Course: Mathematics Year: 10

Student Name: Teacher Name:

Task Type: INVESTIGATION 1 – LINEAR FUNCTIONS

TAKE HOME SECTION

(In-class Validation Tuesday Week 9, 26th March)

Number of Questions: N/A

Materials Required: N/A

Standard Items: Pens (blue/black preferred), pencils (including coloured), sharpener,

correction fluid/tape, eraser, ruler, and highlighters.

Special Items: None

Marks Available: N/A marks (Take home section not marked)

Task Weighting: In-class Validation - 15 % (Year)

Formula Sheet Provided: N/A

 INVESTIGATION 1 – LINEAR FUNCTIONS
Introduction

In our modern world, mathematical modeling serves as a powerful tool for understanding complex
phenomena, making predictions, and informing decision-making processes across various fields.
From predicting the trajectory of asteroids to optimizing supply chains, mathematical models
enable us to capture the essence of real-world problems in a mathematical framework, allowing us
to analyze, simulate, and gain insights into their behavior.

In mathematical modeling, we construct functions relating input variables to output variables,

which capture the behaviour of real-world systems according to a “rule.” These functions serve as
mathematical representations of phenomena or processes, allowing us to understand, analyze,
and predict the behavior of complex systems.

This investigation includes three (3) tasks, each with a set of questions for you to consider.
The in-class validation (Tuesday Week 9) will contain similar tasks and questions to assess
your understanding of the Linear Functions topics.

Task 1:

Construct Tables of Values for Various Functions

Objectives:

• To construct tables of values for different types of functions, including linear, quadratic, and
exponential functions, and to observe how changes in input values affect the corresponding
output values.
• To observe and describe similarities and differences between these three types of functions.

NOTE: Quadratic Functions and Exponential Functions will NOT be tested in the In-class
Validation. These types of functions will be studied later in the Year 10 course.

Complete the following table of values for the functions listed, given the input values given below.
Fill in the differences between output values (f(x), and second differences (i.e., the differences
between the first differences) in the table, and then comment on what you observe. Some of the
values have been filled in for you.

𝑓(𝑥) = 𝑥 + 2
x-value -4 -3 -2 -1 0 1 2 3 4
y-value -2 -1 0 1 2 3 4 5 6
1st diff 1 1 1 1 1 1 1 1
2nd diff 0 0 0 0 0 0 0

𝑓(𝑥) = 𝑥 − 3
x-value -4 -3 -2 -1 0 1 2 3 4
y-value -7 -6 -5 -4 1
1st diff 1 1 1
2nd diff 0 0 0

1
𝑓(𝑥) = − 𝑥−3
2
x-value -4 -3 -2 -1 0 1 2 3 4
y-value -1 -1.5 -2 -2.5 -5
1st diff -0.5 -0.5 -0.5 -0.5
2nd diff 0 0 0
Plot the linear functions on the graph paper provided:

Quadratics and Exponential Functions.

The following tables contain Quadratic functions (x2) and Exponential functions. These are
included in this investigation to encourage you to explore these functions which will be part of
the course later in the year, but not assessed as part of this assessment.

Quadratic Function
1
𝑓(𝑥) = 𝑥 2 − 3
5
x-value -4 -3 -2 -1 0 1 2 3 4
y-value 0.2 -1.2 -2.2 -2.2 -1.2 0.2
1st diff -1.4 -1 1 1.4
2nd diff 0.4 0.4 0.4 0.4

Exponential Function
1 𝑥
𝑓(𝑥) = 3
10
x-value -4 -3 -2 -1 0 1 2 3 4
y-value 0.0012 0.0037 0.0111 0.3 0.9 2.7 8.1
1st diff 0.0025 0.0074 0.6 1.8 5.4
2nd diff 0.0049 0.0148 0.4 1.2 3.6

Also explore the ratios of f(x) terms for the Exponential Function above.
Plot the functions on the graph paper provided:

Describe similarities and differences that you observe between these various functions. Consider
things like the difference between terms (taking into account that the change in 𝑥 − 𝑣𝑎𝑙𝑢𝑒𝑠 is not
equal in the tables above), common factors (multipliers) or common ratios (division) between
terms in the tables.

Linear function

Quadratic function

Exponential function
The following two tasks require you to explore the behaviour of given functions, and then describe
the effects of making adjustment to the functions. The functions are linear functions, of the form
𝑦 = 𝑚𝑥 + 𝑐.

Task 2 - Stage Lighting

A stage director is preparing the stage layout for a performance of a contemporary dance show -
“Perth Modern Pirates.” She is working out where to place various actors on stage, taking into
account the positions of available stage lighting.

A stage spotlight is located as shown in the figure below, which shows a side view of the stage
and the area of the stage where actors can move. The spotlight emits a beam of light which
resembles a long triangle in cross-section (side view), with one vertex at the spotlight, and
projecting onto the horizontal stage floor (x-axis) as shown. The tallest actor is 1.8 metres tall and
needs to move around the stage within the spotlight beam while fully illuminated (from head to
toe), starting at the “X” position marked on the stage by the Stage Director. Your task is to
determine what are the limitations on movement of actors around the stage while fully illuminated,
based on their height and other possible positions of the spotlight.

The edges of the triangular cross section beam are given by the linear functions.
1 4 8
𝑦 = − 2 𝑥 + 4 and 𝑦 = − 5 𝑥 + 5.

Plot the edges of the beam and find the coordinates of the vertices of the triangle formed by the
spotlight and the intersections of the edges of the beam on the horizontal stage floor.

Using the height of the actor as a reference, find the points where the actor’s head and toes
intersect the edges of the light beam as they walk across the stage.

Questions

1. If an actor is 1.8m tall, and they must be always in the spotlight from head to toe, over what
distance can they walk from the centre point (“X”) on the stage, and where is their centre
point location (x-value)?

2. What if a leprechaun, 1.0 metres high, walks in the same spotlight? How far can they walk
from the centre point (“X”), and where is their centre point located?

3. Explain the effect on the stage area available to the actors by moving the spotlight up or
down. Assume that the beam angle (between the edges of the beam) stays the same.

4. What would be the effect of increasing the spread (angle) of the beam?
Task 3 - Shrine of Remembrance – Ray of Sunlight

The Shrine of Remembrance in Melbourne is an impressive stone building with an interesting roof
structure. Within the building is the Tomb of an Unknown Soldier. On Remembrance Day
(11th_November) each year, at 11am, the sun shines through a small hole in the roof and projects
a beam of light onto the Tomb of the Unknown Soldier in the centre of the ground floor.

Your task is to locate the coordinates (𝑥, 𝑦) of the small

hole in the roof which allows the beam of sunlight to shine
directly through (that is the sun’s rays are in
a direction parallel to the line joining the hole
in the roof to the Tomb of the Unknown
Soldier, at the given time.

Source Pixabay (Oscarg)

At 11am on 11th November 2024, the

azimuth (angle of elevation) of the Sun in
Melbourne will be 56.3o. above the horizontal. Using your knowledge of trigonometry
and knowing that the gradient of a line is defined as the Rise/Run, determine the
gradient of a line representing the beam of sunlight at this time and location.

Source: Mr Dean

The situation is described in the graph below. Dimensions are in metres, and they are estimated
for the purposes of this question only and do not represent actual values.

Questions

1. Determine the linear equations representing the situation and solve for the location of the
hole (i.e., using the information given, find the equation of the ray of light, and the equation
of the roof of the Shrine).

2. You must be able to show

working and quote the
location of the hole as
improper fractions (or mixed
number fractions) for
𝑥 𝑎𝑛𝑑 𝑦 values at the hole
location.

3. Is the ray of sunlight at right

angles (perpendicular) to
the roofline of the Shrine?

Show your working to

support your answer to this
question.