2022-2023 Holiday Homework PDF

1.
2 Linear equations and inequations

LEARNING INTENTION
At the end of this subtopic you should be able
to:
° re-arrange and solve simple algebraic equations
and inequalities by hand.
1.2.1 Linear equations
WORKED EXAMPLE 1 Solving linear equations
Solve the following linear equations for x.
a. 4(3+2x)=2243x p, BH3_ 1-4

5 7
THINK
WRITE
a. Expand the brackets and collect all terms in
x a. 4(34+2x) = 2243x
together on one side in order to solve the equation.
12+ 8x = 224 3x
8x — 3x = 22—12
5x = 10
10
x=—
5
a
b. 1. Express fractions with a common denominator 7 — 4x

b. 2x+3 ~a— =x
and simplify.
5 7
7 (2
+ 3)—5
x (1 —4x) =y
35
14x+21—S5+20x _ o
35
34x + 16
——— =x
35
2. Remove the fraction by multiplying both sides
34x +16 = 35x
by the common denominator and solve for x.
16 = 35x — 34x
x= 16
TOPIC 1 Lines and linear relationships 3

TI | THINK DISPLAY/WRITE CASIO | THINK DISPLAY/WRITE
b. 1. On a Calculator page, b. 1. On a Main screen, complete 43 Edit Action Interactive
press MENU and select: the entry line as: “ea [b> [fscalsine|
9] +] TE |
solve( Bee. bs 1 Me, x)
3. Algebra solve
1. Solve ( 2x+3 1-4x ) a
Complete the entry line as: - =H
solve 5 7 .
Then press EXE.
(== 1—4x )
_ =1%
5 7
Then press ENTER.

Alg Standard Real Red”
2. The answer appears on x==-ly=-2,z=1 2. The answer appears on the HR 16

the screen. screen.
Literal linear equations

Literal equations contain pronumerals rather than known numbers. The solution to a literal equation in x
expresses x as a combination of these pronumerals. Always check to see if answers may be simplified using
algebraic skills such as factorisation.
WORKED EXAMPLE 2 Solving literal linear equations
Solve for x: oe = baw

a
THINK WRITE
xta b-x
1. Place each fraction on the common
denominator and then multiply each side by b a
that term. a(x+a)=b(b—x)
Note: Since there is only one fraction on each ax+a? =b* —bx
side of this equation, a quick way to do this is
to ‘cross-multiply’.
2. Collect all the terms in x together and take out ax+bx
= b? — a?
x as the common factor.
x(a+b)=b*
—a@
b? —
3. Divide by the coefficient of x to obtain an
expression for x. a+b
4. Simplify the expression, if possible. The numerator can be factorised as a difference of two
squares.
b? —@
ie
a+b
2 a) (ba)
a+b
5. Cancel the common factor to give the solution Ve (b— a) (b+ay

in its simplest form. a+b
.x=b-a
4 Jacaranda Maths Quest 11 Mathematical Methods VCE Units 1 & 2 Third Edition
1.2.2 Linear inequations
An inequation contains one of the order or inequality symbols:
< less than

< less than or equal to
> greater than
= greater than or equal to.
Linear inequations are solved in a similar way to linear equations; however, care must be taken when
multiplying or dividing by a negative number. Remember to reverse the order symbol when multiplying or
dividing by a negative number.
To illustrate this, consider the inequality statement —6 < 15. If this inequality is divided by —3, then the
statement must become 2 > —5, so the order symbol has been reversed.
The solutions to linear inequations are sets of values satisfying an inequality.
When illustrating inequalities on a number line:

e an open circle, o, is used when the end point is not included (< or >)
e aclosed circle, ¢, is used when the end point is included (< or >).
WORKED EXAMPLE 3 solving linear inequations
Calculate the values of x for which 5 — = > 13 and show this set of values on a number line.
THINK WRITE
1. Subtract 5 from both sides of the inequation. 5— ax > 13

Note: Subtracting a number does not affect 2.
the inequality symbol. — > 13-5
AK4
5
2. Multiply both sides by 5. —4x>8x5
Note: Multiplying by a positive number does —4x > 40
not affect the inequality symbol.
3. Divide both sides by —4. x< 20
Note: Dividing by a negative number does ; ~
require the symbol to be reversed. roe oY
4, Illustrate this set of values on a number line. Se
<< ! T_*
25 20 -15 -10 -5 0 5 *
The number line has an open end at x = —10 since this
value is not included in the set of solutions, x < —10.
1.2.3 Solving problems using equations

Algebra enables real-life problems to be expressed as equations.
In setting up equations:
e define the symbols used for the variables, specifying units where appropriate
© ensure any units used are consistent
° express answers in the context of the problem.
linge and linear relatianchine &

WORKED EXAMPLE 4 Solving problems using linear equations
The organisers of an annual student fundraising event for charity know there will be a fixed cost of
$120 plus an estimated cost of 60 cents per student for incidental costs on the day of the fundraiser.
The entry fee to the fundraising event is set at $5.
a. Form an algebraic model for the profit the event can expect to make.
b. Determine the least number of students who must attend the event to avoid the organisers
making a loss.
THINK WRITE
a. 1. Define the variables. a. Let = the number of students attending the event.
Let P = the profit made in dollars.
2. Form expressions for the cost and the Profit depends on costs and revenues.
revenue, ensuring units are consistent. Revenue ($) =5n
Costs ($) = 120 + 0.60n
3. Form the expression for the profit to define Profit = revenue — costs
the algebraic model. Hence,
P=5n— (120+ 0.60n)
.. P=4.4n — 120 gives the linear model for the
profit.
b. 1. Impose the condition required to avoidaloss bb. A loss is made if P <0. To avoid making a
and calculate the consequent restriction on n. loss, the organisers require P > 0.
4.4n— 120 >0
4.4n > 120
i> 120
4.4
SMS QT QTL
2. Express the answer in the context of the To avoid making a loss, at least 28 students
question. need to attend the event.
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ee Receive immediate Access symm =Track your
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1. MQGEM Solve the following linear equations for x.
a. 3(5x—1)=4x-14 b. ; =5
2. Solve the following linear equations for x.

a. 2x-5=11 b. 5 t4=-1 c. 2x-4=5x43
d. 5x+3=—4(1—x) @, = g, a BTA
6 4 6 12
3. Solve the following linear equations for x.
a. 7 (2x —3)=5 (3 + 2x) b. 9-7 &. 4-2(2-6)= >
a 3x+5 _ 42x o tt2 x _xtl_, 5 ap x42

9 5 3 2 4 5 10 2
4. (REE Solve for x: one. FS

a d
5. Solve the following literal equations for x, expressing solutions in simplest form.
a. axt+b=c b. a(x—b)=bx c. a’x +a? =ab + abx
a. fatanecd o. bx-a_cxt+a 5 ~t4_5 = *78
a b c b b a
6. FRESE Calculate the values of x for which 7 — : <-—2 and show this set of values on a number line.
7. Solve the following inequations for x.
a. 4—2x>5 bp. 441 c. 2x-3<4x4+1
d. —2(x—5)—x>3(¢+4) e 1-223-1 f. oS <-S

8. Solve the following inequations for x.
a. 3x-—5<-8 b. 4(x—6)+3(2—2x) <0 e. 1-311
a, FT) e. 8x +7(1 —4x) <7x-3

(x43) 50-6 SGA > 14a
Technology active
7 (x—3) + 3(2x+5) _ 3x
9. Solve for x: +1.
4 2
10. Solve for x: b(x+c)=a(x—c)+2be.
11. Solve for x: 4(2+

3x) >8-—3(2x+1).
12. Use CAS technology to solve the following equations.

2x—-1 as 3-2x | 3
a. 3 (5x—2)+5 Gx-—2)=8 &%—2) b,
5 4 20
13. Solve the following problems by first forming linear equations.
a. The sum of two consecutive even numbers is nine times their difference. Calculate the two numbers.
b. Three is subtracted from a certain number and the result is then multiplied by 4 to give 72. Calculate the
number.
c. The sum of three consecutive numbers is the same as the sum of 36 and one-quarter of the smallest
number. Calculate the three numbers.
d. The length of a rectangle is 12 cm greater than twice its width. If the perimeter of the rectangle is 48 cm,
calculate its length and width.
e. The ratio of the length to the width to the height of a rectangular prism is 2 : 1 : 3, and the sum of the
lengths of all its edges is 360 cm. Calculate the height of this rectangular prism.
14, EE Although the organisers of a secondhand book sale are allowed free use of the local Scouts Hall for
their fete, they must contribute $100 towards heating and lighting costs and in addition donate 20c from the
sale of each book to the Scouts Association. The books are intended to be sold for $2.50 each.
a. Form an algebraic model for the profit the book sale can expect to make.
b. Determine the least number of books that must be sold to ensure the organisers make a profit.

45. A company manufactures a special batch of mobile phone covers. The fixed costs are $250 and materials
cost $1.80 per cover. The company sells the covers for $12 each. Determine how many mobile phone covers
the company will need to sell to cover all of their costs.
46. The local football club is raising funds for new equipment by setting up a takeaway stall during all of their
games. The stall cost the club $65. They sell drinks for $4 each, but the club purchases the drinks for $1.20
each. The cost of the new equipment is $450. Determine how many drinks the club will need to sell before it
has the funds for this new equipment.
1.2 Exam questions
® Question 1 (3 marks)
Solve the literal equation for x, expressing the answer in simplest form.
x7a_,_b=x
b a
Question 2 (1 mark)
[i The solution to the equation 3 (x — 4) <6 is
A. x>6 B. x<2 Cc. x<-2 D. x>—-2 E. x<6
® Question 3 (3 marks)
Solve for x.
x 2x—-1 +2
5 3
More exam questions are available online.
1.3 Systems of simultaneous linear equations

LEARNING INTENTION
At the end of this subtopic you should be able to:
° set up and solve systems of simultaneous linear equations involving up to four unknowns, including by
hand for a system of two equations in two unknowns.
To determine the value of one variable, one equation is needed. However, to find the values of two variables,
two equations are required. These two equations form a 2 x 2 system of equations. To determine the values of
three variables, three equations are required, that is a 3 x 3 system of equations. This pattern continues for four
variables with a 4.x 4 system of equations.
1.3.1 Systems of 2 x2 simultaneous linear equations

The usual algebraic approach for finding the values of two variables, x and y, that satisfy two linear equations
simultaneously is by using either a substitution method or an elimination method. Technology may also be used
to solve simultaneous linear equations.
Substitution method
In the substitution method, one equation is used to express one variable in terms of the other, and this expression
is substituted in place of that variable in the second equation. This creates an equation with just one variable that
can then be solved.
8 Jacaranda Maths Quest 11 Mathematical Methods VCE Units 1 & 2 Third Edition’
1.4 Linear graphs and their equations
LEARNING INTENTION
e determine the gradient and equation of a straight line
e sketch graphs of linear equations by hand.
Plotting ordered pairs (x, y) that satisfy the linearly related variables x and y creates a straight-line graph. From
earlier study in Years 9 and 10, you will be familiar with the linear relationship y = mx +c, where m is the
gradient of the line and c is the y-intercept.
1.4.1 Gradient of a line

: j ._ rise
The gradient or slope measures the steepness of the line as the ratio —.
run
If a line contains the two points with coordinates (x;, y,) and (x5, y), then the gradient, m, of the line
is calculated as follows.
Gradient
rise J)2—-J)y
na=—=
run x2—-Xx, sy
An oblique line has either a positive or a negative gradient.

e If itis increasing, as the run increases, the rise increases and m> 0.
e Jf itis decreasing, as the run increases, the rise decreases or falls and m <0.
YA m>d0 YR
run
-|-p4
| rise
fos exes ail |{ fall
run NY
A
VY
j
sY
oO
y v m>O
limes and linear valatinnchine 4B

The gradient of a vertical
Horizontal lines have a gradient of zero since the rise between any two points is zero.
line is undefined since the run between any two points is zero.
*h
m=0
< ——
Y im is undefined
have the same gradient,

All vertical lines are parallel, and all horizontal lines are parallel. For other lines, if they
then they have the same steepness, so they must be parallel to each other.
Moana cuuelerkoneucumeumeceiuass comics fia

Calculate the gradient of the given line.
YA
™ (0, 4)
(10, 0)
A
THINK WRITE
i. Examine the diagram to locate two known The intercepts with the coordinate axes are shown.
points on the line and state their coordinates. Given points: (0,4) , (10, 0)
2. Apply the gradient formula using one point as Let (x,,¥)) = (0,4) and Go, 2) = (10, Q).
(x1, y,) and the other as (x2, y2). Ya7 ¥1
m=
Xo 7X}
0-4
10-0
A
10
Ym= —04
3. State the answer. The gradient of the given line is —0.4.
4, An alternative method would be to calculate Run = 10 and rise (fall) = —4

the rise and the run from the diagram. rise
n= —
run
m= — =—0.4
10
1.4.2 Sketching straight lines
Although many straight lines may be drawn through a single point, only one line can be drawn through two fixed
points. Two points are said to determine the line. The coordinates of every point on a line must satisfy the rule or
equation that describes the line.
Although any two points whose coordinates satisfy the equation of a line can be used to sketch it, the two points
that are usually chosen are the x- and y-intercepts. Should the line pass through the origin, then the coordinates
of the x- and y-intercepts are both (0, 0), which gives one point to use. A second point would then need to be
identified. The coordinates of a second point may be obtained by substituting a value for x or y into the rule or
equation that describes the line, or alternatively the gradient could be used.
Sketching horizontal and vertical lines

The equation y=c, where c is a constant, represents a horizontal line with a y-axis intercept at (0, c).
The equation x =d, where d is a constant, represents a vertical line with an x-axis intercept at (d, 0).
WORKED EXAMPLE 9 Sketching straight lines

Sketch the set of points for which:
5, yt b. 2x-y=6 c. x=4
2
THINK WRITE
. 3x
a. 1. Calculate the y-intercept. a y= -
When x=0, y=0.
=> (0,0) is both the x- and the y-intercept.
The line must pass through the origin.
2. A second point is needed. Substitute another Point: let x= 2.

value for x in the equation of the line. a 3 x (2)
, 2
=-3
=> (2, —3) is a point on the line.
3. Plot the two points and sketch the line. yA
po
yEr9
(0, 0) .
a 0 i x
|
! -3)
b---@(2,
b. 1. Calculate the y-intercept. b. 2x-y=6

y-intercept: let x =0.
2x0-y=6
—y= 6
“y= 6
=> (0, —6) is the y-intercept.
TOPIC * Lines and linear relationships 17

2. Calculate the x-intercept. . x-intercept: let y=0.
2x-0=6
2x = 6
1 ees
=> (3, 0) is the x-intercept.
y
3, Plot the two points and draw a straight line dx-y=6
through them. Label the points and the line
appropriately.
— 0 G0)
(0, —6)
x=4
c. x=4 is the equation of a vertical line.
x-intercept (4, 0)
Sketch this line.
x
| y= 4
<— 0 Gor
1.4.3 Forming equations of lines

in order
or vertical, two pieces of information are required
Regardless of whether the line is oblique, horizontal
an oblique line that are most frequently used are:
to form its equation. The forms of the equation of
° the point-gradient form
e the gradient-y-intercept form.
Point-gradient form of the equation of a line

the equation of
Given the gradient m and a point (x1, y;) on the line, ¥
the line can be formed as follows.
For any point (x, y) on the line with gradient m:

YT)
Sa
m=
yyy
ea
=m-x)
X1,
a
<— ; ~
Methods VCE Units 1 & 2 Third Edition

48 Jacaranda Maths Quest 11 Mathematical
Point—gradient form
A line with gradient m and passing through the point (x,y)
has the equation:
y—yy =m(x — x1)
Gradient—y-intercept form
For a line with gradient m cutting the y-axis at the point (0, c), use (0, c) for (x;,y;) in the point—gradient form:
yyy =mM(x—-X))
“y-c=m(x—0)
y=mx+tc
Gradient—y-intercept form
A line with gradient m and y-intercept c has the equation:
y=mx+c
1.4.4 General form of the equation

The general form of the equation of a line can be written as ax + by + c=0. The equation 3x + y—2=0 can be
expressed in equivalent forms that include y= —3x +2 and y= 2 —3x.
WORKED EXAMPLE 10 Determining the equation of a straight line
a. Form the equation of the line with gradient 4 passing through the y
point (3, —7).
b. Form the equation of the line passing through the points (5, 9)
iN
and (12, 0).

c. For the line shown, determine its equation. 0 (8, 0)
A
d. Obtain the gradient and the coordinates of the y-intercept of the

line with the equation 3x — 8y + 5=0.
(0, —4)
THINK WRITE
a. 1. State the given information. a. The gradient and a point are given.
m=4, (x,y) =G,-7)
2. Write the point—gradient form of the yy, =m(x—x;)
equation.
3. Substitute the given information and simplify y—(-7) =4(x—3)
to obtain the equation. yt7=4x-—12
“y= 4x-—19
b. 1. State the given information. b. Two points are given.

Let (x1, ¥;) = (5,9) and (9,9)
= (12,0)
TAPIG # Lines and linear relationshins 19

2. Use the two points to calculate the gradient. m= D5
—
7
3. Write the point—gradient form of the yr-yy =m(x—x)

equation.
4, The point—gradient equation can be used Let (12, 0) be the given point (x,, y,) in this
with either of the points. Substitute one of equation.
the points and simplify to obtain the equation. y-0=- - (e— 12)
9
Yo e
—-y=--(«-12 )
5. The equation could be expressed without Ty = —9 (x— 12)

fractions. Although this is optional, it looks Ty = —9x+ 108
more elegant. “. 9x+7y = 108
6. Had the point (5, 9) been used, the same Check:

answer would have been obtained. ys “5 f—5)
7T(y—9) = -9(«—5)
Ty — 63 = —9x +45
“. 9x
+ Ty = 108
This is the same equation as before.
c. 1. Calculate the gradient from the graph (oruse c. m= —

the coordinates of the y-intercept and the .
x-intercept points). m= 3
1
m=
2
2. One of the points given is the y-intercept. m= zo c=—4

State m and c. 2
3. Use the gradient—y-intercept form to obtain y=mx+c
. . 1
the required equation. nye - x—4
d. 1. Express the equation in the form y=mx+c. d. 3x—8y+5=0

3x+5 = 8y
= ita?
F 8 68
2. State mand c. ps eee

8 8
(03)
3. Express the answer in the required form. The gradient is : and the y-intercept is
Resources
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> Interactivity Equations from point-gradient and gradient-y-i
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4, SXEEH Calculate the gradient of the given line.
y-intercept at (0, 4).

ht line with x-intercept at (—2, 0) and
2, a. Determine the gradient of the straig
b. Determine the gradient of the line shown.
; 6.7 "x
(0, -2)
c. Determine the gradient of the line shown.
1
3 T—
ing through the points (7, —2) and (2, 5).

d. Determine the gradient of the line pass
the following points.
3, Calculate the gradients of the lines joining
b. (0, —4) and (12, 56)
a. (—3, 8) and (—7, 18)
d. (3, —3) and (3, 15)
c. (—2, —5) and (10, —5)
Lines and linear relationships 21
TOPIC 1
|
the line joining the points
the line passing through the point s (a, b) and (—b, —a) is parallel to
4. Show that
(—c, d) and (—d, c).
:
5, EEG Sketch the set of points for which
b. 3x+2y=6 c. y=2
a. y=4x
6. Sketch the following linear graphs.
b. y=—4x+1 ey=5-5
a. y=3x—6
e. y=4x f. y=—0.5x
d. y+3x=8
ions.
7. Sketch the lines with the following equat
c. 6x + Sy = 30
b. 4y-x+4=0
a. y=3x+8 6x
x 3y f. y=-—
=6
d. 3
y
—5x=0
e, -—-—
2 4 a)
with gradient —2 passing through
3, MUG a. Form the equation of the line
the point (—8, 3).
through the points (4, —1) and
b, Form the equation of the line passing
(-3, 1).
shown.
c. Determine the equation of the line
s of the y-intercept of the line
d. Obtain the gradient and the coordinate
with equation 6y —5x—18= 0.
point (2, 10).

lel to the x-axis that passes through the
9, Determine the equation of the line paral
a y-intercept at (0, 2) and a
10. a. State the equation of the line with
gradient of 5.
n.
b. Determine the equation of the graph show
with a gradient of 3 and passing
c. Determine the equation of the line
through the point (1, 2).
passing through the origin with
d. Form the equation of the linear graph
a gradient of —5.
s through the points (—1, 0)
e. Form the equation of the line that passe
and (3, —2).
+ by +c=0 for the line with
¢. Determine the equation in the form ax
(—3, 5).
gradient - and passing through the point
s.
44. a. Form the equations of the given graph
Edition
al Methods VCE Units 1 & 2 Third
22 Jacaranda Maths Quest 11 Mathematic
b. A line contains the points (—12, 8) and (—12, —1). Form its equation and sketch its graph.
c. Determine the equation of the line passing through (10, —8) that is parallel to the line y =2 and sketch its
graph.
12. Determine the equations of the straight lines that are described by the following information.
a. Gradient —5, passing through the point (7, 2)
b. Gradient a passing through the point (—4, —6)
. Gradient —1 : passing through the point (0, —9)

Q
d. Gradient —0.8, passing through the point (0.5, —0.2)

e. Passing through the points (—1, 8) and (—4, —2)
f. Passing through the points (0, 10) and (10, —10)
13. a. State the gradient and the coordinates of the y-intercept of the graph that has the equation y = 2x — 8.
b. State the gradient of the line with equation 5x —3y —-6=0.
c. Determine the gradient and the coordinates of the y-intercept of the line with equation 4y — 3x =4.
d. Determine which of these lines are parallel.
i. 3x-4y-—4=0
ii. 4y—3x-6=0
ii. 6x-—8y—6=0
iv. 2y—6x-—12=0
14. Determine the gradients and the y-intercepts of the lines with the following equations.
a. 4x+ 5y =20 b, ~_2%=_5

3 4
ce. x-—6y+9=0 d. 2y-—3=0
Technology active
15. Sketch with CAS technology the lines with the following equations.
a. 2y—4x=-11 b. x=5 c y=—3
16. a. Determine the value of a if the point (2a, 2 — a) lies on the line given by Sy = —3x+ 4.
b. Form the equation of the line containing the points (p, g) and (—p, —q).
17. If the cost, C dollars, of hiring a rowing boat is $30 plus
$1.50 per hour or part thereof:
a. determine the rule for C in terms of the hire time in
hours, f.
b. sketch the graph of C versus ¢ and state its gradient.
TOPIC 4 Lines and linear relationshins 23

1.4 Exam questions
(®) Question 1 (1 mark)

[ied The gradient of the line passing through the points (—3, 5) and (1, —4) is
a2 2 BH 4 c.=1 p. —+4 we 9
®) Question 2 (1 mark)
[ial State which of the following graphs can represent the equation —3y + 2x=—6.
A. B. YJ C.
YA \
~—<
<
~_\_—_ 3
0 x
2
\ J
®) Question 3 (2 marks)
Form the equation of the line passing through the points (3, 1) and (—1, 3).
1.5 Intersections of lines and their applications

LEARNING INTENTION
e set up and solve systems of linear equations by hand.
Graphs allow visual comparisons to be made between models.

Revenue
For example, if a revenue model and a cost model are graphed together,
it is possible to see when a profit is made. Costs
Dollars
A profit will be made only when the revenue graph lies above the cost |
graph. At the point of intersection of the two graphs — also known as the (
| Break-even point
break-even point — the revenue equals the costs. Before this point, a loss |
|
occurs, since the revenue graph lies below the cost graph. l
0 N
Number of sales
Sales <N Sales > N
=> Loss => Profit
1.5.1 Intersections of lines ©
Two lines with different gradients intersect at a point. Since this point must lie on both lines, its coordinates are
found algebraically using simultaneous equations.
WORKED EXAMPLE 11 Solving problems using a point of intersection
The model for the revenue in dollars, d, from the sale of n items is dg = 20n, and the cost of
manufacture of the 7 items is modelled by dc = 500 + 5n.
a. Find the coordinates of the point of intersection of the graphs of these two models and sketch the
graphs on the same set of axes.
b. Obtain the smallest value of 7 for a profit to be made.
THINK WRITE
a. 1. Write the equation at the point of a. At the intersection or break-even point:
intersection. dr = de
20n = 500+ 5n
2, Solve to find n. 15n = 500

500
n=
15
nS 331
3
3. Calculate the d coordinate. When n= =,
d= 20x Ws
3
“d= 666 2
3
4. State the coordinates of the point of The point of intersection is (x > 6667) ‘
intersection.
5. Both graphs contain the intersection point. Points: Let n =0.
Find one other point on each graph. . dg =0 and de = 500
The revenue graph contains the points (0,0),
1 2
(23,6665).
3 3
The cost graph contains the points
2
(0,500) and (335 and 666%)
6. Sketch the graphs. d (dollars) Revenue

800
600
400
200
Lines and linear relationships 25

b. 1. State the condition for a profit to be made. b. Fora profit, dg > dc.
1
From the graph, dp > dc when n> a
2. Write the answer in a sentence. Therefore, at least 34 items need to be sold for a
profit to be made.
1.5.2 The number of solutions to systems of 2 x 2 linear simultaneous

equations
Since a linear equation represents a straight line graph, by considering the possible intersections of two lines,
three possible outcomes arise when solving a system of simultaneous equations.
Casel . Case 2 Case 3
m # My m= My Mm, = Mz Ci = C2
(parallel) (identical)
Case 1: Unique solution to the Case 2: No solution to the Case 3: Infinitely many
system. The equations represent system. The equations represent solutions. The equations are
two lines that intersect at a single parallel lines. equivalent and represent the same
point. line. Every point on the line is a
solution.
Linear simultaneous equations

If a system of equations is rearranged to be in the form
YHMNyX+C1
Y=M2X
+ C2
then:
e there is a unique solution if m; #4 m2
e there is no solution if m, =m and c; # c2
e there are infinitely many solutions if my = mz and cy =c2.
a 2 x 2 system
WORKED EXAMPLE 12 Determining the number of solutions of
below has no solutions.
Determine the value of m so that the system of equations shown
mx —y =2
3x +4y = 12
THINK WRITE
mx—y=2> y=mx—-2
4. Rearrange both equations to the y=mx +c
form. and
artdy=I2sy=—x+3
: . . . 3
2. State the gradients of the lines the equations The gradients are m and ——.
i“
represent.
3. State the condition for the system of equations For the system of equations to have no solution, the
to have no solution, and calculate m. lines must be parallel but have different y-intercepts.
For the lines to be parallel, the two gradients have to
be equal.
n=
4
4. The possibility of the equations being Substitute m= “7 into the y=mx +c forms of the
equivalent has to be checked. equations.
y= * —2andy=— x +3 represent parallel lines
since they have the same gradients and different

y-intercepts.
. 3 .
Therefore, if m= -2 the system will have no
5. State the answer.
solution.
4.5.3 Concurrent lines

be concurrent. Their
Three or more lines that intersect at a common point are said to
point of intersection is known as the point of concurrency.
is to find the point of
To show that three lines are concurrent, the simplest method
point lies on the third line.
intersection of two of the lines and then check whether that
WORKED EXAMPLE 13 Determining if lines are concurrent

+ Ty =10 and 2x —y = —4 are concurrent.
Show that the three lines with equations 5x + 3y =1, 4x
THINK WRITE
4. Select a pair of equations to solve Consider the following equations:

4x+ Ty =10 [1]
simultaneously.
2x-y=—4 (2]

2. Solve this system of equations. Eliminate x.
Multiply equation [2] by 2 and subtract it from
equation [1].
Ty —2X (—y) = 10-2 x (-4)
Ty+2y=10+8
Oy = 18
So
Substitute y =2 into equation [2].
2x-2=--—4
Dee
xe —l
Lines [1] and [2] intersect at (—1, 2).
tut
x= —1, into 5x+3y=1.
y=2 e
3. Test whether the values for x and y satisfy the Substi
third equation. LHS =5x(-1)+3x(2)
eel
= RHS
Therefore, (—1, 2) lies on 5x+ 3y=1.
Since (—1, 2) lies on all three lines, the three lines .
4. Write a conclusion.
are concurrent. The point (—1, 2) is their point of
concurrency.
yi) Resources
ls Interactivity Intersecting, parallel and identical lines (int-2552)

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of the lines with equations
1. Use simultaneous equations to find the coordinates of the point of intersection
3x —2y=15 andx+4y=54.
pairs of lines.
2. Determine the coordinates of the point of intersection of each of the following
a. 4x —3y= 13 and 2y-—6x=—7
3
b. y= 9 and x+5y+7=0
ce. y=—S andx=7
3. A triangle is bounded by the lines with equations x = 3, y=6 and y=—3x.

a. State the coordinates of its vertices. b. Calculate its area in square units.
Edition
28 Jacaranda Maths Quest 11 Mathematical Methods VCE Units 1 & 2 Third
4, WSEM If the model for the revenue in dollars, d, from the sale of n items is dg = 25n, and the cost of
manufacture of the n items is modelled by de = 260 + 12n:
a. determine the coordinates of the point of intersection of the graphs of these two models and sketch the
graphs on the same set of axes
b. obtain the smallest value of n for a profit to be made.
. The daily cost of hiring a bicycle from the Pedal On company is $10 plus 75 cents per kilometre, whereas
from the Bikes R Gr8 company the cost is a flat rate of $20 with unlimited kilometres.
a. State the linear equations that model the costs of hiring the bicycles from each company.
b. On one set of axes, sketch the graphs showing the cost versus the number of kilometres ridden, for
each company.
c. Determine the number of kilometres after which the costs are equal.
d. Shay wishes to hire a bicycle for the day. Explain how Shay can decide which of the two companies
would be cheaper.
. Determine the value of m so that the following system of equations has no solutions.
2mx+3y
= 2m
4x+y=5
. Determine the values of a and b for which the following system of equations will have infinitely many
solutions.
ax+y=b
3x-—2y=4
. Determine the value of p for which the lines 2x + 3y = 23 and 7x + py =8 will not intersect.
. a. Express the lines given by px + Sy = q and 3x —qy=5q, q#0,iny=mx+c form.

b. Hence, determine the values of p and q so the system of equations shown will have infinitely
many solutions.
px+5y=4q
3x-—qy
= 5q
c. State the relationship that must exist between p and q so the lines px + Sy=q and 3x — gy =5q
will intersect.
Technology active
10. Use the graphing facility on CAS technology to obtain the point of intersection of the pair of lines
17 + 9x 3
y — and y= 8 — > to 2 decimal places.
11. The line passing through the point (4, —8) with gradient —2 intersects the line with gradient 3 and
y-intercept 5 at the point Q. Find the coordinates of Q.
12. [WSEEW Show that the three lines with equations 2x + 3y =0, x— 8y = 19 and 9x + 5y = 177 are concurrent.
13. Determine the value of a so that the three lines defined by x + 4y = 13, 5x —4y=17 and —3x +ay=5
are concurrent.
14. Show that the following three lines are concurrent and state their point of concurrency: 3x—y+3=0,
5x+2y+16=0 and 9x—5y+3=0.
15. Determine the values of d so that the three lines x + 4y =9, 3x — 2y = —1 and 4x + 3y =d are not concurrent.

C($) B
16. The graph shows cost, C, in dollars, versus distance x, in kilometres,
for two different car rental companies A and B.
A
The cost models for each company are C = 300 + 0.05x and
C= 250 +0.25x.
a. Match each cost model to a company.
b. Explain what the gradient of each graph represents.
c. Construct a linear rule in terms of x for y= C, — Cg, the difference in
cost between Company A and Company B.
te axes.
d. Sketch the graph of y= C, — Cg, showing the intercepts with the coordina
e. Use your graph from part d to determine the number of kilometres when:
i. the costs of each company are the same
ii. the costs of Company A are cheaper than those of Company B.
north of a lookout taken to be the
17. The position of a boat at sea is measured as x km east and y km
lookout. After 1 hour, its position is 6 km
origin, (0, 0). Initially, at 6 am, the boat is 2 km due north of the
east and 3 km north of the lookout.
g the boat travels in a straight
a. Write down the coordinates of the two positions of the boat and, assumin
line, form the equation of its path.
after 6 am, its distance east of the
b. The boat continues to sail on this linear path and at some time t hours
is (t+ 2) km.
lookout is 6f km. At that time, show that its position north of the lookout
c. Determine the coordinates of the position of the boat at 9.30 am.
a large fishing trawler, sailing along a
d. The positions east and north of the lighthouse of a second boat,
linear path are given by x= and y = t respectively, where tis the time in hours since 6 am. Find the
hence (or otherwise) find the Cartesian
coordinates of the positions of the trawler at 6 am and 7 am, and
equation of its linear path.
and give the coordinates
e. Show that the paths of the boat and the trawler contain a common point,
of this point.
boat and the trawler collide.
f. Sketch the paths of the boats on the same axes and explain whether the
by x=t, y=3 + 2t, while at the same
18. At time ¢, a particle P,; moving on a straight line has coordinates given
given by x=t+ ly=4t-1.
time a second particle P, moving along another straight line has coordinates
e whether the particles collide.
a. Use CAS technology to sketch their paths simultaneously and so determin
b. State the coordinates of the common point on the two paths.
1.5 Exam questions
[Gl The simultaneous equations y = 2x— 1 and y=2x+ 1
B. intersect at (—1, 1). C. do not intersect.
A. intersect at (2, 0).
D. intersect at (=. -;). E. intersect at (0, 2).
—1)x- : will not intersect is
[I The value of a such that the lines y=4 (2a + 1)x+2 and y=2(a
B. —1 c. 4 D. 2 E. -
A. 1
3 (5 marks) G=atwansal
®) Question
b and x + 3y=2 will have infinitely
Determine the values of a and b for which the system of equation ax + y=
many solutions.
1 & 2 Third Edition

30 Jacaranda Maths Quest 11 Mathematical Methods VCE Units
2.2 Algebraic skills
LEARNING INTENTION
° expand and factorise linear and simple quadratic expressions with integer coefficients by hand
° factorise the sum or difference of two cubes
e simplify algebraic fractions.
This topic covers some of the algebraic skills required for the foundation to learning and understanding of
Mathematical Methods. Some basic algebraic techniques will be revised and some new techniques will be
introduced.
2.2.1 Review of expansion and factorisation

Expansion
The distributive law is fundamental in expanding to remove brackets.
Distributive law
a(b +c)=ab+ac
Some simple expansions include:
(a+b)(c +d) =ac+ad+be +bd

(a+b) =a? +2ab +b
(a—b)* =a? —2ab +b*
(a+b)(a—b)=a? —b*
Expand 2(4x — 3)? — (x —2)(x + 2) + (x + 5)(2x — 1) and state the coefficient of the x term.
THINK WRITE
‘1. Expand each pair of brackets. W4x — 3) — (x —2)(x +2) ++ 5)2x- 1)

Note: The first term contains a perfect square, = 2(16x7 — 24x +9) — (0? —4) + (27 —x + 10x—5) /
the second a difference of two squares and the

third a quadratic trinomial.
2. Expand fully, taking care with signs. = 32x? —A8x+4+ 18-1 +4427 +9x—5
3. Collect like terms together. = 337 — 39x+17
4 State the answer. The expansion gives 33x° — 39x + 17 and the
Note: Read the question again to ensure the coefficient of x is ~39.
answer given is as requested.
Algebraic foundations 57
CASIO | THINK DISPLAY/WRITE
TI | THINK DISPLAY/WRITE
4. Ona Main screen, @ Edit Action Interactive
4. Ona Calculator page,
press MENU and select: 4 4 complete the
3 Alger expand(2: (4:x-3)2-(c-2)- —— entry tine as:
expan D
. Expan
Complete the (2x (4x — 3)? — (x2)
entry line as: («+ 2) + (x + 5)(2x — 1))
Then press EXE.
expand
Ox (4x— 3)° — (x — 2) ,
(x +2) + (x + 5)(2x — 1))
Then press ENTER.
Alg Standard Real Rad”
2. The answer appears on The expansion gives

2. The answer appears on The expansion gives
the screen. 33x? — 39x + 17.
the screen. 33x" — 39x +17.
Factorisation
Factorised form
Some simple factors include:
(a+ b)(c +d)
e common factors
e the difference of two perfect squares
e perfect squares and factors of other quadratic trinomials. 7)
2D,=
)
s5 is equal to
Se %soy
act+ad+bce+bd
Expanded form
A systematic approach to factorising is displayed in the following diagram.
Common
factor?
Two terms Three terms Four or more

terms
Quadratic trinomial? Grouping?

Difference of two squares?
a —b* =(a+ b)(a—b) Perfect squares? ac+ad+bce+bd
@+2ab+b? =(at+by =a(c+d)+b(c+d)
a —2ab + b? = (a—b)’ =(a+b)\(c+d)
2 Third Edition
58 Jacaranda Maths Quest 11 Mathematical Methods VCE Units 1 &
and 1’, depending on the number
Grouping terms is commonly referred to as grouping ‘2 and 2’ and grouping *3
of terms grouped together.
grouping *3 and 1’ would create a
For example, as the first three terms of a +2ab + b* — c? are a perfect square,
.
difference of two squares expression, allowing the whole expression to be factorised
a +2ab +b? —c2 = (a? + 2ab+b?)—c?

=(at+by-¢
=(a+b-—c)at+b-+c)
; WORKED EXAMPLE 2 Factorising algebraic expressions
Factorise:
a. 3x? —12y?
b. x7-++7x —8
c. 3x? —17x + 10
d. 2x3 + 5x7y — 12y*x
e. dy? —x? + 10x — 25
f. Tat 1)” —8(x +1) +1 using the substitution a= (+ 1).
THINK WRITE
a. 1. Take out the common factor. a. 3x2 — 12y? =3 (x? —4y*)
2. Recognise the difference of two squares. = 3 (x? - (2y)° )
3. Factorise using the difference of two =3(x—2y)(x+2y)

squares, a* —b* =(a—b) (a+b).
b. <°+7x—8, wherea=1, b=7and c=—8
b. 1. Recognise the trinomial ax* + bx +c.
2. Find two numbers that multiply to the ac=-—8,b=7
outside product, ac, and add to the The numbers are —1 and 8.
middle, b.
3. Split the middle term of the given equation. + 7x—8 =x? — lx + 8x-8
=x?—1x +8x-8
4, Pair and factorise.
=x(x-1)+8@-1)
5, Take out the common factor. =(x—1)(x+8)

Note: The middle term may be split as
Tx = —1x + 8x or 7x = 8x— 1x.
c. 3x2 —17x+ 10, where a=3, b=—17 and c=10
c. 1. Recognise the trinomial ax* + bx +c.
2, Find two numbers that multiply to the ac =30,b=-—17
outside product, ac, and add to the The numbers are -15 and -2.
middle, b.
3. Split the middle term of the given equation. 3x2 — 17x + 10 = 3x7 —2x— 15x+ 10
Pair and factorise. = 3x? —2x— 15x +10
4.
=x (3x —2)(3x —5—2)
= (3x —2)(x—5)
5. Take out the common factor.
d. 1. Take out the common factor. de 2x3 + 5x2y — L2xy? =x (2x? + Sxy — 12y’)
2. To factorise the expression in the brackets, The numbers are 8 and —3.
find two numbers that multiply to the outside
product (2x — 12 = —24) and add to the
middle (-3 +8 =5). b
TOPIC 2 Algebraic foundations 59
3. Split the middle term of the expression in x (2x? + Sxy— 12y?) =x (2x? — 3xy + 8xy— 12y")
brackets.
4. Pair and factorise. =x (2x? —3xy + 8xy— 12y”)
= x (« (2x — 3y) + 4y (2x — 3y))
5. Take out the common factor and write the =x (2x —3y) (~+4y)
three factors.
e. 1. The last three terms of the expression canbe e. 4) —x2 + 10x —25 =4y? — (x? — 10x +25)
grouped together to form a perfect square.
2. Use the grouping “3 and 1’ technique to _=4y?— G5)
create a difference of two squares. = (2yy —(@—SY
3. Factorise the difference of two squares. =[2y—(x—S)|2y+ @=5)]
4. Remove the inner brackets to obtain the =(2y—-x+5)Qy+x—5)
answer.
f. 1. Substitute a=(x +1) to form a quadratic f e+) —841)41
trinomial in a. =7a@ —8a+1 wherea=(«+ 1)
2. Factorise the trinomial using any suitable =a iNe= 1)
method.
3. Substitute (x + 1) back in place of a. =(7e+1-Di(a@+H)-)
4. Remove the inner brackets and simplify to =(7x+7-D@t+1-D
obtain the answer. = (7x + 6)(x)
=x(7x + 6)

b.1. Ona Main screen, complete [ tiit action intersctive 5
b. 1. Ona Calculator page, press
MENU and select: (452-42 ) the entry line as: ea] b> sale] [ +] TL |
3. Algebra mere eee ee y-5): (c42-y-8) factor (4y* — x? + 10x — 25) inet Es
2. Factor Then press EXE. p
Complete the entry line as:
factor (4y? — x? + 10x — 25)
Then press ENTER.
Ala Stendard Real Rad”
2. The answer appears onthe —(«—2y—5)(~+2y—5) 2. The answer appears onthe —(x+2y—5)
screen. screen. - (x —2y — 5)
2.2.2 Factorising sums and differences of two perfect cubes

Check the following by hand or by using CAS technology.
Expanding (a + b)(a? — ab + b*) gives a? + b°, the sum of two cubes.
Expanding (a —b)(a? + ab + b*) gives a? — b°, the difference of two cubes.
Hence, the factors of the sum and difference of two cubes are as follows.
Sum and difference of two perfect cubes

a+b =a+b\@ —ab+b’)
a? —b° = (a —b)(a” + ab +5”)
WORKED EXAMPLE 3 eee eto perfect cubes
Factorise:
a. x° —27 b. 2x7 +16.
THINK WRITE
a. 1. Express x° — 27 as a difference of two cubes. a. x? ~—27=x° —3?
2. Apply the factorisation rule for the difference Using a? — b? =(a—b)(a? +. ab +b”) with
of two cubes. d=x,b= 3,
x? — 34 =(x— 3)? + 3x +37)
8. State the answer. 2-27 = (x —3)07 +3x4+9)
b. 1. Take out the common factor. b. 2x7 + 16 =2(x? + 8)

2. Express x? + 8 as a sum of two cubes. == D(x? 25)
3. Apply the factorisation rule for the sum of Using a? +b? = (a+ b)(a? — ab +b’) with
two cubes. a=x,b=2,
x42) = (x+2)0° —2x+27)
2(x3 + 23) = 2(x + 2)(x? — 2x + 27)
4, State the answer. 1.238 + 16 = 2(x + 2)0? — 2x44)
2.2.3 Algebraic fractions

The same methods used to simplify, add, subtract, multiply or divide arithmetic fractions are used to simplify
algebraic fractions.
Simplifying algebraic fractions

An algebraic fraction can be simplified by cancelling any common factor between its numerator and its
denominator. For example:
ab+ac _ @(b+c)
ad dd
_ bt+e
d
Multiplication and division of algebraic fractions

For the product of algebraic fractions, once numerators and denominators have been factorised, any common
factors can then be cancelled. The remaining numerator terms are usually left in factors, as are any remaining
denominator terms. For example:
d(b +c) Mato) _ (b+c)(atc)

add bo b
TOPIC 2 Alaebraic foundations 64
the denominator. As
Note that b is not a common factor of the numerator so it cannot be cancelled with the b in
in arithmetic, to divide by an algebraic fraction, multiply by its reciprocal.
ac
—-+-=-xX-—
ad
bd bec
WORKED EXAMPLE 4 Simplifying algebraic fractions
Simplify:
: x 2x b x4-1 14x?
" x2 5x +6 “y-3 3-x
THINK WRITE
2 oD
i
a. 1. Factorise both the numerator and the a. Fn = ee
denominator. x —S5x+6 (x—3)@—2)
Note: The numerator has a common factor;
the denominator is a quadratic trinomial.
| 2. Cancel the common factor in the numerator = nee

| and denominator. («—3)@-—2)
i
3. Write the fraction in its simplest form. ao ;
xX _—
No further cancellation is possible.
| 4 4 _
b. 1. Change the division into multiplication by b. = : + L4z =2 ! x <
x-3 3-x x-3 14+x
| replacing the divisor by its reciprocal.
|
2. Factorise where possible. Since x4 —1 = 02) — 12
Note: The aim is to create common factors of = (2-10? +)
both the numerator and denominator. For this ;
eason, write (3 —x) as —(x — 3) , tae
, , xt-1_ 3-x
x-3 1L+x
_ 0? —-DG?+1) 68 —(«— 3)
7 x—3 L+x°
_ @ =I GT) ye D3
x= 4+x*
| (?-1) 1
3. Cancel the two sets of common factors of the = ; x—
| numerator and denominator. 1
. 5 . —(x? — 1)
4. Multiply the remaining terms in the = ——_
numerator together and the remaining terms 1
in the denominator together.
|
| 5. State the answer. = —(x* — 1)
=1-x*
bp. 1. Ona Calculator page, b. 1. On a Main screen, complete

complete the entry line as: the entry line as:
x1 j 1+3x x 4 -1 14+x 2
/
x-3 3-x x-3 3-x
Then press ENTER. Press EXE, then press SIMP
to simplify the answer.
2. The answer appears on the —( —1) 2. The answer appears on the —Y +1

screen. screen.
Addition and subtraction of algebraic fractions

Factorisation and expansion techniques are often required when adding or subtracting algebraic fractions.
e Denominators should be factorised in order to select the lowest common denominator.
e Express each fraction with this lowest common denominator.
e Simplify by expanding the terms in the numerator and collect any like terms together.
- WORKED EXAMPLE 5 Adding and subtracting algebraic fractions
THINK WRITE
2 1 x
41. Factorise each denominator.
3x43 x-2 x -x-2
2 1 x
“36G4D GHD OFbDe-d
_ 2x(x-2) 1x3(@+1) xx3
2, Select the lowest common denominator
~ 3(x-+ 1)(x—2) 3+ Dw-2) 3(¢+ l(x-2)
and express each fraction with this as its
denominator.
_ 2-2) — 30x + 1) + 3x
3. Combine the fractions into one fraction.
~ 3(e-+ 1)(x—2)
_ 2x—4—3x—-34+3x
4. Expand the terms in the numerator.
3(x + 1) — 2)
Note: It is not necessary to expand the
denominator terms.
_ 2x —-7
5. Collect like terms in the numerator and state
304+ 1)@-2)
the answer.
Note: Since there are no common factors
between the numerator and the denominator,
the fraction is in its simplest form.

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1. Expand the following and simplify where appropriate.
a. 4m(m—2)+3m b. 5(m* —3m+2)—(m+2) c. (x—3)(x4+5)
d. 3m —2)(5m—4) e. (4—3x)(4 + 3x) f. (2x5)
. Expand and simplify the following.
a. 2(x —5)(x +5) — 3(2x — 3) b. 3—2(x+5)(3x—2)
c. (3 — 2x)(x —5) — (a+ 3)(4 +4) d. 3(2x—1)(2x+1)+(x-5)°
. EE Expand 3(2x + 1° + (7x + 11)(7x — 11) — Bx +4)(2x— 1) and state the coefficient of the x term.
. Expand each of the following expressions.

a. (2x + 3) b. 4a(b — 3a)(b + 3a) c. 10—(c+2)(4c—5)
d. (5—7y)” e. (3m? + 4n)(3m3 — 4n) f. (x+1)°
. Expand and simplify the following, and state the coefficient of the x term.
a. 2(2x — 3) —2)+(«+5)(2x—1) b. (2+ 3x)(4 — 6x — 5x”) — (x 6)(x + 6)
c. (4x + 7)(4x —7)(1 — x) d. w@+1-2y@4+14+2y)4+@- 1)
e. (3 — 2x)(2x + 9) —3(5x—1)(4 —-x) f. x? +x—-407? +x-4)
. Factorise the following.
a. x°
— 36 b. 4—25a? c. 9m? — 1
d. 4a?
— 64 e. 2m?
— 98x? f. 1-9(1—m)
a. x? —9x+18 b. x? —6x+9 c. x? + 7x—60
d. 4x? +4x—15 e. 4x? — 20x +25 f. 8x? —48xy + 72y’
. EE) Factorise:
a. 5x? — 45y*
b. x? —9x—10
c. 8x* — 14-15
d. 4x3 — 8x*y — 12xy*
e. Sy? — x? —8x—-16
£4a—- 3) —3(x—3)—22 using the substitution a=x— 3.
9. . Factorise:
a. 49 — 168x + 144x2 . b. 2(x— 1)?+ 13(x— 1) +20
c. 40(x +2)? — 18(x +2) —7 d. 144x2 — 36y?
e. 3a’x
+ 9ax -—a—3 f. 16x? +8x+1-y’
(AN) — ENBIIRIA
10. Fully factorise the following.
2x +2x* —25x—50
. 100p? — 81pq*
Q2Oo7
.4n? +4n+1—4p?
. 49(m + 2n? — 81(2m — ny”
. 13(a—1) +521 —a)°
a —b*-at+b+(a+b-1y
ao
. Use a substitution method to factorise the following.

a. (x+5) +(«+5)—56 b. 2(x+ 3)? —7(x+3)—9
ce. 70(x+y) — y(x+y) — 6y? d. x4 — 8x? —9
2
1
e. Xp —g) +120? -@) +4004 f. a? (« + *) — 4a? (« + *) + 4a?
a a
12. Factorise:
a. x° — 125 b. 34+3x

a. x°—8 b. x? + 1000 ce. 1-x?
d. 27x? + 64y? e. x4 — 125x f. (x—1)° +216
14, Fully factorise the following.
a. xy? — 27x b. —x? — 216 c. 3-—81x
d. 32x° + 4m? e. 27m? + 64n? f. 250x? — 128m?
15. Fully factorise the following.

a. 243 —81y3 b. 8x4y* + xy c. 125(x +2)? + 64(x—5)°
d. 2x— y) —54Qx+ yy e O-@P+ab -—b f. x6 —y®
16. (= Simplify:
x +4x xt 64 x +8
" x2 42x-8 " 5-x x-5
17. Simplify the following algebraic fractions.

x x-2 5 10
a. ——————_. X _
(x+ 1)(«—2) 3x xB3x+1) x&%+3)
> x7 +5x+6 16-9x? | 2x+ 10
"Ax +8 " 84+6x 3x-4
; 4x, 18x" —6x 2x7 -3x—-5 _ 3x*-Sx-12
3x2 45x42 9x?-1 Ox*@—11x+15 9 3x74+7x44
18. Simplify the following.
3x* — 7x —20 — 9x — 36
x3 +.4x°
© 25 —9x? ©xt 4x-12
(thy —x ae
be 8 ee
1—9x?
c. ———————.
h Ox3 +3x2 18x? -12x+2
> m> —2m?n . m —4n? l-x 1-x? | L+xtx
~ Bb tn3 m2 +3mn+2n? “4433 14x2 ° l—x4x*
SUE Simplify fhe tng ey

5x—-25 x—-1l x?-6x+5
rOPiG 2 Algebraic foundations 65

20. Express each of the following as a single algebraic fraction.
2x 43x x
a. —+— b --— CG;
3 4 7 2 - x-3 x+5
x 5 x-3 x+2 3 1 5
d; e. -—— f: -
3x-1 1-2x 2x+1l x-1 7-9 x+3 x-3
Technology active
21. Simplify the following expressions.
4 4 4 3
a. + b. ai.
e+ x—x x—-4 x42 2
|
S
1 2 1
5 4
+—— +———_
3
d. + —
x+6 S5-x x*+x—30 4y?—36y+81 4y?-81 2y?-9y
22. a. Expand (2 + 3x)(x + 6)(3x — 2)(6 —x).

b. Factorise
x” — 6x +9 — xy + 3y.
c. Factorise 2y* + 2y(x — yy.
23. Expand the following.

a. (g+12 +h)
b. (2p +79) (1q—2p)
c. (x + 10)(5 + 2x)(10 — x)(2x — 5)
24, Simplify the following.

x3 — 125 5 4 3 — 16x21
a aos
x —25 * 4524 Se
+5x° + 25x
b. x+1 - (x41) 2)7 e+ 2 2x +1
1 Dp g ( 7 5 )
ec. — - —— - ——— d. (a+ 6b) + =
( ) a —3ab+2b? a*—ab—2b?
25. Using CAS technology:

a. expand (x + 5)(2—x)(3x +7)
b. factorise 27(x— 2) + 64(x + 2)°
8
c. simplify +—.
x-1 x+8
2.2 Exam questions
Question 4 (1 mark)
[ea The coefficient of x in the expansion of x(«—2)(@+1)+@- 3) is
A. 12 B. 8 c. 4 D. —4 E. —8
[IEI The factors of 9 (2x—1)* —9 are
A. (1, 0) B. 2x—1, 9 Cc. (-}. 9) D. 36x, x—1 — 36x
E. 36x?
Question 3 (1 mark)
Factorise 8 (x +3)’ +24 (x+3)+ 16.
2.6 Surds
LEARNING INTENTION
e simplify and order surds
e expand and simplify expressions involving surds
® rationalise denominators with surds.
A surd is an nth root, ¢/x. Surds are irrational numbers; they cannot be expressed in the quotient form : Any
q
decimal value obtained from a calculator is just an approximation.
All surds have radical signs, but not all numbers with radical signs are surds. For surds, the roots cannot be
evaluated exactly. Hence, 1/26 is a surd. +/25 is not a surd, since 25 is a perfect square, 1/25 =5, which
is rational.
2.6.1 Ordering surds

Surds are real numbers and therefore have positions on the number line. To estimate the position of 6, we can
place it between two rational numbers by placing 6 between its closest perfect squares.
4<6<9
V4<vVo<y9
W2<V6<3
So 6 lies between 2 and 3, closer to 2, since 6 lies closer to 4 than to 9. Checking with a calculator,
6 ~ 2.4495. Note that the symbol J always gives a positive number, so the negative surd -V6 would lie on
the number line between —3 and —2 at the approximate position —2.4495.
To order the sizes of two surds such as 3/5 and 5/3, express each as an entire surd.
35 = 9x5 5/3
= 25x V3
=1/9x5 and = 4/253
= V5 = V5
Since +/45 < 75, it follows that 3/5 <51/3.
2.6.2 Surds in simplest form

Surds are said to be in simplest form when the number under the square root sign contains no perfect square
factors. This means that 3/5 is the simplest form of 1/45 and 5/3 is the simplest form of */75.
If the radical sign is a cube root, then the simplest form has no perfect cube factors under the cube root.
To express 1/128 in its simplest form, find perfect square factors of 128.
128
= 64 x2
= 64x /2
= 8/2
2/128
= 81/2
- Algebraic foundations 87
WORKED EXAMPLE 15 Simplifying and ordering surds
a. Express {6 2,4 3,2./5,7 \ with its elements in increasing order.

b. Express the following in simplest form.
i. +/56
ii, 2\/252a7b assuming a > 0
THINK WRITE
a. 1. Express each number entirely as a square a. {6V2,4V3,2V5,7}

root.
6V2= ¥36x V2= 72,
4/3 = V16x V3= V48,
25 = V4x V5=20
and 7 = 1/49.
2. Order the terms. 20 < V48 < 49 <V72

In increasing order, the set of numbers is
{2/5,4V3,7,6y2}.
b. i. Find a perfect square factor of the number b. i. 56 = 4x14

under the square root sign. a 4x14
=2/14
ii. 1. Find any perfect square factors of the ii. 2°\/252a2b = 2V4X9X7a7b
number under the square root sign.
=2% 4x 9x V7x ax /b
2. Express the square root terms as products
and simplify where possible. =2x2x3xV7xax Vb
= 12a/7b
3. Try to find the largest perfect square factor Alternatively, recognising that 252 is 36 x7,
for greater efficiency. 24/25202b = 21/36
x Tab
=2xX 36x V7x ax Jb
=2x6x V7 xXax s/b
= 12a\/7b
2.6.3 Operations with surds

As surds are real numbers, they obey the usual laws for addition and subtraction of like terms and the laws of
multiplication and division.
Addition and subtraction with surds

avfe+by/e
= (at+b)v/e
ave —byc
= (a—b) ve
Expressions such as /2 + /3 cannot be expressed in any simpler form as /2 and +/3 are ‘unlike’ surds. Like
surds have the same number under the square root sign. Expressing surds in simplest form enables any like surds
to be recognised.
Multiplication and division with surds
Jexva= Ved
a ex bid = ab\ed
ve. d c
va
Note that (ve) =c because (ve) = s/ex afc Vct=e.
WORKED EXAMPLE 16 Simplifying surds
Simplify the following.

a. 3/5 +7/2+6V5-3y2 b. 39/98 — 41/72 + 2/125 c.45/3 x 6/15
THINK WRITE
a. Collect like surds together and simplify. a. 3/5 +724 65-32

= 3/5 +6V5+72-3y2
=95+4y2
b. 1. Write each surd in simplest form. b. 3/98— 41/72 + 2/125
= 3/49 x2—4/36x2+225x5
=3x7V2—-4x 6242x575
= 212-242 + 10/5
2. Collect like surds together. = (2145/2
— 24/2) + 10/5
= —31/24+ 10/5
c. 1. Multiply the rational numbers together and Cc. 41/3 x 6/15
multiply the surds together. = (4x 6)+/3 x 15)
= 241/45
2. Write the surd in its simplest form. =24,9x5
=24x 31/5
=721/5
2.6.4 Expansions
Expansions of brackets containing surds are carried out using the distributive law in the same way as algebraic
expansions.
Distributive law with surds
Va (vb + ye) = Vab + vac

(a+ vb) (ye+ Va) = Vac+ Vad+ Voo+ vod
TOPIC2 Algebraic foundations 89

Renee er ee are reece
2
vb) =ati2Vab +b, as
surds becomes (va x
for binomial expansions involving
The perfect squares formula
follows.
eT
ing surds
Perfect squares involv
(lat vb) = 0/0) £2 /ayb+ (Vb)

—at2\Vab+b
follows.
s (va + vb) (va = vb) =a—b, as
dif ference of two squares formula become
The
res involving surds

Difference of two squa
=e"?
8) =
(+V5) (va—(v8)v—0(V)
containing surds.
and higher pow ers of binomial expressions
can be used to exp
The binomial theorem Ceks
s MLdAMSTeL
47 Ex pa nd in g and simplifying expression
WORKED EXAMPLE
b. (2v3-sv2) (45+ y14)

the following.
Expand and simplify
a. 3/2 (4y2-sv6)
d. (v7+3v2) (v7-3v2)
i (3v3+2v8)
WRITE
THINK = 12/4 —15 Vi2
plify a. 3 /2 (42 - sv6)
law to expand, then sim
a. Use the distributive = 12x2-15V4x3
h term.
edie = 94—-15x23
= 24-3073
(2/3 - 52) (4 5+ vi4)
b.
ebraic terms.
b. 1. Expand as for alg
=8 15 42H -20V10 - 5:28
4X7
94/15 +242 -20/10-5V
9. Simplify where possible. =8 FS 42942-2010 -5
x2V7
07
=8 15 4.242 — 2010-1
ds, so no further
There are no like sur
le.
simplification is possib
2
“(o/5) +2(6v8) (v8) +(8)

@ perfect square. c. (33+ 2v/5)
c. 1. Use the rule for expanding
54+4x5
=9OXF+4+2K3X2V3%
remembering that
2. Simplify each term, =274+12 15+ 20
2 t any like terms togeth
er.
(4/a) =a, and collec
=47 +1215
d Edition
s VCE Units 4 &2 Thir
11 Mathematical Method
90 Jacaranda Maths Quest
d. Use the rule for expanding a difference of two d. (v7 +3 v2) (v7 _ 32)
squares.
=(v7)
=7-9X2
~(3v2),
=7-18
=-l1
2.6.5 Rationalising denominators

It is usually desirable to express any fraction whose denominator contains surds as a fraction with a denominator
containing only a rational number. This does not necessarily mean the rational denominator form of the fraction
is simpler, but it can provide a form that allows for easier manipulation, and it can enable like surds to be
recognised in a surdic expression.
The process of obtaining a rational number for the denominator is called rationalising the denominator. There
are different methods for rationalising denominators, depending on how many terms there are in
the denominator.
Rationalising monomial denominators

. a . . . . . . . ‘
Consider bye where a, b,c € Q. This fraction has a monomial denominator, since its denominator contains
br/c
one term, D s/c .
Tn order to rationalise the denominator of this fraction, we use the fact that Vi x ale =c, a rational number.
Multiply both the numerator and the denominator by vc. As this is equivalent to multiplying by 1, the value of
the fraction is not altered.
Rationalising monomial denominators
. a axle . . ;
By this process, —— = —— and the denominator, bc, is now rational.
‘ by/c be
Once the denominator has been rationalised, it may be possible to simplify the expression if, for example, any
common factor exists between the rationals in the numerator and denominator.
Rationalising binomial denominators

fa +b and sla _ /b are called conjugate surds. Multiplying a pair of conjugate surds always results in a
rational number, since (va + vb) (va = vb) =a-—b. This fact is used to rationalise binomial denominators.

Consider —————., where a,b € O. This fraction has a binomial denominator since its denominator is the
Vat vb
addition of two terms.
To rationalise the denominator, multiply both the numerator and the denominator by fa - /b, the conjugate
of the surd in the denominator. This is equivalent to multiplying by 1, so the value of the fraction is unaltered;
however, it creates a difference of two squares on the denominator.
Rationalising binomial denominators

1 1 vam vb
views arvo va-vb
___va-vo
(fat VoVa- vb)
_ Va-vb
a—b
By this process we have

1 _ ya-vb , where the denominator, a — D, is a rational number.
Jat vb a—b
WORKED EXAMPLE 18 Rationalising denominators
a. Express each of the following with a rational denominator.

2 _ 55/3-37/10
i. —— o
5/3 44/5
b. Simplify 54/2 — 77 +37/18.
2
c. Express
6 with a rational denominator.
53-32
d. Given p = 3/2 —1, calculate 5 , expressing the answer with a rational denominator.
THINK WRITE
2 ww VB
a. i. 1. The denominator is monomial. a. i. ——=——X—
Multiply both numerator and 5 V3 5V3 V3
denominator by the surd part of the
monomial term. .
12/3
2. Multiply the numerator terms - =
together and multiply the 5x3
denominator terms together. 123
45
V3
3. Cancel the common factor between = v3
the numerator and denominator. 155
_4v3
5
sV3-3yi0 _ (5V3- 3/10) MS
1. The denominator is monomial.
Multiply both numerator and we!
denominator by the surd part of the
monomial term.
_ V5 (5v3-3vi0)
— Ax5
_ 515-350
20
_ 515 -3x5y2
2. Simplify the surds, where possible.
20
_ 515-152
20
18 (V15-3v2)
3. Take out the common factor in the
numerator since it can be cancelled
204
as a factor of the denominator. _ Vi5-3v2
4
4
b. Rationalise any denominators containing surds b 5V2-—= +318
and simplify all terms in order to identify any 4/2
like surds that can be collected together.
=5 5 2 ax ay
a v2
=5 5 AP yoy
= 52-2 el
= 12/2
Cc. 1. The denominator is binomial. Multiply The conjugate of 53 - 3/2 isSV3+ 3/2.
both numerator and denominator by the
6 _ 6 53 +32
conjugate of the binomial surd contained
in the denominator. 53-32 _ 5V3-3y1 5 3432
6(5 3 +32)
- (sv3-32) (5 3432)
6 (5v3+3y2)
» 6(5(5¥8)'-3+3y2)(v3)
Expand the difference of two squares in
the denominator.
Note: This expansion should always
result in a rational number.
~ 25x3-9X2
6(5 3+3¥2)
=

26 (5 3432)
Cancel the common factor
between the 3719
3,
numerator and the denominator. 263 3 +32) i tog v2
expanded
Note: The numerator could be 19
but there is no further simp lifi cati on to & 19
gain by doing So.
simplify. 4. Given p=3V2—1.
d. 1. Substitute the given value and ee 1
Lae (sy2-1) -1
1
(9x2-6y2+1)-1
1
so that the
2. Factorise the denominator
binomial surd is simpler.
ominator
3. Multiply numerator and den
omi al surd
by the conjugate of the bin
contained in the denominator.
two squares and

4, Expand the difference of
simplify.
DISPLAY/WRITE
CASIO | THINK
DISPLAY/WRITE
TI| THINK c. 1. Ona Main screen, |
complete the entry line pee Leslee [eT
c. 1. Ona Calculator page,
complete the entry —__o_ as:
imo aD? 10-3, 6-VZ 1a
ps
line as: 5: {3 -3:42. 19 19
6 simplify (=)
|
54/3 -3V2 Then press EXE.

Then press ENTER.
2(sv3 + 3/2) 9. The answer appears on

the
2. The answer appears on the screen.
19
screen.
2 Third Edition
11 Mathematical Methods VCE Units 1 &
94 Jacaranda Maths Quest
Students, these questions are ever better in jacPLUS
Receive immediate Access - Track your
feedback and access ' additional g results and
sample responses questions progress
Technology free
. EWES] a. Express {3 3 . 44/5 ,) /2, 5} with its elements in increasing order.
b. Express the following in simplest form.
i. 4/84 ii, 2\/108ab? assuming b>0
2. Select the surds from the following set of real numbers.
SCHOOL
SPEED LIMIT
3. Express the following as entire surds. v¥900
a. 44/5 b. 21/6 Cc.iY
d. We3 e. aby/c 3
f. myn
4. Simplify each of the following.

a. 4/32 b. 21/44 Cc. 4/52
d. 34/80 e. 45 f. ye
5, Express each of the following in simplified form.
a. W715 b. 5/48 c. /2000
d. 34/288 e, 2/72 4. 54
6. EGG§ Simplify the following.
a. (5-47-75 437 — 44/27 +332
b. 35/48 c. 335x715
7. Simplify the following by collecting like terms together.
a. 511-23-9/3 +4411 b. sv2+ V3+4y2I- 572

c. 4/3 +28 -7/2. + 5/48 d. 2/3 —31/20+ 4/12 — 5
e. 2/12 — V'125 — -V'50 +2180 f. 36 — 1/108 + 2/75 — 4-300
8. Simplify the following.
a.3/7 +83 + 127-93 b. 1072-126 +46 - 8/2
6. 350-18 d.84/45 + 21/125
o. V6 +75 +424 - 8/20 f, 212-7 2B + = - = V182

aa a
. Simplify the following.

b. 427 x-V28
a. ar/6x V21
a. 37 (2v7 - 314)
x (v5-2)(-¥9)
Cc. 44/5 (v5+vi0)
f. (4v3 -2) (2v5 +3y7)
ations and express answ ets in simplest form.
10. Carry out the following oper
b. -10/6x 8/10
a. 4/5 x27
a. Vi8x V72
o. 38x25
e.
4 /27 x V147 t sof Vaxay3x 22 +3v2x7V10
23
© (FNS) (7-¥3)
11. Expand and simplify the foll
owing.
va-8) (v2+8)
o
c. (v7 -2) vii+ v2)
e. (4-25) (4+2V5)
Expand and simplify the following.
( 3-82) (sv5-25+2v21y11) )
12.
a. 2/3 (4 15 +5y3)
é (4v3 - 52) ( 35 -2vi1) (3
2.
13. Expand and simplify the foll

owing.
53 (1-33 +26)
a. V2 (3v5-7V6)
a
d. (2 3+ 1/5) (3v2+4v7)
é, aio - 36 (3 15 +26)
44. Expand the following.
b. (3v6-2v3)
a. (2 343)
v5)
c. (vi- a. (25+ V3) (2v5V3)-
2435) f. (v3+v2+1) (v3+v2-1)
a. (10V2-3V5) (10
e— nsv6
simplify where appropriate.
i32
45. Rationalise the denominator and
ie:v3
4-——= f v5
2
d ays -Sv5v2 2/243
24/10 5-2
_¥B-3y3
form with rational denominators.
46. Express the following in simplest
2 y5+y2 2/18
43 © 4/2
: 2V/10+1 3/3 +22
1
5— V10 3+ v2
6+ v2
1 & 2 Third Edition

Mathematical Methods VCE Units
96 Jacaranda Maths Quest 44
Technology active
17. a. MWEEM Express each of the following with a rational denominator.
. 6 a3 5+7V15
Sa a
b. Simplify 14-6 + 12 54/24.

6
10
c. Express ——— with a rational denominator.
34+3 V2
1 . : . .
. ———,, expressing the answer with a rational denominator.
d. Given p= 44/3 + 1, calculate
P
18. Express Vv 384 in simplest form.
1 10
19. Simplify —V12— ly 80 + ——+ 243 +5.
2 5 4/2
3
20. a. Expand (v2+ 1)
b. If (V2+ v6) -2y3 (v2+ v6) (v2- v6) =at+by3, a,b EN, find the values of a and b.
2V3-1
21. a. Simplify v3 - V3 by first rationalising each denominator.
V3+1 342
b. Show that V3-1, v341 is rational by first placing each fraction on a common denominator.
V3+1 3-1
22. Express each of the following as a single fraction in simplest form.
a. 4V5—2y6+ 2-1 ». Vi (2vi0+ v8) - 2 5—2
3 2 4g 2N3= v2 2
v2,23+ V2
(views V8 ravi 2V3—V2
vi Vibe2vi Gv)vi
“16-4V7 OT " o4y3 4-3y2
23. a. Ifx= 2/3 — 1/10, calculate the value of the following.
i. eee ii. x2 —44/3x
742
b. If y= , calculate the value of the following.
J7-2
i. y— 1 ii I
yl
y
is a correct statement.
c. Determine the value’ of m and n for which each of the following
Fee een wen aw

——— =mvyirn + 13 =m+

—b+ Vb? —4ac.
If x, = 3 :
d. The real numbers x, and x, are a pair of conjugates. a
i. state x2
ii, calculate the sum x; + x2
iii, calculate the product x1.
-1) ,B (v5, vi0) and C (v0, V5). ,
24. A triangle has vertices at the points A (v2,
in simplest surd form.
4. Calculate the lengths of each side of the triangle
t side to 1 decimal place.
b. Calculate from the surd form the length of the longes
for the
+ 1) m by (v3 +2) m. Hew agrees to mow the lawn
25, A rectangular lawn has dimensions (v6 + 3
householder.
a. Calculate the exact area of the lawn. ee

[piesa
$50. Calculate the cost per square metre that Hew
b. The householder received change of $23.35 from
charged for mowing the lawn.
2.6 Exam questions
© Question 4 (1 mark) FETZGIE

[IGA Simplify sV6x3y2- v3 (4 3+2),
B. 8/12—-12V6- c. 3273-12
A. 28/3 -12
D. 16/6 —12 gE.91/3 +572
= Question 2 (1 mark) Gi=SzRssis=
Expand and simplify (av2 2/3) (3 2+ ay).
' Question 3 (1 mark) FETS
imc | WOW is equal to

y2+v3 E. 2\/6-5
A. 54+2/6 B. 5-2/6 co. -1 b. 5-26
Methods VCE Units 1 & 2 Third Edition

98 Jacaranda Maths Quest 11 Mathematical
3.2 Quadratic equations with rational roots
LEARNING INTENTION
° solve quadratic equations using the Null Factor Law (including perfect squares).
s always have an x” term

Expressions such as 2x’ + 3x+4 and x? —9 are in quadratic form. Quadratic expansion
as the highest power of x. An expression such as x8 42x? +3x+4 is not quadratic; it is called a cubic due to the
presence of the x? term.
3.2.1 Quadratic equations and the Null Factor Law

constants and a#0. If
The general quadratic equation can be written as axe +bx+c=0, where a, b, c are real
to the quadratic
the quadratic expression on the left-hand side of this equation can be factorised, the solutions
equation may be obtained using the Null Factor Law.
Null Factor Law

The Null Factor Law states that, for any a and B, if the product ab = 0,
then a = 0 or b=0 or botha=0 and b =0.
as:
Applying the Null Factor Law to a quadratic equation expressed in the factorised form
(x—a)(x—B)
=0
then (x— a) = 0 or (x—f) =0
x= aorx=6
Roots, zeros and factors

expression. (This
The solutions of an equation are also called the roots of the equation or the zeros of the
just quadratic equations.) The quadratic equation
terminology applies to all algebraic equations, not
quadratic expression
(x — 1)(x— 2) =0 has roots x= 1 and x= 2. These solutions are the zeros of the
n (x — 1)(«— 2) makes the
(x — 1)(x — 2), since substituting either of x=1 or x=2 in the quadratic expressio
expression equal zero.
equation, or the zeros of a
As a converse of the Null Factor Law, it follows that if the roots of a quadratic
. The quadratic would
quadratic, are x= a and x=, then (x— a) and (x— 8) are linear factors of the quadratic
be of the form (x — «)(x— f) or any multiple of this form, a(x — a)(x— B).
WORKED EXAMPLE 1 Using the Null Factor Law to solve quadratic equations
a. Solve the equation 5x” — 18x =8.

and expand the
b. Given that x =2 and x = —2 are zeros of a quadratic, form its linear factors
product of these factors.
THINK WRITE
a. 1. Rearrange the given equation to make one a. 5x* —18x=8

side of the equation equal zero. Rearrange:
5x?— 18x-8 =0
2. Factorise the quadratic trinomial. (5x+2)(x—-4) =0
3. Apply the Null Factor Law. 5x+2=0 or x-4=0

b
TOPIC 3 Quadratic relationships 111

5x=-—2 or x=4
4. Solve these linear equations for x.
gee or x=4
5
b. Since x= 2 is a zero, then (x — 2) is a linear

b. 1. Use the converse of the Null Factor Law.
factor, and since x = —2 is a zero, then
(x — (—2)) = (x + 2) is a linear factor.
Therefore, the quadratic has the linear factors
(x— 2) and (x +2).
2. Expand the product of the two linear factors. The product =(x— 2) @+ 2):
Expanding, (x — 2) (x+ N=x—-4
The quadratic has the form x —4 or any
multiple of this form, a(x? — 4).
ion! Resources
aS Interactivity Roots, zeros and factors (int-2557)
3.2.2 Using the perfect square form of a quadratic

the Null Factor Law, if the quadratic is a perfect
As an alternative to solving a quadratic equation by using
roots of both sides of the equation. A simple
square, solutions to the equation can be found by taking square
illustration is as follows.
Square root method Null Factor Law method

x =9 xv =9
x=+y9 or x72-9=0
= +3 =0
(x—3)(x+3)
x= 3
e square roots must be considered.

If the square root method is used, both the positive and negativ
WORKED EXAMPLE 2 Solving quadratics using perfect squares
Solve the equation (2x + 3)’ —25=0.

THINK g WRITE
Qx By 5 Ou
_ 4. Rearrange so that each side of the given
equation contains a perfect square. Gr Byes
2. Take the square roots of both sides. Wx+3=45

Oe S5= 5-01 243 =
3. Separate the linear equations and solve.
2? OX
Seem Ole x=—4
Units 1 & 2 Third Edition

412 Jacaranda Maths Quest 11 Mathematical Methods VCE
4, An alternative method uses the Null Alternatively:
Factor Law. (2x +3) -25=0
Factorise:
((2x+3)—5)(2x+3)+5) =0
(2x —2)2x +8) =0
2x=2 or 2x=-8
“wx=1 or x=-4
i .
Interactivity Perfect square form of a quadratic (int-2558)
3.2.3 Equations that reduce to quadratic form

Substitution techniques can be applied to reduce equations such as ax* + bx” + c =0 to quadratic form.
; ; 2 . ve
The equation ax* + bx? +c =0 can be expressed in the form a(x?) + bx? +c =0. Letting u=x’, this becomes
au + bu+c=0, a quadratic equation in variable u.
By solving the quadratic equation for u, then substituting back x° for u, any possible solutions for x can be
obtained. Since x” cannot be negative, it would be necessary to reject negative u values, since x” =u would have
no real solutions.
WORKED EXAMPLE 3 Solving equations by substitution
Solve the equation 4x* — 35x” —9 =0.

THINK WRITE
1. Use an appropriate substitution to reduce the 4x* — 35x” -9=0
given equation to quadratic form. Let u=x?.
4u? —35u—9=0
2. Solve for u by factorising and applying the (4u+ I@u—9)=0

Null Factor Law. 1
u=—-- or u=9
4
. . a) 5 1 2
3. Substitute back, replacing u with x’. x= "y or x =9
a 5 . . : 9 1 . *
4, Since x° cannot be negative, any negative Reject x° = —-—, since there are no real solutions.
value of u needs to be rejected. 4
5. Solve the remaining equation for x. vr=9
xs V9
x=i3
TOPIC S Quadratic relationships 113

1. On a Calculator page, press 1. Ona Main screen, Edit Action Interactive tse]
MENU and select: complete the entry line “63 [b> [fecalsin]
>] v [Ty]
solve(4: x35. x 2 -9=0,)
x=-3 orx=3
3. Algebra as: solve(4x4—35x2—9=0, x)
{x5-3, x=3}
1. Solve | solve Ip
Complete the entry line as: (4x* — 35x? — 9 =0, x)

solve Then press EXE.
(4x4 —35x°-9= 0, x)
Then press ENTER.
Ala Stendard = Real Red
2s The answer appearsonthe x=-—3, x=3 2. The answer appears on the x= -3, x=3
screen. screen.

& Receive immediate Access waa Track your
@ feedback and access a additional ¥vm_~sresults and
sample responses questions ” progress
Find all this and MORE in jacPLUS ©
Technology free
1. Solve each of the given equations using the Null Factor Law.
a. 3x(5 —x)=0 b. (3—x)(7x—
1) =0
c. (x+8)? =0 d. 2(x+4)(6
+x) =0
. Use the Null Factor Law to solve the following quadratic equations for x.
a. 3x —4)(2x+1)=0 b. x* —7x+12=0 c. 8x7 + 26x+21=0
d. 10x* = 2x e. 12x + 40x —32=0 f. LJ Sea
. QM a. Solve the equation 10x? + 23x =21.

b. Given that x= —5 and x=0 are zeros of a quadratic, form its linear factors and expand the product of
these factors.
. Solve the following quadratic equations.

a. 6x7 +5x+1=0 b. 12x? —7x= 10
c. 49 = 14x—x? d. 5x +25
— 30x? =0
. EM Solve the equation (5x — 1) — 16=0.

. Solve the following quadratic equations for x.
a. (x +2) =9 b. (x—1)?-25= 0 c. (x—7)? +4=0
d. (2x+11) =81 e. (7—x) =0 1 2
f. 8—=(x—4)°
ae ) =0
. Obtain the solutions to the following equations.

a. x7 =121 b. 9x2 = 16 c. (x5) =1
d. (5 —2x)? -49=0 e. 2(3x—1)° 8 =0 f. (2 +1) =100
\NAEss3 Solve the equation 9x4 + 17x° -2=0.
following equations
9, Determine the roots (solutions) of the
b. Sx +2) 423042) + 12=0
a. 18(x—3) + 9-3) -2=0
da oxt2=7
ett6+2=0 x
x
the following equations.
40. Use a substitution technique to solve
b. 2(1 + 2x) +9(1 + 2x) = 18
a. 3x44 +9(3x+4)—10=0 di. 2x* =31x+?16
100 =0
oe. x4 — 29+x?
the equations for x.
ess each of the following equa tion s in quadratic form and hence solve
41. Expr
b. 4x(3x — 16) = 3(4x — 33)
a, x(x—7)=8 2x =
+ 255)
d. (2x + 5)(2x—
oe. (x+4) +2x=0
the equations for x.
ess each of the following equa tion s in quadratic form and hence solve
42. Expr
bo. aes as®
a, 2-382 x4+125 x
3x
g 22+ =19
sez +t =o x+1 x-2
x 5
equations.
4, Obtain the solutions to the following
a. x*=81 ib. (9x2 — 16) =20(9x" — 16)
44, Solve the following equations. 2
2 +3=0
v.2(1+2) +5(142)
a. ( -2) -2( -2)41=0 x x
x x
2
Cc. (x+2) -4(x42) +4=0.
x x
Ie
x in terms of p,q andr, r>0.
45, Solve the equation (px + qy — 2 for
the positive real numbers a and b.
46. Express the value of x in terms of
b. 2x2— 13ax+ 15a” =0
+ 3a)x=0
a. (x — 2b)(
6. (@ tay —3b (x +a) + 2b? =0
oc. (c-a—by =40"
(x — a)(x— 6) =0.
. Consider the quadratic equation
_ If the roots of the equation are x= 1 and x=7, form the equation.
x= —5 and x=4, form the equation.
9
_ If the roots of the equation are

_ If the roots of the equation are x= 0 and x= 10, form the equation.
is x= 2, form the equation.
Q
AQ
_ If the only root of the equation
.
2.
3 s of the integer
arex =—4 and x= 2 find the value
ssion Ax + bx +c
48. If the zeros of the quadratic expre
constants b and c.
nology to solve the equations.
In questions ‘9 and 20, use CAS tech
19. Solve the following.
a, 60x + 113x—- 63 =0
i. 4x (x -7) +8 (@—3) =x— 26
— 96x +72 = 0.
2p, 9, Find the roots of the equation 32x*
bb, Solve 44 + 44x? = 250x.
Quadratic relationships 115

3.3 Exam questions
Question 1 (1 mark) & i

[il The discriminant of 3x* + 5e< 1 is equal to
A. 37 B. 13 Cc. 15 D. -15 E. 45
Question 2 (1 mark)&
{iI The solutions to the equation 2x* —7x+1=0 are
A 7457 3 ~74 41 o 2 v4 D 24/41 7+ V4l
4 a) "2 "4 4
Question 3 (4 marks) {7%
Determine the value(s) of m for which the quadratic mx? + (m+ 3)x = —3 will have real roots.
3.4 Applications of quadratic equations

LEARNING INTENTION
e solve real world problems using quadratic equations.
Quadratic equations may occur in problem solving and when setting up mathematical models of real-life
situations.
3.4.1 Solving problems using quadratic equations

Similar methods to solving problems with linear relationships are used when solving quadratic equations.
In setting up equations:
e define the symbols used for the variables, specifying units where appropriate
e ensure any units used are consistent
e check whether mathematical solutions are feasible in the context of the problem
© express answers in the context of the problem.
The owner of a gift shop imported a certain number of paperweights

for $900. They were pleased when all except 4 were sold for $10
more than each paperweight had cost to import. From the sale of the
paperweights, the gift shop owner received a total of $1400. Find how
many paperweights were imported.
“@PIC S Quadratic relationships 129

THINK WRITE
1. Define the key variable. Let x be the number of paperweights imported.
2. Find an expression for the cost of importing The total cost of importing x paperweights is $900.
; 0
each paperweight. Therefore, the cost of each paperweight is (=)
x
dollars.
(x — 4), and each
3. Find an expression for the selling price of each The number of paperweights sold is
paperweight and identify how many are sold. sold Gor (= mS) 0) iotiaes.
a
f : 900
4. Create the equation showing how the sales -— +10) x(@—4)=1400
revenue of $1400 is formed. *
5. Now the equation has been formulated, Expand:

Ive it.
ees 900 — oex + 10x40 = 1400
sen 000 +10x = 540
x
—3600 + 10x” = 540x
10x? — 540x — 3600 = 0
x* — 54x — 360 = 0
(x — 60) (x + 6) = 0
3.6 00k 0
6. Check the feasibility of the mathematical Reject x = —6, since x must be a positive whole
solutions. number.
7. Write the answer in context. Therefore, 60 paperweights were imported by the gift
shop owner.
3.4.2 Quadratically related variables

A
The formula for the area, A, of a circle in terms of its radius, r, is A= mr. This is of the form
constant of 97
A=kr’, as 7 is a constant. The area varies directly as the square of its radius with the
proportionality k = 7. This is a quadratic relationship between A and r.
Plotting the graph of A against r gives a curve that is part of a parabola.
of
For any variables x and y, if y is directly proportional to x2, then y = kx’, where k is the constant
proportionality.
of two parts, one
Other quadratically related variables would include, for example, those where y was the sum
kx?.
part of which was constant and the other part of which was in direct proportion to x? so that y=c+
ions
WORKED EXAMPLE : 1 Solving problems with quadratic equat
tional to the square of the radius of its base.
The volume of a cone of fixed height is directly propor e is 480z cm’.
When the radius is 3 cm, the volume is 30x cm. Calculate the radius when the volum
WRITE
THINK
4, Write the variation equation, defining the V=kr, where V is the volume of a cone of fixed
symbols used. height and radius r.
kis the constant of proportionality.
2. Use the given information to find k. r= 3, V= 3072 => 30a = 9k

307
kea—
9
_ 10m
3
= =
3, Write the rule connecting V and r.
107 5
. 4807 = >
4, Substitute V= 4807 and find r.
107r* = 4802 x3
R= 4807 x 3
107
r = 144
r= 144
r=itl12
5. Check the feasibility of the mathematical Reject r= —12, since r must be positive.
solutions. “r=12
6. Write the answer in context. The radius of the cone is 12cm.
US
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salmon for $400 from
_ MEE The owner of a fish shop bought x kilograms of
2 ke of the fish
the wholesale market. At the end of the day, all except for
the owner paid at the
were sold at a price per kg that was $10 more than what
made.
market. From the sale of the fish, a total of $540 was
owner bought at
Calculate how many kilograms of salmon the fish-shop
the market.
Ae
TOPIC Quadratic relationships 134
ET
radius is
pro por tio nal to the square of its radius. When the
of a sphere is directly
2, BUEN The surface area the radius when the are
a is 3607 cm’.
cm”. Calculate
5 cm, the area is 1007
is proportional
of hiring a chainsaw is $10 plus an amount that
3. The cost insaw is hired. If
of hours for which the cha
to the square of the number , to the nearest half
find
chainsaw for 3 hours,
it costs $32.50 to hire the aw was hired if the cost of
the length of tim e for which the chains
hour,
hire was $60.
triangle of side length
ies dir ect ly as the square of its side length. A
al triangle var
4, The area of an equilater if the area is 123 cm’,
an are a of 3/3 cm2. Calculate the side length
24/3 cm has
dollars. If
pro duc ing x hundred litr es of olive oil is 20 + 5x
5, The cost of litres of the oil is 1.5x*
dollars,
of x hundred
the revenue from the sale es that must be sold to
make
litre, the number of litr
calculate, to the nearest
a profit of $800.
. Determine the
t of two con sec uti ve even natural numbers is 440
6. The pro duc
numbers.
the square of
squares of two con sec utive natural numbers plus
7. The sum of the
ine the numbers.
their sums is 662. Determ
the triangle is ¥32 cm’,

to the len gth of its bas e is 2 : 1. If the area of
of a triangle
8. The ratio of the height
of its base and its height.
calculate the length
cm and the other two
hyp ote nus e of a righ t angled-triangle is (3x +3)
9. The calculate the
— 3) cm. Determ ine the value of x and
sides are 3x cm and (x
perimeter of the triangle. bl Geet
a
of
around the photograph is
cm, is pla ced in a rec tan gular frame. The border s of the
by 13 dimens ion
10. A photograph, 17 cm cm’, measured to the nea
rest cm. Calculate the
an area of 260
uniform width and has
rest cm.
frame measured to the nea bed, the fourth side
place aro und three sides of a rectangular garden
res of edging to
41, A gardener has 16 met
backyard fence.
of which is bounded by the
|.— (16-24)m —|
— 2x) metres.
den bed is x met res , exp lain why its length is (16
a. If the width of the gar show that 2x* — 16x +k=
0.
area of the rec tan gul ar garden is k square metres, this equation will have:
| b. If the
hen ce det erm ine the values of k for which
ant and iii, two solutions.
c. Calculate the discrimin
\ ii, one solution
i. no solutions
&2Third Edition .
Methods VCE Units 4
st 11 Mathematical
432 Jacaranda Maths Que
d. Calculate the largest possible area of the garden bed and its dimensions in this case.
e. The gardener decides the area of the garden bed is to be 15 square metres. Given that the gardener would
also prefer to use as much of the backyard fence as possible as a boundary to the garden bed, calculate the
dimensions of the rectangle in this case, correct to 1 decimal place.
12. A young collector of fantasy cards buys a parcel of the cards

in a lucky dip at a fete for $10 but finds on opening the
parcel that only two are of interest. Keeping those two cards
aside, the collector decides to resell the remaining cards
to an unsuspecting friend for $1 per card more than the
original cost, thereby making a nice profit of $6. Calculate
how many cards the collector’s friend received.
43. The formula for the total surface areaA of a cone of base radius r and slant height Jis A= 27° + zl.
a. Calculate, correct to 3 decimal places, the radius of the base of a cone with slant height 5 metres and total
surface area 20 m?.
b. For any cone that has a surface area of 20 m’, determine r in terms of / and use this expression to check
the answer to question part a.
14. The distance a particle falls from rest is in direct proportion to the square of the time of fall. Determine the
effect on the distance fallen if the time of fall is doubled.
15. The number of calories of heat produced in a wire in a given time varies as the square of the voltage.
Determine the effect on the number of calories of heat produced if the voltage is reduced by 20%.
3.4 Exam questions
>) Question1 (1 mark)

[ed A farmer wants to fence off a small section of natural vegetation alongside a river. He has 100 metres of
fencing materials to make the three sides of the rectangular section abutting the river. If the length of the side
parallel to the river is x metres, the area of the section can be written as
2 5
A. 50x— 5 B. 50x-+ 5 C. 100x—x D. 100x+2x2 E. 50x-+ 2x2
») Question 2 (1 mark)
(ied A right-angled triangle has a hypotenuse of (5x + 4) cm and two sides 5x cm and (x—4) cm, respectively.
The value of x is
A. 16 B. 25 C. 32 D. 8 E. 48
Question 3 (4 marks) HEerexa nis

The product of two numbers is —483. If the difference between the two numbers is 44, determine the smaller of
the two numbers.

3.5 Graphs of quadratic polynomials
LEARNING INTENTION
° sketch quadratic polynomial functions in various forms
¢ identify and describe simple transformations of quadratic polynomial functions.
A quadratic polynomial is an algebraic expression of the form ax* + bx +c, where each power of the variable
x is a positive whole number, with the highest power of x being 2. It is called a second-degree polynomial,
whereas a linear polynomial of the form ax + b is a first-degree polynomial since the highest power of x is 1.
The graph of a quadratic polynomial is called a parabola.
3.5.1 The graph of y= x? and its transformations

The simplest parabola has the equation y =x”. yp
Key features of the graph of y = x?:
e It is symmetrical about the y-axis.
e The axis of symmetry has the equation x=0.
¢ The graph is concave up (opens upwards).
¢ It has a minimum turning point, or vertex, at the point (0, 0).
07, 0) "x
i
Making the graph wider or narrower
1
The graphs of y = ax’ for a= 3 1 and 3 are drawn on the same set of axes
1
Comparison of the graphs of y=x?, y= 3x? and y= 3° shows that the
graph of y= ax* will be:
e narrower than the graph of y =x? ifa>1
e wider than the graph of y=x* if0<a<1.
The coefficient of x’, a, is called the dilation factor. It measures the
amount of stretching or compression from the x-axis.
For y = ax’, the graph of y =x? has been dilated by a factor of a from the
x-axis or by a factor of a parallel to the y-axis.
Translating the graph up or down
The graphs of y=x* +k for k= —2,0 and 2 are drawn on the same set of
axes.
yH=r?+2
Comparison of the graphs of y =x’, y=x? +2 and y=x? —2 shows that the
graph of y=x? +k will:
e have a turning point at (0, k)
e move the graph of y =x’ vertically upwards by k units if k>0
° move the graph of y =x” vertically downwards by & units if k<0. (0, 2)
The value of k gives the vertical translation. For the graph of y= x’ +k, the
graph of y=" has been translated by k units from the x-axis.
Translating the graph left or right

The graphs of y=(«— hy for h=—2, 1 and 4 are drawn on the yp
same set of axes.
. 2 yx
Comparison of the graphs of y=x’, y=(x+2)° and
y=Q- 4)* shows that the graph of y=(x—- hy will:
e have a turning point at (h, 0) (0, 4)
e move the graph of y =x” horizontally to the right by h units
ifh>0
e move the graph of y =x” horizontally to the left by h units if y= («+ 2) y=(x- 4
h<0. ~< o S 2s
(2,0) 0 (4, 0) *
The value of h gives the horizontal translation. For the graph Y
of y=(x— h)’, the graph of y =x” has been translated by h units
from the y-axis.
Reflecting the graph in the x-axis

The graph of y = —x’ is obtained by reflecting the graph of y= x’ in the Y
x-axis.
vm
= 2
Key features of the graph of y = —x*:

e It is symmetrical about the y-axis.
e The axis of symmetry has the equation x = 0.
e The graph is concave down (opens downwards). “< >
e It has a maximum turning point, or vertex, at the point (0, 0).
A negative coefficient of x” indicates the graph of a parabola has been _ 2

reflected in the x-axis. =
Y

WORKED EXAMPLE 12 Matching parabolas to Pieter
Match the graphs of the parabolas A, B and C with the following equations.
a. y=—x* +43 b. y =—3x? c. y=(x—3)7
THINK WRITE
4. Compare graph A with the basic graph y=x* Graph A opens upwards and has been moved
to identify the transformations. horizontally to the right.
Graph A matches with equation ¢, y= (x— 3)".
2. Compare graph B with the basic graph y=x* Graph B opens downwards and has been moved
to identify the transformations. vertically upwards.
Graph B matches with equation a, y= —x? + 3.
8. Check graph C for transformations. Graph C opens downwards. It is narrower than both
graphs A and B.
Graph C matches with equation b, y = —3x°.
eee
a on
beat
Resources
> Interactivity Quadratic functions (int-2562)
3.5.2 Sketching parabolas from their equations

The key points required when sketching a parabola are:
e the turning point, or vertex
e the y-intercept
° any x-intercepts.
pe
The axis of symmetry is also a key feature of the graph.
The equation of a parabola allows this information to be obtained but

in different ways, depending on the form of the equation.
We shall consider three forms for the equation of a parabola:

e general form
@ a
e turning point form

Seti
® x-intercept form.
The general or polynomial form, y = ax? +bx+c
If a>, then the parabola is concave up and has a minimum turning point.
If a <0, then the parabola is concave down and has a maximum turning point.
The dilation factor a,a> 0, determines the width of the parabola. The dilation factor is always a positive number
(so it could be expressed as |al).
The methods to determine the key features of the graph are as follows.
e Substitute x =0 to obtain the y-intercept (the y-intercept is obvious from the equation).
e Substitute y=0 and solve the quadratic equation ax” + bx +c =0 to obtain the x-intercepts. There may be
0, 1 or 2 x-intercepts, as determined by the discriminant.
e The equation of the axis of symmetry is x= -=.

a
“3 2 ; b b? —4ac ;
This is because the formula for solving ax“ + bx+c=0 gives x=—-— — as the x-intercepts,
a a
: Lage b
and these are symmetrical about their midpoint x = -—.
2
e The turning point lies on the axis of symmetry, so its x-coordinate is x = “3, Substitute this value into the
a
parabola’s equation to calculate the y-coordinate of the turning point.
Axis of symmetry of a parabola
x=-——
2a
WORKED EXAMPLE 13 Sketching parabolas given in general form
Sketch the graph of y = dl —x —4 and label the key points with their coordinates.
THINK WRITE
1. Write down the y-intercept. yer —x-4
y-intercept: if x=0, then y=—4=> (0, —4)
2. Obtain any x-intercepts. x-intercepts: let y= 0.

=e —x-4=0
x -2x-8=0
(x+2)a—-—4) =0
“X= -2,4
=> (—2, 0), (4,0)
; ; . b
3. Find the equation of the axis of symmetry. Axis of symmetry formula: x = — aa
a
a= i b=-1
2

4. Find the coordinates of the turning point. Turning point: when x= 1,
1
=-—-1l1-4
a
= 41
> (1 -«3) is the turning point.
5. Identify the type of turning point. Since a> 0, the turning point is a minimum turning
point.
6. Sketch the graph using the information YA
obtained in the previous steps. Label the key Lo
points with their coordinates. yaae —x— 4
_ @,0) (4, 0)
~< 5 -
(0, -4)
y (1,-4.5)
1. Ona Graphs page, 1. Ona Graphs & Table @ Edit Zoom >
complete the entry line screen, complete the entry PEZZU8
as: i line as: Wviedatand
fl@)=—x2-—x—-4 yl=-x—x-4
Then press ENTER to Tap the Graph icon to

view the graph. view the graph.
2. To view the key points, 2. Tap y=0 or the MIN or @ Eilt Zoom
select: the MAX icons to view
° MENU the key points.
e 6, Analyze Graph
e 1. Zero or
e 2. Minimum or
e 3, Maximum
Follow the prompts to
show the key points.
138 Jacaranda Maths Quest 11 Mathematical Methods VCE Units 1 & 2 Third Edition ,
Turning point form, y =a — hy +k
of the equation readily
n and k the vertical translation, this form
Since h represents the horizontal translatio
provides the coordinates of the turning point.
e The turning point has coordinates (h, k). nature of the
if a<0, it is a maximum. Depending on the
If a> 0, the turning point is a minimum, and mum value of the quadratic.
turning point gives the minimum or maxi
turning point, the y-coordinate of the
e Find the y-intercept by substituting x= 0. . However, before
0 and solving the equation a(x — hy +k=0
e Find the x-intercepts by substituting y= as this will indicate
type of turning point and its y-coordinate,
attempting to find x-intercepts, consider the
whether there are any x-intercepts.
by the use of the
gener al form of the equation of a parab ola can be converted to turning point form
The form would be obtained.
nding the turning point form, the general
‘completing the square’ technique. By expa
bolas given in turning point form
WORKED EXAMPLE 14 Skeiching para
their coordinates.
1 +8 and label the key points with
a. Sketch the graph of y= —2(« + state the coordinates of its
the form y = a(x — hy +k and hence
b. i. Express y= 3x2 — 12x + 18 in
vertex.
ii. Sketch its graph.
WRITE
THINK
of turning a y= —2e+ 1° +8
a. 1. Obtain the coordinates and the type -2e- (DY +8
ys
point from the given equation.
Note: The x-coordinate of the turning point Maximum turning point at (1,8)
could also be obtained by letting («+ 1)=0
and solving this for x.
Let x=0.
2. Calculate the y-intercept. +8
ny = 21
=6
=> (0, 6)
x-intercepts: let y= 0.
3. Calculate any x-intercepts.
a QO=—2(x4+ 1) +8
Note: The graph is concave down with
xt 1? =8
maximum y-value of 8, so there will be
s
x-intercepts. (x+ 1) =4
(+1) =+V4
x=t2-1
x=—3,1
=> (—3, 0), (1,0)
the key y,
4. Sketch the graph, remembering to label (-1, 8)
points with their coord inate s.
(0, 6)
y= -2(v+ IP +8
C, 0)
3 Quadratic relationships 139

TOPIC
b. i. 1. Apply the ‘completing the square’ b. y= 3x*—12x+18
technique to the general form of the = 3(x2 —4x+ 6)
equation.
= 3[(x2 —4x + (2)°)— (2) +6]
= 3[(x—2) +2]
2. Expand to obtain the form =3- 2° +6
y=a(x—hy +k. “y= 3(x-2P +6
3. State the coordinates of the vertex (turning § The vertex is (2,6). -
point).
ii. 1. Obtain the y-intercept from the general The y-intercept is (0, 18).
form.
2. Will the graph have x-intercepts? Since the graph is concave up with a
minimum y-value of 6, there are no
x-intercepts.
3. Sketch the graph. y
(0, 18)
y = 3x?—12x4+ 18
(2, 6)
eV
A
oO
<—S
Factorised or x-intercept form, y = a(x — x,)(x— x2)

This form of the equation readily provides the x-intercepts.
° The x-intercepts occur at x=x, and x= Xp.
‘ ‘ . : xX, +x
:
e The axis of symmetry lies halfway between the x-intercepts and its equation, x= Loe , gives the
x-coordinate of the turning point.

+ x2
e The turning point is obtained by substituting x= , into the equation of the parabola and calculating
the y-coordinate.
e The y-intercept is obtained by substituting x =0.
If the linear factors are distinct, the graph cuts through the x-axis at each x-intercept.
x-axis at its
If the linear factors are identical, making the quadratic a perfect square, the graph touches the
turning point.
form
WORKED EXAMPLE 15 Sketching parabolas given in factorised
Sketch the graph of y = se +5)(x—1).
THINK WRITE
4. Identify the x-intercepts. y= fe +5)(x—1)

x-intercepts: let y = 0.
(e+ 5)\(x-1)=0
x+5=0 orx—-1=0
x=—-Sor x=l
The x-intercepts are (—5, 0), (1,9).
2. Calculate the equation of the axis of symmetry. The axis of symmetry has the equation
—54+1
x=
2
x= 2
3. Obtain the coordinates of the turning point. Turning point: substitute x = —2 into the equation.
1
y= “3 +5)(x—-1)
1
= OCP)
9
2
The turning point is (~2, >) :
4. Calculate the y-intercept. y=- ; (x+5)@—1)

y-intercept: let x =0.
1
5! )-1)-l
y = —-(5)(
=o
2
The y-intercept is(0 =) ‘
Yh
5, Sketch the graph.
(2, 4.5)
(0, 2.5)
(5, 0) \e 0) ~
~<— 5
Y
ya @+9@-1

3.5.3 The discriminant and the x-intercepis
The zeros of the quadratic expression ax* + bx +c, the roots of the quadratic equation ax’ + bx +c=0 and the
x-intercepts of the graph of a parabola with rule y= ax? + bx +c all have the same x-values. The discriminant
determines the type and number of these values.
e If A>0, there are two x-intercepts. The graph cuts through the x-axis at two different places.
e If A=0, there is one x-intercept. The graph touches the x-axis at its turning point. -
e If A <0, there are no x-intercepts. The graph does not intersect the x-axis and lies entirely above or entirely
below the x-axis, depending on its concavity.
If a> 0 and A <0, the graph lies entirely above the x-axis and every point on it has a positive y-coordinate.
ax’ + bx +c is called positive definite in this case.
If a<0 and A <0, the graph lies entirely below the x-axis and every point on it has a negative y-coordinate.
ax? +bx+c is called negative definite in this case.
A<0 A=0 A>0O
Vf y
a>0 ———>-
0 x 0 x x
Yv
¥ » y,
a<0 0 K 0 x 0 x
When A > 0 and for a, b,c € Q, the x-intercepts are rational if A is a perfect square and irrational if A is not a
perfect square.
WORKED EXAMPLE 16 Using the discriminant to help sketching parabolas
Use the discriminant to:

a. determine the number and type of x-intercepts of the graph defined by y = 64x? + 48x +9
b. sketch the graph of y = 64x” + 48x + 9.
THINK WRITE
a. 1. State the a, b, c values and evaluate the a. y= 64x? +48x +9

discriminant. a= 64,b=48,c=9
A= b* —4ac
= (48)" —4(64)(9)
= 2304 — 2304
=0
2. Interpret the result. Since the discriminant is zero, the graph has
one rational x-intercept.
b. 1. Interpret the implication of a zero b. The quadratic must be a perfect square.
discriminant for the factors. y = 64x? + 48x +9
= (8x+3)°
2. Identify the key points. x-intercept: let y=0.
(8x +3) =0
3
2
x=
Therefore, (-? , 0) is both the x-intercept and
the turning point.

y-intercept: let x=0 in y= 64x7 + 48x +9.
“y=d
Therefore, (0, 9) is the y-intercept.
3. Sketch the graph. |
(0, 9)
y = 64x? + 48x49
x |
A

= Receive immediate @, Access , Track your
feedback and access ig =) additional results and
sample responses ' progress
Ee.
Technology free
4. Sketch the following parabolas on the same set of axes.
a. y=2x* b. y=—2x*
d. y =—0.5x?

g
9, (SEM Match the graphs of the parabolas A, B and C with the followin
equations.
iy=x*—-2 ii, y= —2x?
ii. y= —(x +2)"
the following
3. State the coordinates of the turning points of the parabolas with
equations.
a. y=x°+8 b. y=x?—8
c. y=1—5x? d. y=(x-8)
+
e. y=(xt8) f. ya-S@+ ey
intercepts with the coordinate axes.

4. Sketch the following graphs, showing the turning point and any
b. y=2x7 +4 ce. y=(x—2)°
1 1)
d. y=—F@+ e.y=x—4 f. y= +2
points with their coordinates.

5, (GE Sketch the graph of y= =” +x—6 and label the key

6. Sketch the graphs of the following parabolas, labelling their key
a. y=9x? + 18x+8 b. y=—x? + 7x— 10
c. y=—x? —2x-3 d. y=x?—4x4+2

7. WOGES a. Sketch the graph of y=—2(@+ 1)? +8 and label the key
hence state the coordinates of its vertex.
b. i. Express y= —x? + 10x — 30 in the form y = a(x — hy +k and
ii. Sketch its graph.
the following parabolas.
8. State the nature and the coordinates of the turning point for each of
a. y=4—3x" b. y=(4—3x)
point at (—5, 2).
9. Select which of the following is the equation of a parabola with a turning
A. y=—5x7 +2 B. y=2—(x—5) C. y=(x +2) -5
D. y=—(x +5)? +2 E. y=(x+5)—2
10. a. Sketch the graph of y=(x+ 4) —1,
b. State the turning point of y=3—(@+ 4) and sketch its graph.
in the form («+ hy +k.
c. i. Use the ‘completing the square’ technique to express x2 +6x +12
and sketch its graph.
ii. Hence, state the coordinates of the turning point of y= x2 + 6x + 12
d. State the turning point of y= —(2x + 5)° and sketch its graph.
41. EQEH Sketch the graph of y = 2x(4 — x).

12. Sketch the graph of y=(2+ xy.
te axes and the turning point.
43. Sketch the following graphs, showing all intercepts with the coordina
a. y=(x+ 1(x—-3) b. y=(x—5)(2x+ 1)
1 & 2 Third Edition,

444 Jacaranda Maths Quest 11 Mathematical Methods VCE Units
tachnolooy
lec 1OlOgy active
acuye
For each of the parabolas in questions 14 to 18:

i. give the coordinates of the turning point
ii. give the coordinates of the y-intercept
ii, give the coordinates of any x-intercepts
iy. sketch the graph.
b. y=(x-9) ce. y=6—3x" cd. y=—3(x + 1)”
1 a. p=xrr—9
b. y= 3x? -—6x—-7 ce. y=5+4x— 3x? d. y=2x*-x-4
a. y=x? +6x—-7
b. y=2(x+ 1)? -2 oc. y=—2(x— 3) -6 d. y=—(w—4) +1
a. y=(x—-5) +2
— 3x)
b. y= (2x + 1)(2 — 27)
ce. y=0.8x(10x d. y= (3x4 ry
. a. y= —2(1+x)(2—x)
b.y=—O0.25(1+2x cc y=—2xe?+3x—4 + Bx
d. y= 10-22
a y= 2-29
a. i, Express 2x7 —12x+9 in the form a(x + by +c.
y= 2x? —12x+9.
ii. Hence, state the coordinates of the turning point of the graph of
iii, State the minimum value of the polynomial 2x? — 12x49.
b. i. Express —x* — 18x+5 in the form a(x + by +c.
y= —x? —18x+5.
ii. Hence, state the coordinates of the turning point of the graph of
ii. State the maximum value of the polynomial —x? — 18x + 5.
20. Use the discriminant to:
by y = 42x — 18x?
a. determine the number and type of x-intercepts of the graph defined
b. sketch the graph of y=42x— 18x”.
21. Show that 7x” — 4x + 9 is positive definite.
intercepts each of the following graphs makes
a2. Use the discriminant to determine the number and type of
with the x-axis.
a. y=9x* + 17x—12 b. y=—5x* + 20x — 21
—75
— 30x2
co. y=—3x + 0.5x?+2
d. y= 0.02x
. Find the values of k for which the graph of y= 5x° + 10x —k has:
fb. two x-intercepts c. no x-intercepts.
a. one x-intercept
24. a, Find the values of m for which mx” — 2x + 4 is positive

definite.
is positive definite.
b. i. Show that there is no real value of p for which px? + 3x —9
graph of y= px +3x-9.
ii. If p=3, determine the equation of the axis of symmetry of the
— 31x + 12 lies on the x-axis.
c. i. Find the values of ¢ for which the turning point of y = 2x2
of y= Ix? — 3ix +12 is x= 37.
4. Find the values of t for which the equation of the axis of symmetry
. Use CAS technology to give the exact coordinates of:
G1
nh
i. the turning point

ii. any x-intercepts for the parabolas defined by:
a. y= 12x? —18x+5 b. y= —8x? + 9x4 12.
Quadratic relationships 145

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1.

2 Linear equations and inequations

1.2.1 Linear equations

WORKED EXAMPLE 1 Solving linear equations

Solve the following linear equations for x.

a. 4(3+2x)=2243x p, BH3_ 1-4

b. 1. Express fractions with a common denominator 7 — 4x

TOPIC 1 Lines and linear relationships 3

Then press ENTER.

2. The answer appears on x==-ly=-2,z=1 2. The answer appears on the HR 16

Literal linear equations

WORKED EXAMPLE 2 Solving literal linear equations

Solve for x: oe = baw

5. Cancel the common factor to give the solution Ve (b— a) (b+ay

< less than

The solutions to linear inequations are sets of values satisfying an inequality.

When illustrating inequalities on a number line:

WORKED EXAMPLE 3 solving linear inequations

1. Subtract 5 from both sides of the inequation. 5— ax > 13

1.2.3 Solving problems using equations

linge and linear relatianchine &

Students, these questions are even better in jacPLUS

Find all this and MORE in jacPLUS ‘C)

2. Solve the following linear equations for x.

a. 7 (2x —3)=5 (3 + 2x) b. 9-7 &. 4-2(2-6)= >

a 3x+5 _ 42x o tt2 x _xtl_, 5 ap x42

4. (REE Solve for x: one. FS

7. Solve the following inequations for x.

a. 4—2x>5 bp. 441 c. 2x-3<4x4+1

d. —2(x—5)—x>3(¢+4) e 1-223-1 f. oS <-S

a. 3x-—5<-8 b. 4(x—6)+3(2—2x) <0 e. 1-311

a, FT) e. 8x +7(1 —4x) <7x-3

11. Solve for x: 4(2+

12. Use CAS technology to solve the following equations.

TOPIC 4 Lines and linear relationships 7

1.2 Exam questions

More exam questions are available online.

1.3 Systems of simultaneous linear equations

1.3.1 Systems of 2 x2 simultaneous linear equations

1.4.1 Gradient of a line

An oblique line has either a positive or a negative gradient.

limes and linear valatinnchine 4B

have the same gradient,

Moana cuuelerkoneucumeumeceiuass comics fia

4, An alternative method would be to calculate Run = 10 and rise (fall) = —4

Sketching horizontal and vertical lines

WORKED EXAMPLE 9 Sketching straight lines

2. A second point is needed. Substitute another Point: let x= 2.

3. Plot the two points and sketch the line. yA

b. 1. Calculate the y-intercept. b. 2x-y=6

TOPIC * Lines and linear relationships 17

1.4.3 Forming equations of lines

Point-gradient form of the equation of a line

the line can be formed as follows.

For any point (x, y) on the line with gradient m:

Methods VCE Units 1 & 2 Third Edition

y—yy =m(x — x1)

1.4.4 General form of the equation

WORKED EXAMPLE 10 Determining the equation of a straight line