GCSE EXAMINERS' REPORTS
MATHEMATICS – LINEAR
SUMMER 2014
© WJEC CBAC Ltd.
Grade Boundaries
Grade boundary information for this subject is available on the WJEC public website at:
https://www.wjecservices.co.uk/MarkToUMS/default.aspx?l=en
Online results analysis
WJEC provides information to examination centres via the WJEC secure website. This is
restricted to centre staff only. Access is granted to centre staff by the Examinations Officer
at the centre.
Annual Statistical Report
The annual Statistical Report (issued in the second half of the Autumn Term) gives overall
outcomes of all examinations administered by WJEC.
© WJEC CBAC Ltd.
MATHEMATICS – LINEAR
General Certificate of Secondary Education
Summer 2014
FOUNDATION TIER PAPER 1
Principal Examiner:
Mr R W Brice
General Comments
Candidates appeared to have had sufficient time to attempt all the questions in the time
allowed. On the whole candidates continue to give an adequate and clear account of their
work so that full credit can be given to those who get incorrect answers but have used a
correct method.
Candidates need to be aware of the following points:
 Writing numbers in figures involving millions (Q1ai)
 Writing the smallest even number involving 4 digits results in the last digit being
even (Q2aii)
 The position of the decimal point after multiplying two decimal numbers (Q2bi)
 Care is needed in the use of the ‘=’ sign, especially in a question involving QWC
(Q3)
 Substituting negative numbers for letters in an algebraic equation (Q5c)
 Converting cubic centimetres into litres
 Converting a fraction into a decimal (Q12)
 The formula for finding the area of a triangle (Q16)
 Finding x from equations such as x/2 = 8 (Q18a)
Comments on individual questions
1.
(a)(i)
Many incorrect answers seen, with 34112 and 341102 being common
errors.
(a)(ii)
Well answered but using ‘millions’ rather than ‘thousands’ was the most
common error.
e.g. ‘seventy two million and sixty five’
(b) (i)
Very well answered. A few ‘40 + 40’ seen.
(b) (ii)
Well answered with very few ‘biggest minus smallest’ noted this time since
41 was not in the given list of numbers. 40 was the most common error.
(b)(iii)
Very well answered.
(b) (iv)
Very well answered.
(b) (v)
Very well answered but some ‘not attempted’ noted.
36, the other square number in the given list, was the most common wrong
answer
© WJEC CBAC Ltd.
1
2.
(c)
Many found it difficult to find a factor of 96 between 10 and 20. A number of
candidates offered factor pairs which included a factor within the given
range, which gained the mark. Fairly well answered but with considerably
more ‘not attempted’ than any other part. 17 and to a lesser extent, 13,
were common errors.
(d)(i)
Exceptionally well answered, 6580 being the most common error.
(d)(ii)
Also exceptionally well answered, 7000 being an occasional error.
(a)(i)
Very well answered.
(a)(ii)
Poorly answered with 2567 being a very common wrong answer.
This could possibly result from candidates giving the smallest possible
number without considering the need for it to be even or else confusing
even with odd.
(b)(i)
Very poorly answered with 0.6 given by nearly all candidates.
(b)(ii)
Only fairly well answered with 3.08 being a common error resulting from
‘biggest minus smallest’.
(c)
Well answered with most choosing 3 × 100 = 300 as their approximation.
Comparatively few attempts at a full evaluation were noted this time.
3.
Fairly well answered with most of those who obtained 5 hours going on to use the
given formula to get the correct answer.
Some ignored the 20 windows and used 15 (minutes) as the number of hours worked
to substitute in the formula. Others substituted 300 (minutes) in the formula for the
number of hours.
Converting 300 minutes into hours proved difficult for a considerable number, a
common error being 3 hours.
QWC continues to improve with units usually used but incorrect use of the ‘=’ sign
needs attention.
4.
All parts were well answered.
5.
(a)(i)
Extremely well answered.
(a)(ii)
Fairly well answered with 41, 42 and 43 being common errors. Some blanks
also seen.
(b)
A noticeable number of ‘not attempted’ and only fairly well answered.
‘Divide by 3’ was the most common error followed by ‘multiply by 4’.
(c)
Usually attempted but very few obtained both marks.
6 + 12 – 6 = 12 was a very common error.
Complete misunderstanding of substitution shown by some with 32 + 43  61
used.
(d)
Well answered but some gave 7x – 3x as their final answer.
© WJEC CBAC Ltd.
2
6.
(a)
(b)
Realising the gap was 2cm was fairly well answered but most could not go on
to evaluate the perimeter.
Common errors included:
 counting sides more than once leading to an answer greater than
46cm e.g. 48cm from using 8cm which already includes the 2 cm gap
 adding the six numbers given in the diagram, 8 + 9 + 3 + 3 + 3 + 3 =
29cm
 missing out two 3’s to give 40cm.
Finding the area was better answered than the perimeter in part (a).
Common errors were:
 multiplying 9 x 8 = 72 using the ‘complete’ rectangle.
 answers of 78 from adding 9 x 3, 9 x 3, 8 x 3, using the three large
rectangles.
A few found three correct part areas 27, 27, 6 but did not add to find the total
area. Writing the units was well answered.
7.
Very well answered. A few reversed coordinates and some placed B at (-2, -5) rather
than (-1, -5).
8.
(a)
47 was very well drawn, slightly better than the 62.
A few angle reversals seen, perhaps indicating some lack of understanding of
3-letter angle notation.
(b)
Fairly well answered. ‘Atblyg’ was a common error in Welsh.
9.
Only a few completely correct solutions seen.
Many found the volume of the tank (3000cm3) but comparatively few realised the
need to halve this value.
When attempted, there were many incorrect attempts to convert cm3 into litres.
A considerable number gave their final answer as 3000 (or 1500) litres and made no
attempt at conversion. Others divided by 10 or 100.
10.
(a)
(£)8.40 very well answered and 10:35(a.m.) fairly well answered.
A large number gave 10 minutes rather than 10:35, presumably giving the
journey time rather than the time of arrival.
(b)
The underground cost of £20 was fairly well answered. Some used 4 x 4 =
£16 using 4 rather than 5 friends.
The correct tariff (£17 - £27) was not as well answered, many not realising
that up to 4 miles in the table included the 3½ miles in the question. Although
many candidates were able to recognise the correct tariff for the taxi, many
attempted to interpolate a reduced price range because the length of the
journey was to be 3.5 miles, and not the maximum of 4 miles indicated in the
section of the table.
The comparison of values was generally weak, most only comparing one
value.
The 'per person' approach was used by a minority and dividing by 5 proved
difficult when attempted.
© WJEC CBAC Ltd.
3
11.
(a)
Invariably attempted and well answered for 1 mark. Many gave 4 lines rather
than 6.
Another common error was to only give 2 lines, usually the vertical and
horizontal lines
(b)
Fairly well answered. The most common error was to reflect the given
shapes in the y-axis. There are still a number of candidates either drawing
reflections, or placing the correctly rotated shape in the wrong location.
12.
Poorly answered with a considerable number of blanks.
Most could not apply any method and 0.38 was a very common error.
Others attempted to divide 8 by 3.
The few who got M1 usually also got the A1.
Some found one-eighth correctly but left their answer as 0.125.
13.
(a)
Very well answered with nearly all getting both marks.
(b)(i)
Well answered. Only a few answers of the type ‘likely’ seen this time.
(b)(ii)
Poorly answered with few attempts at using the probability found in part (i)
correctly in this part.
(a)
Well answered for both marks.
A few 180 – 53 = 127 seen.
(b)
Fairly well answered for all 3 marks.
Finding 103 was well answered but often the final answer was given as
y = 103 with no attempt made at finding the exterior angle.
(a)
Fairly well answered for 1 mark.
Joining point to point was seen on a number of occasions.
(b)
Fairly well answered with comparatively few describing the trend.
(c)
Many candidates still attempt to draw the line of best fit through the ‘origin’ of
the given axes.
(d)
Fairly well answered.
(e)
A wide variety of responses seen but most did not meet the requirements.
14.
15.
16.
Finding the area of the trapezium was fairly well answered but very few were able to
progress any further. Many of those that attempted to consider the triangle used base
times height for the area omitting the half.
Area trapezium = 40 followed by x = 4 seen several times.
17.
‘Class A has 12 girls’ was well answered and a few then correctly multiplied by 1½ to
get 18.
Very few realised that there were twice as many girls as boys in Class B.
Most who got this far found one third of 18 to give an incorrect answer of 6 boys.
© WJEC CBAC Ltd.
4
18.
(a)
Fairly well answered for 1 mark but poorly answered for 2 marks.
x/2 = 8 followed by x = 8/2 = 4 was a common error.
(b)
Fairly well answered for 1 mark.
Many candidates continue to give incorrect working and lose a mark.
19.
Poorly answered especially 2n + 1. Most answers seen were numeric.
The number of black and white dots in the next pattern, 4 and 9 was a common error.
Other common errors were +1, +2 and n+1, n+2
20.
Very poorly answered with many not attempted.
Most attempts seen used angles in degrees, possibly measured from the diagram.
Only a few placed correct letters on the diagram.
21.
Most candidates failed to get started on this question, either visually, by drawing a
labelled sketch, or by calculation of interior/exterior angles. Some got 2 marks for only
an answer of 3 sides or triangle.
© WJEC CBAC Ltd.
5
MATHEMATICS – LINEAR
General Certificate of Secondary Education
Summer 2014
HIGHER TIER PAPER 1
Principal Examiner:
Ms L Mason
There was no evidence to suggest that the examination paper was too long for candidates,
as there were clearly responses in later questions. However, weaker candidates did find the
questions towards the end of the paper more demanding as expected.
The paper differentiated well, with different styles of questions and a graduation in the level
of difficulty.
As item level data is available to all centres, by centre and for individual candidates with
comparison of all candidates sitting these examinations, this report will focus on common
errors and misconceptions to aid the interpretation of the data available rather than focus
whether each question was well answered or not.
Question Comments
1
Part (c) caused candidates the most difficulty on this page, demonstrating
that many candidates have little understanding of place value in estimating
the size of answers, or using known techniques for calculations.
Part (d) caused a few candidates some difficulty with notation or
understanding of halving values, for example an answer of 1.5¼. Common
correct working included 1.5 + ¼ = 1.75.
2
Many candidates plotted accurately, working with the scale accurately.
Part (e) was fairly well answered by many candidates, showing some
understanding that there was an unknown; some candidates thought it was
the number of people buying that was unknown, but answers implying cost
charged was unknown which was also credited.
3
It was important to work with the diagonals in this question. A number of
candidates made an error by using the given line as a side of a quadrilateral.
4
Many candidates had a correct strategy of working from their answer for the
area for the trapezium to use the area of the triangle to calculate the length x
cm. It was pleasing to see correct strategies applied.
5
Many candidates correctly calculated that there are 12 girls in Class A and 18
girls in Class B. The main error was in the interpretation of the ⅓, being
equivalent to the 18 girls. Here, candidates incorrectly decided to calculate
⅓ of 18 rather than thinking that ⅓ of the pie chart represents 18 pupils.
© WJEC CBAC Ltd.
6
6
Part (b) caused some problems, in highlighting the misunderstanding of the
equals as a balance, for example incorrectly writing x + 18 = 52.
Part (e) was well answered by candidates working with inequalities.
However, quite a few candidates incorrectly changed the question into an
equation question of their own, this is not acceptable.
7
A number of candidates looked at number patterns but did not generalise.
However, many candidates were able to write nth terms directly from the
diagrams.
8
Many candidates indicated an angle on the diagram, but did not always use
knowledge other than parallel lines. In order to find the size of angle c in
terms of a and b extra knowledge needed to be applied. A number of
candidates did not apply any further knowledge, such as angle sum in a
triangle.
9
Part (a) was well answered, with many candidates showing a full method.
Part (b) was not as well answered. Many candidates did not consider unit
prices of the different size bags to find a strategy to find the maximum of the
300g bags. This meant that it was only through trials with different
combinations allowed candidates to make comparisons. However, some
candidates did then find the cheapest option, but this was not necessarily
through a justified strategy.
10
Many candidates did not engage with the idea of calculating the exterior
angles to find ‘the gap’ for the tessellation.
However, a few correct answers were seen without working. These were not
given full marks, as the question asked for calculation and workings shown.
11
A number of candidates seemed to have little knowledge of forming
simultaneous equations. However, other candidates extracted the correct
information and formed the equations accurately. Some errors then occurred
in calculation.
12
With algebraic questions there is an obvious divide between candidates with
good algebra skills and those with little algebraic knowledge.
Part (a) was a standard question, but part (b) required some more thought as
to extracting a common factor of 2(x + 3).
13
Errors in part (a) included use of ½πd instead of ½πr2, other candidates
omitted the ½ or used a radius of 8cm instead of 4cm.
The main error in part (c) was to consider 4.5/9 incorrectly as 2. A number of
candidates left their response as 0.5 × 10-4.
14
In part (a) a number of candidates incorrectly considered the bounds, for
example stating 2900 and 3100 instead of 2950 and 3050 miles. Time was
often written incorrectly, 79.3 as 79 hours 30 minutes instead of 79.5 hours.
Part (b) was not well answered. The question involves three aspects – total
distance divided by total time, the use of bounds and algebra.
© WJEC CBAC Ltd.
7
15
The concept of similar volumes is not well understood. A number of more
able candidates were able to response with very efficient working, but many
candidates had little idea in starting this question.
16
The most demanding part for candidates seemed to be part (c), which
actually involved some very basic calculation with factors.
In part (b) a number of candidates were not using notation for indicating
recurring figures accurately, by indicating incorrectly that only the 2 was
repeated.
17
Candidates found the initial stage demanding, that is the translation of the
information into mathematical form. Once past this stage candidates appear
to recognise the steps required in order to find the expression.
18
A number of candidates do not engage with frequency density, however of
those that did, many made errors with the final group. Consequently, those
candidates working with frequency density actually answered the question
well apart from this one error.
In part (b) many candidates had some understanding that the median was to
be found in a particular group, but sometimes were unaware that any
calculated value is actually an estimate.
19
The most efficient method was to consider the probability of neither choice
being strawberry being subtracted from one. This method often led to the
sum of the product of the correct fractions being evaluated. With the
alternative method, a number of candidates omitted the possibility of two
strawberry flavour chocolates, hence not a complete strategy.
© WJEC CBAC Ltd.
8
MATHEMATICS – LINEAR
General Certificate of Secondary Education
Summer 2014
FOUNDATION TIER PAPER 2
Principal Examiner:
Mr R W Brice
General Comments
Candidates appeared to have had sufficient time to attempt all the questions in the time
allowed. On the whole candidates continue to give an adequate and clear account of
their work so that full credit can be given to those who get incorrect answers but have
used a correct method.
One topic that still needs addressing is constructions using a ruler and a pair of
compasses (Q13a).
Poor spelling of mathematical terms was noticeable in question 5a.
Candidates need to be aware of the following points:
 Care is needed in the use of the ‘=’ sign, especially in a question involving QWC
(Q3b)
 Drawing a perpendicular from a point to a sloping line (Q5bi)
 Finding the median for a list of values (Q6e)
 Subtracting fractions (Q7c)
 Expressing answers to calculations correct to 1 decimal place (Q8c)
 Expressing statements in algebraic terms (Q9bi and ii)
 Constructing an angle of 30º using a ruler and a pair of compasses (Q13a)
 Reflecting a shape on a grid in a line (Q14a).
 Enlarging a given shape on a grid using a centre of enlargement (Q14b)
 Income tax calculations involving a higher tax rate (Q16)
 The number of days in a year (Q17a)
 Finding the mean from a grouped frequency table (Q17c).
Comments on individual questions :
1.
(a)
Very well answered.
The most common error was omitting the ‘3’ and only a few errors seen
in the addition, but £15.05 was given rather than £15.50 on several
scripts.
(b)
Well answered.
The most common errors contained the digits 775 arising from 15.50/2 or
15.5/0.2.
© WJEC CBAC Ltd.
9
2.
All parts well answered. The most common wrong choices noted were:
‘Height of man’ – 170m
‘Weight of a large dog’ – 280g
‘Capacity’ – 6000 litres
3.
(a)
Fairly well answered.
Errors seen included pointer showing 340 and 260.
(b)
Most divided by 5 but a considerable number did not first subtract the
weight of 2 boxes (320g)
620/5 = 124g was a very common error.
Several correctly showed 320g on the scale in part (a) but then read the
value as 610g on the scale in part (b) giving an answer of 290/5 = 58g.
Some used few words to explain their answer and so lost marks for their
written communication. Incorrect use of the ‘=’ sign needs attention.
(a)
The method was extremely well answered.
Both the estimated number of squares and the resulting area were fairly
well answered.
Some confusion about the square in m2 still prevails with several
examples such as 58 x 8m2 = 3776 seen.
(b)
Extremely well answered both the lines and the curve.
A few added extra lines joining the left hand side of the curve to P.
(a)
Naming ‘radius’ very well answered but naming ‘chord’ only fairly well
answered. Many spelt it 'cord'.
‘Diameter’ and ‘tangent’ were common errors for both.
(b)(i)
Well answered.
Giving the answer in cm, e.g. 14.3, a common error.
Another common error noted was 148mm, possibly measuring from the
position of the written A to B rather than the length of the line.
(b)(ii)
Poorly answered.
Common errors included parallel lines and vertical lines.
4.
5.
6.
Parts a, b, c and d were all very well answered.
In part b some gave an answer of 4 rather than 3, possibly using ‘less than or
equal to’ rather than ‘less than’.
Part e was only fairly well answered.
Common wrong answers were 3 and 3.6 possibly using different averages.
The mode is 3 and the mean is 3.6.
© WJEC CBAC Ltd.
10
7.
8.
9
(a)
Fairly well answered for 1 mark but relatively few got both fractions
correct.
1/4 and 10/40 were common wrong choices possibly misled by the ‘4’ in
both.
(b)
Extremely well answered.
(c)
Only fairly well answered with many ‘subtracting top and bottom’ to give
4/3.
(a) (i)
Only fairly well answered with a considerable number of blanks.
-7 was a common wrong answer from 3 – 4 – 6.
(a) (ii)
Also only fairly well answered with 14 being a common wrong answer
from
e.g. 20 – 3 + 5 = 22 – 2 – 6 = 14.
(b)
Well answered.
Some added a % sign after their answer and lost a mark.
(c) (i)
Fairly well answered.
A considerable number did not round their answer to 1 decimal place and
gave 1.55
8.1 was a common wrong answer resulting from omitting brackets from
the denominator.
(c) (ii)
Well answered – considerably better than part (i).
(a)(i)
(a)(ii)
(b)(i)
10.
Very well answered.
Poorly answered with many blanks. Many realised the sign alternated, but
were unable to express the rule as ‘multiply the previous term by -3’ or the
equivalent, the most common error being ‘×3’.
Only fairly well answered. Common wrong answers were t/100 and tp.
(b)(ii)
Also only fairly well answered. Common wrong answers seen were h + 3,
3 – h and 3 x h.
(b)(iii)
Well answered with some w + 8 seen.
(c)(i)
Very well answered. A few 3 x 15 = 45 seen.
(c)(ii)
Very well answered. A few 16 + 5 = 21 seen.
(a)(i)
Well answered although some gave 34, the answer for the mean.
(a)(ii)
Only fairly well answered. The correct value was usually accompanied by
an acceptable reason. Some gave 47  24 as their answer.
(b)
Well answered. A few only gave the sum of the numbers (272).
© WJEC CBAC Ltd.
11
11.
12.
13.
14.
15.
(a)
Both measuring the length AB and converting to kilometres using the
scale were generally well answered.
A few showed misunderstanding of multiplying a decimal by 10 e.g. 11.8 x
10 = 110.80
(b)
Fairly well answered for 1 or 2 marks although relatively few got all 3
marks.
The bearing from A was better indicated than that from B.
(a)
Well answered.
(b)
Only fairly well answered with many not subtracting to find the remaining
dollars and instead evaluating 1649/1.52 = 1084.86
Other errors seen were:
1824 – 1649 = 175 with no more working,
175 x 1.52 evaluated.
(a)
Arcs were sometimes seen but not part of a correct construction for 60º.
Many used a protractor to draw 30º or 60º.
This is definitely an area that needs further work.
(b)
Fairly well answered – much better than part (a).
A number only showed intersecting arcs above the line, joining the
intersection to the mid-point of the line.
(a)
Poorly answered with reflection in the y-axis a common error.
Other incorrect attempts included drawing 4 triangles, one in each sector.
(b)
The x2 enlargement was fairly well answered but only a small minority
placed it in the correct position.
The majority of candidates did not engage with the concept expressed in Susan’s
statement. Many were unable to evaluate three-quarters of 120. The maximum
width followed by the maximum area was reasonably well answered but the
minimum length and minimum area were poorly answered. A significant number
had the correct figures then claimed that Susan was incorrect.
© WJEC CBAC Ltd.
12
16.
Usually attempted and the taxable income fairly well answered.
20% of £32255 was usually correct if attempted but the remainder of the question
was very poorly answered with most candidates showing little understanding of
how to apply the higher rate of tax.
17.
(a)
There were as many answers of 119/364 seen as the correct answer,
giving the fraction of days with rain or snowfall. Many did not appear to
know the number of days in a year.
(b)
Obtaining 48°C was reasonably well answered by those that attempted
this part but only a few went on to divide by 11.
A considerable number gave no answer to the question.
(c)
Poorly answered although some got the first mark for correctly identifying
the mid points.
Many did not multiply by the frequency and evaluated (-)36/6.
Others evaluated (-)36/31 and some 31/6 where 31 is the sum of the
number of days.
Again many gave no answer to this part of the question.
(d)
Finding 10% of 251850 = 25185 was reasonably well done by those that
attempted this part.
Many then doubled this value to obtain 20% to give an answer of 50370
or 25150 – 50370 = 201480.
Others found 10% of their first interest to give 10% of 25185 = 2518.5
Most of the few that used the correct approach gave the value of the car
after 2 years rather than the depreciation.
© WJEC CBAC Ltd.
13
MATHEMATICS – LINEAR
General Certificate of Secondary Education
Summer 2014
HIGHER TIER PAPER 2
Principal Examiner:
Ms L Mason
There was no evidence to suggest that the examination paper was too long for candidates,
as there were clearly responses in later questions. However, weaker candidates did find the
questions towards the end of the paper more demanding as expected.
The paper differentiated well, with different styles of questions and a graduation in the level
of difficulty.
As item level data is available to all centres, by centre and for individual candidates with
comparison of all candidates sitting these examinations, this report will focus on common
errors and misconceptions to aid the interpretation of the data available rather than focus
whether each question was well answered or not.
Question Comments
1
Part (a) was well answered. Although a number of candidates made a errors
by reflecting in the x-axis or the line x = 1.
Although many candidates were able to enlarge the vertical and horizontal
sides of the shape, other made errors in the enlarging the other lines.
The placement of the enlargement caused more difficulty; only few
candidates showed rays to isolate the enlargement.
2
Many candidates found the required length and areas correctly. However a
few candidates misinterpreted the information given to consider half the
maximum area, some of these candidates did recover from their incorrect
strategy within the conclusion.
The majority of candidates presented their work well, with labelled
calculations, units given and a final conclusion written clearly.
3
Clearly a number of candidates do not know how many days there are in a
year. This led to incorrect responses in part (a).
Part (b) was generally well answered, although a few candidates made errors
in the number of months to consider in the final stage.
Quite a few candidates did not have reasonable attempts in answering this
question. Although other candidate did apply knowledge well, but a few
candidates did ‘lose’ the negative temperature.
Part (d)(i) was well answered, although a number of candidates did not state
the depreciation, instead stating the value of Boris’s car after two years.
In part (d)(ii) most candidates worked initially in pounds, although a few
candidates applied a less efficient method by working in roubles. However,
this part of the question was generally well answered.
© WJEC CBAC Ltd.
14
4
Part (a) was well answered, leading to many accurate graphs, however some
candidates incorrectly decided to join their plots with straight lines.
5
It was important for candidates to engage with the information given in the
table to start. For example, to calculate the taxable income and state the
amount of the taxable income on which 40% is payable. Only following this
would the calculations of 20% or 40% become applicable.
6
Many candidates engaged with drawing arcs and a perpendicular bisector,
however some of the arcs were not of the correct radius or they were drawn
from an incorrect centre. The greatest thought required was in the shading,
as it was the major segment that was required.
7
A few candidates have some knowledge of straight-line graphs, but often this
was not secure beyond an attempt at part (a).
Part (b) was not well answered.
8
Part (a) was correctly answered by many candidates, however this did not
mean that these candidates all engaged with the concept of cumulative
frequency. The table in part (b) was often incorrect, sometimes with quite
spurious cumulative values inserted.
The understanding of median and inter quartile range is a weakness of many
candidates, who appear to have some knowledge, but not secure to apply it
correctly.
9
Although a number of candidates omitted this question, other candidates did
attempt to transfer the bearing information on to the diagram. The first mark
was only awarded when a candidate reached the stage of indicating an
appropriate 46° or 44° on the diagram. This appeared to be the most
demanding stage, as beyond this candidates’ applied their knowledge of
trigonometry well.
10
In part (a) A number of candidates incorrectly factorised but did not realise
that there needed to be a negative in at least one bracket.
Part (b)(i) was well answered, with only very few candidates incorrectly
writing ‘n+5’.
In part (b)(ii) those candidates attempting to answer through second
difference comparison often left their answer incorrectly as n2.
11
A number of candidates did not answer part (a) correctly, but were able to
continue with their own derived incorrect values. A number of candidates do
not check carefully that the probabilities on pairs of branches sum to 1.
12
Many candidates looked at the areas of the parallelogram and rectangle but
were unable to show that 3x2 + 12x – 61 = 0. However, candidates were able
to continue in part (b).
The common error remains, that a few candidates do not see the
denominator as being a denominator for the full numerator.
© WJEC CBAC Ltd.
15
13
There were some good attempts, using either Pythagoras’ Theorem or circle
theorems. However, very few candidates had full strategies for answering
this question.
14
Many candidates had a strategy, to calculate the angles at B within the
triangles in order to find the required angle.
The main issue seemed to be in the rearrangement of the sine and cosine
rules.
15
Part (a) was not well answered. Candidates did not have understanding of
gradient.
In part (b) a tangent was required, obviously a longer tangent makes reading
the scale less demanding, but this was not evident.
In part (c) many candidates did not connect their response in (i) with the
distance answer required in (ii).
© WJEC CBAC Ltd.
16
WJEC
245 Western Avenue
Cardiff CF5 2YX
Tel No 029 2026 5000
Fax 029 2057 5994
E-mail: [email protected]
website: www.wjec.co.uk
© WJEC CBAC Ltd.