2016 H2 Math 9758 Promos Markers Scheme

Qn Solutions Remarks
1 Let a, b and c represent the amount of A, B and C to be mixed Majority got the 3 marks.
respectively. Then - Some wrong interpretations of
the question (confusion
a  b  c  300 between % and volume).
0.2a  0.7b  0.4c  0.411 300 - Carelessness with the %.
0.005a  0.008b  0.007 c  0.00647  300 - A very small minority did not
Solving the simultaneous equations, know how to use the GC to
obtain the answer.
a  127.5 litres, b  96 litres, c  76.5 litres.
2 Only a minority got the full
y marks.
7 x2  y 2  1
Among those who got it right,
most did it wrt x (long method).
Only a very small minority
x
O integrated wrt y.
y  7  2x
Among those who got it wrong,
- A significant minority could
not identify the hyperbola,
leading to a wrong graph.
Points of intersection are:  2.40589, 2.18822  and - Those who sketched the
 6.92744, 6.85489  . graphs correctly, and actually
found 2 intersection points, did
not interpret the area to be
2.18822 found correctly. Majority of
  7 y 
Required area     1  y 2  dy these area-identification
6.85489  2  mistakes resulted in them
 13.8 square units (3 s.f.) finding on the area above the x-
axis bounded by the 2 curves.
- Some did not use the GC until
the latter stages, and among
these include the students who
tried to integrate the root of
(1+y2).
- For the many students who
split the area up into smaller
portions, a great many had
problems with the signs (or
modulus) as well as the limits.
- There were quite a number
who paid a flippant attention to
accuracy, rounding off
intermediate values to their
convenience, leading to a small
error in their final answer.
3 dy A good majority obtained at
 1  4 y2 least 3-5 marks.
dx
 1 Among those who got it right,
 2
dy   1 dx there were quite a few cases of
 1 4 y students attempting to make y
 the subject, and going wrong
1 1 with careless mistakes. These
2
dy   1 dx
4 1 were not penalised but students
2
  y should avoid the errors
2 identified. Some steps were also
unclear: The integration step in
the separating of the variables
 1  should be presented clearly.
 y Also, the final answer, the
1 1   2 particular solution, should be
  ln    x  c, where c is an arbitrary constant.
4  2 1/ 2    1  y  presented clearly as requested
2  by the question.

Among those who got it wrong

Additional working if students make y the subject: though:
1  1 2 y  - Some had problems separating
ln    xc the variables, and came up with
4  1 2 y  a variety of innovative but
 1 2 y  wrong steps forward. These are
ln    4x  c the ones who did not
 1 2y  demonstrate any knowledge in
1 2 y terms of solving differential
e  
4 x c
equations.
1 2y - The integration of the
reciprocal root of (1-4y2) also
1  2 y  1  2 y  e 4 x  c  proved to be a problem for
some. The most common error
e   1
4 x c
Ae 4 x  1
y or y   where A  e  .
4c among those who could get the

2 e
4 x  c 

1 2 Ae 4x

1 logarithmic function was, by
far, the wrong constant
1 multiplier of 0.25. This usually
y when x  1 , stemmed from the failure to
4 utilise the MF26 accurately.
1  1  2 1/ 4  
ln    1 c
4  1  2 1/ 4  
1
c  ln 3  1
4
1  1 2 y  1
 ln    x  ln 3  1.
4  1 2y  4
4(i) y
Majority of students obtained
full marks for (i).

A small number of students

O x
either did not translate the graph
of y  f ( x  3) to y  f ( x ) , or
translated the graph of
y  f ( x  3) in the wrong
direction.

Some students carelessly wrote

y equation of asymptote as y = 0
instead of x = 0. There were
some who wrongly regarded y =
0 as an asymptote despite the
graph not tending towards it.

O x
 Partially correct answers:
y
y

O x O x

No translation Translation in wrong direction

4(ii) f ( x) d  1 
  This was badly done. Only a
 f ( x)  2
dx  f ( x)  handful of students understood
the graph as the derivative graph
1
 Sketch the graph of the derivative of of y  1 .
f ( x) f ( x)
y Of those who sketched the
derivative graph, some failed to
realise that there is a horizontal
asymptote of y = 1.

O x

5(i) Let the height of the cylinder be h cm. Hence height of the cone is R: Students misread H 2 in
 H  h  cm. various ways. Most commonly,
they assumed the quantity
Considering the painted surface area, we have referred to the total surface area
πr 2  2πrh  H 2 π . of the entire object, or the
curved surface area of the cone
H 2  r2 H 2 r instead of the cylinder. Some
h   .
2r 2r 2 also assumed wrongly that the
Volume of container: cylinder and the cone had the
same heights.
 1 P: Students are to be reminded
V  πr 2 h  πr 2  H  h  that sufficient working needs to
3 be shown in a “show” question,
2 1
 πr 2 h  πr 2 H
3 3
2  H2 r  1 2
 πr 2     πr H
3  2r 2  3
π
 
 H 2 r  r 3  Hr 2 (shown).
3
5(ii) π Most students were able to use
V
3

H 2r  r 2 H  r3 the expression for V to answer
(ii) despite getting stuck in (i), a
dV π good technique to adopt in an

 H 2  2rH  3r 2
dr 3
 exam.
dV
 0  H 2  2 Hr  3r 2  0. K: Students must distinguish
dr what are the variables and
constants in an expression. A
2 H  4 H 2  12 H 2 1 number of students
r   H  2H  .
6 3 differentiated with respect to H
Since H  0 , r  0 , instead of r.
1
r   H  2H   H . K: The answer r   H / 3 can
3 be immediately rejected as the
Therefore, r  H gives a stationary value of V and there is only radius is a positive quantity, but
one possible answer. there were students who
substituted it into the second
d 2V π derivative anyway, wasting
  2 H  6r  .
dr 2 3 valuable time.
For r  H ,
K: In the second derivative test,
d 2V π some students substituted
  2H  6H  H  r to get an expression in r
dr 2 3
rather than H. Again, students
4Hπ need to know which a variable
  0 as H  0.
3 is and which a constant is.
Therefore, r  H gives a maximum value of V by the second
P: Students should simplify
derivative test. their expressions for the 2nd
derivative after substitution.

K: The 2nd derivative test is

recommended for this question.
To use the 1st derivative test,
students would need to use
concrete values such as 0.99H
and 1.01H and find the
corresponding values of
dV / dr .
6(a)
A This was generally well-done,
though some used sine rule and
resulted in a much longer
2 solution.
x
Many did not write down the
values of a and b.
B C

x
Since cos   and  is small,
2
 2 
x  2 1    2   2 .
 2 
Hence a  2 and b  1 .
6(b) A Majority of students were able
to show the result for 1st part of
6(b). Those who couldn’t had
2
x N assumed angle ANC to be a
right angle.

B C Of those who were able to apply

cosine rule,
(i) some wrongly wrote the
2 length of CN as 4  0.64x 2
 BC   4  x2
instead of 4  0.64x 2 .
2
3 (ii) Some considered length of
 CN 2   BN 2   BC 2   x   4  x 2 AN as 2 x instead of 2 x .
5  7 5
16 (iii) Some did not know how
 4  x 2  4  0.64 x 2 (shown). to handle 8  0.8 x 2 .
25
By Cosine Rule, 4  4  0.64 x 2 
2 2 2 (iv) Some evaluated
 AN    AC    CN   2  CN  AC  cos ACN .
4  0.64x 2 as 4 , citing x
 0.4 x 
2
 4  4  0.64 x 2  4  
4  0.64 x 2 cos ACN being small as the reason.
It is important to note that
8  0.8 x 2 x 2 is not negligible so
cos ACN  binomial series expansion
4  4  0.64 x 2  workings need to be
shown to justify the
1 results.
2 2

 2  0.2 x 2
 4  0.64 x  Again, many did not write down
1 the values of c and d.


 1  0.1x 2 
1  0.16 x 2 2

 1  0.1x 1  0.08 x 

2 2

 1  0.02 x 2 .
Hence c  1 and d  0.02 .
7(i) 1 1 Some weak students
 thought this was an AP
ar  ar 1 7 r  3  7  r  1  3
and wrote a few lines of
1 redundant working like a =

7 r  3  7r  4 4, d = 7, etc.
1 7r  3  7r  4 A few students did not
 
7 r  3  7r  4 7r  3  7r  4 show proper proof from
7r  3  7r  4 LHS to RHS. They simply
 had
 7 r  3   7r  4  1
k

7r  3  7r  4  7r  3  7r  4  7 r  3  7r 
7 , which did not deserve
1 full marks.
Hence k   .
7
Many careless mistakes
were seen:
1
  7
 7r  3   7r  4 
  7r  3   7r  4   1
  7 r  3    7 r  4   1
  7 r  3   7 r  4   12

It is necessary to state
1
k   as required – “k is
7
a constant to be
determined”.
7(ii) n
1 As this was another proof
r 1 ar  ar 1 question, missing a step
such as
1 n 1 n

7 r 1

 7r  3  7r  4  
  7 r  3  7r  4 
7 r 1
1 would miss 1 mark.
  
   4  11  11  18   
7
  
7n  3  7n  4 

1 Marks were deducted for:

  2  7n  4 .
7
 n
 
r 1

7r  3  7r  4
 LHS 
7

 Ans =
1

 2  7r  4
7

Cancellation of terms is
 required for Method of
Differences.
7(iii) 1 1 1 1 Some ignorant students
    n  1 simply used (ii) as the
a4  a5 a5  a6 an 1  an 21
LHS of the inequality, not
n 1
1 1 realising that they needed
    n  1 to exclude a total of 4
r 4 ar  ar 1 21
n1 n 1 3 terms, i.e. first 3 terms and
1 1 1 the last term!
Now   
ar  ar 1 r 1 ar  ar 1 r 1 ar  ar 1
r 4

1 1 Excluding these 4 terms

7
  7
 
2  7  n  1  4  2  7  3  4  can be done quite quickly
from MOD in (ii), i.e. LHS
1 1
7

  2  7 n  3  2  25
7
   = 
1
 25  7 n  3 . 
7
1 5
 7n  3  .
7 7 Some students totally
1 5 1 ignored the instruction to
Hence 7 n  3    n  1
7 7 21 “deduce a quadratic
 3 7n  3  n  14 inequality”!
 n 2  35n  223  0 The most common mistake
to reach the required
From G.C, 8.38  n  26.6 quadratic inequality was
Therefore the minimum possible value of n is 9, and the maximum squaring individual terms
possible value of n is 26. instead of squaring both
sides of 3 7 n  3  n  14 .
Other variations were
n 2  35n  223  0 (wrong
manipulation with
negative terms) &
n2 223
 5n   0 (further
7 7
simplification needed).

A minority of students
wrongly gave decimals for
the values of n, which
must be positive integers.
8(i) The horizontal P: A significant number of
y students correctly identified that
1
line y  cuts 1 f is not one-to-one, leading to
2 non-existence of the inverse.
the graph The presentation of this reason
 was not always precise; the
y  f ( x ) at x  O most common example is
6 x
students saying the line y  k
5 for k  cuts the graph more
and x  . −1
6 than once.
Hence f is not a
K: The other common reasons
one-to-one function, and so the inverse function f 1 is not well- given were:
defined.  The graphs of y  f ( x ) and
y  f 1 ( x ) were not
1    reflections in the line y  x
To ensure existence of f , restrict domain of f to   ,  .
 2 2  The domain of f is not equal
to the range of f 1 .
Marks were not awarded for
these reasons as they were not
the most fundamental.

K: Despite the sketch, many

students were unable to pick a
suitable domain restriction for f
such that it is one-one. For
example, having picked y  0
as a line cutting through three
points, they then go on to
restrict the domain to ( ,  ) ,
without that the rest of the
function is still not one-one.
This might imply that students
do not actually understand
visually the condition for a
function to be one-one, or what
they are actually writing down
when justifying if an inverse
function exists.
8(ii) 2 K: Most students were able to
Let y  e  ( x 1) attempt to make x the subject of
y
ln y  ( x  1) 2 the formula. Some were
challenged by the prospect of
1 1
( x  1) 2  ln square rooting  ln y , and chose
y to either invent new algebraic
1 manipulation rules or skip the
x  1   ln rest of the question entirely.
y
Since x  1 , reject negative square K: Students are still forgetting
−1 O x to include the  symbol when
root taking square roots, and they are
1 still unsure about how to justify
x  1  ln choosing the correct square root.
y
1 1 K: There were several incorrect
 g 1 : x  1  ln , x ,  x 1 answers for Dg1 , which usually
x e
arises from finding Rg
incorrectly.
 P: Students are still not very
good with defining functions
properly. They would do well to
use the format of the functions
defined in the question as a
guideline for expressing their
functions in similar form.
8(iii)    1  K: Only a minority of students
Rf 1  Df    ,  , Dg 1  Rg   ,1 came up with the wrong
 2 2 e  condition. For those who had
 1  the correct condition, errors
 2  1.571, e  0.368 usually arose from writing down
  the wrong sets (usually out of
Since Rf 1  Dg1 , the composite function g 1f 1 does not exist. confusion).

P: Students are reminded to use

proper set notation when
describing sets like Df .

8(iv)  K: Most students could produce

1 1 1 1 y
the composite function in the
f g ( x)  f  1  ln 
 x correct sequence, based on
whatever expression they got
 1 for g 1 previously. A minority
 sin 1  1  ln  −1
 x  of students are still working out

O x the composite function in the
wrong order.
1 
Df 1g 1  Dg1   ,1 K: Most students completed the
e  last part of the question by
Rf 1g1  Rf 1 with restricted domain Rg1 working out gf and then
comparing the coefficients of gf
   and the RHS to solve for x, an
   , 0
 2  easy task to do.

1 1
gf ( x)   f ( x)  g 1  
e e
1
 x  f 1g 1  
e

 sin 1 1  ln e 
 sin 1 0
0
9(a) 2 1 1 dx 1 Some students failed to
 2
x x2  1
dx x 
t dt
 2
t substitute the limits or
replace “dx” in terms of
1
2 1  1 1 “dt”, or did so incorrectly.
 1   2  dt x 2t 2
  1  t 
2
2 1
t
1
t
Some also reversed the
order of the limits. After
1
2 1 1 performing the substitution
 1 dt x2t  2
1 2 of the limits, the large
2
t  t 1
value may not always be
1
1 1
the upper limit – the limits
 1 2 dt  sin 1 t  1 2
21 t2 2
must be substituted
1 1    accordingly and should be
 sin 1  sin 1    substituted at the point
2 2 4 6 12
when “dx” has been
replaced by “dt”. The
limits cannot be replaced
as and when deemed
“convenient”.
The key was to simplify
and integrate the
expression and many
students got stuck at
1
2 1
 1 dt or did an
1 2
2
t  t  1
incorrect integration.
Some students took the
negative sign out of the
sqrt which is not valid,
e.g.:
2 2
 1t   1   1   1t 
Some students were not
able to recognise the
special angles and failed to
correctly obtain the final
required simplified
answer.
9(b) x 1 This is a “Show” question
x 2
dx and since the answer is
 4x  7
1 2x  4 1 given, students should
  2 dx   2 dx show sufficient workings.
2 x  4x  7 x  4x  7 There were quite some
1 1
 ln  x 2  4 x  7    dx poor presentations (steps
2 ( x  2) 2  3 skipped, sudden change in
1 1 x2 coefficients just to match
 ln  x 2  4 x  7   tan 1 c the answer, etc) and credit
2 3 3
was not given if steps were
not clear/ ambiguous,
essential steps/ workings
were not shown or if the
 previous expression was
not equivalent to the
subsequent one.
1 x 1 1 x 1 1 x 1 This part was quite badly
 2
dx    2
dx   2 dx done and most students
2 x  4 x  7 2 x  4 x  7 1 x  4 x  7
still seem to have a
   F (1)  F (2)    F (1)  F (1) 
problem handing integrals
 F (1)  2 F ( 1)  F ( 2) with modulus expressions.
1 1 3  1 1 1  Some students simply
  ln 12   tan 1   2  ln  4   tan 1  removed the modulus or
2 3 3 2 3 3 “simplified” incorrectly to
1 1 0  3 get the following
  ln  3  tan 1   ln
2 3 3 2 inequivalent integrals:
1 x 1 1 x 1
 dx ,  2 dx ,
x2  4 x  7
2 2 x  4 x  7

1 x 1 1 x 1
 2 dx, 2 2 dx, etc.
2 x  4 x  7 2 x  4 x  7

“Splitting” must be done

to solve this modulus
integration. Some students
seem to have a
misconception that the
split must always be done
at “0”:
1 x 1 0 x 1 1 x 1

2 x2  4 x  7
dx   2
2 x  4 x  7
dx   2
0 x  4x  7
dx

Some students also had

incorrect expressions, e.g.
it should be
1 x 1
 2 dx or
2 x  4 x  7

1  x 1
2 x 2  4 x  7 dx and not
1 x 1
2 x 2  4 x  7 dx , i.e. the
negative sign should be for
the entire expression and
not just for x.
For this particular
question, because the
denominator happens to
always be positive, the
below is true and the latter
expression is accepted:
1 x 1 1 x 1
 dx   dx
2 x2  4x  7 2 x2  4 x  7

However, do note that it is

not true in general
especially if the
 denominator (or the other
accompanying expression)
may be negative in the
interval of integration.
10(i) y  ecos x
1 Generally it was quite well
done by many students,
dy 1 cos1 x despite different methods
 e
dx 1  x2 which they might have
dy applied to solve this part.
1  x2  y
dx Those students who could
 x dy d2 y dy not prove the result were
 1  x2 2  
1  x2 dx dx dx mainly due to:
 Wrong differentiation
dy d2 y dy
x
dx
 1  x2
dx 2 
  1  x2 
dx
 Failed to simplify
before the next
dy 2
d y differentiation
x  1  x2
dx dx2

y   Too careless with –ve
2
sign.
2 d y dy

1 x
dx 2 
 x  y (shown).
dx Besides, the presentation
of some students’ work
need to be improved.

10(ii) d2 y 3
2 d y dy dy d2 y Generally it was well
2 x
dx 2
 1  x  
dx 3 dx dx

  x
dx 2
done. Students were able
d3 y
d3 y  dy   d2 y  to differentiate up to 3 ,
1  x2
dx3
 2  dx   3 x  2  .  * dx
   dx  set x = 0 find the
corresponding values of
For x  0 , fn(0) and apply Maclaurin
π π π π series correctly. Quite a
dy d2 y d3 y
y e2 , 2
 e , 2
e ,  2e 2  from (*)  . high percentage who
dx dx 2 dx 3
scored full marks.
Hence
π π
π π π However, a small group of
1 e 2 2 2e 2 3  1 1 
ecos x
 e2  e2 x  x  x  e 2 1  x  x 2  x 3  . d3 y
2! 3!  2 3  students did not get 3
π 1 dx
a , b . correctly. Partly, they did
2 3
not start their
differentiation using the
proof from part 10(i). As a
result, the differentiation
was too tedious for some
and they failed to continue.

10(iii) dx Not many scored full

x  cos t    sin t marks for this part,
dt
cos 1 x t
nevertheless, quite a high
e dx    e sin t dt percentage were able to at
 t t least getting up to
 e sin t dt  et sin t   e cos t dt  k , where k is a constant
dx
t   sin t and obtained
 et sin t  et cos t   e sin t dt  c , where c is a constant dt
correct integral,
Hence, t
t t   e sin t dt after the
2  e sin t dt   cos t  sin t  e  c .
substitution. Quite a
Since x  cos t  sin 2 t  1  cos 2 t  sin t  1  x 2 , number of students were
cos1 x able to apply integration
2 e 
dx  x  1  x 2 ecos  1
x
c by parts twice and leading
cos1 x 1 to the proof.
e dx   x  1 x e 2 cos 1 x
c.
2
However, students need to
be reminded that they have
to write down their
solution in detail to avoid
losing marks, i.e. to show
sin(cos1 x )  1  x 2
clearly.

A common mistake in the

last step. Students
overlooked and substituted
cos 1 x t
e dx   e sin t dt ,
missing out the ‘-ve’ sign.

10(iv)
x  
1  x 2 ecos
1
x
 2 ecos
1
x
dx  c
Only a small percentage of
students who attempted
π
1 1 part (iv). Among those
2
 2e 2 1 x  2x  x 3 dx  c who attempted, quite a
3 high percentage of
π
 1 2 1 3 1 4 students who totally forgot
 2e 2
 x  x  x  x   c ',
 2 6 12  to write about the constant,
c of the indefinite integral.
where c ' is a constant.
π A smaller group students
When x  0 , c '  0  1  0  2
e cos 1 0
 e 2 . did not evaluate and write
down the value of c in the
π
 1 1 1 1 final solution.

 x  1  x 2 ecos  1

2
x 
 2e 2    x  x 2  x3  x 4  .
 2 6 12 
11(a) Heights form an AP such that Generally well done. Of
a  112 the minority who did not
a  9 d  116.5 get full marks for this part,
Solving, d  0.5 it was because of one of
Hence T26  a  25d  112   25  0.5   124.5 . the following:
 Not realising sequence
Zoe is 124.5 cm tall.
is an AP
 Thinking sequence is a
GP
 Carelessly thinking
 116.5  112
d
10
 Other obvious careless
mistakes like reading
the given numbers
wrongly.
11(b)(i) Let hn denote the height of the nth student in 1B. This part was generally not
Observing that AGED and BHFE are squares, and that ABG and well done. Amongst those
BCH are similar triangles, who got them correct,
there were very good and
hn 1  hn hn  hn 1
 creative proofs. Those who
hn hn 1 did not, should have
h h explored the use of similar
 n 1  1  n  1 triangles or gradient of
hn hn 1
ABC to find a way to
h h
 n 1  n . CF BE
hn hn 1 prove  .
BE AD
Therefore hn  is in a geometric progression.

11(b)(ii) Given that ar  110.5 and ar 19  120.93 , This part was supposed to
Solving for r: r  1.005 be technically easy so
most students got some
ar n 1  133.62
n2
marks out of the 4 marks
 110.55 1.005   133.62 allocated.
133.62
n2
 1.005   Many students had marks
110.55 deducted for accuracy
133.62 problems: rounding
ln
 n  2  110.55 1.0049982 to 1.0049,
ln1.005 1.00499, or worse, 1.00.
 n  40. Students should have a
sense of how the numbers
should be rounded in the
context of the question,
especially in situations
when the question did not
state the level of accuracy
needed.

Some students had

problems recalling GP
formulas for Sn and Tn.
11(c) 37 Other than the usual wrong
average height for 1A   2 112   36  0.5    37  121
2  recollection of AP and GP
sum formulas, this
110 1.005 40  1 question was generally
average height for 1B   40  121.44
1.005  1 well done. Marks were still
1B has a greater average height. given if they had errors
carried forward from the
earlier parts.
12(i) C: x  r (1  sin 2 ), y  r cos 2 ,  π4    π4 Majority of the students were
able to obtain the correct
dy
dx
d
 2r cos 2 , d
 2r sin 2  ddyx   tan 2 dy
expression for dx and sub in to
dy form the equation. There were
At point, x  r (1  sin 2 p), y  r cos 2 p, dx
  tan 2 p
however some glaring mistakes
Equation of normal: committed by a surprisingly
y  r cos 2 p  cot 2 p  x  r (1  sin 2 p)  large number of students
1. differentiate with respect to r
y   cot 2 p  x   cot 2 p  r  r cos 2 p  r cos 2 p instead of 
2. ddxr  r (1  2 cos 2 p)
y   cot 2 p  x  r 
3. ddxr  r cos2
2
p
, a mixture of
Hence all normals pass through the point  r , 0  since it satisfies integration and differentiation
the equation for all values of p. 4. did not use gradient of
normal, sign of gradient of
normal is wrong

Most students were unable to

get the equation in the form
required/without simplification.
Because of the required form,
many students tried to factorise
cot 2p when moving rcos2p
from LHS to RHS, causing a lot
of algebraic errors
Common mistakes are
1. Signs wrong when factorising
a  b  c  a  (b  c)
2.
 cot p  x  a  cot p( x  a cot 2 p)
Most students were not able to
get the last 1 mark
12(ii) x  r (1  sin 2 ), y  r cos 2 ,  π4    π4 This part is slightly better than
part (i) with some unexpected
x y solutions
 1  sin 2 ,  cos 2 ,  π4    π
4 1. Many students started with
r r 2 2
2 2 finding x  y . In this case, it
x   y works because it is a circle but
   1     1
r  r  in other cases it will not.
2
2. Some students make use of
  x  r   y2  r 2 the fact that it is a circle centred
2 at ( r , 0) with radius r to obtain
 y 2  r 2   x  r   2rx  x 2 the Cartesian equation.
3. Some students use the
 y  2rx  x 2   π4    π4  y  r cos 2  0 
y
triangle and  cos 2 and
r
Pythagoras theorem to get the
answer

12(iii) h Most of the students were able

Volume generated    y 2 dx to do the first part with a small
0
number using the parametric
equation, instead of the
Cartesian equation shown.
There are a number of students
 h who went to differentiate
   2rx  x 2 dx instead of integrate the
0
h expression.
 x3  1
   rx 2      3rh2  h3  Quite number of students sub
 3 0 3
h  r which only gives them
Let h  2r , 2
3
2
 r and multiplied the result
1 by 2 without much explanation.
Volume of sphere    3r (2r ) 2  (2r )3  Mark was awarded as benefit of
3 doubt was given.
1 4 Some integrated the expression
  12r 3  8r 3    r 3 again with the new limits as 0 to
3 3 2r.
There were a number who
redefined a circle with centre
origin and this were marked
wrong, as they were not
deductions.
Let r  10 , This part was generally not done
well.
1 There were many students who
V    30h 2  h3 
3 went to find the volume of the
3
dV 1 sphere V  43  r and
   60h  3h 2     20h  h 2  differentiated w.r.t. r, where the
dh 3 question was asking them to
dh dh dV 10 find ddht . Others just replaced
  
dt dV dt   20h  h2  the r with h to get V  43  h ,
3

---------------- OR --------------------- which shows lack of

appreciation for the question.
dV 1  dh dh 
   60h  3h 2 
dt 3  dt dt  There were a number of
dh
dV dh students who claims that for dt
   20h  h 2  to be smallest, ddht must be
dt dt
equals to 0 which is fallacious.
dV dh 10
Given  10 ,  It should have been d2 h
 0,
dt dt   20h  h 2  dt 2
which anyway is not required of
---------------------------------------------- this question.
h increases slowest when h  10 (i.e. widest) A surprisingly simple solution is
dh 10 1 obtained by 2-3 students who
   cm s 1 actually can’t do most of the
dt   20(10)  100  102
other parts of the question.
dh
dt is smallest when h  10 .
dh 1
When h  10 ,  .
dV  (10)2
dh 10 1
Hence dt
  (10) 2  10 .