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2026 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

2026 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 the unit cube shown in the official diagram, M is on EC and GM⊥EC. Prove triangles CMG, CMB and CMD are congruent.

Official paper · jm02-2026 · 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 three mutually perpendicular cube edges as coordinate axes.
Hint 2
Project G onto the body diagonal EC.
Worked solution
  1. Choose coordinates consistent with the original vertex labels.

    E=(0,0,0), C=(1,1,1), B=(1,0,1), D=(0,1,1), G=(1,1,0)E=(0,0,0),\ C=(1,1,1),\ B=(1,0,1),\ D=(0,1,1),\ G=(1,1,0)
  2. Write M=(t,t,t) and impose the perpendicularity condition.

    (G−M)⋅(1,1,1)=2−3t=0  ⟹  M=(23,23,23)(G-M)\cdot(1,1,1)=2-3t=0\implies M=\left(\frac23,\frac23,\frac23\right)
  3. All three triangles have the same three side lengths, so SSS applies.

    CG=CB=CD=1,CM=13,MG=MB=MD=23CG=CB=CD=1,\quad CM=\frac1{\sqrt3},\quad MG=MB=MD=\sqrt{\frac23}

△CMG≅△CMB≅△CMD by SSS.

Checks and common pitfalls: The diagram is not to scale; equality comes from cube geometry or coordinates.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Choose coordinates consistent with the original vertex labels.
    E=(0,0,0), C=(1,1,1), B=(1,0,1), D=(0,1,1), G=(1,1,0)E=(0,0,0),\ C=(1,1,1),\ B=(1,0,1),\ D=(0,1,1),\ G=(1,1,0)
  • Write M=(t,t,t) and impose the perpendicularity condition.
    (G−M)⋅(1,1,1)=2−3t=0  ⟹  M=(23,23,23)(G-M)\cdot(1,1,1)=2-3t=0\implies M=\left(\frac23,\frac23,\frac23\right)
  • All three triangles have the same three side lengths, so SSS applies.
    CG=CB=CD=1,CM=13,MG=MB=MD=23CG=CB=CD=1,\quad CM=\frac1{\sqrt3},\quad MG=MB=MD=\sqrt{\frac23}

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

02 / Standard#Your turn

Prove that M lies in plane BDG and CM is perpendicular to it.

E=(0,0,0), C=(1,1,1), B=(1,0,1), D=(0,1,1), G=(1,1,0)E=(0,0,0),\ C=(1,1,1),\ B=(1,0,1),\ D=(0,1,1),\ G=(1,1,0)

Official paper · jm02-2026 · 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 one linear equation satisfied by B,D,G.
Hint 2
Compare its normal with the direction of EC.
Worked solution
  1. The three noncollinear vertices determine the plane.

    BDG: x+y+z=2,n=(1,1,1)BDG:\ x+y+z=2,\quad\mathbf n=(1,1,1)
  2. M satisfies the plane equation and CM is parallel to its normal.

    23+23+23=2,CM→=−13(1,1,1)\frac23+\frac23+\frac23=2,\quad\overrightarrow{CM}=-\frac13(1,1,1)

M∈plane BDG and CM⊥plane BDG.

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

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The three noncollinear vertices determine the plane.
    BDG: x+y+z=2,n=(1,1,1)BDG:\ x+y+z=2,\quad\mathbf n=(1,1,1)
  • M satisfies the plane equation and CM is parallel to its normal.
    23+23+23=2,CM→=−13(1,1,1)\frac23+\frac23+\frac23=2,\quad\overrightarrow{CM}=-\frac13(1,1,1)

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

03 / Standard#Your turn

Find the volume of the cone with vertex E and base circle through B,D,G.

Official paper · jm02-2026 · 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
The equal distances MB,MD,MG identify the circumcentre.
Hint 2
Use EM as the perpendicular height.
Worked solution
  1. M is in the base plane and equidistant from its three vertices, so the radius is MG.

    r2=MG2=23r^2=MG^2=\frac23
  2. The body diagonal passes perpendicularly through the base centre.

    h=EM=3(23)2=233h=EM=\sqrt{3\left(\frac23\right)^2}=\frac{2\sqrt3}3
  3. Apply the cone-volume formula.

    V=13πr2h=13π23233=43π27V=\frac13\pi r^2h=\frac13\pi\frac23\frac{2\sqrt3}3=\frac{4\sqrt3\pi}{27}

4√3π/27 cubic units.

Checks and common pitfalls: EC is the whole body diagonal, not the cone height EM.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • M is in the base plane and equidistant from its three vertices, so the radius is MG.
    r2=MG2=23r^2=MG^2=\frac23
  • The body diagonal passes perpendicularly through the base centre.
    h=EM=3(23)2=233h=EM=\sqrt{3\left(\frac23\right)^2}=\frac{2\sqrt3}3
  • Apply the cone-volume formula.
    V=13πr2h=13π23233=43π27V=\frac13\pi r^2h=\frac13\pi\frac23\frac{2\sqrt3}3=\frac{4\sqrt3\pi}{27}

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

04 / Standard#Your turn

Find the first and second derivatives.

f(x)=x3−x2−xf(x)=x^3-x^2-x

Official paper · jm02-2026 · 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 power term.
Hint 2
Differentiate the first derivative once more.
Worked solution
  1. Differentiate the cubic.

    f′(x)=3x2−2x−1f'(x)=3x^2-2x-1
  2. Differentiate the quadratic derivative.

    f′′(x)=6x−2f''(x)=6x-2

f′=3x²−2x−1; f″=6x−2.

Checks and common pitfalls: The derivative of −x is −1.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Differentiate the cubic.
    f′(x)=3x2−2x−1f'(x)=3x^2-2x-1
  • Differentiate the quadratic derivative.
    f′′(x)=6x−2f''(x)=6x-2

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

05 / Standard#Your turn

Find and classify the local extrema.

f(x)=x3−x2−xf(x)=x^3-x^2-x

Official paper · jm02-2026 · 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′(x)=0.
Hint 2
Check the derivative sign on each side of both roots.
Worked solution
  1. Locate the stationary points.

    f′(x)=(3x+1)(x−1)=0  ⟺  x=−13,1f'(x)=(3x+1)(x-1)=0\iff x=-\frac13,1
  2. The derivative signs are +,−,+, hence a maximum then a minimum.

    f(−13)=527,f(1)=−1f\left(-\frac13\right)=\frac5{27},\quad f(1)=-1

Local maximum 5/27 at x=−1/3; local minimum −1 at x=1.

Checks and common pitfalls: A stationary x-coordinate is not itself the extremum value.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Locate the stationary points.
    f′(x)=(3x+1)(x−1)=0  ⟺  x=−13,1f'(x)=(3x+1)(x-1)=0\iff x=-\frac13,1
  • The derivative signs are +,−,+, hence a maximum then a minimum.
    f(−13)=527,f(1)=−1f\left(-\frac13\right)=\frac5{27},\quad f(1)=-1

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

06 / Standard#Your turn

Locate and justify the inflection point.

f(x)=x3−x2−xf(x)=x^3-x^2-x

Official paper · jm02-2026 · 2(a)(iii) · PDF 4

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

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Solve f″(x)=0.
Hint 2
Check that f″ changes sign there.
Worked solution
  1. The second derivative is negative to the left and positive to the right.

    f′′(x)=6x−2=0  ⟺  x=13f''(x)=6x-2=0\iff x=\frac13
  2. Evaluate the original function, not its derivative.

    f(13)=127−19−13=−1127f\left(\frac13\right)=\frac1{27}-\frac19-\frac13=-\frac{11}{27}

Inflection point (1/3,−11/27).

Checks and common pitfalls: f″=0 alone does not guarantee an inflection point without a change of concavity.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The second derivative is negative to the left and positive to the right.
    f′′(x)=6x−2=0  ⟺  x=13f''(x)=6x-2=0\iff x=\frac13
  • Evaluate the original function, not its derivative.
    f(13)=127−19−13=−1127f\left(\frac13\right)=\frac1{27}-\frac19-\frac13=-\frac{11}{27}

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

07 / Standard#Your turn

Sketch the cubic on the stated closed interval.

y=x3−x2−x,−2≤x≤2y=x^3-x^2-x,\quad -2\le x\le2

Official paper · jm02-2026 · 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
Include zeros, extrema, inflection and endpoints.
Hint 2
Use the sign chart to join the points smoothly.
Worked solution
  1. Factor to find all three intercepts.

    f(x)=x(x2−x−1),x=0, 1−52, 1+52f(x)=x(x^2-x-1),\quad x=0,\ \frac{1-\sqrt5}2,\ \frac{1+\sqrt5}2
  2. Plot the closed endpoints and the previously found critical points.

    f(−2)=−10, f(2)=2,(−13,527), (1,−1), (13,−1127)f(-2)=-10,\ f(2)=2,\quad\left(-\frac13,\frac5{27}\right),\ (1,-1),\ \left(\frac13,-\frac{11}{27}\right)
  3. Increase to x=−1/3, decrease to x=1, then increase; change concavity at x=1/3.

y = x³ − x² − x-2-1012-10-50(-2,-10)(-1/3,5/27)(1,-1)(2,2)y = x³ − x² − x

The original generated plot shows the complete graph on [−2,2].

Checks and common pitfalls: Do not extend the answer beyond the requested interval.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Factor to find all three intercepts.
    f(x)=x(x2−x−1),x=0, 1−52, 1+52f(x)=x(x^2-x-1),\quad x=0,\ \frac{1-\sqrt5}2,\ \frac{1+\sqrt5}2
  • Plot the closed endpoints and the previously found critical points.
    f(−2)=−10, f(2)=2,(−13,527), (1,−1), (13,−1127)f(-2)=-10,\ f(2)=2,\quad\left(-\frac13,\frac5{27}\right),\ (1,-1),\ \left(\frac13,-\frac{11}{27}\right)
  • Increase to x=−1/3, decrease to x=1, then increase; change concavity at x=1/3.

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

08 / Standard#Your turn

Sketch the absolute-value reflection of the cubic.

y=−f(∣x∣),−2≤x≤2y=-f(|x|),\quad -2\le x\le2

Official paper · jm02-2026 · 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
Retain the right-hand part of f and reflect it in the y-axis.
Hint 2
The leading minus then reflects the result in the x-axis.
Worked solution
  1. Write an even expression for the transformed curve.

    y=−∣x∣3+x2+∣x∣y=-|x|^3+x^2+|x|
  2. Use the right half of the old curve and its mirror; there are peaks at ±1 and a corner at the origin.

    (0,0), (±1,1), (±2,−2),x-intercepts:0, ±1+52(0,0),\ (\pm1,1),\ (\pm2,-2),\quad x\text{-intercepts}:0,\ \pm\frac{1+\sqrt5}2
y = −f(|x|)-2-1012-3-2-1012(0,0)(-1,1)(1,1)(-2,-2)(2,-2)y = −f(|x|)

The graph is even, with maxima at (±1,1) and endpoints (±2,−2).

Checks and common pitfalls: f(|x|) copies only the original right half, not the original left half.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Write an even expression for the transformed curve.
    y=−∣x∣3+x2+∣x∣y=-|x|^3+x^2+|x|
  • Use the right half of the old curve and its mirror; there are peaks at ±1 and a corner at the origin.
    (0,0), (±1,1), (±2,−2),x-intercepts:0, ±1+52(0,0),\ (\pm1,1),\ (\pm2,-2),\quad x\text{-intercepts}:0,\ \pm\frac{1+\sqrt5}2

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

09 / Standard#Your turn

Find the total area of both regions between the cubic and y=x.

f(x)=x3−x2−xf(x)=x^3-x^2-x

Official paper · jm02-2026 · 2(b) · PDF 4

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

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Solve f(x)=x to locate all boundaries.
Hint 2
The upper curve changes at x=0.
Worked solution
  1. Find the three intersection abscissas.

    f(x)−x=x(x−2)(x+1)=0  ⟹  x=−1,0,2f(x)-x=x(x-2)(x+1)=0\implies x=-1,0,2
  2. Integrate upper minus lower separately on the two intervals.

    A=∫−10(x3−x2−2x) dx+∫02(−x3+x2+2x) dxA=\int_{-1}^0(x^3-x^2-2x)\,dx+\int_0^2(-x^3+x^2+2x)\,dx
  3. Evaluate the two positive areas and add.

    A=[x44−x33−x2]−10+[−x44+x33+x2]02=512+83=3712A=\left[\frac{x^4}4-\frac{x^3}3-x^2\right]_{-1}^0+\left[-\frac{x^4}4+\frac{x^3}3+x^2\right]_0^2=\frac5{12}+\frac83=\frac{37}{12}

37/12 square units.

Checks and common pitfalls: One signed integral over [−1,2] would cancel part of the area.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Find the three intersection abscissas.
    f(x)−x=x(x−2)(x+1)=0  ⟹  x=−1,0,2f(x)-x=x(x-2)(x+1)=0\implies x=-1,0,2
  • Integrate upper minus lower separately on the two intervals.
    A=∫−10(x3−x2−2x) dx+∫02(−x3+x2+2x) dxA=\int_{-1}^0(x^3-x^2-2x)\,dx+\int_0^2(-x^3+x^2+2x)\,dx
  • Evaluate the two positive areas and add.
    A=[x44−x33−x2]−10+[−x44+x33+x2]02=512+83=3712A=\left[\frac{x^4}4-\frac{x^3}3-x^2\right]_{-1}^0+\left[-\frac{x^4}4+\frac{x^3}3+x^2\right]_0^2=\frac5{12}+\frac83=\frac{37}{12}

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

10 / Standard#Your turn

Find the focal distance a and first-quadrant intersection Q of the ellipse and the circle whose diameter joins its foci.

x29+y24=1,F1=(−a,0), F2=(a,0), a>0\frac{x^2}9+\frac{y^2}4=1,\quad F_1=(-a,0),\ F_2=(a,0),\ a>0

Official paper · jm02-2026 · 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
Subtract the squared semiaxes to find a².
Hint 2
The focal circle is centred at the origin.
Worked solution
  1. Find the focus and the circle equation.

    a2=9−4=5,a=5,x2+y2=5a^2=9-4=5,\quad a=\sqrt5,\quad x^2+y^2=5
  2. Eliminate y² and choose positive coordinates.

    4x2+9y2=36,5x2=9,Q=(355,455)4x^2+9y^2=36,\quad5x^2=9,\quad Q=\left(\frac{3\sqrt5}5,\frac{4\sqrt5}5\right)

a=√5; Q=(3√5/5,4√5/5).

Checks and common pitfalls: Here a names the focal distance in the question, not the major semiaxis.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Find the focus and the circle equation.
    a2=9−4=5,a=5,x2+y2=5a^2=9-4=5,\quad a=\sqrt5,\quad x^2+y^2=5
  • Eliminate y² and choose positive coordinates.
    4x2+9y2=36,5x2=9,Q=(355,455)4x^2+9y^2=36,\quad5x^2=9,\quad Q=\left(\frac{3\sqrt5}5,\frac{4\sqrt5}5\right)

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

11 / Standard#Your turn

Find the other intersection M of QF₂ with the ellipse.

Q=(355,455),F2=(5,0)Q=\left(\frac{3\sqrt5}5,\frac{4\sqrt5}5\right),\quad F_2=(\sqrt5,0)

Official paper · jm02-2026 · 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
Find the slope and equation of QF₂.
Hint 2
One of the quadratic intersection roots already corresponds to Q.
Worked solution
  1. Compute the line.

    m=−2,y=−2x+25m=-2,\quad y=-2x+2\sqrt5
  2. Substitute into the ellipse, then select the other root.

    5x2−95x+18=0,xQ+xM=955  ⟹  xM=6555x^2-9\sqrt5x+18=0,\quad x_Q+x_M=\frac{9\sqrt5}5\implies x_M=\frac{6\sqrt5}5
  3. Recover the ordinate from the line.

    yM=−255y_M=-\frac{2\sqrt5}5

M=(6√5/5,−2√5/5).

Checks and common pitfalls: Returning Q again does not satisfy the requested distinct intersection.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Compute the line.
    m=−2,y=−2x+25m=-2,\quad y=-2x+2\sqrt5
  • Substitute into the ellipse, then select the other root.
    5x2−95x+18=0,xQ+xM=955  ⟹  xM=6555x^2-9\sqrt5x+18=0,\quad x_Q+x_M=\frac{9\sqrt5}5\implies x_M=\frac{6\sqrt5}5
  • Recover the ordinate from the line.
    yM=−255y_M=-\frac{2\sqrt5}5

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

12 / Standard#Your turn

Find tan∠QMF₁ for the preceding points.

F1=(−5,0),M=(655,−255)F_1=(-\sqrt5,0),\quad M=\left(\frac{6\sqrt5}5,-\frac{2\sqrt5}5\right)

Official paper · jm02-2026 · 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 slopes of MQ and MF₁.
Hint 2
Check that the angle between the two rays is acute.
Worked solution
  1. Find the two slopes and check the ray dot product is positive.

    mMQ=−2,mMF1=−211,MQ→⋅MF1→=9>0m_{MQ}=-2,\quad m_{MF_1}=-\frac2{11},\quad\overrightarrow{MQ}\cdot\overrightarrow{MF_1}=9>0
  2. Apply the tangent of the angle between lines.

    tan⁡∠QMF1=∣−2+2/111+4/11∣=43\tan\angle QMF_1=\left|\frac{-2+2/11}{1+4/11}\right|=\frac43

tan∠QMF₁=4/3.

Checks and common pitfalls: An absolute-value slope formula gives an acute line angle; check the requested ray angle.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Find the two slopes and check the ray dot product is positive.
    mMQ=−2,mMF1=−211,MQ→⋅MF1→=9>0m_{MQ}=-2,\quad m_{MF_1}=-\frac2{11},\quad\overrightarrow{MQ}\cdot\overrightarrow{MF_1}=9>0
  • Apply the tangent of the angle between lines.
    tan⁡∠QMF1=∣−2+2/111+4/11∣=43\tan\angle QMF_1=\left|\frac{-2+2/11}{1+4/11}\right|=\frac43

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

13 / Standard#Your turn

Find the perpendicular distance from Q to line MF₁.

Q=(355,455)Q=\left(\frac{3\sqrt5}5,\frac{4\sqrt5}5\right)

Official paper · jm02-2026 · 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
Write MF₁ in general form.
Hint 2
Apply the point-to-line distance formula.
Worked solution
  1. Use slope −2/11 and point F₁.

    MF1: 2x+11y+25=0MF_1:\ 2x+11y+2\sqrt5=0
  2. Substitute Q and normalise the normal vector.

    d=∣2(35/5)+11(45/5)+25∣22+112=12555=125d=\frac{|2(3\sqrt5/5)+11(4\sqrt5/5)+2\sqrt5|}{\sqrt{2^2+11^2}}=\frac{12\sqrt5}{5\sqrt5}=\frac{12}5

Distance 12/5.

Checks and common pitfalls: The distance denominator is √(A²+B²), not A²+B².

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Use slope −2/11 and point F₁.
    MF1: 2x+11y+25=0MF_1:\ 2x+11y+2\sqrt5=0
  • Substitute Q and normalise the normal vector.
    d=∣2(35/5)+11(45/5)+25∣22+112=12555=125d=\frac{|2(3\sqrt5/5)+11(4\sqrt5/5)+2\sqrt5|}{\sqrt{2^2+11^2}}=\frac{12\sqrt5}{5\sqrt5}=\frac{12}5

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

14 / Standard#Your turn

Find both roots in unit polar form with principal argument in (−π,π].

z2−3z+1=0z^2-\sqrt3z+1=0

Official paper · jm02-2026 · 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
Use the quadratic formula over the complex numbers.
Hint 2
Both roots have modulus one.
Worked solution
  1. The discriminant is −1.

    z=3±i2z=\frac{\sqrt3\pm i}{2}
  2. Identify cosine and sine coordinates on the unit circle.

    z=cos⁡(±π6)+isin⁡(±π6)z=\cos\left(\pm\frac\pi6\right)+i\sin\left(\pm\frac\pi6\right)

Arguments π/6 and −π/6, both of modulus one.

Checks and common pitfalls: The ± sign changes the sine term as well as the angle.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • The discriminant is −1.
    z=3±i2z=\frac{\sqrt3\pm i}{2}
  • Identify cosine and sine coordinates on the unit circle.
    z=cos⁡(±π6)+isin⁡(±π6)z=\cos\left(\pm\frac\pi6\right)+i\sin\left(\pm\frac\pi6\right)

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

15 / Standard#Your turn

Use the preceding quadratic to find all four roots, with principal arguments.

z4−3z2+1=0z^4-\sqrt3z^2+1=0

Official paper · jm02-2026 · 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
Set w=z².
Hint 2
Each nonzero w has two square roots separated by π.
Worked solution
  1. Apply the quadratic result to z².

    z2=eiπ/6 or e−iπ/6z^2=e^{i\pi/6}\ \text{or}\ e^{-i\pi/6}
  2. Halve the arguments after allowing an extra full turn, then reduce to the principal interval.

    z=cos⁡θ+isin⁡θ,θ∈{π12,−π12,11π12,−11π12}z=\cos\theta+i\sin\theta,\quad\theta\in\left\{\frac\pi{12},-\frac\pi{12},\frac{11\pi}{12},-\frac{11\pi}{12}\right\}

Four roots with arguments ±π/12 and ±11π/12.

Checks and common pitfalls: Halving only the two principal arguments would omit two roots.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Apply the quadratic result to z².
    z2=eiπ/6 or e−iπ/6z^2=e^{i\pi/6}\ \text{or}\ e^{-i\pi/6}
  • Halve the arguments after allowing an extra full turn, then reduce to the principal interval.
    z=cos⁡θ+isin⁡θ,θ∈{π12,−π12,11π12,−11π12}z=\cos\theta+i\sin\theta,\quad\theta\in\left\{\frac\pi{12},-\frac\pi{12},\frac{11\pi}{12},-\frac{11\pi}{12}\right\}

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

16 / Standard#Your turn

Derive the real quadratic factorisation from the four roots.

z4−3z2+1z^4-\sqrt3z^2+1

Official paper · jm02-2026 · 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
Pair each root with its complex conjugate.
Hint 2
The sum of a unit conjugate pair is twice its cosine.
Worked solution
  1. For the pair with arguments ±π/12, the sum and product give the first factor.

    (z−eiπ/12)(z−e−iπ/12)=z2−2zcos⁡π12+1(z-e^{i\pi/12})(z-e^{-i\pi/12})=z^2-2z\cos\frac\pi{12}+1
  2. The other pair has cosine −cos(π/12). Multiplying the two monic factors accounts for all four roots.

    z4−3z2+1=(z2−2zcos⁡π12+1)(z2+2zcos⁡π12+1)z^4-\sqrt3z^2+1=\left(z^2-2z\cos\frac\pi{12}+1\right)\left(z^2+2z\cos\frac\pi{12}+1\right)

The required product follows by pairing conjugate roots.

Checks and common pitfalls: Do not assume the half-angle value that the next part asks you to prove.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • For the pair with arguments ±π/12, the sum and product give the first factor.
    (z−eiπ/12)(z−e−iπ/12)=z2−2zcos⁡π12+1(z-e^{i\pi/12})(z-e^{-i\pi/12})=z^2-2z\cos\frac\pi{12}+1
  • The other pair has cosine −cos(π/12). Multiplying the two monic factors accounts for all four roots.
    z4−3z2+1=(z2−2zcos⁡π12+1)(z2+2zcos⁡π12+1)z^4-\sqrt3z^2+1=\left(z^2-2z\cos\frac\pi{12}+1\right)\left(z^2+2z\cos\frac\pi{12}+1\right)

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

17 / Standard#Your turn

Deduce the positive exact value of cos(π/12) from the factorisation.

Official paper · jm02-2026 · 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
Expand the two quadratic factors as a difference of squares.
Hint 2
Compare the coefficient of z².
Worked solution
  1. Let c=cos(π/12); the product has this middle coefficient.

    (z2+1)2−4c2z2=z4+(2−4c2)z2+1(z^2+1)^2-4c^2z^2=z^4+(2-4c^2)z^2+1
  2. Match coefficients and choose the positive square root because π/12 is acute.

    2−4c2=−3  ⟹  c=2+322-4c^2=-\sqrt3\implies c=\frac{\sqrt{2+\sqrt3}}2

cos(π/12)=√(2+√3)/2.

Checks and common pitfalls: The outer square root covers 2+√3 together.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Let c=cos(π/12); the product has this middle coefficient.
    (z2+1)2−4c2z2=z4+(2−4c2)z2+1(z^2+1)^2-4c^2z^2=z^4+(2-4c^2)z^2+1
  • Match coefficients and choose the positive square root because π/12 is acute.
    2−4c2=−3  ⟹  c=2+322-4c^2=-\sqrt3\implies c=\frac{\sqrt{2+\sqrt3}}2

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

18 / Standard#Your turn

Factor the determinant completely.

D=∣1aa41bb41cc4∣D=\begin{vmatrix}1&a&a^4\\1&b&b^4\\1&c&c^4\end{vmatrix}

Official paper · jm02-2026 · 5(a) · PDF 7

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

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Subtract the first row from the other two.
Hint 2
Factor fourth-power differences and then the remaining difference in b and c.
Worked solution
  1. After row subtraction, factor b−a and c−a from the last two rows.

    D=(b−a)(c−a)[(c3+ac2+a2c+a3)−(b3+ab2+a2b+a3)]D=(b-a)(c-a)\big[(c^3+ac^2+a^2c+a^3)-(b^3+ab^2+a^2b+a^3)\big]
  2. Factor the bracket by c−b. The polynomial identity also holds when two parameters coincide.

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

(b−a)(c−a)(c−b)(a²+b²+c²+ab+ac+bc).

Checks and common pitfalls: Reversing one difference changes the sign; keep the row order consistent.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • After row subtraction, factor b−a and c−a from the last two rows.
    D=(b−a)(c−a)[(c3+ac2+a2c+a3)−(b3+ab2+a2b+a3)]D=(b-a)(c-a)\big[(c^3+ac^2+a^2c+a^3)-(b^3+ab^2+a^2b+a^3)\big]
  • Factor the bracket by c−b. The polynomial identity also holds when two parameters coincide.
    D=(b−a)(c−a)(c−b)(a2+b2+c2+ab+ac+bc)D=(b-a)(c-a)(c-b)(a^2+b^2+c^2+ab+ac+bc)

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

19 / Standard#Your turn

Give the complete real solution set of the two linear equations.

x+y+z=2,3x+y−z=4x+y+z=2,\quad3x+y-z=4

Official paper · jm02-2026 · 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
Subtract the first equation from the second.
Hint 2
Choose z as the free real parameter.
Worked solution
  1. Elimination gives the relation between x and z.

    2x−2z=2  ⟹  x=z+12x-2z=2\implies x=z+1
  2. Set z=t and recover y from the first equation.

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

(x,y,z)=(1+t,1−2t,t), t∈ℝ.

Checks and common pitfalls: Two independent equations in three unknowns leave one free parameter.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Elimination gives the relation between x and z.
    2x−2z=2  ⟹  x=z+12x-2z=2\implies x=z+1
  • Set z=t and recover y from the first equation.
    (x,y,z)=(1+t,1−2t,t),t∈R(x,y,z)=(1+t,1-2t,t),\quad t\in\mathbb R

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

20 / Standard#Your turn

Find a,b,c so that every solution of the preceding linear system also satisfies the quadratic constraint.

ax2+by2+cz2=3ax^2+by^2+cz^2=3

Official paper · jm02-2026 · 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
Substitute the full parameterised solution.
Hint 2
The resulting polynomial must be an identity for all real t.
Worked solution
  1. Expand after substitution.

    a(1+t)2+b(1−2t)2+ct2=(a+4b+c)t2+(2a−4b)t+(a+b)a(1+t)^2+b(1-2t)^2+ct^2=(a+4b+c)t^2+(2a-4b)t+(a+b)
  2. Match coefficients with the constant 3 and solve.

    a+4b+c=0,2a−4b=0,a+b=3  ⟹  (a,b,c)=(2,1,−6)a+4b+c=0,\quad2a-4b=0,\quad a+b=3\implies(a,b,c)=(2,1,-6)

a=2, b=1, c=−6.

Checks and common pitfalls: Checking one parameter value is insufficient when every solution is required.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Expand after substitution.
    a(1+t)2+b(1−2t)2+ct2=(a+4b+c)t2+(2a−4b)t+(a+b)a(1+t)^2+b(1-2t)^2+ct^2=(a+4b+c)t^2+(2a-4b)t+(a+b)
  • Match coefficients with the constant 3 and solve.
    a+4b+c=0,2a−4b=0,a+b=3  ⟹  (a,b,c)=(2,1,−6)a+4b+c=0,\quad2a-4b=0,\quad a+b=3\implies(a,b,c)=(2,1,-6)

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

21 / Standard#Your turn

With a=b=c=1, solve the three-equation system.

x+y+z=2,3x+y−z=4,x2+y2+z2=3x+y+z=2,\quad3x+y-z=4,\quad x^2+y^2+z^2=3

Official paper · jm02-2026 · 5(b)(iii) · PDF 7

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

Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Reuse the parameterisation from part (i).
Hint 2
The last equation becomes a quadratic in t.
Worked solution
  1. Substitute and solve the scalar quadratic.

    (1+t)2+(1−2t)2+t2=3  ⟺  6t2−2t−1=0  ⟹  t=1±76(1+t)^2+(1-2t)^2+t^2=3\iff6t^2-2t-1=0\implies t=\frac{1\pm\sqrt7}6
  2. Use matching signs in x and z and the opposite sign in y.

    (x,y,z)=(7±76,4∓276,1±76)(x,y,z)=\left(\frac{7\pm\sqrt7}6,\frac{4\mp2\sqrt7}6,\frac{1\pm\sqrt7}6\right)

Exactly two triples, corresponding to the consistent upper and lower signs.

Checks and common pitfalls: The ± choices are linked; they do not produce eight independent triples.

Reasoning checklist · self / teacher assessment
  • Teaching assessment checklist, independently authored. Use the original paper for official marks.
  • Substitute and solve the scalar quadratic.
    (1+t)2+(1−2t)2+t2=3  ⟺  6t2−2t−1=0  ⟹  t=1±76(1+t)^2+(1-2t)^2+t^2=3\iff6t^2-2t-1=0\implies t=\frac{1\pm\sqrt7}6
  • Use matching signs in x and z and the opposite sign in y.
    (x,y,z)=(7±76,4∓276,1±76)(x,y,z)=\left(\frac{7\pm\sqrt7}6,\frac{4\mp2\sqrt7}6,\frac{1\pm\sqrt7}6\right)

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

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