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2025 JM02

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

0 multiple-choice questions · 5 written questions · 22 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

2025 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 square pyramid V–ABCD has base side a>0. Face VAD is equilateral and perpendicular to the base; M is the midpoint of AD. Find VM.

Official paper · jm02-2025 · 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
The median of an equilateral triangle is an altitude.
Hint 2
Apply Pythagoras with hypotenuse a and one leg a/2.
Worked solution
  1. The altitude bisects AD.

    AM=a2,VA=a,VM⊥ADAM=\frac a2,\quad VA=a,\quad VM\perp AD
  2. Take the positive square root.

    VM=a2−(a2)2=32aVM=\sqrt{a^2-\left(\frac a2\right)^2}=\frac{\sqrt3}2a

VM=√3a/2.

Checks and common pitfalls: Use the altitude, not the sloping side VA, for VM.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The altitude bisects AD.
    AM=a2,VA=a,VM⊥ADAM=\frac a2,\quad VA=a,\quad VM\perp AD
  • Take the positive square root.
    VM=a2−(a2)2=32aVM=\sqrt{a^2-\left(\frac a2\right)^2}=\frac{\sqrt3}2a

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

02 / Standard#Your turn

A square pyramid V–ABCD has base side a>0. Face VAD is equilateral and perpendicular to the base; M is the midpoint of AD. Find the pyramid volume.

Official paper · jm02-2025 · 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
Perpendicular planes make VM perpendicular to the base.
Hint 2
A pyramid uses one third of base area times height.
Worked solution
  1. VM is perpendicular to the planes’ intersection AD within the face, so it is the pyramid height.

    h=VM=32a,Abase=a2h=VM=\frac{\sqrt3}2a,\quad A_{\rm base}=a^2
  2. Apply the volume formula.

    V=13a232a=36a3V=\frac13a^2\frac{\sqrt3}2a=\frac{\sqrt3}6a^3

Volume √3a³/6.

Checks and common pitfalls: The volume coefficient is 1/3, not 1/2.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • VM is perpendicular to the planes’ intersection AD within the face, so it is the pyramid height.
    h=VM=32a,Abase=a2h=VM=\frac{\sqrt3}2a,\quad A_{\rm base}=a^2
  • Apply the volume formula.
    V=13a232a=36a3V=\frac13a^2\frac{\sqrt3}2a=\frac{\sqrt3}6a^3

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

03 / Standard#Your turn

A square pyramid V–ABCD has base side a>0. Face VAD is equilateral and perpendicular to the base; M is the midpoint of AD. Find the tangent of the dihedral angle between VAD and VDB.

Official paper · jm02-2025 · 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
Choose the midpoint P of the common edge VD.
Hint 2
Find lines AP and BP perpendicular to VD.
Worked solution
  1. In equilateral VAD, AP⊥VD. Also VB=BD=√2a, so the median BP of isosceles VBD is perpendicular to VD.

  2. Thus ∠APB measures the dihedral angle. AB is perpendicular to face VAD, so triangle APB is right at A.

    AP=32a,AB=aAP=\frac{\sqrt3}2a,\quad AB=a
  3. Use the opposite-to-adjacent ratio at P.

    tan⁡x=ABAP=23=233\tan x=\frac{AB}{AP}=\frac2{\sqrt3}=\frac{2\sqrt3}3

tan x=2√3/3.

Checks and common pitfalls: A dihedral angle requires two lines perpendicular to the same common edge.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • In equilateral VAD, AP⊥VD. Also VB=BD=√2a, so the median BP of isosceles VBD is perpendicular to VD.
  • Thus ∠APB measures the dihedral angle. AB is perpendicular to face VAD, so triangle APB is right at A.
    AP=32a,AB=aAP=\frac{\sqrt3}2a,\quad AB=a
  • Use the opposite-to-adjacent ratio at P.
    tan⁡x=ABAP=23=233\tan x=\frac{AB}{AP}=\frac2{\sqrt3}=\frac{2\sqrt3}3

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

04 / Standard#Your turn

A square pyramid V–ABCD has base side a>0. Face VAD is equilateral and perpendicular to the base; M is the midpoint of AD. Find the total surface area.

Official paper · jm02-2025 · 1(d) · PDF 3

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

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Account for the base and all four triangular faces.
Hint 2
The two right faces are congruent; VBC is isosceles.
Worked solution
  1. Compute the base, equilateral face, and two right faces.

    AABCD=a2,AVAD=34a2,AVAB=AVDC=12a2A_{ABCD}=a^2,\quad A_{VAD}=\frac{\sqrt3}4a^2,\quad A_{VAB}=A_{VDC}=\frac12a^2
  2. For VBC, its equal sides are √2a and its base is a.

    hVBC=2a2−a24=72a,AVBC=74a2h_{VBC}=\sqrt{2a^2-\frac{a^2}4}=\frac{\sqrt7}2a,\quad A_{VBC}=\frac{\sqrt7}4a^2
  3. Sum all five faces.

    Atotal=(2+3+74)a2A_{\rm total}=\left(2+\frac{\sqrt3+\sqrt7}4\right)a^2

Total area [2+(√3+√7)/4]a².

Checks and common pitfalls: Total surface area includes the square base.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Compute the base, equilateral face, and two right faces.
    AABCD=a2,AVAD=34a2,AVAB=AVDC=12a2A_{ABCD}=a^2,\quad A_{VAD}=\frac{\sqrt3}4a^2,\quad A_{VAB}=A_{VDC}=\frac12a^2
  • For VBC, its equal sides are √2a and its base is a.
    hVBC=2a2−a24=72a,AVBC=74a2h_{VBC}=\sqrt{2a^2-\frac{a^2}4}=\frac{\sqrt7}2a,\quad A_{VBC}=\frac{\sqrt7}4a^2
  • Sum all five faces.
    Atotal=(2+3+74)a2A_{\rm total}=\left(2+\frac{\sqrt3+\sqrt7}4\right)a^2

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

05 / Standard#Your turn

Find all real zeros, including multiplicity.

f(x)=x3+3x2−4f(x)=x^3+3x^2-4

Official paper · jm02-2025 · 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
Test simple integer roots.
Hint 2
After removing x−1, factor the remaining quadratic.
Worked solution
  1. Factor the cubic.

    f(x)=(x−1)(x2+4x+4)=(x−1)(x+2)2f(x)=(x-1)(x^2+4x+4)=(x-1)(x+2)^2
  2. Set the factors equal to zero.

    x=1orx=−2 (double root)x=1\quad\text{or}\quad x=-2\text{ (double root)}

x=1 and x=−2; −2 is a double root.

Checks and common pitfalls: A repeated root is one distinct zero but has multiplicity two.

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+4x+4)=(x−1)(x+2)2f(x)=(x-1)(x^2+4x+4)=(x-1)(x+2)^2
  • Set the factors equal to zero.
    x=1orx=−2 (double root)x=1\quad\text{or}\quad x=-2\text{ (double root)}

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

06 / Standard#Your turn

Find the first two derivatives.

f(x)=x3+3x2−4f(x)=x^3+3x^2-4

Official paper · jm02-2025 · 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
Use the power rule term by term.
Hint 2
The constant term differentiates to zero.
Worked solution
  1. Differentiate once.

    f′(x)=3x2+6xf'(x)=3x^2+6x
  2. Differentiate again.

    f′′(x)=6x+6f''(x)=6x+6

f′=3x²+6x; f″=6x+6.

Checks and common pitfalls: The derivative of 3x² is 6x.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Differentiate once.
    f′(x)=3x2+6xf'(x)=3x^2+6x
  • Differentiate again.
    f′′(x)=6x+6f''(x)=6x+6

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

07 / Standard#Your turn

Find and classify the local extrema.

f(x)=x3+3x2−4f(x)=x^3+3x^2-4

Official paper · jm02-2025 · 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
Factor f′(x).
Hint 2
Read the sign changes at −2 and 0.
Worked solution
  1. Solve the stationary equation.

    f′(x)=3x(x+2)=0  ⟺  x=−2,0f'(x)=3x(x+2)=0\iff x=-2,0
  2. The derivative signs are +,−,+. Evaluate f at the critical points.

    f(−2)=0 (local maximum),f(0)=−4 (local minimum)f(-2)=0\text{ (local maximum)},\quad f(0)=-4\text{ (local minimum)}

Local maximum 0 at x=−2; local minimum −4 at x=0.

Checks and common pitfalls: The double zero at −2 touches the axis at a local maximum.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Solve the stationary equation.
    f′(x)=3x(x+2)=0  ⟺  x=−2,0f'(x)=3x(x+2)=0\iff x=-2,0
  • The derivative signs are +,−,+. Evaluate f at the critical points.
    f(−2)=0 (local maximum),f(0)=−4 (local minimum)f(-2)=0\text{ (local maximum)},\quad f(0)=-4\text{ (local minimum)}

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

08 / Standard#Your turn

Find the inflection point and verify the concavity change.

f(x)=x3+3x2−4f(x)=x^3+3x^2-4

Official paper · jm02-2025 · 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
Solve 6x+6=0.
Hint 2
Substitute the resulting x into f.
Worked solution
  1. The second derivative changes from negative to positive at −1.

    f′′(x)=6(x+1)f''(x)=6(x+1)
  2. Evaluate its ordinate.

    f(−1)=−1+3−4=−2f(-1)=-1+3-4=-2

Inflection point (−1,−2).

Checks and common pitfalls: An inflection concerns concavity, not necessarily a stationary point.

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 −1.
    f′′(x)=6(x+1)f''(x)=6(x+1)
  • Evaluate its ordinate.
    f(−1)=−1+3−4=−2f(-1)=-1+3-4=-2

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

09 / Standard#Your turn

Sketch the cubic on −3≤x≤1.2.

f(x)=x3+3x2−4f(x)=x^3+3x^2-4

Official paper · jm02-2025 · 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
Use the repeated zero and the simple zero.
Hint 2
Include both endpoint values and the critical points.
Worked solution
  1. Mark the interval endpoints and zeros.

    f(−3)=−4,f(1.2)=2.048,f(−2)=f(1)=0f(-3)=-4,\quad f(1.2)=2.048,\quad f(-2)=f(1)=0
  2. Join smoothly, increasing to (−2,0), decreasing to (0,−4), then increasing; change concavity at (−1,−2).

y = x³ + 3x² − 4-3-2-101-4-202(-2,0)(0,-4)(-1,-2)(1,0)y = x³ + 3x² − 4

The plotted cubic touches the axis at −2 and crosses at 1.

Checks and common pitfalls: A double root touches rather than crosses the axis here.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Mark the interval endpoints and zeros.
    f(−3)=−4,f(1.2)=2.048,f(−2)=f(1)=0f(-3)=-4,\quad f(1.2)=2.048,\quad f(-2)=f(1)=0
  • Join smoothly, increasing to (−2,0), decreasing to (0,−4), then increasing; change concavity at (−1,−2).

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

10 / Standard#Your turn

Find the area enclosed by the two cubics.

y1=x3+3x2−4,y2=x3−3x+2y_1=x^3+3x^2-4,\quad y_2=x^3-3x+2

Official paper · jm02-2025 · 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
Subtract the curves; their cubic terms cancel.
Hint 2
Solve for the two intersection abscissas.
Worked solution
  1. Find where their difference vanishes and its sign between the roots.

    y2−y1=−3(x+2)(x−1)>0(−2<x<1)y_2-y_1=-3(x+2)(x-1)>0\quad(-2<x<1)
  2. Integrate the positive difference.

    A=∫−21(−3x2−3x+6) dx=[−x3−32x2+6x]−21=272A=\int_{-2}^1(-3x^2-3x+6)\,dx=\left[-x^3-\frac32x^2+6x\right]_{-2}^1=\frac{27}2

Area 27/2.

Checks and common pitfalls: Subtracting the curves before integration simplifies the calculation.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Find where their difference vanishes and its sign between the roots.
    y2−y1=−3(x+2)(x−1)>0(−2<x<1)y_2-y_1=-3(x+2)(x-1)>0\quad(-2<x<1)
  • Integrate the positive difference.
    A=∫−21(−3x2−3x+6) dx=[−x3−32x2+6x]−21=272A=\int_{-2}^1(-3x^2-3x+6)\,dx=\left[-x^3-\frac32x^2+6x\right]_{-2}^1=\frac{27}2

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

11 / Standard#Your turn

The line through the right focus and P=(2,1) also passes through A=(0,−1). Find its equation.

Official paper · jm02-2025 · 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
Two known points already determine the line.
Hint 2
Use the y-intercept at A.
Worked solution
  1. Calculate the slope from A and P.

    m=1−(−1)2−0=1m=\frac{1-(-1)}{2-0}=1
  2. Insert A in the point-slope equation.

    y+1=x  ⟹  y=x−1y+1=x\implies y=x-1

y=x−1.

Checks and common pitfalls: The focus coordinates are not needed for this first step.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Calculate the slope from A and P.
    m=1−(−1)2−0=1m=\frac{1-(-1)}{2-0}=1
  • Insert A in the point-slope equation.
    y+1=x  ⟹  y=x−1y+1=x\implies y=x-1

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

12 / Standard#Your turn

The horizontal ellipse has right focus F₁ on y=x−1. Find both foci.

x2a2+y2b2=1,a>b>0\frac{x^2}{a^2}+\frac{y^2}{b^2}=1,\quad a>b>0

Official paper · jm02-2025 · 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
Both foci lie on the x-axis.
Hint 2
The other focus is its reflection about the origin.
Worked solution
  1. Set y=0 in the line.

    0=x−1  ⟹  F1=(1,0)0=x-1\implies F_1=(1,0)
  2. Use the central symmetry of the ellipse.

    F2=(−1,0)F_2=(-1,0)

F₁=(1,0), F₂=(−1,0).

Checks and common pitfalls: a>b establishes a horizontal major axis.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Set y=0 in the line.
    0=x−1  ⟹  F1=(1,0)0=x-1\implies F_1=(1,0)
  • Use the central symmetry of the ellipse.
    F2=(−1,0)F_2=(-1,0)

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

13 / Standard#Your turn

Use A=(0,−1) and the foci to determine the positive semiaxes a,b.

x2a2+y2b2=1\frac{x^2}{a^2}+\frac{y^2}{b^2}=1

Official paper · jm02-2025 · 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
Substitute the point on the y-axis.
Hint 2
Use a²=b²+c² with focal distance c=1.
Worked solution
  1. A lies on the ellipse, giving b²=1.

    1b2=1,b>0  ⟹  b=1\frac1{b^2}=1,\quad b>0\implies b=1
  2. Recover a from the focal relation.

    a2=b2+c2=2  ⟹  a=2a^2=b^2+c^2=2\implies a=\sqrt2

a=√2, b=1; ellipse x²/2+y²=1.

Checks and common pitfalls: Choose positive semiaxes as stipulated.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • A lies on the ellipse, giving b²=1.
    1b2=1,b>0  ⟹  b=1\frac1{b^2}=1,\quad b>0\implies b=1
  • Recover a from the focal relation.
    a2=b2+c2=2  ⟹  a=2a^2=b^2+c^2=2\implies a=\sqrt2

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

14 / Standard#Your turn

Find both intercepts m for a tangent parallel to y=x−1.

y=x+m,x22+y2=1y=x+m,\quad\frac{x^2}2+y^2=1

Official paper · jm02-2025 · 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
Substitute the line into the ellipse.
Hint 2
Tangency means a repeated intersection root.
Worked solution
  1. Obtain the quadratic in x.

    3x2+4mx+2m2−2=03x^2+4mx+2m^2-2=0
  2. Set its discriminant to zero.

    16m2−12(2m2−2)=0  ⟹  m2=3  ⟹  m=±316m^2-12(2m^2-2)=0\implies m^2=3\implies m=\pm\sqrt3

m=±√3.

Checks and common pitfalls: There are two parallel tangents, on opposite sides of the ellipse.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Obtain the quadratic in x.
    3x2+4mx+2m2−2=03x^2+4mx+2m^2-2=0
  • Set its discriminant to zero.
    16m2−12(2m2−2)=0  ⟹  m2=3  ⟹  m=±316m^2-12(2m^2-2)=0\implies m^2=3\implies m=\pm\sqrt3

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

15 / Standard#Your turn

Find the nonreal cube roots of eight.

z=a+bi,a,b∈R, b≠0,z3=8z=a+bi,\quad a,b\in\mathbb R,\ b\ne0,\quad z^3=8

Official paper · jm02-2025 · 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
Factor z³−8.
Hint 2
Discard the real root before solving the quadratic factor.
Worked solution
  1. Use the difference-of-cubes identity.

    z3−8=(z−2)(z2+2z+4)z^3-8=(z-2)(z^2+2z+4)
  2. The root 2 violates b≠0; solve the other factor.

    z=−1±3iz=-1\pm\sqrt3i

z=−1±√3i.

Checks and common pitfalls: The root 2 must be excluded because the imaginary part is nonzero.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Use the difference-of-cubes identity.
    z3−8=(z−2)(z2+2z+4)z^3-8=(z-2)(z^2+2z+4)
  • The root 2 violates b≠0; solve the other factor.
    z=−1±3iz=-1\pm\sqrt3i

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

16 / Standard#Your turn

Compute the 2024th power for each of the two nonreal roots from part (a).

z=−1±3iz=-1\pm\sqrt3i

Official paper · jm02-2025 · 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 z³=8 and the remainder of 2024 modulo 3.
Hint 2
2024=3·674+2.
Worked solution
  1. Reduce the large exponent to a square.

    z2024=8674z2=22022z2z^{2024}=8^{674}z^2=2^{2022}z^2
  2. Square each conjugate and preserve the linked sign.

    (−1±3i)2=−2∓23i  ⟹  z2024=−22023(1±3i)(-1\pm\sqrt3i)^2=-2\mp2\sqrt3i\implies z^{2024}=-2^{2023}(1\pm\sqrt3i)

For z=−1±√3i, z²⁰²⁴=−2²⁰²³(1±√3i), using matching signs.

Checks and common pitfalls: The outer negative sign changes both real and imaginary components.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Reduce the large exponent to a square.
    z2024=8674z2=22022z2z^{2024}=8^{674}z^2=2^{2022}z^2
  • Square each conjugate and preserve the linked sign.
    (−1±3i)2=−2∓23i  ⟹  z2024=−22023(1±3i)(-1\pm\sqrt3i)^2=-2\mp2\sqrt3i\implies z^{2024}=-2^{2023}(1\pm\sqrt3i)

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

17 / Standard#Your turn

Prove the finite complex-sum identity for positive even n under the stated angle restrictions.

w=cos⁡θ+isin⁡θ,0<θ<2π, θ≠πw=\cos\theta+i\sin\theta,\quad0<\theta<2\pi,\ \theta\ne\pi

Official paper · jm02-2025 · 4(c) · PDF 6

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

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Apply the finite geometric-sum formula.
Hint 2
Factor e^{it}−1 as 2ie^{it/2}sin(t/2).
Worked solution
  1. Since w≠1, the sum has a nonzero denominator.

    ∑k=0nwk=ei(n+1)θ−1eiθ−1\sum_{k=0}^nw^k=\frac{e^{i(n+1)\theta}-1}{e^{i\theta}-1}
  2. Factor numerator and denominator and simplify the exponential phase.

    2iei(n+1)θ/2sin⁡((n+1)θ/2)2ieiθ/2sin⁡(θ/2)=einθ/2sin⁡((n+1)θ/2)sin⁡(θ/2)=wn/2sin⁡((n+1)θ/2)sin⁡(θ/2)\frac{2ie^{i(n+1)\theta/2}\sin((n+1)\theta/2)}{2ie^{i\theta/2}\sin(\theta/2)}=e^{in\theta/2}\frac{\sin((n+1)\theta/2)}{\sin(\theta/2)}=w^{n/2}\frac{\sin((n+1)\theta/2)}{\sin(\theta/2)}

The required identity holds; n/2 is an integer and sin(θ/2)≠0.

Checks and common pitfalls: Using exponential phases avoids ambiguity from choosing complex square roots of w.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Since w≠1, the sum has a nonzero denominator.
    ∑k=0nwk=ei(n+1)θ−1eiθ−1\sum_{k=0}^nw^k=\frac{e^{i(n+1)\theta}-1}{e^{i\theta}-1}
  • Factor numerator and denominator and simplify the exponential phase.
    2iei(n+1)θ/2sin⁡((n+1)θ/2)2ieiθ/2sin⁡(θ/2)=einθ/2sin⁡((n+1)θ/2)sin⁡(θ/2)=wn/2sin⁡((n+1)θ/2)sin⁡(θ/2)\frac{2ie^{i(n+1)\theta/2}\sin((n+1)\theta/2)}{2ie^{i\theta/2}\sin(\theta/2)}=e^{in\theta/2}\frac{\sin((n+1)\theta/2)}{\sin(\theta/2)}=w^{n/2}\frac{\sin((n+1)\theta/2)}{\sin(\theta/2)}

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

18 / Standard#Your turn

Find every solution in the open interval.

∑k=16sin⁡(kθ)=0,0<θ<2π\sum_{k=1}^6\sin(k\theta)=0,\quad0<\theta<2\pi

Official paper · jm02-2025 · 4(d) · PDF 6

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

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Take imaginary parts of the geometric sum with n=6.
Hint 2
Also check θ=π, excluded in the preceding part’s wording.
Worked solution
  1. For θ≠π, the identity gives a product, and its denominator is nonzero.

    ∑k=16sin⁡(kθ)=sin⁡3θsin⁡(7θ/2)sin⁡(θ/2)\sum_{k=1}^6\sin(k\theta)=\frac{\sin3\theta\sin(7\theta/2)}{\sin(\theta/2)}
  2. Solve each factor and retain the open interval.

    θ=kπ3 (k=1,2,3,4,5),orθ=2mπ7 (m=1,2,3,4,5,6)\theta=\frac{k\pi}3\ (k=1,2,3,4,5),\quad\text{or}\quad\theta=\frac{2m\pi}7\ (m=1,2,3,4,5,6)
  3. At θ=π every summand is zero, so it is indeed included; the two lists have no overlap in this interval.

Eleven solutions: kπ/3 (k=1,…,5) and 2mπ/7 (m=1,…,6).

Checks and common pitfalls: Do not discard θ=π from this part just because the previous part excluded it.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • For θ≠π, the identity gives a product, and its denominator is nonzero.
    ∑k=16sin⁡(kθ)=sin⁡3θsin⁡(7θ/2)sin⁡(θ/2)\sum_{k=1}^6\sin(k\theta)=\frac{\sin3\theta\sin(7\theta/2)}{\sin(\theta/2)}
  • Solve each factor and retain the open interval.
    θ=kπ3 (k=1,2,3,4,5),orθ=2mπ7 (m=1,2,3,4,5,6)\theta=\frac{k\pi}3\ (k=1,2,3,4,5),\quad\text{or}\quad\theta=\frac{2m\pi}7\ (m=1,2,3,4,5,6)
  • At θ=π every summand is zero, so it is indeed included; the two lists have no overlap in this interval.

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

19 / Standard#Your turn

Calculate and factor the determinant.

C=(a+bb+cc+aa−bb−cc−acab)C=\begin{pmatrix}a+b&b+c&c+a\\a-b&b-c&c-a\\c&a&b\end{pmatrix}

Official paper · jm02-2025 · 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
Expand along the first row, or combine rows first.
Hint 2
Use the factorisation of a³+b³+c³−3abc.
Worked solution
  1. Expansion and collection leave a symmetric cubic.

    ∣C∣=2(a3+b3+c3−3abc)|C|=2(a^3+b^3+c^3-3abc)
  2. Factor and rewrite the quadratic factor as a sum of squares.

    ∣C∣=(a+b+c)[(a−b)2+(b−c)2+(c−a)2]|C|=(a+b+c)\big[(a-b)^2+(b-c)^2+(c-a)^2\big]

|C|=(a+b+c)[(a−b)²+(b−c)²+(c−a)²].

Checks and common pitfalls: A row interchange would reverse the determinant sign.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Expansion and collection leave a symmetric cubic.
    ∣C∣=2(a3+b3+c3−3abc)|C|=2(a^3+b^3+c^3-3abc)
  • Factor and rewrite the quadratic factor as a sum of squares.
    ∣C∣=(a+b+c)[(a−b)2+(b−c)2+(c−a)2]|C|=(a+b+c)\big[(a-b)^2+(b-c)^2+(c-a)^2\big]

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

20 / Standard#Your turn

Find all real triples for which the determinant vanishes.

(a+b+c)[(a−b)2+(b−c)2+(c−a)2]=0(a+b+c)\big[(a-b)^2+(b-c)^2+(c-a)^2\big]=0

Official paper · jm02-2025 · 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
Either factor is zero.
Hint 2
A sum of real squares vanishes only when every square vanishes.
Worked solution
  1. The linear factor describes one plane of solutions.

    a+b+c=0  ⟹  (a,b,c)=(r,s,−r−s)a+b+c=0\implies(a,b,c)=(r,s,-r-s)
  2. The squared-difference factor describes the diagonal line.

    a=b=c  ⟹  (a,b,c)=(r,r,r),r,s∈Ra=b=c\implies(a,b,c)=(r,r,r),\quad r,s\in\mathbb R

All triples (r,s,−r−s), together with all triples (r,r,r).

Checks and common pitfalls: The two families form a union, not simultaneous conditions.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The linear factor describes one plane of solutions.
    a+b+c=0  ⟹  (a,b,c)=(r,s,−r−s)a+b+c=0\implies(a,b,c)=(r,s,-r-s)
  • The squared-difference factor describes the diagonal line.
    a=b=c  ⟹  (a,b,c)=(r,r,r),r,s∈Ra=b=c\implies(a,b,c)=(r,r,r),\quad r,s\in\mathbb R

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

21 / Standard#Your turn

Find the parameter values giving a unique solution.

kx+2y−z=p,ky+z=q,kx+3y=6kx+2y-z=p,\quad ky+z=q,\quad kx+3y=6

Official paper · jm02-2025 · 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
Use the determinant of the coefficient matrix.
Hint 2
Subtract the first row from the third.
Worked solution
  1. The row operation preserves the determinant.

    ∣k2−10k1k30∣=∣k2−10k1011∣=k(k−1)\begin{vmatrix}k&2&-1\\0&k&1\\k&3&0\end{vmatrix}=\begin{vmatrix}k&2&-1\\0&k&1\\0&1&1\end{vmatrix}=k(k-1)
  2. A nonsingular coefficient matrix gives exactly one solution for every p,q.

    k≠0,1k\ne0,1

Unique solution exactly when k≠0 and k≠1.

Checks and common pitfalls: A zero determinant needs a separate consistency analysis, not an automatic no-solution conclusion.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The row operation preserves the determinant.
    ∣k2−10k1k30∣=∣k2−10k1011∣=k(k−1)\begin{vmatrix}k&2&-1\\0&k&1\\k&3&0\end{vmatrix}=\begin{vmatrix}k&2&-1\\0&k&1\\0&1&1\end{vmatrix}=k(k-1)
  • A nonsingular coefficient matrix gives exactly one solution for every p,q.
    k≠0,1k\ne0,1

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

22 / Standard#Your turn

Classify all cases with more than one solution, including conditions on p,q and the general solutions.

kx+2y−z=p,ky+z=q,kx+3y=6kx+2y-z=p,\quad ky+z=q,\quad kx+3y=6

Official paper · jm02-2025 · 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 the singular values k=0 and k=1 need consideration.
Hint 2
Check the remaining equation after eliminating variables.
Worked solution
  1. When k=0, the last two equations fix y and z, leaving x free if the first equation agrees.

    k=0:p+q=4,(x,y,z)=(t,2,q), t∈Rk=0:\quad p+q=4,\quad(x,y,z)=(t,2,q),\ t\in\mathbb R
  2. When k=1, add the first two equations and compare with the third.

    k=1:p+q=6,(x,y,z)=(6−3t,t,q−t), t∈Rk=1:\quad p+q=6,\quad(x,y,z)=(6-3t,t,q-t),\ t\in\mathbb R
  3. If the corresponding consistency condition fails, there is no solution; no other k can give multiple solutions.

k=0 requires p+q=4; k=1 requires p+q=6, with the parameterisations above.

Checks and common pitfalls: Both singular cases must be included.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • When k=0, the last two equations fix y and z, leaving x free if the first equation agrees.
    k=0:p+q=4,(x,y,z)=(t,2,q), t∈Rk=0:\quad p+q=4,\quad(x,y,z)=(t,2,q),\ t\in\mathbb R
  • When k=1, add the first two equations and compare with the third.
    k=1:p+q=6,(x,y,z)=(6−3t,t,q−t), t∈Rk=1:\quad p+q=6,\quad(x,y,z)=(6-3t,t,q-t),\ t\in\mathbb R
  • If the corresponding consistency condition fails, there is no solution; no other k can give multiple solutions.

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

Focus on one question

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