Paper Reference(s)

6663/01
Edexcel GCE
Core Mathematics C1
Gold Level G3
Time: 1 hour 30 minutes
Materials required for examination tems included !ith question
"a"ers
Mathematical Formulae (Green) Nil
Candidates may use any calculator allowed by the
regulations of the Joint
Council for Qualifcations. Calculators must not have the
facility for symbolic
algebra manipulation, diferentiation and integration, or
have retrievable
mathematical formulas stored in them.
nstructions to Candidates
Write the name of the examining body (Edexcel) your centre number candidate number
the unit title (!ore Mathematics !") the paper reference (###$) your surname initials
and signature%
nformation for Candidates
& boo'let (Mathematical Formulae and )tatistical *ables+ is pro,ided%
Full mar's may be obtained for ans-ers to &.. /uestions%
*here are "0 /uestions in this /uestion paper% *he total mar' for this paper is 12%
#dvice to Candidates
3ou must ensure that your ans-ers to parts of /uestions are clearly labelled%
3ou must sho- sufficient -or'ing to ma'e your methods clear to the Examiner% &ns-ers
-ithout -or'ing may gain no credit%
$u%%ested %rade &oundaries for this "a"er:
#' # ( C ) E
61 *3 +* 36 ,- 1.
Gold 3 *his publication may only be reproduced in accordance -ith Edexcel .imited copyright policy%
45001650"$ Edexcel .imited%
1/ Factorise completely x 7 8x
$
%
031
2anuar3 ,013
,/ Express 9
5x : $
in the form 5
y
stating y in terms of x%
0,1
2anuar3 ,013
3/ (a) )ho- that x
5
: #x : "" can be -ritten as
(x : p)
5
: q
-here p and q are integers to be found%
0,1
(b) )'etch the cur,e -ith e/uation y ; x
5
: #x : "" sho-ing clearly any intersections -ith
the coordinate axes%
0,1
(c) Find the ,alue of the discriminant of x
5
: #x : ""%
0,1
Ma3 ,010
+. *he cur,e C has e/uation y ; x(2 7 x) and the line L has e/uation 5y ; 2x : 8%
(a) <se algebra to sho- that C and L do not intersect%
0+1
(b) )'etch C and L on the same diagram sho-ing the coordinates of the points at -hich C
and L meet the axes%
0+1
2anuar3 ,01,
Gold $= "">"5 5
*/
4i%ure 1
Figure " sho-s a s'etch of the cur,e -ith e/uation y ;
x
5
x ? 0%
*he cur,e C has e/uation y ;
x
5
7 2 x ? 0 and the line l has e/uation y ; 8x : 5%
(a) )'etch and clearly label the graphs of C and l on a single diagram%
@n your diagram sho- clearly the coordinates of the points -here C and l cross the
coordinate axes%
0*1
(b) Write do-n the e/uations of the asymptotes of the cur,e C%
0,1
(c) Find the coordinates of the points of intersection of y ;
x
5
7 2 and y ; 8x : 5%
0*1
2anuar3 ,013
Gold $= "">"5 $
6/ & company -hich is ma'ing 500 mobile phones each -ee' plans to increase its production%
*he number of mobile phones produced is to be increased by 50 each -ee' from 500 in -ee'
" to 550 in -ee' 5 to 580 in -ee' $ and so on until it is producing #00 in -ee' N%
(a) Find the ,alue of N%
0,1
*he company then plans to continue to ma'e #00 mobile phones each -ee'%
(b) Find the total number of mobile phones that -ill be made in the first 25 -ee's starting
from and including -ee' "%
0*1
Ma3 20!
5/ *he e/uation
x
5
: kx : 9 ; k
has no real solutions for x%
(a) )ho- that k satisfies k
5
: 8k 6 $5 A 0%
031
(b) Bence find the set of possible ,alues of k%
0+1
2anuar3 200"
Gold $= "">"5 8
-/ (a) !alculate the sum of all the e,en numbers from 5 to "00 inclusi,e
5 : 8 : # : %%%%%% : "00%
031
(b) Cn the arithmetic series
k : 5k : $k : %%%%%% : "00
k is a positi,e integer and k is a factor of "00%
(i) Find in terms of k an expression for the number of terms in this series%
(ii) )ho- that the sum of this series is
20 :
k
2000
%
0+1
(c) Find in terms of k the 20th term of the arithmetic se/uence
(5k : ") (8k : 8) (#k : 1) D
gi,ing your ans-er in its simplest form%
0,1
#ay 20
./ f(x) ; x
5
: 8kx : ($ : ""k) -here k is a constant%
(a) Express f(x) in the form (x : p)
5
: q -here p and q are constants to be found in terms of
k%
031
Gi,en that the e/uation f(x) ; 0 has no real roots
(b) find the set of possible ,alues of k%
0+1
Gi,en that k ; "
(c) s'etch the graph of y ; f(x) sho-ing the coordinates of any point at -hich the graph
crosses a coordinate axis%
031
2anuar3 ,010
Gold $= "">"5 2
10/
4i%ure ,
Figure 5 sho-s a s'etch of the cur,e H -ith e/uation y ;
x
$
: 8 x 0%
(a) Gi,e the coordinates of the point -here H crosses the xEaxis%
011
(b) Gi,e the e/uations of the asymptotes to H%
0,1
(c) Find an e/uation for the normal to H at the point P(6$ $)%
0*1
*his normal crosses the xEaxis at A and the yEaxis at B%
(d) Find the length of the line segment AB% Gi,e your ans-er as a surd%
031
#ay 20!
T6T#L 467 8#8E7: 5* M#79$
E:)
Gold $= "">"5 #
;uestion
:um&er
$cheme Mar<s
1/
5
(" 8 ) x x
F"
&ccept
5
( 8 ") x x +

or

5
(8 ") x x

or

5
( " 8 ) x x +

or e,en

5
"
8
8 ( ) x x
or e/ui,alent /uadratic (or initial cubic) into t-o brac'ets M"
(" 5 )(" 5 ) or (5 ")(5 ") or (5 ")( 5 ") x x x x x x x x x + +

&"
=3>
,/
( )
5 $
5 $ $ $(5 $)
(9 5 ) 5 or 5
x
x x ax b
+
+ + +
= =

-ith a ; # or b ; G

M"
# G
5
x +
=
$(5 $)
5
x
or
+
=
as final ans-er -ith no errors
or ( ) # G y x = +

or $(5x : $)
&"
=,>
3/ (a)

( )
5
$ 5 x + +
or
#
$ or
5
p =

5 = q

F"
F" (5)
(b)
x
y
< shape -ith min in 5
nd
/uad
(Must be abo,e x-axis and not on y;axis)
F"
< shape crossing yEaxis at (0 "") only
(!ondone (""0) mar'ed on yEaxis)
F" (5)
(c)
5 5
8 # 8 "" b ac =
M"
; 9 &" (5)
=6>
+/ (a) ) 8 2 (
5
"
) 2 ( + = x x x (o%e%) M"
5
5 2 8( 0) x x + =

(o%e%) e%g%
( )
5
5%2 5 0 x x + =
&"
( )
5
5
8 2 8 5 8 b ac = M"

0 $5 52 < =
so no roots or no intersections or no solutions &" (8)
(b)
3 2 1 1 2 3 4 5 6
4
2
2
4
6
8
x
y
!ur,e=

shape and passing through (0 0)

shape and passing through (2 0)

F"
F"
F"
F" (8)
.ine = :,e gradient and no intersections
-ith C. Cf no C dra-n score F0
.ine passing through (0 5) and
(

0%9 0) mar'ed on axes

=->
Gold $= "">"5 1
;uestion
:um&er
$cheme Mar<s
*/ (a) 5
y
x
= is translated up or do-n%
M"
5
2 y
x
= is in the correct position%
&"
Cntersection -ith xEaxis at { } ( )
5
2
0

onl3
F"
8 5 y x = +
= attempt at straight
line -ith positi,e gradient -ith
positi,e y intercept%
F"
Cntersection -ith xEaxis at
{ } ( )
"
5
0
and yEaxis at { } ( )
0 5 %
F"
(2)
(b) &symptotes =
0 x =
(or yEaxis) and
2% y =
F"F"
(5)
(c)
Method "=
5
2 8 5 x
x
= +
Method 5=
5 5
8 2
y
y

=
+
M"
5
8 1 5 0 x x + =
x =
5
$ "9 0 y y y + = =
dM"
"
8
5 x =
# $ y =
&"
When
5 # x y = =
When
# 5 y x = =
M"&"
When
"
8
$ x y = =
When
"
8
$ y x = =
%
(2)
=1,>
6/ (a) #00 ; 500 : (N 6 ")50 %%% N = M"
N ; 5" &" cso
(5)
(b)
5" 5"
5 5
(5 500 50 50) or (500 #00) S = + +
or
50 50
5 5
(5 500 "G 50) or (500 290) S = + +
(; 9800 or 1900)
M"&"
#00 (25 H H) N
(; "9#00) M"&"ft
)o total is 51000 &" cao
(2)
=5>
Gold $= "">"5 9
y
O
x
;uestion
:um&er
$cheme Mar<s
5/ (a) x
5
: kx : (9 6 k) (; 0) M"
b
5
6 8ac ; k
5
68(9 6 k) M"
b
5
6 8ac A 0
5
8 $5 0 k k + < &"cso
($)
(b) (k :9)(k 6 8) ; 0 k ; D M"
k ; 69 k ; 8 &"
!hoosing (inside+ region (bet-een the t-o k ,alues) M"
69 A k A 8 or 8 I k I 69 &"
(8)
=5>
-/ (a) )eries has 20 terms F"
5220 ) "00 5 )( 20 (
5
"
= + = S
or
"
(20)(8 8G 5) 5220
5
S = + = M" &"
($)
(b)(i)
k
"00
F"
(ii) )um=
( ) "00
"00
5
"
+

k
k
or

k
k
k
k
"
"00
5
"00
5
"
M" &"

k
2000
20 + =
(J) &" cso
(8)
(c) 20
th
term ;
d n a ) " ( +

(5 ") 8GH(5 $)H k k = + + +
@r 5k : 8G(5k) : " : 8G($) M"
"89 "00 + = k "89 "00 + = k &"
(5)
=.>
;uestion
:um&er
$cheme Mar<s
./ (a) ( )
5
5k x + or
5
5
8

+
k
x M"
Gold $= "">"5 G
;uestion
:um&er
$cheme Mar<s
( ) k G F x "" $
5

(-here F and G are any functions of k not in,ol,ing x)
&"
( ) ) "" $ ( 8 5
5 5
k k k x + + + M"
($)
(b) &ccept part (b) solutions seen in part (a)%
0 H $ "" 8 H
5
= k k

0 ) $ )( " 8 ( = + k k
k ;
8
"

and $
M" &"
<sing 0 8
5
< ac b for no real roots i%e%
0 H $ "" 8 H
5
< k k
to establish ine/ualities
in,ol,ing their t-o critical ,alues m and n
(e,en if the ine/ualities are -rong e%g% k A m k A n )%
M"
$
8
"
< < k
&"ft
(8)
(c)
6 4 2 2 4 6
10
20
x
y
)hape F"
Minimum in correct /uadrant not touching
the xEaxis not on the yEaxis and there must
be no other minimum or maximum%
F"
(0 "8) or "8 on yEaxis F"
($)
=10>
10/ (a)
$
0
8

% &ccept
$
8
x =
F"
(")
(b)
y ; 8
x ; 0 or (yEaxis+
F"F"
(5)
(c)
5
d
$
d
y
x
x

= M"
&t $ x = gradient of cur,e ;
"
$

&"
Gradient of normal ; 6">m dM"
Normal at P is
( $) $( $) y x = +
dM"&"
(2)
(d) (68 0) and (0 "5)% F"
)o AB has length
"#0

or AB
5
has length "#0
M"
&"cso
($)
=11>
Gold $= "">"5 "0
Examiner re"orts
;uestion 1
*his /uestion -as correctly ans-ered by most of the candidates% *he ,ast maKority of
candidates got the first mar' for identifying the factor of x or 6x (or occasionally 8x) though a
significant number of candidates stopped at this point -ithout ta'ing into account that the
/uestion -as -orth $ mar's% & minority did not gain this first mar' as they -rote erroneous
statements such as
$ 5
8 (8 ") x x x x = %
@f the candidates -ho progressed beyond the initial step most correctly factorised the
resulting /uadratic using a difference of 5 s/uares correctly in their final factorisation% )ome
candidates made errors particularly sign errors% & number of candidates LlostM the " and ga,e
x(68x
5
) -hich demonstrated -ea' algebraic understanding and some -ent on to try and sol,e
for x by setting the e/uation e/ual to 0% )ome candidates did not distinguish bet-een
factorising and sol,ing%
& small number of candidates gained the first mar' by a correct initial factorisation and then
re,ersed the negati,es in factorising the /uadratic to gi,e x(5x : ")(5x 6 ") thus losing the
accuracy mar's and gaining Kust 5 of the $ mar's a,ailable%
;uestion ,
*he maKority of the candidates ans-ered this /uestion efficiently and correctly and gained the
t-o mar's% Many others did state that 9 ;
$
5
some-here in their -or'ings but lac'ed any
e,idence of multiplication of the po-ers $ and 5x : $ to gain the method mar'% *here -ere a
number of candidates -ho incorrectly ended up using 9 ;
"
$
5
% !ommon errors included
di,iding by 8 attempting to cube (5x : $) or expanding $(5x : $) -rongly to get #x : # or
#x : $% *he most common error -as to add the po-ers (instead of multiplying them) gi,ing
5
5x:
#% & small minority attempted to use logarithms but this -as rare%
;uestion 3
Part (a) -as ans-ered -ell -ith many scoring both mar's% )ome ga,e q ; 50 from adding
"" : G instead of subtracting but most understood the principle of completing the s/uare%
Nuite a number of candidates struggled -ith the s'etch in part (b)% Most had the correct shape
but the minimum -as in,ariably in the -rong position= on the yEaxis at (0 "") or on the xEaxis
at (6$ 0) -ere common errors but the intercept at (0 "") -as more often correct%
)ome candidates did not 'no- -hat the discriminant -as% )ome confused it -ith the
deri,ati,e others 'ne- it -as something to do -ith the /uadratic formula and simply applied
the formula to the original e/uation% *he correct formula -as used by many candidates but a
fe- faltered o,er the arithmetic -ith L$# 6 88 ; 6"5M being /uite common%
Fe- candidates seemed to spot the connections bet-een the parts in this /uestion= (a) -as
intended to help them -ith the s'etch in part (b) and a negati,e discriminant in (c) confirmed
that their s'etch did not cross the xEaxis% !andidates should be encouraged to identify these
connections%
Gold $= "">"5 ""
;uestion +
Most could start part (a) by attempting to form a suitable e/uation but slips in simplifying the
e/uation of the line (
2
5
8 y x = +
-as common) often meant that the correct e/uation -as not
obtained% *hose -ho did ha,e a correct /uadratic usually used the discriminant (sometimes as
part of the /uadratic formula) to complete the /uestion% & siOeable number though simply
tried to factorise and concluded that since the e/uation did not factorise therefore there -ere
no roots or C and L do not intersect%
*he candidates usually fared better in part (b) and there -ere many excellent s'etches scoring
full mar's% Wea'er candidates had the parabola the -rong -ay up and it -as not uncommon
to see the line crossing the cur,e despite the information gi,en in part (a)% Pery fe- lost mar's
for their line or cur,e stopping on the axes although some thought that if they dre- their line
stopping before it crossed the cur,e that -ould satisfy the information in part (a)% )ome
candidates lost a mar' for failing to indicate the coordinates (60%9 0) -here the line crossed
the xEaxis%
;uestion *
Cn part (a) the topic testing transformation of a graph pro,ed to challenging to the candidates
as the graph -as gi,en in the specific form
5
2 y
x
= rather than the more general form of
y ; f(x) 6 2% *he maKority of ans-ers had a correct shaped graph but many ,arieties of
translation left or right -ere /uite common% *hose that did perform a translation of 2 units
do-n often omitted to find the x-intercept thus losing a mar'% Poor dra-ing -ith graphs
o,erlapping or incorrect cur,ature also lost mar's%
*he straight line graph -as dra-n -ell and -as usually in the correct position but many
candidates forgot to find the intercepts particularly the xEintercept -hich re/uired some
algebraic manipulation%
Cn part (b) candidates -ere as'ed to gi,e the e/uations of the asymptotes% & common error
seen -as to confuse the x and y to gi,e the asymptotes as x ; 62 and y ; 0 instead of x ; 0 and
y ; 62% & large number of candidates left this section blan' and a fe- stated x ? 0 and y ? 62
-hich lost one of the t-o mar's% *he asymptote y ; 62 -as more often gi,en than x ; 0 e,en
though the /uestion as'ed for the equations of the asymptotes% *hose -ho translated the
graph up left or right could still obtain the correct asymptotes as these ans-ers could be
obtained independently and correctly from the e/uation%
Cn part (c) many candidates realised that they had to eliminate one ,ariable in order to find
the point of intersection% Most chose to e/uate the y terms and then demonstrated their
competence in sol,ing the resulting three term /uadratic% Bo-e,er many ans-ers contained
algebraic errors and hence incorrect coEordinates% !andidates -ould be ad,ised to loo' for
errors in their -or'ing -hen they reach an unli'ely ans-er%
)ome candidates found manipulating the fractions challenging but continued after finding
one ,ariable%
Gold $= "">"5 "5
;uestion 6
Cn part (a) those -ho 'ne- the formula and ho- to apply it usually achie,ed N ; 5" although
poor manipulation sometimes led to N ; "G% )ome candidates relied on a listing method%
Many did not appreciate the demand in part (b) and simply used n ; 25 in a sum formula%
@thers found the sum of the first 5" terms then treated the other $" terms as the sum of an &P
-ith a ; #00 and d ; #00% Cn a fe- cases an inconsistent ,alue of k -as used% #00 $"
sometimes caused problems on this nonEcalculator paper -ith long multiplication methods
employed%
;uestion 5
&lthough those candidates -ho started part (a) correctly -ere usually able to deri,e the
re/uired ine/uality many -ere unsure of -hat -as re/uired here% & substantial number of
candidates failed to form a three term /uadratic e/ual to Oero before attempting to -rite do-n
the discriminant% Wea'er candidates simply -rote do-n the discriminant of the gi,en
/uadratic expression in k or perhaps sol,ed the /uadratic in k to find the critical ,alues
re/uired for part (b)% )ome candidates substituted 9
5
+ + = kx x k into 0 $5 8
5
< + k k and
proceeded to -aste time in producing some ,ery complicated algebra%
Cn part (b) most candidates -ere able to find the critical ,alues but not all offered a solution
to the ine/uality% Many of those -ho found the correct set of ,alues of k did so -ith the help
of a s'etch% *he most common incorrect critical ,alues -ere 8 and 9 (instead of 9 and
8)% )ome candidates lost the final mar' because their ine/ualities 9 > k 8 < k -ere not
combined as 8 9 < < k % Generally ho-e,er part (b) -as -ell done%
;uestion -
*his /uestion -as found difficult by many% Part mar's $ 0 5 -ere common although some
did try to use the sum formula correctly in part (b) to obtain the method mar'% Relati,ely fe-
could establish the number of terms for this part and proceed to use it correctly%
*he maKority of candidates 'ne- -hich formula to use in part (a) and conse/uently gained the
method mar'% *he problem -as realising there -ere 20 e,en numbers common errors -ere
n ; "00 GG G9 or e,en 8G% !alculating 52

"05 correctly caused problems for many% @nly a

small number of -ea'er candidates did not use the formula but -rote out all the terms and
attempted to add% *hey -ere rarely successful%
Many candidates seemed unclear ho- to attempt part (b)(i)% @ften it -as not attemptedQ nk
-as a common -rong ans-er% *here -ere a fe- candidates -ho got n ;
k
"00
but then failed
to use this in part (b)(ii)%
Cn part (b)(ii) many candidates scored only the method mar'% *hose -ho chose the ("st plus
last+ formula found the easier proof the other sum formula leading to problems -ith the
brac'ets for some students% )ome became confused by
n
5
"
;
5 >
"00
k
arri,ing at
k
500
or 500k
or 20k% @thers attempted to -or' bac'-ards from the result -ith little success%
*he maKority of candidates -ere successful -ith part (c) e,en if they had failed to score many
mar's in the pre,ious sections% Many could find d ; 5k : $ and use a correct formula for the
20th term but se,eral continued after reaching "00k : "89 to re-rite it as 20k : 18 or
52k : $1% !ommon errors -ere using a sum formula or ma'ing a sign slip -hen finding d%
*his type of /uestion needs to be read carefully%
Gold $= "">"5 "$
;uestion .
*his -as a demanding /uestion on -hich fe- candidates scored full mar's% Cn part (a) many
found the algebra challenging and their attempts to complete the s/uare often led to mista'es
such as k k x kx x 8 ) 5 ( 8
5 5
+ = + %
Rather than using the result of part (a) to ans-er part (b) the ,ast maKority used the
discriminant of the gi,en e/uation% Numerical and algebraic errors -ere extremely common at
this stage and e,en those -ho obtained the correct condition 0 $ "" 8
5
< k k -ere often
unable to sol,e this ine/uality to find the re/uired set of ,alues for k%
*he s'etch in part (c) could ha,e been done independently of the rest of the /uestion so it
-as disappointing to see so many poor attempts% Methods -ere too often o,ercomplicated
-ith many candidates -asting time by unnecessarily sol,ing the e/uation -ith k ; "% Where a
s'etch -as e,entually seen common mista'es -ere to ha,e the cur,e touching the xEaxis or
to ha,e the minimum on the yEaxis%
;uestion 10
Cn part (a) -hile almost all candidates correctly used y ; 0 in the e/uation of the cur,e a
small number -ere unable to rearrange the e/uation correctly to find x -ith 7
$
8
being the
most common error%
Cn part (b) many ga,e Kust one asymptote and others omitted this part of the /uestion
altogether% & common error -as y ; 0 and x ; 8 (or x ; 7
8
$
)% )ome candidates substituted
x ; 0 into the e/uation and used this to conclude that y ; 8 -as an asymptote but it -as often
unclear as to -hether these candidates -ere stating x ; 0 as an asymptote or as the ,alue of x
they -ere using to find the horiOontal asymptote%
Finding the gradient of the cur,e in part (c) caused problems% Many candidates attempted to
find the gradient using the coEordinates of t-o points% @thers thought that the gradient of
y ;
x
$
-as $ interpreting the e/uation as a straight line despite the graph of the cur,e being
gi,en% & number of candidates found
x
y
d
d
correctly but then used x ; 7
8
$
to calculate the
gradient instead of the xEcoordinate of P% <nfortunately some candidates -ho obtained the
correct gradient then found the e/uation of the tangent instead of the normal% *here -ere a
fe- candidates -ho did not use the perpendicular gradient rule correctly% Many candidates use
y ; mx :c to obtain the e/uation of the line rather than y 6 y
"
;m(x 6 x
"
)%
Cn part (d) most candidates 'ne- ho- to find the points of intersection of their line -ith the
coEordinate axes and -ere able to attempt to find the length of the line using Pythagoras+
theorem although a fe- used incorrect formulae such as
5 5
" 5 " 5
( ) ( ) x x y y + + + or
5 5
" 5 " 5
( ) ( ) % x x y y *here -ere some mista'es in arithmetic e%g% "# : "88 ; "20% *hose
obtaining the correct e/uation in (c) usually -ent on to obtain full mar's in part (d)%
Gold $= "">"5 "8
$tatistics for C1 8ractice 8a"er Gold Level G3
Mean score for students achieving grade:
Qu
Max
score
Modal
score
Mean
% ALL A* A B C D E U
1 3 63 1.90 2.96 2.73 2.38 2.16 1.92 1.65 1.35
2 51 1.01 1.98 1.72 1.41 1.14 0.94 0.86 0.66
! 6 65 3.88 5.57 5.24 4.57 4.05 3.62 3.17 2.15
" 8 54 4.34 7.81 7.18 6.12 5.13 4.18 3.37 1.96
# 12 61 7.32 11.56 11.11 9.90 8.56 7.24 5.71 3.21
$ 7 58 4.04 6.46 6.04 5.01 4.28 3.71 3.17 2.09
% 7 56 3.91 6.64 5.38 4.32 3.42 2.79 1.84
& 9 55 4.91 8.36 7.44 5.70 4.84 4.15 3.56 2.37
' 10 45 4.54 8.65 6.35 4.77 3.29 2.14 0.97
1( 11 50 5.46 10.64 9.90 8.07 6.34 4.53 2.84 0.92
%# ## "1)!1 $$)$# #")&' "#)#' !%)(( ')$ 1%)#
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