [1 mark]

d2
=At x 2; 2 ( f ( x) ) > 0 ( 2, −2 ) is a minimum point [2 marks]
dx
1 d2  1 17 
=At x ; 2 ( f ( x) ) < 0  ,  is a maxmum point [2 marks]
3 dx  3 54 

TOTAL 25

Specific Objectives: 2.9, 2.12, 2.15, 3.9, 3.10

 TEST CODE 02134032
SPECIMEN 2022
CARIBBEAN E XAM I NAT I O N S COUNCIL

CARIBBEAN ADVANCED PROFICIENCY EXAMINATION®

PUREMATHEMATICS

UNIT 1

ALGERBA, GEOMETRY AND CALCULUS

SPECIMEN PAPER

PAPER 032

2 hours

READ THE FOLLOWING INSTRUCTIONS CAREFULLY.

1. This examination paper consists of THREE questions.

2. Answer ALL questions.

3. Write your answers in the spaces provided in this booklet.

4. Do NOT write in the margins.

5. Unless otherwise stated in the question, any numerical answer that is

not exact MUST be written correct to three significant figures.

6. If you need to rewrite any answer and ther is not enough space to do
so on the original page, you must use the extra page(s) provided at the
back of this booklet. Remember to draw a line through your original
answer.

8. If you the extra page(s) you MUST write the question number
clearly in the box provided at the top of the extra page(s) and, where
relevant, include the question part beside the answer.

*The questions on this paper may be based on Specific Objectives taken from ANY Module
in the Unit.

Examination Materials Permitted

Mathematical formulae and tables (provided) − Revised 2022
Mathematical instruments
Silent, non-programmable electronic calculator

DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.
Copyright © 2021 Caribbean Examinations Council
All rights reserved.
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1. A closed cylindrical water tank is to be installed in a commumity to provide the residents with a
constant supply of water. The diagram below, not drawn to scale, shows the water tank mounted
on a concrete base.

Use π = 3.14

The population of the community is 400 persons with each person using an average of 0.05 m3
of water each day

(a) Calculate, in cubic metres, the minimum volume of water required in the tank daily.

[1 mark]

The manufacturer of the tank can produce a closed cylindrical tank with a volume of 30 m3
and radius, xm.

(b) Write an expression, in terms of x, for the height, h, of the tank.

[1 mark]
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(c) Write an expression, in terms of x, for the total surface area of the tank.

[2 marks]

(d) Determine the value of x that would minimize the surface area of the rank. Verify that this
value of x produces a minimum surface area.

[7 marks]

(e) The volume of water in the tank is being consumed at a rate of 1 m3h-1. At what rate is the
level of the water in the tank decreasing?

[4 marks]
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dh 1
The rate at which the height of the water in the tank decreases is given by = − 2.
dt h

(f) Determine an expression for the height of the water in the tank in terms of time (hours).

[2 marks]

(g) Initially, the water in the tank is filled to a height of 4 m. Calculate the time it takes for
the water level to drop by 2 m.

[3 marks]

Total 20 marks

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2. Tropical Cruises is a company which operates a fleet of yachts and is interested in offering party
cruises between the islands of Barbados, Grenada and St Vincent.

It was determined that the total revenue that could be generated from ticket sales is given by the
equation R(x) = 196x − 3x2 where x represents the number of passengers (the level of demand).

(a) Show that the marginal revenue is given by R'(x) = 196 − 6x.

[1 mark]

(b) Hence, determine the marginal revenue in (hundreds of dollars) when the level of demand,
x is 30.

[1 mark]

The total cost function for Tropical Cruises is modelled by C(x) = 14 + 4x.

(c) Show that the profit function for this venture is given by P(x) = −3x2 + 192x − 14.

[3 marks]

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(d) Determine an expression for the marginal profit.

[2 marks]

(e) Compute the marginal profit when the level of demand, x, is 14.

[1 mark]

(f) Determine whether the profit is increasing or decreasing when the level of
demand is 14.

[1 mark]

(g) Determine the level of demand that maximizes the profit, that is, the value of x for
which the marginal profit is equal to zero.

[2 marks]

(h) Verify that the level of demand stated in (g) is a maximum.

[2 marks]
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The marginal cost function C'(x) of a rival tourist entity, Wadadli Cruises, is given by
C'(x) = 16x + 10.

(i) Write an expression for the total cost function C(x) for Wadadli Cruises.

[3 marks]

(j) Hence, calculate the value of the constant of integration (overhead cost) for the total
cost in (i), given the total cost C(x) = 32 when x = 0.

[1 mark]

(k) Which of the two companies, Tropical Cruises or Wadadli, would have the
lower overhead cost? Justify your response.

[3 marks]

Total 20 marks
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3. The table below shows the ports visited by Tropical Cruises in the respective islands.

Height Above
Island Port Location Sea Level
(m)
Barbados Bridgetown (B) 13.1o North, 59.6o West 1
Grenada Prickly Bay (P) 12o North, 61.8o West 21
St Vincent and the Grenadines Kingstown (K) 13.2o North, 61.2o West 14
*To the nearest metre

(a) If xi + yj + zk represents a port located at xo north and yo west and z metres above sea
level, express the location of the ports B, P and K as position vectors.

[3 marks]

(b) In the space provided below, sketch the relative positions of the three ports B, P and K as
would be seen on a map.

[3 marks]
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(c) Determine the vector equation of the line joining EACH of the following ports:

(i)
B and P

[2 marks]

(ii) B and K

[2 marks]

(d) Calculate the acute angle between the lines BP and BK.

[4 marks]
 
(e) Show that the vector 11i + 15.4j − 1.98k is perpendicular to both vectors, BP and BK .

[3 marks]

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(f) Hence, detemine the Cartesian equation of the plane containing the ports Prickly Bay,
Bridgetown and Kingstown.

[3 marks]

Total 20 marks

END OF TEST

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 02134032/KMS 2022/SPEC

C A R I B B E A N E X A M I N A T I O N S C O U N C I L

CARIBBEAN ADVANCED PROFICIENCY EXAMINATIONS®

PURE MATHEMATICS

UNIT 1 — Paper 032

KEY AND MARK SCHEME

MAY/JUNE 2022

SPECIMEN PAPER
 - 2 -
02134032/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 032
KEY AND MARK SCHEME

Questions Solutions Total

1. (a) Minimum volume of water

= 400 × 0.05
1
= 20m3
[1 mark]

(b) V = π r 2h
V
h= 2
πr
Substituting V = 30 and r = x 1

30
h=
π x2
making h the subject of the formula. [1 mark]

(c) The surface area of a cylinder is

=A 2π r 2 + 2π rh

30
Substituting h = and r = x
π x2
2
 30 
=A 2π r 2 + 2π x  2 
πx 

60
= 2π r 2 +
Substituting into formula simplifying
x
expression. [2 marks]
 - 3 -
02134032/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 032
KEY AND MARK SCHEME

Questions Solutions Total

(d) 60
=A 2π x 2 +
x
dA 60
= 4π x − 2
dx x
Differentiating [1 mark]
dA
Stationary points occur when =0
dx

60 dA
i.e.=0 4π x − 2
placing =0.
x dx

60
= 4π x [1 mark]
x2

15 [1 mark]
= x3
π

15
3 =x [1 mark]
π
7
find x
x = 1.683 [1 mark]
3
≈ 1.68m (3sf )

units

d2A 120
=2
4π + 2
dx x

finding the 2nd derivative [1 mark]

When x = 1.68

d2A
>0
dx 2

2nd derivative sign test. Hence the area is a

minimum. [1 mark]
 - 4 -
02134032/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 032
KEY AND MARK SCHEME

Questions Solutions Total

(e)
V = π r 2h
dV
= π r2 [1 mark]
dh
Differentiation

= π (1.68 )
2

[1 mark]
= 8.86 (3 s. f .)
dh dh dV
Substituting and evaluating = × 4
dt dV dt
Correct use of chain rule [1 mark]
1
= (1)
8.86
= 0.1129
≈ 0.13 mh −1
dh
Obtaining correct value of . [1 mark]
dt

(f) The rate at which the height of the water in the

tank decreases is given by

dh 1
= − 2
dt h
2
h dh = −dt

Separating variables [1 mark]

The variables are separable and the solution can 2

be found by integration.

− ∫ h 2 dh =
∫ dt
h2
− t c
=+
3

Integrating correctly [1 mark]

− 3 3(t + c )
h=
 - 5 -
02134032/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 032
KEY AND MARK SCHEME

Questions Solutions Total

(g)
When, t = 0, h = 4 substituting the initial conditions.

43
− =0 + c
3
64
− = c
3
Obtaining the value of the constant
[1 mark]

3
When h = 2

23 64
− =− t [1 mark]
3 3
64 8
− = t
3 3
56
t = hours
3

Obtaining the time t. [1 mark]

Specific Objective Module 2.2, 2.3, 2.4, 2.7, 2.9;

2.10; 2.11; 2.12, 3.2; 3.4; 3.12; 3.13
 - 6 -
02134032/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 032
KEY AND MARK SCHEME

Questions Solutions Total

2. (a) R=( x) 196 x − 3 x 2

R '(=
x) 196 − 2(3 x) 1
= 196 − 6 x [1 mark]

(b) When demand level x = 30

1
Marginal revenue = 196 – 6(30)
= 196 – 180 = 16(hundred dollars) [1 mark]

(c) C ( x=
) 14 + 4 x
P=( x) R( x) − C ( x) [1 mark]

= 196 x − 3 x 2 − (14 + 4 x) [1 mark] 3

= 196 x − 3 x 2 − 14 − 4 x
−3 x 2 + 192 x − 14
P( x) = [1 mark]

(d) Marginal profit function

P '( x) =2(−3 x) + 192 [1 mark] 2

P '( x) =−6 x + 192 [1 mark]

(e) When demand ( x = 14)

−6(14) + 192
Marginal Profit = 1
= −84 + 192
= 108(hundred dollars ) [1 mark]

(f) Since Marginal profit >0 then profit is increasing

1
[1 mark]

(g) =−6 x + 192 =0 [1 mark]

=−6 x = −192 2
x = 32 [1 mark]
The level of demand is 32 passengers
 - 7 -
02134032/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 032
KEY AND MARK SCHEME

Questions Solutions Total

P "( x) =−6 < 0 [1 mark]

(h)
Hence at x = 32, P( x) is maximum. [1 mark] 2

(i) [1 mark]
C ( x)
= ∫ (16 x + 10 )dx
1
= (16 x1 + 1) + 10 x + c [1 mark]
1+1
3
1
=
2
(16 x 2 ) + 10 x + c

= 8 x 2 + 10 x + c [1 mark]

(j) =C ( x) 32
= when x 0.
8 x 2 + 10 x + c =32

When x = 0. 1
8(0) 2 + 10(0) + c =32
0+0+c = 32
c = 32 [1 mark]

(k) By comparison, Total Cost function for Tropical Cruises is

C ( x=
) 14 + 4 x .

While the total cost function for Wadadli Cruises is

C ( x) = 8 x 2 + 10 x + c . 3

The overhead cost (when x = 0) for Tropical Cruises is

C ( x) =
14 + 4(0) =
14 and the overhead cost (when x = 0) for
Wadadli Cruises is C = 32 from part (x). Hence, by
comparison, Tropical Cruises would have the lower overhead
cost. [1 mark]

Specific Objective Module: 2.2, 2.3, 2.4, 2.8; 2.9;

2.10; 3,1; 3.2; 3.3; 3.4
 - 8 -
02134032/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 032
KEY AND MARK SCHEME

Questions Solutions Total

3. (a)  [1 mark]

OB =13.1i + 59.6 j + k

OP = 12i + 61.8 j + 21k [1 mark] 3

OK =13.2i + 61.2 j + 14k [1 mark]

(b)

1 mark each for plotting the points B, K and P

(c) (i)    [1 mark]

BP
= OP − OB
=1.1i + 2.2 j + 20k

The equation of the line, 2

 13.1   −1.1
    [1 mark]
BP, r  59.6  + λ  2.2 
=
 1   11 
   
(ii)
  
BK
= OK − OB
= 0.1i + 1.6 j + 13k [1 mark]
2
 13.1   0.1
   
 59.6  + µ  1.6  [1 mark]
 1   13 
   
 - 9 -
02134032/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 032
KEY AND MARK SCHEME

Question Solutions Total

(d) Let θ represent the angle between the lines BP and BK .

 −1.1  0.1
  
 2.2   1.6 
 11   13 
cos θ =   
( −1.1) + ( 2.2 ) + (11) ( 0.1) + (1.6 ) + (13)
2 2 2 2 2 2

146.63
=
147.64
4

 146.41 
θ = cos −1  
 147.64 
= 7.400 [1 mark]

Correct formula [1 mark]

Correct numerator [1 mark]
Correct denominator [1 mark]

(e)  −1.1  11 
  
 2.2   15.4  = 0
 11   −1.98 
  
Showing dot product = 0 [1 mark]
 0.1  11 
  
 1.6   15.4  = 0
 13   −1.98  3
  
Showing dot product = 0 [1 mark]

Since dot product = 0 in both cases,

the vector 11i + 15.4 j − 1.98k is prependicular
 
to both vectors BP and BK .

Stating reason for being perpendicular. [1 mark]

 - 10 -
02134032/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 1 — Paper 032
KEY AND MARK SCHEME

Question Solutions Total

(f)  11 
   
Since  15.4  is perpendicular to both BP and BK,
 −1.98 
 
then this vector is perpendicular to the plane
containing all 3 ports.

The equation of the plane containing the ports

B, P and K is given by r.n = a.n

Correct formula
3

 11   13.1   11 
    
r  15.4  =  59.6   15.4  [1 mark]
 −1.98   1   −1.98 
    

Correct substitution [1 mark]

11x + 15.4 y − 1.98 z

= (13.1)(11) + (59.6)(15.4) + (1)(−1.98)
11x + 15.4 y − 1.98 z =
1059.96
[1 mark]
Stating the Cartesian equation

Specific Objective Module: 3.1; 3.2; 3.3; 3.6; 3.7;

3.9
 TEST CODE 02234010
SPECIMEN 2022
CARIBBEAN E XAM I NAT I O N S COUNCIL

CARIBBEAN ADVANCED PROFICIENCY EXAMINATION®

PURE MATHEMATICS

COMPLEX NUMBERS, ANALYSIS AND MATRICES

UNIT 2 – Paper 01

90 minutes

READ THE FOLLOWING INSTRUCTIONS CAREFULLY.

1. This test consists of 45 items. You will have 90 minutes to answer them.
2. Each item in this test has four suggested answers lettered (A), (B), (C), (D). Read each item you
are about to answer and decide which choice is best.
3. Look at the sample item below.
Sample Item
If the function f (x) is defined by f (x) cos x then f (x) is Sample Answer

1 A B C D
(A) − sin x
2 x

(B) −
1
sin x
2

1

(C) sin x
x

1
(D) sin x
2 x
1
The best answer to this item is “ sin x ”, so answer space (D) has been shaded.
2 x

4. You may do any rough work in this booklet.

5. The use of silent, non-programmable scientific calculators is allowed.
Examination Materials Permitted
A list of mathematical formulae and tables (provided) — Revised 2012

DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.

Copyright © 2021 Caribbean Examinations Council

All rights reserved.
02234010/CAPE/SPEC 2022
 -2-

1. If z and z* are two conjugate complex dy 5x d2y

5. If = , then =
numbers, where z = x + iy, x, y ∈ , then dx y dx2
z z* =
5 25x2
(A) x2 + y2 (A) –
y3 y2
(B) x2 – y2 – 2xyi 5 25x2
(C) x2 – y2 (B) –
y y3
(D) x2 + y2 – 2xyi
1 25
(C) –
y xy
2. If | z + i | = | z + 1|, where z is a complex 5 25
(D) – 3 3
number, then the locus of z is xy xy

(A) y=0
6. Given y = a arc cos(ax), where a is a
(B) y=1 dy
constant, =
dx
(C) y=x
a2
(A)
(D) y=
x
2
(1 − a x )
2 2

1
3. Given that z + 3z* = 12 + 8i, then z = (B) −
(1 − a x )2 2

(A) –3 – 4i
(B) 3 – 4i
(C) 3 + 4i a2
(C) −
(D) –3 + 4i (1 − a x )2 2

4. The gradient of the normal to the curve with 1

(D)
the equation xy3 + y2 + 1 = 0 at the point
(2, –1) is
(1 − a x )
2 2

(A) –4
7. Given that f (x, y, z) = x2y + y2z – z2x then
1 ∂f
(B) – =
4 ∂y
1 (A) x2y + 2yz
(C)
4 (B) x2 + 2yz
(D) 4 (C) x2 + y2
(D) x2 + y2 + z2

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02234010/CAPE/SPEC 2022
 -3-

8. ∫ x+3+ x 2
M
– 3x + 2
dx may be expressed
11. A curve is defined parametrically by the
equations x = t2, y = t (1 – t2). The gradient
as
of the curve, in terms of t, is

(A) ∫ Px + Q
x2 – 3x + 2
dx (A)
1 – 3t2
2t
2t
(B)
1 – 3t2
(B) ∫ P
x–1
+
Q
x–2
dx (C) 2t(1 – 2t)

(D) 2t(1 + 2t)

(C) ∫ x+3+ Px + Q
x2 – 3x + 2
dx
dy
12. Given y = ln (2x + 3)3, then is
dx

(D) ∫ x+3+ P
x–1
+
Q
x–2
dx (A)
2x
2x + 3
2
(B)
2x + 3
9. Given In = ∫ tan n
x dx, for n > 2, In =
(C)
6x
2x + 3
1
(A) tann–1 x + In – 2 6
n–1 (D)
2x + 3
1
(B) tann–1 x sec2 x – In – 2
n–1
13. ∫xe2x
dx may be expressed as

(C) tann–1 x – In – 2 (A) 2xe2x + e2x + c

1
(D) tann–1 x – In – 2 (B) 2xe2x – 4e2x + c
n–1
1 1 2x
(C) xe2x – e +c
2 4
d 3x2 1 1 2x
10. (e + 2x + 1
) is (D) x2e2x + xe + c
dx 2 2
(A) (6x + 2) e6x2+ 2
(B) (6x + 2) e3x + 2x + 1 14. Which of the following functions, when
(C) (3x2 + 2x + 1) e6x2+ 2 integrated with respect to x, gives the result
(D) (3x2 + 2x + 1) e3x + 2x + 1 x – ln x2 + K?

x–2
(A)
x
1 – 2x
(B) 2
x
1
(C) 2
1–x
2
(D) 1– 2
x
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02234010/CAPE/SPEC 2022
 -4-

5 n
15. Written as partial fractions
is
(x + 2) (x – 3) 19. Given that ∑ un = 5n + 2n2, then un =
r=1

1 1
(A) + (A) 4n + 3
(x + 2) x–3
–1 1 (B) 5n + 2
(B) + (C) 2n2 + n – 3
(x + 2) x–3
(D) 4n2 + 4n + 7
1 –1
(C) +
(x + 2) x–3
–1 –1 m–1 r
(D) +
(x + 2) x–3 20. ∑3 1
2
=
r=1

16. Given that a sequence of positive integers

(A) 3 – 3 × 2–m
{Un} is defined by U1 = 2 and
(B) 3 – 3 × 2(1–m)
Un+1 = 3Un + 2, then Un =
(C) 6 – 3 × 2(m–1)
(D) 6 – 3 × 2(1–m)
(A) 3n – 1
(B) 3n + 1
(C) 3n – 1
21.
The Maclaurin’s series expansion for
(D) 3n + 2
x3 x5 x7 x9
sin x = x – + – + – ...
3! 5! 7! 9!
3n2 – n + 4 has a general term BEST defined as
17. The sequence an=
2n2 + 1
x2n + 1
(A) converges (A) (–1)n
(2n + 1)!
(B) diverges
x2n + 1
(C) is periodic (B) (–1)n+1 (2n + 1)!
(D) is alternating
37
(C)
4
18. The nth term of a sequence is given by 71
(D)
1 n –1 8
un = 9 – 4 . The 5th term of the
2
sequence is
22. The first 2 non-zero terms of the expansion
π
9 of sin (x + ) are
(A) 6
4
35 1 3
(B) (A) + x
4 2 2
37 1 3
(C) (B) – x
4 2 2
71 1 1
(D) (C) + x
8 2 2
3 1
(D) + x
2 2

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02234010/CAPE/SPEC 2022
 -5-

2
6
26. f(x) = 3x3 – 2x – 6. Given that f(x) = 0
23. If 2x2 – = ... + k + ... , where k is
x
has a real root, α, between x = 1.4 and
independent of x, then k =
x = 1.45, starting with x0 = 1.43 and using
(A) –960
(B) –480  2 2
the iteration xn + 1 =  +  , the value
(C) 480  xn 3 
(D) 960 of x1 correct to 4 decimal places is

(A) 1.4369
24. f(x) = x3 – x2 – 6. Given that f(x) = 0 has a (B) 1.4370
real root α in the interval [2.2, 2.3], applying (C) 1.4371
linear interpolation once on this interval an (D) 1.4372
approximation to α, correct to 3 decimal
places, is
30

(A) 2.216 27. Given E ≡ ∑ 3n

n
. The number of terms
(B) 2.217 n = 19

(C) 2.218 in the expansion of E is

(D) 2.219
(A) 10
(B) 11
25. Taking 1.6 as a first approximation to α, (C) 12
where the equation 4 cos x + e–x = 0 has a (D) 13
real root α in the interval (1.6, 1.7), using
the Newton-Raphson method a second
approximation to α (correct to 3 decimal 28. The second and fifth terms of a convergent
places) ≈ 81
geometric series with first term are 27
2
(A) 1.602
(B) 1.620 and 8, respectively. The sum to infinity of
(C) 1.622 this series is
(D) 1.635
2
(A)
3
3
(B)
2
81
(C)
2
243
(D)
2

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02234010/CAPE/SPEC 2022
 -6-

29. The first term of an AP is ‘a’ and its 32. Ten cards, each of a different colour, and
common difference is –1. The sum of consisting of a red card and a blue card,
the first 10 terms is equal to are to be arranged in a line. The number
of different arrangements in which the red
(A) 5(2a – 9) card is not next to the blue card is
(B) 5(2a + 9)
(C) 10(2a + 11) (A) 9! – 2 × 2!
(D) 10(2a – 11) (B) 10! – 9! × 2!
(C) 10! – 2! × 2!
(D) 8! – 2! × 2!
30. The coefficient of x2 in the expansion of
(2 – 3x)5 is
33. The number of ways in which all 10 letters
(A) –720 of the word STANISLAUS can be arranged
(B) –240 if the Ss must all be together is
(C) 240
(D) 720 8! × 3!
(A)
2!
(B) 8! × 3!
31. On a randomly chosen day the probability
8!
that Bill travels to school by car, by bicycle (C)
2!
1 1 1 8!
or on foot is , and respectively. (D)
2 6 3 3!
The probability of being late when using
1 2 1 34. A committee of 4 is to be chosen from
these methods of travel is , and
5 5 10 4 teachers and 4 students. The number of
respectively. The probability that on a different committees that can be chosen if
there must be at least 2 teachers is
randomly chosen day Bill travels by foot
(A) 36
and is late is (B) 45
(C) 53
1 (D) 192
(A)
30
1
(B)
10
3
(C)
10
13
(D)
30

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02234010/CAPE/SPEC 2022
 -7-

35. A and B are two events such that 6 0 1

1
P(A) = p and P(B) = . 38. Given 7 7 0 = 0, the value of x
3
1 0 −12 x
The probability that neither occurs is .
2 is
If A and B are mutually exclusive events
then p = (A) −2
(B) 2
5 (C) 7
(A)
6 (D) 12
2
(B)
3
−
−
1 1 2 3
(C)
5
39. Given A = 2 3 4 and
1
(D)
6 3 4 6
−
−

−
−
Items 36–37 refer to the matrix. −4 0 2

− 0 6 −4 , by considering
−
−2 0 1 B=

2 −4 2
0 1 0 −
−
.
1 0 −2 AB, then A–1 =
−
−

(A) 2B
36. The cofactor of the circled element, −2, is
(B) B
(A) −2
(B) −1 1
(C) B
(C) 0 2
(D) 2 1
(D) AB
2

37. The determinant of the given matrix is

(A) −5
(B) −3
(C) 3
(D) 5

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02234010/CAPE/SPEC 2022
 -8-

− 43. The general solution of the differential

−
2 −7 8
dy
equation sin x − y cos x = sin 2x sin x
40. If A = 3 −6 −5 , the transpose dx
is found by evaluating
4 0 −1
−
−
of matrix, A, results in |A| being
d
∫
(A) y sin x dx = 2 cos x dx
dx
∫
(A) zero
(B) squared
(C) negative (B)
d y
dx sin x
∫
dx = 2 cos x dx ∫
(D) unchanged
(C)
d y
dx sin x
∫
dx = sin 2x dx ∫
41. The general solution of the differential

equation
d2y
−4
dy
+ 4y = 2x2 + x – 1 is (D)
d y
dx sin x
∫
dx = cos x dx ∫
dx2 dx

(A) y = e2x (A + Bx) + 2x2 + x − 1 44. A particular integral of the differential

d2y
equation + 25y = 3 cos 5x is of the
(B) y=e –2x
(A + B) + 2x − x + 1
2 dx2
form y = λx sin 5x. The general solution
(C) x2 5
2x 3
y= e ( A + Bx) + + x +
2 4 4 of the differential equation is
x2 5 3
(D) y= e 2 x ( A − Bx) + + x+ (A) y = A cos 5x − B sin 5x − λx sin 5x
2 4 4 (B) y = A cos 5x + B sin 5x + λx sin 5x
(C) y = A cos 5x + B sin 5x − λx sin 5x
42. The general solution of (D) y = A cos 5x − B sin 5x + λx sin 5x

d2y dy
2
− 2 + 5y =
0 is 45. The general solution of the differential
dx dx
d 2y dy
equation −3 + 2y = 3ex is of the
(A) y = Aex + Be-2x dx2 dx
(B) y = Aex + Be2x form
(C) y = ex (C cos 2x + D sin 2x)
(D) y = e2x (C cos x + D sin x) (A) y = Aex + Be2x + kex
(B) y = Aex + Be2x − 3ex
(C) y = Ae–x + Be–2x + kxex
(D) y = Aex + Be2x + kxex

END OF TEST

IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON THIS TEST.

02234010/CAPE/SPEC 2022
 UNIT 2
PAPER 01

Item Key Specific Item Key Specific Item Key Specific

Obj. Obj. Obj.
1 A 1.4 16 C 1.2 31 A 1.12
2 C 1.10 17 A 1.3 32 B 1.2
3 B 1.4 18 B 1.2 33 D 1.2
4 A 2.4 19 A 2.3 34 C 1.3
5 B 2.4 20 B 2.3 35 D 1.11
6 C 2.5 21 A 2.7 36 A 2.4
7 B 2.8 22 A 2.8 37 C 2.3
8 D 3.1 23 D 3.2 38 B 2.3
9 D 3.9 24 C 4.3 39 C 2.4
10 B 2.1 25 B 4.5 40 D 2.2
11 A 2.3 26 C 4.6 41 C 3.2
12 D 2.2 27 C 2.2 42 C 3.2
13 C 3.7 28 D 2.5 43 B 3.1
14 A 3.5 29 A 2.2 44 B 3.2
15 B 3.1 30 D 3.2 45 D 3.2
 TEST CODE 02234020
SPECIMEN 2022
CARIBBEAN E XAM I NAT I O N S COUNCIL

CARIBBEAN ADVANCED PROFICIENCY EXAMINATION®

PURE MATHEMATICS

UNIT 2

COMPLEX NUMBERS, ANALYSIS AND MATRICES

SPECIMEN PAPER

PAPER 02

2 hours 30 minutes

READ THE FOLLOWING INSTRUCTIONS CAREFULLY.

1. This examination paper consists of THREE sections.

2. Each section consists of TWO questions.

3. Answer ALL questions from the THREE sections.

4. Write your answers in the spaces provided in this booklet.

5. Do NOT write in the margins.

6. Unless otherwise stated in the question, any numerical answer that is not exact MUST
be written correct to three significant figures.

7. If you need to rewrite any answer and there is not enough space to do so on the
original page, you must use the extra page(s) provided at the back of this booklet.
Remember to draw a line through your original answer.

8. If you use the extra page(s) you MUST write the question number clearly in the
box provided at the top of the extra page(s) and, where relevant, include the
question part beside the answer.

Examination Materials

Mathematical formulae and tables (provided) – Revised 2022

Electronic calculator
Ruler and graph paper

DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.

Copyright © 2021 Caribbean Examinations Council
All rights reserved.
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SECTION A

Module 1

Answer BOTH questions.

3 − 4i
1. (a) (i) Express the complex number in the form a + bi where a and b are real
numbers. 2+i

[4 marks]

(ii) Hence, calculate the principal argument of 3 − 4i .

2+i

[3 marks]

(b) (i) Given that u2 = −3 + 4i, derive the complex numbers of the form u = x + iy, where
x, y ϵ R.

[6 marks]

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(ii) Hence solve the equation z2 − z + (1− i) = 0.

[4 marks]

(c) The complex number z = x + iy satisfies the equation z − 3 + 2i= 2 z − 1 − 4i .

The complex number z is represented by the point P on an Argand diagram.

(i) Show that the locus of P is a circle.

[4 marks]

(ii) State the centre and radius of the circle.

[2 marks]

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(iii) Use the grid provided below to sketch the circle on an Argand diagram.

[2 marks]

Total 25 marks

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2. (a) Evaluate ∫ e2x cos 3x dx.

[7 marks]

dy
(b) (i) Given that x2 + 4y2 = 1, write an expression for .
dx

[3 marks]

d2y −1
(ii) Hence, show that 2
= .
dx 16 y 3

[4 marks]

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1 x3
(c) Use the substitution u = 1 + x2 to evaluate ∫
0 (1 + x 2 ) 4
dx .

[7 marks]

(d) Let f(x, y) = 3x2 − xy − 3y2

∂f ∂f
(i) Write expressions for and .
∂x ∂y

[2 marks]

∂2 f ∂2 f
(ii) Hence, determine the value of + .
∂x 2 ∂y 2

[2 marks]

Total 25 marks
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SECTION B

Module 2

Answer BOTH questions.

3. (a) (i) Determine the value of the constants A and B such that

1 A B
= + .
(1 − 2r )(1 + 2r ) 1 − 2r 1 + 2r

[5 marks]

n
1
(ii) Hence, determine the value of S where S = ∑ .
r =1 (1 − 2r ) + (1 + 2r )

[5 marks]

(iii) Deduce the sum to infinity of S.

[3 marks]
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(b) (i) Write an expression for the rth term of the series 1(8) + 2(20) + 3(32) +...

[2 marks]

(ii) Prove, by mathematical induction, that the sum to n terms of the series in (b) (i)
is 2n2 (2n + 2).

[10 marks

Total 25 marks

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1 1 1 1
4. (a) Given the series + 4 + 7 + 10 +
3 3 3 3

(i) show that the series is a geometric series.

[3 marks]

(ii) determine the sum of the first n terms of the series.

[4 marks]

(b) Use Maclaurin’s Theorem to find the first THREE non-zero terms in the power series
expansion of sin 2x.

[7 marks]

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(c) (i) Expand  1 + x  up to and including the term in x3 stating the values of x for
 
1− x 
which the expression is valid.

[7 marks]

52
(ii) By taking x = 0.04, determine an approximation for , correct to 3 decimal
places. 3

[4 marks]

Total 25 marks

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SECTION C

Module 3

Answer BOTH questions.

5. (a) Two fair coins and one fair die are tossed at the same time.

(i) Calculate the total number of outcomes in the sample space.

[3 marks]

(ii) Determine the probability of obtaining exactly one head and a 6.

[2 marks]

(iii) Calculate the probability of obtaining at least one head and an even number on the
die, on a particular attempt.

[4 marks]
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(b) A record is kept of the books borrowed from a library. The table below shows the number
of overdue books outstanding at the end of the week.

Adult Child
Male Female Male Female
Fiction 17 10 14 20
Non-fiction 9 14 5 11

One of these books has been requested by another reader. Determine the probability that

(i) it is non-fiction, borrowed by a male child

[2 marks]

(ii) it is fiction, borrowed by a female

[3 marks]

(iii) it was borrowed by an adult male, given that it is fiction.

[3 marks]

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(c) On a particular weekend, 100 customers purchased tools (T), fertilizer (F) or Seeds (S) at
Green Thumb Garden Supply Store. Of these,

38 purchased tools
56 purchased fertilizer
40 purchased seeds
30 purchased seeds and fertilizer
17 purchased seeds and tools
20 purchased tools and fertilizer
14 purchased tools, seeds and fertilizer

(i) Represent the information on a Venn diagram.

[3 marks]

(ii) Using your diagram determine,

a) the probability that a customer does not purchase seeds or tools

[2 marks]

b) whether the purchase of seeds and fertilizer are independent.

[3 marks]

Total 25 marks
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 2 1 − 1
6. (a) A matrix A is given as  0 4 3 
 
 −1 6 0 

(i) Calculate the determinant of A.

[5 marks

(ii) Hence, determine A−1, the inverse of A.

[5 marks]

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(b) The amount of salt, y kg, that dissolves in a tank of water at time t minutes satisfies the
dy 2y
first order differential equation + =3 . Using a suitable integrating factor, show
dt t + 10
c
that the general solution of this differential equation is y =t + 10 + , where c is an
(t + 10) 2
arbitrary constant.

[7 marks]

d2y dy
(c) Determine the general solution of the differential equation 8x2 .
− 3 − 4y =
dx 2 dx

[8 marks]

Total 25 marks

END OF TEST

IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON THIS TEST.

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Question No.

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Question No.

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Question No.

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 02234020/KMS 2022/SPEC

C A R I B B E A N E X A M I N A T I O N S C O U N C I L

CARIBBEAN ADVANCED PROFICIENCY EXAMINATIONS®

PURE MATHEMATICS

UNIT 2 — Paper 02

KEY AND MARK SCHEME

MAY/JUNE 2022

SPECIMEN PAPER
 - 2 -
02234020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

1. (a) (i) ( 3 − 4i )( 2 − i )
3 − 4i
= [1 mark]
2+i ( 2 + i )( 2 − i )
6 − 8i − 3i − 4
= [1 mark]
4 +1
2 − 11i 4
Simplification = [1 mark]
5
2 11
Numerator & denominator correct = − i [1 mark]
5 5
“his” answer in the form a + ib

Principal argument:
(ii)

−11 [1 mark]
Arg θ = tan −1 5
2 3
5
Correct form of argument

−11
θ = tan −1 simplification [1 mark]
2
θ = −1.39 rad CAO [1 mark]
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02234020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

(b) (i) Derive the complex number of the form

u= x + iy,
where x, y ∈ R, and u 2 =−3 + 4i
( x + iy )
2
=−3 + 4i
⇒ x 2 + 2ixy − y 2 =−3 + 4i
expansion of u 2 [1 mark]
⇒ x2 − y 2 =
−3
equating real and imaginary parts 2 xy = 4 [1 mark]
⇒ xy = 2 6
2
⇒y=
x
Simplifying for y [1 mark]
2
2
⇒ x2 −   =
−3
x
⇒ ( x 2 ) − 3x 2 − 4 =
2
0
Simplifying equation [1 mark]

⇒ ( x 2 − 4 ) ( x 2 + 1) =
0
∴ x 2 − 4 =0 or x 2 =−1
(inadmissible) solving
[1 mark]
⇒x= ±2 and y =2
Required solution: 2 − 2i, −2 + 2i [1 mark]
at least one solution
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02234020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

Hence solve the equation
(ii)
z 2 − z + (1 − i ) =0
−i ± −3 + 4i [1 mark]
z=
2

−i ± ( 2 − 2i ) −i ± ( 2 − 2i )
z= OR [1 mark]
2 2
correct values for −3 + 4i 4
2 − 3i −2 + i
=z = OR z [1 mark]
2 2

correct simplification of 'his' values

3 1
z =1 − i OR z =−1 + i in the form a + bi [1 mark]
2 2

(c) (i) The complex number z= x + iy satisfies the equation

z − 3 + 2i= 2 z − 1 − 4i
The complex number z is represented by the point P in
an Argand diagram.

Show that the locus of P is a circle.

x + iy − 3 + 2i = 2 x + iy − 1 − 4i
[1 mark]
( x − 3) + ( y + 2 ) i = 2 ( x − 1) + ( y − 4 ) i
4
Substitution
( x − 3) + ( y + 2 ) = 4 ( x − 1) + 4 ( y − 4 )
2 2 2 2

Modulus
x 2 − 6 x + 9 + y 2 + 4 y + 4= 4 x 2 − 8 x + 4 + 4 y 2 − 32 y + 64 [1 mark]
2 2
3 x + 3 y − 2 x − 36 y + 60 =
0 [1 mark]
(1 mark)
Simplification
2
x2 + y 2 − x − 12 y + 20 =
0 [1 mark]
3
Correct equation
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02234020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

State the centre and radius of the circle.

(c)(ii)
1  [1 mark]
Centre =  , 6 
3 
Radius = 4.01 [1 mark] 2

(iii)

11

10 2
9

( 1 , 6)
3

Drawing of circle [1 mark]

Displaying the centre and radius [1 mark]

TOTAL 25
Specific Objectives: 1.1, 1.2, 1.3, 1.4, 1.5, 1.7,
1.8, 1.10
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02234020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

∫e
2x
Let I = cos 3 x dx
2. (a)
1 2x 1
= e cos 3 x + ∫ e 2 x 3sin 3 x dx
2 2
Integration by parts correct process [1 mark]
1 2x 3
= e cos 3 x + ∫ e 2 x sin 3 x dx [1 mark]
2 2
at least 1 part correct
1 3 1 1 
=e2 x cos 3x +  e2 x sin 3x − ∫ e2 x 3cos 3x dx  [1 mark]
2 2 2 2 
Repeat integration
1 3 9 7
= e 2 x cos 3 x + e 2 x sin 3 x − ∫ e 2 x cos 3 x dx
2 4 4
1 2x 3 2x 9 [2 marks]
I = e cos 3 x + e sin 3x − I
2 4 4
13 1 2x 3
= I e cos 3 x + e 2 x sin 3 x
4 2 4
4 1 2x [1 mark]
I= × e [ 2 cos 3 x + 3sin 3 x ]
13 4
Simplification
1 2x [1 mark]
=I e ( 2 cos 3 x + 3sin 3 x ) + c
13

Alternate Solution

I = Re ∫ e 2 x e3ix dx
Real part = ∫ e( 2+3i ) x dx
 e(2 + 3i ) x 
exponential form ⇒ Re  + constant
 2 + 3i 
2 − 3i
=
integration Re e 2 x ( cos 3x + i sin 3x )
( 2 + 3i )( 2 + 3i )
e2 x
conjugation = Re ( 2 − 3i )( cos 3x + i sin 3x )
13
e2 x
simplification ⇒ ∫ e 2x
cos3 x dx = ( 2cos3x + 3sin 3x )
13
real part
e2 x
( 3sin 2 x − 2cos 2 x ) +const.+constant
13
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02234020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

(b) (i) x2 + 4 y 2 = 1
dy [1 mark]
2x + 8 y = 0 (1 mark )
dx
differentiating x 2
differentiating 4 y 2
3
dy
8y = −2 x (1 mark ) [1 mark]
dx
dy − x
= (1 mark )
dx 4 y [1 mark]

(ii) dy
−4 y + 4 x
d2y dx
=
dx 2 16 y 2
dy
−y + x
correct formula = dx [1 mark]
4 y2
x2
−y − 4
4y [1 mark]
correct substitution = 2
4y
−4 y 2 − x 2
= [1 mark]
16 y 3
−1
simplification = [1 mark]
16 y 3
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02234020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

(c) u = 1 + x2
du = 2 xdx [1 mark]

Differentiating
When
= x 0,
= u 1
When=x 1,
= u 2 [1 mark]

1  ( u − 1) 
1 2
x3
∫ dx = ∫   du
0 (1 + x )2 4
1
2  u4 
7
2 2
1  1 1  1
substituting = ∫  3 − 4  du = ∫ ( u −3 − u −4 ) du [1 mark]
2 1u u  21
1  −1 −2 1 −3  2 [1 mark]
= u + u 
2  2 3 1
1  −1 1 1 1  [2 marks]
integration = + + −
2  8 24 2 3 
1 [1 mark]
evaluation =
24

(d) (i) ∂f
= 6x − y [1 mark]
∂x 2
∂f [1 mark]
=− x − 6 y
∂y

(ii)
∂2 f ∂2 f [1 mark]
2
+ 2 = 0
Show that ∂x ∂y 2
6−6 =0 [1 mark]

TOTAL 25

Specific Objectives: 2.4, 2.7, 2.8, 3.6, 3.7

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02234020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

3. (a) (i) 1 A B
⇒ = + [1 mark]
(1 − 2r )(1 + 2r ) 1 − 2r 1 + 2r
[1 mark] 5
⇒ 1= A (1 + 2r ) + B (1 − 2r )
⇒ 0 = 2 A − 2 B and A + B = 1 [1 mark]
1 1
=A =and B [2 marks]
2 2

(ii) n
1 n
1 1 1  [1 mark]
=s ∑ (1 − 2=
r −1 r )(1 + 2r )
∑ 2  1 − 2r + 1 + 2r 
r −1

1 1 1 1 1 1 1 1 1 1 1 1 
=  − +  +  − +  +  − +  + ... +  − + 
2 1 3 2 3 5 2 5 7  2  1 − 2n 1 + 2n 
[3 marks]
Any three brackets, 1 mark each 5
1 1  [1 mark]
=  −1 + 
2 1 + 2n 

(iii) 1 [2 marks]
As n → ∞, →0
1 + 2n
3
1
Hence S∞ = − [1 mark]
2

(b) (i) S = 1(8) + 2(20) + 3(32) + …

[1 mark]
In each term, 1st factor is in the natural sequence
and the second factor differs by 12 2
⇒ the rthterm is r (12r − 4) [1 mark]
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02234020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

(ii) n
S n =∑ r (12r − 4 ) for n =1
r −1
1
S1 = ∑ r (12r − 4 ) =1× 8 =8
r −1

and 2 (1) [ 2(1) + 2] = 2 × 4 = 8

2

hence,
= S n 2n 2 ( 2n + 2 ) [1 mark]

is true for n = 1 [1 mark]

Assume S n = 2n 2 ( 2n + 2 ) for ∈ n = k ∈ 
[1 mark]
that is,
= S k 2k 2 ( 2k + 2 )
k +1
[1 mark] 10
Then,S k +1= ∑ (12r − 4=)
r −1
S k ( k + 1)(12k + 8 )

= 2k 2 ( 2k + 2 ) + ( k + 1)(12k + 8 ) [1 mark]

= 4k 2 ( k + 1) + 4 ( k + 1)( 3k + 2 ) [1 mark]

= 4 ( k + 1) +  k 2 + 3k + 2  [1 mark]

⇒ S k +1= 4 ( k + 1) ( k + 1) + ( k + 2 ) 
=4 ( k + 1) ( k + 2 )
2
[1 mark]

= 2 ( k + 1) × 2 ( k + 1) + 1
2

= 2 ( k + 1) ×  2 ( k + 1) + 2 
2
[1 mark]

⇒ true for n = k + 1 whenever it is assumed

true for n = k ,
⇒ true for all n ∈ N
S n 2n 2 ( 2n + 2 ) n ∈ N
⇒= [1 mark]

TOTAL 25
Specific Objectives: 2.2, 2.4, 2.5, 2.6, 3.1
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02234020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

4. (a) (i) 1 1 1 1
s = + 4 + → + 10 + ...
3 3 3 3
1 1
3 = 37
4

1 1 [1 mark]
3
3 34
1
Let = 3
3 [1 mark]
∴S is geometric with common ratio
[1 mark]
1 1
r = 3 or
3 27

(ii)
1 1
3n

1 −   
3   3  
Sn 3 [1 mark]
1
1−  
3
1 1  4
1 − 3n 
3 3 
=  [1 mark]
1
1−
27
1 27  1  [1 mark]
= × 1 − 3n 
3 26  3 
9  1  9  1 
= 1 − 3n  or 1 − n  [1 mark]
26  3  26  27 
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02234020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

(b) f ( x) = sin 2 x
⇒ f '( x) =2 cos 2 x [1 mark]

⇒ f "( x) =−4sin 2 x [1 mark]

⇒ f '"( x) =−8cos 2 x [1 mark]

⇒ f iv ( x) =
16sin 2 x [1 mark]
7
So, f (0) = 0, f '(0) = 2, f "(0) = 0, f '''(0) = −8, f (0) = 0
iv [1 mark]

Hence, by Maclaurin’s Theorem,

8 x 3 32 x 5
sin 2 x =2 x − + + ... [1 mark]
3i 5i
4 4 [1 mark]
=2 x − x3 + x 5
3 15

(c) (i)
 1+ x 
 
 1− x 
(1 + x )
=
1
2
(1 − x )
−1
2 [1 mark]
7
 1 1 1  1 3 5 
=1 + x − x 2 + x3 ...  1 + x − x 2 + x3 ...  [3 marks]
 2 8 16  2 8 16 
1 1
=1 + x + x 2 + x3 [2 marks]
2 2

for − 1 < x < 1 [1 mark]

(ii)
1.04 104 1
52
= = 4 [1 mark]
0.96 96 3
52 4 1 + x [1 mark]
=
3 1− x 4
Where x = 0.04
52  1 1 3
=4 1 + 0.04 + ( 0.04 ) + ( 0.04 ) 
2
⇒ [1 mark]
3  2 2 
= 4.163 (3 d.p.) [1 mark]

TOTAL 25

Specific Objectives: 2.2, 2.3, 2.7, 3.2

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02234020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

5. (a) (i) 2 fair coins and 1 fair die are tossed at the same time.
The number of outcomes for the coins are HH, HT, TH, TT
so we have 4 outcomes and the number of outcomes for the
die is 6.

Therefore, there are 4 × 6 = 4 outcomes. 3

Number of outcomes on the die [1 mark]

Number of outcomes on the 2 coins [1 mark]

Computation of all possible outcomes [1 mark]

(ii) There are 2 outcomes with 1 head. Therefore, we have

2× 6 =
12 outcomes with exactly 1 head.

The probability of obtaining exactly 1 head is given by

12
= 0.5 . 2
24

Recognition that this can be obtained 2 possible ways

(HT, TH) with any of the 6 possibilities on the die
[1 mark]

Computation of probability based on the space

[1 mark]
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02234020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

(iii) The number of outcomes with at least 1 head is 3 and

the number of even numbers is 3.

Therefore there are 3 × 3 =9 outcomes with at least one

head and an even number.

The probability of obtaining at least 1 head and an

9
even number is given by = 0.375
24
4
Recognition that there are 3 cases with at least 1
head. [1 mark]

Recognition of number of outcomes on the die

[1 mark]

Calculation of the number of possibilities

[1 mark]

Calculation of probability [1 mark]

(b) (i) The probability that it is non-fiction, borrowed by a

5 1
boy is given by =
100 20
2
Recognition that the cell intersecting non-fiction and
boy is 5 [1 mark]

Total possible outcomes = 100 [1 mark]

(ii) The probability that it is fiction, borrowed by a

30 3
female is given by =
100 10

Recognition that the cells women and girl intersecting 3

fiction total 30 [1 mark]

Total possible outcomes = 100 [1 mark]

Correct computation [1 mark]

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02234020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

(iii) The probability that it was borrowed by a man(𝑀𝑀), given

that it is fiction(𝐹𝐹) is given by

P ( M ∩ F ) 17100 17
P ( M=
/ F) = =
P(F ) 61 61
100
3
Recognition that it is conditional probability
[1 mark]
Correct formula used [1 mark]

Correct answer [1 mark]

(c) (i) Let T, S and F represent respectively the customers

purchasing tools, seeds and fertilizer.

One mark for each circle correct [3 marks]

3
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02234020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

(ii)a) 39
P (T ∪ S ) =
'

100 2
Numerator (19 + 20 = 39) [1 mark]
39
Correct answer [1 mark]
100

b) 𝑃𝑃(𝑆𝑆) =
40
(from candidate’s diagram)
100

56
𝑃𝑃(𝐹𝐹) = (from candidate’s diagram)
100

30
𝑃𝑃(𝑆𝑆 ∩ 𝐹𝐹) = (from candidate’s diagram)
100

28
𝑃𝑃(𝑆𝑆) × 𝑃𝑃(𝐹𝐹) =
125 3
Since 𝑃𝑃(𝑆𝑆 ∩ 𝐹𝐹) ≠ 𝑃𝑃(𝑆𝑆) × 𝑃𝑃(𝐹𝐹) then S and F are not independent
[1 mark]
30
𝑃𝑃(𝑆𝑆 ∩ 𝐹𝐹) =
100

[1 mark]
28
𝑃𝑃(𝑆𝑆) × 𝑃𝑃(𝐹𝐹) =
125

Conclusion (not independent or dependent) [1 mark]

TOTAL 25
Specific Objectives: 1.4, 1.5, 1.6, 1.7, 1.9, 1.12,
1.13
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02234020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

6. (a) (i)  2 1 −1

 
Given A =  0 4 3 
 −1 6 0 
 
4 3 0 3 0 4
=A 2 −1 + (−1) [3 marks] 5
6 0 −1 0 −1 6

2( 18) − 1(3) − (4) =

A =− −43 [1 mark]

Determinant of the A [1 mark]

(ii)
 −18 −3 4 
 
Cofactor of A = −6 −1 −13 
 7 −6 8 
 

 −18 −6 7 
  5
Adjoint of A = −3 −1 −6 
 
 4 −13 8 

 −18 −6 7 
1  
A−1 =
−  −3 −1 −6 
43  
 4 −13 8 

One mark for each correct row [3 marks]

Transposing the matrix of cofactors [1 mark]

Multiplying the reciprocal of the determinant
by the Adjoint matrix [1 mark]
 - 18 -
02234020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

(b) 1
e ∫ t +10 = e 2ln(t +10)=
dt
( t + 10 )
2

y ( t + 10 ) = 3∫ ( t + 10 )
2 2

( t + 10 )
3

= 3 +c
3
( t + 10 ) + c
3
=
( t + 10 ) + c
3

y=
( t + 10 )
2

c
=t + 10 +
( t + 10 )
2

7
1
Integrating 𝑡𝑡+10
correctly [1 mark]

Integrating factor ([1 mark]

Multiplying the DE by the IF [1 mark]

Integrating [1 mark]

Dividing by IF [1 mark]

Isolating y [1 mark]

Expressing the answer in the correct form [1 mark]

 - 19 -
02234020/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 02
KEY AND MARK SCHEME

Question Solutions Total

(c) m 2 − 3m − 4 =0
( m − 4 )( m + 1) =
0
m = 4; m = −1
yc Ae 4 x + Be − x
=
y p = Cx 2 + Dx + E
' p 2Cx + D
y=
y " p = 2C
Sub into DE
2C − 3 ( 2Cx + D ) − 4 ( Cx 2 + Dx + E ) =
8x2
2C − 6Cx − 3D − 4Cx 2 − 4 Dx − 4 E = 8x2
Equating coefficients
−4C =⇒ 8 C= −2
−6C − 4 D = 0
−6(−2) − 4 D = 0 ⇒ D = 3
2C − 3D − 4 E = 0 8
13
2(−2) − 3(3) − 4 E = 0 ⇒ E = −
4
13
∴=y Ae 4 x + Be − x − 2 x 2 + 3 x −
4

Auxiliary equation
[1 mark]

Complementary function [1 mark]

Particular integral [1 mark]

Derivative [1 mark]

Values of C, D, E [3 marks]

General solution [1 mark]

TOTAL 25

Specific Objectives: 2.3, 2.4, 3.1, 3.2

 TEST CODE 02234032
SPECIMEN 2022
CARIBBEAN E XAM I NAT I O N S COUNCIL

CARIBBEAN ADVANCED PROFICIENCY EXAMINATION®

PURE MATHEMATICS

UNIT 2

COMPLEX NUMBERS, ANALYSIS AND MATRICES

SPECIMEN PAPER

PAPER 032

2 hours
READ THE FOLLOWING INSTRUCTIONS CAREFULLY.

1. This examination paper consists of THREE questions.

2. Answer ALL questions.

3. Write your answers in the spaces provided in this booklet.

4. Do NOT write in the margins.

5. Unless otherwise stated in the question, any numerical answer that is not exact MUST
be written correct to three significant figures.

6. If you need to rewrite any answer and there is not enough space to do so on the
original page, you must use the extra page(s) provided at the back of this booklet.
Remember to draw a line through your original answer.

7. If you use the extra page(s) you MUST write the question number clearly in the
box provided at the top of the extra page(s) and, where relevant, include the
question part beside the answer.

*The questions on this paper may be based on Specific Objectives taken from ANY Module
in the Unit.

Examination Materials Permitted

Mathematical formulae and tables (provided) – Revised 2022

Mathematical instruments
Silent, non-programmable electronic calculator

DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.

Copyright © 2021 Caribbean Examinations Council
All rights reserved.
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SECTION A

Module 1

1. The diagram below shows an electrical circuit consisting of a resistor (R), an inductor (L) and a
capacitor (C).

(a) The impedance, Z, of the circuit may be represented by the equation Z =+

R i X L − XC .

With the aid of a suitable diagram, express the impedance in polar form where
−π < arg Z ≤ π .

[7 marks]
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(b) Sugar is poured into a cylindrical tower. As the sugar is poured it forms a right circular
cone. The base radius is increasing at the rate of 3m/s, while the perpendicular height of
the cone is increasing at a rate of 1.2m/s.

1
[Volume of a right circular cone, V= πr2h]
3

(i) Write an expression for the rate of change of the volume with respect to

a) the radius

[2 marks]

b) the height

[1 mark]

(ii) Given that r = 2.4m and h = 4.8m, determine the rate at which the volume, V, is
changing.

dV ∂V dr ∂V dh
=
Hint: . + .
dt ∂r dt ∂h dt

[3 marks]

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π
(c) curve y x sin x for 0 ≤ x ≤
The diagram below, not drawn to scale, shows the= .
2

y = x sin x

1.5

0.5

-0.5

π
2
(i) Determine the exact value of
∫ x sin x dx .
0

[3 marks]

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π
2
(ii) Using the trapezium rule, with 2 intervals, estimate the value of
your answer correct to 2 decimal places.
∫ x sin x dx , giving
0

[2 marks]

(iii) With the aid of a geometrical representation, explain why the trapezium rule gives
an overestimate of the value found in (c) (i).

[2 marks]

Total 20 marks

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SECTION B

Module 2

2. (a) In a certain country, a construction company agrees to pay its construction workers a
starting salary of $2000 per month in the first year of employment. Workers will then be
entitled to a yearly increase of 5% of the current years’ monthly salary.

(i) How many years will it take Mr Jack to receive a salary of $2555 per month?

[3 marks]

(ii) What will be the TOTAL salary paid to a person for the first three years of working
with the company.

[4 marks]

(iii) No increases in salaries are given after 10 years working with the company.
Calculate the monthly salary of a person who has been with the company for more
than 10 years.

[2 marks]

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(b) (i) A function is given by the formula f(x) = 1 − 2x for all positive values of x. Generate
the expansion of (1 − 2x)5 giving each term in its simplest form.

[3 marks]

(ii) If x is small enough so that x2 and higher powers of x can be ignored, show that
(1 + x)(1 − 2 x)5 ≈ 1 − 9 x .

[2 marks]

(c) (i) Show that the function f(x) = x3 + x − 3 has a root between x = 0 and x = 4.

[2 marks]

(ii) Use the method of interval bisection to estimate the value of the root correct to
1 decimal place.

[4 marks]

Total 20 marks
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SECTION C

Module 3

3. (a) At a fruit store, Mary paid $30 for 2 kg of apples, 1 kg of cherries and 4 kg of plums. Gerry
paid $38 for 1 kg of apples, 2 kg of cherries and 1 kg of plums. Lester paid $42 for 1 kg
of apples, 1 kg of cherries and 2 kg of plums.

(i) Write this information as a matrix equation in the form AX = B.

[3 marks]

(ii) Using the row reduction method, calculate the cost per kilogram of each of the
three fruits.

[5 marks]

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(b) A committee of 8 persons is to be seated at a round table.

(i) In how many ways can this be done

a) without restrictions

[1 mark]

b) if the chairman and the secretary must sit next to each other.

[2 marks]

(ii) Calculate the probability that the chairman and the secretary are NOT seated next
to each other.

[2 marks]

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(c) (i) The amount of salt, y kg, that dissolves in a tank of water after a time t minutes
satisfies the first order differential equation dy + 2 y (t + 10) =
3 . Using a suitable
dt
integrating factor, show that the general solution of this differential equation
c
is y =t + 10 + where c is an arbitrary constant.
(t + 10) 2

[5 marks]

(ii) Initially the amount of salt put into the tank is 5kg. How much salt will be dissolved
after 15 minutes?

[2 marks]

Total 20 marks

END OF TEST

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Question No.

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Question No.

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Question No.

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 02234032/KMS 2022/SPEC

C A R I B B E A N E X A M I N A T I O N S C O U N C I L

CARIBBEAN ADVANCED PROFICIENCY EXAMINATIONS®

PURE MATHEMATICS

UNIT 2 — Paper 032

KEY AND MARK SCHEME

MAY/JUNE 2022

SPECIMEN PAPER
 - 2 -
02234032/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 032
KEY AND MARK SCHEME

Question Solutions Total

(a) The impedance is: Z =+
R i X L − XC
1.

z = R2 + X L − X C
2
[1 mark]

= 242 + 66 − 48
2 [1 mark]

= 576 + 324 [1 mark]

= 30
[1 mark]
−1 18 
arg Z = tan  
 24 
[1 mark]
= 0.643 radians
7
The polar form of the impedance,
=Z 30 ( cos 0.643 + i sin 0.643) [1 mark]

[1 mark]

(b) (i) ∂V 2π rh [2 marks]

=
∂r 3
3
∂V π r 2 [1 mark]
=
∂r 3
 - 3 -
02234032/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 032
KEY AND MARK SCHEME

Question Solutions Total

(ii) =
Given that r 2.4
= m, h 4.8m,

dr dh [1 mark]
=
then, ms −1 and
3= 1.2ms −1
dt dt

dV ∂V dr ∂V dh
= . + . 3
dt ∂r dt ∂h dt
dV 2π ( 2.4 )( 4.8 ) π ( 2.4 )
2
[1 mark]
= ×3+ × ( −1.2 )
dt 3 3
= 23.04π − 23.04π
= 46.08π m3 s −1 [1 mark]

(c) (i) du
=Let v x= sin x
dx
[1 mark]
dv
=1 u = − cos x
dx

π π
2 π 2
3
[ − x cos x ]02 + ∫ cos x dx
∫ x sin x dx = [1 mark]
0 0
π
= [sin x ]02
π 
= sin   − sin 0
2
[1 mark]
=1

(ii) π π
x 0
4 2
y 0 0.5554 1.5708

 1  π  [1 mark] 2
A    ( 0 + 1.5708 ) + 2 ( 0.5554 ) 
=
 2  4 
= 1.05306
[1 mark]
= 1.05(2 d . p )
 - 4 -
02234032/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 032
KEY AND MARK SCHEME

Question Solutions Total

(iii)

2
[1 mark]

Since the trapezia lies above the curve, the trapezium

rule is an over-estimate of the true value.
[1 mark]

TOTAL 20

Specific Objectives: Module 1, 1.6; 1.7; 1.8, 1.12, 2.8,

3.1, 3.2, 3.7, 3.11
 - 5 -
02234032/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 032
KEY AND MARK SCHEME

Question Solutions Total

2. (a) (i) tn = ta r n −1

formula for the nth term of a sequence

=tn 2550
= ta 2000
= r 1.05
[1 mark]
2555 = 2000 (1.05 )
n −1

correct substitution into formula

3
2555
= 1.05n −1
2000
log1.2775 [1 mark]
= n −1
log1.05

Correct application of logarithms n = 6.01 years

[1 mark]

(ii) Since salaries are paid month, it will be necessary to

calculate the sum per year, and then add.

Year 1: 12 × 2000 = 24000 [1 mark]

Year 2: 12 × 2100 = 25200 [1 mark]
4
Year 3: 12 × 2205 = 26460 [1 mark]

Total salary for 3 years = $75660 [1 mark]

addition of their values

(iii)
t10 = 2000 (1.05 )
9

substitution into formula = 3102.66 [1 mark] 2

Monthly salary after 10 years will be $3102.66 [1 mark]

(b) (i)
(1 − 2x )
5
Generate the expansion of giving each term in its
simplest form.

1 + 5 ( −2 x ) + 5 C2 ( −2 x ) + 5 C3 ( −2 x ) + 5 C4 ( −2 x ) + 5 C5 ( −2 x )
2 3 4 5

3
Expansion with 4 to 6 terms correct [2 marks]
[3 terms correct, 1 mark]

1 − 10 x + 40 x 2 − 80 x3 + 80 x 4 − 32 x5
= [1 mark]

simplifying terms
 - 6 -
02234032/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 032
KEY AND MARK SCHEME

Question Solutions Total

(ii)
(1 + x )(1 − 2 x )
5

=1 − 10 x + 40 x 2 + ... + x − 10 x 2 + ... [1 mark]

Multiplying the brackets

2
=1 − 10 x + x + ... [1 mark]

Choosing only correct terms

≈ 1 − 9x

(c) (i) f ( 0) =
−3 f ( 4) =
65 [1 mark]

the two signs are different, [1 mark] 2

therefore the functions cross the
x-axis between 0 and

(ii) [1 mark]
mid-point of [0,4] is 𝑥𝑥 = 2
𝑓𝑓(2) = 7
root lies between 𝑥𝑥 = 0 𝑎𝑎𝑎𝑎𝑎𝑎 𝑥𝑥 = 2 [1 mark]

midpoint of [0,2] is 𝑥𝑥 = 1
𝑓𝑓(1) = −1
roots lie between 𝑥𝑥 = 1 𝑎𝑎𝑎𝑎𝑎𝑎 𝑥𝑥 = 2

midpoint of [1,2] is 𝑥𝑥 = 1.5

𝑓𝑓(1.5) = 1.83 4
root lies between 𝑥𝑥 = 1 𝑎𝑎𝑎𝑎𝑎𝑎 𝑥𝑥 = 1.5

midpoint of [1, 1.5] is 1.25

𝑓𝑓(1.25) = 1.32
root lies between 𝑥𝑥 = 1 𝑎𝑎𝑎𝑎𝑎𝑎 𝑥𝑥 = 1.25
[1 mark]

midpoint of [1, 1.25] is 1.125

𝑓𝑓(1.125) = 1.141
root can be approximated 𝑥𝑥 = 1 [1 mark]

20
TOTAL

Specific Objectives: Module 2, 2.2, 3.2, 4.1, 4.2

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02234032/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 032
KEY AND MARK SCHEME

Question Solutions Total

3. (a) (i)  2 1 1   x   30 
    
 1 2 1   y  =  38 
 1 1 2   z   42 
    

x is the cost of 1 kg apples [1 mark] 3

y is the cost of 1 kg cherries
z is the cost of 1 kg plums

variables defined
matrix A correct [1 mark]
matrix B correct [1 mark]

(ii) Form an augmented matrix and use the method of row

reduction to reduce the Augmented matrix to echelon form.

 2 1 1 30 
 
 1 2 1 38 
 1 1 2 42 
 

Augmented matrix [1 mark]

 2 1 1 30 
 
 0 3 1 46 
 0 1 3 54 
  1

2R2—R1

2R3—R1

 2 1 1 30 
 
 0 3 1 46 
 0 0 8 116 
 

2R3—R3
 - 8 -
02234032/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 032
KEY AND MARK SCHEME

Question Solutions Total

Row reduction to echelon form [2 marks]

8 z = 116
116
=z = 14.50
8
3y + z =46
3=
y 46 − z
46 − 14.5
y=
3
4
= 10.50
2x + y + z = 30
2 x = 30 − y − z
30 − 10.5 − 14.50
x=
2
= 2.50
=x $2.50;
= y $10.50;
= z $14.50

at least 2 variables correct [2 marks]

(b) (i) In how many ways can the committee be seated

a. With no restrictions
3
7! = 5040 [1 mark]

b. The chairman and the secretary must sit together.

6! × 2 = 1440 [2 marks]
 - 9 -
02234032/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 032
KEY AND MARK SCHEME

Question Solutions Total

(ii) Probability that the chairman and the secretary are NOT
seated together

6! x 2
1−
7!
OR

1440
1− =1 − 0.286
5040 2
2 5
=1 − =
7 7

Probability [1 mark]

= 0.714

Subtraction from 1 [1 mark]

(c) (i) Integrating Factor =

⌠

2
dt [1 mark]
e⌡ t +10
[1 mark]
= e 2ln ( t +10)
( t 10 ) =
3∫ ( t + 10 ) dt
2 2
=+

( t + 10 )
3

= 3 +c [2 marks]
3 5

( t + 10 ) + c
3
=
( t + 10 ) + c
3

y= [1 mark]
( t + 10 )
2

c
=t + 10 +
( t + 10 )
2
 - 10 -
02234032/KMS 2022/SPEC

PURE MATHEMATICS
UNIT 2 — Paper 032
KEY AND MARK SCHEME

Question Solutions Total

(ii) At
= t 0,= y 5kg ,
c
5 10 +
=
( 0 + 10 )
2

c
−5 =
100 2
−500 = c [1 mark]
500
y 25 −
=
625
y 25 − 0.8
=
[1 mark]
= 24.2kg

TOTAL 20

Specific Objectives: Module 3, 1.1, 1.2, 1.11, 2.5,

2.6, 2.9, 3.1
CARIBBEAN EXAMINATIONS COUNCIL

CARIBBEAN ADVANCED PROFICIENCY EXAMINATION®

PURE MATHEMATICS

APPLIED MATHEMATICS
(Including Statistical Analysis)

INTEGRATED MATHEMATICS

Statistical Tables

and

List of Formulae

Revised April 2022

DO NOT REMOVE FROM THE EXAMINATION ROOM

Table 1: The Normal Distribution Function

 If Z is a random variable, normally distributed with zero mean and unit variance, then 𝜙𝜙 (z) is the
probability that Z ≤ 𝑧𝑧. That is, 𝜙𝜙(z) = P(Z ≤ z).

The function tabulated below is 𝜙𝜙(z), and is shown diagrammatically as

Standard Normal Distribution (area to the left of 𝜶𝜶)

+1
The Distribution Function, 𝝓𝝓(z)
1 2 3 4 5 6 7 8 9
Z 0 1 2 3 4 5 6 7 8 9
ADD
0.0 0.5000 0.5040 0.5080 0.5120 0.5160 0.5199 0.5239 0.5279 0.5319 0.5359 4 8 12 16 20 24 28 32 36
0.1 0.5398 0.5438 0.5478 0.5517 0.5557 0.5596 0.5636 0.5675 0.5714 0.5753 4 8 12 16 20 24 28 32 36
0.2 0.5793 0.5832 0.5871 0.5910 0.5948 0.5987 0.6026 0.6064 0.6103 0.6141 4 8 12 15 19 23 27 31 35
0.3 0.6179 0.6217 0.6255 0.6293 0.6331 0.6368 0.6406 0.6443 0.6480 0.6517 4 7 11 15 19 22 26 30 34
0.4 0.6554 0.6591 0.6628 0.6664 0.6700 0.6736 0.6772 0.6808 0.6844 0.6879 4 7 11 14 18 22 25 29 32

0.5 0.6915 0.6590 0.6985 0.7019 0.7054 0.7088 0.7123 0.7157 0.7190 0.7224 3 7 10 14 17 20 24 27 31
0.6 0.7257 0.7291 0.7324 0.7357 0.7389 0.7422 0.7454 0.7486 0.7517 0.7549 3 7 10 13 16 19 23 26 29
0.7 0.7580 0.7611 0.7642 0.7673 0.7704 0.7734 0.7764 0.7794 0.7823 0.7852 3 6 9 12 15 18 21 24 27
0.8 0 7881 0.7910 0.7939 0.7967 0.7995 0.8023 0.8051 0.8078 0.8106 0.8133 3 5 8 11 14 16 19 22 25
0.9 0.8159 0.8186 0.8212 0.8238 0.8264 0.8289 0.8315 0.8340 0.8365 0.8389 3 5 8 10 13 15 18 20 23

1.0 0.8413 0.8438 0.8461 0.8485 0.8508 0.8531 0.8554 0.8577 0.8599 0.8621 2 5 7 9 12 14 16 19 21
1.1 0.8643 0.8665 0.8686 0.8708 0.8729 0.8749 0.8770 0.8790 0.8810 0.8830 2 4 6 8 10 12 14 16 18
1.2 0.8849 0.8869 0.8888 0.8907 0.8925 0.8944 0.8962 0.8980 0.8997 0.9015 2 4 6 7 9 11 13 15 17
1.3 0.9032 0.9049 0.9066 0.9082 0.9099 0.9115 0.9131 0.9147 0.9162 0.9177 2 3 5 6 8 10 11 13 14
1.4 0.9192 0.9207 0.9222 0.9236 0.9251 0.9265 0.9279 0.9292 0.9306 0.9319 1 3 4 6 7 8 10 11 13

1.5 0.9332 0.9345 0.9357 0.9370 0.9382 0.9394 0.9046 0.9148 0.9429 0.9441 1 2 4 1 2 4 8 10 11
1.6 0.9452 0.9463 0.9474 0.9484 0.9495 0.9505 0.9515 0.9525 0.9535 0.9545 1 2 3 1 2 3 7 8 9
1.7 0.9554 0.9564 0.9573 0.9582 0.9591 0.9599 0.9608 0.9616 0.9625 0.9633 1 2 3 1 2 3 6 7 8
1.8 0.9641 0.9649 0.9656 0.9664 0.9671 0.9678 0.9686 0.9693 0.9699 0.9706 1 1 2 1 1 2 5 6 6
1.9 0.9713 0.9719 0.9726 0.9732 0.9738 0.9744 0.9750 0.9756 0.9760 0.9767 1 1 2 1 1 2 4 5 5

2.0 0.9772 0.9778 0.9783 0.9788 0.9793 0.9798 0.9803 0.9808 0.9812 0.9817 0 1 1 0 1 1 3 4 4
2.1 0.9821 0.9826 0.9830 0.9834 0.9838 0.9842 0.9846 0.9850 0.9854 0.9857 0 1 1 0 1 1 3 3 4
2.2 0.9861 0.9864 0.9868 0.9871 0.9875 0.9878 0.9881 0.9884 0.9887 0.9890 0 1 1 0 1 1 2 3 3
2.3 0.9893 0.9896 0.9898 0.9901 0.9904 0.9906 0.9909 0.9911 0.9913 0.9916 0 1 1 0 1 1 2 2 2
2.4 0.9918 0.9920 0.9922 0.9924 0.9927 0.9929 0.9931 0.9932 0.9934 0.9936 0 0 1 0 0 1 1 2 2

2.5 0.9938 0.9940 0.9941 0.9943 0.9945 0.9946 0.9948 0.9949 0.9951 0.9952 0 0 0 1 1 1 1 1 1
2.6 0.9953 0.9955 0.9956 0.9957 0.9958 0.9960 0.9961 0.9962 0.9963 0.9964 0 0 0 0 1 1 1 1 1
2.7 0.9965 0.9966 0.9967 0.9968 0.9969 0.9970 0.9971 0.9972 0.9973 0.9974 0 0 0 0 0 1 1 1 1
2.8 0.9974 0.9975 0.9976 0.9977 0.9977 0.9978 0.9979 0.9979 0.9980 0.9981 0 0 0 0 0 0 0 1 1
2.9 0.9981 0.9982 0.9982 0.9983 0.9984 0.9984 0.9985 0.9985 0.9986 0.9986 0 0 0 0 0 0 0 0 0

1
Table 2: t-Distribution

If T has a t-distribution with v degrees of freedom then, for each pair of values of p and v, the table
gives the value of t such that P(T ≤ t) = P

Critical Values for the t-distribution

p 0.75 0.90 0.95 0.975 0.99 0.995 0.9975 0.999 0.9995

V= 1 1.000 3.078 6.314 12.71 31.82 63.66 127.3 318.3 636.6

2 0.816 1.886 2.920 4.303 6.965 9.925 14.09 22.33 31.60
3 0.765 1.638 2.353 3.182 4.541 5.841 7.453 10.21 12.92
4 0.741 1.533 2.132 2.776 3.747 4.604 5.598 7.173 8.610

5 0.727 1.476 2.015 2.571 3.365 4.032 4.773 5.893 6.869

6 0.718 1.440 1.943 2.447 3.143 3.707 4.317 5.208 5.959
7 0.711 1.415 1.895 2.365 2.998 3.499 4.029 4.785 5.408
8 0.706 1.397 1.860 2.306 2.896 3.355 3.833 4.501 5.041
9 0.703 1.383 1.833 2.262 2.821 3.250 3.690 4.297 4.781

10 0.700 1.372 1.812 2.228 2.764 3.169 3.581 4.144 4.587

11 0.697 1.363 1.796 2.201 2.718 3.106 4.317 5.208 5.959
12 0.695 1.356 1.782 2.179 2.681 3.055 4.029 4.785 5.408
13 0.694 1.350 1.771 2.160 2.650 3.012 3.833 4.501 5.041
14 0.692 1.345 1.761 2.145 2.624 2.977 3.690 4.297 4.781

15 0.691 1.341 1.753 2.131 2.602 2.947 3.286 3.733 4.073

16 0.690 1.337 1.746 2.120 2.583 2.921 3.252 3.686 4.015
17 0.689 1.333 1.740 2.110 2.567 2.898 3.222 3.646 3.965
18 0.688 1.330 1.734 2.101 2.552 2.878 3.197 3.610 3.922
19 0.688 1.328 1.729 2.093 2.539 2.861 3.174 3.579 3.883

20 0.687 1.325 1.725 2.086 2.528 2.845 3.153 3.552 3.850

21 0.686 1.323 1.721 2.080 2.518 2.831 3.135 3.527 3.819
22 0.686 1.321 1.717 2.074 2.508 2.819 3.119 3.505 3.792
23 0.685 1.319 1.714 2.069 2.500 2.807 3.104 3.485 3.768
24 0.685 1.318 1.711 2.064 2.492 2.797 3.091 3.467 3.745

25 0.684 1.316 1.708 2.060 2.485 2.787 3.078 3.450 3.725

26 0.684 1.315 1.706 2.056 2.479 2.779 3.067 3.435 3.707
27 0.684 1.314 1.703 2.052 2.473 2.771 3.057 3.421 3.690
28 0.683 1.313 1.701 2.048 2.467 2.763 3.047 3.408 3.674
29 0.683 1.311 1.699 2.045 2.462 2.756 3.038 3.396 3.659

30 0.683 1.310 1.697 2.042 2.457 2.750 3.030 3.385 3.646

40 0.681 1.303 1.684 2.021 2.423 2.704 2.971 3.307 3.551
60 0.679 1.296 1.671 2.000 2.390 2.660 2.915 3.232 3.460
120 0.677 1.289 1.658 1.980 2.358 2.617 2.860 3.160 3.373
∞ 0.674 1.282 1.645 1.960 2.326 2.576 2.807 3.090 3.291

2
 Table 3: Percentage Points of the 𝒙𝒙² Distribution

If X is a random variable, distributed as X² with 𝑣𝑣 degrees of freedom then p is the probability that
𝑋𝑋 ≤ 𝜒𝜒𝑣𝑣2 (p), where the values of the percentage points 𝜒𝜒𝑣𝑣2 (p), are tabulated in the table below. p is
shown diagrammatically (when 𝑣𝑣 ≥ 3) as

Critical Values for the 𝑋𝑋 2- distribution

P .01 .025 .050 .900 .950 .975 . 990 .995 .999

v= 1 0.0001571 0.0009821 0.003932 2.706 3.841 5.024 6.635 7.879 10.83

2 0.02010 0.05064 0.1026 4.605 5.991 7.378 9.210 10.60 13.82
3 0.1148 0.2158 0.3518 6.251 7.815 9.348 11.34 12.84 16.27
4 0.2971 0.4844 0.7107 7 779 9.488 11.14 13.28 14 86 18.47

5 0.5543 0.8312 1.145 9.236 11.07 12.83 15.09 16.75 20.52

6 0.8721 1.237 1.635 10.64 12.59 14.45 16.81 18.55 22.46
7 1.239 1.690 2.167 12.02 14.07 16.01 18.48 20.28 24.32
8 1.646 2.180 2.733 13.36 15.51 17.53 20.09 21.95 26.12
9 2.088 2.700 3.325 14.68 16.92 19.02 21.67 23.59 27.88

10 2.558 3.247 3.940 15.99 18.31 20.48 23.21 25.19 29.59

11 3.053 3.816 4.575 17.28 19.68 21.92 24.72 26.76 31.26
12 3.571 4.404 5.226 18.55 21.03 23.34 26.22 28.30 32.91
13 4.107 5.009 5.892 19.81 22.36 24.74 27.69 29.82 34.53
14 4.660 5.629 6.571 21.06 23.68 26.12 29.14 31.32 36.12

15 5.229 6.262 7.261 22.31 25.00 27.49 30.58 32.80 37.70

16 5.812 6.908 7.962 23.54 26.30 28.85 32.00 34.27 39.25
17 6.408 7.564 8.672 24.77 27.59 30.19 33.41 35.72 40.79
18 7.015 8.231 9.390 25.99 28.87 31.53 34.81 37.16 42.31
19 7.633 8.907 10.12 27.20 30.14 32.85 36.19 38.58 43.82

20 8.260 9.591 10.85 28 41 31.41 34.17 37.57 40.00 45.31

21 8.897 10.28 11.59 29.62 32.67 35.48 38.93 41.40 46.80
22 9.542 10.98 12.34 30.81 33.92 36.78 40.29 42.80 48.27
23 10.20 11.69 13.09 32.01 35.17 38.08 41.64 44.18 49.73
24 10.86 12.40 13.85 33.20 36.42 39.36 42.98 45.56 51.18

25 11.52 13.12 14.61 34.38 37.65 40.65 44.31 46.93 52.62

30 14.95 16.79 18.49 40.26 43.77 46.98 50.89 53.67 59.70
40 22.16 24.43 26.51 51.81 55.76 59.34 63.69 66.77 73.40
50 29.71 32.36 34.76 63.17 67.50 71.42 76.15 79.49 86.66
60 37.48 40.48 43.19 74.40 79.08 83.30 88.38 91.95 99.61

70 45.44 48.76 51.74 85.53 90.53 95.02 104.4 104.2 112.3

80 53.54 57.15 60.39 96.58 101.9 106.6 112.3 116.3 124.8
90 61.76 65.65 69.13 107.6 113.1 118.1 124.1 128.3 137.2
100 70.06 74.22 77.93 118.5 124.3 129.6 135.8 140.2 149.4

3
 Table 4: Random Sampling Numbers

18 11 36 26 88 81 11 33 64 08 23 32 00 73 04

57 33 88 37 26 10 79 91 36 03 07 52 55 84 61

72 02 11 44 25 45 92 12 82 94 35 35 91 65 78

89 83 98 71 74 22 05 29 17 37 45 65 35 54 44

44 88 03 81 30 61 00 63 42 46 22 89 41 54 47

68 60 92 99 60 97 53 55 34 01 43 40 77 90 19

87 63 49 22 47 21 76 13 39 25 89 91 38 25 19

44 33 11 36 72 21 40 90 76 95 10 14 86 03 17

60 30 10 46 44 34 19 56 00 83 20 53 53 65 29

03 47 55 23 26 90 02 12 02 62 51 52 70 68 13

09 24 34 42 00 68 72 10 71 37 30 72 97 57 56

09 29 82 76 50 97 95 53 50 18 40 89 40 83 29

52 23 08 25 21 22 53 26 15 87 93 73 25 95 70

43 78 19 88 85 56 67 56 67 16 68 26 95 99 64

45 69 72 62 11 12 18 25 00 92 26 82 64 3
0

21 72 97 04 52 62 09 54 35 17 22 73 35 72 53

65 95 48 55 12 46 89 95 61 31 77 14 24 14 41

51 69 76 00 20 92 58 21 24 33 74 08 66 90 61

89 56 83 39 58 22 09 01 14 04 14 97 56 92 97

72 63 40 03 07 02 62 20 11 50 11 98 23 80 99

4
FORMULAE

PURE MATHEMATICS

For the quadratic equation: ax2 + bx + c = 0

2
−b ± b − 4ac
x=
2a
For an arithmetic series:

n
un = a + ( n − 1) d , Sn = {2a + ( n − 1) d }
2
For a geometric series:

un = a r n − 1

a (r n − 1) a (1 − r n ) a
Sn = , r > 1, Sn = , r < 1, S∞ = , | r | <1
r −1 1− r 1− r
Binomial expansion:

n n
(a + b)n = a n +   a n −1b +   a n − 2 b 2 +, ... + b n , where n is a positive integer.
1  2

n n n!
  = Cr =
r  r! ( r − 1) !

n(n − 1) 2 n(n − 1)...(n − r + 1) r

(1 + x) n = 1 + nx + x + ... + x + ... where n is a real number and | x |<|
1× 2 1 × 2 × ... r

Summations:

n
1 n
1 n
1 2
∑r =
r =1 2
n ( n + 1). ∑r 2 =
r =1 6
n( n + 1) (2n + 1). ∑r 3
r =1
=
4
n ( n + 1) 2

Complex numbers:

zn = (cos x + i sin x) n = cos nx + i sin nx, where n is an integer and x is real

eix = cos x + i sin x where x is real

[r (cos x + i sin x)]n = rn(cos nx + i sin nx)

5
Maclaurin’s series:

x2 xr
ex = 1 + x + + ... + + ... for all real x
2! r!

x2 x3 xr
In (1 + x ) = x − + − ... + ( −1) r +1 + . ( −1 < x ≤ 1)
2 3 r!

x2 x3 xr
ln (1 − x) = − x − − − ... − − ... ( − 1 ≤ x < 1)
2 3 r!

x3 x5 x7 x 2r + 1
sin x = x − + − ... + ( −1) r + ... for all real x
3! 5! 7! (2r + 1)!

x2 x4 x6 r x
2r
cos x = 1 − + − ... + (−1) +. for all real x
2! 4! 6! (2r )!

x x2 xr r
f ( x) = f (0) + f ' (0) + f "(0) + ... + f (0) + ...
1! 2! r!

Taylor’s series:

( x − a) ( x − a) ( x − a)
3 r
( x − a)2
f (x) = f (a) + f ' (a) + f " (a) + f ′′′ ( a ) + + f r (a) + ...
1! 2! 3! r!

b 1
The trapezium rule ∫ a ydx = 2 h{( y0 + yn ) + 2( y1 + y2 + .. + yn − 1)},
b−a
h = , where n is the number of intervals (strips)
n
f(xn )
The Newton-Raphson iteration xn + 1 = xn −
f ' (xn )

TRIGONOMETRY

a b c
Sine Rule: = =
sin A sin B sin C

Cosine rule a2 = b2 + c2 – 2bc cos A

Arc length of a circle: s = rθ, (θ measured in radians)

6
 1 1 1
Area of a sector of a circle: Area = ab sin C = bc sin A = ca sin B
2 2 2

a 2t 1 − t2
If tan = t , then sin α = and cos α =
2 1 + t2 1 + t2
Trigonometric Identities:

𝑐𝑐𝑐𝑐𝑐𝑐 2 𝛼𝛼 + 𝑠𝑠𝑠𝑠𝑠𝑠2 𝛼𝛼 ≡ 1, 1 + 𝑡𝑡𝑡𝑡𝑡𝑡2 𝑎𝑎 = 𝑠𝑠𝑠𝑠𝑠𝑠 2 𝑎𝑎, 1 + 𝑐𝑐𝑐𝑐𝑐𝑐 2 𝑎𝑎 = 𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐 2 𝑎𝑎

sin (α ± β ) ≡ sin α cos β ± cos α sin β

cos (α ± β ) ≡ cos α cos β m sin α sin β

tan α ± tan β 1
tan (α ± β ) ≡ α ± β ≠ ( k + )π
1 m tan α tan β 2

𝑐𝑐𝑐𝑐𝑐𝑐 2𝛼𝛼 = 𝑐𝑐𝑐𝑐𝑐𝑐 2 𝛼𝛼 − 𝑠𝑠𝑠𝑠𝑠𝑠2 𝛼𝛼 = 2 𝑐𝑐𝑐𝑐𝑐𝑐 2 𝛼𝛼 − 1 = 1 − 2 𝑠𝑠𝑠𝑠𝑠𝑠2 𝛼𝛼

𝑠𝑠𝑠𝑠𝑠𝑠 2𝛼𝛼 = 2 𝑠𝑠𝑠𝑠𝑠𝑠 𝛼𝛼 𝑐𝑐𝑐𝑐𝑐𝑐 𝛼𝛼

α +β α −β
sin α + sin β ≡ 2 sin cos
2 2

α + β α − β
sin α − sin β ≡ 2 cos sin
2 2

α + β α − β
cos α + cos β ≡ 2 cos cos
2 2

α + β β −α α+ β α − β
cos α − cos β ≡ 2 sin sin or − 2 sin sin
2 2 2 2

STATISTICS

Frequency distributions
∑ 𝑓𝑓𝑓𝑓
𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀 𝑥𝑥 = ∑ 𝑓𝑓

∑ 𝑓𝑓𝑥𝑥 2 ∑ 𝑓𝑓𝑓𝑓 2 ∑ 𝑓𝑓(𝑥𝑥 − 𝑥𝑥 )2 (𝑥𝑥𝑖𝑖 −𝑥𝑥̄ )2

𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆 𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷 𝜎𝜎 = � ∑ 𝑓𝑓
− �∑ � = � ∑ 𝑓𝑓
= ∑𝑛𝑛𝑖𝑖=1
𝑓𝑓 𝑛𝑛

𝑛𝑛+1 𝑡𝑡ℎ
Median Q2 = � � 𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣
2

7
Grouped data
∑ 𝑓𝑓𝑓𝑓
Mean (𝑥𝑥̅ ) = ∑ 𝑓𝑓
where 𝑥𝑥 =midpoint of each class, f is the frequency of each class.
𝑁𝑁
−𝑓𝑓0
Median = 𝑙𝑙 + � 2 � 𝑤𝑤 where,
𝑓𝑓1

𝑙𝑙= lower limit of the median class

N = total frequency

f0 = frequency of class preceding the median class

f1 = frequency of median class

w = width of median class

𝑓𝑓1− 𝑓𝑓2
Mode = 𝑙𝑙 + ( )𝑤𝑤
2𝑓𝑓1 − 𝑓𝑓0 – 𝑓𝑓2

Where ,

l = lower limit of the modal class

f1 = frequency of the modal class

f0 = frequency of the class preceding the modal class

f2 = frequency of the class succeeding the modal class

w = width of the modal class

Measures of spread or dispersion

Standard deviation for the population

2
∑ 𝑓𝑓𝑥𝑥 2 − (∑ 𝑓𝑓𝑓𝑓)
s.d = � 𝑛𝑛
𝑛𝑛

where x = midpoint of each class

f = the frequency of each class

n = population size.

𝑛𝑛 ∑𝑛𝑛𝑖𝑖=1(𝑥𝑥𝑖𝑖 − 𝑥𝑥̄ )2
unbiased estimator of the variance of 𝑋𝑋 is 𝜎𝜎� 2 =
𝑛𝑛 − 1 𝑛𝑛

8
Product Moment Correlation Coefficient, r

𝑛𝑛 ∑𝑛𝑛 𝑛𝑛 𝑛𝑛
𝑖𝑖=1 𝑥𝑥𝑖𝑖 𝑦𝑦𝑖𝑖 −∑𝑖𝑖=1 𝑥𝑥𝑖𝑖 ∑𝑖𝑖=1 𝑦𝑦𝑖𝑖
𝑟𝑟 = 2 2
��𝑛𝑛 ∑𝑛𝑛 2 𝑛𝑛 𝑛𝑛 2 𝑛𝑛
𝑖𝑖=1 𝑥𝑥𝑖𝑖 −�∑𝑖𝑖=1 𝑥𝑥𝑖𝑖 � ��𝑛𝑛 ∑𝑖𝑖=1 𝑦𝑦𝑖𝑖 −�∑𝑖𝑖=1 𝑦𝑦𝑖𝑖 � �

𝑆𝑆𝑥𝑥𝑖𝑖 𝑦𝑦𝑖𝑖
Covariance Formula = 𝑆𝑆 where 𝑆𝑆𝑥𝑥𝑖𝑖𝑦𝑦𝑖𝑖 is the co-variance of 𝑥𝑥 and 𝑦𝑦,
𝑥𝑥𝑖𝑖 𝑆𝑆𝑦𝑦𝑖𝑖

𝑆𝑆𝑥𝑥𝑖𝑖 𝑆𝑆𝑦𝑦𝑖𝑖 is the product of the standard deviation of 𝑥𝑥 and 𝑦𝑦 respectively

Regression line y on x

y = a + bx passing through (𝑥𝑥, 𝑦𝑦) where

∑x ∑y
x = and y =
n n
𝑛𝑛 ∑ 𝑥𝑥𝑥𝑥 − ∑ 𝑥𝑥 ∑ 𝑦𝑦
𝑏𝑏 =
𝑛𝑛 ∑ 𝑥𝑥 2 − (∑ 𝑥𝑥)2

𝑆𝑆𝑥𝑥𝑥𝑥
𝑏𝑏 = ,where𝑆𝑆𝑥𝑥𝑥𝑥 is the variance of 𝑥𝑥.
𝑆𝑆𝑥𝑥𝑥𝑥
𝑎𝑎 = 𝑦𝑦� − 𝑏𝑏𝑥𝑥̅
MECHANICS

Uniformly accelerated motion

1 1
v = u + at,  s= (u + v)t, s = ut + at 2 , v 2 = u 2 + 2as
2 2
Motion of a projectile

Equation of trajectory is:

gx 2
y = x tan θ −
2V 2 cos 2 θ

gx 2
= x tan θ − (1 + tan2 θ)
2V 2

2V sin θ
Time of flight =
g

9
 V 2 sin 2 θ
Greatest height =
2g

V 2 sin 2θ V2 π
Horizontal range = , maximum
= range = for θ
g g 4

Lami's Theorem

F1 F2 F3
= = , where F1 , F2 , F3 are forces acting on a particle
sin α sin β sin γ
and α , β , γ are the angles vertically opposite F1 , F2 , F3 , respectively

10
Caribbean Examinations Council
Prince Road, Pine Plantation Road,
St Michael BB11091
Tel: (246) 227 1700
Email: [email protected]
 CARIBBEAN EXAMINATIONS COUNCIL

REPORT ON CANDIDATES’ WORK IN THE

CARIBBEAN ADVANCED PROFICIENCY EXAMINATION

MAY/JUNE 2005

PURE MATHEMATICS

Copyright © 2005 Caribbean Examinations Council

St Michael Barbados
All rights reserved
 PURE MATHEMATICS

CARIBBEAN ADVANCED PROFICIENCY EXAMINATION

MAY/JUNE 2005

INTRODUCTION

This is the seventh year that Mathematics Unit 1 was examined on open syllabus and
the sixth year for Unit 2. The revised syllabus for each Unit was examined for the
first time. Just over two thousand, five hundred candidates registered for Unit 1 and
nine hundred registered for Unit 2.

Each Unit comprised three papers, Paper 01, Paper 02, and Paper 03. Papers 01 and
Paper 02 were assessed externally and Paper 03 was assessed internally by the
teachers and moderated by CXC.

Paper 01 in each Unit consisted of 15 compulsory, short-response questions. There

were five questions in each of three sections, Section A, B and C corresponding to
Modules 1, 2 and 3 respectively. The maximum number of marks for each question
ranged from six to ten. In each Unit, candidates could earn a maximum of 120 marks
for this paper representing 40 per cent of the assessment for the respective Unit.

Paper 02 in each Unit consisted of six compulsory extended response questions.

There were two questions in each Section/Module. Each question was worth 20
marks. Candidates could obtain a maximum of 120 marks on Paper 02, representing
40 per cent of the assessment for the Unit. For each paper, marks were awarded for
Reasoning, Method and Accuracy.

Paper 03 was compulsory. It was assessed internally by the teacher and moderated
by CXC. For each Unit, candidates wrote three tests which assessed individually or
collectively the three Sections/Modules. At least one test must exclusively assess
mathematical modeling. This paper represented 20 per cent of the assessment for the
Unit. This is the third year that Paper 03/2 was written by private candidates for Unit
1 and the second year for Unit 2.

GENERAL COMMENTS

UNIT 1

The performance of candidates continues to show improvement over pervious years.

This is particularly encouraging this year since a revised syllabus was being
examined for the first time. Questions on topics involving Curve-Sketching,
Coordinate Geometry of the straight line and crcle, the Factor Theorem, Mensuration
of Conic Sections, and Basic Differential and Integral Calculus were well done.
Occasionally, amidst this broad coverage, there were pockets of weakness within
these topics, this suggested that more practice is needed, at the level of preparation of
candidates for the examination(s), to strengthen performance. As observed last year,
general algebraic manipulation also requires further attention in order to eliminate
faulty follow-through in problem solving.
A few topics continue to present challenges to candidates. These are Inequalities,
Indices, Limits and Continuity/Discontinuity, and aspects of the Integral Calculus.
Such topics should be targetted at the school level for special treatment. It was also
observed that substitution in all forms was not treated very well.

The results showed some excellent performances in both papers and were generally
very encouraging.

DETAILED COMMENTS

UNIT 1
PAPER 01
SECTION A
(Module 1: Basic Algebra and Functions)

Question 1

Specific Objective(s): (d) 4, 6; (c) 1, 3, 4.

The question sought to examine the candidates’ ability to relate to its equation certain
characteristics of the given graph of f(x) such as its intercepts with the axes. The
Remainder/Factor theorem was also relevant to the complete solution.

(a) Many candidates substituted x = 0 and x = 2, obtaining expressions in terms

of k and h. These candidates did not use the graph as required and failed to
deduce the value of k as the y-intercept.

The mathematical use of words including STATE should be made clear to

candidates in their tutorials. This would serve to make candidates aware of
the requirements that such specific words may infer.

(b) Some candidates followed through with the correct value of k from Part (a)
and easily found the value of h.

(c) Having obtained the correct value for k, and the correct value for h,
candidates proceeded to use the remainder / factor theorem to factorize the
expression completely. No instance was observed where candidates
deduced that f(2) resulted in coincident roots, thus allowing for determining
the third factor by simple inspection.

Answer(s): (a) f(0) = 12, f(2) = 0

(b) h = -1, k= 12

(c) f (x) = (x-2) (x+3)

Question 2

Specific Objective(s): (a) 1, 3, 4, 5, 6, 8; (b) 1, 2

This question tested basic properties of two real numbers, both of which are negative,
or one negative and one positive, and of the modulus function. Inequalities with
quadratic expressions were also involved.

(a) A significant number of candidates failed to apply correctly the concept of a

modulus function. Some of them separated the inequality to read
x - 3 < 2

and proceeded to square both sides. Having obtained a quartic equation,

they could not make a suitable substitution for x and hence find the
correct solution set. Some candidates used the positive value for x only and
gave the incorrect range of values of x. Other candidates, who used both
positive and negative values for x, gave the solution set over both ranges of
values of x, and did not use the fact that x < 0 was given condition.

(b) Many candidates used suitable real numbers to represent k, x and y. Very few
used a purely algebraic approach.

Answer(s): (a) -3 < x < 0

Question 3

Specific Objective(s): (c) 1; (e) 1, 2.

Surds and small powers of the variable x, its reciprocal  and (x + ) were the
focus of this question.

(a) It was most surprising to see a significant number of candidates who found it
difficult to rationalize denominators in surd form. This question should not
be beyond the mathematical skills of candidates at this level. Few obtained
the maximum mark.

(b) (i) The expansion of  proved difficult for some candidates. Errors were
made in obtaining the correct expansion x 2 + 2 + .

(ii) Several attempts at simplification of  some of which involved the

term containing 3  failed. Few candidates were able to obtain
the maximum for this question.

Answer(s): (b) (ii) x3 +  = -2

Question 4

Specific Objectives: (f) 1, 7(i), 8, 10

The theme of this question was simultaneous equations in two unknowns, one
equation linear and one quadratic.

Except for minor errors in simplification the overall performance was very good. It
was not uncommon, however, to see candidates stating that (2y – 3)2 = 4y2 + 9.

Answer(s): x = 1, y = 2 and x = -5/2, y = ¼

Question 5

Specific Objectives: (d) 1, 6; (f) 1

This question tested the basic properties of injectiveness, substitution and solution of
equations in a single unknown.

(a) Candidates showed a satisfactory understanding of the concept of a one-to-one

function.

(b) In spite of this topic being covered at CSEC level, many candidates found it
difficult to obtain the correct expression for f [f (x)].

Answer(s): (b) x=2

SECTION B
(Module 2: Plane Geometry)
Question 6

Specific Objective(s): (a) 1, 2, 3, 4, 7(ii), 8

This question tested some of the basic properties of perpendicular lines, as well as the
coordinates of a point which divides a line segment in a given ratio.

(a) This part was generally well done. Some candidates seemed unaware of the
perpendicularity relationship between gradients. Some did not use the mid-
point correctly.

(b) This part was generally not well done. Some candidates used an incorrect
formula (p =  instead of . Others used an alternative solution p = b + ¼
 or p = a + ¾ .

A few candidates observed that p was the mid-point of MP and used the
formula (p = ½ (m + b).

Common error: 
Answer(s): (a) (i) M -1) (ii) gradient = - 4/5 (iii) equation:
4y = 5x – 9
(b) Cord. of P: ()

Question 7

Specific Objective(s): (b) 18, 20, 21

This question examined the minimum value of a trigonometric function by

converting it to the form R cos  Most candidates attempted this question, but very
few obtained the maximum marks.

A common source of error was the incorrect expansion of R cos ( leading to

= -35.3° (0.615c) instead of c
. A few candidates wrote down the minimum
value of f ( as , instead of .

Another common error was solving  cos ( -1 instead of solving

0.615 = π. The use of degrees instead of radians was a common feature.
c
Answer(s): (a) f(  as (

(b) minimum f ( 
c
(c)

Question 8

Specific Objective(s): (c) 1, 4, 5

This question dealt with the condition for the existence of complex roots of a
quadratic equation as well as the expression of a complex number in the form x + iy,
i2 = -1.

Most candidates attempted this question.

(a) Most candidates were aware of the discriminant “b2 – 4ac” but some tried to
solve b2 – 4ac > 0. Some solved the inequality k2 < 9 by writing down the
solution -3 < k < 3, but failed to observe that k2 = , for all k, hence < 9
implies  < 3.

A few candidates solved the inequality k < 9 by using the graphical

method. Some candidates wrote down the solution of the quadratic
equation, using the quadratic formula, and then proceeded to solve the
inequality. Again, a few candidates presumed that there were two equal
complex roots and wrote down (x+iy) = x2kx+9.

Most candidates attempted this part and obtained full marks. Some used the
alternative method  = x+yi and cross multiplied to obtained real and imaginary
components. A few candidates did not separate the real imaginary components in
their response.

Answer(s) : (a) -3<k<3

(b)  +

Question 9

Specific Objective(s) : (d) 1, 2, 3, 4, 5, 7, 8

This question dealt with the expression of a vector in the form xi+yj and of a point
as a position vector.

(a) Most candidates attempted this part and scored full marks. Some candidates
used an incorrect i, j notation example  =  = 

They very rarely used the notation ,   inserted of A,B,C.

(b) This part was generally poorly done.

Common Errors:  = A + B
= Ax B
 =C+D=CD

The use of the correct vector notation was generally poor. Many careless
mistakes such as –i -2j + 2i + 5j = -i and 3j and -i -2j + 5j =
i–3j were made.

The following were made alternative method was also used.

= b–a=d–c

d = b - a + c = (2,5) – (1,2) + (0, -4)

= (1, -1) = i -j

Answer(s) : (a) i – 2 j, 2i +5j, -4j

(b) i - j
Question 10

Specific Objective(s): (d) 9, 10; (b) 5, 13, 19

This question dealt with parallel vectors that are expressed in terms of a position in i,
j form.

The very large number of no responses and zeros, attested to the unfarmiliarity of
candidates with this form of question. Many candidates did not know how to
respond. Several candidates formed the trigonometric equation correctly but
thereafter were unable to solve it correctly.

Several candidates were familiar with the dot product.

A significant number of candidates claimed that the vectors were either equation or
perpendicular, that is, a = b or that  - = 0.

Answer(s) : , , 7 4
6 3 6 3

SECTION C
(Module 3: Calculus 1)

Question 11

Specific Objective(s): (a) 1, 2, 3, 4; (b) 5

This question provided a means of differentiating y =  , with respect to x, from

principles, by expressing

 - as  from the given result

+- = h.

(a) Many candidates did not rearrange the terms in the given result to express
 as  and did not benefit from the lead provided. Those candidates
who did, obtain the majority of the credit for this part of the question.

(b) The majority of candidates did not see the connection of this part with part
(a).
Question 12

Specific Objective(s): (a) 8, 9, 10.

This question tested discontinuity of a rational function over the real numbers and the
location of roots in a closed interval. Many candidates showed familiarity with the
topics.

(a) Most candidates knew the condition for discontinuity of the function but a
few did not factorize the quadratic expression x2- 2x-8 correctly.

(b) Very many candidates used the values f(2) and f(3) correctly to set up the
change of sign of f(x) in the interval but did not use the Intermediate Value
Theorem and the continuity of f(x) to the task.

Answer(s) (a) x = 4, x = -2

Question 13

Specific Objective(s): (b) 2, 7, 8, 18, 19, 25

The question tested the candidates’ ability to find the first and second derivatives of a
polynomial function and to relate these derivatives to using the gradient of the curve
and to finding the equation of the normal at a point P on the curve.

(a) Several candidates were successful in answering this part correctly but a few had
difficulty in finding the value of the constant k.

(b) Most candidates who attempted this question obtained the correct answer.

(c) There were several good answers to this part; however, source candidates
lost marks by using the wrong gradient, others, through faulty algebraic
manipulation.

Answer(s)

(a) k = -8
(b)  at x = 1
(c) Equation : 2y = x – 23

Question 14

Specific Objective(s): (b) 14, 15, 16, 17, 18, 19, 20, 21.

The question tested knowledge about stationary points and the nature of such points
of a polynomial function f.

(a) This part was very well done by many candidates. Some difficulties were
 experienced by a few candidates due to faulty algebraic manipulation.

(b) As for part (a) this part was well done but errors were made by a few
candidates in obtaining the second derivative, and some confusion in
distinguishing the maximum and minimum points was evident.

Answer(s)

(a) Stationary points: (3, -21) , (-1, 11)

(b) Minimum at x = 3, maximum at x = -1.

Question 15

Specific Objective(s): (b) 23; (c) 3, 4, 7(i), 8, 10(i).

The question tested the candidates knowledge on areas between a curve and the x-
axis for a
specific range of values of x.

(a) The majority of candidates were successful in obtaining the coordinates of

the points P, Q and R.

(b) There were several very good attempts at this part of the question. The
main stumbling block in obtaining correct answers resulted from
candidates not taking the absolute value of the area O Q R.

Answer(s)

(a) P  (-1, 3), Q  (1, -1), R  (2, 0)

(b) Area =  square units.

UNIT 1
PAPER 02
SECTION A
(Module 1: Basic Algebra and Functions)

Question 1

Specific Objective(s): (c) 1; (d) 4, 6, 9; (e); (f) 6, 7.

The question tested the candidates’ knowledge on graphs of the modulus function,
indicies and surds.

(a) There were many good solutions to this part of the question. Several
candidates obtained full marks for this part.
(b) There were some very good solutions but equally so many attempts failed
because of faulty manipulation of indices.

(c) This part was not well done, but a few candidates did present good solutions
gaining full credit.

Answer(s)

(a) Table Values (x, 1 f(x) 1) : (-1, 3), (0, 0), (1, 1), (3, 3)

(b) k = 3 or 

(c) (i) x = 2 (repeated),

(ii) 

Question 2

Specific Objective(s): (a) 10; (f) 3; (g)

This question tested the principle of mathematical induction, solutions of

simultaneous equations and solutions of inequalities involving rational functions.

(a) This part of the question was not well done. The initial step for n = 1 was as far
as many candidates were able to reach in setting out the induction process.
More practice in proceeding from n = k to n = k+1 appears to be needed.

(b) There were a few very good efforts at this part but in general it was not well
done.

(c) This part of the question proved to be the most manageable for the
candidates although errors in the algebra marred the attainment of correct
answers in some cases.

Answer(s)

(b) (i) = p-2

(ii) solution set = 

(c) 2<x<
 SECTION B
(Module 2: Plane Geometry)

Question 3

Specific Objective(s) : (a) 1, 2, 3, 7, 11, 14, 8.

This question dealt with the geometric of the circle and tested knowledge of the
centre, radius and tangent.

(a) Very well done. The vast majority of the candidates found this part easy.

(b) As for part (a), in view of the connection between the two parts.

(c) Well done, but for a small number candidates who made a few arithmetic
blunders.

(d) Very many good answers were presented. That the tangent at A was
perpendicular to OA was not appreciated by a few candidates.

(e) This part was found to be easy when parts (a) to (d) above were well established.

Answer(s)

(a) a  1, b = -1 (b) (i) O  (1, -1), (ii) radius = 5 units

(d) equation: 4y + 3x = 24

(e) B  (-2, -5).

Question 4

Specific Objective(s): (b) 1, 3, 12, 13, 14, 16, 17; (c) 4, 5, 6; (d) 4, 9, 10, 11 9(i).

The question tested elementary properties of the sector and cone, as well as
trigonometric functions, vectors and basic manipulation of complex numbers.

(a) Candidates found this part easy and obtained full marks for their efforts.

(b) (i) There were many good derivations of this identity.

(ii) The majority of candidates were not able to obtain the condition for the
perpendicularity of a and b in terms of  and so did not see the
relevance of part (b) (i) above. At that point, their efforts as solution fell
apart.

(c) There were several very good solution but there were too many faulty algebra
produced wrong solutions ( e.g. i = -1.
Answer(s)

(a) (i) arc ABC =  cm

(b) =

(c) z = 17 + 6i    18.0

SECTION C
(Module 3: Calculus 1)

Question 5

Specific Objective(s): (a) 3, 4, 6 (ii); (b), 4, 7, 8, 9, 10, 18 19; (c) 4, 7, 10(ii)

This question tested the topics of limits involving the trigonometric function sin kx,
differential equations and volume generated by rotating the area between curves
about the x-axis.

(a) (i) Many candidates showed a lack of knowledge of the concepts of limits.
Instances of
 or were seen as responses.

(ii) The substitution x =  was used to obtain  but candidates were unable to
obtain this limit, having failed at (i).

(iii) This part did not prove any easier than (i) and (ii). The concepts of products
and quotients of limits escaped many candidates.

(b) This question was well done.

(i) There was no difficulty of note in the responses to this question.

(ii) Interestingly many candidates quoted the formula for the volume of solid
generated by rotating a function of x-axis as 2x 
Some candidates calculated the volume as π  and failed to subtract the
volume of the cone which may have been either by simple mensuration or
by integration.

Answer(s):

(i) 

(ii) 

(c) (i) P

(ii) V =  cubic units.

Question 6

Specific Objective(s): (b) 8, 10, 12, 13, 14, 17; (c) 4, 8, 9

This question tested the chain rule for differentiating a function of a function,
stationary points of functions and values for which functions are increasing/
decreasing, and substitution as a means of relating one integral to another.

(a) Some candidates experienced difficulties in parts of this question.

Differentiation of a composite function of x and the multiple angle of
trigonometric functions were instances of such difficulties. The
simplification of the final answer was also badly done in some cases.

(b) (i) This question was well done.

(i) Many candidates stated >0 and gave the solution as x > 5 and x > 1 for y
increasing, and  with x < 5 and x < 1 for y decreasing. A few instances of
a graphical approach were observed.

(c) (i) This question was poorly done. Not surprisingly the weakness in algebra
were evident.

(ii) Candidates found the deduction  beyond their understanding.

Performances were generally poor.

Answer(s)

(a) 10x

(b) (i) x=1, x=5

(i) x > 5 or x < 1

(c) 
 UNIT 1
PAPER 03/B
SECTION A
(Module 1: Basic Algebra and Functions)

Question 1

(a) Specific Objective(s): (c) 1, 6; (f) 5

This part of the question covered completion of the square involving the
determination of given constants.

A few candidates obtained full marks on this part. Others who attempted it lost
marks through faulty algebra.

Answer(s)

(a) h = 2, k=3

(b) Specific Objective(s): (a) 1, 3, 5, 6;

Aspects of inequalities were tested in this part which was well-done. In (ii) some
candidates did not seem to know how to use the condition p+q = 1.

(c) Specific Objective(s): (d) 3, 4, 6.

This part of the question used a quadratic functions to represent a mathematics

model. Most of the small number of candidates sketched the graph of the function
correctly but were unable to determine correct answers to part (ii).

Answer(s)

(i) a) 11 (b) $25 (c) 5

SECTION B
(Module 2: Plane Geometry)

Question 1

(a) Specific Objective(s): (a) 1, 2, 4, 5, 7 (ii), 9

This part of the question covered the coordinate geometry of the straight line,
perpendicular lines and the intersection of straight lines. This part of the question
was well done.

Answer(s)

(a) (i) N (ii) PN =  units

(b) Specific Objective(s): (b) 5, 13, 17, 19

A mathematical model was portrayed by a trigonometric function of the parameter t.

Few candidates used the complete information in the table to obtain the four
equations necessary for the answer and as a consequence there were few correct
solutions.

Answer(s)
P =5 , q = 30

SECTION C
(Module 3: Calculus 1)

Question 3

(a) Specific Objective(s): (a) 3, 5, 7

Limits and continuity were examined in this part of the question.

Candidates showed familiarity with both concepts but poor factorization of the
functions (numerator and/or denominator) led to incorrect solutions. There were a
few good solutions, nevertheless.

Answer(s)

(i) 

(ii) f(x) continuous  

(b) Specific Objective(s): (b) 5(i)

Differentiating from first principles was examined in this part.

There were good attempts at solution of this part, but several candidates did not use
the limit procedure correctly.

Answer(s)

2x + 2

(c) Specific Objective(s): (b) 9; (c) 5, 6 (ii), 8, 11

The topic of mathematical modelling was tested in this part by means of the
differential and internal calculus.

Few candidates obtained the correct differential equation for the model, and of those,
only a small percentage was able to solve the problem completely.
Answer(s)

(i) 

(ii) 4 minutes

GENERAL COMMENTS
UNIT 2

The general caliber of candidates in Unit 2 was of a very high standard with a small
number of candidates recording outstanding performances in this first year of a
revised syllabus. Indeed, there were very encouraging responses to the additional
topics which were examined.

Notwithstanding the semblance of an improved performance, there were a few

candidates who were inadequately prepared for the occasion. The lack of preparation
showed up in the inability to carry out processes previously covered in Unit 1
particularly, but also in CSEC, and if executed successfully, would have led to
greater accomplishment at this level.

Topics such as integration and differentiation in Calculus, simple probability and

counting problems, and approximation to roots of equations, evoked favourable
responses but general weakness continue to manifest themselves in areas such as
mathematical modeling, indices and logarithms, and series. Indeed, substitution also
reared its head as a new area of weakness. Most of these deficiencies can be rectified
by extended practice on the respective themes. Teachers should also ensure that the
preparation of candidates for the examinations is not excessively formula-driven or
too heavily dependent on the use of calculators, but that basic principles and
processes are emphasized.

On the whole the performance of the candidates was very satisfactory.

DETAILED COMMENTS

UNIT 2
PAPER 01
SECTION A
(Module 1: Calculus II)

Question 1

(a) Specific Objective(s): (a) 1

The question tested the ability of candidates to differentiate a function f and its
derivative f’.

(i) Almost all candidates were able to obtain f’ successfully.

 (ii) Most candidates were able to λ f(x) and equate it to f’(x). However many of
them did not equate the coefficients of the constant term, x 1,, x2 to obtain a1,
a2 and a3 in terms of  and a0 . Pool substitution was the cause for
incorrect results.

Answer(s)

a1 =  a 0 a2 =  a3 = 

(b) Specific Objective(s): (b) 1, 5

The question tested differentiation of functions of a function.

This question was done well by most candidates who attempted it.

In (i), many candidates obtained the correct solution and in (ii) most candidates used
the product rule to obtain the correct result.

Answer(s)

(i) 

(ii) 

Question 2

(a) Specific Objective(s): (b) 5; (c) 4, 6

This question, involved the use of logarithms in the topic of change of base.

(i) This part was surprisingly very poorly done.

(ii) Several candidates had difficulty converting from base e to base 10. Many
others did not use the fact that 9 = 3 to obtain a connection between log 9
and log 3.

Answer(s)

(i) log10 

(ii) loge 9 = 

(b) Specific Objective(s): (a) 10

This question examined the use of logarithms in solving equations.

Very many candidates performed well on this question. It was well done.
Answer(s)

X =

Question 3

Specific Objective(s): (b) 5; (c) 4, 6

This question tested the use of substitution in differentiating and integrating

trigonometric functions.

(a) Some candidates did not use the identity tan =  and so failed to apply
the quotient rule effectively in obtaining the desired result. In some cases,
the substitution was not done properly.

(b) Many candidates did not observe the connection between parts (a) and (b)
and hence did not obtain the required result. A very few cleverly used
integration by parts for this part of the question.

In many cases, the constant of integration was omitted.

Answer(s)

(b)  (constant of integration).

Question 4

Specific Objective(s): (b) 5, 6

The question covered the topic of the differentiation of products of trigonometric

functions and the formation of differential equations involving such functions.

(a) This part of the equation was very well done by many candidates although
some did have difficulties applying the product rule. A few other had
problems expressing  in the required form.

(b) Many candidates used alternative forms of  to obtain . The question

was well done.

Question 5

Specific Objective(s): (c) 5, 6, 7

The question tested aspects of the integral calculus including and involving the use of
substitution.

(a) There were many good solutions to this part of the question once the
 substitution
u = x+ 1 or some such was used. There were some problems with the
constants in the solution. Some candidates observed that the question was
of the form  and dealt with it accordingly.

(b) Too many candidates did not use the given substitution properly but
attempted integration by parts instead. In many such cases the integrand in
the variable x was not replaced completely by a new integrand involving u
only. Otherwise, there were some good solutions to this part.

Answer(s)

(a) 3 ln (Constant Of Integration)

(b) - 9 (c. o. i).

SECTION B
(Module 2: Sequences, Series and Approximations)

Question 6

Specific Objective(s): (a) 2

This question examined sequences.

Many candidates attempted this question with approximately half of them scoring
full marks. Some candidates experienced great difficulty with substitution in the
given recurrence relation and this reduced considerably their chances of success.

(a) Candidates who did not observe the condition n had many problems
obtaining definitive answers. Some others made mistakes in the algebraic
manipulation of the equations involved.

(b) Many candidates who got past part (a) were able to complete this part
successfully.

Answer(s)

(a) u1 = 4 or u1 = -1

(b) u3 =  or u3 = 
 Question 7

Specific Objective(s): (b) 4, 7

This question examined the topic on series with particular reference to the A.P.

Many candidates attempted this question but several of them did not know how to
find the nth term an. As a consequence there were not many complete solutions.

(a) This part was not well done. Too many candidates found it difficult to
obtain an.

(b) For those who were able to do part (a), this part was well done.

(c) This part was done very well by those candidates who successfully
answered parts (a) and (b).

Answer(s)

(a) an = 4n-6

(c) (i) -2

(ii) 4

Question 8

Specific Objective(s): (c) 1

This question tested simple properties of equality and sums of binomial coefficients
n
Ck, k >1.

Not many candidates were able to express nCk correctly in terms of factorials. This
suggests that several were only exposed to nCk in the context of a calculator key. As
a consequence, this question its entirety was not done as well as was anticipated.

(a) These basic building blocks for questions on the binomial coefficients
seemed not to be familiar to many candidates.

(b) Unfamiliarity with the coefficients in (a) expressed in general terms made it
difficult for some candidates to do this part successfully.

(c) There were not many good solutions to this part since it depended on the
earlier parts (a) and (b).

Answer(s)
n n
(a) Ck = Ck-1 = 
Question 9

Specific Objective(s): (c) 1, 3

This question tested the binomial expansion of the expression  with a view to
finding the value of the constant a based on a given relationship between specific
terms in the expansion.

There were not many good solutions to such a basic question on the binomial
expansion of this sort. Several candidates did not write down the coefficients of
x and x in the expansion correctly and this spoiled their chances of obtaining
correct answers to the constant a. Some others ignored the value -2 for a as the
fourth root of 16.

Answer(s)

A= +2

Question 10

Specific Objective(s): (d) 1, 2

This question examined the topic of errors.

There were many good solutions to this question. On the whole it was quite well
done.

(a) Most candidates were able to find the upper and lower boundaries
correctly. A few made minor errors in calculation but were able to follow
through quite successfully.

(b) (i) Several candidates were able to find the maximum and minimum areas
correctly, and this led naturally to the correct minimum absolute error of
24.75.

(ii) In finding the maximum percentage error, many candidates got the area of
625 but had some difficulty in finding the error of 25.25.

Answer(s)

(a) 24.5  length < 25.5

(b) (i) Min. abs. error = 24.75

(ii) Max % error =  = 4.04

 SECTION C
(Module 3: Counting, Matrices and Modelling)

Question 11

Specific Objective(s): (a) 1, 2, 3, 4, 5, 6, 7, 8, 9, 10

This question explored basic counting principles and simple probability.

(a) Not many candidates used basic counting principles to solve this problem.
Many tried to used ncr or npr to find a solution.

(b) (i) There were several attempts at this part but few applied straightforward
techniques to arrive at the correct solution.

(ii) This part depended on (a) above, so without the correct solution to (a) and
possibly (b)(i), not many correct answers were achieved.

Answer(s)

(a) 625

(b) (i) 250

(ii) 0.6

Question 12

Specific Objective(s): (a) 4, 5, 6, 7, 10

This question examined the topics of sample spaces and probability.

This question was quite well done. Many candidates were able to gain close to full
marks on this question.

(a) Very well done by many candidates but a few did not write out the full space and
lost some credit as a consequence.

(b) (i) This part was very well done.

(ii) Many candidates obtained full marks for this part.

Answer(s)

(a) .

(b) (i)  (ii) 

Question 13

Specific Objective(s): (b) 1

This question examined the basic properties of product and transpose of matrices.

Candidates found both parts of question easy and many scored full marks. The
question was very well done.

Answer(s)

(a) (i) AB = 

(ii) BTAT = 

(b) (AB) =  = BTAT

Question 14

Specific Objective(s): (b) 1, 3, 4, 5, 6

This question covered the topic of augmented matrix, and echelon form as they apply
to the solution of systems of linear equations.

There were several attempts by candidates but many candidates failed to obtain
complete solutions because of minor errors in arithmetic and algebra. Despite these
blemishes, many good solutions were achieved.

Answer(s)

(a) =

(b) 

(c) x = 1 , y = 0 , z = 2.

Question 15

Specific Objective(s): (c)

The topic examined in this question is mathematical modeling, posed here in the
context of the rate of change of the volume V of a sphere of radius r.
The quality of responses to this question was very poor. Many candidates who
attempted it found it difficult to obtain the differential equation in (a) without which a
solution for r in (b) could not be reached.

Answer(s)

(a)  (k is constant of proportionality)

(b) (included on question paper)

UNIT 2
PAPER 02
SECTION A
(Module 1: Calculus II)

Question 1

Specific Objective(s): (a) 2, 3, 4, 5, 6, 9, 10

This question tested the relationship from the logarithmic and exponential functions,
including their graphical relationship.

(a) This part was generally well done. Common Errors: reflection about the x
or y-axis or the origin. Some who tried to reflect about the line y = x, failed
to draw the asymptote to the y-axis. Some candidates did not understand
reflection about y = x.

Most candidates calculated the value of v but not of p.

(b) This part was very well done. A few candidates used the relationship a log ba
= b to solve the problem.

(c) This part was generally well done.

(i) Misinterpreting e-x as -ex

(ii) Expressing e2x as ex2

(iii) Expressing 3e-x as 

(iv) Using the same letter x in the substitution of e x i.e. x = e x.

(v) Failure to state ln 1=0

Many students obtained full marks.

Answer(s)
(a) (i) Sketch graph

(ii) Reflection of each other about y = x, and inverse function

(iii) v = 33.1 p = -1.00

(b)

(c) x=0 or x = ln 3

Question 2

Specific Objective(s): (b) 3, 4; (c) 1, 3

(a) This part tested the use of the chain rule to find the gradient of and normal
to, a curve given by its parametric equations.

Most candidates attempted this question and were comfortable using the
chain rule
 = 

Common Errors:

(i) 

(ii) Gradient of normal  gradient of tangent = 1.

(b) This part tested the expression and integration of a proper rational function
that was decomposed as partial functions.

This part was generally well done. Many candidates found it very difficult
to calculate dx.. Some evaluated it variously as ln  ,  ln x , 2x kn
. Evaluation of a definite integral was understood by most candidates.
Many mistakes with the algebra were seen.

Answer(s)

(a) (i)  (ii) 

(b) (i) 

(ii) 
 SECTION B
(Module 2: Sequences, Series and Approximations)

Question 3

Specific Objective(s): (b) 1, 10; (c) 1, 2, 3

This question examined the summation of series by the method of differences,

convergences of geometric series and properties of the binomial coefficients.

(a) (i) This part of the question was not well done. Some candidates used
Mathematical Induction to solve this problem. Many did not realize that by
simply writing out the terms for each and summing the desired result would
follow.

(ii) Most candidates did not appreciate that as n , .

(b) Only a few correct solutions to this part were seen. Again, this part was
very poorly done. The main weakness was the inability to solve
inequalities.

(c) Most candidates made the two correct substitutions in this part to obtain the
required results.

Answer(s):

(b) x>4 or -1 < x < 1 or x < -4

(c) (i) Substitution is x = 1

(ii) Substitution is x = -1

Question 4

Specific Objective(s): (e) 1, 3

This question examined the behaviour of a given polynomial function in a specific

interval and the Newton–Raphson method for finding approximations of a root of the
function in the interval.
Several candidates attempted this question with varying degrees of success. Many of
them obtained at least half marks for their efforts.

(a) (i) Most candidates were able to correctly differentiate the given function but
did not recognize a range of values for x was required, in this case,  They
also did not pay attention to the word ‘strictly’ when describing the
behaviour of the function.

(ii) This part was well done but the majority of the candidates lost credit for
 neglecting to mention the I.V.T. and the continuous nature of the function
over the interval.

(iii) Again the continuous nature of the function was ignored.

(b) Candidates were able to improve their scores with this Newton-Raphson
question. The formula and manipulation of variables were well done.

SECTION C
(Module 3: Counting, Matrices and Modelling)

Question 5

Specific Objective(s): (a) 1-7

The question tested some basic tenets of counting principles as well as fundamental
concepts of probability.

The vast majority of candidates attempted this question and many obtained at least 40
per cent of the marks.

(a) (i) This part was well done.

(ii) This part was not so well done. Many candidates had difficulty in obtaining
the correct denominator in calculating the probability in each case.

(b) (i) This part was well done.

(ii) This part presented problems to several candidates.

(iii) Several partial answers were seen. Many candidates obtained correct
answers to parts of this question.

Answer(s)

(a) (i)

(ii) (a)  (b)  (c) 

(b) (i) 2024 (ii)  (iii) 

Question 6

Specific Objective(s): (b) 2; (c)

This question covered determinants and mathematical modelling.

Several candidates attempted this question but there were few completely correct
answers.

(a) Many candidates had difficulty in expanding the determinant to obtain the
cubic equation x 3-7x-6=0. Some who reached that stage did not recognize
that the Factor Theorem would be of assistance in solving for x. Not many
candidates used any form of the Gauss-Jordan method of solution.

(b) Not many candidates relished this modelling question. Several interpreted
the information in a manner which led to an A.P and not a G.P. Among
those candidates who recognized the G.P model some incorrectly used the
common ratio r as 0.04 and not 0.96.

Answer(s)

(a) x = -3, 1 or 2

(b) (i) 1200

(ii) 30000

(iii) 30000

(iv) Maximum number = 30,000

 UNIT 2
PAPER 03
(Module 1: Calculus)

Question 1

Specific Objective(s): (a) 9, 10

This question examined the use of logarithms to investigate a mathematical model in

the form of a straight line of fit data derived from a biological experiment.

There were very few candidates registered for this paper. At least one candidate
performed creditably.

Answer(s)

(a) (ii) (a)  (b) x = log10 x (c) d = log10 b

(b) Table 2: , (1.48, 3.21) , (1.60, 3.40) , (1.70, 3.57)

(c) (i) (a) gradient = 

(b) b = 10,

(c) n = 1.5 , d = 1

(ii) x = 31.6 for y = 1800

SECTION B
(Module 2: Sequences, Series and Approximations)

Question 2

Specific Objective(s): (b) 4, 8

This question geometric series in the context of mathematical modelling.

The few candidates who registered for this paper all attempted this question with
some success.

Answer(s)

(a) (i) Beginning of year 4–A+AR+AR+AR3

Beginning of year 5 –A+AR+AR2+AR3+AR4

(ii) End of year 4 –AR+AR2+AR3+AR4

 End of year 5 –AR+AR2+AR3+AR4+AR5

(b) Beginning of nth year – A+AR+AR2+----+ARn-1

(c) Payout at end of nth year

AR+AR2+AR3+----ARn

= AR (1+R+R2+----Rn-1)

=$, R>1

(d) n = 20, r=5  Amount of payout = $8975

SECTION C
(Module 3: Counting, Matrices and Modelling)

Question 3

Specific Objective(s): (b) 1, 2, 5, 6, 7, 8; (c)

This question covers the topic of matrices in the context of mathematical modelling
of a testing process in a chemical plant.

Attempts at this question were partially successful.

Answer(s)

(a)  , so A is non-singular

(c) A-1 = 

(d) X = A-1 Y = =

 PAPER 03
INTERNAL ASSESSMENT
MODULE TESTS

In general the exercises used in the internal assessment tests were relevant to and
appropriate for the objectives stated in both Units 1 and 2 of the CAPE Mathematical
syllabus. Like in the previous years, most of the questions used in the tests were
taken from past CAPE Mathematics examination papers. Unfortunately, there were
instances where one examination was set to test all three modules. The range of
difficulty also varied significantly. In a number of cases, the tests were very detailed
in content and the time allocated for completion was either too long (some were in
excess of two hours) or too short. There were a few cases where the tests did not
reflect adequately a sufficient coverage of the syllabus and the topic of mathematical
modelling was not formally included.

Most tests were submitted with question papers, solutions and detailed marking
schemes indicating clearly the distribution of the marks; however, there were far too
many samples submitted which did not contain all the components necessary for the
conduct of a complete analysis. In some extreme cases, question papers were not
submitted in accordance with the guidelines in the syllabus and this made the
moderation process far too cumbersome. Strict adherence to the guidelines for
module tests is encouraged in order to enhance the efficiency and accuracy of the
process.

Assessment was generally of a good standard except in a few cases where the
allocations of final marks was difficult to follow. There appeared to be no major
problems with the new topics introduced into the syllabus and tested for the first time
in 2005.
CARIBBEAN EXAMINATIONS COUNCIL

REPORT ON CANDIDATES’ WORK IN THE

CARIBBEAN ADVANCED PROFICIENCY EXAMINATION

MAY/JUNE 2006

PURE MATHEMATICS

Copyright © 2006 Caribbean Examinations Council®

St Michael, Barbados
All rights reserved
 -1-

PURE MATHEMATICS

CARIBBEAN ADVANCED PROFICIENCY EXAMINATION

MAY/JUNE 2006

INTRODUCTION

This is the second year that the current syllabus has been examined. There has been a significant
increase in the number of candidates writing the examinations, approximately 4430 for Unit 1com-
pared to 2405 in 2005 and 1500 compared to 885 for Unit 2. Performances varied across the
spectrum of candidates with an encouraging number obtaining excellent grades, but there
continues to be a large cadre of candidates who seem unprepared for the examination.

GENERAL COMMENTS

UNIT 1

Overall performance in this Unit was satisfactory with a number of candidates excelling in such
topics as the Factor/Remainder Theorem, Coordinate Geometry as contained in the Unit, Basic
Differential and Integral Calculus, and Curve-sketching. However, many candidates continue to
find Indices, Limits, Continuity/Discontinuity and Inequalities challenging. These topics should
be given special attention by teachers if improvements in performance are to be achieved. Gen-
(px∈− 1N) and equations also require attention.
eral algebraic manipulation of simple terms, expressions

DETAILED COMMENTS

UNIT 1
PAPER 01
SECTION A
(Module 1: Basic Algebra and Functions)

Question 1

This question sought to examine, in Part (a), knowledge relating to substitution and the factor/
remainder theorems, and in Part (b), to the use of summation via the Σ notation.

(a) (i), (ii) Candidates continue to demonstrate weaknesses in making substitutions for
values in algebraic expressions. Substituting x = 1 resulted in the expression
14 - (p+1)2 + p . However, beyond this result some candidates failed to
conclude that is a factor of f ( x ) = x 4 - ( p + 1) x 2 + p , for .
 -2-

Many candidates attempted the division

x − 1 x 4 − ( p + 1) x 2 + p

but could not proceed beyond the point of obtaining

x3
x − 1 x 4 − ( p + 1)x 2 + p

x 4 − x3

A few candidates earned full marks in this question, demonstrating that

they fully understood the concepts of substitution and the remainder/factor
theorems.

(b) The majority of candidates who could not show the required result failed to use the fact
that n
∑ 1 = n.
r= 1

n
n
Substitution for ∑ 3r = 3 2 (n + 1) posed little difficulties.
r =1

Answer: (a) (ii) p = 4

Question 2

This question tested the modulus function, sets and simple identities on real numbers:

(a) Generally, this question was poorly done. Many candidates solved the equation
x − 4 = h , using the values of x = 2 and x = 7 , to obtain values of h = 2 and
h = 3 . However, they could not proceed to the largest value of h .

Some candidates attempted to solve

( x − 4) 2 = h 2
and had difficulties in answering the question. Very few candidates gained full marks
on this question.

(b) Expansion of algebraic expressions continues to be an area of weakness, particularly

1
those involving mixed terms such as x, y and y . Those candidates who expanded the
2
 -3-

left-hand side correctly and simplified the result were able to find the correct value of k .

Answers: (a) Largest h = 2

3
(b) k =
4

Question 3
The topics examined in this question were indices, surds and inequalities.
f ( x)
(a) (i), (ii) Rational inequalities that involve solving ≤ (≥)c , generally result in
g ( x)
candidates solving f ( x) ≤ (≥)c[g ( x)] .
Partial solutions do not give the full range of values of x for which the inequality
is true. A few candidates showed a fair understanding of the methods required for
finding the correct solutions. Many candidates used the technique requiring a
table with change of signs for ax + b and x + 1 to obtain the range of values of x for
the solution. No candidate used the technique of the number line and the region of
like signs for greater than or equal to zero (≥ 0 ) or the region of unlike signs for
less than or equal to zero (≤ 0 ) .

(b) It is surprising that many candidates are still finding it difficult to use simple manipulation
of indices to evaluate results. Evidence of failing to express 2 as 21/2 and to simplify
8-1/3 were observed. Many candidates failed to obtain full marks for showing the final
expression 24 ( 2 ).
Answer(s): (a) (i) a = 1, b = -2; (ii) x > 2 or x < −1 .

Question 4

This question focused on functions and their properties.

(a) (i) Several candidates were able to get the correct values for p and q .
Many candidates were able to simply read the values from the graph by using the
boundary values of the domain and the expression for f (x ) .

(ii) The concept of range was not fully understood by many candidates.

(b) (i),(ii),(iii) Candidates continued to show poor understanding of surjective, injective and
bijective functions. Some candidates used the horizontal line test for the injective
function. Others used the vertical line test for the surjective function.
 -4-

Many of the responses were in fact essays explaining when a function is surjective
and/or injective. More mathematical examples should be practised by candidates
to enhance understanding of these concepts as they relate to functions.

Answer(s): (a) (i) p = 2, q = 1 ; (ii) 1 ≤ f (x ) ≤ 2

(b) (i) surjective since 1 ≤ f (x ) ≤ 2 for each − 1 ≤ x ≤ 1
(ii) not injective since f ( −1) = f (1) = 2
(iii) no inverse since since f is not injective

Question 5

This question examined the solution of a system of two simultaneous linear equations with two
unknowns.

(a) Not many candidates used the method of the non-singular matrix to obtain the
condition for a unique solution of a system of equations. Candidates used the idea
of the coefficients of x and y not being equal in order to find the condition for a
unique solution. However, candidates failed to reason that n ∈ R hence lost
marks for this question.

(b), (c) It was not difficult for several candidates to deduce the values of m for
inconsistent and infinitely many solutions, after finding the correct solution to
Part (a). Some incorrect values were given for n .

Answer(s): (a) m ≠ 4 for any n ∈ R

(b) m = 4, n ≠ 2

(c) n =2, m = 4

SECTION B
(Module 2: Plane Geometry)

Question 6

This question tested some of the salient properties of the intersection of perpendicular lines and
the perpendicular distance of a given point from a given line.

(a) Most candidates recognized that the gradient of PQ was 2 and correctly found the
equation of the line PQ. Few candidates found it difficult to determine the required
gradient but using the gradient obtained, they were able to find an equation.
 -5-

(b) Several candidates obtained full marks for this part. Those who followed through
from Part (a) also recognized that by solving the pair of equations simultaneously,
they would find the coordinates of point Q.

(c) Most candidates used the correct formula in finding the exact length of the line
segment PQ. However, the majority, after having found 5 proceeded to
approximate to 3 significant figures.

In general, the question was well answered.

Answer(s): (a) y = 2 x + 3 ; (b) Q = (1, 5); (c) PQ = 5 units

Question 7

The question tested knowledge of the cosine formula.

2π
Many candidates did not know how to find cos . Some seemed unfamiliar with the cosine
3
rule while others did not know the meaning of ‘exact length’. For a topic which has been
examined so often , too many candidates found the question difficult; howver, despite the short-
comings of some candidates, there were a few excellent answers.

Answer(s): (a) AC = 13; (b) AB = 13 2

Question 8

The focus of this question was quadratic equations in trigonometric functions, and trigonometric
identities.

In general, this question was reasonably well-done; however, poor algebraic manipulation
hinderered several candidates’ progress in both parts. Due care is required in writing signs when
a substitution is made. Some candidates did not give the answers in Part (a) in radians while a
few had difficulties in solving a quadratic equation involving a trigonometric function.

π 5π
Answer(s): (a) θ = ,
6 6
 -6-

Question 9

The question examined complex numbers and the roots of quadratic equations as they relate to the
coefficients of the equations.

The overall performance on the question was poor. Again poor algebraic manipulation was evident
and in some instances the roots of the equation were not multiplied to obtain a value for k . In Part
(b), multiplying numerator and denominator of the left hand side by 3+4i did not occur to many
candidates while to some, the rationalisation and equating of real and imaginary parts presented
insurmountable challenges. A few candidates did well on this question.

Answer(s): (a) k = 13 (b) u = 11 , v = 2

Question 10

This question tested properties of vectors including perpendicularity.

The response to this question was satisfactory, nevertheless, several candidates lost credit for
faulty algebraic manipulation. While the basic concepts seem to be understood, errors due to
carelessness spoiled the correctness of answers for many.

Answer(s): x = − 3 , y = 1

SECTION C

Question 11

The question tested basic knowledge of limits and continuity/discontinuity.

Factorization and substitution were the two main areas of weakness in the efforts of the candi-
dates. Most candidates showed familiarity with the concepts but errors in factorization of either
numerator or denominator were the main obstacles towards achieving complete and correct
solutions.

Answer(s): (a) -3 (b) x = ± 3

Question 12

The focus of this question was differentiation and the critical values of a function.
Most candidates attempted this question but not many obtained maximum marks. Several did not
 -7-

seem to be familiar with the term ‘critical’ as it applies to curves. Many errors occurred due to
faulty algebra and weakness in simplifications.

Answer(s): (a) critical value at (4, -1/8), a minimum

(b) f ′ (x) = 4 x sin x 2 cos x 2

Question 13

This question tested knowledge of stationary points of a cubic curve and of methods used to
obtain the equation of a normal to the curve at a given point.

(a) Many candidates obtained full marks on this part of the question but others had
difficulties in separating out the values of x for the stationary points.

(b) There were many good answers to this question but again faulty algebraic manipulation
was problematic in a few cases.

Answer(s): (a) A ≡ (−2, 16), B ≡ ( 2, -16)

1
(b) Equation of the normal is y = x or 12 y = x
12

Question 14

This question focused on area under the curve and the integration of simple functions to obtain
such an area.

Several candidates obtained full marks for this question. A few had difficulty expressing the
3
shaded region in Part (a) as a difference of two integrals while others ignored ∫2 dx in the

calculations in Part (c). A few candidates chose to find the area of the triangle as a means of
calculating the required area in Part (c).

3 16 3 1
Answer(s): (a) ∫ 2 x2 dx − ∫ 2 (2 x −1) dx

(b) A = 2.42 units 2

Question 15

This question focused on a fundamental principle of definite integrals and the use of substitution
towards the evaluation of such integrals.

Not many candidates attempted this question. However, among those who attempted it, a few
 -8-

earned full marks and most of the others at least 4 marks. The main difficulty seemed to be a
misinterpretation of the question which required direct use of

(i) the given result in Part (a) applied to f (x) = x sin x

(ii) the identity sin ( π - x) = sin x

The only integration involved required candidates to find in Part (c).

UNIT 1
PAPER 02
SECTION A
(Module 1: Basic Algebra and Functions)

Question 1

This question tested the candidates’ ability to solve two simultaneous equations in two unknowns,
one being quadratic and one being linear, as well as to demonstrate the relationship between the
sum and product of roots and coefficients of ax 2 + bx + c = 0 .

The question was generally well answered with many

π candidates scoring the maximum 20 marks.
∫ ο cos x dx
(a) In cases where candidates attempted to make y the subject of either formula there
were problems in expanding the brackets after the substitution was made.

 6 − x2 
For example, x − 3  + 1 was incorrectly expanded as
 x 

18 − 3 x 2
x− +1
3x

(b) Many candidates

(i) equated α + β incorrectly

(ii) represented α 2 + β 2 incorrectly

(iii) failed to put the expression x 2 + 2 x − 2 equal to zero as required (that is, a
quadratic equation).
 -9-

9 5
Answer(s): (a) x=− , y=− and x = 2, y = 1
4 12
(b) (i) α + β = −4, αβ = 1
(ii) α 2 + β 2 = 14

(iii) Equation:
x2 + 2x − 2 = 0
Question 2
This question tested the principle of mathematical induction and the use of the sigma (∑ )
notation.

Many candidates performed below average in this question, especially in (b) and (c). Only a very
small percentage of candidates earned the maximum 20 marks.

(a) From the responses it was evident that candidates showed some improvement over
previous years. However, few candidates earned full marks.

Some weaknesses observed were:

- The use of the right hand (RHS) only (instead of both LHS and RHS) to
establish that P(1) is true.

- The inductive step was incorrectly obtained by some candidates who

1
replaced k with k + 1, thus obtaining P(k + 1) = (k + 1)(k + 2)
2
1
instead of P(k + 1) = k (k + 1) + k + 1 .
2

- Incorrect conclusions involving ∀n ∈ Z , ∀n ∈ R

instead of ∀n ∈ Z + , ∀n ∈ N or equivalent.

(b) (i) There were poor responses to this part. Candidates demonstrated a lack of understanding
of the concept tested in this part of the question. Some candidates multiplied the
expression by 2 thereby incorrectly obtaining

1  2n
2 n( n + 1)  for ∑r .
2  r =1

(ii) This part of the question was poorly done by the majority of candidates who failed to
2n 2n n
recognize that ∑ ∑ ∑r
r= r− .
r = n+1 r =1 r =1
 - 10 -

(c) Many candidates failed to see that this part was a continuation from (b) (i) and (ii), so that
very few correct answers were obtained.
2n

For example, ∑ r = 100

r = n +1
was incorrectly interpreted by the weaker candidates as

n + 1 = 100 , that is, n = 99 .

2n

Answer(s): (b) (i) ∑ r = n(2n + 1)

r =1

2n
1
(ii) ∑ r = 2n(3n + 1)
r = n +1

(c) n =8

SECTION B
(Module 2: Plane Geometry)

Question 3

This question dealt with the geometry of the circle and tested the candidates’ ability to find the
centre and radius, given the equation of a circle in the Cartesian form, to obtain parametric
equations from the Cartesian form and to find the points of intersection of a curve with a straight
line.

(i) This part was generally well done, however, some candidates encountered
problems converting the given equation into the form (x – a)2 + (x – b)2 = r2.
Problems arose when candidates had to complete the square. Candidates who
expanded to find ‘f’ and ‘g’ usually forgot to change signs for the coordinates of
the centre. Others factorised incorrectly to find the centre usually by grouping
like terms, for example, x( x + 2) + y( y − 4) = 4 to obtain incorrectly that
radius = 4 and centre = (2,-4).

(ii) This part was poorly done. Candidates generally did not show any understanding
of the concepts involved. A preferred method was substitution of the parametric
equations using sin 2 θ + cos 2 θ = 1 to obtain the original equation given in (i).

(iii) This part of the question was generally well done; however, substitution of
y = 1 − x into x 2 + 2 x + y 2 − 4 y = 4 was the preferred method leading to the
quadratic equation 2 x 2 + 4 x − 7 = 0 from which was obtained the required
solution.

(b) This question was well done. Most candidates, however, did not exhibit a full
understanding of ‘General Solution’ and stopped after finding the principal values
of θ .
  11

Answer(s): (a) (i) Centre (-1, 2); radius = 3 units

π
(b) θ = 2 nπ ± , 2 nπ ± π
3

Question 4

This question covered topics related to trigonometric functions of the form a cos x + b sin x and
complex numbers.

Most candidates showed familiarity with the concepts involved in both parts of this question, how-
ever, in Part (a) the notion of stationary point confused some candidates.
In Part (b), many candidates did not see the connection between (iii), (i) a) and b), and the roots of
quadratic equations.

Some good answers were received:

Answer(s): (a) (i) R= 4.1, α = 14° ;

(ii) x = 104°
6 17
(b) (i) a) 5+ i , b) 18- i , c) - - i
25 25
(ii) Equation: z 2 − (5 + i ) z + (18 − i ) = 0

SECTION C
(Module 3: Calculus 1)

Question 5

This question covered the topics of differentiation from first principles of the function y = sin 2x
and the application of differentiation in obtaining the gradient and equation of a tangent to a given
curve.

This question was generally well done by several candidates. Part (a)(iii) proved to be challeng-
ing for some candidates, particularly those who experienced difficulties in obtaining A and B
correctly in (a) (ii).

k
In Part (b), some candidates had minor difficulties in differentiating y = hx +
2
but apart from
x
those, many candidates found this part easy.
lim sin δx
Answer(s): (a) (i) δx → 0 = 1; (ii) A = 2 x + δx, B = δx
δx

(b) (i) h = 2, k = −1 ; (iii) Equation: 2 y = 12 x − 9

  12

Question 6

The topics tested in this question involved integration by means of the rectangular rule, and
differentiation and integration of rational functions.

(a) (i) Most candidates used the trapezium rule instead of the required rectangular rule.

(ii) Many candidates were unable to show the required equation for the approximate
n −1
1
area S using the given sum ∑ r = 2n(n − 1) . The factorization of the
r =1

expression for S in (a) (i) was clearly not recognized by the candidates.

(b) (i) This part was well done. Students correctly identified that the quotient rule was
needed. There were some instances where candidates rearranged the expression
for f (x ) and used the product rule as an alternative.

(ii) Candidates’ performance on this part of the question was satisfactory. Most
students took notice of the “Hence” part of the question and realized that the
integral of the expression given involved using a scalar multiple of f (x ) .

(c) There were some good results for this question. Some candidates, however, did not
notice that the integration process involved a negative index and proceeded to treat the
index as a positive number. For most candidates, the ‘solving process’ was well done.

6
Answer(s): (b) (ii) = 1.2 ; (c) u = 2 .
5

UNIT 1
PAPER 03/B (ALTERNATE TO INTERNAL ASSESSMENT)
SECTION A
(Module 1: Basic Algebra and Functions)

Question 1

This question focused on the modulus function, indices, quadratic equations and properties of
functions in general.

(a) (i) There were a few good responses to this part among the small number of
candidates, nevertheless, some candidates obtained only one value of x because
one or other of the two possible equations x + 4 = 2 x − 1 , x + 4 = −( 2 x − 1) was
ignored.
  13

(ii) Indices continue to present difficulties to many candidates. Too often candidates
x2 3x
2

incorrectly obtained from the expression .

4 81

(b) Candidates seemed not to understand the basic definition of a function and so had
difficulty in doing Parts (i) and (ii), and in recognising a function as a set of ordered pairs.

Answer(s): (a) (i) x = 5 or x = −1 (ii) x = 4 or x = −2

(b) (i) v maps to both 1, 3 or w is not mapped to any b ∈ B .

(ii) Delete one of the arrows from v to 1 or 3 and map w to any b ∈ B .

(iii) g = {(u,1), (v,1), (x,2) , ( y,4), (w, b), any b ∈ B} or

g = {(u,1), (v,3), (x,2), ( y,4), (w, b), any b ∈ B}

SECTION B
(Module 2: Plane Geometry)

Question 2

This question tested a linear function model of an experiment, trigonometrical identities and
some basic properties of complex numbers.

(a) The initial value d = 0 corresponding to w = 500 in the table in (i) was routinely missed
by the candidates and this adversely affected the outcomes to the entire Part (a). Few
correct answers were received.

(b) Both identities presented difficulties due mainly to faulty algebra, however, there were
one or two correct derivations in both cases.

(c) Candidates showed some familiarity with complex numbers but a few seemed not to
z z = z which connected
2
know how to find arg ( z ) in Part (ii). None used the fact that
Part (i) with Part (iii).

Answer(s): (a) (i)

d (day) 0 25

w (gm) 500 1500

  14

(ii) (a) w = f (d ) = 40d + 500

(b) w = 900

(iii) d = 42

(c) (i) z =1

 1  π
(ii) arg (z ) = tan −1  =
 3 6

(iii) zz = 1

SECTION C
(Module 3: Calculus 1)

Question 3

The topics covered in this question were limits, integration and volume of rotation.

(a) There were some good answers to the limits posed in this part.
3
(b) This part was not well done. The separation of ∫ [ f ( x) + 4] dx
2
did not come readily to
all but a very few of the small number of candidates.

(c) That rotation was around the y-axis was ignored by almost all of the candidates.

Answer(s):

x −2 1
lim lim 1
(a) (i) x → 4 = x →4 x+2 = 4
x −4

lim x−2 lim x−2 lim 1

(ii)
x →4 = x→4 x →4
x2 − 5x + 4 x−4 x −1
1 1
= x
4 3
1
=
12

(b)
3 5 5 3
∫ [ f ( x) + 4] dx + ∫
2 3
f ( x) dx = ∫
2
f ( x) dx + ∫ 4 dx
2

π
(c) (i) (ii) π
2
  15

GENERAL COMMENTS

UNIT 2

In general, the performance of candidates in Unit 2 was of a high standard with a small number of
candidates reaching an outstanding level of proficiency. However, there were some candidates
who were inadequately prepared for the examination.

Topics in Calculus, simple probability, approximation to roots of equations and series seemed
well covered but weaknesses continue to manifest themselves at the level of algebraic manipula-
tion, including substitution, which frustrate the processes required to complete the problem-
solving exercises posed in the questions. As recommended in previous years, extended practice
on respective themes needs to be undertaken in order to eradicate such deficiences and raise the
level of performance in the identified areas of weakness.

The results on the whole were very encouraging.

DETAILED COMMENTS

UNIT 2
PAPER 01
SECTION A
(Module 1: Calculus II)

Question 1

This question examined the use of logarithms in solving equations. The majority of the
candidates performed well on this question.

(a) Candidates performed better in this part of the question than in Part (b).
Despite this, some errors were evident. For instance, (log x)2 was incorrectly
interpreted as log x2 or 2 log x.

(b) Many candidates were aware of the principle/procedure involved, but premature
rounding off of values affected the accuracy of the answer. In some cases,
log 5-log 3 was incorrectly represented as log 5 instead of log (5/3)
log 3

Answer(s): (a) x = 4 or x = 2

(b) x = 3.15
  16

Question 2

This question tested the candidates’ ability to differentiate (using the chain rule or otherwise),
combinations of trigonometric and logarithmic functions as well as to find the derivative of
e f ( x ) and ln f (x ) , where f (x ) is a differentiable function of x .

The question was generally well done by the many candidates who attempted it, with approxi-
mately half of them scoring the maximum mark.

(a) Many candidates omitted the brackets and wrote

e2 x+sin x 2 + cos x or 2 + cos x e2x+sin x
instead of (2 + cos x) e2 x+sin x

(b) The most common errors were:

d
(i) (tan 3 x ) = sec 2 x or sec 2 3 x
dx
d  2x  1
(ii) ( )
ln( x 2 + 4) = ln  2  or 2
dx  x +4 x +4

dy
Answer(s): (a) = e 2 x +sin x (2 + cos x)
dx

dy 2x
(b) = 3 sec 2 3 x + 2
dx x +4

Question 3

This question tested the ability of candidates to use the concept of implicit differentiation to
obtain the gradient of the curve at a point P and to use it to find the equation of the normal at a
point P on the curve.

(a) There were many good solutions to this part of the question. However, some candidates
experienced problems with the implicit differentiation and the product rule. The transposing
of terms in the equation posed a challenge in a few cases as well.

(b) This part of the question was generally very well done. About 95% of the candidates
were able to obtain the correct gradient of the normal from the gradient of the curve in
Part (a), and the subsequent equation.

dy −1
Answer(s): (a) =
dx 2

(b) Equation: y = 2 x + 5 or y − 2 x = 5
 - 17 -

Question 4

This question examined the candidates’ knowledge about applying the chain rule to find the first
and second derivatives of trigonometric functions involving sin 2A and cos 2A.

The response to this question was very good with many candidates earning the maximum mark.

(a) Many candidates differentiated sin 2 A + cos 2 A as composite functions. This was
efficient and full marks were obtained. However, few candidates transformed
sin 2 A + cos 2 A using the trigonometric identities sin 2 A = 2 sin A cos A , and
cos 2 A = 2 cos2 A − 1 = 1 − 2 sin 2 A . This was longwinded and often included errors where
candidates were unable to complete the solution successfully. Some candidates used
the chain rule effectively in this regard.

d2y
(b) Candidates had a good level of success in obtaining using composite functions.
dx 2
Some candidates used other methods which were complex/complicated, without success.
d2y d2y
The proof of + 4 y = 0 was well done using the correct substitution for and y .
dx 2 dx 2

dy
Answer(s): (a) = 2cos 2x − 2 sin 2x
dx
d2y
(b) Since = − 4 sin 2 x − 4 cos 2 x
dx

= − 4y
d2y
∴ 2 + 4y = 0
dx

Question 5

Candidates were required to use given substitutions to integrate functions.

(a) This part of the question was generally well answered with the majority of candidates
earning the maximum of 4 marks for this part. There were some attempts at integration
by parts although the question specifically stated “use the substitution given”.

(b) This part proved to be a bit more problematic, as it involved three substitutions. There
were difficulties in obtaining dx = u du , with some candidates incorrectly obtaining
du
dx = instead.
u

The omission of the constant of integration was not frequently seen. The manipulation of indices,
and transposition continue to be challenging to some candidates.
  18

1 9
Answer(s): (a) sin x + k (constant of integration)
9

1 5 1 3
(b) ( 2 x + 1) 2 − ( 2 x + 1) 2 + k (constant of integration).
10 6

1 1
or ( 2 x + 1)5 − ( 2 x + 1)3 + k (constant of integration).
10 6

SECTION B
(Module 2: Sequences, Series and Approximations)

Question 6

(a) This part of the question tested candidates’ knowledge and ability to manipulate
recurrence relations. Most candidates attempted this question, however, there was a
high percentage of candidates who responded incorrectly. The main source of error
encountered was that candidates substituted values for n and showed by example
that un+2 = −un and un+4 = un . Most candidates showed un+4 = un
by first finding un+3 and substituting (a long method). They generally did not note
the relation
un+4 = −un+2 → un+4 = −(−un ) .
(b) This part of the question required candidates to write specific terms from the recurrence
relations. Most candidates were able to identify correctly the required terms. However, a
common error encountered was the use of u1 as − 3 (disregarding the given data; u1 = 1 ).
Answer(s): (b) u1 = 1 (given), u2 = −3 , u3 = −1 , u4 = 3

Question 7

This question tested knowledge about summing a geometric series to n terms as well as finding
x and d given the sum and product of three consecutive terms, x − d , x and x + d of an
arithmetic series.

Most candidates attempted this question with about ninety percent gaining at least six marks.

(a) Most candidates identified the common ratio and were able to use the sum formula
for a GP.

(b) Many candidates who attempted this part obtained the maximum marks. The
majority summed the terms and found the value of x. They then substituted this
value in the product equation and solved correctly for d . However, a few
candidates ignored the fact that d > 0 and left their answer as d = ±2 .

Answer(s): (b) (i) x = 7, d = 2

 - 19 -

Question 8

The question tested the use of the binomial term n Cr , quadratic equations and inequalities.

Approximately 80% of the candidates attempted this question in which 60% were able to earn full
marks. However, there were some candidates who experienced difficulties in parts of this ques-
tion, for example, with the binomial expansion of x−2
C2 .

Such candidates lacked the basic building block on binomial coefficients which seemed not to be
known by some of the candidates. Some candidates also failed to answer the questions asked in
Part (a) and went straight ahead to solve for x , for example, x− 2
C2 = 5 C2 ⇒ x − 2 = 5 ⇒ x = 7 .

Answer(s): (b) x = 7

Question 9

This question focused on the expansion of the expression (1 + ux )( 2 − x )3 in powers of x up to

the term in x 2 . Candidates were required to find the value of the constant 'u' , based on a given
condition of a specific coefficient in the expansion.

(a) Many candidates were able to expand the expression properly but a significant number of
them did not stop at x 2 ; instead they expanded the expression completely.

(b) Several candidates had elementary problems with signs and as a result, they were unable
to obtain the correct coefficient of x 2 and lost marks. Thus, although they identified the
terms properly, they failed to give the correct answer for u .

Answer(s): (a) 8 + (8u − 12 ) x + ( 6 − 12 u ) x 2 + ...

1
(b) u =
2

Question 10

The question tested the candidates’ knowledge of intersecting graphs and the algebraic equation
represented at the point of intersection. It also covered roots in a specific interval of the real number
line.

Most candidates were able to write down the equation required. The majority of candidates were
able to determine that the function (equation) had values with different signs at the end points of
the interval.
  20

However, a large number of candidates did not point out that the function should be continuous.
Some were insightful enough to say that the function was both continuous and differentiable.

While candidates established the existence of the root within the interval through a difference in
signs of the value of the functions, a large number of them did not use the words ‘intermediate
value theorem’ seemingly unaware that this was the theorem in use.

Generally, this question was well done.

Answer(s): (a) e x = − x or e x + x = 0

SECTION C
(Module 3: Counting, Matrices and Modelling)

Question 11

This question tested the candidates’ skills in using the binomial term n Cr in counting problems.

This question was generally well done by the majority of candidates. A few candidates who were
unable to answer the question, applied the concept of ‘permutation’ rather than ‘combination’ that
was required.

Answer(s): (a) 70 (b) 224 (c) 425

Question 12

The question tested arrangements of objects.

(a) This question was generally well answered. However, some candidates had difficulty in
distinguishing between permutations and combinations.

(b) This part proved to be more difficult than Part (a) as candidates could not determine the
denominator as (7!), in the calculation of the required probability.
3600 5
Answer(s): (a) (i) 3600 (ii) 2400 (b) = = 0.714
7! 7

Question 13

The topics covered related to determinants and methods of their evaluation.

This question was successfully answered by a large majority of the candidates. Two methods
were used by the candidates to answer the question. Of these, the more popular method related to
the use of ‘minors’.
 - 21 -

Question 14

The topics covered in this question were systems of equations, cofactors of a matrix, transpose of
a matrix, matrix multiplication and determinants.
(a) Almost all candidates earned full marks on this part.

(b) (i) Most candidates confused the matrix of cofactors of the matrix A with the determinant of
A.

(ii) Almost all candidates were able to write the transpose of B but too many were unable to
form the matrix product BT A .

(iii) Few candidates, even among those who calculated BT A correctly, were able to deduce the
det A.
 1 1 − 1  x   2 
    
 2 − 1 1  y  =  1 
Answer(s): (a)
3
 0 2  z   1 

− 2 −1 3 − 6 0 0
   
B = − 2 5 3
(b) (i) (ii) B A =  0
T −6 0
 0
 −3 − 3   0
 0 − 6 

(iii) A = − 6

Question 15

The question tested the candidates’ knowledge of the differential calculus in determining rates of
change. Few candidates attempted this question. The majority of those who attempted the
question earned very low marks.

(a) For Part (a) most candidates earned 1 mark.

(b) For Part (b) most candidates failed to differentiate the function correctly. Most candidates
substituted the values of h and r directly into A = 2πr 2 + 2πrh . Candidates attempted to
use various methods to answer this question which had no relationship whatsoever to
the question.

dr
Answer(s): (a) = 1.5
dt
dA
(b) = 54π cm 2 / sec when r = 4 , h = 10
dt
 - 22 -

UNIT 2
PAPER 02
SECTION A
(Module 1: Calculus II)
Question 1

This question tested differentiation of a function of a function by means of the product rule as
well as mathematical modelling related to an exponential function.

(a) (i) Basically, most candidates were able to apply the Product Rule for differentiation.
However, many cases were observed where the differential of

ln 2 x was incorrectly given as 2 and 2 ln x .

x

In addition, many candidates lost marks for inability to simplify the differential to show
the required result.

(ii) Those candidates who attempted to apply the Product Rule for the result at Part (a) found
it difficult to differentiate the expression ln x (3 ln x + 2) . Many candidates used the result
at Part (a) as 3 x 2 ln 2 x + 2 x 2 ln x and proceeded to apply the Product Rule. Failure of
these candidates to differentiate ln 2 x correctly resulted in their inability to show the
required result. Many weaknesses in algebra were evident in the candidates’ work.

(b) (i) A number of candidates gave the correct answer to this part of the question. Many of
them substituted the values of N = 50 when t = 0 but failed to determine e − r ( 0 ) = 1 .
Instead they carried forward the expression 1 + ke . This resulted in the value of k given
in terms of e . Failure to give the limit of ke − rt for large t complicated the answers.

(ii) A common error seen in the responses to this question was NOT calculating the EXACT
value of r . The majority of students got the equation e −r = 0.2 but used the calculator to
find r .

(iii) Having obtained the values for k and r there were no difficulties getting the correct
answer to this question.

A few candidates gained full marks for the entire question.

Answer(s): (b) (i) N = 800 (ii) k = 15 , r = ln 5 (iii) N = 714

  23

Question 2

The topics tested in this question related to partial fractions, integration of rational functions and
reduction formulae.

(a) (i) A few candidates erroneously used the result

1+ x A B
= + 2
( x − 1)( x + 1) x − 1 x + 1
2

to find the partial fractions.

Other errors included wrong calculations for the values of x which were
substituted.

−x
(ii) A few candidates incorrectly evaluated dx , particularly with respect to
∫x
2
+1
the minus sign. Many candidates failed to include the constant of integration.

(b) (i) Some candidates found this part of the question difficult. It was clear that
integration by parts was not fully understood by these candidates. Other
candidates had difficulty evaluating.

(xe x
− ex )
1
0.
(ii) Generally most candidates demonstrated that they knew how to proceed with this
question. However, writing the integral as

1
I n = x ne x − ∫ e x nx n−1dx
0

without including the limits of integration in the first integral, resulted in

I n = x n e x − nI n −1 .

Candidates simply quoted the given result for I n thus obtaining partial credit.

1
(iii) Many candidates attempted to find ∫ x 3 e x dx . The attendant difficulties were
0

expected. Some candidates found it very difficult to use the formula for I n and the
link to I1.

A few candidates gained full marks for the question.

1+ x 1 x
Answer(s): (a) (i) = − 2
(x −1) (x + 1)
2
x −1 x + 1

1+ x
∫ ( x − 1) ( x 2 + 1) dx = ln x − 1 − 12 ln ( x 2 + 1) + k (const )
(ii)
 - 24-

(b) (i) I1 = 1 (iii) I3 = 6 − 2 e

SECTION B

(Module 2: Sequence, Series and Approximations)

Question 3

This question tested arithmetic progressions, mathematical induction and sequences.

m
(a) (i) This part required that candidates show that ∑ ln 3r is an arithmetic progression.
r =1

Many candidates listed the terms in the progression with a comma between them,
for example, ln 3, ln 32 , ln 33 , and not ln 3 + ln 3 2 + ln 3 3 + ...... ln 3 m as was
expected. Many answers did not indicate the m th term of the progression.
Approximately 80 per cent of the candidates showed working to indicate the
first term ‘a’ and the common difference, ‘d’. Approximately 60 per cent of
these candidates calculated the numerical value of ln 3, rounding it off to the 3 s.f
for the most part, but some also rounded off to 1 s.f.

It must be noted that it is unnecessary to use 10 significant figures in the value

for ln 3. Almost fifty per cent of the candidates made a final statement to indicate
that they understood that the progression was arithmetic in nature.

(ii) Few candidates added all 20 terms.

Approximately eighty per cent of candidates earned full marks for this question.

(iii) Many candidates gained full marks for this part.

(b) (i) Approximately five per cent of the candidates performed exceptionally well on
this item.
The remaining ninety per cent had a vague idea as to the steps involved in proof by
mathematical induction.
Steps such as:
Prove true for n = 1, assume true for n = k, were missing for the most part.

The final statement was also missing.

(ii) Approximately ninety-five per cent of the candidates did not do this question
correctly. Most of them did not understand that they should apply the technique of
completing the square.

Answer(s): (a) (i) A.P. with first term ln 3 and common difference ln 3.
(ii) Sum to 20 terms is 210 ln 3.

1
(b) (ii) x n + 1 − x n = ( x n − 2
) 2
> 0
⇒ xn < x n +1
 - 25 -

Question 4

This question tested the ability of the candidate to sketch curves and use the Newton-Raphson
method to find the non-zero root of sin x − x 2.

Part (a) was poorly done as all but a few students had problems sketching y = sin x and
y = x 2. Most drew y = x as either the straight line y = x or as a V-shaped curve. Candidates also
2

had some problems sketching y = sin x. Candidates need to be reminded of the need to use an
π
appropriate scale on each axis as many did not show the point of (
2
, 1) for sin x nor the (1, 1) for

x 2 . In too many cases, the points of intersection were way off. Candidates should also have stated
the domain for the sketches.

Part (b) was attempted by several candidates although they just mentioned that the 2 curves ‘inter-
sected at 2 points, hence there were 2 real roots’. Hardly anyone wrote that x = 0 and x = α (the
non-zero root).

Part (c) was also attempted by many candidates. Most of them knew that they were supposed to use
π π
the Intermediate Value Theoren, but many used values of x < 0 and values other than , .
4 2
Some used 0 and then said that 0 was positive. Many did not mention that the function was
continuous.

Part (d) was attempted by almost all candidates. This was handled well by many, but the common
mistake was the use of 0.7 as degrees instead of radians, hence, an incorrect answer was obtained.
A few quoted the Newton-Raphson formula incorrectly. Many candidates did not notice that only
one iteration was required and went on to find x 2 , x 3 ... and up to x8 (in a few cases).
π
Answer(s): (c) Interval: [0 , ), (d) x 2 = 0.943
2

SECTION C

(Module 3: Counting, Matrices and Modelling)

Question 5

This question tested the candidates’ knowledge of simple permutations and probability in Part (a)
while Part (b) examined their knowledge based on a probability model.

(a) (i) The majority of candidates who attempted this question realised that they were
dealing with a 4-digit number, although a few considered a 6-digit number. Many
candidates realised that the number must start with the digits 3, 4 or 5, but a
few included the digit 6.

(ii) In general this question was poorly answered, however, responses of candidates
indicated that they were familiar with the concept of probability.

(b) (i) It was clear that many candidates were not prepared to apply an unfamiliar formula
to calculate the required probability, for example, binominal model. Some candidates
exhibited serious misconceptions of probability as values were given outside of the
interval [0 , 1].
 - 26 -

(ii) Some candidates gave no consideration to possibilities that would have

exhausted the sample space and chose to perform longer, rigorous calculations in
order to arrive at their solution.
96
Answer(s): (a) (i) 180 (ii) Prob = = 0.533
180
(b) (i) 0.543 (ii) 0.457

Question 6

The question tested basic knowledge about the product of conformable matrices and of finding
the inverses of invertible matrices. Modelling is also included.

Almost all candidates attempted this question with many good responses. Part (a) focused on
standard routine matrix operations while Part (b) focused on mathematical modelling
incorporating matrices.

In Part (a), candidates frequently made arithmetic errors in calculating AB and this made it
difficult to deduce A from (a)(i). Others resorted to alternative methods of finding A−1 .
−1

In Part (b), the weaker candidates seemed to have been challenged by the wording of the
problem. The majority of them interchanged c, b, z, with p, q, r, and generated meaningless
equations.

Another common error made by candidates was attempting to find M −1 although it was given
in Part (b)(v).
2 −1 0
1 1 1 1 0 
A−1 = , B =
Answer(s): (a) (i) AB = 4I (ii) 4 4  0
 1 1 

(b) (i) z - grass = 2p + 2q + 6r

(ii) 2p + 4q = c

2p + 2q + 6r = z

6p + 4q + 4r = b

 2 4 0  p   c 
(iii)  2 2 6  q  =  z 
     
6 4 4  r  b

(iv) x = M −1 D

(v) p = 3, q = 6, r = 2.
 - 27 -

UNIT 2
PAPER 03/B (ALTERNATIVE TO INTERNAL ASSESSMENT)

SECTION A
(Module 1: Calculus II, Algebra and Fractions)

Question 1

The qestion tested the candidates’ knowledge of functions, natural logarithms and differential equa-
tions based on a simple biomathematical model.

There were some good responses to this question from among the few candidates who wrote the
examination. Some experienced difficulty in writing down the differential equation in Part (a), but
for those candidates who got past Part (a) the results were encouraging. Part (b)(i) also posed some
minor challenges.

Answer(s):
(a) f ′(t ) = k f (t )

f ( 0) = 10 6 = 1 000 000 ; f (2) = 2 x 10 = 2 000 000.

6
(b)(i)
7
(iii) f ( 7 ) = 10 6 ( 2 2
) ≈ 11 313 709

SECTION B
(Module 2: Sequences, Series and Approximations)

Question 2

This question examined sequences by means of mathematical modelling.

There were some excellent solutions to this problem from the small number of candidates. The
only aspects of real difficulty for one or two candidates were Parts (a)(ii) and (iii).

Answer(s): (a)(i) row 1 - entries: Year 4 − P(1 − 1q ) 3 ; Year 5 − P(1 − 1q ) 4

Year 4 − P (1 − 1q )
4
row 2 - entries: Year 3 − P(1 − 1q )3;

Year 5 − P(1 − 1q ) 5

(ii) G..P. with common ratio 1 − 1q

(iii) P (1 − 1q ) n .

(b)(i) q=5

(ii) $6553.60

(iii) n = 17
 - 28 -

SECTION C
(Module 3: Counting, Matrices and Modelling)

Question 3

The question covered the topic of random selections and row reduction of the augmented matrix
of a given system of equations.

The candidates found this question manageable. Only one or two had difficulty concluding the
inconsistency of the system in Part (b).
56 560
Answer(s): (a) (i) = 0.028 (ii) = 0.280 (iii) 0.972
2002 2002

PAPER 03

INTERNAL ASSESSMENT

Module Tests

Approximately 138 centres (161 Teachers) in Unit 1 and 90 centres (98 Teachers) in Unit 2 were
moderated.

In general, there was a marked improvement in the quality, consistency of marks awarded and the
presentation of the Internal Assessment (Module Tests) by the teachers throughout the participating
territories. Unit 2 was of a very good standard.

Although most of the questions used were taken from past CAPE Pure Mathematics Examination
Papers, it was evident that few teachers made a conscientious effort to be original and creative in
the tests designed.

This year, the majority of the samples of tests were submitted with question papers, solutions and
detailed marking schemes with the marks allocated to the cognitive levels as specified in the
syllabus. There were eight of 161 teachers in Unit 1 and two out of 98 teachers of Unit 2 who
submitted samples without the required documents, therefore, making the moderation process more
difficult.

It should be noted that the majority of teachers satisfied the objectives outlined by CXC CAPE
Pure Mathematics Syllabus, Unit 1 and Unit 2. However, some common mistakes observed through-
out the moderation process included:

(1) Test items examined were not consistent with the allotted time for the examination as some
were either too long or too short. In one instance, there were 15 items with several parts to
be completed by the candidates in 1 hour.

Teachers are reminded that the module test should be of 1 1/2 hours’ duration.

(2) A few teachers continued to award fractional marks.

 - 29 -

(3) On the question papers, teachers should indicate the time allotted, the total score for the
examination, as well as instructions for the test.

(4) In a few cases, teachers tested topics in Unit 1 that were not in the Unit 1 Syllabus, for
example, Logarithms, Partial Fractions and Implicit Differentiation. It must be noted that
‘3-dimensional vectors’ is not on the CAPE syllabus.

(5) A maximum of 5 samples is required for moderation. Please note that additional samples
are not needed, unless there is a specific request from the Council. (Refer to FORM
PMATH - 2)

(6) A few teachers are using the incorrect PMATH form to record marks. The scores for the
three Modules (1, 2 and 3) scores must be recorded on the same form. (Form PMATH 2-3
Unit 2).

(7) Marks for the candidates should be clearly identified for each question at the side of the
student’s solution; and the total at the top.

(8) The maximum mark that is allocated to each question on the question paper should be
reflected in the allocation of marks on the solution and the mark scheme.

Overall, for the efficiciency of the moderation process, teachers should make every effort to adhere
to the guidelines provided in the CAPE Pure Mathematics Syllabus.
 CARIBBEAN EXAMINATIONS COUNCIL

REPORT ON CANDIDATES’ WORK IN THE

CARIBBEAN ADVANCED PROFICIENCY EXAMINATION

MAY/JUNE 2007

PURE MATHEMATICS

Copyright © 2007 Caribbean Examinations Council®

St Michael, Barbados
All rights reserved
 -2-

CARIBBEAN ADVANCED PROFICIENCY EXAMINATION

MAY/JUNE 2007

INTRODUCTION

This is the third year and the final time that the current syllabus has been examined. A revised syllabus
will be examined in 2008. There has been a significant increase in the number of candidates writing
the examinations with approximately 5021 writing Unit 1 compared to 4 430 in 2006 and 2 521
compared to 1 500 for Unit 2. Performances varied across the entire spectrum of candidates with an
encouraging number obtaining excellent grades, but there continues to be a large number of candidates
who seem unprepared to write the examinations particularly for Unit 1; a more effective screening
process needs to be instituted to reduce the number of ill-prepared candidates.

GENERAL COMMENTS

UNIT 1

The overall performance in this Unit was satisfactory with a number of candidates excelling in
such topics as the Factor/Remainder Theorem, Coordinate Geometry, Basic Differential and Integral
Calculus and Surds. However, many candidates continue to find Indices, Limits, Continuity/
Discontinuity and Inequalities challenging. These topics should be given special attention if improve-
ments in performance are to be achieved. Other areas needing consolidation are general algebraic
manipulation of simple terms; expressions and equations; substitution, either as a substantive topic in
the syllabus or as a convenient tool for problem solving.

DETAILED COMMENTS

UNIT 1
PAPER 01
SECTION A
(Module 1: Basic Algebra and Functions)

Question 1

Specific Objective(s): (c) 1, 2, 3, 4, 6.

This question tested the use of the factor theorem to find factors and to evaluate an unknown coefficient
in a polynomial given one of the factors. This question was attempted by almost all candidates. The
majority of the candidates performed well on this question.

(a) The correct answer was obtained by the majority of candidates, however, a few of the
candidates substituted incorrectly using x = –1 instead of x = 1 for the factor x – 1.

(b) This part of the question was generally well done by candidates, with various methods
being used to determine the remaining factors such as long division, factor theorem, comparing
coefficients and synthetic division. However, many candidates solved (for roots) after
factorising and expressed the factors as x = –1, –2. Also, a small percentage of candidates
expressed the remaining factors in quadratic form, failing to factorise completely.
 -3-

Some candidates did not recognize that a non-zero remainder after division implied that no
factors existed.

Answer(s):

(a) p=2

(b) (x + 1), (x + 2)

Question 2

Specific Objective(s): (e) 1, 2; (f) 2.

This question examined the candidates’ ability to solve an equation as well as to perform operations
involving surds.

The question was generally well done by the many candidates (approximately 90 per cent) who
attempted it, with approximately half of them scoring the maximum mark.

3
(a) Most candidates were able to express 27 as 3 . However, approximately 25 per cent of the
x 2 2x x+2 x2
candidates were unable to express (3 ) as 3 , expressing it instead as 3 or, as 3 , in a few
cases. Despite the errors made with the indices, most candidates showed competence in their
ability to equate the indices and to solve for x.

(b) Most candidates (approximately 75%) recognized the need to rationalize the denominator of
the fraction by using its conjugate. However, some careless errors were made in the expansion,
grouping and simplification of the surds, hence preventing some candidates from obtaining full
marks in this part of the question. There were errors with fundamental operations such as
3 3 = 6 and 3 3 = 9.

Answer(s):

(a) x=6 (b) x = 13, y = –7

Question 3

Specific Objective(s): (d) 1, 3, 9.

This question tested the ability of candidates to obtain coordinates of a given point after translations of
the graph y = f (x) and applying the principles of one-to-one functions in solving an equation involving
composite functions.

This question was popular among the majority of candidates.

(a) Candidates were aware that a translation was involved. However, many failed to effect the
correct translation; applying it to the wrong coordinate in some cases and to the wrong direction
in other cases.
 -4-

(b) The proof that f(x) is a one-to-one function was poorly done by the majority of candidates.
Much practice is needed with these proofs from first principles, that is, the general proof
(instead of the proof for specific/particular values of x which was popular among candidates).
Some candidates used proof by counter example for NOT one-to-one.

In the second part, the more confident candidates opted for the “hence” approach, while the
majority used the “otherwise” approach in solving for x. The composite functions posed a
challenge for the weaker candidates, with many simplifying and substituting incorrectly, for
example, replacing x with (3x – 2) to work out the composite as in f (x – 3) = 3x – 2 – 3 instead
of the correct approach f (x – 3) = 3(x – 3) – 2.

Answer(s):

(a) (i) A′ (1, 1)

(ii) A″ (–2, 3)

(b) (ii) x = –5

Question 4

Specific Objective(s): (a) 6; (f) 5.

This question examined the candidates’ ability to obtain the solution sets of inequalities involving the
modulus function and to express a quadratic function in the form of a completed square.

The response to this question was good with approximately 80 per cent of the candidates scoring at least
6 marks.

(a) Some candidates encountered problems in performing the operations necessary for the removal
of the modulus sign. A common error observed was (x – 4)2 – 6 > 0 instead of the correct
inequality (x – 4)2 > 62 (or equivalent) which is obtained by squaring both sides.

Final answers were given as equations (roots) in some instances and not as a solution set in
inequality form. A number of the candidates who used a graphical method to obtain their
answer had difficulty expressing their final answer as an inequality.

A number of errors occurred with transpositions and sign changes, for example:-
(x – 4) – 6 > 0 ⇒ x – 4 > 6 ⇒ x > 2 instead of x > 10.

(b) The question on completing the square was better manipulated than Part (a), however, a few
1 1
errors were made with simple fraction addition such as w = 2 + = . Some candidates
12 6
equated the coefficients and incorrectly obtained w = 2.

1 25
Answer(s): (a) x > 10 or x < –2 (b) u = –3, v = ,w=
6 12
 -5-

Question 5

Specific Objective(s): (f) 1, 7(i), 8(i), 8(ii), 10.

This question tested the candidates’ ability to solve simultaneous equations in two unknowns, one being
quadratic and one being linear.

The majority of the candidates attempted this question and a large percentage of them earned at least
5 out of 7 marks. The candidates who used the substitution y = 5 – 3x were more successful than the
5–y
ones who used x = which presented a challenge to weaker candidates in terms of simplifying to
3
obtain the correct quadratic equation.

A few candidates tried the elimination method without much success and in most cases, could not
obtain the correct quadratic equation. Some candidates who obtained the quadratic equation in the
form -2x2 + 5x – 2 = 0 had difficulty factorizing it. Some candidates incorrectly solved -2x + 1 = 0 as
1
x=– . Also, a significant number of candidates solved for x and forgot to solve for y to complete the
2
solutions.
1 1
Simple multiplication errors such as 3 × =3 are not expected at the CAPE level.
2 2

Several errors in factorizing quadratic equations were noted as well, the most popular being:-
3
–2x2 + 5x = 2 ⇒ x(–2x + 5) = 2 ⇒ x = 2 or x =
2
1 1
Answer(s): x= ,y=3 and x = 2, y = –1
2 2

SECTION B
(Module 2: Plane Geometry)
Question 6

Specific Objective(s): (a) 1, 2, 7 (i), 8, 9

The question tested the candidates’ ability to solve problems in coordinate geometry dealing with
equations of lines, points of intersection and perpendicularity of lines.

Approximately 85 per cent of the candidates attempted the question with the majority earning 4 or 5
marks out of the maximum 9 marks. A common mistake made by candidates related to treating M as the
mid-point of one or both of the lines AC or BD. A few candidates also used BD perpendicular to AC and
obtained incorrect solutions.

Answer(s): (a) (i) Equation of AC is 3y = x + 2

(ii) Equation of BD is y = 2x – 6

(b) M ≡ (4, 2)
 -6-

Question 7

Specific Objective(s): (b) 1, 5, 18, 20

This question was a test of the trigonometric form R cos (θ + α).

Many candidates attempted the question but there was limited success in most cases.

(a) Some candidates ignored the form R cos (θ + α) in attempting to manipulate cos θ – sin θ within
the parameters specified. A few performed well, nevertheless.

(b) Candidates who were familiar with the form in Part (a) performed well in Part (b). However,
some were unable to obtain the general solution which suggests that this form of the solution
needs further practice.

 π
Answer(s): (a) cos θ – sin θ = 2 cos  θ + 
 4

π
(b) θ = 2nπ, 2nπ – , n∈Z
2

Question 8

Specific Objective(s): (b) 3, 6

Knowledge of the area of a sector and of the area of a triangle was required to solve this problem.

In general, the question was popular with the candidates. However, many seemed unwilling to use
radian measure, thus reducing the maximum mark they could achieve on the question. Several
candidates experienced difficulties in using the formulae for the respective areas, in terms of π, of the
sector and the triangle.
 9 2
Answer(s): (a) π cm (b)  3π –  cm .
4

Question 9

Specific Objective(s): (c) 4, 5, 7

The question tested the candidates’ ability to obtain the conjugate of a complex number, to manipulate
a complex number and its conjugate and to find the modulus of a complex number.

Approximately 90 per cent of the candidates responded to this question. Many of them were unable to
earn the maximum seven marks, mainly because they seemed unfamiliar with the conjugate of a
complex number. Several incorrect representations of the conjugate of 4 + 3i such as -4 – 3i, 3 – 4i;
1
3i + 4, -4 + 3i and ( 4 + 3i ) were seen.
5
 -7-

z
A significant number of candidates did not express in the form a + bi as required; they left the answer
z
7 − 24 i 7 24
as . Others who correctly obtained – i disregarded the fractions for and b, and found the
25 25 25

modulus in Part (b) as 7 2 + 242 .

z 7 24 z
Answer(s): (a) = – i (b) =1
z 25 25 z

Question 10

Specific Objective(s): (d) 1, 3, 5, 8, 9, 10

This question tested basic elements of vector algebra in terms of magnitude, position vectors and
perpendicularity.

In manipulating the vectors in this question, candidates made several errors, many of which were
numerical in nature. As a consequence, several candidates did not earn maximum marks for their
efforts.
→ → → 8
Answer(s): (a) (i) AB = –i – 6j (ii) AB = 37 (iii) OM = i
3

→ → → →
(b) OA is not perpendicular to OB since OA . OB ≠ 0.

SECTION C
(Module 3: Calculus I)

Question 11

Specific Objective(s): (a) 3, 4, 5, 6, 7

This question tested knowledge of limits and continuity or discontinuity of functions.

(a) The majority of candidates recognised the indeterminate form when x = –2 was substituted in
the original expression. However, a large number of them experienced difficulty in factorizing
the cubic expression in the numerator. Some candidates factorized and cancelled correctly but
then encountered difficulties with substituting x = –2 in the rational function which remained
after cancellation.

Some candidates used L’Hopital’s rule with a few doing so satisfactorily.

 -8-

(b) Most candidates associated “continuity” with putting the denominator equal to zero but some
of these had difficulty in drawing the correct conclusion when the results x ≠ 6 and x ≠ –3 were
obtained.
3
Answer(s): (a) (b) Continuous for all x ≠ 6, x ≠ –3
2

Question 12

Specific Objective(s): 4, 7, 8, 9, 10, 11

This question examined differentiation of rational functions and integration of a trigonometric function.

(a) About 95 per cent of the candidates attempted this part of the question and were able to apply
the quotient rule for differentiation, however, many errors were made in simplifying the
resulting algebraic expression to arrive at the correct answer.
–1
Some candidates wrote f(x) as (x2 – 4 ) (x3 + 1) and successfully applied the product rule to
obtain the answer.

(b) Only about 60 per cent of the candidates attempted this part of the question which is based on
Specific Objectives (c) 7 and 8. Many candidates did not seem to know how to differentiate
u = sin 2x to obtain du = 2 cos 2x dx, while others among those who did obtain the expression for
1
du, failed to substitute correctly to transform the original integral to ∫ u du ; the point seemed
2
to have been missed that in substituting u = sin 2x all occurrences of x in the integrand
sin 2x cos 2x and dx should be replaced with some function of u so that a new integrand
appears under the integral sign expressed entirely in u and du.

Not many candidates used the “or otherwise” approach, but a few observed that
1 1
sin 2 x cos 2 x = sin 4 x and proceeded to obtain the correct solution of .
2 4

– x 4 + 12 x 2 + 2 x
Answer(s): (a) f ′( x ) =
(x )
2
3
+1

1
(b)
4
 -9-

Question 13

Specific Objective(s): (b) 2, 7, 8, 9, 25

This question required candidates to obtain constant coefficients in a cubic equation, given points on
the curve and the gradient at one of the points.

(a) This part of the question was attempted by almost all of the candidates, not all of whom earned
maximum marks because of weaknesses in the algebraic manipulation. Several candidates
did not show that r = 0 since the curve passed through the origin and so complicated the
calculations which depended on this fact. Other candidates failed to differentiate and could not
make use of the gradient at P being equal to 8 in order to obtain a second equation.

(b) Many candidates did not use the fact that the gradient was given as 8 at P but derived it. Others
substituted x = 2, y = 1 at P (1, 2) instead of x = 1 and y = 2 to find the equation of the normal.

Answer(s): (a) p = 3, q = –1, r = 0 (b) 8y + x = 17

Question 14

Specific Objective(s): (b) 7, 8, 9, 16, 17, 19, 20, 21

The question tested candidates’ ability to find coordinates of stationary points of a curve and to
determine the nature of the stationary points.

(a) The majority of candidates who attempted this question knew that the function had to be
differentiated, however, after finding the first derivative and equating the result to zero only
60 per cent of them were able to arrive at the correct solution to the quadratic equation obtained.
Of those who got the x-values correct, a considerable number could not correctly find the
y-values.

(b) Most candidates knew that the nature of the stationary points revolved around “something”
being “positive” or “negative”, but some were uncertain what that “something” was.

Approximately 20 per cent of the candidates gained full marks on this question.

Answer(s): (a) (2, 16) and (–2, –16)

(b) (2, 16), a maximum; (–2, –16), a minimum

 - 10 -

Question 15

Specific Objective(s): (c) 3, 6 (ii), 7( ii), 10 (i)

The question tested the candidates’ ability to use the integral calculus to find the area between two
curves.

(a) Most candidates knew that the points of intersection of the straight line and the parabola had to
be found but a few made mistakes in factorisation. Several candidates earned the maximum
marks.

(b) There were many good answers to this part, however, a few candidates made mistakes in using
the incorrect form of the integrand representing the difference between the equations of the
straight line and the parabola. Some others used wrong limits and obtained incorrect results.
32
Answer(s): P ≡ (–1, 1), Q ≡ (3, 9) (b) units 2
3

UNIT 1
PAPER 02
SECTION A
(Module 1: Basic Algebra and Functions)

Question 1

Specific Objective(s): (a) 1, (c) 1, 5, (e) 2, (f) 8

The question tested knowledge of real roots and real factors. Overall, the question was attempted by
more than 90 per cent of the candidates. However, only a few managed to earn maximum marks.

(a) (i) The majority of the candidates recognised that the expression x4 – 9 is the difference
of two squares and hence were successful in factorising to give (x2 – 3) (x2 + 3).
Many candidates failed to state the factors as x – ( )( )
3 , x + 3 and (x2 + 3).

(ii) It was evident that some candidates had difficulty with the terms ‘real factors’ and
‘real roots’. Most of the candidates gave 3 as the only root.

(b) (i) Although all of the candidates attempted this question, some of them experienced
difficulty squaring an equation involving a fraction. Instead of getting,
16 16
u2 = x2 + 8 + 2
, most candidates wrote u 2 = x 2 + or u2 = x4 + 8x2 + 16.
x x2
4x 4x 16
A few candidates failed to simplify u2, rather leaving it as x 2 + + + .
x x x2
 - 11 -

(ii) Many candidates misinterpreted this question. They used the method of substitution
to obtain u2 – 9u + 20 = 0. In other words they used an ‘or otherwise’ approach rather
than a deductive approach as suggested. Most of the candidates failed to recognise
that since x ≠ 0, then x2 ≠ 0, but rather ignored the presence of x2 in f(x).

(iii) A poor interpretation of Part (ii) led to much difficulty in solving Part (iii). Neverthe-
less, most candidates managed to utilize the factor theorem in order to solve for x
when f (x) = 0. A number of candidates gave 0 as one of the possible values.

Answer(s): (a) (i) ( x + 3) , ( x – 3) and (x 2

+3 ) (ii) x = 3, x=– 3

16
(b) (i) u2 = x2 + 8 + (iii) x = 1, 2, 4
x2

Question 2

Specific Objective(s): (a) 1, 4, 10, (c) 2

This question tested the use of the summation notation, sums and products of quadratic equations and
the principle of Mathematical Induction.

(a) Many candidates attempted to solve this question using the principle of mathematical induc-
tion. This misinterpretation led to incorrect solutions. Also, most candidates failed to equate
correctly 3 S2n and 11 Sn as a result of some careless mistakes such as:

(i) Incorrectly substituting n instead of 2n in finding S2n

(ii) Inaccurately expanding brackets for instance, 3(2n2 + n) = 6n2 + 6n and

(
2 11
2
( n2 + n )) = 11n2 + n.
Several candidates had problems solving the quadratic equation n2 – 5n = 0.

Many of the candidates who solved the quadratic equation n2 – 5n = 0 correctly to obtain n = 0
and n = 5, failed to state that only n = 5 satisfies n ∈ N.

(b) Most of the candidates attempted this question and were able to earn maximum marks.
However, a few failed to identify correctly the sums and roots of both equations. For example,
instead of (2α + β) + (2α – β) = 8, they wrote α + β = 8.

(c) Most of the candidates attempted this question. However, the majority performed extremely
poorly. A number of candidates could not indicate all the steps clearly. The ability to use
critical thinking and make logical deduction continues to be a major weakness.

Candidates preparing to write the examinations should find the “Pure Mathematics Resource
Material” document recently published by CXC helpful in studying Mathematical Induction,
and other topics as well.

Answer(s): (a) n=5

(b) (i) p = α + β, q = 4α2 – β2 (ii) α = 2, β = 12

(iii) p = 14, q = –128
 - 12 -

SECTION B
(Module 2: Plane Geometry)

Question 3

Specific Objective(s): 1, 2, 5, 7 (ii), 8, 9, 10, 13, 14

This question dealt with the geometry of the circle and tested the candidates’ ability to find the lengths
of the radius and of the tangents, the equation of a circle and points of intersection of the circle with the
x-axis from given data about the circle.

Approximately 80 per cent of the candidates attempted this question. There were several good
solutions. Varying methods were used to obtain results, showing that candidates had a good grasp of
the relevant material.

Answer(s): (a) (i) radius = 5 units (ii) (x – 5)2 + (y + 4)2 = 52

(iii) A ≡ (2, 0), B ≡ (8,0) (iv) 3x + 4y = 24 (v) P ≡ (0, 6)

Question 4

Specific Objective(s): (b) 5, 7, 8, 12, 13, 14, 15, 16

This question challenged the candidates’ ability to apply basic trigonometric ratios in establishing
identities, and in evaluating angles in the context of a triangle.

Overall performance was below expectation. The main difficulty seems to stem from candidates’
inability to recall information from CSEC level on basic trigonometric ratios. While many candidates
readily used the identity cos 2θ = cos2θ – sin2θ in Part (a) (i), many did not make the connection with
Part (a) (ii). In Part (b), the use of the ratios for the triples (3, 4, 5) and (5, 12, 13) in right-angled
triangles, the fact that the exterior angle r is equal to the sum of the interior opposite angles p and q, and
the sum of the angles in the large triangle being 180 giving p + t = 120 – q, all proved difficult for the
majority of candidates.

4 12 63 3 3—4
Answer(s): (b) (i) (ii) (iii) (iv)
5 13 65 10
 - 13 -

SECTION C
(Module 3: Calculus 1)

Question 5

Specific Objective(s): (b) 8, 9, 10, 11, 12, 13

This question examined differentiation and relationships between first and second derivatives of a given
function with a hint of mathematical modelling.

(a) (i) This question was generally well done by most candidates, however a few candidates
demonstrated weaknesses in differentiation, especially in the concept of the chain rule.

(ii) Most candidates who got the right answer for Part (i) were able to follow through to
show this part.

(iii) The overall performance on this part was poor. Candidates did not recognize the use of
the product rule. Most candidates attempted to differentiate the expression for dy/dx
to obtain d2y/dx2, but failed to obtain the correct expression as a result of the algebraic
manipulation involved.

(b) Generally, this question was poorly done. A few candidates were able to attain full marks.
Most candidates did not seem to understand the maximum and minimum concept of cosine.

Many weaknesses were seen in the differentiation of the expression h = 2(1 + cos(πt/450)).
A common error was dh/dt = –2 sin(πt/450).
dy 5x
Answer(s): (a) (i) =
dx 5x2 + 3
π
(b) (i) 4 metres (ii) t = 450 min. (iii) m/min
450

Question 6

Specific Objective(s): (b) 23, (c) 7 (ii), (iii), 8, 9, 10 (ii)

This question focused on a fundamental principle of definite integrals and the use of substitution
towards the evaluation of such integrals. Curve sketching and the calculation of volume is also
included.

a a
(a) As in the previous year, the result ∫ f ( x )dx = ∫ f (a —x dx
) was not fully understood by the
o o
candidates.

(i) This question was poorly done by most candidates. Very few candidates recognized the
relationship between the constants a and π 2 .
 - 14 -

(ii) A few candidates obtained the correct answer, but most candidates had difficulty
obtaining the answer π/4. Not many candidates used the formula for cos 2x in terms of
sin2x or cos2x as a means of calculating I.

(b) (i) This question was well done by most candidates, however, a few did not recognize that
the graph was a parabola which concaved upwards.

(ii) This question was generally well done by the majority of candidates. Some candidates
used V = π ∫ y2 dx instead of π ∫ x2 dy. A few candidates calculated incorrect values for
the limits.
π
Answer(s): (b) (ii) units3
2

UNIT 1
PAPER 03/B (ALTERNATE TO INTERNAL ASSESSMENT)
SECTION A
(Module 1: Basic Algebra and Functions)

Question 1

Specific Objective(s): (a) 6, (c) 1, (d) 1, 3, 5, (g)

This question focused on properties of functions and the solution of inequalities.

(a) Most candidates were unable to substitute competently into the given function.

(i) Most candidates made simple errors such as: h 1 ( t )= 1 1 ( ) =( )

and h t 2 t + 1t
2

t+t

(ii) A number of candidates failed to simplify h(t )h 1 ( t ) — h t( 2

)

(b) The response to this question showed that most candidates had difficulty in solving inequalities.
A number of candidates multiplied both sides of the inequality by (x + 2) instead of the more
direct approach of multiplying both sides by (x + 2)2. A few candidates accurately ensured
that zero was on one side of the equality. However, a few demonstrated poor algebraic
manipulations in attempting to simplify the inequality.

(c) Most of the candidates demonstrated a poor understanding of key terms used in functions.

2
 1
Answer(s): (a) (i)  t +  (ii) 2
t
(b) –3 < x < –2
–1
(c) (i) range of h = {x ∈ R: x ≥ 2} (iii) domain of h = {x ∈ R: x ≥ 2}
 - 15 -

SECTION B
(Module 2: Plane Geometry)

Question 2

Specific Objective(s): (a) 5, 6, 8, 9, 14, 16

The question focused on the ellipse represented in terms of parametric equations and by means of its
Cartesian equation. The equation of a tangent to the ellipse was also examined.

(a) Several candidates attempted this question, many of whom recognised that the trigonometric
identity cos2θ + sin2θ = 1 was the means to obtaining the desired equation. Some candidates
x 2 y2
who were not informed of the correction (y = 2 sinθ ) obtained instead the form + = 1;
9 16
they were awarded full credit.

(b) Only a few candidates were able to solve correctly this equation. The majority of the candidates
were unable to derive the gradient of the tangent which they could have obtained by using the
 dy dy dθ 
chain rule  = ×  or with knowledge of implicit functions. Candidates’ inability to
 dx dθ dx 
derive the equation of the tangent led to some problems in Part (c).

(c) (i) A number of candidates assumed a certain equation for the tangent. Consequently, a
few of them earned a reasonable number of marks due to their knowledge of some basic
geometric concepts (x and y intercepts, the area of a triangle, the length of a given line
and perpendicular lines).

(ii) Those candidates who obtained the coordinates of Q and R were able to find the area of
∆QOR quite easily.

(iii) Candidates were able to calculate the length of QR by means of the formula for the
distance between two points with known coordinates.

(iv) Candidates successfully utilized the formula for the length of perpendicular from O to

ax + by + c
QR as .
a2 + b2

No candidate utilized the result of (c) (ii) (that is, the area of triangle A = 1 bh ) to find
2
the length of the perpendicular.
 - 16 -

3 y
Answer(s): (b) x+ =1
6 4

(c) (i) ( )
Q ≡ 2 3, 0 , R ≡ (0, 2 ) (ii) Area of ∆QOR = 2 3 units2

(iii) QR = 4 units (iv) Perp. = 3 units in length

SECTION C
(Module 3: Calculus 1)

Question 3

Specific Objective(s): (a) 3, 4, 5, 6 (b) 9, 11, 15 - 17, 19 - 21

This question deals with limits, critical values of a given cubic function and differentiation leading to a
maxima and minima.

(a) (i) The majority of the candidates who attempted this question were unable to factorise the
1
expression (x – 1) in terms of x 3
.

(ii) A number of candidates attempted to solve this question using the “hence” approach,
although their results to Part (i) were incorrect. As a result, only a few candidates were
able to obtain maximum marks.

(b) (i) Most candidates attempted this question and were successful in obtaining full marks.
Many candidates were confused with critical values of y and critical point; in most
 −1 32 
cases candidates gave the latter, that is,  , , (1, 0).
 3 27 

20
(c) (i) Most of the candidates were successful in showing that S = 2π r 2 + . However, a
r

few candidates were unable to show that S has a minimum value when r 3 = 5 .
π

At least 90 per cent of the candidates attempted this question. With the exception of Part (a), the
question appeared manageable to several candidates.

1
Answer(s): (a) (ii)
3

 1 32   1 32 
(b) (i)  − ,  and (1, 0) (ii)  − ,  – a max.; (1, 0) – a min.
3 27 3 27
 - 17 -

GENERAL COMMENTS

UNIT 2

In general, the performance of candidates in Unit 2 was of a high standard with a small number of
candidates reaching an outstanding level of proficiency. However, there were some candidates who
were inadequately prepared for the examination.

Topics in Calculus, Simple Probability, Approximation to Roots of Equations, and Series seemed
well covered. Weaknesses continue to manifest themselves at the level of algebraic manipulation,
including substitution, which frustrate the processes required to complete the problem-solving
exercises posed in the questions. As indicated in previous years, extended practice on respective themes
needs to be undertaken in order to eradicate such deficiencies and raise the level of performance in the
areas of weakness identified.

However, the results on the whole were very encouraging.

DETAILED COMMENTS

UNIT 2
PAPER 01
SECTION A
(Module 1: Calculus II)

Question 1

Specific Objective(s): (a) 3, 10

This question examined the exponential function and the use of logarithms in solving equations.

(a) Almost all candidates attempted this question with approximately 30 per cent obtaining full
marks, however, some candidates experienced difficulties in factorising the expressions
e2p – 2 e p and e–p – 2 e–2p .

(b) Candidates were asked to solve an equation of the form ax = b.

Most candidates attempted this part of the question with a satisfactory degree of success.

Overall, about 35 per cent of the candidates scored between 6 and 8 marks on this question.

1 log 3
Answer(s): (a) p = ln2, q = — (b) x= = 0.792
2 2 log 2
 - 18 -

Question 2

Specific Objective(s): (b) 2, 3, 5

This question focused on parametric equations of a curve, gradients and differentiation of functions.

(a) There were several good responses from the candidates on this part of the question, neverthe-
4
less, a few candidates had difficulties differentiating – while others seemed unaware of the
t
chain rule and were unable to finish the question.

(b) The quality of responses to this question was mixed. Some candidates had difficulty differenti-
ating one or both of tan2(3x) and ln(x3). A few candidates obtained full marks for Part (b).
dy 3
Answer(s): (a) gradient = –1 (b) = 6 tan 3x sec 2 3x +
dx x

Question 3

Specific Objective(s): (c) 1, 3

This question involved the use of partial fractions in finding integrals.

(a) This question was well done with a success rate of approximately 96 per cent.

1
(b) Most candidates were aware that ∫ b + x dx = ln | b + x | but too many seemed unaware that

1
∫ b —x dx = – ln | b – x |.
Some candidates did not include a ‘constant of integration’ in each case.

Answer(s): (a) P = 1, Q = 1 (b) ln | 3 + x | – ln | 2 – x | + constant

Question 4

Specific Objective(s): (c) 4, 5, 6, 7

This calculus question covered the topics of integration by substitution and integration by parts.

(a) This part of the question was generally well done, however, many candidates who did not use
the substitution completely were confronted with the task of manipulating an integrand which
was a function of both u and x.
 - 19 -

(b) Several candidates attempted this part but 80 per cent of them could only reach as far as
x tan x –∫tan x dx, not being able to evaluate ∫tan x dx.

In both parts, the constant of integration was omitted.

(2x – 5) 6
5
(2x – 5)
Answer(s): (a) + + const. (b) x tan x + ln (cos x) + const.
24 4
Question 5

Specific Objective(s): (c) 7, 9

This question models a manufacturing process by means of a first order differential equation. The use
of integrating factors was tested.

Approximately 85 per cent of the candidates attempted this question with about 9 per cent obtaining full
marks.

The major difficulty encountered by candidates was the failure in obtaining the correct integrating
factor. Some candidates used ‘c’ as the constant of integration which confused their otherwise correct
solution.
205 5
Answer: c = 5 x + e−2 x —
2 2

SECTION B
(Module 2: Sequences, Series and Approximations)

Question 6

Specific Objective(s): (a) 1, 2

This question tested the candidates’ knowledge of, and ability to manipulate, recurrence relations as
they apply to sequences.

About 98 per cent of candidates, attempted this question and performed extremely well. Most scored
full marks which indicated that they were well prepared in this area.

Candidates provided a variety of approaches to obtain the solution.

2 3
Answer(s): (b) u3 = 2 , u5 = 2
 - 20 -

Question 7

Specific Objective(s): (b) 4, 8

Geometric progressions were covered in this question.

Approximately 95 per cent of the candidates attempted this question. Many were able to generate the
equations a + ar2 = 50, ar + ar3 = 150 connecting the first term a and common ratio r, but some
encountered difficulties in solving these two equations to find a and r. Those candidates who obtained
the correct values of a and r were able to complete the question and earn maximum marks.

Answer(s): (a) r=3 (b) a=5 (c) sum = 605

Question 8

Specific Objective(s): (c) 2, 3

This question examined the candidates’ ability to extract the independent term in a binomial expansion.

Candidates found this question easy with about 95 per cent submitting good answers and approximately
90 per cent of those obtaining maximum marks.

Answer(s): 10C 26(– 5)4

6

Question 9

Specific Objective(s): (c) 1, 2, 3

This question on the binomial theorem tested the candidates’ knowledge about binomial coefficients in
terms of factorials.

Most candidates who attempted the question were able to do both parts of (a) but had considerable
difficulty in obtaining the result in (c) which suggests that more practice is needed in the area of the
manipulation of expressions involving factorials.

(2n )! (2 n —1 )!
Answer(s): (a) (i) (ii)
n! n! n! (n —1 )!
 - 21 -

Question 10

Specific Objective(s): (b) 10

The topic covered the method of differences in the summation of series.

Approximately 80 per cent of the candidates attempted this question and of these 85 per cent obtained
less than 5 marks while 15 per cent obtained between 5 and 8 marks.

Candidates were comfortable with the method of finding the solution to Part (a) but had some
difficulties with substitution. A few candidates were unable to cope with the summation notation ∑.

n
r+3 1 7 2n + 3 
Answer(s): (b) ∑ =  —
r (r − 1)(r —2 ) 2  2 n(n —1 )
r=3

SECTION C
(Module 3: Counting, Matrices and Modelling)

Question 11

Specific Objective(s): (a) 2, 3, 4

This question tested arrangements of objects.

(a) Many candidates failed to deduce the number of combinations of the vowels. Some candidates
confused combination with permutation.

(b) The question was generally well done by most candidates. Some candidates confused addition
with multiplication. Candidates were unable to differentiate between AND and OR.

8!
Answer(s): (a) (b) 186
3! 2!
 - 22 -

Question 12

Specific Objective(s): (a) 5, 6, 7, 8, 9

This question tested some basic properties of counting and probability.

(a) Many candidates wrote the number 36 instead of representing the answer as ordered pairs.

(b) (i) Many candidates did not subtract 1/36 from 12/36.

(ii) This part was well done by many candidates.

(iii) Many candidates did not subtract 1/36 from (11/36) + (6/36) and obtained the correct
answer.

Answer(s): (a) { (a, b) : a, b ∈ N, 1 ≤ a, b ≤ 6}

11 6 4
(b) (i) (ii) (iii)
36 36 9

Question 13

Specific Objective(s): (b) 1, 2

This question focused on the products, transposes and determinants of square matrices.

This question was reasonably well done by most candidates. A few candidates showed weaknesses in
calculating the determinant.

T
 7 68 29
Answer(s): (a) | X | = –365 (b) Y X= 
 56

78 4 

Question 14

Specific Objective(s): (b) 7, 8

This question covers the calculation of the inverse of non-singular matrices and the solution of matrix
equations.
–1
(a) Most candidates who used row reduction were unable to attain the final answer for A .
–1 –1
(b) Many candidates wrote X = YA instead of X = A Y. This was a common error.

A few candidates attempted to derive the answer using simultaneous equations but experienced difficulties.

 5 6 – 15 1
1
Answer(s): (a) A —1
= –7 –8 1
21 (b) X = 1
2   
 –1 –2 5  3
 - 23 -

Question 15

Specific Objective(s): (c) 1, 2

This question examined rate of increase in the context of mathematical modelling of properties of a
sphere.

This question was generally well done by most candidates. A few students showed weaknesses in
algebraic operations.

Incorrect differentiation was seen by a few candidates.

dr 11 ds
Answer(s): (a) = cm s —1 (b) = 55 cm 2 s —1
dt 16π dt

UNIT 2
PAPER 02
SECTION A
(Module 1: Calculus II)

Question 1

Specific Objective(s): (a) 6, 8, 10, 11

This question related to logarithmic and exponential functions, and their graphs.

All candidates attempted this question with varying degrees of success.

(a) About 90 per cent of the candidates attempted this part. Change of base and the value of x
satisfying the equation log8 x = –2 presented some candidates with major challenges.

(b) The table was generally well done in (i). In (ii), most candidates changed the scale to
accommodate the range of values for the graph while others did not plot the point at x = 3; in
both instances, candidates were credited with maximum marks.

About 96 per cent of the candidates who attempted this part of the question obtained at least 4 of
the 5 marks that were allocated.

In Part (iii) b), about 50 per cent of the candidates obtained the end points for the range and far
less got the inequality completely correct.

1
Answer(s): (a) x = 2, (b) (iii) a) x = 0, b) –1 ≤ x < 0
64
 - 24 -

Question 2

Specific Objective(s): (c) 7, 8

This question tested the candidates’ ability to use reduction formulae.

(a) About 50 per cent of the candidates who attempted this question earned maximum marks. Many
were familiar with the identity sec2x = 1 + tan2x and applied it correctly.

(b) There were several good responses to this part, with many candidates obtaining full marks.

(c) (i) About 25 per cent of the many candidates who attempted this part of the question
obtained full marks. The majority of candidates earned at least 4 of the 7 marks.

(ii) About 15 per cent of the candidates who attempted this part obtained full marks.
Some candidates tried to use In for n = 0 even though it was stated earlier that n ≥ 2.
π 2
Answer(s): (b) n tan n – 1x sec2x (c) (ii) I4 = —
4 3

SECTION B
(Module 2: Sequences, Series and Approximations)

Question 3

Specific Objective(s): (a) 2, 5; (b) 4, 8, 9; (c) 1

This question tested the candidates’ ability to apply the principle of mathematical induction to
factorials; identifying and obtaining the general term of a geometric series as well as its sum to infinity.

The majority of the candidates attempted this question. However, a minority was able to gain near
maximum marks.

(a) The Mathematical Induction was very poorly done. It was very clear that most students lacked
the understanding of the process of induction; not even being able to recognize what was to be
proved.

The basic step of proving that n! = 1! = u1 = 1(given) was hardly seen. Most candidates wrote
a very clear and concise memorized conclusion even though a proper inductive step was absent.
Many candidates added the (k + 1)th term to the k th term although the question dealt with n! – a
clear lack of understanding.

Some other weaknesses observed were:

– The inductive step was attempted by some students who replaced k with k + 1 thus
obtaining uk+1 = (k + 1)! instead of uk+1 = (k + 1)uk = (k + 1)k! = (k + 1)!

– Incorrect conclusions involving for all n ∈ Z, for all n ∈ R, were frequently seen,
instead of for all n ∈ Z+, for all n ∈ N or equivalent.
 - 25 -

(b) In this part, many candidates failed to recognize that the question asked for the nth term
which should be simplified into a single fraction in this case. This prevented some candidates
from obtaining full marks. Careless simplification errors were made, especially with the indi-
ces because of the lack of brackets, for example, 2 – (n – 1) was incorrectly written as 2 – n –
1 = 1 – n.

In Part (ii), many candidates used a particular solution approach, when a general solution
approach was necessary to show that the series S is a geometric progression.

n —1
18  1
an = 6 
2–n
Answer(s): (b) (i) OR OR 2x3
3 n
 3

an 1
(ii) = , a constant
an —1 3

1
(iii) a = 6, r=
3
(iv) S∞ = 9

Question 4

Specific Objective(s): (b) 4, 7; (c) 1; (e) 1, 2, 4

This question examined the use of the Intermediate Value Theorem in testing for the existence of a root
in an equation; the Newton-Raphson Method in finding successive approximations to a root in an equa-
tion and mathematical modelling involving an arithmetic series.

For this question, Part (b) proved more challenging to the candidates than Part (a).

(a) (i) The main difficulties candidates encountered with this part are as follows:–

• Not stating that the function is “continuous”

• Attempting to use the given formula to get the root
• Using the derivatives f ′(0) and f ′(1) in an attempt to show that f (x) has a root in
the interval (0,1).
However, many candidates correctly used f (0). f (1) < 0 or the sign change criterion
between f (0) and f (1), as well as mentioning the Intermediate Value Theorem, in this
part of the question.

(ii) The main areas of concern regarding the candidates’ approach were as follows:

• Writing the Newton-Raphson Formula incorrectly as

f ( x1 ) f ( x1 ) f ( x1 )
x2 = or x2 = — instead of the correct form x2 = x1 — .
f ′ ( x1 ) f ′ ( x1 ) f ′ ( x1 )
 - 26 -

f ( xn )
• Having difficulty in simplifying the expression xn — due mainly to the
f ′ ( xn )

x1 ( 4 x13 —4 ) — x14 4—
x +1
omission of the necessary brackets, that is, instead of
4 x13 —4

(
x1 ( 4 x13 —4 ) —x14 4—
x +1)
4 x —4
3
1

• Substitution of particular values in the Newton-Raphson Formula in order to prove

the given expression.

(b) (i) • Not recognising the loan repayment as an A.P., hence writing all 12 instalments,
then summing.
• Using P = $570 to work out the 12 payments then summing to prove that
A = $10 800 rather than using A = $10 800 to prove that P = $570.

(ii) It was noted that the students had more difficulty with (b) (ii) than with (b) (i).

• Writing the loan balance as (10 800 – nth instalment) instead of (10 800 – Sn)
where Sn is the sum of the first n instalments.
• Using the sum of a G.P. instead of the sum of an A.P.
• Incorrect expansion and simplification of the brackets when forming an expres-
sion for the sum of the instalments.
• Using 10 800 = Sn instead of (10 800 – Sn) as an attempt to find an expression for
the remaining debt.

Answer(s): (b) (ii) D = 10 800 – 540n – 30n2

SECTION C
(Module 3: Counting, Matrices and Modelling)

Question 5

Specific Objective(s): (a) 4, 7, 9, 10

This question tested the candidates’ knowledge of simple counting principles and probability.

There were several good responses to this question with many candidates scoring between 12 and
20 marks. A significant number earned maximum marks.

(a) Some candidates experienced confusion between permutation and combination. More practice
is recommended to clarify the distinction.

(b) A few candidates included the column totals in their calculation of the number of males and
the number of females.
 - 27 -

In Part (ii), some candidates did not recognise the problem as inclusive and so many found
P (males) + P (news) rather than P (males) + P (news) – P (males and news).

Generally, attention should also be paid to computational correctness in problems of this kind.

55
Answer(s): (a) (i) 210 (ii) = 0.262
210

48 70 20
(b) (i) = 0.48 (ii) = 0.70 (iii) = 0.20
100 100 100

30 70
(iv) 1– = = 0.70
100 100

(c) (i) p = 0.20 (ii) 0.45

Question 6

Specific Objective(s): (b) 1, 2, 3, 4, 5, 6

The question examined solutions to systems of linear equations by matrix methods, as well as
properties of matrices and determinants.

Although almost all the candidates attempted the question, generally, it was not well done. Very few
candidates were able to obtain full marks in this question.

(a) (i) In a few cases, candidates were not able to express the system of equations in complete
matrix form, that is, AX = Y.

(ii) Although candidates were able to identify the augmented matrix, in many instances this
was not written using valid notation. Some candidates confused the augmented matrix
with the adjugate matrix.

(iii) Most candidates were able to perform elementary row operations. There were,
however, many arithmetic errors. There also seemed to be a problem in identifying
when the matrix was in echelon form with candidates getting a simpler matrix to work
with but not a matrix in the desired echelon form.

(iv) Most candidates were able to find the value of α from their reduced matrix.

(v) The majority of candidates were able to solve the system of equations up to a point.
Many got as far as stating y = –1, x + z = 11. Only a few candidates were able to go
further to choose x or z arbitrarily and state the final required answer.
 - 28 -

(b) (i) This was generally well done, however, many candidates seemed not to be able to
identify the 3 x 3 identity matrix, I. Some students misinterpreted KI - A as K(I – A).

(ii) Most candidates who correctly found KI-A were able to at least make a valid attempt at
finding the determinant. In many instances, there were errors in the simplification of
the determinant and this led to the wrong cubic equation. Most candidates were able to
use the factor theorem correctly to factorise the cubic. There were cases of candidates
correctly factorising the valid cubic equations but losing marks by making errors such
as k2 – 3 = 0 ⇒ k = ±3 or by simply stating that k 2 —3 = 0 ⇒ k 2 = 3.

 1 1 1  x   10   1 1 1 10
Answer(s): (a) (i)  3 – 2 3  y  =  35  (ii)  3 – 2 3 35 
       
 2 1 2  z   α  2 1 2 α 

1 1 1 10 
(iii) 0 –1 0 1  (iv) α = 21
 
0 0 0 α – 21

(v) x = 11 – z, y = –1, z arbitrary

 k 1 – 1
(b) (i) kI —A =  1 k – 1 (ii) kI —A = 0 ⇒ k = 1 ,k = ± 3
 
 –1 –1 k – 1
 - 29 -

UNIT 2
PAPER 03/B (ALTERNATIVE TO INTERNAL ASSESSMENT)

SECTION A
(Module 1: Calculus II)

Question 1

Specific Objective(s): (c) 1, 2, 3

The question posed a mathematical modelling problem based on proportionality, exponentials and the
solution of a differential equation.

Most of the candidates who took the paper were unable to form the differential equation required in
Part (a).

While 10% of the candidates gained maximum marks, the majority earned less than 10% of the 20
marks.

Several candidates were unable to manipulate the exponential and logarithmic functions.

dA dA
Answer(s): (a) = kA, k<0 or = —kA , k > 0
dt dt

SECTION B
(Module 2: Sequences, Series and Approximation)

Question 2

Specific Objective(s): (b) 4, 6, 8, 9

This question examined geometric series and mathematical modelling.

The general performance on this question was poor with the majority of candidates earning between
0 and 5 marks.

(a) Several of the candidates were unable to recall that the common ratio r of a convergent
geometric series must satisfy the condition r < 1 .

(b) (i) Some candidates were unable to express the answers to 2 significant figures.

(ii) Most candidates did not recognise that maximum output meant sum to infinity.

Answer(s): (a) x < 6, –1 < x < 1, x > 6

(b) (i) a) 1 300 000 to 2 sig. fig. b) 920 000 to 2 sig. fig.
(ii) 29 to 2 sig. fig.
 - 30 -

SECTION C
(Module 3: Counting, Matrices and Modelling)

Question 3

Specific Objective(s): (a) 1, 2, 6, 7, 9, 10

The question covered arrangements of objects, probability, and solutions of system of equations.
Mathematical modelling is also evident.

(a) Candidates were able to find the probability with no restrictions in (i), but had severe
difficulties in obtaining the correct answer to Part (ii).

(b) Generally, this part of the question was well done with 95 per cent of the candidates obtaining
the correct answers.

Answer(s): (a) (i) 10! (ii) 0.8

(b) (i) 2x + 2y + z = 5950

4x + y + z = 11 450
5x + 3y + 2z = 14 600

 2 2 1  x   5 950
(ii)  4 1 1  y  =  11 450 
     
 5 3 2  z   14 600

(iii) x = 2800
y = 100
z = 150

PAPER 03

INTERNAL ASSESSMENT

Module Tests

The main features assessed are:

• The mapping of the items tested to the specific objectives in the syllabus;
• Coverage of content of each Module test;
• The appropriateness of the items tested for the CAPE level;
• The presentation of the sample (Module Tests and students’ scripts);
• The quality of the teachers’ solutions and mark schemes;
• The quality of the teachers’ assessment – consistency of marking using the mark scheme.

In general, the question papers, solutions and detailed mark schemes met the CXC CAPE Internal
Assessment requirements for both Unit 1 and Unit 2.
 - 31 -

Too many of the Module tests comprised items from CAPE past examination papers. Untidy ‘cut
and paste’ presentations with varying font size were common place. Teachers are encouraged to use the
past CAPE examination papers ONLY as a guide and to include original and creative items in the
Module tests.

The stipulated time for Module Tests (1 – 1–12 hours) must be strictly adhered to as students may be at an
undue disadvantage when Module Tests are too extensive or insufficient.

The specific objectives tested in a particular module test must be from that Module.

In most cases, the Internal Assessments that were based on collective testing of Modules were
inadequate in terms of the coverage of the Unit.

Improvement is needed in the presentation of samples for moderation. (See Recommendations below).

The moderation process relies on the validity of teacher assessment. In a few instances, the students’
scripts reflected evidence of rewriting of some solutions after scripts were formally assessed by the
teacher. Also, there were a few cases where students’ solutions were replicas of the teacher’s
solutions – some contained identical errors and full marks were awarded for incorrect solutions.

To enhance the quality of the design of Module tests, the validity and accuracy of teacher assessment
and the validity of the moderation process, the following Internal Assessment guidelines are
recommended.

Recommendations (Module Tests):

(i) Design a separate test for each Module.

(ii) In cases where several groups in a school are registered, the assessments should be
coordinated, common tests should be administered, and the same marking scheme used. ONE
sample of FIVE students will form the sample for the centre.

(iii) In 2008, the format of the Internal Assessment remains unchanged. [Multiple Choice
Examinations will not be accepted].

Please note Recommendations for Module Tests and Presentation of Sample.

Recommendations for Module Tests and Presentation of Samples

1. COVER PAGE TO ACCOMPANY EACH MODULE TEST

The following information is required at cover for each Module test.

• Name of School and Territory; Name of Teacher;

• Unit Number and Module Number;
• Date and duration (1 - 1 1 hours) of Module Test;
2
• Clear Instructions to candidates;
• Total Marks allotted for Module Test;
• Sub-marks and total marks for each question must be clearly indicated.
 - 32 -

2. COVERAGE OF SYLLABUS CONTENT

• The number of questions in each Module Test must be appropriate for the stipulated time
of 1 - 1 1 hours;
2
• CAPE Past Examination papers should be used as a guide ONLY;
• Duplication of specific objectives and questions must be avoided;
• Specific objectives tested must be within the syllabus.

3. MARK SCHEME

• Detailed mark schemes must be submitted; holistic scoring is not recommended;

• FRACTIONAL MARKS MUST NOT BE AWARDED;
• The total mark for Module tests must be clearly stated on the teacher’s solution sheet;
• The student’s mark must be entered on the FRONT page of the student’s script.

4. PRESENTATION OF SAMPLE

• Students’ responses must be written on normal size paper, preferably 8 1 ” x 11”;

2
• Question numbers are to be clearly written in the left margin;
• The total score for each question marked on students’ scripts must be clearly written in the
right margin;
• ONLY original students’ scripts must be sent for moderation.
Photocopied scripts will not be accepted;
• Module Tests must be typed using a legible font size, (or if handwritten must be neat and
legible)
• The following are required for EACH Module test:

– A question paper
– Detailed solutions with detailed mark schemes
– The scripts of the candidates comprising the sample
(Students’ scripts in the sample are to be organized by Modules)

• Marks recorded on PMaths 1 - 3 and PMath 2 - 3 must be rounded off to the NEAREST
WHOLE NUMBER;
• In cases where there are five or more registered candidates, FIVE samples must be sent.
 CARIBBE AN EXAMINA TIONS COUNCIL

REPORT ON CANDIDATES' WORK IN THE

CARIBBEAN ADVANCED PROFICIENCY EXAMINATION

MAY/JUNE 2008

PURE MATHEMATICS
(Trinidad & Tobago)

Copyright © 2008 Caribbean Examinations Council ®

St. Michael, Barbados
All rights reserved
 - 2-

CARIDBEAN ADVANCED PROFICIE NCY EXAMINA TION

MAY/JUNE 2008

INTRODU CTION

This is the first year that the revised syllabus for Pure Mathematics is examined. The new format of
Paper 01 is multiple choice (MC) and Papers 02 and 03 have retained the format with extended-response
questions. Circumstances dictated that examination papers for the Trinidad and Tobago (T&T) candidates
were not the same as those for the Rest of the Region (ROR), nevertheless, the Internal Assessment (IA) of
candidates from Trinidad and Tobago was included in the overall IA for the entire region and a common
report has been written for that aspect of the examination process. A copy of that report is appended under
the heading PAPER 03.

Generally, the performance of candidates was very satisfactory with a number of excellent to very good
grades. There still remained, however, too large a number of weak candidates who seemed unprepared for
the examination. Approximately 3 500 scripts were marked.

GENERAL COMMEN TS

The new topics in the revised Unit I syllabus are Cubic Equations, Indices and Logarithms, and L'Hopital's
rule, with Complex Numbers moved to Unit 2. Of these new topics, candidates showed reasonable
competence in Cubic Equations and Logarithms, but some seemed not to have been exposed to L'Hopital's
rule. Among the old topics comprising Unit 1, candidates continue to experience difficulties with Indices,
Mathematical Induction and Summation Notation (2J General skills at algebraic manipulation including
substitution at all levels continue to pose challenges. A new area of difficulty has emerged, the topic of
Trigonometric Identities. Strong performances were recorded in Differentiation, the Plotting of Graphs,
Vectors, and Coordinate Geometry. This was encouraging. Some effort should be made in providing
students with practice in connecting parts of the same question in order to facilitate efficient solutions.

DETAILED COMMEN TS
UNITt
PAPEROl

Paper 01 comprised 45 multiple-choice items. Candidates performed satisfactorily. The mean score was
61.0 per cent and standard deviation was 8.6.

PAPER02
SECTION A
(Module 1: Basic Algebra and Functions)

Question 1

Specific Objective(s): (d) 3, 8, 10; (b) 4; (t) 3, 5; g (2)

This question tested properties of the roots of quadratic equations, cubic equations, the modulus function and
graphs.

(a) (i) There were several attempts at this part of the question. Many candidates wrote the
condition for real roots without the 'greater than' sign in b 2 - 4ac ::2: 0 and so did not
obtain full marks. Others made errors in simplifying (-2hf

(ii) This was one of the new topics and presented some challenges, but there were many
encouraging attempts. Very few candidates used the fact that 5(5 - k)(5 + k) = 105 to
obtain the values of k. More practice is recommended.
 -3-

(b) (i) (iii) This part ofthe question was very well done. Most candidates did not use the graph to find
the values ofx in Part (iii), but simply read the values from the table.

Answer(s) : (a) (i) h 2 4 or h :::=:- 8

(ii) p = 71' k = ±2

(b) (iii) f (x) = g (x) when x = 0 or x = 4

Question 2

Specific Objective(s): (a) 5, 6, 8; (c) 1, 2, 3, 5

This question tested knowledg e about indices, logarithms and the principle of mathemat ical induction.

(a) Several candidates attempted this part of the question, many of whom realized that each term could
be expressed in the form 3\ x £ N. Due to errors in the algebraic manipulat ion, only about 50 per
cent of those attempting the question obtained the correct answer.

(b) (i) Not many candidates knew how to derive this result although several of them knew how to
use it as they demonstra ted in Part (ii).

(ii) This was very well done by the many candidates who attempted it, although they found the
underlying principle at (i) hard to derive.

(c) There were many good attempts at this question with several candidates obtaining at least 90 per
cent of the marks. The step from n = k to n = k + 1, which is the main task in the principle of
mathemat ical induction, still eludes many. More practice is recommen ded.

Answer(s) : (a)

(b) (ii) y=S

SECTIO NB
(Module 2: Trigonometry and Plane Geometry)

Question 3

Specific Objective(s): (a) 9, 10, 12, 13; (c) 8, 9, 10

This question tested properties of vectors, trigonome tric identities and solutions of trigonome tric equations.

(a) This part of the question was quite well done although Part (iii) did pose a challenge to a few
candidates.

(b) Several successful attempts were made in solving this part, however, some candidates had
difficulty expanding cos 2A.

(c) The manipulat ion of the trigonome tric identity troubled some candidates in this part of the
question. It was also noted that not many candidates used the 'otherwise ' route in Part (iii) to
solve sin 39 = sin e.
More practice of this type of question and better use of the formula sheet are recommended.
 -4-

Answer (s): (a) (i) A.= -2

(ii) A.=2

(iii) A.= 4±2~3

(c) (iii) B = ;r 3;r

4' 4

Question 4

Specific Objective(s): (b) 5, 7, 9

The question dealt with tangents to circles and basic properties of circles in the context of coordinate
geometry.

(a) (i) Most candidates were able to find the coordinates ofP, A and B. Approxim ately 90 per cent
of attempts were successful.

(ii) Several candidates found it difficult to obtain the value of A . Those who were successful
substituted the coordinates of P but made simple errors in extracting the correct value of A. .
. d A1
mstea d o f --10 .
10 .
M any obtame = 3
3

For those candidates who had a value of A. to carry forward, further marks were obtained
from Parts (a) to (d).

(b) (i) Many candidates did not relate the result required to the trigonome tric relationship
sin2 t + cos 2 t = 1 and hence missed out on the simplicity of the process in obtaining the
required equation.

(ii) This part of the question was more of a challenge for the candidates. Few obtained full
marks.

Answer(s): (a) (i) P = (1, 10), A= (2, 3), B = (6, 5)

(The coordinates of A, B may be interchanged)

10
(ii) a) A.=--
3

b) 3x2 + 3/- 16x -- 40y + 113 = 0

c) /PQ/ = sFs
3

d) /PM/= 3..[5
 -5-

SECTION C
(Module 3: Calculus I)

Question 5

Specific Objective(s): (a) 4, 7; (b) 8, 9(i), 10, 16; (c) 13, 14, 15

The question examined knowledge about limits, L'Hopital's rule for limits, differentiation of rational
functions and maxima in mensuration.

(a) The topic of L'Hopital's rule for finding limits is a new topic in the revised
syllabus and some candidates did not seem to be familiar with it. As a
consequence, candidates were not penalized for using other methods to solve the
particular problem posed.

(b) (i) This part of the question was generally well done. Several candidates obtained full marks
for both a) and b).

(ii) Most candidates who attempted this part of the question obtained full marks. Several of
2

th em 10und -
d-y by d'fC . . dy as a quotient.
. A sma 11 number of cand'd
C
2 1 1erentratmg 1 ates
dx dx
2
used implicit differentiation to find d ~ .
dx

(c) (i) This part was very well done with the majority of candidates who attempted it gaining full
marks.

(ii) Several candidates succeeded in doing this part correctly although some had difficulty in
substituting h in the expression for V. A few did not find the second derivative in order to
obtain the value of h for V a maximum.

4
Answer(s): (a) 5

(b) (i) a) dy = 1
dx (1- 4xT
(c) (ii) h=4

Question 6

Specific Objective(s): (c) 1, 3, 4, 5, 6, 7, 8 (i), 9

The question tested knowledge and skill in differentiation and integration. Generally the question was well
done, with approximately 70 per cent of candidates obtaining at least 16 of the 25 marks allocated.

(a) This part of the question was the most challenging for the candidates. Many seemed not to be
familiar with integrating functions using 'substitution ', which should be a regular procedure for
problems whenever the integrand is not straightforward. Many candidates found difficulty
manipulating xdx to change from the variable x to the variable u. More practice is reconunended.

(b) Too many candidates were unable to relate the gradient ofthe curve with the need for integrating to
obtain the equation for the curve. Several candidates treated x 2 - 4x + 3 as the function f(x) rather
than f' (x) and proceeded in the wrong direction.
 - 6-

(c) (i) Candidates found this part of the question easy, however, some struggled with the algebra
involved.

(ii) There were some excellent responses to this part of the question. Common errors included:

a) Incorrect choice of limits

b) Attempting to combine the equations of the line and curve into a single function to
integrate
c) Attempting to use approximation to fmd the area despite the stipulation to obtain the
exact value

Answer(s): (a) ~ ~3x 2 + 1 +a constant

3

(b) . o fC.rs -X - 2x 2 + 3x -
Equat10n 1
3

(c) (i) A= (1, 3), B = (0, 5), C = (4, O)

(ii) Exact value of area= 13 units 2

UNITt
PAPER 03/B (ALTERNATIVE TO INTERNAL ASSESSMENT)
SECTION A
(Module 1: Basic Algebra and Functions)

Question 1

Specific Objective(s): (a) 7; (c) 2, 3; (d) 7, 9; (f) 5(ii)

This question tested candidates' abilities in solving logarithmic equations, and their knowledge of the
factor theorefi\ concept of a decreasing function, and the sigma notation relating to an arithmetic
progression.

(a) (i) This part of the question was satisfactorily done.

(ii) This part of the question was not well done. Candidates found it difficult to express the
given logarithmic equation in index form thus allowing for the solution of a simple linear
equation.

(b) (i) A significant number of candidates were unable to use the intercepts of the curve to
determine the constants required. Preparation for specific topics seem to be stereotype.
Apparently, the use of the factor theorem is studied without any reference to the relationship
of a curve and its intercepts.

(ii) Most of the candidates stated the range as seen on the graph but included the point where
x = -1. Instances were seen where candidates attempted differentiation of f(x) to find the
required range. More practice on graphs and how to use graphs to determine some features
of a function should be done.

(iii) This part of the question was satisfactorily done.

 - 7-

Answer(s): (a) (i) p

( ii) x=9

(b) (i) h =4, k = -1' m= -2

( ii) -1 <x:s;O

(c) 15 350

SECTION B
(Module 2: Trigonometry and Plane Geometry)

Question 2

Specific Objective(s): (b) 1, 2, 6, 7, 9.

This question tested candidates' abilities to detennine a Cartesian curve from given parametric equations,
finding a tangent and a normal to a Cartesian curve in linear form and in terms of its parameter, intersection
of a line and a curve, and the distance between two points on a curve.

The majority of candidates performed poorly with approximately 10 per cent of them giving no responses.

Symbolic representation and application of the given data as required was a big challenge to most
candidates. The algebraic skills demonstrated were very weak.

Such candidates require more preparation and practice to perform satisfactorily at these examinations.

Answer(s):

SECTION C
(Module 2: Calculus!)

Question 3

Specific Objective(s): (a) 4, 5; (c) 2, 4, 5, 6; (b) 11.

This question tested the concept of limits and of definite integration, as well as the use of a simple model
involving rate of change.

(a) (i) This part of the question was well done since candidates were given a useful hint which
simplified the rational function.

(ii) Most candidates were able to follow through with the result from (i) to perform well on this
part of the question.

(b) (i) This part of the question was satisfactorily done by most of the candidates.
 -8-

(ii) Some candidates had difficulty separating the integral and usmg the result grven for
4
Jf (x) dx = 7 . In addition candidates could not use the fact that for a continuous function
I
2 4 4
Jf (x) dx + Jf (x) dx = Jf (x) dx. Candidates therefore could not obtain the correct
1 2 1
answer. A number of candidates attempted integration of the problem in the form given
with obvious difficulties.

(c) (i) The majority of candidates merely found dV , apparently not aware that finding dV
dh dt
· d mu1tip
reqmre · of -
· 1·rcatron dV- by -dh .
dh dt

(ii) The candidates were required to find dh but many of them failed to do so since their result
dt
at (i) was incorrect. There were no correct responses to this part of the question.

1
Answer(s): (a) (i)
6

1
(ii)
48

(b) (i) u=2

(ii) 4

. dV 1 (48h-3h
(c) (r)-=-Jr 2) x-
dh
dt 3 dt

(l·r·) -cms-
25 1

71t

dh
= 7th (16 - h) X -
dt

GENERAL COMMENTS

UNIT2

Topics satisfactorily covered were those relating to solution of Exponential Equations, Calculus of
Composite Functions, (including Inverse Trigonometric Functions), First-order Differential Equations,
Solution of Second-order Differential Equations, Series, Mathematical Induction, Permutations and Simple
Probability, Approximations to Roots of Equations, Series, Complex Numbers (including De Moivre's
theorem), and Matrix Algebra.

This examination tested the new topics which included Calculus of Inverse Trigonometrical Functions and
the Second Derivative, the use of an Integrating Factor for First-order Differential Equations, Second-order
Differential Equations, Maclaurin's Theorem for Series Expansions, Binomial Expansion Series, Reduction
to Row-Echelon Form, and Row Reduction of an Augmented Matrix, Complex Numbers with application of
Demoivre's Theorem for integral n.
 - 9-

The majority of candidates continue to display weaknesses in tasks requiring algebraic manipulation or
involving substitution. It is imperative that more emphases be placed on these areas of weaknesses.
Extensive practice in the use of substitution and algebraic manipulation is demanded if candidates are to be
well prepared to show improved performances in these areas. Candidates continue to demonstrate a lack of
appreciation for questions which allow for "hence or otherwise". They fail to see existing links from
previous parts of the questions and never seem disposed to using "otherwise" thus employing any other
suitable method for solving the particular problem.

UNIT2
PAPEROl

Paper 01 comprised 45 multiple-choice items. The candidates performed satisfactorily. The mean score on
this paper was 68.4 per cent and the standard deviation was 8.6.

UNIT2
PAPER02
SECTION A
(Module 1: Calculus II)

Question 1

Specific Objective(s): (a) 7, 9; (b) 1, 2, 3, 5, 6, 7.

This question tested differentiation of various functions, exponential, logarithmic, and mverse
trigonometrical, as well as parametric equations, and distinguishing a point of inflexion.

This question was generally well done by the majority of candidates. The average marks obtained were
within the range 17 - 20 from a maximum of 25 marks.

(a) Most of the candidates gained full marks for this part of the question. A small number of candidates
found it difficult to solve the quadratic equation obtained in terms of ex. Some candidates attempted
to take the natural log of each term with the obvious difficulties experienced.

(b) This part of the question was well done. All the candidates used second differentiation to prove the
result. No candidate attempted to use implicit differentiation.

(c) (i) Generally, responses to this part of the question were good. Some candidates had
difficulties with the Multiple Composite Functions. An application of the product rule over
three terms is not a regular feature and more practice would be needed in this regard.

!!_sin -I (2x) was not well done. Most candidates used the result of~ sin- 1 (x)
without
dx dx
paying attention to the composite 2x. With the testing of this new topic it was not
unexpected that lack of adequate practice would be evident.

(ii) a) This part of the question was well done. A few candidates attempted to set t in
terms of x and y before differentiation. Clearly, they had an idea but failed to
develop it successfully.

b) Very few candidates obtained full marks for this part of the question. The majority
of candidates set dy = 0 to find the point of inflexion. Those candidates who
dx

attempted to find : ; merely found ! (: )

and not multiplying by : . In
 - 10 -

fact distinguishing a point of inflexion appeared to be new to most of the

candidates. A lot of practice is required in this regard.

Answer(s): (a) x =In 7, x = 0

(c) (i) In
2x
x( -J1-4x +sin -
1
2x) +sin - 2x 1
2

Question 2

Specific Objective(s): (c) 1, 3, 6, 8, 11, 12 (ii)

This question required candidates to evaluate an indefinite integral using integration by parts, solving a first-
order differential equation using an integrating factor, the general
solution of a second-order differential equation with the principal integral being a trigonometric function,

. partra
reso 1vmg 'lfractions,
· and.mtegratwn
· mvo
· r·
vmg J/(x)dx .
f (x)

The majority of candidates attempted this question. The average range of marks obtained was 15 - 20 with
a satisfactory number of candidates earning marks in the range 21 -25 out of a maximum of 25 marks.

(a) (i) Approximately 30 per cent of the candidates who attempted this question obtained full
marks. The substitution u = ln x was widely used. The practice of not stating the constant
of integration continues to be a source of concern. Emphasis must be placed on this aspect
for candidates to appreciate the importance of this constant and to earn full marks.

(ii) Some candidates had problems finding the correct integrating factor. They also failed to

write the equation in the form I dy + Iy =I In x. However, the majority of candidates

dx
seemed to have grasped the concept of using an integrating factor.

(b) (i) Most candidates successfully found the first and second derivatives of m cos x + n sin x.
However, too many of these candidates made simple errors in calculating the values of m
andn.

(ii) Candidates had no difficulties finding the complementary function correctly. Due to errors
made in (i) some marks were lost overall.

(c) (i) The majority of candidates performed well in this part of the question.

(ii) Generally most of the candidates who were successful in Part (i) were able to integrate
3x
correctly. A very small number of candidates mistakenly found. . .
f ~2 + )dx as
1
arctan x. Candidates are guilty of omitting the constant of integration.

Answer(s): (a) (i) _!_{In (x) f +C

2
(ii) xy =_!_{In (x) ?+ C
2

(b) (i) m=2, n=l

 - 11 -

h
(ii) y=Ae~ + Bex + 2 cos x + sin X

2 3x
(c) (i) - - - - 2
x-l X +1

(ii) 2 ln 1x - 1 1- %In Ix + 1 I+ C
2

SECTION B
(Module 2: Sequences, Series and Approximations)

Question 3

Specific Objectives: (b) 1, 3, 6, (e) 1, 2, 4

This question tested the candidates' abilities with respect to arithmetic progressions, the principle of
mathematical induction, the intermediate value theorem for the existence of a real root, and the Newton-
Raphson method.

The majority of candidates attempted this question. The range of marks obtained for this question was
between 10 and 20 out of a maximum of 25 marks.

(a) (i) a) Most candidates used the approach of evaluating the sums for S and T by using
formulae stated in the Formulae Booklet. However, they did not understand the
concept tested and failed to gain marks for this part of the question.

b) Candidates, having failed to answer (a) correctly, proceeded to find the sum of the
arithmetic series, S, using the formula stated in the Formulae Booklet. This type of
candidate needs adequate practice to be proficient with algebraic manipulation and
the deductions made from these manipulations.

(ii) Most candidates demonstrated a sound understanding of the principle of mathematical

induction. However, some candidates are still unclear of the inductive process and failed at
the step where the assumption that Pk is true is used to show that Pk + I is true for n =some
k. More work on the principle of mathematical induction is required. Some candidates
simply substituted k + 1 fork in the statement for Pk. Candidates also failed to express
(k + 2) (2k + 3) in the form [(k + 1) + 1] [2(k + 1) + 1] to show that the statement Pk+ I is of
the form Pk for n = k + 1. It is clear, however, that candidates are becoming more adept at
applying the principle of mathematical induction.

(iii) This part of the question required the use of the substitution of the formulae for
n n
I r 2 and I r , and simplifying to get the answer. A number of candidates mistakenly
r=I r=I
applied the principle of mathematical induction to prove the result. Those candidates who
used substitution of the formulae obtained full marks.

(b) (i) Most candidates found f (0) and f (1 ), concluding that since there was a sign change that
condition was sufficient for the existence of a real root in the interval (0, 1). Candidates
were not aware that the function must be continuous in that interval to use the intermediate
value theorem. Many candidates failed to obtain full marks due to this omission.
 - 12 -

( ii) The majority of candidates were not able to use the concept of differentiation to show that
the function was continuously increasing, hence the existence of only one real root. Some
candidates very logically showed by way of two graphs that f (x) = x 3 and
g (x) = 3 - 6x- 3x2 had only one point of intersection. A few candidates used the roots of a
cubic equation to show that the cubic equation had one real root and two complex roots.

(iii) More than 60 per cent of the candidates were able to obtain maximum marks for this part of
the question. Very few candidates showed weaknesses in applying the Newton-Raphson
method.

Answer(s): (b) (iii) 0.41

Question 4

Specific Objective(s): (a) 1, 2; (c) 1, 3; (e) 3, 4

This question tested the use of sequences defined by recurrence relations, simple algebraic proofs, and the
binomial theorem. The average range of marks for this question was between 10 and 15 from a maximum of
25 marks. Generally the responses to this question were unsatisfactory.

(a) (i) Because of arithmetical errors, a few candidates did not earn full marks for this part of the
question.

(ii) A number of candidates showed weaknesses in basic algebraic simplification and correct
numerical answers.

(iii) a) b) Most candidates were unable to answer this part of the question logically. Simple
algebraic proofs continue to be problematic and much more is required in this
regard.

(b) The majority of candidates did well on this topic. Generally, most of them used an inspection
method to determine the term independent of x. In fact, few candidates used the binomial expansion
to determine the term required. Emphasis must be placed on the binomial theorem.

(c) A significant number of candidates found this part of the question difficult. Many of them simply
used the calculator to find the difference. The use of the binomial expansion series for
approximations seemed unfamiliar to most of the candidates. Practice in this regard is necessary.

20 31
Answer(s): (a) (i)
11 ' 16

15! (66)
(b) 6! 9!

(c) 10.28620
 - 13 -

SECTIONC
(Module 3: Counting, Matrices and Complex Numbers)

Question 5

Specific Objective(s): (a) 1, 2, 7, 8, 9; (b) 2; (c) 1, 2, 4, 5,11

This question tested selections using permutations, classical probability, complex numbers including De
Moivre's theorem, and matrix algebra. The overall performance by candidates was satisfactory. The
average range of marks was between 10 and 20 from a maximum 25 marks.

(a) (i) a) Most candidates responded well to this part of the question. A few candidates found
distinguishing between combinations and permutations rather challenging.

b) The majority of candidates gave satisfactory responses to this part of the question.

(ii) This part of the question was well done.

(b) Candidates demonstrated a good understanding of probability theory, including the use of Venn
diagrams and laws of probability.

(c) (i) A majority of candidates substituted 3 + 4i into the equation but had difficulties comparing
coefficients since many of them made arithmetic errors in the expansions. Very few
candidates used the principles of complex conjugate and the sum and product of roots of a
quadratic equation. Not many candidates were able to obtain full marks.

(ii) The majority of candidates demonstrated an understanding of De Moivre's theorem.

However, many of them made errors in the expansion, particularly the terms involving i 2 • A
number of candidates were unaware that they had to consider the real part of the expansion
for cos 38. Very rarely did candidates define the complex number cos e + i sin 8 as z,
cos 8 - i sin 8 as J:_z and used the principle of (z + J:_)z = 2cosB. More practice in this

topic will improve candidates' understanding and performance.

Answer(s): (a) (i) a) 64 = 1296

b) 360

"") - 1
(11
3

(b)~
28

(c) (i) h=-6,k=25

Question 6

Specific Objective(s): (b) 1, 2, 7, 8.

This question tested matrix algebra including solution of a variable for a singular matrix, multiplication of
conformable matrices, finding the inverse of a non-singular matrix, and solution of a system of equations
using matrix algebra. Approximately 20 per cent of the candidates gained full marks on this question. The
average range of marks for this question was between 10 and 25 from a maximum of 25 marks.
 - 14-

(a) The majority of candidates performed well in this part of the question. Some candidates made errors
in the cubic expansion for x and subsequently found it difficult to factorize the cubic equation
correctly.

(b) (i) This part of the question was well done.

(ii) a) This part of the question was well done. Very few candidates made some arithmetic
errors in multiplication.

b) A number of candidates failed to deduce the inverse of A from the result at a). Many
of them went on to calculate A as
-1
N
1
adj A. This showed a weakness in

understanding the concepts involved. Much practice in this topic will improve
performance.

(iii) This part of the question was well done by candidates who deduced or otherwise found A 1
correctly. However, some candidates failed to obtain full marks because they included the
number of coaches in their answers.

Answer(s): (a) x= 1, 2,-3

~G [-~2 J
0 0
(ii) a) AB 2 b) ~ B = 3 -21
2
0 -2 1

(iii) 24

UNIT2
SECTION A
PAPER 03/B (ALTERNATIVE TO INTERNAL ASSESSMENT)
(Module 1: Calculus II)

Question 1

Specific Objective(s): (a) 5, 6, 7, 8; (c) 5

This question examined an exponential and a logarithmic expression, integration by parts of a trigonometric
function, and an exponential model. Overall this question was poorly done.

(a) Most of the candidates who attempted this part of the question did not demonstrate an understanding
of exponential functions and of natural logarithms. This part of the question was poorly done.

(b) Candidates could not separate cos 3 x as cos x (1 - sin 2x) in order to substitute cos x dx for du. Many
of the candidates only found du =cos x dx. No candidate got marks beyond this point.

(c) (i) Many candidates failed to use the fact oft = 0 to find the answer to this part of the question.
 - 15 -

(ii) Candidates were required to find the value of the constant k before proceeding to find the
answer to this part of the question. However, substitution and subsequent solution proved
beyond the ability of most of the candidates.

Answer(s):
1 { x
(a) y = - \e + e
-x)
2

. 1 . 3
(b) SlD X - - SlD X+ C
3

(d) (i) 70° c

(ii) 7.5 minutes

SECTIONB
(Module 2: Sequences, Series and Approximations)

Question 2

Specific Objective(s): (b) 3, 11, 12

This question tested the sum of a convergent series using the method of differences, and a model involving
a geometric progression. The overall response was poor. Candidates seemed generally unprepared.

(a) (i) Candidates found it difficult to express the general term of the senes. They appeared
unfamiliar with patterns and sequences.

(ii) Follow through from (i) was not possible since the majority of candidates did not get the
correct partial fractions to work with.

(iii) Most of the candidates did not respond to this part of the question. The few who did could
not determine the nature of the series since answers to (i) and (ii) were either non-existent or
wrong.

(b) (i) (ii) Overall they were very few and very poor responses to this part of the question. Analysis of
the problem proved to be challenging for the candidates.

1
Answer(s): (a) (i)
(2r - 1)(2r + 1)

1 1
(ii)
2 2(2n + 1)

1
(iii) -
2

(b) (i) $ ( 10 0 + 110 /) (ii) $6 205

 - 16-

SECTION C
(Module 3: Counting, Matrices and Complex Numbers)

Question 3

Specific Objective(s): (b) 7, 8

of these
This question tested complex numbers and matrix algebra. Candidate s showed a fair understanding
topics. However, some candidates had difficulty finding the inverse of the invertible matrix.

(a) (i) This part of the question was well done by the majority of candidates.

(ii) Very few candidates made arithmetical errors in this part of the question. Generally, this
part of the question was well done.

(b) (i) A significan t number of candidates did not demonstrate a clear understan ding of the process
required to find the inverse of an invertible matrix. No candidate attempted the row
reduction of an augmente d matrix of the identity matrix.

(ii) There were no correct responses to this part of the question.

-13 9 .
Answer(s) : (a) (i) ----l
2 2

(ii)
5m
~ l-:-5 -5 5
(b) (i)
7

2
-6
-1
j

(ii) l<l
 - 17 -

PAPER 03 -INTERNAl~ ASSESSMENT

The Internal Assessment comprises three Module tests.

The main features assessed are the:

• Mapping of the items on the Module tests to the specific objectives in the syllabus for the relevant
Unit
• Content coverage of each Module test
• Appropriateness of the items tested for the CAPE level
• Presentation of the sample (Module tests and students' scripts)
• Quality of the teachers' solutions and mark schemes
• Quality ofthe teachers' assessme nts- consistency of marking using the mark schemes
• Inclusion of mathematical modelling in at least one Module test for each Unit

GENER AL COMME NTS

1. Too many of the Module tests comprised items from CAPE past examination papers.

2. Untidy 'cut and paste' presentations with varying font size were common place.
to
3. This year there was a general improvement in the creativity of the items, especially with regards
mathematical modelling. Teachers are reminded that the CAPE past examinati on papers should be
used ONLY as a guide.

at
4. The stipulated time for Module tests (1-11/zhours) must be strictly adhered to as students may be
an undue disadvantage when Module tests are too extensive or insufficien t. The following guide
can be used: 1 minute per mark. About 75 per cent of the syllabus should be tested and
mathematical modelling MUST be included.

5. Multiple-choice Questions will NOT be accepted in the Module tests.

6. Cases were noted where teachers were unfamilia r with recent syllabus changes, for example,
complex numbers, 3-dimensional vectors, dividing a line segment internally or externally.

7. The moderatio n process relies on the validity of teacher assessment. There were a few cases where
students' solutions were replicas of the teachers' solutions - some containing identical errors and
full marks were awarded for incorrect solutions. There were also instances where the marks on the
students' scripts did not correspond to the marks on the Moderatio n sheet.

8. Teachers MUST present evidence of having marked each individual question on the students'
scripts before a total is calculated at the top of the script. The corresponding whole number score
out of 20 should be placed at the front of the students' scripts.

9. To enhance the quality of the design of the Module tests, the validity of teacher assessment and the
validity of the moderation process, the Internal Assessment guidelines are listed below for emphasis.

Module Tests
that
(i) Design a separate test for each Module. The Module test MUST focus on objectives from
module.
d,
(ii) In cases where several groups in a school are registered, the assessments should be coordinate
common tests should be administered, and a common marking scheme used. One sample of FIVE
students will form the sample for the centre.
 - 18 -

(iii) In 2009, the format ofthe Internal Assessment remains unchanged.

[Multiple Choice Examinations will NOT be accepted).

GUIDELINES FOR MODULE TESTS AND PRESENTATION OF SAMPLES

1. COVER PAGE TO ACCOMPANY EACH MODULE TEST

The following information is required on the cover of each Module test.

• Name of School and Territory, Name ofTeacher, Centre Number.

• Unit Number and Module Number.
• Date and duration (1-11/z hours) of Module Test.
• Clear instruction to candidates.
• Total marks allotted for the Module Test.
• Sub - marks and total marks for each question MUST be clearly indicated.

2. COVERAGE OF THE SYLLABUS CONTENT

• The number of questions in each Module test must be appropriate for the stipulated time
of 1-llizhours.
• CAPE past examination papers should be used as a guide ONLY.
• Duplication of specific objectives and questions must be avoided.
• Specific objectives tested must be from the relevant Unit of the syllabus.

3. MARK SCHEME

• Detailed mark schemes MUST be submitted, holistic scoring is not recommended that is,
one mark per skill should be allocated.
• FRACTIONAL DECIMAL MARKS MUST NOT BE AWARDED.
• The total marks for Module tests MUST be clearly stated on the teacher's solution sheets.
• A student's marks MUST be entered on the FRONT page of the student's script.
• Hand written mark schemes MUST be NEAT and LEGIBLE. The marks MUST be
presented in the right hand side of the page.
• Diagrams MUST be neatly drawn with geometricaVmathematical instruments.

4. PRESENTATION OF THE SAMPLE

• Student's responses MUST be written on normal sized paper, preferably 8 1/z xll.
• Question numbers are to be written clearly in the left margin.
• The total marks for each question on students' scripts MUST be clearly written in the
right margin.
• ONLY original students' scripts MUST be sent for moderation. Photocopied scripts will
not be accepted.
• Typed Module tests MUST be in a legible font size (for example, size 12). Hand written
tests MUST be NEAT and LEGIBLE.
• The following are required for each Module test:

A question paper.
Detailed solutions with detailed mark schemes.
The scripts (for each Module) of the candidates comprising the sample. The scripts
MUST be collated by Modules.
 - 19-

th 2 - 3 forms must be rounded off to the

• Marks recorded on the PMath 1 -- 3 and PMa
nearest whole number.
should be observed. (see page 57 of the
• The guidelines at the bottom of these form
syllabus, no.6).
In cases where there are five or more cand
idates, FIVE samples MUS T be sent.
•
candidates, ALL samples MUST be sent.
• In cases where there are five or less registered
 CARIBBEAN EXAMINAT IONS COUNCIL

REPORT ON CANDIDATE S' WORK IN THE

CARIBBEAN ADVANCED PROFICIENC Y EXAMINATI ON

MAY/JUNE 2008

PURE MATHEMAT ICS

(Rest of the Region)

Copyright © 2008 Caribbean Examinations Council ®

St Michael, Barbados
All Rights reserved.
 -2-

CARIBBEAN ADVANCED PROFICIENCY EXAM

INATION
MAY/JUNE 2008

INTRODUCTION
This is the first year that the revised syllabus for Pure Mathe
matics is examined. The new format of
Paper OI is multiple choice (MC) and Papers 02 and
03 have retained the format with extended-response
questions.

Generally, the perfo rmanc e of candidates was very satisf

actory with a small number of excellent to very
good grades. There still remained, however, too large
a numb er of weak candidates who seemed unprepared
for the examination. Approximately 3700 scripts were
marked.

GENERAL COMMENTS

UNIT l
The new topics in the revised Unit I syllabus are Cubic
Equations, Indices and Logarithms, and L'Hop ital's
rule, with Comp lex Numb ers move d to Unit 2. Of
these new topics, candidates showed reasonable
comp etenc e in Cubic Equations and Logarithms, but some
seemed not to have been exposed to L'Hop ital's
rule. Amon g the old topics comprising Unit I, candidates
continue to experience difficulties with Indices,
Mathematical Induction and Summ ation Notation (L).
General skills at algebraic manipulation including
substitution at all levels continue to pose challenges.
A new area of difficulty has emerged, the topic of
Trigonometric Identities. Strong performances were
recorded in Differentiation, the Plotting of Graphs,
Vectors, and Coordinate Geometry. This was encou
raging. Some effort should be made in providing
students with practice in conne cting parts of the same questi
on in order to facilitate efficient solutions.

DETAILED COMMENTS

UNIT t
PAPE ROl
Paper OI comprised 45 multiple-choice items. The candi
dates perfo rmed satisfactorily. The mean score was
58 per cent with a standard deviation of 7. 7.

UNIT t
PAPE R02
Question I

Specific Objectives(s): (a) I, 2, 3, 5, 7, 8; (b) I, 3, 4, 6;

(f) 5 (ii)
The question tested properties of cubic equations, surds
and the process of summation.
Overall, the question was attempted by over 90 per cent
of the candidates. Various approaches were used in
each part with a high degree of success.

(a) Few mistakes were made in this part; however, incorr

ect expansions of (x + I) (x- I) (x - 3) were
mainl y responsible for those that occurred. Incorrect equat
ing of coefficients was also a main source of
error.

(b) This part of the question was generally well done,

however, some candidates had some difficulties in
rationalizing the surds. Many gained full marks in (ii) by
using the result in (i).
Errors occurred in (ii) by incorrectly evalu ating ill.
 -3-

(c) (i) Many candidates used the principle of

mathematical induction to obtain the result. Some
candidates, in using this method, had difficulty mani
pulating the algebra involved. Others, who
observed that results on the formula sheet were appro
priate, had an easier passage to the final result.
(ii) Candidates were not as successful in this part
as in (i). The most frequent error occurred in the
separation of the summation

50

I
50

I
30

r=31
r(r + 1) =
r=l
r(r + 1) - I
r=l
r(r + 1).

A common error was subtracting

31

I
r=l
r(r + 1) inste ad of
30

I r(r + 1).
r=l
Answer(s): (a) p = -1, q = -1, r = 3

(c) (ii)
50

I
r=31
r(r+ 1)= 34 280

Question 2

Specific Objective(s): (f) I, 5 (i); (c) I, 3 (i), (ii).

This question tested quadratic equations, the sums

and products of the roots of such equations, the soluti
of quadratic equations and logarithms. ons

(a) This part of the question dealt with quadratic

equations. Approximately 99 per cent of the candi
attempted this question and several obtained at least dates
I 0 of the I2 marks allocated to this part.
(b) There was mixed success with this part of this
question which examined logarithms in (ii) and (iii).
Many candidates did (i) successfully although there
1
were some who did not obtain the correct value for
x from x h = -1. In Part (ii), some candidates did
not discard the negative value of x while in (iii)
some candidates unwisely used calculators although
the question stated that calculators should not have
been used.

Answer(s): (a) (i) rx+ fJ=- 2, rx.fJ =sh

(ii) a) rx.Z + pz= _1

b) rx.3 + {33= 7

(iii) 8x 2 - 56x + 125 = 0

(b)(i ) X= 64, -1

(ii) x=2

(iii) -1
 -4-

UNIT I
PAPE R02
SECT ION B
{Module 2: Trigo nome try and Plane Geometry)

Quest ion 3

Specific Objective(s): (a) 4, 5, 9, 12; (b) 1.

This question tested the candi dates' ability to use the

gradients of line segments and to develop and apply
trigonometric identities.

This question was not popul ar with most of the candidates.

Most candidates attempting this question scored
in the range of (0 - 4) marks, which was very disappointin
g.
(a) The majority of the candidates did not recognize the relatio
nship betwe en the gradient of the straight
line and the tangent of the angle betwe en the line and
the positive direction of the x-axis. These
candidates did not link the word "tang ent" with "tan",
finding instead points and lines (in many
variations). The few who recognized "tang ent of an angle
", frequently found
"tan a - tan {3" instead of "tan (a - {3)" where a > f3.
Some of those who started well seemed not
to be aware that tan (a ± {3) =1= tan a ± tan f3, which spoile
d the work thereafter.
(b) The majority of candidates attempted (i) and were capab
le of finding the correct identities to replace
sin 28, cos 2() and tan(), but some had difficulty manip
ulatin g the identity to get to tan() in terms of
sin 2() and cos 2().

In (ii) a significant numb er of candidates did

not realize that "Expr ess tan() in terms
of sin 2() and cos 2()" meant change the subject (or transp
ose) the formula given in (i). The word
"henc e" was not understood by the candidates to use
previous work and thus in most cases this was
not done.

Several errors were made in (iii) such as: sin 28 = 1 + 2tantan ee

2 cos 28
1- tan
= 1+
2 e
tan 2 e
sin28
t an 8 = - - cos() = 1 - sin()
cosze
(c) A large numb er of candidates did not use the fact that
the angles of a triangle add up to 180°. Instead, it
was stated that A + B = C or in some cases, partic ular
values of angles were used. Therefore, they did
not recognize that the sine of an angle is equal to the
cosine of its complement. In (c) (i) b), those
candidates who actually attempted the question chose
the correct factor formula but were unable to
follow through for the second mark. Very few of the
candidates recognised the link betwe en (c) (i) b)
and (ii). They did not recognise that A could be used as
a double angle so they failed to use
. A =2 . A
sm sm- cos-A.
2 2

Answer{s): (a) (i) tan a = 3; tanf3 =~

(ii) tan(a - {3) = ~
13

(b) (ii) tan 8 = 1+cos

sin ze
ze
 -5-

Question 4

Specific Objective(s): (b) I, 2, 3, 5, 7, 8.

This question examined the applicatio n of coordinate geometry to the properties of a circle, straight
lines,
tangents, normal, and intersections between straight lines and curves. For this question, Part (b)
proved
more challengin g to the candidates than Part (a).

Part 4 (a) (i) was fairly well done. Seventy per cent of the candidates attempted the question and were
able
to get most of the eight marks allocated to it. The remaining 30 per cent of the candidates had difficulties
with

(a) fmding the midpoint of a line

(b) calculatin g the gradient of a line using the formula
(c) knowing that the perpendic ular bisector passes through the midpoint
(d) knowing that the gradient of the perpendic ular bisector is the negative reciprocal of the gradient of
the
line.

(ii) Of the few candidates that actually attempted this question, most were unable to recognize
that the
centre of the circle was the point of the intersection of the perpendic ular bisector of any two chords
of
the circle. The alternative solution of substituting the points into the equation of the circle was
also
challengin g for some candidates. Candidates substituted incorrect values and could not solve
simultane ously the equations generated.

The main areas of concern in the students' approach were as follows:

(a) Some candidates could not write coordinates properly as (x, y).

(b) Some candidates were using the formula for finding the length of a line to calculate the midpoint
of the
line.

(c) When calculating the equation of the perpendic ular line, several candidates erroneously submitted
either
the point P (-2, 0) or Q (8, 8), even when the midpoint was correctly found.

Most of the candidates solved Part 4 (b) (i) correctly. However, many of them did not recognise
the
significance of the repeated roots in relation to the tangent of the circle.

Some candidates also correctly used alternative solutions such as

(a) finding the perpendic ular distance from the centre of the circle by means of the formula /a~c/ and
a +b
showing that this is equal to the radius of the circle

(b) showing that the gradient of the line from the centre of the circle to the tangent is the negative
reciprocal of the gradient of the tangent and therefore the line and tangent are perpendic ular to each
other.

Part 4 (b) (ii) was very well done. In fact, most candidates were able to recover from (b )(i) as above.

Answer(s): (a) (i) 4y + Sx = 31

(ii) x=-1,y =9

(b) (ii) X = 0, y = 1
 -6-

SECT IONC
(Module 3: Calculus 1)

Questi on 5

Specifi c Objective(s): (a) 5, (b) 5, 6, 11-19

The questio n tested knowle dge of limits, differe ntiation and integra
tion. Curve sketchi ng and the nature of
turning points of a curve were also investigated.

(a) This part of the questio n dealt with the limit of a rationa
l functio n in which both numera tor and
denom inator are polyno mials.

Candid ates showed knowle dge of the method s involve d in finding

the require d limit but fell down on the
mechan ics of factori zing the polyno mials correctly. The main difficu
lty occurre d in the factori zation of
x 3 - 27. Many candid ates stated that x 3 - 27 = (x- 3)(x 2 - 9).

(b) Very few candid ates perform ed well on this part of the questio
n. The main area of weakne ss was in
differentiating the term.!!.. As a conseq uence, many candid ates had
t difficu lty in derivin g the approp riate
equations require d for the correct solutions.

(c) There were mixed perform ances on this part of the questio
n. In finding the equatio n for y, many
candid ates omitted the constan t of integra tion when integra ting dy,
and this led to an incorre ct equatio n
dx
for the curve C and an incorre ct sketch. In spite of this, Part (ii) was
reason ably well done.
27
Answer(s): (a)
7

4 -9
(b) u=s' v= 5

(c)(i) y =x3 - 3x 2 +4
(ii) Station ary points are (0,4) and (2,0).
(0,4) is a maxim um and (2,0) is a minimu m.

(iii)

-1 0 1 2
 -7-

Quest ion 6

Specific Objective(s): (b) 5, 6, 8, 9, 10 (c) 4, 6, 8 (i)

The quest ion tested aspects of differentiation, integr

ation and some applications to mensuration. The
quest ion was poorl y done.

(a) This part of the quest ion covers basic differentiation. In

both parts, many candidates found difficulty in
applying the chain rule to the process of differentiation.
In too many cases, the function in (i) was
replac ed with (2x 2 - x) 112 or x (2x 112 -1 112 ). In Part
(ii), sin 2 (x 3 + 4) was not interpreted correctly
as a function requiring the chain rule for differentiation
and terms were lost in the process.
(b) (i) Generally, candidates did not appear to recognize the
need to apply the linearity property of
integrals.

(ii) For those candidates who recognized the need to integr

ate the given function betwe en limits I and
3, a few were unable to follow through to obtain the
solution of k = 4. Many were unable to
manipulate the fractions after substitution of the limits
. Several candidates simply substituted the
limits into the given function without integrating to find
the required area.
(c) (i) Many candidates mistakenly used the volume of the spher
e rather than that of the hemisphere.
(ii) Several candidates neglected to include the base area
when finding the total surface area.
(iii) Of those candidates who answered this part of the
question, many did not verify that A was indeed
a minim um when r = 3.

3x-1
Answer(s): (a) (i)
.j(2x- 1)

(ii) 6x 2 sin(x 3 + 4)cos (x 3 + 4)

(b) (i) 3

(ii) k=4

(c) (ii) r= 3

UNIT t
PAPE R 03/B (ALT ERNA TE TO INTE RNA L ASSE
SSME NT)
SECT ION A
(Module 1: Basic Algebra and Functions)

Quest ion I

Specific Objective(s): (c) 1, 2, 3, 4; (d) 7; (f) 5 (i)

The question tested properties of quadratic equations and

their roots, functions, indices and logarithms.
(a) There were several good attempts at this part of the
question but few candidates obtained complete
solutions.

(b) (i) This part was poorly done. Many candidates did not
observe that a critical approach to the
solution was to start with f(O) = 6. Others did not discer
n that substituting x = 3 in the given
equation would provi de a lead to obtaining f(9).
 -8-

(ii) This part was fairly well done.

(c) Both Parts (i) and (ii) were well done.

Answ ers: (a) (i) Roots are -3, -9

(ii) k = 27
(b) (i) f(3) = 15 and f(9) = 33
(ii) X =6
(c)(i) 30

(ii) 78

UNIT I
PAP ER3B
SECT IONB
(Mod ule 2: Sequences, Series and Appr oxima tions)

Quest ion 2

Specific Objective(s): (a) 5, 13; (c) 7, 8, 9, 10.

This quest ion tested candi dates' ability to solve trigon

ometric equations for a given range; to apply the
prope rties of vectors; to find the scalar (dot) produ ct and
the angle betwe en the given vectors as well as the
magn itude and direction of a vector.

(a) Candidates did not displa y sufficient know ledge

of the trigonometric identities. The solutions
prese nted were incomplete. Overall, this part of the questi
on was poorl y done.
(b) In most cases, candidates recog nized the need to
use the dot product, but some of them did not know
that a . b = 0 for perpendicularity.

(c) While a numb er of candidates knew the formula to

find the acute angle betwe en the two vectors, few
knew how to manip ulate it correctly.

(d) Candidates were able to evalu ate correctly the magn

itude ofF in most of the cases. Few correc tly
attem pted to evaluate the angle of inclination requested
in Part (b).

n
n Sn 3n
Answer(s): 2 (a) X =
2, -
2 - --
, 6, 6

12
(b)(i )t=
5

(ii) () = 22. 3°
(iii) a) IF I = 3.60
b) 0 = 56.3°
 -9-

SECT IONC
(Module 3: Calculus I)

Quest ion 3

Specif ic Objective(s): (b) 5, 6, 7(i), 16, 21; (c) I, 2, 3, 4, 5(i),

(ii), 9
3. The questi on tested knowl edge of the differential and integra
l calculus, the equati on of a normal to a
curve and rate of chang e in calculus.

(a) This part of the question was reason ably well done althou
gh a small numbe r of the candidates
experi enced difficulties in differe ntiatin g the term ~ in y =
X
x + ~.
X

(b) Some candidates had proble ms with expressing the integra

nd as a sum of three separate terms. Very
few candidates obtain ed full marks for this part.

(c) Most candidates obtain ed a differential equati on in V

withou t the negative sign. Nevertheless a
good unders tandin g of the concept involv ed was exhibited in
the solutions.
Answer(s): (a) (ii) 3y + 4x = 31
1 1
(b) - - - -
x 2x 2
+ -3x1 + a const ant
3

(c) (i) ~~ = -30t

(ii) Liquid lost is 75 cm 3 .

GENERAL COMMENTS

UNIT 2
In general, the performance of candidates in Unit 2 may be
regard ed as satisfactory. A small numbe r of
candidates reache d an outsta nding level of proficiency. A numbe
r of candidates were inadeq uately prepar ed
for the examinations.

Topic s in Calculus, Simpl e Probability, Approximations

to Roots of Equations, and Series were
satisfactorily covered. The exami nation tested new topics which includ ed
Calculus of Invers e
Trigon ometri cal Functi ons and the Second Derivative, the
use of an Integrating Factor for First-o rder
Differential Equations, Second-order Differential Equations,
Macla urin's Theor em for Series Expansions,
Binom ial Expan sion Series for Rational and Negat ive Indice
s, Comp lex Numb ers, De Moivr e's Theor em for
integral n, and the Locus of a Comp lex Number.

Weakn esses in algebraic manip ulation and tasks involving substi

tution were manif estly evident. Candidates
obviou sly found it difficult to solve problems which required
these applications. It is imperative that more
empha ses be placed on these areas of weakness. Extens ive
practice in the use of substitution and algebraic
manip ulation is necessary if candidates are to be well-prepare
d to show impro ved perfor mance s in these
topics. Candidates continue to demon strate a lack of apprec
iation for questions which allow for "henc e or
otherwise". They fail to see existing links from previo us parts
of a question, and rarely seem dispos ed to
using "other wise," thus emplo ying any other suitable metho d
for solvin g the particu lar problem.

PAPE ROl
Paper 01 comprised 45 multiple-choice items. The candidates
perfor med fairly well with a mean score of 64
per cent and standard deviation of 8.6.
 -10-

DETA ILED COM MEN TS

UNIT 2
PAPE R02
SECT ION A
(Modu le 1: Calculus II)

Question I

Specific Objective(s): (a) 6, (b) 2, 5 (c) 1, 5, 6

This question tested the differentiation of exponential, trigon

ometric and logarithmic functions, resolution
into partial fractions, and integration involving inverse trigon
ometric functions.
All candidates attempted this question with varying degrees
of success.
(a) (i) Most of the candidates omitted the constant rr in the deriva
tive. Answers included in part,
e 4 x sin rrx ...
A majority of the candidates treated e 4 x as a constant
rather than as a function of x.
Consequently, some candidates did not obtain 4e 4 x as the deriva
tive of e 4 x. Emphases must be
placed on recognizing functions of a stated variable as agains
t constants.
(ii) The majority of candidates attempting this question opted to use
the chain rule
2
1
.E...ln(u) X.!!._ [x ; ]. However, they failed to apply the quotient rule 2
~ ~ vx correctly for.!!._ [x ; 1 ], and
~ vx
were unable to secure full marks for this part of the question.
(b) Many candidates expressed y as 1x and attempted to use
3 the quotient rule which, for some, ran into
difficulties. The majority of candidates used log or log and
10 3 attempted to differentiate with respect to
x. Some candidates erroneously expressed y = ln x and attemp
3 ted to differentiate with respect to x. A
small numbe r of candidates erroneously stated ln y = In 3-x
givin g- x = In Y.
ln3
It is clear that this method of differentiation was new to many
candidates. Logarithmic and implicit
differentiation were not part of many of the candidates' skills.

(c) (i) The majority of candidates demonstrated competence in

this topic. Some errors in simple
arithmetic were common. A few candidates had problems simpli
fYing the terms of the fractions,
thus making it difficult to answer Part (ii) successfully.

(ii) The majority of candidates were successful in obtaining

the correct partial fractions from Part (i).
However, the evaluation of
-s
J
... 2(x2 + 1) dx
proved challenging for almost all the candidates. It seems that
insufficient tutorials and practice in
inverse trigonometrical calculus contributed to candidates' inabili
ty to complete the integration to
this part of the question.

Candidates continue to omit the constant of integration from

indefinite integrals. This results in
loss of marks, and impacts negatively on their overall performance
s. The concept of the constant
of integration must be fully explained so that candidates
can be aware of the importance of
including it in their resulting integrals.
 -11-

Answer(s): (a) (i) e 4 x(4cosrrx-rrsinrrx)

(ii)

3 x-5
(c) (i) --+---
2(x-1) 2(x +1)2

3 1 2 5
(ii) -lnlx-
2
11 +-In
4
lx + 11- -arctan x +canst
2

Question2

Specific Objective(s): (c) 5, 7, 8, 11.

This question required candidates to use an integrating factor, integration of exponential functions, and
integration by parts for a definite integral.

The majority of candidates attempted this question. However, many of them were unable to secure
maximum marks on all parts of the question for various reasons.

(a) The majority of candidates recognized the use of an integrating factor. However, many of them failed to
evaluate this factor correctly. In addition, having found the integrating factor, many of them did not
multiply the equation by the integrating factor. As a result, these candidates were not able to solve the
differential equation completely.

(b) This question was satisfactorily done by most of the candidates who earned the maximum mark.

(c) The responses to this question revealed some weaknesses in identifYing which of the terms to take as v
and which as du. This resulted in many candidates having to evaluateJ In x dx, since x 2 was taken as v.
dx
Those candidates who integrated correctly had some difficulty evaluating the integral using the stated
limits. In general, candidates demonstrated a satisfactory understanding of integration by parts.

(d) (i) Many candidates continue to show weakness in working with given substitutions. Many of them
failed to find- dv = du. They, in fact, substituted

v =1- u to get J.Jv du

-1
Common errors included f -v2, omitting dv, not stating the constant of integration, and not
1
replacing v2 with ~ in the fmal answer. The use of substitution for integration must be
extensively practised in order for candidates to show improved performances in this topic.

(ii) The majority of candidates were able to replace cosx dx with du. However, the substitution
u = sin x was not correctly used to transform the original integral into a manageable form using the
given substitution. Candidates were unable to express~ (1 + sin x) in terms of u. As a result they
were unable to obtain the cancellation of the term~ (1 + u) to obtain ~ in order to make use of
v1-u
the answer at (i). Candidates were unable to obtain maximum marks for this part of the question.
1 2 c
Answer(s): (a) y = -e x +-;
3 e

(c) ~ (2e 3 + 1)
 -12-

(d) (i) I= -2,)(1 - u) + C

(ii) 2

SECTI ONB
(Module 2: Sequences, Series and Approximations)

Question 3

Specific Objectives: (a) 2, 5, I2, (b) 5, 7, 9, 10, (c) 13.

This question tested the candidates' abilities to use the recurrence relation of
a sequence, apply the principle
of mathematical induction, geometric progression, and the application of Maclau
rin's expansion series.
(a) (i) This part of the question was well done by the majority of candidates. Simple
substitution was
required.

(ii) Few candidates demonstrated a sound understanding of the principle

of mathematical induction.
Moreover, the majority of candidates are still unclear about the inductive
process and failed to
show proper proof that the statement Pk and Pk +I were true for n = some
k. More work on the
principle of mathematical induction is required. Some candidates simply substitu
ted
k + 1 fork in the statement for Pk .

(b) The majority of candidates were able to obtain the equations in terms
of a and r for the given
conditions. However, weaknesses in algebra continue to be evident and many
students failed to solve
for a and r correctly. Few candidates gained full marks for this part of the question
.
(c) (i), (ii), (iii) This part of the question was poorly done. Insufficient exposur
e and practice in using
Maclau rin's theorem for expansions were evident. The Maclau rin's theorem
is given in the
Formulae Booklet issued to candidates at examinations and should have made
it easier for
them to answer this part of the question. Candidates also omitted the range
of values of x
for which the expansions are valid. This is one of the additional topics tested
for the first
time and it is evident that much more needs to be done by way of tutorials and
practice.

Answer(s): (a) (i) 3, 4, 6, 9

2
(b) a= 27, r = 3

x2 x3 x4 xs
(c) (i) x--+ ---+ --.. . -1 < x::::; 1
2 3 4 5

Question 4

Specific Objective(s): (b) 13, (c) 3, 4, (e) I, 2, 4.

This question tested the concept of existence of roots for a continuous function
, the Newton-Raphson
method of approximation, the binomial expansion series for positive and negativ
e rational indices,
Maclau rin's theorem, and use of expansion series for calculating the fraction
al value of a surd.
(a) (i) The majority of candidates knew the principle of the Intermediate Value Theorem
. However, very
few of them stated that the function was a polynomial and more importantly
that it was continuous.
 -13-

(ii) This part of the question was well done. Some students misinte
rpreted the rubric and proceeded to
find a numerical value for the root a.

(b) (i) All of the candidates opted to use the binomial expansion series for
this part of the question.
Arithmetical errors in calculating the coefficients of terms resulted
in candidates losing marks.
Very few students stated the range of values of x for which the expans
ion is valid. Emphasis
should be placed on this aspect.

(ii) No candidate was able to deduce this expansion from (i) and procee
ded to use the binomial
expansion. As in (i), arithmetical errors, particularly signs of the coeffic
ients, resulted in loss of
marks. Candidates omitted the range of values of x.

(iii) Candidates who were able to comple te (i) and (ii) correctly gained
full marks on this part of the
question.

(iv) Most candidates had difficulties using the given substitution and
in reducing the value of v'z to the
required answer. Surds continue to be challenging for many candid
ates. They have difficulties
working numerical problems without the use of calculators or tables.

Answer(s): (b) (i) -1<x <1

x x 2 3
x
(ii) 1--
2
+--
8
-+ -1<x <1
16

SECT IONC

(Module 3: Counting, Matrices and Complex Numbers)

Questi on 5

Specific Objective(s): (a) 2, 3, 4, 6, (b) I, 2, 7, 8.

This question tested the principle of combinations, matrix algebra, and

complex numbers.
(a) (i) Responses to this part of the question were very satisfactory. Some
candidates had difficulties
distinguishing betwee n combinations and permutations.

(ii) The majority of candidates gained full marks for this part of the
question, having obtained (i)
correctly.

(b) (i) (a) Generally, this part of the question was well done. Errors were mostly
due to incorrect
arithmetic.

(b) Candidates demonstrated good techniques for multiplying confor

mable matrices.
(ii) A significant numbe r of candidates were not able to deduce A -l
from the previous results. Many of

11
them attempted to find the inverse of A by the process ~ adjA. Arithm
etic errors did not allow
some of them to obtain the correct answer. Some candidates also attemp
ted to use row reduction of
3 1 0 1 0 0)
the augmented matrix 1 0 1 0 1 0 but had difficulties completing the process. A
(
0 -1 0 0 0 1
number of candidates were able to deduce A - 1 form (i) b).
 -14-

(iii) Most candidates demonstrated weaknesses in matrix algebra for

this part of the question. Instances
A-B
were seen where candidates merely stated X = A.

Answer(s): (a) (i) 70

(ii) 65

G -n
2
(b) (i) a) 0
-4
0
b)
G D 3
0

0 J)
0
(ii) A- 1 =!:_M
3
= 0
-1
1
3

-2

(iii)
(-i -D 3
4
2
3

Question 6

Specific Objective(s): (c) 4, 7, 8, 9, 10.

This question tested rationalization of a complex number, determining

the value of a multiple of a complex
number, use of a conjugate, and determining the loci of a complex numbe
r.
(a) (i) This part of the question was well done.

(ii) Arithmetical errors resulted in a few candidates stating an incorre

ct value for A.
(iii) Candidates used more than one method to answer this part of
the question. With (i) and (ii) some
candidates used the binomial expansion. Some candidates used De
Moivre 's theorem. Generally
this part of the question was well done.

(b) (i) Apart from some difficulties with algebra, candidates perform
ed well in this part of the question.
(ii) Approximately 95 per cent of the candidates did not attempt this
question. Candidates failed to see
the link with (i) and were unable to determine the technique to be used.
Seemingly, the area relating
to loci of complex numbers was not extensively dealt with. Candid
ates should be exposed to much
more of this, with adequate practice.

Answer(s): (a) (i) !:_ (1- i)

2

(ii) -21
-1
(iii)
4

(b) (ii) cG,o)

 -15-

UNIT 2
PAPE R 03/B (ALTERNATIVE TO INTERNAL ASSESSMENT)
SECT ION A
(Module 1: Calculus II)

Questi on 1

Specific Objective(s): (b) 2, 3, 5.

This questio n examin ed parametric differentiation and its application

to a normal to a curve, and a modell ing
based on exponentials, differential equations, rate of change, and a
graph of the model.

(a) (i) Most of the candidates who attempted this part of the questio n were
unable to determine dy and
dt
dx, hence could not evalua te dy. In additio n the value
dt dx
for x at y = 18 was not found.

(ii) Consequently, the correct equatio n of the normal was not determined.
A majori ty of candidates
did not apply the gradient of the normal as -:~.

(b) (i) A majority of the candidates did not attempt this part of the
question. The few who did
demon strated a lack of understanding of differentiation of natural logarith
ms.
(ii) a) This part of the questio n was poorly done since there was no
follow-through from (i) to
work with.

b) Candidates who attempted this part of the questio n substituted

180 = dV instead of V = 180.
dt

(iii) Only a few candidates attemp ted this part of the question. No candid
ate obtaine d full marks.
Errors include d no labels on axes and failing to use the fact that t ~
0.
Overall this question was poorly done.

1
Answer(s): (a) (i)
3

(ii) 3x + y- 99 = 0
(b) (i) 2 .4eo.o4t

(ii) (a) 3.58

(b) 7.2

(iii)
v
60e0.04t

0.60

0 t
 -16-

Question 2

Specific Objective(s): (a) 2, 3, (b) 5, 8, 9, (c) 3, 4.

This question tested the arithmetic and the geometric progressions,

the binomial expansion series for a
negative index, and the Maclau rin's theorem for expans ion of a trigono
metric function.
(a) (i) a) Generally, this part of the question was poorly done. Candidates could not
determine the geometric progression.

b) There was no follow-through after being unable to obtain a).

(ii) There was no follow-through after being unable to obtain the previou
s results.
(b) (i) (ii) Responses to these parts of the question were poor.

(c) (i) Some candidates attempted this part of the question but obtaine
d the wrong answer due to
arithmetical errors.

(ii) Candidates could not use the expansion given to express secx 1
as - - algebraically. No candidate
cosx
attempted differentiation to obtain the coefficients for the expansion
of sec x.
Answer(s): (a) (i) a) 5 X zr- 1
b) 5(2n - 1)

(ii) n = 8

(b) (i) S=(1 +3+ 5+7+ ... )+ ( -+-+

1 1 1 1
-+-+ ... )
2 4 8 16

(ii)

(c) (i)

(d)

Question 3

Specific Objective(s): (a) 8, 9, 11, 12, 13; (b) 1, 2, 5, 6.

This question tested matrix algebra, and classical probability.

(a) (i) Most candidates were able to state the augmented matrix. However,
beyond this point there were
serious challenges. They were unable to perform the necessary row
reduction.
(ii) No candidate answered this part of the question.

(b) (i) Most of the candidates re-stated the probabilities given. No eviden
ce of the use of the Venn
diagram or the formula for solving the required probability was seen.

(ii) a) b) Responses to these parts of the questions were poor. Candid

ates seemed not to know the
defmitions of independent and mutually exclusive events.
 -17-

Answe r(s): (a) (i) -1

(ii) x =5- 23z, y = 6z - 1

(b) (i) 0.05

(ii) a) P(A U B) ::f. P(A) + P(B); not indepe ndent

b) P(A U B) ::f. 0; not mutual ly exclusi ve

PAPER 03 -INTE RNAL ASSESSMENT

The Internal Assess ment compri ses these Modul e tests.

The main features assesse d are the:

• Mappi ng of the items tested to the specific objecti ves in the syllabu
s for the relevan t Unit
• Conten t covera ge of each Modul e test
• Approp riatene ss of the items tested for the CAPE level
• Presen tation of the sample (Modu le tests and studen ts' scripts)
• Quality of the teache rs' solutions and mark scheme s
• Quality of the teache rs' assess ments - consist ency of markin g using
the mark schemes
• Inclusi on of mathem atical modell ing in at least one Modul e test for
each Unit
GENERAL COMMENTS

1. Too many of the Modul e tests compri sed items from CAPE past examin
ation papers.
2. Untidy 'cut and paste' presen tations with varying font sizes were commo
n place.
3. This year there was a genera l improv ement in the creativity of the
items, especia lly with regards to
mathem atical modelling. Teache rs are remind ed that the CAPE past
examin ation papers should be
used ONLY as a guide.

4. The stipula ted time for Modul e tests (1-Il/z hours) must be strictly
adhere d to as students may be at
an undue disadv antage when Modul e tests are too extensive or
insufficient. The following guide
can be used: I minute per mark. About 75 per cent of the
syllabus should be tested and
mathem atical modell ing MUST be included.

5. Multip le-choi ce Questi ons will NOT be accepte d in the Modul e tests.

6. Cases were noted where teacher s were unfami liar with recent
syllabus changes, for examp le,
comple x numbe rs, 3-dime nsiona l vectors, dividin g a line segmen t
internally or externally.
7. The modera tion proces s relies on the validity of teacher assessment.
There were a few cases where
studen ts' solutions were replica s of the teacher s' solutio ns- some
contain ed identical errors and full
marks were awarde d for incorrect solutions. There were also instanc
es where the marks on the
studen ts' scripts did not corresp ond to the marks on the Moder ation
sheet.
8. Teache rs MUST presen t eviden ce of having marked each individ
ual questio n on the studen ts'
scripts before a total is calcula ted at the top of the script. The corresp
onding whole numbe r score
out of20 should be placed at the front of the studen ts' scripts.
 -18-

9. To enhance the quality of the design of the Module tests, the validity
of teacher assessment and the
validity of the moderation process, the Internal Assessment guidelines
are listed below for emphasis.
Module Tests

(i) Design a separate test for each Module. The Module test MUST
focus on objectives from that
module.
(ii) In cases where several groups in a school are registered, the assessm
ents should be coordinated,
common tests should be administered, and a common marking scheme
used. One sample of FIVE
students will form the sample for the centre.
(iii) In 2009, the format of the Internal Assessment remains unchanged.
[Multiple Choice Examinations will NOT be accepted.]

GUIDELINES FOR MODULE TESTS AND PRESENTATION

OF SAMPLES

1. COVE R PAGE TO ACCOMPANY EACH MODULE TEST

The following information is required on the cover of each Module test.

• Name of School and Territory, Name of Teacher, Centre Number.

• Unit Numbe r and Module Number.
• Date and duration (1-11/ hours) of Module Test.
2
• Clear instruction to candidates.
• Total marks allotted for the Module Test.
• Sub- marks and total marks for each question MUST be clearly indicat
ed.
2. COVERAGE OF THE SYLLABUS CONTENT

• The number of questions in each Module test must be appropriate

for the stipulated time
of 1-11/zhours.
• CAPE past examination papers should be used as a guide ONLY
.
• Duplication of specific objectives and questions must be avoided.
• Specific objectives tested must be from the relevant Unit of the syllabu
s.
3. MARK SCHEME

• Detaile d mark schemes MUST be submitted, holistic scoring is not

recommended, that is,
one mark per skill should be allocated.
• FRAC TIONA L DECIM AL MARKS MUST NOT BE AWARDED.
• The total marks for Module tests MUST be clearly stated on the teache
r's solution sheets.
• A studen t's marks MUST be entered on the FRONT page of the studen
t's script.
• Hand written mark schemes MUST be NEAT and LEGIBLE.
The marks MUST be
presented in the right hand side of the page.
• Diagrams MUST be neatly drawn with geometricaVmathematical instrum
ents.
4. PRESENTATION OF THE SAMPLE

• Studen t's responses MUST be written on normal sized paper, prefera

bly sliz x11.
• Question numbers are to be written clearly in the left margin.
• The total marks for each question on students' scripts MUST be
clearly written in the
right margin.
• ONLY original students' scripts MUST be sent for moderation. Photoc
opied scripts will
not be accepted.
 -19-

• Typed Module tests MUST be in a legible font size (for example, size 12).
Hand written
texts MUST be NEAT and LEGIBLE.
• The following are required for each Module test:

A question paper.
Detailed solutions with detailed mark schemes.
The scripts (for each Module) of the candidates comprising the sample. The
scripts
MUST be collated by Modules.

• Marks recorded on the PMath I ~ 3 and PMath 2 ~ 3 forms must be rounded

off to the
nearest whole number.
• The guidelines at the bottom of these forms should be observed. (See page
57 of the
syllabus, no.6).
• In cases where there are five or more candidates, FIVE samples MUST be
sent.
• In cases where there are less than five registered candidates, ALL samples
MUST be sent.
C A R I B B E A N E X A M I N A T I O N S C O U N C I L

REPORT ON CANDIDATES’ WORK IN THE

CARIBBEAN ADVANCED PROFICIENCY EXAMINATION
MAY/JUNE 2009

PURE MATHEMATICS

Copyright © 2009 Caribbean Examinations Council ®

St. Michael, Barbados
All rights reserved
 2

PURE MATHEMATICS

MAY/JUNE 2009

GENERAL COMMENTS

This is the second year that the current syllabus has been examined in the new format of Paper 01 as
Multiple Choice (MC) and Papers 02 and 03 in the typical essay-type questions. The syllabus is
arranged into two Units, each consisting of three Modules:

Unit 1
 Module 1 - Basic Algebra and Functions
 Module 2 - Trigonometry and Plane Geometry
 Module 3 - Calculus I

Unit 2
 Module 1 - Calculus II
 Module 2 - Sequences, Series and Approximations
 Module 3 - Counting, Matrices and Complex Numbers

There were 5579 candidates who wrote the examinations for Unit 1 in 2009 compared to 4 995 in
2008 and for Unit 2, 2 701 compared to 2 690 in 2008. Performances varied across the entire
spectrum of candidates with a significant number obtaining excellent grades. Nevertheless, there
continues to be a number of candidates who seem unprepared to write the examinations, particularly
for Unit 1. A more effective screening process needs to be instituted to reduce the number of poorly
prepared candidates.

DETAILED COMMENTS

UNIT 1

The overall performance in this Unit was satisfactory with a number of candidates excelling in such
topics as Trigonometric Identities, Coordinate Geometry, Basic Differential and Integral Calculus and
Surds. However, many candidates continue to find Indices, Limits, Continuity/Discontinuity and
Algebraic Manipulation challenging. These topics and techniques should be given special attention if
improvement in performance is to be achieved. Other areas that need consolidation are general
algebraic manipulation of simple terms, expressions and equations, substitution, either as a
substantive topic in the syllabus or as a tool for problem solving.

Paper 01 comprised 45 multiple-choice items, with 15 items based on each Module. The candidates
performed satisfactorily with a mean score of 21 out of a possible 45. Paper 02 comprised six
compulsory questions, two testing each Module. The mean mark on this paper was 51 out of a
possible 150.
 3

UNIT 1

PAPER 02

SECTION A

Module 1: Basic Algebra and Functions

Question 1

Specific Objective(s): (a)5; (b)5; (c)1, 3(iii), 5;(g).

This question tested knowledge of surds factors for expressions of the form an - bn, simple skills in
equalities and logarithms. Many candidates had difficulty with the algebraic manipulation of x4 – y4
and the change of base in Part (c).

(a) There were several good and complete answers to this part of the question. The mistakes
most frequently encountered related to Ͷš͹ = 4 ͹ and/or ͹ʹ š͹ ൌ  ͹ʹ ͹.

(b)(i) The observation that x4 – y4 = (x2 + y2) = (x2 + y2) (x2-y2) presented most difficulty for
many candidates who tried the method factorization. Many of those who used long
division succeeded in gaining full marks for this part of the question.

(ii) The substitution of x = y + 1 was poorly done by many of the candidates.

(iii) There were not many good attempts at this part.

The change of base concepts presented enormous difficulties for candidates. More practice in this
area is recommended.

Answer(s):

(a) k = 9,

(b)(i) x3 + x2y + xy2 + y3,

𝟏𝟏
(c) x=
𝟏𝟏𝟔𝟔

Question 2

Specific Objective(s): (d) 1, 2, 7; (f) 3, 5(i).

This question examined properties of the roots of quadratic equations of functions and evaluation of a
given function defined on intervals of the real numbers.

Part (a) of this question was very well done. However, in Part (b), candidates had difficulty applying
the basic definition of a function, while in Part (c) the main weakness arose in recognizing the piece-
wise nature of the function f. More practice in these topics is recommended.
 4

Answer(s):

(a) 5x2 + 8x + 8 = 0

(b)(i) f= 𝒖𝒖ǡ 𝟏𝟏 ǡ ሺ𝒗𝒗ǡ 𝟐𝟐ǡ 𝒗𝒗ǡ 𝟑𝟑 ǡ 𝒙𝒙ǡ 𝟏𝟏 ǡ 𝒚𝒚ǡ 𝟑𝟑 ǡ ሺ𝒛𝒛ǡ 𝟒𝟒ሻ

(ii) a) 𝒗𝒗𝝐𝝐𝑨𝑨 has two images in B and w 𝝐𝝐𝑨𝑨 has no image in B.

b) For g: A →B, remove from f: A →B one of the ordered pairs (v,2) or (v, 3)
and map w 𝝐𝝐𝑨𝑨 to some b𝝐𝝐B.
eg. g = 𝒖𝒖ǡ 𝟏𝟏 ǡ 𝒗𝒗ǡ 𝟐𝟐 ǡ 𝒙𝒙ǡ 𝟏𝟏 ǡ 𝒘𝒘ǡ 𝟏𝟏 𝒚𝒚ǡ 𝟑𝟑 𝒛𝒛ǡ 𝟒𝟒

c) No. of functions g = 4 ൈ 𝟐𝟐 ൌ 𝟖𝟖
𝟓𝟓
(c)(i) f 𝒇𝒇 𝟐𝟐𝟎𝟎 ൌ 𝒇𝒇 𝟓𝟓 ൌ ,
𝟒𝟒

(ii) f 𝒇𝒇 𝟖𝟖 ൌ 𝒇𝒇 𝟐𝟐 ൌ  −𝟏𝟏ǡ

(iii) f 𝒇𝒇 𝟑𝟑 ൌ 𝒇𝒇 𝟎𝟎 ൌ  −𝟑𝟑ǡ

SECTION B

Module 2: Trigonometry and Plane Geometry

Question 3

Specific Objective(s): (b) 1, 2, 3, 5, 7, 8.

This question examined in Part (a), the application of coordinate geometry to the properties of a
circle, straight lines, tangents, normal and intersections between straight lines and curves.
Additionally, Part (b) of the question examined the concept of finding the angle between two given
vectors, position vectors and displacement vectors, as well as finding the area of the triangle.

The majority of the candidates attempted this question, and while a few of them would have attained
full marks, a number of candidates had difficulties working out the coordinate geometry, especially
the vector questions.

(a) Finding the radius and coordinates of the centre were easily answered. However, many
candidates unnecessarily expanded the equation of the circle to find the coordinates of the
centre. A number of candidates did not recognize that the gradient of the radius is actually the
gradient of the normal at the point and hence did not get the equation of the tangent correct.
Many students recognized they had to solve simultaneous equations for Part (iii) but used the
equation of the tangent from Part (ii) instead of the equation of the circle, since they did not
read the definition of C carefully.

ሺ„ሻ This part was attempted by the majority of the candidates who successfully used various
methods to calculate the size of the angle between the vectors p and q. A number of students
ͳ
used 𝐴𝐴 ൌ  𝑏𝑏ℎ to find the area of the triangle without checking to see if it was a right-angled
ʹ
ͳ
triangle. However, some candidates used the correct formula 𝐴𝐴 ൌ  ʹ 𝑝𝑝𝑞𝑞𝑠𝑠𝑖𝑖𝑛𝑛𝜃𝜃 but some used
p.q rather than 𝑝𝑝 𝑞𝑞 . The majority of candidates found the vector PQ, but had difficulty
 5

ͳ
finding the midpoint of PQ since they took OM as ½ PQ instead of OM = OP + PM or (OP
ʹ
+ OQ). Candidates did not recognize that OR was equal and parallel to PQ. Even those
candidates who did well in the majority of the question fell down at this point.

It was evident that aspects of the syllabus needed to be reinforced. More emphasis must be placed on
the equation (x – a)2 + (y + b)2 = r2, where (a, B) represents the centre of the circle. The use of
diagrams in the teaching and answering of exercises on coordinate geometry and vectors should be
encouraged in order to strengthen the responses in this area.

Answer(s):

(a) (i) 5units; (3, 4) (b) (i) a) 30o;

𝟑𝟑 𝟐𝟐𝟓𝟓
(ii) y = − 𝒙𝒙 + b) 13 square units
𝟒𝟒 𝟐𝟐

(iii) (-1,1); (3,9) (ii) a) i + 7j b) 4i + 2j

Question 4

Specific Objectives(s): (a) 4, 5, 9, 12; (b) 1.

This question tested the candidates‟ ability to use and apply trigonometric functions, identities and
equations.

A significant number of students attempted this question. A number of the candidates who attempted
Part (a) attempted Part (ii) only. Part (b) and (c) proved to be quite popular with the candidates, with
a significant number of candidates scoring the majority of marks in Part (b).

In Part (a) (i), there were few candidates who drew lines parallel to AD and CD respectively, to create
the two right-angled triangles. Those who did were then able to use these two triangles to prove the
result. Some candidates attempted methods such as sine and cosine rules without success. Most of
the candidates who attempted Part (ii) of this question were able to obtain the correct values for
r and ∝.

Some of the errors observed included:

 r = √ (4 + 9)
 r2 = √ (42 + 92) => r = 13
Ͷ
 tan ∝ =
ͻ
 Maximum value is 𝜃𝜃=∝ rather than the x-value

Part (b) was successfully completed by a significant number of candidates.

Some candidates, however, obtained incorrect solutions mainly due to

 Obtaining incorrect values for cos A and sin B

 Improper use of the relevant identities
 Incorrect substitution

Most candidates attempted Part (c) of the question. Many were able to successfully complete the first
𝜋𝜋
two steps of the proof, that is the expansion of tan (A + B), as well as recognizing tan ൌ ͳ.
Ͷ
 6

Many of the candidates failed to realize that some form of rationalization (use of (a + b)
(a - b) =a2 – b2) had to be invoked to successfully complete the process.

Some candidates were successful using the t-approach. It was also observed that those candidates who
were successful were adept at manipulating trigonometric identities.

Answer(s):

(a) (ii) 𝟗𝟗𝟕𝟕

𝟔𝟔𝟑𝟑 𝟓𝟓𝟔𝟔 𝟕𝟕
(b) (i) , (ii) , (iii)
𝟔𝟔𝟓𝟓 𝟔𝟔𝟓𝟓 𝟐𝟐𝟓𝟓

SECTION C

Module 3: Calculus 1

Question 5

Specific Objectives(s): (a) 1, 3, 4, 5, 8, 10; (b) 4; (c) 3, 4, 5 (ii), 6

This question covered topics on limits, continuity, differentiation from first principles and integration.
The question was attempted by most of the candidates. The general performance was below average
with only a limited number of candidates scoring more than 20 marks.

(a) In this part, several errors were made in factorizing x3- 8 which suggests that more practice is
required on exercises of this sort.

(b) The graph of the function was done correctly by many candidates. A few recognized that
there was a „break‟ somewhere in the graph but did not know where it should be placed.
Ž‹
Many candidates substituted -1 into f (x) = 1 + x to find f (x). Very few candidates
š→ͳ−
seemed to know the definition of „continuity‟ and as a consequence did not find f (1).

(c) Many candidates did not seem to know what „differentiation from first principles‟ meant and
some who knew were not able to complete the process successfully.

(d) Many candidates did not include kx and a constant of integration after integrating. Others
attempted to find k before integrating.
 7

Answer(s):

(a) -6

(b)(i)
2 o
1

-1 0 1 2

𝒍𝒍𝒊𝒊𝒎𝒎  𝒍𝒍𝒊𝒊𝒎𝒎
(ii) a) 𝒙𝒙→𝟏𝟏൅𝒇𝒇 𝒙𝒙 ൌ 𝒙𝒙→𝟏𝟏൅ 𝟑𝟑 − 𝒙𝒙 ൌ 𝟑𝟑 − 𝟏𝟏 ൌ 𝟐𝟐

𝐥𝐥𝐢𝐢𝐦𝐦  𝐥𝐥𝐢𝐢𝐦𝐦 

b) 𝒙𝒙→𝟏𝟏−𝒇𝒇 𝒙𝒙 ൌ 𝒙𝒙→𝟏𝟏− 𝟏𝟏 ൌ 𝒙𝒙 ൌ 𝟏𝟏 ൅ 𝟏𝟏 ൌ 𝟐𝟐

(iii) 𝐟𝐟 𝟏𝟏 ൌ 𝟑𝟑 − 𝟏𝟏 ൌ 𝟐𝟐 ⟹ 𝐟𝐟 𝐱𝐱 𝐢𝐢𝐬𝐬𝐜𝐜𝐨𝐨𝐧𝐧𝐭𝐭𝐢𝐢𝐧𝐧𝐮𝐮𝐨𝐨𝐮𝐮𝐬𝐬𝐚𝐚𝐭𝐭𝒙𝒙 ൌ 𝟏𝟏

𝒅𝒅𝒚𝒚 𝟐𝟐
(c) 𝒅𝒅𝒙𝒙
ൌ −
𝒙𝒙𝟑𝟑

(d) 𝒇𝒇 𝒙𝒙 ൌ 𝒙𝒙𝟑𝟑 ൅ 𝟑𝟑𝒙𝒙𝟐𝟐 − 𝒙𝒙 − 𝟔𝟔

Question 6

Specific Objective(s): (b) 7(ii), 10, 14, 15; (c) 4, 5, 6 (i)

This question tested areas of the differential and integral calculus related to the definite integral and
maximum/minimum problems.

(a) This part of the question required finding the first and second derivatives of a trigonometric
function and the formation of a differential equation from such derivatives.

The question was very popular with an excellent success rate.

(b) Many candidates obtained parts of the integrals correctly but were unable to complete the
question successfully because of errors in the algebraic manipulation of the terms.

(c) A few candidates found difficulty in obtaining the correct expression for V in (i). Others lost
𝑑𝑑𝑣𝑣 𝑑𝑑 ʹ 𝑣𝑣
their way in solving = 0 and using correctly.
𝑑𝑑𝑥𝑥 𝑑𝑑𝑥𝑥 ʹ

Despite the weaknesses identified above there were several candidates who obtained full
marks for this question.

Answer(s):

(b) a = 4

(c) (ii) x = 2
 8

UNIT 1

PAPER 03/B - ALTERNATE TO INTERNAL ASSESSMENT

SECTION A

Module 1: Basic Algebra and Functions

Question 1

Specific Objective(s): (c) 1, 2, 3(ii), (iii), 5; (f) 3; (g) 1, 4

This question tested inequalities, the modulus of real numbers, algebraic expressions involving
substitution, logarithms and mathematical modeling.

(a) Although a number of the candidates attempted this part of the question, many of them had
difficulty manipulating the modulus sign and this weakness translated into the formation of
inappropriate inequalities. There were, however, a few good answers to the problem.

(b) Many candidates did not use the substitution to its full advantage. Some others equated the
expression in y to 3 000 and not to 3; nevertheless, there were some encouraging attempts
presented by a few candidates.

(c) Some candidates found difficulty in establishing Part (i), while other candidates did not see
the relevance of Part (i) to Part (ii). Outside of these instances, there were a few candidates
who completed this part of the question successfully.

Answer(s):

(a)  𝒙𝒙 ∈ 𝑹𝑹ǣ−𝟐𝟐 ൏ 𝑥𝑥 ൏ Ͳ

(b) x = 1, 3, 2 + 𝟓𝟓

(c)(ii) 10

SECTION B

Module 2: Trigonometry and Plane Geometry

Question 2

Specific Objective(s): (a) 6, 14; (b) 6, 7, 9

This question tested tangents to circles and properties of the locus of a point with coordinates
described in parametric form.

(a) Many candidates showed the correct methodology in solving the problem but seemed
unprepared to cope with the general point (p, q) on the circle. As a consequence, there were
several unfinished solutions to this part of the question.

(b) Several candidates did not appeal to the basic properties of sin x and cos x, namely,
0≤ ȁ•‹ 𝑥𝑥ȁ  ≤ ͳǡ Ͳ ≤ ȁ…‘• 𝑥𝑥ȁ  ≤ ͳ and 𝑠𝑠𝑖𝑖𝑛𝑛ʹ 𝑥𝑥 ൅ 𝑐𝑐𝑜𝑜𝑠𝑠 ʹ 𝑥𝑥 ൌ ͳto solve the problems posed
in this part of the question, and hence missed the simple approach to the solutions. Attempts
at using calculus were made.
 9

Answer(s):
𝟑𝟑 𝟏𝟏
(a)(iii) p = ˗ 5, q = 1 or p = −2 , q = 
𝟓𝟓 𝟓𝟓

(b)(i) max x = 5, min x = −1

max y = 8, min y = 0

𝒙𝒙−𝟐𝟐 𝟐𝟐 𝒚𝒚−𝟒𝟒 𝟐𝟐
(ii) ൅ ൌ 𝟏𝟏
𝟑𝟑 𝟒𝟒

SECTION C

Module 3: Calculus 1

Question 3

Specific Objective(s): (b) 7 to 10, 13 to 16, (c) 1 to 4

This question covered indefinite integrals and point of inflexion of, and normal to curves, as well as
the notion of mathematical modeling.

(a) This part was not well done. The main hindrance to obtaining the correct solution stemmed
from the candidates‟ failure to resolve the integrand into separate terms before attempting to
integrate.

(b) The concept of a „point of inflexion‟ seemed unfamiliar to many candidates. This resulted in
several candidates not being able to find the values of b and c in (i), without which it was
impossible to solve Part (ii) explicitly.

(c) Not many candidates attempted this part of the question, which depended on the notion of
small increments, which is knowledge applied to the standard approach to the introduction of
differentiation from first principles in calculus.

Answer(s):

𝒕𝒕 𝟐𝟐 𝟏𝟏 𝟏𝟏
(a) − + ൅ 𝒄𝒄𝒐𝒐𝒏𝒏𝒔𝒔𝒕𝒕𝒂𝒂𝒏𝒏𝒕𝒕𝒐𝒐𝒇𝒇𝒊𝒊𝒏𝒏𝒕𝒕𝒆𝒆𝒈𝒈𝒓𝒓𝒂𝒂𝒕𝒕𝒊𝒊𝒐𝒐𝒏𝒏
𝟐𝟐 𝒕𝒕𝟑𝟑 𝟒𝟒𝒕𝒕𝟒𝟒

(b)(i) b = 3, c = 3
(ii) 3y = x +16

𝒅𝒅𝑽𝑽
(c)(i) when r = 3,  ൌ 𝟎𝟎Ǥ 𝟕𝟕𝟐𝟐𝝅𝝅
𝒅𝒅𝒕𝒕
(ii) p=2
 10

DETAILED COMMENTS

UNIT 2

In general, the performance of candidates on Unit 2 was very satisfactory. Although an increased
number of candidates reached an outstanding level of proficiency, some candidates were inadequately
prepared for the examinations.

The examination tested some of the newer topics in the revised syllabus and included Calculus of
Inverse Trigonometrical Functions and Second Derivative, the use of an Integrating Factor for First-
order Differential Equations, Second-order Differential Equations, Maclaurin‟s Theorem for Series
Expansions, Binomial Expansion Series for Rational and Negative Indices, Complex Numbers and the
Locus of a Complex Number.

Weaknesses in algebraic manipulation and tasks involving substitution were again evident and
candidates found it difficult to solve problems which required these skills. It is imperative that more
emphasis be placed on these areas of weakness. Extensive practice in the use of substitution and
algebraic manipulation is necessary if candidates are to be well-prepared to show improved
performances in these areas.

Paper 01 comprised 45 multiple choice items. The candidates performed fairly well with a mean score
of 25 out of a possible 45. Paper 02 comprised six compulsory questions, two testing each Module.
The mean mark on this paper was 54 out of a possible 150.

UNIT 2

PAPER 02

SECTION A

Module 1: Calculus II

Question 1

Specific Objective(s): (b) 2, 3, 4, 5, 6, 7

This question examined concepts in differentiation as they apply to trigonometric functions, inverse
trigonometric functions, implicit functions and rational functions. Second derivatives emerged in the
process leading to the formation of differential equations.

(a)(i) This part of the question was well done although many candidates did not use the identity
sin23x + cos23x = 1 to simplify the given expression for y. As a consequence, many
answers were not given in the simplest form. No penalty was applied for non-
simplification.

(ii) Many candidates found difficulty in differentiating cos x2. Several interpreted cosx2 as
(cos x)2 or (cos x)x.

(iii) This part of the question was not well done. Too many candidates did not know how to
cope with the implicit nature of the expression for y.

(b)(i) This part of the question was generally well done. However, amongst the candidates who
ͳ
did not perform satisfactorily, many equated cos-1x with .
𝑐𝑐𝑜𝑜𝑠𝑠𝑥𝑥
 11

(ii) Candidates found this exercise manageable and readily recognized the relevance of the
chain rule to the results. Mistakes were made in a), in differentiating ͳ − 𝑡𝑡 while in b)
𝑑𝑑 ʹ 𝑦𝑦
the second derivative proved to be a major challenge for many. A common mistake
𝑑𝑑𝑥𝑥 ʹ
𝑑𝑑 ʹ 𝑦𝑦 𝑑𝑑 ʹ 𝑦𝑦 𝑑𝑑 ʹ 𝑡𝑡
made in this case was  ʹ ൌ ʹ  ൈ  ʹ .
𝑑𝑑𝑥𝑥 𝑑𝑑𝑡𝑡 𝑑𝑑𝑥𝑥

Answer(s):
𝒅𝒅𝒚𝒚
(a) (i)  ൌ10 sin5x cos5x (in its simplest form)
𝒅𝒅𝒙𝒙

𝒅𝒅𝒚𝒚 𝒙𝒙𝒔𝒔𝒊𝒊𝒏𝒏𝒙𝒙𝟐𝟐
(ii) 𝒅𝒅𝒙𝒙
ൌ−
𝒄𝒄𝒐𝒐𝒔𝒔𝒙𝒙𝟐𝟐

𝒅𝒅𝒚𝒚
(iii) 𝒅𝒅𝒙𝒙 ൌ  𝒙𝒙𝒙𝒙 ሺ𝟏𝟏 ൅ 𝒍𝒍𝒏𝒏𝒙𝒙ሻ

𝒅𝒅𝟐𝟐 𝒚𝒚 𝟏𝟏−𝒕𝒕
(b)(ii) 𝒅𝒅𝒙𝒙𝟐𝟐
=− 𝟒𝟒

Question 2

Specific Objective(s) (c) 7, 8, 13

This question examined knowledge of the trapezium rule and integration by parts in the internal
calculus. Inverse trigonometric functions and approximations were also involved.

(a) This part of the question asked for the sketch of the particular function ͳ − 𝑥𝑥 ʹ on the
interval 0≤ 𝑥𝑥 ≤ ͳǤ Some candidates were unable to determine the correct quadrant or the
circular property of the function.

(b) Several candidates could not find the width of the strips, but nevertheless, showed competent
knowledge of the trapezium rule.

(c) (i) The majority of candidates were able to obtain the first 5 of the 9 marks allocated to
this integration but could not proceed to completion of this part.

(ii) Several candidates did not see the link between (c)(i) above and failed to obtain the
result for I.

(iii) Many answers for this part were stated in terms of degrees and not radians as
expected.

(iv) The majority of candidates were unable to combine (c)(i) to (iii) to obtain the
approximation to 𝜋𝜋Ǥ However, there were a few good answers to this question.
 12

Answer(s): y
(a)

The width of each strip = 0.2

x
0

𝟏𝟏 𝝅𝝅
(c)(iii) ∫𝟎𝟎 𝟏𝟏 − 𝒙𝒙𝟐𝟐 𝒅𝒅𝒙𝒙 ൌ
𝟒𝟒

(iv) 𝝅𝝅 ≅ 0.759 × 4 = 3.036

SECTION B

Module 2: Sequences, Series and Approximations

Question 3

Specific Objective(s): (a) 1, 2; (b) 1, 7, 11, 12

This question tested candidates‟ abilities to use the recurrence relation of a sequence to obtain values
of the common ratio of a convergent geometric series, the method of differences for the summation of
series and the sum to infinity.

(a) The majority of candidates answered Part (i) correctly but had serious difficulties in obtaining
tn in Part (ii).

(b) Few candidates coped well with this part of the question and among those attempting the
question, some had severe challenges resolving the inequality produced.

(c) Part (i) was easily obtained by many of the candidates several of whom fell down as they
proceeded through to Part (ii) in order to find Sn. Many resorted to partial fractions in order to
cope with Part (ii)

It is recommended that extended practice in questions of this nature be undertaken to

consolidate the fundamental concepts portrayed in this question.

Answer(s):

(a) (i) t2 = 16, t3 = 21, t4 = 26

(ii) tn = 5n + 6
𝟏𝟏
(b) – ൏ 𝑥𝑥 ൏ ͹
𝟑𝟑
𝟏𝟏 𝟒𝟒
(c)(i) f (r) – f (r+1) =  (ii) Sn = 2 – (iii) 𝑺𝑺∞ = 2
𝒓𝒓൅𝟏𝟏 𝒓𝒓൅𝟐𝟐 𝒏𝒏൅𝟐𝟐
 13

Question 4

Specific Objective(s): (b) 13; (c) 1, 3

The topics examined in this question were the binomial theorem, Maclaurin‟s theorem and power
series expansions.

Overall, the candidates‟ performances in this question were below the expected level. Only
approximately one-third of the candidates obtained more than 13 marks out of a possible 25. Areas of
good performances involved Parts (a) (ii) and (b) (ii).

(a)(i) Candidates experienced difficulty in using the general binomial coefficient nCr in
problems of this kind.

(ii) Some good performances were registered in this section. Some of the candidates who
answered poorly ignored the fact that terms in the separate expansions of (1+ 2x)5 and
(1 + px)4 should have been multiplied instead of added to obtain the correct results.

(b)(i) The expansion of ln (1 + x) appeared to be unfamiliar to many candidates. Without

this basic expansion, ln (1 + 2x) became much harder to obtain.

(ii) Several errors were made in deriving the various derivatives of sin2x.

(iii) Many candidates did not link this part to the earlier results obtained in the question
and hence lost direction in trying to proceed. More practice is recommended.

Answer(s):

(a) (i) n = 4,
−𝟏𝟏𝟏𝟏
(ii) p = −3 or 
𝟑𝟑

𝟖𝟖
(b)(i) ln(1 + 2x) = 2x −2x2 + 𝟑𝟑𝒙𝒙𝟑𝟑 
– 4x4 + …..

𝟒𝟒 𝟒𝟒
(ii) sin 2x = 2x− 𝟑𝟑 𝒙𝒙𝟑𝟑 ൅  𝟏𝟏𝟓𝟓 𝒙𝒙𝟓𝟓 −  …Ǥ

𝟒𝟒
(iii) ln(1+sin2x) = 2x – 2x2 + 𝟑𝟑 𝒙𝒙𝟑𝟑 …..

SECTION C

Module 3: Counting, Matrices and Complex Numbers

Question 5

Specific Objective(s): (a) 1, 2, 3, 7, 10; (c)1, 3, 4, 5

This question tested simple counting techniques, elements of probability and properties of complex
numbers.

(a) There were several attempts at this part of the question with a high degree of success. The
majority of candidates who attempted the question obtained full marks.
 14

(b) A large number of the candidates who did this part of the question obtained full credit for
their efforts. Some candidates, however, had difficulty in writing down the correct
combinations. Many candidates tried to capitalize on the result in (b)(i) above but
experienced challenges.

(c) Most candidates who attempted this part of the question were able to substitute and expand
correctly. Some failed to achieve this end because of faulty algebraic manipulation of the
expressions. Many candidates did not appreciate that the theory of quadratic equations
applied and hence did not obtain the discriminant. Others who obtained the discriminant did
not observe that the result of (c) (i) was relevant.

Answer(s):

(a) 50

𝟓𝟓
(b)(i)  ,
𝟐𝟐𝟐𝟐
𝟔𝟔
(ii)
𝟏𝟏𝟏𝟏

(c)(i) u = 1 + 4𝒊𝒊 or −1−4𝒊𝒊

(ii) 𝒛𝒛 ൌ 𝟐𝟐 ൅ 𝟑𝟑𝒊𝒊or 1 – i

Question 6

Specific Objective(s): (b) 1, 2, 6, 7

This question examined properties of determinants and matrices and solutions of simultaneous linear
equations in three variables.

(a) There were many attempts at this part of the question with a high degree of success.
However, poor algebraic manipulation was the cause of many errors in the solutions.

(b)(i) Several candidates who attempted this part of the question gained full marks.

(ii) Most candidates were able to express the system of equations in the required form. Many
candidates saw the relevance of Part (ii) a) to the solutions of the system.
Several others used the „otherwise‟ path and employed different approaches to solving the
system of equations.

Answer(s):

(a) x = 2, 3 or 6
𝟏𝟏
(b)(i) a) AB = 20I, b) A-1 =  B
𝟐𝟐𝟎𝟎

𝟏𝟏 −𝟏𝟏 𝟏𝟏 𝒙𝒙 𝟏𝟏
(ii) a) 𝟏𝟏 −𝟐𝟐 𝟒𝟒 𝒚𝒚 = 𝟓𝟓
𝟏𝟏 𝟑𝟑 𝟗𝟗 𝒛𝒛 𝟐𝟐𝟓𝟓

b) x = 1, y = 2, z = 12
 15

UNIT 2

PAPER 03/B (ALTERNATIVE TO INTERNAL ASSESSMENT)

SECTION A

Module 1: Calculus II

Question 1

Specific Objective(s): (c) 11, 12, and MM

One part of the question posed a mathematical problem against the background of a differential
equation. Both parts examined the candidates‟ skills in solving such equations.

The success rate in this question was not very high, although many candidates attempted it. More
exposure to such problems is required at the instructional level.

Answer(s):
𝟏𝟏 𝟐𝟐
(a) 𝒙𝒙𝒚𝒚 ൌ  ሺ𝒙𝒙 ൅ 𝟏𝟏ሻሺ𝒄𝒄 − 𝒆𝒆−𝒙𝒙 ሻ, c is constant
𝟐𝟐
(b) 𝒚𝒚 ൌ  𝒆𝒆−𝒙𝒙 − 𝒆𝒆𝟒𝟒𝒙𝒙 − 𝒔𝒔𝒊𝒊𝒏𝒏𝒙𝒙

SECTION B

Module 2: Sequences, Series and Approximations

Question 2

Specific Objective(s) 6, 8, 9 and MM

The question tested the principle of mathematical induction as well as arithmetic and geometric
progressions.

The majority of candidates who attempted this question performed satisfactorily.

(a) Candidates knew how to verify the initial step in the proof for n=1, but some had difficulty
with the induction step in proceeding from n = k to n = k + 1.

(b) Most candidates used the formula for Sn to find the sum of all the terms, however, a few went
the route of trying to calculate the value of the common difference and were unsuccessful.
Despite the incidence of such cases, this part of the question was very well done.

(c) Many candidates failed to realize that the problem posed involved a geometric progression,
nevertheless, some used the simple interest formula for each year and were able to reach the
correct result. Most candidates did not approximate the answers to the nearest dollar.

Answer(s):

(b) Sum = -300;

(c)(i) $29 877, (ii) $ 273 743

 16

SECTION C

Module 3: Counting, Matrices and Complex Numbers

Question 3

Specific Objective(s): (a) 1, 2, 4, 7, 9, 11; (c) 5, 7, 10

This question examined basic principles in counting methods, probability and the locus of complex
numbers.

In general, candidates exhibited familiarity with the topics examined. At the level of detail, however,
weaknesses were evident.

(a) Some candidates demonstrated an understanding of combinations. However, interpretation of

exclusiveness was weak and led to incorrect solutions.

(b) Many candidates used a Venn diagram to reason out what was required, while some tried to
use formulae but failed to obtain the correct answers.

(c) This part of the question presented an enormous amount of difficulty. Many were unable to
obtain the circle in (i) and hence (ii) was not manageable in such circumstances.

Answer(s):

(a) 251

(b)(i) 𝑷𝑷 𝑨𝑨 ∪ 𝑩𝑩 ൌ 𝟎𝟎Ǥ 𝟕𝟕, (ii) 𝑷𝑷 𝑨𝑨 ∩ 𝑩𝑩′ ൌ 𝟎𝟎Ǥ 𝟓𝟓, (iii) 0.6

(c)(i) locus is the circle ሺ𝒙𝒙 − 𝟏𝟏ሻ𝟐𝟐 ൅ ሺ𝒚𝒚 ൅ 𝟏𝟏ሻ𝟐𝟐 ൌ 𝟓𝟓𝟐𝟐 

(ii) radius = 5, centre ≡ 𝟏𝟏ǡ −𝟏𝟏

PAPER 03 – INTERNAL ASSESSMENT

This year 170 Unit 1 and 158 Unit 2 Internal Assessments were moderated. Far too many teachers
continue to submit solutions without unitary mark schemes. In some cases neither question papers
with solutions nor mark schemes, were submitted. The majority of the samples submitted were not of
the required standard. Teachers MUST pay particular attention to the following guidelines and
comments to ensure effective and reliable submission of the Internal Assessments.

The Internal Assessment is comprised of three Module tests. The main features assessed are:

 Mapping of the items tested to the specific objectives of the syllabus for the relevant Unit
 Content coverage of each Module test
 Appropriateness of the items tested for the CAPE level
 Presentation of the sample (Module test and students‟ scripts)
 Quality of the teachers‟ solutions and mark schemes
 Quality of the teachers‟ assessments-consistency of marking using the mark schemes
 Inclusion of mathematical modeling in at least one Module test for each Unit
 17

GENERAL COMMENTS

1. Too many of the Module tests comprised of items from CAPE past examination papers.

2. Untidy “cut and paste” presentations with varying font sizes were common place.

3. Teachers are reminded that the CAPE past examination papers should be used ONLY as a
guide.
ͳ
4. The stipulated time for Module tests (1 to 1 hours) must be strictly adhered to as students
ʹ
may be at an undue disadvantage when Module test are too extensive or are inadequate.

5. The following guide can be used: 1minute per mark. About 75% of the syllabus should be
tested and mathematical modeling MUST be included.

6. Multiple choice questions will NOT be accepted in the Module tests.

7. Cases were noted where teachers were unfamiliar with recent syllabus changes i.e.

 Complex numbers and the Intermediate Value Theorem are now tested in Unit 2.
 Three dimensional vectors, dividing a line segment internally and externally, systems
of linear equations have been REMOVED for the CAPE syllabus (2008).

8. The moderation process relies on the validity of the teachers‟ assessment. There were few
cases where students‟ solutions were replicas of the teachers‟ solutions – some contained
identical errors and full marks were awarded for incorrect solutions. There were also
instances where the marks on the students‟ scripts did not correspond to the marks on the
Moderation sheet.

9. Teachers MUST present evidence of having marked each individual question on the students‟
script before a total is calculated at the top of the script. The corresponding whole number
score out of 20 should be placed at the front of the students‟ scripts. To enhance the quality
of the design of the Module tests, the validity of the teacher assessment and validity of the
moderation process, the Internal Assessment guidelines are listed below for emphasis.

Module Tests

I. Design a separate test for each Module. The Module test MUST focus on objectives from that
Module.

II. In cases where several groups in a school are registered, the assessments should be
coordinated, common tests should be administered and a common marking scheme used.

III. One sample of FIVE students will form the sample for the centre. If there are less than five
students ALL scripts will form the sample for the centre.

IV. In 2009, the format of the Internal Assessment remains unchanged.

MULTIPLE CHOICE EXAMINATIONS WILL NOT BE ACCEPTED AS INTERNAL

ASSESSMENTS.
 18

GUIDELINES FOR MODULE TESTS AND PRESENTATION OF SAMPLES

1. COVER PAGE TO ACCOMPANY EACH MODULE TEST

The following information is required on the cover of each Module test.

 Name of the school and territory, Name of teacher and the Centre number.
 Unit Number and Module Number
ͳ
 Date and Duration (1-1 hours) of Module test.
ʹ
 Clear instructions to candidates
 Total marks allotted for Module test.
 Sub-marks and total marks for each question MUST be clearly indicated.

2. COVERAGE OF THE SYLLABUS CONTENT

 The number of questions in each Module test must be appropriate for the stipulated
ͳ
time of (1-1 hours).
ʹ
 CAPE past examination papers should be used as a guide ONLY.
 Duplication of specific objectives and questions must be avoided.
 Specific objectives tested must be from the relevant Unit of the syllabus.

3. MARK SCHEME

 Detailed mark schemes MUST be submitted, that is, one mark should be allocated
per skill. (not 2, 3, 4, etc marks per skill)
 FRACTIONAL/DECIMAL MARKS MUST NOT BE AWARDED
𝟏𝟏
(i.e. DO NOT ALLOCATE  MARKS).
𝟐𝟐
 The total marks for Module test MUST be clearly stated on the teachers‟ solutions
sheets.
 A student‟s marks MUST be entered on the front page of the student‟s scripts.
 Handwritten marks schemes MUST be NEAT and LEGIBLE. The unitary marks
MUST be written on the right side of the page.
 Diagrams MUST be neatly drawn with geometrical/mathematical instruments.

4. PRESENTATION OF SAMPLE

ͳ
 Student‟s responses MUST be written on letter sized paper ͺ 𝑥𝑥ͳͳ Ǥ
ʹ
 Question numbers MUST be written clearly in the left hand margin.
 The total marks for EACH QUESTION on student‟s scripts MUST be clearly written
in the left or right margin.
 ONLY ORIGINAL students‟ scripts MUST be sent for moderation.
 Photocopied scripts WILL NOT BE ACCEPTED.
 Typed Module tests MUST be NEAT and LEGIBLE.
 The following are required for each Module test:

 A question paper.
 Detailed solutions with detailed Mark Scheme.
 The question paper, detailed solutions, Marks Schemes and 5 students‟
samples should be batched together for each Module.
 19

 Marks are recorded on PMath1 – 3 and PMath2 – 3 forms and must be rounded off to
the nearest whole number. If a student scored zero, then zero must be recorded. If a
student was absent, then absent must be recorded.

 The guidelines at the bottom of these forms should be observed. (See Page 57 of the
syllabus, No. 6).
C A R I B B E A N E X A M I N A T I O N S C O U N C I L

REPORT ON CANDIDATES’ WORK IN THE

ADVANCED PROFICIENCY EXAMINATION
MAY/JUNE 2010

PURE MATHEMATICS

Copyright © 2010 Caribbean Examinations Council

St Michael, Barbados
All rights reserved.
 2

GENERAL COMMENTS

This is the third year that the current syllabus has been examined in the format of Paper 01 as Multiple
Choice (MC) and Papers 02 and 03 structured questions. Approximately 5 600 candidates wrote the
Unit 1 and 2 800 Unit 2 examinations in 2010. Performances continued in the usual pattern across the
total range of candidates with some obtaining excellent grades while some candidates seemed
unprepared to write the examinations at this level, particularly in Unit 1.

UNIT 1

The overall performance in this unit was satisfactory, with several candidates displaying a sound
grasp of the subject matter. Excellent scores were registered with specific topics such as
Trigonometry, Coordinate Geometry and Calculus. Nevertheless, candidates continue to show
weaknesses in areas such as Limits and Continuity, Indices and Logarithms. Other aspects that need
attention are summation as part of general algebraic manipulation of simple expressions, substitution
and pattern recognition as effective tools in problem solving.

UNIT 2

In general, the performance of candidates on Unit 2 was satisfactory. It was heartening to note the
increasing number of candidates who reached an outstanding level of proficiency in the topics
examined. However, there was evidence of significant unpreparedness by many candidates.

Candidates continue to show marked weakness in algebraic manipulation. Much more emphasis must
be placed on improving these skills. In addition, reasoning skills must be sharpened and analytical
approaches to problem solving must be emphasized. Too many candidates demonstrate a favour for
problem solving by memorized formulae.

DETAILED COMMENTS

Paper 01 – Multiple Choice

Paper 01 comprised 45 multiple-choice items. Candidates performed satisfactorily with a mean score
of 46.27 and a standard deviation of 17.02.

Paper 02 – Structured Questions

Section A

Module 1: Basic Algebra and Functions

Question 1

Specific Objectives: (b) 1, 3, 4; (c) 1−5; (f) 3; (g) 3.

The topics examined in this question covered the Remainder and Factor Theorems, simultaneous
equations and logarithms, inequalities, quadratic equations and indices.
 3

(a) The majority of candidates correctly applied the Factor Theorem to f(x). Several opted to
find the remainder by division but were unable to follow through successfully because of
weaknesses in the algebraic manipulation required. Some were unable to factorize the
equation for f(p) = 0 using the quadratic formula.

(b) Several candidates misinterpreted the basic laws of logarithms, replacing

log x
log (x – 1) + 2 log y with expressions such as + log 2y. Such equivalences
log 1
produced erroneous results and, in some cases, equations which the candidates could not
solve. Elimination was tried in some cases without success.

(c) Many candidates multiplied through by x + 1 instead of (x + 1)2 and had difficulty
afterwards in solving the resulting inequality.

(d) The substitution y = 2x proved problematic for some candidates, many of whom
interpreted 4x as 2 x 2x which led to incorrect answers. Other candidates did not complete
the question, giving the answers for y only and not for x as required. More practice is
needed to consolidate the areas of weakness identified above.

Solutions:

(a) p = or -1
(b) x = 2, y = 3
(c) - < x < -1
(d) x = 1 or 2

Question 2

Specific Objectives: (a) 7; (d) 5−8.

The topics covered in this question related to summation notation and functions, together with the
interpretation of the graphs of simple polynomial functions and the existence or non-existence of
inverses.

(a) The majority of candidates answered (i) correctly. A common mistake made was to
equate S2n with 2 Sn, while some candidates misinterpreted the question as a problem
solving mathematical induction. Several candidates encountered simplification
problems in (ii). A common error involved writing – Sn as –n2/2 + n/2 instead of –n2/2 -
n/2. In (iii), the correct quadratic equation in n, namely 3n2 + n – 520 = 0, escaped many
candidates and some who derived it failed to solve it correctly to obtain n = 13.

(b) (i) Approximately 80 per cent of the candidates gave x > 3 as a possible solution. Some
obtained the complete solution but failed to write in set notation. Several used the graph
and gave the solution as x < 0, x < 3.

(ii) Less than 10 per cent of the candidates gave the correct solution. Many assigned values
to k and attempted to solve the equation x2 (3-x) - k = 0, thereby completely ignoring the
graph as a guide to the solution.
 4

(iii) Many candidates showed familiarity with the terms injective, surjective and bijective as
they applied to functions but seemed to struggle to separate the terms in respect of the
given graphical representations forf and g. Approximately 80 per cent of the candidates
used the horizontal line test (a) and (b).

Solutions:

(a) (i) S2n = n(2n + 1)

3 1
(ii) P = ^ q = j
(iii) n = 13

(b) (i) { 0 } U { x > 3} (ii) {k: 0 < k < 4}

Section B

Module 2: Trigonometry and Plane Geometry

Question 3

Specific Objectives: (b) 4, 5; (c) 3, 9, 10

Overall, candidates performed poorly on this question with approximately 70 per cent scoring less
than 12 of the maximum marks (25) and approximately 40 per cent scoring less than 4 marks.
Generally, candidates scored higher in Part (a) than in Part (b) of the question. Attempts at Part (a) (i)
by the candidates who achieved an acceptable score were usually fruitful. Many of the candidates
gained full marks for finding the angle. In addition, many of them used the form p.q = |p ||q | cos 9.
However, a large percentage of candidates did not score maximum marks as they had a problem
adding directed numbers accurately or they simply forgot the negative sign in front of the 84. Many
candidates used the alternative method which included the graph and trigonometrical ratios.
However, a few of them forgot to add the 90° which was required to find the entire angle.

A significant number of candidates experienced difficulty in the relatively easier form of finding the x
co-ordinate of the vector in (a) (ii). Many started at (6i + 4j) (xi + vj) = 6x + 4y = 0 and then stopped.
Astoundingly, many candidates declared that p.v = 0 was either parallel or inverse.

Overall, performance on (b) (i) was also disappointing. Many candidates started at the given equation
for C1 and ignored the given end points completely. Others simply substituted the given points into
equation C1 and then faltered. Some worked backwards and did not use the end points at all.

The responses to (b) (ii) were similarly disappointing. Only a small percentage of candidates
attempted to eliminate the x2 and y2 hence obtaining y= x + 5 which could easily be substituted into C1
or C2. The majority who opted to obtain x or y as the subject ended up with an awkward round of
algebra, often with limited success. Some of the candidates simply could not appreciate what to do
with the equation y = x + 5 and proceeded with a completely different and inappropriate strategy.

General recommendations to teachers include:

1. Constant revision of algebraic simplification

2. The provision of opportunities for students to enhance their problem-solving skills
 5

Solutions:

(a) (i)(i) 165°

(ii) (a) 2ki - 3 kj, k e R
(iii) p, v are perpendicular

(b) (ii)(ii) Points of intersection are (0, 5) and (-3, 2)

Question 4

Specific Objectives: (a) 4, 5, 13, 14

Most candidates attempted this question but performed poorly overall. Approximately 40 per cent of
candidates scored less than 4 marks and approximately 65 per cent scored less than 12 marks.

(a) (i) Many candidates were able to gain marks for stating 3A = cos-10.5 and proceeding
from there. However, only a small number of candidates arrived at the three solutions
7T
in the given range. The majority ended with the answer A = - or 20°. In some cases,
candidates attempted to find the solutions by using trigonometric identities. Most of
them simply stalled thereafter.

(ii) Responses to this part of the question were surprisingly very good. Even some of the
relatively lower-scoring candidates completed the exercise with a flourish, gaining
the full six marks. Some showed great competence, utilizing standard identities, to
prove this more difficult identity.

(iii) This part of the question challenged many candidates including many with high
scores. They could not make the link to the earlier parts of the question, even when
directed to do so. It was also noted that answers were not given to three significant
figures (as indicated at the front of the question paper).

(b) (i) Many candidates were able to make substantial progress on this part of the question.
Many of them knew the compound angle formulae and also derived the correct ratios
for tan a and tan p, but some lacked the algebraic techniques needed to get the
required answer.

(ii) Many candidates were clueless and had no idea how to solve this question. Indeed,
there were many ‘no responses’ seen for this part of the question.

Solutions:

(a) (i) A = i n, ~tt, j n

(iii) ^ = cos ^, cos ^ , cos -y ~ 0.940, -0.174, -0.766

(b) (ii) max (a - P) = tan 0.125 ~ 0.124 rad.

 6

Section C

Module 3: Calculus 1

Question 5

Specific Objectives: (a) 1, 3-7, 9; (c) 1, 4, 6 (ii)

This question tested knowledge of limits, continuity and discontinuity, and integration.

There were some very good attempts, many of which gained full marks on the question.
Nevertheless, some weaknesses in the preparation of the candidates were evident and there were cases
of carelessness in pursuing routine procedures.

(a) (i) Many candidates experienced difficulty factorizing the denominator in this part and
this curtailed success in obtaining the limit. Some used L’Hopital’s rule with great
success.

(ii) Few candidates were successful in obtaining full marks on this part. Those who did
used L’Hopital’s to great advantage.

(b) Some candidates misunderstood the symbols for left hand and right hand limits while
others had difficulty with the concept of discontinuity. The word ‘deduce’ was
largely ignored by many.

(c) (i) There were several good returns on this part of the question for the candidates who
expanded the expression in the integrand correctly. Many of these candidates were
able to follow through with the integration, termwise, of the expanded expression and
the evaluation at each of the limit points x = 1 and x = -1, to obtain full marks for this
part.

(ii) Several candidates performed well on this part of the questions. Many candidates
who did not, failed to change the integrand completely from x’s to u’s.

Solutions:

2
(a) (i)
(i) \9 (ii)
(ii) 2 2
(b) (i)
(i) a) 5,5, b)
a) b) 9 9
cm

(c) (i)
(i) atatxx== 1,1, -- 22;
2-; atatxx== -1,
-1, 222
| ro

’ 3
(ii) (x22 ++ 4)
^^ (x 4)22+ +
k k(constant)
(constant)

Question 6

Specific Objectives: (b) 4, 7, 8, 9 (i), 10

This question covered differentiation, integration and calculus.

Several candidates attempted the question with varying degrees of success. The principles involved
seemed to be familiar to most, yet some candidates did not receive maximum reward because of
weaknesses in simple algebraic manipulations. More practice is recommended to reduce the
incidence of such pitfalls.
 7

(a) (i) Many candidates were strong on differentiating the basic trigonometric functions of sin
and tan but some were unable to cope with the composite nature of the functions
involved.

(ii) Several candidates had difficulty using the quotient rule often interchanging numerator
with denominator in applying it. Nevertheless, there were some excellent answers
returned on this question.

(b) (i) The use of the relevant integration theorem seemed not to be recognized by some
candidates. In such cases, the candidates performed poorly to the extent that they did
4
not seem to be aware that 
1
4dx had to be obtained.

(ii) It seemed that some candidates had little practice in using substitution to perform
integration. However, several of those who knew the technique were able to obtain full
marks on this part of the question. Greater attention should be paid to Specific
Objectives 6 and 7 of Unit 1 Module 3, in preparing candidates.

(c) (i) This part of the question was well done. The majority of candidates obtained full
marks.

(ii) The majority of candidates knew the methods to be used but many encountered
problems with the algebra involved. Several methods were used to obtain the correct
answer.

Solutions:

(a) (i) 3 cos (3x + 2) + 5 sec2 (5x) (ii) ˗ (x4 + 3x2 + 2x)
(x3 - 1)2
(b) (i) 33 (ii) 14
(c) (i) P ≡ (-2,4), Q ≡ (1,1); (ii) Area = 4 units2

Paper 03/B (Alternative Internal Assessment)

Section A

Module 1: Basic Algebra and Functions

Question 1

Specific Objectives: (a) 8, (d) 1, 7, (f) 4, 5 (ii)

This question examined the theory of cubic equations, functions and mathematical induction.

(a) (i) This part of the question was poorly done. There was little evidence of candidates
demonstrating the theory of cubic equations. Some candidates merely stated the concepts
of the sum of roots, product pair-wise and the product of roots of the cubic equations.
However, they were unable to complete the calculations by substituting the correct values.

(ii) Without a correct follow through from (i) candidates could not find the required values of p
and q.
 8

(b) (i) Candidates understood the meaning of ‘one-to-one’ but were unable to show
the required result mathematically. Instead, they substituted some values for x and
concluded that f is one-to-one. No candidate used the horizontal line test.

(ii) A few candidates made correct expansions but failed to make the correct deductions.
Generally, this part of the question was satisfactorily done.

(c) The majority of candidates knew that an assumption was necessary, followed by the
inductive process. However, the inductive process and the algebra involved proved beyond
their abilities. They merely stated conclusions without proof.

Solutions:

(a) (i)  ˗2

(ii) p 12; q = 44

5
(b) x
2

Section B

Module 2: Trigonometry and Plane Geometry

Question 2

Specific Objectives: (b) 1, 2, 3; Content: (a) (ii), (b) (iii)

This question examined the intersection of lines, equations of straight lines and the area of a triangle
using basic concepts of coordinate geometry.

(a) (i) This part of the question was well done.

(ii) This part of the question was well done. Some exceptions included the correct calculations
for the gradient of a straight line given two points on the line.

(b) This part of the question was well done.

(c) Candidates had problems calculating the lengths of AC and DC which were required to find the
area. The majority of candidates obtained partial marks for some related attempts to find the
area.

Solutions:

(a) (i) A (0, 2), B (3, 0), C (6, -2)

(ii) CD: 3x – 2y – 22 = 0 AD: 5x + y – 2 = 0

(b) D (2, -8)

(c) Area = 26 square units

 9

Section C

Module 3: Calculus 1

Question 3

Specific Objectives: (b) 6, 15, (c) 2, 3, 4, 5, (ii), (iii), 8 (i)

This question examined indefinite integration of composite trigonometric functions, area under the
curve and applications of differentiation to maxima/minima situations. There was also some
mathematical modelling included.

(a) This part of the question was poorly done. Approximately three per cent of the candidates
obtained maximum marks. A common error among candidates was their inability to use
the identity tan2 x ≡ sec2 x -1 in order to integrate tan2 x correctly. A significant number of
1
candidates evaluated  (cos 5x) dx as 5sin 5x or – 5 sin 5x. Candidates continue to neglect

the arbitrary constant of integration for indefinite integrals.

(b) (i) This part of the question was well done.

2
(ii) The majority of candidates used  y dx to find the area of the enclosed region.
0
A few


candidates recognized symmetry of the two regions and used 2 y dx to find the area.
0
(c) (i) This part of the question was poorly done. Difficulties included being unable to state the
perimeter in terms of r and x, and failing to equate the expression for the perimeter to 60.

(ii) Without the correct follow through from Part (i), many candidates could not obtain the area
in terms of r only.

(iii) Differentiation of the expression for the area was poorly done. Candidates could not
 
interpret the term 1   as a constant. In addition, most of the candidates did not follow
 4
the instruction to find the exact answer.

Solutions:

1
(a) sin 5x + tan x – x +C
5
1
(b) (i) p ;q=2 (ii) Area = square units
2
r
(c) (i) x 30 – r –
2

60
(iii) r
4
 10

UNIT 2

Paper 01 – Multiple Choice

Paper 01 comprised 45 multiple-choice items. Candidates performed fairly well with a mean score of
50.39 per cent and a standard deviation of 17.93.

Paper 02 – Structured Questions

Section A

Module 1: Calculus II

Question 1

Specific Objectives: (a) 9, (b) 1, 4, 5, 6, 7, (c) 1 (i), 5, 6, 7

This question examined a real-world situation involving an exponential equation, differentiation of an

exponential function, differentiation of an inverse trigonometrical function, implicit differentiation
including second derivatives and integration using partial fractions with suitable substitutions.

(a) (i) Approximately 85 per cent of the candidates who responded to this part of the question
were able to deduce that the initial temperature occurred when t = 0. Full marks were
obtained by all of the candidates who interpreted this question correctly. Some candidates
demonstrated a lack of understanding of the term ‘initial temperature’.

(ii) Generally, a significant number of candidates attempting this part of the question found it
difficult to interpret the term ‘stabilise’. The general response was below average.
Approximately ten per cent of the candidates obtained the correct answer, deducing that
the limiting value of the temperature for large increasing t was 650 C. It may be useful at
the level of instruction to consider terms that may be easily interpreted by candidates who
may not be science oriented.

(iii) This part of the question required candidates to solve the equation to find a value for t.
Common errors seen were

a) 0 65 8e -0.02t

b) ln70 ln65 + ln8e -0.02t

-0.02t
c) 73 65 + 8e , using the value 73 obtained in (a) (i)

d) ln 5 8 ln e -0.02t, treating 8 as a power

ln 70  ln 65
e) t
8(0.02)
 11

Approximately half of the candidates demonstrated a marked weakness in algebraic manipulation,

particularly regarding logarithms. A small percentage of candidates who recognized that logarithms
had to be applied used common logarithms instead of natural logarithms. Emphasis must be placed
on the properties of exponential and logarithmic equations. This will allow candidates to gain
confidence to solve these equations correctly.

(b) (i) For this part of the question approximately 30 per cent of the candidates expressed the
(2x)
equation y = as ln y tan -1 (2x). However, these candidates were not able to
carry out the required implicit differentiation to obtain the correct answer. Common errors
made included failing to apply the chain rule when differentiating the composite function
tan -1 (2x). Some answers given were

dy 1 dy 1
x e tan -1 (2x) × 2 and  x e tan -1 (2x)×2.
dx 1  4x 2 dx 1  2 x2

Very few candidates obtained full marks on this part of the question.

(ii) Approximately 15 per cent of the candidates attempted to use the result given in Part (b)
(i) to show the result required in Part (b) (ii). However, they were unable to carry out the
implicit differentiation required when using the form given in Part (b) (i). They failed to
d dy d
show that 2y  2 , but instead showed 2y  2.
dx dx dx

Approximately 80 per cent of the candidates stated the equation

1
 1  4x 2 
dy
dx
 2y as
dy
dx
 2e
tan-1(2x)
x (1  4x 2  
and proceeded to use the product rule

correctly. These candidates obtained full marks with the correct algebraic manipulation
to show the required result.

(c) (i) Approximately 50 per cent of the candidates used the substitution given, u e x, to
4 4
express e
1
dx as 
x
u 1
dx in this part of the question and obtained the result

1
4 ln (u + 1) + C. They failed to replace dx with du. A number of candidates obtained
u
4
the form  correctly. However, they failed to carry out the correct integration
u (u  1)
since they did not recognize that partial fractions were necessary at this point. A few
candidates who carried out the correct procedure for the integration left their answer as
4 ln u – 4 ln u  1 + C.

(ii) Approximately 70 per cent of the candidates were able to obtain the expression
4 ex
 1  e -x dx. However, these candidates could not proceed with the correct integration.
 12

f' (x)
They failed to recognise the systematic integration of the form  f (x) dx. A significant

number of those candidates who carried out the integration incorrectly obtained

4 ln 1  e- x  C.
Solutions:

(a) (i) 73

(ii) 65

(iii) 23.5 hours

(c) (i) 4 ln - 4 ln +C or 4 ln +C

(ii) -4 ln (1 + e-x) + C or 4 ln C

Question 2

Specific Objectives: (b) 2, 5, (c) 8, 10, 11

This question required differentiation of ln x using product and chain rules, reduction formula and the
solution of a differential equation using an integrating factor.

(a) (i) Most candidates recognized that this part of the question required the use of the product and
chain rules. However, application of the chain rule to differentiate the logarithmic function
ln x n proved to be difficult in many cases. Approximately 50 per cent of the candidates
obtained full marks.

(ii) Generally, most of the candidates used integration by parts using the approach
d
 1ln x  dx  xln -  x ln x n dx. No candidate used the result from (a) (i) to derive
n

dx
the reduction formula. This part of the question was well done by the majority of candidates.

(iii) This part of the question was poorly done. Many candidates demonstrated a lack of simple
use of the derived reduction formula. No candidate successfully managed I1   ln xdx. In
addition, the weakness in algebraic manipulation was again evident in substituting
successive values of n in the reduction formula, making correct use of brackets.
Approximately ten per cent of the candidates obtained full marks.

(b) (i) A small percentage of candidates demonstrated the ability to find a suitable integrating factor
and proceeded to show the required general solution of the differential equation.
 13

2
 t 10dt
Approximately ten per cent of candidates were able to state I  e but were unable to
complete this integration correctly. The remaining candidates did not demonstrate any
knowledgeable attempt to find the integrating factor.

(ii) Using the general solution to the differential equation in (b) (i), some candidates were able to
obtain the correct answer to this part of the question. However, a significant number of
candidates did not understand the term ‘initially’ and substituted random values.

Solutions:

nln x   ln x 
n -1 n
(a) (i)

xln x   3xln x   6 xln x   6 x  C

3 2
(iii)

(b) (ii) 24.2 kg

Section B

Module 2: Sequences, Series and Approximation

Question 3

Specific Objectives: (b) 2, 4, (c) 3

th
This question examined candidates’ ability to define the r th term of a sequence, obtain the n partial
sum of a finite series, find the first term and common difference of an arithmetic progression and their
application of the binomial theorem.

(a) (i) Approximately 70 per cent of the candidates had difficulty obtaining the r th term of the
sequence.

(ii) In this part of the question most candidates attempted to sum the given series as an A. P. or
a G. P. Those candidates who were able to express the r th term correctly used the standard
n n n
formulae for  r ,  r and  c to find the required sum.
r1
2

r1 r 1
Evidence of a weakness in

algebraic manipulation resulted in some candidates not being able to simplify the answer.

(b) This part of the question was well done by approximately 75 per cent of the candidates.
th
Some candidates incorrectly defined the equation required to express the 9 term as 3 times
rd
the 3 term. As a result, incorrect values were obtained for the first term a, and the
common difference d.
 14

(c) (i) This part of the question was generally well done although some errors were made in
simplifying the coefficients. Too many candidates did not state the correct range of values
of x for which the expansion is valid.

(ii) A significant number of candidates did not attempt to rationalize the denominator by
recognizing the resulting difference of squares. Many of those candidates who attempted to
rationalize the denominator used (1 – x) - (1  2 x) as the ‘conjugate’ of
(1 + x) + (1  2 x) . Other candidates used the result from Part (i) to expand the
denominator and could not show the required expression. Only a few candidates obtained
full marks.

(iii) Using the result from Part (ii), the majority of candidates expanded the expression
1
(1 + x - (1  2 x)  up to and including the term in x2. Consequently, the resulting
x
1
expression could not be x (1  x) as required. It was clear that candidates did not take into
2
account that the expansion was divided by x, thus requiring the expansion up to and
including the term in x3.

Solutions:

(a) (i) (3r – 1) (2r + 1)

n
(ii) Sn = (4n 2 + 7n + 1)
2

(b) a=d=2

2
x x3 1 1
(c) (i) 1+x- + – … – <x< ; x <1
2 2 2 2

Question 4

Specific Objectives: (b) 1, 11, 12, (c) 1, (e) 1, 2, 4

This question examined candidates’ ability to manipulate and prove expressions involving nCr, the
sum of finite series using the method of differences and application of the Newton-Raphson
procedure.

(a) (i) A small percentage of candidates obtained full marks for this part of the question. A
n!
significant number of candidates expressed nCr-1 as . Many candidates
(r 1)!(n  r 1)!
stated the correct expression for nCr + nCr-1 but were unable to complete the algebraic
manipulation to obtain the required result. Some candidates substituted numbers as a
means of proof.
 15

1 1
(ii) (a) Many candidates merely stated f r   f r  1 = – . The algebraic
r! (r  1)!
manipulation and understanding of factorials required for showing the result were
beyond the ability of these candidates.

(b) Most candidates recognized that the method of differences was needed to find the
sum required. This part of the question was generally well done.

(c) A few candidates demonstrated an understanding of deducing the limiting value of

this type of sum. Many of the candidates attempted to use the formula for the sum to
infinity of a geometric progression but found it impossible to apply. A significant
number of candidates did not respond to this part of the question.

(b) (i) Most of the candidates used the Intermediate Value Theorem but did not state the
continuous property of the polynomial. Very few candidates obtained full marks.

(ii) Generally, this part of the question was well done. Some errors were made in substitution
and there were incorrect calculations.

Solutions:

1
(a) (ii) b) 1-
(n  1)!

c) lim S n = 1
n

(b) (ii) 0.725

Section C

Module 3: Counting, Matrices and Complex Numbers

Question 5

Specific Objectives: (a) 1, 3, 11, 12, 13 (c) 1, 2, 4, 5

This question examined the concepts of counting, using permutations and combinations, basic
probability theory and complex numbers.

(a) (i) Approximately half of the candidates wrongly applied the concept of all the letters of the
word SYLLABUS as being unique, thus giving the solution as 8! Some candidates
subtracted the repeated letters from the total number of letters and gave the solution as
6!
.
2! 2!
 16

(ii) This part of the question was poorly done and was not attempted by the majority of the
5!
candidates. Among the responses seen were 6C5, 8C5 and . Some candidates were
2! 2!
awarded partial marks for applying the concept but not accounting for all of the
combinations.

(b) (i) This part of the question was well done. Approximately 75 per cent of the candidates
obtained full marks.

(ii) This part of the question was fairly well done although some candidates did not
demonstrate an understanding of independence and mutual exclusivity of events. Many
of the candidates attempted to define the terms ‘independence’ and ‘mutually exclusive’
and related the concepts to arbitrary sets of events rather than to the given set of events.

(c) (i) Generally, this question was fairly well done. Many candidates were unable to rationalize
the denominator correctly, failing with the algebra involved.

(ii) A significant number of candidates deduced the root 1 + i but were unable to find by
division, or otherwise, the third root. Some candidates used the theory of quadratic
equations to deduce the third root by inspection.

Solutions:

8!
(a) (i) = 10 080
2! 2!

(ii) 30

(b) (i) 0.17

(ii) a) not mutually exclusive

b) not independent

(c) (i) 2 + 4i

(ii) 1 + i, – 3

Question 6

Specific Objectives: (b) 1, 3, 4, 5, 6, 7, 8

This question examined the augmented matrix, row-echelon reduction, consistency of a system of
linear equations and inverting a matrix.
 17

(a) (i) This part of the question was well done although some candidates merely wrote down the
matrix for the system of equations.

(ii) In this part of the question, a common error seen was obtaining a row of zeroes in rows
other than the last row. However, the question was generally well done.

(iii) A number of candidates did not understand the term ‘consistent’.

(iv) This part of the question proved to be the most challenging to the majority of candidates.
Most of them attempted to find a unique solution. Others expressed the variables x and y
in terms of z but did not choose an arbitrary constant.

(b) (i) a) This part of the question was well done although some arithmetic errors were made. A
number of candidates squared the elements of the matrix A instead of finding
A × A.

b) This part of the question was well done.

(ii) This part of the question was well done.

(iii) A significant number of candidates used the cofactor method to find the inverse of A.
However, they did not recognize the product AB was equal to 3I.

Solutions:
1 1 1 0 
 
(a) (i) 2 1 1  1 (iii) k=1
1 2 4 k 


1 1 1 0   x   2  1
     
(ii) 0 1  3  1  (iv)  y   1  3 
0 0 4 k  1 z    
    

 2 1 0 1  2 1 
  1 
(b) (i) a) 1 2 0  (iii)  2 1 1 
3
0 0 3
  1 1 1 

1  2 1 
 
b)  2 1 1 
1
 1 1 
 18

3 0 0
 
(ii) 0 3 0
0 0 3 
 

Paper 03/B – Alternative to Internal Assessment

Section A

Module 1: Calculus Ii

Question 1

Specific Objectives: (c) 1 (iii), 5, 11

This question examined partial fractions, solution of a logarithmic differential equation and
proportional increase.

(a) This part of the question was poorly done. Candidates showed a marked weakness in
A Bx  C
manipulating fractions of the form + . Invariably, candidates expressed
x x 2 1
1  x2 A Bx A Bx C
2
as + 2  C and + 2  2 .
x( x  1) x x 1 x x 1 x  1

(b) (i) (a) This part of the question was poorly done in its entirety. A small number of candidates
separated the variable successfully but could not complete the integration.

(b) Approximately 40 per cent of the candidates obtained full marks on this part of the
question, using the follow through from (i) and making the correct substitution.

(ii) Candidates merely substituted t = 2 in the equation. This part of the question was poorly
done.

Solutions:

1 2x
(a)  2
x x 1

(b) (ii) 22/3 ― 1

Section B

Module 2: Sequences, Series and Approximations

Question 2
 19

Specific Objectives: (b) 1, 10, 11, (c) 1, MM

This question examined the geometric progression, the limiting sum of an infinite series using
Maclaurin’s expansion and the applications of an exponential series.

(a) This part of the question was well done.

(b) This part of the question was hardly attempted. In fact, candidates seemed unfamiliar with the
form of such series.

(c) (i) This part of the question was well done.

(ii) Only a small percentage of the candidates were able to state the correct value in terms of
t.

(iii) A few candidates solved this part of the question using the index approach. A significant
number of candidates used an arithmetic approach, calculating the depreciated value for
successive years.

Solutions:

5
(a) r=
6

(b) 3e – 1

(c) (i) $13 125

t
7
(ii) $15 000  
8

(iii) $ 4 510

Section C

Module 3: Counting, Matrices And Complex Numbers

Question 3

Specific Objectives: (a) 1, 2, 4, 7 (b) 1, 2, 6, 8, MM

This question examined selections with and without restrictions, classic probability and the solution of
a system of linear equations using a matrix approach.

(a) (i) This part of the question was poorly done. Candidates applied combinations for
calculations instead of reasoning.
 20

(ii) The approach in Part (i) to finding a solution was repeated in this part of the question.

(b) This part of the question was poorly done since incorrect methods in Part (ii) resulted in
incorrect answers being obtained.

(c) (i) This part of the question was well done.

(ii) This part of the question was well done.

(iii) Responses to this part of the question were poor. Candidates appeared to have no knowledge of
the row-reduction method, the inverse method, or the solution of 3 linear equations with 3
unknowns.

Solutions:

(a) (i) 48

(ii) 100

1
(b)
5

(c) (i) 20x + 40y + 60z = 1120

40x + 60y + 80z = 1720
60x + 80y + 120z = 2480

 20 40 60   x  1120 
    
(ii)  40 60 80   y   1720 
 60 80 120   z   2480 
    

(iii) x = 12; y = 10; z = 8

Paper 03/1 – Internal Assessment

This year, 171 Unit 1 and 141 Unit 2 internal assessments were moderated. Far too many teachers
continue to submit solutions without unitary mark schemes. In some cases, neither question papers
with solutions nor mark schemes were submitted. In an increasing number of cases, marks awarded
were either too few or far too many. For example: an entire IA module test was worth 20 marks and
in another case a simple polynomial division was awarded 78 marks.

The majority of samples submitted were not of the required standard. Teachers must pay particular
attention to the following guidelines and comments to ensure effective and reliable submission of the
internal assessments.

The internal assessment is comprised of three module tests.

 21

The main features assessed are:

 Mapping of the items tested to the specific objectives of the syllabus for the relevant Unit
 Content coverage of each module test
 Appropriateness of the items tested for the CAPE level
 Presentation of the sample (module test and students’ scripts)
 Quality of teachers’ solutions and mark schemes
 Quality of teachers’ assessments, that is, consistency of marking using the mark schemes
 Inclusion of mathematical modelling in at least one module test for each unit

GENERAL COMMENTS

1. Too many of the module tests comprised items from CAPE past examination papers.
2. Untidy ‘cut and paste’ presentations with varying font sizes were common place.
3. Teachers are reminded that the CAPE past examination papers should be used only as a
guide.
4. The stipulated time for module tests must be strictly adhered to as students may be at an
undue disadvantage when Module tests are too extensive or insufficient.
5. The following guide can be used: one minute per mark. About 75 per cent of the syllabus
should be tested and mathematical modelling must be included.
6. Multiple-choice questions will not be accepted as the entire module test but the test may
include some multiple-choice items.
7. Cases were noted where teachers were unfamiliar with recent syllabus changes. For example,

 Complex numbers and the Intermediate Value Theorem are now tested in Unit 2.
 Three dimensional vectors, dividing a line segment internally and externally, systems of
linear equations have been removed from the CAPE syllabus (2008).

8. The moderation process relies on the validity of teachers’ assessment. There were a few cases
where students’ solutions were replicas of the teachers’ solutions – some contained identical
errors and full marks were awarded for incorrect solutions. There were also instances where
the marks on students’ scripts did not correspond to the marks on the moderation sheet.
9. Teachers must present evidence of having marked each individual question on students’
scripts before a total is calculated at the top of the script. The corresponding whole number
score out of 20 should be placed at the front of students’ scripts. To enhance the quality of
the design of the module tests, the validity of the teacher assessment and the validity of the
moderation process, the internal assessment guidelines are listed below for emphasis.

Module Tests

(i) Design a separate test for each module. The module test must focus on objectives from that
module.
(ii) In cases where several groups in a school are registered, the assessments should be
coordinated, common tests should be administered and a common marking scheme used.
(iii) One sample of five students will form the sample for the centre. If there are less than five
students all scripts will form the sample for the centre.
(iv) In 2010, the format of the internal assessment remains unchanged.
 22

GUIDELINES FOR MODULE TESTS AND PRESENTATION OF SAMPLES

1. COVER PAGE TO ACCOMPANY EACH MODULE TEST

The following information is required on the cover of each module test.

• Name of school and territory, name of teacher, centre number

• Unit number and module number
• Date and duration of module test
• Clear instructions to candidates
• Total marks allocated for module test
• Sub-marks and total marks for each question must be clearly indicated

2. COVERAGE OF THE SYLLABUS CONTENT

• The number of questions in each module test must be appropriate for the stipulated
time.
• CAPE past examination papers should be used as a guide ONLY.
• Duplication of specific objectives and questions must be avoided.
• Specific objectives tested must be from the relevant unit of the syllabus.

3. MARK SCHEME

• Detailed mark schemes MUST be submitted, that is, one mark should be allocated
per skill (not 2, 3, 4 marks per skill)
• Fractional or decimal marks MUST NOT be awarded. (that is, Do not allocate -
marks).
• A student’s marks MUST be entered on the front page of the student’s script.
• Hand written mark schemes MUST be NEAT and LEGIBLE. The unitary marks
MUST be written on the right side of the page.
• Diagrams MUST be neatly drawn with geometrical/mathematical instruments.
 23

PRESENATION OF SAMPLE

1
 Students’ responses MUST be written on letter sized paper (8 x 11).
2
 Question numbers MUST be written clearly in the left hand margin.
 The total marks for EACH QUESTION on students’ scripts MUST be clearly
written in the left or right margin.
 ONLY ORIGINAL students’ scripts MUST be sent for moderation.
 Photocopied scripts WILL NOT BE ACCEPTED.
 Typed module tests MUST be NEAT and LEGIBLE.
 The following are required for each Module test:

 A question paper
 Detailed solutions with detailed unitary mark schemes.
 The question paper, detailed solutions, mark schemes and five students’
samples should be batched together for each module.

 Marks recorded on PMath–3 and PMath2–3 forms must be rounded off to the
nearest whole number. If a student scored zero, then zero must be recorded. If a
student was absent, then absent must be recorded. The guidelines at the bottom of
these forms should be observed. (See page 57 of the syllabus, no. 6. )
C A R I B B E A  E X A M I  A T I O  S C O U  C I L

REPORT O CADIDATES’ WORK I THE

ADVACED PROFICIECY EXAMIATIO

MAY/JUE 2011

PURE MATHEMATICS

Copyright © 2011 Caribbean Examinations Council

St Michael, Barbados
All rights reserved.
 2
GEERAL COMMETS

In 2011, approximately 5,855 and 2,970 candidates wrote the Units 1 and 2 examinations respectively.
Performances continued in the usual pattern across the total range of candidates with some candidates
obtaining excellent grades while some candidates seemed unprepared to write the examinations at this level,
particularly in Unit 1.

The overall performance in Unit 1 was satisfactory, with several candidates displaying a sound grasp of the
subject matter. Excellent scores were registered with specific topics such as Trigonometry, Functions and
Calculus. Nevertheless, candidates continue to show weaknesses in areas such as Modulus, Indices and
Logarithms. Other aspects that need attention are manipulation of simple algebraic expressions, substitution
and pattern recognition as effective tools in problem solving.

In general, the performance of candidates on Unit 2 was satisfactory. It was heartening to note the increasing
number of candidates who reached an outstanding level of proficiency in the topics examined. However,
there was evidence of significant unpreparedness by some candidates.

Candidates continue to show marked weakness in algebraic manipulation. In addition, reasoning skills must
be sharpened and analytical approaches to problem solving must be emphasized. Too many candidates
demonstrated a favour for problem solving by using memorized formulae.

DETAILED COMMETS

UIT 1

Paper 01 – Multiple Choice

Paper 01 comprised 45 multiplechoice items. Candidates performed satisfactorily, with a mean score of
55.10 and a standard deviation of 20.02.

Paper 02 – Structured Questions

Section A

Module 1: Basic Algebra and Functions

Question 1

Specific Objectives: (a) 5; (b) 1, 3, 4; (c) 1−3(iii); (d) 5; (e) 2; (f) 4; (g) 1

The topics examined in this question covered the Remainder and Factor Theorems, simultaneous equations,
logarithms, inequalities, cubic functions and indices.

In general, both sections of the problem in Part (a) were handled well by the candidates. However, there were
many cases in which the requisite skills for manipulation of the expressions were lacking.

Part (a) was attempted by almost all candidates and approximately 30 per cent scored between zero and five
marks. Approximately 10 per cent of candidates scored between 21 and 25 marks.
 3
In Part (a) (i) where manipulation of surds was the focus, some candidates did not recognize ( 75 + 12 )2 ‒ (
2
75 − 12 ) as a difference of two squares and therefore missed out on a more efficient solution. However,

those who saw this expression as a difference of two squares were also able to complete the subsequent
manipulation required to arrive at the correct answers. Most candidates expanded the two bracketed terms
then proceeded to further manipulation.

For Part (a) (ii), the manipulation of indices and the bases of the indices were the foci. Many candidates
1 1 1
recognized that 3 was the smallest common base of the terms in the expression 27 4 × 9 8 × 81 8 , but several
could not, complete the solution.

Approximately 90 per cent of the candidates responded well to Part (b) and were able to arrive at the correct
answer. Identification from the graph was well done.

Many candidates were able to form the two simultaneous equations in Part (b) (ii). However, some of them
were not able to solve the simultaneous equations.

Approximately 80 per cent of candidates who attempted Part (b) (iii) got the correct solution. Although most
candidates were not able to factorize the polynomial, they were able to identify the xvalue from the given
graph.

Part (c) (i) focused on the solution of a quadratic equation involving logarithms. The equation which the
candidates were required to solve was log 2 x = log2 x and the substitution y = log2 x was provided as a
possible means of solving the equation. In general, performance on this item was poor and candidates’
attempt at solving the problem faltered at the substitution phase due to improper application of the laws of
logarithms to transform the right hand side of the equation into a form that allowed the appropriate
1
substitution. These candidates were unable to recognize that log2 x = 2 log2 x and hence failed to substitute
1
2
y in its place. Candidates who completed the substitution correctly divided throughout by y instead of
factorizing, thus losing one of the solutions.

Candidates found Part (c) (ii) the most difficult phase of the entire question. This item required solutions to
the quadratic inequality x2 ‒ || ‒ 2 < 0. Candidates performed poorly on this item due to a lack of
understanding of how to deal with the modulus (absolute value) in such a context. In many cases, candidates
just dropped both the modulus and the inequality signs and proceeded to solve x2 ‒ x ‒ 12 = 0. In other cases,
the inequality sign was retained after the removal of the modulus but only one resulting inequality was
recognized (x2 ‒ x ‒ 12 < 0). The candidates did not realize that another valid inequality was x2 + x ‒ 12 < 0,
which also contributed to the overall solution.
 4
Solutions:

(a) (i) 120 (ii) 32 = 9

(b) (i) p=4 (ii) m = ‒1, n = ‒4 (iii) x = ‒2at Q

(c) (i) x = 1, x = 16 (ii) 1x 1 < 4 (‒4 < x < 4)

Question 2

Specific Objectives: (a) 6, 8; (d) 7; (f) 3, 5 (i)

This question tested knowledge of the roots of quadratic equations, the evaluation of a function at discrete
points and mathematical induction.

Apart from Part (a), performance on this question was weak due, in a large number of cases, to faulty basic
algebraic manipulation.

Part (a) dealt with the sum and the product of roots of a quadratic equation. The equation given was x2 ‒ px +
24 = 0 for p ∈ R and the problem was divided into two major parts.

Part (a)(i) required that candidates express

a) α + β and b) d2 + β 2 in terms of p.

Most candidates were able to solve these problems which indicated that they understood the roots of quadratic
equations. However, some candidates encountered difficulties in expressing α 2 + β 2 in terms of sums and
products of the roots of quadratic equations. Specifically these candidates did not recognize that αβ had to be
subtracted from ( α + β )2 to give the desired α 2 + β 2 and instead attempted to use only ( α + β )2.

In Part (a)(ii) candidates were generally able to solve the equation α 2 + β 2 = 33 to obtain the value for p.

For this problem, the candidates were given the equation f (2x + 3) = 2f (x) + 3 along with a stipulation that f
(0) = 6 and they were then asked to evaluate f (x) at three specific points f (3),
f (9) and f (‒3).

Although some candidates were able to provide correct solutions, this item was very poorly done in general.
The main difficulty was nonrecognition of the need to first solve 2x + 3 = a, where a is the given point at
which f (x) was to be evaluated in each of the three cases, then substitute the value of a obtained into the right
hand side of the equation as the value of the variable x. Generally, candidates tended to substitute the point at
which the function was to be evaluated into 2x + 3, then substituted the result into the right hand side of the
equation. The values of a required to calculate (i) f (3), (ii) f (‒3) were respectively a = 0, a = ‒3 emphasizing
the power of substitution in this question.

The third part of this problem required that candidates solve f (‒3) = 2f (‒3) + 3. Candidates who were able to
solve the first two parts of the problem were also able to so1ve this final part.

Part (c) of this question posed significant difficulties for candidates. Candidates needed to prove that the
product of any two consecutive integers k and k + 1 is an even integer, which merely required candidates to
 5
state that for k and k + 1 as consecutive integers, one is even the other is odd so that the product k (k + 1) must
be even.

Part (d) was also poorly done by candidates primarily because they did not know, or did not understand, how
to apply the steps required for a proof by induction. A small percentage of candidates who performed well on
this part of the question also recognized the relevance of Part (c) to the solution of Part (d).

Solutions:

(a) (i) ∝+ β =p (ii) ∝ + β 2 = p2 ‒ 48

(b) (i) f (3) = 15 (ii) f (9) = 33 (iii) f (‒3) = ‒3.

Section B

Module 2: Trigonometry and Plane Geometry

Question 3

Specific Objectives: (b) 1‒7; C 1, 2, 9

This question examined vectors and the properties of the circle, the intersection of a straight line and a circle,
and the parametric representation.

This question was generally not well done. The main errors encountered in 3 (a) (i) as highlighted below;

• Candidates substituted ǀǀ and ǀǀ into the vector expression ( + ) ∙ ( ‒ ) rather than the
vectors a1 + a2  and bl+ b2 .

• Candidates who were able to find the dot product a12 + a22 ‒ (b12 + b22) correctly were in
many cases unable to make the final substitution of al2 + a22 = 169 and b12 + b22 = 100 to
obtain the final answer. In fact, a2 = 169 and b2 = 100 rather than a12 + a22 = 169 and b12 +
b22 = 100 were frequently seen.

• Candidates who found the dot product by expanding

(a1i + a2 j + b1i + b2 j) ∙ (a1i + a2 j ‒ b1i ‒ b2 j) were generally unable to simplify the resulting expression
by using the fact that i ∙ i = 1 and i ∙ j = 0.

Part (a)(ii) was poorly done. Many candidates were able to correctly equate the coefficients of ,  to obtain
2b1 ‒ al = 11 and 2b2 ‒ a2 = 0. They, however, did not recognize the need to use the previous results
a12 + a22 = 169 and b12 + b22 = 100 to solve for a1, a2, b1 and b2.
 6

Part (b) was not generally well done.

For Part (b)(i), many instances, candidates were unable to correctly identify the centre of the circle.

In Part (b)(ii), though the majority of candidates realized that a substitution was required to find the points of
intersection of the line and the circle, many of them were unable to follow through to the correct answers.
Errors frequently seen were

• Incorrect transposition of the linear equation resulting in an invalid substitution.

• Incorrect simplification after substitution leading to an invalid quadratic equation.

• Inability to correctly evaluate the roots using the quadratic formula.

• x2 = 8 ⇒ x = 8 thereby omitting x = ‒ 8 .

For Part (b)(iii), though many candidates were able to put the Parametric equations in a valid Cartesian form
2 2
 x−b  y −c
  +   = 1, not all of them were able to follow through by comparing coefficients with the
 a   a 
original equation given to determine a, b and c.

In Part (b)(iv), the majority of candidates were unable to determine the equations of C2. The main error seen
was that candidates misinterpreted the question because they did not appreciate the difference between the
line intersecting the circle and the line touching the circle. As a result, many candidates used P and Q from
Part (b)(ii) as the centres of possible equations of C2. Very few candidates were able to recognize the need to
use the equation of the perpendicular line through (0, 1), y = ‒x + 1, rather than the original line y = x + 1.
Even in cases where candidates acknowledged the new line y = ‒x + l, they often could not follow through to
the final equation required. In some cases, candidates correctly identified the equation of the new circle C2 as
of the form (x ‒ a)2 + (y ‒ b)2 = 16. However, this information was rarely used to complete the question.

Solutions:

(a) (i) 69 (ii)  = 5 + 12 ,  = 8 ± 6 

(b) (ii) (2 2, 1 + 2 2), (2 2, 1 − 2 2)

(iii) a = 4, b = 0, c = 1 (iv) [( x + 2 2)]2 + [y − (1 + 2 2)]2 =

16

Question 4

Specific Objectives: (a) 4, 5, 10, 11

This question tested candidates’ ability to use and apply Trigonometric Functions, Identities and Equations.

In most cases for Part (a), candidates were able to correctly deduce the correct quadratic equation
8x2 ‒ 10x + 3 = 0. However, very few of were able to follow through to obtain full marks because they
 7

• Incorrect factorization leading to invalid roots.

• Did not recognize that these roots represented values of cos2 θ and therefore it was required
to find the square root to determine cos θ .

• Candidates worked in degrees rather than in radians as specified.

• Candidates neglected to find the second quadrant angle corresponding to the negative value
of cos θ .

• Candidates changed 8 cos4 θ to 8x4 instead of 8x2.

Part b (i) was generally well done. Candidates were able to obtain BC = 8 sin θ + 6 sin θ . However, there
were many instances of candidates incorrectly giving BR as 6 sin θ or
6 sin (90° + θ ).

In Part (b)(ii) the majority of candidates were able to correctly equate the answer from Part (i) to 7 to obtain 8
sin θ + 6 sin θ = 7. However, many candidates were unable to follow through to the correct value of θ =
7.6°. Common errors seen included;

1 − cos 4θ 1 − cos 2θ
• taking sin 4θ = tan 2 θ to mean 2 × sin 2θ = 2 tan θ = tan θ

1 − cos 6θ 1 − cos 2θ
• using sin 6θ = tan 3 θ to mean 3 × sin 2θ = 3 tan θ = tan θ

1 − cos 4θ 1 − 1 + 4sin 2 2θ
• sin 4θ = 4sin 2θ cos 2θ

1 − cos 6θ 1 − 1 + 6sin 2 3θ
• sin 6θ = 6sin 3θ cos3θ

• squaring both sides of the equation in an attempt to solve rather than using the form R cos ( θ
‒ α ) or R sin ( θ + α )

• in some cases choosing to use the form 10 cos ( θ ‒ 53.13) = 7, candidates failed to realize
that they had to use ‒45.6 rather than 45.6 as the value of cos‒1 (0.7) obtaining θ = 53.13 +
45.57 = 98.7 rather than θ = 53.13 ‒ 45.57 = 7.56

For Part (b)(iii), the majority of candidates were able to identify that 15 was not a possible value for ǀBCǀ.
However, candidates did not always justify their answers with a valid reason.

Although in most cases candidates were able to substitute the correct identities cos 2 θ = 1 ‒ 2sin2 θ or cos 2
θ = 2cos2 θ ‒ 1 and sin 2 θ = 2sin θ cos θ , failure to use brackets in substituting resulted in incorrect
simplification of the numerator in Part (c)(i).

The majority of candidates did Part (ii) as a ‘hence or otherwise’ rather than as a ‘hence’ opting to basically
redo Part (c) (i) rather than deduce the correct results.
 8
For Part (c), very few candidates were able to follow through to get the correct answer ‘n’. Common errors
n
seen included substituting r = 1 before using the previous results to reduce the summation to ∑1 .
r =1
In fact,

many candidates using this method, gave the final answer as 1 not recognizing that they had in fact done the
summation.

Solutions:

π 5π π 3π
(a) (ii) θ= , , ,
6 6 4 4

(b) (i) ǀBCǀ = 8sin θ + 6cos θ or ǀBCǀ = 8sin θ + 6sin (90 ‒ θ ), (ii) θ ≈ 8°,

(iii) No

(c) (iii) n

Section C

Module 3: Calculus 1

Question 5

Specific Objectives: (a) 3, 5, 7, 9; (b) 7, 21

This question tested candidates’ knowledge of limits, continuity and basic elements of calculus.

In Part (a), both the L’Hopital and factorization methods were seen. Quite a significant number of candidates
substituted positive (+ve) 2 rather than negative (‒ve) ‒2, however, and were penalized for this.

Some candidates divided both the numerator and the denominator by x2 and therefore lost direction.

The majority of candidates were able to score at least 5 out of 11 for Part (b).

For Part (b)(i), a significant number of candidates seemed not to know how to use a piecewise function and
determine the relevant part of the function for the given domain value. Many candidates substituted into both
parts of the function.

For Part (b)(ii), elementary approaches to limits were seen where candidates used a table of values rather than
direct substitution. Again some candidates simply substituted in both parts of the function.

Again in Part (b)(iii), some candidates substituted in both parts of the function. Several candidates gave the
answer as ‒2b + 1.

For Part (b)(iv), few candidates were able to use the condition for continuity at a point to correctly find the
value of b. Many candidates did not respond to this part of the question.
 9
Teachers must reinforce, that

lim f (x) = lim+ f (x) = f (a)

x → a− x →a

is the necessary condition for continuity at the point a.

In Part(c)(i), some candidates had difficulty translating the given information into mathematical statements.
Many of the more successful candidates were not able to solve both simultaneous equations to find the
solutions for  and .

For Part (c)(ii), the incorrect gradient of the normal was seen. A few candidates applied the formula
y ‒ y1 = m(x ‒x1) incorrectly.

Candidates who were able to do Parts (c)(i) and (ii), in most cases calculated the length of MN correctly for
Part (c)(iii).

Solutions:

1
(a) ‒ (b) (i) 5 (ii) 5 (iii) 2b + 1 (iv) b=2
5

(c) (i) p = 10, q = ‒13 (ii) 7y + x = 15 (iii) MN = 14

Question 6

Specific Objectives: (b) 4, 7, 8, 9; (i), 10

This question tested differentiation, integration and calculus.

Several candidates attempted the question with varying degrees of success. The principles involved seemed
to be familiar to most, yet some candidates did not receive maximum reward because of weaknesses in simple
algebraic manipulations. More practice is recommended in applying the principle involved in part (b) of this
question.

In Part (a)(i), some candidates did not know that they should have differentiated to find the stationary points,
while a few candidates were unable to differentiate correctly. Some candidates were unable to solve the
equation x2 = 4, although many got only ‘2’ as the solution and others got ± 4. A number of candidates were
unable to substitute correctly.

For Part (a) (ii), to find the gradient, many candidates treated the function as a straight line.

In Part (a)(iii), a number of candidates chose the wrong function to integrate.

Many candidates did not use the correct limits of integration, several of them used 2 or 4 as the upper limit.
Some candidates failed to recognize that area cannot be negative.

Some candidates did not understand the concept of proving, hence, they simply rewrote the question in Part
(b)(i). This was also done for Part (b)(ii). Some candidates chose to integrate the product xsin x in the same
manner you would integrate x + sin x would be integrated.

A few candidates chose to use the method of integration by parts.

  10 
Solutions:

(a) (i) A ≡ (‒2, 16), B ≡ (2, ‒16)

(ii) 12y = x is the equation of the normal

(iii) Area = 36 sq. units

Paper 032 – Alternative to SchoolBased Assessment

Section A

Module 1: Basic Algebra and Functions

Question 1

Specific Objectives: (c) 1‒4; (d) 1, 7

This question examined the theory of logarithms, functions and exponentials.

Among the small number of candidates there were a few good attempts at Part (a). However, the term 22‒x
was not correctly interpreted in the majority of cases.

In Part (b)(i), the notion of oneonone functions was not properly understood.

There were a few encouraging attempts in Part (b)(ii) but poor algebraic manipulation spoiled some of the
efforts at completing the solutions correctly.

Poor or inappropriate substitution was evidenced in the few attempts at Part (c). More practice is
recommended in this area.

Solutions:

(a) x = 0, x = 2 (b) (ii) x = ‒4 (c) (i) $35 million (ii) $4 million

Section B

Module 2: Trigonometry and Plane Geometry

Question 2

Specific Objectives: (b) 1, 2, 3; Content: (a) (ii), (b) (iii)

This question examined the intersection of lines, equations of straight lines, circles and tangents to circles,
using basic concepts of coordinate geometry. Vectors and trigonometric identities were also included.

There were some good attempts at Part (a) although some weaknesses were evident in finding the coordinates
of the point P in Part (a)(i) and the point Q in Part (a)(ii).

Part (b) was well done by using established formulae for 2A.
  11 
Not many candidates who attempted Part (b)(ii) completed it correctly. The main source of difficulty was the
incorrect manipulation of trigonometric formulae.
Solutions:

(a) (i) P ≡ (3, 1) (ii) Q ≡ (1, ‒3) (iii) 4y = 3x ‒ 5

(b) (ii) θ = π 3 , 2π 3 , π.

Section C

Module 3: Calculus 1

Question 3

Specific Objectives: (a) 3, 5, 7; (b) 8, 9 (i), 15, 16, 18; (c) 1, 5 (i), 3

This question examined limits, differentiation and the reverse process of integration and applications of
differentiation to maxima/minima situations. There was also some mathematical modeling included.

In Part (a) several of the few candidates who made an attempt did not factorize x3 ‒ 4x correctly, the
consequence of which was an incorrect limit.

x
Some candidates had difficulty differentiating as a quotient in Part (b)(i). However, a few candidates
3x + 4
‒1
did it quite competently as the product x (3 + 4x) .

A few candidates saw the connection between Part (b)(ii) and Part (b)(i). Most of those who were able to
make the connection were able to complete the solution competently.

There were some good attempts at Part (c)(i).

Not many of the candidates who did Part (c)(i) were able to complete part (c)(ii).

Solutions:

(a) 8

4 4x
(b) (i) (ii) + constant
(3x + 4) 2 3x + 4

1
 5 3
(c) (ii) Smin at r =   .
π 
  12 
UIT 2

Paper 01 – Multiple Choice

Paper 01 comprised 45 multiplechoice items. Candidates performed fairly well with a mean score of 60.73
per cent and a standard deviation of 9.29.

Paper 02 – Structured Questions

Section A

Module 1: Calculus II

Question 1

Specific Objectives: (b) 1, 3, 4, 5

This question examined implicit differentiation, differentiation of combinations of polynomials, exponentials,

trigonometric functions, application of the chain rule to obtain the tangent of a curve given by its parametric
equations, and the second derivative.

Part (a)(i), was well done by the majority of candidates. Full marks were obtained by almost all candidates.
dy
Common errors included incorrect transposition of =…
dx

Full marks were obtained for Part (a)(ii) by approximately 99 per cent of the candidates.

In Part (a)(iii), few instances of errors in using the concept of differentiation of composite functions were
d
seen. Common errors included cos x = sin x. Generally, most candidates obtained full marks for this part
dx
of the question.

For Part (b)(i), a small percentage of candidates had difficulty applying the concept of differentiation of the
1 d 1
composite function sin , particularly   , although, the correct application of the product rule was
x dx  x 
applied. However, only a small percentage of candidates were unable to obtain full marks for this part of the
question.

Generally, Part (b)(ii) was well done. A very small percentage of candidates was unable to apply the concept
of implicit differentiation correctly, with the result that they were unable to show the final answer as required.

Part (c)(i) was well done. Some arithmetic errors were made in substituting for t = 4 resulting in the incorrect
value of the gradient of the tangent. However, candidates were able to get follow through marks for Part
(c)(ii).

Part (c)(ii) was well done. Candidates who made errors calculating the correct gradient in Part (c)(i) were not
penalized having earned follow through marks.
  13 
Solutions:

dy 1 − x
(a) (i) = .
dx 1 + y

dy
(ii) = (‒sin x)ecos x
dx

dy
(iii) = 8 sin 16x ‒ 6 sin 12x
dx

 dy  15
(c) (i)   =
dx
 t = 4 4

(ii) 15x ‒ 4y = 12

Question 2

Specific Objectives: (c) 1, 3, 4, 8, 10

This question required candidates to derive a reduction formula and use it for a partial expansion of the
product of an exponential function of x and the derived reduction formula; derive partial fractions and the
integration of a rational function involving a trigonometric substitution and an inverse trigonometric function.

Approximately 20 per cent of the candidates were unable to obtain the correct answers to Part (a)(i). Many
0 x
candidates could not deduce that ∫ Fn (0) dx = 0. Some difficulty was also experienced in evaluating
0
∫F
0
0 (x)

dx correctly, particularly using the limits of integration, obtaining e‒x ‒ 1 instead of 1 ‒ e‒x.

In Part (a)(ii), poor algebraic skills resulted in many candidates being unable to complete integration by parts
and to show the correct reduction formula for Fn(x). In particular, some candidates were unable to simplify
n n 1
≡ = to enable the expression of Fn‒1 (x).
n! n ( n − 1)! ( n − 1)!

Very few candidates were able to complete Part (a)(iii), having failed to determine F0(x) and Fn (0) correctly.
Partially correct answers were facilitated using the given result in Part (a)(ii).

In Parts (b)(i)(ii), there was evidence of candidates applying the concepts of repeated factors and the form of a
linear numerator for a quadratic factor to find the partial fractions required. Some candidates were able to
find the required partial fractions and proceeded to integrate the resulting rational functions. A few candidates
successfully completed that part of the integration which involved an inverse trigonometric function. This
part of the question was zeroweighted and adjustments were made to the final marks so that candidates were
not disadvantaged.
  14 
Solutions:

(a) (i) Fn (0) = 0, F0 (x) = 1 ‒ e‒x

2 x2 + 3 2 1
(b) (i) 2
≡ 2 + 2
( x + 1) x + 1 ( x + 1) 2

(ii)
2  + 3 5 
  
 = () + + 
( + 1) 2 2( )

Section B

Module 2: Sequences, Series and Approximation

Question 3

Specific Objectives: (a) 5; (b) 2, 4, 5

This question examined candidates’ abilities to establish the properties of a sequence by applying
Mathematical Induction; expand (1 + ax)n, for n = ‒1; identify that a given series follows an arithmetic
progression. Overall performance on this question was unsatisfactory.

A small percentage of candidates obtained full marks for Part (a)(ii). Generally, candidates seemed unfamiliar
with proof by induction of sequences. Many of them knew that they had to prove the assertion for n = 1 and
 1
to proceed to taking arbitrary k + 1 for n + 1. However, having obtained xk + 2 =  x + , they could not
4
1
proceed further. Some candidates lost marks by using strict equality signs, ignoring the restriction xn < .
2

Only a few candidates were successful in obtaining full marks on Part (a)(ii). Those who were able to express
xn + 1 ‒ xn as a perfect square made progress to completely solve the problem.

Part (b)(i) was well done. The majority of candidates demonstrated a sound knowledge of partial fractions
and were able to obtain a correct solution. Those candidates who did not secure the full three marks were
mainly faulted by arithmetic and algebraic errors.

Part (b)(ii) was well done by approximately half of the candidates. Generally, candidates used two different
methods to solve this problem, namely, the binomial and Maclaurin’s expansions. Those who failed to secure
the full four marks committed a range of arithmetic and algebraic errors.

Part (b)(ii)a) was poorly done. More than 50 per cent of the candidates merely stated the ranges ||< 1 and
1 1 1
||< without proceeding to the correct answer  − < x <  .
2  2 2

Part (b)(iii)b) challenged the majority of the candidates’ including those who successfully completed the
previous parts of the question. They could not make the link to the earlier parts of the question. A significant
number of candidates did not respond to this part of the question.
  15 
Candidates responded well to Part (b)(iv). The concepts of the difference between Sn + l and Sn resulting in the
nth term and subsequently Tn ‒ Tn ‒ 1 = d were known to most candidates. However, poor algebraic
manipulations resulted in candidates’ unsuccessful efforts to prove the required solution

Solutions:

(b) (i) A=B=1

(ii) 1 + x + x2 + x3 ; 1 + 2x + 4x2 + 8x3

1 1
(iii) a) − <x<
2 2

b) 1 + 2n

(iv) un = Sn ‒ Sn‒1 = 6n ‒7; d = un ‒ un‒1 = 6

Question 4

Specific Objectives: (b) 9, 11, 12, 13

This question examined candidates’ ability to manipulate a geometric progression and determine the first term
and common ratio; obtain a series expansion of a fraction involving a denominator of ex + e‒x; find the sum
and limit of a finite series using the method of differences. Overall, candidates’ performance on this question
was very unsatisfactory. Approximately 40 per cent of the candidates either offered no responses or scored no
marks.

For Part (a)(i) a large percentage of the candidates obtained 2 of the 4 marks available by establishing the
26 a (1 − r 3 ) 26
equations a + ar + ar2 = and a3r3 = 8. Some candidates used the equations = and a3r3 = 8.
3 1− r 3
Poor algebraic skills prevented the majority of these candidates from eliminating a and thus finding the
required equation in terms of r.

For Part (a)(ii) a), a significant number of candidates could not simplify the equation given in Part (a)(i) to
1
solve for r. A few of the candidates who found two values for r, (r = 3) or (r = ) , did not follow the
3
constraint 0 < r < 1.

Candidates who did not use the constraint for r abandoned Part (a)(ii)b).

A small percentage of candidates obtained full marks for this Part (a)(ii)(c).

Part (b) required candidates to find a series expansion for a fraction involving the denominator ex + e‒x.
Although a few candidates were able to recall and use the expansion for ex and e‒x, the majority of them
employed Maclaurin’s theorem for the expansion of the denominator without success. Successive
differentiation proved problematic and the exercise was abandoned. Approximately 20 per cent of the
  16 

2 1
candidates were able to obtain the result= + … The required expansion of the
e x + e− x x2 x4
1+ +
2 24
 x2 x4 
denominator, using the binomial expansion with  +  = X in the expansion of (1 + X)‒l was beyond the
 2 24 
ability of a majority of the candidates.

Part (c)(i) was well done.

In Part (c)(ii), a large percentage of the candidates incorrectly found

n
 1 1 
3∑  − .
r =1  r ( r + 1) (r + 1)( r + 2)  giving the

1 1 
resulting incorrect sum of 3  − .
2 (n + 1)(n + 2) 

Following the error made in Part (c) (ii), those candidates obtained the wrong limiting sum of the series in
Part (c)(iii).

Solutions:
1
(a) (ii) a) r=
3

b) a=6

c) S∞ = 9

x2 5x4
(b) 1‒ + + ...
2 24

2
(c) (i)
r (r + 1)( r + 2)

31 1 
(ii)  − 
2 2 ( n + 1)(n + 2) 

3
(iii) S∞ =
4
  17 
Section C

Module 3: Counting, Matrices and Complex umbers

Question 5

Specific Objectives: (a) 2, 4, 7; (c) 2, 3, 5

This question examined the concepts of arrangements of n distinct objects; the selection of r distinct objects
from n distinct objects; the probability of an event occurring; the complex roots of a quadratic equation and
the square roots of a complex number.

The overall performance by most of the candidates was satisfactory in parts of the question. As evident in
previous problems which required algebraic manipulation, most candidates were at a severe disadvantage in
using algebra to show required results. Algebraic simplification continues to prove problematic to most
candidates.

Approximately 75 per cent of the candidates was able to obtain full marks for Part (a)(i). Some candidates
substituted numbers to show the required result.

For Part (a)(ii), the algebra required to show the required result was beyond most of the candidates. Half
hearted attempts were made to simplify the initial definitions of the left hand and right hand sides of the
equations. Many candidates resorted to substituting numbers to balance the equation.

In Part (a)(iii), candidates simply used the numbers given in the equations and calculated the arithmetic
results. No attempts were made to use the results of Parts (a)(i) and (ii).

Part (b)(i) was well done. Some arithmetic errors resulted in some candidates being unable to obtain full
marks.

Part (b)(ii) was well done by approximately half of the candidates. Arithmetic errors and some loss of
reasoning resulted in many candidates not obtaining full marks.

In Part (c)(i) a), a significant number of candidates found the square roots of ‒2i using the approach (x + iy)2 =
‒2i. This resulted in some of these candidates making algebraic errors and subsequently obtaining incorrect
roots. Some candidates misunderstood the question and attempted to show that (1 ‒ i) × (1 + i) = ‒2i.

For Part (c) (i) candidates who found the square roots of ‒2i using the method described in Part (c)(i) a) were
able to get the correct answer. There was no evidence that candidates simply applied the concept that the
square root of a complex number (x + iy) is ± (a + ib).

Part (c)(ii), most candidates who used the quadratic formula to solve this equation could not establish the link
with b2 ‒ 4ac = ‒2i and use the results of Part (c)(i). Very few candidates were able to obtain full marks for
this part of the question.
  18 
Solutions:

(b) (i) 96

3
(ii)
8

(c) (i) b) ‒(1 ‒ i)

(ii) 2 + 2i, 1 + 3i

Question 6

Specific Objectives: (b) 1, 2, 6, 8

This question examined matrices and systems of linear equations. Particularly tested were operations with
conformable matrices and manipulation of matrices using their properties; evaluation of determinants for 3 ×
3 matrices; solutions of a consistent system; solution of a 3 × 3 system of linear equations.

Overall this question was well done. A notable number of candidates obtained marks ranging from 15 to 20.

Part (a)(i) was well done and, arithmetic errors apart, candidates obtained full marks. Candidates generally
answered Parts (a), (b) and (c) of the question by making the required changes and using the algorithmic
approach. No evidence was seen that any candidate used the properties of matrices to obtain their answers.

All parts of Part (b) were well done and full marks were obtained by almost all candidates.

All parts of Part (c) were well done and full marks were obtained by almost all candidates. In Part (c)(iv),
some candidates having shown that (1, 1, 1) was a solution for the system of equations, were unable to find
the general solution for the system of equations, despite some attempts. It was not recognized that the system
represented parallel planes thus resulting in infinitely many solutions.

Solutions:

(a) (i) |A| = 5

(ii) a) |B| = |A| = 5, The value of a determinant is unaltered when the columns and rows are
completely interchanged.

b) |C| = |A| = 5, The value of the determinant is not changed if any row (column) is
added or subtracted from any other row (column).

c) |D| = 53 |A| = 625. If all rows are multiplied by λ, the determinant is multiplied
by λ3.

5 0 0
(b) (i) AM =  0 5 0  = 5I
0 0 5
 
  19 

 12 −1 5 
‒1 1 1  
(ii) A = M=  2 −1 0 
5 5  
 −9 2 −5 

(c) (i)  1 1 1   x  5 
     
 2 −3 2   y  =  −10 
 −1 −3 −2   z   −11 
     
A  b

 x  5 
   
(ii) A A  y  = A‒1
‒1 ‒1
 −10  ⇒  = A b
z  −11 
   

 x  3 
   
(iii)  y =  4 
 z   −2 
   

(iv) b) (x, y, z) = λ(1, 0, ‒1) + µ(0, 1, ‒1) + (1, 1, 1)

Paper 032 – Alternative to SchoolBased Assessment

Section A

Module 1: Calculus II

Question 1

Specific Objectives: (b) 3; (c) 12

This question examined differentiation of parametric equations, rate(s) of increase/decrease and the general
solution of a second order differential equation.

Performance, overall, was generally poor. The majority of candidates seemed to be unprepared for this
question.

In Part (a)(i), some measure of successful differentiation of y and x with respect to t was seen. However,
dy dy
candidates could not determine in terms of t and to proceeded to equate = tan θ .
dx dx

Candidates did not respond to Part (a)(ii), having not completed Part (a)(i).

Some attempts were made to answer Part (a)(iii). Problems encountered by candidates involved incorrect
transpositions of x and y and identifying with the correct trigonometric identities.
  20 
Part (b) did not elicit many responses. Those candidates who attempted to solve the auxiliary equation used
the wrong roots to express the complementary function. The solution for the particular integral was beyond
the abilities of almost all the candidates.

Solutions:

24
(a) (i) rate of decrease =
31

(ii) radians per second

2 2
 x−4  y −5
(iii)   + 1
 =
 3   2 

13
(b) y = Ae ‒x + Be4x ‒ 2x2 + 3x ‒
4

Section B

Module 2: Sequences, Series and Approximations

Question 2

Specific Objectives: (b) 3, 13; (e) 1, 2

This question examined the existence of a real root in a given interval, finding an approximation using a given
iterative method, expansion of a logarithmic and exponential function using Maclaurin’s theorem and
determining the nth term of a sequence of terms.

It was evident that candidates were underprepared for most of this question. Overall, performance was poor.

For Part (a)(i), most candidates were able to establish a change of sign over the given interval. Without
stating continuity of the function over this interval, candidates concluded that a real root existed over the
interval.

Part (a)(ii) was done satisfactorily.

Some candidates showed some understanding of Maclaurin’s theorem and were able to obtain full marks for
Part (b)(i).

There were no favourable responses to Part (b)(ii).

Part (c)(i) was well done.

In Part (c)(ii), candidates were not able to make a deduction to obtain the equation.

There were no meaningful responses to Part (i)(iii). Candidates appeared to be guessing about a suitable
approach to this part of the question.
  21 
Solutions:

(a) (ii) 0.904

x2 x3 x4
(b) (i) 1n (1 ‒ x) = ‒x ‒ − − − ... (‒1 < x < 1)
2 3 4

x2 x3
e ‒x = 1 ‒ x + − + ... for all real x
2 6

(c) (i) p1 = 1000(1.20) ‒ 100 p2 = 1.20[1000(1.20) ‒ 100] – 100

(ii) pn + 1 = (1.20)pn ‒ 100

Section C

Module 3: Counting, Matrices and Complex umbers

Question 3

Specific Objectives: (b) 1, 8; (c) 4, 6, 7

This question examined simple operations on a conformable matrix, solutions of a system of equations and
operations on a complex number. Overall, performance was poor.

Most candidates were able to obtain marks for Part (a)(i) of the question. The common problems evidenced
were arithmetic and in some cases failing to identify I (identity matrix).

In Part (a)(ii), candidates were unable to deduce A‒1 in the given form since they could not identify the
identity matrix.

For Part (a)(iii), those candidates who attempted to find the solution of the system of equations completely
ignored the link from Part (a)(ii). As a result, arithmetic errors inhibited their ability to obtain the correct
solutions.

In Part (b), candidates demonstrated an understanding of the method(s) to be used. However, poor algebra
resulted in incorrect answers.

Most candidates did not attempt Part (c). The few candidates who attempted it did not show a fair
understanding of the modulus and argument of a complex number.
  22 

Solutions:

 x 2
   
(a) (iii)  y =  −1 
z  
  1

1 1
(b) z=
+ (7 + 9i)
z 10

13 9
(c) r= , tan θ =
10 7

Paper 031 – SchoolBased Assessment (SBA)

This year, 174 Unit 1 and 145 Unit 2 SBAs were moderated. Far too many teachers continue to submit
solutions without unitary mark schemes. In some cases, neither question papers with solutions nor mark
schemes were submitted. Mark schemes for questions and their subsequent parts were not broken down into
unitary marks. In an increasing number of cases, the marks awarded were either too few or far too many for
the skills tested. (Example: an entire SBA module test was worth 20 marks and in another case on one test
paper a simple probability question was awarded 27 marks and a matrix question was awarded 24 marks).

In Unit 1, the majority of the samples submitted were not of the required standard. Teachers must pay
particular attention to the following guidelines and comments to ensure effective and reliable submission of
SBAs.

The SBA is comprised of three module tests. The main features assessed are:

• Mapping of the items tested to the specific objectives of the syllabus for the relevant Unit

• Content coverage of each module test

• Appropriateness of the items tested for the CAPE level

• Presentation of the sample (module test and students’ scripts)

• Quality of the teachers’ solutions and mark schemes

• Quality of teachers’ assessments — consistency of marking using the mark schemes

• Inclusion of mathematical modelling in at least one module test for each unit
  23 
FURTHER COMMETS

1. Too many of the module tests comprised items from CAPE past examination papers.

2. Untidy ‘cut and paste’ presentations with varying font sizes were commonplace.

3. Teachers are reminded that the CAPE past examination papers should be used only as a guide.

4. The stipulated time for module tests 1‒1 hour 30 minutes) must be strictly adhered to as students may be
at an undue disadvantage when module tests are too extensive or too insufficient.

5. The following guide can be used: 1 minute per mark. About 75 per cent of the syllabus should be tested
and mathematical modelling must be included.

6. Cases were noted where teachers were unfamiliar with recent syllabus changes that is,

• Complex numbers and the Intermediate Value Theorem are now tested in Unit 2.

• Three dimensional vectors, dividing a line segment internally and externally, systems of linear
equations were removed from the Unit 1 CAPE syllabus (2008).

7. The moderation process relies on validity of the teachers’ assessments. There were few cases where
students’ solutions were replicas of the teachers’ solutions — some contained identical errors and full
marks were awarded for incorrect solutions. There were also instances where the marks on students’
scripts did not correspond to the marks on the moderation sheet. The SBA must be administered under
examination conditions at the school. It is not to be done as a homework assignment or research project.

8. Teachers must present evidence of having marked each individual question on students’ scripts before the
marks scored out of the possible total is calculated at the top of the script. The corresponding whole
number score out of 20 must be placed at the front of students’ scripts.

Module Tests

• Design a separate test for each module. The module test must focus on objectives from that
module.

• In cases where several groups in a school are registered, the assessments should be
coordinated, common tests should be administered and a common marking scheme used.

• A sample of five students will form the sample for the centre. If there are less than five
students, all scripts will form the sample for the centre.

• In 2011, the format of the SBA remains unchanged.

To enhance the quality of the design of module tests, the validity of teachers’ assessments and the validity of
the moderation process, the SBA guidelines are listed below for emphasis.

GUIDELIES FOR MODULE TESTS AD PRESETATIO OF SAMPLES

  24 
1. COVER PAGE TO ACCOMPAY EACH MODULE TEST

The following information is required on the cover of each module test.

• Name of school and territory, name of teacher, centre number

• Unit number and module number
• Date and duration of module test
• Clear instructions to candidates
• Total marks allocated for module test
• Submarks and total marks for each question must be clearly indicated

2. COVERAGE OF THE SYLLABUS COTET

• The number of questions in each module test must be appropriate for the stipulated time.
• CAPE past examination papers should be used as a guide ONLY.
• Duplication of specific objectives and questions must be avoided.
• Specific objectives tested must be from the relevant unit of the syllabus.

3. MARK SCHEME

• Detailed mark schemes MUST be submitted, that is, one mark should be allocated per skill
(not 2, 3, 4 marks per skill)

• Fractional or decimal marks MUST NOT be awarded. (that is, do not allocate marks).

• A student’s marks MUST be entered on the front page of the student’s script.
• Hand written mark schemes MUST be NEAT and LEGIBLE. The unitary marks MUST be
written on the right side of the page.
• Diagrams MUST be neatly drawn with geometrical/mathematical instruments.

PRESEATIO OF SAMPLE

• Students’ responses MUST be written on letter sized paper (8 ½ x 11) or A4 (8.27 x 11.69).
• Question numbers MUST be written clearly in the left hand margin.
• The total marks for EACH QUESTION on students’ scripts MUST be clearly written in the
left or right margin.
• ONLY ORIGINAL students’ scripts MUST be sent for moderation.
• Photocopied scripts WILL NOT BE ACCEPTED.
• Typed module tests MUST be NEAT and LEGIBLE.
• The following are required for each Module test:

 A question paper
 Detailed solutions with detailed unitary mark schemes.
 The question paper, detailed solutions, mark schemes and five students’ samples
should be batched together for each module.

• Marks recorded on PMath–3 and PMath2–3 forms must be rounded off to the nearest whole
number. If a student scored zero, then zero must be recorded. If a student was absent, then
absent must be recorded. The guidelines at the bottom of these forms should be observed.
(See page 57 of the syllabus, no. 6.)
C A R I B B E A N E X A M I N A T I O N S C O U N C I L

REPORT ON CANDIDATES’ WORK IN THE

CARIBBEAN ADVANCED PROFICIENCY EXAMINATION®

MAY/JUNE 2012

PURE MATHEMATICS

Copyright © 2012 Caribbean Examinations Council

St Michael, Barbados
All rights reserved.
 2

GENERAL COMMENTS

In 2012, approximately 5500 and 2800 candidates wrote the Units 1 and 2 examinations respectively.
Performance continued in the usual pattern across the total range of candidates with some candidates
obtaining excellent grades, while some candidates seemed unprepared to write the examinations at this
level, particularly in Unit 1.

The overall performance in Unit 1 was satisfactory, with several candidates displaying a sound grasp of
the subject matter. Excellent scores were registered with specific topics such as Trigonometry, Functions
and Calculus. Nevertheless, candidates continue to show weaknesses in areas such as Modulus, Indices
and Logarithms. Other aspects that need attention are manipulation of simple algebraic expressions,
substitution and pattern recognition as effective tools in problem solving.

In general, the performance of candidates on Unit 2 was satisfactory. It was heartening to note the
increasing number of candidates who reached an outstanding level of proficiency in the topics examined.
However, there was evidence of significant unpreparedness by some candidates.

Candidates continue to show marked weaknesses in algebraic manipulation. In addition, reasoning skills
must be sharpened and analytical approaches to problem solving must be emphasized. Too many
candidates demonstrated a favour for problem solving by using memorized formulae.

DETAILED COMMENTS

UNIT 1

Paper 01 – Multiple Choice

Paper 01 comprised 45 multiple-choice items. Candidates performed satisfactorily, with a mean score of
29.5 and a standard deviation of 20.55.

Paper 02 – Structured Questions

Section A

Module 1: Basic Algebra and Functions

Question 1

Specific Objectives: (a) 5; (b) 1, 2, 3, 4; (g) 1, 4

The topics covered in this question were the Remainder and Factor Theorems, Operations on Surds and
Modulus Inequalities.

The majority of candidates showed good performance in Parts (a) (i) and (ii). Some instances of errors in
substitution were observed. These included f (1) = 6, f (1) = 6 and f (1) = 0. A small number of
candidates failed to complete the factorization of f (x).
 3

Part (b) was generally well done. Some computational errors included incorrectly expanding
 x  
2
y which resulted in the loss of marks by some candidates, failure to form two equations in x
and y and failure to equate the terms to solve x and y. General algebraic weaknesses were also evident.

The majority of candidates removed the modulus in Part (c) (i) by squaring both sides of the inequality
obtaining a quadratic inequality in x. Some candidates were able to use a graphical approach to identify
the range of values of x for which the inequality was satisfied. Common errors included, (i) stating the
2
critical values of 3x  7  5 and (3x  2) ( x  4)  0  x  , x  4.
3

In Part (c) (ii), a few candidates used the quadratic inequality obtained by squaring both sides of the
inequality 3x  7  5  0 and used the characteristic of the discriminant, b 2  4ac  0 , to prove the

desired result. A number of candidates deduced that 3x  7  0 for all real values of x.

Solutions

(a) (i) p = 7, q = 1 (ii) f (x) = (x – 1) (x + 2) (2x + 5)

(b) x = 10, y = 6 or x = 6, y = 10

2
(c) (i) x4
3

Question 2

Specific Objectives: (c) 1, 3; (d) 1, 7; (f) 3

This question tested applications of a composite quadratic function, solution of the resulting quartic
equation equal to a linear equation, the relationships between the sum and product of the roots of a
quadratic equation, applications of the laws of logarithms in base 10 to simplify a sum of quotients
without the use of calculators or tables and the finite sum of a quotient of logarithms in base 10.

Part (a) (i) required a composite function ff (x). This was generally well done. However, many candidates
failed to simplify the resulting expression. This resulted in a number of candidates being unable to
successfully complete Part (a) (ii). Poor algebraic skills did not allow for the correct solution of
x 4  7 x 2  6 x  0. Some candidates seemed perplexed that the equation did not contain a term in x3.

Parts (b) (i) and (ii) were generally well done. A small number of candidates were unable to state
α 2  β 2 correctly in terms of α  β and αβ . Performance on Part (b) (iii) was generally good with
2 2
the exception of a small number of candidates who found the algebra for  expressed in terms of
α2 β2
α  β and αβ beyond their capabilities. Too many candidates did not write the required quadratic
equation but instead stated the expression x2 – 2x + 64.
 4

Part (c) (i) was generally well done. Candidates recognized the required laws of logarithms to use and
were able to simplify the logarithmic expression.

In Part (c) (ii), a significant number of candidates demonstrated their inability to use the sigma notation.
99
 99 
The answer log10   was seen in many cases. Some candidates were able to express
 100  
r 1
 r 
 
 r  1
99

as

r 1
log10 r  log10 ( r  1)  but could not apply the concept of the sigma notation. Generally this

part of the question had limited successes.

Solutions

(a) (i) ff ( x)  x 4  6 x 2  6 (ii) x   2,  1, 0, 3

3 1 1
(b) (i) α β , αβ  (ii) α2  β 2 
4 4 16

(iii) x 2  2 x  64  0

(c) (i) 1 (ii) 2

Section B

Module 2: Trigonometry and Plane Geometry

Question 3

Specific Objectives: (a) 4, 5, 9, 10, 12, 13

This question tested trigonometric identities, compound and multiple angle formulae, the factor formulae
and solutions of trigonometric equations, use of trigonometric identities, compound and multiple angles
formulae and the factor formulae.

Most candidates attempted Part (a) (i). Many of them failed to show the desired result due to poor
manipulation of the identities given and subsequent simplification. A number of candidates failed to
deduce that the factor formula was required to show the desired result in Part (a) (ii). Those who
attempted other approaches were not able to complete the result. In Part (a) (iii), many candidates did not
heed the directive ‘Hence…’ thus enabling them to use the result at Part (a) (ii). The factor formula could
have been easily used heeding the directive ‘or otherwise’. A small number of candidates attempted the
expansions of sin 6 and sin 2 in terms of sin  but experienced algebraic difficulties to complete the
solution.
 5

cos 2 θ
In Part (b), the majority of candidates recognized the need to substitute for cot 2 θ. In some
sin 2 θ
cases candidates divided the equation 2 cos 2 θ  cos θ sin 2 θ  0 by cos θ thus losing the result cos θ
= 0. A number of candidates solved the quadratic equation in cos θ to obtain cos θ  1  2 . However,
candidates were penalized for stating cos θ  1  2 . Generally, only a small number of candidates
were able to successfully complete this part of the question.

Solutions

π 3π
(a) (iii) θ ,
8 8

(b) cos θ = 0 cos θ  1  2.

Question 4

Specific Objectives: (b) 8, 9; (c) 1, 3, 7, 9, 10

This question tested candidates’ ability to give the Cartesian equation of a curve defined in trigonometric
parameters, the intersection of a curve with a straight line, expressions of coordinate points in vector form
and finding the angle between two vectors using the dot product method.

Part (a) (i) was generally well done by the majority of candidates. There were a few cases of candidates
being unable to use the appropriate trigonometric identities to eliminate the parameter. Algebraic errors
were evident in Part (a) (ii) where many candidates wrote  10x  2
 10 x 2 and  10x 
2
 10 x .
y2 x2
Attempts at subsequent solution of   1  10 x resulted in confusion and were often
9 9
abandoned. The question required candidates to find the points of intersection. Many candidates solved
the quadratic equation in x and stopped short of finding the corresponding values of y. In addition, a
number of candidates did not state the coordinates of the points of intersection.

The majority of candidates successfully completed Parts (b) (i) to (iv). Some arithmetic errors were seen
in computing the angle in degrees.
 6

Solutions

y2 x2
(a) (i)
9

9
 1  y2  x2  9 (ii) 1,  
10 , 9, 3 10 
(b) (i) p   3i  4 j, q   i  6 j (ii)  2i  2 j

(iii) 27 (iv) 27.410

Section C

Module 3: Calculus 1

Question 5

Specific Objectives: (a) 3–5, 7, 10; (b) 5, 11

This question tested the concepts of limit of a function, limit theorems, differentiation of simple
functions, continuity and discontinuity and rate of change.

For Part (a) (i), the majority of candidates understood that it was necessary to show that for discontinuity
the denominator must be zero. A few candidates solved x2 – 4 = 0 as x = 2 only. Generally this part of the
question was well done. The majority of candidates had no difficulties successfully completing
Part (a) (ii) by using the result at Part (a) (i) and making the relevant cancellation. A few candidates were
2x3  4x
unable to factorize x 3  8 as a sum of cubes. The composite function in Part (a) (iii) seemed
sin 2 x
to have left candidates in a state of confusion, apparently being drilled in limits involving either rational
sin x
functions involving factors that cancel or trigonometric functions that are variations of . Poor
x
algebraic skills prevented many candidates from simplifying the composite function and using the
theorems of limits of sums, differences and quotients. A small number of candidates used L’Hopital’s rule
and successfully found the correct limit. In Part (b) (i) a), the majority of candidates found the correct
limit as 2. It was relatively simple to find the value of p for continuity having found the correct limit for
x > 1 in b). The answer to Part (b) (ii) was merely deduced from Part (b) (i) a).

The majority of candidates was able to substitute t = 1 in the equation for M in order to find the first
v
equation in terms of u and v. A number of candidates made errors in differentiating correctly and as a
t2
result found incorrect values for u and v. Some candidates did not deduce that a rate of change meant to
dM
find . Generally, a significant number of candidates failed to find the correct values of u and v.
dt
 7

Solutions

(a) (i) x  2 (ii) 3

(iii) 2

(b) (i) a) 2 b) p=2

(ii) f (1) = 2

(c) u=2 v = 3

Question 6

Specific Objectives: (b) 5, 10, 13 – 16; (c) 8 (i)

This question tested first and second derivatives using the chain rule and the product/quotient rules,
evaluation of a definite integral, location of stationary points, nature of stationary points and sketching a
cubic curve.

Part (a) (i) was satisfactorily done. However, some candidates were not able to show the desired result
because of poor algebraic skills and subsequent simplification. Due to poor use of the unsimplified result
of Part (a) (i), several candidates were not able to show the required result for Part (b) (ii). The continued
applications of the chain rule and the product/quotient were beyond the majority of candidates. A very
small number of knowledgeable candidates used implicit differentiation and successfully completed this
part of the question.

Part (b) (i) required a definite integration. The majority of candidates performed well. Successful solution
dy
of  0 in (ii) assisted the majority of candidates in being awarded maximum marks. Too many
dx
dy dy
candidates substituted the values of x found for  0 in the equation for  3x 2  6 x to find the y-
dx dx
ordinates of the stationary points. Most candidates knew the concept of using the sign of the second
derivative to determine the nature of the stationary points in Part (b) (iii). A number of candidates failed
to factorize x3  3x 2  4  0 correctly. Consequently, those candidates were unable to find the correct
x-intercepts of the curve in Part (b) (iv). Following the failures at Parts (b) (ii) and (iv), a number of
candidates were unable to sketch the curve C showing the critical points correctly.

Solutions

(b) (i) y  x 3  3x 2  4 (ii) (0, 4) and (2, 0)

(iii) (0, 4) maximum (2, 0) minimum (iv) (1, 0), (2, 0)

(v) see plot

 8

Paper 032 – Alternative to School-Based Assessment

Section A

Module 1: Basic Algebra and Functions

Question 1

Specific Objectives: (a) 8; (c) 1, 3, 5; (f) 4, 5 (ii)

This question tested the roots of a cubic equation, mathematical induction for divisibility, applications of
the laws of indices and the laws of logarithms and the solution of a logarithmic equation involving a
change of base.

Parts (a) (i) and (ii) were satisfactorily done. Candidates were vague on Part (b). Apart from proving that
the statement is true for n = 1 and hence the assumption that the statement is also true for n = k, k > 1,
poor algebraic skills prevented a significant number of candidates from proving that the statement is true
for n = k + 1. In the majority of cases, this part of the question was badly done. The majority of candidates
was unable to express a logarithm in index form and use that form to change the base of a logarithm, thus
(c) (i) was poorly done. Consequently, Part (c) (ii) was not done by the majority of candidates.
 9

Solutions:

(a) (i) α  2 (ii) p = 28

(c) (ii) x = 2 or x = 4

Section B

Module 2: Trigonometry and Plane Geometry

Question 2

Specific Objectives: (a) 11, 14; (b) 2, 5, 6, 7; (c) 4, 5, 8

This question tested the properties of a circle, a tangent to a circle at a given point, intersection of a curve
with a straight line, expression for a cos  + b sin  = r cos (  ), maximum value of a cos  + b sin ,
unit vector and a displacement vector.

Candidates performed with limited successes in Parts (a) (i) to (iii). Algebraic and arithmetic errors
resulted in loss of marks by some candidates.

Most candidates demonstrated a lack of knowledge of the trigonometric forms in Parts (b) (i).
Consequently, performance on Parts (b) (ii) was poor.

Most candidates in attempting Part (c) seemed unaware that it was required to find the unit vector to PQ
before multiplying OR by 5 . Generally this part of the question was done poorly.

Solutions

(a) (i) centre (3, 1) radius = 5 units (ii) tangent (7, 2) 4 x  3 y  34  0

(iii) Q (1, 4)

(b) (i) 
f (θ )  6 cos θ  300  (ii) f (θ ) maximum  6

(c)
√ √
 10

Section C

Module 3: Calculus 1

Question 3

Specific Objectives: (a) 3 to 6; (b) 1, 5, 7, 11

This question tested limits using limit theorems, gradient at a point and rate of change.

Overall, candidates performed satisfactorily on this question. More than 50 per cent of the candidates
scored at least seven of the 20 available marks and more than 30 per cent scored at least 10 of the 20
available marks. Most candidates were able to use the algebraic expression given and to correctly
substitute the given value of x to obtain the limit in Part (a) (i). Using the result from Part (a) (i) the
majority of candidates was able to obtain the correct limit in Part (a) (ii).

Candidates demonstrated a fair level of understanding of a gradient function at a point. Good performance
was shown in Part (b).

Part (c) posed severe challenges for many candidates. The algebraic expressions for V in terms of t only
and V in terms of x only in Parts (b) (i) and (ii) respectively were poorly done by many candidates. The
majority of them could not see a relationship between the height of the water and the radius at that instant.

Solutions

1 1
(a)(i) (ii)
4 12

(b) 24

1 3
(c) (i) V = 10t (ii) V= πx
3

(iii)  0.24 cm/s

 11

UNIT 2

Paper 01 – Multiple Choice

Paper 01 comprised 45 multiple-choice items. Candidates performed satisfactorily, with a mean score of
32.11 and a standard deviation of 18.27.

Paper 02 – Structured Questions

Section A

Module 1: Calculus II

Question 1

Specific Objectives: (b) 1, 3 to 7

This question tested first and second derivatives of a product of a polynomial and an exponential function,
stationary points, differentiation of parametric equations including an inverse trigonometric function,
gradient at a point and equation of a tangent at a point to a curve defined by parametric equations.

In Part (a) (i) a), candidates demonstrated a sound understanding of the first and second derivatives using
the product rule although many of the answers were left unsimplified.

dy d2 y
Candidates were able to determine the values of x-coordinates correctly for which  0 and 2  0
dx dx
respectively in Parts (a) (i) b) and c). Using the second derivative and the significance of the sign change,
the majority of candidates was able to distinguish the maxima and minima points as required in
Part (a) (ii). However, a significant number of candidates seemed not to know the conditions for points of
inflection, using the properties of the second derivative to identify these points. This part of the question
had very limited successes.

Candidates demonstrated a sound understanding of the chain rule to obtain the first derivative of
dx
parametric equations required in Part (b) (i). However, the majority of candidates opted to find
dt
which involved differentiating an inverse trigonometric function along with differentiating a variable
involving a fractional index. Many errors in the evaluation of this differential resulted in the incorrect
dy 1  1  0
expression for in terms of t. A number of candidates used the fact that sin    30 instead of
dx 2
π
.
6

As a result of the inability by many candidates to complete Part (b) (i) successfully, it was not possible to
derive the correct equation of the tangent as required in Part (b) (ii).
 12

Solutions

d2 y
(a) (i) a)
dy
dx dx

 xe x (2  x ) and 2  e x 2  4 x  x 2 
b) x = 0 or x = 2 c) x  2  2

(ii) x = 0 gives a relative minimum point, x = 2 gives a relative minimum point,

x   2  2 gives relative inflection points

dy
(b) (i)  4 (t  1) t 1  t 
dx

(ii) 4 y  4x  π  3

Question 2

Specific Objectives: (c) 1 (iii), 3, 4, 6, 8, 10

This question tested partial fractions, indefinite integral using partial fractions, the reduction formula and
definite integration of a trigonometric function.

A Bx  C
Some candidates did not recognize the partial fractions of the form  2 in Part (a) (i).
x 1 x 1
However, this part of the question was generally satisfactorily done despite some arithmetic errors which
resulted in the wrong values for the constants A, B and C.

In Part (a) (ii) many candidates did not express

   
 1 2x  1 1 2x 1
 
 x  1 x 2  1  dx as
 
x 1
dx  2
x 1
dx  2
x 1
dx which would have
 


f ( x )
facilitated simple integration. Approximately 20 per cent of the candidates evaluated dx
f ( x)


1
correctly and approximately 10 per cent of the candidates evaluated 2
dx correctly. A number of
x 1
candidates did not show evidence of good integration skills. A common error was the omission of the
constant of integration for indefinite integrals.

There were no difficulties with Part (b) (i). However, Part (b) (ii) was very challenging to most
candidates. Most candidates understood that application of integration by parts was required to find the
required result. However, the sequence of the integration techniques and the resulting algebra were
 13

beyond the capabilities of most candidates. The candidates who attempted this part of the question failed
to recognize and use the link at Part (b) (i). This part of the question was poorly done.

Given the substitution m = 1 allowed approximately 10 per cent of the candidates to show the desired
result in Part (b) (iii). A number of candidates did not include the limits of integration for cos x cos 3x.

Approximately 60 per cent of the candidates evaluated Part (b) (iv) correctly, without any reference to the
preceding results.

Solutions

1 2x  1  x2  1
(a) (i)   2 (ii) ln    tan 1 ( x )  C
x 1 x 1 x  1 
 

1
(b) (iv)
2

Section B

Module 2: Sequences, Series and Approximation

Question 3

Specific Objectives: (a) 2, (b) 1, 4, 6, 9, 13

This question tested geometric progression, sequences, proof by mathematical induction and Maclaurin’s
series expansion.

The majority of candidates did not find it difficult to complete Part (a) (i) correctly. A few candidates
made errors evaluating indices.

Successful completion of Part (a) (ii) by those candidates who found the correct values for a and r
followed easily from Part (a) (i). However, a number of candidates made errors in evaluating
2 (3n  1)
177146 
31
 
. Common errors included 2 3n  1  6n  2 or 2  3n  1.

A number of candidates were unable to express the rth term of the sequence in Part (b) (i). Proof by
mathematical induction was poorly done in Part (b) (ii) by the majority of candidates. A number of
candidates showed some evidence of knowing how to begin the proof but lacked the algebraic skills and
the sophistication necessary to complete the proof. Apart from proving the statement true for n = 1 and
attempting to show that it is true for n = k + 1, the resulting algebraic substitutions were poorly done. As a
result, a number of candidates were not able to complete the proof.

Some candidates who probably memorized Maclaurin’s expansion for cos x simply substituted 2x for x
and obtained the result. A number of candidates however used differentiation and Maclaurin’s theorem to
obtain the result for Part (c) (i).
 14

Candidates who attempted to express sin2 x in terms of cos 2x for Part (c) (ii) invariably used the wrong
identity and could not obtain the expansion of sin2 x correctly.
Solutions
(a) (i) a = 2, r = 3 (ii) n = 11
(b) (i) ur = r (r + 2), r e N

(c) (i) 1 - 2x 2 + - x4 + ... (ii) X

2
------13X 4A
3
Question 4
Specific Objectives: (c) 1, 2, 3, 4; (e) 1, 4
This question tested the concepts of factorials, binomial expansion, location of roots and the Newton-
Raphson iterative method.
Parts (a) (i) and (ii) were well done by the majority of candidates.

In Part (a) (iii), a small number of candidates used the complete expansion of rI x2 -----I 3y before
V xJ
r 3^n
extracting the term in x4. Some arithmetic errors with the negative sign in the terms involving I ---- I
V xJ
were evident. Generally, this part of the question was well done, with the majority of candidates
demonstrating a good understanding of the binomial theorem.
The majority of candidates who attempted Part (a) (iv) stopped at the expansion of (1 + x )2n up to and
including the 4th term. No candidate recognized that 2nCn is the coefficient of the term in xn.
Consequently, candidates could not proceed to make the link with Part (a) (ii) and hence were unable to
show the desired result. Beyond the expansion of (1 + x)2n no candidate obtained marks other than those
awarded for the partial expansion. The analysis and algebra beyond this point was beyond the grasp of all
the candidates who attempted this part of the question.
For Part (b) (i), the majority of candidates concluded that a root exists in the given interval, using the
concept of a sign change. Only a very small number of candidates stated that the function is continuous
over the given interval. This failure resulted in the majority of candidates being penalized.
The majority of candidates who attempted Part (b) (ii) carried out the required number of iterations with
some cases of arithmetic errors. In the absence of the final answer specified to a given number of decimal
places or significant figures, most candidates used varying approximate values for x , x , x and x5. In
2 3 4

many cases the value of the approximation required was not consistent.
 15

Solutions

n!
(a) (i) (iii) 5670
n  r ! r !
(b) (ii) T  1.002

Section C

Module 3: Counting, Matrices and Complex Numbers

Question 5

Specific Objectives: (a) 2, 4, 7; (b) 1, 7, 8

This question tested arrangements with and without repetitions, selections with restrictions, probability,
matrix multiplication and subtraction and the solution of a system of linear equations.

Many candidates demonstrated a penchant for using the formula for permutations in Parts (a) (i) and (ii)
rather than analysing the problem with particular regard to the restrictions. Satisfactory performance was
duly awarded.

In Parts (b) (i) and (ii), candidates demonstrated a sound grasp of determining selections with or without
restrictions. This part of the question was well done.

Apart from some arithmetic errors candidates performed well in Part (c) (i). Those candidates who were
successful in Part (c) (i) were able to show the desired result in Part (c) (ii).

Candidates who failed to show the result in Part (c) (ii) made attempts to find the inverse of A as required
in Part (c) (iii) using the cofactor method. A small number of candidates attempted the row-reduction
method. Poor algebraic skills prevented a number of candidates from obtaining the specified result using
the result at Part (c) (ii). Generally, this part of the question had limited successes.

Except for those candidates who were successful in Parts (c) (ii) and (iii), a number of candidates
attempted to solve the system of linear equations with 3 unknowns by the elimination method. Arithmetic
errors apart, some correct solutions were obtained for Part (c) (iv). Candidates who failed to show the
result at Part (c) (i) did not reason that they could obtain the solutions at Part (c) (iv) using B1 in terms of
A from the equation at Part (c) (ii).
 16

Solutions

(a) (i) 480 ways (ii) 1372 ways

1
(b) (i) (ii) 144 ways
77

 0  3  3  0  3  3
  1 1 
(c) (i) B = 3 2 7 (iii) A =   3  2 7
9
3
 1 1   3 1 1 

(iv) ( )=( )

Question 6

Specific Objectives: (c) 1, 2, 3, 5, 6, 9, 11

This question tested representation of complex numbers on the Argand diagram, the principal argument of
a complex number, the square roots of a complex number, finding the complex roots of a quadratic
equation and application of de Moivre’s theorem to prove a trigonometric identity.

Part (a) (i) was well done by the majority of candidates. Severe constraints due to poor algebraic skills
resulted in poor performance on Part (a) (ii). Candidates failed to use the relationship between the
complex numbers A and B and the representation of these points on the Argand diagram to find the

argument of A + B. A number of candidates attempted to rationalize

1 2  i
1 i

and find tan 1 1  2 
3π
approximating the answer to .
8

The majority of candidates who attempted Part (b) (i) obtained full marks. However, a number of
candidates could not link the result at Part (b) (i) to the solutions of the quadratic equation in Part (b) (ii).
Nevertheless, most candidates demonstrated a sound grasp of the techniques involved to find complex
roots of a quadratic equation.

The majority of candidates who attempted Part (c) understood de Moivre’s theorem and its application to
proof of trigonometric identities. This part of the question was well done.
 17

Solutions

 1 1 
(a) (i) Points 0, 1 and  , 
 2 2

1
(b) (i) z (1  i) (ii) z  2  3i, 1  2i
2

Paper 032 – Alternative to School-Based Assessment

Section A

Module 1: Calculus II

Question 1

Specific Objectives: (b) 2, 4, 5; (c) 8, 13

This question tested logarithmic and implicit differentiation involving polynomials and trigonometric
functions, the trapezium rule and definite integration by parts to find the area under a given curve.

The majority of candidates showed a marked weakness in the applications of logarithmic differentiation
required in Part (a). A few candidates attempted to complete the differentiation by using the product and
quotient rules. However, they failed to apply the chain rule for the composite functions correctly. This
part of the question was poorly done.

Some weak attempts were made at sketching the curve in Part (b) (i). Most candidates showed a straight
line between the limits stated.

Weak performances were also recorded in Part (b) (ii). A number of candidates failed to use the trapezium
rule correctly. In addition, some arithmetic errors resulted in wrong values of the required approximation.

Most candidates demonstrated a fair understanding of integration by parts required in Part (c) (i).

However, many of them appeared at a loss when required to repeat the process for
 2 x sin x dx.

Limited successes were recorded for this part of the question.

 18

Solutions

(a) [ ]

(b) (ii) 1.115 square units

(c) (i)

(ii)

Section B

Module 2: Sequences, Series and Approximation

Question 2

Specific Objectives: (c) 2, 3, 4; (d) 1; (e) 3, 4

This question tested the binomial theorem, the Newton-Raphson iteration method and errors of
measurement.

Most candidates performed well in Part (a) (i). In Part (a) (ii), a number of candidates could not
determine that it was necessary to substitute x = 0.1 in the expansion found in Part (a) (i). Arithmetic
errors resulted in some incorrect answers.

A number of candidates failed to observe the range of values of x for which the graphs of f (x) and g (x)
were to be sketched in Part (b) (i). However, most candidates knew the shapes of the curves to be
sketched.

Part (b) (ii) was generally well done, except for some arithmetic errors and failure to observe that the
approximation was required to four decimal places.

The majority of candidates who attempted Part (b) (iii) knew the concept of errors of measurements and
generally this part of the question was done satisfactorily.

Solutions

(a) (i) 1+ x + +

(ii) 1.131

(b) (ii) 0.3419

(iii) 0.1226
 19

Section C

Module 3: Counting, Matrices and Complex Numbers

Question 3

Specific Objectives: (a) 2, 7; (b) 1, 2, 7

This question tested the number of arrangements with and without repetitions, selections with restrictions,
multiplication of conformable matrices and inverting a 3  3 matrix.

Candidates attempting Part (a) (i) did not follow the requirement of repetitions. Rather, most of the
candidates obtained distinct permutations of the letters given. Part (a) (ii) was poorly done by the few
candidates who attempted it.

Candidates demonstrated a sound understanding of the cofactor method for inverting a matrix required in
Part (b) (i). Arithmetic errors resulted in some candidates losing marks due to inaccuracy. Part (b) (ii)
was generally well done.

Part (b) (iii) was poorly done. Candidates could not make the links with Parts (b) (i) and (ii) to determine
the matrix B. Poor algebraic skills prevented candidates from manipulating the links in Parts (b) (i) and
(ii) to solve Part (b) (iii). This part of the question was poorly done.

Solutions

(a) (i) 24 times (ii) 576

 3 3 1 4

1   
(b) (i) A  3 5  2 (ii) 7
 1 2 1  12 
  

 6 6 2
 
(iii) B  6 10  4 
 2
 4 2 
 20

Paper 031 – School Based Assessment (SBA)

For the year 2012, 191 Unit 1 and 149 Unit 2 SBAs were moderated. It is increasingly difficult to
successfully complete the moderation for samples for the SBAs submitted by some centres since many
teachers continue to submit solutions without unitary mark schemes. In a number of cases, neither
question papers nor detailed worked solutions with unitary mark schemes were submitted. Mark schemes
for questions and their subsequent parts were not broken down into unitary marks. In an increasing
number of cases, marks awarded were either too few or far too many. (Example: an entire SBA module
test was 20 marks in total and in another case only one syllabus objective assessed within a module test
was allocated 40 marks).

The majority of the samples submitted were not of the required standard. Teachers must pay particular
attention to the following guidelines and comments to ensure effective and reliable submission of the
SBAs.

The SBA is comprised of three module tests.

The main features assessed are:

 Mapping of the items tested to the specific objectives of the syllabus for the relevant unit.
 Content coverage of each module test
 Appropriateness of the items tested for the CAPE level
 Presentation of the sample (module test questions, detailed mark schemes and students’ scripts)
 Quality of the teachers’ solutions and mark scheme
 Quality of teachers’ assessments – consistency of marking using the mark schemes
 Inclusion of mathematical modelling in at least one module test for each unit

FURTHER COMMENTS
1. Too many of the module tests comprised items from CAPE past examination papers.
2. Teachers are reminded that CAPE past examination papers should be used only as a guide. They
should not constitute any part of or an entire module test.
3. Untidy ‘cut and paste’ presentations with varying font sizes were common and as a result very
unsatisfactory. Module tests must be neatly handwritten or typed.
 21

4. The stipulated time for module tests 1hr 1hr 30 mins  must be strictly adhered to as students
may be at an undue disadvantage when the times allotted for module tests are too extensive or
insufficient.
5. The following guide can be used: 1 minute per mark. About 75 per cent of the syllabus should be
tested and mathematical modelling must be included.
6. Multiple choice questions will NOT be accepted in the module tests.
7. Cases were noted where teachers were unfamiliar with recent syllabus changes, that is,
 Complex numbers and the Intermediate Value Theorem are tested in Unit 2.
 Three dimensional vectors, dividing a line segment internally and externally, systems
of linear equations have been removed from the CAPE syllabus (2008).
8. The moderation process relies on the validity of teachers’ assessment. There were a few cases
where tampering of the scripts and subsequent questionable mark changes occurred. There were
also instances where the marks on students’ scripts did not correspond to the marks on the
moderation sheet. There were a few cases where students’ solutions were replicas of teachers’
solutions — some contained identical errors and full marks were awarded for incorrect solutions.
There were also instances where the marks on students’ scripts did not correspond to the marks
on the moderation sheet. The SBA must be administered under examination conditions at the
centre. It is not to be done as a homework assignment or research project.
9. Teachers must present evidence of having marked each question on students’ scripts before a total
is calculated at the top of the script. The corresponding whole number score out of 20 should be
placed at the front of students’ scripts.
10. Teachers must indicate any changes/omissions that were made to question papers, solutions and
mark schemes and scripts. Teachers should also inform the examiner about the circumstances
regarding missing script(s).
11. Students’ names on the computer generated form must correspond to the names on
PMATH 1-3 and PMATH 2-3 forms and students’ scripts.
12. The maximum number of marks for each assessment should be the same for all students.

To enhance the quality of the design of the module tests, the validity of teachers’ assessments and the
validity of the moderation process, the SBA guidelines are listed below for emphasis.
 22

Module Tests

 Design a separate test for each module. The module test must focus on objectives from that
module.
 In cases where several groups in a school are registered, the assessments should be coordinated,
common tests should be administered and a common marking scheme used.
 One sample of five students will form the sample for the centre. If there are fewer than five
students, all scripts will form the sample for the centre.
 In 2012, the format of the SBA remains unchanged.

Guidelines for Module Tests and Presentation of Samples

1. Cover Page To Accompany Each Module Test

The following information is required on the cover of each module test:
 Name of school and territory, name of teacher, centre number
 Unit number and module number
 Date and duration 1hr 1hr 30 mins  of module test

 Clear instructions to students

 Total marks allotted for module test
 Sub-marks and total marks for each question must be clearly indicated.
2. Coverage Of The Syllabus Content
 The number of questions in each module test must be appropriate for the stipulated time
of 1hr 1hr 30 mins  .

 CAPE past examination papers should be used as a guide ONLY.

 Duplication of specific objectives and questions must be avoided.
 Specific objectives tested must be from the relevant unit of the syllabus.
3. Mark Scheme
 Unitary mark schemes must be done on the detailed worked solution. (that is, one mark
should be allocated per skill assessed, not 2, 3, 4 etc marks per skill )

1
 Fractional/decimal marks must not be awarded (that is, do not allocate   marks
2
 The total marks for module tests must be clearly stated on teachers’ solution sheets.
 23

 A student’s final mark out of 20 must be entered on the front page of the student’s script.
 Hand written mark schemes must be neat and legible. The unitary marks must be written
on the right side of the page.
 Diagrams must be neatly drawn with geometrical/mathematical instruments.
4. Presentation Of Sample

 1   1 
 Students’ responses must be written on letter-sized  8  11 or A4  8  11.69 
 2   2 
paper.
 Question numbers must be written clearly in the left hand margin.
 The total marks for each question on students’ scripts MUST be clearly written in the left
or right margin.
 Only original students’ scripts must be sent for moderation.
 Photocopied scripts will not be accepted.
 Typed module tests must be neat and legible.
 The following are required for each module test:
 A question paper
 Detailed solutions with detailed unitary mark schemes
 The question paper, detailed solutions, unitary mark schemes and five
students’samples should be batched together for each module.
 Marks recorded on PMATH 1-3 and PMATH 2-3 forms must be rounded off to the
nearest whole number. If a student scored zero, then zero must be recorded. If a student
was absent, then absent must be recorded.
 Form PMATH 2-4 is for official use only and should not be completed by the teacher.
However, teachers may complete the relevant information: Centre Code, Name of Centre,
Territory, Year of Examination and Name of Teacher(s).
 The guidelines at the bottom of the PMath forms should be observed. (See page 57 of the
syllabus, no. (6).
C A R I B B E A N E X A M I N A T I O N S C O U N C I L

REPORT ON CANDIDATES’ WORK IN THE

CARIBBEAN ADVANCED PROFICIENCY EXAMINATION ®

MAY/JUNE 2013

PURE MATHEMATICS

Copyright © 2013 Caribbean Examinations Council

St Michael, Barbados
All rights reserved.
 2

GENERAL COMMENTS

In 2013, approximately 4,800 and 2,750 candidates wrote the Unit 1 and 2 examinations
respectively. Overall, the performance of candidates in both units was consistent with
performance in 2012. In Unit 1, 72 per cent of the candidates achieved acceptable grades
compared with 70 per cent in 2012; while in Unit 2, 81 per cent of the candidates achieved
acceptable grades compared with 83 per cent in 2012. Candidates continue to experience
challenges with algebraic manipulation, reasoning skills and analytic approaches to problem
solving.

DETAILED COMMENTS

UNIT 1

Paper 01 – Multiple Choice

The paper comprised 45 items, 15 items per module. Most candidates performed
satisfactorily. Marks on this paper ranged from a minimum of 6 to a maximum of 45. The
mean mark for the paper was 64.58 per cent.

Paper 02 – Structured Questions

The paper consisted of six compulsory questions, two questions per module. The maximum
score was 149 out of 150. The mean score was 52.26.

Section A

Module 1: Basic Algebra and Functions

Question 1

Specific Objectives: (a) 2, 4; (b) 1, 3, 5; (c) 2, 3, 4; (d) 3, 8

The topics tested in this question included the use of truth tables, binary operations, proof by
mathematical induction and the factor theorem. Overall, candidates demonstrated competence
in this question with approximately 90 per cent of them attempting it and obtaining at least 16
marks. A number of candidates were also able to obtain the maximum score.

In answering Part (a), candidates used a variety of styles to represent the inputs and outputs
such as ‘1 and 0’, ‘True and False’, ‘x and √’. The majority of candidates attempted Part (a)
(i) and was successful. In Part (a) (ii), some candidates misinterpreted ~  p  q  and used it as
if it were ~ p  ~ q .
 3

Part (b) was misinterpreted by many candidates. They substituted x  2,2 instead of y  2 in
the given function. Other candidates treated y  x as y  x , solved for y by replacing x and
hence substituted y as  2 . They also had difficulty factorizing and solving the quadratic
equation.

For Part (c), a majority of candidates were able to achieve the first four marks allocated.
However, most candidates did not apply the induction steps correctly. Some were more
familiar with questions involving the sigma notation and incorporated the sigma notation in
their solution. A few candidates did not use the smallest natural number, 1, to begin the proof
by induction and instead used 0 and 2. Other candidates were able to recognize the k + 1th
term but they were unable to simplify the term 5 k 1 because they did not realize that it could
be expressed as 5 k  51 . The conclusion also posed a challenge to many candidates. Candidates
should be reminded that the conclusion should relate to the hypothesis. The general format for
the conclusion could be as follows: Since P1 is true and Pk   Pk  1 , the proposition
Pk  is true for all positive integers ‘k’.

Most candidates obtained full marks in Part (d). Some candidates substituted the value of ‘p’
into the function to prove that  x  1 is a factor as opposed to using the factor to find ‘p’. In
general, long division was used to show that the remainder is zero under division by  x  1 .
This method could also have been used for Part (d) (ii) to obtain the quadratic equation,
followed by factorizing the quadratic equation to obtain the other two factors and then
equating each factor to zero to solve the cubic function. In some cases, candidates were able
to factorize the cubic function correctly but were unable to identify the roots.

Solutions

(a) (i) (ii)

p q p  q p  q ~ (p  q)
T T T T F
T F F F T
F T T F T
F F T F T

(b) x = 8 or x = 1
(d) (ii) f (x) = (x – 8) (x – 2) (x + 1) (iii) x = 8, x = 2, x = −2
 4

Question 2

Specific Objectives: (e) 2, 3, 4; (f) 2, 3; (g)

This question tested the concept of a one-to-one function on the domain of real numbers; the
inverse of a linear and an exponential function; the inverse of the composite of a linear and
exponential function; quadratic inequalities and the modulus function.

Part (a) failed to attract answers from the majority of candidates. Among the methods used for
the proof of a one-to-one function was (i) the graphical approach, (ii) a deductive approach,
(iii) differentiation and (iv) proof by induction. Candidates who attempted to use the graphical
test used a vertical line test instead of the horizontal line test, not indicating the domain
clearly on the graph used and in some cases graphed the quadratic function without indicating
the specific domain over which the given function is one-to-one. Candidates who attempted to
show that f (a) = f (b)  a = b could not show the correct algebraic simplification and
subsequent deductive proof. Those candidates who attempted differentiation to show the
required result simply could not proceed beyond merely differentiating x2 – x. Proof by
induction was beyond the ability of those candidates who attempted to use this approach.

In Part (b), the results of f 1 ( x) and fg ( x) were easily shown. However, a significant number
of candidates failed to find the expression for g 1 ( x ) . Common errors included the inability
to take loge for the change of variable and in cases where loge was taken candidates
incorrectly cancelled the logs on each side of the equation. In some cases candidates used
loge ( x  2) as loge x  loge 2. Evidence was seen where some candidates mistakenly
d d
interpreted f 1 ( x ) and g 1 ( x ) as f ( x ) and g ( x ).
dx dx

In Part (c) (i), candidates used the quadratic graph to find the correct range of values of x.
Candidates who used the results  x  2  3x  2   0 incorrectly reasoned that
2
x  2  0  x   2 and 3x  2  0  x  .
3

Some candidates used methods including squaring both sides of the equation and thus finding
values of x for which the resulting quadratic equation was equal to zero. However, they failed
to test the values of x found and were not able to obtain the mark given for showing or stating
7
that x   was inadmissible. Candidates who used the concept of x + 2 = 3x + 5
4
and –(x + 2) = 3x + 5 could not reason the correct value of x for which the equation was true.
 5

Solutions

x  2 1 1
(b) (i) a) f 1 ( x )  g ( x )  ln x b) fg ( x)  3e2 x  2
3 2
2 3
(c) (i)  2  x  (ii) x   only
3 2

Section B

Module 2: Trigonometry, Geometry and Vectors

Question 3

Specific Objectives: (a) 2, 3, 4, 5, 6

This question tested trigonometric identities of multiple angles; solving trigonometric

equations involving multiple angles; expressing a cos x + b sin x in the form r cos (x +  );
determining maximum and minimum values of trigonometric expressions; and proof of
simple trigonometric equations.

In Part (a) (i), most candidates performed satisfactorily. Challenges encountered included the
inability to use the identity given to obtain a quadratic equation in terms of tan  . Candidates
who obtained the correct equation tan 1  tan2    0 wrongly divided the equation by
tan  thus losing the roots of the equation tan  = 0. Candidates also deduced
tan   1  tan   1. This error resulted in candidates being unable to get the solutions for
2

tan  = −1.

Part (b) (i) was

generally well done. Some errors included solving
 3 4
  tan1   and   tan 1   . Part (b) (ii) a) was satisfactorily done. Errors made by
4  3
candidates included stating that the maximum value of 5 cos     is 1.

However, Part (b) (ii) b) was not satisfactorily done. Most candidates seemed unable to
deduce the maximum value of a reciprocal function, particularly when another term is added
to the denominator.

Responses to Parts (b) (iii) a) and (b) were very poor. Candidates did not demonstrate
knowledge of the fact that the sum of the interior angles, A, B and C of the triangle given, was
 radians. Evidence of candidates expanding sin (B + C) and being unable to link that
expansion with sin A was observed. Some candidates attempted to substitute numerical values
for angles A, B and C with no success.
 6

Solutions

 3 5 7
(a) (ii)   0, , , , , , 2
4 4 4 4
 1  1
(b) (i) 5 cos   0.927c  (ii) a) f  max  5 (ii) b)   
 8  f    min 13

Question 4

Specific Objectives: (b) 1, 2, 5, 6; (c) 4, 5, 6, 8, 9

This question tested geometry of the circle; parametric equations to a Cartesian equation;
three dimensional vectors; and equations of lines in the Cartesian of a plane.

Part (a) (i) was generally well done. Some candidates expressed the equation of the circle
using completion of the square to deduce the coordinates of the centre and the radius. A
number of candidates used the equation x 2  y 2  2fx  2gy  c  0 to deduce that the
coordinates of the centre were (−f, −g) and the radius f 2
 g 2  c . Some errors were
made when expressing the coordinates of the centre as (f, g).

In Part (b) (ii) a), many candidates deduced that the normal to the circle lies along the
y  yC
diameter while other candidates worked though the equation y  y P  P x  xC  .
xP  xC

In Part (b) (ii) (b), some candidates used the gradient of the normal to find the equation of the
 x  xC 
tangent. Those candidates who used the gradient of the tangent,   P  could not
 y P  yC 
3
interpret the meaning of the resulting gradient  . It was not unusual to see candidates
0
stating the gradient as 0. The fact of the tangent being parallel to the y-axis was not
understood by a significant number of candidates. Further, a number of candidates drew a
graph of the circle and indicated the tangent parallel to the y-axis but were unable to state the
equation as x = 6.

y4
In Part (b), various methods were used by candidates. Apart from expressing t  and
2
2
 y  4 y4
substituting for x =    , some candidates substituted the parametric equations
 2  2
given into the equation required to be shown. Common errors resulted from poor algebraic
2
 y  4 y 2  16
simplification. For example    .
 2  4
 7

Generally Part (c) (i) was done satisfactorily. Some candidates made the basic error that the
vector AB  OA  OB and BC  OB  BC . Part (c) (ii) appeared challenging to many
candidates. It was generally understood that the dot product was required. However, most
candidates used the OA and OB with the vector r = −16j – 8k to attempt to show the
perpendicular property without success. A small number of candidates understood that they
were required to show perpendicularity between the vectors AB and r = −16j – 8k and
between the vectors BC and r = −16j – 8k. It was interesting to observe some candidates
using the vector cross product to show the perpendicular vector r = −16j – 8k.

In Part (c) (iii), candidates quoted the vector equation of the plane, but were not able to use
the correct resulting point and the normal vector to the plane to complete the equation
r . n = a . n. Those candidates who used the correct values were unable to express the
Cartesian equation of the plane as required.

Solutions

(a) (ii) a) normal(6, 2) : y=2 b) tangent(6, 2): x=6

(c) (i) AB = −2i + 3j – 6k BC = −2i − j + 2k (iii) 2y + z = 0

Section C

Module 3: Calculus I

Question 5

Specific Objectives: (a) 3, 7, 9, 10; (b) 3–8, 12

This question tested limits; continuity; differentiation using the quotient rule; parametric
differentiation; and finding the area enclosed by two curves using integration.

In Part (a) (i), the majority of candidates gave satisfactory performances although only a small
number of candidates presented their statements in acceptable mathematical language.
However, Part (a) (ii) was poorly done since a number of candidates made guesses on the
question of continuity and were unable to justify their responses mathematically.

In Part (b), most candidates showed a good understanding of the quotient rule for
differentiation. However, there were cases in which candidates used the product rule by
expressing the denominator as a multiplying term. Some candidates committed errors in their
differentiation of the term x 2  2 . They mainly differentiated the cubic term and neglected
3

the differential of x2. Weaknesses in algebraic manipulation prohibited many candidates from
obtaining the required simplified result.
 8

Almost half of the candidates who responded to Part (c) demonstrated a lack of knowledge of
differentiation of parametric terms. Some candidates opted to convert the equation to
Cartesian form and to proceed with the differentiation. However, the term in y2 made it
dy
difficult for them to successfully complete the correct expression for . Only a small
dx
number of candidates were able to obtain the correct result.

Generally, the responses to Part (d) were satisfactory. Most candidates were familiar with the
concept tested in this part of the question. Some errors included candidates subtracting the
area enclosed by the curve y = 4x from the area enclosed by the curve y = x2 + 3 incorrectly.
Very few candidates used the integral of 4x – (x3 + 3) but preferred to find the area using the
difference of two areas.

Solutions

(a) (i) lim = 4 (ii) f (x) is not continuous since f (x) is not defined at x = 2
2 4
(c) cot  (d) (i) P (1, 4) Q (3, 12) (ii) units2
3 3

Question 6

Specific Objectives: (c) 3, 4, 6, 8, 9 (b)

This question tested indefinite integration using substitution; the theorem of the integral of
sums being equal to the sum of integrals, determining maxima using differentiation; and
determining the constants of integration given initial conditions.

Part (a) (i) tested integration using substitution. The substitution x = 1 – u was given and the
majority of candidates demonstrated a good understanding of having to express dx in terms of
du. However, in proceeding to complete the substitution of x (1 – x)2 in terms of u, the
majority of candidates stated the expression as x u2. Hence, they could not continue
integration in this form since the variable x was not expressed as 1 – u. Many candidates who
made the correct substitution and successfully integrated in terms of u failed to express their
answer in terms of x.

Part (a) (ii) was generally well done. Some errors seen included:

 4 sin 5t dt   4 cos 5t , 4 cos 5t and 20 cos 5t.

Part (b) was generally well done. However, in Part (b) (i), a significant number of candidates
were unable to find the correct formula for the area of a simple plane figure. Candidates who
used the correct formula for the area were not able to simplify the expression thus allowing
for easy differentiation. As a result, a majority of the candidates failed to obtain the correct
 9

differential to proceed to find the value of x. However, candidates demonstrated the

dA
knowledge that it was necessary to solve  0.
dx

Part (c) (i) required candidates to find the first and second differentials of y, explicitly given in
terms of x. The terms to be differentiated involved a product of x and a trigonometric term in
x. The majority of candidates failed to apply the product rule in differentiating – x sin x. The
common results shown were – x cos x, x cos x and sin x. This error was compounded by
adopting the same approach for the second differential. Consequently, candidates were unable
to show the required answer. Overall, candidates performed poorly on this part of the
question.

Part (c) (ii) required that candidates find the values of two constants of integration for an
explicit function of y in terms of x given the boundary conditions. This required substitution
of the values of y for given values of x. A significant number of candidates failed to recognize
this simple procedure and appeared to think integration was required. Those candidates who
recognized the methods required for solving this part of the question made algebraic and
arithmetic errors in their substitutions.

Solutions

1 4
(a) (i)  1  x 3 1  3x   C (ii) 5 sin t  cos 5t  C
12 5
(b) (ii) 84 metres approx.
1
(c) (ii) y   x sin x  2 cos x  x3


Paper 032 – Alternative to School-Based Assessment

Section A

Module 1: Basic Algebra and Functions

Question 1

Specific Objectives: (a) 1, 3; (b) 2, 4; (c) 1, 2; (d) 1, 2, 4, 6; (f) 3

This question tested the converse, inverse and contrapositive of a conditional statement;
solving logarithmic and exponential equations; and graphing a modulus and a linear function
of x.

For Part (a), candidates generally demonstrated a lack of knowledge in these topics. A small
number of candidates attempted to use truth tables to show the required results but performed
poorly.
 10

In Part (b), candidates demonstrated understanding of expressing a sum of two logs as a single
log. However, they failed to express 3 as log 2 23 which would have allowed them to proceed
with the solution of the correct quadratic equation x  3x  2  8.

Very few candidates attempted Part (c). Those who did substitute A = 0 could not proceed to
express the resulting equation 3e4t  7e2t  6  0 in a convenient quadratic form to solve for
t.

In Part (d), the majority of candidates graphed the line f (x) = 2x + 3 correctly but did not
graph g (x) = 2 x  3 correctly.

Solutions

(a) (i) q  ~ p  p  q 
(b) x = 0.37 (2 d.p.)
1
(c) t  ln 3
2
(d)

Section B

Module 2: Trigonometry, Geometry and Vectors

Question 2

Specific Objectives: (a) 1, 3, 4, 7, 8; (b) 3, 4, 6; (c) 1, 7, 10

This question tested the exact value of cos 3A given exact values of sin A and cos B; the
solution of a trigonometric equation involving a mix of cos 2  and sin  in a given range; and
coordinate geometry involving the intersection of two circles.
 11

In general, the responses to Part (a) were unsatisfactory. Candidates attempted to convert
4 3
sin A  and cos B   into degrees and substitute for cos 3A = 3 cos 3 (their value of A).
5 5
It was clear that candidates did not have the required knowledge of this topic.

The responses to Parts (b) and (c) were also unsatisfactory. Candidates could not correctly
express cos 2  in terms of sin  and the arithmetic errors made by candidates resulted in
incorrect values for x and y in Part (c). However, most candidates demonstrated an
understanding of using the equation two curves to find point(s) of intersection.

Solutions

117
(a)  (b) 6.031 radians (c) (1.46, − 1) and (− 5.46, − 1)
125

Module 3: Calculus I

Question 3

Specific Objectives: (a) 2, 4, 5; (b) 1, 3, 9–12; (c) 2, 5, 7, 8 (b)

This question tested limits, differentiation from first principles; finding minimum and
maximum stationary points; and integration to find the volume of revolution about the x-axis.
Overall, the majority of candidates gave no response to this question. A few unsuccessful
d
attempts were made for Part (c) with some candidates managing to find f ( x ).
dx

Solutions

(a) (i) a) 1 (b) 2 (ii) not continuous since it is not defined at x = 2

1
(b) 
2 2 x 
3

1 3
(c) and 
3 2
100
(d) units3
3
 12

UNIT 2

Paper 01 - Multiple Choice

The paper comprised 45 items, 15 items per module. Most candidates performed
satisfactorily. Marks on this paper ranged from a minimum of 6 to a maximum of 44. The
mean mark for the paper was 69.18 per cent.

Paper 02 - Structured Questions

The paper consisted of six compulsory questions, two questions per module. The maximum
score was 150 out of 150. The mean score was 47.52.

Section A

Module 1: Complex Numbers and Calculus II

Question 1

Objectives: (a) 7, 8, 12, 13; (b) 1-5, 8

In Part (a), the majority of candidates completed the differentiation satisfactorily. Some
candidates who completed the differentiation were unable to differentiate the natural log of
2 1
the term ln(x y) correctly. Some common results for differentiating this term include —— and
x y

2 x dy
— ^dx- . A few candidates applied the natural log laws to separate the terms before
xy
differentiating and many were successful with the differentiation using this approach.

In general, the candidates showed a lack of understanding of partial derivatives in Part (b).
Many inserted additional terms. Common responses included:

— = 3z2 - e4xcos4z - 6y- y and — = 6yz + 4sin4ze4x - 4cos4ze4x.

dy J J dz J

Part (c) was generally well done, with candidates gaining the majority of marks. Almost all
candidates were able to identify that only the real part of the complex number was needed for
the solution.
 13

In Part (d), many candidates recognized that tan® was needed to find the argument. However,
most obtained:
arg( z) = tanD1(Q1)

=af
and completely ignored the use of the Argand Diagram. In addition, a majority of candidates
obtained \z\ = ^ 2 but left out the exponent, 7, when doing their final calculation and hence

they did not write the modulus as

(V2)
’

Solutions

(a) Undefined but marks awarded for finding the derivative and explaining why the
gradient could not be found.

dz 3(z2 - 2y)
dy 2(3 y z - 2e4xSin4 z )
(b)
i7{—1
(d) (i) z = V2 "e 74 J

Question 2

Objectives: (c) 1-3, 6, 8, 9, 11

Most candidates attempted Part (a) (i) using integration by parts. However, some candidates
either differentiated or integrated the parts incorrectly ly while others had difficulty
manipulating the signs. Some candidates used the identity cos26 = 1 —2 s in 20 to simplify
the integral to / s inx dx —2 / s in 3dx, but most of them could
uld not manipulate / s in
in 3dx.

In Part (a) (ii), the majority of candidates knew how to substitute the values into their answer
from Part (a) (i) above and easily obtained full marks.

In Part (b), it was evident that many candidates did not understand what was meant by fo u r
intervals. Several candidates interpreted four intervals as four ordinates instead of four
trapezia. Hence, they used n = 3. In other cases, candidates used n = 5 instead of n = 4. This
resulted in a variety of incorrect responses. Further, most candidates did know what to do
when the curve went below the x-axis. They did not take the modulus of the part of the curve
that was below the x-axis, that is, |f ( - 0.75) | = 1-0.5625 |= 0.5625. Consequently, their
responses to the problem were often smaller than the expected area between the curve and the
x -axis.
 14

The two common problems which arose in Part (c) were candidates not recognizing that
partial fractions was not required and not competently dealing with irreducible quadratic
factors and repeated roots. The vast majority therefore missed out on the opportunity to solve
the problem easily by working on the right-hand side. Many candidates did not get the basic
form of the expansion correct. Some did not recognize that ( ) is a factor of ( ) .
They made their denominator ( )( ) which made the question more complicated
and left them unable to complete the solution.

In Part (c) (ii), candidates experienced several difficulties. Many did not know how to use the
substitution . Some candidates determined ∫ , but could not go any
further. Those who were able to manipulate the trigonometric function and integrate it to
1 3
obtain  sin 2    C experienced great difficulty changing the variable in sin 2 back
8 4
to x . They did not realize that they could have used the identity and a
right-angled triangle to get their final answer in terms of

Solutions
1
(a) (i) or (ii) 
3
(b) 4.22 square units
(c) (ii) ( ) ( )

Section B

Module 2: Sequences, Series and Approximation

Question 3

Specific Objective(s): (a) 24; (b) 3, 6, 7, 9

This question tested the concepts of mathematical induction, telescoping and the Taylor
series.

In Part (a), it was very clear that most candidates lacked understanding of the process of
induction since they were unable to deduce what was to be proved. Many candidates
attempted to prove the recurrence relation via mathematical induction, but they ignored the
inequality. For those who recognized the inequality as the induction hypothesis and proved
the base case, many found it difficult to carry out the inductive procedure.

Part (b) was generally well done. In Part (i) (b), most candidates applied the method of
differences in the summation of a series although a few candidates opted to use mathematical
induction to prove the equality with limited success. In Part (b) (ii), some candidates saw the
 15

connection to Part (b) (i) (b) and were able to complete the solutioncompetently. However, in
many cases the correct limit notation was not used.

Overall, candidates performed below expectations in Part (c) (i). Several candidates started
correctly but experienced difficulty completing the series. Some candidates did not
differentiate sine and cosine functions correctly while others confused Taylor with
Maclaurin’ s series. In Part (c) (ii), candidates saw the connection with the solution o f Part (c)
7T { 7T\ 7T
(i) and attempted to substitute — into their solution. However, many equated ( x — - ) to —
S tt
and used x = — instead. Others failed to arrive at the correct solution because o f faulty
algebraic manipulation and arithmetic errors.

Solutions

(c)
(c) (i) T
(i) I —
—T| (( xx —
— ijn )) —
— |T ({ xx — i )) 2+ +f |A ( xx —
— fn —ni)
(ii)

Question 4

Specific Objective(s): (c) 1- 4 ; (d) 1, 2 , 6

This question examined the use o f the binomial theorem to approximate a surd and to
compute a coefficient o f a term in an expansion; the Intermediate Value Theorem in testing
for the existence o f a root in an equation; and the ‘interval bisection’ method in finding
successive approximations to a root in an equation.

Candidates generally found Part (a) (i) manageable and showed good understanding o f the
binomial expansion. However,
Ho a significant number of candidates simplified
j (( 1 + x ) + j/
j/ j (( 1 — x ) incorrectly
inco as ( 1 + x ) 2 + ( 1 — x ) 2.. Some candidates also had
difficulty
d ifficulty obtaining the correct
corr binomial
omial coefficients due to arithmetical errors, particularly
the signs o f coefficients.

\
In Part (a) (ii), most candidates substituted x = — into the binomial expansion rather than first
16
^
16 1U

substituting x = ^ ininto
to jj/((( 1 + x )) + jj/j(( 1 —
—x )) in order
o to determine how to modify the
expansion to give the desired result
result. Sim plifying ssurds also
also continues
continues to
to be an area
area o ff
4 fl7 V T= V l7 , • , •
difficulty for candidates. For example, several candidates wrote
wrote I—
I— == 4===
4===
t t = ===-=
, ----,
whichw h ich isis
-, which
aJ T 6 V l6 4 ’

incorrect.

Part (b) examined candidates’ ability to extract the coefficient o f x 5 from a binomial
expansion. Most candidates opted to expand both expressions first then multiply them. Some
deviated from this and only wrote down the terms that had the desired power o f x . On the
 16

dvanced approaches. They were able to apply the

other hand, certain candidates used more advanced
wo binomials
binomial expansion to the product of the two binom and obtain the correct coefficient of
eared to be unfamiliar with interval bisection and
x 5. In Part (b) (ii), most candidates appeared
continued to calculate midpoints using ing bn = 3 or o found an approximation using the
N ewton-Raphson method. Most candidates who demonstrated some knowledge of the topic
produced at least two successive iterations. However, one commonly observed problem was
the incorrect application of the stopping criterion. Interval bisection is a geometrical approach
to finding a root; therefore, the use of diagrams in the teaching this topic should be
encouraged in order to strengthen the responses in this area.

Solutions

(a) (i)(i)2 2- -^ ^x x2 2 (ii) 3 .9986

(ii) 3 .9986

(c)(i) / ( (i)
2 ) <( 0) ; / ( 3) >( 0) hence continuity
continuity (ii)
(ii) 2 .9 2

Section C

Module 3: Counting, Matrices and Differential Equations

Question 5

Objectives: (a) 2, 4, 6, 16, 17, (b) 4-6.

In Part (a) (i), although the majority of the candidates was able to provide the required
solution, some candidates did not know how to construct a tree diagram. In many cases,
candidates used the actual letter of the word BRIDGE to show the outcomes rather than
classifying the outcomes into vowel and consonant before recording the outcome on the tree.
They were then unable to determine the required probability. In some cases although
candidates correctly determined the number of outcomes, they were unable to calculate the
associated probabilities.

In Part (b), a few candidates did not understand the use of the word system or what was meant
by a system of equations having a "unique" solution. This question did not restrict candidates
to using the row reduction approach and as a result, some candidates used the determinant
method to arrive at their conclusion.

Performance on Part (c) (i) was unsatisfactory. Most candidates did not seem to understand
how to move from the conditional probabilities given to the total probability required. Several
candidates gave values greater than 1 which indicated that they lacked understanding of the
basic concept of a probability. Some also used the values of 45 per cent, 30 per cent and 25
 17

per cent and not the fractional form in their calculations. Consequently, they obtained
incorrect responses.

Solutions

(b) 9 . (The justification will

(i) The system is not consistent since we have 0 x  0 y  0 z 
depend on how the reduction is executed.)
 4 
1 0 0 3
 25 
(ii) The solution is unique. The matrix can be reduced to  0 1 0 6 .
 9 
 0 0 1 2 
 
Since only the leading diagonal elements are non-zero, the solution is unique.

Alternatively, | A | 12 which is not 0. The system of equations can therefore be

solved.

(c) (i) 0.7975 (ii) 0.2665

Question 6

Objectives: (c) 2, 3 (c)

The first part of this question appeared to be the most difficult for candidates who were
unable to determine the correct integrating factor and thus failed to arrive at the correct
integral. In Part (a) (ii), several candidates used degrees instead of radians in their solutions.
They were, therefore, unable to use the cancellation to assist in finding the answer. The given
15 2
value of y  was also not interpreted correctly by some candidates resulting in
32
incorrect constants of integration.

In Part (b), most candidates appeared to know the appropriate form of the complementary
function given the auxiliary equation. However, several candidates did not use the quadratic
formula correctly to evaluate and many were unable to evaluate √ . Most candidates who
attempted Part (b) (iii) were able to find the particular solution correctly although some
provided the general solution. Candidates were awarded the marks for either of these
solutions.

Solutions
7 2
(i) y x 2 cos x  C cos x
(a)  (ii) C 
8
(b) (i) (a)  1  2i (b) u p (t ) C1e sin 2t  C2et cos 2t
 t
 18

16 4
(iii) y (t) = 0.981e 1sin2t + 0.255e 1cos 2 t -----cos2t H------sin2t
17 17

Paper 032 - Alternative to School-Based Assessment

Section A

Module 1: Complex Numbers and Calculus II

Question 1

Objectives: (a) 4-6, 9; (b) 3, 4, 8; (c) 4, 5, 7, 8, 10

In Part (a), it was evident that candidates were unable to interpret the partial derivatives
required. Similarly, in Part (b), most candidates were unable to choose appropriate
expressions for the integration by parts. Consequently, they were unable to solve the problem.
Those who were able to begin the integration by parts ended up with expressions containing
incorrect signs. More exposure to the reduction formula is recommended.

In Part (c), most candidates were able to generate the simultaneous equations needed to solve
for the square root. However, they experienced difficulty recognizing that the resulting
equation was a quadratic equation in x2.

Solutions

(a) 0.16% approximately

(c)z ^ =z ^1.453 + 0.344/

= 1.453 and and
+ 0.344/ z12 =z-1
12.4
= 5-13.4- 50.344/
3 - 0.344/

Section B

Module 2: Sequences, Series and Approximation

Question 2

Specific Objective(s): (b) 1, 2, 4, 6, 8; (c) 4

This question examined the use of binomial theorem to approximate a decimal number;
Maclaurin and geometric series.

1
In Part (a) (i), a significant number of candidates did not express - x in brackets. As a result,

they raised only x to the various powers instead of the entire expression - x . In Part (a) (ii),
some candidates substituted x = 1.3 77 into their expansion rather than stating that 1 + - x =
1.3 77 to find x as 0.754.
 19

In Part (b), quite a few candidates simply copied the Maclaurin expansion from the formula
booklet instead of deriving it as the question required and were unable to find the derivatives
of the logarithmetic function given. O f the few who recognized the general term, some did
not use the sigma notation and others could not derive the appropriate sign for the terms of the
sum.

In Part (c) (ii), most candidates were unable to show that S2 < 4. Some found it difficult to
work with the algebraic expressions as the terms of the series while others could not manage
the reasoning required to complete the proof.

Solutions

(a) (ii) 3.60

(b) (1)i )xx-- ^^ xx 2 + ^i xx :3 (ii) k+1-
(ii) Z 2f cU=Ci(-1
- l)) fc+1Y
(c) (i) —2 < x < 2

Section C

Module 3: Counting, Matrices and Differential Equations

Question 3

Objectives: (a) 2, 3, 6; (b) 2, 7, 8

In general, candidates knew how to find the determinant of the matrix in Part (a) and
demonstrated the ability to multiply matrices. However, many did not write out the 3 x 3 zero
matrix. Instead, they simply wrote 0.

Most candidates did not recognize the link between the equation in Part (a) (ii) and the inverse
of the matrix and instead attempted to use row reduction to find the inverse. Similarly, row
reduction was used to solve the simultaneous equations. This approach required much more
work and many computational errors were made.

In Part (b), the majority of candidates were unable to recognize that the problem involved
permutations and used the (”) format, instead of 6P3. Further, the concept of probability was
not understood.
 20

Solutions
8 4 2
1 1  
(a) (i) 18 A1 
(ii) b) CT  7 1 5
18 18  
 3 3 3
x  1 
(ii) (c)  y    2 
   
 z  3 
(b) (i) 120 (ii) 0.8
C A R I B B E A N E X A M I N A T I O N S C O U N C I L

REPORT ON CANDIDATES’ WORK IN THE

CARIBBEAN ADVANCED PROFICIENCY EXAMINATION®

MAY/JUNE 2014

PURE MATHEMATICS

Copyright © 2014 Caribbean Examinations Council

St Michael, Barbados
All rights reserved.
 2

GENERAL COMMENTS

In 2014, approximately 5 312 and 2 909 candidates wrote the Unit 1 and 2 examinations
respectively. Overall, the performance of candidates in both units was consistent with
performance in 2013. In Unit 1, 70 per cent of the candidates achieved acceptable grades
compared with 72 per cent in 2013; while in Unit 2, 85 per cent of the candidates achieved
acceptable grades compared with 81 per cent in 2013. Candidates continue to experience
challenges with algebraic manipulation, reasoning skills and analytic approaches to problem
solving.

DETAILED COMMENTS

UNIT 1

Paper 01 – Multiple Choice

The paper comprised 45 items, 15 items per module. Most candidates performed
satisfactorily. Marks on this paper ranged from a minimum of 6 to a maximum of 90. The
mean mark for the paper was 55.46 per cent.

Paper 02 – Structured Questions

The paper consisted of six compulsory questions, two questions per module. The maximum
score was 149 out of 150. The mean score was 50.52.

Section A

Module 1: Basic Algebra and Functions

Question 1

Specific Objectives: (a) (A) 1, 2, (B) 1, 2, 6, (C) 2

The topics tested in this question included the use of truth tables, binary operations, proof by
mathematical induction and the factor theorem. Overall, candidates demonstrated competence
in this question with approximately 98 per cent of them attempting it and obtaining a range of
9 to 12 marks. A few candidates were also able to obtain the maximum score.

In answering Part (a), candidates used a variety of styles to represent the inputs and outputs
such as 1 and 0 and T and F. A number of candidates used only four propositions for p and q
with no illustration of the proposition r in constructing the truth table. Generally, the results
of implication were not well done. However, based on the candidates’ responses, marks were
awarded for the conjunction.
 3

Part (b) (i) required candidates to give a reason for determining whether a binary operation is
commutative. Generally, candidates stated a correct or incorrect result without giving a
reason. Responses varied with candidates explaining the properties of commutative law,
reasoning that since y  x  x  y then  is commutative or that since
5 y  5 x   5 x  5 y then  is not commutative. No response of 5( y  x)   5( x  y)
was given. A few candidates substituted real numbers for x and y to state a result.

Part (b) (ii) a) was well done by most candidates. A few candidates used the operation as
2  x  2  1 . However, poor algebraic substitution resulted in obtaining an incorrect cubic
equation. Either by long division, or otherwise, many candidates were unable to obtain the
other two linear factors correctly. Some candidates left their answers in the form
f ( x)  ( x  1) Q ( x) where Q (x) is a quadratic in x.

Mathematical induction, as tested in Part (c), continues to be challenging for many candidates
although the first phase of proving the statement Pn for n = 1 and n = 2 was generally well
done. Many candidates do not state the assumption for the statement Pk following the proof
for n = 1 and n =2. The inductive steps required to show the algebraic expression for the
(k + 1)th term, thus establishing the proof for Pk and subsequently for Pn, was generally poorly
done.

Solutions

(a) (i) and (ii)

p q r p  q r → q (p → q)  (r → q)
T T T T T T
T T F T T T
T F T F F F
T F F F T F
F T T T T T
F T F T T T
F F T T F F
F F F T T T

(b) (i) y 3
      
 x3  a y 2  x 2  5  y  x   16  x3  y 3  a x 2  y 2  5  x  y   16
Since addition is commutative for x, y,  is commutative

(ii) a) a = −2

b) f (x) = (x − 1) (x − 3) (x + 2)
 4

Recommendations

Teachers are advised to use truth tables extensively for more than two propositions. The
correct number of rows, 2n, (where n is the number of propositions) should be understood.
The correct layout of the rows of the truth tables is important for subsequent connectives and
conclusion of truth values. Rules on propositional calculus should be understood.

Students must understand the concepts of identity, closure, inverse, commutativity,

associativity, distributivity and other simple binary operations. Reasons for conclusions must
be based on these concepts. Tabular presentations of binary operations and algebraic
expressions must be given equal attention in teaching this topic.

The steps required for proof by Mathematical Induction are not followed with the sophistry
required. The concepts of the inductive process are not fully understood by most students.
Rigid teaching of these processes must be employed. The algebra required to simplify the
P(k + 1) form of the statement P(k) is generally quoted and not shown by algebraic manipulation.
Students must be able to demonstrate their abilities to simplify the algebra that results in the
required form. Please see Example 2: Page 14 of the syllabus.

Question 2

Specific Objectives: (B) 3, (D) 6, 7, (E) 1, 4

This question tested the concepts of composite functions, the use of the law of logarithms to
simplify algebraic expressions, the solution of equations involving log e and log a and the
simplification of surds. The question was attempted by approximately 90 per cent of the
candidates with varied levels of responses.

Part (a) (i) a) required determining f 2 ( x) where f is a polynomial in x. A significant number

of candidates interpreted f 2 ( x) as [f (x)]2 and f (x2) instead of f [f (x)].

2
  x  1
In Part (a) (i) b), some candidates had difficulties simplifying 2      1  x . In a
  2  
few cases candidates found gf (x). In stating the relationship between f (x) and g (x),
candidates used descriptions such as injective, surjective, bijective and directly or inversely
proportional.

Candidates’ responses to Part (b) was generally poor. In some cases candidates attempted to
use the law of logs to simplify the right hand side and found it challenging to express the left
hand side in terms of logarithms. Conversely, those candidates who attempted to show the
expression given found the algebra beyond their capacity. It was clear that most of the
 5

candidates were unable to use the expression given as an aid to simplifying the problem and
to show the required solution.

Approximately 99 per cent of candidates attempted Part (c) (i). Common errors included
incorrectly factorizing the quadratic equation in terms of the variable substituted for ex and not
stating the value of x = 0 but instead x = ln 1.

Part (c) (ii) was challenging for many candidates. Lack of knowledge of the laws of
logarithms was evident. Errors included:
x 1
log 2 ( x  1)  log 2 (3 x  1)  2   2,
3x  1
log 2 x  log 2 1  log 2 3 x  log 2 1  2
and other variations.

Approximately 98 per cent of candidates attempted Part (d). Generally, candidates

demonstrated knowledge of the concept of rationalizing surds. Some candidates were unable
to show the required answer due to poor multiplication of terms including surds.

Solutions

(a) (i) a)  
f 2 ( x)  f  f ( x)   2 2 x 2  1  1  8 x 4  8 x 2  3

2
  x  1
b) f  g ( x)   2     1  x
  2  
(ii) f and g are inverse functions

(b)
 a 3  3a 2b  3ab 2  b3 
3
a  b a  b
3 log 
 2 
  log 
 2 
  log  
  log ab  log a  2 log b
2

 8 

1
 
2
(c) (i) ex   2  0  e2 x  2e2  1  0  e x  1 0 x0
ex

 x 1  x 1 3
(ii) log 2    2 log 2 2  4 x
 3x  1  3x  1 11
 6

Recommendations

It is recommended that teachers use different notations for composite functions. These may
include f 2 ( x)  ff ( x)  f  f ( x)   f f  f ( x) f ( x) . Further, it is important to
emphasize that it is not necessarily true that fg(x)= gf(x).

More application of the laws of logarithms should be done. Properties of f (x) = ex and ln (x)
must be fully understood, particularly, if given f (x) = ex then f -1 (x) = ln (x).

Section B

Module 2: Trigonometry, Geometry and Vectors

Question 3

Specific Objectives: (A) 1, 2, 5, 7, 8

This question tested trigonometric identities of reciprocal angles; the compound angle
formulae; the solution of trigonometric equations involving reciprocal and compound angles;
expressing a cos 2  + b sin 2  in the form r sin (2  +  ); and determining maximum and
minimum values of trigonometric expressions.

In Part (a) (i), approximately 80 per cent of candidates recognized the need to express cot x
cos x cos y
and cot y in terms of and respectively. However, a large number of candidates
sin x sin y
sin ( x  y )
failed to expand and could not readily link or simplify the two sides of the
sin ( x  y )
equation, thus proving the identity. Part (a) (ii) was generally poorly done. The majority of
sin ( x  y )
candidates who attempted this part of the question merely stated = 1 and could
sin ( x  y )
not follow through with the simplification and subsequent solution. Many of those candidates
who followed through beyond this step did not make use of the given condition
1
sin x = . In some cases candidates expressed sin (x ± y) as sin x ± sin y.
2

The majority of candidates attempted Part (b) (i) with a few making the error of calculating α
3 4
= tan 1   instead of tan 1   . Further, some candidates gave α as degrees and not
4 3
radians. Part (b) (ii) a) was poorly done. Approximately half of the candidates who attempted
this part of the question knew that 1  sin   1 but could not deduce that
 7

r  r sin  2     r. Many candidates failed to use the range given for  and this resulted
in their value of  being incorrect.

1 1
Candidates who attempted Part (b) (ii) b) found the values and but could not distinguish
12 2
the minimum and maximum values.

Solutions

(a) (ii) y  0,  , 2

(b) (i) 
r sin  2     5 sin 2  0.927c 
(b) (ii) a)   1.89c

1 1
b) minimum = and maximum 
12 2

Recommendations

Proofs of trigonometric identities should involve expressing reciprocal ratios in terms of sine
and cosine. Generally, either the left hand side (LHS) or the right hand side (RHS) of an
equation is simplified but in some cases both sides require simplification. Candidates must be
able to choose the most suitable formulae or ratios to simplify expressions. This is best
achieved by repeated practice.

The concepts of minimum and maximum of reciprocal functions are related to inequalities.
Candidates will better understand these concepts using the properties of reciprocals.

Question 4

Specific Objectives: Content (B) 1, (B) 4, 5, 6, (C) 1, 6, 7

This question tested geometry of the circle; the locus of a point satisfying given properties;
the Cartesian equation of a curve given its parametric representation; three-dimensional
vectors; the use of the modulus and the scalar product of three-dimensional vectors.

Part (a) (i) was generally well done. Some candidates substituted the coordinates given to
show that the required answer is correct. In Part (a) (ii), approximately half of the candidates
used the formula for the midpoint of a line between two points to deduce the correct
coordinates. Some candidates determined the equation of the circle and found the point of
intersection of the circle with L1. This entailed much more work and time.
 8

A significant number of candidates recognized that the locus of p in Part (a) (iii) is a circle
since the distance from the given point is fixed. This part of the question was well done.

Part (b) was poorly done. Most candidates who expressed t in terms of x were able to
substitute correctly for t in y. However, poor algebraic manipulation by the majority of
candidates resulted in challenges simplifying the expression of y in terms of x.

Part (c) (i) was generally well done. A small number of candidates calculated
PQ = P + Q and P - Q .

Most of the candidates who attempted Part (c) (ii) used the scalar product since the property
of perpendicular vectors was given in the problem. Some candidates used the Pythagorean
method for a right-angled triangle.

Solutions

(a) (ii) B (3, 4) (iii) (x – 2)2 + (y – 3)2 = 2 circle: centre (2, 3) radius = 2 units.

(b) x2 + 2xy – x – y = 0

(c) (i) PQ = −4i +    2  j + 4k QR = 3i + 1    j – 9k RP = i – 3j + 5k

(ii)  = 15

Recommendations

Expressing a curve given by parametric equations into Cartesian form and vice versa requires
good algebraic skills and knowledge of trigonometric identities. Eliminating the given
parameter will require proper algebraic substitution and simplification. Teachers are advised
to use a wide variety of expressions in x and y given by parametric equations and which can
be expressed in Cartesian form using algebraic manipulation. The same applies for
determining the parametric equations for curves expressed in Cartesian form.

The concepts of an angle between vectors, modulus of vectors and applications of vectors in
geometry are basic fundamentals for use in problem solving. These concepts must be
thoroughly understood by students. Teachers are advised to ensure that these topics are
covered comprehensively.
 9

Section C

Module 3: Calculus I

Question 5

Specific Objectives: (A) 4, 8, 10, (B) 2 (b), 4 (a), 5 (b),

This question tested the use of simple limits theorems; identification of a point for which a
function is continuous; differentiation using first principles, the quotient rule and parametric
differentiation.

The majority of candidates attempted the question with fairly satisfactory responses. A small
number of candidates obtained full marks and simple arithmetical errors were responsible for
a few candidates not obtaining full marks.

Part (a) (ii) was generally understood by most candidates. However, poor substitution and
algebraic skills continue to pose difficulties for a number of candidates.

Responses to Part (b) (i) were generally poor. Candidates demonstrated understanding of the
concepts of differentiation from first principles and used the correct identity to simplify the
f ( x  h)  f ( x )
expression . However, poor algebraic skills particularly rationalizing surds,
h
hindered further work in this regard. In other cases, the steps required were poorly set out
giving rise to very untidy presentations. Candidates used either the quotient rule or the
product rule for completing Part (b) (ii). The concepts were fully understood but poor
algebraic skills resulted in incorrect answers. Some candidates did not simplify the answer
fully.

The major challenge seen in Part (c) was candidates’ inability to apply the chain rule for
parametric differentiation. Some candidates obtained the Cartesian equation of the curve but
dy
could not use it effectively to find .
dx

Solutions

1
(a) (i) a (ii) b=7
3

dy 1 dy x2
(b) (i)  (ii) 
dx 2 x x dx 2  x  13
 10

dy
(c)   cot 
dx

Recommendations

Candidates must fully understand the concepts of left-handed limits, right-handed limits and
limit at a point. Further, the concepts of continuity and discontinuity are very important when
determining limits. It must be emphasized that a derivative at a point is the limit of the rate of
change as the change approaches that point. Teachers are advised to allow students to
determine the limits at a point using an intuitive approach and to confirm the results using a
graphical method or the calculator.

Students should be exposed to differentiation of simple expressions from first principles

f  x   x   f ( x)
noting that the derivative of f (x) = f  ( x)  lim . The use of the chain rule
x 0  x   x  x
must be applied when differentiating composite functions and parametric equations.

Question 6

Specific Objectives: (B) 8, 11, 12, (C) 1, 2, 4, 5 (b), 6, 7 (c), 8 (c)

This question tested definite integration given boundary conditions; the theorem of the
integral of sums being equal to the sum of integrals; the minimum and maximum stationary
points of a cubic curve; definite integration using substitution; and the volume of a solid
generated by rotating part of a polynomial curve about the x-axis.

Part (a) (i) a) required candidates to find the equation of a curve given boundary conditions.
Most candidates performed satisfactorily although a few made arithmetical errors in the
calculation of the constant of integration. In Part (a) (i) b), common errors included using the
wrong substitution to find the coordinates of y and incorrectly distinguishing between
minimum and maximum stationary points. The use of the second derivative to distinguish the
nature of stationary points was amply demonstrated. Part (a) (ii) was generally well done.
Minor errors included not showing clearly the coordinates of the stationary points and the
intercepts of the coordinate axes.

Many candidates demonstrated a good understanding of integration using substitution as

required to answer Part (b) (i). Poor algebraic manipulation resulted in some candidates not
obtaining the correct function to complete the integration. A few candidates did not effect a
change of the limits given for x to the limits for the variable taken for substitution.

Part (b) (ii) required candidates to find the volume of the solid formed when the curve defined
was rotated completely about the x-axis. A significant number of candidates quoted an
incorrect formula for the volume thus being unable to integrate the function easily.
 11

Solutions

(a) (i) a) y = x3 – 2x2 + x

1 4 
b)  ,  1, 0 min
 3 27 max

(b) (i)
2
3
 103  1
544
(ii) Vol = units3
15

Recommendations

Teachers must emphasize the importance of including the constant of integration when
completing indefinite integration. Integration by substitution requires extensive
reinforcement to ensure that students fully understand the processes involved. Instances are
seen where students merely substitute for the variable without expressing dx in terms of du if
u is the substitution given for x. The resulting function to be integrated becomes a mix of the
variable x and the variable u. In addition, no changes are made to the limits given in terms of
x.

Students also require practice in finding areas and volumes of regions enclosed by curves and
the coordinate axes, curves enclosed by x = a and x = b and two curves.

Paper 032 – Alternative to School-Based Assessment

Section A

Module 1: Basic Algebra and Functions

Question 1

Specific Objectives: (B) 2, F 3, G

This question required candidates to use a given table of a binary operation to determine
whether the operation is commutative; name the identity element of a binary operation and
determine the inverse of two elements of a set under a binary operation.
 12

Generally, most candidates did not successfully answer this question. They appeared to be
unfamiliar with binary operations, as well as the concepts of the identity and the inverse.

Candidates knew the concepts of the sum of roots, the sum of products of roots pairwise and
the product of roots of a cubic equation. However, the level of algebra required to complete
Parts (b) (i) a) and b) was beyond their capacity. Consequently, they were unable to complete
Part (b) (ii) successfully.

In Part (c) (i), candidates experienced difficulties sketching a modulus graph given a rational
function in x. In Part (c) (ii), failure to sketch the correct graphs in (i) resulted in many
candidates being unable to solve the equation. The ‘otherwise’ approach seemed out of their
scope.

Solutions

(a) (i) * is not commutative

(ii) identity element is e

(iii) a) inverse of d is f

b) inverse of c is c

(b) (i) a) 17

b) 4

(ii) x3 – 17x2 + 4x – 4 = 0

(c) (i)

(ii) x = 2
 13

Section B

Module 2: Trigonometry, Geometry and Vectors

Question 2

Specific Objectives: (A) 1, (C) 3, 4, 5, 6, 7

This question tested the derivation of displacement vectors, the modulus of vectors, the angle
between two vectors and the use of the compound angle to verify the exact value of a
trigonometric ratio.

Parts (a) (i) and (ii) were generally well done. However, candidates appeared unsure how to
apply the previous results to find the area of the triangle. They experienced challenges
1
determining the height to use in the formula A = bh or could not apply the formula
2
1
A = a b sin C .
2

In Part (b), despite being given the compound angle to use for the required answer, many
candidates were not able to reason and use the compound formula for tan (A – B).

Solutions

(a) (i) PQ = −2i – j + k PR = 3k

(ii) a) PQ  6 PR 3

1
b) cos  
6

3
c) area = 5 units2
2
 14

Section C

Module 3: Calculus I

Question 3

Specific Objectives: (A) 4, 5, 6, (B) 1, 14, (C) 8 (b)

This question tested the evaluation of a limit using simple limit theorems; the gradient of a
curve at a given point; the equation of a normal to a curve at a given point and the area of a
finite region enclosed by two curves.

sin x
Part (a) required candidates to use simple limit theorems and the fact that lim  1 to
x 0 x
sin 8 x
find lim . Very few candidates gave any evidence of the requisite knowledge of this
x 0 2x
topic and performance was generally unsatisfactory. Except for minor algebraic and
arithmetic errors, Parts (b) (i) and (ii) were done satisfactorily. The majority of candidates
was unable to respond to Part (c).

Solutions

(a) 4

1 58
(b) (i) x y and x   1 y  2
3 27

(ii) x+y–1=0

1
(c) units2
3
 15

UNIT 2

Paper 01 – Multiple Choice

The paper comprised 45 items, 15 items per module. Most candidates performed
satisfactorily. Marks on this paper ranged from a minimum of 10 to a maximum of 90. The
mean mark for the paper was 61.48 per cent.

Paper 02 – Structured Questions

The paper consisted of six compulsory questions, two questions per module. The maximum
score was 145 out of 150. The mean score was 51.33.

Section A

Module 1: Complex Numbers and Calculus II

Question 1

Specific Objectives: (A) 1, 2, 3, 12, 13, (B) 2, 3, 6

This question tested differentiation of ln f (x) and inverse trigonometric functions, using
parametric differentiation where the parameter was given as a trigonometric ratio to find a
tangent to the curve; the existence of complex roots of a quadratic equation; the use of de
Moivre’s theorem and the exponential form of a complex number.

Overall, performance on this question was unsatisfactory with approximately two-thirds of

candidates earning less than 10 of the 25 marks available and a significant number scoring no
marks. However, Part (a) (i) was generally well done by almost all candidates. The use of the
chain rule for differentiation and subsequent simplification was successfully done by a small
number of candidates. Some candidates found it difficult to work with the coordinates (x, y) to
find the equation of the tangent. Limited skills in performing algebraic manipulations
continue to be a challenge for candidates.

Almost all candidates seemed well prepared for Part (b) (i) and this part was generally well
done. Most candidates successfully used the discriminant to determine the nature of the roots
but a few failed to state the nature of the roots.

Part (b) (ii) was well done by the majority of candidates. Some candidates had difficulties
stating the correct argument within the required range. In Part (b) (iii), less than half of the
candidates demonstrated their ability to use de Moivre’s theorem. Those candidates who got
the wrong values for the sum required made arithmetic errors. A number of candidates opted
 16

      and 
3
to use the expansion of in terms of with
 3   3       3 (   ) . This was done with varying success. In Part (b) (iv),
3

the majority of candidates was familiar with the procedures involved and their responses were
satisfactory.

Solutions

dy  x
(a) (i)   tan 1  
dx 2

(b) (i) Roots are complex

(ii)   3ei(2 /3)   3ei (-2 /3)

(iii) 54

(iv) x2 – 54x + 729 = 0

Recommendations

More emphasis must be placed on the differentiation of composite functions using the chain
rule. Teachers are advised to demonstrate as many applications of de Moivre’s theorem as
possible. These applications should include simplifying (a + b i)n where a + bi is a complex
number and n is real and proof of trigonometric identities.

Question 2

Specific Objectives: (C) 1 (d), 3, 5, 7, 10

This question tested the decomposition into partial fractions of a rational function with a
denominator of repeated quadratic factors; definite integration of the rational function and the
derivation and use of a reduction formulae to obtain a definite integral.

The formula derived in Part (a) (i) was effectively used by some of the candidates who
cascaded the formula to find F(3) (2). However, a number of arithmetical errors were made by
candidates who attempted to use the derived formula linearly. In many cases, the succeeding
terms were incorrectly factored and arithmetically calculated. A few candidates attempted
integration by parts after failing to obtain the reduction formula and not being able to use it
effectively. However, the successive integration involved was beyond their capacity.

Part (b) (i) required candidates to decompose into partial fractions a rational function whose
denominator included repeated quadratic factors. Approximately 50 per cent of candidates
 17

obtained full marks. Generally, candidates appeared to know the concept of decomposition.
However, poor algebraic manipulation hindered their efforts to find the correct values of the
coefficients and constants in the numerators. Incorrect forms of the numerators were some of
the errors made.

Candidates followed through with Part (b) (ii) using the partial fractions given in Part (b) (i).

 
1 2y
The majority of the candidates successfully integrated dy but found dy
y 1  y 2  1
2 2

challenging. In addition, candidates were unable to use the substitution u  y 2  1.

Solutions

1
(b) (ii)   2 
4

Recommendation

Teachers should assist students with developing the skills of integration by substitution by
integrating a variety of functions using simple polynomial, exponential and trigonometric
substitutions.

Section B

Module 2: Sequences, Series and Approximation

Question 3

Specific Objectives: (B) 5, 6, 8,

This question tested the concepts of mathematical induction for the sum of a series, the
convergent sum of an infinite series and the use of the Maclaurin series for the expansion of a
given series.

Candidates’ performance in Part (a) (i) was generally unsatisfactory. Candidates continue to
demonstrate poor techniques when setting out proofs. Apart from the initial steps of proving
the assumption of the statement made, the concept of the statement being true for the (k + 1)th
term is not well understood. As a consequence, the algebra to establish the inductive process
is poorly handled. In Part (a) (ii), a number of candidates simply stated that the convergent
1
sum of the series was 2 without supporting working. Also, showing lim n  0 was
n 2

neglected thus denying candidates full marks.

 18

Candidates recorded mixed success in Part (b). Those candidates who attempted to use
differentiation for evaluating the coefficients of the required terms found that successive
differentiation using the product rule was tedious and fraught with arithmetic and algebraic
errors. The product was expressed in forms such as
1  2 x  x  sin ( x) and sin ( x)  2 x sin ( x)  x
2 2
sin ( x). Candidates who opted to use the

 x3   x3   x3 
formula sheet provided used the expansion  x    x  x    x 2  x   and found
 6  6  6
the series expansion required.

Solutions

(a) (ii) 2

5 x3
(b) x  2 x2 
6

Recommendations

Proof by induction is a sophisticated mathematical process and teachers are encouraged to

emphasize the required steps and the algebra needed while teaching the concept.

Maclaurin’s series expansion may involve differentiation to determine the coefficients of the
polynomial or the use of derived formulae for those functions listed in the Formulae Booklet.
As such, candidates should be familiar with all the differentiation skills required for
determining coefficients.

Question 4

Specific Objectives: (C) 1, 2, 3, (D) 1, 5

This question tested the use of the binomial theorem to determine specific terms of an
expansion; a partial expansion to approximate a numerical value; the use of simple properties
n
of the Cr notation; the determination of real roots in a given interval and use of the Newton-
Raphson method for approximation.

Part (a) (i) was satisfactorily done by the majority of candidates who demonstrated a sound
understanding of the binomial theorem in spite of some arithmetic errors. Part (a) (ii) was
also well done by the majority of candidates although a significant number of candidates
used an incorrect substitution for x in Part (a) (ii) b).
 19

Part (b) required candidates to use the n Cr notation to simplify a sum and prove a given result.
Most of the candidates exhibited very limited skills in decomposing n! and r! to simplify a
common denominator.

Candidates generally experienced challenges in responding to Part (c) (i). Invariably the
Intermediate Value Theorem was not quoted and, more importantly, the fact that f (x) must be
continuous in the interval [a, b]. Part (c) (ii) was well done with the exception of arithmetic
errors made by some candidates.

Solutions

(a) (ii) a) 1 + 20x + 180x2

b) 1.1045

(c) ) (ii) 2.20

Recommendations

Students must understand the definition of n Cr . For proofs involving the n Cr notation the
definitions and algebraic expressions should be used. Substitution of numbers for n and r are
not accepted for proofs. Teachers are recommended to have extensive demonstrations of this
strategy.

Section C

Module 3: Counting, Matrices and Differential Equations

Question 5

Objectives: (A) 2, 6, 13, (B) 1, 2, 7

This question tested the number of possible arrangements at a round table; simple probability
theory; operations with conformable matrices and inversion of a 3 x 3 matrix.

In Part (a) (i), candidates were required to determine the number of possible arrangements of
persons seated at a round table. From the responses it was clear that the majority of candidates
had no knowledge of circular permutation. Further, determining the total number of ways of
seating teams of three with the leader in the middle was challenging to most candidates. This
part of the question was poorly done. However, Part (a) (ii) was generally well done.
 20

The responses to Part (b) (i) were satisfactory. A number of candidates failed to state the
range of values of x. In some cases an inequality was not solved hence distinct values of x
were given. In other cases the range was stated incorrectly.

In Part (b) (ii), a few candidates demonstrated poor understanding of what is required when
asked to show a result. Those candidates substituted the value of x asked to be shown and
worked backwards. Marks were not awarded in those cases.

Part (b) (iii) was fairly well done. There were a few cases where arithmetic errors in
calculating the cofactors were seen and there was little evidence of candidates applying the
row reduction method to find the inverse of the matrix.

Solutions

(a) (i) (5 – 1)! x 2!5 = 768

(a) (ii) a) 0.1

(a) (ii) b) 3000

5 5 5
(b) (i) x or x and x 
4 4 4

 2 1 6 
1 
(b) (iii)  4 2 5 
7
 3 5 9 

Recommendations

Teachers are advised to expose students to all forms of permutations and combinations.
Arrangements involving circular arrangements and beads on a circular ring are particularly
important. It is also suggested that complex arrangements be illustrated using a diagrammatic
approach for simplicity.

Question 6

Objectives: (C) 1, 2, 3 (b) (a)

Part (a) (i) was poorly done. Most candidates recognized that an integrating factor was
required. However, an incorrectly calculated integrating factor was used and the required
answer could not be found.
 21

Candidates used the follow through from Part (a) (i) to complete Part (a) (ii). However, poor
algebraic substitution and incorrect values for the constant C resulted in many candidates
being unable to obtain full marks.

The majority of candidates successfully found the complementary function in Part (b). It was
apparent that many candidates were not familiar with second order differential equations
structured in this manner. For the small number of candidates who used the particular solution
given, errors in differentiation and poor algebraic skills resulted in incorrect values for A and
B.

Solutions

(a) (ii) y = sin (x) + cos (x)

1 2 5x 1
(b) y  C1  C2 e5 x  x e  x e5 x
10 25

Recommendations

Differential equations of the form y  f ( x) y  g ( x) must be recognized as a first order

differential equation which can be solved using the integrating factor e

f ( x ) dx
. Extensive
tutorials using differentiation of polynomials and trigonometric functions must be done to
prepare students for these differential equations.

In cases where the principal integral may be quoted as a general solution, it is recommended
that candidates carry out first and second differentials in order to solve the unknown
constants. The processes of finding the complementary function and the principal will then be
combined for solution of the second order differential equation.
 22

Paper 032 – Alternative to School-Based Assessment (SBA)

Section A

Module 1: Complex Numbers and Calculus II

Question 1

Objectives: (B) 8, (C) 6, 7, 11

This question tested use of the trapezium rule, definite integration of an exponential function
using a given substitution and first order partial derivatives.

The majority of candidates who attempted this question did not follow the instruction to use
two trapezia and instead used three ordinates to calculate the width, h. In Part (a) (ii),
candidates used the substitution u = e–x instead of u = ex as suggested. Further, the liimits
were not changed in terms of u and in some cases candidates used dx = e–xdu resulting in
1

 e 1  u
1
trying to evaluate du . Poor algebraic manipulation resulted in many candidates
1
x 1

being unable to simplify the fraction in terms of u to allow for simple integration.

In Part (b) (i), many candidates were unable to determine the separate areas and the resulting
total area of the box. Partial derivatives seemed unfamiliar to most of the candidates who
attempted Part (b) (ii) a). Instead, a few candidates attempted to use implicit differentiation.

A A
In Part (b) (ii) b), since there were no follow through of and , candidates were not able
x y
A A
to solve for  0 and  0 . Candidates who obtained the partial derivatives correctly
x y
substituted the values of x and y to obtain the desired result.

Solutions

(a) (i) 1

(a) (ii) 1

A 1152 A 768
(b) (ii)  y  2 and x 2
x x y y
 23

Section B

Module 2: Sequences, Series and Approximation

Question 2

Specific Objectives: (B) 2, 3, 4, 7, (D) 1, 3

This question tested the sum of a finite series using the method of differences; use of the
partial sums of an arithmetic series to find a particular term; the existence of a root in a given
interval using the Intermediate Value Theorem; and linear interpolation.

Part (a) was attempted by all candidates and was generally well done. Simple algebraic
manipulation was sufficient to achieve the required result but some candidates used partial
fractions to decompose the sum given to n terms to show the left hand side. A few candidates
attempted to use mathematical induction to answer Part (a) (ii) and errors in the procedure
resulted in lost marks.

Parts (b) (i) and (ii) were well done. A few arithmetic errors were evident. A few candidates
attempted to use the formula for the nth term in Part (b) (i) with no success.

In Part (c) (i), candidates did not make reference to the Intermediate Value Theorem and
continuity of the function in the given interval in establishing the existence of a root. Too
many candidates merely showed a change of sign without further information.

Many candidates seemed not to know the term linear interpolation as required in Part (c) (ii)
but those who used it obtained the correct results. Some candidates opted to use the Newton-
Raphson method.

Solutions

136 82
(b) (i) a d 
25 25

1284
(b) (ii) u15 
25
(c) (ii) 1.614
 24

Section C

Module 3: Counting, Matrices and Differential Equations

Question 3

Objectives: (A) 6, 15, 17, (C) 1, 2

This question tested the use of a tree diagram to determine probabilities; the solution of a first
order differential equation using an integrating factor; and determining the value of this
equation given boundary conditions.

The most satisfactory responses for this question were given for Part (a). However, some
candidates appeared unsure when using the tree diagram to determine the probability of the
required outcome. They were divided on knowledge of the addition and multiplication rules
of probability.

In Part (b) (i), most candidates were able to use the appropriate integrating factor to solve the
differential equation. Common errors included incorrectly determining the constant of
integration and in some cases omitting the constant of integration. Consequently, the required
result could not be shown.

Most candidates did not attempt Part (b) (ii). However, those who attempted to find the limit
R
 t 1
failed to determine lim e L
 lim R
 0.
x x  t
L
e
Solutions

(a) (i)
R = 1/5
1/3
R B = 3/5

W = 1/5
R = 2/5
1/2
B B = 2/5

W = 1/5
R = 2/5
1/6
W B = 3/5

W=0

1
(a) (ii)
2
V
(b) (ii)
R
 25

Paper 031 – School-Based Assessment (SBA)

A total of 206 Unit 1 and 157 Unit 2 SBAs were moderated this year. Overall, there were
notable improvements in the quality of the SBA packages submitted and it was evident that
teachers have implemented the suggestions made in the past. Notably, multiple choice tests
were not part of any of the SBAs and greater care was made to ensure that the content tested
was relevant to the syllabus.

However, teachers are reminded that they should:

 Submit solutions with unitary mark schemes, that is, mark schemes for questions and
their subsequent parts which are not broken down to show all single mark allocations
 Submit packages in which the materials are organized according to modules
 Create tests which are neat and professionally done instead of untidy ‘cut and paste’
additions with varying font styles and sizes, scrappily written or missing information
 Write subtotals per question, test totals, instructions, dates and examination duration
or time allotted on the question papers
 Include at least one mathematical modelling question in the module test
 Award marks appropriately based on the skills assessed. (Fractional marks are not
allowed.)

Teachers must pay particular attention to the following guidelines and comments to ensure
appropriate and reliable SBAs.

The SBA comprises three separate module tests which must be administered at school, under
examination conditions with the level of difficulty similar to that of the actual CAPE
examination.

The main features assessed are:

 Mapping of the items tested to the specific objectives of the syllabus for the relevant
unit.
 Content coverage of each module test
 Appropriateness of the items tested for the CAPE level.
 Presentation of the sample (Question paper, solutions with unitary mark scheme and
students’ scripts should be batched per module).
 Quality of the teachers’ solutions and mark schemes.
 Quality of teachers’ assessments — consistency of marking using the mark schemes.
 Inclusion of mathematical modelling in at least one module test for each unit.
 26

General Comments

 Module tests must be neatly hand written or typed in at least a size 12 font.

1
 The stipulated time for module tests is 1 to 1 2 hours and with a range of 60 to 90
marks awarded. This must be strictly adhered to as candidates may be at an undue
disadvantage when module tests are too extensive or insufficient. The following guide
1
can be used: 1 to 1 2 minutes per single, skill mark allocation. Approximately 75 per
cent of the syllabus should be tested and mathematical modelling must be included.

 Multiple choice questions will not be accepted in the module tests.

 The moderation process relies on the validity of teachers’ assessments. There were
instances where the marks on students’ scripts did not correspond to the marks on the
moderation sheet. There were still situations where the integrity of the assessment was
brought into question based on the presentation of the sample submitted. Teachers are
reminded that the SBA must be administered under examination conditions at the
school. It is not to be done as a homework assignment or research project.

 Teachers must present evidence of having marked each individual question on

students’ scripts before a total is calculated at the top of the script. The corresponding
whole number score out of 20 should be written on the front of the students’ scripts.

 Teachers must indicate any changes/omissions that were made to question papers,
solutions and marking schemes and scripts. Students’ names on the computer
generated form must correspond to the names on the PMATH 1-3 and PMATH 2-3
forms and students’ scripts.

 The maximum number of marks for each assessment should be the same for all
students.

 The number of tests used for the SBA should be the same for all students.

 If a student scores zero in an SBA, the script must be sent if that student’s name is in
the generated sample. Teachers should also inform the examiner about the
circumstances regarding missing script(s). A letter must be submitted with a full
explanation from the school.

 If a student was absent for an assessment then an official letter explaining this absence
must be sent with the other samples submitted.
 27

To enhance the quality of the design of the module tests, the validity of teachers’ assessments
and the validity of the moderation process, the following SBA guidelines are listed below for
emphasis.

Guidelines for Module Tests and Presentation of Samples

1. Sample Package Considerations

 Design a separate test for each module. The module test must focus on
objectives from that module.
 In cases where several groups in a school are registered, the assessments
should be coordinated, common tests should be administered and a common
marking scheme used.
 One sample of five students will form the sample for the centre. If there are
less than five students, all scripts will form the sample for the centre.
 In 2014, the format of the SBA remained unchanged.

2. Cover Page to Accompany Each Module Test

The following information is required on the cover of each module test.
 Name of school and territory, Name of teacher, Centre number.
 Unit Number and Module Number.
1
 Date and duration (1 to 1 2 hours) of module test.
 Clear instructions to students.
 Total marks allotted for module test.
 Sub-marks and total marks for each question must be clearly indicated.

3. Coverage of the Syllabus Content

 The number of questions in each module test must be appropriate for the
1
stipulated time of (1 to 1 2 hours).
 CAPE past examination papers should be used as a guide only and should
never appear in an SBA.
 Duplication of specific objectives and questions must be avoided.
 Specific objectives tested must be from the relevant unit of the syllabus.

4. Mark Scheme
 Unitary mark schemes must be done on the detailed worked solution, that is,
one mark should be allocated per skill assessed and not 2, 3, 4 etc. marks per
skill.
1
 Fractional / decimal marks must not be awarded, that is, do not allocate 2
marks on the mark schemes or students’ scripts.
 28

 The total marks for module tests must be clearly stated on teachers’ solution
sheets.
 A student’s mark, that is, the final mark out of 20 must be entered on the front
page of the student’s script.
 Hand-written mark schemes must be neat and legible. The unitary marks must
be written on the right side of the page.
 Diagrams must be neatly drawn with geometrical / mathematical instruments.

5. Presentation of Sample
 Candidates’ responses must be written on A4 (210 x 297 mm) or letter-sized
1
paper (8 × 11) ins.
2
 Question numbers must be written clearly in the left hand margin.
 The total marks for each question on students’ scripts MUST be clearly
written in the left or right margin.
 Only original students’ scripts must be sent for moderation.
 Photocopied scripts will not be accepted.
 Typed Module tests must be neat and legible.
 The following are required for each module test:
 A question paper.
 Detailed solutions with detailed unitary mark schemes.
 The question paper, detailed solutions, unitary mark schemes and five
students’ samples should be batched together for each module.
 Marks recorded on the PMath1–3 and PMath2–3 forms must be rounded off to
the nearest whole number. If a student scored zero, then zero must be recorded.
If a student was absent, then absent must be recorded.
 PMaths 1-4 and PMaths 2-4 forms are for official use only and should not be
completed by the teacher. However, teachers may complete the relevant
information: Centre Code, Name of Centre, Territory, Year of Examination
and Name of Teacher(s).
 The guidelines at the bottom of these forms should be observed. (See page 53
of the syllabus, no. 3, Part b).