SECTION 1 SOLVING QUADRATIC EQUATIONS p.

4
1.1 INTRODUCTION p.4
1.2 QUADRATIC EQUATIONS p.6
1.3 SOLVING QUADRATIC EQUATIONS p.7
1.3.1 SOLVING QUADRATIC EQUATIONS BY FACTORISATION p.7
1.3.2 SOLVING QUADRATIC EQUATIONS BY MAKING USE OF p.9
FORMULA
1.3.3 SOLVING QUADRATIC EQUATIONS BY COMPLETING p.13
THE SQUARE
SECTION 2 GRAPHING QUADRATIC EQUATIONS p.18
2.1 SKETCH THE GRAPHS OF QUADRATIC EQUATIONS USING A p.18
TABLE
2.2 SKETCH QUADRATIC EQUATIONS BY MAKING USE OF p.20
FORMULAS
2.3 SKETCH QUADRATIC EQUATIONS BY MAKING USE OF p.27
COMPLETING THE SQUARE

Unit 6 -2 Functions
SECTION 3 APPLICATIONS OF QUADRATIC EQUATIONS p.33
3.1 USE QUADRATIC EQUATIONS TO SOLVE WORD p.33
PROBLEMS
3.2 PROBLEM SOLVING p.33
SECTION 4 FUNCTIONS p.43
4.1 INTRODUCTION p.43
4.2 FUNCTIONS p.44
4.3 DOMAIN p.45
4.4 RANGE p.47
4.5 INPUT AND OUTPUT p.49
SECTION 5 ABSOLUTE VALUE p.50
5.1 INTRODUCTION p.50
5.2 SOLVE ABSOLUTE VALUES p.51
5.2 SKETCH ABSOLUTE VALUES p.55
ANSWERS TO UNIT 7 ACTIVITIES p.60

Unit 6 -3 Functions
 UNIT 7
FUNCTIONS

SECTION 1 SOLVING QUADRATIC EQUATIONS

LEARNING OUTCOMES
By the end of this section you should be able to:
■ Solve quadratic equations by making use of factorisation.
■ Solve quadratic equations by making use of formula.
■ Solve quadratic equations by making use of completing the square.

1.1 INTRODUCTION
A ball is thrown vertically upward from ground level with an initial
velocity of 32 meters per second. The formula s (t )  32t  16t 2 gives
its height, s, in meter, t seconds after it has left your hand. We can
use this formula to answer three kinds of questions: (See if you can
answer question 1 and 2 straightaway.)

1. “What is the height of the ball, at a given time, say 0,5 seconds, after the ball has left your
hand?” This is easy. Just substitute the time into the equation.

2. “How long does it take the ball to reach a given height, say 16 meters?” This is harder and
requires solving a quadratic equation.

3. “What is the maximum height of the ball?” Here, both the time and height are unknowns.
One way to solve the problem is to sketch the graph of the function s (t )  32t  16t 2 .

ACTIVITY 7.1
Someone is throwing a basketball at a hoop.
What shape curve might pass through the points? Where would be a good place to put the origin
and axes so that the function would have as simple an equation as possible? What form might
the function’s equation have?
If we know that the height of the hoop is 3,05m can we scale results to be in meters?

Unit 6 -4 Functions
Investigate the basket ball throw by making use of the data below to draw a graph.

Data for the basketball throw:

Can you write down an equation for this graph? (You will be able to answer this question by the
end of this section.)

Unit 6 -5 Functions
The photo below shows the form of a parabola that we find in real life. Can you name or show
other examples of parabolas in real life?

www.suffolkmaths.co.uk/.../Straight_Line_Real_Life_Graphs.doc

1.2 QUADRATIC EQUATIONS

In this section, we will solve a specific type of equation called the quadratic equation.

A "quadratic" expression involves an unknown raised to the power 2, such as the

expression x 2  2 x  4 . It is called quadratic because the largest power of the unknown x is 2.

The following are examples of quadratic The following are NOT quadratic expressions
expressions
3x 2  4 x  1 2x3  4x  5
2x 2  8 2x 2  x  1
 x 2  4x 2x  3

If we add one more term, ax , to the equation y  bx  c of a straight line, we get the equation
2

y  ax 2  bx  c , which defines a quadratic function.

NOTE

A quadratic equation is an equation that can be written in the form ax 2  bx  c  0 , where a, b,

and c are real numbers, with a  0 .

Unit 6 -6 Functions
1.3 SOLVING QUADRATIC EQUATIONS
1.3.1 SOLVING QUADRATIC EQUATIONS BY FACTORISATION
Quadratic equations have at most two solutions. One way to solve quadratic equations is by
factoring and using the following:

NOTE

If ab  0 , then either a  0 or b  0 where a, b  R.

Example
Solve ( x  3)( x  2)  0 .

Solution
If ( x  3)( x  2)  0 , then either
x  3  0 or x  2  0
x3 x  2

NOTE

How to solve quadratic equations:

Step 1: Factor the polynomial.
Step 2: Set each factor containing a variable equal to zero.
Step 3: Solve the equations.
Step 4: Check your answers.

Example
Solve x 2  6 x  5  0 for x.

Solution
x 2  6x  5  0
( x  5)( x  1)  0 (Step 1)
x5 0 or x  1  0 (Step 2)
x  5 x  1 (Step 3)
You can also check your two answers by substituting it in the equation:

Unit 6 -7 Functions
(5) 2  6(5)  5  25  30  5  0 so x 2  6 x  5  0 if x  5
(1) 2  6(1)  5  1  6  5  0 so x 2  6 x  5  0 if x  1
So both x  5 and x  1 are roots of the equation.

Example
Solve 3 x 2  9 x for x.

Solution
3 x 2  9 x
3x 2  9 x  0 Check your
3 x( x  3)  0 answers.
3 x  0 or x3 0
x0 x  3

Example
Solve 6 x 2  7 x  20 .

Solution
6 x 2  7 x  20
6 x 2  7 x  20  0
(3 x  4)(2 x  5)  0 Check your
3 x  4  0 or 2 x  5  0 answers.
3 x  4 2x  5
4 5
x x
3 2

ACTIVITY 7.2
Solve the following equations by making use of factorisation:
1. x 2  3 x  2  0
2. x 2  15 x  54
3. x 2  49
4. 6 x 2  15 x  0
5. 4 x 2  4 x  3  0
6. 24 x 2  10  31x
7. 9 x 2  24 x  16

Unit 6 -8 Functions
1.3.2 SOLVING QUADRATIC EQUATIONS BY MAKING USE OF FORMULA
A quadratic equation of the form ax 2  bx  c  0 can be solved (that is, find the value(s) of x , if
any, that satisfies the equation) by making use of the following formula:

DEFINITION

The solution(s) of ax 2  bx  c  0 , ( a  0) are given by:

 b  b 2  4ac
x
2a

Example
Solve x 2  6 x  5  0 by using the quadratic formula.

Solution
x 2  6 x  5  0 , so a  1 , b  6 and c  5
Substitute a  1 , b  6 and c  5 into the formula:
 b  b 2  4ac
x
2a
 (6)  (6) 2  4(1)(5)
x
2(1)
 6  36  20
x
2
 6  16
x
2
64
x
2
x  1 or x  5

The solution set is  1,5. It means that x 2  6 x  5  0  ( x  1)( x  5) .

Check your answer by substituting it in the original equation:
x 2  6x  5  0 or x 2  6x  5  0
(1) 2  6(1)  5  0 (5) 2  6(5)  5  0

Unit 6 -9 Functions
Example
Solve 2 x 2  x  21 by using the quadratic formula.

Solution
First write the equation in standard form:
2 x 2  x  21
2 x 2  x  21  0 , so a  2 , b  1 and c  21

Substitute a  2 , b  1 and c  21 into the formula:

 b  b 2  4ac
x
2a
 (1)  (1) 2  4(2)(21)
x
2(2)
1  1  168
x
4
1  169
x
4
1  13
x
4
1  13 1  13
x or x 
4 4
7
x or x  3
2
7 
The solution set is  ,3 . It means that 2 x 2  x  21  0  2 x  7  x  3)  .
2 
Check your answer by substituting it in the original equation:
2 x 2  x  21  0 or 2 x 2  x  21  0
2
7 7
2      21  0 2(3) 2  (3)  21  0
2 2

Example
Solve 3 x 2  9 x by using the quadratic formula.

Solution
First write the equation in standard form:
3 x 2  9 x
3 x 2  9 x  0 , so that a  3 , b  9 and c  0
Substitute a  3 , b  9 and c  0 into the formula:

Unit 6 -10 Functions

  b  b 2  4ac
x
2a
 (9)  (9) 2  4(3)(0)
x
2(3)
 9  81  0
x
6

99
x
6
x  0 or x  3
The solution set is 0,3. It means that 3x 2  9 x  0  x( x  3)
Check your answer by substituting it into the original equation:
3x 2  9 x  0 or 3x 2  9 x  0
3(0) 2  9(0)  0 3(3) 2  9(3)  0

Example
Solve 4 x 2  9  12 x by using the quadratic formula.

Solution
First write the equation in standard form:
4 x 2  9  12 x
4 x 2  12 x  9  0 , so a  4 , b  12 and c  9
Substitute a  4 , b  12 and c  9 into the formula:
 b  b 2  4ac
x
2a
 (12)  (12) 2  4(4)(9)
x
2(4)
12  144  144
x
8
12  0
x
8
3
x
2
3
  .. It means that 4 x 2  12 x  9  0  2 x  3
2
The solution set is
2
Check your answer by substituting it in the original equation:
4 x 2  12 x  9  0
2
3 3
4   12   9  0
2 2

Unit 6 -11 Functions

Example
Solve 4 x 2  8 x  1 by using the quadratic formula.

Solution
First write the equation in standard form:
4 x 2  8 x  1
4 x 2  8 x  1  0 , hence a  4 , b  8 and c  1
Substitute a  4 , b  8 and c  1 into the formula:
 b  b 2  4ac
x
2a
 (8)  (8) 2  4(4)(1)
x
2(4)
8  64  16
x
8
8  48
x
8
8  16  3
x
8
84 3
x
8
84 3 84 3
x or x
8 8
x  1,866 x  0,134
The solution set is 1,866 ; 0,134 
Check your answer by substituting it in the original equation:
4 x 2  8x  1  0 or 4 x 2  8x  1  0
4(1,866 ) 2  8(1,866 )  1  0 4(0,134 ) 2  8(0,134 )  1  0

Example
Solve 4 x 2  x  1 by using the quadratic formula.

Solution
First write the equation in standard form:
4 x 2  x  1
4 x 2  x  1  0 giving a  4 , b  1 and c  1
Substitute a  4 , b  1 and c  1 into the formula:

Unit 6 -12 Functions

  b  b 2  4ac
x
2a
 (1)  (1) 2  4(4)(1)
x
2(4)
 1  1  16
x
8
 1   15
x
8
Since we cannot find the square root of a negative number, there is no real solution for the
equation. Hence, the solution set (for real solutions) is empty.

ACTIVITY 7.3
Solve the following equations by making use of the formula:
1. x 2  4 x  21  0
2. 5x 2  2x  0
3. 48 x 2  32 x  35  0
4.  3x 2  2 x  5  0
5. 5x 2  7 x  2  0
6. x2  x  1

1.3.3 SOLVING QUADRATIC EQUATIONS BY COMPLETING THE SQUARE

We can also make use of the method of “completing the square” to solve quadratic equations.

If the function y  ax 2  bx  c is written in the form y  a(x  ) 2   , we say that the function
is written in “completed square” form.

DEFINITION

Completed square
y  ax 2  bx  c can be written in completed square form by making use of the formula:
 b 
2
4ac  b 2 
ax 2  bx  c  a  x    .
 2a  4a 2 

Unit 6 -13 Functions

Example
Rewrite x 2  6 x  7 in completed square form.

Solution
x 2  6 x  7 gives a  1 , b  6 and c  7 .
Substitute a  1 , b  6 and c  7 into the formula:
 b 
2
4ac  b 2 
ax  bx  c  a  x 
2
  
 2a  4a 2 
 6 
2
4(1)(7)  (6) 2 
2

x  6 x  7  1 x    
 2(1)  4(1) 2 
 28  36 
x 2  6 x  7  1x  3 
2

 4 

x 2  6 x  7  1  x  3  2
2

x 2  6 x  7   x  3  2
2

Example
Rewrite x 2  5 x  1 in completed square form.

Solution
x 2  5 x  1 gives a  1 , b  5 and c  1
Substitute a  1 , b  5 and c  1 into the formula:
 b 
2
4ac  b 2 
ax  bx  c  a  x 
2
  
 2a  4a 2 
 5 
2
4(1)(1)  (5) 2 
2

x  5 x  1  1 x    
 2(1)  4(1) 2 
 5
2
 4  25 
x 2  5 x  1  1 x    
 2 4 
 5
2
29 
x  5 x  1  1 x    
2

 2 4 

2
 5 29
x  5x  1   x   
2

 2 4

Unit 6 -14 Functions

Example
Rewrite 2 x 2  6 x  4 in completed square form.

Solution
2 x 2  6 x  4 gives a  2 , b  6 and c  4
Substitute a  2 , b  6 and c  4 into the formula:
 b 
2
4ac  b 2 
ax  bx  c  a  x 
2
  
 2a  4a 2 
 (6) 
2
4(2)(4)  (6) 2 
2

2 x  6 x  4  2  x    
 2(2)  4( 2) 2 
 6
2
32  36 
2 x 2  6 x  4  2  x    
 4 16 
 6
2
4
2 x  6 x  4  2  x    
2

 4  16 
 3
2
1
2 x 2  6 x  4  2  x    
 2 4 
2
 3 1
2 x  6 x  4  2 x    …remember to multiply the 2 outside the brackets for both terms
2

 2 2
on the inside.

ACTIVITY 7.4
Complete the square for the following expressions:
1. x 2  3x  2
2. x 2  15 x  54
3. 4x 2  4x  3
4. 24 x 2  31x  10
5. 9 x 2  24 x  16
6. x 2  49
7. 6 x 2  15 x

Let’s use the previous three examples to solve the equations.

Unit 6 -15 Functions

Example
Solve the equation x 2  6 x  7  0 .

Solution
From the previous example we saw that completing the square gives:
x 2  6 x  7   x  3  2
2

So we have to solve:
0   x  3  2
2

2  x  3
2

 2  x  3 …taking square roots on both sides

 2 3 x

x  2  3 or x   2  3
x  1,586 x  4,414
The solution set is  1,586 ; - 4,414.
Check your answer by substituting it into the original equation:
x 2  6x  7  0 or x 2  6x  7  0
(1,586 ) 2  6(1,586 )  7  0 (4,414 ) 2  6(4,414 )  7  0

Example
Solve the equation x 2  5 x  1  0 .

Solution
From the previous example we saw that completing the square gives:
2
 5 29
x  5x  1   x   
2

 2 4
So we have to solve for x in:
2
 5 29
0  x   
 2 4
2
29  5
 x  
4  2
29 5
  x  … taking square roots on both sides
4 2
29 5
  x
4 2

29 5 29 5
x  or x 
4 2 4 2

Unit 6 -16 Functions

x  0,193 x  5,193
The solution set is 0,193; - 5,193.
Check your answer by substituting it into the original equation:
x 2  5x  1  0 or x 2  5x  1  0
(0,193 ) 2  5(0,193 )  1  0 (5,193 ) 2  5(5,193 )  1  0

Example
Solve the equation 2 x 2  6 x  4  0 .

Solution
From previous example we saw that completing the square gives:
2
 3 1
2 x  6 x  4  2 x   
2

 2 2
So we have to solve for x in:
2
 3 1
0  2 x   
 2 2
2
1  3
 2 x  
2  2
2
1  3
  x   …divide by 2 on both sides
4  2
1 3
  x  … taking square roots on both sides
4 2

1 3 1 3
x  or x   
4 2 4 2
x2 or x 1
The solution set is 2,1 .
Check your answer by substituting it into the original equation:
2x 2  6x  4  0 or 2x 2  6x  4  0
2( 2) 2  6( 2)  4  0 2(1) 2  6(1)  4  0

ACTIVITY 7.5
Use the completed square form of the previous assessment activity to solve the following
equations.
1. x 2  3x  2  0
2. x 2  15 x  54  0
3. 4x 2  4x  3  0
4. 24 x 2  31x  10  0

Unit 6 -17 Functions

5. 9 x 2  24 x  16  0
6. x 2  49  0
7. 6 x 2  15 x  0

SECTION 2 GRAPHING QUADRATIC EQUATIONS

LEARNING OUTCOMES
By the end of this section you should be able to:
■ Sketch quadratic equations by making use of formulas.
■ Sketch quadratic equations by making use of completing the square.

2.1 SKETCH THE GRAPHS OF QUADRATIC EQUATIONS USING A

TABLE
Look at the ball thrown activity at the beginning again:
“How high does the ball go?” Neither the time, nor the height, is given here. However, we can
find both these from the graph of the function. In this section we will learn how to sketch the
graphs of quadratic functions.

The graphs of quadratic functions are parabolas. Each parabola is symmetric about its axis of
symmetry and it has a turning point called a vertex. Each quadratic function has either a
maximum or a minimum value.

The simplest quadratic function is given by f ( x )  x 2 . Let’s study the graph of this function.

Example
Draw the graph for f ( x )  x 2 .

Solution
Set up a table:
x -4 -3 -2 -1 0 1 2 3 4
yx 2
16 9 4 1 0 1 4 9 16
Draw the graph: Y
25

20

15

10

X
-4 -2 0 2 4

Unit 6 -18 Functions

The parabola has a turning point, called the vertex, at (0,0), and it follows that the function
f ( x)  x 2 has a minimum value of 0 when x = 0.

An important feature of parabolas is that they are symmetrical about a vertical line, called the
axis of symmetry, namely the vertical line through the vertex. For the graph of y  x 2 , the
vertical line through the vertex, with equation x=0, (which coincides with the y-axis), is its axis
of symmetry.

Example
Draw the graph for f ( x)   x 2 .
Solution
Set up a table:
x -4 -3 -2 -1 0 1 2 3 4
y  x 2
-16 -9 -4 -1 0 -1 -4 -9 -16
Draw the graph: -4 -2
Y 2 4
0

-5
X
-10

-15

-20

-25

The vertex of the parabola is (0,0), and, in this case, the function f ( x)   x 2 attains a maximum
value of 0 at the vertex.

For the graph of y   x 2 , the vertical line through the vertex (which coincides with the y-axis), is
again the axis of symmetry.

Unit 6 -19 Functions

2.2 SKETCH QUADRATIC EQUATIONS BY MAKING USE OF FORMULAS
Parabolas need not have their vertices at the origin.

We can easily find the axis of symmetry and the vertex by using the following formula:

DEFINITION

For the graph of the quadratic function: f ( x )  ax 2  bx  c

b
 the axis of symmetry is: x 
2a
 b 4ac  b 2 
 the vertex (turning point) is:  , 
 2a 4a 

NOTE

Method to sketch parabolas by making use of formulas

Step 1: Find the y-intercept.
Step 2: Find the x-intercepts.
b
Step 3: Find the axis of symmetry: x 
2a
 b 4ac  b 
2
Step 4: Find the vertex:  , 
 2a 4a 
Step 5: Draw the graph.

Example
Draw the graph of y  2 x 2  6 x  4 by making use of formulas.

Solution
Step 1: The graph intersects the y-axis where x  0 . Substitute x  0 into the
equation y  2 x 2  6 x  4 : 2(0) 2  6(0)  4  4
The y-intercept is at (0,4) .

Step 2: The graph intersects the x-axis where y  0 . Substitute y  0 into the
equation y  2 x 2  6 x  4 :
0  2 x 2  6 x  4 where a  2 , b  6 and c  4

Unit 6 -20 Functions

 Substitute a  2 , b  6 and c  4 into the quadratic formula, to solve
for x:

b  b 2  4ac
x
2a

6  36  32
x
4

x  1 or x  2
The x-intercepts are at (1,0) and ( 2,0) .

b
Step 3: The axis of symmetry is: x 
2a
For a  2 and b  6 this gives:
(6) 3
x 
2(2) 2

 b 4ac  b 2 
Step 4: The vertex is:  , 
 2a 4a 
For a  2 , b  6 and c  4 , this becomes:
  (6) 4(2)(4)  (6) 2   3  1 
 ,    , 
 2(2) 4(2)  2 2 

Step 5: Draw the graph.

Y
7

-1 0 1 2 3 4
-1 X

Unit 6 -21 Functions

Example
Draw the graph of y  x 2  6 x  7 by making use of formulas.

Solution
Step 1: The graph intersects the y-axis where x  0 . Substitute x  0 into the
equation y  x 2  6 x  7 : y  (0) 2  6(0)  7
The y-intercept is at (0,7) .

Step 2: The graph intersects the x-axis where y  0 . Substitute y  0 into the
equation y  x 2  6 x  7 :
0  x 2  6 x  7 where a  1 , b  6 and c  7 .
Substitute a  1 , b  6 and c  7 into the quadratic formula and solve
for x :

b  b 2  4ac
x
2a

 6  6 2  4(1)(7)
x
2(1)
 6  36  28
x
2
6 8
x
2

x  1,586 or x  4,414
The x-intercepts are at (1,586 ;0) and (4,414 ;0)

b
Step 3: The axis of symmetry is x 
2a
For a  1 and b  6 this gives:
(6)
x  3
2(1)

 b 4ac  b 2 
Step 4: The vertex is:  , 
 2a 4a 
For a  1 , b  6 and c  7 this gives:
  (6) 4(1)(7)  (6) 2 
 ,    3,2
 2(1) 4(1) 

Unit 6 -22 Functions

Step 5: Draw the graph.

8
Y
6

0
X -7 -6 -5 -4
x
-3 -2 -1

-2

Example
1 3
Draw the graph of y   x 2  x  by making use of formulas.
2 2

Solution
Step 1: The graph intersects the y-axis where x  0 . Substitute x  0 into the
1 3 1 3
equation y   x 2  x  : y   (0) 2  (0) 
2 2 2 2
 3
The y-intercept is at  0,  .
 2

Step 2: The graph intersects the x-axis where y  0 . Substitute y  0 into the
1 3
equation y   x 2  x  :
2 2
1 3 1 3
0   x 2  x  where a   , b  1 and c 
2 2 2 2
1 3
Substitute a   , b  1 and c  into the quadratic formula to solve
2 2
for x :
b  b 2  4ac
x
2a

 1  3 
 (1)  (1) 2  4   
 2  2 
x
 1
2  
 2
1 1 3
x
1

Unit 6 -23 Functions

 1 2
x
1

x  3 or x  1
The x-intercepts are at (3,0) and (1,0)

b
Step 3: The axis of symmetry is: x 
2a
1
For a   and b  1 this becomes:
2
(1)
x  1
 1
2  
 2

 b 4ac  b 2 
Step 4: The vertex is:  , 
 2a 4a 
1 3
For a   , b  1 and c  this becomes:
2 2
  1  3  
 4     (1) 2 
  (1) ,  2  2     1,2 
  1  1  
 2   4   
  2  2 

Step 5: Draw the graph.

Y
2

-5 -4 -3 -2 -1 1 2 3
0 X

-2

-4

-6

Unit 6 -24 Functions

Example
Draw the graph of y  x 2  4 x  5 by making use of formulas.

Solution
Step 1: The graph intersects the y-axis where x  0 . Substitute x  0 into the
equation y  x 2  4 x  5 : y  (0) 2  4(0)  5
The y-intercept is at 0,5 .

Step 2: The graph intersects the x-axis where y  0 . Substitute y  0 into the
equation y  x 2  4 x  5 :
0  x 2  4 x  5 where a  1 , b  4 and c  5
Substitute a  1 , b  4 and c  5 into the quadratic formula and solve
for x:
b  b 2  4ac
x
2a
 4  (4) 2  4(1)(5)
x
2(1)

 4  16  20
x
2
4 4
x
2
There are no x-intercepts.

b
Step 3: The axis of symmetry is: x 
2a
For a  1 and b  4 this becomes:
(4)
x  2
21
 b 4ac  b 2 
Step 4: The vertex is:  , 
 2a 4a 
For a  1 , b  4 and c  5 this becomes:
  (4) 41(5)  (4) 2 
 ,    2,1
 21 41 

Unit 6 -25 Functions

Step 5: Draw the graph:

10
Y

-5 -4 -3 -2 -1 0 1 2
X

General Principles in Drawing Parabolas

For y  ax 2  bx  c where a  0 For y  ax 2  bx  c where a  0
the parabola opens upward the parabola opens downward.
the y-coordinate of the vertex represents the the y-coordinate of the vertex represents the
minimum value of the function, namely maximum value of the function, namely
4ac  b 2 4ac  b 2
y y
4a 4a
the function has a minimum that occurs at the function has a maximum that occurs at
b b
x x
2a 2a
b  4ac  0 Graph has 2 x-intercepts
2
b  4ac  0 Graph has 2 x-intercepts
2

b 2  4ac  0 Graph has 1 x-intercept b 2  4ac  0 Graph has 1 x-intercept

Graph has no Graph has no

b 2  4ac  0 b 2  4ac  0
x-intercepts x-intercepts

Unit 6 -26 Functions

 ACTIVITY 7.6
Draw the graphs of the functions defined by the following equations, by making use of the
formulas.
In each case, give the coordinates of the vertex and say whether the function has a maximum or
minimum value. No tables should be used! (Make use of Excel graphs to confirm your answers.)

1. x 2  3x  2  y
2. x 2  15 x  54  y
3. 4x 2  4x  3  y
4. 24 x 2  31x  10  y
5. 9 x 2  24 x  16  y
6. x 2  49  y
7. 6 x 2 15 x  y

2.3 SKETCH QUADRATIC EQUATIONS BY MAKING USE OF

COMPLETING THE SQUARE

NOTE

If the equation y  ax 2  bx  c is written in the form y  a(x  ) 2   , (“completed square”

form) then the axis of symmetry is x   , and the vertex is the point ( ,  ) . Furthermore, if a is
positive,  is a minimum function value, and if a is negative,  is a maximum function value.

NOTE

How to draw parabolas by completing the square

Step 1: Complete the square: y  a(x  ) 2  
Step 2: Find the y-intercept.
Step 3: Find the x-intercepts.
Step 4: Find the axis of symmetry: x  
Step 5: Find the vertex: ( ,  )
Step 6: Draw the graph

Unit 6 -27 Functions

Example
Draw the graph of 2 x 2  6 x  4  y by completing the square.
(See example 11.19)

Solution
Step 1: To complete the square see section 2.1.2
2 x 2  6 x  4 gives a  2 , b  6 and c  4
Substitute a  2 , b  6 and c  4 into the formula and obtain:
2
 3 1
2 x 2  6 x  4  2 x   
 2 2

Step 2: The graph intersects the y-axis where x  0 . So substitute x  0 into the
equation 2 x 2  6 x  4  y . This gives 2(0) 2  6(0)  4  y
Hence the y-intercept is at (0,4) .

Step 3: The graph intersects the x-axis where y  0 . So substitute y  0 into the
equation 2 x 2  6 x  4  y : 2 x 2  6 x  4  0 with a  2 , b  6 and c  4 .
Substitute a  2 , b  6 and c  4 into the quadratic formula to solve
for x :

b  b 2  4ac
x
2a

6  36  4(2)(4)
x
2(2)
62
x
4
x  2 or x  1
The x-intercepts are at (1,0) and ( 2,0) .

Step 4: Axis of symmetry: x   , where y  a(x  ) 2  

2
 3 1
2 x  6 x  4  2 x   
2

 2 2
3
Axis of symmetry: x 
2

Step 5: Vertex: ( ,  ) where y  a(x  ) 2  

2
 3 1
2 x  6 x  4  2 x   
2

 2 2

Unit 6 -28 Functions

 3 1
Vertex:  , 
2 2

Step 6: Draw the graph.

Y
6

-1 0 1 2 3 4
X

-2

1
Note that y   is a minimum function value.
2

Example
Draw the graph of x 2  6 x  7  y by completing the square.
(See previous example)

Solution:
Step 1: x 2  6 x  7 implies that a  1 , b  6 and c  7 .
Substitute a  1 , b  6 and c  7 into the formula to obtain:
 b 
2
4ac  b 2 
ax  bx  c  a  x 
2
  
 2a  4a 2 
x 2  6 x  7   x  3  2
2

Step 2: The graph intersects the y-axis where x  0 . Hence substitute x  0 into
the equation x 2  6 x  7  y : (0) 2  6(0)  7  y
The y-intercept is at (0,7) .

Step 3: The graph intersects the x-axis where y  0 . So substitute y  0 into the
equation x 2  6 x  7  y : x 2  6 x  7  0 where a  1 , b  6 and c  7 .
Substitute a  1 , b  6 and c  7 into the quadratic formula and solve
for x :

b  b 2  4ac
x
2a

Unit 6 -29 Functions

  6  36  4(1)(7)
x
2(1)
6 8
x
2

x  1,586 or x  4,414
The x-intercepts are at (1,586 ;0) and (4,414 ;0)

Step 4: Axis of symmetry: x   , where y  a(x  ) 2   .

x 2  6 x  7   x  3  2   x  (3)   2
2 2

Axis of symmetry: x  3

Step 5: Vertex: ( ,  ) , where y  a(x  ) 2  

x 2  6 x  7   x  3  2   x  (3)   2
2 2

Vertex: ( 3,2)

Step 6: Draw the graph. 10 Y

8

-5 -4 -3 -2 -1 0 1 X
-2

Note that y  2 is a minimum function value.

Example
Draw the graph of x 2  5 x  1  y by completing the square.

Solution
Step 1: x 2  5 x  1 gives a  1 , b  5 and c  1 .
Substitute a  1 , b  5 and c  1 into the formula and obtain:
2
 5 29
x  5x  1   x   
2

 2 4

Step 2: The graph intersects the y-axis where x  0 . So substitute x  0 into the
equation x 2  5 x  1  y : (0) 2  5(0)  1  y .
The y-intercept is at (0,1) .

Unit 6 -30 Functions

Step 3: The graph intersects the x-axis where y  0 . So substitute y  0 into the
equation x 2  5 x  1  y : x 2  5 x  1  0 with a  1 , b  5 and c  1 .
Substitute a  1 , b  5 and c  1 into the quadratic formula to solve
for x :

b  b 2  4ac
x
2a

 5  25  4(1)(1)
x
2(1)
 5  29
x
2
x  0,193 or x  5,193
The x-intercepts are at (0,193;0) and (5,193;0).

Step 4: Axis of symmetry: x   , where y  a(x  ) 2   .

2
 5 29
x 2  5x  1   x   
 2 4
2
  5 29
x  5 x  1   x     
2

  2 4
5
Axis of symmetry: x  
2

Step 5: Vertex: ( ,  ) , where y  a(x  ) 2   .

2
  5 29
x  5 x  1   x     
2

  2 4 Y
 5 29  4
Vertex:   , 
 2 4  2
-6 -4 -2 2
0 X
Step 6: Draw the graph. -2

-4

-6

29 -8
Note that y   is a minimum function value.
4

Unit 6 -31 Functions

 ACTIVITY 7.7
Complete the square in order to draw the graphs in each of the following cases. (You already did
this in assessment Activity 11.7) Give the coordinates of the vertex and say whether it is a
maximum or minimum function value.
1. x 2  3x  2  y
2. x 2  15 x  54  y
3. 4x 2  4x  3  y
4. 24 x 2  31x  10  y
5. 9 x 2  24 x  16  y
6. x 2  49  y
7. 6 x 2 15 x  y

Some problems require from us to find the minimum or maximum value of a quadratic function.
Such problems can be solved by using the standard form
y  f ( x)  a ( x   ) 2  
which shows that the vertex of the parabola is the point ( ,  ) . When a  0, the vertex is the
lowest point on the parabola; when a  0, it is the highest point. These special points will be
useful in solving certain problems.

( ,  ) Highest point

( ,  ) Lowest point

a  0;  is the minimum value a  0;  is the maximum value

J 

Unit 6 -32 Functions

SECTION 3 APPLICATIONS OF QUADRATIC EQUATIONS

LEARNING OUTCOMES
By the end of this section you should be able to:
■ Apply problem solving techniques.
■ Write and solve quadratic equations in applied problems.

3.1 USE QUADRATIC EQUATIONS TO SOLVE WORD PROBLEMS

We are now able to solve quadratic equations that arise in all sorts of application.

Remember the six-step method to solve word problems:

NOTE

How to solve word problems

Step 1: Read the problem very carefully so that you completely understand
what the problem is asking you to do. Identify all the given
information and what you are asked to determine.
Step 2: Represent one of the unknown quantities as a variable and try to
relate all the other unknown quantities (if there are any) to
this variable.
Step 3: If possible, draw a diagram to illustrate the situation.
Step 4: Write down an equation that relates known quantities to the unknown
quantities. Use the diagram to help you to determine the equation.
Step 5: Solve the equation and write down the answers to all the questions.
Step 6: Check your answer(s). Does it make sense?

3.2 PROBLEM SOLVING

Many problems in mathematics can be quite simple when problem-solving strategies are used.
So it is necessary that you get familiar with the steps of problem solving.

FOUR STEPS PROCESS OF PROBLEM-SOLVING

1. Understand the problem/Find out.

 Look at the problem.
 Have you seen a similar problem before?
 If so, how is this problem similar? How is
it different?
 What facts do you have?
 What do you know that is not stated in the
problem?

Unit 6 -33 Functions

 Here are some commonly used
strategies.
 use equations;
2. Choose a strategy.  divide into smaller
 How have you solved similar problems in problems;
the past?  working backward;
 What strategies do you know?  elimination;
 Try a strategy that seems as if it will work.  search for a pattern;
 If it doesn’t, it may lead you to one that will.  make a chart;
 draw a figure;
 argue by contradiction;
3. Solve the problem.  modify the problem.
 Use the strategy you selected and work the problem.

4. Look back.
 Reread the question.
 Did you answer the question asked?
 Is your answer in the correct units?
 Does your answer seem reasonable?

The aim in creative problem solving is to encourage the right brain process. Try the following:
 Work at the best time and in the best place for creative thinking. You will have to work this
out from experience.
 Use a different communication process, for example if you have been talking about the
problem, stop talking and draw.
 Don’t think about it. Go to sleep or for a walk, since ideas often merge when you least
expect them.
 “Reframe” the problem or look at it from another angle.
Let us use now the four step process of problem solving in the following examples.

Example
Find two consecutive positive integers such that the sum of their squares is
113.

Solution:
Step 1: We want to find two consecutive positive integers such that the sum
of their squares is 113.

Step 2: Let x  the first integer.

Then x  1  the next integer.

Step 4: The sum of their squares can be represented as x 2  ( x  1) 2 .

Step 5:

Unit 6 -34 Functions

 x 2  ( x  1) 2  113
x 2  x 2  2 x  1  113
2 x 2  2 x  1  113
2 x 2  2 x  112  0
x 2  x  56  0
( x  7)( x  8)  0
x7 or x  8

Step 6: Since the integers must be positive, we reject the solution

x  8. Substitute the value x  7 in the equation: (7) 2  (7  1) 2  113
The answer does make sense.

The two consecutive integers are 7 and 8.

Example
A ball is propelled vertically upwards from ground level with an initial velocity of 64 meter per
second. The formula s (t )  64t  16t 2 gives its height, s, in meter after t seconds. What is the
maximum height reached by the ball? After how many seconds does the ball return to the
ground?

Solution
Step 1: We have to find the maximum height reached by the ball, and
calculate how long it will take to return to the ground.

Step 3:
The motion of the ball is
straight up and down.

Step 4: s (t )  64t  16t 2 gives its height, s, in meter after t seconds.

Step 5: The maximum or minimum value always occurs at the vertex.

 b 4ac  b 2 
For the quadratic function f (t )  at 2  bt  c the vertex is  ,  . For
 2a 4a 
s (t )  16t 2  64t we have a  16 , b  64 and c  0 . This gives the vertex

Unit 6 -35 Functions

   (64) 4(16)(0)  (64) 2 
 ,   2,64
 2( 16) 4 ( 16) 
You should now recognize this as a parabola with vertex ( 2,64 ) . The
maximum height, 64 meters, is reached after 2 seconds.

Step 6: Substitute the value t  2 in the equation:

s (t )  16 (2) 2  64 (2)  64
The answer does make sense.

If it takes the ball 2 seconds to reach maximum height, it will take another 2 seconds to reach the
ground. So the ball will take 4 seconds after propelled upwards to reach the ground.

Example
Suppose that 300 meters of fencing is available to enclose a rectangular vegetable garden, one
side of which will be against the side of a river. Find the dimensions of the garden that will
ensure a maximum area of the garden.

Solution
Step 1: We want to maximise the area of the vegetable garden, given that
A total of 300 meters of fencing is available for three sides of the
rectangular garden.

Step 2: Let x represent the width of the garden. Then 300  2 x represents the
length (see diagram).

Step 3:

x x

300  2 x

Step 4: From the sketch it is clear that the full 300 meters of fencing is used
for three sides, two of which are of the same length, x.
The area A is given by  W  L  x(300  2 x)

Step 5: A( x)  x(300  2 x)
A( x)  300 x  2 x 2
A( x)  2 x 2  300 x

Unit 6 -36 Functions

 The maximum or minimum value always occurs at the vertex.
 b 4ac  b 2 
The vertex is:  , 
 2a 4a 
In our case: a  2 , b  300 and c  0 and the formula gives:
  (300) 4(2)(0)  (300) 2 
 ,   75,11250
 2(2) 4(2) 
The width is x  75 meter and the length is 300  2(75)  150 meter.
The maximum area is 11250 square meter.

Step 6: Substitute the value x  75 into the equation:

A(75)  75(300  2(75))  11250
The answer does make sense.

Hence, for a maximum area (of 11250 square meter), the width of the garden should be 75 meter
and the length 300  2(75)  150 meter.

NOTE

Number problems:
Recall that if x is an integer, then the next consecutive integer is x + 1. For example, the next
consecutive integer after 7 is 7 +1 = 8.
If x is an even integer the next consecutive even integer would be x + 2. For example, the next
consecutive even integer after -6 is -6 + 2 = -4.
If x is odd integer the next consecutive odd integer would be x + 2 as well. For example, the
next consecutive odd integer after -9 is -9 + 2 = -7.

Unit 6 -37 Functions

Example
Find two positive consecutive odd integers whose product is 99.

Solution
Let x be the first integer. Then the next odd integer is x + 2. So we have
x (x +2) = 99.
To solve this equation first we distribute and then set one side to zero. We have

Factoring the left side gives

(x + 11)( x - 9) = 0.
So the solutions are x = -11 or x = 9. Since we are looking for positive integers, the
answers are 9 and 11.

NOTE

Area Problems:
Recall the following formulas for a rectangle:

Perimeter: P = 2L + 2 W
Area: A = LW

Example
The length of a rectangle is 4 inches more than twice its width. The area is 30 square inches.
Find the dimensions (length and width).

Solution
Step 1: Let x=the width. Then, 2x + 4= the length.

Unit 6 -38 Functions

 The area of a rectangle is defined to be the length of the rectangle times the
Step 2:
width of the rectangle. Thus,
x(2x +4) =30

Step 3: x(2x +4) = 30

2x 2+4x = 30
2x 2+4x −30 = 0 Divide each side by 2.
x 2+2 x −15 = 0 Factor.
(x +5) (x −3) = 0
has no physical meaning so we disregard it.
x = −5
Check x =3.
x = 3
2 x +4 =2 (3)+4 = 10

Step 4: x(2x +4) = 30 Is this correct?

3(2 (3)+4) = 30 Is this correct?
3(6+4) = 30 Is this correct?
3(10) = 30 Is this correct?
30 = 30 Yes, this is correct.

Step 5: Width = 3 inches and length 10 inches.

Example
A contractor is to pour a concrete walkway around a swimming pool that is 20 feet wide and 40
feet long. The area of the walkway is to be 544 square feet. If the walkway is to be of uniform
width, how wide should the contractor make it?

Solution
Step 1: Let x = the width of the walkway.
Step 2: A diagram will help us to get the equation.

Unit 6 -39 Functions

 (Area of pool and walkway) — (area of pool) = (area of walkway)
(20+2x) (40+2x) −20(40) = 544

Step 3: (20+2x) (40+2x) −20(40) = 544

800+120x +4x 2 − 800 = 544
2
120x + 4x = 544
4x + 120x − 544
2
=0 Divide each term by 4.
x + 30x −136
2
=0 Solve by factoring.
(This is difficult to factor so we may
(x −4) (x +34) =0
wish to use the quadratic formula.)

x −4 = 0 or x + 34 = 0
x=4 or x =−34 has no physical meaning.

Check a width of 4 feet as a solution.

Step 4: Area of pool and walkway = (20+2(4)) (40+2(4))

= (28) (48)
= 1344

Area of pool = (20)(40) = 800

Area of walkway = 1344−800=544
Yes, this is correct. This solution checks.

Step 5: The contractor should make the walkway 4 feet wide.

http://cnx.org/content/m21915/latest/

Unit 6 -40 Functions

Example
The width of a rectangle is 16 feet less than 3 times the length. If the area is 35 square feet, find
the dimensions of the rectangle.

Solution
Let x be the length because the width is expressed in terms of the length. So the length is 3x - 16.
The total area is 35 square feet so we have the equation
35 = x(3x -16).
To solve we first distribute:
35 = 3x 2 - 16x
then set the left side to zero:
.
Factoring gives
0 = (3x +5)(x -7).
Only the second factor will give a positive solution, so the answer is 7. The dimensions of the
rectangle are: Length: 7 feet width: 5 feet.

ACTIVITY 7.8
1. The sum of two numbers is 24. Find the two numbers if their product is to be as large as
possible.
2. The formula s (t )  6  180 t  16t 2 gives the distance in meter above the ground reached
by an object after t seconds.
2.1 What is the maximum height reached by the object?
2.2 How long does it take for the object to reach its maximum height?
2.3 How long does it take for the object to return to the ground from the time it has been
propelled into the air?
2.4 In how many seconds will the object reach a height of 192 meter?
3. A box has a length that is 20 cm longer than its width. The area of the rectangular top of
the box is 800 square centimetre. Find the length and the width of the box.
4. Suppose the length of a rectangle equals twice its width and its area is 32. Find the
dimensions of this rectangle and its perimeter.
5. Suppose that the perimeter of a rectangle is 36 and the length is twice the width. What are
the dimensions of this rectangle and what is the area?
6. The length of a rectangle is 3 feet more than twice its width. The area is 14 square feet.
Find the dimensions.
7. The product of two consecutive integers is 156. Find them.
8. A study of the air quality in a particular city by an environmental group suggests that t
years from now the level of carbon monoxide, in parts per million, in the air will be A =
0,3t2 + 0,1t + 4,2.
8.1 What is the level, in parts per million, of carbon monoxide in the air now?
8.2 How many years from now will the level of carbon monoxide be at 8 parts per million?

Unit 6 -41 Functions

9. A contractor is to pour a concrete walkway around a swimming pool that is 15 feet wide
and 25 feet long. The area of the walkway is to be 276 square feet. If the walkway is to be
of uniform width, how wide should the contractor make it?
10. The number of bacteria in a refrigerated food is given by N (T )  20T 2  20T  120 , for
 2  T  14 and where T is the temperature of the food in Celsius. At what temperature
will the number of bacteria be minimal?
11. Three hundred feet of fencing is available to enclose a rectangular
yard along side of the St. John’s River, which is one side of the
rectangle as seen beside. What dimensions will produce an area
of 10 000 ft2? What is the maximum area that can be enclosed?

12. Five hundred feet of fencing is available to enclose a

rectangular lot along side of highway 65. Cal Trans will
supply the fencing for the side along the highway, so only
three sides are needed as seen beside. What dimensions will
produce an area of 40 000ft2? What is the maximum
area that can be enclosed?
13. Charles wants to build a vegetable garden such that three sides of the garden are fenced
and the fourth side of the garden will be the existing back fence. He has 30 feet of fencing
available. Find the dimensions of the garden that will produce the maximum enclosed
area.
http://infinity.cos.edu/algebra/Blakely%20Text/Chapter%2010/10.6.pdf

14. A rectangular field is to be enclose on all four sides with a fence. Fencing material costs
$3 per foot for two opposite sides, and $6 per foot for the other two opposite sides. Find
the dimensions of the field with area 7500 sq ft that can be enclosed for $2400.

15. A park in the shape of a rectangle has dimensions 60 m by 100 m. If the park contains a
rectangular garden surrounded by a concrete 60 m GARDEN terrace of uniform width,
how wide is the terrace if the area of the garden is one-half the area of the park?

Unit 6 -42 Functions

16. An ecologist is conducting a research project on breeding pheasants in captivity. She first
must construct suitable pens. She wants a rectangular area with two Additional fences across
its width, as shown. Find the dimensions if she has 3600 m of fencing and the area of the
rectangular area is 385,000 square meter.

http://www.math.wfu.edu/Math105/Applications%20of%20Quadratic%20Equations.pdf

SECTION 4 FUNCTIONS

LEARNING OUTCOMES

By the end of this section you should be able to:

■ Identify the domain of a function.
■ Identify the range of a function.
■ Calculate the value of a function in a given point.

4.1 INTRODUCTION
Have you ever heard remarks such as “Success is a function of hard work” and “Demand is a
function of price”? The word function is often used to suggest a relationship or dependence of
one quantity on another. In mathematics the function concept has a similar, but slightly more
specialised interpretation. Before giving a precise definition, let us consider an example that
uses the word function in a more restrictive sense.

Example
The area of a circle is a function of its radius.
The first class postage for a letter is a function of its weight.
The intensity of sound is a function of the distance from its source.
The volume of a cubical box is a function of the length of one of its sides.

Unit 6 -43 Functions

4.2 FUNCTIONS

Example
You probably recall the geometry formula A  r 2 , which says that the area A of the region
within a circle is equal to  times the square of the radius r .

A  r 2
r

The equation A  r 2 defines a correspondence between two variables, r and A . For every
non-negative value of r there is a corresponding value of A . The formula A  r 2 provides
the rule of correspondence; it indicates how to compute the A value that corresponds to any
particular r value supplied.
The correspondence can be written as
r  r 2 , and, in particular
00
0,5  0,25
1 
2  4

The area example, using A  r 2 , provides an introduction to the concept of functions. Here the
function is a rule that assigns one A value to each r value. ( A is a function of r .)

DEFINITION

A function f from a set X to a set Y is a rule that assigns to each element x in X a unique element
y in Y. The set X is called the domain of f. The set of corresponding elements y in Y is called
the range of f.

Unless stated to the contrary, we shall assume hereafter that the sets X and Y consist of real
numbers.

Unit 6 -44 Functions

A function is characterised geometrically by the fact that any vertical line intersecting its graph
does so in exactly one point. See figure (a) and (b).
Equivalently, if a vertical line intersects a graph in more than one point, it is not the graph of a
function. See figure (c) and (d).

Y Y Y Y

X X X X

(a) a function (b) a function (c) not a function (d) not a function

4.3 DOMAIN
Example
(a) Enter  4 into your calculator and try to find its square root.
(b) Try to find the logarithm of 0 and  5 using your calculator.

Solutions to the above example indicate that it is desirable to specify, along with a rule, a set of
elements on which the rule may act. For example, calculator manufactures do usually specify
that the key will work only on non-negative numbers and that the logarithm key will work
only on positive numbers. To describe this situation, we use the domain.

Example
Determine the domain of each of the following functions:
Y
(a) Y
Y
(b)
8
4

6 3

4 2

2 1

0
X -4 -2 0 2 4
-1 1 2 3 4 5 6 X
X
-2
Solutions:
(a) Domain  1,   (b) Domain  (4,4]

Unit 6 -45 Functions

Note: For [1, ) in (a), means that 1 is include on the left hand but we cannot include  on the
right hand.
For (4,4] in (b), means that  4 is not include on the left hand but 4 on the right hand is
include.

Example
Determine the domain of each of the following functions:
1
1. f ( x ) 
x
2. f ( x )  x  3
3. f ( x )  log( x  2)
Solution:
1. We cannot divide by 0, so f (x) only exists if x  0 . So
dom f(x) = ( ,0)  (0, ) [OR dom f(x)  {x  R x  0} ]
2. We can only find the square-root of positive numbers, and 0 included, so this is only possible
if
x  3  0 i.e., x  3 . So
dom f(x)  [ 3,  )
3. We can only find the log for positive numbers, 0 not included, so this is only possible if
x  2  0 i.e., x  2 . So
dom f(x)  ( 2, )

NOTE

Note that we must restrict the domain of a function so that:

* the denominator of a fraction is not zero, (see (1))
* an even root for a negative number does not occur (see (2))
* the log of a negative number or zero does not occur (see (3)).

ACTIVITY 7.9
Find the domain for the given functions:
1. f ( x)  x
2. g ( x)  2 x  3
3. g ( x)  x 2  1

Unit 6 -46 Functions

 1
4. f ( x) 
x2
5. g ( x)  x  5
4
6. f ( x) 
x
7. f ( x)  1  x

4.4 RANGE
We use a term borrowed from photography to refer to an output of a rule.
When an element of the domain of a rule is processed, the resulting output is called its range.
For example, given the rule

s : x  x 2 with domain [  1 ,2], we have, for example,

s :1,5  2,25

and we say that 2,25 is the image of 1,5 under the rule s. We also use the term image more
generally and say that x 2 is the image of x under the rule s. The set of all possible images for a
rule with a given domain is called the image set or range.

Example
The image set of the rule s: x  x 2 with domain [-1,2] is the interval [0,4].

Y 4

3
image
set
2

-2 -1 0 1 2 X

-1

rule s : x  x 2
domain [1,2] and range [0,4]

Note here that the image set 0,4 cannot be obtained by just finding the images of the end-points
of the domain. Great care should be taken when finding image sets to avoid falling into this trap.

Unit 6 -47 Functions

 NOTE

The domain of a function is the set of x-coordinates of all points on the graph of the function.
The range of the function is the set of y-coordinates of all points on the graph of the function.

Example
Determine the range of each of the following functions:
(a
Y (b Y
)
) 4
8

3
6
2
4
1
2

-4 -2 0 2 4 X
0
X
-1 1 2 3 4 5 6
-2

Solution:
(a) Range   1,   (b) Range  0,4

Example
What is the image set of the function f ( x )  ( x  2) 2  3 with domain [1,4]?
Solution:
The smallest possible value of the square ( x  2) 2 7 Y
is zero and this occurs when x  2 . As 2 belongs to 6
the domain [1,4], the smallest possible value of
( x  2) 2 + 3 on the given domain is 3. The largest 5

value of ( x  2) + 3 for x [1,4] is 7, which occurs

2

when x  4 . 4

So the image set or range is [3,7].

3 X
0 1 2 3 4

Unit 6 -48 Functions

 ACTIVITY 7.10
Find the domain and range for the given functions:
1. f ( x)  1
1
2. f ( x)  x  2
2
3. f ( x)  x 2  x  6
4. g ( x)  4  x 2
5. g ( x)  x  1

4.5 INPUT AND OUTPUT

Let f be a function. The number y in the range that corresponds to a selected number x in the
domain is said to be the value of the function at x, or image of x, and is written f(x). The latter
symbol is read “f of x” or “f at x”, and we write y  f ( x ) . See figure. Since the value of y
depends on the choice for x, it is called the dependent variable; x is called the independent
variable.

X
Y
Range
(x) 
Domain
f (x)

Functions are frequently defined by means of a formula or equation.

If the function is named f and the independent variable is x, then the function notation f(x) can be
used instead of y. Thus, y  2 x  1 becomes f ( x )  2 x  1 . The relationship can be considered
as follows:
f
x  2x  1
f ( x )  2 x  1 is a rule that assigns to any number x the function value 2 x  1 .

If x  3 , the function value is 2( 3)  1 , or 7. This can be seen as

Unit 6 -49 Functions

 f
3 7
or as f ( 3)  7 .

Alternatively, if f ( x )  2 x  1 , then f (3)  2(3)  1  7.

A function is often compared to a computing machine. The “input” x is transformed by the

“machine” f into the “output” f(x):

FUNCTION f
Input (x) Output f(x)

Keep in mind that the variable x in f(x)  2 x  1 is only a placeholder: Any letter could serve the
same purpose. For example, f(t)  2t  1 .
Both define the same function.

ACTIVITY 7.11
Calculate (a) f (0) (b) f (1) (c) f (2) for each of the following:
1. f ( x)  2 x 2  3 x  2
2x  1
2. f ( x)  2
x 4
3. f ( x)  x 2  2 x
4. f ( x)  x  3  5 x

SECTION 5 ABSOLUTE VALUE

LEARNING OUTCOMES
By the end of this section you should be able to:
■ Solve an absolute value equation.
■ Draw the graph of an absolute value.

5.1 INTRODUCTION
What do the number –5 and +5 have in common? Obviously, they are different numbers and are
the coordinates of two distinct points on the number line.

However, they are both the same distance from 0, the origin, on the number line.

Unit 6 -50 Functions

In other words, –5 is as far to the left of 0 as +5 is to the right of 0.

We show this by using absolute value notation:

 5  5 read as “The absolute value of –5 is 5.”
 5  5 read as “The absolute value of +5 is 5.”
Geometrically, for any real number x, x is the distance between x and the origin. Note that for a
positive number, x  x; 5  5.
For a negative number, x   x; that is,  5  (5)  5.
Also, since 0 is the origin, it is obvious that 0  0.

5.2 SOLVE ABSOLUTE VALUES

If a and b are real numbers, then a  b represents the distance between a and b.

DEFINITION

For any real number a,

Use the definition to verify the following examples.

Example
1.  3  3
2. 7  3  4
3. 3  5  2
4.  6  2  8
3 3
5. 
2 2

Unit 6 -51 Functions

Example
Solve 5  x  7 You can check your answers by
substituting in: 5  ( 2)  7 and
Solution:
From the definition it follows that: 5  (12 )  7
5  x  7 or  (5  x)  7
x2 x  12
x  2

Example
Solve 7  2 x  3.
Solution:
From the definition it follows that:
7  2x  3 or  (7  2 x )  3
2 x  4  2 x  10
x  2 x  5
Test your answers.

Example
Solve | 2x – 3 | – 4 = 3
Solution:
| 2x – 3 | – 4 = 3
| 2x – 3 | = 7
(2x – 3) = 7 or –(2x – 3) = 7
2x – 3 = 7 or –2x + 3 = 7
2x = 10 or –2x = 4
x=5 or x = –2
So the solution is x = –2, 5. Test your answers.

Unit 6 -52 Functions

Example
Solve: -2 | x/2 + 3 | - 4 = -10

Solution:
-2| x/2 + 3 | = -6
| x/2 + 3 | = 3

a) x/2 + 3 = 3 or b) x/2 + 3 = -3

Solve equation a) x/2 + 3 = 3

so x = 0

Solve equation b) x/2 + 3 = -3

so x = -12

Example
Solve: |x2 - 4 | = x + 2
Solution:
a) x2 - 4 = x + 2
x2 - 4 -( x + 2) = 0
(x + 2)(x - 3) = 0
x = -2 and x = 3.

or b)
-(x2 - 4) = x + 2
-(x2 - 4) - ( x + 2) = 0
(x + 2)(x - 1) = 0
x = -2 and x = 1.
x = 1, x = 3 and x=-2 satisfies the condition

Unit 6 -53 Functions

 Example
Solve | x2 – 4x – 5 | = 7
Solution:
( x2 – 4x – 5 ) = 7 or –(x2 – 4x – 5) = 7
Solving the first case, I get:
x2 – 4x – 5 = 7
x2 – 4x – 12 = 0
(x – 6)(x + 2) = 0
x = 6, x = –2
Solving the second case, I get:
–x2 + 4x + 5 = 7
–x2 + 4x – 2 = 0
0 = x2 – 4x + 2
Applying the Quadratic Formula to the above, I get:

Then my solution is:

Test your answers.

ACTIVITY 7.12
Solve the following:
1. 2  x  4
2. 3 x  6
3. 2  4x  8
4. 5|2x + 3| = 30
5. –2| x + 2| + 12 = 0
6. –2|m – 3| + 8 = –24
7. |3 x + 7| + 4 = 0
8. –2| x + 3| = 6
9. |2 x + 12| = 7 x – 3

Unit 6 -54 Functions

10. | x 2 - 4 | = x + 2
11. | x 2 + 4 | = 5
12. | x 2 - 9 | = x + 3
13. | x + 1 | = x – 3
14. | x | = x2 + x – 3

15.

5.3 SKETCH ABSOLUTE VALUES

Example
Draw the graph of the following:
y x
Solution:
From the definition it follows that:
x  x for x  0 or x   x for x < 0
y  x for x  0 or y   x for x  0
5 Y Check that the graph is
4
always above the x-axis.
Remember that the
y  x 3 yx absolute value function
gives only positive
2
y-values.
1

-4 -2 0 2 4
X

Check that both of the following are equations of straight lines, and the y-values will always be
positive.

Example
Draw the graph of the following:
y  2x  1
Solution:
1
The graph will intersect the x-axis where: 2 x  1  0 i.e., when x 
2
From the definition it follows that:

Unit 6 -55 Functions

 1 1
y  2 x  1 for x   and y  (2 x  1) for x
2 2
1
y  2 x  1 if x  
2

Y
10

8 y  2x  1
y  2 x  1 6

-4 -2 0 2 4 X

Example
f is a function given by
f (x) = |x - 2|

a) Find the x and y intercepts of the graph of f.

b) Find the domain and range of f.
c) Sketch the graph of f.
Solution:
a) The y intercept is given by
(0 , f(0)) = (0 ,|-2|) = (0 , 2)
The x coordinate of the x intercepts is equal to the solution of the equation
|x - 2| = 0 which is x = 2
The x intercepts is at the point (2 , 0)

Unit 6 -56 Functions

b) The domain of f is the set of all real numbers:
Since |x - 2| is either positive or zero for x = 2; the range of f is given by the
interval
c) The graph of y = x - 2 is a line with x intercept (2 , 0) and y intercept (0 , -2).
The graph of y =- x + 2 is a line with x intercept (2 , 0) and y intercept (0 , 2).

Example
f is a function given by
f (x) = |(x - 2)2 - 4|

a) Find the x and y intercepts of the graph of f.

b) Find the domain and range of f.
c) Sketch the graph of f.
Solution:
a) The y intercept is given by (0, f(0)) = (0 ,(-2)2 - 4) = (0 , 0)
The x coordinates of the x intercepts are equal to the solutions of the equation
|(x - 2)2 - 4| = 0 which is solved (x - 2)2 = 4
Which gives the solutions x = 0 and x = 4
The x intercepts is at the point (0 , 0) and (4 , 0)

b) The domain of f is the set of all real numbers:

Since |(x - 2)2 - 4| is either positive or zero for x = 4 and x = 0; the range of f is given by the
interval:

Unit 6 -57 Functions

c) To sketch the graph of f(x) = |(x - 2)2 - 4|, we first sketch the graph of y = (x - 2)2 - 4 and then
take the absolute value of y.

The graph of y = (x - 2)2 - 4 is a parabola with vertex at (2,-4), x intercepts (0 , 0) and (4 , 0)

and a y intercept (0 , 0).

The graph of f is given by reflecting on the x axis part of the graph of y = (x - 2)2 - 4 for
which y is negative.

Unit 6 -58 Functions

http://www.analyzemath.com/Graphing/Graph_Abs_Val_Func.html

ACTIVITY 7.13
1. Draw the graphs of the following absolute values.
1.1. y  x4
1.2. y  2  4x
1.3. y=|x|+2
1.4. f(x) = - | x - 3 |
1.5. f(x) = | x - 1 | - 2
1.6. y = –| x + 2 |
1.7. y = –| x | + 2
1.8. y = 2| x -4| - 7
1.9. f(x) = | x + 10 | + 12
1.10. y = | x2 – 3x – 4 |
1.11. f (x ) = |x² −4x + 3|
1.12. f (x ) = |−x² + 5x − 4|
2. Do you think that ab  a b ? Explain by considering various examples.

Unit 6 -59 Functions

ANSWERS TO UNIT 7 ACTIVITIES

ACTIVITY 7.1

What shape curve might pass through the points? Parabola

Where would be a good place to put the origin and axes so that the function would have as
simple an equation as possible? See graph
What form might the function’s equation have? ax 2  bx  c
If we know that the height of the hoop is 3,05m can we scale results to be in meters? Yes

Can you write down an equation for this graph? y  0,22617 ( x  2,29) 2  4,07

The photo below shows the form of a parabola that we find in real life. Can you name or
show other examples of parabolas in real life? Different answers.

ACTIVITY 7.3
2
2. x  0 or x  
5
5
4. x  1 or x 
3
6. x  0,618 or x  1,618
ACTIVITY 7.4
2
 15  9
2.  x   
 2 4
2
 31  1
4. 24 x   
 48  96
6. x  49
2

ACTIVITY 7.5
2. x  6 or x  9
5 2
4. x  or x 
8 3
6. x  7 or x  7

ACTIVITY 7.6
 15 9 
2. The vertex:  , 
 2 4
9
There is a minimum function value at y  
4

Y
10

0 2 4 6 8 10 12
-2 X
-4

 31 1 
4. The vertex:  , 
 48 96 
1 31
The minimum function value is y   , when x 
96 48

Y
4

0 0.2 0.4 0.6 0.8 1

X
6. The vertex is 0,49  .
The minimum function value is y  49 , when x  0 .

10
Y
-8 -6 -4 -2 2 4 6 8
0
-10 X
-20

-30

-40

-50

-60

ACTIVITY 7.8
2.
2.1 The maximum height is 512,25 meter
2.2 It will take the object 5,625 seconds
2.3 It will take 11,25 seconds to reach the ground
2.4 It will take 0,343 seconds.
6. Width = 2 feet and length = 7 feet
8.
8.1 A=4.2
8.2 After 3,4 years

10. At 1 C
2
14. 179 feet ($3/ft) by 42 feet: 21 feet ($3/ft) by 358 feet
16.550m width by 700m: 350m width by 1 100m

ACTIVITY 7.9
2. x  R
4. x  0
6. x  0

ACTIVITY 7.10
2. x  R yR
4. x  [2,2] y  [0,2]
ACTIVITY 7.11
1 1 5
2. f (0)   f (1)  f (2)  
4 5 8
4. f (0)  3 f (1)  1 f (2)  11