Mathematical Methods CAS - Maths Quest 11

VCE M AT HEM AT I CS U N I T S 1 & 2
ROBYN WILLIAMS | NICOLAOS KARANIKOLAS | KYLIE BOUCHER GAYLE ROBERTS | JENNIFER NOLAN | GEOFF PHILLIPS CONTRIBUTING AUTHORS ROBERT CAHN | DOUGLAS SCOTT | HOWARD LISTON
SUPPORT MATERIAL JOHN DOWSEY | DENNIS FITZGERALD | EMILY HUI | CAROLINE MEWS VINOD NARAYAN | PETER SWAIN | DAVID TYNAN | IAN YOUNGER WAYNE YOUNGS | SIMONE RICHARDSON | DINA ANTONIOU | NORRENE HILL
3RD EDIT ION
MATHS QUEST 11 Mathematical Methods CAS
Third edition published 2013 by John Wiley & Sons Australia, Ltd 42 McDougall Street, Milton, Qld 4064 First edition published 2009 Second edition published 2010 Typeset in 10/12pt Times LT Std John Wiley & Sons Australia, Ltd 2009, 2010, 2013 The moral rights of the authors have been asserted. National Library of Australia Cataloguing-in-Publication data Title: Edition: ISBN: Notes: Target audience: Subjects: Other authors/ contributors: Dewey number: Maths quest 11 mathematical methods CAS/Robyn Williams . . . [et al.]. 3rd ed. 978 1 118 31058 8 (paperback) 978 1 118 31067 0 (flexisaver) 978 1 118 31060 1 (ebook) Includes index. For secondary school age. Mathematics Textbooks. Williams, Robyn (Robyn Ellen) 1967 510
Reproduction and communication for educational purposes The Australian Copyright Act 1968 (the Act) allows a maximum of one chapter or 10% of the pages of this work, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that the educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL). Reproduction and communication for other purposes Except as permitted under the Act (for example, a fair dealing for the purposes of study, research, criticism or review), no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher. Illustrated by Aptara and Wiley Composition Services Typeset in India by Aptara Printed in Singapore by Craft Print International Ltd 10 9 8 7 6 5 4 3 2 1
Contents
Introduction vi About eBookPLUS viii Acknowledgements ix
Chapter 1
2K Using technology to solve quadratic equations
80 83
Exercise 2K 82 2L Simultaneous quadratic and linear equations Exercise 2L 87

Summary 90 Chapter review 92 ICT activities 95 Answers 96
Linear functions
1B 1C 1D 1E 1F 1G
1A Solving linear equations and inequations
1H

1 Exercise 1A 3 Rearrangement and substitution 4 Exercise 1B 6 Gradient of a straight line 8 Exercise 1C 10 Sketching linear functions 12 Exercise 1D 14 Simultaneous equations 15 Exercise 1E 17 Finding the equation of a straight line 18 Exercise 1F 20 Distance between two points and midpoint of a segment 21 Exercise 1G 22 Linear modelling 24 Exercise 1H 25
Chapter 3
Cubic and quartic functions

3A Expanding
105
Chapter 2
Quadratic functions
2A Polynomials 2B 2C 2D 2E 2F
39
2G 2H 2I
2J
39 Exercise 2A 40 Expanding quadratic expressions 41 Exercise 2B 43 Factorising quadratic expressions 44 Exercise 2C 46 Factorising by completing the square 47 Exercise 2D 50 Solving quadratic equations Null Factor Law 50 Exercise 2E 53 Solving quadratic equations completing the square 55 Exercise 2F 57 The quadratic formula 58 Exercise 2G 61 The discriminant 62 Exercise 2H 66 Graphs of quadratic functions as power functions (turning point form) 66 Exercise 2I 68 Graphs of quadratic functions (intercepts method) 70 Exercise 2J 78
Polynomials of degree 3 and 4 105 105 Exercise 3A 106 3B Long division of polynomials 107 Exercise 3B 109 3C Polynomial values 109 Exercise 3C 110 3D The remainder and factor theorems 111 Exercise 3D 113 3E Factorising polynomials 114 Exercise 3E 116 3F Sum and difference of two cubes 117 Exercise 3F 118 3G Solving polynomial equations 118 Exercise 3G 120 3H Cubic graphs intercepts method 121 Exercise 3H 124 3I Quartic graphs intercepts method 126 Exercise 3I 127 3J Graphs of cubic functions in power function form 128 Exercise 3J 130 3K Domain, range, maximums and minimums 132 Exercise 3K 134 3L Modelling using technology 136 Exercise 3L 137 3m Finite differences 138 Exercise 3M 142
ExAm prACtICE 1
Based on Chapters 13
Chapter 4
159
Relations, functions and transformations

4A Set notation
161
161 Exercise 4A 162 4B Relations and graphs Exercise 4B 165
163
4C Domain and range 4D 4E
4F 4G
4H 4I 4J

167 Exercise 4C 170 Types of relations (including functions) 172 Exercise 4D 174 Power functions (hyperbola, truncus and square root function) 175 Exercise 4E 182 Function notation 183 Exercise 4F 186 Special types of function (including hybrid functions) 187 Exercise 4G 189 Inverse relations and functions 192 Exercise 4H 193 Circles 193 Exercise 4I 195 Functions and modelling 197 Exercise 4J 197
6E Identities 6F 6G 6H
6I

269 Exercise 6E 272 Sine and cosine graphs Exercise 6F 277 Tangent graphs 280 Exercise 6G 282 Solving trigonometric equations 283 Exercise 6H 287 Applications 288 Exercise 6I 290
273
ExAm prACtICE 2
Based on Chapters 1 6
Chapter 7
307
Matrices
309
Chapter 5
Exponential and logarithmic functions

Introduction 217 5A Index laws 217 Exercise 5A 220 5B Negative and rational powers 221 Exercise 5B 224 5C Indicial equations 224 Exercise 5C 226 5D Graphs of exponential functions 227 Exercise 5D 230 5E Logarithms 231 Exercise 5E 233 5F Solving logarithmic equations 234 Exercise 5F 236 5G Logarithmic graphs 236 Exercise 5G 237 5H Applications of exponential and logarithmic functions 238 Exercise 5H 239
217
matrices 309 Exercise 7A 315 7B Multiplying matrices 316 Exercise 7B 318 7C Solving matrix equations 320 Exercise 7C 324 7D Matrices and transformations 325 Exercise 7D 328
7A Addition and subtraction of
ExAm prACtICE 3
Chapter 8
339
Rates of change
8A Identifying rates 8B 8C 8D
341
Chapter 6
Circular functions
255
255
8E 8F 8G
6A Trigonometric ratio revision
Exercise 6A 256 6B The unit circle 258 Exercise 6B 261 6C Radians 262 Exercise 6C 264 6D Symmetry 265 Exercise 6D 268
iv Contents
8H
341 Exercise 8A 342 Constant rates 343 Exercise 8B 345 Variable rates 347 Exercise 8C 348 Average rates of change 349 Exercise 8D 351 Instantaneous rates 353 Exercise 8E 355 Motion graphs (kinematics) 357 Exercise 8F 359 Relating the gradient function to the original function 364 Exercise 8G 364 Relating velocitytime graphs to positiontime graphs 365 Exercise 8H 366
8I Rates of change of polynomials
369
11B Calculating probabilities 11C 11D 11E
Exercise 8I

373
Chapter 9
Differentiation
Exercise 9A
389
389 392
9A Introduction to limits
11F 11G 11H 11I

9B Limits of discontinuous, rational and hybrid
9C 9D 9E 9F 9G

functions 393 Exercise 9B 395 Differentiation using first principles 397 Exercise 9C 399 Finding derivatives by rule 400 Exercise 9D 405 Rates of change 407 Exercise 9E 410 Sketching graphs containing stationary points 412 Exercise 9F 417 Solving maximum and minimum problems 418 Exercise 9G 421
478 Exercise 11B 481 Tree diagrams and lattice diagrams 483 Exercise 11C 485 The Addition Law of Probabilities 487 Exercise 11D 490 Karnaugh maps and probability tables 492 Exercise 11E 495 Conditional probability 497 Exercise 11F 500 Transition matrices and Markov chains 501 Exercise 11G 506 Independent events 507 Exercise 11H 511 Simulation 513 Exercise 11I 515
Chapter 12
Combinatorics
12B 12C
529
529
12A The addition and multiplication principles
Chapter 10
Antidifferentiation (integration)
10A Antidifferentiation 10B
437
12D 12E 12F 12G 12H

10C
10D
10E

437 Exercise 10A 439 Deriving the original function from the gradient function 440 Exercise 10B 442 Approximating areas enclosed by functions 444 Exercise 10C 448 The fundamental theorem of integral calculus 452 Exercise 10D 456 Applications of antidifferentiation 457 Exercise 10E 459
Exercise 12A 531 Permutations 533 Exercise 12B 534 Factorials 536 Exercise 12C 537 Permutations using nPr 538 Exercise 12D 540 Permutations involving restrictions Exercise 12E 544 Arrangements in a circle 545 Exercise 12F 546 Combinations using nCr 547 Exercise 12G 549 Applications to probability 551 Exercise 12H 554
541
ExAm prACtICE 5
Based on Chapters 112

Answers 567
565
ExAm prACtICE 4
Cumulative exam practice

473
569
Chapter 11
Introductory probability
Exercise 11A 477
475
475
Functions and graphs 569 Algebra 570 Rates of change and calculus Probability 575
Answers 585
573
11A Introduction to experimental probability
Index
587
Contents
Introduction
Maths Quest 11 Mathematical Methods CAS Third edition is specifically designed for the VCE Mathematical Methods CAS course and based on the award-winning Maths Quest series. This resource contains: a student textbook with accompanying eBookPLUS a TI-Nspire CAS calculator companion a Casio ClassPad CAS calculator companion a solutions manual flexisaver versions of all print products teacher support material available on eGuidePLUS.
Student textbook
Full colour is used throughout to produce clearer graphs and headings, to provide bright, stimulating photos and to make navigation through the text easier. Cumulative exam practice questions assist students with exam preparation. Clear, concise theory sections contain worked examples and highlighted important text and remember boxes. Icons appear for the eBookPLUS to indicate that interactivities and eLessons are available online to help with the teaching and learning of particular concepts. Worked examples in a Think/Write format provide clear explanation of key steps and suggest presentation of solutions. Many worked examples have eBookPLUS icons to indicate that a Tutorial is available to elucidate the concepts being explained. Worked examples also have calculator icons that indicate support in the Calculator Companion books, which contain comprehensive step-by-step CAS calculator instructions, fully integrated into the examples, for the TI-Nspire CAS and Casio ClassPad calculators. Exercises contain many carefully graded skills and application problems, including multiple choice questions. Cross-references to relevant worked examples appear with the first matching question throughout the exercises. A selection of questions are tagged as technology-free to indicate to students that they should avoid using their calculators or other technologies to assist them in finding a solution. Exam practice sections contain exam style questions, including time and mark allocations for each question. Fully worked solutions are available on the eBookPLUS for students. Each chapter concludes with a summary and chapter review exercise containing examination-style questions (multiple choice, short answer and extended response), which help consolidate students learning of new concepts. Also included are questions from past VCE exams along with relevant Exam tips.
Student website eBookpLUS

The accompanying eBookPLUS contains the entire student textbook in HTML plus additional exercises. Students may use the eBookPLUS on laptops, tablets and school or home computers, and cut and paste material for revision, assignments or the creation of notes for exams. Career profiles and History of mathematics place mathematical concepts in context. Investigations, often suggesting the use of technology, provide further discovery learning opportunities. WorkSHEET icons link to editable Word documents, and may be completed on screen or printed and completed by hand. SkillSHEET icons link to printable pages designed to help students revise required concepts, and contain additional examples and problems. Interactivity icons link to dynamic animations, which help students to understand difficult concepts.
vi Introduction
eLesson icons link to videos or animations designed to elucidate concepts in ways other than what the teacher can achieve in the classroom. Tutorial icons link to one-way engagement activities, which explain the worked examples in detail for students to view at home or in the classroom. Test yourself tests are also available and answers are provided for students to receive instant feedback.
teacher website eGuidepLUS

The accompanying eGuidePLUS contains everything in the eBookPLUS and more. Two tests per chapter, fully worked solutions to WorkSHEETs, the work program and other curriculum advice in editable Word format are provided. Maths Quest is a rich collection of teaching and learning resources within one package. The eGuidePLUS provides NEW material from which teachers may set school-assessed coursework (SAC), such as application tasks, analysis tasks and semester exams, as well as additional investigations, worksheets and technology files.
Introduction
vii
About eBookPLUS
Next generation teaching and learning
This book features eBookPLUS: an electronic version of the entire textbook and supporting multimedia resources. It is available for you online at the JacarandaPLUS website (www.jacplus.com.au).
Using the JacarandaPLUS website

To access your eBookPLUS resources, simply log on to www.jacplus.com.au using your existing JacarandaPLUS login and enter the registration code. If you are new to JacarandaPLUS, follow the three easy steps below. Step 1. Create a user account The first time you use the JacarandaPLUS system, you will need to create a user account. Go to the JacarandaPLUS home page (www.jacplus.com.au), click on the button to create a new account and follow the instructions on screen. You can then use your nominated email address and password to log in to the JacarandaPLUS system. Step 2. Enter your registration code Once you have logged in, enter your unique registration code for this book, which is printed on the inside front cover of your textbook. The title of your textbook will appear in your bookshelf. Click on the link to open your eBookPLUS. Step 3. View or download eBookPLUS resources Your eBookPLUS and supporting resources are provided in a chapter-by-chapter format. Simply select the desired chapter from the drop-down list. Your eBookPLUS contains the entire textbooks content in easy-to-use HTML. The student resources panel contains supporting multimedia resources for each chapter.
Once you have created your account, you can use the same email address and password in the future to register any JacarandaPLUS titles you own.
Using eBookPLUS references

eBookPLUS logos are used throughout the printed books to inform you that a multimedia resource is available for the content you are studying. Searchlight IDs (e.g. INT-0001) give you instant access to multimedia resources. Once you are logged in, simply enter the searchlight ID for that resource and it will open immediately.
Minimum requirements
A modern internet browser such as InternetExplorer7+, MozillaFirefox3+, GoogleChrome8+, Safari3+ or Opera9+ Adobe Flash Player 10+ Javascript must be enabled (most browsers are enabled by default).
Troubleshooting
Go to the JacarandaPLUS help page at www.jacplus.com.au/jsp/help.jsp. Contact John Wiley & Sons Australia, Ltd. Email: support@jacplus.com.au Phone: 1800 JAC PLUS (1800 522 7587)
viii
About eBookPLUS
Acknowledgements
The authors and publisher would like to thank the following copyright holders, organisations and individuals for their assistance and for permission to reproduce copyright material in this book.
Images
iStockphoto: pp. 23 (upper)/ Danny Warren, 25/ MichaelSvoboda/, 26 (right)/ Aneese, 33/ Felix Alim, 41/ technotr, 135 (upper)/ Steve Maehl, 135 (lower)/ Scott Cramer, 136/ Keiichi Hiki, 161 (lower left)/ Adnan Ahmad, 163/ TIM MCCAIG, 240 (upper)/ Hal Bergman, 257/ Mac99, 429/ Grafissimo, 452/ Don Bayley, 460/ JamesReillyWilson/, 461/ Doug Sims, 515/uatp2, 522/ Ivan Bajic, 544 (lower)/ Clerkenwell_Images Corbis Corporation: p. 240 (lower); p. 535/Jack Hollingsworth Digital Stock/Corbis Corporation: pp. 8 (left, right), 83, 198 Image Source: p. 241 ImageState: p. 421; p. 497/ John Foxx Images John Wiley & Sons Australia: pp. 316, 541 (four images)/Photo by Renee Bryon; pp. 486, 544 (upper)/Malcolm Cross; p. 521 (lower)/Taken by Jo Patterson Newspix: p. 309/Robert McKell; p. 389/News Ltd/3rd Party Managed Reproduction & Supply Rights Photodisc, Inc.: pp. 40, 82, 161 (lower middle, lower right), 165, 196, 239, 242, 291, 292, 300, 360, 363, 425, 451, 482 (upper), 559 photolibrary.com: p. 23 (lower); p. 217/Sydney/ SPL/CNRI; p. 467/Simon Fraser Photolibrary Royalty Free: p. 11/ Huntstock/Photolibrary Inc. Shutterstock: pp. 26 (left)/ Hannu Liivaar, 62/ Rudy Balasko, 88/ Marie Lumiere, 161 (upper left)/ C, 208/ Brendan Howard, 289/ Jeff Davies, 299 (lower)/ G Tipene, 299 (upper)/ Patricia Hofmeester, 341/ Colin Stitt, 355/ Kalim, 369/ Germanskydiver, 407 (left)/ 1971yes, 407 (right)/ Pete Niesen, 408/ Jamie Roach, 409/ James Thew, 411/ Gelpi, 478/ Andrejs Pidjass, 482 (lower)/ Kitch Bain, 487/ Roger Browning, 501/ Rich Carey, 512/ Claudio Gennari, 521 (upper)/ ronfromyork, 530/ arkasha1905, 540/ Lincoln Rogers, 545/ arkasha1905, 556/ Lario Tus Stockbyte: p. 161 (upper right) Viewfinder Australia Photo Library: p. 199 Visy Recycling: p. 197 Every effort has been made to trace the ownership of copyright material. Information that will enable the publisher to rectify any error or omission in subsequent editions will be welcome. In such cases, please contact the Permissions Section of John Wiley & Sons Australia, Ltd.
Acknowledgements
ix
Chapter 1
Linear functions
Chapter ContentS 1a 1B 1C 1d 1e 1F 1G 1h Solving linear equations and inequations Rearrangement and substitution Gradient of a straight line Sketching linear functions Simultaneous equations Finding the equation of a straight line Distance between two points and midpoint of a segment Linear modelling
diGital doC doc-9695 10 Quick Questions
Solving linear equations and inequations

1a
A linear equation is one that involves a variable raised to the power of 1 only. Recall that x1 is the same as x, so a linear equation involving x would contain only xs, and not x , x2, x3, x 1, x 2 and so on. For 8 example, y = 7x 3, ax + by = c and 3 x + 1 = 9 are all linear equations. 1 1 Note that y = is not a linear equation, as the is really x 1. x x To isolate a particular variable known as making x (or whatever the variable is) the subject we focus on the variable by undoing other terms and operations. Remember to do the same operation to both sides of an equation, in the reverse order to that originally used to make up the equation. Though the focus of this chapter is linear equations, some other types of equations will be included for skills practice. When there is only one variable involved in an equation, we may attempt to solve and find a numerical value by rearranging to make the variable the subject.
1 2
Worked example 1
Solve the following linear equations. 3x 2 4x +5=1 a 7x 4 = 17 b c 2 1 = 6 5 4

think Write
a 1 Write the equation.

2 3
a 7 x 4 = 17
Add 4 to both sides. Divide both sides by 7.
7 x = 21 21 7 x=3 x=
b
b 1 Write the equation.

2
Subtract 5 from both sides.
3x 2 +5=1 4 3x 2 = 4 4
Chapter 1 Linear functions 1
3 4 5
Multiply both sides by 4. Add 2 to both sides. Divide both sides by 3.

c 2
3 x 2 = 16 3 x = 14 x=
14
c 1 Write the equation.

2 3 4 5
Divide both sides by 2. Add 1 to both sides. Multiply both sides by 5. Divide both sides by 4.
4 x 1 = 6 5 4x 1 = 3 5 4x =4 5 4 x = 20 20 4 x=5 x=
When an equation has variables on both sides, at some stage they must be gathered together on the same side of the equation.
Worked example 2
Solve: a 4x 3 = 3(6 x)
think
9 x + 3 13 x + 7 = 2 3
3 x 9( x + 7) = + 1. 4 10
Write

2 3
a 4x 3 = 3(6 x)
Expand the right-hand side (RHS). Collect xs on one side, for example, the side that results in a positive x term, in this case, the left-hand side (LHS). (That is, add 3x to both sides.) Add 3 to both sides. Divide both sides by 7.
4x 3 = 18 3x 7x 3 = 18
4 5
7x = 21 21 7 x=3 x=
b

2 3
9 x + 3 13 x + 7 = 2 3 LCD = 6 3(9 x + 3) 2(13 x + 7) = 6 6 3(9 x + 3) = 2(13 x + 7) 27 x + 9 = 26 x + 14 27 x 26 x = 14 9 x=5 3 x 9( x + 7) = +1 4 10 LCD = 20
Find the lowest common denominator for both terms. Write all terms with the common denominator, adjusting numerators accordingly (so that numerator and denominator have been multiplied by the same amount). Now that all terms have the same denominator, the numerators must be equal. (Multiply each side by 6.) Expand all brackets. Collect xs on the LHS and numbers on the RHS. Simplify and solve.
c
5 6 7

2
Find the lowest common denominator for all three terms.
Maths Quest 11 Mathematical Methods CAS
Write all terms with the common denominator, adjusting numerators accordingly (so that numerator and denominator have been multiplied by the same amount). Now that all terms have the same denominator, the numerators must be equal. (Multiply each term by 20.) Expand all brackets. Collect xs on the RHS and numbers on the LHS.
5(3 x ) 2 9( x + 7) 20 = + 20 20 20 5(3 x) = 18(x + 7) + 20 15 5x = 18x + 126 + 20 15 126 20 = 18 x + 5 x

131 =
4 5 6
23 x
Simplify and solve.
131
23
=x
131
x=
23
There is only one solution to a linear equation. For example, the equation 3x + 2 = 8 has the solution x = 2. The solution to a linear equation can be represented as a single point on a number line. If the equals sign is replaced with an inequality sign, the solution is a portion of a number line. These expressions are referred to as linear inequations (sometimes called inequalities).
Worked example 3
Solve the following linear inequations. a 6x 7 3x + 5 b 3m + 5 < 7

think Write
a 1 Write the inequations.

2
a 6x 7 3x + 5
Combine the variable terms by subtracting 3x from both sides. Add 7 to both sides. Divide both sides by 3.
3x 7 5 3x 12 x4
b 3m + 5 < 7
3m
3 4
b 1 Write the inequations.

2 3
Subtract 5 from both sides. Divide both sides by 3. Reverse the inequality sign, as you are dividing by a negative number.
< 12
m>4
exercise 1a

c 9x + 19 = 2 e
1 We1 Solve the following linear equations. a 3x 19 = 13 b 4x + 25 = 7
12 3 x =5 3 3 x 1 = 10 h 2 5 2 We2 Solve the following linear equations. a 2x 9 = 3(2x 11) b 7x 1 = 17(3x 13) x+2 x5 x + 11 2( x + 14) = = e f 6 3 3 9 6 x + 7 5x + 1 2 x + 29 x + 44 = +1 = +2 i j 5 4 3 8 3x 1 =5 4 7x + 4 g 8 = 9 3
d
4x 6 7=3 3 x i 7 8 = 77 4
f c x + 11 = 2(x + 12) d 3x 7 = 3(35 2x) h
diGital doC doc-9696 equation solvers
4 x + 66 13 3 x = 3 4 7 x 9 21 x = 18 k 9 3
g
x + 10 2(7 3 x ) = 9 5 17 x 49 + 2 x = +5 l 2 5
3 We3
Solve the following linear inequations. 11 3 x b 6 a 15 6x 2 7

d 16 4x < 7(1 x) e 3x 7 2(35 2x)
19 x + 3 > 1 4 4 x 2( x + 1) f 3 6
c
1B
rearrangement and substitution
When there is more than one variable involved in an equation, we may rearrange the equation to make a particular variable the subject using the same rules of equation solving described in the previous section.
Worked example 4
Rearrange each of the following to make the variable in parentheses the subject. 1 m a 6x + 8y 48 = 0 (y) b s = ut + at 2 k (u) c T = 2 k(k) 2 k
think Write

2 3 4 5
a 6x + 8y 48 = 0
Add 48 to both sides. Subtract 6x from both sides. Divide both sides by 8. Cancel if possible. Here, divide the numerator and denominator by 2. Other ways of representing the answer are shown opposite.
6x + 8y = 48 8y = 48 6x y= y= or y = 48 6 x 8 24 3 x 4
24 3 x 4 4 3 = 6 x 4 3 = x+6 4

2 3 4 5
s = ut + 1 at 2 2 s 1 at 2 = ut 2 2s at 2 = 2ut 2s at 2 =u 2t 2s at 2 u= 2t
Subtract 1 at 2 from both sides. 2 Multiply both sides by 2. Divide both sides by 2t. Write the equation with the desired variable on the left.
c

2
T = 2 T = 2 m k
m k
Divide both sides by 2. Square both sides. Form the reciprocal of both sides to make k the numerator.
T2 m = 4 2 k 4 2 k = T2 m
Multiply both sides by m. Write the equation with the desired variable on the left.
4 2m =k T2 k= 4 2m T2
Once a variable is isolated, we may substitute values of other variables to calculate various values of the isolated variable. The following worked example illustrates some practical applications.
Worked example 5
a The formula for converting temperature in degrees Fahrenheit (F) (which is the system used in
5( F 32) the USA) to degrees Celsius (C ) is C = . 9 i Make F the subject. ii What is the temperature in degrees Fahrenheit when the temperature measured in degrees Celsius is 21 C? b The area (A) of a circle is given by A = r 2, where r is the radius. Calculate the value of r correct to 2 decimal places when A=20cm2.
think Write
a i 1 Write the equation.

2 3
a i
C=
5( F 32) 9
Multiply both sides by 9. Divide both sides by 5. Add 32 to both sides. Write the equation with F first. Sometimes it may be appropriate to use a common denominator.
9C = 5( F 32) 9C = F 32 5 9C + 32 = F 5 9C F= + 32 5 9C + 160 or F = 5
ii
4 5
ii 1 Replace C with 21. Note that 9C means 9 C.

2
Evaluate F.
9 21 + 32 5 189 + 32 F= 5 F = 37.8 + 32 F= F = 69.8 so 21C = 69.8 F
Write the equation. Solve for r (make r the subject) as follows. Divide both sides by . Take the square root of both sides, and write r first. As r is the radius, we take the positive root only. Substitute A = 20 into the new formula.
A = r2 A = r2 r= A
2 3
If A = 20, r= 20
Evaluate r.
r = 2.52 cm, correct to 2 decimal places
Chapter 1 Linear functions
Worked example 6
Note: In this example, m represents metres, m/s represents metres per second (velocity), and m/s2 represents metres per second per second (acceleration). The final velocity, v m/s, of an object that begins with velocity u m/s and accelerates at am/s2 over a distance of s m is given by the equation v2 = u2 + 2 as. a Find the value of v when u = 16, a = 2 and s = 36. b Rearrange the given equation to make s the subject. c Find the distance travelled by an object that begins with a velocity of 10 m/s and has a final velocity of 4 m/s while accelerating at 1 m/s2.
think Write
a 1 Write the given equation and then make v the subject
a v 2 = u 2 + 2as
by finding the square root of both sides.

2 3
v = u 2 + 2as = 162 + 2 2 36 = 256 + 144 = 400 = 20 The final velocity is 20 m/s.
Substitute u = 15, a = 2 and s = 36. Simplify and evaluate v.
b 1 Begin with the given equation.

2 3
v 2 = u 2 + 2as v 2 u 2 = 2as v 2 u2 =s 2a s= v 2 u2 2a
Subtract u2 from both sides. Divide both sides by 2a. Reverse so that s is given on the left.
c 1 Match the variables with the given information.
c u = 10
v=4 a = 1
2 3
Write the formula that has s as the subject (see part b above). Substitute the values given in step 1. Simplify and evaluate.
s= = =
v 2 u2 2a 4 2 10 2 2 1
16 100 2 84 = 2 = 42 The object travels 42 m in its initial direction.
Explain the answer in words.
exercise 1B
1 We4
Each of the following is a real equation used in business, mathematics, physics or another area of science. Make the variable shown in parentheses the subject in each case. a A=L+P (P) b A = lw (l) d (t) c v= d C = 2r (r) t
e E = + 2 g Fd = i
() (v) (w)
F=
kQq r2
(r) () (H)
1 2 1 2 mv mu 2 2 S = 2w(l + h) + 2lh
h v = rT j
S = 2r2 + 2rH
2 We5 Calculate the value of the subject (the first mentioned variable), given the values of the other
variables. k a I= 2 d b E = K + mgh
c D = (n
1 ) 2
k = 60, d = 15 K = 250, m = 2, g = 10, h = 5 n = 3, = 2.8 h = 6.62, f0 = 5000, W = 20 000
d E = hf0 W e v = r 2 y2 3
= 2, r = 1.6, y = 1
(l) (r) (a) (l) (c) A = 60 V = 1000 v = 25, u = 0, t = 6 T = 4, g = 9.8 K = 6.9, = 0.05
Make the variable in parentheses the subject and find its value using the given information.
a A = l2 b V=
4 r3 3
c v = u + at d T = 2 e K=
l g
c 2 1
4 We6 The perimeter, P, of a rectangle of length l and width w may be found using the equation
P = 2(l + w). a Find the perimeter of a rectangle of length 16 cm and width 5 cm. b Rearrange the equation to make w the subject. c Find the width of a rectangle that has perimeter 560 mm and length 240 mm.
5 The area of a trapezium (Figure A) is given by A =
of the parallel sides and h is the height. a Find the area of the trapezium shown in Figure B. b Using Figure A, find an equation for determining side a in terms of the area A and side b. c Find a in Figure C.
9m a h Area A 16 m 21 m Figure B Figure C 62 cm Area = 2000 cm2 50 cm a
a + b , where a and b are the lengths h 2
b Figure A
6 The size of a 2-year investment account with a particular bank is given by A = D 1 +
r 2 , 100 where A is the amount ($) in the account after two years, D is the initial deposit ($) and r is the interest rate (%). a Find the amount in such an account after two years if the initial deposit was $1000 and the interest rate was 6%. b Make r the subject of the equation. c Find the rate required for an initial deposit of $1000 to grow to $2000 after 2 years.
diGital doC doc-9697 Career profile rick morris vigneron
1 1 1 + = , where u is the distance of the object from the lens u v f and v is the distance of the image from the lens. 4 2 3 a Make f the subject of the equation. b Make u the subject of the equation. c How far from the lens is the image when an object is 30cm in front of a lens of focal length 25 cm? b 8 The length of a side of a right-angled triangle can be found using Pythagoras theorem: c2 = a2 + b2, where c is the length of the longest side, and a and b are the lengths of the two shorter sides. Find the value of b in the triangle above. 1 9 The volume of a cone is given by the rule V = 3 r2h, where r is the radius of the widest r part of the cone and h is the vertical height of the cone. Given that the volume of a cone is 100 cm3 and its radius at the widest point is 12 cm, find the height of the h cone, expressing your answer in terms of . the formula
7 The object and image positions for a lens of focal length f are related by
1C
y
Gradient of a straight line

y
Positive gradient Negative gradient
cone y
The gradient of a line describes its slope or steepness.

y
Zero gradient
In nite gradient
y (x2, y2) Rise (x1, y1) Run x
The gradient may be calculated using the formula: y y rise m = run or m = 2 1 x 2 x1 These terms are illustrated at left. Here are two examples of where gradient can affect our everyday lives. Can you think of others?
A cliff face with a steeper gradient provides a greater challenge for climbers.
Scientists calculate the required gradient of solar panels so that the maximum amount of energy is absorbed.
Worked example 7
Calculate the gradient of this linear graph using the intercepts shown.
think
1
y 14
Write
Identify the rise and run. Rise = 14, run = 2. Calculate m = rise . run
m=
14 2 =7
Worked example 8
Calculate the gradient of the line passing through the points (3, 6) and (1, 8).
think
1 2
Write
Use the formula m =
y2 y1 . x 2 x1
m=
y2 y1 x 2 x1
Match up the terms in the formula with the values given. (x1, y1) (x2, y2) (3, 6) (1, 8) Substitute the given values. Simplify. Cancel if possible.
3 4
m=
8 6 1 3 14 = 14 = 4 4 7 = 7 = 2 2
If the angle a line makes with the positive direction of the x-axis is known, the gradient may be found using trigonometry applied to the triangle shown below.
y rise
run
tan ( ) = opposite = rise = m adjacent run

Worked example 9
a Calculate the gradient (accurate to 3 decimal places) of a line making
y 60
an angle of 40 to the positive x-axis. to 2 decimal places.
b Calculate the gradient of the line shown at right. Express your answer y
think
Write
a Since the angle the line makes with
the positive x-axis is given, the formula m = tan () can be used.
a m = tan ()
= tan (40) = 0.839, correct to 3 decimal places
40
The angle given is not the one between the graph and the positive direction of the x-axis. Calculate the required angle . Use m = tan () to calculate m to 2 decimal places.
b = 180 60
= 120
y 60
m = tan () = tan (120) = 1.73
exercise 1C
1 We7 a y 6

b y 2
Calculate the gradient of each of the following linear graphs using the intercepts shown.
3 2 We8
diGital doC doc-9698 Gradient of a straight line
Without drawing a graph, calculate the gradient of the line passing through: a (2, 4) and (10, 20) b (4, 4) and (6, 14) c (10, 4) and (3, 32) d (5, 31) and ( 7, 25). 3 We9a Calculate the gradient (accurate to 3 decimal places) of a line making the angle given with the positive x-axis. a 50 b 72 c 10 d 30 e 150 f 0 g 45 h 89
4 We9b a
Calculate the gradient of each line below. Give answers to 2 decimal places.
y b y
43
69
y x
28
15
5 Which of these lines has: a a non-zero positive gradient? b a negative gradient? c a zero gradient? d an undefined gradient?
y
5 4 3 2 1
C
x
54321 0 1 2 3 4 5 1 2 3 4 5
10
6 mC
a Which of the following lines has a
gradient of 2?
b Which of the following lines has a
gradient of 3?
y
5 4 3 2 1
D E
x
y
5 4 3 2 1
B C
54321 0 1 2 3 4 5 1 2 3 4 5
54321 0 1 2 3 4 5 1 2 3 4 5 E
7 Burghar plots the coordinates of a proposed driveway on a plan that is shown below. What is the
gradient of the proposed driveway?
Garage
way Drive
2m
17 m 8 An assembly line is pictured below. What is the gradient of the sloping section? (Give your answer as a
fraction.)
BOFFO
Made Austra in lia
BOFFO
Made Austra in lia
0.85 m 15 m
BOFFO
Made Austra in lia
9 Determine the value of a in each case so the gradient joining the points is equal to the value given. a (3, 0) and (5, a), gradient 2 b (2, 1) and (8, a), gradient 5 c (0, 4) and (a, 11), gradient 3 d (a, 5) and (5, 1), gradient 2 10 For safety considerations, wheelchair
ramps are constructed under regulated specifications. One regulation requires that the maximum gradient of a ramp exceeding 1200 mm in length is 1 . 14 a Does a ramp 25 cm high with a horizontal length of 210 cm meet the requirements? 1 b Does a ramp with gradient meet 18 the specifications? c A 16 cm high ramp needs to be built. Find the horizontal length of the ramp required to meet the specifications.
diGital doC doc-9699 SkillSHEET 1.1 Using a gradient to find the value of a parameter
11
1d
Sketching linear functions

y
Gr ad ie m nt
The general form for linear equations is y = mx + c, where m is the gradient of the line and c is the y-intercept.
y
y = mx + c
Gradient y-intercept x-intercept
y-intercept x x
These lines have identical gradients (equal m values).
diGital doC doc-9700 WorkSHEET 1.1
To sketch a graph from a linear equation expressed in general form, follow these steps. Step 1 Plot the y-intercept on a set of axes. Step 2 Find and plot a second point on the line. Do this by substituting any value of x into the equation and finding the corresponding y-value. Step 3 Join the two points. Alternatively, you can use a CAS calculator or other graphing technology. To find the equation of a line given the gradient and y-intercept, simply substitute the values of m and c into y = mx + c.
Sketching linear graphs using intercepts

To draw a graph, only two points are needed. A line may then be drawn through the two points, and will include all other points that follow the given rule. The two points can be chosen at random; however, it is often easier to sketch a graph using the points where the graph crosses the axes. These points are called x- and y-intercepts. The x-intercept occurs when y = 0, and the y-intercept occurs when x = 0.
Worked example 10
Sketch the graph of y = x + 6, showing x- and y-intercepts.

think
1
Write/draW
Find the y-intercept (when x = 0). Substitute x = 0 into the equation. Find the x-intercept (when y = 0). Substitute y = 0 into the equation. Mark the intercepts on a set of axes. Join the intercepts with a straight line.
If x = 0: y = 1 0 + 6 y=6 If y = 0: 0 = x + 6 x=6
y (0, 6)
(0, 6)
(6, 0)
3 4
(6, 0)
12
Worked example 11
Sketch the graph of 3x 2y = 12.

think
1
Write/draW
Find the y-intercept (when x = 0). Substitute x = 0 into the equation.
If x = 0: 3 0 2y = 12 2y = 12 12 y= 2 y = 6 If y = 0: 3x 2 0 = 12 3x = 12 x=4
y
Find the x-intercept (when y = 0). Substitute y = 0 into the equation. Mark the intercepts on a set of axes. Join the intercepts with a straight line.
3 4
The graphs of some equations do not have two intercepts, as they pass through the origin (0, 0). Such equations are of the form y = k x or a x + by = 0. To sketch graphs of such equations, we use (0, 0) and any other point, for example the point where x = 1. (We could choose any other non-zero value.)
Worked example 12
Sketch the graph for the equation 4 x 3y = 0.

think
1
Write/draW
Try substituting x = 0 to find the y-intercept.
If x = 0:
4 0 3y = 0 3y = 0 y=0 (0, 0)
tUtorial eles-1404 Worked example 12
Note that the graph passes through (0, 0). There is no point substituting y = 0, as we know well get x = 0. Substitute another x-value. In this example we use x = 1. If x = 1:
4 1 3y = 0 4 3y = 0 4 = 3y 4 y= 3 4 (1, )
3
Plot the points (0, 0) and (1, 4 ) on a set of 3 axes. Note that 4 is 1 1 , which is a little less 3 3 than 1 1 . 2
y 2 1 (0, 0) 1
(1, 4 ) 3
13
exercise 1d
1 Use a CAS calculator or other method to sketch graphs of the following equations on the same set of axes. a y=x b y = 2x c y = 3x d y = x e y = 2x 2 In question 1, what is the effect on the graph of the number in front of the x (the x-coefficient or
gradient)?
3 Use a CAS calculator or other method to sketch graphs of the following equations on the same set of axes. a y=x+1 b y=x+2 c y=x+3 d y=x4
diGital doC doc-9701 linear graphs
4 Use a CAS calculator or other method to sketch graphs of the following equations on the same set of
axes. a y = 2x + 1 y-intercept)?
6
b y = 2x 7
c y = 3x + 6
d y = 3x 5
5 In questions 3 and 4, what is the effect on the graph of the number at the end of the equation (the
Write the equation of a line having the following properties (where m = gradient and c = y-intercept). a m = 2, c = 7 b m = 3, c = 1 c m = 5, c = 2 1 3 2 1 f y-intercept 12, gradient 2 d m= ,c= e m = 4, c = 2 3 3 Rearrange the following equations and state the gradient and y-intercept for each.
a 2y = 8x + 10 e 21x + 3y = 27 i 15 6y + x = 0 a
1 2
b 3y = 12x 24 f 10x + 5y = 25 j 2y + 7 + 5x = 0 b
c g
11y
= 3x 1 2x = 66
d 16 4y = 8x h 8x + 3y 2 = 0
8 State the equation for each of the following graphs. y

6 5 4 3 2 1
y
3 2 1 2 0 1 2 3 4 5 2
0 1 2
y
3 2 1 2 1 0 1 2 3 4 5 1 2
y
5 4 3 2 1 1 0 1 2 3 4 5 1 2 3 4 5 6
y
5 4 3 2 1 1 0 1 2 3 4 5 1 2 3 4
x
3 2
9 8 7 6 5 4 3 2 1
0 1 1 2 3 4 5 6 7 8 9
3x
14
9 We10 Sketch graphs of the following linear equations, showing x- and y-intercepts. a y = 6x + 18 b y = 3x 21 c y = 2x 3 d y = 10 5x e y = 9x + 30 f y = 2(x 8) 10 We11 Sketch graphs for each of the following equations. a 2x + 3y = 6 b 4x + 5y = 20 c 6x 3y = 18 d 7x 5y = 35 11 Sketch the graph for each equation. a 6x + 7y + 42 = 0 c 3x + 4y 16 = 0 12 We12 Sketch the graph for each equation. a x+y=0 c 2x + y = 0
a 2x 3y 1 = 0 C 2x + 3y = x e y=
2 3
b 5x 2y + 20 = 0 d y 3x + 6 = 0 b xy=0
13 mC Which of the following is in the form ax + by = c?
B 2x + 3y + 1 = 0 d 2x + 3y = 1
x1
14 mC
The x- and y-intercepts for the equation 2y = 3x + 12 are (respectively): a 2 and 3 B 3 and 12 4 and 6 C d 4 and 6 e 4 and 6
a y = 3x 3 C x + 3y = 9 B y = 3x + 3 d x 3y + 9 = 0
15 mC Which of the following has a y-intercept of 3?
e 3x + y + 9 = 0
1e
Simultaneous equations
y Both graphs have the same x- and x y-values here.
Simultaneous equations are groups of equations containing two or more variables. In this section, we look at pairs of linear equations involving the variables x and y. Each equation, as we have learned in previous sections, may be represented by a linear graph that is true for many x- and y-values. If the graphs intersect (when wouldnt they?), the values of x and y at the intersection are those that make both equations true.
Graphical solution
Finding the point of intersection of two straight lines can be done graphically; however, the accuracy of the graph determines the accuracy of the solution. Consequently, using a calculator to solve the equations graphically is more reliable than reading the solution from a hand-drawn graph.
Worked example 13
Use a CAS calculator to solve the following simultaneous equations graphically. y = 3x + 5 4x 7y + 8 = 0

think
1
Write
Using a CAS calculator, make y the subject of the second equation. Complete the entry line as: solve (4x 7y + 8 = 0, y)
solve (4x 7y + 8 = 0, y) 4( x + 2) Result: y = 7
15
On a Graphs page, complete the function entry lines as: f 1(x) = 3x + 5 4 ( x + 2) f 2( x ) = 7 Use the calculator to find the intersection point. Write the answer.
f 1(x) = 3x + 5 4( x + 2) f 2(x) = 7
Solving y = 3x + 5 and 4x 7y + 8 = 0 simultaneously produces the solution (1.08, 1.76).
algebraic solution
It is possible to solve simultaneous equations without graphs, that is, algebraically. The methods of substitution and elimination taught in earlier years may be used.
Worked example 14
Use the substitution method to solve the following simultaneous equations. y = 2x + 5 x + 3y = 25

think
1
Write
x x
Write down and label the equations. Substitute [1] into [2] and label the resulting equation [3]. Solve [3] for x and label the solution as [4].
y = 2x + 5 + 3y = 25
[1] [2] [3]
+ 3(2x + 5) = 25 + 6x + 15 = 25 5x + 15 = 25 5x = 10 x=2
[4]
Use the solution to solve for y and label the solution as [5].
Substitute [4] into [1]. y = 2(2) + 5 y=4+5 y=9 Solution: (2, 9) Check in [2]. LHS = x + 3y = 2 + 3(9) = 25 = RHS
[5]
5 6
State the complete answer. Optional check: substitute [4] and [5] into [2] to check that these values for x and y make [2] true.
Worked example 15
Use the elimination method to solve these simultaneous equations. 2 x + 9y = 5 5 x 2y 12 = 0

think
1
Write
Write down and label the equations. Rearrange [2] so it is in a similar form to [1]. Call this [3]. Write down [1] again.
2x + 9y = 5 5x 2y 12 = 0 5x 2y = 12 2x + 9y = 5
[1] [2] [3] [1]
16
Obtain 10x in both [1] and [3]. Eliminate x as shown. Solve for y.
2 [3] 10x 4y = 24 5 [1] 10x + 45y = 25 [5] [4]: 49y = 49 49 y= 49 y = 1
[4] [5]
4 5
[6]
Substitute [6] into [1] to find x.
Substitute [6] into [1]. 2x + 9 (1) = 5 2x 9 = 5 2x = 5 + 9 2x = 4 x=2 Solution: (2,

1)
[7]
7 8
State the solution. Again, [6] and [7] may be checked in [2] if desired.
Check in [2]. LHS = 5x 2y 12 = 5(2) 2(1) 12 = 10 + 2 12 =0 = RHS
Worked example 16
Two shoppers buy the following at a fruit shop, paying the amounts given. What was the cost of each apple and each banana? Shopper 1: 4 apples and 3 bananas for $2.59 Shopper 2: 6 apples and 5 bananas for $4.11
think
1
Write
Decide on variable names for the unknown quantities. Write equations involving these variables. Work in terms of cents. Choose a variable to eliminate, in this case b. Find [3] [4] and solve for a. Solve for b.
Let a = cost of an apple (in cents). Let b = cost of a banana (in cents). 4a + 3b = 259 6a + 5b = 411 5 [1]: 20a + 15b = 1295 3 [2]: 18a + 15b = 1233 [3] [4]: 2a = 62 a = 31 Substitute [5] into [1]. 4 31 + 3b = 259 124 + 3b = 259 3b = 135 b = 45 [1] [2] [3] [4] [5]
[6]
State the answer using [5] and [6] as a guide.
The cost of an apple is 31 cents, and the cost of a banana is 45 cents.
exercise 1e
+ y = 4, y = 6x + 5 f 9x + y = 17, x + y = 14
d
3x
1 We13 Use a CAS calculator to solve the following simultaneous equations. a y = 2x, y = 4x 6 b y = 3x 5, y = 20 c y = 3x + 5, y = 7x 4 e y = 10x + 1, 2x + y = 6
diGital doCS doc-9702 Simultaneous linear equations graphical method
17
2 We14 Use the substitution method to solve the following simultaneously. a y = 3x + 1, y = 2x + 2 b y = 5x + 5, y = x 19 c y = x + 2, 3x 4y = 1 e 3

4x
d y = 2x + 3, 5x + 2y = 1
5 6 7
3y = 2, y = 6x + 7 f y = 10 x, 2x + 7y = 5 We15 Use the elimination method to solve these simultaneous equations. a 9x + 10y = 153, 3x y = 12 b 7x 11y = 13, x + y = 11 8 c 6x 2y = 10, 2x + 5y = d 3x + y = 8, 4x + 2y = 21 e 7y x = 11, x + y = 10 f x 11y = 15, y + 6x = 9 We16 At the conclusion of a tour of Wonky Willys confectionery factory, Nutrina buys 10 choc balls and 8 fizz wizzers for $4.30, and her friend purchases 6 choc balls and 9 fizz wizzers for $4.05. Determine the cost of each type of lolly. The sum of two whole numbers, x and y, is 41. The difference between them is 3. Write two equations involving x and y and solve them to find the numbers. A farmer counts emus and sheep in a paddock, and notes there are 57 animals and 196 feet. Assuming no animal amputees, how many of each animal are there? A sports store supplies 24 basketballs and 16 cricket balls to one school for $275.60, and delivers 12 basketballs and 32 cricket balls to another school for $211. If delivery is free, how much did the supplier charge for each type of ball?
8 A businessperson hires a stretch limousine for 2 days and a sedan for 3 days while on an interstate trip.
If the total car hire cost of the trip was $675, and the limousine cost triple the price of the sedan, find the cost per day of the limousine. 9 mC A manufacturing plant produces square and circular metal panels in fixed sizes. If the mass of a square panel is 13 kg and that of a circular panel is 22 kg, how many of each panel are there in a truck loaded with 65 panels of total mass 1205 kg? The equations to solve are: a 13s + 22c = 1205, s + c = 65 B 22s + 13c = 1205, s + c = 65 C 13s + 22c = 65, s + c = 1205 d 22s + 13c = 65, s + c = 1205 e 13s + 22c = 1205, s + c = 35 10 mC Which of the following is a solution of 11x + 2y = 121 and 10x + 12y = 222? a (11, 2) C (10, 12) e (6, 10) B (121, 222) d (9, 11)
1F
Finding the equation of a straight line

y (x2, y2) (x, y) (x1, y1) x
Consider a general linear graph containing the particular points (x1, y1), (x2, y2) and the general point (x, y) (which could be any point). Using the first two of these points in the formula for gradient, we have y2 y1 [1] m= x x 2 1 Using the first point and the general point in the same formula yields y y1 [2] m= x x1 Putting [2] = [1] gives y y1 y2 y1 , which may be rearranged to = x x1 x 2 x1 y y y y1 = 2 1 ( x x1 ) [3] x 2 x1
y2 y1 , equation [3] may be written x 2 x1 y y1 = m(x x1) [4] This last formula may be used to find the equation of a straight line when two points are given or when the gradient and only one point are given. When two points are given, the gradient m may be found y2 y1 first using m = x x and substituted into the formula y y1 = m(x x1) along with one of the points. 2 1 Since m =
18 Maths Quest 11 Mathematical Methods CAS
Worked example 17
Find the equation of the line having gradient 3 that passes through (7, 11). 4 Express your answer in the forms i ax + by + c = 0 and ii y = mx + c.
think
1 2
Write
As one point and the gradient are known, use the formula y y1 = m(x x1). List the given information. Substitute for all variables except x and y. Simplify, expressing in the form ax + by + c = 0. Express your answer in the form y = mx + c.
y y1 = m(x x1) m=
3 4
(x1, y1) (7, 11) y 11 =

3 4
3 4
(x 7)
4y 44 = 3(x 7) 4y 44 = 3x 21 3x 4y + 23 = 0 3x + 23 = 4y y= 4x+
3 23 4
ii
Worked example 18
Find the equation of the straight line containing the points (2, 5) and (3, 1). Express your answer in the forms i ax + by + c = 0 and ii y = mx + c.
think
1
Write
Write down the points so they match the variables in the formula. As two points are known, first use the y2 y1 formula m = to find m. x 2 x1
(x1, y1) (2, 5) m= = y2 y1 x 2 x1
(x2, y2) (3, 1)
1 5 3 2 6 = 5 =
6 5
3 4
Write the formula y y1 = m(x x1). Substitute the calculated gradient m = 5 and the first point (x1, y1) = (2, 5). Leave x and y as they are. Simplify and express in the two forms required.
6
y y1 = m(x x1) y 5 =
6 5 6
( x 2)
i ii
y + 5 = 5 ( x 2) 5y 25 = 6(x 2) 5y 25 = 6x 12 5y = 6x + 13 So 6x + 5y + 13 = 0, or y=
6 5
13 5
perpendicular lines
Perpendicular lines are lines that meet at right angles. The gradients of two perpendicular lines, when multiplied together, equal 1. Stated mathematically: m1 m2 = 1
1 Another way to write this relationship is m1 = m . This type of relationship is known as a negative 2
reciprocal. For example, the negative reciprocal of gradients are negative reciprocals.
2 3
is
3 2
. So, two lines are perpendicular if their
exercise 1F

Gradient of equation 1 (m1) y= y= Equation 2 f2(x)
1 2 1 3
1 Copy and complete the table below.

diGital doC doc-9703 SkillSHEET 1.2 reciprocals and negative reciprocals
Equation 1 f1(x)
a b c d e
Gradient of equation 2 (m2)
m1 m2
y = 2x + 1 y = 3x 4 y = 4x + 6 y = 5x 3 y=
9 7 2 1
x x+2
y = 4x 9 y=
5 2 7
x+4
y = 9x + 1
2 Sketch f1(x) and f2(x) for part a above using a calculator or using graph paper with identical scales on
each axis to produce accurate graphs. What do you notice about the graphs?
3 Repeat question 2 for graphs b to e. Do you notice anything special about each pair of graphs? 4 Find the gradient of a line perpendicular to another line that has a gradient of: a 4 a y = 5x + 2 d y= 6 We17
diGital doC doc-9704 equation of a straight line
7 6
1 7
7 2 2 3
1.
5 Find the gradient of a line that is perpendicular to the line with equation: b y=x1 e 2x + y = 5 c y=
x+1
x2
f 3x 4y = 7.
Find the equation of a straight line having the gradient given and passing through the point listed. Express your answer in the forms i ax + by + c = 0 and ii y = mx + c. a (1, 2) gradient 3 b (4, 1) gradient 5 c (3, 2) gradient 1 d (3, 2) gradient 1
2
7 We18
8 9 10
11
12
Find the equation of the line containing each pair of points. Express your answers in the forms i ax + by + c = 0 and ii y = mx + c. a (5, 2) (3, 1) b (1, 1) (5, 5) c (6, 3) (8, 2) d (2, 2) (0, 1) 3) that makes an angle of 45 with the positive x-axis. Find the equation of the line passing through (3, Find the equation of the line containing (7, 2) that makes an angle of 71.565 with the positive x-axis. Find the equation of the line (in y = mx + c form) that: a is perpendicular to the line with equation y = 3x + 1, passing through (3, 6) 2 b is parallel to the line with equation y = x 9, passing through (4, 7) 5 c is parallel to the line with equation 3x + 6y = 8, passing through (2, 2) d is perpendicular to the line with equation 6x + 7y 2 = 0, passing through (4, 0) e has gradient 2, passing through the intersection of the lines with equations y = 3x 5 and y = 2x + 5 3 f has gradient 4 , passing through the intersection of the lines with equations x + 4y = 14 and 5x + 2y = 4. Find the equation of the line that passes through the point of intersection of the lines whose equations are 7x 3y 19 = 0 and 3x + 2y + 5 = 0, given that the required line is parallel to the line with equation 5x 2y = 3. Find the equation of a line containing the intersection of the lines with equations y = 3x + 4 and 5x 3y + 40 = 0 that: 6 2 a has a gradient of 7 b is perpendicular to the line with gradient 3
c passes through the point (1, 9) d is parallel with the line joining (8, 5) and (0, 4).
20
13 A line passes through the points (8, 5), (4, 3) and (a, 12). Find the value of a. 14 The points (2, 7) and (6, 9) lie on the same straight line. Does the point (4, 8) also lie on this line? 15 The height of a particular young pine tree is found to increase in a linear manner each month in the first
year after planting. Find an equation connecting height with time in months after planting, using the information supplied in the diagram below.
52 cm 34 cm
After 2 months
After 5 months
The distance, d, between any two points on the Cartesian plane may be found using Pythagoras theorem applied to a right-angled triangle as shown at right. Using Pythagoras theorem: c2 = a2 + b2 or c = a 2 + b 2 and replacing c with d, a with (x2 x1) and b with (y2 y1), we have d = ( x 2 x1 )2 + ( y2 y1 )2 .
distance between two points and y (x , y ) midpoint of a segment y

1G
2 2 2
y1
(x1, y1)
(y2 y1)
interaCtiVitY int-0260 distance between two points and midpoint of a segment
(x2 x1)
x1
Worked example 19
x2 x
Find the distance between the points (3, 7) and (5, 2) correct to 3 decimal places.
think
1
Write
Match up (3, 7) and (5, 2) with (x1, y1) and (x2, y2). Substitute into the formula for d and simplify.
(x1, y1) (3, 7)
(x2, y2) (5, 2)
d = ( x 2 x1 )2 + ( y2 y1 )2 = (5 3)2 + ( 2 7)2 = (8)2 + ( 9)2 = 64 + 81 = 145 = 12.042, correct to 3 decimal places
21
midpoint of a segment
The middle or midpoint M (xm, ym) of a segment joining two general points A (x1, y1) and B (x2, y2) is shown on the Cartesian plane below.
y B (x2, y2) y2 ym M (xm, ym) A (x1, y1) ym y1 xm x1 C x2 xm E D x
Consider the triangles ACM and MEB. MAC = BME (since AM and BM have the same slope) CMA = EMB (since ACM and MEB are both 90) AM = BM (given, as M is the midpoint) Therefore ACM MEB. Since the horizontal and vertical sides of the two triangles must be equal, we have: xm x1 = x2 xm and ym y1 = y2 ym Simplifying these, 2xm = x2 + x1 2ym = y2 + y1 xm = x 2 x1 2 ym = y2 + y1 2
x +x y +y So the point M has coordinates 1 2 , 1 2 . 2 2

Worked example 20
Find the midpoint of the segment joining (5, 9) and (3, 11).
think
1
Write
Match (5, 9) and (3, 11) with (x1, y1) and (x2, y2). Substitute values into the formula for M and simplify.
(x1, y1) (5, 9) M=
(x2, y2) (3, 11)
x1 + x 2 y1 + y2 , 2 2
5 + 3 9 + 11 = , 2 2 2 20 = , 2 2 = (1,10)
diGital doC doc-9706 distance between two points
distance between two points and midpoint of a segment

exercise 1G
1 We19 Find the distance between each of the following pairs of points. a (4, 5) and (1, 1) b (7, 14) and (15, 8) c (2, 4) and (2, 3) d (12, 8) and (10, 8) 2 Calculate the distance between each of the pairs of points below, accurate to 3 decimal places. a (14, 10) and (8, 14) b (6, 7) and (13, 6) c (11, 1) and (2, 2) 3 Find the distance between each of the following pairs of points in terms of the given variable(s). a (a, 1), (2, 3) b (5, b), (0, 6) c (c, 2), (4, c) d (d, 2d), (1, 5)
22
4 Two hikers are about to hike from A to B (shown on the map below). How far is it from A to B as the
crow flies, that is, in a straight line?
N
50 m 100 m 200 m
100 m 200 m 300 m
B (E7, N4) Lake Phillios
A (W12, S5)
Grid spacing : 1 km
5 Using the coordinates shown
y (in metres)
on the aerial photo of the golf course, calculate (to the nearest metre): a the horizontal distance travelled by the golf ball for the shot down the fairway b the horizontal distance that needs to be covered in the next shot to reach the point labelled A in the bunker.
(225, 96)
A (320, 148) x (in metres)
(80, 64)
6 We20 Find the midpoint of the segment joining each of the following pairs of points. a (1, 3) and (3, 5) b (6, 4) and (4, 2) c (2, 3) and (12, 1) d (6, 3) and (10, 15) d 7 Find the midpoint of the segment joining each of the following pairs of points. a (7, 2) and (4, 13) b (0, 22) and (6, 29) c (15, 8) and (4, 11)
diGital doC doc-9707 midpoint of a segment
(3, 40) and (0, 27)
8 Find the coordinates of the midpoint of each of the following pairs of points, in terms of a variable or
variables where appropriate. a (2a, a) and (6a, 5a) points A and B. a A (2, a), B (6, 5), M (4, 5)
b (5, 3c) and (11, 3c)
c (3f, 5) and (g, 1)
9 Find the value of a in each question below so that the point M is the midpoint of the segment joining b A (a, 0), B (7, 3), M (8, 2 ) Chapter 1 Linear functions 23
3
10 A fun-run course is drawn (not to scale) at right.
y (4.5, 5)
D2
If drink stations D1, D2 and D3 are to be placed at the middle of each straight section, give the map coordinates of each drink station. 11 Find the equation of a line that has a gradient of 5 and passes through the midpoint of the segment joining (1, 7) and (3, 3). 12 Find the equation of a line parallel to the line with equation 9x 3y = 5 that passes through the midpoint of the segment connecting (0, 4) and (2, 10).
(1.5, 3.5)
D1
Of cial tent (1.5, 2)
START/ FINISH
Coordinates are in kilometres.
(3, 7)
D3
(13, 8)
1h
linear modelling
Many real-life applications, such as fees charged for services, cost of manufacturing or running a business, patterns in nature, sporting records and so on, follow linear relationships. These relationships may take the form of a linear equation; for example, F = 50 + 30t may be used by a tradesperson to calculate her fee (in dollars) for t hours of work. Here, F is the fee in dollars, and t the time in hours. The 50 represents an initial fee for simply turning up, while the 30t is the amount charged for the time spent on the job. For example, if t = 2 hours, 30t = 60, so the total charge for the work would be $(50 + 60) = $110. Equations like F = 50 + 30t are sometimes referred to as linear models, a common form of which is: Total cost = Fixed cost + Cost per unit Number of units. This is, of course, equivalent to y = mx + c.
Worked example 21
y = c + mx.
A generator company charges a $200 delivery fee, and a rental fee of $1500 per day. a Find an expression relating total charge to the number of days for which the generator is hired. b Sketch a graph of the relationship. c What would be the charge for 4 weeks of rental?
think Write/draW
a 1 Define convenient variables.

2
a Let T = total charge (in dollars) and
n = number of days the generator is hired. T = 200 + 1500n
The fixed cost is $200, and the cost per unit is $1500. (c = 200, m = 1500)
b 1 Find the vertical intercept (when n = 0).

2
b If n = 0, T = 200 T ($) 3200 1700 200 1 2 n (Days)
The total cost rises $1500 each day, so the graph must show this.
c 1 After 4 weeks, n = 28. Substitute this in the equation from part a.
c If n = 28
T = 200 + 1500 28 = 200 + 42 000 = 42 200
Write the answer in words.
After 4 weeks, the total cost is $42 200.
24
Worked example 22
Rent-a-Chef provides food cooked and served by a qualified chef at parties. The company charges $120 as a booking fee, and an additional $30 per hour. Another company, Greased Lightning, provides fast food served by two students at a cost of $65 per hour, with no booking fee. Under what conditions would it be cheapest to hire Greased Lightning?
think
1 2
Write
Define convenient variables. Write an equation for the cost of hiring both organisations. Use simultaneous equations to find when the cost is the same with each group.
Let C = cost (total) in dollars and t = time in hours. Rent-a-Chef C = 120 + 30t Greased Lightning C = 65t Put [1] = [2] 120 + 30t = 65t 120 = 35t 120 t= 35 = 3.4 hours It is cheaper to hire Greased Lightning for food preparation and service of less than 3.4 hours (3 hours and 26 minutes) duration. [1] [2]
At 3.4 hours, the cost is the same. Since Greased Lightning has the higher per hour cost, after 3.4hours, they would be more expensive.
Notes 1. 0.4 hours = 0.4 60 minutes = 24 minutes. 2. An alternative approach would be to use a CAS calculator and find the point at which the two graphs crossed.
exercise 1h
1 We21
linear modelling
diGital doC doc-9708 Simultaneous linear equations
The cost of hiring a floodlit tennis court consists of a booking fee and an hourly rate. a Use the photo to write an equation for the total hire cost in terms of the hourly rate. b Sketch a graph of the relationship. c What would be the charge for 3 hours? appearance fee, and $8 per minute sung. a Write an equation for the total cost of a singing telegram in terms of the number of minutes sung. b Sketch a graph of the relationship. c What would be the charge for a 5-minute singing telegram?
2 A singing telegram service charges a $60
3 Colleen delivers junk mail and is paid $32 to traverse a particular route, and a further 10 cents per
leaflet delivered. a Write an equation for the total payment she receives. b Sketch a graph of the relationship expressed in a. c What would be Colleens pay if she delivers 1650 leaflets along the route?
4 A pay-TV salesperson receives $300 per week plus $20 for every household he signs up to have pay-
TV connected. How much does the salesperson receive for a week in which he signs up 33 households?
5 We22 A computer firm, SuperComputers Inc., offers a back-up plan covering the ongoing service and
troubleshooting of its systems after sale. The cost of signing up for the service plan is $215, and there is an
hourly rate of $65 for the servicepersons time. Purchasers not signing up for the plan are charged a flat rate of $150 per hour for service. Would it be advisable to sign up for the service plan if you expected to need 3 hours of service assistance during the life of a computer purchased from SuperComputers Inc? 6 Two amusement parks show the following information for school-age tourists in a promotional brochure. After how many rides does an excursion to Fun World become the cheaper option for the same number of rides?
A qua Wor ld
$8.00 entry $2.50 per ride
$12 entry $1.50 per ride
7 A telephone company, Opus, offers calls to Biddelonia for a connection fee of $14, and thereafter
$1 per minute. Its rival, Elstra, offers calls for $2 per minute (no connection fee) to the same country. a Compare the cost of a 10-minute call to Biddelonia using each company. b At what point would it be cheaper to use Opus? 8 It costs you $6 to get into a taxi (the flagfall), and $1.50 per kilometre if you use PinkCabs, while NoTop taxis charge $8 flagfall, and $1.20 per kilometre. a How much would it cost with each company to travel 15 kilometres in one of its cabs? b When would it cost the same to use both companies? 9 Medirank, a health insurance company, charges $860 per year (for a single person) and requires customers to pay the first $100 of any hospital visit. HAB, on the other hand, charges an annual fee of $560 and requires its members to pay the first $150 of any hospital visit. Determine the number of hospital visits in a year for which the cost of health services is the same whichever company insures you.
10 Nifty is a car hire firm that charges insurance of $135 and $50 per day car hire. A competitor, Savus,
simply charges $65 per day and offers free insurance. You are planning a holiday, and would prefer to use Savus. Under what conditions (days hired) could you justify this choice?
Summary
Do the same to both sides and remember inverse operations + and , and , and 2. Aim to get a single variable by itself. Solve inequations the same way as equations, keeping the original inequality sign at each step, unless multiplying or dividing by a negative number. Make x the subject means manipulate into the form x = . Substitute means to replace a variable with a value. m= y2 y1 m = tan ( ) x 2 x1 where is the angle the line makes with the positive direction of the x-axis.
rearrangement and substitution Gradient of a straight line
The general equation for a straight line of gradient m and y-intercept c is y = mx + c. Lines with the same gradient (m) are parallel. To find the y-intercept, let x = 0 and find y. To find the x-intercept, let y = 0 and find x. If y = 0 when x = 0, substitute another x-value (for example x = 1) to find another point on the line. Join two points and/or intercepts with a straight line. Simultaneous equations can be solved with a calculator. For equations of the form y = ax + b, y = cx + d, consider using substitution. For equations of the form ax + by = c, dx + ey = f, consider using elimination. Formulas for finding the equation of a straight line: y y y y1 = 2 1 ( x x1 ) y = (mx + c) y y1 = m(x x1) x 2 x1 For perpendicular lines, m1 m2 = 1. d = ( x 2 x1 )2 + ( y2 y1 )2 x1 + x 2 , y1 + y2 M= 2 2 Total cost (y) = fixed cost (c) + cost per unit (m) number of units (x) y = c + mx
distance between two points and midpoint of a segment
linear modelling
27
Chapter review
S h ort anS Wer
3(5 x 4) 6(4 x + 3) . = 7 5 7x + 8 = 4 x 9. 2 Find the value of x where 3 10

1 Solve the equation
1 x . 4 2 4 The following formula may be used to study planetary motion.

3 Solve the inequality
3( x
+ 4)
GmM m 4 2 R = R2 T2 Make T the subject of the equation.

5 Using Pythagoras theorem, find the length of the hypotenuse of the
triangle shown. Express your answer: a in surd form b to 3 decimal places.

6 Calculate the gradient of each of the following lines. y a 6 b y
6 5 4 3 2 1
8 c y
5 4 3 2 1 0 1 2 3
1 2 3 4 5 6x
1 grid square = 1 unit
y x (12, 3)
(4, 10) 7 Find the gradient of the line joining (7, 15) and (2, 6). 8 Find the gradient of the line shown. y
77 x 9 State the gradient of the line below. y
28
10 State the gradient and y-intercept (in that order) for each of the following. a y = 3x 7 b 5x + 3y = 30
2 5
c 2x 4y 8 = 0
11 Find the equation for a linear graph having gradient 12 Sketch graphs of the following, showing intercepts. a y = 3x + 24 b x + 8y = 40
2x
and y-intercept 3.
d y + 6x = 0
c 9x 7y 63 = 0
13 Solve y = 3x + 10 and y = 15 graphically. a Sketch the solution on a set of axes. 14 Solve y = 3x, y = 6x 15 using substitution.
b State the solution (point of intersection).
15 Use the method of elimination to solve 4x 7y = 21, 2x + y = 6. 16 A piggybank contains 67 coins. If there are only one- and two-dollar coins in the piggybank,
and there are 25 more one-dollar coins than two-dollar coins, how many of each type are there?
17 Find the gradient of a line perpendicular to 3x 9y = 7. 18 Find the equation of the line containing (4, 8) and (3, 1). 19 Find the equation of the line having gradient 21 The distance between (2, 7) and (a, 2) is
6
20 Find the equation of the line perpendicular to y = x 5 that passes through (8, 6).
that passes through (1, 4).

1 4
41 units. Find the value of a if it is positive.
22 Show that the triangle with vertices (3, 7), (3, 3) and (6, 3) is a right-angled triangle. 23 The midpoint of the line joining (k, 2h) and (9k, 6h + 2) is (20, 11). Find k and h. 24 The washing machine repair company Washed out charges $75 to come to your house, as well as an
hourly charge of $65, calculated to the nearest half hour. a Write an equation that may be used to calculate the cost of any service call if the time taken by the repairer is known. b Sketch a graph of the relationship between repair cost and time taken to do a repair. 1 c How much would it cost to have a repair done that takes 3 2 hours?
1 The first step in solving
7 x 23 = 99 would be to: 3 a add 23 to both sides B divide both sides by 3 C divide both sides by 7 d multiply both sides by 3 e multiply both sides by 7
a 3x + 7 = 8 d 2(x + 3) = 10 B 2x 7 = 5 e
5x
m U ltip l e C ho iC e
2 x = 5 is a solution to the equation:

C
x + 25 =5 6
= 45
3 The solution to
a x 10
x + 14 2( x + 2) is: 3 2 B x5
C x5 B a2 = b2 + c2 e a=b+c
1
d x
2 5
e x 5
4 When c2 = a2 + b2 is rearranged to make a the subject, the equation becomes:

a c= d a=
a2 + b2 c2 b2
C a2 =
c2 b2
5 Which values, when substituted into K = 2 mv 2, give a value for K of 4?

a m = 2, v = 4 d m = 8, v = 1
1 3 1 2
B m = 4, v = 2 e m = 1, v = 16
C m = 8, v = 2
6 Using the equation P = m1v1 + m2v2, if P = 10, m1 = 2, m2 = 6 and v1 = 4, v2 would equal:

a B C 1 d 2 e 3
29
7 The line shown has a gradient of:

a B C d e
6 3 2
y 6
2
6 3
x y (6, a) x
8 The gradient of the line shown at right is 3. The value of a must be: a 2 B 1 C 5 d 7 e 11 9 The gradient of the line joining (1, 0) and (4, 10) is:
a
4
C 2
d 4
e 5
6 ? 7
(2, 5)
C y
10 Which of the graphs below has a gradient of

a
y 7
y 6
6 7 x
6
d
x y
e
y 6 x
7 6
11 The gradient of the line with equation y =

a 1 B
6 7
6 7
x 1 is:
C 6
2 3 7
d 6
e 7
12 The y-intercept of the line with equation y = 12 x +

a
2 3
is:
d 3
2 3
3 2
C 2
e 12
13 The gradient and y-intercept (in that order) of the line with equation 2x 3y = 7 are:
a 2 and 3 d
2 3
B 2 and 7 e
3
C
7 2
and 7
and
7 3
and
14 Which of the following could be the graph of y = 2x + c?

a
y c
x c x
30
e y
x 15 The equation of the line shown at right is:

a 2x 5y = 1 C 15x + 6y = 30 e
y 2 x
x y =1 2 5
B 2x y = 4 d 10y x = 2
16 To solve the equations 2x + y = 5 and 3x 6y = 12 graphically on a calculator, you would enter the
a B C d e
equations in the function entry line as: f 1(x) = 2x + y and f 2(x) = 3x 6y f 1(x) = 5 and f 2(x) = 12 f 1(x) = 5 2x and f 2(x) = 12 + 6y f 1(x) = 2x + 5 and f 2(x) = 3x + 12 x f 1(x) = 2x + 5 and f 2(x) = 2 2
17 Which of the following would be the most effective way to solve the following equations
simultaneously? y = 2x 13 [1] y = 7x + 2 [2] a Multiply [1] by 2 and [2] by 13 and add the newly formed equations. B Multiply [1] by 7 and put it equal to [2]. C Multiply [2] by 2 and put it equal to [1]. d Multiply [1] by 2 and [2] by 7 and subtract the newly formed equations. e Put [1] equal to [2].
18 The gradient of a line perpendicular to a line with a gradient of 7 is:
a 1 d 7
7
B 7 e
7 1 7x
7 1
19 The gradient of a line perpendicular to y =

a
1 7 5
B 7 e
+5 is: 16
C
d 16
7 16
16 7
20 The equation of the line containing (1,

a y2=x1 d x 2y = 3
2)
and (2, 3) could be expressed as:

C y+3=x1
B y+2=1x e 3x 5y = 1
21 A line with equation y 7 = 5(x 1) has:

a gradient 5 and contains the point (7, 1) C gradient 5 and contains the point (1, 7) e gradient 1 and contains the point (5, 7) a (2 4)2 + (1 3)2 d
B gradient 7 and contains the point (1, 7) d gradient 5 and contains the point (1, 7)
22 The distance between (4, 3) and (2, 1) is equal to:

B e
(4 3)2 + ( 2 1)2 ( 2 4)2 (1 3)2
(4 2 + 32 ) ( 22 12 )
(4 + 2)2 + (3 1)2
31
23 The midpoint of the segment joining (11, 3) and (5, 17) is:
a ( 5 , 1 ) d
1 1 2 2 1 1 ( 2 2 ,8 2 )
B (3, 7) e (4, 6)
C (6, 14)
24 Bote lives 5 kilometres from the nearest post office. At noon one day he begins cycling (from home) at
20 kilometres per hour in a constant direction away from the post office. At t hours after Bote begins cycling, the distance, D km, that he is from the post office is given by: a D = 5t B D = 20t C D = 5t + 20
d D = 20t + 5 e D = 20t 5
25 The linear function f : D R, f ( x ) = 6 2 x has range [4, 12]. The domain D is:
a [3, 5] d e x t ended r e SponS e B [5, 3] e C R
[14,
18]
[18,
14]
y
C B A
1 The graph at right is a rough sketch of three points on a section of
sheet metal that are to be drilled by a programmed robotic drilling arm. Any deviation from a straight path, no matter how slight, means the arm must be programmed for more than one direction. 16 The coordinates marked are correct. Will the robotic arm be able to 12 move in one direction only to drill all three holes?
2 Points A, B and C have the coordinates (1, 6), (0, 0) and (2, 2). 6
Find the coordinates for a point D so that the four points form a parallelogram. (4, 2),
1) 7).
14
20
3 Consider the points (6, 2), (4, and (0, a Find the coordinates of the midpoints of each side of the quadrilateral formed by the points. b Show that the shape formed by the midpoints is a parallelogram. c Repeat parts a and b for a different set of starting points. d What can you conjecture based on your answers? 4 The cost of a parachuting course consists of a charge of $250, which covers equipment hire and tuition,
and a further expense of $55 per jump. a Express the total cost, C, as a function of j, the number of jumps. b How many jumps could a person doing the course afford if she was prepared to spend up to $1000?
5 A physics student conducts an experiment to find out how much a spring stretches when various
weights are hung from it. Her results are shown in the table below. Length of spring (cm) 4 7 12 16.5 20.5 25
a b c d 32
Force applied (N) 0 10 20 30 40 50
What is the natural or unstretched length of the spring? Plot a graph of the students results. Draw a straight line through the points that best describes the data. Select two points on the line and use them to fit a linear equation to the line.
A second student conducts the same experiment on a similar spring. His results are shown below. Length of spring (cm) 5 10 16 21 24 28 Force applied (N) 0 10 20 30 40 50
e On the same set of axes you used in part b, plot the results of
the second experiment and join the points with a line of best fit.
f Write an equation that describes the relationship between the
force applied and the length of the second spring. The gradients of graphs such as the ones you have drawn give an indication of the stiffness of a spring. The greater the gradient, the harder it is to stretch the spring. The lower the gradient, the easier it is to stretch the spring. g Comment on the stiffness of the two springs investigated by the students. h Is it likely that these two springs will ever be the same length at a given force; that is, is it likely that the intersection of the two graphs could ever really happen? Explain your answer.
diGital doC doc-9709 Test Yourself Chapter 1
33
ICT activities
Chapter opener
diGital doC 10 Quick Questions doc-9695: Warm up with ten quick questions on linear functions (page 1)
1F
1a
diGital doC doc-9696: Use trial and error to balance an equation and hence solve for the unknown variable (page 3)
diGital doCS SkillSHEET 1.2 doc-9703: Practise writing positive and negative reciprocals of rational numbers (page 20) doc-9704: Investigate the equations of straight lines (page 20) WorkSHEET 1.2 doc-9705: Sketch linear graphs, determine equations of linear graphs and application problems (page 21)
1G distance between two points and midpoint of a segment

interaCtiVitY Distance between two points and midpoint of a segment int-0260: Consolidate your understanding of how to calculate the distance between two points and the midpoint of a segment (page 21) tUtorial We 19 eles-1405: Watch how to calculate the distance between two points on a Cartesian plane (page 21) diGital doCS doc-9706: Investigate the distance between two points (page 22) doc-9707: Investigate the midpoint of a segment (page 23)
1B
diGital doC Career profile doc-9697: Learn how a vigneron uses substitution and other areas of mathematics in his work (page 8)
1C
diGital doCS doc-9698: Calculate the gradient between two given points (page 10) SkillSHEET 1.1 doc-9699: Practise using the gradient to find the value of a parameter (page 11)
1d
1h
linear modelling
diGital doCS WorkSHEET 1.1 doc-9700: Solve linear equations, use substitution and calculate gradients of straight line graphs (page 12) doc-9701: Investigate the effect of changing the gradient and y-intercept for a linear graph (page 14) tUtorial We 12 eles-1404: Watch a tutorial on how to sketch a linear graph by hand (page 13)
diGital doC doc-9708: Investigate simultaneous linear equations (page 25) tUtorial We 22 eles-1406: Watch how to apply linear algebra skills to determine the conditions for which it would be cheapest to hire a catering company (page 25)
Chapter review
diGital doC Test Yourself doc-9709: Take the end-of-chapter test to test your progress (page 33)
1e
diGital doC doc-9702: Use the graphical method to solve simultaneous linear equations (page 17)
To access eBookPLUS activities, log on to www.jacplus.com.au
34
Answers CHAPTER 1
linear FUnCtionS
1 a 2 d g 2 a b 8 e 1 h 10 b 5 e 12 h k
13 76 59 9 31 3
exercise 1a
c f i c f
7 3
7 1 6
9 9
d 112 g
9 12 13 5
3 a d g 4 a c 5 a c 6 a 2 7 9 a c 10 a
1.192 0.577 1 0.93 0.53 D A B 4 5 No
17
b e h b d b d b 8
3.078 0.577 57.290 2.61 3.73 C B E

17 300
c 0.176 f0
8 a y = 4x + 2 c y= 9 a
4 3
b y=
5 2 5
x5
x2
y 18
e y = 2x 1
d y = 6x + 5 f y = 5x
i 3 l 7 c x>3 f x2
3
j 4 3 a x 6
b 31 d 3 b Yes
x y 7 x
c 224 cm
b x
exercise 1d

y = 2x y y = 3x y = 2x y=x x 21
d x < 3
exercise 1B
e x 11
1 ae
substitution
rearrangement and
y = x
c
3 2
y x
1 a P=AL c t=
d v E 2
A w C d r= 2
b l= f r=
e =
kQq F
2 The higher the number, the steeper the
y 10
2 Fd + mu 2 g v= m S 2lh i w= 2(l + h)
2 a 0.267 d 13 100 3 a l= c a= e 4 a b 5 a b 6 a
v2 h = rT
j H= b 350 e 2.498
S 2 r 2 2 r
c 7
graph. Positive values make the graph slope up when moving (or tracing) to the right; negative values make the graph slope down when moving to the right.
y y=x+2 y=x+1 y=x+3 1 4 y=x 4 4 x
3 ad
30
A, 7.746
vu , 4.167 t (1 ) K c= , 2622 2 42 cm P P 2l w = l or w = 2 2 240 m2 2A 2 A bh a= b or a = h h $1123.60
3V , 6.204 br=3 4 T 2 d l = g , 3.972 2

4 ad c 40 mm
10 3
f
y 6 y = 2x + 1 y = 3x 5
y 8 x
16
c 18 cm
01
y = 2x 7 x y = 3x + 6
10 a
A A D 1 = 100 b r = 100 D D c 41.4% fv uv 7 a f = b u= v f u+v c 150 cm

8 b=2
2 3 x
5 7
5 The number is where the graph cuts the
y 4
y-axis (hence the name y-intercept). 6 a y = 2x + 7 b y = 3x + 1 2 1 c y = 5x 2 d y= 3x+3

e y= 4x 2 7 a 4, 5 c 3, 1 e 7, 9 g 11 , i
1 5 , 6 2 2 6 3 1
f y = 2x + 12
25 9 h= cm
exercise 1C

b
1
1 a 2 2 a 2
b5
4, 8 2, 4 2, 5 8 2 h , 3 3
b d f j
y 6
1 2
5 7 , 2 2
35
y 5 x
b
y = 20
exercise 1F Finding the equation of a straight line
20 7
( 25 , 20 ) 3
y = 3x 5
1 a 2, 2 , 1 c 4 , 4, 1 e
9 7 , , 1 7 9 1
b 3, 3, 1 d 5 , 2 , 1
2 5
11 a
7
y x 5 5 5 y x
2 They are perpendicular. 3 They are perpendicular. 4 a

1 4 9
c
6
b 9 e
2 7
c 7 f 1 c f
3 2 4 3
y 10
d 8
1
( 9 , 47 ) 4 4
y = 7x 4
5 a 5 d
6 7
b 1 e
1 2
x y 4
y = 3x + 5
x y
6 a i 3x y 1 = 0 b i 5x y 19 = 0 c i x+y1=0 d i x 2y + 7 = 0 7 a i x 2y 1 = 0
ii y = 3x 1 ii y = 5x 19 ii y = x + 1 ii y = 2 x + 2 ii y = 2 x 2 ii y = x ii y = 2 x + 6 ii y = 2 x + 1 9 y = 3x 23 b y= 5x 5
7 3 2 43 14 9 3 1 1 1 1 7
16 3
x y 2 6 x
5 y = 6x + 5 0
b i xy=0
y = 4 + 3x x
c i x + 2y 12 = 0 d i 3x + 2y 2 = 0 8 y=x6 10 a y = c y=
1
(3, 13)
1 2
x+5 x+3
3 82
d y= 6x+ 3
12 a
y 5 x (1, 1) 7 ( 12 , 29 ) 6 5
e y = 2x 3
y = 10x + 1 x
11 y = 2 x 2 12 a y = 7 x + 7 c y = x + 8 13 94 15 H = 22 + 6t
6
f y= 4x 2 b y=
3 2 x
5 y = 6 2x
x +7
39
d y= 8 + 4 14 Yes
y (1, 1) x 14
y = 17 9x
y 17
(3, 8
109 ) 8 y = 14 x x
y x 17 9
exercise 1G distance between two points and midpoint of a segment 1 a 5 b 10 c 1 d 2 2 a 7.211 b 14.765 c 13.038
3 a b (4, 15) 5 17 d( , )
9 9
a2 4a + 8 2(c 2 6c + 10)
b d
b 2 12b + 61 5d 2 22d + 26
(1, 2)
2 a (1, 4) 15 A c (7, 5) e c
23 20 (14 , 7 )
13 D
exercise 1e
14 E
y (3, 6) y = 4x 6 1 1 1 1
f (13, d f
3)
1 a
3 a (7, 9)
b (6, 5)
1 19 ( 2, 2 ) 84 99 ( 67 , 67 )
4 21.024 km 5 a 216 6 a (2, 4) c (7, 2) 7 a (1 , 5 )

c ( 9 2 , 9 2) 1 1 1 2 1 2
b 108 b (5, 1) d (8, 9)

1 b ( 3, 3 2 ) d ( 1 2 , 6 2) 1 1
(1,
2)
e
x y = 2x
59 21 (8, 8)
8 a (4a, 3a)
4 6 7 8 9
15 cents and 35 cents 5 22 and 19 16 emus, 41 sheep Basketballs $9.45, cricket balls $3.05 Limousine $225 (sedan $75) A 10 D
2 9 a 5 b 9 10 D1 (1.5, 4.25), D2 (1.5, 1.5), D3 (8, 7.5) 11 y = 5x 7 12 y = 3x + 6
c 3 f + g , 2
b (8, 3c)
36
exercise 1h
1 a C = 25 + 5t b Cost ($)
35 30 25
linear modelling
9 Undefined 10 a 3, 7 c
1 2
3,
10
, 2
2
22 Teacher to check. 23 k = 4, h = 3 24 a C = 75 + 65t b C ($)

205 140 75 1 mUltiple ChoiCe 2 t (h)
c $302.50
11 y = 5 x 3
1 2 Time (h)
12 a
y 24
c $40 2 a C = 60 + 8m b Cost ($)

76 68 60
x y
b
1 2 Time (min)
5 40 x
c $100 3 a P = 32 + 0.1n b Payment ($) 34 33 32 c $197 c
1 5 9 13 17 21 25
D D B D E C A
2 6 10 14 18 22
A A B B A D
3 7 11 15 19 23
C C B E C B
4 8 12 16 20 24
D D A E B D
extended reSponSe
y 7 x
1 No, the points are not collinear. This may
9 10 20 Number of lea ets
be shown by calculating gradients or equations for lines joining different pairs of points. 2 (1, 8) 9 1 3 a Midpoints: (1, 0), (5, 2 ), (2, 4), (2, 2 )
d The midpoints of any quadrilateral form 4 a C = 250 + 55j b 13 jumps 5 a 4 cm b, c, e
Force applied to spring (N) 60 50 40 30 20 10 0 5 Student 1 Student 2 10 15 20 25 Length of spring (cm)
95
a parallelogram.
$960 Yes ($410 compared to $450) After 4 rides a Opus $24, Elstra $20 b After 14 minutes 8 a PinkCabs $28.50, NoTop $26 2 b After 6.7 km (6 3 km) 9 6 visits 10 Savus would be cheaper for up to 9 days hire.
4 5 6 7
(1, 6)
13 a
y f(x) = 3x + 10 5 5 (5, 5) 5 x
b (5, 5)
Chapter reVieW
Short anSWer
30
1 26 3 x 14 4 T= 5 a 6 a
3 4 5
f(x) = 2x 15
d Answers will vary. One possible answer
4 2 R3 GM
or 2 R
R GM
b 3.873 b 11 d
7 8 7
15
5 14 ( , 5) 3
15 ( 10 , 5 )
63 33
c 11 7
7 3
16 17 18
21 two-dollar and 46 one-dollar coins 3 y = x + 4

6 34
19 y = 7 x + 7
8 4.331
20 y = 4x 26
21 6
is y = 13 x 13 . f Answers will vary. One possible answer is y = 2x 10. g The first spring is stiffer than the second, as the gradient of its graph is greater than that of the second spring. h The graphs intersect at the point (8.75, 27.5). It is not possible for the springs to have a negative length, so this point is not achievable.
30
37
Chapter 2
Quadratic functions
Chapter ContentS 2a 2B 2C 2d 2e 2F 2G 2h 2i 2J 2k 2l Polynomials Expanding quadratic expressions Factorising quadratic expressions Factorising by completing the square Solving quadratic equations Null Factor Law Solving quadratic equations completing the square The quadratic formula The discriminant Graphs of quadratic functions as power functions (turning point form) Graphs of quadratic functions (intercepts method) Using technology to solve quadratic equations Simultaneous quadratic and linear equations
2a
polynomials
is a polynomial of degree 0 as 10 can be written as 10x0 is a polynomial of degree 1, or a linear polynomial is a polynomial of degree 2, or a quadratic polynomial is a polynomial of degree 3, or a cubic polynomial is a polynomial of degree 4, or a quartic polynomial.
A polynomial in x, sometimes denoted by P(x), is an expression containing only non-negative whole number powers of x. The degree of the polynomial is given by the highest power of the variable x. Examples of some polynomials are: 10 3x + 1 x2 + 4x + 7 5x3 + 0.5x2 2x4 x3 + 2x2 + x + 5
2 Expressions such as 3x2 4x + , 5x4 + x3 2 x and x 2 + sin (x) + 1 are not polynomials. x The general form of a degree n polynomial is given by P(x) = an x n + an 1xn 1 + . . . + a2x2 + a1x + a0 where n is a positive whole number and an, an 1, . . . a2, a1, a0 are called coefficients (or constants) provided the leading coefficient an 0. This chapter will deal with polynomials of degree 2, or quadratics. The general form of a quadratic polynomial is P(x) = a2x2 + a1x + a0. It is also commonly written as y = ax2 + bx + c when graphing applications are involved. In the polynomial equation P(x) = 13x2 x + 1: x is the variable. 13 is the coefficient of x2 and 13x2 is the quadratic term. 1 is the coefficient of x and x is the linear term. The constant term is 1. The degree of the polynomial is 2. The leading term is 13x2 as it is the term with the highest power of x.
Chapter 2 Quadratic functions 39
An example of where polynomials are useful is shown below.
The surface area, S, of a plant hothouse of length L and height x can be approximated by the quadratic polynomial S ( x ) = x 2 + L x 4.
Value of a polynomial
diGital doC doc-9711 History of mathematics variste Galois
A polynomial may be evaluated by substitution of a number for the variable. For example, for the polynomial P(x) = 13x2 x + 1, the value of P(x) when x = 3 is given symbolically as P(3) and is found by substitution: P( 3) = 13( 3)2 ( 3) + 1 = 13 9 + 3 + 1 = 121 This process can be completed on your CAS calculator. A CAS calculator is particularly useful for performing multiple substitutions simultaneously. 1. Using a CAS calculator, define the polynomial 1. Define t(x) = 3x2 2x + 16. t(x) = 3x2 2x + 16. 2. To evaluate t(x) for x-values of 3, 2 and 5, 2. t({ 3, 2, 5}) complete the entry line as: The result is (49, 24, 26.5279). t({ 3,2, 5})
exercise 2a
1
polynomials
c 2x 8 + 3x2
State the degree of each of the following polynomials. b 65 + 2t u4 1 d x6 3x5 + 2x4 + 6x + 1 e 2u 6 + u5 3 2

a x3 9x2 + 19x + 7
2 State the variable for each polynomial in question 1. 3 Which polynomial in question 1 is: a linear? b quadratic? 4 For each of the following expressions: c cubic?
if it is a polynomial, write P if it is not a polynomial, write N and circle the term(s) that made it so. x2 5 +x a 7x + 6x2 + b c 3x 4 2 x 3 3 x 4 9 x
d k 40
+ k 3k 3 + 7
e 2x 8x + 1
5 Consider the polynomial P( x) = 2x3 3x + 4x2 + 5. a What is the degree of the polynomial? b What is the variable? c What is the coefficient of the linear term? d What is the value of the constant term? e Describe the role of the 4 using the terminology of polynomials. 6 For the polynomial T(m) = 5m 2m2 1, evaluate the following. a T(2) b T(2) c T(x + 1)
7 A sports scientist determines the following equation for the action of a breaststroke swimmer during
one complete stroke: v(t) = 63.876t 6 247.65t 5 + 360.39t 4 219.41t 3 + 53.816t 2 + 0.4746t where t = time (sec) and v(t) = velocity (m/s).
a b c d
What is the degree of the polynomial? What is the variable? Evaluate v(0.2) and interpret the meaning of your answer. How much faster is she swimming at 0.7 seconds than she is at 0.5 seconds?
2B
expanding quadratic expressions

x2 3x 1
5x
A quadratic expression is a polynomial of degree 2. It must contain a quadratic term; any others (a linear term and a constant term) are optional. Examples of quadratic expressions include: 10x2 3t 2 + 1 Quadratic expressions can be produced when two linear expressions are multiplied. Consider the expansion (4x + 9)(2x 3). When expanding brackets, multiply everything by everything else as shown on the diagram at right. That is, first term everything in the second brackets, then second term everything in the second brackets. The results of each part of the expansion are: 2 4x 3 = 12x 1 4x 2x = 8x2 3 9 2x = 18x Parts 2 and 3 may be combined to give 6x, so we have:
4
1 3
(4x + 9)(2x 3)
4
9 3 = 27
(4x + 9)(2x 3) = 8x2 + 6x 27 This method can be easily extended to deal with brackets containing more than two terms. The above method can be used on all types of binomial expansions, though a couple of shortcuts for special cases are shown in worked examples 1, 2 and 3.
Worked example 1
Expand the following. a (3x + 5)(6x 7)

think
b (2x 9)2
c (5x 3)(5x + 3)
Write
d 2(x 9)(4 x)
a 1 Write the expression and mark the required
a (3x + 5)(6x 7)
multiplications.
2
First term everything in the second brackets gives 18x2 21x. Second term everything in the second brackets gives 30x 35. Combine the middle (x) terms. = 18x2 21x + 30x 35 = 18x2 + 9x 35
b (2x 9)2
b 1 Write the expression. Recognise it as a perfect square.

2
Remember the shortcut: Square the first term, double the product of the two terms and square the last term. Square the first term to get 4x2. Double the product of the two terms to get 2 (2x) (9) = 36x. Square the last term to get 81. between the two sets of brackets is the sign in the middle, so the answer is a difference of two squares. = 4x2 36x + 81
c (5x 3)(5x + 3)
3 4
c 1 Write the expression. Recognise that the only difference
The shortcut for the expansion of this type is (first term)2 (second term)2.
= (5x)2 32 = 25x2 9
d 2(x 9)(4 x)
d 1 Write the expression.

2
Rewrite the question so x is the first term in both brackets. This is not essential as long as all combinations of terms are multiplied in the next step. Expand the brackets first. Multiply the brackets contents by 2.
= 2(x 9)(x + 4)
3 4
= 2(x2 + 13x 36) = 2x2 26x + 72
Worked example 2
Expand (x 7)(x + 2) (2x 1)(x + 4) and simplify.

think
1 2 3 4
Write
Write the expression. Expand the first pair of brackets. Expand the second pair of brackets. Subtract the two expanded groups in the order given. Use new brackets for clarity as shown. Apply the negative sign to the contents of the second brackets. Collect like terms and simplify.
(x 7)(x + 2) (2x 1)(x + 4) (x 7)(x + 2) = x2 5x 14 (2x 1)(x + 4) = 2x2 + 7x 4 (x 7)(x + 2) (2x 1)(x + 4) = (x2 5x 14) (2x2 + 7x 4) = x2 5x 14 2x2 7x + 4 = x2 12x 10
5 6
42
Worked example 3
If P(x) = (2x 3)2 (2x + 1)(3x + 9): a evaluate P(1) b expand and simplify P(x) c use your result in b to confirm your answer in a.
think Write
a 1 Substitute x = 1 into the rule for P(x).

2 3
a P(1) = (2 1 3)2 (2 1 + 1)(3 1 + 9)
Simplify each bracketed term. Simplify P(1).
P(1) = (1)2 (3)(12) P(1) = 1 36 = 35

b (2x 3)2 = 4x2 12x + 9
b 1 Expand the first bracketed term.

2 3
Expand the second and third bracketed terms. Subtract the second result from the first result to obtain P(x). Simplify.
(2x + 1)(3x + 9) = 6x2 + 21x + 9 P(x) = 4x2 12x + 9 (6x2 + 21x + 9) P(x) = 2x2 33x
c P(1) = 2(1)2 33 1
c 1 Evaluate P(1) using the formula from part b.
= 2 33 = 35
Compare with the result from part a.
The answers are the same.
exercise 2B

b d f h j
Simplify your answers to questions in this exercise as fully as possible.

1 We1a Expand the following. a (2x + 6)(x + 5) c (5x 7)(5x + 2) e (x + 4)(7x 9) g (6x 13)(2 3x) i (x 9)(9x 1)
(3x + 1)(4x 3) (8x 3)(6x 1) (x + 6)(x + 15) (5 x)(6 x) (4x + 21)(x 3)

diGital doCS doc-9712 SkillSHEET 2.1 expanding perfect squares doc-9713 SkillSHEET 2.2 expanding differences of squares
2 We1b Expand using the shortcut for perfect squares. a (2x + 3)2 b (3x 5)2 2 c (6x + 1) d (7x 6)2 2 e (x 8) f (x + 13)2 2x + 9)2 g ( h (2x + 9)2 2 i (4 3x) j (6 x)2 3 We1c Expand (remember the shortcut for difference of squares). a (2x 6)(2x + 6) b (3x + 5)(3x 5) c (6x + 1)(6x 1) d (2x 9)(2x + 9) e (11x + 3)(11x 3) f (x 12)(x + 12) g (x + 6)(x 6) h (7 2x)(7 + 2x) i (1 x)(1 + x) j (5x + 1)(5x 1) 4 We1d Expand. a 2(x + 6)(3x + 5) c 4(x + 2)(2x 5) e 8(3x 1)(4x 1) g 4(4 x)(7 x) i a(2x + 9)(x 6) b 3(x 4)(2x + 7) d 3(4x 9)(2x 1) f 7(2x + 3)(5x 10) h 5(7x 4)(2 x) j b(8 2x)(x + 4)
Chapter 2 Quadratic functions
43
Expand the following.

a (6x 13)(6x + 13) c 3(7 + 2x)(x 8) e (2x 14)(2x + 14) g (x + 16)(x 9) i 4(5x 3)2 b d f h j
(5x + 2)(12x 5) (3x + 11)2 (6x 5)2 (x 4)(x + 4) 5(2x + 7)(2x 7)
6 We2 Expand and simplify. a (x 9)(x + 2) + (x + 4)(x 4) c 2(x + 5)2 + 5(2x + 7)(x 3) e 4(x 3)(3x + 5) 2(2x + 1)2 g ( x + 3)( x 3) i 1 (2x + 1)(4x + 7) 2
b (3x + 7)(2x 1) + (4x 3)(3x 4) d (x 12)(x + 12) 3(x + 1)(x + 5) f 6(2x 5)(2x + 5) (x 6)(x + 6) h (3 x + 2)(4 x 2) j (5x + 1 )(3x 5) 3
7 We3 Expand. Use a calculator to verify the answers. a (2a + 4)(2a + b) b (x + 2y)(3x 5y) c (6 7c)(2 7c) d (u + 4v)2 e (6r s)(2r + 5s) f (3u 2t)(3u + 2t) g 2(h 8k)(h + 8k) h 3(m 6n)2
2C
Factorising quadratic expressions
Factorising is the reverse process to expanding. It involves writing an expression as a product of two or more factors. Four methods of factorising will be considered.
highest common factor (hCF)

Always look for a common factor first. Take out the highest common factor from every term in the expression and place it in front of the expression. This makes the factorisation process simpler if further factorisation is required. For example, 4x2 + 8x 12 can be factorised to 4(x2 + 2x 3). We would then use inspection (see below) on the bracketed quadratic.
Factorisation by inspection
A quadratic polynomial of the form ax2 + bx + c is called a quadratic trinomial. It should first be checked to see if it is a perfect square: a2x2 2abx + b2 = (ax b)2 or a2x2 + 2abx + b2 = (ax + b)2 If not, factorisation is carried out by inspection or trial and error. This method involves finding factors of a c that add up to b, i.e. the coefficient of the x term.
perfect squares
a2x2 + 2abx + b2 = (ax + b)2 A test for a perfect square is as follows: 1. Arrange the expression in order of decreasing powers of x. 2. Does first term coefficient last term 2 = middle term coefficient? (Coefficients are numbers or variables in front of x2 and x terms.) 3. If yes, you have a perfect square. For example:
4x 2 + 20x + 25 Double 2 10 Multiply (2 5) 5
difference of two squares (dotS)

ax2 b =
ax + b 49x2
For example,
44
)(
a x b where a and b may simplify to a rational number.
9 = (7x + 3)(7x 3).
Worked example 4
Factorise the following. a 6x2y + 15xy b x2 + 7x + 12 2 75 d 27x e 9x2 30x + 25

think
c 6x2 + 28x 48
Write
a 1 Write the expression.

2
a 6x2y + 15xy
Take out a common factor of 3xy. Make the common factor negative so the leading term inside the brackets will be positive.
= 3xy(2x 5)
b 1 Write the expression.

2 3
b x2 + 7x + 12
Look for a common factor. (There isnt one.) Write (x )(x ) and look for factors of +12 that add to give +7. +4 and +3 achieve this. = (x + 4)(x + 3)
c 6x2 + 28x 48
c 1 Write the expression.

2 3
Is there a common factor? Yes (2). Attempt to factorise by inspection. Write 2(3x and try factors of 24. A few possibilities are: (3x + 12)(x 2) = 3x2 + 6x 24 NO (3x + 1)(x 24) = 3x2 71x 24 NO (3x + 4)(x 6) = 3x2 14x 24 NO (Nearly, just a wrong sign on the x term.) (3x 4)(x + 6) = 3x2 + 14x 24 YES )(x )
= 2(3x2 + 14x 24)
= 2(3x 4)(x + 6)
d 27x2 75

2 3
Look for a common factor. There is one (3). Recognise the difference of squares in the brackets.
= 3(9x2 25) = 3(3x + 5)(3x 5)

e 9x2 30x + 25
e 1 Write the expression.

2 3
There are no common factors. There seem to be a few square numbers in the expression, which looks suspiciously like a perfect square. The square root of the first term is 3x, and the square root of the last term is 5 or 5. Since we need a negative middle term, take 5. Double the product of these is 2 3 5 = 30, which is the middle term, so we have a perfect square. = (3x 5)2
Worked example 5
Factorise: a (x + 3)2 24
think
b (x 6)2 + 5(x 6) + 6.
Write
a 1 Write the expression, and recognise a difference of
squares.
2
a (x + 3)2 24
( (
first term + second term first term
) second term )
= ( x + 3) + 24 ( x + 3) 24 = x +3+2 6 x +32 6
)(
45
b 1 Write the expression, and notice the linear expression
(x 6), which is in the usual position of the variable. Let X = (x 6) and rewrite the expression. Note: This is often called a substitution method. Factorise the new version of the expression. Replace X with x 6. Simplify.
b (x 6)2 + 5(x 6) + 6
Let X = (x 6) X2 + 5X + 6 = [X + 2][X + 3] = [(x 6) + 2][(x 6) + 3] = (x 4)(x 3)
3 4 5
Worked example 6
Factorise the following using an appropriate method. a 6x2y + 15xy b 50 2(x 4)2
think Write
a 1 Remove the common factor of 3xy.

2
a 6x2y + 15xy
= 3xy(2x + 5)
Simplify.
= 3xy(5 2x) or 3xy(2x 5)

b 50 2(x 4)2 = 2(25 (x 4)2)
b 1 Remove the common factor of 2.

2
Factorise the expression within the brackets using the difference of two squares method. Simplify.
= 2(52 (x 4)2) = 2(5 (x 4))(5 + (x 4)) = 2(5 x + 4)(5 + x 4) = 2(9 x)(1 + x)
exercise 2C

c 7p2q 21p + 7 f 3x2 18x + 6 c 2x2 + 22x + 48 f 6x2 11x 35
1 We4a Factorise the following. a 5x2y3 + 20xy2 b 8ax2 + 14ax 4s3 + 11r2s d 22r e 5x2 + 10x + 75 2 We4b, c Factorise the following. a x2 + 16x + 63 b x2 17x + 66 3x2 6x + 24 d e x2 4x + 96 2 37x + 45 g 6x h 40x2 + 46x + 14 3 We4d Factorise the following. 29 a 4x b 81x2 25 d 18x2 162 e (x + 1)2 4 g 98 2(x + 3)2 h 3(5x 8)2 + 27 4 We4e Factorise the following. a x2 + 14x + 49 b 25x2 10x + 1
c 2x2 32 f (3x 4)2 1
c 2x2 + 12x + 18 f
12x + 12 2 4 5x + 5 g 4x
d
3x2
+ 24x 2 2 12 2x + 18 h 4x
e
72x2
x2 + 2 3 x + 3
5 We5a Factorise the following. a (x + 3)2 9 b (x 3)2 16 2 81 d (3x 2) e 2(x + 1)2 8 2 98 g 50(3x + 2) h 1 (6 x)2 46 Maths Quest 11 Mathematical Methods CAS
c 36 (2x + 7)2 f 3(x 4)2 + 48 i 64 (2 3x)2
6 We5b Factorise the following. a (x + 7)2 + 9(x + 7) + 20 c (2x + 7)2 9(2x + 7) + 8
b 6(x 3)2 + 13(x 3) + 5 d 12(3x 11)2 19(3x 11) 18
7 We6 Factorise the following, using an appropriate method. a 3x2 24x 27 b 25x2 + 10x + 1 2 2(x 13) + 1 c (x 13) d x2 28x + 196 2 6x e 18 x f 60x2 + 40x + 5 2 5x g 60x h 9 9x2y2
4(3x 1)2 (x + 2)2 j 12x2 + 70x + 98 8 mC a Which of the factors below could be multiplied by (x + 5) to get x2 + 14x + 45? a (x 19) B (x + 5) C (x + 9) d (x + 14) e (x + 31)
i b The factorised form of 6x2 67x 60 is:
a 2(3x + 5)(x + 6) d (6x 5)(x + 12) a (x 3) B 2(3x 5)(x 6) e (6x + 5)(x 12) C (x 9) C (3x + 6)(2x + 10)
c A factor of 6x2 54 is:
B (x 6)
d (6x 9)
e 6x
9 Quadratic polynomials are said to be identical if they have the same factorised forms and the same
expanded forms; the relevant coefficients must be equal. Suppose that P(x) = 5(x + 3)2 + 35(x + 3), Q(x) = 60 5x2 + kx and R(x) = 5(x + 3)(x + m). Use written algebra to find the values of k and m, if it is known that the three polynomials are identical. Use a mental arithmetic substitution technique to verify your answers.
2d
Factorising by completing the square
Factorising by inspection works best when whole numbers are involved for example (2x + 3)(x 7). Sometimes it is clear that it is impossible to find whole numbers to complete a factorisation. For example, with x2 + 6x 1, there is no pair of factors of 6 that add to 1. In such cases, completing the square may be used to factorise a quadratic. The method of completing the square involves manufacturing a perfect square so that an expression may be factorised as a difference of squares. Because this method often produces surds, factorising this way is sometimes referred to as factorising over R, where R is the set of real numbers that includes surds.
Worked example 7
Use the method of completing the square to factorise the following over R. a x2 + 6x 1 b x2 7x + 8
think Write

2
a x2 + 6x 1
Halve and square the x-coefficient (6), and then add and subtract it from the equation. Since the same value has been added and subtracted, the expression is equivalent to that in the question. Evaluate the brackets. Combine the first three terms as a perfect square, as x2 + 6x + 9 = (x + 3)2. Recognise a difference of two squares. Simplify.
x 2 + 6 x + ( 6 )2 ( 6 )2 1 2 2
3 4
= x2 + 6x + 9 9 1 = (x + 3)2 10 = ( x + 3) + 10 ( x + 3) 10 = x + 3 + 10 x + 3 10
5 6
)(
)
47

2
b x2 7x + 8
Halve and square the x-coefficient (7), and then add and subtract it from the equation. Evaluate the brackets. Combine the first three terms as a perfect square, 2 since x 2 7 x + 49 = ( x 7 ) . 4 2 Combine the last two terms.
x 2 7x + (
7 2 2
) ( 27 )2 + 8
2
3 4
= x 2 7 x + 49 49 + 8 4 4 = ( x 7 ) 49 + 8 2 4 1 = ( x 7 ) 49 + 32 2 4 4
2 2
= ( x 7 ) 17 2 4
6 7 8
Recognise a difference of squares. Simplify the surd part if possible. Use a common denominator for the last two terms if desired.
= ( x 7 ) + 2
2
17 4
= x7+ 2
17 2
or x 7 2 17 x 7 +2 17
)( x
)(
( x 7 )2 2
7 2
17 4
17 2
Worked example 8
Consider the quadratic polynomials represented by P(x) = x2 + bx + 4, where b can be any real number. Answer the following questions. a Factorise P(x). b Find the linear factors of P(x), if they exist for b = 3, 4, 5 and 6. Discuss the differences in the formats of your answers.
think Write

2
a x2 + bx + 4
Complete the square: halve and square the x-coefficient (b), and then add and subtract it in the expression. Recognise the first three terms as a perfect square. Simplify.
b2 b2 = x 2 + bx + + 4 2 2 b 2 b2 =x+ +4 2 4 b 2 b 2 16 = x+ 2 4 b b 2 16 b b 2 16 =x+ + x+ 2 4 2 4 b b 2 16 b b 2 16 =x+ + x+ 2 2 2 2 2 x + b + b 2 16 2 x + b b 2 16 = 2 2 The factors of P(x) are x+ b 2 16 + b . 2 2 x + b b 2 16 or 2
Recognise a difference of two squares.
Simplify the surds.
Put all the terms over a common denominator (2). State the factors.
48
b 1 Evaluate the factors for b = 3.

2 3
b x+
32 16 + 3 2
7
Evaluate the surd. Since the surd is the square root of a negative number, there are no possible linear factors. Evaluate the factors for b = 4. Simplify.
32 16 =
There are no linear factors for b = 3.
x+
4 2 16 + 4 2
0 +4 2 =x+2 = x+ When b = 4, x + 2 is a repeated factor, so P(x) is a perfect square. x+ 52 16 + 5 2 25 16 + 5 2
State the factors.
Evaluate the factors for b = 5.
Simplify.
= x+ = x+
9 +5 2 3 + 5 = x+ 2 8 2 = x + or x + 2 2 = x + 4 or x + 1
9 10
State the factors. Evaluate the factors for b = 6. Simplify.
The factors are x + 4 and x + 1. x+ 62 16 + 6 2 36 16 + 6 2 20 + 6 2 2 5 + 6 2
11
= x+ = x+ = x+
= x 5+3
12 13
State the factors. Note the differences in the number and format of the linear factors; when b = 3, there were no linear factors. Write your observations.
The factors are x + 5 + 3 and x 5 + 3. b = 3: There are no linear factors. b = 4: x + 2 is a repeated linear factor so P(x) is a perfect square. b = 5: The linear factors are x + 1 and x + 4. b = 6: The linear factors are x + 5 + 3 and x 5 + 3; they are found by completing the square.
49
exercise 2d
1 We7a Use the method of completing the square to factorise the following over R. a x2 + 4x 3 b x2 + 10x + 20 2 + 6x + 7 c x d x2 + 2x 7 e x2 + 8x + 13 f x2 4x 1 g x2 12x + 19 h x2 2x 5 2 8x + 10 i x j x2 6x 4 2 We7b Use the method of completing the square to factorise the following over R. a x2 + 3x + 1 b x2 + 5x 3 2 7x + 2 c x d x2 x 1 2 + 9x + 4 e x f x2 + 11x 6 2 3x + 5 g x h x2 + 5x + 2 2 13x 1 i x j x2 + x 3 3 mC Which of the following could be added to and subtracted from x2 + 36x + 1 to assist factorising
using completing the square? a 6 B 18 using completing the square? a 4 B 17 4

a C e a B C d e
C 72
d 144
e 324
4 mC Which of the following could be added to and subtracted from

C 16
x2
2
17x 8 to assist factorising

e
289 4
d 17
5 mC The expression x2 + 6x 2 factorises to:
( x 3 + 2 )( x 3 2 ) ( x + 3 + 7 )( x + 3 7 ) ( x + 3 + 6 )( x + 3 6 )
B d
(x + 3 + (x 3 +
)( 10 )( x 3
11 x + 3 11
) 10 )
6 mC The expression x2 + 4x + 12:
can be factorised using whole numbers can be factorised using the method of completing the square cannot be factorised using the methods covered in this topic so far is a linear expression, and so cannot be factorised is already factorised
b 2x2 + 10x + 4 d 12x2 + 4x 8
7 Challenge: Factorise the following. a 3x2 18x 3 c 5x2 10x + 15
Solving quadratic equations null Factor law

2e
As a quadratic equation is a degree 2 polynomial (highest x power of 2), it will have at most two solutions. To solve the quadratic equation x2 4x + 3 = 0, factorise by inspection. x2 4x + 3 = 0 (x 1)(x 3) = 0 or A B = 0 where A = (x 1) and B = (x 3). For A B to equal zero, either A or B or both must be zero. This is known as the Null Factor Law. That is, A=0 or B=0 So (x 1) = 0 or (x 3) = 0 Solving these two equations gives: x1=0 or x3=0 x=1 or x=3
Worked example 9
Solve the following. a (x + 5)(7x 11) = 0 c 4x2 + 25 = 20x

think
b 12x2 11x 15 = 0 d 6x2 = 54

Write

2 3
a (x + 5)(7x 11) = 0
Note that the equation is already factorised. Apply the Null Factor Law and solve two equations. x+5=0 x = 5
b 12x2 11x 15 = 0
or or
7x 11 = 0 7x = 11 x = 11 7

2
Factorise by inspection. This may take several attempts. Solve two equations.
(4x + 3)(3x 5) = 0 4x + 3 = 0 4x = 3 3 x= 4
c
or or or
3x 5 = 0 3x = 5 x= 5 3

2
4x2 + 25 = 20x 4x2 20x + 25 = 0
Rearrange (transpose) so all terms are on the side on which the x2 term is positive. Write terms in order of decreasing powers of x. Factorise (in this case by recognising a perfect square). Solve (one equation here, or two identical equations if you like).
d
(2x 5)2 = 0 2x 5 = 0 2x = 5 x= 5 2 6x2 = 54 6x2 54 = 0 6(x2 9) = 0 6(x + 3)(x 3) = 0 x+3=0 x = 3 or or x3=0 x=3
d 1 Write the equation.

2 3 4 5
Rearrange. Take out the common factor, 6. Notice a difference of squares. Solve.
Worked example 10
The height of a triangle is 5cm more than its base length. If the area of the triangle is 18cm2, find the base length and height.
think
1
Write
Define the length and height in terms of a variable. Here, x is used. Draw a diagram.
Let base length = x Then height = x + 5

x+5 x
51
Use the given information about area to form an equation involving the variable. Rearrange and form a quadratic equation.
Area = 1 bh 2 18 = 1 (x)(x + 5) 2 36 = x(x + 5) 36 = x2 + 5x x2 + 5x 36 = 0 (x + 9)(x 4) = 0 x = 9 or x = 4 x=4 (as x > 0)
5 6 7 8
Factorise. Solve. Discard the negative answer, as length in this context must be positive. Calculate the height (x + 5). Write the answer in words.
h=x+5 =9 Base length = 4 cm, height = 9 cm.
Worked example 11
Consider the quadratic equations below. Equation 1: (2x + 1)(x 3) = 4x Equation 2: (2x + 1)(x 3) = 4x2 Use a calculator to determine which equation(s) has rational solutions.
think Write
Equation 1
1
Expand the brackets. Put all the terms on the left-hand side (add 4x to both sides). Factorise. Apply the Null Factor Law. Evaluate the solutions. Expand the brackets. Put all the terms on the left-hand side (add 4x2 to both sides). Divide all the terms by 6. Complete the square.
(2x + 1)(x 3) = 4x 2x2 5x 3 = 4x 2x2 x 3 = 0 (2x 3)(x + 1) = 0 2x 3 = 0 3 x=2 or or x+1=0 x = 1
3 4
Both solutions are rational. (2x + 1)(x 3) = 4x2 2x2 5x 3 = 4x2 6x2 5x 3 = 0 x2 5 x 1 = 0 6 2 x2 5 x +
6 25 144 25 144 1 = 0 2
Equation 2
1
3 4
+ ( x ) 2514472 = 0 (x ) ( ) = 0
5 2 12 5 2 12 97 12 2
5 6
Apply the Null Factor Law. Evaluate the solutions.
x 12 +
97 12
= 0 or x 12
97 12
=0
Both solutions are irrational. Only equation 1 has rational solutions.
52
Fixed point iteration

Fixed point (or simple) iteration is a way of solving equations numerically rather than algebraically. To use this method, the equation to be solved must be manipulated into the form x = g(x). For example, if the equation to be solved is f (x) = x2 7x + 1 = 0, a possible manipulation is x2 7x + 1 = 0 x2 + 1 = 7x x2 + 1 =x 7 In this case, we have x = g(x), where g( x ) = Fixed point iteration works as follows: 1. Make an initial guess, say x = 1. 2. Substitute the guess into g(x). 3. Substitute the improved guess, 0.2857. 4. Substitute the improved guess, 0.1545. 5. Substitute the improved guess, 0.1463. 6. Repeat the process until successive values for g(x) are equal (within a tolerance of, say, 0.0001). 7. In this example, the equal successive values of g(x) are 0.1459 and 0.14589, within the tolerance of 0.0001. x2 + 1 . 7 x 2 + 1 12 + 1 2 = = 7 = 0.2857 7 7 x 2 + 1 0.28572 + 1 = = 0.1545 7 7 x 2 + 1 0.15452 + 1 = = 0.1463 7 7 x 2 + 1 0.14632 + 1 = = 0.1459 7 7 x 2 + 1 0.14592 + 1 = = 0.14589 7 7
g( x ) = g( x ) = g( x ) = g(x) = g( x ) =
x = 0.1459 is a solution to x2 7x + 1 = 0.

exercise 2e
1 We9a
Solve the following.

b (x + 1)(6x 1) = 0 e (16x + 8)(2x 6) = 0 h
3x(x
a (x + 6)(2x + 3) = 0 d (7x + 12)(9x + 2) = 0 g (6 7x)(x + 6) = 0
c (x 5)(x + 2) = 0 f
(7 + x)(23 x) = 0
1) = 0
c 4x2 + 13x + 10 = 0 f
2 We9b Factorise and solve the following. a x2 + 6x 72 = 0 b 2x2 7x 4 = 0 d 2x2 + 12x 110 = 0 g 12 e 3x2 27 = 0 h 15x
diGital doC doc-9714 Quadratic expressions
32x2 16x + 2 = 0
75x2
=0
3x2
=0
c 1 + 8x = 16x2 f i
3 We9c, d d
Rearrange and solve the following.

b 6x2 + 7x = 49 e
32x
a x2 + 45 = 14x
36x2 6x 2
=1
6x2
+ 10
g 32x2 = 162 j
h 5x2 = 8x
+5 =x 13
3
27 + 12x2 = 36x 10 x x2 = 2
4 mC
a B C d e
The solutions to the equation (x 3)(x + 7) = 0 are: x = and x = 7 x = 3 and x = 7 x = 3 and x = 7 x = 3 and x = 7 x = 4 and x = 21
5 mC
a
2 13
Which of the following is a solution of 2x2 11x = 13?

B
13 2 2 C 13
d 1
e 13 2
The solutions to a quadratic equation are x = 9 and x = 2 . The equation could be: 5 a (x 9)(x 2 ) = 0 B 5(x 9)(x 2) = 0 5 C 2(x + 9)(x 5) = 0 d (x + 9)(5x 2) = 0 e (x + 9)(2x 5) = 0 x 7 We10 The width of a rectangle is 3 cm less than its 2, find the length. If the area of the rectangle is 40cm length and width. 8 We11 A rectangular piece of metal with length 6 cm and width 4 cm is to be enlarged by increasing both of these 4 cm dimensions by x cm as shown at right. a If the value of x is 2, describe the change in area that occurs. b Find the exact dimensions of the enlarged rectangle if its 6 cm area is (20 2 + 32) cm2.
6 mC
5 9 The temperature, T (C), in an office follows the equation T = 8 t 2 5t + 30, where t is the time (in
10
11
12
13
14
15
hours) the offices climate control system has been operating. How long does it take the temperature to reach 20 C? A number pattern follows the rule n2 + 3n + 2; that is, the number pattern is 6, 12, 20, . . . (found by substituting n = 1, n = 2, n = 3 into the rule). a Find the next value by substituting n = 4 into the rule. b What positive n value gives the number 210 when substituted into the rule? The diagram at right demonstrates the idea of rectangular numbers. The formula N = w(w + 1) gives the value of a rectangular number based on a shape with a width of w dots. w=1 w=2 w=3 a Which rectangular number has a N=1 N=6 N = 12 width of 6? b What is the width of the rectangular number 272? The amount of bending, B mm, of a particular wooden beam under a load is given by B=0.2m2 + 0.5m + 2.5, where m kg is the mass (or load) on the end of the beam. What mass will produce a bend of 8.8 mm? A window washer drops a squeegee from a scaffold 100 m off the ground. The relationship between the height of the squeegee (h), in metres, and the length of time it has been falling (t), in seconds, is given by h = 100 5t 2. a When does the squeegee pass a window 30 m off the ground? b Exactly how long does it take for the squeegee to hit the ground? The following equations are already in the form x = g(x). Find a solution using fixed point iteration with an initial guess of x = 1. x2 + 6 x2 2 a x= b x= 5 3 Find a solution to each of the following (correct to 3 decimal places) using fixed point iteration. First manipulate each equation into the form x = g(x) in a similar way to that shown on page 53. a x2 9x + 2 = 0 b x2 + 5x 7 = 0 2 4x + 1 = 0 c x d 2x2 11x + 8 = 0
16 Show that an alternative manipulation of x2 7x + 1 = 0 into the form x = g(x) is x =
7 x 1. Does this form converge using fixed point iteration? If so, state the solution found. 17 Find a manipulation of 4x2 + x 3 = 0 that converges using fixed point iteration. State the solution. 18 Investigate when equations of the form x2 bx + 1 are likely to converge to a solution using x2 + 1 fixed point iteration with a manipulation of the form x = . b
54
Solving quadratic equations completing the square

2F
Recall that when you cannot factorise quadratics by the method of sensibly guessing whole numbers, the method of completing the square may be used. Completing the square may also be used to solve quadratic equations that dont appear to easily factorise.
Worked example 12
Solve the following, giving answers in exact (surd) form. a x2 + 10x + 2 = 0 b x2 7x + 1 = 0 c x2 8 = 0

think Write
a 1 Write the equation. Notice that there are no
factors of 2 that add to 10, so this equation is a candidate for completing the square.
2
x2 + 10x + 2 = 0
Halve and square the x-coefficient and then add and subtract it. Evaluate the terms in brackets. Partially simplify (the last two values) as shown. Form a perfect square with the first three terms. Take the constant term (in this case the 23) to the other side of the equation, remembering to change the sign. Take the square root of both sides. Solve for x.
x 2 + 10 x + ( 10 )2 ( 10 )2 + 2 = 0 2 2 x2 + 10x + 25 25 + 2 = 0 (x2 + 10x + 25) 23 = 0 (x + 5)2 23 = 0 (x + 5)2 = 23
3 4
7 8
x + 5 = 23 x = 5 23
b x2 7x + 1 = 0

2
Decide that completing the square is appropriate. Halve and square the x-coefficient. Add and subtract this term. Evaluate the terms in the brackets. Partially simplify. x 2 7 x + ( 7 )2 ( 7 )2 + 1 = 0 2 2 x 2 7 x + 49 49 + 1 = 0 4 4 x 2 7 x + 49 49 + 4 = 0 4 4 4 ( x 2 7 x + 49 ) 45 = 0 4 4
4 5
6 7
Form a perfect square. Solve for x. Note that the surd part has been simplified where possible.
( x 7 )2 45 = 0 2 4 ( x 7 )2 = 2
45 4 45 4 95 4
x7 = 2 =
= 3 25 x = 7 3 25 2 =
73 5 2
55
c 1 The equation may be solved for x immediately,
without completing the square.

2 3
c x2 8 = 0
Rearrange the equation. Take the square root of both sides and simplify.
x2 = 8 x= 8 = 42 = 2 2
Worked example 13
Use the method of completing the square to solve the following equations, or to explain why there are no solutions. a 2(2x 3)2 2(2x 3) 2 = 0 b 3x2 + 6x + 4 = 0.
think Write
a 1 Write the equation. Notice the repeated appearance
of the linear expression (2x 3), suggesting a substitution technique. Let a = 2x 3.
a 2(2x 3)2 2(2x 3) 2 = 0
Let a = 2x 3 2a2 2a 2 = 0
Divide all terms (i.e. both sides) of the equation by 2, the coefficient of a2. Halve and square the coefficient of a and then add and subtract it. Solve for a by completing the square.
a2 a 1 = 0
a2 a +
( ) ( ) 1 = 0
1 2 2 1 2 2
(a
a + 4 4 1 = 0
(a )
1 2 2
4=0
1 2 2 1
(a )
5 4 5 4 5 2
a 2 = a= 2
5
1
Replace a with 2x 3, and solve for x.
2x 3 = 2
5 2 1 5 2 5 4
2x = 3 + 2 x= 3+4 2
7 x=4 5 4 1
Write the answer.
The solution to 2(2x 3)2 2(2x 3) 2 = 0 is x= 7 5 . 4
56

2
3x2 + 6x + 4 = 0 x 2 + 2x + 4 = 0
3
Divide all terms of the equation by 3, the coefficient of x2. Apply the process of completing the square. Notice here that the next step, finding the square root of both sides of the equation, is not possible as negative does not exist. Note: You will soon learn a way to predict when this will happen.
x 2 + 2 x + ( 2 )2 ( 2 )2 + 4 = 0 3 2 2 x 2 + 2x + 1 1 + 4 = 0 3 ( x + 1)2 + 1 = 0 3 ( x + 1)2 = There are no solutions to 3x2 + 6x + 4 = 0.

1 3
Write the answer.
Solving quadratic equations completing the square

exercise 2F
1 We12a Solve, giving the solution in exact (surd) form. a x2 + 8x + 1 = 0 b x2 + 12x + 3 = 0 2 + 4x 2 = 0 c x d x2 6x + 4 = 0 e x2 10x + 18 = 0 f x2 6x + 6 = 0 2 We12b Solve, giving the solution in surd form. a x2 + 3x 1 = 0 b x2 + 5x + 2 = 0 2 7x + 5 = 0 c x d x2 9x 2 = 0 2 + 11x + 4 = 0 e x f x2 x 6 = 0
diGital doCS doc-9716 SkillSHEET 2.3 Solving equations in the complete square form doc-9717 SkillSHEET 2.4 Simplifying surds
Rearrange and solve, giving the solution in exact form. b x2 + 2 = 6x d 4 x2 = 7x f x2 3(5x 2) = 0 x 2 + 3x g 14x x2 = 1 h = 2 4 4 We12c Solve. 2 14 = 0 a x b 6 x2 = 0 c 3x2 = 36 d 2x2 + 18 = 0
3 a x2 = 4x + 1 c 9x 2 = x2 e 2(3x + 5) = x2 5 mC
When completing the square to solve x2 + 16x + 1 = 0, the perfect square part of the expression will be: a 8 B 16 C 64 d (x + 8) e (x + 8)2 When completing the square to solve x2 20 x 4 = 0, the value to be simultaneously added and subtracted is: a 4 B 10 C 5 d 100 e 20 An equation that is being solved using completing the square is at the stage shown below. (x 9)2 15 = 0 The solution is:
a (x 9)2 = 15 d x = 9 15 B x = 24 e C x = 9 15
6 mC
7 mC
x = 3 15
8 We13 For each of the following, find exact solutions (if they exist) or prove there are no solutions. a 5x2 2x + 3 = 0 b 3(2x 5)2 + 6(2x 5) 4 = 0 c 4x2 2x = 6 d 5(4x + 3) = (4x + 3)2 + 9 Chapter 2 Quadratic functions 57
2G
the quadratic formula
An alternative to the methods of factorising by inspection or completing the square is to use the quadratic formula. The derivation of the formula follows, and is based on the method of completing the square, but all you have to remember is the formula in the last step. ax2 + bx + c = 0 (where a 0) Consider the general quadratic equation. b c Divide every term by a. x2 + x + = 0 a a Use the completing-the-square method. 2 2 b b2 b2 c b x2 + x + 2 2 + = 0 Halve and square to get b = b a 4a 4a a a 2a 4a2 and add and subtract it to the equation. b b2 b2 c x2 + x + 2 = 2 Rearrange. a 4a 4a a The left side is now a perfect square. Get 2 2 x + b = b 4 ac a common denominator on the right side. 2a 4a2 Take the square root of both sides. Remember b b 2 4 ac x+ = to take both positive and negative square roots. 2a 4a2 Simplify the RHS denominator. Subtract b from both sides. 2a x+ b b 2 4 ac = 2a 2a x= x=
b
2a
b 2 4 ac 2a
Write using the one denominator (2a).
b b 2 4 ac 2a
The following examples show how the quadratic formula may be used.
Worked example 14
Use the quadratic formula to solve the following without a calculator. a 3x2 8x 9 = 0 b x2 + 5x + 6 = 0 Give answers in exact (surd) form and comment on the usefulness of this formula for each example.
think Write
a 1 Write the equation and match up a, b and c.
aa
b c 3x2 8x 9 = 0 x= x= x= x=
b
Write the quadratic formula. Substitute the matched values for a, b and c. Simplify. At this stage, it is tempting to cancel 2 out of the 8 and 6, but both terms of the numerator must possess this factor, and initially they dont. However, in simplifying 172 into 4 43 , the factor of 2 emerges; then the cancelling is possible in step 6. Cancel down a common factor of 2 from the numerator and denominator.
b 2 4 ac 2a ( 8)2 (4 3 9) 23
3 4 5
( 8) +8
64 + 108 6
8 172 6 8 4 43 x= 6 8 2 43 x= 6 x= 4 43 3
58
7 8
Write the two solutions separately. In the original equation, the coefficient of x2 was 3; also, there are surds in the answer. These facts suggest that neither completing the square nor standard factorisation would have been straightforward methods.
x=
4 + 43 4 43 or x = 3 3
Using the quadratic formula was the most appropriate method for solving this equation.
b 1 Write the equation and match up a, b and c.
ba
b c 1x2 + 5x + 6 = 0 x= x= x= x= x= x= x=
b
Write the quadratic formula. Substitute the matched values for a, b and c. Simplify.
b 2 4 ac 2a 52 (4 1 6) 2 1
5 25 24 2 1 2
5 51
2
5+1
or x =
51
4 6 or x = 2 2
x = 2 or x = 3
5
In the original equation, the coefficient of x2 was 1; also, there are no surds in the answer. This suggests that an easier factorisation method (i.e. inspection) would be more suitable. Note: This applies only if the question does not specify a particular method.
Using the quadratic formula is not the most suitable method for solving this equation. Factorisation of the left side in the format (x + a)(x + b) would be more efficient.
Worked example 15
Use the quadratic formula to solve 2x2 2kx + 4k = 0, and use your solution to solve 2x2 + 6x 12 = 0.
think
1
Write
Recognise a common factor of 2 (divide each term by 2). Identify a, b and c for the quadratic formula. Substitute the values for a, b and c into the quadratic formula. Simplify.
2x2 2kx + 4k = 0 x2 kx + 2k = 0 a = 1, b = k, c = 2k x= k ( k )2 4 1 2 k 2 1 k k 2 8k 2
2 3
x=
Compare 2x2 2kx + 4k = 0 to 2x2 + 6x 12 = 0. Substitute k = 3 into the solution found in step 4 and simplify.
2k
= 7 and 4k = 12, so k = 3.
3
( 3)2 8 3 2 3 9 + 24 x= 2 3 33 x= 2 x=
Worked example 16
Consider the set of quadratic equations in the form 4x2 + bx + 9 = 0, where b is 11, 12 or 13. Use the quadratic formula to explain the solutions that occur with each b-value.
think
1
Write
Write the equation and match up a, b and c.
a b c 4x2 + bx + 9 = 0 x= x= x= x= x=
b
Substitute the values for a, b and c into the quadratic formula. Simplify. Substitute b = 11 and simplify.
b2 4 4 9 24 b 2 144 8 112 144 8 121 144 8

23
11 11 11
5 6
Evaluate the result. Substitute b = 12 and simplify.
There is no solution, as we cannot evaluate x= x=

12 12
23
122 144 8
144 144 8 12 0 x= 8 3 x= 2
7
Evaluate the result. Substitute b = 13 and simplify.
There is one solution, x = x= x= x= x=

13 13 13
3 2
132 144 8 169 144 8
25 8
13 5
60
9 10
Evaluate the result. The b2 values have had a clear impact on the solutions; recall that 0 = 0 and 25 = 5.
There are two solutions, x =
9 4
and x = 1.
The structure of the quadratic formula means the changing value of the expression under the square root sign, b2 144, is critical. b = 11: There was no solution (as negative cannot be resolved). b = 12: There was one solution (as 0 = 0). b = 13: There are 2 solutions (as 25 = 5).
exercise 2G
1
the quadratic formula
Identify a, b and c (the coefficients of x2, x and the constant respectively) in each of the following quadratic equations. a x2 + 4x 3 = 0 b x2 7x + 9 = 0 2=0 c 9 4x + x d 7 3x 6x2 = 0 1 x2 7x + 5 = 0 e 2 f (x + 1)2 = 0 g (2x 3)2 = 0 h 5 2(x2 + 2) = 0 6x 2 + 4 i 3x2 10x + 4 + 4x2 11x = 0 j =0 2 Use the quadratic formula to solve the following (even though the equations may be factorised by inspection). a x2 + 9x + 20 = 0 b x2 10x + 16 = 0 c 2x2 13x 24 = 0 d 4x2 + 13x 3 = 0
2 We14
3 We15 Find exact (surd) solutions to each of the following. a x2 + 5x + 3 = 0 b x2 + 8x + 5 = 0 2 + 3x + 1 = 0 c x d x2 + 10x + 12 = 0 e x2 6x + 2 = 0 f x2 7x + 6 = 0 g x2 4x 2 = 0 h x2 9x 8 = 0 2x2 + 3x + 1 = 0 i j 4x2 + 12x 1 = 0 2kx2 + 4x + 6k = 0 k l 2kx2 (k + 1)x + 4 = 0 4 a Use a CAS calculator and your answer for question 3k above to solve x2 + 4x 3 = 0, and write the b Use a CAS calculator and your answer for question 3l above to solve 62x2 32x + 4 = 0, and write
value of k you used to do this.
the value of k you used to do this.

5 Use a CAS calculator to find approximate solutions (3 decimal places) to each of the following. a x2 6x 2 = 0 b x2 + 3x 9 = 0 c 2x2 + 7x + 1 = 0 d 9x2 2x 2 = 0 e x2 8x + 1 = 0 f 3x2 + x + 9 = 0 6 Use a CAS calculator to find approximate solutions to the following. a x2 + 6x = 11 b 2x2 = 7 4x 5x2 c 10x + 2 = d x2 = 8x 6 2 e 5 = 9x 2x f x2 2 = 7x + 4 2 + 6x + 2 = 0 g 5x h x2 + 4x = 8 7 The population of a colony of rare African ants is given by the equation N=x2+2x+300, where N is
the number of ants, and x is the height of the anthill in centimetres. How high could the anthill be when there are 850 ants in the colony?
8 The profit, $P, made when a particular make of car is manufactured in t hours is given by the equation
P = 40t2 7t 5000. In order to just break even, how long must the manufacturing process take?
9 The position of an item x metres from the start of an assembly line is given by x=4t2 + 20t + 5 where t
is the time in minutes elapsed since the item started on the line. When is the item at position x = 0 metres on the assembly line?
10 A golf ball is hit from the bottom of a bunker as shown
at right. The height, h metres, of the ball above the ground is given by h = 5.2t 1.5t2 1, where t seconds is the time the ball has been in flight. a How deep is the bunker? b When is the ball first level with the top of the bunker? c At which times is the ball at a height of 3 metres? 11 Debbi plans to pave sections of her backyard, as shown at right. She has a total of 12 square metres of pavers. a Find the value of x if she wishes to use her entire supply of 5 pavers. She then finds that the value of x (found above) will need to be rounded either up or down to a multiple of 0.5m. Calculate the effect this will have on her existing supply of pavers if she rounds: b up c down. 12 The surface area (in m2) of cement transport containers made by a certain company is given by 4 r2 + 24 r, where r is the radius of the container. If the surface area of a particular container is 60 m2, determine its radius. 13 The Gateway Arch in St Louis, Missouri, was designed by Eero Saarinen in 1948 but not completed until 1964. The line of the arch can be represented by the quadratic function 2 y = 95 (x 95)2 + 190 where y is the height of the arch at a horizontal distance x along the base (ground level) from one side of the arch. Both x and y are in metres. a Re-express this function in an expanded form. b How wide is the arch at its base? c This is the tallest arch in the world. How high is the Gateway Arch?
xm
4m
xm
Sloppo Cement Co.
2h
the discriminant
You may have found on occasions that no solutions (or roots) can be found for a quadratic equation. If you were using the quadratic formula at the time, you would have found the trouble started when you tried to evaluate the square root part of the formula. The expression under the square root sign is called the discriminant. The discriminant is used to determine how many roots of an equation exist and is denoted by the upper case Greek letter delta (). b b 2 4 ac = b2 4ac 2a The quadratic formula The discriminant If < 0 (that is, negative), then no real solutions exist, as we cannot yet evaluate the square root of a negative value. The word real is used to describe numbers we can deal with at present. The set of real numbers includes positives, negatives, fractions, decimals, surds, rationals (numbers that may be expressed as a ratio for example 4 ) and irrationals. 9 (In further studies of maths, you will learn about a way of dealing with square roots of negative numbers using what are known as imaginary numbers.) If > 0, then the discriminant can be evaluated, and its square root can be added and subtracted in the quadratic formula (see above) to produce two real solutions. If = 0, then there is nothing to add or subtract in the quadratic formula, and so there is only one real solution to evaluate. x=
Worked example 17
Find the value of the discriminant for the equation 3x2 5x + 2 = 0.

think
1
Write
Write the expression. Note the value of a, b and c. Write the formula for . Substitute for a, b and c. Evaluate.
3x2 5x + 2 = 0 a = 3, b = 5, c = 2 = b2 4ac = (5)2 4(3)(2) = 25 24 =1
2 3 4
Worked example 18
How many real solutions are there to the equation 7x2 + 3x 1 = 0?

think
1
Write
7x2
Write the expression. Note the value of a, b and c. Write the formula for . Substitute for a, b and c. Simplify. Comment on the number of solutions.
+ 3x 1 = 0 a = 7, b = 3, c = 1
2 3 4
= b2 4ac = (3)2 4(7)(1) = 9 28 = 19 Since < 0, there are no real solutions.
Worked example 19
For what values of k does x2 + 2kx 9 = 0 have: i two distinct solutions? ii one solution? iii no solutions?
think
1
Write
x2
Write the expression. Note the value of a, b and c. Write the formula for . Substitute for a, b and c. Simplify. Consider case i, two distinct solutions. Note: |k| means the size or absolute value of k without regard to + or . Since k2 is always positive, we require k>3 (values such as 3.1, 4, 5 etc.) or k<3 (values such as 3.1, 4, 5 etc.) if k2 is to be > 9.
+ 2kx 9 = 0 a = 1, b = 2k, c = 9
2 3 4 5
= b2 4ac = (2k)2 4(1)(9) = 4k2 36

iii Two distinct solutions, require > 0.
So
4k2 36 > 0 4k2 > 36 k2 > 9 |k| > 3 k > 3 or k < 3
63
Consider case ii, one solution. The size of k must be = 3. (That is, 3 or 3 are our only choices.)
iii One solution, require = 0.
So
4k2 36 = 0 4k2 = 36 k2 = 9 |k| = 3 k = 3 or k = 3 k = 3 4k2 36 < 0 4k2 < 36 k2 < 9 |k| < 3 3 < k < 3
Consider case iii, no solutions. The size of k must be < 3 (values such as 2.9, 2, 1, 0, 1, 2, 2.9 etc.). An alternative method is shown in the next example.
iii No solutions, require < 0.
So
Worked example 20
For which values of k does 2x2 + 2kx + (k + 4) = 0 have: i two solutions? ii one solution? iii no solutions?
think
1
Write/draW
Write the expression. Note the value of a, b and c. Write the formula for . Substitute for a, b and c. Simplify and factorise.
2x2 + 2kx + (k + 4) = 0 a = 2, b = 2k, c = k + 4 = b2 4ac = (2k)2 4(2)(k + 4) = 4k2 8(k + 4) = 4k2 8k 32 = 4(k2 2k 8) = 4(k + 2)(k 4)
>0 =0 2 32 4 k >0
2 3 4
Since is a more complicated expression than those in the previous example, a graph of versus k ( on the vertical axis, k on the horizontal axis) is useful. (Recall how you sketched quadratic graphs in previous work, or see the next section.)
<0
For case i, we require > 0 (quadrants 1 and 2) From the graph, > 0 when k < 2 or k > 4. For case ii, we require = 0 (k-intercepts) From the graph, > 0 when k = 2 or k = 4. For case iii, we require < 0 (quadrants 3 and 4) From the graph, < 0 when 2 < k < 4. Note: This method involving sketching a graph of may be used as an alternative to the method shown in the previous example.
iii Two solutions, > 0.
So k < 2 or k > 4.
iii One solution, = 0.
So k = 2 or k = 4. So 2 < k < 4.
iii No solutions, < 0.
64
Worked example 21
Find an expression for the discriminant of the equation x2 + (2k +1)x + 4k = 0. Use this result to: a find exact and approximate values of k for which the equation has no solution b explain the result obtained in part a through substitution of appropriate k-values into the equation.
think
1
Write
Identify the coefficients required. Write the formula for . Substitute for a, b and c. Simplify.
x2 + (2k + 1)x + 4k = 0 a = 1, b = 2k + 1, c = 4k = b2 4ac = (2k + 1)2 4 1 4k = 4k2 + 4k + 1 16k = 4k2 12k + 1

a 4k2 12k + 1 < 0
2 3 4
a 1 For the original equation to have no solution,
we require < 0.
Solve the left-hand side using the quadratic formula.
k=
12 ( 12)2 4 4 1 24 12 144 16 = 8 12 128 = 8 12 8 2 8
Simplify.
k=
k=3 2 2
4
Interpret the result for k. Evaluate approximate values for k.
If 3 2 < k < 3 + 2 , then < 0 and the 2 2 equation has no solutions. If 0.086 < k < 2.914, then < 0 and the equation has no solutions.
b = 4k2 12k + 1
b 1 A selection of values for k will produce < 0,
= 0 and > 0. Find a k-value that gives > 0.
Let k = 2 = 4(2)2 12 2 + 1 = 16 + 24 + 1 = 41 > 0, so there are two solutions. Let k = 1 = 4(1)2 12 1 + 1 = 16 + 24 + 1 = 7 < 0, so there are no solutions.
Find a k-value that gives < 0. (Pick a value in the range from step 4 of part a.)
From step 3 of part a, we know the k-values for which = 0. Evaluate the result.
3 If k = 2 2 , = 0, so there is one solution.
If 3 2 < k < 3 + 2 , there are no solutions 2 2 to the original equation.
65
exercise 2h
the discriminant
c 5x2 + 6x 7 = 0 f x2 2x 6 = 0 i 3x2 = 5
1 We17 Find the value of the discriminant in each case. a x2 + 9x + 2 = 0 b x2 4x 1 = 0 2 3x + 10 = 0 d 2x e 3x2 + x + 3 = 0 2 + 15x = 1 g x h 9 7x = 4x2 2 We18 How many real solutions are there to the following equations?
Do not actually work out any solutions.

diGital doC doc-9718 Calculating the discriminant
a 5x2 + x + 2 = 0 d 3x2 + 6x + 3 = 0 g 5x2 = 2 x
b x2 + 4x + 4 = 0 e 2x2 8x 8 = 0 h 6 6x = x2
c 3x2 3x + 1 = 0 f 9 x2 + x = 0 i 12x = 9x2 + 4
3 We19 Find an expression for the discriminant of each of the following. a x2 + ax + 1 = 0 b ax2 + 2x + 3 = 0 c x2 + 6x + a = 0 d ax2 + bx + 1 = 0 e mx2 + 2mx + 1 = 0 f x2 + (m + 1)x + 3 = 0 2 mx (m + 4) = 0 2 kx + 2 = 0 g x h (k 1)x 4 mC Which values of m below both result in the expression x2 mx + 5 = 0 having two
distinct solutions? a 20 and 3
B 0 and 20
C 4 and 5
d 6 and 5
e 0 and 5
5 We19, 20 For what values of k does each equation have: i two distinct solutions? ii one solution? a x2 + kx + 4 = 0 b x2 4x + k = 0 2 18x + 20 = 0 d kx e x2 4x + (k + 1) = 0 2 + 12kx + 9k = 0 g 4kx h (k + 4)x2 + 10x + 5 = 0
iii c f i
no solutions? x2 + 4kx + 4 = 0 6x2 + 4kx + (k + 3) = 0 (k 1)x2 (k + 1)x + 2 = 0
6 We21 Assume k = 1 in each of questions 5 ai. Use substitution and your previous answers to question 5 to complete the following table. (There is no need to actually solve the equations.)
Question
a b c d e f g h i
Equation after substitution k=1
Number of solutions
Reasoning
Graphs of quadratic functions as power functions (turning point form)

2i
Quadratic functions are also power functions. Power functions are functions of the form f (x) = xn, n R. The value of the power, n, determines the type of function. When n = 1, f (x) = x, the function is linear. When n = 2, f (x) = x2, the function is quadratic. Other power functions will be discussed later. Under a sequence of transformations of f (x) = xn, n R, the general form of a power function is f (x) = a(x b)n + c (where a, b, c, and n R). All linear and quadratic polynomials are also linear and quadratic power functions, because all linear and quadratic functions are transformations of f (x) = x and f (x) = x2 respectively. When a quadratic function is written in turning point form, it is written in power form. For example, the quadratic function y = x2 + 4x + 6 can also be represented as the power function y = (x + 2)2 + 2.
In previous years work, you will have discovered the following connections between a quadratic function in turning point (TP) form, and its graph. Summary of the sequence of transformations y = a(x b)2 + c a is the dilation factor from the x-axis. If a > 1, the graph gets thinner or narrower. If 0 < a < 1, the graph gets wider. If a < 0, the graph is turned upside down (or, reflected in the x-axis). x-coordinate of turning point (horizontal shift) y-coordinate of turning point (vertical shift) Minimum value of y for shape graphs Maximum value of y for shape graphs
y y x Turning point (b, c) x
a positive, increasing
a negative, increasingly negative
Worked example 22
For the graph of y = 3(x + 2)2 1: i state the turning point coordinates ii describe the width of the graph as same, thinner or wider compared to the width of y = x2 iii state whether the graph is a minimum () or maximum () type, and state the maximum or minimum value of y iv find the y-intercept v sketch the graph (x-intercepts are not required).
think
1
Write/draW
Write the equation. Compare y = 3(x + 2)2 1 with y = a(x b)2 + c a = 3, b = 2, c = 1. TP x-coordinate: b = 2. TP y-coordinate: c = 1 y dilation factor = 3 (magnitude greater than 1 means it is thinner than y = x2) a is negative, so the graph is upside down or a maximum shape. Maximum y-value is c, which equals 1. The y-intercept can be found by substituting x = 0 into the original expression and simplifying. Use the information above to sketch the graph.
y = 3(x + 2)2 1
2 3
i TP (2, 1) ii Thinner iii The graph is a maximum () type.
5 6
The maximum value of y is 1.

iv y-intercept: y = 3(0 + 2)2 1
= 3(2)2 1 = 13
x
v (2, 1)
13
67
If a quadratic function is not in power form or turning point form, it must be manipulated in order to answer questions like those posed in the previous example. To do this, we use the method of completing the square as demonstrated in the following example.
Worked example 23
Convert the function y = x2 6x + 1 to power form. State the coordinates of the turning point and the maximum or minimum value of y.
think
1
Write
Write the equation. Ensure the x2 coefficient is 1. It is. (If not, divide the equation by whatever will change the x2 coefficient to 1.) Halve the x-coefficient and square it. Add and subtract this value after the x term. Group terms to make a perfect square. Factorise the perfect square part. Compare with y = a(x b)2 + c. The turning point is (b, c). a is positive, so there is a minimum value of y = 8 when x = 3.
y = x2 6x + 1
y = x2 6x + 9 9 + 1 y = (x2 6x + 9) 8 y = (x 3)2 8 a = 1, b = 3, c = 8 The turning point is (3, 8). The minimum value of y is 8.
3 4 5 6 7
Worked example 24
Identify the coordinates of the turning point of the graph of y = 2x2 + x 4 using algebraic methods.
think
1
Write
Write the rule for the function. Begin the process of completing the square by first taking out 2 as the common factor. Half of shown.
1 2 1 is 1 , and ( 1 )2 = 16 , so add and subtract this as 4 4
y = 2x2 + x 4 1 = 2[ x 2 + 2 x 2]
1 1 = 2[( x 2 + 1 x + 16 ) 2 16 ] 2 32 1 = 2[( x + 1 )2 16 16 ] 4 33 = 2[( x + 1 )2 16 ] 4
Continue on with completing the square, within the square [ ] brackets. Multiply the 2 through the square brackets, leaving it as a factor of the curved brackets. Read the coordinates of the turning point from this form. Write your answer.
= 2( x + 1 )2 33 4 8 The turning point has coordinates ( 1 , 33 ). 4 8

exercise 2i
1 We22 State the turning point coordinates for each of the following. a y = (x 5)2 b y = (x + 7)2 + 3 27 c y = (x 2) d y = (x 1)2 + 8 e y = 2(x + 3)2 4 f y = 6(x 2)2 + 2 68 Maths Quest 11 Mathematical Methods CAS
2 We22 For each of the following: i state the turning point coordinates ii describe the width of the graph as same width, thinner or wider than y = x2 iii state whether the graph is a minimum () or maximum () type, and state the maximum or
minimum value of y
iv find the y-intercept v sketch the graph (x-intercepts are not required). a y = (x 4)2 + 2 c y = (x + 5)2 8 e y = 2(x + 5)2 9 g y = 6 (x + 1)2 12 5 i b y = (x 2)2 3 d y = (x 1)2 1 f j
y = 1 (x 4)2 + 4 3 y = (1 x)2 + 20
h y = 7(x 3)2 + 3
y = (x 8)2 9
3 Sketch graphs having the following properties, but do not show intercepts. a Turning point (2, 5), dilation factor of 3 from the x-axis b Turning point (1, 3), dilation factor of 1 from the x-axis c Turning point (0, 4), dilation factor of 2 from the x-axis d Turning point (6, 0), dilation factor of 1 from the x-axis e Turning point (7, 7), dilation factor of 4 from the x-axis f Turning point (0, 2), dilation factor of 1 from the x-axis 2 4 Determine the function rules of the following graphs, given that they are all of the power function form
y = (x b)2 + c (that is, dilation factors all equal to 1).

a y 8 (2, 4) x b (1, 5)
y 4 x
1 (2, 5)
d (3, 1)
(6, 6) x
y 7
x 8
30
x (3, 2)
Find the y-intercepts of graphs with the following properties.

a Turning point (1, 4), dilation factor of 2 from the x-axis b Turning point (2, 3), dilation factor of 1 from the x-axis
6 We23 Convert each of the following to power form, and state the coordinates of the turning point and a c e g i
the maximum or minimum value of y. y = x2 4x + 9 y = x2 12x + 37 y = x2 4x 5 y = x2 + 18x + 0 y = 3x2 + 12x + 15
b d f h
y = x2 6x + 17 y = x2 + 8x + 13 y = x2 + 7 y = 2x2 12x + 22
7 We24 For each of the following quadratic functions: i use by-hand algebraic methods to find the exact coordinates of the turning point ii use a CAS calculator to verify this algebra and find decimal equivalents for these coordinates. a y = 3x2 2x + 1 b y = 2x2 5x 4 c y = 6x2 3x 4 Chapter 2 Quadratic functions 69
8 A section of perspex for a parabolic window is drawn on a
coordinate grid as shown at right. What equation should be programmed into the automatic glass cutting machine, using the grid system on the diagram?
8 6 4 2 0 2 4 6 8
What is the effect on the graph of increasing k in the equation y = k(x 2)2 + 1? The graph is: a raised B lowered C thinned d widened e translated left F translated right 10 mC What is the effect on the graph of increasing k in the equation y = (x + k)2? The graph is: a raised B lowered C thinned d widened e translated left F translated right 11 mC What is the effect on the graph of increasing k in the equation y = (x + 1)2 k? The graph is: a raised B lowered C thinned d widened e translated left F translated right
9 mC 12 For the graph y = M(x + h)2 + n, state: a the x-coordinate of the turning point b the y-coordinate of the turning point c the dilation factor from the x-axis d the coefficient of x2 in the expanded version e the coefficient of x in the expanded version f the constant term in the expanded version.
Graphs of quadratic functions (intercepts method)

2J
In this section we will consider graphs of quadratic functions of the form y = ax2 + bx + c. When we talk about sketching a graph, we mean drawing a diagram showing the main features not a true scale graph showing every point plotted accurately using a computer package or other means. To sketch a quadratic graph, the following features should generally be apparent or labelled.
1 the y-intercept
The y-intercept is found by substituting x = 0 into the rule and solving the equation for the corresponding y-value. That is, it is the c in the general form y = ax2 + bx + c. All quadratics have a y-intercept.
y-intercept
c x
2 any x-intercepts if they exist

Any x-intercepts are found by substituting y = 0 into the rule and solving the equation for the corresponding x-value. Lets say the rule factorises to y = (x d)(x e). Then substituting y = 0 into the rule gives the equation 0 = (x d)(x e). For this to be true, we must have x = d or x = e.
y x-intercepts c d e x
70
3 the turning point coordinates

Consider the general quadratic function, and complete the square as follows: y = ax 2 + bx + c b c = a x2 + x + a a b b 2 b 2 c = a x 2 + x + + 2a 2a a a b 2 b2 c = a x + 2 + a 2a 4a b 2 b2 +c = a x + 2a 4a b 2 b2 = a x + + c 2a 4a You may recognise this form as turning point form. In this case, the coordinates of the turning point are b2 b 2a , c 4 a Using xt and yt for the coordinates of the turning point, we have b b2 and yt = c 2a 4a If a quadratic function has two x-intercepts, the x-coordinate of the turning point may be found by averaging them. xt =
y
Axis of symmetry x-intercepts x Turning point b b2 ( 2a , c 4a )
y-intercept
d+e 2
If there is only one x-intercept, then it is the x-coordinate of the turning point.
y
The y-coordinate of the turning point may be found using the general turning point form above, by completing the square from scratch or by substituting the x-coordinate into the original equation. Recall also the two main types of parabolas:
y y
Minimum parabola y = ax2 . . . (a > 0)
Maximum parabola y = ax2 . . . (a < 0)

Worked example 25
Sketch the graphs of the following, showing all intercepts and the turning point in each case. a y = x2 4x 32 b y = x2 + 10x + 25 c y = 2x2 + 11x 15
think Write/draW
a 1 Write the rule.

2 3 4
a y = x2 4x 32
Find the y-intercept (when x = 0). Factorise before finding x-intercepts. Find the x-intercepts (when y = 0). Find the x-coordinate of the turning point (TP).
If x = 0, y = 32 y = (x + 4)(x 8) If y = 0, 0 = (x + 4)(x 8) x = 4 or x = 8 TP xt = , b = 4, a = 1 2a ( 4) = 2(1) =2

b
7 8
Substitute into the original rule to find the y-coordinate of the TP. Alternatively, use b2 yt = c . 4a Write the turning point coordinates. Combine the above information and sketch the graph.
yt = 22 4(2) 32 = 4 8 32 = 36 TP (2, 36)

y
8 (2, 36)
b 1 Write the rule.

2 3
b y = x2 + 10x + 25
Find the y-intercept (when x = 0). Factorise before finding x-intercepts. Find the x-intercept (when y = 0). Find the x-coordinate of the turning point. Alternatively, since there is only one x-intercept (5), it must be the turning point x-coordinate. Substitute into the original rule to find the y-coordinate of the turning point. Write the turning point coordinates. Combine the information and sketch the graph.
If x = 0, y = 25 y = (x + 5)(x + 5) = (x + 5)2 If y = 0, TP xt = 0 = (x + 5)2 x = 5 , b = 10, a = 1 2a 10 = 2(1) = 5

b
yt = (5)2 + 10(5) + 25 = 25 50 + 25 =0 TP (5, 0)

y 25 (5, 0)
7 8
72
c 1 Write the rule.

2 3
c y = 2x2 + 11x 15
Find the y-intercept (when x = 0). Factorise before finding x-intercepts. Find the x-intercepts (when y = 0).
If x = 0, y = 15 y = (2x2 11x + 15) = (2x 5)(x 3) If y = 0, 0 = (2x 5)(x 3) 2x 5 = 0 or x 3 = 0 2x = 5 or x = 3 5 x = 2 or x = 3 TP xt =

b
Find the x-coordinate of the turning point.
2a
, b = 11, a = 2 = = 2( 2)
11 4 11 4 11
(or 2.75)
Substitute into the original rule to find the y-coordinate of the turning point.
yt = 2 = = = =
242 + 16 242 + 16 2 16 1 (or 8 11
( ) + 11( ) 15
11 4 2 121 15 4 484 240 16 16
0.125)
7 8
Write the turning point coordinates. Sketch the graph, showing all important features.
TP
y
( 4 , 8)
5 2 (11, 1 ) 4 8
15
Dont be put off if asked to sketch a quadratic graph whose equation doesnt have 3 terms. Such cases are easier to sketch, as the following example shows.
Worked example 26
Sketch the graphs of the following equations. a y = x2 16 b y = 2x2 + 14x

think Write/draW
a 1 Write the rule.

2
a y = x2 16
Find the y-intercept (when x = 0). Factorise before finding x-intercepts. In this case, recognise a difference of squares. Find the x-intercepts (when y = 0).
If x = 0, y = 02 16 = 16 y = (x + 4)(x 4) If y = 0, So 0 = (x + 4)(x 4) x = 4 or x = 4
, b = 0, a = 1 2a 0 xt = 2(1) =0 yt = 02 16 = 16 TP (0, 16)

y
xt =
Substitute into the original rule to find the y-coordinate of the turning point. Write the turning point coordinates. Sketch the graph, showing all important features.
4 (0, 16)
7 8
b 1 Write the rule.

2
b y = 2x2 + 14x
Find the y-intercept (when x = 0). Factorise before finding x-intercepts. In this case, use a common factor of 2x. Find the x-intercepts (when y = 0).
If x = 0, y = 2(0)2 + 14(0) =0 y = 2x(x 7) If y = 0, So xt =
0 = 2x(x 7) x = 0 or x = 7
b , b = 14, a = 2 2a 14 xt = 2( 2) = =
14 4 7 2
(or 3.5)
7 2 2 7 2
Substitute into the original rule to find the y-coordinate of the turning point. b2 We could also use yt = c . 4a
yt = 2 = = =
49 2 49 2
( ) + 14 ( ) 2 ( ) + 49
49 4
98 2
(or 24.5)
7 8
Write the turning point coordinates. Sketch the graph.
TP
y
7 49 , 2 2
7 49 , 2 2
74
Worked example 27
Sketch the graphs of the following equations. a y = 3x2 + 6x 1 b y = 2x2 + x 7

think Write/draW
a 1 Write the rule.

2 3
a y = 3x2 + 6x 1
Find the y-intercept (when x = 0). Factorising before finding x-intercepts (when y = 0) is not easily done, so use the quadratic formula.
If x = 0, y = 1 If y = 0, 0 = 3x2 + 6x 1 b 2 4 ac 2a a = 3, b = 6, c = 1 x= x= = = = = =
6 b
62 4(3)( 1) 2(3) 36 + 12 6
6 48 6 6 16 3 6 64 3 6
32 3 3 x = 0.155 or
4
x = 2.155
b
xt =
, b = 6, a = 3 2a 6 xt = 2(3) = 1 yt = 3(1)2 + 6(1) 1 =361 = 4 TP (1, 4)

y 2.155 (1, 4) 0.155 x 1
Substitute into the original rule to find the y-coordinate of the turning point. Sketch the graph, showing all important features.
b 1 Write the rule.

2
b y = 2x2 + x 7
Find the y-intercept (when x = 0).
If x = 0, y = 2(0) + (0) 7 = 7
75
Factorising before finding x-intercepts (when y = 0) is not easily done, so try the quadratic formula.
If y = 0, 0 = 2x2 + x 7 b 2 4 ac 2a a = 2, b = 1, c = 7 x= x= = =
1 b
12 4( 2)( 7) 2( 2) 12 56
4 55
cannot be evaluated so there are no x-intercepts. Find the x-coordinate of the turning point.
55
No x-intercepts xt = = = =
b 2a

1 2( 2)
1 4 1 4
(or 0.25)
2
Substitute into the original rule to find the y-coordinate of the turning point.
yt = 2 ( 1 ) + 1 7 4 4
1 = 2 ( 16 ) + 1 7 4
= = =
7
1 8+ 1 8+ 55 8
1 4 2 8
7 56 8
(or 6.875)
Sketch the graph, showing all important features.
y
( 1 , 55 ) 4 8
Worked example 28
Consider the graph of y = x2 5x + 9. Use written algebra to: a show that the parabola has no x-intercepts b find how many units the parabola needs to be translated down, or lowered, so that it has exactly one x-intercept c find how many units the original parabola needs to be lowered so that its x-intercepts are 13 units apart.
think Write
a 1 Write the rule for the function. Any potential
x-intercepts depend on the solutions of the equation 0 = x2 5x + 9.

a y = x2 5x + 9
Calculate the discriminant, given a = 1, b=5 and c = 9.
a = 1, b = 5 and c = 9 = (5)2 4 1 9 = 25 36 = 11 The discriminant is negative, so there are no solutions to the quadratic equation 0 = x2 5x + 9; that is, the parabola has no x-intercepts.
b y = x2 5x + c
The discriminant is negative. Interpret the meaning of this.
b 1 Replace the original equation with a lowered
one. Change 9 to a variable, c.

2
For this equation to have one x-intercept, the discriminant, , must equal 0. Calculate . Set = 0 and solve for c. Write the new equation. Compare the new equation with the original equation.
a = 1, b = 5 = (5)2 4 1 c = 25 4c 25 4c = 0 c = 6.25 y = x2 5x + 6.25 The graph is lowered by 9 6.25 = 2.75 units.

c Axis of symmetry =
b
4 5
c 1 Calculate the axis of symmetry of
y = x2 5x + 9.
b = 5, a = 1 Axis of symmetry =
2a
( 5)
2 1 5 = 2 = 2.5 The turning point is at x = 2.5.
The x-coordinate of the turning point (here, 2.5) is always halfway between any x-intercepts; the required distance between the intercepts is 13 units. The x-intercepts of a function y=(xd)(xe) are d and e given a dilation factor parallel to the x-axis of 1. Expand to find the y-intercept.
13 2 = 6.5 2.5 + 6.5 = 9 and 2.5 6.5 = 4 The x-intercepts must be 9 and 4. The rule of the function is y = (x + 4)(x 9).
y = (x + 4)(x 9) y = x2 5x 36 The y-intercept is 36; the answer is correct as the first two terms are identical to those in the previous functions. 9 (36) = 45 The original parabola must be lowered by 45 units.
The amount of vertical translation will be the difference between the original and final y-intercepts. Answer the question.
Using the discriminant

Since finding x-intercepts for a quadratic graph involves solving a quadratic equation, we can use the discriminant to decide the number of x-intercepts such a graph has.
y x
x x
>0 2 x-intercepts
=0 1 x-intercept
<0 No x-intercepts
diGital doCS doc-9720 Quadratic graphs general form doc-9721 Quadratic graphs turning point form

exercise 2J
1 a y = x2 + 9x + 2 d y = 6 x2 a d g j 3 a c e g 4
Find the y-intercepts for each of the following. b y = 3x2 + 6x 4 e y = 5x + 2 4x2
c y = 4x2 + 2x f y = 1 x x2 c y = (x + 5)(x + 1) f y = (3 x)(4 x) i y = (x + 9)2
State the x-intercepts for each of the following. y = (x 1)(x 6) b y = (x 3)(x + 2) y = (x 4)(x 5) e y = x(x 2) y = (x + 5)(5 x) h y = x(x + 8) 3(2 x)(x + 10) y= State the x-intercepts for each of the following. y = (2x 5)(x + 1) y = (x 9)(4x 9) y = (2x + 3)(4x + 1) y = (Ax + a)(Bx + b)
b y = (3x + 1)(x + 2) d y = (x + 1)(6 5x) f y = 3x(x + 4)
a y = 4x2 2x + 3 c y = 2x2 9x 1
Use the quadratic formula to find exact values (if possible) for the x-intercepts of: b y = x2 + 7x 7 d y = 10 3x + 3x2.
5 We25a, b Sketch graphs of the following, showing all intercepts and the turning point in each case. a c e g i k
(Hint : Factorise first.) y = x2 4x + 3 y = x2 + 6x + 8 y = x2 8x + 12 y = x2 + 3x + 2 y = x2 11x 12 y = x2 16x + 64
b d f h j l
y = x2 + 2x + 1 y = x2 + 12x + 35 y = x2 + 2x 63 y = x2 5x + 6 y = x2 + 14x + 49 y = x2 + 8x 153
6 Sketch the following graphs, showing all intercepts and the turning point in each case. a y = 3x2 + 2x 8 b y = 5x2 + 18x 8 c y = 3x2 4x 15 d y = 4x2 8x + 3 e y = 8x2 10x + 3 f y = 7x2 + 18x 9 2 + 48x + 9 2 2x 7 g y = 15x h y = 9x i y = 2x2 + x 28 2 + 5x + 2 2 3x 9 j y = 3x k y = 2x 7 We25c Sketch the graphs of the following. a y = x2 8x + 33 b y = x2 + 2x + 3 x2 + 18x 81 d y= e y = 4x2 + 12x 5 8 We26 Sketch the graphs of the following. a y = x2 25 b y = x2 121 2 d y=3x e y = 2x2 18 2 + 5x g y=x h y = x2 8x j y = 4x2 24x k y = 21x 3x2 9 We27 Sketch the graphs of the following. a y = x2 + 2x 7 b y = x2 + 4x + 1 d y = 4x2 + 2x + 3 e y = x2 18x 1 2 7x 2 g y=x h y = 2x2 + 7x + 4 3x2 + 17 j y= k y = 4x2 5x 78 Maths Quest 11 Mathematical Methods CAS c y = x2 18x 45 f y = 8x2 6x + 5 c y = x2 + 1 f y = 3x2 + 12 i y = 5x2 10x
c y = x2 + 8x + 3 f y = x2 3x + 1 i y = 3x2 9x 5
10 mC
a
If a and b are positive numbers, which of the following graphs could be that of y = (ax + 1)(x + b)?
y
B
y x
x x
d
x x 11 mC
a
If k and p are positive numbers, which of the following could be the graph of y = x2 2kx + p?
y
B
x y x y
x
e
12
a y = x2 + 37x + 208 c y = 9x2 + 78x 169 e y = x2 12x 35
Without sketching, determine how many x-intercepts each of the following graphs have. b y = 3x2 4x + 8 d y = 4x2 + x + 9 f y = 4x2 + 72x + 324
13 Consider the value of the discriminant in deciding which graph matches which equation below. a y = 5x2 + x + 1 b y = 6x2 2x 1 c y = 7x2 x + 2 d y = 4x2 + 8x 4
a
y x
x
d
y x
x 14 We28b Use a CAS calculator and written algebra to find how many units and in which direction the
graph of y = 2x2 3x 2 should be translated vertically so that it has exactly one x-intercept. Also, state the function rule for this new parabola in both expanded and turning point forms.
15 We28c Use a CAS calculator and written algebra to find how many units and in which direction the
graph of y = 3 (x + 2)2 4 should be translated vertically so that its x-intercepts are exactly 4 units apart. Also, state the function rule for this new parabola in both expanded and turning point forms.
79
Using technology to solve quadratic equations

2k
Quadratic expressions, equations and functions are linked closely, as you have previously seen. Study the following table carefully. Classification Quadratic expression Characteristics Degree 2 polynomial, no equals sign Can be written in expanded and/or factorised form One variable, one equals sign 0, 1 or 2 solutions exist Two variables, one equals sign in the rule Can be sketched, as it is a set of ordered pairs Sketch is a parabola, with 0, 1 or 2 x-intercepts Examples 4x2 3.4x + 2 (x 7)(x + 3) x2 + 5x 6 4x2 3.4x + 2 = 19 (x 7)(x + 3) = 0 x2 + 5x 6 = 4 y = 4x2 3.4x + 2 y = (x 7)(x + 3) y = x2 + 5x 6
Quadratic equation
Quadratic function
Note: The solutions (also known as the roots) of a quadratic equation (say, 3x2 4.3x 1.68 = 0) are identical to the x-intercepts of its related parabola (here, the sketch of y = 3x2 4.3x 1.68). They are also known as the zeros of the related expression (here, 3x2 4.3x 1.68). Can you see why the solutions of x2 + 5x 6 = 4 become the x-intercepts of the parabola given by y = x2 + 5x 2?
Worked example 29
Consider the expressions x2 8x + 12, x2 10x + 21, and x2 12x + 32. Use written algebra and/or a CAS calculator to: a find the zeros and factors of the expressions b find the turning points of their related parabolas c use the patterns seen in these answers to predict the next three and previous two quadratic expressions, along with the features of their related parabolas. Now consider a general quadratic function (variable x) whose graph is an upright parabola with a dilation factor from the x-axis of 1. Its x-intercepts are j and k. d Find the rule for this quadratic function. e Find the function rule for a second parabola that has been translated 3 units to the left of the original parabola. f Verify your results for d and e (algebraically and graphically) by letting j = 5 and k=2.
think Write/draW
a 1 Factorise x2 8x + 12.
2
a x2 8x + 12 = (x 2)(x 6)
Set the factorised expression equal to 0 and solve. Factorise x2 10x + 21. Set the factorised expression equal to 0 and solve. Factorise x2 12x + 32. Set the factorised expression equal to 0 and solve.
(x 2)(x 6) = 0 x2=0 or x=2 or
x6=0 x=6
3 4
x2 10x + 21 = (x 3)(x 6) (x 3)(x 7) = 0 x3=0 or x=3 or x7=0 x=7
5 6
x2 12x + 32 = (x 4)(x 8) (x 4)(x 8) = 0 x4=0 or x=4 or x8=0 x=8
80
b 1 The x-value of the turning point is halfway
between the roots (zeros) of the associated parabola.
b For x2 8x + 12,
2+6 =4 2 For x2 10x + 21, 3+ 7 TP x-value = =5 2 For x2 12x + 32, 4+8 TP x-value = =6 2
TP x-value =
Find the y-values of each turning point by substituting the x-values in the corresponding functions.
For x2 8x + 12, 42 8 4 + 12 = 4 For x2 10x + 21, 52 10 5 + 21 = 4 For x2 12x + 32, 62 12 6 + 32 = 4 The turning points of these three parabolas are (4, 4), (5, 4) and (6, 4).
c (x 5)(x 9)
State the turning points of each parabola.
c 1 Predict the next three expressions based upon the patterns from parts a and b.
2
(x 6)(x 10) (x 7)(x 11) (x 1)(x 5) (x 0)(x 4) Expression x2 4x x2 6x + 5 x 8x + 12

2
Predict the previous two expressions. The intercepts and turning points are moving to the right (horizontally) by 1 unit for each step in the progression. This means that only the x-coordinates change. Also, the coefficient of the x term in the expanded expression is the negative sum of the zeros, and the constant term is the product of the zeros.
Zeros 0, 4 1, 5 2, 6 3, 7 4, 8 5, 9 6, 10 7, 11
TP (2, 4) (3, 4) (4,

4)
Factors (x)(x 4) (x 1)(x 5) (x 2)(x 6) (x 3)(x 7) (x 4)(x 8) (x 5)(x 9)
x2 10x + 21 x2 12x + 32 x2 14x + 45 x2 16x + 60 x2 18x + 77
(5, 4) (6, 4) (7, 4)
(8, 4) (x 6)(x 10) (9, 4) (x 7)(x 11)
d 1 Assign variables to the x-values of the zeros
d Let j and k be the x-values of the zeros
of each quadratic function.

2 3
(x-intercepts) of the quadratic function. y = (x j)(x k) y = x2 ( j + k)x + jk

e The zeros are now j 3 and k 3.
State the general function. Expand. 3 is subtracted from both zeros (j and k).
e 1 When the parabola moves 3 units to the left,

2 3
State the new function. Expand. Given j = 5 and k = 2, state the quadratic function. Translate this function 3 units to the left by subtracting 3 from j and k.
y = (x ( j 3))(x (k 3)) y = x2 ( j + k 6)x + ( j 3)(k 3)

f y = (x + 5)(x 2)
y = x2 + 3x 10
j 3 = 5 3 = 8 k 3 = 2 3 = 1
State the new function. Sketch the graphs of y=x2+3x10 and y=x2+9x+8 on the same set of axes.
y = (x + 8)(x + 1) y = x2 + 9x + 8
y y = x2 + 9x + 8 y = x2 + 3x 10
(TP)
(TP)
Observe the features of the two parabolas.
The turning points and zeros have been translated 3 units to the left. The second parabola has been translated 3 units to the left from the first parabola. The answers are verified.
Using technology to solve quadratic equations

exercise 2k
1 Use a CAS calculator to find all solutions of each of the following. a x2 + 4x + 1 = 0 b x2 = 11x + 2 x2 + 4x = 2 c d x2 = 8x 8 2 + 12x + 9 = 0 e x f 3x2 + 5x 1 = 0 2 Find all roots of the quadratics below using a CAS calculator. a 2.3x2 + 0.7x 0.59 = 0 b 0.811x2 5.2x 3.1 = 0 c 3.97x2 + 17x + 8.05 = 0 d 5.18x2 = 2.66x + 9 e 0.006x2 + 0.923x + 0.361 = 0 f x2 + 500x = 47 3 The distance, d, of a comet from one of the moons of Jupiter is given by the equation
diGital doC doc-9722 Simultaneous, quadratic and linear equations
d=47.9t2 + 0.03t 908.7, where t is the number of hours since the comet was first discovered on 28 June 2001. At what value of t will the comet reach this moon?
4 The number of marine organisms, N, in a marine research organisations testing tank is found to follow
the equation (or model) N = 0.0751h2 + 0.69h + 200, where h is the number of hours since the tank was supplied with nutrient and stocked with 200 organisms. How long after being fed could the colony survive without further food before none were left?
82
5 A diver follows a parabolic path from the diving board to the water, given by the function below. What
is the horizontal distance travelled by the diver from leaving the diving board to entering the water? (h represents the height of the diver above the water for a distance, d, from the diving board in the equation shown. Both h and d are in metres.)
h = 0.5d2 + 2d + 5
6 We29 As part of a Year 11 Maths extension activity, Harry and Christine were each asked by their
teacher to come up with a quadratic expression whose zeros had a sum of 10.25 (or as close to that as possible). The coefficient of the linear term had to be 5. When they returned to class the next day, Harry announced his expression was 0.48x2 5x 2.3, and Christine said hers was 0.49x2 5x + 1.9. Who was closest, and by how much?
7 One of the solutions of the equation 10x2 + 11x = k (where k is a constant) is 1.6. a Find the value of k. b Find the other solution to the original quadratic equation.
Simultaneous quadratic and linear equations

2l
In previous studies you have dealt with pairs of simultaneous linear equations and solved these using algebra. The solution could also be represented graphically. The same is true when we have one linear and one quadratic equation as a pair of simultaneous equations. Consider the following pair of simultaneous equations: y = x2 + x 2 and y = 3x + 1 If x = 3 is substituted into the first equation, y = 32 + 3 2 = 10 is obtained. If x = 3 is substituted into the second equation, y = 3 3 + 1 = 10 is obtained. That is, the coordinate pair (3, 10) fits both equations, so it is a solution. If x = 1 is substituted into the first equation, y = (1)2 + (1) 2 = 2 is obtained. If x = 1 is substituted into the second equation, y = 3(1) + 1 = 2 is obtained. That is, the coordinate pair (1, 2) is also a solution. To illustrate the situation graphically, the related linear and quadratic functions must be sketched on the same set of axes. As shown below, there are three possible relationships: no points in common (hence, no solutions) one point in common (hence, one solution) two points in common (hence, two solutions).
interaCtiVitY int-0261 Simultaneous quadratic and linear equations
83
x No solution
One solution x
x Two solutions
When a linear equation and a quadratic equation are solved simultaneously, a new quadratic equation is formed, as you will see in the following examples. The number of solutions relates to the discriminant (positive = 2 solutions; negative = no solutions; zero = one solution) of the new quadratic.
Worked example 30
a Solve the system of equations y = x2 + x 2 and y = 3x + 1. b Illustrate the solution using a sketch graph. The turning point of the quadratic graph is not
required.
think
Write/draW
a 1 Write the original equations and label them.

2 3
a y = x2 + x 2
y = 3x + 1
[1] [2]
Equate [1] and [2]. Put RHS [1] = RHS [2]. Collect terms on the side that makes the x2 term positive. Combine like terms. Factorise if possible. Solve for x. Substitute x-values into the linear equation [2] to find the corresponding y-values. Write the solution coordinates.
x2 + x 2 = 3x + 1 x2 + x 2 3x 1 = 0 x2 2x 3 = 0 (x 3)(x + 1) = 0 x = 3 or x = 1 If x = 3, y = 3(3) + 1 = 10 If x = 1, y = 3(1) + 1 = 2 Solutions: (3, 10) and (1, 2)

b For y = 3x + 1,
4 5 6 7
b 1 Find intercepts for a sketch of the linear graph.
if x = 0, if y = 0,
y=1 0 = 3x + 1 1 = 3x 1 x= 3
Find intercepts for a sketch of the quadratic graph. (The turning point is not required here.)
For y = x2 + x 2, if x = 0, y = 2 if y = 0, 0 = x2 + x 2 so 0 = (x + 2)(x 1) and x = 2 or x = 1

y (3, 10)
Sketch the linear and quadratic graphs on the same axes, and include the points of intersection found in part a.
1 3
2 (1, 2)
1 1 2
84
Worked example 31
Solve the equations y = 0.5x2 4x + 2 and 11x + 2y = 6.

think
1
Write
Write the two equations and label them. Solve [2] for y. Set [1] = [3]. Simplify. Multiply by 2. Factorise and state the solutions. Find the corresponding y-values and substitute in [3].
y = 0.5x2 4x + 2 11x + 2y = 6 2y = 11x + 6 y = 5.5x + 3

0.5x2 0.5x2
[1] [2] [3]
3 4 5 6
4x + 2 = 5.5x + 3
+ 1.5x 1 = 0
x2 3x + 2 = 0 (x 2)(x 1) = 0 x = 2 or x = 1 When x = 2, y = 5.5(2) + 3 = 8 When x = 1, y = 5.5 + 3 = 2.5 The solutions are (2, 8) and (1, 2.5).
Write the coordinates of the two points of intersection.
Worked example 32
a Solve the system of equations y = x2 8x + 12 and y = 6x + 11. b Illustrate the solution using a sketch graph. The turning point of the quadratic graph
is not required.
think
Write/draW

2 3
a y = x2 8x + 12
y = 6x + 11
[1] [2]
Put RHS [1] = RHS [2]. Collect terms on the side that makes the x2 term positive. Combine like terms. Factorise if possible. Solve for x. Substitute x-values into the linear equation [2] to find the corresponding y-value. If x = 1,
x2 8x + 12 = 6x + 11 x2 8x + 12 + 6x 11 = 0 x2 2x + 1 = 0 (x 1)(x 1) = 0 x = 1 only y = 6x + 11 y = 6(1) + 11 y = 6 + 11 y=5
4 5 6 7
Write the solution coordinates.
Solution: (1, 5) only

b For y = 6x + 11,
if x = 0, if y = 0,
y = 11 0 = 6x + 11 6x = 11 5 x = 11 or 1 6 6
For y = x2 8x + 12, if x = 0, y = 12 if y = 0, 0 = x2 8x + 12 so 0 = (x 6)(x 2) and x = 6 or x = 2

y 12 11 Tangent point (1, 5)
11 6
Sketch the linear and quadratic graphs on the same axes, and include the points of intersection found in part a.
Worked example 33
a Solve the system of equations y = x2 + 3x + 18 and y = 4x + 22. b Illustrate the solution using a sketch graph. The turning point of the quadratic graph is not
required.
think
Write/draW
a y = x2 + 3x + 18
y = 4x + 22
x2
[1] [2]
2 3
Put RHS [1] = RHS [2]. Collect terms on the side that makes the x2 term positive. Combine like terms. Try to factorise. No solution using the Null Factor Law is apparent. Check the value of the discriminant of the quadratic in step 4.
+ 3x + 18 = 4x + 22 0 = x2 3x 18 + 4x + 22 x2 + x + 4 = 0
4 5
(x )(x ) = 0? = b2 4ac = (1)2 4(1)(4) = 1 16 = 15 < 0, no solution; the graphs dont meet.
b For y = 4x + 22,
Since < 0, there is no solution.
if x = 0, if y = 0,
y = 22 0 = 4x + 22 22 = 4x x= x=
22 4 11 2
or 5 2
For y = x2 + 3x + 18, if x = 0, y = 18 if y = 0, 0 = x2 + 3x + 18 x2 3x 18 = 0 so (x 6)(x + 3) = 0 and x = 6 or x = 3
86
Sketch the linear and quadratic graphs on the same axes. Note that the graphs do not intersect, indicating no solution.
y 22 18
11 2
Worked example 34
The graphs with equations y = x2 + 4 x + 33 and y = mx + 24 intersect once only. Find the possible values of m.
think
1
Write
Write and label the equations. Put equation [1] = equation [2] and form a new quadratic equation [3]. For one solution only, we require = 0.
y = x2 + 4x + 33 y = mx + 24 x2
[1] [2]
x2 + 4x + 33 = mx + 24 + 4x mx + 9 = 0 x2 + (4 m)x + 9 = 0 [3] = (4 m)2 4(1)(9) = 16 8m + m2 36 = m2 8m 20 = 0 for one solution only. (m 10)(m + 2) = 0 m = 10 or m = 2 The two lines are y = 10x + 24 and y = 2x + 24.
Factorise and solve for m. State the rules for the two straight lines.

exercise 2l
1 We30, 31, 32, 33 For each of the following systems of equations: i solve to find any solution coordinates ii illustrate the solution (or lack of solution) using a sketch graph. The turning point of the quadratic
graph is not required. You may use a CAS calculator to verify solutions. a y = x2 + 6x + 5 and y = 11x 1 c y = x2 + 9x + 14 and y = 3x + 5 e y = x2 2x 3 and y = x 6 g y = x2 + 5x 36 and y = 15x 61 i y = x2 2x 24 and y = 4x + 3 k y = x2 + 4x + 21 and y = x + 11 m y = x2 + 4x + 12 and y = 9x + 16 o y = x2 4x + 5 and y = 4x + 9
b y = x2 + 5x 6 and y = 8x 8 d y = x2 7x + 10 and y = 11x + 6 f h j l n p
y = x2 + 11x + 28 and y = 10x + 40 y = x2 6x 16 and y = 4x 17 y = x2 7x + 10 and y = 4x + 6 y = x2 + 14x 48 and y = 13x 54 y = x2 + 7x + 12 and y = 20 y = x2 4x + 4 and y = 8x 32
2 State how many points of intersection exist with each of the following pairs of simultaneous equations. a y = x2 + x 6 and y = 9x 31 b y = x2 16 and y = 6x + 11 c y = x2 + 3x + 4 and y = 7x + 25 d y = x2 6x + 5 and y = 2x 12 Chapter 2 Quadratic functions 87
3 We34 The graphs of equations y = x2 14x + 49 and y = mx + 48 intersect once only, at x=1. Find
the value of m. 4 The system of equations y = x2 4x + c and y = 7x + 8 has two solutions, one at x=1 and another at x = 4. Find the value of c. 5 The graphs of y = x2 + bx 14 and y = 9x + c intersect at (1, 8) and (3, 10). Find the values of b and c. 6 Using a CAS calculator, find the points of intersection, in exact form, for each of the following systems of equations. a y = x2 + 5x 3 and y = 2x 2 b y = 2x2 + 7x 8 and y = 3x + 4 c y = 3x2 2x + 12 and y = 4x + 8 3 d y = 5x2 2x 5 and y = 4 x 5
7 An engineers plans for a proposed road through a y y=
x2 +5 2 y = x +2 4
mountain are shown at right. At what heights above sea level will the entrance and exit to the tunnel be, given the equations of the mountain profile and road path as shown on the plan?
Entrance of tunnel
Proposed road
Sea level
8 A graphic designer draws a logo involving a parabola sitting in a
V shape on a set of axes as shown at right. Find the equation of the parabola, given it is of the form y=kx2, and find the points of intersection of the V with the parabola.
1 2 9 Use a CAS calculator to find the values of a in exact form such that the linear equation y =
3 8
y = kx 2
and the quadratic equation y =
x 2 + 3 x 5 do not intersect.
ax +a 2
88
10 Use a CAS calculator to help answer the following questions.
A pole 11 metres high is firmly secured to the ground. A parabolic arch is to be attached to the pole 3 metres above the ground as shown in the diagram below. A metal rod will run directly from the top of the pole straight to the ground so that it just touches the arch in one position only. Let y be the height above the ground in metres and x be the distance along the ground from the foot of the pole in metres.
y (0, 11)
(0, 3) 0 x
Give all answers in exact form unless told otherwise. 1 a a The arch is to be modelled by the quadratic equation y = 8 x 2 + 4 x + 3, where a is a non-zero positive constant. Find where the arch meets the ground in terms of a, that is, find the x-intercept. b If it is decided that the distance from the foot of the pole to the point A is 12 metres, find the value of the constant a. c If the equation of the metal rod is modelled by the linear function y = 11 + bx, find the value of b. (Hint: Consider the discriminant.) d Find the coordinates of the point where the arch touches the metal rod. e Find the maximum height of the arch correct to 2 decimal places. f Find the distance from point A to point B both in exact form and correct to 2 decimal places.
89
Summary
polynomials
1. A polynomial in x, sometimes denoted by P(x), is an expression containing only non-negative whole powers of x. 2. The degree of the polynomial is given by the highest power of the variable x. 3. The general form of a degree n polynomial is: P(x) = an x n + an 1xn 1 + . . . + a2 x 2 + a1x + a0 where n is a positive whole number and an, an 1, . . ., a2, a1 and a0 are coefficients.
To expand: 2 1. First term everything in the second brackets, then 1 2. Second term everything in the second brackets. (4x + 9)(2x 3) Perfect squares (ax + b)2 = a2x2 + 2abx + b2 3 4 Difference of squares (ax + b)(ax b) = a2x2 b2 Expand brackets first, then multiply if there is an external factor in expressions like k(ax + b)(cx + d). Look for a common factor first. General quadratics: Write down (_x )(_x ) and try factors of the constant term. Perfect squares: (ax + b)2 = a2x2 + 2abx + b2 Difference of squares: ( a x + b )( a x b ) = ax 2 b Use when whole number factors are not apparent. Halve and square the x-coefficient, then add and subtract this new term. Form a perfect square from three of the terms. Continue to factorise using a difference of squares.
Solving quadratic equations null Factor law Solving quadratic equations completing the square
Factorise. Set each factor equal to zero. Solve two mini-equations. Halve and square the x-coefficient. Add and subtract the new term. Form a perfect square and solve for x.
b
the quadratic formula the discriminant
If ax2 + bx + c = 0, then solutions may be found using x = If ax2 + bx + c = 0, then the discriminant = b2 4ac. If < 0, no real solutions exist. If > 0, there are two real solutions. If = 0, there is only one real solution. Turning point form: y = a(x b)2 + c. The turning point is at (b, c) and the dilation factor is a. If a > 0, the graph is a positive () shape. If a < 0, the graph is a negative () shape. To convert to turning point form, complete the square.
b 2 4 ac . 2a
(b, c) x
90
To sketch a quadratic graph of the form y = ax2 + bx + c: 1. Find the y-intercept (when x = 0) 2. Factorise if possible, and find the x-intercepts (when y = 0) It may be easier to use the quadratic y formula in some cases. If < 0, there are no x-intercepts. If = 0, one intercept only. y-intercept If >0, two intercepts. 3. Find the x-coordinate of the turning point b using xt = or by completing the 2a square.
Axis of symmetry x-intercepts x Turning point b b2 ( 2a , c 4a )
4. Find the y-coordinate of the turning point by substituting xt into the equation for y, or by using b2 or by completing the square. yt = c 4a 5. Combine all the information and sketch it. Functions with a positive x2 coefficient are shaped, and those with negative x2 coefficients are shaped. If the information you have gathered doesnt seem to fit, check for calculation errors.
If given equations of the form y = ax2 + bx + c and y = mx + k: 1. Set ax2 + bx + c = mx + k. 2. Rearrange to form a new quadratic equation Ax2 + Bx + C = 0. 3. Solve to find any x-coordinates of intersection. 4. Substitute any x-coordinates into the linear equation to find the corresponding y-coordinates. 5. State the solutions (or state that there are none).
91
Chapter review
S h ort anS Wer
1 Expand: a (7x + 8)(7x 8) 2 Factorise: a 25x2 + 110x + 121 3 Factorise x2 6x 14. 4 Solve the following. a (4x + 1)(3x 9) = 0 5 Solve: a 4x2 5 = 0 6 Solve x2 + 6x 2 = 0. 7 Use the quadratic formula to solve 5x2 7x + 1 = 0. 8 Evaluate the discriminant for 4x2 3x + 9 = 0. 9 Find the value(s) of k for which the equation 2x2 + 3kx + 6 = 0 has: a no solution b one solution c two solutions. 10 Sketch the following, showing the turning point and y-intercept in each case (x-intercepts not required). a y = 4(x + 1)2 + 2 b y = 6x2 1 11 Convert y = x2 + 8x + 3 to turning point form. 12 Sketch the following. a y = (x 6)(x 14) b y = x2 + 2x 80 c y = 3x2 26x + 48 d y = 2x2 5x 3 b 3x2 40x 75 = 0 b x2 14x + 42 = 0 b (2x 9)2 b 6x2 + 37x + 6 c (5 x 3)(5 x + 3) c 12x2 37x + 21 d (4x 9)(2x 13) d 36x2 49
13 Find any points of intersection of the line y = 2x 6 and the parabola y = x2 + 7x + 12. 14 Solve 4kx2 5x + 3k = 0 for x.
m U lt ip l e C h oiCe
1 Which of the following is the expansion of (3x 7)(x + 5)?

a 3x2 + 8x 35 d 4x2 2x 2 a x2 + 10x + 16 d (x + 6)(x 6) B 3x2 7x 35 e 4x 2 B x2 8x + 16 e (x2 + 7)2
C 3x2 2x 35
2 Which of the following is a perfect square quadratic expression?
C x2 25
3 The expression 9x2 64 is an example of:

a a perfect square d a quadratic term
B a difference of squares e a factorised expression B (6x 7)2 e (9x + 7)(4x 7) B (x + 6)(x 10)
C a negative quadratic
4 Which of the following is equivalent to 36x2 49?

a (6x + 7)2 d (36x + 1)(x 49) a (x + 6)2
C (6x + 7)(6x 7)
5 The expression (x 2)2 + 8 can be factorised to:

d ( x 2 + 2 2)( x 2 + 2 2) a x = 7, 4 d x=
7 2
C (x 2 + 4)(x 2 4)
e The expression cannot be factorised using real numbers. B x = 2, 1 e C x = 2, 1
6 Which of the following gives all solutions of the equation (2x 7)(x + 4) = 0?
,4
x=
7 , 4 2
7 Which of the following represent the full solution to x2 6x + 9 = 0?

a x = 3 d x = 3, 6 a x = 5 d x=
7+
B x = 3, +3 e No real solution B x = 5+ e
C x=3
8 A solution to (x 5)2 7 = 0 is:
7 5
7 7
C x = 7+ 5
x=
5+
92
9 If the equation 3x2 = 9 + x is to be solved using the quadratic formula, which set of values should be
substituted into the formula? a a = 3, b = 1 and c = 0 1 d a = 1, b = 3 and c = 9

b
B a = 3, b = 1 and c = 9 e a = 9, b = 1 and c =
3
C a = 3, b = 9 and c = 1
10 The quadratic formula, which can be used to solve equations of the type ax2 + bx + c = 0, is given by:
a x= d x=
b 2 4 ac 2a
B x=
b b 2 4 ac 2a
b
C x = b
b 2 4 ac 2a
b2
b 4 ac 2a
x=
b 4 ac 2a
C 25
11 The value of the discriminant in 2x2 + 3x + 4 = 0 is:

a 23 d 32 B 7 e 41
12 For a quadratic equation to have at least one real solution, the discriminant could be:
a negative d either positive or negative a (1, 2) d (2, 1) a 3 C 2 e 20 a B C d e B zero e a perfect square B (1, 2) e (2, 1) B 4 d 8 C positive
13 The turning point of the graph of y = 5(x + 2)2 1 is at:
C (2, 1)
14 If y = 3(x 2)2 + 8, the maximum value of y is:
15 The graph shown could be for the rule:
y 30 6 5
y = + 5x 30 y = x2 11x + 30 y = x2 + 11x + 30 y = x2 + 11x + 30 y = x2 + 11x 30 x2
16 The turning point of y = x2 + bx + 40 is at x = 7. The value of b is:

a 14 C
7 2
B 7 d 7
e 14
17 Using a CAS calculator, the approximate solutions to y = x2 + x + 4 are:

a B C d e
x = 0.5 and y = 4.25 x = 0 and y = 4 x = 2.56 and x = 0 x = 1.56 and x = 2.56 x = 1.56 and x = 0
18 The system of 2 simultaneous equations represented by the graphs
at right has: a no solutions for x B one solution for x C one positive and one negative solution for x d two negative solutions for x e insufficient information for us to find a solution
19 A solution to the system of equations y = 2x 1 and y = x2 + 8x + 8 is:
a (3, 7) C (0, 8) e (2, 28) B (0, 1) d (3, 5)
93
e x tended r e Sp onS e
1 A 100 m length of steel cable is threaded through a series of posts in order to construct
a fence around a paddock with four straight sides as shown at right. a Write an equation that links l and w. b Rearrange the equation in part a to write an expression for l in terms of w. l c Write an expression for the area of the paddock in terms of w. d Plot a graph of area against w. Plot area on the vertical axis and w on the horizontal axis. On the graph, label all intercepts and the turning point. e What is the maximum area of the paddock? f What values of l and w give the maximum area of the paddock? g Comment on the relationship between l and w, and state what type of shape the paddock is. 2 MacBurgers restaurants have employed a mathematician to y design a new logo based on an M made up of two parabolas Parabola 1 Parabola 2 as shown in the sketch at right. The parabolas both have the form y = 2x2 + bx + c. h a Give the coordinates of two points on each parabola. b Find the equation of each parabola. (2, 0) (2, 0) x c Find the height, h, of the sign. d Which domain of x-values should each graph be restricted to so that the parabolas form the logo shown above? e Determine the equations of two parabolas that may be used to form the W shape below, given they are both of the form y = x2 + bx + c.
y 9
(3, 0)
(3, 0)
3 Find the equation of a parabola that goes through the points listed in each case.
(Hint: Assume equations of the form y = ax2 + bx + c and form simultaneous equations by substituting coordinate values.) a (0, 1), (1, 0) and (2, 3) b (0, 1), (1, 4) and (2, 15) c (0, 5), (1, 11) and (1, 3) d Find the equations of two parabolas that form a path similar to the one below depicting a proposed water slide, given the x2 coefficient of each curve is 1 or 1.
y (8, 8) (4, 4) x
4 a Using written algebra, sketch the graphs of the quadratic equations y = x2 6x + 8 and
y = 3x2 + 5x 28, showing intercepts and turning points. b Why was one equation easier to sketch than the other? c Determine another quadratic function whose graph has integer intercepts and turning point coordinates. How can this be ensured?
94
ICT activities
Chapter opener
diGital doC 10 Quick Questions doc-9710: Warm up with ten quick questions on quadratic functions(page 39) diGital doC doc-9718: Observe the discriminant and the number of solutions to a quadratic equation (page 66)
2a
polynomials
2i Graphs of quadratic functions as power functions (turning point form)

diGital doC WorkSHEET 2.2 doc-9719: Solve quadratic equations, understanding the discriminant and sketching parabolas (page 70)
diGital doC History of mathematics doc-9711: Learn about the life of Galois, a 19th century mathematician(page 40)
2B
diGital doCS SkillSHEET 2.1 doc-9712: Practise expanding perfect squares (page 43) SkillSHEET 2.2 doc-9713: Practise expanding differences of squares (page 43)
2J Graphs of quadratic functions (intercepts method)

diGital doCS doc-9720: Observe axial intercepts of the graph of a quadratic in general form (page 78) doc-9721: Observe the turning point of the graph of a quadratic in turning point form (page 78)
2e
tUtorial We 10 eles-1407: Watch how to apply quadratic algebra skills to determine the dimensions of a triangle(page 51) diGital doCS doc-9714: Apply the Null Factor Law to solve quadratic equations (page 53) WorkSHEET 2.1 doc-9715: Expanding brackets and factorising quadratic expressions (page 54)
2k Using technology to solve quadratic equations

diGital doC doc-9722: Calculate the solutions to linear and quadratic simultaneous equations (page 82)
2F Solving quadratic equations completing the square

tUtorial We 12 eles-1408: Watch how to solve a quadratic equation giving solutions in exact form (page 55) diGital doCS SkillSHEET 2.3 doc-9716: Practise solving equations in the complete square form (page 57) SkillSHEET 2.4 doc-9717: Practise simplifying surds (page 57)
2l Simultaneous quadratic and linear equations

interaCtiVitY Simultaneous quadratic and linear equations int-0261: Consolidate your understanding of how to solve simultaneous quadratic and linear equations (page 83)
Chapter review
2h
the discriminant
tUtorial We 19 eles-1409: Watch how to find the possible values of an unknown constant in a quadratic equation with zero, one and two solutions (page 63)
95
Answers CHAPTER 2
QUadratiC FUnCtionS
exercise 2a
1 a d 2 a d 3 a b c 4 a d 5 a c e 6 a b c 7 a b c d
polynomials 3 b1 c 2 6 e 5 x bt c x x e u Polynomial 1b Polynomial 1c Polynomial 1a 5 N; bP c N; 3 x x N; k 2 e N; 2x 3 bx 3 d5 Coefficient of the quadratic term 1 19 2x2 + x + 2 6 t 0.9937; she is swimming 0.9937 m/s at 0.2 s. 1.818 m/s
e f g h
12r2 + 28rs 5s2 9u2 4t2 2h2 128k2 3m2 + 36mn 108n2
Factorising quadratic
9 65 9 65 x+ 2 + 2 x+ 2 2 11 145 11 145 x+ 2 + 2 x+ 2 2
exercise 2C
f g
exercise 2B expanding quadratic expressions 1 a 2x2 + 16x + 30 b 12x2 5x 3 2 25x 14 c 25x d 48x2 26x + 3 e 7x2 + 19x 36 f x2 + 21x + 90 g 18x2 + 51x 26 h x2 11x + 30 i 9x2 82x + 9 j 4x2 + 9x 63 2 a 4x2 + 12x + 9 b 9x2 30x + 25 c 36x2 + 12x + 1 d 49x2 84x + 36 2 e x 16x + 64 f x2 + 26x + 169 g 4x2 36x + 81 h 4x2 + 36x + 81 2 i 16 24x + 9x j 36 12x + x2 2 3 a 4x 36 b 9x2 25 c 36x2 1 d 4x2 81 2 e 121x 9 f x2 144 g x2 36 h 49 4x2 i 1 x2 j 25x2 1 2 + 46x + 60 4 a 6x b 6x2 3x 84 c 8x2 + 4x + 40 d 24x2 66x + 27 e 96x2 56x + 8 f 70x2 + 35x + 210 2 44x + 112 g 4x h 35x2 90x + 40 i 2ax2 3ax 54a j 2bx2 32b 5 a 36x2 169 b 60x2 x 10 c 6x2 + 27x + 168 d 9x2 + 66x + 121 e 4x2 196 f 36x2 60x + 25 2 + 7x 144 g x h x2 + 16 i 100x2 + 120x 36
expressions 1 a 5xy2(xy + 4) b 2ax(4x 7) 2q 3p + 1) c 7(p d 11r2s(2r2s2 + 1) e 5(x2 + 2x + 15) f 3(x2 + 6x 2) 2 a (x + 9)(x + 7) b (x 11)(x 6) c 2(x + 3)(x + 8) d 3(x 2)(x + 4) e (8 x)(x + 12) f (3x + 5)(2x 7) g (2x 9)(3x 5) h 2(4x + 1)(5x 7) 3 a (2x + 3)(2x 3) b (9x + 5)(9x 5) c 2(x + 4)(x 4) d 18(x + 3)(x 3) e (x + 3)(x 1) f 3(x 1)(3x 5) g 2(x + 10)(4 x) h 15(x 1)(5x 11) 4 a (x + 7)2 b (5x 1)2 c 2(x + 3)2 d 3(x 2)2 e 2(6x 1)2 f (x + 3)2 2 g (2x 5) h (2x 3 2)2 5 a x(x + 6) b (x + 1)(x 7) c (2x + 1)(2x + 13) d (3x + 7)(3x 11) e 2(x 1)(x + 3) f 3x(8 x) g 6(5x + 1)(15x + 17) h (x 5)(x 7) i 3(x + 2)(10 3x) 6 a (x + 11)(x + 12) b (3x 4)(2x 5) c 2(2x 1)(x + 3) d (9x 31)(12x 53) 7 a 3(x 9)(x + 1) b (5x + 1)2 c (x 14)2 d (x 14)2 e 3 x ( 2 x 2) f 5(2x + 1)(6x + 1) g 5x(12x 1) h 9(1 xy)(1 + xy) i 7x(5x 4) j 2(6x + 7)(x 7) 8 a C b E c A 9 k = 5, m = 4
exercise 2d
No real factors 5 17 5 17 x+ h x+ + 2 2 2 2
i
13 173 13 173 x 2 + 2 x 2 2
1 13 1 13 x+ 2 + 2 x+ 2 2 3 E 4 E 5 B 6 C 7 a 3( x 3 + 10)( x 3 10)
j b c d
5 17 5 17 2 x + + x+ 2 2 2 2
5(x 4(3x2
1)(x + 3) or 5(1 x)(x + 3) x + 2)
exercise 2e Solving quadratic equations null Factor law
1 a d g 2 a d g 3 a d g j
6,
3 2
1 b 1, 6
c 5, 2 f 7, 23
12 2 , 7 9 6 , 6 7
1 2
,3
h 0, 1 b 4,
1 2 5 c 2, 4
6, 12 5, 11
2 2 , 5 5
e 3, 3 h 0, 5 b e
7 7 , 2 3 5, 1 3 8 5
1 4
the square 1 a ( x + 2 + 7)( x + 2 7)

b c d e f g h i j 2 a
Factorising by completing
5, 9
1 1 , 6 6 9 9 4
c f
1 4 3 2 5 2
( x + 5 + 5)( x + 5 5) ( x + 3 + 2)( x + 3 2) ( x + 1 + 2 2)( x + 1 2 2) ( x + 4 + 3)( x + 4 3) ( x 2 + 5)( x 2 5) ( x 6 + 17)( x 6 17) ( x 1 + 6)( x 1 6) ( x 4 + 6)( x 4 6) ( x 3 + 13)( x 3 13) 3 5 3 5 x+ 2 + 2 x+ 2 2 5 37 5 37 x+ 2 + 2 x+ 2 2 7 41 7 41 x 2 + 2 x 2 2 1 5 1 5 x 2 + 2 x 2 2
h 0,
i 2,
5 1 , 3 2
4 D 5 E 6 D 7 Length = 8 cm, width = 5 cm 8 a The area is doubled. b
Length = 20 2 + 33 + 1 cm Width = 20 2 + 33 1 cm
b 13
j 6 a c e i 7 a b c d
20x2 245 18x2 14x + 5 2x2 18x 159 23x2 114 h 12x2 + 2 x 2 5 j 15x2 24x
b d f
3
9 4 hours 10 a 30 11 a 42 b 16 12
9 2
2x2 7x 34 12x2 + 25x 55 4x2 24x 62 g x2 3 4x2 + 9x +

7 2
or 4.5 kg
13 a 3.7 s b 2 5 14 a x = 1.998 using fixed point iteration. b x = 0.562 15 a 0.228 b 1.140 c 0.268 d 0.863 16 Answers will vary. 17 Answers will vary. 18 Answers will vary.
(The correct answer is x = 2.)
4a2 + 8a + 2ab + 4b 3x2 10y2 + xy 49c2 56c + 12 u2 + 8uv + 16v2
96
exercise 2F Solving quadratic equations completing the square
1 a c e 2 a c e 3 a c e g 4 a c 5 6 7 8
15 6 13
b 6 d 3 f 3 b d
5
33 5 3 17
5 7
3
5 a c e 6 a c e g 7 8 9 10
2 7 29 2
11
2 9 89 2
105
2 2 5 9 73 2 3 19 75 2 14 2 3
f 2, 3 b 3 d
7
11
7 65
12 13
2 15 201 f 2 h No solutions
b 6 d 3
6.317, 0.317 b 1.854, 4.854 d No real solutions 3.637, 0.137 f No real solutions 0.123, 8.123 1.472, 7.472 b 1.121, 3.121 d 7.162, 0.838 0.225, 1.775 3.851, 0.649 f 7.772, 0.772 No real solutions h No real solutions 22.5 cm 11.3 hours 5.2 minutes a 1 metre b At t = 0.2 seconds c At t = 1.2 and 2.3 seconds a 1.2 m b She will need to buy an extra 5.25 m2 of pavers. c She will have 3 m2 of pavers left over. 0.711 m 2 2 a y= x + 4x 95 b 190 m c 190 m
the discriminant 73 b 20 71 e 37 229 h 193 0 b 2 1 e 1 2 h 2 a2 4 4 12a 36 4a b2 4a 4m2 4m m2 + 2m 11 m2 + 4m + 16 k2 8k + 8
i iii i iii i iii c 176 f 20 i c f i
k < 4.05 ii k > 4.05 e k<3 ii k>3 f k > 3 or ii k < 1.5 iii 1.5 < k < 3 ii g i No values of k iii No values of k h i k<1 ii iii k > 1 i i k < 3 or k > 3 ii iii No values of k 6 (See table bottom of page)
d i iii i iii i
k = 4.05 k=3 k = 1.5 or k = 3 All values of k k=1 k=3
exercise 2h
1 a d g 2 a d g 3 a b c d e f g h 4 D 5 a b c 6
E C D Solutions do not exist. 21 b x =2 6 3 c , 1

a
2
exercise 2i Graphs of quadratic functions as power functions (turning point form) 1 a (5, 0) b (7, 3) 7) d (1, 8) c (2, f (2, 2) e (3, 4) 2 a i (4, 2) ii Same iii Minimum y = 2 iv 18
60 0 2 1
(0, 18)
Solutions do not exist.
exercise 2G
(4, 2) x
the quadratic formula 1 a 1, 4, 3 b 1, 7, 9 4, 9 c 1, d 6, 3, 7 1 e , 7, 5 f 1, 2, 1

g i 2 a c 3 a
4, 12, 9 7, 21, 4 4, 5 8,
5 3 2
i (2, iii Minimum y = 3 v y
3)
ii Same iv 1
h j b
2,
0, 1 3, 0, 2 2, 8
1 4
d 3,
13 2 2 3 5 c 2 2 e 3 7
g i
b 4 11 d 5 13 f 6, 1 h
k > 4 or k < 4 4<k<4 k<4 k>4 k > 1 or k < 1 1 < k < 1
ii ii ii
k = 4 k=4 k = 1
1 x
(2, 3)
Question
a b c d e f g h i
Equation after substitution k = 1 x2 x2

x2
Number of solutions 0 2 1 2 2 0 1 2 2
Reasoning = k2 16 = 15 = 16 4k = 20 = 16k2 16 = 0 = 324 80k = 404 = 12 4k = 16 = 16k2 24k 72 = 32 = 144k2 144k2 =0 = 20 20k = 40 = k2 6k + 9 = 16
2 6 3 17 4 4 x= 3k 2 +1 +1
9 113 2 2
x+4=0 4x + 4 = 0
x2 4x 1 = 0 18x + 20 = 0 x2 4x = 0 6x2
4x2
3 j 2 2
k l 4 a
k k + 1 k 2 30 k + 1 x= 4k
2
4x + 2 = 0 12x 9 = 0
7; k =
1 2
8 2 b ; k = 31 31
3x2 + 10x + 5 = 0
2x2
+2=0
97
i ii iii iv v
(5, 8) Same Minimum y = 8 17

y 17
i (3, 3) iii Maximum y = 3 y v

(3, 3) x
ii Thinner iv 60
60
x (5, 8)
i (8, 9) iii Maximum y = 9 y v

(8, 9) x
ii Same iv 73
i ii iii iv v

y 73
y = (x 2)2 + 4 y = (x + 1)2 + 5 y = (x 2)2 5 y = (x + 3)2 + 1 y = (x 6)2 + 6 y = (x + 3)2 2 5 a 6 b 7 6 a (2, 5) minimum y = 5 b (3, 8) minimum y = 8 c (6, 1) minimum y = 1 d (4, 3) minimum y = 3 e (2, 9) minimum y = 9 f (0, 7) minimum y = 7 g (9, 81) minimum y = 81 h (3, 4) minimum y = 4 i (2, 3) minimum y = 3 1 2 7 a i( , ) ii (0.33, 0.67) 3 3
4 a b c d e f b c
i ( 5 , 7) 4 8 i ( 1 , 35 ) 4 8
ii (1.25, 0.875) ii (0.25, 4.375)
x (1, 1)
i ii iii iv v
(5, 9) Thinner Minimum y = 9 41

y
i ii iii iv v

y
8 9 10 11 12
y = (x 5)2 + 9 C E B b n a h d M e 2Mh
c M f Mh2 + n
21 (1, 20)
41
3 a
exercise 2J Graphs of quadratic functions (intercepts method) 1 a 2 b 4 c 0 e 2 f 1 d 6 2 a 1, 6 b 3, 2 c 5, 1 d 4, 5 e 0, 2 f 3, 4 g 5, 5 h 0, 8 i 9 j 2, 10
3 a d
x (5, 9)
5 , 1 2 1, 6 5 a b
b , 2 e
2
1 3 3 1
c 9,
9 4
f 0, 4
i (4, 4) iii Minimum y = 4 v y
ii Wider iv
28 3
(2, 5) (1, 3) x x
, A B 4 a No x-intercepts
b c
x
7 2
21 2 73 4
y (6, 0)
28 3
d 5 a
No x-intercepts
y
(4, 4) x
(1, 12)
ii Thinner iv
54 5
(0, 4)
3 1 3 (2, 1) x
iii Minimum y = 12 y v
y x (7, 7)
x
54 5
(0, 2) x
1 (1, 0) x
(1, 12)
98
y 8
3 1 12 12 x
4 2 (3, 1)
x
(11 , 169 ) 2 4
1 2
(1, 1)
3 2
y 3
35
49
1 2 3 4
x
8
(7, 0)
( 5 , 1 ) 8
k
7 5 (6, 1) x
f
64 3
y
3 7
y (8, 0) 12 x y 17 2 6 x (4, 4) 9 9 x
( 9 , 144 ) 7 7
f
9
y 7 x
(4, 169)
153
1
6 a
y 3
( 8 , 147 ) 5 5
(1, 64)
63
2
( 1 , 25 ) 3 3
4 3
x 8
h
7 9
y 1 x
2 2
2
4 x
( 9 , 121 ) 5 5
2 5
( 1 , 64 ) 9 9
1
4
( 3 , 1 )
y 6
4 3 x
7 2
5 3
15 3 (5 , 1)
2 4
x
( 2 , 49 ) 3 3
28
( 1 , 225) 4 8
99
e
2
( 3 , 4) 2
y 12
5
2 3
1 2
5 2
1
1 ( 5 , ) 6 12
2 y
( 3 , 49 ) 8 8
g k
y 5
3 2
3 x
5 4
1 2
5
( 5 , 25 ) 2 4
8 a
5 9
( 3 , 81 ) 4 8
y 5 x
0 y 25 33
7 a
(4, 49)
(4, 16)
b
11 11 3 x
y 11 x
(1, 5)
y (1, 4) 3 1 3 x 121
j
y 1
(3, 36)
1 x
y (9, 36) 15 3 45 3 3 x 0 y 7 x x
k d
y 3
( 7 , 147) 2 4
(9, 0) x
e
3
y 3 x
9 a
3.828
1.828
81
18
7 (1, 8)
100
y 1 x
y 0.479 5 3.479 x
exercise 2l Simultaneous quadratic and linear equations
0.268 3.732
1 a
(3, 32)
(2, 21) (2, 3)

( 3 , 47 ) 2 4
5 3 2 1
j
3 7.606 0.395 x
y (0, 17)
1 11
y (2, 8)
2.380
2.380 x 6 6 (1, 0) x
(4, 13)
( 1 , 13 ) 4 4
0
8
5 4 ( 5 , 25 ) 16
0.651
1.151 x y
(9, 80)
17.944
0.056
1 x
10 D 12 a 2 b 2 c 1 d 0 e 2 f 1 13 a C b A c D d B 14
25 8
11 B
2 (3, 4)
14 5 x 7
units; up; y = 2x2 3x + 9 ; y = 2( x 4 )2

8
(2, 28)
15 16 units; up; y = 3x2 12x;
y = 3(x + 2)2 + 12
10 6 2
6 11
1 0.382
2 4
2.618
(3 , 5)
0.275 2
( 7 , 57 ) 2 4
7.275 x
4 0.719
2.781
( 7 , 17) 4 8
Using technology to solve quadratic equations 1 a 3.732, 0.268 b 0.179, 11.179 c 3.414, 0.586 d 8.899, 0.899 e 11.196, 0.804 f 0.232, 1.434 2 a 0.377, 0.681 b 5.747, 0.665 c 4.712, 0.430 d 1.086, 1.600 e 153.441, 0.392 f 0.094, 500.094 3 4.355 h 4 56.4 h 5 5.7 m 6 Christine; her sum was 0.046 less than 10.25, whereas Harrys was 0.167 more than 10.25. 7 a k=8 b x = 0.5
exercise 2k
1 6
y (3, 70)
40 28 (4, 0) 7 4 x
101
y 16
9 10 a
3 3 < a <3 3 + 9 x = a + a 2 + 24 b=
3 4
(5, 14)
(1, 7) 2 16 9 6 x
b a=5 d (8, 5)
c e f
9 36
(4, 20)
6.13 metres |AB| = 2.67 metres (approx) = 2 2 m (exact)

3
61
n
(8, 20)
y (1, 20) 12
Chapter reVieW
Short anSWer
y 2 16 (1, 21)
17 4
8 x 4 3 x y
49x2 64 b 25x2 3 d (5x + 11)2 b (3x 7)(4x 3) d 3 (x 3 + 23)(x 3

1 a c 2 a c 4 a 3, 5 a
1 4 5 2
4x2 36x + 81 8x2 70x + 117 (x + 6)(6x + 1) (6x + 7)(6x 7) 23)

5 3
b 15, b 7
17
6 3 11 7
7 29 10 10 135 4 3 3
y (9, 39) 5 1
9 4
8
x
9 a
<k<
4 3 3
4 3 3
p
4 (3, 9)
3 4
b k= c k>
(6, 16)
3 6 x
4 3 3
or k <
y
4 3 3
10 a
(1, 2)
24 4 2 4 (2, 0) x 2
2 a
10 6
3 2
b2
c 2
d 0
3 4 5
12
4 b = 5, c = 17 3 13 , 5 13 and 2 3 + 13 , 5 + 13 2
(0, 1)
6 a
y 21 (2, 9) 11 (5, 16)
11 y = (x + 4)2 13 y 12 a
84
( 1 7, 1 3 7) and ( 1 + 7, 1 + 3 7) 1 13 4(5 + 13) 3 , and 3 1 + 13 4(5 13) 3 , 3

b
7 x
6 14 (10, 16) y
54 13
6 8 (3, 15)
48
, 20
11
433
and (0, 5) 80
10 80 (1, 81)
8 x
54
7 1.322 km and 2.553 km 8 y=
(2, 80)
x2 , (2, 2) and (2, 2) 2
102
48
8 3 ( 13 , 3
7 10 13 16 19
25 ) 3
C A E E A
8 11 14 17
B A D D
9 12 15 18
B C C D
extended reSponSe
d
3 2
( 5 , 1 ) 4 8
1 a b c d
x
100 = 2l + 2w l = 50 w A = w2 + 50w
Area (25, 625)
d e 3 a b c d 4 a
x 0, 0 x 2 y = x2 + 6x + 9, y = x2 6x + 9 y = 2x2 3x + 1 y = 3x2 + 2x 1 y = x2 7x + 5 y = x2 + 5x, y = x2 11x + 32

y
1 3
2 4 (3, 1) (0, 0) (50, 0)
13
(3,
0) and 5
(6,
6)
14 x =
25 48 k 2 8k
2B 5E 3 B 6 E
mUltiple ChoiCe
e f g 2 a
1A 4C
Area = 625 m2 l = 25 m, w = 25 m l = w: the paddock is a square. Parabola 1: (2, 0) and (0, 0), parabola 2: (2, 0) and (0, 0) b y = 2x2 4x, y = 2x2 + 4x c h = 2 units
The turning point of the first graph has whole number (integer) coordinates. c The x-coordinate of the turning point b , so is a whole number if b is a is 2a multiple of 2a.
b
103
ChapTer 3
Cubic and quartic functions

ChapTer ConTenTS 3a Expanding 3B Long division of polynomials 3C Polynomial values 3d The remainder and factor theorems 3e Factorising polynomials 3F Sum and difference of two cubes 3G Solving polynomial equations 3h Cubic graphs intercepts method 3i Quartic graphs intercepts method 3J Graphs of cubic functions in power function form 3k Domain, range, maximums and minimums 3l Modelling using technology 3m Finite differences
diGiTal doC doc-9724 10 Quick Questions
polynomials of degree 3 and 4

This chapter will deal mainly with polynomials of degree 3 (cubics). The general equation of a cubic polynomial is P(x) = a3x3 + a2x2 + a1x + a0, more commonly written as y = ax3 + bx2 + cx + d. Degree 4 polynomials (quartics) will also be considered. The general equation of a quartic polynomial is P(x) = a4 x4 + a3 x3 + a2 x2 + a1 x + a0, more commonly written as y = ax4 + bx3 + cx2 + dx + e.
3a
expanding
If we expand three linear factors, for example, (x + 1)(x + 2)(x 7), we get a cubic polynomial (a polynomial of degree 3) as the following worked example shows.
Worked example 1
Expand: a x(x + 2)(x 3)

Think
b (x 1)(x + 5)(x + 2).

WriTe

2 3
a x(x + 2)(x 3)
Expand two linear factors and simplify. Multiply by the remaining factor.
= x(x2 3x + 2x 6) = x(x2 x 6) = x3 x2 6x

2 3
b (x 1)(x + 5)(x + 2)
Expand two linear factors and simplify. Multiply by the remaining factor and simplify.
= (x 1)(x2 + 2x + 5x + 10) = (x 1)(x2 + 7x + 10) = x3 + 7x2 + 10x x2 7x 10 = x3 + 6x2 + 3x 10
ChapTer 3 Cubic and quartic functions
105
Note: Just as there is a shortcut for expanding perfect squares, there is also a shortcut for expanding cubes. We can find the shortcut by expanding (a + b)3 as usual. (a + b)3 = (a + b)(a + b)(a + b) = (a + b)(a2 + 2ab + b2) = a3 + 2a2b + ab2 + a2b + 2ab2 + b3 (a + b)3 = a3 + 3a2b + 3ab2 + b3 = a3 + 3a2b + 3ab2 + b3 (a b)3 = a3 3a2b + 3ab2 b3 Similarly, (a b)3 = a3 3a2b + 3ab2 b3.
Worked example 2
Expand the perfect cube (x 4)3 using the appropriate rule.

Think
1
WriTe
Use the rule (a b)3 = a3 3a2b + 3ab2 + b3. In this case a is x and b is 4. Simplify.
(x 4)3 = x3 3 x2 4 + 3 x 42 43 (x 4)3 = x3 12x2 + 48x 64
Worked example 3
Expand 2x(x + 5)(x 12).

Think
1 2
WriTe
2x(x
Write the expression. Expand the two linear factors and simplify. Multiply the remaining factor. No simplification is needed.
+ 5)(x 12)
= 2x(x2 12x + 5x 60) = 2x(x2 7x 60) = 2x3 + 14x2 + 120
exercise 3a
expanding
c x(x 3)(x + 11) g x2(x + 4) d 2x(x + 2)(x + 3) h 2x2(7 x)
1 We1a Expand each of the following. a x(x + 6)(x + 1) b x(x 9)(x + 2) e 3x(x 4)(x + 4) f 5x(x + 8)(x + 2) i (5x)(6x)(x + 9) j 7x(x + 4)2
2 We1b Expand each of the following. a (x + 7)(x + 2)(x + 3) b (x 2)(x + 4)(x 5) d (x 1)(x 2)(x 3) e (x + 6)(x 1)(x + 1) g (x + 11)(x + 5)(x 12) h (x + 5)(x 1)2 j (x + 1)(x 1)(x + 1) 3
c (x 1)(x 4)(x + 8) f (x 7)(x + 7)(x + 5) i (x + 2)(x 7)2
Expand each of the following.

a (x 2)(x + 7)(x + 8) d (5x + 3)(2x 3)(x 4) g 9x(1 2x)(3x + 8) j 2(7 + 2x)(x + 3)(x + 4) b (x + 5)(3x 1)(x + 4) e (1 6x)(x + 7)(x + 5) h (6x + 5)(2x 7)2 c (4x 1)(x + 3)(x 3) f 3x(7x 4)(x 4) i (3 4x)(2 x)(5x + 9)
4 We2 Expand the following using the appropriate rule for expanding cubes. a (x + 2)3 b (x + 5)3 c (x 1)3 3 3 d (x 3) e (2x 6) f (3x + 4)3 5 We3 Expand each of the following. a (x + 5)(x 11)(x + 2) b 3x(x + 6)(x 1) d 106 c f
(x
+ 5)(x
12)2
x(x
10)2
(x
6(x 5)(x + 15)(x + 8) + 13)3
3B
long division of polynomials
The reverse of expanding is factorising (expressing a polynomial as a product of its linear factors). Before learning how to factorise cubics, you must be familiar with long division of polynomials. You may remember in earlier levels doing long division questions. Consider 745 3, or 3 745 The process used is as follows. 3 into 7 goes 2 times. Write 2 at the top. 2 3 = 6. Write down the 6. Subtract to get 1. Bring down the 4 to form 14. 3 into 14 goes 4 times. Write 4 at the top. 4 3 = 12. Write down the 12. Subtract to get 2. Bring down the 5 to form 25. 3 into 25 goes 8 times. Write 8 at the top. 8 3 = 24. Write down the 24. Subtract to get 1. Answer: 745 3 = 248 remainder 1 2 3 745 6 14 248 3 745 6 14 12 25 24 1 Quotient Dividend
Divisor
Remainder
The same process can be used to divide polynomials by polynomial factors. Consider (x3 + 2x2 13x + 10) (x 3) x into x3 goes x2 times (consider only the leading terms). Write x2 at the top. x2 (x 3) = x3 3x2 Write down the x3 3x2. Subtract. (x3 x3 = 0, 2x2 3x2 = 5x2) Bring down the 13x. x into 5x2 goes 5x times. Write + 5x at the top. 5x (x 3) = 5x2 15x Write down the 5x2 15x. Subtract. Note: 5x2 5x2 = 0, 13x 15x = +2x Bring down the 10. x into 2x goes 2 times. Write + 2 at the top. 2 (x 3) = 2x 6 Write down the 2x 6. Subtract to get 16. Answer: (x3 + 2x2 13x + 10) (x 3) = x2 + 5x + 2 remainder 16 x2 + 5x + 2 + 2x2 13x + 10 Quotient Dividend or x 3 x3 + 2x2 13x + 10 x2 + 2x2 13x + 10
x3
x3
(x3 3x2) 5x2 13x
Divisor
x3
x3
(x3 3x2) 5x2 13x (5x2 15x) 2x + 10 (2x 6) 16
Remainder
107
Worked example 4
Perform the following long divisions and state the quotient and remainder. a (2x3 + 6x2 3x + 2) (x 6) b (x3 7x + 1) (x + 5)
Think WriTe
a 1 Write the question in long division format. a

2
TUTorial eles-1412 Worked example 4
Perform the long division process.
Write down the quotient and remainder. format. Note that there is no term in this equation. Include 0x2 as a place holder. x2
b
2 2x2 + 18x + 105 Q x x 6 + 6x2 3x + 2 (2 3 12x2) (2x 12 18x2 3x (18x2 108x) 105x + 2 (105x 630) 632 R The quotient is 2x2 + 18x + 105; the remainder is 632. 2x 2 3 x2 5x + 18 Q x + 5 + 0x2 7x + 1 (x3 + 5x2) 5x2 7x 5x2 25x) ( 18x + 1 (18x + 90) 89 R The quotient is x2 5x + 18; the remainder is 89. x3
b 1 Write the question in long division
Perform the long division process.
Write down the quotient and remainder.
Worked example 5
Find the quotient and remainder when x4 3x3 + 2x2 8 is divided by x + 2.

Think
1
WriTe
Write the question in long division format. Include 0x as a place holder. Divide x into x4 and write the result above. Multiply x3 by x + 2 and write the result underneath. Subtract and then bring down the next term. Continue to perform the long division process (as you did for cubic polynomials). Write down the quotient and remainder.
2 3 4 5
x3 5x2 + 12x 24 x + 2 3x3 + 2x2 + 0x 8 (x4 + 2x3) 5x3 + 2x2 5x3 10x2) ( 12x2 + 0x (12x2 + 24x) 24x 8 (24x 48) 40 x4 The quotient is x3 5x2 + 12x 24. The remainder is 40.
Worked example 6
Calculate the quotient and remainder when x3 4x2 7x 5 is divided by x 1.

Think
1 2
WriTe
Write the question in long division format. Perform the long division process.
x2 3x 10 x 1 4x2 7x 5 (x3 x2) 3x2 7x (3x2 + 3x) 10x 5 (10x + 10) 15 x3
108
Write the quotient and the remainder.
The quotient is x2 3x 10. The remainder is 15.
exercise 3B
1 We4a Perform the following long divisions, and state the quotient and remainder. 3 + 6x2 + 3x + 1) (x + 3) a (x b (x3 + 4x2 + 3x + 4) (x + 2) c (x3 + x2 + x + 3) (x + 1) 3 + x2 + 4x + 1) (x + 2) 3 + 2x2 5x 9) (x 2) d (x e (x f (x3 + x2 9x 5) (x 2) 3 5x2 + 3x 8) (x 3) 3 9x2 + 2x 1) (x 5) g (x h (x i 3x3 x2 + 6x + 5, x + 2 3 4x2 + 10x 4, x + 1 3 7x2 + 9x + 1, x 2 j 4x k 2x l 2x3 + 8x2 9x 1, x + 4 2 a 6x3 7x2 + 4x + 4, 2x 1 d 2x3 15x2 + 34x 13, 2x 7
x3
Divide the first polynomial by the second, and state the quotient and remainder. b 6x3 + 23x2 + 2x 31, 3x + 4 c 8x3 + 6x2 39x 13, 2x + 5 3 + 5x2 16x 23, 3x + 2 e 3x f 9x3 6x2 5x + 9, 3x 4 State the quotient and remainder for each of the following. 6 x 2 7 x 16 x +1 + 9 x 2 + 17 x + 15 2x + 1
3x 3
3 a c
b d
+ 7 x 2 + 10 x 15 x3
2x3
4 x 3 20 x 2 + 23 x 2 2 x+3
c (x3 5x2 + 2x) (x 4) f (2x3 + 8x2 4) (x + 5)
4 We4b State the quotient and remainder for each of the following. a (x3 3x + 1) (x + 1) b (x3 + 2x2 7) (x + 2) x3 7x + 8) (x 1) d ( e (5x2 + 13x + 1) (x + 3) 2x3 x + 2) (x 2) g ( h (4x3 + 6x2 + 2x) (2x + 1)
5 We5 Find the quotient and remainder for each of the following. a (x4 + x3 + 3x2 7x) (x 1) b (x4 13x2 + 36) (x 2) c (6x4 x3 + 2x2 4x) (x 3) 6 We6 Calculate the quotient and remainder for each of the following. a (x3 + 9x2 + 11x + 25) (x + 15) b (2x3 18x2 + 5x 9) (x 31) 3 + 32x 9) (3x + 4) c (12x d (18x4 + 3x3 + 45) (2x + 7)
3C
polynomial values
P(3) = (3)3 5(3)2 + (3) + 1 = 27 5(9) + 3 + 1 = 27 45 + 4 = 14.
Consider the polynomial P(x) = x3 5x2 + x + 1. The value of the polynomial when x = 3 is denoted by P(3) and is found by substituting x = 3 into the equation in place of x. That is,
Worked example 7
If P(x) = 2x3 + x2 3x 4, determine: a P(1) b P(2)

Think
c P(a)
WriTe
d P(x + 1).

2 3
a P(x) = 2x3 + x2 3x 4
Replace x with 1. Simplify.
P(1) = 2(1)3 + (1)2 3(1) 4 =2+134 = 4

ChapTer 3 Cubic and quartic functions 109

2 3
P(x) = 2x3 + x2 3x 4 P(2) = 2(2)3 + (2)2 3(2) 4 = 2(8) + (4) + 6 4 = 16 + 4 + 6 4 = 10
c 1 Write the expression.

2
c P(x) = 2x3 + x2 3x 4
Replace x with a. No further simplification is possible.

d
P(a) = 2a3 + a2 3a 4 P(x) = 2x3 + x2 3x 4 P(x + 1) = 2(x + 1)3 + (x + 1)2 3(x + 1) 4 = 2(x3 + 3x2 + 3x + 1) + x2 + 2x + 1 3x 3 4 = 2x3 + 6x2 + 6x + 2 + x2 x 6 = 2x3 + 7x2 + 5x 4

2 3
Replace x with (x + 1). Expand the right-hand side and collect like terms. Use the rules for expanding cubics and quadratics.
Worked example 8
Determine the following, considering P(x) = 16x4 + 3x3 22x + 17. a P(14) b P(y + 7)
Think WriTe

2 3
P(x) = 16x4 + 3x3 22x + 17 P(14) = 16(14)4 + 3(14)3 22(14) + 17 P(14) = 614 656 8232 + 308 + 17 = 606 749

b

2 3
P(x) = 16x4 + 3x3 22x + 17 P(y + 7) = 16(y + 7)4 + 3(y + 7)3 22(y + 7) + 17 16(y + 7)4 = 16y4 + 448y3 + 4704y2 + 21 952y + 38 416 3(y + 7)3 = 3y3 + 63y2 + 441y + 1029 22(y + 7) = 22y 154 17 = 17 P(y + 7) = 16y4 + 451y3 + 4767y2 + 22 371y + 39 308
Replace x with y + 7. Expand each term.
Collect like terms.
exercise 3C
polynomial values
c f i l
1 We7 If P(x) = 2x3 3x2 + 2x + 10, determine the following. a P(0) b P(1) d P(3) e P(1) 3) h P(a) g P( j P(x + 2) k P(x 3)
P(2) P(2) P(2b) P(4y)
2 We8 Determine the following considering P(x) = 16x4 + 3x3 22x + 17. b P(102) a P(11) c P(2x + 9) d P(x3 + 2) 110
Copy the following table. Column Column Column Column Column Column Column Column Column 1 2 3 4 5 6 7 8 9 Rem. Rem. Rem. Rem. when when when when divided divided divided divided by by by by (x 1) (x 2) (x + 1) (x + 2)
P(x)
a b c d
P(1)
P(2)
P(1)
P(2)
Complete columns 2 to 5 of the table for each of the following polynomials. a P(x) = x3 + x2 + x + 1 b P(x) = x3 + 2x2 + 5x + 2 3 x2 + 4x 1 c P(x) = x d P(x) = x3 4x2 7x + 3 4 Find the remainder when each polynomial in question 2 is divided by (x 1) and complete column 6 of the table.
5 Find the remainder when each polynomial in question 2 is divided by (x 2) and complete column 7 of
diGiTal doC doc-9725 Cubic valuer
the table.
6 Find the remainder when each polynomial in question 2 is divided by (x + 1) and complete column 8 of
the table.
7 Find the remainder when each polynomial in question 2 is divided by (x + 2) and complete column 9 of
the table.
8
Copy and complete the following sentences, using your answers to questions 3 to 7 to find the pattern. a A quick way of finding the remainder when P(x) is divided by (x + 8) is to calculate b A quick way of finding the remainder when P(x) is divided by (x 7) is to calculate c A quick way of finding the remainder when P(x) is divided by (x a) is to calculate
. . .
diGiTal doC doc-9726 WorkSHEET 3.1
3d The remainder The remainder theorem
and factor theorems
In the previous exercise, you may have noticed that: The remainder when P(x) is divided by (x a) is equal to P(a). That is, R = P(a). This is called the remainder theorem. We could have derived this result as follows. If 13 is divided by 4, the quotient is 3, and the remainder is 1. That is, 13 4 = 3 + 1
4
and
13 = 4 3 + 1. Similarly, if P(x) = is 15. That is, x3 + x2 + x + 1 is divided by (x 2), the quotient is x2 + 3x + 7 and the remainder
(x3 + x2 + x + 1) (x 2) = x2 + 3x + 7 +
15 and x2 (x3 + x2 + x + 1) = (x2 + 3x + 7)(x 2) + 15.
In general, if P(x) is divided by (x a), the quotient is Q(x), and the remainder is R, we can write R P(x) (x a) = Q(x) + and ( x a) P(x) = (x a)Q(x) + R.
Substituting x = a into this last expression yields P(a) = (a a)Q(x) + R = 0 Q(x) + R =R as before.
Worked example 9
Without actually dividing, find the remainder when x3 7x2 2x + 4 is divided by: a x3 b x + 6.
Think WriTe
1 2
Name the polynomial. The remainder when P(x) is divided by (x 3) is equal to P(3).
a Let P(x) = x3 7x2 2x + 4
R = P(3) = 33 7(3)2 2(3) + 4 = 27 7(9) 6 + 4 = 27 63 6 + 4 = 38

b R = P(6)
b The remainder when P(x) is divided by
(x+ 6) is equal to P(6).
= (6)3 7(6)2 2(6) + 4 = 216 7(36) + 12 + 4 = 216 252 + 12 + 4 = 452
Worked example 10
The remainder when x3 + kx2 + x 2 is divided by (x 2) is equal to 20. Find the value of k.
Think
1 2
WriTe
Name the polynomial. The remainder when P(x) is divided by (x 2) is equal to P(2). We are given R = 20. Put 8 + 4k = 20. Solve for k.
Let P(x) = x3 + kx2 + x 2. R = P(2) = 23 + k(2)2 + 2 2 = 8 + 4k Since R = 20. 8 + 4k = 20 4k = 12 k=3
The factor theorem

The remainder when 12 is divided by 4 is zero, since 4 is a factor of 12. Similarly, if the remainder (R) when P(x) is divided by (x a) is zero, then (x a) must be a factor of P(x). Since R = P(a), all we need to do is to find a value of a that makes P(a) = 0, and we can say that (x a) is a factor. If P(a) = 0, then (x a) is a factor of P(x). This is called the factor theorem. Imagine P(x) could be factorised as follows: P(x) = (x a)Q(x), where Q(x) is the other factor of P(x). Then we have P(a) = (a a)Q(a) = 0 Q(a) = 0. So if P(a) = 0, (x a) is a factor.
Worked example 11
Apply the factor theorem to determine which of the following is a factor of x4 4x3 43x2 + 58x + 240. a (x + 2) b (x 1)
Think WriTe
a 1 Name the polynomial.

2
a Let P(x) = x4 4x3 43x2 + 58x + 240
To find the remainder when P(x) is divided by (x a), find P(a).
P(2) = (2)4 4(2)3 43(2)2 + 58(2) + 240 = 16 4(8) 43(4) 116 + 240 = 16 + 32 172 116 + 240 =0 As P(2) = 0, the remainder when P(x) is divided by (x + 2) is zero; therefore, (x + 2) is a factor.
b P(1) = (1)4 4(1)3 43(1)2 + 58(1) + 240
State the answer.
b 1 To find the remainder when P(x) is
divided by (x a), find P(a). State the answer.
= 1 4 43 + 58 + 240 = 252
As P(1) = 252, the remainder when P(x) is divided by (x 1) is 252; therefore, (x 1) is not a factor.
exercise 3d
The remainder and factor theorems

diGiTal doC doc-9725 Cubic valuer
1 We9 Without actually dividing, find the remainder when x3 + 3x2 10x 24 is divided by: a x1 b x+2 c x3 d x+5 e x0 f xk g x+n h x + 3c. 2 Find the remainder when the first polynomial is divided by the second without performing
long division. a x3 + 2x2 + 3x + 4, x 3 c x3 + 3x2 3x + 1, x + 2 e 2x3 + 3x2 + 6x + 3, x + 5 g x3 + x2 + 8, x 5 i x3 + 8, x + 3

3a b c d e f
We10
b d f h j
x3 4x2 + 2x 1, x + 1 x3 x2 4x 5, x 1 3x3 2x2 + x + 6, x + 1 x3 3x2 2, x 2 x3 + 2x2, x 7
The remainder when x3 + kx + 1 is divided by (x + 2) is 19. Find the value of k. The remainder when x3 + 2x2 + mx + 5 is divided by (x 2) is 27. Find the value of m. The remainder when x3 3x2 + 2x + n is divided by (x 1) is 1. Find the value of n. The remainder when ax3 + 4x2 2x + 1 is divided by (x 3) is 23. Find the value of a. The remainder when x3 bx2 2x + 1 is divided by (x + 1) is 0. Find the value of b. The remainder when 4x2 + 2x + 7 is divided by (x c) is 5. Find a possible whole number value of c. g The remainder when x2 3x + 1 is divided by (x + d) is 11. Find the possible values of d. h The remainder when x3 + ax2 + bx + 1 is divided by (x 5) is 14. When the cubic polynomial is divided by (x + 1), the remainder is 2. Find a and b.
4 We11 Apply the factor theorem to determine which of the following are factors of x3 + 2x2 11x 12. a (x 1) b (x 3) c (x + 1) d (x + 2) 5
Prove that each of the following are linear factors of x3 + 4x2 11x 30 by substituting values into the cubic function: (x + 2), (x 3), (x + 5). second polynomial is a factor of the first). a x3 + 5x2 + 2x 8, x 1 c x3 7x2 + 4x + 12, x 2 e x3 + 3x2 9x 27, x + 3 g 2x3 + 9x2 x 12, x 4
6 Use the factor theorem to show that the first polynomial is exactly divisible by the second (that is, the b x3 7x2 x + 7, x 7 d x3 + 2x2 9x 18, x + 2 f x3 + x2 + 9x 9, x 1 h 3x3 + 22x2 + 37x + 10, x + 5 ChapTer 3 Cubic and quartic functions 113
7 mC a When x3 + 2x2 5x 5 is divided by (x + 2), the remainder is: b Which of the following is a factor of 2x3 + 15x2 + 22x 15?
a (x 1) a 3 B (x 2) B 2 C (x + 3) C 1 a 5 B 2 C 0 d 2 d (x 5) d 0 d (x + 5) e 5 e (x + 4) e 1 e (x + 7)
c When x3 13x2 + 48x 36 is divided by (x 1), the remainder is: d Which of the following is a factor of
a (x 2) B (x + 2)
x3
5x2 22x + 56? C (x 5)
diGiTal doC doc-9727 SkillSHEET 3.1 reviewing the discriminant
8 Find one factor of each of the following cubic polynomials. a x3 3x2 + 3x 1 b x3 7x2 + 16x 12 3 + x2 8x 12 c x d x3 + 3x2 34x 120 9 Consider the polynomial P(x) = 6x3 + 7x2 x 2. a Determine: b i P(1) ii P
(1) 2
iii P
i Factorise P(x) as the product of (x + 1) and a quadratic factor. ii Further factorise so P(x) is written as the product of three linear factors. c Explain how the other two linear factors relate to what you found in parts b and c. d Copy and complete the following: In general if (ax + b) is a factor, then P() = 0.
( )
2 3
3e Factorising Using long division

Worked example 12
polynomials
Once one factor of a polynomial has been found (using the factor theorem as in the previous section), long division may be used to find other factors.
Use long division to factorise x3 19 x + 30.

Think
1
WriTe
Name the polynomial. Note: There is no x2 term, so include 0x2. Look at the last term in P(x), which is 30. This suggests it is worth trying P(5) or P(5). Try P(5). P(5) = 0, so (x + 5) is a factor. Divide (x + 5) into P(x) using long division to find a quadratic factor.
P(x) = x3 19x + 30 P(x) = x3 + 0x2 19x + 30 P(5) = (5)3 19 (5) + 30 = 125 + 95 + 30 =0 Therefore (x + 5) is a factor. x2 5x + 6 x +5 + 0x2 19x + 30 3 + 5x2) (x 5x2 19x (5x2 25x) 6x + 30 (6x + 30) 0 x3 P(x) = (x + 5)(x2 5x + 6) P(x) = (x + 5)(x 2)(x 3)
Write P(x) as a product of the two factors found so far. Factorise the second bracket if possible.
Note: In this example, P(x) may have been factorised without long division by finding all three values of x that make P(x) = 0, and hence three factors, then checking that the three factors multiply to give P(x).
Using short division

The process of long division can take a lot of time (and space). One short division method is shown here; it may take a little longer to understand, but it is quicker than long division once mastered.
Consider P(x) = x3 + 2x2 13x + 10. Using the factor theorem, we can find that (x 1) is a factor of P(x). So, P(x) = (x 1)(ax2 + bx + c). Actually, we know more than this: as P(x) begins with x3 and ends with +10, we could write: P(x) = (x 1)(x2 + bx 10) Imagine expanding this version of P(x). Our x2 terms give 1x2 + bx2. Since P(x) = x3 + 2x2 13x + 10, we need +2x2. That is, we need 1x2 + 3x2. To get this, the bx must be 3x, as when x in the first bracket is multiplied by 3x in the second bracket, +3x2 results. That is, we have deduced P(x) = (x 1)(x2+ 3x 10). Factorising the second bracket gives P(x) = (x 1)(x + 5)(x 2)
Worked example 13
Factorise the following, using short division where possible. a x3 5x2 2 x + 24 b x4 + x3 13 x2 25 x 12

Think WriTe
a 1 Name the polynomial.

2
a Let P(x) = x3 5x2 2x + 24
Look for a value of x such that P(x) = 0. Try P(2). P(2) does equal 0, so (x + 2) is a factor.
P(2) = (2)3 5 (2)2 2 (2) + 24 = 8 20 + 4 + 24 = 28 + 28 =0 So (x + 2) is a factor. P(x) = x3 5x2 2x + 24 P(x) = (x + 2)(ax2 + bx + c) = (x + 2)(x2 + bx + 12) 2x2 + bx2 = 5x2 b = 7 P(x) = (x + 2)(x2 7x + 12) P(x) = (x + 2)(x 3)(x 4)
b Let P(x) = x4 + x3 13x2 25x 12
Write the original polynomial as the found factor multiplied by ax2 + bx + c. The first term in the brackets must be x2, and the last term must be 12. Imagine the expansion of the expression in step 3. We have 2x2, and require 5x2. We need an extra 7x2. So b = 7. Factorise the second bracket if possible.
b 1 Name the polynomial.

2
Look for a value of x such that P(x) = 0. Try P(1). It is difficult to factorise a quartic using short division, so we will use long division here.
P(1) = 0 So (x + 1) is a factor. x3 + 0x2 13x 12 x + 1 + x3 13x2 25x 12 (x4 + x3) 0 13x2 25x (13x2 13x) 12x 12 12x 12) ( 0 x4 Let Q(x) = x3 13x 12. Q(3) = 0 So (x + 3) is a factor. Q(x) = x3 13x 12 = (x + 3)(x2 3x 4)
Name the cubic factor and try to find another factor using the factor theorem. Factorise the cubic using short division.
115
6 7
Factorise the quadratic if possible. Write the original polynomial in factorised form.
Q(x) = (x + 3)(x 4)(x + 1) P(x) = x4 + x3 13x2 25x 12 = (x + 1)(x + 3)(x 4)(x + 1) = (x + 1)2(x + 3)(x 4)
Worked example 14
Factorise the expression 2 x3 9 x2 2 x + 24.

Think
1 2
WriTe
Name the polynomial. Look for values of x such that P(x) = 0.
P(x) = 2x3 9x2 2x + 24 x = 1: P(1) = 2 9 2 + 24 0 x = 2: P(2) = 16 36 8 + 24 = 0 So x 2 is a factor. P(x) = (x 2)(ax2 + bx + c) (x)ax2 = ax3 = 2x3 Therefore a = 2. (2)c = 2c = 2c Therefore c = 12. P(x) = (x 2)(2x2 + bx 12) + bx2 = 9x2 bx2 = 5x2 Therefore b = 5.
4x2 2bx
Write P(x) as the product of x 2 and an unknown quadratic. Consider the x3 term (2x3). This must equal ax3. Consider the constant term (24). This must equal 2c. Rewrite P(x). Consider the x2 term from step 6. This must equal 9x2 from the original cubic. Consider the x term from step 6. This must equal 2x from the original cubic. This confirms step 7. Write P(x). Factorise the quadratic term.
6 7
12x = 22 2bx = 10x b = 5
9 10
P(x) = (x 2)(2x2 5x 12) P(x) = (x 2)(2x + 3)(x 4)
exercise 3e
1 We12
Factorising polynomials
b x + 2 x3 + 8x2 + 17x + 10 e x + 3 x3 + 14x2 + 61x + 84 h x + 3 x3 + 7x2 + 16x + 12 k x x3 + 7x2 + 12x n x + 6 x3 + 6x2 c x + 9 x3 + 12x2 + 29x + 18 f i l
Use long division to factorise each dividend.
a x + 1 x3 + 10x2 + 27x + 18 d x + 1 x3 + 8x2 + 19x + 12 g x + 2 x3 + 4x2 + 5x + 2 j
x + 7 x3 + 12x2 + 41x + 42 x + 5 x3 + 14x2 + 65x + 100 x + 5 x3 + 10x2 + 25x
x x3 + 13x2 + 40x
m x + 1 x3 + 6x2 + 5x
116
2 We12,13 Factorise the following as fully as possible. a x3 + x2 x 1 b x3 2x2 x + 2 3 + x2 8x 12 d x e x3 + 9x2 + 24x + 16 3 + 2x2 x 2 g x h x3 7x 6 3 + x2 + x + 6 j x k x3 + 8x2 + 17x + 10 3 x2 8x + 12 m x n x3 + 9x2 12x 160 4 + 3x3 6x2 28x 24 p x q x4 + 6x3 + 8x2 6x 9
c f i l o r
x3 + 7x2 + 11x + 5 x3 5x2 4x + 20 x3 + 3x2 4 x3 + x2 9x 9 x4 + 4x3 + 3x2 4x 4 x4 5x3 17x2 + 21x
diGiTal doC doc-9728 polynomials zero search
3 We14 Use a CAS calculator to factorise the following as fully as possible. a 3x3 x2 10x b 4x3 + 2x2 2x c 3x3 6x2 24x 2x3 12x2 18x 3 6x2 d e 6x f x3 7x2 12x x3 3x2 + x + 3 2x3 + 10x2 12x g h i 6x3 5x2 + 12x 4 5x3 + 24x2 36x + 16 x5 x4 + 21x3 + 49x2 8x 60 j k l 24x4 53x3 71x2 + 152x + 20 4 a d g j
Factorise the following as fully as possible. 2x3 + 5x2 x 6 b 3x3 + 14x2 + 7x 4 3 + 35x2 + 84x + 45 4x e 5x3 + 9x2 + 3x 1 3 + 16x2 + 21x + 9 4x h 6x3 23x2 + 26x 8 3 + 12x2 60x + 16 7x k 2x4 x3 11x2 11x 3
c f i l
3x3 + 2x2 12x 8 x3 + x2 + 4 10x3 + 19x2 94x 40 6x4 + 11x3 22x2 x + 6
3F
Sum and difference of two cubes

Sum of cubes x +
3
Two special cases of cubic polynomials, called sum of cubesand difference of cubes, are discussed in this section. There are shortcuts for factorising such cubic expressions. Examples of each are shown in the table below. Difference of cubes x3 27 x3 81y3 1000 w6 1 216 (uv)3 23
125 + 64b3 x3y3 + 1 (2x + 1)3 + 8
Consider the following expansions. (a + b)(a2 ab + b2) and (a b)(a2 + ab + b2) 3 a2b + ab2 + ba2 ab2 + b3 =a = a3 + a2b + ab2 ba2 ab2 b3 3 a2b + ab2 + a2b ab2 + b3 =a = a3 + a2b + ab2 a2b ab2 b3 3 + b3 =a = a3 b3 These expansions show that: a3 + b3 = (a + b)(a2 ab + b2) and a3 b3 = (a b)(a2 + ab + b2). That is, we have two formulas that may be used to factorise sums and differences of cubes.
Worked example 15
Factorise the following using the sum or difference of cubes formula. a x3 1000y3 b 2(x + 6)3 + 16
Think WriTe

2 3
a x3 1000y3
Recognise a difference of cubes. Identify a and b for use with the formula a3 b3 = (a b)(a2 + ab + b2). Use the formula to factorise. Simplify.
= x3 (10y)3 a = x, b = 10y = (x 10y)[x2 + x(10y) + (10y)2] = (x 10y)(x2 + 10xy + 100y2)

4 5

2
b 2(x + 6)3 + 16
Take out a common factor of 2 to produce a sum of cubes. Identify a and b for use with the formula a3 + b3 = (a + b)(a2 ab + b2). Apply the sum of cubes formula. Simplify.
= 2[(x + 6)3 + 8] = 2[(x + 6)3 + 23] a = (x + 6), b = 2 = 2[(x + 6) + 2][(x + 6)2 (x + 6)(2) + 22] = 2(x + 8)(x2 + 12x + 36 2x 12 + 4) = 2(x + 8)(x2 + 10x + 28)
4 5
exercise 3F

b 8y3 + z3 e
1 3 8c
1 Identify a and b (as used in the above sum and difference of cubes expressions) in each of the following
(do not factorise). a x3 + 63

d 1 64h3 2 We15a a x3 125 d 27x3 + y3 g j
c (x + 5)3 + 27 f
e3g3
t3
u3 216
Factorise the following using the sum or difference of cubes formula. b j3 + k3 c y3 8

e
x3
64t3 216u3
f i
x3 1 (3k)3 1
8
729 s3t3
+ 8p3 + g6
h 27r3 1
Factorise the following. a (a + a3 b (x + 2)3 8 c (2x + 3)3 + 1 3 w3 3 + (3m p)3 d (w 5) e (2m + p) f 27x3 (x + 3)3 3 + (y 2)3 3 + (x 4y)3 g (2y + 7) h (3x + y) i (2 4p)3 (p + 1)3 3 (7 x)3 6 + y9 j (5x 9) k x l 2x3 54 3+3 2 + 1)3 + 162 m 3a n 6(x 4 When mx3 ny3 is fully factorised it gives (3x y)(9x2 + 3xy + y2). What are the values of m and n? 5 a Write 3x3 + my3 in the form a3 + b3. b Identify the values of a and b. c Factorise using the rule for sum of cubes.
3 We15b
1)3
3G Solving polynomial equations making x the subject of the equation

Cubic equations of the form a(x b)3 + c = 0 may be solved by isolating x as follows. a(x b)3 = c c (x b)3 = a xb=
3
c a
3
x=b+
c a
Unlike a square root, a cube root can be only positive or negative, not both; for example,
3 8
+ 2, 3 8 = 2. =
118
Worked example 16
Solve 3(x + 2)3 + 192 = 0 by making x the subject.

Think
1 2 3 4 5
WriTe
Write the equation. Subtract 192 from both sides. Divide both sides by 3. Take the cube root of both sides. Subtract 2 from both sides and simplify.
3(x + 2)3 + 192 = 0 3(x + 2)3 = 192 (x + 2)3 = 64 x + 2 = 4 x = 4 2 = 6
Factorising to solve polynomial equations

The Null Factor Law applies to cubic and quartic equations just as it does for quadratics. If P(x) = (x a)(x b)(x c) = 0, then the solutions are x = a, x = b and x = c. If P(x) = k(lx a)(mx b)(nx c) = 0, solutions are found by solving the following equations: lx a = 0, mx b = 0 and nx c = 0
Worked example 17
Solve each of the following equations. a x4 = 16x2 b 2x3 11x2 + 18x 9 = 0

Think WriTe

2 3 4 5
x4 = 16x2 x4 16x2 = 0 x2(x2 16) = 0 x2(x + 4)(x 4) = 0 x = 0, x + 4 = 0 or x 4 = 0 so x = 0, x = 4 or x = 4
Rearrange so that all terms are on the left. Take out a common factor of x. Factorise the brackets using a difference of squares. Use the Null Factor Law to solve.
b 1 Name the polynomial.

2
b Let P(x) = 2x3 11x2 + 18x 9.
Use the factor theorem to find a factor (search for a value a such that P(a) = 0). Consider factors of the constant term (that is, factors of 9 such as 1, 3). The simplest value to try is 1. Use long or short division to find the other factors of P(x).
P(1) = 2 11 + 18 9 =0 So (x 1) is a factor. 2 2x2 9x + 9 x 1 2x3 11x2 18x 9 2 2x 2 3 2x2 2 9x2 + 18x 9x2 + 9x 9x 9 9x 9 0 P(x) = (x 1)(2x2 9x + 9) P(x) = (x 1)(2x 3)(x 3) For (x 1)(2x 3)(x 3) = 0 x 1 = 0, 2x 3 = 0 or x 3 = 0 so x = 1, x = 2 or x = 3
3
4 5 6
Factorise the brackets. Consider the factorised equation to solve. Use the Null Factor Law to solve.
119
Polynomial equations can also be solved using a CAS calculator, which is useful when the solutions are not rational. The solutions can be found by using the solve function on a calculator page, or by constructing a graph.
Worked example 18
Use a CAS calculator to solve x3 + 3 x2 8 x 5 = 0.

Think
1
WriTe
Use the CAS calculator to solve the equation.
Enter solve (x3 + 3x2 8x 5 = 0, x) into the CAS calculator. x = 4.524 04 or x = 0.536 396 or x = 2.060 43 The solutions of x3 + 3x2 8x 5 = 0 are x = 4.52, 0.54 and 2.06, rounded to 2 decimal places.
Read the results supplied by the calculator.
Write the answer.
exercise 3G
1 We16
Solving polynomial equations

b 3(x + 2)3 + 81 = 0 d (x + 7)3 8 = 0 f (x + 3)3 + 1 = 0 h 4(3x 1)3 + 500 = 0 j l 4 b d f h j l n b e h k n
1 2
Solve the following equations by making x the subject. 1)3
a 2(x 250 = 0 c (x 4)3 1000 = 0 e 2(x 5)3 2 = 0 g (2x + 3)3 27 = 0 i 2 a c e g i k m a d g j m k (x 5)3 = 343
2 3
(x + 1)3 + 18 = 0
(5 x)3 32 = 0
4 5
(x + 8)3 = 104
Find all solutions of the following equations. (x 1)(x 2)(x 5) = 0 (x 5)(x + 2)(x 9) (x 1) = 0 (3x + 12)(x 4)(x + 4) = 0 (x + 5)(x 8)2 = 0 x2(x + 1)(x 1) = 0 (6 x)2 (2 + x) = 0 x(5x 6)(2x + 3) (6 7x) = 0 Solve the following equations. x3 16x = 0 x3 + 5x2 = 0 12x3 + 3x2 = 0 x3 8x2 + 16x = 0 x3 + 6x = 4x2
c f i l
(x + 3)(x + 4)(x + 7) = 0 (2x 4)(x + 1)(x 3) (x + 2) = 0 (2 x)(x + 2)(1 x)(1 + x) = 0 (x 1)3 = 0 3x(x 9)3 = 0 x2(2x + 7) = 0 (3 4x)2(5x 1) = 0 2x4 50x2 = 0 x3 2x2 = 0 4x3 20x4 = 0 x3 + 6x2 = 7x
3 We17a
x3 4x = 0 3x4 + 81 = 0 4x3 + 8x = 0 x4 5x3 + 6x2 = 0 9x2 = 20x + x3
4 We17b Use the Null Factor Law to solve the following equations. a x3 x2 16x + 16 = 0 b x3 6x2 x + 30 = 0 3 x2 25x + 25 = 0 c x d x3 + 4x2 4x 16 = 0 3 4x2 + x + 6 = 0 e x f x3 4x2 7x + 10 = 0 4 3x3 7x2 + 15x = 18 g x h x4 + 2x3 13x2 + 10x 3 + 15x2 + 19x + 6 = 0 i 2x j 4x3 + 16x2 9x 9 = 0 2x3 9x2 7x + 6 = 0 k l 2x3 + 4x2 2x 4 = 0 5 We18 Use a CAS calculator to find all solutions to the following equations. a x3 17x2 56x + 1153 = 0 b x3 + 12x2 49x 588 = 0 x3 + 17x2 + 65x 1521 = 0 c d x3 48x2 + 768x 4096 = 0 120 Maths Quest 11 Mathematical Methods CAS
e x3 + 6x2 6x + 2 = 0 g 3x2 + 2x + 1 = x3 i x4 + 4x3 5x2 + 15 = 0

a 5 d 1 B 4 e 2
f x3 14x2 4x + 13 = 0 h 2x3 3x2 + 2x + 0.5 = 0 j 2x4 + 25x3 + 17x = 9

C 2
6 mC Which of the following is a solution to x3 7x2 + 2x + 40?
7 mC A solution of x3 9x2 + 15x + 25 = 0 is x = 5. How many other (distinct) solutions are there?
a 0 d 3 B 1 e 4 C 2
3h
Cubic graphs intercepts method
A good sketch graph of a function shows: 1. x- and y-intercepts 2. the behaviour of the function at extreme values of x, that is, as x approaches infinity (x +) and as x approaches negative infinity (x ) 3. the general location of turning points. The graphs below show the two main types of cubic graph.
y Turning points y
A positive cubic
A negative cubic
For positive cubic graphs, as positive values of x become larger and larger, y-values also become larger. For negative cubic graphs, as positive values of x become larger and y Point of in ection larger, y-values become smaller. Sometimes, instead of two turning points, there is a point of inflection, where the graph changes from a decreasing gradient to zero to an increasing gradient (or vice versa). When this occurs, there is only one x-intercept. Consider the general factorised cubic f (x) = (x a)(x b)(x c). x The Null Factor Law tells us that f (x) = 0 when x = a or x = b or x = c. The y-intercept occurs when x = 0; that is, the y-intercept is f (0) = (0 a)(0 b)(0 c) = abc
y
Cubic with a point of inflection
abc
121
Worked example 19
Sketch graphs of the following, showing all intercepts. a y = (x 2)(x 3)(x + 5) b y = (x 6)2 (4 x) c y = (x 2)3
Think WriTe/draW
a 1 Note that the function is already
factorised and that the graph is a positive cubic.

2
a y = (x 2)(x 3)(x + 5)
The y-intercept occurs where x = 0. Substitute x = 0 into the equation.
y-intercept: if x = 0, y = (2)(3)(5) = 30 Point: (0, 30) x-intercepts: if y = 0, x 2 = 0, x 3 = 0 or x + 5 = 0 x = 2, x = 3 or x = 5 Points: (2, 0), (3, 0), (5, 0)
y
Use the Null Factor Law to find the x-intercepts. (Make each bracket equal to 0 and solve a mini-equation.) Combine information from the above steps to sketch the graph.
30 5 b 1 The graph is a negative cubic 2 3 x
(the in the last factor produces a negative x3 coefficient if the RHS is expanded).
2
b y = (x 6)2(4 x)
Substitute x = 0 to find the y-intercept.
y-intercept: if x = 0, y = (6)2(4) = 144 Point: (0, 144) x-intercepts: if y = 0, x 6 = 0 or 4 x = 0 x = 6 or x=4 Points: (6, 0), (4, 0)
y 144
Use the Null Factor Law to find the x-intercepts. (Make each bracket equal to 0 and solve a mini-equation.) Combine all information and sketch the graph. Note the skimming of the x-axis indicative of a repeated factor, in this case the (x 6)2 part of the expression.
4 c 1 Positive cubic. c y = (x 2)3
Substitute x = 0 to find the y-intercept.
y-intercept: if x = 0, y = (2)3 = 8
122
Use the Null Factor Law to find the x-intercept. (Make each bracket equal to 0 and solve a mini-equation.) Combine all information and sketch the graph. The cubed factor, (x 2), indicates a point of inflection and only one x-intercept.
x-intercept: if y = 0, x2=0 x=2

y
2 8
If a cubic function is not in the form f (x) = (x a)(x b)(x c), we may try to factorise to find the x-intercepts. We can use the factor theorem and division of polynomials to achieve this.
Worked example 20
Sketch the graph of y = 2x3 11x2 + 7x + 20, showing all intercepts.

Think
1
WriTe/draW
Write the equation and name the polynomial P(x). Note the graph is a positive cubic. Let x = 0 to find the y-intercept. Note: All terms involving x are equal to zero. Factorise P(x) to find x-intercepts. (x 1) is not a factor.
y = P(x) = 2x3 11x2 + 7x + 20
2 3
y-intercept: if x = 0, y = 20 Point: (0, 20) P(1) = 2 13 11 12 + 7 1 + 20 = 2 11 + 7 + 20 = 18 0 P(1) = 2 (1)3 11 (1)2 + 7 (1) + 20 = 2 11 7 + 20 =0 So (x + 1) is a factor. P(x) = (x + 1)(2x2 13x + 20) = (x + 1)(2x 5)(x 4) x-intercepts: if y = 0, x = 1, 5 , 4 2
Use long or short division to factorise P(x). Here, short division has been used. Write down the x-intercepts (determined by making each bracket equal to 0 and solving for x).
Points: (1, 0), ( 5 , 0), (4, 0) 2

7
Use all available information to sketch the graph.
y 20
5 2
123
Worked example 21
Sketch the graph of y = 3x3 + x2 2x + 5 using a CAS calculator. Find all intercepts and stationary points.
Think
1
WriTe/draW
Enter the rule for the function into the CAS calculator. Determine the y-intercept (when x=0).
f1(x) = 3x3 + x2 2x + 5 f1(0) = 3(0)3 + (0)2 2(0) + 5 =5 The y-intercept is (0, 5).
A y
Use the CAS calculator to help sketch the graph.
(0, 5) B
(1.51, 0)
Analyse the function with the CAS calculator to find zeros (x-intercepts). In this case there is only one x-intercept. Analyse the function with the CAS calculator to find the local maximum, point A. Analyse the function with the CAS calculator to find the local minimum, point B.
The x-intercept is (1.51, 0).
The local maximum (A) is (0.62, 5.9). The local minimum (B) is (0.36, 4.6).
exercise 3h

b y = (x + 6)(x + 1)(x 7) d y = (2x 5)(x + 4)(x 3) f y = (x 3)2(x 6) b y = (x + 8)(x 8)(2x + 3) d y = 3(x + 1)(x + 10)(x + 5) f y = (6x 1)2(x + 7) b d f h
1 We19 Sketch the following, showing all intercepts. a y = (x 1)(x 2)(x 3) c y = (x + 8)(x 11)(x + 1) e y = (4x 3)(2x + 1)(x 4) 2 a y = (2 x)(x + 5)(x + 3) c y = x(x + 1)(x 2) e y = 4x2(x + 8) a c e g
Sketch the following.
3 We20
Sketch each of the following as fully as possible. x3 y = x3 + 6x2 + 11x + 6 y = x3 x2 14x + 24 y = 3x3 + 17x2 + 28x + 12 y = 2x3 18x2
y = + 2x2 x 2 y = x3 + 7x2 + 14x + 8 y = x3 3x2 25x 21 y = 6x3 17x2 + 6x + 8
4 We21 Sketch the following using a CAS calculator. Find the intercepts and the coordinates a b c d 124
of all turning points, correct to 2 decimal places. y = x3 8x2 5x + 14 y = x3 + 8x2 + 13x 140 y = 3x3 3x2 15x 9 y = 7x3 + 29x2 + 32x + 4
5 mC Which of the following is a reasonable sketch of y = (x + 2)(x 3)(2x + 1)?

a
y 3 x
3
d
1 2
2 x
e
2 y
1 2
3 x
1 2
diGiTal doC doc-9730 Cubic graphs general form
y 2
1 2
3 x
1 2
3 x
6 mC The graph shown on the right could be that of:

a y= + 2) C y = (x 2)(x + 2)2 e y = (x 2)3
x2(x
B y = (x + d y = (x 2)2(x + 2)
2)3
8 7 mC The graph below has the equation: y
1 6
a y = (x + 1)(x + 2)(x + 3) d y = (x + 1)(x + 2)(x 3) a y = (x a)(x b)(x c) d y = (x + a)(x + b)(x + c)
B y = (x + 1)(x 2)(x + 3) e y = (x 1)(x 2)(x 3) B y = (x + a)(x b)(x + c) e y = (x a)(x + b)(x c)
C y = (x 1)(x + 2)(x + 3)
8 mC If a, b and c are positive numbers, the equation of the graph shown below is:
C y = (x + a)(x + b)(x c)
9 mC Which of the following has only two distinct x-intercepts when graphed?
a y = x(x + 1)(x + 2) d y = (x + 1)(x + 2)2 B y = (x + 1)(x + 2)(x + 3) e y = x(x + 1)(x 1)
C y = x3
10 a b c d
Sketch the graph of y = x3 x2 + 3x + 5 showing all intercepts. Factorise y = x3 x2 + 3x + 5 expressing your answer in the form of y = (x + a)(x2 + bx + c). Hence, show that y = x3 x2 + 3x + 5 has only one real solution. (Hint: Consider the discriminant.) If y = (x + a)(x2 + kbx + c) where k is a constant, find the values of k such that the cubic has: i two real solutions ii three real solutions. Note: a, b and c are the same values from part b.
3i
Quartic graphs intercepts method

y y = x4 (2, 16) 0 x a repeated factor (x a)3 b y = (x a)3(x b) y y = (x a)(x b)(x c)(x d) y
Quartic functions are polynomial functions of degree 4. The graphs shown below are the main types of quartic graphs.
x a b c d x y abcd
Negative quartics are reflected across the x-axis. Consider the general factorised quartic, f (x) = (x a)(x b)(x c)(x d). As for the cubic functions, the Null Factor Law tells us that f (x) = 0 (that is, an x-intercept occurs) when x = a, x = b, x = c or x = d. The y-intercept occurs when x = 0, therefore the y-intercept is f (0) = (0 a)(0 b)(0 c)(0 d) = abcd
Worked example 22
d x
Sketch the following graphs, showing all intercepts. a y = (x 2)(x 1)(x + 1)(x + 3) b y = (x 3)2(x + 1)(x + 5) c y = (2x 1)(x + 1)3
Think WriTe/draW
a 1 The y-intercept occurs when x = 0.
a y = (x 2)(x 1)(x + 1)(x + 3)
y = (2)(1)(1)(3) =6 Point: (0, 6)
Use the Null Factor Law to find the x-intercepts. (Make each bracket equal to 0 and solve a mini-equation.) The graph has a positive x4 coefficient, so large positive values for x result in large positive values for y. Combine information from steps 1 to 3 to sketch the graph.
x-intercepts: if y = 0, x 2 = 0, x 1 = 0, x + 1 = 0 or x + 3 = 0 x = 2, x = 1, x = 1 or x = 3 Points: (2, 0), (1, 0), (1, 0), (3, 0) Shape:
y
6 3 1 0 1 2 x
b 1 The y-intercept occurs when x = 0.
b y = (x 3)2(x + 1)(x + 5)
y = (3)2(1)(5) = 45 Point: (0, 45)
Use the Null Factor Law to find the x-intercepts. (Make each bracket equal to 0 and solve a mini-equation.)
x-intercepts: if y = 0, x 3 = 0, x + 1 = 0 or x + 5 = 0 x = 3, x = 1 or x = 5 Points: (3, 0), (1, 0), (5, 0)
126
The graph has a positive x4 coefficient. (Large positive values for x result in large positive values for y.) Combine all the information above to sketch the graph. Note that it touches the x-axis where there are repeated squared factors, (x 3)2.
Shape:
y 45 5 1 0 3 x
c 1 The y-intercept occurs when x = 0.
c y = (2x 1)(x + 1)3
y = (1)(1)3 = 1 Point: (0, 1)
Use the Null Factor Law to find the x-intercepts. (Make each bracket equal to 0 and solve a mini-equation.)
x-intercepts: if y = 0, 2x 1 = 0 or x + 1 = 0 x = 1 or x = 1 2 Points: (1, 0) and (1, 0)

2
The graph has a positive coefficient. (Large positive values for x result in large positive values for y.) Combine all the information from above to sketch the graph. Note that the graph has a point of inflection where it crosses the x-axis with repeated cubic factors (x + 1)3.
x4
Shape:
0 1
1 2
Follow the instructions in worked example 21 to draw quartic graphs using a CAS calculator.
exercise 3i
1 We22 Sketch the following graphs, showing all intercepts. a y = (x 3)(x 2)(x + 1)(x + 2) b y = (x 2)2(x + 1)(x + 2) 3 c y = (x + 5)(x 1) d y = (x 1)4 x(2x 1)(x 3)(x + 3) e y= f y = (x 2)2(x + 1)2 4 g y = (1 3x) h y = (x + 5)3(1 x) 2 Compare your answers to question 1 to those found using a CAS calculator. 3 If the graph of y = (x + a)(x + 3)(x + 1)(x 3) has four distinct x-intercepts and has a y-intercept at
(0, 45), find the value of a.

4 A quartic graph has only two x-intercepts, at x = a and x = b, and a y-intercept at the point (0, 81).
If a = b: a find a possible equation for the quartic graph b sketch the graph, labelling all intercepts.
a B C d e
5 mC Which of the following has two distinct x-intercepts when graphed?
y = x(x + 7)(x 7)(x + 2) y = x2(x + 3)(x 3) y = x3(x + 27) y = x(x + 7)2(x 7) y = x4
127
6 mC If a, b and c are positive numbers, the equation of the graph
shown is: a y = (x + a)2(x + b)(x + c) C y = (x + a)2(x b)(x + c) e y = (x a)2(x + b)(x c)
B y = (x a)2(x b)(x c) d y = (x a)(x + b)(x c)
abc
7 mC For the graph of the quadratic equation y = (x 2)(x + 1)(x + 3)2,
the y-intercept occurs at: a 6 B 6 C 12 d 18 e 18 8 Use a CAS calculator to help you sketch the following quartics, showing all intercepts and turning points correct to 2 decimal places. a y = 2x4 + x3 5x2 + 7x + 2 b y = 3x4 9x3 8x2 + 12x + 9 c y = x4 2x3 + 5x2 + 4x d y = x4 5x3 45x2 + 8x + 120 e y = 3x4 10x2 3 f y = 8x4 10x3 + 120x2 + 15x + 358
Graphs of cubic functions in power function form

3J
Remember the power form or turning point form for quadratic graphs y = a(x b)2 + c, which was related to transformations of the basic parabola? The same understanding of transformations can be used to sketch cubic functions. Cubic functions can be power functions. Power functions are functions of the form f (x) = xn, n R. The value of the power, n, determines the type of function. When n = 1, f (x) = x, and the function is linear. When n = 2, f (x) = x2, and the function is quadratic. When n = 3, f (x) = x3, and the function is cubic. When n = 4, f (x) = x4, and the function is quartic. Other power functions will be discussed later. Under a sequence of transformations of f (x) = xn, n R, the general form of a power function is f (x) = a(x b)n + c (where a, b, c and n R). Although all linear and quadratic polynomials are also linear and quadratic power functions, this is not the case for cubic functions (or quartic functions). For example, a cubic power function in the form of f (x) = a(x b)n + c has exactly one x-intercept and one stationary point of inflection. A cubic polynomial in the form f (x) = ax3 bx2 + cx + d can have one, two or three x-intercepts and is therefore not always a power function. For example, the cubic function y = 2(x 3)3 + 1 is a polynomial and a power function. It is the graph of y = x3 under a sequence of transformations. A cubic power function has a stationary point of inflection at (b, c). A stationary point of inflection is where a graph levels off to have a zero gradient at one point with the same sign gradient either side.
y y = x3 y = x3 y
x Stationary point of in ection
Summary of transformations y = a(x b)3 + c
y (b, c) Stationary point of in ection x
Dilation factor from the x-axis (y-stretch)

x-translation
y-translation
The effect of a is illustrated below.

y y = 2x3 y = x3 y = 1 x3 2 y = 2x3 y y = x3 y = 1 x3 2
Positive a
Negative a
intercepts
Intercepts may be found by substituting x = 0 (to find the y-intercepts) and y = 0 (to find the x-intercepts) into the equation.
Worked example 23
Sketch the graph of each of the following, showing the stationary point of inflection and intercepts. a y = 3(x 2)3 + 3 b y = 2x3 + 54 c y = 2(1 2x)3 16
Think WriTe/draW
a 1 Compare the equation with y = a(x b)3 + c, which
a y = 3(x 2)3 + 3
has a stationary point of inflection (b, c).

2 3
Note the values that match, namely a= 3, b = 2 and c = 3. State the stationary point of inflection (b, c). Find the y-intercept.
Stationary point of inflection (2, 3) If x = 0, y = 3(0 2)3 + 3 y = 3(8) + 3 y = 21

3(x
Find the x-intercept. (Note that the cube root of 1 is 1.)
If y = 0,
0 = 3(x 2)3 + 3 2)3 = 3 (x 2)3 = 1 x 2 = 1 x=1
Note that the equation is for a positive cubic. Sketch, showing the stationary point of inflection and intercepts.
Shape:
y
(2, 3) x
21 b 1 Manipulate into y = a(x b)3 + c form.

2
b y = 2x3 + 54
y = 2(x 0)3 + 54
Note the graph is a negative cubic with stationary point of inflection (0, 54).
Stationary point of inflection (0, 54)
129
Find the y-intercept. Find the x-intercept.
If x = 0, If y = 0,
y = 2(0) + 54 y = 54 0 = 2x3 + 54 2x3 = 54 x3 = 27 x=3
Sketch, showing the stationary point of inflection and intercepts.
y (0, 54)
c 1 Manipulate into y = a(x b)3 + c form.
c y = 2(1 2x)3 16
2
= 2[2(x 1)]3 16
= 2[8(x 1)3] 16 2 = 16(x 1)3 16 2

2
Note the graph is a positive cubic with stationary point 1 of inflection ( 2 , 16). Find the y-intercept.
Stationary point of inflection ( 1 , 16) 2 If x = 0, y = 16( 2 )3 16 = 2 16 = 18
Find the x-intercept. Use the result from step 1.
If y = 0,
0 = 16( x 2 )3 16 16 = 16( x 2 )3 1 = ( x 2 )3 1=x

3 2 1 2 1 1
=x
Sketch, showing stationary point of inflection and intercepts.
y x
3 2
18
( 1, 16) 2

exercise 3J
1
Without sketching graphs for each of the following, state: i the dilation factor ii the coordinates of the stationary point of inflection. a y = 2(x 1)3 + 3 b y = 3(x + 5)3 2 2(x 6)3 8 c y= d y = 7(x + 4)3 + 1 3+4 e y = (x 9) f y = x3 7
130
g y = (x + 1)3 1
y= k y=
i 2 We23
1 4 (x 1 3 x 3
3)3 + 2
h y = 2 (x + 2)3 j l
y = 4x3 y = 2x3 2
Sketch the graph of each of the following, showing the stationary point of inflection and intercepts. a y = 2(x 2)3 + 2 b y = 3(x + 3)3 + 81 3 32 c y = 4(x 4) d y = 5(x 1)3 + 5 x3 8 e y= f y = x3 1 1 3 + 27 g y = (x + 2) h y = (x + 5)3 32 2
i
y=
k y= m y=
1 3 3 (x 3) 9 1 (x + 2)3 + 25 5 5x3
j l
y=
1 4
(x + 1)3 + 2
y = 2x3
n y = 3x3 3
3 Sketch the following, showing the stationary point of inflection. Intercepts are not required. Use a
CAS calculator to verify answers. a y = (4 x)3 + 1 c y = 2(4x 1)3

e y = 5 (1 x)3 i
2
b y = 3(5 x)3 3 d y = 5(3 2x)3 + 1
g y = (4 x)3 + 3
y = 8 (6 x)3 + 4 3
y = 1 (3 4x)3 2 7 h y = (9 5x)3 7 j y = 2(5 2x)3 1

f
diGiTal doC doc-9731 Cubic graphs basic form
4 mC The basic cubic graph y = x3 undergoes a dilation factor of 6 from the x-axis and is translated
a y = 6(x 4)3 3 C y = 6(x 3)3 4 e y = 4(x + 3)3 + 6 a (5, 2) d (2, 9)
right 4 units and down 3 units. The equation for this graph is:
B y = 3(x 4)3 6 d y = 4(x + 6)3 + 3
5 mC The graph of y = 5(2 x)3 + 9 has a stationary point of inflection at:

B (5, 9) e (2, 9)
C (2, 9)
6 Suggest a possible equation for each of the following, given that each is a cubic with a dilation factor of
1 or 1 from the x-axis.

y (1, 5)
(2, 2) x c y d y x
(3, 4) x
(3, 0)
7 Write an equation for a cubic with: a a dilation factor of 4 from the x-axis and a stationary point of inflection at (2, 3) b a dilation factor of 2 from the x-axis and a stationary point of inflection at (5, 1) c a dilation factor of 1 from the x-axis and a stationary point of inflection at (1, 2) d a dilation factor of
4 1 2
from the x-axis and a stationary point of inflection at (0, 4).
diGiTal doC doc-9732 Investigation Graphs of the form y = a (x b )n + c
131
domain, range, maximums and minimums

3k
The domain of a function is the set of x-coordinates of points on its graph. The range is the set of y-coordinates of points on the graph. Normally, the domain and range of a cubic function are the set of all real numbers, or R for short, as such graphs extend indefinitely in both positive and negative axis directions. The domain and range of a restricted cubic function may be a smaller set of numbers.
Actual maximum (within given domain) y Local maximum 10
Range = [8, 10]
5 8 Domain = [5, 3]
Range = [8, 10]
The restricted graph has a domain of x-values between 5 and 3, denoted [5, 3]. y The range is [8, 10]. 10 Square brackets are used to indicate that an end value is included. We show this with a small coloured-in circle on the graph. If an end value is not included, a curved bracket is used. We show such points on a graph using a hollow circle. 5
8 Domain = [5, 3]
Function notation
When we wish to convey information about the domain of a function, the following notation may be used: f : [4, 1] R, where f (x) = (x 1)(x + 2)(x + 4)
}
The name of the function The domain
Worked example 24
The co-domain. The range is within this set.
Note: The range is not necessarily equal to R; the range is within R.
For the function f: [4, 1] R where f (x) = (x 1)(x + 2)(x + 4), sketch the graph of f (x), showing intercepts and the coordinates of any local maximum or local minimum, and state the range.
Think
1
WriTe/draW
Determine the y-intercept by setting x=0.
f (x) = (x 1)(x + 2)(x + 4) f (0) = (0 1)(0 + 2)(0 + 4) = 8 The y-intercept is (0, 8). 0 = (x 1)(x + 2)(x + 4) x 1 = 0 or x + 2 = 0 or x + 4 = 0 x=1 x = 2 x = 4 2, 0) and (4, 0). The x-intercepts are (1, 0), (
}
The rule for the function
Determine the x-intercept by setting y=0. Use the Null Factor Law.
132
Enter the rule into a CAS calculator (including the restricted domain). Sketch the graph over the restricted domain.
f (x) = (x 1)(x + 2)(x + 4) | 4 x 1

y A (2, 0) (4, 0) (1, 0) x
B
5
Use the CAS calculator to determine the maximum at point A. Use the CAS calculator to determine the minimum at point B. Use the graph and the local maximum and minimum to determine the range.
The maximum (A) is (3.12, 4.06). The minimum (B) is (0.21, 8.21). The range is [8.21, 4.06].
The maximum and minimum of a graph within a certain domain are not necessarily the values of the local maximum or minimum. Sometimes an extreme value is simply the y-coordinate of an end point of a graph.
y Local maximum
Absolute maximum
Local minimum x Absolute minimum

Worked example 25
Sketch f: [0, 7) R where f (x) = x(x 5)2, showing intercepts, end points, and the local maximum and minimum, and state the range.
Think
1
WriTe/draW
Determine the y-intercept by setting x= 0.
Determine the x-intercept by setting y= 0. Use the Null Factor Law. Calculate the value of the end points of the restricted domain. Use a CAS calculator to sketch the graph over the restricted domain. Note the right end point (7, 28) should be shown as a hollow circle.
f (x) = x(x 5)2 f (0) = 0(0 5)2 =0 The y-intercept is (0, 0). 0 = x(x 5)2 x = 0 or (x 5)2 = 0 x = 5 The x-intercepts are (0, 0) and (5, 0). f (0) = 0 f (7) = 7(7 5)2 = 7 22 = 28
y (7, 28) A
(0, 0)
(0, 5)
133
Use the CAS calculator to determine the local maximum at point A. Use the graph to determine the range. Note the use of a curved bracket to indicate that the end value is not included in the range.
The local maximum is (1.67, 18.52). The range is [0, 28).
Domain and range will be discussed in more detail in chapter 4. A method of finding maximums and minimums without a calculator will be covered in the study of calculus later in this book.

exercise 3k
A graphics calculator is required for this exercise.
1 a
diGiTal doC doc-9733 SkillSHEET 3.2 interval notation
State the domain and range of the sections of graph shown in each case.
y (2, 5) b y (1, 7) (2, 3) x (2, 2) c (4, 2) x y d y x (4, 2) (6, 10)
(5, 2)
(4, 0)
(4, 1) x (2, 2) f y (2, 0) x (3, 8) (1, 9) (4, 5)
(2, 3) (3, 5) e y (5, 5) (1, 2)
(3, 0)
(3, 0)
2 We24,25 For each of the following, sketch the graph (showing local maximums and minimums, and
intercepts) and state the range. a f: [1, 4] R where f (x) = (x 3)(x 4)(x + 1) b f: [5, 1] R where f (x) = (x + 2)(x + 5)(x 1) c f: [1, 3) R where f (x) = (x 2)2(x 1) d f: (3, 0] R where f (x) = (x + 3)(x + 1)2 e f: [8, 2) R where f (x) = (2x 3)(x + 1)(x + 7) f f: [0, 4] R where f (x) = x3 6x2 + 9x 4 g f: [4, 1.442] R where f (x) = x3 + 6x2 + 11x + 6 h f: (2, 2.1) R where f (x) = x3 + 2x2 5x 6 i f: [3, 5.1] R where f (x) = x3 + x2 + 17x + 15 1 j f: (3, 2 ) R where f (x) = 3x3 + 5x2 19x 21 3
3 mC The range of the function shown at right is:

a
[4.061,
18]
y (0.786, 8.209) 6
(4, 18)
B [4.061, 8.209] C (0, 18] d (2, 3] e (2, 4]
2 y
x 1 3 (2.120, 4.061)
4 mC Point A on the curve is:

a B C d e
an intercept a local minimum an absolute minimum a local maximum an absolute maximum
A x
5 A roller-coaster ride is modelled by the function
y 20 A B
f (x) = 0.001(x 10)(x + 20)(x 40). a What is the height above ground level of the track at x = 50? b How far apart vertically are points A and B?
Ground level 40 x
20
6 The course of a river as marked on a map follows the curve defined by the function
f (x)=1.5x3 2.7x2 + x 1. Find the coordinates of the southernmost point on the river between x = 0 and x = 2.
y 5 1.5 5
1.5
x
diGiTal doC doc-9734 Investigation modelling the path of a roller-coaster
135
3l
inTeraCTiViTY int-0262 modelling data using polynomials
modelling using technology

0 59 1 62 2 69 3 83 4 81 5 76 6 70 7 66 8 52 9 49 10 41
Scientists, economists, doctors and biologists often wish to find an equation that closely matches, or models, a set of data. For example, the wombat population of a particular island may vary as recorded in the following table. Year of study (x) Wombat population (W)
The graph below shows these data, with a possible model for the wombat population superimposed.
90 80 70 60 50 40 30 20 y = 0.0888x3 2.4598x2 + 14.196x + 55.063 10 0 2 4 6 Year 8 10
We will examine polynomial models up to degree 3, that is, models of the form: y y = a3x3 + a2x2 + a1x + a0 35 where a0, a1, a2 and a3 are constants. 30 Several technological options are available to assist in 25 Sum of squares of these obtaining models for data, including a CAS calculator, 20 lengths is minimised. spreadsheets and computer algebra systems such as 15 Mathcad. Many of these applications use a method 10 y = 2.6636x + 7.3182 5 involving minimising the sum of the squares of the vertical distances of the data points from the graph of the 0 2 4 6 8 10 12 x function this is known as the least squares method.
modelling using a calculator

A CAS calculator can be used to find a model or regression for a set of data. The following example employs cubic regression, but the general approach is the same for all types of regression.
Worked example 26
Fit a cubic model to the following data using a CAS calculator. Write the equation and draw a rough sketch of the graph. 0 1 2 3 4 5 6 7 8 9 10 x 627 545 580 528 436 318 238 229 134 169 139 y
Think
1 2 3
Wombat population
WriTe/draW
Use the CAS calculator to perform a cubic Enter the x- and y-values into two columns in regression. This fits a best-fit cubic to the given data. a spreadsheet on the CAS calculator. Write the equation. y = 1.37x3 + 19.14x2 + 8.55x + 607.48 Use the CAS calculator to sketch the graph over the even domain.
y 600
10
136
exercise 3l

0 1 0 1
12
Use a CAS calculator or other technology to answer the questions in this exercise.
1 We26 Find a linear model for each of the following sets of data, and draw a rough sketch of the graph. a
x y
2 5 2
26
3
9
4 28 4
12
5 29 5
20
6 50 6
39
7 68 7
46
8 73 8
50
9 77 9
40
10 84 10
67
30
diGiTal doC doc-9735 modelling
x y
0
15
3
27
x y x y
0 11 0 53
1 8 1 44
2 9 2 39
3 14 3 42
4 19 4 35
5 18 5 32
6 29 6 30
7 29 7 29
8 28 8 23
9 32 9 27
10 39 10 19
2 Find a quadratic model for each of the following sets of data, and draw a rough sketch of the graph. a
x y x y x y x y
0 19 0 65 0
14
1 4 1 33 1 16 1
27
2 48 2 80 2 32 2 92
3 60 3 12 3 36 3 2
4 36 4 50 4 37 4
148
5 88 5 248 5 51 5
327
6 126 6 228 6 57 6
447
7 116 7 252 7 56 7
639
8 159 8 496 8 55 8
733
9 168 9 439 9 54 9
910
10 122 10 694 10 56 10
1204
0 70
3 Find the cubic model for each of the following sets of data, and draw a rough sketch of the graph. a
x y x y x y
0 627 0 21 0 55 0 45
1 545 1 28 1 84 1 26
2 580 2 91 2 64 2 109
3 528 3 182 3 29 3 201
4 436 4 81 4 10 4 399
5 318 5 203 5 4 5 466
6 238 6 345 6
17
7 229 7 397 7 35 7 755
8 134 8 730 8 182 8 800
9 169 9 873 9 400 9 868
10 139 10 1205 10 631 10 854
x y
6 621
4 For the following data set, find and sketch: a a linear model b a quadratic model
c a cubic model.
x y
0 537
1 681
2 536
3 624
4 632
5 763
6 686
7 885
8 1090
9 1230
10 1451
5 Which of the models in question 4 fits best? 6 Use the model from question 1a to predict the value of y when x = 20. 7 Use the model from question 2a to predict the value of y to the nearest unit when x = 5.5. 8 Use the model from question 3a to predict the value of y to the nearest unit when x = 12. ChapTer 3 Cubic and quartic functions 137
9 The value of shares in the company Mathsco is plotted by a sharemarket analyst over a
12-month period as shown. Month Share price 0 J 1 J 2 A 3 S 4 O 5 N 6 D 7 J 8 F 9 M 10 A 11 M
0.50 0.58 0.53 0.76 1.00 1.50 1.55 2.20 3.06 3.83 4.79 4.40
a Find and sketch a quadratic model for the data. b Use your model to predict the share price 2 months later. c Give reasons why such a prediction may not be accurate. 10 The population of a colony of yellow-bellied sap-suckers on an isolated island is studied
over a number of years. The population at the start of each year is shown in the table below. Year Population 0 250 1 270 2 310 3 375 4 410 5 395 6 335 7 290 8 290 9 320 10 325
Find and sketch a cubic model for the population, and use it to estimate the population at the start of year 11.
3m
Finite differences
y = a3x3 + a2x2 + a1x + a0.
If pairs of data values in a set obey a polynomial equation, that equation or model may be found using the method of finite differences. Consider a difference table for a general polynomial of the form We begin the difference table by evaluating the polynomial for x values of 0, 1, 2 etc. The differences between successive y-values (see table) are called the first differences. The differences between successive first differences are called second differences. The differences between successive second differences called the third differences. We will call the first shaded cell (nearest the top of the table) stepped cell 1, the second shaded cell stepped cell 2 and so on. x 0 1 2 3 4 5 y (= a3 x3 + a2 x2 + a1x + a0) a0 a3 + a2 + a1 a3 + a2 + a1 + a0 7a3 + 3a2 + a1 8a3 + 4a2 + 2a1 + a0 19a3 + 5a2 + a1 27a3 + 9a2 + 3a1 + a0 37a3 + 7a2 + a1 64a3 + 16a2 + 4a1 + a0 61a3 + 9a2 + a1 125a3 + 25a2 + 5a1 + a0 24a3 + 2a2 18a3 + 2a2 6a3 12a3 + 2a2 6a3 6a3 + 2a2 6a3 First differences Second differences Third differences
If a3 0, the above polynomial equation represents a cubic model, and the third differences are identical (all equal to 6a3). If a3 = 0, a2 0 and the polynomial reduces to y = a2x2 + a1x + a0, that is, a quadratic model, and the second differences become identical (all equal to 2a2).
If a3 = 0 and a2 = 0, the polynomial becomes y = a1x + a0, that is, a linear model, and the first differences are identical (all equal to a1). 1. Stepped cell 1 = a0 2. Stepped cell 2 = a1 + a2 + a3 3. Stepped cell 3 = 2a2 + 6a3 4. Stepped cell 4 = 6a3
Worked example 27
Complete a finite difference table based on the data below, and use it to determine the equation for y in terms of x. x y
Think
1
0
1
1 0
2 7
3 20
4 39
5 64
WriTe
Place the data in columns as shown, allowing space for 3 difference columns. Calculate the first differences and place them in the next column. The first differences are not constant, so we need to find the second differences. Calculate these and place them in the next column. The second differences are constant, so our table is complete. Showing the third differences is optional. The curve is a quadratic.
x 0 1 2 3 4 5
y
1
Differences 1st 1 2nd 3rd
0 7 7 13 20 19 39 25 64
6 0 6 0 6 0 6
Recall the stepped cell equations, and equate them to the shaded cells as shown: Stepped cell 1 = a0 Stepped cell 2 = a1 + a2 + a3 Stepped cell 3 = 2a2 + 6a3 Stepped cell 4 = 6a3 Here, * is used to denote solved values. [1] gives a0 = 1 and [4] gives a3 = 0. Substitute this information into [2] and [3].
a0 = 1* a1 + a2 + a3 = 1 2a2 + 6a3 = 6 6a3 = 0
[1] [2] [3] [4]
So
a3 = 0* Sub a3 = 0 into [2]: a1 + a2 + 0 = 1 a1 + a2 = 1 Sub a3 = 0 into [3]: 2a2 + 6 0 = 6 2a2 = 6 a2 = 3* Sub a2 = 3 into [5]: a1 + 3 = 1 a1 = 2*
[5]
Substitute a2 = 0 into [5] to find a1. Substitute your values for a0, a1, a2 and a3 into the equation y = a3x3 + a2x2 + a1x + a0.
y = a3x3 + a2x2 + a1x + a0 becomes y = (0)x3 + (3)x2 + (2)x + (1) y = 3x2 2x 1
139
The stepped equations work only if the finite differences table begins with x = 0 and x increases in steps of 1. It may be necessary on occasions to adjust the table to achieve this, as the following example shows.
Worked example 28
Complete a finite difference table based on these data and use it to determine the equation for y in terms of x.
Think
1
x y
WriTe
1 3
2 5
3 13
4 21
5 29
Construct a difference table, leaving room for the x = 0 row. Calculate and fill in the first differences where possible. Note the first differences are constant, so the last two columns are optional. The relationship is linear. Working backwards, the first stepped cell must be 11 in order for the difference between it and the next cell to be 8.
x 0
y
11
Differences 1st 2nd 3rd
8 1
3
0 8 0 0 8 0 0 8 0 0 8
13
21
5
5
29
Recall the stepped cell equations, and equate them to the shaded cells as shown: Stepped cell 1 = a0 Stepped cell 2 = a1 + a2 + a3 Stepped cell 3 = 2a2 + 6a3 Stepped cell 4 = 6a3 Here, an asterisk (*) is used to denote solved values. [1] gives a0 = 11, [4] yields a3 = 0, and hence [3] yields a2 = 0. Substitute this information into [2]. Use the asterisked values to build the equation y = a3x3 + a2x2 + a1x + a0.
a0 = 11* a1 + a2 + a3 = 8 2a2 + 6a3 = 0 6a3 = 0
[1] [2] [3] [4]
So
a3 = 0* and a2 = 0* Sub a2 = 0 and a3 = 0 into [2]: a1 + 0 + 0 = 8 a1 = 8* y = a3x3 + a2x2 + a1x + a0 becomes y = (0)x3 + (0)x2 + (8)x + (11) y = 8x 11
Using simultaneous equations to find a polynomial model

The method of fitting a polynomial to a set of data using finite differences requires the data to be sequential. Often this is not the case. Simultaneous equations can be used to find a polynomial model when the data are not sequential.
The number of simultaneous equations required to find the rule of a degree n polynomial is n + 1. For example, to find a quadratic model, 2 + 1 = 3 points are required as a quadratic is a degree 2 polynomial. Each of the points are substituted into the general equation of the quadratic polynomial, y = ax2 + bx + c, to generate 3 simultaneous equations. These can be solved using elimination or by using a CAS calculator.
Worked example 29
Using simultaneous equations, find a quadratic model for the points (2, 9), (3, 1) and (1, 9).
Think
1 2
WriTe
Write down the general rule of a quadratic. Substitute each point into the general equation to get three simultaneous equations.
y = ax2 + bx + c a(2)2 + b(2) + c = 9 4a 2b + c = 9 a(3)2 + b(3) + c = 1 9a + 3b + c = 1 a(1)2 + b(1) + c = 9 a+b+c=9 5b = 10 8a + 2b = 8 40a 40b = 80 40a + 10b = 40 30b = 120 b=4 5a 5(4) = 10 5a = 10 a = 2 2 + 4 + c = 9 c=7 y = 2x2 + 4x + 7
5a
[1] [2] [3] [4] [5] [6] [7]
Solve equations [1], [2] and [3] using elimination. Equation [1] [2] to eliminate c. Equation [2] [3] to eliminate c. Equation [4] 8 Equation [5] 5 Add equations [6] and [7] to eliminate a and solve for b. Substitute b = 4 into equation [4] to find a.
Substitute a = 2 and b = 4 into equation [3] to find c.

4
Write the rule.
Worked example 30
Using simultaneous equations, find a cubic model for the points (2, 10), (1, 2), (3, 20) and (6, 22). Use a CAS calculator to solve the simultaneous equations.
Think
1 2
WriTe
Write the general rule for a cubic. Substitute each point into the general equation to get 4 simultaneous equations.
y = ax3 + bx2 + cx + d a(2)3 + b(2)2 + c(2) + d = 10 8a + 4b 2c + d = 10 3 + b(1)2 + c(1) + d = 2 a(1) a+b+c+d=2 a(3)3 + b(3)2 + c(3) + d = 20 27a + 9b + 3c + d = 20 3 + b(6)2 + c(6) + d = 22 a(6) 216a + 36b + 6c + d = 22 [1] [2] [3] [4]
Use the CAS calculators solve feature to determine a, b, c and d. Write the rule.
The values are a = 1, b = 5, c = 4 and d = 10. y = x3 5x2 4x + 10
141
exercise 3m
1 We27,28 a
Finite differences
0 6 0 100 0
4
For each of the following, complete a finite difference table based on the data below and use it to determine the equation of y in terms of x. x y
b
1 17 1 74 1 7 2
9
2 28 2 48 2 32 3
13
3 39 3 22 3 71 4
11
4 50 4
4
5 61 5
30
x y
x y
4 124
5 191 5
3
x y
1 1 0
7
x y
1
10
2
1
3 26 3 31 3 25 3 32 4 31 3 0 3
3
4 77 4 56 4 49
5 158 5 101 5 77 5 12
x y
0 16 0
23
1 17 1
11
2 20 2 5 2 27
x y
x y
1 28 0
27
x y
1
18
2
9
4 9 4
7
5 18 5
15
x y x y
1
7
2
3
0
66
1
5
2 58 2 27
3 99 3 19
4 94 4 11
5 19 5 3
x=1 x=2
x y
0 43
1 35
Triangular numbers may be illustrated as shown at right. If x is the number of dots on the base of each diagram, and y is the total number of dots: a complete the table below b find an equation linking x and y x (base dots) y (total dots)
c find the total number of cans in the supermarket display shown at right using the equation found in b, and check your answer by counting the cans.
x=3
x=4
142
The diagonals in polygons of various types are shown at right in red. Find the relationship between the number of dots (x) and the number of diagonals (n). (Hint: Continue patterns in a difference table so that it is completed back to x = 0.)
If n is the number of different squares that can be found within a square grid of edge length x, find an equation for n in terms of x and use this equation to find the number of different squares on a chessboard.
x=1 x=2 n=1 n=5 5 Find a linear model for the following sets of points. a (2, 1) (1, 23)
x=3 n=?
b (4, 6) (8, 3)
6 We29 Using simultaneous equations, find a quadratic model for the following sets of points. a (2, 13) (6, 37) (4, 57) b (1, 4) (1, 2) (4, 19) 4, 24) c (4, 8) (0, 8) ( d (5, 360) (2, 96) (6, 272) 7 We30 Using simultaneous equations, find a cubic model for the following sets of points. Use a CAS a (6, 3) (3, 27) (3, 33) (2, 3) c (4, 10) (6, 90) (8, 302) (2, 2)
calculator to solve the simultaneous equations.
b (2, 39) (1, 6) (4, 141) (3, 118) d (1, 4) (1, 8) (4, 314) (0, 6)
8 Using simultaneous equations, find a quartic model for the following sets of points. Use a
CAS calculator to solve the simultaneous equations. a (1, 2) (3, 354) (4, 1313) (2, 79) (1, 2) b (4, 73) (0, 1) (2, 11) (2, 13) (6, 707)
143
Summary
expanding
When expanding three linear factors: 1. expand two factors first, then multiply the result by the remaining linear factor 2. collect like terms at each stage 3. (x + 2)3 may be written as (x + 2)(x + 2)(x + 2) 4. (a + b)3 = a3 + 3a2b + 3ab2 + b3 (a b)3 = a3 3a2b + 3ab2 b3 Long division of polynomials is similar to long division with numbers. The highest power term is the main one considered at each stage. The key steps are: 1. How many? 2. Multiply and write the result underneath. 3. Subtract. 4. Bring down the next term. 5. Repeat until no variables remain to be divided. 6. State the quotient and the remainder. P(a) means the value of P(x) when x is replaced by a and the polynomial is evaluated. The remainder R = P(a) when P(x) is divided by x a. If P(a) = 0, then (x a) is a factor of P(x). To factorise a polynomial: 1. let P(x) = the given polynomial 2. use the factor theorem to find a linear factor 3. use long or short division to find another factor 4. repeat steps 2 and 3, or factorise by inspection if possible. Alternatively, use the factor function on a calculator. a3 + b3 = (a + b)(a2 ab + b2) a3 b3 = (a b)(a2 + ab + b2) To solve a polynomial equation: 1. rewrite the equation so it equals zero 2. factorise the polynomial as much as possible 3. let each linear factor equal zero and solve for x in each case.
y To sketch a cubic function of the form f (x) = Ax3 + Bx2 + Cx + D: 1. determine if the expression is a positive or negative cubic (that is, 20 if A is positive or negative) 2. find the y-intercept (let x = 0) 3. factorise if necessary or possible; for example, obtain an expression in the form f (x) = (x a)(x b)(x c) 4. find the x-intercepts (let factors of f (x) equal 0) 1 5. use all available information to sketch the graph.
polynomial values The remainder and factor theorems Factorising polynomials
Sum and difference of two cubes Solving polynomial equations
5 2
To sketch a quartic function in the form f (x) = (x a)(x b)(x c) (x d): 1. find the y-intercept (f (0) = abcd) 2. find the x-intercepts (let factors of f (x) = 0) 3. use all available information to sketch the graph.
8 5
y 840
144
A cubic function in the form y = a(x b)3 + c has a y-dilation of a and a stationary point of inflection at (b, c).
y a>0 y a<0
(b, c) x Positive a domain, range, maximums and minimums modelling using technology
(b, c) x Negative a
The absolute maximum or minimum is either the y-value at a local maximum or minimum, or the y-value at an end of the domain. An equation to model data may be obtained using a calculator. 1. Enter data as lists. 2. Find the regression equation (linear, quadratic etc.). To use the method of finite differences: 1. Set up a table as shown and find differences by subtracting successive values (value previous value). Circle or shade the stepped cells. x 0 y Stepped cell 1 Stepped cell 2 1 Stepped cell 3 Stepped cell 4 2 First differences Second differences Third differences
Finite differences
Etc. Etc.
Previous value Value previous value
Value
2. Use the following equations to determine the polynomial models coefficients. 1. Stepped cell 1 = a0 2. Stepped cell 2 = a1 + a2 + a3 The equation of the polynomial model is 3. Stepped cell 3 = 2a2 + 6a3 y = a3x3 + a2x2+ a1x + a0. 4. Stepped cell 4 = 6a3
145
Chapter review
S h orT anS Wer
1 Expand: a (x 2)2(x + 10) c (x 7)3
b (x + 6)(x 1)(x + 5) d (5 2x)(1 + x)(x + 2).
2 Find the quotient and remainder when the first polynomial is divided by the second in each case. a x3 + 2x2 16x 3, x + 2 b x3 + 3x2 13x 7, x 3 c x3 + x2 + 4x 7, x + 1 3 If P(x) = 3x3 + 2x2 + x 4, find: a P(1) 5 Show that x + 3 is a factor of 7 Factorise: a 1 125x3 8 Solve: a 5(x + 5)3 + 5 = 0 9 Sketch: a y = x(x 2)(x + 11) 10 Sketch: a y = x(x 7)(x 2)(x + 4) 11 Sketch y =
1 8
b P(4)
c P(2a).
4 Without dividing, find the remainder when
x3
2x2
+ 29x 42. x3
3x2
16x + 5 is divided by x 1.
6 Factorise x3 + 4x2 100x 400. b (x 2)3 + (x + 3)3. b (2x + 1)2 (x 3)2 = 0 b y = x3 + 6x2 15x + 8 b y = (2x 1)(x + 1)(x + 4)2 c x3 9x2 + 26x 24 = 0. c y = 2x3 + x2. c y = x(x + 5)3.
(x + 1)3 + 8.
12 Find the range of f : [6, 3] R, where f (x) = (x + 1)(2 x)(x + 5). 13 Complete a finite difference table, and use it to determine the equation for y in terms of x for the
following data set. x y 0 8 1 7 2 8 3 17 4 40 5 83
14 The following series of diagrams show the maximum number of regions
produced by drawing chords in a circle. x=0 x=1 x=2 x=3 Find a relationship between the number of chords (x) and the maximum r = 1 r = 2 r = 4 r = 7 number of regions (r).
15 Using simultaneous equations, find a cubic model for the points (1, 10), (2, 4), (3, 104) and (0, 2).
mUlTip l e Ch oiCe
1 The expansion of (x + 5)(x + 1)(x 6) is:

a x3 30 d x3 31x 30
B x3 6x2 + 5x 6 e x3 + 5x2 36x 30 B x(x + 3)(x 3)
C x3 + 12x2 31x + 30
x3
a (x + 3)3
5x2
+ 3x 9 is the expansion of:
C (x 1)(x + 3)2
d (x 1)(x + 1)(x + 3)
e (x + 1)(x + 2)(x 3) Questions 3 and 4 refer to the following long division.
x2 + x + 2 x + 4)x3 + 5x2 + 6x 1 x3 + 4x2 x2 + 6x x2 + 4x 2 2x 1 2 2x + 8 9

3 The quotient is:
a 9 B 4 C x+4 d x2 + x + 2 e x3 + 5x2 + 6x 1
146
4 The remainder is:

a 9 a 34 a 6 B 2 B 33 C 4 C 9 d 2x 1 d 7 d 7 d (x + 3) e 2x + 8 e 35 e 8 e (2x 1) C (x + 2)3
5 If P(x) = x3 3x2 + 7x + 1, then P(2) equals:
7x is divided by x 1 is: C 6 3 3x2 18x + 40? 7 Which of the following is a factor of x a (x 4) B (x 2) C (x + 1)

6 The remainder when
x3
B 1
x3
6x2
15x + 8 factorises to:

B (x + 1)2(x + 8) e (x 1)(x + 2)(x + 4) B (4x y)(16x2 4xy + y2) e (4x + y)(16x2 4xy + y2) C 2 C 7
3
a (x 1)2(x + 8) d (x + 1)(x + 2)(x + 4)
64x3
y3
factorises to:
C (4x y)(16x2 + 8xy + y2)
a (4x y)(16x2 + 4xy + y2) d (4x + y)(16x2 8xy + y2) a 6 a 11 a B C d e B 2 B

3 5
10 Which of the following is the solution to (x 4)3 2 = 6?

d 4 d 3
5
e 6 e 3
7
11 Which of the following is a solution to (x 11)(3x + 5)(7 3x)(2x + 5) = 0?
12 The equation for this graph could be:
y = (x 5)(x + 1)(x + 3) y = (x 3)(x 1)(x + 5) y = (x 3)(x + 1)(x + 5) y = (3x 1)(x + 1)(x 5) y = (5 x)(1 + x)(3 + x)
3 13 The equation for the graph shown below could be:

a B C d e
y = (x 3)2(x + 3)2 y = (x 3)(x + 3)3 y = (x 3)3(x + 3) y = (x 3)4 y = (x + 3)4
0 81
14 Which of the following shows the graph of y = 2(x + 5)3 12? y y a B x (5, 12) x
d
y x (5, 12)
(5, 12)
(5, 12) x
(5, 12)
147
Questions 15 and 16 refer to the following graph (below).

y (7, 252) (4.813, 60.370) 5 (2.147, 108.222) 2 7 x
15 The domain of the graph is:

a [108.222, 252) d (7, 7]
B (2.147, 4.183] e (6, 7] B [2.147, 4.183] e [0, 252)
C (108.222, 60.370]
16 The range of the graph is:

a [108.222, 252) d [7, 252)
C [108.222, 60.370]
17 The data below obey which type of relationship?
x y
a Linear
0 0
1 4
2 16
3 66
4 208
5 520
d Quartic e None of the above
B Quadratic
C Cubic
18 Which of the following points lies on the curve of the quadratic model that fits the points (1, 0), (0, 7)
and (2, 11)?

a (3, 4) B (0, 7) C (2, 7) d (1, 10) e (1, 14)
e x T ended r e SponS e
1 For P(x) = 5x3 3x2 6x 22, find P(3) and P(x). 2 Find the value of m if x + 3 is a factor of 2x3 15x2 + mx 21. 3 Factorise x3 2x2 9x + 18. Sketch the graph of f (x) = x3 2x2 9x +18. 4 Factorise (3x 2)3 + (x + 5)3. 5 Determine the x- and y-intercepts of the cubic graph y = (2 3x)(4x + 1)(2x 7). Hence, sketch the
graph.
6 The graph y = x3 has been moved parallel to the x-axis 5 units to the left and moved upwards 2 units
from the x-axis. What is the equation of the translated graph and what are the coordinates of the point of inflection? Sketch the translated graph.
7 Sketch the graph of y = (x + 2)2(x 3)(x 4), showing all intercepts. 8 The polynomial P(x) = x3 + ax2 + bx + 54 is exactly divisible by x 9 and also exactly divisible by x 6. a Find the values of a and b. b Find the third factor. c Hence, sketch the graph of the polynomial y = x3 + ax2 + bx + 54. 9 Factorise x3 2x2 3x + 6 over the real number field. Sketch the graph of y = x3 2x2 3x + 6. 10 Find the points of intersection between y = x3 x2 19x 13 and 3x + y 7 = 0. 11 Use the method of finite differences to fit a polynomial model to the following data.
x y
0 4
1 16
2 25
3 30
4 30
148
12 A diagram of a proposed waterslide based on a cubic function appears below.
Find: a the height, h1, of the top of the slide b the coordinates of point A (where the slide enters the water) c the length, L, of the ladder d the height, h2, of the mini-hump to the nearest centimetre.
y
y = 0.008(x3 30x2 + 285x 900)
h1 h2 (8, 0.22) A x
(5, 0)
13 An innovative local council decides to put a map of the district on a website. Part of the map involves
two key features the Cubic River and the Linear Highway. A mathematically able website designer has found the following equations for these features: Cubic River: y = x3 + x2 4x 4 Linear Highway: y = 5x + 5. a Sketch the river and highway, showing x- and y-axis intercepts. b Find the coordinates of the points of intersection of the highway and the river. c A fun-run organiser wishes to arrange checkpoints at the closest points of intersection. Find the distance between the proposed checkpoints. 14 A cubic function in the form f (x) = ax3 + bx2 + cx + d has the following values. x y
a b c d
0 42
1 36
2 20
3 0
4
18
5
28
Use finite differences to find the values of a, b, c and d. State one factor of f (x), giving your reasoning. Using long or short division, factorise f (x). Sketch the graph of f (x), labelling all intercepts. 15 The height (in centimetres) of a wave above a 1-metre pole is measured over an interval of 8 seconds. The waves height above the 1-metre pole has been found to approximate the function H1 = t3 13t2 + 48t. a Find the initial height of the wave above the 1-metre pole. b Using a CAS calculator, sketch the function and find the local maximum and minimum height of the wave. c The height of a later wave above the 1-metre pole is found to approximate the function H2 = t3 14t2 + 53t 40. Show at what times the height of this wave is exactly the same height as the pole.
diGiTal doC doc-9737 Test Yourself Chapter 3
149
ICT activities
Chapter opener
diGiTal doC 10 Quick Questions doc-9724: Warm up with ten quick questions on cubic and quartic functions (page 105)
3h
TUTorial We20 eles-1415: Sketch the graph of a cubic showing axial intercepts (page 123) diGiTal doC doc-9730: Investigate the effect of changing coefficients of cubics in general form on its graph (page 125)
3B
TUTorial We4 eles-1412: Watch how to perform long division of polynomials (page 108)
3C
3J Graphs of cubic functions in power function form

diGiTal doCS doc-9731: Investigate the graphs of cubic functions in power form (page 131) Investigation doc-9732: Graphs of the form y = a(x b)n + c (page 131)
polynomial values
diGiTal doCS doc-9725: Investigate solutions to cubic equations (page 111) WorkSHEET 3.1 doc-9726: Review the discriminant (page 111)
3k
3d
The remainder and factor theorems
diGiTal doCS doc-9725: Investigate solutions to cubic equations (page 113) SkillSHEET 3.1 doc-9727: Practise calculating and using the discriminant (page 114)
diGiTal doCS SkillSHEET 3.2 doc-9733: Practise expressing intervals using varying notation (page 134) Investigation doc-9734: Modelling the path of a roller-coaster (page 135)
3e
Factorising polynomials
3l
diGiTal doC doc-9728: Investigate zeros of cubics (page 117) TUTorial We12 eles-1413: Use long division to factorise a cubic (page 114)
inTeraCTiViTY Modelling data using polynomials int-0262: Use the interactivity to consolidate your understanding of how to fit a polynomial model to data (page 136) TUTorial We26 eles-1416: Watch how to fit a cubic model to a set of data using a CAS calculator (page 136) diGiTal doCS doc-9735: Investigate the best model for a set of data (page 137)
3F
TUTorial We15 eles-1414: Watch how to factorise expressions using the sum or difference of two cubes formulae (page 117)
Chapter review
diGiTal doC Test Yourself doc-9737: Take the end-of-chapter test to test your progress (page 149)
3G
Solving polynomial equations
diGiTal doC WorkSHEET 3.2 doc-9729: Factorising cubics and quartics using long division, applying the Null Factor Law to determine x-intercepts and sketching cubics and quartics (page 121)
150
Answers CHAPTER 3
CUBiC and QUarTiC FUnCTionS
exercise 3a
1 a b c d e f g h i j 2 a b c d e f g h i j 3 a b c d e f g h i j 4 a b c d e f 5 a b c d e f
expanding x3 + 7x2 + 6x x3 7x2 18x x3 + 8x2 33x 2x3 + 10x2 + 12x 48x 3x3 5x3 + 50x2 + 80x x3 + 4x2 2x3 14x2 30x3 270x2 7x3 56x2 112x x3 + 12x2 + 41x + 42 x3 3x2 18x + 40 x3 + 3x2 36x + 32 x3 6x2 + 11x 6 x3 + 6x2 x 6 x3 + 5x2 49x 245 x3 + 4x2 137x 660 x3 + 3x2 9x + 5 x3 12x2 + 21x + 98 x3 + x2 x 1 x3 + 13x2 + 26x 112 3x3 + 26x2 + 51x 20 4x3 x2 36x + 9 10x3 49x2 + 27x + 36 6x3 71x2 198x + 35 21x3 96x2 + 48x 54x3 + 117x2 72x 24x3 148x2 + 154x + 245 20x3 19x2 69x + 54 4x3 + 42x2 + 146x + 168 x3 + 6x2 + 12x + 8 x3 + 15x2 + 75x + 125 x3 3x2 + 3x 1 x3 9x2 + 27x 27 8x3 72x2 + 216x 216 27x3 + 108x2 + 144x + 64 x3 4x2 67x 110 3x3 + 15x2 18x 6x3 + 72x2 + 510x 3600 3 x + 29x2 264x + 720 x3 20x2 100x x3 39x2 507x 2197 long division of polynomials 2 + 3x 6, 19 x x2 + 2x 1, 6 x2 + 1, 2 x2 x + 6, 11 x2 + 4x + 3, 3 x2 + 3x 3, 11 x2 2x 3, 17 x2 4x 18, 91 3x2 7x + 20, 35 4x2 8x + 18, 22 2x2 3x + 3, 7 2x2 9, 35 3x2 2x + 1, 5 2x2 + 5x 6, 7
c d e f a b c d a b c d e f g h a b c a
4x2 7x 2, 3 x2 4x + 3, 8 x2 + x 6, 11 3x2 + 2x + 1, 13 x2 5x 2, 14 2 3x 2x + 4, 3 x2 + 5x + 6, 9 2x2 + 7x 1, 1 x2 x 2, 3 x2, 7 x2 x 2, 8 x2 x 8, 0 5x 2, 7 2x2 2x + 10, 54 2x2 4x 9, 16 2x2 + 4x 1, 1 x3 + 2x2 + 5x 2, 2 x3 + 2x2 9x 18, 0 6x3 + 17x2 + 53x + 155, 465 The quotient is x2 6x + 101; the remainder is 1490. b The quotient is 2x2 + 44x + 1369; the remainder is 42 430. 16 x 160 c The quotient is 4x2 + ; 721 3 9 the remainder is 9 . 9x3 30x2 + 105x
the remainder is
5235 2 . 735 2 ;
exercise 3d The remainder and factor theorems b 0 c 0 1 a 30 d 24 e 24 f k3 + 3k2 10k 24 g n3 + 3n2 + 10n 24 h 27c3 + 27c2 + 30c 24 2 a 58 c 11 b 8 f 6 d 9 e 202 g 158 i 35 h 6 j 441 3 a 6 b 3 c 1 e 2 f 2 d 2 g 5, 2 h a = 5, b = 3 4 a Not a factor b Is a factor c Is a factor d Not a factor 5 Show P(2) = 0, P(3) = 0 and P(5) = 0. 6 For example, for a show P (1) = 0. 7 a E b C c D d A 8 a (x 1) b (x 3) or (x 2) c (x 3) or (x + 2) d (x 6) or (x + 4) or (x + 5) 9 a i 0 ii 0 iii 0 b i (x + 1)(6x2 + x 2) ii (x + 1)(2x 1)(3x + 2)
c P 1 = 0 and (2x 1) is a factor.

2
d The quotient is
2x 1 = 0 gives x = 2 .
2 P( 3 )
= 0 and (3x + 2) is a factor.

2 3.
exercise 3C
1 a 10 d 43 g h i j k l 2 a b c
77
polynomial values b 11 c 18 e 3 f 22
3x + 2 = 0 givesx = b P a = 0.
d In general if (ax + b) is a factor, then
2a3 3a2 + 2a + 10 16b3 12b2 + 4b + 10 2x3 + 9x2 + 14x + 18 2x3 21x2 + 74x 77 128y3 48y2 8y + 10 P(11) = 230 522 P(102) = 1 735 072 853 P(2x + 9) = 256x4 + 4632x3 + 31 428x2 + 94 726x + 106 982 d P(x3 + 2) = 16x12 + 131x9 + 402x6 + 526x3 + 253
exercise 3e
37
1 a b c d e f g h i j
Factorising polynomials (x + 1)(x + 3)(x + 6) (x + 1)(x + 2)(x + 5) (x + 1)(x + 2)(x + 9) (x + 1)(x + 3)(x + 4) (x + 3)(x + 4)(x + 7) (x + 2)(x + 3)(x + 7) (x + 1)2(x + 2) (x + 2)2(x + 3) (x + 4)(x + 5)2 x(x + 5)(x + 8)
exercise 3B
1 a b c d e f g h i j k l 2 a b
Column Column Column Column Column Column Column Column Column 1 2 3 4 5 6 7 8 9 Rem when divided by (x 1) 4 10 3
7
P (x)
a b c d 8 a
P (1) 4 10 3
7
P (2) 15 28 11
19
P (1) 0
2 7
P (2)
5 8 21 7
Rem when divided by (x 2) 15 28 11

19
Rem when divided by (x + 1) 0

2 7
Rem when divided by (x + 2)

5 8 21 7
5
c P (a)
P (8)
b P (7)
151
k x(x + 3)(x + 4) l x(x + 5)2 m x(x + 1)(x + 5) n x2(x + 6) 2 a (x 1)(x + 1)2 b (x 2)(x 1)(x + 1) c (x + 1)2(x + 5) d (x 3)(x + 2)2 e (x + 1)(x + 4)2 f (x 5)(x 2)(x + 2) g (x 1)(x + 1)(x + 2) h (x 3)(x + 1)(x + 2) i (x 1)(x + 2)2 j (x + 2)(x2 x + 3) k (x + 1)(x + 2)(x + 5) l (x 3)(x + 1)(x + 3) m (x 2)2(x + 3) n (x 4)(x + 5)(x + 8) o (x 1)(x + 1)(x + 2)2 p (x 3)(x + 2)3 q (x 1)(x + 1) (x + 3)2 r x(x 1)(x 7)(x + 3) 3 a x(x 2)(3x + 5) b 2x(x + 1)(2x 1) c 3x(x 4)(x + 2) d 2x(x + 3)2 e 6x2(x 1) f x(x + 4)(x + 3) g (x 1)(x + 1)(x + 3) h 2x(x 3)(x 2) i (x + 2)(2x 1)(3x 2) j (x 2)2(5x 4) k (x 1)(x + 3)(x 5)(x + 2)2 l (x 2)2(3x + 5)(8x + 1) 4 a (2x + 3)(x 1)(x + 2) b (3x 1)(x + 1)(x + 4) c (3x + 2)(x 2)(x + 2) d (4x + 3)(x + 3)(x + 5) e (5x 1)(x + 1)2 f (x + 2)(x2 x + 2) g (x + 1)(2x + 3)2 h (x 2)(2x 1)(3x 4) i (x + 4)(2x 5)(5x + 2) j (7x 2)(x 2)(x + 4) k (x 3)(x + 1)2(2x + 1) l (x 1)(x + 3)(2x + 1) (3x 2)
exercise 3F
3 a (2a 1)(a2 a + 1) b x(x2 + 6x + 12) c 2(x + 2)(4x2 + 10x + 7) d 5(3w2 15w + 25) e 5m(7m2 3mp + 3p2) f (2x 3)(13x2 + 15x + 9) g (3y + 5)(3y2 + 21y + 67) h (4x 3y)(7x2 + 9xy + 21y2) i (1 5p)(13p2 16p + 7) j 2(3x 8)(21x2 60x + 67) k (x2 + y3)(x4 x2y3 + y6) l 2(x 3)(x2 + 3x + 9) m 3(a + 1)(a2 a + 1) n 6(x2 + 4)(x4 x2 + 7) 4 m = 27, n = 1 5 a 3x3 + my3 = ( 3 3 x )3 + ( 3 m y)3 b a = 3 3x , b = 3 m y c (3 3x + 3 m y) ((3 3 x) 2 3 3mxy + ( 3 my)2 )
exercise 3G
exercise 3h
method
1 a
Cubic graphs intercepts

y
1 2 3 6 y
b
6
1 42
7 x
c
8
y 1 88 11 x
equations 1 a 6 c 14 e 4
g 0 i 4 k 12 2 a 1, 2, 5
Solving polynomial
b d f h
5 5 2 4 3
y 60
j 1 l 13 b d f h
1, 5, 9 4 5, 8 i 1, 0, 1
c e g
4,
2,
3, 4, 7 2, 3 2, 1, 1, 2 1 j 0, 9
2, 1,
5 2
3
3 4
y 12
1 2
2, 6
6 6
2,
m 2 , 0, 7 , 5 3 a 2, 0, 2 d g
3,
n 5, 4 b 4, 0, 4 e h
5, 1
1 3
c 5, 0, 5 f 0, 2 i 0, 5 l 7, 0, 1 c 5, 1, 5 f 2, 1, 5 i 6,
1 2, 1 1
2, 0, 2
,0 4
y 3 6 x
j 0, 2, 3 m 0, 4, 5 4 a 4, 1, 4 d
4, 2,
k 0, 4 n 0 b 2, 3, 5 e
1,
two cubes 1 a a = x, b = 6 b a = 2y, b = z c a = x + 5, b = 3 d a = 1, b = 4h c u e a= f a = t, b = , b = eg 2 6 2 a (x 5)(x2 + 5x + 25) b ( j + k)( j2 jk + k2) c (y 2)( y2 + 2y + 4) d (3x + y)(9x2 3xy + y2) e 8(2t 3u)(4t2 + 6tu + 9u2) f (x 1)(x2 + x + 1) 2 x x 2 xp + 4 p2 g + 2 p 9 81 9
h (3r 1)(9r2 + 3r + 1)
Sum and difference of
2, 3
1 2
54
g 2, 1, 3 j 5 a b c d e f g h i j 6 C 7 B
1 2
h 5, 0, 1, 2 k 3, 2,
2 a
3 2,
l 2, 1, 1
y 30
1 2 3k 1 + 9k + 2 2 4 j (st + g2)(s2t 2 stg2 + g4) i 3k
8.002, 9.008, 15.994 12, 7, 7 9, 13 16 6.91 14.22, 1.071, 0.854 3.627 0.646, 1.948, 0.199 4.894, 1.325 12.556, 0.418
3 y
b
8
3 2
192
152
c
1
y 3 1 21 7 x
5D 8 E 10 a
y
6 C 9 D
7 B
y 150
y 12
10
3 2
2 3
b y = (x + 1)(x2 2x + 5) c Find the discriminant for the quadratic

x
y 8
1
2
4 3
x y
h
9
y x
factor, = (2)2 4 1 5 = 4 20 = 16. As < 0, the quadratic factor has no real solutions, so y = x3 x2 + 3x + 5 has only one real solution at x = 1. d Find the discriminant of the quadratic factor, = (2k)2 4 1 5 = 4k2 20. i For 2 real solutions, the quadratic factor must have 1 solution. = 0. Solve 4k2 20 = 0. If k = 5 , the cubic will have 2 real solutions. ii For 3 real solutions, the quadratic factor must have 2 solutions. > 0. Solve 4k2 20 > 0. If k < 5 or k > 5 , the cubic will have 3 real solutions.
7 7
1 6
4 a
3a
y 7 1 2 x (5, 36) 2
y (0.33, 14.81) 14 1 x
exercise 3i
method
1 a
Quartic graphs intercepts

y 12
b
y 6
y (6.04, 10.02) 4 5 7 x
0 2 1
2 3
y 8 2 1 0 2 y 5 0 1 5 x x
1 y 8
140 (0.71, 144.84) x
c
3 x
c
(1, 0)
d
4 2 y 24 (2, 0) 1 (1.67, 28.44)
y (3, 16) 1 y x
1 0
y 4 2 1
7
e
x
2 3
(0.76, 6.64)
1 2
3 x
153
y 4 1 0 2 x
6 E 7 D 8 a
i i
y
1 4 1 3
ii (3, 2) ii (0, 0) ii (0, 0) ii (0, 2)

y (2, 2) 1 x
j i 4 k i
2.23 0.24 2
y (1.55, 13.04)
1 3
l i 2 2 a
1 0 x y 125
y 9 (0.83, 0.10)
(0.46, 12.09) 14 1.30 3.36 x
b
(3, 81)
0 1 x (2.61, 34.98) y c (2.38, 13.68) (1.22, 6.47) 3.18 0.68 0 1.86
3 a = 5 4 a There are many possible quartic
equations, including y = (x + 3)(x 3)3 or y = x4 + 81 or y = (x 3)(x + 3)3. b y = (x + 3)(x 3)3

y
x y
c
x
6 (4, 32)
81
y (0.09, 120.35) 120 1.62 4.33 1.79 9.51 (3.28, 98.19) x
288
d
(6.95, 1343.39)
10
(1, 5) 2
y = x4 + 81
y 81
y x
1.90 (0, 3) 3
1.90
e
2
y x
(1.29, 11.33) (1.29, 11.33)
f
3 0 3 x
(3.22, 1027.74)y (0.06, 357.53) (2.35, 682.19)
y=
(x
3)(x +
3)3
y
358 4.75 3.74 x
y 1 1 x
81
5 C
exercise 3J Graphs of cubic functions in power function form 1 a i 2 ii (1, 3) b i 3 ii (5, 2) c i 2 ii (6, 8) d i 7 ii (4, 1) e i 1 ii (9, 4) f i 1 ii (0, 7) g i 1 ii (1, 1) 1 h i ii (2, 0) 2
y 35
(2, 27)
154
y 30 2 1 (5, 32)
1
y x
( 5 , 1) 2
4 x (5, 3)
c
x
( 1 , 0) 4
(3, 9) y
13 4
j
(1, 2)
4 A 5 E 6 a y = (x 1)3 + 5 b y = (x + 2)3 + 2 c y = (x + 3)3 + 4 d y = (x + 3)3 7 a y = 4(x 2)3 + 3 b y = 2(x + 5)3 + 1 c y = 4 (x 1)3 2

1
( 3 , 1) 2
d y=
x
3 2x
+4
k
(2, 25)
y
26 3 5
(1, 0) x 7 x y
exercise 3k domain, range, maximums and minimums 1 a Domain [5, 4], range [2, 5] b Domain [2, 4], range [2, 7] c Domain [4, 2], range [5, 2] d Domain [2, 6), range [2, 10) e Domain (3, 5), range [0, 5) f Domain (3, 4], range [9, 0]
2 a
y 12
(0.472, 13.129)
f
x (1, 2)
y x
( 3 , 2) 4
4 (3.528, 1.128)
Range [1.128, 13.129]

b (3.732, 10.392)
y
(1, 5)
y (4, 3) 1 x
5 x
(0.268, 10.392)
10
Range [10.392, 10.392]

n
y 1 x
y x
(3, 2)
Range [0, 2)
(9 , 7) 5
(1.333, 0.148) 1 2 y 3 x
3 a
Range [0, 3]
(4, 1) 5 x
(6, 4)
(2.333, 1.185)
155
e (4.689, 105.526)
7 1
y
3 (2, 27) 2
x 21 (0.355, 22.822)
y 0 10 20 30 40 50 60
c
2 4 6 8 10 x
y y = 2.5307x3 23.29x2 + 38.808x + 59.448

600 500 400 300 200 100 0
y = 4.6273x 9.0455
2 4 6 8 10
(8, 133)
d y y = 2.2988x3 + 32.575x2 14.094x + 30.154

900 600 300 0 0 2 4 6 8 10 x
Range [133, 105.526]

f
y 1 4 x
y y = 3.0273x + 6.3182 40 30 20 10 0
0 2 4 6 8 10
4a
y y = 81.855x + 419.36
1400 1200 1000 800 600 400 200 0
(3, 4)
y y = 2.8818x + 48.318 50 40 30 20 10 0
g (2.577, 0.385) y
3 x 2 (1.422, 0.385)
Range [4, 0]
0 2 4 6 8 10
0 2 4 6 8 10
y y = 12.953x2 47.679x + 613.66

1400 1200 1000 800 600 400 200
0
2 a
(4, 6)
Range [6, 0.385]

h (2, 4) y
(2.1, 1.581) 1 6 2 x
y y = 0.5291x2 + 20.8x + 0.5175 250 200 150 100 50 0 0 2 4 6 8 10 x y y = 8.2459x2 21.777x + 56.371 800 600 400 200 0 0 2 4 6 8 10 x y y = 1.1014x2 + 16.75x 5.5664 50 40 30 20 10 0 10
0 2 4 6 8 10
y y = 10.006x3 2.1369x2 + 9.8652x + 577.45

1400 1200 1000 800 600 400 200 0
0 2 4 6 8 10
Range [8.209, 4)
i
y
(0.786, 8.209)
(2.737, 48.517)
Share price ($)
5 The cubic model 6 205.629 7 99 8 330 9 a y

6 5 4 3 2 1 0
3 1 (2.070, 7.035)
5 (5.1, 4.94)
2 4 6 8 10 y
Range [7.035, 48.517]

j (2.111, 13.169)
3 1 21 (1, 32) y 2.333 x
2 4 6 8 10 12 Time (months)
200 400 600 800 1000 1200
2 4 6 8 10
b $6.78 c Anything can happen with prices in the
y = 11.124x2 15.655x + 79.329
sharemarket. The last data point may be the beginning of a share price crash!
y y = 1.048x3 19.309x2 + 98.296x + 220.7 400 300 200 100 0
10
Population
3 a
3 A 5 a 28 m 6 (0.971, 1.201)
exercise 3l
Range [32, 13.169]
4 B b 20.785 m
y y = 1.3747x3 19.138x2 + 8.5536x + 607.48 600 500 400 300 200 100 0 0 2 4 6 8 10 x
0 2 4 6 8 10 Year
Year 11 estimate: 360 birds

exercise 3m
1 a
y y = 11.436x 23.091 100 80 60 40 20 0 20 2 4 6 8 10 x
y y = 1.5056x3 6.6906x2 + 35.465x + 20.615 1200 1000 800 600 400 200 0 0 2 4 6 8 10 x
1 a b c d e
Finite differences y = 11x + 6 y = 26x + 100 y = 7x2 + 4x 4 y = 3x2 19x + 17 y = x3 + 3x2 7x 7
156
f y = x3 2x2 + 2x + 16 g y = 2x + 10x 23
2
9a
exTended reSponSe
1 P(3) = 68
h y = 2x3 + 15x2 32x + 47 i y = 9x 27 j y = 2x2 + 10x 15 l y= 2 a

8x
2 m = 70 3 Factors: (x 3)(x + 3)(x 2)

y 11 2 y x 18
P(x) = 5x3 3x2 + 6x 22
k y = 4x3 + 13x2 + 52x 66
+ 43 0 0 1 1 2 3 3 4 5
b
x (base dots) y (total dots)
6 10 15
8 8 x 3 1 y 0 2 3 x
b y= c 28 3
1 2
x2 + 2 x 0 1 2 3 4 5 6
1 1
4 (4x + 3)(7x2 15x + 39) 5 x-intercepts: x =
x (dots)
n (diagonals) 0 n = 2 x2 2 x
4 n=
1 3 x 3 1 3
0 2 5 9
1 2
1 2 1 , ,3 4 3 2 y-intercepts: y = 14
y
+ 2 x 2 + 6 x, 204 squares on
10 a
4 y 0 2
5 a y = 8x 15 b y = 4x + 3 6 a y= b y= c y= d y=
5 2 2 x + 7x + 11 2x2 3x 1 1 2 x 2x + 8 2 10x2 + 18x 3
a chessboard
1 0 2 31 4 3 2
14
20 7 a y = x3 5x2 + 8x + 15 b y = 3x3 4x2 + 2x + 5

c y= d y=
3 3 1 x + 2 x 2 12 x 4 5x3 + 3x 6 1
6 Equation: y = (x + 5)3 + 2
4 1 0 16 (5, 2) 2 0 x
1 x 2
Point of inflection: (5, 2)

y
18
c
8 a y = 5x4 + x3 2x2 + x 3 b y = 4 x4 2x3 + x2 + 2x + 1

5 0 x
ChapTer reVieW
ShorT anSWer
7 11
(1, 8) y 7 8
7
1 a x3 + 6x2 36x + 40 b x3 + 10x2 + 19x 30 c x3 21x2 + 147x 343 d 2x3 x2 + 11x + 10 2 a x2 16, 29 b x2 + 6x + 5, 8 c x2 + 2x + 2, 9 3 a 4 b 216 c 24a3 + 8a2 + 2a 4 4 7 5 Show P (3) = 0. 6 (x 10)(x + 4)(x + 10) 7 a (1 5x)(1 + 5x + 25x2) b (2x + 1)(x2 + x + 19) 8 a 6 b
1 2,
48
2 0
12 [32, 40] 13 y = x3 2x2 + 8 14 r = 2 x 2 + 2 x + 1 15 y = 2x3 5x2 + x 2

mUlTiple ChoiCe
1 1
8 a a = 14, b = 39 b The third factor is x + 1. y c
54
c 2, 3, 4
1D 4A 7B 10 C 13 B 16 A
2C 5B 8A 11 E 14 A 17 D
3D 6A 9A 12 E 15 D 18 D
10
6 9
157
9 y = ( x 2)( x
y 6
3)( x + 3)
c 8.766 m d 58 cm 13 a
(3, 20)
14 a a = 1, b = 8, c = 1, d = 42 b (x 3), f (3) = 0 c (x 7)(x 3)(x + 2) d y

42
0 3
Linear Highway: 5 y = 5x + 5 3 2 1 0 4 1 2 3 x
15 a Initial height = 0 cm b y 54.5185 (2 2 , 54.5185) 3

64 36 0
22 3
10 Points of intersection are (2, 13) and (5, 8).
79 x x2 + x + 4 6 6 12 a 7.2 m b (15, 0)
11 y =
(3, 10)
Cubic River: y = x3 + x2 4x 4
(8, 64) (6, 36)
b (3, 10), (1, 0), (3, 20) c 10.198 km
8 x
c 1 s, 5 s and 8 s
158
Exam practice 1 CHAPTERS 13

1 Determine the exact values for x for which x2 5 = 3x. 2 Let f : 1] R, where f (x) = + 4x 3. a Show that (x 1) is a linear factor. b When factorised, f (x) = (x 1)(x + 3)(ax + b). Determine the values of a and b. c Hence, sketch the graph of f (x).
3 marks
[3,
2x3
5x2
S ho rT a n S W er
25 minutes
2 marks 3 marks 3 marks
3 The line y = ax + b passes through the point (2, 1) and is parallel to the line y 4x + 3 = 0. Determine
the values of a and b.

4 Let f : 3] R, f (x) = 4x 3. a Express f in the form f (x) = a(x b)2 + c. Hence, state the coordinates of the turning point. b State the range for f. c Determine the exact values of the x-intercepts. d Sketch f on a set of axes. Label all key features.
2 marks
[1,
2x2
3 marks 2 marks 3 marks 3 marks
1 A straight line passes through the points (2, 4) and (1, 5). Its equation would be:
a y=6x B y=x+2 C 3y = x + 10 d y = 3x 2
4
e y = 3x + 10
m U lTip l e C ho iC e
12 minutes each question is worth one mark.
2 The exact values of x for which 3(2x 1)2 + 2(2x 1) 8 = 0 are:

a (2x + 1)(6x 7) d
13 13 or 10 10
B (3x + 4)(x 2) e
1
or 2
or
7 6
d 1 e 4
3 If (x a) is a linear factor of the function f (x) = x3 + 2x2 11x 12, then the possible value for a is:
a 3 B 1 C 0
4 A cubic function has the following axis intercepts: x-intercepts 1, 3 and 4, and y-intercept24. The
a 24(x + 1)(x + 3)(x 4) d 2(x 1)(x 3)(x + 4)
equation that would best describe this function would be: B (x + 1)(x + 3)(x 4) + 24 e 2(x + 1)(x + 3)(x 4)
C (x 1)(x 3)(x + 4) + 24
5 Three linear functions are defined as:
L1: 4y 3x 8 = 0 L2: 3y + 4x + 1 = 0 L3: 3y 4x 2 = 0 Which one of the following statements is correct? a L1 and L2 are parallel. B L1 and L3 are parallel. d L1 and L3 are perpendicular. e L1, L2 and L3 are parallel.
y
C L1 and L2 are perpendicular.
Which one of the following rules best describes the graph above? a y = (x + a)2(b x) B y = (x a)2(x b) d y = (x b)2(x + a) e y = (x a)2(x b)
C y = (x + a)(x b)
7 A polynomial of degree 3 passes through the origin and has x-intercepts at 2 and 3. The equation for
this polynomial would best be described by which one of the following? a y = (x 2)(x + 3) B y = (x + 2)(x 3) C y = x(x 2)(x + 3) d y = x(x + 2)(x 3) e y = (x 1)(x 2)(x + 3)
8 A linear function L(x) = ax + 1 intersects the quadratic function Q(x) = 2x2 x 1 at the point (0.5, 0).
The coordinates of the second point of intersection would be closest to: a (1, 1) B (1, 2) C (1, 4) d (2, 3) e (2, 5)
Exam practice 1 159
e xT ended r e S p onS e
40 minutes
1 Points A (2, 1), B (1, 5) and C (5, 2) are vertices on a triangle. a Show that the triangle is an isosceles triangle. b Determine the equation of the perpendicular bisector of the line AC. c Show that the perpendicular bisector found in part b passes through vertex B.
2 Seng and Victor are training for a 1000-metre race. The distance in metres they each ran was recorded
in 1-minute intervals. Victor was delayed for 1 minute because he was tying up his shoelaces when he was 110 m from the starting line. The individual distances are recorded in the table below. Time (minutes) Sengs distance (m) Victors distance (m) 0 0
110
1 200 0
2 380 200
3 680 560
4 880 875
5 1040 1050
a The relationship between distance and time for Victor can be modelled using a quartic function.
diGiTal doC doc-10161 Solutions exam practice 1
Determine this quartic function, Qv. Write your function in terms of Qv (distance in metres) and t(minutes). Express coefficients correct to 2 decimal places. 2 marks b Sengs distance and time relationship can be modelled using a cubic function. Determine this cubic function, Cs. Write your function in terms of Cs (distance in metres) and t (minutes). Express coefficients correct to 2 decimal places. 2 marks c i State the domain of Qv. 1 mark ii State the domain of Cs. 1 mark iii Sketch both Qv and Cs on the same set of axes. 3 marks d Using your functions Qv and Cs, determine the time first Victor passes Seng. Write your answer in minutes and seconds. 2 marks 3 A childrens playground in the shape of a rectangle is to be constructed at a local park. The longer side is 5 metres longer than the shorter side. a If x is the shorter side, write down an expression for the longer side in terms of x. 1 mark b Write down an equation for the area, A(x), of the playground in terms of x. 2 marks c If the maximum area of the playground is 150 m2, determine the y dimensions of the playground. 3 marks A miniature bike path will be built within the playground. It will travel from the gate to the seesaws, slides and swings. The bike path can be modelled by the cubic function B(x) = x3 6x2 +10x, where x is the horizontal distance, in metres, and B(x) is the vertical distance, in metres, from the gate. d Assuming that the slides are on the path, determine the vertical distance the slides are from the gate if their measurement is 3 metres horizontally from the gate. 2 marks e If the seesaws are on the bike path, show that the seesaws are located 1 metre horizontally and 5 metres vertically from the gate. 2 marks f Determine the shortest distance, in metres, between the seesaws and the slides. Write your answer in exact form. 2 marks
0 x
160
Chapter 4
Relations, functions and transformations

Chapter ContentS 4a 4b 4C 4d 4e 4F 4G 4h 4i 4J Set notation Relations and graphs Domain and range Types of relations (including functions) Power functions (hyperbola, truncus and square root function) Function notation Special types of function (including hybrid functions) Inverse relations and functions Circles Functions and modelling
4a
Set notation
Set notation is used in mathematics in the same way as symbols that are used to represent language statements.
definitions
1. A set is a collection of things. 2. The symbol {. . .} refers to a set. 3. Anything contained in a set, that is, a member of a set, is referred to as an element of the set. (a) The symbol means is an element of, for example, 6 {2, 4, 6, 8, 10}. (b) The symbol means is not an element of, for example, 1 {2, 4, 6, 8, 10}.
Chapter 4 Relations, functions and transformations 161
4. A capital letter is often used to refer to a particular set of things. 5. The symbol means is a subset of, so, if B A, then all of the elements of set B are contained in set A. For example, {2, 4} {2, 4, 6, 8, 10}. 6. The symbol means is not a subset (or is not contained in), for example {2, 3} {2, 4, 6, 8, 10}. 7. The symbol means intersection, so, A B is the set of elements common to sets A and B. For example, {1, 2, 3} {2, 4, 6} is {2}. 8. The symbol means union, so, A B is the set of all elements belonging to either set A or B or both. For example, {1, 2, 3} {2, 4, 6} is {1, 2, 3, 4, 6}. 9. The symbol A \ B denotes all of the elements of A that are not elements of B. 10. The symbol means the null set. It implies that there is nothing in the set, or that the set is empty.
Worked exaMple 1
If A = {1, 2, 4, 8, 16, 32}, B = {1, 2} and C = {1, 2, 3, 4}, find: a AB b AC c A\B d {3, 4} B e whether or not: i 8 A ii B A iii C A.
think Write
a The elements that A and B have in common are 1 and 2. b The elements that belong to either A or C are 1, 2, 3, 4, 8, 16 and 32. c The elements of A that are not elements of B are 4, 8, 16 and 32. d {3, 4} and B have no common elements. e iii 8 is an element of A. ii All elements of B belong to A. iii 3 is an element of C but not A.
a {1, 2} b {1, 2, 3, 4, 8, 16, 32} c {4, 8, 16, 32} d {} e i Yes. 8 A ii Yes. B A iii No. C A
Sets of numbers
Certain letters are reserved for important sets that arise frequently in the study of mathematics. 1. R is the set of real numbers, that is, any number you can think of. 2. N is the set of natural numbers, that is, {1, 2, 3, 4, 5, . . .}. 3. Z is the set of integers, that is, {. . ., 3, 2, 1, 0, 1, 2, 3, . . .}. a 4. Q is the set of rational numbers (that is, numbers that can be expressed as fractions in the form b where a and b are integers and b 0). 5. Q is the set of numbers that are not rational (that is, cannot be expressed as a ratio of two whole numbers). These numbers are called irrational, for example, , 3, etc. Note that N Z Q R, that is,
R Q Z N 0 1 2 3 ... 1 2 3 4 ...
1 3 2 4 2 3
Q'
3 ...
7 5 33 ... 51
exercise 4a
Set notation
1 We1 If A = {2, 4, 6, 8, 10, 12, 14}, B = {1, 3, 5, 7, 9, 11, 13}, C = {4, 5, 6, 7} and D={6,7,8}, find: a AB b AC c ACD d AB f A\C g C \ D. e CD 162 Maths Quest 11 Mathematical Methods CAS
2 If A = {3, 2, 1, 0, 1, 2, 3}, B = {0, 1, 2, 3} and C = {3, 2, 3, 4}, find: b A\B a ABC c A \ (B C) d A \ (B C) e A C. 3 If F = {a, e, i, o, u}, G = {a, b, c, d, e, f, g, h, i} and H = {b, c, d, f, g, h}, find: c G\H a FGH b GH d H\F e (F H) \ G. 4 MC Given that A B, then A B is equivalent to:
a B d AB b e A C {1, 2}
5 MC Given that C B A, then it follows that: a A B C is equivalent to: b (A \ B) C is equivalent to:

a B b a B b C
C A C C
d AB d AB
e BC e B\C
6 Answer true (T) or false (F) to each of the following statements relating to the number sets N, Z, Q
and R. 7 R a d 5Q g {5, 10, 15, 20} N j QN
b 4 N e 1.5 Z h Z \ N = {. . ., 3, 2, 1} k QZ=
c 6.4217 Q f {5, 10, 15, 20} Z i l
ZN=N (Z Q) R
4b
relations and graphs

3 50 4 60 5 70 6 80 7 90 8 100
A relation is a set of ordered pairs of values or variables. Consider the following relation. The cost of hiring a trailer depends on the number of hours for which it is hired. The table below outlines this relation. Number of hours of hire Cost ($)
Since the cost depends upon the number of hours, the cost is said to be the dependent variable, and the number of hours is called the independent variable. The information in the table can be represented by a graph, which usually gives a better indication of how two variables are related. When graphing a relation, the independent variable is displayed on the horizontal (or x) axis and the dependent variable is displayed on the vertical (or y) axis. So we can plot the set of points {(3, 50), (4, 60), (5, 70), (6, 80), (7, 90), (8, 100)}. The points are called (x, y) ordered pairs, where x is the first element and y is the second element.
Cost of trailer hire ($) y 100 90 80 70 60 50 40 0 1 2 3 4 5 6 7 8 x Number of hours
This graph clearly shows that the cost increases as the number of hours of hire increases. The relation appears to be linear. That is, a straight line could be drawn that passes through every point. However, the dots are not joined as the relation involves integer-valued numbers of hours and not minutes or seconds. The number of hours can be referred to as a discrete dependent variable. Discrete variables include names and numbers of things; that is, things that can be counted (values are natural numbers or integers).
Some variables are referred to as continuous variables. Continuous variables include height, weight and volume; that is, things that can be measured (values are real numbers). If a relationship exists between the variables, we may try to find a rule and then write this rule in mathematical terms. In our example, the relationship appears to be that for each extra hour of hire the cost increases by $10 after an initial cost of $20. Cost = 10 number of hours + 20 Using x and y terms, this is written as y = 10x + 20
Worked exaMple 2
Sketch the graph by plotting selected x-values for the following relations and state whether each is discrete or continuous. a y = x2, where x {1, 2, 3, 4} b y = 2x + 1, where x R
think Write/draW
a 1 Use the rule to calculate y and state the
ordered pairs by letting x = 1, 2, 3 and 4.
a When x = 1, y = 12
=1 x = 2, y = 22 =4 x = 3, y = 32 =9 x = 4, y = 42 = 16
(1, 1) (2, 4) (3, 9) (4, 16)
Plot the points (1, 1), (2, 4), (3, 9) and (4, 16) on a set of axes.
y 16 12 8 4 0 1 2 3 4 x
Do not join the points as x is a discrete variable (whole numbers only). say x = 0, 1 and 2 (or find the intercepts). State the ordered pairs.
It is a discrete relation as x can be only whole number values.

b When x = 0, y = 2(0) + 1
b 1 Use the rule to calculate y. Select values of x,
=1 x = 1, y = 2(1) + 1 =3 x = 2, y = 2(2) + 1 =5
y y = 2x + 1 5 4 3 2 1
(0, 1) (1, 3) (2, 5)
Plot the points (0, 1), (1, 3) and (2, 5) on a set of axes.
2 1 10 2 3
3
Join the points with a straight line, continuing in both directions as x is a continuous variable (any real number).
It is a continuous relation as x can be any real number.
164
Worked exaMple 3
The pulse rate of an athlete, R beats per minute, t minutes after the athlete finishes a workout, is shown in the table below. t R 0 180 2 150 4 100 6 80 8 70
a Plot the points on a graph. b Estimate the athletes pulse rate after 3 minutes.
think
Write/draW
a 1 Draw a set of axes with t on the horizontal axis
a&b 180 160 140 120 100 80 60 40 20 0 1 2 3 4 5 6 7 8 t (min)

R (beats/min)
and R on the vertical axis because heart rate is dependent on the time.
2
Plot the points given in the table. is a continuous variable.
b 1 Join the points with a smooth curve as t (time)

2
Construct a vertical line up from t = 3 until it touches the curve. From this point draw a horizontal line back to the vertical axis. Estimate the value of R where this line touches the axis.
When t = 3, the pulse rate is approximately 125 beats per minute.
Note: In any defined domain, for example, 3 x 3, the variable (x) is assumed continuous in that domain unless otherwise stated.
exercise 4b
Questions 1, 2, and 3 refer to the following information. A particular relation is described by the following ordered pairs: {(0, 4), (1, 3), (2, 2), (3, 1)}.
1 MC The graph of this relation is represented by: a y b y 4 4 3 2 1 0 d y 4 3 2 1 0 1 2 3 4 x 1 2 3 4 x 3 2 1 0 e y 4 3 2 1 0 1 2 3 4 x 1 2 3 4 x
C
y 4 3 2 1 0 1 2 3 4 x
Chapter 4 Relations, functions and transformations
165
2 MC The elements of the dependent variable are:

a {1, 2, 3, 4} d {0, 1, 2, 3} b {1, 2, 3} e {1, 2}
C {0, 1, 2, 3, 4}
3 MC The rule for the relation is correctly described by:

a y = 4 x, x R C y = 4 x, x N e y = 4 x, x {0, 1, 2, 3}
b y = x 4, x N d y = x 4, x Z
4 MC During one week, the number of people travelling on a particular train, at a certain time,
progressively increases from Monday through to Friday. Which graph below best represents this information?
Number of people Number of people 0 Number of people 0 M T W T F
d a b
0 Number of people
C
M T W T F
M T W T F
0 Number of people 0
e
M T W T F
M T W T F
5 State whether each of the following relations has discrete (D) or continuous (C) variables. a {(4, 4), (3, 2), (2, 0), (1, 2), (0, 0), (1, 2), (2, 4)} b The relation that shows the air pressure at any time of the day y y c d
e The relation that shows the number of student absences per day during term 3 at your school f The relation describing the weight of a child from age 3 months to one year 6 We2 Sketch the graph representing each of the following relations, and state whether each is discrete
or continuous.
a
Day Cost of petrol (c/L)
Mon 68
Tues 67.1
Wed 66.5
Thur 64.9
Fri 67
Sat 68.5
Sun 70
b c d e f 166
{(0, 0), (1, 1), (2, 4), (3, 9)} y = x2, where x {2, 1, 0, 1, 2} y = x 2, where x R y = 2x + 3, where x Z y = x2 + 2, where 2 x 2
7 We3 The table at right shows the temperature of a cup
t (min) 0 2 4 6 8 of coffee, T C, t minutes after it is poured. 80 64 54 48 44 T (C) a Plot the points on a graph. b Join the points with a smooth curve. c Explain why this can be done. d Use the graph to determine how long it takes the coffee to reach half of its initial temperature. computer she sells. If n is the number of computers she sells per week and P dollars is the total amount she earns per week, then: a copy and complete the table below. n P
b plot the information on a graph. c explain why the points cannot be joined together.
8 A salesperson in a computer store is paid a base salary of $300 per week plus $40 commission for each
9 The speed of an aircraft, V km/h, t seconds after it starts to accelerate down the runway, is shown in the
following table. t V 0 0 1 30 2 80 3 150 4 240 5 350
a Plot a graph that represents the information shown in the table. b Use the graph to estimate the speed after: i 2.5 s ii 4.8 s. 10 The cost, C dollars, of taking n students on an excursion to the zoo is $50 plus $6 per student. a Complete a table using 15 n 25. b Plot these points on a graph. c Explain why the dots can or cannot be joined.
4C domain and domain and range
range
A relation can be described by: 1. a listed set of ordered pairs 2. a graph 3. a rule. The set of all first elements of a set of ordered pairs is known as the domain, and the set of all second elements of a set of ordered pairs is known as the range. Alternatively, the domain is the set of independent values, and the range is the set of dependent values. If a relation is described by a rule, it should also specify the domain. For example: 1. the relation {(x, y): y = 2x, x {1, 2, 3}} describes the set of ordered pairs {(1, 2), (2, 4), (3, 6)} 2. the domain is the set X = {1, 2, 3}, which is given 3. the range is the set Y = {2, 4, 6}, and can be found by applying the rule y = 2x to the domain values. If the domain of a relation is not specifically stated, it is assumed to consist of all real numbers for which the rule has meaning. This is referred to as the implied domain of a relation. For example: {(x, y): y = x3} has the implied domain R. {(x, y): y = x } has the implied domain x 0.
interval notation
If a and b are real numbers and a < b, then the following intervals are defined with an accompanying number line. (a, b) implies a < x < b or (a, b] implies a < x b or
a b x a b x
167
(a, ) implies x > a or

a x
[a, ) implies x a or
a x
(, b) implies x < b or
b x
(, b] implies x b or
b x
[a, b) implies a x < b or

a b x
[a, b] implies a x b or
a b x
A closed circle indicates that the number is included and an open circle indicates that the number is not included.
Worked exaMple 4
Describe each of the following subsets of the real numbers using interval notation.
a 4
think
b 0 2 x 3 0 5 x
Write
c 0 1 3 5 x
a The interval is x < 2 (2 is not included). b The interval is 3 x < 5 (3 is included). c The interval is both 1 x < 3 and x 5 (1 is included,
a (, 2) b [3, 5) c [1, 3) [5, )
3 is not).
Worked exaMple 5
Illustrate the following number intervals on a number line. a (2, 10] b [1, )
think Write/draW
a The interval is 2 < x 10 (2 is not included, 10 is).
a 2 0 10 x
b The interval is x 1 (1 is included).
b 0 1 x
Worked exaMple 6
State the domain and range of each of the following relations. a {(1, 2), (2, 5), (3, 8), (4, 11)}
b
Weight (kg) Cost per kg ($)

y
10 3.5
15 3.2
20 3.0
25 2.8
d
30 2.7
y 4
4 0 x
168
think
Write
a 1 The domain is the set of first elements of the
ordered pairs.
2
a Domain = {1, 2, 3, 4}
The range is the set of second elements of the ordered pairs. table, that is, the weight values.
Range = {2, 5, 8, 11}

b Domain = {10, 15, 20, 25, 30}
b 1 The domain is the set of independent values in the

2
The range is the set of dependent values in the table, that is, the cost values. covers horizontally.
Range = {2.7, 2.8, 3.0, 3.2, 3.5}

c Domain = R
c 1 The domain is the set of values that the graph

2
The range is the set of values that the graph covers vertically. covers horizontally.
Range = [0, )
d Domain = [4, 4]
d 1 The domain is the set of values that the graph

2
The range is the set of values that the graph covers vertically.
Range = [4, 4]
Worked exaMple 7
For each relation given, sketch its graph and state the domain and range using interval notation. a {(x, y): y = x 1} b {(x, y): y = x2 4, x [0, 4]}
think Write/draW
a 1 The rule has meaning for x 1 because
if x < 1, y = negative number.

2
Calculate the value of y when x = 1, 2, 3, 4 and 5, and state the coordinate points.
When x = 1, y = 0 =0 x = 2, y = 1 =1 x = 3, y = 2 x = 4, y = 3 x = 5, y = 4 =2
y 2 1 0 1 1 2 3 4 5 y= x1
(1, 0). (2, 1) (3, 2) (4, 3) (5, 2)
3 4
Plot the points on a set of axes. Join the points with a smooth curve starting from x = 1, extending it beyond the last point. Since no domain is given we can assume x R (continuous). Place a closed circle on the point (1, 0) and put an arrow on the other end of the curve. The domain is the set of values covered horizontally by the graph, or implied by the rule. The range is the set of values covered vertically by the graph.
Domain = [1, )
Range = [0, )
169
b 1 Calculate the value of y when x = 0, 1, 2, 3 and 4,
b When x = 0, y = 02 4
say, as the domain is [0, 4]. State the coordinate points.
= 4 x = 1, y = 12 4 = 3 x = 2, y = 22 4 =0 x = 3, y = 32 4 =5 x = 4, y = 42 4 = 12
(0, 4) (1, 3) (2, 0) (3, 5) (4, 12)
2 3
Plot these points on a set of axes. Join the dots with a smooth curve from x = 0 to x = 4. Place a closed circle on the points (0, 4) and (4, 12).
y y = x2 4, x [0, 4] 12 10 8 6 4 2 0 2 4 1 2 3 4 x
The domain is the set of values covered by the graph horizontally. The range is the set of values covered by the graph vertically.
Domain = [0, 4] Range = [4, 12]
Verify that the graphs are correct using a graphics calculator or other technology.
exercise 4C
domain and range

0 1 d 0 5
1 We4 Describe each of the following subsets of the real numbers using interval notation. b a 2 c 3 e 1 g 5 2 0 3 0 h 3 0 1 2 4 0 4 f 0 1
2 We5 Illustrate each of the following number intervals on a number line. a [6, 2) b (9, 3) , 2] c ( d [5, ) e (1, 10] f (2, 7) g (, 2) [1, 3) h [8, 0) (2, 6] i R \ [1, 4] j R \ (1, 5) k R \ (0, 2] l R \ [2, 1) 3 Describe each of the following sets using interval notation. a {x: 4 x < 2} b {x: 3 < x 1} 1 c {y: 1 < y < 3} d {y: <y 1} e g i k 170
{x: x > 3} R R \ {1} R \ {x: 2 x 3}
f h j l
{x: x 3} R+ {0} R \ {2} R \ {x: 2 < x < 0}
4 MC Consider the set described by R \ {x: 1 x < 2}. a It is represented on a number line as:
a b
0 1 2
C d
0 1 2 0 1 2
0 1 2
e
0 1 2 b It is written in interval notation as:

a b C d e a b C d e
(, 1) (2, ) (, 1) [2, ) (, 1) (2, ] (, 1] (2, ) (, 1) [2, )
5 MC The domain of the relation graphed at right is:
[4, 4] (4, 7) [1, 7] (4, 4) (1, 7)
y 4
diGital doC doc-9739 SkillSHEET 4.1 domain and range
1 0 4
7 x
6 MC The range of the relation {(x, y): y = 2x + 5, x [1, 4]} is:

a [7, 13] C [3, ) e R \ (7, 13) b [3, 13] d R
7 We6a, b State i the domain and ii the range of each of the following relations. a {(3, 8), (4, 10), (5, 12), (6, 14), (7, 16)} b {(1.1, 2), (1.3, 1.8), (1.5, 1.6), (1.7, 1.4)} c
Time (min)
Distance (m)
d
110 Monday 25
130 Tuesday 35
150 Wednesday 30
170 Thursday 35 Friday 30
Day Cost ($)
e y = 5x 2, where x is an integer greater than 2 and less than 6 f y = x2 1, x R 8 We6c, d State the domain and range of each of the following relations. Use a CAS calculator to view
more of each graph if required.

a y 2 3 d y 0 x b y y = 2ex 2 c y 2
0 e y 4
x f
0 y 0 3
2x
y= x1 x
y = 4ex
0 1
171
y y= 0
1 x
y 1 0 x
y 0 2 x
9 We7 For each relation given, sketch its graph and state the domain and range using interval notation. a {(x, y): y = 2 x2} b {(x, y): y = x3 + 1, x [2, 2]} c {(x, y): y = x2 + 3x + 2} d {(x, y): y = x2 4, x [2, 1]} e {(x, y): y = 2x 5, x [1, 4)} f {(x, y): y = 2x2 x 6}
Verify that the graphs are correct with a CAS calculator.

10 State the implied domain for each relation defined by the following rules. a y = 10 x b y=3 x
diGital doC doc-9741 Investigation interesting relations
16 x 2 c y= 2+3 d y=x 1 x f y = 10 7x2

e y=
types of relations (including functions)

4d one-to-one relations
y
A one-to-one relation exists if, for any x-value, there is only one corresponding y-value and vice versa. For example: {(1, 1), (2, 2), (3, 3), (4, 4)}
one-to-many relations
A one-to-many relation exists if there is more than one y-value for any x-value but for any y-value there is only one x-value. For example: {(1, 1), (1, 2), (2, 3), (3, 4)}
y 0 x
Many-to-one relations
A many-to-one relation exists if there is more than one x-value for any y-value but for any x-value there is only one y-value. For example: {(1, 1), (0, 1), (1, 2)}
y
Many-to-many relations
A many-to-many relation exists if there is more than one x-value for any y-value and vice versa. For example: {(0, 1), (0, 1), (1, 0), (1, 0)}
y 0 x
0 y
172
Worked exaMple 8
What type of relation does each graph represent?

a y b y c y 0 x
think
Write
a 1 For some x-values there is more than one
a One-to-many relation.
y-value. A line through some x-values shows that two y-values are available:
y x = 1 0
For any y-value there is only one x-value. A line through any y-value shows that only one x-value is available:
y y=1 0 x
b 1 For any x-value there is only one y-value.

2
b One-to-one relation.
For any y-value there is only one x-value.

c Many-to-one relation.
c 1 For any x-value there is only one y-value.

2
For some y-values there is more than one x-value.
Functions
Relations that are one-to-one or many-to-one are called functions. That is, a function is a relation where for any x-value there is at most one y-value. For example:
y y
Vertical line test

A function is determined from a graph if a vertical line drawn anywhere on the graph cannot intersect with the curve more than once.
Worked exaMple 9
State whether or not each of the following relations are functions. a {(2, 1), (1, 0), (0, 1), (1, 2)}
b y c y
x 0 x
Write
think
a For each x-value there is only one y-value. (Or, a plot of
a Function b Not a function c Function
the points would pass the vertical line test.)

b It is possible for a vertical line to intersect with the curve
more than once.

c It is not possible for any vertical line to intersect with
the curve more than once.
exercise 4d

c y
1 We8 What type of relation does each graph represent? y y a b
2 We9 Use the vertical line test to determine which of the relations in question 1 are functions. 174 Maths Quest 11 Mathematical Methods CAS
3 MC Which of the following relations is not a function?

a {(5, 8), (6, 9), (7, 9), (8, 10), (9, 12)} y C y2 = x b d y = 8x 3 e
4 MC Consider the relation y x + 1. a The graph that represents this relation is: a y 1 1 0 x
y 1 1 0 x
y 1
1 0
e
0 1 y x
Note: The shaded side indicates the region not required.

x
1 1 0 b This relation is:
a one-to-one C many-to-one e a function a b C d e
b one-to-many d many-to-many
R and R+ R and R R and R R+ and R R and R 5 Which of the following relations are functions? State the domain and range for each function. a {(0, 2), (0, 3), (1, 3), (2, 4), (3, 5)} b {(3, 2), (1, 1), (0, 1), (1, 3), (2, 2)} 1), (4, 1), (5, 1), (6, 1)} d {(1, 2), (1, 0), (2, 1), (3, 2), (4, 3)} c {(3, e {(x, y): y = 2, x R} f {(x, y): x = 3, y Z} g y = 1 2x h y>x+2 2 + y2 = 25 i x j y = x + 1, x 1 3+x k y=x l x = y2 + 1
c The domain and range are respectively:
power functions (hyperbola, truncus and square root function)

4e
Power functions are functions of the form f (x) = xn, n R. The value of the power, n, determines the type of function. We saw earlier that when n = 1, f (x) = x, and the function is linear. When n = 2, f (x) = x2, and the function is quadratic. When n = 3, f (x) = x3, and the function is cubic. When n = 4, f (x) = x4, and the function is quartic.
interaCtiVitY int-0263 domain and range
175
Other power functions are: when n = 1, f (x) = x 1, and the power function produces the graph of a hyperbola 2, f (x) = x2, and the power function produces the graph of a truncus when n = when n = 1 , f ( x ) = x , and the function is the square root function. 2 Under a sequence of transformations of f (x) = xn, n R, the general form of a power function is f (x) = a(x b)n + c (where a, b, c and n R).
1 2
the hyperbola
y
The graph shown is called a hyperbola, and is given by the equation y = x . This can also be represented as the power function y = x 1.
y=0 0
x=0
The graph exhibits asymptotic behaviour. That is, as x becomes very large, the graph approaches the x-axis but never touches it. As x becomes very small (approaches 0), the graph approaches the y-axis, but never touches it. So the line x = 0 (the y-axis) is a vertical asymptote, and the line y = 0 (the x-axis) is the horizontal asymptote. Both the domain and the range of the function are all real numbers, except 0; that is, R \ {0}. 1 The graph of y = can be subject to a number of transformations. x a Consider y = + c or y = a( x b) 1 + c. xb
y y= (1, 3)
3 x 1 x
dilation
The value a is a dilation factor. It dilates the graph from the x-axis. 3 For example, the graph of y = compared to the basic graph of x 1 y = is shown at right. x
3 2 1 3 2 1 0 1 2 3
y=
(1, 1)
1 2 3
x y=0
reflection
x=0
If a is negative, the graph of the basic hyperbola is reflected in the x-axis. If x is replaced with x, the graph of the basic hyperbola is reflected in the y-axis. 1 1 and y = are reflections of each other across the y-axis. For example, the graphs of y = x +1 x+1
y 2 1 2 1 0 1 2 y =x1 1 + x y 3 2 1 2 1 0 1 1 2 2 x y = x1 1 + x = 1 x=1
1 2
176
translation
The value b translates the graph b units horizontally, that is, parallel to the x-axis. If b > 0, the graph is translated to the right, and if b < 0, the graph is translated to the left. 1 is a basic hyperbola translated one unit to the left, since For example, the graph with equation y = x +1 b = 1. This graph has a vertical asymptote of x = 1 and domain R \ {1}, and a horizontal asymptote of y = 0. 1 , with a vertical asymptote If a basic hyperbola is translated one unit to the right, it becomes y = x 1 of x = 1 and domain R \ {1}. Hence, the equation of the vertical asymptote is x = b and the domain is R \ {b}. The horizontal asymptote and the range remain the same, that is, x = 0 and R \ {0} respectively.
Vertical translation horizontal translation
The value c translates the graph c units vertically, that is, parallel to the y-axis. If c > 0, the graph is translated upward, and if c < 0, the graph is translated c units downward. 1 The graph with equation y = 1 is a basic hyperbola translated one unit down. This graph has a x horizontal asymptote of y = 1, a range of R \ {1} and a vertical asymptote of x = 0. 1 If a basic hyperbola is translated two units up, it becomes y = + 2, with a horizontal asymptote of x y = 2 and a range of R \ {2}. Hence, the equation of the horizontal asymptote is y = c, with a vertical asymptote of x = 0, and the range is R \ {c}.
y y=c c 0 b x y=
a xb
+c
x=b
a + c or y = a(x b) 1 + c shows the combination of these transformations. The graph of y = xb

Worked exaMple 10
3 Sketch the graph of y = + 2, clearly showing the intercepts with the axes and the position of x+1 the asymptotes.
think
1
Write/draW
a Compare the given equation with y = + c, xb and state the values of a, b and c. Write a short statement about the effects of 1 a, b and c on the graph of y = . x Write the equations of the asymptotes. The horizontal asymptote is at y = c. The vertical asymptote is at x = b. Find the value of the y-intercept by letting x = 0.
a = 3, b = 1, c = 2 The graph of y = 1 is dilated by the factor of 3 x from the x-axis (a = 3), translated 1 unit to the left (b = 1) and 2 units up (c = 2). Asymptotes: x = 1; y = 2
y-intercept: x = 0 y=
3 +2 0 +1 =3+2 =5
Point (0, 5)
177
Find the value of the x-intercept by making y = 0.
x-intercept: y = 0 0=
3 +2 x +1 3 2= x +1 2(x + 1) = 3 2x 2 = 3 2x = 5 x=
5 2
Point
6
,0
)
y
To sketch the graph: (a) draw the set of axes and label them (b) use dotted lines to draw the asymptotes The asymptotes are x = 1 and y = 2. (c) mark the intercepts with the axes 5 The intercepts are y = 5 and x = 2 . (d) treat the asymptotes as your new set of axes, sketch the graph of the hyperbola. (As a is positive, the graph is not reflected in the x-axis.)
y= 6 (0, 5) 4 2 3 2 1 0 2 ( 5 , 2 0) 4 6 1 2 3
3 x+1
+2
y=2 x
x = 1
the truncus
The graph shown is known as a truncus. The equation of the graph is given by: 1 y= 2 x This can also be represented as the power function y = x 2. The function is undefined for x = 0. Hence, the equation of the vertical asymptote is x = 0 and the domain of the function is R \{0}. We can also observe that the graph approaches the x-axis very closely but never touches it. So y = 0 is the horizontal asymptote. Since the whole graph of the truncus is above the x-axis, its range is R+ (that is, all positive real numbers). Similarly to the graphs of the functions, discussed in the previous 1 sections, the graph of y = 2 can undergo various transformations. x a + c or y = a(a b)2 + c. Consider the general formula y = ( x b) 2
y y= y=0 0 x=0
1 x2
dilation
The value a is the dilation factor. It dilates the graph from the x-axis. The dilation factor does not affect the domain, range or asymptotes. 4 Consider the graph of y = 2 . x
y 6 4 2 3 2 1 0 y= 1 2 3
4 x2
x y=0
x=0
reflection
If a is negative, the graph of a basic truncus is reflected in the x-axis. The range becomes R (that is, all negative real numbers). If x is replaced with x, the graph of the basic truncus is reflected in the y-axis. The effect of this reflection cannot be seen in the basic graph, but it becomes more obvious if the graph has been translated horizontally first.
For example, the graphs of y =

y 3 2 1 2 1 0 1 2 1
1 1 and y = are reflections across the y-axis. 2 ( x 2)2 ( x 2) 2, and the domain changes from R \{2} to R \{2}. The vertical asymptote changes from x = 2 to x =
y y=
1 (x 2)2
y= 3 2 1 0 x = 2
1 (x 2)2
x=2
translation
The value b translates the graph b units horizontally. If b > 0, the graph is translated to the right, and if b < 0, the graph is translated left. 1 For example, the graph of the equation y = results from translating a basic truncus 3 units to ( x 3)2 the right. The vertical asymptote is x = 3 and the domain is R \ {3}. 1 , where the vertical asymptote If a basic truncus is translated 2 units to the left, it becomes y = ( x + 2)2 is x = 2 and the domain is R \ {2}. Hence, the equation of the vertical asymptote is x = b, and the domain is R \ {b}. The range is still R+, and the equation of the horizontal asymptote is y = 0. The value c translates the graph c units vertically. If c > 0, the graph is translated upward, and if c < 0, the graph is translated c units downward. 1 For example, the graph with equation y = 2 + 1 results when a basic truncus is translated 1 unit x upward. The horizontal asymptote is y = 1, and the range is (1, ). 1 If a basic truncus is translated 1 unit down, it becomes y = 2 1, with y = 1 as the horizontal x asymptote and (1, ) as the range. Hence, the equation of the horizontal asymptote is y = c, and the range is (c, ). Note: If a is positive (see graph below), the whole graph of the truncus is above the line y = c (the horizontal asymptote), and hence its range is y > c, or (c, ). y If a is negative, the whole graph is below its horizontal asymptote, y= , c). and therefore the range is y < c, or ( a + c or y = a(x b)2 + c shows the The graph of y = ( x b) 2 c combination of these transformations.
0 b x=b Vertical translation horizontal translation
a (x b)2
+c
y=c x
Worked exaMple 11
1 + 3, clearly showing the position of the asymptotes and the ( x 2) 2 intercepts with the axes. Sketch the graph of y =
think
1
Write
Write the general formula for the truncus. Identify the values of a, b and c.
y=
a +c ( x b) 2
a = 1, b = 2, c = 3
179
Write a short statement about the 1 transformations the graph of y = 2 should undergo in order to be changed x into the one in question. Write the equations of the asymptotes (y = c and x = b). Find the x-intercept. As you cannot get the square root of a negative number, there is no solution and therefore no x-intercepts. An inspection of the equation of the graph would also have revealed this.
1 The graph of y = 2 is translated 2 units to the right and 3 units up. x
Asymptotes: x = 2 and y = 3 x-intercept: y = 0 1 0= +3 ( x 2)2 1 = 3 ( x 2)2 ( x 2)2 =

1 3
1
( x 2) =
6
Find the y-intercept.
y-intercept: x = 0 1 y= +3 (0 2)2 1 = +3 4 13 = 4
y (0,
13 ) 4
To sketch the graph: (a) draw the set of axes and label them (b) use dotted lines to draw asymptotes (c) mark the x- and y-intercepts (d) treating the asymptotes as the new set of axes, draw the basic truncus curve (e) make sure it intersects the axes in the right places.
6 4 2 1 2 3 4x x=2
y=3
2 1 0
the square root function

The square root function is given by y = x . This can be written as the power function y = x . The function is defined for x 0; that is, the domain is R+ {0}, or [0, ). As can be seen from the graph, the range of the square root function is also R+ {0}, or [0, ). Throughout this section we will refer to the graph of y = x as the basic square root curve.
1 2
y y= x 0 x
Let us now investigate the effects of various transformations on the basic square root curve. Consider the function y = a x b + c or y = a( x b) + c.
1 2
dilation
The value a is a dilation factor; it dilates the graph from the x-axis. The domain is still [0, ).
reflection
If a is negative, the graph of a basic square root curve is reflected in the x-axis. The range becomes (, 0]. The domain is still [0, ). If x is replaced with x, the graph is reflected in the y-axis. For example, the graphs with equations y = x and y = x are reflected across the y-axis. The domain becomes (, 0] and the range is [0, ).
y y= x 0 x 2 1 0 y y = x x
1 2
1 2
translation
horizontal translation
The value h translates the graph horizontally. If b > 0, the graph is translated to the right, and if b < 0, the graph is translated to the left. The graph with the equation y = x 1 results when the basic curve is translated 1 unit to the right. This translated graph has domain [1, ) and range [0, ). If the basic curve is translated 3 units to the left, it becomes y = x + 3 and has domain [3, ) and range [0, ).
y y= x+3 2 1 3 2 1 0 3 1 2 3 x
The domain of a square root function after a translation is given by [b, ).

Vertical translation
The value c translates the graph vertically. If c > 0, the graph is translated vertically up, and if c < 0, the graph is translated vertically down. If y = x is translated 3 units vertically up, the graph obtained is y = x + 3, with domain [0, ) and range [3, ).
y 5 4 3 2 1 2 1 0 1
y= x+3
1 2 3 4x
If the basic curve is translated 2 units down, it becomes y = x 2, with domain [0,) and range [2, ). The range of the square root function is [c, ) for a > 0. The graph of y = a x b + c or y = a( x b) + c shows the combination of these transformations.
1 2
y y=a bx+c y=a x+b+c
(b, c)
(b, c) x
181
Worked exaMple 12
Sketch the graph of y = 3 x 1 + 2, clearly marking intercepts and the end points.
think
1 2 3 4
Write/draW
Write the equation. Write the coordinates of the end point. State the shape of the graph. Inspection of the equation reveals that there is no y-intercept. Inspection of the equation reveals that there is no y-intercept. To help sketch the graph, determine the coordinates of a second point. Let x = 3. Sketch the graph by plotting the end point, showing the second point, and drawing the curve so that it starts at the end point and passes through the second point.
y = 3 x 1 + 2, End point: (1, 2) Shape: .
There is no x-intercept. There is no y-intercept. x = 3: y = 3 31 + 2 =3 2+2 Point: (3, 3 2 + 2)

y 7 6 5 4 3 2 1 2 1 0 1 y=3 x1+2 (3, 3 2 + 2)
(1, 2) 1 2 3 4x

exercise 4e
1 State the dilation factor and the vertical and horizontal translations or reflections for each of the
following. Write a short statement about the effects each has on the basic graph of that function. 3 +1 a y= x5 2 b y = 2 +1 x 1 2 c y= 4x
d y= 2 x+4 e y= f
1 (3 x )2
y = 4 x 5
2 We10, 11, 12 Sketch a graph for each of the following functions, clearly showing x- and y-intercepts
and any asymptotes. 3 a f (x) = 2 + 1 x 2 c f (x) = +5 x 1

b f (x) =
3 x 1 2 ( x 1)2
d f (x) = 2
3 Assuming the dilation factor is 1, write the equation of the graph. y 9 8 7 6 5 4 y=3 3 5 2 2 1 1 0
5 3
1 2 3 4x
x=2
4F
Function notation
Consider the relation y = 2x, which is a function. The y-values are determined from the x-values, so we say y is a function of x, which is abbreviated to y = f (x). So, the rule y = 2x can also be written as f (x) = 2x. If x = 1, then y = f (1) If x = 2, then y = f (2) =21 =22 =2 = 4, and so on.
evaluating functions
For a given function y = f (x), the value of y when x = 1 is written as f (1), the value of y when x = 5 is written as f (5) and so on.
Worked exaMple 13
If f (x) = x2 3, find: a f (1) b f (2)

think
c f (a)
d f (2a).
Write
a 1 Write the rule.

2 3
a f (x) = x2 3
Substitute x = 1 into the rule. Simplify.
f (1) = 12 3 =13 = 2
b f (x) = x2 3
b 1 Write the rule.

2 3
Substitute x = 2 into the rule. Simplify.

c
f (2) = (2)2 3 =43 =1 f (x) = x2 3 f ( a) = a2 3

d f (x) = x2 3
c 1 Write the rule.

2
Substitute x = a into the rule.
d 1 Write the rule.

2 3
Substitute x = 2a into the rule. Simplify the expression if possible.
f (2a) = (2a)2 3 = 22a2 3 = 4a2 3
183
Fully defining functions

To fully define a function: 1. define the domain 2. state the rule. That is, if a function f (x) has domain X, the function may be defined as follows: f : X Y, f (x) = . . . . . . Domain Co-domain Rule
Y is not necessarily the range but is a set that contains the range, called the co-domain. The co-domain gives the set of possible values that contains y. It is usually R (the set of real numbers). The actual values that y can be the range is determined by the rule. When using function notation the domain can be abbreviated as dom f and the range as ran f. For example, the function defined by {(x, y): y = 2x, x [0, 3]} can be expressed in function notation as f : [0, 3] R, f (x) = 2x. For this function we can write dom f = [0, 3]. The co-domain = R. Also, ran f = [0, 6] (x = 0 gives y = 0 and x = 3 gives y=6, which are the minimum and maximum values of y).
R 5.1 2 [0, 3]
11 3 1 3 7 8
R etc. 10
2 2 1.2 3 46 2 3 etc. 0 Range
1 2 3
0.6 3 0
[0, 6]
etc. Domain co-domain , f(x) = rule
Co-domain
f : domain
The graph of this function is shown below.

y 6 5 4 3 2 1 0 1
f(x) 3x
The maximal domain of a function is the largest possible set of values of x for which the rule is defined. The letters f, g and h are usually used to name a function, that is, f (x), g(x) and h(x). Note: If a function is referred to by its rule only, then the domain is assumed to be the maximal domain.
Worked exaMple 14
Express the following functions in function notation with maximal domain. 1 a {(x, y): y = x2 4} b y = 3x 4, 2 x 5 c y= x
think Write
a The rule has meaning for all values of x (it is a
quadratic), so the domain of the function is R.

b The rule has meaning for all values of x in the
a f : R R, f (x) = x2 4 b f : [2, 5] R, f (x) = 3x 4
given domain
[2,
5].
c The rule has meaning for all values of x except 0.
c f : R \ {0} R, f (x) =
1 x
184
Worked exaMple 15
State i the domain, ii the co-domain and iii the range for each of the following functions. 1 a f : R R, f (x) = 5 x b g : R+ R, g(x) = x
think Write/draW
a 1 The domain is given as R.

2 3
a i dom f = R ii The co-domain is R. y 5
The co-domain is given as R. Use a CAS calculator to obtain the graph of the function, or sketch it.
0 iii ran f = R b i dom g = R+
x f(x)
From the graph the range is observed to be R.
b 1 The domain is given as R+.

2 3
The co-domain is given as R. Use a CAS calculator to obtain the graph of the function, or sketch it.
ii The co-domain is R. y
1 0
4
g(x) x
The range is observed from the graph to be R+.
iii ran g = R+
Worked exaMple 16
State i the maximal domain and ii the range for the function defined by the rule: 1 . a y = x+1 b y = x+2
think Write/draW
a 1 The rule has meaning for all x if x + 1 0
a Require x + 1 0
(that is, contents of

2 3 4
are positive). So x 1
i Maximal domain = [1, ) y y= x+1 1 (1, 0) 0 x
Solve this inequation. State the maximal domain. To confirm the maximal domain and see the range, use a CAS calculator or other technology to obtain the graph of the function, or sketch it by plotting selected points.
The range is observed from the graph to be [0, ).
ii Range = [0, )
185
b 1 The rule exists for all x, except when x + 2 = 0.

2 3 4
bx+20
Therefore x 2. State the maximal domain. Use a CAS calculator to obtain the graph of the function, or sketch it by plotting selected points to confirm the maximal domain and see the range.
x 2
i Maximal domain = R \ {2} y 1 2 1 0
1 y = x+2
The range is observed from the graph to be R \ {0}.
ii Range = R \ {0}
exercise 4F
Function notation
i f (0), i g(0), i g(1), i f (0), i h (2), ii f (2), ii g(3), ii g 1 , ii f (2), ii h (4),
2
1 We13 a If f (x) = 3x + 1, find:

diGital doCS doc-9742 SkillSHEET 4.2 Substitution doc-9743 SkillSHEET 4.3 transposition of equations
iii f (2) and iii g(5) and iii g

1 , 2
iv f (5). iv g(4), iv g
1 , 5
b If g(x) =
x + 4 , find: 1 c If g(x) = 4 , find: x d If f (x) = (x + 3)2, find: 24 e If h (x) = , find: x
and
iii f (1) and iii h (6) and
iv f (a). iv h (12).
2 Find the value (or values) of x for which each function has the value given. a f (x) = 3x 4, f (x) = 5 b g(x) = x2 2, g(x) = 7
1 , f (x) = 3 x e g(x) = x2 + 3x, g(x) = 4

c f (x) =
d h (x) = x2 5x + 6, h (x) = 0 f b f (5) e f (x + 3) b y=
f (x) =
8 x , f (x) = 3
c f (2x) f f (x 1)
10 3 Given that f ( x ) = x , find: x a f (2) d f (x2)

a {(x, y): y = 4x + 1}
4 We14 Express the following functions in function notation with maximal domain.
1 x 1 e y = (x + 2)2, where x R+ g y = 8 x, where x 0

c y=
x6 2 d y= x +1 f y = x2 + 3x, where x 2 h y = x2 + x
5 We15 For each of the following functions, state: i the domain ii the co-domain iii the range.
diGital doC doc-9744 Square root graphs
a f : {0, 1, 2, 3} Z, f (x) = 3x 7 c f : {2, 4, 6, 8, 10} N, f (x) = e g: R+ R, g(x) = x2 2 6 We16 State i the maximal domain and a f (x) = 3 x d y = 5 3x2 e y=
b g: (0, 10] R, g(x) = d f : (, 0) R, f (x) = f
x 2
3 x 1
x
h: [3, 3] R, h(x) = 9 x 2
c y = x3 + 2 f
ii the range for the function defined by the rule:
b f (x) = 5 x
x4
y=
1 x3
186
one-to-one functions
Special types of function (including hybrid functions)

4G
As we have already seen, one-to-one relations and many-to-one relations are functions. A one-to-one function has, at most, one y-value for any x-value and vice versa. The graph of a relation is a function if any vertical line crosses the curve at most once. Similarly, a one-to-one function exists if any horizontal line crosses the curve at most once. For example:
y y
eleSSon eles-0077 hybrid functions
A function that is not one-to-one; this passes the vertical line test but not the horizontal line test.
Worked exaMple 17
A one-to-one function; this passes the vertical line test and the horizontal line test.
Which of the following functions are one-to-one? a {(0, 1), (1, 2), (2, 3), (3, 1)} b {(2, 3), (3, 5), (4, 7)} c f (x) = 3x
think
1
Write/draW
Check whether each function has, at most, one y-value for any x-vaue and vice versa. Sketch the graph of f (x) = 3x. Check whether both a vertical line and a horizontal line crosses only once.
a When x = 0 and x = 3, y = 1.
It is not a one-to-one function.

b There is only one x-value for each y-value. c y 3 0 x
f(x)
It is a one-to-one function.
3
Write a statement to answer the question.
The functions are one-to-one for b and c.
Worked exaMple 18
Which of the following graphs show a one-to-one function?

a y b y c y
0
think
x
Write
If a function is one-to-one, any vertical or horizontal line crosses the graph only once.
Only b is a one-to-one function.
187
restriction of functions
Restrictions can be placed on a function through its domain. If we have one relation, for example f (x) = x2, we can create several different functions by defining different domains. For example:
y f(x) y g(x) 1 0 1x 0 y h(x)
f : R R, f (x) = x2
g: [1, 1] R, g(x) = x2
h: R+ R, h(x) = x2
The restriction imposed on the function f to produce the function h has created a one-to-one function.
Worked exaMple 19
For each function graphed below state two restricted, maximal (largest possible) domains that make the function one-to-one.
a y y = (x 2)2 b y
1 y= 2 x
0
think
Write/draW
a 1 One-to-one functions will be formed if the
y 4
curve is split into two through the vertical line x = 2.
0
2
State the required domains.

b
For the function to be one-to-one, the domain is (, 2] or [2, ).

y y
b 1 One-to-one functions will be formed if the
curve is split into two through the line x = 0.
State the required domains.
For the function to be one-to-one, the domain is (, 0) or (0, ).
hybrid functions
A hybrid, mixed, or piecewise defined function is a function that has different rules for different subsets of the domain. For example: x + 1, for x 0 f (x) = 2 is a hybrid function that obeys the rules y = x + 1 if x , for x > 0 x (, 0] and y = x2 if x (0, ). The graph of f (x) is shown at right. Note that the domains do not overlap.
188 Maths Quest 11 Mathematical Methods CAS y 1 1 0 x f(x)
Worked exaMple 20
x, a Sketch the graph of f ( x ) = x + 1, 5 x, b State the range of f.

think
x<0 0x<2 x2
Write/draW
a Calculate and plot points as shown.

1
a If x = 1, y = x
= 1
Sketch the graph of y = x for the domain (, 0). On the same axes sketch the graph of y = x + 1 for the domain [0, 2).
If x = 0, y = x =0 If x = 0, y = x + 1 =1 If x = 2, y = x + 1 =3 If x = 2, y = 5 x =3 If x = 5, y = 5 x =0
y 3 y=x+1 2 1
On the same axes sketch the graph of y = 5 x for the domain [2, ).
f(x) y=5x
0 1 2 3 4 5 x y = x1 1
b The range is made up of (or is the union of) two
sections, (, 0) with (, 3].
b ran f = (, 3]
Special types of function (including hybrid functions)

exercise 4G
1 We17 Which of the following functions are one-to-one? Use a CAS calculator or other technology to a {(1, 1), (2, 1), (3, 3), (4, 5)} c {(x, y): y = x2 + 1, x [0, )} e {(x, y): y = 3 2x2} g y = x2, x 0 2 We18 Consider the relations below and state: i which of them are functions ii which of them are one-to-one functions. a b y y
obtain the graph of the function where appropriate.
b {(2, 1), (1, 0), (0, 2), (1, 1)} d {(x, y): y = 3 4x} f f (x) = x3 1 h g(x) = 1 x 2
189
y 0 x
0 0 x
We19 For each function below, state two restricted, maximal domains that make the function one-to-one.
y 3 0 3 3 x
1 0 d y
x e
(3, 4)
y 4 0 (2, 2) x
(1, 4)
0 (1, 0)
g f (x) = 1 x2 i
1 , x R \ {0} x2 4 MC Use the graph of the relation y2 = x 1, shown below, to answer the following questions. a A one-to-one function can be formed by: y a restricting the domain to R+ b restricting the domain to [1, ) C restricting the domain to (1, ) x 0 1 d restricting the range to [0, ) e restricting the range to R \ {0} g(x) =
b A rule that describes a one-to-one function derived from the relation y2 = x 1 is:
a y2 = x 1 b y= C y= d y= e
4 x 2 , x [2, 2] j f (x) = (x + 3)2

h g(x) =
x 1 x 1 x 1
y = x 1
190
5 MC Consider the following hybrid function.
x, x < 1 f (x) = x, x 1
a The graph that correctly represents this function is: a b y y 1 1 0 1 2 x 1 0 1 1 2 x
y 1 0 1 1 x
y 1 0 1 1 x
1 0 1
b R \ {1} e R+
b The range of this hybrid function is:

a R d [0, )
C (1, )
6 We20 a Sketch the graph of the following function.
1 x<0 , f (x) = x x + 1, x 0 b State the range of f.

7 a Sketch the graph of the function g( x ) = 2 x , b State the range of g. c Find: i g(1) ii g(0) iii g(1).
x 2 + 1,
x0 x<0
x 2, x < 2 8 a Sketch the graph of the function f ( x ) = x 2 4, 2 x 2 . x + 2, x > 2 b State the range of z. c Find:
i f (3) ii f (2) iii f (1) iv f (2) v f (5). 9 Specify the rule for the function represented by the graph at right. y 3 2 1 2 1 0 1 2 10 The graph of the relation {(x, y): x2 + y2 = 1, x 0} is shown at right. y 1 0 1 x 1 f(x)
From this relation, form two one-to-one functions and state the range of each.
1 11 a Sketch the graph of the function f : R z, f (x) = (x 3)2. b By restricting the domain of f, form two one-to-one functions that have the same rule as f (use the
largest possible domains).

12 a Sketch the graph of the function g : R R, g(x) = x2 + 2x + 1. b By restricting the domain of g, form two one-to-one functions that have the same rule as g
(use maximal domains).
191
4h
inverse relations and functions
A relation is a set of ordered pairs that can be graphed or described by a rule. The inverse of a set of ordered pairs is obtained simply by interchanging the x and y elements. So, the inverse of {(1, 5), (2, 6), (3, 7)} is {(5, 1), (6, 2), (7, 3)}. If these points are plotted on a set of axes, it can be seen that when each original point is reflected across the line y = x, the inverse points are obtained. Similarly, if the graph of a function is given, then its inverse function can be sketched by reflecting the original function across the line y = x. Only functions that are one-to-one have inverses.
Worked exaMple 21
Sketch the graph of the following and then sketch the inverse. a {(3, 6), (4, 4), (5, 2), (6, 0)} b y
c y = x2 for x 0
x
think Write/draW
a 1 Plot the points on a set of axes.

2
Interchange the x- and y-values and plot them. Alternatively, reflect the original points across the line y = x. So, (3, 6) (6, 3) (4, 4) (4, 4) (5, 2) (2, 5) (6, 0) (0, 6)
y y=x 6 5 4 3 2 1 6543210 1 2 3 4 5 6 x 1 2 3 4 5 6 y=x
b 1 Re-draw the given graph.

2 3
b y
On the same set of axes, plot the line y = x. Sketch a reflection of the original graph across the line y = x.
x
c Sketch the original function. The graph is a
c y
parabola with turning point (0, 0). The domain is restricted.

1 0
y = x2
y=x
192
exercise 4h
inverse relations and functions
1 We21a Sketch the graph of the following and then sketch the inverse. a (1, 7), (2, 5), (3, 3)} b (1, 3), (2, 6), (3, 9)} c (2, 11), (0, 6), (2, 1)} 2 We21b Sketch the graph of the following and then sketch the inverse. (Assume each set of axes has
the same scale for x and y.)

a y b y
x c y d y
x x e y f y
x x 3 We21c Sketch the graph of the following and then sketch the inverse. a y = 4x b y = x2 + 3, x 0 c y = 2x + 1
1
d y = x3 + 4
4i
Circles
x2 + y2 = r 2
r
A circle is a many-to-many relation. The rule that defines a circle with its centre at (0, 0) and of radius r is
y r r x r
diGital doC doc-9746 Investigation a special relation
The graph of this circle is shown at right. The vertical-line test clearly verifies that the circle graph is not a function. Solving the equation for y we have y2 = r 2 x2, so y = r 2 x 2 or y = r 2 x 2 . These two relations represent two semicircles that together make a complete circle: y = r 2 x 2 is the upper semicircle (above the x-axis). y = r 2 x 2 is the lower semicircle (below the x-axis).
y r r y = r 2 x2 r y r x r y = r 2 x 2
Both these relations are many-to-one functions.

Worked exaMple 22
Sketch the graphs of the following relations. a x2 + y2 = 16 b x2 + y2 = 9, 0 x 3

think
c y=
8 x2
draW
a 1 This relation is a circle of centre (0,0) and radius = 16 = 4.

2 3
y 4 4 0 4 4 x
On a set of axes mark x- and y-intercepts of 4 and 4. Draw the circle.
b 1 This relation is part of a circle of centre (0, 0) and radius =

2
9 = 3.
y 3 0 3 3 x
Since the domain is [0, 3], on a set of axes mark y-intercepts 3 and 3 and x-intercept 3. Draw a semicircle on the right-hand side of the y-axis.
c
c 1 This relation is an upper semicircle (as y > 0) of centre (0, 0)
y 8
and radius = 8.
On a set of axes mark the x-intercepts of y-intercepts of 8 . Draw a semicircle above the x-axis.
8 and 8 and
8 0 8x
General equation of a circle

The general equation of a circle with centre (h, k) and radius r is (x h)2 + (y k)2 = r 2. The domain is [h r, h + r]. The range is [k r, k + r].
Range
y k+r k kr
(x h)2 + (y k)2 = r2 (h, k)
0 hr
h Domain
h+r x
Worked exaMple 23
Sketch the graphs of the following circles. State the domain and range of each. a x2 + (y 3)2 = 1 b (x + 3)2 + (y + 2)2 = 9
think Write/draW
a 1 This circle has centre (0, 3) and radius 1.

2
On a set of axes mark the centre and four points; 1 unit (the radius) left and right of the centre, and 1 unit (the radius) above and below the centre. Draw a circle that passes through these four points. State the domain. State the range.
y 4 3 2 1 0
x 2 + (y 3)2 = 1
4 5
The domain is [1, 1]. The range is [2, 4].
194
b 1 This circle has centre (3, 2) and radius 3.

2
(3, 1)
On a set of axes mark the centre and four points; 3 units left and right of the centre, and 3 units above and below the centre. Draw a circle that passes through these four points.
y 1 1 x (0, 2)
6 5 4 3 2 1 0 1 (6, 2) (3, 2) 2 3 4 (3, 5) 5
4 5
State the domain. State the range.
The domain is [6, 0]. The range is [5, 1].
Note: When using a CAS calculator to plot circle graphs, ensure that the upper and lower values are entered as separate equations on the Graphs & Geometry page; for example, f1(x) = 16 x 2 and f2(x) = 16 x 2 .
exercise 4i
Circles
c y 5 x 5 0 5 y 6 10 x 2 2 f y 2 2 0 2 2x 5 x
diGital doC doc-9747 Circle graphs
1 State the equation of each of the circles graphed below. y y a b 3 1 3 0 3 d y 10 10 0 10 e 3x 1 0 1 1
0 6
6 x
2 2
y 3 3 0 3x
h 4
y 0 4 4 x
2 State the domain and range of each circle in question 1. 3 We22 Sketch the graphs of the following relations. a x2 + y2 = 4 b x2 + y2 = 16 d x2 + y2 = 7 a y = 81 x 2 c y = 1 x2 e y=
1 4
c x2 + y2 = 49 f b y= d y= f
e x2 + y2 = 12
x2 + y2 =
1 4
4 Sketch the graph of each of the following relations and state whether it is a function or not.
4 x2
1 9
x2
x2
y = 5 x2
g y = 10 x 2
h x2 + y2 = 3,
3x0
195
5 MC Consider the circle below.
y 2 0 2 2 4 x
a The equation of the circle is:

a x2 + (y 2)2 = 4 C (x + 2)2 + y2 = 16 e (x + 2)2 + y2 = 4 a R d [2, 4]
b (x 2)2 + y2 = 16 d (x 2)2 + y2 = 4
b The range of the relation is:
b [2, 2] e [2, 1]
C [0, 4]
6 MC Consider the equation (x + 3)2 + (y 1)2 = 1. a The graph that represents this relation is: y y b a 4 2 1 1 0 2 3 4 0 x 3 6 2
d
y 2 1
4 3 2 y 2 1
y 1 2 0 2 3 4 x
3.532.5 b The domain of the relation is:

a [3.5, 2.5] d [2, 4] b (4, 2) e [4, 2]
x
C R
7 We23 Sketch the graph of the following circles. State the domain and range of each. a x2 + (y + 2)2 = 1 b x2 + (y 2)2 = 4 c (x 4)2 + y2 = 9 d (x 2)2 + (y + 1)2 = 16 e (x + 3)2 + (y + 2)2 = 25 f (x 3)2 + (y 2)2 = 9 2 + (y 4)2 = 36 9 3 1 g (x + 5) h (x )2 + (y + )2 =
2 2 4
8 Express the relation x2 + y2 = 36 as two
functions, and state the largest domain and range of each.

9 Express the relation x2 + (y 2)2 = 9 as
two functions, and state the largest domain and range of each.
10 Circular ripples are formed when a
water drop hits the surface of a pond. If one ripple is represented by the equation x2 + y2 = 4 and then 3 seconds later by x2 + y2 = 190, where the length of measurements are in centimetres: a find the radius (in cm) of the ripple in each case b calculate how fast the ripple is moving outwards. (State your answers to 1 decimal place.)
4J
Functions and modelling
When using functions to model rules in real-life situations the domain usually has practical restrictions imposed on it. For example, the area of a circle is determined by the function A(r) = 2. For a circle to be drawn the radius needs to be a positive number. Hence the domain is (0, ) or R+.
Worked exaMple 24
The table describes hire rates for a removal van. a Express the cost as a hybrid function. b Sketch the graph of the function. Hours of hire (h) Up to 3 Over 3 up to 5 Over 5 up to 8
think
Cost ($C) 200 300 450

Write/draW
a 1 The cost is $200 if 0 < h 3.

2 3
The cost is $300 if 3 < h 5. The cost is $450 if 5 < h 8. State the cost function C(h). 200, C (h) = 300, 450,
b C ($) 450 400 350 300 250 200 150 100 50 0 1 2 3 4 5 6 7 8 h (hours)
0 <h 3 3 <h 5 5 <h 8
b Sketch a graph with 3 horizontal lines over the
appropriate section of the domain.
exercise 4J

Cost $40 $70 $110 $160
1 We24 The cost of hiring a paper recycling removalist is described in the following table:
Hours of hire Up to 1 Over 1 up to 2 Over 2 up to 4 Over 4 up to 6
a State the cost function, $C, in terms of the time, t hours, for hiring up to 6 hours. b Sketch the graph of the function. Chapter 4 Relations, functions and transformations 197
2 The charge for making a 10-minute STD call on the weekend is listed below.
Distance d (km) Cost $C
Up to 50 km 0.40
50 to 100 km 0.60
100 to 200 km 0.80
200 to 700 km 1.70
Over 700 km 2.00
a State the cost function in terms of the distance. b Sketch the graph of the function. 3 A car travels at a constant speed of 60 km/h for 1 hours, stops for half an hour, then travels for another
2 hours at a constant speed of 80 km/h until it reaches its destination. a Construct a function that describes the distance travelled by the car, d (km), at time, t hours. b State the domain and range of this function. c Calculate the distance travelled after: i 1 hour ii 3 hours. 4 At a fun park, a motorised toy boat operates for 5 minutes for every dollar coin placed in a meter. The meter will accept a maximum of 120 one-dollar coins. a Write a rule that gives the time of boat operation, B hours, in terms of the number of dollar coins, n. b Sketch the graph of the function and state the domain and range. c How much is in the meter when the boat has operated for 450 minutes? 5 The tax for Australian residents who earn a taxable income between $37 000 and $80 000 is $4650 plus 30 cents for every dollar earned over $37 000. a Write a rule for the tax payable, $T, for a taxable income, $x, where 37 001 x 80 000. b Sketch a graph of this function. c Calculate the tax paid on an income of $42 000. 6 The maximum side length of the rectangle shown is 10 metres.
(x + 4) m (x 1) m a Write a function that gives the perimeter, P metres, of the rectangle. b State the domain and range of this function. 7 A rectangular swimming pool is to have a length 4 metres greater than its width. a Write a rule for the area of the pool, A m2, as a function of the width, x metres. b State the domain and range if the maximum side length is 12 metres. 8 Timber increases in value (appreciates) by 2% each year. If a consignment of timber is currently
1 2
worth $100 000: a express the value of the timber, P dollars, as a function of time, t, where t is the number of years from now. b what will be the value of the timber in 10 years?
198
9 The number of koalas remaining in a parkland tweeks after a virus strikes is given by the function
N (t ) = 15 +
a b c d
96 koalas per hectare. t+3 How many koalas per hectare were there before the virus struck? How many koalas per hectare are there 13 weeks after the virus struck? How long after the virus strikes are there 23 koalas per hectare? Will the virus kill off all the koalas? Explain why.
10 A school concert usually attracts 600 people at a cost of $10 per person. On average, for every $1 rise
in admission price, 50 less people attend the concert. If T is the total amount of takings and n is the number of $1 increases: a write the rule for the function that gives T in terms of n b sketch the graph of T versus n c find the admission price that will give the maximum takings.
199
Summary
Set notation
{. . .} refers to a set. means is an element of. means is not an element of. means is a subset of. means is not a subset (or is not contained in). means intersection with. means union with. \ means excluding. refers to the null, or empty set. {(a, b), (c, d), . . .} is a set of ordered pairs. A relation is a set of ordered pairs. N refers to the set of natural numbers. Z refers to the set of integers. Q refers to the set of rational numbers. R refers to the set of real numbers. The independent variable (domain) is shown on the horizontal axis of a graph. The dependent variable (domain) is shown on the vertical axis of a graph. Discrete variables are things that can be counted. Continuous variables are things that can be measured. The domain of a relation is the set of first elements of a set of ordered pairs. The range of a relation is the set of second elements of a set of ordered pairs. The implied domain of a relation is the set of first element values for which a rule has meaning. In interval notation a square bracket means that the end point is included in a set of values, whereas a curved bracket means that the end point is not included.
(a, b] a b
domain and range
A function is a relation that does not repeat the first element in any of its ordered pairs. That is, for any x-value there is only one y-value. The graph of a function cannot be crossed more than once by any vertical line.
y y
0 0 x
Function
1
Not a function
1. The graph of y = x is called a hyperbola. a + c is the graph of the basic hyperbola, dilated by the factor of a in the The graph of y = xb y-direction, translated b units horizontally (to the right if b > 0 or to the left if b < 0) and c units vertically (up if c > 0 or down if c < 0). If a < 0, the graph is reflected in the x-axis. The equations of the asymptotes are: x = b and y = c. The domain of the function is R \ {b} and its range is R \ {c}.
200
2. The graph of y = 12 is called a truncus. x a The graph of y = + c is the basic truncus curve, dilated by a factor of a in the y-direction ( x b) 2 and translated b units along the x-axis (to the right if b > 0 or to the left if b < 0) and c units along the y-axis (up if c > 0 or down if c < 0). If a is negative, the graph is reflected in the x-axis. The vertical asymptote is x = b. The horizontal asymptote is y = c. The domain is R \ {b}. The range is y > c if a > 0, or y < c if a < 0. 3. The graph of the function y = a x b + c is the graph of y = x , dilated by the factor of a in the y-direction and translated b units along the x-axis and c units along the y-axis. If a < 0, the basic graph is reflected in the x-axis. The end point of the graph is (b, c). The domain is x b. The range is y c for a > 0, or y c for a < 0. If y = a b x + c, the domain is x b; the graph of y = a x is reflected in the y-axis.
Function notation
f (x) = . . . is used to describe a function of x. To evaluate the function, for example, when x = 2, find f (2) by replacing each occurrence of x on the RHS with 2. Functions are completely described if the domain and the rule are given. Functions are commonly expressed using the notation f : X Y, f (x) = . . . . . . Domain Co-domain Rule
dom f is an abbreviation for the domain of f ( x). ran f is an abbreviation for the range of f ( x). The maximal domain of a function is the largest domain for which the function will remain defined.
Special types of function (including hybrid functions) inverse relations and functions
A function is one-to-one if for each x-value there is at most one y-value and vice versa. A one-to-many function may be converted to a one-to-one function by restricting the domain. A hybrid function obeys different rules for different subsets of the domain. An inverse relation is obtained by interchanging the x- and y-values of the original relation. The graph of a function and its inverse are reflections of each other across the line y = x. Only one-to-one functions have inverses. The general equation of a circle with centre (h, k) and radius r is (x h)2 + (y k)2 = r2 An upper semicircle with centre (0, 0) and radius r is y = r 2 x 2 . A lower semicircle with centre (0, 0) and radius r is y = r 2 x 2 .
Circles
When using functions to model situations: 1. form an equation involving one variable and sketch a graph 2. use the graph to determine domain and range.
201
Chapter review
S h ort anS Wer
1 The total number of cars that have entered a car park during the first 5 hours after opening is shown in
the table below. Time, t (hours) No. of cars, n 1 30 2 75 3 180 4 330 5 500
a Plot these points on a graph. b Explain why the dots cannot be joined. 1 c Estimate the number of cars in the park 2 hours after the car park opens. 2 a Sketch the graph of the relation {(x, y): y = 1 x2, x [3, 3]}. b State the domain and range of this relation. 3 State the implied domains of the following functions. a y= x b y=
2
5 x
c y = 12 x
4 If g( x ) = x + 2, where x 0, then find: a g ( x2) b the domain and range of g ( x). 5 Determine which of the following relations are functions. a y = 2x2 1 b 3x + y = 2 d x2 + y2 = 10 e y3 = x 6 Express the following rules in full function notation. a y= c x = y2 + 1 f y2 x2 = 1
1 b y = (2 x ) x 7 Sketch the graph of the function described below. x 1 2 x , f ( x ) = 3, 1< x < 3 2 x 5, x3 8 Sketch the graph of each of the following, stating the domain and range.
a y=
1 x2
b (x 2)2 + (y + 1)2 = 9
9 a Sketch the graph of the relation x2 + y2 = 100. b From this relation form two one-to-one functions (with maximal domains) and state the domain
and range of each.

10 A chicken farmer delivers chicken manure according to the following fee schedule:
Less than half a truckload: $50 Half to a full truckload: $75 More than 1 but less than 2 truckloads: $100 Sketch a graph showing this informations. 2 11 Sketch a graph for the equation y = + 1. x+3 12 State the dilation factor, reflections and translations that have occurred to each of the following equations. 3 5 +7 a f (x) = 2 x 4 b f (x) = c f (x) = +2 x2 x2
M U lt ip l e C h oiCe
1 If A = {2, 1, 0, 1, 2, 3} and B = {2, 0, 2, 4, 6}, then A B is:

a {2, 1, 0, 1, 2, 3, 4, 6} C {1, 1, 3, 4, 6} e a ZQ d {0, 1, 2, 3} N
b {2, 0, 2} d {1, 1, 3}
2 Which of the following statements is false?
b 3.142 Q e (N Z) = Z
C R
202
3 The rule describing the relation shown is:

a y = 2x b y = 2x, x {1, 2, 3, 4} C y = 2x, x N
y 8 6 4 2 0 1 2 3 4 x
C
x 2 e y = 2x, x R+
d y=
4 Which one of the following graphed relations is continuous? y a y b
0 0
d
x y
e
x 0 x
5 The interval shown below is: 5

a [5, 1] [0, 4] d (5, 1) (1, 4) a
1 0 1
4 x
b [5, 1) [0, 4] e [5, 1) (1, 4] b C (5, 1) (1, 4]
6 The set R+ \ {2} is correctly represented on which number line below? 0

C
2 2 2
x
d
0 0
2 2
x x
0
e
x x y 4 2 0 1
0
a b C d e
7 The domain of the relation shown below is:
R \ {0, 1} R \ {1} R Z \ {1} R+ R
8 A relation has the rule y = x + 3, where x R+. The range of this relation is:
a R+ d R b R+ \ {3} e (3, )
C [3, )
9 The implied domain of the relation described by the rule y =

a (5, ) d (0, 5) a R d [0, ) b R+ e R b R+ e (2, )
1 is: x5
C [5, )
10 The range of the function f ( x ) = 2 4 x is:
C R
203
11 The relation shown is:

a b C d e
one-to-one one-to-many many-to-many many-to-one none of the above 12 Which of the following is not a relation? a y = x2 b x2 + y2 = 3 e {1, 3, 5, 7, 9} d y=5x
C {(1, 1), (2, 1), (3, 2), (4, 3)}
13 Which one of the following graphed relations is not a function? y y a b 0 x
x 0 x
14 Which of the following rules does not describe a function?

a y=
x b y = 2 7x C x=5 d y = 10x2 + 3 5 15 Which of the functions listed below is not one-to-one? a {(10, 10), (11, 12), (12, 13)} b {(5, 8), (6, 10), (7, 8), (8, 9)} d {(x, y): y = 5 2x} e f (x) = 2 x3 16 Which of the graphs below represents a one-to-one function?
a
e y = 8 C {(x, y): y = 4x}
y 0 x
17 The function with the domain 5 x 5, range 8 y 17 and rule y = x2 8 can be written in
a f : R R where y = x2 8 C f : [5, 5] R where f (x) = x2 8 e f : [8, 17] R where f (x) = x2 8 a {(0, 4), (1, 3), (2, 2)} d {(1, 5), (1, 3), (2, 2)} a 6 d 12 b {0, 1, 2} e {4, 3, 2} b 8 e 5
function notation as:
b f : R R where f (x) = x2 8 d f : R [8, 17] where f (x) = x2 8
18 The function f : {x: x = 0, 1, 2} R, where f (x) = x 4, may be expressed as:
C {(0, 4), (1, 3), (2, 2)}
19 If g (x) = 6 x + x2, then g (2) is equal to:
C 0
204
20 If f (x) = 3x 5, then f (2x + 1) is equal to:

a 6x 8 b 6x 5 C 3x 5 d 3x 4 e 6x 2
21 The graph at right is to be restricted to a one-to-one function. A possible restricted
domain could be: a [3, 1) b (1, 3) C (0, ) d (3, ) e (3, ) x + 1, x < 0 0 x 2 is represented by which of 22 The hybrid function f ( x ) = x 2 , 2 x , x > 2 the following graphs?
a
3 1 0
y 4 1 10 1 2 x
y 4 1 10 2 x
y 4 1 0 2 x
y 4 1 1 0 2 x
y 4 1 1 0 2 x
23 The inverse of the graph shown below is: y
x
d
x
e
205
24 The graph of the circle relation (x 2)2 + (y + 1)2 = 4 is: y a b 2 1 1 0 1 2 3 4

C
y 1 1 0 1 2 3 1 2 3 4 x
5 x
y 4 3 2 1 321 0 1 2 3 4 5 6 7 x 1 2 3 4 5
y 6 5 4 3 2 1 7 654321 0 1 2 3 x 1 2 3 4
y 4 3 2 1 5 4 3 2 1 0 1 2 1 x
25 The equation of the circle shown is: y 2 0 1 2 3 5 x
a (x + 3)2 + y2 = 4 C (x + 3)2 + y2 = 2 e x2 + (y 3)2 = 4
b (x 3)2 + y2 = 2 d (x 3)2 + y2 = 4
The circle with equation (x + 1)2 + (y 4)2 = 9 applies to questions 26 and 27.
26 The domain is:
a [10, 8] C (2, 4) e [4, 2] b [2, 4] d [3, 3]
27 The range is
a [7, 1] C [1, 7] e [1, 7]
b [5, 13] d [3, 3]
206
28 A circle has its centre at (4, 2) and a radius of 5. The equation of the circle is:
a b C d e
(x 4)2 + (y + 2)2 = 25 (x 4)2 + (y + 2)2 = 5 (x + 4)2 + (y 2)2 = 5 (x + 4)2 + (y 2)2 = 25 4x2 2y2 = 5
29 The graph that best represents the function f : [2, 2] R where f (x) = 4 x 2 is: a b C y y y 2 2 2
0 2
2 x
0 2
2 x
0 2
2 x
y 4
y 4
0 4
4 x
0 4
4 x
30 The table of maths tutoring fees charged by a Year 11 student is as follows:
Hours (h) 0<h2 2<h4 4<h6

a
Charge (C$) 50 80 100

b
Which of the following graphs best shows the information in the preceding table?
c 100 50 0
d
c 100 50
c 100 50
6 h
0 c e 100 50
6 h
6 h
c 100 50 0 6 h
6 h
ex ten d ed r eS p o n S e
1 Consider the diagram shown at right. a Find an expression for the area, A, in terms of x and y. b Find an expression for the perimeter, P. c If the perimeter is 72 cm, express A as a function of x. d What is the domain of A(x)? e Sketch the graph of this function. f Hence find the maximum area.
10 m xm ym xm
207
2 For the graph at right: a state the domain b state the range c find the rule for x (, 2) d find the rule for x (2, 0] e find the rule for x [0, 3], given it is of the form y = ax2 f determine the rule when x 3 g describe the relation using hybrid function notation 2 of the form f ( x ) = . . . 3 A function f is defined as follows: f : [2, a] R, where f (x) = (x 1)2 4. a Find f (2), f (1), f (0), f (1), f (3). b If f (a) = 12, find the value of a. c Sketch the function f, labelling the graph appropriately. d From the graph or otherwise, state the: i domain of f (x) ii range of f (x). 4 A new rectangular penguin enclosure is to have a maximum side length of 8 m. The width is to be twice the length (x). a Draw a diagram of the enclosure and label the sides. b Define a rule that gives the perimeter, P, of the new enclosure. c What is the largest value that x can be? d State the domain and range. e Write in function notation the rule for the perimeter. f Define the function for the area of the enclosure, A(x). g If the maximum area allowed is 18 m2, find the dimensions of the enclosure.
y 18
(3, 18)
4 0 4 x
5 Thomas is looking to connect to a mobile phone service. He has to decide on one of two plans from
Busytone Communications. The details are as follows. Plan A B Flag fall 20 50 Cost perminute (cents) 30 20
a Write a function A for the cost of making a call from plan A. b Write a function B for the cost of making a call from plan B. c What is the cost of a 2-minute call from: i plan A? ii plan B? d What is the length of one call costing $5 from: i plan A? ii plan B? e How long would a call be for the call costs to be the same for both plans? f If Thomas frequently makes calls lasting more than 4 minutes, which plan should he connect with?
208
ICT activities
Chapter opener
diGital doC 10 Quick Questions doc-9738: Warm up with ten quick questions on relations, functions and transformations (page 161) tUtorial We 16 eles-1463: Watch a tutorial on stating maximal domain and range for functions with defined rules (page 185)
4C
domain and range
4G Special types of function (including hybrid functions)

eleSSon Hybrid functions eles-0077: Watch an eLesson to learn more about hybrid functions (page 187) tUtorial We 20 eles-1464: Watch a tutorial on sketching the graph of a hybrid function and stating its range (page 189) diGital doC WorkSHEET 4.2 doc-9745: Recognise types of relations and functions, determine maximal domain and range, identify co-domains and sketch graphs of relations (page 191)
tUtorial We 7 eles-1461: Watch how to sketch relations and state their domain and range using interval notation (page 169) diGital doCS SkillSHEET 4.1 doc-9739: Practise stating the domain and range of relations (page 171) WorkSHEET 4.1 doc-9740: Use set notation and interval notation, recognise appropriate specific number fields, recognise whether graphs are discrete or continuous and state the domain and range of relations (page 172) Investigation doc-9741: Investigate some interesting relations using a graphing program to sketch them (page 172)
4i
Circles
4d
tUtorial We 8 eles-1462: Watch a tutorial on identifying the type of relation given a graph (page 173)
diGital doCS Investigation doc-9746: Investigate the graph of x2 + y2 = 25 by constructing a table of values and plotting the graph (page 193) doc-9747: Investigate graphs of circle relations (page 195)
4e power functions (hyperbola, truncus and square root function)

interaCtiVitY Domain and range int-0263: Consolidate your understanding of domain and range for relations and functions (page 175)
4J
tUtorial We 24 eles-1465: Watch a tutorial on expressing the hire costs of a removal van as a hybrid function and sketching the graph of the function (page 197)
4F
Function notation
Chapter review
diGital doCS SkillSHEET 4.2 doc-9742: Practise substituting values into functions (page 186) SkillSHEET 4.3 doc-9743: Practise transposing equations (page 186) doc-9744: Investigate the graph of a square root function (page 186)
209
Answers CHAPTER 4
relationS, FUnCtionS and tranSForMationS
exercise 4a
1 a b c d e f g 2 a b c d e 3 a b c d e 4 E 5 a 6 a e i 1 2 3 4 5
Set notation {4, 6} {6] {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14} {4, 5, 6, 7, 8} {2, 8, 10, 12, 14} {4, 5} {2, 3} {3, 2, 1} {2, 1} {3, 2, 1, 0, 1} {3, 2, 1, 0, 1, 2, 3, 4} {b, c, d, f, g, h} {a, e, i} {b, c, d, f, g, h} {o, u}
y 7 6 5 4 3 2 1 1 0 2 y 6 4 2
10 a
2 1 0
n 15 16 17 18 19 20 21 22 23 24 25
200 190 180 170 160 150 140 130
C($) 140 146 152 158 164 170 176 182 188 194 200
7 a T (C)
80 70 60 50 40 30 20 10 0 2 4 6 8 t (minutes)
b C ($)
C T F T
b b f j
B F T F
cT gT kF
d F h T l T
0 5 10 15 20 25 n
c The variables are discrete.

exercise 4C
exercise 4b
B A E C
a D e D
70 Cost ()
b T (C)
80 70 60 50 40 30 20 10 0 2 4 6 8 10 t (minutes)
domain and range
bC f C
cC
d D
6 a
c Because the variables are continuous. d Approx. 11 minutes 8 a

60 M TWT F S S Day
1 a b c d e f g h 2 a b
[2,
) (, 5) (3, 4] (8, 9) (, 1] (1, ) (5, 2] [3, ) (3, 1) (2, 4]

6 0 2 3 0 2 0
P($) 300 340 380 420 460 500 540

b P ($)
550 500 450 400 350 300 250 200
c d
0 5 10 7
y 9 4 1 0 1 2 y 2 1 0 1 2 3 4 1 2 x 3 x
e
01
f
0 2 0 1 2 3 4 5 6 n
g
2 0 1 3
c The variables are discrete. 9 a V (km/h)

350 300 250 200 150 100 50 0 1 2 3 4 5 t (s)
h
8 0 2 6
i
01 4 5
y=x2 2 x
j
1 0
k
0 2
b i Approx. 110 km/h ii Approx. 320 km/h
l
2 0 1
210
3 a [4, 2) c ( 1, 3)
b (3, 1] d
e (3, ) f g (, ) h i (, 1) (1, ) j k (, 2) (3, ) l 4 a D b 5C 6 7 a i {3, 4, 5, 6, 7} ii {8, 10, 12, 14, 16} b i {1.1, 1.3, 1.5, 1.7} ii {1.4, 1.6, 1.8, 2} c i {3, 4, 5, 6} ii {110, 130, 150, 170} d i {M, T, W, Th, F} ii {25, 30, 35} e i {3, 4, 5} ii {13, 18, 23} f i R ii [1, ) 8 a R, R b R, (0, ) c [2, 2], [0, 2] d [1, ), R e R, (0, 4] f R, (, 3] g R\{0}, R\{0} h R, (, 1] i R, R 9 a
y 2 2 0 2 x
1 1 , 2 2 (, 3] [0, ) (, 2) (2, ) (, 2] [0, ) E B
y 2 1 0
y = 2x2 x 6 1 2 x
y
y=5 3
6
1 Domain = (, ), Range = [6 8 , )
3 5
10 a R d R
b [0, ) e R\{0}
c [4, 4] fR
y 2
x=1
exercise 4d types of relations (including functions) 1 a One-to-many b Many-to-one c Many-to-one d One-to-one e One-to-one f Many-to-one g Many-to-many h Many-to-one i One-to-one j Many-to-one k Many-to-many l Many-to-one 2 b, c, d, e, f, h, i, j, l 3C 4 a B b D c B 5 b {3, 1, 0, 1, 2}, {2, 1, 1, 3} c {3, 4, 5, 6}, {1} e R, {2} g R, R
y=2
1 2
x=1
1 3 y= +3 ( x 2)
exercise 4F
j [1, ), [0, ) k R, R a, d, f, h, i and l are not functions.
1 a b c d e 2 a c
i i i i i
1 2 3 9 12
3
1 3
Function notation ii 7 iv iii 5 ii 1 iii 3 iv ii 2 iii 6 iv ii 1 iii 16 iv ii 6 iv iii 4
Domain = (, ), range = (, 2]
b
y 9 1 0 7 y = x3 + 1 x [2, 2] 2 x
Domain = [2, 2], range = [7, 9]

c
y 2 y = x2 + 3x + 2
2 1 0
Domain = (, ), range = [ 1 , ) 4
y 2 1 0 3 4 1 y= x2 x 4, x [2, 1]
power functions (hyperbola, truncus and square root function) 1 a Dilation factor of 3 away from the x-axis, horizontal translation of 5 units in the positive direction of the x-axis and a vertical translation of 1 unit up. b Dilation factor of 2 away from the x-axis and a vertical translation of 1 unit up. c Reflection in the y-axis, horizontal translation of 4 units in the positive direction of the x-axis and a vertical translation of 2 units down. d Dilation factor of 2 away from the x-axis and a horizontal translation of 4 units in the negative direction of the x-axis. e Horizontal translation of 3 units in the positive direction of the x-axis. f Reflection in the x-axis, dilation factor of 4 away from the x-axis and a vertical translation of 5 units down.
2 a
y (1, 4) 1 2 1 (1, 4)
exercise 4e
16 0 9 a2 + 6a + 9 2 b 3 or 3 d 2 or 3
f 1 b 3
e 4 or 1 3 a 3 c e 4 a b c d e f g h 5 a b
10 5 d 2 x2 2x x x 10 10 x +1 f x3 x 1 x+3 f : R R, f ( x) = 4x + 1 f : [6, ) R, f ( x) = x 6 1 f : R\{1} R, f ( x) = x 1 2 f : (1, ) R, f ( x) = x +1 f : (0, ) R, f ( x) = (x + 2)2 f : [2, ) R, f ( x) = x2 + 3x f : (, 0] R, f ( x) = 8 x f : [0, ) R, f ( x) = x2 + x i {0, 1, 2, 3} ii Z iii {7, 4, 1, 2} i (0, 10] ii R
iii [ 10 , ) i {2, 4, 6, 8, 10} iii {1, 2, 3, 4, 5} i (, 0) iii (0, ) i R+ iii (2, ) i [3, 3] iii [0, 3] i R i [0, ) i R
3
Domain = [2, 1], range = [4, 0]

e
y 3 1 0 5 y = 2x 5, x [1, 4) x
1 2 Asymptote x =0
y=1 x
c d e f
ii N ii R ii R ii R ii R ii [0, ) ii R
1 2 3 4
31 2 1 1 1 2 3 (3, 1) x
Domain = [1, 4), Range = [7, 3)
6 a b c
211
d i R e i [4, ) f i (3, )
ii ii ii
(, 5] [0, ) (0, )
12 a
y g(x)
exercise 4G Special types of function (including hybrid functions) 1 a, c, d, f, g 2 i a, b, c, d, f, h, i, j, k, l ii c, h, i, k 3 a (, 1], [1, ) b (, 2), (2, ) c [3, 0], [0, 3] d (, 3], [3, ) e [4, 2), (2, 0] f (, 1], [1, 1] or [1, ) g (, 0], [0, ) h [2, 0], [0, 2] i (, 0), (0, ) j (, 3], [3, ) 4 a D b E 5 a B b C
1 1 0 x
b g : (, 1] R, g ( x) = x2+ 2x + 1 or
g : [1, ) R, g ( x) = x2+ 2x + 1
exercise 4h inverse relations and functions 1 a {(7, 1), (5, 2), (3, 3)} y 8 7 6 5 4 3 2 1 0 y=x
d y
x 1 2 3 4 5 6 7 8 x
6 a
y 2 1 2 1 01 2
f(x)
b {(3, 1), (6, 2), (9, 3)}

x y 9 8 7 6 5 4 3 2 1 y=x
b (, 0) [1, ) 7 a y
3 2 1 2 1 0 1
g(x)
0 1 2 3 4 5 6 7 8 9 x 2 x
b [1, ) c i 3 ii 1 y 8 a
5 4 3 2 1 3 2 1 0 4 5
c {(11, 2), (6, 0), (1, 2)}

y y=x 10 8 6 4 2 0 2 4 6 8 10 x
iii 2
1 2 3 x
3 a 2 a y iv 0 v 7
y = 4x
y=x
x + 2, x 0 9 f (x) = 2 x + 1, x > 0 10 f : [0, 1] R, f ( x) = 1 x 2 with range [0, 1] or f : [0, 1] R, f ( x) = 1 x 2 with range [1, 0].
11 a
y 9 f(x)
b 0] (4, ) c i 5 ii 0 iii 3
(,
b y
y = x2 + 3
y=x
3 0 x
b f : (, 3] R, f ( x) = (x 3)2 or
f : [3, ) R, f ( x) = (x 3)2
212
c y
y
1 2 1 2
y 3 0 3 x
_ y =1x + 1 2
0
1 2
1 2
1 0 1 y y = x3 + 4 9 0 9 4 0 4 x 9 x x
Not a function
4 a
y 9
5 a b 6 a b 7 a
D B C E
y 1 1 0 1 2 3 x
Not a function
b
y
exercise 4i
1 a x2 + y2 = 9 c x2 + y2 = 25 e x2 + y2 = 6
Circles
b d f h b d f
x2 + y2 = 1 x2 + y2 = 100 x2 + y2 = 8
[1, 1] and [3, 1]

b
y 4 2
g y = 9 x2 2 a Both [3, 3] c Both [5, 5] e Both [
6, 6]
g [3, 3], [0, 3] 3 a y

2
y = 16 x 2 Both [1, 1] Both [10, 10] Both [ 2 2, 2 2] h [4, 4], [4, 0]
Function
c
1 y
[2, 2] and [0, 4] Function

c
y
1 3
y 3 0 1 3 7 x
0 2
y 4 x
1 3
1 3
[1, 7] and [3, 3]

d
y 3 2 1 0 2 6 x
0 4
Function
e
y
y 7
1 2
0
1 2
1 2
[2, 6] and [5, 3]

e
y 3 8 3 0 2 2 x
0 7
Function
f
y 5
y 7 7 0 7 7 x 5
Function
g
y 10 10 0 10 10 x
[8, 2] and [7, 3]

f
y 5 2 1 0 3 6 x
y 2 3 2 3 0 2 3 2 3 x
Not a function
[0, 6] and [1, 5]
213
y 10
4 a B=
n 12
10
b B (hours)
4 5 11 5 0 1 x 2
c $90
3 a Domain = [0, ) b Domain = R\{0} c Domain = ( , 12] 4 a x + 2, x 0 b Domain = [0, ); range = [2, ) 5 a, b, e 1 6 a f : R \{0} R, f ( x) =
[11,
h
1] and
y 01
2
[2,
10]
x
60
120
b f : ( , 2] R, f ( x) = 7
y 5 4 3 2 1 2 1 0 1 2 3 4 5 y 1 x x
2 x
5 a T = 0.3x 6450 b T ($)

17 550
1
3 2
4650.30 37 001 80 000 x ($)
8 a
[1, 2] and [3, 0] 36 domain 6] and range [0, 6] or y = 36 x 2 ; domain [6, 6] and range [6, 0] 9 y = 2 + 9 x 2 ; domain [3, 3] and range [2, 5] or y = 2 9 x 2 ; domain [3, 3] and range [1, 2] 10 a 2 cm, 13.8 cm b 3.9 cm/s x2 ;
exercise 4J
0 1
8 y=
[6,
40, 70, 1 a C (t ) = 110, 160,

b C ($)
160 110 70 40 0
0 < t 1 1< t 2 2<t 4 4<t 6
c 6 a b 7 a b 8 a b 9 a c d 10 a b
Domain [37 001, 80 000]; range [4650.3, 17 550] $6150 P = 4x + 6 Domain (1, 6]; range (10, 30] A = x2 + 4x Domain (0, 8]; range (0, 96] P = 100 000(1.02)t $121 899 47 b 21 9 weeks 96 No, as t increases approaches zero, t+3 so N approaches 15. T = 6000 + 100n 50n2 c $11 T
6000 5000 4000 3000 2000 1000
Domain = [1, 1]; range = [1, 0]

b
y 2 1 4 0 (2, 1) 5 x
Domain = [1, 5]; range = [4, 2]

9 a
y 10 10 0 10 x2 + y2 = 100
10 x
b f 1 : [10, 10] R, f ( x) =
0 1 2 3 4 5 6 7 8 9 101112 n 1 2 3 4 5 6 t (hours)
No. of cars (n)
0.40, 0.60, 2 a C (d ) = 0.80, 1.70, 2.00,

b
Cost ($) 2.00 1.70 0.80 0.60 0.40 0 100 200
0 < d 50 50 < d 100 100 < d 200 200 < d 700 d > 700
Chapter reVieW
Short anSWer
(100 x 2 ) with dom f = [10, 10], ran f = [0, 10] and f 2 : [10, 10] R, f ( x) = (100 x 2 ) with dom f = [10, 10], ran f = [10, 0]
100 75 50 25 0 1 2 Number of truck loads y
10
Cost ($)
1 a
500 400 300 200 100 0 1 2 3 4 5 t (hours) Graph is not continuous as n N
11
b The number of cars is a discrete variable. c 120 y 2 a

Distance (km) 700 1 321 0 1 2 3 3 x
2 1 5 4321 1
5 3
1 2 3
3 a d (t ) = 90,
60t ,
0 t 1.5 1.5 t 2 80t 70, 2 t 4
12 a Dilation factor of 2 away from the

8 y = 1 x2
b Domain [0, 4]; range [0, 250] c i 60 km ii 170 km
b Domain = [3, 3]; range = [8, 1]
x-axis, reflection in the y-axis and vertical translation of 4 units in the positive direction of the x-axis.
214
b Dilation factor of 5 away from the
x-axis and a horizontal translation of 2 units up. c Dilation factor of 3 away from the x-axis, reflection in the y-axis, vertical translation of 2 units in the positive direction of the x-axis and a horizontal translation of 7 units up.
MUltiple ChoiCe
d (0, 13) e A (m2)

292 260 130
f (x) 12
(5, 12)
(2, 5) (1, 0) 2 0 1 5 x
2 4 6 8 10 12 14 x (m)
1 4 7 10 13 16 19 22 25 28
A C B D B C D A D B
2 5 8 11 14 17 20 23 26 29
D E E D C C E E E C
3 6 9 12 15 18 21 24 27 30
B C A E B A D A C E
f 292 m2 2 a x ( , 4)\{ 2} b [0, 18] c y=4 d y = 2x e y = 2x2 f y = 18x + 72
(0, 3) 4
(1, 4)
d i Domain = [2, 5] 4 a
2x
ii Range = [4, 12]
extended reSponSe
1 a A = xy + 10y x2 b P = 2x + 2y + 20 or c A = 260 + 16x 2x2
4, 2x, g f (x) = 2 2x , 18 x + 72
3 a 5, 0, 3, 4, 0 b a=5
x ( , 2) x ( 2, 0] x [0, 3] x [3, 4]
P = 2(x + y + 10)
b d e f g 5 a c d e
P(x) = 6x c 0<x4 Domain = (0, 4]; Range = (0, 24] P: (0, 4] R where P(x) = 6x A: (0, 4] R where A(x) = 2x2 Length = 3, Width = 6 A(x) = 0.2 + 0.3x b B(x) = 0.5 + 0.2x i 80 cents ii 90 cents i 16 min ii 22.5 min 3 min f Plan B
215
ChaPTeR 5
Exponential and logarithmic functions

ChaPTeR ConTenTS 5a 5B 5C 5D 5e 5F 5G 5h Index laws Negative and rational powers Indicial equations Graphs of exponential functions Logarithms Solving logarithmic equations Logarithmic graphs Applications of exponential and logarithmic functions
DiGiTal DoC doc-9749 10 Quick Questions
introduction
Functions in which the independent variable is an index number are called indicial or exponential functions. For example: f (x) = ax where a > 0 and a 1 is an exponential function. It can be shown that quantities that increase or decrease by a constant percentage in a particular time can be modelled by an exponential function. Exponential functions have applications in science and medicine (for example, decay of radioactive material, or growth of bacteria like those shown at right), and finance (for example, compound interest and reducing balance loans).
5a
index laws
a a a a = an n lots of a Index (or power or exponent) Base
Recall that a number, a, that is multiplied by itself n times can be represented in index notation:
where a is the base number and n is the index (or power or exponent). The expression an is read as a to the power of n or a to the n.
multiplication
When multiplying two numbers in index form with the same base, add the indices. For example, 23 24 = 2 2 2 2 2 2 2 = 27 am an = am + n
ChaPTeR 5 Exponential and logarithmic functions
217
Division
When dividing two numbers in index form with the same base, subtract the indices. 222222 = 24 For example, 26 22 = 22 am an = am n
Raising to a power
To raise an indicial expression to a power, multiply the indices. For example, (24)3 = 24 24 24 = 24 + 4 + 4 = 24 3 = 212 (am)n = am n = amn
Raising to the power of zero

Any number raised to the power of zero is equal to one. For example 23 23 = 23 3 = 20 or 23 23 = (2 2 2) (2 2 2) =88 =1 So 23 23 = 1 Using [1] and [2] we have 20 = 1. a0 = 1, a 0 [1]
[2]
Products and quotients

Note the following. For example, (2 3)4 = (2 3) (2 3) (2 3) (2 3) =23 23 23 23 =2222 3333 = 24 34
WoRkeD examPle 1
(ab)n = anbn
n n a = a b bn
Simplify. a 2x3y2 4x2y

Think
b (2x2y3)2 xy4
c (3a)5b6 9a4b3
6 2 3 5 d 8 p m (3 p) m
6 p4 m
WRiTe
Collect plain numbers (2 and 4) and terms with the same base. Simplify by multiplying plain numbers and adding powers with the same base. (Note: y = y1.) Remove the bracket by multiplying the powers. (The power of the 2 inside the bracket is 1.) Convert 22 to a plain number (4) first and collect terms with the same base. Simplify by adding powers with the same base. Write the quotient as a fraction. Remove the bracket by multiplying the powers. Simplify by first cancelling plain numbers. Complete simplification by subtracting powers with the same base. (Note: a1 = a.)
a 2x3y2 4x2y
= 2 4 x3 x2 y2 y
= 8x5y3
b (2x2y3)2 xy4
1 2 3
= 22 x4 y6 xy4
= 4 x4 x y6 y4 = 4x5y10
c (3a)5 b 6 9a 4 b 3 =
1 2
(3a)5 b6 9a 4 b 3 243a5 b6 9a 4 b 3 27a5 b6 a 4 b3
= =
3 4
= 27ab3
218
d 1 Expand the brackets by raising each term to
the power of 3.
2
6 2 3 5 6 2 3 3 5 d 8 p m (3 p) m = 8 p m 3 p m 4 4
6p m
6p m
Convert 33 to 27 and collect like variables. Simplify by first reducing the plain numbers, and then reducing the variables by adding the indices for multiplication and subtracting the indices for division. Simplify the indices of each base.
8 27 p6 p3 m 2 m 5 6 p4 m
= 36p6 + 3 4m2 + 5 1
= 36p5m6
WoRkeD examPle 2
Simplify
Think
1
6 a 4 b3 3 a 2 b . 16 a7 b6 2 a3 b2
WRiTe
Write the expression. Change the division sign to multiplication and replace the second term with its reciprocal (turn the second term upside down). Remove the brackets by multiplying the powers.
6a 4 b3 3a 2 b 16a 7 b6 2a3 b 2 =
6a 4 b 3 2a 3 b 2 16a 7 b6 3a 2 b 6 a 4 b 3 23 a 9 b 6 16a 7 b6 33 a6 b3
= = = =
Collect plain numbers and terms with the same base. Cancel plain numbers and apply index laws. Simplify.
6 8a 4 + 9 7 6 b 3 + 6 6 3 16 27 a0 b0 9 1 9
WoRkeD examPle 3
Write the following in simplest index notation and evaluate. 95 34 a 23 162 b 27 3

Think WRiTe
a 1 Rewrite the bases in terms of their prime factors.

2 3 4 5
a 23 162 = 23 (2 2 2 2)2
Simplify the brackets using index notation. Remove the brackets by multiplying the powers. Simplify by adding the powers. Evaluate as a basic number.
= 23 (24)2 = 23 28 = 211 = 2048

ChaPTeR 5 Exponential and logarithmic functions 219
b 1 Rewrite the bases in terms of their prime factors.

2
95 34 (3 3)5 34 = 273 (3 3 3)3 = = (32 )5 34 (33 )3 310 34 39
Simplify the brackets using index notation.
Remove the brackets by multiplying the powers. Write in simplest index form. Evaluate as a basic number.
4 5
= 35 = 243
Complex expressions involving terms with different bases have to be simplified by replacing each base with its prime factors.
WoRkeD examPle 4
Simplify
Think
1
3 4 n 18 n + 1 . 63 n 2
WRiTe
Rewrite the bases in terms of their prime factors. Simplify the brackets using index notation.
34 n 18n + 1 34 n (3 3 2)n + 1 = 63 n 2 (2 3)3n 2 = = 34 n (32 21 )n + 1 (2 3)3n 2 34 n 32 n + 2 2 n + 1 23n 2 33n 2
3 4
Remove the brackets by multiplying powers. Collect terms with the same base by adding the powers in the products and subtracting the powers in the quotients. Simplify.
= 34n + 2n + 2 (3n 2) 2n + 1 (3n 2)
= 36n + 2 3n + 2 2n + 1 3n + 2 = 33n + 4 2 2n + 3 = 33n + 4 23 2n
exercise 5a
1 We1a, b a a
index laws
Simplify each of the following.
b 52 57 (53)3 b 2a12b9 (2a)3b4 c (xy)3 x4y5 c (3x5)y11 6x2y2 d 3m2p5 (mp2)3 2m4p6 d p13q10 ( pq4)2
x2
x5
x3
2 We1c
Simplify each of the following. a2b5
a7b8
3 We1d
Simplify each of the following. 6 p8 m 4 2 p7 m 6 (3 x )2 y 2 5 x 6 y3 a b 9 p5 m 2 10 x 7 y 15a8 b3 2a3 b a 9a 4 b5 3ab 2

2
14u11v 9 (3u 2 )3 v 21u6 v 5 5k 12 d 6 kd 4 3 2 (2 k ) 25( k 2 d 3 )3
(5e3 )2 f 4 8e 4 f 3 20e f 5
4 We2 Simplify each of the following. b
220
5 mC a
3 p3 m 4 can be simplified to: p1m 2

B 3p4m6
4
a 3p2m2
C 3p3m8
D 3p3m2
e 3
6x y x can be simplified to: x 5 y3 (2 y)2

a 2x5y4
2
6 5
B 3x5y4
C x30y16
3ab3 a 2 b c is equal to: ab a5

a a18 B 3a6 C 3a6b D
3 x 9 y10 2
3x 5 2
3a15
6 Simplify each of the following. a
b6
e 3a6
x n + 1 y5 z 4 n x y4 n z 3 n
n2
( x n y m + 3 )2 x2 y n5 x n + 2 y3 m x y5 3m
c 53 152 32
7 We3 a
Write the following in simplest index notation. 42 8

b 37 92 273 81 e
24
d 205 84 125 8 a
34 272 f 64 35 Write the following in simplest index notation and evaluate.

b 94 35 27 f c g
8 52 23 10 (162 )3 (25 )4 411 82 163 4 n 7n 3 493n + 1 14 n + 2

d h
45 27 (625)4 e (53 )5
9
We4
272 (32 )3 272 81 93 35
(25)4 (125)3
Simplify the following.

c
92 n + 1 12 x 2 4 x b 6n 2 6x 2 5n 4 3 n 5n 5n + 1 3 16 9 d e* 5n + 1 + 5n 4 n + 1 181 n 63 2 n *Hint: Factorise the numerator and denominator first. 362 n 6n + 3 10 mC In simplest index notation, is equal to: 216n 2 a 216n + 5 B 65n + 1 C 62n + 5
a
2n
D 69
e 62n + 9
5B negative and negative powers
rational powers
Wherever possible, negative index numbers should be expressed as positive index numbers using the simple rule: When an index number is moved from the numerator to denominator or vice versa, the sign of the power changes. 1 a n = n , a 0 a This is easily verified as follows: 1 a0 = since a0 = 1 an an = a0 n using the division rule for indices =a n simplifying the index. a n 1 1 an = n and n = . In other words, 1 a a 1 A simple way to remember this rule is change the level, change the sign.

221
WoRkeD examPle 5
Express each of the following with positive index numbers.

5 a 8
4 b x y
4
TUToRial eles-1417 Worked example 5
( x 4 y) x 3 y3
Think
WRiTe
a 1 Remove the brackets by raising the denominator
and numerator to the power of 4.
a 5
= =
5 8
4 4
Interchange the numerator and denominator, changing the signs of the powers. Simplify by expressing as a fraction to the power of 4.
4 b x y
84 54
4
8 = 5
2
b 1 Remove the brackets by multiplying powers.

2
( x 2 y) x 3 y3
= =
x4 y
x 10 y x 3 y3

Collect terms with the same base by adding the powers on the numerator and subtracting the powers on the denominator.
x 6y 7 x 3 y3

=x
6 ( 3)
73
= x 3y
10
Rewrite the answer with positive powers.
1 x 3 y10
Rational powers
Until now, the indices have all been integers. In theory, an index can be any number. We will confine ourselves to the case of indices that are rational numbers (fractions).
1
a n , where n is a positive integer, is defined as the nth root of a: an = n a For example, we know that a a = a but a2 a2 = a2 = a1 =a a = a2
1 1 1 1 1 1 + 1 2 1
Therefore,
Similarly, 3 a = a 3 , 4 a = a 4 etc. a n is defined for all a 0 and n 0. In general,

m an 1
1 = an
( n a )m = n a m
222
WoRkeD examPle 6
Evaluate each of the following without a calculator.

a
3 16 2
9 b 25
Think
WRiTe
a 1 Rewrite the base number in terms of its
prime factors.
2
a 16 2 = (24 ) 2
Remove the brackets by multiplying the powers. Evaluate as a basic number.
= 26 = 64
b 9 25
3
b 1 Rewrite the base numbers of the fraction in
terms of their prime factors.

2
32 = 2 5 = = 3 5

Remove the brackets by multiplying the powers. Rewrite with positive powers by interchanging the numerator and denominator. Evaluate the numerator and denominator as basic numbers.
3 3
53 33 125 27
WoRkeD examPle 7
Simplify the following, expressing your answer with positive indices.

a
7
128 4 64
x 2 y6 x 3 y 5
WRiTe
7
Think

2 3 4 5
128 4 64
1 1
Write using fractional indices. Write 128 and 64 in index form. Multiply the powers. Simplify the powers.
= 128 7 64 4
1
= (27 ) 7 (26 ) 4 = 21 2 4 = 21 2 2 = 22
5 3 6

2 3
x 2 y6 x 3 y5
1 1
Express the roots in index notation. Remove the brackets by multiplying the powers.
= ( x 2 y6 ) 3 ( x 3 y5 ) 2
2
= x 3 y2 x 2 y 2
223
Collect terms with the same base by subtracting the powers. Simplify the powers. Rewrite with positive powers.
= x3 =x =
3 5 2 2y 2
5 6
1 6y 2
1
5 1 x6 y2
exercise 5B
DiGiTal DoC doc-9750 SkillSHEET 5.1 negative and rational powers
negative and rational powers

b
3 5
1 We5a a 6
Express each of the following with positive index numbers.

2
34 c 3 2
2 We5b a
( 2)3 2)
Simplify each of the following, expressing your answer with positive index numbers. ( x 2 )3 ( y 4 ) 2 ( m)2 m 3 2 4 b c x 5 ( y 2 )3 (p 2) 1 p 4 2 3

x5 (x 4 ) d x 3 (x 2 )
2 3
(3 2 )2 (2 5 ) 1 e (24 ) 2 (34 ) 3

x 3 y 2 ( xy 2 ) 3 (2 x 3 )2 ( y 3 )2

3 We6 a e
1 92 1 16 4 81 3
Evaluate the following without a calculator.

1 2 3
b 27 3 f
3 25 2 16
c 83 g
3 81 4
d 814 h
2 8 3 27
4 mC
a
25 125 simplifies to:

7 3 11 13
5 25 6
B 56
2
C 52
1
D 56
e 56
5 We7 Simplify each of the following, expressing your answer with positive indices. a d g
9 3 81
5 24
b
2
x3 x6
4
c f
(xy3 ) ( x 2 y) 1 x
(64 m 6 ) 3 e 4m 2
h ( y 4) y 4
( x + 1)2 x +1
5C
indicial equations
1 1
We can solve equations of the form x 3 = 2 as follows: ( x 3 ) 3 = 23 The left-hand side becomes x, so x = 8. However, when the unknown (or variable) is not a base number but is an index number, a different approach is required. Take the cube of both sides:
method 1: exact solutions without a calculator

To attempt to solve index equations exactly, express both sides of the equation to the same base and equate the powers. If am = an, then m = n.
WoRkeD examPle 8
Find the value of x in each of the following equations. a 3x = 81 b 4x 1 = 256 c 63x 1 = 362 x 3
Think WRiTe

2 3
3x = 81 3x = 34 x=4
Express both sides to the same base. Equate the powers.

b

2 3 4
4x 1 = 256 4x 1 = 44 x1=4 x=5
Express both sides to the same base. Equate the powers. Solve the linear equation for x by adding one to both sides.
c

2 3 4 5 6
63x 1 = 362x 3 63x 1 = (62)2x 3 63x 1 = (6)4x 6 3x 1 = 4x 6

1
Express both sides to the same base. Remove the brackets by multiplying the powers. Equate the powers. Subtract 3x from both sides to make x the subject. Add 6 to both sides to solve the equation.
=x6
x=5
More complicated equations can be solved using the same technique.

WoRkeD examPle 9
Solve for n in the following equation. 23n 16n + 1 = 32

Think
1 2 3 4
WRiTe
Write the equation. Express both sides using the same base, 2. Remove the brackets by multiplying the powers. Multiply the terms on the left-hand side by adding the powers. Equate the powers. Solve the linear equation for n.
23n 16n + 1 = 32 23n (24)n + 1 = 25 23n 24n + 4 = 25 27n + 4 = 25 7n + 4 = 5 7n = 1 n= 1 7
5 6
In some cases indicial equations can be expressed in a quadratic form and solved using the Null Factor Law. Look for numbers in index form similar to a2x and ax appearing in different terms.
WoRkeD examPle 10
Solve for x if 52x 4(5x) 5 = 0.

Think
1 2
WRiTe
Write the equation. Rewrite the equation in quadratic form. Note that 52x = (5x)2. Substitute y for 5x. Rewrite the equation in terms of y. Factorise the left-hand side. Solve for y using the Null Factor Law. Substitute 5x for y. Equate the powers. State the solution(s).
5
2x
4(5x)
5=0
(5x)2 4(5x) 5 = 0 Let y = 5x y2 4y 5 = 0. (y 5)(y + 1) = 0 y = 5 or y = 1 5x = 5 or 5x = 1 5x = 51 and 5x = 1 x=1 (5x = 1 has no solution.)
3 4 5 6 7 8 9
Note that in step 9, the possible solution 5x = 1 was rejected because there is no value of x for which it will be satisfied. Recall that exponential functions such as 5x are always positive.
method 2: Using a CaS calculator

If answers are not exact, the CAS calculator can be used to solve indicial equations.
WoRkeD examPle 11
Solve for x given 3

Think
1
2x+1
1 . Write your answer correct to 2 decimal places. 45

WRiTe
Use the solve feature of the CAS calculator: 1 solve 3 2 x + 1 = 5 , x 4
The result is x = 3.654 65.
Write the answer.
1 for x gives x = 3.65, 45 correct to 2 decimal places. Solving 3
2x +1
exercise 5C
indicial equations
e 4
1 We8a Find the value of x in each of the following equations. a 2x = 32 b 5x = 625 c 3x = 243 d 10
1 = 100
= 16
6x =
1 216
2 We8b Find the value of n in each of the following equations. 3n + 1 = 64 a 2 b 52n + 3 = 25 c 32 n = 27 d 16n + 3 = 23 3 We8c a 42x = 8x 1 4 We9
5 3n = e 49 1 7
364n 3 = 216
3x + 5 = d 9 1 243
Find x in each of the following.

b 274 x = 92x + 1 c 163x + 1 = 128x 2
Solve for x in each of the following equations.

b 52x 1253 x = 25 c 34x 27x + 3 = 81 d
a 2x 83x 1 = 64
812 x = 92 x 27 x + 3
226
5 We10 Solve for x in each of the following. a 32x 4(3x) + 3 = 0 b 22x 6(2x) + 8 = 0 2x) = 15(4x) 12 c 3(4 d 25x 30(5x) + 125 = 0 6 mC Consider the indicial equation 32x 12(3x) + 27 = 0. The equation can be solved by making the
substitution: a y = 3x D y = 2x
a y2 3y + 27 = 0 D y2 12y + 27 = 0 a 2 or 3 D 0 or 1
B y = 2x e y = 3x B y2 11y + 27 = 0 e y2 9y + 3 = 0 B 1 or 2 e 0 or 2
C y = 32x
7 mC The quadratic equation formed by the appropriate substitution in question 6 is:
C y2 + 12y + 27 = 0
8 mC The solutions to the equation in question 7 are x equals:
C 1 or 3
9 We11 Solve for x. Write your answer correct to 2 decimal places. a 2x = 3 b 3x = 8 c 10x = 45 d 4x = 10 10 mC The nearest solution to the equation 3x = 10 is:
a x = 2.5 D x=2 B x = 2.3 e x = 2.1 C x = 1.9
5D
Graphs of exponential functions

y y
Functions of the form f (x) = ax, where a is a positive real number other than 1 and x is a real number, are called exponential functions. In general, there are two basic shapes for exponential graphs: y = ax, a > 1 or y = ax, 0 < a < 1
y = ax, a > 1
1 0 x Asymptote y=0
y = ax, 0 < a < 1 Asymptote y=0 Decreasing exponential 0 x
Increasing exponential
However, in both cases: the y-intercept is (0, 1) the domain is R the asymptote is y = 0 (x-axis) the range is R+. x x Verify the shapes of these graphs by graphing, say y = 2x, y = 3x, y = 1 and y = 1 on a graphics 2 3 calculator. What is the effect of changing a on the steepness of the graph?
Reflections of exponential functions

The graph of y = a x is obtained by reflecting y = ax in the y-axis.
The graph of y = ax is obtained by reflecting y = ax in the x-axis.

y y = ax, a > 1 1 0 x y = ax, a > 1 Asymptote y=0
y y= y= 0 ax, a>1
ax,
a>1 Asymptote x y=0
227
horizontal translations of exponential functions

The graph of y = a x + b is obtained by translating y = ax: 1. b units to the right if b < 0 2. b units to the left if b > 0. For example, the graph of y = 2x 3 is obtained by translating y = 2x to the right 3 units. Check this graph using a graphics calculator. Note also that 2 x 3 = (2 x )(2 3 ) = 1 2 x , so the effect is identical to that of 8 multiplying by a constant.
y y = 2x y = 2x 3
()
2 1 1 0 1 2 3 4
3 units x Asymptote y=0
Vertical translations of exponential functions

The graph of y = ax + c is obtained by translating y = ax: 1. up by c units if c > 0 2. down by c units if c < 0. Furthermore the equation of the asymptote becomes y = c. For example, the graph of y = 10x 5 is obtained by translating y = 10x down by 5 units. 5 units The equation of the asymptote is y = 5. 4. The y-intercept is Check this graph using a graphics calculator.
y 10 5
y = 10 x
y = 10 x 5 1 1 4 5 1 x
Asymptote y = 5
Dilation from the x-axis

The graph of y = Aax (for positive, real values of A) has a dilation factor of A. The graph is stretched along the y-axis, away from the x-axis (as each y-value is being multiplied by the constant A). Consider the graphs below. The y-intercept in each case is equal to A. Also, as A increases, the graph becomes steeper; as A decreases, the graph becomes less steep. The domain, range and asymptotes are the same as for f (x) = ax.
y f(x) = 4 2x f(x) = 3 2x f(x) = 2x 4 3 (0, 3) 2 1 (0, 1) Asymptote 01 2 3 x y=0 3 2 1 (0, 4) y 2 (0, 1)
(0, 1) 2
(1, 2) (1, 1)
f(x) = 2x f(x) =
1 2
2x
1 4
f(x) =
2x
(0, 1) (1, 2 ) Asymptote 4 x 0 y=0 1
Dilation from the y-axis
The graph of y = akx (for k > 0) has a dilation factor of k from the y-axis. The graph is said to be stretched along the x-axis. Consider the graphs at below. The y-intercept is (0, 1) in each case. As k increases, the graph becomes steeper and closer to the y-axis. The domain, range and asymptotes are the same as for f (x) = ax.
y 4 2 (0, 1) 3 2 1 01 2 3 x Asymptote y=0 f(x) = 22x f(x) = 2x x f(x) = 22
228
WoRkeD examPle 12
Find the equation of the asymptote and the y-intercept for each of the following functions. Hence, sketch the graph of each function and state its domain and range. a f : R R, f (x) = 2x + 3 5
b f : R R, f ( x ) = 3 2 2
Think
x
WRiTe/DRaW
a 1 Write the rule.

2
a f (x) = 2x + 3 5
The graph is the same as y = 2x translated 3 units left and 5 units down. State the asymptote. Evaluate y when x = 0 to find the y-intercept. The asymptote is y = 5. When x = 0, y = 23 5 =3 Therefore, the y-intercept is (0, 3).
y f(x) = 2x +3 5 3 0 x Asymptote y = 5
3 4
Locate the y-intercept and asymptote on a set of axes. Sketch the graph of the exponential function using the y-intercept and asymptote as a guide.
5
7
Use the graph to state the domain and range.
The domain is R and the range is (5, ).

b f (x) = 3 2 2
x
b 1 Write the rule.
Find the y-intercept by letting x = 0, or recall that the y-intercept is equal to A in f (x) = Aa x.
f (0) = 3 2 2 = 3 20 = 31 =3 The y-intercept is 3. The horizontal asymptote is the x-axis. f (2) = 3 2 2 = 3 21 = 3 2 =6 Another point is (2, 6).
y 6 (0, 3) 0 Asymptote x y=0 f(x) = 3 22 (2, 6)
x 2
3 4
Locate the horizontal asymptote. Locate another point on the graph. This is necessary to be able to see the effect of the dilation. Locate the second point by substituting a value for x into the equation and evaluating a corresponding y-value. Sketch the graph. Note: The asymptote remains at y = 0 as there is no vertical translation.
State the domain and the range.
The domain is R and the range is R+.
229
WoRkeD examPle 13
Use a CAS calculator to solve 2x = 15 (correct to 2 decimal places) by finding the intersection of two graphs.
Think
1
WRiTe
Enter the left-hand side as a function into the CAS calculator. Enter the right-hand side as a function into the CAS calculator. Graph the two functions and use the intersection points feature of the CAS calculator. Write the answer.
f1(x) = 2x f2(x) = 15 The graphs intersect at (3.91, 15).
exercise 5D

b y = 5x x d y=2 3x f y= h y = 0.5x
1 Sketch the graph of each of the following on separate axes. (Use a table of values or copy a
DiGiTal DoC doc-9751 SkillSHEET 5.2 Substitution in exponential functions
CAS calculator screen). a y = 3x c y = 10x e y=4 x g y = 3 x

2 Sketch the following graphs, using a table of values or by copying a CAS calculator screen. State the
equation of the asymptote and the y-intercept for each.

a y = 2(3x) c b y = 0.5(4x) d
y = 4 (2 x )
y = 4 1
3
3 We12a
Find the equation of the asymptote and the y-intercept for each of the following. Hence, sketch the graph of each and state its domain and range. a f : R R, f (x) = 2x 1 b f : R R, f (x) = 3x + 2 c f : R R, f (x) = 51 x d f : R R, f (x) = 2x + 3 e f : R R, f (x) = 3x 3 f f : R R, f (x) = 2x + 3 1 h f : R R, f (x) = 102 x + 5 6 x+3 g f : R R, f (x) =
4 mC a The rule for the graph at right is:

a B C D e
y = 3x 2 y = 3x y = 2x 3 y = 3x + 2 y = 3x 1
y 3 2 1
Asymptote 0 1 2 3 x y=0 y
b The rule for the graph at right is:

a B C D e
y = 2x 3 y = 3x 2 y = 2x + 1 3 y = 2x 1 + 3 y = 2x 1 3
0 2 3 4 (1, 2)
x y = 3
5 We12b Sketch the graph of each of the following, stating the domain and range. a f : R R, f (x) = 22x b f : R R, f (x) = 23x x c f : R R, f (x) = 3 2 d f : R R, f (x) = 5 32x e f : R R, f ( x ) = 2 5 2 230 Maths Quest 11 Mathematical Methods CAS
x x
f : R R, f ( x ) = 2 2 3
6 Sketch a graph of f (x) = 4 23x + 3, stating the domain and range. Compare your answer to that found
using a CAS calculator.

7 We13 Use a CAS calculator to solve the following indicial equations using the intersection of two
graphs. Give answers rounded to 2 decimal places. a 2x = 10 b 10x = 20 c 3x = 12
d 2x = x + 3
e 3x = x + 4
DiGiTal DoC doc-9752 WorkSHEET 5.1
5e
logarithms
Logarithm y = ax Base numeral Base
The index, power or exponent (x) in the indicial equation y = ax is also known as a logarithm. This means that y = ax can be written in an alternative form: loga (y) = x, which is read as the logarithm of y to the base a is equal to x. For example, 32 = 9 can be written as log3 (9) = 2. 105 = 100 000 can be written as log10 (100 000) = 5. In general, for a > 0 and a 1:
ax = y is equivalent to x = loga (y).
Using the indicial equivalent, it is possible to find the exact value of some logarithms.
WoRkeD examPle 14
Evaluate the following without a calculator. 1 a log6 (216) b log 2 ( 8 )

Think WRiTe
a 1 Let x equal the quantity we wish to find.

2 3 4
a Let x = log6 (216)
Express the logarithmic equation as an indicial equation. Express both sides of the equation to the same base. Equate the powers.
6x = 216 6x = 63 x=3
1 b Let x = log2 8
b 1 Write the logarithm as a logarithmic equation.

2
Express the logarithmic equation as an indicial equation.
2x =
1 8 3 2
= 1
3 4
Express both sides of the equation to the same base. Equate the powers.
= (2 1 )3 x =2 3 2

x = 3
logarithm laws
The index laws can be used to establish corresponding rules for calculations involving logarithms. These rules are summarised in the following table. Name Logarithm of a product Logarithm of a quotient Logarithm of a power Logarithm of the base Logarithm of one Rule loga (mn) = loga (m) + loga (n)
loga m = loga (m) loga (n) n
Restrictions m, n > 0 a > 0, a 1 m, n > 0 a > 0 and a 1 m>0 a > 0 and a 1 a > 0 and a 1 a > 0 and a 1
loga (m)n = n loga (m) loga (a) = 1 loga (1) = 0
231
It is important to remember that each rule works only if the base, a, is the same for each term. The logarithm of a product and logarithm of a quotient rules formed the basis for the pre-1970s calculation device for multiplication and division the slide rule.
WoRkeD examPle 15
Simplify, and evaluate where possible, each of the following without a calculator. a log10 (5) + log10 (4) b log2 (12) + log2 (8) log2 (3)
Think WRiTe
a 1 Apply the logarithm of a product rule. a log10 (5) + log10 (4) = log10 (5 4)
2
Simplify. Multiply the base numerals of the logs being added since their bases are the same. Apply the logarithm of a quotient law. Simplify, noting that 32 is a power of 2. Evaluate using the logarithm of a power and logarithm of the base laws.
= log10 (20)
b log2 (12) + log2 (8) log2 (3) = log2 (12 8) log2 (3)
b 1
= log2 (96) log2 (3)
= log2 (96 3) = log2 (32) = log2 (2)5 = 5 log2 (2) =5
3 4
WoRkeD examPle 16
Simplify 3 log2 (5) 2 log2 (10).

Think
1
WRiTe
Express both terms as logarithms of index numbers. Simplify each logarithm. Apply the logarithm of a quotient law. Simplify.
3 log2 (5) 2 log2 (10) = log2 (5)3 log2 (10)2 = log2 (125) log2 (100) = log2 (125 100) = log2
5 4
2 3
or log2 (1.25)
WoRkeD examPle 17
Simplify each of the following. log 8 (49) a b 2 log10 (x) + 1 log 8 (343)
Think
c 5 log10 (x) 2
WRiTe
a 1 Express each base numeral as powers
to the same base, 7.

2
log8 (49) log8 (7)2 = log8 (343) log8 (7)3 = = 2 log8 (7) 3 log8 (7)
2 3
Apply the logarithm of a power law. Simplify by cancelling out the common factor of log8 (7).
232
b 1 Express 2 log10 (x) as log10 (x)2 and
1 as a logarithm to base 10 also.
b 2 log10 (x) + 1 = log10 (x)2 + log10 (10)
Simplify using the logarithm of a product law. 2 as 2 log10 (10).

c 5 log10 (x) 2
= log10 (10x2)
c 1 Express 5 log10 (x) as log10 (x)5 and

2 3
= log10 (x)5 2 log10 (10)
Express 2 log10 (10) as log10 (10)2. Simplify using the logarithm of a quotient law.
= log10 (x)5 log10 (10)2 x5 = log10 2 10 x5 = log10 100
WoRkeD examPle 18
Evaluate each of the following expressions, correct to 3 decimal places. a log2 (5) b log7 (8)
Think WRiTe
a & b 1 On a Calculator page, complete the
entry lines as: log2 (5) log7 (8)

2
Write the answer.
a log2 (5) = 2.332 b log7 (8) = 1.069, correct to 3 decimal places.
exercise 5e
1 a 23 = 8
logarithms
Express the following indicial equations in logarithmic form. b 35 = 243 c 50 = 1 2 1 d 0.01 = 10 e bn = a f 2 4= 16 Express the following logarithmic equations in indicial form.
a log4 (16) = 2 d log3 (27) = 3 g b log10 (1000 000) = 6 e log5 (625) = 4 h logb (a) = x
B 5 C 1 D 2 e
c f
log2
log2 (128) = 7
1 2
= 1
log3 1 9
= 2
3 mC The value of log5 (25) is:

a 2
4 mC When expressed in logarithmic form,

a log3 (8) = 512 D log512 (3) = 8
= 512 is: B log3 (512) = 8 e log8 (3) = 512 83
C log8 (512) = 3
When expressed in indicial form, log10 (10 000) = 4 is: a = 10 000 B 10 0004 = 10 C 10 00010 = 4 10 000 = 4 10 = 10 000 D 10 e 4
mC
104
6 We14
Evaluate each of the following.

b log3 (81) f j c log5 (125) g log2 (0.25) k log3 d log2 h l
a log2 (16) e log10 (1000) i
log10 (0.000 01) log2 1 64
log2 (32)
(3)
1 4 1 log3 243 logn (n5)
233
7 We15
Simplify the following, and evaluate where possible.

b log3 (7) + log3 (15) e log2 (20) log2 (5) h log4 (25) + log4 c log10 (20) + log10 (5) f log3 (36) log3 (12) i
a log2 (8) + log2 (10) d log6 (8) + log6 (7) g log2

1 3
+ log2 (9)
1 5
log3 (8) log3 (2) + log3 (5)
8 We16 Simplify each of the following. a 3 log10 (5) + log10 (2) b 2 log2 (8) + 3 log2 (3) c log5 (12) 2 log5 (2) d 4 log10 (2) 2 log10 (8) e g
1 3 1 2
log2 (27) 2 log2 (36) log3 (16) + 2 log3 (4)
log2 (x 4) + 3 log2 (x)
h 2 log10 (x + 3) log10 (x 2)
9 We17a Simplify the following. a d g
log3 (25) log3 (125) 3log5 (27) 2 log5 (9) 2 log2 ( x + 1)3 log2 ( x + 1)
b e
log2 (81) log2 (9) log3 ( x 6 ) log3 ( x 2 )
c f
2 log10 (8) log10 (16) log10 ( x 3 ) log10 ( x )
10 mC The expression log10 (xy) is equal to:

a log10 (x) log10 (y) D y log10 (x) a x log5 (y) B y log5 (x)
1
B log10 (x) log10 (y) e log10 (x) + log10 (y) C 5 logx (y)
64 15
log10 ( x ) log10 ( y)
e 5y
11 mC The expression log5 (xy) is equal to:
D log5 (x) + log5 (y)
12 mC The expression 3 log2 (64) + log2 (5) can be simplified to:

a log2 (40) B 1 C
log2
D log2 (20)
e log2 3
320
13 mC The expression
a log4 (x3) B
log4 ( x 5 ) can be simplified to: log4 ( x 2 ) log4 ( x 2 )

5
5 2
D log4 (x5 x2)
e log4 (x7)
14 We17b Express each of the following in simplest form. a log3 (27) + 1 b log4 (16) + 3 d 2 + 3 log10 (x) e 4 log3 (2) 2 log3 (6) + 2
c 3 log5 (2) 2 f
1 2
+ 3 log10 ( x 2 )
15 We18 Evaluate the following, correct to 3 decimal places where appropriate. a log2 (16) b log3 (81) c log10 (0.001) d log2 (9) e log3 (4) + log2 (7)
5F Solving logarithmic logarithms to the base 10
equations
Logarithms to the base 10 are called common logarithms and can be evaluated using the log function on a calculator. Note: The logarithm of a negative number or zero is not defined. Therefore: loga (x) is defined for x > 0, if a > 0. This can be seen more clearly using index notation as follows: Let n = loga (x.) Therefore, an = x (indicial equivalent of logarithmic expression). However, an > 0 for all values of n if a > 0 (positive based exponentials are always positive). Therefore, x > 0.
WoRkeD examPle 19
Find x if log3 (9) = x 2.

Think
1 2
WRiTe
Write the equation. Simplify the logarithm using the logarithm of a power law and the fact that log3 (3) = 1. Solve for x by adding 2 to both sides.
log3 (9) = x 2 log3 (32) = x 2 2 log3 (3) = x 2 2=x2 x=4
WoRkeD examPle 20
Solve for x if log6 (x) = 2.

Think
1 2 3
WRiTe
Write the equation. Express in index form. Evaluate the index number.
log6 (x) = 2 Therefore, x = 6 2.
x= =
1 62 1 36
WoRkeD examPle 21
Solve for x given that 2 log x (25) = 4, x > 0.

Think
1 2 3 4 5
WRiTe
Write the equation. Divide both sides by 2. Write as an index equation. Express both sides of the equation to the same base, 5. Equate the bases. Note that x = 5 is rejected as a solution, because x > 0.
2 logx (25) = 4 logx (25) = 2 Therefore, x2 = 25. x2 = 52 x=5
WoRkeD examPle 22
Solve for x correct to 3 decimal places, if 2x = 7.

Think
1 2 3
WRiTe
Write the equation. Take log10 of both sides. Use the logarithm of a power law to bring the power, x, to the front of the logarithmic equation. Divide both sides by log10 (2) to get x by itself. Evaluate the logarithms correct to 4 decimal places, at least one more than the answer requires.
2x = 7 log10 (2x) = log10 (7) x log10 (2) = log10 (7) Therefore x = x= log10 (7) g ( log10 (2) g (
4 5 6
Solve for x.
0.8451 0.3010 x = 2.808
235
Therefore, we can state the following rule: If ax = b, then x = log a ( b) g log a ( a) g
= log a ( b) g This rule applies to any base a, but 10 is the most commonly used base for this solution technique.
exercise 5F
1 We19 a log2 (4) = x
Solving logarithmic equations

b log9 (1) = x f b e h k c log10
1 10
Find x in each of the following. =x

d log3
1 9
=x
e 2 log2 (8) = x 2 We20 a d g j
log3 (81) = 2x
g log10 (1000) = 2x 1
Solve for x. log2 (x) = 3 log10 (x) = 1 log3 (x 3) = 3 2 log6 (3x) = 1
log3 (x) = 2 c log5 (x) = 4 log8 (x) = 1 f log3 (x) = 3 log2 (3x + 1) = 4 i log10 (2x) = 1 log3 (5) log3 (4) = log3 (x) log3 (8)
c 3 logx (16) = 6 f
3 We21
2 log
Solve for x given that:

b logx (125) = 3
1 x 100
a logx (36) = 2 d
=4
e h
B x=3 B 512
1
1 log x 2
(64) = 3
1 32
5 logx (625) = 10
g logx + 1 (27) = 3
a x=2
log3 x 1
= 5.
D x=0 D 2 D 1 D x = 4 e x = 2 e
1 2
4 mC a The solution to the equation log7 (343) = x is: b If log8 (x) = 4, then x is equal to:
a 4096 a 3 a x=8 C x=1 C 64 C 81 C x=9
c Given that log x (3) = 2 , x must be equal to:

B 6 B x=6 e 9 e x=2
d The solution to the equation log3 (x) 2 = log3 (x 8) is:
5 We22 Solve the following equations for x, correct to 3 decimal places. a 2x = 11 b 2x = 0.6 c 3x = 1.7 x=3 x 1 = 18 e 0.7 f 10 g 22x + 1 = 5 2 x = 0.75 i 8 6 mC The nearest solution to the equation 4x = 5 is:
a x = 0.86
d 5x = 8 h 10 2x = 7
B x = 1.2 B x = 0.13
C x = 1.25
D x=1
e x = 0.5 e x = 0.13
7 mC The nearest solution to the equation

a x = 0.18
0.62x 1
C x = 0.18
= 2 is:
D x = 0.71
5G
DiGiTal DoCS doc-9821 Investigation investigating logarithmic graphs 1 doc-9822 Investigation investigating logarithmic graphs 2 inTeRaCTiViTY int-0264 logarithmic graphs
logarithmic graphs
The graphs of y = loga (x) and y = ax are reflections of each other across the line y = x. Functions such as these that are reflections of each other in the line y = x are called inverses of each other. Consider the logarithm loga (ax). This logarithm can be simplified using the log laws.
loga (ax) = x loga (a) =x1 =x Notice how the logarithm with base a and the exponential with base a have a cancelling effect on one another, demonstrating that they are inverse operations. This is similar to the way that multiplication and division have a cancelling effect. Multiplication and division are also inverse operations of each other.
236
Consider now the exponential aloga (x). As the logarithm with base a is the inverse operation to the exponential with base a, the expression aloga (x) simplifies to give x. That is, aloga (x) = x. The inverse properties of logarithms and exponentials can be used to plot the graphs of logarithmic functions. Alternatively, a table of values can be used. For example: y = log10 (x) x y
1
1 0
2 0.301
3 0.477
4 0.602
undefined undefined
y Asymptote x=0 f(x) = log10 (x)
The graph of y = loga (x) does not exist for values of x 0. It is an increasing function. There is a vertical asymptote along the y-axis, and so there are no y-intercepts. The x-intercept for all values of a is always (1, 0). Thats because loga (1) = 0. Another point on the graph is (a, 1). Thats because loga (a) = 1. The domain of the function is R+ and the range is R.
WoRkeD examPle 23
Sketch the graph of f (x) = log2 (x).

Think
1
WRiTe/DRaW
Realise that f (x) = log2 (x) is the inverse of f (x) = 2x, so these two graphs are reflections of each other across the line y = x. Alternatively, recall the basic shape of the logarithmic graph. Sketch the basic shape on a set of axes. Mark the x-intercept (1, 0). Mark a second point on the graph (a, 1), which in this case is (2, 1).
f(x) = 2x
y=x
f(x) = log2 (x)

x
3 4
(2, 1) 0 (1, 0)
WoRkeD examPle 24
Find the equation of the inverse of f (x) = 2x.

Think
1 2 3 4 5 6
WRiTe
Write the function using (x, y) notation. Interchange x and y. Take the logarithm to base 2 of both sides. Simplify using loga (mn)=n loga (m). Simplify using loga (a) = 1. State the inverse of f.
y = 2x x = 2y log2 (x) = log2 (2y) log2 (x) = y log2 (2) log2 (x) = y f 1(x) = log2 (x)
exercise 5G
logarithmic graphs
c 3 log5 (5y) d 5 20 log20 (x) c f (x) = log8 (x) f f (x) = log15 (x) ChaPTeR 5 Exponential and logarithmic functions 237
1 Simplify the following expressions. log (b) a log2 (2x) b 10 10
2 We23 Sketch the graphs of each of the following. a f (x) = log2 (x) b f (x) = log5 (x) d f (x) = log10 (x) e f (x) = log12 (x)
3 Compare the steepness of each of the graphs in question 2, and hence explain how changing the base, a,
affects the steepness of a logarithmic graph of the type f (x) = loga (x).
4 We24 Find the equation of the inverse of the following. a f (x) = 3x b f (x) = 4x c f (x) = log5 (x)
Further work on logarithmic graphs is available on your eBookPLUS.
DiGiTal DoCS doc-9754 logarithmic graphs doc-9755 Extension logarithmic graphs
applications of exponential and logarithmic functions

5h
Exponential and logarithmic functions can be used to model many practical situations in science, medicine, engineering and economics.
WoRkeD examPle 25
A square sheet of paper that is 0.1 mm thick is repeatedly folded in half. a Find a rule that gives the thickness, T mm, as a function of the number of folds, n. b What is the thickness after 10 folds? c How many folds are required for the thickness to reach 6 cm?
Think WRiTe
1 2
T = 0.1 when n = 0 and doubles with each fold. This doubling implies that the base should be 2. Complete a table of values showing the thickness, T, for values of n from 0 to 5. Determine the rule for T(n). There is a doubling term (2n) and a multiplying constant for the starting thickness (0.1). Compare the rule for T(n) against the table of values in step 2. Substitute n = 10 into the formula for T. Calculate T. Change 6 cm to millimetres. Substitute T = 60 into the formula. Divide both sides by 0.1. Take log10 of both sides. Use the logarithm of a power law to bring the power n to the front of the logarithm. Divide both sides by log10 (2). Evaluate. Round the answer up to the nearest whole number, as the number of folds are positive integers and if you round down the thickness will not have reached 60 mm.
a When n = 0, T = 0.1, and as n increases
by 1, T doubles. n T 0 0.1 1 0.2 2 0.4 3 0.8 4 1.6 5 3.2
T(n) = 0.1(2n)
1 2
b When n = 10,
T(10) = 0.1(210) T = 102.4 mm
1 2 3 4 5
c 6 cm = 60 mm
When T = 60, 60 = 0.1 (2n) 600 = 2n log10 (600) = log10 (2n) log10 (600) = n log10 (2) n= log10 (600) log10 (2)
6 7 8
n 9.23 Therefore, n = 10 folds.
238
WoRkeD examPle 26
The price of gold since 1980, P (dollars per ounce), can be modelled by the function P = 400 + 50 log10 (5t + 1), where t is the number of years since 1980. a Find the price of gold per ounce in 1980. b Find the price of gold in 2006. c In what year will the price pass $550 per ounce?
Think
WRiTe
a 1 State the modelling function.

2 3
a P = 400 + 50 log10 (5t + 1)
Determine the value of t represented by the year 1980. Substitute t into the modelling function. Evaluate P. t represented by the year 2006.
In 1980, when t = 0, P = 400 + 50 log10 [5(0) + 1] = 400 + 50 log10 (1) P = 400

b t = 2006 1980
b 1 Repeat part a by determining the value of

2
= 26
Substitute the value of t into the modelling function and evaluate P.
When t = 26, P = 400 + 50 log10 [5(26) + 1] = 400 + 50 log10 (131) = 400 + 105.864 = $505.86
c
c 1 Since P = 550, substitute into the modelling
function and solve for t.

2
550 = 400 + 50 log10 (5t + 1) 150 = 50 log10 (5t + 1) 3 = log10 (5t + 1) 103 = 5t + 1 1000 = 5t + 1 999 = 5t 199.8 = t The price of gold will reach $550 in 1980 + 199.8 = 2180 (approximately).
Simplify by isolating the logarithm part of the equation. Express this equation in its equivalent indicial form. Solve this equation for t.
3 4
Convert the result into years.
applications of exponential and logarithmic functions

exercise 5h
1 We25 Before a mice plague that lasts 6 months, the population of mice in a country region is
estimated to be 10 000. The mice population doubles every month during the plague. If P represents the mice population and t is the number of months after the plague starts: a express P as a function of t b find the population after: i 3 months ii 6 months c calculate how long it takes the population to reach 100 000 during the plague.
2 We26 The population of a town, N, is modelled by the function N = 15 000(20.01t), where t is the a b c d
number of years since 1980. Find the population in 1980. Find the population in: i 1985 ii 1990. What is the predicted population in 2015? In what year will the population reach 20 000?
3 The weight of a baby, W kg, t weeks after birth can be modelled by W = 3 log10 (8t + 10). a Find the initial weight. b Find the weight after: i 1 week ii 5 weeks iii 10 weeks. c Sketch the graph. d When will the baby reach a weight of 7 kg? 4 If $A is the amount an investment of $P grows to after n years at 5% p.a. using compound interest: a write A as a function of P b use the function from a to find the value of $10 000 after 10 years c calculate how many years it will be until an investment of $10 000 reaches $26 500. 5 The value of a car, $V, decreases according to the function V = 25 000 2 0.1t, where t is the number of
years since the car was purchased. a Find the value of the car when new. b Find the value of the car after 6 years. c In how many years will the car be worth $10 000?
6 The temperature, T (C), of a cooling cup of coffee in a room of
temperature 20 C can be modelled by T = 90(3 0.05t ) , where t is the number of minutes after it is poured. a Find the initial temperature. b Find the temperature: i 3 minutes after pouring ii 6 minutes after pouring. c How long is it until the temperature reaches half its initial value?
N = 120(1.1t ), where t is the number of years since introduction. a Find the initial number of deer in the reserve. b Find the number of deer after: i 2 years ii 4 years iii 6 years. c How long does it take the population to treble? d Sketch the graph of N versus t. e Explain why the model is not reliable for an indefinite time period. 8 After a recycling program is introduced, the weight of rubbish disposed of by a household each week is given by W = 80(2 0.015t ), where W is the weight in kg and t is the number of weeks since recycling was introduced. a Find the weight of rubbish disposed of before recycling starts. b Find the weight of rubbish disposed of after recycling has been introduced for: i 10 weeks ii 40 weeks. c How long is it after recycling starts until the weight of rubbish disposed of is half its initial value? d i Will the model be realistic in 10 years time? ii Explain. 9 The number of hectares (N) of forest land destroyed by a fire t hours after it started is given by N = 40 log10 (500t + 1). a Find the amount of land destroyed after: i 1 hour ii 2 hours iii 10 hours. b How long does the fire take to burn out 155 hectares?
7 A number of deer, N, are introduced to a reserve. The deer population can be predicted by the model
240
10 A discus thrower competes at several competitions during the year. The best distance, d metres,
that he achieves at each consecutive competition is modelled by d = 50 + log10 (15n), where n is the competition number. a Find the distance thrown at the: i 1st competition ii 3rd competition iii 6th competition iv 10th competition. b Sketch the graph of d versus n. c How many competitions does it take for the thrower to reach a distance of 53 metres?
P = 400(100.08t), 0 t 20. After 20 months, fishing is allowed and the population is then modelled by P = 15 000 + 924 log10 [10(t 19)], t 20. a Find the initial population. b Find the population after: i 5 months ii 15 months iii 25 months iv 40 months. c How long does it take the population to pass 10 000? 7 12 A ball is dropped from a height of 5 metres and rebounds to 10 of its previous height. a Find the rule that describes the height of the ball (h metres) after n bounces. b Find the height after: i 4 bounces ii 8 bounces. c Sketch the graph of the height of the ball after n bounces. 13 A computer appreciates in value by 10% per year. If the computer costs $5000 when new, find: a the rule describing the value, V, of the computer at any time, t years, after purchase b the value of the computer after 6 years c the number of years it takes to reach double its original value.
14 From the start of 1996, a small mining town has seen a steady increase in population until 2000 as the
11 The population, P, of a certain fish t months after being introduced to a reservoir is
price of minerals improved and mining was extended. Year Population (P)
a b c d
1996 700
1997 750
1998 804
1999 870
2000 925
Let 1996 be t = 0; then 1997 will be t = 1 and so on. Plot P against t. What does the shape of the curve look like? Calculate the ratio of the population in 1997 to the population in 1996. Calculate all the ratios in successive years, and hence estimate the percentage annual increase or growth. To obtain an accurate estimate of population growth, follow these steps. e On the table above, evaluate log10 (P). f Plot log10 (P) against t. Are the points approximately collinear? g Draw a line of best fit and find its gradient and the intercept on the y-axis. h Write the equation for the line. i Show that P = 700(1.07)t. Is this close to your estimate in d? j Use this formula to estimate the population in 2001 and 2002. k When might the population have reached 2000? l In fact there was a downturn in the population as the mine output decreased. From 2000 onwards there was an annual decline of 10% in population. During which year did the population reduce to below 600?
15 A used car dealership keeps data on the value of the Fraud Atlas (new at the start of 2005) over 5 years.
Year (t) Value (V)

a b c d e
2005 45 000
2006 35 500
2007 28 000
2008 22 500
2009 18 000
Let t = 2005 be x = 0; then 2006 will be x = 1 and so on. Plot V against x. What does the shape of the curve look like? Calculate the ratios of values of the car in successive years, e.g. V2006 V2005 and so on. Estimate the annual rate of depreciation. For a more accurate result, evaluate log10 (V).
f g h i j k l
Plot log10 (V) against x. Are the points approximately collinear? Draw a line of best fit and find its gradient and the intercept on the y-axis. Write the equation for the line. Show that V = 45 000(0.79)x (or a formula close to it). What is the annual rate of depreciation? Use this formula to estimate the cars values in 2010 and 2011. When will it reach a value of $7000?
16 Johannes Kepler was a German astronomer born in the 16th century. He used data collected by Tycho
Brahe to formulate an equation or law connecting the period of a planets revolution around the sun to the radius of its orbit. The following table contains the data Kepler used. The radius of the orbit is expressed as a proportion of Earths orbit (with the period given in days). Planet Mercury Venus Earth Mars Jupiter Radius (R) of orbit 0.389 0.724 1.000 1.524 5.200 Period (T) 87.77 224.70 365.25 686.98 4332.62
a Plot T against R (using (0,0) too). What does the graph look like?
The graph has the form T = aRb, where a and b are constants. b To find them, find log10 (R) and log10 (T). c Plot log10 (T) against log10 (R) on graph paper. Are the points collinear? d Draw a line of best fit and find its gradient, correct to 2 decimal places. e Read off the intercept on the y-axis and write it as the equivalent logarithm. f Write an equation for the straight line. g By transposition, show that T = 365.25R1.50 (or a formula close to it). h If Saturns orbit has a radius of 9.510, find its period using the formula above. The actual period is 10 759.2 days. Why is there a difference in the results? i Keplers Law is T 2 = kR3. What is the value of k?
Summary
index laws
am an = am + n am an = am n (am)n = amn a0 = 1 (ab)n = anbn n n 6. a = a b bn To simplify indicial expressions: when dealing with questions in the form (expression 1) (expression 2), replace expression 2 with its reciprocal and change to remove brackets using laws 4, 5 and 6 collect plain numbers and terms of the same base simplify using laws 1, 2 and 3. 1. 2. 3. 4. 5.
n
1 ,a0 an
1
an = n a
n a n = (a n ) m = ( n a ) m = a m m
indicial equations
If am = an, then m = n. A graphics calculator may be used to solve indicial equations, using the solve function. f ( x) = ax, a > 1; f ( x) = ax, 0 < a < 1 The y-intercept is (0, 1). The asymptote is y = 0 (x-axis). The domain is R. The range is R+.
y y
1 0
f(x) = ax, a > 1 Asymptote x y=0
1 0
f(x) = ax, 0 < a < 1 Asymptote x y=0 y f(x) = ax, a > 1
Reflections: f ( x) = ax, a > 1; f ( x) = ax, a > 1
1 0
f(x) = ax, a > 1 Asymptote x y=0
f ( x) = ax, a > 1; f ( x) = ax, a > 1
y f(x) = ax, a > 1 1 1 0 x Asymptote y=0
f(x) = ax, a > 1
243
Translations f ( x) = ax, a > 1; f ( x) = ax + b, a > 1, b > 0
x+b y f(x) = a , a > 1, b > 0
x b f(x) = a , a > 1
b 1 0 x Asymptote y=0
f ( x) = ax, a > 1; f ( x) = ax + c, a > 1, c > 0
x y f(x) = a + C, a > 1, C > 0
Asymptote y=C C 1 0
f(x) = ax, a > 1
Dilations f ( x) = ax, a > 1; f ( x) = Aax, A > 0, a > 1
f(x) = Aax, A > 1, a > 1 f(x) = ax, a > 1
A 1 0 x
Asymptote y=0
f ( x) = ax, a > 1; f ( x) = akx, a > 1, k > 0
y 4 2 (0, 1) 3 2 1
f(x) = 22x f(x) = 2x x f(x) = 22
0 1 2 3 x
Asymptote y=0
logarithms
If y = ax, then loga ( y) = x, where a = the base, x = the power, index or logarithm, and y = the base numeral. Log laws: loga (m) + loga (n) = log a (mn) m, n > 0 m loga (m) loga (n) = loga n m, n > 0
loga (mn) = n loga (m) loga (a) = 1 loga (1) = 0 m>0
Logarithmic equations are solved more easily by: 1. simplifying using log laws 2. expressing in index form 3. solving as required.
244
If ax = b, then x = loga (ax) = x

log ( x ) a a =x
log10 (b) = loga (b) log10 (a)
logarithmic graphs
The logarithmic function f ( x) = loga (x) is the inverse function of the exponential function f ( x) = ax.
y f(x) = ax, a > 1
y=x 1 0 1 f(x) = loga (x), a > 1 x
The x-intercept is (1, 0). The asymptote is x = 0. The domain is R+. The range is R.
245
Chapter review
S h oRT anS WeR
1 Simplify the following expression with positive indices.
(16 x 6 y10 ) 2 3 (27 x 3 y9 ) 2 Solve the following equations. a 4x3 = 500 3 Find the solutions to: a 9x 1(3x) 6 = 0 4 For the function with the rule f ( x) = 3x 2 + 1: a find the y-intercept b state the equation of the asymptote c sketch the graph of f ( x) d state the domain and range.
5 For the function with the rule f ( x) = 3 2x 3: a find the y-intercept b state the equation of the horizontal asymptote c find a second point on the graph d sketch the graph of f ( x) e state the domain and the range of the function. 6 a Evaluate log3
b 8x + 1 22x = 43x 1 b 2x + 2
x + 1
= 3.
b Express y in terms of x if log10 ( x) + log10 ( y) = 2 log10 (x + 1). 7 Simplify the following. a 3 log4 (5) 2 log4 (6) 8 Solve each of the following. a log6 (x) = 3 b
1 . 27
2 log5 ( x 2 ) 1 log5 ( x ) g
3
b 2 logx (125) = 6
c log2 (3x + 6) log2 (5) = 2
9 If y = loge (7x 6) + 3, then what does x equal? 10 If f (x) = 3x: a sketch the graph of f (x) and label: i the y-intercept ii the equation of the asymptote b sketch the line y = x, use this line to sketch the inverse function g(x) = log3 (x), and label: i the x-intercept ii the equation of the asymptote. 11 The number of bacteria in a culture, N, is given by the exponential function N = 1500(20.4t ), where t is
the number of days.

a Find the initial number of bacteria in the culture. b Find the number of bacteria (to the nearest 100) after: i 5 days ii 10 days. c How many days does it take for the number of bacteria to reach 12 000?
mUlTiP l e Ch oiCe
1 When simplified,
a
x 4 y7 7
(2 xy3 )2 3 x 5 y 2 is equal to: 7x3 4y 3x 4 y7 3 y7 B C 7 x2
3x 4 y6
x y
5m 4 p2 (5m 2 p6 )3 may be simplified to: 2m 3 p 3m 7 p m2 3m10 3m 2 a 16 B C 47 p 50 p16 2 p32

1 2 64 3 5 125
m15 p29
m 20 p24 25
3 The value of
a
1 20
is:
C 5
4
B 5
D 4
e 5
246
4 If 252 x = 125, then x is equal to:

a 1 B 2 B 0 or 1
1
C 1
D 2
e 5
5 If 42x 17(4x) + 16 = 0, then x is equal to:

a 1 or 16
C 2 or 8
D 1 or 4
e 0 or 2
6 The rule for the graph below could be:
x 1 2
D y = 2x e y = 2x + 2
a y = 3x 2
B y = 3x + 2
C y = 3x 2
Questions 7 to 9 refer to the function defined by the rule y = 2x + 3 1.

7 The graph that best represents this function is: a B y y 7 3 0
e C
0 1
3
D
x y 1
0 1 8 The domain is:

a (3, )
B [1, ) B R
C R+ C R+
D R D (1, ) C log5 (250) = x
e R\{3} e (1, )
9 The range is:

a [1, )
10 When expressed in log form, 5x = 250 becomes:

a logx (5) = 250 D logx (250) = 5 a 3 B log5 (x) = 250 e log250 (x) = 5
11 The value of log7 (49) + 3 log2 (8) 4 is:

B 7
C 0
D 69
e 1
12 The value of
a 3
log3 25 is nearest to: log3 5 B 5 log7 simplifies to: log7 ( x )

5 5 (x 4 )
C 2
D 9
e 20
13 The expression
a 2 a 25 a 3 a 2
5
log7 ( x 2 )
log7 ( x 4 )
D 4
5 8
14 The solution to log5 (x) = 4 is:

B 125 B 7 B 1
C 1 C 5 C 3
D 625 D 14 D 2
5
e 20
15 The value of x if 2 logx (343) = 6 is: 16 If log3 (2x 1) + log3 (2) = 2, then x is equal to:
e e
7
11 4
247
17 The solution to the equation 43 2x = 12 is nearest to:

a x = 1 D x = 0.2 B x = 0.35 e x=0
C x = 0.604
18 The equation of the graph shown at right is:

a y = log16 (x) B y = log2 (x) C y = 2 log8 (x) D y = log10 (x) e y = 2 log10 (x)
(4, 2) 0 x
19 The inverse of the graph below would be: y
(2, 1) 1 0
a
x
B
0 1
x (1, 2) 1 (2, 1)
(2, 1) 0 1 x
(1, 2) 1 0 x
x 1 (1, 2)
248
1 a For the function f ( x ) = 5 : i find the y-intercept ii find the values f (1) and f (1) iii find the equation of the asymptote iv sketch the graph of f (x) v state the domain and range. b For the function g(x), where g(x) = f (x + 3) 1 and f (x) = 5 x: i state the transformations to change f (x) to g(x) ii state the equation of the asymptote iii sketch the graph of g(x) iv state the domain and range of g(x). 2 The number of lions, L, in a wildlife park is given by L = 20 (100.1t ), where t is the number of years
e x Ten D eD ReS P o n S e
since counting started. At the same time the number of cheetahs, C, is given by C = 25(100.05t ). a Find the number of: i lions ii cheetahs when counting began. b Find the numbers of each after i 1 year ii 18 months. c Which of the animals is the first to reach a population of 40 and by how long? d After how many months are the populations equal, and what is this population? y 3 The graph of the function f : R R, where f (x) = A 102x + 4, is shown at right. a Give the equation of the horizontal asymptote in the form y = c. c b The graph passes through the point (0, 3.8). Use this information to find the value of A. (0, 3.8) c Find the x-intercept, correct to 3 decimal places. d Find the values of: ii f (4). i f (3) e Find the value of x if f (x) = 5.2. x f State the domain and range of f (x). 4 The temperature, T C, of a coffee in a ceramic mug at time t minutes after it is poured is given by T = 60(4 0.05t ) + 20. a Find the initial temperature of the coffee. b Find the temperature of the coffee, correct to one decimal place, at: i 2 minutes after it is poured ii 25 minutes after it is poured. c Sketch the graph of the equation for 0 t 50. If the coffee can be comfortably drunk when it is between temperatures of 30 C and 45 C, find: d the time available to drink the coffee e the final temperature the coffee will settle to. 5 The number of bacteria (N) in a culture is given by the exponential function N = 12 000(20.125t), where t is the number of days. a Find the initial number of bacteria in the culture. b Find the number of bacteria in the culture after: i 4 days ii 2 weeks. c Find the time taken for the bacteria to reach 32 000. When the bacteria reach a certain number, they are treated with an anti-bacterial serum. The serum destroys bacteria according to the exponential function D = N0 3 0.789t, where D is the number of bacteria remaining after time t and N0 is the number of bacteria present at the time the serum is added. The culture is considered cured when the number of bacteria drops below 1000. d If the bacteria are treated with the serum when their numbers reach 32 000, find the number of days it takes for the culture to be classed as cured. e How much longer would it take the culture to be cured if the serum is applied after 6 weeks?
DiGiTal DoC doc-9756 Test Yourself Chapter 5
249
ICT activities
Chapter opener
DiGiTal DoC 10 Quick Questions doc-9749: Warm up with ten quick questions on exponential and logarithmic functions (page 217)
5G
logarithmic graphs
inTeRaCTiViTY Logarithmic graphs int-0264: Consolidate your understanding of logarithmic graphs and their features (page 236) DiGiTal DoCS Investigation doc-9821: Consolidate your understanding of logarithmic graphs and their features (page 236) Investigation doc-9822: Investigate advanced logarithmic graphs and their features (page 236)
5B
TUToRial We5 eles-1417: Watch a tutorial on writing exponential expressions with positive indices (page 222) DiGiTal DoC SkillSHEET 5.1 doc-9750: Practise working with negative and rational powers (page 224)
5h applications of exponential and logarithmic functions

DiGiTal DoCS doc-9754: Investigate graphs of exponential functions (page 238) Extension doc-9755: Practise sketching logarithmic graphs and identifying rules of functions (page 238) TUToRial We26 eles-1419: Watch a tutorial on calculating the price of gold, where the price is modelled by a logarithmic function (page 239)
5C
indicial equations
TUToRial We10 eles-1418: Watch a tutorial on solving an indicial equation by using substitution (page 226)
5D
DiGiTal DoCS SkillSHEET 5.2 doc-9751: Practise substituting values into exponential functions (page 230) WorkSHEET 5.1 doc-9752: Write expressions with their simplest index notation, solve indicial equations and sketch graphs of exponentials (page 231)
Chapter review
DiGiTal DoC Test Yourself doc-9756: Take the end-of-chapter test to test your progress (page 249)
5F
DiGiTal DoC WorkSHEET 5.2 doc-9753: Simplify logarithmic expressions and solve logarithmic equations (page 236)
250
Answers CHAPTER 5
exPonenTial anD loGaRiThmiC FUnCTionS
exercise 5a
3 a 3 c 4 a c
18 5 9 10 5 7
1 a x10 c x7y8 2 a a5b3
index laws
b 7 5 d
2
10
h
y = 0.5x
b 518 d 6m9p17 b
b 7 d
1 11
1
1 2
a9b5 4
1 y 6 2 0 1
x y = 2(3x)
x 3 y9 c 2 4 p10 m8 3a 3
c 18u11v5 4a
15 4
5 a 0 or 1 c 0 or 1 6A 9 a 1.58 c 1.65 10 E
exercise 5D
b 1 or 2 d 1 or 2 7 D b 1.89 d 1.66 8 B
2 a
d p11q2 b
9 xy 4 2
d 10e9f 2
5a A 6 a x3yn + 1z 7 a 211 d 222 58 8a 8 d 1 g 16
bE b 324 e
125k 11d 6 24 c B b x5y6m 1

b c 55 34 f 2 c 16 f 5 b 23x 2 d 25n 6 39n 3
1 5
functions
1 a
Graphs of exponential
y 3 1 0 1 x y=3
x
y = 0, (0, 2)
y 2 0.5 0 1 y
1 2 1 4
y = 0.5(4x)
3 24 b 59 049
e 5 h 3
1
y = 0, (0, 0.5)
c
y = 1 (2x) 4
y 5
y = 5x
9 a 22 33n + 4 c 2n 2 76n 3 e 10 E
exercise 5B
2 3
1 0 1 y = 10x x 0 1
y 10
y = 0, (0,
d
y = 4( 1 )x 3
1 4)
1 1 a 3 6
2 a 22 d x10 3 a 3 d 27 g 27 4E 5 a
7 33 1
negative and rational powers 212 52 b 2 c 316 3

b
1 0
4
4 3
1 y 2 1
1 xy 2
e 213 38 b3 e
2 3 9
p2 m 1 f 4 x 6 y2 c 4
c f
125 64
y = 2x
y = 0, (0, 4) 1 3 a y = 0, (0, 2 ) dom = R, ran = (0, )

x y 4 y y = 2x 1
1 0
h 4
5 x6 1 y2 2 x3
y = 4x
1 2
0 1 0
b y = 0, (0, 9)
x y 9
dom = R, ran = (0, )

y = 3x + 2
1
7 24 3 + 1) 2
e 64m10
3 ( y 4) 2
f x2
y 1 3 y = 3x 0 1 x
g (x
exercise 5C
1 a 5 c 5
e 2 2 a 5 d
3 9 4
indicial equations b4 d2 f 3
b e
1 2 11 6
c y = 0, (0, 5)
y = 51 x y x 5 0
dom = R, ran = (0, )
y 1 1 0 3 y = 3x
c 1 f
9 8
251
d y = 3, (0, 4)
y 4 3 0
dom = R, ran = (3, )

y = 2x + 3
c dom = R, ran = R+
y f(x) = 3 2x (1, 6)
2 a 42 = 16
1 c 2 1= 2 4 2
b 106 = 1 000 000 d 33 = 27 f 27 = 128 h bx = a 4 C b 4 e 3 h k b d 5A c 3
e 5 = 625 g 3 3D 6 a 4 d g j 7 a c e g i 8 a
2
1 9
e y=
(0, dom = R, ran = (3, )

y y = 3x 3 x
3,
2)
d dom = R, ran = R+
y 45 (1, 45) f(x) = 5 32x
0 2 3
6 log2 (80) log10 (100) = 2 log2 (4) = 2 log2 (3) log3 (20) log10 (250)
1 2
Undefined log3 (105) log6 (56) f log3 (3) = 1 h log4 (5)

1
f 5 i 5 l 5
b log2 (1728) d log10 4 f log2 [x3(x 4)] h log10
c log5 (3) e log2 = 1

5 0 0 1 1 x
f y = 1, (0, 7)
dom = R, ran = (1, )

y 7 y = 2x + 3 1 x
g log3 (64) 9 a 3 e 3
x
( x + 3)2 x2
d 4 13 C
9
dom = R, ran = R+
y f(x) = 2 52 10 (2, 10)
b 2 f 6 11 B
8
c 2 g 6 12 D b log4 (1024) = 5 d log10 (100x3)

6 f log10 ( 10 x )
10 E
g y = 3, (0, 4)
y y=6 +3 4 3 0
x
dom = R, ran = (3, )
14 a log3 (81) = 4
c log5 25
2 0 x 2 x
e log3 (4) 15 a 4 d 3.170

exercise 5F
x 23
b 4 e 4.070
c 3
h y = 5, (0, 105)
y 15
f dom = R, ran = R+
y f(x) = 2
dom = R, ran = (5, )

y = 102 x + 5
1 a 2 e 6 2 a 8 e 8
1
Solving logarithmic equations b 0 c 1 d 2 f 2 g 2 b 9 c 625 d 10

f 27 j
6 3 1
g 30 k 10 c 4 g 2 c E
h5
5 0 1 x
4 2 0 3
(3, 4) x
i 5 3 a e 4 a 5 a d g 6 B
4 a A 5 a dom = R, ran = R+
y 4 3 2 1 0 (1, 4) f(x) = 22x 1 x
b E
f(x) = 4 23x + 3
6 2 B 3.459 1.292 0.661
b 5 f 25 b A b e h
0.737 0.423
3.080
d 10 h1 dC c 0.483 f 2.255 i 2.138
7C
( 1, 5) 7 3 5 3 1 3
exercise 5G y=3 x
1 a x 2 a
y
logarithmic graphs b b c 3y
f(x) = log2(x) x
d 5x
b dom = R, ran = R+
y 8 (1, 8)
7 a 3.32 c 2.26 e 1.56,
b 1.30
3.99
d 2.44, 2.86 b
1 0
(2, 1) 2
f(x) = 23x
y (5, 1) 5 f(x) = log5(x) x
exercise 5e 1 0 1 x
logarithms 1 a log 2 (8) = 3 b log 3 (243) = 5 c log 5 (1) = 0 d log 10 (0.01) = 2

e log b (a) = n f log2 1 = 4 16
( )
1 0
252
y (8, 1) f(x) = log8(x) 8 y x
1 0
some stage. 8 a 80 kg b i 72.1 kg c 67 weeks

d i
W 80
e The population will reach a limit at
f log10(P)
3.1 3.0 2.9 2.8
ii 52.8 kg
1 0
(10, 1) f(x) = log10(x) 10 x 0
W = 80(20.015t) t
The points appear collinear.

g m 0.03; y-intercept = 2.845 h log10 (P) = 0.03 t + 2.845 i P = 10(0.03t + 2.845)
y (12, 1) f(x) = log12(x) 12 x
1 0
y (15, 1) f(x) = log15(x) 15 x
rubbish will be disposed of in 10 years or so, which is unlikely. 9 a i 108 hectares ii 120 hectares iii 148 hectares b 15 h 10 a i 51.18 m ii 51.65 m iii 51.95 m iv 52.18 m
b
d 52 51 0
2 3
ii No, the model suggests virtually no
P = 100.03t 102.845 P = 700 1.072t, i.e. 7.2% growth similar to d j P5 = 982 people; 2002 (t = 6), P6 = 1051 k During 2011 l During 2004
15 a V($000)
50 40 30 20 10 0 1 2 3 4 x(year)
1 0
d = 50 + log10(15n) 1 2 3 4 n
3 The smaller a is, the steeper the graph. 4 a log3 (x) for x > 0 1 b 2 log2 (x) for x > 0 c 5x
exercise 5h applications of exponential and logarithmic functions 1 a P = 10 000(2t) b i 80 000 ii 640 000 c 3.32 months 2 a 15 000 b i 15 528 ii 16 077 c 19 118 d 2022 3 a 3 kg b i 3.77 kg ii 5.1 kg iii 5.86 kg
c 11 a b c 12 a b c
67 400 i 1005 ii 6340 iii 16 643 iv 17 146 17.48 months h = 5(0.7n) i 1.20 m ii 0.29 m
h 5 4 3 2 1 0 h = 5(0.7n), n 0, n J
b The curve starts from $45 000, curving
down with a reducing slope exponential decay. c 0.789, 0.789, 0.804, 0.800 d The ratio is about 0.795 or a 20.5% rate of depreciation.
e
x 0
V 4.653 4.550 4.447 4.352 4.255

1 2 3 4 5 n
W 3 W = 3 log10(8t + 10) t
log10(V) 4.6 4.5 4.4 4.3 4.2 0 1 2 3 4 x
5 4
13 a V = 5000(1.1t) b $8857.81 c 8 years 14 a P(people)

900
4 5 6
d a a a b c a b
26 weeks A = P(1.05)n $25 000 90 C i 76.3 C 12 min 37 s 120 i 145

2
b $16 288.95 c 20 years b $14 427 c 10 years ii 64.7 C
800 700 0 1 2 3 4 t(years)
g h i
ii 176
iii 213
b The graph shows a slight upward curve
c 11 1 years d
N N = 120(1.1t) 120
not starting from (0, 0); this suggests possible exponential growth. c 1.071 d 1.072, 1.082, 1.063. Estimated % annual growth is 7%.
e t P
j k l
2.845 2.875 2.905 2.940 2.966
The points are roughly collinear. m 0.099; y-intercept = 4.65 log10 (V ) = 0.099t + 4.65 log10 (V ) = 0.099t log10(10) + 4.65 log10(10) = log10(10 0.099t) + log10(104.65) V = 10 0.099t 104.65 4.65 (100.099)t = 10 = 45 000(0.79)t The rate of depreciation is about 21%. In 2010 (x = 5), V = $13 847; in 2011, V = $10 939. During 2012
253
16 a
T 5000 4000 3000 2000 1000 (0, 0) 1 2 3 4 5 R
c
(0,10 ) 9
y y = 3x 2+ 1 (2, 2) x
1 0
7 10 13 16 19
A C A E C
8 11 14 17
D B D C
9 12 15 18
E C B B
exTenDeD ReSPonSe
d Domain = R, range = (1, ) 5 a y=0 b y = 3 c (1, 3) (for example) d

y f(x) = 3 2x 3 (1, 3)
1 a i 1 iv
ii 5 , 5
y y = 5x (1, 5)
iii y = 0
The graph starts from (0, 0) and curves slightly up to the right like a positive exponential function.
b
log10 R
log10 T 1.943 2.352 2.563 2.837 3.637

0 1 x y = 3
y=0
1 1 0 x
0.410
0.140
0 0.183 0.716
c
log10 (T ) 4 3 2 1
e The domain is R and the range is (3, ). 6 a 3 7 a log4 125 36 8 a x = 216 9 x= 10 a b y= b 12 b x=5 c x= 3
14
v Domain R, range R+ b i Horizontal translation of 3 units to the ii y = 1 iii y = 5(x + 3) 1
left, vertical translation of 1 unit down

y
(x + x
1)2
(4, 4)
ey 3 + 6 7
y 3 y = 3x (1, 3)
y = 1
4 3 2 1 0 1 2 3 4 5 6 7 8 log10 (R)
d e f g h
The points are very close to collinear. m 1.50 The y-intercept is 2.5614 or log10 (364.25) log10 (T ) = 1.50 log10 (R) + 2.5614 log10 (T ) = log10 (364.25 R1.50) T = 364.3 R1.50 T = 10 711.76 days. The difference may be due to rounding errors or ignoring the small effects of other planets and moons on Saturns orbit. k = 133 407.5625
y=0
1 0 x
y 3 1
y = 3x (1, 3) (1, 1) 01 3 y = log3(x) (3, 1) x
iv Domain R, range ( 1, ) 2 a i 20 ii 25 b i L = 25, C = 28 ii L = 28, C = 30 c Lions by 1 year 1 month d 31 after 1 year 11 months 3 a y=4 b A = 0.2 c x = 0.651 d i 3.999 998 ( 4) ii 19 999 996 ( 2 107) e 0.831 f Domain R, range (, 4) 4 a 80 C b i 72.2 C ii 30.6 C c T
80 70 60 50 40 30 20 10 0 T(x) = 60 (40.05t) + 20
ChaPTeR ReVieW
ShoRT anSWeR
y=x
x=0
(25, 30.6)
4 y2 3x 4 2 a x=5 3 a x=1
1 4 a (0, 9 )
10
11 a 1500 b i 6000 ii 24 000 c 7.5 days

mUlTiPle ChoiCe
10 20 30 40 50 x
b x=5 b x = 0 or x = 1 b y=1
1 B 4 B
2 C 5 E
3 A 6 C
d 5 a b c
13.2 minutes e 20 C 12 000 i 16 970 ii 40 363 11.3 days d 4 days e 4 more days
254
Chapter 6
Circular functions
Chapter ContentS 6a 6B 6C 6D 6e 6F 6G 6h 6i Trigonometric ratio revision The unit circle Radians Symmetry Identities Sine and cosine graphs Tangent graphs Solving trigonometric equations Applications
DiGital DoC doc-9757 10 Quick Questions
6a
trigonometric ratio revision

sin ( ) =
H O
Recall that for a right-angled triangle: O = opposite A = adjacent H = hypotenuse. These ratios can be memorised using the term SOH CAH TOA.
O H A H O A
cos ( ) = tan ( ) =
WorkeD exaMple 1
Find the value of x in each of the following triangles. Express lengths correct to 2 decimal places and angles to 1 decimal place.
a 9 64 x x 27 c x b 4.1
7.5
8.6
Chapter 6 Circular functions
255
think
Write
a 1 Write the cosine ratio.

2 3 4
a Use cos ( ) =
A H x 9
Replace A with x, H with 9 and with 64. Make x the subject of the equation. Calculate x, correct to 2 decimal places.
cos (64 ) =
x = 9 cos (64 ) = 3.95 O b Use sin ( ) = H sin (27 ) = x= 4.1 x 4.1 sin (27 )
b 1 Write the sine ratio.

2
Replace O with 4.1, H with x and with 27. Make x the subject of the equation. Calculate x, correct to 2 decimal places.
3 4
= 9.03
c Use tan ( ) =
c 1 Write the tangent ratio.

2 3
O A 8.6 7.5
Replace O with 8.6, A with 7.5 and with x. Evaluate the right-hand side of the equation, keeping plenty of decimal places at this stage. Make x the subject of the equation using inverse tan notation. Calculate x, correct to 1 decimal place, using the inverse tan function of the calculator.
tan ( x ) =
= 1.146 67 x = tan 1 (1.14667)
4 5
= 48.9
exercise 6a
DiGital DoCS doc-9758 SkillSHEET 6.1 trigonometry review i doc-9759 SkillSHEET 6.2 trigonometry review ii

x 6.8 36
1 We1a Find the value of x in each of the following, correct to 2 decimal places. a b c 10 x 18 12 x 81
2 We1b Find the value of y in each of the following. a b 8 54 y y 72 2.4
10.6 32 y
3 We1c Find the value of a in each of the following. Give answers correct to the nearest tenth of a degree. b c a a 8 2.5 9 6.4 10.2 a a 3.7
256
4 MC In the figure below: a y x 21.98 cm 20
10 cm a x is nearest to:
a 60 cm a 53
B 22 cm B 64 B 6 cm
C 7.5 cm C 37 C 5 cm B 0.0166 e 0.309
D 8 cm D 26 D 10 cm C 3.076
e 9 cm e 39 e 7 cm
b angle a is nearest to: c y is nearest to:

a 8 cm
5 MC If sin (a) = 0.951, then tan a is equal to:

a 0.000 29 D 1.32 a a < 30 D a < 45
6 MC If 0 < a < 90 and cos a < 0.5, then which of the following is correct?
B a > 30 e a > 60
C a < 60
7 A tree 5 metres tall casts a shadow so that the angle of elevation from the end of the shadow to the top
of the tree is 35. How long is the shadow?
5m 35 8 A mathematically able tree removalist measures the angle of elevation of two points on a diseased
section of a large eucalypt at a distance of 40 m from the base of the tree. If the angles are 20 and 24 respectively, how tall is the diseased section of the tree?
Diseased section
20 24 40 m 9 A 60-metre flying fox cable is set up to cross a river so that it will drop 10 metres vertically. What is the
angle of depression of the cable?

10 A soccer player has a shot for goal from the position shown in the figure below right. Find the scoring
angle, .
Goal 5m 7.3 m
12 m
257
6B
the unit circle
So far in this chapter we have considered angles in a right-angled triangle. But trigonometric functions can be defined over a larger domain by considering their definition inside a unit circle. This is a circle with centre (0, 0) and a radius of 1 unit. A point P (x, y) is a point on the circle. Its location can also be defined as P (), where is the anticlockwise rotation from the positive x-axis. A negative value denotes a clockwise rotation. Using the SOH, CAH definitions in the diagram: x cosine () = = x 1 y sine () = = y 1 These may be abbreviated: x = cos () y = sin ()
y 1 P( ) 1 1
0 x
y 1x
The point P can also be denoted as (cos (), sin ()). Note: As increases, the x- and y-coordinates oscillate between 1 and +1, so 1 sin () +1 and 1 cos () +1 for all . The tangent line on a unit circle is the line that is a tangent to the circle at the point (1, 0). Tangent (), or tan () for short, is the height at which a line along an angle hits the tangent line. The diagrams below show tan for angles in the first and second quadrants.
y y
tan ( )
x tan ()
The tangent line
sin ( ) y . Note: Tangent (), or tan (), may also be defined as the ratio x . That is, tan ( ) = cos ( ) This formula and its derivation will be discussed in more detail later in this chapter.
Quadrants
The coordinate axes divide the unit circle into four quadrants as shown in the diagram below left. The angle measurements, in degrees, between the quadrants are shown in the diagram below right.
y 2nd quadrant 1st quadrant
y 90
180
x 0 or 360
3rd quadrant
4th quadrant 270
258
Therefore:
quadrant 1 is where 0 < < 90 quadrant 2 is where 90 < < 180 quadrant 3 is where 180 < < 270 quadrant 4 is where 270 < < 360.
y
sine is positive in quadrants 1 and 2 and sine is negative in quadrants 3 and 4. Since x = cos (), cosine is positive in quadrants 1 and 4 and cosine is negative in quadrants 2 and 3. y Since tan ( ) = , tangent is positive in quadrants 1 and 3 and x tangent is negative in quadrants 2 and 4. The diagram at right summarises which of the trigonometric functions is positive in each quadrant. The word CAST will assist in recalling this. You could also use a short phrase, such as All Stations To Croydon.
WorkeD exaMple 2
Since y = sin (),
Sine positive Tangent positive
All positive Cosine positive x
If a is any angle, find the quadrant where: a sin (a) > 0 and tan (a) < 0 b sin (a) < 0 and cos (a) > 0.
think Write
a Sine is positive and tangent is negative in quadrant 2. b Sine is negative and cosine is positive in quadrant 4.
a Quadrant 2 b Quadrant 4
exact values
Calculated trigonometric values (sin, cos and tan) of most angles are rational approximations correct to several decimal places. However, for a few particular angles, exact trigonometric values can be determined. These include multiples of 90 and the ratios of isosceles and equilateral triangles. Exact values can be determined for 0 and any multiple of 90 using this diagram and the fact that y = sin (), x = cos () and y tan () . x The isosceles triangle with equal sides of one unit each gives the exact trigonometric values for 45. The hypotenuse is calculated using Pythagoras theorem: hypotenuse = So, using 12 + 12
45 1 y 90 (0, 1)
180 (1, 0)
0 or 360 x (1, 0)
(0, 1) 45 270
2 1
= 2 SOH sin (45 ) = = = 1 2 1 2 2 2 2 2
CAH cos (45 ) = = 1 2 2 2
TOA tan (45 ) = 1 1
=1
259
The equilateral triangle with each side 2 units long, shown in the figure below, has been bisected.
30 2
Line of bisection
60 1
Using Pythagoras theorem: line of bisection = 22 12 = 3 So, using SOH sin (30 ) = 1 2 CAH cos (30 ) = 3 2 TOA tan (30 ) = 1 3 1 3 = 3 3 =
sin (60 ) =
3 2
cos (60 ) =
1 2
3 3 3 tan (60 ) = 1 = 3
These exact values are summarised in the table below. Angle ( ) 0 30 45 60 90

WorkeD exaMple 3
sin () 0
1 2 2 2 3 2
cos () 1
3 2 2 2 1 2
tan () 0
3 3
1
3
Undefined
Without using a calculator, find: a sin (90 ) b cos (180 )

think
c tan (270 ).
Write
a 1 Sine corresponds to the y-coordinate on the unit circle.

2
The value of y at the point where = 90 is 1.

b
sin (90 ) = 1 cos (180 ) = 1

c
1
b 1 Cosine corresponds to the x-coordinate on the unit circle.

2
The value of x at the point where = 180 is 1. y x on the unit circle.
c 1 Tangent corresponds to the value of

2
The value of y is 1 and the value of x is 0 at the point where = 270. The value of
1 0
tan (270 ) =
is not defined.
tan (270 ) is undefined.
260
WorkeD exaMple 4
Without using a calculator, state the exact value of: a sin (45 ) b cos (60 ) c tan (30 ).
think Write
a Read the value from the table, or
a sin (45 ) = 2 45 1 45 1
determine using the special triangle, O sin ( ) = . H

b Read the value from the table, or
1 2 1 2 2 2 1 2
= =
b cos (60 ) =
2 2
determine using the special triangle, A cos ( ) = . H
2 60 1
30 3
c Read the value from the table, or
determine using the special triangle, O tan ( ) = . A
c tan (30 ) = 2 60 1 30 3
1 3 1 3 3 3 3 3
= =
exercise 6B
1 a sin (40) f sin (260) 2
the unit circle

e sin (230) j sin (36)
DiGital DoC doc-9760 the unit circle
State whether the following values are positive (P ) or negative (N ). b sin (65) c sin (110) d sin (160) g sin (215) h sin (321) i sin (425) Compare your answers with those found using a calculator.
State whether the following values are positive (P) or negative (N). b cos (68) c cos (115) d cos (200) g cos (402) h cos (83) i cos (240) Compare your answers with those found using a calculator.
a cos (27) f cos (295) a tan (12) f tan (255)
e cos (250) j cos (157)
State whether the following values are positive (P ) or negative (N ). b tan (75) c tan (118) d tan (166) g tan (308) h tan (500) i tan (45) Compare your answers with those found using a calculator.
e tan (199) j tan (137)
4 We2 If a is any angle, find the quadrant where: a sin (a) < 0 and tan (a) > 0 b sin (a) > 0 and cos (a) > 0. 5 MC
a 0 < a < 90 D 270 < a < 360 a 0 < a < 90 D cos (a) > 0
a If 0 < a < 360, sin (a) < 0 and cos (a) < 0, then which one of the following is true?
B 90 < a < 180 e 0 < a < 180 C 180 < a < 270
b If 0 < a < 360, sin (a) > 0 and tan (a) < 0, then which one of the following is true?
B cos (a) < 0 e 270 < a < 360 B no solution e four solutions B two solutions e four solutions
C 180 < a < 270
c Given that 0 < a < 360, then the equation cos (a) = 1 has: d If 0 < a < 360, then the equation sin (a) = cos (a) has:
a no solutions D one solution a one solution D three solutions
C two solutions
C three solutions
261
e If 0 a 180, and sin (a) = cos (a), then a is equal to:

a 60 D 0 B 150 e 90 C 45
6 We3 Find: a cos (180) f cos (360) 7 We4

DiGital DoC doc-9761 WorkSHEET 6.1
b sin (270) g tan (270) b cos (45) g sin (45)
c tan (360) h tan (180) c tan (30) h cos (0)
d sin (180) i sin (630) d cos (60) i sin (90)
e cos (270) j cos (720) e sin (30) j tan (90)
State the exact value of:
a sin (60) f tan (45)
You are used to measuring angles in degrees (), and will recall that there are 360 in a circle. An alternative unit for angle measurement is the radian (c). This is given on the calculator as (r). Radians are derived from the circumference of the unit circle, that is, a circle of radius 1 unit. In a unit circle, the circumference = 2r = 2(1) = 2 units. So, the angle swept in one revolution is equivalent to 2 c. Therefore 2 c = 360, so:
6C
radians
1
ius rad
1 radian
c 180 1 = 180 These formulas may be used to convert degrees to radians and vice versa.
c = 180
1c =
WorkeD exaMple 5
An arc length of one radian is 1c.
Convert the following angles into exact radians. a 120 b 270 using a CAS calculator
think Write/DiSplaY
a 1 Multiply 120 by
c . 180
a 120 = 120
c 180
Simplify by dividing through by the highest common factor, 60.

b 270
2 c 3
b 1 Ensure your CAS calculator is in radians mode.
Enter the value of the angle in degrees.

2
Press ENTER to convert to radians.
= 270 =
3 2 3 c 2
Write the answer.
WorkeD exaMple 6
Convert the following angles to degrees. 3 c a using a CAS calculator 4 b 0.8 c

think Write/DiSplaY
a 1 Ensure your CAS calculator is in degrees mode.
Enter the value of the angle in radians.

3 4
2 3
Press ENTER to convert to degrees. Write the answer. 180 . c
= 135 3 c = 135 4
b 0.8 c = 0.8
b 1 Multiply 0.8 c by
2 3
180
Cancel out c. Simplify.
= 0.8 180 = 144
When working in degrees, all angles should be expressed to the nearest tenth of a degree unless otherwise stated.
WorkeD exaMple 7
Use a calculator to convert: a 57.2 to radians, correct to 3 decimal places b 2.75c to the nearest tenth of a degree.
think Write
a 1 Multiply 57.2 by
2
c . 180
a 57.2 = 57.2
c 180
Evaluate and round off to 3 decimal places. 180 .
= 0.998c
b 2.75 = 2.75
b 1 Multiply 2.75 by
2
180
Evaluate to 1 decimal place.
= 157.6
exact values and radians

Since c = 180,
c = 90 2
c = 30 6
c = 45 4
and
c = 60 3
So the table of exact values can be written in terms of radian measurements: Angle ( c) 0 sin () 0
1 2
cos () 1
3 2
tan () 0
1 3
6 4 3 2
1 2
3 3
=
3 2
2 2
1 2
=
1 2
2 2
1 3 Undefined
263
Other important angles are shown on the circle below.

y 90 2
c
5 c 6 15
45
0
3 c 4 1
60 c 3
35
c 2 3
0 12
30
c 6
c 180
x 360 2 c
c 7 6
0 0c
0 21
25
4 c 3 24
3c 270 2
5 c 4 2
31 5
330 1 1 c
6
7 c 4
( sectors shaded) 6
0 30
c 5 3
Our special triangles can be updated to include radians as shown.

2 2
4
30 3
1 1
3
45
60
exercise 6C
radians
1 We5 Convert the following angles into exact radians. a 30 b 45 d 20 e 50 g 270 h 360 j 225 k 420 2 We6 Convert the following angles to degrees. a
c f i l
60 90 150 300
d
b f
e 3.6
2 3 6
2 9 g 4
c
11 6
h 0.375
3 MC The smallest angle measurement listed below is:

a 85 B C 1.92c D
2 3 5 4
2 5
4 MC The largest angle measurement listed below is:

a 3 B
4 3
C 250
e 3.84c
5 MC If sin (a) = cos (a), then a could be equal to:

a
C 50
e 135
6 We7a Use a calculator to convert the following angles to radians, correct to 3 decimal places. a 49 b 78.2 c 125 d 191.4 e 234.6 f 327.5 g 170.25 h 216.8 264 Maths Quest 11 Mathematical Methods CAS
7 We7b Use a calculator to convert the following radian measurements to degrees, to the nearest tenth
of a degree.
a 0.35 e 15.6 8 b 1.47 f 2.71 c 3.142 g 4.06 d 0.958 h 8
Find the exact value of each of the following. a sin b cos 4 3

e tan
c tan g sin
3 2
d sin h cos
6 4
cos 6
6D
Symmetry
interaCtiVitY int-0265 Symmetry
The unit circle can be divided into symmetrical sections, as shown in the diagram below. Relationships between the circular functions sine, cosine and tangent can be established, based on these symmetrical properties. For simplicity, assume is an acute angle, although the following properties hold for any .
c 2
P( )
1 y
P( ) = (cos ( ), sin ( )) = (x, y)
c x 1
P( + ) 1
3c 2
0 or 2 c x 1 P(2 )
Quadrant 2 By symmetry: sin ( ) = y = sin ( ) cos ( ) = x = cos ( ) y tan ( ) = = tan ( ) x Quadrant 3 By symmetry: sin ( + ) = y = sin ( ) cos ( + ) = x = cos ( ) tan ( + ) =

Quadrant 1 As already seen: sin ( ) = y cos ( ) = x y tan ( ) = x Quadrant 4 By symmetry: sin (2 ) = y = sin ( ) cos (2 ) = x = cos ( ) y = tan ( ) tan (2 ) = x
y = tan ( ) x
Note: An angle measurement is assumed to be in radians unless the degree symbolis given. Provided an angle is expressed as or 2 , the trigonometric function remains the same, only the sign (+ or ) may change. Use this diagram to determine the sign.
S T
A C
265
WorkeD exaMple 8
a b c d
If sin () = 0.93, find sin (180 + ). If cos () = 0.44, find cos (360 ). If tan () = 1.72, find tan ( ). If cos () = 0.83, find cos ( + ).
think Write/DraW
a 1 Sketch the angle on a unit circle and relate it
a S T
y A C
to the first quadrant.

180 sin (180 + ) + ) (180 sin ( ) x
2 3
By symmetry sin (180 + ) = sin ( ). Replace sin ( ) with 0.93.

b
sin (180 + ) = sin () = 0.93

y
b 1 Sketch the angle on a unit circle and relate
it to the first quadrant.

S T A C cos ( ) x cos (360 ) (36 0 )
2 3
By symmetry cos (360 ) = cos ( ). Replace cos ( ) with 0.44.

c
cos (360 ) = cos () = 0.44

y
c 1 Sketch the angle on a unit circle and relate
it to the first quadrant.
tan ( ) x tan ( )
2 3
By symmetry tan ( ) = tan ( ). Replace tan ( ) with 1.72.

d
tan ( ) = tan () = 1.72

y cos ( + )
+
d 1 Sketch the angle on a unit circle and
relate it to the first quadrant.

S A cos ( ) C
2 3
By symmetry cos ( + ) = cos ( ). Replace cos ( ) with 0.83.
cos ( + ) = cos () = 0.83
266
WorkeD exaMple 9
Find the exact value of each of the following. a tan (150 ) b sin (330 )
c cos
3 4
7 d tan 6
Write/DraW
think
a 1 Express tan (150 ) as tan (180 30 ).

2
a tan (150 ) = tan (180 30 )

(18
Sketch the angle on a unit circle and relate it to the first quadrant.
y
0 30 )
S T C
A 30
tan (30) = tan (180 30) x
3 4
By symmetry tan (180 30 ) = tan (30 ). Replace tan (30 ) with its exact value,
1 3
tan (150 ) = tan (30 )

3 . 3
or
1 3
or
3 3
b 1 Express sin (330 ) as sin (360 30 ).

2
b sin (330 ) = sin (360 30 ) y
S
A 30 C
(36
sin (30) x sin (360 30)

0 3 0)
3 4
By symmetry sin (360 30 ) = sin (30 ). Replace sin (30 ) with its exact value, 2 . 4 4
1
sin (330 ) = sin (30 ) =

c cos
1 2
3 c 1 Express cos . as cos

2
3 = cos 4 4
y
cos ( ) 4
A
cos ( ) 4 C
By symmetry cos = cos . 4 4

Replace cos with its exact value of 4
1 2
3 cos = cos 4 4 or
2 . 2
1 2
or
2 2
267
7 as tan + . d 1 Express tan 6 6

2
d tan
7 = tan + 6 6
y
tan ( ) 6 = tan ( + ) 6 x
S
By symmetry tan + = tan . 6 6 Replace tan with its exact value 6

1 3
7 tan = tan 6 6 or
3 . 3
1 3
or
3 3
WorkeD exaMple 10
3 If sin = 0.924 , evaluate each of the following. 8

a sin
5 8
b sin
11 . 8
Write
think
3 8 3 5 a 1 Express sin = sin . as sin 8 8 8 8

2
a sin
3 5 = sin 8 8 3 = sin 8 = 0.924
3 3 Using symmetry express sin as sin . 8 8 3 Replace sin with 0.924. 8 8 8 8 8

b sin
3 11 as sin 8 + 3 = b 1 Express sin sin + .

2
11 = sin 8
+ 3 8
3 3 By symmetry express sin + as sin . 8 8 3 Replace sin with 0.924. 8
3 = sin 8 = 0.924
exercise 6D
Symmetry
c sin ( ) c cos (2 ) c tan ( + ) d sin (360 ). d cos ( ). d tan ( ). b cos ( + ) b tan ()
1 We 8 If sin ( ) = 0.63, find: a sin (180 ) b sin (180 + )

DiGital DoC doc-9760 the unit circle
2 3
a cos ( )
If cos () = 0.25, find: If tan () = 2.1, find:
a tan (2 )
268
Given that sin (a) = 0.3, cos (b) = 0.7 and tan (c) = 0.9, write down the value of each of the following. a sin (180 + a) b cos (180 b) c tan (360 c) d sin (a ) e sin (180 a) f cos (b ) g cos (360 b) h tan (180 c) i tan (180 + c)
d tan (330 ) h sin (300 ) l sin (270 )
5 We9a, b Find the exact value of each of the following. a sin (150 ) b cos (135 ) c tan (240 ) e sin (240 ) f cos (210 ) g tan (120 ) i cos (60 ) j sin (135 ) k tan (180 ) 6 We9c, d
5 a cos 4
e cos i
Find the exact value of each of the following. 5 7 b sin c tan 4 6

f j
tan 6 5 sin 4
d sin h cos l
2 3 7 6
7 3
g sin
4 3
11 tan 6
k cos ()
sin 2
7 We 10
If sin = 0.383, cos = 0.924 and tan = 0.414, evaluate each of the following. 8 8 8 9 17 7 a sin b cos c tan 8 8 8
d cos
e sin
7 8
15 tan 8
Given that sin (75) = 0.966, cos (75) = 0.259 and tan (75) = 3.732, find the value of each of the following. a sin (105 ) b cos (255 ) c tan (285 ) d sin (255 ) e cos (435 ) f tan (75 ) 9 If sin (0.7) = 0.644, cos (0.7) = 0.765 and tan (0.7) = 0.842, find the value of each of the following. (Hint: = 3.142, approximately.) a sin (2.442) b cos (3.842) c tan (5.584) d sin (0.7)
8
6e
identities
An identity is a relationship that holds true for all legitimate values of a variable or variables. For example, a simple identity is x + x = 2x.
y P( ) 1 0
the pythagorean identity

Consider the right-angled triangle in the unit circle shown. Applying Pythagoras theorem to this triangle gives the identity: sin2 ( ) + cos2 ( ) = 1
sin () D x
cos ( )
the tangent
Consider the unit circle on the right. A tangent is drawn at A and extended to the point C, so that OC is an extension of OP. This tangent is called tangent ( ), which is abbreviated to tan ( ). Triangles ODP and OAC are similar, because they have their three corresponding angles equal. tan ( ) sin ( ) It follows that: = (corresponding sides) 1 cos ( ) or tan ( ) = sin ( ) cos ( ) (as mentioned in an earlier section).
y 1 1 0
B P( ) C sin ( ) D 1A tan ( ) x
cos ( )
269
another relationship between sine and cosine complementary functions

Consider the unit circle shown on the right. The triangles OAB and ODC are congruent because they have all corresponding angles equal and their hypotenuses equal (radius = 1). Therefore all corresponding sides are equal and it follows that: sin (90 ) = cos ( ) = x and cos (90 ) = sin ( ) = y or 1 = cos ( ) sin 2 and
y 1 D x 0
y 1
C(90 ) 1 B( ) y A1 x
cos = sin ( ) 2
We say that sine and cosine are complementary functions. Though not required for this course, you may like to try to find the complementary function for tangent, that is, tan (90 ) = ?
WorkeD exaMple 11
If sin () = 0.4 and 0 < < 90, find, correct to 3 decimal places: a cos () b tan ().
think Write
a 1 Use the identity sin2 ( ) + cos2 ( ) = 1.

2 3
a sin2 ( ) + cos2 ( ) = 1
Substitute 0.4 for sin ( ). Solve the equation for cos () correct to 3 decimal places.
(0.4)2 + cos2 ( ) = 1 cos2 ( ) = 1 0.16 = 0.84 cos ( ) = 0.84 = 0.917 or 0.917 For 0 < < 90, cos is positive so cos ( ) = 0.917.
b tan ( ) =
Retain the positive answer only as cosine is positive in the first quadrant. sin ( ) . cos ( )
b 1 Use the identity tan ( ) =

2 3
sin ( ) cos ( )
Substitute 0.4 for sin ( ) and 0.917 for cos ( ). Calculate the solution correct to 3 decimal places.
0.4 0.917 = 0.436 =
WorkeD exaMple 12
Find all possible values of sin () if cos () = 0.75.

think
1 2 3
Write
Use the identity sin2 ( ) + cos2 ( ) = 1. Substitute 0.75 for cos ( ). Solve the equation for sin ( ) correct to 3 decimal places.
sin2 ( ) + cos2 ( ) = 1 sin2 ( ) + (0.75)2 = 1 sin2 ( ) = 1 0.5625 = 0.4375 sin ( ) = 0.4375 = 0.661 or 0.661
Retain both the positive and negative solutions, since the angle could be in either the first or fourth quadrants.
270
WorkeD exaMple 13
Find a if 0 < a < 90 and

think
a sin (a) = cos (42)
b cos (a) = sin (73).

Write

2
a sin (a ) = cos (42 )
Replace cos (42 ) with sin (90 42 ) (complementary functions).
sin (a ) = sin (90 42 ) sin (a ) = sin (48 ) a = 48

b cos (a ) = sin (73 )

2
Replace sin (73 ) with cos (90 73 ).
cos (a ) = cos (90 73 ) cos (a ) = cos (17 ) a = 17
WorkeD exaMple 14
If 0 < a < 90 and cos (a) = 3 , find the exact values of: a sin (a) b tan (a) c cos (90 a) d sin (180 + a).
think
1 2
Write/DraW
Draw a right-angled triangle. Mark in angle a, its adjacent side (A = 2) and the hypotenuse (H = 3).
H=3
a A=2
O= 5
3
Use Pythagoras theorem to calculate the opposite side (O) to a. O . H
O2 = 32 22 =5 O= 5
a sin (a ) =
a 1 Use the right-angled triangle to find
O H 5 3 O A 5 2
Substitute O = 5 and H = 3. O . A
=
b tan (a ) =
b 1 Use the right-angled triangle to find
Substitute O = 5 and A = 2.
c 1 Use the identity cos (90 a ) = sin (a ).

2
c cos (90 a ) = sin (a )
Substitute sin (a ) = sin (180 + a ) =

sin
5 . 3
5 3
d 1 Use the symmetry property
(a ).
d sin (180 + a ) = sin (a )
Substitute sin (a ) =
5 . 3
5 3
(Note: The above results could have been obtained using the identities directly.)
271
exercise 6e
sin2 ( ) cos2 ( )
identities
30 81 129 193 260 350
47
1 Copy and complete the table below, correct to 3 decimal places:
sin2 ( ) + cos2 ( )
2 We11a If sin ( ) = 0.8 and 0 < < 90, find, correct to 3 decimal places: a cos ( ) b tan ( ). 3 We11b If cos ( ) = 0.3 and 0 < < 90, find, correct to 3 decimal places: a sin ( ) b tan ( ). 4 We12 Find all possible values of the following, correct to 3 decimal places. a cos (x ) if sin (x ) = 0.4 b cos (x ) if sin (x ) = 0.7 c sin (x ) if cos (x ) = 0.24 d sin (x ) if cos (x ) = 0.9 5
Use the diagram at right to find the exact values of:

a c c cos (x ).
b sin (x ) x
Use the diagram at right to find the exact values of: a b b cos (x) c tan (x). Find the exact values of: 12 a cos (x) if sin (x) = 13 and 90 < x < 180
b sin (x) if cos (x) = c cos (x) if sin (x) =
3 5 7 25
bc 2 7 x
and x is in the third quadrant
and x is in the fourth quadrant 3 3 < x < 2 . d sin (x) if cos (x) = 2 and 2 8 MC Examine the diagram at right and answer the following questions. a sin (54 ) is equal to: a cos (54 ) B cos (36 ) C tan (36 ) D sin (36 ) e tan (54 ) b cos (54 ) is equal to: a tan (36 ) B cos (36 ) C tan (54 ) D sin (36 ) e sin (54 ) c tan (36 ) is equal to: cos (36 ) sin (36 ) a B sin (36 ) cos (36 ) C sin (36 ) cos (36 ) D sin (54 ) cos (54 ) e sin (36 ) + cos (36 ) d tan (54 ) is equal to: cos (36 ) cos (54 ) a B sin (54) cos (54 ) C sin (36 ) sin (54 ) D sin (54 ) cos (54 ) e sin (36 ) cos (36 )
9 We13 Find a if 0 a 90 and: a sin (a ) = cos (20 ) b sin (a ) = cos (58 ) d cos (a ) = sin (82 ) e sin (8 ) = cos (a ) g sin (89 ) = cos (a ) h cos (17 ) = sin (a ). 10
36
c 54 b
c cos (a ) = sin (39 ) f cos (44 ) = sin (a )
Copy and complete the following table. sin ( ) cos ( ) tan ( ) 0.8 0.6 0.28 0.96 0.3 3.18 1.207 0.77 0.447 2 0.7 0.573
272
11 We14 a d g j
If 0 < a, b, c < 90 and sin (a ) =

b e h k
sin (b ) tan (a ) sin (90 a ) sin (180 a )
tan (b ) sin (c ) cos (90 b ) cos (180 + b )
2 , 5
cos (b ) = 5 , tan (c ) =
c f i l
cos (a ) cos (c ) sin (90 c ) tan (180 + c ).
11 , 5
find:
6F Sine and cosine the graph of y = sin (x)
graphs
To get an idea of the shape of the y = sin (x) graph, we can construct a table of values, plot the points and join them with a smooth line. The values for the table can be generated from the unit circle. You may recall that continuing on the unit circle past 2, the sine values begin repeating themselves. For example, 9 sin = sin 2 + = sin . We have gone exactly once around the circle from . 4 4 4 4 x y = sin (x)
3 4 0.71 2 1 4 0.71
interaCtiVitY int-0251 Sine and cosine graphs
0 0
y
1 0.71
3 4
5 4 0.71
3 2 1
7 4 0.71
2 0
0.71
0.71
( , 1) 2 (, 4
( 34 , 0.71)
y = sin (x) (2, 0)

3 2
(, 0)
0.71)
2
(0, 0)
2 4
( , 0)
( 34 , 0.71) ( , 1) 2
0.71
( 54 , 0.71)
( 74 , 0.71) ( 32 , 1)
You can verify the shape of this curve using a CAS calculator. It can be observed that the curve repeats itself in cycles after an interval of 2 units. Due to this repetition it is called a periodic function; the period is the interval between repetitions. The y period of y = sin (x) is 2 radians (or 360). When dealing with graphs of circular functions Period such as sin (x), unless otherwise stated, we assume that the units for x are radians. Amplitude The mean position of the graph of y = sin (x) is y = 0 and the maximum and minimum values are x 1 and 1 respectively. The distance from the mean Mean position to the maximum (or minimum) position position is called the amplitude of the periodic function. Period The amplitude of y = sin (x) is 1 unit.
the graph of y = cos (x)

As for the graph of y = sin (x), the graph of y = cos (x) can be established by first completing a table of values. x y = cos (x)
1 3 4 0.71 2 4
0 1
3 4 0.71
5 4 0.71
3 2
7 4
2 0
0.71
0.71
0.71
273
When these points are plotted on a set of axes and joined with a smooth curve, the graph looks like the diagram at right. It can be seen that the basic shape of the curve y = cos (x) is the same as that of y = sin (x). It is also a periodic function with: period = 2 amplitude = 1.
y y = cos (x)
( , 0.71) 4 ( , 0) 2
0.71)
1 (0, 1) ( , 0.71) 4
( , 0) 2
(74 , 0.71) ( 32 , 0)
(2 , 1)
( 34 , 0.71)
2 4
3 2
( , 1)
0.71 3 1 ( , 0.71) 4
( , 1)
( 54 , 0.71)
Note: The graph of y = cos (x) is exactly the same as that of y = sin (x) translated units or 90 to 2 the left. In general, the graphs of y = a sin (bx) + c and y = a cos (bx) + c (for a, b, c R) have the following properties: 1. Amplitude = | a | 2 360 2. Period = (or ) b b 3. Mean position at y = c 4. Maximum = c + a and minimum = c a 1 5. When c = 0, x-intercepts for cosine are at x = and every 2 period to the left and right of these; 2b 1 x-intercepts for sine are at x = and every 2 period to the left and right of these. b Note: | a | means the size or magnitude of a, expressed as a positive number, as the amplitude must always be positive. If a < 0, then the resulting graph is a reflection in the x-axis of the graph for which a > 0. For example, the graph of y = 2 sin (x) is the reflection of y = 2 sin (x) in the x-axis (think of the x-axis as a plane or flat mirror).
WorkeD exaMple 15
State i the period and ii the amplitude of each of the following functions. a y b y = 1.5 sin (4 x)
4
0 4
think
3 2
Write
a 1 The cycle repeats after 3 units.

2
a i Period = 3 ii Amplitude = 4
The distance from the mean position to the maximum position is 4 units.
b 1 Write the formula for the period of y = a sin (bx).

2
b i Period =
2 where b = 4 b 2 4
Substitute b = 4. Simplify. By rule, the amplitude is | a | or | 1.5 |.
= =
3 4
2
= 1.5
ii Amplitude = | 1.5 |
274
WorkeD exaMple 16
Sketch the graphs of the following functions and state i the period and ii the amplitude of each. 2 x x [0, 12] a y = 4 cos b y = sin (4 x) x [0, 2] 3 3
think Write/DraW
a 1 Write the formula for the period.

2
a i Period =
Substitute b = 3 . Simplify the value of the period. The amplitude is the value in front of cos, written as a positive value. Draw a set of axes. Because the amplitude is 4, mark or imagine horizontal guidelines at y = 4 and 4. Sketch one cycle of the graph every period (every 6) along the x-axis, for x [0, 12], showing key x-values.
y 4 0 4
2 b 2
1 3
3 4
= 6
ii Amplitude = 4
5 6
3 2
9 2
6 15 9 2
21 2
12 x
b 1 Write the formula for the period.

2
b i Period =
2 b 2 4
Substitute b = 4. Simplify the value of the period. The amplitude is the value in front of sin, written as a positive value. Draw a set of axes. Because the amplitude is 3 , mark or imagine horizontal guidelines at 2 2 y = 3 and 3 .
2
= =
2
2 3
ii Amplitude =
5 6
y
2 3
0
2 3
3 4
5 4
3 2
7 4
2 x
Sketch one cycle of the graph every period (every ) along the x-axis, for 2 x [0, 2]. Determine the x-intercepts and mark these on the graph.
275
WorkeD exaMple 17
Sketch the graph of y = cos (2x) 3, x [0, 2], and state: a the period b the amplitude c the maximum and minimum values.
think Write/DiSplaY

2 3
a Period =
2 b 2 2
Substitute b = 2. Simplify the value of the period. written as a positive value.
=
b Amplitude = 1 y 1 0 1
2
b 1 The amplitude is the value in front of cos,

2
Sketch the graph of y = cos (2x) first. Since the amplitude is 1, mark or imagine horizontal guidelines at y = +1 and y = 1. Sketch one cycle of the graph every period (every ) along the x-axis, for x [0, 2]. Determine the x-intercepts and mark these on the graph. y= The maximum and minimum are at c + a and c a. Because the mean position is now at y = 3, translate y = cos (2x) vertically to this position.
3.
3 2
2 x
c 1 The mean position of y = cos (2x) 3 is at
c Maximum = 3 + 1
= 2 Minimum = 3 1 = 4
y 1 0 1 2 3 4 5
2
3 2
2 x
WorkeD exaMple 18
Sketch the graph of the following function. f: [2, 4] R, f (x) = 2 cos x 2

think
1
Write/DraW
The period of the function is
2 , where b = . 2 b
Period =
2 2
2 3 4 5
Simplify the value of the period. The amplitude is 2. Draw a set of axes. Using an interval of 4 (the period), mark the x-axis from 2 to 4 (the specified domain).
=4 Amplitude = 2
276
Show 2 and 2 on the y-axis, since the amplitude is 2. Visualise or check the general shape of the graph of y = a cos (bx). Starting from the point (0, 2), complete one cycle of the cosine function forward to (4, 2). Complete half of a cycle back from (0, 2) to (2, 2). The x-intercepts are halfway between the maximum and minimum points.
y 2 0 2
x y = 2 cos 2 (4, 2)
1 2 3 4
( )
x
2 (2, 2)
10
exercise 6F
1 We15a a y 2 0 2 d y 4 0 4 g y 2.5
2
Sine and cosine graphs

b y 1 c y 1.5
4
5 4
State i the period and ii the amplitude for each of the following functions.
DiGital DoCS doc-9762 Sine graphs doc-9763 Cosine graphs
0 1 e
0 1.5 f y 3
3
3 x
y 2 0 2 x
3 2
0 3
y 0.5 0 0.5 x
y 8 6
0 2.5
4 2 2 0 x
2 We15b State i the period and ii the amplitude of each of the following functions. a y = sin (x) b y = 3 sin (x) c y = 2 sin (2x) d y = 4 sin (3x) g y = 0.4 cos e y=
1 2
x +1 3
x sin 3
f i
y = 2 cos (4x)
h y = 3 cos (5x)
y = sin (6x) + 4
k y=
1 5
sin ( x )
x y = 2.5 cos 4 x cos 2 y= 4
3 We16
Sketch the graph of the following functions, showing one complete cycle, and state i the period and ii the amplitude of each. x a y = sin (2x) b y = 2 cos (x) c y = 3 sin 2
d y = 4 cos (2x) e y = 2 sin (3x) h y = 4 cos
1
f i
y=
2 3
x g y = 5 sin
3 j y = 3 sin (2x)
x 2
x cos 2
y = 2 cos (4x)
277
4 MC Parts a to c refer to the graph shown below. y 3
0 3 a The amplitude of the function is:

a
B 3
D 3
e 6
b The period of the function is:

a 2 B
C 2 c The equation of the function could be: a y = 3 sin (2x) B y = 3 sin (x) x D y = 3 sin (2x) e y = 3 sin 2
5 MC The equation of the curve at right could be:
a y = 2 cos (x) C y = 2 cos (x) e
D 6
e 3 C y = 3 cos (2x)
y 2
x y = 2 cos 2
x 2 x D y = cos 2
B y = 2 sin
0 2
6 a
State the equation of each of the functions graphed below.

y 1.5 0 1.5 3 x
4
y 2
0 2
3 4
y 5 2 5 0 2 4 x
y 4 0 4
3 2
y 1 0 1
2 3 4 3
y 3
x
6
278
7 We17 Sketch the graph of each of the following functions. a f (x) = cos (2x) for x [2, 2] c f (x) = 2 sin (3x) for x [0, 2] e f (x) = 1.5 sin x for x [6, 6] 3 b f (x) = 3 cos x for x [4, 4] d f (x) = f
3
2 cos (2x) for x [0, 2]
f (x) = 4 sin (4x) for x [0, ]
8 We17 Sketch the graph of the following functions and state i the period, ii the amplitude, and iii the
maximum and minimum values of each. a y = cos (2x) + 1 x [0, 2] x + 3 c y = 2 cos x [0, 2] 2
3 2
b y = 2 sin (x) 2
x [2, 2] x [0, 6]
x d y = sin 1 3
9 We18 Sketch the graphs of each of the following functions. a f : [, 2] R, f (x) =
2x sin 3 2
b f : [6, 6] R, f (x) = 1.8 cos
x 3
c f : [0, 6] R, f (x) = 1.4 sin x
3 x d f : [0, 8] R, f (x) = 3 cos 4
10 For each of the functions graphed below, state the rule using full function notation. a y 3 f(x) 0 3
8 6
y
5 2
f(x) 5 x
0
5 2
y 2 f(x) 1 2 0 1 x
y 1.8 f(x) 1 0 3 x
1.8
y 3 f(x) x
y 2.4 f(x)
1 0 3
0 3
2.4
y 0 1 2 3
2
y
1 0 1 2 2 3 4
2
3 2
2 x
DiGital DoC doc-9764 WorkSHEET 6.2
279
6G tangent graphs the graph of y = tan (x)

To manually plot the graph of y = tan (x), the following table of values may be used. x y = tan (x)
3 4 2 4 1
0 0
3 4 1
5 4
3 2
7 4 1
2 0
Undefined
Undefined
Undefined
Note: Multiples of 8 could be used to give more points to plot and a clearer indication of the shape of the graph. sin ( x ) Note the presence of some undefined y-values. This is because y = and cos (x) = 0 at these cos ( x ) values. These undefined values are shown as vertical asymptotes at the given value of x for which they occur. (An asymptote is a line that a graph approaches, but never quite reaches. In the case of y = tan (x), y approaches (but never actually reaches) and + for particular x-values.) The graph of y = tan (x) is shown in the figure below.
Vertical asymptotes y y = tan (x)
5 3 ( , 1) 4 ( , 1) ( , 1) 4 1 4 ( , 0) ( , 0) (0, 0) 0 4 2 2 4 1 ( 34 , 1)
(2 , 0)
3 2
( 74 ,
2 1)
The features of the graph of y = tan (x) are as follows: 3 1. It has vertical asymptotes through x = , , , 2 2 2 2. It has no amplitude.
3. It has a period of . 4. It has a range of R (the set of all real numbers). In general, the graph of y = a tan (bx) + c has the following properties.
y
3 2b
2b
2b
3 2b
1. No amplitude 2. Period = . b 3. When c = 0, the graph has x-intercepts at x = and every period to the left and right of these. b 4. It has asymptotes at x = and x = and every period to the left and right of these. 2b 2b (2n + 1) 5. The following formula for asymptotes applies: xasymptote = , where n = 0, 1, 2, . . . 2b 6. Mean position at y = c. The graph is translated vertically to c.
WorkeD exaMple 19
For each function below, state i the period and ii the equation of the two asymptotes closest to the y-axis. 1 x + 3 a y = 2 tan (4 x) b y = 3 tan 2
think Write

2 3
a i Period =
b 4 2b
Substitute b = 4. Write the formula to find the two closest asymptotes to the y-axis. Substitute b = 4. Simplify.
ii Asymptotes: x =
x= x=
24 8 b
1 2
b 1 Write the formula for the period.

2
b i Period =
Substitute b = Simplify.
1 . 2
3 4
= 2
ii Asymptotes: x =
Write the formula to find the two closest asymptotes to the y-axis. Substitute b = Simplify.
1 . 2
2b
5 6
x=
1 2 2
x=
WorkeD exaMple 20
x over [2, 4] without a Sketch the graph of the function y = 3 tan 2 CAS calculator.
think
1
Write
Find the period using b =
. 2
Period =
2 =2
2
Find the two asymptotes closest to the y-axis by substituting b = into x = . 2 2b State the other asymptotes by adding/subtracting the period, 2 units, to/from the first asymptotes, x = 1.
Asymptotes: x = = 1
Other asymptotes are: x = 1 2, x = 1 + 2, x = 1 + 2 + 2 etc.
281
State all asymptotes in the domain [2, 4].

1 1
All asymptotes in the domain [2, 4] are: x = 1, x = 1, x = 3.
Evaluate y when x = 2 and x = 2 to establish two definite points on the graph.
1 When x = 2 , y = 3 tan 4 =31 =3 1 When x = 2 , y = 3 tan 4 = 3 1 = 3

y 3 2 1 2 3
1
6 7
Draw a set of axes using x [2, 4]. Mark in the vertical asymptotes at x = 1, x = 1, x = 3. Using the asymptotes as a guide, sketch the standard tan curve. Verify that this graph is correct by using a CAS calculator.
x y = 3 tan 2
( )
1 2
exercise 6G
DiGital DoC doc-9765 tangent graphs
tangent graphs
1 We19
State i the period and ii the equation of the two asymptotes closest to the y-axis for each of the following. x x a y = tan (2x) b y = tan (3x) c y = tan d y = tan 3 2 x x e y = 3 tan (x) f y = 2 tan g y = tan h y = 2 tan (2x) 4 2 i y = tan (x) 1 j y = tan (2x) 3
MC
2 Sketch the graph of each function in question 1, showing the first two cycles. 3 We20
a 4
The function y = 3 tan (4x) has a period equal to: B C D 4 2

y
e 2
4 MC Use the graph to answer questions a and b. a The period of the function is equal to:
4 C 2 e 3 b The equation of the function is:

a a y = 1.5 tan (x) C y = 1.5 tan (2x) e y = 3 tan (x)
B D 2
1.5 0
2
x 2 D y = 1.5 tan (3x)

B y = 1.5 tan
5 We20 Sketch the graphs of each of the following functions over the given domain. a y = 3 tan
DiGital DoC doc-9766 Investigation tangent graphs
x , [0, 2] 2 2 x , [0, 5] 5
b y = tan
x , [0, 3] 3
c y = 2 tan
x , [0, 2] 3
d y = 1.8 tan
e y = 2 tan ( x), [1, 1]
282
6h
Solving trigonometric equations

1 2
To find the solution to the equation sin ( x ) =

y 1
1 2
where x [0, 4], we can consider the graph of y = sin (x).
3 2
5 2
7 2
1
1
y = 8 sin ( )
By drawing a horizontal line through y = , it can be seen that there are four solutions in the domain 2 [0, 4]. The solution for 0 < x < , that is, in the first quadrant, is (from our knowledge of exact values). 2 4 Note: For inexact solutions in the first quadrant, use a calculator. The sine function is also positive in the second quadrant. y 3 Using sine symmetry, the next solution is = 4 4 (different symmetry properties are used for cosine and sin ( ) sin ( ) S A 4 4 tangent). Since the graph is periodic, any further solutions are 4 found by adding (or subtracting) the period (in this case 2) to x (or from) each of the first two solutions. T C For example, two further solutions are: 3 + 2 and + 2 4 4 9 11 = and 4 4 3 9 11 Therefore, four solutions in the specified domain are , , and . 4 4 4 4 However, if a domain is not specified, there are an infinite number of solutions, as multiples of 2 3 can be added (or subtracted) indefinitely to (or from) and . In this situation a general solution is 4 4 obtained where the solutions are in terms of a parameter, n, where n is an integer, i.e. n Z. The general solution for the first quadrant solution x = becomes x = 2n + where n Z. 4 4 3 3 becomes x = 2n + The general solution for the second quadrant solution x = where n Z. 4 4 3 Note that the general solution x = 2n + can be expressed as x = 2n + = (2n + 1) . 4 4 4 Substituting different integer values of n will give specific solutions as shown in the table below.
n
1
x = 2n + x = 2 + x = 0+ x = 2 + x = 4 +
, n Z 4 7 = 4 4 = 4 4 9 = 4 4
x = 2n + x = 2 + x = 0+ x = 2 + x = 4 +
3 , n Z 4 3 5 = 4 4
0 1 2
3 3 = 4 4 3 11 = 4 4
17 = and so on 4 4
3 19 = and so on 4 4
283
In general, if: sin (x) = a, then x = 2n + sin 1 (a) and x = (2n + 1) sin 1 (a) where a [1, 1] and n Z. 1 1, 1] and n Z cos (x) = a, then x = 2n cos (a) where a [ tan (x) = a, then x = n + tan 1 (a) where a R and n Z. When solving trigonometric equations, the following need to be determined: 1. The first quadrant angle, irrespective of the sign 2. The two quadrants in which the given function is positive or negative 3. Two solutions between x = 0 and x = 2 (use the appropriate sine, cosine or tangent symmetry property). If more solutions are required: 1. Repeatedly add (or subtract) the period to the two solutions as many times as required, noting solutions after each addition or subtraction. 2. Stop when all solutions within the specified domain are found. 3. If no domain is given, a general solution is required.
WorkeD exaMple 21
Find to the nearest tenth of a degree if cos ( ) = 0.58, given that [0, 360].
think
1 2
Write/DraW
Write the equation. Find the first quadrant angle by solving cos ( ) = 0.58 to the nearest tenth of a degree. Identify where the cosine function is negative. Use cosine symmetry to find the solutions.
cos ( ) = 0.58 First quadrant angle = cos1 (0.58) = 54.5 Cosine is negative in quadrants 2 and 3.
(1
3 4
y
.5 )
180 (0.58)
54 .5
5 6
Simplify the solutions. Since the period is 360, no further solutions are required for [0, 360].
= (180 54.5) or (180 + 54.5) = 125.5 or 234.5
WorkeD exaMple 22
Find the value of x in each of the following equations if x [0, 4]. Give answers correct to 3 decimal places, unless exact answers may be found. a sin (x) = 0.3 1 b cos ( x) = 2
think Write
(1
80

2
a sin (x) = 0.3
Use a CAS calculator to find the first quadrant angle (since no exact answer exists). Ensure your CAS calculator is set to radians. Identify where sine is positive.
First quadrant angle = sin1 (0.3) = 0.305 Sine is positive in quadrants 1 and 2.
80 54
54.5 0.58 + 0.58
x [0, 4]
284
Use sine symmetry to find the two solutions for x [0, 2].
2.83
0.3
7c
.305 0.3 x
For x [0, 2] x = 0.305 or ( 0.305) = 0.305 or 2.837

5 6
Convert the specified domain to a decimal. The period of y = sin (x) is 2, so add 2 (= 6.283) to each of the solutions above. Adding 2 (= 6.283) to the last two solutions would give solutions beyond the specified domain, so stop here.
[0, 4] = [0, 12.566] For x [0, 4] x = 0.305, 2.837, (0.305 + 6.283), (2.837 + 6.283) x = 0.305, 2.837, 6.588, 9.120

2
b cos( x ) =
1 2
x [0, 4]
1 1 2
Recall a special triangle to find the first quadrant angle. Note: This is not a solution in this case. Identify where cosine is negative. Use cosine symmetry to find the two solutions for x [0, 2].
First quadratic angle = cos =
3 4
Cosine is negative in quadrants 2 and 3.

y
2 3
1 2
3
1 2
4 3
For x [0, 2] x = or + 3 3 2 4 = or 3 3
5
The period of y = cos (x) is 2, so add 2 to each of the solutions above for x [0, 4].
For x [0, 4] 2 4 2 4 x= + 2 , + 2 , , 3 3 3 3 2 4 2 6 4 6 = + + , , , 3 3 3 3 3 3 x= 2 4 8 10 , , , 3 3 3 3
Adding 2 (=
6 ) to the last two solutions 3 would give solutions beyond the specified 12 domain (4 or ), so stop here. 3
285
WorkeD exaMple 23
Find solutions to 2 sin (x) = 0.984 over the domain [0, 2].
think
1 2 3
Write/DraW
Write the equation. Divide both sides by 2 to get sin (x) by itself. Determine the first quadrant angle in radians, correct to 3 decimal places. Identify where the sine is positive. Use sine symmetry to find the solutions.
2 sin (x) = 0.984 sin (x) = 0.492
x [0, 2]
First quadrant angle = sin1 (0.492) = 0.514 Sine is positive in quadrants 1 and 2.
y
4 5
4) c 0.492
0.51
0.492 x 0.514c
x = 0.514 or ( 0.514)
6 7
Simplify the solutions. Since the period is 2, no further solutions are required over the domain [0, 2].
= 0.514 or 2.628
Note: Any equation not in the form sin (A) = B (or cos or tan) should be transposed before the solutions are found.
WorkeD exaMple 24
Find the general solution of the following equations. 1 a cos ( x) = b 2 sin (x) 1 = 0 c tan ( x) = 3 2 Hence, find all the solutions for 2 x 2 for each equation.
think Write
a 1 Write the general solution for
cos (x) = a.
a x = 2n cos
(a)
1 into the general equation 2 1 , recognising that it and evaluate cos 1 2 is an exact angle. Substitute a = Write the two separate solutions and specify n Z. Substitute n = 1, n = 0 and n = 1 into each of the general solutions.
1 x = 2n cos 1 2 x = 2n 4
x = 2n +
and x = 2n , n Z 4 4
9
4 n = 0: x = and x = 4 4 7 9 n = 1: x = 2 = and x = 2 + = 4 4 4 4
n = 1: x =
and x =
7 4
286
Write the solutions for 2 x 2.
x=
7 7 , , , 4 4 4 4
1 2 1 1
b 1 Rearrange the equation and substitute
1 a = 2 into the general equations. Evaluate 1 sin 1 ( 2 ), recognising that it is an exact angle.
b sin ( x ) =
x = 2n + sin x = 2n
(a) and x = (2n + 1) sin and x = (2n + 1)
(a)
Specify n Z.
1 + sin 1 ( 2 )
and x = (2n + 1) or 6 6 5 x = 2n + , where n Z 6

x = 2n + n = 1: x = 2 + x =
1 sin 1 ( 2 )
Substitute n = 1 and n = 0 into each of the general solutions.
7 = 6 6 5 n = 0: x = and x = = 6 6 6
x=
11 = and 6 6
11 7 5 , , , 6 6 6 6
1
c 1 Write the general solution for tan x = a.
c x = n + tan
(a)
x = n + tan = ( 3) x = n + , n Z 3
1
Substitute n = 2, n = 1, n = 0 and n = 1 into each of the general solutions.
n = 2 : x = 2 + =
5
n = 1: x = + = n = 0: x =
3
4 3
2 3
n = 1: x = + =
3
x=
2 4 , , 3 3 3
exercise 6h
1

1 2
Find the exact value of x in terms of in each of the following equations, given that x is in the first quadrant.
a cos ( x ) = c tan ( x ) = e tan (x) = 1 b sin ( x ) = d cos ( x ) = f
1 2 3 2 3 2
sin ( x ) =
DiGital DoC doc-9767 trigonometric equations
287
2 We21 Find the value of to the nearest tenth of a degree in each of the following equations, given a sin () = 0.6 d sin () = 0.85 g sin () = 0.333
that [0, 360].
b cos () = 0.25 e cos () = 0.195 h cos () = 0.757
c tan () = 5.72 f tan () = 0.837
3 We22 Find the value of x in each of the following equations if x [0, 4]. Give answers correct to
3 decimal places, unless exact answers are found. a sin (x) = 0.8 b cos (x) = 0.5
d tan ( x ) =
1 3
c tan (x) = 1.5 f
e sin (x) =
2 2
0.39
cos ( x ) =
2 2
and 0 < x < 360, then x is equal to: a 150 or 210 B 135 or 225 C 225 D 135 or 315 e 120 b If 3 tan (x) = 1 and 0 < x < , then x is equal to: 2 a B C D e 6 2 3 4 5 5 We23 Find solutions, exact where possible, to the following over the domain [0, 2]. a 2 sin (x) = 0.586 b 2 cos (x) = 1 c 2 tan ( x ) = 2 3 d 2 sin (x) + 0.893 = 0 3 tan ( x ) + 1 = 0 e 1.8 cos (x) + 1.236 = 0 f
4 MC a If sin ( x ) = cos ( x ) = 6 MC
The solution to the equation 2 cos (x) + 1 = 0 over the domain [0, 2] is: 5 7 2 4 2 5 a B C D , , , , 6 6 3 3 3 3 6 6
4 5 , 3 3
7 Solve each of the following, to the nearest tenth of a degree, over the domain [0, 360]. a 4 sin (x) = 1 b 3 cos (x) = 2 c 2 tan (x) 7 = 0 d 4 + sin (x) = 3 e 1 + 2 cos (x) = a sin (x + 30) = 1 c tan (x + 45) = 1
3 tan (x) + 9 = 0
8 Solve the following equations over [0, 360]. b cos (x 60) = 0 d 2 sin (x 60) = 1
2 cos (x + 90) + 1 = 0 x =1 g 2 cos 2

e i
3 tan (2 x ) = 1 3
sin (2x) = 0 x h 2 sin = 2 2 2 cos (3 x ) = 1 j

f l
k tan (2 ( x 30) ) = 9 We24 a 2 cos ( x ) 3 = 0 b tan ( x ) = c
sin
1 2
( x 40)
) = 0.6
Find the general solution of the following equations.
1 3 2 sin ( x ) 1 = 0 .
Hence, find all solutions for 2 x 2 for each equation.

10 Find the general solution of the equation 2 sin (2x) 1 = 0. Hence, find all solutions for x . 11 Find the general solution of the equation 2 cos (3x) 1 = 0. Hence, find all solutions for x .
6i
applications
Many situations arise in science and nature where relationships between two variables exhibit periodic behaviour. Tide heights, sound waves, biorhythms and ovulation cycles are examples. In these situations trigonometric functions can be used to model the behaviour of the variables. The independent variable (x) is often a measurement such as time. When modelling with trigonometric functions you should work in radians unless otherwise instructed.
WorkeD exaMple 25
E. coli is a type of bacterium. Its concentration, P parts per million (ppm), at a particular beach over a 12-hour period t hours after 6 am is described by the function t P = 0.05 sin + 0.1. 12 a Find i the maximum and ii the minimum E. coli levels at this beach. b What is the level at 3 pm? c How long is the level above 0.125 ppm during the first 12 hours after 6 pm?
think Write/DraW
a Write the function. i 1 The maximum value of the sine function
a P = 0.05sin
t + 0.1 12
i The maximum P occurs when sin
is 1.
2
t = 1. 12
t Substitute sin = 1 into the equation 12 for P and evaluate.

State the solution.
Max. P = 0.05(1) + 0.1 = 0.15 The maximum E. coli level is 0.15 ppm.
ii The minimum P occurs when sin
ii 1 The minimum value of the sine function
is 1.
t = 1. 12
t Substitute sin = 1 into the equation 12 for P and evaluate.

State the solution. At 3 pm it is 9 hours since 6 am. Substitute t = 9 into the equation for P and evaluate.
b
Min. P = 0.05(1) + 0.1 = 0.05 The minimum E. coli level is 0.05 ppm. At 3 pm, t = 9. 9 When t = 9, P = 0.05 sin + 0.1 12 3 = 0.05 sin + 0.1 4 1 + 0.1 2 = 0.035 + 0.1 = 0.135 = 0.05
1 2
State the solution. A sketch graph will give a better understanding of this question. State the amplitude. Calculate the period.
c
The E. coli level at 3 pm is approximately 0.135 ppm.
2 3
Amplitude = 0.05 Period = 2 12 Period = 24

Chapter 6 Circular functions 289
4 5
Identify the basic graph. State the translations needed. Sketch the graph of P. Draw a horizontal line through P = 0.125.
t The basic graph is P = 0.05 sin . 12

No horizontal translation is needed; the vertical translation is 0.1 units up.
P (parts per million) 0.150 0.125 0.100 0.050 0 2 4 6 8 10 12 t (hours)
6 7
Identify where P > 0.125 from the graph. Solve the equation P = 0.125 to find the first two values of t.
The graph shows that P > 0.125 between the first two points where P = 0.125. When P = 0.125, t 0.05 sin + 0.1 = 0.125 12 t 0.05 sin = 0.025 12 t sin = 0.5 12 t = or 12 6 6 5 = or 6 6 t 1 5 = or 12 6 6 t = 2 or 10 P > 0.125, for 10 2 = 8 hours The E. coli level is above 0.125 parts per million for 8 hours.
10
Find the difference between the solutions t = 2 and t = 10. State the solution.
11
exercise 6i
applications
W (kg) 4 3 2 1 0 3 6 t (days)
1 The weight of a rabbit over a period of time is modelled by the graph shown below.
a State i the amplitude and ii the period. b Express W as a function of t. 290 Maths Quest 11 Mathematical Methods CAS
2 The graph below shows the heart rate of an athlete during a particular hour of a workout. H (beats/min) 160 110 60 0 15 30 45 60 t (min)
a Find the initial heart rate. b State i the amplitude and ii the period. c Express H as a function of t. 3 We25 The height above the ground, h metres, of a child on a swing at any time, t seconds, after being
released is:
Find:
t h = 1 + 0.6 cos 2
a the maximum height of the swing b the height after 4 i 3 seconds and ii seconds 3 c the length of time that the swing is below 1.5 metres, travelling from one side to the other.
4 The temperature, T (C), inside a building on a given day is given by the function:
t T = 8 sin + 18 12 where t is the number of hours after 8 am. a What is the maximum temperature in the building and the time at which it first occurs? b Find the temperature at i 8 pm, ii 6 pm and iii 12 am (midnight).
5 The displacement, x (in mm), of a harp string t seconds after it is initially plucked is modelled by the
function: x (t) = 12 sin (20 t)

a b c d
What is i the amplitude and ii the period of this function? How many vibrations (that is, cycles) will it complete in one second? Find the displacement after 0.08 seconds. At what time will its displacement first be 6 mm?
6 The height of a bungee jumper, h metres, above a pool of water at any time, t seconds, after jumping is
described by the function: h (t) = 20 cos (0.8t) + 20

a What is the initial height of the bungee jumper? b When, if at all, does the bungee jumper first touch the water? c Assuming the cord is perfectly elastic, how long is it until the bungee jumper returns to the lowest
position?
7 A cyclist rides one lap of a circular track at a constant speed so that her distance, d metres, from her
starting point at any time, t seconds, after starting is:
t d = 50 50 cos 30
Find: a the time taken to complete one lap b the radius of the track c the maximum distance from the start d the length of the track e the distance from her starting point after i 15 seconds and ii 40 seconds f the times at which she is 93.3 metres from her starting points.
8 The depth of water, d metres, at a port entrance is given by the function:
t d (t ) = 4.5 + 1.5 sin 12

where t is in hours. a Find i the maximum and ii the minimum depth at the port entrance. b A certain ship needs the depth at the port entrance to be more than 5 metres. The ship can be loaded and unloaded, and in and out of the port, in 9 hours. Assuming that the ship enters the port just as the depth at the entrance passes 5 metres, will the ship be able to exit 9 hours later? How long will it have to spare, or by how many minutes will it miss out?
9 The Australian dollars value (a) in US dollars was observed to follow the equation a b c d e 292
a = 0.9 + 0.01t + 0.02 sin (0.5 t) over a period of 8 days (t represents the number of days). Using a CAS calculator, sketch a graph of a for 0 t 8. When will the Australian dollar first reach US$0.95? At what other times will it be worth US$0.95? Find all of the maximum turning points of the graph (to 3 decimal places). What is the highest value reached?
Summary
SOH CAH TOA O A cos ( ) = sin ( ) = H H
tan ( ) =
O A
Angles of elevation and depression:

gle Horizontal tio leva of e n
An
An
the unit circle
gle
ep of d
res
sio
sin () = y cos () = x
2nd quadrant S
90 y 1st quadrant P( ) A sin ( ) x 0, 360, 2 4th quadrant 270

3 2
, 180
T 3rd quadrant
cos ( ) C
tan () = the height of the point where the angle line meets the tangent line (at the RHS of the unit circle)
y tan ( )
tan ( ) =
radians
y x
c = 180 180 1c = c 1 = 180
293
For exact values use special triangles:
30 2 2
4
1 1
3
45
60 1
Angle () 0 or 30 6 or 45 4 or 60 3 or 90 2
Symmetry
sin () 0
1 2 1 2
cos () 1
3 2
tan () 0
1 3
= 1 3
3 3
=
3 2
2 2
1 2
=
1 2
2 2
Undefined
Relating a given angle back to the first quadrant of the unit circle is often helpful. Provided an angle is expressed as or 2 , the trigonometric function (sin or cos) remains the same, 3 4 6 8 only the sign (+ or ) may change. So may be written as etc. , , , 3 4 6 8 sin ( + ) = sin () sin (2 ) = sin () sin ( ) = sin () cos () cos () cos ( ) = cos ( + ) = cos (2 ) = cos () tan ( ) = tan () tan ( + ) = tan () tan (2 ) = tan () sin2 () + cos2 () = 1 sin ( ) tan ( ) = cos ( ) sin (90 ) = cos ( ) or sin = cos ( ) 2
identities
cos (90 ) = sin ( ) or cos = sin ( ) 2

Basic graph types: 1. y = a sin (bx) + c y = a cos (bx) + c 2 2. Period = , amplitude = | a | b

y a 0 a y = a sin (bx) y a x = period 0 a y = a cos (bx)
2 b
2b
3 2b
2 b
294
When sketching: 1. Recall the basic graph type. 2. Find the period and amplitude. 3. Sketch in sections of one period. 4. Find x-intercepts between other known intercepts or minimum and maximum points. 5. Translate the graph vertically by c.
tangent graphs
y = a tan (bx) + c Period = , no amplitude b Asymptotes at x = and every period to the 2b left and right of these The formula for asymptotes applies: (2n + 1) xasymptote = , 2b where n = 0, 1, 2, . . .
3 2b
2b
2b
3 2b
When solving trigonometric equations, the following need to be determined: 1. The first quadrant angle, irrespective of the sign 2. The two quadrants in which the given function is positive or negative 3. Two solutions between x = 0 and x = 2 (use the appropriate sine, cosine or tangent symmetry property). If more solutions are required: 1. Repeatedly add (or subtract) the period to the two solutions as many times as required, noting solutions after each addition or subtraction. 2. Stop when all solutions within the specified domain are found. 3. If a general solution is required, the answer will be in tems of n, n Z. In general, if: sin (x) = a, then x = 2n + sin 1 (a) and x = (2n + 1) sin 1 (a) where a [1, 1] and n Z. 1 cos (x) = a, then x = 2n cos (a) where a [1, 1] and n Z tan (x) = a, then x = n + tan 1 (a) where a R and n Z. To find the maximum value of a function, replace sin x or cos x with +1. To find the minimum value of a function, replace sin x or cos x with 1. Initial values occur at t = 0. A sketch graph may provide greater understanding.
applications
295
Chapter review
S h ort anS Wer
1 The angle of elevation from an observer to an aircraft when it is 4.5 km away is 30. How high is the
aircraft above the ground if the observers eye level is 1.75 m above the ground?
4.5 km
30 1.75 m 2 Find the exact values of: a tan (120 ) 3 If cos ( ) = a sin ()
3 4
b cos (150 )
c sin
5 . 6
and 0 < < 2 , find the exact values of: b tan ().
c 1 c
4 Convert the following angles to exact radians. a 140 b 310 5 Convert the following radian measures to degrees. a
2 5
b 1
7 2
b cos (2 ) c tan ( + ). 7 If cos (x) = and < x < , evaluate: 2 a sin (x) b tan (x). 8 Sketch the graphs of the following functions. x a y = 4 sin over [2, 4] b y = 1.5 cos (2x) over [, ] 2 9 Sketch the graph of: 1 x a y = 2 tan (4x) for x [, ] b y= tan for x [0, 12]. 6 2 1 10 Find all of the solutions to the equation sin ( x ) = over the domain [0, 3]. 2 11 Solve the equation 3 + 2 cos (x) = 0 over the domain [0, 360]. 3 12 Find the general solution of the equation sin ( x ) = . Hence find all solutions for 2 x 2. 2 13 If cos () = 0.40 and sin () = 0.92, find: a tan () b cos (180 ) c sin () d cos (90 ). 14 With the aid of a diagram if necessary, find exact values for: 7 a sin b cos 6 6
0.9
6 If cos () = 0.69, find: a sin (180 )
c tan
5 3
d cos ().
15 Solve the following.
3 2 1 c tan ( x ) = 3 e tan (x ) = 1
a sin ( x ) = 296 Maths Quest 11 Mathematical Methods CAS
b cos ( x ) =
d cos (x ) = 1
16 The sound level of a siren follows the rule L (t) = 6 sin ( t) + 80, where L is the sound level measured
in decibels (dB) and t is the time in seconds. a What is the amplitude and period of L(t)? b What are the minimum and maximum sound levels of the siren? c How long does it take for the sound to reach its maximum level the first time? d Find the first time the sound level reaches 83 dB. e Sketch the graph of L(t) for 0 t 2.
1 The relationship between a, x and y in the triangle shown is:
M U ltip l e C ho iC e
x a y
a tan (a) =
y x
sin (a) =
x y
C tan (a) =
x y
D cos (a) =
y x
e sin (a) = xy
2 In the triangle shown, the value of x is closest to:
4.2 56
a 2.35
B 2.83
C 5.07
D 7.51
e 3.48
3 The angle that the 3-metre ladder makes with the wall in this diagram is closest to:
3.0 m
1.2 m
a 23.6 a 1 and 2 B 21.8 B 1 and 4 C 66.4 C 2 and 4 D 18 D 2 and 3 e 76 e 1 and 3
4 In which quadrants is tan (x) positive? 5 The value of cos (320) is:
a positive, as 320 is in the 1st quadrant C negative, as 320 is in the 3rd quadrant e positive, as 320 is in the 4th quadrant a 0 < a < 90 D 0 < a < 180
B negative, as 320 is in the 2nd quadrant D negative, as 320 is in the 4th quadrant
6 If tan (a) < 0, sin (a) < 0 and 0 < a < 360, then which one of the following is correct?
B 180 < a < 270 e 270 < a < 360
C 90 < a < 180
297
7 If tan ( ) =
a
1 2
3, then sin () could be equal to:

B
3 2
C 1
1 2
e 0
8 The angle 150 is equivalent to:

a
2 3
7 6
9 The angle that is equivalent to

B 315 4 is: 10 The value of cos 3 a
3 2
a 405
9 is: 4
5 9
5 6
4 3
C 540
D 270
e 300
Use the following information to answer questions 11 to 13: sin (a) = 0.6 and 0 < a < . 2 11 sin (2 a) is equal to: a 0.36 B 0.8 C 0.6 D 0.8 12 cos (a) is equal to: a 0.6 B 0.8 C 0.6 D 0.8 13 tan ( a) is equal to: a 0.75 C 1.33 B 1.33 D 0.75 14 The one value that is equal to sin (53) is: a tan (37 ) B cos (37 ) C cos (53 ) D sin (37 ) Questions 15 to 17 refer to the function f (x) = 2 sin (3x). 15 The amplitude of f (x) is equal to: a 3 D 2 B 2 C 3 16 The period of f (x) is equal to: 2 a 6 B 4 C D 2 3 17 The range of f (x) is: a [0, 2] B [0, 4] C [2, 0] D [1, 1] 18 The rule for this graph is: y x a y = 3 cos 2 3
B y = 3 sin (2x) C y = 2 cos
B 2
3 2
1 2
1 2
e 1 e 0 e 1.4 e cos (127 )
e 1
e 3 e [2, 2]
x 3 D y = 3 cos (2x) e y = 3 cos (2x)

a 4 and x = 2
0 3
4 x
19 The function y = 5 tan (4x) has a period and asymptote respectively of:
2 D 4 and x = 8 e and x = 4 2 20 If sin (3x) = 0.966, then x could be equal to: a 65 B 75 D 25 e 20 21 If tan (2x) = 0.839 has one solution of x = 20, then another solution could be: a 160 B 110 D 380 e 70
B and x =
and x = 4 8
C 105
C 200
298
x 22 The maximum value of y = 3 sin 1 is:

a 1 a 6 B 0 B 5
C 2 C 8
D 3 D 3
e 4 e 4 ex ten D eD r eS p o n S e
23 The minimum value of h = cos (3 t) + 5 is:
1 The temperature in an office is controlled by a thermostat. The preferred temperature, P, can be set to
values between 18 C and 25 C. The temperature, T (C) in the office at time t hours after 9 am is given by the rule T = P + 2.4 sin ( t). If the preferred temperature on the thermostat has been set to 23 C:
a find the maximum and minimum temperatures b find the temperature at i noon and ii 3.30 pm c sketch the graph of the function between 9 am and 5 pm.
Freddy feels thirsty if the temperature is above 24.2 C. d Find the amount of time between 9 am and 5 pm that Freddy feels thirsty.
2 A standing wave on a guitar string may be y x , 20 L where x cm and y cm are defined on the diagram x at right. a Find the period of the standing wave. b If the frets coincide with the mean positions of the wave, find the value of L. c If the frets were to be spaced at 16 cm, what would be the equation of a similar standing wave of amplitude 0.3 cm such that a fret is at each mean position?
approximated by the function y = 0.3 sin
3 The number of rabbits in a national park is observed for one year.
At any time t months after observation begins, the number is modelled by the function:
t P = 2 0.8 sin 6
where P is in thousands.
a Find: i the maximum number of rabbits ii the minimum number of rabbits iii the median number of rabbits. b Find i the period and ii the amplitude
of the function.
c d e f
Sketch the graph of the function. Find the population after 5 months. How long is the population below 1600? How long is the population above 2100?
4 The height (in cm) that a clocks pendulum swings above its base can be approximated by the function
7 H = 14 + 5.9 cos t at any time t seconds after being released. Give all answers correct to 4 3 decimal places. a Find i the maximum and ii the minimum heights that the pendulum reaches. b Find the height after i 1.5 seconds and ii 1 minute. c Sketch the graph of the function for the first 2 seconds. d On the same set of axes, sketch the median position. e Find the length of time that the pendulum is below 14 cm travelling from one side to the other. f Find the number of times the pendulum swings in 1 minute. The pendulum is found to be losing time and needs its swing adjusted to 75 swings per minute. g Find the new function H(t) that approximates the height of the pendulum. 2 (t + 2) given by h(t ) = 2.5 + 0.5 cos . 11
5 The depth, h(t), of water in metres at a point on the coast at a time t hours after noon on a certain day is
DiGital DoC doc-9768 Test Yourself Chapter 6
Use a CAS calculator to answer the following. a What is the depth of the water at noon (correct to 2 decimal places)? b What is the period of h(t)? c What is the depth of the water (and what time does each occur) at: i high tide? ii low tide? d Sketch the graph of h(t) for 0 t 12. e The local people wish to build a bonfire for New Years celebrations on a rock shelf near that point. They estimate that they can pass the point safely and not get splashed by waves if the depth of water is less than 2.25 m. Between what times can they work? f How long do they have?
300
ICT activities
Chapter opener
DiGital DoC 10 Quick Questions doc-9757: Warm up with ten quick questions on circular functions (page 255) tUtorial We 16 int-0298: Watch how to sketch the graphs of a sine and cosine function over a set domain, stating the amplitude and period of each (page 275) DiGital DoCS doc-9762: Investigate sine graphs (page 277) doc-9763: Investigate cosine graphs (page 277) Worksheet 6.2 doc-9764: Sketching trigonometric graphs, solving trigonometric equations and recognising exact values (page 279)
6a
DiGital DoCS SkillSHEET 6.1 doc-9758: Practise identifying the hypotenuse, adjacent and opposite sides of a right-angled triangle with respect to a given angle (page 256) SkillSHEET 6.2 doc-9759: Practise calculating trigonometric ratios (page 256)
6G
tangent graphs
6B
the unit circle
DiGital DoCS doc-9760: Investigate the unit circle (page 261) WorkSHEET 6.1 doc-9761: Locating exact values in the unit circle, finding unknown angles and sides in a right-angled triangle and converting radians to degrees and degrees to radians (page 262)
tUtorial We 20 eles-1423: Watch a tutorial on how to sketch the graph of a tangent function over a given domain (page 281) DiGital DoCS doc-9765: Investigate tangent graphs (page 282) Investigation doc-9766: Investigate tangent graphs (page 282)
6D
Symmetry
6h
interaCtiVitY Symmetry int-0265: Use the interactivity to consolidate your understanding of symmetry in the unit circle (page 265) tUtorialS We 8 eles-1420: Using symmetry find the value of trigonometric functions of angles given in radians and degrees (page 266) We 9 eles-1421: Find the value of trigonometric functions in exact values (page 267) DiGital DoC doc-9760: Investigate the unit circle using a spreadsheet (page 268)
tUtorial We 24 eles-1424: Watch a tutorial on finding a general solution to three trigonometric equations using a CAS calculator (page 286) DiGital DoC doc-9767: Investigate solutions to trigonometric equations (page 287)
6i
applications
6e
identities
tUtorial We 14 eles-1422: Watch how to find the value of trigonometric functions in exact values (page 271)
tUtorial We 25 eles-1425: Watch a tutorial on applying understanding of trigonometric graphs and equations to a real world model (page 289)
Chapter review
DiGital DoC Test Yourself doc-9768: take the end-of-chapter test to test your progress (page 300)
6F
interaCtiVitY Sine and cosine graphs int-0251: Use the interactivity to investigate the features of sine and cosine functions (page 273)
301
Answers CHAPTER 6
CirCUlar FUnCtionS
exercise 6a
1 2 3 4 5 8
a a a a
C 3.25 m
3.09 8.41 18.2 D
trigonometric ratio revision b 1.88 c 4.00 b 2.97 c 12.50 b 24.3 c 51.1 bA c B 6E 7 7.14 m 9 9.6 10 23.1
d P h N d N h P d N h N
4 a c e g i 5 a e i 6 a e i 7 a d 8 a d 9 a c 1
0.3
0.9 0.3 0.7 0.9

1 2 3 2 1 2
b d f h b f j
2 2 3 2 2 2 1 2
0.7
exercise 6F
0.3 0.7 0.9 3
1 a i 4 c i 3
3 3 3 2
e i 2 g i 2 a i 2 c i e i 6 g i 6 i i 8 k i 2 3 a
y 1 0
c g
d h
i i 2
exercise 6B
1 a e i 2 a e i 3 a e i 4 a b 5 a d 6 a d g j 7 a e
the unit circle P bP cP N f N gN P j N P bP cN N f P gP N j N P bP cN P f P gN N j P Quadrant 3 Quadrant 1 C bB B e C 1 b 1 0 e 0 Undefined h 0 1

3 2 1 2
k 0 c 1
l 1 d h
3 2
2 2
b f
Sine and cosine graphs ii 2 ii b i 3 ii 1.5 d i ii 2 4 ii 2 f i ii 3 2 ii 2.5 h i ii 3 ii 4 ii 1 b i 2 ii 2 ii 2 d i ii 3

ii
1 2
1 4 3 0.5 3 4
1 2
3 3
3 2
3 2
0.383
3 3
2 2
k 1 b e b e b d
0.924
l 1 c f c f
ii 0.4 ii 2.5 ii
1 5
c A c 0 f 1
0.924 0.966 0.966 0.644 0.842
0.383 0.259 0.259 0.765 0.644
0.414 0.414 3.732 3.732
2 2 h i 5 j i 3 l i 4
f i
ii 2 ii 3 ii 1 ii ii 1
1 4
exercise 6e
identities
i 1 d
1 2
30 81 129 193 260 350

47
sin2 0.25 0.976 0.604 0.051 0.970 0.030 0.535
cos2 0.75 0.024 0.396 0.949 0.030 0.970 0.465

b b b d
5 3 7 4
sin2 + cos2 1 1 1 1 1 1 1
y 2 0 2
2
3 2 2
i 2
ii 2
2 2
c g
f 1
i 1
j Undefined
1 3 2 2
3 3
h 1
exercise 6C
1 a e i
2 a b e f 3 E 4 C 5 B 6 a 0.855 d 3.341 g 2.971 7 a 20.1 d 54.9 g 232.6 8 a d

1 2 1 2
6 5 18 5 6 36 648
radians
b f j
y 3 0 3 2 4 x
i 4
ii 3
4 2 5 4 120 30
c g k c g
3 3 2 7 3 40 45
h 2
5 3 d 330 h 67.5
l
2 a 0.6 3 a 0.954 4 a 0.917, 0.917 c 0.971 5 a 2 6 a 6 b b b

4 5
1.333 3.180 0.714, 0.714 0.436

c c
2 3 3 7
y 4
ii 4
b e h b e h b
1.365 4.095 3.784 84.2 893.8 458.4

1 2
c 2.182 f 5.716 c 180 f 155.3 c f
3 7 7 1 2
3 4
7 a
8 a B 9 a 70 e 82 10
5 13
bD b 32 f 46
c C c 51 g 1
24 25
y
1 2
d A d 8 h 73
2 3
ii
1 2
0
1 2
2 2
2 x 3
3
3 2
e 1 h
1 2 = 2 2
sin cos
0.8 0.6
0.28 0.954 0.77 0.894 0.573 0.96 0.3 0.638 0.447 0.819 2
c
11 6 4 5 3 5 1 5 5 6 5 6 11 5
y
2 3 2 3
i 4 ii
2 3
g 1
exercise 6D
tan 1.333 0.292 3.180 1.207

0.63 0.63 0.25
0.7 =
5 5
Symmetry
b d b d b d
3 4 x
1 a c 2 a c 3 a c
0.63 0.63 0.25 0.25 2.1 2.1
11 a
4 5
b e
4 3
d 2 g j
1 5 2 5
y 5 0 5 3 6 x
i 6
ii 5
f i l
0.25 2.1 2.1
= =
5 5 2 5 5
h k
302
y 4 0 4
i 4
ii 4
y 4
y 3
2 3 4 x
0
8 x
y 2
i 2
ii 2
4
10 a f : 0, ii 1 iii 2, 0
8 a i
0 2
8 4 2 3 8
3x 8 R, f ( x ) = 3sin 2 6
5 cos 2
y 2 1 0 1
b f : [0, 5 ] R, f ( x ) =
2x 5
c f : [1, 1] R, f (x) = 2 sin ( x)
2 x
y 3
ii 3
d f : [ 1, 3] R, f ( x ) = 1.8cos
b i 2
2
ii 2
y
iii 0, 4
x 2
0 3
x 2 1 2 3 4 5
2 x e f : [0, 3] R, f ( x ) = 3sin 3
2 x
1 3 x f f : [ 3 ,1] R, f ( x ) = 2.4 cos 2
4 a D 5E
bC
c A b y = 2 cos (2x) d y = 4 cos
g f : [0, 2] R, f (x) = sin (x) 1 h f : [, 2] R, f (x) = 2 sin (4x) 1 iii 5, 1

exercise 6G
6 a y = 1.5 sin c y = 5 sin
2x 3
c i 4
y 5 4 3 2 1 0 1
ii 2
tangent graphs
ii x = ii ii ii ii ii ii ii ii ii
x 2
2x 3
3x e y = sin 2
y 1
7 5 4 4 3 4 4
f y = 3 cos ( 3x)
1 a i 2 b i 3 c i 2
d i 3
2 x
7 a
3 2
4 2
3 4
5 4
7 4 3 2
d i 6
y 0
ii 1
iii 0, 2
e i f i 4 g i 2
y 3 0 3 x
1 2
2 i i
h i j i
4 x= 6 x = 3 2 x= 2 x = 2 x = x= 4 x= 2 x= 4
9 a
y
3 2
2 a y
y 2 0 2
2 3 4 3
2 x
2 3
2 x
1 0
8 4
3 3 4
3 4
y 3 0 3 x
y 1.8 6 0 1.8 x
e
6
y 1.5 1.5 0 6 x
y 1.4 0 1.4 x
1 0
12 6
2 3
303
y 2 1
x = 4
x = 3 4
exercise 6h
equations
x
Solving trigonometric
1 0
2
3 4 x
0 1 2 3 4 5 6
3 4
1 a d 2 a b c d e f g h 3 a b
1 0 3 3 3 9
4 2 2
6 x
3 B 4 a D b B 5 a y
3
y 3
0 0
4 2
3
2
c d e
y 2 0 2 4 6 8 x
f 4 a 5 a
1 0 3
4 3 2
b
3 x
c d
e
y
b c 4 6 3 e f 6 4 3 36.9 and 143.1 104.5 and 255.5 80.1 and 260.1 238.2 and 301.8 78.8 and 281.2 140.1 and 320.1 199.5 and 340.5 40.8 and 319.2 0.927, 2.214, 7.210, 8.497 2 4 8 10 , , , 3 3 3 3 0.983, 4.124, 7.266, 10.408 5 11 17 23 , , , 6 6 6 6 3.542, 5.882, 9.826, 12.165 7 9 15 , , , 4 4 4 4 C b A 0.297, 2.844 5 , 3 3 4 , 3 3 5.820, 3.604 2.328, 3.955 5 11 , 6 6
0 1
3 4 x
0 2 3
3 3 2 4 2
1.8 0
8 4
3 4
0 5 5
8 4
5 2
15 4
6 D 7 a 14.5, 165.5 b 131.8, 228.2 c 74.1, 254.1 d 270 e 78, 282 f 108.4, 288.4 8 a 60 b 150, 330 c 0, 180, 360 d 90, 210 e 45, 135 f 0, 90, 180, 270, 360 g 120 h 90, 270 i 15, 105, 195, 285 j 45, 75, 165, 195, 285, 315 k 60, 150, 240, 330 l 113.74, 326.26 9 a General solution: x = 2n
y 3 2 1 0 1 2 3
x =
2
x = 3 2
1 4
3 2
2 x
1 1 0 2 2
1 2
1 x
, n Z 6 11 11 For 2 x 2 : x = , , , 6 6 6 6 b General solution: x = n + , n Z 6 11 5 7 For 2 x 2 : x = , , , 6 6 6 6
304
c General solution: x = (2n + 1)
or 4
3 and 2n + , n Z 4 4 7 5 3 For 2 x 2 : x = , , , 4 4 4 4 10 General solution: (12n + 5) (12n + 1) x= and , n Z 12 12 11 7 5 For x : x = , , , 12 12 12 12 (6n 1) 11 General solution: x = , n Z 9 x : For 7 5 5 7 x= , , , , , 9 9 9 9 9 9 x = 2n +
exercise 6i
c t = 6.582; t = 6.987 d (1.206, 0.931) and (5.266, 0.971) e $0.98 when t = 8
Chapter reVieW
Short anSWer
1 2251.75 m 2 a 3 a 4 a 5 a b c 6 a b c 7 a b 8 a
b b b
3 2
1 2
1 a i 1 kg ii 6 days b 2 a b c 3 a b c 4 a b
applications
7 9 72 57.3 630 0.724 0.690 1.049 0.436 0.484

y 4
7 4
31 18
7 3
3 9 11 , , , 4 4 4 4 11 150 and 210 12 General solution: x = 2n + and 3 x = (2n + 1) , n Z 3 5 4 2 , , , For 2 x 2 : x = 3 3 3 3

10 13 a c 14 a c 15 a c e 16 a b c d
23 10 1 2
180
b 0.40 d 0.92
0.92
3 2 d 1
b
5 a
t W = cos + 3 3 110 beats/min i 50 ii 60 min t H = 50sin + 110 30 1.6 m i 1m ii 0.7 m 3.254 s 26 C at 2 pm i 18 C ii 22 C iii Approx. 11.1 C i 12 mm
1 S 10
2 0 4
2 3 4 x
2 3 5 b , , 3 3 4 4 7 d 0, 360 , 6 6 135, 315 Amplitude = 6, period = 2 Minimum = 74, maximum = 86 1 s 2

1 6
s
L (t) 86 80 74
y 1.5
0
2
MUltiple ChoiCe
ii b 10 c 11.41 mm; if the displacement is
1.5
9 a
y 2
positive to the right, then the string is 11.41 mm to the left (or vice versa).
1 S 120
1 6 11 16 21
C E C C B
2 7 12 17 22
D B B E C
3 8 13 18 23
A D D A E
4 9 14 19
E A B C
5 10 15 20
E E D D
extenDeD reSponSe
d 6 a b c 7 a b c d e
40 m 3.9 s 7.8 s 60 s 50 m 100 m 314.16 m i 50 m ii 75 m f 25 s and 35 s 8 a i 6 m ii 3 m b Yes, by approx. 24 minutes

9 a a ($A)
0.99 0.96 0.93 0.90 0 1 2 3 4 5 6 7 8 t (days) (8, 0.98)
1 a 25.4 C, 20.6 C b i 23 C ii 25.4 C c
7 8 5 8 3 4 3 8
2 0 4
8 4
3 8
2
5 8 3 4
7 8
T (C) x 27 26 25 24 23 22 21 20 19 18 0 1 2 3 5 4 t (hours) 6 7 8 t 25.4
b y
20.6
3 6
9 12 x
d 2 hours, 40 minutes 2 a 40 cm
b t = 4.253 (3 d.p.), on the 5th day
c 0.3sin x 16
b 80 cm
305
3 a i 2800 ii 1200 b i 12 months ii 0.8 c P (thousands)

2.8 2 1.2 0
iii 2000
H 19.9
g H = 14 + 5.9cos
14
5 a 2.71 m b 11 hours c i 3 m at 9 pm ii 2 m at 3:30 pm d h(t) (m)

3.0 (0, 2.71) 2.5 2.0 1.5 0 (3.5, 2) 3
8 t 5
(9, 3) (12, 2.25)
3 6 9 12 t (months) 0
8.1
d 1600 e 4 months f Approx. 5 months 4 a i 19.9 cm b i 11.742 cm ii 8.1 cm ii 8.1 cm

1 2
d See c. e 0.571 s f 52.5 times
12 t (hours)
e 1:40 pm and 5:20 pm f 3 h 40 min
306

1 Determine the centre and radius of the circle described by x2 + 6x + y2 + 8y 24 = 0. 2 a Sketch the function f defined by:
4 marks
S ho rt a n S W er
20 minutes
2x + 2 f (x) = x + 2 2x + 8
b State the range of f. 3 Solve for x in each of the following. a 23x = 5 b log2(x + 1) log2(3x) = 2
3< x <0 0x<2 2<x 5
4 marks
1 mark
2 marks 3 marks
1 For the function f (x) = (x 2)2 + 3, what are the coordinates of the turning points for f (x 1)?
a (3, 3) a [5, 1] a B (2, 3) B [0, 6] C (1, 3) D (2, 3)
e (3, 3) e [0, 12.25]
M U ltip l e C ho iC e
1] R, where f (x) = 6 5x is: C [6, ) D [6, 1] 3 Which one of the following represents a many-to-one relationship?
2 The range for the function f:
[5,
x2,
4 62x 3x 2x + 1 simplifies to:

2 a 2 2 x + 2 x 32 x
B 364x + 1
2 e 62 x +3 x
3 2 C 62 x + 2 x
x + 1 = 0 between the interval [, 2] are: 3 7 5 7 7 11 a B C and and and 6 6 2 2 2 2 1 7 11 11 D e and and 2 2 2 2 6 A possible equation for the rule of the function whose graph is shown below is: y a y = 2 sin (x) B y = 2 sin (3x) x C y = 2 sin D y = 2 cos (x) 3 x
5 The two x-values that satisfy the equation 2 sin
D 23x + 1 33x
x e y = 2 cos 3
Exam practice 2
307
7 Consider the function f (x) = 3

a x=
1 f (x) = 3 2 B x = 1 f (x) = 3 C x=0 f (x) = 0 1 D x= f (x) = 3 2 e x=2 f (x) = 1 8 For the function g(x) = 4 2 x , the implied domain and range would be respectively: a (, 2) and (4, ) B R /{2} and R + C [2, ) and [4, ) , 2] and (, 4] D ( e R {0} and R+
e x t enDeD r e S ponS e
35 minutes
2 . The equations of the asymptotes would be: (2 x + 1)
1 Rock pools in a tropical lagoon form when the depth of water in the lagoon falls below 6metres. The
DiGital DoC doc-10162 Solutions exam practice 2
(t 3) depth of water in a lagoon can be modelled using d (t ) = 1.5 sin + 5.5, where d is the depth 6 in metres and t is the time in hours after 7am in the morning. a Determine the maximum and minimum water depth. 2 marks b Determine the time, in hours, taken for the water depth to increase from the minimum depth to the maximum depth. 1 mark c Sketch the graph of d(t) in the time interval 0 t 24. 3 marks d At what time will the depth of water first be 6 metres deep? 1 mark e Billy and Tommy swim only in the safety of the rock pools. They arrive at the lagoon at 9:30am and leave at 4:15pm. i Determine how long they will be able to swim in the rock pools. Write your answer correct to 2 decimal places. 1 mark ii Determine the total time Billy and Tommy would be able to swim in the rock pools. Write your answer to the nearest whole minute. 2 marks kt, 2 Over the summer months, the number of mosquito larvae in a dam was modelled using M=M0 e where M0 is the initial population, t is the time in days and k is a positive constant. The number of mosquito larvae was recorded each morning at 8 am. The first day of recording was taken as t = 0. The recording lasted only until the end of summer (90days). a On the first day of recording, there were 150 mosquito larvae. Determine the value of M0. 1 mark b At 8 am on the fifth day there were 235 mosquito larvae. i Write an equation that determines the number of larvae on the fifth day. 1 mark ii Show that the value of k is 0.11. 2 marks c If the mosquito larvae continue to increase according to the model, determine the expected number of larvae present in the dam at the end of summer (90 days). 2 marks d Frogs were introduced to the dam during the twentieth day. Mosquito larvae are part of the frogs diet. Since the frogs were introduced, the number of mosquito larvae has decreased. The decrease in mosquito larvae can be modelled using D = 200 e(20 t) + 300, where D is the decrease in mosquito larvae after the twentieth day. The recording of the mosquito larvae has remains the same as before. i State the domain of the function D. 1 mark ii Determine the number of mosquito larvae expected in the dam over the long term. 1 mark iii By how much had the mosquito larvae decreased in the first twenty-four hours of recording after the frogs were introduced? 1 mark
308
ChApTer 7
Matrices
ChApTer ConTenTS 7A 7B 7C 7d Addition and subtraction of matrices Multiplying matrices Solving matrix equations Matrices and transformations
diGiTAL doC doc-9769 10 Quick Questions
7A Addition introduction
and subtraction of matrices
In all walks of life we deal with the mathematical phenomenon called the matrix. A train timetable, a football scorecard and examination results are all examples of matrices. Anytime there is a rectangular grouping of numbers, there is a matrix. A summary of cricket scores after three matches is shown in the table below. Overs Smith Brown Nguyen 10 14 9 Maidens 3 2 2 Wickets 2 3 3 Runs 35 29 39
Removing the headings from the table leaves only an array of numbers: 10 3 2 35 14 2 3 29 9 2 3 39 This is called a matrix. The plural of matrix is matrices. The matrix above is a (3 4) matrix as it has 3 rows and 4 columns. This number of rows and columns gives the order, or the dimensions, of the matrix. 6 3 5 4 is a (4 1) matrix since it has 4 rows and 1 column.
A matrix with m rows and n columns is called an (m n) matrix.

ChApTer 7 Matrices 309
Each individual entry in a matrix is called an element. In general, the elements of a matrix are identified by the row and column that pinpoint their position in the matrix. Thus if A is a (3 2) matrix, we write: a11 a12 A = a21 a22 a31 a32
The elements of the matrix A are referred to as aij, where i refers to the position of the element in the row and j refers to the position of the element in the column. So, a21 refers to the element that is in row 2, column 1.
Addition and subtraction of matrices

Imagine, for the three players in the cricket team, that a fourth match gave the following results: Total Smith Brown Nguyen Overs 3 10 15 Maidens 1 1 2 Wickets 0 2 4 Runs 10 34 54
Clearly we can add these results to the previous results, giving the total figures for four matches: Total Smith Brown Nguyen Overs 13 24 24 Maidens 4 3 4 Wickets 2 5 7 Runs 45 63 93
In matrix form we write this as: 10 3 2 35 3 1 0 10 13 4 2 45 14 2 3 29 + 10 1 2 34 = 24 3 5 63 9 2 3 39 15 2 4 54 24 4 7 93 Matrices are added by adding corresponding elements. It follows that: 13 4 2 45 3 1 0 10 24 3 5 63 10 1 2 34 24 4 7 93 15 2 4 54 10 3 2 35 14 2 3 29 = 9 2 3 39
Matrices are subtracted by subtracting corresponding elements. The matrices we have added or subtracted have the same order, i.e. the same number of rows (three) and the same number of columns (four). Addition and subtraction of matrices can be performed only if the matrices are of the same order.
The commutative and associative laws for addition of matrices

The Commutative Law
Simply stated, if this law holds, matrices can be added in reverse position. Consequently for matrix addition, A + B = B + A, provided A and B are of the same order. And clearly with subtraction, A B = A + (B) = (B) + A, if A and B are the same order. The Commutative Law holds for matrix addition for matrices of the same order.
The Associative Law

Simply stated, if this law holds, any number of matrices (of the same order) can be added together, adding any pair of matrices first. Thus: A + B + C + D = (A + B) + C + D = (B + C) + A + D = (B + D) + A + C provided the matrices are the same order. Thus for subtraction, A B C = [A + (B) + (C)] = [A + (B)] + (C) or A + [(B) + (C)] and so on. The Associative Law holds for matrix addition for matrices of the same order.
Worked exAmpLe 1
Show that the Commutative Law holds for matrices A and B given below. 1 A= 0 2
Think
1
2 1 0
1 0 4 , B = 5 3 0 0 3
1 2
WriTe
TUToriAL eles-1426 Worked example 1
For the Commutative Law to apply, A + B = B + A. Both matrices have the same order so it is possible to add them. Find A + B by adding the corresponding elements in each matrix.
Both matrices are (3 3) so it is possible for addition to occur. 1 A+ B = 0 2 2 1 0

5
1 0 4 + 5 3 3 0 0
1 2
2 2 = 5 2 2 0 1 0 B+ A= 5 3 0 0 2 2 = 5 2 2 0
4
5 5 1 1 + 0 2 2 2
1 5
Find B + A by adding the corresponding elements in each matrix.
4 3
5 5
Write the answer.
The Commutative Law holds for matrices A and B as A + B = B + A.
Worked exAmpLe 2
1 A= 0 2
a b c d
3 1 4
0 5 5 4 , B = 1 0 and C = 7 0 2 3 3 1
4 2
Find, if possible: A+B AB AC the answers to parts a, b and c using a calculator.

Think
WriTe
1 3 0 5 a A and B have the same order, so it is a A+ B = 0 1 + 1 0 possible to add them. Add the corresponding 2 4 2 3 elements of each matrix. 1 8 = 1 1 4 1 1 2 3 1 4
2
b A and B have the same order, so it is possible b A B = 0
to subtract them. Subtract the corresponding elements of each matrix.
0 5 1 0 2 3
1 = 1 0
1 7
c Subtraction cannot be performed since the
order of A is (3 2) and the order of C is (3 3).
c A C cannot be calculated because A and C are of
different order. 1 2 3 1 4 a
d 1 Define the matrices using the CAS
calculator.
d 0
0 5 1 0 b 2 3 5 4 7 0 3 1
2
4 c 2 8 1 1
2
Use the CAS calculator to perform the matrix addition A + B.
1 a + b = 1 4 1 ab= 1 0
Use the CAS calculator to perform the matrix subtraction A B. Use the CAS calculator to perform the matrix subtraction A C.
1 7
ERROR (The two matrices are of different orders.)
Special types of matrices

In life it is convenient to associate shapes with names. Thus we all know what a round shape looks like, what a pear-shaped person looks like and so on. A similar principle can be applied to describing the shapes of matrices.
Type Column matrix
Shape Consists of a single column
Description Order There can be any number (2 1) of rows, but only one (5 1) column. (27 1) (m 1)
Example 1 3 2 0 [5
1
Order of example (4 1)
Row matrix
Square matrix
Diagonal matrix
Unit matrix
Zero matrix
Equal matrices
There can be any number (1 2) of columns, but only one (1 10) row. (1 56) (1 n) Consists of an Any number of rows. (1 1) equal number of Must have the same (2 2) rows and columns number of columns. (6 6) (20 20) A diagonal Must be a square matrix (1 1) matrix is a square (3 3) matrix with every (6 6) element, not on the (25 25) leading diagonal, equal to 0. A unit matrix Must be a square matrix (1 1) is a diagonal (2 2) matrix with all the (6 6) elements on the (20 20) leading diagonal equal to 1. Any A zero matrix can Any shape be any shape, but order all the elements are 0. Must Any shape If matrices have are equal, then both same their shape and all corresponding elements order must be identical. Consists of a single row
4]
(1 5)
2 4
0 0 0 3
(2 2)
2 0 0 0 0 0
(3 3)
1 0 0 0 1 0 0 0 1
(3 3)
0 0 0 0 0 0 x y 1 3 2 p 3q = 4 9 1 4 1 4 x = 1, y = 3, p = 2, q = 3
(2 3)
Both (3 2)
Worked exAmpLe 3
2x + y Solve for x and y in the following equal matrices. 3x 2 y

Think
1 2
4 = 13
WriTe
Corresponding elements are equal, so write these as equations. Solve the simultaneous equations.
Write the answer.
2x + y = 4 3x 2y = 13 2x + y = 4 [1] 3x 2y = 13 [2] Multiply equation [1] by 2. 4x + 2y = 8 [3] Add equations [2] and [3]. 7x = 21 x=3 Substitute x = 3 into [1]. y = 2 x = 3 and y = 2
ChApTer 7 Matrices
313
multiplication of a matrix by a scalar

As in ordinary arithmetic, multiplication is simply a shorthand method of addition. Rather than 4 + 4 + 4 + 4 + 4 = 20, we say 5 4 = 20. Similarly, this method also applies to matrices. 2 1 is the same as: 2 2 1
5 5
2 + 0 1
4 = 0 2
10
10
4 = 0 2
Thus if A = [a b c], then 3A = [3a 3b 3c]. A scalar is a single (real) number. When a matrix is multiplied by a scalar, each element of the matrix is multiplied by the scalar.
Worked exAmpLe 4
If A = a 3A
Think
1 and B = 7 b 4B c 3A + 4B 4 5
0 2
, find : d 2(A + B)
e 5(B A) using a calculator.
WriTe
a Multiply each element of A by 3.
a 3A = 3
3
2
4 5
9 12 = 6 15
b Multiply each element of B by 4. b 4B = 4
1 7
0 2 0 8 9 12 4 + 6 15 28 0 8
4 = 28
c Add the two matrices found in parts a and b. c 3A + 4B =
13 12 = 22 7
d 1 Find A + B by adding the b A+ B =
corresponding elements of A and B.
3 4 1 + 2 5 7
0 2
4 4 = 5 3
2
Multiply each element of the resulting matrix by 2.
4 4 2( A + B) = 2 5 3 8 8 = 10 6
314
e 1 Define the matrices using your CAS
calculator.
3
2
4 5
2
1 7
2
0 b
20
Perform the matrix arithmetic 5(ba) and write the result.
10 5(b a) = 45
35
If A and B are matrices of the same order and a and b are real numbers, then: 1. aA + bA = (a + b)A 2. aA + aB = a(A + B) 3. (ab)A = a(bA). If aA = 0, then a = 0, or A is a zero matrix.
exercise 7A
1 We1

5
Show that the Commutative Law holds for matrices A and B given below. 3 1 6 and B = 4 2 2 1 3 If A = 2 1 5 3 1
A=
5 2 3 0 2 We2 , C = 1 1 2 1 4 find each of the following, if they exist. b BA a A+B c B+D d A+C e C D. 3 Find [2 5 3 0 4] [3 4 1 6 3]. 4 We3 Solve for x and y in the following equal matrices. , B = x + 2y 2x 3y
5
3 0 2
0 and D = 2 1
4 , 1
5 11 1 3 4 0 4 5 3]
State the order of each of the following matrices. 2 4 5 a 0 1 2 b 4 3 6

c [2x + y] d [1
6 Find the matrix P such that P [1
5]
= [3 4 2].
p 8 7 If 3 q = 9 , find p, q and r. r 10
8 What does [ 5
2 4] equal? 1
9 mC
3[2 3 4] 5[1 A [11 1 27] C [11 19 27] e [1 1 27] x
3]
equals:
B [0 d [1
19 19
3]
27]
10 mC If 2
3 2 y = : 1 2m 2 p 12
B x = 1, y = 6, p = 1, m = 3 d x = 2, y = 3, p = 1, m = 3
A x = 1, y = 3, p = 1, m = 3 C x = 1, y = 3, p = 1, m = 6 e x = 2, y = 6, p = 1, m = 12
11 We4
mC
16]
If A = [0 4] and B = [3 0], what is 4A 3B?

B [5 d [5
19] 16]
A [9 C [9 19] e [13 16]
12 George, Linda and Mary sat two examinations in each of English, Mathematics and Science. In the first
examination they scored 40%, 50% and 60% respectively for English; 62%, 87% and 28% respectively for Mathematics; and 100%, 14% and 73% respectively for Science. a Write this information as a (3 3) matrix, labelling names on columns and subjects on rows. In the second examination their results were 50%, 65% and 80% respectively for English; 87%, 76% and 45% respectively for Mathematics; and 95%, 37% and 89% respectively for Science. b Write this information as a (3 3) matrix, labelling names on columns and subjects on rows. c Add the matrices together. d Hence calculate their average mark in each subject. e Write Marys average as a (1 3) matrix.
13 At the Queen Victoria market, 5 people each bought 3 apples and 2 oranges, 7 people each bought
1 apple and 6 oranges, and 8 people each bought 4 apples and 2oranges. Write this information in matrix form, and use matrix addition to calculate the total number of apples and oranges bought by the group.
7B
multiplying matrices
Multiplying matrices is a procedure that takes place in two distinct stages: Stage 1: Identification of the correct conditions for multiplication to occur Stage 2: The multiplication itself. Stage 1: We need to establish whether multiplication is possible. This can best be thought of as two tiles, side by side, in the game of dominoes.
Here we can join the number three in each domino. A similar principle applies to the multiplication of matrices, if we think of each domino as row column. Specifically, only those matrices that have the same number of columns in the first matrix as the number of rows in the second matrix can be multiplied. Further, if we can join the dominoes (matrices) as shown, that is by placing a three against a three, not only can we multiply the matrices, but the order of the resulting matrix is given by the two outside numbers, in this case a (2 4) matrix. In general we can multiply an (m n) matrix by an (n p) matrix, because the inside numbers are the same (both n). These inside numbers are called the inner product. The outer numbers (outer product) give the order of the resultant matrix (m p).
Stage 2: We know from our dominoes that we can multiply because the inner product is equal (3 3). The resulting answer matrix is of order (2 4). For example: 2 5 A= 1 2
1
4 2 and B = 1 7 3 0 2 b f
0 2 2
1 2 3
a A B = AB = e
c d g h
(2 3) (3 4) = (2 4) In the answer matrix, the letter a marks the intersection of the first row and the first column. To calculate the value of a, we multiply the first row of the first matrix by the first column of the second matrix. (In matrix multiplication we always multiply rows of the first matrix by columns of the second matrix). 4 1 2 5 1 0 a = 2 4 + 5 1 = 8 + 5 + 0 =3 2 5
1
To calculate the value of f, at the intersection of the second row and second column of the answer matrix, we multiply the second row of the first matrix by the second column of the second matrix.
1
f = 1 2 + f = 2 + 14 + 6 f = 18
2 7 2 27
32
This process is repeated for each element in the answer matrix, 3 37 so A B = 6 18 b11 b12 a11 a12 In general, if A = and B = a b21 b22 a 21 22 , . 12
2
15 . 6
a11 b11 + a12 b21 a11 b12 + a12 b22 then A B = a21 b11 + a22 b21 a21 b12 + a22 b22
Worked exAmpLe 5
4 1 3 1 0 P= , Q = 3 2 2 5 7 a Write the order of the two matrices. c Does QP exist?

Think
b Does PQ exist? d Calculate the product(s) that do exist.

WriTe
a 1 Matrix P has two rows and two columns.

2
a P is a (2 2) matrix.
Matrix Q has two rows and three columns.
Q is a (2 3) matrix.
b PQ exists.
b PQ is the product of a (2 2) and a
(2 3) matrix, so it exists.
ChApTer 7 Matrices
317
c QP is the product of a (2 3) and a
(2 2) matrix, so it does not exist. with the columns of matrix Q.
c QP does not exist.
d 1 Multiply the rows of matrix P
d PQ = 1
0 4 1 3 2 2 5
1 4 + 0 2 11+ 0 5 1 3 + 0 7 = 3 4 + 2 2 3 1+ 2 5 3 3 + 2 7
2
Simplify PQ.
4 1 = 16 13
Note: In worked example 5, PQ exists but QP does not exist, indicating that matrix multiplication is not commutative.
exercise 7B
1 We5
5 3 , B =
1 3 A= 2 1
the following, if they exist. a AB b BA
5 2 3 0 , C = 1 1 2 1 4
c BD
3 0 2
0 and D = 2 1
e CB
4 . Find each of 1
d AC
diGiTAL doC doc-9770 WorkSHEET 7.1
Evaluate 2
1 3 . 5 0 3 2 0 5 0 5 3 0 R= 1 4 1 4 1 0 1 b R(P + S) c R(P + SQ).
1 3 If P = , Q = 2 1
a QR
0 and S = 1
4 , evaluate:
4 M=
0 5 and N = 3 0 4 a Show that MN NM. b Evaluate M2. 2 3 0 c Find 2 N M + 0 0 3 1 2

1
. .
0 2
5 a Use multiplication to simplify the matrix equation below.
1 5 x 11 y = 5 3 4 b Write the answer to 5a in a form that does not contain matrices. c Solve for x and y. 6 A is a (2 2) square matrix. 2 1 0 3
a Find A2 3 A b Find A3. 318 Maths Quest 11 Mathematical Methods CAS
4 0 . 0 4
7 Write the simultaneous equations
3x
2x + 5y = 11 + 2y = 12
as a matrix equation. 2 8 E = 2 3 4 and F = 3 . 4 a Find EF. b Find FE. 1 9 If A = 3

10 a If P =
c Does the Commutative Law hold?
1 0 4 2 and I = , find A + 5A 3I. 2 0 1
3 4 3. , find P 1 2
b Find the (2 2) matrix Q such that Q P =
0 . 9 12
11 mC
3 P= 1
5
0 and Q = 2
B
1 2
1 . PQ equals: 5
C
3 9
8 9
3 11
3 9
8 9
12 mC
2 P= 3
2 3
. P2 equals: 0
B
1 9
7 6
1 6
2 3
7 2 9 3
7 2 6 3
13 mC
The order of the answer matrix when we multiply a matrix of order (2 3) by a matrix of order (1 2) is: A (1 2) B (1 3) C (2 1) d (3 2) e (3 1)
14 The three matrices A, B and C have orders (a b), (a c) and (b a) respectively. a For which pairs of matrices does the product exist? State the order of the answer(s). b Is it possible to multiply all three matrices together? If so, state the order of the answer. c For which pairs of matrices does the sum exist? State the order of the answer(s).
1 0 2 2 and I = , evaluate M and solve for a and b such that aM bM I = 0. 0 1 16 Fast-food chain McDonuts has outlets in the centre of the city. An overall view of sales is maintained to monitor demand. Hamburgers, drinks and chips were surveyed. In January, Store A sold 1200 hamburgers, 2367 drinks and 4219 serves of chips. a Write this as a (1 3) matrix. b The selling price of each product is $4.50, $1.95 and $2.45 respectively. Write this as a (3 1) matrix. c Multiply these matrices to calculate the total income from these three items. 17 Mayfleet, the international hotel chain, is building a new hotel in Arcadia Waters South. The guest accommodation comprises 80 standard rooms, 45 suites and 3 presidential suites. Each standard room has 1 king-size bed, 1 table, 2 chairs and 1 TV. Each suite has 1 king-size bed, 2 single beds, 2 tables, 5 chairs and 3 TVs. The presidential suites have 2 king-size beds, 6 single beds, 7 tables, 18 chairs and 6 TVs. a Set this information out in the form of two matrices. b Multiply these matrices to calculate the total number of pieces of furniture that Mayfleet must purchase to fit out the guest rooms.
15 If M =
5 0
ChApTer 7 Matrices
319
7C Solving matrix equations The multiplicative identity matrix

The unit matrix, previously defined as a significant square matrix, does not alter any other matrix by which it is multiplied. It is denoted by I and is known as the multiplicative identity matrix. 1 0 0 I = 0 1 0 is an example of a multiplicative identity matrix. 0 0 1 2 3 If A = 0 2
1 4
4 3
1 0 and I = , then: 0 1 1 0 2 3 IA = 0 1 0 2
1
4 4 3
2 3 = 0 2
4 . 4 3
2 3 Notice that 0 2
1 4 1 0 is not possible. 4 3 0 1
Thus, it follows that AI = IA = A, if A is a square matrix.
The inverse matrix

When any square matrix is multiplied by its inverse we obtain the identity, I. The inverse of matrix A is written as A 1. By definition:
A A 1 = A 1 A = I.

1 0 Thus, if A is a (2 2) matrix, then A A 1 = . 0 1 Similarly, if A is a (3 3) matrix, then:
A A
1 0 0 = 0 1 0 0 0 1
Calculation of the inverse of a (2 2) matrix

a b , then its inverse A 1 equals Only square matrices have inverses. If A = c d 1 d b . The number (ad bc) is called the determinant of the matrix A and is ad bc c a written as det (A) or | A |. The determinant may be positive, negative or zero. Notice that if det (A) = 0, the inverse does not exist, as 1 is undefined. In this case, matrix A is called a 0 singular matrix.
Worked exAmpLe 6
If F =
Think
1
1
2
5 3
, find F 1 .
WriTe
Find det (F ). Swap the elements in the main diagonal.
det (F ) = (1 3) (2 5) = 13 3 1
320
Multiply the elements on the other diagonal by 1.
2 F
1
Write the inverse of F. Alternatively, using your CAS calculator, define the matrix f. Use the inverse feature of the CAS calculator to determine f 1. Note that this is the same result as in step 4.
1 3 13 2
1 5 f 2 3
f 1
3 13 2 13
5 13 1 13
Use of matrices to solve simultaneous linear equations

Matrices may be used to solve simultaneous equations of the form: 2x + 5y = 11 3x + 2y = 12 These simultaneous equations may be expressed as the matrix equation: 2 5 x 11 = 3 2 y 12 2 5 x 11 If A = , X = y and B = , 12 3 2 then AX = B, A 1AX = A 1B IX = A 1B X = A 1B det (A) = 2 2 (5 3) = 19 1 2 5 A 1= 19 3 2 x 1 2 y = 19 3 =
5 11 2 12
1 38 19 57
2 = 3 x = 2, y = 3
Worked exAmpLe 7
Solve the simultaneous equations using matrix methods. 3x y = 7 2x + 5y = 9

Think
1
WriTe
Write the simultaneous equations as a matrix equation.
3 2
1 5
x 7 y = 9
Calculate the inverse of the coefficient matrix.
det
3 2
= 15 2 = 13 5 1 5 1 . 13 2 3 3 2
The inverse is
3
Multiply both sides of the equation by this inverse matrix.
1 5 1 13 2 3
1 x 1 5 1 = 5 y 13 2 3 x 1 26 I = y 13 13
7 9
Simplify.
x 2 y = 1 x = 2 and y = 1.
Write the answers.
Worked exAmpLe 8
Solve the simultaneous equations using matrix methods. Interpret your findings. 2x 4y = 10 3x 6y = 5
Think
1
WriTe
Write the simultaneous equations as a matrix equation. Calculate the inverse of the coefficient matrix.
2 3
4 6
x 10 y = 5
2 4 det = 12 + 12 = 0 6 3 The inverse does not exist as this is a singular matrix. There is no point of intersection between the lines. It follows that the lines are parallel.
Interpret the result.
Worked exAmpLe 9
Solve the following in terms of r.
rx y = 1 x ry = 2
WriTe
Think
1
Write the simultaneous equations as a matrix equation. Calculate the inverse of the coefficient matrix.
r 1
x 1 y = r 2
1 1 r
r det 1
= (r r ) (1 1) = r 2 + 1 1
r2
The inverse is
+1
r 1
1 r
322
Multiply both sides of the equation by this inverse matrix. Write the answers.
x 1 y = 2 r +1 Thus x= or x=
r
r 1
1 1 r 2
+2 1 + 2r ,y= 2 r +1 r +1
r2 1 2r . ,y= 1 r2 1 r2
This method can be used to solve a range of problems efficiently.

Worked exAmpLe 10
A cubic equation is of the form y = ax3 + bx2 + cx + d. The points (1, 1), (0, 3), (1, 3), (2, 1) lie on the curve. Use matrices to find a, b, c and d.
Think
1
WriTe
Substitute the coordinates given to form equations involving a, b, c and d.
y = ax3 + bx2 + cx + d 1 = a(1)3 + b(1)2 + c(1) + d 3 = a(0)3 + b(0)2 + c(0) + d 3 = a(1)3 + b(1)2 + c(1) + d 1 = a(2)3 + b(2)2 + c(2) + d 1=a+b+c+d 3=0+0+0+d 3 = a + b c + d 1 = 8a + 4b + 2c + d 1 1 0 0 1 1 8 4 1 1 0 0 1 1 8 4 1 3 3 1 1 0 1 2 1 0 1 2 1 1 1 1 1 1 1 1 a b c d = 1 3 3 1
Simplify.
Set up a matrix equation, AX = B.
Using your CAS calculator, define matrix a.
Using your CAS calculator, define matrix b.
b 1 4 3 3
1 3 4 3
Using the CAS calculators matrix multiplication and matrix inverse features, calculate X = A 1B.
1 A B=
1
Write the answer.
a = 3 , b = 1, c =
,d =3
ChApTer 7 Matrices
323
exercise 7C
1
diGiTAL doC doc-9771 WorkSHEET 7.2
Solving matrix equations

b
Find the determinant of each of the following.

a 1
2 3 4 0 2 4
3 6 5
2
1 4
x
3 3 x2 x
d 0
x 2 3 y
x2 9 and det (A) = 3. Evaluate x. x+3 1 2 5 3 We6 a Find the inverse of matrix A = 1 3
2 A=

. 1 = A 1 A = I, where I is the multiplicative identity matrix. b Show that A A 4 If it exists, find the inverse of each of the following matrices. 5 0 a 2 b 1 1 c 2 15 1 2 0 3 8 d 3 e 6 1 2 1 3 x +1 2 If A = , for what values of x is A singular? x 1 4 6 We7, 8 Solve each of the pairs of simultaneous equations by a matrix method. a 2x 5y = 6 b x 3y = 7 c 2x + 4y = 1 5x + y = 7 x+y=2 2x + 4y = 0
5 7 We9
3 9
d x y = 1
2x y = 6
Solve for x and y in terms of p.
2px y = 3 3x + py = 2
8 Solve for x, y and z, given 3x 2y + z = 1, x y 2z = 13 and x + 3y 2z = 9. 9 mC

A 30 d 16
10 mC
1 For what value of p does |D| = 0, where D = p B 20 e None of these The inverse of 1 3 is: 1 4
2 ? 3
C 13
1 1 7 1
1 1
3 4
B 4
e
1 3 1 1 4 7 1
3
1 4 7 1
7 1
3 4
11 mC If x + y = 4 and 4x + 6y = 5, then equals: y
x 1 10
1 10
6 4 6 4
1 4 1 5
1 4 6 5
6
10
6 4
1 4 1 5
1 10
1 1
4 5
1 10
1 4
1 4 5
324
12 If A =
1 4
12
12 , find A3 and A1. 2 1 0
13 P = and Q = 1 0 . Show that P and Q do not commute when multiplied. 0 1 14 Find the multiplicative inverse of the matrix
1 1
cos ( ) sin ( )
sin
( ) . cos ( )
15 If I = 16 M = 17 18 19 20
0 1 1 0 , find the condition for pI + qJ to have a multiplicative inverse. and J = 0 1 1 0
21
22
23
2 1 1 0 1 1 . If MX = XN, show that X = k and N = . 0 2 1 2 0 0 The point of intersection of the lines 2x + 3y = a and x 2y = 5 is (7, 1). Use a matrix method to find a. We10 The points (1, 3), (2, 5), (1, 1) and (3, 15) lie on the curve y = ax3 + bx2 + cx + d. Establish the equation of the curve. Solve for x, y and z in terms of r. rx + y + z = 1, 2x ry z = 3, 3x + 4y rz = 5 Solve for a, b, c and d. a+b+c+d=0 a 2b + 3c + d = 7 2a + b 2c d = 1 3a + 2b + c 4d = 11 Show that the following equations have a unique solution only if b 1, 2. x+y+z=3 x + by + z = 3b 2x + 4y + bz = 2 Tercell, the clothing shop in Church Street, sells 15 suits, 45 shirts and 43 ties per week. It has another branch in High Street that sells 24 suits, 23 shirts and 37 ties per week. If the profit from each sale is $100 per suit, $18 per shirt and $14 per tie, use a matrix method to calculate the total weekly profit from the two shops. Slapstick, Brush and Company manufactures four main brands of paint, which they mix up using four basic ingredients urg, blog, slug and nog. The four main brands of paint are Quix, Runns, Splash and Thix. Each litre of Quix requires 0.2 kg of urg, 0.5 kg of blog, 0.3 kg of slug and 1 kg of nog. Each litre of Runns requires 0.1 kg of urg, 0.4 kg of blog, 0.7 kg of slug and 0.8 kg of nog. Each litre of Splash requires 0.2 kg of urg, 0.7 kg of blog, 0.1 kg of slug and 1 kg of nog. Each litre of Thix requires 1.0 kg of urg, 0.5 kg of blog, 0.3 kg of slug and 0.0 kg of nog. Each week the company uses 2000 kg of urg, 1945 kg of blog, 1800 kg of slug and 3230 kg of nog. Use a matrix method to find out how many litres of each paint the company produces per week.
7d
matrices and transformations

inTerACTiViTY int-0266 matrices and transformations
Matrices can be used to describe transformations (translation, reflection, rotation and dilation) of points or curves in the xy plane. The point (x, y) is the image of the point (x, y) following a sequence of transformations.
Translation
A point P (x, y) is moved to the point P (x, y) by translating a units in the positive direction of the x-axis (right) and b units in the positive direction of the y-axis (up). A horizontal translation of a units and a vertical translation of b units can be represented by: x x' x a (x, y) = (x + a, y + b) or T = = y + y y' b .
ChApTer 7 Matrices
325
Worked exAmpLe 11
The point (2, 3) is translated by the matrix 4 . Find the new coordinates of the point. 2
Think
1 2
WriTe
x x' x a Use the formula T = = y + . y y' b Add the matrices to find the image point (x, y).
x' 2 y' = + 3 x' 2 y' = 1 2, 1) (x, y) = (
other transformations by matrix multiplication

It is useful to summarise the effects of various transformations as set out in the table below. Here we deal with (2 2) matrices that cause a change in the position of a point. These can be done on calculators or by hand, using the usual matrix multiplication techniques. Matrix 1 0 0 1 0 1 1 0 0 1 1 0
1
What it does Nothing
Calculation x x' 1 0 x x T = = y = y y y' 0 1 x x' 0 1 x y T = = y = y y' 1 0 x x x' 0 T = = y y' 1 x x' 1 T = = y y' 0

1
Change (x, y) = (x, y)
Reflection in the line y=x Reflection in the line y = x Reflection in the x-axis
(x, y) = (y, x)
x = 0 y
x
y
(x, y) = (y, x)
0 1
0 x y = 1
x y
(x, y) = (x, y)
1 0 0 1 k 0 0 1 1 0 0 k cos ( A) sin ( A)
sin
Reflection in the y-axis
x x' 1 0 x T = y = = y y' 0 1
(x, y) = (x, y)
Dilation by factor k from the y-axis Dilation by factor k from the x-axis Anticlockwise rotation of A degrees about the origin
x x' k 0 x kx T = = y = y y y' 0 1 x x' 1 0 x x T = = y = ky y y' 0 k x x' cos ( A) T = = y y' sin ( A)

sin
(x, y) = (kx, y)
(x, y) = (x, ky)
( A) cos ( A)
( A) x cos ( A) y
x = x cos (A) y sin (A) y = x sin (A) + y cos (A)
326
Worked exAmpLe 12
The point (5, 1) is translated by the matrix y = x. Find its new coordinates.
Think
1
and then reflected in the line 5

WriTe
Write the point (5, 1) in matrix form. x x' x a Use the formula T = = y + y y' b to translate the point. Add the matrices to find the image point (x, y).
5 ( 5, 1) = 1 x' 5 3 + y' = 1 5 x' 8 y' = 6 8, 6) (x, y) = ( x' 0 1 8 6 = y' = 1 0 6 8
0 1 The reflection matrix in y = x is from the 1 0 table. x x' 0 1 x Use the formula T = = y y y' 1 0 to reflect the point.
Write the answer.
The new point is (6, 8).
Worked exAmpLe 13
Find the image of the point (3, 8) under 30 anticlockwise rotation about the origin.
Think
1 2
WriTe
Write the point (3, 8) in matrix form. Use the rotation formula x x' cos ( A) T = = y y' sin ( A) where A is 30. Evaluate using exact values.
3 (3, 8) = 8 x' cos (30 ) y' = sin (30 ) 3 2 = 1 2

sin
sin
( A) x , cos ( A) y
(30 ) 3 cos (30 ) 8
1 2 3 2
3 8
Multiply the matrices.
3 3 4 = 2 3 4 3+ 2
Write the answer.
3 3 3 4, 4 3 + . As a The new point is 2 2 decimal approximation, the point is (1.40, 8.43).
ChApTer 7 Matrices
327
exercise 7d
1 We11,12 a

Find the new coordinates of the point P (3, 2) after the following transformations.
0 1 c 1 0 b 1 0 followed by 3 1 0 0 2 2 0 1 d Reflection in the y-axis e Translation of 6 units to the left and 4 units upwards, followed by reflection in the x-axis
2
Find the new coordinates of Q (m, n) after the following transformations.

a Reflection by the matrix
0 1 followed by reflection in the line y = x 1 0 2n b Reflection in the line y = x followed by a translation of 3m 3 Two transformations as shown are applied to the point M (x, y). 3 0 0 1 x 0 1 1 0 y a Find the single (2 2) matrix that can be used to describe the combined transformations. b If M is the point (1, 0), find its new coordinates after the transformations.
4 Write the matrices for the following rotations about O. a 90 clockwise b 180 clockwise d 360 clockwise e 90 anticlockwise g 120 clockwise h 150 anticlockwise j 120 anticlockwise c 270 clockwise f 45 anticlockwise i 300 clockwise
5 mC Consider the point (3, 5). a The image of this point after a reflection through the line y = x followed by a rotation of 180
anticlockwise is: d (5, 3) A (5, 3) B (3, 5) C (5, 3) b The image of the point (3, 5) after a rotation of 270 clockwise followed by 4 a translation of is: 2
A (1, 3) B (9, 5) C (7, 1) d (1, 1)
e (3, 5)
e (6, 4)
c The image of the point

A (
after a reflection in the y-axis, followed by a reflection in the x-axis and then an anticlockwise rotation of 45 is: 2, 2 2) 2)
B (
(3, 5)
2, 4 2)
C (2 2, 2 2)
d ( 4 2,
2, 4 2) e (
6 mC The point (x, y) is dilated by a factor of 3 from the x-axis, then reflected in the line y = x and then
translated 2 units to the left and 1 unit down. The coordinates of the final point are: B (3x + 2, y 1) C (y 2, 3x + 1) 2 + 3y, 1 + x) d ( e (y + 2, 3x + 1)
A (3x 2, y 1)
7 a Combine a dilation of factor 2 from the x-axis and factor 3 from the y-axis to find the new b Write down the single (2 2) matrix for the combined dilations. c Write down the single matrix that would represent dilations of factor n from both the x-axis and
coordinates of the square (0, 0), (1, 0), (1, 1), (0, 1).
the y-axis.
8 The point P (a, b) is subjected to a sequence of transformations as follows:
a dilation of 2 away from the y-axis a translation of 5 to the left and 3 downwards a reflection in the x-axis a reflection in the line y = x. Find the new coordinates of P after all of the above transformations have been completed in the given order, using matrix methods.
9 We13 Find the images of each of the following points under each of the anticlockwise rotations, iv. a A (4, 0) i 30 b B (5, 4) ii 45 c C (3, 6) iii 90 d D (0, 9) iv 180 v
60
10 Find the image of the point (7, 2) after a rotation of 270 anticlockwise followed by a translation
2 of . 4 11 The triangle ABC, with vertices A (2, 1), B (4, 0) and C (5, 2), is rotated by a clockwise rotation of 45 (i.e. an anticlockwise rotation of 45). a Find the new coordinates (A, B and C) of the rotated triangle. b Compare the area of triangle ABC to that of triangle ABC. 12 Consider the point A (a, b). a Is an anticlockwise rotation of 30 equivalent to a reflection in the line y = x followed by a clockwise rotation of 60? Give reasons for your answer. b Is a reflection in the x-axis followed by an anticlockwise rotation of 45 equivalent to a transformation by the identity matrix? Give reasons for your answer. 13 The point P (3, 4) is transformed to become the point P ( 2 3, 13). a Prove that this transformation represents an anticlockwise rotation of about the origin. b Calculate the value of in degrees.
ChApTer 7 Matrices
329
Summary
Matrix definitions: A matrix is a rectangular array of numbers arranged in rows and columns. An m n matrix has m rows and n columns. The individual entries in the matrix are called the elements of the matrix. Operations with matrices: Addition and subtraction of matrices are performed by adding or subtracting corresponding elements. Addition and subtraction can be performed only if the matrices are of the same order. Scalar multiplication is performed by multiplying every element of the matrix by the scalar. x y ax ay a = p q ap aq The Commutative Law holds: A + B = B + A The Associative Law holds: A + B + C = (A + B) + C = A + (B + C )
Matrices are multiplied in the following way. b11 b12 a11 a12 In general, if A = , and B = a b b a 21 22 21 22 a11 b11 + a12 b21 a11 b12 + a12 b22 then A B = . a b +a b a b +a b 21 11 22 21 21 12 22 22 The orders are (m n) (n p) = (m p). Matrix multiplication is not usually commutative. That is, AB BA.
I is the multiplicative identity matrix, where AI = IA = A and A is a square matrix. The multiplicative inverse of matrix A is A 1, and A A 1 = A 1 A = I.

a b 1 d b 1 If A = . , then its inverse is A = ad bc c a c d The number (ad bc) is called the determinant of the matrix A and is written as det (A) or |A|. If det (A) = 0, then A 1 does not exist and A is said to be singular.

Matrices can be used to represent transformations of points in the xy plane. A horizontal translation of a units and a vertical translation of b units can be represented by (x, y) = (x + a, y + b) x x' x a or T = = y + . y y' b Pre-multiplying by a (2 2) matrix causes a change of the position of a point. For example, 0 1 pre-multiplying by causes a reflection in the line y = x. 1 0 x x' 0 1 x y T = = y = y y' 1 0 x An anticlockwise rotation about the origin can be represented by x x' cos ( A) T = = y y' sin ( A)
sin
( A) x cos ( A) y
, where A is the angle of rotation.
330
Chapter review
1 State the order of:
1 0 8 4
0 1 2
b
2
1 2 4 0 4
2 5 0 5 1
S ho rT A n S W er
2 Find the matrix D such that
3 1 D = 5 0 3
0 . 2
3 x = y . Find x and y. 1 1 2 and B = [1 0 4 1]. Evaluate: 0 3 3] and R = [0 2

b QP
1].
4 A=
a AB
b BA
5 P= , Q = [0 1 a PQ 6 Find the inverse of 7 For A =
Evaluate:
c PR d P(Q + R)
2 5
. 6
x y , show that AA1 = I. 2 3 8 Solve for x, y, and z.
3x
2x 3y + z = 3 + y 2z = 1 xyz=6
9 Find the new coordinates of the point R(p, q) after reflection in the x-axis followed by a translation
of a . b 10 The point (3, 2) is dilated from the y-axis. Its new coordinates are (6, 2). Write down the (22) dilation matrix.
11 The point A (1, 2) is rotated clockwise about the origin through an angle of 60. Find the new
coordinates of A in exact form. 2 1 0 1 1 12 M = , N = . Find MN(NM) . 1 4 3 5 1 4 0 13 P = 2 0 , Q = 2 1 3

14 A =
0 4 . Find (QP)1. 5 1
1 3 1 3 0 , B = , C = . 2 0 4 1 2 a Find |A|. b Find the inverse of C if it exists.
c Calculate BC. ChApTer 7 Matrices 331
15 If P =
3 2
0 , find P2 2P. Hence, express the inverse of P in terms of P. 5 c , N = . M and N commute under multiplication. Evaluate c. 0 3
16 M =
3 0
5 3
m U LT ip L e C h oiCe
5 2 3 0 2
1
equals: 4 B 1 2 4 C 5 2 d 5 2
6
6 A 5 2
2 If 3
1 2
y 4 3
z A 2, 3, 0
A
= 6 0
9 , x, y and z are respectively equal to:

C 6, 9, 4 C [4
15]
B 2, 3, 0 B [16
d 6, 9, 0 d [16
9]
e 2, 3, 4 e [4
3 2[5
[4
6]
9]
3 [2
1]
equals:
15]
9]
4 If A =
A
2 1
and B = [3 0], AB equals:

B 4 3
6 0
0 0
C [6]
d [5]
6 0 3 0
5 If M =
1 2 2 , M 2M equals: 4 0 7
2
12
B 11 12 e
8 8
C 7 4
d 3 4
0 2 4
7 12
1 6 P = 2 , Q = [1 2] and R = 3 3 A (1 2)
1 3 2
. The order of PQR is:

C (3 2) d (2 1) e (3 1)
B (2 3)
equals:
B 7 C 5 d 6 e 4
A 7
2 is singular if x equals: 3 x 4 B 1, 2 A 1, 2
x +1
C 4, 1
d 4, 1
e 1, 2
332
9 The inverse of
1 2 is: 1 4
B
1 6
1
1 4 1
2 1
1
1 4 6 1
1
1
1
1 2 1
4
1
. The coordinates of the new point are: 1 A (0, 0) C (0, 2) B (4, 0) d (4, 2) e (0, 2) 1 11 The point (a, b) is reflected in the line y = x and then translated by the matrix . Its new coordinates are: 3 A (a 1, b + 3) B (a + 1, b 3) C (b + 1, a 3) d (b 1, a + 3) e (a + 1, b + 3)
10 The point (2, 1) is translated by the matrix
2
12 Reflection in the line y = x followed by a dilation of factor 2 from the y-axis is equivalent to pre-
multiplying by the single matrix: A 0 1 2 0

B 0 2
0 2
1 0 0 2
0 1
13 The point (2, 1) is reflected in the y-axis followed by an anticlockwise rotation of 90 about the origin.
A (1, 2)
The coordinates of the image point are: B (1, 2)
C (2, 1)
d (1, 2)
e (2, 1)
14 The coordinates of the image of (3, 4) under the transformation given by

A (3, 4) B (3, 4) C (3, 4)
1 0
0 are: 1
e (4, 3) ex Ten d ed r eS p o n S e
d (3, 4)
1 A and B are both square matrices. a Show that A2 B2 = (A B)(A + B) only if A and B are commutative for multiplication. b Use part a above to evaluate A2 B2, where A =
2 A and B are both (2 2) matrices. a Show that (A + B)2 = A2 + 2AB + B2 only if A and B are commutative for multiplication. b Use the matrices in question 1b to prove the result in question 2a numerically. 3 Potatoes cost $p per kg, carrots cost $q per kg, onions cost $r per kg and eggs cost $s per dozen.
1 9
7 and B = 3 6
. 3
George buys 14 kg of potatoes, 10 kg of carrots, 8 kg of onions and 2 dozen eggs for a total cost of $60. Mary buys 10 kg of potatoes, 11 kg of carrots, 3 kg of onions and 5dozen eggs for a total cost of $52. Cindy buys 4 kg of potatoes, 21 kg of carrots, 12 kg of onions and 1 dozen eggs for a total cost of $56. Amy buys 15 kg of potatoes, 5 kg of carrots, 11kg of onions and 4 dozen eggs for a total cost of $69. Establish a matrix equation and hence calculate the values of p, q, r and s. a 4 a The point P (1, 3) is translated by the matrix . Find its new coordinates. b
b The new point is reflected in the line y = x. Find the new coordinates. c This point is now rotated counterclockwise through 90 before being reflected in the x-axis. Find d Find the transformation(s) needed to return the point found in part b to the point (1, 3). ChApTer 7 Matrices 333
the new coordinates.
4 0 . 0 1 a Find the coordinates of the new vertices, calling them O, A and B. b Has the area altered? If so, how? c The new triangle is now reflected in the line y = x. Find the coordinates of the new vertices, calling them O, A and B. 3 d Finally, OA B is translated by . Find the final coordinates of the vertices. 1 3i 0 , where i2 = 1. 6 A= i 2 3 2A2. a Find A b Find A 1. 1 0 . Note: I = I 2 = I 3 = I 4 etc. c Show that A2 A 2I = (A 2I)(A + I), where I = 0 1 7 Use a matrix method to solve the following simultaneous equations. mx 3 y = 6
5 The triangle O (0, 0), A (2, 3), B (5, 4) is transformed by the matrix
2x + m2 y = 3 8 Use a matrix method to solve the following simultaneous equations. a+b+c+d = 5

a + b c + d
= 5
8a + 4 b + 2c + d = 19
8a + 4 b 2c + d = 25
9 Tickets for a one-way trip on a Melbourne to Sydney passenger train can be purchased as either adult,
child (under 15 years old) or pensioner. The table below shows the number of passengers and the total takings for three trips. Number of adult passengers 145 130 142 Number of child passengers 103 110 115 Number of pensioner passengers 121 90 80 Total takings ($) 20 260 18 400 19 200
a Let x equal the cost of an adults ticket. Let y equal the cost of a childs ticket. Let z equal the cost b Using matrices, express the equations in the form AX = B. c Use your CAS calculator to find A 1. d Use your CAS calculator to determine the costs of a train ticket for an adult, a child and a
of a pensioners ticket. Construct three equations in terms of x, y and z.
pensioner. 10 Describe the transformation given by the following matrices. It may be helpful to use a graph and consider the effect of the matrix on the points (a, b).
a 0 e
1 0 1 0 1 1 0
3
b f
0 1
c g
1 0 0 1
0 1
1
d h
0 0 1
1
0 1 1 0 0 1
1
3 0 0 3
diGiTAL doC doc-9772 Test Yourself Chapter 7
0 3
334
ICT activities
Chapter opener
diGiTAL doC 10 Quick Questions doc-9769: Warm up with ten quick questions on matrices (page 309) We9 eles-1430: Watch a tutorial on using matrices to solve simultaneous literal equations (page 322) diGiTAL doC WorkSHEET 7.2 doc-9771: Calculate determinants and inverses of matrices and solve matrix equations (page 324)
7A
TUToriALS We1 eles-1426: Watch a tutorial on showing that the Commutative Law holds for two matrices (page 311) We3 eles-1427: Watch a tutorial on solving for variables in two equivalent matrices (page 313)
7d
inTerACTiViTY Matrices and transformations int-0266: Use the interactivity to consolidate your understanding of matrices and transformations (page 325) TUToriAL We12 eles-1431: Watch a tutorial on finding the new coordinates of a point after translating then reflecting it in the line y = x (page 327)
7B
TUToriAL We5 eles-1428: Watch a tutorial on recognising the order of matrices, and the product of two matrices if they exist (page 317) diGiTAL doC WorkSHEET 7.1 doc-9770: Determine the order of a matrix, add, subtract and multiply by a scalar and practise matrix multiplication (page 318)
Chapter review
diGiTAL doC Test Yourself doc-9772: Take the end-of-chapter test to test your progress (page 334)
7C
TUToriALS We7 eles-1429: Watch a tutorial on using matrices to solve simultaneous equations (page 321)
ChApTer 7 Matrices
335
Answers CHAPTER 7
mATriCeS
exercise 7A
matrices
Addition and subtraction of
3 a
1 A+ B =
4 1 = B+ A 2 3 b 3 0 5 3 1 4 d Does not exist.

5 35 b 5 1 1 2 c R ( P + SQ ) does not exist.

22
12 1 15
5 2 a 1 6 2 1 3 c Does not exist. 5 7 1 3 3 1 [5 9 2 6 x = 1, y = 3 a 33 c 11 [4 6 3]

e 3 4 5 6
8
4 a MN =
10 0 8 , NM = 10 4 0 10

1 = 13
2 3
1 1 5 1 13 3 2 13 0 =I 0 13
5
1 2
1 2
c 108
60
60 12
4 a
5 2 5 2 3 1 13 0 1 =I = 13 0 13
1 1 13 3 1 4
7]
b 41 d 14
10
x + 5 y 11 = 5 a 3x + 4 y 5 b x + 5y = 11, 3x + 4y = 5 c x = 1, y = 2
6 a
0 1 2
0 1
0.5
0.5
c None
19
7 p = 3 , q = 3, r = 3 8 [ 5 9 C 10 B 11 A
8 0
27
1 4 0.5 1.5
2 4 ] does not exist. 1
2 x + 5 y 11 7 3 x + 2 y = 12
8 a [29]
3 3 6 5 x = 3
6 a x= 7 ,y= 7 c x = 22 , y = 22 7 x=
4 29 9 16 2
1 e 1 3
b x = 14, y = 7 d 7, 8
40 50 60 12 a 62 87 28 100 14 73 50 65 80 b 87 76 45 95 37 89 90 115 140 c 149 163 73 195 51 162

d 74.5
4 b 6 8 c No
9
9 12
8 12 16
15 16 12 3 59 92 23 36
b
8 3, 3, 9 E 10 E 11 D
5 19 3
3p + 2 4p 9 ,y= 2 2 p2 + 3 2p + 3
10 a 11 12 13 14
D C B
1 3
12 I;
13
1 2 3 2
3 2 1 2
a AC, CA, CB c None
b Yes. ACB
2 0 1 1 1 0 1 1 cos( )
57.5 70 81.5 36.5 97.5 25.5 81 45 36.5 81 42 + 32 16
e 70
13 15 10 + 7
15 ; a = 0.1, b = 0.3 10 4.50 16 a [1200 2367 4219] b 1.95 2.45 c $20 352.20
15 6
14 15 16 17 18 19
= 54 68
exercise 7B
1 a Does not exist. c
multiplying matrices b Does not exist.
17 a 80
1 0 1 2 1 45 3 1 2 2 5 3 2 6 7 18 6
Solving matrix equations b 8 d 0 f 5x2
6 5
7
17
11 0 2
3
28 d 1
13
b [131 108 191 439 233]

exercise 7C
20 21
9 2 3 6 8
1 c e 2
2 [13]
9 xy 6 4, 3 1 5 3 a 1 13 3 2
sin( ) sin( ) cos( ) p2 + q2 0 Check with your teacher. a = 17 y = x3 2x2 + x + 3 r 2 7r + 2) r 2 + 8r + 11 (3 x= 3 , ,y= r + 9r + 5 r 3 + 9r + 5 2 + 9r 7 5r z= 3 r + 9r + 5 a = 1, b = 1, c = 2, d = 2 10 10 x= , y = 3, z = ; unique solution b+2 b+2
if b 1 or 2. If b = 2, division by 0 If b = 1, equations 1 and 2 become identical. 22 $2912 + $3332 = $6244 23 2834, 120, 1120, 1037
336
exercise 7d
matrices and transformations b (6, 0) c (3, 4) 1 a ( 2, 3) d (3, 2) e (3, 2) 2 a (m, n) b (3n, 4m)
3 a
iii (9, 0) iv (0, 9) v 10 (0,
9 3 9 , 2 2
)
,
2 3 2
0 3 1 0
b (0, 1)
3)
0 1 4 a 1 0
c
1 b 0
d
0 1
3 , B' = ( 2 2, 2 2) 11 a A' = 1 , 2 7 2
( C' = (
) )
0 1
1 0 0 1
1 2
b Areas are the same. 12 a No. Single matrix combined matrices. b No. Under the identity matrix nothing
b moves. Only if tan 1 = 22.5 would a this be true. 13 a OP = 5 = OP. The transformation could be a rotation (in this case anticlockwise) about the origin. (It could also be a translation, but that is not the question.) b 80.72
1 5 12 62 19 13 64 257 67 7 4 14 a | A | = 6 b C is not a square matrix. No inverse. 3 c BC = 2 15 P(P 2) = 3I P2 1 1 0 = The inverse of P is . 3 3 2 3
12
1 27
16 c = 3
mULTipLe ChoiCe
0 e 1
g
1 2
1 0 3 1
1 1
1 1

1 3
1 2
3 1
1 3
1 5 9 13
C B E A
2 6 10 14
B C B A
3 A 7 B 11 D
4 E 8 B 12 E
exTended reSponSe
3 3 5 a D c E 6D 7 a (0, 0), (3, 0), (3, 2), (0, 2) 3 0 b 0 2 n 0 0 n 8 (3 b, 2a 5)

c 9 a i (2 3, 2) ii (2 2, 2 2) iii (0, 4) iv (4, 0) v (2, b i ii iii
2
1 2
3 1 b B
1 2
3 1
ChApTer reVieW
ShorT AnSWer
1 a (A B)(A + B) = A2 + AB BA B2 =
1 a 41 b 52
1 2 2 1 3 x = 3 and y = 1 2 6
3
1 2 4 a 0 3
5 a
0 0 0 0
4 8 0
12
1 2 0 3
3 4 b [2] 5 b [3]
3)
5 2
5 3 2 1 2
2,
9 2
+2 3
)
6
0 6 0 3 0 4 2 c 0 2 1
1 8
d Impossible 6
(4,
5)
5 3 2 3 2
6 4 5 2 y = x 2 3x 2 y 0 = 0 3x 2 y 3
iv (5, 4) v c i ii
5 2
+ 2 3,
2
+2
7 x
3 3
3,
3 2
+3 3
9 2
)
3 3 2
y 1 2 3 3x 2 y 1 3x 2 y
A2 B2 only if AB BA, i.e., if A and B are commutative for multiplication. 54 12 b 6 42 a (A + B)(A + B) = A2 + AB + BA + B2 = A2 + 2AB + B2 only if AB + BA = 2AB, i.e., if A and B are commutative for multiplication. b Not equal p = 2, q = 1, r = 2 and s = 3 a (a + 1, b 3) b (3 b, a 1) c (1 + a, 3 + b) d Translation by (a, b) a O (0, 0), A (8, 3) and B (20, 4) b Yes, by a factor of four. The new triangle is now reflected in the line y = x. c O (0, 0), A (3, 8) and B (4, 20). d The final coordinates of the vertices are (3, 1), (0, 7) and (1, 21). 27i + 18 0 a A3 2A2 = 14 8i 14 8i i 0 1 1 b A = 3 2 3i c A2 A 2I 3i 0 2 0 = 9 0 2 i 0 2 4i 1 =
11
iii (6, 3) iv (3, 6) v d i ii
1 0 0 1 =I +3
0 3i 4i 2 i 3 0 3i + 1 i2 2 0 i +1
( (
3 2 9 2 9
+ 3 3, , ,
9 3 2 9 2
8 x = 11 , y = 11 , z = 11 9 (a p, b q)
17
12
37
(A 2I )(A + I ) 3i 2 = 2 =
11
2 0 10 0 1
11
1 2
+ 3,1
1 2
0 3i 4i 2 i 3
ChApTer 7 Matrices
337
x 1 6m 2 + 9 = y m 3 + 6 3m 12 a b c d
2 1 = 3 1 9 a 145x + 103y + 121z = 20 260 130x + 110y + 90z = 18 400 142x + 115y + 80z = 19 200 145 103 121 x 20 260 b 130 110 90 y = 18 400 19 200 142 115 80 z 8
145 103 121 c 130 110 90 142 115 80 155 1135 101 6068 12 136 1517 = 119 2791 67 3034 30 340 1517 67 2049 64 6068 60 680 1517 d $70 for an adults ticket, $50 for a pensioners and $35 for a childs. 10 a None b Rotation through 180 c Reflection in the x-axis
Reflection in the y-axis Reflection in the line y = x Clockwise rotation of 90 Reflection in the line y = x Dilation by a factor 3 from both the x-axis and the y-axis i Dilation by a factor 3 from both the x-axis and the y-axis and rotation through 180 j Anticlockwise rotation of 90
d e f g h
338

3 1 1 Let A = . 2 2 a Determine det (A) b Hence, find A 1.
2 Let B = a B+A b AB c
1 2
S ho rT A n S W er
20 minutes 1 mark 2 marks
3 2 and A = 1 2
4 2 0
. Determine the following.

A 2B
3 The point P (4, 2) has been dilated by a factor of k from the y-axis to form a new a Show that k = 1.
coordinate P. The new coordinate of P is (4, 4).

2 marks
b P is now translated by the matrix
to form a new coordinate R. The coordinates

2 marks
of R are (2a, b 1). Determine the value of a and b. 1 1 Let C = 3

A 3 d
a 1
. If C is a singular matrix, then the value of a would be: 1 B C 0 3

e 3
m U LTip L e C ho iC e
1 3
2 The point (1, 4) has been translated by the matrix
(1, 2), then the values of a and b would be: A a = 2, b = 1 B a = 2, b = 2 2

d a = 1, b = 1 2
a . If the coordinates of the new point are b

C a = 2, b = 2
e a = 1, b = 2
3 A is a matrix of order m n, B is a matrix of order p n and C is a matrix of order n p. Which one of

A B C d e
the following is correct? (AB)C would result in a matrix of order m n. A + C would result in a matrix of order (m + n) (n + p). BC would result in a matrix of order n p. (AC)B would result in a matrix of order m n. (BA)C would result in a matrix of order p (nm) p.
4 Which one of the following matrix equations would provide a solution to the simultaneous equations
x 2y = 3, 3y 2z = 1 and 3x + 4z = 2? x 3 1 A y = 1 = 3 z 2 3 x 1 d y = 3 z 3
2
x 1 2 B y = 0 4 z 3 3 e 1 2
0 3 2 0 4
2
3 1 2
1
x 1 C y = 3 z 3
2 2 4
3 1 2
2 2 4
x 3 1 y = 1 0 z 2 3
0 3 2 0 4
Exam practice 3
339
35 minutes
1 A triangle ABC has been transformed by a factor of 3 from the x-axis and a reflection in the line y = x.
The transformed triangle has vertices A, B and C. a i Write down the (2 2) matrix that can be used to describe a dilation by a factor of 3 from the x-axis. ii Write down the (2 2) matrix that can be used to describe a reflection in the line y = x. iii Hence, write down the (2 2) matrix that can be used to describe the combined transformations. 1+1+1 = 3 marks b A has coordinates (2, 3). Using your matrix from part a iii, determine the coordinates of A. 2 marks c The triangle ABC is rotated anticlockwise by 90 to form three new vertices, A, B and C. i Write down the (2 2) matrix to describe this transformation. ii Hence, determine the coordinates of B if B is (5, 3). 1+1 = 2 marks
2 Jim owns a garden centre. He sells four varieties of fruit trees: apple, plum, nectarine and cherry. He
recorded the number of each tree he sold over a four-week period during spring. In the first week, he sold 4 apple trees, 2 plum trees, 3 nectarine trees and no cherry trees. In the second week, he sold 2 apple trees, 1 plum tree, 3 cherry trees and no nectarine trees. In the third week, he did not sell any plum or apple trees but he did sell 2 nectarine trees and 1 cherry tree. During the fourth week, Jims assistant did not record the number of plum trees sold. He did record that he sold 2 apple trees and 3 cherry trees but did not sell any nectarine trees. Let the unit cost, in dollars, of each type of tree sold be represented by the following variables: e = cost of an apple tree f = cost of a plum tree g = cost of a nectarine tree h = cost of a cherry tree. a Write a (1 4) matrix to record the number of apple, plum, nectarine and cherry trees sold in the first week. 1 mark b The (4 1) matrix C below shows the unit price, in dollars, of each type of fruit tree. e f C= g h 1 mark Using the matrix above, write the cost of 3 cherry trees. c The matrices W3 and C show the number of trees sold in the third week and the unit cost of each tree. e f W3 C = 0 0 2 1 g h i Write the order of the product of W3C. 1 mark ii In the context of this problem, what would the matrix W3C determine? 1 mark d The number of trees sold over weeks 2 to 4 can be represented in the following matrix, T. 2 1 0 3 T= 0 0 2 1 2 p 0 3 where p is the number of plum trees sold during the fourth week. By adding in your matrix from part a, write down the matrix that represents the total number of fruit trees sold over the four-week period. 1 mark The unit cost of a plum tree is $16.50. The amount of money Jim earns from selling the fruit trees for each of the first three weeks is $195.30, $175.35, $74.65 and ($158.85 + the money from the selling of p plum trees) respectively. e Write down a matrix, A, that shows the amount Jim earned over the four-week period. 1 mark f Set up a matrix equation that would determine the unknown values of e, g, h and p. 2 marks g Using an appropriate method, solve the matrix equation to find the unit cost of an apple tree, a nectarine tree and a cherry tree. 3 marks h The amount of money collected from selling the fruit trees during the fourth week was $208.35. Determine the number of plum trees that were sold during the fourth week. 1 mark
diGiTAL doC doc-10163 Solutions exam practice 3
340
ChapTer 8
Rates of change
ChapTer ConTenTS 8a 8B 8C 8d 8e 8F 8G 8h 8i Identifying rates Constant rates Variable rates Average rates of change Instantaneous rates Motion graphs (kinematics) Relating the gradient function to the original function Relating velocitytime graphs to positiontime graphs Rates of change of polynomials
8a
identifying rates
In any subject dealing with things that move, grow or change it is often important to know the rate (speed) with which quantities change. An example is the amount of water a city consumes per year. Knowing this rate is important so that measures can be taken to ensure there are adequate supplies of water stored in dams or reservoirs. Rates describe how much one quantity changes with respect to another. Example 1. The speed of a car is 70km/h. This rate is read as 70 kilometres per hour, meaning that the car will travel 70kilometres in an hour. Example 2. The council rates for a household are $560 per year. As with many rates, examples 1 and 2 involve time as the second variable. But this is not always the case. Example 3. The price of petrol is $1.129 per litre. This rate means that the petrol will cost 112.9 cents for every litre purchased. Rates usually have units associated with them but not always. 1 Example 4. The gradient of a road is 25 . This rate is read as 1 in 25 and means the road rises one unit vertically for every 25 units in length (horizontally). This is often expressed as a percentage, i.e. a 4% grade in this case.
Road
25
In general, for two quantities A and B: Rate of change of A with respect to B = amount of A per B change in A . = change in B
ChapTer 8 Rates of change 341
Worked example 1
Which of the following represent a rate? a 20 m/s b 75 cents per packet

Think
c $13
WriTe
a 20 m/s is a rate as it compares distance and time. A
a 20 m/s is a rate. b 75 cents per packet is a rate.
distance of 20 metres is travelled each second.

b 75 cents per packet is a rate as it compares cost and
quantity of items. There is a cost of 75 cents for every packet.

c $13 is not a rate as there is only one quantity. e $13 is not a rate.
Worked example 2
A car travels 259 kilometres using 35 litres of petrol. Express this rate in km/L.
Think
1
WriTe
Rate =
distance travelled amount of petrol used
Rate = =
259 km 35 L 7.4 km 1L
Divide 259 by 35 to compare the number of kilometres travelled for each 1 litre of petrol. Express as a simplified rate. Note: Petrol consumption is usually expressed in L/100 km. 35 In this case, that would be 100 = 13.5 L/100 km. 259
= 7.4 km/L
exercise 8a
identifying rates
c f i l o
1 We1 Which of the following represent a rate? a 100 km/h b $140 per week d 80 beats per minute e $2.75 g 25 kg h 10 000 litres j 18 degrees k 1.4% per quarter m 5 per person n A gradient of 0.8 p Cars per hour 2
a B C d e F G h i
64% $35.90 per m2 $11.00 per dozen 33 3.4
Match each of the rates you identified in question 1 to the most appropriate description below. The rental fee for a house The slope of a buildings roof The speed of a car The number of cards dealt in a game of poker The cost of oysters at a restaurant The pulse rate of a person walking The number of cars entering a car park The price of carpet The inflation rate one year ago
A horseriding school wishes to organise four-day riding treks for a group of twelve people. The following arrangements are made. a Each day the group will ride off at 9 am. b They will travel 20 km each day. c There will be four rest stops per day. d Each person must bring sleeping gear. e They will sleep two people per tent. f Meals will be supplied. g The cost will be $200 per person. h Three spare horses will be taken. Which of these arrangements represent a rate?
342
4 Find the cost of the following items. a 5 dozen eggs at $2.12 per dozen c 27 hours of work at $11.25 per hour e 3.8 m3 of sand at $19.75 per m3
b 42.5 litres of petrol at 73.9 cents per litre d 4.9 kg of oranges at $1.14 per kg f 55 427 people at $11 per person
5 mC Francis delivers 440 pamphlets in 2 hours and earns $5 per 100pamphlets delivered. a The rate of delivery of pamphlets per hour is: a 220 B 20 C 880 d 440 e 2.5 b How long will it take Francis to earn $55? a 4 hours B 4 hours, 20 mins C 5 hours d 6 hours e 3 hours 6 We2 Express the following as the rate indicated in the brackets. a Running 100 m in 12 seconds (m/s) b A rise of 21 C in 6 hours (C/h) c A meal costing $250 for 10 people ($/person) d 2.34 kg of washing powder added to 9 litres of water (g/L) e 32 m2 of lawn costing $149.50 ($/m2) f Losing 12.76 kg in 11 weeks (kg/week) 7 A 100-litre tank filled with water is leaking water at the rate of 2.5 litres per hour. a How long will it take for the tank to be half full?
diGiTal doC doc-9774 SkillSHEET 8.1 introduction to rates of change
Once it is half full, water is added to the tank at the rate of 3 litres per hour. b How much longer will it take until the tank is full again? c mC Which of the graphs below correctly shows the volume of water in the tank, v litres, as a function of time, t hours?
a v 100 50 20 d v 100 50 100120 t 120 t e v 100 50 20 120 t B v 100 50 20 120 t C v 100 50 20 120 t
8B
Constant rates
rise run $(160 16) = (100 10) litres $144 = 90 litres = $1.60 1litre
When the rate of change of one quantity with respect to another does not alter, the rate is constant. For example, if petrol is $1.60 per litre, then every litre of petrol purchased at this rate always costs $1.60. This means 10 litres of petrol would cost $16.00 and 100 litres of petrol would cost $160.00. Calculating the gradient from the graph: Gradient =
160 Price ($) 16 10 100
= $1.60/litre Number of litres (L) = rate That is, the gradient of this graph represents a rate. A straight line graph shows that the rate of change between two quantities is constant.
ChapTer 8 Rates of change
343
Worked example 3
The graph shown represents the height, H, in metres (m) of a hot air balloon and time, T, in hours (h) after it is launched from a mountain top. Use the graph to find: a the gradient b the rate of change c the rule for height as a function of time.
1100 Height (m)
500
Time (h)
Think WriTe
a Use the gradient of a straight line, m =
rise . run
a Gradient =
1100 500 5 0 600 = = 120 5
b Rate of change is the same as the gradient. Include
appropriate units.
c As the graph is a straight line, express the rule in the
b Rate of change = 120 m/h c The rule is of the form H = mT + c where
form y = mx + c. Remember that m is the gradient and c is the y-intercept.
m = 20 and c = 500. H = 120T + 500
Worked example 4
The table below shows the number of people, N, left inside an office building Tminutes after the alarm goes during a fire drill. a Show that the relationship is linear. T 0 1 2 3 4 b Find the rate of change. N 140 105 70 35 0 c Express N as a function of T.
Think WriTe/draW
a 1 Plot the graph of the points given.
N 140 105 70 35 1 2 3 4 T
Check whether the points are collinear, that is, whether they lie on a straight line.
A straight-line graph was produced, so the relationship is linear.

bm=
b 1 Calculate the gradient, m.
Use the gradient to state the rate of change. Include the appropriate units.
0 140 40 140 = = 35 4 Rate of change = 35 people/min The number of people left inside the building is decreasing at a constant rate.
c Express the rule in the form y = mx + c where m = 35
and c = 140. Use N and T instead of y and x.
c The rule is N = 35T + 140.
344
exercise 8B
1 a b c d e f g h i j k 2 a
Constant rates
Which of the following rates are constant? A persons pulse rate when running 3 km The rate of growth of Australias population A persons pulse rate when lying down The daily hire rate of a certain car The rate of growth of a baby The rate of temperature change during the day The commission rate of pay of a salesperson The rate at which the Earth spins on its axis The rate at which students arrive at school in the morning The rate at which water runs into a bath when the tap is left on The number of hours of daylight per day Which of the following graphs show a constant rate of change?
d b d c d
0 e d
t f
0 d
t g
0 d
t h
0 d
0 i d
t j
0 d
0 3
For the constant rates of change found in question 2, which of these rates are:
i positive? ii negative? iii zero?
The distance travelled by a car is shown in this graph. The graph shows that the car is: a slowing down B speeding up C travelling uphill d travelling at constant speed e stationary 5 mC The volume of water, v litres, in a container is shown as a function of time, t minutes, in the graph. The rate of change of water in the container is: a 2 L/min B 8 L/min C 2 L/min d 8 L/min e 0 L/min
4 mC
Distance (metres) 0 v (litres) 18 10 Time (hours) 0
t (min)
345
6 We3 For each of the functions graphed below, state: i the gradient ii the rate of change iii the rule. a d (m) b v (litres) 200 260
0 c w (kg) 100 60
50 4 t (h) d h (m) 75 0 30 t (min)
0 e w (g) 16 10
40
t (weeks) f
0 w (g) 30
10
t (years)
t (min)
5 0
20
120 v (litres)
7 mC Water is being pumped out of a swimming pool holding 30 000 litres at a constant rate. It takes
25 minutes to remove 1000 litres of water. a The rate of change of the volume of water in the pool is: a 400 L/min B 1200 L/min e 40 L/min d 40 L/min b The time taken to empty the pool is: a 12 hours, 5 minutes B 12 hours, 30 minutes d 2 days e 18 hours
8
1200
L/min
C 6 hours, 30 minutes
The number of crates of fruit picked by a fruit-picker over the course of a day is shown in the graph.
13 Number of crates
7 6
0
8 am 11 am 12 pm 1 pm
Time
If the fruit-picker is paid $12 per crate, answer the following. a What is the rate of pay per hour in the first 3 hours? b Explain what probably happened between 12 pm and 1 pm. c What is the rate of pay per hour in the last 4 hours? d Suggest two possible reasons why the line is not as steep in the afternoon. e How much is earned for the day?
5 pm
9 An athlete runs at a constant speed of 6 m/s for the first 420 m of a race. The next 400 m are run at a
constant speed of 5 m/s and the final 180 m at a constant speed of 6 m/s. a How far is the race? b How long does it take to run the first 420 m? c How long does it take to run the next 400 m? d How long does it take to run the final 180 m? e Sketch the graph of distance, D metres, versus time, T seconds. 10 We4 A spring is stretched a distance x cm beyond its natural length when a weight of W kg is attached to one end as shown in the following table. x W 0 0 5 1 10 2 15 3 20 4 25 5
diGiTal doC doc-9775 plotting relations
a Show that there is a linear relationship between the variables. b What is the rate of change of W with respect to x? c Express W as a function of x.
A bucket contains 40 litres of water when it starts leaking through a hole in the bottom, such that the volume of water, V litres, in the bucket at any time, t hours, is given by the rule V = 40 6t. a At what constant rate, in litres/hour, is the water leaking? b How long will it take for the bucket to be empty? 12 Water is poured at a constant rate into the vessels a, b, c and d shown below.
11 a b c d
Match the appropriate graph below, representing height of water, h, at any time, t, with each vessel above.
i h ii h iii h iv h
8C
Variable rates
If a rate is not constant (is changing), then it must be a variable rate. For example, the amount of electricity used per hour by a household is most likely to be a variable rate as the need for electricity will change throughout the day. Graphically, a variable rate will not be linear, because the gradient (or rate of change) is not constant. The distancetime graph at right shows a variable rate between t = 0 and t = 3, because the gradient is changing over this interval. However, it shows a constant rate between t=0 and t = 1; t = 1 and t = 2; and t = 2 and t=3, because the gradient is not changing over these intervals. Relationships that give curves when graphed show that the rate of change is continually changing; that is, a variable rate exists.
347
Worked example 5
Consider the graph shown. For each interval, state whether: a the rate of change is constant or variable b the rate of change is positive, negative or zero.
A
Think WriTe
C
a Consider whether the graph is linear for each
a Interval AB: variable rate of change
interval. The rate of change is constant if the graph is linear; otherwise it is variable.
b Since the gradient of the graph gives a measure
Interval BC: constant rate of change Interval CD: constant rate of change
b Interval AB: positive rate of change
of the rate of change, consider whether the gradient is positive, negative or zero in each interval.
Interval BC: zero rate of change Interval CD: negative rate of change
exercise 8C
1 a b c d e f g h 2 a
Variable rates
List which of the following rates are variable. The pulse rate of a person watching a horror movie The cost per kilogram of tomatoes at the local greengrocer today The speed of a car travelling through the city The cost per kilogram of tomatoes at the local greengrocer during the year The number of hours of sunlight per day The hourly rate of a receptionist The hourly rate of a private taxi driver The speed of a marble rolling down an incline Which of the following graphs show variable rates of change between points A and B?
b B
B A A
c B A
B A
e B
348
3 We5
The graph at right shows how the distance of a runner from the starting line changes over the duration of a race. 100 For the graph shown, state whether: a the rate of change is constant or variable 50 b the rate of change is positive or negative. A c mC The rate of change of distance with respect to time is greatest at point: a A B B C C d D e E d The runner is travelling slowest (but still moving) at point: a A B B C C d D e E e At point E, the runner is: a moving very fast B speeding up d not moving e just beginning to move
Distance (m)
D C B 6 Time (s) 12
C slowing down
The following table shows how weight, W (kg) varies with time, t (min), for a particular box as it is filled. t (min) W (kg)
a b c d
0 0
1 3
2 6
3 9
4 12
Plot a graph of W versus t. What do you notice about the plotted points? Is the rate of change variable or constant? What is the rate of change in kg/min? The following table also shows weight, W (kg), varying with time, t (min). t (min) W (kg) 0 2 1 4 2 7 3 11 4 18
diGiTal doC doc-9775 plotting relations
Plot these points on a graph. Do these points form a straight line? Is the rate of change variable or constant? What is the rate of change during: i the first minute? ii the second minute? iii the fourth minute? 6 The following tables of values show distance travelled, d km, at various times, t hours. Decide whether the rate of change of distance with respect to time appears constant or variable.
a b c d a
t d t d
0 0 0 0
1 5 1 15
2 10 2 20
3 15 3 45
4 20 4 80
8d
average rates of change

The trees average rate of growth = = change in height change in time
If a rate is variable, it is sometimes useful to know the average rate of change over a specified interval. For example, a tree grew from 6.2 m this time last year to 6.75 m now.
(6.75 6.2) m 1 year = 0.55 m/year This means that the tree grew by 0.55 metres over the past year but not necessarily constantly at that rate during the year.
Worked example 6
Calculate the average rate of change between points P and Q marked on the graph.
48 Distance (m) 30 P Q
0
Think
1 2
Time (s)
WriTe
Find the gradient of the chord PQ. Use the gradient to state the average rate of change. Include the appropriate units.
Gradient of PQ =
48 30 18 = = 3.6 5 72
Average rate of change = 3.6 m/s
Worked example 7
Find the average rate of change of height between t = 1 and t = 3 from the table below. t (min) h (m)
Think
0 20
1 60
2 90
3 130
4 140
5 145
WriTe
Calculate the average rate of change of height with respect to time by considering the change in each quantity. When the time changes from t = 1 min to t = 3 min, the height changes from 60 m to 130 m.
Average rate of change of height change in height = change in time (130 60) m = (3 1) min 70 m = 2 min = 35 m/min
Worked example 8
Over a period of 6 hours, the temperature of a room is described by the function T(h) = h2 4h + 22, where T is the temperature in degrees Celsius after h hours. a What is the initial temperature of the room? b Sketch the graph of the function over the given time interval. c Draw a chord between the points where h = 1 and h = 5. d What is the gradient of this chord? e What is the average rate of change of temperature between h = 1 and h = 5?
Think WriTe/draW
a The initial temperature is the temperature at the
start of the time period. Substitute h = 0 into the function to find T(0).
a When h = 0, T(0) = 0 0 + 22
= 22 The initial temperature is 22 C.
350
b 1 To find the turning point, let h =
b . 2a
bh=
b 2a 4 = 2 =2
Evaluate T (2).
T (2) = 4 8 + 22 = 18 The turning point of the parabola is (2, 18).

c T (C) 27 19 22 (1, 19) 18 1 d Gradient = 2 (2, 18) 3 4 5 H (hours)
c 1 Find the required points:
T(1) = 12 4(1) + 22 = 19 T(5) = 52 4(5) + 22 = 27. Indicate the points (1, 19) and (5, 27) on the graph and join with a straight line.
(5, 27)
rise and the points (1, 19) Use gradient = run and (5, 27).
27 19 51 8 = 4 =2
Use the gradient to state the average rate of change. Include appropriate units.
e The average rate of change is 2 C/h.
exercise 8d
1 We6 a 8 6 P y

b y 10 P
diGiTal doC doc-9776 SkillSHEET 8.2 Gradient of a straight line
Calculate the average rate of change between the points P and Q marked on each graph.
0 2
0 2
Which of the following graphs have a straight line drawn that can aid in finding the average rate of change over a specified interval?
a y b y
0 c y
x d
0 y
351
i draw a chord to the graph for the interval t = 1 to t = 3 ii find the gradient of this chord iii hence, find the average speed from t = 1 to t = 3. a d (km) b d (km) 70 70 50
For each of the distancetime graphs below:
10 0 c d (km) 70 40 1 3 t (h) d 0 d (km) 70 60 1 3 t (h)
0 e d (km) 70
t (h) f 90 70
0 d (km)
t (h)
0 4
t (h)
3 W (kg) 32.5 30
t (h)
The graph at right represents the weight of a non-uniform beam, W (kg), versus its length, L (m). a Find the gradient of the chord to the graph for the interval L = 5 and L = 20. b Find the gradient of the chord from L = 15 and L = 20. c What is the average rate of change between: i L = 5 and L = 20? ii L = 15 and L = 20? d Are these rates the same? Explain your answer. Consider the graph at right. The chord with the highest gradient is the one from point 0 to point number: a 4 B 3 C 2 d 1 e 5
10 0 5 10 15 20 L (m)
5 mC
2 1
0 6
The total number of people at the zoo at various times of the day is shown in the table below. am T (time of day) N (number of people at the zoo) 10.00 0 11.00 200 12.00 360 1.00 510 2.00 540 pm 3.00 550 4.00 550 5.00 550
a Plot the graph of N versus T. b Draw chords to the graph for the interval: i 10.00 am to 1.00 pm ii 1.00 pm to 3.00 pm iii 3.00 pm to 5.00 pm. 352 Maths Quest 11 Mathematical Methods CAS
c Find the gradient of each of these chords. d What is the average rate of change from: i 10.00 am to 1.00 pm? ii 1.00 pm to 3.00 pm? iii 3.00 pm to 5.00 pm? e Briefly describe what these rates suggest about the number of people attending the zoo during the
course of the day.

7 We7
The height, h metres, reached by a balloon released from ground level after t minutes is shown in the table below. t (mins) h (m) 0 0 2 220 4 360 6 450 8 480 10 490
a Without drawing the graph, find the average rate of change of height with respect to time
between: i t = 0 and t = 2 ii t = 2 and t = 4 iii t = 4 and t = 6 iv t = 6 and t = 8 v t = 8 and t = 10. b Is the average rate of change for each 2-minute interval increasing or decreasing?
8 We8 The temperature of an iron rod placed in a furnace is described by the function T(t) = t2 + 20
between t = 0 and t = 10. T represents the temperature of the rod in degrees Celsius and t is the time in seconds. a What is the initial temperature of the iron rod? b Sketch the graph of the function over the given time interval. c Draw a chord between the points where t = 2 and t = 8. d What is the gradient of this chord? e What is the average rate of change of temperature between t = 2 and t = 8? W represents the weight of the rabbit in grams and t is the time in weeks. a What is the weight of the rabbit at birth? b What is the average rate of change of weight of the rabbit between: i weeks 1 and 3? ii weeks 1 and 2? iii weeks 2 and 4? iv weeks 2 and 6?
9 The weight of a rabbit in its first eight weeks is described by the function W(t) = t3 3t2 + 200, where
diGiTal doCS doc-9777 Gradient between two points doc-9778 WorkSHEET 8.1
8e
instantaneous rates
y
If a rate is variable, it is often useful to know the rate of change at any given time or point, that is, the instantaneous rate of change. For example, a police radar gun is designed to give an instantaneous reading of a vehicles speed. This enables the police to make an immediate decision as to whether a car is breaking the speed limit or not.
P 0
Tangent x
Instantaneous rates can be found from a curved graph by: 1. drawing a tangent to the curve at the point in question 2. calculating the gradient of the tangent over an appropriate interval (that is, between two points whose coordinates are easily identified). Note: The gradient of the curve at a point, P, is defined as the gradient of the tangent at that point.
Worked example 9
a Use the following graph to find the gradient of the tangent
at the point where L = 10. b Hence, find the instantaneous rate of change of weight, W, with respect to length, L, when L = 10.
W (kg)
10
Think WriTe/draW
L (m)
a 1 Draw in the required tangent. Do this by eye
W (kg) 12 8 4 0 5 10 15 20 L (m)
(estimation).
2
To find the gradient of the tangent, choose a convenient interval (between the points where L = 5 and L = 15).
Use gradient =
rise . run
Gradient =
48 15 5 4 = 10 = 0.4
b Use the gradient to state the rate of change. Include
appropriate units.
b Rate = 0.4 kg/m
The weight is decreasing with respect to length at a rate of 0.4 kg/m.
Worked example 10
a By plotting the graph of y = x2 2, find the instantaneous rate of change b Find the instantaneous rate of change of y = x2 1 at x = 2 using a calculator.
Think WriTe/draW
where x = 1.
a 1 Plot the graph.

2
y 2 1 2 1 0 1 2 3 1 2 x
Draw a tangent to the curve at the point where x = 1. Do this by eye (estimation).
Find the gradient of the tangent. (Use points (1.5 O) and (0, 3) on the tangent line.)
Gradient =
0 ( 3) 1.5 0 3 = 1.5 =2
354
Use the gradient to state the rate of change. Note: There are no units to include as the required rate of change is the gradient.
Hence, the rate of change is 2.
b 1 Define the function using the CAS calculator.

2
b f1(x) = x2 1
Use the draw tangent feature of the CAS calculator to draw a tangent to f1(x) at (2, 3). Use the coordinates and equations feature of the CAS calculator to determine the equation of the tangent line. Point the cursor to (2, 3) on the graph. Answer the question.
f1(2) = 22 1 =3 ytangent = 4x 5
The equation of the tangent is ytangent = 4x 5. The gradient is 4. Hence, the instantaneous rate of change at (2,3) is 4.
exercise 8e
1
instantaneous rates
Describe each of the rates below as either an instantaneous rate (I) or an average rate (A).
a Bill walks 12 kilometres in 2 hours. b An aircraft leaves the runway at 270 km/h. c A household uses 560 litres of water in one
day.
d The pulse rate of a runner as he crosses the
finish line is 141 beats per minute.

e A gas heater raises the temperature of a
room by 10 C in half an hour.

f A baby puts on 300 g in one week. g A road drops 20 m over a distance of 100 m. h Halfway along a flying fox, Jill is travelling
at 40 km/h.
2 a
Which of the following graphs have a tangent drawn at the point where x = 4?
y b y
0 c y
x d
0 y
0 e y
x f
0 y
355
0 3 We9a a y
In each of the following graphs, find an approximate value for the gradient of the tangent at the point indicated.
3 2 1 0 1 2 x = 1.7 x d 0 y 22 20 x=4 2 4 x x=1 b y 20 10 x=2
y 5
2 0 4 We9b a 1 1.7 4 x 0 4 8 x
Find the approximate value for the instantaneous rate of change of weight with respect to time at the time indicated on the graph.
w (g) 130 70 b w (g) 160 80 0 10 20 30 t (min) d t=4 40 0 2 4 6 t (min) 50 0 1 t (min) 110 t=1 0 w (g) t = 10 5 10 15 t (min) t = 20
w (g) 140
5 The weight of a person over a 40-week period is illustrated in the graph below.
diGiTal doC doc-9779 Gradient at a point
90 Weight (kg) 80 70 60 50 40 0 10 20 30 Time (weeks) 40
a Estimate the maximum weight and the time at which it occurs. b Estimate the average rate of change of weight between week 10 and week 20. c Estimate the rate of change of weight at 30 weeks. 356 Maths Quest 11 Mathematical Methods CAS
6 The change of temperature in a restaurant kitchen over a 12-hour period is illustrated in the graph below. 35 Temperature (C) 30 25 20 15 10 5 0
0 1 2 3 4 5 6 7 8 9 10111213
Time (hours) a When is the rate of temperature rise greatest? b Estimate the rate of temperature rise at 6 hours. 7 a Plot the graph of y = x2 from x = 0 to x = 4. b Draw tangents at the points where x = 1, x = 2 and x = 3. c mC The gradient of the tangent at x = 1 is closest to: a 0 C 2 B 1 d mC The gradient of the tangent at x = 2 is closest to: a 8 B 6 C 4 e mC The gradient of the tangent at x = 3 is closest to: a 6 B 9 C 3
d 3 d 2 d 7
e 4 e 0 e
3
8 We10a a Plot the graph of y = 9 x2 from x = 4 to x = 4. b Draw tangents at the points x = 2, x = 0 and x = 2. c Hence, estimate the instantaneous rate of change at the points: i x = 2 ii x = 0 iii x = 2. 9 We10b A tank is being filled at a variable rate. The depth of the water, H cm, at any time, tminutes, is
described by the rule H = t2 + 2t. At what rate is the depth of water changing after 2 minutes?
8F
motion graphs (kinematics)

inTeraCTiViTY int-0267 motion graphs (kinematics)
In this section we will consider only objects moving in straight lines, either right and left, or up and down. Definitions 1. Position, x, describes the location of an object. 2. Distance, d, is how far an object has travelled. 3. Displacement, s, describes the change in an objects position; that is, displacement = change in position = final position initial position, or s = xfinal xinitial. distance d 4. Speed = or speed = . time taken t 5. Velocity is the rate of change of position with respect to time, so change in position displacement s velocity = = , that is, v = . change in time t time taken Consider an object that begins at the 3-metre mark on a number line, moves 5 metres to the right, and then moves 5 metres to the left, taking 2 seconds to do so. For this example we have: x 1. Position (initially and finally) = 3 m 4321 0 1 2 3 4 2. Distance = 10 m 3. Displacement = 0 m 10 m 4. Speed = = 5 m/s 2s 0m 5. Velocity = = 0 m/s 2s Distance and speed are (technically) always positive. Displacement and velocity can be either positive or negative, depending on the direction of motion.
357
Note: Some texts use displacement and position interchangeably (perhaps assuming displacement from a fixed origin).
Worked example 11
Consider a lift starting from the ground floor, moving up to the top floor, stopping and then coming down to the fifth floor at the times shown on the diagram. Find: Top a the total distance travelled by the lift t = 14 s t = 20 s b the displacement of the lift after 25 s c the average speed of the lift d the average velocity of the lift.
100 m 150 m t = 25 s (5th oor)
Positive
t=0
Think WriTe
Ground oor
a Add the distance travelled up (150 m) to the
distance travelled down (100 m).

b At t = 0 s, the position of the lift is 0 m.
a Total distance = 150 m + 100 m
= 250 m
At t = 25 s, the position is +50 m.
b Displacement = change in position
= +50 0 = +50 m
c Average speed =
total distance travelled time taken change in position change in time
c Average speed =
250 m 25 s = 10 m/s (+ 50 0) m 25 s = +2 m/s
d Average velocity =
d Average velocity =
Worked example 12
Use the positiontime graph at right, which shows the position of a particle, x, travelling in a horizontal straight line at any time, t, to find: a where the journey started b in which direction the particle moved initially c when and where the particle changed direction d when and where the particle finished its journey.
Think WriTe
x (m) 20 10 5 0 2 4 t (s)
a Find x when t = 0. b Compare the position at t = 0 to the position a
a When t = 0, x = 10 m. The journey started
10 metres from the origin or reference point.

b As the position changes from 10 m at t = 0 s to
short time after this. Notice that the graph has a negative gradient during this time.
5 m at t = 2 s, the particle was moving towards the origin or reference point in the negative x-direction.
358
c Find x and t where the graph turns or changes
c After 2 s at a position of 5 m, the particle changed
direction. The particle changes direction at t = 2. When t = 2, x = 5.

d Find x and t where the curve stops.
direction.
d The particle finished its journey at a position of
20 m after 4 s.
Worked example 13
Using the graph in worked example 12, consider the interval between t = 2 and t = 4 to decide whether: a the velocity of the particle is positive or negative b the particle is speeding up or slowing down.
Think WriTe
a 1 For this graph,
as
rise (or gradient) is the same run
change in position (or velocity). change in time So the gradient of a positiontime graph gives the velocity.
2
Consider the gradient between t = 2 and t = 4.
From t = 2 to t = 4 the gradient is positive, so the velocity of the particle is positive.

b The gradient is increasing, so the velocity is
b Consider how the gradient between t = 2 and
t = 4 is changing.
increasing. This means the particle is speeding up.
Similarly, for the interval between t = 0 and t = 2 in worked example 12:

x (m) 20 10 5 0 2 4 t (s)
Positive gradient getting steeper Negative gradient getting less steep
1. the velocity is negative because the gradient is negative 2. the magnitude of the velocity is decreasing because the magnitude of the gradient is decreasing. The negative gradient indicates the direction in which the particle is moving. 3. the speed is decreasing between t = 0 and t = 2 because the magnitude of the gradient is decreasing.
exercise 8F
1

a B C d
Match the correct description (a, B, C or d) to each of the quantities (a, b, c or d) below. Quantity a Distance b Displacement c Speed d Velocity Description Rate of change of displacement with respect to time Change in position Length travelled Distance travelled with respect to time
2 State whether each of the following are true or false. a Speed can be positive or negative. b Displacement can be positive or negative. c Distance travelled is positive only. d Velocity is positive only. ChapTer 8 Rates of change 359
3 We11
diGiTal doC doc-9780 SkillSHEET 8.3 displacement and distance
A parachute ride takes people in a basket vertically up in the air from a platform 2 metres above the ground, then drops them back to the ground. Use the diagram below showing the position of the parachute basket at various times to find: a the total distance travelled by the parachute basket t = 55 s t = 60 s during a ride b the displacement of the parachute basket after 80 s c the average speed of the parachute basket during the ride d the average velocity of the parachute basket during the ride.
19 m
t=0 2 m Platform 4 t = 80 s Ground
Consider the position and direction, at various times, of a particle travelling in a straight line as indicated below.
t=5 3 2 1 a b c d e t=0 0 1 2 3 4 5 6 t=2 7 x
Where does the particle start? Where does the particle finish? In which direction does the particle move initially? When does the particle change direction? mC Which positiontime graph below most accurately represents the particles motion?
a x (m) 6 5 4 3 2 1 0 1 2 3 B x (m) 6 5 4 3 2 1 0 1 2 3 x (m) 6 5 4 3 2 1 0 2 5 t (s) C x (m) 6 5 4 3 2 1 0 1 2 3
5 t (s)
5 t (s)
5 t (s)
d x (m) 6 5 4 3 2 1 0 1 2 3
5 t (s)
360
The total distance travelled in the first 5 seconds is: a 4m B 13 m d 14 m e 11 m g The displacement of the particle after 5 seconds is: B 14 m a 3 m e 0m d 4 m h The average speed in the first 2 seconds is: a 3 m/s B 2.5 m/s d 2.5 m/s e 1 m/s i The average velocity between t = 2 and t = 5 is: a 3 m/s B 2 m/s d 2 m/s e 1 m/s j The instantaneous speed when t = 2 is: a 2.5 m/s B 0 m/s d 2.8 m/s e 1 m/s
f 5 We12
C 9m
C 4m
C 6 m/s
3
m/s
C 3 m/s
The following positiontime graphs show the journey of a particle travelling in a straight line. For each graph, find: i where the journey started ii in which direction the particle moved initially iii when and where the particle changed direction iv when and where the particle finished its journey.
8 b x (m) 12 10 c x (m) 12 10
a x (m)
0 3 d x (m) 18
4 1 2 3 4 5 t (s) 0 e x (m) 5 1 2 3 4 5 6 t (s) f
3 0 x (m) 5 4 2 0 1 2 3 4 5 t (s) 0 1 2 3 4 5 6 t (s) 1 2 3 4 5 6 7 8 t (s)
3 0 1 2 3 t (s) 5
5 6 For each position function of a particle given below (af ), sketch the positiontime graph. In each case
explain: i where the particle started its journey ii in which direction it moved initially iii whether the particle changed its direction and, if so, when and where that happened iv where the particle finished its journey. a x(t) = 2t, t [0, 5] b x(t) = 3t 2, t [0, 6] c x(t) = t2 2t, t [0, 5] d x(t) = 2t t2, t [0, 4] e x(t) = t2 4t + 4, t [0, 5] f x(t) = t2 + t 12, t [0, 5]
diGiTal doC doc-9781 SkillSHEET 8.4 interval notation
361
7 a Plot the positiontime graph for x(t) = 4t t2. b Find the gradient at: i t=0 ii t = 1 iii t = 2 iv t = 3 v t=4 c Hence, give the instantaneous rate of change of position with respect to time (that is,
velocity) at: i t=0 ii t = 1 iv t = 3 v t=4 d Sketch the velocitytime graph from t = 0 to t = 5.

8 We13 For each of the following positiontime graphs, determine: i whether the velocity is positive or negative ii whether the particle is speeding up or slowing down. x b x c x a
iii t = 2
0 9
Match the following positiontime graphs (af ) with the corresponding velocitytime graphs (aF ) on the opposite page. Positiontime graphs
a x (m) 3 2 1 0 1 2 3 1 2 3 4 t (s) b x (m) 3 2 1 0 1 2 3 1 2 3 4 t (s) c x (m) 3 2 1 0 1 2 3 1 2 3 4 t (s)
x (m) 3 2 1 0 1 2 3 1 2 3 4 t (s)
x (m) 3 2 1 0 1 2 3 1 2 3 4 t (s)
x (m) 4 3 2 1 0 1 2 3 4 1 2 3 4 t (s)
362
Velocitytime graphs
a v (m/s) B v (m/s) C v (m/s) 1 0 1 2 3 4 t (s) 0 1 2 3 4 t (s) 0 1 2 3 4 t (s)
d v (m/s)
e v (m/s)
F v (m/s)
4 t (s)
4 t (s)
0 1
4 t (s)
10 A ball is projected vertically upwards from the top of a building 25 m high. Its position relative to the
ground is given by the equation x = 25 + 20t 5t2, where t is the time in seconds. Sketch a positiontime graph for the ball and hence find: a the greatest height reached b when the ball reaches the ground c when the velocity of the ball is zero d an estimate for the velocity at which the ball is initially projected.
Distance (metres)
11
The diagram at right shows the distancetime graph of two swimmers in a 200-metre race. a Who won the race? b Who was in front after 150 metres? c What was the approximate winning margin (in metres)? d What was the average speed of the winner? e For approximately how many seconds did Bill lead the race? f How many times did the lead change?
200 150 100 50 0 Bill 20 40 60 80 100 120 Time (seconds) Alan
363
relating the gradient function to the original function

8G
Earlier we considered gradients calculated at a single point on a graph. However, if the gradients are calculated at every point within the domain of the function, the results can be graphed. This is the graph of the gradient function. The gradient of the function below has been calculated at several points as shown, and a table of gradient values has beenconstructed.
Graph of original function y 6 4 Gradient = 7 2 0 1 2 1 2 2 x y = x3 2x2 + 2
x Gradient
1.0
0.5
0 0
0.5
1.25
1.0
1
1.3 0
1.5 0.75
2.0 4
Graph of gradient function y 8 6 4 2 2 12 0 1 2 x
2.75
The table of values above may by be used to sketch a gradient function such as that at right. 4 Note: The gradient function is zero at x = 0 and x = 3 , which corresponds to the zero gradient (turning points) of f (x). The gradient function is negative in 4 the interval 0 < x < 3 , as is the gradient of f (x). The gradient function is positive elsewhere, which corresponds to the positive gradient of f (x).
relating the gradient function to the original function

exercise 8G
1 Select several points (at least 6) on each of the graphs below and construct a table of gradient values.
diGiTal doCS doc-9779 Gradient at a point doc-9775 plotting relations
Use each table to plot the gradient function in each case. You may use a CAS calculator to work through these problems.
a y y = x2 4 4 2 x 21 01 2 2 4 b y 4 2 y = 2x + 3 x c y 6 4 2 321 01 2 x 2 y = x3 + 3x2 + 2 f
x y = sin 4
321 0 1 2 3 2 4
y 6 4 2 y = ex x
y
2 1
321 0 1 2 3
0 1 2 3 4 5 6 7 8x
y 40 32 24 16 8
y = x4
x 21 01 2
2 What do you notice about the gradient function of the quadratic function in question 1a? 3 Investigate other quadratic functions and their related gradient functions. What do you notice? 364 Maths Quest 11 Mathematical Methods CAS
4 Investigate the gradient functions of other cubics besides that shown in question 1c. What types of
functions are the gradient functions of cubics?

5 Which functions have a gradient function similar to the original function? 6 What do you notice about the original functions at x-values where the gradient function intersects the
x-axis?
7 When the gradient function is negative, what do you notice about the original function?
relating velocitytime graphs to positiontime graphs

8h
The gradient of a positiontime graph gives the velocity, because velocity is the rate of change of position with respect to time. Therefore, by measuring the gradient of a positiontime graph at various points, a velocitytime graph can be derived.
Worked example 14
The positiontime graph for a particle moving in a straight line is shown below.
x 3 2 Gradient = 2 1 Gradient = 2 0 1 2 Gradient = 1 1 2 3 4 5 t
Gradient = 1 Gradient = 0
The gradient of the curve at various times is indicated on the graph. Use this information to draw a velocitytime graph for the particle.
Think
1
WriTe/draW
Set up a table of corresponding velocity and time values from the graph. Use the table of values to plot the velocity time graph.
t v
0
2
1
1
2 0
3 1
4 2
v 3 2 1 3 2 1 0 1 2 1 2 3 4 5 t
Similarly, a positiontime graph can be derived from a velocitytime graph. The value of the velocity at a given time is equal to the gradient of the positiontime graph at that time. By obtaining several of these values and knowing the initial position of a particle, the general shape of the positiontime graph can be produced. The following example demonstrates the steps involved.
Worked example 15
The velocitytime graph for a particle moving in a straight line and starting at the origin is shown in the diagram. Sketch the corresponding positiontime graph.
v 4 3 2 1 0 1 2 3 4 1 2 3 4 5 t
Think
1
WriTe/draW
Set up a table of corresponding velocity and time values. (These velocity values represent the gradient of the positiontime curve at the given times.) Set up the axes for the positiontime graph. Draw in a curve starting at (0, 0) with a gradient of 4 decreasing to a gradient of 0 at t = 2 (the turning point). From t = 2 to t = 4, the gradient changes from 0 to 4. This means the curve will become steeper but with a negative slope.
t v
x
0 4
1 2
2 0
3
2
4
4
2 3

exercise 8h
1 We14 a
For each positiontime graph for a particle moving in a straight line, draw a velocitytime graph. The gradient of the curve at various times is indicated on each of thegraphs.
x b Gradient = 3 0 1 2 3 4 5 6 t 0 Gradient = 2 1 2 Gradient = 2 t x Gradient = 0 Gradient = 3
Gradient = 2 Gradient = 2 Gradient = 1 2 mC Gradient = 1 Gradient = 0
Gradients are shown at various points on a positiontime graph.

x m=0 m = 6 m=6 m = 12 0 1 2 3 m = 12 4 t
366
The velocitytime graph obtained from this positiontime graph is:

a v 12 B v 12 C v 12
12 d v 12 e v 12
12
12 3 a x 5 4 3 2 1 0 1 2 3 4 5 6 8 4 1 2 3 4 5 6 7 8 4 We15 a v 3 1 2 3 t 2 0 1 2 3 4 t 2 0 1 1 2 t
Sketch the velocitytime graph for each of the following positiontime graphs.
b x 4 c x 1 d x 8 7 6 5 4 3 2 1 0 1 2 3 4 t
For each velocitytime graph shown below, sketch a positiontime graph, given that the particle starts at the origin.
b v c v 3
0 2
0 1
367
v 3
v 8
v 3
0 1
8 5
A particle starting at the origin moves with velocity v(t) = 2t 4.

a Complete the table below.
t v Gradient of xt graph
b Sketch the positiontime graph. 6
0
4
1
2
2 0
3 2
4 4
The velocities for a particle starting at the origin are given as a function of time. Sketch a positiontime graph for each using t [0, 4]. a v=t+2 b v=2t c v = 3t d v = t A positiontime graph is obtained from the velocitytime graph shown at right. For a particle starting at the origin, this positiontime graph will look like:
a x B x C x
v 3
0 3
7 mC
4 t
4 t
4 t
2 0 2 4 t 0 1 2 4 t
Briefly describe the motion of a car during the first 30 seconds for each of the velocitytime graphs below.
a v (m/s) 20 b v (m/s) 18 0 0 c v (m/s) 25
30 t (s)
15
30 t (s)
10
25 30 t (s)
368
Sketch a velocitytime graph for each car described below for its first 20 seconds ofmotion.
a A car, initially at rest, increases its speed at a constant rate until it reaches a speed of 35m/s after
10 s. It then maintains this speed.

b A car is travelling at a constant speed 30 m/s. After 15 s the brakes are applied, decreasing its
speed at a constant rate until it stops after another 5 s. 10 A parachutist jumps from an aircraft and freefalls for 6 seconds. a If a parachutist falls y metres in t seconds where y = 5t2, find the average speed of the parachutist between: i t = 0 and t = 3 ii t = 3 and t = 6. b What is the speed of the parachutist after 6 seconds of freefall? c When the parachute is released (after 6 seconds of freefall), the speed of the parachutist is reduced by 2 m/s every second until a speed of 4 m/s is reached. How long after jumping from the aircraft does it take the parachutist to reach a speed of 4 m/s?
8i
rates of change of polynomials
We have seen that instantaneous rates of change can be found from a graph by finding the gradient of the tangent drawn through the point in question. The following method uses a series of approximations to find the gradient.
Worked example 16
a Plot the graph of y = 2x2, x [0, 4]. b Draw a line through the following points on the curve and find the gradient of each line. i x = 2 and x = 3 ii x = 2 and x = 2.1 iii x = 2 and x = 2.01 iv x = 2 and x = 2.001 c Hence, predict the gradient of the tangent at the point on the curve where x = 2.
Think WriTe/draW
Use a table of values or a CAS calculator.
x y
y 32
0 0
1 2
2 8
3 18
4 32
Plot the points using graph paper.
i ii 18 8 0 b i 1 Mark the points on the curve where x= 2 and b i Line i x iii iv
x = 3 and rule a line through them.
Select suitable values to calculate the rise . gradient using run When x = 2, y = 8; when x = 3, y = 18.
Gradient =
18 8 3 2 10 = 1 = 10
ii 1 Again, mark the points and rule a line
ii Line ii
through them.
2
Select suitable points to calculate the gradient. Calculate the y-value for x = 2.1 using the rule y = 2x2.
When x = 2.1, y = 2(2.1)2 = 8.82 Gradient = 8.82 8 2.1 2 0.82 = 0.1 = 8.2
iii 1 Again, mark the points and rule a line
iii Line iii
through them.
2
Select suitable points to calculate the gradient. This may be difficult, so select an x-value and calculate the y-value using the rule y = 2x2.
When x = 2.01, y = 2(2.01)2 = 8.0802 8.0802 8 Gradient = 2.01 2 0.0802 = 0.01 = 8.02
iv Line iv
iv 1 Again, mark the points and rule a line
through them.
2
Select suitable points to calculate the gradient. Calculate the y-value for x = 2.001 using the rule y = 2x2.
When x = 2.001, y = 2(2.001)2 = 8.008 002 8.008 002 8 Gradient = 2.001 2 0.008 002 = 0.001 = 8.002
c The gradient of the tangent at the point on
c Continue to bring the second x-value closer and
closer to 2. As the second x-value becomes closer to 2, the gradient of the line is becoming closer to 8. Notice that the slope of each line has progressively become closer to the slope of the tangent at x = 2.
the curve where x = 2 appears to be 8.
Worked example 17
Consider the function f (x) = 2 x2. a Using a CAS calculator, calculate the gradients of the chords connecting two points on the curve with the following coordinates: i x = 3 and x = 4 ii x = 3 and x = 3.1 iii x = 3 and x = 3.01 iv x = 3 and x = 3.001. b Hence, predict the gradient of the curve at x = 3.
Think WriTe
a 1 Using the average rate of change
function of the CAS calculator, complete the function entry lines as: avgRC(2x2, x, 1) | x = 3 avgRC(2x2, x, 0.1) | x = 3 avgRC(2x2, x, 0.01) | x = 3 avgRC(2x2, x, 0.001) | x = 3
a i ii iii iv
avgRC(2x2, x, 1) | x = 3 avgRC(2x2, x, 0.1) | x = 3 avgRC(2x2, x, 0.01) | x = 3 avgRC(2x2, x, 0.001) | x = 3
Record the results.
i ii iii iv
Between x = 3 and x = 4, the gradient is 14. Between x = 3 and x = 3.1, the gradient is 12.2. Between x = 3 and x = 3.01, the gradient is 12.01. Between x = 3 and x = 3.001, the gradient is 12.002.
b As the interval becomes smaller and
the two points come closer together, the chord approximates the tangent. The gradient of this tangent is the gradient of the curve at x = 3.
b The gradient of f (x) = 2x2 approaches 12 as the interval
decreases. So, the gradient of f (x) = 2x2 at x = 3 is 12.
The previous example demonstrates that the gradient of a tangent to a function at a given point, x = a, can be approximated by finding the gradient of a line joining the point x=a and another point as close as possible to x = a.
hybrid functions
A hybrid function is one that has different rules over different sections of its domain. For example: x + 2, x 0 f (x) = 2 x>0 y x , The graph of f (x) is shown at right. This is a discontinuous function because there is a break (orjump) in 2 y = x2 the graph at x = 0. There is also no defined gradient at the point x = 0 on y=x+2 this graph, because at x = 0 two different values of the gradient can be obtained. x 0 2 2 If the rate of change of y at x = 0 is calculated using points just to the left of x = 0, and then calculated using points just to the right of x = 0, different values are obtained: rise 2 = =1 Straight line: m = run 2 y Parabola: At the turning point (x = 0), gradient = 0. Not all hybrid functions have a break in them. For example: x, x 0 f (x) = 2 x , x > 0
Gradient of straight line is 1 at x = 0. 2 y = x2
Gradient of parabola The graph of f (x) is shown at right. y=x is 0 at x = 0. However, even for this graph, there is no defined gradient at x = 0. The gradient of the tangent approaching x=0 from the left is equal to the gradient of the straight line, that is, 1. The gradient of the tangent to the parabola approaching x= 0 from the right, is equal to zero. Therefore the gradient (or instantaneous rate of change) does not exist at x = 0. If the hybrid function is smooth at the point where the combined functions meet, then the gradient does exist. A function is smooth at a given point if the left-hand gradient equals the right-hand gradient at that point. For example: y x 1 2 x , f (x) = 2 x + 1, x > 1 y = x2 + 1 The left-hand gradient of f (x) at x = 1 is the gradient of the line y = 2x, which equals 2. The right-hand gradient of f (x) at x = 1 is the gradient of the Both gradients 2 are 2 at x = 1. parabola y = x2 + 1, which also equals 2. So the left-hand gradient equals the right-hand gradient. Therefore, this hybrid function x 0 1 is smooth at x = 1, and the gradient (or the instantaneous rate of y = 2x change) at x = 1 is equal to 2. ChapTer 8 Rates of change 371
In summary, for a hybrid function to have a gradient (or instantaneous rate of change) at the point in the domain where the rule changes: 1. the function must be continuous at that point 2. the left-hand gradient must equal the right-hand gradient at that point. This makes the curve smooth.
Worked example 18
Verify that the rate of change of the hybrid function 2 x, x2 f ( x) = 2 x>2 x , does not exist at x = 2, using a CAS calculator.
Think
1
WriTe
Define a hybrid function using your CAS calculator. Set f 1(x) = f (x) for graphing. Using the CAS calculators draw tangents feature, draw the tangent to y=2x at x = 2. Draw the tangent to y=x2 at x = 2. Since the left-hand gradient and right-hand gradient are not equal, the rate of change does not exist at x = 2. Write the answer.
2 x x 2 Define f ( x ) = 2 x x > 2 f 1(x) = f (x) Gradient = 2 Gradient = 4 The left-hand gradient is 2 and the right-hand gradient is approximately 4 around the point x = 2. As the two results are not the same, the rate of change of the hybrid function 2x, x2 f (x) = 2 x>2 x , does not exist at x = 2.
2 3
4 5
Worked example 19
4 2 t, t [0, 1] For the displacement function x( t ) = find: 2 3 t , t (1, 6] a the starting position b the finishing position c the displacement between t = 0 and t = 2 seconds d the instantaneous velocity at t = 1, if it exists.
Think WriTe
a Evaluate x(0).
a x(t) = 4 2t
x(0) = 4 2 0 =4 The starting position is 4 units. x(6) = 3 62 = 3 36 = 33 The finishing position is 33 units. =344 = 5 The displacement is 5 units.
b Evaluate x(6).
b x(t) = 3 t2
c Evaluate x(2) x(0). Note that x(0) = 4 from part a; x(2) = 3 t2 at t = 2.
c x(2) x(0) = (3 22) [4 2(0)]
372
d 1 Velocity is the rate of change of displacement,
therefore find the instantaneous rate of change of x at t = 1, if it exists.

2
To evaluate the left-hand gradient at t = 1, use the line x = 4 2t. Note that m = 2 in this rule. To evaluate the right-hand gradient at t = 1, use the line x = 3 t2. Calculate values for x when t= 1 and t = 1.001.
Left-hand gradient = 2
x(t) = 3 t2 x(1) = 3 12 =2 x(t) = 3 t2 x(1.001) = 3 (1.001)2 = 1.998 1.998 2 1.001 1 0.002 Right-hand gradient = 2.001 0.001 Right-hand gradient 2 Right-hand gradient The instantaneous velocity at t = 1 is 2 units per second.
Evaluate the right-hand gradient at t = 1.
The left-hand gradient equals the right-hand gradient, so the gradient exists and equals 2.
exercise 8i

diGiTal doC doc-9779 Gradient at a point
1 We16 a Plot the graph of y = x2, x [0, 4]. b Draw a line through the following points on the curve and find the gradient of each line. i x = 2 and x = 4 ii x = 2 and x = 3 iii x = 2 and x = 2.5 iv x = 2 and x = 2.1 c Hence, predict the gradient of the tangent at the point on the curve where x = 2. d Use a CAS calculator to find the average rates of change for the intervals in part b. Does this
change your prediction for the gradient?

2a Plot the graph of y = x3, x [0, 2]. b Draw a line joining the following points on the curve and find the gradient of each line. i x = 1 and x = 2 ii x = 1 and x = 1.5 iii x = 1 and x = 1.1 iv x = 1 and x = 1.01 c Hence, predict the gradient of the tangent to the curve where x = 1. d Use a CAS calculator to find the average rates of change for the intervals in part b.
Does this change your prediction for the gradient?

3 We17 a If y = x2 x + 1, copy and complete the following table of values.
x y
1.5
1.1
1.01
b Hence, find the gradient of a line joining the points on the curve where x = 1 and: i x=3 ii x = 2 iii x = 1.5 iv x = 1.1 v x = 1.01. c Predict the gradient of the tangent at the point on the curve where x = 1. 4 mC
The gradient of a tangent to a curve at the point where x = 3 is best approximated bythe gradient of the line joining the points on the curve where: a x = 3 and x = 4 B x = 2 and x = 4 C x = 3 and x = 3.2 d x = 3 and x = 3.001 e x = 3 and x = 3.01
5 mC
10
11
12
The rate of change at a point P on a curve is best approximated by finding the gradient of a line joining the point P and another point that is: a furthest from it B closest to it C anywhere on the curve d the origin e on the x-axis Use a CAS calculator to find the gradient of the following functions at the point indicated. a f (x) = x2 at x = 1 b f (x) = 3x2 at x = 2 c f (x) = x2 + 2x at x = 2 d f (x) = x3 + x at x = 1 e f (x) = 2 3x x2 at x = 2 f f (x) = x3 2x + 3 at x = 1.5 g f (x) = x3 + x2 2x at x = 3 h f (x) = 1 x2 3x + 5 at x = 0.5 2 Hailstones fall x metres in t seconds where x = 4.9t2. Estimate the speed of a hailstone after: a 2 seconds b 3 seconds. h (m) The height, h metres, of a roller-coaster is given by 1 3 3 2 50 h= d + d 80 8 where d is the horizontal distance from 0, in metres. Estimate the gradient of the curve describing the path of the rollercoaster, accurate to 2 decimal places, at the point where d is: 0 20 d (m) a 10 metres b 15 metres c 20 metres d 0 metres. We18 Verify that the rate of change of the function 2x, x 1 f (x) = x >1 2x 2 , does not exist at x= 1. We18 Verify that the rate of change of the function 2x, x<2 f (x) = 2 x2 x , does not exist at x= 2. 5 4t , t [0, 1] We19 For the displacement function x (t ) = , find: 2, t (1, 6] 3 2t a the starting position b the finishing position c the displacement between t = 0 and t = 2 seconds d the instantaneous velocity at t = 1, if it exists. 4t , t [0, 2] For the displacement function x (t ) = , find: 2, t (2, 6] 4+t a the starting position b the finishing position c the displacement between t = 0 and t = 2 seconds d the instantaneous velocity at i t = 2 and ii t = 3, if it exists.
374
Summary
identifying rates
A rate describes how much one quantity changes with respect to another. For two quantities A and B: change in A The rate of change of A with respect to B = amount of A per B = . change in B The gradient of a graph represents the rate of change. A positive gradient shows a positive rate of change or increasing function. A negative gradient shows a negative rate of change or decreasing function. A linear or straight line graph shows that the rate of change is constant.
v
Constant rates
Variable rates
A variable rate exists when the rate of change is not constant. On a graph, a variable rate of change can be seen when the points do not lie on a straight line.
d
3 t
Over a specified interval: change in A 1. Average rate of change of A with respect to B = . change in B 2. Average rate of change of a function f (t) over the time interval t = a to t = b is: change in f (t ) f (b) f (a) = change in t ba
y
Rise Run
rise When using a graph, find the gradient of the chord formed between the end points of the run interval. When using a table of values or rules, find the change in each quantity over the specified interval.
instantaneous rates
The instantaneous rate of change is the rate of change at a particular instant rather than over an interval. The instantaneous rate of change can be found by calculating the gradient of the tangent drawn to the curve at the required point.
y P Tangent 0 x
Position, x, describes where an object is or was. Distance, d, is how far an object has travelled. Displacement, s, describes the change in an objects position; that is, s = xfinal xinitial. d distance Speed = , or speed = . t time taken s Velocity = displacement , or v = . t time taken
The gradient of a positiontime graph for an object gives the velocity of that object. Distance and speed are always positive. Displacement and velocity can be either positive or negative depending on the direction of motion.
375
relating velocitytime graphs (the gradient function) to position time graphs (the original function)
To draw a velocitytime graph (or gradient function) from a positiontime graph (or original function): 1. Calculate the gradient of the graph at given time values. For an xt graph this gives the velocity. 2. Construct a table of values showing the velocity (or gradient) at given time values (or x-values). 3. Use this table to plot the velocitytime graph (or gradient function). To draw a positiontime graph (or original function) from a velocitytime graph (or gradient function): 1. Set up a table of corresponding velocity (gradient) and time values (x-values) from the graph. 2. On a set of axes, plot a point for the initial position. Starting from this point, use the values in the table to estimate the appropriate relative slope at each given time (or x-value) to produce a curve. The gradient of a tangent to a function at a given point, x = a, can be approximated by finding the gradient of a line joining the point x = a and a point as close as possible to x = a. The closer the two points are, the more accurate the estimate of the gradient. For a hybrid function to have a gradient (or instantaneous rate of change) at the point in the domain where the rule changes: 1. the function must be continuous at that point 2. the left-hand gradient must equal the right-hand gradient at that point.
376
Chapter review
1 A car manufacturer claims a vehicle uses 12 litres of fuel per 100 km. a Express this rate in km/litre. b How far could the car travel using 35 litres? c How many litres are required to travel 765 km? 2 a Determine the rate at which water is leaking from a tank, using the graph below. w (m3) 840 600
S ho rT a n S W er
0 b How long does it take the tank to empty?
t (hours)
3 a Use the table below to plot the graph of M versus t.
t M
0
9
1
7
2
1
3 9
4 23
b Is the rate of change of M constant or variable? Explain your answer. c Estimate the gradient when t = 2. 4 The amount of substance, A kg, in a container at any time, t hours, is A = t2 3t + 4, t [0, 5]. a Find the average rate of change during the first 4 hours. b At what rate is the amount changing after 4 hours? 5 Calculate the average rate of change of y = tan (x) between x =
and x = 3 . 6 A particle is moving in a straight line according to the positiontime function x(t) = t2 2t + 5, where t [0, 5] and t is given in seconds. a Sketch the positiontime graph. b Where did the journey start? c When and where did the particle change direction? x (m) d What was the distance travelled in the first 4 seconds? 7 From the positiontime graph at right, find: 200 a the initial position b how long the object was not moving c the velocity during the first 5 seconds 30 d the velocity during the last 4 seconds e the total distance travelled 0 5 8 12 t (s) f the average speed for the journey. 8 For the velocitytime graph below, sketch a positiontime graph, given that the object starts at the origin.
v 2
0 2
h(t) = 5 + 12t t2. a Find the rate of change of height when t equals: i 4 seconds ii 6 seconds iii 10 seconds. b Briefly describe the change of height of the projectile within the first 12 seconds. 2x, x 2 10 Verify that the rate of change of the function f ( x ) = 2 does not exist at x = 2. x , x>2
9 The height, h metres, of a projectile above the ground at any time, t seconds, is given by the function
377
11 For the displacement function x (t ) = 2 1+ t , a the starting position b the finishing position c the displacement between t = 0 and t = 2 d the instantaneous velocity at i t = 1 and ii t = 2, if it exists.
m U lT ip l e C h oiCe
2t ,
t [0, 1] t (1, 6]
, find:
1 Which one of the following is not a rate? a 35 km B 18 breaths per minute d 50 km/h e 8 C/hour 2 Which one of the following is a constant rate? a The number of people entering the zoo per hour B The number of days it rains in Sydney per year C The hourly rate of pay of a tutor d The number of crates of fruit picked per hour by a fruit-picker e The number of patients visiting a doctor per day
C $2.50 per kg
3 The graph below shows the weight, w kg, of a tank of water t minutes after water is poured into it. w (kg) 70
20 0 40 t (min) d 1.25 d RS e 2 e OQ
The rate of change of w in kg/min is: a 1.75 B 0.8 C 2.25 4 The graph below has a negative rate of change in the interval: a OP B PQ C QR
y P R Q O 5 The gradient of the chord PQ below is: a 3 B 12 y 21 P 5 9 x C
1 3
d 6 Q
e 2
9 0
6 From the table below, the average rate of change of H between t = 2 and t = 5 is: a 20 m/h B 38 m/h C 30 m/h d 190 m/h
e 50 m/h
t(h) H(m)
0 0
1 20
2 40
3 70
4 120
5 190
6 280
378
7 The instantaneous rate of change of v at t = 4 on the graph below is: a 13.75 L/min B 12.5 L/min C 6.25 L/min d 55 L/min v (L) 80 55 30 0 4 8 t (min)
e 8 L/min
8 Which one of the following describes an instantaneous rate? a The temperature dropped 15C in 2 hours. B Harry was caught doing 85 km/h. C Jill ran 5 km in 28 minutes. d Jenny earned $80 in 7 1 hours. 2 e A balloon rose 600 metres in 90 minutes. 9 The following diagram shows the position of a particle (x metres) travelling in a straight line at various
times (t seconds).
t=5 3 2 1 t=0 0 1 2 3 4 5 t=2 x
a The displacement after 5 seconds is: B 11 m C 7m a 2 m b The average speed in the first 5 seconds is: a 11 m/s B 7 m/s C 11 m/s 5 5 5 c The average velocity in the first 5 seconds is: a 11 m/s B 3 m/s C 3 m/s 5 5 5 10 The graph of a gradient function is shown below. y 2 0
d d d
m m/s m/s
e 5m e 1 m/s e 1 m/s
7 5 11 5
Gradient function x y C y
The graph of the original function could be:

a y 4 B
0 0 d y 2 1 0 1 x 0 1 x 2 x 2 e y
x 0 x
379
11 A positiontime graph is shown below. x
2 v
Which one of the following diagrams represents its velocitytime graph?

a v B C v
12 The velocitytime graph of a particle travelling in a straight line and starting at the origin is shown
below.
v 3
0 1
Which one of the following represents its positiontime graph?

a x B x C x
t 0 3 4 t 0 3 4 t
t 0 4 t
380
13 The rate of change of a polynomial f (x) when x = 3 is closest to: a d
f (3.1) f (3) 3.1 3
B e
f (3) f (0) 3 0
f (3.001) f (3) 3.001 3 f (3.00 001) f (3) 3.00 001 3
f (3.5) f (3) 3.5 3
14 The rate of change of y = x2 + x when x = 2 is: B 3 a 2 e 6 d 5
C 4
1 A soft-drink vending machine at a railway station dispenses cans of soft drink. It has a capacity of
600 cans when full. On a particular day: the machine is half full at 6.00 am in the next four hours drinks are dispensed at a constant rate of 15 per hour at 10.00 am the machine is filled in the next four hours the machine dispenses an average of 60 cans per hour at a steadily increasing rate finally, from 2.00 pm to 6.00 pm an average of 30 cans per hour are dispensed at a steadily decreasing rate. a Sketch a graph showing the number of cans in the machine over the period from 6.00 am to 6.00 pm. Use the graph to: b find the number of cans in the machine at 6.00 pm c estimate at what time in the afternoon the machine is half full d estimate the rate at which cans are dispensed at 1.00 pm.
2 The concentration (x mg/L) of a tranquilliser in a patients bloodstream at any time, t hours, after it is
ex Ten d ed r eS p o n S e
administered is given by the following rule: 2t ,t0 t2 + 1 The tranquilliser is only effective if the concentration is at least 0.5 mg/L. a Determine the concentration at: i t=0 ii t = 1 iii t = 2 iv t = 4. b With the aid of a CAS calculator, sketch the graph for the concentration function. c Find the exact length of time that the tranquilliser is effective. d Determine the average rate at which the tranquilliser is absorbed into the bloodstream from t = 1 to t = 3 hours. Explain why the rate is negative. e Determine the instantaneous rate at which the tranquilliser is absorbed into the bloodstream at t = 0.5 and t = 2 hours. (Give answers to 2 decimal places.) f Verify that the rate at which the tranquilliser is absorbed into the bloodstream is 0 at t = 1. Hence, give the time and concentration when the concentration is at a maximum. x=
3 The position (x centimetres from the origin, 0) of an object travelling in a straight line at any time,
t seconds, is given by:
2t + 1, x= 2 t 2t + 5,
t [0, 2] t (2, 5]
Determine the initial and final position of the object. Sketch the positiontime graph. Verify that the velocity exists at t = 2 and determine this velocity. Find the displacement from t = 1 to t = 4. The average velocity from t = 1 to t = b is 2.9 cm/s. Find the value of b. Determine the time, t = c, for which the displacement from t = 0.5 to t = 2 is equal to the displacement from t = 2 to t = c. g Sketch the velocitytime graph for this object.
a b c d e f ChapTer 8 Rates of change 381
4 A skateboarder starts on a 1 m long flat section before coming down on an inclined ramp. When
he reaches the top of the ramp a stopwatch is started. The distance he travels is known to follow an exponential curve d = at for the first 2 seconds of motion, where d is in metres and t in seconds. If his speed initially (at t = 0) is 1 m/s, find his equation of motion; that is, find a. Use the following steps to help. a Using a CAS calculator, find the gradient of d = 2t at t = 0. b Using a CAS calculator, find the gradient of d = 3t at t = 0. Clearly the value of a must be between 2 and 3. c Using trial and error, find the value of a correct to 2 decimal places. d Show that the accurate value is a = 2.718 281 8 (correct to 7 decimal places). e Find the value of 2.718 281 82 (correct to 5 decimal places). f Find the gradient of d = 2.718 281 8t at t = 2 (correct to 5 decimal places). g What do you notice? Note: 2.718 281 8 . . . is a very important transcendental number in mathematics and has the symbol e. You will find it on your calculator.
382
ICT activities
Chapter opener
diGiTal doC 10 Quick Questions doc-9773: Warm-up with ten quick questions on rates of change (page 341) TUTorial We 11 eles-1434: Watch a tutorial on calculating the average speed and velocity of a lift (page 358) diGiTal doCS SkillSHEET 8.3 doc-9780: Practise calculating displacement and total distance travelled (page 360) SkillSHEET 8.4 doc-9781: Practise describing intervals using interval notation (page 361) WorkSHEET 8.2 doc-9782: Calculate displacement, instantaneous rates of change and starting and finishing positions, given position functions (page 363)
8a
identifying rates
diGiTal doC SkillSHEET 8.1 doc-9774: Practise determining rates of change and using them in calculations (page 343)
8B
Constant rates
diGiTal doC doc-9775: Investigate plotting relations using a spreadsheet (page 347)
8G relating the gradient function to the original function

diGiTal doCS doc-9779: Investigate the gradient at a point using a spreadsheet (page 364) doc-9775: Investigate plotting relations using a spreadsheet (page 364)
8C
Variable rates
TUTorial We 5 eles-1432: Watch a tutorial on identifying constant or variable rates of change (page 348) diGiTal doC doc-9775: Investigate plotting relations using a spreadsheet (page 349)
8h relating velocitytime graphs to positiontime graphs

TUTorial We 15 eles-1435: Watch a tutorial on sketching a positiontime graph of a particle moving in a straight line (page 366)
8d
TUTorial We 8 eles-1433: Watch a tutorial on calculating the average rate of change of the temperature of a room over a set period of time (page 350) diGiTal doCS SkillSHEET 8.2 doc-9776: Practise finding the gradient of a straight line (page 351) doc-9777: Investigate the gradient between two points using a spreadsheet (page 353) WorkSHEET 8.1 doc-9778: Identify rates, form equations and make calculations involving rates (page 353)
8i
diGiTal doC doc-9779: Investigate the gradient at a point using a spreadsheet (page 373)
Chapter review
8e
instantaneous rates
diGiTal doC doc-9779: Investigate the gradient at a point using a spreadsheet (page 356)
8F
inTeraCTiViTY Motion graphs (kinematics) int-0267: Learn how distance-time, velocity-time and acceleration-time graphs are related graphically (page 357)
383
Answers CHAPTER 8
raTeS oF ChanGe
exercise 8a exercise 8C
1 2
3 4
5 6
identifying rates a, b, d, f, i, k, m, n, p a C bA d F f H i E k I mD n B p G b, c, e, g a $10.60 b $31.41 c $303.75 d $5.59 e $75.05 f $609 697 a A bC a 8.33 m/s b 3.5 C/h c $25 per person d 260 g/L e $4.67/m2 f 1.16 kg/week a 20 h b 100 h c C Constant rates
1 a, c, d, e, g, h 2 b, d, e, f 3 a The rate of change is variable
Variable rates
d i d (km)
70 60
P Q
c d e 4 a W (kg)
12 9 6 3
throughout the time interval, except at the region E. E shows a constant rate of change. The rate of change is positive throughout the time interval, except at region E. E has a zero rate of change. D A D
t (h)
ii 5 e i d (km)
70 P
iii 5 km/h
Q
t (h)
ii 0 f i d (km)
90 70 1 2 3 4 t (min) 0
iii 0 km/h
P Q
exercise 8B
1 c, d, g, h, j 2 b, d, e, g, h, j 3 i b, e, h ii g, j iii d 4 D 5 C 6 a i 50 ii 50 m/h iii d = 50t b i 7 ii 7 L/min iii v = 7t + 50 c i 1 ii 1 kg/week iii w = 100 t d i 0 ii 0 m/year iii h = 75 e i 0.75 ii 0.75 g/min iii w = 0.75t + 10 f i 0.25 ii 0.25 g/L iii w = 0.25v + 35 7 a D b B 8 a $24/h b Rest c $18/h d The picker is tiring a little or fruit is e 9 a c e
b c d 5 a
The points form a straight line. A constant 3 kg/min

W (kg) 20 16 12 8 4 0 1 2 3 4 t (min)
t (h)
4 a 1.5 c i 1.5 kg/m d No, because it is a variable rate of
ii 10
iii 10 km/h b 0.5 ii 0.5 kg/m
change.
N 600 500 400 300 200 100 0
5 D 6 a, b
b No c Variable d i 2 kg/min ii 3 kg/min iii 7 kg/min 6 a Constant b Variable

exercise 8d
0 10 am 11 am 12 pm 1 pm
2 pm 3 pm 4 pm 5 pm
scarcer. $156 1000 m 80 s
1 a
b 70 s d 30 s
b 4 2 a, c 3 a i d (km)
70 P 1 3 t (h) Q
2 5
d (metres) 1000 820 420 0 150180 t (s)
10 0
in the middle of the day and none later in the afternoon. 7 a i 110 m/min ii 70 m/min iii 45 m/min iv 15 m/min v 5 m/min b Decreasing 8 a 20 C
b, c
T (C) 120 (8, 84)
c i 170 ii 20 iii 0 d i 170 people/h ii 20 people/h iii 0 people/h e Most people arrive in the morning, few
ii 30
70
iii 30 km/h
70 50 Q P
b i d (km)
10 a w (kg)
5 4 3 2 1 0 5 10 15 20 25 x (cm)
20 0 1 3 t (h)
(2, 24) 2 4 6 8 10 t (s)
ii 10 c i d (km)
70 40 P
iii 10 km/h
Q
d e 9 a b
b 0.2 kg/cm c W = 0.2x 11 a 6 L/h 12 a iv c ii
10 10 C/s 200 g i 1 g/week iii 10 g/week
ii 2 g/week iv 28 g/week
b 6 h b i d iii
0 1 3
2 3
exercise 8e t (h)
ii 15
iii 15 km/h
1 a A e A 2 a, c, d, h
instantaneous rates b I c A d I f A g A h I
384
3 a 1 c 1 4 a 2.5 g/min b 16 g/min c 25 g/min d 12 g/min 5 a 85 kg after 35 weeks b Approx. 1 kg/week c Approx. 2.0 kg/week 6 a Approx. 6 hours b Approx. 3.5 C/hour y 7 a, b
16 12 8 4 0 1 2 3 4
b 2.5 d 0.25
6 a
x 10 8 6 4 2 0 1 2 3 4 5 t
7 a
x 4 0 5 1 2 3 4 5 t
i x=0 iii No b
x 16
ii Right iv x = 10
b i iv c i iv d
2 2
4 m/s m/s
ii v ii v
2 4 2 m/s 4 m/s
iii 0 iii 0 m/s
x 4 2
0 2 x
6
2
c C 8 a, b
d C
y 9
e A
i x= iii No c
x 15
ii Right iv x = 16
0 2 4 6
1 2 3 4 5
4 3 2 1 0 2
0 1
1 2 3 4 5
i x=0 iii Yes, t = 1, x = 1 iii 4 d

x 1 0 1 2 3 4 5 t
ii Left iv x = 15
8 a i Positive ii Speeding up b i Negative ii Slowing down c i Negative ii Speeding up d i Positive ii Slowing down e i Positive ii Neither velocity is constant. 9 a C b E c B d F e A f D 10 x (m)
45 25 0 1 2 3 4 5 t (s)
9 6 cm/min
exercise 8F
c i 4
ii 0
1 a c 2 a c 3 a b c d 4 a c e g i 5 a b c
d e f
C D False True 40 m 2 m (or 2 m below the platform) 0.5 m/s 0.025 m/s (or 0.025 m/s downwards) x=1 b x = 3 Right d t=2 C f D D h D C j B i x=0 ii Right iii t = 2, x = 8 iv t = 5, x = 3 i x=4 ii Right iii t = 4, x = 12 iv t = 6, x = 10 i x=0 ii Right iii t = 3, x = 12 and t = 6, x = 3 iv t = 8, x = 10 i x=0 ii Left iii t = 1, x = 5 iv t = 3, x = 18 i x = 3 ii Left 1 iii t = 1 , x = 6 iv t = 5, x = 5 2 i x=2 ii Left iii t = 3, x = 5 and t = 5, x = 5 iv t = 6, x = 4
motion graphs (kinematics) b B d A b True d False
i x=0 iii Yes, t = 1, x = 1 e

x 9 4 0 1 2 3 4 5 t
ii Right iv x = 8
a b c d 11 a c e
45 m t=5 t=2 20 m/s Alan 12 metres 40 s
b Bill d 2.0 m/s f Twice
exercise 8G relating the gradient function to the original function
1 a
y 12 8 4 4 2 0 2 4 Gradient function 4 x
i x=4 iii Yes, t = 2, x = 0 f

x 18
ii Left iv x = 9
b
0 1 2 3 4 5 t
y 12 8 4 Gradient function 4 x
12
i x = 12 iii No
4 2 0 2 4
ii Right iv x = 18
385
y 12 8 4 4 2 4 Gradient function 0 2 4 x
3 a
v 5
5 a t
2 0 0
3 2 2
4 4 4
V Gradient of xt graph
b x
b d
y 8 6
Gradient 4 (and original) function 2
v 8 4 0 4 8 1 2 3 4 t 0 1 2 3 4 t
6 a x
2 1
0 1
v 2 0 2 2 t 0 4 t
Gradient function 0 2 4 6 8 x
v 12
y 5 4 3 2 1 3 2 1 1 2 3 4 5 1 2 3 x 3 0 1 2 3 4 t
4 a
x 12 0 0 4 t t
x 0 4 t
x 0 8 4 t
2 It is a straight line. 3 The gradient functions of quadratic
functions are always linear.

x
4 Quadratic functions 5 The gradient function of sin (x) is cos (x);
c x
the gradient function of e is or inverted.
ex.
7A 8 a It travels at a constant velocity of
6 There are stationary (turning) points there. 7 The original function will also be negative
20 m/s.
b It starts at rest, increasing its velocity

0 1 2 3 4 5 t

1 a
v 3
exercise 8h
d x
0 3
6 t
4 t
at a constant rate for 15 seconds when it reaches 18 m/s. It then maintains this velocity. c It starts from rest, increasing its velocity at a constant rate for 10 seconds when it reaches 25 m/s. It maintains this velocity for a further 15 seconds, then decreases its velocity at a constant rate for 5 seconds, bringing it back to rest.
9 a v (m/s)
35
e x b
v 2
10
20 t (s)
f
0 2 1 2 t
b v (m/s)
30
t 0 15 20 t (s)
2 C
386
10 a i 15 m/s b 60 m/s c 34 seconds

exercise 8i
ii 45 m/s
ChapTer reVieW
ShorT anSWer
exTended reSponSe
1 a
600 540 480 420 360 300 240 180 120 60 0 8.00 am 10.00 am12.00 pm 2.00 pm 4.00 pm 6.00 pm

1 a
y 16 12 (3, 9) 8 (2.5, 6.25) 4 (2, 4) (1, 1) 0 1 2 3 4 x (2.1, 4.41) (4, 16) i ii iii iv
M 23
Tangent at t = 2 1 2 3 4 5 t
Number of cans
1 a b c 2 a b 3 a
8.33 km/L 291.6 km 91.8 L 30 m3/h 28 hours
0 9
b i 6 c 4 2 a y
8 7 6 5 4 3
ii 5
iii 4.5
iv 4.1
b Variable, as the graph is not a straight
line.
b 240 c Approx. 3 pm d Approx. 84 cans/hour 2 a i 0 ii 1 iii 0.8 iv 0.471 mg/L b x (mg/L)

1 0.5
Time
(2, 8)
ii
c Approx. 8.5 4 a 1 kg/h b 5 kg/h 12( 3 1) 5 Average gradient = 6 a
x 20 15 10 5 4 x (t) t
(1.5, 3.375)
t (hours)
2 (1.1, 1.331) (1, 1) (1.01, 1.030301) 1 0 1 2 x
iii iv
c 2 3 hours d 0.2 mg/L; it is negative because the e 0.96 mg/L at t = 0.5, 0.24 mg/L at t = 2 f The maximum concentration is 1 mg/L
concentration is decreasing.
b i 7 c 3 d i 7 3 a
ii 4.75 ii 4.75
iii 3.31 iii 3.31
iv 3.0301 iv 3.03, no
x y
3 7
2 3
1.5
1.1
1.01
1 1
1.75 1.11 1.0101

ii 2 v 1.01 iii 1.5
4D 5B 6 a 2 c 6 e 7 g 31
b i 3 iv 1.1 c 1
b x=5m c t = 1 s and x = 4 m d 10 m 7 a x = 30 m b 3s c 34 m/s d 50 m/s e 370 m f 30.83 m/s 8 x
after 1 hour.
x (cm) 20 15
3 a Initial position is 1 cm, final position is
20 cm.
x = t2 2t + 5 (5, 20) (4, 13)
10 5
x = 2t + 1 (2, 5) 1 2
(3, 8)
b d f h
12 4 4.75 2.5
1 0
5 t (s)
7 a 19.6 m/s b 29.4 m/s 8 a 3.75 b 2.81 c 0 d 0 9 Teacher to check. 10 Teacher to check. 11 a 5 c 10 12 a 0 b 40 c 8 d i 4
during first 6 seconds then decreases after that. 10 Teacher to check. 11 a 0 b 37 c 5 d i 2 ii 4

mUlTiple ChoiCe
9 a i 4 m/s ii 0 m/s iii 8 m/s b The height of the projectile increases
c 2 cm/s e b = 3.5 g v (cm/s)

8 7 6 5 4 3 2 1 1 2 3
d 10 cm f c=3
5 t (s)
b 69 d 4 m/s
ii 6
1 4 7 9 10 13
A B C D E
a D
2 5 8 b 11 14
C A B C A D
3 D 6 E c B 12 C
4 a c d f
loge (2) b loge (3) a = 2.72, correct to 2 decimal places loge (2.7182818) = 1 e 7.389 06 7.389 06; 2.718 281 82 d = (2.718 281 8 x ) x = 2 dt g The gradient is the same as 2.71828182.
387
Chapter 9
Differentiation
Chapter ContentS 9a 9B 9C 9D 9e 9F 9G Introduction to limits Limits of discontinuous, rational and hybrid functions Differentiation using first principles Finding derivatives by rule Rates of change Sketching graphs containing stationary points Solving maximum and minimum problems
DiGitaL DoC doc-9784 10 Quick Questions
9a
introduction to limits
In mathematics it is important to understand the concept of a limit. This concept is especially important in the study of calculus. In everyday life we use the term limit to describe a restriction put on a quantity. For example, the legal blood alcohol concentration limit for a driver is normally 0.05 g/100 mL. As the number of standard alcoholic drinks consumed in 1 hour approaches 2, the average adults blood alcohol concentration approaches 0.05. Likewise, some time after a celebration, a person who has been drinking heavily at an earlier time may have a blood alcohol concentration that is approaching the legal limit of 0.05 from a higher level, as the number of drinks not yet metabolised by their body approaches2. We could say that as the number of standard drinks remaining in the body approaches2, the blood alcohol concentration approaches 0.05. In essence the blood alcohol concentration is a function, say f (x), of the number of drinks, x, remaining in the body.
Chapter 9 Differentiation
389
WorkeD exampLe 1
1 1 Add the following series of numbers and state what value it is approaching. 1 + 1 + 1 + 16 + 32 + . . . 2 4 8
think
1 2 3 4 5 6
Write
Add the first 2 terms. Add the first 3 terms. Add the first 4 terms. Add the first 5 terms. Add the first 6 terms. Give the upper limit.
The sum of the first 2 terms is The sum of the first 3 terms is
3 4 7 8
(= 0.750). (= 0.875).
15 The sum of the first 4 terms is 16 ( 0.938).
The sum of the first 5 terms is The sum of the first 6 terms is The sum is approaching 1.
31 32 63 64
( 0.969). ( 0.984).
Expressing limits in mathematical language, we say that a limit can be used to describe the behaviour of a function, f (x), as the independent variable, x, approaches a certain value, say a. In some cases the function will not be defined at a. Using the correct notation for the example on blood alcohol concentration, we would write: lim f ( x ) = 0.05
x2
This is read as the limit of f (x) as x approaches 2 is equal to 0.05.

WorkeD exampLe 2
By investigating the behaviour of the function f (x) = x + 3 in the vicinity of x = 2, show that a by hand b using a CAS calculator. lim f ( x ) = 5:
x 2
think
Write/DraW
a 1 Create a table of values for x and f (x) in
the vicinity of x = 2.
x f(x)
1.95 1.99 1.995 2 2.005 2.01 2.05 4.95 4.99 4.995 5 5.005 5.01 5.05
y 5 3 3 0 2 x f(x)
Consider the values taken by f (x) as x approaches 2.
As x approaches 2 from the left and the right, f (x) approaches a value of 5. So lim f ( x ) = 5.
x2
b 1 Using the Lists and Spreadsheets
b 1.95
feature of the CAS calculator, enter the x-values into column A (a[ ]).
1.99 1.995 2 2.005 2.01 2.05 1.95 4.95 1.99 4.99 1.995 4.995 2 5 2.005 5.005 2.01 5.01 2.05 5.05 The left- and right-hand limits are equal, so when f (x) = x + 3, lim f ( x ) = 5 .
x2
Enter a second column as a[ ] + 3.
Find the left- and right-hand limits as x approaches 2.
390
Limits of continuous functions

A continuous function has a graph that forms a continuous line; that is, it has no breaks. If a function is continuous at the point where a limit is being found, then the limit always exists and can easily be found by direct substitution.
WorkeD exampLe 3
Find lim( x 2 + 2):

x 2
a by hand
b using a CAS calculator.

Write/DraW
think
a 1 To consider whether the function is continuous,
sketch the graph of y= x 2 + 2 in the vicinity of x = 2.
y 6 2 0 2
f(x)
As the graph is continuous, substitute x = 2 (from lim ) into x2 + 2 to evaluate the limit.
x2
The function is continuous at x = 2. lim( x 2 + 2) = 22 + 2 x2 =6

b lim( x 2 + 2)
x2
b 1 Using the limit feature of the CAS calculator,
determine the required limit.

2 3
Record the result. Write the answer.
6
x2
lim( x 2 + 2) = 6
In general if a function, f (x), is continuous when x = a, then lim f ( x ) = f ( a).

x a
theorems on limits
theorem 1
For the constant function f where f (x) = c, then lim f ( x ) = c . If lim f ( x ) = A and lim g( x ) = B , then the following theorems apply.
xa xa xa
theorem 2
For example:
xa xa
lim[ f ( x ) + g( x )] = lim f ( x ) + lim g( x ) = A + B

xa xa xa xa
lim[ f ( x ) g( x )] = lim f ( x ) lim g( x ) = A B lim( x 2 x 1 + 2x) = lim x 2 x 1

xa
theorem 3
For example:
xa
+ lim 2 x = 1 + 2 = 3
x 1
lim[ f ( x ) g( x )] = lim f ( x ) lim g( x ) = A B

xa x 1
theorem 4
For example:
lim [ x 2 (3 x )] = lim ( x 2 ) lim (3 x ) = 1 3 = 3

x 1 x 1
lim f ( x ) xa f ( x ) A lim = if B 0 = x a g( x ) lim g( x ) B lim( 2 x + 4 x5 x + 4) = lim x 5 x + 1 lim( x + 1)

2 x 5 xa
29 = 6
Chapter 9 Differentiation 391
These theorems on limits can be expressed in word form: 1. The limit of a sum equals the sum of the limits. 2. The limit of a difference equals the difference of the limits. 3. The limit of a product equals the product of the limits. 4. The limit of a quotient equals the quotient of the limits.
exercise 9a
1 We1
Add the following series of numbers and state what value it is approaching.
4 + 2 + 1 + 1 + 1 + ... 4 2 2 The diagram at right shows regular polygons with 3, 4 and 5 sides. As the number of sides gets very large ( ), what shape emerges?
3 mC
n=3
n=4
n=5
If n represents the number of sides of a regular polygon, then which of the following correctly describes the situation given in question 2 above? B lim C lim a n
n n 0
D n0
e n5
1 as n gets infinitely large. n b Write this using limit notation. 1 1 5 a If S = 1 + 1 + 1 + 8 + 16 + and n represents the number of terms to be summed in the series, 2 4 copy and complete the following table:
4 a Find the value of
n S
b
mC
1 1
2 11 2
10
Which of the following is equal to lim S?

n
a 1.75 D 1
B 1.95 e 0
C 2
y 3 2 1 1 0
6 We2 By investigating the behaviour of the function f (x) = x + 5 in the vicinity of
f(x)
x = 3, show that lim f ( x ) = 8.

x 3
7 mC
a 2
DiGitaL DoC doc-9785 SkillSHEET 9.1 Substituting into a function
From the graph at right it can be seen that the lim f ( x ) is equal to:
B 1 e 0
x4 x2
C 3
D 1
8 a
For each of the functions graphed below, find lim f ( x ).

y 30 f(x) b y 0 3 0 d y 21 4 x e y 4 f(x) f y 15 10 5 0 f(x) 4 x 1 0 4 x 0 4 x f(x) c 4 x f(x) f(x) y 2 0 x
14
392
9 We3a Evaluate the limits below. a lim(2 x + 5) b lim(10 2 k )

x2 k 4
c lim(49a + 1)
a1
d lim( x 2 + 2)
x0 x0
e lim(h 2 + 3h)
h 5
x2
lim(8 5 x 2 )
x0
p 2
lim (3 p2 2 p + 3)
h lim( x 3 + 2 x )
10 mC
a 0
We3b
If f (x) = 3x 2, then the value of lim f ( x ) is equal to:

B 3 C 2 C 9 D 2 D 4 e 1 e 0
11 mC The
a 4
2
lim ( x 2 x 3
5) is equal to:
B 5
DiGitaL DoC doc-9786 Investigation Sneaking up on a limit
12 Find the values of the following limits. a lim
x +3 x2 x
b lim
2 x 3x x0 x +1
2
x 2
lim
6x 2 x
d lim
x + 3x 2 x 3 x2
2
Limits of discontinuous functions
Limits of discontinuous, rational and hybrid functions

9B
y
If a function is discontinuous at the point where the limit is being investigated, then the limit will exist only if the function is approaching the same value from the left as from the right. Consider the discontinuous functions graphed below. 1. From the left, lim f ( x ) = 1. (The symbol x 1 indicates that we are
x 1
1 x
letting x approach 1 from the left side.) From the right, lim f ( x ) = 1. Left limit = right limit. Therefore, lim f ( x ) = 1.
x 1 x 1+
2. From the left, lim f ( x ) = 2.

x 1
f(x)
From the right, lim f ( x ) = 4.

x 1+
4 2 0 1 x
Left limit right limit. Therefore, lim f ( x ) does not exist.

x 1
Limits of rational functions
Finding the limit of a rational function involves simplifying the function before direct substitution can take place and recognising any values of x for which it is discontinuous.
WorkeD exampLe 4
x2 x : x1 x 1 i by hand ii using a CAS calculator. x2 x b Sketch the graph of f ( x ) = , stating the value of x for which it is discontinuous. x1
a Find lim
think Write/DraW
a i 1 We cannot substitute x = 1 directly as we will get 0 , 0
which is undefined, so we factorise the numerator.
a i lim
x2 x x ( x 1) = lim x 1 x 1 x 1 x 1
393
Cancel (x 1) from the numerator and denominator. Now substitute x = 1 (from lim) and evaluate.
x 1
= lim x , x 1 x 1 =1
ii lim
ii 1 Using the limit feature of the CAS calculator, enter
the function and the value of x for the limit.

2 3
x 2 x =1 x1 x 1

b
1 x 2 x lim =1 x1 x 1
y f(x) 1 0 1 x
b The graph of f ( x ) =
x2 x is the same as the graph x 1 of f (x) = x, except where the point (1, 1) does not exist.
The function is discontinuous at x = 1.
WorkeD exampLe 5
a By first factorising the numerator, simplify the rational function
x2 + 5 x + 6 , stating the value for which the function does not exist x+3 (that is, is discontinuous). b Find lim f ( x ), where a is the value at which f (x) is discontinuous. f ( x) =
x a
tUtoriaL eles-1437 Worked example 5
think
Write
a 1 Factorise the numerator.
a f (x) =
x 2 + 5x + 6 x+3 ( x + 3)( x + 2) = ( x + 3) f ( x ) = x + 2, x 3 so f (x) is discontinuous at x = 3
Cancel (x + 3) from the numerator and denominator.

3. xa x 3
b Write an expression for lim f ( x ) and evaluate by
substituting x =
b lim x + 2 = 3 + 2
= 1
Limits of hybrid functions

Hybrid functions are functions that have different rules for different parts of the domain.
WorkeD exampLe 6
a Sketch the graph of the hybrid function f ( x ) = b Find i lim f ( x )

x 2
x 2 , x ( , 2] . x 1, x (2, )
ii lim f ( x )
x 2 +
iii lim f ( x ) if it exists.

x 2
c Find solutions to parts a and b using a CAS calculator. 394 Maths Quest 11 Mathematical Methods CAS
think
Write/DraW
a 1 Sketch f (x) = x2 over the domain (, 2].

2
y 4 f(x)
Sketch (on the same axes) f (x) = x 1 over the domain (2, ).
1 0 b i Substitute x = 2 into f (x) = x 2. ii Substitute x = 2 into f (x) = x 1. iii Are these limits equal?
x 2
2
x 2
b i lim f ( x ) = lim x 2
=4 ii lim f ( x ) = lim ( x 1) =1 iii lim f ( x ) does not exist (as left limit right limit).
x2 x 2+ x 2+
c 1 Using the hybrid function feature of the CAS
calculator, define the functions and their domains.

2
x 2 < x 2 Define f ( x ) = x 1 2 x <

y 4 f(x)
Plot the function using a suitable window on the CAS calculator.
1 0
3
Use the limit feature of the CAS calculator to find the limit from the left. Record the result. Use the limit feature of the CAS calculator to find the limit from the right. Record the result. Write the answers.
x 2
lim ( x 2 )
4 5
4
x 2+
lim ( x 1)
6 7
1
c i lim ( f (x)) = 4
x 2 x 2+ x2
ii lim ( f (x)) = 1 iii lim( f (x)) does not exist as the left
limit does not equal the right limit.

exercise 9B
1 a
Which of the following graphs are discontinuous?

y b y c y
3 x
0 0 0 x
395
d 1
y 0 x
y 4
0 2
For each discontinuous function above, state the value of x for which it is discontinuous.
a Find lim
3 We4
b Sketch the graph of f ( x ) = 4 b c d e f
x2 4x , stating the value of x for which it is discontinuous. x4 x2 + x a Evaluate f (x) when x = 0 if f ( x ) = . Comment on this result. x For what value of x is f (x) discontinuous? Factorise the numerator of f (x). Now simplify f (x). Sketch the graph of f (x). Evaluate lim f ( x ) if it exists.
x 0
x2 4x . x 4 x 4
5 We5a
By first factorising the numerator, simplify the following rational functions, stating the value for which the function does not exist (is discontinuous). 6 x 18 x 2 5x x 2 + 5x + 4 x 2 + 3x b f (x) = c f (x) = d f (x) = a f (x) = x3 x x+4 x
e f (x) =
x 2 7x + 6 x6
f (x) =
x3 + 8 x+2
g f (x) =
x 2 + 3x 4 x 1
h f (x) =
x 3 27 x3
For each rational function in question 5, find lim f ( x ), where a is the value at which f (x) is x a discontinuous. 7 We6a Sketch the graphs of the following hybrid functions.
6 We5b a f (x) =
x + 3, x ( , 2) 4, x [2, )
b g( x ) =
4 x , x ( , 1] 3 x + 1, x ( 1, ) x 2 + 1, x ( , 1] x + 2, x (1, )
c h( x ) = 8 We6b
x 2
2 x , x ( , 0) 2 x , x [0, )
d p( x ) =
a i lim f ( x )

For each of the corresponding functions in question 7, evaluate the following. ii lim f ( x ) iii lim f ( x )
x 2+ x 2
b i lim g( x ) x 1 c i lim h( x )
x 0 x 1
ii lim g( x ) x 1
+
iii lim g( x )
x 1 x 0 x 1
ii lim h( x )
x 0+ x 1+
iii lim h( x ) iii lim p( x )
d i lim p( x )
ii lim p( x )
9 We6c Investigate whether the following limits exist. For those that do exist, state the limit. a lim
x + 2, x ( , 2) x 2 3, x [2, ) 5 x , x ( , 3) x 3 2 x + 1, x [3, ) x 2 , x ( , 2] x 1 x + 2, x (2, )
b lim
x 4, x ( , 0] x 2 x 4, x (0, )
c lim
d lim
2 x 3, x ( , 1] x 1 2 x + 1, x (1, ) 4 x 2 , x ( , 2) lim x 2 x + 2, x [ 2, )
e lim
396
10 Evaluate the following. a lim( x 2 + 3 x + 2)

x 2
lim
1 2
14 x + 7 2x + 1
c lim
3 x + 1, x ( , 1) x 1 x 2 + 3, x [1, )
x 2
d lim
x
x 2 9 x 10 1 x +1
e lim(12 3 x 2 x 2 ) g lim i k
x 2 2 x + 1, x ( , 0] lim x 0 x + 3, x (0, )
x 1
x 2 + 3x + 2 x 1 x+2 ( x + 3)( x 3) lim x 3 x3

x
h lim( x 3 + x 2 5 x ) j l
x 2
lim
( x + 2)(2 x 3) x+2
lim
x 2 + 7x + 6 1 x +1
x 2 6x + 8 x 4 x4 lim
9C
Differentiation using first principles
The gradient function is the rule for the instantaneous rate of change of a given function at any point. The gradient at any point (x, y) can be found by substitution into the gradient function. Consider the secant PQ drawn to the curve f (x) at right. The coordinates of P are [x, f (x)] and the coordinates of Q are [x + h, f (x + h)]. So the gradient of the secant PQ = = rise run
y f(x + h) y = f(x) Q Tangent at P
f ( x + h) f ( x ) x+hx f ( x + h) f ( x ) = h
f(x) 0
P x
x+h x
As h approaches zero, that is, as Q draws as close as possible to P along the curve, PQ effectively becomes a tangent to the curve at P. We can therefore say that the gradient of the tangent at P is lim f ( x + h) f ( x ) h or
y Q Q P Q 0 h x Q moves closer to P as h approaches 0.
h 0
f ( x ) = lim
h 0
f ( x + h) f ( x ) , h0, h
where f (x) denotes the gradient of a tangent at any point, x, on the graph of f (x). That is, f (x) is the gradient function of f (x). The process of finding the gradient function
h 0
lim
f ( x + h) f ( x ) h
is called differentiation from first principles. Two different forms of notation are commonly used to represent a function and its derivative. 1. The European notation of Leibniz is: 2. The alternative notation is: (a) y for the function (a) f (x) for the function dy d (b) [ f (x)] or Dx ( f ) for the derivative. for the derivative. (b) f (x) or dx dx
WorkeD exampLe 7
Find the derivative of x2 2 x from first principles: a by hand b using a CAS calculator.
think Write
a 1 Define f (x).
2
a f (x) = x2 2x
The derivative is equal to: f ( x + h) f ( x ) lim . h 0 h Find f (x) and f (x + h). Simplify the numerator f (x + h) f (x).
f (x) = lim
h 0
f ( x + h) f ( x ) h
f (x) = x2 2x f (x + h) = (x + h)2 2(x + h) f (x + h) f (x) = (x + h)2 2(x + h) (x2 2x) = x2 + 2xh + h2 2x 2h x2 + 2x = 2xh + h2 2h = h(2x + h 2)
h 0
5 6
Factorise the numerator f (x + h) f (x). f ( x + h) f ( x ) by h 0 h cancelling the common factor of h. Simplify lim lim
f ( x + h) f ( x ) h h(2 x + h 2) = lim h 0 h = lim(2 x + h 2), h 0

h 0
Evaluate the limit by substituting h = 0.
= 2x 2
b Define f (x) = x2 2x
b 1 Using the CAS calculator, define the function.

2 3 4
Define the formula used to evaluate the derivative. Record the result. Determine the limit as h 0. Record the result. Write the answer.
f ( x + h) f ( x ) h 2x + h 2
h 0
lim(2 x + h 2)
5 6
2x 2 f ( x + h) f ( x ) h f ( x ) = 2 x 2 f ( x ) = lim h 0
WorkeD exampLe 8
If g (x) = 2 x2 + 5x 2, find: a g (x) using first principles b the value(s) of x where the gradient equals 0.
think Write
a 1 Let g (x) = 2x 2 + 5x 2.
2
a g(x) = 2x2 + 5x 2
The derivative is equal to: g( x + h) g( x ) . lim h 0 h Find g(x) and g(x + h).
g (x) = lim
h 0
g( x + h) g( x ) h
g(x) = 2x2 + 5x 2 g(x + h) = 2(x + h)2 + 5(x + h) 2
398
Simplify the numerator g(x + h) g(x).
g(x + h) g(x) = 2(x + h)2 + 5(x + h) 2 (2x2 + 5x 2) = 2(x2 + 2xh + h2) + 5x + 5h 2 2x 2 5x + 2 = 2x2 + 4xh + 2h2 + 5x + 5h 2 2x2 5x + 2 = 4xh + 2h2 + 5h = h(4x + 2h + 5) g( x + h) g( x ) h 0 h h(4 x + 2h + 5) = lim h 0 h = lim(4 x + 2h + 5), h 0 lim
h 0
5 6
Factorise. g( x + h) g( x ) by cancelling h 0 h the common factor of h. Simplify lim
Evaluate the limit by substituting h = 0.
= 4x + 5 So g (x) = 4x + 5.
b g (x) = 0
b Solve g (x) = 0.
4x + 5 = 0 4x = 5 5 x= 4 5 So the gradient equals 0 when x = 4 .
Note: For any polynomial function, f (x), when the expression f (x + h) f (x) is simplified, all of its terms have h as a factor.
exercise 9C

dy . dx b y = x2 3x + 1 e y = 6x 2x2
d x3 + 2x
DiGitaL DoCS doc-9787 SkillSHEET 9.2 Differentiating from first principles doc-9788 WorkSHEET 9.1
1 We7a Find the derivative of the following from first principles. a 5x 7 b x2 + 10x c x2 8x 2 We7b Use first principles to find a y=x+3 d y = 9 x2 3 We8
c y = 4x2 f y = x3 + 5x 4
If g(x) = x2 6x, find: a g (x) using first principles. b the value(s) of x where the gradient equals 0.
a If f (x) = x3 8, find f (x) using first principles.
b Hence, determine the value(s) of x where the gradient function is equal to 12. 5 By first deriving the gradient function f (x), evaluate f (3) when f (x) is equal to: a 7x + 5 b x2 + 4x c x2 3x + 2 d x3 5.
6 mC Which of the following do not denote the gradient at any point on a graph? (One or more answers
may be correct.)
a f (x) D B lim e
h 0
f ( x + h) f ( x ) h
C lim
f ( x + h) f ( x ) h
f ( x + h) f ( x ) h 7 mC The most accurate method for finding the gradient when x = 3 for the function f (x)=x2+2x is by: a sketching the graph and drawing a tangent at x = 3 to find the gradient B finding the gradient of the secant to the curve joining the points where x = 3 and x=3.1 C finding f (x) using first principles and evaluating f (3) D guessing e finding the gradient of the line from the origin to the point (3, 15) 8 mC Given that f (x) = 4x if f (x) = 2x2 and g (x) = 3x2 + 1 if g(x) = x3 + x, then the derivative 3 + 2x 2 + x must be equal to: of x a 3x2 + 4x + 1 B 12x3 + 4x C 3x2 + 4x D 2x5 + 2x3 e 5x2 + 1 dy dx
9D
Finding derivatives by rule
Fortunately, the tedious process of finding derivatives from first principles need not be applied once rules are established. For polynomial functions, the following rules apply. Rule 1. If f (x) = x n, then f (x) = nx n 1. Rule 2. If f (x) = ax n, then f (x) = nax n 1. Rule 3. If f (x) = c, then f (x) = 0 (where c is constant). Rule 4. If f (x) = g(x) + h(x), then f (x) = g (x) + h(x).
WorkeD exampLe 9
Differentiate each of the following. a y = x8 b y = 3 x2 c y = 7x + 3

think
d y = 2 x5 +
Write
3 5
x2 6 x
a Write the expression for y. Apply rule 1
to find the derivative.
a y = x8
b Apply rule 2.
c Apply rules 2, 3 and 4. Remember that x0 = 1.
dy = 8 x 81 dx = 8x 7 b y = 3x2 dy = 2(3 x 21 ) dx = 6x c y = 7x + 3 dy = 7 x11 + 0 dx = 7x 0 = 7

d y = 2x5 + 3 x2 6x 5
d Differentiate the 3 terms separately (that is,
apply rules 2 and 4).
dy = 5(2 x 51 ) + 2( 3 x 21 ) 1(6 x11 ) 5 dx 4+6 0 = 10 x 5 x 6x = 10 x 4 + 6 x 6 5
WorkeD exampLe 10
Find f (x) if f (x) = 3x(x 2).

think
1 2 3
Write
Write down f (x). Expand the brackets. Differentiate by rule.
f (x) = 3x(x 2) f (x) = 3x2 6x f (x) = 6x 6
WorkeD exampLe 11
If g( x ) =
think
4 x3 + 3 x2 , find g (x): a by hand x
b using a CAS calculator.

Write
3 2 a g( x ) = 4 x + 3 x
a 1 Factorise the numerator, because at this
stage we can only differentiate a constant denominator.
2 (4
x x + 3) x
400
2 3 4
Simplify g(x). Expand the brackets. Differentiate g(x) by rule.
= x(4x + 3), x 0 = 4x2 + 3x g (x) = 8x + 3

b Define g( x ) =
b 1 Using the CAS calculator, define the function.

2
4 x 3 + 3x 2 x
Use the differentiation feature of the CAS calculator to find g(x). Record the result. Write the answer.
d ( g( x )) dx 8x + 3 Given g(x) = 4 x 3 + 3x 2 , g (x) = 8x + 3 x
3 4
WorkeD exampLe 12
Differentiate each of the following. Express all answers with a positive index. 1 1 4 a f ( x) = x 3 b f ( x) = 7 c f ( x) = x 3 d f ( x) = . x x
think
Write
a 1 Write down f (x).

2 3
a f (x) = x
3 3 1
f (x) = 3x = 3x =
3
Differentiate by rule 1. Express the answer with a positive index.
x4 1 x7
7
b 1 Write down f (x).

2
b f (x) =
Bring the x-term to the numerator using the index laws, as we can only differentiate a constant denominator. Differentiate by rule 1.
= 1x
f (x) = 7(1x = 7x 8 =
7 1
Express the answer with a positive index.
7 x8
1 1 1
c 1 Write down f (x).

2
c f (x) = x 3
Differentiate by rule 1.
f (x) = 1 (x 3 ) 3 = x
2 3
3 1
2
Express the answer with a positive index.
d 1 Write down f (x).
3x 3 4 d f (x) = x f (x) = 4 x2
1 2 1
2 3
Convert x to index form. Bring the x-term to the numerator using the index laws.
f (x) = 4 x
401
Differentiate by rule 2.
f (x) =
1 2
(4 x 1 1) 2
3 2
= 2x
5
Express with a positive index. Express the power of x back in surd form.
= =
x2
x3
To evaluate the gradient of a curve at a given point, substitute the given value of x into the gradient function or derivative. For the function f (x), the gradient at the point (a,f (a)) is found by evaluating f (a). This gives the gradient of the tangent at x = a, which equals the gradient of the curve only at that point.
WorkeD exampLe 13
For the function f (x) = 1 x3 x2 5x + 3, evaluate f (1), f (0) and f (4). 3

think
1
Write
Write the original function and then find the gradient function, f (x). Substitute x = 1 into the gradient function.
f (x) = 3 x3 x2 5x + 3 f (x) = x2 2x 5 f (1) = (1)2 2(1) 5 =1+25 = 2 1) = 2 f ( f (0) = (0)2 2(0) 5 = 5 f (0) = 5 Define f ( x ) = 3 x 3 x 2 5 x + 3 d ( f ( x )) | x = 4 dx 3 f (4) = 3
1
Substitute x = 0 into the gradient function.
4 5
Using the CAS calculator, define the function. Differentiate f (x) and evaluate the derivative at x = 4. Record the result. Write the answer.
6 7
tangents and normals

As mentioned earlier in this chapter, the derivative f (x) is actually the gradient function. This means that the value of the gradient at any particular point on a curve is equal to the numerical value of the derivative at that point. Recall that if the gradient of a tangent to a curve at point P is m T, then the normal, mN, is a straight line perpendicular 1 and passing (at right angles) to the tangent such that mN = mT through the point P as shown at right.
y Normal P 0 x Tangent
Also recall that the equation of a straight line is given by y y1 = m(x x1) where (x1,y1) is the point P, above, and m is the gradient.
WorkeD exampLe 14
a Find the equation of the tangent to the curve f (x) = x2 + 6x 8 at the point where the gradient
has a value of 8.
b Hence, find the equation of the normal at this point. c Find the equation of the tangent at this point using a CAS calculator.
think Write
a 1 Find the gradient function of the curve,
f (x).
a f (x) = x2 + 6x 8
f (x) = 2x + 6
Find x1, the value of x where f (x)=8; that is, solve 2x + 6 = 8.
For gradient = 8 2x + 6 = 8 2x = 2 x=1
So x1 = 1. x
Alternatively, use the solve and differentiation features of a CAS calculator to find x1 when f(x1)=8. Record the result.
3
dy solve ( x 2 + 6 x 8) = 8, dx
x=1 y1 = f (x1) = f (1) = (1)2 + 6(1) 8 = 1 The equation of the tangent at the point (1, 1) is y 1 = 8(x 1) y + 1 = 8x 8 y = 8x 9
b mN =
1 8
Find f (x1) to determine the value of y1.
Simplify the equation y y1 = mT (x x1) to find the equation of the tangent.
b 1 Find the gradient of the normal using
mN =
2
mT
. The equation of the normal at the point (1, 1) is y 1 = y+1=

1 (x 1) 8 ( x 1)
Simplify the equation y y1 = mN (x x1) to find the equation of the normal.
8 8y + 8 = x + 1 x + 8y + 7 = 0
c 1 The gradient is 8 at the point (1,1). c solve(y 1 = 8(x 1), y)
Substitute these values into the equation y y1 = m(x x1) and solve for y.
2 3
y = 8x 9 The equation of the tangent to the curve f (x) = x2 + 6x 8, at the point (1, 1) with a gradient of 8 is: yT = 8x 9.
403
WorkeD exampLe 15
For the function f (x) = x3 x2 + 1, find the coordinates of the points where the gradient is perpendicular to the line y = x + 3. Hence, find the equations of the tangents and normals at these points.
think
1
Write
Find the derivative.
f (x) = x3 x2 + 1 f (x) = 3x2 2x.

m1 = 1 where m2 = 1 m2
Find the gradient of the tangent. As the tangent is perpendicular to the line y = x + 3, the product of their gradients is 1, that is, m1m2 = 1. Let m1 equal the gradient of the tangent and let m2 equal the gradient of the line y = x + 3. Put f (x) = 1 and solve for x to find the point where the gradient of f(x) = 1.
( 1) =1 mtangent = 1 3x2 2x = 1 2x 1 = 0 (3x + 1)(x 1) = 0 3x2 x=
1 3
or x = 1
Substitute x = 1 and x = 1 into f (x) to find 3 their y-coordinates, and state the points.
f (1) = (1)3 (1)2 + 1 = 1 f

1 3
1 3
1 3
+1=
23 27
(1, 1) and
5
1 23 , 3 27
are the coordinates of the points.
Find the equations of the tangent lines.
The equation of the tangent at the point (1, 1) is y 1 = 1(x 1) y=x1+1 y=x The equation of the tangent at the point 1 , 23 is y
23 27
= x
1 3 1
3 27
y=x+3+ y=x+
6
32 27
23 27
Find the equations of the normal lines. 1 Use mnormal = to find the gradient mtangent of the normal.
1 1 = 1 The equation of the normal at the point (1, 1) is y 1 = 1(x 1) y = x + 1 + 1 y = x + 2 The equation of the normal at the point 1 , 23 is mnormal = y
23 27
= x
1 3
3 27
y = x 1 + 3 y = x +
14 27
23 27
404
WorkeD exampLe 16
a Graph the function f (x) = x3 2x and f (x) on the same set of axes. b How can f (x) be used to predict the location and nature of the stationary points of f (x)?
think Write/DraW
a 1 Using the CAS calculator, define f (x)
and f (x).
a f1(x) = x3 2x
f2 ( x ) =
f '(x)
d ( f1 ( x )) dx
y f(x)
Plot f (x) and f (x) on the same axes.
b The x-intercepts of f (x) predict the location
and nature of the stationary points of f (x).
b At x = 0.816, f (x) goes from positive to negative
(left to right), indicating a maximum turning point for f (x) = x3 2x. At x = 0.816, f (x) goes from negative to positive (left to right), indicating a minimum turning point for f (x).
exercise 9D
1 We9 a y = x6
Differentiate each of the following. d y = 4x4 + 2 x2 5x b y = 7x2 c y = 5x + 2 3 dy 2 Find if y is: dx a 3x4 b 8x7 c 5x 5 d 4x6 2x3 7x. e f 3 Match the correct derivative from the set a to G below to each of the following.
a x8 e
x4
2x3
b x4 + x 2 f x5 + 6x3 4x B 4x 3 + 2x F 2x + 6
c 2x3 4x + 7 g xp C px p 1 G 4x3 + 6x 2
d x 2 + 6x 5
a 5x4 + 18x 2 4 e 6x2 4 4
D 8x7
Differentiate the following.

a y = x6 + 3x 2 4 d y = 10x5 3x4 + 2x3 8x b y = 5x4 7x3 + 6x e y=6 b
5 2 x 8 5 + 3 x4 2x 5 4
c y = x11 3x6 + 4x5 + 3x 2 f y = 3x4 + 5x4 c

6 x7 7 5 4x3 4 x 2 6 x + 8. 7
5 a d
Find f (x) if f (x) is:

2 x4 3 3 x3 4
+ 1 x 2 3x 2 Find f (x) if f (x) is:
+ 1 x3 6
6 We10
a f (x) = x(x + 3) d f (x) = 9(8 3x)2 7 We11 a g( x ) =
b f (x) = 3x(2x 5) e f (x) = (x + 2)3
c f (x) = (x + 4)2 f f (x) = (2x 5)3.
Find g (x) by first simplifying g (x). x 3 + 5x x

b g( x ) =
8x3 6x 2x
c g( x ) =
3x 3 + 2 x 2 5x x
d g( x ) =
5x 4 + x 3 + 7 x 2 x2
8 We12 a x e i
4 4x6
Differentiate each of the following. Express all answers with a positive index.
b x f j
7
c 3x g
d 5x h
3x5
1 x4
1
1 x9 x3 1 x
2
5 x3
1
10 x6
2
k 2x 2 o s
3
l p
m 4x 4 q 4 x 9 We13
n 3x 5 r
3
x 2 x
Evaluate i f (1) ii f (2) and iii f (0) for each of the following.
a f (x) = 5x2 + 3x 1 b f (x) = 1 x3 + 2x 2 4 3 c f (x) = 3x 2 2x + 6 d f (x) = x3 + 7x 8 10 We13 a Find the x-intercepts of the parabola y = x 2 5x + 6. b Find the gradient of the parabola at the points where it crosses the x-axis. c Determine the value of x for which the gradient of the parabola is: i 0 ii 7 iii 3. 11 a Find the x-intercepts of the curve y = 2x 2 + 5x 3. b Find the gradient of the curve at these points. c Find the coordinates of the point where the gradient is 0. 12
DiGitaL DoCS doc-9779 Gradient at a point doc-9789 tangent and normal
Find the coordinate(s) of the points on the curve x 3 3x2 where the tangent: a is parallel to the x-axis b is parallel to the line y = 3x + 2.
13 We14 Find the equations of the tangent and normal for each of the following curves. a f (x) = 5x2 + 3x 1 at the point (1, 7) b f (x) = 1 x3 + 2x2 4 at x = 2 3 c f (x) = 3x2 2x + 6 at x = 2 d f (x) = x3 7x 8 at the point (0, 8) e f (x) = x2 + 2 at x = a f f (x) = 3x2 4x at the point (2a, 12a2 8a) 14 We14 a Find the equation of the tangent at the point on the curve x 2 + 4x 1 where the gradient is 6. b Hence, find the equation of the normal at this point. 15 Find the equation of the normal to the curve y = 2x 2 2x + 5 at the point where the curve crosses the
y-axis.
16 Find the equation of the normal to the curve y = x2 + 4x at: a x=2 b x = 1. 17
Find the equation of the normal to the curve y = x3 + 2x2 3x + 1 at x = 2. 18 If the equation of the normal to the curve y = 2x2 + 4.5x + 1 is y = 2x + c, find: a the coordinates at the point of tangency b the value of c. line y 2x = 4.
3 2
19 We15 Find the equations of the tangents to the curve f (x) = 2 x3 + 5 x2 x + 2 that are parallel to the 20 21
Find the coordinates of the points on the curve f (x) = 2x3 x2 + 6 where the tangents are parallel to the line 5x + 2y = 12. Hence, find the equation of the tangents at these points. Find the equation of the tangent to the curve f (x) = 2x2 4x + 4 that is perpendicular to the line y= Find the coordinates of the points where the tangents to the curve f (x) = x3 3x 1 are perpendicular to the line x + 3y = 3. Hence, find the equations of the normals at these points.
1 4
x + 4.
22 We15
406
The tangent to the curve y = ax2 + bx + c at the point (2, 8) is parallel to the line 7x + y = 10. If the curve also passes through the point (1, 3.5), find the values of a, b and c. Hence, find the equation of the tangent at the point (2, 8). 24 a Find the equation of the tangent to the curve y = 2x2 2 at x = 2a. b Hence find the x-intercept of the tangent line in terms of a. c A straight line with equation y = 2x 2 passes through the x-intercept of the tangent line. Find the value of a. d What is the equation of the tangent line? 25 We16 Sketch the graphs of: a f (x) = 4 x 2
23 b c
f (x) = x 2 4 x + 2
f ( x ) = x 3 + 3x 2 + 3 and the graph of f (x) for each on the same set of axes. How can f (x) be used to predict the location and nature of the stationary points of f (x) in each case?
9e
rates of change
The rate of change of a function refers to its gradient. For linear functions the gradient is constant; however, the gradient for other functions such as quadratic or cubic polynomials is continually changing.
The rate of change of position with respect to time is velocity.
The rate of change of velocity with respect to time is acceleration.
Differentiation provides us with a tool to describe the gradient of a function and hence determine its rate of change at any particular point. In essence, while average rates of change can be determined from the original function, differentiation of this function provides a new function that describes the instantaneous rate of change. y y = f(x2) Note: The term instantaneous rate of change is often referred to as rate of change. If P(x1, f (x1)) and Q(x2, f (x2)) are two points on the graph Q (x2, f(x2)) of the function with rule y = f (x), then the average rate of change of y with respect to x over the interval x [x1, x2] is equal to the gradient of the straight line PQ. Average rate of change = change in f ( x ) change in x f ( x 2 ) f ( x1 ) = x 2 x1
P (x1, f(x1)) 0 x1 x2 x
The instantaneous rate of change finds the rate of change at a specific point. dy The instantaneous rate of change of y ( f (x)) with respect to x is given by the derivative ( f (x)). dx
WorkeD exampLe 17
If f (x) = x2 2x + 4, determine: a the average rate of change between x = 2 and x = 4 b a new function that describes the rate of change at any point x c the instantaneous rate of change when x = 4 d parts a, b and c using a calculator.
think Write
a 1 Write the function.

2
a f (x) = x2 2x + 4
Average rate of change =
change in f ( x ) change in x
f (4) f (2) 42 12 4 = 2 =4
b Differentiate f (x). c Substitute x = 4 into f (x). d 1

2
b f (x) = 2x 2 c f (4) = 2(4) 2 = 6
So the rate of change when x = 4 is 6. f (4) f (2) 42 4 d ( f ( x )) dx 2x 2 d ( f ( x )) x = 4 dx 6
Define the function on your CAS calculator. Determine f (4) and f (2), and hence the expression f (4) f (2) . 42 Record the result. Use the differentiation feature of the CAS calculator to find the derivative of f (x). Record the result. Evaluate the derivative at x = 4. Record the result. Write the answers.
d Define f (x) = x2 2x + 4
3 4 5 6 7 8
a The average rate of change between x = 2 and
x = 4 is 4. b f (x) = 2x 2 c The instantaneous rate of change when x = 4 is 6.
WorkeD exampLe 18
A javelin is thrown so that its height, h metres, above the ground is given by the rule h(t) = 20t 5t2 + 2, where t represents time in seconds.
a Find the rate of change of the height at any time, t. b Find the rate of change of the height when i t = 1 ii t = 2 iii t = 3. c Briefly explain why the rate of change is initially positive, then zero and then negative over the
first 3 seconds.
d Find the rate of change of the height when the javelin first reaches a height of 17 metres. 408 Maths Quest 11 Mathematical Methods CAS
think
Write
a 1 Write the rule.

2
a h(t) = 20t 5t2 + 2
Differentiate h(t).
h(t) = 20 10t
b i h(1) = 20 10(1)
b 1 Evaluate h(1).
2
= 10 m/s = 0 m/s
Evaluate h(2). Evaluate h(3).
ii h(2) = 20 10(2) iii h(3) = 20 10(3)
= 10 m/s
c For rates of change:
c The javelin travels upwards during the first
Positive means increasing. Zero means neither increasing nor decreasing. Negative means decreasing.
2 seconds. When t = 2 seconds, the javelin has reached its maximum height. When t > 2 seconds, the javelin is travelling downwards.
d 20t 5t2 + 2 = 17
5t2
d 1 Find the time at which the javelin is 17 m above
the ground by substituting h = 17 into h(t). Make RHS = 0. Divide both sides by 5.
2 3 4
+ 20t 15 = 0 t2 4t + 3 = 0
Factorise, then solve for t. Note: The quadratic formula could also be used to solve for t. The first time it reaches 17 m is the smaller value of t. Evaluate h(1).
(t 1)(t 3) = 0 t = 1 or 3 The javelin first reaches 17 m when t = 1 s. h(1) = 20 10(1) = 10 m/s The rate of change of height is 10 m/s.
It is worth noting that there are two common ways of writing the derivative as a function. For example, the derivative of the function P(x) = x2 + 5x 7 may be written as P(x) = 2x + 5 dP = 2 x + 5. or as dx
WorkeD exampLe 19
The shockwave from a nuclear blast spreads out at ground level in a circular manner. a Write down a relationship between the area of ground, Akm2, over which the shockwave passes and its radius, rkm. b Find the rate of change of A with respect to r. c Find the rate of change of A when the radius is 2 km. d What is the rate of change of A when the area covered is 314 km2?
409
think
Write
a State the formula for the area of a circle. b Differentiate A(r). c Substitute r = 2 into A(r).
a A(r) = r 2 b A(r) = 2r c A(2) = 2(2)
Note: The units for the rate of change of A (km2) with respect to r (km) are km2 per km or km2/km.
= 12.57 The rate of change of A when the radius is 2 km is 12.57 km2/km. 314 = r2 314 r2 = = 99.95 r = 10 since r > 0
d 1 Substitute A = 314 into the area function A(r)
d A(r) = r2
and solve for r.
Find the rate of change when r = 10.
A(10) = 2 (10) = 62.8 The rate of change of A when area is 314 km2 is 62.83 km2/km.
exercise 9e
1 We17
rates of change
If f (x) = x2 + 5x + 15, find: a the average rate of change between x = 3 and x = 5 b a new function that describes the rate of change c the instantaneous rate of change when x = 5. A balloon is inflated so that its volume, V cm3, at any time, t seconds, is: V=
8 3 t 5
2
DiGitaL DoCS doc-9793 SkillSHEET 9.3 average rate of change doc-9777 Gradient between two points on a graph
+ 24t 2 , t [0, 10]
a What is the volume of the balloon when: i t = 0? ii t = 10? b Hence, find the average rate of change between t = 0 and t = 10. c Find the rate of change of volume when: i t=0 ii t = 5 iii t = 10.
The average rate of change between x = 1 and x = 3 for the function y = x2 + 3x + 5 is: B 9 C 5 D 3 e 7 3 3x2 + 4x when x = 2 is: 4 mC The instantaneous rate of change of the function f (x) = x B 2 a 2 C 28 D 3 e 12
3 mC
a 1
5 mC If the rate of change of a function is described by
could be: a y = 6x3 14x

C y = 2 x3 7 x2 + 5 3 2 e 2x2 7x + 5
dy = 2 x 2 7 x , then the function dx
B y = 2 x3 7x 3 D y = x3 7 x2 + 2 2
6 We18
DiGitaL DoC doc-9794 SkillSHEET 9.4 instantaneous rate of change
In a baseball game the ball is hit so that its height above the ground, h metres, is h(t) = 1 + 18t 3t2, t seconds after being struck. a Find the rate of change, h(t). b Calculate the rate of change of height after: i 2 seconds ii 3 seconds iii 4 seconds. c What happens when t = 3 seconds? d Find the rate of change of height when the ball first reaches a height of 16 metres.
410
The position, x metres, of a lift (above ground level) at any time, t seconds, is given by x(t) = 2t2 + 40t. a Find the rate of change of displacement (velocity) at any time, t. b Find the rate of change when: i t=5 ii t = 9 iii t = 11. c What happened between t = 9 and t = 11? d When and where is the rate of change zero? N = 500t2 + 3500t, t [0, 5]
8 The number of seats, N, occupied in a soccer stadium t hours after the gates are opened is given by: a Find N when: i t=1 ii t = 3. b What is the average rate of change between t = 1 and t = 3? c Find the instantaneous rate when: i t=0 ii t = 1 iii t = 3 d Why is the rate increasing in the first 4 hours? 9 The weight, W kg, of a foal at any time, t weeks, after birth is given by:
3 W = 80 + 12t 10 t 2
iv t = 4.
where
0 t 20.
a What is the weight of the foal at birth? b Find an expression for the rate of change of weight at any time, t. c Find the rate of change after: i 5 weeks ii 10 weeks iii 15 weeks. d Is the rate of change of the foals weight increasing or decreasing? e When does the foal weigh 200 kg? 10 The weekly profit, P (hundreds of dollars), of a factory is given by P = 4.5n n 2, where n is the number
3
of employees.
a Determine
dP . dn b Hence, find the rate of change of profit, in dollars per employee, if the number of employees is: i 4 ii 16 iii 25. c Find n when the rate of change is zero.
11 Gas is escaping from a cylinder so that its volume, V cm3, t seconds after the leak starts, is described
1 by V = 2000 20t 100 t 2 . a Evaluate the rate of change after: i 10 seconds ii 50 seconds b Is the rate of change ever positive? Why?
iii 100 seconds.
12 We19 Assume an oil spill from an oil tanker is circular and remains that way. a Write down a relationship between the area of the spill, A m2, and the radius, r metres. b Find the rate of change of A with respect to the radius, r. c Find the rate of change of A when the radius is: i 10 m ii 50 m iii 100 m. d Is the area increasing more rapidly as the radius
increases? Why?
13 A spherical balloon is being inflated. a Express the volume of the balloon, V m3, as a function
of the radius, r metres.

b Find the rate of change of V with respect to r. c Find the rate of change when the radius is: i 0.1 m ii 0.2 m iii 0.3 m. 14 A rectangular fish tank has a square base, with its height being
equal to half its base length. a Express the length and width of the base in terms of its height, h. b Hence, express the volume, V m3, in terms of the height, h, only. c Find the rate of change of V when: i h=1m ii h = 2 m iii h = 3 m.
15 For the triangular package shown, find: a x in terms of h b the volume, V, as a function of h only c the rate of change of V when: i h = 0.5 m ii h = 1 m. 16 A new estate is to be established on the side of a hill. y
6 x 30 h
80
200
Regulations will not allow houses to be built on slopes where the gradient is greater than 0.45. If the equation of the cross-section of the hill is y = 0.000 02x3 + 0.006x2, find: dy a the gradient of the slope dx b the gradient of the slope when x equals: i 160 ii 100 iii 40 iv 20 c the values of x where the gradient is 0.45 d the range of heights for which houses cannot be built on the hill.
17 A bushfire burns out A hectares of land, t hours after it started, according to the rule A = 90t2 3t3. a At what rate, in hectares per hour, is the fire spreading at any time, t? b What is the rate when t equals: i 0? ii 4? iii 8? iv 10? v 12? vi 16? vii 20? c Briefly explain how the rate of burning changes during the first 20 hours. d Why isnt there a negative rate of change in the first 20 hours? e What happens after 20 hours? f After how long is the rate of change equal to 756 hectares per hour?
Sketching graphs containing stationary points

9F
The derivative of a function gives its gradient function that is, it gives the gradient of a tangent to the curve for any specified value of the independent variable. When the derivative equals zero, the tangent is horizontal. The point or points on the curve where this occurs are called stationary points. In other words, a function f (x) has stationary points when f (x) = 0. Stationary points can take the form of: 1. a local minimum turning point 2. a local maximum turning point 3. a stationary point of inflection.
y
Local minimum turning point

Just to the left of a, the gradient is negative; that is, if x < a, but close to a, then f (x) < 0. At the point where x = a, the gradient is zero; that is, at x = a, f (x) = 0. Just to the right of a the gradient is positive; that is, if x > a, but close to a, f (x) > 0.
412 Maths Quest 11 Mathematical Methods CAS f '(x) < 0 f '(a) = 0 0 a x f '(x) > 0
In other words, for a stationary point at x = a, if the gradient changes from negative to positive as we move from left to right in the vicinity of a, it is a local minimum.
Local maximum turning point

At x < a, but close to a, f (x) > 0. At x = a, f (x) = 0. At x > a, but close to a, f (x) < 0. In other words, for a stationary point at x = a, if the gradient changes from positive to negative as we move from left to right in the vicinity of a, it is a local maximum. The term local maximum or local minimum implies that the function has a maximum or minimum in the vicinity of x = a. This is important because some functions can have more than one stationary point.
y f '(a) = 0 f '(x) > 0 0 a f '(x) < 0 x
Stationary point of inflection

y f '(x) > 0 f'(x) < 0 f '(a) = 0 0 f '(x) > 0 a x 0 f '(a) = 0 f '(x) < 0 a y
At x < a, but close to a, f (x) > 0. At x < a, but close to a, f (x) < 0. At x = a, f (x) = 0. At x = a, f (x) = 0. At x > a, but close to a, f (x) > 0. At x > a, but close to a, f (x) < 0. In other words, for a stationary point at x = a, if the gradient remains positive or negative in the vicinity of a, it is a stationary point of inflection.
WorkeD exampLe 20
If f (x) = x3 6x2 15x, find: a the value(s) of x where the gradient is zero
think
b the stationary point(s).

Write
a 1 Write the function.

2 3
a f (x) = x3 6x2 15x
Differentiate f (x) to find the gradient function f (x). Solve f (x) = 0 to find the x-values of each stationary point.
f (x) = 3x2 12x 15 For stationary points: f (x) = 0 3x2 12x 15 = 0 3(x2 4x 5) = 0 x2 4x 5 = 0 (x 5)(x + 1) = 0 x = 5 or x = 1
b f (5) = (5)3 6(5)2 15(5)
b 1 Substitute each value of x into f (x) to find the
corresponding y-values.
f (1)
= 100 = (1)3 6(1)2 15(1) =8
Write the coordinates of each stationary point.
Stationary points occur at (5, 100) and (1, 8).
413
WorkeD exampLe 21
Sketch the graph of the function f (x) = 5 + 4x x2, labelling all intercepts and stationary points.
think
1 2
Write/DraW
Write the function. Find the y-intercept by letting x equal 0.
f (x) = 5 + 4x x2 y-intercept: x = 0, f (0) = 5 + 4(0) (0)2 =5 so y-intercept is (0, 5). x-intercepts: if f (x) = 0, 5 + 4x x2 = 0 x2 4x 5 = 0 (x + 1)(x 5) = 0 x = 1 or x = 5 so x-intercepts are (1, 0) and (5, 0). f (x) = 5 + 4x x2 f (x) = 4 2x For stationary points: f (x) = 0 4 2x = 0 2x = 4 x=2 f (2) = 5 + 4(2) (2)2 =9 so there is a stationary point at (2, 9). x < 2: f (1) = 4 2(1) =2 f (x) > 0 x > 2: f (3) = 4 2(3) = 2 f (x) < 0 x Sign of f (x) Slope (2, 9) is a local maximum. 1 + 2 0 3
Find the x-intercepts by letting f (x) = 0.
Differentiate f (x) to find the gradient function f (x). Solve f (x) = 0 to find the x-value(s) of each stationary point.
Substitute this value of x into f (x) = 5 + 4x x2 to find the corresponding y-value. Determine the nature of the stationary point at x = 2 by evaluating f (x) to the left and right, say at x = 1 and x = 3.
Complete a gradient table. Since the gradient changes from positive to negative as we move from left to right in the vicinity of x = 2, the stationary point (2, 9) is a local maximum.
Sketch the graph.
y (2, 9) 9 5 f(x)
1 0
5 x
414
WorkeD exampLe 22
a Find the stationary points and determine their nature for the function
f(x) = x3 x2 8x + 8. b Find the coordinates of all intercepts. c Sketch the graph of f (x) showing all stationary points and intercepts.
think Write/DraW
a 1 Write the rule for f (x).

2 3
a f (x) = x3 x2 8x + 8
Differentiate f (x) to find f (x). Solve f (x) = 0 to find the x-values of each stationary point.
f (x) = 3x2 2x 8 For stationary points, solve f (x) = 0 for x. 3x2 2x 8 = 0 (3x + 4)(x 2) = 0 x = 4 or x = 2 3 f ( 4 ) = ( 4 )3 ( 4 )2 8( 4 ) + 8 = 3 3 3 3 ( 4 ,14 14 ) is one stationary point. 3 27 f (2) = (2)3 (2)2 8(2) + 8 = 4 (2, 4) is another stationary point.
392 27
Substitute each value of x into f (x) to find the y-coordinates of the stationary points.
= 14 14 27
5 6
Alternatively, all of this working can be done on a CAS calculator. First, define f (x). Set f (x) = 0 and use the solve and differentiation features of the CAS calculator. Record the result. Evaluate f ( 4) and f (2). 3 Record the results. Determine the nature of the stationary point at x = 4 by evaluating f (x) to the left and 3 right. Choose x = 2 and x = 1.
Define f (x) = x3 x2 8x + 8 d solve ( f ( x )) = 0, x dx x= f

4 3 , 3
or x = 2 f (2).
8 9 10
392 , 4 27
x < 4 : f ( 2) = 3( 2)2 2( 2) 8 = 8 3 f (x) > 0 x > 4 : f ( 1) = 3( 1)2 2( 1) 8 = 3 3 f (x) < 0 x Sign of f (x) Slope ( 4 , 14 14 ) is a local maximum turning point. 3 27 x < 2: f (1) = 3(1)2 2(1) 8 = 7 f (x) < 0 x > 2: f (3) = 3(3)2 2(3) 8 = 13 f (x) > 0 x Sign of f (x) Slope (2, 4) is a local minimum turning point. 1 2 0 3 +
2 4 3 1
11
Complete a gradient table and state the type of stationary point. Since the gradient changes from positive to negative as we move from left to right in the vicinity of x = 4 , 3 the stationary point ( 4 , 14 14 ) is a local 3 27 maximum. Determine the nature of the stationary point at x = 2 by evaluating f (x) to the left and right. Choose x = 1 and x = 3. Complete a gradient table and state the type of stationary point. Since the gradient changes from negative to positive as we move from left to right in the vicinity of x = 2, the stationary point (2, 4) is a local minimum.
12
13
415
b 1 To find the x-intercepts, factorise f (x) by long
division, or use another appropriate method.
b f (x) = x3 x2 8x + 8
)= x2(x 1) 8(x 1) )= (x 1)(x2 8) = ( x 1)( x 2 2)( x + 2 2)
Solve f (x) = 0 for x-intercepts.
( x 1) ( x 2 2) ( x + 2 2) = 0 x = 1 or x = 2 2 or x = 2 2 The coordinates of the x-intercepts are (1, 0), (2 2, 0) and ( 2 2, 0).
Evaluate f (0) to find the y-intercept.

c
f (0) = (0)3 (0)2 8(0) + 8 = 8 (0, 8) is the intercept.

4 ( , 14 14 ) 3 27
c Sketch the graph of f (x) showing all stationary
points and axes intercepts.
(0, 8)
(2 2, 0) 0
(1, 0) (2, 4)
(2 2, 0)
WorkeD exampLe 23
The curve with equation y = ax2 + bx + 7 has a stationary point at (2, 10). Find the values of a and b.
think
1 2 3
Write
Write the rule. Differentiate y to find the gradient function. Put dy = 0 and substitute x = 2 into dx
y = ax2 + bx + 7 dy = 2ax + b dx 2a(2) + b = 0 4a + b = 0 [1]
4 5
dy , as x = 2 is a stationary point. dx Substitute x = 2 into y and put y = 10 to get another equation with a and b. Solve the simultaneous equations [1] and [2]. Add equations [1] and [2] to eliminate a and solve for b. Substitute b = 3 into equation [1] to find a.
a(2)2 + b(2) + 7 = 10 4a 2b = 3
2b
[2]
+b=3 b = 3 b = 3 3=0 =3 3 a = 4
4a
4a
7 8
Write the values of a and b. Alternatively, all of this working can be done on a CAS calculator. First, define f (x). Use the solve and differentiation features of the CAS calculator to find a and b. Record the result.
3 a = 4 and b = 3
Define f (x) = ax2 + bx + 7 d solve f ( 2) = 10 and ( f ( x )) = 0 x = 2, a dx a=

3 4
10
and b = 3
416

exercise 9F
1 We20a a c e g
For each of the following functions, determine the value(s) of x where the gradient is zero. f (x) = + 2x b f (x) = x2 8x + 5 3 3x2 f (x) = x d f (x) = 2x3 + 6x2 18x + 1 y = (x + 6)(x 2) f y = x2(x 1) 2 1 3 2 y = 10 + 4x x h y = 3 x 3x + 5x 2 x2 For each function in question 1, determine all of the stationary points.
2 We20b 3
DiGitaL DoCS doc-9721 Quadratic graphs doc-9730 Cubic graphs
If f (x) = x2 8x + 1: a show that there is a stationary point when x = 4 b evaluate f (3) and f (5) c state which type of stationary point it is. For the function f (x) = 5 x2: a find x when f (x) = 0 b state which type of stationary point it has. If f (x) = x3 4 then: a show that there is a stationary point when x = 0 only b find f (1) and f (1) c state which type of stationary point it is. If f ( x ) = 1 x 3 x 2 3 x + 5: 3 a show there are stationary points when x = 1 and x = 3 b evaluate f (2), f (0) and f (4) c state which type of stationary points they are. When x = 1, the curve y = 2x2 3x + 1: a is decreasing C has a local minimum e does not exist
B has a local maximum D is increasing
7 mC
8 mC
When x = 1 the function y = x3 2x2 7x: a is decreasing B has a local maximum C has a local minimum D is increasing e does not exist if x >
2
9 mC
a
The graph below that best represents a function with f (2) = 0, f (x) < 0 if x < 2, and f (x) > 0 is:
y
B
f(x) f(x) 2 0 x f(x) 2 y 0 x 2 0 x
f(x)
f(x)
0 2 0 x 2
417
10 mC
a
f (1) = f (4) = 0 and f (x) < 0 if 1 < x < 4 and f (x) > 0 if x < 1 and x > 4. The graph that satisfies these conditions is:
y f(x)
B
y f(x)
0 0
C
x
D
f(x) 0 1 4 x 0 1 4 f(x)
e
y f(x)
11 We21 For each of the following, find the stationary points and determine their nature. a y = x2 + 6x + 2 b y = 8x 2x2 c y = x3 x2 1 3 1 2 f y = (x 1)3 3 + 1 x2 3 d y=x e y = x x 2x
2 3 2
g y=
x3
+3
h y=
x3
27x + 5
12 We22 Use a CAS calculator to help sketch the graphs of the following functions, labelling all
DiGitaL DoCS doc-9795 SkillSHEET 9.5 review of discriminant doc-9796 SkillSHEET 9.6 Solving cubic equations
intercepts and stationary points. f (x) = x2 2x 3 b f (x) = x3 3x 2 c f (x) = x3 2x2 + x 2(3 x) 3 + 4x2 + 4x f (x) = x e f (x) = x f f (x) = x3 4x2 11x + 30 3 2 x3 f (x) = (x + 2) h f (x) = 24 + 10x 3x i f (x) = x3 2x2 x + 2 3 f (x) = 8 x 13 For the functions y = 2x2 5x + 8 and y = 2x3 x2 4x + 5: a use a CAS calculator to sketch the graph of each function, showing all coordinates of stationary points b hence, find the x-values for which: dy dy dy i ii iii =0 >0 < 0. dx dx dx
a d g j 14 The curve with equation y = 2x2 + bx + 8 has a turning point at x = 3. Find the value of b. 15 We23 The curve with equation y = ax2 + bx has a stationary point at (3, 9). Find the values of aand b. 16 The curve with equation y = ax2 + bx + c passes through the point (2, 4) and has a stationary point at
(1, 3 ). Find the values of a, b and c. 2 17 The curve with equation y = ax3 x2 + bx + 2 has turning points at x = 1 and x = 2. Find the values of a and b.
Solving maximum and minimum problems

9G
There are many practical situations where it is necessary to determine the maximum or minimum value of a function. For quadratic functions, differentiation makes this a relatively simple task because, as we saw in the previous section, setting the derivative equal to zero allows us to solve an equation to obtain the value(s) of x for which the local maximum or minimum values (turning points) occur.
When solving maximum or minimum problems, it should be verified that the value is in fact a maximum or minimum by checking the sign of the derivative to left and right of the turning point.
y Local f(x) maximum Absolute maximum in the interval [a, b]
b x
In the case of cubic and higher order polynomials, the local maximum (or minimum) may or may not be the highest (or lowest) value of the function in a given domain. An example where the local maximum, found by solving f (x) = 0, is not the largest value of f (x) in the domain [a, b] is shown above. Here, b is the point where f (x) is greatest in this domain, so it is called the absolute maximum for the interval.
Case 1. the function is known

WorkeD exampLe 24
A baseball fielder throws the ball so that the equation of its path is: y = 1.5 + x 0.02 x2 where x (metres) is the horizontal distance travelled by the ball and y (metres) is the vertical height reached. a Find the value of x for which the maximum height is reached (verify that it is a maximum). b Find the maximum height reached.
think Write
a 1 Write the equation of the path.

2 3
a y = 1.5 + x 0.02x2
Find the derivative Solve the equation
dy . dx
dy = 1 0.04 x dx dy For stationary points: =0 dx 1 0.04x = 0 0.04x = 1 x = 25 When x = 24, dy = 1 0.04(24) dx = 0.04 When x = 26, dy = 1 0.04(26) dx = 0.04. x Sign of f (x) Slope x = 25 is a local maximum. 24 + 25 0 26
dy = 0 to find the value dx of x for which height is a maximum.
Determine the nature of this stationary dy point at x = 25 by evaluating to the left dx and right, say, at x = 24 and at x = 26.
Complete a gradient table and state the type of stationary point. The gradient changes from positive to negative as we move from left to right in the vicinity of x = 25.
b Substitute x = 25 into y = 1.5 + x 0.02x2 to
b When x = 25,
find the corresponding y-value (maximum height).
y = 1.5 + 25 0.02(25)2 = 14 So the maximum height reached is 14 m.
419
Case 2. the rule for the function is not given

If the rule is not given directly, then the steps below should be followed: 1. Draw a diagram if necessary and write an equation linking the given information. 2. Identify the quantity to be maximised or minimised. 3. Express this quantity as a function of one variable only (often this will be x). 4. Differentiate, set the derivative equal to zero and solve. 5. Determine, in the case of more than one value, which one represents the maximum or minimum value. 6. For some functions, a maximum or minimum may occur at the extreme points of the domain, so check these also. 7. Answer the question that is being asked. 8. Sketch a graph of the function if it helps to answer the question, noting any restrictions on the domain.
WorkeD exampLe 25
A farmer wishes to fence off a rectangular paddock on a straight stretch of river so that only three sides of fencing are required. Find the largest possible area of the paddock if 240metres of fencing is available.
think
1
Write/DraW
Draw a diagram to represent the situation, using labels to represent the variables for length and width, and write an equation involving the given information.
River w Fence Fence w
Let w = width l = length P = perimeter
Fence l P = l = 240 P = l + 2w + 2w = 240

2
[1] [2]
Write a rule for the area, A, of the paddock in terms of length, l, and width, w. Express the length, l, of the rectangle in terms of the width, w, using equation [1]. Express the quantity to be maximised, A, as a function of one variable, w, by substituting [3] into [2]. Solve A(w) = 0.
A=lw l + 2w = 240 l = 240 2w Substituting [3] into [2]: A(w) = (240 2w)w = 240w 2w2
[3]
A(w) = 240 4w For stationary points: A(w) = 0 240 4w = 0 240 = 4w w = 60 When w = 59, A(59) = 240 4(59) = 4 When w = 61, A(61) = 240 4(61) = 4 x Sign of f (x) Slope The stationary point is a local maximum. The area of the paddock is a maximum when w = 60. 59 + 60 0 61
Test to see if the stationary point at w = 60 will produce a maximum or minimum value for the area by evaluating A(w) to the left and right, say, at w = 59 and at w = 61. Complete a gradient table and state the type of stationary point. The gradient changes from positive to negative as we move from left to right in the vicinity of w = 60.
Find the maximum area of the paddock by substituting w = 60 into the function for area.
A(60) = (240 2 60) 60 = 7200 m2
420

exercise 9G
1 We24
A golfer hits the ball so that the equation of its path is: y = 1.2 + x 0.025x2
where x (metres) is the horizontal distance travelled by the ball and y (metres) is the vertical height reached. a Find the value of x for which the maximum height is reached (and verify that it is a maximum). b Find the maximum height reached.
2 If the volume of water, V litres, in a familys hot water tank t minutes
after the shower is turned on is given by the rule V = 200 1.2t2 + 0.08t3, where 0 t 15: a find the time when the volume is minimum (that is, the length of time the shower is on) b verify that it is a minimum by checking the sign of the derivative c find the minimum volume d use a CAS calculator to find the value of t when the tank is full again.
3 A ball is thrown into the air so that its height, h metres, above the ground at time, t seconds, after being
thrown is given by the function: h(t) = 1 + 15t 5t2

a Find the greatest height reached by the ball and the value of t for which it occurs. b Verify that it is a maximum. 4 We25 A gardener wishes to fence off a rectangular vegetable patch against her back fence so that only
DiGitaL DoCS doc-9721 Quadratic graphs doc-9730 Cubic graphs
three sides of new fencing are required. Find the largest possible area of the vegetable patch if she has 16 metres of fencing material available.
5 The sum of two numbers is 16. a By letting one number be x, find an expression for the other number. b Find an expression for the product of the two numbers, P. c Hence, find the numbers if P is a maximum. d Verify that it is a maximum. 6 The rectangle at right has a perimeter of 20 centimetres. a If the width is x cm, find an expression for the length. b Write an expression for the area, A, in terms of x only. c Find the value of x required for maximum area. d Find the dimensions of the rectangle for maximum area. e Hence, find the maximum area. Length Width = x
7 A farmer wishes to create a rectangular pen to contain as much area as possible using 60 metres of
fencing. a Write expressions for the dimensions (length and width) of the pen. b Hence, find the maximum area.
8 The cost of producing a particular toaster is $(250 + 1.2n2), where n is the number produced each day.
If the toasters are sold for $60 each: a write an expression for the profit, P dollars b find how many toasters should be produced each day for maximum profit c hence, find the maximum daily profit possible.
9 A companys income each week is $(800 + 1000n 20n2), where n is the number of employees. The
company spends $760 per employee for wages and materials. a Write an expression for the company weekly profit, $P. b Determine the number of employees required for maximum profit and hence calculate the maximum weekly profit.
10 The sum of two numbers is 10. Find the numbers if the sum of their squares is to be a minimum. Chapter 9 Differentiation 421
11 A square has four equal squares cut out of the corners as shown at right. It is then
folded to form an open rectangular box. x a What is the range of possible values for x? b In terms of x find expressions for the: 12 cm i height ii length iii width of the box. c Write an expression for the volume, V (in terms of x only). d Find the maximum possible volume of the box. 12 The base and sides of a shirt box are to be made from a rectangular sheet of cardboard (measuring 50 cm 40 cm) with the corners cut out. Find: a the dimensions of the box required for maximum volume b the maximum volume. (Give answers correct to 2 decimal places.)
13 The volume of the square-based box shown at right is 256 cm3. a Find h in terms of l.
12 cm
DiGitaL DoC doc-9790 WorkSHEET 9.2
DiGitaL DoC doc-9798 Investigation When is a maximum not a maximum?
If the box has an open top, find: h b the surface area, A, in terms of l only c the dimensions of the box if the surface area is to be a minimum l 1 1 l d the minimum area. (Hint: = l .) l 14 A closed, square-based box of volume 1000 cm3 is to be constructed using the minimum amount of sheet metal possible. Find its dimensions. 15 A cylindrical can, open at one end, is to be made out of aluminium. Use a CAS calculator if required to help answer the following. a If the surface area of the can is to be 200 cm2, find an expression for the height, h, of the can in terms of the radius, r. b Find a function for the volume, V, of the can in terms of the radius, r. dV . c Find dr d Hence, find the exact value of the radius that gives the maximum volume of the can. Give the radius correct to 2 decimal places. e Find the volume of the can both in exact form and to the nearest cm3. 16 A window is to be made with dimensions as shown in the diagram. 2x It will consist of a semi-circle and a rectangle. Use a CAS calculator to help answer the following. 22 8 x a If the perimeter of the window is 11 metres, show that y = . +2 y b Hence, find an expression for the area, A, of the window in terms of x. dA c Find . dx d Hence, find the exact values of x and y such that the area of the window is a maximum. e Find the exact maximum area of the window.
422
Summary
If a function, f (x), is continuous when x = a, then lim f ( x ) = f (a). For the constant function f where f (x) = c, lim f ( x ) = c. xa lim[ f ( x ) + g( x )] = lim f ( x ) + lim g( x )
xa xa xa xa xa xa xa xa xa xa
lim[ f ( x ) g( x )] = lim f ( x ) lim g( x ) lim[ f ( x ) g( x )] = lim f ( x ) lim g( x ) f ( x ) xa lim xa g( x ) = lim g( x )

xa
lim f ( x )
If a function is discontinuous at the x-value where the limit is being investigated, then the limit will exist only if the function is approaching the same value from the left as from the right. Finding the limit of a rational function involves simplifying the function before direct substitution can take place and recognising any values of x for which it is discontinuous. Hybrid functions are functions that have different rules for different parts of the domain. Deriving the gradient function:
y f(x + h) y = f(x) Q Tangent at P
f(x) 0
P x
x+h x
rise run f ( x + h) f ( x ) = h f (x) is the gradient function of f (x). f ( x + h) f ( x ) f (x) = lim ,h0 h 0 h Gradient of a secant = Differentiation using first principles:
y Q Q P Q 0 h x Q moves closer to P as h approaches 0.
The process of finding the gradient function lim h 0 principles. dy Differentiating y gives . dx Differentiating f (x) gives f (x).
f ( x + h) f ( x ) is called differentiation from first h
423
If f (x) = xn, then f (x) = nxn 1. If f (x) = axn, then f (x) = naxn 1. If f (x) = c, then f (x) = 0 (where c is constant). If f (x) = g(x) + h(x), then f (x) = g (x) + h(x). Equation of tangent: y y1 = mT (x x1) Equation of normal: y y1 = mN (x x1), where mN =
mT
rates of change
change in y . change in x dy , is needed in order to calculate the (instantaneous) rate of The derivative of a function, f ( x ) or dx change at a particular point. The rate of change of a function, f (x), at x = a is given by f (a).
Stationary points occur when f (x) = 0. When sketching graphs of polynomial functions, four main features should be indicated: 1. the y-intercept (found by calculating y when x = 0) 2. the x-intercept(s) (found by solving the equation for x when y = 0) dy = 0) 3. the stationary point(s) (found by solving the equation dx 4. the type of stationary point(s) (found by checking the sign of the gradient Local y to the left and right of the stationary point). maximum Three types of stationary point exist, and by testing the sign of the gradient to the left and right of a stationary point, the nature (type) of the stationary point can be determined: 1. local maximum turning points (f (x) changes from + to moving left to x 0 right) 2. local minimum turning points (f (x) changes from to + moving left to right)
y
Local minimum x
3. stationary points of inflection (the sign of f (x) remains the same on both sides moving left to right).
Stationary point of in ection x
By solving the equation f (x) = 0 and substituting the solutions into the original function, the maximum or minimum value of a quantity may be found. When the function is not provided, it is necessary to formulate a rule in terms of one variable using the information given. Drawing a diagram to represent the situation is often useful. Always test to determine if a stationary point is a maximum or a y Local f(x) minimum by checking the sign of the gradient to the left and right maximum Absolute of the point. maximum in Check whether or not the local maximum or minimum is the the interval absolute maximum or minimum. The absolute maximum or [a, b] minimum may be the value of the function at one end of a 0 a b x specified interval.
424
Chapter review
1 Evaluate lim(3 x 12). 2 If f (x) = 3 a By first factorising the numerator, simplify the rational function f ( x ) =
x 2 + 7 x + 12 , stating x+3 the value for which the function does not exist (that is, is discontinuous). b Find lim f ( x ), where a is the value at which f (x) is discontinuous.
xa
x2 x3 3x
+ 3, find lim f ( x ).
x0
S ho rt a n S W er
4 a Sketch the graph of the hybrid function f ( x ) = 2, x [0, ) b Find lim f ( x ).

x0
x + 1, x ( , 0) .
f ( x + h) f ( x ) ; that is, find f (x) for f (x) = 2x + 3. h 6 Differentiate f (x) = 5 + 4x 3x2 using first principles.
5 Find lim
h 0
7 If g(x) = 1 x3 2 x2 8x + 1: 3 a find g (x) b evaluate: i g (3) ii g (2) c find the coordinates when the gradient is 0. 8 Find the coordinates where the gradient of the tangent to y = 2x2 5x + 2 is: a parallel to the x-axis b parallel to the line 1 3x c equal to the gradient of the function g (x) = 1 x3 x2 for the same value(s) of x. 3 9 Find the equations of the tangent and normal for f (x) = 2x2 3x + 4 at the point (3, 13). 10 If the position of a particle moving in a straight line is given by the rule x (t) = 2t2 + 8t + 3, where x is a b c d e f
in centimetres and t is in seconds, find: the initial position of the particle the rate of change of displacement (that is, the velocity) at any time, t the rate of change when t = 4 when and where the velocity is zero whether the particle is moving to the left or to the right when t = 3 the distance travelled in the first 3 seconds.
11 For the function f (x) = x3 3x + 2: a find the y-intercept b find the x-intercepts c find the stationary points and state their type d sketch the graph of f (x). 12 The curve with equation y = ax2 + bx + c passes through the point (0, 35) and has a zero gradient at the
point (5, 40). Find the values of a, b and c.

13 If the volume of liquid in a vat, V litres, during a
manufacturing process is given by V = 6t t2, where t [0, 6], find: a the rate of change 2 hours after the vat starts to fill up b when the vat has a maximum volume.
14 If a piece of wire is 80 cm long: a find the area of the largest rectangle that can be
formed by the wire

b determine whether a circle would give a larger
area.
15 Find the maximum possible volume of a fully enclosed cylindrical water tank given that the total internal
surface area of the tank is 600 square units.
425
m U Lt ip L e C h oiCe
1 The lim(3 x 7) equals:

x 5
B undefined
C 15
D 2
e 8
2 The
lim ( x 2 x 3
2 x + 5) is equal to:
B undefined C 5 D 8 e 0
a 20
3 The lim
x 2 + 3 x 10 is equal to: x2 x2 a 1 B 7
C 0
D 3
e 5
Questions 4 to 6 refer to the function f (x) graphed below.

y 2 1 1 4 The lim f ( x ) equals:
x0
f(x)
0 1
a 1
B
x 1
C 4
D 0
e 1
5 The lim f ( x ) is:

a 1
x 1
B 2
C undefined
D 0
e 1
6 The lim f ( x ) equals:

a 1 B 2
h 0
C undefined
D 0
e 1
7 If f (x) = x2 2x, then lim

a 2x 2
f ( x + h) f ( x ) equals: h C 2x B 2x + h f (2 + h) f (2) h f (h) h f (5) h f (h) h
D 2
e x2
8 If f (x) = x 2 + 7x, then f (2) is equal to:

a
f (2 + h) f (2) h
h 0
B lim
h 0
f ( x + h) f (2) h
D lim
f (2 + h) h f ( x + h) f (5) h f (5 + h) f (5) h
B 3 7x
h 0
lim
9 The gradient of the tangent to the curve f (x) at x = 5 is:

a lim
x0
B lim
h 0
C lim
h 0
f (5 + h) f ( x ) h
D lim
h 0
h 0
lim
10 If g(x) = 18 3x 7x 2, then g (x) equals:

a 15 4x C 3 14x D 18 e 3 14x
11 If y = x3 + 10x2 7x + 2, then
10 a 1 x2 + 3 x 7 2
dy is equal to: dx B x 2 + 10x 7 C 3x2 + 10x 7

B 2x + 2 C x3
D 3x2 + 20x 7
e 20x 7
12 The function f (x) = (x 3)(x + 5), so f (x) equals:

a x+5 D 1 e 2x + 5
426
13 If y = x3 10x 2, then
a 3x2 20x D 1 20x
dy equals: dx
B x 10 e x 2 10x C
3 x 2 20 x 2x
14 The derivative of
a
2x 3
is:
6x2
D 6x 2 3 15 When differentiated, 5 x is equal to: 2
6 x2 6x e
B
1
C 6x 4
5 x 3
2
3x
B 15 x 2
2
C 15 x 3
16 Given that f (x) = 2x 2 + 7x 1, f (1) equals:

a 7 D
4
D x3
e 5x 3 B 11 e 3 C 1
17 The gradient of y = x 2 7x 5 equals 3 when x is:

a 8 D 0 B 5 e 5 B 4 e
3x 2 1 4
C 1
18 The gradient of the normal to the curve y = x2 + 2x + 4 at x = 3 is:

a 4 D
1 4
C 0
19 If the tangent to the curve y =
+ 5x is parallel to the line y = 3x + 4, then the x-coordinate at the

B 3 e 6x + 5 B 7 e 4 C 36
1
point of tangency is:

a 3 D
1 3
C 3
20 The rate of change of f (x) = 2x3 5x2 + 7 when x = 2 is:

a 4 D 0
21 If V =
a D 8
3t2 2 3
+ 7t + 50, then the average rate of change between t = 1 and t = 4 is:

B 10 e 0 B 1 or 5 e 0 or C 1 or 5 C 6
10
22 If f (x) = 5 + 15x + 6x2 x3, then the gradient is zero when x equals:
a 1 or 5 D a B C D e a B C D e
1
or
23 The curve y = x2 10x + 21 has:
a local maximum at (5, 0) a local minimum at (5, 4) a stationary point of inflection at (5, 0) a local maximum at (5, 4) a stationary point of inflection at (5, 4) is increasing has a local maximum has a stationary point of inflection has a local minimum is decreasing
24 When x = 2, the graph of y = 2x2 + 3x 5:
25 For a particular function g (x), g (1) = 0 and g (x) < 0 if x 1. The graph that could represent g (x) is: y y y a g(x) B C g(x) g(x)
1 0
D
0 x
x
e
0 y 1
1 g(x)
0 g(x)
26 The maximum value of f (x) = 2x2 + 8x is:

a 40 a 2 B 0 B 4
27 The local minimum value of h(x) =
28x 3 occurs when x equals: D 3 dy < 0 are: 28 For the function y = x3 6x2 + 9x 4, the values of x for which dx a x<1 B 1 < x < 4 C 1<x<3 D x < 1 x > 3 6x2
C 0
1 3 3x
C 4
D 24
e 8 e 1
e x>3
29 The function g (x) = (x +

a B C D e
has: a local maximum when x = 3 a stationary point of inflection when x = 3 a local minimum where x = 3 a local minimum where x = 3 a stationary point of inflection where x = 3 30 A curve with a local maximum and a local minimum is: a y = x3 + 2x2 7x + 1 B y = x2 3x + 1 D y = (x 2)3 e y = x2 + 6x
e x t enDeD r e S ponS e
3)3
C y = x3 + 7
1 On the graph of the function f (x) = x2 x, a secant is drawn from the point A (2, 2) to a point B where
x = 2 + a. a Find the coordinates of the point B in terms of a. b Write an expression for the gradient of the secant. c Find the limit, k, for the above expression as a 0. d Write the derivative function f (x). e Show that f (2) = k.
2 For the function f (x) = x2 5x + 2: a write an expression for the gradient of the secant QR connecting the points Q(x, f (x)) and b write an expression for the gradient of the secant PQ connecting the points P(x h, f (x h)) and c write an expression for the gradient of the secant PR connecting the points P(x h, f (x h)) and
R(x + h, f (x + h)) Q(x, f (x))
R(x + h, f (x + h)) gradient PQ + gradient QR d show that gradient PR = 2 e state the relationship between the gradient of the secant PR and the gradient at the point Q(x, f (x)). 3 Find the coordinates of the point of intersection of the tangents to the curve y = x at the points where x = 1 and x = 1. 4
4 A giant park slide is made from a straight section of metal sheet joined to a curvedsection of metal
sheet such that its profile is modelled by the hybrid function 10 2 x , x [0, 4) f ( x ) = 1 2 2 ( x 6) , x [4, 5] where x is the horizontal distance in metres from the start of the slide. Find the height of the slide at the start. Find the height of the slide at the end. Sketch the graph of f(x). Given that the two sections are joined at a horizontal distance of 4 metres from the start of the slide, find the exact length of the straight section. e Show that the slide is smoothly joined so that children will not experience a bump.
a b c d 5 A mountain trail can be modelled by the curve with equation y = 1.8 + 0.16x 0.005x4, where x and y
are, respectively, the horizontal and vertical distances measured in kilometres, 0 < x < 3. a Find the gradient at the beginning and end of the trail. b Calculate the point where the gradient is 0. c Verify that this point represents the maximum gradient within the given domain by tracing the function with a CAS calculator. d Hence, state the maximum height of the path. e Find the point where the path is lowest and hence state the minimum height. metres, at any time, t seconds, after leaving the throwers hand is given by the function h(t ) = 8 t 8 t 2 + 2. 3 9
a Find the height of the ball as it leaves the throwers hand. b Find when and where the ball reaches its greatest height. c Find when the ball returns to the same level that it left the throwers
6 A ball is thrown vertically up so that its height above the ground, h
hand.
d If the ball isnt hit, find when the ball hits the ground to the nearest
thousandth of a second.
e Hence, state the domain and range of h(t). f Sketch the graph of h versus t. 7 A piece of wire 100 cm long is to be cut so that one piece is used to form
a square and the other is used to form a circle. If the edge length of the square is x cm: a find, in terms of x: i the radius of the circle ii the area of the circle iii the total area of the two shapes. b show that, when x = 14, the total area is minimum. 8 An observer on the ground initially sights an aircraft at an altitude of approximately 2 km, diving towards the Earth. The aircrafts altitude in metres is given by the equation f (t ) = 11 t 3 + 50t 2 560t + 2200 8 where t is the time in seconds after the aircraft is first sighted. (Give answers to 1 decimal place.) a Find the actual altitude of the aircraft when it is first sighted. b Calculate the average rate of change of the aircrafts altitude over the first 3 seconds. c Write an expression for the derivative f (t). d Calculate the instantaneous rate of change of the aircrafts altitude after 3 seconds. e Based on your answers to parts b and d, is the aircraft pulling out of the dive, or is its situation worsening? f After several seconds the pilot manages to stabilise the aircraft and its altitude begins to increase. At what time does this occur, and how far is the aircraft above the ground?
g Despite stabilising the aircraft, the pilot decides to eject, but the minimum altitude at which this
10
11
12
DiGitaL DoC doc-9791 Test Yourself Chapter 9
can be safely attempted is 400 m above the ground. What is the maximum altitude achieved before the aircraft goes back into a downward path? h The pilot actually ejects at t = 16 s. Explain whether or not the aircraft has sufficient altitude to make this safe. i Using a CAS calculator, find how soon after ejection the aircraft will crash. The Pantheon is an ancient building located in Rome, Italy. The main structure consists of a hemispherical dome that has an 8.7 m oculus (hole) at the top and is supported by a 6 m thick cylindrical wall. It is known that the volume of the structure is the maximum possible given its internal surface area. a Ignoring the oculus, write an expression for the surface area of the structure (including a circular base) in terms of the radius of the dome, r, and the height of the cylindrical wall, h. b If the internal surface area of the structure is 7362 m2, express h in terms of r. c Write an expression for the volume of the structure in terms of r. d Show that the height of the Pantheons cylindrical wall is the same as the diameter of its base. a b The function y = x 3 x 2 + 6 x + c has turning points at x = 1 and x = 1. 3 2 dy a Write an expression for the derivative . dx b Determine the values of a and b. dy c Find the equation of the derivative . dx d Determine the nature of the turning point at x = 1. e Determine the nature of the turning point at x = 1. f If the original function touches the x-axis at x = 1, find the value of the constant, c, and hence determine the equation of the original function. The function given by f (x) = a3x2 a2x3, where a 0, has a turning point at the point T (b, c), where b 0. a Find f (x). b Show that b = 2 a. 3 c Express c in terms of a, and hence state the coordinates of T. d If a = 3 , find the coordinates of the turning point and explain why it is a local maximum. 2 The local council has decided to connect two parallel y bicycle paths 30m apart with a curved bitumen path B Road 30 between A and B. A keen amateur mathematician decides (40, 30) that the path should consist of two connected parabolas 20 (with turning points at (0, 0) and (40, 30) respectively) 10 (20, 10) with a smooth connection (same gradient) at the point of Road 0 intersection. The axes are placed as shown in the diagram. A 10 20 30 40 x The lower parabola needs to cross a bridge over a creek at (20, 10), so this part of the path cannot change. a Find the equation for the lower parabola. b Show that the upper parabola has the equation y = a(x 40)2 + 30. c Find the equation of the upper parabola, assuming the two parabolas meet at the bridge (20, 10). d Show that the connection is not smooth. e For a smooth connection the two parabolas must meet elsewhere. Show that, for the paths to meet at x 2 1200 x2 . ( x , y), = a( x 40)2 + 30 where a is as defined in part b; hence, a = 40( x 40)2 40 x f Show that a = if the connection is to be smooth. 40( x 40) g Solve the two simultaneous equations with or without technology and show that the paths meet at (30, 22.5) when a = 0.075.
430
ICT activities
Chapter opener
DiGitaL DoC 10 Quick Questions doc-9784: Warm-up with ten quick questions on differentiation (page 389)
9e
rates of change
9a
DiGitaL DoCS SkillSHEET 9.1 doc-9785: Practise substituting values into a function (page 392) Investigation doc-9786: Investigate evaluating and approaching a limit (page 393)
DiGitaL DoCS SkillSHEET 9.3 doc-9793: Practise calculating average rates of change (page 410) doc-9777: Investigate gradients between two points on a graph using a spreadsheet (page 410) SkillSHEET 9.4 doc-9794: Practise calculating instantaneous rates of change (page 410)
9F
9B Limits of discontinuous, rational and hybrid functions

tUtoriaL We5 eles-1437: Watch a tutorial on simplifying a rational function and then calculating the limit of the function at the point for which it is discontinuous (page 394)
DiGitaL DoCS doc-9721: Investigate quadratic graphs using a spreadsheet (page 417) doc-9730: Investigate cubic graphs using a spreadsheet (page 417) SkillSHEET 9.5 doc-9795: Review of discriminant (page 418) SkillSHEET 9.6 doc-9796: Solving cubic equations (page 418)
9G
9C
tUtoriaL We8 eles-1438: Watch a tutorial on how to find the gradient equation using first principles and the x-values for which the gradient equation equals zero (page 398) DiGitaL DoCS SkillSHEET 9.2 doc-9787: Practise finding the derivative using first principles (page 399) WorkSHEET 9.1 doc-9788: Evaluate limits and determine derivates of polynomials using first principles (page 399)
tUtoriaL We25 eles-1446: Find the largest possible area of a paddock given 240 metres of fencing (page 420) DiGitaL DoCS doc-9721: Investigate quadratic graphs using a spreadsheet (page 421) doc-9730: Investigate cubic graphs using a spreadsheet (page 421) WorkSHEET 9.2 doc-9790: Use first principles and the rule to find the derivative (page 422) Investigation doc-9798: Investigate the nature of stationary points (page 422)
9D
tUtoriaL We15 eles-1440: Watch a tutorial on how to find the equations of the tangent and normal at a particular point on a cubic (page 404) DiGitaL DoCS doc-9779: Investigate the gradient at a point using a spreadsheet (page 406) doc-9789: Investigate a tangent and normal using a spreadsheet (page 406)
Chapter review
DiGitaL DoC Test Yourself doc-9791: Take the end-of-chapter test to test your progress (page 430)
431
Answers CHAPTER 9
DiFFerentiation
exercise 9a
y 5 g(x)
1 8 4 a 0 5 a
introduction to limits 2 Circle 3 B 1 b lim =0 x n
4 a b
n S
1 1
2 11
2
3 13
4
4
8
5
16
6
32
10
c
512
0 1 x 1 2 y 1 1 2 0 x h(x)
c d e f
17 115 131 1511
b C 6
2.95 2.99 2.995 3 3.005 3.01 3.05
f (x) 7.95 7.99 7.995 8 8.005 8.01 8.05

7 C 8 a 14 d 5 9 a 9 d 2 g 19 10 D 12 a 3 2
1
dy dx dy dx dy dx dy dx dy dx dy dx
8
= 6x5 + 6x = 20 x 3 21x 2 + 6 = 11x10 18 x 5 + 20 x 4 + 6 x = 50 x 4 12 x 3 + 6 x 2 8 =0 = 32 x 3

b 5x 4
b e b e h 11 b 0
d c f c f
4 2 40 0 A
c 7
0 15 50 12
y p(x) 3 2 1 0 1 x
5 a 3x 3 c 6x6 e 2x4 + 3x 3 + 1 x 2 6 a c e 7 a c 8 a c e g i k
d x2 + x 3
2 8 5 f 12 x 2 7 x 6
9 4
d 16
exercise 9B Limits of discontinuous, rational and hybrid functions 1 b, c, d, f 2 b 4 c 0 d 1 f 3 3 a 4
f (x) = x discontinuous at 4 0 4 x
8 a b c d 9 a c e 10 a c e g i k
5 ii 4 5 ii 2 0 ii 0 2 ii 3 Does not exist. Does not exist. 1 12 4 2 0 6 5

i i i i
b d f h j l
7 11 Does not exist. 3 7 2
iii iii iii iii b d f
Does not exist. Does not exist. 0 Does not exist. 2 Does not exist. 0
4 a Undefined because you cannot divide
by 0. b x=0 c x(x + 1) d f (x) = x + 1

e
y 1 1 0
exercise 9C
f (x)
f 5 a b c d e f g h 6 a e 7 a
1 f (x) = x + 3, x 0 f (x) = 6, x 3 f (x) = x 5, x 0 f (x) = x + 1, x 4 f (x) = x 1, x 6 f (x) = x 2 2x + 4, x 2 f (x) = x + 4, x 1 f (x) = x 2 + 3x + 9, x 3 3 b6 c 5 5 f 12 g5

y 5 4 3 3 0 2 f (x) x
principles 1 a 5 c 2x 8 2 a 1 c 8x e 6 4x 3 a 2x 6 4 a 3x2 5 a 7 c 3 6 C, E 7 C 8 A
exercise 9D
Differentiation using first

b d b d f b b b d
2x + 3 2x + 8 3x2 + 12x + 12 2x, x 0 6x + 2, x 0 4 x5 12 x5 24 x7 4 x5 15 x4 1 x 1

3 x4
b d f b d b d f h j l
12x 15 432 + 162x 24x 2 120x + 150 8x, x 0 10x + 1, x 0 7 x8 40 x9 15 x6 9 x10 60 x7 2

1
2x + 10 3x 2 + 2 2x 3 2x 3x 2 + 5 x=3 x = 2 or 2 10 27
3x 3
n
6
3
o q
1 2 x 2 x
p r
5x 5 1 2 x3 1
2
3x 3
4
s 9 a b c d 10 a b c 11 a b c i i i i
2 3x 3
1 a d 3 h 27 c 2 a c e 3 a c e g
Finding derivatives by rule dy dy b = 6x5 = 14 x dx dx dy dy 4 d =5 = 16 x 3 + 3 x 5 dx dx 12x3 b 56x6 25x4 d 24x5 6x2 f 7 D b B E d F G f A C
13 ii 17 iii 3 5 ii 4 iii 0 4 ii 14 iii 2 10 ii 19 iii 7 x = 2, x = 3 At x = 2, gradient = 1; at x = 3, gradient = 1. 1 i x = 22 ii x = 6 iii x = 1 1 x = 3, x = 2 1 At x = 3, gradient = 7; at x = 2 , gradient = 7. 1 1 ( 1 4 , 6 8 )
432
12 a (0, 0) and (2, 4) b (1, 2) 13 a ytan = 13 x 6
c f(x) = x3 + 3x2 + 3 y b ytan =
ynor = ynor =
1 13
92 x + 13
ynor =
d ytan =
c ytan = 10 x 6
1 10
4 x 20 3 1 11 x+ 6 4 7x 8
f'(x) = 3x2 + 6x
2 1 0 1
x + 71 5
ynor = 1 x 8 7 There is a maximum turning point at x = 2 as f (x) goes positive to negative when f (x) crosses x-axis. There is a minimum turning point at x = 0 as f (x) goes from negative to positive when f (x) crosses x-axis. f (x) = 0 signifies the x-values where f (x) has stationary points.
exercise 9e
e ytan = 2ax a 2 + 2
ynor =
f ytan
x 5 + a2 + 2 2a = (12a 4) x 12a 2
x
ynor =
12a 4
144 a3 144 a 2 + 34 a 12a 4

b x + 6y = 25
1 2 7 2
14 a y = 6x 2 15 y =
1 2
x + 5 or 2y = x + 10
b y=
16 a x = 2 17 y = x + 5 18 a (1, 1.5) 19 y = 2 x + 20 y =
31 2
x+
b c = 3.5
29 24
and y = 2 x +
5 x 27 5 x 473 + and y = + 2 4 2 108 21 y = 4x 4 22 ( 2, 2 1) and ( 2, 2 1) x + 3 y + 2 2 + 3 = 0 and x + 3y 2 3 + 3 = 0

23 a = 2.5, b = 3, c = 4, y = 7x 6 24 a a = (2a, 8a2 2) y = 8ax 8a2 2
1 a 13 b f (x) = 2x + 5 c f (5) = 15 2 a ii V = 0 cm3 ii V = 800 cm3 b 80 cm3/s c i 0 cm3/s ii 120 cm3/s iii 0 cm3/s 3 E 4 C 5 C 6 a h (t) = 18 6t b i 6 m/s ii 0 m/s iii 6 m/s c The ball stops rising, that is, it reaches
rates of change
its highest point.
d 12 m/s 7 a b c d 8 a b c
4a2 + 1 b x= 4a d y = 4x 4
y 8 6 4 2 4 2 0 2 4 6
c a=
1 2
25 a
f'(x) = 4
f(x) = 4x 2 2 4 6 8 x
d 9 a b c
There are no stationary points as f (x) 0.

b
y f(x) = x2 4x + 2
d e 10 a
dx = 4t + 40 dt i 20 m/s ii 4 m/s iii 4 m/s The lift changed direction. t = 10 s and x = 200 m i 4000 ii 15 000 5500 people per hour i 3500 people per hour ii 4500 people per hour iii 6500 people per hour iv 7500 people per hour More people arrive closer to starting time. 80 kg dW = 12 0.6t dt i 9 kg/week ii 6 kg/week iii 3 kg/week Decreasing 20 weeks dP = 4.5 1.5n 2 dn i $150 ii $150 iii $300 n=9 i 20.2 cm3/s ii 21 cm3/s iii 22 cm3/s No, because the volume is always decreasing.
1
dA = 2 r dr c i 20 m2/m ii 100 m2/m iii 200 m2/m dA is increasing. d Yes, because dr 4 3 13 a V = 3 r dV b = 4 r 2 dr c i 0.04 m3/m or 0.13 m3/m ii 0.16 m3/m or 0.50 m3/m iii 0.36 m3/m or 1.13 m3/m 14 a Length = 2h, width = 2h b V = 4h3 c i 12 m3/m ii 48 m3/m iii 108 m3/m 15 a x = 3h b V = 6 3h 2 dV dV c i =6 3 ii = 12 3 dh dh dy 16 a = 0.000 06 x 2 + 0.012 x dx b i 0.384 ii 0.6 iii 0.384 iv 0.216 c x = 50 and x = 150 d 12.5 < y < 67.5 dA = 180t 9t 2 hectares per hour 17 a dt b i 0 ii 576 iii 864 iv 900 v 864 vi 576 vii 0 (all hectares per hour) c The fire spreads at an increasing rate in the first 10 hours, then at a decreasing rate in the next 10 hours. d The fire is spreading; the area burned out by a fire does not decrease. e The fire stops spreading; that is, the fire is put out or contained to the area already burned. f t = 6 and t = 14 hours.
b
exercise 9F Sketching graphs containing stationary points 1 a x = 1 b x=4 c x = 0 and x = 2 d x = 3 and x = 1
12 a A = r 2
e x = 2 g 2 a c
f x = 0 and x =
x=2 (1, 1) (0, 0) and (2, 4)
h x = 1 and x = 5 b (4, 11) d (3, 55) and (1, 9) f (0, 0) and ( 3 ,

1 2 4 27 ) 10 1 ) 3
2 3
e (2, 16) g 3 a b c 4 a b
1 1 0 2 x
f '(x) = 2x 4 4
c 11 a
There is a minimum turning point at x = 2 as f (x) goes from negative to positive when f (x) crosses x-axis.
(2, 14) h (1, 3 ) and (5, Teacher to check. f (3) = 2, f (5) = 2 Local minimum x=0 Local maximum dy 5 a = 3 x 2 = 0 for stationary points. dx If 3x2 = 0, x = 0. b f (1) = 3, f (1) = 3 c Point of inflection
433
6a
7 8 9 10 11
dy = x 2 2 x 3 = 0 for stationary points. dx If x2 2x 3 = 0, x = 3, x = 1. b f (2) = 5, f (0) = 3, f (4) = 5 c At x = 1 there is a local maximum and at x = 3 there is a local minimum. D B C B a (3, 7), a local minimum b (2, 8), a local maximum 2 4 c (0, 0), a local maximum, and ( 3 , 27 ), a local minimum 1 53 d (0, 3), a local minimum, and ( 3 , 2 54 ) , a local maximum 1 1 e ( 1, 1 6 ) , a local maximum, and (2, 3 3 ), a local minimum f (1, 0), a stationary point of inflection g (0, 3), a stationary point of inflection h (3, 59), a local maximum, and (3, 49), a local minimum
f(x) f(x)
f(x) 8 (0, 8) (2, 0) 2 0 f(x) x
f(x) (1.08, 30.04) 24 (0, 24)
(4, 0)
(2, 0) (3, 0) 1 2 3 f(x)
4 2 6 (3.08, 6.04)
f(x) (0.215, 2.11) 2 (0, 2)
12 a
(1, 0) 1 1
(1, 0) (2, 0) 2 1 (1.55, 0.63)
(3, 0) (1, 0) x 1 0 1 2 3 3 4 (0, 3) (1, 4) f(x)
f(x) f(x) 8 (0, 8) (2, 0) 0 2 x
f(x)
(1, 0) (2, 0) 1 0 1 2 x 2 (0, 2) 4 (1, 4)
13 a
y (1.25, 11.125) 8 6 4 2 4 3 2 1 1 2 x
f(x) 1 (1, 4 ) 3 27 (0, 0) (1, 0) x 0 1
f(x)
f(x) 4
(2, 4) y (0.67, 6.63) (3, 0) 3 x f(x)
exercise 9G Solving maximum and minimum problems 1 a x = 20 m, y(19) > 0 and y(21) < 0 (a maximum) b y = 11.2 m 2 a t = 10 min b V (5) = 6 and V (15) = 18 (a minimum) c V = 160 litres d t = 15 min 3 a h = 12.25 m (when t = 1.5 s) b h(1) = 5 and h(2) = 5 (a maximum) 4 32 m2 5 a 16 x b A = x(16 x) c Both numbers are 8. d P (7) = 2, P (9) = 2, (a maximum) 6 a 10 x b A = x(10 x) c x=5 d Length and width = 5 cm e 25 cm2 7 a Length and width = 15 m b 225 m2 8 a P = 60n 250 1.2n2 b 25 c 500 9 a P = 800 + 240n 20n2 b n = 6, p = 1520 10 Both numbers are 5. 11 a x (0, 6) or 0 < x < 6 b i x ii 12 2x iii 12 2x c V = x(12 2x)(12 2x) d 128 cm3 12 a 7.36 cm by 25.28 cm by 35.28 cm b 6564.23 cm3 1024 256 13 a h = 2 b A = l2 + l l c 8 cm 8 cm 4 cm d 192 cm2 14 10 cm 10 cm 10 cm 200 r 2 15 a h = 2 r r3 b V = 100r 2 dV 3 r 2 c = 100 dr 2
(0, 0) 0
6 4 2
2 1 (1, 2) 1 2 x
f(x) 3 (2, 0)
f(x)
(0, 0) x 0 2 1 5 ( 2, 127 ) 2 3
b i x = 1.25 ii x < 1.25
i x= ii x < iii
2 3
f(x) f(x) (1, 36) 30 (0, 30)
{ }
2 ,1 3
10 2 cm 4.61 cm 3 2000 6 e V= = 307 cm3 9 22 8 x 16 a y = +2 1 121 2 b A= 8(4 + ) x + 88 x + ( + 2)2 2

d r=
3 x >1
(3, 0)
(2, 0) (5, 0) x 3 1 0 2 5 (3 2, 1422 ) 3 27
14 15 16 17
b = 12 a = 1, b = 6 a =2.5, b = 5, c = 4 2 a = 3, b = 4
iii x > 1.25
< x <1
dA 16( + 4) x + 88 = dr ( + 2)2 11 22 m, y = m d x= 2( + 4) +4
c
242 1 + 4 m2 e A= ( + 4)2
434
Chapter reVieW
Short anSWer
1 3 4
a f ( x) = x + 4, x 3 a f (x)
2 1 1 0 x
2 3 b 1 b No limit exists.
17 21 25 29
B D D B
18 22 26 30
E C E A
19 B 23 B 27 A
20 E 24 E 28 C
7 a i ii iii
50 2 x (50 2 x )2
extenDeD reSponSe
1 a (2 + a, a2 + 3a + 2)
52 7 a g( x) = x2 7x 8 b i 20
6 5 9 (4 , 8) (1, 1) and 1
6 4 6x ii 10
1 ( 2 , 0)
1 1 c ( 1, 5 ) and (8, 116 ) 3
8 a c
9 ytan = 9x 14
(5, 27)
ynor = 9 x + 3 10 a 3 cm dx b v= = 4t + 8 cm/s dt dx c v= = 8 cm/s dt d t = 2 s and x = 11 cm e Left f 10 cm 11 a (0, 2) b (2, 0) and (1, 0) c (1, 4), a local maximum, and (1, 0), a local minimum.
d
(1, 4) f(x) 4 2 (0, 2) (2, 0) 2 1 0 f(x) 1 (1, 0) x
40
a 2 + 3a = a+3 a c k=3 d f(x) = 2x 1 e f(2) = 2(2) 1 = 3 = k 2 a 2x + h 5 b 2x h 5 c 2x 5 2x + h 5 + 2x h 5 d = 2x 5 2 e They are the same (equivalent). 1 3 3 The point of intersection is ( 2 , 4 ). 4 a 10 m b 0.5 m
b c
f (x) 10
( + 4) x 2 200 x + 2500 b Check with your teacher. 8 a f (0) = 2200 m b 422.4 m/s
c f '(t ) = d 297.1 m/s e The aircraft is pulling out of the dive,
33 2 8 t
+ 100t 560
f g h
i 9 a b
because the gradient of the dive is less negative at the end of the 3-second interval. t = 8.8 s, f (8.8) = 207 m 412.2 m f (16) = 408 metres. The ejection at this altitude is safe, because it exceeds the minimum requirement of 400 m. 4s 3r2 + 2 r h 3681 3r h= 2 r
5
2 0.5 4
(5, 0.5) 5 x
c V(r) = 3681r 6 r3 d Teacher to check. 10 a b c d e f 11 a
d 4 5m e For x < 4, f (x) = 2
5 a b d e 6 a b c d e f
12 a = 3, b = 30, c = 35 13 a 2 litres/hour b 3 hours 14 a 400 cm2 b Yes, a circle of circumference 80 cm has 15 2000 cubic units
mULtipLe ChoiCe
For x = 4, f (x) = x 6 f (4) = 4 6 = 2 The gradient is 0.16 at the beginning and 0.38 at the end. (2, 2.04) The maximum height is 2.04 km. (0, 1.8); the minimum height is 1.8 km. 2 metres t = 1.5 seconds and h = 4 metres t = 3 seconds t = 3.621 seconds Domain t [0, 3.621] and range h [0, 4]
h (t) (metres) 4 2
dy = ax 2 bx + 6 dx a = 6, b = 0 dy 2 = 6x + 6 dx Local maximum Local minimum y = 2x3 + 6x 4 f (x) = 2a3x 3a2x2

4
2 5 c T ( 3 a, 27 a )
an area of approx. 509.3 cm2.
1 5 9 13
E B D A
2 6 10 14
A C E C
3 7 11 15
B A D A
4 8 12 16
A B B E
1.5
3 t (seconds)
Since f (x) > 0 when x < 1 and 9 f (x) < 0 when x > 1, T (1, 8 ) is a local maximum. x2 12 a y = 40 b Teacher to check. ( x 40)2 c y= + 30 20 d Lower parabola gradient = 1; upper parabola gradient = 2; therefore the conection is not smooth. e, f & g Teacher to check.
d T (1, 8 )
435
ChapTer 10
Antidifferentiation (integration)
ChapTer ConTenTS 10a 10B 10C 10d 10e Antidifferentiation Deriving the original function from the gradient function Approximating areas enclosed by functions The fundamental theorem of integral calculus Applications of antidifferentiation
10a
antidifferentiation
inTeraCTiViTY int-0268 antidifferentiation
integrate or find an indefinite integral, and dx indicates that the integration of the function is with respect to x. d (ax + c) = a, where a and c are constants Since dx then a dx = ax + c. Since
As we have seen, the process of differentiation enables us to find the gradient of a function. The reverse process, antidifferentiation (or integration), will find the function for a particular gradient. Integration has wider applications including calculation of areas, volumes, energy, probability and many more quantities in science and business. dy d f ( x ) = f (x). Note that f (x) means differentiate f (x) with respect to x; that is, dx dx So f (x) is the antiderivative of f (x), denoted as f (x) = f ' ( x ) dx where means antidifferentiate,
d ax n +1 = ax n dx n + 1 ax n+1 then ax n dx = n + 1 + c, n 1. Note: We must add a constant, c, when we are finding general antiderivatives. However, if we have to find an antiderivative, the c is to be allocated an actual number, and for convenience the number chosen is zero. That is, an antiderivative means let c = 0, or do not add on the c. For example, the antiderivative of 3x2 + 4x + 5 is x3 + 2x2 + 5x + c. An antiderivative of 3x2 + 4x + 5 is x3 + 2x2 + 5x. The antiderivative of f (x) is denoted by F(x). F (x) =
f ( x ) dx
properties of integrals
Since
d is a linear operator, so too is its inverse, . Therefore, dx [ f ( x) g( x)] dx = f ( x) dx g( x) dx
That is, each term can be integrated separately, and That is, a constant factor of the function can be taken to the front of the integral.
ChapTer 10 Antidifferentiation (integration) 437
k f ( x) dx = k f ( x) dx
Worked example 1
Find the antiderivative of x2 + 4.

Think WriTe
Antidifferentiate each term by rule and add a constant.
The antiderivative is
x3 + 4 x + c. 3
Worked example 2
If
dy = 2 x2 + 5x 7, find the antiderivative, y. dx

WriTe
Think
1 2
Write down
dy . dx
dy = 2x2 + 5x 7 dx y = (2 x 2 + 5 x 7) dx = 2 x 3 5x 2 7x + c + 3 2
Antidifferentiate each term by rule and add a constant.
Worked example 3
Find f (x) if f (x) = (2 x + 3) 2 .

Think
1 2 3
WriTe
Write down f (x). Expand the brackets. Antidifferentiate each term by rule and add a constant.
f ( x ) = (2 x + 3)2 f ( x ) = 4 x 2 + 12 + 9 f ( x ) = (4 x 2 + 12 x + 9) dx = 4x3 + 6x 2 + 9x + c 3
Worked example 4
Find x( x 2 4 x + 5) dx.
Think
1
WriTe
Expand the brackets to express in basic polynomial form so it can be antidifferentiated. Antidifferentiate each term by rule and add a constant.
x ( x 2 4 x + 5) dx = ( x 3 4 x 2 + 5 x ) dx
= x 4 4 x 3 5x 2 + +c 4 3 2
Worked example 5
Find an antiderivative of: a f (x) = 2x2 + 5x 7 b f (x) = (2 x + 3) 2 .

Think WriTe
a 1 Use the integration feature of a CAS calculator
to antidifferentiate the function.

(2 x 2 + 5x 7) dx
2 3
Record the result. Write the answer. Note: The calculator does not include the constant c. It is important that you include it in your answer.
b
2 x 3 5x 2 + 7x 3 2
(2 x 2 + 5x 7) dx = (2 x + 3)2 dx
(2 x + 3)3 6 (2 x + 3)3 expand 6 4x3 9 + 6x 2 + 9x + 2 3
2 x 3 5x 2 + 7x + c 3 2
b 1 Use the integration feature of the CAS calculator to
antidifferentiate the function.

2 3
Record the result. Use the expand feature of the CAS calculator to expand the bracketed version.
4 5
Record the result.

Note: Replace 9 with the constant c, indicating the 2 original equation can have any constant, not just 9 , 2 until more information is known. Write the answer.
(2 x + 3)2 dx =
4x3 + 6x 2 + 9x + c 3
exercise 10a
antidifferentiation
Function f (x) Derivative (gradient function) f (x) 2x
1 a Copy and complete the following table.
i ii iii iv v vi vii viii ix x xi xii xiii xiv xv xvi xvii xviii
x2 x2 + 3 x2 4 x3 2x4
20x3 21x6
1 4 x 2 1 9 x 3 1 10 x 5
2x2 6x7 x2 + 3x + 5 2x 7 4x3 7x2 8x3 + 3x2 12x2 + 4x 7 16x 3x3
b Explain in words how to find the original function from the derivative (gradient function). ChapTer 10 Antidifferentiation (integration) 439
2 We1 Find the antiderivative of each of the following. a 9x2 e 7 + 6x x2 3 We2 4 We3 a d g j b 8x + 5 f x9 + x2 3 c x2 + 4x 11 g 8x + 2x2 + 5x4 d 8x3 + 3x2 + 5 h 1 + x + x2 + x3
dy = 4 x 2 5 x 10, find the antiderivative, y. dx Find f (x) if f (x) is: If

b x(3x 4) e (2x 3)(x + 2) h (2x 3)2 c 3x(x + 5) f (x 1)(x + 1) i (x 2)3
5(2x + 7) (x + 7)(x + 5) (x + 2)2 (x + 2) (x2 2x + 4).
5 mC
If f (x) = 2x(x 5), then the antiderivative f (x) is:

B 2 x3 5x2 + c 3 e x3 5x C 10
a x2( 1 x2 5x) + c 2 d 2 x3 5x2 + x 3
6 mC
dy = ( x + 3)( x 5), then the antiderivative is: dx 1 B 2x 2 a x3 4x2 15x + c If

d
3 1 3 x 3
1 3 x 3
+ x2 15x + c
x2 15x + c
1 4 4x
15x + c
7 We4 Find the following. a d
(4 x 3 + 10 x 7) dx ( x 10)( x + 10) dx
b e
(6 + 4 x x 2 ) dx
4 x2 + 7x dx x
c f
x (6 x 5) dx (x 2 + 4 + 2x
2
) dx
8 mC If f (x) = 6x 2 10x + 1, which one of the following cannot be f (x)?

a 2x3 5x2 + x + 5 d 2x3 5x2 + x
B 2x3 5x2 + x 4 e 2x3 5x2 + x + 12
C 2x3 5x2 + 3x
9 We5 Find the antiderivative of: a 3(x 3)2 b (3x 5)3.
deriving the original function from the gradient function

10B
The process of antidifferentiation identifies a family of original functions from a given gradient function. For example if f (x) = 2, then the antiderivative would be given as f (x) = 2x + c. Therefore, f (x) could be 2x, 2x + 1, 2x + 2, 2x + 3, 2x 1, 2x 2 and so on. That is, the constant, c, could take any real value. In fact we have an infinite number of possibilities that form a family of straight lines translated up or down, depending on the value taken by c. Consider the example of f (x) = x. In this case the antiderivative would be given as: F (x) = 1 x2 + c
2
y 3 2 1 1 2 0
f(x) = 2x + 3 f(x) = 2x + 2 f(x) = 2x + 1 f(x) = 2x f(x) = 2x 1 f(x) = 2x 2 x
y
3 2
f (x) = 1 x2 + 3 2 2 f (x) = 1 x2 2
f (x) = 1 x2 + 1 2 f (x) = 1 x2 1 2
F(x) could be
Again, there are an infinite number of possibilities that form a family of parabolas translated up or down, depending on the value taken by c.
1 2 1 2 x, x 2 2
+ 1,
1 2 x 2
3 1 2 2, 2 x
1,
1 2 x 2
3 and so on.
1 1 3 0
x f (x) = 1 x2 3 2
440
Worked example 6
If f (x) = 2, then one possible graph for f (x) is shown at right. On the same set of axes, sketch three more possibilities for the graph of f (x).
Think
1
f(x) 4
f(x) = 2x
WriTe/draW
f (x) is the antiderivative of f (x).
f ( x ) = 2 dx
= 2x + c
The function f (x) is a straight line with c being the y-intercept. Choosing 3 different values for c will provide more possibilities for f (x).
When: c = 1, f (x) = 2x + 1. c = 2, f (x) = 2x + 2. c = 1, f (x) = 2x 1.
f(x) c = 2 c=1 c=0 c = 1 2 x
In the examples above it is possible to find one particular member of the family of curves from the gradient function when special conditions called boundary conditions are given. These help us to identify which member of the family we are dealing with by providing clues about the original function.
Worked example 7
The graph of a gradient function is shown at right. a From the graph, write down: i the value of x where the gradient is 0 ii the sign of the gradient to the left of this point iii the sign of the gradient to the right of this point. b i State the shape of the graph of f (x). ii If f (0) = 1, sketch the graph of f (x).
Think
y f'(x) 2 x
0 1
WriTe/draW
a i The gradient is 0 where the gradient function
graph crosses the x-axis.

ii To the left, the gradient function is below
a i The gradient is 0 when x = 0. ii If x < 0, the gradient is negative. iii If x > 0, the gradient is positive. b i The graph of f (x) will be a parabola. ii Negative gradient 1 0 y
the x-axis.
iii To the right, the gradient function is above
the x-axis.
b i If the graph of the derivative is linear, then its
antiderivative, f (x), will be quadratic.

ii Since f (0) = 1, the graph of f (x) passes through
the point (0, 1).
f(x) Positive gradient Zero gradient x
ChapTer 10 Antidifferentiation (integration)
441
Worked example 8
If
dy = 3x and y = 4 when x = 1, determine the rule for y: a by hand b using a CAS calculator. dx
WriTe
Think
a 1 Antidifferentiate
dy by rule to obtain an expression for y, dx remembering to add a constant.
dy = 3x dx y = 3 x2 + c 2 Substituting (1, 4) into the equation: 4 = 3 (1)2 + c 2
Substitute x = 1 and y = 4 into the equation.
Solve the equation for c.
4= c=
3 2 5 2 3
+c
3 2
c=4
Write the rule for y.

b
y = 2 x2 + 2
b 1 Using the antidifferentiation feature of the CAS
calculator, integrate 3x.

2
(3x ) dx
3x 2 2 Define f ( x ) = 3x 2 +c 2
Record the result.
3 4
Define the result, adding the constant of integration. Use the solve feature of the CAS calculator to determine the value of c by entering the given information that f(1) = 4. Record the result. Write the answer.
solve (f (1) = 4, c)
5 6
c= If
5 2
dy = 3 x and y = 4 dx 3 5 when x = 1, then y = 2 x 2 + 2 .

exercise 10B
1 We 6 If f (x) = 1, one possible graph for f (x) is shown at right. y f(x) 1 x
On the same set of axes, show three more possibilities for f (x).
0 2 An original function for the gradient function
1 y 4
On the same axes, show four others.
dy = 8x is shown at right. dx
0 1
442
3 We 7 The graph of a gradient function is shown at right. a From the graph, write down: i the value of x where the gradient is 0 ii the sign of the gradient to the left of this point iii the sign of the gradient to the right of this point. b i State the shape of the graph of f (x). ii If f (0) = 2, sketch the graph of f (x). 4 On the same axes sketch four curves with a gradient described as f (x) = 2x + 1. 5 For each gradient function graph below, give: i the value of x where the gradient is 0 ii the sign of the gradient (positive or negative) left of this point iii the sign of the gradient right of this point. y a b y Gradient function 0 1 1 x 2 d Gradient function 0 3 x Gradient function 4 0 1 x 4 Gradient function x 0
y 3
f'(x)
0 1
y 3
6 mC Examine the gradient function, f (x), sketched at right. Then
choose the correct answer to the following questions about its original 3 function. a f (x) has a gradient of 0 when x equals: a 2 B 2 and 2 C 1 and 3 d 0 and 3 e 4 0 1 b f (x) has a negative gradient when: a x<1 B 1<x<3 C x>3 d x<3 e x>0 2 c f (x) has a positive gradient when: a x < 1 and x > 3 B x > 1 and x < 3 C x > 1 and x > 3 d x = 1 and x = 3 e x=0
7 For the gradient function sketched at right, state all values of x where the y Gradient function
f'(x)
gradient is: a zero b negative c positive.
2 x
8 Questions a to g relate to the following figures, a to G. y y a B 3 f'(x) 2 0 x 0 x g'(x)
y 2
h'(x)
0 1
443
y f'(x) 2 x
y g'(x) 1 0 x
f'(x)
1
G
0 y h'(x)
2 4
9 10 11 12
Examine the gradient function f (x) in figure a. Sketch the graph of f (x), given that f (0) = 1. Examine the graph of g (x) in figure B. Sketch the graph of g(x), given that g(1) = 1. Examine the graph of h(x) in figure C. Sketch h(x) if h(0)=1. Examine the graph of f (x) in figure d. Sketch f (x) if f (0)=1. For g (x) graphed in figure e, sketch g(x) if g (0) = 3. If f (x) is graphed as in figure F, sketch the function f (x), given that f (3) = 9, f (0) = 0 and f (3) = 9. If h(x) is graphed as in figure G, sketch h(x), given that h(2)=5 1 , h(0) = 0 and h(2) = 5 1 . 3 3 dy If = 4x 5 and y = 0 when x = 1, find the rule for y. dx We 8a Find the equation of the curve with a gradient function 2x 3 and passing through the point (2, 2). dy We 8b If = 3x 2 + 2x and the point (2, 2) belongs to the curve, find the equation for y. dx If f (x) = (x + 1)2 and F(1) = 2, find F(x).
a b c d e f g
The Werisie river problem
approximating areas enclosed by functions

10C
A farmer living along the Werisie River wants to draw water from it to irrigate his crops, and he applies to the local council for permission. The council sends a technical officer to measure the flow of water in the river so that an informed decision can be made about the farmers application for a water allocation. The technical officer begins by measuring the speed of the water and forming a profile of the crosssection of the river.
The speed of the river is 2.5 m/s and it is 4 metres wide. It is found that the cross-section of the river can be modelled by the equation y= 1 x ( x 4). 2
If the technical officer can find the area of the cross-section, then he can find the volume of water carried by the river each second, because the volume would be given by: Volume per second = area of cross-section speed of flow.
In this section we shall consider this problem and examine different methods for finding the area of shapes bounded by curves. The problem of calculating an area bounded by a curve is difficult (except in the case of the circle) and is usually solved by approximating the curved shape by constructing a number of smaller figures made from straight lines.
approximating areas
There are several ways of finding an approximation to the area between a graph and the x-axis. We shall look at three methods: 1. the lower rectangle method 2. the upper rectangle method 3. the trapezoidal method.
inTeraCTiViTY int-0254 approximating areas enclosed by functions
The lower rectangle method
Consider the area between the curve f (x) shown at right, the x-axis and the lines x = 1 and x = 5. If the area is approximated by lower rectangles whose width is 1 unit, then the top of each rectangle lies below the graph but touches the curve at one point. (In this case the left-hand corner of the rectangle touches the graph.) R1 R2 R3 R4 So, the height of rectangle R1 is f (1) units 0 1 2 3 4 5 x and the area of R1 = 1 f (1) square units (area of a rectangle = height width). Similarly, the area of R2 = 1 f (2) square units, the area of R3 = 1 f (3) square units and the area of R4 = 1 f (4) square units. Therefore, the approximate area under the graph between the curve f (x), the x-axis and the lines x = 1 to x = 5 is 1[f (1) + f (2) + f (3) + f (4)] square units (the sum of the area of the four rectangles). If the same area was approximated using rectangle widths of 0.5, there would be 8 rectangles and the sum of their areas would be: 0.5[f (1) + f (1.5) + f (2) + f (2.5) + f (3) + f (3.5) + f (4) + f (4.5)] square units. From the diagram it can be seen that the lower rectangle approximation is less than the actual area.
Worked example 9
f(x)
Find an approximation for the area between the curve f(x) shown and the x-axis from x = 1 to x = 3 using lower rectangles of width 0.5 units. f(x) = 0.2x2 + 3
f(x)
0
Think
1 2
0.5 1 1.5 2 2.5 3
WriTe
Write the number of rectangles and their width. Find the height of each rectangle (left) by substituting the appropriate x-value into the f(x) equation. The area equals the width multiplied by the sum of the heights. Calculate this area. State the solution.
There are 4 rectangles of width 0.5 units. h1 = f (1) = 0.2(1)2 + 3 h2 = f (1.5) = 0.2(1.5)2 + 3 h3 = f (2) = 0.2(2)2 + 3 h4 = f (2.5) = 0.2(2.5)2 + 3 = 3.2 = 3.45 = 3.8 = 4.25
Area = width (sum of heights of 4 rectangles) = 0.5(3.2 + 3.45 + 3.8 + 4.25) = 0.5(14.7) = 7.35 The approximate area is 7.35 square units.
4 5
445
The upper rectangle method
f(x)
Consider the area between the curve f (x) shown at right, the x-axis and the lines x = 1 and x = 5. If the area is approximated by upper rectangles that are 1 unit wide, then the top of each rectangle is above the graph and touches the curve at one point. (In this case the top right-hand corner of the rectangle touches the graph.) R1 R2 R3 R4 So, the height of R1 is f (2) units 0 1 2 3 4 5 x and the area of R1 is 1 f (2) square units. Similarly, the area of R2 = 1 f (3) square units, the area of R3 = 1 f (4) square units and the area of R4 = 1 f (5) square units. Therefore, the approximate area between the curve f (x), the x-axis and the lines x = 1 to x = 5 is (R1 + R2 + R3 + R4) = 1[ f (2) + f (3) + f(4) + f(5)] square units. If the same area was approximated with upper rectangle widths of 0.5 units, the sum of their areas would equal: 0.5[f (1.5) + f (2) + f (2.5) + f (3) + f (3.5) + f (4) + f (4.5) + f (5)] square units. From the diagram it can be seen that the upper rectangle approximation is greater than the actual area. Lower rectangle approximation actual area upper rectangle approximation
Worked example 10
Find an approximation for the area in the diagram in worked example 1 using upper rectangles that are 0.5 units wide. f (x) = 0.2x2 + 3
Think
1
WriTe
Find the number of rectangles and the height of each one (from left to right).
There are 4 rectangles: h1 = f (1.5) = 0.2(1.5)2 + 3 h2 = f (2) = 0.2(2)2 + 3 h3 = f (2.5) = 0.2(2.5)2 + 3 h4 = f (3) = 0.2(3)2 + 3
= 3.45 = 3.8 = 4.25 = 4.8
2 3 4
The area is the width of the interval multiplied by the sum of the heights. Calculate this area. State the solution.
Area = 0.5(3.45 + 3.8 + 4.25 + 4.8) = 0.5(16.3) = 8.15 The approximate area is 8.15 square units.
It can be seen that the lower rectangle approximation (7.35 units) is less than the upper rectangle approximation (8.15 units). If the area is divided into narrower strips, the estimate of the area would be closer to the true value.
The trapezoidal method
Recall that the area of a trapezium =
h (a + b). The trapezoidal method involves making 2 a series of straight line approximations to the curve to generate strips in the shape of trapeziums. Consider the area under the graph of f (x) between the x-axis and the lines x = 1 to x = 5. For each trapezium the width, or height, h = 1 unit. For T1, a = f (1) and b = f (2). y For T2, a = f (2) and b = f (3). f(x) f(2) For T3, a = f (3) and b = f (4). For T4, a = f (4) and b = f (5). f(1) T1 T2 T3 T4 1 The area of T1 = 2 [ f (1) + f (2)]. The area of T2 = 1 [ f (2) + f(3)] and so on. 2
b h
0 1 2 3 4 5 x
446
The total area of the trapeziums is:

1 [ 2
f(1) + f (2) + f (2) + f (3) + f (3) + f (4) + f (4) + f (5)] = 1 [ f (1) + 2f (2) + 2f (3) + 2f (4) + f (5)] square units. 2
The first and last terms are counted only once, but all others are counted twice.
Worked example 11
Find an approximation for the area enclosed by the graph of f(x) = 0.2 x2 + 3, the x-axis and the lines x = 1 to x = 3 using interval widths of 0.5 units and using the trapezoidal method by hand.
Think
1 2
WriTe/draW
Sketch the graph of f(x). Draw trapeziums of width 0.5 units from x = 1 to x = 3.
2
y 3
0 1 2 3 4 x
Evaluate the height of each vertical side of the trapeziums by substituting the appropriate x-value into f (x).
f (1) = 0.2(1)2 + 3 = 3.2 f (1.5) = 0.2(1.5)2 + 3 = 3.45 f (2) = 0.2(2)2 + 3 = 3.8 f (2.5) = 0.2(2.5)2 + 3 = 4.25 f (3) = 0.2(3)2 + 3 = 4.8 Total area of trapeziums 0.5 = 2 (3.2 + 2 3.45 + 2 3.8 + 2 4.25 + 4.8) = 0.25 31 = 7.75 Therefore, the area under the curve is approximately 7.75 units.
Calculate the area by using the formula for the area of a trapezium where h is the width of the interval.
Note that the lower rectangle approximation found in worked example 9 was 7.35 units and the upper rectangle approximation found in worked example 10 was 8.15 units. The average of these two approximations is area.
7.35 + 8.15 2
or 7.75 units, which is the same as the trapezoidal approximation for the
Worked example 12
Employ width intervals of 1 unit to calculate an approximation for the area between the graph of f(x) = x2 + 2 and the x-axis from x = 2 to x = 3. Use: a lower rectangles b upper rectangles c averaging of the lower and upper rectangle areas.
Think
1 2
WriTe/draW
Sketch the graph of f(x) over a domain that exceeds the width of the required area. Draw the lower and upper rectangles.
y = x2 + 2
2 2 1 0 1 2 3 x = Upper rectangles = Lower rectangles
447
Calculate the height of the lower rectangles a Lower rectangle heights: by substituting the appropriate values of x f(1) = (1)2 + 2 into the equation for f(x). Note that the two =3 rectangles to the right and left of the origin have f(0) = 02 + 2 the same height and are equal in area. =2 f(0) = 2 f(1) = 12 + 2 =3 f(2) = 22 + 2 =6 Find the area by multiplying the width by the sum of the heights. Area = 1(3 + 2 + 2 + 3 + 6) = 16 Using lower rectangles, the approximate area is 16 square units.
b Upper rectangle heights:
Calculate the height of the upper rectangles by substituting the appropriate values of x into the equation for f(x).
f(2) = (2)2 + 2 =6 f(1) = 3 (from above) f(1) = 3 f(2) = 6 f(3) = 32 + 2 = 11
Find the area by multiplying the width by the sum of the heights.
Area = 1(6 + 3 + 3 + 6 + 11) = 29 Using upper rectangles, the approximate area is 29 square units.
c Average of the areas =
Find the average by adding the areas of the upper rectangles and the lower rectangles, and then dividing by 2.
16 + 29 2 = 22.5 The approximate area is 22.5 square units when averaging the upper and lower rectangle areas and using widths of 1 unit.
Note that this average is between the area of the upper rectangles and the area of the lower rectangles and is closer to the actual area.
functions
exercise 10C
approximating areas enclosed by

y f(x)
1 We9 Find an approximation for the area between the curve f (x) at right and
the x-axis from x = 1 to x = 5. Use lower rectangles with widths of 2 units. 2 Find an approximation for the area between the curves below and the x-axis, from x = 1 to x = 5, by calculating the area of the shaded rectangles.
a y 4 2 (1, 2) (5, 4) 19 12 0 1 5 x f(x) (4, 19) (3, 12) f(x) b y
(3, 3) 3 (1, 2) 2 0 1 x
7 (2, 7) 4 (1, 4) 3 0 1 2 3 4 5x
448
3 mC Consider the graph of y = x2 from x = 0 to x = 4 (at right). a The width of each rectangle is:
a 1 unit C 3 units e varying B 2 units d 4 units
y = x2
b The height of the right-hand rectangle is:

a 9 units C 16 units e 1 unit B 4 units d 12 units
1 2 3 4
c The area between the curve y = x2 and the x-axis from x = 0 to x = 4 can be approximated, by the
area of the lower rectangles, as: a 20 sq. units C 18 sq. units

e 30 sq. units
B 14 sq. units d 15 sq. units
4 We10
a Find an approximation for the area in the diagram at right using upper rectangles 1 unit wide. b A better approximation for the area under this curve can be found by averaging the upper and lower rectangle areas. State this approximate value.
y = x2
0 5 We11
1 2 3 4
Find an approximation for the area enclosed by the graph of f(x) = x2, the x-axis and the lines x = 1 and x = 3 with interval widths of 1 unit. Use the trapezoidal method.
y = x2
6 Find the approximate area between the curves below and the x-axis, over the interval indicated, by
calculating the areas of the shaded trapeziums.

a y 5 3 (2, 3) f(x) (4, 5) b y 5 3 2 4 x 0 (4, 3) (2, 2) x f(x) (6, 5)
7 Find an approximation for the area between the curves below and the x-axis, from x = 1 to x = 5, by
calculating the area of the shaded rectangles.

a y 8 6 (1, 8) b y 8 7 (1, 8) (3, 8) c y 11 10 8 7 (2, 11) d (3, 10) (4, 7) y 5 3 (3, 3) (5, 5) f(x)
0 1
x 5 f(x)
0 1 3
x 5 f(x) 0 1 2 3 4 5
f(x) x
0 1
449
y 10 9 6 4 0 (4, 10) (3, 9) (2, 6) (1, 4) 1 2 3 4 5 x f(x)
y 4 2 (1, 4) (3, 2) f(x)
y 7 5 4 (1, 7) (2, 5) (4, 7)
1 y
f(x) x
8 We12 With width intervals of 1 unit, calculate an approximation
for the area between the graph of f(x) = x2 + 4 and the x-axis from x = 1 to x = 4 using: a lower rectangles b upper rectangles c averaging of the lower and upper rectangle areas.
y = x2 + 4
2 3 4
9 In the figures below, find the approximate area between the curves and the x-axis over the interval
indicated by calculating the area of the shaded rectangles. Give exact answers.
a y y = x2 + 3x + 8 b y y = ex c y y = logex d y y = (x 4)2
1 2 3 4 x = 1 to x = 4
x 1 0 1 2 x = 1 to x = 2
0 1 2 3 4 5 x x = 1 to x = 5
1 2 3 4 5 6 x = 2 to x = 6
f(x) =
1 3 x 3
3x2 + 8x
f f(x) = x2 4x
y 0
x = 2 to x = 6 2 3 4 5 6 x
0 1 2 3 4 5 x = 1 to x = 5
3 2.52 1.51 0 x = 3 to x = 1
y = x3 6x2
10 In the figures below, find an approximation for the area between the curve, the x-axis and the lines x = 1
and x = 5. Use interval widths as shown. Give exact answers.

a y (3, 15) 15 (2, 14) 14 (4, 13) 13 10 (1, 10) 0 b y
y = x2 + 6x 5
1 y = x3 2
f(x) 0 1 2 3 4 x
1 2 3
450
y y = 10 x2
y = ex
1 1 01 1 2 2
x x
11 Calculate approximations for the area between the graph of y = x(4 x), the x-axis and the lines x = 1 a lower rectangles
and x = 4 using interval widths of 1 unit and: b upper rectangles c averaging the lower and upper rectangle areas. 12 Calculate approximations for the area under the graph of y = x2 4x + 5 to the x-axis between x = 0 and x = 3 using interval widths of 0.5 units and: a lower rectangles b upper rectangles c averaging the lower and upper rectangle areas. 13 Find an approximation for the area under the graph of y = 2x between x = 0 and x = 3, using interval widths of 1 unit, by averaging the lower and upper rectangle areas.
14 Find approximations for the area between the graph of f (x) = ( x 1)3 and the x-axis, between x = 1 and
x = 4, using the trapezoidal rule and: a interval widths of 1 unit Give answers correct to 1 decimal place. trapezoidal rule and:
a interval widths of 1 unit
b interval widths of 0.5 units.
15 Calculate approximations for the area under the graph of y =
1 between x = 0.5 and x = 2.5 using the x

c interval widths of 0.25 units.
b interval widths of 0.5 units Give answers correct to 2 decimal places.
16 Calculate an approximation for the area under the graph of y = 2 loge (x 1) between x = 2 and x = 6
using the trapezoidal rule and interval widths of 1 unit.
17 At the back of a rectangular block of land 100 metres long is a park
and a river. The distance to the river from the top of the rectangular block is shown in the table below. Distance across rectangular block in metres Distance of river from the block in metres
0
20
r Park Rive 40 60 80
metres Block of land
100
0 0
20 30
40 20
60 40
80 60
100 50
Calculate approximations for the area of parkland between the rectangular block and the river by: a using the area of the upper rectangles b using the trapezoidal rule (use intervals of width 20metres).
451
18 Calculate an approximate area under the graph of f (x) = sin x, between x = 0 and x = , using the
trapezoidal rule and interval widths of
units. Give your answer correct to 2 decimal places.

V Velocity (m/s) (15, 12) (25, 14) (30, 15) (20, 13)
19 The graph below shows the velocity of a cyclist (in metres
per second) at time t seconds after commencing a race. a What does the shaded area represent? b Find the approximate distance travelled by the cyclist in the first 30 seconds using the trapezoidal rule and interval widths of 5 seconds.
(10, 10) (5, 5) 0 10 20 30 Time (s) 40 t
20 Answer the following statements concerning approximate areas under graphs as True or False. a An approximation for the area can be found quickly if very small interval widths are used. b The smaller the interval width used, the more accurate the approximation for the area. c The upper rectangle method is always more accurate than the lower rectangle method. d Averaging the upper rectangle area and the lower rectangle area is more accurate than using the
upper or lower approximations on their own.
The fundamental theorem of integral calculus

10d
This section is included as preparation for VCE Mathematical Methods CAS Units 3 and 4. It is not part of the VCE Mathematical Methods CAS Units 1 and 2 course.
The Werisie river problem a model

Let us return to the problem posed at the beginning of this chapter: finding an approximation to the area of a cross-section of the Werisie River; that is, finding the area enclosed by a curve. The technical officer was able to develop a model for the curve of the river bed. He found that the 1 equation y = 2 x ( x 4 ) fitted the curve closely. The river is 4 metres wide. Using the trapezoidal rule, we can A find a close approximation to the area of the cross-section. Using trapeziums that are 1 unit wide, we calculate: y 3 Area of T1 = 1 1 (0 + 3 ) = 4 2 2 Area of T2 = Area of T3 = Area of T4 = Total area =
20 4 1 2 1 2 1 2
1 ( 3 + 2) = 2 1 (2 +
3 ) 2
7 4 7 4 3 4
1 2 3 4 T1 T2 T3 T4
1 ( 3 + 0) = 2
= 5 square units (or in this case, 5 m2).
452
Thus the rate of flow water in the river is 5 (speed of flow) m3/s = 5 2.5 m3/s = 12.5 m3/s. The local council is now in a position to decide whether, given this flow of water in the river, the farmers application for a water allocation is reasonable. Integral calculus can be used to calculate the exact area of the cross-section of the Werisie River. Consider the region under the curve f (x) between x = a and x = b, where f (x) 0 and is continuous for all x [a, b].
y y = f(x)
F(x) F(x + h) F(x) 0 x
x x+h b
Let F (x) be the function that is the measure of the area under the curve between a and x. F (x + h) is the area under the curve between a and x + h, and F (x + h) F (x) is the area of the strip indicated on the graph. The area of the strip is between the areas of the left and right rectangles; that is, f (x)h < F (x + h) F (x) < F (x + h)h F ( x + h) F ( x ) or f ( x ) < < f ( x + h), h 0 (dividing by h). h As h 0, f (x + h) f (x) F ( x + h) F ( x ) lim = f (x) or h 0 h that is, F (x) = f (x) (differentiation from first principles). Therefore, that is, F (x) is an antiderivative of f (x) or but when x = a, F (x) =
f ( x ) dx
f ( x ) dx = F ( x ) + c f ( x ) dx = F (a) + c
= 0 (as the area defined is zero at x = a) c = F (a).
or Therefore, and when x = b,
That is, the area under the graph of f (x) between x = a and x = b is F (b) F (a). integrated. This is the fundamental theorem of integral calculus, and it enables areas under graphs to be calculated exactly. It applies only to functions that are smooth and continuous over the interval [a, b]. It can be stated as area = f ( x ) dx
a b
f ( x ) dx = F ( x ) F (a) f ( x ) dx = F (b) F (a).
f ( x ) dx is the indefinite integral, which represents the general antiderivative of the function being
x)]a = [F ( x b [do not add c as F (x) is an antiderivative of f (x)] = F (b) F (a) a and b are called the terminals of this definite integral and indicate the domain over which the integral is taken. which are usually real numbers. In this case the value of the definite integral is a real number and not a function. The function being integrated, f (x), is called the integrand.
f ( x ) dx is called the definite integral because it can be expressed in terms of its terminals a and b,
properties of definite integrals

diGiTal doC doc-9798 Investigation definite integrals
Definite integrals have the following five properties. 1. 3. 5.
a a
f ( x ) dx = 0
b
2. 4.
b b
f ( x ) dx =
a f ( x ) dx + c
b
f ( x ) dx , a < c < b
a k f ( x ) dx = k a f ( x ) dx
b
a [ f ( x ) + g( x )] dx = a
f ( x ) dx +
a g( x ) dx
f ( x ) dx =
b f ( x ) dx
Worked example 13
Evaluate the following definite integrals. 3 2 4 2 dx a (3 x + 4 x 1) dx b 0 1 (2 x + 1) 3

Think WriTe

3
a 1 Antidifferentiate each term of the integrand and
write in the form [ F ( x )]b. a
0 (3x 2 + 4 x 1) dx
= [ x 3 + 2 x 2 x ]3 0 = [33 + 2(3)2 3] [03 + 2(0)2 0]
2 3
Substitute values of a and b into F (b) F (a). Evaluate the integral.
b 1 Express the integrand with a negative power.
= 42 0 = 42 2 4 b dx = 1 (2 x + 1)3
1 4(2 x + 1)
dx
2
Antidifferentiate by rule.
4(2 x + 1) 2 = 2 2
2 = (2 x + 1) 1
Express the integral with a positive power.
1 = 2 (2 x + 1) 1
Substitute the values of a and b into F (b) F (a) where a = 1 and b = 2. Evaluate the definite integral.
1 1 = 2 2 5 3 = 1 + 25 9 16 = 225
1
Signed areas
When calculating areas between the graph of a function f (x) and the x-axis using the definite integral if f (x) < 0, it is below the axis. We shall now examine these two situations and look at how we calculate the area of regions that include both.
f ( x ) dx , the area is signed; that is, it is positive or negative. If f (x) > 0, the region is above the x-axis;
y y = f(x)
region above axis

If f (x) > 0, that is, the region is above the x-axis, then
a
454
f ( x ) dx > 0, so the value of the definite integral is positive. For example, if f (x) > 0, then the area =
f ( x ) dx.
If f (x) < 0, that is, the region is below the x-axis, then a f ( x ) dx < 0, so the value of the definite integral is negative. b b For example, if f (x) < 0, then the area = f ( x ) dx or f ( x ) dx , as the region is below the x-axis, or area = b f ( x ) dx (reversing the terminals changes the sign). Therefore, for areas below the x-axis, ensure that the area has a positive value. (Areas cannot be negative.)
Worked example 14
a a a
region below axis
y a 0
y = f(x) b x
Given f : R R, where f(x) = 2x + 3, calculate the area of the region bounded by the graph of f(x), the x-axis and the lines x = 1 and x = 5.
Think
1
WriTe/draW
Draw a diagram to represent the situation.
y (5, 13)
(1, 3) 0 1
2 3 4 5
5
5
Express the area in definite integral notation. Antidifferentiate the integrand. Evaluate the answer. State the solution.
Area =
1 ( 2 x + 3) dx
5 = x 2 + 3x 1
= (25 + 15) (1 + 3) = 36 Area = 36 square units
Worked example 15
Calculate the shaded area.
y = x2 4x 1 3 4 x
Think
1
WriTe
2 3
Express the area in definite integral notation, with a negative sign in front of the integral as the region is below the x-axis. Antidifferentiate the integrand. Evaluate.
Area = ( x 2 4 x ) dx
1 3 = [ 1 x 3 2 x 2 ]1 3 1 1 3 2 3 2 = [( 3 (3) 2(3) ) ( 3 (1) 2(1) )] 1 = [(9 18) ( 3 2)] 2 = [ 9 ( 1 3 )]
= [ 9 + 1 3 ]
2
= ( 7 3 )
1
= 71 3
4
State the solution.
The area is 7 1 square units. 3
455

exercise 10d
1 We13 a d g j
Evaluate the following definite integrals.

b e h k
0 x 2 dx 2 x 2 dx 1 (6 2 x + x 2 ) dx 1 (4 x 2 + 2 x 6) dx
2 1 6
0 x 3 dx 0
2
c f i l y y=x
3 ( x 2 2 x ) dx 1 (3x 2 + 2 x 2 ) dx 4 3
2
( x 3 + 3 x 2 2 x ) dx
4 ( x 3 + x 4) dx 0 2( x + 4)4 dx
3
x dx
1 3(5x 2)4 dx
2 We14 Find the area of the triangle at right: a geometrically b using integration.
0 3 Find the area of the triangle at right: a geometrically b using integration. y 3 0 4 Express the following shaded areas as definite integrals. y y a b y = 2x 4
3 y=3x y
y = x2
01 d y
x e y
x y=4x f
1 2 y
y = 3x2
y = x3 9x2 + 20x
3 1 0
y = x3 4x2 4x
5 Evaluate each of the definite integrals in question 4 to find the shaded area. Give your answer as an
exact value.
6 We15 Calculate each of the shaded areas below. y y a b y = 4 2x y=x2 0 2 d 2 1 y e x y y = x3 0 x f y 0 1 x 2 x 2 1 0 x 0 2 x c y y = x2 4
y = 1 x2
y = x3 + 2x2 x 2
456
10e
applications of antidifferentiation
inTeraCTiViTY int-0269 areas under curves
Previously we learned that when the rate of change of a function (the derivative or gradient function) is known, we can determine the original function by a process called antidifferention. If f (x) = xn, n N, then 1 f (x) = x n +1 + c n +1 where c represents a constant. This can be verified by differentiating 1 x n +1 + c n +1 The result is xn. Similarly, if f (x) = axn, a R, n N, then a f (x) = x n+ 1 + c n +1 dy dy = x n, then . Likewise, if We saw previously that an alternative expression for the derivative was dx dx 1 y= x n +1 + c n +1 The value of c can be found if boundary conditions and given. Antidifferentiation can often be used to solve problems.
Worked example 16
Find the rule for the function f (x) if f (x) = 3 + 4x x2 and f (0) = 7.
Think
1 2 3
WriTe
Write the given expression. Antidifferentiate f (x) to obtain the general rule for f (x). Substitute x = 0 and f (x) = 7 into f (x) and solve to find the value of the constant, c. Write the rule for f (x).
f (x) = 3 + 4x x2 f ( x ) = 3x + 2 x 2
x3 +c 3 (0)3 7 = 3(0) + 2(0)2 +c 3 c=7 x3 f ( x ) = 3x + 2 x 2 + 7 3
The pieces of information used to find the value of the constant that is generated following antidifferentiation are called boundary conditions.
Worked example 17
The rate of change of the volume, V litres, of a balloon at any time, t seconds, after it is inflated beyond 6 litres is given by: dV = 3 t 2 8 t + 1 t [0, 3] dt a Express V as a function of t. b What is the volume of the balloon when t = 1?
Think WriTe
a 1 Write the given expression.

2 3 4
Find the general rule for volume by antidifferentiation. Find the value of the constant, c, by substituting t = 0 and V = 6 into V (t).
dV = 3t 2 8t + 1 dt V (t) = t3 4t2 + t + c 6 = (0)3 4(0)2 + (0) + c c=6
Write the rule for V (t). b Substitute t = 1 into the volume function V (t).
V (t) = t3 4t2 + t + 6 b V (1) = (1)3 4(1)2 + (1) + 6 =4 So the volume of the balloon at t = 1 is 4 litres.
457
An important application of antidifferentiation is in the study of kinematics (motion graphs). We will assume that all motion is along a straight line. The velocity can be antidifferentiated to find the displacement (distance or location from the origin) of the object. This process can be carried out by hand or using a CAS calculator (see worked example 8).
Worked example 18
The velocity of a model train starting from 1 m to the right of the origin is given by v(t)=62t, where t is in seconds and v is in m/s, for t [0, 5]. a When does it stop? b What is its displacement at any time, t? c How far is it from the starting point when t = 5? d Where is the train when it stops? e How far does it travel in the first 5 seconds?
Think WriTe
a The train stops when the velocity v (t) = 0.
Solve for t when v (t) = 0.
v (t) = 0 6 2t = 0 2t = 6 t = 3s x (t ) = (6 2t ) dt x (t ) = 6t t 2 + c
b 1 To find an equation for the displacement,
find the antiderivative of the velocity.
b Displacement, x (t ) =
v(t ) dt
We know that the model train begins 1 m to the right of the origin, which implies a displacement of 1 m or the point (0, 1). To calculate c, substitute this point into the equation for displacement. Write the equation for displacement.
(0,1) x (0) = 6(0) (0)2 + c = 1 c =1
x(t) = t2 + 6t + 1
c x(5) = (5)2 + 6(5) + 1
c The distance can be calculated by substituting
t = 5 into the equation for displacement.
x(5) = 6 After 5 s the train is 6 m to the right of the origin.
d From part a, the train stops at 3s. Substitute the value
d x(3) = (3)2 + 6(3) + 1
x(3) = 10 The train stops 10 m to the right of the origin.
e The train starts 1 m to the right of the origin. It continues e In the first 3 s, the train moves from 1 m
moving to the right until it stops 10 m to the right. It then moves back towards its starting position, but after 5s, it is at 6 m to the right of the origin. Since distance has no direction, add the distances.
to the right to 10 m to the right, that is, 9 m. In the next 2 s, the train moves from 10 m to the right back to 6 m to the right, which is 4 m. The total distance is 9 + 4 = 13 m.
This example emphasises the difference between displacement and the distance actually travelled. The CAS calculator really becomes important when the functions are more difficult to antidifferentiate. In the next example the CAS calculator is used for the antidifferentiation. But the rest of the working has been completed without technology because in this case it is quicker and easier to do so. The CAS calculator method (see worked example 8) is included for comparison. It will be important in formal assessment, when time is restricted, to decide the quickest and best approach. CAS should be used in situations when it is the better (or the only) option.
Worked example 19
The velocity of a toy car is given by v( t ) =
6 + 1, where t is in seconds and v(t) is in m/s for ( t + 3) 2 t [0, 4]. If the car starts at x = 0, use a CAS calculator to help you answer the following. a What is its displacement at any time t? b How fast was the car moving at the start? c How far is the car from the starting point when t = 2? d Show that the car did not stop.
Think WriTe
a 1 Use the integration feature of the CAS calculator to
find the antiderivative, remembering to allow for c, the constant of antidifferentiation.

2
(t + 3)2 + 1 dt + c
x (t ) = x (0) =
6
Record the result. The toy car begins its journey at the origin, (0, 0). Therefore x(0) = 0. Substitute this into the equation for displacement.
t+3
+t+c
6 +0+c 0+3
0 = 2 + c c=2 x (t ) =
b v(0) =
6
Write the equation for displacement.
t+3
+t+2
b To find the velocity at the start, substitute t = 0 into the
equation for velocity.
6 +1 (0 + 3)2
= 1 2 m/s 3
c x(2) =
c The distance travelled can be calculated by substituting
+2+2 2+3 = 2.8 After 2 s the toy car is 2.8 m to the right of the origin. 6
d 1
If the car did not stop, then its velocity 0. Show that v(t) 0 for t [0, 4]. Use the solve feature of the CAS calculator. Record the result.
d solve + 1 = 0, t (t + 3)2
False. This means that v(t) 0 for any interval including [0, 4].
exercise 10e
1 We16 Find the rule for the function f (x) if f (x) = 3x2 2x and f (2) = 0. 2 If f (x) = 3 + 5x 2x2 and the y-intercept is 7, find f (x). 3 The y-intercept of a curve is 10 and
dy = ( x + 1) ( x 3). Find the value of y when x = 3. dx 4 mC If the gradient function of a curve that passes through the point (2, 2) is f (x) = 2x 5, then the function f (x) is: a x2 5x + 8 B x2 5x 1 C x2 5
d x2 5x e x2 2
459
5 mC
If f (x) = 4x + 1 and the y-intercept is 3, then f (x) equals:

B 2x2 + x 1 e x2 + x C 2x2 + x 3
a x2 + 2x 3 d 2x2 + 2x 1
6 mC A curve passes through the point (2, 1) and has a gradient function f (x) = x(3x 5). The function
must be:
a f (x) = x3 3x2 + 5
5 2 3 d f (x) = x 2 x + 3
B e
f (x) = x3 5 x 2 + 2 2
3 f (x) = 4 x 4 5 x3 + 9 2
C f (x) = 3x2 5x 1
7 We17 The velocity (v) of an aircraft is changing as it accelerates. Its acceleration (rate of change of
velocity) at any time, t, after it begins accelerating from rest along a runway is dv = 6t 2 4t + 5 , where v is in km/h and t is in seconds. given by dt a Express v as a function of t. b Find the velocity after 5 seconds.
8 The rate of change of position (velocity) of a particle travelling in a straight line is given by
dx 2 = t 6t + 2, where x is in metres and t is in seconds. If the particle starts at x = 1, find its position dt when t = 3. dV = 2(h + 5)2 dh where V cm3 is the volume and the depth is h cm. a If V = 0 when h = 0, express V as a function of h. b Find the volume at a height of 7 cm.
9 The rate of increase of volume per unit increase in depth for a particular container is given by:
10 The weekly rate of change of profit with respect to the number of employees, n, in a factory is:
dP 3 = 3.182 n dn 4 where P is in thousands of dollars. a Find the number of employees for maximum profit (assume P = 0 when n = 0). b Hence find the maximum profit.
11 The rate of deflection from the horizontal of a 2 m long diving board when a 70 kg person is
x m from its fixed end is: dy = 0.06( x + 1)2 + 0.06 dx

y
x De ection
a What is the deflection, y, when x = 0? b Find the equation that measures the deflection at any point on the board. c Find the maximum deflection. (Be careful.) 12 The rate of change of height of a hot-air balloon is given by
the ground in metres after t seconds. a Write h as a function of t. b Find the height after 4 s. c How long does it take the balloon to reach a height of 60 m? origin is given by v(t) = 12 6t, where t is in seconds and v(t) is in metres per second for t [0, 6]. a When does it stop? b What is its displacement at any time t? c How far is it from the starting point when t = 4? d Where is the object when it stops? e How far does it travel in the first 4 s?
dh = 4t 1, where h is the height above dt
13 We18 The velocity of an object starting from 3 m to right of the
14 We19 The velocity of a train starting from 2 km to left of the
origin is given by v(t) = 10 4t, where t is in hours and v(t) is in kilometres per hour for t [0, 3]. a What is its displacement at any time t? b How far is it from the starting point when t = 3? c When and where is the train when it stops? d How far does it travel in the first 3 s?
15 The velocity upwards of a hot-air balloon starting 2 m above the ground is given by v(t) = 4t t2,
where t is in seconds and v(t) is in metres per second for t [0, 5]. a When was it stationary? b What was its displacement at any time t? c How far was it from the starting point when t = 5? d Where was the balloon when it stopped? e How far did it travel in the first 5 s? dv 16 The acceleration, , of a skier starting from 6 m to right of the origin with a velocity of 7.5metres per dt second is given by a(t) = 6 3t, where t is in seconds and a is in metres per second squared for t [0, 10]. a What is its velocity at any time t? b What is its displacement at any time t? c How far is it from the starting point when t = 7? d When and where is the skier stationary? e How far did the skier travel in the first 7 seconds? 4 , where t is in seconds and v(t) is in metres per 17 The velocity of a jogger is given by v (t ) = (t + 2)2 second for t [0, 5]. After 2 s the jogger is 4 m to the right of the origin. Use a CAS calculator to help you answer the following. a What was the joggers displacement at any time t? b Where did the jogger start from?
How fast was the jogger running at the start? How far was the jogger from the starting point when t = 3? Show that the jogger did not stop. How far did the jogger travel in the first 3 s? 18 The velocity of a toy remote-controlled racing car is given by v (t ) =
c d e f
6 6, where t is in seconds (t + 1)2 and v(t) is in metres per second for t [0, 4]. At the start it was 5 m to the left of the origin. Use a CAS calculator to help you answer the following. a What was its displacement at any time t? b How fast was the car moving at the start? c How far was the car from the starting point when t = 4? d Show that the car did not stop. e How far did the car travel in the first 4 seconds? (t 2) , where t is in seconds and v(t) is in 19 The velocity of a walker is given by v (t ) = 10 cos 4 metres per second for t [0, 5]. At t = 0, x = 2 m. Use a CAS calculator to help you answer the following. a What was the walkers displacement at any time t? b How fast was the walker moving at the start? c How far (correct to 2 decimal places) was the walker from the starting point when t = 5? d Where (correct to 2 decimal places) and when did the walker stop? e How far did the walker travel in the first 5 s?
462
Summary
antidifferentiation
Antidifferentiation, or integration, is the reverse process of differentiation. x n +1 If f (x) = x n, then the antiderivative is f ( x ) = + c , n 1, where c is a constant. n +1 ax n + 1 If f (x) = ax n, then the antiderivative is f ( x ) = + c , n 1, where c is a constant. n +1 If f (x) = g (x) + h(x), then the antiderivative is f (x) = g(x) + h(x) + c. The antiderivative of f (x) is denoted by F(x). F ( x ) = f ( x ) dx dy The antiderivative of is y + c, where c is a constant. dx
Antidifferentiation of the gradient function, f (x), gives a family of functions f (x) + c, which can be sketched as a family of curves. For example, if f (x) = 2, then the antiderivative is f (x) = 2x + c. This produces a family of curves as shown.
y 3 2 1 1 2 0 f(x) = 2x + 3 f(x) = 2x + 2 f(x) = 2x + 1 f(x) = 2x f(x) = 2x 1 f(x) = 2x 2 x
It is possible to find one particular member of the family of curves from the gradient function when special conditions, called boundary conditions, are given.
An approximation to the area between a curve and the x-axis can be found by dividing the area into a series of rectangles or trapeziums that are all the same width. The approximation is found by finding the sum of all the areas of the rectangles or trapeziums. Lower rectangle approximation actual area upper rectangle approximation Trapezoidal approximation = lower rectangle approximation + upper rectangle approximation 2 The trapezoidal rule is: The area between a curve, y = f(x), and the x-axis from x = a to x = b h [ f (a) + 2f (a + h) + 2f (a + 2h) + . . . + 2f (b h) + f (b)] 2 where h is the interval width.
f ( x ) dx = [ F ( x )]b = F (b) F (a) where F (x) is an antiderivative of f (x). a f ( x ) dx is the definite integral.
b
a kf ( x ) dx = k a f ( x ) dx a
b
f ( x ) dx =
a f ( x ) dx + c
f ( x ) dx , a < c < b
463
a [ f ( x ) g( x )] dx = a a
b
f ( x ) dx
a g( x ) dx
f ( x ) dx =
b
b f ( x ) dx
f ( x ) > 0 for x [a, b]
y = f(x)
Area =
a f ( x ) dx , if
y
0
b
Area = a f ( x ) dx , if f ( x ) < 0, or
y a 0 y = f(x) b x
a f ( x ) dx , for x [a, b]
When the derivative of a function is known, antidifferentiation can provide the original function. Because the original function may have contained a constant, this must be allowed for; the constant can be found using the boundary conditions provided in the question. Antidifferentiation can be applied to kinematics (motion graphs), especially when calculating distances travelled.
464
Chapter review
1 Find the antiderivative of each of the following using the rule. a 6x2 d 5x3 + 4x2 + 5 2 Find the following. a b 5x + 4 e (x 3)(x + 7) b c x2 + 8x 14
S ho rT a n S W er
(2 x 3 + 8 x 7) dx
(1 + 6 x x 2 ) dx
x (5x 3) dx
d (x 7)(x + 7)dx
3 Find the rule of the original function if its gradient function is
x = 2.
dy = (2 x + 1)(3 x 1) and y = 16 when dx

y 0 3 x
4 The graph of g (x) is shown at right. If g (0) = 6 and g (3) = 0, sketch the
graph of g(x).
5 Use the method of left rectangles to approximate the area under
the curve y = x2 + 1, from x2 + 1 to x = 4, using interval widths of 1 unit. dh 2 = t 14t + 45. dt a Find an expression for the height at any time. b Find the height 6 minutes after takeoff. c Find the maximum height reached in the first 9 minutes. any time, t minutes, after it takes off is
6 The rate of increase of height, h metres, of an ascending helicopter at g'(x)
7 A particle travels such that its velocity at any time, t, is given by v = 2t + 1. a Given that velocity represents the rate of change of position, x, write down the relationship b If x = 3 when t = 2, write an expression for x in terms of t. c Find the position of the particle when t = 10. 8 A robot moves in a straight line, starting 14m to the right of the origin. Its velocity at any time,
between v and x.
t [0, 5], is given by v (t) = 6t2(2 t), where v(t) is in metres per second and t is in seconds. a What is the starting velocity of the robot? b What is its displacement at any time t? c When and where is the robot stationary? d What is its location at t = 3? e How far does it travel in the first 3 seconds? dy = 3x2 20x + 7, then y could be: dx a 6x 20 B x3 10x2 3 10x 2 + 7x d x e x3 + 7x 3 is: x3 3 +c 2x 2 3 e 2x 4
B B 3 x 2 (x + 5) + c 2 e x3 + 8x2 5x + c
1 If
m U lTip l e C ho iC e C x 3 40x 2 + 7x
2 The antiderivative of
a 9x2 + c d
1
9 x2
x2
3 The antiderivative of (3x 1)(x + 5) is:

a x3 + 7x2 5x + c d x3 5x + c
3 C 4 x4 + c
4 The expression
1
x 3 + 6 x 2 10 x dx is equal to: x
B 3 x3 + 6x2 10x + c e
1 x3 3 1
a 4 x4 + 2x3 5x 2 + c d 1 x4 + 3x2 10x + c 4
C 1 x3 + 3x2 10x + c 3
+ 3x2 + c
465
5 The function g(x) graphed at right has a negative gradient when:

a B C d e
0<x<4 1 < x < 2 x < 1 and x > 2 x<2 x > 1
g(x)
1 0
6 From the gradient function f (x) graphed at right, it can be deduced
that f (x) has a gradient of 0 when: a x=1 B x>4 C x < 2 d x = 2 and x = 4 e x = 4

7 The graph of g (x) is shown below. y g'(x) 0 1 2 x
0 1
4 f'(x)
If g(2) = 0, then the graph of g(x) is best represented by:

a
y 1
g(x)
B y
y 4
0 0
d
2 y
x
e
2 g(x)
x 2 g(x)
y 2
1 0 2 g(x) x
2 g(x)
8 For a particular function g (x), g (1) = 0 and g (x) < 0 if x 1. The graph that could represent g (x) is: y y y a g(x) B C g(x) g(x)
1 0 1 x 0 y 1 0 1 g(x) x 0 g(x) x x
466
9 The antiderivative of 12x + 3 is:

a 6x2 + 3x d B 24x2 + 3x + c e C 24x2 + 3x
6x2
+ 3x + c
6x2
10 If the gradient of a curve is

a d
dy = ( x 2) ( x + 5) and its y-intercept is 3, then its rule is: dx

B e
y = 1 x 3 + 3 x 2 10 x 3 3 2 y = 1 x 3 + 3 x 2 10 x 10 3 2
y = 1 x 3 + 3 x 2 5x 3 3 2 y = 1 x 4 10 x 2 4
C y = x3 + 3x2 10x 3
1 The position of a particle at any time, t, is represented by the antiderivative of its velocity, v, with
respect to time; that is, x = v dt . If its velocity is given by the rule v=4t5 and the initial position of the particle is 2 cm left of the origin, find: a the rule for its position, x, at any time, t b the position of the particle after 4 seconds. dC From past records it has been found that the cost rate of maintaining a certain car is = 75t 2 + 50t + 800, dt where C is the accumulated cost in dollars and t is the time in years since the car was first used. Find: a the initial maintenance cost b C as a function of t c the total maintenance cost during the first 5 years of use of the car d the total maintenance cost from 3 to 5 years e the maintenance cost for the second year. An infection is transferred such that the rate of the number of people infected, N, can be modelled by dN = 0.16t , where t is the number of days after exposure to the infection. dt In a school of 800 students, how many students will not be infected after 20 days? A mothball, assumed to be a sphere with diameter 20 mm, evaporates at such a rate that the radius decreases by 0.2 mm per day. a Find an expression for the radius of the mothball t days after manufacture. b Hence find an expression for the volume of the mothball t days after manufacture. c Find the rate at which the volume decreases 30 days after it was manufactured. Determine an approximation for the area between the curve and the y x-axis over the interval indicated in the diagram at right using the (1, 4) 4 average of the upper and lower rectangles. (3, 3.5) 2 An oil slick is found to radiate outwards at a rate modelled by dr 5 = , t 1, where t is the time measured in hours and r is the x 0 2 3 1 4 dt t 2 radius of the slick in metres. If the slick is 16 metres wide after one 4 hour, how long, to the nearest hour, will it take to be 100 metres wide?
ex Ten d ed r eS p o n S e
467
ICT activities
Chapter opener
diGiTal doC 10 Quick Questions doc-9792: Warm-up with ten quick questions on antidifferentiation (page 437)
10d
diGiTal doC Investigation doc-9798: Definite integrals (page 454) TUTorial We13 eles-1606: Watch a tutorial on evaluating definite integrals (page 454)
10a
antidifferentiation
inTeraCTiViTY Antidifferentiation int-0268: Consolidate your understanding of antidifferentiating polynomials (page 437) diGiTal doC WorkSHEET 10.1 doc-9797: Antidifferentiation practice (page 440)
10e
inTeraCTiViTY Areas under curves int-0269: Consolidate your understanding of area under curves (page 457) TUTorial We18 eles-1447: Apply antidifferentation to velocity (page 458) diGiTal doC WorkSHEET 10.2 doc-9799: Practise applying antidifferentiation (page 462)
10B deriving the original function from the gradient function

TUTorial We7 eles-1443: Use the graph of the gradient function to sketch the graph of the original function (page 441)
10C
Chapter review
TUTorial We9 eles-1605: Watch a tutorial on approximating the area under a curve (page 445) inTeraCTiViTY Approximating areas enclosed by functions int-0254: Practise approximating areas enclosed by functions (page 445)
468
Answers CHAPTER 10
anTidiFFerenTiaTion (inTeGraTion)
exercise 10a
7 a x4 + 5x2 7x + c b 6x + 2x2 3 x3 + c c 2x3 x2 + c d 1 x 3 100 x + c 3 e 2x2 + 7x + c f

1 3 x 3 5 2 1
8 a
y 1
1 0 3
f(x)
antidifferentiation
Function f(x)
i ii iii iv v vi vii viii ix x xi xii xiii xiv xv xvi xvii xviii
Derivative (gradient function) f (x) 2x 2x 2x 3x2 8x3 20x3 21x6 2x3 3x8 2x9 2x2 6x7 2x + 3 2x 7 12x2 14x 8x3 + 3x2 12x2 + 4x 7 16 9x2
2
x2 x2 + 3 x2 4 x3 2x4 5x4 3x7

1 2 1 3
+ 4x 2 x
y g(x) 3 1 0 1 2 x h(x)
+c
8 C 9 a x3 9x2 + 27x + c b
27 x 4 4
45 x 3 +
225 x 2 2
125 x + c
c

1
y 3 2 1 0 1 1 f (x) = x + 3 f (x) = x + 1 f (x) = x f (x) = x 1
exercise 10B
1 1
x4 x9
d
x
f(x)
1 10 x 5 2 3 3 4
1 y 4 2 y = 4x2 2 1 2 4 0 1 x y = 4x2 4 g(x) 0 y 9 1 2 x y = 4x2 + 4 y = 4x2 + 2 1 0 x
x3 x8
y 3
x2
+ 3x + 5
x2 7x 4x3 7x2 2x 4 + x3 4x3 + 2x2 7x 16x 3x3
f(x)
2 a 3x3 + c b 4x2 + 5x + c c d 2x + x3 + 5x + c e 7x + 3x2 x3 + c f g h 3 y

1 10 1 10 x + 3 x 3 x + c 4x2 + 2 x3 + x5 + c 3 1 1 1 x + 2 x2 + 3 x3 + 4 x4 + c 4 5 = 3 x 3 2 x 2 10 x + c 2 + 35x + c 5x 1 3 3 1 3 x 3 4
2x2
11x + c
3 a i ii iii b i ii
0 Negative Positive Parabolic

y
3 9
3 x
g
(0, 2) 0 x y f (x) = x2 + x + 1 f (x) = x2 + x f (x) = x2 + x 1 f (x) = x2 + x 2
1 2
y 5
h(x)
2 0 5
4 a b x3 2x2 + c
2 1
15 c x3 x2 + c
1 0 1 2
f (x)
d 3 x3 + 6x2 + 35x + c e f g h i j 5 B
2 3 1 2 3 x + 2 x 6x + c 1 3 x x+c 3 1 3 x + 2x2 + 4x + c 3 4 3 x 6x2 + 9x + c 3 1 4 x 2x3 + 6x2 8x 4 1 4 x + 8x + c 4
9 y = 2x2 5x + 3 10 y = x2 3x 11 y = x3 + x2 10
1
12 F ( x ) = 3 x 3 + x 2 + x 3
exercise 10C approximating areas enclosed by functions All answers for areas in questions 1 to 15 are in square units. 1 10 2 a 8 b 42 3 a A b A 4 a 30 b 22 5 9 6 a 8 b 13
+c
6 D
5 a b c d 6 a 7 a b c
C x = 6, x = 2 x < 6, and x > 2 6 < x < 2
i i i i
1 2 3 4
ii ii ii ii b
Negative Negative Positive Positive B
iii iii iii iii c
Positive Positive Negative Negative A
469
7 a 32 c 39 e 29 g 26 8 a 26 c 33 2 9 a 28 c loge24 e 23 3 g 100 10 a 40 2 c 11 4
1 1 1 1
b 32 d 16 f 12 b 41 be d6
1
e f
1 ( x 3 9 x 2 + 20 x ) dx 2 ( x 3 4 x 2 4 x ) dx
b8 d 26 f 11 3 b1 d 3 f 23
2 4 0
c v=1
d x = 45 e Since (t + 2)2 > 0,
5 a 8 c 7 3 e 22 6 a 2 c 53 e 4
1 1
f 18 a b c d e 19 a b c d e
+1+e
f 7.25 b 10 d 19 4
1 + 2e + 2e 2 + e3 2 11 a 6 c 8.5
e 12 a 4 8 or 4.875 b 7 or 7.375 c
1 68 3 8 7
exercise 10e applications of antidifferentiation 1 f (x) = x3 x2 4
b 11
2 f ( x ) = 7 + 3x + 2 x 2 3 x 3 3 4 5 6 7
1 A C D
4 > 0; i.e. v 0 (t + 2)2 Distance = 1 1 m 5 6 x= 6t + 1 t +1 v = 0, stationary x = 24.2 v = 0 at t = 0, 1 (not defined), i.e. no stops Distance = 19.2 m 40 40 t x= 2 cos 4 Stationary, v = 0 19.74 m (0, 0), i.e. at the start and (4, 23.46) 29.18 m
or 6.125
13 10.5 14 a 22.5 b 20.8 15 a 1.87 b 1.68 c 1.63 16 loge 2880 or approx. 7.97 (2 d.p.) 17 a 4400 sq. metres b 3500 sq. metres
8 11 m
a v = 2t3 2t2 + 5t b v = 225 km/h

2
ChapTer reVieW
ShorT anSWer
9 a V = 3 h 3 + 10 h 2 + 50 h 10 11 b V = 1068 2 cm 3 3 a 18 b $19 092 a 0 b y = 0.02x3 0.06x2 c 0.4 m or 40 cm a h = 2t2 t b 28 m c 5.7 s a t=2 b x = 12t 3t2 + 3 c x=3 d x = 15 e Distance = 24 m a x = 10t 2t2 2 b x = 10 c t = 2.5, x = 10.5 d Distance = 13 km a t = 0, 4 b x = 2t 2 c x =83
1
1 a 2x3 + c b 5 x 2 + 4x + c
2
1 3 x 3 5
+ 4x2 14x + c
4
d 4 x 4 + 3 x 3 + 5x + c e 2 a
1 3 x 3 1 4 x 2
+ 2x2 21x + c + 4x2 7x + c

1 3 x 3
(2 + 3) 18 or approx. 1.95 sq. units 6 19 a Distance travelled by the cyclist in the first 30 seconds. b 307.5 metres 20 a False b True c False d True
The fundamental theorem of integral calculus 1 a 1 b 20 1 3 4
c
exercise 10d
12
b x + 3x2 c d
5 3 3x 1 3 x 3
+c
13
3 2
x2
+c
49 x + c
1 2
14
3 y = 2x3 + x2 x 4
y 6
51 3
1 3
15
e 8 g 12 2 3 i 38 k 6313.2
f 56 h 74 j 1 l 5949
t3 +2 3
3 g(x)
The answers to all area questions are in square units. 2 a 8 b8 3 a 4.5 b 4.5
4 a b c d
d x = 2, 12 2 3 e Distance = 13 m 16 a b c d e 17 a b
5 17 square units 6 a h = t 3 7t 2 + 45t b 90 m 7 a c 8 a b c d e c 91.67 m dx v= b x = t2 + t 3 dt x = 107 units 0 m/s Displacement: x(t) = 4t3 1.5t4 + 14 t = 0 and t = 2 seconds, x = 0 and x = 22 0.5 m to the right 29.5 m
1 3
1 2 x dx 0
4 2
(4 x ) dx
1 x 2 dx 3 3x 2 dx
1
3t 2 v = 6t + 7.5 2 t3 x = 3t 2 + 7.5t + 6 2 x = 34 t = 5, x = 56 Distance = 72 m 4 x = 5 (t + 2) x=3
470
mUlTiple ChoiCe
exTended reSponSe
1D 3A 5B 7A 9D
2 B 4 C 6 D 8 D 10 A
1 a b 2 a b c e
x = 2t2 5t 2 10 cm to the right of the origin (x = 10) $0 C = 25t3 + 25t2 + 800t $7750 d $4450 $1050
3 768 students are not infected. 4 a r = 10 0.2t b V = (10 0.2t)3 c 12.8 mm3/day 5 10.5 square units 6 27 hours
4 3
471

1 A function f is defined as f : R R, where f (x) = 2x2 + 3x. a Determine f (2 + h). b Hence, determine the gradient of the tangent at x = 2 using first principles.
2 marks 3 marks
S ho rT a n S W er
25 minutes
2 The distance, d, in metres, over time, t, in seconds, a battery-powered toy car travelled is shown in the
graph below.
d 50 20 0 30 75 t
1 mark 2 marks 1 mark
a Describe the cars speed during the first 30 s. b Determine the exact average speed in m/s between t = 30 s and t = 75 s. c Using your answer from part b, determine the cars instantaneous speed in m/s at t = 50 s. 3 The function g(x) is shown below. (2, 4) y g(x) 0 (1, 5) x
On the same set of axes, sketch g(x).

4 A function, f, passes through the point (1, 5) and has a gradient function f (x) = 4. Determine the
3 marks
function f (x).
1 If y =
a 9x d
3
2 marks
27 x 2 , then
dy equals: dx
m U lTip l e C ho iC e B 18x C
6
1
10 minutes
2 4 e x 3x 2 The equation of a tangent touching the curve y = x2 + 3 at point (a, 1) is y = 2ax + 1 2a2. The gradient of the normal passing through the point (a, 1) would be: 1 1 1 a B C 2a 2a a
1 3 2 3
x3
each question is worth one mark.
d 2a
e 2a
3 The hybrid function f (x) is shown below. y 3 0 2 f(x) x
Which one of the following statements is incorrect for f (x)? a The domain of f (x) is R. B f (x) is discontinuous at x = 2. C f (x) for x > 2 is increasing. d f (x) > 0 for x 2. e The limit of f (x) exists at x = 2.
Exam practice 4 473
4 When a soccer ball is kicked, the path it travels, in metres, is found by the equation h(x) = ax bx2.
The soccer ball reaches a maximum height of 40 metres when the ball is 20 metres from its original position. The values of a and b are: a a = 0 and b = 0.1 B a = 1 and b = 0.01 C a = 4 and b = 0.1 d a = 20 and b = 40 e a = 40 and b = 20
5 The equation of the tangent to the curve f (x) = x3 2x2 3x + 2 at the point where the curve crosses the
y-axis is: a y = 4.28x + 2.26 d y = 9.49x 26.71
B y = 3.52x + 2.04 e y = 2x2 4x 3
C y = 7.78x + 10.45
6 A water tank is being filled with water at a constant rate of
dv litres/minute. Water is removed from the dt tank at the rate of 10 litres/minute. Which one of the following will determine the volume of water in litres, V, in the tank at any time, t, in minutes? dV 10 dt a V = V dt 10 B V = dt
C V= e V=
dt dt + 10 10
dV dt dt
dV
d V=
dt dt 10
dV
35 minutes
1 A cross-section of the Black Range is shown in the diagram below. h(x) 340.60 150 Valley 382.60 550 x Peak Ridge
0 40.73
The shape of the ridge can be described by the cubic equation h(x) = ax3 + bx2 + cx + d, where x is the horizontal distance in metres and h(x) is the height in metres about sea level. a Show that d = 150. 1 mark b Determine the equation for h(x) in terms of a, b and c. 1 mark c Two stationary points exist at x = 40.73 and 382.60. Using your answer from part b, write 2 marks two equations in terms of a, b and c. d The point (550, 150) lies on the ridge. Write an equation that would enable a third 2 marks simultaneous equation to be used to find the values of a, b and c. e The value of a is 0.000 01. Using any two equations found in previous parts, determine 3 marks the values of b and c correct to 4 decimal places.
2 A circular enclosure of radius r, in metres, and a square enclosure are made from a 300 m length
diGiTal doC doc-10164 Solutions exam practice 4
of fencing wire. To form the circular enclosure a length of x m is cut from the 300 m length. All of the wire is used to form the two enclosures. x a Show that r = 1 mark . 2 300 x b The remaining wire is made into a square of side length m. Determine the area of the 4 1 mark square enclosure in terms of x. c Write the equation that determines the total area, A, of the two enclosures. 2 marks d In the context of this problem, write the feasible domain. 2 marks dA e Write the equation for 2 marks . dx f Determine the exact value of x so that the area of both enclosures will be a minimum. 2 marks g Using your answer from part e, show that the area is a minimum. 3 marks
474
ChapTEr 11
Introductory probability
ChapTEr ConTEnTS 11a 11B 11C 11d 11E 11F 11G 11h 11i Introduction to experimental probability Calculating probabilities Tree diagrams and lattice diagrams The Addition Law of Probabilities Karnaugh maps and probability tables Conditional probability Transition matrices and Markov chains Independent events Simulation
introduction to experimental probability

11a
Tossing a fair coin or rolling a standard 6-sided die will result in a range of outcomes. The coin can land Heads or Tails, and the number appearing uppermost on the die will be one of the numbers 1, 2, 3, 4, 5 or 6. Probability involves assigning a numerical value to the likelihood of such events occurring. In this respect, certain events will clearly be more probable than others; for example, getting only 1 of the required 6 numbers in Tattslotto is more likely than obtaining all 6 winning numbers. A numerical value for the probability of an event can be established in a number of ways. It can be based on results arising from experiments; alternatively, a reasoned estimate of the likelihood of the event can be provided on the strength of personal experience and knowledge (the subjective probability). A third way is to consider the symmetry of the situation where the activity has equiprobable or equally likely outcomes. For example, if we toss a coin 50 times and note how many times it lands Heads (a Head facing up), we may conclude (based on the experiment) that the probability of a coin landing Heads up is half. We may also reason that a tossed coin has two equally likely outcomes (a Head and a Tail), of which Heads is one possibility, so there is 1 chance in 2, or 1, 2 of a Head. However, deciding what the chances are of a runner winning her race will be subjective and dependent on considerations such as the runners past performances, her current state of fitness and the abilities of the other competitors.
diGiTal doCS doc-9802 long run proportion doc-9803 one die doc-9804 Two dice
random outcome experiments

What is the probability of a fair coin landing Tails? For a single trial of this experiment (one toss of the coin), we know the coin will land either Heads or Tails, but we cannot be sure the toss will produce a favourable outcome (that is, a Tail). The result is a random outcome. (Closing ones eyes and taking out a marble from a box containing different coloured marbles, or shuffling a pack of playing cards and choosing the topmost card, are also activities that produce random outcomes.) For our example of the coin, if many trials are conducted we will observe that the ratio number of Tails , which is the experimental probability for the favourable outcomes, converges total number of trials (gets closer) to a particular value. This particular value is known as the long-run proportion.
ChapTEr 11 Introductory probability 475
number of Heads Similarly, we observe that the ratio , the experimental probability for a Head, total number of trials converges to a particular value. For a coin tossed many times the long-run proportion of a Head is 0.5 and the long-run proportion of a Tail is 0.5.
Experimental probability and expected number of outcomes

In general, the experimental probability is given by: experimental probability = number of favourable outcomes observed total number of trials
The number of times an outcome of an activity is expected to occur is given by: expected number of favourable outcomes = experimental probability (long-run proportion) number of trials
WorkEd ExamplE 1
A 6-sided die (not necessarily a fair one) was rolled 12 times and the number showing uppermost was noted each time. The numbers uppermost on the die were: 2, 4, 1, 1, 5, 6, 4, 3, 4, 5, 6, 1. Estimate the probability of rolling a 5 with this die.
Think
1 2 3
WriTE
There are 2 favourable outcomes. There are 12 outcomes altogether. Use the formula: experimental probability number of favourable outcomes observed = total number of trials Experimental probability = =
2 12 1 6
WorkEd ExamplE 2
A fair 6-sided die is rolled 48 times. How many times is an even number expected to show uppermost?
Think
1
WriTE
There are 6 equally likely outcomes for the roll of the die and 3 favourable outcomes corresponding to an even number. There are 48 trials. Use the formula expected number of favourable outcomes = experimental probability number of trials.
Experimental probability of an even number =3 6 =1 2 Expected number of even numbers = 24 = 1 48 2
WorkEd ExamplE 3
Inside a bag are 18 marbles, some white and the rest green. One marble is taken out without looking, its colour is noted and the marble put back inside the bag. When this is done 30 times it is found that a green marble was taken out 5 times. Estimate how many marbles of each colour are in the bag.
Think
1
WriTE
A green marble was taken out 5 times and a white marble 25 times. Work out the experimental probabilities.
Experimental probability of green marble = = Experimental probability of white marble = =
5 30 1 6 25 30 5 6
Calculate the expected number of each colour marble. Use the formula expected number of favourable outcomes = experimental probability number of trials.
Expected number of green marbles = 1 18 =3 Expected number of white marbles = 5 18 6 = 15 Estimated number of each type of marble: 3 green, 15 white
6
Exercise 11a
1 WE 1 A coin was tossed 10 times and the outcomes noted as H, T, H, H, T, T, T, T, H, T, where H is a
Head and T is a Tail. Find the experimental probability of a Tail.

2 Twenty letters were chosen at random from the alphabet and recorded as either consonant, c,
or vowel, v. The results were c, c, v, c, v, c, c, c, c, v, c, v, v, c, c, c, c, v, c, c. Calculate the experimental probability of choosing a consonant.
3 A biased coin is tossed 50 times. The results were 33 Tails and 17 Heads. a What is the experimental probability of tossing a Tail with this coin? b What is the experimental probability of tossing a Head with this coin? 4 WE2 A die is tossed 96 times. How many times is an odd number expected to appear uppermost on
the die?
5 A coin is tossed 500 times. What is the expected number of Heads? 6 A die is rolled 300 times. How many odd numbers or the number 2 are expected to turn up? 7 mC A die is tossed 102 times. The number of times a number between 1 and 3 inclusive is expected to
appear uppermost on the die is: a 51 B 34
C 20
d 64
E 68
8 mC A box contains 2 blue beads, 3 green beads and 1 yellow bead. One bead is taken out, its colour
is noted and it is put back in the box. This is repeated 246 times. The number of times a bead that is not yellow is expected to be taken out of the box is: a 41 B 82 C 205 d 123 E 164
9 WE3 Inside a box are 42 plastic shapes. Some of the shapes are squares and the remainder are circles.
One shape is taken out at random, its shape is noted and it is put back in the box. After this is repeated 84 times it is found that a square was taken out 36 times. Estimate how many squares and how many circles are in the bag.
10 A closed box with a hole in one corner contains coloured marbles: 4 are red, 2 are blue, 3 are white and
1 is green. The box is shaken and 1 marble falls out. Its colour is recorded and it is placed back in the box. This is done 200 times. a How many times is a red or blue marble expected to fall out of the box after 200 trials? b How many times is a marble that has a colour other than white expected to fall out of the box after 200 trials?
11 mC A moneybox contains 128 coins. There are 5-cent and 10-cent coins. The box is shaken, a coin
falls out, the value of the coin is noted and it is placed back inside the box. After this is repeated 96 times it is noted that a 5-cent coin fell out 60 times. The estimated number of 10-cent coins in the moneybox is: a 24 B 64 C 60 d 36 E 48
12 During a period of one week 190 people telephoned Hot-Shot
Electrics with enquiries. During the same period Zap Inc received 305 enquiries. Based on this information, how many enquiries did Hot-Shot and Zap Inc each expect during a week where the total number of phone calls made to the two businesses was 650 (to the nearest call)?
13 The probability that the Last Legs football team can win a match
is 2. If the team is to play 35 matches during the season, how 7 many wins should it expect?
14 In a 9-game chess tournament, Adam won 6 games, lost 2 games
and drew 1 game. a Based on this information, if Adam is to play 108 games next year, how many games should he expect to: i win? ii lose? iii draw? b Based on the fact that Adam won 81 of the 108 games, how many games does he expect to lose or to draw in a tournament comprising 16 games? 15 mC Inside a bag are red, blue and black marbles. Sally takes out one marble, notes its colour and puts it back in the bag. When she has taken out a marble 360 times, she finds that a red marble was taken out 140 times and a black marble 200 times. If Sally takes out a marble 270 times, the number of blue marbles expected is: a 15 B 90 C 105 d 150 E 125 16 A post-office has two letterboxes, Domestic and Overseas. Letters to be delivered within Australia are placed in the Domestic box, and letters intended for overseas destinations are deposited in the Overseas box. During the month of January there were 980 Domestic and 310 Overseas letters handled. a Estimate the probability of a particular letter having an Australian destination. b Estimate the probability of a particular letter having an overseas destination. c During February there were 1580 letters posted in total. How many of these would you expect to have been delivered: i within Australia? ii overseas?
11B
diGiTal doC doc-9810 Extension Sets and Venn diagrams
Calculating probabilities
Many of the methods arising from a study of probability can be investigated by using set theory. A review of the basic work on sets is provided in your eBookPLUS. This section describes how to calculate exact theoretical probabilities rather than use experimental results to estimate probabilities. We know that the theoretical probability of a fair coin coming up Heads is exactly 1. 2 We must remember that this does not mean that exactly half the tosses of the coin will be Heads, but rather that the long-run proportion of Heads will approach 1 as the number of tosses becomes very large. 2 If n is the number of trials, then as n ( means approaches, or gets closer to): the proportion of successes the theoretical probability of a success. Before describing how to calculate theoretical probability (and avoid the need to perform a large number of trials), we need to discuss the ideas of event space and favourable outcome in more detail.
Event space
The event space (or sample space) consists of all possible outcomes of an experiment. The event space is the universal set and is denoted by .
WorkEd ExamplE 4
A 6-sided die is rolled. List the elements of the event space and state the cardinal number.
Think
1 2
WriTE
List the elements of the event space. Count the number of elements in the event space.
= {1, 2, 3, 4, 5, 6}
n() = 6
478
WorkEd ExamplE 5
A coin and a die are tossed. a List the elements of the event space. b List the elements of the event E = Head and a number greater than 4.
Think WriTE
a What are the different outcomes using a
a Let H be Head, T be Tail and H4 mean Head
coin and a die together?
on the coin and a 4 on the die. Then = {H1, H2, H3, H4, H5, H6, T1, T2, T3, T4, T5, T6}.
b Event E consists of 2 sample points:
b List all the possible ways of obtaining event
E = Head and a number greater than 4.
E = {H5, H6}.
probabilities
The game of Zilch involves tossing a fair 6-sided die and scoring points for rolling a 6 or a 1. The events rolling a 6 and rolling a 1 are called favourable outcomes. The total number of outcomes is 6 (a result of 1, 2, 3, 4, 5 or 6 could be rolled). Each outcome is equally likely for a fair die. Intuition may lead us to assert that the probability of scoring by rolling a die in a game of Zilch is 2 = 1. 6 3 More formally, for equally likely outcomes: probability of a favourable outcome = or Pr(favourable outcome) = So in our Zilch example, Pr(scoring) = number of favourable outcomes total number of possible outcome number of favourable outcomes total number of possible outcome number of favourable outcomes total number of possible outcome
Pr(scoring) = 2 6
There are other, equivalent expressions for calculating probability, including Pr(E) = Or, using set notation, number of favourable outcomes in E total number of possible outcomes Pr(E) =
= 1 as before. 3
n(E ) n( ) where Pr(E ) is the probability of event E, n(E ) is the cardinal number of event E and n( ) is the cardinal number of the event space. The above Zilch example may be illustrated as follows, where E = getting a 6 or a 1.
2 3 E 5 6 1 4
Notice that Pr(E ) + Pr(E ) = 2 + 4 6 6 In general, if E and E are complementary events, Pr(E) + Pr(E) = 1 and Pr(E) = 1 Pr(E)
= 1.
WorkEd ExamplE 6
A number is randomly chosen from the first 12 positive integers. Find the probability of: a choosing the number 8 b choosing any number except 8.
Think WriTE
a 1 Pr(favourable outcome)
number of favourable outcomes = total number of possible outcomes

2
There is one favourable outcome (choosing an 8) and 12 possible outcomes.
Pr(8) =
1 12 1 12
b We require the complementary probability.
Pr(E ) = 1 Pr(E ).
b Pr(not 8) = 1
= 11 12
range of probabilities
If there is no favourable outcome for event E, then n(E ) = 0, so: Pr(E) = n(E ) n( ) 0 = n( ) =0
We interpret this to mean that impossible events have a probability of zero. If every outcome in the event space for E is a favourable outcome, then n(E ) = n() and n(E ) Pr(E) = n( ) = n( ) n( )
= 1. We interpret this to mean that events certain to happen have a probability of 1. Thus the range of values for the probability of an event is given by 0 Pr(E ) 1. The probability line below illustrates the range of probabilities and the likelihood of the event occurring.
0
1 4 1 2 3 4
Impossible Unlikely Equally Likely Certain likely

WorkEd ExamplE 7
A fair cubic die with faces numbered 1, 3, 4, 6, 8, 10 is rolled. Determine the probability that the number appearing uppermost will be: a even b odd c less than 1 d greater than or equal to 1.
Think WriTE
a 1 There are 6 possible outcomes when rolling the die.

2
a n( ) = 6
Four of the outcomes correspond to an even number.
Pr(even number) = 4
6 3
=2
480
b Two of the outcomes correspond to an odd number.
b Pr(odd number) =
Also 1 2 = 1 since 3 3 Pr(odd number) + Pr(even number) = 1

c None of the outcomes correspond to a number
2 6 1 3 0 6 6 6
c Pr(number is less than 1) =
less than 1.
d All 6 outcomes correspond to a number greater
=0
d Pr(number is greater than or equal to 1) =
than or equal to 1.
=1
In worked example 7, notice that if A is the event even number then the complement (A) of A is the event odd number and Pr(A) + Pr(A) = 4 + 2 6 6 = 1. Similarly, if B is the event a number less than 1 then B is the event a number greater than or equal to 1 so that Pr(B)+Pr(B) = 0 + 6
6 6
=1
WorkEd ExamplE 8
One letter is randomly selected from the letters in the sentence LITTLE MISS MUFFETT. Calculate the probability that the letter is: a a vowel b a consonant other than a T c a consonant.
Think WriTE
a 1 Pr(favourable outcome)
number of favourable outcomes = total number of possible outcomes

2
A vowel is a favourable outcome. There are 17 possible outcomes (letters), of which 5 are vowels. Substitute this information into the probability formula.
b
Pr(vowel) =
5 17
b 1 There are 8 consonants other than T.

2
Use the probability formula.

c
Pr(consonant other than T) =
8 17
c 1 There are 12 consonants.

2
Write the probability.
Pr(consonant) = 12
17
Exercise 11B
1 WE4 A spinner is divided into 4 equal sections as shown at right.
Red
Blue
For one spin: a list the elements in the event space b state the cardinal number of the event space.
Yellow Green
ChapTEr 11 Introductory probability
481
2 A numberplate is made up of 3 letters followed by 3 numbers. What is the event space for the first
position on the numberplate?

3 A card is chosen from a pack of 52 playing cards. What is the cardinal number of the event space? 4 WE5 A card is chosen from a pack of 52 playing cards and its suit noted, then a coin is tossed. a List the elements in the event space. b List the elements in the event S = a spade is chosen. 5 A coin is tossed twice. List the elements in the event space. 6 A student is chosen at random from a class of 12 girls and 14 boys, then a chocolate bar is chosen from
a bag containing a Time Out, a Mars Bar and a Violet Crumble. a List the elements in the event space. b List the elements in the event M = a Mars Bar is chosen.
7 WE6 One player is chosen at random from the senior netball team to be the captain. If there are
7 players in the team, what is the probability the person who plays goal attack is: a chosen? b not chosen?
8 One Year 11 student must be chosen to represent the year level at a staff meeting. If all 81 girls and
73 boys names are put into a container and one name is chosen at random, find the probability that: a a Year 11 student is chosen b any particular Year 11 student is chosen c a boy is chosen.
9 One card is chosen from a pack of 52 playing cards.
What is the probability that the card is: a a queen? c a picture card (J, Q, K)? e red or black?
b a heart? d not a picture card?
10 Four hundred thousand tickets are sold in a raffle. The winner of the
raffle will toss the coin at the AFL grand final. If you bought 10 tickets, what is the probability that you will win?
11 WE7 A standard die is rolled. What is the probability of rolling: a an even number? b a 5? c a number from 2 to 4 inclusive? d a number less than 7? 12 A bag has 20 marbles numbered 1, 2, 3, . . ., 20. One marble is randomly drawn. Find the probability
that the number on the marble is: a even b greater than 4
c a multiple of 4
d not even.
13 WE8 One letter is randomly selected from the letters of the palindrome Madam, Im Adam.
Calculate the probability that the letter is: a a vowel b a consonant other than a D.
14 What is the probability of randomly choosing a consonant other than P from the letters of the
palindrome A man, a plan, a canal, Panama?

15 One letter is randomly selected from the words Mathematical Methods. What is the probability of
randomly selecting: a the letter m? b a vowel? c a consonant? d a letter from the first half of the alphabet?
16 A lolly shop has 85 different types of lollies
including Smarties in clear plastic containers. Forty of the lollies contain chocolate. If one container is chosen at random, what is the probability it contains: a a lolly containing chocolate? b Smarties? c a biscuit?
11C Tree diagrams Tree diagrams
and lattice diagrams

1st coin H T
A useful way of representing all possible outcomes for sequential activities is by means of a tree diagram. A tree diagram consists of paths formed from branches. Each sample point (possible outcome) corresponds to a unique path that is found by following the branches. For example, a tree diagram could be drawn to show all possible outcomes when a coin is tossed twice. The first set of branches shows the possible outcome of the first activity, in this case tossing the coin the first time. The second set of branches is then joined onto the ends of the first 2nd coin 1st coin set to show all outcomes of both tosses of the coin. Note that the outcomes are written at the end of each path through the tree diagram. H The cardinal number of the sample space is the total number of end branches at the end of each path. If all outcomes are equally likely, the probability can then be determined as before by using T n(E ) Pr(E ) = . n( )
WorkEd ExamplE 9
Outcome H HH T HT H TH T TT
A card is chosen from a pack of 52 playing cards and its suit noted; then it is returned to the pack before another card is chosen. a Draw a tree diagram showing all possible suit outcomes. b Calculate the probability of choosing: i two hearts ii a diamond then a spade iii a heart and a club.
Think WriTE/draW
a Draw a tree diagram.
1st card
2nd card S S H D C S H D C S H D C S H D C
S spade H heart D diamond C club
Outcome SS SH SD SC HS HH HD HC DS DH DD DC CS CH CD CC
b i Use the probability formula with one
favourable outcome (heart, heart) out of 16 possible outcomes.

ii Use the probability formula with one
b i Pr(HH) = 16
favourable outcome (diamond, spade) out of 16 possible outcomes.

iii Use the probability formula with two
ii Pr(DS) =
1 16
iii Pr(HC or CH) =
favourable outcomes (heart then club or club then heart) out of 16 possible outcomes.
2 16 1 8
483
WorkEd ExamplE 10
Two letters are selected from the word BIRD. a Draw a tree diagram to illustrate the event space. b What is the probability that the second letter is a vowel or that the first letter is D?
Think WriTE/draW
a 1 There are 4 letters to choose from as the first
letter of the pair of letters.

2
1st letter B
2nd letter I R D B R D B I D B I R
Outcomes BI BR BD IB IR ID RB RI RD DB DI DR
For each letter chosen as the first letter, there are 3 letters remaining to choose from.
I R
b There are 5 favourable outcomes {BI, RI, DI, DB
b Pr(second letter is a vowel or first letter is D)

5 = 12
and DR} and 12 outcomes altogether.
lattice diagrams
When showing all possible outcomes of two activities such as a die is rolled twice, a tree diagram can become very large. An alternative method of showing all possible outcomes in this situation is a lattice diagram. A lattice diagram is a graphical representation in which the axes show the possible outcomes of each activity. The coordinates or points inside the graph show the possible outcomes from the combination of both activities, for example a total. These can be written as dots, as totals or by using a symbol for each outcome.
6 5 Die 2 Die 2 4 3 2 1 1 2 3 4 Die 1 5 6
6 5 4 3 2 1
7 6 5 4 3 2 1
8 7 6 5 4 3 2
9 10 11 12 8 7 6 5 4 3 9 10 11 8 9 10 7 6 5 4 8 7 6 5 9 8 7 6 Coin
T H
T1 T2 T3 T4 T5 T6 H1 H2 H3 H4 H5 H6 1 2 3 4 Die 5 6
Die 1
WorkEd ExamplE 11
A die is rolled twice. a Draw a lattice diagram to show all of the possible outcomes. b Find the probability of rolling a 2, then a 1. c Find the probability of getting a total of 7.
Think
WriTE/draW
a The possible outcomes from each roll are
1, 2, 3, 4, 5, 6. Put these numbers on each axis.
6 5 4 3 2 1 1 2
1 36
b The probability of obtaining a 2 on the first die and
b Pr(2, 1) =
a 1 on the second is shown by one outcome only. There are 36 total possible outcomes.
c 1 The question asks for the probability of c
2 numbers and the probability of a total of 7, so write totals on the diagram to show the possible outcomes of both events. There are 6 ways of getting a total of 7 from a total of 36 possible outcomes. {1 and 6, 2 and 5, 3 and 4, 4 and 3, 5 and 2, 6 and 1}
Die 2
6 5 4 3 2 1
7 8 9 10 11 12 6 7 8 9 10 11 5 6 7 8 9 10 4 5 6 3 4 5 2 3 4 7 8 9 6 7 8 5 6 7
1 2 3 4 5 6 Die 1
Write the answer.
Pr(total = 7) =
6 36
=1 6
Exercise 11C
Tree diagrams and lattice diagrams

diGiTal doC doc-9806 Stirlings formula
1 WE9 A psychic powers test kit contains 10 blue, 10 red and 10 green cards, each without any
markings. In one particular test session, Mental Mal selects a card, replaces it, and selects a card again. a Draw a tree diagram showing the possible colour outcomes at each stage. b Calculate the probability of Mal choosing: i two blue cards ii a red card, then a green card iii a green and a red card.
2 A coin is tossed together with a disc that is red on one side and white on its other side. a Show all possible outcomes on a tree diagram. b Calculate the probability that the coin lands Tails and the disc lands red. 3 Two letters from the word CAT are chosen. a Show all possible outcomes on a tree diagram. b Calculate the probability that the letter A is chosen first and the letter T is chosen second. 4 Two coins are tossed. a Show all possible outcomes on a tree diagram. b Find the probability that one head and one tail turned up. 5 The two spinners shown are spun and the colour on which each stops is noted.
Find the probability that the spinners land on: a red and green b yellow and blue c yellow and green.
Spinner 1
Spinner 2
485
6 mC A coin is tossed and a wheel that is coloured blue, white and
yellow is spun. The probability of getting Tails and the colour yellow is:
a d
5 6 1 2
B E
1 6 3 4
4 5
7 A pentagonal solid whose faces are numbered 2, 4, 6, 8, 10 is rolled and a disc that is red
on one side and blue on its other side is tossed. Draw a tree diagram and calculate the probability that a number greater than 4 is rolled and the colour showing uppermost on the disc is red.
8 WE 10 An integer from 2 to 3 inclusive is chosen from one hat and an integer from 4 to 6 inclusive is
chosen from another hat. Draw a tree diagram showing the possible outcomes and determine the probability of selecting: a two even numbers b two odd numbers c two even numbers or two odd numbers.
9 Peter chooses to wear a jacket and tie from the available
jackets and ties on his clothes rack, which is shown in the photo at right. Use the photo to draw a tree diagram showing the possible jacket and tie choices. Calculate the probability of choosing the darker brown jacket with the red and yellow tie. 10 Each of the smaller triangles formed by the intersection of the diagonals of a square is painted using either red, green or blue before covering each one with a low-sheen or full-gloss varnish. If the colour of each triangle is chosen at random, draw a suitable tree diagram and find the probability that the triangle is not coloured red or green and is covered with fullgloss varnish.
11 A coin is tossed three times. a Show all possible outcomes on a tree diagram. b Find the probability of getting Head, Tail, Tail. c What is the probability of getting at least two Tails? 12 Johnny wishes to try all combinations of a supercone ice-cream that has three
scoops of different flavours chosen from chocolate, vanilla, strawberry, lime and banana. The middle scoop must be chocolate. If Johnny randomly chooses his supercone ice-cream, show all possible outcomes on a tree diagram. 13 Alan, Bjorn and Carl each toss a coin at the same time. Draw an appropriate tree diagram and use it to find the probability that Alans and Carls result will both be Tails.
14 A consonant is selected from each of the words MATHS IS FUN. a Show the possible outcomes on a tree diagram. b Find the probability that the letters H and S will appear in the selection.
Chocolate
15 Two coins are tossed and a die is rolled. One of the coins is double-headed. Find the probability that
you get: a two Heads and an even number b a Head, a Tail and an odd number c a Head, a Tail and a number less than 4.
16 Find the probability of obtaining an odd number and at least one Tail when a die and two coins are
tossed.
17 mC Three coins are tossed once. The probability that at least one coin shows Heads is:
a d
3 4 7 8
B E
3 8 1 4
2 3
486
18 Four coins are tossed. a Show all possible outcomes on a tree diagram. b Find the probability of obtaining Head, Tail, Head, Tail in that order. c Find the probability of obtaining two Heads and two Tails. d Find the probability of obtaining at least two consecutive Tails. 19 WE 11 a Draw a lattice diagram to show all possible outcomes when two dice are rolled. b Use the lattice diagram to find the probability that both the numbers appearing uppermost are odd
numbers.
c Find the probability of getting a total of 9. 20 A die is rolled and a coin is tossed. a Draw a lattice diagram to show all of the possible outcomes. b Find the probability of obtaining a 3 and a Tail. c Find the probability of obtaining an even number and a Head. 21 Two dice are rolled. Find the probability: a of obtaining two 6s b of rolling a 3 and a 4 c that the sum of the numbers appearing uppermost is
less than 10
d that the first number is a 3 and the sum of the numbers
appearing uppermost is less than 8

e of rolling two multiples of 2. 22 A die labelled with the letters T, O, M, A, T, O and a die numbered 3, 4, 5, 6, 7, 8 are rolled together.
Determine the probability that the first die shows a vowel and the second die shows a number greater than 6.
23 A diner orders an entree, main course and dessert from a lunch menu that offers 3 different entrees,
2 different main courses and 2 different desserts. Show these choices on a tree diagram and find the probability that the diner orders a particular entree and main course.
11d
The addition law of probabilities

n(A B) = n(A) + n(B) n(A B) [1] [2] Pr(A B) = n(A B) n( )
Recall from our review of set theory that: We also know that:
Substituting [1] into [2], we get: Pr(A B) = n(A) + n(B) n(A B) n( ) n(A) n(B) n(A B) = + n( ) n( ) n( )
So, Pr(A B) = Pr(A) + Pr(B) Pr(A B). Since we may equate with OR and with AND, we can say: Pr(A or B) = Pr(A) + Pr(B) Pr(A and B) This is known as the Addition Law of Probabilities.
mutually exclusive events

If A B = , then A and B are mutually exclusive. That is, events A and B cannot happen at the same time. If A and B are mutually exclusive, Pr(A B) = 0, the Addition Law becomes: Pr(A B) = Pr(A) + Pr(B) or Pr(A or B) = Pr(A) + Pr(B)
WorkEd ExamplE 12
If A and B are events such that Pr(A) = 0.8, Pr(B) = 0.2 and Pr(A B) = 0.1, calculate Pr(A B).
Think WriTE
Substitute the values for Pr(A), Pr(B) and Pr(A B) in the Addition Law to find Pr(A B).
Pr(A B) = Pr(A) + Pr(B) Pr(A B) Pr(A B) = 0.8 + 0.2 0.1 Pr(A B) = 0.9
WorkEd ExamplE 13
If A and B are events such that Pr(A B) = 0.55, Pr(A) = 0.2 and Pr(B) = 0.45, calculate Pr(A B).
Think
1
WriTE
Substitute the values for Pr(A B), Pr(A) and Pr(B). Rearrange the expression to find Pr(A B).
Pr(A B) = Pr(A) + Pr(B) Pr(A B) 0.55 = 0.2 + 0.45 Pr(A B) 0.55 = 0.65 Pr(A B) Pr(A B) = 0.1
WorkEd ExamplE 14
If Pr(A B) = 0.2 and Pr(A B) = 0.9, calculate Pr(A) and Pr(B) if events A and B are equally likely to occur.
Think
1 2
WriTE
Use the Addition Law. If events A and B are equally likely to occur, then Pr(A) = Pr(B). Substitute the information into the Addition Law and solve.
Pr(A B) = Pr(A) + Pr(B) Pr(A B) Let x represent Pr(A) and hence Pr(B). 0.9 = x + x 0.2 0.9 = 2x 0.2 1.1 = 2x so x = 0.55 Pr(A) = 0.55, Pr(B) = 0.55
WorkEd ExamplE 15
A box contains 16 marbles numbered 1, 2, 3, . . . , 16. One marble is randomly selected. Let A be the event the marble selected is a prime number greater than 3 and let B be the event the marble selected is an odd number. a Evaluate: i Pr(A) ii Pr(B) iii Pr(A B) iv Pr(A B). b Are A and B mutually exclusive events?
Think WriTE
a 1 Write down the elements of A, B,
A B and A B.
a A = {5, 7, 11, 13}
B = {1, 3, 5, 7, 9, 11, 13, 15} A B = {5, 7, 11, 13} A B = {1, 3, 5, 7, 9, 11, 13, 15}
What is n()?
n () = 16
488
Calculate the probability of A, B, A B and A B.
Pr(A) =
4 16 4 8 16 1 2 4 16 1 4 8 16 1 2 1 4
=1
ii
Pr(B) = = Pr(A B) = =
iii
iv Pr(A B) =
=
b Since Pr(A B) 0, it follows that A and B
b From iii above, we see that Pr(A B) = .
are not mutually exclusive.
As Pr(A B) 0, A and B are not mutually exclusive.
Note: The Addition Law could also be used to determine any one of Pr(A B), Pr(A), Pr(B) or Pr(A B) when the other three quantities are known. For example, to find Pr(A B) we have: Pr(A B) = Pr(A) + Pr(B) Pr(A B) = =
4 16 1 2
8 16
4 16
The Venn diagram below left may be adapted to show probabilities rather than outcomes and used to solve problems (below right).
(A B)
A AB AB or B A B A B
Pr(A B)'
A Pr(A B')
or
Pr(A' B') B
Pr(A B)
Pr(A' B)
WorkEd ExamplE 16
An 8-sided die (numbered from 1 to 8) is rolled once. Find the probability that the number appearing uppermost is: a an even number b an even number or a multiple of 3.
Think WriTE
a 1 Let E = even number = {2, 4, 6, 8}.
The probability of getting an even n(E ) number = . n( )

2
a Pr(E ) =
n(E ) n( )
n(E) = 4, n( ) = 8
Pr(E) = 4
8
=1 2
b 1 M = multiple of 3 = {3, 6}. The probability b Pr(E M) = Pr(E) + Pr(M ) Pr(E M )
of an even number or a multiple of 3 = Pr(E M ).

2
E M = {6} so Pr(E M ) = 1. 8
Pr(E ) = 1, Pr(M ) = 2 = 1, 2 8 4
Pr(E M ) = 1 + 1 1 2 4 8 =5 8
489
WorkEd ExamplE 17
If Pr(A) = 0.6, Pr(B) = 0.45 and Pr(A B) = 0.7, show this information on a Venn diagram and calculate Pr(A B).
Think
1
WriTE/draW
Draw a 2-set Venn diagram with an overlapping region. Calculate the probability of the overlap, Pr(A B), using the Addition Law. Pr(A B) = Pr(A) + Pr(B) Pr(A B) 0.7 = 0.6 + 0.45 Pr(A B) Pr(A B) = 1.05 0.7 = 0.35
(A B)' A
Complete the Venn diagram using the available information.
0.25 0.35 0.1
Calculate Pr(A B).
Pr(A B) + Pr(A B) = 1 Pr(A B) = 1 Pr(A B) = 1 0.7 = 0.3
Exercise 11d
1 WE12
If Pr(A) = 0.4, Pr(B) = 0.5 and Pr(A B) = 0.2, what is Pr(A B)?
2 If Pr(A) = 0.65, Pr(B) = 0.25 and Pr(A B) = 0.22, what is Pr(A B)? 3 If A and B are mutually exclusive events and Pr(A) = 0.38, Pr(B) = 0.51, what is Pr(A B)? 4 WE13 If A and B are events such that Pr(A) = 0.4, Pr(B) = 0.5 and Pr(A B) = 0.6, calculate Pr(A B). 5 For events X, Y, if Pr(Y) = 0.44, Pr(X Y) = 0.16 and Pr(X Y) = 0.73, what is Pr(X)? 6
For events D and E, if Pr(D) = 0.76, Pr(D E) = 0.82 and Pr(D E) = 0.35, what is Pr(E)? and Pr(B).
7 WE14 If Pr(A) = 2 Pr(B), Pr(A B) = 0.23 and Pr(A B) = 0.94, determine the values of Pr(A) 8 If Pr(A B) = 0.75, Pr(A) = 0.28 and Pr(B) = 0.47, what can be concluded about the relationship
between A and B?
9 If Pr(A B) = Pr(A), what is the relationship between A and B? 10 WE15 A card is chosen at random from a pack of 52 playing cards. Let H be the event choosing a
heart and P be the event choosing a picture card (J, Q, K).

a Evaluate: i Pr(H) ii Pr(P) iii Pr(H P) iv Pr(H P). b Are H and P mutually exclusive events? 11
A box of chocolates contains 12 with hard centres and 8 with soft centres. One chocolate is chosen at random. Let H be the event choosing a hard centre and S be the event choosing a soft centre. a Evaluate: i Pr(H) ii Pr(S) iii Pr(H S) iv Pr(H S). b Are H and S mutually exclusive events?
490
12 From a group of 100 people, 25 said they drink tea, 40 said they drink coffee and 15 said they drink
both beverages. If one member of the group is randomly chosen, what is the probability that the person: a drinks only tea? b drinks neither tea nor coffee? c drinks tea and coffee? d drinks tea or coffee?
13 WE16 A box contains 20 marbles numbered 1 to 20. Find the probability of obtaining: a an even number b a multiple of 3 c a multiple of 2 or 3. 14 Find the probability of an odd number or a multiple of 4 appearing uppermost when a die is rolled. 15 Find the probability that a number divisible by 4 or 5 is drawn from a lucky dip containing the first
50 natural numbers.
16 From a standard pack of 52 playing cards, one card is randomly drawn. State the probability that the card is: a a ten b a diamond c a king or a jack d a diamond, a spade or the ace of hearts. 17 A mixed bag of lollies contains 8 peppermint twists, 10 red jelly beans, 10 caramels, 18 chocolates,
4 peppermint twirls, 5 yellow jelly beans and 25 toffees. If Tara randomly selects one lolly, what is the probability that it is: a a peppermint or a jelly bean? b not a toffee, a caramel or a jelly bean? c a peppermint, given that the jelly beans are stuck together and cannot be selected?
18 Sarah is competing in a 400-metre race against 13 other runners. If each contestant has the same
probability of winning, find the probability that Sarah: a wins the race b comes first or second c finishes in the top four d does not qualify for the final 5.
19 A moneybox containing eight $1 coins, five $2 coins, nine 50c coins and two 20c coins is shaken and
one coin falls out. Assuming that each coin is equally likely to fall out, calculate the probability that the coins value is: a between 10c and $2 (not including 10c or $2) b not 50c c $1 or $2 d less than $1.
20 Inside a dresser drawer are 4 ties, 10 socks, 4 handkerchiefs and 2 towels. If Tony randomly takes out
one item, find the probability that it is: a something to be worn b not a towel and not a sock c either a sock or not a sock d either a towel or not a handkerchief.
21 A patron in a restaurant is presented with a fruit platter consisting of 6 whole apples, 8 slices of orange,
5 sliced pear pieces, 11 whole strawberries, 6 whole plums and 4 sliced apricot halves. The waiter accidentally trips and a piece of fruit falls off the platter. Assuming that each piece of fruit was equally likely to fall, state the probability that the fallen fruit is: a not a plum and not an apricot b not sliced c sliced or is not a strawberry d either a pear or an orange that has not been sliced.
22 The games Alotto, Blotto and Clotto involve guessing a number from 1 to 100 inclusive. To win Alotto
the number guessed must be a multiple of 3. To win Blotto the number must be a multiple of 5 or a multiple of 8. To win Clotto the guessed number is to be between 10 and 20 or greater than 77. Decide which game is easier to win.
23 WE17 If Pr(A) = 0.3, Pr(B) = 0.4 and Pr(A B) = 0.65, show this information on a Venn diagram and
find Pr(A B).
24 Of 20 people interviewed, 7 stated that they use both a tram and a train to get to work, and
2 said they drive their own car. No other form of transport or combination of transport is used. If 5 people travel only by train, find the probability that a person selected at random travels by tram only.
25 The unusual dartboard shown below consists of 10 concentric circles, with 1024 points given for a dart
landing within the first (smallest) circle, 512 points for a hit within the area bounded by the first and second circle, 256 points if the dart lands within the area bounded by the second and third circles, and so on. The area bounded by any two consecutive circles is the same.
Area 1 1024 points Area 2 512 points Area 3 256 points Area 4 128 points
a Find the probability that a dart randomly hitting the board will score: i 64 ii a multiple of 128 iii a number from 16 to 256 inclusive iv a number from 17 to 1023 inclusive or a number less than 256. b Why is it necessary to state that the areas bound by any two consecutive circles are
the same?
karnaugh maps and probability tables

11E
We have seen how Venn diagrams provide a visual representation of sets and probabilities. Another effective approach is to display the information by means of a Karnaugh map. Consider a Venn diagram for two sets A and B.
A B
A B' A B A' B A' B'
Notice that the Venn diagram consists of four mutually exclusive regions, A B, A B, A B and A B. These four subsets of can be presented as a Karnaugh map. Column 1 B AB A B Column 2 B A B A B Column 3
Row 1 Row 2 Row 3
A A
492
Comparing the table entries with the Venn diagram provides equality relationships across rows and down columns. That is, in terms of regions we can see that for column 1, (A B) (A B) = B, and for column 2, (A B) (A B) = B. Similarly, for row 1, (A B) (A B) = A, and for row 2, (A B) (A B) = A. The third row and column can be used to check the sum totals of each row and column. This type of verification can be useful in practical problems.
The probability table

We can present a Karnaugh map in terms of the probability of each of the four subsets A B, A B, A B and A B of . B A A Pr(A B) Pr(A B) Pr(B) B Pr(A B) Pr(A B) Pr(B) Pr(A) Pr(A) 1
Note the value of 1 at the bottom right of the table. This is the sum of the probabilities across the last row and the sum of the probabilities down the last column. That is, Pr(B) + Pr(B) = 1 and Pr(A) + Pr(A) = 1. Consider the following example. A survey of 1000 taxi drivers revealed that 450 of them drive Falcons and 500 drive Commodores. It was also found that 350 taxi drivers have occasion to use both types of car. This information can be represented as a Venn diagram, a Karnaugh map or a probability table.
C Row 1 Row 2 Row 3 F F 350 150 500

Karnaugh map
100 350 150 400 Venn diagram
C 100 400 500
C 450 550 1000 F F 0.35 0.15 0.5
C 0.1 0.4 0.5
0.45 0.55 1.0
Probability table
The Karnaugh map provides the following information: 1. 350 drivers drive both a Falcon and a Commodore (row 1, column 1: F C ). 2. 100 drivers drive only a Falcon (row 1, column 2: F C ). 3. The total number of Falcon drivers is 450 (350 + 100). 4. 150 drivers drive only a Commodore (row 2, column 1: F C ). 5. 400 drivers do not drive either a Falcon or a Commodore (row 2, column 2: F C ). 6. There are 500 Commodore drivers altogether (350 + 150). 7. There are 1000 drivers in total (row 3, column 3).
WorkEd ExamplE 18
Complete the probability table shown below and represent the information as a Venn diagram. Column 1 B Row 1 Row 2 Row 3 A A 0.65 0.25 1 Column 2 B 0.3 Column 3
493
Think
1
WriTE/draW
Find the value for row 2, column 3 and for row 3, column 2.
B A A 0.65
B 0.25 0.35 B 0.1 0.25 0.35 B 0.1 0.25 0.35 0.3 0.7 1
Find the value for row 2, column 1 and for row 1, column 2.
B A A 0.45 0.65 B 0.2 0.45 0.65
0.3 0.7 1
Find the value for row 1, column 1. A A
0.3 0.7 1
Represent the information as a Venn diagram.
A 0.1
0.2
B 0.45 0.25
WorkEd ExamplE 19
Complete a probability table, given that Pr(A B) = 0.24, Pr(A) = 0.32 and Pr(B) = 0.35.
Think
1
WriTE
Place the known information in the appropriate cells of the probability table.
B A A 0.24 0.35
B 0.32 1 B 0.21 0.44 0.65
Build up the table using the given information and the fact that the probability totals 1. B A A 0.11 0.24 0.35 0.65 B 0.32 0.68 1
B A A 0.11 0.24 0.35
0.32 0.68 1
WorkEd ExamplE 20
A group was surveyed in relation to their drinking of tea and coffee. From the results it was established that if a member of the group is randomly chosen, the probability that that member drinks tea is 0.5, the probability that they drink coffee is 0.6, and the probability that they drink neither tea nor coffee is 0.1. a Use the information to complete a probability table. b Calculate the probability that a randomly selected person of the group: i drinks tea but not coffee ii drinks tea and coffee.
Think
WriTE
a 1 Let T and C be the set of people who drink
tea and coffee respectively. Place the given information in the table.
2
C T T 0.6
C 0.5 0.1 1
Build up the table as shown. C T T 0.6 C T T 0.4 0.6 table. 0.1 0.4 C 0.3 0.1 0.4 C 0.5 0.5 1
C 0.5 0.5 1 T T 0.2 0.4 0.6

b i Pr(T C ) = 0.3 ii Pr(T C ) = 0.2
C 0.3 0.1 0.4
0.5 0.5 1
b 3 Use the appropriate probability from the
Exercise 11E

B B 17 15 25 13
b
1 WE 18 Complete each Karnaugh map and represent the information as a Venn diagram. a
B A A 114
B 33 27 72
A A
B A A 0.4
B 0.3 0.57
B A A
B 0.03 0.22 0.36
2 mC Decide which of the following statements is true.
B A A 0.31 X V
B Y U 0.58
0.75 Z W
a U = 0.15 d V X = W 0.58
B V + W = 0.42 E U+Z=WZ
C X + Y = 0.55
3 Complete a Karnaugh map given that n(A B) = 87, n(A B) = 13, n(A B) = 63 and
n( ) = 218.
4 Complete a Karnaugh map given that n(A B) = 35, n(A B) = 29, n(A B) = 44 and
n(A B) = 56. 5 Draw a Karnaugh map representing each Venn diagram.

a A B b
0.14 0.45 0.3 0.11
0.27 0.61 0.12
495
c 10
A 6
B 4
A 15 7
B 18 5
6 Determine the probability values and complete a probability table using the given information. a = {letters of the alphabet from a to k}, A = {a, b, c, d, e, f, g}, B = {e, f, g, h} b = {first 20 natural numbers}, A = {natural numbers less than 11}, B = {natural numbers from 8
to 15 inclusive}
7 mC If A = {2, 7, 8, 10}, B = {3, 5, 7, 9, 10} and = {1, 2, . . . , 10}, then A B will contain the set:
a {3, 5, 7} d {6, 7, 10} B {1, 4} E {2, 8} C {2, 6, 9}
8 A survey of students revealed that 30 of them like football, 26 like soccer, 6 like both sports and 10
prefer a sport other than football or soccer. Represent this information as a: a Venn diagram b Karnaugh map. 9 Complete a probability table for the information in question 8.
10 mC Of a group of 200 people, 48% drink coffee (C ) each day and 39% drink tea (T ). If 38% of the
people do not drink tea or coffee, the probability table is:

a
T C C 0.25 0.14 T C C 0.25 0.48 T C C 0.38 0.01
T 0.23 0.38 T 0.35 0.38 T 0.10 0.51
T C C 0.23 0.38 T C C 0.39 0.48
T 0.14 0.25 T 0.38 0.23
11 WE 19 a b c d
Complete a probability table, given:
12 Two hundred and eighty children were asked to indicate their preference for ice-cream flavours. It was
Pr(A B) = 0.3, Pr(A B) = 0.2 and Pr(A) = 0.6 Pr(B A) = 0.7, Pr(B) = 0.8 and Pr(B A) = 0.1 Pr(A B) = 0.5, Pr(A B) = 0.1 and Pr(B) = 0.4 Pr(A B) = 1, Pr(A B) = 1 and Pr(B) = 3. 4 4 4
found that 160 of the children like chocolate flavour, 145 like strawberry and 50 like both flavours. Use this information to complete a Karnaugh map.
13 WE20 An examination of 250 people showed that of those in the group who are less than or equal
to 20 years of age, 80 wear glasses and 55 do not. Also, 110 people over 20 years of age must wear glasses. a Represent the information as a probability table. b Calculate the probability that a randomly selected person of the group: i does not wear glasses and is over 20 years of age ii is 20 years of age or younger.
14 For the probability table shown, A is the event no more than
15 years of age and B is the event smoker. a Complete the probability table. b What is the probability that: i a person older than 15 years of age does not smoke? ii a person is a smoker and is older than 15 years of age? iii the person is a smoker over the age of 15 or is a nonsmoker less than or equal to 15 years of age?
B A A 0.08
B 0.6 0.67
15 A survey of a group of business people indicates that
42% of those surveyed read the Daily Times newspaper only each day and 18% read both the Daily Times and the Bugle. Additionally, 12% of those questioned stated that they do not read either of these newspapers. a Show this information as a Karnaugh map. b What is the probability that a randomly selected member of the group: i does not read the Daily Times? ii reads the Bugle only? iii does not read the Bugle or does not read either newspaper? c If the group consists of 150 business people, determine how many members read at least one newspaper. 16 A lucky dip box contains 80 marble tokens that can be exchanged for prizes. Some of the marbles have a red stripe, some have a blue stripe, some have both a red and a blue stripe, and some marbles have no stripes at all. It is known that 25% of the marbles have a red stripe on them, 20% of them have a blue stripe and 65% have no stripe. a Present the information as a Karnaugh map. b What is the probability of choosing a marble that has a red stripe only? c Find the probability of choosing a marble that has a red and a blue stripe or no stripe.
11F
Conditional probability
Erin thinks of a number from 1 to 10 (say 8) and asks Peter to guess what it is. The probability that Peter makes a correct guess on his first try is 1 . If, however, Erin first tells Peter that the number is greater 10 than 7, his chances are better because he now knows that the number must be one of the numbers 8, 9 or 1 10. His probability of success is now . 3 This problem may be stated as: What is the probability of Peter choosing the right number from 1 to 10, given that the number is greater than 7? This is an example of conditional probability, where the probability of an event is conditional on (that is, it depends on) another event occurring first. The effect in this case is to reduce the event space and thus increase the probability of the desired outcome. For two events A and B, the conditional probability of event A given that event B occurs is denoted by Pr(A | B) and is given by: Pr(A B) Pr(A | B) = , Pr (B) 0 Pr(B) Event B is sometimes called the reduced event space. For the example above, if we let B be the event numbers greater than 7 and A be the event Erins secret number, then we may write: Pr(A B) Pr(A | B) = Pr(B) =
1 10 3 10 1 3 = (10 10)
=1 3 The reduced event space can be illustrated by the Venn diagram below.
B 1 5 2 8 9 10 6 3 7 4
497
WorkEd ExamplE 21
If Pr(A B) = 0.8 and Pr(B) = 0.9, find Pr(A | B).

Think WriTE
Substitute the values given into the expression for conditional probability.
Pr(A | B) =
Pr(A B) Pr(B)
= 0.8 0.9 =8
9
WorkEd ExamplE 22
If Pr(A) = 0.3, Pr(B) = 0.5 and Pr(A B) = 0.6, calculate: a Pr(A B) b Pr(A | B).
Think WriTE
a Use the Addition Law for probabilities
to find Pr(A B).
Pr(A B) = Pr(A) + Pr(B) Pr(A B) 0.6 = 0.3 + 0.5 Pr(A B) so Pr(A B) = 0.2 Pr(A B) Pr(B)
b Use the formula for conditional probability to
find Pr(A | B).
b Pr(A | B) =
= 0.2 0.5 =2 5
WorkEd ExamplE 23
Of a group of 50 Year 11 students, 32 study Art and 30 study Graphics. Each student studies at least one of these subjects. a How many students study both? b Illustrate the information as a Venn diagram. c What is the probability that a randomly selected student studies Art only? d Find the probability that a student selected at random from the group studies Graphics, given that the student studies Art.
Think WriTE/draW
a 1 Define relevant events.
a Let A = students who study Art
G = students who study Graphics A G = students who study both n(A G) = n(A) + n(G) n(A G) 50 = 32 + 30 n(A G) 50 = 62 n(A G) n(A G) = 12
Find the number who study both subjects using set theory.
b Show all the information on a Venn diagram.
Art 20 12
Graphics 18
c The Venn diagram reveals that 20 of the 50 students
study Art only. Calculate the probability.
c Pr(Art only) = 20
50 2 5
498
d Use the conditional probability formula to find the d Pr(G | A) =
probability that a student studies Graphics, given that the student studies Art.
Pr(G A) Pr(A)
= 12 32 50 50 = 12 32 =3 8
WorkEd ExamplE 24
Seated in a Ford Falcon are 4 males and 2 females. Seated in a Holden Commodore are 2 males and 1 female. One of the cars is randomly stopped by the police and one person from the vehicle is randomly selected. Draw a tree diagram to illustrate the situation and calculate the probability that: a the person selected by the police is female b if a female is selected by the police, she was sitting in the Ford.
Think WriTE/draW
a 1 Calculate the
a Pr(Ford) =
probabilities.
Pr(male from Ford) = 4 6 Pr(female from Ford) = 2 6 =1 3 =2 3
1 2
Pr(Holden) = 1 2
Pr(male from Holden) = 2 3
Pr(female from Holden) = 1 3
Draw the tree diagram.

1 2
Car
2 3
Person male Ford and male
Ford
1 3
female Ford and female
1 2
Holden
2 3 1 3
male
Holden and male
female Holden and female
Use the tree diagram to work out the probability that the person is female. Consider all the ways a female may be selected.
Pr(female selected) = Pr(Ford and female or Holden and female) = Pr(Ford and female) + Pr(Holden and female) =11+11 2 3 2 3 =1 3
b Use the tree diagram and
the formula for conditional probability.
b Pr(person is from the Ford | female is selected)
= = =
Pr(Ford and female) Pr(female) 1 1 2 3

1 2 1 3
499
Once the tree diagram was drawn, the calculation for part a in worked example 24 was quite intuitive. In order to calculate the probability of a female being selected, the occupants of both cars needed to be considered. In fact, there is a rule of probability that formalises the calculation performed in part a above. The law is known as the Law of Total Probability, and it states: Pr(A) = Pr(A | B)Pr(B) + Pr(A | B)Pr(B) To calculate the answer to part a of worked example 24, let Pr(A) = Pr(female) and Pr(B) = Pr(Ford). Pr(female) = Pr(female given the car is a Ford)Pr(Ford) + Pr(female given the car is a Holden)Pr(Holden) =11+11 3 2 3 2 =1 3 Note that the Law of Total Probability simplifies to give the rule used in part a of worked example 24: Pr(A) = Pr(A | B)Pr(B) + Pr(A | B)Pr(B) Pr(A) = Pr(A B) + Pr(A B)
Exercise 11F
1 WE21 If Pr(A) = 0.8, Pr(B) = 0.5 and Pr(A B) = 0.4, find: a Pr(A | B) b Pr(B | A).
diGiTal doC doc-9808 SkillSHEET 11.1 Conditional probability
2 If Pr(A) = 0.65, Pr(B) = 0.75 and Pr(A B) = 0.45, find: a Pr(A | B) b Pr(B | A). 3 If Pr(A B) = 0.4 and Pr(A) = 0.5, find Pr(B | A). 4
If Pr(A B) = 0.25 and Pr(B) = 0.6, find Pr(A | B).
5 If Pr(B | A) = 0.32 and Pr(A) = 0.45, find Pr(A B). 6 If Pr(A | B) = 0.21 and Pr(B) = 0.8, what is Pr(A B)? 7 Calculate Pr(A) if Pr(B | A) = 0.75 and Pr(A B) = 0.5. 8
Calculate Pr(B) if Pr(A | B) = 0.96 and Pr(A B) = 0.8.
9 WE22 If Pr(A) = 0.7, Pr(B) = 0.5 and Pr(A B) = 0.9, calculate: a Pr(A B) b Pr(B | A). 10 mC If Pr(B | A) = 0.8 and Pr(A B) = 0.6, then Pr(A) is:
a d
4 5 3 4
B E
3 5 2 3
1 4
11 mC If Pr(A) = 0.9 and 2 Pr(A B) = Pr(A), then Pr(B | A) is:

a d
1 2 1 9
B E
5 9 4 9
2 5
12 Show that if Pr(A B) = Pr(A) Pr(B), then Pr(B | A) = Pr(B). 13 a Pr(A B)
If Pr(A) = 0.23, Pr(B) = 0.27 and Pr(A B) = 0.3, find: b Pr(A | B).
14 If Pr(A) = 0.45, Pr(B) = 0.52 and Pr(A B) = 0.67: a find Pr(A B) b find Pr(B | A) c represent the information as a Venn diagram. 15 A box contains marbles numbered 1, 2, 3, . . . 50. One marble is randomly taken out of the box. What is
the probability that it is: a a multiple of 3, given that it is less than 21? b between 11 to 39 inclusive, given that it is greater than 20?
16 mC A group of 80 females consists of 54 dancers and 35 singers. Each member of the group is either
a dancer or a singer or both. The probability that a randomly selected member of the group is a singer given that she is a dancer is: a 0.17 B 0.44 C 0.68 d 0.11 E 0.78
17 WE23 A group of 60 adventurers comprises
30 mountain climbers and 45 scuba divers. If each adventurer does at least one of these activities: a How many adventurers are both climbers and divers? b Illustrate the information on a Venn diagram. c What is the probability that a randomly selected group member is a scuba diver only? d Find the probability that an adventurer randomly selected from the group is a scuba diver, given that the adventurer is a mountain climber.
18 Of 200 families surveyed, 85% have a TV and 70% possess a CD player. Assuming each family has at
least one of these items, what is the probability that one family randomly selected has a TV, given that they also own a CD player?
19 During the Christmas holidays 42 students from a group of 85 VCE students found vacation
employment while 73 students went away on holidays. Assuming that every student had at least a job or went on a holiday, what is the probability that a randomly selected student worked throughout the holidays (that is, did not go away on holidays), given that he/she had a job?
20 WE24 The probability that a machine in a chocolate factory does not coat a SNAP chocolate bar
adequately, therefore producing a defective product, is 0.08. The probability that it does not coat a BUZZ chocolate bar adequately is 0.11. On any day the machine coats 250 SNAP bars and 500 BUZZ bars. A chocolate bar is chosen at random from the production line. Draw a tree diagram to illustrate the situation and find the probability that the chocolate bar chosen at random is: a a BUZZ chocolate bar b a SNAP chocolate bar and is defective c defective, given that a SNAP bar is chosen.
21 The staff at Happy Secondary College is made up of 43 females and 29 males. Also, 22% of the
females are under 40 years old, and 19% of the males are under 40. If a staff member is selected at random, what is the probability that: a a male is selected? b a male 40 years or over is selected? c a female under the age of 40 is selected? d a person under 40 years of age is selected? e the person is a female given that the person selected is under 40 years of age?
22 Two letters are randomly picked from the word INFINITESIMAL. If a letter can be used more
than once, calculate the probability that both letters selected are vowels, given that the first letter is a vowel.
Transition matrices and markov chains

11G introduction
In chapter 7 we saw many uses for matrices, from displaying information in an organised manner to solving simultaneous equations or representing transformations. Matrices are also very useful in certain conditional probability problems.
inTEraCTiViTY int-0270 Transition matrices
501
Example
A jar contains six red balls and four green balls. A ball is selected at random and not replaced. A second ball is then selected. Find the probability that the second ball is a red ball.
Solution
The tree diagram illustrates the situation. We may express the answer (where R2 is the event selecting a red ball on the second selection) in the form: Pr(R2) = Pr(R2 | R1)Pr(R1) + Pr(R2 | G1 )Pr(G1)
6 4 = 5 10 + 6 10 9 9
5 9 6 10 4 10
R1
R2 G2 R2 G2
4 9 6 9
= =
54 90 3 5
G1
3 9
This is an example of the law of total probability, which may be stated as: Pr(A) = Pr(A|B ) Pr(B ) + Pr(A|B) Pr(B) Applying the law to the complement of event A gives: Pr(A ) = Pr(A |B) Pr(B) + Pr(A |B ) Pr(B ) These two equations may be written in matrix form: Pr( A) Pr( A | B) Pr( A | B) Pr( B) = Pr( A) Pr( A | B) Pr( A | B) Pr( B) The example can now be written in matrix form, where: A = selecting a red ball on the second selection A = selecting a green ball on the second selection B = selecting a red ball on the first selection B = selecting a green ball on the first selection. Pr( A) = Pr( A) = 5 9 4 9 5 9 4 9 6 9 3 9 6 9 3 9 Pr( B) Pr( B) 6 10 4 10 = 3 5 2 5
The first element in the final column matrix is the same as the answer we obtained in the example shown. The second element is the probability of selecting a green ball on the second selection. Note that the columns of the matrix each add to one. This is equivalent to one of the properties of probability, Pr(A)+Pr(A )=1. In this case it is actually Pr(A|B) + Pr(A |B)=1 for the first column and Pr(A|B )+Pr(A |B )=1 for the second column. The matrix of conditional probabilities is called a transition matrix, usually denoted T. B B Pr( A | B) Pr( A | B) T = A A Pr( A | B) Pr( A | B)
The preceding example can be thought of as a transition from an initial state (selection of the first ball, B or B being red ball or green ball respectively) to the next state (selection of the second ball, A or A, that is red ball or green ball). Pr( A) Pr( B) Pr( B) and are called state matrices, where The column matrices is the Pr( A) Pr( B) Pr( B) Pr( A) initial state, which we might label as S0, and is the next state, S1. The matrix equation Pr( A) becomes S1 = T S0.
WorkEd ExamplE 25
Consider a simple model of the behaviour of a football team. If it wins a game, then the probability that it wins the next game is 0.8. If it loses, then the probability that it wins the next game is only 0.5. Write the transition matrix that represents the transition from one game to the next.
Think
1
WriTE
Set up a table showing the information given.
B (Wins first game) A (Wins second game) A (Loses second game) (Pr(A | B)) 0.8 (Pr(A | B)) ?
B (Loses first game) (Pr(A | B)) 0.5 (Pr(A | B)) ?
Complete the table using the knowledge that the columns must add to one. A (Wins second game) A (Loses second game)
B (Wins first game) (Pr(A | B) ) 0.8 (Pr(A | B) ) 0.2
B (Loses first game) (Pr(A | B) ) 0.5 (Pr(A | B)) 0.5
Write the answer.
0.8 0.5 T= 0.2 0.5
The matrix equation S1 = T S0 describes the transition from state S0 (the first game) to state S1 (the second game). If the conditional probabilities remain the same, then a similar equation will express the transition from any particular state to the next state. In general, Sn + 1 = T Sn may be used to determine any state from the previous one.
WorkEd ExamplE 26
Suppose the conditional probabilities expressed in worked example 25 remain constant throughout the football season. Also, suppose the team wins the first game of the season. Express the problem in matrix form and find the probability that the team loses the third game of the season.
Think
1
WriTE
Write down the transition matrix. This is the same as in the previous worked example. Write down a suitable initial state matrix that shows the probabilities of the first game. The first element will be the probability that the team wins. Since we know it has won, this probability must be 1. The second element must be 0 as the column sums to 1.
0.8 0.5 T= 0.2 0.5 S0 = 0 1
503
Enter the transition matrix, T, into a CAS calculator. Enter the initial state matrix, S0, into the CAS calculator. Perform matrix multiplication to calculate S1 = T S0. Record the result.
0.8 0.5 0.2 0.5 t 1 0 s0 t s0 s1 0.8 0.2 t s1 s2 0.74 0.26 The probability of losing game 3 is 0.26.
Perform matrix multiplication to calculate S2 = T S1. Record the result.
The answer will be the second element of the state matrix as we want the probability of a loss.
This worked example shows the power of using matrices. If the conditional probabilities remain constant and the outcomes of any particular state depend only on the previous state, then we have a (twostate) Markov Process. We can easily calculate the probabilities associated with any of the later states without determining all the intermediate ones. As S1 = T S0 and S2 = T S1, S2 = T T S0 = T2 S0 Continuing in this fashion, we see that: and, in general, Sn = Tn S3 = T S2 = T (T S1) = T T T S0 = T3 S0 S0.
WorkEd ExamplE 27
Using the data of worked example 25, find the probability that the team wins the fifth game of the season, assuming it loses the first game.
Think
1
WriTE
Write down the transition matrix.
0.8 0.5 T = 0.2 0.5 S0 = 0 1 Since S0 corresponds to game 1, game 5 must correspond to state matrix S4. 0.8 0.5 0.2 0.5 t 0 1 s0
Write down a suitable initial state matrix. We know that the team loses the first game, so the second element must have a probability of 1. Identify which state matrix is required. Enter the transition matrix, T, into a CAS calculator. Enter the initial state matrix, S0, into the CAS calculator.
504
Calculate the probabilities of the outcome of game 5 using the rule S4 = T 4 S0. Record the result.
t 4 s0 0.7085 0.2915 The probability of winning the fifth game, given that the team lost the first game, is 0.7085.
Write down the answer. As we are interested in the probability of winning the fifth game, we look at the first element of the matrix.
alternative forms of the state matrix

It is not necessary to express a state matrix in terms of probabilities. We can use percentages or even raw numbers, as the following example illustrates.
WorkEd ExamplE 28
Suppose there are 800 people in a town who watch the two current affairs shows on television: Breakdown and News Roundup. Assume they all watch just one of the shows every week night. Also assume that if a person were to watch Breakdown on a particular night, then there is a probability of 0.35 that she will watch Breakdown the next night. If she were to watch News Roundup on a particular night, there is a probability of 0.45 that she will watch Breakdown the next night. These probabilities remain constant. If 300 people watch Breakdown on Tuesday night of a particular week, how many will watch each show on the next Thursday night?
Think
1
WriTE
Set up a table that shows the information given. Watches Breakdown on next night Watches News Roundup on next night
Watches Watches News Breakdown Roundup on on first night first night 0.35 0.45
Complete the table using the knowledge that the columns must add to one. Watches Breakdown on next night Watches News Roundup on next night
Watches Watches News Breakdown Roundup on on first night first night 0.35 0.65 0.45 0.55
Write the transition matrix.
0.35 0.45 T= 0.65 0.55 300 S0 = 500
The initial state matrix must show how many watch each show on the Tuesday night. If 300 watch Breakdown, then 500 (800 300) must watch News Roundup.
505
Idenfity which state matrix is required. Enter the transition matrix, T, into a CAS calculator. Enter the initial state matrix, S0, into the CAS calculator. Calculate the number of people who watch each show on Thursday night. Use S2 = T 2 S0. Record the result.
Since S0 corresponds to Tuesday night, then Thursday night must correspond to state matrix S2. 0.35 0.45 0.65 0.55 t 300 500 s0 t 2 s0
327 473 327 watch Breakdown and 473 watch News Roundup on Thursday night.
10
Write the answer, remembering to round off to the nearest whole number if necessary.
Exercise 11G
1 WE25 Consider a simple model of the behaviour of a netball team. If it wins a game, then
the probability that it wins the next game is 0.75. If it loses, then the probability that it wins the next game is only 0.5. Write down the transition matrix that represents the transition from one game to the next.
2 WE26 Suppose the conditional probabilities expressed in question 1 remain constant throughout the
netball season. Also, suppose the team wins the first game of the season. Express the problem in matrix form and find the probability that the team loses the third game of the season.
3 WE27 For a transition matrix T = a S1 4 For a transition matrix T =
0.6 0.7 30 and an initial state matrix S0 = , calculate: 0.4 0.3 70 b S2 c S3.
0.35 0.5 800 and an initial state matrix S0 = 200 , calculate, giving 0.65 0.5 answers to the nearest whole number: a S1 b S2 c S4. 0.6 0.25 3 , calculate T . Use the result to calculate S3 if the initial 0.4 0.75 0.85 0.5 , calculate T 4. Use the result to calculate S4 if the initial 0.15 0.5
5 For a transition matrix T =
state matrix S0 = 1 . 0
6 For a transition matrix T =
state matrix S0 = 1 . 0
7 WE28 A school canteen offers vegetable or tomato soup in a cup each day. It is noticed that 30%
of students who have vegetable soup on a given day select tomato soup the next day, and 60% who have tomato soup choose vegetable soup on the next day. There are 500students who use the canteen each day, and they all have vegetable or tomato soup, but not both. On a particular Monday, 200 have vegetable soup and 300 have tomato soup. a Set up a transition matrix for this situation. b Write down the initial state matrix.
c How many students will have vegetable soup and how many will have tomato soup on the Friday
of that week? (Answers must be given to the nearest whole number.)

d How many will have each type of soup on the following Friday? (Note that the canteen does not
open on the weekend.)

8 Frank Viccuci is the goalkeeper for his soccer team. Assume that he always dives sideways when
defending penalty kicks. If he dives to the right on a given occasion, then the probability that he dives to the right on the next occasion is 0.4. The transition matrix for the probabilities of Frank diving to either side, given the side he dived to on the previous occasion, is 0.4 0.8 . 0.6 0.2 a If Frank dives to the left on a penalty he defends in todays game, what is the probability that he will dive to the right for the next penalty? b Suppose there is a penalty shoot-out that consists of each team taking five penalty shots at goal. The player taking the fifth penalty kicks to the right. If Frank had dived to the left on the first penalty, what is the probability that he dives to the right on the fifth penalty? Give answers accurate to 2 decimal places.
9 Assume that the probability of a particular football team winning its next game is 0.75 if it won its
previous game and 0.55 if it lost its previous game. a If the team was successful in the opening game of the season, calculate the probability that it will win: i the second game of the season ii the fifth game of the season iii the tenth game of the season iv the twelfth game of the season. Give answers accurate to 4 decimal places. b Repeat the calculations to find the corresponding probabilities if the team lost its opening game. c Can you predict, without further calculation, what is likely to happen in the last game of the season? (Assume the season lasts for twenty-four games.)
10 Tasha likes to vary her gym routines in a special way. If she does a cycling class one day, the
probability that she will do a Pilates session the next day is 0.6, and if she does a Pilates session one day, the probability she does cycling next day is 0.75. Assume that Tasha goes to the gym every day and does only cycling or Pilates. a Write down the transition matrix for this situation. b If Tasha cycles on Saturday, what is the probability that she also cycles the next Tuesday? c What is the probability that she does Pilates on that Tuesday? d What is the probability that she does Pilates on the next Tuesday?
11h
independent events
Two events A and B are independent if each event has no effect on the likelihood of the other. Consider two independent events A and B, where event A follows event B. If the probability of event A is unaffected by event B, then we can say that the probability of A, given B has happened, is the same as the probability of A (whether or not B has happened), or, using symbols: Pr(A | B) = Pr(A) But Pr( A | B) = we have: [1]
P r (A B) using the conditional probability formula. Rearranging the above equation P r (B) Pr(A B) = Pr(B) Pr(A | B) [2]
Note: Equation [2] has wide application in probability. It may be extended and interpreted as: When calculating the probability of a chain of events, you may simply multiply by the probability of the next event, as long as the effect of previous events is taken into account. Substituting [1] into [2] we have: Pr(A B) = Pr(A) Pr(B)
1. Pr(A B) means the probability of events A and B occurring. 2. If Pr(A B) = Pr(A) Pr(B), then the events A and B are independent. One of the 12 outcomes possible when a coin and a die are simultaneously tossed is a Head for the coin and a 5 on the die. The number 5 obtained with the die does not come about because the coin comes up a Head, and getting a Head with the coin is not a result of the number 5 appearing uppermost on the die. We can verify the expression given for independent events by looking further at the example of the coin and die. What is the probability of getting a Tail and a number from 3 to 4 inclusive? The event space is = {H1, H2, H3, H4, H5, H6, T1, T2, T3, T4, T5, T6}, with n( ) = 12. Let A be the event getting a Tail and B be the event getting a number from 3 to 4 inclusive. n(A B) 2 1 Then A B = {T3, T4}, n() = 12, so Pr(A B) = = = . 12 6 n( ) Now Pr(A) = 1 and Pr(B) = 2 = 1, so Pr(A) Pr(B) = 1 1 = 1.
2 6 3 2 3 6
So Pr(A B) = Pr(A) Pr(B); thus the two events are independent.

WorkEd ExamplE 29
Given that events A and B are independent, find the value of x if Pr(A) = 0.55, Pr(B) = 0.6 and Pr(A B) = x.
Think
1 2 3
WriTE
Write the formula for independent events. Substitute the given information. Simplify.
Pr(A B) = Pr(A) Pr(B) x = 0.55 0.6 x = 0.33
WorkEd ExamplE 30
Show that if Pr(A) = 0.5, Pr(B) = 0.8 and Pr(A B) = 0.9, then A and B are independent.
Think
1
WriTE
Use the Addition Law for probabilities to find Pr(A B). Calculate Pr(A) Pr(B).
Pr(A B) = Pr(A) + Pr(B) Pr(A B) 0.9 = 0.5 + 0.8 Pr(A B) Pr(A B) = 0.4 Pr(A) Pr(B) = 0.5 0.8 = 0.4 Since Pr(A B) = Pr(A) Pr(B), A and B are independent events.
WorkEd ExamplE 31
Two spinners each labelled with the numbers 1, 2, 3 are spun. A is the event an odd number with the first spinner. B is the event an even number with the second spinner. C is the event an odd number from each spinner. a Calculate Pr(A), Pr(B) and Pr(C ). b Decide which of the pairs of events AB, AC, BC is independent.
Think WriTE
1 3
1 3
Spinner 1
Spinner 2
a 1 List , A, B and C.
a = {11, 12, 13, 21, 22, 23, 31, 32, 33}
A = {11, 12, 13, 31, 32, 33}, B = {12, 22, 32}, C = {11, 13, 31, 33} Pr(A) = 6 = 2, Pr(B) = 3 = 1, Pr(C) = 4
9 3 9 3 9
Calculate Pr(A), Pr(B) and Pr(C ).
508
b Check to see if
Pr(A B) = Pr(A) Pr(B), Pr(A C) = Pr(A) Pr(C ), Pr(B C) = Pr(B) Pr(C ).
b A B = {12, 32}, Pr(A B) =
Pr(A) Pr(B) = 2 1 3 3 =2 9
2 9
Pr (A B) = Pr(A) Pr(B), so A and B are independent. A C = {11, 13, 31, 33}, Pr(A C ) = 4 9 Pr(A) Pr(C ) = 2 4 3 9
8 = 27
Pr(A C ) Pr(A) Pr(C ), so A and C are not independent. B C = , Pr(B C ) = 0 4 Pr(B) Pr(C ) = 1 4 = 27 3 9 Pr(B C ) Pr(B) Pr(C ), so B and C are not independent.
When the probabilities of all possible outcomes are not equally likely, the probability of each outcome is placed on the corresponding branch of the tree diagram. When each branch is representing an outcome from independent events, you can follow the branches and multiply the probabilities together.
WorkEd ExamplE 32
A moneybox contains three $1 coins and two $2 coins. The moneybox is shaken; one coin falls out and is put back in the box. This is repeated twice more. If each coin has an equal probability of falling out: a represent this information on a tree diagram b calculate the probability of getting three $1 coins c calculate the probability of getting at least two $2 coins.
Think WriTE/draW
a 1 There are three $1 coins and five coins
altogether. The probability of a $1 coin falling out is 3 = 0.6. 5

2
There are two $2 coins and five coins altogether. The probability of a $2 coin falling out is 2 = 0.4. 5 Place the probability of each outcome on the corresponding branch of the tree diagram.
0.6 $1 0.6 0.4 $1 $2 0.6 0.4 0.6 0.4 0.6 0.4 0.6 0.4 $1 $1, $1, $1 $2 $1, $1, $2 $1 $1, $2, $1 $2 $1, $2, $2 $1 $2, $1, $1 $2 $2, $1, $2 $1 $2, $2, $1 $2 $2, $2, $2
0.4 $2
0.6 0.4
$1 $2
b Multiply the probabilities obtained from the tree
diagram corresponding to three $1 coins.

c 1 Outcomes corresponding to at least two $2
b Pr(three $1 coins) = 0.6 0.6 0.6
= 0.216
coins are ($1, $2, $2), ($2, $1, $2), ($2, $2, $1) and ($2, $2, $2).
Calculate and add the probabilities.
Pr(at least two $2 coins) = Pr($1, $2, $2 or $2, $1, $2 or $2, $2, $1 or $2, $2, $2) = (0.6 0.4 0.4) + (0.4 0.6 0.4) + (0.4 0.4 0.6) + (0.4 0.4 0.4) = 0.096 + 0.096 + 0.096 + 0.064 = 0.352
WorkEd ExamplE 33
Christos estimates his chances of passing Maths, Science and English as 0.75, 0.6 and 0.5 respectively. a Represent this information on a tree diagram. b Assuming the events are independent, calculate the probability that: i he passes all three subjects ii he passes at least Maths and English iii he passes at least one subject.
Think WriTE/draW
a 1 Name the three events.
Let M, S, E be the events passing Maths, passing Science and passing English respectively. Pr(M) = 0.75 Pr(S) = 0.6 Pr(E ) = 0.5
Maths
Calculate Pr(M ), Pr(S ) and Pr(E ). M is the event of failing Maths. Use the information to draw the tree diagram.
Pr(M) = 0.25 Pr(S) = 0.4 Pr(E) = 0.5

Science 0.6 S S' English 0.5 0.5 0.5 0.5 0.5 0.5 0.5 0.5 E E' E E' E E' E E' MSE MSE' MS'E MS'E' M'SE M'SE' M'S'E M'S'E'
0.75
M 0.4
0.25 M'
0.6 0.4
S S'
i Multiply the probabilities corresponding
to passes in all three subjects.

ii
1
b i Pr(MSE) = Pr(M) Pr(S) Pr(E)
= 0.75 0.6 0.5 = 0.225
We require that Christos pass both Maths and English and either pass or fail Science. These events are independent, so we may multiply the individual probabilities. Simplify.
ii Pr(MSE or MS E)
= Pr(MSE) + Pr(MS E) = Pr(M) Pr(S) Pr(E) + Pr(M) Pr(S ) Pr(E) = 0.75 0.6 0.5 + 0.75 0.4 0.5 = 0.375
iii Passing at least one subject is the complement of
iii Pr(passes at least one subject)
failing all three subjects.
= 1 Pr( MSE) = 1 0.25 0.4 0.5 = 1 0.05 = 0.95
510
Exercise 11h
independent events
1 WE29 Given that events A and B are independent, find the value of x if: a Pr(A) = 0.4, Pr(B) = 0.5 and Pr(A B) = x b Pr(A) = 0.7, Pr(B) = x and Pr(A B) = 0.49 c Pr(A) = x, Pr(B) = 0.8 and Pr(A B) = 0.32 d Pr(A) = 0, Pr(B) = 0.5 and Pr(A B) = x e Pr(A) = 0.375, Pr(B) = x and Pr(A B) = 0.225. 2 WE30 Show that if Pr(A) = 0.6, Pr(B) = 0.25 and Pr(A B) = 0.7, then A and B are independent. 3 Two coins are tossed. a List the event space. b Show that the two events Heads with the first coin and Tails with the second coin are
independent.
4 A coin is tossed twice. If A is the event Heads with the first toss and B is the event two Heads,
decide if the two events are independent.

5 A coin is tossed and a die is rolled. a What is the probability of getting Heads with the coin and a number greater than 2 with
the die?
b Establish if the events Tails with the coin and getting an even number with the die are
independent.
6 mC Pr(A) = 0.4 and Pr(B) = 0.5. If A and B are independent events, the value of Pr(A B) is:
a 0.5 B 0.7 C 0.4 d 0.9 E 0.8
7 WE31
A standard die coloured red and a standard die coloured blue are rolled. If A = two odd numbers, B = a 1 or a 5 with the first die and C = the sum of the two numbers is less than 4: a calculate Pr(A), Pr(B) and Pr(C ) b decide whether each of AB, AC and BC are independent.
8 mC Two coins are tossed and a die is rolled. The probability that there are less than two Heads and
the number showing uppermost on the die is a 2 or a 5 is:

a
3 4
1 3
2 3
1 24
1 4
9 mC The probabilities of Anna, Bianca and Celia passing a Geography test are 0.75, 0.5 and 0.6
respectively. The probability that only two girls will pass the next Geography test is: a 0.65 B 0.275 C 0.45 d 0.14 E 0.15
10 mC A die is biased so that the probability of rolling a 1, 2, 3, 4, 5 or 6 is 0.25, 0.2, 0.1, 0.1, 0.15
or 0.2 respectively. If the die is rolled twice, the probability that the sum of the two numbers rolled is greater than 9 is: a 0.2255 B 0.4355 C 0.5650 d 0.1625 E 0.1255
11 WE32 A box contains 6 red marbles and 4 blue marbles. One marble is randomly drawn, its colour
is noted and the marble is put back in the box. This procedure is done two more times. Represent the information as a tree diagram and calculate the probability of getting: a three red marbles b two red marbles and one blue marble in any order c three red marbles or three blue marbles.
12
One card is randomly drawn from a standard deck of 52 cards, then the card is replaced and a second card randomly chosen. Determine the probability that: a both cards are aces b both cards are spades c the two cards are different colours. and 0.1 respectively. If the die is rolled twice, find the probability of rolling: a two 6s b an odd number followed by an even number c two numbers that sum to 4 d two numbers whose sum is greater than 10.
13 A die is biased so that the probability of obtaining the numbers 1, 2, 3, 4, 5 or 6 is 0.1, 0.3, 0.1, 0.2, 0.2
14 A Krisp-O cereal box contains an action card of a famous sports player selected from 10 cricket stars,
25 football identities and 15 tennis celebrities. a What is the probability that a randomly selected box of Krisp-O contains a card of a cricket player? b What is the probability of finding cards of football players in each of two boxes randomly selected from the supermarket shelf? c What is the probability that three randomly selected packs of Krisp-O will provide cards of different sports?
15 WE33 Three types of seedling (daisy, rose and orchid) have probabilities of surviving any one week as
0.9, 0.85 and 0.8 respectively.

a Represent this information on a tree diagram. b Assuming the seedlings chance of survival are independent, calculate the probability that: i after one week all three seedlings will have survived ii more than one seedling will survive to the end of the first week. 16
Ibrahim estimates the probability of rain on Monday and Tuesday as 0.7 and 0.4 respectively. Assuming that the events rain on Monday and rain on Tuesday are independent: a represent this information on a tree diagram b calculate the probability of rain on both days c calculate the probability of no rain on at least one of the two days. be awarded to one student from Year 7 and to one student from Year 8. a If each student has an equal chance of selection, state the probability of a particular student from Year 7 and a particular student from Year 8 receiving the award. b If a special achievement certificate is also to be given to one of the students, what is the probability that a particular student wins two awards, assuming that each student has the same chance of being selected?
17 A school junior swim team has five Year 7 students and seven Year 8 students. A merit certificate is to
18 To open a combination lock involves using the correct sequence of
three digits selected from 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9, where a digit may be used more than once. If each digit is randomly selected: a calculate the probability of success after one try b calculate the probability of success after one try given that the three digits are known to be odd c calculate the probability of success after one try given that the first and third digits are known to be the same.
19 A leather bag contains 4 black beads, 3 red beads and 3 white beads. Inside a plastic bag are
diGiTal doC doc-9809 SkillSHEET 11.2 Sampling without replacement
5 black beads, 2 red beads and 3 white beads. A nylon bag contains 6black beads, 1 red bead and 3 white beads. One bead is randomly withdrawn from each bag. What is the probability of getting: a three black beads? b a red bead from the leather bag but not a red bead from the plastic bag? c at least two white beads?
20
One letter is randomly selected from each of the words HOORAY FOR MATHS. Find the probability of getting: a three vowels b at least two consonants c at least one vowel which is not the letter O. 50%, the probability of enrolling in TAFE courses is 20%, and there is a 30% probability of finding employment immediately after completion of the VCE. For a group of four randomly selected VCE students, what is the probability that: a all of them will undertake university studies? b all will seek employment or all will undertake TAFE courses?
21 At Greengate Secondary College, the probability of a VCE student proceeding to university studies is
512
11i
Simulation
diGiTal doC doc-9810 Extension Sampling without replacement
Simulation methods are used to model events when direct investigations may not be possible or practical because of factors such as insufficient time, possible danger or the expense involved. The aim of such methods is to obtain results comparable to the outcomes that would have been observed if the event had been examined directly. For example, the possible effects of air resistance on the structure and stability of a newly designed aeroplane may be investigated by performing wind-tunnel experiments using a scale model of the aircraft. On a larger scale, the economic implications arising from interest rate changes may be investigated using mathematical models that will take into account relevant variables such as unemployment and the cost of living. Altering the value and type of variable will provide a range of predicted outcomes. Many basic simulation techniques involve the generation of random numbers. Methods used include coins, dice, cards, spinners, random number tables, calculators and computers. A CAS calculator can be especially useful.
WorkEd ExamplE 34
Pina estimates her chance of passing an English test as 2, and must take 5 tests during the year. 3 a Explain how a CAS calculator may be used to simulate the 5 tests. b Carry out a simulation to obtain an estimate of Pinas performance on the 5 tests.
Think WriTE/diSplaY
a 1 Define the event as shown.

2 3
a Let P be the event passing the test.
State the relevant probabilities. Decide which numbers (to be generated on a CAS calculator) will represent the event space and which will represent favourable outcomes. Use the random number generator feature of the CAS calculator to generate 5 random numbers from the set {1, 2, 3}. Note that the results will vary every time. Three of the 5 outcomes (1, 2 and 2) represent passing the test.
Pr(P) = 2 and Pr(P) = 1

3 3
b 1
Let the numbers 1, 2, 3 represent the event space, 1 and 2 represent passing the test and 3 represent failing the test. b randInt(1, 3, 5)
2 3
{3, 3, 1, 2, 2} is a possible set of 5 random numbers. The simulation predicts Pina will pass 3 of the 5 tests. The results can be summarised as follows. Trial 1 2 3 4 5 Random number 3 3 1 2 2 Test outcome Fail Fail Pass Pass Pass
WorkEd ExamplE 35
The probability of a Jonathan apple tree producing fruit in any one season is 5 and the 6 probability of a Granny Smith apple tree bearing fruit in a season is 3. 4 a Assuming the two events are independent, calculate the probability that during a particular season: i both trees will produce fruit ii both trees will bear no fruit iii only one of the trees will bear fruit. b Devise a suitable simulation model consisting of 10 trials for each tree to obtain estimates for the probabilities obtained in a.
Think
WriTE
a 1 Define the events as shown.

2
a Let
J = Jonathan bears fruit G = Granny Smith bears fruit

6 4 3 4
State the given probabilities.

i Find Pr(Jonathan and Granny Smith bear
Pr(J ) = 5, Pr(G) = 3
i Pr(J G) =
5 6 5 8
fruit). Recall means and. Since the events are independent, Pr(J G) = Pr(J) Pr(G). Note: Pr(J ) = 1 Pr(J ) = 1 5 = 1 and Pr(G ) = 1 Pr(G) = 1 3 = 1
4 4 6 6
ii Find Pr(both trees bear no fruit).
ii Pr(J G) =
1 6 1 24
1 4
iii Consider all situations in which only
iii Pr(one tree bears fruit)
one of the trees bears fruit and add the probabilities (recall or means + ).
= Pr(J G) + Pr(J G) =51+13 6 4 6 4 =1 3
b 1 Decide on a method of simulation and decide
b Let rolling a 1, 2, 3, 4 or 5 on a die represent the
which numbers will represent the event space and which will represent favourable outcomes. There are 6 possible outcomes when a die is rolled: 1, 2, 3, 4, 5, 6. There are 4 possible outcomes when two coins are tossed: HH, TT, HT, TH. Roll a die 10 times and record the results. Possible results are shown in the table. Alternatively, use a CAS calculator to generate 10 random numbers between 1 and 6 by entering (1, 6, 10) in randInt.
Jonathan bearing fruit. Let the outcomes HH, TT and HT when two coins are tossed represent the Granny Smith bearing fruit.
= Fruit = No fruit Trial Die Coin Jonathan Granny Smith 3 TH 1 4 HT 2 TT 3 1 HH 4 2 TH 5 6 HT 6 5 TH 7 3 HH 8 6 1 HT 9 1 HH 10
Toss two coins 10 times and record the results. Possible results are shown in the table. Alternatively, use a graphics calculator to generate 10 random numbers between 1 and 4 by entering (1, 4, 10) in randInt.
i Trials 2, 3, 4, 6, 9 and 10 (6 trials) i Estimated probability that both trees bear
6 fruit = 10
correspond to both trees bearing fruit.

ii Only trial 5 corresponds to both trees
ii Estimated probability that both trees bear no
bearing no fruit.
iii Trials 1, 7 and 8 correspond to only one
fruit =
1 10
iii Estimated probability that only one tree bears

3 fruit = 10
tree bearing fruit.
Compare the calculated and simulated probabilities in worked example 35. Repeat the simulation to obtain a new set of results. How do they compare?
Exercise 11i
Simulation
1 WE34 A student estimates the probability of stopping at a particular set of traffic lights when being
driven to school in the morning is 1. 5 a Explain how a graphics calculator can be used to simulate 5 trips to school. b Carry out 5 simulations to obtain an estimate for the probability of stopping at the intersection. 1 4 0 3 4 2 1 5 4 2 3 0 4 5 2 1 4 3 2 1 0 2 1 4 3 5 3 2 4 4 0 2 1 0 3 5 4 2 3 1 Explain how a die or a CAS calculator can be used to obtain the range of numbers given in the table. What proportion of players scored at least 3 bullseyes? Using a die (or by some other means), conduct 20 trials and obtain a second value for b. Analysis of the results of a particular tournament (at which each player threw 3 darts) gives the probability of scoring more than 2 bullseyes to be twice the probability of scoring less than 3 bullseyes. i Explain how a die or a CAS calculator can be used to simulate this situation. ii Perform 40 trials and compare your results to the given probabilities.
2 The table below shows the number of bullseyes scored by 40 dart players after 5 throws each.
diGiTal doC doc-9811 random numbers
a b c d
3 A student generated 30 three-digit random numbers using a calculator. The results are given in the table
below. 200 123 399 165 100 355 778 400 150 100 387 001 793 215 030 288 345 009 970 993 546 720 549 139 248 405 369 217 935 782 a Explain how you can obtain 30 random 2-digit numbers from the table to simulate the ages of 30 people aged from 10 years to 100 years. b Using the method you suggested for a, obtain an estimate of the proportion of the group that is younger than 50 years of age.
4 WE35 A car may be said to be safe if both of its airbags will operate properly in the event of a
collision. Suppose that the probability of the drivers airbag failing is 1 and the probability of the front 4 passengers airbag not working is 1. Use one die and two coins to simulate the situation of the airbags 3 working/not working. a Assuming the operation of the airbags to be independent, find the probability that during a collision: i both airbags operate properly ii neither airbag operates properly iii only one airbag operates properly. b Using a die and two coins, devise a simulation model consisting of 20 trials to obtain an estimate for the probabilities obtained in a. Die 1 3 2 4 6 5 4 3 2 3 1 6 4 6 2 1 4 2 2 1 Coin H H T H T T T H H T H T H T H T H T H H H is Heads, T is Tails.
a Explain how the events of tossing a coin and rolling a die can be used to simulate the situation of
5 A die and a coin are each tossed 20 times with the following results.
forming a particular dancing couple consisting of a man randomly chosen from a group of 2 men and a woman randomly selected from a group of 3women. b Perform 20 simulations to obtain an estimate of the probability of a particular man and a particular woman dancing together.
6 Each packet of Krisp potato chips contains 1 of 5 different fridge magnets. Use 20trials for a simulation
analysis to determine how many packets of Krisps need to be purchased in order to obtain all 5 magnets.
Summary
Sets and Venn diagrams: { } A set is a collection of objects (or elements). x A denotes that element x belongs to set A. x A denotes that element x does not belong to set A. A finite set can be listed; an infinite set cannot be listed. A null set (denoted ) contains no elements. A unit set contains one element. n(A) The cardinal number of a set is the number of elements it contains. The universal set is a set containing all elements being considered. A The complement of set A is all the elements of the universal set not contained in set A. A = B Two sets are equal if they contain the same elements. A B Two sets are equivalent if they have the same cardinal number. A B The intersection of two sets is the set of elements common to both sets. A B = Two sets are disjoint sets if they have no elements in common. A B The union of two sets A, B is the set that contains all elements belonging to A or B or to both A and B. n(A B) = n(A) + n(B) n(A B) A B Set A is a subset of set B if all the elements of set A are contained in set B. A B Set A contains set B if set A contains all the elements of set B. Properties of sets can be represented as Venn diagrams. Using sets to solve practical problems: Use overlapping regions (for example, circles) to represent sets within a universal set (for example, a rectangle). Label each set. Fill in any given information. Calculate required missing quantities. Estimated probability and expected number of outcomes: Experimental probability = number of favourable outcomes observed total number of trials Expected number of favourable outcomes = experimental probability (long-run proportion) number of trials Pr(favourable outcome) = For event E, Pr(E ) = number of favourable outcomes total number of outcomes
n(E ) . n( )
Pr(E ) + Pr(E ) = 1 Pr(E ) = 1 Pr(E ) If event E is impossible, Pr(E ) = 0. If event E is certain to occur, Pr(E ) = 1. 0 Pr(E ) 1 Pr() = 1 and Pr() = 0
Outcomes can be illustrated by a tree diagram. The order of events determines the structure of the tree. A lattice diagram is a grid used to show the possible outcomes when two events occur. It is particularly useful when dealing with outcomes from rolling a die. For events A, B, Pr(A B) = Pr(A) + Pr(B) Pr(A B). means or and means and. Two events are mutually exclusive if they cannot occur at the same time. If A B = , then A, B are mutually exclusive and Pr(A B) = 0.
516
Karnaugh maps and probability tables summarise all combinations of two events (for example, A and B) and their complements (A and B ). Use known values, subtotals and the fact that the sum of the probabilities in the outer row and column is equal to 1 to fill in any missing values.
B A A'
B'
For two events A and B, the conditional probability of event A given event B occurs is Pr(A B) Pr(A | B) = , where Pr(B) 0 and B is the reduced event space. n( ) Venn diagrams, tree diagrams and Karnaugh maps are useful aids in conditional probability problems. The Law of Total Probability: Pr(A) = Pr(A | B) Pr(B) + Pr(A | B) Pr(B) In general, Sn + 1 = T Sn may be used to determine any state from the previous one. In general, Sn = T n S0. If Pr(A B) = Pr(A) Pr(B), then events A and B are independent. Pr(A B) means the probability of events A and B. Simulation techniques are used to model events. Outcomes of the event space are randomly obtained but based on certain probabilities. Coins, dice, random number tables and calculators can provide random numbers that can be associated with outcomes of the event space. Performing more trials or repeating the simulation will provide better estimates of the probability.
Transition matrices and markov chains independent events
Simulation
517
Chapter review
S h orT anS WEr
1 A random sampling of 80 ceramic tiles produced at a ceramics factory reveals 8 scratched, 3 chipped
Lo it a se ll
6 7
8 9
10
and 4 broken tiles. Estimate the probability that a tile produced at the factory will be: a scratched b chipped or broken c damaged in some way. A card is randomly selected from a deck, its suit is noted, and then the card is placed back in the deck. The experiment is repeated to obtain a second card. a List the possible outcomes for selecting 2 cards in this way. b Are the outcomes all equally likely? Explain. $1000 $ $10 Jackpot 60 A game show host spins the wheel shown at right. What is the probability that the wheel ends on: a the jackpot ($1000 prize)? b a prize greater than $50? A letter is chosen at random from each of the words GO BLUES. Represent all possible outcomes on a tree diagram and find the probability that: a G and B are chosen b S is chosen c G or S is chosen. A standard die is thrown and the spinner shown at right is spun. 1 a Show all possible outcomes on a lattice diagram. 3 b Find the probability of getting a number greater than 4 on the die and 2 an odd number on the spinner. A set of 20 uniformly sized cards numbered 1 to 20 is shuffled. What is the probability of drawing a number less than 8 or an even number from this set? A class of 30 students was asked if there was a pet dog at home and if the students were responsible for pooper scooping before the backyard lawn was mown. Fourteen students had a dog but only 6 did the pooper scooping. a Draw a Karnaugh map showing this information. b Complete a probability table. c State the probability that a randomly selected student has a dog but avoids pooper scooping. If Pr(A) = 0.3 and Pr(B | A) = 0.4, find Pr(A B). Two identical, equally accessible cookie jars sit on a kitchen bench. Jar 1 contains 6 chocolate and 9 plain biscuits, and jar 2 contains 12 chocolate and 8 plain biscuits. One biscuit is selected randomly from one of the jars. If a chocolate biscuit is selected, what is the probability that it came from jar 1? Of 50 people surveyed, 35 played tennis and 26 played netball. Everyone surveyed played at least one of these sports. a How many people played both netball and tennis? b If one person is selected at random, what is the probability that: i he/she plays tennis only? ii he/she plays netball? iii he/she plays tennis, given that he/she also plays netball?
se Lo 00 $1
$200
$100 Bo o Pri dy ze
$50
mUlT ip l E Ch oiCE
1 Twelve nuts are taken from a jar containing macadamias and cashews. If 3 macadamias are obtained,
the estimated probability of obtaining a cashew is:

a
1 12
1 4
1 3
3 4
3 1
2 From a normal pack of 52 playing cards, one card is randomly drawn and replaced. If this is done
208 times, the number of red or picture cards (J, Q or K) expected to turn up is: a 150 B 130 C 120 d 160
a
1 3
E 128 E
1 2
3 A cubic die with faces numbered 2, 3, 4, 5, 6 and 6 is rolled. The probability of rolling an even number is:
B
2 3
1 6
5 6
518
$4
0 $500
$30
4 The probability of rolling an odd number or a multiple of 2 using the die in question 3 is:
a 1 B
1 3
1 4
3 4
E C
2 3
5 The tree diagram that describes the outcomes when three coins are tossed is:
a
T H
TH TH
TH
H T
TH H T H T H T H T
E
H HT TH HT
H T
H T H T
H T H T H T H T
H T
6 Bag A contains 3 red and 4 blue marbles, and
Bag B contains 3 yellow and 2 green marbles, as shown at right. A marble is drawn from Bag A, then one is taken from Bag B. Which diagram below best illustrates this situation?
Bag A
a
Bag B Red YR
Yellow RY Red Green RG
Yellow Blue YB
Blue
C
Yellow BY Green Blue BG RB RG

d
Red GR Green Red Blue Yellow Blue GB
Red
Green
Blue Yellow
E
YB YG RR RB RY RG BR BB BY BG YR YB YY YG GR GB GY GG
Green
Green Red Blue Yellow Green Red Blue Yellow Green Red Blue Yellow Green Red Blue Yellow Green
Red
Blue
Yellow
Green
519
7 If Pr(A) = 0.6, Pr(B) = 0.7 and Pr(A B) = 0.8, then Pr(A B) is:
a B C d E
0.1 0.5 0.9 0.2 0.6
8 Consider the Karnaugh map at right, where C is people who like comedy
movies and A is people who like action movies. The number of people who like only action movies is: a 26 B 30 C 18 d 20 E 23
9 Which of the following alternatives gives the correct values of a and b in
A C C 26 B A A 0.4 a
A 19 25 50 B 0.7 b 0.4
the probability table at right? a a = 0.2, b = 0.3 B a = 0.3, b = 0.2 C a = 0.3, b = 0.6 d a = 0.6, b = 0.3 E a = 0.7, b = 0.4
10 If Pr(B | A) = 0.45 and Pr(A B) = 0.35, then Pr(A) is:
a
7 9
3 8
4 9
5 8
8 9
11 A fair coin is tossed twice. If A = Tails on first toss, B = Heads on second toss and C = both tosses are
Heads, which of the following is true? 1 a Pr(A) = 4 B Pr(B) = Pr(C) C A and B are independent. d A and C are independent. E B and C are independent. 3 12 An archer has a probability of approximately of hitting the bullseye from a particular distance. The 8 spinner at right is used to simulate 10 rounds of 4 shots at such a target, and the results are as follows, where B = blue (bullseye) and R = red (non-bullseye). B, R, R, R B, R, B, R R, B, R, R R, B, R, R R, B, B, R R, R, B, B R, B, R, R R, R, R, R R, B, B, R B, R, B, B Based on this simulation, the probability of getting 2 bullseyes in a round of 4 shots is:
a
1 4
3 8
2 5
5 8
3 4
E x TEndEd r E S p onS E
1 For a transition matrix T = 0.22 0.33 and an initial state matrix S0 = 0.5 , calculate, accurate 0.78 0.67 0.5
to 3 decimal places: a S1 b S4. 2 The manager of a snow resort has noticed that, if it snows on a given day, there is a 70% chance that it will snow the following day. If it does not snow, there is only a 30% chance that it will snow the following day. John arrived on a Saturday when the weather was sunny and clear. a What is the probability that he will have fresh snow the following Tuesday? b What is the probability that he will have fine weather for the drive home on the following Saturday? (Give answers to 3 decimal places.) 3 A factory has a machine in poor working condition that often produces faulty components. If it produces a faulty component, there is a probability of 0.25 that it will follow this up with another faulty component. However, each time it produces a good component, there is a probability of only 0.05 that
520
it will next produce a faulty component. If there is a 20% chance that the first component of the day is faulty, set up the initial state matrix and find the probability that: a the second component is faulty b the fifth component is faulty.
4 One student is selected at random from each of Years 7, 8 and 9. If there are 148 girls and 114 boys in
Year 7, 126 girls and 97 boys in Year 8, and 115 girls and 122 boys in Year 9, find the probability that all students chosen are boys. Give your answer to 3 decimal places.
5 The probability that the newspaper is delivered to Geoffs house before 8.00 am is , and the probability
5 9 7 that he arrives at work to find a free parking space in his companys car park is 10. Assuming these
events are independent: a use a CAS calculator to conduct a simulation of 28 days duration b find the probability, based on the simulation, that on one day Geoff misses out on a company car park space and his paper arrives late c calculate the theoretical probability of the combination of events described in part b.
6 Consider 3 fair coins being tossed.
If A = Heads with the first coin, B = Tails with the second coin and C = Tails with the third coin: a list the event space (for example, use HTH for Head then Tail then Head) b find: i Pr(A) ii Pr(B) iii Pr(C) iv Pr(A B) v Pr(A C) vi Pr(B C) vii Pr(A B C) viii Pr(A) Pr(B) Pr(C) c propose how you might define independence for 3 events.
7 A large number of asthma sufferers were asked to volunteer for the testing of a new drug. Only some
of the volunteers were given the drug, but all of the volunteers were observed to see if they developed asthma on a smoggy day. The results are shown in the table below. Developed asthma Did not develop asthma Given drug 148 566 Not given drug 59 184
a How many people were selected to take part in the study? b If a person was randomly selected from the volunteers, what is the probability that they were
given the drug?

c What is the probability that a randomly selected person developed asthma on this day? d Given that a volunteer was given the drug, what is the probability that they developed asthma? e From this information, what can you conclude about the effectiveness of the drug in preventing
asthma? It was decided that conclusive observations about the effectiveness of the drug could not be made after one day, so the same volunteers continued with the study for three months. (Assume that the number of people given the drug is unchanged.) The results were: 395 people were given the drug and did not have an asthma attack 143 people were given the drug but had exactly one episode of asthma per month 97 people were not given the drug and developed asthma more than once a month 84 people were not given the drug and had exactly one episode of asthma each month. f Represent this information using a Venn diagram. g How many people were given the drug and had more than one episode of asthma per month? h How many people in the study were not given the drug and did not have an episode of asthma? i Given that a volunteer had been given the drug, what is the probability that they have more than one episode of asthma per month? j Given that a volunteer had more than one episode of asthma per month, what is the probability they had taken the drug?
522
ICT activities
Chapter opener
diGiTal doC 10 Quick Questions doc-9801: Warm-up with ten quick questions on introductory probability (page 475)
11F
TUTorial WE 24 eles-1451: Use a tree diagram to calculate a conditional probability (page 499) diGiTal doC SkillSHEET 11.1 doc-9808: Practise conditional probability (page 500)
11a
diGiTal doCS doc-9802: Investigate long-run proportion using a spreadsheet (page 475) doc-9803: Simulate the rolling of a die multiple times using a spreadsheet (page 475) doc-9804: Simulate the rolling of two dice multiple times using a spreadsheet (page 475) WorkSHEET 11.1 doc-9805: Calculate probabilities for everyday events and random selection (page 478)
11G
inTEraCTiViTY Transition matrices int-0270: Consolidate your understanding of transition matrices (page 501) TUTorial WE 25 eles-1452: Represent conditional probabilities of two events in a table (page 503)
11B
diGiTal doC Extension doc-9810: Investigate sets and Venn diagrams (page 478)
11h
independent events
11C
TUTorial WE 33 eles-1453: Using a tree diagram, calculate probabilities assuming three events are independent (page 510) diGiTal doC SkillSHEET 11.2 doc-9809: Practise sampling without replacement (page 512)
TUTorial WE 9 eles-1448: Assuming replacement, use a tree diagram to calculate the probabilities of drawing two specific cards (page 483) diGiTal doC doc-9806: Investigate Stirlings formula using a spreadsheet (page 485)
11i
Simulation
11d
TUTorial WE 15 eles-1449: Use the addition law of probabilities to calculate probabilities and determine whether two events are mutually exclusive (page 488) diGiTal doC WorkSHEET 11.2 doc-9807: Use Venn diagrams to help calculate probabilities (page 492)
diGiTal doCS Extension doc-9810: Investigate sampling without replacement (page 513) doc-9811: Investigate random numbers using a spreadsheet (page 515)
Chapter review
diGiTal doC Test Yourself doc-9812: take the end-of-chapter test to test your progress (page 522)
11E
TUTorial WE 18 eles-1450: Complete a probability table and use it to represent the information in a Venn diagram (page 493)
523
Answers CHAPTER 11
inTrodUCTorY proBaBiliTY
introduction to experimental probability 1 0.6 2 0.7 3 a 0.66 b 0.34 4 48 5 250 6 200 7 A 8 C 9 18 squares, 24 circles 10 a 120 b 140 11 E 12 249 (Hot-Shot), 401 (Zap Inc) 13 10 14 a i 72 ii 24 iii 12 b 4 losses or draws 15 A 16 a 0.7597 b 0.2403 c i 1200 ii 380
Exercise 11B Exercise 11a
2 a
Head
Red
HR
b 1
4
11 a
Head Tail
Head Tail Head Tail
White HW Red Tail TR
n( ) = 4
White TW A T C T C A H T H T CA CT AC AT TC TA HH HT TH TT
Head Tail Head Tail Head Tail Head Tail
HHH HHT HTH HTT n( ) THH THT TTH TTT
=8
3 a
C A T
b 6 12
b 8
c 2
Outcomes S VCS L VCL B VCB V LCV S LCS B LCB V SCV L SCL B SCB V BCV S BCS L BCL Head AH Tail AT Head BH Tail BT Head CH Tail CT S S S S
n() = 12
V L
C C C C
4 a
b 2
S B
13 c
3 10 1 4
Alan Bjorn Carl
5 a 1 2 3 4
5 6
Calculating probabilities a = {Red, Blue, Yellow, Green} b n() = 4 = {A, B, C, D, E, F, G, . . . , X, Y, Z} n() = 52 a = {spades H, spades T, clubs H, clubs T, hearts H, hearts T, diamonds H, diamonds T} b S = {spades H, spades T} = {HH, HT, TH, TT} a = {boy Time Out, boy Mars Bar, boy Violet Crumble, girl Time Out, girl Mars Bar, girl Violet Crumble} b M = {boy Mars Bar, girl Mars Bar}
1
1 4
b
2 4 6 8 10 Red Blue Red Blue Red Blue Red Blue Red Blue 4 5 6 4 5 6
1 4
1 3
6 B 7
n( ) = 6
2R 2B 4R 4B 6R n( ) 6B 8R 8B 10R 10B 24 25 26 34 35 36
= 10
14 a
M T
8
2 3
a 3
H S
n( ) = 6
b 6 c
1 2
F N F N F N F N
MSF MSN TSF TSN HSF HSN SSF SSN
b 4
15 a 4 16 8
3
b 4 17 D
Outcomes H H T H T H T H T H T H T
H T H T H T H T H T H T H T H T HHHH HHHT HHTH HHTT HTHH HTHT HTTH HTTT THHH THHT THTH THTT TTHH TTHT TTTH TTTT
c 4
7 a 7 8a 9 a
1 13 10
b 7
9
J1
b b
1 154 1 4
c c
73 154 3 13
T1 T2 T3 T4 T1 T2 T3 T4 T1 T2 T3 T4
1 12
18 a
J2
d 13 10
1 40 000 1 1
e 1
J3
n() = 12 J1 is the first jacket, T1 is the first tie.
11 a 2 12 a 2 13 a 11 14 21 = 7 15 a 19 16 a 17
Exercise 11C
8 3 9 3 5
b 6 b 5 b 11
4 4
c 2 c 4
1
d 1 d 2
1
10
R T1 G B R
Outcomes
L F L F L F L F L F L F L F L F L F L F L F L F
1 6
b 16 19 a
Die 2 6 5 4 3 2 1
c 8
3 1
d 2 b 4 c
1 9
b 19 b 85
1
c 19 c 0
12
d 19
14
T2
G B R
1 2 34 5 6 Die 1
T3
G B R
20 a
Coin
diagrams
1 a
B R G
Tree diagrams and lattice

B R G B R G B R G BB BR BG RB RR RG GB GR GG
T H 1 2 3 4 5 6 Die
i ii iii
1 9 1 9 2 9
T4
G B
n( ) = 9
n( ) = 24 T1 is the rst small triangle. R is red, G is green, B is blue. L is low sheen. F is full gloss.
b 12 21 a 36 d 9
1 1
c 4 b 18 e 4
1 1
1 5
c 6
524
22 1
6
E1 E2 E3 M1 M2 M1 M2 M1 M2 D1 D2 D1 D2 D1 D2 D1 D2 D1 D2 D1 D2
23
1 6
Exercise 11E karnaugh maps and probability tables
B A A 35 56 91
B 29 44 73 B B 0.59 0.41 1 0.11 64 100 164
1 a
B A A
8 7 15
B
17 6 23 25 13 38
5a
E1 is the rst entre. M1 is the rst main meal. D1 is the rst dessert. n( ) = 12
Exercise 11d
A
A 17 8 B 7
0.45 0.14 0.3 0.75 0.25
A
b
6
probabilities 1 0.7 2 0.68 3 0.89 4 0.3 5 0.45 6 0.41 7 0.78, 0.39 8 A and B are mutually exclusive. 9 AB
10 a i
1 4
The addition law of
B A A 0.12
B 0 0.12 1
0.61 0.27 0.88 0.73 0.27
B A A
69 45 114
B
33 27 60 102 72 174
c
B A A 6 4 10
ii
3 13 2
iii
3 52
iv
11 26
B 10 0 10 B 15 5 20 B 22 23 45 16 4 20
b No 11 a i 5 b Yes 12 a 10 13 a 14 3 16 a 13 c 13 17 a 80 18 a c 7 19 a c 24 20 a 10 c 1 21 a c
29 40 3 4 7 13 19 24 2 1 14 27 2 1 2 1 2 1 3
ii 5 b 2 b
3 10 1
iii 0 c 20
3
iv 1 d 2 c
13 20 1
A 33 69
B 45 27
B A A 7 18 25
15 5 b 4 d 52 b 8 b
3 27 1
B A A 0.27 0.4
B 0.3 0.57 1
6 a
B A A
0.03 0.43
0.27 0.37 0.64 0.09 0.27 0.36 0.36 0.64 1
c 65
12
0.67 0.33
1 7 9
d 14 b
5 8 11 2 4 5 23 40
A 0.3 0.27
B 0.4 0.03
B A A
B 0.5 0.5 1
0.15 0.35 0.25 0.25 0.4 0.6
d 24 b 5 d b d
B A A
0.61 0.03 0.64 0.14 0.22 0.36 0.75 0.25 1
7 E 8 a
F 24 10 6 S 20
d 0
22 The probability of winning Alotto, Blotto
or Clotto is 100 , 100 and 100 respectively, so Alotto is easier to win. 23 0.75
24 10 25 a i 10 iii 2
1 1 3
33
30
32
A 0.03 0.61
B 0.14 0.22
S F F 6 20 26
S 24 10 34 S 0.4 0.5 0.5 1 30 30 60
ii 5 iv 10
9
2 C 3
B A A 87 13 100
B 63 55 118 150 68 218
S F F 0.1
b The areas are stated to be equal to
ensure that each area has an equal chance of being hit, that is, to ensure equally likely outcomes.
0.33 0.17 0.43 0.57
F is football, S is soccer.
525
10 A 11 a
Exercise 11F
B A A 0.3 0.2 0.5
B 0.3 0.2 0.5 B 0.1 0.1 0.2 B 0.3 0.1 0.4 B

1 4 1 2 3 4 1 4 3 4
0.6 0.4 1
1 a 0.8 2 a 0.6 35 6 0.168 9 a 0.3

4
Conditional probability b 0.5 b 0.69 5 4 12 5 0.144

7 3 b 7 11 A
3 2
8 6
B A A 0.1 0.7 0.8
0.2 0.8 1
10 D 12 Pr( B | A) =
Pr( B A) Pr( A) Pr( B) = Pr( A) Pr( A) = Pr( B)

b
20 27 2
Vegetable 333, tomato 167 Same answer as c 0.80 b 0.58 i 0.7500 ii 0.6880 iii 0.6875 iv 0.6875 b i 0.5500 ii 0.6864 iii 0.6875 iv 0.6875 c 0.6875 0.40 0.75 10 a b 0.5365 0.60 0.25 c 0.4635 d 0.4444
c d 8 a 9 a
Exercise 11h
B A A 0.5 0.1 0.6
13 a 0.2
0.8 0.2 1
14 a 0.3 c
b 3
A 0.15 0.3 B 0.22 0.33
1 a 0.2 b 0.7 c 0.4 d 0 e 0.6 2 Using the Addition Law, Pr(A B) = 0.15
independent events
B A A 0
1 4 1 4
3 4
19
12
S C C 50 95 145
S 110 25 135 G 160 120 280 C is chocolate, S is strawberry. A is people less than 20 years of age, G is people who wear glasses.
15 a 10 16 A 17 a 15 b Mountain
15 15
b 30
5 6 7
and Pr(A) Pr(B) = 0.15, so A and B are independent. a {H1H2, H1T2, T1H2, T2T2} 1 b Pr(H1 T2) = and Pr(H1) Pr(T2) = 4 Not independent 1 a b Independent 3 B 1 1 1 a 4 , 3 , 12
b A and B are not independent. A and C
1 4
Scuba
30
are not independent. B and C are not independent. 8 E 9 C 10 D

11
Second draw Third draw 0.6 Red First draw 0.6 Red 0.4 Blue Red 0.6 Red 0.6 0.4 Blue 0.4 Blue 0.6 Red 0.6 Red 0.4 0.4 Blue Blue 0.6 Red 0.4 Blue Blue 0.4
13 a
G A A
c 2 18 14
11 2
d 2 19 7 b 75 b 0.32 e 0.63
2 2
0.32 0.22 0.54 0.44 0.02 0.46 0.76 0.24 1

ii 0.54
20 a 3 21 a 0.40 d 0.21 22 13
6
c 25 c 0.13
b i 0.02 14 a
a 0.216 12 a 169 13 a 0.01 c 0.11 14 a 5 15 a

Daisy 0.85 0.9 0.1 Survive 0.15 Not survive 0.85 0.15
1 1
b 0.432 b 16 b 0.24 d 0.05 b 4

Rose Survive 0.8 0.2 0.8
1 1
c 0.28 c 2
1
B 0.4 0.6 1
iii 0.57
A A
b i 0.35 15 a
0.08 0.32 0.25 0.35 0.33 0.67 B B
Exercise 11G
ii 0.25
D 0.18 0.42 0.6 D 0.28 0.12 0.4 0.46 0.54 1

b i 0.4 c 132 16 a
D is Daily Times, B is Bugle. ii 0.28 iii 0.54
0.75 0.5 0.25 0.5 67 3a 33 63.67 c 36.33

1 4a 620 c 565 5
c 50
Orchid Survive Not survive Survive Not survive Survive Not survive Survive Not survive
2 0.31
63.3 b 36.7
380
b 557
443
Not survive 0.2 0.8 Survive 0.2 0.8 Not survive 0.2
435
b i 0.612 16 a Monday
0.7 0.3
ii 0.941
R 10% 15% 25% R 10% 65% 75% 20% 80% 100%

b 0.15 c 0.75
0.411 0.368 125 0.411 0.589 0.631875 0.589 0.772 694 0.757 688 0.772 694 0.242 313 0.227 306 0.70 0.60 0.40
b 300
Tuesday 0.4 Rain Rain 0.6 No rain No 0.4 Rain rain No rain 0.6
6 0.227 306 7a 0.30
200
b 0.28 c 0.72
526
Spinner
17 a 35 18 a 1000 c
1 100 3 1
b 35 b 125
1
5 a
3 2 1 1 2 3 4 5 6 Die
4 0.097 5 a, b Answers will vary. c 35 6 a {HHH, HHT, HTH, HTT, THH, THT,
1
19 a 25 c
27 125 1
b 25
b 9 6 10
7
TTH, TTT}
i 2 iii 2
1 1
ii 2 iv 4 vi 4 viii 8
1 1 1
20 a 30 c
1 3
b 15
11
7a
P D 6 0 6 D
P 8 16 24 P
4 15 8 15 12 15 7 15 8 15
14 16 30
v 4 vii 8
1
21 a 0.0625
Exercise 11i
b 0.0097
Simulation Answers will vary.
c If Pr(A B C ) = Pr(A) Pr(B)
P D
3 15
ChapTEr rEViEW
ShorT anSWEr
Pr(C ) and A, B and C are piecewise independent (that is, AB, AC and BC are all independent pairs of events), then A, B and C are independent.
1 a
1 10
7 80
3 16 4 15
0
3 15
7 a 957 b 238 0.746

319
2 a Let H = hearts, D = diamonds,
S = spades and C = clubs. Possible outcomes are: HH DH SH CH HD DD SD CD HS DS SS CS HC DC SC CC b All outcomes are equally likely as there is an equal number of cards in each suit during each selection.
1 12
c 69 0.216
319 74
c 9 5
2
8 0.12
d 357 0.207 e Answers will vary. Make reference to
10 a 11 b i 25
mUlTiplE ChoiCE
12
ii 25 2E 5C 8D 11 C
13
iii 26 3B 6A 9A 12 C
11
the percentage who developed asthma given the drug, compared with those not given the drug (20.7% compared with 24.3%).
Drug 395 143 Asthma = 1 84 176 Asthma > 1 97 62
3 a 4
b 12
B L U E S B L U E S GB GL GU GE GS OB OL OU OE OS
1D 4A 7B 10 A
ExTEndEd rESponSE
0.275 1 a 0.725 2 a 0.468 b 0.501 0.2 3 S0 0.8
b 0.703
0.297
O
1
g 176 h 62 i 357 0.246

88 176
a 10
b 5
c 5
a 0.09
b 0.063
j 273 0.645
527
ChaPTer 12
Combinatorics
ChaPTer ConTenTS 12a 12b 12C 12D 12e 12F 12G 12h The addition and multiplication principles Permutations Factorials Permutations using nPr Permutations involving restrictions Arrangements in a circle Combinations using nCr Applications to probability
DiGiTal DoC doc-9813 10 Quick Questions
The addition and multiplication principles

12a introduction
Consider how many ways two different letters can be listed from the letters C, A and T if the order in which the letters are to be listed is not taken into account. We would write CA, CT and AT. If the order of listing the two letters is taken into consideration, there will be 6 different possibilities, namely, CA, AC, CT, TC, AT and TA. In this chapter we introduce some methods that will enable us to effectively determine the number of possible ways objects can be ordered according to given conditions, without necessarily having to list them. Combinatorial theory is widely applied in areas such as computer system design, genetics, statistics and probability, where arrangements are of particular importance.
The addition principle

To reach the top of the hill, Jack and Jill can use public transport (tram or bus) or private transport (hire car, taxi or motorbike). In how many ways can Jack and Jill go up the hill if only one form of transport is to be used for the entire trip? Since the modes of transport are mutually exclusive (that is, two forms of transport cannot be used at the same time), there are 2 + 3 = 5 different ways of travel. This straightforward method of summing is the addition principle, which can be stated as: If two operations can be performed in A or B ways respectively, then both operations can be performed together in A + B ways.
WorkeD examPle 1
A particular mathematics problem can be solved in 2 ways using analytical methods, in 4ways using approximation techniques and in 3 ways by trial and error strategies. In how many ways can the problem be solved?
ChaPTer 12 Combinatorics
529
Think
1
WriTe
List the given information.
Analytical Approximation Trial and error
2 4 3
Use the addition principle as the three methods of solving the problem are mutually exclusive.
The total number of ways is 2 + 4 + 3 = 9.
WorkeD examPle 2
A stack of playing cards contains four jacks, four queens and four kings. Gary has two jacks, a queen and a king in his hand. But, to complete his hand, Gary requires three jacks, two queens or two kings. In how many ways can he complete his hand?
Think
1
WriTe
List the cards remaining in the stack. Gary requires a jack or a queen or a king to complete his hand. Use the addition principle to calculate how many ways he could complete his hand, given the cards that are remaining.
Two jacks, three queens and three kings remain in the stack. 2+3+3=8 There are eight ways for Gary to complete his hand.
The multiplication principle

Suppose 4 colours are available to spray-paint 3 different cars. Let O1 be the first operation selecting a car and let O2 be the second operation picking a paint colour. Also let C1, C2, C3 and P1, P2, P3, P4 denote, respectively, the cars and the available colours. The 12 different ways in which the job can be undertaken are {C1P1, C1P2, C1P3, C1P4, C2P1, C2P2, C2P3, C2P4, C3P1, C3P2, C3P3, C3P4}. Since the choice of a particular car is independent of the colour selected, the total number of possibilities can be obtained by multiplying together the number of choices available from the Operation 1 Operation 2 two operations. That is, there are 3 4 = 12 different O1 O2 P1 ways possible. The tree diagram at right shows the P2 P3 different outcomes. P4 The product of the number of outcomes from each operation provides the total number of possible P1 C1 P2 outcomes of the operations performed sequentially. C2 P3 This method is the basis of the multiplication C3 P4 principle, which states: if two operations can be P1 performed in A and B ways respectively, then P2 both operations can be performed in succession in P3 A B ways. P
4
WorkeD examPle 3
Juanita has to choose an outfit to wear to a party. She has 6 skirts, 5 jumpers and 8 shirts to choose from. If any combination of these items will be acceptable attire, in how many styles of dress can Juanita attend the party?
Think
1 2
WriTe
Choose a skirt, a jumper and a shirt. Use the multiplication principle.
There are 6 skirts, 5 jumpers and 8 shirts. The total number of ways is 6 5 8 = 240.
530
We can also represent the sequence of operations of the above example using boxed numbers as follows. Skirts 6 Jumpers 5 Shirts 8 = 240
Each box contains the number of possible outcomes associated with the particular operation.
WorkeD examPle 4
From a cafeteria 4-course lunch menu, I can choose 3 varieties of soup, 5 types of seafood, 4 kinds of side dish and 2 types of salad. TUTorial eles-1454 a How many different dishes are offered? Worked example 4 b How many different lunches can be ordered if one dish from each course is selected? c How many different types of dish are possible if soup and seafood must be included with each order?
Think WriTe
a Write the number of dishes for each course
a The 4-course menu offers
and use the addition rule.

b There are 3 soups, 5 seafoods, 4 side dishes
3 + 5 + 4 + 2 = 14 different dishes. 3 5 4 2 = 120
b Soup Seafood Side dish Salad
and 2 salads. Use the multiplication rule (as you must sequentially order a soup, seafood, a side dish and a salad).
c 1 Consider the possible orders containing c
Number of different lunches is 120 Soup 3 Seafood 5 3 5 = 15 Side dish 4 3 5 4 = 60 3 5 2 = 30
soup and seafood: soup and seafood only soup and seafood and a side dish only
Soup Seafood 3 5
soup and seafood and a salad only
Soup Seafood Salad 3 5 2
soup and seafood and a side dish and a salad.

2
Soup Seafood Side dish Salad 3 5 4 2 3 5 4 2 = 120
Calculate the number of dishes possible for each order. Use the addition rule to find the total (as you can only order the first, second, third or fourth combination). Number of different types of dish possible = 15 + 60 + 30 + 120 = 225
principles
exercise 12a
The addition and multiplication
1 We1 Juicy Chickens offers 10 varieties of roast chicken dish, 6 types of fried chicken and 5 types of
chicken pie. How many different chicken meals are sold by Juicy Chickens?
2 Freda Frog eats 2 varieties of fly on the first day, 5 varieties on the second day, 9 varieties on the third
day and 14 varieties on the fourth day. Assuming Freda will never consume 2 of the same variety of fly and that her daily eating habits follow this definite pattern, find how many flies she will eat altogether in a week.
ChaPTer 12 Combinatorics 531
3 A suburban mall consists of five shops: Teen Fashion, Harrys Takeaway, Video & Games Arcade, Toy
Palace and Byte Computers. On a busy weekend, 11 people went into Teen Fashion, 27 bought food from Harrys Takeaway and 59 people entered the Toy Palace. Each person visited only one store. How many customers did Teen Fashion, Harrys Takeaway and Toy Palace have altogether?
4 mC Two pieces of timber can be held together using adhesives, fasteners or clamps. The adhesives
are PVA glue, Liquid Nails and Bondcrete. Fasteners that can be used are nails, screws, rivets and bolts. There are two different types of clamp available: SureGrip and Hold-tite. If only one adhesive fastener or clamp is required, the number of ways two pieces of timber can be joined is: a 2 b 24 C 3 D 4 e 9
5 We2 From a pack of playing cards, the queen of spades, king of clubs and queen of clubs are drawn. In
how many ways can another card from the deck be drawn so that there will be three queens or two kings?
6 mC There are 4 novels, 7 comic books and 2 biographies on a bookshelf. Zoe selects and reads 2
novels, 3 comics and a biography from the shelf. However, her reading assignment requires that she read 3 novels, 4 comics or 2 biographies. In how many ways can she select books from the shelf to meet the minimum requirements of the assignment? a 6 b 7 C 11 D 13 e 24
7 We3
Jack and Diane are preparing for their wedding. They will decide on one of 3 churches, one of 5 available reception centres and one of 10 holiday destinations. How many combinations of church, reception centre and holiday are possible? Alana lives in Melbourne and intends to go to Sydney via Canberra. She will get to Canberra by bus, continue on to Sydney by hire car and return home by air. If 4 bus lines are available for the outward journey to Canberra, 6 car rental agencies can be used to get from Canberra to Sydney and 3 airlines are available for the return trip, determine how many different ways Alana can make the trip to Sydney and back. and one of 4 kinds of dessert. For a surprise feast at Belchies restaurant you can have one of 5 different entres, select from 4 main meals and decide which one of 3 kinds of dessert to order. a How many different combinations of dishes are possible in a special meal consisting of an entre, a meat dish and a dessert? b Find how many different combinations of dishes are available to a customer who visits both places and orders a special meal and a surprise feast. (Assume that the customer must have an entre, main meal and dessert for the surprise feast.)
9 At Burpies restaurant the special meal consists of a choice of one of 2 entres, one of 3 main meat dishes
10 mC On a dentists waiting room table are 3 piles of reading matter. The first pile consists of
6 different copies of News, the second pile has 5 different issues of Geographic and the third pile comprises 10 different Womans World magazines. A patient randomly chooses one item of reading from each pile. The number of ways of choosing the 3items is: a 21 b 30 C 216 D 19 e 300
11 mC A Whoppa pizza base is made using one of
2 types of cheese and one of 2 toppings. Up to 3 additional toppings are available at extra cost. The number of different Whoppa pizzas that can be made containing at least one additional topping is: a 12 b 16 C 24 D 28 e 20
12 We4 A school offers English, Maths, Language and
Science as part of the curriculum. Janice must do at least one of these subjects. a List the different ways Janice can select at least one subject. b In how many ways can this be done?
13 To get to school, Erin can walk, take the train or catch the bus. After school she can either walk or catch
the bus to get back home. a List the different combinations of travel for Erin to get to school and to return to her home. b Show the different travel methods as a tree diagram.
A hot dog consists of a sausage in a bun with sauce. Onion, tomato, pineapple and cheese are available as extras. How many different types of hot dog can be made? 15 During a special morning recess, teachers had a choice of tea, orange juice, coffee, pies, cheese, salami, biscuits and cake. However, a teacher could sample only two kinds of food and one drink. How many different combinations of two kinds of food and drink were possible?
14
12b
Permutations
A permutation is the arrangement of objects in a specific order. Awarding a first and second prize to two people randomly selected from a studio game-show audience or determining the number of ways a group of people can queue for tickets are examples where the order of objects needs to be taken into account. Consider now how many ways two letters can be taken from the letters B, L, U and E and then arranged. If the order of the letters is taken into account and repetition of letters (that is, BB, LL etc.) is not allowed, we have the 12 possible arrangements shown below: BL, LB, BU, UB, BE, EB, LU, UL, LE, EL, UE, EU We can obtain the same result using the multiplication principle. There are 4 choices for the first letter because there are 4 letters available. Once the first letter has been chosen there are 3 letters to choose from for the second letter. First letter Second letter 4 3 = 12 Notice that the multiplication principle takes into account the order of the outcomes. That is, BL is not considered to be the same as LB, BU is not the same as UB and so on.
WorkeD examPle 5
Josie picks up a Mathematics textbook, an English novel and a Biology notebook and places them on a shelf. Determine the number of ways the books can be arranged. List the ways they can be arranged.
Think
1 2
WriTe
There are three positions to be filled on the shelf. There are three choices of book for the first position on the shelf. This leaves two choices for the second position and one choice for the third position. Use the multiplication principle. Let M be the Mathematics textbook, E the English novel and B the Biology notebook.
3 4
3 2 1 = 6 arrangements The arrangements are MEB, MBE, BME, BEM, EMB, EBM.
WorkeD examPle 6
In how many ways can at least two letters be chosen from the word STAR if the order of the letters is taken into account and repetition of letters is not allowed?
Think
1
WriTe
There are 3 mutually exclusive events: choose 2 letters from 4 letters, 3 letters from 4 letters, or 4 letters from 4 letters. For the first event there are 4 choices for the first letter and 3 choices for the second letter, because repetitions are not allowed. 2 letters 4 3 = 12 ways
533
For the second event there are 4 choices for the first letter, 3 choices for the second letter and 2 choices for the third letter. For the third event there are 4 choices for the first letter, 3 choices for the second letter, 2 choices for the third letter and 1 choice for the fourth letter. Use the addition rule to find the total number of possibilities.
3 letters
= 24 ways
4 letters
= 24 ways
Number of ways = 12 + 24 + 24 = 60
WorkeD examPle 7
How many ways are there for 2 different prizes or 3 different prizes to be awarded to a group of 5 people if: a a person may receive more than one award? b a person may not receive more than one award?
Think WriTe
1st
a 1 Use the multiplication principle to find the a 2 prizes
2nd 5 = 25
number of ways for 2 prizes to be awarded. Any one of the 5 people can receive the first prize and any one of the 5 people can receive the second prize because the same person may receive more than one prize.
2
1st Use the multiplication principle to find the number of ways for 3 prizes to be awarded and remember that the same person may receive more than one prize. Use the addition rule to obtain the total number of ways to distribute 2 or 3 prizes. 3 prizes 5
2nd 5
3rd 5 = 125
Number of ways to distribute 2 or 3 prizes = 25 + 125 = 150

b 2 prizes
b Use the same method as above, but repetition is
5 5
4 4
= 20 3 = 60
not allowed, so the number of people to choose from is reduced each time.
3 prizes
Number of ways to distribute 2 or 3 prizes = 20 + 60 = 80
exercise 12b
Permutations
1 We5 A chef restocks her collection of spices by placing jars of pepper, nutmeg, ginger and mint on
the shelf. In how many different ways can the 4 jars be placed in a straight line?
2 In how many ways can 6 students line up at the school canteen? 3 If there are 8 competitors in a race, in how many ways can the first three places be awarded? 4 To cancel an electronic alarm, a 5-digit code number must be entered into the code box. Assuming that
digits may be repeated, how many codes are possible?

5
Five items of mail are to be placed in 5 letterboxes. In how many ways can this be done if no letterbox is to contain more than one item?
534
6 A history quiz consists of matching 8 countries with their capital cities. In how many ways can a
contestant answer the quiz by randomly matching each country with a capital city?
7 How many ordered subsets consisting of two letters can be chosen from the word SUPERBLY if: a a letter may be used more than once in each subset? b choosing the same letter more than once is not permitted? 8 We6 In how many ways can at least two letters be chosen from the word MATHS if the order of the
letters is taken into account and repetition of letters is not allowed?

9 We7 Calculate the number of ways that 3 or 4 prizes can be awarded to a group of 5 people if: a a member of the group is allowed to receive more than one prize b a member of the group cannot receive more than one prize. 10
Decide in how many ways 2 or 3 letters can be selected from the vowels of the alphabet if a vowel can appear only once in each selection. each digit cannot be used more than once.
11 Determine how many numbers greater than 10 can be made using all of the digits 4, 7, 2, 6 and 5 if 12 How many numbers greater than 100 and less than 10 000 may be formed using the digits 2, 3, 4 and 5
if each digit may be used more than once?

13 mC The number of 3-digit and 4-digit numbers greater than 500 that can be formed using the digits 2,
6, 1, 5 and 3, if each digit can be used more than once in each selection, is: a 600 b 500 C 675 D 575 e 450
14 mC Juliana has saved her pocket money to buy
up to 3 fashion magazines. If there are 5 different magazines to choose from, the number of ways she can buy 1, 2 or 3 magazines is: a 90 b 80 C 25 D 70 e 85
15 mC The total number of 2-digit, 3-digit and 4-digit
odd numbers that can be formed using the digits, 5, 3, 4 and 9, when a digit may be used more than once in a group, is: a 78 b 85 C 252
D 68
e 75
16 How many 7-letter arrangements are possible using the letters of the word DECAGON if the letters A,
E and O must occupy the third, fifth and sixth positions respectively and the letters remaining may be used more than once?
17 A school fundraising competition that costs 5 cents per entry involves trying to correctly match
9 teachers with their baby photographs. Wasim wants to be certain to win the $1000 first prize by trying all possible combinations. Decide how much money Wasim will win or lose if he is to be the prize winner.
18 A version of the party game musical chairs has the players march around a line of chairs and scramble
to sit on them when the music unexpectedly stops. At each stage the number of players is one more than the number of chairs. The player who remains standing when the music stops is out of the game and one chair is then removed. The player remaining sitting after all the other players have been eliminated is the winner. a If 12 players are taking part, how many different arrangements of seating are possible during the: i first round? ii fourth round? b The rules are changed so that 2 chairs are removed each time. If there are 9 players and 7 chairs at the start of the game, how many seating arrangements are possible for all the rounds?
19 A school is using identification cards (ID cards) that consist of 3 letters selected from A to E inclusive
followed by 3 digits chosen from 0 to 9 inclusive. a How many different ID cards can be issued to students if a digit may be used more than once but all 3 letters of each ID are different? b New ID cards are issued to all students each year and the old cards discarded. However, the old ID numbers are not used again. If, on average, the schools population increases by 10% each year and was 2000 during the year when the ID cards were first used, how many years will elapse before cards with numbers already used will have to be issued?
12C
Factorials
Expressions obtained by using the multiplication principle frequently contain the product of consecutive whole numbers. It is convenient to adopt a shorthand way of representing such expressions to assist with calculations and to effectively display the properties associated with permutations and other types of order of objects. Particularly useful is to define n! to mean the product of n consecutive positive integers starting from n down to 1. That is: n! = n (n 1) (n 2) (n 3) . . . 3 2 1 The symbol n! is read as n factorial. For example, 4! = 4 3 2 1 = 24, 3! = 3 2 1 = 6, 2! = 2 1 = 2. Alternatively, 4! = 4 3! = 24, 3! = 3 2! = 6, 2! = 2 1! = 2. n! Thus from the definition we have n! = n(n 1)! or =n (n 1)! If we substitute n = 1 we have: 1 1! = 1 (since 1! = 1) =1 or (0)! (1 1)! This expression is true if 0! is taken to be equivalent to 1. So we define 0! = 1.
WorkeD examPle 8
a Express 7! as a numeral.
Think
b Simplify 2 5! + (3 2)!
WriTe
a 1 Use the definition of n! with n = 7.

2
a 7! = 7 6 5 4 3 2 1
Multiply the numbers in the expression obtained.
= 5040
b 2 5! + (3 2)!
b 1 Write the expression and simplify (3 2)!

2 3
= 2 5! + 6!
Calculate 5! and 6! Evaluate.
= 2 120 + 720 = 960
WorkeD examPle 9
Simplify
Think
8! 3!
WriTe
Divide the answer for 8! by the answer for 3! using a calculator.
8! 8 7 6 5 4 3! = 3! 3! =87654 = 6720
WorkeD examPle 10
a Evaluate 8!
Think
b Simplify
100! 98!
WriTe
a 1 Use the factorial (!) feature of a CAS calculator
a 8!
to evaluate the expression.

2 3
Record the result. State the answer.
40 320 8! = 40 320
536
b 1 100! and 98! are too large to write in fully
expanded form.
2
Express 100! with 98! as a factor. 100! = 100 99 (98 . . . 3 2 1) = 100 99 98! Cancel 98! in the expression.
100! 100 99 98! = 98! 98! = 100 99 = 9900
Notice that:
n! = n (n 1)! = n (n 1) (n 2)! = n (n 1) (n 2) (n 3)! etc.
exercise 12C
Factorials
b 9! f 7! 6! 2! c 12! d 3! + 2! g 6! (1! + 2! + 3! + 4! + 5!) c 5 6! 6 5! f 7 9! + 3 3! 9 8!
1 We8a Evaluate: a 4! e 5! 4! 2 We8b Evaluate: a 4 3! 4! d 7 7! (8! 7!) g (5! 4!) + (8! 7!) 3 mC The value of
a 5 a 250
b (4 + 2!) 3! + 5! e 8! + 3 2! 5! h 12! + 6! 11! 3 4!
2! + 3! + 4! is: 2! + 3! b 4
b 235
C 7 C 284
D 24 D 276
e 8 e 290
4 mC The value of 4(4! 3) + 2!(5! 4!) is: 5 We9 a
Simplify:
b
4! 2!
5! 4!
b
7! 3!
6! 3!
c f
3! 1! + 2! 0!
6 We10 Simplify:
102! 100! 250! d 247!

a 7 Simplify:
1000! 998! 396! e 393!

b e
4500! 4499! 25000! 24999! 55! 53!
15! 14! 1000! d 998! (12 + 37)! 8 mC is equal to: (100 53)! a 3250 b 1875
a 9 Evaluate each expression.
28! 26! 63! (936 875)!
C 2840
D 1030
e 2352
7! 4! + 4! 3! 80! 10! 64! d + 77! 6! 62!

a 10 Simplify each expression. a
9! 32! + 7! 31! 8! 12! 78! e + 6! 11! 77!

b
13! 6! 10! 3!
2!5! 3!
6! 2! + 3!
7! 5! 5!
8! + 4! 2! 2! + 3! 3!
18!4! 8!10! 17!5! 9!9!
537
12D
A permutation is an arrangement of objects in which order is important. Consider the letters A, B and C. There are 6 possible arrangements or permutations of these three letters: ABC ACB BAC BCA CAB CBA
Permutations using nPr
We could have determined that there are 6 possible arrangements without listing all of them using the multiplication principle, where each box below represents a position (first letter, second letter, third letter): 1st letter 3 2nd letter 2 3rd letter 1 = 6 ways
Note that we had 3 possibilities for the first letter but, having placed it, we were left with 2 possibilities for the second letter and, in turn, just 1 possibility for the third. But what if we had 10 different letters and wished to select an arrangement of 3letters? Again, we could count the number of arrangements as follows: 1st letter 10 2nd letter 9 3rd letter 8 = 720 ways
We can express the above calculation using factorials as follows: 10 9 8 = 10 9 8 7 6 5 4 3 2 1 765 4 3 21 10! = 7! 10! = (10 3)!
Following on from this, we can generalise a formula for the number of arrangements (permutations) of n objects, taking r at a time, which we denote by n Pr: n! nP = , where n and r are natural (counting) numbers, and r n. r (n r )! Another way of thinking of n Pr is as n! expanded to r places.
nP r
= n(n 1)(n 2). . .(n r + 1) r values multiplied together
In the preceding example, which involved arranging 10 (n = 10) objects (letters) taking 3 (r = 3) at a time, we can verify that (n r + 1) = (10 3 + 1) = 8, which was the last value in the chain of multiplied numbers.
Special cases
1. If r = 0, then = n P0 n! = n! =1 This implies that there is one way of selecting zero objects from n objects. nP = nP 2. If r = n, then r n n! = 0! = n! There are n! ways of arranging n objects taken from n objects.
nP r
538
WorkeD examPle 11
Calculate 7P3.
Think WriTe
7P 3
Evaluate using the definition n Pr.
7! (7 3)! 7! = or 4! 5040 = 24 = 210 =
7 6 5 4! 4!
= 765 = 210
WorkeD examPle 12
Only the 3 fastest cars in a car rally of 10 competitors will compete in the world championships. How many different arrangements of the 3 fastest rally cars are possible?
Think
1 2 3 4
WriTe
We want the number of permutations when 3 objects are selected from 10 objects. Use n Pr with n = 10 and r = 3. Alternatively, use the permutations feature of the CAS calculator with n = 10 and r = 3. Record the result. Number of arrangements = 10 P3 = 10 9 8 = 720
n P (10, r
3)
720
WorkeD examPle 13
How many numbers greater than 1000 can be formed using the digits 4, 5, 6, 7, 8 and 9 if a digit cannot be used more than once?
Think
1
WriTe
Each 4-digit, 5-digit or 6-digit number formed will be greater than 1000. Find the number of ways the required number of digits can be chosen from the 6 digits given. Add the 3 answers. (or situation).
6P 4
+ 6P5 + 6P6
= 360 + 720 + 720 = 1800 There are 1800 numbers greater than 1000 that can be formed.
WorkeD examPle 14
A captain and vice-captain are to be chosen from a group consisting of 10 cricket players. From the remaining 8 players, 3 will be selected to be the wicket keeper, spin bowler and fast bowler. Calculate how many different ways the 5 positions can be allocated.
Think
1
WriTe
10P 2
Find the number of ways in which 2 objects (captain/vice-captain) can be chosen from 10 objects (10 cricket players).
539
Find the number of ways in which 3 objects (wicket keeper/spin bowler/fast bowler) can be chosen from 8 objects (8 remaining cricket players). Multiply the two results (and situation as we wish to have a captain and vice captain and a wicket keeper, spin bowler and fast bowler).
Number of different ways = 10P2 8P3 = 90 336 = 30 240
exercise 12D
DiGiTal DoCS doc-9815 SkillSHEET 12.1 Calculating nPr doc-9816 Combinatorics
Permutations using n Pr
b d f h j l
8P 4P 3P 8P 3P 2 4 2 6
1 We11 Evaluate: a c e g i k
6P 9P 4P 4 3 5 2
25P
+ 5P1 6P 5P 3 4 100 P 4
7P3 4 1 P2 200 P 3
2 We12 A committee comprising a president, vice-president, secretary and treasurer is to be selected 3 4 5
10
from a group of 25 people. How many different committees are possible? In how many ways can a first and second prize be given to 5 lottery winners? We13 How many numbers greater than 100 can be formed from the digits 2, 3, 5, 7 and 9 if a digit cannot be used more than once? John has a 5-cent coin, a 20-cent coin, a 50-cent coin and a $2 coin. a In how many ways can the coins be placed in a row? b In how many ways can 2 coins or 3 coins be chosen if the order is taken into account? mC A magic paint set contains seven magic colours that when applied to paper produce other colours. The colour obtained depends on the order in which the colours are applied, and at least two colours must be used. The number of different colours that can be produced is: a 11 605 b 10 254 C 14 250 D 12 540 e 13 692 We14 A captain and vice-captain are to be selected from a team of 18 footballers. From the remaining 16, four players will be selected to be the full-back, full-forward, centre-half back and centre-half forward. Calculate the number of ways the 6 positions can be allocated. The Southern Belles train crew consists of 2 drivers and 4 engineers. Each person performs different tasks. The 2 drivers are chosen from 6 available drivers and the 4 engineers from 10 engineers. How many permutations of the trains crew are possible? Three students are to be chosen from a group of 8 students to fill the positions of school president, vice-president and treasurer. After these appointments are made, 2 more students will be selected from the group to serve as secretary and assistant secretary. Determine how many different committees are possible. A novelty sports day carnival involves 10 competitors. A prize is given to the winner of the first race, who then cannot take part in the remainder of the races. The winner and runner-up of the second race are awarded prizes and are then eliminated from the remainder of the events. Similarly, the first three place-getters of the third race are given prizes and must drop out of the competition. This is continued until the number of competitors remaining is the same as the number of prizes to be awarded. How many different ways can prizes be awarded?
540
11 There are three separate bundles of reading material comprising 4 comics, 2 novels and 3 magazines.
They are placed together to form one pile. a In how many ways can this be done if there are no restrictions on where individual items are to be placed?
b Determine the number of permutations if
the order of the comic books in each bundle does not change.
12e Permutations identical objects
involving restrictions
So far our study of permutations has been based on the assumption that the objects arranged were all different (distinguishable). We will now examine the situation when some of the objects are identical (indistinguishable). A scrabble player has the following letter tiles: A, A, A, B, C, D, E. If the As were distinguishable, we might consider them to be A1, A2, A3 and could begin to list the possible arrangements of the 7 letters as follows: A1A2A3BCDE A1A3A2BCDE A2A1A3BCDE A2A3A1BCDE A3A1A2BCDE A3A2A1BCDE ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... and so on and so on and so on and so on and so on and so on
inTeraCTiViTY int-0271 Permutations involving restrictions
Without listing them all, we can calculate there are 7P7 = 7! = 5040 possible arrangements. But the As are not distinguishable. So, really, the arrangements listed above are all the same as AAABCDE, which counts as one arrangement. Because there are 3 As we have 3! = 6 times too many arrangements, hence we need to divide 5040 by 6.
7! 5040 = = 840 different arrangements or permutations of 3! 3! 6 7 objects where 3 of them are identical. This means there are only = In general, the number of arrangements of n objects, p of which are identical, is given by Extending this formula we have:
7P 7
n! p!
The number of ways of arranging n objects that include p identical objects of one type, q identical objects of another type, r identical objects of yet another type and so on is: n! p! q ! r ! . . .
WorkeD examPle 15
In how many ways can 4 identical red marbles and 3 identical blue marbles be placed in a row?
Think
1 2
WriTe
There are 4 + 3 = 7 objects altogether. The number of ways the blue marbles can be arranged is 3!, and the number of ways the red marbles can be arranged is 4!. Substitute the values into the formula. Number of ways 7! = 4! 3! = 35
Grouped objects
In how many ways can the letters A, B, C, D be positioned in a row? We know that this can be done in 4! ways, but what would be the answer if the question had been: In how many ways can the letters A, B, C, D be positioned in a row if A and B must be next to each other? The number of arrangements will clearly be less than 4! because of the restriction imposed on A and B. The figure below shows the 4! possible arrangements of A, B, C, D that include the 12 ways A and B are together. A A A A A A B B C C D D C D B D B C D C D B C B B B B B B B A A C C D D C D A D A C D C D A C A C C C C C C B B A A D D A D B D B A D A D B A B D D D D D D B B C C A A C A B A B C A C A B C B
If A and B are to be together, we consider the problem to be one of arranging 3 objects, say X, C and D, where one of the objects, X, is the group containing A and B. The figure below shows that there are 6 arrangements with A and B together. A A B B C D D C C A B D D A B C C D D C A A B B
The 3 objects can be arranged in 3! ways, and within the group A and B can themselves be arranged in 2! ways (namely AB and BA). The multiplication principle is now used so that the number of arrangements when A and B are together is 3! 2! = 12. Now consider the permutations if A, B, C must be together. Again, we view the letters as consisting of two objects, X and D, where X is the group of letters A, B and C. Thus we have two objects to arrange in 2! ways as shown below. X
Among themselves the letters A, B, C contained in X have 3! different arrangements as shown below. A A B B C C B C A C A B C B C A B A D D D D D D D D D D D D A B A C B A B C C A C B C B C A B A
Therefore the total number of arrangements when A, B and C are together is 2! 3! = 12. We can generalise this approach to include any number of groups of objects that are required to be together. If n objects are to be divided into m groups with each group having G1, G2, G3, . . . Gm objects respectively, the number of arrangements is given by m! G1! G2! G3! . . . Gm!
WorkeD examPle 16
The letters of the word TABLES are placed in a row. How many arrangements are possible if the letters T, A and B must be together?
Think
1
WriTe
Consider the letters T, A and B as one object (group). There are 4 objects to be arranged, namely the TAB group and the letters L, E and S. Identify m and G1, G2, G3, G4. Apply the formula: m! G1! G2! G3! G4!
2 3
G1 = {T, A, B} G2 = {L} G3 = {E} G4 = {S} m=4 Number of arrangements = m! 3! 1! 1! 1! = 4! 3! = 144
WorkeD examPle 17
Five cars a Toyota, a Ford, a Holden, a Mazda and a BMW are to be parked side by side. In how many ways can this be done if the Toyota and BMW are not to be parked next to each other?
Think
1
WriTe
The five cars can be arranged in 5! ways without restriction. Calculate the number of arrangements where the Toyota and BMW are together (4! 2!). (m = 4, G1 = 2, G2 = 1, G3 = 1, G4 = 1) Subtract from the unrestricted number of arrangements the number of ways the two cars are together.
Number of ways of arranging 5 cars = 5! Number of ways where the Toyota and BMW are not together = 5! 4! 2! = 120 48 = 72
WorkeD examPle 18
The letters of the word REPLETE are arranged in a row. In how many ways can this be done if the letters R and P must not be together?
Think
1
WriTe
Find the number of unrestricted arrangements of the 7 letters and consider that there are 3 identical Es.
Number of ways of arranging 7 letters with 3 Es 7! = 3!

Calculate the (restricted) number of ways R and P are together. Consider R and P as one object so there are 6 objects to arrange. There are three Es to consider (3! ways). R and P can be arranged in 2! ways within their group. (m = 6, G1 = 2, G2 = G3 = G4 = G5 = G6 = 1) Subtract the number of ways with R and P together from the total number of arrangements.
Number of ways where R and P are not together 7! 6! 2! = 3! 3!
= 840 240 = 600
exercise 12e
straight line?
Permutations involving restrictions
1 We15 In how many ways can 5 identical white beads and 4 identical yellow beads be arranged in a 2 Three 5-cent coins, two 10-cent coins and six 20-cent coins are to be placed side by side. Determine
how many ways this can be done.

3 mC The number of permutations using the letters of the word LOOPHOLE is:
a 3520 D 4150 b 3360 e 3840 C 4000
4 The toy set shown in the photo consists of a number of
indistinguishable brown horses, 1 white horse, a cowboy and 3 indistinguishable black horses. In how many ways can they be placed end to end?
5
How many different 6-digit numbers can be obtained using the digits 4, 6, 7, 6, 6 and 4? each other in a straight line. a If there are 5 red globes, 6 blue globes, 7 yellow globes and a number of green globes as shown at right, find how many different arrangements of coloured globes are possible. b How many different permutations of coloured globes are there if the first and last globes must both be red?
6 A party-light kit consists of 20 coloured globes connected to
7 We16 Find how many arrangements are possible altogether when
the letters of the word CHAIR are placed in a row and C and H are to be next to each other.
8
The digits 5, 3, 6, 2 and 7 are used to make a 5-digit number. How many different numbers are possible if the digits 3, 2 and 7 must be together? this can be done if Maria and James are not to stand next to each other.
9 Maria, Steven, James, Sofia, Nin and Alfredo are standing next to each other. Calculate how many ways 10 We17 Establish the number of ways in which 7 different books can be placed on a bookshelf if 2
particular books must occupy the end positions and 3 of the remaining books are not to be placed together.
11 mC Ten athletes line up for a race. The number of
permutations when three of the athletes Sam, Troy and Pablo would be next to each other is: a 3 628 800 b 1 209 600 C 241 920 D 5 443 200 e 4 838 400
12 A carpenter has 3 identical hammers, 5 different
screwdrivers, 2 identical mallets, 2 different saws and a tape-measure. She wishes to hang the tools in a row on a tool rack on the wall. In how many ways can this be done if the first and last positions on the rack are to be mallets and the hammers are not to be all together?
13 We18 Decide in how many ways the letters of the word ABRACADABRA can be arranged in a row
if C, R and D are not to be together. 14 mC The number of ways the letters of the alphabet can be placed in a straight line with the restriction that the letters of the sentence UP THE BIG SKY WORLD must not be together is:
a 26! 11!16! b 26! + 16! C 16! 8! D 6!16! e 6!16!26!
12F
arrangements in a circle
Anna Anna
Anna, Betty and Lin stand on the circumference of a circle painted on the schools playground. In how many different arrangements can the three girls stand? The figure below shows the two arrangements for the girls positions on the circle.
Betty Lin Lin Betty
Notice that Anna is locked in position to provide a reference point, and Betty and Lin are arranged around Anna in 2! (= 2) ways. Compare this with the 3! (= 6) arrangements in a line. ABL BAL BLA LBA ALB LAB (A is Anna, B is Betty, L is Lin) Susie now joins the group to make 4 people in a circle. We can designate any of the 4 girls in the circle as our start by fixing one person (in this case, Anna) in one position and arranging the remaining girls around her. This reduces, by one person, the number of girls to arrange.
A B S L B L A S L S A B L B A S B S A L S L A B
(A is Anna, B is Betty, L is Lin, S is Susie)
There are 3! (= 6) ways of arranging 4 people in a circle. Compare this with 4! (= 24) arrangements in a line. In general: n distinguishable objects can be arranged in a circle in (n 1)! ways.
In how many ways can these five children be arranged in a circle?
545
WorkeD examPle 19
In how many ways can the vowels of the alphabet be arranged in a circle?
Think
1
WriTe
The vowels are a, e, i, o, u. Therefore, there are 5 objects to arrange. Use (n 1)! with n = 5.
n=5 Number of ways = (n 1)! = (5 1)! = 4! = 24
WorkeD examPle 20
Calculate the number of arrangements in a circle that are possible using the letters of the word UNUSUALLY.
Think
1 2
WriTe
There are 9 letters, so use n = 9 with (n 1)! We need to consider repetition of letters. There are three Us and two Ls.
n=9 Number of arrangements = (9 1)! 3!2! 8! = 3! 2! = 3360
WorkeD examPle 21
In how many ways can 6 people sit around a table if two particular people must be seated next to each other?
Think
1
WriTe
Consider the two people required to sit together as being one object. So there are 5 objects to arrange in a circle. The two people can be arranged in 2! ways. Use the multiplication principle.
n=5
2 3
Number of ways = (5 1)!2! = 4! 2! = 48
exercise 12F
circle.
1 We19 Calculate the number of ways in which the letters of the word PENCIL can be arranged in a 2 mC Eight children hold hands to form a circle in the playground. The number of ways this can be
done is: a 6280
b 5400
C 3680
D 4320
e 5040
3 We20 Determine the number of arrangements in a circle that are possible when the letters of the word
EXCELLENT are used.

4 A child uses coloured dots on paper to represent the hour marks of a clock face. How many permutations
are possible if there are 4 orange dots, 5 white dots, 2 black dots and 1 purple dot?
5 We21 A family of 3 adults, 3 boys and 3 girls are sitting around a circular dinner table. Find the
number of seating positions that are possible if the 3 boys are to be together. 6 A special pizza consists of 10 slices with different toppings used. If 2 slices are Capricciosa, 5 slices are Supreme and 3 slices are Ham and Pineapple, how many different arrangements of pizza slices are possible? 7 A manufacturer of merry-go-rounds uses 8 identical wooden horses, 4 identical plastic motorbikes and 2 different miniature cars. They are all equally connected around the rim of a circular moving base. Establish how many different arrangements there can be if the 2 cars are not to be placed in consecutive positions. 8 mC Ten owners of pedigree dogs will enter the arena to parade their dogs by walking around a circular track. Unfortunately, 3 particular dogs cannot get along together and so cannot parade if all 3 are next to each other. There appears to be no problem if any two of this group of 3 dogs are together. The number of ways of avoiding this problem is: a 358 848 b 387 072 C 362 880 D 332 640 e 354 065
9 In how many ways can the letters of the word POTATOES be arranged in a circle? 10 mC The letters of the word FULFILLED are to be arranged in a circle. The number of arrangements
possible when U and E are together or when U, E and D are together is: a 3140 b 1940 C 2000 D 1200 e 1850 11 To publicise a venue, a hotel manager gave a gift to each of 12 prominent businesspeople as they went into the conference room and seated themselves at a round table to begin discussions. The gifts comprised 4 fountain pens, 5 pocket electronic organisers and 3 calculators. Calculate what fraction of the possible unrestricted arrangements is the number of arrangements that has 4 businesspeople who have been given a fountain pen sitting next to each other.
12G
Taking combinations involves the selection of r objects from n objects without consideration for the order of the elements. For example, the number of permutations of two letters selected from the letters A, B, C, D is 4P2 = 12. The arrangements are: AB AC AD BC BD CD BA CA DA CB DB DC If we are not concerned with order, there are only 6 selections: AB AC AD BC BD CD The 2! ways of arranging the elements of the 2-element subgroup are not considered. Now consider the selection of 3 letters from A, B, C, D. The number of ordered subsets is 4P3, and each subset of 3 elements can be arranged in 3! ways. Therefore 4P3 is the number of unordered subsets of 3 objects multiplied by the number of ways the 3 objects can be arranged. In general terms it can be stated that nPr is the number (nCr) of unordered groups of r objects multiplied by the number of arrangements (r!) of r objects. nP That is, nPr = nCr r! so that nCr = r . r! n! nP = Now by the definition of r we have: (n r )! n! n! n r! = Cr = r !(n r )! (n r )! n The number of combinations is usually denoted by n Cr or , so we have: r 1. The number of combinations of r objects selected from n objects is: n! n n r = C r = r !( n r )! where n, r are natural numbers and r n. 2. n Pr = n C r r !
nP n or = n C r = r r r!
Combinations using n C r
547
The function nCr is a standard mathematical function to be found on scientific, graphics and CAS calculators.
Special cases
n! n! = = 1. 0! (n 0)! 1 n! This implies that there is one way of selecting 0 objects from n objects. n! n! = = 1. 2. If r = n, then n Cr = n Cn = n! (n n)! n! 0! There is one combination of n objects taken from n objects. n (n 1)! n! 3. If r = 1, then n Cr = n C1 = = = n. 1! (n 1)! 1 (n 1)! If objects are taken one at a time from n objects, there are n combinations. From cases 1 and 2 we conclude that nC0 = nCn. This is an instance of the general case that: n n n Cr = n Cnr or = r nr 7 C = 7! For example, 4 4!3! 7! 7 C3 = and 3!4! 7C = 7C so 4 3 1. If r = 0, then n Cr = n C0 =
WorkeD examPle 22
Evaluate 10C3.
Think
1
WriTe
Use the definition n Cr =
n! . n!(n r )!
10 C
= =
10! 3!(10 3)!
10! 10 9 8 7! 10 9 8 = = 3! 7! 3! 7! 3 2 1 = 120
2 3
Alternatively, use the combinations feature of the CAS calculator with n = 10 and r = 3. Record the result.
nC (10, r
3)
120
WorkeD examPle 23
100 Evaluate . 98
Think
1
WriTe
100 Express in factorial form. 98
100 100! 98 = 98!2! 100 99 98! = 98! 2 1 100 99 2 1
2 3
100! = 100 99 98! Evaluate.
= 4950
548
WorkeD examPle 24
In how many ways can a committee of 2 boys and 3 girls be formed from a group consisting of 5 boys and 8 girls?
Think
1 2 3
WriTe
Select 2 boys from 5 boys. Select 3 girls from 8 girls. Use the multiplication principle (and situation). Number of ways = 5C2 8C3 = 10 56 = 560
WorkeD examPle 25
A committee of 6 is to be formed from a group of 5 men and 4 women.

a How many committees can be formed? b How many committees contain 3 men and 3 women? c How many committees contain at least 4 men?
Think WriTe
a Use n = 9 and r = 6 with nCr . b 1 Select 3 men from 5 men and 3 women
a Number of committees = 9C6
= 84
b Number of committees
from 4 women.
2
= 5C3 4C3 = 10 4 = 40
Use the multiplication principle. (and situation) or 5 men and 1 woman.
c 1 At least 4 men means 4 men and 2 women

2 3 4
c Number of committees
= 5C4 4C2 + 5C5 4C1 =56+14 = 30 + 4 = 34
Select 4 men and 2 women. Select 5 men and 1 woman. Sum the answers because the 2 events are mutually exclusive (or situation).
exercise 12G
Combinations using nCr

c
6C 1
1 We22 Calculate each of the following. a 5C2 b 4C3 2 Evaluate each of the following. a
8C 0
9C 9
DiGiTal DoC doc-9816 Combinatorics
6 4
7 5
10 2 64 61
9 3 38 34
12 6 29 24
3 We23 Determine the value of each of the following.
30 55 b 29 53 4C + 3 5C is: 4 mC The value of 2 2 3 a 42 b 90

a 5 a
3C 1
C 80
D 94
e 70
Calculate each of the following. and 3C2 b 4C1 and 4C3
5C 2
and 5C3
9C 3
and 9C6
549
6 Copy and complete the following. a

20C 7
= 20C__
100C 9
= 100C__
7 In how many ways can 5 objects be chosen from 12? 8 How many combinations are possible if 2 numbers are chosen from 6 in a mini-lotto game? 9 A student must choose 5 types of party food from the following list: sausage rolls, potato crisps, fairy
bread, party pies, cheezels, cocktail frankfurts and celery sticks. How many different combinations may be chosen?
10 A committee of 6 must be chosen from a meeting of 30 people. How many different committees are
possible?
11 We24
In how many ways can a group of 3 boys and 4 girls be formed from a group consisting of 4 boys and 6 girls?
12 A magazine pile in a waiting room contains 6 glamour magazines and 7 computer magazines. In how
many ways can a patient choose 2 glamour and 3 computer magazines to flick through during a lengthy wait?
13 A school offers 10 science subjects and 15 humanities subjects to prospective Year 12 students. In how
many ways may a student choose 4 science and 2 humanities subjects?

14 How many 10-card hands containing exactly 7 hearts and 3 spades are possible from a standard 52-card
deck?
15 We25 A committee of 5 parents is to be established from a group of 6 men and 4 women. a Find how many different committees can be formed. b How many different committees are possible consisting of 3 men and 2 women? 16
A school organises an adventure camp for its Year 11 students, who must choose 2 or 3 activities from the following: paragliding, abseiling, skydiving and bungee jumping. In how many ways may a group of activities be chosen? How many different ice-creams are possible? (Assume that you cannot choose two scoops of the same flavour for any one one ice-cream.)
17 An ice-cream vendor offers chocolate, strawberry and vanilla ice-creams with one, two or three scoops.
18 A basketball squad of 10 must be chosen from a group of 8 women and 6 men. How many squads are
DiGiTal DoC doc-9818 SkillSHEET 12.2 listing possibilities
possible: a without restriction? b if the squad contains 6 women and 4 men? c if the squad must contain at least 6 women? d if the squad contains all the men?
19
A sub-committee of 3 people must be chosen from a group of 9 teachers (which includes the principal). How many sub-committees may be chosen: a that contain the principal? b that do not contain the principal? that are randomly selected from the numbers 1 to 30. a How many different entries are possible? b What is the percentage increase in the number of possible combinations if the numbers are randomly selected from the numbers 1 to 35?
20 To win LottoMania, the 5 numbers entered on the players entry ticket must be the same as 5 numbers
21 mC A painter has 7 colours at her disposal. The number of additional colours that can be obtained by
mixing equal amounts of any number of the 7 colours is: a 100 b 128 D 5120 e 120
22 Determine the number of ways in which 8 people can be divided into
C 5040
2 equal groups.
DiGiTal DoC doc-9819 Investigation Pascals triangle
23 mC The number of ways in which 10 objects can be divided into
2 unequal groups is: a 385 D 640
b 835 e 565
C 950
550
12h
applications to probability
Pr(event) = number of favourable outcomes total number of possible outcomes
We define the probability of an event to be:
The methods we have used to calculate permutations and combinations can also be applied to problems involving probability.
WorkeD examPle 26
Romina makes a guess as to which 2 of 10 swimmers will come first and second in a race. What is the probability that her guess will be right?
Think
1
WriTe
Calculate in how many ways 2 swimmers can be chosen from 10 swimmers, where the order is taken into account. Use nPr where n = 10 and r = 2. Use the formula for probability. The number of favourable outcomes is 1 because Romina makes only one guess. Pr (correct guess) = = 1
10 P 2 1 90
WorkeD examPle 27
A computer randomly interchanged the letters of the word CREATIONS. Find the probability that the letters A and T end up together.
Think
1
WriTe
If A and T are together, treat them as one object; therefore, we have 8 objects AT can be arranged in 2! ways. Use the formula for probability to find the number of ways the 9 letters can be arranged (total number of possible outcomes). Pr (A and T are together) = = 8! 2! 9!
2 9
2 3
WorkeD examPle 28
A committee of 5 people is to be formed by choosing members from a group of 6 men and 4 women. What is the probability that the committee will consist of 3 men and 2 women?
Think
1
WriTe
6C 3
Calculate the number of ways in which 3 men can be selected from 6 men and 2 women can be chosen from 4 women. Use the multiplication principle to establish the number of favourable outcomes of the committees consisting of 6 men and 4 women.
and 4C2
6C 3
4C2
551
Using the formula for probability, determine the number of ways in which 5 people can be selected from the group of 10 people (total number of possible outcomes).
Pr (3 men and 2 women) 6C 4C 3 2 = 10 C5 = = 20 6 252 10 21
WorkeD examPle 29
Eight people randomly seat themselves about a circular table. What is the probability that 3 particular people will be sitting next to each other?
Think
1
WriTe
Treat the 3 people as one object; therefore, there are 6 objects to arrange. Use the formula (n 1)! for arrangements in a circle for the situation where the 3 people are together. Using the formula for probability, calculate the total number of possible outcomes for the 8 people, using (n 1)!
3! (6 1)! 3!
Pr (3 particular people seated together) = = = (6 1)! 3! (8 1)! 5! 3! 7!
720 5040 = 0.143
WorkeD examPle 30
Two bags (A and A) contain blue marbles (B) and other coloured marbles (B). A bag is randomly selected, then from that bag a marble is randomly selected. The table below describes the distribution of marbles between the bags. Bag A 5 blue marbles 3 other marbles Bag A 4 blue marbles 6 other marbles
a What is the probability of choosing bag A and then a blue marble? b What is the probability of not choosing bag A and then obtaining a blue marble? c What is the probability of choosing a blue marble?
Think WriTe
a 1 Find the probability of choosing bag A.
a Pr (A) =
number of favourable outcomes total possible outcomes

1C 1 2C 1 1 2
= =
552
Find the probability of choosing a blue marble from bag A.
Pr (B from A) = = =

5 8 5 8
C1 C1
Find the probability of choosing bag A and then a blue marble.
5 Pr (A B) = 1 8 2 5 = 16
b 1 Find the probability of choosing bag A.
b Pr (A ) =

1 2 1 2
= =
2
C1 C1
Find the probability of choosing a blue marble from bag A.
Pr (B from A ) = = =

4 C1 10 C 1 2 5
Find the probability of choosing bag A and then a blue marble.
Pr (A B) = 1 2 2 5 =
c Pr (B) =
5 16 41 80 1 5
c A blue marble can be selected from bag
A or bag A.
+1 5
Recall from chapter 11 that, for conditional probability, Pr ( A | B) = Rearranging this formula gives Pr (A B) = Pr (A | B)Pr (B) From Worked example 30 above, notice that
Pr ( A B) , Pr (B) 0. Pr ( B) [1] [2]
Pr (B) = Pr (A B) + Pr (A B) or Pr (A) = Pr (A B) + Pr (A B ) Combining the information from equations [1] and [2], we have Pr (A) = Pr (A | B)Pr (B) + Pr (A | B) Pr (B)
This expression is known as the Law of Total Probability and was briefly discussed in chapter 11. Another way to visualise this rule is to use a tree diagram. The tree diagram below shows the situation described in worked example 30. Notice how the probability of selecting a blue marble from bag A is denoted as Pr (B | A). This is because the probability of selecting a blue marble from bag A is conditional on selecting bag A to begin with.
5 8 3 8 4 10
1 2
(B A) Pr (A B) = (B' A) Pr (A B') = (B A' ) Pr (A' B) = (B' A' ) Pr (A' B') =
1 2 1 2 1 2 1 2
5= 8
5 16
3 8
3 = 16
1 2
A'
6 10
4 2 = 10 10
1 5
6 3 10 = 10
553
So, worked example 30 could also have been solved using a tree diagram or the Law of Total Probability.
WorkeD examPle 31
The probability that Suzanne will pass her examination given that she had help from her tutor is 11 . The probability that Suzanne does not pass her exam given that she did not see her tutor is 2 . 15 5 If the probability of Suzanne seeing her tutor is 1 , what is the probability of her passing her exam?
2
Think
1
WriTe/DraW
Define T and E. Write down all the information that is given in the question. Draw a tree diagram to represent the information.
Let T = having help from the tutor. Let E = passing the exam. 11 Pr ( E | T ) = 15 , Pr ( E | T ) = 2 , Pr (T ) = 5
11 15 1 2 1 2
1 2
E T E T E T E T
T
4 15 3 5
T
2 5
Using the formula Pr (E) = Pr (E | T ) Pr (T ) + Pr (E | T ) Pr (T ), substitute all the known values from the tree diagram. Interpret the result.
11 Pr ( E ) = 15 1 3 1 2 5 2
2 3
The probability that Suzanne will pass her exam is 2 . 3
exercise 12h
1 We26 Jenny, Hakan and Miriam are competing in a car race against 5 other drivers. Their friend Mary
predicts that they will cross the finish line first, second and third respectively. What is the probability that Mary is right?
2 We27
DiGiTal DoC doc-9816 Combinatorics
The letters of the word PRODUCE are randomly reordered. Calculate the probability that the letters P and E will be together. probability that the committee will consist of 3 men and 3 women.
3 We28 Six people selected from 5 men and 7 women are to form a committee. Work out the 4 mC The letters A, B, C, D, E and F are randomly placed in a row. The probability that the letters A
and B will occupy the first and second positions respectively is:
a
1 15
1 3
1 30
1 6
2 3
5 Six cards are randomly distributed from a standard pack of 52 playing cards. Determine the probability
that exactly one of the 6 cards is a queen.

6 From a toy set consisting of 4 dolls and 5 clowns, 2 toys are chosen at random. Find the probability that
the 2 toys are 2 clowns or 2 dolls.

7 mC From a group of 3 children and 8 adults, 5 will be chosen to receive prizes. The probability that
2 children and 3 adults will be awarded a prize is:

a
3 8 3 5 11 5
3 8 1 1 11 11 3 8
3 8 + 2 3 11 5
3 8 2 3 11 5
3 8 2 3 11 11 3 + 8
8 We29 A group comprising 6 people is sitting around a table. Find the probability that two particular
people are sitting next to each other.

Ten people are seated at a circular dining table. Find the probability that two particular people will be sitting next to each other. Susan is next to her daughter Jeanette is:
a
1 4
10 mC Six mothers and their 6 daughters randomly arrange themselves in a circle. The probability that
b
5 6
2 3
1 12
2 11
11 Four letters are randomly selected from the word ENCYCLOPAEDIA. Find the probability that one
letter E will occur in the selection of 4 letters.

12 A school captain and 2 vice-captains are to be chosen from a group of 5 boys and 6 girls. What is the
probability that all 3 positions will be taken by: a boys? b girls? c two boys and one girl? d at least two girls?
13 Four colours are randomly picked from the 7 different colours of the rainbow. Calculate the probability
that yellow will not be one of the colours chosen.

14 A dealer draws three cards from a deck of 52 cards. What is the probability that she draws: a no queens? b at least 2 queens? c exactly one heart? 15
Five letters are randomly selected from the letters of the word HOLIDAYS and placed in a row. Calculate the probability that the first letter chosen is a consonant.
16 mC Inside a box are n objects of which m are white. If r objects are randomly taken out of the box
and placed in a row, the probability that the first object is white is: n m m+n nm m a b C D e m n! n n n! 17 mC A 5-digit number is randomly formed using the digits 1, 2, 3, 4, 5, 6, 7, 8 and 9. If a digit cannot be used more than once in the number: a the probability that the number is even is:
a
b the probability that the number is between 30 000 and 50 000 is:
a
20 57
9 100
57 195 19 73
4 9
35 78 35 78
14 63 14 63
2 9
18 A debating team of 6 people is to be formed from a group consisting of 5 males and 6 females. a What is the probability that the team will consist of at least one male? b What is the probability that the team will have at least four females? 19 We30 Two small crates (X and Y) contain apples (A) and bananas (B).
X Y A crate is randomly selected, then from that crate a piece of fruit is randomly selected. The table at right describes the distribution of fruit 6 apples 4 apples between the crates. a What is the probability of selecting crate X and from it, a banana? 5 bananas 7 bananas b What is the probability of selecting crate Y and from it, a banana? c What is the probability of selecting a banana? d Find the probability of selecting a banana using Pr (B) = Pr (B | X)Pr (X) + Pr (B | Y)Pr (Y).
5 3 4 1
20 Given Pr (B | A) = 3, Pr (B | A ) = 1, and Pr (A) = 3 , find Pr (B) using the Law of Total Probability. 21 We31 The probability that Tim is late for school is 3, but he has an exam on Friday. The chance of
5
him passing his exam given that he is on time to school is 7 . If he is late, his chance of not passing the 5 exam is 11. What is the chance that Tim will pass his exam?
22
Eleni loves chocolates. She particularly loves soft-centred chocolates. She is offered a box of 12 chocolates to select from, but all the chocolates are wrapped. The probability of selecting a softcentred chocolate given that it is dark chocolate is 2 , and the probability of selecting a hard centre given 5 that it is milk chocolate is 4 . If there are 7 milk chocolates in the box, find the probability of selecting a 7 soft-centred chocolate.
23 Freds chance of being selected for the soccer team this season is
the school trip given that he is selected for the soccer team is
going on the school trip given that he is not selected for the soccer team is 3 . What is the probability 4 that Fred will go on the school trip?
7 , 12
8 . 11
The probability of Fred going on
whereas the chance of him not
24 The chance of a sprinter winning a race given that his archrival runs is . If his archrival does not run,
the sprinter has a chance of winning. His archrival is injured and has a 4 chance of running at all. Use the Law of Total Probability to find the probability that the sprinter wins the race.
5 8
1 3
556
Summary
The addition principle states that if two operations can be performed in A or B ways respectively, then both operations can be performed together in A + B ways. The multiplication principle states that if two operations can be performed in A and B ways, then both operations can be performed in succession in A B ways. A permutation is the arrangement of objects in a definite order. The multiplication principle is commonly used in calculating the number of possible permutations. n! n Pr = (n r )! The number of ways of arranging n objects that include p identical objects of one type, q identical n! objects of another type, r identical objects of yet another type and so on is: p! q ! r ! n objects divided into m groups, with each group having G1, G2, G3, . . . Gm objects respectively, has m! G1! G2! G3! . . . Gm! arrangements. The factorial of a positive whole number n is defined as: n! = n (n 1) (n 2) (n 3) . . . 3 2 1 with 0! = 1 n! = n (n 1)! = n (n 1) (n 2)! and so on.
n distinguishable objects can be arranged in a circle in (n 1)! ways. The same methods are applicable to arrangements in a circle as the methods used for indistinguishable objects when there are restrictions on the possible arrangements.
Permutations
Factorials
Combinations using nCr
The number of combinations when r objects are selected from n objects is denoted nP n n! r nC = nC or by nCr or n . nCr = r = r nr r! r !(n r )! r number of favourable outcomes total number of possible outcomes The Law of Total Probability states: Pr (A) = Pr (A | B)Pr (B) = Pr (A | B)Pr (B) The probability of an event: Pr (event) =
557
Chapter review
S h orT anS Wer
1 There are 7 airlines that have flights from Australia to Singapore, 6 airlines that offer flights from
Singapore to Europe, and 5 airlines that service the route from Europe to America. Determine the number of different travel arrangements possible to get from Australia to America via Singapore and Europe.
2 Seven people form a queue to board a bus. How many different queues are possible? 3 The digits 3, 5, 6 and 8 are used to form numbers greater than 100. If a digit may be used once only and
not all digits have to be used, how many different numbers can be formed?
4 Seven different books are to be placed on a shelf. If a particular book must occupy the first position,
find the number of permutations possible.

5 In how many ways can first, second and third prizes be awarded to 12 people competing in a marathon? 6 A team of at least 2 people must be chosen from a group of 5 mountaineers to mount a rescue
mission. How many different teams may be chosen?

mUlT iP l e Ch oiCe
1 Samantha can get to work by walking, by taking her car or by using public transport (train, tram, bus or
taxi). The number of different ways she can get to her work is: a 3 b 5 C 4 D 6
e 2
2 Malcolm is guessing someones house number. He knows that the number is an odd number and is
between 30 and 60. Assuming that the same guess is not made twice, the maximum number of guesses he can make is: a 15 b 20 C 30 D 45 e 25
3 The total number of 2-digit, 3-digit and 4-digit odd numbers that can be formed using the digits 6, 4, 5,
2, 1 when a digit cannot be used more than once is: a 200 b 80 C 170 998! is: 4 The value of 996! a undefined b 1000 999 D 998 997 e 998 997 996
5 The value of 9! 7! is equivalent to:
a 71 7! b 2!
7P 5
D 120
e 128
C 996!
C 7! 9 C 2520
D 8! D 1008
e 7 8! e 5040
6 The value of
a 21
is:
b 42
7 The number of permutations using the letters of the word MISSISSIPPI is:
a 4! b 11! C
1 11! D 1!2!4!4! e 4! 4!4!2! 8 Five letters are chosen from the letters of the word WATERING and placed in a row. The number of ways in which this can be done if the last letter is to be W is: a 840 b 2520 C 210 D 40 e 625
9 A family consisting of a mother, father, 3 sons and 4 daughters lines up for a photograph. How many
ways can this be done if the daughters must be together? a 9! b 6!4! D 2!3!4! e 10!
a 5! D b 10! e
10! 11
C 5!4!
10 Eleven members of a cricket team are to be seated in a circle. The number of possible arrangements is:
C 11!
11! 10!
11 The letters of the word MUSICAL are to be arranged in a circle. If the letters U and S must not be
together, the number of possible arrangements is: a 480 b 718 D 3600 e 5038
C 1440
12 Joanna has decided to study at university. Her course requires that she undertake at least 2subjects for
the year. If 4 subjects are being offered, the number of subject combinations is: a 36 b 24 C 15 D 11 selections that contain at least 2 oranges and 1 apple is: a 210 b 150 C 60 appear in the group of 5 letters is:
a
5 8
e 20
13 Four pieces of fruit are selected from a box containing 5 oranges and 6 apples. The number of
D 90 e 110
14 Five letters are randomly selected from the word ENERGISE. The probability that the letter E will
b
15 56
3 8
1 8
55 56
1 A 3-, 4- or 5- digit number is to be formed using digits taken from 8, 4, 3, 6 and 7. If a digit may be
used more than once, how many different numbers can be made? 2 The 4 fastest runners in a race will qualify for the finals. If there are 11 competitors, determine the number of different ways in which the race can finish.
3 Evaluate 9! + 8! 6! + 3 2! 4 Find the number of ways the letters of the word ARRANGEMENT can be placed in a row. 5 Anna, Belinda, Chien, Deanna and Erica are lining up for concert tickets. If Belinda and Deanna do not
ex Ten D eD r eS P o n S e
want to be next to each other, what is the number of possible queues?

6 Ten children are arranging themselves in a circle. Calculate the number of ways this can be done if
three particular children are not to be next to each other.

7 Two students from a group of 8 students are to be class captain and vice-captain. From the remaining
candidates, two will become class monitors. Find the number of ways this can be done.
8 A class consists of 24 students. If an initial group of 4 must be chosen to go for a measles injection,
how many different combinations may be selected for that group?

9 A committee of 5 people is to be established using members from a group of 6 men and 7 women.
What is the probability that the committee will contain 2 men and 3 women?
10 The letters of the word FEATURING are randomly rearranged. Find the probability that the letters of
the word FEAT are together, though not necessarily in the order shown.
11 Two women and three men approach an ATM at the same time. a How many different queues are possible if the position of each person in the queue is taken into
account?
b How many queues of at least two people are possible if the position of each person in the queue is
not taken into account?
559
12 From a group of 20 female students, 2 female staff, 18 male students and 3 male staff, a committee of
DiGiTal DoC doc-9820 Test Yourself Chapter 12
6 is to be formed. a Find the number of different committees if: i there are no restrictions ii all committee members must be students iii one female and one male staff member must be on the committee iv there is an equal number of males and females on the committee v one particular student must be on the committee vi one particular student must not be on the committee vii the committee must comprise 2 male staff members, 2 male students, 1 female staff member and 1 female student. b Find the probability that: i only students are selected for the committee ii all the staff are selected for the committee iii exactly 2 staff and 4 students are selected. 13 In the game of Tattslotto, a barrel contains forty-five balls numbered 1 to 45, of which eight are randomly drawn. The first six of these numbered balls are the winning numbers. The final two drawn are called supplementary numbers. When you purchase a standard ticket, you may select six numbers in each game. Prizes are awarded according to how many of your six numbers match those drawn from the barrel. To win the first prize (division one), all six of your numbers must match the six winning numbers drawn from the barrel. To win the second prize (division two), five of your numbers must match the winning numbers and your remaining number must match one of the supplementary numbers. To win the third prize (division three), five of your numbers must match the winning numbers. (Your remaining number does not match any of the numbers drawn.) a What is the probability of winning division one? b What is the probability of winning division two? c What is the probability of winning division three? d What is the probability of winning at least a division three prize?
560
ICT activities
Chapter opener
DiGiTal DoC 10 Quick Questions doc-9813: Warm-up with ten quick questions on combinatorics (page 529) TUTorial We18 eles-1457: Determine the number of ways the letters in a particular word can be arranged if two specific letters cannot be adjacent (page 543)
12a
12F
TUTorial We4 eles-1454: Use the multiplication and addition rules to calculate the number of different lunches and the number of different dishes that can be ordered at a cafeteria (page 531)
TUTorial We21 eles-1458: Determine the number of ways six people can be arranged around a table, if two specific people must be seated next to each other (page 546) DiGiTal DoC WorkSHEET 12.2 doc-9817: Calculate permutations and evaluate expressions involving nPr (page 547)
12b
Permutations
TUTorial We7 eles-1455: Use permutations to determine the number of ways three awards and two prizes can be distributed to five different people (page 534)
12G
Combinatorics using nCr
12C
Factorials
TUTorial We25 eles-1459: Calculate the number of different committees that can be formed from a group of five men and four women, given three varying constraints (page 549) DiGiTal DoCS doc-9816: Investigate combinatorics using a spreadsheet (page 549) SkillSHEET 12.2 doc-9818: Practise identifying and listing possible outcomes (page 550) Investigation doc-9819: Investigate Pascals triangle (page 550)
DiGiTal DoC WorkSHEET 12.1 doc-9814: Determine the number of combinations in different scenarios and calculate expressions involving factorials (page 537)
12D
Permutations using nPr
TUTorial We14 eles-1456: Use permutations to determine the number of different way five positions can be determined from ten people (page 539) DiGiTal DoCS SkillSHEET 12.1 doc-9815: Practise calculating nPr (page 540). doc-9816: Investigate combinatorics using a spreadsheet (page 540)
12h
TUTorial We30 eles-1460: Apply the law of total probabilities and the probability of an event to calculate probabilities of selecting specific coloured marbles from two bags (page 552) DiGiTal DoC doc-9816: Investigate combinatorics using a spreadsheet (page 554)
12e
Permutations involving restrictions
Chapter review
DiGiTal DoC Test Yourself doc-9820: Take the end-of-chapter test to test your progress (page 560)
inTeraCTiViTY Permutations involving restrictions int-0271: Consolidate your understanding of permutations involving restrictions (page 541)
561
Answers CHAPTER 12
CombinaToriCS
The addition and multiplication principles 1 21 2 112 3 97 4 E 55 6 B 7 150 8 72 9 a 24 b 1440 10 E 11 D 12 a E is English, M is Mathematics, L is Language, S is Science. E, M, L, S, EM, EL, ES, ML, MS, LS, EML, EMS, ELS, MLS, EMLS b There are 15 ways in total. 13 a Walk/walk, walk/bus, train/walk, train/ bus, bus/walk, bus/bus
b
Walk Train Bus Walk Bus Walk Bus Walk Bus exercise 12a
10 a 40 c 41 e 4
exercise 12D
b 90 d 1681
exercise 12h
2 7 4 C 6 9 8 5 10 E
2 4 2
1 336 3 66
25
2 4 5 6 7 8 9 10 11
Permutations using nP r a 360 b 56 c 504 d 24 e 6 375 600 f 6 g 17 h 19 950 i 0 j 36 k 94 109 400 l 7 880 400 303 600 3 20 300 a 24 b 36 E 13 366 080 151 200 6720 3 628 800 a 362 880 b 720
5 0.336 7 D 99 11
2
2 33 2
12 a 33 c 11 13 7 14 a 0.783 b 0.013 c 0.436 15 8 16 C 17 a C 18 a

461 462 5 5 3 4
b 33 d 33
19
14 16
exercise 12b
15 30
1 24 4 100 000 7 a 64 8 320 9 a 750 10 80 13 C 16 256
Permutations 2 720 5 120 b 56

b 180 11 320 14 C
3 336 6 40 320
exercise 12e Permutations involving restrictions 1 126 2 4620 3 B 4 5040 5 60 6 a 2 793 510 720 b 147 026 880 7 48 8 36 9 480 10 168 11 C 12 6 289 920 13 78 624 14 A exercise 12F
b C b 462 b 22 d 11 21 231 23 132

65 152 6 7 181
19 a 22 c 11 20 15 22 12 24 96
53 5 8 6
12 320 15 C
17 Lose $17 144.00 18 a i 479 001 600 ii 362 880 b 184 023 19 a 60 000 b In the 15th year
exercise 12C
1 3 5 7 9
120 3360 4320 5445 1260

4
arrangements in a circle 2 E 4 6930 6 252 8 D 10 D
11 165
exercise 12G
ChaPTer reVieW
ShorT anSWer
1 a 24 c 479 001 600 e 96 g 567 2 a 0 c 2880 e 40 206 g 35 376 3 B 4 D 5 a 12 c 840 e 4 6 a 10 302 c 4500 e 61 629 480 7 a 15 c 2970 e 3906 8 E 9 a 214 c 1596 e 122
Factorials
b 362 880 d 8 f 4318 b d f h
156 0 2 177 298 439 085 448
b 5 d 120 b d f b d
999 000 15 438 000 25 000 756 999 000
b 104 d 491 952
1 a 10 c 6 e 1 2 a 15 c 45 e 924 3 a 30 c 41 664 e 118 755 4 A 5 a 3, 3 c 10, 10 6 a 20C7 = 20C13 7 792 9 21 11 60 13 22 050 15 a 252 16 10 18 a 1001 c 595 19 a 28 20 a 142 506 21 E 23 A
Combinations using nC r b 4 d 1
b 21 d 84 b 1485 d 73 815
1 210 3 48 5 1320
mUlTiPle ChoiCe
2 7! = 5040 4 6! = 720 6 26 2 4 6 8 10 12 14
b 4, 4 d 84, 84 b 100C9 = 100C91 8 15 10 593 755 12 525 14 490 776 b 120 17 7 b 420 d 70 b 56 b 128% 22 70
1 3 5 7 9 11 13 1 2 3 4 5 6 7 8
D B A C B A A 3875 7920 402 486 2 494 800 72 332 640 840 10 626
175 1 21
A D C A B D E
exTenDeD reSPonSe
9 0.408 or 429 10 0.0476 or 11 a 120
b 26
562
12 a i iii v vii b i iii
6 096 454 442 890 850 668 18 360 0.453 0.121
ii 2 760 681 iv 2 048 200 vi 5 245 786 ii 0 (negligible)
13 a 1.23 10 7 c 2.73 10 5
b 1.47 10 6 d 2.89 10 5
563

1 A and B are two events such that Pr (A) = 0.3, Pr (B) = 0.3 and Pr (A B) = 0.6. Determine the value of
Pr(A B).
2 marks
S ho rT a n S W er
25 minutes
2 Fifty-five Year 11 students at Grampians Rise Secondary College attended the study camp. On the
camp, students were able to select up to three physical activities: bike riding, rock climbing or hiking. 29 students selected hiking. 22 students selected rock climbing. 28 students selected bike riding. 7 students selected both bike riding and rock climbing. 8 students selected only bike riding and hiking. 5 students selected all three activities.
B c 8 a 5 b H R 9 d
Some of this information is represented on the Venn diagram at right. H represents hiking, R represents rock climbing and B represents bike riding. a Determine the values of a, b, c and d. 3 marks b Determine the number of students who did not select any of the activities. 1 mark c Determine the probability that a student selected at random selected bike riding and hiking. 1 mark
3 65% of learner drivers have more than 300 hours driving practice.
40% of minor car accidents are caused by learner drivers. 50% of learner drivers with more than 300 hours driving practice have not been involved in any minor car accidents. Let A represent the event of a learner driving the car with more than 300 hours driving practice. Let B represent the event of a learner driver being involved in a minor car accident. The information is represented in the probability table below. a Complete the probability table. B A A 0.4 1
3 marks
B 0.65
b From part a, determine the probability that a learner driver selected at random has more than
300 hours driving practice and has been involved in a minor car accident.
c Show that the probability that a learner driver selected at random did not have more than
1 mark
300 hours driving practice given that they have not been involved in a minor car accident is 1. 2 marks 6 d 200 learner drivers were surveyed about their driving experiences. Determine the expected number of learner drivers who have had less than 300 hours driving practice and have been 2 marks involved in a minor car accident.
1 Two six-sided dice are rolled. The probability that a 4 appears on the second die given that an even
m U lTiP l e C ho iC e
10 minutes each question is worth one mark
number appears on the first die is:

a
1 36
1 18
1 12 2 7
1 6 4 , 15
1 3
2 If A and B are independent events such that Pr (A) = and Pr (A B) =
then Pr (B) would equal

e
103 105
which one of the following?

a
2 105
8 105
4 5
14 15
3 Lillies Lucky Lotto involves a player selecting 6 numbers from numbers 1 to 40. To win the lotto, the
players 6 numbers must match those randomly selected from the numbers 1 to 40. The total possible number of different entries would be determined by which one of the following expressions? b 6! C 40C6 D 40P6 e 40! a 6 40
Exam practice 5 565
Questions 4 and 5 relate to the following information. Savannah has organised a dinner party for 6 of her friends: Roger, Betty, Nan, Charlie, Helen and Veronica. 4 If Roger and Betty need to sit together, then the total number of different seating arrangements around the table would be determined by which one of the following? a 5! b 6! C 7! D 5!2! e 6!5! 5 If Roger and Betty no longer need to sit next to each other, the probability that Charlie and Helen are seated next to each other would be which one of the following?
a e x T enDeD r e S PonS e
30 minutes 2 7
1 3
1 2
2 3
5 7
1 Lakeside Rebels is an A-League soccer team. There are 11 players in the team. a Before the start of each game, the Rebels players line up for the national anthem. Determine the
total number of different ways the players can line up if the captain and vice-captain are always in the first and second positions in the line. 2 marks The winning performance is constant throughout the season. When the Rebels W win their game, the probability of winning the next game is 85%. If the Rebels W lose their game, the probability of winning their next game is 60%. W' b Represent this information on the tree diagram at right, where W represents a win and W represents a loss. 2 marks W c The Rebels are playing in a five-game tournament. Determine the W' probability of them winning their third game if they win their W' 2 marks first game. d To win the tournament the Rebels need to win 4 games. Determine the probability of the Rebels winning the tournament given they lose the second game. Write your answer correct to 3 decimal places. 2 marks e The Rebels probability of winning games can also be represented in the following transition matrix: a 0.6 b 0.4 Determine the values of a and b. 1 mark There are 22 games to be played in the soccer season. Using the transition matrix, determine the probability of the Rebels winning their last game if they lost their first. 3 marks 2 The club holds a presentation night at the end of the season. 120 guests are invited to a sit-down three-course meal. A copy of the menu is shown at right. a Determine the total number of different meal choices. 1 mark b Of the 120 guests, 3 out of 5 people select the MENU pumpkin soup (P), 1 out of 6 select the fish (F), and 3 out of 4 people select the lemon Soup cheesecake (L). Show that the probability of Pumpkin or Vegetable choosing vegetable soup is 2. 1 mark Main served with steamed vegetables 5 c Determine the probability that a person Chicken breast, Roast Beef or Pan chooses beef or chicken given that they Fried sh choose vegetable soup. 2 marks Dessert d Determine the expected number of fish Lemon Cheesecake or Apple Crumble served. 1 mark
f
DiGiTal DoC doc-10165 Solutions exam practice 5
566
Answers EXAM PRACTICE 15

EXAM PRACTICE 1
SHORT ANSWER
iii
y 1100 900 700 500 300 100 0 1 2 Seng Victor 5 x
2 a M0 = 150 b i 235 = 150 e4k

4k ii Solving 150 = e for k using a CAS 235
3 29 2 2 a f (1) = 2(1)3 + 5(1)2 4(1) 3 = 0 LHS = RHS; therefore, (x 1) is a linear factor. b Therefore, a = 2 and b = 1.
1 x= c
y
c The expected number of mosquito
calculator gives k = 0.11.
1 2
d 3 a b c d e
3 a = 4, b = 7 4 a 2(x 1)2 5, turning point: (1, 5) b Range: y [5, 3]
4.02 minutes = 4 minutes and 1 second x+5 A(x) = x(x + 5) Length = 15 m; width = 10 m Slides are 3 metres vertically from gate. Show that when x = 1, B(x) = 5 RHS = 13 6(1)2 +10(1) =5 = LHS f d=2 2
larvae present in the dam is 2 989 555.57. d i Domain: [20, 89] ii In the long term, there will be 300 mosquito larvae. iii 126
EXAM PRACTICE 3
SHORT ANSWER
1 a det(A) = 8
1 2 b A 1= 8 2
1 3
2 10 c x= 2 d y
(1, 3)
EXAM PRACTICE 2
SHORT ANSWER
2 a A+ B = 1 b AB = 6
2 6 2 1
(3, 3)
1 Centre is (3, 4); radius = 7 2 a y
6 4 2
x
3 (1, 5) MULTIPLE CHOICE 3
4 2 2 4 5 x
1 2 c 2 A 2B = 3 4
13
3 a k = 1 (Methods will vary.) b a = 3, b = 6

MULTIPLE CHOICE
b Range of f : (4, 4) 3 B 6 A 3 a x=
1D 4D 7D 1 a d AB =
2 E 5 C 8 E
1 log5 3 log2
b x = 11
1 B 3 D
EXTENDED RESPONSE
2 C 4 B
MULTIPLE CHOICE
EXTENDED RESPONSE
( 2 1)2 + (1 5)2
1 E 5 D
2 E 6 C
3 C 7 A
4 D 8 D
1 a i iii
1 0 0 3
ii
0
1
=5 d AC = ( 2 5)2 + (1 2)2 = 50 =5 2 d BC = (1 5)2 + (5 2)2 =5 dAB = dBC; therefore, triangle ABC is an isosceles triangle. y = 7x + 12 If this line passes through the vertex B (1, 5), then this point lies on the line. Substituting the values of (1, 5) into the function, we get: LHS = 5 RHS = 7(1) + 12 = 5 LHS = RHS; therefore, the line passes through the vertex B. Qv = 3.44t4 + 18.03t3 + 31.01t2 + 55.23t 108.47 Cs = 7.04t3 + 50.63t2 + 129.74t + 5.40 i Domain Qv: [1, 5] or {x: 1 x 5} ii Domain Cs: [0, 5] or {x: 0 x 5}
EXTENDED RESPONSE
1 a For maximum depth: 5.5 + 1.5 = 7 metres
For minimum depth: 5.5 1.5 = 4 metres 2 = 12 hours; therefore, the time b 6 taken to increase from minimum to maximum is 6 hours.
c y
3 b A (1, 2)
c i
1 0
1 0
cos(90)
sin(90)
b c
sin(90) ii B (3, 5) 2 a [4 2 3 0] b $3h c i 11 ii The amount of money, in dollars, Jim earns from selling the four different types of fruit trees in the third week. d
e
cos(90)
2 a b c
d 3.6 hours after 7 am = 10:36 am e i If they arrive at 9:30 am, they have
4 2 3 0 2 1 0 3 0 0 2 1 2 p 0 3
1 hour 36 minutes to swim in the rock pools. ii 51 minutes + 1 hour 36 minutes = 147 minutes
195.30 175.35 74.65 158.85 + 16.5 p
ANSWERS Exam practice 15
567
4 2 2 1 0 0 2 p
e 16.5 g h 195.3 175.35 74.65 158.85 + 16.5 p 3 0 2 0 0 3 1 3
c 0 = 4976.80a + 81.46b + c d e 2 a b c
g e = 25.95, g = 19.50 and h = 35.65.
Apple trees cost $25.95, nectarine trees cost $19.50 and cherry trees cost $35.65. h p = 3.00. The number of plum trees sold in the fourth week is 3.
d e
EXAM PRACTICE 4
SHORT ANSWER
1 a f (2 + h) = 14 + 11h + b Gradient of tangent = 11 2 a The cars speed is variable (i.e. it
2h2
changes) in the rst 30 seconds. 2 b Average speed = 3 m/s c Instantaneous speed at t = 50 would 2 be 3 m/s.
y (2, 4)
0 = 439 148.28a + 765.20b + c 0 = 166 375 000a + 302 500b + 550c b = 0.0063, c = 0.4675 x x = 2r r = 2 (300 x )2 Area square = 16 Total area (300 x )2 x 2 = + 16 4 ( + 4) x 2 600 x + 90 000 = 16 0 < x < 300 dA ( + 4) x 300 = dx 8 300 x= +4 x 131.97 dA When x = 130, 2.28 dx dA When x = 140, 0.56 dx That is, positive gradient, zero gradient, negative gradient showing that at 300 , the function has a minimum x= +4 value.
B A A' 0.15 0.25 0.4 Pr(A |B ) = =
B' 0.5 0.1 0.6 0.65 0.35 1
Pr( A B) Pr( B)
0.1 0.6 1 = 6
d 50 learner drivers would be expected to
have less than 300 hours driving practice and be involved in a minor car accident.
2 D 4 D
MULTIPLE CHOICE
1 D 3 C 5 B
EXTENDED RESPONSE
1 a 9! or 362 880 b
W
0.85
0.85
0.15 0.6 W' 0.4
W' W
0.15
EXAM PRACTICE 5
SHORT ANSWER
W'
(1, 5)
4 f(x) = 4x + 1
MULTIPLE CHOICE
1 D
2 A
3E
4C
5 B
6 B
1 Pr(A B) = 0.2 2 a a = 2, b = 10, c = 13, d = 6 b 2 students 13 c Pr(selects both bike and hiking) = 55 3 a
c d e f 2 a b c d
EXTENDED RESPONSE
1 a h(0) = 150 = a(0)3 + b(0)2 + c(0) + d
A A'
Therefore, d = 150. b h (x) = 3ax2 + 2bx + c
B 0.15 0.25 0.4
B' 0.5 0.1
0.6
0.65 0.35 1
b Pr(A B) = 0.15
Pr(winning third game) = 0.8125 0.434 a = 0.85, b = 0.15 The Rebels have an 80% probability of winning the last game. 12 2 v= 5 5 y= 6 20
568

Functions and graphs
c equals: 5 A 50 2 112.5 equals: 5 c A 8
1
B 40 C 36 D 216 E 30 M U LTIP L E C HO IC E
Each question is worth one mark.
5 c 4
3 c 4
3 c 4
4 c 5
3 An isosceles triangle has two equal sides of length 2a cm; two equal angles, each ; and an altitude to
the third side of length a cm. The exact value of tan (90 ) is: 3a a A B C D 3a 2 2 3 2 2 3 2 2 2 3 2 2 3 2 2 2
3a 2
4 The exact value of x where x2 = cos 30 sin 45 is:

A B C
3 2 2 2
n (2 5 The exact value of tan (2n 1)

A D +
3 3 3
, n Z is: 6 + 3 B 3 E 3
3 3
6 sin
3 + cos cos equals: 2 2

B 2 cos E sin cos n cos C 0
A 2sin n cos D sin cos
x Consider the graph of y = 2 sin 5, [0, 2 ] to answer questions 7 and 8. 7 The minimum value of y occurs when x equals: 2 3 2 A B C D 2 2 2 2 8 The period is: 2 A 2 B 1 C D 2 2 where d is the depth in metres and t is the number of hours after midnight. The depth at midnight in metres is: 9 A 1 B 4 C 4 D 7 2
10 The graph of y = 2(32x) + 4 has a y-intercept and an asymptote, respectively, of:
A 2, x = 4 D 2, y = 4 B 2, y = 4 E 2, y = 0 C 2, x = 4
E 2 2
9 The depth of water at the harbour entrance at Portcliffe is given by the equation d = 3sin 2t
3 + 4, 2
4 E 2
11 The inverse of y = a loge(cx + d) f is:

A x= D x=
1 ( [e c
y+ f ) a y
d]
B y= E
1 ( [e c
x+ f ) a y
d]
C y = c [e a
x ( +f)
d]
1 (a + f ) [e d] c
1 ( +f) y = [e a d ] c
Cumulative exam practice 569
12 The exact distance between the points (4, 7) and (1, 5) is:
A 13 B
29
3
153 and (
5 8 4, 5)
13
21
13 The midpoint of the line joining the points

A ( 4 , 1)
1
3 2 (4 , 5)
is:
D ( 4 , 1)
1
B (1, 5 )
C (1, 5 )
E ( 4 , 1)
14 It is anticipated that the population of Tapagonia will increase at an annual rate of 3%. Its population
now is 2.25 million. The population at the end of 8 complete years from now will be (in millions): A 18.3539 B 2.7672 C 14.1184 D 2.8502 E 2.7900 15 The breakdown of a radioactive element is given by the equation Dt = D0 10 0.015t , where t is time measured in years and D0 is the density when t = 0. The half-life in years of the element is: A 0.7079 B 0.2007 C 2.007 D 20.07 E 0.8414 1 16 If f ( x ) = 2( x 3)2 4 x + , then f (a) equals: x 1 1 1 2 2 2 A 2a 3 4 a + B 2a 6 4 a + C 2a 9 4 a + a a a 2 18 4 a + 1 2 4a + 1 D 2a E 2(a 3) a a
17 The function f (x) = x3 is translated 3 units to the left and 2 units downwards. It is then dilated by a
factor of 4 from the x-axis before being reflected in the y-axis. The transformed equation is: A y = 4(x 3)3 8 B y = 4(x 3)3 + 8 C y = 4(x + 3)3 8 32 4(x + 3)3 + 2 D y = 4(x + 3) E y= a b , . The equation of the 18 All points on a particular line are equidistant from the points (a, b) and 2 2 line is:
3 3 A 3by + 3ax + b 2 + a 2 = 0 4 4 3 3 B 3by 3ax + b 2 + a 2 = 0
C E
3 3 3by 3ax + 4 b 2 + 4 a 2 = 0 3by + 3ax 3 b 2 + 3 a 2 = 0 4 4
D 3by + 3ax +
4 3 2 b 4
4 3 2 a 4
=0
19 The region inside the circle x2 + (y 2)2 = 4 that lies on or below the line y = x 1 is represented by:
A x2 + (y 2)2 > 4, y x 1 C x2 + (y 2)2 < 4, y x 1 E x2 + (y 2)2 4, y > x 1 A B C D E B x2 + (y 2)2 < 4, y x 1 D x2 + (y 2)2 4, y < x 1
20 The graph of f (x) = (x2 a2)(x2 b2), a b has:
symmetry about the y-axis, three zeros and three stationary points symmetry about the y-axis, two zeros and three stationary points symmetry about the y-axis, two zeros and two stationary points symmetry about the x-axis, three zeros and three stationary points symmetry about the x-axis, two zeros and one stationary point
Algebra
1 The remainder when ax3 ax2 + 2ax a is divided by x + 1 is:
A a B a C 5a D 3a E 3a C (x + 1)(x 4)(x + b)
2 The factors of
x3
(b +
3)x2
A (x 1)(x 4)(x b) D (x 1)(x + 4)(x + b)
+ (3b 4)x + 4b are: B (x + 1)(x 4)(x b) E (x 1)(x 4)(x + b)

C 7, 1
3 If log3(x2 7x + 1) = 2, then x equals:

A
7 5 53 2
B 7, 1
D 8, 1
E 8, 1
570
4 If 6e2x ex 1 = 0, then x equals:

A
1 1 3, 2
B 3, 2 E loge( 2 ), loge(3)
1
1 1
C 2
D loge (2) g (
5 The graph of y = 1 x3 is subject to the following transformations in the given order: translation of
2 units to the left and 3 units upwards; dilation of 4 away from the x-axis and 3 away from the y-axis. The resulting equation is:
A y = 16 D y = 16
4 ( x 6)3 27 4 ( x + 6)3 27
B y = 16 + E
y = 16
4 ( x + 6)3 27 4 ( x 6)3 27
C y = 16
4 ( x + 6)3 27
( 2) 6 The order of transformations that combine to transform x2 + y2 = 4 into 16( x 2)2 +

A 1 A translation of 2 units to the left and 1 unit upwards
( y + 1)2 = 4 is: 9
2 A dilation of 4 from the y-axis and a dilation of 3 from the x-axis. B 1 A translation of 2 units to the left and 1 unit downwards 1 2 A dilation of 4 from the y-axis and a dilation of 3 from the x-axis. C 1 A translation of 2 units to the left and 1 unit downwards 1 2 A dilation of 4 from the y-axis and a dilation of 3 from the x-axis. 2 A translation of 2 units to the left and 1 unit upwards 1 E 1 A dilation of 4 from the y-axis and a dilation of 3 from the x-axis. 2 A translation of 2 units to the right and 1 unit downwards x 7 The solution of 2sin + 5 = 4 [0, 4] is: 4, 2 4
A D D 1 A dilation of 4 from the y-axis and a dilation of 3 from the x-axis.
1
19 23 1 17 , E 6, 6 6 6 8 Given 4[cos(x)]2 cos(x) 5 = 0, [, ), then x equals:

A
D cos 1 , cos 1 ( 1) s 5 cos 4
13 17 , 6 6
19 23 , 6 6
13 17 , 6 6
B
E cos 1 s
co ( ), coss
5
C cos 1 , cos 1 (1) s 5 cos ( 4
1 (1) (
9 The zeros for the graph of the function f (x) = (x 2a)2(x + b)2, x R are:
A 4a2, b2 D 2a, b B 4a2, b2 E 2a, b
C 4a2, b2
10 The graph of a function has x-intercepts of 1, 3 and 7. The y-intercept is 3. The equation of the
function is:
A y = 7( x 1)( x + 3)( x 7) ( D y = 7( x + 1)( x 3)( x + 7) ( B y = 1 ( x 1)( x + 3)( x 7) (
7
C y=
1 ( x + 1)( x 3)( x + 7) ( 7
y=
( x 1)( x + 3)( x 7)
11 The x-coordinates of the points of intersection of the graphs of the functions f (x) = 2x + 1 and
g(x) = 2x3 x + 2 are:

A 1
B 1 3
C 1, 1 3
D 1
1 E 1, 2
12 Reflection in the x-axis is represented by the matrix:
D
A
1 0 0 1 1 0 0 1
B E
0 0 1 0 0 0 1
1
1 0 0 0
571
13 A dilation of factor
matrix equation:
A
1 4
from the x-axis followed by reflection in the line y = x is represented by the x 0 1 1 0 x = 4 y 1 0 0 1 y x 1 0 0 1 x 1 = y 0 4 1 0 y
x 1 0 1 0 x 1 = y 0 1 0 4 y x 1 0 0 1 x = 4 y 0 1 1 0 y x 0 1 1 0 x 1 = y 1 0 0 4 y 2 3 2 2 0 5 4 5
1
14 The original simultaneous equations used to compile the matrix equation
0 0 1 0 0 1 0
w x y z
3 0 2 1
are:
B
2x + y z + w = 3 3x 5 y + z + w = 0
2x
2x z + w = 3 3x 5 y + w = 0
2x
+ 4y + z + w =
+ 4y = 2
2x 5y + z w = 1
C
2x 5y + z = 1
D
2x y = 3 3x 5 y + w = 0
2x
2x z = 3 3x 5 y + w = 0
2x
+ 4y = 2
+ 4y = 2
2x 5y + z = 1
E
2x 5y + z = 1
2x z = 3 3x 5 y + w = 0
2x
+ 4y = 2
2x 5y + w = 1
15 For the cubic function y = f (x), f (a) = a, f (a) = 0, f (b) = 0, f (b) = 0, a < b, and a and b R+ {0}.
Which one of the following statements cannot possibly be true? For a < x < b, y = f ( x ) is a decreasing function. There is a local maximum turning point at (f (a), a). There is a local minimum turning point at (b, 0). There is a stationary point at (a, a). If x < a and x > b, y = f (x) is an increasing function. 16 The graph of y = 2cos( g( x )) + 1, x [0, ), g > 0 crosses the x-axis closest to the origin at x = . 12 2 The value of g is:
A B C D E A 2 B 2 C 2
1
1 2
17 When expressed in its simplest form,

A D
(e x )2 + e x 2 (e x )2 1 ex + 2 ex + 1
e x 2e x + 1 equals: e x e x ex 2 B ex 1
E
ex + 2 ex 1
(e x )2 + e x 2 (e x )2 + 1
572
18 For the family of curves y = a(x + b)4 c, the x-intercept and the y-intercept are respectively:
A
b + 4
c , ab 4 c a a
b 4
a , ab 4 + c c
b 4
c , ab 4 + c a
a , ab 4 c c 19 The graph of y = (x 1)(x + 3)(x2 4) intersects the y-axis at the point(s): A (0, 1), (0, 3), (0, 4) B (0, 1), (0, 3), (0, 2), (0, 2) C (0, 1), (0, 3), (0, 2), (0, 2) D (0, 12) E (12, 0) 1 1 1 1 20 + = + . If p = 4, r = 3 and s = 2, then q equals: p q r s
E
b 4
c D b 4 , ab 4 c
A 12
B 12
C 12
1 12
E 5
Rates of change and calculus

1 If y = x4 3x3 + 6, then
A 4x4 9x3 + 6
dy equals: dx B 4x4 9x3
C 4x3 9x2 + 6
D x3 3x2
E 4x3 9x2
2 If
dy = 3x3 + 2x2 1, then y equals: dx A 9x 2 + 4 x + c B 9x 2 + 4 x 1 + c

D
1 4
x4 + x3 x + c
x4 +
1 3 x 3
x+c
3 4
x4 +
2 3 x 3
x+c
3 If f ( x ) =
A
3 4
1 + 1, then f (2) equals: x3

B 4
3
C 16
3 16
5 4
4 The graph of y = f (x) is an upright parabola that has roots x = a and x = 0, where a > 0. The function
A B C D E
f (x) has: no stationary points two stationary points of in ection one turning point, which is a minimum, and one stationary point of in ection one turning point, which is a maximum, and one stationary point of in ection one maximum turning point, one minimum turning point and one point of in ection
y
B
5 The graph of y = f (x) in question 4 could be:

A
a x
x 0 a x
573
6 The gradient of the tangent to the curve y = x2 + x, x > 0 at the point where y = 6 is:
A 42 B 5 C 6 D 13
E 9
7 The graph of f (x) is an inverted parabola that has roots x = p, x = q, q > p. The function is decreasing
when:
A x>q D x< B x<p C x>
p+q E p<x<q 2 8 The equation of the tangent to the curve y = f (x) at the point where x = a is: A y = (x a)f (a) + f (a) B y = (x + a)f (a) + f (a) C y = f (a) D y = xf (a) + f (a) E y=0
9
p+q 2
1 2 x dx equals: d
1
2 (1 2 x ) 3 1
+c
B E
3
3
3 (1 2 x ) 2 3
+c
C (1 2 x ) 2 + c
D 1 (1 2 x ) 2 + c
2
(1 2 x ) 2 + c 4 x0 x<0 , f 1 equals:
2
10 For the hybrid function f ( x ) =

A 0 D 3 A p2 D p p
x2 + 1 2 x +1
B E none of the above B 1 p2
C 1
11 Measured in square centimetres, the maximum area of a rectangle whose perimeter is p centimetres is:
1 4
)
3
4 1 4
1 C 16 p2
p( p 1)
12 The total surface area of a cylinder is A cm2. Measured in cubic centimetres, the maximum volume of
the cylinder is: A 2 A 2 6

D
A 2 B 2 3
E
2A A 3 6
2A A 3 3
x2
A r 2
C x2 + 8x 9
13 The tangent to f (x) at the point (3, 5) has the equation y = x + 8. The equation of f (x) is:
+8 3 x3 +6 D 27
A
B x2 + 5x + 2 E (x 3)(x 5)
14 A rectangular sheet of metal, 12 cm by 10 cm, has a square of side x cm cut from each corner. The
sides of the rectangular sheet are then folded to form an open cuboid. Measured in cubic centimetres, the maximum volume of the cuboid occurs when x is: 11 + 31 11 31 11 31 A B C 3 3 3 22 + 6 1 10 22 6 1 10 D E 3 3 15 The curve f (x) = x3 + 2x2 x + 5 is an increasing function for:
A D
1 3
x1
3
B 3 x<1 E x<1
1 3
<x<1
< x < 1
574
16 A bag contains some red marbles, some blue marbles and some green marbles. There are 100 marbles
in total, and there are four more green marbles than blue marbles. The probability of choosing a red marble followed by a blue marble, with replacement and as independent events, is greatest when the number of red marbles in the bag equals: A 24 B 36 C 48 D 60 E 72 Questions 17 and 18: A particle moves in a straight line such that its displacement, x metres, after time t seconds from a xed point O is given by x = at2 + bt + c.
17 The velocity is:
A 1 at 3 + 1 bt 2 + ct + d
3 2
1 3 at 3
+ 2 bt 2 + ct
C 2at + b + c
D 2at + bt
E 2at + b B 2at C 2a D at2 + b E a
18 The acceleration is:

A at2
19 The sum of two numbers is m. The numbers in terms of m, such that the sum of their squares is a
minimum, are:
A m, 0 D B
m m , 2 2
m 3m , 4 4
m 2m , 3 3
E 2m, m
20 The velocity of 10 m/s is drawn on a velocitytime graph and also on a displacementtime graph. The
graphs are drawn respectively as: A y = 10x, y = 10 D y = 10x, x = 10
B y = 10, y = 10x E y = 10, x = 10
C x = 10, y = 10x
Probability
1 pCq equals:
A D
p! q! q! ( p q ) ! p!
B E
q! p! p! ( p q )! q !
p! ( p q )!
2 The probability that the sum of the two up-facing numbers on a pair of unbiased six-sided dice equals 7
is:
A
7 36
6 36
5 36
4 36
3 36
3 The probability of selecting 2 kings, 3 queens and 3 aces when selecting eight cards from a standard
pack of 52 playing cards is:

A 18 B
8 52
52
12 8 52 8
4 4 4 2 3 3 52 8
B 0.6
52 8
4 If Pr(A) = 0.9, Pr(B) = 0.3 and Pr(A|B) = 0.5, then Pr(B|A) equals:
A 0.15 A 0.7 C 0.2 C
1 6
D 0.1667 D 1
E 0.8 E
1 7
5 If for two events, A and B, Pr(A B) = 0.1 and Pr(A B ) = 0.6, then Pr(A) equals:
B 0.5
5
575
6 If Pr(A B ) = 0.6, Pr(A) = 0.7 and Pr(B) = 0.2, then Pr(A B ) equals:
A 1 B 0.1 C 0.3 D 0.9 E
2 3
7 The number of ways that 10 people can be split into groups of five, three and two is:
A 8 D 3
1
10
B 5 3 2 E 6
10 10 10
C 5 3
10 5
+ = 8 If 2 , then n equals: 2 3 4
A 5 B 4 C 1 or 8 D 1 E 8
n n
9 If the probability of success, p, of a certain event satisfies the equation log10(5p) = log10(4 6p2), then
p equals:
A 2, 3
1 4
B 2
C 3
D 2, 3
1 4
E
1 4
1 4 2, 3
10 The probability of success, p, of a certain event, satisfies the equation log p = 2 log (x + ) log x,
x > 0. The value of x for which p is a minimum is:

A
5 4
B 1 4 B 0
5 4
D 4 D Pr(Q)
1 ) 4
E 4 E Pr(P Q)
3 . 8
11 Events P and Q are mutually exclusive. Pr(P|Q) equals:

A 1 C Pr(P)
12 For two independent events A and B, Pr(A) = p, Pr(B) = (p

A 4, 2
3 1
and Pr(A B) =
D 4
1
p equals:
E 4, 1
1
B 4
C 2
13 If Pr(P|Q) = 0, which one of the following must be true?

A PQ D P and Q are independent.
B QP C PQ= E P and Q are mutually exclusive.
14 The probability of choosing an ace or a diamond in one pick from a standard pack of playing cards
equals:
A 52 D 52
10
17
B 52 E 52
9
16
C 52
13
15 The value(s) of a in the table below for which b is a maximum is:
x Pr(x)
1
0 b
1 a3
4 1 4
2 a3
3 a3
4 a(5a 8) 2
C
1 1 3a3 3
5 2b a(5a 8) 2
A 9
4 D 1, 9
B 3, 3 E 9
16 The value(s) of a in the table below for which b is a minimum is:
x Pr(x)
0 b
1 a3
2 a3
3 a3
4 a(5a 8) 2
C
1 1 3a3 3
5 2b a(5a 8) 2
A 0.9468 D
1
B 0 E 9
4
3 a(5a 8) 1 3a + 2
576
17 The number of ways of arranging the letters of the word MISSISSIPPI in a row such that the letters P
are together is: 10! A 4!4!

D
B E
11! 2!4!4!2! 10! 2!4!4!2!
11! 2!4!4!
11! 4!4!
18 The probability of Chiu answering the first question correctly in a multiple choice examination is 0.5.
If he gets a correct answer, the probability of answering the next question correctly is 0.6. If he gets an incorrect answer, the probability of answering the next question correctly is 0.2. The probability that he answers the fourth question correctly is: A 0.656 B 0.344 C 0.5(0.6)3 4 2(0.5) D 0.5(0.6) E (0.5)(0.6)
19 The probability of rain today is p. The probability of rain on the day after rain is q. The probability of
rain on the day after a fine day is q2. If this is Monday, the matrices that can be used in the calculation of Fridays weather are: q q2 A 1 q 1 q2 q q2 C 1 q 1 q2
E
p 1 p p 1 p p 1 p
1 q 1 q2 B q2 q 1 q 1 q2 D q2 q
p 1 p p 1 p
p q2 1 p 1 q2
20 Three students sit a particularly difficult Mathematics test in which there is an extremely tricky
problem. Anh, Beatrice and Colin have probabilities of 0.8, 0.7 and 0.6 respectively of solving this problem. If the problem is solved, the probability that it is only solved by Anh is: A 0.3443 B 0.09836 C 0.976 D 0.2857 E 0.96
1 A particle moves in a straight line. Its displacement from a fixed point O is x metres at time t seconds. a Its acceleration at time t seconds is (2t 4). Find its velocity, v m/s, at time t seconds if the particle
S HO RT A N S W ER EX TEN D ED R ES P O N S E
is initially at rest. b Find its displacement in terms of time if the particle is 3 m to the left of O after 2 seconds.
2 For a particular curve, f (x) = x3 + 2x. If f (2) = 1, find f (x). 3 Find
1
d ( 4 x 5 + 1) dx. 4 If f ( x ) = ( x 3 + x )dx and f (1) = 0, find c, the constant of integration.
5 a Find the gradient of the secant through the points (x, f (x)) and ((x + h), f (x + h)) on the curve y = . x b Hence nd the gradient of the tangent at the point (x, f (x)). c Find the equation of the tangent at x = a. 6 A farmer has 300 metres of fencing that he wishes to use to fence off a rectangular field of the largest
possible area. If the field is bounded along one of its longer sides by a river (no fence required), find the maximum area of the field.
7 Find the volume of the largest right cylinder that can be fitted into a right circular cone of height
8 metres and radius 3 metres.

8 A wire of length 30 cm is bent to form the edges of a cuboid that has a square cross-section. a Find the dimensions of the cuboid of greatest volume. b Find the dimensions of the cuboid of greatest surface area. Cumulative exam practice 577
9 A sector of a circle of radius r cm has a perimeter of 12 cm. Find r if the sector has maximum area. 10 Find the equation of the tangent to the curve y = x3 3 at the point P (g, y). 11 Find the equation of the normal (perpendicular line to the tangent) to the curve y = x3 + 3x at the point
A (a, y).
12 The hourly cost, C (in dollars), of running a particular motor vehicle at a speed of V km/h is given by
C = a + bV 2, where a and b are constants. ad + bdV . a Show that the total running cost for a journey of d km is V a b Show that the total running cost is least when V = , and nd this cost. b c In fact, the journey lies along a freeway on which there is a maximum speed limit of f km/h. Find the minimum total running cost if:
i f <
x 2a 2 a + 2 + . Evaluate b. 1 + a2 1 + a2 14 Find the equations of the tangents to y = x3 + 3x2 that have a gradient of 9.
13 The equation of the tangent at the point (a, b) on a curve is y = 15 Find the coordinates of the point where the tangent to y = x2(3x 2) at the point (1, 1) meets the curve
a b
ii f >
a b
for a second time.
16 a Find the equation of the tangent to the curve y =
16 at the point (2, 8). x b Find the coordinates of a second point on the curve at which the tangent is parallel to the tangent at (2, 8).
17 For what values of x are the tangents to y = x2 and y = x3 parallel? 18 Show that the tangent to the curve xy = c2 (for constant c) at the point (h, k) cuts off a triangle of
constant area from the coordinate axes.

19 In the rich wheatlands of Tapagonia, grain silos consist of a hemisphere mounted on a right cylinder.
By a traditional law of the land, each silo must be exactly h metres high. If the cylindrical section has height of x metres and radius r metres: a nd x in terms of h and r 1 b show that the volume of a silo is V = r 2 h r 3 3 c show that the maximum volume of a silo does not occur at a turning point d nd the shape of the silo that holds the maximum volume of grain.
20 A metal sphere of radius b cm is melted down and recast into the shape of a right cylinder of height
h cm and radius r cm. 4 b3 a Show that the height of the cylinder is given by h = 2 . 3r 8 b3 + 2 r 2. b Show that the surface area, A, of the cylinder is 3r c Show that the surface area is least when 3r3 = 2b3.
21 The sum of the squares of two positive numbers is 32. Find the two numbers such that their sum is: a a maximum b a minimum. 22 Find the area of the largest rectangle that can be enclosed in a circle of radius r cm. 23 A particle moves in a straight line according to the equation x = t3 2t2 + t 1, where x is the
displacement from a fixed reference point in metres and t is the time of travel in seconds. a What is the displacement when t = 3? b When is the particle 1 m to the left of the reference point? c When is the particle 1 m to the right of the reference point? d When is the particle passing through the reference point? e What is the particles velocity when it passes through the reference point? f What is the particles acceleration when it passes through the reference point? g At what time(s) are the magnitude of velocity and acceleration equal?
24 A particle moves in a straight line according to the equation x = t3 2t2 + t 5, where x is the
displacement from a fixed reference point in metres and t is the time of travel in seconds. a What is the maximum displacement between t = 0 and t = 1? b What is the velocity when the displacement is a minimum between t = 0 and t = 1? c In which direction is the particle moving immediately i before and ii after the displacement is a minimum?
25 Find ( x 26 A function f (x) = ax3 bx2 + x 5, [2, 4) has no stationary points. Find the relationship between
+ x 2 1)dx.
x2 . ba 2 that pass through the point (4, 16). 28 Show that there are three possible normals to the curve y = x
27 Find the average rate of change between the points where x = a and x = b on the graph of y = 29 f (x) = 1 x2, [0, 1] and g (x) = 1 x 2 , [0, 1]. The line x = a intercepts both curves. Show that the
a and b.
distance along x = a between the two curves is a maximum when x =
3 . 2
30 Find both the maximum and minimum values of the function f (x) = x3 + 2x2 5x 16, R
interval [3, 0]. 12 ( x 1)( x 1)( x 6), [1, 6], where f (x) equals the probability of x. 1)( 31 f ( x ) = 625
a Find the value of x for which the probability is a maximum b Find the maximum probability.
R, in the
32 Nine different consonants and four different vowels are arranged in a row. a Find the probability that the vowels are all together. b If the vowels are not all together, nd the probability that the consonants are all together. 33 The independent probabilities that two horses live to the age of ten years are 0.4 and 0.2.
Find the probability that: a both horses live to the age of 10 years b only one lives to the age of 10 years c if only one lives the age of 10 years, it is the one with the lower probability.
34 Events P and Q are independent. Prove that events P and Q are independent. 35 Find the probability that if the total on two normal six-sided dice is greater than 6, the second die
shows a 3.
36 Prove that Pr((A B)|B) = Pr(A|B). 37 Two unbiased 4-sided dice, each numbered 1 to 4, are thrown. a Find the probability of a total less than or equal to 4. b If the total is less than or equal to 4, nd the probability that the total is greater than or equal to 3. 38 Pr(A) = 0.6 and Pr(B) = 0.8. Find Pr(A|B) if: a A and B are independent b AB 39 Find Pr(A|B) if: a A and B are mutually exclusive b Pr(A B) = 0 40 A committee of foxes and rabbits has to be chosen to settle a tricky dispute. There are 20 foxes
available for election and 37 rabbits. The committee will consist of 7 members. The foxes have insisted that the Big Brown Fox, a fearsome creature, must be on the committee. The rabbits have insisted that Floppy Bunny, an orator of some eloquence, must also be on the committee. How many different committees may be selected if there must be more rabbits than foxes?
41 The letters of the word COMMITTEE are arranged in a circle. Find the probability that the Ts are
together.
42 If two events A and B are complementary, find: a Pr(A B ) c Pr(A|B) b Pr(A B)
579
43 A target of diameter 2 metres is marked with concentric circles. Find the probability that if an archers
arrow strikes the target it lands: a within 10 cm of the targets centre. b between 15 cm and 30 cm from the targets centre c between 15 cm and 20 cm from the targets centre if it lands between 15 cm and 30 cm from the targets centre
44 P and Q are two events. Prove, using a Venn diagram or otherwise, that Pr(P) = Pr(P Q) + Pr(P Q ). 45 A mining company has ten exploratory mines underway. The probability of success, f (x), in any one of
the mines can be described by the function f ( x ) =
15 , 3 x 5, x R. 2x 2 a Find the value of x that gives the greatest probability of success. b Find the greatest probability of success. c Assuming the probability of success in each of the ten mines is the greatest probability found above, nd the probability that six of the mines succeed and four fail.
46 Find the probability that a poker hand of 5 cards has 3 aces and 2 kings. 47 If a poker hand of 5 cards has 3 aces and 2 kings, find the probability that it contains the ace of hearts
but not the king of diamonds.

48 If a poker hand of 5 cards contains the ace of hearts but not the king of diamonds, find the probability
that it has 3 aces and 2 kings.

49 William Tell, the famous archer, has a probability of 0.9 of hitting the centre of a target with his first
shot. If he is successful with any shot, the probability of success on the next shot is 0.95. If he misses, the probability of success on the next shot is 0.7. Find the probability that he hits the centre of the target on his fifth shot.
50 The probability of rain today is 0.7. The probability of rain on the day after rain is 0.8. The probability
of rain on the day after a fine day is 0.4. If today is Monday, find the probability that it will be fine on Sunday.
51 The three students previously encountered are sitting an Economics test. Anh, Beatrice and Colin have
probabilities of p, (1 p) and (1 p2) respectively of passing. If at least two of the three pass, show that (1 p)(1 p2 ) the probability that Anh fails equals . 2 p3 + 1 What is the probability that, in a box of one dozen eggs, three will crack on the way home?
52 The probability that an egg will crack while being brought home from the market is estimated at 0.05. 53 The probability of success in a business venture is p. Over time it has been found that p closely follows
the equation 102p 10 p 2 = 0. a Evaluate p. b Find the probability that in 5 ventures the rst 4 succeeded and the last failed.
54 From a Year 11 class in Hicksville Heights High (HHH), the following study pattern emerges. Of the
30 students, some study a combination of Geography, Chinese and Physics. Two study only Geography, 5 only Chinese and 12 only Physics. Four study Geography and Physics, 4 study Physics and Chinese and 3 study Chinese and Geography. Of these, x student(s) study all three subjects. If 8 students study Geography, 11 students study Chinese and 19 study Physics, what is the probability that a student chosen at random studies none of these three subjects?
55 In a batch of 300 shids, 12 are known to be defective. a Find the probability of choosing a sample of ten shids containing exactly one defective shid from
the batch.
b Find the probability of choosing a sample of ten shids containing two or less defective shids from
the batch.
c Find the probability of choosing a sample of ten shids containing exactly one defective shid if the
sample contains two or less defective shids.

d If a sample contains three or more defective shids, it is classed as unacceptable. A box contains
12 samples. Find the probability that 2 of the 12 samples are unacceptable.

1 . Find p. e3 p 6 57 Eight novels, two dictionaries and ten mathematics books are placed on a shelf. a Find the probability that the novels are all together. b If the novels are together, nd the probability that the dictionaries are not all together.
56 The probability, p, of rolling a 6 with a biased die is given by e6 p
2
+2p
58 a In how many ways can three witches and five unsuspecting children be seated round a circular table? b In how many ways can they be seated if the wickedest witch refuses to sit beside the youngest
unsuspecting child?
59 The probability that patient A will survive a course of hospital treatment is 0.95; the probability that
patient B will survive the same course of hospital treatment is 0.85. a Find the probability that both patients survive. b Find the probability that if only one survives, it is patient B.
60 One person in n has red hair. Find the probability, in terms of n, that in 2n people, n have red hair. 61 Convert 40 to radians: a in terms of b as a decimal.
62 An angle at the centre of a circle of radius r cm subtends an arc of length 63 Find the distance between the point (3, 5) and (4, 6) in surd form. 64 Find the equation of the perpendicular bisector of (3, 5) and (4, 6). 65 g( x ) =
r cm at the circumference. 2 Express the sector angle (the angle at the centre of the circle) as a vulgar fraction in radians.
1 1 , x 2. Evaluate p if g(p) = 5. x2 66 List the transformations, in the correct order, that transform the equation y = x2 into y = 3(x + 1)2 5.
67 Sketch the graph of f (x) = x4 + 2x3 x2 2x, showing the coordinates of stationary points and intercepts. 68 Establish, by using the vertical line test, whether or not y = 69 Show the region 70 a b c d e f
x 2 16 is a function.
x2
y2
16, x y > 3, x > 1, x 2 by shading the regions not required.
Sketch the graph of y = x2 (a + b)x + ab, 0 < a < b < 1. Give the minimum value of y in terms of a and b. Sketch the graph of the inverse of y = x2 (a + b)x + ab, 0 < a < b < 1. Find the equation of the inverse. State the domain and range of the inverse Find the points of intersection of the original graph and its inverse.
71 Show that the points of intersection of the graphs of y = cot x + tan x, [0, 2] and y =
4 3 5 4 3 , , and . 3 3 3 3
2 , [0, 2] are sin x
72 For the graph of y = 4 sin(x 1) + 3, state: a the horizontal translation b the vertical translation c the dilation factor (including from which axis the graph is dilated) d the re ection. 73 a b c d
Sketch the graph of y = 3(2) 4 x + 1 over the maximal domain. State the range. What is the dilation factor and from which axis? State the re ection.
74 a Find the equation of the inverse of y = 3(2) 4 x + 1, stating the domain and range. b Sketch the graph of the inverse. c Compare the graph of the inverse to the graph obtained in question 73. Comment. 75 a Sketch the graph of y = 2 loge log
b State the domain and range. c What is the dilation from the y-axis? d What is the dilation from the x-axis?
x + 1 over the maximal domain. 3
581
2x + . 77 A ball on an elastic string oscillates back and forth horizontally according to the formula t d = 4 2 sin + 4 sin 4 where d metres is the displacement from a xed point after t seconds. a What is the displacement when t = 0? b When is the ball 4 metres behind the xed point for the rst time? c How many metres are there between the farthest positions of the ball? 5cos 76 State the period and amplitude of y = 5cos
78 Given that N t = N 0e
kt
1 bx + f 1 e + c, R R is g( x ) = [ f loge (cp px )], (, c] R. cp p b 80 Lars Ponsen, the athlete, trains by running backwards and forwards on a narrow running track. His displacement from a fixed reference point at any time is given by d = 200(cos t + sin t), where d metres is the displacement after t seconds. a When is Lars at the reference point for the rst time? b How long is the track from one extreme to the other? c What is the displacement at t = seconds? 3 + 200, [0, ], where T is the 81 The temperature of a cake in an oven is given by T = 200 sin t 2 temperature in degrees Celsius after t hours. a Show that the initial temperature of the cake is 0. b Show that the maximum temperature of the cake occurs when t = hours. c When does the temperature equal 150?
79 Prove that the inverse of f ( x ) =
, evaluate k if N 4 = N 0 . 5
82 Prove that as the angle changes, the point P (5 cos , 5 sin ) traces out the circumference of a circle
with centre at the origin and radius 5 units. 1 83 a Sketch the graph of f ( x ) = + 1, x 3. ( x 3)2 b Use differential calculus to prove that there are no stationary points. c Find the equation of the inverse.
84 The points A (1, 3), B (2, 1), C (6, 2) and D (3, 6) form a rhombus. Prove that the diagonals of the
rhombus bisect each other at right angles.

85 a Use the vertical line test to show that the inverse of y = x2 is not a function. b Place suitable restrictions on the domain of y = x2 such that the inverse is a function. c Show that over the restricted domain from part b, y = x2 and its inverse function intersect on the
line y = x.
86 The longship of Harken the Terrible, the feared Viking warlord, is able to carry plunder back home
t according to the well trusted Viking formula P = 30 tan tonnes up to a maximum of 100 tonnes, where P is the weight of booty in tonnes and t is the number of days away from his home port, Asvark. a How many days away from Asvark is Harken when he reaches his maximum load of 100 tonnes? b When he is 3 days out of port, what is the value of P? c How much plunder can he take on board on day 3, assuming he had already reached his day 2 limit on the day before?
a cos 2 x (tan 2 x 1) = 2sin 2 x 1 b cos
87 Prove:
sin(2 + ) = 1 cos2 sin(2 cos 2
5sin 88 Show that the minimum value of y = 5sin

89 The graph of y =
3 1 is reflected in the x-axis and then dilated by a factor of 5 from the y-axis. 1 x The graph is then translated 2 units to the left. Find the new equation.
2 + x + 1, [0, 2] occurs when x = . 3 6
582
1 90 If f ( x ) = 3x + x , find: ( x 1) a f (a)
91 Divide 3x4 6x3 + x 1 by x + 1.
b f (a + 1)
c f
1 a
92 a Prove that 2x 1 is a factor of 4x4 5x2 + 1. b Factorise 4x4 5x2 + 1 fully. 93 When ax2 + bx + 1 is divided by x 1, the remainder is 2. When it is divided by x + 2, the remainder
is 1. Use a matrix method to find a and b.
94 Sketch the graph of f (x) = a(x b)3(x + 1), R
R, where a, b R+, showing intercepts and the
coordinates of stationary points.

95 Solve log102 + log10(y2 1) = log10y + log10(y + 1). 96 a The graph of y = loge x is reflected in the y-axis, moved 6 units to the left, and then dilated from the
y-axis with a scale factor of 2. Find the new equation.
b Show the transformations as a matrix equation. c Solve the matrix equation found in part b. d Show that the result in part c gives the same equation found in part a. 98 Solve log3(p2 4p + 4) = 2. 99 Solve e x e 2 x e(2 + x ) = e
2
97 Give the transformations, in the correct order, that transform y = 3sin 2 x

log10 100
+ 1 into y = sin x. 3
g 100 Solve e loge ( x
2 x 1)
1 27 3 .
x) 101 a Place restrictions on the range of f ( x ) = (1 x ) + 2 such that f (x) is a function. Use the upper branch of the curve.
b Using the restricted range, nd the inverse of f (x). 102 The circle x2 + y2 = 9 is transformed by a dilation of factor 2 from the x-axis followed by a dilation of
0 1 4 . 3 0 104 When the solution to tan x = 1, [0, ] is substituted into f (x) = x3 ax + 1, the remainder is 2. 4 Find the value of a.
103 State the combination of transformations that are represented by the single matrix
3
factor 1 from the y-axis. Find the new equation.
105 For a certain cubic curve the y-intercept is 5. The curve touches the x-axis at x = 1 and intercepts the
x-axis at x = 4.
a Find the equation of the curve. b Find the coordinates and the nature of the stationary points. c Show that the line y = x 4 only intersects the curve once. 106 Solve the following simultaneous equations.
2 x + 3 y + 2z w = 3
x
y z w = 1 x 5 y 2z = 5
3x + z + 4 w = 2
107 Solve the following for x and y.
108 Given v2 = u2 2as: a nd s in terms of the other variables b nd s if v = 15, u = 25 and a = 2. 109 Solve log
2 (log 2 ( x 2
2 1 0 2 x 1 3 0 1 3 y = 2
2 x )) = 4 .
Cumulative exam practice 583
110 Solve 3 sin x 111 112 113 114 115 116
117 118 119 120
= cos x , [0, 2]. 3 3 Show that x 3 does not divide exactly into 3x4 6x3 + 4x 2. Solve 15x2 x + 6 = 0. Solve 5x2 x 2 = 0 for x by first completing the square. Give your answer in exact form. Solve 2x2 + 8x 5 = 0 for x by using the quadratic formula. Give your answer in exact form. Show that x 1 is a factor of x4 x3 7x2 + x + 6 and hence find the other linear factors. The discriminant of the quadratic equation px2 p2x q = 0 equals zero. a Find a relationship between p and q. b If f (x) = px2 p2x q, nd a restriction on the domain such that the inverse of f (x) is a function. x 2 + x 2 2x 2 x 3 Simplify . 4x2 9 x2 1 2x 2 + 2x 2 Solve 2 > 1. 5x 3 1 Sketch the graph of y = 1 3 x + 2, (, 3] (, 2], showing intercepts and the coordinates of end points. Show stationary points as appropriate. 1 Find in exact form the coordinates of the point of intersection of y = 1 3 x + 2, (, 3] (, 2] x. and y =
584
Answers
CUMULATIVE EXAM PRACTICE
MULTIPLE CHOICE
19 a x = h r b, c Teacher to check d Vmax =
66 Translation 1 unit to the right, dilation of
Functions 1C 5C 9D 13 A 17 A Algebra 1C 5C 9D 13 E 17 C
and graphs 2A 3 6E 7 10 B 11 14 D 15 18 C 19
2 6 10 14 18
E D B D B E E C C D
4 8 12 16 20 4 8 12 16 20 4 8 12 16 20 4 8 12 16 20
A E B E B D A D A B E A A C B D E B A B
B E B D D
3 7 11 15 19
Teacher to check. a 4, 4 2r2 a 11 m c 2s e 3.22 m/s g 2.721 s 24 a 5 m left c i Left

20 21 22 23 25 26 28 29 30
1 x 2 2
2 h3 3
factor 3 away from the x-axis, translation 5 units down
67 f(x) = x4 + 2x3 x2 2x f(x) b 0, 4 2 b 0 s, 1 s d 1.755 s f 6.53 m/s2 b 0 m/s ii Right

(0.5, 0.5625) 1 x 1 (0.618, 1)
2 1 0 1 (1.618, 1)
x 1 x + c b+a 27 ba
68 Yes, it is a function. y 69 4
x2 + y2 16 xy>3
b2
Rates of change and calculus 1E 2E 3 D 5B 6B 7 C 9B 10 C 11 C 13 D 14 B 15 C 17 E 18 C 19 B Probability 1E 2 5A 6 9B 10 13 E 14 17 A 18
< 12a Teacher to check. Teacher to check. 5.940, 16

13 3
x Region required
31 a
b 0.3556 b 0.004 255 b 0.44 70 a

y 1
x2 x>1
B D E B B
3 7 11 15 19
D C B E C
32 a 0.013 99 33 a 0.08 c 0.2727 34 Teacher to check. 35 5 36 Teacher to check. 37 a 8 38 a 0.6 39 a 0 40 2 717 127 41 0.25 42 a Pr(A) c 0 43 a 0.01 7 c 27
3 1
y = x2 (a + b)x + ab
ab
SHORT ANSWER AND EXTENDED RESPONSE
1 2 3 5
6 7 8 9 10 11 12
1 7 a v = 4t b x = t 3 2t 2 + 3 3 1 4 f (x) = x + x2 + 1 4 3 1 6 x + x+c 4 c= 4 24 1 1 a b 2 x ( x + h) x 1 2 c y= 2 x+ a a 11 250 m2 32 3 m 3 a Cube, side = 2.5 cm b Cube, side = 2.5 cm 3 cm y = 3g2x (2g2 + 3) x a(2a 2 + 9a + 10) y= + 2a + 3 2a + 3 ad a Cost = + bdv v b Minimum total running cost = 2d ab t2
c i + bf d f
b 6 b 0.75 b 1
b 1
b c
a + b (a b)2 , 2 4
y 1 b a 0 ab 1 x
b 1 b 0.0675
44 Teacher to check. 45 a 3 c 0.054 27 46 0.000 009 234 47 48 50 52 53 54

3 8
5 6
d y = (x + 49 0.9332 51 Teacher to check. b 0.005 74 b 0.9950 d 0.001 569 b 13 b 3600 b 0.2297

11
(a b)2 (a + b)2 )+ 4 2
1 15
0.000 039 08 0.6668 0.017 33 a 0.3010
e Domain = [ f
(a b)2 , ), range = R 4
a + b + 1 + (a + b + 1)2 4 ab , 2 a + b + 1 + (a + b + 1)2 4 ab 2 and a + b + 1 (a + b + 1)2 4 ab , 2 a + b + 1 (a + b + 1)2 4 ab 2
55 a 0.2841 c 0.2855 56 3 57 a 0.000 103 2 58 a 5040 59 a 0.8075 60 1 n n n 61 a 62 63 64 65

2
ii 2d ab
2n 1 n
1 n
13 2 14 y = 9x + 27, y = 9x 5 15 ( 3 , 3 ) 16 a y = 4x + 16 b y = 4x 16 17 0, 3
2 4 32
18 2c2
2 b 0.6981 9 0.5c 170 22y + 14x + 18 = 0 7
71 Teacher to check. 1 72 a Horizontal translation units to the
right
b Vertical translation 3 units upwards c Dilation of factor 4 away from the x-axis d Re ection in the x-axis
585
73 a
y 4
y = 3(2)4x + 1
83 a
y
f(x) =
1 (x 3)2
+1
y=1 0 x
19 0 x=3 x
y=1
b (1, ) c 4 d Re ection in the y-axis 74 a y = b

1 log2 4
1
b Teacher to check.
x 1 , (1, ) 3
84 85 86 87 88 89
y = 1 log2( x 1) 4 3
0 x=1
4 x
90
c The graph of the inverse is a re ection
1 +3 x 1 Teacher to check. Teacher to check. a 4.019 days b 42.39 tonnes c 20.21 tonnes Teacher to check. Teacher to check. 3 y= 5x + 9 1 a f (a) = 3a +a (a 1)
c y =
in the x-axis, dilation by a factor of 1 3 from the x-axis, translation of 3 units to the left, dilation by a factor of 2 from the y-axis 98 5, 1 99 0, 1 100 2 101 a [2, ) b y = 1 (x 2)2, [2, ) y2 102 9 x 2 + =9 4 1 103 Dilation by a factor of 4 from the y-axis, dilation by a factor of 3 from the x-axis, re ection in the x-axis, re ection in the line y = x 104 1.831 5 105 a y = ( x 1)2 ( x 4) 4
b Maximum turning point (1, 0),
97 Translation 1 unit downwards; re ection
minimum turning point (3, 5)

10 3 1 3
106 x = 1, y = 2, z = 3, w = 1 107 x = 108 109 110 111
c Teacher to check.
of the original graph in the line y = x.

y y = 2 loge( x + 1) 3
75 a
1 a +1 + a +1 b f (a + 1) = (a + 1)3 1 a 1 1 c f = + a 1 a 3 1 a a4 1 = + 1 a3 a 91 3x3 9x2 + 9x 8 remainder 7 92 a Teacher to check. b (2x 1)(x 1)(2x + 1)(x + 1)
93 a = 94
4 3
,y=
v2 u2 a s= 2a 4, 2 3 , 2 2 Teacher to check.
3 2
b 100
x = 3
(3, ) R 3 2 76 Period 2, amplitude 5 77 a 0 3 2 b 4

b c d 78 0.4024 79 Teacher to check. 80 a c 8 2
112 5 , 3 113 114 115
,b=
5 3
f(x) = a(x b)3(x + 1)
1 ab3
b
2
x
4
116 117
(ab+33 , 27a +(b3)+ 1) ( a (a

4
1 4 41 10 4 2 26 2 (x 1)(x + 1)(x + 2)(x 3) p3 p a q= b x= 4 2 x+2 5 118 1 < x < 2x + 3 3

( 1 , 2) 3
3 seconds 4
95 2 1 96 a y = loge 2 ( x + 12)
119 y = 1 3x + 2 y
1 1 0
b 400 2 m c 273.2 m 81 a 0 b hours c 1.318 hours 82 Teacher to check.
2 x 12 y
1 ( x + 12), x 2
c x=
y=y
d Teacher to check.
120
7 + 37 7 37 , 2 2
586
Index
Addition Law of Probabilities 4879 addition principle 52930 algebraic solution of simultaneous linear equations 1617 amplitude of sine and cosine graphs 274 antidifferentation 4379 applications 4579 approximating areas lower rectangle method 445 trapezoidal method 4467 upper rectangle method 446 areas enclosed by functions, approximating 4458 Associative Law for matrix addition 31112 asymptotic behaviour hyperbolas 176 tangent graphs 280 average rates of change 34951 basic square root curve 1802 boundary conditions 441, 457 CAS calculators, using antidifferentiation 459 approximating areas 447 cubic equations 120, 124 degrees and radians 2623 derivatives 4001 differentiation 398 exponential functions 230 indicial equations 226 limits 390, 3934 modelling 136 quadratic equations 40, 802 simultaneous linear equations 1516 circles arrangement of objects on circumference 5456 general equation 1945 many-to-many relations 1934 co-domains of functions 1845 combinations applied to probability 5514 formula (nCr) 5479 combinatorial theory 529 common logarithms 2346 Commutative Law for matrix addition 31012 complementary functions, sine and cosine as 270 completing the square factorising by 479 solving quadratic equations 557, 68 conditional probability 497500 constant rates of change 3434 continuous functions, limits of 3912 continuous variables 164, 165 cosine complementary function 2701 graph 2737 cubic equations, solving using matrices 323 cubic functions in power function form 12830 cubic graph sketching, intercepts method 1214, 129 cubic polynomials 10525, 12841 definite integrals 453 properties 454 signed areas 4545 dependent variables 163 derivatives finding by rule 4002 and functions 397, 409 determinant of matrix 320 difference of cubes formula, factorising 11718 difference of two squares (DOTS), factorisation by 44 differentiation using first principles 3979 dilation factor basic square root curve 180 exponential functions 228 hyperbolas 176 truncus 178 dilation using matrices 326 discontinuous functions 371 limits of 393 discriminant, quadratic equations 625, 778 distance between two points on Cartesian plane 21 division of numbers in index form 218 domains circles 1945 cubic functions 1324 functions 1846 ordered pairs 16770 elimination method for simultaneous linear equations 1617 evaluating functions 183 event space 4789 exact values of trigonometric ratios 25961 expected number of outcomes and experimental probability 4767 experimental probability 4757 exponential functions applications 2389 graphs 22730 factor theorem 11213 factorials 5367 factorising cubic and quartic equations 11920 polynomial equations 11920 quadratic expressions 449 finite differences method 13840 fixed point iteration in solving quadratic equations 53 function notation 1836 domains 1324 functions areas enclosed by 4458 definition 1734 and derivatives 397 deriving original from gradient function 4402 domains and ranges 1846 evaluating 183 exponential 22731, 2389 fully defining 184 indicial 21727 inverse 192 logarithmic 2319 and modelling 197 special types 1879 fundamental theorem of integral calculus 4523 gradient of curve at point 402 of perpendicular line 1920 of straight line 810 gradient functions 397 by antidifferentiation 4379 deriving original functions from 4402 graphs 364 graphical solution of simultaneous equations 1516 graphs containing stationary points 41216 gradient function 364 motion 3579 and relations 1635 sine and cosine functions 2737 tangent function 2802 grouped objects, permutations 5423 highest common factor (HCF) hybrid functions limits 3945 rates of change 3712 rules for 1889 hyperbolas 1768 44
identical objects, permutations 5412 identities 26971 implied domain of relations 167 indefinite integrals, finding 4379 independent events 50710 independent variables 163 index laws 21720 indicial equations exact solutions without calculator 2246 solving using CAS calculator 226 inequalities 34 inflection, point of 121 inspection factorisation by 44 factorising by 44 instantaneous rates of change 3535, 407 integer set 162 integral calculus, fundamental theorem of 4523 integrals definite 454 properties 4379 integrands 453 integration 4379 intercepts cubic functions 129 linear graphs 1214 quartic functions 1267
Index
587
interval notation 16770 inverse matrix 320 inverse relations and functions 192, 236 irrational number set 162 Karnaugh maps 4923 kinematics 3579 lattice diagrams 4845 Law of Total Probability 500, 5534 limits of functions 38995 linear equations rearrangement of variables 45 simultaneous 1517, 3213 sketching 1213 solving 13 substitution of variable values 56 linear inequations, solving 3 linear modelling 245 local minimum and maximum turning points 41213 logarithm laws 2312 logarithmic functions, applications 2389 logarithmic graphs 2367 logarithms 2313 logarithms to base 10 2346 long division, factorising polynomials using 114 long-run proportion 475 lower rectangle method of approximating areas 445 many-to-many relations 1723 many-to-one relations 1723 Markov Process 5045 matrices addition and subtraction 310 associative law for addition 311 commutative law for addition 310 definition 309 multiplication by a scalar 31415 multiplication of 31618 special types 31213 and transformations 3257 transition 5014 matrix equations, solving 3203 maxima and minima of cubic functions 133 of sine and cosine functions 274 maximal domains of functions 1846 maximum and minimum problems function known 419 function rule not given 420 solving 41819 midpoint of straight-line segment, locating mixed functions 1889 modelling and functions 197 linear 245 using a CAS calculator 136 motion, graphs of 3579 multiplication of matrices 31618 of matrices by a scalar 31415 of numbers in index form 217 multiplication principle 5301 multiplicative identity matrix 320 mutually exclusive events, effect on addition law 487
n! (n factorial) 536 natural number set 162 negative powers 2212 negative reciprocal relationships 20 normals and tangents 4025 Null Factor Law cubic and quartic equations 11920 indicial equations 225 quadratic equations 502 numbers, sets of 162 one-to-many relations 1723 one-to-one functions 187 one-to-one relations 1723 ordered pairs 163 perfect squares, factorisation by 44 period of sine and cosine graphs 274 permutations 5334 applied to probability 5514 grouped objects 5423 identical objects 5412 permutations formula (nPr) 53840 perpendicular lines, gradients of 1920 piecewise defined functions 1889 points of inflection 121 stationary 413 polynomial equations factorising 11920 solving 11820 polynomial expressions 3940 polynomial functions, finding derivatives 4002 polynomials, factor and remainder theorems 11113 polynomials, cubic expanding 1056 factorising 11416 long division 1079 rates of change 36973 values 10910 polynomials, quadratic 39 values 40 positiontime graphs in relation to velocitytime graphs 3656 power functions linear and quadratic 668 types 17582 power functions (turning point form) for sketching cubic functions 12830 for sketching quadratic functions 668 powers, raising numbers in index form to 218 probabilities addition law 48790 calculating 47881 combinations and permutations applied to 5514 conditional 497500 probability, conditional 497500 probability tables 4935 products and quotients of numbers in index form 218 Pythagorean identity 26971 quadrants in the unit circle 2589 quadratic equations determining roots using discriminant 625 finding x-intercepts using discriminant 778
limits to expressions and functions 80 solving 5061 using technology to solve 802 quadratic formula 5861 quadratic functions as power functions 668 sketching using intercepts method 708 quadratic polynomial expressions expanding 413 factorising 449 values 40 quadratic trinomials 44 quartic graph sketching, intercepts method 1267 quotients and products of numbers in index form 218 radian measurement of angles 2623 and exact values 2634 raising to a power, numbers in index form 218 raising to power zero, numbers in index form 218 random outcome experiments 4756 range of probabilities 4801 ranges circles 1945 cubic functions 1324 ordered pairs 16770 rates of change 40710 average 34951 constant 3434 identifying 3412 instantaneous 3535 polynomials 36973 variable 3478 rational functions, limits of 3934 rational number set 162 rational powers 2224 real number set 162 rearrangement of variables 45 reduced event space 497 reflection basic square root curve 181 exponential functions 227 hyperbola 176 truncus 1789 using matrices 326 relations and graphs 1635 types 1724 remainder theorem 11112 restriction of functions 188 rotation using matrices 3267 scalars, matrix multiplication by 31415 set notation definition 1612 sets of numbers 162 set theory and probability 478, 48790 short division, factorising polynomials using 11416 signed areas of definite integrals 4545 simulation methods 51314 simultaneous cubic and quadratic equations to find a polynomial model 1401 simultaneous equations, quadratic and linear pair 837
22
588
Index
simultaneous linear equations algebraic solution 1617 graphical solution 1516 solving using matrices 3213 sine complementary function 2701 graph 2727 singular matrices 320 square root function 1802 state matrices 502 alternative forms 5056 stationary points, graphs containing 41216 straight lines, finding equation of 1819 subjective probability 475 substitution of variable values 56, 16 sum of cubes formula, factorising 11718 symmetry in solving trigonometric equations 283 of unit circle 2658 tangent of angle 269 graph of 2802 as line gradient 9 tangents and normals 4025 technology for modelling 136 terminals of definite integrals 453 theorems on limits 3912 Total Probability, Law of 500, 5534
transformations of points or curves using matrices 3257 of power functions 1767 transition matrices 5014 transitive matrix (T) 502 translation basic square root curve 181 exponential functions 228 hyperbola 177 truncus 179 using matrices 3257 trapezoidal method of area approximation 4468 tree diagrams 4834 trigonometric equations, solving 2837 trigonometric functions, applications 28890 trigonometric ratios exact values 25961 revision 2556 in the unit circle 2589 truncuses 17880 turning point coordinates of quadratic function, finding 71 turning point form cubic functions 12830 quadratic functions 668
unit circle 25861 symmetry of 2658 upper rectangle method of area approximation 446 value of a polynomial 40 variable rates of change 3478 variables continuous 164, 165 dependent and independent 163 rearrangement in linear equations 45 velocitytime graphs in relation to positiontime graphs 3656 Venn diagrams and probability 48990, 4923 vertical line test for functions 1734 Werisie River problem a model 4523 4445
x as subject of polynomial equations 11819 x-intercepts of quadratic function, finding y-intercept of quadratic function, finding Zilch game 47980
70 70
Index
589

Mathematical Methods CAS - Maths Quest 11

Загружено:

Сведения о документе

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Mathematical Methods CAS - Maths Quest 11

Загружено:

Авторское право:

Доступные форматы

VCE M AT HEM AT I CS U N I T S 1 & 2

3RD EDIT ION

MATHS QUEST 11 Mathematical Methods CAS

2K Using technology to solve quadratic equations

Exercise 2K 82 2L Simultaneous quadratic and linear equations Exercise 2L 87

1A Solving linear equations and inequations

Cubic and quartic functions

Summary 27 Chapter review 28 ICT activities 34 Answers 35

Relations, functions and transformations

161 Exercise 4A 162 4B Relations and graphs Exercise 4B 165

4C Domain and range 4D 4E

Exponential and logarithmic functions

7A Addition and subtraction of

6A Trigonometric ratio revision

8I Rates of change of polynomials

11B Calculating probabilities 11C 11D 11E

11F 11G 11H 11I

9B Limits of discontinuous, rational and hybrid

12A The addition and multiplication principles

12D 12E 12F 12G 12H

Based on Chapters 112

Cumulative exam practice

11A Introduction to experimental probability

Student website eBookpLUS

teacher website eGuidepLUS

Using the JacarandaPLUS website

Using eBookPLUS references

Solving linear equations and inequations

Solve the following linear equations. 3x 2 4x +5=1 a 7x 4 = 17 b c 2 1 = 6 5 4

a 1 Write the equation.

Add 4 to both sides. Divide both sides by 7.

b 1 Write the equation.

Subtract 5 from both sides.

Multiply both sides by 4. Add 2 to both sides. Divide both sides by 3.

c 1 Write the equation.

a 1 Write the equation.

b 1 Write the equation.

9 x + 3 13 x + 7 = 2 3 LCD = 6 3(9 x + 3) 2(13 x + 7) = 6 6 3(9 x + 3) = 2(13 x + 7) 27 x + 9 = 26 x + 14 27 x 26 x = 14 9 x=5 3 x 9( x + 7) = +1 4 10 LCD = 20

c 1 Write the equation.

Find the lowest common denominator for all three terms.

Maths Quest 11 Mathematical Methods CAS

5(3 x ) 2 9( x + 7) 20 = + 20 20 20 5(3 x) = 18(x + 7) + 20 15 5x = 18x + 126 + 20 15 126 20 = 18 x + 5 x

Simplify and solve.

Solve the following linear inequations. a 6x 7 3x + 5 b 3m + 5 < 7

a 1 Write the inequations.

b 1 Write the inequations.

Solving linear equations and inequations

1 We1 Solve the following linear equations. a 3x 19 = 13 b 4x + 25 = 7

diGital doC doc-9696 equation solvers

Solve the following linear inequations. 11 3 x b 6 a 15 6x 2 7

rearrangement and substitution

a 1 Write the equation.

b 1 Write the equation.

c 1 Write the equation.

Maths Quest 11 Mathematical Methods CAS

a i 1 Write the equation.

ii 1 Replace C with 21. Note that 9C means 9 C.

9 21 + 32 5 189 + 32 F= 5 F = 37.8 + 32 F= F = 69.8 so 21C = 69.8 F

r = 2.52 cm, correct to 2 decimal places

Chapter 1 Linear functions

a 1 Write the given equation and then make v the subject

by finding the square root of both sides.

v = u 2 + 2as = 162 + 2 2 36 = 256 + 144 = 400 = 20 The final velocity is 20 m/s.

Substitute u = 15, a = 2 and s = 36. Simplify and evaluate v.