A2as Math PP Mayjune 2007 As Mark Scheme 2773

GCE AS
Mathematics
Summer 2007
Mark Schemes
Issued: October 2007
NORTHERN IRELAND GENERAL CERTIFICATE OF SECONDARY EDUCATION (GCSE)
AND NORTHERN IRELAND GENERAL CERTIFICATE OF EDUCATION (GCE)
MARK SCHEMES (2007)
Foreword
Introduction
Mark Schemes are published to assist teachers and students in their preparation for examinations.
Through the mark schemes teachers and students will be able to see what examiners are looking for
in response to questions and exactly where the marks have been awarded. The publishing of the mark
schemes may help to show that examiners are not concerned about finding out what a student does
not know but rather with rewarding students for what they do know.
The Purpose of Mark Schemes
Examination papers are set and revised by teams of examiners and revisers appointed by the Council.
The teams of examiners and revisers include experienced teachers who are familiar with the level and
standards expected of 16- and 18-year-old students in schools and colleges. The job of the examiners
is to set the questions and the mark schemes; and the job of the revisers is to review the questions and
mark schemes commenting on a large range of issues about which they must be satisfied before the
question papers and mark schemes are finalised.
The questions and the mark schemes are developed in association with each other so that the issues
of differentiation and positive achievement can be addressed right from the start. Mark schemes
therefore are regarded as a part of an integral process which begins with the setting of questions and
ends with the marking of the examination.
The main purpose of the mark scheme is to provide a uniform basis for the marking process so that
all the markers are following exactly the same instructions and making the same judgements in so far
as this is possible. Before marking begins a standardising meeting is held where all the markers are
briefed using the mark scheme and samples of the students’ work in the form of scripts. Consideration
is also given at this stage to any comments on the operational papers received from teachers and their
organisations. During this meeting, and up to and including the end of the marking, there is provision
for amendments to be made to the mark scheme. What is published represents this final form of the
mark scheme.
It is important to recognise that in some cases there may well be other correct responses which
are equally acceptable to those published: the mark scheme can only cover those responses which
emerged in the examination. There may also be instances where certain judgements may have to be
left to the experience of the examiner, for example, where there is no absolute correct response – all
teachers will be familiar with making such judgements.
The Council hopes that the mark schemes will be viewed and used in a constructive way as a further
support to the teaching and learning processes.
iii
CONTENTS
Page
C1: Module C1 1
C2: Module C2 7
F1: Module FP1 15
S1: Module S1 23
M1: Module M1 31
v
ADVANCED SUBSIDIARY (AS)
General Certificate of Education
2007
Mathematics
Assessment Unit C1
assessing
Module C1: AS Core Mathematics 1
[AMC11]
MONDAY 21 MAY, MORNING
MARK
SCHEME
AAMC1S7P AMC11S
1
GCE Advanced/Advanced Subsidiary (AS) Mathematics
Mark Schemes
Introduction
The mark scheme normally provides the most popular solution to each question. Other solutions given
by candidates are evaluated and credit given as appropriate; these alternative methods are not usually
illustrated in the published mark scheme.
The marks awarded for each question are shown in the right-hand column and they are prefixed by the
letters M, W and MW as appropriate. The key to the mark scheme is given below:
M indicates marks for correct method.
W indicates marks for working.
MW indicates marks for combined method and working.
The solution to a question gains marks for correct method and marks for an accurate working based on this
method. Where the method is not correct no marks can be given.
A later part of a question may require a candidate to use an answer obtained from an earlier part of the
same question. A candidate who gets the wrong answer to the earlier part and goes on to the later part is
naturally unaware that the wrong data is being used and is actually undertaking the solution of a parallel
problem from the point at which the error occurred. If such a candidate continues to apply correct method,
then the candidate’s individual working must be followed through from the error. If no further errors are
made, then the candidate is penalised only for the initial error. Solutions containing two or more working
or transcription errors are treated in the same way. This process is usually referred to as “follow-through
marking” and allows a candidate to gain credit for that part of a solution which follows a working or
transcription error.
Positive marking:
It is our intention to reward candidates for any demonstration of relevant knowledge, skills or
understanding. For this reason we adopt a policy of following through their answers, that is, having
penalised a candidate for an error, we mark the succeeding parts of the question using the candidate’s value
or answers and award marks accordingly.
Some common examples of this occur in the following cases:
(a) a numerical error in one entry in a table of values might lead to several answers being incorrect, but
these might not be essentially separate errors;
(b) readings taken from candidates’ inaccurate graphs may not agree with the answers expected but
might be consistent with the graphs drawn.
When the candidate misreads a question in such a way as to make the question easier only a proportion of
the marks will be available (based on the professional judgement of the examining team).
AAMC1S7 2 [Turn over

AVAILABLE
MARKS
1 (a) M1W2
2
(b) 2( x – 1) = 2( x – 1)( x + 1) = 2( x – 1) M1W2 6
x +1 ( x + 1)
2 (a) (i)
M1W1
(ii)
M1W1
(b) (i) f(2) = 16 + 12 – 22 – 6 = 0 M1W1
(ii)
– – – M1W1
–
–
–
–
–
(x – 2)(2x + 1)(x + 3) MW1
(iii) (x – 2)(2x + 1)(x + 3) = 0 M1

x = 2 or x = – 1–2 or x = –3 W2 12
AAMC1S7 3
AVAILABLE
MARKS
3 (i) y = 6 – x – x2 = 0
(3 + x)(2 – x) = 0
x = –3 or x = 2 MW1
x=0 y=6 MW1
M1
dy = –1 – 2x
(ii) — M1W2
dx
x = 2 m = –5 MW1
x=2y=0
(y – 0) = –5(x – 2) M1W1
y + 5x = 10 9
4 (i) M = (4, 5) M1W1

4–6
(ii) m = = – 1– M1W1
7–1 3
(iii) mAC = 3 MW1

(y – 5) = 3(x – 4) M1W1
y = 3x – 7
(iv) x = 3 y = 2 < a = 2 MW1

y = 11 x = 6 < c = 6 MW1 9

AVAILABLE
MARKS
5 (i) 2x + 2y = 16 MW1
(ii) x2 + y2 = (38)2 = 38 MW1
(iii) y=8–x M1
x2 + (8 – x)2 = 38 MW1
x2 + 64 – 16x + x2 = 38
2x2 – 16x + 26 = 0
x2 – 8x + 13 = 0 MW1
8 ± (64 – 52)
(iv) x= M1
2
8 ± 12 8 ± 23
x= =
2 2
x = 4 ± 3 W2
If x = 4 + 3 then y = 4 – 3 MW1 9
If x = 4 – 3 then y = 4 + 3
6 (i) 32x + 1 = (32x) s 3 = 3(3x)2 = 3y2 M1

32x + 1 – 28(3x) + 9 = 3y2 – 28y + 9 MW1
(ii) 3y2 – 28y + 9 = 0 M1

(3y – 1)(y – 9) = 0
y = 1–3 or y = 9 MW1
3x = 1–3 or 3x = 9 M1
x = –1 or x = 2 W2 7
AAMC1S7 5
AVAILABLE
MARKS
7 (i) M1W2
MW1
(ii) MW1
M1W1
MW1
(iii) M1W2
M1
W1
M1
MW1 15
8 mx – 3 = 2x2 + 5 MW1
2x2 – mx + 8 = 0 MW1
b2 – 4ac 0 M1MW1
m2 – 64 0 W1
(m – 8)(m + 8) 0 W1
M1
m 8 or m –8 W1 8
Total 75

2007
Mathematics
Assessment Unit C2
assessing
Module C2: AS Core Mathematics 2
[AMC21]
THURSDAY 31 MAY, AFTERNOON
Standardising Meeting Version
MARK
SCHEME
Not to be circulated beyond the Examining Team
AMC2S7P AMC21S
7
Mark Schemes
Introduction
Positive marking:
AMC2S7 8 [Turn over

AVAILABLE
MARKS
MW4 4
2 (i)
MW2
(ii) M1
M1MW1
W1
(iii) The curve y = 2–x is a transformation of the curve y = 2x

Reflection in the y-axis.
The image of P is the point (0.737, 0.6) MW1 7
3 (i)
MW2
Period = 120° MW1
(ii) sin 3x = –1
x = 90°, 210°, 330° MW3 6
AMC2S7 9
AVAILABLE
MARKS
4 (i) x2 + y2 – 16x + ay + 20 = 0
M1
W1
W1
(ii) x2 + y2 + 2 fx + 2gy + c = 0
centre = (–f, –g) M1
If a = –2 centre (8, 1) W1
(iii) Gradient of tangent = 2 MW1

MW1
M1W1
W1 10
AMC2S7 10 [Turn over

AVAILABLE
MARKS
(i) 6002 = 4002 + 3002 – 2 s 400 s 300 cos x M1W1

x = 2.05 radians W1
(ii)
Sector Area = 1– 1002 s 2.05 = 10 250 m2 M1W1

2
Area of triangle ABC = 1– s 400 s 300 s sin 2.05°
2
= 53 241 M1W1
Area not visible to boat B.
= 53 241 – 10 250 = 43 000 m2 M1W1 9
AMC2S7 11
6 (a) (i) u2 = u1 – 3 = 5 – 3 = 2 MW1 AVAILABLE
MARKS
u3 = u2 – 3 = 2 – 3 = –1 MW1
(ii) a = 5 and d = –3 MW1

The rth term = a + (r – 1)d M1
= 5 + (599)(–3) W1
= –1792 W1
(b) (i) t2 = ar MW1

t5 = ar4 MW1
ar4 = 1– ar M1
8
r3 = 1–
8
r = 1– W1
2
(ii) M1
W1
W1 13

AVAILABLE
MARKS
7 (a) x f(x)
–4 0
–
–3 4
–
–2 8
—
–1 12
—
0 16 MW3
° = 1–2 ( f(–4) + 2f(–3)

–
+ 2f(–2) + 2f(–1) + f(0))
– — —
M1W1
= 0.5(0 + 2(4) + 2(8) + 2(12) + (16))
= 10.3 W1
(b) (i) A(0, 4) MW1
(ii) MW1
MW1
W1
W2
W1 13
AMC2S7 13
AVAILABLE
MARKS
8 (a)
M1
W1
W1
W2
x = 0°, ±180°, ±150°
W2
(b) log3 x – log9 2.x = 2
M1
W1
MW1
MW1
M1
W1 13
Total 75

2007
Mathematics
Assessment Unit F1
assessing
Module FP1: Further Pure Mathematics 1
[AMF11]
TUESDAY 26 JUNE, AFTERNOON
Standardising Meeting Version
MARK
SCHEME
AMFP1S7P AMF11S
15
Mark Schemes
Introduction
Positive marking:
AMFP1S7 16 [Turn over

AVAILABLE
MARKS
1 (i) M1
M1
W1
Therefore, the solution is unique if p x ±4 W1
(ii) If p = 4 the equations become

4x + 8y = q
2x + 4y = 7
For an infinite number of solutions q = 2(7) i.e. q = 14 M1W1 6
2 (i) det(A – LI) = 0 M1
M1
(1 – L)[(2 – L)(1 – L)] + 2[– 2(2 – L)] = 0 M1

(2 – L)[(1 – L)2 – 4] = 0
(2 – L)(1 – 2L + L2 – 4) = 0
(2 – L)(L2 – 2L – 3) = 0 W1
(2 – L)(L – 3)(L + 1) = 0
L = –1, 2, 3 W3
(ii) M1
x + 2z = –x x = –z
2y = –y y = 0 M1
2x + z = –z x = –z
W1
W1 11
AMFP1S7 17
AVAILABLE
MARKS
3 (a) (i) MW2
(ii) M1
–
–
W1
This means that a reflection in the x-axis followed by a reflection

in the line y = x is equivalent to a rotation of 90° about O. MW2
(b) If the original line has equation y = mx then a rotation of 90° produces
1 x
a perpendicular line with equation y = – — MW1
m
M1
giving 2x – 2mx = t
MW1
M1
1– ) = –5 + 3m
(2 – 2m)(– –m
–2 + 2m = –5m + 3m2
3m2 – 7m + 2 = 0 W1
(3m – 1)(m – 2) = 0
m = 1–, m = 2 W1
3
Therefore the lines are y = 1– x, y = 2x W1 13
3

AVAILABLE
MARKS
4 (a) (i) z1 + z2 = 25 + 15i MW1
(ii) M1
MW2
Hence z = 5 + 7i
–
(b) (i) Circle, centre (4, 5), radius 2 M1W2
(ii) Perpendicular bisector of the line joining the points (–2, –1)
and (4, 5) i.e. passes through M (1, 2)
MW3
(iii) M1
W1
M1W1 14
AMFP1S7 19
AVAILABLE
MARKS
5 Check closure:
M1
MW2
Multiplication of these matrices gives a rotation of (A + B) about (0,0) W1
Which is of the same form and hence closure holds MW1

Check for an identity:
M1W1
Which is a rotation of 0° about (0,0)

Check for an inverse:
a clockwise rotation through Q about (0,0)
M1W1
Therefore each element has an inverse.

Since we can assume the associative law, then this set of matrices forms a
group under matrix multiplication. 9

AVAILABLE
MARKS
6 (i) Centre C (2, 4) MW1

r2 = 22 + 42 – 15
r =5
–
Hence radius = 5 MW1
(ii) Gradient of radius
=6–4 MW1
3–2
=2
Gradient of tangent = – 1– M1W1
2
Hence equation of tangent is y = – 1– x + c M1
2
Using the point ( 3, 6)
6 = – 1 1– + c
2
c = 71–
2
y = – 1– x + 71–
2 2
Hence equation of tangent is 2y + x = 15 W1
(iii) Substituting the coordinates (7, 4) into the equation of the tangent
2(4) + 7 = 15
8 + 7 = 15
Hence the point (7, 4) lies on the tangent. MW1
AMFP1S7 21
AVAILABLE
MARKS
(iv)
By symmetry, the other tangent passes through (3, 2) M1

Therefore the tangent joins (3, 2) and (7, 4) M1
Gradient of tangent
4–2
=
7–3
= 2– W1
4
= 1–
2
Hence equation of tangent is y = 1– x + c M1
2
Using the point (7, 4)
4 = 31– + c
2
c = 1–
2
y = 1– x + 1–
2 2
Hence equation of tangent is 2y = x + 1 W1
(v) x2 + y2 – 4x – 8y + 15 = 0
x2 + y2 – 7x – 7y + 22 = 0
Subtract equations to give 3x – y – 7 = 0 M1
Hence y = 3x – 7 W1
Substitute into the first circle equation to give
x2 + (3x – 7)2 – 4x – 8(3x – 7) + 15 = 0 M1W1
Hence x2 + 9x2 – 42x + 49 – 4x – 24x + 56 + 15 = 0 W1
10x2 – 70x + 120 = 0
x2 – 7x + 12 = 0 W1
(x – 4)(x – 3) = 0
x = 4, 3 W2
y = 5, 2 W1
Therefore, the points of intersection are (4, 5) and (3, 2) 22
Total 75

2007
Mathematics
Assessment Unit S1
assessing
Module S1: Statistics 1
[AMS11]
THURSDAY 7 JUNE, MORNING
MARK
SCHEME
AMS1S7P AMS11S
23
Mark Schemes
Introduction
Positive marking:
AMS1S7 24 [Turn over

AVAILABLE
MARKS
1 (i) Visual method of displaying data

Shows shape of distribution, median, spread, maximum and minimum
values, range and outliers
Enables comparison of data sets – both continuous and discrete data,
relative positions of quartiles
Useful when large number of observations are made, demonstrates
skewness MW3
(ii) On average, 6th form boys spend more time watching television than
6th form girls (mention of median, IQ range)
More variation in boys’ times than girls’ times
Both distributions are roughly symmetrical MW3 6
2 (i) Let X be the r.v. “the talk time of mobile phone batteries in hours”
X N(M, S 2), X N(3.7, 0.422), Z N(0, 1)
M1
(3.5 – 3.7)
Z= = –0.476 W1
0.42
&(0.476) = 0.6830 MW1
Hence, by symmetry, probability less than 3.5 hours = 1 – 0.6830
= 0.317 MW1
or
P(X 3.5) = 1 – P(X 3.5) M1
W1
By symmetry
&(0.476) = 0.6830 MW1
Hence P(X < 3.5) =1 – 0.6830
= 0.317 MW1
AMS1S7 25
AVAILABLE
MARKS
(ii) Let X be the r.v. “the talk time of mobile phone batteries in hours”
X ^ N(M, S 2), X ^ N(3.7, 0.422)
(a – 3.7)
z= = 0.674 M1MW1
0.42
Talk time exceeded by 25% of batteries
= 3.7 + 0.674 s 0.42 = 3.98 hours W1
or
P(X a) = 75%
&–1(0.75) = 0.674 M1MW1
Talk time exceeded by 25% of batteries
= 3.7 + 0.674 s 0.42 = 3.98 hours W1
(iii)
By symmetry
&(1.667) = 0.952
Hence P(X < 3) = 1 – 0.952 = 0.048 MW1
P(X 3 X 3.5)
P(X 3 | X 3.5) = M1
P(X 3.5)
0.048
P(X 3 | X 3.5) = = 0.151 W1 10
0.317

AVAILABLE
MARKS
3 (a) (i)
Number of customers 8 9 10 11 12
x
M1W1
P(X = x) 1– 1– 1– 1– 1–
5 5 5 5 5 MW1
(ii) P(dealing with 10 or 11 or 12 customers) = 1–5 + 1–5 + 1–5 = 3–5 MW1
(iii) By symmetry, mean = 10 or

Mean = 8 s 1–5 + 9 s 1–5 + 10 s 1–5 + 11 s 1–5 + 12 s 1–5
= 50 s 1–5 = 10 M1W1
Var(X) = E(X 2) – [E(X)]2 M1
E(X 2) = 3 x2P(X = x) = 64 s 1–5 + 81 s 1–5 + 100 s 1–5 + 121 s 1–5 + 144 s 1–5
= 510 s 1–5 = 102 M1W1
Var(X) = 102 – 102 = 2
Standard deviation = 2 = 1.41 MW1
(b) P(X = 2) = 3C2(p)2(1 – p) = 3p2(1 – p) M1W1

P(X = 3) = p3 MW1
Hence 3p2(1 – p) = p3
3(1 – p) = p
p = 3–4 W1 14
AMS1S7 27
AVAILABLE
MARKS
4 From calculator n = 365 3 fx = 232 3 fx2 = 382
(i) 3 fx = 0.636 M1W1

n
(ii) Var = 1–(3 fx2) – x–2

n
= (382/365) – 0.6362
= 0.643 M1W1
(iii) X is the discrete r.v. “number of accidents occurring per day”

X Po(0.636)
0.6362 s (e–0.636)
P(X = 2) = = 0.107 M1W1
2
(iv) Y is the discrete r.v. “number of accidents occurring in a 3 day period”

Y Po(1.908) MW1
P(Y 2) = 1 – [P(Y = 0) + P(Y = 1)] M1
P(Y = 0) = e–1.908 = 0.148
P(Y = 1) = 1.9081 s (e–1.908) = 0.283 W1
P(Y 2) = 1 – 0.148 – 0.283
= 0.569 W1 10
5 (i) 2–
5 s 2–5 = —4
25 MW1
(ii) Probability (at least 2 are honeycomb)

= P(X 2) = 1 – P(X 2)
X ~ B(8, 2–5) M1
= 1 – P(X = 0) – P(X = 1) M1
P(X 2) = 1 – ( 3–5)8 – 8C1( 2–5)1( 3–5)7 W1
= 0.894 W1
(iii) Y ~ B(n, 1–5)

Variance = npq = n(1–5)(4–5) = 24 M1W1
4 = 24
25 n
—
n = 150 W1
(iv) E(Y) = np = 150 s 1–5 = 30 M1W1 10

AVAILABLE
MARKS
6 (i)
M1
M1W1
W1
(ii)
M1
MW1
W1
(iii) x
M1
W1
W1
M1
W1
(iv)
M1W1
W1 15
AMS1S7 29
AVAILABLE
MARKS
7 (i)
P(MF) = 0.45
P(MF) = P(M) + P(F) – P(MF) M1
0.45 = 0.2 + 0.35 – P(MF) W1
P(MF) = 0.2 + 0.35 – 0.45 = 0.1 W1
(ii) P(Monday only) = 0.2 – 0.1 = 0.1 M1W1
(iii) Define events B: member is male

W: member is female
C: member rents DVDs more than 5 times a month
P(WC)
P(W | C) = M1
P(C)
P(WC) = P(C | W) P(W)
= 0.55 s 0.4 = 0.22 MW1
P(C) = P(WC) + P(BC) = 0.4 s 0.55 + 0.6 s 0.7 M1
= 0.22 + 0.42
= 0.64 W1
P(W | C) = 0.22/0.64 = 11
— = 0.344
32 W1 10
Total 75

2007
Mathematics
Assessment Unit M1
assessing
Module M1: Mechanics 1
[AMM11]
THURSDAY 17 MAY, MORNING
MARK
SCHEME
AMM1S7P AMM11S
31
Mark Schemes
Introduction
Positive marking:
AMM1S7 32 [Turn over

AVAILABLE
MARKS
1 M1W1
W1
M1W2
W1 7
2 (i)
MW2
(ii) M2W1
W1
(iii) M1W1
MW1
(iv) treat bar as rod/supports sharp. MW1 10
AMM1S7 33
AVAILABLE
MARKS
3 (i) MW1
W1
(ii) M1
W1
(iii) M1W2
W1
M1W2
W1 8
4 (i) M1
W2
(ii) M1M1
W2
W1 8

AVAILABLE
MARKS
5 (i) T M1
M1
W1
600g
(ii) S 0.02 m s–2 M1

MW2
W1 7
600 g
6 (i)
M1W1
(ii) at greatest height v = 0 M1
W1
M1
W1
(iii)
M1W1
(iv) when starts to slow a = 0 M1

W1
(v) M1
W1 12
AMM1S7 35
7 (i) AVAILABLE
MARKS
M1W1
W1
(ii) M1
W1
(iii) M1
MW1
W1
W1 9
8 (i)
MW2
(ii) M1W2
M1
M1W1
M1W1
M1
W1
M1W4
M1
M1W1
MW1
W1

AVAILABLE
MARKS
(iii) M1
W1 14
Total 75
AMM1S7 37

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GCE AS

The Purpose of Mark Schemes

F1: Module FP1 15

MONDAY 21 MAY, MORNING

M indicates marks for correct method.

W indicates marks for working.

MW indicates marks for combined method and working.

Some common examples of this occur in the following cases:

AAMC1S7 2 [Turn over

(b) (i) f(2) = 16 + 12 – 22 – 6 = 0 M1W1

(x – 2)(2x + 1)(x + 3) MW1

(iii) (x – 2)(2x + 1)(x + 3) = 0 M1

4 (i) M = (4, 5) M1W1

(iii) mAC = 3 MW1

(iv) x = 3  y = 2 < a = 2 MW1

AAMC1S7 4 [Turn over

(ii) x2 + y2 = (38)2 = 38 MW1

6 (i) 32x + 1 = (32x) s 3 = 3(3x)2 = 3y2 M1

(ii) 3y2 – 28y + 9 = 0 M1

AAMC1S7 6 [Turn over

THURSDAY 31 MAY, AFTERNOON

Standardising Meeting Version

Not to be circulated beyond the Examining Team

M indicates marks for correct method.

W indicates marks for working.

MW indicates marks for combined method and working.

Some common examples of this occur in the following cases:

AMC2S7 8 [Turn over

(iii) The curve y = 2–x is a transformation of the curve y = 2x

Period = 120° MW1

(iii) Gradient of tangent = 2 MW1

AMC2S7 10 [Turn over

(i) 6002 = 4002 + 3002 – 2 s 400 s 300 cos x M1W1

Sector Area = 1– 1002 s 2.05 = 10 250 m2 M1W1

(ii) a = 5 and d = –3 MW1

(b) (i) t2 = ar MW1

AMC2S7 12 [Turn over

° = 1–2 ( f(–4) + 2f(–3)

(b) (i) A(0, 4) MW1

AMC2S7 14 [Turn over

TUESDAY 26 JUNE, AFTERNOON

Standardising Meeting Version

M indicates marks for correct method.

W indicates marks for working.

MW indicates marks for combined method and working.

Some common examples of this occur in the following cases:

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(ii) If p = 4 the equations become

2 (i) det(A – LI) = 0 M1

 (1 – L)[(2 – L)(1 – L)] + 2[– 2(2 – L)] = 0 M1

3 (a) (i) MW2

This means that a reflection in the x-axis followed by a reflection

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4 (a) (i) z1 + z2 = 25 + 15i MW1

Multiplication of these matrices gives a rotation of (A + B) about (0,0) W1

Which is of the same form and hence closure holds MW1

Which is a rotation of 0° about (0,0)

(iv) x = 3 y = 2 < a = 2 MW1

(ii) x2 + y2 = (38)2 = 38 MW1

(1 – L)[(2 – L)(1 – L)] + 2[– 2(2 – L)] = 0 M1