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STEP Questions for A Level Maths

This document provides a collection of pure maths STEP questions aligned to chapters in the Pearson A Level textbooks. It includes over 100 questions across 14 chapters, ranging from algebra and functions to vectors and integration. The questions are from past STEP papers between 2004-2014 and cover content that students would have learned at each point, to provide high-quality practice questions mapped to the curriculum.

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2131231244
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100% found this document useful (1 vote)
33 views50 pages

STEP Questions for A Level Maths

This document provides a collection of pure maths STEP questions aligned to chapters in the Pearson A Level textbooks. It includes over 100 questions across 14 chapters, ranging from algebra and functions to vectors and integration. The questions are from past STEP papers between 2004-2014 and cover content that students would have learned at each point, to provide high-quality practice questions mapped to the curriculum.

Uploaded by

2131231244
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

STEP Questions by A Level Chapter

The following pure STEP questions are aligned to the chapters of Pearson’s A Level
textbooks for the new 2017 A Level Maths. I’ve only included a question in a chapter if
students would have already covered all the skills involved, hence why chapters towards the
end of the textbook have more associated questions.

Year 1
A. Algebraic Expressions
Question 1 (STEP I 2006 Q1)

Solutions: (i) 157×211 (ii) 𝑚 = 16382

Question 2 (STEP I 2006 Q6)

Question 3 (STEP I 2005 Q7i,ii)

𝑛+1
Solutions: (i) 𝑛 + 1 (ii) 2𝑛

[Link]
B. Quadratics (solving, completing square, graphs, discriminant)
Question 1 (STEP I 2013 Q1)

Question 2 (STEP I 2009 Q3)

1
Solution: (i) 1 real root if 𝑎 < − 4. 2 distinct real roots if 𝑎 = 2
1 1 1
(ii) If 𝑏 = − 4, one solution. No solutions if 𝑏 < − 4. Two solutions if − 4 < 𝑏 ≤ 0

Question 3 (STEP I 2007 Q4)

[Link]
Question 4 (STEP I 2007 Q6)

Solutions: (i) Example: 𝑚 = 441, 𝑛 = 225 (ii) Example: 𝑚 = 14, 𝑦 = 7

Question 5 (STEP I 2006 Q3)

Question 6 (STEP I 2005 Q3)

[Link]
Question 7 (STEP I 2004 Q1)

[Link]
C. Equations & Inequalities (simultaneous eqns, quadratic inequalities,
graphs)
Question 1 (STEP 2010 Q1)

Question 2 (STEP 2008 Q3)

[Link]
D. Graphs & Transformations (cubics, quartics, reciprocal, transforming)
Question 1 (STEP I 2013 Q2)

[Link]
E. Straight Line Graphs
Question 1 (STEP I 2004 Q6)

[Link]
F. Equations of Circles
Question 1 (STEP I 2013 Q5)

Question 2 (STEP 2009 Q8)

Solution: (ii) (𝑥 − 2)2 + (𝑦 − 1)2 = 1

[Link]
Question 3 (STEP 2005 Q6)

[Link]
G. Algebraic Methods (alg fractions, dividing polys, factor theorem, proof)
Question 1 (STEP I 2014 Q1)

Solutions: (vi) 6

Question 2 (STEP I 2010 Q8)

Question 3 (STEP I 2009 Q1)

Solution: (ii) 15

[Link]
Question 4 (STEP I 2008 Q1)

Question 5 (STEP I 2007 Q1)

Question 6 (STEP I 2005 Q1)

Solutions: (ii) 210 arrangements

Question 7 (STEP I 2004 Q3)

Solutions: (i) (𝑥 − 3)(𝑥 + 𝑦 − 2)(𝑥 + 𝑦) (ii) (𝑦 + 2)(𝑥 − 2𝑦 + 1)(𝑥 − 3𝑦 + 5)

[Link]
H. Binomial Expansion (including factorial notation)
Question 1 (STEP I 2013 Q6)

Solutions: (iii) 𝐵𝑛 = 𝐹𝑛+1 for all 𝑛.

Question 2 (STEP I 2011 Q8)

Solutions: (ii) (𝑝, 𝑞) = (−1,0), (−1, −2), (0, −1)

[Link]
Question 3 (STEP I 2010 Q5)

[Link]
I. Trigonometric Ratios (sine/cosine rule, areas, graphs)

Question 1 (STEP I 2009 Q4i)

Question 2 (STEP I 2007 Q5)

Solution: (ii) 9: 2

Question 3 (STEP I 2006 Q8)

[Link]
J. Trigonometric Identities & Equations

[Link]
K. Vectors (only magnitude/direction, position vectors)
Question 1 (STEP I 2013 Q3)

Question 2 (STEP 2010 Q7)

[Link]
L. Differentiation (tangents/normal, stationary points, sketching grad
funcs)

Question 1 (STEP I 2014 Q8)

Solution: (i) (𝑎𝑏, (1 − 𝑎)(1 − 𝑏))

Question 2 (STEP I 2012 Q2)

[Link]
Question 3 (STEP I 2012 Q4)

Question 4 (STEP I 2008 Q5)

[Link]
Question 5 (STEP I 2007 Q8)

2𝑎+4 2𝑎+4 3
Solution: ( 𝑎−1 , [ 𝑎−1 ] ) (i) Touch at (2,8), intersect at (8,512), no turning points (ii) touch at (2,8),
do not intersect elsewhere, and has no turning points, (iii) Touch at (2,8), intersect at (0,0), turns at
𝑥 = 2 ± √2

Question 6 (STEP I 2006 Q2)

Solution:

[Link]
Question 7 (STEP I 2006 Q4)

Question 8 (STEP I 2005 Q2)

[Link]
M. Integration (integrating polynomials, areas under/between curves)
Question 1 (STEP I 2014 Q3)

[Link]
N. Exponentials & Logarithms (exponential modelling, solving log
equations)
Question 1 (STEP I 2013 Q8)

Hints:

[Link]
Year 2
A. Algebraic Methods (proof by contradiction, partial fractions)

[Link]
B. Functions & Graphs (modulus, mapping, composite, inverse,
solving modulus equations)

[Link]
C. Sequences & Series (arithmetic, geometric, sigma notation,
recurrences)
Question 1 (STEP I 2012 Q7)

Question 2 (STEP I 2004 Q2)

Solutions: (iii) (2[𝑎] − 1) + (𝑎 − [𝑎])×2[𝑎]

[Link]
Question 3 (STEP I 2004 Q5)

Question 4 (STEP I 2004 Q7)

Solutions: (ii) 𝑏𝑛 = (−2)𝑛 + 4(3)𝑛

[Link]
Question 5 (STEP I 2004 Q8)

(Note: Knowledge of method of Proof By Induction required for this question)

[Link]
D. Binomial Expansion (using partial fractions, n negative or
fractional)
Question 1 (STEP I 2011 Q6)

Solutions: 8 and 12

[Link]
E. Radians (including small angle approximations)

[Link]
F. Trig Functions (reciprocal funcs + identities)
Question 1 (STEP I 2012 Q6)

[Link]
G. Trigonometry & Modelling (addition formulae)
Question 1 (STEP I 2014 Q6)

Question 2 (STEP I 2010 Q3)

Question 3 (STEP I 2009 Q4)

[Link]
Question 4 (STEP I 2007 Q2)

Question 5 (STEP I 2005 Q4)

117
Solutions: (a) − 125 (b) 𝑡𝑎𝑛 𝜃 = 8 + √75

Question 6 (STEP I 2005 Q7)

𝑛+1
Solutions: (i) 𝑛 + 1 (ii) 2𝑛
(iii) 1

[Link]
H. Parametric Equations (parametric  Cartesian, sketching,
points of intersection)
Question 1 (STEP 2008 Q7)

1
Solution: (i) ℎ2 = |𝑦| ℎ3 = 2 |𝑦 + √3𝑥 − √3|

[Link]
I. Differentiation (trig, exp/log, chain/quotient/product rule,
parametric, implicit, rates of change)
Question 1 (STEP I 2014 Q4)

Question 2 (STEP I 2014 Q5)

Question 3 (STEP I 2012 Q1)

Question 4 (STEP I 2011)

[Link]
Question 5 (STEP I 2011 Q3)

Question 6 (STEP I 2011 Q4)

[Link]
Question 7 (STEP 1 2011 Q7)

Question 8 (STEP I 2010 Q2)

[Link]
Question 9 (STEP I 2009 Q2)

Solution: (ii) 𝑝 = 20, 𝑞 = 17, 𝑟 = 7, 𝑠 = 14

Question 10 (STEP I 2009 Q5)

Solution: (ii) ℎ = √2𝑟

Question 11 (STEP I 2008 Q2)

Solution: (i) ln(𝑥 + 𝑏 + √𝑥 2 + 2𝑏𝑥 + 𝑐) + 𝑘

[Link]
Question 12 (STEP I 2008 Q4)

𝜋 5𝜋
Solutions: (i) 0 < 𝑥 < 6 and 6
< 𝑥 < 2𝜋
𝜋 𝜋
(ii) 2 −𝛼 <𝑥 < 2

[Link]
J. Numerical methods (iteration, Newton-Raphson)

[Link]
K. Integration (everything, including trapezium rule)
Question 1 (STEP I 2014 Q2)

Question 2 (STEP I 2013 Q4)

𝜋 1 𝜋2 𝜋 1
Solutions: (ii) − and − + 𝑙𝑛 2
4 3 16 4 2

[Link]
Question 3 (STEP I 2013 Q7)

1
Solutions: (ii) 𝑦 = 𝑥√6𝑥 2 − 2𝑥 for 𝑥 > 3

Question 4 (STEP I 2012 Q3)

[Link]
Question 5 (STEP I 2012 Q5)

Question 6 (STEP I 2012 Q8)

[Link]
Question 7 (STEP I 2011 Q2)

Solutions: First part - Use by parts, polynomial division or a suitable substitution.


Second part: 2 − 𝑒 + 𝐸
𝑒𝐸
(i) 𝐸 (ii) 2

Question 8 (STEP I 2011 Q5)

[Link]
Question 9 (STEP 2010 Q4)

Question 10 (STEP 2010 Q6)

Question 11 (STEP 2009 Q6)

3 3
Solution: (iii)(a) 2 + 4𝑙𝑛 2 (b) 8 + 𝑙𝑛 3

[Link]
Question 12 (STEP 2009 Q7)

44
Solution: (ii) (𝑒 2𝜋 − 1)
325

Question 13 (STEP 2008 Q6)

Question 14 (STEP 2008 Q8)

Solution: (ii) 𝑥 2 + 𝑦 2 = 1

[Link]
Question 15 (STEP 2007 Q3)

3𝜋 5𝜋
Solutions: (i) Both (ii) Both
16 32

Question 16 (STEP 2006 Q5)

Question 17 (STEP 2006 Q7)

[Link]
Question 18 (STEP 2005 Q5)

2𝑘 −1
Solutions: (i) When 𝑘 ≠ 0, 𝐼 = 𝑘
When 𝑘 = 0, 𝐼 = 𝑙𝑛 2
𝑚2𝑚+1 +1 1
(ii) If 𝑚 ≠ −1, −2, 𝐼 = (𝑚+2)(𝑚+1) If 𝑚 = −1, 𝐼 = 1 − 𝑥+1
1
If 𝑚 = −2, 𝐼 = 𝑙𝑛 2 − 2

Question 19 (STEP I 2005 Q8)

(ln 𝑥)2 +1
Solutions: (i) 𝑦 = ±(𝑥 + 1) (ii) 𝑦 2 = 𝑥

[Link]
Question 20 (STEP I 2004 Q4)

1 𝑥+2
Solutions: (ii) 𝑎𝑟𝑠𝑒𝑐(𝑥 + 2) + 𝑐 (iii) 3 arcsec (3
)+ 𝑐

[Link]
L. Vectors (3D cords)

[Link]
M. Vectors FM (vector equations of lines – no longer in
standard A Level)
Question 1 (STEP I 2014 Q7)

Question 2 (STEP I 2007 Q7)

Solutions: (i) 𝐷 = √6, (3,2, −1), (7,4,3) (ii) 𝐷 = √50 if lines are parallel, 𝐷 = 5 otherwise

[Link]

Common questions

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Proof by induction involves demonstrating that a statement holds for a base case and then proving that if it holds for an arbitrary case k, it follows that it holds for k+1. For sequences and series, one starts by proving the given formula or property is true for the initial term (base case). Then, assuming it is true for an arbitrary term k (inductive hypothesis), one shows it must be true for the k+1 term by using algebraic manipulations based on the hypothesis. This method is particularly efficient in verifying formulas involving sums and recursions, ensuring the formula's correctness across all natural numbers .

Stationary points are where the first derivative of a function is zero, indicating potential maxima, minima, or points of inflection, crucial for understanding a graph's local behavior. To determine them, one calculates the derivative of the function and sets it equal to zero, solving for the x-values. Further analysis, such as the second derivative test, confirms the point's nature—whether it is a maximum, minimum, or inflection. Identifying stationary points is essential in optimization problems and exploring the general behavior of functions in applied mathematics and physics .

Logarithms transform exponential equations into linear ones, making them easier to solve. By applying a logarithm to both sides of an exponential equation, the exponent is brought down as a coefficient, simplifying expressions defined by exponents. This property is derived from the identity log_b(a^c) = c*log_b(a), which linearizes the exponent and allows for straightforward algebraic manipulation to solve for the unknown variable. For complex expressions involving multiple exponentials or compounded growth rates, logarithms make it possible to solve or simplify these situations into manageable forms .

Completing the square is a method used to transform a quadratic equation in the form ax^2 + bx + c into a perfect square plus a constant. This transformation reveals the vertex of the quadratic function, providing insight into its graph and the nature of its roots. By rewriting the equation as (x+d)^2 = e, we can determine the number and type of roots based on the value of e: if e > 0, there are two distinct real roots; if e = 0, one real root (a double root); if e < 0, two complex roots. This method aligns with the discriminant analysis, where the value inside the square root of the quadratic formula (b^2 - 4ac) determines the nature of the roots .

The tangent line to a function at a given point is a straight line that touches the curve at that point without crossing it, representing the instantaneous rate of change or slope of the function at that point. The normal line is perpendicular to the tangent line at that point. To calculate them using differentiation, one first finds the derivative of the function to determine the slope of the tangent line. If the derivative at a point is m, the tangent line's equation is y - y1 = m(x - x1). The slope of the normal line is the negative reciprocal, -1/m, giving the normal line's equation as y - y1 = -1/m (x - x1).

Reciprocal trigonometric functions such as secant (sec), cosecant (csc), and cotangent (cot) significantly alter the properties of the primary trigonometric functions (sine, cosine, and tangent). The range of these reciprocal functions expands since sec and csc reciprocals result in asymptotes where the sine and cosine are zero. The periods of sec and csc remain the same as cosine and sine (2π), while cot has the same period as tan (π), introducing asymptotic behavior. These transformations complicate graphing but offer valuable insights into periodic properties and behaviors in trigonometric contexts .

The transformations applied to cubic functions, such as shifts, stretches, and reflections, can significantly alter the shape and position of the graph but do not change the root structure itself. Shifts up, down, or sideways result in the whole graph moving in the respective direction without changing the x-intercepts. Vertical stretches or reflections across the x-axis change the steepness and concavity of the graph but retain the roots' locations. These transformations can make finding or estimating roots from a graph easier or harder, influencing the interpretation of physical or abstract scenarios modeled by cubic functions .

Riemann sums approximate definite integrals by dividing the area under a curve into rectangular segments, summing their areas to estimate the integral. The benefit of this method is its foundation in the fundamental theorem of calculus, providing a conceptual framework for numeric integration, suitable for simple functions or introductory learning. However, its limitations include lack of precision for curves with significant variation or complexity between sampling points, requiring many subintervals for accuracy. This method is less efficient than advanced techniques like Simpson's rule or trapezoidal rule when high precision is needed in applied contexts .

The discriminant of a quadratic equation, represented as b^2 - 4ac from the quadratic formula x = (-b ± √(b^2 - 4ac)) / (2a), provides critical information about the nature and quantity of the roots. If the discriminant is positive, the equation has two distinct real roots; if zero, it has exactly one real root (a repeated root), and if negative, it has two complex conjugate roots. The discriminant allows for immediate classification of roots without solving the equation, serving as a tool for deeper analysis of equations and their graphs in applied contexts .

Using binomial expansion to approximate non-integer powers involves expanding (1 + x)^n where n is a non-integer, using the generalized binomial theorem. This method extends the familiar binomial expansion to use infinite series, where each term involves the binomial coefficient n choose k, calculated for real numbers. Challenges include ensuring convergence by limiting x to certain values (|x| < 1 for convergence), the complexity of calculating non-integer coefficients, and keeping higher-order terms to maintain precision. Benefits include the ability to handle powers and roots in approximate calculations, which is useful in approximating functions and solving differential equations .

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