← Senior Mathematics Studio

LEARN · EXPLAIN · REVISE

2022 JM02

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

0 multiple-choice questions · 5 written questions · 24 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

2022 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

In pyramid P–ABC, PC⊥plane ABC, PC=3, ∠BCA=π/2. D lies on AB and E on BC; CD=DE=√2, CE=2 and EB=1. Find AC.

Official paper · jm02-2022 · 1(a) · PDF 3

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

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Let M be the midpoint of CE.
Hint 2
Compare the similar right triangles DMB and ACB.
Worked solution
  1. The isosceles triangle CDE gives DM⊥CE and DM=1.

    CM=ME=1,DM=DE2−ME2=2−1=1CM=ME=1,\quad DM=\sqrt{DE^2-ME^2}=\sqrt{2-1}=1
  2. MB=2 and CB=3; the similar triangles have the same angle at B.

    ACCB=DMMB=12  ⟹  AC=3/2\frac{AC}{CB}=\frac{DM}{MB}=\frac12\implies AC=3/2

AC=3/2.

Checks and common pitfalls: MB includes ME and EB, so MB=2.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The isosceles triangle CDE gives DM⊥CE and DM=1.
    CM=ME=1,DM=DE2−ME2=2−1=1CM=ME=1,\quad DM=\sqrt{DE^2-ME^2}=\sqrt{2-1}=1
  • MB=2 and CB=3; the similar triangles have the same angle at B.
    ACCB=DMMB=12  ⟹  AC=3/2\frac{AC}{CB}=\frac{DM}{MB}=\frac12\implies AC=3/2

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

02 / Standard#Your turn

In pyramid P–ABC, PC⊥plane ABC, PC=3, ∠BCA=π/2. D lies on AB and E on BC; CD=DE=√2, CE=2 and EB=1. Prove ∠CDE=π/2.

Official paper · jm02-2022 · 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
The side opposite angle D is CE.
Hint 2
Use the converse of Pythagoras.
Worked solution
  1. Compare the squared lengths.

    CD2+DE2=2+2=4=CE2CD^2+DE^2=2+2=4=CE^2
  2. Therefore triangle CDE is right at D.

    ∠CDE=π/2\angle CDE=\pi/2

∠CDE=π/2.

Checks and common pitfalls: The longest side CE is the hypotenuse.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Compare the squared lengths.
    CD2+DE2=2+2=4=CE2CD^2+DE^2=2+2=4=CE^2
  • Therefore triangle CDE is right at D.
    ∠CDE=π/2\angle CDE=\pi/2

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

03 / Standard#Your turn

In pyramid P–ABC, PC⊥plane ABC, PC=3, ∠BCA=π/2. D lies on AB and E on BC; CD=DE=√2, CE=2 and EB=1. Find ∠CDB using arccos.

Official paper · jm02-2022 · 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
Use DB²=DM²+MB².
Hint 2
Apply the cosine rule in CDB.
Worked solution
  1. Find the three side lengths.

    DB=1+4=5,CD=2,CB=3DB=\sqrt{1+4}=\sqrt5,\quad CD=\sqrt2,\quad CB=3
  2. Evaluate the cosine opposite CB.

    cos⁡∠CDB=2+5−9225=−110\cos\angle CDB=\frac{2+5-9}{2\sqrt2\sqrt5}=-\frac1{\sqrt{10}}

∠CDB=arccos(−1/√10).

Checks and common pitfalls: The negative cosine means the angle is obtuse.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Find the three side lengths.
    DB=1+4=5,CD=2,CB=3DB=\sqrt{1+4}=\sqrt5,\quad CD=\sqrt2,\quad CB=3
  • Evaluate the cosine opposite CB.
    cos⁡∠CDB=2+5−9225=−110\cos\angle CDB=\frac{2+5-9}{2\sqrt2\sqrt5}=-\frac1{\sqrt{10}}

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

04 / Standard#Your turn

In pyramid P–ABC, PC⊥plane ABC, PC=3, ∠BCA=π/2. D lies on AB and E on BC; CD=DE=√2, CE=2 and EB=1. Find the dihedral angle P–AB–C using arctan.

Official paper · jm02-2022 · 1(c) · PDF 3

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

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Let X be the foot from C onto AB.
Hint 2
PC⊥the base implies PX⊥AB, so ∠PXC is the plane angle.
Worked solution
  1. Compute the base hypotenuse and altitude by equal area expressions.

    AB=(3/2)2+32=35/2,CX=AC BCAB=3/5AB=\sqrt{(3/2)^2+3^2}=3\sqrt5/2,\quad CX=\frac{AC\,BC}{AB}=3/\sqrt5
  2. AB is perpendicular to PC and CX, hence to plane PCX and PX. In right triangle PCX, use the tangent ratio.

    tan⁡∠PXC=PCCX=5  ⟹  ∠PXC=arctan⁡5\tan\angle PXC=\frac{PC}{CX}=\sqrt5\implies\angle PXC=\arctan\sqrt5

Dihedral angle arctan√5.

Checks and common pitfalls: Use a plane angle formed by perpendiculars to the common edge AB.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Compute the base hypotenuse and altitude by equal area expressions.
    AB=(3/2)2+32=35/2,CX=AC BCAB=3/5AB=\sqrt{(3/2)^2+3^2}=3\sqrt5/2,\quad CX=\frac{AC\,BC}{AB}=3/\sqrt5
  • AB is perpendicular to PC and CX, hence to plane PCX and PX. In right triangle PCX, use the tangent ratio.
    tan⁡∠PXC=PCCX=5  ⟹  ∠PXC=arctan⁡5\tan\angle PXC=\frac{PC}{CX}=\sqrt5\implies\angle PXC=\arctan\sqrt5

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

05 / Standard#Your turn

Find all real zeros, using the given f(1)=0.

f(x)=x3−3x2+2f(x)=x^3-3x^2+2

Official paper · jm02-2022 · 2(a)(i) · PDF 4

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

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Divide by x−1.
Hint 2
Solve the remaining quadratic.
Worked solution
  1. Factor the cubic.

    f(x)=(x−1)(x2−2x−2)f(x)=(x-1)(x^2-2x-2)
  2. Apply the quadratic formula.

    x=1,x=1±3x=1,\quad x=1\pm\sqrt3

x=1, 1−√3, 1+√3.

Checks and common pitfalls: f(1)=0 identifies one root, not all roots.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Factor the cubic.
    f(x)=(x−1)(x2−2x−2)f(x)=(x-1)(x^2-2x-2)
  • Apply the quadratic formula.
    x=1,x=1±3x=1,\quad x=1\pm\sqrt3

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

06 / Standard#Your turn

Find the first two derivatives.

f(x)=x3−3x2+2f(x)=x^3-3x^2+2

Official paper · jm02-2022 · 2(a)(ii) · PDF 4

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

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Differentiate term by term.
Hint 2
Differentiate the result again.
Worked solution
  1. First derivative.

    f′(x)=3x2−6xf'(x)=3x^2-6x
  2. Second derivative.

    f′′(x)=6x−6f''(x)=6x-6

f′=3x²−6x; f″=6x−6.

Checks and common pitfalls: The constant 2 contributes zero to the derivative.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • First derivative.
    f′(x)=3x2−6xf'(x)=3x^2-6x
  • Second derivative.
    f′′(x)=6x−6f''(x)=6x-6

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

07 / Standard#Your turn

Find the local maximum and minimum.

f(x)=x3−3x2+2f(x)=x^3-3x^2+2

Official paper · jm02-2022 · 2(a)(iii) · 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 3x(x−2)=0.
Hint 2
Read the derivative sign changes.
Worked solution
  1. Derivative signs across 0,2 are +,−,+.

    f′(x)=3x(x−2)f'(x)=3x(x-2)
  2. Evaluate the corresponding function values.

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

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

Checks and common pitfalls: These are local, not global, extrema of the cubic.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Derivative signs across 0,2 are +,−,+.
    f′(x)=3x(x−2)f'(x)=3x(x-2)
  • Evaluate the corresponding function values.
    f(0)=2 (local maximum),f(2)=−2 (local minimum)f(0)=2\text{ (local maximum)},\quad f(2)=-2\text{ (local minimum)}

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

08 / Standard#Your turn

Find and justify the inflection point.

f(x)=x3−3x2+2f(x)=x^3-3x^2+2

Official paper · jm02-2022 · 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
Set 6x−6=0.
Hint 2
Verify a change in sign, then calculate f.
Worked solution
  1. The second derivative changes from negative to positive at x=1.

    f′′(x)=6(x−1)f''(x)=6(x-1)
  2. The given zero supplies its ordinate.

    f(1)=0  ⟹  (1,0)f(1)=0\implies(1,0)

Inflection point (1,0).

Checks and common pitfalls: The concavity check distinguishes an inflection from a mere zero of f″.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The second derivative changes from negative to positive at x=1.
    f′′(x)=6(x−1)f''(x)=6(x-1)
  • The given zero supplies its ordinate.
    f(1)=0  ⟹  (1,0)f(1)=0\implies(1,0)

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

09 / Standard#Your turn

Sketch the cubic using its zeros, extrema and inflection.

f(x)=x3−3x2+2f(x)=x^3-3x^2+2

Official paper · jm02-2022 · 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
Mark the three real zeros and the two extrema.
Hint 2
Use the cubic end behaviour and the concavity change at 1.
Worked solution
  1. The curve rises to (0,2), falls to (2,−2), then rises again.

    x-intercepts:1−3,1,1+3x\text{-intercepts}:1-\sqrt3,1,1+\sqrt3
  2. It is concave down for x<1 and up for x>1, with inflection (1,0).

    x→±∞  ⟹  f(x)→±∞x\to\pm\infty\implies f(x)\to\pm\infty
2022 JM02 2(a)(v): x³−3x²+2-10123-4-2024(0,2)(2,−2)(1,0)1−√31+√32022 JM02 2(a)(v): x³−3x²+2

The plot contains all requested features and continues beyond the window.

Checks and common pitfalls: The central zero is also the inflection, not an extremum.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The curve rises to (0,2), falls to (2,−2), then rises again.
    x-intercepts:1−3,1,1+3x\text{-intercepts}:1-\sqrt3,1,1+\sqrt3
  • It is concave down for x<1 and up for x>1, with inflection (1,0).
    x→±∞  ⟹  f(x)→±∞x\to\pm\infty\implies f(x)\to\pm\infty

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

10 / Standard#Your turn

Find the area between the two parabolas.

y=x2−8x+24,y=8x−x2y=x^2-8x+24,\quad y=8x-x^2

Official paper · jm02-2022 · 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
Equate the two functions for the limits.
Hint 2
The downward parabola is the upper curve between intersections.
Worked solution
  1. Find x=2 and x=6.

    2x2−16x+24=2(x−2)(x−6)=02x^2-16x+24=2(x-2)(x-6)=0
  2. Integrate upper minus lower.

    A=∫26(−2x2+16x−24) dx=[−23x3+8x2−24x]26=643A=\int_2^6(-2x^2+16x-24)\,dx=\left[-\frac23x^3+8x^2-24x\right]_2^6=\frac{64}3

Area 64/3.

Checks and common pitfalls: Signed integrals must be arranged with a nonnegative height for geometric area.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Find x=2 and x=6.
    2x2−16x+24=2(x−2)(x−6)=02x^2-16x+24=2(x-2)(x-6)=0
  • Integrate upper minus lower.
    A=∫26(−2x2+16x−24) dx=[−23x3+8x2−24x]26=643A=\int_2^6(-2x^2+16x-24)\,dx=\left[-\frac23x^3+8x^2-24x\right]_2^6=\frac{64}3

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

11 / Standard#Your turn

A=(−1,0), B=(1,0). Prove the locus condition describes y²=4x, including the converse.

AN→⋅AB→=∣BN→∣ ∣AB→∣,N=(x,y)\overrightarrow{AN}\cdot\overrightarrow{AB}=|\overrightarrow{BN}|\,|\overrightarrow{AB}|,\quad N=(x,y)

Official paper · jm02-2022 · 3(a) · PDF 5

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

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Compute each vector and its length.
Hint 2
Record the nonnegative side before squaring.
Worked solution
  1. Write the dot-product equation in coordinates.

    2(x+1)=2(x−1)2+y2  ⟹  x+1≥02(x+1)=2\sqrt{(x-1)^2+y^2}\implies x+1\ge0
  2. Square and simplify.

    (x+1)2=(x−1)2+y2  ⟺  y2=4x(x+1)^2=(x-1)^2+y^2\iff y^2=4x
  3. Conversely y²=4x forces x≥0, so x+1>0 and reversing the square is valid.

Exactly the parabola y²=4x.

Checks and common pitfalls: Squaring a locus equation requires a converse/sign check.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Write the dot-product equation in coordinates.
    2(x+1)=2(x−1)2+y2  ⟹  x+1≥02(x+1)=2\sqrt{(x-1)^2+y^2}\implies x+1\ge0
  • Square and simplify.
    (x+1)2=(x−1)2+y2  ⟺  y2=4x(x+1)^2=(x-1)^2+y^2\iff y^2=4x
  • Conversely y²=4x forces x≥0, so x+1>0 and reversing the square is valid.

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

12 / Standard#Your turn

A nonvertical line y=ax+b is tangent to y²=4x. Prove ab=1.

Official paper · jm02-2022 · 3(b) · PDF 5

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

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Parameterise the contact point as (t²/4,t).
Hint 2
A nonvertical tangent has t≠0 and slope 2/t.
Worked solution
  1. Differentiate implicitly and use the tangent point.

    2y y′=4  ⟹  a=2/t,t≠02y\,y'=4\implies a=2/t,\quad t\ne0
  2. The tangent intercept is t−a·t²/4=t/2.

    b=t/2  ⟹  ab=(2/t)(t/2)=1b=t/2\implies ab=(2/t)(t/2)=1

ab=1.

Checks and common pitfalls: The vertex tangent x=0 is vertical and is outside the given line form.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Differentiate implicitly and use the tangent point.
    2y y′=4  ⟹  a=2/t,t≠02y\,y'=4\implies a=2/t,\quad t\ne0
  • The tangent intercept is t−a·t²/4=t/2.
    b=t/2  ⟹  ab=(2/t)(t/2)=1b=t/2\implies ab=(2/t)(t/2)=1

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

13 / Standard#Your turn

For m>0, find the non-origin intersection P of y=mx and y²=4x.

Official paper · jm02-2022 · 3(c)(i) · PDF 5

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

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Substitute y=mx.
Hint 2
Remove the x=0 root already identified.
Worked solution
  1. Factor the intersection equation.

    m2x2=4x  ⟺  x(m2x−4)=0m^2x^2=4x\iff x(m^2x-4)=0
  2. Use the nonzero root and recover y.

    P=(4/m2,4/m)P=(4/m^2,4/m)

P=(4/m²,4/m).

Checks and common pitfalls: m>0 ensures the expressions are defined and P is not the origin.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Factor the intersection equation.
    m2x2=4x  ⟺  x(m2x−4)=0m^2x^2=4x\iff x(m^2x-4)=0
  • Use the nonzero root and recover y.
    P=(4/m2,4/m)P=(4/m^2,4/m)

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

14 / Standard#Your turn

Find the slope of the tangent at P=(4/m²,4/m).

y2=4x,m>0y^2=4x,\quad m>0

Official paper · jm02-2022 · 3(c)(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
Differentiate implicitly.
Hint 2
Substitute the ordinate 4/m.
Worked solution
  1. Obtain the slope formula.

    2ydydx=4  ⟹  dydx=2/y2y\frac{dy}{dx}=4\implies\frac{dy}{dx}=2/y
  2. Evaluate at P.

    dydx∣P=24/m=m/2\left.\frac{dy}{dx}\right|_P=\frac2{4/m}=m/2

Tangent slope m/2.

Checks and common pitfalls: The tangent slope differs from the secant slope m.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Obtain the slope formula.
    2ydydx=4  ⟹  dydx=2/y2y\frac{dy}{dx}=4\implies\frac{dy}{dx}=2/y
  • Evaluate at P.
    dydx∣P=24/m=m/2\left.\frac{dy}{dx}\right|_P=\frac2{4/m}=m/2

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

15 / Standard#Your turn

The angle between the secant and tangent from (i)–(ii) is arctan(1/4). Find m>0.

Official paper · jm02-2022 · 3(c)(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
Their positive slopes are m and m/2.
Hint 2
Apply the tangent of the angle difference.
Worked solution
  1. Express the angle tangent.

    m−m/21+m2/2=m2+m2=14\frac{m-m/2}{1+m^2/2}=\frac m{2+m^2}=\frac14
  2. Solve the quadratic; both roots are positive.

    m2−4m+2=0  ⟹  m=2±2m^2-4m+2=0\implies m=2\pm\sqrt2

m=2±√2.

Checks and common pitfalls: Both positive slopes can produce the same angle difference.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Express the angle tangent.
    m−m/21+m2/2=m2+m2=14\frac{m-m/2}{1+m^2/2}=\frac m{2+m^2}=\frac14
  • Solve the quadratic; both roots are positive.
    m2−4m+2=0  ⟹  m=2±2m^2-4m+2=0\implies m=2\pm\sqrt2

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

16 / Standard#Your turn

For z=x+yi, derive the Cartesian equation of its locus.

z1=3+5i,z2=5+i,∣z−z1∣=∣z−z2∣z_1=3+5i,\quad z_2=5+i,\quad|z-z_1|=|z-z_2|

Official paper · jm02-2022 · 4(a)(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
Write the two distances as square roots.
Hint 2
Square and cancel x² and y².
Worked solution
  1. Equal distances give equal squared distances.

    (x−3)2+(y−5)2=(x−5)2+(y−1)2(x-3)^2+(y-5)^2=(x-5)^2+(y-1)^2
  2. Collect the linear terms.

    4x−8y+8=0  ⟺  x−2y+2=04x-8y+8=0\iff x-2y+2=0

x−2y+2=0.

Checks and common pitfalls: This is the perpendicular bisector of the segment joining z₁ and z₂.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Equal distances give equal squared distances.
    (x−3)2+(y−5)2=(x−5)2+(y−1)2(x-3)^2+(y-5)^2=(x-5)^2+(y-1)^2
  • Collect the linear terms.
    4x−8y+8=0  ⟺  x−2y+2=04x-8y+8=0\iff x-2y+2=0

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

17 / Standard#Your turn

Draw z₁, z₂ and the locus in an Argand diagram.

z1=3+5i,z2=5+i,∣z−z1∣=∣z−z2∣z_1=3+5i,\quad z_2=5+i,\quad|z-z_1|=|z-z_2|

Official paper · jm02-2022 · 4(a)(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
Real and imaginary parts are horizontal and vertical coordinates.
Hint 2
The locus line has equation y=x/2+1.
Worked solution
  1. Plot the two fixed points.

    z1↔(3,5),z2↔(5,1)z_1\leftrightarrow(3,5),\quad z_2\leftrightarrow(5,1)
  2. Draw the entire line through the midpoint (4,3) with slope 1/2.

    y=x/2+1,x∈Ry=x/2+1,\quad x\in\mathbb R
2022 JM02 4(a)(ii): Argand locus, horizontal Re(z), vertical Im(z)024680246z₁=(3,5)z₂=(5,1)(4,3)2022 JM02 4(a)(ii): Argand locus, horizontal Re(z), vertical Im(z)

The marked points and full perpendicular-bisector line are shown.

Checks and common pitfalls: The locus is a line, not merely the segment between the plotted endpoints.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Plot the two fixed points.
    z1↔(3,5),z2↔(5,1)z_1\leftrightarrow(3,5),\quad z_2\leftrightarrow(5,1)
  • Draw the entire line through the midpoint (4,3) with slope 1/2.
    y=x/2+1,x∈Ry=x/2+1,\quad x\in\mathbb R

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

18 / Standard#Your turn

Find the minimum of |z−z₁| on the locus.

z1=3+5i,z2=5+i,∣z−z1∣=∣z−z2∣z_1=3+5i,\quad z_2=5+i,\quad|z-z_1|=|z-z_2|

Official paper · jm02-2022 · 4(a)(iii) · PDF 6

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

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
The nearest point of the perpendicular bisector is the segment midpoint.
Hint 2
The minimum distance is half |z₂−z₁|.
Worked solution
  1. Compute the distance between the fixed points.

    ∣z2−z1∣=∣2−4i∣=20=25|z_2-z_1|=|2-4i|=\sqrt{20}=2\sqrt5
  2. Halve it, attained at z=4+3i.

    min⁡∣z−z1∣=5\min|z-z_1|=\sqrt5

Minimum √5 at z=4+3i.

Checks and common pitfalls: The endpoint z₁ itself is not equidistant from the two fixed points.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Compute the distance between the fixed points.
    ∣z2−z1∣=∣2−4i∣=20=25|z_2-z_1|=|2-4i|=\sqrt{20}=2\sqrt5
  • Halve it, attained at z=4+3i.
    min⁡∣z−z1∣=5\min|z-z_1|=\sqrt5

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

19 / Standard#Your turn

Show ω⁷=1 and deduce 1+ω+⋯+ω⁶=0.

ω=cos⁡2π7+isin⁡2π7\omega=\cos\frac{2\pi}7+i\sin\frac{2\pi}7

Official paper · jm02-2022 · 4(b)(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
Apply De Moivre.
Hint 2
Use the finite geometric sum and verify ω≠1.
Worked solution
  1. Raise the angle to seven times its value.

    ω7=cos⁡2π+isin⁡2π=1\omega^7=\cos2\pi+i\sin2\pi=1
  2. Since 2π/7 is not a multiple of 2π, ω−1≠0.

    1+ω+⋯+ω6=ω7−1ω−1=01+\omega+\cdots+\omega^6=\frac{\omega^7-1}{\omega-1}=0

ω⁷=1; the seven-term sum is zero.

Checks and common pitfalls: Division by ω−1 needs the explicit ω≠1 check.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Raise the angle to seven times its value.
    ω7=cos⁡2π+isin⁡2π=1\omega^7=\cos2\pi+i\sin2\pi=1
  • Since 2π/7 is not a multiple of 2π, ω−1≠0.
    1+ω+⋯+ω6=ω7−1ω−1=01+\omega+\cdots+\omega^6=\frac{\omega^7-1}{\omega-1}=0

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

20 / Standard#Your turn

Prove the conjugate-power identity for positive integers n.

ωn+ω−n=2cos⁡2nπ7,ω=cis⁡(2π/7)\omega^n+\omega^{-n}=2\cos\frac{2n\pi}7,\quad\omega=\operatorname{cis}(2\pi/7)

Official paper · jm02-2022 · 4(b)(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
Use |ω|=1 to interpret the negative power.
Hint 2
The two imaginary parts cancel.
Worked solution
  1. Apply De Moivre to both signs.

    ω±n=cos⁡(2nπ/7)±isin⁡(2nπ/7)\omega^{\pm n}=\cos(2n\pi/7)\pm i\sin(2n\pi/7)
  2. Add the conjugate expressions.

    ωn+ω−n=2cos⁡(2nπ/7)\omega^n+\omega^{-n}=2\cos(2n\pi/7)

The identity holds for every positive integer n.

Checks and common pitfalls: The negative power is a reciprocal; it is a conjugate because the modulus is one.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Apply De Moivre to both signs.
    ω±n=cos⁡(2nπ/7)±isin⁡(2nπ/7)\omega^{\pm n}=\cos(2n\pi/7)\pm i\sin(2n\pi/7)
  • Add the conjugate expressions.
    ωn+ω−n=2cos⁡(2nπ/7)\omega^n+\omega^{-n}=2\cos(2n\pi/7)

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

21 / Standard#Your turn

Use the preceding identities to evaluate the cosine-square sum.

cos⁡22π7+cos⁡24π7+cos⁡26π7\cos^2\frac{2\pi}7+\cos^2\frac{4\pi}7+\cos^2\frac{6\pi}7

Official paper · jm02-2022 · 4(b)(iii) · PDF 6

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

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Square (ωⁿ+ω⁻ⁿ)/2 for n=1,2,3.
Hint 2
Reduce negative exponents modulo seven.
Worked solution
  1. Expand each squared cosine.

    S=14∑n=13(ω2n+2+ω−2n)S=\frac14\sum_{n=1}^3(\omega^{2n}+2+\omega^{-2n})
  2. The six nonconstant powers are exactly ω,…,ω⁶ in a different order.

    S=14(6+ω+ω2+⋯+ω6)=14(6−1)=54S=\frac14(6+\omega+\omega^2+\cdots+\omega^6)=\frac14(6-1)=\frac54

5/4.

Checks and common pitfalls: The square creates a constant 2 in each conjugate product.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Expand each squared cosine.
    S=14∑n=13(ω2n+2+ω−2n)S=\frac14\sum_{n=1}^3(\omega^{2n}+2+\omega^{-2n})
  • The six nonconstant powers are exactly ω,…,ω⁶ in a different order.
    S=14(6+ω+ω2+⋯+ω6)=14(6−1)=54S=\frac14(6+\omega+\omega^2+\cdots+\omega^6)=\frac14(6-1)=\frac54

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

22 / Standard#Your turn

Factor the determinant.

D=∣ab+cb2+c2ba+ca2+c2ca+ba2+b2∣D=\begin{vmatrix}a&b+c&b^2+c^2\\b&a+c&a^2+c^2\\c&a+b&a^2+b^2\end{vmatrix}

Official paper · jm02-2022 · 5(a) · PDF 7

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

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Let s=a+b+c and t=a²+b²+c².
Hint 2
Use column operations to reduce to a Vandermonde determinant.
Worked solution
  1. Let v=(a,b,c)ᵀ and v^[2]=(a²,b²,c²)ᵀ. Add column 1 to column 2 and use multilinearity to remove the repeated constant column, without division.

    D=det⁡[ v, s1, t1−v[2] ]=−sdet⁡[ v,1,v[2] ]=sdet⁡[ 1,v,v[2] ]D=\det[\,v,\ s\mathbf1,\ t\mathbf1-v^{[2]}\,]=-s\det[\,v,\mathbf1,v^{[2]}\,]=s\det[\,\mathbf1,v,v^{[2]}\,]
  2. Evaluate the Vandermonde determinant and reorder factors.

    D=(a+b+c)(b−a)(c−a)(c−b)=(a−b)(b−c)(c−a)(a+b+c)D=(a+b+c)(b-a)(c-a)(c-b)=(a-b)(b-c)(c-a)(a+b+c)

(a−b)(b−c)(c−a)(a+b+c).

Checks and common pitfalls: The derivation does not divide by a+b+c, so it also covers a+b+c=0.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Let v=(a,b,c)ᵀ and v^[2]=(a²,b²,c²)ᵀ. Add column 1 to column 2 and use multilinearity to remove the repeated constant column, without division.
    D=det⁡[ v, s1, t1−v[2] ]=−sdet⁡[ v,1,v[2] ]=sdet⁡[ 1,v,v[2] ]D=\det[\,v,\ s\mathbf1,\ t\mathbf1-v^{[2]}\,]=-s\det[\,v,\mathbf1,v^{[2]}\,]=s\det[\,\mathbf1,v,v^{[2]}\,]
  • Evaluate the Vandermonde determinant and reorder factors.
    D=(a+b+c)(b−a)(c−a)(c−b)=(a−b)(b−c)(c−a)(a+b+c)D=(a+b+c)(b-a)(c-a)(c-b)=(a-b)(b-c)(c-a)(a+b+c)

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

23 / Standard#Your turn

Find all p for which the system has a unique solution.

{x+y+pz=1px+y+z=px+py+z=q\begin{cases}x+y+pz=1\\px+y+z=p\\x+py+z=q\end{cases}

Official paper · jm02-2022 · 5(b)(i) · PDF 7

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

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Compute the coefficient determinant.
Hint 2
Factor the resulting cubic in p.
Worked solution
  1. Expand along the first row.

    Δ=∣11pp111p1∣=1−p−(p−1)+p(p2−1)=p3−3p+2\Delta=\begin{vmatrix}1&1&p\\p&1&1\\1&p&1\end{vmatrix}=1-p-(p-1)+p(p^2-1)=p^3-3p+2
  2. Require a nonzero determinant.

    Δ=(p−1)2(p+2)≠0  ⟺  p≠1,−2\Delta=(p-1)^2(p+2)\ne0\iff p\ne1,-2

p∈ℝ∖{1,−2}, for any q.

Checks and common pitfalls: The right-hand parameter q does not affect invertibility.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Expand along the first row.
    Δ=∣11pp111p1∣=1−p−(p−1)+p(p2−1)=p3−3p+2\Delta=\begin{vmatrix}1&1&p\\p&1&1\\1&p&1\end{vmatrix}=1-p-(p-1)+p(p^2-1)=p^3-3p+2
  • Require a nonzero determinant.
    Δ=(p−1)2(p+2)≠0  ⟺  p≠1,−2\Delta=(p-1)^2(p+2)\ne0\iff p\ne1,-2

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

24 / Standard#Your turn

Find every p,q giving more than one solution, and give each full solution family.

{x+y+pz=1px+y+z=px+py+z=q\begin{cases}x+y+pz=1\\px+y+z=p\\x+py+z=q\end{cases}

Official paper · jm02-2022 · 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
Only p=1 and p=−2 can fail uniqueness.
Hint 2
For each, test consistency before parameterising.
Worked solution
  1. At p=1 all left sides equal x+y+z; consistency requires q=1.

    p=1,q=1:(x,y,z)=(1−s−t,s,t),s,t∈Rp=1,q=1:\quad(x,y,z)=(1-s-t,s,t),\quad s,t\in\mathbb R
  2. At p=−2 the sum of all equations is 0=q−1, again requiring q=1.

    x+y−2z=1,−2x+y+z=−2x+y-2z=1,\quad-2x+y+z=-2
  3. Solve these independent equations and verify the third.

    p=−2,q=1:(x,y,z)=(1+t,t,t),t∈Rp=-2,q=1:\quad(x,y,z)=(1+t,t,t),\quad t\in\mathbb R

For (p,q)=(1,1): (1−s−t,s,t). For (−2,1): (1+t,t,t). No other multiple-solution cases.

Checks and common pitfalls: A singular coefficient matrix may still give no solution when q≠1.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • At p=1 all left sides equal x+y+z; consistency requires q=1.
    p=1,q=1:(x,y,z)=(1−s−t,s,t),s,t∈Rp=1,q=1:\quad(x,y,z)=(1-s-t,s,t),\quad s,t\in\mathbb R
  • At p=−2 the sum of all equations is 0=q−1, again requiring q=1.
    x+y−2z=1,−2x+y+z=−2x+y-2z=1,\quad-2x+y+z=-2
  • Solve these independent equations and verify the third.
    p=−2,q=1:(x,y,z)=(1+t,t,t),t∈Rp=-2,q=1:\quad(x,y,z)=(1+t,t,t),\quad t\in\mathbb R

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

Focus on one question

No sign-in. Work stays in this browser. Export before clearing browser data. Written reasoning is assessed with a checklist.

Curriculum and source notes ↗