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2023 JM02

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

0 multiple-choice questions · 5 written questions · 19 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

2023 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

E–ABCD has rhombus base AB=2√2 and ∠DAB=π/3. EB=EC, ∠BEC=π/2, DE=√5. F is the midpoint of BC; G is the perpendicular foot from E to DF. Show cos∠DFE=√3/4.

Official paper · jm02-2023 · 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
Use the median to the hypotenuse of isosceles right triangle BEC.
Hint 2
Triangles DAB and DBC are equilateral.
Worked solution
  1. The midpoint F gives EF=BF=√2.

    EF=BC/2=2EF=BC/2=\sqrt2
  2. In equilateral DBC, DF is an altitude.

    DF2=DB2−BF2=8−2=6DF^2=DB^2-BF^2=8-2=6
  3. Apply the cosine rule at F.

    cos⁡∠DFE=DF2+EF2−DE22DF EF=6+2−5262=34\cos\angle DFE=\frac{DF^2+EF^2-DE^2}{2DF\,EF}=\frac{6+2-5}{2\sqrt6\sqrt2}=\frac{\sqrt3}4

cos∠DFE=√3/4.

Checks and common pitfalls: The cosine formula must use the angle at F, opposite DE.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The midpoint F gives EF=BF=√2.
    EF=BC/2=2EF=BC/2=\sqrt2
  • In equilateral DBC, DF is an altitude.
    DF2=DB2−BF2=8−2=6DF^2=DB^2-BF^2=8-2=6
  • Apply the cosine rule at F.
    cos⁡∠DFE=DF2+EF2−DE22DF EF=6+2−5262=34\cos\angle DFE=\frac{DF^2+EF^2-DE^2}{2DF\,EF}=\frac{6+2-5}{2\sqrt6\sqrt2}=\frac{\sqrt3}4

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

02 / Standard#Your turn

E–ABCD has rhombus base AB=2√2 and ∠DAB=π/3. EB=EC, ∠BEC=π/2, DE=√5. F is the midpoint of BC; G is the perpendicular foot from E to DF. Prove EG is perpendicular to plane ABCD.

Official paper · jm02-2023 · 1(b) · PDF 3

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

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Find FG, EG and BG using the right triangles.
Hint 2
Use the converse of Pythagoras in EGB.
Worked solution
  1. From part (a), compute the squared lengths.

    FG=EFcos⁡∠DFE=6/4,EG2=2−6/16=13/8FG=EF\cos\angle DFE=\sqrt6/4,\quad EG^2=2-6/16=13/8
  2. DF⊥BC, so BFG is right at F; EB²=4.

    BG2=BF2+FG2=2+6/16=19/8,EG2+BG2=4=EB2BG^2=BF^2+FG^2=2+6/16=19/8,\quad EG^2+BG^2=4=EB^2
  3. Thus EG⊥GB. It is also perpendicular to DF by construction, and GB,DF are intersecting base-plane lines; hence EG⊥plane ABCD.

EG⊥plane ABCD.

Checks and common pitfalls: Verify two intersecting lines in the base plane, not only DF.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • From part (a), compute the squared lengths.
    FG=EFcos⁡∠DFE=6/4,EG2=2−6/16=13/8FG=EF\cos\angle DFE=\sqrt6/4,\quad EG^2=2-6/16=13/8
  • DF⊥BC, so BFG is right at F; EB²=4.
    BG2=BF2+FG2=2+6/16=19/8,EG2+BG2=4=EB2BG^2=BF^2+FG^2=2+6/16=19/8,\quad EG^2+BG^2=4=EB^2
  • Thus EG⊥GB. It is also perpendicular to DF by construction, and GB,DF are intersecting base-plane lines; hence EG⊥plane ABCD.

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

03 / Standard#Your turn

E–ABCD has rhombus base AB=2√2 and ∠DAB=π/3. EB=EC, ∠BEC=π/2, DE=√5. F is the midpoint of BC; G is the perpendicular foot from E to DF. Find AE.

Official paper · jm02-2023 · 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
Find DG=DF−FG.
Hint 2
AD⊥DF and EG⊥the base yield two Pythagorean steps.
Worked solution
  1. The angle ADG equals π/3+π/6=π/2.

    DG=6−6/4=36/4,AG2=AD2+DG2=8+54/16=91/8DG=\sqrt6-\sqrt6/4=3\sqrt6/4,\quad AG^2=AD^2+DG^2=8+54/16=91/8
  2. Use right triangle AGE.

    AE2=AG2+EG2=91/8+13/8=13  ⟹  AE=13AE^2=AG^2+EG^2=91/8+13/8=13\implies AE=\sqrt{13}

AE=√13.

Checks and common pitfalls: Use the perpendicular height EG; EF is a sloping segment.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The angle ADG equals π/3+π/6=π/2.
    DG=6−6/4=36/4,AG2=AD2+DG2=8+54/16=91/8DG=\sqrt6-\sqrt6/4=3\sqrt6/4,\quad AG^2=AD^2+DG^2=8+54/16=91/8
  • Use right triangle AGE.
    AE2=AG2+EG2=91/8+13/8=13  ⟹  AE=13AE^2=AG^2+EG^2=91/8+13/8=13\implies AE=\sqrt{13}

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

04 / Standard#Your turn

Find the first two derivatives.

f(x)=x3−12x+6f(x)=x^3-12x+6

Official paper · jm02-2023 · 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 once more.
Worked solution
  1. Apply the power rule.

    f′(x)=3x2−12f'(x)=3x^2-12
  2. The derivative of the constant −12 is zero.

    f′′(x)=6xf''(x)=6x

f′=3x²−12, f″=6x.

Checks and common pitfalls: The original constant 6 disappears on differentiation.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Apply the power rule.
    f′(x)=3x2−12f'(x)=3x^2-12
  • The derivative of the constant −12 is zero.
    f′′(x)=6xf''(x)=6x

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

05 / Standard#Your turn

Find and classify the local extrema.

f(x)=x3−12x+6f(x)=x^3-12x+6

Official paper · jm02-2023 · 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
Solve f′=0.
Hint 2
Examine the derivative signs across −2 and 2.
Worked solution
  1. Factor the derivative and read its signs +,−,+.

    f′(x)=3(x−2)(x+2)f'(x)=3(x-2)(x+2)
  2. Evaluate the two stationary values.

    f(−2)=22 (local maximum),f(2)=−10 (local minimum)f(-2)=22\text{ (local maximum)},\quad f(2)=-10\text{ (local minimum)}

Maximum 22 at x=−2; minimum −10 at x=2.

Checks and common pitfalls: These are local extrema; the cubic has no global bounds.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Factor the derivative and read its signs +,−,+.
    f′(x)=3(x−2)(x+2)f'(x)=3(x-2)(x+2)
  • Evaluate the two stationary values.
    f(−2)=22 (local maximum),f(2)=−10 (local minimum)f(-2)=22\text{ (local maximum)},\quad f(2)=-10\text{ (local minimum)}

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

06 / Standard#Your turn

Find and justify the inflection point.

f(x)=x3−12x+6f(x)=x^3-12x+6

Official paper · jm02-2023 · 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
Set f″=0.
Hint 2
Check the sign change of 6x.
Worked solution
  1. Concavity changes from down to up at zero.

    x<0  ⟹  f′′<0,x>0  ⟹  f′′>0x<0\implies f''<0,\quad x>0\implies f''>0
  2. Evaluate the ordinate.

    f(0)=6  ⟹  (0,6)f(0)=6\implies(0,6)

Inflection point (0,6).

Checks and common pitfalls: The point need not have a horizontal tangent.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Concavity changes from down to up at zero.
    x<0  ⟹  f′′<0,x>0  ⟹  f′′>0x<0\implies f''<0,\quad x>0\implies f''>0
  • Evaluate the ordinate.
    f(0)=6  ⟹  (0,6)f(0)=6\implies(0,6)

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

07 / Standard#Your turn

Sketch the cubic using the preceding derivative information.

f(x)=x3−12x+6f(x)=x^3-12x+6

Official paper · jm02-2023 · 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 maximum, minimum and inflection.
Hint 2
The leading term makes the curve fall left and rise right.
Worked solution
  1. Increase on (−∞,−2) and (2,∞); decrease between them.

    (−2,22),(2,−10),(0,6)(-2,22),\quad(2,-10),\quad(0,6)
  2. Draw concave down for x<0 and concave up for x>0, with unbounded cubic tails.

    x→−∞:f(x)→−∞;x→∞:f(x)→∞x\to-\infty:f(x)\to-\infty;\quad x\to\infty:f(x)\to\infty
2023 JM02 2(a)(iv): x³−12x+6-4-2024-1001020(−2,22)(2,−10)(0,6)2023 JM02 2(a)(iv): x³−12x+6

The plot marks all required features; the curve continues beyond the viewing window.

Checks and common pitfalls: The inflection point differs from either extremum.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Increase on (−∞,−2) and (2,∞); decrease between them.
    (−2,22),(2,−10),(0,6)(-2,22),\quad(2,-10),\quad(0,6)
  • Draw concave down for x<0 and concave up for x>0, with unbounded cubic tails.
    x→−∞:f(x)→−∞;x→∞:f(x)→∞x\to-\infty:f(x)\to-\infty;\quad x\to\infty:f(x)\to\infty

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

08 / Standard#Your turn

The line y=x+4 is tangent to y=x³+3x²+x at A. Find A.

Official paper · jm02-2023 · 2(b)(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
Match the derivative to the line slope 1.
Hint 2
A candidate must also lie on the given line.
Worked solution
  1. Find the possible tangent abscissae.

    3x2+6x+1=1  ⟹  x=0,−23x^2+6x+1=1\implies x=0,-2
  2. Check the curve values against the line.

    x=0: 0≠4;x=−2: −8+12−2=2=−2+4x=0:\ 0\ne4;\quad x=-2:\ -8+12-2=2=-2+4

A=(−2,2).

Checks and common pitfalls: Equal slopes alone do not guarantee tangency to this particular line.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Find the possible tangent abscissae.
    3x2+6x+1=1  ⟹  x=0,−23x^2+6x+1=1\implies x=0,-2
  • Check the curve values against the line.
    x=0: 0≠4;x=−2: −8+12−2=2=−2+4x=0:\ 0\ne4;\quad x=-2:\ -8+12-2=2=-2+4

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

09 / Standard#Your turn

Find the area enclosed by y=x+4 and y=x³+3x²+x.

Official paper · jm02-2023 · 2(b)(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
Find all intersection abscissae.
Hint 2
Subtract the lower curve from the upper line.
Worked solution
  1. Factor the difference.

    x3+3x2−4=(x−1)(x+2)2=0  ⟹  x=−2,1x^3+3x^2-4=(x-1)(x+2)^2=0\implies x=-2,1
  2. The integrand is nonnegative on the bounded interval.

    A=∫−21(4−x3−3x2) dx=[4x−x44−x3]−21=274A=\int_{-2}^1(4-x^3-3x^2)\,dx=\left[4x-\frac{x^4}4-x^3\right]_{-2}^1=\frac{27}4

Area 27/4.

Checks and common pitfalls: Tangency gives a repeated intersection root but does not eliminate the bounded region.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Factor the difference.
    x3+3x2−4=(x−1)(x+2)2=0  ⟹  x=−2,1x^3+3x^2-4=(x-1)(x+2)^2=0\implies x=-2,1
  • The integrand is nonnegative on the bounded interval.
    A=∫−21(4−x3−3x2) dx=[4x−x44−x3]−21=274A=\int_{-2}^1(4-x^3-3x^2)\,dx=\left[4x-\frac{x^4}4-x^3\right]_{-2}^1=\frac{27}4

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

10 / Standard#Your turn

Show that the nonvertical line through A is tangent exactly when 9m²−(k−mh)²+4=0.

x29+y24=1,A=(h,k) outside the ellipse\frac{x^2}{9}+\frac{y^2}{4}=1,\quad A=(h,k)\text{ outside the ellipse}

Official paper · jm02-2023 · 3(a)(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
Write the line as y=mx+d with d=k−mh.
Hint 2
Tangency means a double real intersection root.
Worked solution
  1. Substitute and collect the quadratic in x.

    (4+9m2)x2+18mdx+9d2−36=0(4+9m^2)x^2+18mdx+9d^2-36=0
  2. The leading coefficient is positive, and the discriminant is zero exactly under the required condition.

    Δ=144(9m2+4−d2)=0  ⟺  9m2−(k−mh)2+4=0\Delta=144(9m^2+4-d^2)=0\iff9m^2-(k-mh)^2+4=0

The stated condition is necessary and sufficient.

Checks and common pitfalls: This slope form treats only nonvertical tangents; vertical cases require separate handling.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Substitute and collect the quadratic in x.
    (4+9m2)x2+18mdx+9d2−36=0(4+9m^2)x^2+18mdx+9d^2-36=0
  • The leading coefficient is positive, and the discriminant is zero exactly under the required condition.
    Δ=144(9m2+4−d2)=0  ⟺  9m2−(k−mh)2+4=0\Delta=144(9m^2+4-d^2)=0\iff9m^2-(k-mh)^2+4=0

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

11 / Standard#Your turn

For the two roots m₁,m₂ of the slope quadratic, derive their sum and product.

x29+y24=1,A=(h,k) outside the ellipse\frac{x^2}{9}+\frac{y^2}{4}=1,\quad A=(h,k)\text{ outside the ellipse}

Official paper · jm02-2023 · 3(a)(ii) · PDF 5

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

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Expand the tangent condition in powers of m.
Hint 2
Apply Vieta with h²≠9.
Worked solution
  1. Form the genuine quadratic assumed in this subpart.

    (9−h2)m2+2hkm+4−k2=0,h2≠9(9-h^2)m^2+2hkm+4-k^2=0,\quad h^2\ne9
  2. Read the two symmetric functions.

    m1+m2=2hkh2−9,m1m2=k2−4h2−9m_1+m_2=\frac{2hk}{h^2-9},\quad m_1m_2=\frac{k^2-4}{h^2-9}

Sum 2hk/(h²−9); product (k²−4)/(h²−9).

Checks and common pitfalls: When h=±3 the slope equation is not quadratic.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Form the genuine quadratic assumed in this subpart.
    (9−h2)m2+2hkm+4−k2=0,h2≠9(9-h^2)m^2+2hkm+4-k^2=0,\quad h^2\ne9
  • Read the two symmetric functions.
    m1+m2=2hkh2−9,m1m2=k2−4h2−9m_1+m_2=\frac{2hk}{h^2-9},\quad m_1m_2=\frac{k^2-4}{h^2-9}

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

12 / Standard#Your turn

Find the locus of A when its two tangents to the ellipse are perpendicular, including vertical-tangent cases.

x29+y24=1,A=(h,k) outside the ellipse\frac{x^2}{9}+\frac{y^2}{4}=1,\quad A=(h,k)\text{ outside the ellipse}

Official paper · jm02-2023 · 3(b) · PDF 5

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

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
For two finite slopes use m₁m₂=−1.
Hint 2
Add the intersections of vertical and horizontal tangent lines.
Worked solution
  1. The finite-slope case yields a circle.

    k2−4h2−9=−1  ⟹  h2+k2=13\frac{k^2-4}{h^2-9}=-1\implies h^2+k^2=13
  2. The missing cases are the intersections x=±3 and y=±2; all lie on the same circle.

    (h,k)=(±3,±2)(h,k)=(\pm3,\pm2)
  3. Every point of this circle lies outside the ellipse, so no further exclusion is needed.

    h2/9+k2/4≥(h2+k2)/9=13/9>1h^2/9+k^2/4\ge(h^2+k^2)/9=13/9>1

The full circle x²+y²=13.

Checks and common pitfalls: Omitting the vertical cases would leave four unjustified holes.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The finite-slope case yields a circle.
    k2−4h2−9=−1  ⟹  h2+k2=13\frac{k^2-4}{h^2-9}=-1\implies h^2+k^2=13
  • The missing cases are the intersections x=±3 and y=±2; all lie on the same circle.
    (h,k)=(±3,±2)(h,k)=(\pm3,\pm2)
  • Every point of this circle lies outside the ellipse, so no further exclusion is needed.
    h2/9+k2/4≥(h2+k2)/9=13/9>1h^2/9+k^2/4\ge(h^2+k^2)/9=13/9>1

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

13 / Standard#Your turn

At A=(5,4), find the acute angle between the tangents, expressed using arctan.

x29+y24=1,A=(h,k) outside the ellipse\frac{x^2}{9}+\frac{y^2}{4}=1,\quad A=(h,k)\text{ outside the ellipse}

Official paper · jm02-2023 · 3(c) · 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 root sum and product without solving each slope.
Hint 2
The slope difference squared is the sum squared minus four times the product.
Worked solution
  1. Evaluate the symmetric quantities.

    m1+m2=5/2,m1m2=3/4,∣m1−m2∣=13/2m_1+m_2=5/2,\quad m_1m_2=3/4,\quad|m_1-m_2|=\sqrt{13}/2
  2. Use the acute line-angle formula.

    tan⁡α=∣m1−m2∣∣1+m1m2∣=2137  ⟹  α=arctan⁡2137\tan\alpha=\frac{|m_1-m_2|}{|1+m_1m_2|}=\frac{2\sqrt{13}}7\implies\alpha=\arctan\frac{2\sqrt{13}}7

α=arctan(2√13/7).

Checks and common pitfalls: Use the absolute ratio to obtain the angle between unoriented lines.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Evaluate the symmetric quantities.
    m1+m2=5/2,m1m2=3/4,∣m1−m2∣=13/2m_1+m_2=5/2,\quad m_1m_2=3/4,\quad|m_1-m_2|=\sqrt{13}/2
  • Use the acute line-angle formula.
    tan⁡α=∣m1−m2∣∣1+m1m2∣=2137  ⟹  α=arctan⁡2137\tan\alpha=\frac{|m_1-m_2|}{|1+m_1m_2|}=\frac{2\sqrt{13}}7\implies\alpha=\arctan\frac{2\sqrt{13}}7

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

14 / Standard#Your turn

Solve the complex equation.

z−3zˉ+∣z∣=−1+16iz-3\bar z+|z|=-1+16i

Official paper · jm02-2023 · 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
Set z=x+yi and compare imaginary parts first.
Hint 2
Before squaring the real equation, require its right side nonnegative.
Worked solution
  1. Separate the equations.

    4y=16  ⟹  y=4,x2+16=2x−1≥0  ⟹  x≥1/24y=16\implies y=4,\quad\sqrt{x^2+16}=2x-1\ge0\implies x\ge1/2
  2. Square and factor.

    x2+16=(2x−1)2  ⟺  (x−3)(3x+5)=0x^2+16=(2x-1)^2\iff(x-3)(3x+5)=0
  3. Only x=3 satisfies the unsquared equation.

    z=3+4i,∣z∣=5z=3+4i,\quad|z|=5

z=3+4i.

Checks and common pitfalls: The root x=−5/3 introduced by squaring is extraneous.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Separate the equations.
    4y=16  ⟹  y=4,x2+16=2x−1≥0  ⟹  x≥1/24y=16\implies y=4,\quad\sqrt{x^2+16}=2x-1\ge0\implies x\ge1/2
  • Square and factor.
    x2+16=(2x−1)2  ⟺  (x−3)(3x+5)=0x^2+16=(2x-1)^2\iff(x-3)(3x+5)=0
  • Only x=3 satisfies the unsquared equation.
    z=3+4i,∣z∣=5z=3+4i,\quad|z|=5

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

15 / Standard#Your turn

Use De Moivre to derive the sine, cosine and tangent triple-angle formulae.

Official paper · jm02-2023 · 4(b)(i) · PDF 6

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

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Expand (cosθ+i sinθ)³.
Hint 2
Compare real and imaginary parts, then divide where defined.
Worked solution
  1. Equate the expansion to cis(3θ).

    cos⁡3θ+isin⁡3θ=(cos⁡3θ−3cos⁡θsin⁡2θ)+i(3cos⁡2θsin⁡θ−sin⁡3θ)\cos3\theta+i\sin3\theta=(\cos^3\theta-3\cos\theta\sin^2\theta)+i(3\cos^2\theta\sin\theta-\sin^3\theta)
  2. Thus each component supplies its respective formula.

    cos⁡3θ=cos⁡3θ−3cos⁡θsin⁡2θ,sin⁡3θ=3cos⁡2θsin⁡θ−sin⁡3θ\cos3\theta=\cos^3\theta-3\cos\theta\sin^2\theta,\quad\sin3\theta=3\cos^2\theta\sin\theta-\sin^3\theta
  3. For cosθ≠0 and cos3θ≠0, divide by cos³θ.

    tan⁡3θ=3tan⁡θ−tan⁡3θ1−3tan⁡2θ\tan3\theta=\frac{3\tan\theta-\tan^3\theta}{1-3\tan^2\theta}

The sine/cosine identities hold for all θ; the tangent identity requires defined denominators.

Checks and common pitfalls: The tangent formula cannot be used when 1−3tan²θ=0.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Equate the expansion to cis(3θ).
    cos⁡3θ+isin⁡3θ=(cos⁡3θ−3cos⁡θsin⁡2θ)+i(3cos⁡2θsin⁡θ−sin⁡3θ)\cos3\theta+i\sin3\theta=(\cos^3\theta-3\cos\theta\sin^2\theta)+i(3\cos^2\theta\sin\theta-\sin^3\theta)
  • Thus each component supplies its respective formula.
    cos⁡3θ=cos⁡3θ−3cos⁡θsin⁡2θ,sin⁡3θ=3cos⁡2θsin⁡θ−sin⁡3θ\cos3\theta=\cos^3\theta-3\cos\theta\sin^2\theta,\quad\sin3\theta=3\cos^2\theta\sin\theta-\sin^3\theta
  • For cosθ≠0 and cos3θ≠0, divide by cos³θ.
    tan⁡3θ=3tan⁡θ−tan⁡3θ1−3tan⁡2θ\tan3\theta=\frac{3\tan\theta-\tan^3\theta}{1-3\tan^2\theta}

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

16 / Standard#Your turn

Solve the cubic with roots expressed as tangents.

x3−33x2−3x+3=0x^3-3\sqrt3x^2-3x+\sqrt3=0

Official paper · jm02-2023 · 4(b)(ii) · PDF 6

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

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Set x=tanθ with −π/2<θ<π/2.
Hint 2
Match the triple-angle tangent ratio to √3.
Worked solution
  1. The potential denominator zeros x=±1/√3 are not roots of the cubic, so division is valid.

    3x−x31−3x2=3  ⟺  tan⁡3θ=3\frac{3x-x^3}{1-3x^2}=\sqrt3\iff\tan3\theta=\sqrt3
  2. Solve and restrict θ to its selected interval.

    θ=π/9+nπ/3  ⟹  θ=−2π/9,π/9,4π/9\theta=\pi/9+n\pi/3\implies\theta=-2\pi/9,\pi/9,4\pi/9
  3. Transform back to all three real roots.

    x=tan⁡(−2π/9), tan⁡(π/9), tan⁡(4π/9)x=\tan(-2\pi/9),\ \tan(\pi/9),\ \tan(4\pi/9)

tan(−2π/9), tan(π/9), tan(4π/9).

Checks and common pitfalls: Taking only the principal arctangent of √3 would miss two cubic roots.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The potential denominator zeros x=±1/√3 are not roots of the cubic, so division is valid.
    3x−x31−3x2=3  ⟺  tan⁡3θ=3\frac{3x-x^3}{1-3x^2}=\sqrt3\iff\tan3\theta=\sqrt3
  • Solve and restrict θ to its selected interval.
    θ=π/9+nπ/3  ⟹  θ=−2π/9,π/9,4π/9\theta=\pi/9+n\pi/3\implies\theta=-2\pi/9,\pi/9,4\pi/9
  • Transform back to all three real roots.
    x=tan⁡(−2π/9), tan⁡(π/9), tan⁡(4π/9)x=\tan(-2\pi/9),\ \tan(\pi/9),\ \tan(4\pi/9)

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

17 / Standard#Your turn

Derive the two difference-to-product identities from the angle addition and subtraction formulae.

sin⁡x−sin⁡y=2cos⁡x+y2sin⁡x−y2,cos⁡x−cos⁡y=−2sin⁡x+y2sin⁡x−y2\sin x-\sin y=2\cos\frac{x+y}2\sin\frac{x-y}2,\quad\cos x-\cos y=-2\sin\frac{x+y}2\sin\frac{x-y}2

Official paper · jm02-2023 · 5(a)(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
Set u=(x+y)/2 and v=(x−y)/2.
Hint 2
Subtract the expansions at u+v and u−v.
Worked solution
  1. For sine, the sin u cos v terms cancel.

    sin⁡(u+v)−sin⁡(u−v)=2cos⁡usin⁡v\sin(u+v)-\sin(u-v)=2\cos u\sin v
  2. For cosine, the cos u cos v terms cancel. Substitute u,v back.

    cos⁡(u+v)−cos⁡(u−v)=−2sin⁡usin⁡v\cos(u+v)-\cos(u-v)=-2\sin u\sin v

Both identities follow by addition-formula cancellation.

Checks and common pitfalls: The cosine difference identity has a leading minus sign.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • For sine, the sin u cos v terms cancel.
    sin⁡(u+v)−sin⁡(u−v)=2cos⁡usin⁡v\sin(u+v)-\sin(u-v)=2\cos u\sin v
  • For cosine, the cos u cos v terms cancel. Substitute u,v back.
    cos⁡(u+v)−cos⁡(u−v)=−2sin⁡usin⁡v\cos(u+v)-\cos(u-v)=-2\sin u\sin v

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

18 / Standard#Your turn

Prove D=−4sinθ sin2θ sin3θ.

D=∣111sin⁡2θsin⁡4θsin⁡8θcos⁡2θcos⁡4θcos⁡8θ∣D=\begin{vmatrix}1&1&1\\\sin2\theta&\sin4\theta&\sin8\theta\\\cos2\theta&\cos4\theta&\cos8\theta\end{vmatrix}

Official paper · jm02-2023 · 5(a)(ii) · 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 column 1 from columns 2 and 3.
Hint 2
Apply the identities from part (i) to the resulting differences.
Worked solution
  1. Expand along the simplified first row.

    D=∣sin⁡4θ−sin⁡2θsin⁡8θ−sin⁡2θcos⁡4θ−cos⁡2θcos⁡8θ−cos⁡2θ∣D=\begin{vmatrix}\sin4\theta-\sin2\theta&\sin8\theta-\sin2\theta\\\cos4\theta-\cos2\theta&\cos8\theta-\cos2\theta\end{vmatrix}
  2. Extract the common sine factors from the columns.

    D=4sin⁡θsin⁡3θ∣cos⁡3θcos⁡5θ−sin⁡3θ−sin⁡5θ∣D=4\sin\theta\sin3\theta\begin{vmatrix}\cos3\theta&\cos5\theta\\-\sin3\theta&-\sin5\theta\end{vmatrix}
  3. The remaining determinant is −sin(5θ−3θ).

    D=−4sin⁡θsin⁡3θsin⁡2θD=-4\sin\theta\sin3\theta\sin2\theta

D=−4sinθ sin2θ sin3θ.

Checks and common pitfalls: Column subtraction leaves a determinant unchanged; swapping columns would change its sign.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Expand along the simplified first row.
    D=∣sin⁡4θ−sin⁡2θsin⁡8θ−sin⁡2θcos⁡4θ−cos⁡2θcos⁡8θ−cos⁡2θ∣D=\begin{vmatrix}\sin4\theta-\sin2\theta&\sin8\theta-\sin2\theta\\\cos4\theta-\cos2\theta&\cos8\theta-\cos2\theta\end{vmatrix}
  • Extract the common sine factors from the columns.
    D=4sin⁡θsin⁡3θ∣cos⁡3θcos⁡5θ−sin⁡3θ−sin⁡5θ∣D=4\sin\theta\sin3\theta\begin{vmatrix}\cos3\theta&\cos5\theta\\-\sin3\theta&-\sin5\theta\end{vmatrix}
  • The remaining determinant is −sin(5θ−3θ).
    D=−4sin⁡θsin⁡3θsin⁡2θD=-4\sin\theta\sin3\theta\sin2\theta

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

19 / Standard#Your turn

For 0≤θ≤π/2, the displayed system has more than one solution. Find θ and its full solution.

{x+y+z=6(sin⁡2θ)x+(sin⁡4θ)y+(sin⁡8θ)z=3(cos⁡2θ)x+(cos⁡4θ)y+(cos⁡8θ)z=−3\begin{cases}x+y+z=6\\(\sin2\theta)x+(\sin4\theta)y+(\sin8\theta)z=\sqrt3\\(\cos2\theta)x+(\cos4\theta)y+(\cos8\theta)z=-3\end{cases}

Official paper · jm02-2023 · 5(b) · PDF 7

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

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Nonuniqueness forces the determinant in part (a) to vanish.
Hint 2
Test consistency at each possible θ.
Worked solution
  1. Find the candidate angles.

    sin⁡θsin⁡2θsin⁡3θ=0  ⟹  θ=0,π/3,π/2\sin\theta\sin2\theta\sin3\theta=0\implies\theta=0,\pi/3,\pi/2
  2. At 0 and π/2 the second equation becomes 0=√3, so both are impossible.

  3. At π/3 the cosine equation is dependent; the other two equations give y=2 and x+z=4.

    x+y+z=6,x−y+z=2  ⟹  (x,y,z)=(4−t,2,t),t∈Rx+y+z=6,\quad x-y+z=2\implies(x,y,z)=(4-t,2,t),\quad t\in\mathbb R

θ=π/3; (x,y,z)=(4−t,2,t), t∈ℝ.

Checks and common pitfalls: A zero determinant is necessary but consistency must still be checked.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Find the candidate angles.
    sin⁡θsin⁡2θsin⁡3θ=0  ⟹  θ=0,π/3,π/2\sin\theta\sin2\theta\sin3\theta=0\implies\theta=0,\pi/3,\pi/2
  • At 0 and π/2 the second equation becomes 0=√3, so both are impossible.
  • At π/3 the cosine equation is dependent; the other two equations give y=2 and x+z=4.
    x+y+z=6,x−y+z=2  ⟹  (x,y,z)=(4−t,2,t),t∈Rx+y+z=6,\quad x-y+z=2\implies(x,y,z)=(4-t,2,t),\quad t\in\mathbb R

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

Focus on one question

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