5 views

Original Title: Examiners Report Step 2016

Uploaded by Ben

- MATBrochure_updated.pdf
- gradebook delgado edt3371
- Section C Option 1
- TS result.pdf
- CELTA Handbook - Tutors
- Read Me First
- US NEWS
- senior calendar 2
- TIME TABLE 18TH MAR - 25TH MAR.pdf
- RBI Assistant Mains Results & List of Shortlisted Candidates for LPT
- Multiple
- JIPMER
- 2899 Exam Day Booklet 2015 Web
- Course File Index Label
- Administering HTP
- SEVEN Day C Mark Sheet
- 10 GMAT Secrets to Score Above 700
- Sample Score Report 2009
- SEVEN Day C Mark Sheet
- ttdec2013

You are on page 1of 20

Mathematics

STEP 9465/9470/9475

November 2016

The Admissions Testing Service is a department of Cambridge English

Language Assessment, which is part of Cambridge Assessment, a not-for-profit

department of the University of Cambridge. Cambridge English Language Assessment offers

the worlds leading qualifications for learners and teachers of the English language. Over 4

million people from 130 countries take Cambridge English exams every year.

Contents

Report Page

STEP Mathematics I 5

STEP Mathematics II 10

STEP Mathematics III 13

Explanation of Results 17

STEPI2016REPORT

GeneralComments

Thisyear,morethan2000candidatessigneduptositthispaper,thoughjustunder2000

actuallysatit.Thisfigureisabout thesameastheentryfigurefor2015,thoughthenumber of

candidatesoptingtositSTEPIhasrisensignificantlyoverrecentyears;forinstance,itwasaround

1500in2013.

ThereisnodoubtthatthepurposeoftheSTEPsistolearnwhichstudentscangenuinelyusetheir

mathematical knowledge, skills and techniques in an arena that demands of them a level of

performance that exceeds anything they will have encountered within the standard Alevel (or

equivalent) assessments. The ability to work at an extended piece of mathematical work, often

withtheminimumofspecificguidance,alliedtotheneedforbothdeterminationandtheabilityto

makeconnectionsatspeedandunderconsiderabletimepressure,arecharacteristicsthatonly

follow from careful preparation, and there is a great benefit to be had from an early encounter

with,andsubsequentprolongedexposureto,thesekindsofquestions.

Itisnotalwayseasytosaywhatlevelofpreparationhasbeenundertakenbycandidates,butthe

minimum expected requirement is the ability to undertake routine Alevelstandard tasks and

procedureswithspeedandaccuracy.Atthetopendofthescale,almost100candidatesproduced

a threefigure score to the paper, which is a phenomenal achievement; and around 250 others

scoredamarkof70+,whichisalsoexceptionallyimpressive.Attheotherendofthescale,over

400candidatesfailedtoreachatotalof40marksoutofthe120available.

ForSTEPI,themostapproachablequestionsarealwayssetasQs.1&2onthepaper,withQ1in

particularintendedtoaffordeverycandidatetheopportunitytogetsomethingdonesuccessfully.

Soitisperfectlyreasonableforacandidate,uponopeningthepaper,tomakeanimmediatestart

atthefirstand/orsecondquestion(s)beforelookingaroundtodecidewhichoftheremaining10

or11questionstheyfeeltheycantackle.Itisveryimportantthatcandidatesspendafewminutes

possiblyat thebeginningreadingthroughthequestionstodecidewhichsixtheyintendtowork,

sincetheywillultimatelyonlybecreditedwiththeirbestsixquestionmarks.Manystudentsspend

time attempting seven, eight, or more questions and find themselves giving up too easily on a

question the moment the going gets tough, and this is a great pity, since they are not allowing

themselvesthinkingtime,eitheronthepaperasawholeoronindividualquestions.

Theothersidetothenotionofstrategyisthatmostcandidatesclearlybelievethattheyneedto

attempt (at least) six questions when, in fact, four questions (almost) completely done would

guaranteeaGrade1(Distinction),especiallyiftheirscoreonthesefirstfourquestionswerethen

tobesupplementedbyacoupleofearlyattemptsatthestartingpartsofacouplemorequestions

(forthefirstfiveorsixmarks);attemptswhichneednottakelongerthan,say,tenminutesoftheir

time.Itisthusperfectlyreasonabletosuggesttocandidates,intheirpreparations,thattheycan

spendmore than 30minuteson aquestion,butonlyIFtheythinkthey aregoingtofinishitoff

satisfactorily,althoughitmightbebestiftheywereadvisedtospendabsolutelynomorethan40

45minutesonanysinglequestion;iftheyhaventfinishedbythen,itreallyistimetomoveon.

Curvesketchingskillsareusuallyacommonweakness,butwereonlytestedonthispaperinQ3.

Theothercommonareaofweaknessalgebrawastestedrelativelyfrequently,andprovedto

beastestingasusual.Calculusskillsweregenerallyokayalthoughtheintegrationoffirstorder

differential equations by the separation of variables, as appearing repeatedly in Q4, was found

challenging by many of the candidates who attempted this question. The most noticeable

deficiency,however,wasinthewidespreadinabilitytoconstructanargument,particularlyinQs.

5,7&8.Vectorsareoftenpoorlyhandled,andthisyearprovednoexception.

Commentsonindividualquestions

[Examinersnote:inordertoextractthemaximumamountofprofitfromthisReport,itisfirmly

recommend that the reader studies it alongside the Solutions and/or Mark Scheme supplied

separately.]

Question1

Marginallythemostpopularquestiononthepaper,andthehighestscoring,thiswasarelatively

carefully signposted question; thus, even though the demands were entirely algebraic, it was a

goodstarterquestionandgaveallcandidatessomethingtogettheirteethinto.Itwasstilloften

thecasethatcandidatesspentalotmoretimedoingfairlysimplethingsthantheyshouldhave;

forinstance,anawfullotofattemptsproducedoverandoveragain(effectively)thesameworkto

x 2 n1 1

show that { x 2 n x 2 n1 ... x 2 x 1 in each of the four given cases. And a similar

x 1

amount of unnecessary effort was expended on what should have been some fairly simple

binomialexpansions.Nevertheless,mostcandidatesmadegoodprogressforthen=1,2,3cases.

Toshowthatp4andq4arenotidentical,itsufficestochooseanyonevalueofforwhichthey

yield different outputs, but most approaches preferred to deal with the full polynomial

expansions,whichisfinebut(again)notanoptimalapproach.

Inpart(ii),mostcandidatesrealisedthattheyweretousetheresultsofpart(i),andtheywere

generallyabletodosoforatleast(a).Relativelyfewrealisedthatthesameidea(theuseofthe

differenceoftwosquaresfactorisation)wastobedeployedin(b),presumablyputoffbythelarge

numbersinvolvedandthenotionthattheanswercouldbeleftintermsofpowersof7.

Question2

Thiswasthesecondmostpopularquestionofall,attemptedbyover80%ofcandidates,though

pulling in a mean score of just under halfmarks. Most candidates managed the tricky

differentiation; tricky, since it required the repeated use of the Chain and Product rules of

differentiation.Thebigkeytolaterprogressinthisquestionwasthesuccess,orotherwise,ofthe

1 x2

simplifying that was done. Those who realised that 1 x 2 needed to be rewritten as

1 x2

flew throughthesimplification,andthismadetheideabehindthethreelater partsmuchmore

transparent. In fact, careful differentiation and a sound simplification made choosing the

appropriatevaluesofthegivenconstantsatoestraightforward.

Question3

Itwasveryencouraging,onthisquestion,toseeboththenumberofattempts(onlyafewbehind

those for Qs.1 & 2) and the quality of them. The introduction of a new function is frequently a

guarantee of poor answers, especially when it is made to act on another function (the sine

function here), but many candidates seemed to cope quite well with the int function and the

properties of its step graphs. Although reminded (at the end of the question) to make the

endpointsofthestepscompletelyclear,therewasalotofvaguenessincandidatesanswerson

thesepoints,andthiswasoneoftheprincipalcausesoflostmarks.Anoverallmeanscoreofjust

over12outof20istestimonytotheoverallsuccessonthispotentiallytrickyquestion.

Question4

Around60%ofcandidatesattemptedthisquestion,butthemeanscoreachievedonitwasunder

3 out of 20. The first three marks were awarded for a correct differentiation and subsequent

simplification (of a very similar kind to that in Q2 but much, much easier), but it is clear that

almost noone was able to proceed further into the question, due almost entirely to difficulties

dy d2 y

working with as an entity in its own right (along with its derivative, 2 ). This is especially

dx dx

disappointing,sincethisislittlemorethanalabellingmatter.Evenforthosewhodidseewhatto

do in that respect, spotting that one then had a separablevariable 1storder d.e. to deal with

proveddifficult.

Question5

Attemptsatthisquestionweredowntoaroundathirdofthecandidatureand,overall,itproved

to be the lowest scoring question on the paper with a mean score of just 3 out of 20. The big

problem here was the widespread inability to draw some suitable lines onto the diagram, or to

realise that the lines joining the centres necessarily passed through the points of contact. Once

thisisdone,thereisanobviousrightangledtriangletobefoundembeddedwithinthisgeometric

arrangementthatthenrequiresonlytheuseofPythagorasTheoremtomakeastart.

Althoughtherewererelativelyfewcompleteeffortstobefound,manywhodidmanagetomakea

good start found aspects of the algebra difficult: for instance, turningresult (*) into (**). Here,

thereareseveralgoodapproachesprovidedoneuses(*)sensiblytoeliminate(say)b.

Admittedly,thelastparttothequestionwasmoredemandingtodealwith,butitwasclearfrom

responsesthatthemajorityofeventhosecandidateswhogotthisfarstruggledtoseethelogical

differencebetweenprovingABandprovingBA.

Question6

This vectors question proved both unpopular and lowscoring, being attempted by only 30% of

candidatesandelicitingameanscoreofonly5outof20.Onceagain,itwasclearthatcandidates

were,ingeneral,doinglittlemorethanmakingahalfheartedattemptattheveryfirstpartofthe

question.Therestofthequestionreliedonlyontheabilitytowritethevectorequationsofpairs

of lines and then solve simultaneously by considering the coefficients of a and b. Overall

thisquestionsuggeststhatvectorsarenotwellunderstood.

Question7

This was a rather splendid reasoning question, and many candidates responded very well to its

demands.Almosthalfofallcandidatesmadeanattemptatit,achievingameanscoreofover7

outof20.Whilstmanyattemptswentlittlebeyondthefirsttwoparts,manycandidatesactually

didwellonthequestionasawhole.

Part (iii) required a mixture of a proof by contradiction based on at least an informal

understandingofthemethodofproofbyinduction,soitwasnosurprisethatmanygaveupatthis

stage. The fun part was (v), in which candidates had to choose some numbers that

demonstratedtherequiredproperties;unfortunately,itisclearthissortofrequestisnotalways

wellanswered.

Question8

Generating functions generally appear very late on in statistics modules whose entry numbers

seldom reach three figures. Nevertheless, a mean score of almost 9 out of 20 on this question,

obtainedbymorethanaquarterofthecandidates(veryfew,ifany,ofwhomwillhaveseenthe

ideabefore),suggeststhatitiseasytointroducethetopicandthatgoodcandidateswillpickitup

quicklyandsuccessfully.

Apartfromalgebraicdifficulties,therealhurdletomakingacompleteattemptlayinpart(ii)(a);

although most of the candidates who got this far went on to earn the 4 marks allocated to this

part, they tended to do so by ignoring the guidance of the question. Although there are two or

threeperfectlygoodalternativeapproachestotheoneintended,theydontnecessarilypointin

thedirectionthathelpsthesolvercopewiththemoreimaginativelyconstructedpart(ii)(b);and

thiswaswhymostcandidatesstruggledtoknowquitewhattodowithit.

Questions9,10&11

The three mechanics questions each received a healthy number of hits this year, and marks

werefairlyrespectablealso.

Question9

Inthisquestionsastaticsquestioncandidateswerehelpedenormouslybythegivendiagram,

which allowed most takers the opportunity to get most of the preliminary force statements

downcorrectly:resolvingtwiceandtakingmoments(choosingsensibledirectionsandasuitable

axialpoint),alongwiththestraightforwarduseoftheF= PRfrictionlaw,meant that7marks

could be obtained simply for noting all the correct ingredients. Suitable choices for eliminating

termswouldthenleadtotheprintedanswerwithlittledifficultybeyondthealgebraic.Itisfairto

say,however,thattheprospectofdoingitallagainforthesecondconfigurationprovedtoomuch

formanycandidates,althoughitactuallyonlyinvolvedtherealisationthatcertainforceschanged

directionsandcouldthusbereplacedbytheirnegatives.

Question10

Thisquestionwasarelativelyundemandingcollisionsquestion,afactthatwasapparenttoalotof

thecandidates,almosthalf ofwhommadeanattemptat thequestion.Itturned outtobeonly

one of three questions on the paper for which the mean achieved mark was over 10 out of 20

(after Qs. 1 & 3), and this is no doubt partly due to the fact that there are generally only three

physicallawsorprinciplestobeappliedonthistypeofmechanicsproblem.Onthisoccasion,

noenergyconsiderationswereinvolved,whichmeantthatcarefulapplicationofConservationof

Linear Momentum and Newtons (Experimental) Law of Restitution pretty much saw the solver

throughthewholething.Theonlyminorhurdleisthatcandidatesoftengetconfusedaboutwhich

directions are being taken as positive, and this is usually down to the lack of a suitablymarked

diagram.Otherthanthat,itwasonlyafewalgebraicslipshereandtherethatpreventedfulland

successfulattemptsfrombeingmade.

Question11

This question was also a rather pleasant question of its kind, dealing with projectile motion. It

provedtobeaverypopularquestion(with40%ofallcandidatesattemptingit,almostaspopular

asQ10)butwithameanscoreofalmost8outof20.Thereweretwomainobstaclestoprogressin

this question: first, rather a lot of candidates failed to appreciate that finding the greatest

somethingorother might require calculus; secondly, and more importantly, putting everything

togethertocreateaquadraticinc=cos2Dprovedchallenging.

Question12

Thisquestionprovedtobeanespeciallypopularchoice(almost45%uptake)andahighscoring

oneatthat(meanscoreofover9outof20).However,mostofthesemediumsuccessfulmarks

came from attempts at the first two (specific) cases, in which Bob threw 2 coins, then 3. There

were 6 marks for successful attempts at each of these preliminary parts, and candidates were

happytoworkthemthroughreasonablysuccessfully,althoughsomeoftheseattemptswerevery

poorlyexplained;andoccasionallyitwasthecasethattherewasnoexplanationatall.Although

they may have been getting the correct answers, it is imperative to ensure that answers are

sufficiently coherent for the reader to be able to follow their reasoning and/or structure and

henceunderstandhowtheanswershavebeenarrivedat.

ThefinalpartofQ12elicitedlittlemorethanafewhalfeffortsatthegeneralsituation,butthe

general reasoning required proved beyond most candidates. A small number of candidates

thoughttheywerebeingaskedforaninductiveproofofsomekind,usingparts(i)and(ii)asbase

linecases.

Question13

Thisattractedthesmallestamountofattention:83attempts,withameanscoreof5outof20.

Candidates should recognise the (negative) exponential distribution here, and many candidates

didso.Itisthusaquestionaboutpdfsandcdfsandmultiplyingtheprobabilitiesofindependent

events.Theonlycommonlyscoredmarkswerethosefortheexpectation,gainedusingintegration

byparts.Almostnocandidatesmadeittopart(ii).

STEPII2016REPORT

GeneralComments

AsinpreviousyearsthePurequestionswerethemostpopularofthepaperwithquestions1,3

and7themostpopularofthese.Theleastpopularquestionsofthepaperwerequestions10,11,

12and13withfewerthan400attemptsforeachofthem.Thereweremanyexamplesofsolutions

inthispaperthatwereinsufficientlywellexplained,giventhattheanswertobereachedhadbeen

providedinthequestion.

Commentsonindividualquestions

Question1

Thiswasapopularquestionandmanyverygoodsolutionswereseen.Thefirstpartofthe

questionwasarelativelystraightforwardapplicationofdifferentiationandparametricequations

andwassuccessfullycompletedbymanyofthecandidates.Thesketchesproducedweregenerally

thecorrectshapefortheparabola,althoughinsomecasesitwasnotinthecorrectposition.The

othercurvecausedmoreproblemswithsomecandidatesdrawinganotherparabolaorsimilar

shape.

Question2

Thisquestionreceivedpoorresponsesintermsoftheaveragemarkperattempt.Applicationof

thefactortheoremtothefirstpartoftenproducedaneatsolution.However,anumberof

candidatesinthefirstpartdidnotusethefactortheoremasrequestedandsoproducedvery

complicatedalgebraicexpressionsthatweremoreofachallengetosimplify.Wheretheresulthad

beensuccessfullyshownandtheexpressionfactorised,manycandidateswereabletoseethe

relevancetosolvingtheequationinpart(i).Thosecandidateswhowereabletofollowthrough

themethodtosuccessfullyfactorisethesecondexpressionwereoftenabletocompletethe

question.

Question3

Thiswasthemostpopularquestiononthepaper,andcandidatesgenerallyscoredwellhere.The

firsttwopartswererelativelystraightforwardandwereansweredwell.Thefinalpartrequired

carefulexplanationfromcandidatesandmanywerenotabletotaketheinitialstepofrewriting

therelationshipbetweenthefunctionanditsderivativeinausefulway.Thosewhodid

successfullycompletethispartwereoftenabletoidentifythenumberofrootsineachofthetwo

cases.

Question4

Thisquestionattractedmanygoodresponseswhichoftensuccessfullyaccomplishedthefirstand

thirdresultsofpart(i)ofthequestion,althoughinmanycasesmarkswerelostthrough

incompleteexplanationsofsomeofthestepstaken.Part(ii)ofthequestionwasgenerally

answeredpoorlywithsomecandidatessimplystatingthatthesquarerootofoneexpressionin

termsofsurdswasequaltotheotheronethattheyhadachieved.Onlyasmallnumberof

candidatessuccessfullycompletedthelastsectionofthisquestion.

Question5

ThiswastheleastattemptedofallofthePurequestionsandonethatgenerallyproducedlow

marksforcandidates,whogenerallyappearedtohavedifficultyinexpressingthecoefficientsof

thebinomialexpansionintherequiredform.Ineachcasethedesiredanswerwasgiveninthe

question,andsosuccessfulsolutionsalsoneededtobeveryclearaboutthereasoningusedto

reachtheanswer.

Question6

Thisquestionwasansweredrelativelypoorlycomparedtotheothers,asmanycandidatesdidnot

appeartoreadthequestioncarefullyenoughandsoattemptedtosolvethedifferentialequations

inparts(i)and(ii)ratherthansimplyverifyingtheresultsgiven.Wherecandidatesmovedonto

parts(iii)and(iv)theyweregenerallysuccessfuliftheywereabletocompletethedifferentiation

ofthenewfunction.

Question7

Thiswasthesecondmostpopularandoneofthebestansweredquestionsonthepaper,with

manycandidatesscoringveryhighmarks.Inmanycasestheinitialresultwasexplainedclearlyand

thenappliedsuccessfullytothefirstexample.Candidatesweregenerallyabletofollowthrough

thecalculationswheretheywereabletoseethewayinwhichtheresultcouldbeachieved,andso

mostoftheattemptsthatfollowedacorrectmethodonlylostmarksthroughoccasionalerrorsin

calculation.

Question8

Thefirsttaskinthisquestionwasgenerallywellanswered,althoughsketcheswereoftenunclear

ordifficulttointerpret.Inpart(i)manycandidateswereabletoobtainthefirstapproximation,

butthencouldnotseehowtoachievetheothertwo,oftenofferingsumsofanonintegernumber

oftermswhichgivesthecorrectapproximationwhensubstitutedintotheformula.Thosewho

successfullycompletedpart(i)wereoftenabletoapproximatetheerrorinpart(ii)andseehowit

appliestothefinalsum.

Question9

Thisquestionwasthemostpopularofthemechanicsquestions,andmanycandidateswereable

tocompletethefirstpartofthequestionsuccessfully.Inmanycasesthiswasasfarastheygot,as

alargenumberofcandidateswereunabletomakesignificantprogressonpart(ii).Where

candidateswereabletoidentifyacorrectstrategyforsolvingtheproblemtheywereoften

successfulinreachingexpressions,onlylosingmarksthrougherrorsinthealgebra.

Question10

Thisquestionreceivedanumberofverygood,andoftenconcise,answers.However,therewasa

significantnumberofcandidateswhodidnotcalculatethecentreofmass,ormistakenlyassumed

thattheformulaforthecentreofmassforanequilateraltrianglecouldbeapplied.Many

candidateschosetoconsiderthelimitingcasefirstandthendeducetheinequalityinthefinal

step,butdidnotjustifythedirectionoftheinequalityclearly.Therewereanumberofcases

wheretherequiredangleswherenotcalculatedcorrectlywhenresolvingtheforces.

Question11

Althoughnotapopularquestion,thiswasoneofthebetteransweredquestionsintermsofthe

averagenumberofmarksachievedpercandidate.Manycandidateswhoattemptedthisquestion

wereabletogainmanyofthemarksforpart(i),oftenbysubstituting for intothe

simultaneousequationsandtheneliminating.Somecandidates,however,lostsomemarksfor

assumingthat and .Part(ii)waswellansweredbymanycandidates,butvery

fewsolutionssuccessfullyexplainedthelinkbetweenthetwopartsofthequestion.

Question12

Thefirstpartofthequestionrequiredtheprooftofollowfromtheresultquotedinthequestion.

Forthisreason,solutionsthatexplainedtheresultbydrawingaVenndiagramwerenotawarded

fullmarks.Inmanycases,setsneededtobemoreclearlydefined(forexample ) .This

wasagainanexampleofaquestionwithagivenanswerwheremanycandidatesdidnotfully

explainallofthestepsintheproof.Theresultfortheunionoffoursetswasgenerallywell

answered,althoughtherewereseveralanswersinwhichnotallofthepairwiseintersectionswere

identified.

Manycandidateswereabletocalculatetheprobabilitiesrequiredinparts(i),(ii)and(iii),butfew

wereabletoapplytheresultsfromthestartofthequestiontothefinalcalculations.

Question13

Thisquestionreceivedonlyasmallnumberofattempts,withasignificantnumberofcandidates

notidentifyingthatarectanglecouldbeusedtoapproximatetheareaineachofthecasesandso

unabletomakemuchprogressonthequestion.Theaveragemarkpercandidateforthisquestion

wasthelowestonthepaper,withasignificantnumberofattemptsnotprogressingbeyondthe

firststep.

STEPIII2016REPORT

GeneralComments

Asubstantiallylargernumberofcandidatestookthepaperthisyear:14%morethanin2015.

However,themeanscorewasvirtuallyidenticaltothatin2015.Fivequestionswerevery

popular,withtwobeingattemptedbyinexcessof90%ofthecandidates,butonceagain,all

questionswereattemptedbysignificantnumbers,withonlyonedippingunder10%attempting

it,andeveryquestionwasansweredperfectlybyatleastonecandidate.Mostcandidateskept

tosixsensibleattempts,althoughsomedidseveralmorescoringweaklyoverall,exceptinsix

outstandingcasesthatearnedveryhighmarks.

Commentsonindividualquestions

Question1

Thiswasthemostfrequentlyattemptedquestionwithmorethan93%ofcandidatesattempting

it.Itwasalsosuccessfullyattempted,thesecondmostinthisrespectandonlybyasmallmargin,

earningtwothirdsmarksonaverage.Themajorityofcandidatescompletedparts(i)and(iii)with

littletrouble,withvariousalgebraicmistakesoccurringthroughout,andafewcandidates

forgettingtosubstituteforthelimitsinpart(i).Manygotstartedonpart(ii)usingthe

substitutionfrompart(i),andthengetstuckfacedwiththeconsequentintegral.

Question2

Thisquestionwasquitepopular,beingattemptedbyjustoverthreequartersofthecandidates,

butsuccesswasmoderate.Mostgotunderwaydifferentiatingimplicitly,ratherthan

parametrically,andwereabletofindequationsoftangents,normalandchords,butnotalways

simplifyingbyfactorisingtomaketheirliveseasier;thosewhocouldfactorisemadegood

progress,whilstthosewhodidnotstruggledtofind(i).Otherweaknesseswerenotappreciating

thattheycouldfindr+qandrq,whichthenledtonotfindingthecertainpointin(ii).Inthefinal

part,squarerootingtheinequalityandonlyconsideringthepositivecasewasnotuncommon.

Question3

Marginallylesspopularthanquestion2,thiswasveryslightlybetterattempted.Inbothparts,

candidatessuccessfullyequatedthedifferentialoftheexpressionsontherightoftheequations

totheexpressiontobeintegrated,withtheexponentialfunctioncancelled.Inthefirstpart,

manyobtainedP(x)inthegivencaseofQ(x),buttheattemptedproofsthatthedegreeofP(x)is

onemorethanthatofQ(x)andforpart(ii)thatnosuchpolynomialsexistledtomanyillogical

steps.Manywouldhavebenefitedbymultiplyingupbydenominatorsandusingthe

remainder/factortheorem,ratherthanattemptingargumentsbasedondegreesofrational

expressions.Somesubvertedpart(i)bysuccessfullyintegratingthefirstexpression.

Question4

Veryslightlymorepopularthanquestion2withfourfifthsattemptingit,theydidsowithslightly

lesssuccess.Thefirstpartofthequestion,beingwellsignposted,wasprettywellattempted,

althoughtherewassomeverypoornotationforlimitargumentsasNwascommonlytakento

equalinfinity.Inpart(ii),itwasquitecommonforcandidatestowritetheexpressionforsech(ry)

intermsofpositivepowersofexponentialswhichmadeattemptstoapply(i)invalid.Few

candidatesfullysimplifiedthefinalresult,andpriortothat,manydidnothandlethepositiveand

negativepartsofthesumcorrectlywithsomejustdoublingthesumfrom1toinfinity.

Question5

Thiswasattemptedbyhalfthecandidature,scoringsimilarlytoquestion2.Thebinomial

expansionanditssymmetrywerewellhandledinthefirstpart,aswasapplyingtheresultof

(iii)inpart(iv).Part(ii)wasnotwellansweredastheretendedtobecavalierstatements

regardingdivisibility,andinpart(iii),fewnoticedthatthecondition was

requiredinordertouse(ii).

Question6

Justunder40%attemptedthisquestion,anddidsowithoutgreatsuccess,scoringaboutone

thirdmarks.Themajorityknewtheformulaforcoshofasum,orifnot,couldusedefinitionsand

comparecoefficientstoobtainthefirstresultinthestem.However,theywereveryweakonthe

case.

Explanationforpart(i)waspoor,andtheplusorminuswasfrequentlynotproperlyunderstood;

asaconsequence,aspeciousplusorminusoftenappearedinpart(ii).Arguingnecessaryand

sufficientconditionsin(iii)and(iv)wasweak.However,asmallnumberofgoodcandidatesdid

completethisquestion.

Question7

ThiswastheleastpopularquestioninthePuresectionofthepaperbeingattemptedbyless

than30%ofthecandidates,andwhilstthereweresomeverygoodsolutions,thestandardof

attemptswasgenerallynotgood,andinfact,onlyoneoftheMechanicsquestionswaslesswell

answeredinthewholepaper.Ingeneral,thestemwasprettywellanswered,butevenhere,

havingappreciatedthateachfactorontheLHSwasafactoroftheRHS,frequentlytherewasno

considerationgiventothe,admittedlysimpletoobtain,scalarfactorbeingone.Inspiteofthe

stem,mostdidnotappreciatehowtoproceedwithpart(i),andsowentlittlefurther.

Question8

Attemptedbynearlyasmanyasattemptedquestion1,itwasmarginallymoresuccessful,anda

goodnumberachievedfullmarks.Generally,theideaofrepeatedlyapplyingafunctiontocreate

acyclewaswellspotted.However,candidatesdidsometimesfalldowntryingtofindin(ii)

andsomesubstitutedthegivenratherthanfindingit.Inpart(iii),somestoppedhaving

madethefirstsubstitutionandsocouldnotfindthesolution.Also,someguessedthesolution

forpart(iii)but,ofcourse,thisdidnotdothefulljob.

Question9

Althoughnotoverlypopular,beingattemptedbylessthanafifthofcandidates,thisquestion

wasmoderatelysuccessful,alittlebetterthanquestion3.Findingtheextensionsandtensionin

thefirsttwopartsofthequestionwascompletedbymostcandidates,buthavinggenerally

writtendowntheequationofmotion,veryfewthoughtofapplyingthebinomialexpansionand

socouldnotproceedtothefinalresult.

Question10

Oneoftheleastpopularquestions,beingattemptedbyaboutaseventhofthecandidates,itwas

theleastsuccessfullyansweredwithjustunderquartermarksscored.Asever,thereweresome

verystrongsolutions.Generally,thefirstresultofthequestionwasdonewellastheycould

resolveaccuratelyandidentifythecondition, .Forthefinalresult,notmanyidentifiedthe

condition ,andsocouldnotproceed.Generally,energywasconservedwell,thoughsome

omittedoneorotherofthekineticenergyterms.Asfarascircularmotionwasconcerned,some

treatedtheradiusasratherthan .

Question11

ThemostpopularofthenonPurequestions,itwasattemptedbyathirdofthecandidates,but

generally,onlyaboutaquarterofthemarkswerescored.Alargenumberattemptedtouse

constantaccelerationformulae,oriftheyrealisedthatcalculuswasrequired,failedto

appreciatethattheyneededtouse .Forthosethatseparatedvariables,the

integrationscausedfewproblems.Part(iii)causeddifficultiesascandidateswerenot

comfortableusingthebounds;hadtheyconsidered theymighthaveencountered

fewerproblems.

Question12

Whilstaspopular(orratherunpopular)asquestion10,attemptsatquestion12weremore

successfulthanallbutquestions1and8withonaveragehalfmarksbeingscored.Part(i)was

generallywelldoneusingthebinomialdistribution,andthosethatspottedtheyshouldusethe

Poissondistributioninpart(ii)usuallydidwelltoo.However,candidateswereoftensloppyin

theirexplanationsoftherearrangementsofChebyshev,andalsoquiteoftencandidateshada

fixationwiththeNormaldistributionwhichdidnothelp.

Question13

Thiswastheleastpopularquestionbeingattemptedbyonlyhalfthenumberattempting

question12,andwithslightlylesssuccessthanforquestion11.Mostcandidatespickedupa

fewmarksatthestartofthequestionandthenasmallnumberusedintegrationbypartsin(i),

butothersattemptedthisunsuccessfullytryingintegrationbychangeofvariable.The

multiplicationofwassurprisinglybadlydone,andtheexpectationofaconstantbeingzero

wassimilarlysurprisinglycommon.

Explanation of Results STEP 2016

All STEP questions are marked out of 20. The mark scheme for each question is designed to reward

candidates who make good progress towards a solution. A candidate reaching the correct answer will

receive full marks, regardless of the method used to answer the question.

All the questions that are attempted by a student are marked. However, only the 6 best answers are

used in the calculation of the final grade for the paper.

S Outstanding

1 Very Good

2 Good

3 Satisfactory

U Unclassified

The rest of this document presents, for each paper, the grade boundaries (minimum scores required

to achieve each grade), cumulative percentage of candidates achieving each grade, and a graph

showing the score distribution (percentage of candidates on each mark).

Grade boundaries

Maximum Mark S 1 2 3 U

120 102 75 60 41 0

Maximum Mark S 1 2 3 U

120 3.7 17.2 37.0 75.7 100.0

Distribution of scores

3.0

2.5

2.0

Percent

1.5

1.0

0.5

0.0

0 10 20 30 40 50 60 70 80 90 100 110 120

STEP Mathematics II (9470)

Grade boundaries

Maximum Mark S 1 2 3 U

120 95 74 65 31 0

Maximum Mark S 1 2 3 U

120 8.0 26.5 37.3 81.6 100.0

Distribution of scores

3.0

2.5

2.0

Percent

1.5

1.0

0.5

0.0

0 10 20 30 40 50 60 70 80 90 100 110 120

Grade boundaries

Maximum Mark S 1 2 3 U

120 88 64 55 32 0

Maximum Mark S 1 2 3 U

120 11.0 36.6 50.1 85.1 100.0

Distribution of scores

2.5

2.0

1.5

Percent

1.0

0.5

0.0

0 10 20 30 40 50 60 70 80 90 100 110 120

.

The Admissions Testing Service is part of Cambridge English Language Assessment, a not-for-profit department of

the University of Cambridge. We offer a range of tests and tailored assessment services to support selection and

recruitment for educational institutions, professional organisations and governments around the world. Underpinned

by robust and rigorous research, our services include:

x admission tests for medicine and healthcare

x behavioural styles assessment

x subject-specific admissions tests.

Cambridge English

Language Assessment

1 Hills Road

Cambridge

CB1 2EU

United Kingdom

www.admissionstestingservice.org/help

- MATBrochure_updated.pdfUploaded bySahil Jain
- gradebook delgado edt3371Uploaded byapi-393712923
- Section C Option 1Uploaded bySK ASSUMPTION
- TS result.pdfUploaded byShashank
- CELTA Handbook - TutorsUploaded bywaterbaby2010
- Read Me FirstUploaded bylelouch_damien
- US NEWSUploaded byGhayasud-din Dar
- senior calendar 2Uploaded byapi-256646999
- TIME TABLE 18TH MAR - 25TH MAR.pdfUploaded byRakesh Kashyap
- RBI Assistant Mains Results & List of Shortlisted Candidates for LPTUploaded byKshitija
- MultipleUploaded byThat XX
- JIPMERUploaded bySarthak Khandelwal
- 2899 Exam Day Booklet 2015 WebUploaded byPatricia
- Course File Index LabelUploaded byAidilfitri
- Administering HTPUploaded bykaren_lopez76
- SEVEN Day C Mark SheetUploaded bySabug H Antor
- 10 GMAT Secrets to Score Above 700Uploaded byPrabhat Mali
- Sample Score Report 2009Uploaded byAbdullah Khan
- SEVEN Day C Mark SheetUploaded bySabug H Antor
- ttdec2013Uploaded bybooks babu

- Solutions Step 2016Uploaded byBen
- STEP 1 2016Uploaded byBen
- Mark Schemes Step 2016Uploaded byBen
- WwiiUploaded byBen
- 16 Invasive Species Binder HandoutUploaded byBen
- 3.1.1.P HistoryAutomationUploaded byBen
- Cold_WarUploaded byBen
- Punnett Genetics Problems 1Uploaded byBen
- AP Calculus Summer AssignmentUploaded byBen
- 1.3.2a.P PriceList_FT.xlsxUploaded byBen
- West to Big Busin Review SheetUploaded byBen
- 19-23GUploaded byBen
- SAT Subject TestUploaded byWargames91
- printable-act-practice-test-pdf-2016-2017.pdfUploaded byNathan Thai
- 2017 PPTUploaded byBen
- 2.1.3.a EthicsSafetyUploaded byBen

- ReferencesUploaded byAnkush Kadam
- Review of SQL SELECT Statements_l1Uploaded byradebap
- AutoCAD Architecture 2015 Tutorial eBook (Metric version)Uploaded byAttila G. Horváth
- Tuning and Optimizing Red Hat Enterprise Linux for Oracle 9i and 10g DatabasesUploaded byPranabKanojia
- Collapsed StructuresUploaded byhello3232
- Ionic Bonds Fall 2011 Sept 2Uploaded byBalqis Nilnaizar Ramadhan
- Horary ChecklistUploaded byShelby Gordon
- Active Manual EnglishUploaded byNashwan Hamoud Alwarafi
- Ethernet to MPI DP PPI Converter for SIMATIC S7®Uploaded bySyarief Khosim
- Calculating Forces in Pulley Mechanical Advantage Systems MaUploaded byAbdel Naser Al-sheikh Yousef
- Sartre, Skinner and AuthenticityUploaded byCorodeanu Carmen Paunica
- Time Management IMG stepsUploaded byVishwanath Rao
- HB 90.1-2000 the Small Business Handbook - Guide to ISO 9001-2000 the Small Business Handbook - Guide to ISOUploaded bySAI Global - APAC
- RHCE Bootcamp BookUploaded byNicușor Vatră
- Emulex TroubleshootingUploaded bydaleson
- Modeling Rainfall Prediction Using Fuzzy LogicUploaded byFrancisco Suárez
- Bourdon TubeUploaded bycocojam
- honoring diversity checklistUploaded byapi-235065651
- topic proposalUploaded byapi-332661320
- M. Mani, C. Shivaraju (Eds.)-Mealybugs and Their Management in Agricultural and Horticultural Crops -Springer India (2016)Uploaded byAAA
- GFRGUploaded byTeZa Goud
- OPJ -3D Printing for Urban DesignUploaded byrobert voigt
- Difference Between Productivity and EfficiencyUploaded byGee Lee
- Learning to LEEDUploaded byMohit Mulchandani
- ICDFUploaded byTony Bani
- math lesson planUploaded byapi-351996034
- Star Wars Destiny Card ChecklistUploaded bybgradsky
- STA 2023 Unit 3 Shell Notes (Chapter 6 - 7)Uploaded byUyen
- rvd2008-11-engUploaded byuncleadolph
- Best Practice BW Netweaver ConnectionUploaded bygfavaro