1.

(a) Simplify fully

2x 2  9x  5
x 2  2 x  15
(3)

Given that
2 2
ln(2x + 9x – 5) = 1 + ln(x + 2x – 15), x ≠ – 5,

(b) find x in terms of e.

(4)
(Total 7 marks)

2. Express

x 1 1

2
3x  3 3 x 1

as a single fraction in its simplest form.

(Total 4 marks)

3. The function f is defined by

2 x–8
f( x)  1 –  ,
( x  4) ( x – 2)( x  4) x  , x ≠ –4, x ≠ 2

x–3
f( x) 
(a) Show that x–2
(5)

Edexcel Internal Review 1

 The function g is defined by

ex 3
g ( x) 
ex  2 , x , x ≠ 1n 2

ex
g' ( x)  ,
(b) Differentiate g(x) to show that
(e x – 2) 2
(3)

(c) Find the exact values of x for which g′(x) = 1

(4)
(Total 12 marks)

2x  2 x 1
f ( x)  
4. x  2x  3 x  3
2

(a) Express f (x) as a single fraction in its simplest form.

(4)

2
f' ( x) 
(b) Hence show that ( x  3) 2
(3)
(Total 7 marks)

5. Given that

2 x 4  3x 2  x  1 dx  e
2
 (ax2  bx  c)  2
( x  1) ( x  1) ,

find the values of the constants a, b, c, d and e.

(Total 4 marks)

Edexcel Internal Review 2

 3 3
f( x)  1   , x   2.
x  2 ( x  2) 2
6.

x 2  x 1
f( x)  , x   2.
(a) Show that (x  2 ) 2
(4)

2
(b) Show that x + x +1 > 0 for all values of x.
(3)

(c) Show that f (x) > 0 for all values of x, x ≠ –2.

(1)
(Total 8 marks)

3x 2  x  2
7. (a) Simplify x 2 1
(3)

3x 2  x  2 1

(b) Hence, or otherwise, express
2
x 1 x ( x  1) as a single fraction in its simplest
form.
(3)
(Total 6 marks)

8. Express

2 x 2  3x 6
 2
(2 x  3) ( x  2) x  x  2

as a single fraction in its simplest form.

(Total 7 marks)

Edexcel Internal Review 3

9. The function f is defined by

5x  1 3
f: x  x  x  2 – x  2 , x > 1.
2

2
(a) Show that f(x) = x  1 , x > 1.
(4)

–1
(b) Find f (x).
(3)

The function g is defined by

2
g: x  x + 5, x  ℝ.

1
(c) Solve fg(x) = 4 .
(3)
(Total 10 marks)

x2  x  6
f(x) = x  3 x , x  0, x  3.
2
10.

(a) Express f(x) in its simplest form.

(3)

(b) Hence, or otherwise, find the exact solutions of f(x) = x + 1.

(3)
(Total 6 marks)

Edexcel Internal Review 4

11.

2x  5 1
f(x) = x  3 – ( x  3)( x  2) , x > –2.

(a) Express f(x) as a single fraction in its simplest form.

(5)

1
(b) Hence show that f(x) = 2 – x  2 , x > –2.
(2)

1
The curve y = x , x > 0, is mapped onto the curve y = f(x), using three successive
transformations T1, T2 and T3, where T1 and T3 are translations.

(c) Describe fully T1, T2 and T3.

(4)
(Total 11 marks)

12. Express as a single fraction in its simplest form

x 2  8 x  15 2x 2  6x
x2 9 2
× ( x  5) .
(Total 4 marks)

13. The function f is given by

3
f  x  2 + x  2 , x  , x  –2.

3
(a) Express 2 + x  2 as a single fraction.
(1)

Edexcel Internal Review 5

 –1
(b) Find an expression for f (x).
(3)

–1
(c) Write down the domain of f .
(1)
(Total 5 marks)

14. (a) Express as a fraction in its simplest form

2 13
 2
x  3 x  4 x  21 .
(3)

(b) Hence solve

2 13
 2 1
x  3 x  4 x  21 .
(3)
(Total 6 marks)

x 2  4x  3
15. (a) Simplify x2  x .
(2)

2 2
(b) Find the value of x for which log2 (x + 4x + 3) – log2 (x + x) = 4.
(4)
(Total 6 marks)

x x  12
Express ( x  1)( x  3) + x  9 as a single fraction in its simplest form.
2
16.
(Total 6 marks)

Edexcel Internal Review 6

17. Express

3x 2 7(3  2 x)

(2 x  7 x  6)
2
3x 5

as a single fraction in its simplest form.

(Total 4 marks)

( x  5)(2 x  1) (2 x  1)
18. (a) ( x  5)( x  3) = ( x  3) M1 B1 A1 aef 3
Note
M1: An attempt to factorise the numerator.
B1: Correct factorisation of denominator to give (x + 5)(x – 3).
Can be seen anywhere.

 2 x2  9 x  5 
ln  2  1
(b)  x  2 x  15  M1
2 x2  9 x  5
e
x 2  2 x  15 dM1
2x  1
e 3e  1  x(e  2)
x3 M1
3e  1
 x 
e2 A1 aef cso 4

Edexcel Internal Review 7

 Note
M1: Uses a correct law of logarithms to combine at least two terms.
This usually is achieved by the subtraction law of logarithms to give
 2 x2  9 x  5 
ln  2  1
 x  2 x  15 
The product law of logarithms can be used to achieve
2 2
ln (2x + 9x – 5) = ln (e(x + 2x – 15)).
The product and quotient law could also be used to achieve
 2x 2  9x – 5 
 
 e x 2  2 x – 15   0
 
In  
dM1: Removing ln’s correctly by the realisation that the anti-ln of 1 is e.
Note that this mark is dependent on the previous method mark being awarded.
M1: Collect x terms together and factorise.
Note that this is not a dependent method mark.
3e – 1 3e1 – 1 1 – 3e
or 1 or
A1: e – 2 e – 2 2 – e . aef
Note that the answer needs to be in terms of e. The decimal answer
is 9.9610559…
Note that the solution must be correct in order for you to award this
final accuracy mark.
[7]

Edexcel Internal Review 8

 x 1 1
–
19. 3x – 3 3x  1
2

x 1 1
–
2
3x  1
= 3( x – 3)
2
x – 1 → (x + 1)(x – 1) or
2
3x – 3 → (x + 1)(3x – 3) or Award
x 1 1
–
3 x  1 x – 1 3 x  1 2
3x – 3 → (3x + 3)(x – 1) below
seen or implied anywhere in candidate’s
working.
1 1
 –
3 x – 1 3x  1

3 x  1 – 3 x – 1

3 x – 1 3x  1 Attempt to combine. M1
3x  1 3 x – 1
–
or 3 x – 1 3 x  1 3 x – 1 3 x  1 Correct result. A1
Decide to award M1 here!! M1
4
Either 3 x – 1 3x  1
4
4 3 4
or
= 3 x – 1 3x  1 or  x – 1 3x  1  3x – 3 3x  1 A1 aef
4
2
or 9 x – 6 x – 3
[4]

Edexcel Internal Review 9

 2 x –8

20. (a) f(x) = 1 – ( x  4) ( x – 2)( x  4)
x  ℝ, x ≠ –4, x ≠ 2.
( x – 2)( x  4) – 2( x – 2)  x – 8
f(x) = ( x – 2) ( x  4) An attempt to combine M1
to one fraction
Correct result of combining all A1
three fractions
x 2  2x – 8 – 2x  4  x – 8

( x – 2)( x  4)

x 2  x – 12

[( x  4)( x – 2)] Simplifies to give the correct
numerator. Ignore omission of denominator A1
( x  4)( x – 3)

[( x  4)( x – 2)] An attempt to factorise the dM1
numerator.
( x – 3)

( x – 2) Correct result A1 cso AG 5

ex – 3
x
(b) g(x) = e – 2 x  ℝ, x ≠ ln 2.

u  e x – 3 v  e x – 2

 du x dv 
 dx  e ex 
Apply quotient rule: dx 

e x (e x – 2) – e x (e x – 3) vu' – uv'
g’(x) = (e x – 2) 2 Applying v 2
M1
Correct differentiation A1
e 2 x – 2e x – e 2 x  3e x

(e x – 2) 2

ex

(e x – 2) 2 Correct result A1 AG
cso 3

Edexcel Internal Review 10

 ex

(c) g’(x) = 1  (e x – 2) 2 = 1
x x 2
e =(e – 2) Puts their differentiated numerator M1
equal to their denominator.
x 2x x x
e = e – 2e – 2e + 4
2x x 2x x
e – 5e + 4 = 0 e – 5e + 4 A1
x x
(e – 4)(e – 1) = 0 Attempt to factorise M1
x
or solve quadratic in e
x x
e = 4 or e = 1
x = ln 4 or x = 0 both x = 0, ln 4 A1 4
[12]

2x  2 x 1 2x  2 x 1
–  –
21. (a)
2
x – 2x – 3 x – 3 ( x – 3)( x  1) x – 3

2 x  2 – ( x  1)( x  1)

( x – 3)( x  1) M1 A1
( x  1)(1 – x)

( x – 3)( x  1) M1
1– x x –1 x –1
,
x–3 Accept – x – 3 3– x A1 4

Alternative
2x  2 2( x  1) 2
 
x – 2 x – 3 ( x – 3)( x  1) x – 3
2
M1 A1
2 x  1 2 – ( x  1)
– 
x–3 x–3 x–3 M1
1– x
x–3 A1 4

d  1 – x  ( x – 3) (– 1) – (1 – x)1
 
dx  x – 3  ( x – 3) 2
(b) M1 A1
– x  3 –1 x 2
 2

( x – 3) ( x – 3) 2  cso A1 3

Edexcel Internal Review 11

 Alternatives
1– x 2
 – 1–  – 1 – 2( x – 3) –1
1 f(x) = x – 3 x – 3
–2
f’(x) = (–1)(–2)(x – 3) M1 A1
2

( x – 3) 2  cso A1 3
2 f(x) = (1 – x)(x – 3)
–1

–1 –2
f’(x) = (–1)(x – 3) + (1 – x)(–1)(x – 3) M1
1 1– x – ( x – 3) – (1 – x)
– – 2

x – 3 ( x – 3) ( x – 3) 2 A1
2

( x – 3) 2  A1 3
[7]

22.
2x2 -1
x2 –1 2x4 2
– 3x + x +1
2x4 - 2x2
– x2 + x +1
–x2 +1
x M1
a = 2 stated or implied A1
c = –1 stated or implied A1
x
2x 2 1 2
x 1
a = 2, b = 0, c = –1, d = 1, e = 0
d = 1 and b = 0, e = 0 stated or implied A1
[4]

( x  2) 2 ,3( x  2)  3

23. (a) f(x) = ( x  2) 2 M1A1, A1

x 2  4 x  4  3x  6  3 x 2  x  1
  *
( x  2) 2 ( x  2) 2 cso A1 4

Edexcel Internal Review 12

 2
 1 3
x   , 0
(b) x +x + 1 = 
2 2 4 for all values of x. M1A1, A1 3

Alternative
d 2 1 3
( x  x  1)  2 x  1  0  x    x 2  x  1 
dx 2 4 M1A1
2
A parabola with positive coefficient of x has a minimum
2
 x + x +1 > 0
Accept equivalent arguments A1 3

2
 1 3
x  
 2 4
2
(c) f(x) = ( x  2)
Numerator is positive from (b)
2
x  –2  (x + 2) > 0 (Denominator is positive)
Hence f(x) > 0 B1 1
[8]

(3 x  2) ( x  1) 3 x  2
,
24. (a) ( x  1)( x  1) x 1 M1B1, A1 3
M1 attempt to factorise numerator, usual rules
B1 factorising denominator seen anywhere in (a),
A1 given answer
If factorisation of denom. not seen, correct answer implies B1

(b) Expressing over common denominator

3x  2 1 x (3 x  2)  1
 
x 1 x ( x  1) x ( x  1) M1
(3x 2  x  2) x  ( x  1)
[Or “Otherwise”: x ( x 2  1) ]
Multiplying out numerator and attempt to factorise M1
2
[3x + 2x  1  (3x  1)(x + 1)]
3x 1
x Al 3
[6

Edexcel Internal Review 13

 x(2 x  3) 6

25. ( 2 x  3)( x  2) ( x  2)( x  1) B1, B1
x( x  1)  6
= ( x  2)( x  1) M1 A1ft
( x  3)( x  2)
= ( x  2)( x  1) M1 A1
x3
= x 1 A1 7

Alternative 1:
2 x 2  3x  6
( 2 x  3)( x  2) ( x  2)( x  1) B1
(2 x 2  3 x)( x  1)  6(2 x  3)
= (2 x  3)( x  2)( x  1) M1 A1ft
(2 x 3  5 x 2  9 x  18)
= (2 x  3)( x  2)( x  1) A1
( x  2)(2 x 2  9 x  9)
= (2 x  3)( x  2)( x  1) M1
( x  2)(2 x  3)( x  3)
, x  3
= ( 2 x  3)( x  2 )( x  1) x 1 A1, A1

Edexcel Internal Review 14

 Alternative 2:
2 x 2  3x  6
( 2 x  3)( x  2) ( x 2  x  2)

x( 2 x  3 x)
 2 6
= ( 2 x  3)( x  2 ) x x2 B1
x( x 2  x  2)  6( x  2) 3 2

2
,  x  x  22x  6 x  12
= ( x  2)( x  x  2) ( x  2)( x  x  2) M1 A1ft
x 3  x 2  8 x  12
2
= ( x  2)( x  x  2) A1
( x  2)( x 2  x  6)
2
= ( x  2)( x  x  2) M1
( x  3)( x  2)
, x  3
= ( x  2 )( x  1) x 1 A1, A1
[7]

5x  1 3

26. (a) f(x) = ( x  2)( x  1) x  2 B1
factors of quadratic denominator
5 x  1  3( x  1)
= ( x  2)( x  1)
common denominator M1
simplifying to linear numerator M1
2x  4 2( x  2) 2
 
= ( x  2)( x  1) ( x  2)( x  1) x  1 AG A1cso 4

2
(b) y = x  1  xy – y = 2  M1
2
xy = 2 + y or x – 1 = y A1
2 x
–1
f (x) = x or equiv. A1 3

Edexcel Internal Review 15

 2 2
fg(x) = x  4 (attempt) [ " g "1 ]
2
(c) M1
2 1
2

Setting x  4 4 and finding x = …; x = 2
2
DM1; A1 3
[10]

( x  3)( x  2) ( x  2) 2
; or 1 
27. (a) x( x  3) x x B1,B1,B1 3
B1 numerator, B1 denominator ;
B1 either form of answer
( x  2)
 x 1  x2  2
(b) x M1 A1ft
M1 for equating f(x) to x + 1 and forming quadratic.
A1 candidate’s correct quadratic
x 2 A1 3
[6]

2x  5 1 (2 x  5)( x  2)  1
 
28. (a) x  3 ( x  3)( x  2) ( x  3)( x  2) M1
2
2x  9x  9
= ( x  3)( x  2) A1
(2 x  3)( x  3)
= ( x  3)( x  2) M1 A1
2x  3
= x2 A1 5

1 2( x  2)  1 2 x  3
 
(b) 2– x2 x2 x  2 or the reverse M1 A1 2

(c) T1: Translation of –2 in x direction B1

T2: Reflection in the x-axis B1
T3: Translation of (+)2 in y direction B1
All three fully correct B1 4
[11]

Edexcel Internal Review 16

 One alternative is
T1: Translation of –2 in x direction
T2: Rotation of 90° clockwise about O
T3: Translation of –2 in x direction

( x  3)( x  5) 2 x( x  3)

29. ( x  3)( x  3) ( x  5) 2 (3 × factorising) B1 B1 B1
2x
= x5 B1
[4]

3  2 ( x  2)  3  2x7
   2( x  2 )  3
..
x  2  x2
30. (a) 2 + x2   or x2 B1 1

3 2x 7
(b) y = 2 + x2 OR y= x2
3
y – 2 = x2 y (x + 2) = 2x + 7 M1
yx –2x = 7 – 2y
3
x+2= 2
y x (y – 2) = 7 – 2y M1
3 7  2y
x= y2 –2 x= y2
1
( x) 
3
2  x  7  2x
x2 -–1 x2
\f f o.e A1 3
Notes
st
M1 y = f (x) and 1 step towards x = .
M1 One step from x = .
-1
A1 y or f (x) = in terms of x.

–1
(c) Domain of f (x) is x ,x2 B1 1
[NB x  +2]
[5]

Edexcel Internal Review 17

 2 13

31. (a) x  3 ( x  3)( x  7) M1
2( x  7)  13 2 x  27

= ( x  3)( x  7) ( x  3)( x  7) M1 A1 3

2
(b) 2x + 27 = x + 4x – 21 M1
2
x + 2x – 48 = (x + 8)(x – 6) = 0
x = –8, 6 M1 A1 3
[6]

x 2  4x  3 ( x  3)( x  1)
32. (a)
2
x x = x( x  1) M1
Attempt to factorise numerator or denominator
x3 3
–1
= x or 1 + x or (x + 3)x A1 2

 x 2  4x  3 
 
 x2  x 
(b) LHS = log2   M1 (*)
Use of log a – log b
4
RHS = 2 or 16 B1
x + 3 = 16x M1 (*)
Linear or quadratic equation in x
(*) dep
3 1
x= 15 or 5 or 0.2 A1 4
[6]

Edexcel Internal Review 18

 2
33. x – 9 = (x – 3)(x + 3) seen B1
Attempt at forming single fraction
x( x  3)  ( x  12)( x  1) 2 x 2  10x  12
( x  1)( x  3)( x  3) ; = ( x  1)( x  3)( x  3) M1; A1
2( x  2)( x  3)
Factorising numerator = ( x  1)( x  3)( x  3)
2( x  2)
or equivalent = ( x  1)( x  3) M1 M1 A1
[6]

2
34. 2x +7x +6 = (x + 2)(2x + 3) M1 A1
3x 2 7(3  2 x)

(2  x)(3  2 x) 3x 5

7
3
= (2  x) x
some correct algebraic cancelling M1 A1
4
[4]

35. This question was well answered with candidates usually scoring either 3 marks (about 21%), or
5 marks (about 17%) or all 7 marks (about 46%).
The vast majority of candidates achieved all three marks in part (a). A significant minority of
candidates used an alternative method of long division and were invariably successful in
5
achieving the result of 2 + ( x  3) .
The laws of logarithms caused problems for weaker candidates in part (b). Common errors
ln(2 x 2  9 x  5)
2
including some candidates simplifying ln(2x + 9x – 5) – ln(x + 2x – 15) to ln(x  2 x  15) or
2 2
2 2 2
other candidates manipulating the equation ln(2x + 9x – 5) = 1 + ln(x + 2x – 15) into 2x + 9x
1 2
– 5 = e + x + 2x – 15. Perhaps more disheartening was the number of candidates who were
2x 1
e
unable to make x the subject after correctly achieving x  3 , with some leaving a final
1  ex  3e
answer of x = 2 . Those candidates who used long division in part (a) usually coped
better with making x the subject in part (b).

Edexcel Internal Review 19

36. This question seemed to cause a problem for a significant number of candidates, with some
candidates making more than one attempt at the question. The most popular method was for
candidates to combine the fractions and simplify their answer to give a numerator of 4x + 4 and
2
a denominator of (3x – 3)(3x + 1). Those candidates who progressed no further only gained the
2
first 2 marks because of a failure to factorise 3x – 3. At this stage a significant proportion of
2
these candidates factorised both 4x + 4 and (3x – 3) correctly and proceeded to give the correct
result.
1
The most concise correct solutions were achieved when the first term was simplified to 3( x – 1)
2
as this made manipulation simpler. Some candidates, who factorised (3x – 3) correctly did not
always cancel out the common factor of (x + 1), and so made the combination of the two terms
more complicated than necessary, often making careless errors as a result.
A significant proportion of candidates made a sign error usually by omitting a bracket around
the subtracted term in their numerator. A few candidates incorrectly believed that (3x + 1) could
be factorised to give 3(x + 1).

37. Many candidates were able to obtain the correct answer in part (a) with a significant number of
candidates making more than one attempt to arrive at the answer given in the question. Those
candidates who attempted to combine all three terms at once or those who combined the first
two terms and then combined the result with the third term were more successful in this part.
Other candidates who started by trying to combine the second and third terms had problems
2 2 x–8
to
dealing with the negative sign in front x  4 and usually added  x  4   x – 2  x  4 before
2
combining the result with 1. It was pleasing to see that very few candidates used (x + 4) (x –
2)as their common denominator when combining all three terms.
In part (b), most candidates were able to apply the quotient rule correctly but a number of
candidates failed to use brackets properly in the numerator and then found some difficultly in
arriving at the given answer.
In part (c), many candidates were able to equate the numerator to the denominator of the given
x
fraction and many of these candidates went onto form a quadratic in e which they usually
x
solved. A significant number of candidates either failed to spot the quadratic or expanded (e –
2
2) and then took the natural logarithm of each term on both sides of their resulting equation.
2
x 2x
In either or both of parts (b) and (c), some candidates wrote e in their working instead of e
Such candidates usually lost the final accuracy mark in part (b) and the first accuracy mark in
part (c).

Edexcel Internal Review 20

38. This type of question has been set quite frequently and the majority of candidates knew the
method well. Most approached the question in the conventional way by expressing the fractions
with the common denominator (x – 3)(x + 1). This question can, however, be made simpler by
2x  2 2 x  1 2
  .
cancelling down the first fraction by (x + 1), obtaining x – 2 x – 3  x  3 x  1 x – 3
2

Those who used the commoner method often had difficulties with the numerator of the
2 2
combined fraction, not recognising that –x + 1 = 1 – x = (1 – x)(1 + x) can be used to simplify
this fraction. If part (a) was completed correctly, part (b) was almost invariably correct. It was
possible to gain full marks in part (b) from unsimplified fractions in part (a), but this was rarely
achieved.

39. A large number of candidates did not find this a friendly start to the paper, with quite a high
2
proportion attempting the question more than once. There were many who dividing by x – 1,
showed insufficient knowledge of the method, stopping their long division before the final
subtraction. Those getting as far as a linear remainder usually obtained the correct values of a
and c, but the remainder was often incorrect. Errors often arose when not using the strategy of
4 2 4 3 2 2 2
replacing 2x –3x + x + 1 by 2x + 0x – 3x + x + 1 and x – 1 by x + 0x – 1. It was not
unusual to see candidates who completed long division correctly but who then, apparently not
recognising the relevance of this to the question, went on to try other methods.
Most of those who used methods of equating coefficients and substituting values found 5
independent equations but completely correct solutions using these methods were uncommon.
Very few decomposed the numerator and, generally, these appeared to be strong candidates. Of
those who attempted to divide first by x + 1, and then by x – 1, few were able to deal with the
remainders in a correct way.

40. Part (a) was very well done, the great majority of candidates gaining full marks. Part (b),
however, proved very demanding and there were many who had no idea what is required to
show a general algebraic result. It was common to see candidates, both here and in part (c), who
substituted into the expression a number of isolated values of x, noted that they were all
positive, and concluded the general result. Those who did complete the square correctly,
2
 1 3
 x   
obtaining x + x + 1 = 
2 2 4 , did not always explain the relevance of this to the required
result. Many tried calculus but, to complete the proof this way, it was necessary to show that
 1 3
 , 
 2 4  ,was a minimum and this was rarely seen. Those who tried to solve x2 + x + 1 = 0 or
just calculated the discriminant often correctly concluded that the graph did not cross the axis
2
but, to complete this proof, it was necessary to use the fact that x + x + 1 has a positive
2
coefficient if x and this was not often seen. A suitable diagram was accepted here as a sufficient
supporting argument. A correct argument for part (c) was often given by those who were unable
to tackle part (b) successfully and this was allowed the mark.

Edexcel Internal Review 21

41. For many candidates this was a successful start to the paper with completely correct solutions
being the norm. A few candidates used long division in part (a) but did not often succeed using
this method. In part (b) candidates who chose a denominator other than the lowest common
denominator often failed to gain the final two marks because they did not factorise the resulting
cubic in the numerator. Some candidates ignored the hint given in the phrase ‘hence or
otherwise’ and repeated the work they had already completed in part (a).

42. Pure Mathematics P2

Those candidates who factorised the two unfactorised terms and simplified before attempting to
add their fractions were at a clear advantage here. There were a lot who did follow this route,
3 2
but the alternative resulting in a numerator of 2x + 5x – 9x – 18 was very popular. Many of
these candidates never actually reached this expression due to a sign error in multiplying out
3 2
their brackets at the previous stage resulting in 2x + 5x – 9x + 18. Some candidates did not
attempt to simplify the expression any further than this. There was quite a lot of correct
factorization, some of it appearing with very little evidence of any working. Those candidates
3
(x  )
who achieved a factor of 2 with no obvious working were presumably working
backwards from roots found using their calculators.

Almost all candidates started by looking for a common denominator in the early stages of their
working. However, there were a small number who started by trying to split the original
fractions into partial fractions. All but one of these candidates failed to appreciate that the first
of the two fractions is top heavy so they should have been expecting a purely numerical term in
addition to their fractions. Although this approach can sometimes produce a quick and simple
solution to the task this was not the case on this occasion.

Core Mathematics C3
2 x 2  3x x
Those who realised that (2 x  3) ( x  2) could be simplified to x  2 and then put the fractions
over a common denominator usually completed the question quickly and full marks were very
common. Those who put the fractions as they stood over a common denominator, if they work
3 2
correctly, obtained the cubic term 2x + 5x – 9x – 18 in the numerator and factorising this
proved beyond many candidates. Those who could factorise the cubic often wasted valuable
time.

Edexcel Internal Review 22

43. Pure Mathematics P2
This question brought out the worst in some candidates’ algebra.
(a) Despite a lot of fudging to get to the given answer, many candidates completed this
successfully, although often using inefficient methods. Simply cross-multiplying the
denominators led to a long quadratic numerator and a cubic denominator, which many
then tidied up and factorised correctly. Most errors occurred when simplifying the
numerator - quite a few candidates made a sign mistake when expanding the brackets and
then tried to fudge the answer. Some candidates split the first part of the question into
partial fractions, and then the required answer fell out very nicely.

(b) Some candidates confused the inverse function with the first derivative or with the
reciprocal of the function. Both re-arrangement and flow-chart methods were seen. The
most common errors were a sign error in the final answer, or not completing the working
to express the inverse function as a function of x.

(c) A few candidates combined the functions in the wrong order, but many made a correct
initial step. Some candidates made the question more difficult than necessary by reverting
to the unsimplified version of f(x). A surprising number of candidates did not simplify the
2 2 2
denominator x + 5 – 1 correctly. Popular alternatives were x – 4 and –x – 5. Many
candidates lost the final mark for ignoring the possibility of x being -2. Another common
1
x
error was to substitute 4 into the combined function. Some candidates never actually
stated the combined function, they worked the problem in two stages, firstly finding
1
f 1  
 4  , then solving g(x) = 9.

Core Mathematics C3
(a) Candidates found this the easiest question to complete accurately. Some did not use the
lowest common denominator but mostfactorised later. There was a certain amount of
alteration of signs in order to obtain the given answer.

(b) The inverse function was generally found correctly, although some candidates confused
/
f (x) with f (x).
–1

(c) fg(x) was worked in the correct order by the majority of candidates. A significant group
omitted the second solution x = -2 in their answer, focussing incorrectly on the domain
given in part a). Another error was to find fg(1/4) instead of solving fg(x) = ¼.

Edexcel Internal Review 23

44. Well received and well answered by the vast majority of candidates, who produced neat and
concise solutions. Most errors were made in part (b) where the solutions were given as either 
2 or just √2.

45. Many candidates gave completely correct solutions to part (a). However candidates with a
correct solution to (a) often failed to complete part (b). This did seem, generally, to be the result
of misunderstanding, as the algebra is straightforward. It is sufficient to give the working
1 2  x  2 1 2x  3
2  
x2 x2 x  2 and note that this is the answer to part (a). Part (c) proved
T
very demanding and many ignored that they were given that 1 is a translation or did not know
how to specify a translation.

46. This very friendly starter was gratefully received by the vast majority of candidates who often
scored full marks. Factorising was usually correct, although some candidates lost marks for not
2
fully factorising 2 x  6 x , or for expressing (x – 5)2 as ( x  5)( x  5) ; in the latter case 3
2x
marks could still be earned for the wrong answer of x  5 . Some candidates, however, got off
to a very unproductive start by first multiplying out the expressions, which often took up much
space, used precious time and usually gained no marks.

47. Most candidates found this a friendly question to start the paper. Weak algebra though meant
that a number lost marks in the first two parts. A correct expression in part (a) was sometimes
spoilt by false cancelling, and the most common error in part (b) was in multiplying by (x + 2)
producing y(x + 2) = 2 + 3. The stronger candidates usually score full marks on parts (a) and (b).
In part (c) many failed to mention x   and others stated x  –2.

48. This question was well done and full marks were common. The only error seen at all frequently
2  x  7   13 2  13
was to falsely ‘cancel’
 x  3  x  7  to x  3 .

Edexcel Internal Review 24

49. Part (a) was a straightforward start to the paper with most candidates able to factorise and
simplify perfectly. A few attempted to use long division but this often led to errors, and some
2
weaker candidates simply cancelled the x in the numerator and denominator of the expression.
The second part of this question turned out to be more testing, and it was clear that a number of
candidates were not fully familiar with the rules of logarithms. Simply crossing out log 2 was
log a
log a  log b 
sometimes seen and a large number of candidates thought that log b . Those
 x3
log 2  
successfully reaching  x  then had difficulty relating the base 2 with the 4 and
2
common errors included 4 log2 4, 4 log e. Even those who successfully arrived at 15x = 3 were
not yet home and dry, as a surprising number concluded that x = 5.

50. Well received and well answered by the vast majority of candidates, who produced neat and
concise solutions. Considering this was not the easiest question of its type, there were fewer
numerical or algebraic slips than in previous years. Even candidates who did not use the LCM
in the denominator often picked up 3 or 4 marks, and candidates who “lost” the common factor
of 2 in factorising the numerator in the final stages only lost one mark.

51. No Report available for this question.

Edexcel Internal Review 25