GCE Maths Examiner Feedback C3

Core Mathematics 3 Examiner Feedback
Senior Examiners feedback on real student responses to some of the questions on the June 2011 and January 2012 examination papers.
Supporting Edexcel GCE in Mathematics
Core Mathematics 3 (6665)
Contents
About this booklet
June 2011
!eneral examiner feedback
"
June 2011 # $uestion " June 2011 # $uestion % June 2011 # $uestion ' June 2011 # $uestion (
% & 1% 20
January 2012
!eneral examiner feedback
2)
January 2012 # $uestion 1 January 2012 # $uestion % January 2012 # $uestion ' January 2012 # $uestion * January 2012 # $uestion )
2& "' %0 %( '"
Pearson Education Ltd 2012
About this booklet

+his booklet has been produced to support mathematics teachers deli,erin- the !.E /athematics specification0 in particular the .ore /athematics " 1."2 unit. +his booklet looks at some questions from the ." June 2011 and January 2012 examination papers. 3t sho4s real student responses to these questions0 and ho4 the examininteam follo4 the mark schemes to demonstrate ho4 the students are a4arded the marks.
How to use this booklet

6aper 7 series
3ntroduction to the question on 4hat is expected from the student
Student response
$uestion number
5lank question from the exam paper
Examiner commentary on the o,erall performance on the question
+otal number of marks the student 4as a4arded. Examiner commentary on the students response
/ark scheme for this question

June 2011 eneral !"aminer #ee$back
Candidates generally found this paper accessible with attempts being made by almost all students on all questions. The standard of calculus and algebra was pleasing with question 1 and question 7 being a useful source of marks. Questions that proved to be more demanding were 3 b!" # b! and d!" $ c!" % b! and & c!. The length of the paper was not an issue as there was little evidence of students failing to finish. 'oints which need to be addressed by candidates in future e(aminations are) Candidates would be well advised to state formulae before using them Candidates should be more careful in their use and*or omission of brackets +n ,show that- questions" all necessary steps must be shown The rubric clearly states that answers without working may not gain full marks. This was applied in questions $ c!" % b! ii!"7 b! and & c!.
%uestion 3
C! Core Mathematics 3& June 2011

%uestion 3 .or this question candidates were asked to transform a graph consisting of two straight line segments. 'art a! combined a translation and a stretch. 'art b! was more of a challenge and involved the modulus function.
+n part a!" the ma/ority of candidates achieved all three marks. 0 few candidates applied only one of the two transformations resulting in R at 1" 23! or #" 2%!. 3thers applied a scale factor of 4 instead of 5 resulting in R at 1" 21.$!. 6oth branches of the 7 were required to cross the x8a(is and a few candidates lost a mark because of this. 9rong notation for 1" 2%! was a little too frequently seen" but the position on the graph often clarified the students- intention. 'art b! was more demanding for candidates who were generally conversant with the modulus function and sketched a ,9- shape. The most common mistake was to have the 9 shape shifted to the right so that at least one of the vertices was on the positive x8a(is. :ome candidates gave incorrect coordinates even though their drawing suggested that their R was correct. ;ven when the diagram was correct" R was at times seen labelled as 23" #!" 3" 2#! or #" 3!.
'
%uestion 3
Mark (cheme Question Number 3. (a) Scheme 7 shape 61 7erte( on y8a(is and both branches of graph cross x8a(is 61 ,y- co8ordinate of < is 8% 61 3! (b) 9 shape 61 5 vertices on the negative x8a(is. 61dep 9 in both quad 1 and quad 5. <= > ?#" 3! 61 3! % @arks Marks
%uestion 3
(tu$ent Attem)t A
*art (a)
3/ 3
61 61 61 ) This is a fully correct solution. *art (b)
1/3
61 61 61 ) This is marked as a ,special case-" scoring 1 mark when the candidate draws x! instead of f
f x!
%uestion 3
(tu$ent Attem)t +
*art (a)
2/ 3
61) 0 7 shape has been drawn. 61) The verte( is on the y8a(is and their graph appears in both quadrants 1 and 5. 61) R is incorrectly given as 1" ?3!. *art (b)
2/ 3
61) 0 9 shape has been drawn. 61) The two vertices are on the negative x8a(is and it appears in both quadrants 1 and 5. 61) R is incorrectly given as ?3" #!.
%uestion 3
(tu$ent Attem)t C
*art (a)
2/ 3
61) 0 7 shape has been drawn. 61) The verte( is not on the y8a(is. 61) The y coordinate of R is correctly given as ?%. *art (b)
1/3
61) 0 9 shape has been drawn. 61) The two vertices are on the positive x8a(is" not the negative x8a(is as required. 61) R is incorrectly given as #" 3!.
%uestion '

%uestion ' This was a fairly straightforward question that tested candidates- knowledge of functions with respect to both ln x ! and e x ! . Candidates usually struggle with the concept of domain and range. The negative in f x! = # ln x + 5! proved an additional challenge.
+n part a! the vast ma/ority of candidates knew how to find the inverse of a function but poor algebra was seen" revealing a lack of understanding in the basic laws of logarithms. y # = ln x + 5! often led to e y # = x + 5! . There were a variety of numerical values given in b!" but most /ust stated it as being any real number. Those who did manage to obtain #" often wrote or f 1 # or " indicating that the idea of a domain was not fully understood. +n part c! the composite function was well attempted and simplified. +t was fairly common however 5 to see candidates getting to # ln e x ! and stopping. The candidates in part d! were more successful than in part b!" but there was little evidence of a realisation that the two answers were linked. 0 few graphs appeared" but many who correctly answered c! could not establish the range of a ,negative- quadratic.
%uestion '
Mark (cheme Question Number 4.

y = # ln x + 5! (a) ln x + 5! = # y
x + 5 = e # y x = e # y 5
1 f x ! =e # x 5
Scheme
Marks
oe
@1 @101 3!
(b)
x #
61 1!
(c)
fg x ! = # ln e x 5 + 5!
fg x! = # x 5
@1 d@101 3!
(d)
fg x ! #
61ft 1! & @arks
10
%uestion '
(tu$ent Attem)t A
6/ 8
(a) (b) (c) (d)
@1 @1 01) This is a perfectly acceptable response. 61) The domain is incorrect. @1 @1 01) The function fg x! has been stated and fully simplified. The factorisation is correct but was not required for this question. 61) The range is not correct" nor does it follow through from the student-s answer to b!.
11
%uestion '
(tu$ent Attem)t +
5/ 8
(a)
(b) (c) (d)
@1) The candidate makes an attempt to change the sub/ect of the formula. @1) The candidate fails to deal with the negative correctly and hence uses incorrect ,lnwork. 01) +ncorrect answer. 61) The domain is incorrect. This was a common answer. @1 @1 01) The function fg x! has been stated and fully simplified. There is no incorrect working. 61) The range is correct. The working is also correct but is not required for a ,6- mark.
12
%uestion '
(tu$ent Attem)t C
4/ 8
(a) (b) (c)
(d)
@1 @1 01) This is a fully correct solution. 61) The domain is incorrect. @1 @1 01 @1) The function fg x! has been stated. @1) The final answer is correct but the ,lnwork is incorrect on line 5. 01) This follows @1. 61) The range is incorrect nor does it follow through from their answer to b!.
13
%uestion 5

%uestion 5 .or this question" candidates needed to solve ,ln- and e(ponential equations in a real life conte(t. 'art b! involved proving the value of a constant from the information given. 'art c!" involving a differential" was one of the more demanding aspects of the whole paper.
'art a! was almost always answered correctly. b! most candidates then correctly substituted m = 5.$ and resulting in the line # k . 3nly the better candidates" however" were able to show the given value of k 5.$ = 7.$ e ln 1 ! and going straight on to without doubt. +t was not uncommon to see students writing k = 1 # 3 +n part
k = 1 ln 3
#
without any e(planation.
+n part c! the derivative was not too difficult" but the numbers used made this question tricky. @any candidates" however" did end up with a coefficient of t in their differential. There were a pleasing number of completely correct solutions" by and large using the method shown on the mark scheme. 0 small number were able to proceed successfully with a change to powers of 3.
ln 3!t term caused by the lack of a bracket 0 common difficulty was in the processing of the 1 # around the" meaning that was sometimes processed in error.
1'
%uestion 5
Mark (cheme Question Number 5. (a)

p = 7.$
Scheme 61
Marks
1! (b)
#k 5.$ = 7.$ e
@1 @1 d@1
e # k = 1
#k = ln 1 !
3
#k = ln 3!
k = 1 ln 3!
#
01A #! (c)
dm = kp e kt dt
1 ln 3 7.$ e
# 1 ln 3!t #
ft on their p and k
= 1.% ln 3
@101ft
1 ln 3!t #
5.# = 1.35! 7.$
@101 d@1 01 %! 11 @arks
1 ln 3!t = ln 1.35!
#
t = #.1#&% B
#.1$ or awrt #.1
15
%uestion 5
(tu$ent Attem)t A
(a) (b)
61) Correct. @1) 5.$ and # have been correctly substituted into @1)
e # k = 1
3
m = 7.$ e kt .
scores this mark.
! @1) ln-s have been correctly taken to achieve #k = ln 1 3 .
01) The given answer has been written down but it has not been shown to be true. +f there was an e(tra line with ln
1! 3
replaced by ln 3! this would have been acceptable.
16
%uestion 5
9/11
(c)
@1 01) The e(pression has been differentiated and given numerically within a later equation!. @1 01) They have set
dm dt
= 1.% ln 3
and achieved e
1 ln 3t #
= 5.# ln 3 .
7.$ ln 3
@1) The candidate has taken ln-s of both sides. 01) The final answer is incorrect. The ln 3 terms were not cancelled in the #th line from the end.
1,
%uestion 5
(tu$ent Attem)t +
9/11
(a) (b)
61) Correct. @1) 5.$ and # have been correctly substituted into @1)
e # k = 5.$
7.$
m = 7.$ e kt .
has been implied by the line ln
5.$ ! 7.$
= #k
. .
@1) ln-s have been correctly taken to achieve ln (c)
5.$ ! = #k 7.$
! = ln 3 is evidence of this!. 01) The given answer has been shown to be true. ln 1 3
@1) The e(pression has been differentiated to 7.$k e kt . 01) This can be awarded as a result of their final answer. Correct value of k used! . @1 01) They have set
d m = 1.% ln 3 dt
and achieved
e kt = 1.35 .
@1) The candidate has taken ln-s of both sides. 1.35! does not e(ist. 01) The final answer is correct but cannot be awarded as ln
1-
%uestion 5
(tu$ent Attem)t C
6/11
(a) (b)
61) Correct. @1) 5.$ and # have been correctly substituted into @1) Can be awarded for the line
e # k = 5.$ = 1 ! .
7.$ 3
m = 7.$ e kt .
! @1) ln-s have been correctly taken to achieve #k = ln 1 3 .
(c)
! 01) The given answer has not been shown to be true. #k = ln 1 3 going to #k = ln 3 needs to be fully /ustified. @1 01) The e(pression has been differentiated correctly. @1) The differential has been set to 1.%1 ln 3 but the line e kt = constant is never reached. 01 @1 01) Co more marks can be awarded.
1.
%uestion ,

%uestion , 'art a! of this question involved the simplification of a rational e(pression. This was straightforward as long as the denominators were in the factorised forms. Dsing the given answer to part a!" candidates then had to differentiate using the quotient or chain rule to produce an equation of the normal to the curve.
The level of accuracy in part a! was pleasing with a significant ma/ority of candidates scoring full marks. Cearly all factorised x5 ? E correctly" although a few left the factorisation until further on in the question" making it more difficult. 9here there were errors" the main causes were the failure to include all necessary brackets leading to poor products" casual miswriting of signs part way through calculations and an occasional inability to deal with factors. 0 large proportion of candidates answered part b! correctly and efficiently. Cearly all knew the required set of steps to reach the answer" with algebraic and arithmetical errors rather the cause of dropped marks. Those who multiplied out the brackets" followed by an application of the quotient or the chain rule" were most successful. ;rrors arising from differentiating $ to give 1" careless slips with the derivative of the denominator and missing brackets leading to 51 x + 3$ were seen in equal measure.
20
%uestion ,

x 5 E = x +3! x 3!
Scheme 61
Marks
#x $ 5x 5 x +1! x 3! x + 3! x 3!
# x $! x + 3! 5 x 5 x + 1! 5 x + 1! x 3! x + 3! 5 x + 1! x + 3! x 3!
@1 @101 01A $!
$ x 1$ = 5 x +1! x 3! x + 3!
$ x 3! $ = = 5 x + 1! x 3! x + 3! 5 x + 1! x + 3!
(b)
f x! =
$ 5x + 7x + 3
5
@1@101
f = x! =
$ # x + 7! 5 x 5 + 7 x + 3! 5
f = ?1! = 1$ #
# Dse m1m5 > ?1 to give gradient of normal = 1$
@101 @1
y $!
5
x 1!
= their
# 1$
@1 or any equivalent form 01 &! 13 @arks
y + $ = # x +1!
5 1$
21
%uestion ,
(tu$ent Attem)t A
*art (a)
5/5
(a)
61 @1 @1 01 01) This is a completely correct response.
22
%uestion ,
*art (b)
6/8
(b)
@1 @1 01) These marks are awarded on line #. The candidate subsequently multiplies out the bracket incorrectly but the award can be made on the previous line. @1) The candidate substitutes x = 1 into their now incorrect! differential. 01) Their answer of @1)
5$ 5
dy dx
= 5$ is
5
incorrect.
5 going to 5$ is a correct method for finding the gradient of the normal.
1" $ ! has been @1) There is a correct method for the equation of the normal. The point 5
5 used in a linear equation with gradient 5$ .
01) The answer is incorrect.
23
%uestion ,
(tu$ent Attem)t +
*art (a)
5/5
(a)
61 @1 @1 01 01) This is a completely correct response.
2'
%uestion ,
*art (b)
3/8
(b)
@1 @1 01) The e(pression for
dy dx
is correct.
dy dx
@1) The candidate never substitutes x = 1 into 01) @1) @1) 01)
to find a numerical gradient.
.ollows @1. Co numerical value of the normal gradient has been attempted. Co ,linear- equation has been attempted using numerical values. +ncorrect answer.
25
%uestion ,
(tu$ent Attem)t C
*art (a)
1/5
(a)
61) x5 ? E has been factorised as x 3! x + 3! . @1) The fractions have not been combined appropriately. The denominators need to be correct. @1) The single fraction is not in the required form as a result of the denominator!. 01 01) .ollowing the @1s.
26
%uestion ,
*art (b)
4/8
(b)
@1) Ceither the product or chain rule has been applied to f x!. @1) +t can be implied that the correct method has been used to differentiate 01) The value given for
dy dx
5 x +1! x + 3! . ;vidence used for this is , 51 x 3$ .-
is incorrect.
@1) The candidate substitutes x = 1 into their incorrect! differential. 01) Their value of the gradient" ?1$ is incorrect. @1) The numerical value of the normal gradient is correct for their tangent gradient.
1"$ ! . @1) 0 ,linear- equation has been attempted using their normal gradient and 5
01) +ncorrect answer.
2,

Januar/ 2012 eneral !"aminer #ee$back This paper proved to be very accessible to most of the candidates and there was very little evidence of candidates being short of time. The paper afforded a typical ; grade candidate plenty of opportunity to gain marks across the ma/ority of questions. The standard of algebra seen was good" although a number of candidates made basic sign" bracket or manipulation errors. There was little evidence in this paper of candidates working in degrees instead of radians or vice versa. +n summary" questions 1" 5" 3" % a!" % c!" % d! and 7 were a good source of marks for the average candidate" mainly testing standard ideas and techniquesF and questions #" $" % b! and especially question & were discriminating questions at the higher grades.G
2-
%uestion 1
C! Core Mathematics 3& Januar/ 2012

%uestion 1 This question tested the candidate-s ability to differentiate e(pressions using the product and quotient rules. 0n e(tra level of difficulty in both parts a! and b! involved the use of the chain rule in order to differentiate the terms ln 3x! and sin #x!.
The question was answered very well" with many candidates scoring full marks. +n part a! candidates are advised to write down the product rule before attempting to use it. .ailure to do so" followed by incorrect e(pressions" does risk the loss of many marks in such questions. 0 common mistake in a! was to differentiate ln 3x! to get
1 3x
instead of
1 x
5 :ome candidates also failed to simplify their answer and left it as 5x ln 3x! + x or even /ust as
5x ln 3x! + 3x .
3x
'art b! was equally encouraging with again" most students writing down the quotient rule. 0 common error was seen in differentiating sin #x! to /ust cos #x!. 9orryingly a large number of candidates simplified the denominator x3!5 to x$ or sometimes xE. 0 minority of candidates chose to write the e(pression as x 2 3 sin #x! and proceeded using the product rule.
2.
%uestion 1

d ln 3 x !! B dx x
Scheme for any constant B

ln 3 x! 5 x + x
Marks @1 @1" 01 01 #!
0pplying vu H uv, (b) 0pplying

vu uv v5
x # # cos # x! sin # x! 3 x 5 x%
@1 01H01 01 01 $! (9 marks)
# x cos # x ! 3 sin # x ! x
#
30
%uestion 1
(tu$ent Attem)t A
8/9
(a) (b)
@1 @1 01 01) The product rule can be implied by their u" u" v" v and the subsequent dy e(pression for d x . +t is also simplified correctly as required by the question. @1) The quotient rule can be implied by their u" u" v" v and the subsequent e(pression dy for d x . 01) 01) 01) 01) The first term on the numerator is correct. The second term on the numerator is correct. The denominator is correctly simplified to x%. Their correct e(pression has not been simplified.
31
%uestion 1
(tu$ent Attem)t +
6/9
(a) @1) v > ln 3x! going to
dv dx
=1x
3
scores this mark.
@1) The product rule is stated and clearly applied correctly. 01) The 5x ln 3x term is correct and simplified!. 01) The other term is incorrect as (b)
dv dx
is incorrect.
@1) The quotient rule is stated and correctly applied to the e(pression. 01) The first term on the numerator is correct. 01) The second term on the numerator is correct. 01) The denominator has not been simplified to x%. 01) Their e(pression although correct! has not been simplified as required by the question.
32
%uestion 1
(tu$ent Attem)t C
(a)
@1) This can be awarded for v > ln 3x! going to
dv dx
=1
@1) The product rule has not been quoted. 9e therefore look at the e(pression. +t could be implied from their answer that they think the product rule is vu= H u=v= 01 01) .ollows from @1.
33
%uestion 1
4/9
(b)
@1) The quotient rule is quoted and an attempt has been made to apply it even though there is an error on the denominator!. The written formula was crucial in awarding this mark. 01) The first term on the numerator is correct. 01) The second term on the numerator is correct. 01) The denominator is incorrect. 01) The final e(pression is incorrect.
3'
%uestion '

%uestion '
dx .or this question candidates needed to find d y from a function e(pressed in the form x = f y ! . +n order to find an equation of the normal" they needed to use the numerical value of the normal gradient together with a correct point that lies on the line.
This question tested stronger candidates. +t seems as though this area is misunderstood by many dx candidates with d y being changed without reason to and being swapped to x .
! @any were able to differentiate tan y + 15 to
dx dy
sec 5 y + ! .
15
Common errors seen were the loss of

15
! a factor of 5" introduction of a new coefficient of y + 15 " or the loss of the
term altogether.
dy dx
Candidates who achieved 0 very common error was
correctly" sometimes failed to invert it or /ust then used it as being rewritten as

dy dx
d x = 5 sec 5 y + ! dy 15
= 5 cos 5 y + ! .
15
@ost candidates were aware that they had to substitute y = # into their differentiated e(pression or the reciprocal of their differential but the evaluation was too frequently incorrect. The most 1 common incorrect answers were 5" 1 5 " #" # . @ost candidates who lost all other marks did manage to get the mark for
x =5 3
or .
0s e(pected" the most common error was in using the wrong value for the gradient of the normal" and hence the equation of the normal. .or most candidates this required two inversions of their derivative whereas a more simple approach would have been to write down their numerical value of .
35
%uestion '
Mark (cheme 4.
dx ! = 5 sec 5 y + ! dy 15
@1" 01
dx dy
substitute y = # into their 9hen y = # "

# #
= 5 sec 5 + ! = &
# 15
@1" 01 61 @1 01 (7 marks)
x =5 3
awrt 3.#%
5 3!
y ! = their
m x ? their oe
y ! = & x 5 3 !
36
%uestion '
(tu$ent Attem)t A
5/7
@1 01) The e(pression is differentiated correctly and set as d y . :ee line 5. @1) y = # is substituted into their 01) The value of 61)
x =5 3
dy dx dy dx
dx
.
dx dy
is incorrect as a result of an error in inverting

5 3" # !
!.
is given. to produce an equation of the
@1) The candidate uses their normal gradient with normal. 01) The final equation is incorrect.
3,
%uestion '
(tu$ent Attem)t +
5/7
@1 01) The e(pression is differentiated correctly and set as @1 01) y = # is substituted into their 61)
x =5 3
dy dx dx dy
.
1 &
and correctly stated as

5 3" # !
is given. to produce an equation. This is
@1) The candidate uses their tangent gradient with an incorrect method. 01) The final equation is therefore incorrect.
3-
%uestion '
(tu$ent Attem)t C
2/7
@1 01) The e(pression is differentiated correctly and set as @1 01) y = # is never substituted into their
dy dx dx dy
or
dx dy
61) x = 5 3 is never stated. @1) The candidate uses a normal gradient but it is never numerical. The normal equation must be in a linear form. 01) The final equation is therefore incorrect.
3.
%uestion 5

%uestion 5 Questions on solving equations using 1 + cot 5 = cosec5 are familiar to students from previous e(aminations and are usually straightforward. 9hat made this one more demanding was the issue of having to deal with 3 rather than .
This was another demanding question for weaker candidates although many fully correct solutions were seen. 0 lack of understanding was seen by some who replaced cosec 3! by 3cosec ! " by others who ignored the altogether or by others who substituted cosec 3! with 1 H cot 3!. Iowever candidates who were able to use some form the identity cot 5 3 = cosec 5 3 1! usually formed a valid quadratic equation in cosec 3! . Correct factorisation leading to cosec 3 > 3 or
sin 3 = 1 1 was almost always then obtained. The invalidity of cosec 3 = was almost 3 5
universally recognised" and in general candidates who reached the stage of cosec 3 > 3 were able to obtain at least one correct value for . 0bout half the candidates getting to this stage went on to obtain # correct solutions. The others often gave 5 or 3 correct solutions.
'0
%uestion 5
Mark (cheme 5.
5 cot
5
Dses the identity

3! =7 cosec 3! $
cot 5 3! = cosec 5 3! 1
in
@1 01 @1 01 @1" 01 Correct 5nd
5 cosec 5 3! 7 cosec 3! +3 = 1
5 cosec 3 1! cosec 3 3! = 1
invsin 1 !
3
cosec 3 = 3
=
=
3 3 3%1 + invsin 1 !
3
"
1E.$ > awrt %.$J 3

3
1&1 invsin 1 !
" $3.$J
@1"01
value
=
3
Correct 3rd value
@1 A1 (10 marks)
0ll # correct answers awrt %.$J"$3.$J"15%.$J or 173.$J
'1
%uestion 5
(tu$ent Attem)t A
9/10
@1 01) 0 correct quadratic in cosec 3 is obtained. The ,> 1- can be implied by subsequent working. @1 01) The value cosec3 > 3 is correctly obtained. @1 01) The principal value > %.$J is correctly obtained. @1 01) 0 secondary value > 15%.$J is correctly obtained. @1) 0 correct method is used to find a third value8 173.$J can be used as evidence. 01) 0ll four values need to be correct. $3.&J is incorrect.
'2
%uestion 5
(tu$ent Attem)t +
'3
%uestion 5
4/10
This is an alternative but perfectly acceptable method. @1) cot5 is replaced by

cos 5 sin 5
" cosec is replaced by
1 and cos5 is replaced by 1 ? sin5 to sin
produce a quadratic equation in sin 01 ) 0n error on line $ means that the equation in sin3 is incorrect. @1) The use of the quadratic formula /ustifies this award. 01) This is for sin 3! > @1) 01) @1) 01) @1) 01)
1 3
. +t is not reached due to earlier error.
0 correct method can be seen to find their principal value. Their principal value is incorrect. There is evidence that this can be awarded. 1&1J 8 ,their principal value- is sufficient. Their second value is incorrect. There is no method seen to find a third value. .ollows @1.
''
%uestion 5
(tu$ent Attem)t C
'5
%uestion 5
0/10
@1) The candidate replaces cosec u with 1 > cot u. This is an incorrect statement and incorrect method. 01) .ollows @1. @1) 0n equation in cosec or sin is required. This mark is dependent upon the first being awarded. Co more marks can be gained" hence 01 @1 01 @1 01 @1 01.
'6
%uestion 6

%uestion 6 Questions on roots of equation and iterative methods are usually e(tremely well done by candidates. The twist in this one" making it a more challenging e(ample" involved a turning point in part b! and the root of the differential" rather than the usual f x! " in part d!.
This type of question is accessible to most candidates with Kero scores being rare. a! This part was done well on the whole with most candidates picking up marks. 'art b! was a subtle variation on a usual theme" with both differentiation and rearrangement required to score full marks. 0 few unfortunate candidates tried without any success to rearrange f x! > 1. c! @arks were generally lost due to degrees rather than a lack of accuracy. 3therwise this part resulted in 5 or 3 marks for most candidates. d! The ma/ority of candidates gained the @ mark for the correct interval. 0 large number lost the last two marks for substituting into f x!. 0 few candidates also tried repeated iteration which was not by using a suitable interval. 3nly a small number of students completed the last part correctly.
',
%uestion 6
Mark (cheme Question Scheme Number . (a) f 1.&! > 1.1&5" f 1.E! > 21.1&E Change of sign root 1.&"1.E! x! (b) f = x! = 5 x 3 sin 1 5 :ets f = x! > 1
x= 3 + sin 1 x!
5
Marks @1 01 @1 01 @1 01A @1 01" 01 @1 @1 01 3! (1! marks) 3! 5!
#!
(c) :ub x1 > 5 into x n +1 =
3 + sin 1 xn ! 5 5
x1 > awrt 1.E51" x5 > awrt 1.E1 1! and x3 > awrt 1.E1& (d) L1.E177$" 1.E17&$M f = 1.E177$! > 21.1111%... 0CN f = 1.E17&$! > 1.111117%... Change of sign x > 1.E17&
'-
%uestion 6
'.
%uestion 6
(tu$ent Attem)t A
12/12
(a) (b) (c) (d)
@1 01) Completely correct. 6oth values are correct" there is a reason and a conclusion. @1 01) The differentiation is correct. @1 01)
dy dx
= 1 is
implied and the candidate correctly reaches the given answer.
@1 01 01) 0ll three solutions are correct. @1 01 01) This is a perfectly acceptable proof using g x! ? x rather than f = x!. The method is equivalent.
50
%uestion 6
(tu$ent Attem)t +
(a)
(b)
@1) 6oth f 1.&! and f 1.E! have been calculated. 01) 0 valid reason has been offered sign change! but the conclusion needs to mention either x or root. @1 01) The differentiation is correct. @1 01)
dy dx
=1
is implied and the candidate correctly reaches the given answer.
51
%uestion 6
9/12
(c) (d)
@1 01 01) 0ll three solutions are correct. @1) The correct interval has been chosen. @1) The candidate calculates f x! rather than f = x! as required. This was very common. 01) .ollows @1.
52
%uestion 6
(tu$ent Attem)t C
7/12
(a) (b)
@1 01) Completely correct. @1 01) The differentiation is correct. @1)

dy dx
= 1 is
neither stated nor implied by the setting of their
dy dx
=1 .
(c) (d)
01) .ollows @1. This is a given solution requiring a full reason. @1 01 01) 0ll three solutions are correct. @1) The interval is incorrect. 1.E1&&$ is given instead of 1.E17&$. @1 01) .ollows the @1.
53
%uestion -

%uestion The first part of this question tested the candidate-s ability to prove two ,trigonometrical- identities. 'art c! was much more demanding" and required the candidate having to spot how to use the identity in b! to solve a comple( equation.
a!
@ost candidates were able to gain the first 5 marks. @any did not then realise" that to progress" they needed to divide both the numerator and denominator by . @ost candidates then wrote down a method that was either incomplete or incorrect. 0gain most candidates were able to score 5 marks. <esponses that gave tan usually went on to score full marks but those that used e(pression could be modified to the form required.
3 3
b!
!
%
as
often failed to show how their
There were responses that gained full marks. Iowever" it was also very common for candidates to score only the first mark for using the given identity to obtain tan + ! = tan ! . 0t this stage many failed to realise that this could be used to write % down a simple equation from which a value of could be found. @ost candidates who didn-t spot the conventional route then in effect restarted the question and tried to e(pand tan ! to form a 3 term quadratic in . The ma/ority then gained some credit.
c!
5'
%uestion -
Mark (cheme Question number ". (a) Scheme

sin A + B! sin A cos B + cos A sin B = cos A + B ! cos A cos B sin A sin B sin A sin B + cos A cos B cos A cos B ! = sin A sin B 1 cos A cos B tan A + tan B = 1 tan A tan B tan A + B! =
Marks @101
@1 01 A #!
(b)
tan % tan + ! = % tan tan 1 % tan +

= tan + 1 1 tan
3 1 3
@1 @1 01 A 3!
3 tan +1 3 tan
(c)
tan + ! = tan
+ ! = !
@1 @1 @1 01 @1 01 %! (13 marks)
tan + ! = tan 5 !
%
% $ = 15
= 11
15
55
%uestion -
(tu$ent Attem)t A
(a)
@1 01) The candidate gains the first two marks on their #th line of working. @1) The sentence ,Nivide top and bottom by cos A cos B- /ustifies this award. 01) This is a given solution and there needs to be evidence of how tan A and tan B appear. The candidate could have /ust written down the answer.
56
%uestion -
12/13
(b) (c) @1 @1 01) This is completely correct. Oine 3 to line # is a reasonable /ump. @1 @1 @1 01 @1 01) This is completely correct using the alternative method.
5 .#
is equivalent to
$ 15
5,
%uestion -
(tu$ent Attem)t +
(a)
@1 01) The candidate gains the first two marks on their 5nd line of working. @1) Taking out a common factor of cos A cos B is equivalent to dividing by cos A cos B. 01) This is a given solution and all parts need to be correct. The bracketing on the 5nd of last line is incorrect
5-
%uestion -
9/13
(b) @1) The compound angle identity is used with A > and B > @1) tan
! =
% 3 3
is correctly substituted in this e(pression.
01) 0lthough a reason is seen" ,multiply by 3 - needed to be performed on both the numerator and denominator for this mark to be awarded. (c)
@1 @1 @1 01) 3ne solution in the range" = $ 15 has been correctly found.
@1 01) Co further progress is made in finding a second value in the range.
5.
%uestion -
(tu$ent Attem)t C
(a) (b)
@1 01) The candidate gains the first two marks on their 5nd line of working. @1 01) Co further work is seen. @1) The compound angle identity is used with A > and B > @1) tan
! =
% 3 3
is correctly substituted in this e(pression.
01) This is an unreasonable /ump. Co evidence can be seen to /ustify the award of this mark. They could have /ust written down the final e(pression.
60
%uestion -
6/13
(c)
@1) This is the alternative solution. tan ? ! is replaced by 2 tan to produce a quadratic in tan . @1) Terms are collected to produce a quadratic equation in tan . @1) 0n error means that no quadratic formula is used" hence @1. @1 01 01) Co further marks can be awarded.
61
6earson Education 8td is one of the 9:s lar-est a4ardin- or-anisations0 offerin- academic and ,ocational qualifications and testin- to schools0 colle-es0 employers and other places of learnin-0 both in the 9: and internationally. $ualifications offered include !.SE0 AS and A 8e,el0 ;<$ and our 5+E. suite of ,ocational qualifications0 ran-in- from Entry 8e,el to 5+E. =i-her ;ational >iplomas. 6earson Education 8td administers Edexcel !.SE examinations. +hrou-h initiati,es such as onscreen markin- and administration0 6earson is leadin- the 4ay in usin- technolo-y to modernise educational assessment0 and to support teachers and learners. 3f you ha,e any sub?ect specific questions about the content of this booklet that require the help of a sub?ect specialist0 you may find our Ask +he Expert email ser,ice helpful. Ask +he Expert can be accessed online at the follo4in- link@ http@77444.edexcel.com7Aboutus7contact us7 +his 5ooklet has been 4ritten to pro,ide teachers 4ith additional support for !.E /athematics. 3t pro,ides real student responses to past examination questions 4ith tips and -uidance from our senior examininteam. Ather publications in this series@ /echanics 1 1/12 Examiner Beedback
Acknowledgements Edexcel 4ould like to thank Alistair /ac6herson 16rincipal Examiner2 for contributin- his time and expertise to the de,elopment of this publication.
April 2012 All the material in this publication is copyri-ht C 6earson Education 8td 2012

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About this booklet

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3ntroduction to the question on 4hat is expected from the student

5lank question from the exam paper

Examiner commentary on the o,erall performance on the question

/ark scheme for this question

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Core Mathematics 3 (6665)

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C! Core Mathematics 3& June 2011

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C! Core Mathematics 3& June 2011

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Mark (cheme Question Number 4.

61ft 1! & @arks

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(a) (b) (c) (d)

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(b) (c) (d)

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(a) (b) (c)

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C! Core Mathematics 3& June 2011

without any e(planation.

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Mark (cheme Question Number 5. (a)

5.# = 1.35! 7.$

@101 d@1 01 %! 11 @arks

#.1$ or awrt #.1

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scores this mark.

! @1) ln-s have been correctly taken to achieve #k = ln 1 3 .

replaced by ln 3! this would have been acceptable.

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has been implied by the line ln

@1) ln-s have been correctly taken to achieve ln (c)

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! @1) ln-s have been correctly taken to achieve #k = ln 1 3 .

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C! Core Mathematics 3& June 2011

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Mark (cheme Question Number 7. (a)

@1 or any equivalent form 01 &! 13 @arks

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61 @1 @1 01 01) This is a completely correct response.

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5 going to 5$ is a correct method for finding the gradient of the normal.

01) The answer is incorrect.

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61 @1 @1 01 01) This is a completely correct response.

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@1 @1 01) The e(pression for