Equations and Inequalities Questions

Q1.

The equation x2 + (k − 3)x + (3 − 2k) = 0, where k is a constant, has two distinct real roots.

(a) Show that k satisfies

k2 + 2k − 3 > 0
(3)
(b) Find the set of possible values of k.
(4)

(Total 7 marks)

Q2.

where k is a real constant.

(a) Find the discriminant of f(x) in terms of k.

(2)
(b) Show that the discriminant of f(x) can be expressed in the form (k + a)2 + b, where a and b are
integers to be found.
(2)
(c) Show that, for all values of k, the equation f(x) = 0 has real roots.
(2)
(Total 6 marks)

Q3.

Solve the simultaneous equations

y + 4x + 1 = 0

y2 + 5x2 + 2x = 0
(6)

(Total for question = 6 marks)

Q4.

Solve the simultaneous equations

(7)
(Total 7 marks)

Q5.

Find the set values of x for which

(a) 4x − 5 > 15 − x
(2)
(b) x(x − 4) > 12
(4)

(Total 6 marks)

Q6.

Find the set of values of x for which

(a) 3 – 2x < 6 + 4x
(2)
(b) 3x2 + 20x – 7 < 0
(4)
(c) both 3 – 2x < 6 + 4x and 3x2 + 20x – 7 < 0
(1)

(Total for question = 7 marks)

Q7.

The curve C has equation

and the line l has equation

Use algebra to show that C and l do not intersect.

(Total for question = 4 marks)

Examiner's Report

Q1.

In part (a) most candidates appreciated the need to use b2 - 4ac and the majority of these stated that b2 −
4ac > 0 is necessary for two real roots. Some candidates however only included the inequality in the final
line of the answer. They should be aware that a full method is needed in a question where the answer is
given. The algebraic processing in solutions was usually correct but common errors were squaring the
bracket to give k2 + 9 and incorrect multiplication by −4.

(b) The critical values of −3 and 1 were generally found by factorisation but many candidates struggled to
give the correct region; others used poor notation 1 < k < −3. Candidates who gave their final answer in
terms of x lost the final accuracy mark.

Q2.

Candidates were required to give (k + 3)2 − 4k as their answer to part (a). Any x terms included resulted
in zero marks. Some candidates tried to solve (k + 3)2 − 4k = 0 and this was also not given any credit in
this part.

Most candidates managed to complete the square correctly in part (b) and those starting with k2 + 2k +
9 usually arrived at the correct answer for this part. However, several left their solution as (k + 3)2 −
4k thus gaining no credit.

Part (c) was poorly done, with a substantial minority of the candidates not understanding what the
question required. Quite a few realised that the determinant had to be greater than zero, but didn't know
how to show this. M1 A0 was a common mark for those who tried a number of values for k. Candidates
were expected to use their completion of the square and to argue that (k + 1)2 ≥ 0 for all values of k.

A large minority were intent on trying to solve k2 + 2k + 9 = 0, and concluded that there were no real
roots. They demonstrated some confusion between the values of k and the information provided by the
discriminant. Good candidates scored full marks on this question.

Q3.

The majority of students obtained the correct answers for x. Errors were made from not rearranging the
linear equation correctly. Quite a few students made an error in making y the subject, eg using y = 4x + 1.
There were sometimes errors in expanding (–4x – 1)2. Some struggled to solve the quadratic equation by
factorising and attempted to use the formula often making arithmetic errors with its use. Some followed
correct factorisation with x = + and x = + . Common errors were sign errors when substituting x back
into y and there were some issues multiplying or by 4. A number of students substituted their values
of x into an incorrect equation for y, usually y = –4x + 1, even though they had rearranged correctly at the
start.

Very few rearranged to make x the subject before solving. A few students used both methods to check
their answers and some students substituted their values back into both equations to check their answers.
Most students paired their solutions and wrote their fractions in the simplest form.

A small number of students failed to find any y values, having found the x values.
Q4.

Most candidates managed to square a relevant bracket and rarely were middle terms omitted. Some
weaker candidates squared x and y and 2 separately obtaining x2 + y2 = 4. Those who chose to eliminate
y were more successful than those eliminating x as there appeared to be fewer problems multiplying a
bracket by 4 than there were dealing with a negative sign. The most common mistake was that 4y2 − (2 −
y)2 = 11 became 4y2 − 4 − 4y + y2 = 11.Some obtained quadratic equations, which they were unable to
solve, after earlier slips in their algebra. Of those who used the quadratic formula most heeded the advice
about quoting the formula. A few candidates stopped when they had found the two values of the first
variable and never found the second variable. Others restarted the process of solving a quadratic
equation rather than substituting their known variable into a linear equation. There was a great deal of
crossed out work in this question, with many attempts before success was achieved.

Q5.

Part (a) was answered very well and most candidates secured both marks. There were the usual
arithmetic slips leading to expressions like 3x > 20 or x > 5 and there were a few candidates who thought
that division by 5 meant the inequality should be reversed. In part (b) most produced a quadratic equation
with 3 terms and proceeded to solve and the correct critical values were usually obtained although 2 and
6 or −6 and 2 were sometimes seen. Some stopped at this stage and made no attempt to identify the
appropriate regions. There were a number of sketches seen and these usually helped candidates to write
down the correct inequalities but some lost the final mark for writing their answer as −2 > x > 6 or x < − 2
and x > 6 .

Q6.

Part (a) was almost always correct and any errors were usually arithmetic.

Part (b) produced the usual variety of responses for this type of question. Most could find the critical
values by factorising or using the quadratic formula. Having found the critical values, some candidates
just stopped whilst others simply wrote down x < 7, x < –1/3 but generally this part was well answered.

Part (c) was marked independently of parts (a) and (b) and this part discriminated well.

Q7.

In this question, the majority of candidates could at least score the first 2 marks for obtaining an equation
in one variable (usually x) and then, of those who realised what to do next, most opted to evaluate the
discriminant of their quadratic equation, although some used the whole quadratic formula. The least
successful approach was to try and complete the square, although those who reduced the coefficient of
their squared term to 1 had more success. The final mark required both a reason and a conclusion and it
was sometimes the case that candidates lost sight of what they were trying to show and simply concluded
that there were no real roots rather than, as there were no real roots, there was no intersection. Some
candidates forfeited this mark for an incorrect evaluation of 9 – 16.
Mark Scheme
Q1.
Q2.
Q3.
Q4.
Q5.
Q6.
Q7.