GCSE (9-1) Mathematics

OCR 3: Indices and Surds

Higher Tier

You may use:

 A scientific or graphical calculator (only for Recommended time: 45 minutes

calculator questions)
 Geometrical instruments
 Tracing paper

Name

INSTRUCTIONS
 Use black ink. You may use an HB pencil for graphs and diagrams.
 Complete the boxes above with your name.
 Answer all the questions.
 Read each question carefully before you start to write your answer.
 Where appropriate, your answers should be supported with working. Marks may be given for a correct
method even if the answer is incorrect.
 Write your answer to each question in the space provided.
 Additional paper may be used if required.

INFORMATION
 The total number of marks for this paper is 50.
 The number of marks is given in brackets [ ].
 Use the button on your calculator or take to be 3.142 unless the question says otherwise.

1(a) Show that a5 × (a3)2 can be expressed as a11. [2]

(b)

Write as a power of 5.

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 (b) …………………………………………….. [3]

2 You are given that

270 = 33 × 2 × 5 and 177147 = 311.

Find the value of n.

…………………………………………….. [3]

3
Show that can be written as .
[3]

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4 [4]
Show that can be simplified to .

5 A company makes sweets.

The sweets are put into packets.

Here are some facts.

(a) Calculate the mean number of sweets in one packet.

(a) …………………………………………….. [2]

(b) Sweets are made on 288 days each year.

Calculate the number of sweets made each year.

Give your answer in standard form.

(b) …………………………………………….. [3]

(c) The company has 152 machines making the sweets.
Each machine operates for 15 hours each day.

(i) Calculate the number of sweets made by one machine each hour
Give your answer as an ordinary number correct to the nearest 10.

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 (c)(i) …………………………………………….. [3]

(ii) State one assumption you have made in part (c)(i).

…….……………………………..…………………………..…………………………………………….

………………………………………………………………………………………………...……….. [1]

6 There are two errors in Sam’s method for finding the value of shown below.

Describe these errors and then give the correct value of .

………………………….………………………………………………………...……………………………..

……………………………………………………..……………………………...……………………………..

Correct value ........................................................... [3]

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7 The diagram below shows two right-angled triangles.

Prove that triangles PQS and QRS are similar.

………………………….………………………………………………………...……………………………..

………………………….………………………………………………………...……………………………..

………………………….………………………………………………………...……………………………..

………………………….………………………………………………………...……………………………..

………………………….………………………………………………………...……………………………..

………………………………………………………………………………...…………………………..... [5]

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8 Work out.

…………………………………………….. [2]

9
Carol says that .

Explain her error and give the correct value of in the form .

………………………….………………………………………………………...……………………………..

………………………….………………………………………………………...……………………………..

………………………….………………………………………………………...……………………………..

………………………………………………………………………………...…………………………..... [3]

10 Work out.

4.3 × 105 + 3.8 × 104

Give your answer in standard form.

…………………………………………….. [3]

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11 Work out.

5 × 104 − 1.6 × 103

Give your answer in standard form.

…………………………………………….. [3]

12 Simplify fully.

…………………………………………….. [2]

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13 In the diagram, ABC is a right-angled triangle.
P is a point on AB.
BC = 40 m, AP = 20 m and angle ABC = 30°.

Find the length of PB.

Give your answer in the form , where a and b are integers.

…………………………………………….. [5]

END OF QUESTION PAPER

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Mark scheme

Question Answer Marks Part marks Guidance

1 (a) a5 × a6 = a5 + 6 = a11 2 B1 for [(a3)2 =] a6 or a3 × a3 a5 + 6 or a5 + 3 + 3 or intent to add indices

stated or unambiguously indicated (e.g.
or 5 + 6, add indices, etc)
Alternative
5 3 3 5+3+3 11 B2 for [a5 × (a3)2 =] a × a × .... × a [= a11] Written in full with eleven a’s
a ×a ×a =a =a

Or B1 for [(a3)2 =] a × a × a × a × a × a Written in full with six a’s

May be implied by (a × a × a × a × a × a)
seen within an incorrect lengthier product

Examiner’s Comments

This was a “show that” question assessing the laws of indices. Candidates needed to be careful not to just write down the given answer.

Almost all candidates scored one mark for a6. However, from a5 × a6, many just wrote down the answer without showing that it was obtained by adding the
indices.

(b) 515 3
B1 for or

B1 for 518

Examiner’s Comments

The question assessed further the candidates’ knowledge of index notation. The processes required are standard, AO1, with the first term being more
straightforward than the second.

This part was found much more difficult and only the more able candidates scored full marks. Some identified as 5-3 (or 125 as 53) for one mark but only
candidates who scored full marks could express 259 as 518.

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 Many merely performed the calculation as presented and gave an answer in standard form.

Total 5

2 21 3 M1 for 32 or (32)5 or 310 seen M1M1 for answer 321

M1 for 11 + their 10 soi after attempt at e.g. M1M1 for (32)5 = 37 and
converting 95 to power of 3 311 × 37 = 318

Alternative method by trials

3 marks for answer 21 but M0 for just
converting to ordinary number and a
wrong trial

Examiner’s Comments

About one third of the candidates were able to reach a correct value of n, with slightly more than half of these demonstrating the use of indices to reach their
answer. Changing 95 into 310 scored 1 mark and then correct application of the law of indices scored 1 mark.

Most candidates were unable to use the index approach. Instead, they resorted to calculating 177 147 × 95. Although it was rare to see any trials, it was most
likely that candidates had tried various powers of 3 until they reached a correct value of n. Those solving by trial or other unclear method could score either 3
marks for the correct answer or 0 marks.

Total 3

3 M1 In left-hand methods, M1M1 can be

awarded if the denominator 3 is
or
consistently omitted
M1dep
There may be other surd methods
or
M1 first productive step
A1

or is not sufficiently productive

as a first step

M1dep second productive step from a

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 correct first step

Conversion to decimals scores 0

Examiner’s Comments

The vast majority scored zero and merely converted the given terms into approximate decimal form. The award of part marks was rare, since if candidates
knew what to do, then they usually correctly completed the question in full. There were some excellent responses, which showed clear step by step working

starting with and ending with . At least three different ways of doing this were seen but starting by writing 81 as 3 4 was the most common approach.

Total 3

4 M1

M1 Condone one error Bracket expansion could be in a table

oe or better

soi by 5 -1 or 4 i.e. dividing by 2

M1
oe or better Condone one error

A1

Examiner’s Comments

Most candidates who multiplied top and bottom by , obtained the correct solution. A few candidates were unable to simplify their expression. Most did
not know how to start this question.

Total 4

5 (a) 42 2
M1 for oe e.g.

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 If 0 scored SC1 for figs 42 in answer

(b) 4.2[3…] × 109 3 B2 for 4 233 600 000 oe as answer e.g. 423.[36] × 107

Or M1 for their 1.47 × 107 × 288 Their 1.47 × 107 converted from info in
(a)
If 0 scored SC1 for figs 423[…] in answer

(c) (i) 6450 3 B2 for 6447 to 6448

May be in stages
NB: 152 × 15 = 2280
Or M1 for oe
or figs 6447 in answer

(ii) Each machine makes the same amount 1

of sweets
or There are no breakdowns oe
or Machines running at same rate oe
or All machines run for the same time oe

Examiner’s Comments

This was a common question and was answered well. Most candidates divided the number of sweets by the number of packets to obtain the mean number
of sweets per packet. There were few errors in this calculation despite the values being given in standard form. A few candidates found the mean of the two
values. Most candidates found the number of sweets made each year correctly and the majority also gave their answer in standard form. Most incorrect
answers were as a consequence of using the number of packets rather than the number of sweets. The process required to find the number of sweets made
per hour by one machine was understood by many but some stopped part way with an answer that represented the number of sweets per machine in 15
hours or the number of sweets made by all machines in one hour. A considerable number of candidates failed to give their final answer to the nearest 10.
The most commonly stated valid assumptions made referenced no breakdowns or that all the machines worked at the same rate.

Total 9

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 6 Identifies both errors and explains the 2 B1 for each with no incorrect statement Accept implication of error by a
correct steps for either description of correct step e.g. should be
e.g. Square not multiply by 2 oe, squared, should be reciprocal, should be
negative power does not make answer 1/n, should be 1/64
negative it should be the reciprocal oe Descriptions must be in words do not
accept numeric examples alone

1 isw attempt to convert to decimal

Examiner’s Comments

This question tested AO3 in evaluating a given method. There were very mixed responses to this question; although many appeared to understand the
correct process, the use of accurate terminology in describing the correct method was weak. For the negative power, the use of the term reciprocal was
rarely seen and the power of −2 was sometimes described as the negative reciprocal or fraction or square root. It was very common to award only 1 mark,

for the answer of .

Total 3

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 7 2 Accept QS on diagram
oe or 8.9[4…] M2 for oe First M2 may be implied by oe
or 4.47[…]
Or M1 for 42 + 82
2 Example values:
Best two from: B1 for each to a max of 2
(i) shows a pair of corresponding angles For these marks, answers to calculations
are equal are sufficient, but corresponding pairs
angle RSQ
must be either exact or the same when
(ii) shows a second pair of corresponding
rot to 3sf
angles are equal or states [angle] QRS =
In (ii) accept QRS and PQS are both
[angle] PQS or 26.6
right angles oe
(iii) shows two pairs of corresponding (iii) and (iv) can be shown using scale
sides are in the same ratio factors e.g. QS = 1.118 × RS and PS =
(iv) shows the third pair of corresponding angle QSP
1.118 × QS
sides have the same ratio
Ratios of corresponding sides need to be Note: there is no mark for just finding
or 26.6
seen in equivalent form
Accept as fractions or ratios
Conclusion: 1 In all cases, it must be clear which
two (or three) equal angles oe after angles and ratios are being used to
showing (i) and (ii) support the conclusion made, usually by
using labels or from values on a diagram
or three pairs of corresponding sides in If it is not clear, withhold the final mark oe
the same ratio after showing (iii) and (iv) Where more than two facts are shown,
allow the final mark if the conclusion is
with any of the above
or two pairs of corresponding sides in the fully supported
same ratio and an equal angle between
is insufficient for (iii) and (iv) as it is
them oe after showing relevant
not clear that the ratios are the same
combination of (i)/(ii) and (iii)

Examiner’s Comments

This question also required a proof but is more open than Q11 and has some processing involved. Therefore, it provides assessment of AO1, AO2 and AO3.

Although many candidates seemed familiar with the term “similar”, very few seemed well practised in structuring an efficient formal proof of similarity.

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The majority of candidates correctly started by finding the length of QS using Pythagoras, achieving two marks.

Although many then attempted further working, this often scored no additional marks. For example, repeating Pythagoras to find PQ had no purpose unless
the result was going to be used. Similarly, stating that QS is common to both triangles was irrelevant and appears to be heading towards an attempted proof
of congruency.

Candidates who scored more than two marks used either ratio/scale factors or trigonometry to show similarity. Each method was equally popular and
successful.

The mark schemes for each method were comparable. For the third mark, candidates needed to show either two pairs of corresponding sides were in the
same ratio or that two corresponding angles were equal. For the fourth mark, the third pair of corresponding sides needed to be shown to be in the same
ratio (which is where PQ found by Pythagoras is used), or a second set of corresponding angles were equal. The final mark was only credited following a
correct reason for similarity following their method together with clear notation, such as labelling the sides used alongside the calculations.

The best solutions usually retained surds in their working, so that ratios/scale factors and trigonometric ratios were exact. Premature rounding, such as
, led to ratios of corresponding sides or angles that were not the same to 3 significant figures. Sometimes the candidates commented that they
ought to be the same, which should have been a prompt to revise their working.

Total 5

8 2 2 Accept 43 = 64 for B1
B1 for or for oe

Examiner’s Comments

Candidates often scored 1 mark on this question for showing that the cube root of 64 was 4. Fewer candidates were able to deal with the negative index
which was often interpreted as -2.

Total 2

9 She divided by 2 and did not square root B1 Must mention divide by 2 oe accept in
oe symbols e.g. ÷ 2 and square rooting

Accept or [square] root for square

root
2 M1 for square root [8 seen in answer]
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 Each step must be correctly evaluated
M1 for reciprocal [implied by answer of but FT previous step

Allow method marks in either order

form , n ≠ 0 or 32]

Examiner’s Comments

Candidates generally showed a good understanding of indices and answered this question well. Most were able to give the correct answer of although not
all were able to explain the error clearly. Both Carol’s error and the correct step were needed for the full 3 marks. Some candidates still thought that the

answer should be negative or misinterpreted the index element as something other than a square root.

Total 3

10 4.68 × 105 final answer 3 B2 for 468 000 or answer 4.7 × 105

OR

B1 for 430 000 or 43 × 104

or 38 000 or 0.38 × 105 seen
M1 for figs 468 oe in final answer

Examiner’s Comments

Many candidates were successful with the calculation and either changed both values to ordinary numbers before adding and converting back to standard
form or made adjustments to one of the standard form values to ensure that the powers were the same before adding. Others incorrectly added 4.3 and 3.8
without any adjustment for the powers.

Total 3

11 4.84 × 104 3 M2 for figs 484 in final answer Allow M2 if correct answer oe seen in
working
Or B1 for 50 000 or 50 × 103 seen
or 1600 or 0.16 × 104 seen

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 Examiner’s Comments

For many this proved to be straightforward although this was less well answered than part (a). Almost all candidates used the method of converting both
numbers to their actual values before attempting to subtract. There were errors seen in the subtraction and also some errors in the conversions. A few
candidates, having calculated the correct answer, did not then convert it to standard form. Those that used the efficient method of adjusting one of the
indices based on the place value of the numbers before subtracting almost always went on to give the correct answer.

Total 3

12 final answer 2 B1 for or or for correct

answer seen then spoiled

Examiner’s Comments

Many candidates answered this well and chose the highest square factor of 200 before simplifying the surd. A few chose other square factors such as 4 or
25 and gave answers or for which partial credit was given. For a number of candidates, this topic appeared unfamiliar.

Total 2

13 5 B4 for or Other methods are possible e.g.

Pythagoras

Or B3 for or

Or M2 for 40cos30 oe e.g. M2 for

e.g. M1 for AB2 + 202 = 402

Or M1 for oe

Examiner’s Comments

Very few candidates attempted to use trigonometry or Pythagoras’ theorem to find the length of PB. This part was often omitted.

A few of the more able candidates correctly found the length of AB in surd form with some going on to correctly find the length of PB in the required form.

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 Total 5

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