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IB Math Applications Syllabus Sample Problems PDF

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Mathematics:

Applications and
interpretation (DP
Workshop Category
2), Category 2
Workshop

FLIBS, United States

16 - 22 June 2019

Language of delivery: English

Facilitator/s: Suzanne Martin and Sandra Tweedy

www.ibo.org/programmes/pd
Intellectual property disclaimer
This workbook is intended for use by a participant at an IB-approved workshop. It
contains several types of material: material that was created and published by the
IB, material that was prepared by the workshop leader and third-party copyright
material.

Following the workshop, participants who wish to provide information or non-

commercial in-school training to teachers in their school may use the IB-copyright
material (including student work) and material identified as the work of the
workshop leader unless this is specifically prohibited.
The IB is committed to fostering academic honesty and respecting others’
intellectual property. To this end, the organization must comply with international
copyright laws and therefore has obtained permission to reproduce and/or translate
any materials used in this publication for which a third party owns the intellectual
property. Acknowledgments are included where appropriate. Workshop
participants may not use any of the material in this workbook that is identified as
being the intellectual property of a third party for any purpose unless expressly
stated and must therefore seek permission from the copyright holder before making
use of such material.

Permission must be sought from the IB by emailing copyright@ibo.org for any use
of IB material which is different from that described above or those uses permitted
under the rules and policy for use of IB intellectual property
(http://www.ibo.org/copyright/intellectualproperty.cfm).
Permission granted to any supplier or publisher to exhibit at an IB-approved
workshop does not imply endorsement by the IB.
Mission statement

The International Baccalaureate aims to develop inquiring, knowledgeable and

caring young people who help to create a better and more peaceful world through
intercultural understanding and respect.
To this end the organization works with schools, governments and international
organizations to develop challenging programmes of international education and
rigorous assessment.
These programmes encourage students across the world to become active,
compassionate and lifelong learners who understand that other people, with their
differences, can also be right.
Workbook Contents
MSD MAI Syllabus Comparison.................................................................................................6
Session 1 - Mathematics applications and interpretations – syllabus overview.......................12
Mathematics: applications and interpretation specimen papers and markschemes (pape
rs 1, 2 and 3) (first assessment 2021).....................................................................................16
Mathematics applications and interpretation SL paper 1 sample A (category 2)...................154
Mathematics applications and interpretation SL paper 2 sample A (category 2)...................174
Mathematics applications and interpretation HL paper 1 sample A (category 2)...................186
Mathematics applications and interpretation HL paper 2 sample A (category 2)...................210
Mathematics applications and interpretation HL paper 3 sample A (category 2)...................218
Mathematics applications and interpretation IA sample A (category 2).................................222
Mathematics applications and interpretation IA sample B (category 2).................................240
Example of a maths unit plan.................................................................................................261
IB graph paper.......................................................................................................................266
Mathematical Studies Syllabus Mathematics: Application and Interpretation SL
Topic 1: Number and Algebra Topic 1: Number and Algebra

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Mathematical Studies Syllabus Mathematics: Application and Interpretation SL
Topic 6: Mathematical Models Topic 2: Functions

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Mathematical Studies Syllabus Mathematics: Application and Interpretation SL
Topic 5: Geometry and Trigonometry Topic 3: Geometry and Trigonometry

8/267
Mathematical Studies Syllabus Mathematics: Application and Interpretation SL
Topic 2: Descriptive Statistics Topic 4: Statistics and Probability
Topic 3: Logic, Sets, and Probability
Topic 4: Statistical Applications

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v

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Mathematical Studies Syllabus Mathematics: Application and Interpretation SL
Topic 7: Introduction to Differential Calculus Topic 5: Calculus

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Mathematics: applications and interpretation
Number and algebra - Common content Number and algebra - SL Number and algebra - HL
Operations with numbers in standard form Approximation, upper and lower bounds, Laws of logarithms
Arithmetic and geometric sequences and series, the percentage errors Laws of exponents with rational exponents
nth term, the sum of the first n terms, and use of Financial applications of geometric series: Sum of infinite geometric sequences
sigma notation amortization and annuities Complex numbers – Cartesian, modulus-argument
Applications of arithmetic and geometric sequences Solving systems of linear and polynomial equations and exponential form, their sums, products and
and series including compound interest, annual quotients and geometric interpretation in the
depreciation and models which are not perfectly complex plane
arithmetic Phase shift and voltage as complex quantities
Laws of exponents with integer exponents Matrices: algebra and properties
Introduction to logarithms and natural logarithms Matrices applications to solving systems of
equations, and coding and decoding messages
Eigenvalues and eigenvectors and their applications
Functions - Common content Functions - SL Functions - HL
Different forms of equations of straight lines, Modelling skills and the modelling process: Composite functions used in context
parallel and perpendicular lines - developing and fitting a model from a context, Inverse functions with domain restrictions
Concept of a function, notation, domain, range and from data by solving simultaneous equations, by Graph transformations including composite
graph consideration of initial conditions or by substitution transformations
Functions and inverse functions as reflections in the into a given function Modelling with exponential models with half-life,
line y = x - testing and refining the model natural logarithmic models, complex sinusoidal
Graphing skills, with and without technology - using the model to make predictions models, logistic models and piecewise models
Determining key features of graphs including Modelling in context with functions which have Linearizing data using logarithms
maximum and minimum values, intercepts, linear, quadratic, exponential growth and decay, Log-log and log-linear graphs
vertices, symmetry, zeros and roots of equations, direct and inverse variation, cubic, and sinusoidal
horizontal and vertical asymptotes behaviours
Finding the point of intersection of lines and curves
using technology

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© International Baccalaureate Organization 2019
International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
Mathematics: applications and interpretation
Geometry and trigonometry - common Geometry and trigonometry - SL Geometry and trigonometry - HL
content The circle – length of arc and area of sector Radian measure
Distance between points in three-dimensional Equations of perpendicular bisectors The unit circle and the Pythagorean identity
space Voronoi diagrams and their applications including Ambiguous case of the sine rule
Midpoints of two points in three-dimensional space urban planning, spread of disease, ecology, Solving trigonometric equations in a finite interval
Volume, surface area and angles in three- meteorology and resource management. Inverse trigonometric functions
dimensional solids Nearest neighbour interpolation and toxic waste Geometric transformations in two dimensions using
Non-right-angled trigonometry, including area of a dump problems matrices
triangle, angles of elevation and depression Vectors – geometric approaches, scalar (dot) and
vector (cross) products, angle between 2 vectors
Vector equation of a line in two-dimensional and
three-dimensional space, r= a + λ b and
parametric forms
Angle between 2 lines
Vector applications to kinematics, linear motion
with constant and variable velocity
Graph theory, terminology and types of graphs
Adjacency and transition matrices
Tree and cycle algorithms including Kruskal’s and
Prim’s, Chinese postman and Travelling Salesman

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© International Baccalaureate Organization 2019
International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
Mathematics: applications and interpretation
Statistics and probability - common content Statistics and probability - SL Statistics and probability - HL
Concept of population, sample, discrete and Spearman’s rank correlation coefficient Data collection techniques, survey and
continuous data Appropriateness and limitations of different questionnaire design
Reliability of data sources correlation coefficients Categorisation of data
Interpretation of outliers Hypothesis testing Reliability tests – test-retest, parallel forms
Sampling techniques – simple random, Significance levels Validity tests – content, criterion related
convenience, systematic, quota and stratified Chi squared test for independence Non-linear regression, sum of square residuals, R2
sampling methods Chi squared goodness of fit test Interpolation and extrapolation
Presentation and interpretation of discrete and T-test to compare the means of two populations Linear transformation of a single random variable
continuous data in frequency tables, histograms, One-tailed and two-tailed testing Expected value and variance of linear combinations
cumulative frequency graphs and box and whisker of n random variables
diagrams Unbiased estimators
Measures of central tendency and dispersion The central limit theorem
(interquartile range, standard deviation and Confidence intervals
variance) for discrete and continuous data including The Poisson distribution
the effect of multiplication by or addition of a Critical regions and values
constant Testing for:
Linear correlation – equation of regression line y on - population mean for the normal distribution
x including piecewise linear models, Pearson’s - proportion using the binomial distribution
product-moment correlation coefficient - population mean using the Poisson distribution
Introduction to probability – independent events, - ρ = 0 for bivariate normal distributions
mutually exclusive events, combined events, Type I and II errors
conditional probabilities and probabilities with and Transition matrices including regular Markov chains
without replacement
Use of Venn diagrams, tree diagrams, sample space
diagrams and tables of outcomes
Discrete random variables and their probability
distributions, expected values and applications
The binomial distribution
The normal distribution – its properties,
diagrammatic representation, expected values,
probability and inverse normal calculations

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© International Baccalaureate Organization 2019
International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
Mathematics: applications and interpretation
Calculus - common content Calculus - SL Calculus – HL
Introduction to limits, rate of change and the Local maximum and minimum points Derivatives of sin x , cos x , tan x , e x , ln x and x n
gradient function Optimisation problems where n ∈ 
Increasing and decreasing functions and the Numerical integration - the trapezoidal rule The chain, product and quotient rules
graphical interpretation of the derivative Related rates of change
Differentiation of polynomials, n ∈  Second derivative testing for concavity
Equations of tangents and normals at a given point Integration of sin x , cos x , sec 2 x and e x
Integration as anti-differentiation of polynomials Integration by inspection and substitution
Definite integrals using technology to find areas Volumes of revolution about the x and y axes
under curves Kinematics problems involving displacement, total
Anti-differentiation with a boundary condition to distance travelled, velocity and acceleration
determine the constant term Setting up and solving first order differential
equations by separation of variables
Slope fields
Euler’s method for first and second order
differential equations
Phase portraits

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© International Baccalaureate Organization 2019
International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
Mathematics: applications and
interpretation

Higher level and Standard level

Specimen papers 1, 2 and 3

First examinations in 2021

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CONTENTS

Mathematics: applications and interpretation higher level

paper 1 specimen paper

Mathematics: applications and interpretation higher level

paper 1 markscheme

Mathematics: applications and interpretation higher level

paper 2 specimen paper

Mathematics: applications and interpretation higher level

paper 2 markscheme

Mathematics: applications and interpretation higher level

paper 3 specimen paper

Mathematics: applications and interpretation higher level

paper 3 markscheme

Mathematics: applications and interpretation standard level

paper 1 specimen paper

Mathematics: applications and interpretation standard level

paper 1 markscheme

Mathematics: applications and interpretation standard level

paper 2 specimen paper

Mathematics: applications and interpretation standard level

paper 2 markscheme

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SPEC/5/MATAI/HP1/ENG/TZ0/XX

Mathematics: applications and interpretation

Higher level
Paper 1

Specimen paper
Candidate session number

2 hours

Instructions to candidates
yy Write your session number in the boxes above.
yy Do not open this examination paper until instructed to do so.
yy A graphic display calculator is required for this paper.
yy Answer all questions.
yy Answers must be written within the answer boxes provided.
yy Unless otherwise stated in the question, all numerical answers should be given exactly or
correct to three significant figures.
yy A clean copy of the mathematics: applications and interpretation formula booklet is
required for this paper.
yy The maximum mark for this examination paper is [110 marks].

24 pages © International Baccalaureate Organization 2018

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Please do not write on this page.

Answers written on this page

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24EP02
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Answers must be written within the answer boxes provided. Full marks are not necessarily awarded
for a correct answer with no working. Answers must be supported by working and/or explanations.
Solutions found from a graphic display calculator should be supported by suitable working. For example,
if graphs are used to find a solution, you should sketch these as part of your answer. Where an answer
is incorrect, some marks may be given for a correct method, provided this is shown by written working.
You are therefore advised to show all working.

1. [Maximum mark: 6]

At the end of a school day, the Headmaster conducted a survey asking students in how many
classes they had used the internet.

The data is shown in the following table.

Number of classes in which

0 1 2 3 4 5 6
the students used the internet

Number of students 20 24 30 k 10 3 1

(a) State whether the data is discrete or continuous.[1]

The mean number of classes in which a student used the internet is 2.

(b) Find the value of k .[4]

It was not possible to ask every person in the school, so the Headmaster arranged the
student names in alphabetical order and then asked every 10th person on the list.

(c) Identify the sampling technique used in the survey. [1]

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24EP03
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2. [Maximum mark: 5]

The perimeter of a given square P can be represented by the function P ( A) = 4 A , A ≥ 0 ,

where A is the area of the square. The graph of the function P is shown for 0 ≤ A ≤ 25 .

20
Perimeter (P)

10 20
Area (A)

(a) Write down the value of P (25) .[1]

(b) On the axes above, draw the graph of the inverse function, P -1 .[3]

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3. [Maximum mark: 6]

Professor Vinculum investigated the migration season of the Bulbul bird from their natural
wetlands to a warmer climate.

He found that during the migration season their population, P could be modelled by
=P 1350 + 400(1.25) - t , t ≥ 0 , where t is the number of days since the start of the
migration season.

(a) Find the population of the Bulbul birds,

(i) at the start of the migration season.

(ii) in the wetlands after 5 days. [3]

(b) Calculate the time taken for the population to decrease below 1400.[2]

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4. [Maximum mark: 6]

Points A (3 , 1) , B (3 , 5) , C (11 , 7) , D (9 , 1) and E (7 , 3) represent snow shelters in the
Blackburn National Forest. These snow shelters are illustrated in the following coordinate axes.

Horizontal scale: 1 unit represents 1 km.

Vertical scale: 1 unit represents 1 km.

8
C
6
B
4
E
2
A D
0 x
2 4 6 8 10 12 14 16
−2

−4

(a) Calculate the gradient of the line segment AE.[2]

(This question continues on the following page)

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(Question 4 continued)

The Park Ranger draws three straight lines to form an incomplete Voronoi diagram.

8
C
6
B
4
E
2
A D
0 x
2 4 6 8 10 12 14 16
−2

−4

(b) Find the equation of the line which would complete the Voronoi cell containing site E.
Give your answer in the form ax + by + d = 0 where a , b , d∈ . [3]

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5. [Maximum mark: 5]

Helen is building a cabin using cylindrical logs of length 2.4 m and radius 8.4 cm. A wedge is
cut from one log and the cross-section of this log is illustrated in the following diagram.

diagram not to scale

B
A

8.4 cm 50


O
2.4 m

(a) Find 50 in radians. [1]

(b) Find the volume of this log. [4]

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6. [Maximum mark: 6]

Jae Hee plays a game involving a biased six-sided die.

The faces of the die are labelled -3, -1, 0, 1, 2 and 5.
The score for the game, X , is the number which lands face up after the die is rolled.
The following table shows the probability distribution for X .

Score x -3 -1 0 1 2 5
1 3 1 2 7
P (X = x) p
18 18 18 18 18

(a) Find the exact value of p .[1]

Jae Hee plays the game once.

(b) Calculate the expected score. [2]

Jae Hee plays the game twice and adds the two scores together.

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24EP09
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7. [Maximum mark: 5]

A particle, A, moves so that its velocity (v ms-1) at time t is given by v = 2 sin t , t ≥ 0 .

The kinetic energy (E) of the particle A is measured in joules (J) and is given by E = 5v2 .

(a) Write down an expression for E as a function of time. [1]

dE
(b) Hence find .[2]
dt
(c) Hence or otherwise find the first time at which the kinetic energy is changing at
a rate of 5 J s-1.[2]

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8. [Maximum mark: 8]

Ollie has installed security lights on the side of his house that are activated by a sensor.
The sensor is located at point C directly above point D. The area covered by the sensor
is shown by the shaded region enclosed by triangle ABC. The distance from A to B is
4.5 m and the distance from B to C is 6 m. Angle AĈB is 15.
diagram not to scale

side view
C

15

A 4.5 B D E

(a) Find CÂB.[3]

Point B on the ground is 5 m from point E at the entrance to Ollie’s house. He is 1.8 m tall and
is standing at point D, below the sensor. He walks towards point B.

(b) Find the distance Ollie is from the entrance to his house when he first activates
the sensor. [5]

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9. [Maximum mark: 5]

A manager wishes to check the mean weight of flour put into bags in his factory. He randomly
samples 10 bags and finds the mean weight is 1.478 kg and the standard deviation of the
sample is 0.0196 kg.

(a) Find sn-1 for this sample. [2]

(b) Find a 95 % confidence interval for the population mean, giving your answer to
4 significant figures. [2]

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10. [Maximum mark: 6]

In a coffee shop, the time it takes to serve a customer can be modelled by a normal distribution
with a mean of 1.5 minutes and a standard deviation of 0.4 minutes.

Two customers enter the shop together. They are served one at a time.

Find the probability that the total time taken to serve both customers will be less than 4 minutes.

Clearly state any assumptions you have made.

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11. [Maximum mark: 6]

 -15  0
   
A particle P moves with velocity v =  2  in a magnetic field, =B  d  , d ∈ .
 4  1
   
(a) Given that v is perpendicular to B , find the value of d . [2]

The force, F , produced by P moving in the magnetic field is given by the vector
equation F = av × B , a ∈ + .

(b) Given that F = 14 , find the value of a . [4]

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12. [Maximum mark: 7]

Product research leads a company to believe that the revenue (R) made by selling its goods
at a price ( p) can be modelled by the equation.

R ( p ) cpe dp , c , d ∈
=

There are two competing models, A and B with different values for the parameters c and d .

Model A has c = 3 , d = -0.5 and model B has c = 2.5 , d = -0.6 .

The company experiments by selling the goods at three different prices in three similar areas
and the results are shown in the following table.

Area Price ( p) Revenue (R)

1 1 1.5
2 2 1.8
3 3 1.5

The company will choose the model with the smallest value for the sum of square residuals.

Determine which model the company chose.

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13. [Maximum mark: 6]

The rates of change of the area covered by two types of fungi, X and Y,on a particular tree
are given by the following equations, where x is the area covered by X and y is the area
covered by Y.

dx
= 3x - 2 y
dt
dy
= 2x - 2 y
dt

 3 -2   2 1
The matrix   has eigenvalues of 2 and -1 with corresponding eigenvectors   and   .
 2 -2  1  2
Initially x = 8 cm2 and y = 10 cm2 .

dy
(a) Find the value of when t = 0 . [2]
dx
(b) On the following axes, sketch a possible trajectory for the growth of the two fungi,
making clear any asymptotic behaviour. [4]

(This question continues on the following page)

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(Question 13 continued)

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24EP17
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Please do not write on this page.

Answers written on this page

will not be marked.

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14. [Maximum mark: 8]

(a) The graph of y = -x3 is transformed onto the graph of y = 33 - 0.08x3 by a translation
of a units vertically and a stretch parallel to the x-axis of scale factor b .

(i) Write down the value of a .

(ii) Find the value of b .[3]

(b) The outer dome of a large cathedral has the shape of a hemisphere of diameter 32 m,
supported by vertical walls of height 17 m. It is also supported by an inner dome which
can be modelled by rotating the curve y = 33 - 0.08x3 through 360 about the y-axis
between y = 0 and y = 33 , as indicated in the diagram.

−16 0 16 x

Find the volume of the space between the two domes. [5]

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24EP19
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15. [Maximum mark: 7]

π
i
Let w = ae 4 , where a ∈ + .

(a) For a = 2 ,

(i) find the values of w2 , w3 , and w4 ;

(ii) draw w , w2 , w3 and w4 on the following Argand diagram. [5]

Im
12

0
−20 −18 −16 −14 −12 −10 −8 −6 −4 −2 2 4 6 8 Re
−2

−4

w
Let z = .
2-i
(b) Find the value of a for which successive powers of z lie on a circle. [2]

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(Question 15 continued)

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16. [Maximum mark: 6]

The number of fish that can be caught in one hour from a particular lake can be modelled by
a Poisson distribution.

The owner of the lake, Emily, states in her advertising that the average number of fish caught
in an hour is three.

Tom, a keen fisherman, is not convinced and thinks it is less than three. He decides to set
up the following test. Tom will fish for one hour and if he catches fewer than two fish he will
reject Emily’s claim.

(a) State a suitable null and alternative hypotheses for Tom’s test. [1]

(b) Find the probability of a Type I error. [2]

The average number of fish caught in an hour is actually 2.5.

(c) Find the probability of a Type II error. [3]

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17. [Maximum mark: 6]

Mr Burke teaches a mathematics class with 15 students. In this class there are 6 female
students and 9 male students.

Each day Mr Burke randomly chooses one student to answer a homework question.

In the first month, Mr Burke will teach his class 20 times.

(a) Find the probability he will choose a female student 8 times. [2]

The Head of Year, Mrs Smith, decides to select a student at random from the year group to
read the notices in assembly. There are 80 students in total in the year group. Mrs Smith
calculates the probability of picking a male student 8 times in the first 20 assemblies is
0.153357 correct to 6 decimal places.

(b) Find the number of male students in the year group. [4]

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18. [Maximum mark: 6]

The rate, A , of a chemical reaction at a fixed temperature is related to the concentration of
two compounds, B and C , by the equation

A = kB x C y , where x , y , k ∈  .

A scientist measures the three variables three times during the reaction and obtains the
following values.

Experiment A (mol l-1 s-1) B (mol l-1) C (mol l-1)

1 5.74 2.1 3.4
2 2.88 1.5 2.4
3 0.980 0.8 1.9

Find x , y and k .

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SPEC/5/MATAI/HP1/ENG/TZ0/XX/M

Markscheme

Specimen paper

Mathematics:
applications and interpretation

Higher level

Paper 1

15 pages

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Instructions to Examiners

Abbreviations

M Marks awarded for attempting to use a correct Method.

A Marks awarded for an Answer or for Accuracy; often dependent on preceding M marks.

R Marks awarded for clear Reasoning.

AG Answer given in the question and so no marks are awarded.

Using the markscheme

1 General

Award marks using the annotations as noted in the markscheme eg M1, A2.

2 Method and Answer/Accuracy marks

• Do not automatically award full marks for a correct answer; all working must be checked, and
marks awarded according to the markscheme.
• It is generally not possible to award M0 followed by A1, as A mark(s) depend on the preceding
M mark(s), if any.
• Where M and A marks are noted on the same line, e.g. M1A1, this usually means M1 for an
attempt to use an appropriate method (e.g. substitution into a formula) and A1 for using the
correct values.
• Where there are two or more A marks on the same line, they may be awarded independently;
so if the first value is incorrect, but the next two are correct, award A0A1A1.
• Where the markscheme specifies M2, N3, etc., do not split the marks, unless there is a note.
• Once a correct answer to a question or part-question is seen, ignore further correct working.
However, if further working indicates a lack of mathematical understanding do not award the final
A1. An exception to this may be in numerical answers, where a correct exact value is followed by
an incorrect decimal. However, if the incorrect decimal is carried through to a subsequent part,
and correct FT working shown, award FT marks as appropriate but do not award the final A1 in
that part.

Examples

Correct answer seen Further working seen Action

1. 5.65685... Award the final A1
8 2
(incorrect decimal value) (ignore the further working)
2. 1
sin 4 x sin x Do not award the final A1
4
3. log a − log b log (a − b) Do not award the final A1

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3 Implied marks

Implied marks appear in brackets e.g. (M1), and can only be awarded if correct work is seen or if
implied in subsequent working.

• Normally the correct work is seen or implied in the next line.

• Marks without brackets can only be awarded for work that is seen.

4 Follow through marks (only applied after an error is made)

Follow through (FT) marks are awarded where an incorrect answer from one part of a question is
used correctly in subsequent part(s) or subpart(s). Usually, to award FT marks, there must be
working present and not just a final answer based on an incorrect answer to a previous part.
However, if the only marks awarded in a subpart are for the answer (i.e. there is no working
expected), then FT marks should be awarded if appropriate.

• Within a question part, once an error is made, no further A marks can be awarded for work
which uses the error, but M marks may be awarded if appropriate.
• If the question becomes much simpler because of an error then use discretion to award fewer
FT marks.
• If the error leads to an inappropriate value (e.g. probability greater than 1, use of r > 1 for the
sum of an infinite GP, sin θ = 1.5 , non integer value where integer required), do not award the
mark(s) for the final answer(s).
• The markscheme may use the word “their” in a description, to indicate that candidates may be
using an incorrect value.
• Exceptions to this rule will be explicitly noted on the markscheme.
• If a candidate makes an error in one part, but gets the correct answer(s) to subsequent part(s),
award marks as appropriate, unless the question says hence. It is often possible to use a
different approach in subsequent parts that does not depend on the answer to previous parts.

5 Mis-read

If a candidate incorrectly copies information from the question, this is a mis-read (MR). Apply a MR
penalty of 1 mark to that question

• If the question becomes much simpler because of the MR, then use discretion to award
fewer marks.
• If the MR leads to an inappropriate value (e.g. probability greater than 1, sin θ = 1.5 , non-integer
value where integer required), do not award the mark(s) for the final answer(s).
• Miscopying of candidates’ own work does not constitute a misread, it is an error.
• The MR penalty can only be applied when work is seen. For calculator questions with no
working and incorrect answers, examiners should not infer that values were read incorrectly.

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6 Alternative methods

Candidates will sometimes use methods other than those in the markscheme. Unless the question
specifies a method, other correct methods should be marked in line with the markscheme

• Alternative methods for complete questions are indicated by METHOD 1,

METHOD 2, etc.
• Alternative solutions for part-questions are indicated by EITHER . . . OR.

7 Alternative forms

Unless the question specifies otherwise, accept equivalent forms.

• As this is an international examination, accept all alternative forms of notation.

• In the markscheme, equivalent numerical and algebraic forms will generally be written in
brackets immediately following the answer.
• In the markscheme, simplified answers, (which candidates often do not write in examinations),
will generally appear in brackets. Marks should be awarded for either the form preceding the
bracket or the form in brackets (if it is seen).

8 Accuracy of Answers

If the level of accuracy is specified in the question, a mark will be linked to giving the answer to the
required accuracy. There are two types of accuracy errors, and the final answer mark should not be
awarded if these errors occur.

• Rounding errors: only applies to final answers not to intermediate steps.

• Level of accuracy: when this is not specified in the question the general rule applies to final
answers: unless otherwise stated in the question all numerical answers must be given exactly or
correct to three significant figures.

9 Calculators

A GDC is required for this examination, but calculators with symbolic manipulation features/
CAS functionality are not allowed.

Calculator notation
The subject guide says:
Students must always use correct mathematical notation, not calculator notation.

Do not accept final answers written using calculator notation. However, do not penalize the use of
calculator notation in the working.

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1. (a) discrete A1
[1 mark]

24 + 60 + 3k + 40 + 15 + 6
(b) =2 M1A1
88 + k
Note: Award M1 for substitution into the formula for
the mean, award A1 for a correct equation.

attempt to solve their equation (M1)

k = 31 A1
[4 marks]

Total [6 marks]

2. (a) 20 A1
[1 mark]

(b)

(M1)A1A1

Note: Award (M1) for reflection in the line P = A , award A1 for

endpoint at (20 , 25), award A1 for passing through (16 , 16).
[3 marks]

(c) when the perimeter is 8, the area is 4 A1

[1 mark]

Total [5 marks]
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3. (a) (i) 1750 A1

(ii) 1350 + 400 (1.25) −5 (M1)

= 1480 A1

Note: Accept 1481.

[3 marks]

(b) 1400
= 1350 + 400 (1.25) − t (M1)

9.32 (days (9.31885…) (days)) A1

[2 marks]

Note: Accept 1351 as a valid interpretation of the model as P =1

350
is an asymptote.
[1 mark]

Total [6 marks]

3−1
4. (a) (M1)
7−3
= 0.5 A1
[2 marks]

(b) y − 2 =−2( x − 5) (A1)(M1)

Note: Award (A1) for their −2 seen, award (M1) for the correct substitution
of (5 , 2) and their normal gradient in equation of a line.

2 x + y − 12 =
0 A1
[3 marks]

Total [6 marks]

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50 × π
5. (a) = 0.873 (0.872664) A1
180
[1 mark]

 1 
(b) = 240  π× 8.42 −
volume × 8.42 × 0.872664  M1M1M1
 2 

Note: Award M1 240 × area , award M1 for correctly substituting area sector formula,
award M1 for subtraction of the angles or their areas.

= 45800
=( 45811.96071) A1
[4 marks]

Total [5 marks]

4 2
6. (a)   A1
18 9
[1 mark]

1 4 3 7
(b) −3 × + (−1) × + 0× +…+ 5× (M1)
18 18 18 18

Note: Award (M1) for their correct substitution into the formula for expected value.

 33 
= 1.83  , 1.83333… A1
 18 
[2 marks]

1 3
(c) 2× × (M1)(M1)
18 18

1 3
Note: Award (M1) for × , award (M1) for multiplying their product by 2.
18 18

1  6 
=  , 0.0185185…, 1.85%  A1
54  324 
[3 marks]

Total [6 marks]

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7. =
(a) E 5(2sin
= t ) 2 ( 20sin 2 t ) A1
[1mark]

dE
(b) = 40sin t cos t (M1)A1
dt
[2 marks]

(c) t = 0.126 (M1)A1

[2 marks]

Total [5 marks]

ˆ
sin CAB sin15
8. (a) = (M1)(A1)
6 4.5

= ˆ B 20.2 (20.187415…)
CA A1

Note: Award (M1) for substituted sine rule formula

and award (A1) for correct substitutions.
[3 marks]

(b) C B̂ D = 20.2 + 15 = 35.2 A1

(let X be the point on BD where Ollie activates the sensor)
1.8
tan 35.18741= (M1)
BX

Note: Award A1 for their correct angle C B̂ D. Award M1 for

correctly substituted trigonometric formula.

BX = 2.55285… A1
5 − 2.55285… (M1)
= 2.45 (m) (2.44714…) A1
[5 marks]

Total [8 marks]

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10
9. (a) sn −1 = × 0.0196 =0.02066 … (M1)A1
9
[2 marks]

(b) (1.463 , 1.493) (M1)A1

Note: If sn used answer is (1.464 , 1.492), award M1A0.

[2 marks]

(c) 95 % of the time these results would be produced by a population

with mean of less than 1.5 kg, so it is likely the mean weight is
less than 1.5 kg R1
[1 mark]

Total [5 marks]

10. let T be the time to serve both customers and Ti the time to serve the i th customer

assuming independence of T1 and T2 R1

T is normally distributed and T= T1 + T2 (M1)

E (T ) = 1.5 + 1.5 = 3 A1

Var (T ) = 0.42 + 0.42 = 0.32 M1A1

P (T < 4) =
0.961 A1
Total [6 marks]

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11. (a) 15 × 0 + 2d + 4 =0 (M1)

d = −2 A1
[2 marks]

 −15   0 
   
(b) a  2  ×  −2  (M1)
 4  1
   

 10    2
    
 15   5a  3  
= a= A1
 30   6
    
2 2 2
magnitude is 5a 2 + 3 + 6 =14 M1

14
=a =( 0.4) A1
35
[4 marks]

Total [6 marks]

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12. (Model A)

R = 3 pe −0.5 p M1

predicted values
p R
1 1.8196
2 2.2073
3 2.0082
(A1)
SS res= (1.8196 − 1.5) 2 + (2.2073 − 1.8) 2 + (2.0082 − 1.5) 2 (M1)

= 0.5263… A1

(Model B)

R = 2.5 pe −0.6 p
predicted values
p R
1 1.372
2 1.506
3 1.2397
(A1)
SS res 0.170576 …
= A1

chose model B A1

Note: Method marks can be awarded if seen for either model A or model B.
Award final A1 if it is a correct deduction from their calculated values
for A and B.
Total [7 marks]

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dy 16 − 20
13. (a) = M1
dx 24 − 20
= −1 A1
[2 marks]

2  
(b) asymptote of trajectory along r = k   M1A1
1

1
Note: Award M1A0 if asymptote along   .
 2

trajectory begins at (8, 10) with negative gradient A1A1

[4 marks]

Total [6 marks]

14. (a) (i) a = 33 A1

1
(ii) = 2.32 M1A1
3
0.08
[3 marks]
(b) volume within outer dome
2
π × 163 + π × 162 × 17 =22 250.85 M1A1
3
volume within inner dome
2
33  33 − y  3
π∫   dy = 3446.92 M1A1
0
 0.08 
volume between = 22 250.85 − 3446.92 = 18 803.93 m3 A1
[5 marks]

Total [8 marks]

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π 3π

( =4i, − 4 )
i i
15. (a) (i) 4e 2 , 8e 4 , 16e πi 2 + 4 2i, − 16 (M1)A1

(ii)

Note: Award A1 for correct arguments, award A1 for 4i and −16 clearly indicated,
award A1 for | w | < 4 and 4 < | w3 | < 16 .

[5 marks]

(b) 22 + 12 =
a2 M1

=a 5 ( 2.24)
= A1
[2 marks]

Total [7 marks]

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16. H 0 : m 3, H1 : m < 3
(a) = A1

Note: Accept equivalent statements in words.

[1 mark]

(b) (let X be the number of fish caught)

P ( X ≤ 1| m =3) =0.199 M1A1
[2 marks]

Note: Award M1 for using m = 2.5 to evaluate a probability,

award A1 for also having X ≥ 2 .

= 0.713 A1
[3 marks]

Total [6 marks]

17. (a) P ( X = 8) (M1)

Note: Award (M1) for evidence of recognizing binomial probability.

 6
eg, P ( X = 8) , X ~ B  20, .
 15 

= 0.180 (0.179705…) A1
[2 marks]

(b) let x be the number of male students

x
recognize that probability of selecting a male is equal to (A1)
80
 20
8
 x   80 − x 
12

 set up equation C8     =  0.153357 (M1)
  80   80  
number of male students = 37 (M1)A1

Note: Award (M1)A0 for 27.

[4 marks]

Total [6 marks]

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18. log A = x log B + y log C + log k (M1)

log 5.74 = x log 2.1 + y log 3.4 + log k

log 2.88 = x log1.5 + y log 2.4 + log k
log 0.980 = x log 0.8 + y log1.9 + log k M1A1

Note: Allow any consistent base, allow numerical equivalents.

attempting to solve their system of equations (M1)

=x 1.53,
= y 0.505 A1

k = 0.997 A1
Total [6 marks]

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Mathematics: applications and interpretation

Higher level
Paper 2

Specimen paper

2 hours

Instructions to candidates
yy Do not open this examination paper until instructed to do so.
yy A graphic display calculator is required for this paper.
yy Answer all the questions in the answer booklet provided.
yy Unless otherwise stated in the question, all numerical answers should be given exactly or
correct to three significant figures.
yy A clean copy of the mathematics: applications and interpretation formula booklet is
required for this paper.
yy The maximum mark for this examination paper is [110 marks].

8 pages © International Baccalaureate Organization 2018

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Answer all questions in the answer booklet provided. Please start each question on a new page.
Full marks are not necessarily awarded for a correct answer with no working. Answers must be
supported by working and/or explanations. Solutions found from a graphic display calculator should
be supported by suitable working. For example, if graphs are used to find a solution, you should sketch
these as part of your answer. Where an answer is incorrect, some marks may be given for a correct
method, provided this is shown by written working. You are therefore advised to show all working.

1. [Maximum mark: 15]

The Happy Straw Company manufactures drinking straws.

The straws are packaged in small closed rectangular boxes, each with length 8 cm, width 4 cm
and height 3 cm. The information is shown in the diagram.

H G

E
F
3

D
C
4
A 8 B

(a) Calculate the surface area of the box in cm2.[2]

(b) Calculate the length AG.[2]

dP
Each week, the Happy Straw Company sells x boxes of straws. It is known that =-2 x + 220,
x ≥ 0 , where P is the weekly profit, in dollars, from the sale of x thousand boxes. dx

The profit from the sale of 20 000 boxes is $1700.

(d) Find P (x) . [5]

(e) Find the least number of boxes which must be sold each week in order to make a profit. [3]

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2. [Maximum mark: 12]

Slugworth Candy Company sell a variety pack of colourful, shaped sweets.

The sweets are produced such that 80 % are star shaped and 20 % are shaped like a
crescent moon. It is known that 10 % of the stars and 30 % of the crescent moons are
coloured yellow.

(a) A sweet is selected at random.

(i) Find the probability that the sweet is yellow.

(ii) Given that the sweet is yellow, find the probability it is star shaped. [4]

According to manufacturer specifications, the colours in each variety pack should be

distributed as follows.

Colour Brown Red Green Orange Yellow Purple

Percentage (%) 15 25 20 20 10 10

Mr Slugworth opens a pack of 80 sweets and records the frequency of each colour.

Colour Brown Red Green Orange Yellow Purple

Observed Frequency 10 20 16 18 12 4

To investigate if the sample is consistent with manufacturer specifications, Mr Slugworth

conducts a χ 2 goodness of fit test. The test is carried out at a 5 % significance level.

(b) Write down the null hypothesis for this test. [1]

Colour Brown Red Green Orange Yellow Purple

Expected Frequency

(d) Write down the number of degrees of freedom. [1]

(e) Find the p-value for the test. [2]

(f) State the conclusion of the test. Give a reason for your answer. [2]

Turn over
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3. [Maximum mark: 18]

In this question, give all answers to two decimal places.

Bryan decides to purchase a new car with a price of €14 000, but cannot afford the full amount.
The car dealership offers two options to finance a loan.

Finance option A:

A 6 year loan at a nominal annual interest rate of 14 % compounded quarterly.

No deposit required and repayments are made each quarter.

(a) (i) Find the repayment made each quarter.

(ii) Find the total amount paid for the car.

(iii) Find the interest paid on the loan. [7]

Finance option B:

A 6 year loan at a nominal annual interest rate of r % compounded monthly. Terms of the
loan require a 10 % deposit and monthly repayments of €250.

(b) (i) Find the amount to be borrowed for this option.

(ii) Find the annual interest rate, r .[5]

Bryan chooses option B. The car dealership invests the money Bryan pays as soon as they
receive it.

(d) If they invest it in an account paying 0.4 % interest per month and inflation is 0.1 %
per month, calculate the real amount of money the car dealership has received by
the end of the 6 year period. [4]

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4. [Maximum mark: 14]

An aircraft’s position is given by the coordinates (x , y , z) , where x and y are the aircraft’s
displacement east and north of an airport, and z is the height of the aircraft above the ground.
All displacements are given in kilometres.

 -150 
 
The velocity of the aircraft is given as  -50  km h -1 .
 -20 
 
At 13:00 it is detected at a position 30 km east and 10 km north of the airport, and at a height
of 5 km. Let t be the length of time in hours from 13:00.

(a) Write down a vector equation for the displacement, r of the aircraft in terms of t . [2]

(b) If the aircraft continued to fly with the velocity given

(i) verify that it would pass directly over the airport;

(ii) state the height of the aircraft at this point;

(iii) find the time at which it would fly directly over the airport. [4]

When the aircraft is 4 km above the ground it continues to fly on the same bearing but adjusts
the angle of its descent so that it will land at the point (0 , 0 , 0) .

(ii) Find the direct distance of the aircraft from the airport at this point. [5]

(d) Given that the velocity of the aircraft, after the adjustment of the angle of descent,
 -150 
 
is  -50  km h -1 , find the value of a . [3]
 a 
 

Turn over
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5. [Maximum mark: 17]

The following table shows the costs in US dollars (US$) of direct flights between six cities.
Blank cells indicate no direct flights. The rows represent the departure cities. The columns
represent the destination cities.

Destination city

A B C D E F
A 90 150
B 90 80 70 140
Departure city

C 150 80
D 70 100 180
E 140 100 210
F 180 210

(a) Show the direct flights between the cities as a graph. [2]

(b) Write down the adjacency matrix for this graph. [2]

(c) Using your answer to part (b), find the number of different ways to travel from and
return to city A in exactly 6 flights. [2]

(d) State whether or not it is possible to travel from and return to city A in exactly 6 flights,
having visited each of the other 5 cities exactly once. Justify your answer. [2]

The following table shows the least cost to travel between the cities.

Destination city

A B C D E F
A 0 90 150 160 a b
B 90 0 80 70 140 250
Departure city

C 150 80 0 150 220 330

D 160 70 150 0 100 180
E a 140 220 100 0 210
F b 250 330 180 210 0

(e) Find the values of a and b.[2]

A travelling salesman has to visit each of the cities, starting and finishing at city A.

(f) Use the nearest neighbour algorithm to find an upper bound for the cost of the trip. [3]

(g) By deleting vertex A, use the deleted vertex algorithm to find a lower bound for the cost
of the trip. [4]

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6. [Maximum mark: 14]

A city has two cable companies, X and Y. Each year 20 % of the customers using company X
move to company Y and 10 % of the customers using company Y move to company X.
All additional losses and gains of customers by the companies may be ignored.

(a) Write down a transition matrix T representing the movements between the two
companies in a particular year. [2]

(b) Find the eigenvalues and corresponding eigenvectors of T . [4]

Initially company X and company Y both have 1200 customers.

(d) Find an expression for the number of customers company X has after n years,
where n ∈  . [5]

(e) Hence write down the number of customers that company X can expect to have
in the long term. [1]

Turn over
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7. [Maximum mark: 20]

An object is placed into the top of a long vertical tube, filled with a thick viscous fluid,
at time t = 0 .

Initially it is thought that the resistance of the fluid would be proportional to the velocity of
the object. The following model was proposed, where the object’s displacement, x , from
the top of the tube, measured in metres, is given by the differential equation

d2 x  dx 
= 2
9.81 - 0.9   .
dt  dt 
dx
(a) By substituting v = into the equation, find an expression for the velocity of the
dt
particle at time t . Give your answer in the form v = f (t) . [7]

The maximum velocity approached by the object as it falls is known as the terminal velocity.

(b) From your solution to part (a), or otherwise, find the terminal velocity of the object
predicted by this model. [2]

An experiment is performed in which the object is placed in the fluid on a number of occasions
and its terminal velocity recorded. It is found that the terminal velocity was consistently smaller
than that predicted by the model used. It was suggested that the resistance to motion is actually
proportional to the velocity squared and so the following model was set up.
2
d2 x  dx 
= 2
9.81 - 0.9  
dt  dt 

(d) Use Euler’s method, with a step length of 0.2, to find the displacement and velocity of
the object when t = 0.6 . [4]

(e) By repeated application of Euler’s method, find an approximation for the terminal velocity,
to five significant figures. [1]

At terminal velocity the acceleration of an object is equal to zero.

(f) Use the differential equation to find the terminal velocity for the object. [2]

(g) Use your answers to parts (d), (e) and (f) to comment on the accuracy of the Euler
approximation to this model. [2]

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Markscheme

Specimen paper

Mathematics:
applications and interpretation

Higher level

Paper 2

14 pages

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Instructions to Examiners

Abbreviations

M Marks awarded for attempting to use a correct Method.

A Marks awarded for an Answer or for Accuracy; often dependent on preceding M marks.

R Marks awarded for clear Reasoning.

AG Answer given in the question and so no marks are awarded.

Using the markscheme

1 General

Award marks using the annotations as noted in the markscheme eg M1, A2.

2 Method and Answer/Accuracy marks

 Do not automatically award full marks for a correct answer; all working must be checked, and
marks awarded according to the markscheme.
 It is generally not possible to award M0 followed by A1, as A mark(s) depend on the preceding
M mark(s), if any.
 Where M and A marks are noted on the same line, e.g. M1A1, this usually means M1 for an
attempt to use an appropriate method (e.g. substitution into a formula) and A1 for using the
correct values.
 Where there are two or more A marks on the same line, they may be awarded independently;
so if the first value is incorrect, but the next two are correct, award A0A1A1.
 Where the markscheme specifies M2, N3, etc., do not split the marks, unless there is a note.
 Once a correct answer to a question or part-question is seen, ignore further correct working.
However, if further working indicates a lack of mathematical understanding do not award the final
A1. An exception to this may be in numerical answers, where a correct exact value is followed by
an incorrect decimal. However, if the incorrect decimal is carried through to a subsequent part,
and correct FT working shown, award FT marks as appropriate but do not award the final A1 in
that part.

Examples

Correct answer seen Further working seen Action

1. 5.65685... Award the final A1
8 2
(incorrect decimal value) (ignore the further working)
2. 1
sin 4 x sin x Do not award the final A1
4
3. log a  log b log ( a  b ) Do not award the final A1

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3 Implied marks

Implied marks appear in brackets e.g. (M1), and can only be awarded if correct work is seen or if
implied in subsequent working.

 Normally the correct work is seen or implied in the next line.

 Marks without brackets can only be awarded for work that is seen.

4 Follow through marks (only applied after an error is made)

 Within a question part, once an error is made, no further A marks can be awarded for work
which uses the error, but M marks may be awarded if appropriate.
 If the question becomes much simpler because of an error then use discretion to award fewer
FT marks.
 If the error leads to an inappropriate value (e.g. probability greater than 1, use of r  1 for the
sum of an infinite GP, sin   1.5 , non integer value where integer required), do not award the
mark(s) for the final answer(s).
 The markscheme may use the word “their” in a description, to indicate that candidates may be
using an incorrect value.
 Exceptions to this rule will be explicitly noted on the markscheme.
 If a candidate makes an error in one part, but gets the correct answer(s) to subsequent part(s),
award marks as appropriate, unless the question says hence. It is often possible to use a
different approach in subsequent parts that does not depend on the answer to previous parts.

5 Mis-read

If a candidate incorrectly copies information from the question, this is a mis-read (MR). Apply a MR
penalty of 1 mark to that question

 If the question becomes much simpler because of the MR, then use discretion to award
fewer marks.
 If the MR leads to an inappropriate value (e.g. probability greater than 1, sin   1.5 , non-integer
value where integer required), do not award the mark(s) for the final answer(s).
 Miscopying of candidates’ own work does not constitute a misread, it is an error.
 The MR penalty can only be applied when work is seen. For calculator questions with no
working and incorrect answers, examiners should not infer that values were read incorrectly.

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6 Alternative methods

Candidates will sometimes use methods other than those in the markscheme. Unless the question
specifies a method, other correct methods should be marked in line with the markscheme

 Alternative methods for complete questions are indicated by METHOD 1,

METHOD 2, etc.
 Alternative solutions for part-questions are indicated by EITHER . . . OR.

7 Alternative forms

Unless the question specifies otherwise, accept equivalent forms.

 As this is an international examination, accept all alternative forms of notation.

 In the markscheme, equivalent numerical and algebraic forms will generally be written in
brackets immediately following the answer.
 In the markscheme, simplified answers, (which candidates often do not write in examinations),
will generally appear in brackets. Marks should be awarded for either the form preceding the
bracket or the form in brackets (if it is seen).

8 Accuracy of Answers

 Rounding errors: only applies to final answers not to intermediate steps.

 Level of accuracy: when this is not specified in the question the general rule applies to final
answers: unless otherwise stated in the question all numerical answers must be given exactly or
correct to three significant figures.

9 Calculators

A GDC is required for this examination, but calculators with symbolic manipulation features/
CAS functionality are not allowed.

Calculator notation
The subject guide says:
Students must always use correct mathematical notation, not calculator notation.

Do not accept final answers written using calculator notation. However, do not penalize the use of
calculator notation in the working.

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1. (a) 2(8  4  3  4  3  8) M1

 136 (cm2) A1
[2 marks]

(b) 82  42  32 M1

(AG ) 9.43 (cm) (9.4339, 89) A1

[2 marks]

(d) P ( x )   2 x  220 dx M1

Note: Award M1 for evidence of integration.

P ( x )   x 2  220 x  c A1A1

Note: Award A1 for either  x or 220x award A1 for

both correct terms and constant of integration.

1700   (20) 2  220 (20)  c M1

c  2300
P ( x )   x 2  220 x  2300 A1
[5 marks]

(e)  x 2  220 x  2300  0 M1

x  11.005 A1
11 006 (boxes) A1

Note: Award M1 for their P ( x)  0 , award A1 for their correct solution to x.

Award the final A1 for expressing their solution to the minimum number
of boxes. Do not accept 11 005, the nearest integer, nor 11 000, the
answer expressed to 3 significant figures, as these will not satisfy the
demand of the question.
[3 marks]

Total [15 marks]

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2. (a) (i) P (Y )  0.8  0.1  0.2  0.3 M1

 0.14 A1

0.8  0.1
(ii) P (Star | Y )  M1
0.14
4 
 0.571  , 0.571428 A1
7 
[4 marks]

(b) the colours of the sweets are distributed according to

manufacturer specifications A1
[1 mark]

Expected Frequency 12 20 16 16 8 8
A2

Note: Award A2 for all 6 correct expected values,

A1 for 4 or 5 correct values, A0 otherwise.
[2 marks]

(d) 5 A1
[1 mark]

(e) 0.469 (0.4688117…) A2

[2 marks]

(f) since 0.469  0.05 R1

fail to reject the null hypothesis. There is insufficient evidence to
reject the manufacturer’s specifications A1

Note: Award R1 for a correct comparison of their correct p-value to the

test level, award A1 for the correct result from that comparison.
Do not award R0A1.
[2 marks]

Total [12 marks]

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3. (a) (i) N  24
I %  14
PV  14000
FV  0
P/Y  4
C/Y  4 (M1)(A1)

Note: Award M1 for an attempt to use a financial app in their technology,

award A1 for all entries correct. Accept PV  14000 .

(€)871.82 A1

(ii) 4  6  871.82 (M1)

(€) 20923.68 A1

(iii) 20923.68  14000 (M1)

(€)6923.68 A1
[7 marks]

(b) (i) 0.9 14000 ( 14000  0.10 14000) M1

(€)12600.00 A1

(ii) N  72
PV  12600
PMT  250
FV  0
P/Y  12
C/Y  12 (M1)(A1)

Note: Award M1 for an attempt to use a financial app in their technology, award
A1 for all entries correct. Accept PV  12600 provided PMT  250 .

12.56(%) A1
[5 marks]

continued…

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Question 3 continued

Note: Award R1 for stating that no deposit is required. Award A1

for the correct choice from that fact. Do not award R0A1.

OR
Bryan should choose Option B A1
cost of Option A (6923.69)  cost of Option B (72  250  12600  5400) R1

Note: Award R1 for a correct comparison of costs. Award A1 for the correct choice
from that comparison. Do not award R0A1.
[2 marks]

(d) real interest rate is 0.4  0.1  0.3% (M1)

value of other payments 250  250 1.003  250 1.003

use of sum of geometric sequence formula or financial app on a GDC (M1)

 20 058.43
value of deposit at the end of 6 years
1400  1.003  1736.98
72
(A1)

Total value is (€) 21 795.41 A1

Note: Both M marks can awarded for a correct use of the GDC’s financial app:
N  72 (6 12)
I %  3.6 (0.3 12)
PV  0
PMT  250
FV 
P/Y  12
C/Y  12
OR
N = 72 (6 12)
I % = 0.3
PV = 0
PMT = 250
FV =
P/Y = 1
C/Y = 1
[4 marks]

Total [18 marks]

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 30   150 
   
4. (a) r   10   t  50  A1A1
   
 5   20 
[2 marks]

30
(b) (i) when x  0, t   0.2 M1
150
EITHER
10
when y  0, t   0.2 A1
150
since the two values of t are equal the aircraft passes directly
over the airport
OR
t  0.2, y  0 A1

(ii) height  5  0.2  20  1km A1

(iii) time 13:12 A1

[4 marks]

1
(c) (i) 5  20t  4  t  (3 minutes) (M1)
20
time 13:03 A1

 22.5 
(ii)

displacement is 7.5
 A1
 
 4 
 

distance is 22.52  7.52  4 2 (M1)

 24.1km A1
[5 marks]

continued…

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Question 4 continued

(d) METHOD 1
time until landing is 12 3  9 minutes M1
height to descend  4 km
4
a M1
9
60
 26.7 A1

METHOD 2

 150   22.5 
   
 50   s  7.5  M1
 a   4 
   
20
150  22.5 s  s   M1
3
20
a 4
3
 26.7 A1
[3 marks]

Total [14 marks]

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5. (a)

A2
[2 marks]

(b) attempt to form an adjacency matrix M1

0 1 1 0 0 0
 
1 0 1 1 1 0
1 1 0 0 0 0
  A1
0 1 0 0 1 1
0 1 0 1 0 1
 
0 0 0 1 1 0 
[2 marks]

(c) raising the matrix to the power six (M1)

50 A1
[2 marks]

(d) not possible A1

because you must pass through B twice R1

Note: Do not award A1R0.

[2 marks]

(e) a  230, b  340 A1A1

[2 marks]

(f) ABDEFCA (M1)

90 + 70 + 100 + 210 + 330 + 150 (A1)
(US$) 950 A1
[3 marks]

continued…

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Question 5 continued

(g) finding weight of minimum spanning tree M1

70 + 80 + 100 + 180 = (US$) 430 A1
adding in two edges of minimum weight M1
430 + 90 + 150 = (US$) 670 A1
[4 marks]

Total [17 marks]

 0.8 0.1 
6. (a)   M1A1
 0.2 0.9 
[2 marks]

0.8   0.1
(b) 0 M1
0.2 0.9  
  1 and 0.7 A1

1  1
eigenvectors   and   (M1)A1
 2  1 

Note: Accept any scalar multiple of the eigenvectors.

[4 marks]

1 1  1 0 
P   D  A1A1
 2 1   0 0.7 
OR

 1 1  0.7 0 
P   D  A1A1
 1 2   0 1
[2 marks]

11 1 
(d) P -1    A1
3  2 1

1  1 1  1 0   1 1  1200 
     M1A1
3  2 1 0 0.7 n   2 1 1200 
attempt to multiply matrices M1


so in company A, after n years, 400 2  0.7 n  A1
[5 marks]

(e) 400  2  800 A1

[1 mark]

Total [14 marks]

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dv
7. (a)  9.81  0.9v M1
dt
1
 9.81  0.9v dv  1dt M1

1
 ln  9.81  0.9v   t  c A1
0.9
9.81  0.9v  Ae0.9t A1

9.81  Ae0.9t
v A1
0.9
when t  0 , v  0 hence A  9.81 A1

9.811  e 0.9t 
v
0.9
v  10.9 1  e 0.9t  A1
[7 marks]

dv
(b) either let t tend to infinity, or 0 (M1)
dt
v  10.9 A1
[2 marks]

dx
(c) y M1
dt
dy
 9.81  0.9 y 2 A1
dt
[2 marks]

(d) xn 1  xn  0.2 yn , yn 1  yn  0.2 (9.81  0.9 ( yn ) 2 ) (M1)(A1)

dx
x  1.04,  3.31 (M1)A1
dt
[4 marks]

(e) 3.3015 A1
[1 mark]

(f) 0  9.81  0.9(v ) 2 M1

9.81
v  3.301511   3.30  A1
0.9
[2 marks]

continued…
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Question 7 continued

(g) the model found the terminal velocity very accurately, so good approximation R1
intermediate values had object exceeding terminal velocity so not
good approximation R1
[2 marks]

Total [20 marks]

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Mathematics: applications and interpretation

Higher level
Paper 3

Specimen paper

1 hour

7 pages © International Baccalaureate Organization 2018

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Answer both questions in the answer booklet provided. Please start each question on a new page.
Full marks are not necessarily awarded for a correct answer with no working. Answers must be
supported by working and/or explanations. Solutions found from a graphic display calculator should
be supported by suitable working. For example, if graphs are used to find a solution, you should sketch
these as part of your answer. Where an answer is incorrect, some marks may be given for a correct
method, provided this is shown by written working. You are therefore advised to show all working.

1. [Maximum mark: 27]

Two IB schools, A and B, follow the IB Diploma Programme but have different teaching methods.
A research group tested whether the different teaching methods lead to a similar final result.

For the test, a group of eight students were randomly selected from each school. Both samples
were given a standardized test at the start of the course and a prediction for total IB points was
made based on that test; this was then compared to their points total at the end of the course.

Previous results indicate that both the predictions from the standardized tests and the final
IB points can be modelled by a normal distribution.

It can be assumed that:

yy the standardized test is a valid method for predicting the final IB points
yy that variations from the prediction can be explained through the circumstances of
the student or school.

(a) Identify a test that might have been used to verify the null hypothesis that the
predictions from the standardized test can be modelled by a normal distribution. [1]

(b) State why comparing only the final IB points of the students from the two schools
would not be a valid test for the effectiveness of the two different teaching methods. [1]

(This question continues on the following page)

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(Question 1 continued)

The data for school A is shown in the following table.

School A

Student number Gender Predicted IB points ( p) Final IB points ( f )

1 male 43.2 44
2 male 36.5 34
3 female 37.1 38
4 male 30.9 28
5 male 41.1 39
6 female 35.1 39
7 male 36.4 40
8 male 38.2 38
Mean 37.31 37.5

(i) Find the mean change.

(ii) Find the standard deviation of the changes. [3]

(d) Use a paired t-test to determine whether there is significant evidence that the students
in school A have improved their IB points since the start of the course. [4]

(This question continues on the following page)

Turn over
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(Question 1 continued)

The data for school B is shown in the following table.

School B

Final IB points–
Student number Gender
Predicted IB points ( f - p)

1 male 8.7
2 female -1.1
3 female 4.8
4 female -1.5
5 male 2.5
6 female 3.2
7 female -1.3
8 female 3.1
Mean 2.3

(e) (i) Use an appropriate test to determine whether there is evidence, at the 5 %
significance level, that the students in school B have improved more than
those in school A.

(ii) State why it was important to test that both sets of points were normally distributed. [6]

(This question continues on the following page)

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(Question 1 continued)

School A also gives each student a score for effort in each subject. This effort score is based
on a scale of 1 to 5 where 5 is regarded as outstanding effort.

Student number Gender Predicted IB points Final IB points Average effort score

1 male 43.2 44 4.4

2 male 36.5 34 4.2
3 female 37.1 38 4.7
4 male 30.9 28 4.3
5 male 41.1 39 3.9
6 female 35.1 39 4.9
7 male 36.4 40 4.9
8 male 38.2 38 4.3
Mean 37.31 37.5 4.45

It is claimed that the effort put in by a student is an important factor in improving upon their
predicted IB points.

(f) (i) Perform a test on the data from school A to show it is reasonable to assume a linear
relationship between effort scores and improvements in IB points. You may assume
effort scores follow a normal distribution.

(ii) Hence, find the expected improvement between predicted and final points for an
increase of one unit in effort grades, giving your answer to one decimal place. [4]

A mathematics teacher in school A claims that the comparison between the two schools is not
valid because the sample for school B contained mainly girls and that for school A, mainly boys.
She believes that girls are likely to show a greater improvement from their predicted points to
their final points.

She collects more data from other schools, asking them to class their results into four categories
as shown in the following table.

( f - p) < -2 -2 ≤ ( f - p) < 0 0 ≤ ( f - p) < 2 ( f - p) ≥ 2

Male 6 8 10 9
Female 3 8 14 8

(g) Use an appropriate test to determine whether showing an improvement is independent

of gender. [6]

(h) If you were to repeat the test performed in part (e) intending to compare the quality of
the teaching between the two schools, suggest two ways in which you might choose
your sample to improve the validity of the test. [2]

Turn over
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2. [Maximum mark: 28]

The number of brown squirrels, x , in an area of woodland can be modelled by the following
differential equation.

dx x
= (2000 - x) , where x > 0
dt 1000
(a) (i) Find the equilibrium population of brown squirrels suggested by this model.

(ii) Explain why the population of squirrels is increasing for values of x less than
this value. [3]

One year conservationists notice that some black squirrels are moving into the woodland.
The two species of squirrel are in competition for the same food supplies. Let y be the
number of black squirrels in the woodland.

Conservationists wish to predict the likely future populations of the two species of squirrels.
Research from other areas indicates that when the two populations come into contact the
growth can be modelled by the following differential equations, in which t is measured in
tens of years.

dx x
= (2000 - x - 2 y ) , x , y ≥ 0
dt 1000
dy y
= (3000 - 3 x - y ) , x , y ≥ 0
dt 1000

dx dy
An equilibrium point for the populations occurs when both = 0 and = 0.
dt dt
(b) (i) Verify that x = 800 , y = 600 is an equilibrium point.

(ii) Find the other three equilibrium points. [6]

(This question continues on the following page)

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(Question 2 continued)

When the two populations are small the model can be reduced to the linear system

dx
= 2x
dt
dy
= 3y .
dt
dx
(c) dx that the general solution of
(i) By using separation of variables, show = 2x
2t = 2x dt
is x = Ae . dt
dy
dy = 3y .
(ii) Write down the general solution of = 3y . dt
dt
(iii) If both populations contain 10 squirrels at t = 0 use the solutions to parts (c) (i)
and (ii) to estimate the number of black and brown squirrels when t = 0.2 .
Give your answers to the nearest whole numbers. [7]

For larger populations, the conservationists decide to use Euler’s method to find the long‑term
outcomes for the populations. They will use Euler’s method with a step length of 2 years (t = 0.2).

(d) (i) Write down the expressions for xn+1 and yn+1 that the conservationists will use.

(ii) Given that the initial populations are x = 100 , y = 100 , find the populations of
each species of squirrel when t = 1 .

(iii) Use further iterations of Euler’s method to find the long-term population for each
species of squirrel from these initial values.

(iv) Use the same method to find the long-term populations of squirrels when the
initial populations are x = 400 , y = 100 . [7]

(e) Use Euler’s method with step length 0.2 to sketch, on the same axes, the approximate
trajectories for the populations with the following initial populations.

(i) x = 1000 , y = 1500

(ii) x = 1500 , y = 1000[3]

(f) Given that the equilibrium point at (800 , 600) is a saddle point, sketch the phase portrait
for x ≥ 0 , y ≥ 0 on the same axes used in part (e). [2]

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Markscheme

Specimen paper

Mathematics:
applications and interpretation

Higher level

Paper 3

9 pages

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Instructions to Examiners

Abbreviations

M Marks awarded for attempting to use a correct Method.

A Marks awarded for an Answer or for Accuracy; often dependent on preceding M marks.

R Marks awarded for clear Reasoning.

AG Answer given in the question and so no marks are awarded.

Using the markscheme

1 General

Award marks using the annotations as noted in the markscheme eg M1, A2.

2 Method and Answer/Accuracy marks

Examples

Correct answer seen Further working seen Action

1. 5.65685... Award the final A1
8 2
(incorrect decimal value) (ignore the further working)
2. 1
sin 4 x sin x Do not award the final A1
4
3. log a  log b log ( a  b ) Do not award the final A1

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3 Implied marks

Implied marks appear in brackets e.g. (M1), and can only be awarded if correct work is seen or if
implied in subsequent working.

 Normally the correct work is seen or implied in the next line.

 Marks without brackets can only be awarded for work that is seen.

4 Follow through marks (only applied after an error is made)

5 Mis-read

If a candidate incorrectly copies information from the question, this is a mis-read (MR). Apply a MR
penalty of 1 mark to that question

90/267
–4– SPEC/5/MATAI/HP3/ENG/TZ0/XX/M

6 Alternative methods

Candidates will sometimes use methods other than those in the markscheme. Unless the question
specifies a method, other correct methods should be marked in line with the markscheme

 Alternative methods for complete questions are indicated by METHOD 1,

METHOD 2, etc.
 Alternative solutions for part-questions are indicated by EITHER . . . OR.

7 Alternative forms

Unless the question specifies otherwise, accept equivalent forms.

 As this is an international examination, accept all alternative forms of notation.

8 Accuracy of Answers

 Rounding errors: only applies to final answers not to intermediate steps.

9 Calculators

A GDC is required for this examination, but calculators with symbolic manipulation features/
CAS functionality are not allowed.

Calculator notation
The subject guide says:
Students must always use correct mathematical notation, not calculator notation.

Do not accept final answers written using calculator notation. However, do not penalize the use of
calculator notation in the working.

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1. (a)  2 (goodness of fit) A1

[1 mark]

(b) EITHER
because aim is to measure improvement
OR
because the students may be of different ability in the two schools R1
[1 mark]

(c) (i) 0.1875 (accept 0.188 , 0.19) A1

(ii) 2.46 (M1)A1

Note: Award (M1)A0 for 2.63.

[3 marks]

(d) H 0 : there has been no improvement

H1 : there has been an improvement A1

attempt at a one-tailed paired t-test (M1)

p -value  0.423 A1
there is no significant evidence that the students have improved R1

Note: If the hypotheses are not stated award a maximum of A0M1A1R0.

[4 marks]

(e) (i) H 0 : there is no difference between the schools

H1 : school B did better than school A A1

one-tailed 2 sample t-test (M1)

p -value  0.0984 A1

0.0984  0.05 (not significant at the 5 % level) so do not reject the

null hypothesis R1A1

Note: The final A1 cannot be awarded following an incorrect reason.

The final R1A1 can follow through from their incorrect p-value.
Award a maximum of A1(M1)A0R1A1 for p -value  0.0993 .

(ii) sample too small for the central limit theorem to apply (and t-tests
assume normal distribution) R1
[6 marks]

continued…

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Question 1 continued

(f) (i) H0 :   0
H1 :   0 A1

Note: Allow hypotheses to be expressed in words.

p-value = 0.00157 A1
(0.00157 < 0.01) there is a significant evidence of a (linear) correlation
between effort and improvement (so it is reasonable to assume a
linear relationship) R1

(ii) (gradient of line of regression =) 6.6 A1

[4 marks]

(g) H 0 : improvement and gender are independent

H1 : improvement and gender are not independent A1

choice of  test for independence

2
(M1)

groups first two columns as expected values in first column less than 5 M1
new observed table

( f  p)  0 0  ( f  p)  2 ( f  p)  2

Male 14 10 9
Female 11 14 8
(A1)
p -value  0.581 A1
no significant evidence that gender and improvement are dependent R1
[6 marks]

(h) For example:

larger samples / include data from whole school
take equal numbers of boys and girls in each sample
have a similar range of abilities in each sample
(if possible) have similar ranges of effort R1R1

Note: Award R1 for each reasonable suggestion to improve the validity of the test.
[2 marks]

Total [27 marks]

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2. (a) (i) 2000 (M1)A1

dx
(ii) because the value of is positive (for x  0 ) R1
dt
[3 marks]

(b) (i) substitute x  800 , y  600 into both equations M1

both equations equal 0 A1

hence an equilibrium point AG

(ii) x  0, y  0 A1

x  2000 , y  0 , x  0 , y  3000 M1A1A1

Note: Award M1 for an attempt at solving the system

provided some values of x and y are found.
[6 marks]

1
(c) (i)  x dx   2 dt M1

ln x  2t  c A1A1

Note: Award A1 for RHS, A1 for LHS.

x  ec e 2t M1

x  Ae 2 t  where A  e 
c
AG

(ii) y  Be3t A1

Note: Allow any letter for the constant term, including A.

(iii) x  15, y  18 (M1)A1

[7 marks]

continued…

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Question 2 continued

xn
(d) (i) xn 1  xn  0.2 (2000  xn  2 yn )
1000
yn
yn 1  yn  0.2 (3000  3 xn  yn ) M1A1
1000

Note: Accept equivalent forms.

(ii) x  319, y  617 (M1)A1A1

(iii) number of brown squirrels go down to 0,

black squirrels to a population of 3000 A1

(iv) number of brown squirrels go to 2000,

number of black squirrels goes down to 0 A1
[7 marks]

(e) (i) AND (ii)

M1A1A1
[3 marks]

continued…

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Question 2 continued

(f)

A1A1

Note: Award A1 for a trajectory beginning close to (0 , 0) and going to (0 , 3000) and A1
for a trajectory beginning close to (0 , 0) and going to (2000 , 0) in approximately
the correct places.
[2 marks]

Total [28 marks]

96/267
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SPEC/5/MATAI/SP1/ENG/TZ0/XX

Mathematics: applications and interpretation

Standard level
Paper 1

Specimen paper
Candidate session number

1 hour 30 minutes

19 pages © International Baccalaureate Organization 2018

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20EP01
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1. [Maximum mark: 6]

Palvinder breeds Labrador puppies at his farm. Over many years he recorded the weight (g)
of the puppies.

The data is illustrated in the following box and whisker diagram.

80 100 120 140 160 180 200 220 240 260 280 300 320
Weight of Labrador puppies (g)

(a) Write down the median weight of the puppies. [1]

(b) Write down the upper quartile. [1]

(c) Find the interquartile range. [2]

The weights of these Labrador puppies are normally distributed.

(d) Find the weight of the heaviest possible puppy that is not an outlier. [2]

(This question continues on the following page)

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20EP02
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(Question 1 continued)

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20EP03
–4– SPEC/5/MATAI/SP1/ENG/TZ0/XX

2. [Maximum mark: 6]

The Osaka Tigers basketball team play in a multilevel stadium.

The most expensive tickets are in the first row. The ticket price, in Yen (¥), for each row forms
an arithmetic sequence. Prices for the first three rows are shown in the following table.

Ticket pricing per game

1st row 6800 Yen

2nd row 6550 Yen
3rd row 6300 Yen

(a) Write down the value of the common difference, d[1]

(b) Calculate the price of a ticket in the 16th row. [2]

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20EP04
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3. [Maximum mark: 6]

At the end of a school day, the Headmaster conducted a survey asking students in how many
classes they had used the internet.

The data is shown in the following table.

Number of classes in which

0 1 2 3 4 5 6
the students used the internet

Number of students 20 24 30 k 10 3 1

(a) State whether the data is discrete or continuous.[1]

The mean number of classes in which a student used the internet is 2.

(b) Find the value of k .[4]

It was not possible to ask every person in the school, so the Headmaster arranged the
student names in alphabetical order and then asked every 10th person on the list.

(c) Identify the sampling technique used in the survey. [1]

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102/267
20EP05
–6– SPEC/5/MATAI/SP1/ENG/TZ0/XX

4. [Maximum mark: 6]

The perimeter of a given square P can be represented by the function P ( A) = 4 A , A ≥ 0 ,

where A is the area of the square. The graph of the function P is shown for 0 ≤ A ≤ 25 .

20
Perimeter (P)

10 20
Area (A)

(a) Write down the value of P (25) .[1]

The range of P ( A) is 0 ≤ P ( A) ≤ n .

(b) Hence write down the value of n . [1]

(d) In the context of the question, explain the meaning of P -1 (8) = 4 .[1]

(This question continues on the following page)

103/267
20EP06
–7– SPEC/5/MATAI/SP1/ENG/TZ0/XX

(Question 4 continued)

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104/267
20EP07
–8– SPEC/5/MATAI/SP1/ENG/TZ0/XX

5. [Maximum mark: 6]

Professor Vinculum investigated the migration season of the Bulbul bird from their natural
wetlands to a warmer climate.

He found that during the migration season their population, P could be modelled by
=P 1350 + 400(1.25) - t , t ≥ 0 , where t is the number of days since the start of the
migration season.

(a) Find the population of the Bulbul birds,

(i) at the start of the migration season.

(ii) in the wetlands after 5 days. [3]

(b) Calculate the time taken for the population to decrease below 1400. [2]

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105/267
20EP08
–9– SPEC/5/MATAI/SP1/ENG/TZ0/XX

6. [Maximum mark: 5]

As part of a study into healthy lifestyles, Jing visited Surrey Hills University. Jing recorded a
person’s position in the university and how frequently they ate a salad. Results are shown
in the table.

Salad meals per week

0 1 – 2 3 – 4 > 4

Students 45 26 18 6
Professors 15 8 5 12
Staff and Administration 16 13 10 6

Jing conducted a χ2 test for independence at a 5 % level of significance.

(a) State the null hypothesis. [1]

(b) Calculate the p-value for this test. [2]

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106/267
20EP09
– 10 – SPEC/5/MATAI/SP1/ENG/TZ0/XX

7. [Maximum mark: 6]

Points A (3 , 1) , B (3 , 5) , C (11 , 7) , D (9 , 1) and E (7 , 3) represent snow shelters in the
Blackburn National Forest. These snow shelters are illustrated in the following coordinate axes.

Horizontal scale: 1 unit represents 1 km.

Vertical scale: 1 unit represents 1 km.

8
C
6
B
4
E
2
A D
0 x
2 4 6 8 10 12 14 16
−2

−4

(a) Calculate the gradient of the line segment AE. [2]

(This question continues on the following page)

107/267
20EP10
– 11 – SPEC/5/MATAI/SP1/ENG/TZ0/XX

(Question 7 continued)

The Park Ranger draws three straight lines to form an incomplete Voronoi diagram.

8
C
6
B
4
E
2
A D
0 x
2 4 6 8 10 12 14 16
−2

−4

(b) Find the equation of the line which would complete the Voronoi cell containing site E.
Give your answer in the form ax + by + d = 0 where a , b , d∈ . [3]

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108/267
20EP11
– 12 – SPEC/5/MATAI/SP1/ENG/TZ0/XX

8. [Maximum mark: 4]

The intensity level of sound, L measured in decibels (dB), is a function of the sound
intensity, S watts per square metre (W m-2). The intensity level is given by the following formula.

L = 10 log10 (S × 1012), S ≥ 0

(a) An orchestra has a sound intensity of 6.4 × 10-3 W m-2 . Calculate the intensity level,
L of the orchestra. [2]

(b) A rock concert has an intensity level of 112 dB. Find the sound intensity, S . [2]

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109/267
20EP12
– 13 – SPEC/5/MATAI/SP1/ENG/TZ0/XX

9. [Maximum mark: 6]

Ms Calhoun measures the heights of students in her mathematics class. She is interested
to see if the mean height of male students, µ1 , is the same as the mean height of female
students, µ2 . The information is recorded in the table.

Male height (cm) 150 148 143 152 151 149 147
Female height (cm) 148 152 154 147 146 153 152 150

At the 10 % level of significance, a t-test was used to compare the means of the two groups.
The data is assumed to be normally distributed and the standard deviations are equal between
the two groups.

(a) (i)
State the null hypothesis.

(ii) State the alternative hypothesis. [2]

(b) Calculate the p-value for this test. [2]

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110/267
20EP13
– 14 – SPEC/5/MATAI/SP1/ENG/TZ0/XX

10. [Maximum mark: 5]

The following diagram shows part of the graph of f (x) = (6 - 3x) (4 + x) , x∈ . The shaded
region R is bounded by the x-axis, y-axis and the graph of f .
y

(a) Write down an integral for the area of region R . [2]

(b) Find the area of region R .[1]

The three points A (0 , 0) , B (3 , 10) and C (a , 0) define the vertices of a triangle.
y

A C x

(c) Find the value of a , the x-coordinate of C , such that the area of the triangle is equal to
the area of region R . [2]

(This question continues on the following page)

111/267
20EP14
– 15 – SPEC/5/MATAI/SP1/ENG/TZ0/XX

(Question 10 continued)

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112/267
20EP15
– 16 – SPEC/5/MATAI/SP1/ENG/TZ0/XX

11. [Maximum mark: 4]

Helen is building a cabin using cylindrical logs of length 2.4 m and radius 8.4 cm. A wedge is
cut from one log and the cross-section of this log is illustrated in the following diagram.

diagram not to scale

B
A

8.4 cm 50


O
2.4 m

Find the volume of this log.

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113/267
20EP16
– 17 – SPEC/5/MATAI/SP1/ENG/TZ0/XX

12. [Maximum mark: 6]

Jae Hee plays a game involving a biased six-sided die.

Score x -3 -1 0 1 2 5
1 3 1 2 7
P (X = x) p
18 18 18 18 18

(a) Find the exact value of p .[1]

Jae Hee plays the game once.

(b) Calculate the expected score. [2]

Jae Hee plays the game twice and adds the two scores together.

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114/267
20EP17
– 18 – SPEC/5/MATAI/SP1/ENG/TZ0/XX

13. [Maximum mark: 6]

Mr Burke teaches a mathematics class with 15 students. In this class there are 6 female
students and 9 male students.

Each day Mr Burke randomly chooses one student to answer a homework question.

(a) Find the probability that on any given day Mr Burke chooses a female student to
answer a question. [1]

In the first month, Mr Burke will teach his class 20 times.

(b) Find the probability he will choose a female student 8 times. [2]

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115/267
20EP18
– 19 – SPEC/5/MATAI/SP1/ENG/TZ0/XX

14. [Maximum mark: 8]

side view
C

15

A 4.5 B D E

(a) Find CÂB.[3]

Point B on the ground is 5 m from point E at the entrance to Ollie’s house. He is 1.8 m tall and
is standing at point D, below the sensor. He walks towards point B.

(b) Find the distance Ollie is from the entrance to his house when he first activates
the sensor. [5]

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20EP19
Please do not write on this page.

Answers written on this page

will not be marked.

117/267
20EP20
SPEC/5/MATAI/SP1/ENG/TZ0/XX/M

Markscheme

Specimen paper

Mathematics:
applications and interpretation

Standard level

Paper 1

13 pages

118/267
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Instructions to Examiners

Abbreviations

M Marks awarded for attempting to use a correct Method.

A Marks awarded for an Answer or for Accuracy; often dependent on preceding M marks.

R Marks awarded for clear Reasoning.

AG Answer given in the question and so no marks are awarded.

Using the markscheme

1 General

Award marks using the annotations as noted in the markscheme eg M1, A2.

2 Method and Answer/Accuracy marks

Examples

Correct answer seen Further working seen Action

1. 5.65685... Award the final A1
8 2
(incorrect decimal value) (ignore the further working)
2. 1
sin 4 x sin x Do not award the final A1
4
3. log a − log b log (a − b) Do not award the final A1

119/267
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3 Implied marks

Implied marks appear in brackets e.g. (M1), and can only be awarded if correct work is seen or if
implied in subsequent working.

• Normally the correct work is seen or implied in the next line.

• Marks without brackets can only be awarded for work that is seen.

4 Follow through marks (only applied after an error is made)

5 Mis-read

If a candidate incorrectly copies information from the question, this is a mis-read (MR). Apply a MR
penalty of 1 mark to that question

120/267
–4– SPEC/5/MATAI/SP1/ENG/TZ0/XX/M

6 Alternative methods

Candidates will sometimes use methods other than those in the markscheme. Unless the question
specifies a method, other correct methods should be marked in line with the markscheme

• Alternative methods for complete questions are indicated by METHOD 1,

METHOD 2, etc.
• Alternative solutions for part-questions are indicated by EITHER . . . OR.

7 Alternative forms

Unless the question specifies otherwise, accept equivalent forms.

• As this is an international examination, accept all alternative forms of notation.

8 Accuracy of Answers

• Rounding errors: only applies to final answers not to intermediate steps.

9 Calculators

A GDC is required for this examination, but calculators with symbolic manipulation features/
CAS functionality are not allowed.

Calculator notation
The subject guide says:
Students must always use correct mathematical notation, not calculator notation.

Do not accept final answers written using calculator notation. However, do not penalize the use of
calculator notation in the working.

121/267
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1. (a) 210g A1
[1 mark]

(b) 240g A1
[1 mark]

(c) 240 − 190 (M1)

= 50g A1
[2 marks]

(d) 240 + 1.5 × (50) M1

= 315g A1
[2 marks]

Total [6 marks]

2. (a) (d = ) − 250 A1
[1 mark]

(b) ( u=
16 ) 6800 + (16 − 1)( − 250) M1

(¥)3050 A1
[2 marks]

16 
(c) ( S16
= )   ( 2 × 6800 + (16 − 1)(− 250) ) × 2 M1M1
 2

Note: Award M1 for correct substitution into arithmetic series formula.

Award M1 for multiplication by 2 seen.

OR
16 
( S16
= )   (6800 + 3050) × 2 M1M1
 2

Note: Award M1 for correct substitution into arithmetic series formula.

Award M1 for multiplication by 2 seen.

(¥)158000 (157 600) A1

[3 marks]

Total [6 marks]

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3. (a) discrete A1
[1 mark]

24 + 60 + 3k + 40 + 15 + 6
(b) =2 M1A1
88 + k

Note: Award M1 for substitution into the formula for

the mean, award A1 for a correct equation.

attempt to solve their equation (M1)

k = 31 A1
[4 marks]

Total [6 marks]

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4. (a) 20 A1
[1 mark]

(b) n = 20 A1

Note: Follow through from part (a).

[1 mark]

(c)

(M1)A1A1

Note: Award (M1) for reflection in the line P = A , award A1 for

endpoint at (20 , 25), award A1 for passing through (16 , 16).
[3 marks]

(d) when the perimeter is 8, the area is 4 A1

[1 mark]

Total [6 marks]

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5. (a) (i) 1750 A1

(ii) 1350 + 400 (1.25) −5 (M1)

= 1480 A1

Note: Accept 1481.

[3 marks]

(b) 1400
= 1350 + 400(1.25) − t (M1)

9.32 (days (9.31885…) (days)) A1

[2 marks]

Note: Accept 1351 as a valid interpretation of the model as P = 1350

is an asymptote.
[1 mark]

Total [6 marks]

6. (a) number of salad meals per week is independent of a person’s position

in the university A1

Note: Accept “not associated” instead of independent.

[1 mark]

(b) 0.0201 (0.0201118…) A2

[2 marks]

(c) 0.0201 < 0.05 R1

the null hypothesis is rejected A1
[2 marks]

Note: Award (R1) for a correct comparison of their p-value to the test level,
award (A1) for the correct interpretation from that comparison.
Do not award (R0)(A1).
Total [5 marks]

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3−1
7. (a) (M1)
7−3
= 0.5 A1
[2 marks]

(b) y − 2 =−2( x − 5) (A1)(M1)

Note: Award (A1) for their −2 seen, award (M1) for the correct substitution
of (5 , 2) and their normal gradient in equation of a line.

2 x + y − 12 =
0 A1
[3 marks]

Total [6 marks]

8. (a) 10 log10 ( 6.4 × 10−3 × 1012 ) (M1)

= 98.1(dB) (98.06179…) A1
[2 marks]

=
(b) (
112 10 log10 S × 1012 ) (M1)

(
0.158 ( W m −2 ) 0.158489…( W m −2 ) ) A1
[2 marks]

Total [4 marks]

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9. (a) (i) µ1 − µ2 =
0 A1

(ii) µ1 − µ2 ≠ 0 A1

Note: Accept equivalent statements in words.

[2 marks]

(b) 0.296 (0.295739 …) A2

[2 marks]

(c) 0.296 > 0.1 R1

fail to reject the null hypothesis, there is no difference between the mean
height of male and female students A1

Note: Award (R1) for a correct comparison of their p-value to the test level,
award (A1) for the correct interpretation from that comparison.
Do not award R0A1.
[2 marks]

Total [6 marks]

2
10. (a) A = ∫ (6 − 3 x)(4 + x)dx A1A1
0

Note: Award A1 for the limits=x 0,=x 2 . Award A1 for an integral of f ( x) .

[2 marks]

(b) 28 A1
[1 mark]

(c) 28= 0.5 × a ×10 M1

 28 
5.6   A1
 5 
[2 marks]

Total [5 marks]

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 1 
11. = 240  π× 8.42 −
volume × 8.42 × 0.872664  M1M1M1
 2 

Note: Award M1 240× area , award M1 for correctly substituting area sector formula,
award M1 for subtraction of their area of the sector from area of circle.

= 45800
=( 45811.96071) A1
Total [4 marks]

4 2
12. (a)   A1
18  9 
[1 mark]

1 4 3 7
(b) −3 × + (−1) × + 0× +…+ 5× (M1)
18 18 18 18

Note: Award (M1) for their correct substitution into the formula for expected value.

 33 
= 1.83  , 1.83333… A1
 18 
[2 marks]

1 3
(c) 2× × (M1)(M1)
18 18

1 3
Note: Award (M1) for × , award (M1) for multiplying their product by 2.
18 18

1  6 
=  , 0.0185185…, 1.85%  A1
54  324 
[3 marks]

Total [6 marks]

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6 2
13. (a)  0.4,  A1
15  5
[1 mark]

(b) P ( X = 8) (M1)

Note: Award (M1) for evidence of recognizing binomial probability.

 6
eg, P ( X = 8) , X ~ B  20, .
 15 

0.180 (0.179705…) A1
[2 marks]

9
(c) P ( male ) = (0.6) A1
15
P ( X ≤ 9) 0.128 (0.127521…)
= (M1)A1

Note: Award (M1) for evidence of correct approach eg, P ( X ≤ 9) .

[3 marks]

Total [6 marks]

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ˆ
sin CAB sin15
14. (a) = (M1)(A1)
6 4.5

= ˆ B 20.2 (20.187415…)
CA A1

Note: Award (M1) for substituted sine rule formula

and award (A1) for correct substitutions.
[3 marks]

(b) C B̂ D = 20.2 + 15 = 35.2 A1

(let X be the point on BD where Ollie activates the sensor)
1.8
tan 35.18741= (M1)
BX

Note: Award A1 for their correct angle C B̂ D. Award M1 for

correctly substituted trigonometric formula.

BX = 2.55285… A1
5 − 2.55285… (M1)
= 2.45 (m) (2.44714…) A1
[5 marks]

Total [8 marks]

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Mathematics: applications and interpretation

Standard level
Paper 2

Specimen paper

1 hour 30 minutes

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Blank page

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1. [Maximum mark: 17]

In this question, give all answers to two decimal places.

Bryan decides to purchase a new car with a price of €14 000, but cannot afford the full amount.
The car dealership offers two options to finance a loan.

Finance option A:

A 6 year loan at a nominal annual interest rate of 14 % compounded quarterly.

No deposit required and repayments are made each quarter.

(a) (i) Find the repayment made each quarter.

(ii) Find the total amount paid for the car.

(iii) Find the interest paid on the loan. [7]

Finance option B:

A 6 year loan at a nominal annual interest rate of r % compounded monthly. Terms of the
loan require a 10 % deposit and monthly repayments of €250.

(b) (i) Find the amount to be borrowed for this option.

(ii) Find the annual interest rate, r .[5]

Bryan’s car depreciates at an annual rate of 25 % per year.

(d) Find the value of Bryan’s car six years after it is purchased. [3]

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2. [Maximum mark: 14]

Slugworth Candy Company sell a variety pack of colourful, shaped sweets.

The sweets are produced such that 80 % are star shaped and 20 % are shaped like a
crescent moon. It is known that 10 % of the stars and 30 % of the crescent moons are
coloured yellow.

(a) Using the given information, copy and complete the following tree diagram. [2]

yellow
0.10

star shaped
0.80
not yellow

yellow
0.20 crescent moon
shaped

not yellow

(b) A sweet is selected at random.

(i) Find the probability that the sweet is yellow.

(ii) Given that the sweet is yellow, find the probability it is star shaped. [4]

(This question continues on the following page)

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(Question 2 continued)

According to manufacturer specifications, the colours in each variety pack should be distributed
as follows.

Colour Brown Red Green Orange Yellow Purple

Percentage (%) 15 25 20 20 10 10

Mr Slugworth opens a pack of 80 sweets and records the frequency of each colour.

Colour Brown Red Green Orange Yellow Purple

Observed Frequency 10 20 16 18 12 4

To investigate if the sample is consistent with manufacturer specifications, Mr Slugworth

conducts a χ 2 goodness of fit test. The test is carried out at a 5 % significance level.

(d) Copy and complete the following table in your answer booklet. [2]

Colour Brown Red Green Orange Yellow Purple

Expected Frequency

(e) Write down the number of degrees of freedom. [1]

(f) Find the p-value for the test. [2]

(g) State the conclusion of the test. Give a reason for your answer. [2]

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3. [Maximum mark: 17]

The Malvern Aquatic Center hosted a 3 metre spring board diving event. The judges, Stan and
Minsun awarded 8 competitors a score out of 10. The raw data is collated in the following table.

Competitors A B C D E F G H
Stan’s score (x) 4.1 3 4.3 6 7.1 6 7.5 6
Minsun’s score ( y) 4.7 4.6 4.8 7.2 7.8 9 9.5 7.2

(a) (i) Write down the value of the Pearson’s product–moment correlation coefficient, r .

(ii) Using the value of r , interpret the relationship between Stan’s score and
Minsun’s score. [4]

(b) Write down the equation of the regression line y on x . [2]

(ii) State whether this estimate is reliable. Justify your answer. [4]

The Commissioner for the event would like to find the Spearman’s rank correlation coefficient.

(d) Copy and complete the information in the following table. [2]

Competitors A B C D E F G H
Stan’s Rank 8 1 4
Minsun’s Rank 8 1 4.5

(e) Find the value of the Spearman’s rank correlation coefficient, rs .
(i)

(ii) Comment on the result obtained for rs . [4]

The Commissioner believes Minsun’s score for competitor G is too high and so decreases
the score from 9.5 to 9.1.

(f) Explain why the value of the Spearman’s rank correlation coefficient rs does not change. [1]

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4. [Maximum mark: 15]

The Happy Straw Company manufactures drinking straws.

The straws are packaged in small closed rectangular boxes, each with length 8 cm, width 4 cm
and height 3 cm. The information is shown in the diagram.

H G

E
F
3

D
C
4
A 8 B

(a) Calculate the surface area of the box in cm2.[2]

(b) Calculate the length AG.[2]

dP
Each week, the Happy Straw Company sells x boxes of straws. It is known that =-2 x + 220,
x ≥ 0 , where P is the weekly profit, in dollars, from the sale of x thousand boxes. dx

The profit from the sale of 20 000 boxes is $1700.

(d) Find P (x) . [5]

(e) Find the least number of boxes which must be sold each week in order to make a profit. [3]

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5. [Maximum mark: 17]

The braking distance of a vehicle is defined as the distance travelled from where the brakes
are applied to the point where the vehicle comes to a complete stop.

The speed, s m s-1 , and braking distance, d m , of a truck were recorded. This information is
summarized in the following table.

Speed, s m s-1 0 6 10

Braking distance, d m 0 12 60

This information was used to create Model A, where d is a function of s , s ≥ 0 .

Model A: d (s) = ps2 + qs , where p , q∈

At a speed of 6 m s-1 , Model A can be represented by the equation 6 p + q = 2 .

(a) (i) Write down a second equation to represent Model A, when the speed is 10 m s-1 .

(ii) Find the values of p and q[4]

(b) Find the coordinates of the vertex of the graph of y = d (s) .[2]

(c) Using the values in the table and your answer to part (b), sketch the graph of y = d (s)
for 0 ≤ s ≤ 10 and -10 ≤ d ≤ 60 , clearly showing the vertex. [3]

(d) Hence, identify why Model A may not be appropriate at lower speeds. [1]

Additional data was used to create Model B, a revised model for the braking distance of a truck.

Model B: d (s) = 0.95 s2 - 3.92 s

(e) Use Model B to calculate an estimate for the braking distance at a speed of 20 m s-1 .[2]

The actual braking distance at 20 m s-1 is 320 m .

(f) Calculate the percentage error in the estimate in part (e). [2]

(This question continues on the following page)

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(Question 5 continued)

It is found that once a driver realizes the need to stop their vehicle, 1.6 seconds will elapse,
on average, before the brakes are engaged. During this reaction time, the vehicle will
continue to travel at its original speed.

A truck approaches an intersection with speed s m s-1 . The driver notices the intersection’s
traffic lights are red and they must stop the vehicle within a distance of 330 m.

diagram not to scale

330

(g) Using model B and taking reaction time into account, calculate the maximum possible
speed of the truck if it is to stop before the intersection. [3]

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Markscheme

Specimen paper

Mathematics:
applications and interpretation

Standard level

Paper 2

12 pages

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Instructions to Examiners

Abbreviations

M Marks awarded for attempting to use a correct Method.

A Marks awarded for an Answer or for Accuracy; often dependent on preceding M marks.

R Marks awarded for clear Reasoning.

AG Answer given in the question and so no marks are awarded.

Using the markscheme

1 General

Award marks using the annotations as noted in the markscheme eg M1, A2.

2 Method and Answer/Accuracy marks

Examples

Correct answer seen Further working seen Action

1. 5.65685... Award the final A1
8 2
(incorrect decimal value) (ignore the further working)
2. 1
sin 4 x sin x Do not award the final A1
4
3. log a  log b log ( a  b ) Do not award the final A1

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3 Implied marks

Implied marks appear in brackets e.g. (M1), and can only be awarded if correct work is seen or if
implied in subsequent working.

 Normally the correct work is seen or implied in the next line.

 Marks without brackets can only be awarded for work that is seen.

4 Follow through marks (only applied after an error is made)

5 Mis-read

If a candidate incorrectly copies information from the question, this is a mis-read (MR). Apply a MR
penalty of 1 mark to that question

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6 Alternative methods

Candidates will sometimes use methods other than those in the markscheme. Unless the question
specifies a method, other correct methods should be marked in line with the markscheme

 Alternative methods for complete questions are indicated by METHOD 1,

METHOD 2, etc.
 Alternative solutions for part-questions are indicated by EITHER . . . OR.

7 Alternative forms

Unless the question specifies otherwise, accept equivalent forms.

 As this is an international examination, accept all alternative forms of notation.

8 Accuracy of Answers

 Rounding errors: only applies to final answers not to intermediate steps.

9 Calculators

A GDC is required for this examination, but calculators with symbolic manipulation features/
CAS functionality are not allowed.

Calculator notation
The subject guide says:
Students must always use correct mathematical notation, not calculator notation.

Do not accept final answers written using calculator notation. However, do not penalize the use of
calculator notation in the working.

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1. (a) (i) N  24
I %  14
PV  14000
FV  0
P/Y  4
C/Y  4 (M1)(A1)

Note: Award M1 for an attempt to use a financial app in their technology,

award A1 for all entries correct. Accept PV  14000 .

(€)871.82 A1

(ii) 4  6  871.82 (M1)

(€) 20923.68 A1

(iii) 20923.68  14000 (M1)

(€)6923.68 A1
[7 marks]

(b) (i) 0.9 14000 ( 14000  0.10 14000) M1

(€)12600.00 A1

(ii) N  72
PV  12600
PMT  250
FV  0
P/Y  12
C/Y  12 (M1)(A1)

Note: Award M1 for an attempt to use a financial app in their technology, award
A1 for all entries correct. Accept PV  12600 provided PMT  250 .

12.56(%) A1
[5 marks]

continued…

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Question 1 continued

Note: Award R1 for stating that no deposit is required. Award A1

for the correct choice from that fact. Do not award R0A1.

OR
Bryan should choose Option B A1
cost of Option A (6923.69)  cost of Option B (72  250  12600  5400) R1

Note: Award R1 for a correct comparison of costs. Award A1 for the correct choice
from that comparison. Do not award R0A1.
[2 marks]

6
 25 
(d) 14000  1   (M1)(A1)
 100 

Note: Award M1 for substitution into compound interest formula.

Award A1 for correct substitutions.

 2491.70 (USD) A1
OR
N6
I%  25
PV  14000
P/Y  1
C/Y  1 (A1)(M1)

Note: Award A1 for PV  14000 , M1 for other entries correct.

2491.70 (USD) A1
[3 marks]

Total [17 marks]

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2. (a)

A1A1

Note: Award A1 for each correct pair of branches. Accept decimal

or percentage responses as equivalent forms on branches.
[2 marks]

(b) (i) P (Y )  0.8  0.1  0.2  0.3 M1

 0.14 A1

0.8  0.1
(ii) P (Star | Y )  M1
0.14
4 
 0.571  , 0.571428 A1
7 
[4 marks]

(c) the colours of the sweets are distributed according to

manufacturer specifications A1
[1 mark]

(d)
Colour Brown Red Green Orange Yellow Purple

Expected Frequency 12 20 16 16 8 8
A2

Note: Award A2 for all 6 correct expected values,

A1 for 4 or 5 correct values, A0 otherwise.
[2 marks]

(e) 5 A1
[1 mark]

(f) 0.469 (0.4688117…) A2

[2 marks]

continued…
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Question 2 continued

(g) since 0.469  0.05 R1

fail to reject the null hypothesis. There is insufficient evidence to
reject the manufacturer’s specifications A1

Note: Award R1 for a correct comparison of their correct p-value to the

test level, award A1 for the correct result from that comparison.
Do not award R0A1.
[2 marks]

Total [14 marks]

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3. (a) (i) 0.909 (0.909181…) A2

(ii) (very) strong and positive A1A1

Note: Award A1 for (very) strong A1 for positive.

[4 marks]

(b) y  1.14 x  0.578 ( y  1.14033 x  0.578183) A1A1

Note: Award A1 for 1.14x, A1 for 0.578. Award a maximum of A1A0

if the answer is not an equation in the form y  mx  c .
[2 marks]

(c) (i) 1.14 10  0.578 M1

12.0 (11.9814…) A1

(ii) no the estimate is not reliable A1

outside the known data range R1
OR
a score greater than 10 is not possible R1

Note: Do not award A1R0.

[4 marks]

(d)
Competitors A B C D E F G H
Stan’s rank 7 8 6 4 2 4 1 4
Minsun’s rank 7 8 6 4.5 3 2 1 4.5
A1A1

Note: Award A1 for correct ranks for Stan. Award A1 for correct ranks for Minsun.
[2 marks]

(e) (i) 0.933 (0.932673…) A2

(ii) Stan and Minsun strongly agree on the ranking of competitors. A1A1

Note: Award A1 for “strongly agree”, A1 for reference to a rank order.

[4 marks]

(f) decreasing the score to 9.1, does not change the rank of competitor G A1
[1 mark]

Total [17 marks]

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4. (a) 2(8  4  3  4  3  8) M1

 136 (cm2) A1
[2 marks]

(b) 82  42  32 M1

(AG ) 9.43 (cm) (9.4339, 89) A1

[2 marks]

(d) P ( x )   2 x  220 dx M1

Note: Award M1 for evidence of integration.

P ( x)   x 2  220 x  c A1A1

Note: Award A1 for either  x or 220x award A1 for

both correct terms and constant of integration.

1700   (20)2  220(20)  c M1

c  2300
P ( x)   x 2  220 x  2300 A1
[5 marks]

(e)  x 2  220 x  2300  0 M1

x  11.005 A1
11 006 (boxes) A1

Note: Award M1 for their P ( x)  0 , award A1 for their correct solution to x.

Total [15 marks]

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5. (a) (i) p (10)2  q (10)  60 M1

10 p  q  6 (100 p  10q  60) A1

(ii) p  1, q  4 A1A1

Note: If p and q are both incorrect then award M1A0 for an attempt
to solve simultaneous equations.
[4 marks]
(b) (2,  4) A1A1

Note: Award A1 for each correct coordinate.

Award A0A1 if parentheses are missing.
[2 marks]
(c)

Note: Award A1 for smooth quadratic curve on labelled axes and within correct window.
Award A1 for the curve passing through (0 , 0) and (10 , 60). Award A1 for the
curve passing through their vertex. Follow through from part (b).
[3 marks]

(d) the graph indicates there are negative stopping distances (for low speeds) R1

Note: Award R1 for identifying that a feature of their graph results in negative
stopping distances (vertex, range of stopping distances…).
[1 mark]

continued…

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Question 5 continued

(e) 0.95  202  3.92  20 (M1)

 302(m) (301.6) A1
[2 marks]

301.6  320
(f) 100 M1
320
 5.75(%) A1
[2 marks]

(g) 330  1.6  s  0.95  s 2  3.92  s M1A1

Note: Award M1 for an attempt to find an expression including stopping

distance (model B) and reaction distance, equated to 330.
Award A1 for a completely correct equation.

19.9(ms 1 ) (19.8988) A1
[3 marks]

Total [17 marks]

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SPEC/5/MATAI/SP1/ENG/TZ0/XX

Mathematics: applications and interpretation

Standard level
Paper 1

Specimen paper
Candidate session number

1 hour 30 minutes

Instructions to candidates
yy Write your session number in the boxes above.
yy Do not open this examination paper until instructed to do so.
yy A graphic display calculator is required for this paper.
yy A clean copy of the mathematics: applications and interpretation formula booklet is
required for this paper.
yy Answer all questions.
yy Answers must be written within the answer boxes provided.
yy Unless otherwise stated in the question, all numerical answers should be given exactly or
correct to three significant figures.
yy The maximum mark for this examination paper is [80 marks].

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2. [Maximum mark: 6]

The Osaka Tigers basketball team play in a multilevel stadium.

The most expensive tickets are in the first row. The ticket price, in Yen (¥), for each row forms
an arithmetic sequence. Prices for the first three rows are shown in the following table.

Ticket pricing per game

1st row 6800 Yen

2nd row 6550 Yen
3rd row 6300 Yen

(a) Write down the value of the common difference, d[1]

(b) Calculate the price of a ticket in the 16th row. [2]

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3. [Maximum mark: 6]

At the end of a school day, the Headmaster conducted a survey asking students in how many
classes they had used the internet.

The data is shown in the following table.

Number of classes in which

0 1 2 3 4 5 6
the students used the internet

Number of students 20 24 30 k 10 3 1

(a) State whether the data is discrete or continuous.[1]

The mean number of classes in which a student used the internet is 2.

(b) Find the value of k .[4]

It was not possible to ask every person in the school, so the Headmaster arranged the
student names in alphabetical order and then asked every 10th person on the list.

(c) Identify the sampling technique used in the survey. [1]

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20EP05
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(Question 4 continued)

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20EP07
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5. [Maximum mark: 6]

Professor Vinculum investigated the migration season of the Bulbul bird from their natural
wetlands to a warmer climate.

He found that during the migration season their population, P could be modelled by
=P 1350 + 400(1.25) - t , t ≥ 0 , where t is the number of days since the start of the
migration season.

(a) Find the population of the Bulbul birds,

(i) at the start of the migration season.

(ii) in the wetlands after 5 days. [3]

(b) Calculate the time taken for the population to decrease below 1400. [2]

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6. [Maximum mark: 5]

Salad meals per week

0 1 – 2 3 – 4 > 4

Students 45 26 18 6
Professors 15 8 5 12
Staff and Administration 16 13 10 6

Jing conducted a χ2 test for independence at a 5 % level of significance.

(a) State the null hypothesis. [1]

(b) Calculate the p-value for this test. [2]

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20EP09
– 10 – SPEC/5/MATAI/SP1/ENG/TZ0/XX

7. [Maximum mark: 6]

Points A (3 , 1) , B (3 , 5) , C (11 , 7) , D (9 , 1) and E (7 , 3) represent snow shelters in the
Blackburn National Forest. These snow shelters are illustrated in the following coordinate axes.

Horizontal scale: 1 unit represents 1 km.

Vertical scale: 1 unit represents 1 km.

8
C
6
B
4
E
2
A D
0 x
2 4 6 8 10 12 14 16
−2

−4

(a) Calculate the gradient of the line segment AE. [2]

(This question continues on the following page)

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(Question 7 continued)

The Park Ranger draws three straight lines to form an incomplete Voronoi diagram.

8
C
6
B
4
E
2
A D
0 x
2 4 6 8 10 12 14 16
−2

−4

(b) Find the equation of the line which would complete the Voronoi cell containing site E.
Give your answer in the form ax + by + d = 0 where a , b , d∈ . [3]

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20EP11
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9. [Maximum mark: 6]

Male height (cm) 150 148 143 152 151 149 147
Female height (cm) 148 152 154 147 146 153 152 150

(a) (i)
State the null hypothesis.

(ii) State the alternative hypothesis. [2]

(b) Calculate the p-value for this test. [2]

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20EP13
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10. [Maximum mark: 5]

The following diagram shows part of the graph of f (x) = (6 - 3x) (4 + x) , x∈ . The shaded
region R is bounded by the x-axis, y-axis and the graph of f .
y

(a) Write down an integral for the area of region R . [2]

(b) Find the area of region R .[1]

The three points A (0 , 0) , B (3 , 10) and C (a , 0) define the vertices of a triangle.
y

A C x

(c) Find the value of a , the x-coordinate of C , such that the area of the triangle is equal to
the area of region R . [2]

(This question continues on the following page)

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20EP14
– 15 – SPEC/5/MATAI/SP1/ENG/TZ0/XX

(Question 10 continued)

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20EP15
– 16 – SPEC/5/MATAI/SP1/ENG/TZ0/XX

11. [Maximum mark: 4]

Helen is building a cabin using cylindrical logs of length 2.4 m and radius 8.4 cm. A wedge is
cut from one log and the cross-section of this log is illustrated in the following diagram.

diagram not to scale

B
A

8.4 cm
50

O
2.4 m

Find the volume of this log.

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20EP16
– 17 – SPEC/5/MATAI/SP1/ENG/TZ0/XX

12. [Maximum mark: 6]

Jae Hee plays a game involving a biased six-sided die.

Score x -3 -1 0 1 2 5
1 3 1 2 7
P (X = x) p
18 18 18 18 18

(a) Find the exact value of p .[1]

Jae Hee plays the game once.

(b) Calculate the expected score. [2]

Jae Hee plays the game twice and adds the two scores together.

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20EP17
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– 19 – SPEC/5/MATAI/SP1/ENG/TZ0/XX

14. [Maximum mark: 8]

side view
C

15

A 4.5 B D E

(a) Find CÂB.[3]

Point B on the ground is 5 m from point E at the entrance to Ollie’s house. He is 1.8 m tall and
is standing at point D, below the sensor. He walks towards point B.

(b) Find the distance Ollie is from the entrance to his house when he first activates
the sensor. [5]

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20EP19
Please do not write on this page.

Answers written on this page

will not be marked.

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IB DP: Unit Planner

Unit Title Statistics 1

Subject: Mathematics SL Year: 2015-16 Level: Standard
Time Frame and Duration: 10 lessons
Teacher(s): Carla Mandacaru

Stage 1: Inquiry – establishing purpose of the unit

Unit description DP assessment(s) for unit (EA and IA) connected to this unit
Statistics 1 Tests using past exam questions:
Interim test (Statistics only)
End of Unit Test (Statistics + previous units)

Summative assessment practicing for IA:

Transforming data Investigation (Criteria A, B, D, E)

Transfer goals:
These are big, overarching, long-term goals (1-3 per unit)
Appropriate statistical analysis and interpretation is necessary for informed decision making
The choice of data displayed can affect the conclusions reached

Essential understandings:
Identify the individual skills and content knowledge needed to achieve the transfer goals.
5.1 Concepts of population, sample, random sample, discrete and continuous data.
Presentation of data: frequency distributions (tables); frequency histograms with equal class
intervals; box-and-whisker plots (w/GDC); outliers (definition)

5.2 Statistical measures and their interpretations.

Central tendency: mean, median, mode.
Quartiles, percentiles.
Dispersion: range, interquartile range, variance, standard deviation.
Effect of constant changes to the original data.
Applications.

5.3 Cumulative frequency; cumulative frequency graphs; use to find median, quartiles, percentiles.

5.4 Linear correlation of bivariate data.

Pearson’s product–moment correlation coefficient r (w/GDC)
(Positive, zero, negative; strong, weak, no correlation.)
Scatter diagrams; lines of best fit by hand using the mean point
Eq. of the regression line of y (dependent variable) on x (independent variable) w/GDC
Use of the equation for prediction purposes (extrapolation and interpolation)

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Mathematical and contextual interpretation.
(in yellow additions to the latest guide, exam questions from May 2014 exam papers)
Skills
Graphing and interpretation of graphs
Organizing data in frequency tables and interpretation of data
Use of appropriate ICT (GDC, graphing packages, spreadsheets)
Prior knowledge
Identification of knowledge covered in previous years (mathematics continuum)
_Descriptive statistics: collection of raw data; display of data in pictorial and diagrammatic forms,
including pie charts, pictograms, stem and leaf diagrams, bar graphs and line graphs.
_Obtaining simple statistics from discrete and continuous data, including mean, median, mode,
quartiles, range and interquartile range.
_The equation of a line in the form y=mx+c
Missed concepts/ misunderstandings
Identification of the usual or potential missed concepts or misunderstandings students are likely to
have in this unit.
_Use of frequency tables and the identification of the variables
_The use of the GDC and the 1-vars stats function
_Interpretation of the linear regression model and the understanding that extrapolation outside the
domain is merely speculative

Inquiry question(s):
Questions for both skills and content taught in the unit; they get at the heart of the essential understandings.
Can be factual and/or debatable
Factual:
How are the measures of central tendency and the measures of spread different? What are their
strengths and weaknesses?
Why are extrapolations outside the domain of the data collected a misinterpretation?
What is the difference between correlation and causation?

Debatable:
To what extent is a graphical representation of the data necessary in a statistical analysis?
To what extent is a statistical analysis a reliable source of knowledge?
Should outliers be ignored?
Interdisciplinary links:
Clear and specific links (examples in subject guides, textbooks, etc)
List links to:
• other DP subjects:
Psychology and Geography used in the IA and in several studies
Biology 1.1.2 (mean and standard deviation) and 1.1.4 (comparing means and spreads)
• TOK:
How easy is it to lie with statistics? Anscombe numbers activity (Anscombe’s Quartet)
• International Mindedness and/or CAS (Creativity, Action, Service):
Hans Rosling (statistics and global issues) TED talk:

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The good news of the decade? We're winning the war against child mortality
https://www.ted.com/talks/hans_rosling_the_good_news_of_the_decade
Stage 2: Action - Teaching and learning through Inquiry
Assessment of Essential understandings both Formative (F) and Summative (S)
Formative assessments can take different forms, from a game to a presentation or class
discussion/presentation, to an exam, etc.
Summative assessments should model as much as possible the IBDP assessments.
Formative assessments (F):
Use past exam questions of different levels of difficulty
Oral presentations
Homework: Weekly consisting of practice questions from worksheets or textbook, from statistics
and different topics.
Two options available, students choose: (“Building up!” or “Ready for a challenge!”)
Summative assessments (S):
End of unit test using P1 and P2 (section A and B) past exam questions
Transforming Data Investigation (assessed against criteria A, B, D, E)
Teaching strategies: the core of the lesson plan, briefly describe the class activities used to ensure:
adequate prior knowledge, understanding of the concepts and practice of the skills for all
(differentiation), the development of the learner profile attributes, interdisciplinary links including
ToK, use of ICT
Students will receive a unit outline which will include the sections of the syllabus to be covered, the
homework plan, the assessment dates and a list of resources.

The class activities will involve different tasks to be completed individually as well as in groups:

1. Diagnostic collaborative activity: Matching cards (matching histograms and frequency tables with
measures of central tendency and range).
Linear equations in the form y=mx+c
daily 5 min warm-up exercises revising the previous lessons or previous topics

2. Measures of central tendency: Finding the missing numbers and writing their own problems

3. Inquiry: Transforming data Investigation – the effect of constant changes to the original data -
using spreadsheets and/or GDC to assist in the investigation.

4. Collaboration: Matching histograms, box-and-whisker boxes and cumulative curves, justify the
match, one presentation per match per group.

5. ToK Link: The Anscombe numbers activity (Anscombe’s Quartet); the importance of graphs when
analyzing data

6. ToK link: Exploring correlation and causation in different scatter diagrams analysis and the power
of misleading statistical analysis. Contextual interpretation of lines of best fit.

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7. Reflection sheet for the analysis of the formative and summative tests.

8. How can these concepts be used in a Mathematical Exploration (Hans Rosling TED video)
https://www.ted.com/talks/hans_rosling_the_good_news_of_the_decade
Resources:
List any books, websites, or other resources used during the unit. Link to or attach copies of the
assessments, handouts, web pages, etc
Text book
ICT tools (GDC, spreadsheets)
Worksheets with class activities
Past exam questions and markschemes
Reflection sheets
Formula booklet
List of command terms
TED talk Hans Rosling (statistics and global issues) https://www.ted.com/speakers/hans_rosling
Stage 3: Reflection – Considering the planning, process and impact of the Inquiry
Reflection is an essential part of the learning process for both teachers and students.
Reflection should take place at each stage of the Unit Plan.
There are many possibilities. For example:
Stage 1
Were the students able to grasp the significant concept and answer the unit question(s) as desired?
Were the learning objectives met? What changes would be made next time?
Are students prepared for the next unit?
How could interdisciplinary links be expanded or refined in the future?

In general this unit worked well, students had been exposed to the majority of the concepts so
there was revision and consolidation of the concepts and skills. Some students coming from
different systems had not been exposed to this topic.

Stage 2
Did the assessment tasks allow the students to demonstrate the learning objectives identified?
Were the assessment tasks adequately varied to allow for different learning styles?
Were formative assessments given?

There were a variety of activities catering for different learning styles. The students engaged well in
the activities. The formative assessment tasks informed both students and teacher about the level
of understanding of the concepts and skills.

Stage 3
What inquires arose during learning? What, if any, extension activities arose?
What did the students find compelling? What created the most/least interest? Why?
Was adequate time for reflection built in to planning?
Was adequate time for student centered/initiated learning ensured?

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Were interdisciplinary links explored? Were they effective?

The ToK linked activity Anscombe Numbers really created discussion and an awareness of the need
to ask more questions before taking a statistical study as reliable knowledge.

Resources
Were resources used appropriately?
Did resources have an impact on learning?
What resources would improve student learning?
All resources were used appropriately, some of the tasks were short allowing for a change of
activity during a 50 min or 100 min lesson, keeping students engaged. The variety of activities
greatly contributed to a holistic perspective on the topic with an emphasis on the importance of the
transfer goals and the interdependence of its parts.

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