Cambridge International AS & A Level Mathematics STUDENT’S BOOK Helen Ball, Chris Pearce Series Editor: Dr Adam BoddisonWiliam Coltns’ dream of knowledge for all began with the publication of his first Book in 1819. AA self-ecucated mill worker, he not only enriched milions of lives, but also founded a flourishing publishing house. Today, staying true to thie sprit, Collins books are packed with inspiration, innovation and practical expertise, They place you at the centre of a world of possibilty and give you exactly what you need to explore it. Collins. Freedom to teach. Published by Collins ‘An imprint of HarperCollinsPubiishers The News Building 1 London Bridge Stroot London SE19GF Browse te complotoColins catalogue at vwwcollns.co.uk © HarperColinsPublishers Limited 2018 10987654321 978-0-00-834035-3 ‘Allrights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form by any means, ‘electronic, mechanical, photocopying, recording or othenwisa, without the prior written permission of the Publisher ora licence permitting restricted copying in the United Kingdom issued by the Copyright Licensing Agency Ltd., Bernard's Inn, 86 Fatter Lane, London, CAA TEN, British Library Cataloguing in Publication Data ‘A catalogue record for this publication is available from the British Library, Commissioning editor: Jennifer Hall In-house editor: Lara McMurray ‘Authors: Helen Ball/Chris Pearce Series editor: Dr Adam Boddison Development editor: Tim Major Project manager: Emily Hooton CCopyeditor: Jan Schubert Reviewer: Adele Searle Proofreaders: Julie Bond/Joan Miller ‘Answer checkers: Amanda Dickson’Steven Matchett Cover designer: Gordon MacGilp Cover illustrator: Maria Herbert-Liew ‘Typesettor: Jouve India Private Lid Iiustrators: Jouve India Private Ltd/Ken Vail Graphic Design Production controller: Sarah Burke Printed and bound by Grafica Veneta SpA in taly SIGCSE is a registered trademark ‘Acknowledgements ‘The publishers wish to thank Cambridge Assessment International Education for permission to reproduce ‘questions from past IGCSE® Mathematics and AS & A Level Mathematics papers. 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Full worked solutions for all exercises, exam-style questions and past paper questions in this book available to teachers by emailing international.schools@harpercollins.co.uk and stating the book title.CONTENTS Introduction Vv 1 Quadratics 01 1.1 Completing the square 02 1.2 Thediscriminant ofa quadraticfunction 05 1.3 Solving quadratic equations 07 1.4 Solving quadratic inequalities u 41.5 Solving simultaneous equations “4 1.6 Recognising and solving quadratic fan 19 2 Functions 24 24 Definition of a function 25 22 Composition of functions 32 23, Inverse functions 36 24 ‘Transformations of functions 40 3- Coordinate Geometry 56 3A The equation ofa straight line 87 32 Solving problems involving straight lines 63, 33. The equation of a circle m 34 Solving problems involving straight lines and circles 78 35° Graphs and their equations 95 4- Circular Measure and Trigonometry 107 44 Radians 108 42. Sine and cosine of any angle m4 43. Thetangent of any angle rai 4A Exact values of trigonometric functions 124 45. Transformations of trigonometric graphs 127 46 Auseful identi 131 4.7 Solving trigonometric equations 134 5 - Series 143 5.1. The binomial expansion 4 5.2 Arithmetic progressions a7 5.3 Geometric progressions 151 eeagreers ‘The gradient of a quadratic curve Differentiating a polynomial Differentiating x" ‘The chain rule Stationary points, ‘Tangents and normals Rates of change 7 - Integration TA 12 13 7 15 18 1 Indefinite integrals Integrating (ax +b)" Finding the equation of a curve Definite integrals ‘More about areas, Integrals involving infinity Volumes of revolution, ‘Summary review Glossary index 162 163 im 174 178 182 188 192 202 205, 207 210 215 221 225 238 247 (250 Full worked solutions for all exercises, exam-style questions and past paper questions in this book available to teachers by emailing international.schools@harpercollins.co.uk and stating the book title.INTRODUCTION ‘This book is part of a series of nine books designed to cover the content of the Cambridge International AS and A Level Mathematics and Further Mathematics. The chapters within each book have been written to mirror the syllabus, with a focus on exploring how the mathematics is relevant to a range of different careers or to further study. This theme of Mathematics in life and work runs throughout the series with regular opportunities to deepen your knowledge through group discussion and exploring real-world contexts. Within each chapter, examples are used to introduce important concepts and practice questions are provided to help you to achieve mastery. Developing skills in mathematical modelling, problem solving and communication can significantly strengthen overall mathematical ability. ‘The practice questions in every chapter have been written with this in mind and selected questions include symbols to indicate which of these underlying skills are being developed. Exam-style questions are included at the end of each chapter and a bank of practice questions including real Cambridge past exam questions are included at the end of the book. Arrange of other features throughout the series will help to optimise your learning. These include: » key information boxes — highlighting important learning points or key formulae » commentary boxes ~ tackling potential misconceptions and strengthening understanding through probing questions » stop and think - encouraging independent thinking and developing reflective practice. Key mathematical terminology is listed at the beginning of each chapter and a glossary is provided at the end of each book. Similarly, a summary of key points and key formulae is provided at the end of each chapter, Where appropriate, alternative solutions are included within the worked solutions to encourage you to consider different approaches to solving problems. Pure Mathematics 1 is designed to reinforce your algebra and geometry knowledge from your ‘Upper Secondary and to introduce calculus, through differentiation and integration. It is important to have a strong foundation in the topics covered in this book as this will be built upon in pure and applied mathematics topies later in the course, Calculus will be needed in both statistics and mechanics, so it is important to develop the right habits and skills at this early stage of the course. Itis in Pure Mathematics I that connections between different areas of mathematics become more explicit, such as the use of graphs to solve algebraic inequalities. The book will focus on the application of these pure mathematics topics to careers such as engineering, computer programming and economics.FEATURES TO HELP YOU LEARN Mathematics in life ——) and work Each chapter starts with real life applications of the mathematics you are learning in the chapter to a range of careers. This theme is picked up in group discussion activities| throughout the chapter, Learning objectives ‘Asummary of the concepts, ideas and techniques that you will meet in the chapter, Language of mathematics Discover the key mathematical terminology you will meet in this chapter. As you work through the chapter, key words are written in bold. The words are defined in the glossary at the back of the book. Prerequisite knowledge See what mathematics you should know before you start the chapter, with some practice questions to check your understanding. Explanations and examples Each section begins with an explanation and one or more worked examples, with commentary where appropriate to help you follow. Some cor! show alternative solutions in the example of accompanying commentary to get you thinking CIRCULAR MEASURE AND TRIGONOMETRY ates ate rw Be aga he thoi of tng Atoms oki the tare ate deve ‘mss hawsands fears apoin ae Ep Mesoptanas anal Nowadays tgononety sapien many lds. 1 And engin olde wenn ‘ale and ene unas econ 1 Apraamme of compre umes iar ‘might se annomety octet tee ‘Seems ges nee ee ‘meremems ok elk * Apt engine wal ws gonometry {wcomine deals ofspeed- stance amt ‘Seen of planed he ind pees Snsccmntefighe pth LEARNING OBJECTIVES. * undead he ein an te eaten din ee oe frmulaeor search nd ecto aoa ce > we wo important dete connecting sin cosxand an > deine he rials fiver gnome tions > in esos of pe igonometri euations LANGUAGE OF MATHEMATICS ‘Keyword and phaser youll meet nhichaptr Example 3 Sale the nquton cosa=-04 for-260°= x= 267. Solution Yur calculator wl gre you one slo forexample, Now oka the yap ta nde salto the Pecans about different approaches to a problem.Features to help you learn Colour-coded questions Questions are colour-coded (green, blue and red) to show you how difficult they are. Exercises start with more accessible (green) questions and then progress through. intermediate (blue) questions to more challenging (red) questions. poco < 024 1 Pind he solton of he equation tant © + tystectingte pete ctyatontand scorn bene to nn shea be cetin ice ries notte rcs Sovethecquation ans = cons fr 0 <0 (neem r= ns Pe {Show thatthe equation tan. All mathematics questions will include one or more of the key concepts in different combinations. Question-type ors ‘The key concepts of problem solving, communication and mathematical modelling underpin your Alevel Mathematics course. You will meet them in your learning throughout this book and they underpin the exercises and exam-style questions, We have labelled selected questions that are especially suited to developing one or more of these key skills with these icons: Problem solving - mathematics is fundamentally problem solving and representing systems and models in different ways. These include: algebra, geometrical techniques, calculus, mechanical models and statistical methods. This icon indicates questions designed to develop your problem solving skills. You will need to think carefully about what knowledge, skills and techniques you need to apply to the problem to solve it efficiently. ‘These questions may require you to: » use a multi-step strategy » choose the most efficient method, or » bring in mathematies from elsewhere in the curriculum » look for anomalies in solutions » generalise solutions to problems. Communication — communication of steps in mathematical proof and problem solving needs to be clear and structured, using algebra and mathematical notation, so that others can follow your line of reasoning. This icon indicates questions designed to develop your mathematical communication skills, You will need to structure your solution clearly, to show your reasoning and you may be asked to justify your conclusions. ‘These questions may require you to: » use mathematics to demonstrate a line of argument » make use of mathematical notation in your solution » follow mathematical conventions to present your solution clearly » justify why you have reached a conclusion. @ Mathematical modelling — a variety of mathematical content areas and techniques may be needed to turn a real-world situation into something that can be interpreted through mathematics This icon indicates questions designed to develop your mathematical modelling skills. You will need to think carefully about what assumptions you need to make to model the problem, and how you can interpret the results to give predictions and information about the real world. ‘These questions may require you to: » construct a mathematical model of a real-life situation using a variety of techniques and mathematical conceptsFEATURES TO HELP YOU LEARN » use your model to make predictions about the behaviour of mathematical systems 2 make assumptions to simplify and solve a complex problem. ir i = Key information, $$$ iON. ‘KEY FORMATION ‘These boxes highlight information that you ewan need to pay attention to and learn, such as Teeter key formulae and learning points Stop and think ———- ‘What doe is ow don gv ie shade bene preaaae yew Sivtod colnet ior with probing questions and problems to help you to reflect on what you have been learning. They challenge you to think more widely and deeply about the mathematical concepts, tackle misconceptions, and in some cases generalise beyond the syllabus. They can be a starting point for class discussions or independent research. You will need to think carefully about the question and come up with your own solution. Mathematics in life and work — Group discussions give you the chance toapplythe |. skills you have learned to a model of a real-life maths problem, Your focus is on applying and practising the concepts, and coming up with your own solutions, as you would in the workplace. ‘These tasks can be used for class discussions, group work or as an independent challenge. ‘Summary of key points Atthe end of each chapter, there is a summary of key formulae and learning points. — Exam-style questions Practise what you have learnt throughout the chapter with questions written in examination style by our authors, progressing in order of difficulty. ‘The last Mathematics in life and work question draws together the skills that you have gained in this chapter and applies them toa simplified real-life scenario. At the end of the book, test your mastery of what you have learned in the Summary Review section. Practice the basic skills with some Cambridge IGCSE® questions, and then go on to ty carefully selected questions from Cambridge International A Level past exam papers and exam-style questions on new topics. Extension questions, written by our authors, give you the opportunity to challenge yourself and prepare you for more advanced study.1 QUADRATICS Mathematics in life and work Beg A quadratic is an expression of the form ax’ + bx + cin which xis a variable and a, b and c are constants (a + 0). The highest power of the variable in the quadratic is 2. The shape of a quadratic curve is known as a parabola. In this chapter, the focus is on solving problems by using a variety of techniques to form and solve quadratic equations. The mathematics used here is widely appl ina range of careers. » A satellite dish designer could choose the shape of the curve of the dish to be a parabola. Then they could use quadratic equations to determine the dimensions of the satellite dish, depending on its application. » An electrician could form quadratic equations to help determine the sizes of the various electrical components needed in the circuit. They could use quadratic equations, for example, to determine the size of resistors required for a section of the electrical circuit. » Acomponent designer for aireraft would need to consider the size and shape of parts carefully, with an emphasis on minimising mass. They could use quadratic equations to determine the ideal size and shape of components. LEARNING OBJECTIVES You will learn how to: » carry out the process of completing the square for a quadratic polynomial ax? + bx + cand use a completed square form » find the discriminant of a quadratic polynomial ax? + bx + cand use the discriminant » solve quadratic equations in one unknown » solve quadratic inequali one unknown » solve by substitution a pair of simultaneous equations of which one is linear and one n of x, » recognise and solve equations in x that are quadratic in some functi LANGUAGE OF MATHEMATICS Key words and phrases you will meet in this chapter: criminant, elimination, equation, factorisation, function, multaneous » coefficient, completing the square, di inequality, intercept, linear, parabola, polynomial, quadratic, root, real roots, equations, substitution1 QUADRATICS PREREQUISITE KNOWLEDGE You should already know how to: » expand products of algebraic expressions » factorise where possible expressions of the form ax? — by?, a? + 2ab +-b?, ax? + bx +c » solve quadratic equations by factorisation, completing the square or by the quadratic formula » solve simple linear inequalities » solve simultaneous linear equations in two unknowns » solve linear and quadratic equations approximately by graphical methods. You should be able to complete the following questions correctly: 1. Solve the quadratic equation 2x? - 5x - 3 = 0 by factorisation. 2 Solve the quadratic equation 3x + x - 7 = 0, giving your answer(s) to 2d.p. 3. Solve this pair of simultaneous equations by elimination: 5x-y= 13 and 2x-+y=1. 4. Solve the inequality 3x ~ 5 <7 and show the solutions on a number line. 1.1 Completing the square Quadratic expressions can be written in a different format by completing the square. by _(by You can write the expression x? + bx + cas (+ 3) -(3) +c by completing the square. Let's look at how this works. 2 2 Ifyou expand (« + +] you get x*+ r+ 9°. You should notice that the terms in red are the first part ofthe original expression, 2 whilst 5 is extra, so it needs to be subtracted. ‘Working backwards, you have: (se8)-[frenstaner eee =84bytc bx. +5) ‘Completing the square, this factorised expression can now be written as: afer +g) al(xe BY - 2S] ‘The expression ax? + bx + cfactorises to. a(x? + zs KEY INFORMATION Brbere=(e+B) -(Y) 40 by completing the square. a KEY INFORMATION (eed) by completing the square.Example 1 Complete the square in the form a(x + b)?-+ cfor the equation y= 2x? + 3x — 2 and use the result to work out the coordinates of the turning point. Sketch the graph of the equation, Solution You need to factorise the equation so that the coefficient of isl. Complete the square for the expression inside the brackets. yoalre§) 2-1] =2ffe+3)-#3] =ox+3) Since the coefficient of xis positive, the curve is aU shape, so it will have a minimum turning point. The value of x that 2 minimises (x + $) and hence minimises y is x = 3,3) _25 oi=(-$+5) -] 25 {e+ -3| ; Hence the coordinates of the tuming point are ( 3, To sketch a graph of the equation youneed to find the axes intercepts. To find the x-axis intercepts, let y= 0. 2x24 3x-2=0 Factorise to solve. (@x-N@+2)=0 © Either x So the x-axis intercepts are ( 9) and (-2, 0). ‘To find the y-axis intercepts let x= 0. ya? So the y-axis intercept is (0, -2).1 QUADRATICS Now you can sketch the curve, being sure to show the coordinates of the axes intercepts and the turning point. Write each of the following expressions in the formatx+b)?+c. a b,c € Z. a xe+4x b 2x?-8x © 2+8x+7 Find and correct the mistakes to complete the square for the expression x2 10x+ 11. x? 10x +11 = (e+ 5-104 11 =(+5?-1 Sketch the graph of the equation. Complete the square for the following expressions, a x-8x-5 Bb x4+3x-7 © 2xt+3x+9 Write the equation y = x°— 5x + 7in the form a(x + by? + ¢, with a, b, ¢ € R, and use the result "to work out the coordinates of the turning point. Sketch the graph of the equation. © 5 A quadratic expression has been rewritten as af +2P- 43] What was the original © quadratic expression? Express each of the following expressions in the form atx+ b)? +c. abc © B. a oxtspx—3 b sx-18 © 5-7r-3x7 @)@ show that the expression 2x ~ 3x + 11 is positive forall values of x. What can you deduce about the value of the x-axis intercepts for the equation y= 22? ~ 3x+ 11? Sketch the graph of the equation. (’s) Show that 15 - 22x - 15x? - 2x can be written as (1 - 2x)[(x +4)? 1]. (’s) By writing the expression 4x + 5x - 3 in the form a(x + b)’ + ¢, witha, b,c € R, solve the equation 4x? + 5x-3=0. Derive the quadratic formula by writing the equation ax®-+ br +¢=0in the form (xt @? +r abop|greRaz0. 4 © communication _ @) Mathematical modelling _ @) Problem solvingThe discriminant of a quadratic function 1.2 The discriminant of a quadratic function Part of the quadratic formula determines how many solutions Eee there are to a quadratic equation. KEY INFORMATION eo ae b?— 4acis called the discriminant. ‘The expression within the square root, b? - 4ac, is called the discriminant. If? 4ac <0 then you say that the quadratic equation doesn't have any real roots. When you plot or sketch the curve ofa - quadratic function for which the discriminant is less than zero, it will not meet the x-axis, as shown in the sketch below. if If? — 4ao=0 then x will have one repeated real root (two equal real roots), which will be ~ 2. When you plot or sketch the curve of a quadratic function, where the discriminant is equal to zero, it will meet the x-axis at one point, as shown in the sketch below. Ifb? — 4ac> 0, then when the square root of this number is found Ie tae there will be two distinct real roots, x= =2+ P= 4ae ang iio x= b= = ac. when you plot or sketch the curve of a quadratic function, where the discriminantis greater than zero,4 QUADRATICS it will meet the x-axis at two different points, as shown in the sketch below. KEY INFORMATION If? — 4ac<0, then the + quadratic equation does not have any real roots. If b? ~4ac=0, then the ‘Work out the value of the discriminant quadratic equation has one for some example quadratic equations repeated real root. that factorise and some that don't. For the If}? 4ac> 0; then the equations that do factorise, what is special quadratic equation has two about the discriminant? distinct real roots. Example 2 Find the discriminant of the equation *-7x+12=0 © and hence state the number of solutions to the equation. Solution bP — ac = (77 - (4002) = 49-48 =1 1b? — 4ac> 0 so the equation has two distinct real roots. Example 3 Find the quadratic equation that has one repeated real root where x? - kx + 2k=0, k> 0 and state the value of the repeated real root. Solution 1b? ~ dac= (-k)* ~ (4)(1)(2K) =k?-8k ASk>0,k=8. So the equation is x* - 8x + 16 = 0, which factorises to (x - 4)?=0, so the equation has one repeated real root atSolving quadratic equations ST) an alternative way of finding the repeated root x = 4 would have been to use the equation x = —-2.. Why does this alternative only work for repeated roots? Exercise 1.2A @ work out the discriminant for each of the following equations and hence state the number of solutions to the equation. a x°+2+13=0 b 2x’+3r+1=0 © x+4x44=0 Find and correct the mistakes in the following calculati discriminant for the equation 2x2 - 5x +3=0. bP — dac = (27 — (4)(-5)(3) =4+60 =64 n to work out and evaluate the 1b? — 4ac > 0 s0 the equation has one repeated real root. Work out the discriminant for each of the following equations and hence state the number of solutions to the equation. & a 2-3r-5=0 b 3x°-2x+7=0 © x-12x4+36=0 ) 4) Find the two possible quadratic equations that have one repeated real root where x2 + (2k+2)x+ (Gk~1) =O and, in each case, state the value of the one repeated real root. (5) Work out the discriminant for each of the following equations and hence state the number of solutions to the equation. - a 4+2x-32=0 Bb 49+x7-14x=0 © 3x?+12-5x=0 Find the range of possible values of c for which 2x? + 5x—c= 0 has: @ noreal roots b one repeated real root © two distinct real roots. Work out the discriminant for the equation x = )1*5%* and state the number of solutions to the equation. Find the range of values for a such that the equation x° - 3x + a” = 0 has no real roots. Show that the line y= 3 - xand the curve y= x* - 5x +7 do not intersect. By forming an appropriate quadratic equation and evaluating the discriminant, show that the two curves 3x - xy + 1=0 and 3y-xy + 1=0 intersect. 1.3 Solving quadratic equations You have already seen that a quadratic equation may have no real roots, one repeated real root or two distinct real roots. Another ‘word that is used for the root of a quadratic equation is solution.4 QUADRATICS Consequently, when youare asked to solve a quadratic equation NN 1u are being asked to find the solutions (or roots). ” * KEY INFORMATION From your previous study you will remember that a quadratic equation may be solved by using factorisation or the quadratic The roots of a quadratic formula. You can also solve quadratic equations by completing equation can alco be the described as the solutions. square. Factorising Example 4 Solve the equation 2x2 ~ 3x — =Obyfactorisation. = Before progressing to solve the equation, expand the brackets to check that the factorisation is correct. 2x? 6x +3x-9=0 ‘The factorisation is correct. 3 Bither x = Using the quadratic formula Example 5 Use the quadratic formula to solve the equation 2x2 ~ 3x-9=0, Solution Before substituting, state the quadratic formula. = b+ Vb — aac » 2a * From the equation, 3, ¢=~9, Substitute in the values. _ 34 99-(4x2x-9) a 2x2 _3+ 61 Sever Bither x =-$ orx=3.Solving quadratic equations ‘Completing the square Example 6 Solve the equation 2x? ~ 3x-9=0 by completing the square. = Solution 2x? 3x-9=0 Factorise the x? term. afr 3-9) Subtract any extra values that completing the square produces, in this case 32. 3 9 9|_ alls-3 -B-3}6 Manipulate the equation to make x the subject. 3) _ 81 al{s-3)-#|- 2 eat Exercise 1.3A Solve each of the following quadratic equations by: i factorisation ii using the formula iii completing the square. a *-9=0 b x43x+2=0 ce -5x-7=0 d x-6x=0 With reference to Examples 4, 5 and 6, explain the advantages and disadvantages of each | method for solving a quadratic equation. Give examples of quadratic equations that may and may not be solved with each method.1 QUADRATICS ©B Solve each of the following quadratic equations by choosing the most appropriate method, Provide reason(s) for your choice of method. a G-4?=13 b 2x°-5x-11=0 © 3x°=5- 14x d 7-16x+4x*=0 \Fmae (A) Show thatthe solutions to x2 + br +c=O are given by x =P Vb*—4e @® 5) a Show that 3x? + 4x ~ 11 = 0 cannot be solved by factorisation. b Solve 3x? + 4x ~11=0 by an appropriate method. Solve the equation (x-3)(x- 5) =8. By completing the square, show that the solutions to ax’ + bx-+.¢= O are given by + Vb? ~ 4ac oe Show that the equationx= J4**33 can a By evaluating the discriminant, show that the equation 9x? + 55x — 56 = 0 can be factorised. by Solve the equation 9x? + 55x ~ 56 = 0 by factorisation. solved by factorising a quadratic expression. Mathematics in life and work: Group discussion Bes Many competing factors affect the design of aircraft, including safety, cost, fuel efficiency, durability and noise levels. Aircraft need to have maximum strength at a minimum weight. ‘Asa component designer for aircraft you have been asked to design an aluminium housing (box) for a device in an aeroplane. The housing will eventually contain electronic circuit boards, which need to be kept secure and safe in case of fire. A plan view of the housing is shown. In order to satisfy safety requirements but to keep the mass of the box as small as possible, the area of the housing, as shown in grey in the diagram, must be 1764mm?. 200mm, 100mm, 1 Formand solve a quadratic equation to find the two possible values for the thickness of the housing. 2 Explain which solution gives the correct thickness of the aluminium housing. 3 Whatare the length and width of the internal part of the box? 101.4 Solving quadratic inequalities Inequality statements use these inequality signs: 2 <‘less than’ » > ‘greater than’ » ‘greater than or equal to’ ‘Less than’ and ‘greater than’ are known as strict inequalities as they do not include an equals element. ‘Less than or equal to’ and ‘greater than or equal to’ are known as inclusive inequalities as they include an equals element. To understand and solve a quadratic inequality you need to solve the associated quadratic equation, sketch the graph of the quadratic function (regardless of whether you are asked to do so or not) and use your sketch to work out the set of values required. Example 7 Find the set of values for x for which x2 - 3x +2 <0 and show this inequality on a graph. Solution Set the quadratic equation equal to y. x 3x42 Set y= 0 and solve to find the roots of the quadratic. -3x42=0 P @&-2)e-N=0 lorx=2 Set x = 0 to find the y-intercept. Sketch the curve. >| 0. 2.01 expressed as one inequality: 1 1. This can be © Solving quadratic inequalities KEY INFORMATION ‘The inequality symbols are <>, , KEY INFORMATION are strict inequalities. KEY INFORMATION are inclusive inequalities. KEY INFORMATION When solving a quadratic inequality you need to always sketch a graph of the quadratic function.* Example 8 show this inequality on a graph. Solution B+5x-282. © Alternatively, you could use this method: : Set the linear equation equal to y. i yexe3 Set y=0 and solve to find the x-intercept. x+3=0 x=-3 Find another point on the line y=x43. ! Whenx=0,y=3. ! Set the quadratic equation equal to y. Do y=8+5x-2x" 12 Find the set of values for x for which 3 + 5x - 2a? 2. > Exercise 1.4A Solve the following inequalities, a x43x-4>0 b -6x+8<0 c r-920 d xe-6r<0 Solve the following inequalities. @ 2x747x<-3 b -x>3x-4 © x34 d axt<5x © B) Solve the following inequalities simultaneously. a 6-5Sx-x?>Oand-x+6>0 b 2x°+9x-5<0o0r2x<5 © (2x+1)?-9=3(x+ 1) d x+1>3-4x-3x? Solve the following inequalities simultaneously. a x+5x-6-3x d x°+5x-6>0o0rx?+3x-4<0 Find the range of values that satisfy both inequalities x2 - 4x -3 <0 and 1 - 2x > 0. Solve the inequality x~ Find the range of values for which 4x - 7x*-8 > 0. Determine whether the solution set for~3x? = x—5 is a subset of x <1. Mathematics in life and work: Group discussion Be You are a satellite dish designer and you have been asked to evaluate a new design of dish. The dish will follow the shape of the parabola below the x-axis given by the function f(x) = 6x* + 2x 1 Whatare the diameter and depth of the satellite dish given by the function fx)=6r?+ 2x 2 What inequality do the solutions of the satellite dish function satisfy? 3. Explain how to develop and check a quadratic function that would result in a satellite dish with a diameter of 2.4m and depth of 0.5m. 1.5 Solving simultaneous equations Inyour previous study, you saw that ifyou have two equations with two different variables, you can solve the equations simultaneously to work out the values of the two variables. For example, you might visit the local newsagent one week and buy two bars of chocolate and a magazine, at a total cost of $4.99. The next week you might buy the same magazine but just one bar of chocolate, at a total cost of $3.49. Using this information, you can form two equations to solve simultaneously: 2c+m=4.99 c+m=3.49 ‘There are two main methods you can use to solve simultaneous equations ~ elimination and substitution. You need to be comfortable deciding which is the better method to use, 4Solving simultaneous equations ‘Stop and "> Ifyou were to solve the simultaneous equations above graphically, where ‘would you find the solution on your diagram? Elimination Example 9 Solve the simultaneous equations 2x +3y=-15 and 3x-+5y=-26 by elimination. Solution ms Number the equations @) and @). KEY INFORMATION 2x+3y=-15 @O ‘When the signs of the Look at the coefficients of each variable. The question asks different you should add the you to solve by elimination, so you need to find a way of ‘equations. When the signs are combining the equations to remove one variable. the same you should subtract Multiply D by3 and@ by2. ‘one equation from the other. 6x + 9y=-45 ®- $ cei ° me’ Subtract 3) from (4). ; Ja=? = : Substitute y back into). : 2x-21=-15 i Solve. 3 : equations is substitution. Your choice of method could be dictated by personal preference, complexity of rearrangement for substitution, polynomials of different degrees (one linear and one quadratic) or a requirement to demonstrate a particular method. ‘When solving simultaneous equations by substitution you choose one equation and make one of the variables the subject of that equation. You then replace this variable in the other unchanged equation with your rearrangement. Substitution Example 10 Solve the simultaneous equations 2x + y=7 and.x-y=8 by substitution, 151 QUADRATICS Solution Number the equations. Qxty=7 @® x-y=8 @ You need to choose which equation you want to substitute into the other and which variable is going to be substituted. Rearrange(Q). » i xsy+8 £ Substitute for x into. 2+ 8) +y= Expand and simpli 3y+16=7 Solve. ya-3 Substitute y into 2. i ae Exercise 1.5A Solve the following simultaneous equations. a 2x+y=—-dandSx+y=-1 b 3x-2y=2and 5x4 y=25 © x-2y=13and-x+3y=-15 Find and correct the mistakes in the following solution. 5x+6y=6 Bx-y=22 Multiply 2) by 6. 5x+6y=6 18x -6) 32 Subtract (1D) from @). 13x= 126 126 13, ‘Substitute x into 2). SB _y 222 ©0 ©0 93 Yr2 16Solving simultaneous equations © 8) Whatis the relationship between the number of unknown variables and the minimum number of equations required to find the value of each variable? “Solve the simultaneous equations 3x - 4y=3 and 6x + 4y=3. This year the sum of Helen's age and her daughter’s age is 50. A year ago, Helen was 15 times © _lder than her daughter. By forming 2 pair of simultaneous equations and solving them, find out how old Helen was when her daughter was born. @ soive the simultaneous equations 2x-y=~14, 3y-2z=16andz—x=3. ©@G® Find the area of the triangle bounded by the lines y Determine the coordinates of the vertices of the triangle formed by the intersection of the lines y= 4~ 5x, y=7 - 3x and y=x+2. y= 2x-+ Band y=7~-32. A student buys two mathematics textbooks and a pen for $33.60. Another student buys two history text books and two pens for $42.60. A third student buys one history text book and one + mathematics text book for $33.90, What is the cost of a mathematics text book? Simultaneous equations may not always both be linear, For example, ‘one might be linear and the other quadratic. If this is the case, then usually you will need to use the substitution method — but there are exceptions to this. SS Can you think of different pairs of equations, one linear and one quadratic, for which you could use the elimination method instead of substitution? Is there anything special about these pairs of equations? Example 14 Solve the simultaneous equations y— x= 1 and 2x?~11y=-16. | : Solution Number the equations. y ® 2xt-ly=-16 @ When you have one linear and one quadratic equation you need to choose which variable to substitute and rearrange the linear equation to make this variable the subject. Rearrange). yoxel Substitute for y into (2). f 2x? 11+) +16=0 71 QUADRATICS ! Expand and simplify. 5 2x? 1Lr+5=0 Solve. (2x-1)@-5)=0 When you solve two simultaneous equations where one is linear and one is quadratic, how does this relate to the graphs of these two equations? Exercise 1.5B Solve the following simultaneous equations. a x+y=Sand2x2—y=25 b 2x-y=20andx?+xy=-12 © y=4xand5-x2=y For each of the following pairs of simultancous equations say which method(s), elimination © or substitution, could be used to solve them and why (you need to justify your answer). a 2x°+y=Mandx-2y=11 b xey-x=3andx+y=1 © x-y=10andxy=140 (3) Solve the following simultaneous equations. a 2x*+y=1andx-2y=11 b xy-x=-4andx+y=1 © x-y=10andxy=140 ©@® saive tne simutaneous equations 2x —3y= 18 and.* y= 7, What are the coordinates ofthe points of intersection of this line and this curve? ©) The bine y- x= 1 and the circle x? + y* =64 intersect at two points. Find the coordinates of the points of intersection, giving your answers to 3d. (MB) Do the line y-.x= 10 and the circle x? + y? = 50 intersect? If so, how many times and what are the coordinates of the points of intersection? Gs) The sum of two numbers is 129. The sum of the squares of the same two numbers is 8433. What are the two numbers? 18Recognising and solving quadratic functions ‘Do the line y= 9 - 2x and the circle (x - 3)* + (y+ 2)? = 25 intersect? If so, how many times and what, if any, are the coordinates of the points of intersection? By solving the equations y= 3x? - 7x + 2. and y= 5x ~ 6 simultaneously, find the solution set that satisfies the inequality 3x2 — 7x +2 > 5x—6. Find the points of intersection between the line 2x + 3y=7 and the circle x2 + = 8. 1.6 Recognising and solving quadratic functions Quadratic equations aren't always simply the function of a variable, such as x° + 3x~4 = 0. Sometimes the quadratic equation may contain a function of a variable, for example, x6 - 3x - 40. This is stil a quadratic equation that can be solved using the techniques described above. © Example 12 Find the value(s) of x in the equation x - 3x°— 40 = 0, x>0. Solution Factorise the equation. i x8-3x3-40=0 (= 8)08 +5) =0 © So, either x°- 8 =0, giving x5=8 sox=2 orx*+5=0, giving x'=-5 so x =-¥5, but this is not a solution, as.x>0. Altematively: i Letp=x. £ Substituting gives p*~ 3p - 40 =0 Factorise the equation. (p-8)(p+5)=0 So, either p-8=0s0p=8 orp+5=0sop=-5, » * So, either s°—8=0 giving x*=8s0x=2 2 orx*+5=Ogiving x° so x =-¥5 but this is nota solution, as x>0. 191 QUADRATICS : Example 13 Solve the equation x = 6Vx —9. Solution : Let p= Vx. ! Substituting gives p Rearrange. i pi Factorise. (p-3?=0 6p+ ST Is there another way the equation in Example 13 could have been solved without using substitution? Exercise 1.64 Find the value(s) of xin the equation {}x?-1 =0. Find, explain and correct the mistake(s) in the following solution to solve the equation, x+10/x =~25 x+10Vx+25=0 (x4 5)45)=0 (x+5)=0 x=-5 © B) Find the exact value(s) of xin the equation x! —7x2+ 1=0. ®® solve 10% + 10° © 5) Find the value(s) of xin the equation 21 = 5x1, 0 to find the value(s) of 10%. 3 2. 343 to find the value(s) of 5*, Solve the equation p+ wp ©) (rs) Solve (5% + 5* +4)? = (s)(B) Solve x4 - 19x + 16=0, Solve the equation 2x8 +381 20Key points and Exam-style questions SUMMARY OF KEY POINTS Completing the square: vatimses (eed 2 By +c by completing the square. 2g? Beg) of (xe BE] by completing square The discriminant of a quadratic function: » If? 4ac<0, then the quadra » If? 4ac=0, then the quadra » If? 4ac>0, then the quadra equation does not have any real roots. equation has one repeated real root. equation has two distinct real roots. Solving linear inequalities: » are strict inequalities. » are inclusive inequalities. EXAM-STYLE QUESTIONS @ Me function fis defined, forxe B, by f: x+» 2x? 3x-7, a Show that the equation f(x) = 0 has two real roots. b Solve the equation f(x) = 0. ‘The function fis defined by f: x++ 3x2 -3x~ 11 forxe Re Find the values of x for which fix) =0. b_ Find the set of values of x for which f(x) > 0. )) The function fis defined by f: x++ x2 -9x~10 for.x R. Find the set of values of x for which Df) > 0. 4) The function fis defined by f: x++ 2x° + 3x+ 13 forx€ R. Find the set of values of p for which the equation f(x) = p has no real roots. 5 a Express 4x? - 7-2 in the form a(x +b)? + where a, band care constants. b_ Find the coordinates of the stationary point on the curve with equation y= 4x2 7x- 2. Aline has equation 3x - 2y = 7 and a curve has equation x? - ? = cwhere cis a constant. a_In the case where c= 8, find the coordinates of the points of intersection of the line and the curve. b Find the set of possible values of c for which the line does not intersect the curve. 3-7x 7 The function fis defined by f:.x++ 6x2 for x R and the function gis defined by, for.xe R. Find the set of values of x for which f(x) > g(x).1 QUADRATICS 8 The function fis defined by f:x+s.x2 + 10x-+ 21 for xe R and the function gis defined by 2x49 3x—a forxe R, where a isa constant. a_Inthe case where a = 5, find the single set of values of x for which f(x) > 0 and g(x) > 0. b Find the set of values of a for which the equation y = gf(x) has two distinct real roots. © 9) show that the equation 4*= 1 + 2!-** can be expressed as 4*_4*-2=0 and hence solve the equation 4*= 1 +2!-2. ‘The function fis defined by f: x1 3x? + 5x—- 2 forxe ® and the function gis defined by gixbo 7x + 15 forxe R. Find the set of values of x for which f(x) > g(x). ©A4P The function fis defined by f: 21 px? + Sx~ q for.xe R, where p and q are constants. p+0. In the case where q =6, find the set of values of p for which the equation y= f(x) has no real roots. b_ Show that if the equation f(x + p) = p* has one repeated root, then 4p! + 4pq +25 =0. © Me function fis defined by f:.x++ ax? + 3bx+ Ve forxe R, where a, band care constants. a, b#0. a Show that the equation f(x) = 0 can be solved using the equation b_ Inthe case where the equation y-= f(x) has one repeated root and c= 1, show that the value of the repeated root is x YB ABCD is a rectangle with AD =2x + 3yand BD = 5x" + 14xy +10y" x, y>0. © | a showthaa=x+y. b Given that the perimeter of the rectangle is 18 cm and the area of the rectangle is 141 ind the length of the rectangle. (1H ‘The curved surface area of a cone is given by the formula nrl, where ris the radius of the base © | ofthe cone and fis the slant length from the edge of the base of the cone tothe point. The slant length of a particular cone is 13cm. Given that the curved surface area of the cone cannot exceed 260cm* and the area of the base of the cone must be greater than 60cm®, find the set of possible values for the radius, r. @MB a Express (fp +p-1)' =125 inthe form ap+hfp+e= b Solve the equation ( Jp + p-1)' = 125. ), where a, b, ce Z.Key points and Exam-style questions The height, h, m, of an arrow above ground level is given by the formula h,= +4, where t= 0 is the time in seconds that has elapsed since the motion of the arrow began. The height, /t, m, of ball above ground level is given by the formula h = 8 + 3¢~ @, Given that the arrow and the ball do not collide, find the set of values of ¢ for which the ball is higher than the arrow. The shape of a garden is a rectangle, ABCD, with AB=.x and AD =a_+ 4x, where x>0and ais a constant. In the case where a= 3, find the set of possible values of x for which the area of the garden is at least 45m?, ‘The number, b, of bacteria in a refrigerator is given by the formula b = 65748 + 776t+ 100, where f > 0 is the temperature in degrees Celsius. Find the set of values of ¢ for which the number of bacteria is greater than 1000000. Mathematics in life and work %& An aerodynamics team are designing a new nose cone for an aircraft. They are testing out a number of different ideas, including conic and parabolic shapes, One of the engineers has suggested that the parabolic shape of the quadratic y = 2x? - ax — 3 would be ideal for the nose cone. 1 Solve the equation 2x’ — 3x - 3 =0. 2 The designer decides that the part of the curve where 2x” ar-$<0 would be perfect for the nose cone. State the range of values for x that satisfy this inequality. 3. Determine the coordinates of the turning point and hence state the line of symmetry of the parabolic curve. 4 Using your answer to parts 1 and 2, determine the length of the nose cone,2 FUNCTIONS Mathematics in life and work % A function maps an input value to an output value. The function must work for all possible input values and only has one output value for each input value. Graphs can be drawn showing the relationship between the input and output values. In this chapter, the focus is on manipulating isolated functions and combinations of functions, using a variety of techniques. The mathematics used here is widely applicable in a range of careers. » A meteorologist could use functions to map two different temperature scales. Inverse functions could then be used to define a conversion relationship between the different temperature scales, » statistician could use functions to monitor population growth over time. By examining the type of relationship between the input and output values, they could determine the rate of growth of the population. » An economist could use functions to link different currency conversion rates. Composition of functions could then be used to convert from one currency to another. In this chapter, you will consider the application of functions to various aspects of economics. LEARNING OBJECTIVES You will learn how to: » understand the terms funct composition of functions n, domain, range, one-one function, inverse function and » identify the range of a given function in simple cases and find the composition of wo given functions » determine whether or nota given function is one-one, and find the inverse of a one-one function in simple cases > illustrate in graphical terms the relation between a one-one function and its inverse » understand and use transformations of the graph of y= f(x) given by y= f(x) +a, y=flx +a), y=allx), y= flax) and simple combinations of these. LANGUAGE OF MATHEMATICS Key words and phrases you will meet in this chapter: » composition of functions, domain, inverse function, one-one function, range, transformationPREREQUISITE KNOWLEDGE You should already know how to: » use the rules of indices » form and solve simple linear equations in one unknown » expand products of algebraic expressions » factorise and simplify expressions 24 Definition of a function » construct tables of values for functions and draw and interpret such graphs » use function notation, for example, f(x) = 3x~5, fx 3x -5, to describe simple functions, ‘You should be able to complete the following questions correctly: 1 Iff(x)=2-x (xe Ri), find the value of: a (0) b fa) © f(-3) a ¢(3). 2. M(x) =3x-5 (xe RI, find xwhen: a gi)=1 b gx) =-17 © g(x) =0 d g(x) =6. 3° Given that f(x) =2 -xfor {xe R} and g(x) = 3x-5 for tre Rj, find the value of x such that fix) = go). 4 Given that f(x) = 2 -xfor {xe R} and g(x) =3x-5 for (xe R), find fg(2) and gf(2). 2.1 Definition of a function ‘You will have already met functions as part of your previous studies, so you should know that a function transforms aset of, numbers into a different set of numbers by applying a mapping. In this chapter you will encounter new terminology and uses for functions. If, for example, the input set is defined as (1, 2, 3, 4] and a mapping ‘subtract 1’ is applied then the output set is (0, 1, 2,3). The input set of numbers is called the domain and the output set of numbers is called the range, A function is a special mapping in which every member of the domain (input set) is mapped to exactly one member of the range (output set). A function may be written as f(x) = or fx. For example, f(x) = x- 1 means the same as fix 4-1. Consider the domain {-2, -1, 0, 1, 2}. If f(x) = 3x - 1, then the range will be {-7, -4, -1, 2, 5 with each member of the domain mapping to exactly one member of the range. The range was found by substituting each domain value into the function, ‘This is a one-one function. zs KEY INFORMATION ‘The domain is the input set ofnumbers to a mapping orfunetion. The range is the output set ‘of numbers from a mapping or function, | KEY INFORMATION Ina function, every member of the domain is mapped to exactly one member of the range. It may be written as, fa) =orfix.2 FUNCTIONS Once again, consider the domain {-2, -1, 0, 1,2). Iffla) =x2, then the range will be (0, 1, 4), with each member of the domain mapping exactly to one member of the range and some members ofthe domain mapping to the same member of the range. 4g -§ A Ts the range was found by substituting each domain value into the KEY INFORMATION function. This isa many-one function. Consider the domain {1, 4, 9}. If f(x) = + Vx, then substituting each member of the domain into the relationship gives the range as (+1, +2, +3}, with each member of the domain mapping to more than one member of the range. This is a one-many relationship and consequently it is not a function. Inamany-one function, one member of the domain ‘maps exactly to one member of the range and some members of the domain map to the same member of the range. Ina one-one function, one member of the domain ‘maps exactly to one member of the range. ‘one-many relationship Consider again the function f(x) = x* with a domain of (ve R, © -2 {rer} a f {ver} : Solution £ a f(a) =2—xisalinear relationship in which every input value is related to only one output value and every output value is related to only one input value. This is a one-one function. b g(x) = 2° isa cubic relationship in which every input value is related to only one output value and every output value is related to only one input value. This is a one-one function. h(x) = Vx isnota function because negative input. > values of x do not relate to any output values.2 FUNCTIONS © d. Thisis not a function because an input value of x= 0 does not map to any output value since there is a discontinuity at x = 0. e This is a circle of the form x? + y2= r? in which an input © value can map to two output values; consequently, this is not a function. : This is a relationship in which every input value is related to: only one output value. As an output value may be related to more than one input value, this is a many-one function. Example 2 : A funetion f(x) = 4x - 3 has domain {x = ~3, -2, -1, 0, 1, 2}. ! a Find #2). ! b Find the range. i ! © State if the function is one-one or many-one. : © Solution : a f(2)=(4)@)-3=5 b Towork out the range, you need to substitute each input value in the domain into the function. f-3) = 4)(-3)-3 = -15 £(-2) = (@)(-2)- 3 = -11 fC) =@)(-)-3=-7 £10) = (4)(0)-3 = 0) = (40) -3 £2) =(4)(2)-3=5 So the range of f(x) is {-15,-11, ~7, ~3,1, 5}. ¢ This is a linear relationship in which every input value is related (0 only one output value and every output value is related to only one input value. This is a one-one function.24 Definition of a function © Example 3 £ The function g(x) is such that g(x) = 2x2 + 1 with domain 5 keR,-3 6 | state if the function is one-one or many-one, 30 © communication _ @) Mathematical modelling @) Problem solving24 Definition of a function 5. State the range for each of the following functions. a fe) = 1 for(ex> xe R) b gi) =a2%forxe R © hi) =I) forxe R jay = ch pfor ex> 2,26 RI ©® Given that hoo =d —xand jx) = +2, where.x€ Rand dis a constant, find the value of dfor which h@) =j@). © The following graph isa sketch of the curve given by the equation y = mF oa y 3 Suggest two possible domains, one where x ¢ +R and the other where x -R, allowing the relationship to become a function. State any values that cannot be included in either domain. Clearly justify your answer. © te following graph is a sketch of the curve given by the equation y = Suggest two possible domains allowing the relat nship to become a function: a onewhere (xe +R} b onewhere {xe -RI. Clearly justify your answer. ® By writing the expression 4x* + 6x ~ 15 in the form (ax + 5)? +c show that f(x) = 4x? + 6x - 15, where {x x€ IR, x= q} isa one-one function, when q = © AD Given that fx) = ps8 + qx +2, where fx: x R, {(-1) =7 and f(2) = 10, find the values of pand q. Given that f(x) = 2x? - 4x + 13, where {x: x € R, x p}, f(x) is a one-one function and pis a + constant, find the value of p. i2 FUNCTIONS Mathematics in life and work: Group discussion 3; The value of a house can be modelled using the following function: ‘ f(t) = 250000 e*} The input value, , to the function is the age of the house in years and the output value, {(0, is the value of the house in dollars (S). 1 Whatare the constraints on the domain? 2. How could you work out the value of the house when it is newly built? 3 Explain whether you think this is a suitable function to use to express the value of the house over time. 4 Can you think of any preferable functions? Justify why you think they are more suitable than the function provided. 2.2 Composition of functions You can apply one function more than once or combine two or more functions to make a new function. This is called the composition of functions, one of two ways: either fg(a) or simply fg. This actually means ~ fig(x)]. The order in which the composition of functions is written is significant. fg means ‘do g first, then f, whereas gf means ‘do f first, then g. * Example 4 : Given that f(x) = x*- 1 for xe Rand g(x) = 3-xforxe R, find: sa fgo) b gf(x) De gg d ff) Se fg) f the value of awhen gf(a) = ® Solution } a f(a) means do g first, then f fala) = 13-9 Wherever you see x in the expression for f, substitute 3 — x, B-x-1 6x +x" * b gf(x) means do f first then g. gf) = go? 1) =3-(-1) =4-x? 32rar Composition of functions g(x) means do g, then g again. gg(x) could also be written as g2(). g(x) = g(3-2) -B-x) =x evan —l ee ‘Then substitute the value of g(2) into the expression for f. fa) =1?-1=0 Alternatively, you can find fg and then substitute in 2. From part a, fg(x) = 8 - 6x +22 fg(2)=8-12+4=0 gla) =-5 From part b, gf(x) = 4-32 gia) gfe 4-a° Example 5 © Given that fix) = by for ia.x#2,x€ R}and g(x) = 2x? +5 for xe RB, find the following in terms off and g. 2 ® agetd b © Bx + 40x2 +55 Solution : =. 2 i @ Asfix)= php, then (Pye +5 canbe rewritten, 2 =o) args 2st) +8 =2 fF +5 = = fla)2 FUNCTIONS : b Asg(x)= can be rewritten. GP +542 -_1_ = ge) F2 = fgx) © Asg(x) =2x2+ 5, then 8x! + 40x* +55 can be rewritten. Bx! + 40x2 + 55 = 24x! + 20x" + 25)+5, = 22x? +5)? +5 = getx) or g(x) For the composition of functions it is important to ensure that the range of the ‘do first’ function is included in the domain of the ‘then do’ function. For example, consider the two functions f(x) = 2x with domain (0, 1, 2,3, 4} and g(x) = x+ 1 with domain (9, 10, 11, 12}. Now consider finding gf{x) which means ‘do f first, then g’ You need to substitute each of the values in the domain of f(x) into (2), as shown in the table. x o | 4 2 [3 4 fe) o | 2 4) 6 8 You can see that the range of 1x) is (0,2, 4, 6, 8). However the domain of g(x) is (9, 10, 11, 12}. The range of f(x) is not included in the domain of g(x); consequently the composition of functions f(x) cannot be formed. : Example 6 + Given that f(x) =x? for (x:x< 1,x€ R) and g(x) = x+1 for {x:x<0,.x€ R}, show that the function gfx) cannot be © formed. © Solution + gflx) means do f first, then g. Consequently, you need to ensure = that the range of f(x) is included in the domain of gi). 2 fix) =x"for bax ,xe R} Sketch the graph of y= f(x) for the given domain. You should © be familiar with the curve y= x*, EEE KEY INFORMATION ‘You need to ensure that the range (output) of the first part of the composition of. functions is included in the domain (input) of the next part of the composition of functions,Composition of functions 20-26 24-2 -20 © ‘The range of f(x) is (x: x>0, xe RI). + However, g(x) =x+ 1 for (x: x <0, x Rj. The domain for g(x) + does not include the range of f(x) so the function gf(x) cannot © be formed. Exercise 2.2A @ Given that fog = 4x+3 for xe Rand g(x) = 22 forxe R, find the following. a fg(l) b gf) © gg(-2) d fi(-2) ©®@ Given that fis) = + for t:x#0,xe B) and glx) =2°- Lfor-xe BR, determine whether the following can be found, clearly stating your reasoning, For those that can be found, do so. La fg) b gf © se) d fi ® 8° Given that (x) = x? forxe Rand g(x) = x-5 forxe R, find the values of @ such that fg(a) = 4. “4 The functions fand gare defined by: fx 5x-2forxe R gx32+3forxe R. Show that fg gf. @ 5° The functions fand g are defined by: fx—x+1forxe R gx x2-7forxe R. Express the following in terms of fand g. a x42 b x°4+2x-6 Given that fix) = 2-3, g(a) =x" and h(a) = <1 5 show that fhg(x) = 6@ The functions fand g are defined by: © | txszforxeR gxx-3forxe R. Find one or more values of x such that fg = gf. Ifthe domain of f:xisx € R and the domain of g xis (x: x<0, xe RJ, can fg and gf be found? Clearly state your reasoning. Show that iff(x) = ~% >, where {x:.r¢ R,x> 1), then f(x) = 2D) and state the domain of fila). =*2 FUNCTIONS @ Given that f(x) = 4x5 2x? + 7, where {x:x¢ R}, and g(x) = x 1, where {.x:x¢ B), find fg(x). 10 Given that f(x) = 4x ~5, where (x: xe Ry, find a function g(x) such that fg(x) = x. 2.3 Inverse functions ‘The inverse function maps members of the range back to members of the domain, Consequently, inverse functions can only be found for one-one functions. Inverse functions cannot be found for many-one functions mE because the inverse would be a one-many relationship, which is KEY INFORMATION nota function. ‘The notation used to represent the inverse ofa function f(x) is 1G, The inverse can only be . found for one-one functions. domain range EE KEY INFORMATION f(a) represents the inverse of fix). ‘The inverse function Iff(e) = x+1, then f4(@) =x-1. What is the meaning of fF*(a)? f£"(x) = flx—1) =x-1+l =x Whatis the meaning of f(a)? FM) =f 41) =xt+1-1 =e EE In general, iff exists then F(x) = ff) = x. KEY INFORMATION Tif) =x+ 1 then f(x) =x-1. (=F) =x ‘You can plot the graphs to demonstrate this visually. fajexey » FY fajer-1Inverse functions Notice that. Why's this® Consider the general coordinate set (a,b), where f(a) = b, so consequently f1(b) = a. This means that every coordinate set KEY INFORMATION (a, b) for f(x) becomes (b, a) for f(x). y=f"(a) is an image of _ a 3 ‘y= fla) reflected in the Example 7 Tiney=x. A function is defined as f(x) = x + 4 where {x € R, x> 0}. Show that f(x) is a one-one function. © b Find f(x) and state its domain. Sketch the graphs of y= f(2) and its inverse on the same set of axes, Show that ff '(x) = x. Solution a As the square of any number greater than zero is unique, its square plus 4 will also be unique. Consequently f(x) is a one-one function. b Tofind the inverse you need to rearrange f(x) to make x the subject. Lety=x2+4, Theny-4=x2 [y-4=x. You need to state the inverse in terms of x and its, domain. £'@)= Vx-4 where fre R,x= 4} © Sketch the graph of y= f(x), using the fact that itis the graph of y= x? with every output increased by 4. = On the same axes, sketch the mirrorline, y=.x. The graph, of y= f(x) will be a reflection of y= f(x) in the mirror line. | | fo)exte4 372 FUNCTIONS df) =1(ve=4) =(ve=4) +4 x : Example 8 ! A function is defined as f(x) = 4 — x, where {x ¢ R). © a Show that f(x) is a one-one function. b Find f(x) and state its domain, What do you notice? ! © Sketch the graphs of y= f(x) and its inverse on the same set of axes, What do you notice? * ds Show that if f(a) = b, then f(b) = a. : Solution © a The subtraction of any number from 4 is unique, consequently f(x) is a one-one function. © b Tofind the inverse you need to rearrange f(x) to make x the subject. Lety=4-x xe4-y You need to state the inverse in terms of x. £4(a) = 4—x, where {xe R} fa) = fa) ! © Useyour prior knowledge of straight-line graphs to sketch and label the graphs on the same set of axes. ‘You need to ensure that you also draw and label the mirrorline y= x. the mirror line y= x As f(a) = F(x), their graphs are the same.v2) Inverse functions Sd fi@=b Substituting into f(x) gives 4—a=b Rearranging: 4-b=a which is the same as f(@) =a Exercise 2.3A @ For each of the following functions, show that it is a one-one function, find f-'(2), state its domain and sketch the graphs of y= f(x) and y=f-"{x) on the same set of axes. a f(x) =5-4xfor (re R} b f(x) = (x-3)*for xe R,x> 3} © fla) =° for bee RP @® show that iff(a = 7x-2 for (xe R), then 12) © 38> For each of the following functions, find f(x), show that f(x) is a one-one function, state its domain and sketch the graphs of y = f(x) and y=f-!(x) on the same set of axes. a f(g) =5 - 4x for fre R} b fla) =War+4 for(re R,x>0) © 4 Given that fx) = 2? + 7x— 11, where {x By x= -11), find F(a) and state its domain. (Hint: express in the form atx +b)? +c.) 2 fee) +5, where (re R,x> 1}. T a Find f-'(x) and state its domain. b Sketch the graphs of y= f(x) and y=f-'(x) on the same set of axes, © Find the values of x such that f(x) =f (x). ® Given that f(x) = 2x? + 5x - 13 for (re R}, show that ff-1(x) =x, ® Find f-"(x) for 2) = SS}, where (x: x R, x> 2}, and state the domain and range of f(x). ® Given that fx) = 2x2 ~ 4x 13, where (x: xe RI, find F(). Show that f(x) = Fla) =x. @ Given that fox = 4x 202 +7, where (x: Rand gla) =42~ 1, where (x:.x€ BY, find fy") | and state the domain of f"(). ©to Given that flx) = x* - 2x - 7, where (x: x Ri, find f(x) and state the domain of f1@).2 FUNCTIONS Mathematics in life and work: Group discussion Bh The euro to US dollar exchange rate is 1 euro to 1.07 US dollars. The US dollar to Thai baht exchange rate is 1 US dollar to 35.07 Thai baht. 1 What function could you use to convert any amount in euros into US dollars? 2 What function would you use to convert any amount in US dollars into euros? What is the relationship between this function and the function in question 1? 3 What function could you use to convert any amount in US dollars into Thai baht? 4 How could you combine the functions in questions 1 and 3 to convert directly between euros and Thai baht? 5 Explain what type of function is used here. Give other examples of conversions, not necessarily currency, that use different types of functions, 2.4 Transformations of functions You can perform transformations on graphs by adding or subtracting values and by multiplying by positive or negative numbers. Translations : Example 9 i ! Draw the graph of f(x) =x? for {xe R,-4 Solution f(x) = (x + 4)(e-3) Expand the brackets. } fa) =at+x-12 a=1,b=1,c=-12 5 a>0so the graph will be au shape.2 FUNCTIONS ! Substitute f(x) = 0 and solve to find the x-intercepts. : (+4)@-3)=0 ~4or3 ! So the coordinates of the x-intercepts are (-4, 0) and (3, 0). ! Substitute x= 0 to find the y-intercept. fix) =-12 © So the coordinates of the y-interceptare (0, -12). Completing the square to work out the coordinates of the ° turning point gives i fe=(x+3) 8. © When.x=—4, y will havea minimum value of -4 49 4 : . . a 1 _49' ! The coordinates of the turning point are (~},~ 4°}, EE KEY INFORMATION flax) is a horizontal stretch with a scale factor of 3. Consequently, the I © x-coordinates will need to iy. be multiplied by t and the The solutions of the equation g(x) = Oarex=-2 and x=} (the : y-coordinates will remain . © the same. 5 x-intercepts).rz Transformations of functions 2 Comparing the graphs, all the x-coordinates in f(x) have been divided by 2 to get the corresponding x-coordinates for g() The y-coordinates are the same. g(x) is a horizontal stretch by afactor of}. © Ifyou substitute 2x for x in fix) you get g(x). Fla) = (x4 )(e-3) So f(2x) = glx). 2 F Onthe same set of axes, draw the graphs of f(x) = x? and g(x) = (3) What is the same and what is different about the two graphs? What sort of transformation do you think 4(3) would be? Example 13 ! Draw the graph of f(x) = 4 for (xe R, -6 2. a Find the range of b Obtain an expression for f(x). 51