Group 5

GROUP 5
MATHEMATICS
Mathematics – Analysis and Approaches (HL/SL)
Mathematics – Applications and Interpretation (HL/SL)
Cohort 2023 - 2025

Handbook
CPS Global School, Thirumazhisai 1 Mathematics AA / AI Hand book

Group V: Mathematics
The nature of mathematics can be summarized in a number of ways: for example, it can be seen as a well-
defined body of knowledge, as an abstract system of ideas, or as a useful tool.
For many people it is probably a combination of these, but there is no doubt that mathematical knowledge
provides an important key to understanding the world in which we live. Mathematics can enter our lives
in a number of ways: we buy produce in the market, consult a timetable, read a newspaper, time a process
or estimate a length. Mathematics, for most of us, also extends into our chosen profession: visual artists
need to learn about perspective; musicians need to appreciate the mathematical relationships within and
between different rhythms; economists need to recognize trends in financial dealings; and engineers need
to take account of stress patterns in physical materials. Scientists view mathematics as a language that is
central to our understanding of events that occur in the natural world. Some people enjoy the challenges
offered by the logical methods of mathematics and the adventure in reason that mathematical proof has to
offer. Others appreciate mathematics as an aesthetic experience or even as a cornerstone of philosophy.
This prevalence of mathematics in our lives, with all its interdisciplinary connections, provides a clear
and sufficient rationale for making the study of this subject compulsory for students studying the full
diploma.
Summary of courses available:
Because individual students have different needs, interests and abilities, there are four different courses in
mathematics. These courses are designed for different types of students: those who wish to study
mathematics in depth, either as a subject in its own right or to pursue their interests in areas related to
mathematics; those who wish to gain a degree of understanding and competence to understand better their
approach to other subjects; and those who may not as yet be aware how mathematics may be relevant to
their studies and in their daily lives. Each course is designed to meet the needs of a particular group of
students. Therefore, great care should be taken to select the course that is most appropriate for an
individual student.
In making this selection, individual students should be advised to take account of the following factors:
• their own abilities in mathematics and the type of mathematics in which they can be successful
• their own interest in mathematics and those particular areas of the subject that may hold the most
interest for them
• their other choices of subjects within the framework of the Diploma Programme
• their academic plans, in particular the subjects they wish to study in future
• their choice of career.
Teachers are expected to assist with the selection process and to offer advice to students.

The structure of IB DP mathematics courses, with two different routes to choose from, recognizes the two
different aspects of mathematics discussed in the introduction.
Mathematics: Analysis and Approaches is for students who enjoy developing their mathematics to
become fluent in the construction of mathematical arguments and develop strong skills in mathematical
thinking. They will also be fascinated by exploring real and abstract applications of these ideas, with and
without technology. Students who take Mathematics: analysis and approaches will be those who enjoy
the thrill of mathematical problem solving and generalization.
Mathematics: Applications and Interpretation is for students who are interested in developing their
mathematics for describing our world and solving practical problems. They will also be interested in
harnessing the power of technology alongside exploring mathematical models. Students who take
Mathematics: applications and interpretation will be those who enjoy mathematics best when seen in a
practical context.
Both subjects are offered at HL and SL. There are many elements common to both subjects although the
approaches may be different. Both subjects will prepare students with the mathematics needed for a range
of further educational courses corresponding to the two approaches to mathematics set out above.

Mathematics – Applications and Interpretation (HL/SL)
This course recognizes the increasing role that mathematics and technology play in a diverse range of
fields in a data-rich world. As such, it emphasizes the meaning of mathematics in context by focusing on
topics that are often used as applications or in mathematical modeling. To give this understanding a firm
base, this course also includes topics that are traditionally part of a pre-university mathematics course
such as calculus and statistics.
The course makes extensive use of technology to allow students to explore and construct mathematical
models. Mathematics: applications and interpretation will develop mathematical thinking, often in the
context of a practical problem and using technology to justify conjectures.
Mathematics: Applications and Interpretation: Distinction between SL and HL

Students who choose Mathematics: applications and interpretation at SL or HL should enjoy seeing
mathematics used in real-world contexts and to solve real-world problems. Students who wish to take
Mathematics: applications and interpretation at higher level will have good algebraic skills and
experience of solving real-world problems. They will be students who get pleasure and satisfaction when
exploring challenging problems and who are comfortable to undertake this exploration using technology.
Syllabus component Suggested teaching hours—SL Suggested teaching hours—HL

Topic 1—Number and Algebra 16 29
Topic 2—Functions 31 42
Topic 3—Geometry and
18 46
Trigonometry
Topic 4—Statistics and Probability 36 52
Topic 5—Calculus 19 41
The “toolkit” and Mathematical
exploration Investigative, problem-
solving and modelling skills
development leading to an individual 30 30
exploration. The exploration is a piece
of written work that involves
investigating an area of mathematics.
Total teaching hours 150 240

Assessment outline - SL
Assessment component Weighting
External assessment (3 hours) 80%
Paper 1 (90 minutes) Technology required. (80 marks)
Compulsory short-response questions based on the syllabus. 40%

Compulsory extended-response questions based on the syllabus. 40%
Internal assessment
This component is internally assessed by the teacher and externally moderated by the IB
at the end of the course.
Mathematical exploration 20%
Internal assessment in mathematics is an individual exploration. This is a piece of written
work that involves investigating an area of mathematics. (20 marks)
Assessment outline - HL
External assessment (5 hours)
80%
30%
Compulsory short-response questions based on the syllabus.

30%
Compulsory extended-response questions based on the syllabus.

20%
Two compulsory extended response problem-solving questions.
Internal assessment
This component is internally assessed by the teacher and externally moderated by the
IB at the end of the course.
20%
Mathematical exploration
Internal assessment in mathematics is an individual exploration. This is a piece of written
work that involves investigating an area of mathematics. (20 marks)

Internal assessment criteria
The exploration is internally assessed by the teacher and externally moderated by the IB using assessment
criteria that relate to the objectives for mathematics AI HL/SL.
Each project is assessed against the following seven criteria. The final mark for each project is the sum of
the scores for each criterion. The maximum possible final mark is 20.
Students will not receive a grade for Mathematics - AI (HL/SL) if they have not submitted an
exploration.
Criterion A Presentation (0-4)
Criterion B Mathematical communication (0-4)
Criterion C Personal engagement (0-3)
Criterion D Reflection (0-3)
Criterion E Use of mathematics (0-6)
Mathematics – Analysis and Approaches (HL/SL)

This course recognizes the need for analytical expertise in a world where innovation is increasingly
dependent on a deep understanding of mathematics. This course includes topics that are both traditionally
part of a pre-university mathematics course (for example, functions, trigonometry, calculus) as well as
topics that are amenable to investigation, conjecture and proof, for instance the study of sequences and
series at both SL and HL, and proof by induction at HL.
The course allows the use of technology, as fluency in relevant mathematical software and hand-held
technology is important regardless of choice of course. However, Mathematics: analysis and approaches
has a strong emphasis on the ability to construct, communicate and justify correct mathematical
arguments.
Mathematics: Analysis and Approaches: Distinction between SL and HL

Students who choose Mathematics: analysis and approaches at SL or HL should be comfortable in the
manipulation of algebraic expressions and enjoy the recognition of patterns and understand the
mathematical generalization of these patterns. Students who wish to take Mathematics: analysis and
approaches at higher level will have strong algebraic skills and the ability to understand simple proof.
They will be students who enjoy spending time with problems and get pleasure and satisfaction from
solving challenging problems.

Suggested teaching hours
Syllabus component
SL HL
Topic 1—Number and algebra 19 39
Topic 2—Functions 21 32
Topic 3— Geometry and trigonometry 25 51
Topic 4—Statistics and probability 27 33
Topic 5 —Calculus 28 55
The toolkit and the mathematical exploration

Investigative, problem-solving and modelling skills development 30 30
leading to an individual exploration. The exploration is a piece of
written work that involves investigating an area of mathematics.
Total teaching hours 150 240
Assessment outline - SL
80%
Paper1 (90minutes)
No technology allowed. (80 marks)
Section A
Section B
40%
Paper 2 (90 minutes)
Technology required. (80 marks)
Section A
40%
Section B
Compulsory extended-response questions based on the syllabus
Internal assessment
20%
Mathematical exploration
Internal assessment in mathematics is an individual exploration. This is a piece of
written work that involves investigating an area of mathematics. (20 marks)

Assessment outline - HL
Paper1 (120minutes)
80%
No technology allowed. (110 marks)
Section A
30%
Section B
Section A
30%
Section B
Paper 3 (60 minutes)
20%
Technology required. (55 marks)
Two compulsory extended response problem-solving questions.
Internal Assessment
Mathematical exploration 20%
Internal assessment in mathematics is an individual exploration.
This is a piece of written work that involves investigating an area of mathematics.
(20 marks)
Internal assessment criteria

The exploration is internally assessed by the teacher and externally moderated by the IB using assessment
criteria that relate to the objectives for mathematics.
Each exploration is assessed against the following five criteria. The final mark for each exploration is the
sum of the scores for each criterion. The maximum possible final mark is 20.
Students will not receive a grade for their mathematics course if they have not submitted an
exploration.

Criterion A Presentation (0-4)
Criterion B Mathematical communication (0-4)
Criterion C Personal engagement (0-3)
Criterion D Reflection (0-3)
Criterion E Use of mathematics (0-6)

Mathematics: analysis and
approaches
Higher level and Standard level
Specimen papers 1, 2 and 3
First examinations in 2021

CONTENTS
Mathematics: analysis and approaches higher level

paper 1 specimen paper

paper 1 markscheme


paper 2 markscheme


paper 3 markscheme
Mathematics: analysis and approaches standard level


paper 1 markscheme


paper 2 markscheme
SPEC/5/MATAA/HP1/ENG/TZ0/XX
Mathematics: analysis and approaches

Higher level
Paper 1
Specimen paper
Candidate session number
2 hours
Instructions to candidates
• Write your session number in the boxes above.
• Do not open this examination paper until instructed to do so.
• You are not permitted access to any calculator for this paper.
• Section A: answer all questions. Answers must be written within the answer boxes provided.
• Section B: a nswer all questions in the answer booklet provided. Fill in your session number
on the front of the answer booklet, and attach it to this examination paper and your
cover sheet using the tag provided.
• Unless otherwise stated in the question, all numerical answers should be given exactly or
correct to three significant figures.
• A clean copy of the mathematics: analysis and approaches formula booklet is required for
this paper.
• The maximum mark for this examination paper is [110 marks].
13 pages © International Baccalaureate Organization 2019
16EP01
–2– SPEC/5/MATAA/HP1/ENG/TZ0/XX
Full marks are not necessarily awarded for a correct answer with no working. Answers must be
supported by working and/or explanations. Where an answer is incorrect, some marks may be given
for a correct method, provided this is shown by written working. You are therefore advised to show all
working.
Section A
Answer all questions. Answers must be written within the answer boxes provided. Working may be
continued below the lines, if necessary.
1. [Maximum mark: 5]
Let A and B be events such that P (A) = 0.5 , P (B) = 0.4 and P (A ∪ B) = 0.6 .
Find P (A | B) .
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16EP02
(a) Show that (2n - 1)2 + (2n + 1)2 = 8n2 + 2 , where n ∈  . [2]
(b) Hence, or otherwise, prove that the sum of the squares of any two consecutive odd
integers is even. [3]
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16EP03
8x
Let f ′( x) = . Given that f (0) = 5 , find f (x) .
2x2 + 1
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16EP04
The following diagram shows the graph of y = f (x) . The graph has a horizontal asymptote
at y = -1 . The graph crosses the x-axis at x = -1 and x = 1 , and the y-axis at y = 2 .
y
y = f (x)
2
x
−4 −3 −2 −1 1 2 3 4
−1
−2
On the following set of axes, sketch the graph of y = [ f (x)]2 + 1 , clearly showing any
asymptotes with their equations and the coordinates of any local maxima or minima.
x
−4 −3 −2 −1 0 1 2 3 4
−1
−2
Turn over
16EP05
x+3
The functions f and g are defined such that f ( x) = and g (x) = 8x + 5 .
4
(a) Show that ( g  f )(x) = 2x + 11 . [2]
(b) Given that ( g  f )-1(a) = 4 , find the value of a . [3]
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16EP06
(a) Show that log 9 (cos 2 x + 2) = log 3 cos 2 x + 2 .[3]
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(b) Hence or otherwise solve log3 (2 sin x) = log9 (cos 2x + 2) for 0 < x < .[5]
2
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16EP07
A continuous random variable X has the probability density function f given by
 �x  �x 
 sin   , 0 ≤ x ≤ 6
f ( x) =  36  6  .
 0, otherwise

Find P (0 ≤ X ≤ 3).
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16EP08
The plane П has the Cartesian equation 2x + y + 2z = 3 .
 3 1
   
The line L has the vector equation r =  −5  + µ  −2  , µ , p ∈  . The acute angle between
1  p
   
the line L and the plane П is 30 .
Find the possible values of p .
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16EP09
– 10 – SPEC/5/MATAA/HP1/ENG/TZ0/XX
The function f is defined by f (x) = e2x - 6ex + 5 , x ∈  , x ≤ a . The graph of y = f (x) is

shown in the following diagram.
x
−2 0 2
−2
−4
(a) Find the largest value of a such that f has an inverse function. [3]
(b) For this value of a , find an expression for f -1 (x) , stating its domain. [5]
(This question continues on the following page)
16EP10
(Question 9 continued)
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16EP11
Do not write solutions on this page.
Section B
Answer all questions in the answer booklet provided. Please start each question on a new page.
ln 5 x
Let f ( x) = where x > 0 , k ∈ + .
kx
1 − ln 5 x
(a) Show that f ′( x) = .[3]
kx 2
The graph of f has exactly one maximum point P .
(b) Find the x-coordinate of P . [3]
2 ln 5 x − 3
The second derivative of f is given by f ′′( x) = . The graph of f has exactly one
kx 3
point of inflexion Q .
1 32
(c) Show that the x-coordinate of Q is e .[3]
5
The region R is enclosed by the graph of f , the x-axis, and the vertical lines through the
maximum point P and the point of inflexion Q .
y
P Q
(d) Given that the area of R is 3 , find the value of k .[7]
16EP12
(a) Express −3 + 3i in the form reiθ , where r > 0 and -π < θ ≤ π . [5]
Let the roots of the equation z 3 = − 3 + 3i be u , v and w .
(b) Find u , v and w expressing your answers in the form reiθ , where r > 0 and -π < θ ≤ π . [5]
On an Argand diagram, u , v and w are represented by the points U , V and W respectively.
(c) Find the area of triangle UVW . [4]
(d) By considering the sum of the roots u , v and w , show that

5� 7� 17�
cos + cos + cos = 0.[4]
18 18 18
The function f is defined by f (x) = esin x .
(a) Find the first two derivatives of f (x) and hence find the Maclaurin series for f (x) up to
and including the x2 term. [8]
(b) Show that the coefficient of x3 in the Maclaurin series for f (x) is zero. [4]
(c) Using the Maclaurin series for arctan x and e3x - 1 , find the Maclaurin series
for arctan (e3x - 1) up to and including the x3 term. [6]
f ( x) − 1
(d) Hence, or otherwise, find lim .[3]
x →0 arctan ( e3 x − 1)
16EP13
Please do not write on this page.
Answers written on this page

will not be marked.
16EP14

will not be marked.
16EP15

will not be marked.
16EP16
SPEC/5/MATAA/HP1/ENG/TZ0/XX/M
Markscheme
Specimen paper
Mathematics:
analysis and approaches
Higher level
Paper 1
16 pages
–2– SPEC/5/MATAA/HP1/ENG/TZ0/XX/M
Instructions to Examiners
Abbreviations
M Marks awarded for attempting to use a correct Method.
A Marks awarded for an Answer or for Accuracy; often dependent on preceding M marks.
R Marks awarded for clear Reasoning.
AG Answer given in the question and so no marks are awarded.
Using the markscheme
1 General
Award marks using the annotations as noted in the markscheme eg M1, A2.
2 Method and Answer/Accuracy marks
 Do not automatically award full marks for a correct answer; all working must be checked, and
marks awarded according to the markscheme.
 It is generally not possible to award M0 followed by A1, as A mark(s) depend on the preceding
M mark(s), if any.
 Where M and A marks are noted on the same line, e.g. M1A1, this usually means M1 for an
attempt to use an appropriate method (e.g. substitution into a formula) and A1 for using the
correct values.
 Where there are two or more A marks on the same line, they may be awarded independently;
so if the first value is incorrect, but the next two are correct, award A0A1A1.
 Where the markscheme specifies M2, A2, etc., do not split the marks, unless there is a note.
 Once a correct answer to a question or part-question is seen, ignore further correct working.
However, if further working indicates a lack of mathematical understanding do not award the final
A1. An exception to this may be in numerical answers, where a correct exact value is followed by
an incorrect decimal. However, if the incorrect decimal is carried through to a subsequent part,
and correct working shown, award FT marks as appropriate but do not award the final A1 in that
part.
Examples
Correct answer seen Further working seen Action

1. 5.65685... Award the final A1
8 2
(incorrect decimal value) (ignore the further working)
2. 1
sin 4 x sin x Do not award the final A1
4
3. log a  log b log ( a  b ) Do not award the final A1
3 Implied marks
Implied marks appear in brackets e.g. (M1), and can only be awarded if correct work is seen or if
implied in subsequent working.
 Normally the correct work is seen or implied in the next line.
 Marks without brackets can only be awarded for work that is seen.
4 Follow through marks (only applied after an error is made)
Follow through (FT) marks are awarded where an incorrect answer from one part of a question is
used correctly in subsequent part(s) or subpart(s). Usually, to award FT marks, there must be
working present and not just a final answer based on an incorrect answer to a previous part.
However, if the only marks awarded in a subpart are for the answer (i.e. there is no working
expected), then FT marks should be awarded if appropriate.
 Within a question part, once an error is made, no further A marks can be awarded for work
which uses the error, but M marks may be awarded if appropriate.
 If the question becomes much simpler because of an error then use discretion to award fewer
FT marks.
 If the error leads to an inappropriate value (e.g. probability greater than 1, use of r  1 for the
sum of an infinite GP, sin   1.5 , non integer value where integer required), do not award the
mark(s) for the final answer(s).
 The markscheme may use the word “their” in a description, to indicate that candidates may be
using an incorrect value.
 Exceptions to this rule will be explicitly noted on the markscheme.
 If a candidate makes an error in one part, but gets the correct answer(s) to subsequent part(s),
award marks as appropriate, unless the question says hence. It is often possible to use a
different approach in subsequent parts that does not depend on the answer to previous parts.
5 Mis-read
If a candidate incorrectly copies information from the question, this is a mis-read (MR). Apply a MR
penalty of 1 mark to that question
 If the question becomes much simpler because of the MR, then use discretion to award
fewer marks.
 If the MR leads to an inappropriate value (e.g. probability greater than 1, sin   1.5 , non-integer
value where integer required), do not award the mark(s) for the final answer(s).
 Miscopying of candidates’ own work does not constitute a misread, it is an error.
 The MR penalty can only be applied when work is seen. For calculator questions with no
working and incorrect answers, examiners should not infer that values were read incorrectly.
6 Alternative methods
Candidates will sometimes use methods other than those in the markscheme. Unless the question
specifies a method, other correct methods should be marked in line with the markscheme
 Alternative methods for complete questions are indicated by METHOD 1,

METHOD 2, etc.
 Alternative solutions for part-questions are indicated by EITHER . . . OR.
7 Alternative forms
Unless the question specifies otherwise, accept equivalent forms.
 As this is an international examination, accept all alternative forms of notation.
 In the markscheme, equivalent numerical and algebraic forms will generally be written in
brackets immediately following the answer.
 In the markscheme, simplified answers, (which candidates often do not write in examinations),
will generally appear in brackets. Marks should be awarded for either the form preceding the
bracket or the form in brackets (if it is seen).
8 Accuracy of Answers
If the level of accuracy is specified in the question, a mark will be linked to giving the answer to the
required accuracy. There are two types of accuracy errors, and the final answer mark should not be
awarded if these errors occur.
 Rounding errors: only applies to final answers not to intermediate steps.
 Level of accuracy: when this is not specified in the question the general rule applies to final
answers: unless otherwise stated in the question all numerical answers must be given exactly or
9 Calculators
No calculator is allowed. The use of any calculator on paper 1 is malpractice, and will result in no
grade awarded. If you see work that suggests a candidate has used any calculator, please follow
the procedures for malpractice. Examples: finding an angle, given a trig ratio of 0.4235.
Section A
1. attempt to substitute into P  A  B   P  A   P  B   P  A  B  (M1)
Note: Accept use of Venn diagram or other valid method.

0.6  0.5  0.4  P( A  B) (A1)
P  A  B   0.3 (seen anywhere) A1
P  A  B
attempt to substitute into P  A | B   (M1)
P  B
0.3

0.4
 3
P  A | B   0.75    A1
 4
Total [5 marks]
2. (a) attempting to expand the LHS (M1)

LHS   4n  4n  1   4n  4n  1
2 2
A1
 8n 2  2   RHS AG
[2 marks]
(b) METHOD 1
recognition that 2n  1 and 2n  1 represent two consecutive odd
integers (for all odd integers n ) R1
8n  2  2  4n  1
2 2
A1
valid reason eg divisible by 2 (2 is a factor) R1
so the sum of the squares of any two consecutive odd integers is even AG
[3 marks]
METHOD 2
recognition, eg that n and n  2 represent two consecutive odd integers
(for n   ) R1
n 2   n  2   2  n 2  2n  2 
2
A1
so the sum of the squares of any two consecutive odd integers
is even AG
[3 marks]
Total [5 marks]
3. attempt to integrate (M1)

du
u  2x2  1   4x
dx
8x 2
 2x 1
2
dx  
u
du (A1)
EITHER
 4 u  C  A1
OR
 4 2 x 2  1  C  A1
THEN
correct substitution into their integrated function (must have C ) (M1)
5  4C  C 1
f  x   4 2 x2  1  1 A1
Total [5 marks]
4.
no y values below 1 A1
horizontal asymptote at y  2 with curve approaching from below as x   A1
 1,1 local minima A1
 0,5 local maximum A1
smooth curve and smooth stationary points A1
Total [5 marks]
5. (a) attempt to form composition M1

 x3  x3
correct substitution g    8 5 A1
 4   4 
 g  f  x   2 x  11 AG
[2 marks]
(b) attempt to substitute 4 (seen anywhere) (M1)

correct equation a  2  4  11 (A1)
a  19 A1
[3 marks]
Total [5 marks]
6. (a) attempting to use the change of base rule M1

log 3 (cos 2 x  2)
log 9 (cos 2 x  2)  A1
log 3 9
1
 log 3 (cos 2 x  2) A1
2
 log 3 cos 2 x  2 AG
[3 marks]
(b) log 3 (2sin x)  log 3 cos 2 x  2

2sin x  cos 2x  2 M1
4sin x  cos 2 x  2 (or equivalent)
2
A1
use of cos 2 x  1  2sin 2 x (M1)
6sin 2 x  3
1
sin x     A1
2
π
x A1
4
π
Note: Award A0 if solutions other than x  are included.
4
[5 marks]
Total [8 marks]
7. attempting integration by parts, eg

πx π  πx  6  πx 
u , du  dx, dv  sin   dx, v   cos   (M1)
36 36  6  π  6 
π   6x  πx  
3 3
 πx   6
P  0  X  3     cos      cos   dx  (or equivalent) A1A1
36   π  6  0 π 0  6  
Note: Award A1 for a correct uv and A1 for a correct  v du .

attempting to substitute limits M1
3
π  6x  πx  
  cos     0 (A1)
36  π  6 0
3
1   πx  
so P  0  X  3  sin   (or equivalent) A1
π   6   0
1
 A1
π
Total [7 marks]
8. recognition that the angle between the normal and the line is 60 (seen anywhere) R1
attempt to use the formula for the scalar product M1
 2  1 
  
 1  2 
 2  p 
  
cos 60  A1
9  1  4  p2
1 2p
 A1
2 3 5  p2
3 5  p2  4 p
attempt to square both sides M1
9 5  p 2
  16 p 2
 7 p  45
2
5
p  3 (or equivalent) A1A1
7
Total [7 marks]
– 10 – SPEC/5/MATAA/HP1/ENG/TZ0/XX/M
9. (a) attempt to differentiate and set equal to zero M1

f ( x)  2e  6e  2e (e  3)  0
2x x x x
A1
minimum at x  ln 3
a  ln 3 A1
[3 marks]
(b) Note: Interchanging x and y can be done at any stage.

y   e x  3  4
2
(M1)
ex  3   y  4 A1
as x  ln 3 , x  ln 3   y4  R1

so f 1  x   ln 3  x  4  A1
1
domain of f is x   ,  4  x  5 A1
[5 marks]
Total [8 marks]
Section B
10. (a) attempt to use quotient rule (M1)
correct substitution into quotient rule
 1 
5kx    k ln 5 x
f  x   5x  (or equivalent) A1
 kx 
2
k  k ln 5 x
 ,  k    A1
k 2 x2
1  ln 5x
 AG
kx 2
[3 marks]
(b) f  x  0 M1
1  ln 5 x
0
kx 2
ln 5x  1 (A1)
e
x A1
5
[3 marks]
(c) f   x   0 M1
2 ln 5 x  3
0
kx3
3
ln 5 x  A1
2
3
5x  e 2 A1
3
1
so the point of inflexion occurs at x  e 2
AG
5
[3 marks]
continued…
Question 10 continued
(d) attempt to integrate (M1)

du 1
u  ln 5 x  
dx x
ln 5x 1
 kx dx  k  u du (A1)
EITHER
u2
 A1
2k
3 3
1  u2  2
2
so  u du    A1
k1  2 k 1
OR
 ln 5x 
2
 A1
2k
3 3
1 2 1 2
e e
5
ln 5 x   ln 5 x  2 
5
so 
e kx
dx  
 2k  e
 A1
5 5
THEN
1 9 
   1
2k  4 
5
 A1
8k
setting their expression for area equal to 3 M1
5
3
8k
5
k A1
24
[7 marks]
Total [16 marks]

11. (a) attempt to find modulus (M1)

r  2 3  12   A1
attempt to find argument in the correct quadrant (M1)
 3
  π  arctan    A1
 3 
5π
 A1
6
5πi
 5πi

3  3i  12e 6   2 3e 6 
 
[5 marks]
(b) attempt to find a root using de Moivre’s theorem M1

1 5πi
12 e6 18
A1
2π
attempt to find further two roots by adding and subtracting to
3
the argument M1
1 7πi

12 e6 18
A1
1 17πi
12 e6 18
A1
Note: Ignore labels for u , v and w at this stage.
[5 marks]
continued…
(c) METHOD 1
attempting to find the total area of (congruent) triangles UOV, VOW
and UOW M1
 1   
1 1
2π
Area  3    12  12  sin
6 6
A1A1
 2    3
 1
 1
 2π
Note:Award A1 for  12 6   12 6  and A1 for sin .
   3
3 3 
1
  12  (or equivalent)
3
A1
4  
[4 marks]
METHOD 2
2 2
 1  1  1  1  2π
UV  12 6    12 6   2 12 6  12 6  cos
2
(or equivalent) A1
       3
 16 
UV  3  12  (or equivalent) A1
 
1
attempting to find the area of UVW using Area   UV  VW  sin 
2
for example M1
1  1
 π 1
Area   3  12   3  12  sin
6 6
2   3
3 3  13 
  12  (or equivalent) A1
4  
[4 marks]
(d) uvw 0 R1
1
  7π   7π  5π 5π 17π 17π 
12 6  cos     i sin     cos  i sin  cos  i sin 0 A1
  18   18  18 18 18 18 
consideration of real parts M1
1
  7π  5π 17π 
12  cos     cos  cos
6
0
  18  18 18 
 7π  7π
cos     cos explicitly stated A1
 18  18
5π 7π 17π
cos  cos  cos 0 AG
18 18 18
[4 marks]
Total [18 marks]

12. (a) attempting to use the chain rule to find the first derivative M1
f   x    cos x  e sin x
A1
attempting to use the product rule to find the second derivative M1
 
f   x   esin x cos 2 x  sin x (or equivalent) A1
attempting to find f  0  , f   0  and f   0  M1
f  0   1 ; f   0    cos 0  esin 0  1 ; f   0   esin 0  cos 2 0  sin 0   1 A1
x2
substitution into the Maclaurin formula f ( x)  f (0)  xf (0)  f (0)  ... M1
2!
x2
so the Maclaurin series for f  x  up to and including the x term is 1  x  A1 2
2
[8 marks]
(b) METHOD 1
attempting to differentiate f ( x) M1
f   x    cos x  e sin x
 cos 2
x  sin x    cos x  e sin x
 2sin x  1 (or equivalent) A2
substituting x  0 into their f   x  M1
f   0   11  0   1 0  1  0
so the coefficient of x3 in the Maclaurin series for f  x  is zero AG
METHOD 2
substituting sin x into the Maclaurin series for e x (M1)
2 3
sin x sin x
esin x  1  sin x    ...
2! 3!
substituting Maclaurin series for sin x M1
2 3
 x   x  3 3
 x   ...   x   ... 
 x 3
 3! 3!
esin x  1   x   ...        ... A1
 3!  2! 3!
1 1
coefficient of x3 is   0 A1
3! 3!
so the coefficient of x3 in the Maclaurin series for f  x  is zero AG
[4 marks]
continued…
(c) substituting 3x into the Maclaurin series for e x M1

 3x   3x 
2 3
e3 x  1  3 x   ... A1
2! 3!
substituting  e3 x  1 into the Maclaurin series for arctan x M1
e  1 e  1
3x 3 3x 5
arctan  e  1   e  1 
3x 3x
  ...
3 5
3
  3x   3x  
2 3
 3 x     
  3x   3x 
2 3
  2! 3! 
  ...
  3x      A1
 2! 3!  3
 
selecting correct terms from above M1
  3x    3x    3x 
2 3 3
  3x  
 2! 3!  3
 
9 x 2 9 x3
 3x   A1
2 2
[6 marks]
(d) METHOD 1
substitution of their series M1
2
x
x  ...
lim 2 A1
x 0 9x2
3x   ...
2
x
1   ...
 lim 2
x 0 9x
3   ...
2
1
 A1
3
METHOD 2
use of l’Hôpital’s rule M1
lim
 cos x  e sin x
(or equivalent) A1
x 0 3e3 x
1   e3 x  1
2
1
 A1
3
[3 marks]
Total [21 marks]


Higher level
Paper 2
Specimen
2 hours
• A graphic display calculator is required for this paper.
this paper.
12EP01
supported by working and/or explanations. Solutions found from a graphic display calculator should be
supported by suitable working. For example, if graphs are used to find a solution, you should sketch
these as part of your answer. Where an answer is incorrect, some marks may be given for a correct
method, provided this is shown by written working. You are therefore advised to show all working.
Section A
The following diagram shows part of a circle with centre O and radius 4 cm .
4 cm θ
B
A 5 cm
Chord AB has a length of 5 cm and AÔB = θ .
(a) Find the value of θ , giving your answer in radians. [3]
(b) Find the area of the shaded region. [3]
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12EP02
On 1st January 2020, Laurie invests $P in an account that pays a nominal annual interest
rate of 5.5 % , compounded quarterly.
The amount of money in Laurie’s account at the end of each year follows a geometric
sequence with common ratio, r .
(a) Find the value of r , giving your answer to four significant figures. [3]
Laurie makes no further deposits to or withdrawals from the account.
(b) Find the year in which the amount of money in Laurie’s account will become double the
amount she invested. [3]
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12EP03
7
A six-sided biased die is weighted in such a way that the probability of obtaining a “six” is .
10
The die is tossed five times. Find the probability of obtaining
(a) at most three “sixes”. [3]
(b) the third “six” on the fifth toss. [3]
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12EP04
The following table below shows the marks scored by seven students on two different
mathematics tests.
Test 1 (x) 15 23 25 30 34 34 40
Test 2 ( y) 20 26 27 32 35 37 35
Let L1 be the regression line of x on y . The equation of the line L1 can be written in the
form x = ay + b .
(a) Find the value of a and the value of b .[2]
Let L2 be the regression line of y on x . The lines L1 and L2 pass through the same point
with coordinates ( p , q) .
(b) Find the value of p and the value of q .[3]
(c) Jennifer was absent for the first test but scored 29 marks on the second test. Use an
appropriate regression equation to estimate Jennifer’s mark on the first test. [2]
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12EP05
The displacement, in centimetres, of a particle from an origin, O, at time t seconds, is given

by s (t) = t 2 cos t + 2t sin t , 0 ≤ t ≤ 5 .
(a) Find the maximum distance of the particle from O.[3]
(b) Find the acceleration of the particle at the instant it first changes direction. [4]
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12EP06
In a city, the number of passengers, X , who ride in a taxi has the following probability distribution.
x 1 2 3 4 5
P (X = x) 0.60 0.30 0.03 0.05 0.02
After the opening of a new highway that charges a toll, a taxi company introduces a charge
for passengers who use the highway. The charge is $ 2.40 per taxi plus $ 1.20 per passenger.
Let T represent the amount, in dollars, that is charged by the taxi company per ride.
(a) Find E (T ) . [4]
(b) Given that Var (X ) = 0.8419 , find Var (T ) . [2]
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12EP07
Two ships, A and B , are observed from an origin O . Relative to O , their position vectors at
time t hours after midday are given by
 4 5
rA =   + t  
 3 8
7 0
rB =   + t  
 −3  12 
where distances are measured in kilometres.
Find the minimum distance between the two ships.
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12EP08
The complex numbers w and z satisfy the equations
w
= 2i
z
z∗ - 3w = 5 + 5i .
Find w and z in the form a + bi where a , b ∈  .
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12EP09
x2
Consider the graphs of y = and y = m (x + 3) , m ∈  .
x−3
Find the set of values for m such that the two graphs have no intersection points.
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12EP10
Section B
The length, X mm , of a certain species of seashell is normally distributed with mean 25 and
variance, σ2 .
The probability that X is less than 24.15 is 0.1446 .
(a) Find P (24.15 < X < 25) . [2]
(b) (i) Find σ , the standard deviation of X .
(ii) Hence, find the probability that a seashell selected at random has a length
greater than 26 mm .[5]
A random sample of 10 seashells is collected on a beach. Let Y represent the number of

seashells with lengths greater than 26 mm .
(c) Find E (Y ) . [3]
(d) Find the probability that exactly three of these seashells have a length greater
than 26 mm .[2]
A seashell selected at random has a length less than 26 mm .
(e) Find the probability that its length is between 24.15 mm and 25 mm .[3]
Turn over
12EP11
A large tank initially contains pure water. Water containing salt begins to flow into the tank
The solution is kept uniform by stirring and leaves the tank through an outlet at its base.
Let x grams represent the amount of salt in the tank and let t minutes represent the time
since the salt water began flowing into the tank.
dx
The rate of change of the amount of salt in the tank, , is described by the differential
t
dt
dx − x
equation = 10e 4 − .
dt t +1
(a) Show that t + 1 is an integrating factor for this differential equation. [2]
t
−
200 − 40e 4 (t + 5)
(b) Hence, by solving this differential equation, show that x(t ) = .[8]
t +1
(c) Sketch the graph of x versus t for 0 ≤ t ≤ 60 and hence find the maximum amount of
salt in the tank and the value of t at which this occurs. [5]
(d) Find the value of t at which the amount of salt in the tank is decreasing most rapidly. [2]
x
The rate of change of the amount of salt leaving the tank is equal to .
t +1
(e) Find the amount of salt that left the tank during the first 60 minutes. [4]
1 − tan 2 θ
(a) Show that cot 2θ = .[1]
2 tan θ
(b) Verify that x = tan θ and x = - cot θ satisfy the equation x2 + (2 cot 2θ) x - 1 = 0 . [7]
�
(c) Hence, or otherwise, show that the exact value of tan = 2 − 3 .[5]
12
� �
(d) Using the results from parts (b) and (c) find the exact value of tan − cot .
24 24
Give your answer in the form a + b 3 where a , b ∈  . [6]
12EP12
Markscheme
Specimen paper
Mathematics:
Higher level
Paper 2
16 pages
Abbreviations
1 General
M mark(s), if any.
correct values.
part.
Examples

8 2
2. 1
4
3 Implied marks
FT marks.
5 Mis-read
fewer marks.

METHOD 2, etc.
7 Alternative forms
9 Calculators
A GDC is required for paper 2, but calculators with symbolic manipulation features/ CAS functionality
are not allowed.
Calculator notation
The subject guide says:
Students must always use correct mathematical notation, not calculator notation.
Do not accept final answers written using calculator notation. However, do not penalize the use of
calculator notation in the working.
Section A
1. (a) METHOD 1
attempt to use the cosine rule (M1)
4 2  4 2  5 2 (or equivalent) A1
cos  
2 4 4
  1.35 A1
[3 marks]
METHOD 2
attempt to split triangle AOB into two congruent right triangles (M1)
   2.5
sin    A1
2 4
  1.35 A1
[3 marks]
(b) attempt to find the area of the shaded region (M1)

1
 4  4  (2    A1
2
 39.5 (cm2) A1
[3 marks]
Total [6 marks]
4
 5.5 
2. (a) 1   (M1)(A1)
 4 100 
 1.056 A1
[3 marks]
continued…
(b) EITHER
4n
 5.5 
OR 2 P  P   their ( a ) 
m
2 P  P  1   (M1)(A1)
 100  4 
Note: Award (M1) for substitution into loan payment formula. Award (A1) for correct substitution.
OR
PV  1
FV  2
I%  5.5
P/Y  4
C/Y  4
n  50.756 (M1)(A1)
OR
PV  1
FV  2
I%  100 (their ( a )  1)
P/Y  1
C/Y  1 (M1)(A1)
THEN
 12.7 years
Laurie will have double the amount she invested during 2032 A1
[3 marks]
Total [6 marks]
3. (a) recognition of binomial (M1)

X ~ B(5, 0.7)
attempt to find P  X  3 M1
 0.472   0.47178 A1
[3 marks]
(b) recognition of 2 sixes in 4 tosses (M1)

 4  2
P  3rd six on the 5th toss        0.7    0.3    0.7(  0.2646  0.7)
2
A1
 2  
 0.185   0.18522 A1
[3 marks]
Total [6 marks]
4. (a) a  1.29 and b  10.4 A1A1

[2 marks]
(b) recognising both lines pass through the mean point (M1)
p  28.7 , q  30.3 A2
[3 marks]
(c) substitution into their x on y equation (M1)

x  1.29082(29)  10.3793
x  27.1 A1
Note: Accept 27.
[2 marks]
Total [7 marks]
5. (a) use of a graph to find the coordinates of the local minimum (M1)
s  16.513... (A1)
maximum distance is 16.5 cm (to the left of O) A1
[3 marks]
(b) attempt to find time when particle changes direction eg considering the
first maximum on the graph of s or the first t – intercept on the graph of s . (M1)
t  1.51986... (A1)
attempt to find the gradient of s  for their value of t, s 1.51986... (M1)
 8.92 (cm/s ) 2
A1
[4 marks]
Total [7 marks]
6. (a) METHOD 1
attempting to use the expected value formula (M1)
E  X   1 0.60   2  0.30   3 0.03   4  0.05   5  0.02
E  X   1.59  $ (A1)
use of E 1.20 X  2.40  1.20E  X   2.40 (M1)
E T   1.20 1.59  2.40
 4.31 $ A1
METHOD 2
attempting to find the probability distribution for T (M1)
t 3.60 4.80 6.00 7.20 8.40

P T  t  0.60 0.30 0.03 0.05 0.02
(A1)
attempting to use the expected value formula (M1)
E T    3.60  0.60   4.80  0.30   6.00  0.03   7.20  0.05   8.40  0.02
 4.31 $ A1
[4 marks]
(b) METHOD 1
using Var 1.20 X  2.40   1.20  Var  X  with Var  X   0.8419

2
(M1)
Var T   1.21 A1
METHOD 2
finding the standard deviation for their probability distribution found
in part (a) (M1)
Var T   1.101...
2
 1.21 A1
Note: Award M1A1 for Var T   1.093...  1.20 .

2
[2 marks]
Total [6 marks]
7. attempting to find rB  rA for example (M1)

 3   5 
rB  rA     t  
 6   4 
attempting to find rB  rA M1
distance d (t )   3  5t    4t  6 
2 2
 41t 2  78t  45  A1
using a graph to find the d  coordinate of the local minimum M1

 11 41 
the minimum distance between the ships is 2.81  km    km  A1
 41 
Total [5 marks]
8. substituting w  2iz into z   3w  5  5i M1

z   6i z  5  5i A1
let z  x  y i
comparing real and imaginary parts of  x  yi   6i  x  yi   5  5i M1
to obtain x  6 y  5 and  6 x  y  5 A1
attempting to solve for x and y M1
x  1 and y  1 and so z 1i A1
hence w  2  2i A1
9. METHOD 1
x2 9
sketching the graph of y  ( y  x 3 ) M1
x 3 x3
the (oblique) asymptote has a gradient equal to 1
and so the maximum value of m is 1 R1
consideration of a straight line steeper than the horizontal line joining
 3,0 and  0,0 M1
so m  0 R1
hence 0  m  1 A1
METHOD 2
attempting to eliminate y to form a quadratic equation in x M1
x  m  x  9
2 2
  m 1 x2  9m  0 A1
EITHER
attempting to solve 4  m 1 9m  0 for m M1
OR
9m
attempting to solve x 2  0 ie  0  m  1 for m M1
m 1
THEN
 0  m 1 A1
a valid reason to explain why m  1 gives no solutions eg if m  1 ,
 m 1 x2  9m  0  9  0 and so 0  m  1 R1
Total [5 marks]
Section B
10. (a) attempt to use the symmetry of the normal curve (M1)
eg diagram, 0.5  0.1446
P  24.15  X  25  0.3554 A1

[2 marks]
(b) (i) use of inverse normal to find z score (M1)

z  1.0598
24.15  25
correct substitution   1.0598 (A1)

  0.802 A1
(ii) P  X  26  0.106 (M1)A1

[5 marks]
(c) recognizing binomial probability (M1)

E (Y )  10  0.10621 (A1)
 1.06 A1
[3 marks]
(d) PY  3 (M1)

 0.0655 A1
[2 marks]
(e) recognizing conditional probability (M1)

correct substitution A1
0.3554
1 0.10621
 0.398 A1
[3 marks]
Total [15 marks]

11. (a) METHOD 1
I  t   e
P t dt
using M1
1
e
dt
t 1
e  
ln t 1
A1
 t 1 AG
METHOD 2
d
attempting product rule differentiation on
dt
 x  t  1  M1
d dx
dt
 x  t  1  
dt
 t  1  x
 dx x 
  t  1    A1
 dt t  1 
so t  1 is an integrating factor for this differential equation AG
[2 marks]
continued…
(b) attempting to multiply through by  t 1 and rearrange to give (M1)

t
dx 
 t 1  x  10  t 1 e 4 A1
dt
t
d
    

x t  1  10 t  1 e 4
dt
t

x  t  1   10  t  1 e 4
dt A1
attempting to integrate the RHS by parts M1
t t
 
 40  t  1 e 4
 40 e 4
dt
t t
 
 40  t 1 e 160e  C 4 4
A1
Note: Condone the absence of C .
EITHER
substituting t  0, x  0  C  200 M1
t t
 
40  t  1 e  160e  200 4 4
x A1
t 1
t t t
  
using 40e 4
as the highest common factor of 40  t  1 e 4
and 160e 4
M1
OR
t t t
  
using 40e 4
as the highest common factor of 40  t  1 e 4
and 160e 4
giving
t

x  t  1  40e 4
 t  5  C (or equivalent) M1A1
substituting t  0, x  0  C  200 M1
THEN
t

200  40e 4  t  5
x t   AG
t 1
[8 marks]
continued…
(c)
graph starts at the origin and has a local maximum (coordinates not required) A1
sketched for 0  t  60 A1
correct concavity for 0  t  60 A1
maximum amount of salt is 14.6 (grams) at t  6.60 (minutes) A1A1
[5 marks]
(d) using an appropriate graph or equation (first or second derivative) M1

amount of salt is decreasing most rapidly at t  12.9 (minutes) A1
[2 marks]
(e) EITHER
attempting to form an integral representing the amount of salt that left
the tank M1
60
x(t )
 t  1 dt
0
t

60
200  40e 4
t  5  dt

0  t  1
2
A1
OR
attempting to form an integral representing the amount of salt that entered the
tank minus the amount of salt in the tank at t  60 (minutes) M1
60 t

amount of salt that left the tank is  10e 4
dt  x  60  A1
0
THEN
 36.7 (grams) A2
[4 marks]
Total [21 marks]

12. (a) stating the relationship between cot and tan and stating the identity
for tan 2 M1
1 2 tan 
cot 2  and tan 2 
tan 2 1  tan 2 
1 tan2 
 cot 2  AG
2tan
[1 mark]
(b) METHOD 1
attempting to substitute tan  for x and using the result from (a) M1
 1  tan 
2

LHS  tan 2   2 tan    1 A1
 2 tan  
tan2  1 tan2  1  0   RHS A1
so x  tan satisfies the equation AG
attempting to substitute  cot  for x and using the result from (a) M1
 1  tan 2  
LHS  cot   2 cot  
2
 1 A1
 2 tan  
1  1  tan 2  
    1 A1
tan 2   tan 2  
1 1
  1  1  0   RHS  A1
tan  tan 2 
2
so x   cot  satisfies the equation AG
METHOD 2
let   tan and    cot 
attempting to find the sum of roots M1
1
    tan  
tan 
tan2  1
 A1
tan
 2cot 2 (from part (a)) A1
attempting to find the product of roots M1
  tan    cot   A1
 1 A1
the coefficient of x and the constant term in the quadratic are 2 cot 2 and
1 respectively R1
hence the two roots are   tan and    cot  AG
[7 marks]
continued…
(c) METHOD 1
π π  π
are roots of x   2cot  x 1  0
2
x  tan and x   cot R1
12 12  6
π  π
is stated as a root of x   2cot  x 1  0 .
2
Note: Award R1 if only x  tan
12  6
x 2  2 3x  1  0 A1
attempting to solve their quadratic equation M1
x 32 A1
π π
tan  0 (  cot  0 ) R1
12 12
π
so tan  2 3 AG
12
METHOD 2
π
attempting to substitute   into the identity for tan 2 M1
12
π
2 tan
π 12
tan 
6 1  tan 2 π
12
π π
tan 2  2 3 tan  1  0 A1
12 12
attempting to solve their quadratic equation M1
π
tan   3  2 A1
12
π
tan 0 R1
12
π
so tan  2 3 AG
12
[5 marks]
π π  π
is the sum of the roots of x   2cot  x  1  0
2
(d) tan  cot R1
24 24  12 
π π π
tan  cot  2 cot A1
24 24 12
2
 A1
2 3
attempting to rationalise their denominator (M1)
 4  2 3 A1A1
[6 marks]
Total [19 marks]


Higher level
Paper 3
Specimen
1 hour
• Answer all the questions in the answer booklet provided.
this paper.

Answer all questions in the answer booklet provided. Please start each question on a new page. Full
marks are not necessarily awarded for a correct answer with no working. Answers must be supported
by working and/or explanations. Solutions found from a graphic display calculator should be supported
by suitable working. For example, if graphs are used to find a solution, you should sketch these as part
of your answer. Where an answer is incorrect, some marks may be given for a correct method, provided
this is shown by written working. You are therefore advised to show all working.
This question asks you to investigate regular n-sided polygons inscribed and circumscribed
in a circle, and the perimeter of these as n tends to infinity, to make an approximation for π .
(a) Consider an equilateral triangle ABC of side length, x units, inscribed in a circle of
radius 1 unit and centre O as shown in the following diagram.
x x
C x B
The equilateral triangle ABC can be divided into three smaller isosceles triangles, each
2�
subtending an angle of at O, as shown in the following diagram.
3
O
2π
3
1 1
C x B
Using right-angled trigonometry or otherwise, show that the perimeter of the equilateral
triangle ABC is equal to 3 3 units. [3]
(b) Consider a square of side length, x units, inscribed in a circle of radius 1 unit.
By dividing the inscribed square into four isosceles triangles, find the exact perimeter of
the inscribed square. [3]

(c) Find the perimeter of a regular hexagon, of side length, x units, inscribed in a circle of
radius 1 unit. [2]
Let Pi (n) represent the perimeter of any n-sided regular polygon inscribed in a circle of
radius 1 unit.
�
(d) Show that Pi (n) = 2n sin   .[3]
n
(e) Use an appropriate Maclaurin series expansion to find lim Pi (n) and interpret this
n →∞
result geometrically. [5]
Consider an equilateral triangle ABC of side length, x units, circumscribed about a circle of
radius 1 unit and centre O as shown in the following diagram.
x x
O
C x B
Let Pc (n) represent the perimeter of any n-sided regular polygon circumscribed about a
circle of radius 1 unit.
 �
(f) Show that Pc (n) = 2n tan   .[4]
n
 �
Consider the function P ( x) = 2 x tan   where x ∈  , x > 2 .
x
�
2 tan  
x
(g) (i) By writing P (x) in the form , find lim P ( x) .
1 x →∞
x
(ii) Hence state the value of lim Pc (n) for integers n > 2 . [5]
n →∞
Turn over
(h) Use the results from part (d) and part (f) to determine an inequality for the value of π in
terms of n .[2]
The inequality found in part (h) can be used to determine lower and upper bound
approximations for the value of π .
(i) Determine the least value for n such that the lower bound and upper bound
approximations are both within 0.005 of π .[3]
This question asks you to investigate some properties of the sequence of functions of the
form fn (x) = cos (n arccos x) , -1 ≤ x ≤ 1 and n ∈ + .
Important: When sketching graphs in this question, you are not required to find the
coordinates of any axes intercepts or the coordinates of any stationary points unless requested.
(a) On the same set of axes, sketch the graphs of y = f1 (x) and y = f3 (x) for -1 ≤ x ≤ 1 . [2]
(b) For odd values of n > 2 , use your graphic display calculator to systematically vary the
value of n . Hence suggest an expression for odd values of n describing, in terms of n ,
the number of
(i) local maximum points;
(ii) local minimum points. [4]
(c) On a new set of axes, sketch the graphs of y = f2 (x) and y = f4 (x) for -1 ≤ x ≤ 1 . [2]
(d) For even values of n > 2 , use your graphic display calculator to systematically vary
the value of n . Hence suggest an expression for even values of n describing, in terms
of n , the number of
(i) local maximum points;
(ii) local minimum points. [4]
(e) Solve the equation fn' (x) = 0 and hence show that the stationary points on the graph
k�
of y = fn (x) occur at x = cos where k ∈ + and 0 < k < n . [4]
n
The sequence of functions, fn (x) , defined above can be expressed as a sequence of
polynomials of degree n .
(f) Use an appropriate trigonometric identity to show that f2 (x) = 2x2 - 1 . [2]
Consider fn + 1 (x) = cos ((n + 1) arccos x) .
(g) Use an appropriate trigonometric identity to show that

fn + 1 (x) = cos (n arccos x) cos (arccos x) - sin (n arccos x) sin (arccos x) . [2]
(h) Hence
(i) show that fn + 1 (x) + fn - 1 (x) = 2xfn(x) , n ∈ + ;
(ii) express f3 (x) as a cubic polynomial. [5]

Markscheme
Specimen paper
Mathematics:
Higher level
Paper 3
9 pages
Abbreviations
1 General
M mark(s), if any.
correct values.
part.
Examples

8 2
2. 1
4
3 Implied marks
FT marks.
 If the error leads to an inappropriate value (e.g. probability greater than 1, use of r 1 for the
5 Mis-read
fewer marks.

METHOD 2, etc.
7 Alternative forms
9 Calculators
are not allowed.
Calculator notation
1. (a) METHOD 1
x
consider right-angled triangle OCX where CX 
2
x
π 2
sin  M1A1
3 1
x 3
  x 3 A1
2 2
Pi  3  x  3 3 AG
METHOD 2
2π
eg use of the cosine rule x 2  12  12  2 11 cos M1A1
3
x 3 A1
Pi  3  x  3 3 AG
Note: Accept use of sine rule.

[3 marks]
π 1
(b) sin  where x  side of square M1
4 x
x 2 A1
Pi  4 2 A1
[3 marks]
(c) 6 equilateral triangles  x  1 A1

Pi  6 A1
[2 marks]
x
π 2
(d) in right-angled triangle sin    M1
n 1
π
 x  2sin   A1
n
Pi  n  x
π
Pi  n  2sin   M1
n
π
Pi  2n sin   AG
n
[3 marks]
continued…
π
(e) consider lim 2n sin  
n
n
x x5
3
use of sin x  x    M1
3! 5!
π  π π3 π5 
2 n sin    2 n   3  5
  (A1)
n  n 6 n 120 n 
 π3 π5 
 2 π  2  4
  A1
 6 n 120 n 
π
 lim 2n sin    2π A1
n 
n
as n   polygon becomes a circle of radius 1 and Pi  2π R1
[5 marks]
(f) consider an n-sided polygon of side length x

2π π
2n right-angled triangles with angle  at centre M1A1
2n n
x π π
opposite side  tan    x  2tan   M1A1
2 n n
π
Perimeter Pc  2n tan   AG
n
[4 marks]
π
2 tan  
lim P  x   lim  x  0
(g) (i) R1
x  x  1 0
x
attempt to use L’Hôpital’s rule M1
2π 2  π 
 sec  
x2 x
lim P  x   lim A1
x  x  1
 2
x
lim P  x   2π A1
x
(ii) lim Pc  n   2π A1
n 
[5 marks]
continued…
(h) Pi  2π  Pc
π π
2n sin    2π  2n tan   M1
n n
π π
n sin    π  n tan   A1
n n
[2 marks]
(i) attempt to find the lower bound and upper bound approximations within
0.005 of π (M1)
n  46 A2
[3 marks]
Total [30 marks]
2. (a) correct graph of y  f1 ( x) A1

correct graph of y  f3 (x) A1
[2 marks]
(b) (i) graphical or tabular evidence that n has been systematically varied M1
eg n  3 , 1 local maximum point and 1 local minimum point
n  5 , 2 local maximum points and 2 local minimum points
n  7 , 3 local maximum points and 3 local minimum points (A1)
n 1
local maximum points A1
2
n 1
(ii) local minimum points A1
2
Note: Allow follow through from an incorrect local maximum formula expression.
[4 marks]
continued…
(c) correct graph of y  f2 (x) A1

correct graph of y  f4 (x) A1
[2 marks]
(d) (i) graphical or tabular evidence that n has been systematically varied M1
eg n  2 , 0 local maximum point and 1 local minimum point

n  4 , 1 local maximum points and 2 local minimum points
n  6 , 2 local maximum points and 3 local minimum points (A1)
n2
local maximum points A1
2
n
(ii) local minimum points A1
2
[4 marks]
(e) fn  x   cos  n arccos  x  

n sin  n arccos  x  
f n  x   M1A1
1  x2
Note: Award M1 for attempting to use the chain rule.
f n  x   0  n sin  n arccos  x    0 M1
n arccos  x  kπ ( k    ) A1
leading to
kπ
x  cos ( k    and 0  k  n ) AG
n
[4 marks]
continued…
(f) f2  x   cos  2arccos x 

 2  cos  arccos x    1
2
M1

stating that cos  arccos x   x  A1
so f2  x  2x 1
2
AG
[2 marks]
(g) fn1  x   cos   n 1 arccos x 

 cos  n arccos x  arccos x  A1
use of cos  A  B   cos A cos B  sin Asin B leading to M1
 cos  n arccos x  cos  arccos x   sin  n arccos x  sin  arccos x  AG
[2 marks]
(h) (i) fn1  x   cos   n 1 arccos x  A1

 cos  n arccos x  cos  arccos x   sin  n arccos x  sin  arccos x  M1
fn1  x   fn1  x   2cos  n arccos x  cos  arccos x  A1
 2xfn  x  AG
(ii) f3  x   2 xf 2  x   f1  x  (M1)
 2 x  2 x 2  1  x
 4 x3  3x A1
[5 marks]
Total [25 marks]

SPEC/5/MATAA/SP1/ENG/TZ0/XX

Standard level
Paper 1
Specimen
1 hour 30 minutes
• You are not permitted access to any calculator for this paper.
this paper.
12EP01
–2– SPEC/5/MATAA/SP1/ENG/TZ0/XX
supported by working and/or explanations. Where an answer is incorrect, some marks may be given
for a correct method, provided this is shown by written working. You are therefore advised to show all
working.
Section A
The following diagram shows triangle ABC, with AB = 6 and AC = 8 .
diagram not to scale

B
A C
8
5 5
(a) Given that cos A = , find the value of cos
sin A .= [3]
6 6
(b) Find the area of triangle ABC .[2]
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12EP02
Let A and B be events such that P (A) = 0.5 , P (B) = 0.4 and P (A ∪ B) = 0.6 .
Find P (A | B) .
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12EP03
(a) Show that (2n - 1)2 + (2n + 1)2 = 8n2 + 2 , where n ∈  . [2]
(b) Hence, or otherwise, prove that the sum of the squares of any two consecutive odd
integers is even. [3]
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12EP04
8x
Let f ′( x) = . Given that f (0) = 5 , find f (x) .
2x2 + 1
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12EP05
x+3
The functions f and g are defined such that f ( x) = and g (x) = 8x + 5 .
4
(a) Show that ( g  f )(x) = 2x + 11 . [2]
(b) Given that ( g  f )-1(a) = 4 , find the value of a . [3]
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12EP06
(a) Show that log 9 (cos 2 x + 2) = log 3 cos 2 x + 2 .[3]
�
(b) Hence or otherwise solve log3 (2 sin x) = log9 (cos 2x + 2) for 0 < x < .[5]
2
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12EP07
Section B
A large company surveyed 160 of its employees to find out how much time they spend
traveling to work on a given day. The results of the survey are shown in the following
cumulative frequency diagram.
160
140
120
100
cumulative frequency
80
60
40
20
0 10 20 30 40 50 60 70
travelling time (minutes)
12EP08
(a) Find the median number of minutes spent traveling to work. [2]
(b) Find the number of employees whose travelling time is within 15 minutes of the median. [3]
Only 10% of the employees spent more than k minutes traveling to work.
(c) Find the value of k .[3]
The results of the survey can also be displayed on the following box-and-whisker diagram.
travelling times (minutes)
5 a 47 b
(d) Write down the value of b .[1]
(e) (i) Find the value of a .
(ii) Hence, find the interquartile range. [4]
Travelling times of less than p minutes are considered outliers.
(f) Find the value of p .[2]
1 3
Let f ( x) = x + x 2 − 15 x + 17 .
3
(a) Find f ' (x) . [2]
The graph of f has horizontal tangents at the points where x = a and x = b , a < b .
(b) Find the value of a and the value of b .[3]
(c) (i) Sketch the graph of y = f ' (x) .
(ii) Hence explain why the graph of f has a local maximum point at x = a . [2]
(d) (i) Find f " (b) .
(ii) Hence, use your answer to part (d)(i) to show that the graph of f has a local
minimum point at x = b . [4]
The normal to the graph of f at x = a and the tangent to the graph of f at x = b intersect at
the point ( p , q) .
(e) Find the value of p and the value of q .[5]
Turn over
12EP09
– 10 – SPEC/5/MATAA/SP1/ENG/TZ0/XX
ln 5 x
Let f ( x) = where x > 0 , k ∈ + .
kx
1 − ln 5 x
(a) Show that f ′( x) = .[3]
kx 2
The graph of f has exactly one maximum point P .
(b) Find the x-coordinate of P . [3]
2 ln 5 x − 3
The second derivative of f is given by f ′′( x) = . The graph of f has exactly one
kx 3
point of inflexion Q .
1 32
(c) Show that the x-coordinate of Q is e .[3]
5
The region R is enclosed by the graph of f , the x-axis, and the vertical lines through the
maximum point P and the point of inflexion Q .
y
P Q
(d) Given that the area of R is 3, find the value of k .[7]
12EP10

will not be marked.
12EP11

will not be marked.
12EP12
SPEC/5/MATAA/SP1/ENG/TZ0/XX/M
Markscheme
Specimen paper
Mathematics:
Standard level
Paper 1
11 pages
–2– SPEC/5/MATAA/SP1/ENG/TZ0/XX/M
Abbreviations
1 General
M mark(s), if any.
correct values.
part.
Examples

8 2
2. 1
4
3 Implied marks
FT marks.
 If the error leads to an inappropriate value (e.g. probability greater than 1, use of r 1 for the
5 Mis-read
fewer marks.

METHOD 2, etc.
7 Alternative forms
9 Calculators
No calculator is allowed. The use of any calculator on paper 1 is malpractice, and will result in no
grade awarded. If you see work that suggests a candidate has used any calculator, please follow
the procedures for malpractice. Examples: finding an angle, given a trig ratio of 0.4235.
Section A
1. (a) valid approach using Pythagorean identity (M1)
2
5
sin 2 A +    1 (or equivalent) (A1)
6
11
sin A = A1
6
[3 marks]
1 11
(b) 8 6 (or equivalent) (A1)
2 6
area=4 11 A1
[2 marks]
Total [5 marks]
2. attempt to substitute into P  A  B   P  A  P  B   P  A  B (M1)
Note: Accept use of Venn diagram or other valid method.

0.6  0.5  0.4  P( A  B ) (A1)
P  A  B   0.3 (seen anywhere) A1
P  A  B
attempt to substitute into P  A | B   (M1)
P  B
0.3

0.4
 3
P  A | B  0.75    A1
 4
Total [5 marks]
3. (a) attempting to expand the LHS (M1)

LHS   4n  4n  1   4 n  4 n  1
2 2
A1
 8n2  2   RHS AG
[2 marks]
(b) METHOD 1
recognition that 2n 1 and 2n 1 represent two consecutive odd
integers (for n  ) R1
8n  2  2  4 n  1
2 2
A1
[3 marks]
METHOD 2
recognition, eg that n and n  2 represent two consecutive odd integers
(for n  ) R1
n 2   n  2   2  n 2  2n  2 
2
A1
[3 marks]
Total [5 marks]
4. attempt to integrate (M1)

du
u  2 x2  1   4x
dx
8x 2
 2 x2  1
dx  
u
du (A1)
EITHER
 4 u  C  A1
OR
 4 2 x 2  1  C  A1
THEN
correct substitution into their integrated function (must have C ) (M1)
5  4  C  C 1
f  x   4 2x2  1  1 A1
Total [5 marks]
5. (a) attempt to form composition M1

 x 3  x 3
correct substitution g    8 5 A1
 4   4 
 g  f  x   2x  11 AG
[2 marks]
(b) attempt to substitute 4 (seen anywhere) (M1)

correct equation a  2  4  11 (A1)
a  19 A1
[3 marks]
Total [5 marks]
6. (a) attempting to use the change of base rule M1

log3 (cos 2x  2)
log9 (cos 2 x  2)  A1
log3 9
1
 log 3 (cos 2 x  2) A1
2
 log3 cos 2 x  2 AG
[3 marks]
(b) log3 (2sin x)  log3 cos 2x  2

2sin x  cos2x  2 M1
4 sin x  cos 2 x  2 (or equivalent)
2
A1
use of cos 2 x  1  2 sin 2 x (M1)
6 sin 2 x  3
1
sin x    A1
2
π
x A1
4
π
Note: Award A0 if solutions other than x  are included.
4
[5 marks]
Total [8 marks]
Section B
7. (a) evidence of median position (M1)
80th employee
40 minutes A1
[2 marks]
(b) valid attempt to find interval (2555) (M1)

18 (employees), 142 (employees) A1
124 A1
[3 marks]
(c) recognising that there are 16 employees in the top 10% (M1)
144 employees travelled more than k minutes (A1)
k  56 A1
[3 marks]
(d) b  70 A1
[1 mark]
(e) (i) recognizing a is first quartile value (M1)

40 employees
a  33 A1
(ii) 47  33 (M1)
IQ R  14 A1
[4 marks]
(f) attempt to find 1.5  their IQR (M1)

33  21
12 (A1)
[2 marks]
[Total 15 marks]
8. (a) f (x)  x2  2x 15 (M1)A1

[2 marks]
(b) correct reasoning that f  ( x )  0 (seen anywhere) (M1)

x 2  2 x  15  0
valid approach to solve quadratic M1
( x  3)( x  5) , quadratic formula
correct values for x
3,  5
correct values for a and b
a  5 and b  3 A1
[3 marks]
continued…
(c) (i)
A1
(ii) first derivative changes from positive to negative at x a A1
so local maximum at x a AG
[2 marks]
(d) (i) f ( x )  2 x  2 A1
substituting their b into their second derivative (M1)

f (3)  2  3  2
f  ( b )  8 (A1)
(ii) f (b) is positive so graph is concave up R1

so local minimum at xb AG
[4 marks]
(e) normal to f at x  a is x  5 (seen anywhere) (A1)

attempt to find y-coordinate at their value of b (M1)
f (3)   10 (A1)
tangent at x  b has equation y   10 (seen anywhere) A1
intersection at  5, 10
p   5 and q   10 A1
[5 marks]
[Total 16 marks]
– 10 – SPEC/5/MATAA/SP1/ENG/TZ0/XX/M
9. (a) attempt to use quotient rule (M1)

correct substitution into quotient rule
1
5kx    k ln5x
f   x   5x 
(or equivalent) A1
 kx 
2
k  k ln 5 x
 ,k    A1
k 2 x2
1  ln 5x
 AG
kx 2
[3 marks]
(b) f  x  0 M1
1  ln 5 x
0
kx 2
ln 5 x  1 (A1)
e
x A1
5
[3 marks]
(c) f   x   0 M1
2 ln 5 x  3
0
kx 3
3
ln 5 x  A1
2
3
5x  e 2 A1
3
1
so the point of inflexion occurs at x  e 2
AG
5
[3 marks]
continued…
(d) attempt to integrate (M1)

du 1
u  ln 5 x  
dx x
ln 5 x 1
 kx
dx   u du
k
(A1)
EITHER
u2
 A1
2k
3 3
1  u2 2
2
so  u d u    A1
k 1  2 k 1
OR
 ln 5x 
2
 A1
2k
3 3
1 2 1 2
e e
5
ln 5 x   ln 5 x  2
 5
so 
e kx
dx  
 2 k

 e
A1
5 5
THEN
1 9 
   1
2k  4 
5
 A1
8k
setting their expression for area equal to 3 M1
5
3
8k
5
k A1
24
[7 marks]
Total [16 marks]

SPEC/5/MATAA/SP2/ENG/TZ0/XX

Standard level
Paper 2
Specimen
1 hour 30 minutes
this paper.
12EP01
supported by working and/or explanations. Solutions found from a graphic display calculator should be
supported by suitable working. For example, if graphs are used to find a solution, you should sketch
Section A
A metal sphere has a radius 12.7 cm.
(a) Find the volume of the sphere expressing your answer in the form a × 10k , 1 ≤ a < 10
and k ∈  . [3]
The sphere is to be melted down and remoulded into the shape of a cone with a height of 14.8 cm.
(b) Find the radius of the base of the cone, correct to 2 significant figures. [3]
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12EP02
The following diagram shows part of a circle with centre O and radius 4 cm .
4 cm θ
B
A 5 cm
Chord AB has a length of 5 cm and AÔB = θ .
(a) Find the value of θ , giving your answer in radians. [3]
(b) Find the area of the shaded region. [3]
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12EP03
On 1st January 2020, Laurie invests $P in an account that pays a nominal annual interest
rate of 5.5 % , compounded quarterly.
The amount of money in Laurie’s account at the end of each year follows a geometric
sequence with common ratio, r .
(a) Find the value of r , giving your answer to four significant figures. [3]
Laurie makes no further deposits to or withdrawals from the account.
(b) Find the year in which the amount of money in Laurie’s account will become double the
amount she invested. [3]
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12EP04
7
A six-sided biased die is weighted in such a way that the probability of obtaining a “six” is .
10
The die is tossed five times. Find the probability of obtaining
(a) at most three “sixes”. [3]
(b) the third “six” on the fifth toss. [3]
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12EP05
The following table below shows the marks scored by seven students on two different
mathematics tests.
Test 1 (x) 15 23 25 30 34 34 40
Test 2 ( y) 20 26 27 32 35 37 35
Let L1 be the regression line of x on y . The equation of the line L1 can be written in the
form x = ay + b .
(a) Find the value of a and the value of b .[2]
Let L2 be the regression line of y on x . The lines L1 and L2 pass through the same point
with coordinates ( p , q) .
(b) Find the value of p and the value of q .[3]
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12EP06
The displacement, in centimetres, of a particle from an origin, O, at time t seconds, is given

by s (t) = t 2 cos t + 2t sin t , 0 ≤ t ≤ 5 .
(a) Find the maximum distance of the particle from O.[3]
(b) Find the acceleration of the particle at the instant it first changes direction. [4]
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12EP07
Section B
Adam sets out for a hike from his camp at point A . He hikes at an average speed of 4.2 km/h
for 45 minutes, on a bearing of 035 from the camp, until he stops for a break at point B .
(a) Find the distance from point A to point B .[2]
N
B
35
Adam leaves point B on a bearing of 114 and continues to hike for a distance of 4.6 km until
he reaches point C .
N
N
B
35 C
(b) (i) Show that AB̂ C is 101 .
(ii) Find the distance from the camp to point C .[5]
(c) Find BĈA . [3]
Adam’s friend Jacob wants to hike directly from the camp to meet Adam at point C .
(d) Find the bearing that Jacob must take to point C . [3]
Jacob hikes at an average speed of 3.9 km/h.
(e) Find, to the nearest minute, the time it takes for Jacob to reach point C . [3]
12EP08
The length, X mm , of a certain species of seashell is normally distributed with mean 25 and
variance, σ2 .
The probability that X is less than 24.15 is 0.1446 .
(a) Find P (24.15 < X < 25) . [2]
(b) (i) Find σ , the standard deviation of X .
(ii) Hence, find the probability that a seashell selected at random has a length
greater than 26 mm .[5]
A random sample of 10 seashells is collected on a beach. Let Y represent the number of

seashells with lengths greater than 26 mm .
(c) Find E (Y ) . [3]
(d) Find the probability that exactly three of these seashells have a length greater
than 26 mm .[2]
A seashell selected at random has a length less than 26 mm .
(e) Find the probability that its length is between 24.15 mm and 25 mm .[3]
Turn over
12EP09
– 10 – SPEC/5/MATAA/SP2/ENG/TZ0/XX
� 
Consider a function f , such that f ( x) = 5.8 sin  ( x + 1)  + b , 0 ≤ x ≤ 10 , b ∈  .
6 
(a) Find the period of f . [2]
The function f has a local maximum at the point (2 , 21.8) , and a local minimum at (8 , 10.2) .
(b) (i) Find the value of b .
(ii) Hence, find the value of f (6) . [4]
 2� 
A second function g is given by g ( x) = p sin  ( x − 3.75)  + q , 0 ≤ x ≤ 10 ; p , q ∈  .
 9 
The function g passes through the points (3 , 2.5) and (6 , 15.1) .
(c) Find the value of p and the value of q .[5]
(d) Find the value of x for which the functions have the greatest difference. [2]
12EP10

will not be marked.
12EP11

will not be marked.
12EP12
SPEC/5/MATAA/SP2/ENG/TZ0/XX/M
Markscheme
Specimen paper
Mathematics:
Standard level
Paper 2
10 pages
Abbreviations
1 General
M mark(s), if any.
correct values.
part.
Examples

8 2
2. 1
4
3 Implied marks
FT marks.
5 Mis-read
fewer marks.

METHOD 2, etc.
7 Alternative forms
9 Calculators
are not allowed.
Calculator notation
Section A
4
π 12.7  (or equivalent)
3
1. (a) A1
3
8580.24 (A1)
V  8.58  10 3
A1
[3 marks]
(b) recognising volume of the cone is same as volume of their sphere (M1)
1 2
πr 14.8   8580.24 (or equivalent) A1
3
r  23.529
r  24 (cm) correct to 2 significant figures A1
[3 marks]
Total [6 marks]
2. (a) METHOD 1
attempt to use the cosine rule (M1)
4  4 5
2 2 2
cos   (or equivalent) A1
2 4 4
  1.35 A1
[3 marks]
METHOD 2
attempt to split triangle AOB into two congruent right triangles (M1)
   2.5
sin    A1
2 4
  1.35 A1
[3 marks]
(b) attempt to find the area of the shaded region (M1)

1
 4  4  (2  A1
2
 39.5 (cm2) A1
[3 marks]
Total [6 marks]
4
 5.5 
3. (a) 1   (M1)(A1)
 4  100 
1.056 A1
[3 marks]
continued…
(b) EITHER
4n
 5.5 
OR 2 P  P   their ( a ) 
m
2 P  P  1   (M1)(A1)
 100  4 
Note: Award (M1) for substitution into loan payment formula. Award (A1) for correct substitution.
OR
PV  1
FV  2
I%  5.5
P/Y  4
C/Y  4
n  50.756 (M1)(A1)
OR
PV  1
FV  2
I%  100 (their ( a )  1)
P/Y  1
C/Y  1 (M1)(A1)
THEN
 12.7 years
Laurie will have double the amount she invested during 2032 A1
[3 marks]
Total [6 marks]
4. (a) recognition of binomial (M1)

X ~ B (5, 0.7)
attempt to find P (X  3) M1
 0.472( 0.47178) A1
[3 marks]
(b) recognition of 2 sixes in 4 tosses (M1)

 4  2
P  3rd six on the 5th toss       0.7    0.3   0.7( 0.2646  0.7)
2
A1
 2  
 0.185   0.18522  A1
[3 marks]
Total [6 marks]
5. (a) a  1.29 and b  10.4 A1A1

[2 marks]
(b) recognising both lines pass through the mean point (M1)
p  28.7 , q  30.3 A2
[3 marks]
Total [5 marks]
6. (a) use of a graph to find the coordinates of the local minimum (M1)
s  16.513... (A1)
maximum distance is 16.5 cm (to the left of O) A1
[3 marks]
(b) attempt to find time when particle changes direction eg considering the
first maximum on the graph of s or the first t – intercept on the graph of s. (M1)
t  1.51986... (A1)
attempt to find the gradient of s for their value of t, s 1.51986... (M1)
 8.92 (cm/s2) A1
[4 marks]
Total [7 marks]
Section B
4.2
7. (a)  45 A1
60
AB  3.15 (km) A1
[2 marks]
(b) (i) 
or 180  114  A1
35  66 A1
ˆ  101
ABC AG
(ii) attempt to use cosine rule (M1)

AC  3.15  4.6  2  3.15  4.6 cos 101 (or equivalent)
2 2 2
A1
AC  6.05 (km) A1
[5 marks]
(c) valid approach to find angle BCA (M1)

eg sine rule
correct substitution into sine rule A1
eg

sin BĈA  sin101
3.15 6.0507...
BĈA  30.7 A1
[3 marks]
(d) BÂC  48.267 (seen anywhere) A1

valid approach to find correct bearing (M1)
eg 48.267  35
bearing  83.3 (accept 083 ) A1
[3 marks]
distance
(e) attempt to use time  M1
speed
6.0507
or 0.065768 km/min (A1)
3.9
t  93 (minutes) A1
[3 marks]
Total [16 marks]

8. (a) attempt to use the symmetry of the normal curve (M1)

eg diagram, 0.5  0.1446
P  24.15  X  25   0.3554 A1
[2 marks]
(b) (i) use of inverse normal to find z score (M1)

z  1.0598
24.15  25
correct substitution  1.0598 (A1)

  0.802 A1
(ii) P  X  26   0.106 (M1)A1

[5 marks]
(c) recognizing binomial probability (M1)

E(Y )  10  0.10621 (A1)
 1.06 A1
[3 marks]
(d) P Y  3  (M1)
 0.0655 A1
[2 marks]
(e) recognizing conditional probability (M1)

correct substitution A1
0.3554
1 0.10621
 0.398 A1
[3 marks]
Total [15 marks]
9. (a) correct approach A1

 2
eg  (or equivalent)
6 period
period  12 A1
[2 marks]
(b) (i) valid approach (M1)

max + min
eg b  max  amplitude
2
21.8  10.2
, or equivalent
2
b  16 A1
continued…
(ii) attempt to substitute into their function (M1)

π 
5.8sin   6  1   16
6 
f (6)  13.1 A1
[4 marks]
(c) valid attempt to set up a system of equations (M1)

two correct equations A1
 2π   2π 
p sin   3  3.75    q  2.5 , p sin   6  3.75    q  15.1
 9   9 
valid attempt to solve system (M1)
p  8.4; q  6.7 A1A1
[5 marks]
(d) attempt to use f ( x)  g ( x) to find maximum difference (M1)

x  1.64 A1
[2 marks]
Total [13 marks]

Mathematics: applications and
interpretation
Higher level and Standard level
Specimen papers 1, 2 and 3
First examinations in 2021

CONTENTS
Mathematics: applications and interpretation higher level


paper 1 markscheme


paper 2 markscheme


paper 3 markscheme
Mathematics: applications and interpretation standard level


paper 1 markscheme


paper 2 markscheme
SPEC/5/MATAI/HP1/ENG/TZ0/XX
Mathematics: applications and interpretation

Higher level
Paper 1
Specimen paper
2 hours
yy Write your session number in the boxes above.
yy Do not open this examination paper until instructed to do so.
yy A graphic display calculator is required for this paper.
yy Answer all questions.
yy Answers must be written within the answer boxes provided.
yy Unless otherwise stated in the question, all numerical answers should be given exactly or
yy A clean copy of the mathematics: applications and interpretation formula booklet is
required for this paper.
yy The maximum mark for this examination paper is [110 marks].
24EP01
–2– SPEC/5/MATAI/HP1/ENG/TZ0/XX

will not be marked.
24EP02
Answers must be written within the answer boxes provided. Full marks are not necessarily awarded
for a correct answer with no working. Answers must be supported by working and/or explanations.
Solutions found from a graphic display calculator should be supported by suitable working. For example,
if graphs are used to find a solution, you should sketch these as part of your answer. Where an answer
is incorrect, some marks may be given for a correct method, provided this is shown by written working.
You are therefore advised to show all working.
At the end of a school day, the Headmaster conducted a survey asking students in how many
classes they had used the internet.
The data is shown in the following table.
Number of classes in which

0 1 2 3 4 5 6
the students used the internet
Number of students 20 24 30 k 10 3 1
(a) State whether the data is discrete or continuous.[1]
The mean number of classes in which a student used the internet is 2.
(b) Find the value of k .[4]
It was not possible to ask every person in the school, so the Headmaster arranged the
student names in alphabetical order and then asked every 10th person on the list.
(c) Identify the sampling technique used in the survey. [1]
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24EP03
The perimeter of a given square P can be represented by the function P ( A) = 4 A , A ≥ 0 ,

where A is the area of the square. The graph of the function P is shown for 0 ≤ A ≤ 25 .
20
Perimeter (P)
10
10 20
Area (A)
(a) Write down the value of P (25) .[1]
(b) On the axes above, draw the graph of the inverse function, P -1 .[3]
(c) In the context of the question, explain the meaning of P -1 (8) = 4 .[1]
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24EP04
Professor Vinculum investigated the migration season of the Bulbul bird from their natural
wetlands to a warmer climate.
He found that during the migration season their population, P could be modelled by
=P 1350 + 400(1.25) - t , t ≥ 0 , where t is the number of days since the start of the
migration season.
(a) Find the population of the Bulbul birds,
(i) at the start of the migration season.
(ii) in the wetlands after 5 days. [3]
(b) Calculate the time taken for the population to decrease below 1400.[2]
(c) According to this model, find the smallest possible population of Bulbul birds during the
migration season. [1]
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24EP05
Points A (3 , 1) , B (3 , 5) , C (11 , 7) , D (9 , 1) and E (7 , 3) represent snow shelters in the

Blackburn National Forest. These snow shelters are illustrated in the following coordinate axes.
Horizontal scale: 1 unit represents 1 km.
Vertical scale: 1 unit represents 1 km.
12
10
8
C
6
B
4
E
2
A D
0 x
2 4 6 8 10 12 14 16
−2
−4
(a) Calculate the gradient of the line segment AE.[2]
24EP06
The Park Ranger draws three straight lines to form an incomplete Voronoi diagram.
12
10
8
C
6
B
4
E
2
A D
0 x
2 4 6 8 10 12 14 16
−2
−4
(b) Find the equation of the line which would complete the Voronoi cell containing site E.
Give your answer in the form ax + by + d = 0 where a , b , d∈ . [3]
(c) In the context of the question, explain the significance of the Voronoi cell containing site E.[1]
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24EP07
Helen is building a cabin using cylindrical logs of length 2.4 m and radius 8.4 cm. A wedge is
cut from one log and the cross-section of this log is illustrated in the following diagram.
B
A
8.4 cm 50

O
2.4 m
(a) Find 50 in radians. [1]
(b) Find the volume of this log. [4]
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24EP08
Jae Hee plays a game involving a biased six-sided die.

The faces of the die are labelled -3, -1, 0, 1, 2 and 5.
The score for the game, X , is the number which lands face up after the die is rolled.
The following table shows the probability distribution for X .
Score x -3 -1 0 1 2 5
1 3 1 2 7
P (X = x) p
18 18 18 18 18
(a) Find the exact value of p .[1]
Jae Hee plays the game once.
(b) Calculate the expected score. [2]
Jae Hee plays the game twice and adds the two scores together.
(c) Find the probability Jae Hee has a total score of -3.[3]
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24EP09
– 10 – SPEC/5/MATAI/HP1/ENG/TZ0/XX
A particle, A, moves so that its velocity (v ms-1) at time t is given by v = 2 sin t , t ≥ 0 .
The kinetic energy (E) of the particle A is measured in joules (J) and is given by E = 5v2 .
(a) Write down an expression for E as a function of time. [1]
dE
(b) Hence find .[2]
dt
(c) Hence or otherwise find the first time at which the kinetic energy is changing at
a rate of 5 J s-1.[2]
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24EP10
Ollie has installed security lights on the side of his house that are activated by a sensor.
The sensor is located at point C directly above point D. The area covered by the sensor
is shown by the shaded region enclosed by triangle ABC. The distance from A to B is
4.5 m and the distance from B to C is 6 m. Angle AĈB is 15.
side view
C
15
A 4.5 B D E
(a) Find CÂB.[3]
Point B on the ground is 5 m from point E at the entrance to Ollie’s house. He is 1.8 m tall and
is standing at point D, below the sensor. He walks towards point B.
(b) Find the distance Ollie is from the entrance to his house when he first activates
the sensor. [5]
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24EP11
A manager wishes to check the mean weight of flour put into bags in his factory. He randomly
samples 10 bags and finds the mean weight is 1.478 kg and the standard deviation of the
sample is 0.0196 kg.
(a) Find sn-1 for this sample. [2]
(b) Find a 95 % confidence interval for the population mean, giving your answer to
4 significant figures. [2]
(c) The bags are labelled as being 1.5 kg weight. Comment on this claim with reference to
your answer in part (b). [1]
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24EP12
In a coffee shop, the time it takes to serve a customer can be modelled by a normal distribution
with a mean of 1.5 minutes and a standard deviation of 0.4 minutes.
Two customers enter the shop together. They are served one at a time.
Find the probability that the total time taken to serve both customers will be less than 4 minutes.
Clearly state any assumptions you have made.
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24EP13
 -15  0
   
A particle P moves with velocity v =  2  in a magnetic field,=B  d  , d ∈ .
 4  1
   
(a) Given that v is perpendicular to B , find the value of d . [2]
The force, F , produced by P moving in the magnetic field is given by the vector
equation F = av × B , a ∈ + .
(b) Given that F = 14 , find the value of a . [4]
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24EP14
Product research leads a company to believe that the revenue (R) made by selling its goods
at a price ( p) can be modelled by the equation.
R ( p ) cpe dp , c , d ∈
=
There are two competing models, A and B with different values for the parameters c and d .
Model A has c = 3 , d = -0.5 and model B has c = 2.5 , d = -0.6 .
The company experiments by selling the goods at three different prices in three similar areas
and the results are shown in the following table.
Area Price ( p) Revenue (R)
1 1 1.5
2 2 1.8
3 3 1.5
The company will choose the model with the smallest value for the sum of square residuals.
Determine which model the company chose.
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24EP15
The rates of change of the area covered by two types of fungi, X and Y,on a particular tree
are given by the following equations, where x is the area covered by X and y is the area
covered by Y.
dx
= 3x - 2 y
dt
dy
= 2x - 2 y
dt
 3 -2   2 1
The matrix   has eigenvalues of 2 and -1 with corresponding eigenvectors   and   .
 2 -2  1  2
Initially x = 8 cm2 and y = 10 cm2 .
dy
(a) Find the value of when t = 0 . [2]
dx
(b) On the following axes, sketch a possible trajectory for the growth of the two fungi,
making clear any asymptotic behaviour. [4]
24EP16
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24EP17

will not be marked.
24EP18
(a) The graph of y = -x3 is transformed onto the graph of y = 33 - 0.08x3 by a translation
of a units vertically and a stretch parallel to the x-axis of scale factor b .
(i) Write down the value of a .
(ii) Find the value of b .[3]
(b) The outer dome of a large cathedral has the shape of a hemisphere of diameter 32 m,
supported by vertical walls of height 17 m. It is also supported by an inner dome which
can be modelled by rotating the curve y = 33 - 0.08x3 through 360 about the y-axis
between y = 0 and y = 33 , as indicated in the diagram.
33
17
−16 0 16 x
Find the volume of the space between the two domes. [5]
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24EP19

π
i
Let w = ae 4 , where a ∈ + .
(a) For a = 2 ,
(i) find the values of w2 , w3 , and w4 ;
(ii) draw w , w2 , w3 and w4 on the following Argand diagram. [5]
Im
12
10
0
−20 −18 −16 −14 −12 −10 −8 −6 −4 −2 2 4 6 8 Re
−2
−4
w
Let z = .
2-i
(b) Find the value of a for which successive powers of z lie on a circle. [2]
24EP20
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24EP21
The number of fish that can be caught in one hour from a particular lake can be modelled by
a Poisson distribution.
The owner of the lake, Emily, states in her advertising that the average number of fish caught
in an hour is three.
Tom, a keen fisherman, is not convinced and thinks it is less than three. He decides to set
up the following test. Tom will fish for one hour and if he catches fewer than two fish he will
reject Emily’s claim.
(a) State a suitable null and alternative hypotheses for Tom’s test. [1]
(b) Find the probability of a Type I error. [2]
The average number of fish caught in an hour is actually 2.5.
(c) Find the probability of a Type II error. [3]
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24EP22
Mr Burke teaches a mathematics class with 15 students. In this class there are 6 female
students and 9 male students.
Each day Mr Burke randomly chooses one student to answer a homework question.
In the first month, Mr Burke will teach his class 20 times.
(a) Find the probability he will choose a female student 8 times. [2]
The Head of Year, Mrs Smith, decides to select a student at random from the year group to
read the notices in assembly. There are 80 students in total in the year group. Mrs Smith
calculates the probability of picking a male student 8 times in the first 20 assemblies is
0.153357 correct to 6 decimal places.
(b) Find the number of male students in the year group. [4]
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24EP23
The rate, A , of a chemical reaction at a fixed temperature is related to the concentration of

two compounds, B and C , by the equation
A = kB x C y , where x , y , k ∈  .
A scientist measures the three variables three times during the reaction and obtains the
following values.
Experiment A (mol l-1 s-1) B (mol l-1) C (mol l-1)

1 5.74 2.1 3.4
2 2.88 1.5 2.4
3 0.980 0.8 1.9
Find x , y and k .
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24EP24
SPEC/5/MATAI/HP1/ENG/TZ0/XX/M
Markscheme
Specimen paper
Mathematics:
applications and interpretation
Higher level
Paper 1
15 pages
–2– SPEC/5/MATAI/HP1/ENG/TZ0/XX/M
Abbreviations
1 General
• Do not automatically award full marks for a correct answer; all working must be checked, and
• It is generally not possible to award M0 followed by A1, as A mark(s) depend on the preceding
M mark(s), if any.
• Where M and A marks are noted on the same line, e.g. M1A1, this usually means M1 for an
correct values.
• Where there are two or more A marks on the same line, they may be awarded independently;
• Where the markscheme specifies M2, A3, etc., do not split the marks, unless there is a note.
• Once a correct answer to a question or part-question is seen, ignore further correct working.
and correct FT working shown, award FT marks as appropriate but do not award the final A1 in
that part.
Examples

8 2
2. 1
4
3. log a − log b log (a − b) Do not award the final A1
3 Implied marks
• Normally the correct work is seen or implied in the next line.

• Marks without brackets can only be awarded for work that is seen.
• Within a question part, once an error is made, no further A marks can be awarded for work
• If the question becomes much simpler because of an error then use discretion to award fewer
FT marks.
• If the error leads to an inappropriate value (e.g. probability greater than 1, use of r > 1 for the
sum of an infinite GP, sin θ = 1.5 , non integer value where integer required), do not award the
• The markscheme may use the word “their” in a description, to indicate that candidates may be
• Exceptions to this rule will be explicitly noted on the markscheme.
• If a candidate makes an error in one part, but gets the correct answer(s) to subsequent part(s),
5 Mis-read
• If the question becomes much simpler because of the MR, then use discretion to award
fewer marks.
• If the MR leads to an inappropriate value (e.g. probability greater than 1, sin θ = 1.5 , non-integer
• Miscopying of candidates’ own work does not constitute a misread, it is an error.
• The MR penalty can only be applied when work is seen. For calculator questions with no
• Alternative methods for complete questions are indicated by METHOD 1,

METHOD 2, etc.
• Alternative solutions for part-questions are indicated by EITHER . . . OR.
7 Alternative forms
• As this is an international examination, accept all alternative forms of notation.

• In the markscheme, equivalent numerical and algebraic forms will generally be written in
• In the markscheme, simplified answers, (which candidates often do not write in examinations),
• Rounding errors: only applies to final answers not to intermediate steps.

• Level of accuracy: when this is not specified in the question the general rule applies to final
9 Calculators
A GDC is required for this examination, but calculators with symbolic manipulation features/
CAS functionality are not allowed.
Calculator notation
1. (a) discrete A1
[1 mark]
24 + 60 + 3k + 40 + 15 + 6
(b) =2 M1A1
88 + k
Note: Award M1 for substitution into the formula for
the mean, award A1 for a correct equation.
attempt to solve their equation (M1)

k = 31 A1
[4 marks]
(c) systematic A1
[1 mark]
Total [6 marks]
2. (a) 20 A1
[1 mark]
(b)
(M1)A1A1
Note: Award (M1) for reflection in the line P = A , award A1 for

endpoint at (20 , 25), award A1 for passing through (16 , 16).
[3 marks]
(c) when the perimeter is 8, the area is 4 A1

[1 mark]
Total [5 marks]
3. (a) (i) 1750 A1
(ii) 1350 + 400 (1.25) −5 (M1)
= 1480 A1
Note: Accept 1481.

[3 marks]
(b) 1400
= 1350 + 400 (1.25) − t (M1)
9.32 (days (9.31885…) (days)) A1

[2 marks]
(c) 1350 A1
Note: Accept 1351 as a valid interpretation of the model as P =1350

is an asymptote.
[1 mark]
Total [6 marks]
3−1
4. (a) (M1)
7−3
= 0.5 A1
[2 marks]
(b) y − 2 =−2( x − 5) (A1)(M1)
Note: Award (A1) for their −2 seen, award (M1) for the correct substitution
of (5 , 2) and their normal gradient in equation of a line.
2 x + y − 12 =
0 A1
[3 marks]
(c) every point in the cell is closer to E than any other snow shelter A1
[1 mark]
Total [6 marks]
50 × π
5. (a) = 0.873 (0.872664) A1
180
[1 mark]
 1 
(b) = 240  π× 8.42 −
volume × 8.42 × 0.872664  M1M1M1
 2 
Note: Award M1 240 × area , award M1 for correctly substituting area sector formula,
award M1 for subtraction of the angles or their areas.
= 45800
=( 45811.96071) A1
[4 marks]
Total [5 marks]
4 2
6. (a)   A1
18  9 
[1 mark]
1 4 3 7
(b) −3 × + (−1) × + 0× +…+ 5× (M1)
18 18 18 18
Note: Award (M1) for their correct substitution into the formula for expected value.
 33 
= 1.83  , 1.83333… A1
 18 
[2 marks]
1 3
(c) 2× × (M1)(M1)
18 18
1 3
Note: Award (M1) for × , award (M1) for multiplying their product by 2.
18 18
1  6 
=  , 0.0185185…, 1.85%  A1
54  324 
[3 marks]
Total [6 marks]
7. =
(a) E 5(2sin
= t ) 2 ( 20sin 2 t ) A1
[1 mark]
dE
(b) = 40sin t cos t (M1)A1
dt
[2 marks]
(c) t = 0.126 (M1)A1

[2 marks]
Total [5 marks]
ˆ
sin CAB sin15
8. (a) = (M1)(A1)
6 4.5
= ˆ B 20.2 (20.187415…)
CA A1
Note: Award (M1) for substituted sine rule formula

and award (A1) for correct substitutions.
[3 marks]
(b) C B̂ D = 20.2 + 15 = 35.2 A1

(let X be the point on BD where Ollie activates the sensor)
1.8
tan 35.18741= (M1)
BX
Note: Award A1 for their correct angle C B̂ D. Award M1 for

correctly substituted trigonometric formula.
BX = 2.55285… A1
5 − 2.55285… (M1)
= 2.45 (m) (2.44714…) A1
[5 marks]
Total [8 marks]
10
9. (a) sn −1 = × 0.0196 =0.02066 … (M1)A1
9
[2 marks]
(b) (1.463 , 1.493) (M1)A1
Note: If sn used answer is (1.464 , 1.492), award M1A0.

[2 marks]
(c) 95 % of the time these results would be produced by a population

with mean of less than 1.5 kg, so it is likely the mean weight is
less than 1.5 kg R1
[1 mark]
Total [5 marks]
10. let T be the time to serve both customers and Ti the time to serve the i th customer
assuming independence of T1 and T2 R1
T is normally distributed and T= T1 + T2 (M1)
E (T ) = 1.5 + 1.5 = 3 A1
Var (T ) = 0.42 + 0.42 = 0.32 M1A1
P (T < 4) =
0.961 A1
Total [6 marks]
– 10 – SPEC/5/MATAI/HP1/ENG/TZ0/XX/M
11. (a) 15 × 0 + 2d + 4 =0 (M1)
d = −2 A1
[2 marks]
 −15   0 
   
(b) a  2  ×  −2  (M1)
 4  1
   
 10    2
    
 15   5a  3  
= a= A1
 30   6
    
2 2 2
magnitude is 5a 2 + 3 + 6 =14 M1
14
=a =( 0.4) A1
35
[4 marks]
Total [6 marks]
12. (Model A)
R = 3 pe −0.5 p M1
predicted values
p R
1 1.8196
2 2.2073
3 2.0082
(A1)
SS res= (1.8196 − 1.5) 2 + (2.2073 − 1.8) 2 + (2.0082 − 1.5) 2 (M1)
= 0.5263… A1
(Model B)
R = 2.5 pe −0.6 p
predicted values
p R
1 1.372
2 1.506
3 1.2397
(A1)
SS res 0.170576 …
= A1
chose model B A1
Note: Method marks can be awarded if seen for either model A or model B.
Award final A1 if it is a correct deduction from their calculated values
for A and B.
Total [7 marks]
dy 16 − 20
13. (a) = M1
dx 24 − 20
= −1 A1
[2 marks]
2  
(b) asymptote of trajectory along r = k   M1A1
1
1
Note: Award M1A0 if asymptote along   .
 2
trajectory begins at (8, 10) with negative gradient A1A1

[4 marks]
Total [6 marks]
14. (a) (i) a = 33 A1
1
(ii) = 2.32 M1A1
3
0.08
[3 marks]
(b) volume within outer dome
2
π × 163 + π × 162 × 17 =22 250.85 M1A1
3
volume within inner dome
2
33  33 − y  3
π∫   dy = 3446.92 M1A1
0
 0.08 
volume between = 22 250.85 − 3446.92 = 18 803.93 m3 A1
[5 marks]
Total [8 marks]
π 3π
( =4i, − 4 )
i i
15. (a) (i) 4e 2 , 8e 4 , 16e πi 2 + 4 2i, − 16 (M1)A1
(ii)
A3
Note: Award A1 for correct arguments, award A1 for 4i and −16 clearly indicated,
3
award A1 for | w | < 4 and 4 < | w | < 16 .
[5 marks]
(b) 22 + 12 =
a2 M1
=a 5 ( 2.24)
= A1
[2 marks]
Total [7 marks]
16. H 0 : m 3, H1 : m < 3
(a) = A1
Note: Accept equivalent statements in words.

[1 mark]
(b) (let X be the number of fish caught)

P ( X ≤ 1| m =3) =0.199 M1A1
[2 marks]
(c) P(X ≥ 2 | m =
2.5) (=
1 − P ( X ≤ 1| m =
2.5)) M1A1
Note: Award M1 for using m = 2.5 to evaluate a probability,

award A1 for also having X ≥ 2 .
= 0.713 A1
[3 marks]
Total [6 marks]
17. (a) P ( X = 8) (M1)
Note: Award (M1) for evidence of recognizing binomial probability.

 6
eg, P ( X = 8) , X ~ B  20, .
 15 
= 0.180 (0.179705…) A1
[2 marks]
(b) let x be the number of male students

x
recognize that probability of selecting a male is equal to (A1)
80
 20
8
 x   80 − x 
12

 set up equation C8     =  0.153357 (M1)
  80   80  
number of male students = 37 (M1)A1
Note: Award (M1)A0 for 27.

[4 marks]
Total [6 marks]
18. log A = x log B + y log C + log k (M1)
log 5.74 = x log 2.1 + y log 3.4 + log k

log 2.88 = x log1.5 + y log 2.4 + log k
log 0.980 = x log 0.8 + y log1.9 + log k M1A1
Note: Allow any consistent base, allow numerical equivalents.
attempting to solve their system of equations (M1)

=x 1.53,
= y 0.505 A1
k = 0.997 A1
Total [6 marks]

Higher level
Paper 2
Specimen paper
2 hours
yy Answer all the questions in the answer booklet provided.

supported by working and/or explanations. Solutions found from a graphic display calculator should
be supported by suitable working. For example, if graphs are used to find a solution, you should sketch
The Happy Straw Company manufactures drinking straws.
The straws are packaged in small closed rectangular boxes, each with length 8 cm, width 4 cm
and height 3 cm. The information is shown in the diagram.
H G
E
F
3
D
C
4
A 8 B
(a) Calculate the surface area of the box in cm2.[2]
(b) Calculate the length AG.[2]
dP
Each week, the Happy Straw Company sells x boxes of straws. It is known that =-2 x + 220,
x ≥ 0 , where P is the weekly profit, in dollars, from the sale of x thousand boxes. dx
(c) Find the number of boxes that should be sold each week to maximize the profit. [3]
The profit from the sale of 20 000 boxes is $1700.
(d) Find P (x) . [5]
(e) Find the least number of boxes which must be sold each week in order to make a profit. [3]
Slugworth Candy Company sell a variety pack of colourful, shaped sweets.
The sweets are produced such that 80 % are star shaped and 20 % are shaped like a
crescent moon. It is known that 10 % of the stars and 30 % of the crescent moons are
coloured yellow.
(a) A sweet is selected at random.
(i) Find the probability that the sweet is yellow.
(ii) Given that the sweet is yellow, find the probability it is star shaped. [4]
According to manufacturer specifications, the colours in each variety pack should be

distributed as follows.
Colour Brown Red Green Orange Yellow Purple
Percentage (%) 15 25 20 20 10 10
Mr Slugworth opens a pack of 80 sweets and records the frequency of each colour.
Observed Frequency 10 20 16 18 12 4
To investigate if the sample is consistent with manufacturer specifications, Mr Slugworth

conducts a χ 2 goodness of fit test. The test is carried out at a 5 % significance level.
(b) Write down the null hypothesis for this test. [1]
(c) Copy and complete the following table in your answer booklet. [2]
Expected Frequency
(d) Write down the number of degrees of freedom. [1]
(e) Find the p-value for the test. [2]
(f) State the conclusion of the test. Give a reason for your answer. [2]
Turn over
In this question, give all answers to two decimal places.
Bryan decides to purchase a new car with a price of €14 000, but cannot afford the full amount.
The car dealership offers two options to finance a loan.
Finance option A:
A 6 year loan at a nominal annual interest rate of 14 % compounded quarterly.

No deposit required and repayments are made each quarter.
(a) (i) Find the repayment made each quarter.
(ii) Find the total amount paid for the car.
(iii) Find the interest paid on the loan. [7]
Finance option B:
A 6 year loan at a nominal annual interest rate of r % compounded monthly. Terms of the
loan require a 10 % deposit and monthly repayments of €250.
(b) (i) Find the amount to be borrowed for this option.
(ii) Find the annual interest rate, r .[5]
(c) State which option Bryan should choose. Justify your answer. [2]
Bryan chooses option B. The car dealership invests the money Bryan pays as soon as they
receive it.
(d) If they invest it in an account paying 0.4 % interest per month and inflation is 0.1 %
per month, calculate the real amount of money the car dealership has received by
the end of the 6 year period. [4]
An aircraft’s position is given by the coordinates (x , y , z) , where x and y are the aircraft’s
displacement east and north of an airport, and z is the height of the aircraft above the ground.
All displacements are given in kilometres.
 -150 
 
The velocity of the aircraft is given as  -50  km h -1 .
 -20 
 
At 13:00 it is detected at a position 30 km east and 10 km north of the airport, and at a height
of 5 km. Let t be the length of time in hours from 13:00.
(a) Write down a vector equation for the displacement, r of the aircraft in terms of t . [2]
(b) If the aircraft continued to fly with the velocity given
(i) verify that it would pass directly over the airport;
(ii) state the height of the aircraft at this point;
(iii) find the time at which it would fly directly over the airport. [4]
When the aircraft is 4 km above the ground it continues to fly on the same bearing but adjusts
the angle of its descent so that it will land at the point (0 , 0 , 0) .
(c) (i) Find the time at which the aircraft is 4 km above the ground.
(ii) Find the direct distance of the aircraft from the airport at this point. [5]
(d) Given that the velocity of the aircraft, after the adjustment of the angle of descent,
 -150 
 
is  -50  km h -1 , find the value of a . [3]
 a 
 
Turn over
The following table shows the costs in US dollars (US$) of direct flights between six cities.
Blank cells indicate no direct flights. The rows represent the departure cities. The columns
represent the destination cities.
Destination city
A B C D E F
A 90 150
B 90 80 70 140
Departure city
C 150 80
D 70 100 180
E 140 100 210
F 180 210
(a) Show the direct flights between the cities as a graph. [2]
(b) Write down the adjacency matrix for this graph. [2]
(c) Using your answer to part (b), find the number of different ways to travel from and
return to city A in exactly 6 flights. [2]
(d) State whether or not it is possible to travel from and return to city A in exactly 6 flights,
having visited each of the other 5 cities exactly once. Justify your answer. [2]
The following table shows the least cost to travel between the cities.
Destination city
A B C D E F
A 0 90 150 160 a b
B 90 0 80 70 140 250
Departure city
C 150 80 0 150 220 330

D 160 70 150 0 100 180
E a 140 220 100 0 210
F b 250 330 180 210 0
(e) Find the values of a and b.[2]
A travelling salesman has to visit each of the cities, starting and finishing at city A.
(f) Use the nearest neighbour algorithm to find an upper bound for the cost of the trip. [3]
(g) By deleting vertex A, use the deleted vertex algorithm to find a lower bound for the cost
of the trip. [4]
A city has two cable companies, X and Y. Each year 20 % of the customers using company X
move to company Y and 10 % of the customers using company Y move to company X.
All additional losses and gains of customers by the companies may be ignored.
(a) Write down a transition matrix T representing the movements between the two
companies in a particular year. [2]
(b) Find the eigenvalues and corresponding eigenvectors of T . [4]
(c) Hence write down matrices P and D such that T = PDP -1 . [2]
Initially company X and company Y both have 1200 customers.
(d) Find an expression for the number of customers company X has after n years,
where n ∈  . [5]
(e) Hence write down the number of customers that company X can expect to have
in the long term. [1]
Turn over
An object is placed into the top of a long vertical tube, filled with a thick viscous fluid,
at time t = 0 .
Initially it is thought that the resistance of the fluid would be proportional to the velocity of
the object. The following model was proposed, where the object’s displacement, x , from
the top of the tube, measured in metres, is given by the differential equation
d2 x  dx 
= 2
9.81 - 0.9   .
dt  dt 
dx
(a) By substituting v = into the equation, find an expression for the velocity of the
dt
particle at time t . Give your answer in the form v = f (t) . [7]
The maximum velocity approached by the object as it falls is known as the terminal velocity.
(b) From your solution to part (a), or otherwise, find the terminal velocity of the object
predicted by this model. [2]
An experiment is performed in which the object is placed in the fluid on a number of occasions
and its terminal velocity recorded. It is found that the terminal velocity was consistently smaller
than that predicted by the model used. It was suggested that the resistance to motion is actually
proportional to the velocity squared and so the following model was set up.
2
d2 x  dx 
= 2
9.81 - 0.9  
dt  dt 
(c) Write down the differential equation as a system of first order differential equations. [2]
(d) Use Euler’s method, with a step length of 0.2, to find the displacement and velocity of
the object when t = 0.6 . [4]
(e) By repeated application of Euler’s method, find an approximation for the terminal velocity,
to five significant figures. [1]
At terminal velocity the acceleration of an object is equal to zero.
(f) Use the differential equation to find the terminal velocity for the object. [2]
(g) Use your answers to parts (d), (e) and (f) to comment on the accuracy of the Euler
approximation to this model. [2]

Markscheme
Specimen paper
Mathematics:
Higher level
Paper 2
14 pages
Abbreviations
1 General
M mark(s), if any.
correct values.
that part.
Examples

8 2
2. 1
4
3 Implied marks

FT marks.
5 Mis-read
fewer marks.

METHOD 2, etc.
7 Alternative forms


9 Calculators
Calculator notation
1. (a) 2 (8 × 4 + 3 × 4 + 3 × 8) M1
= 136 (cm2) A1
[2 marks]
(b) 82 + 42 + 32 M1
=(AG ) 9.43 (cm) (9.4339…, 89) A1

[2 marks]
(c) −2 x + 220 =
0 M1
x = 110 A1
110 000 (boxes) A1
[3 marks]
(d) P ( x) =∫ −2 x + 220 dx M1
Note: Award M1 for evidence of integration.
P ( x) =− x 2 + 220 x + c A1A1
Note: Award A1 for either − x 2 or 220x award A1 for

both correct terms and constant of integration.
− (20) 2 + 220(20) + c
1700 = M1
c = −2300
P ( x) =− x 2 + 220 x − 2300 A1
[5 marks]
(e) − x 2 + 220 x − 2300 =

0 M1
x = 11.005 A1
11 006 (boxes) A1
Note: Award M1 for their P ( x) = 0 , award A1 for their correct solution to x.

Award the final A1 for expressing their solution to the minimum number
of boxes. Do not accept 11 005, the nearest integer, nor 11 000, the
answer expressed to 3 significant figures, as these will not satisfy the
demand of the question.
[3 marks]
Total [15 marks]

2. (a) (i) P (Y ) = 0.8 × 0.1 + 0.2 × 0.3 M1
= 0.14 A1
0.8 × 0.1
(ii) P (Star | Y ) = M1
0.14
4 
= 0.571  , 0.571428… A1
7 
[4 marks]
(b) the colours of the sweets are distributed according to

manufacturer specifications A1
[1 mark]
(c)
Expected Frequency 12 20 16 16 8 8
A2
Note: Award A2 for all 6 correct expected values,

A1 for 4 or 5 correct values, A0 otherwise.
[2 marks]
(d) 5 A1
[1 mark]
(e) 0.469 (0.4688117…) A2

[2 marks]
(f) since 0.469 > 0.05 R1

fail to reject the null hypothesis. There is insufficient evidence to
reject the manufacturer’s specifications A1
Note: Award R1 for a correct comparison of their correct p-value to the

test level, award A1 for the correct result from that comparison.
Do not award R0A1.
[2 marks]
Total [12 marks]

3. (a) (i) N = 24
I % = 14
PV = −14000
FV = 0
P/Y = 4
C/Y = 4 (M1)(A1)
Note: Award M1 for an attempt to use a financial app in their technology,

award A1 for all entries correct. Accept PV = 14000 .
(€)871.82 A1
(ii) 4 × 6 × 871.82 (M1)

(€) 20923.68 A1
(iii) 20923.68 − 14000 (M1)
(€) 6923.68 A1
[7 marks]
(b) (i) 0.9 ×14000 (= 14000 − 0.10 ×14000) M1
(€)12600.00 A1
(ii) N = 72
PV = 12600
PMT = −250
FV = 0
P/Y = 12
C/Y = 12 (M1)(A1)
Note: Award M1 for an attempt to use a financial app in their technology, award
A1 for all entries correct. Accept PV = −12600 provided PMT = 250 .
12.56(%) A1
[5 marks]
continued…
(c) EITHER
Bryan should choose Option A A1
no deposit is required R1
Note: Award R1 for stating that no deposit is required. Award A1

for the correct choice from that fact. Do not award R0A1.
OR
Bryan should choose Option B A1
cost of Option A (6923.69) > cost of Option B (72 × 250 − 12600 =
5400) R1
Note: Award R1 for a correct comparison of costs. Award A1 for the correct choice
from that comparison. Do not award R0A1.
[2 marks]
(d) real interest rate is 0.4 − 0.1 =

0.3% (M1)
value of other payments 250 + 250 × 1.003 +…+ 250 × 1.00371

use of sum of geometric sequence formula or financial app on a GDC (M1)
= 20 058.43
value of deposit at the end of 6 years
1400 × (1.003) =
72
1736.98 (A1)
Total value is (€) 21 795.41 A1
Note: Both M marks can awarded for a correct use of the GDC’s financial app:
N = 72 (6 ×12)
I % = 3.6 (0.3 ×12)
PV = 0
PMT = −250
FV =
P/Y = 12
C/Y = 12
OR
N = 72 (6 ×12)
I % = 0.3
PV = 0
PMT = −250
FV =
P/Y = 1
C/Y = 1
[4 marks]
Total [18 marks]

 30   −150 
   
4. (a) r=  10  + t  −50  A1A1
 5   −20 
   
[2 marks]
30
(b) (i) x 0,=
when= t = 0.2 M1
150
EITHER
10
y 0,=
when= t = 0.2 A1
150
since the two values of t are equal the aircraft passes directly
over the airport
OR
=t 0.2,
= y 0 A1
(ii) height =5 − 0.2 × 20 =1km A1
(iii) time 13:12 A1

[4 marks]
1
(c) (i) 5 − 20t = 4 ⇒ t = (3 minutes) (M1)
20
time 13:03 A1
 22.5 
(ii)

displacement is 7.5
 A1
 
 4 
 
distance is 22.52 + 7.52 + 42 (M1)
= 24.1km A1
[5 marks]
continued…
(d) METHOD 1
time until landing is 12 − 3 = 9 minutes M1
height to descend = 4 km
−4
a= M1
9
60
= −26.7 A1
METHOD 2
 −150   22.5 
   
 −50  =s  7.5  M1
 a   4 
   
20
−150 =22.5 s ⇒ s =− M1
3
20
a= − ×4
3
= −26.7 A1
[3 marks]
Total [14 marks]

5. (a)
A2
[2 marks]
(b) attempt to form an adjacency matrix M1
0 1 1 0 0 0
 
1 0 1 1 1 0
1 1 0 0 0 0
  A1
0 1 0 0 1 1
0 1 0 1 0 1
 
0 0 0 1 1 0 
[2 marks]
(c) raising the matrix to the power six (M1)

50 A1
[2 marks]
(d) not possible A1

because you must pass through B twice R1
Note: Do not award A1R0.

[2 marks]
(e)=a 230,
= b 340 A1A1
[2 marks]
(f) A→B→D→E→F→C→A (M1)

90 + 70 + 100 + 210 + 330 + 150 (A1)
(US$) 950 A1
[3 marks]
continued…
(g) finding weight of minimum spanning tree M1

70 + 80 + 100 + 180 = (US$) 430 A1
adding in two edges of minimum weight M1
430 + 90 + 150 = (US$) 670 A1
[4 marks]
Total [17 marks]
 0.8 0.1 
6. (a)   M1A1
 0.2 0.9 
[2 marks]
0.8 − λ 0.1
(b) =0 M1
0.2 0.9 − λ
λ = 1 and 0.7 A1
1  1
eigenvectors   and   (M1)A1
 2  −1
Note: Accept any scalar multiple of the eigenvectors.

[4 marks]
(c) EITHER
1 1  1 0 
P =  D=  A1A1
 2 −1  0 0.7 
OR
 1 1  0.7 0 
P =  D=  A1A1
 −1 2   0 1
[2 marks]
1 1 1 
(d) P -1 =   A1
3  2 −1
1  1 1  1 0  1 1 1200 
     M1A1
3  2 −1 0 0.7 n  2 −11200 
attempt to multiply matrices M1
(
so in company A, after n years, 400 2 + 0.7 n ) A1
[5 marks]
(e) 400 × 2 =
800 A1
[1 mark]
Total [14 marks]

dv
7. (a) = 9.81 − 0.9v M1
dt
1
∫ 9.81 − 0.9v dv = ∫ 1dt M1
1
− ln ( 9.81 − 0.9v ) =
t +c A1
0.9
Ae −0.9t
9.81 − 0.9v = A1
9.81 − Ae −0.9t
v= A1
0.9
when t = 0 , v = 0 hence A = 9.81 A1
9.81(1 − e −0.9t )
v=
0.9
=v 10.9 (1 − e −0.9t ) A1
[7 marks]
dv
(b) either let t tend to infinity, or =0 (M1)
dt
v = 10.9 A1
[2 marks]
dx
(c) =y M1
dt
dy
= 9.81 − 0.9 y 2 A1
dt
[2 marks]
(d) yn + 0.2 (9.81 − 0.9 ( yn ) 2 )

xn+=1 xn + 0.2 yn , yn +1 = (M1)(A1)
dx
=x 1.04,
= 3.31 (M1)A1
dt
[4 marks]
(e) 3.3015 A1
[1 mark]
(f) =0 9.81 − 0.9(v) 2 M1
9.81
⇒
= v … ( 3.30 )
= 3.301511= A1
0.9
[2 marks]
continued…
(g) the model found the terminal velocity very accurately, so good approximation R1
intermediate values had object exceeding terminal velocity so not
good approximation R1
[2 marks]
Total [20 marks]


Higher level
Paper 3
Specimen paper
1 hour

Answer both questions in the answer booklet provided. Please start each question on a new page.
Two IB schools, A and B, follow the IB Diploma Programme but have different teaching methods.
A research group tested whether the different teaching methods lead to a similar final result.
For the test, a group of eight students were randomly selected from each school. Both samples
were given a standardized test at the start of the course and a prediction for total IB points was
made based on that test; this was then compared to their points total at the end of the course.
Previous results indicate that both the predictions from the standardized tests and the final
IB points can be modelled by a normal distribution.
It can be assumed that:

yy the standardized test is a valid method for predicting the final IB points
yy that variations from the prediction can be explained through the circumstances of
the student or school.
(a) Identify a test that might have been used to verify the null hypothesis that the
predictions from the standardized test can be modelled by a normal distribution. [1]
(b) State why comparing only the final IB points of the students from the two schools
would not be a valid test for the effectiveness of the two different teaching methods. [1]

The data for school A is shown in the following table.
School A
Student number Gender Predicted IB points ( p) Final IB points ( f )
1 male 43.2 44
2 male 36.5 34
3 female 37.1 38
4 male 30.9 28
5 male 41.1 39
6 female 35.1 39
7 male 36.4 40
8 male 38.2 38
Mean 37.31 37.5
(c) For each student, the change from the predicted points to the final points ( f - p)
was calculated.
(i) Find the mean change.
(ii) Find the standard deviation of the changes. [3]
(d) Use a paired t-test to determine whether there is significant evidence that the students
in school A have improved their IB points since the start of the course. [4]
Turn over
The data for school B is shown in the following table.
School B
Final IB points–
Student number Gender
Predicted IB points ( f - p)
1 male 8.7
2 female -1.1
3 female 4.8
4 female -1.5
5 male 2.5
6 female 3.2
7 female -1.3
8 female 3.1
Mean 2.3
(e) (i) Use an appropriate test to determine whether there is evidence, at the 5 %
significance level, that the students in school B have improved more than
those in school A.
(ii) State why it was important to test that both sets of points were normally distributed. [6]

School A also gives each student a score for effort in each subject. This effort score is based
on a scale of 1 to 5 where 5 is regarded as outstanding effort.
Student number Gender Predicted IB points Final IB points Average effort score
1 male 43.2 44 4.4

2 male 36.5 34 4.2
3 female 37.1 38 4.7
4 male 30.9 28 4.3
5 male 41.1 39 3.9
6 female 35.1 39 4.9
7 male 36.4 40 4.9
8 male 38.2 38 4.3
Mean 37.31 37.5 4.45
It is claimed that the effort put in by a student is an important factor in improving upon their
predicted IB points.
(f) (i) Perform a test on the data from school A to show it is reasonable to assume a linear
relationship between effort scores and improvements in IB points. You may assume
effort scores follow a normal distribution.
(ii) Hence, find the expected improvement between predicted and final points for an
increase of one unit in effort grades, giving your answer to one decimal place. [4]
A mathematics teacher in school A claims that the comparison between the two schools is not
valid because the sample for school B contained mainly girls and that for school A, mainly boys.
She believes that girls are likely to show a greater improvement from their predicted points to
their final points.
She collects more data from other schools, asking them to class their results into four categories
as shown in the following table.
( f - p) < -2 -2 ≤ ( f - p) < 0 0 ≤ ( f - p) < 2 ( f - p) ≥ 2

Male 6 8 10 9
Female 3 8 14 8
(g) Use an appropriate test to determine whether showing an improvement is independent

of gender. [6]
(h) If you were to repeat the test performed in part (e) intending to compare the quality of
the teaching between the two schools, suggest two ways in which you might choose
your sample to improve the validity of the test. [2]
Turn over
The number of brown squirrels, x , in an area of woodland can be modelled by the following
differential equation.
dx x
= (2000 - x) , where x > 0
dt 1000
(a) (i) Find the equilibrium population of brown squirrels suggested by this model.
(ii) Explain why the population of squirrels is increasing for values of x less than
this value. [3]
One year conservationists notice that some black squirrels are moving into the woodland.
The two species of squirrel are in competition for the same food supplies. Let y be the
number of black squirrels in the woodland.
Conservationists wish to predict the likely future populations of the two species of squirrels.
Research from other areas indicates that when the two populations come into contact the
growth can be modelled by the following differential equations, in which t is measured in
tens of years.
dx x
= (2000 - x - 2 y ) , x , y ≥ 0
dt 1000
dy y
= (3000 - 3 x - y ) , x , y ≥ 0
dt 1000
dx dy
An equilibrium point for the populations occurs when both = 0 and = 0.
dt dt
(b) (i) Verify that x = 800 , y = 600 is an equilibrium point.
(ii) Find the other three equilibrium points. [6]

When the two populations are small the model can be reduced to the linear system
dx
= 2x
dt
dy
= 3y .
dt
dx
(c) dx that the general solution of
(i) By using separation of variables, show = 2x
2t = 2x dt
is x = Ae . dt
dy
dy = 3y .
(ii) Write down the general solution of = 3y . dt
dt
(iii) If both populations contain 10 squirrels at t = 0 use the solutions to parts (c) (i)
and (ii) to estimate the number of black and brown squirrels when t = 0.2 .
Give your answers to the nearest whole numbers. [7]
For larger populations, the conservationists decide to use Euler’s method to find the long‑term
outcomes for the populations. They will use Euler’s method with a step length of 2 years (t = 0.2).
(d) (i) Write down the expressions for xn+1 and yn+1 that the conservationists will use.
(ii) Given that the initial populations are x = 100 , y = 100 , find the populations of
each species of squirrel when t = 1 .
(iii) Use further iterations of Euler’s method to find the long-term population for each
species of squirrel from these initial values.
(iv) Use the same method to find the long-term populations of squirrels when the
initial populations are x = 400 , y = 100 . [7]
(e) Use Euler’s method with step length 0.2 to sketch, on the same axes, the approximate
trajectories for the populations with the following initial populations.
(i) x = 1000 , y = 1500
(ii) x = 1500 , y = 1000[3]
(f) Given that the equilibrium point at (800 , 600) is a saddle point, sketch the phase portrait
for x ≥ 0 , y ≥ 0 on the same axes used in part (e). [2]

Markscheme
Specimen paper
Mathematics:
Higher level
Paper 3
9 pages
Abbreviations
1 General
M mark(s), if any.
correct values.
that part.
Examples

8 2
2. 1
4
3 Implied marks

FT marks.
5 Mis-read
fewer marks.

METHOD 2, etc.
7 Alternative forms


9 Calculators
Calculator notation
1. (a) χ2 (goodness of fit) A1

[1 mark]
(b) EITHER
because aim is to measure improvement
OR
because the students may be of different ability in the two schools R1
[1 mark]
(c) (i) 0.1875 (accept 0.188 , 0.19) A1
(ii) 2.46 (M1)A1
Note: Award (M1)A0 for 2.63.

[3 marks]
(d) H 0 : there has been no improvement

H1 : there has been an improvement A1
attempt at a one-tailed paired t-test (M1)

p -value = 0.423 A1
there is no significant evidence that the students have improved R1
Note: If the hypotheses are not stated award a maximum of A0M1A1R0.

[4 marks]
(e) (i) H 0 : there is no difference between the schools

H1 : school B did better than school A A1
one-tailed 2 sample t-test (M1)

p -value = 0.0984 A1
0.0984 > 0.05 (not significant at the 5 % level) so do not reject the
null hypothesis R1A1
Note: The final A1 cannot be awarded following an incorrect reason.

The final R1A1 can follow through from their incorrect p-value.
Award a maximum of A1(M1)A0R1A1 for p -value = 0.0993 .
(ii) sample too small for the central limit theorem to apply (and t-tests
assume normal distribution) R1
[6 marks]
continued…
(f) (i) H0 : ρ =0
H1 : ρ >0 A1
Note: Allow hypotheses to be expressed in words.
p-value = 0.00157 A1
(0.00157 < 0.01) there is a significant evidence of a (linear) correlation
between effort and improvement (so it is reasonable to assume a
linear relationship) R1
(ii) (gradient of line of regression =) 6.6 A1

[4 marks]
(g) H 0 : improvement and gender are independent

H1 : improvement and gender are not independent A1
choice of χ2 test for independence (M1)
groups first two columns as expected values in first column less than 5 M1
new observed table
( f − p) < 0 0 ≤ ( f − p) < 2 ( f − p) ≥ 2
Male 14 10 9
Female 11 14 8
(A1)
p -value = 0.581 A1
no significant evidence that gender and improvement are dependent R1
[6 marks]
(h) For example:

larger samples / include data from whole school
take equal numbers of boys and girls in each sample
have a similar range of abilities in each sample
(if possible) have similar ranges of effort R1R1
Note: Award R1 for each reasonable suggestion to improve the validity of the test.
[2 marks]
Total [27 marks]

2. (a) (i) 2000 (M1)A1
dx
(ii) because the value of is positive (for x > 0 ) R1
dt
[3 marks]
(b) (i) substitute

= x 800
= , y 600 into both equations M1
both equations equal 0 A1

hence an equilibrium point AG
(ii) =x 0=
, y 0 A1
=x 2000
= , x 0=
, y 0= , y 3000 M1A1A1
Note: Award M1 for an attempt at solving the system

provided some values of x and y are found.
[6 marks]
1
(c) (i) ∫ x dx = ∫ 2 dt M1
ln x= 2t + c A1A1
Note: Award A1 for RHS, A1 for LHS.

x = ec e 2t M1
x = Ae 2t ( where A = e )
c
AG
(ii) y = Be3t A1
Note: Allow any letter for the constant term, including A.
(iii)=x 15,
= y 18 (M1)A1
[7 marks]
continued…
xn
(d) (i) xn +1 = xn + 0.2 (2000 − xn − 2 yn )
1000
yn
yn +1 =yn + 0.2 (3000 − 3 xn − yn ) M1A1
1000
Note: Accept equivalent forms.
(ii)=x 319
= , y 617 (M1)A1A1
(iii) number of brown squirrels go down to 0,

black squirrels to a population of 3000 A1
(iv) number of brown squirrels go to 2000,

number of black squirrels goes down to 0 A1
[7 marks]
(e) (i) AND (ii)
M1A1A1
[3 marks]
continued…
(f)
A1A1
Note: Award A1 for a trajectory beginning close to (0 , 0) and going to (0 , 3000) and A1
for a trajectory beginning close to (0 , 0) and going to (2000 , 0) in approximately
the correct places.
[2 marks]
Total [28 marks]

SPEC/5/MATAI/SP1/ENG/TZ0/XX

Standard level
Paper 1
Specimen paper
1 hour 30 minutes
yy Write your session number in the boxes above.
yy Answer all questions.
yy Answers must be written within the answer boxes provided.
20EP01
–2– SPEC/5/MATAI/SP1/ENG/TZ0/XX
Answers must be written within the answer boxes provided. Full marks are not necessarily awarded
for a correct answer with no working. Answers must be supported by working and/or explanations.
Solutions found from a graphic display calculator should be supported by suitable working. For example,
if graphs are used to find a solution, you should sketch these as part of your answer. Where an answer
is incorrect, some marks may be given for a correct method, provided this is shown by written working.
You are therefore advised to show all working.
Palvinder breeds Labrador puppies at his farm. Over many years he recorded the weight (g)
of the puppies.
The data is illustrated in the following box and whisker diagram.
80 100 120 140 160 180 200 220 240 260 280 300 320
Weight of Labrador puppies (g)
(a) Write down the median weight of the puppies. [1]
(b) Write down the upper quartile. [1]
(c) Find the interquartile range. [2]
The weights of these Labrador puppies are normally distributed.
(d) Find the weight of the heaviest possible puppy that is not an outlier. [2]
20EP02
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20EP03
The Osaka Tigers basketball team play in a multilevel stadium.
The most expensive tickets are in the first row. The ticket price, in Yen (¥), for each row forms
an arithmetic sequence. Prices for the first three rows are shown in the following table.
Ticket pricing per game
1st row 6800 Yen

2nd row 6550 Yen
3rd row 6300 Yen
(a) Write down the value of the common difference, d[1]
(b) Calculate the price of a ticket in the 16th row. [2]
(c) Find the total cost of buying 2 tickets in each of the first 16 rows.[3]
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20EP04
At the end of a school day, the Headmaster conducted a survey asking students in how many
classes they had used the internet.
The data is shown in the following table.
Number of classes in which

0 1 2 3 4 5 6
the students used the internet
Number of students 20 24 30 k 10 3 1
(a) State whether the data is discrete or continuous.[1]
The mean number of classes in which a student used the internet is 2.
(b) Find the value of k .[4]
It was not possible to ask every person in the school, so the Headmaster arranged the
student names in alphabetical order and then asked every 10th person on the list.
(c) Identify the sampling technique used in the survey. [1]
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20EP05
The perimeter of a given square P can be represented by the function P ( A) = 4 A , A ≥ 0 ,

where A is the area of the square. The graph of the function P is shown for 0 ≤ A ≤ 25 .
20
Perimeter (P)
10
10 20
Area (A)
(a) Write down the value of P (25) .[1]
The range of P ( A) is 0 ≤ P ( A) ≤ n .
(b) Hence write down the value of n . [1]
(c) On the axes above, draw the graph of the inverse function, P -1 .[3]
(d) In the context of the question, explain the meaning of P -1 (8) = 4 .[1]
20EP06
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20EP07
Professor Vinculum investigated the migration season of the Bulbul bird from their natural
wetlands to a warmer climate.
He found that during the migration season their population, P could be modelled by
=P 1350 + 400(1.25) - t , t ≥ 0 , where t is the number of days since the start of the
migration season.
(a) Find the population of the Bulbul birds,
(i) at the start of the migration season.
(ii) in the wetlands after 5 days. [3]
(b) Calculate the time taken for the population to decrease below 1400. [2]
(c) According to this model, find the smallest possible population of Bulbul birds during the
migration season. [1]
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20EP08
As part of a study into healthy lifestyles, Jing visited Surrey Hills University. Jing recorded a
person’s position in the university and how frequently they ate a salad. Results are shown
in the table.
Salad meals per week
0 1–2 3–4 >4

Students 45 26 18 6
Professors 15 8 5 12
Staff and Administration 16 13 10 6
Jing conducted a χ2 test for independence at a 5 % level of significance.
(a) State the null hypothesis. [1]
(b) Calculate the p-value for this test. [2]
(c) State, giving a reason, whether the null hypothesis should be accepted. [2]
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20EP09
– 10 – SPEC/5/MATAI/SP1/ENG/TZ0/XX
Points A (3 , 1) , B (3 , 5) , C (11 , 7) , D (9 , 1) and E (7 , 3) represent snow shelters in the

Blackburn National Forest. These snow shelters are illustrated in the following coordinate axes.
Horizontal scale: 1 unit represents 1 km.
Vertical scale: 1 unit represents 1 km.
12
10
8
C
6
B
4
E
2
A D
0 x
2 4 6 8 10 12 14 16
−2
−4
(a) Calculate the gradient of the line segment AE. [2]
20EP10
The Park Ranger draws three straight lines to form an incomplete Voronoi diagram.
12
10
8
C
6
B
4
E
2
A D
0 x
2 4 6 8 10 12 14 16
−2
−4
(b) Find the equation of the line which would complete the Voronoi cell containing site E.
Give your answer in the form ax + by + d = 0 where a , b , d∈ . [3]
(c) In the context of the question, explain the significance of the Voronoi cell containing site E.[1]
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20EP11
The intensity level of sound, L measured in decibels (dB), is a function of the sound
intensity, S watts per square metre (W m-2). The intensity level is given by the following formula.
L = 10 log10 (S × 1012), S ≥ 0
(a) An orchestra has a sound intensity of 6.4 × 10-3 W m-2 . Calculate the intensity level,
L of the orchestra. [2]
(b) A rock concert has an intensity level of 112 dB. Find the sound intensity, S . [2]
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20EP12
Ms Calhoun measures the heights of students in her mathematics class. She is interested
to see if the mean height of male students, µ1 , is the same as the mean height of female
students, µ2 . The information is recorded in the table.
Male height (cm) 150 148 143 152 151 149 147
Female height (cm) 148 152 154 147 146 153 152 150
At the 10 % level of significance, a t-test was used to compare the means of the two groups.
The data is assumed to be normally distributed and the standard deviations are equal between
the two groups.
(a) (i)
State the null hypothesis.
(ii) State the alternative hypothesis. [2]
(b) Calculate the p-value for this test. [2]
(c) State, giving a reason, whether Ms Calhoun should accept the null hypothesis. [2]
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20EP13
The following diagram shows part of the graph of f (x) = (6 - 3x) (4 + x) , x∈ . The shaded
region R is bounded by the x-axis, y-axis and the graph of f .
y
(a) Write down an integral for the area of region R . [2]
(b) Find the area of region R .[1]
The three points A (0 , 0) , B (3 , 10) and C (a , 0) define the vertices of a triangle.

y
A C x
(c) Find the value of a , the x-coordinate of C , such that the area of the triangle is equal to
the area of region R . [2]
20EP14
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20EP15
Helen is building a cabin using cylindrical logs of length 2.4 m and radius 8.4 cm. A wedge is
cut from one log and the cross-section of this log is illustrated in the following diagram.
B
A
8.4 cm 50

O
2.4 m
Find the volume of this log.
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20EP16
Jae Hee plays a game involving a biased six-sided die.

The faces of the die are labelled -3, -1, 0, 1, 2 and 5.
The score for the game, X , is the number which lands face up after the die is rolled.
The following table shows the probability distribution for X .
Score x -3 -1 0 1 2 5
1 3 1 2 7
P (X = x) p
18 18 18 18 18
(a) Find the exact value of p .[1]
Jae Hee plays the game once.
(b) Calculate the expected score. [2]
Jae Hee plays the game twice and adds the two scores together.
(c) Find the probability Jae Hee has a total score of -3.[3]
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20EP17
Mr Burke teaches a mathematics class with 15 students. In this class there are 6 female
students and 9 male students.
Each day Mr Burke randomly chooses one student to answer a homework question.
(a) Find the probability that on any given day Mr Burke chooses a female student to
answer a question. [1]
In the first month, Mr Burke will teach his class 20 times.
(b) Find the probability he will choose a female student 8 times. [2]
(c) Find the probability he will choose a male student at most 9 times. [3]
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20EP18

Ollie has installed security lights on the side of his house that are activated by a sensor.
The sensor is located at point C directly above point D. The area covered by the sensor
is shown by the shaded region enclosed by triangle ABC. The distance from A to B is
4.5 m and the distance from B to C is 6 m. Angle AĈB is 15.
side view
C
15
A 4.5 B D E
(a) Find CÂB.[3]
Point B on the ground is 5 m from point E at the entrance to Ollie’s house. He is 1.8 m tall and
is standing at point D, below the sensor. He walks towards point B.
(b) Find the distance Ollie is from the entrance to his house when he first activates
the sensor. [5]
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20EP19

will not be marked.
20EP20
SPEC/5/MATAI/SP1/ENG/TZ0/XX/M
Markscheme
Specimen paper
Mathematics:
Standard level
Paper 1
13 pages
–2– SPEC/5/MATAI/SP1/ENG/TZ0/XX/M
Abbreviations
1 General
M mark(s), if any.
correct values.
that part.
Examples

8 2
2. 1
4
3 Implied marks

FT marks.
5 Mis-read
fewer marks.

METHOD 2, etc.
7 Alternative forms


9 Calculators
Calculator notation
1. (a) 210g A1
[1 mark]
(b) 240g A1
[1 mark]
(c) 240 − 190 (M1)

= 50g A1
[2 marks]
(d) 240 + 1.5 × (50) M1
= 315g A1
[2 marks]
Total [6 marks]
2. (a) (d = ) − 250 A1
[1 mark]
(b) ( u=
16 ) 6800 + (16 − 1)( − 250) M1
(¥)3050 A1
[2 marks]
16 
(c) ( S16
= )   ( 2 × 6800 + (16 − 1)(− 250) ) × 2 M1M1
 2
Note: Award M1 for correct substitution into arithmetic series formula.

Award M1 for multiplication by 2 seen.
OR
16 
( S16
= )   (6800 + 3050) × 2 M1M1
 2
Note: Award M1 for correct substitution into arithmetic series formula.

Award M1 for multiplication by 2 seen.
(¥)158000 (157 600) A1

[3 marks]
Total [6 marks]
3. (a) discrete A1
[1 mark]
24 + 60 + 3k + 40 + 15 + 6
(b) =2 M1A1
88 + k
Note: Award M1 for substitution into the formula for

the mean, award A1 for a correct equation.
attempt to solve their equation (M1)

k = 31 A1
[4 marks]
(c) systematic A1
[1 mark]
Total [6 marks]
4. (a) 20 A1
[1 mark]
(b) n = 20 A1
Note: Follow through from part (a).

[1 mark]
(c)
(M1)A1A1
Note: Award (M1) for reflection in the line P = A , award A1 for

endpoint at (20 , 25), award A1 for passing through (16 , 16).
[3 marks]
(d) when the perimeter is 8, the area is 4 A1

[1 mark]
Total [6 marks]
5. (a) (i) 1750 A1
(ii) 1350 + 400 (1.25) −5 (M1)
= 1480 A1
Note: Accept 1481.

[3 marks]
(b) 1400
= 1350 + 400(1.25) −t (M1)
9.32 (days (9.31885…) (days)) A1

[2 marks]
(c) 1350 A1
Note: Accept 1351 as a valid interpretation of the model as P = 1350

is an asymptote.
[1 mark]
Total [6 marks]
6. (a) number of salad meals per week is independent of a person’s position

in the university A1
Note: Accept “not associated” instead of independent.

[1 mark]
(b) 0.0201 (0.0201118…) A2

[2 marks]
(c) 0.0201 < 0.05 R1

the null hypothesis is rejected A1
[2 marks]
Note: Award (R1) for a correct comparison of their p-value to the test level,
award (A1) for the correct interpretation from that comparison.
Do not award (R0)(A1).
Total [5 marks]
3−1
7. (a) (M1)
7−3
= 0.5 A1
[2 marks]
(b) y − 2 =−2( x − 5) (A1)(M1)
Note: Award (A1) for their −2 seen, award (M1) for the correct substitution
of (5 , 2) and their normal gradient in equation of a line.
2 x + y − 12 =
0 A1
[3 marks]
(c) every point in the cell is closer to E than any other snow shelter A1
[1 mark]
Total [6 marks]
8. (a) 10 log10 ( 6.4 × 10−3 × 1012 ) (M1)
= 98.1(dB) (98.06179…) A1
[2 marks]
=
(b) (
112 10 log10 S × 1012 ) (M1)
(
0.158 ( W m −2 ) 0.158489…( W m −2 ) ) A1
[2 marks]
Total [4 marks]
– 10 – SPEC/5/MATAI/SP1/ENG/TZ0/XX/M
9. (a) (i) µ1 − µ2 =
0 A1
(ii) µ1 − µ2 ≠ 0 A1
Note: Accept equivalent statements in words.

[2 marks]
(b) 0.296 (0.295739 …) A2

[2 marks]
(c) 0.296 > 0.1 R1

fail to reject the null hypothesis, there is no difference between the mean
height of male and female students A1
Note: Award (R1) for a correct comparison of their p-value to the test level,
award (A1) for the correct interpretation from that comparison.
Do not award R0A1.
[2 marks]
Total [6 marks]
2
10. (a) A = ∫ (6 − 3 x)(4 + x)dx A1A1
0
Note: Award A1 for the limits=x 0,=x 2 . Award A1 for an integral of f ( x) .

[2 marks]
(b) 28 A1
[1 mark]
(c) 28= 0.5 × a ×10 M1
 28 
5.6   A1
 5 
[2 marks]
Total [5 marks]
 1 50   
volume = 240   8.4 −  8.4 
2 2
11.  M1M1M1
 2 180 
Note: Award M1 240 area , award M1 for correctly substituting area sector formula,
award M1 for subtraction of their area of the sector from area of circle.
= 45800 (= 45811.96071) A1
Total [4 marks]
4 2
12. (a)   A1
18  9 
[1 mark]
1 4 3 7
(b) −3  + (−1)  + 0 ++ 5 (M1)
18 18 18 18
Note: Award (M1) for their correct substitution into the formula for expected value.
 33 
= 1.83  , 1.83333 A1
 18 
[2 marks]
1 3
(c) 2  (M1)(M1)
18 18
1 3
Note: Award (M1) for  , award (M1) for multiplying their product by 2.
18 18
1  6 
=  , 0.0185185, 1.85%  A1
54  324 
[3 marks]
Total [6 marks]
6 2
13. (a)  0.4,  A1
15  5
[1 mark]
(b) P ( X = 8) (M1)
Note: Award (M1) for evidence of recognizing binomial probability.

 6
eg, P ( X = 8) , X ~ B  20, .
 15 
0.180 (0.179705…) A1
[2 marks]
9
(c) P ( male ) = (0.6) A1
15
P ( X ≤ 9) 0.128 (0.127521…)
= (M1)A1
Note: Award (M1) for evidence of correct approach eg, P ( X ≤ 9) .

[3 marks]
Total [6 marks]
ˆ
sin CAB sin15
14. (a) = (M1)(A1)
6 4.5
= ˆ B 20.2 (20.187415…)
CA A1
Note: Award (M1) for substituted sine rule formula

and award (A1) for correct substitutions.
[3 marks]
(b) C B̂ D = 20.2 + 15 = 35.2 A1

(let X be the point on BD where Ollie activates the sensor)
1.8
tan 35.18741= (M1)
BX
Note: Award A1 for their correct angle C B̂ D. Award M1 for

correctly substituted trigonometric formula.
BX = 2.55285… A1
5 − 2.55285… (M1)
= 2.45 (m) (2.44714…) A1
[5 marks]
Total [8 marks]
SPEC/5/MATAI/SP2/ENG/TZ0/XX

Standard level
Paper 2
Specimen paper
1 hour 30 minutes

Blank page
In this question, give all answers to two decimal places.
Bryan decides to purchase a new car with a price of €14 000, but cannot afford the full amount.
The car dealership offers two options to finance a loan.
Finance option A:
A 6 year loan at a nominal annual interest rate of 14 % compounded quarterly.

No deposit required and repayments are made each quarter.
(a) (i) Find the repayment made each quarter.
(ii) Find the total amount paid for the car.
(iii) Find the interest paid on the loan. [7]
Finance option B:
A 6 year loan at a nominal annual interest rate of r % compounded monthly. Terms of the
loan require a 10 % deposit and monthly repayments of €250.
(b) (i) Find the amount to be borrowed for this option.
(ii) Find the annual interest rate, r .[5]
(c) State which option Bryan should choose. Justify your answer. [2]
Bryan’s car depreciates at an annual rate of 25 % per year.
(d) Find the value of Bryan’s car six years after it is purchased. [3]
Turn over
Slugworth Candy Company sell a variety pack of colourful, shaped sweets.
The sweets are produced such that 80 % are star shaped and 20 % are shaped like a
crescent moon. It is known that 10 % of the stars and 30 % of the crescent moons are
coloured yellow.
(a) Using the given information, copy and complete the following tree diagram. [2]
yellow
0.10
star shaped
0.80
not yellow
yellow
0.20 crescent moon
shaped
not yellow
(b) A sweet is selected at random.
(i) Find the probability that the sweet is yellow.
(ii) Given that the sweet is yellow, find the probability it is star shaped. [4]

According to manufacturer specifications, the colours in each variety pack should be distributed
as follows.
Percentage (%) 15 25 20 20 10 10
Mr Slugworth opens a pack of 80 sweets and records the frequency of each colour.
Observed Frequency 10 20 16 18 12 4
To investigate if the sample is consistent with manufacturer specifications, Mr Slugworth

conducts a χ 2 goodness of fit test. The test is carried out at a 5 % significance level.
(c) Write down the null hypothesis for this test. [1]
(d) Copy and complete the following table in your answer booklet. [2]
Expected Frequency
(e) Write down the number of degrees of freedom. [1]
(f) Find the p-value for the test. [2]
(g) State the conclusion of the test. Give a reason for your answer. [2]
Turn over
The Malvern Aquatic Center hosted a 3 metre spring board diving event. The judges, Stan and
Minsun awarded 8 competitors a score out of 10. The raw data is collated in the following table.
Competitors A B C D E F G H
Stan’s score (x) 4.1 3 4.3 6 7.1 6 7.5 6
Minsun’s score ( y) 4.7 4.6 4.8 7.2 7.8 9 9.5 7.2
(a) (i) Write down the value of the Pearson’s product–moment correlation coefficient, r .
(ii) Using the value of r , interpret the relationship between Stan’s score and
Minsun’s score. [4]
(b) Write down the equation of the regression line y on x . [2]
(c) (i) Use your regression equation from part (b) to estimate Minsun’s score when Stan
awards a perfect 10.
(ii) State whether this estimate is reliable. Justify your answer. [4]
The Commissioner for the event would like to find the Spearman’s rank correlation coefficient.
(d) Copy and complete the information in the following table. [2]
Stan’s Rank 8 1 4
Minsun’s Rank 8 1 4.5
(e) Find the value of the Spearman’s rank correlation coefficient, rs .
(i)
(ii) Comment on the result obtained for rs . [4]
The Commissioner believes Minsun’s score for competitor G is too high and so decreases
the score from 9.5 to 9.1.
(f) Explain why the value of the Spearman’s rank correlation coefficient rs does not change. [1]
The Happy Straw Company manufactures drinking straws.
The straws are packaged in small closed rectangular boxes, each with length 8 cm, width 4 cm
and height 3 cm. The information is shown in the diagram.
H G
E
F
3
D
C
4
A 8 B
(a) Calculate the surface area of the box in cm2.[2]
(b) Calculate the length AG.[2]
dP
Each week, the Happy Straw Company sells x boxes of straws. It is known that =-2 x + 220,
x ≥ 0 , where P is the weekly profit, in dollars, from the sale of x thousand boxes. dx
(c) Find the number of boxes that should be sold each week to maximize the profit. [3]
The profit from the sale of 20 000 boxes is $1700.
(d) Find P (x) . [5]
(e) Find the least number of boxes which must be sold each week in order to make a profit. [3]
Turn over
The braking distance of a vehicle is defined as the distance travelled from where the brakes
are applied to the point where the vehicle comes to a complete stop.
The speed, s m s-1 , and braking distance, d m , of a truck were recorded. This information is
summarized in the following table.
Speed, s m s-1 0 6 10
Braking distance, d m 0 12 60
This information was used to create Model A, where d is a function of s , s ≥ 0 .
Model A: d (s) = ps2 + qs , where p , q∈
At a speed of 6 m s-1 , Model A can be represented by the equation 6 p + q = 2 .
(a) (i) Write down a second equation to represent Model A, when the speed is 10 m s-1 .
(ii) Find the values of p and q[4]
(b) Find the coordinates of the vertex of the graph of y = d (s) .[2]
(c) Using the values in the table and your answer to part (b), sketch the graph of y = d (s)
for 0 ≤ s ≤ 10 and -10 ≤ d ≤ 60 , clearly showing the vertex. [3]
(d) Hence, identify why Model A may not be appropriate at lower speeds. [1]
Additional data was used to create Model B, a revised model for the braking distance of a truck.
Model B: d (s) = 0.95 s2 - 3.92 s
(e) Use Model B to calculate an estimate for the braking distance at a speed of 20 m s-1 .[2]
The actual braking distance at 20 m s-1 is 320 m .
(f) Calculate the percentage error in the estimate in part (e). [2]

It is found that once a driver realizes the need to stop their vehicle, 1.6 seconds will elapse,
on average, before the brakes are engaged. During this reaction time, the vehicle will
continue to travel at its original speed.
A truck approaches an intersection with speed s m s-1 . The driver notices the intersection’s
traffic lights are red and they must stop the vehicle within a distance of 330 m.

330
(g) Using model B and taking reaction time into account, calculate the maximum possible
speed of the truck if it is to stop before the intersection. [3]

SPEC/5/MATAI/SP2/ENG/TZ0/XX/M
Markscheme
Specimen paper
Mathematics:
Standard level
Paper 2
12 pages
Abbreviations
1 General
M mark(s), if any.
correct values.
that part.
Examples

8 2
2. 1
4
3 Implied marks

FT marks.
5 Mis-read
fewer marks.

METHOD 2, etc.
7 Alternative forms


9 Calculators
Calculator notation
1. (a) (i) N = 24
I % = 14
PV = −14000
FV = 0
P/Y = 4
C/Y = 4 (M1)(A1)
Note: Award M1 for an attempt to use a financial app in their technology,

award A1 for all entries correct. Accept PV = 14000 .
(€)871.82 A1
(ii) 4 × 6 × 871.82 (M1)

(€) 20923.68 A1
(iii) 20923.68 − 14000 (M1)
(€) 6923.68 A1
[7 marks]
(b) (i) 0.9 ×14000 (= 14000 − 0.10 ×14000) M1
(€)12600.00 A1
(ii) N = 72
PV = 12600
PMT = −250
FV = 0
P/Y = 12
C/Y = 12 (M1)(A1)
Note: Award M1 for an attempt to use a financial app in their technology, award
A1 for all entries correct. Accept PV = −12600 provided PMT = 250 .
12.56(%) A1
[5 marks]
continued…
(c) EITHER
Bryan should choose Option A A1
no deposit is required R1
Note: Award R1 for stating that no deposit is required. Award A1

for the correct choice from that fact. Do not award R0A1.
OR
Bryan should choose Option B A1
cost of Option A (6923.69) > cost of Option B (72 × 250 − 12600 =
5400) R1
Note: Award R1 for a correct comparison of costs. Award A1 for the correct choice
from that comparison. Do not award R0A1.
[2 marks]
6
 25 
(d) 14000 1 −  (M1)(A1)
 100 
Note: Award M1 for substitution into compound interest formula.

Award A1 for correct substitutions.
= 2491.70 (USD) A1
OR
N=6
I % = −25
PV = ±14000
P/Y = 1
C/Y = 1 (A1)(M1)
Note: Award A1 for PV = ±14000 , M1 for other entries correct.
2491.70 (USD) A1
[3 marks]
Total [17 marks]

2. (a)
A1A1
Note: Award A1 for each correct pair of branches. Accept decimal

or percentage responses as equivalent forms on branches.
[2 marks]
(b) (i) P (Y ) = 0.8 × 0.1 + 0.2 × 0.3 M1
= 0.14 A1
0.8 × 0.1
(ii) P (Star | Y ) = M1
0.14
4 
= 0.571  , 0.571428… A1
7 
[4 marks]
(c) the colours of the sweets are distributed according to

manufacturer specifications A1
[1 mark]
(d)
Expected Frequency 12 20 16 16 8 8
A2
Note: Award A2 for all 6 correct expected values,

A1 for 4 or 5 correct values, A0 otherwise.
[2 marks]
(e) 5 A1
[1 mark]
(f) 0.469 (0.4688117…) A2

[2 marks]
continued…
(g) since 0.469 > 0.05 R1

fail to reject the null hypothesis. There is insufficient evidence to
reject the manufacturer’s specifications A1
Note: Award R1 for a correct comparison of their correct p-value to the

test level, award A1 for the correct result from that comparison.
Do not award R0A1.
[2 marks]
Total [14 marks]

3. (a) (i) 0.909 (0.909181…) A2
(ii) (very) strong and positive A1A1
Note: Award A1 for (very) strong A1 for positive.

[4 marks]
(b) y 1.14 x + 0.578 (=

= y 1.14033… x + 0.578183…) A1A1
Note: Award A1 for 1.14x, A1 for 0.578. Award a maximum of A1A0

y mx + c .
if the answer is not an equation in the form =
[2 marks]
(c) (i) 1.14 ×10 + 0.578 M1

12.0 (11.9814…) A1
(ii) no the estimate is not reliable A1

outside the known data range R1
OR
a score greater than 10 is not possible R1
Note: Do not award A1R0.

[4 marks]
(d)
Stan’s rank 7 8 6 4 2 4 1 4
Minsun’s rank 7 8 6 4.5 3 2 1 4.5
A1A1
Note: Award A1 for correct ranks for Stan. Award A1 for correct ranks for Minsun.
[2 marks]
(e) (i) 0.933 (0.932673…) A2
(ii) Stan and Minsun strongly agree on the ranking of competitors. A1A1
Note: Award A1 for “strongly agree”, A1 for reference to a rank order.

[4 marks]
(f) decreasing the score to 9.1, does not change the rank of competitor G A1
[1 mark]
Total [17 marks]

4. (a) 2 (8 × 4 + 3 × 4 + 3 × 8) M1
= 136 (cm2) A1
[2 marks]
(b) 82 + 42 + 32 M1
=(AG ) 9.43 (cm) (9.4339…, 89) A1

[2 marks]
(c) −2 x + 220 =
0 M1
x = 110 A1
110 000 (boxes) A1
[3 marks]
(d) P ( x) =∫ −2 x + 220 dx M1
Note: Award M1 for evidence of integration.
P ( x) =− x 2 + 220 x + c A1A1
Note: Award A1 for either − x 2 or 220x award A1 for

both correct terms and constant of integration.
− (20) 2 + 220(20) + c
1700 = M1
c = −2300
P ( x) =− x 2 + 220 x − 2300 A1
[5 marks]
(e) − x 2 + 220 x − 2300 =

0 M1
x = 11.005 A1
11 006 (boxes) A1
Note: Award M1 for their P ( x) = 0 , award A1 for their correct solution to x.

Award the final A1 for expressing their solution to the minimum number
of boxes. Do not accept 11 005, the nearest integer, nor 11 000, the
answer expressed to 3 significant figures, as these will not satisfy the
demand of the question.
[3 marks]
Total [15 marks]

5. (a) (i) p (10) 2 + q (10) =

60 M1
10 p=
+ q 6 (100 p +=
10q 60) A1
(ii) p = 1, q = −4 A1A1
Note: If p and q are both incorrect then award M1A0 for an attempt
to solve simultaneous equations.
[4 marks]
(b) (2, − 4) A1A1
Note: Award A1 for each correct coordinate.

Award A0A1 if parentheses are missing.
[2 marks]
(c)
A3
Note: Award A1 for smooth quadratic curve on labelled axes and within correct window.
Award A1 for the curve passing through (0 , 0) and (10 , 60). Award A1 for the
curve passing through their vertex. Follow through from part (b).
[3 marks]
(d) the graph indicates there are negative stopping distances (for low speeds) R1
Note: Award R1 for identifying that a feature of their graph results in negative
stopping distances (vertex, range of stopping distances…).
[1 mark]
continued…
(e) 0.95 × 202 − 3.92 × 20 (M1)

= 302(m) (301.6…) A1
[2 marks]
301.6 − 320
(f) × 100 M1
320
= 5.75(%) A1
[2 marks]
(g) 330 = 1.6 × s + 0.95 × s 2 − 3.92 × s M1A1
Note: Award M1 for an attempt to find an expression including stopping

distance (model B) and reaction distance, equated to 330.
Award A1 for a completely correct equation.
19.9(ms −1 ) (19.8988…) A1
[3 marks]
Total [17 marks]

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Mathematics – Analysis and Approaches (HL/SL)

Mathematics – Applications and Interpretation (HL/SL)

Cohort 2023 - 2025

CPS Global School, Thirumazhisai 1 Mathematics AA / AI Hand book

CPS Global School, Thirumazhisai 2 Mathematics AA / AI Hand book

CPS Global School, Thirumazhisai 3 Mathematics AA / AI Hand book

Mathematics: Applications and Interpretation: Distinction between SL and HL

Syllabus component Suggested teaching hours—SL Suggested teaching hours—HL

Topic 4—Statistics and Probability 36 52

CPS Global School, Thirumazhisai 4 Mathematics AA / AI Hand book

Paper 2 (90 minutes) Technology required. (80 marks)

Paper 2 (120 minutes) Technology required. (110 marks)

Paper 3 (60 minutes) Technology required. (55 marks)

CPS Global School, Thirumazhisai 5 Mathematics AA / AI Hand book

Criterion B Mathematical communication (0-4)

Criterion C Personal engagement (0-3)

Criterion D Reflection (0-3)

Criterion E Use of mathematics (0-6)

Mathematics – Analysis and Approaches (HL/SL)

Mathematics: Analysis and Approaches: Distinction between SL and HL

CPS Global School, Thirumazhisai 6 Mathematics AA / AI Hand book

The toolkit and the mathematical exploration

Total teaching hours 150 240

CPS Global School, Thirumazhisai 7 Mathematics AA / AI Hand book

Internal assessment criteria

CPS Global School, Thirumazhisai 8 Mathematics AA / AI Hand book

Criterion B Mathematical communication (0-4)

Criterion C Personal engagement (0-3)

Criterion D Reflection (0-3)

Criterion E Use of mathematics (0-6)

CPS Global School, Thirumazhisai 9 Mathematics AA / AI Hand book

Higher level and Standard level

Specimen papers 1, 2 and 3

First examinations in 2021

Mathematics: analysis and approaches higher level

Mathematics: analysis and approaches higher level

Mathematics: analysis and approaches higher level

Mathematics: analysis and approaches higher level

Mathematics: analysis and approaches higher level

Mathematics: analysis and approaches higher level

Mathematics: analysis and approaches standard level

Mathematics: analysis and approaches standard level

Mathematics: analysis and approaches standard level

Mathematics: analysis and approaches standard level

Mathematics: analysis and approaches

13 pages © International Baccalaureate Organization 2019

(a) Show that ( g  f )(x) = 2x + 11 . [2]

(b) Given that ( g  f )-1(a) = 4 , find the value of a . [3]

(a) Show that log 9 (cos 2 x + 2) = log 3 cos 2 x + 2 .[3]

A continuous random variable X has the probability density function f given by

Find P (0 ≤ X ≤ 3).

The plane П has the Cartesian equation 2x + y + 2z = 3 .

Find the possible values of p .

The function f is defined by f (x) = e2x - 6ex + 5 , x ∈  , x ≤ a . The graph of y = f (x) is

(This question continues on the following page)

Do not write solutions on this page.

10. [Maximum mark: 16]

(b) Find the x-coordinate of P . [3]

(a) Show that ( g  f )(x) = 2x + 11 . [2]

(b) Given that ( g  f )-1(a) = 4 , find the value of a . [3]

(a) Show that log 9 (cos 2 x + 2) = log 3 cos 2 x + 2 .[3]

(b) Find the x-coordinate of P . [3]

(d) Given that the area of R is 3 , find the value of k .[7]

(c) Find the area of triangle UVW . [4]

(a) Find the value of θ , giving your answer in radians. [3]

(b) Find the area of the shaded region. [3]

(a) at most three “sixes”. [3]

(b) the third “six” on the fifth toss. [3]

(a) Find the value of a and the value of b .[2]

(b) Find the value of p and the value of q .[3]

(a) Find the maximum distance of the particle from O.[3]

(a) Find E (T ) . [4]

(b) Given that Var (X ) = 0.8419 , find Var (T ) . [2]

(a) Find P (24.15 < X < 25) . [2]