Modulus of a negative value is a positive value

Change of sign (and continuity) to show that root exists. If the question says intervals should be used, further iteration
gains no marks. To gain the last mark a reason is needed , e.g. there is a sign change, and give a suitable conclusion such as
that the root is 1.392 to 3 decimal places, the traditional, QED or, the modern, W.
If an answer is required to one decimal place the candidate must work to at least 2 decimal places

It needs to be emphasized that when candidates are asked to prove or obtain a result involving an exact surd then the use of
calculators is not appropriate.

for continued iteration to prove a root give and to 1 extra sf and give conclusion ex: Conclusion : Two values correct to 4 d.p.,
so 0.653 is root to 3 d.p.

graph of modulus of
When u do mod of g = x take +ve and ve G so when u remove mod u get a +ve and ve value!!

However a minority used calculators to obtain answers showing no working. This is always a dangerous procedure.
It is rarely given substantial credit and, in questions which are worded Hence solve the equation , candidates
have to show a connection between the parts of the question to gain marks.

In parts (a) and (d), candidates need to be aware that showing that something is true requires them to give reasons
and conclusions. In this part (a), it is sufficient to say that a change of sign in the interval (1.4,1.45) implies that
there is a root in the interval (1.4,1.45). In part (c), it would be sufficient to argue that a change of sign in the

interval (1.4345,1.4355)implies that there is a root in the interval (1.4345,1.4355) and, hence, that x =1.435
is accurate to 3 decimal places.
Quote the rule or formula used

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not

Premature rounding caused a significant number of candidates to lose at least 1 accuracy mark, notably with a
solution of 0.28c instead of 0.27c.

A common thread running through the paper for numerous candidates, not just the weaker ones, was
the lack of/or inconsistent bracketing. Teachers need to be aware that this could lead to the potential
loss of many marks.

[Also note that angles must be consistent in when candidates apply these identities.]

the root is 1.291 to 3 decimal places or = 1.291or even QED.

Make sure u look at domain when finding range and vise versa
See if u have to use completing the square when finding range or domain
Candidates should refrain from using dotted lines and/or superimposing the graph of y = 2x 5 on top of the
graph of y = 2x 5. A separate labelled graph makes it easier for examiners to mark.
range should be expressed in terms of g(x) or y and not in terms of x
Explain why the function f [f (x) = (x 3)2 4] does not have an inverse.
Either: The function f is a many-one {mapping}. Or: The function f is not a one-one {mapping}.
Candidates should still be advised to quote formulae before they are used.

Candidates would be well advised to state formulae before using them

Candidates should be more careful in their use/omission of brackets
In show that questions it must be stressed that all necessary steps must be shown
The rubric clearly states that answers without working may not gain full marks.
ln (a + b) ln a + ln b
when sketching graphs make sure to keep in mind the domain and range

The big difficulty here was in not using part (a) to help solve part (b). This is similar to what has
happened in previous years and indicates that students are not aware that the question has been
specifically designed to be solved in this way
It must be stressed that show that questions require all necessary steps.
5
6
[x3]2 x ; [x3]2 = x