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2024 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

2024 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

A,B,C,D are coplanar as in the official diagram, with B and D on opposite sides of AC. ABC is equilateral; PAD is right isosceles at A; ∠PAC=π/2, ∠PCA=π/6, PA=1 and CD=2. Prove DA⊥PC.

Official paper · jm02-2024 · 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
Find AC from right triangle PAC.
Hint 2
Prove DA perpendicular to two intersecting lines in plane APC.
Worked solution
  1. Calculate AC and AD.

    AC=PA/tan⁡(π/6)=3,AD=PA=1AC=PA/\tan(\pi/6)=\sqrt3,\quad AD=PA=1
  2. The converse of Pythagoras gives DA⊥AC.

    AD2+AC2=1+3=4=DC2AD^2+AC^2=1+3=4=DC^2
  3. Also DA⊥AP since PAD is right at A; therefore DA⊥plane APC, hence DA⊥PC.

DA⊥PC.

Checks and common pitfalls: Perpendicularity to just one line does not establish perpendicularity to a plane.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Calculate AC and AD.
    AC=PA/tan⁡(π/6)=3,AD=PA=1AC=PA/\tan(\pi/6)=\sqrt3,\quad AD=PA=1
  • The converse of Pythagoras gives DA⊥AC.
    AD2+AC2=1+3=4=DC2AD^2+AC^2=1+3=4=DC^2
  • Also DA⊥AP since PAD is right at A; therefore DA⊥plane APC, hence DA⊥PC.

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

02 / Standard#Your turn

A,B,C,D are coplanar as in the official diagram, with B and D on opposite sides of AC. ABC is equilateral; PAD is right isosceles at A; ∠PAC=π/2, ∠PCA=π/6, PA=1 and CD=2. Find the volume of PBCD.

Official paper · jm02-2024 · 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
PA is perpendicular to the base plane because it is perpendicular to AC and AD.
Hint 2
Add the adjacent angles DCA and ACB.
Worked solution
  1. The base triangle is right at C.

    sin⁡∠DCA=1/2  ⟹  ∠DCA=π/6,∠DCB=π/6+π/3=π/2\sin\angle DCA=1/2\implies\angle DCA=\pi/6,\quad\angle DCB=\pi/6+\pi/3=\pi/2
  2. Use base area and perpendicular height.

    [BCD]=12(2)(3)=3,V=13[BCD] PA=33[BCD]=\frac12(2)(\sqrt3)=\sqrt3,\quad V=\frac13[BCD]\,PA=\frac{\sqrt3}3

Volume √3/3.

Checks and common pitfalls: The relative positions in the diagram determine that the two angles add.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The base triangle is right at C.
    sin⁡∠DCA=1/2  ⟹  ∠DCA=π/6,∠DCB=π/6+π/3=π/2\sin\angle DCA=1/2\implies\angle DCA=\pi/6,\quad\angle DCB=\pi/6+\pi/3=\pi/2
  • Use base area and perpendicular height.
    [BCD]=12(2)(3)=3,V=13[BCD] PA=33[BCD]=\frac12(2)(\sqrt3)=\sqrt3,\quad V=\frac13[BCD]\,PA=\frac{\sqrt3}3

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

03 / Standard#Your turn

A,B,C,D are coplanar as in the official diagram, with B and D on opposite sides of AC. ABC is equilateral; PAD is right isosceles at A; ∠PAC=π/2, ∠PCA=π/6, PA=1 and CD=2. Find the cosine of the dihedral angle between APD and CPD.

Official paper · jm02-2024 · 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 M be the midpoint of their common edge PD.
Hint 2
AM and CM are both perpendicular to PD.
Worked solution
  1. The equal sides in each triangle make its median an altitude.

    PA=DA=1,PC=1+3=2=DC,AM⊥PD, CM⊥PDPA=DA=1,\quad PC=\sqrt{1+3}=2=DC,\quad AM\perp PD,\ CM\perp PD
  2. Compute lengths using right triangles.

    PD=2,AM=22,CM=4−1/2=142PD=\sqrt2,\quad AM=\frac{\sqrt2}2,\quad CM=\sqrt{4-1/2}=\frac{\sqrt{14}}2
  3. Use the cosine rule in AMC.

    cos⁡∠AMC=AM2+CM2−AC22AM CM=1/2+7/2−37=77\cos\angle AMC=\frac{AM^2+CM^2-AC^2}{2AM\,CM}=\frac{1/2+7/2-3}{\sqrt7}=\frac{\sqrt7}7

Cosine √7/7.

Checks and common pitfalls: Use the plane angle perpendicular to the common edge, not an arbitrary face angle.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The equal sides in each triangle make its median an altitude.
    PA=DA=1,PC=1+3=2=DC,AM⊥PD, CM⊥PDPA=DA=1,\quad PC=\sqrt{1+3}=2=DC,\quad AM\perp PD,\ CM\perp PD
  • Compute lengths using right triangles.
    PD=2,AM=22,CM=4−1/2=142PD=\sqrt2,\quad AM=\frac{\sqrt2}2,\quad CM=\sqrt{4-1/2}=\frac{\sqrt{14}}2
  • Use the cosine rule in AMC.
    cos⁡∠AMC=AM2+CM2−AC22AM CM=1/2+7/2−37=77\cos\angle AMC=\frac{AM^2+CM^2-AC^2}{2AM\,CM}=\frac{1/2+7/2-3}{\sqrt7}=\frac{\sqrt7}7

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

04 / Standard#Your turn

A right cone has slant height 1 m and base radius x m. Derive V²(x) and its radius domain.

Official paper · jm02-2024 · 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
Relate height and radius by Pythagoras.
Hint 2
Square the cone volume formula.
Worked solution
  1. The height is the nonnegative square root.

    h=1−x2,0≤x≤1h=\sqrt{1-x^2},\quad0\le x\le1
  2. Substitute into the volume and square.

    V=π3x2h  ⟹  V2=π29(x4−x6)V=\frac\pi3x^2h\implies V^2=\frac{\pi^2}{9}(x^4-x^6)

V²=π²(x⁴−x⁶)/9, 0≤x≤1.

Checks and common pitfalls: The endpoints describe degenerate cones and are included for the closed model.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The height is the nonnegative square root.
    h=1−x2,0≤x≤1h=\sqrt{1-x^2},\quad0\le x\le1
  • Substitute into the volume and square.
    V=π3x2h  ⟹  V2=π29(x4−x6)V=\frac\pi3x^2h\implies V^2=\frac{\pi^2}{9}(x^4-x^6)

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

05 / Standard#Your turn

Find all local extreme values of V² on 0<x<1.

V(x)=π3x21−x2,0≤x≤1V(x)=\frac\pi3x^2\sqrt{1-x^2},\quad0\le x\le1

Official paper · jm02-2024 · 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
Differentiate the polynomial V², not the square-root volume.
Hint 2
Check derivative signs at the interior stationary point.
Worked solution
  1. The only interior stationary point is √(2/3).

    (V2)′=2π29x3(2−3x2)=0  ⟹  x=63(V^2)'=\frac{2\pi^2}{9}x^3(2-3x^2)=0\implies x=\frac{\sqrt6}3
  2. Its derivative changes from positive to negative. There is no interior local minimum.

    V2(6/3)=π29(49−827)=4π2243V^2(\sqrt6/3)=\frac{\pi^2}9\left(\frac49-\frac8{27}\right)=\frac{4\pi^2}{243}

Local maximum 4π²/243 at x=√6/3; no local minimum on (0,1).

Checks and common pitfalls: Do not count endpoint minima in an explicitly open interval.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The only interior stationary point is √(2/3).
    (V2)′=2π29x3(2−3x2)=0  ⟹  x=63(V^2)'=\frac{2\pi^2}{9}x^3(2-3x^2)=0\implies x=\frac{\sqrt6}3
  • Its derivative changes from positive to negative. There is no interior local minimum.
    V2(6/3)=π29(49−827)=4π2243V^2(\sqrt6/3)=\frac{\pi^2}9\left(\frac49-\frac8{27}\right)=\frac{4\pi^2}{243}

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

06 / Standard#Your turn

Find the inflection point of V² within its radius domain.

V(x)=π3x21−x2,0≤x≤1V(x)=\frac\pi3x^2\sqrt{1-x^2},\quad0\le x\le1

Official paper · jm02-2024 · 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
Differentiate V² twice.
Hint 2
Require a change of concavity on both sides.
Worked solution
  1. Solve the interior second-derivative equation.

    (V2)′′=2π23x2(2−5x2),x=2/5=105(V^2)''=\frac{2\pi^2}3x^2(2-5x^2),\quad x=\sqrt{2/5}=\frac{\sqrt{10}}5
  2. Concavity changes from up to down; evaluate the ordinate.

    V2(2/5)=π29(425−8125)=4π2375V^2(\sqrt{2/5})=\frac{\pi^2}9\left(\frac4{25}-\frac8{125}\right)=\frac{4\pi^2}{375}

Inflection point (√10/5,4π²/375).

Checks and common pitfalls: x=0 is a boundary and is not an inflection point of this radius-domain curve.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Solve the interior second-derivative equation.
    (V2)′′=2π23x2(2−5x2),x=2/5=105(V^2)''=\frac{2\pi^2}3x^2(2-5x^2),\quad x=\sqrt{2/5}=\frac{\sqrt{10}}5
  • Concavity changes from up to down; evaluate the ordinate.
    V2(2/5)=π29(425−8125)=4π2375V^2(\sqrt{2/5})=\frac{\pi^2}9\left(\frac4{25}-\frac8{125}\right)=\frac{4\pi^2}{375}

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

07 / Standard#Your turn

Sketch y=V²(x) on the radius domain using the extrema and inflection.

V(x)=π3x21−x2,0≤x≤1V(x)=\frac\pi3x^2\sqrt{1-x^2},\quad0\le x\le1

Official paper · jm02-2024 · 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 (0,0) and (1,0).
Hint 2
The inflection occurs before the maximum.
Worked solution
  1. The graph starts flat at zero, rises to its maximum and falls to zero.

    0<2/5<2/3<10<\sqrt{2/5}<\sqrt{2/3}<1
  2. It is concave up before √(2/5) and concave down afterwards.

    max⁡y=4π2/243,y(0)=y(1)=0\max y=4\pi^2/243,\quad y(0)=y(1)=0
2024 JM02 2(a)(iv): y=V²(x), 0≤x≤100.20.40.60.8100.050.10.150.2(0,0)(1,0)max: 4π²/243inflection2024 JM02 2(a)(iv): y=V²(x), 0≤x≤1

The plot shows the full domain, maximum, and inflection.

Checks and common pitfalls: The vertical coordinate is volume squared, not volume.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The graph starts flat at zero, rises to its maximum and falls to zero.
    0<2/5<2/3<10<\sqrt{2/5}<\sqrt{2/3}<1
  • It is concave up before √(2/5) and concave down afterwards.
    max⁡y=4π2/243,y(0)=y(1)=0\max y=4\pi^2/243,\quad y(0)=y(1)=0

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

08 / Standard#Your turn

Find the maximum possible cone volume.

V(x)=π3x21−x2,0≤x≤1V(x)=\frac\pi3x^2\sqrt{1-x^2},\quad0\le x\le1

Official paper · jm02-2024 · 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
Volume is nonnegative.
Hint 2
Take the positive square root of the maximum of V².
Worked solution
  1. Both endpoint volumes vanish and the interior maximum is larger.

    max⁡V2=4π2/243\max V^2=4\pi^2/243
  2. Recover volume with cubic-metre units.

    Vmax⁡=4π2243=23π27 m3V_{\max}=\sqrt{\frac{4\pi^2}{243}}=\frac{2\sqrt3\pi}{27}\ \mathrm{m}^3

Maximum volume 2√3π/27 m³.

Checks and common pitfalls: Do not report the squared-volume maximum as a volume.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Both endpoint volumes vanish and the interior maximum is larger.
    max⁡V2=4π2/243\max V^2=4\pi^2/243
  • Recover volume with cubic-metre units.
    Vmax⁡=4π2243=23π27 m3V_{\max}=\sqrt{\frac{4\pi^2}{243}}=\frac{2\sqrt3\pi}{27}\ \mathrm{m}^3

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

09 / Standard#Your turn

In the first quadrant, the region bounded by y=x, y=x²/k and y=x²/(2k) has area 1, with k>0. Find k.

Official paper · jm02-2024 · 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
The line meets the parabolas again at x=k and x=2k.
Hint 2
The upper boundary changes at x=k.
Worked solution
  1. Split the area into two integrals.

    A=∫0k(x2k−x22k)dx+∫k2k(x−x22k)dxA=\int_0^k\left(\frac{x^2}k-\frac{x^2}{2k}\right)dx+\int_k^{2k}\left(x-\frac{x^2}{2k}\right)dx
  2. Evaluate and retain the positive parameter.

    A=k26+k23=k22=1  ⟹  k=2A=\frac{k^2}6+\frac{k^2}3=\frac{k^2}2=1\implies k=\sqrt2

k=√2.

Checks and common pitfalls: Integrating one fixed pair of curves over the whole range gives the wrong region.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Split the area into two integrals.
    A=∫0k(x2k−x22k)dx+∫k2k(x−x22k)dxA=\int_0^k\left(\frac{x^2}k-\frac{x^2}{2k}\right)dx+\int_k^{2k}\left(x-\frac{x^2}{2k}\right)dx
  • Evaluate and retain the positive parameter.
    A=k26+k23=k22=1  ⟹  k=2A=\frac{k^2}6+\frac{k^2}3=\frac{k^2}2=1\implies k=\sqrt2

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

10 / Standard#Your turn

Show the equation satisfied by the abscissae of the two intersections.

H:x2−y24=1,L:y=m(x−5)H:x^2-\frac{y^2}{4}=1,\quad L:y=m(x-\sqrt5)

Official paper · jm02-2024 · 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 y from the line into the hyperbola.
Hint 2
Expand (x−√5)² and collect terms.
Worked solution
  1. Clear the denominator after substitution.

    4x2−m2(x−5)2=44x^2-m^2(x-\sqrt5)^2=4
  2. Collect and reverse the signs.

    (m2−4)x2−25m2x+5m2+4=0(m^2-4)x^2-2\sqrt5m^2x+5m^2+4=0

(m²−4)x²−2√5m²x+5m²+4=0.

Checks and common pitfalls: Keep the cross term −2√5x in the square.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Clear the denominator after substitution.
    4x2−m2(x−5)2=44x^2-m^2(x-\sqrt5)^2=4
  • Collect and reverse the signs.
    (m2−4)x2−25m2x+5m2+4=0(m^2-4)x^2-2\sqrt5m^2x+5m^2+4=0

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

11 / Standard#Your turn

Find all real slopes m giving two distinct intersections.

H:x2−y24=1,L:y=m(x−5)H:x^2-\frac{y^2}{4}=1,\quad L:y=m(x-\sqrt5)

Official paper · jm02-2024 · 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
A genuine quadratic requires m²−4≠0.
Hint 2
Then test a strictly positive discriminant.
Worked solution
  1. Calculate the discriminant.

    Δ=20m4−4(m2−4)(5m2+4)=64(m2+1)>0\Delta=20m^4-4(m^2-4)(5m^2+4)=64(m^2+1)>0
  2. Only the degenerate leading-coefficient values are excluded.

    m∈R∖{−2,2}m\in\mathbb R\setminus\{-2,2\}

All real m except ±2.

Checks and common pitfalls: A positive discriminant alone is insufficient when the equation becomes linear.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Calculate the discriminant.
    Δ=20m4−4(m2−4)(5m2+4)=64(m2+1)>0\Delta=20m^4-4(m^2-4)(5m^2+4)=64(m^2+1)>0
  • Only the degenerate leading-coefficient values are excluded.
    m∈R∖{−2,2}m\in\mathbb R\setminus\{-2,2\}

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

12 / Standard#Your turn

Find slopes for which OA⊥OB, where A,B are the intersections and O is the origin.

H:x2−y24=1,L:y=m(x−5)H:x^2-\frac{y^2}{4}=1,\quad L:y=m(x-\sqrt5)

Official paper · jm02-2024 · 3(c) · 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 the root sum and product from part (a).
Hint 2
Set the position-vector dot product equal to zero.
Worked solution
  1. Read Vieta’s formulae.

    s=x1+x2=25m2m2−4,p=x1x2=5m2+4m2−4s=x_1+x_2=\frac{2\sqrt5m^2}{m^2-4},\quad p=x_1x_2=\frac{5m^2+4}{m^2-4}
  2. Expand the dot product and substitute.

    0=p+m2(p−5s+5)=4−11m2m2−40=p+m^2(p-\sqrt5s+5)=\frac{4-11m^2}{m^2-4}
  3. Solve and check the excluded values.

    m=±211=±21111≠±2m=\pm\frac2{\sqrt{11}}=\pm\frac{2\sqrt{11}}{11}\ne\pm2

m=±2√11/11.

Checks and common pitfalls: The denominator restriction m≠±2 remains in force.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Read Vieta’s formulae.
    s=x1+x2=25m2m2−4,p=x1x2=5m2+4m2−4s=x_1+x_2=\frac{2\sqrt5m^2}{m^2-4},\quad p=x_1x_2=\frac{5m^2+4}{m^2-4}
  • Expand the dot product and substitute.
    0=p+m2(p−5s+5)=4−11m2m2−40=p+m^2(p-\sqrt5s+5)=\frac{4-11m^2}{m^2-4}
  • Solve and check the excluded values.
    m=±211=±21111≠±2m=\pm\frac2{\sqrt{11}}=\pm\frac{2\sqrt{11}}{11}\ne\pm2

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

13 / Standard#Your turn

When m=√5, find the area of triangle AOB.

H:x2−y24=1,L:y=m(x−5)H:x^2-\frac{y^2}{4}=1,\quad L:y=m(x-\sqrt5)

Official paper · jm02-2024 · 3(d) · PDF 5

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

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Find |x₁−x₂| from the root sum and product.
Hint 2
Use half the absolute coordinate determinant for area.
Worked solution
  1. Calculate the root separation.

    x1+x2=105,x1x2=29,∣x1−x2∣=500−116=86x_1+x_2=10\sqrt5,\quad x_1x_2=29,\quad|x_1-x_2|=\sqrt{500-116}=8\sqrt6
  2. Use y=√5x−5 in the determinant.

    [AOB]=12∣x1y2−x2y1∣=52∣x2−x1∣=206[AOB]=\frac12|x_1y_2-x_2y_1|=\frac52|x_2-x_1|=20\sqrt6

Area 20√6.

Checks and common pitfalls: Area uses the absolute determinant, regardless of vertex ordering.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Calculate the root separation.
    x1+x2=105,x1x2=29,∣x1−x2∣=500−116=86x_1+x_2=10\sqrt5,\quad x_1x_2=29,\quad|x_1-x_2|=\sqrt{500-116}=8\sqrt6
  • Use y=√5x−5 in the determinant.
    [AOB]=12∣x1y2−x2y1∣=52∣x2−x1∣=206[AOB]=\frac12|x_1y_2-x_2y_1|=\frac52|x_2-x_1|=20\sqrt6

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

14 / Standard#Your turn

Express the quotient in polar form with principal argument −π<θ≤π.

z=3+i1+iz=\frac{\sqrt3+i}{1+i}

Official paper · jm02-2024 · 4(a)(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
Find modulus and argument of numerator and denominator.
Hint 2
Divide moduli and subtract arguments.
Worked solution
  1. Write the two numbers in polar form.

    3+i=2cis⁡(π/6),1+i=2cis⁡(π/4)\sqrt3+i=2\operatorname{cis}(\pi/6),\quad1+i=\sqrt2\operatorname{cis}(\pi/4)
  2. The resulting argument is already principal.

    z=2[cos⁡(−π/12)+isin⁡(−π/12)]z=\sqrt2[\cos(-\pi/12)+i\sin(-\pi/12)]

Modulus √2, principal argument −π/12.

Checks and common pitfalls: Arguments subtract under division.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Write the two numbers in polar form.
    3+i=2cis⁡(π/6),1+i=2cis⁡(π/4)\sqrt3+i=2\operatorname{cis}(\pi/6),\quad1+i=\sqrt2\operatorname{cis}(\pi/4)
  • The resulting argument is already principal.
    z=2[cos⁡(−π/12)+isin⁡(−π/12)]z=\sqrt2[\cos(-\pi/12)+i\sin(-\pi/12)]

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

15 / Standard#Your turn

Find z²⁶ in Cartesian form.

z=3+i1+iz=\frac{\sqrt3+i}{1+i}

Official paper · jm02-2024 · 4(a)(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
Raise the modulus to 26 and multiply the argument by 26.
Hint 2
Reduce −13π/6 modulo 2π.
Worked solution
  1. Apply De Moivre’s theorem.

    z26=213cis⁡(−13π/6)=213cis⁡(−π/6)z^{26}=2^{13}\operatorname{cis}(-13\pi/6)=2^{13}\operatorname{cis}(-\pi/6)
  2. Evaluate the exact trigonometric values.

    z26=2123−212iz^{26}=2^{12}\sqrt3-2^{12}i

4096√3−4096i.

Checks and common pitfalls: The modulus is (√2)²⁶=2¹³, not 2²⁶.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Apply De Moivre’s theorem.
    z26=213cis⁡(−13π/6)=213cis⁡(−π/6)z^{26}=2^{13}\operatorname{cis}(-13\pi/6)=2^{13}\operatorname{cis}(-\pi/6)
  • Evaluate the exact trigonometric values.
    z26=2123−212iz^{26}=2^{12}\sqrt3-2^{12}i

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

16 / Standard#Your turn

For ω=cosα+i sinα, prove the cosine/sine power formulae and deduce the displayed product identity.

cos⁡nα=ωn+ω−n2,sin⁡nα=ωn−ω−n2i;sin⁡2αcos⁡3α=2cos⁡α−cos⁡3α−cos⁡5α16\cos n\alpha=\frac{\omega^n+\omega^{-n}}2,\quad\sin n\alpha=\frac{\omega^n-\omega^{-n}}{2i};\quad\sin^2\alpha\cos^3\alpha=\frac{2\cos\alpha-\cos3\alpha-\cos5\alpha}{16}

Official paper · jm02-2024 · 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 De Moivre for positive and negative powers.
Hint 2
Expand (ω−ω⁻¹)²(ω+ω⁻¹)³ and group conjugate powers.
Worked solution
  1. The two powers have equal real parts and opposite imaginary parts.

    ω±n=cos⁡nα±isin⁡nα\omega^{\pm n}=\cos n\alpha\pm i\sin n\alpha
  2. Adding and subtracting proves both requested formulae.

    ωn+ω−n=2cos⁡nα,ωn−ω−n=2isin⁡nα\omega^n+\omega^{-n}=2\cos n\alpha,\quad\omega^n-\omega^{-n}=2i\sin n\alpha
  3. Expand the product using those formulae.

    sin⁡2αcos⁡3α=−132(ω2−2+ω−2)(ω3+3ω+3ω−1+ω−3)\sin^2\alpha\cos^3\alpha=-\frac1{32}(\omega^2-2+\omega^{-2})(\omega^3+3\omega+3\omega^{-1}+\omega^{-3})
  4. Collect symmetric powers and convert back to cosine.

    =−132[(ω5+ω−5)+(ω3+ω−3)−2(ω+ω−1)]=2cos⁡α−cos⁡3α−cos⁡5α16=-\frac1{32}\big[(\omega^5+\omega^{-5})+(\omega^3+\omega^{-3})-2(\omega+\omega^{-1})\big]=\frac{2\cos\alpha-\cos3\alpha-\cos5\alpha}{16}

Both power formulae and the product identity follow.

Checks and common pitfalls: The symmetric first-power pair is ω+ω⁻¹, which converts to 2cosα.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The two powers have equal real parts and opposite imaginary parts.
    ω±n=cos⁡nα±isin⁡nα\omega^{\pm n}=\cos n\alpha\pm i\sin n\alpha
  • Adding and subtracting proves both requested formulae.
    ωn+ω−n=2cos⁡nα,ωn−ω−n=2isin⁡nα\omega^n+\omega^{-n}=2\cos n\alpha,\quad\omega^n-\omega^{-n}=2i\sin n\alpha
  • Expand the product using those formulae.
    sin⁡2αcos⁡3α=−132(ω2−2+ω−2)(ω3+3ω+3ω−1+ω−3)\sin^2\alpha\cos^3\alpha=-\frac1{32}(\omega^2-2+\omega^{-2})(\omega^3+3\omega+3\omega^{-1}+\omega^{-3})
  • Collect symmetric powers and convert back to cosine.
    =−132[(ω5+ω−5)+(ω3+ω−3)−2(ω+ω−1)]=2cos⁡α−cos⁡3α−cos⁡5α16=-\frac1{32}\big[(\omega^5+\omega^{-5})+(\omega^3+\omega^{-3})-2(\omega+\omega^{-1})\big]=\frac{2\cos\alpha-\cos3\alpha-\cos5\alpha}{16}

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

17 / Standard#Your turn

Find all real solutions.

2cos⁡α−cos⁡3α−cos⁡5α=02\cos\alpha-\cos3\alpha-\cos5\alpha=0

Official paper · jm02-2024 · 4(c) · 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 the product identity from part (b).
Hint 2
A product is zero when at least one factor is zero.
Worked solution
  1. Reduce to sine and cosine zeros.

    16sin⁡2αcos⁡3α=0  ⟺  sin⁡α=0 or cos⁡α=016\sin^2\alpha\cos^3\alpha=0\iff\sin\alpha=0\ \text{or}\ \cos\alpha=0
  2. Merge the two families.

    α=kπ or α=π/2+kπ  ⟺  α=nπ/2, n∈Z\alpha=k\pi\ \text{or}\ \alpha=\pi/2+k\pi\iff\alpha=n\pi/2,\ n\in\mathbb Z

α=nπ/2, n∈ℤ.

Checks and common pitfalls: Dividing by sine or cosine would discard a whole solution family.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Reduce to sine and cosine zeros.
    16sin⁡2αcos⁡3α=0  ⟺  sin⁡α=0 or cos⁡α=016\sin^2\alpha\cos^3\alpha=0\iff\sin\alpha=0\ \text{or}\ \cos\alpha=0
  • Merge the two families.
    α=kπ or α=π/2+kπ  ⟺  α=nπ/2, n∈Z\alpha=k\pi\ \text{or}\ \alpha=\pi/2+k\pi\iff\alpha=n\pi/2,\ n\in\mathbb Z

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

18 / Standard#Your turn

Factor the determinant.

D=∣abcb+cc+aa+b1+b1+c1+a∣D=\begin{vmatrix}a&b&c\\b+c&c+a&a+b\\1+b&1+c&1+a\end{vmatrix}

Official paper · jm02-2024 · 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
Add row 1 to row 2.
Hint 2
Factor a+b+c and then subtract column 1 from columns 2 and 3.
Worked solution
  1. The second row becomes constant.

    D=(a+b+c)∣abc1111+b1+c1+a∣D=(a+b+c)\begin{vmatrix}a&b&c\\1&1&1\\1+b&1+c&1+a\end{vmatrix}
  2. Column differences make expansion along row 2 simple.

    D=−(a+b+c)∣b−ac−ac−ba−b∣D=-(a+b+c)\begin{vmatrix}b-a&c-a\\c-b&a-b\end{vmatrix}
  3. Expand and collect the quadratic factor.

    D=(a+b+c)(a2+b2+c2−ab−bc−ca)D=(a+b+c)(a^2+b^2+c^2-ab-bc-ca)

(a+b+c)(a²+b²+c²−ab−bc−ca).

Checks and common pitfalls: The cofactor in position (2,1) carries a minus sign.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The second row becomes constant.
    D=(a+b+c)∣abc1111+b1+c1+a∣D=(a+b+c)\begin{vmatrix}a&b&c\\1&1&1\\1+b&1+c&1+a\end{vmatrix}
  • Column differences make expansion along row 2 simple.
    D=−(a+b+c)∣b−ac−ac−ba−b∣D=-(a+b+c)\begin{vmatrix}b-a&c-a\\c-b&a-b\end{vmatrix}
  • Expand and collect the quadratic factor.
    D=(a+b+c)(a2+b2+c2−ab−bc−ca)D=(a+b+c)(a^2+b^2+c^2-ab-bc-ca)

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

19 / Standard#Your turn

Find the values of k giving a unique solution.

{x+y+z=1kx+5y+z=3x+ky−z=1\begin{cases}x+y+z=1\\kx+5y+z=3\\x+ky-z=1\end{cases}

Official paper · jm02-2024 · 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
Form the coefficient determinant.
Hint 2
A square linear system is uniquely solvable when its determinant is nonzero.
Worked solution
  1. Expand the determinant.

    ∣111k511k−1∣=(−5−k)+(k+1)+(k2−5)=k2−9\begin{vmatrix}1&1&1\\k&5&1\\1&k&-1\end{vmatrix}=(-5-k)+(k+1)+(k^2-5)=k^2-9
  2. Exclude its two zeros.

    k∈R∖{−3,3}k\in\mathbb R\setminus\{-3,3\}

k≠±3.

Checks and common pitfalls: A zero determinant does not automatically imply no solution; it only rules out uniqueness.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Expand the determinant.
    ∣111k511k−1∣=(−5−k)+(k+1)+(k2−5)=k2−9\begin{vmatrix}1&1&1\\k&5&1\\1&k&-1\end{vmatrix}=(-5-k)+(k+1)+(k^2-5)=k^2-9
  • Exclude its two zeros.
    k∈R∖{−3,3}k\in\mathbb R\setminus\{-3,3\}

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

20 / Standard#Your turn

Find the general solution when k=3.

{x+y+z=1kx+5y+z=3x+ky−z=1\begin{cases}x+y+z=1\\kx+5y+z=3\\x+ky-z=1\end{cases}

Official paper · jm02-2024 · 5(b)(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
Eliminate x using the first two equations.
Hint 2
Use a free parameter and check the third equation.
Worked solution
  1. Subtract three times equation 1 from equation 2.

    2y−2z=0  ⟹  y=z=t2y-2z=0\implies y=z=t
  2. Recover x and verify the third relation.

    x=1−2t,x+3y−z=1−2t+3t−t=1x=1-2t,\quad x+3y-z=1-2t+3t-t=1

(x,y,z)=(1−2t,t,t), t∈ℝ.

Checks and common pitfalls: The third equation is dependent, so t remains free.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Subtract three times equation 1 from equation 2.
    2y−2z=0  ⟹  y=z=t2y-2z=0\implies y=z=t
  • Recover x and verify the third relation.
    x=1−2t,x+3y−z=1−2t+3t−t=1x=1-2t,\quad x+3y-z=1-2t+3t-t=1

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

21 / Standard#Your turn

Add 2x+2√y+3z=a to the k=3 system. Find the largest possible a and the solution attaining it.

Official paper · jm02-2024 · 5(c) · PDF 7

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

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Substitute (x,y,z)=(1−2t,t,t) and require t≥0.
Hint 2
Complete a square in √t.
Worked solution
  1. Reduce the final equation with its domain.

    t≥0,a=2(1−2t)+2t+3t=2−t+2tt\ge0,\quad a=2(1-2t)+2\sqrt t+3t=2-t+2\sqrt t
  2. The square has minimum zero.

    a=3−(t−1)2≤3,a=3  ⟺  t=1a=3-(\sqrt t-1)^2\le3,\quad a=3\iff t=1
  3. Substitute the equality case.

    (x,y,z)=(−1,1,1)(x,y,z)=(-1,1,1)

Maximum a=3, attained only at (−1,1,1).

Checks and common pitfalls: The square root requires y=t≥0.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Reduce the final equation with its domain.
    t≥0,a=2(1−2t)+2t+3t=2−t+2tt\ge0,\quad a=2(1-2t)+2\sqrt t+3t=2-t+2\sqrt t
  • The square has minimum zero.
    a=3−(t−1)2≤3,a=3  ⟺  t=1a=3-(\sqrt t-1)^2\le3,\quad a=3\iff t=1
  • Substitute the equality case.
    (x,y,z)=(−1,1,1)(x,y,z)=(-1,1,1)

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

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