Contents
Paper 1
Paper 2
40
Concluding Remarks
80
The year 2013 represented a drastic departure in the history of the JEE.
Till 2012, the selection of the entrants to the IITs was entirely left to the
IITs and for more than half a century they did this through the JEE which
acquired a world wide reputation as one of the most challenging tests for entry
to an engineering programme. Having cleared the JEE was often a passport
for many lucrative positions in all walks of life (many of them having little to
do with engineering). It is no exaggeration to say that the coveted positions
of the IITs was due largely to the JEE system which was renowned not
only for its academic standards, but also its meticulous punctuality and its
unimpeachable integrity.
The picture began to change since 2013. The Ministry of Human Resources decided to have a common examination for not only the IITs, but
all NITs and other engineering colleges who would want to come under its
umbrella. This common test would be conducted by the CBSE. Serious concerns were raised that this would result in a loss of autonomy of the IITs
and eventually of their reputation. Finally a compromise was reached that
the common entrance test conducted by the CBSE would be called the JEE
(Main) and a certain number of top rankers in this examination would have
a chance to appear for another test, to be called JEE (Advanced), which
would be conducted solely by the IITs, exactly as they conducted their JEE
in the past.
So, in effect, the JEE (Advanced) from 2013 took the role of the JEE in the
past except that the candidates appearing for it are selected by a procedure
over which the IITs have no control. So, this arrangement is not quite the
same as the JEE in two tiers which prevailed for a few years. It was hoped
that now that the number of candidates appearing for the JEE (Advanced)
is manageable enough to permit evaluation by humans, the classic practice
of requiring the candidates to give justifications for their answers would be
revived at least from 2014, if not from 2013 (when there might not have
been sufficient time to make the switch-over). But this has not happened
even in 2015 and after a change of regime at the Union Government. The
JEE (Advanced) 2015 is completely multiple choice type and its pattern
differs little from that of the JEE (Advanced) 2014. Questions with single
digit answers come before rather than after those with one or more correct
answers. Also negative marking has been revived for the latter.
Academically (and socially), the JEE (Advanced) has the same status as
the JEE in the past. So, from 2013, the Educative Commentary to JEE
Mathematics Papers is confined only to JEE (Advanced). This year, the
numbering of the questions will be that in Code 8 of the question papers.
As in the past, unless otherwise stated, all the references made are to the
authors book Educative JEE (Mathematics) published by Universities Press,
Hyderabad. The third edition was made available online on the authors blog
http://www.mathjeecommentary.blogspot.in but has now been withdrawn as
the book is easily available in market.
Because of the multiple choice format and many other constraints in papersetting, interesting questions in mathematics are getting rarer. The continuation of these annual commentaries has been possible largely because of
the keen interest shown by the readers. These commentaries are prepared
single-handedly and hence are prone to mistakes of spelling, grammar and occasionally, wrong symbols (but, hopefully, not mistakes of reasoning!). Many
alert readers in the past had pointed out some such errors. They were corrected and the corrected versions were uploaded from time to time. But by
that time the time relevance was reduced.
As an experiment, a draft version of this years commentary on both the
papers was uploaded. Those readers who noticed any errors in it were invited
to send an email to the author at kdjoshi314@gmail.com or send an SMS
to the author at 9819961036. Alternate solutions and any other comments
were also solicited. This really paid off. Several readers, notably Siddhesh
Naik and Deepanshu Rajvanshi pointed out several corrections and suggested
some additions. The elegant solution to Q.55 in Paper 1, where the given
determinant is expanded by writing it as a product of two determinants was
given by Siddhesh Naik. I am grateful to all these and other readers.
2
PAPER 1
Contents
Section - 1 (One Integer Value Correct Type)
13
32
SECTION 1
One Integer Value Correct Type
This section contains eight questions. The answer to each question is a
SINGLE DIGIT INTEGER ranging from 0 to 9, both inclusive.
Marking scheme : +4 If the bubble corresponding to the answer is darkened, 0 In all other cases
Q.41 Let the curve C be the mirror image of the parabola y 2 = 4x with
respect to the line x+y+4 = 0. If A and B are the points of intersection
of C with the line y = 5, then the distance between A and B is
Answer and Comments: 4. Call the line y = 5 as L.
y
L*
C*
A*
x
O
x+y+4=0
B*
C
A
1
(n + 1)( )n . The problem asks for the least integral value of n for
2
which q < 0.04. This reduces to
25(n + 1) < 2n
(1)
As n grows, 2n grows much more rapidly than n + 1. But the least such
n has to be found by trial and error. The L.H.S. is at least 50 and so
n has to be at least 6. By trial we get that 8 is the least integer for
which (1) holds.
This is also a good problem. But the technique of complementary probability is fairly common as compared with using properties of
reflections in the last problem.
Q.43 Let n be the number of ways in which 5 boys and 5 girls can stand in a
queue in such a way that all the girls stand consecutively in the queue.
Let m be the number of ways in which 5 boys and 5 girls can stand in
a queue in such a way that exactly four girls stand consecutively in the
m
queue. Then the value of
is
n
Answer and Comments: 5. To find n think of the 5 girls lined
together as a single object. Then the number of ways to arrange this
object along with the 5 other objects (the boys) is 6!. But the 5 girls
can form a single object in 5! ways. So
n = 6!5!
(1)
(2)
Hence
m
7! 2 6!
=
= 72 =5
n
6!
(3)
(4)
(1)
|3 2 3|
= 2. Hence r 2 = 2.
1+1
An extremely straightforward problem. A disappointment on the
backdrop of the last three problems. Such problems hardly belong to
an advanced test. Some students may be unnecessarily tempted to use
formulas for equations of normals in terms of their slopes. The direct
approach above is far better.
The distance r of the point (3, 2) is
[x],
0,
x2
x>2
xf (x2 )
dx,
2 + f (x + 1)
the interval
[1, 0], [0, 1], [1, 2] and [ 2, 2] and integrate over each one of them
and add the four integrals. We do so one-by-one. Call the integrand
as g(x) in all cases and denote the four integrals by I1 , I2 , I3 and I4
respectively.
On both the intervals [1, 0] and [0, 1] 0 < x2 < 1 except possibly
at the end-points and so f (x2 ) = [x2 ] = 0. Hence the first two integrals
are 0. In the third and the fourth intervals, x + 1 exceeds 2 except at
the point 1 and hence f (x + 1) = 0. So in both the cases the integrand
x
1
g(x) simplifies to xf (x2 ). On [1, 2] this becomes while on [ 2, 2],
2
2
Z 2
x2 2 1
x
dx = = .
it vanishes. So the whole integral I is merely
2
4 1
4
1
Therefore 4I 1 = 0.
7
= r 2 h
(1)
(2)
by (1).
As V is a constant, this expresses W as a function of the single variable
dW
must vanish
r. We are given that it is minimum when r = 10. So
dr
at r = 10. By a direct calculation,
dW
4V
8V
= 2 3 + 4(r + 2)
dr
r
r
8
(3)
(4)
48V
V
= 48 and gives
= 4.
1000
250
Although this is a problem about minimising a function of one
variable, it is of a different spirit. Here we are not asked to minimise
W . Rather, we are given where it is minimum. That simplifies the
work. If we were asked to find where W is minimum, we would have
to solve a cubic equation and then hunt for the minimum among the
critical points. That makes the problem reasonable. Also the fact that
the answer is an integer between 0 and 9 serves as an alert in case there
are any computational mistakes. This is a good feature of the problem.
(A problem of a similar spirit was asked in Jee 2013 Advanced Paper
1. An open box was to be formed by folding a rectangle after removing
squares of the same size from its four corners and we were given the side
of the square for which this volume is maximum. There is, of course,
nothing wrong in asking problems similar to those in the past years.
But one wishes that the repetition would not have occurred so soon.
Many but not all students must have studied the 2013 papers and those
who did would have an easier time in understanding the problem than
the others. It is all right to repeat an idea that was used last year, or
one that was used a decade ago. But a gap of two years can be unfair.)
which simplifies to
x2 +/6
a
0
f (x) dx = F (a) + 2
9
(1)
where the R.H.S. needs to be calculated from the first part of the
problem. (We have to assume that (1) holds for all a [0, 1/2]. This
is not clearly stated in the problem. But the problem cannot be solved
without such an assumption.)
Our interest is in f (x). We can get it from (1) by differentiating both
the sides (w.r.t. a) using the second form of the FTC (Fundamental
Theorem of Calculus). We then get,
f (a) = F (a)
(2)
for all a [0, 1/2]. So our problem now reduces to find F (0).
(3)
Note that the second term (viz. 2) on the R.H.S. of (1) plays no
role in the solution since we are only dealing with the derivative of the
R.H.S. It would thus appear that in the data of the problem, the area of
the region could as well have been given as F (a) + k for any constant
k. But then there would have been an inconsistency. From (3), we
know that F (0) = 2. On the other hand, by putting a = 0 in (1), we
would have gotten F (0) = k. So, the data would be consistent only
if k = 2. A somewhat similar inconsistency in the data had occurred
in a problem in JEE 2011 Paper 1 and was commented upon. (See
Q.22 of that years
Z commentary.) It was given in the statement of the
problem that 6
f (t)dt = 3xf (x) x3 5. This would not affect the rest of the
6
1
problem or its solution. Indeed that is probably what led to the lapse.
This year the paper-setters have been careful. The problem could
have been made a little more interesting by giving in the data that the
area of the region was F (a) + k for some constant k and then asking
the candidates to find the value of f (0) + k. That would have forced
the candidates to determine k as 2 from (1) and (3). The answer to
the problem would have been 5 instead of 3, still a single digit number.
Q.48 The number of distinct solutions of the equation
5
cos2 2x + cos4 x + sin4 x + cos6 x + sin6 x = 2
4
in the interval [0, 2] is
Answer and Comments: 8. Superficially, this is a problem of solving
a trigonometric equation. But there is no way to do this unless we first
simplify the expression, say E on the L.H.S. The key idea is to note
that all terms are expressible in terms of sin2 x and cos2 x. So the good
old identity sin2 x + cos2 x = 1 may be useful. Indeed, if we square this,
we get
sin4 x + cos4 x = 1 2 sin2 x cos2 x
11
(1)
(2)
5
cos2 2x + 2 5 sin2 x cos2 x
4
(3)
(4)
cos2 2x sin2 2x = 0
(5)
cos 4x = 0
(6)
or equivalently,
which has eight solutions in the interval [0, 2]. Specifically, the solutions are of the form where 4x = /2 and where 4x = 3/2. But the
problem only asks for the number of solutions.
This is a fairly easy problem once the idea of taking the powers of
the basic identity for sin2 x + cos2 x strikes. See Comment No. 14 of
Chapter 7 for a problem where a similar trick is used.
12
SECTION 2
This section contains TEN questions.
Each question has FOUR options (A), (B), (C) and (D). ONE OR MORE
THAN ONE of these four option (s) is (are) correct.
Marking scheme : +4 If only the bubble(s) corresponding to all the correct
option(s) is (are) darkened, 0 if none of the bubbles is darkened and 2 in
all other cases.
Q.49 Let y(x) be a solution of the differential equation (1 + ex )y + yex = 1.
If y(0) = 2, then which of the following statements is (are) true?
(A) y(4) = 0
(B) y(2) = 0
(C) y(x) has a critical point in the interval (1, 0)
(D) y(x) has no critical point in the interval (1, 0).
Answer and Comments: (A), (C). This is an extremely standard
problem of solving a first order linear differential equation. Normally,
one would begin by recasting the equation in the standard form y +
p(x)x = q(x) and find an integrating factor. In the present problem,
that is hardly necessary. The equation is exact as it stands, because
the L.H.S. is simply the derivative of y(1 + ex ). So, integrating both
the sides, the general solution is
y(1 + ex ) = c + x
(1)
4+x
1 + ex
(2)
(3)
At a critical point the numerator must vanish. This gives the equation
3ex + xex 1 = 0
(4)
2
(C) P + Q = 1 x + y + y + (y ) (D) P Q = x + y y (y )2
Answer and Comments: (B), (C). This problem is about finding
the differential equation of a family of curves. In the present case, a
typical member of the given family is a circle of the form
(x h)2 + (y h)2 = r 2
(1)
(2)
x + yy
y + 1
(3)
(4)
(5)
(6)
(7)
(8)
g(x), x 6= 0
|x|
and g (1) 6= 0. Let f (x) =
and h(x) = e|x| for all
0,
x=0
15
x
|x|
x
(1)
16
g(x), x > 0
0,
x=0
g(x), x < 0
(2)
g+
(0) which is 0 since it is given that g (0) = 0. Similarly, f (0) will
equal g
(0) which is also 0. Hence f is differentiable at 0. (It would
not be so if g (0) were non-zero.)
We now tackle the differentiability of the composite functions f h
and h f at 0. Note that h(x) is always positive and so by (2)
(f h)(x) = f (h(x)) = g(h(x))
(3)
(h(0)), i.e. g+
(1) = g (1) as g is given to
(f h)+ (0) would equal g+
(4)
for all x. Also, by (2), |f (x)| = |g(x)| for all x. Hence e|f (x)| is the
same as e|g(x)| . The exponential function is differentiable everywhere.
So if we can show that |g(x)| is differentiable at 0, then it would follow
that e|g(x)| , and hence h f is differentiable. We are given that g is
differentiable at 0. This does not by itself imply that |g| is differentiable
at x, as one sees from the fact that x is differentiable at 0 but |x| is
not. But now we are also given that g(0) = 0 and g (0) = 0. So, for
x 6= 0 we can write
g(x)
|g(x)| |g(0)|
=
x
x
(5)
with the + sign holding for x > 0 and the minus sign holding for
g(x)
x < 0. But as we are given that
0 as x 0, it follows
x
17
that
g(x)
x
(C) lim
=
(D) There is an x IR such that (g f )(x) = 1
x0 g(x)
6
Answer and Comments: (A), (B), (C). Yet another question involving the composites of two functions. In both the questions the
paper-setters have been careful enough to indicate which of the two
possible interpretations of a composite they have in mind. Although
the interpretation given here is more standard, candidates who follow
the other interpretation should not suffer solely for that reason.
Now, coming to the question itself, all parts except (C) are based on
the images of various intervals under the sine function. and the fact that
18
the range of the composite is the image of the range of the first function.
Since sin x maps IR onto [1, 1], sin x maps it onto [ , ]. The sine
2
2 2
function maps this interval onto [1, 1] and so sin( sin x)) has range
6
2
[ , ]. Under the sine function this interval goes to [1/2, 1/2] which
6 6
proves (A). In (B), we first have to find the range of g which is [ , ].
2 2
Under the sine function, this interval has the same image viz. [1, 1]
as the image of the sine function over the entire IR. So f g has the
same range as f , which is [1/2, 1/2]. In (D), the range of g f is the
image under g of the range of the f which we already know to be the
interval [1/2, 1/2]. So (D) will be true if and only if there is some
2
x [1/2, 1/2] for which g(x) = 1, i.e. sin x = . As the sine function
rule. But a better way out is to put u = g(x) = sin x and v = 6 sin u.
2
Then u 0 and v 0 as x 0. Therefore,
sin( 6 sin u)
f (x)
=
g(x)
u
sin u
sin( 6 sin u)
6
=
sin u
u
6
sin v sin u
=
v
6
u
(1)
.
6
A simple but highly repetitious problem based on the range of the
sine function. Part (D) requires the approximate value of . Part (C)
is a useless addendum.
Both the first and the last factors tend to 1 and so the limit is
Q.53 Let P QR be
a triangle. Let ~a = QR, ~b = RP and ~c = P Q. If
|~a| = 12, |~b| = 4 3 and ~b ~c = 24, then which of the following is (are)
true?
19
|~c|2
|~c|2
|~a| = 12
(B)
+ |~a| = 30
2
2
(1)
c /2
/2
b
30
30
R
6
6 a O
Therefore
~b + ~c = ~a
(2)
(3)
This gives
144 48 48 = 48 = 4 3
(4)
For the other two statements, we need to know more about the
triangle. Since |~b| = |~c| the triangle P QR is isosceles with P Q = P R.
20
Let the angle between these sides be . Then is the angle between
the vectors ~b and ~c. So,
cos =
~b ~c
1
24
=
=
48
2
|~b| |~c|
(5)
3
~a ~b = |~a| |~b| cos 150 = 12 4 3
= 72
(6)
2
which shows that (D) is true. Finlly, for (C), we note that by (1)
~b = ~a ~c. Since ~a ~a = ~0, and the angle between ~a and ~c is also
150, we have
|~a ~b + ~c ~a| =
=
=
=
~a (~a ~c) + ~c ~a
|2~c ~a|
2|~c| |~a| sin 150
4 3 12 = 48 3
(7)
~
2 3. This allows us to express all the three vectors ~a, b and ~c as linear
combinations of the mutually orthogonal vectors ~i and ~j as
~a = 12~i
~b = 6~i + 2 3 ~j
and ~c = 6~i 2 3 ~j
(8)
(9)
(10)
By a direct calculation,
|~a ~b + ~c ~a| = |~a (~b ~c)|
= |12~i 4 3 ~j| = 48 3
21
(11)
(12)
(13)
2 + 2 = (4 3)2 = 48
Similarly, ~b ~c = 24 gives
( + 12) 2 = 24
Solving this system simultaneously, we get
= 6, = 2 3
(14)
(15)
This way we get (9) and (10) more efficiently. Having known all three
vectors in terms of ~i and ~j, all the four statements can be tested one
by one. Thus we see that in the present problem the purely algebraic
solution is fastest. But the gain is not so significant as the problem
itself is simple.
The problem is simple, once the essential idea, viz. Equation (1)
strikes. Unfortunately, there is too much numerical work. Even a single
mistake is costly. So this problem is more a test of speed and numerical
accuracy than reasoning.
Q.54 Let X and Y be two arbitrary, 33, non-zero skew-symmetric matrices
and Z be an arbitrary 3 3 non-zero symmetric matrix. Then which
of the following matrices is (are) skew-symmetric?
(A) Y 3 Z 4 Z 4 Y 3
(C) X 4 Z 3 Z 3 X 4
(B) X 44 + Y 44
(D) X 23 + Y 23
Answer and Comments: (C), (D). Parts (B) and (D) are based
on some simple properties of skew-symmetric and symmetric matrices.
22
(1)
(A) 4 (B) 9
(C) 9
= 648 ?
(D) 4
(1)
Next, we subtract the middle row from the other two to get
2 2 42 2 92 2
D = 3 + 2 3 + 4 3 + 6
2
2
2
(2)
2
42
92
D = 3 + 2 3 + 4 3 + 6
2
2
2
(3)
To simplify D further, we subtract the first column from the other two
to get
2
32 82
D = 3 + 2 2 4
2
0
0
24
(4)
(5)
1 + 2 + 2 1 + 4 + 42 1 + 6 + 92
4 + 4 + 2 4 + 8 + 42 4 + 12 + 92
9 + 6 + 2 9 + 12 + 42 9 + 18 + 92
1
1
1 1 1 1
4 2 1 2 4 6
9 3 1 2 42 92
3
2
1 1 1 1 1 1
4 2 1 1 2 3
9 3 1 1 4 9
(6)
25
(7)
where x, y, z, a, b, c are variables. When fully expanded this is a homogeneous polynomial in these six variable in which each term has total
degree 6. By expanding the squares and taking steps similar to those
above, one can show that
D(x, y, z, a, b, c) =
a2 a 1 1 1 1
b2 b 1 x y z
c2 c 1 x2 y 2 z 2
(8)
(9)
There is also an easier way to see this if we observe from (7) that D
vanishes if, say a = b. Hence (a b) is a factor of D. And so are
(b c), (c a), (x y), (y z) and (z x). So the product of these
six factors also divides D(x, y, z, a, b, c). But this product is already a
polynomial of total degree 6 in x, y, z, z, b, c. Hence we must have
D(x, y, z, a, b, c) = k(a b)(b c)(c a)(x y)(y z)(z x) (10)
for some constant k. The value of k can be determined by giving some
special, simple values to a, b, c, x, y, z, e.g. a = x = 0, b = y = 1 and
c = z = 1. (A similar technique is also possible for evaluating the
Vandermonde determinant.)
There is a certain formal resemblance between the determinant in
(7) and the determinant
(11)
elementary row operations and trigonometric identities. The best solution, however, is to expand all the entries of the determinant and then
show that it equals the product
cos A sin A 0
cos B sin B 0
cos C sin C 0
(12)
(1)
for some value of . To determine it, we use the condition that the
distance of the point (0, 1, 0) is 1. This gives
0 + + 0 1
1 + 2 + 1
27
=1
(2)
which simlifies to
( 1)2 = 2 + 2
(3)
1
and determines as . So the equation of the plane P3 is x + z
2
1
1 y = 0 or, equivalently,
2
2x y + 2z 2 = 0
(4)
This means
2 + + 2 2
4+1+4
=2
(5)
2 + 2 2 = 6
(6)
(7)
=1
(8)
The second root, viz. 2 will give the equation of the plane P3 as
2x y + 2z 2 = 0 which is the same as (4). So the answer does
not change if we take the other parametrisation of the family, but the
work involved does slightly. So, we were rather lucky to start with the
equation E1 +E2 = 0 rather than with E1 +E2 = 0. A sharp student
will, however, not leave this choice to luck. He will observe that P1 is
already at a distance 1 from (0, 1, 0) and since it is to be excluded, it
is safe (and numerically easier) to take the equation of P3 as (1) rather
than (7). But in the present problem the advantage gained is minor.
Most candidates would anyway prefer to start with (1) rather than (7)
because it is simpler. If the advantage were substantial and the easier
option not so tempting, then this would have been a good problem
which rewards the sharp candidates.
Q.57 In IR3 , let L be a straight line passing through the origin. Suppose
that all the points on L are at a constant distance from the two planes
P1 : x + 2y z + 1 = 0 and P2 : 2x y + z 1 = 0. Let M be the
locus of the feet of the perpendicular drawn from the points on L to
the plane P1 . Which of the following points lie(s) on M ?
(A) (0, 5/6, 2/3) (B) (1/6, 1/3, 1/6)
(C) (5/6, 0, 1/6)
(D) (1/3, 0, 2/3)
Answer and Comments: (A), (B). The first part of the data simply
means that the line L is parallel to both P1 and P2 and hence to the
line of their intersection. From the two equations of the planes, viz.
x + 2y z = 1
and 2x y + z = 1
(1)
(2)
(3)
(4)
The other two equations come from the fact that the vector OP0 =
x0 i + y0 j + z0 k is perpendicular to P1 and hence parallel to the normal
vector u = i + 2j k. This gives
x0 = r, y0 = 2r, z0 = r
(5)
for some real number r. Substituting this into (4), we get r = 1/6.
Hence P0 = (1/6, 1/3, 1/6). Therefore the locus M is the line
x + 1/6
y + 1/3
z 1/6
=
=
=
1
3
5
(6)
parabola. IfP lies in the first quadrant and the area of the triangle
OP Q is 3 2, then which of the following are the coordinates of P ?
(3)
1
OP OQ
3 2 =
2
|t2 | q 2
1 |t1 | q 2
t1 + 4
t2 + 4
=
2
2
2
q
1
=
(t21 + 4)(t22 + 4)
(4)
2
using (3). Squaring both the sides
(t21 + 4)(t22 + 4) = 72
31
(5)
t1 t2 = 3 2
(6)
(7)
4
=3 2
t1
(8)
t21 3 2t1 + 4 = 0
(9)
3 2 2
i.e. 2 2 and 2. The corresponding point
The roots are
2
t21
P = ( , t1 ) then is (4, 2 2) and (1, 2).
2
A routine problem, once the idea of taking the points in their
parametric forms strikes.
SECTION 3
This section contains TWO questions. Each question contains two columns
Column I and Column II. Column I has four entries (A), (B), (C) and
(D). Column II has five entries (P), (Q), (R), (S) and (T). Match the entries in Column I with the entries in Column II. One or more entries in
Column I may match with one or more entries in Column II.
Marking scheme: For each entry in Column I, 2 points if fully correct, 0
points if not attempted and 1 points in all other cases.
32
Q.59
Column I
(A) In IR2 , if the magnitude ofthe projection
vector
of the vector
i + j on 3 i + j is 3 and if
= 2 + 3, then possible value(s) of || is
(are)
(B) Let a and b be(real numbers such that the func3ax2 2, x < 1
tion f (x) =
is differenbx + a2 ,
x1
tiable for all x IR, then the possible value(s)
of a are
Column II
(P) 1
(Q) 2
(R) 3
(S) 4
(T) 5
3
1
i + j. Hence the projection
the direction of the vector 3 i + j is
2
2
3
1
+ |. Equating this with 3 and
of i + j has magnitude |
2
2
squaring gives
( 3 + )2 = 12
(1)
33
2
We are further given that = . Substituting this into (1) we get
3
(4 2)2 = 36
(2)
(3)
As for differentiability of f (x), the right handed and the left handed
derivatives at x = 1 are 6a and b respectively. So we get
b = 6a
(4)
(5)
(6)
(7)
(8)
34
(9)
(10)
(11)
(12)
We are also given that a, 5, q, b are in an A.P. This gives two more
equations, viz.
q + a = 10
and b + 5 = 2q
(13)
(14)
Eliminating q,
b = 2(10 a) 5 = 15 2a
(15)
(16)
(17)
17 7
, i.e. 6 and 5/2. Corresponding values of q are 4
4
and 15/2. So |q a| = 2 in the first case and |q a| = 5 in the second.
(C) is the only interesting problem in the bunch. The others reduce
to solving systems of two equations in two unknowns. There is nothing
very great either in formulating these equations or in solving them.
These parts hardly belong to an advanced test.
Q.60
Column I
(A) In a triangle XY Z, let a, b and c be the
lengths of the sides opposite to the angles X, Y
and Z respectively. If 2(a2 b2 ) = c2 and
sin(X Y )
=
, then possible values of n for
sin Z
which cos(n) = 0 is (are)
(B) In a triangle XY Z, let a, b and c be the
lengths of the sides opposite to the angles X, Y
and Z, respectively. If 1 + cos 2X cos 2Y =
a
2 sin X sin Y , then possible value(s) of is (are)
b
Column II
(P) 1
(Q) 2
(R) 3
(S) 5
(T) 6
36
(1)
(2)
(3)
(4)
(5)
(6)
sin X
as (which is the ratio we are
sin Y
interested in), we get a quadratic in , viz.
Dividing by sin2 Y and calling
2 + 2 = 0
(7)
whose roots are = 1 and 2. As , being the ratio of two sides cannot
be negative, we get = 1.
37
In (C), the vectors are involved only superficially. The first part
ofthe datais just another way of saying that the points X, Y, Z are
( 3, 1), (1, 3) and (, 1 ) respectively. Even without drawing a
diagram it is obvious that the points X and Y are symmetrically located
w.r.t. the line y = x. Also OX and OY are inclined at angles 30 and
60 respectively. So, the line y = x is the acute angle bisector 6 XOY .
3
We are given that the distance of Z from this line y x = 0 is .
2
This implies
3
|(1 ) |
=
1+1
2
(8)
C
(0, 3)
y=3
A
x
O
(2, 0)
By a direct calculation,
F (0) =
8 2
4 3/2 2
3 2 x dx = 3x x = 6
0
3
3
(9)
8 2
= 6 which tallies with (T) in Column II.
So, F (0) +
3
On the other hand, when = 1,
y = |x 1| + |x 2| + x
38
(10)
(11)
C
(0, 3)
y=3
D
x
O
(2, 0)
Z 2
3 x 2 x dx +
x + 1 2 x dx
1
(12)
8 2
.
By a routine integration which we skip, F (1) comes out to be 5
3
8 2
= 5.
So F (1) +
3
Parts (A) to (C) are straightforward, but too elementary to be
asked in an advanced test. The wording of (D) is clumsy and many
candidates might not understand the problem and might have skipped
it. They are the clever ones, because those who do struggle successfully to realise that the problem involves the calculation of two (in
reality three) unrelated areas will pay a heavy price in terms of time
and the strong possibility of some numerical error. If the idea was
merely to give a problem about identifying and finding the area of a
plane region, the first half of the problem (where = 0) would have
39
served the purpose quite well. Adding one more part which hardly
tests anything new (except the ability to draw the graph of the function y = |x 1| + |x 2| + x) is nothing short of torture. It is such
sadistic problems which make success at the JEE a matter of adopting a clever strategy, whose prime rule is to simply stay away from a
problem which is clumsily worded and utilise the time saved on routine
problems requiring mediocre intelligence.
PAPER 2
Contents
Section - 1 (One Integer Value Correct Type)
40
54
71
SECTION 1
One Integer Value Correct Type
This section contains eight questions. The answer to each question is a
SINGLE DIGIT INTEGER ranging from 0 to 9, both inclusive.
Marking scheme : +4 If the bubble corresponding to the answer is darkened, 0 In all other cases
Q.41 Suppose that all the terms of an arithmetic progression (A.P.) are natural numbers. If the ratio of the sum of the first seven terms to the
sum of the first eleven terms is 6 : 11 and the seventh term lies between
130 and 140, then the common difference of this A.P. is
Answer and Comments:
viz. its initial term, say a,
by d. To determine them,
problem gives only one. In
the variables such as that they are integers or that they lie in some
specific intervals is needed to determine the unknowns. The present
problem is of this type. (See Exercise (4.24) for an example where
there are fewer equations than unknowns and still a unique solution.)
With the notations just introduced, the sum of the first n terms
(often denoted by Sn ) is
Sn = na + d(1 + 2 + . . . + (n 1)) = na +
We are given that
S7
S11
6
.
11
n(n 1)
d
2
(1)
7a + 21d
6
=
11a + 55d
11
(2)
(3)
(4)
(5)
an because
n=0
all except finitely many terms of this series vanish. Since f (x) = a0 +
a1 x + a2 x2 + . . . ark xrk , we have S1 = f (1). From the factorisation of
f (x) as (1 + x + x2 + . . . + xk )r we immediately get S1 = (k + 1)r .
Combinatorially, S1 is the number of all possible ways of putting any
numbers of identical balls into r distinct boxes so that each box contains
at most k balls. Here, too, a direct combinatorial argument is easy
because, for each of the r boxes, there are k + 1 possibilities depending
upon how many balls go into it. So again, this example does not quite
bring home the power of algebraic codification.
To do so, consider S2 = a0 + a2 + +a4 + . . . + a2m + . . ., i.e. the sum
of the coefficients of all even degree terms in f (x). Combinatorially, S2
is the number of all possible ways to put any numbers of balls into the
boxes as before with the additional restriction that the total number
of balls is even. (It is not required that only even numbers of balls
go into the individual boxes. The restriction of evenness is only on
the total number of balls.) This time, the combinatorial count is not
as immediate as for S1 . But the algebraic one is simple. If we add
f (1) and f (1), the even powers add up while the odd ones cancel
f (1) + f (1)
out. In other words, S2 = a0 + a2 + a4 + . . . =
. This is
2
44
mon vertex at (0, 0) and with foci at (f1 , 0) and (2f2 , 0), respectively.
Let T1 be a tangent to P1 which passes through (2f2 , 0) and T2 be a
tangent to P2 which passes through (f1 , 0). If m1 is!the slope of T1 and
1
m2 is the slope of T2 , then the value of
+ m22 is
m21
Answer and Comments: 4. The problem is about the tangents to
the two parabolas. The role of the ellipse is only to specify
s the foci of
2
5
the two parabolas. The eccentricity e of the given ellipse is 1 =
9
3
and so the foci are at (3e, 0) i.e. f1 = 2 and f2 = 2.
Since both the parabolas P1 and P2 have their vertices at (0, 0), and
their foci are at (2, 0) and (4, 0) respectively, their equations are
y 2 = 8x
y 2 = 16x
(1)
(2)
1
2
(3)
(Incidentally, this shows that there are two lines through (4, 0) that
touch the parabola P1 . The problem does not specify which of the two
is to be chosen. But the answer does not depend on the choice since it
involves only m21 .)
By an entirely analogous computation, the slope m2 of T2 satisfies
m22 = 2
(4)
1
+ m22 equals 4.
m21
Those who know the equation of a tangent to a parabola in terms of
its slope can shorten the work by observing that a tangent to y 2 = 8x
having slope m1 has its equation of the form
y = m1 x +
46
2
m1
(5)
and get (3) from the fact that this tangent passes through (4, 0). Similarly an alternate derivation of (4) is possible. We have intentionally
given a derivation from first principles, based on the concept of a tangent as a line which intersects a curve in two coincident points, to show
that even if you do not remember a whole lot of formulas, things can
often be salvaged if you go by the basic principles.
A very straightforward problem about identifying the tangents to
a parabola passing through a given point. Perhaps the paper-setters
realised that the problem is too straightforward and hence given it a
twist by first making the candidates identify the points through which
the tangents are to pass. In the old days, instead of making the problem
numerical, it would have been asked to show that if two parabolas have
their vertices at the centre of an ellipse and their foci at the foci of that
ellipse then the tangents to either of them passing through the focus
of the other are mutually orthogonal. Such geometric results expressed
solely in words, have their own beauty.
Q.44 Let m and n be two
! positive integers greater than 1. If
n
ecos( ) e
e
m
lim
=
then
the
value
of
is
0
m
2
n
Answer and Comments: 2. As 0 both the numerator and
the denominator tend to 0. So the limit, say L, in the question if
0
of the indeterminate form . It is, therefore, tempting to apply the
0
LHopitals rule. But if m > 1 this rule will have to be applied again
and again. Let us temporarily assume that m = 1 and allow n to take
n
non-integral values as well. Define the function f () = ecos( ) 1.
Then LHopitals rule implies that
f ()
0
1
L = lim
(1)
(2)
To see the result of the battle between the first and the last factor
when 0 < n < 1, let us rewrite (2) as
sin(n ) cos(n ) 2n1
f () =
e
(3)
ecos(
1/k )
(4)
We are now back to the old game with replaced by and n replaced by
1/k. By the argument above, L will equal a finite non-zero value (which
will be necessarily e/2 ) only when 1/k = 1/2. This is equivalent to
saying that k = 2.
A mature person will approach the problem by considering the
comparable orders of magnitude. For example, when u 0, sin u is of
sin u
the same order as u because
tends to a finite non-zero limit as
u
cos u 1
tends
u 0. Similarly, cos u 1 is of the order of u2 because
u2
48
1
to the non-zero limit . Similarly, eu 1 is of the order of u. Now
2
factor out e from the numerator of the given expression and consider
n
ecos( )1 1
L = lim
(5)
0
m
Then clearly, L = eL provided L exists. By what we just said, the
numerator is of the order of cos(n ) 1, which, in turn, is of the order
of 2n . The denominator, on the other hand, is of the order of m . So
the ratio will tend to a finite non-zero limit only when the numerator
and the denominator have the same orders and that happens precisely
when m = 2n.
If need arises, this reasoning based on comparable orders of magnitude can be made precise by dividing and multiplying the expression
on the R.H.S. of (5) by cos(n ) 1 and then again by 2n . But that is
essentially a clerical work.
This is a very good, thought oriented problem. But since it is
a multiple choice question where no reason has to be given, a smart
candidate may get the correct answer by the sneaky path, i.e. by
assuming m = 1.
Q.45 If =
9x+3 tan1 x
12 + 9x2
x2 + 1
3
is
4
Answer and Comments: 9. This is plainly a question about evaluating a definite integral. Since the answer is to be an integer between
0 and 9, the last part operates as a hint to the value, viz. 1 + is of
the form ek+3/4 for some integer k. Although this does not help in
evaluating the integral, it serves to alert against numerical errors. In
the conventional form the question would have merely asked the value
of the integral.
The integral itself is easy if we use the substitution
u = 9x + 3 tan1 x
(1)
3
12 + 9x2
du
=9+
=
dx
1 + x2
x2 + 1
(2)
which yields
49
Hence we have
=
9+3/4
eu du
= e9+3/4 1
(3)
So ln(1 + ) = 9 3/4.
F (x)
1
lim
= , then the value of f (1/2) is
x1 G(x)
14
F (1) =
and G(1) = =
1
Z 1
f (t) dt
(1)
t|f (f (t))| dt
(2)
1
. So, we now get
14
14
|f (1/2)| =
=7
2
(3)
(4)
We are still not quite through, because the problem asks for f (1/2)
and we only know that f (1/2) = 7. A sneaky reasoning would be
that since the correct answer has to be an integer from 0 to 9, 7 is
excluded. But, for an honest answer, we must show that f (1/2) > 0.
For this we apply the Intermediate Value Property (IVP). f (x) is given
to be continuous everywhere. Also f (1) = 1/2 > 0. So, if f (1/2) were
negative, then by the IVP, f would vanish at least once in the interval
(1/2, 1). But, being an odd function, f already vanishes at 0. As we
are given that f vanishes at exactly one point, we get a contradiction.
So, at long last we have fully justified our answer, viz. f (1/2) = 7.
To arrive at it legitimately, we had to give a lot of reasoning. First to
ensure the applicability of the LHopitals rule. Many students apply
this rule without ensuring this. Secondly, many students might not
bother to justify that f (1/2) > 0. And there is no way to tell if
they have really done the reasoning. So, this question rewards the
sloppy students and punishes the scrupulous ones. In the conventional
examinations, the two could be differentiated because reasonings would
have to be given.
51
(1)
(2)
(3)
As p~, ~q, ~r are non-coplanar and hence linearly independent, the coefficients in the two resolutions must match. This gives a system of three
equations in the three unknowns, viz.
x + y z = 4, x y z = 3, and x + y + z = 5
(4)
12
P
k=1
3
P
k=1
k
+ i sin
7
|k+1 k |
where i =
1.
is
|4k1 4k2 |
(1)
(2)
for every i, with the understanding that An+1 = A1 etc. This fact, along
with an application of what is called Ptolemys theorem about cyclic
quadrilaterals, gave an unexpected solution to the problem. (See again
Comment No. 2 of Chapter 10.) A solution using complex numbers is
also possible by taking the vertices to lie at the complex 2n-th roots of
unity. (See Comment No. 3 of the same chapter.) It is possible that
this solution has spurred the present problem. Of course, the present
problem is much simpler than the 1994 problem. How one wishes to
revive the golden days when such nice problems could be asked as full
length questions! All we have today is their weak imitations.
SECTION 2
This section contains EIGHT questions. Each questions has FOUR options (A), (B), (C) and (D). ONE OR MORE THAN ONE of these four
option(s) is(are) correct.
Marking scheme : +4 If fully correct, 0 if not attempted and 2 In all
other cases.
54
Q.49 Let f, g : [1, 2] IR be continuous functions which are twice differentiable in the interval (1, 2). Let the values of f and g at the points
1, 0 and 2 be given by the following table:
f(x)
g(x)
x = 1
3
0
x=0
6
1
x=2
0
-1
In each of the intervals (1, 0) and (0, 2) the function (f 3g) never
vanishes. Then the correct statement(s) is (are)
(A) f (x) 3g (x) = 0 has exactly three solutions in (1, 0) (0, 2)
(B) f (x) 3g (x) = 0 has exactly one solution in (1, 0)
(D) f (x) 3g (x) = 0 has exactly two solutions in (1, 0) and exactly
two solutions in (0, 2)
Answer and Comments: (B), (C). All the four statements are about
the zeros of h (x) where h(x) is defined by
(1)
(2)
Rolles theorem implies that h (x) vanishes at least once in each of the
intervals (0, 1) and (1, 2). If it had more zeros in either of these two
intervals, then by Rolles theorem again (applied to h (x) this time),
h (x) would vanish at least once. But we are given that this is not so.
Hence (B) and (C) are correct. That automatically precludes (A) and
(D).
A simple problem based on Rolles theorem. One fails to see what
was the idea of introducing the two functions f (x) and g(x) when the
entire problem is about the function h(x) = f (x) 3g(x). But then,
55
instead of the table, we would have to be given (2) and the paper-setters
probably thought that that would make the solution too obvious. So,
they worded the problem in terms of two functions. But nothing more
than elementary arithmetic is needed to convert the table to (2). The
question would have been interesting if some other pieces of information
were given from which (2) would follow, but not in such a direct manner.
(Contrast this with Q.46 above, where for an honest solution so many
properties of even and odd functions, and also the FTC had to be used.)
Since both the questions have equal marks, between two competing
candidates with severely limited time, the mediocre one who opts for
the present question will easily beat his possibly more intelligent and
scrupulous rival who might not have time left for this problem.
Q.50 Let f (x) = 7 tan8 x + 7 tan6 x 3 tan4 x 3 tan2 x for x (/2, /2).
Then the correct expression(s) is (are)
1
(A)
xf (x) dx =
12
Z 0/4
1
(C)
xf (x) dx =
6
0
Z
/4
(B)
(D)
/4
Z0
f (x) dx = 0
/4
f (x) dx = 1
Answer and Comments: (A) and (B). The paper-setters have carefully avoided the end points /2 from the domain because the tangent function is undefined at these points. Anyway that does not matter because in the problem the interval of integration is [0, /4] in all
statements. And there is no difficulty at the end points here. (If the
integrand tends to at either end points, the integral becomes what
is called an improper integral. Occasionally, improper integrals are
asked in the JEE. See Comment No. 16 of Chapter 18 and Exercise
(18.16). But they are not a part of the syllabus.)
Now, coming to the problem itself, the identity
tan2 x + 1 = sec2 x
(1)
(2)
The substitution
u = tan x
(3)
/4
f (x)dx =
7u6 3u2 du
1
= u7 u3 = 1 1 = 0
0
(4)
The calculation of the integral in (A) and (C) is less direct. The same
substitution gives
Z
xf (x)dx =
(5)
As we already know an antiderivative of the second factor of the integrand, we resort to integration by parts and get
Z
/4
0
= 0
=
u2
1
(u7 u3 ) du (6)
+1
u3 (u2 1) du
u u5 du
1 1
1
=
=
4 6
12
(7)
1/2
192x3
1
for all x IR with f ( ) = 0.
4
2
2 + sin x
f (x) dx M , then the possible values of m and M are
57
1
1
(B) m = , M =
4
2
(C) m = 11, M = 0 (D) m = 1, M = 12
(A) m = 13, M = 24
Answer and Comments: (D). We are not given f (x) directly. Instead we are given f (x) and f (1/2). In theory this determines f (x)
uniquely. In fact
f (x) =
1/2
f (t) dt =
1/2
192t3
dt
2 + sin4 t
(1)
1/2
estimates, i.e. some lower and upper bound on it. And these can be
obtained from some estimates on the integrand f (x), which, in turn,
can be obtained from properties of f (x) for x [1/2, 1]. Note that
f (x) is a ratio of two positive quantities. The numerator increases
strictly on the interval [1/2, 1] (in fact it increases on the entire real
line). But the denominator decreases on [1/2, 1] because of the term
sin4 x since the sine function decreases on the interval [/2, ]. So the
192
= 96 while its maximum
minimum of f (x) on [1/2, 1] is f (1) =
2+0
24
on [1/2, 1] is f (1/2) =
= 8.
2+1
Thus we have proved that
8 f (x) 96
(2)
for all x [1/2, 1]. From this, we now derive estimates for f (x) using the Fundamental Theorem of Calculus (FTC), and the fact that
f (1/2) = 0. We replace x by t in (2) and integrate over [1/2, x] to get
Z
1/2
8 dt
1/2
f (t) dt
1/2
96 dt
(3)
BY FTC, the middle integral is simply f (x) f (1/2) = f (x), while the
first and the last integrals are 8(x 1/2) and 96(x 1/2) respectively.
So we have
8x 4 f (x) 96x 48
58
(4)
1/2
8x 4 dx
1/2
f (x) dx
1/2
96x 48 dx
(5)
1
1/2
1
48x)
= 1
Q.52 Let S be the set of all non-zero real numbers such that the quadratic
equation x2 x+ = 0 has two distinct real roots x1 and x2 satisfying
the inequality |x1 x2 | < 1. Which of the following intervals is (are) a
subset(s) of S?
1 42
|x1 x2 | =
||
(1)
(2)
(3)
6
Q.53 If = 3 sin1 ( 11
) and = 3 cos1 ( 49 ), where the inverse trigonometric
functions take only the principal values, then the correct option(s) is
(are)
(A) cos > 0 (B) sin < 0 (C) cos( + ) > 0 (D) cos < 0
6
4
Answer and Comments: (B), (C), (D). Denote sin1 ( ) and cos1 ( )
11
9
by and respectively. Then = 3 and = 3. We are given
6
11
4
cos =
9
sin =
and
(1)
(2)
(3)
1
slightly less than = cos( ). As the cosine function is decreasing in
2
3
the first quadrant, we have
>
(4)
<<
3
2
(5)
<<
6
4
(6)
We now have all the ammunition to fire the four shots. Since = 3,
because of (5) (, 3/2). So lies in the third quadrant where
both the sines and cosines are negative. This shows that (A) is false
while (B) is true. In a similar vein, because of (6), lies in (/2, 3/4)
which is a part of the second quadrant. So (D) is true. For (C), we
need both (5) and (6). Multiplying them by 3 and adding, we get
9
3
<+ <
2
4
61
(7)
The interval (3/2, 9/4) cuts across two quadrants, specifically, the
first and the fourth quadrant. But since the cosine function is positive
in both these quadrants, we see that (C) is true.
Like Q, 41 in Paper I, this question is also an excellent example of
testing the ability to quickly discard the most obvious approach. The
paper-setters have given just the right degree of hint by specifying that
all the inverse trigonometric functions are to be taken to have their
principal values.
Q.54 Let E1 and E2 be two ellipses whose centers are at the origin. The major
axes of E1 and E2 lie along the x-axis and the y-axis, respectively. Let
S be the circle x2 + (y 1)2 = 2. The straight line x + y = 3 touches
the curves S, E1and E2 at P, Q and R, respectively. Suppose that
2 2
PQ = PR =
. If e1 and e2 are the eccentricities of E1 and E2 ,
3
respectively, then the correct expression(s) is (are)
43
(A) + =
40
5
(C) |e21 e22 | =
8
e21
e22
7
(B) e1 e2 =
2 10
3
(D) e1 e2 =
4
(1)
(2)
(3)
(4)
(5)
(6)
a2
3a2
=
. Hence the
Also the quadratic has only one root, viz. 2
a + b2
3
point of contact comes out to be
a2 9 a2
,
)
3
3
Q=(
(7)
2 2
As we are given P Q =
, we get
3
(
9 a2
8
a2
1)2 + (
2)2 =
3
3
9
(8)
(9)
we get
e1 =
1
4
=
5
5
(10)
c2
7
1
e2 = 1 2 = 1 =
(11)
d
8
2 2
Now that we know both e1 and e2 , by a direct calculation we get
7
e1 e2 =
(12)
2 10
43
1 7
+ =
(13)
e21 + e22 =
5 8
40
1 7
27
and finally, |e21 e22 | = | | =
(14)
5 8
40
The calculations in the problem are straightforward. Also the
symmetry of the data allows us to apply most of the work for the
first ellipse to the second ellipse. The only difference comes in the
last step because of the interchange of the directions of the major and
the minor axes. The problem would have been a good one as a full
length question in a conventional test. In the present set-up, the time
allotted is far too inadequate. In this problem, there does not seem
to be any way to directly compute, say e1 e2 , without first identifying
e1 and e2 individually (as there would have been if we could write a
quadratic whose roots are e1 and e2 ). So, logically, the problem ends
with the determination of e1 and e2 . The further calculations needed
in finding the numerical values of the various expressions in the four
options are pure drudgery and test no valuable quality on the part of
the candidates.
Q.55 Consider the hyperbola H : x2 y 2 = 1 and a circle S with centre
N(x2 , 0). Suppose H and S touch each other at a point P (x1 , y1 ) with
x1 > 0, y1 > 0. The common tangent to H and S at P intersects the
x-axis at a point M. If (l, m) is the centroid of the triangle P MN,
then the correct expression(s) is (are)
64
1
dl
= 1 2 for x1 > 1
dx1
3x1
1
dl
= 1 + 2 for x1 > 1
(C)
dx1
3x1
dm
x1
= q
for x1 > 1
dx1
3 x21 1
dm
1
(D)
= for y1 > 0
dy1
3
(B)
(A)
Answer and Comments: (A), (B), (D). The notations in the problem
are slightly confusing. Usually, P (x1 , y1) would denote a fixed point in
the plane. In the present problem, it is a variable point in the first
quadrant which moves on the hyperbola H. But instead of beginning
the problem by saying so, the point (x1 , y1 ) is specified as the point
of contact of this hyperbola with a circle S whose centre is given as
N = (x2 , 0). So, it is to be assumed that x2 is also not fixed. So, the
picture we gather is that x1 and y1 are functions of the variable x2 .
But the problem asks for derivatives w.r.t. the variables x1 and y1 .
y
H
S
x
O
and the normal to H at P cut the x-axis. And finally, (l, m) is the
centroid of the triangle P MN. The coordinates of M and N and
hence those of the centroid will be functions of the variables x1 and y1 .
But these two variables are not independent of each other. Either of
them can be expressed in terms of the other by the equations
y1 =
and x1 =
x21 1
(1)
y12 + 1
(2)
(3)
1
, 0). So, we have
x1
1
, 0)
x1
(4)
x1
y1
, that of the normal at P is .
y1
x1
Hence the equation of the normal to H at P is
As the slope of the tangent is
y y1 +
y1
(x x1 ) = 0
x1
(5)
(6)
66
(7)
(8)
1
dl
= 1 2 which shows that (A) is true and (C)
dx1
3x1
is false. Also from (8), we see that (D) is true. For (B), we first need
to express m as a function of x1 . For this we combine (8) with (1) to
get
From (7) we get
m=
x21 1
3
(9)
Differentiating,
x1
dm
= q
dx1
3 x21 1
(10)
Z0
et (sin6 t + cos4 t) dt
t
=L
e (sin t + cos t) dt
e4 1
(A) = 2, L =
e 1
e4 1
(C) = 4, L =
e 1
e4 + 1
(B) = 2, L =
e +1
e4 + 1
(D) = 4, L =
e +1
(1)
(2)
where
I1 =
f (t)dt, I2 =
f (t)dt I3 =
f (t)dt and I4 =
4
3
f (t)dt (3)
(4)
(5)
for all t. However, the first factor of the integrand, viz. et is not
periodic. Still we have the identity
et+ = e et
(6)
(7)
Z
Z0
0
f (t) dt
f (u + ) du
e f (u) du
= e I1
(8)
e4 1
e 1
68
(9)
This holds regardless of what the integer is. So both (A) and (C) are
correct.
Problems involving integrals of periodic functions have been asked
in the JEE (e.g. see Exercise (18.8)). But the present one is a novel
one in that it combines periodic functions and a simple property of the
exponential functions. Once the idea strikes, the computations involved
are minimal. So this is a very good problem.
Although it is well beyond the JEE level, we remark that similar
calculations arise in finding what is called the Laplace transform of
a periodic function. Suppose f (t) is a continuous function defined for
all t 0. Then assuming that the growth of |f (t)| as t is not too
wild, it can be shown that the improper integral
F (s) =
est f (t)dt
(10)
n!
sn+1
, n = 0, 1, 2, . . .
1
s
s
L(cos t) = 2
( IR)
s + 2
( IR)
and L(sin t) = 2
s + 2
L(et ) =
(11)
(12)
(13)
(14)
What makes the Laplace transforms very useful is the result, easily
proved by integration by parts, that for a continuously differentiable
function f (t),
L(f ) = sL(f ) f (0)
(15)
As a consequence, a differential equation for a function f (t) is transformed into an algebraic equation for its transform F (s). Algebraic
equations are easier to solve. So just as logarithms are useful in arithmetic because they transform the multiplication of two positive real
69
numbers (which is time consuming) into the addition of their logarithms (which is much easier), Laplace transforms are very useful in
solving differential equations.
Now suppose f (t) is a periodic function with a period T > 0. That
means
f (t + T ) = f (t)
(16)
for all t IR. Then by taking steps similar Zto those in the solution of
(17)
where
In =
nT
(n1)T
est f (t)dt
(18)
(17) and (18) are valid for any f (t). But if f (t) is periodic with a period
T , then by taking steps similar to the derivation of (8) above, we get,
that for every fixed s,
In+1 =
(n+1)T
nT
Z nT
(n1)T
nT
(n1)T
sT
e In
est f (t) dt
es(u+T ) f (u + T ) du
esT esu f (u) du
(19)
I1
1 esT
70
(20)
SECTION 3
This section contains TWO paragraph. Based on each paragraph, there
will be TWO questions Each question has FOUR options (A), (B), (C) and
(D). ONE OR MORE THAN ONE of these four option(s) is(are) correct For
each question, darken the bubble(s) corresponding to all the correct option(s)
in the ORS.
Marking scheme :
+4 If only the bubble(s) corresponding to all the correct option(s) is(are)
darkened
0 If none of the bubbles is darkened
-2 In all other cases.
PARAGRAPH 1
Let F : IR IR be a thrice differentiable function.
Suppose that F (1) = 0, F (3) = 4 and F (x) < 0
for all x (1/2, 3). Let f (x) = xF (x) for all x IR.
Answer and Comments: (A), (B), (C). The problem asks about
f (x) and its derivative f (x). We are given
f (x) = xF (x)
71
(1)
(2)
(3)
Hence
since F (x) < 0 for all x (1/2, 3). So, (A) is true.
For (B),
(4)
We are not given the values of either F (2) or F (2). But we are given
that F (x) < 0 for all x (1/2, 3). So F (x) is strictly decreasing
on [1/2, 3]. (This assertion requires the use of Lagranges Mean Value
Theorem. But it is possible that this subtlety is missed by many candidates, and, being an MCQ, there is no way to tell.) Since F (1) = 0
and 2 > 1, we get F (2) < F (1) = 0. Also since 2 (1/2, 3), F (2) < 0
straight from the hypothesis. So by (3), (B) is also true.
The options (C) and (D) are the logical negations of each other.
So exactly one of them is true. The reasoning given in (B) for x = 2
applies for any x (1, 3) and so from (2), f (x) < 0 for all x (1, 3),
as both the terms on the R.H.S. are negative. So (C) is true, and
automatically, (D) is false.
Q.58 If
x2 F (x) dx = 12 and
pression(s) is (are)
(B)
(D)
Z1 3
1
f (x) dx = 12
f (x) dx = 12
Answer and Comments: (C), (D). All options involve exact values of some integrals and not just their sign determinations. So, the
inequalities given in the paragraph are not likely to be of much help.
From the nature of the integrands, it is obvious that integration by
72
f (x)dx =
xF (x) dx nothing
f (x) dx =
xF (x) dx
Z 3 2
3
x2
x
= ( F (x))
F (x) dx
1
2
1 2
(5)
x3 F (x) dx = 40
(6)
3x2 F (x) dx
(7)
Again, we are given the value of the integral on the R.H.S. as 36. So,
by a direct substitution we get
27F (3) F (1) = 40 36 = 4
(8)
Since the options (A) and (C) are in terms of f rather than F , we
must convert F (3) and F (1) suitably. Applying (2) and the fact that
F (3) = 4, we have
F (3) =
f (3) F (3)
f (3) + 4
=
3
3
(9)
73
(10)
(11)
PARAGRAPH 2
Let n1 and n2 be the number of red and black balls,
respectively, in box I. Let n3 and n4 be the number
of red and black balls, respectively, in box II.
Q.59 One of the two boxes, box I and box II was selected at random and a
ball was drawn at random from out of this box. The ball was found to
be red. If the probability that this red ball was drawn from box II is
1
, then the correct option(s) with the possible values of n1 , n2 , n3 and
3
n4 is (are)
(A) n1 = 3, n2 = 3, n3 = 5, n4 = 15
(B) n1 = 3, n2 = 6, n3 = 10, n4 = 50
(C) n1 = 8, n2 = 6, n3 = 5, n4 = 20
(D) n1 = 6, n2 = 12, n3 = 5, n4 = 20
Answer and Comments: (A), (B). This is a problem of conditional
probability. We are first selecting a box and then drawing a ball from
74
the selected box. We want to find the probability that the ball drawn
is from the second box, given that its colour is red.
There is a chain of two processes here, first selection of a box and
then the draw of a ball. So for a visual representation of the thought
process, tree diagrams are more convenient than Venn diagrams as
elaborated in Comment No. 11 of Chapter 22. The appropriate tree
diagram for the present problem is shown below.
A
1/ 2
1/ 2
II
I
p1
p
4
Here A is the starting node. From there, there are two branches leading to the two nodes I and II corresponding to the two boxes. Each
branch has probability 1/2. From each of these two nodes, there are
two branches leading to the nodes marked r and b depending upon the
colour of the ball drawn. Their probabilities are marked as p1 , p2 , p3 , p4 .
They can be easily calculated from the data of the problem as
p1 =
n1
n2
n3
n4
, p2 =
, p3 =
and p4 =
n1 + n2
n1 + n2
n3 + n4
n3 + n4
(1)
Now let R be the event that the ball drawn is red. Then from the
diagram above,
1
1
p1 + p3
2
2
1 n1
1 n3
=
+
2 n1 + n2 2 n3 + n4
P (R) =
(2)
Let E2 be the event that the second box was chosen. Of course P (E2 ) =
1
. But the desired probability is not this, but rather the conditional
2
75
probability P (E2 |R), i.e. the probability that the ball drawn is from
the second box given that it is red. By Bayes theorem (see Comment
No. 5 of Chapter 22), or more easily, by common sense,
P (E2 |R) =
P (E2 R)
P (R)
(3)
Q.60 A ball is drawn at random from box I and transferred to box II. If the
1
probability of drawing a red ball from box I, after this transfer, is ,
3
then the correct option(s) with the possible values of n1 and n2 is(are)
(A) n1 = 4 and n2 = 6
(B) n1 = 2 and n2 = 3
(C) n1 = 10 and n2 = 20 (D) n1 = 3 and n2 = 6
Answer and Comments:. (C), (D). It is given that a ball, randomly
drawn from box I, is transferred to box II. But the second part of the
problem deals only with what is left in box I. So what happens to
this ball after its removal from box I is irrelevant. The paper-setters
could simply have said that one ball at random was removed from box
I, or kept the data as it is except that the second ball is drawn from
box II. That would make the transfer relevant and the problem more
interesting.
Let p1 and p2 be the probabilities that the ball removed was red
and black respectively. Clearly,
p1 =
n1
n2
and p2 =
n1 + n2
n1 + n2
(5)
Now, if the ball removed is red, then box I is left with n1 1 red and
n2 black balls. The probability of drawing a red ball from this box is
p3 , given by
p3 =
n1 1
n1 + n2 1
(6)
Similarly, if the ball removed is black, then box I is left with n1 red
and n2 1 black balls and the probability, say p4 , of drawing a red ball
from it now is
n1
p4 =
(7)
n1 + n2 1
With the help of a tree diagram, if necessary, the probability, say p,
that the second ball drawn from box I is red, is
p = p1 p3 + p2 p4
n1 (n1 1)
n2 n1
=
+
(n1 + n2 )(n1 + n2 1) (n1 + n2 )(n1 + n2 1)
77
n1 (n1 + n2 1)
(n1 + n2 )(n1 + n2 1)
n1
=
n1 + n2
(8)
1
. This will happen if and only if n2 = 2n1 .
3
Clearly this is the case in options (C) and (D) but not in the others.
We are given that p =
This problem is much simpler than the last one. In fact, a perceptive
student will hardly fail to notice that p is the same as p1 , i.e. the same
as the probability of drawing a red ball from the box I at the start. It is
unlikely that he will have the time to ponder if this is just a coincidence
or can be somehow justified. But if he does, he can paraphrase the
problem to say that two balls were drawn from box I, one after the
other, and the problem asks for the probability that the second ball is
red. How do we justify that this is the same as the probability that the
first ball is red?
Intuitively, the answer is that we can interchange the two balls
drawn. For a formal proof, let n = n1 + n2 . Let us suppose that the
red balls as well as the black balls are distinct from each other. (This
does not affect the probabilities of the events involved.) Let X be the
set of all these n balls. Our sample space, say S is the set of all ordered
pairs (x, y) X X such that x 6= y. Clearly S has n(n 1) elements.
Now let F1 and F2 , respectively, be the favourable subsets for the event
that the first ball is red and the event that the second ball is red. In
symbols,
F1 = {(x, y) S : x is red}
and F2 = {(x, y) S : y is red}
(9)
(10)
As the sample space is the same, proving that the two events have the
same probability is equivalent to showing that the sets F1 and F2 have
the same number of elements. This can be done by defining a bijection
f : F1 F2 which interchanges the two balls drawn. Formally,
f (x, y) = (y, x). Then f is its own inverse and hence a bijection.
Note that this argument will also apply if we draw 3 balls, one
after the other without replacement. The probability that the first one
be red equals the probability that the second one be red and also the
78
probability that the third one be red. Indeed this will hold even if the
box contains balls of more than two colours and we draw any number
of balls from it as long as this number does not exceed the total number
of balls in the box. (If it does, then the sample space is vacuous and
the probability is undefined.)
As in every year, the MCQ format makes it impossible to reward a
candidate who has the ability to do this extra bit of thinking. In fact,
he is advised against it because it is a sheer waste of his precious time.
79
CONCLUDING REMARKS
The paper-setters have been careful to avoid mathematical mistakes and
ambiguities. For example, in both the questions involving the composite
of two functions, the order in which the two functions act has been clearly
specified. In Q. 47 of Paper 1, the symbol a is used to denote a variable.
This should have been made clear, because normally the symbols a, b, c etc.
are used for constants and x, y, z, t etc. for variables. Similarly, in Q. 55 of
Paper 2, it should have been made clear that x2 and x1 are variables. In
Q.54 of Paper 1, instead of saying true it would have been better to say
necessarily true to avoid the degenerate possibility of a zero matrix which
is symmetric as well as skew-symmetric. But these omissions are unlikely to
have caused any serious confusion.
Except for a slight lapse of the article in Q. 58 of Paper 2, (saying, a circle
with a given diameter instead of saying the circle) there are no anomalies
in the wording of the problems. As pointed out in Q.60 of Paper 2, the information that the ball removed from box I was put into box II is irrelevant.
But again, these are things to be forgotten after a slight chuckle. On the
contrary, as commented in Q. 47 of Paper 1, the paper-setters have commendably avoided an inconsistency in the data which could have resulted if
there was a repetition of carelessness in the drafting of a similar question in
JEE 2011.
A controversy did arise about the word component used in Q.47 of Paper
2. In a conventional examination, from the answerbook of a candidate, it
would be possible to see which interpretation he had taken. And then a
decision could be taken as to how much credit be given. The MCQ format
makes this impossible. The JEE organisers have decided to award full marks
to every candidate. As a result, those who interpreted and solved the problem
correctly are at a loss. Fortunately, it is not a serious loss because the
problem was very trivial anyway. The JEE Advanced organisers deserve to
be commended for showing this openness of mind. (In an earlier version of
this commentary, the JEE Advanced organisers were wrongly criticised. The
mistake is regretted.)
Given the constraints imposed on them, the paper-setters have come up
with some good problems. The two that stand out are Q.41 in Paper 1
(about the reflection of a parabola) and Q.53 of Paper 2 (about the sign
determination of the trigonometric functions of angles that are triples of some
given angles). Q. 51 of Paper 1 (about the differentiability of the composite of
80
two functions), Q.44 (about orders of magnitude) and Q.46 (about functions
defined by integrating odd functions) of Paper 2 are also very good questions
of the conceptual type. But their ability to separate the men from the boys
is marred by the multiple choice format.
Some other good questions in Paper 1 are Q.43 (about boys and girls
standing in a row), Q.47 (about a function defined by integrating cos2 t), Q.54
(about symmetric and skew-symmetric matrices), Q.55 (about expanding a
determinant of order 3) and Q.59(C) (about the complex cube roots of unity),
while those in Paper 2 include Q.41 (about the sums of the terms in an
arithmetic progression), Q.48 (about representing complex roots of unity as
vertices of a regular polygon), Q.51 (about finding lower and upper bounds on
an integral), Q.54 (about the eccentricities of two ellipses) and Q.56 (about
integrating products of periodic functions with the exponential function).
Questions which are too straightforward or familiar and hence have no
place in an advanced test include Q.42 (about complementary probability
with a coin toss), Q.46 (about minimising the material needed for a cylindrical container), Q.49 and Q.50 (both on differential equations) and Q.56
(about parametrised family of planes) in Paper 1 and Q.47 (about resolving a vector), Q.49 (about applications of Intermediate Value Property and
Rolles theorem), Q.50 (a straight, simple integral), Q.52 (about the roots of
a quadratic) and both the probability problems (Q.59 and 60) in Paper 2.
There are also numerous questions which reduce to writing down and solving
a system of equations, often in two unknowns. As there is nothing very great
in writing these equations or in solving them, such questions only reward the
mediocrity.
Many of these questions could have been dropped and room made to
accommodate certain areas that are singularly absent, such as number theory,
surds, logarithms and inequalities. This is probably the first year when
there is no question based on the A.M.-G.M. inequality. It is true that
the multiple choice format precludes all proofs and that includes proofs by
induction, combinatorial identities, triangular optimisation and many results
in theoretical calculus. Still, in the past the paper-setters have managed to
give at least a token place to the areas just mentioned.
There is also a tendency apparent in many questions to force the candidates to do extra, repetitious drudgery after the conceptual part of the
problem is over. For example, Q.54 in Paper 2 logically ends with the determination of the eccentricities of the two ellipses. Subsequent work is sheerly
clerical. Similarly, in Q.59 and 60 about probabilities, instead of giving some
81
particular values of the parameters n1 , n2 , n3 and n4 and asking for a numerical answer, which is the standard practice, the paper-setters have given four
sets of such values and asked the candidates to identify those sets of values
in which the answer will come out to be a given number. One really fails
to see the purpose of such a twist when what it tests is not even remotely
related to any probability, It is sheer arithmetical drudgery. In Q.53 of Paper
1, once the vectors ~a, ~b and ~c are identified correctly, little purpose is served
by asking the candidates to compute the various expressions involving their
dot or the cross products.
Some questions demand work that is far in excess of what is justified by
their credit. A notable example is Q.60(D) where a candidate has to sketch
three regions and find their areas all for 2 marks.
There is no significant difference either in the standard or the topics covered in the two papers. One really wonders the rationale behind having two
papers each having all three subjects. Why not have three separate papers,
one for each subject and give the paper-setters of each subject the freedom
to choose the format of that paper as demanded by the peculiarities of the
subject, rather than impose the same format for all the three subjects? In
Chemistry, many of the questions are memory oriented. You simply have to
know the answer beforehand. There is no way you can get it by deductive
reasoning. For example, questions that ask for the compounds that result
from some chemical reactions.
As a sample, as many as eight questions out of the 20 questions in Chemistry in Paper 2 of this years advanced JEE directly ask to identify the
products of some reactions. Q.39 in Paper 1 is for eight marks and asks to
identify the radicals (from a given list) occurring in each of the five given
ores, viz. siderite, malachite, bauxite, calamine and argentite. This is sheer
memory. If you know the chemical composition of these ores you get 8 marks
within a few seconds. If you dont, just forget the question. No amount
of deductive reasoning can help you. Its counterpart in mathematics, viz.,
Q.59 in Paper 1, requires you to solve four completely unrelated problems,
each requiring some thought and moderate computation. There is simply no
comparison between the two.
One can argue that even in chemistry, there are questions where some
thought and numerical work is needed. This is true. But the thrust in these
questions is on knowing some reaction. For example, in one of the questions
in Paper 2, a closed vessel with rigid walls containing 1 mol radioactive
uranium and one mol of air is given. The question then asks what will be
82
the ratio of the final pressure to that of the initial one after the uranium
decays completely. The answer comes from the fact that in the radioactive
decay, every atom of uranium produces one atom of lead and eight atoms of
helium. This is pure memory. The thought needed afterwards is that now
in the vessel we have 8 mols of gas in addition to the original 1 mol of air.
As the volume and the temperature are the same, the new pressure will be
9 times the original. This bit of mathematics is childishly simple. The same
thing is true about a question in which diborane reacts with methanol.
The mathematical equivalent of such a single idea question, would be, for
example, to give a right angled triangle with hypotenuse 5 and one side 4 and
ask to find the third side, or to ask in how many ways
5 boys and5 girls can
stand
in
a
row.
In
both
the
cases,
the
answers
(viz.
52 42 = 25 16 =
questions which are purely memory oriented. Most questions require some
work to arrive at the answer. But usually, this work consists of applying one,
or in some cases, two standard formulas. Once you know the right formulas
to apply, the rest of the work is purely mathematical. For example, in one
of the Physics questions in Paper 2 this year, two solid spheres of equal
radii R but with different mass density functions are given and we have to
find the ratio of their moments of inertia about axes passing through their
respective centres. This is a standard application of integrals. At one time it
was taught in mathematics under mechanics. There is one question where a
parallel plate capacitor is given, the plates being separated by two dielectric
slabs of equal thickness but different relative permittivities. We are asked
to find its capacitance given its capacitance in air. A diagram is also given.
That makes it abundantly clear that we have to apply the formula for the
capacitance of two capacitors in series. Once this is realised, the mathematics
involved is straightforward.
In fact, in some questions in the Physics paper, the relevance with physics
is superficial. Take, for example, this question from Paper 2 where we are
given that the energy of a system as a function of time t is E(t) = A2 et ,
being a given constant. We are further given the percentage errors in the
measurements of A and of t and are asked to calculate the percentage error
in E(t) at t = 5. Now, this is a purely mathematical question, involving
first order approximation using derivatives. (Ironically, that is usually done
in the first mathematics course in the IITs after the successful candidates
enter them!) There is hardly any physics in this problem except the name.
The problem could as well have been posed as a problem in economics by
replacing the phrase the energy of a system at time t by a phrase like the
demand for some commodity at time t.
The point to note is that once a question in chemistry is understood, it
takes very little time to answer it, provided you know the answer. In physics,
it takes some work to arrive at the answer. But that work is usually some
standard mathematical computation. Moreover, the physics paper-setters
usually make it easier for the candidates to understand the question, by
supplying appropriate diagrams. This year, for example, the Physics section
of Paper 2 has as many as 10 diagrams for the 20 questions.
Contrast this with mathematics. There is not a single diagram in the
mathematics sections of either of the two papers! And this year is not an
exception. In fact, some questions seem to be intentionally obscure. For
example, Q.55 of Paper 2 about the tangent and the normal to a hyperbola.
84
This problem as well as many other problems where the data is geometric
would be easier to understand if appropriate diagrams were given. But then
the trouble is that they will also be easier to solve. For example, if a diagram
were given for Q.41 of Paper 1 (about the reflection of a parabola) that would
also give an unwarranted hint to the solution. And that will kill the beauty
of the problem. One of the qualities considered desirable in mathematics is
the ability to read between the lines.
Summing up, Chemistry questions test the knowledge of facts, Physics
questions test the ability to apply some standard formulas. But Mathematics
is inherently different. A mathematical equivalent of the question about the
capacitor considered above, would be, for example, a question asking for
the area of a triangle, given its two sides and one angle. None of the good
questions listed above are of this type. There is an element of art and sport
in mathematics which is generally absent in physics and chemistry which are
sterile sciences. It becomes very difficult for the paper-setters in mathematics
to cater to this element if they are forced to frame the questions in the
same format as physics and chemistry. Designing and solving a truly good
mathematics problem is an artistic experience. No wonder some of the good
problems in the old JEEs are remembered even after decades. (Two such
problems from the 1994 JEE have been referred to in this commentary, one
in Q.55 of Paper 1 and the other in Q.48 of Paper 2.) Can that be said about
any of the mathematics problems of the recent JEEs?
True improvement would come only if the unique position of mathematics
is recognised by the policy makers. When the candidates are already screened
by JEE Main and the number of those eligible for the Advanced test is reduced to a fairly manageable size, there is no reason to duplicate the selection
through another test of the same level and the same format. The Advanced
JEE ought to be qualitatively different from the Main one. At present it is
not. Because of the constraints on the paper-setters in mathematics, they
are forced to ask questions which fit only in the screening round but hardly
qualify for the final selection.
Ideally, at the Advanced JEE, there should be two papers of three hours
each, one solely for mathematics and the other for a combination of physics
and chemistry in the proportion, say 2 : 1. Since the Main examination
already tests the degree of exposure to the three subjects, there should be no
compulsion to cover the entire syllabus in the Advanced papers. Moreover,
mathematics paper-setters should have the freedom, as they did many years
ago, to design questions requiring different amounts of work and allot the
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