User interface language: English | Español

Date May 2016 Marks available 2 Reference code 16M.1.hl.TZ2.6
Level HL only Paper 1 Time zone TZ2
Command term Write down Question number 6 Adapted from N/A

Question

Consider the expansion of \({(1 + x)^n}\) in ascending powers of \(x\), where \(n \geqslant 3\).

The coefficients of the second, third and fourth terms of the expansion are consecutive terms of an arithmetic sequence.

Write down the first four terms of the expansion.

[2]
a.

(i)     Show that \({n^3} - 9{n^2} + 14n = 0\).

(ii)     Hence find the value of \(n\).

[6]
b.

Markscheme

\(1,{\text{ }}nx,{\text{ }}\frac{{n(n - 1)}}{2}{x^2},{\text{ }}\frac{{n(n - 1)(n - 2)}}{6}{x^3}\)    A1A1

Note:     Award A1 for the first two terms and A1 for the next two terms.

Note:     Accept \(\left( {\begin{array}{*{20}{c}} n \\ r \end{array}} \right)\) notation.

Note:     Allow the terms seen in the context of an arithmetic sum.

Note:     Allow unsimplified terms, eg, those including powers of 1 if seen.

[2 marks]

a.

(i)     EITHER

using \({u_3} - {u_2} = {u_4} - {u_3}\)     (M1)

\(\frac{{n(n - 1)}}{2} - n = \frac{{n(n - 1)(n - 2)}}{6} - \frac{{n(n - 1)}}{2}\)    A1

attempting to remove denominators and expanding (or vice versa)     M1

\(3{n^2} - 9n = {n^3} - 6{n^2} + 5n\) (or equivalent, eg, \(6{n^2} - 12n = {n^3} - 3{n^2} + 2n\))     A1

OR

using \({u_2} + {u_4} = 2{u_3}\)     (M1)

\(n + \frac{{n(n - 1)(n - 2)}}{6} = n(n - 1)\)    (A1)

attempting to remove denominators and expanding (or vice versa)     M1

\(6n + {n^3} - 3{n^2} + 2n = 6{n^2} - 6n\) (or equivalent)     (A1)

THEN

\({n^3} - 9{n^2} + 14n = 0\)    AG

(ii)     \(n(n - 2)(n - 7) = 0\) or \((n - 2)(n - 7) = 0\)     (A1)

\(n = 7\) only (as \(n \geqslant 3\))     A1

[6 marks]

b.

Examiners report

This was another question that was very well answered by most candidates.

a.

This was another question that was very well answered by most candidates. Some struggled in part (b) by attempting to find an expression for \(d\), a common difference, then substituting this in to further equations, where algebra tended to falter. The most fruitful technique was to apply \({u_3} - {u_2} = {u_4} - {u_3}\). Good presentation often helped candidates reach the final result. Correct factorisation was more often seen than not in the final section, though a small number thought it judicious to guess the correct answer(s) here.

b.

Syllabus sections

Topic 1 - Core: Algebra » 1.3 » Counting principles, including permutations and combinations.
Show 24 related questions

View options