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2021 JM02

Read the idea, work independently, then explain what changed.

0 multiple-choice questions · 5 written questions · 21 written parts

Solutions include all five questions. Follow the original paper’s selection and mark instructions when practising an exam.

Open official paper and suggested answers ↗

All listed parts are teaching explanations. Written work uses a reasoning checklist, not automatic official grading.

TOPIC 01

2021 JM02

Joint Admission Examination — official university paper and suggested answers

Try it. Leave your reasoning visible.

Use one hint at a time. A correction explains what changed, not just the final answer.

01 / Standard#Your turn

ABCD is a trapezoid with ∠DAB=∠ABC=π/2, AD=1 and PA=AB=BC=2; PA is perpendicular to plane ABCD. M is the midpoint of PC. Find the area of triangle PBD.

2021 JM02 Q1: trapezoid ABCD and perpendicular PA; diagram not to scaleABCDPM

Official paper · jm02-2021 · 1(a)(i) · PDF 3

Official original and suggested answers ↗ · Suggested answer PDF page 8

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Compute PD, BD and PB from three right triangles.
Hint 2
Use PB as the base of isosceles triangle PBD.
Worked solution
  1. The given perpendicularities allow Pythagoras.

    PD2=PA2+AD2=5,BD2=AB2+AD2=5,PB2=PA2+AB2=8PD^2=PA^2+AD^2=5,\quad BD^2=AB^2+AD^2=5,\quad PB^2=PA^2+AB^2=8
  2. The altitude to PB bisects this base.

    h=5−(8/2)2=3h=\sqrt{5-(\sqrt8/2)^2}=\sqrt3
  3. Multiply half the base by its corresponding height.

    APBD=1283=6A_{PBD}=\tfrac12\sqrt8\sqrt3=\sqrt6

Area √6.

Checks and common pitfalls: PA is the pyramid height, not the altitude to PB inside triangle PBD.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The given perpendicularities allow Pythagoras.
    PD2=PA2+AD2=5,BD2=AB2+AD2=5,PB2=PA2+AB2=8PD^2=PA^2+AD^2=5,\quad BD^2=AB^2+AD^2=5,\quad PB^2=PA^2+AB^2=8
  • The altitude to PB bisects this base.
    h=5−(8/2)2=3h=\sqrt{5-(\sqrt8/2)^2}=\sqrt3
  • Multiply half the base by its corresponding height.
    APBD=1283=6A_{PBD}=\tfrac12\sqrt8\sqrt3=\sqrt6

Think first. Reveal a hint when the class is ready.

02 / Standard#Your turn

ABCD is a trapezoid with ∠DAB=∠ABC=π/2, AD=1 and PA=AB=BC=2; PA is perpendicular to plane ABCD. M is the midpoint of PC. Find the volume of P–ABD, then the distance from A to plane PBD.

2021 JM02 Q1: trapezoid ABCD and perpendicular PA; diagram not to scaleABCDPM

Official paper · jm02-2021 · 1(a)(ii) · PDF 3

Official original and suggested answers ↗ · Suggested answer PDF page 8

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Triangle ABD is right at A.
Hint 2
The same tetrahedron can use PBD as its base and A as its apex.
Worked solution
  1. Compute the base area and the original perpendicular height.

    AABD=12(2)(1)=1,V=13(1)(2)=23A_{ABD}=\tfrac12(2)(1)=1,\quad V=\tfrac13(1)(2)=\tfrac23
  2. Changing the base does not change the volume.

    13APBDd=23  ⟹  63d=23\tfrac13 A_{PBD}d=\tfrac23\implies \tfrac{\sqrt6}{3}d=\tfrac23
  3. Use a positive perpendicular distance.

    d=2/6=2/3=6/3d=2/\sqrt6=\sqrt{2/3}=\sqrt6/3

Volume 2/3; distance √(2/3).

Checks and common pitfalls: The official √(2/3) has the entire fraction under the radical.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Compute the base area and the original perpendicular height.
    AABD=12(2)(1)=1,V=13(1)(2)=23A_{ABD}=\tfrac12(2)(1)=1,\quad V=\tfrac13(1)(2)=\tfrac23
  • Changing the base does not change the volume.
    13APBDd=23  ⟹  63d=23\tfrac13 A_{PBD}d=\tfrac23\implies \tfrac{\sqrt6}{3}d=\tfrac23
  • Use a positive perpendicular distance.
    d=2/6=2/3=6/3d=2/\sqrt6=\sqrt{2/3}=\sqrt6/3

Think first. Reveal a hint when the class is ready.

03 / Standard#Your turn

ABCD is a trapezoid with ∠DAB=∠ABC=π/2, AD=1 and PA=AB=BC=2; PA is perpendicular to plane ABCD. M is the midpoint of PC. Prove CB is perpendicular to plane PAB.

2021 JM02 Q1: trapezoid ABCD and perpendicular PA; diagram not to scaleABCDPM

Official paper · jm02-2021 · 1(b)(i) · PDF 3

Official original and suggested answers ↗ · Suggested answer PDF page 8

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
First prove AD is perpendicular to plane PAB.
Hint 2
AD is parallel to BC in the trapezoid.
Worked solution
  1. AD lies in the base plane, so the perpendicular PA is perpendicular to AD.

    AD⊥PAAD\perp PA
  2. The given angle gives a second intersecting line in plane PAB.

    AD⊥AB,PA∩AB={A}AD\perp AB,\quad PA\cap AB=\{A\}
  3. A line perpendicular to both intersecting lines is perpendicular to their plane; transfer this direction to BC.

    AD⊥plane⁡PAB,BC∥AD  ⟹  CB⊥plane⁡PABAD\perp\operatorname{plane}PAB,\quad BC\parallel AD\implies CB\perp\operatorname{plane}PAB

CB⊥plane PAB.

Checks and common pitfalls: Perpendicularity to only AB does not prove perpendicularity to the plane.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • AD lies in the base plane, so the perpendicular PA is perpendicular to AD.
    AD⊥PAAD\perp PA
  • The given angle gives a second intersecting line in plane PAB.
    AD⊥AB,PA∩AB={A}AD\perp AB,\quad PA\cap AB=\{A\}
  • A line perpendicular to both intersecting lines is perpendicular to their plane; transfer this direction to BC.
    AD⊥plane⁡PAB,BC∥AD  ⟹  CB⊥plane⁡PABAD\perp\operatorname{plane}PAB,\quad BC\parallel AD\implies CB\perp\operatorname{plane}PAB

Think first. Reveal a hint when the class is ready.

04 / Standard#Your turn

ABCD is a trapezoid with ∠DAB=∠ABC=π/2, AD=1 and PA=AB=BC=2; PA is perpendicular to plane ABCD. M is the midpoint of PC. Prove DM is parallel to plane PAB. Use N, the midpoint of PB, and show ADMN is a rectangle.

2021 JM02 Q1: trapezoid ABCD and perpendicular PA; diagram not to scaleABCDPM

Official paper · jm02-2021 · 1(b)(ii) · PDF 3

Official original and suggested answers ↗ · Suggested answer PDF page 8

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Apply the midpoint theorem in triangle PBC.
Hint 2
Show AD and NM are parallel, equal and perpendicular to AN.
Worked solution
  1. The midpoint segment has the required direction and length.

    NM∥BC∥AD,NM=BC/2=1=ADNM\parallel BC\parallel AD,\quad NM=BC/2=1=AD
  2. One pair of equal parallel opposite sides makes ADMN a parallelogram, and AD⊥AN gives a right angle.

    AN⊂plane⁡PAB,AD⊥ANAN\subset\operatorname{plane}PAB,\quad AD\perp AN
  3. Thus ADMN is a rectangle and DM is parallel to AN.

    DM∥ANDM\parallel AN
  4. D is outside plane PAB, while AN lies in it. A line through D parallel to AN therefore has no intersection with the plane.

    DM∥plane⁡PABDM\parallel\operatorname{plane}PAB
2021 JM02 Q1(b)(ii): midpoint N and rectangle ADMN; diagram not to scaleABCDPMN

ADMN is a rectangle; DM∥plane PAB.

Checks and common pitfalls: A line parallel to a line in a plane also needs to be outside the plane to establish line–plane parallelism.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The midpoint segment has the required direction and length.
    NM∥BC∥AD,NM=BC/2=1=ADNM\parallel BC\parallel AD,\quad NM=BC/2=1=AD
  • One pair of equal parallel opposite sides makes ADMN a parallelogram, and AD⊥AN gives a right angle.
    AN⊂plane⁡PAB,AD⊥ANAN\subset\operatorname{plane}PAB,\quad AD\perp AN
  • Thus ADMN is a rectangle and DM is parallel to AN.
    DM∥ANDM\parallel AN
  • D is outside plane PAB, while AN lies in it. A line through D parallel to AN therefore has no intersection with the plane.
    DM∥plane⁡PABDM\parallel\operatorname{plane}PAB

Think first. Reveal a hint when the class is ready.

05 / Standard#Your turn

Find the first and second derivatives of f.

f(x)=2x3−9x2+12x−5f(x)=2x^3-9x^2+12x-5

Official paper · jm02-2021 · 2(a)(i) · PDF 4

Official original and suggested answers ↗ · Suggested answer PDF page 8

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Differentiate each polynomial term.
Hint 2
Differentiate the first derivative once more.
Worked solution
  1. Use the power rule.

    f′(x)=6x2−18x+12f'(x)=6x^2-18x+12
  2. Constants vanish when differentiated.

    f′′(x)=12x−18f''(x)=12x-18

f′(x)=6x²−18x+12; f″(x)=12x−18.

Checks and common pitfalls: Do not retain the constant −5 in f′.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Use the power rule.
    f′(x)=6x2−18x+12f'(x)=6x^2-18x+12
  • Constants vanish when differentiated.
    f′′(x)=12x−18f''(x)=12x-18

Think first. Reveal a hint when the class is ready.

06 / Standard#Your turn

Find the local maximum and minimum values of f.

f(x)=2x3−9x2+12x−5f(x)=2x^3-9x^2+12x-5

Official paper · jm02-2021 · 2(a)(ii) · PDF 4

Official original and suggested answers ↗ · Suggested answer PDF page 8

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Factor the first derivative to find stationary points.
Hint 2
Read the derivative signs on the three intervals.
Worked solution
  1. The stationary abscissae are 1 and 2.

    f′(x)=6(x−1)(x−2)=0  ⟺  x=1,2f'(x)=6(x-1)(x-2)=0\iff x=1,2
  2. The signs are positive, negative, positive.

    x<1:f′>0;1<x<2:f′<0;x>2:f′>0x<1:f'>0;\quad1<x<2:f'<0;\quad x>2:f'>0
  3. Evaluate f at the two points and classify the changes.

    f(1)=0 (local maximum),f(2)=−1 (local minimum)f(1)=0\text{ (local maximum)},\quad f(2)=-1\text{ (local minimum)}

Local maximum 0 at x=1; local minimum −1 at x=2.

Checks and common pitfalls: These local values are not the global bounds of the cubic on the real line.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The stationary abscissae are 1 and 2.
    f′(x)=6(x−1)(x−2)=0  ⟺  x=1,2f'(x)=6(x-1)(x-2)=0\iff x=1,2
  • The signs are positive, negative, positive.
    x<1:f′>0;1<x<2:f′<0;x>2:f′>0x<1:f'>0;\quad1<x<2:f'<0;\quad x>2:f'>0
  • Evaluate f at the two points and classify the changes.
    f(1)=0 (local maximum),f(2)=−1 (local minimum)f(1)=0\text{ (local maximum)},\quad f(2)=-1\text{ (local minimum)}

Think first. Reveal a hint when the class is ready.

07 / Standard#Your turn

Find the inflection point of y=f(x).

f(x)=2x3−9x2+12x−5f(x)=2x^3-9x^2+12x-5

Official paper · jm02-2021 · 2(a)(iii) · PDF 4

Official original and suggested answers ↗ · Suggested answer PDF page 8

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Solve f″(x)=0.
Hint 2
Check that concavity changes there.
Worked solution
  1. The second derivative vanishes at 3/2.

    12x−18=0  ⟹  x=3212x-18=0\implies x=\tfrac32
  2. It changes from negative to positive; evaluate the ordinate.

    x<32:f′′<0;x>32:f′′>0;f(32)=−12x<\tfrac32:f''<0;\quad x>\tfrac32:f''>0;\quad f(\tfrac32)=-\tfrac12

Inflection point (3/2,−1/2).

Checks and common pitfalls: An inflection requires a concavity change; f″=0 alone is insufficient.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The second derivative vanishes at 3/2.
    12x−18=0  ⟹  x=3212x-18=0\implies x=\tfrac32
  • It changes from negative to positive; evaluate the ordinate.
    x<32:f′′<0;x>32:f′′>0;f(32)=−12x<\tfrac32:f''<0;\quad x>\tfrac32:f''>0;\quad f(\tfrac32)=-\tfrac12

Think first. Reveal a hint when the class is ready.

08 / Standard#Your turn

Sketch y=f(x) for −1≤x≤3.

f(x)=2x3−9x2+12x−5f(x)=2x^3-9x^2+12x-5

Official paper · jm02-2021 · 2(a)(iv) · PDF 4

Official original and suggested answers ↗ · Suggested answer PDF page 9

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Mark the endpoints, intercepts, stationary points and inflection.
Hint 2
Combine derivative signs with the concavity change.
Worked solution
  1. Factor f to locate both x-intercepts, including the double root.

    f(x)=(x−1)2(2x−5)f(x)=(x-1)^2(2x-5)
  2. The double zero touches the axis; the simple zero crosses it.

    (−1,−28), (0,−5), (1,0), (3/2,−1/2), (2,−1), (5/2,0), (3,4)(-1,-28),\ (0,-5),\ (1,0),\ (3/2,-1/2),\ (2,-1),\ (5/2,0),\ (3,4)
  3. Increase to x=1, decrease to x=2, then increase; concavity changes at 3/2. Keep the two domain endpoints.

2021 JM02 2(a)(iv): f(x), −1≤x≤3-10123-30-20-100(−1,−28)(1,0)(1.5,−0.5)(2,−1)(2.5,0)(3,4)2021 JM02 2(a)(iv): f(x), −1≤x≤3

The plotted cubic is restricted to [−1,3], with the listed key points.

Checks and common pitfalls: The double root x=1 touches the axis rather than crossing it.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Factor f to locate both x-intercepts, including the double root.
    f(x)=(x−1)2(2x−5)f(x)=(x-1)^2(2x-5)
  • The double zero touches the axis; the simple zero crosses it.
    (−1,−28), (0,−5), (1,0), (3/2,−1/2), (2,−1), (5/2,0), (3,4)(-1,-28),\ (0,-5),\ (1,0),\ (3/2,-1/2),\ (2,-1),\ (5/2,0),\ (3,4)
  • Increase to x=1, decrease to x=2, then increase; concavity changes at 3/2. Keep the two domain endpoints.

Think first. Reveal a hint when the class is ready.

09 / Standard#Your turn

Sketch y=f(|x|)−1 for −1≤x≤3.

f(x)=2x3−9x2+12x−5f(x)=2x^3-9x^2+12x-5

Official paper · jm02-2021 · 2(a)(v) · PDF 4

Official original and suggested answers ↗ · Suggested answer PDF page 9

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Reflect the nonnegative-x part across the y-axis where the domain allows.
Hint 2
Shift the resulting curve down by one.
Worked solution
  1. For negative x substitute −x; for nonnegative x retain x, then subtract one.

    g(x)={−2x3−9x2−12x−6−1≤x<02x3−9x2+12x−60≤x≤3g(x)=\begin{cases}-2x^3-9x^2-12x-6&-1\le x<0\\2x^3-9x^2+12x-6&0\le x\le3\end{cases}
  2. Mark the corner at zero and transformed turning points/endpoints.

    (−1,−1), (0,−6), (1,−1), (2,−2), (3,3)(-1,-1),\ (0,-6),\ (1,-1),\ (2,-2),\ (3,3)
  3. Only the reflected portion with −1≤x≤0 remains in the requested domain.

2021 JM02 2(a)(v): f(|x|)−1, −1≤x≤3-10123-6-4-2024(−1,−1)(0,−6)(1,−1)(2,−2)(3,3)2021 JM02 2(a)(v): f(|x|)−1, −1≤x≤3

The plotted reflected-and-shifted curve has a corner at (0,−6).

Checks and common pitfalls: Do not reflect the original negative-x branch; f(|x|) uses the original nonnegative-x branch.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • For negative x substitute −x; for nonnegative x retain x, then subtract one.
    g(x)={−2x3−9x2−12x−6−1≤x<02x3−9x2+12x−60≤x≤3g(x)=\begin{cases}-2x^3-9x^2-12x-6&-1\le x<0\\2x^3-9x^2+12x-6&0\le x\le3\end{cases}
  • Mark the corner at zero and transformed turning points/endpoints.
    (−1,−1), (0,−6), (1,−1), (2,−2), (3,3)(-1,-1),\ (0,-6),\ (1,-1),\ (2,-2),\ (3,3)
  • Only the reflected portion with −1≤x≤0 remains in the requested domain.

Think first. Reveal a hint when the class is ready.

10 / Standard#Your turn

Find the total area enclosed by y=−x²+3x and y=2x³−x²−5x.

Official paper · jm02-2021 · 2(b) · PDF 4

Official original and suggested answers ↗ · Suggested answer PDF page 9

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Solve for all intersection abscissae.
Hint 2
The upper curve changes at x=0; split the integral.
Worked solution
  1. Set the two ordinates equal and factor.

    2x3−8x=2x(x−2)(x+2)=0  ⟹  x=−2,0,22x^3-8x=2x(x-2)(x+2)=0\implies x=-2,0,2
  2. On (−2,0) the cubic is above; on (0,2) the quadratic is above.

    A=∫−20(2x3−8x) dx+∫02(8x−2x3) dxA=\int_{-2}^0(2x^3-8x)\,dx+\int_0^2(8x-2x^3)\,dx
  3. Evaluate both nonnegative contributions.

    A=[x4/2−4x2]−20+[4x2−x4/2]02=8+8=16A=[x^4/2-4x^2]_{-2}^0+[4x^2-x^4/2]_0^2=8+8=16

Total area 16.

Checks and common pitfalls: A single signed integral over [−2,2] would cancel the two regions.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Set the two ordinates equal and factor.
    2x3−8x=2x(x−2)(x+2)=0  ⟹  x=−2,0,22x^3-8x=2x(x-2)(x+2)=0\implies x=-2,0,2
  • On (−2,0) the cubic is above; on (0,2) the quadratic is above.
    A=∫−20(2x3−8x) dx+∫02(8x−2x3) dxA=\int_{-2}^0(2x^3-8x)\,dx+\int_0^2(8x-2x^3)\,dx
  • Evaluate both nonnegative contributions.
    A=[x4/2−4x2]−20+[4x2−x4/2]02=8+8=16A=[x^4/2-4x^2]_{-2}^0+[4x^2-x^4/2]_0^2=8+8=16

Think first. Reveal a hint when the class is ready.

11 / Standard#Your turn

If y=mx+c is tangent to x²=8y, prove c=−2m².

P:x2=8yP:x^2=8y

Official paper · jm02-2021 · 3(a) · PDF 5

Official original and suggested answers ↗ · Suggested answer PDF page 9

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Substitute the line into the parabola.
Hint 2
The intersection quadratic has a repeated root at tangency.
Worked solution
  1. The leading quadratic coefficient remains one for every m.

    x2−8mx−8c=0x^2-8mx-8c=0
  2. Set its discriminant to zero and rearrange.

    Δ=64m2+32c=0  ⟹  c=−2m2\Delta=64m^2+32c=0\implies c=-2m^2

c=−2m².

Checks and common pitfalls: Here the elimination remains quadratic, so the double-root criterion is valid even when m=0.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The leading quadratic coefficient remains one for every m.
    x2−8mx−8c=0x^2-8mx-8c=0
  • Set its discriminant to zero and rearrange.
    Δ=64m2+32c=0  ⟹  c=−2m2\Delta=64m^2+32c=0\implies c=-2m^2

Think first. Reveal a hint when the class is ready.

12 / Standard#Your turn

Two distinct tangents to x²=8y have slopes m₁,m₂ and meet at A(h,k). Find A in terms of the slopes.

P:x2=8yP:x^2=8y

Official paper · jm02-2021 · 3(b)(i) · PDF 5

Official original and suggested answers ↗ · Suggested answer PDF page 9

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Use y=mᵢx−2mᵢ² from part (a).
Hint 2
Subtract the two incidence equations; m₁≠m₂.
Worked solution
  1. The two lines have different slopes, since a slope specifies one tangent of this parabola.

    k=m1h−2m12=m2h−2m22k=m_1h-2m_1^2=m_2h-2m_2^2
  2. Cancel the nonzero slope difference.

    (m1−m2)h=2(m1−m2)(m1+m2)  ⟹  h=2(m1+m2)(m_1-m_2)h=2(m_1-m_2)(m_1+m_2)\implies h=2(m_1+m_2)
  3. Substitute back to obtain the ordinate.

    k=2m1(m1+m2)−2m12=2m1m2k=2m_1(m_1+m_2)-2m_1^2=2m_1m_2

A=(2(m₁+m₂),2m₁m₂).

Checks and common pitfalls: Cancellation requires the stated distinctness of the tangents.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The two lines have different slopes, since a slope specifies one tangent of this parabola.
    k=m1h−2m12=m2h−2m22k=m_1h-2m_1^2=m_2h-2m_2^2
  • Cancel the nonzero slope difference.
    (m1−m2)h=2(m1−m2)(m1+m2)  ⟹  h=2(m1+m2)(m_1-m_2)h=2(m_1-m_2)(m_1+m_2)\implies h=2(m_1+m_2)
  • Substitute back to obtain the ordinate.
    k=2m1(m1+m2)−2m12=2m1m2k=2m_1(m_1+m_2)-2m_1^2=2m_1m_2

Think first. Reveal a hint when the class is ready.

13 / Standard#Your turn

If the two tangents in part (b) are perpendicular, find the complete locus of A.

P:x2=8yP:x^2=8y

Official paper · jm02-2021 · 3(b)(ii) · PDF 5

Official original and suggested answers ↗ · Suggested answer PDF page 10

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Both slopes are finite, so m₁m₂=−1.
Hint 2
Show every real h occurs, not merely that k=−2.
Worked solution
  1. The ordinate is fixed by the slope product.

    k=2m1m2=−2k=2m_1m_2=-2
  2. For any real h, solve the tangent-slope equation.

    2m2−hm−2=0,Δ=h2+16>02m^2-hm-2=0,\quad\Delta=h^2+16>0
  3. Its two distinct real roots have product −1, so their tangents meet at (h,−2) and are perpendicular.

    m1+m2=h/2,m1m2=−1m_1+m_2=h/2,\quad m_1m_2=-1

The full straight line y=−2.

Checks and common pitfalls: A necessary equation for a locus also needs a sufficiency argument.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The ordinate is fixed by the slope product.
    k=2m1m2=−2k=2m_1m_2=-2
  • For any real h, solve the tangent-slope equation.
    2m2−hm−2=0,Δ=h2+16>02m^2-hm-2=0,\quad\Delta=h^2+16>0
  • Its two distinct real roots have product −1, so their tangents meet at (h,−2) and are perpendicular.
    m1+m2=h/2,m1m2=−1m_1+m_2=h/2,\quad m_1m_2=-1

Think first. Reveal a hint when the class is ready.

14 / Standard#Your turn

The angle between the two tangents is π/4 and m₁=2. Find all possible A.

P:x2=8yP:x^2=8y

Official paper · jm02-2021 · 3(b)(iii) · PDF 5

Official original and suggested answers ↗ · Suggested answer PDF page 10

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Use the absolute tangent of the angle between the lines.
Hint 2
Retain both solutions after squaring and check the denominator.
Worked solution
  1. Perpendicular slopes are excluded by the specified π/4 angle.

    1=∣2−m21+2m2∣,m2≠−1/21=\left|\frac{2-m_2}{1+2m_2}\right|,\quad m_2\ne-1/2
  2. Squaring and factoring gives two valid slopes.

    (2−m2)2=(1+2m2)2  ⟺  3m22+8m2−3=0  ⟹  m2=−3,1/3(2-m_2)^2=(1+2m_2)^2\iff3m_2^2+8m_2-3=0\implies m_2=-3,1/3
  3. Use the sum and product formulas from part (i).

    A=(−2,−12)orA=(14/3,4/3)A=(-2,-12)\quad\text{or}\quad A=(14/3,4/3)

A=(−2,−12) or (14/3,4/3).

Checks and common pitfalls: Using a signed angle formula without the absolute value would lose one of the two unoriented-line configurations.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Perpendicular slopes are excluded by the specified π/4 angle.
    1=∣2−m21+2m2∣,m2≠−1/21=\left|\frac{2-m_2}{1+2m_2}\right|,\quad m_2\ne-1/2
  • Squaring and factoring gives two valid slopes.
    (2−m2)2=(1+2m2)2  ⟺  3m22+8m2−3=0  ⟹  m2=−3,1/3(2-m_2)^2=(1+2m_2)^2\iff3m_2^2+8m_2-3=0\implies m_2=-3,1/3
  • Use the sum and product formulas from part (i).
    A=(−2,−12)orA=(14/3,4/3)A=(-2,-12)\quad\text{or}\quad A=(14/3,4/3)

Think first. Reveal a hint when the class is ready.

15 / Standard#Your turn

From the sine addition formula, prove sin A+sin B=2sin((A+B)/2)cos((A−B)/2).

Official paper · jm02-2021 · 4(a) · PDF 6

Official original and suggested answers ↗ · Suggested answer PDF page 10

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Write A=u+v and B=u−v.
Hint 2
Add the expansions so the cos u sin v terms cancel.
Worked solution
  1. Define the half-sum and half-difference.

    u=(A+B)/2,v=(A−B)/2u=(A+B)/2,\quad v=(A-B)/2
  2. Expand and add.

    sin⁡(u+v)+sin⁡(u−v)=2sin⁡ucos⁡v\sin(u+v)+\sin(u-v)=2\sin u\cos v
  3. Substitute the definitions back.

    sin⁡A+sin⁡B=2sin⁡A+B2cos⁡A−B2\sin A+\sin B=2\sin\frac{A+B}{2}\cos\frac{A-B}{2}

The sum-to-product identity follows.

Checks and common pitfalls: The two expansions have opposite signs on cos u sin v.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Define the half-sum and half-difference.
    u=(A+B)/2,v=(A−B)/2u=(A+B)/2,\quad v=(A-B)/2
  • Expand and add.
    sin⁡(u+v)+sin⁡(u−v)=2sin⁡ucos⁡v\sin(u+v)+\sin(u-v)=2\sin u\cos v
  • Substitute the definitions back.
    sin⁡A+sin⁡B=2sin⁡A+B2cos⁡A−B2\sin A+\sin B=2\sin\frac{A+B}{2}\cos\frac{A-B}{2}

Think first. Reveal a hint when the class is ready.

16 / Standard#Your turn

Given A+B+C=π, prove sin A+sin B+sin C=4cos(A/2)cos(B/2)cos(C/2).

Official paper · jm02-2021 · 4(b) · PDF 6

Official original and suggested answers ↗ · Suggested answer PDF page 10

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Use part (a) on sin A+sin B.
Hint 2
Replace (A+B)/2 by (π−C)/2 and factor cos(C/2).
Worked solution
  1. Combine the first two terms and the double-angle form of the third.

    sin⁡A+sin⁡B+sin⁡C=2cos⁡(C/2)[cos⁡A−B2+sin⁡(C/2)]\sin A+\sin B+\sin C=2\cos(C/2)\left[\cos\frac{A-B}{2}+\sin(C/2)\right]
  2. The angle-sum condition converts sine into cosine.

    sin⁡(C/2)=cos⁡A+B2\sin(C/2)=\cos\frac{A+B}{2}
  3. Expand the two cosines; the sine-product terms cancel.

    cos⁡A−B2+cos⁡A+B2=2cos⁡(A/2)cos⁡(B/2)\cos\frac{A-B}{2}+\cos\frac{A+B}{2}=2\cos(A/2)\cos(B/2)
  4. Multiply the remaining factors, without dividing by a potentially zero cosine.

    sin⁡A+sin⁡B+sin⁡C=4cos⁡(A/2)cos⁡(B/2)cos⁡(C/2)\sin A+\sin B+\sin C=4\cos(A/2)\cos(B/2)\cos(C/2)

The identity is proved whenever A+B+C=π.

Checks and common pitfalls: The proof uses no division by cos(C/2), so zero-cosine cases remain included.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Combine the first two terms and the double-angle form of the third.
    sin⁡A+sin⁡B+sin⁡C=2cos⁡(C/2)[cos⁡A−B2+sin⁡(C/2)]\sin A+\sin B+\sin C=2\cos(C/2)\left[\cos\frac{A-B}{2}+\sin(C/2)\right]
  • The angle-sum condition converts sine into cosine.
    sin⁡(C/2)=cos⁡A+B2\sin(C/2)=\cos\frac{A+B}{2}
  • Expand the two cosines; the sine-product terms cancel.
    cos⁡A−B2+cos⁡A+B2=2cos⁡(A/2)cos⁡(B/2)\cos\frac{A-B}{2}+\cos\frac{A+B}{2}=2\cos(A/2)\cos(B/2)
  • Multiply the remaining factors, without dividing by a potentially zero cosine.
    sin⁡A+sin⁡B+sin⁡C=4cos⁡(A/2)cos⁡(B/2)cos⁡(C/2)\sin A+\sin B+\sin C=4\cos(A/2)\cos(B/2)\cos(C/2)

Think first. Reveal a hint when the class is ready.

17 / Standard#Your turn

Use induction to prove the identity for every positive integer n.

2sin⁡x[cos⁡x+cos⁡3x+⋯+cos⁡(2n−1)x]=sin⁡2nx2\sin x[\cos x+\cos3x+\cdots+\cos(2n-1)x]=\sin2nx

Official paper · jm02-2021 · 4(c)(i) · PDF 6

Official original and suggested answers ↗ · Suggested answer PDF page 11

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Check n=1 using the double-angle sine identity.
Hint 2
In the induction step add 2sin x cos((2k+1)x).
Worked solution
  1. The base case holds for every real x.

    n=1:2sin⁡xcos⁡x=sin⁡2xn=1:\quad2\sin x\cos x=\sin2x
  2. Assume the statement for a fixed positive integer k.

    2sin⁡x∑j=1kcos⁡(2j−1)x=sin⁡2kx2\sin x\sum_{j=1}^k\cos(2j-1)x=\sin2kx
  3. The addition formulas give a telescoping increment.

    2sin⁡xcos⁡(2k+1)x=sin⁡(2k+2)x−sin⁡2kx2\sin x\cos(2k+1)x=\sin(2k+2)x-\sin2kx
  4. Add the new term to the induction hypothesis; the old right side cancels.

    2sin⁡x∑j=1k+1cos⁡(2j−1)x=sin⁡2(k+1)x2\sin x\sum_{j=1}^{k+1}\cos(2j-1)x=\sin2(k+1)x
  5. The base and implication establish the identity for all positive integers n.

The identity holds for all n≥1 and every real x.

Checks and common pitfalls: No division by sin x is needed in the induction proof.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The base case holds for every real x.
    n=1:2sin⁡xcos⁡x=sin⁡2xn=1:\quad2\sin x\cos x=\sin2x
  • Assume the statement for a fixed positive integer k.
    2sin⁡x∑j=1kcos⁡(2j−1)x=sin⁡2kx2\sin x\sum_{j=1}^k\cos(2j-1)x=\sin2kx
  • The addition formulas give a telescoping increment.
    2sin⁡xcos⁡(2k+1)x=sin⁡(2k+2)x−sin⁡2kx2\sin x\cos(2k+1)x=\sin(2k+2)x-\sin2kx
  • Add the new term to the induction hypothesis; the old right side cancels.
    2sin⁡x∑j=1k+1cos⁡(2j−1)x=sin⁡2(k+1)x2\sin x\sum_{j=1}^{k+1}\cos(2j-1)x=\sin2(k+1)x
  • The base and implication establish the identity for all positive integers n.

Think first. Reveal a hint when the class is ready.

18 / Standard#Your turn

Use part (i) to solve cos x+cos3x+cos5x=0 for 0≤x≤2π.

Official paper · jm02-2021 · 4(c)(ii) · PDF 6

Official original and suggested answers ↗ · Suggested answer PDF page 11

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Set n=3 in the identity.
Hint 2
Check sin x=0 separately before dividing.
Worked solution
  1. The product identity reduces the equation where sin x is nonzero.

    2sin⁡x(cos⁡x+cos⁡3x+cos⁡5x)=sin⁡6x2\sin x(\cos x+\cos3x+\cos5x)=\sin6x
  2. At 0,π,2π the original left side is 3,−3,3, so none is a solution.

    sin⁡x=0  ⟹  x=0,π,2π\sin x=0\implies x=0,\pi,2\pi
  3. Solve sin6x=0 and exclude those three points.

    x=jπ/6,j∈{1,2,3,4,5,7,8,9,10,11}x=j\pi/6,\quad j\in\{1,2,3,4,5,7,8,9,10,11\}

x=jπ/6 for j=1,2,3,4,5,7,8,9,10,11.

Checks and common pitfalls: Multiplying by sin x introduces candidate zeros at 0,π,2π; the original equation rejects them.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The product identity reduces the equation where sin x is nonzero.
    2sin⁡x(cos⁡x+cos⁡3x+cos⁡5x)=sin⁡6x2\sin x(\cos x+\cos3x+\cos5x)=\sin6x
  • At 0,π,2π the original left side is 3,−3,3, so none is a solution.
    sin⁡x=0  ⟹  x=0,π,2π\sin x=0\implies x=0,\pi,2\pi
  • Solve sin6x=0 and exclude those three points.
    x=jπ/6,j∈{1,2,3,4,5,7,8,9,10,11}x=j\pi/6,\quad j\in\{1,2,3,4,5,7,8,9,10,11\}

Think first. Reveal a hint when the class is ready.

19 / Standard#Your turn

Factorize the displayed determinant.

D=∣aa2+1bcbb2+1accc2+1ab∣D=\begin{vmatrix}a&a^2+1&bc\\b&b^2+1&ac\\c&c^2+1&ab\end{vmatrix}

Official paper · jm02-2021 · 5(a) · PDF 7

Official original and suggested answers ↗ · Suggested answer PDF page 11

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Subtract row 1 from rows 2 and 3.
Hint 2
Extract b−a, c−a and then c−b.
Worked solution
  1. Row subtraction produces two polynomial factors.

    D=(b−a)(c−a)∣aa2+1bc1a+b−c1a+c−b∣D=(b-a)(c-a)\begin{vmatrix}a&a^2+1&bc\\1&a+b&-c\\1&a+c&-b\end{vmatrix}
  2. Subtract the new row 2 from row 3, then extract c−b.

    D=(b−a)(c−a)(c−b)∣aa2+1bc1a+b−c011∣D=(b-a)(c-a)(c-b)\begin{vmatrix}a&a^2+1&bc\\1&a+b&-c\\0&1&1\end{vmatrix}
  3. Subtract column 3 from column 2 and expand along the last row.

    D=(b−a)(c−a)(c−b)[a(a+b+c)−(a2+1−bc)]D=(b-a)(c-a)(c-b)[a(a+b+c)-(a^2+1-bc)]
  4. Simplify the final factor and account for the two sign reversals.

    D=(a−b)(b−c)(c−a)(ab+bc+ca−1)D=(a-b)(b-c)(c-a)(ab+bc+ca-1)

D=(a−b)(b−c)(c−a)(ab+bc+ca−1).

Checks and common pitfalls: Factoring a polynomial identity does not require a,b,c to be distinct; equal-variable cases give determinant zero.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Row subtraction produces two polynomial factors.
    D=(b−a)(c−a)∣aa2+1bc1a+b−c1a+c−b∣D=(b-a)(c-a)\begin{vmatrix}a&a^2+1&bc\\1&a+b&-c\\1&a+c&-b\end{vmatrix}
  • Subtract the new row 2 from row 3, then extract c−b.
    D=(b−a)(c−a)(c−b)∣aa2+1bc1a+b−c011∣D=(b-a)(c-a)(c-b)\begin{vmatrix}a&a^2+1&bc\\1&a+b&-c\\0&1&1\end{vmatrix}
  • Subtract column 3 from column 2 and expand along the last row.
    D=(b−a)(c−a)(c−b)[a(a+b+c)−(a2+1−bc)]D=(b-a)(c-a)(c-b)[a(a+b+c)-(a^2+1-bc)]
  • Simplify the final factor and account for the two sign reversals.
    D=(a−b)(b−c)(c−a)(ab+bc+ca−1)D=(a-b)(b-c)(c-a)(ab+bc+ca-1)

Think first. Reveal a hint when the class is ready.

20 / Standard#Your turn

For the displayed system with constants k,p,q,r, find all k for which the solution is unique.

(E):{kx+y−z=px+ky+z=q−x+y+kz=r(E):\begin{cases}kx+y-z=p\\x+ky+z=q\\-x+y+kz=r\end{cases}

Official paper · jm02-2021 · 5(b)(i) · PDF 7

Official original and suggested answers ↗ · Suggested answer PDF page 11

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Use the coefficient determinant.
Hint 2
Factor the cubic determinant in k.
Worked solution
  1. Expand along the first row.

    det⁡A=k(k2−1)−(k+1)−(k+1)=k3−3k−2\det A=k(k^2-1)-(k+1)-(k+1)=k^3-3k-2
  2. A square system is uniquely solvable for any right side exactly when this determinant is nonzero.

    det⁡A=(k+1)2(k−2)≠0  ⟺  k≠−1,2\det A=(k+1)^2(k-2)\ne0\iff k\ne-1,2

All real k except −1 and 2.

Checks and common pitfalls: A zero determinant does not distinguish no solution from infinitely many solutions without checking consistency.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Expand along the first row.
    det⁡A=k(k2−1)−(k+1)−(k+1)=k3−3k−2\det A=k(k^2-1)-(k+1)-(k+1)=k^3-3k-2
  • A square system is uniquely solvable for any right side exactly when this determinant is nonzero.
    det⁡A=(k+1)2(k−2)≠0  ⟺  k≠−1,2\det A=(k+1)^2(k-2)\ne0\iff k\ne-1,2

Think first. Reveal a hint when the class is ready.

21 / Standard#Your turn

Set k=2 and suppose the system has more than one solution. Find the relation among p,q,r; then solve when p=5,q=1,r=−4.

(E):{kx+y−z=px+ky+z=q−x+y+kz=r(E):\begin{cases}kx+y-z=p\\x+ky+z=q\\-x+y+kz=r\end{cases}

Official paper · jm02-2021 · 5(b)(ii) · PDF 7

Official original and suggested answers ↗ · Suggested answer PDF page 12

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
At k=2 the second coefficient row equals the sum of the first and third.
Hint 2
Take z as a free parameter after checking the right-side relation.
Worked solution
  1. The coefficient dependence forces the same relation on the right side.

    R2=R1+R3  ⟹  q=p+r  ⟺  p−q+r=0R_2=R_1+R_3\implies q=p+r\iff p-q+r=0
  2. The first two rows are independent, so this condition is also sufficient and leaves one free variable.

    ∣2112∣=3≠0\begin{vmatrix}2&1\\1&2\end{vmatrix}=3\ne0
  3. The specified right side is consistent; set z=t and solve the first two equations.

    5−1−4=0,2x+y−t=5,x+2y+t=15-1-4=0,\quad2x+y-t=5,\quad x+2y+t=1
  4. Substitution also satisfies the third equation.

    (x,y,z)=(3+t,−1−t,t),t∈R(x,y,z)=(3+t,-1-t,t),\quad t\in\mathbb R

p−q+r=0; for the specified values, (x,y,z)=(3+t,−1−t,t), t∈ℝ.

Checks and common pitfalls: State the free parameter domain and retain the compatibility condition; one particular solution is not the full answer.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The coefficient dependence forces the same relation on the right side.
    R2=R1+R3  ⟹  q=p+r  ⟺  p−q+r=0R_2=R_1+R_3\implies q=p+r\iff p-q+r=0
  • The first two rows are independent, so this condition is also sufficient and leaves one free variable.
    ∣2112∣=3≠0\begin{vmatrix}2&1\\1&2\end{vmatrix}=3\ne0
  • The specified right side is consistent; set z=t and solve the first two equations.
    5−1−4=0,2x+y−t=5,x+2y+t=15-1-4=0,\quad2x+y-t=5,\quad x+2y+t=1
  • Substitution also satisfies the third equation.
    (x,y,z)=(3+t,−1−t,t),t∈R(x,y,z)=(3+t,-1-t,t),\quad t\in\mathbb R

Think first. Reveal a hint when the class is ready.

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