2" Edition ADDITIONAL 360 Yan Kow Cheong * Eric Chng Boon Keat * David Khor Nyak Hiong Consultant: Dr Toh Tin Lam Marshall Cavendish UA) eccation (oo Avains 60_oLA Premed + ® anone 2s16m(paMetns 260_VoLA Prewms.nad 2 ® | ie | | © 2013 Marshall Cavendish Intemational (Singapore) Private Limited © 2014, 2020 Marshall Cavendish Education Pte Ltd Published by Marshall Cavendish Education Times Centr, 1 New Industil Road, Singapore 536196 Customer Service Hotline: (65) 6213 9444 Email tmesalescomceducation com Website: wivnmceducationcom Fist published 2013, Second edition 2020 Allright reserved, No part of this publication may be reproduced, stored in aretrival system transmitted, in any form or by any means, electronic, mechanical, photocopying, recording 0 otherwise, without the prior permission of the capyright ownes. ‘Any requests for permission should be addressed to the Publishes. ‘Marshall Cavendish isa registered trademark of Times Publishing Limited. ISBN 978-98 7-4825-16-0 Printed in MalaysiaACKNOWLEDGEMENTS The publisher would like to thank the following for granting permission to reproduce the copyrighted materials below: Front cover, back cover and title page into infinity geometry, abstract geometrical concentric swirl background, sea shell ike structures, fractal swirl background, concentric wrapping geometry, stock illustration, © GarryKillian / iStock.com Chapter 1 P. 1, slingshot wood, ID 31004181 © Cunaplus / Dreamstime.com p. 14, a fireboat putting out a shoreline fire, © Katherine Welles / Shutterstock com P- 15, Georgetown Bridge, landmark, highway, ID 31025832 © Mocut Dogan / Dreamatime.com P. 15, twist and turns of a modern steel roller coaster, © Aneese / Shutterstock.com Chapter 2 P. 27, Grugliaceo, Italy - June 30 2014: car production line with unfinished cars in # row at Mazerati factory, © MikeDotta / Shutterstock.com Chapter 3 Pp. 50, Parthenon temple, Acropolis in Athens, Greece, Hellenic, column, ID 88639249 © Kurylo54 / Dreamstime.com Chapter 4 p. 66, a roller coaster ride amusement park in Vienna, ID 26377538 © Kewuwu / Dreamstime.com Chapter 5 p. 95, human pathogenic virus and bacterias under microscope, viral dis, ID 109595847 © Maksym Yemelyanov / Dreamstime.com Chapter 6 p. 136, soccer football players compete at the stadium, two footballers running and kicking soccer ball, football match background, ID 134928734 © Matimix / Dreametime.com Chapter 7 p. 156, supermarket, ID 70041843 © Adisa / Dreamstime.com Chapter 8 Pp. 192, circular concrete pipe for the construction, ID 107644641 © Sutiponmm / Dreametime.com P. 209, archaeologist girl aligns the wall and bottom of the excavation with a spatula, ID 112908576 © Krugloff / Dreamstime.com Chapter 9 P. 212, planets of the solar system, ID 45874976 © Christos Georghiou / Dreamstime.com Pp. 224, thermometer meacures the temperature of the water, ID 28144244 © Deyangeorgiev / Dreamstime.com P. 226, tow boat on the Florida waterways, ID 40735886 © Ivan Cholakov / Dreamstime.com P. 232, radioactivity meter, ID 19029876 © Bolygomaki / Dreamstime.com Chapter 10 P. 234, tidal harbour with sailboats and mooring posts at low tide, ID 89405425 © Harald Schmiclt / Dreamstime.com P. 269, detail view of clock pendulum, ID 8102612 © Kirill Volkov / Dreamstime.com ‘omanams 360_VoLA Pretms.inoa 3ABOUT maths 360 The books are specially designed for students offering O and NiAP-level Additional Mathematics syllabuses from the Ministry of Education, Singapore. Written based on the belief that understanding mathematics goes beyond facts and procedural proficiency, the books engage students in various tasks and learning experiences to build new knowledge, promote reasoning and problem solving, and thus allowing students to see the mathematical connections of ideas and make sense of their learning. The chapters have been organised into three strands — Algebra, Geometry and Trigonometry, and Calculus. The strands are indicated by the different colours of the chapter openers and chapter tabs. Chapters, sections and questions excluded from the Normal (Academic) Additional Mathematics syllabus are marked with a QZ. Key Features Chapter Opener Emphasises the epplications and relevance of mathematics to our everyday lives, and serves as a lead:in to the topic. Yet Will eae S03 $$ aaa Allows students to be aware of what they will encounter in each section. Activity Provides rich learning experiences and allows students to explore, investigate and communicate what they have discovered. Example Illustrates the application of concepts as well as the procedural steps to solve a problem. Try Provides opportunities for students to assess their understanding immediately. Exercise Reinforces concepis and leads students to achieve mastery as they progress through the graded questions. (boAvne960_VOLA Fretmanat 4 ® anone 251 FM‘omaans 360_VoLAPretms.inaa 5 Provides students with more challenging real-world problems or problems involving cer concepts It also provides coding opportunites for students (2) Provides concise points to help students consolidate what they have learned. Invites students to reflect on their leaming and develop awareness in their processes through written communication. Allows students to consolidate and assess their learning, In addition, the textbook contains these side features: Think Deeper Enhances conceptual understanding and mathematical thinking through probing questions. Mate {7 Connection Links concepts from different chapters/ sections, presenting mathematics as a coherent and connected body of knowledge. Tate Note Contains helpful pointers or tips and helps clarify possible misconceptions. Did You Know? Includes history of mathematics, information about real-life applications and other useful mathematical facts, allowing for greater appreciation of mathematics. Contains questions oF statements that allow for the monitoring of thinking and self-regulation of learningThe fight of a bell launc be modelled by a quad aa qeMaximum and Minimum Values You Will Learn To a. ‘* Find the maximum or minimum value of a quadratic function using the method of completing the square Notation f(x) na Cartesian plane, the relationship between the variables x and y can be represented graphically. We have graphed some relations previously in linear equations of the form y= mx + ¢ and quadratic equations of the form y = ax’ + bx + c. Observe that the graph of y = mx +c is a straight line and the graph of y = ax’ + bx + cis a curve. straight line curve In both relationships, each input x has exactly one output y Think We call this kind of relationship a function. Deeperd We use the notation y = f(x) to mean that y is @ function of.x. Can two different inputs, For a quadratic function of x, we may write f(x) =ar’ + bx +c, JING Ee same output for a Similarly, we may write a linear function of x as f(x) = mx + c. We can find a value of I(x) by substituting a value of x into the algebraic expression representing the function. For example, the value of f(x) = x + | when x = -2 is given by f(-2)=-2+1=-1 If. x= 0, the function f(x) = x + I can take on the values at, 5.1, 10 and so on. We can represent all possible real values of f(x) for x > 0 using a single inequality f(x) > 1.(Quadratic Functions Example 1 Try 1 2x? — 4, find Given f(x) = 2° + 4, find fH, all possible real values of 09. Solution Answers (@) (@) =20-4=-4 iene Given f(x) = (i) its value when x = 0, (ii) all possible real values of f(x). (ii) Since x* > 0, 2x7 = 0 for all real values of x and so 245-4, Hence f(x) = -4. For the function q(x) = ~2y" - 4, Mow do \ Find all possible veal values of a(x)? Completed Square Form For the function f(x) = x — 4, we can tell that f(x) = —4 by inspection, because x° = 0 for all real values of x. We can then deduce that the minimum value of f(x) is —4. What about f(x) = .x° + 6x — 42 How do we find all possible real values of this function? Furthermore, can we deduce whether this function yields a maximum or minimum value? To find all possible real values of f(x) = x” + 6x — 4, we first use the method of completing the square to express the function in the form (x — hy’ + k, where hand k are constants. Example 2. Try 2 Express f(x) = x7 + 6x —4 in the form (x — h)’ + k, where Given fla) = x° + 3x -6, find hand k are constants. Hence find @ a penibt Foal Values of (i) all possible real values of f(a), (a tha mininuin vameron, the minimum value of fa), the value of x at which the value of x at which the minimum value of f(x) occurs. the minimum value of f(x) occurs. Answers ) fo) 2-2 a 3 “iy 3+ 6x —4 The form x” + bx, where b = 6 > 0. (b a+ 6r4 (sy -(8) =4 Add and subtract 2 Use the first three terms to form a perfect square. 13 = —13 for all real values of x. (i) Since (x + 3) > 0, («+3 Hence f(x) > -13. (ii) The minimum value of f(2) is ~13. (iil) The minimum value of f(x) occurs when (x + 3° a+3=0 xa3 When the coefficient of x° is not equal to 1, we need to factorise the quadratic term and the linear term before we apply the method of completing the square. Example 3 Try 3 Express each of the following functions in the form Express each of the following a(x — hy’ + k, where a, h and k are constants, and a # 0. functions in completed Hence find the minimum or maximum value of f(x). Justi square form, Hence find the maximum or minimum value of your answers. (2). Justify your answers. (a) fo (a) f(s) = 2 -3x-1 (b) fo (b) fa) =-32 + 4r-2 ‘ Answers Solution ta te =2( 0-3) a) fx) = 2/3) - 2, (a) 6x42 ya2x-7g) - ee = 3(x7 —2x) +2 Take out the coefficient of x° to get x7 + by minimum —12 within the brackets, where b = 2>0 ey . . (oy (b) f() =-3| x— 238 -2e+ I= 17)+2 Add and subtract (4) . 3 =3(- 17-342 Use the fist three terms within the brackets to form a perfect square. =3@-1F-1 Since (x - 17° = 0, 3( = 1)° = 1 = =-1 for all real values of x. Hence f(x) has the minimum value —1. bx+e fax) =a has the minimum value when a > 0.Quadkatic Functions 5) (b) ) +3 Take out the coefficient of x? to get x? + bx within the brackets, where b = 3 > 0. >43,4(3) _(3 at «+(3) -(3 > +243. Use the first three terms within the +3. Add and subtract ( 8 brackets to form a perfect square. 33 38 y 3y Reverse the sign wh pice 7 feverse the sign when ) =0, -o{x+3) <0 multiplying by @ negative Note 2 number. alea3) , BB f@) = ax’ + bx +e -a(x+3) Ig ae has the maximum value when a <0, Hence f(x) has the maximum value 23. ow do U check that the two forms ave equivalent? CQ ay 33 For exampie, is -2(x+ 3) +2 equivalent to aay - 34437 From Example 3, we see how a quadratic function in general form ax’ + bx + ¢ can be transformed to completed square form a(x — h)" + k. Activity 1A Use the method of completing the square to transform the quadratic function f(x) = ax? + bx + ¢ to the form a(x — h)* + k. a = 2 =Aac (Show that h = —3> and k= -". [Derive the quadratic formula) i) Hence derive the quadratic formula x = for f(x) = 0.6 lensed Example 4 Show that x* Solution v+6=P-2n+ P- P46 =(r-1P +5 Since (x - 1) = 0, @@- 1)* Exercise Gm 2x + 6 = 5 for all real values of x. 5 = 5 for all real values of x lence x° — 2x + 6 = 5 for all real values of x He ?_ 2x + 6 = 5 for all real values of Try 4 ‘Show that -x* ~ 4x — 10 is negative for all real values of x. Neely Expressing in the form a(x — h)’ + k helps you find all the possible real values that the function can take on. Given f(a) = 2x° + 1, find f) 1), (i) (2), (ii) all possible real values of f(x), Express each of the following in the form a(x — hy +k. (a) x7 + 12x (b) x= 4x41 (9) 30 +3x-2 (d) 3x°-6x +2 (e) 3x + 6x- () = 441 (g) -4o 3045 (h) -2° + Sx +3 State the minimum or maximum value of f(a) and the corresponding value Explain why (x + 3)? + 1 is positive for all real values of x. (BD Find the minimum or maximum value of fi@) and the corresponding value of x. (a) f(x) = 2x7 —4x—5 (b) f() 2x +3 (Q) f@) =2-3x4 3% (d) 0) =3x+ 4-2" [BD siven fcx) = x° - 28 + 3, show that f(3) > 2 forall real values of x Show that 4a —.x° — 7 is always negative. pS Explain why 4x? — 12x 1 10 is positive for all real values of x. i) Solve 31° — 10x — 8 = 0 using the following methods. ¢ — Factorisation * Completing the square © Quadratic formula Compare the three methods and write down the reason(s) for your preferred methodQuadkatic Functions 7 Graphical Representation of ' Quadratic Functions You Will Learn To * Use the discriminant to determine the number of »-intercepts of quadratic graphs ‘+ Use the discriminant to determine whether ax" + bx + c is always positive or (always) negative he graph of a quadratic function changes direction at a point called the ‘turning point or the vertex of the graph. The general form ax’ + bx + ¢ is not very useful in sketching quadratic graphs, as it does not show features like intercepts and turning points. As such, we would convert quadratic functions from the general form to either the factorised form or the completed square form. * The factorised form a(x — p)(x— 4), where p and q are the x-intercepts * The completed square form a(x — hy + k, where (it, &) are the coordinates of the tuming point Do the following activity to explore the graphs of quadratic functions in various forms. Activity 1B oars ote of gioco tecionin telomere y= atx = pq) and y= ate = hy +k] atthe +e, Use a graphing software to draw the graphs of quadratic functions in various forms and observe their shapes. ( (@) Display on the same screen some graphs of quadratic functions of the form y= ax’ + bx +c, where a> 0, What do the shapes look like? (b) Display on the same screen some graphs of quadratic functions of the form y= ax’ + br +c, where a <0, What do the shapes look like? (ii) Draw graphs of quadratic functions of the form y = a(x — p)(x ~ q). (a) How does the sign of a affect the shape of the graphs? {b) At which points does each of the graphs intersect the x-axis? How are these points related to p and q? (@) If the line of symmetry has the equation x = h, how is h related to p and q? (iil) Draw graphs of quadratic functions of the form y = a(x — hy? + k. (a) How does the sign of a affect the shape of the graphs? (b) What are the coordinates of the turning point for each graph plotted? How do you determine whether a turning point is a maximum or minimum point? What conclusion can you make? () What is the equation of the line of symmetry for each graph plotted? What conclusion can you make?From the activity, we have the following results. The coefficient, a, of x* determines the shape of a quadratic graph and the nature of the turning point. maximum point + bet c.a<0 yaar +br+e,a>0 ‘minimum point The factorised form gives the x-intercepts p and q and enables us to find the line of symmetry. y=aK-pA-.a>0 A yaate—pya—q),a<0 +4 2 (line of symmetry) x= 224 (line of symmevy) The completed square form gives the coordinates of the turning point and enables us to find the line of symmetry. (line of symmetry) ace hy +k a0 yrar—hF +ka eu fe Comnection ols We will use the ‘The curve intersects the ani at Reaaorahe 2 points between the discriminant ao) and the nature n<0 f ales ei Choprer 2. (repeated) roots “The ourve intersects the avai at 1 point (or touches the sans). a>0 ‘The eurve does not intersect the axis In particular, when the value of the discriminant is less than 0, the graph of y=ar + bx +c is entirely * above the x-axis when a> 0, * below the x-axis when a <0. Hence we have the following results. Discriminant <0 and a>0 = y Discriminant < 0 and a<0 = y Take Note‘ © isa logic symbol. A> B means A and B are equivalent. ax’ + bx + c> 0 for all real values of x. ix + bx + ¢ <0 for all real values of x. Example 7 Use the discriminant to determine the number of x-intercepts for the graph of each given quadratic function. (b) y=@-37 41 fa) y= 4 Gr49 Solution (a) Discriminant = 6° - 4(1)(9) = 0 Hence the graph of y (b) y=Q@-xf +1 =x-4r45 Discriminant = (-4y° — 415) Hence the graph of y x + 6x +9 has one x-intercept. the number of xintercepts for the graph of ‘each given quadratic function. -4<0 1 has no a-intercepts.. Example 8 Find the non-zero values of p for which the graph of y = px ~ 2x + p touches the x-axis, Try 8 Find the values of p for which the graph of y= 3x + 12 — px meets the x-axis at one point fei only. Solution imeem As the graph touches the x-axis, there is one x-intercept 2 only. Discriminant = 0 (2)? = 4@\p) = 0 4-4p* P Example 9 Try 9 Explain why the graph of y = 27 + (1 — p)x — p intersects Explain why the graph of the x-axis. 2x+2~>p, where p> |, intersects the x-axis at : two points. Solution Discriminant = (1 = py = 4(1)-p) Think 1-2p + p'+4p Deeper. p+2pel 5 “ =(p+ 1 ow many points of intersection = are there between the graph of Hence the graph intersects the x-axis. yore (l- ~p)x—p and the x-axis? Example 10 Try 10 (a) Show that the graph of = 2kx + (P+ 1) is entirely | (a) Show that the graph of above the x-axis. 25 ee (E+ 1) (b) Show that ~2x7 + 4kx — 2K — 1 is negative for all real Ties completely below the values of x. sane : (b) Show that 5x + ke +A? + 1 Solution is always positive. Since the discriminant is negative and the coefficient is positive, the graph is entirely above the x-axis. (b) (4ky — 6k 8 A228 - 16K — Discriminant of 2 Tow can | also use the meth of completing the square to prove the statements? Since the discriminant is negative and the coefficient of x*is negative, -2x° + dkx — of x. 2k — 1 is negative for all real valuesQuadkatic Functions 13 ae) 1.2 | For each of the following, (i) state the coordinates of the turning point, (ii) find the axial intercepts (if any). (a) 2+ 2P-8 (b) y=-3@r-2)° +3 ©)» (d) (e) y 0) 1 gat ly 4x + 27 4+ 9 For each of the following, {i) state the x-intercepts, {ii) find the coordinates of the turning point. {a) ) (b) () (a) (e) ( 2r— er + 2) =-3@r- )Gx-2) (x + 2)(2x—3) (x — 4) 2x 5) 2(2x + 5)(3 — x) 28x ~ 4 For what value(s) or range of values of k does y = -3x° — 2x + k have (no xintercepts, (ii) one x-intercept, (ii) two x-intercepts? Is it true that y = 2x" + bx + ¢ has the same number of -intercepts as y = 2x? — bx + c? Justify your answer. Given that y = ax’ + bx + c has two x-intercepts, show that ac < i : (Find the coordinates of the turning point and the equation of the line of symmetry on the graph of y=2+2x-1, {ii) Find the exact values of x for which 2° + 2r-1=0. (i) Find the intercepts and the coordinates of the turning point on the graph of y 4x43. (ii) Explain why ~2 + 4x = -3 has two distinct real roots. |) Find the value(s) or range of values of p for which the graph of (a) y= px — 6x + p touches the x-axis, (b) y =3x° + 2x—p intersects the axis at two distinct points, (c)_ y= 20° + 3x + 2p intersects the x-axis, (d)_y = px’ — x4 does not intersect the x-axis. Find the range of values of k for which fa) the graph of y=x° + 2x4 k41 lies completely above the x-axis, (b) -x° + 4x + kis always negative. Find the range of values of k for which (a) 2x° + 2x + kis always positive, (b) 30° + Gr + k— Lis always negative, (ce) the graph of y = 2x7 + x — 2k lies entirely above the x-axis. Find the range of values of ¢ for which y=3x —2r+¢~1 intersects the x-axis, Explain why the graph of y=20 +4v—k+ 1 has no x-intercepts when k= -5. (i) Prove that 2x° + 2x > —4 for all real values of x. (ii) Hence explain why the graph of y=2r'+ 2x4 4has no x-intercepts.. Find the range of values of p for which (a) Find the range of values of m for the graph of which x° — 10x + 4—m > 0 for all (@) y= (+ DQr-1)-@-2) real values of x. intersects the x-axis at two (b) Find the range of values of k distinct points, for which (b) y= plx + 1-3) -x + 4p +2 ax + tke — A(k— 1k + 2) <0 does not intersect the x-axis. for all real values of x. Find the least value of k for which the graph of y= 2" - kr + P-GB +x) intersects the x-axis. Applications of 1 Quadratic Functions You Will Learn To + Use quadratic functions as models Qoi2it2s fortis canbe used to model a wide ranged Yeu of practical problems. We can form relationships now? between quantities with quadratic equations and use * quadratic graphs to represent the trajectory of objects, Transport engineers use hysics phenomena or parabolic structures. Parabolic curves for design Bhyris Pl eS of railway tracks and roads. Let us look at some examples of quadratic functions. The trajectory of water sprayed onto the sea can be modelled by a quadratic function.Quadkatic Functions 15 Parabolic arches support the bridge such that the weight of the deck is evenly distributed on the columns. Did You Know? A parabola is a member of the family of conic sections. ell parabola This section of roller coaster is in the shape of a parabola, which gives riders a sensation of weightlessness as they descend. Example 11 Projectile Motion. A ball was launched from a slingshot. Its height, / m, above the ground is given by h = -2x° + 8x + 1, where x m is the horizontal distance from the slingshot. ()_ Find the height of the ball above the ground when it just left the slingshot. Find the greatest height of the ball after it was launched from the slingshot. (iil) If 2 toy is 3 m horizontally from the slingshot and 7 m above the ground, justify if the ball will hit the toy directly. Solution (2) When the ball ust left the slingshot, it was 0 m horizontally from the slingshot. Thus x = 0. When x = 0, h = -2(0)° + 8(0) + 1 The ball was I m above the ground when it just left the slingshot.The greatest height is 9 m. (2,9) is the maximum point on the graph of t= ~2x7 + 8x + 1. (iii) When x = 3, h = -2G - 2)°+9 The flight of the ball passes through (3, 7) and so the ball will hit the toy directly. Try 11 Projectile Motion. A projectile was launched from a catapult to smash a defence structure on a fort. Its height, hm, above the ground is given by = ~saax" + 2 distance from the catapult. * (). Find the height of the projectile when it just left the catapult. ii) Find the greatest height of the projectile after it was launched from the catapult. If the defence structure is 150 m horizontally from the catapult and 5 m above the ground, justify f the projectile will smash the structure. +3, where x m is the horizontal Answers: (i) 3 m (i No 7mi Example 12 Architectural Design. A curved arch that supports a bridge can be modelled by a quadratic function with its graph shown. In this model, x m is the horizontal distance from O and y m is the height of the arch above the surface of water. The arch is 120 m wide at its base and 50 m high in the middle. (i) Write a quadratic function in the form y = a(x — p)(x — g) to represent the arch. ii) A point on the arch is 10 m horizontally from O. What is the height of the arch above the surface of water at this point? (iii) Another point on the arch is 20 m vertically from the surface of water. What is the width of the arch at this point?Quadkatic Functions 17 Solution (i) Let the function representing the arch be y = ax(x — 120), where a is a constant. The arch is 120 m wide. When x = 60, y = 50. 50 = a(60)(60 — 120) 50 = 36000 The function representing the arch is y = -4 x(x — 120). When x= 10, y= =F; (OVO — 120) 5 = 152 Big The height of the arch is BS m. 4()(1440) 120 + 8640 2 13.524, 106.48 106.48 — 13.524 = 93.0 The width of the arch is 93.0 m. R Try 12 Architectural Design. The opening of a tunnel can be y modelled by a quadratic function with its graph shown. In this model, x m is the horizontal distance from one end of the tunnel and y m is the height of the tunnel. The tunnel is 10 m wide at its base and 5 m high in the middle. (i) Write a quadratic function in the form y = atx p)(r—9) to represent the opening of the tunnel. A point on the opening of the tunnel is 2m horizontally from one end. What is the height of the tunnel at this point? Another point on the opening of the tunnel is 7 4.2 m vertically from the base. What is the width iat of the tunnel at this point? L Answers: (i) y = —Lx(x— 10) (i) 3 m Gi) 4mExample 13 Architectural Design. An arched underpass has the shape of a parabola as shown. In the diagram, x m is the horizontal distance from one end of the arch and y m is the height of the arch. A one-way road passing under the arch is 6 m wide and the maximum height of the arch is $m. (i) Write a quadratic function in the form (x — hy’ + k to represent the arch. Find the height of the arch when its width is 4 m. Decide whether it is possible for a truck that is 4 m wide and 2.5 m tall to navigate through the underpass. Explain your answer. Solution (i) Let the function representing the arch be y = a(x —3)° +5, where a is a constant. The turning point of the quadratic graph is (3, 5). The graph passes through the origin (0, 0). ‘The function representing the arch is y = 26 3) ii) When x= 1, y= 3a —3)°+5 When the width of the arch is 4m, a value of xis (6-4)+2=1. The height of the arch is 2% m when its width is 4 m, Think Deeper, From part (i), the maximum possible height for a vehicle Scns ties hound "1 Would you set 22m as of width 4 m to navigate through the underpass is 25M. h5 maximum height that a Vehicle can navigate safely through the underpass? through the underpass. Explain. Since 2.5 m <2 m, its possible for the truck to navigateQuadkatic Functions 19) Try 13 Architectural Design. An arched underpass has the shape of a parabola as shown. In the diagram, « m is the horizontal distance from one end of the arch and y m is the height of the arch. A river passing under the arch is 3 m wide, and the maximum height of the arch is 2 m. (i) Write @ quadratic function in the form y represent the arch. Find the height of the arch when its width is | m. ) Decide whether it is possible for a boat that is I m wide a(x hy + kto and 1.8 m tall to navigate through the underpass. Explain 0) = your answer. Answers: (i) =—8/ x -3) +2 12m YEgEg 5 Car manufacturers use quadratic functions to determine Did You what types of brakes and tyres are needed to stop cars Know? moving at various speeds. During the investigation of car accidents, police used Let us investigate how a quadratic function can be used to isimicineccie ttiek model such a situation. hoses ctiercars one the car collisions occurred. Activity 1D Investigate how a quadratic function can be @ model to a sat of experimental data] Engineering. The table shows the approximate rapid braking distances, d m, ina testing workshop for different speeds, v knv/h, of a car. vckmh) | 20 | 30 | 40 | 30 | 60 | 70 | 80 | 9 | 100 am) | 10 | 15 | 20 | 35 | a5 | oo | 75 | 95 | no () Use a graphing software to draw a scatter plot of the data with v as the horizontal axis and d as the vertical axis. Why is a quadratic function suitable to model these data values? Discuss. (ii) Display on the same screen a curve of best fit for the given data. (iii) The data can be modelled by d = av” + bv + ¢, where a, b and ¢ are constants. Find this function. (iv) Use the function obtained in part (i {a) estimate the braking distance for a speed of 65 km/h, {b) find the speed of the car for a braking distance of 70 m (v) State two factors that may affect the braking distance besides the speed of the car.{1} Architectural Design. A section of cable is suspended between two towers of a bridge. The height, y m, of the cable above the roadway is given chee, epee by y= Za5p (300)? + 10, where xm is the horizontal distance from tower P. (i) Find the height of each tower above the roadway. (ii) Find the distance between the two, towers. (iii) A car on the road is 20 m beneath the cable. How far from tower P could the car be? Roller Coaster Engineering. The height, y m, of a rider above the ground in a section of roller coaster ride is given by y = + where x m is the rider's horizontal distance from the start of the ride, (i) Express the function in the form a(x — hy + ke ind the rider’s minimum height above the ground. (iil) If the rider is 8 m above the ground after the ride starts, find the rider's horizontal distance from the start of the ride. 2+ 8, di) Projectile Motion. Two shells are fired from a battleship at two enemy frigates. Their flights can be represented on a Cartesian plane as shown. (i ieee The vertical height, y m, of the first shell from the gun on the battleship is given by y= Hy x? + 5x, where x m is the horizontal distance travelled Assume this shell hits the enemy frigate. (i) How far is the enemy frigate from the battleship? (ii) What is the maximum vertical height that the shell can reach? The vertical height of the second shell is given by y= = (x 1500) + 450, (ili) If the second enemy frigate is 3 km from the battleship, justify whether the second shell will hit it. Architectural Design. A section of curved cable that hangs between two towers of a suspension bridge can be modelled by a quadratic function with its graph shown.In the model, x m is the horizontal distance from the left tower and y m is the height of the cable above the road. The cable touches the surface of the road halfway between the two towers, which are 20 m above the roadway and 120 m apart. (i) Find a quadratic function to model this situation. (ii) Find the height of the cable above the roadway at a point that is 20 m away from the left tower. Architectural Design. A section of curved cable of a suspension bridge can be modelled by a quadratic function with its graph shown. In the model, x m is the horizontal distance and y m is the height of the cable above the bridge. Vertical supporting wires are spread out in equal intervals of 1 m apart hanging from the cable. The longest length of these wires is 40 m and the shortest length of these wires is 10 m. The two longest wires are 200 m apart. () Find a quadratic function in the form y= ax —h)’ + k to model this situation. (ii) Find the length of the vertical supporting wire that is 30 m horizontally from the origin. Quadkatic Functions 21 Pp Architectural Design. Suppose the cross section of a skateboard ramp is parabolic in shape and can be represented by y = (.25x° — x + 2, where x m is the horizontal distance and y m is the height of the ramp above the ground. i) Find the y-intercept and the coordinates of the turning point on the graph of y against x. (ii) Find the maximum depth of the ramp. i) For safety reasons, the maximum height of the ramp above the ground is limited to 2 m. Find the maximum possible width of the curved part of the ramp. Bp Projectile Motion. The height, y m, of a shot above the ground after it has been thrown is given by yangate pare 2, where xm is the horizontal distance travelled. (i) Express the function in the form yeax—hy +k. ind the intercepts and the coordinates of the turing point on the graph of y against x. (iii) Find the maximum height that the shot can reach. (iv) Find the horizontal distance that the shot has travelled before it lands. ii)bese Projectile Motion. A soccer ball is kicked from the ground. The height, fim, of the ball above the ground at time f seconds is given by h=8t-4¢. (i) Express the function in the form h= a(t ~ p)(t-q). (ii) Find the intercepts and the coordinates of the turning point ‘on the graph of # against r. (iii) Find the maximum height that the ball can reach. (iv) Find the time it takes for the ball to return to the ground. (v) A player whose height is 1.8 a wishes to head the ball as it is falling. Find the earliest time he can do so with his feet on the ground. A wire that is 40 cm long is bent into the shape of a rectangle whose width isxem. (i) Find an expression, in terms of xx, for the area, A cm*, of the rectangle. (ii) Find the x-intercepts on the graph of A against (iii) Find the maximum area that can be formed. (iv) Show that this maximum area is only possible if the shape formed is a square. [FD Projectile Motion. The height, y m, of a baseball above the ground x seconds after it has been hit is given by y= Sx" + 20x + c, where ¢ is a constant. (Use the discriminant to find the range of values of c if the baseball did not reach a height of 50 m. (ii) If = 20, express y in the form y=a(x—h) + k Hence find the coordinates of the maximum point. Relate the answer in part (i) to the answer in part [BBD Projectile motion. The following functions model the paths of three water jets. Water jet Water jet B: y= 0.20 + 18 Water jet C: y= 0.08" + 24 Which water jet will (send water the farthest, (ii) send water the highest, (ii) produce the narrowest path? Explain. Water jet D can be modelled by y= O57 + 2x + k, where kis a constant and all distances are measured in metres. (iv) Find the range of values of k if this water jet will send water to a maximum height of at least 10 m.Quadkatic Functions 23 @ In mathematics, a zero of a function f(x) is a value of x such that f(x) = 0. Did You Know? In mathematics, this algorithm is known as Fixed Point Iteration. Search on the Internet to The following algorithm can be used to obtain approximate roots of f(x) = 0. Step 1: Write f(x) = 0 in the form x = g(x), where g(x) is a function of x. find out more applications of this algorithm, For example, 2x° + 3x — ade + where g(x) = 2 3 3 Step 2: Let x,,= 2 —3, where x; is an input value of x and 2, is the next input value |p of x after s Step 3: Choose an input value, x, as the initial approximation of x. Step 4: Substitute x, into the formula in Step 2 to obtain the next approximation of x. Repeat the process of substitution to obtain successive approximations until Xj, = 4, correct to 2 decimal places. For example, by choosing x, = —1, 2 ST, — Since x,=x, correct to 2 decimal places, equation. 35 is an approximate root of the Using the above algorithm, write a computer program that can be used to find the approximate values of the zeros of a quadratic function.Maximum and minimum values Any quadratic function in general form ax” + bx + ¢ can be transformed to completed square form a(x — poo {ine of symmety) j0h.b maximum point oleh +k a0 yea iy +k <0 Yi... minimum point x= (line of symmetry) Discriminant, roots and x-intercepts Discriminant | Nature of roots of | Number of Graph of @=dac) | ak +bx+e seinteroepts distinct roots ax’ + byte The curve intersects the x-axis al 2 points, a>0 a<0 2 real and equal (repeated) roots The curve intersects the: x-axis al 1 point (or touches the x-axis), eof <0 Nora ets 0 MV Phe curve does not intersect the x-axis. When discriminant <0 and a>O< y When discriminant <0 anda <0 y ax’ + bx + ¢ > 0 for all real values of x. + bx + ¢ <0 for all real values of x.Quadkatic Functions 25 a Ri] Automobile Engineering. A car travels down a straight section of a test track. The distance, d m, it takes for the car to stop completely when a red light flashes can be modelled by 2 quadratic function of v, where v km/h is the speed of the car. Itis given that the car will stop in 20 m if it travels at 40 km/h, and it will stop in 42 m if it travels at 60 km/h. Why is a quadratic function a suitable model for this case? Discuss with your classmates. Find a quadratic function to model the motion of the car in the given context. Write your answer in the form d= av" + by +c. Your classmates claim that poor braking systems would increase the value of a, and slippery track surface would increase the value of c. Comment on their statements. Are they correct? Why or why not? Revision Exercise SetA 1 Physics. The amount of deflection, A3_ The equation of a curve is d mm, of a plastic rod supported at yax +2r+8—p, where pis both ends under a load in the middle is a constant. given by d = 0,002m? + 0.02m + 0.005, (i) Find the range of values of p for where m g is the mass of the load which the curve lies completely (i) Find the deflection when a load of above the x-axis. 200 g is added. {ii)_In the case where p = 2, find the (ii) Explain if this model is suitable for coordinates of the turning point a load of 100 kg. and the y-intercept on the graph of y=x7+ pr + 8—p. A2 Accurve has the equation y=-On +4 +3. AA (i) Given that ax* — 4x - c is always (Show that the lowest point on the positive, what conditions must curve has coordinates (1, 5). apply to the constants a and c? (ii) Find the x-coordinates of the (ii) Give a pair of values of a and ¢ points at which the curve intersects that satisfy the conditions found in the x-axis. part (i).bese AS Roller Coaster Engineering. A section of roller coaster track is parabolic in shape. The height, /r m, of the first capsule above the ground at time t seconds is given by h = rf — 12 + 40. (@) Explain why this capsule cannot reach a height of 2 m. (ii) Find the time taken for the capsule to reach the lowest point of this section of the ride. AG A set of experimental data is tabulated below. [(Hnmnns ml 1 [35 | 7 [ais a7 [as (i) Suggest a quadratic function to model the relationship between x and y. Explain how you found the function (ii) Deduce the range of values of x for which y <0. Set B B1 (i) Express y = 2x” — 10x + min the form a(x — hy + k. (i) If the minimum value of y is 42, find the value of m. (iil) Find the range of values of m for which y = 2x° — 10x + m has two distinct x-intercepts. B2 A quadratic curve has the equation y= ax’ —x +c, The curve passes through the points (-2, -3) and (1, 3). ()_ Find the value of a and of c. (ii) Find the coordinates of the turning point. Hence explain why the value of y can never exceed 8. Projectile Motion. A ball is thrown from the top of a building. The height, hm, of the ball above the ground at time t seconds is given by h=4t—-f +12. (i) Find the height of the ball 3 seconds later. ii) Find the maximum height that the ball can reach. (iil) Find the values of ¢ when h = 0. (iv) Interpret your answer from part in this context. Atectangle is x em long and y em wide. (i) Given that its perimeter is 16 cm, express y in terms of x. (ii) Express its area, A cm’, as a function of x. (iii) Find the coordinates of the turning point on the graph of A against x. Hence explain why the greatest area of the rectangle occurs when x Architectural Design. A cable in the shape of a parabola is suspended at the ends of a bridge. ©The minimum height of the cable above the roadway is 30 m. ‘+ The horizontal span of the bridge is 180 m. ©The cable starts at (0, 75) and ends at (180, 75) when its shape is drawn on a Cartesian plane. Suggest a quadratic function to model this situation, assuming that the x-axis is the roadway. Explain how you found the answer. (a) Find the smallest value of the integer a for which ax® + 4x +6 is positive for all real values of x. (b) Given that the graph of y =-Gx" + by —3 lies completely below the x-axis, show that Pon, ("Tiras ate ‘owendtn of rectangle be gem The perimeter is 4 cm more y= 4 — 0) een than 10 times its length. aasay = so . Mey 2 xt yeas wen ye My ace seb (D440 (9) OS 9) ¥= 4 st = 25-y —ay when y= 11 9¢ © =¥t-asytiseEquations and Inequalities 31 Substitute (2) into (1). UAL + 2) 4F + 21-600 =0 2P + 1-300 (Ql + 25y- 12) I= Since length cannot have a negative value, = 12. When / = 12, w = 4(12) + 2 = 50. The dimensions of the license plate are 50 cm by 12 cm. How dol check that th do \ check that the O-> answer is covvect? Give two methods of solving the simultaneous equations y = x - 4 and y =2x—4, Explain how you worked ; out the answers. | t iagram shows the curve + Land the line y= x. Solve the following simultaneous Sai equations. Find the coordinates of the points of intersection between the curves and the lines. (a) y=2x-S,4y (b) 1 - 2x, 277 © -y,¥tx+¥=51 (i) Explain why the equation 1 = x has no solutions. (ii) Draw on the same axes a line that is parallel to y = x and intersects the curve at two distinct points. State clearly the equation of the line drawn. (iii) Hence write down a quadratic equation that has two solutions in the form x° + 1 =x + &, where k is a constant. Find the values of x and y such that 20 + xy—y? = 4x - 2y = 26. Find the coordinates of the points of intersection between the curves and the lines. (a) xy + 20= 5x, x- (b) 2x-y=4, 2x7 es () 3x+y=L@t yasa It is given that the following pair of simultaneous equations has one solution. y= 2x + bx +c, where b,c>0 y=-4 (i) If the linear equation were replaced by y= —4 + d, where d > 0, how many solutions would the pair of simultaneous equations have? (ii) If the linear equation were replaced by y = -4—d, how many solutions would the pair of simultaneous equations have? i) Enclosure Design. A rectangular enclosure is made with 18 m of fencing on three sides as shown. If the area of wall the enclosure is 40 m’, calculate its possible dimensions. ym xm 11D) Estate Planning. 4 town council decides to set aside a rectangular piece of land for a community garden. The piece of land is x m long and y m wide. (i) Find the expressions, in terms of x and y, for the area and perimeter of the land. If its area is 216 m* and it is enclosed by 60 m of fencing, calculate the dimensions of the piece of land. [FO Ladder Problem. A ladder that is 5 m long is placed on a horizontal floor and is leaning against a vertical wall. The base of the ladder is x m from the wall and the top of the ladder is y m from the floor, (Form a non-linear equation in x and y. (ii) Solve your non-linear equation with the linear equation (iil) Explain why only one of the solutions is acceptable. A cylindrical wooden block with base radius r em and height # em has a total surface area of 32cm’. i) Show that 7° + hr = 16. Given that its height is 4 cm more than its base radius, find the value of rand of h. The curve 12x°— Sy =7 intersects the line 2p*x — Sy = 7 at the point (1, p). () Find the value of p. (ii) Find the coordinates of the other point of intersection. ye 2 +2 =5and245=5 5 xy 6 x 2 simultaneously for x and y. Solve A pair of simultaneous equations is given. sae4y¥ roxy Find x and y in terms of s and rif x>y>0. A pair of simultaneous equations is given. 2x + Gy = k, where k is a real number (x — 20)? + (Gy + 10)’ = 200 (i) If k= 10, find the exact solutions of the simultaneous equations. Gi) If k= 1, explain how you could tell that there are no solutions without actually solving the simultaneous equations. (iil) Find the values of k for which the simultaneous equations have one solution only. (iv) Explain why there cannot be more than two solutions for all values of k.Equations and Inequalities 33 Nature of Roots of a 1 Quadratic Equation You will Learn To * Use the discriminant to determine whether @ quadratic equation has (i distinct real roots, (i) repeated real roots or (ii) no real roots * Use the discriminant to determine whether a given line (i) intersects a given curve, (ii) is a tangent to a given curve or (iii) does not intersect a given curve equation ax” + bx + ¢=0 R= that the discriminant of the quadré is b? — dac, which is the expression inside the radical sign (_ ) in the aqueckatic formula x = =b+M6" = 4a 2a The discriminant is named as such, because it can ‘discriminate’ between the possible types of the solutions that the equation has—whether it has real (and distinct) roots, equal roots or no real roots. In Chapter 1, we learned the connections between the discriminant, the nature of roots of the quadratic equation ax’ + by + c = 0 and the number of x-intercepts of the quadratic function y = av’ + bx +c. We can now extend the concept of the nature of roots of the quadratic equation ax’ + bx + ¢ = 0 to the intersection between a curve and a straight line. Intersection Between a Curve and a Straight Line Recall that when we solve ax’ + bx + ¢ = 0, we are actually finding the number of points of intersection between * the quadratic graph of y = ax’ + hx + ¢ (the curve), and © the linear graph of y = 0) (the x-axis). By simply replacing the right side of the quadratic equation ax" + bx + ¢ = 0 with ‘mx + k, we can find the number of points of intersection between * the quadratic graph of y = ax” + bx + ¢ (the curve), and * the linear graph of y = mx + & (the line). ° + 6x + k and the line y= 2+ 1 Let us examine some cases where the curve y are drawn on the same axes. To determine the relationship between the two graphs, we need to equate the two given equations to obtain a new quadratic equation in x. Qe 0 V+ 6xt P+dre(k-1 The discriminant of the above equation is given by — 4k 1) = 16-4k 4 4 = 20-4k