11 —19 PROGRESSION Edexcel AS and A level Mathematics Pure Mathematics Year 1/AS Series Editor: Harry Smith Authors: Greg Attwood, Jack Barraclough, Ian Bettison, Alistair Macpherson, Bronwen Moran, Su Nicholson, Diane Oliver, Joe Petran, Keith Pledger, Harry Smith, Geoff Staley, Robert Ward-Penny, Dave Wilkins OR onContents e@ Contents Overarching themes Extra online content 11 12 13 14 15 16 21 22 23 2.4 25 2.6 31 32 33 34 35 3.6 37 41 42 43 44 45 Algebraic expressions Index laws Expanding brackets Factorising Negative and fractional indices Surds Rationalising denominators Mixed exercise 1 Quadratics Solving quadratic equations Completing the square Functions Quadratic graphs The discriminant Modelling with quadratics Mixed exercise 2 Equations and inequalities Linear simultaneous equations Quadratic simultaneous equations Simultaneous equations on graphs Linear inequalities Quadratic inequalities Inequalities on graphs Regions Mixed exercise 3 Graphs and transformations Cubic graphs Quartic graphs Reciprocal graphs Points of intersection Translating graphs vi eaane 12 13 15 18 19 22 25 27 30 32 35 38 39 a 42 46 48 51 53 56 59 60 64 66 68 71 46 47 Stretching graphs Transforming functions Mixed exercise 4 Review exercise 1 51 52 53 54 55 62 63 6.4 65 Tl 12 13 1A 15 81 82 83 84 Straight line graphs yome+e Equations of straight lines Parallel and perpendicular lines Length and area Modelling with straight lines Mixed exercise 5 Circles Midpoints and perpendicular bisectors Equation of a circle Intersections of straight lines and circles Use tangent and chord properties Circles and triangles Mixed exercise 6 Algebraic methods Algebraic fractions Dividing polynomials The factor theorem Mathematical proof Methods of proof Mixed exercise 7 The binomial expansion Pascal's triangle Factorial notation The binomial expansion Solving binomial problems 15 79 82 85 89 90 93 97 100 103 108 113 114 117 11 123 128 132 137 138 139 143 146 150 154 158 159 161 163 1658.5 Binomial estimation Mixed exercise 8 9 Trigonometric ratios 9.1 The cosine rule 9.2 The sine rule 9.3 Areas of triangles 9.4 Solving triangle problems 9.5 Graphs of sine, cosine and tangent 9.6 Transforming trigonometric graphs Mixed exercise 9 10 Trigonometric identities and equations 10.1 Angles in all four quadrants 10.2 Exact values of trigonometrical ratios 10.3. Trigonometric identities 10.4 Simple trigonometric equations 10.5 Harder trigonometric equations 10.6 Equations and identities Mixed exercise 10 Review exercise 2 11 Vectors 11.1 Vectors 11.2 Representing vectors 11.3. Magnitude and direction 11.4 Position vectors 11.5. Solving geometric problems 11.6 Modelling with vectors Mixed exercise 11 12 _ Differentiation 12.1 Gradients of curves 12.2 Finding the derivative 12.3 Differentiating 2" 124 Differentiating quadratics 167 169 173 174 179 185 187 192 194 198 202 203 208 209 213 2i7 219 222 226 230 231 235 239 242 244 248 251 255 256 259 262 264 Contents 12.5. Differentiating functions with two ‘or more terms 12.6. Gradients, tangents and normal 12.7 Increasing and decreasing functions 12.8 Second order derivatives 12.9 Stationary points 12.10 Sketching gradient functions 12.11 Modelling with differentiation Mixed exercise 12 13. Integration 13.1. Integrating x" 13.2. Indefinite integrals 13.3. Finding functions 13.4 Definite integrals 13.5 Areas under curves 13.6 Areas under the x-axis 13.7 Areas between curves and lines Mixed exercise 13 14 — Exponentials and logarithms 14.1. Exponential functions 142 y=e 14,3 Exponential modelling 14.4 Logarithms 14.5. Laws of logarithms 14.6 Solving equations using logarithms 14.7 Working with natural logarithms 14.8. Logarithms and non-linear data Mixed exercise 14 Review exercise 3 Practice exam paper Answers Index 266 268 270 2m 273 2m7 279 282 287 288 290 293 295 297 300 302 306 a 312 314 317 319 321 324 326 328 334 338 342 345 399 iiiOverarching themes e@ Overarching themes The following three overarching themes have been fully integrated throughout the Pearson Edexcel AS and A level Mathematics series, so they can be applied alongside your learning and practice. 1. Mathematical argument, language and proof ‘* Rigorous and consistent approach throughout + Notation boxes explain key mathematical language and symbols * Dedicated sections on mathematical proof explain key principles and strategies © Opportunities to critique arguments and justify methods 2. Mathematical problem solving The Mathematical Problem-solving cycle * Hundreds of problem-solving questions, fully integrated r speify the problem 1 into the main exercises } * Problem-solving boxes provide tips and strategies interpret cesults i «collect information * Structured and unstructured questions to build confidence * Challenge boxes provide extra stretch processes represent information 3. Mathematical modelling * Dedicated modelling sections in relevant topics provide plenty of practice where you need it ‘+ Examples and exercises include qualitative questions that allow you to interpret answers in the context of the model + Dedicated chapter in Statistics & Mechanics Year 1/AS explains the principles of modelling in mechanics Finding your way around the book Access an online digital edition using the code at the Equations and front of the book. 3 inequalities Each chapter starts with alist of objectives The real world applications of the maths you are about to learn are highlighted at the start of the chapter with links to relevant questions in the chapter The Prior knowledge check helps make sure you are ready to start the chapterOverarching themes Exercise questions are = carefully graded so they increase in difficulty and Song gradually bring you up == to exam standard a Chang es = = give you a chance to 7 ee —— tackle some more © simon egpeine tenes retin difficult ifficult questions a Each section begins with explanation and key learning points Step-by-step worked examples focus on the key types of questions you'll need to tackle Exam-style questions are flagged with ©) Each chapter ends Problem-solving veh ahnedererese Exercises are packed questions areflagged ang summary of __withexam-style questions probiem-solving boxes provide Ee) key points to ensure you are ready hints, tips and strategies, and for the exams Watch out boxes highlight areas where students often lose marks in their exams Every few chapters a Review exercise helps you consolidate your learning with lots of exam-style questions [Pearson Edexcel Level: 36 Mathemati a | ies ene | 2 Review exercise 1 meen Afull AS level practice paper at the back of the book helps you prepare for the real thing,Extra online content e Extra online content Whenever you see an Online box, it means that there is extra online content available to support you. SolutionBank SolutionBank provides a full worked solution for every question in the book. EID iviessouicesoe SE available in SolutionBank. Download all the solutions {a8 a POF or quickly find the solution you need online viExtra online content GeoGebra interactives are iss Explore topics in more detail, visualise problems and consolidate your understanding with GeoGebre-powered interactives. \ Interact with the maths you are learning using GET sctore he gracient ofthe GeoGebra’s easy-to-use chord AP using GeoGebra. tools Casio. Finding the value of the first derivative twaccess the function press: Casio calculator support Our helpful tutorials will guide you through how to use your calculator in the exams. They cover both Casio's scientific and colour graphic calculators. aD . See exactly which Work out each coefficient buttons to press and quickly using the °C, and power what should appear on functions on your calculator. your calculator's screen Access all the extra online content for FREE at: www.pearsonschools.co.uk/p1maths You can also access the extra online content by scanning this QR Code: viiPublished by Pearson Education Limited, 80 Stand, London WC2R ORL. ‘ona peatsonschoclsandfacollages couk Copies of oficial specications foal Pearson quallficatlons may be found onthe website (qualicationspeatson.com Text © Pearson Education Limited 2017 Exlted by Tech-Set Lid, Gateshead “Typeset by Tech-Set Lid, Gateshead Crigina illustrations © Pearson Education Limited 2017 Cover illustration Marcus@hearists ‘The rights of Greg Attwood, Jack Barraclough an Bettson Alistair Macpherson, Bronwen Moran, Su Nholson, Diane Olver Joe Petra, Keith Pledger, Harty Smith, Geof Staley, Robert Wars-Penny and Dave Wilkins tobe identified as author of this work have been asserted by them in accordance with the Copyright, Designs and Patents Act 1988, First published 2017 20191817 10987654321 British Library Cataloguing in Publication Data ‘catalogue record for this book i avalable from the British Library ISBN 978 1 292 185398 Copyright notice Aligts reserved. No part ofthis publication may be reproduced in any form or by any means (including photocopying or string itn any medium by electronic means and whether or not transiently or ncdertaly to some ather use of this publication without the written permission (ofthe copyright owe, except in accordance with the provisions ofthe Copyright, Designs and Patents Act 1988 or under the terms of cence lsued by the Copyright Licensing Agency, Barnards Inn 86 Fetter Lane, Landon EC&A TEN (wimuclacou). Applications forthe copyright ‘owner’ writen permission shouldbe adcressed tothe publisher, Printed in Slovakia by Neografia. Acknowledgements ‘Tre authors and publisher would lke to thank te following individuals and organisations for permission to reproduce photographs: (Key: b-bottom; centre; Hef right -t0p) 123RF coms David Reosta Ally 287, 338cr, Alamy Images: Utah Images 112,261 Xinhua 38, £85cr, ZUMA Press, Inc. 311, 336; Fooliacom: Kaano 137,226, sborsov 173, 226% Thaut images 202,226; Getty mazes: Grak 255,338, Henglein and Stets 16,65, Jef Schultz 236,338, imviamonte 1,85, Steve Ounwell 158,226, Science Photo Library Lid: CMS EXPERIMENT, CERN 58,85, Shutetstockeom: vladimir salman 88, 226tl ‘AlLother images © Peerson Education Pearson has robust edtoril processes, including answer and fac checks, to ensure the accuracy ofthe content in this publication, and every effort is made to ensue this publication f free of errors We are, havieve only human, and occasionally ears do accu, Pearson fs not Liable for ‘any misunderstandings that arise as aresutof eros inthis publication, but It's ou privy to ensure thatthe content is accutate. Ifyou spot an errr, please do contact us a [email protected] so we can make sue its corrected ‘Ante from the publisher In order to ensure that this resource offers high-qually support forthe associated Pearson {qualifcation, it has been through a review proces by the awarding body. Ths process confirms. that this resource fully covers the tesching ane learning content of the specification or pat of 3 specication at which its aimed basa confirms that It demenstates an appropiate balance between the development of subject sls, krowledge and understanding, In adcltion to preparation for assessment. Endorsement does nat cover any guidance on assessment actuites or processes (eg. practice {questions or advice on how to answer assessment questions), cluded nthe resource nor does it preserbe any particular approach to the teaching oF delivery ofa related course. While the publishers have made every attempt to ensue that advice on the qualification and its assessment is accurate, the afi specication and associated assessment guidance material ae ‘the only authoritative source of information and should alvays be referred to for definitive guidance. Pearson examiners have not contibuted to any sectionsin this resource relevant to examination papers for which they have responsibility. Examiners wll nt use endorsed resources as a source ef material for any assessment set by Pearson, Endorsement of a resource does not mean thatthe resource Is equirad vo achieve this Pearson ualifation, ror does mean that isthe only suitable material avallable to support the ‘Qualification, and any resource lists produced by the awarding body shall include this and other appropriate resources, viiiAfter completing this chapter you should be able to: © Multiply and divide integer powers ++ pages 2-3 © Expand a single term over brackets and collect like terms + pages 3-4 © Expand the product of two or three expressions + pages 4-6 © Factorise linear, quadratic and simple cubic expressions > pages 6-9 © Know and use the laws of indices > pages 9-11 © Simplify and use the rules of surds > pages 12-13 @ Rationalise denominators > pages 13-16 simplify; a 4m’n + Smn? - 2ne'n + mn? — 3mn® b 3x°-5x4+243x?-Tx-12 + GCSE Mathematics Write as a single power of 2: aex2 ob 2ez2 ¢ @ © GCSE Mathematics Expand: a3@+4) — b 52-32) € 6(2x-5y) + GCSE Mathematics Write down the highest common factor of a 24and 16 b 6xand 8x7 Computer scientists use indices to describe © 4xy’ and 3xy + GCSE Mathematics very large numbers. A quantum computer with 1000 qubits (quantum bits) can consider 20 values simultaneously. This is greater than a 10x ¢ 40x the number of particles in the observable 5 24 universe. € GCSE Mathematics Simplify;Chapter 1 @ Index laws ® You can use the laws of indices to simplify powers of the same base. ° am x@aant { Notation ) + (aby= arb" = This is the base. This is the index, power or ‘exponent. Simplify these expressions: if a xtxas bwex38 ee 2 déxSe388 ee @P xl f Bx ext bf a xxx axe tee | b 2rtx 382 2x 3x12 =G6xr2+3 265 o Babi 4 ape = 2 xx? = 2x? ° (a3f. x 2a? = a® x 2a? = 2x a® xa? = 2a° . — a A minus sign outside Expand these expressions and simplify if possible: Cee ei a -3x(7x-4) b 3-2) every term inside the brackets. © 4xGx-2a2+ 5x4) d 2x(Sy #3) -SQv+3)[a -3x(7x— 4) =-21x? + 12x b ye - 299) = 3y? - ay? © Ax(3x- 2x? + 5x) = 12x2 — 8x? + 20x4 ine ony ee — ieee = 10x? + 6x-10x- 15 = 10x? - 4-15 5x2 BAxT 72 4 3x57? = Axo + By eer 1. Simplify these expressions: m 9x? x 3(x2)3 p (yf = 28 20x7 + 15x3 Sx? b 2x x 3x2 ee ax h (p's pt k 2a x 3a° 3x2 x 2x? x 4x® 4 2a = 3a? x 605 Algebraic expressions oy ays 2a 21a'o? Tab Tat x (Ba? Bat x 2a x aChapter 1 2. Expand and simplify if possible: a %x-2) b x49) © -3y(4-3y) d x45) © -x(3x +5) f -Sx(4v-+ 1) g x4 5)x h -3y(5 - 29) i -20(5x-4) i Gr-5)x2 k 3042)400-7) 1 Sx-6-@x-2) m4(c43d?)-3Qc+a2) nm (P43 +9)- (2 + 37-4) 0 x(3x? = 2x + 5) p 72-54 3°) q -29°5 = Ty +3) br Tx-2)4 34 4)-6(x-2) $s Sx- 34-23) +6 t 3x? xG- 4x) +7 uw 4x(x + 3) = 2x(3x 7) 3x%(2x + 1) - Sx°(3x - 4) 3 Simplify these fractions: Gxt + 10x6 2x4 — dy? 2x © ae g Slt Sx Tx74 5x? fp oeizset 2e 3x By @® Expanding brackets To find the product of two expressions you muttiply each term in one expression by each term in the other expression, Multiplying each of the 2 terms in the first expression by each of the Bs 3 terms in the second expression gives 2 x 3 = 6 terms. S™~ (x 5) dx —2y +3) = xGGx—2y +3) + 5x27 43) NAA 2 xt = 2xy + 3x 4+ 20x = 10y +15 5x sy? 2xy + 23x 1Oy +15 implify your answer by collecting like terms. Example @) Expand these expressions and simplify iff possible: a (x4 5\x+2) b (x 2y)2 +1) fe (xy 4 (x+3)x- 2p 4) 2x4 7x +10 bw -2)a?+)——4Algebraic expressions d (x + yBx - 2y - 4) chee a ee x2 = 2xy — 4x + Sxy - 2y? - Ay = 3x? + xy - Ax - 29? - 4p Expand these expressions and simplify if possible: a x2v+3v-7) b x(Sx- 3yX2x-y 44) © (x= 4)(rt r+ 1) x8 14x? + Bx? - Bie = 2x? - thx? - 2x b x(Sx- 3yM2x- y +4) x2(2x = y + 4) - Bxyl2x 1x? - Sx2y + 20x? - Gx2y + 3xy? = 1axy = 10x? — tHx2y + 20x? + Bxy? - 12xp © (x= Ax + ix +1) Pax 12x +1) xix +t) 120+ 1 [Scorer 1 Expand and simplify if possible: a (xt 4\x+7) b (x-3)r+2) © (x- 2? d (x y)2x43) © (x4 3y)(4x-9) f Qx-4y)3x+y) g Qx-3)v-4) h Gx +2yP i Qx+8y)2r+3) fj @+5)Qx+3p-5) k (r= Gx-4y-5) 1 (e-4)Qe ty + 3) m (x4 2y = Ile +3) n (Qx+2y43)v+6) 0 (4-y)4y—x +3) p Gy +5S)3x-y+2) q Gy-2x+3)x-4) b (Ap=x-2)(5-y)Chapter 1 2 Expand and simplify if possible: a Six + 1-4) b Tx-2)2x+5) © Xx-3)(x-3) @ x= yor y) € x(2x + y)(Gx +4) f yor S)rt 1) 8 yr —2y4x +2) h (7-2-5) i xQx+y)6x-2) j xv +2043y-4) k yQv+y-Dov+5) 1 yGx42y-3)Qv+1) m xQx + 3)(x+y-5) nm 2x(3x—1)4x—y-3) 0 3x(v—2p)2v + 3p 45) P(x 3) Het 1) 4 (For 4ox 3) (x + 3)W= Der- 5) S (x= S)(x-4\(a- 3) t Qx+ r-rel) uw Qx+3)Gx-DO+2) ¥ Gx=2Qx+Gx=2) w (xt ye=yOr= 1 x Ox = 39) © 3 The diagram shows a rectangle with a square cut oul. Se eWETETER The rectangle has length 3x - y +4 and width x +7. Tiered eegtie <2, Use the same strategy as you would use Find an expanded and simplified expression ie OU ee eas UTD) for the shaded area. Gem: v7 Toon xpd @® 4 A cuboid has dimensions x + 2m, 2x ~ lem and 2x + 3m. Show that the volume of the cuboid is 4x3 + 12x? + Sx - 6 em’, @ 5 Given that 2x + 5y3x- Y2x+y) = art + hye + cxy? + dy’, where a, b, cand dare constants, find the values of a, b, ¢ and d. (2 marks) fac ; Expand and simplify (x + )% expressions like (x +) quickly. ~ Section 8.3 @® Factorising You can write expressions as a product of their factors. “Beanie = Factorising is the opposite of expanding brackets. 34 15x? + 75x + 125 2—3xy— 10)?Algebraic expressions Factorise these expressions completely: a 3ve9 b e-5x © 82 +20 d 92y4 15x? e 3x2 -9xy ———__ iia —_ a 3x49 =3(x+ 3) b x2 -Sx=xv- 5) © Bx? + 20x= 4x(2x + 5) | d Oxy + 15xy? = Bxy(Bx + 5y) © 3x? - Oxy = 3x(x - 3y) | ™ Aquadratic expression has the form Real numbers are all the positive and ax? + by + cwhere a, b and c are real negative numbers, or zero, including fractions numbers and a0. and surds. To factorise a quadratic expression: + Find two factors of ac that add up to + Rewrite the b term as a sum of these two factors + Factorise each pair of terms. = x(@x-1) + 3x1) + Take out the common factor v + 3)(2x-1) wpa (vt y)e-y) An expression in the form x?- y2is called the difference of two squares. Factorise: a x -5x-6 b x24 6x48 © 6x7- 11-10 d 2-25 e 4x2- 9)? For the expression 2x? + 5-3, ac=-6=-1x 6 and-1+6 2x2 + 6x3 a x?-5x-6 ae Sox? -5x-G =x? +x-Gx-6 a(x + )- G(x + 1) = (xt Dv 6)Chapter 1 bx +er+6 Salt 2x4 4x46 a(x + 2) + A(x + 2) = (x + 2\ix+ 4) ! © 6x2 tx = 10 = 6x? = 15x + 40-10 = 3x(2x - 5) + 2(2x - 5) = (2x ~ 53x + 2) | 4 x2-25 ax? se = (x4 Siw - 5) 1 € 4x? - oy’ = 22x? ~ 32y2 = (2x + 32x - 39) Factorise completely: ax-2x? 0b x= 25y ¢ x3 43x72 10K a x8- 2x? = 2°" - 2) | b x9 - 2505 x0 — 25) | = x(x? - 52) = x(x + Six 5) © x8 + 3x? - 10x xo? + 3x ~ 10) = xtv+ 5) - 2) is 1 Factorise these expressions completely: a dy+8 b 6x-24 © 20v+15 dont e dx? +20 f 6x?—18y g Ix hoox+4y i ar-x j 6x*- 26 k loy"=5y 1 35x°= 28x m x24 2x n 3242p 0 Ax + dy p 5y°-20y q 9x + 122y bah — 2ab? 8 Sx 25xy" t 12x2p + Sup uw 15y—20y2? vy 12x*- 30 wxysatp x 12)? -4px2 Factorise: a vty b 2x? + 6x d e+ 8x412 ee +3r-40 g P4546 h xe-2x-24 k 2x? + 5x42 n 6x°-8x-8 0 I+ Ix= 15 p 2x4 lax? + 24 qxe-4 r e-49 s 4x?-25 t 9x? = 25y? v dx?-50 W 6x°= 10x 4 3 Factorise completely: ase 2r b d 3-9y e g 8-72 + 6x h jo 2nd + 13x? + 15x k G@) 4 Factorise completely x4 — y*. 1 Algebraic expressions wet diy +24 w= 8x $12 w= 3x-10 3x? + 10x -8 LID) For part n, take 2 out as a common factor first. For part p, let y =x2, u 36x= 4 15x24 42-9 x= Sx 28+ 11x? + 30x 2x3 = Sx? = 3x 3x3 + 2747 + 60x Watch out for terms that can be written as a function of a function: x4 = (x?)? ©) 5 Factorise completely 6x? + 7x? - 51 Challenge Write 4x4 - 13x? + 9 as the product of four linear factors. @ Negative and fractional indices Indices can be negative numbers or fractions. whe x similarly whet... x vba glee terms ® You can use the laws of indices with any rational power. (2 marks) CENDD rrtionat numbers are those that ‘can be written as. B where and b are integers. CRED i= saisthe positive square root of a. For example 9! = but 93+ 3.ee Gam Simplify: 3 ‘oa eno Evaluate: sed ED vemcnswwne “53 125 negative and fractional powers. 10Algebraic expressions Given that y = zhx? express each of the following in the form kx", where k and n are constants. ayt b dy Laren 1 Simplify: a ext b xSsa7 dy © 4 a Find the value of 81*, b Simplify x(2x-4 ow (z= cea Check that your answers are in the correct form. If kand n ate constants they could be positive or negative, and they could be integers, fractions or surds. © xixxt £ 3xlSx arts i 3xtx 20-9 O3y WE © 27 £5 © 5 Given that y = 44° express each of the following in the form kx", where k and 7 are constants, ay? bay? (2 marks) (2 marks) cvChapter 1 @® Surds If nis an integer that is not a square number, then any multiple of 7 is called a surd. Examples of surds are v2, 19 and 5y2. P = Irrational numbers cannot be written Surds are examples of irrational numbers. inthe Form where w and b are integers. The decimal expansion ofa surd is never-ending surde are examples of rational numbers. and never repeats, for example /2 = 1.414213562... You can use surds to write exact answers to calculations. You can manipulate surds using these rules: + ab =Vaxvb Simplify: a 12 ie al © 56 — 224 +294 © SVG - 2/24 + (294 = SVG - EVA + VE x 49 VG -2x247) = vee) =e 12Algebraic expressions Expand and simplify if possible: a (5-3) b (2-V3)5 403) a V2(5 - v3) = 5v2 —V2V3 = 5/2 -VG (5 + V3) - V3(5 + V3) 1 Do not use your calculator for this exercise. Simplify: ! a (28 b 72 © 50 = wo fie aD © tS oF ew a 8 h 20 +80 i 200 + /18 - 72 j V17S +63 +228 k 28 - 2/63 +7, 1 80-220 +345 m 3V80 - 2/20 + Sv45_ a 0 12 + 3/48 +75 VIL 2. Expand and simplify if possible: a (3(24V3) b V58-\3) © V2(4-v5) d (2-¥2)3+V5) e (2-¥3)3-v7) £ (445)(2 45) g (5-31 -V3) h (443)(2-V3) i (7-VID2+VvN) ® 3 Simplify v75 -\T2 giving your answer in the form av'3, where a is an integer. (2 marks) @® Rationalising denominators Ifa fraction has a surd in the denominator, it is sometimes useful to rearrange it so that the denominator is a rational number. This is called rationalising the denominator. © The rules to rationalise denominators are: + For fractions in the form a multiply the numerator and denominator by Va. a + For fractions in the form —1_, multiply the numerator and denominator by a - Vb. aad + For fractions in the form ae multiply the numerator and denominator by a +b. a=ee B42 B+i218-V2) 2 3212 Ee sie esas) |; -v2 5-125 +2) “4-28 = 14 + 28) © (4 = 2)3)4 + 2/3) 4 _ 4a 28 “16 + 6/3 - 8/3 — 12 ———] 44S _ 243 = 4 = a 14Algebraic expressions [Soran 1 Simplify: 1 1 1 3 at b et ae 5 v1 v2 vIS eB pik v2 nie a8 780 8 ise 63 2. Rationalise the denominators and simplify: 1 1 4 1 7 a "1G ‘Te 35 5-3 ; 34/11, 3 Rationalise the denominators and simplify: 1 1 —1_ »—_ * Gm Q+5p © Grp «— e —_—_ _ 1. ———_ (64122 (54V2)3-V2) (5-V3)2 +3) @®a4 Simplify 3=24> = ® sivng your answer in the You can check that your answer is in the correct fe 3, is id q are rational form p +45 where pane gare (eink) form by writing down the values of p and q and checking that they are rational numbers. PE Crary 1 Simplify: ayxys bx 2x) € (4x2) = 2x5 4B? x 308 x bt 2 Expand and simplify if possible: a (x43)(x-5) b Qx-7)3x+ 1) © Qx+5)Gx-y+2) 3. Expand and simplify if possible: a x(x + 4)r—1) b (+ 2v- 37) € Ax +3)(x-2)Gx-1) 4 Expand the brackets: a MSy +4) b Sx43-Sx 2x2) © SxQx43)— 21 —3x) ed 30° 43x) —2x(3x-2) 15Chapter 1 10 i 12 13, 14 Factorise these expressions completely: a 324dy b 4y? + 10y ¢ @4aytay? d 8x)? 4 10x2y Factorise: a xe43x42 b 3x2 + 6x © 2-35 d 2xe-y-3 e Sx?- 13x-6 f 6-Sx-x Factorise: a 2x34 6x b x3 - 36x © 2x34 7x? 15x Simplify: a 9x8 + © 3x? x 2x4 d 3xiz6x ca ba) Evaluate: ; «(z) > (355), Simplify: a b +0 -\0 a Find the value of 35x? + 2x - 48 when x = 25. b By factorising the expression, show that your answer to part a can be written as the product of two prime factors. Expand and simplify if possible: a (2345) b (2-V5)(5+V3) © (6-V2\(4-V7) Rationalise the denominator and simplify: at »— 3 @ Ba e— r—! a 2-1 v3-2 V33-4 357 Q4V3P (4-\77 a Given that x3 - x2 - 17x — 15 = (x + 3)(x2 + bx + 0), where b and c are constants, work out the values of b and c. b Hence, fully factorise x4 = x? - 17x - 15. Given that y = dx? express each of the following in the form kx", where k and n are constants, ay (1 mark) b 4y-! (1 mark) Show that =" ra; can be written in the form Ya +VB, where a and b are integers. (S marks) Expand and simplify (vTI - 5)(5 - 11). (2 marks) Factorise completely x — 64°, (3 marks) Express 272+! in the form 3, stating y in terms of x, (2:marks)Algebraic expressions 20. Solve the equation 8 + x/T2 =** Give your answer in the form av where a and b are integers. (4 marks) @® 21 A rectangle has a length of (1 + V3)em and area of /T2em*. Calculate the width of the rectangle in cm. Express your answer in the form a + bV3, where a and b are integers to be found. (2 marks) (3 marks) vx and the value of 6. (2 marks) a Simplify (Va + Vb) (a - J). b Hence show that co y y 1 = We asa Gtk ae Summary of key points 1. You can use the laws of indices to simplify powers of the same base. @atxat=anen eunsa=an-" ° y= am © (aby"= 0b" 2. Factorising is the opposite of expanding brackets. 3 Aquadratic expression has the form ax + bx + c where a, b and c are real numbers and a # 0. 4 v-ya(xty)r-y) 5 You can use the laws of indices with any rational power. eam 7 The rules to rationalise denominators are: @ Fractions in the form B multiply the numerator and denominator by va. a 1 @ Fractions in the form a+vb -, multiply the numerator and denominator by a— vb. @ Fractions in the form 1 7 ultply the numerator and denominator bya +B. av 7After completing this chapter you should be able to: Solve quadratic equations using factorisation, the quadratic formula and completing the square > pages 19 - 24 © Read and use f(x) notation when working with functions > pages 25-27 © Sketch the graph and find the turning point of a quadratic function “> pages 27-30 © Find and interpret the discriminant of a quadratic expression > pages 30-32 @ Use and apply models that involve quadratic functions > pages 32-35 Solve the following equations: a 3x+6=x-4 b 5(x+3)=6(2x- 1) © 4x?= 100 d (x-8)=64 © GCSE Mathematics 2. Factorise the following expressions: a x 4+8r415 b x2+3x-10 © 3x2-1ax-5 d x2 - 400 © Section 1.3 3. Sketch the graphs of the following equations, labelling the points where each graph crosses the axes: a a y=3x-6 b y=10-2x Sey | C x+2y=18 2 + GCSE Mathematics 4 Solve the following inequalities: pi 3a 6 Quadratic functions are used to model projectile motion. Whenever an object > axt+8<1l bex-5 is thrown or launched, its path will € 4x-752(x-1) d4-x<11 [& approximately follow the shape of a + GCSE Mathematics “" parabola. + Mixed exercise Q11 i@ Solving quadratic equations A quadratic equation can be written in the form a: Quadratics bx +¢=0, where a, b and care real constants, and a 0. Quadratic equations can have one, two, or no real solutions. ® To solve a quadratic equation by factorising: CEE the cottons to an + Write the equation in the form ax? + bx +c=0 arto eau cole + Factorise the left-hand side the roots of the equation + Set each factor equal to zero and solve to find the value(s) of x Solve the following equations: a x°-2y-15=0 € 6x24 13y-5=0 0d at@—Syt18=2 43x (x + 3)r-5)=0 [— Factorise the quadratic. € Section 1.3 If the product of the factors is zero, one of the factors must be zero. CEE the symbol + means implies that. This statement says ‘ifx-+3 =0, then.x=—3' Then either x+3=O>x or x-5=04x So x= ~3 and x = 5 are the two solutions of the equation. ___ Aquadratic equation with two distinct factors has two distinct solutions. — CEEEERD the signs of the solutions are ‘opposite to the signs of the constant terms in each factor. b x? = Ox x -9x=0 x(r- 9) =O Then either x= 0 o = x-9=05x The solutions are x= O and a Be careful not to divide both sides by x, since x {may have the value 0. Instead, rearrange into the form ax? + bx +¢=0. e 6x? +13x-5= | Factorise. (Gx - N2x + 5) Then either 3x-1=O > x= 5 | Factorise. or 2x+5=0> The solutions are x = 5 and x = do x Sy 418 =2 + 3x Solutions to quadratic equations do not have to be integers. The quadratic equation (px + g)(rx +s) = Owill x? - Bx +16 =O (x - 4) 4) = 0 Then either x- 4 =O = x or x-4=0>K xsd 4 — | have solutions x=—4 and.x= s ? r Rearrange into the form ax? + bx +¢=0. ‘— Factorise. CEE wen a quadratic equation has exactly one root it is called a repeated root. You can also say that the equation has two equal roots. 19Chapter 2 In some cases it may be more straightforward to solve a quadratic equation without factorising, Solve the following equations a (Qx-3f=25 b (x-37 (2x - 3} 25 = [sc 1 Solve the following equations using factorisation: b v4 5r44=0 f °-9x+20=0 a x43x42=0 e x7- 8+ 15=0 2 Solve the following equations using factorisation: ¢ P4Ix410=0 g x -Sx-6=0 CREED the symbol «lets you write two statements in one line of working. You say ‘plus or minus’, Take the square root of both sides. Remember 5? = (5)? = 25. ‘add 3 to both sides. Take square roots of both sides. You can leave your answer in surd form. d -x-6=0 h x-4x-12=0 b x°=25x © 3x°= 6x 5x2 = 30x €2xt+7x+3=0 f 6x2-Iw-3=0 — g 6x7 -Sy-6=0 h 4x? - 16x + 15 =0 3 Solve the following equations: a 3x? Sx=2 b Qx-3) € (x- 78 =36 d 2x7=8 f (v-3P513 g Gr-1) 2 i 6x?-7= 11x jo 4x2 + 17x = 6x - 2x7 4 This shape has an area of 44m*, Find the value of x. 2m) @® 5 Solve the equation 5x +3=V3x+7. 20Quadratics Some equations cannot be easily factorised. You can also solve quadratic equations using the quadratic formula ™ The solutions of the equation CEEEDD Vou need to rearrange the equation ax? + bx + c= 0 are given by the formula: into the form ax? + bx + ¢ = 0 before reading off ba (Brhae the coefficients. yah hae 2a Solve 3x2 - 7x = 0 by using the formula. =-Tande= — 453, + VE7F = 4k Put brackets around any negative values. -4x3x (1) =412 1 Solve the following equations using the quadratic formula Give your answers exactly, leaving them in surd form where necessary. =0 bxt-3x-220 ee +ON+6=0 — d xP-Sx- f 4x2-4y-1=0 g 4x?-Tx=2 bh Llx? +2x- a tt3yt e 32+ 10x = 2 Solve the following equations using the quadratie formula. Give your answers to three significant figures. a t44x+2=0 b xe-8x+1=0 extlly-950 0 d 8-7-1720 @ Sx249x-150 — f 2x?-3y- 1850 g 37+ 8= lox h 2x? + Lv = 5x? 18 3 For each of the equations below, choose a suitable method and find all of the solutions. Where necessary, give your answers to three significant figures, a x74+8x+12=0 b x?+9x-11=0 wy qoweaetee (int you are confident with to solve 246212 00 f 6x°+6= 12x these equations, © 8-9r- © Qx +8} g 2-11 21Chapter 2 4 This trapezium has an area of 50m2. Show that the height of the trapezium is equal to S(/5 ~ I)m. ae Height must be positive. You will have to discard the negative solution of your quadratic equation. <— (+ 10)m—> { challenge ) GBD site the equation in the form ‘ax? + bx + c= 0 before using the quadratic Given that is positive, solve the equation ommineeandena pee aN x X+2. 195 @ Completing the square Itis frequently useful to rewrite quadratic expressions by completing the square: be (by . s erbr=(x+3)'-(3) . ji You can draw a diagram of this process when x and b i are positive: x — ab The original rectangle has been rearranged into the shape of a square with a smaller square missing. The two areas shaded blue are the same. CEEED i siscieic preion te form p(x+ 4)? +r where p, q and r are real constants is in completed square form. xe + bx = Complete the square for the expressions: aee8r bear © We 12x > Begin by halving the coefficient of x. Using the eee aes a cinn lae! tule given above, b= 8 so = 4, =F 4P 16 2 2_ py 2 b xe—3x= (x - 3)" - (3) (— Be careful itis a fraction. Here (3) = =2. 32 _ 9 2 2) Bw 2(e-3-4 im ¢ 2x2 — 12x= lx? — Ga) Here the coefficient of xis 2, 5o take out a factor LL of 2. The other factor ‘the form (x2 + bx) so = 2(x - 3F - 3°) ‘you can use the rule to complete the square. = 2v - 3F- 9) = 2x - 3)? = 18 ————__Expand the outer bracket by multiplying 2 by 9 to get your answer in this form, 22Quadratics . axtebree=a(s+2)' «(0 2a. Write 3x? + 6x + 1 in the form p(x + q)? +r, where p, q and r are integers to be found. Be rexel Thisisan expression, :o ou cant divide every term by 3 without changing its value. “al oe Instead, you need to take a factor of 3 out of = Bie + 1 - 7) 44 3x2 + 6x, = Birt? -3 41 = Bix 412-2 ae os Hieehen So p= 3,q=1andr= aaa ORE La Trety =) QD inciesionss write the expression as —4x2— 16x + 10 then take a factor of ~4 out of the first two terms toget ~4(x2 + 4x) + 10. 1 Complete the square for the expressions: a x 4dy b x? - 6x e e-l6x d etx er-14 2. Complete the square for the expressions: a 2?+16x b 3x7- 24x ¢ Sx7+20x d 2x?-Sx e@ Bx-2x? 3. Write each of these expressions in the form p(x + q)? + r, where p, q and r are constants to be found: a We8vel — b Sx? 1Sr43 © 3x2 42x- @ 10-16x-4x? @ 2v-8x2 +10 © 4 Given that © 5 Write 2 + 0.8x — 0.04x? in the form 4 - B(x + C, where A, Band Care constants to be determined. (marks) Solve the equation x? + 8x + 10 =0 by completing the square. Give your answers in surd form. 3x46 = (x4 a)’ +, find the values of the constants a and b, (marks) x2 48x + 10=0 x? + Bx =-10 (e+ 4F 4? = 10 (+ 4F 5-10 416 (we4P =e +4 =v xe-44V6 So the solutions are x= 7446 and x =-4-V6 23Chapter 2 Solve the equation 2x? = 8x + 7 = 0. Give your answers in surd form. Gena This is an equation so you can divide every term by the same constant. Divide by 2 to get x? on its own. The right-hand side is 0 so itis unchanged. — Complete the square for x2 — 4a. {add 2? to both sides. — Take square roots of both sides. | Add 2 to both sides. solutions to quadratic equations quickly. I Solve these quadratic equations by completing the square. Leave your answers in surd form. aet6xt1=0 bb xt412r+3=0 © x244x-2=0 de 10x=5 2 Solve these quadratic equations by completing the square. Leave your answers in surd form. a 2x74+6x-3=0 b 5x?4+8x-2=0 e 4x°-x-8=0 d 15-6x- 2x © 3 v= 14x41 = (x +p) +g, where p and q are constants. a Find the values of p and q (2 marks) b Using your answer to part a, or otherwise, show that the solutions to the equation = 14x + 1 =0 can be written in the form r + 5/3, where r and s are constants to be found. (2 marks) 4 By completing the square, show that the solutions to the equation x? + 2hx + ¢=0 are given by the formula Foon necameetcreeeyeutrenta bt (4 marks) if the coefficients were numbers. a Show that the solutions to the equation Start by dividing the whole equation by a. ax? + 2hx + c= 0 are given by x b Hence, or otherwise, show that the solutions to the equation ax? + by + e= 0 can be written as You can use this xb be hac method to prove the quadratic 2a formula. > Section 7.4 24Quadratics @® Functions A function is a mathematical relationship that maps each value of a set of inputs to a single output. The notation f(x) is used to represent a function of x. = The set of possible inputs for afunction is called the domain, Pomain_f)=9 __—_—Range fa) = The set of possible outputs of a function is called the range. This diagram shows how the function f(x) = x? maps five values in its domain to values in its range. © The roots of a function are the values of x for which f(x) = 0. The functions f and g are given by (x) = 2x = 10 mene and g(x) = 7-9, xe R, ‘x, can be any real number the a Find the values of (5) and g(10). domain can be written as x € R. b Find the value of x for which f(x) = g(x). The symbol e means ‘is a member of’ and the symbol IR represents the 25) - 10=10- 10=0 real numbers. = (10% - 9 = 100-9 b fx) = lx) 2x -10 x2 = 2x4 wtf The function f is defined as f(x a Write f(x) in the form (x +p)? + 4. i To find f(5), substitute x = 5 into the function f(a). {Set f(x) equal to g(x) and solve for x. b Hence, or otherwise, find the roots of f(x), leaving your answers in surd form. ¢ Write down the minimum value of f(x), and state the value of x for which it occurs. a fi) =x? +6x-5 —] = (4329-5 Complete the square for x2 + 6x and then ie BP 14 simplify the expression. 0 To find the root(s) of a function, set it equal to zero. 14=0 4 > ___ You can solve this equation directly. Remember to V14 ‘write + when you take square roots of both sides. -3 + Via . f(x) has two roots: -3 + V14 and -3 - V14, 25Chapter 2 ¢ (x43 20 So the minimum value of f(x) is This occurs when (x + 3)? = O, 50 when x= -3 Find the roots of the function f(x) = 6 + 7x - 8, x ER, | | =O cues (a) can be written as a function ofa function. The only powers of x in f(x) are 6,3 and 0 so you can write it as a quadratic function of x3. fx) x64 7x9 -8=0 (23)? + 703) - 8 = 0: (x? - Nx? + 8) =0 $0 x3 =10rx8 = eeiaxel eat roe |_| The roots of f(x) are 1 and -2. Alternatively, let w So when f(x) = O,u = 1 oru 1>x=1 e ESTED The solutions to the quadratic Ox ‘equation will be values of u. Convert back to The roots of f(x) are 1 and -2. values of x using your substitution. [ore 1 Using the functions f(x) = 5x + 3, g(x) Hustla x tu=-85 x? - 2 and h(x) = Vx + 1, find the values of: a fil) b 2(3) © hi8) d f(1.5) e g(v2) (4) f h(t) gf4)+22) bh HO) +g) +H) i & @® 2 The function f(x) is defined by f(x) = x? - 2x, x ER. Sees Given that f(a) = 8, find two possible values for a. SIGRRIE Sara ho ere anon 3 Find all of the roots of the following functions: See Tuas a fix) = 10- 15x b g(a) = («+ 9-2) © A(x) =x? + 6x-40 d jx) = 144-2 © k(x) = x(x + Sv +7) £ m(x)= x9 + 5x? - 24x 26Quadratics 4 The functions p and q are given by p(x) = x? - 3x and q(x) = 2x -6,xER. Find the two values of x for which p(x) = q(x) 5 The functions f and g are given by f(x) = 2x3 + 30x and g(x) = 17.2, xR. Find the three values of x for which f(x) = g(x). © 6 The function fis defined as ft a Write f(x) in the form (x + p)' +g, where p and q are constants to be found (2 marks) = 2v+2, VER. b Hence, or otherwise, explain why f(x) > 0 for all values of x, and find the minimum, value of f(x) (1 mark) 1257432 YD the tunction in —33x5 +1 part b has four roots. xi + 2x12 7 Find all roots of the following functions: a flxy=x +908 +8 b g(x) ¢ h(x) =27x% + 26x - 1 d j(x) = 322 e k(x Wx +10 f m(x) 8 The function f is defined as f(r) = 3** - 28(3*) + 27, xER. function f is defined as f(x) (3°) +27, Sas a Write f(x) in the form (3° — a)(3° — 6), where a and 6 are " real constants (marks) Consider f(x) as a _ . function of a function. b Hence find the two roots of fx). (2 marks) @ Quadratic graphs When f(x) = ax? + bx + ¢, the graph of y = f(x) has a curved shape called a parabola. You can sketch a quadratic graph by identifying key features. The coefficient of x determines the overall shape of the graph. When a is positive the parabola will have this shape: \/ When a is negative the parabola will have this shape: /\ @ The graph crosses the y-axis when 0. The y-coordinate Is equal to @ The graph crosses the x-axis when y= 0. The .x-coordinates are roots of the function f(x). © Quadratic graphs have one turning point. This can be a minimum or a maximum. Since a parabola is symmetrical, the turning point and line of symmetry are half-way between the two roots. ® You can find the coordinates of the turning point The graph of y =alx +p +q of a quadratic graph by completing the square. isa translation of the graph of If f(x) = a(x +p)? +q, the graph of y = f(x) hasa y= ax by a + Section 4.5 turning point at (-p, q). 27_ Sketch the graph of y = x? - $x+ 4, and find the coordinates of its turning point As a =1is positive, the graph has a \/ shape and a minimum point. When x = 0, y = 4, s0 the graph crosses the y-axis at (O, 4). When y = 0, x@-5x+4=0 iw - 4) =0 x= 1 orx = 4,50 the graph crosses the saris at (1, 0) and (4, O} ea aia >= zz ee xe Bx t4=(x-$)°- 344 ) 2 : tenn So the minimum point has coordinates (a) CED if you use symmetry to find the you use symmetry Alternatively, the minimum occurs when x-coordinate of the minimum point, you need to substitute this value into the equation to find the ‘}-coordinate of the minimum poi x is half-way between 1 and 4, s0 the minimum has coordinates (' The sketch of the graph is: EMD cstorerowsnegammer CP y= (+ pP-+q changes as the values of p and q change using GeoGebra 28Quadratics Sketch the graph of y = 4x - 2x? 3. Find the coordinates of its turning point and write down the equation of its line of symmetry. shape and a maximum point. When x = -3, 90 the graph crosses the y-axis at (0, -3). When y =O, -2x2 + 4x-3=0 Using the quadratic formula, 44° - 4(-2)-3) 2x (2) There are no real solutions, so the graph does not cross the x-axis. Completing the square: a a) =-2(x? - 2x)-3 =-2ir-F- 1-5 axe P4+2=3 =-2r- 1? 1 So the maximum point has coordinates (, -. The line of symmetry is vertical and goes through the maximum point. It has the equation x = 1. As a= -2 is negative, the graph has a (\. |. ttseasierto see that a <0 ifyou write the equation in the form y= 2x? + 4x ~ 3, You would need to square root a negative number to evaluate this expression, Therefore this equation has no real solutions. — The coefficient of x? is -2 so take out a factor of -2 CERIN & stcrcn graph does not need to be plotted exactly or drawn to scale. However you should: © draw a smooth curve by hand © identify any relevant key points (such as intercepts and turning points) © label your axes. 29Chapter 2 Ls Ciera 1 Sketch the graphs of the following equations, For each graph, show the coordinates of the point(s) where the graph crosses the coordinate axes, and write down the coordinate of the turning point and the equation of the line of symmetry. by=at42x-15 ¢ y=25-x d yax243x42 f y=Qttayt10 g y=2xt+Iy-15 bh y=6x?- 19x 410 Sx? + 0.2 + 0.02 2 These sketches are graphs of quadratic functions of the form ax? + bx + c. Find the values of a, b and ¢ for each function. oe b Check your answers by substituting values into the function. in part ¢ the graph passes through (0, ~18), so h(0) should be -18. 3 The graph of y= ax? + bx + chi imum at (5, -3) and passes through (4, 0). Find the values of a, b and ¢. (3 marks) @ The discriminant If you square any real number, the result is greater than or equal to 0. This means that if y is negative, Jy cannot be a real number. Look at the quadratic formula: If the value under the square root sign is negative, x cannot be a real number and there are no real solutions. If the value under the square root is equal to 0, both solutions will be the same. ab Vb? = hae 2a ™ For the quadratic function f(x) = ax? + bx + c, the expression 5? - 4ac is called the discriminant. The value of the discriminant shows how many roots f(x) has: + IF? - 4ac > 0 then f(x) has two distinct real roots. + If? ~ 4ac =O then f(x) has one repeated root. + IFS? - 4ac <0 then f(x) has no real roots. 30Quadratics You can use the discriminant to check the shape of sketch graphs. Below are some graphs of y= f(x) where f(x) = ax? + by +. hae >0 Two distinct real roots \v, Bhac=0 One repeated root be —4ae <0 No real roots 2 ob Find the values of k for which f(x) = x? + kx +9 has equal roots. wtkx+9=0 Here a =1,b=kande For equal roots, b? - 4ac K-4x1x9=0 k2-36=0 k= 36 sok=+6 Gann we t4vtk=0 Here a=1,b=4 andc=k, For two real solutions, b? - 4ac > O B-4x1xk>O 16-4k>0 16 > 4k 4>k Sok<4 Find the range of values of & for which x2 + 4x +k Use the condition given in the question to write a statement about the discriminant. Substitute for a, b and c to get an equation with cone unknown. Solve to find the values of k. 0 has two di inct real solutions. ‘This statement involves an inequality, so your answer will also be an inequality. For any value of k less than 4, the equation will have 2 distinct real solutions, CEE expore how the value of the discriminant changes with k using GeoGebra. 31Chapter 2 Exercise a Calculate the value of the discriminant for each of these five functions: i fa)ext+ 8x43 fi gy =20 iv j(x) =x? - 8x 4 16 v(x) =2v-3x?-4 b Using your answers to part a, match the same five functions to these sketch graphs. AV AMM Find the values of & for which x° + 6x + k = 0 has two real solutions. (2 marks) hog Find the value of ¢ for which 2x? ~ 3x + = 0 has exactly one solution. (2 marks) Given that the function f(x) = sx? + 8x + s has equal roots, find the value of the positive constant s. (2marks) Find the range of values of & for which 3x? - 4 + & = 0 has no real solutions. (2 marks) The function g(x) = 24 3px + (4p — 3), where p is an integer, has two equal roots, a Find the value of p. (2 marks) b For this value of p, solve the equation x? + 3px + (14p - 3) = 0. (2 marks) h(x) = 2x? + (e+ 4) + k, where kis a real constant. see a Find the discriminant of h(x) in terms of k. (3 marks) — Ifa question part says ‘hence or b Hence or otherwise, prove that h(x) has two distinct _ otherwise’ itis usually easier to use your real roots for all values of k. @marks) | @nswerto the previous question part. Cars Prove that, ifthe values of a and c are given and non-zero, itis always possible to choose a value of bso that f(x) = ax? + bx + c has distinct real roots. b Is italways possible to choose a value of b so that f(x) has equal roots? Explain your answer. @ Modelling with quadratics A mathematical model is 2 mathematical description of a real-life situation. Mathematical models use the language and tools of mathematics to represent and explore real-life patterns and relationships, and to predict what is going to happen next. Models can be simple or complicated, and their results can be approximate or exact. Sometimes a model is only valid under certain circumstances, or for a limited range of inputs. You will earn more about how models involve simplifications and assumptions in Statistics and Mechanics. Quadratic functions can be used to model and explore a range of practical contexts, including, projectile motion. 32Quadratics A spear is thrown over level ground from the top of a tower. The height, in metres, of the spear above the ground after ¢ seconds is modelled by the function: h(s) = 12.25 + 14.76- 4.97, 120 a Interpret the meaning of the constant term 12.25 in the model. b After how many seconds does the spear hit the ground? ¢ Write h(0) in the form A ~ B(r- CP, where A, Band Care constants to be found, 4 Using your answer to part ¢ or otherwise, find the maximum height of the spear above the ground, and the time at which this maximum height is reached. a The tower is 12.25 m tall, since this is the height at time O. b When the spear hits the ground, the height is equal to 0. 12.25 + 1471-491 =O z 3 4 e Sy Read the question carefully to work out the ‘meaning of the constant term in the context of the model, Here, ¢=Qis the time the spear is Using the formula, where a = -4.9, b= 147 and c= 12.25, 147 + Via 7? = A425) (2x -49) 147 + V45619 =98 1= -0679 or 1= 3.68 (to 3 sf) © 12.25 + 14.74 - 4.99? = -4.9(? - 31) + 12.25 = -4.9(t- 15 - 2.25) + 12.25 = -4.9((t - 1.57 + 11.025 + 12.25) = 23.275 — 4.90 - 15)? So A = 23.275, B= 49 and C=15. d The maximum height of the spear is the spear is thrown, 23.275 metres, 1.5 seconds after wsehneae ec CDSS me spear using GeoGebra 33Chapter 2 Exercise 1 34 The diagram shows a section of a suspension bridge carrying a road over water. eeu For part a, make sure your answer is in the context of the model. The height of the cables above water level in metres can be modelled by the function h(x) = 0,000 12x? + 200, where x is the displacement in metres from the centre of the bridge. a Interpret the meaning of the constant term 200 in the model (1 mark) b_ Use the model to find the two values of » at which the height is 346m, (3 marks) ¢ Given that the towers at each end are 346 m tall, use your answer to part b to calculate the length of the bridge to the nearest metre. (1 mark) A car manufacturer uses a model to predict the fuel consumption, y miles per gallon (mpg), for a specific model of car travelling at a speed of x mph. y=-0.01x? + 0.975x + 16,x >0 a Use the model to find two speeds at which the car has a fuel consumption of 32.5 mpg. (3 marks) b Rewrite y in the form A ~ B(x ~ CP, where 4, Band Care constants to be found. (3 marks) © Using your answer to part b, find the speed at which the car has the greatest fuel efficiency. (1 mark) 4. Use the model to calculate the fuel consumption of a car travelling at 120 mph. ‘Comment on the validity of using this model for very high speeds. (2 marks) A fertiliser company uses a model to determine how the amount of fertiliser used, f kilograms per hectare, affects the grain yield g, measured in tonnes per hectare. g = 6+ 0.03f ~ 0.000 06/7 a According to the model, how much grain would each hectare yield without any fertiliser? (1 mark) b One farmer currently uses 20 kilograms of fertiliser per hectare. How much more fertiliser would he need to use to increase his grain yield by I tonne per hectare? (4marks) A football stadium has 25000 seats. The football club know from past experience that they will sell only 10000 tickets if each ticket costs £30, They also expect to sell 1000 more tickets every time the price goes down by £1 The number of tickets sold ¢ can be modelled by the linear equation f= M ~ 1000p, where £p is the price of each ticket and M is a constant, Find the value of M. (1 mark)Quadratics ‘The total revenue, £r, can be calculated by multiplying the number of tickets sold by the price of cach ticket. This can be written as r= p((M ~ 1000p). b Rearrange r into the form A ~ Bip ~ CP, where A, Band C are constants to be found. (3 marks) Using your answer to part b or otherwise, work out how much the football club should charge for each ticket if they want to make the maximum amount of money; (2 marks) Cars SBD start by serting up three F P a simultaneous equations. Combine Accident investigators are studying the stopping distance Neca areas of a particular car. eliminate c. Use the results to find When the car is travelling at 20 mph, its stopping distance RevaRee een ERIE Fe is 6 feet. When the car is travelling at 30 mph, its stopping distance is 14 feet. When the car is travelling at 40 mph, its stopping distance is 24 feet. The investigators suggest that the stopping distance in feet, d, is a quadratic function of the speed in miles per hour, s. a Given that d(s) = as’ + bs + ¢, find the values of the constants a, b and c. b Atan accident scene a car has left behind a skid that is 20 feet long. Use your model to calculate the speed that this car was going at before the accident. eT ET 1 Solve the following equations without a calculator. Leave your answers in surd form where necessary. aypt3yt2=0 — b3x2+13r-10=0 © Sx°-10v=4x+3— d Qx-5 2. Sketch graphs of the following equations: ayersSye4 bys2etx-3 © y=6-10x-4x2 | d y= 15x27 © 3 fx) = 4+ 3x5 and g(x) = y+ k, where kis a constant. a Given that 1(3) = g(3), find the value of k. (3 marks) b Find the values of x for which f(x) = g(x). (@ marks) 4 Solve the following equations, giving your answers correct to 3 significant figures: a R+llk-1=0 be 51+1=0 ¢ 10-x-x°=7 d Gx-1P=3-2° 5. Write each of these expressions in the form p(x + q)? +r, where p, q and rare constants to be found: a4 1x9 b Sx°—40x+ 13 © 8x 2x2 d 3-04 IP © 6 Find the value & for which the equation 5x? - 2x-+ k= has exactly one solution. (2 marks) 35Chapter 2 © 7 Given that for all values of x: 3x2 + lv + S=plx +g) +r a find the values of p, q and r. marks) b Hence solve the equation 3x2 + 12x-+5=0. (2 marks) GP) 8 The function f is defined as fx) = 2° - 20(2') + 64, x ER. a Write f(x) in the form (2° ~ a)(2°—), where a and b are real constants, (2 marks) b Hence find the two roots of f(x). (2 marks) 9 Find, as surds, the roots of the equation: Ax + Iox-4) -(v- 2? =0 10 Use algebra to solve (x — 1)(x + 2) = 18. ®) 11 A diver launches herself off a springboard. The height of the diver, in metres, above the pool 1 seconds after launch can be modelled by the following function: h() = 5¢— 10? +10, 7>0 a. How high is the springboard above the water? (1 mark) b Use the model to find the time at which the diver hits the water. (3 marks) ¢ Rearrange h(s) into the form A = B(r — C) and give the values of the constants A, Band C. (3 marks) 4. Using your answer to part e or otherwise, find the maximum height of the diver, and the time at which this maximum height is reached. (2 marks) GB) 12 For this question, f(x) = 4kex? + (4k + 2)x + 1, where é is a real constant, a Find the discriminant of f(x) in terms of k. (3 marks) b By simplifying your answer to part a or otherwise, prove that f(x) has two distinet real roots for all non-zero values of k. (2 marks) ¢ Explain why f(x) cannot have two distinct real roots when k = 0. (1 mark) 17x + 16. (S marks) G2) 13 Find all of the roots of the function r(x) = ©) 14 Lynnis selling cushions as part of an enterprise project. Ont her first attempt, she $old/80 ‘cushions at the cost of £15 each. She hopes to sell more cushions next time. Her adviser suggests that she car gS IU HSeRs io» QE I Sar REE a. The number of Gushions sold @can be modelled by the equation’¢ = 230 = Hips where Gpisthe|price of each cushion and His a constant. Determine the value of H. (1 mark) To model her total revenue, £r, Lynn multiplies the number of cushions sold by the price of each cushion, She writes this as? =p(230= Hp), b Rearrange r into the form A= B(p = C2, where A, Band Care constants to be found. (3 marks) € Using your answer to part b or otherwise, show tha (ii Gi inGrRaSe her REVERE byEI22I50) through lowering her prices, and state the optimum selling price of a cushion. (2 marks) 36Quadratics Challenge a The ratio of the lengths a: in this line is the same as the ratio of the lengths b:c. <—___1__- —————— 145, 2 b Show also that the infinite square root Show that this ratio is 1 STE ios 1 To solve a quadratic equation by factorising: + Write the equation in the form ax? + bx +.¢ = 0 + Factorise the left-hand side * Set each factor equal to zero and solve to find the value(s) of x 2 The solutions of the equation ax: + bx + c= 0 where a # O are given by the formula: te baie 2a 3 e+br=(x+8)-(4) 4 ast bx ee=a(x+2)'+(c-#) 5. The set of possible inputs for a function is called the domain. The set of possible outputs of a function is called the range. 6 The roots of a function are the values of x for which f(x) =0. 7 You can find the coordinates of a turning point of a quadratic graph by completing the square. If f(x) = a(x + p)? +g, the graph of y = f(x) has a turing point at (-p, q). 8 For the quadratic function f(x) = ax? + bx + c= 0, the expression 6? — ac is called the discriminant, The value of the discriminant shows how many roots f(x) has: + IF 6? —4ac > 0 then a quadratic function has two distinct real roots. + IF 62 — 4ac=0 then a quadratic function has one repeated real root. + IF b? ~4ae <0 then a quadratic function has no real roots 9 Quadratics can be used to model real-life situations. 37ry E After completing this chapter you should be able to: © Solve linear simultaneous equations using elimination or substitution 7 pages 39-40 © Solve simultaneous equations: one linear and one quadratic > pages 41-42 © Interpret algebraic solutions of equations graphically > pages 42-45 © Solve linear inequalities > pages 46 - 48 © Solve quadratic inequalities “> pages 48 - 51 © Interpret inequalities graphically “> pages 51-53 © Represent linear and quadratic inequalities graphically > pages 53-55 A= {factors of 12} B= (factors of 20) Write down the numbers in each of these sets: a AnB b (AUB! © GCSE Mathematics Simplify these expressions 2y45 + 3V32 a \75 b a «Section 1.5 Match the equations to the correct graph. Label the points of intersection with the axes and the coordinates of the turning point. a y=9-x2 b y=(x-22+4 © p=(e- 72x +5) ii iti Food scientists use regions on graphs to optimise athletes’ nutritional intake and ensure they satisfy the minimum dietary requirements for calories and + Section 2.4 vitamins.Equations and inequalities @ Linear simultaneous equations Linear simultaneous equations in two unknowns have one set of values that will make a pair of equations true at the same time. The solution to this pair of simultaneous equations is =5ys2 x+3y=11 (1) +3) =5 + 6= 110 4x-5y=10 (2) ———————————— 4(5)-5(2)=20-10=10v * Linear simultaneous equations can be solved using elimination or substitution. Solve the simultaneous equations: b 4x-Sy=4 6x-+ 2p = 25 The solution is x = 7, y = b 4x-5) 0 6x +2) ) tex-15y=12 @) tex+4y=50 (4) =19y = -36 —_____| yee 4r-10=4 4x14 x=35 The solution is x = we Y 0 np 3 3_ Gano Solve the simultaneous equations: 2x-y=l ze=7: o 4x + By ——___ 4x + 22x ~ 1) = -30 4x4 4x 2=~30 rahe zr y= 2035) The solution is x Lara 1 Solve these simultaneous equations by elimination: aQv-y b Ix+3y=16 © Sx42y=6 4x4 3y = 22 2x + 9y = 29 3x - ly = 26 d Qw-ysl2 e 3x-2y=-6 f 3x4 8y=33 6x+2y=21 6x+3y=2 6x =3 + 5p 2 Solve these simultaneous equations by substitution: axt3ysll b 4x-3y=40 © 3x-y=7 @ 2y=2x-3 4x-Ty=6 Qnty 10x +3 3 3 Solve these simultaneous equations: ED Frist rearrange , both equations into 3x-2y+5=0 3y= Sev? oe aeai the same form S(x +p) = O(x-+ 1) 3x-D+y4+4=0 — egaxtby=o cur are simultaneous equations where k is a constant. isa constant, so it has the a Show that x =3. (3 marks) same value in both equations. b Given that y =} determine the value of k. (1 mark) 2v=py=S 4x4 Sy +q=0 are simultaneous equations where p and g are constants. The solution to this pair of simultaneous equations is x = q, y= 1. Find the value of p and the value of q. (S marks) 40Equations and inequalities @® Quadratic simultaneous equations You need to be able to solve simultaneous equations where one equation is linear and one is quadratic. To solve simultaneous equations involving one linear equation and one quadratic equation, you need to use a substitution method from the linear equation into the quadratic equation. = Simultaneous equations with one linear and one quadratic equation can have up to two pairs of solutions. You need to make sure the solutions are paired correctly. The solutions to this pair of simultaneous equations are x = 4, y=~3 and x = x-ysT (1) ——_ 4-3) =7 V and 5.5- (-1! Pespeex=S (yy (3) +200) 29-124 8-5 V and (1.5)? + (55)(-15) + 26.5) = 2.25-8.25 + 11=5v Solve the simultaneous equations: x+2y=3 w+ 3xy= 10 x+2ye3 Oo x? + Bxy = 10 @ x=3-2y (3 - 2yF + 3n13 - 2y) = 10 9 - 12y + 4y? + Dy - Gy? = 10 2p? = By - | 2y? + 3y+1=0 ooo a1 1 story Sox=4orx=5 Solutions are x= 4, y= and 1. 1 Solve the simultaneous equations: ei axty=ll b 2v+y © y=3x ay = 30 ety 2yt= xy = 15 d dae e uty f 3x42y=7 3a + P= 28 w=6 tyes 2. Solve the simultaneous equations: a Qv+2y=7 bx+y=9 ¢ Sy-4x=l a4 =8 P= 3xy 42220 way 4Svedl 41Chapter 3 3 Solve the simultaneous equations, giving your answers in their simplest surd form: 26 ae substituting an expression into an equation. axe aw 4 Solve the simultaneous equations: vey 3p (6 marks) ®) 5 a By eliminating y from the equations ye2-dy 3x2+ay+11=0 show that x? - 2-11 =0. (2 marks) b Hence, or otherwise, solve the simultaneous equations ye2-4y 3xtt xy t11=0 giving your answers in the form a # b/3, where a and b are integers. (Smarks) @®) 6 One pair of solutions for the simultaneous equations Se IF Q, p)is a solution, then x= 1, y=p satisfies both equations. is (1, p) where k and p are constants, a Find the values of & and p. b Find the second pair of solutions for the simultaneous equations. Challenge ayes Given that the simultaneous equations have exactly one pair of solutions, show that kasd @® Simultaneous equations on graphs You can represent the solutions of simultaneous equations graphically. As every point on a line or curve satisfies the equation of that line or curve, the points of intersection of two lines or curves satisfy both equations simultaneously. # The solutions to a pair of simultaneous equations represent the points of intersection of their graphs. Example @) a On the same axes, draw the graphs of: 2v43y=8 Bx-y=23 b Use your graph to write down the solutions to the simultaneous equations, 42ie Del Hesto}0 + b-4ac=0 + B-sac<0 two real solutions one real solution no real solutions wea VA Uf ‘The line with equation y = 2x + | meets the curve with equation kx? + 2y + (k~2) = Oat exactly one point, Given that & is a positive constant a find the value of k b for this value of &, find the coordinates of — @ETEED explore how the value ofk affects the point of intersection. the line and the curve using GeoGebra. a ys2xel kx? + 2y + (k-2)=0 eL kx? + 2(2x + 1) + (k-2)=0 kx? +4x+24k-2=0 kx eave k=O ieee B-Axkek=0 You are told that the line meets the curve at exactly one point, so use the discriminant of the 16-412 =0 resulting quadratic, There will be exactly one ease solution, so 6*—4ac = 0. (k- 2k +2)=0 k=2ork Sok=2 2 b 2x84 4y+2=0 x24 2x41=0 (w+ Diet =O x yaeeh+tet Point of intersection is (+1, -1)Equations and inequalities Exercise 1 In each case: i draw the graphs for each pair of equations on the same axes find the coordinates of the point of intersection. a ys3v-5 b y=2x-7 © pa3x42 ye3-x y=8-3x Bxty+1=0 2 a Use graph paper to draw accurately the graphs of 2y = 2x + 11 and y = 2x? ~ 3x—5on the same axes, b Use your graph to find the coordinates of the points of intersection. © Verify your solutions by substitution. 3 a On the same axes sketch the curve with equation x? + y = 9 and the line with equation 2x + y = 6. b Find the coordinates of the points of intersection, ¢ Verify your solutions by substitution, 4 a On the same axes sketch the curve with equation y= (x2) and the line with equation y = 3x-2. b Find the coordinates of the point of intersection. ID You need to use algebra in part b to find the coordinates. 5 Find the coordinates of the points at which the line with equation y =~ 4 intersects the curve with equation y? = 2x? = 17, 6 Find the coordinates of the points at which the line with equation y = 3x ~ 1 intersects the curve with equation y? = xy + 15. @® 7 Determine the number of points of intersection for these pairs of simultaneous equations. a y= 6x24 3x-7 b y=4x2— 18x +40 © pa3xt-2x+4 ye2xt8 y= l0x-9 Ixty43=0 EB) 8 Given the simultaneous equations Qx-pel x24 4ky + 5k=0 where k is a non-zero constant a show that x? + 8kx +k =0. (2 marks) Given that x2 + 8kx + k = 0 has equal roots, b find the value of k (3 marks) € for this value of &, find the solution of the simultaneous equations. (3 marks) GB) 9 A swimmer dives into a pool. Her position, pm, underwater can be modelled p in relation to her horizontal distance, x"m, from the point she entered the water as a quadratic equation p = $x? - 3x. The position of the bottom of the pool can be modelled by the linear equation p = 0.3x-6. Determine whether this model predicts that the swimmer will touch the bottom of the pool, (marks) 45Chapter 3 @ Linear inequalities You can solve linear inequalities using similar methods to those for solving linear equations. = The solution of an inequality is the set of all real numbers x that make the inequality true. Find the set of values of x for which: a Sxt9ex420 b 12-3x<27 You can write the solution to this © 3(x—5)>5-2Ax-8) inequality using set notation as {x:.x > 2.75}. This means the set ofall values x for which xis, greater than or equal to 2.75. Xx 3 2.75-——_________] b 12-3 < 27 -3x< 15 x5 © 3v-5)>5 -alx-8) 3x15 >5- 2x 416 5x>5 +16 415 5x > 36 x>72 You may sometimes need to find the set of i I ti vaestoratchtwormeqtts rete, CLAM essen together Number lines can be useful to find per ner, Ener your solution. XS -1orx>3 is written {x:x<-1)U (e:x>3) For example, in the number line below the solution set is x > -2and.x = 4, fx eo as © is used for < and > and means the end value is not o> included. <—_____—_—_-e is used for < and > and means the end value is o————_e included. These are the only real values that satisfy both | equalities simultaneously so the solution is ~2 3, 34 2 0 224 8 Here there is no overlap and the two inequalities have _— o> to be written separately as x —1 or x >3. 46Find the set of values of x for which: a 3x-Sx-8 b x-5>1-xor 1S—3x>5+2x. ¢ 4x+7>3and17<11+2x. Equations and inequalities a 3r-5x-8 2x-5<8 4x>-8 ax< 13 x>-2 x<65 4 202 4 6 8 <_—_ ——— <65 o> «>-2 So the required set of values is -2 i-x 15-3x>5+2x ax-5>1 10-3x > 2x 2x>6 10 > 5x xed Box x2 4 20 2 4 6 6 o————> «<3 x>2 The solution is x > 3 or x < 2. e 1S-x>4 g ltx<2543x i S-05r21 b Sy+4=39 d 5x46<-12-x f 21-2v>843x h Wx-7< 7-7 j Sv+4> 12-20 aTChapter 3 2 Find the set of values of x for which: a %x-3)20 b 8U-x)>x-1 d 2x-3)-(412<0 — € 14 12-x) < 10-4) hx -25+2x)<11 k 3x4 2x(v—3) $25 +2) g 12x-3(x-3)<45 j WG-y=34y-2 w a 3(x-2)>x-4and 4x +12>2x4+17 b 2x—Sex—land Hx +1) >28-x © 2x-3>2and Xx +2)< 12+ d-15~x<2(11 - x and 53x- 1) > 120 +19 © 3x+8<20and 23r- 7) > x+6 f Sv+3<9or5Qx+1)>27 g 43+ 7) < 20 or 23x - 5) = Cars A=(:3x+5>2) B Use set notation to describe the set of values of x for which: ¢ 347) < 8-4 f Yx-5) 34-1 i x4) > 242 4xix+3) 1 xQx-9 <3 C=(e:M1<2x-3} Given that An (BUC) = (x:p 2), find the values of p, gand r ® Quadratic inequalities = To solve a quadratic inequality: + Rearrange so that the right-hand side of the inequality is 0 * Solve the corresponding quadratic equation to find the critical values + Sketch the graph of the quadratic function * Use your sketch to find the required set of values. The sketch shows the graph of f(x) = x2— 4x — 5 = (e+ e-5) 2 The solutions to f(x) =0 38 -landx=5. These are called the critical values. are x The solutions to the quadratic inequality x? 4x5 > Oare the x-values when the curve is above the x-axis (the darker part of the curve). This is when < -1 or ¥x> 5. n set notation the solution is (x x<-IU(rix> 5). The solutions to the quadratic inequality x?~ 4-5 < Oare the »-values when the curve is below the x-axis (the lighter part of the curve). This is when x>-Land.x<5or-1 a Find the set of values of x for which 12 + 4x > x? b Hence find the set of values for which 12 + 4x > x? a 1244x>x¢ O>ax?= 4x12 w= 4xr-12<0 a - 4-12 =0 (et Ax- O50 Equations and inequalities Quadratic equation: Multiply by ~1 (so it's easier to factorise). }and —3 are the critical values. Draw a sketch to show the shape of the graph and the critical values. Since the coefficient of x? is negative, the graph is ‘upside-cown U-shaped’. It crosses the x-axis at -3and 5. + Section 2.4 3~5x~ 2x2 <0 (y'< 0) for the outer parts of the graph, below the x-axis, as shown by the paler parts of the curve. {In set notation this can be written as frix<-3}U {xix > 9 and 5x-3>2. You can use a table to check your solution, -2 ve-2[-2ex<6] x36 x42 = + + x-6 = = + (x+2y(x-6) | + E + For each set, check whether the set of values makes the value of the bracket positive or negative. For example, if.x < -2, (x + 2) is negative, (x ~6) is negative, and (x + 2)(x~6) is (neg) x (neg) = positive. In set notation the solution is (x: ~2 x2 gives -2 2 gives x > 1. 420246 6 oo -2 x>1 The two sets of values overlap where 1ex2x20 g>2 ex > 2x7 éx- 2x2 >0 Gx ~ 2x2 M6 - 2a) = x=Oorn=3 i The solution is O< x < 3. Ls Cirarr 1 Find the set of values of x for which: a xe 1ly+24<0 bRoa— d e+ Ix41220 7413-2 >0 g 4x2 8x43 <0 j 62+ 1lx-10>0 k x -Sy>0 2 Find the set of values of x for which: b li1 50 h -2+7x-3x7<0 ecu This question is easier if you represent the information in more than one way. Use a sketch graph to solve the quadratic inequality, and use a number line to combine it with the linear inequality. could be either positive or negative, 0 you can't multiply both sides of this inequality by x. Instead, multiply both sides by x. Because x2is never negative, and x= 0 50x20, the inequality sign stays the sare, © x7-3x-10>0 f 10+x-2x7<0 i *-9<0 1 2x?+3x<0 x)Equations and inequalities 3. Use set notation to describe the set of values of x for which: a t-7x+100and 10-2x<5 © 4x? = 3x-10and 3x+17>2 fx -10 ex ® 4 Given that x # 0, find the set of values of x for which: atc b sot ce 4+3>2 a6+3>8 ease 5 a Find the range of values of k for which the q@ Fn ean ee equation x? ~ kx + (+3) =0 has no real roots. hae real rootsif ?-—4ac>0. « Section2.5 b Find the range of values of p for which the roots of the equation px? + px — 2 = 0 are real. © 6 Find the set of values of x for which x2 - Sx - 14> 0, (4 marks) © 7 Find the set of values of x for which a 2Gx-1)<4-3y (2 marks) b 2x?-Sx-3<0 (4 marks) € both 231-1) <4—3xand 2x? - 5-3 <0. (2 marks) Probl 8 Given that x 3, find the set of values for which > <2. Aa x-3 Multiply both sides of the (6 marks) inequality by (x ~ 3. 9 The equation kx? ~ 2k + 3 = 0, where kis a constant, has no real roots, Prove that & satisfies the inequality 0 = k < 3. (4 marks) @® Inequalities on graphs You may be asked to interpret graphically the solutions to inequalities by considering the graphs of functions that are related to them. «= The values of x for which the curve y = f(1) is below the curve y = g(x) satisfy the inequality f(x) < gu). = The values of x for which the curve y = f(x) is above the curve y = g(x) satisfy the inequality F(x) > gu). 51Chapter 3 f(x) is above g(x) when x<2 and when x > 5. These values of x satisfy flx) > g(x). f(s) is below g(x) when 2 x" when the graph of Ly is has equation y = 12 + 4x. has equation y =3°, Find the coordinates of P; and P,, the points of intersection. Hence write down the solution to the inequality 12+ 4x > x2, a x? 5124 4x | x8 -4y-12 50 | (e- 6) +2=0 xeGandx=-2 substitute into y = x2 whenx=6,y=36 P, (6,36) when x=-2,y=4 0 Pp (-2, 4) above the graph of Le ~2f(x) represents the points on the coordinate grid above the curve y = f(x). Al the shaded points in this region satisfy the inequality y > f(x). Allthe unshaded points in this region satisfy the inequality » < 53Chapter 3 = Ify> f(x) ory < f(x) then the curve y = f(x) is not included in the region and is represented by a dotted line. = Ify > f(x) ory 0. Sys? ene (14) On graph paper, shade the region that satisfies the inequalities: dyevel4 yext-3x-4 54 @ EDD Exciore which regions on the graph satisfy which inequalities using GeoGebra.Equations and inequalities Para ry 1 Ona coordinate grid, shade the region that satisfies the inequalities: y>x-2,y<4dvand y <5—x. 2 Ona coordinate grid, shade the region that satisfies the inequaliti xeclp+x-2. 3 Ona coordinate grid, shade the region that satisfies the inequalities: y>G-x(2 +x) andy +x > 3. 4 Ona coordinate grid, shade the region that satisfies the inequalities: yoxt—Jand yy <9-x2, 5 Ona coordinate grid, shade the region that satisfies the inequalities: ye (v-3Rytxe Sandy x +13. b Solve the inequality x? - $x - 14> 0. Find the set of values of x for which (x ~ 1)(x 4) < 20-4). a Use algebra to solve (x ~ 1)(a + 2)= 18. b Hence, or otherwise, find the set of values of x for which (x ~ 1)(x + 2)> 18. Give your answer in set notation. Find the set of values of x for which: a 6x-7<2v+3 b 2x?- Iv 45<0 20 e5<2 d both 6x 7< 2x +3and 2x? Ix +5<0. af 9 Find the set of values of x that satisfy + 1 <5, x#0 x Find the values of k for which kx? + 8x + 5 = 0 has real roots. The equation 2x? + 4kx — 5k = 0, where k is a constant, has no real roots. Prove that k satisfies the inequality -3 g(x). Find the set of values of x for which the curve with equation y = 2x? + 3x - 15 is below the line with equation y = 8 + 2x. On a coordinate grid, shade the region that satisfies the inequalities: poxt+dy— and y<4—x2, a Ona coordinate grid, shade the region that satisfies the inequalities ytx<6y<2x+9,y>3andx>0, b Work out the area of the shaded region Equations and inequalities (S marks) (2 marks) (4 marks) (6 marks) (2 marks) (2 marks) (2 marks) (4 marks) (4 marks) (2 marks) (5 marks) (@ marks) (3 marks) (4 marks) (marks) (1 mark) (5 marks) (5 marks) (6 marks) (2 marks) 57Chapter 3 Cars 1 Find the possible values of k for the quadratic equation 2kx? + 5kx + 5k -3=0 to have real roots. 2 Asstraight line has equation y = 2x ~k anda parabola has equation y =3x? + 2kx + 5 where kis a constant. Find the range of values of k for which the line and the parabola do not intersect. Pucca 1. Linear simultaneous equations can be solved using elimination or substitution. 2. Simultaneous equations with one linear and one quadratic equation can have up to two pairs of solutions. You need to make sure the solutions are paired correctly. 3. The solutions of a pair of simultaneous equations represent the points of intersection of their graphs. 4 Fora pair of simultaneous equations that produce a quadratic equation of the form ax? + bx+c=0: + b’-4ac>0 two real solutions + b-4ac=0 one real solution + P= 4ac<0 no real solutions 5 The solution of an inequality is the set of all real numbers x that make the inequality true. 6 Tosolve a quadratic inequality: + Rearrange so that the right-hand side of the inequality is 0 + Solve the corresponding quadratic equation to find the critical values + Sketch the graph of the quadratic function + Use your sketch to find the required set of values. 7 The values of x for which the curve y’= f(x) is below the curve y = g(x) satisfy the inequality FO) < glx). The values of x for which the curve y = f(x) is above the curve y= g(x) satisfy the inequality f(x) > Biv). 8 y f(x) represents the points on the coordinate grid above the curve y = f(x). 9 If y> f(x) ory < f(x) then the curve p= f(x) is not included in the region and is represented by a dotted line. IF y = f(a) or y= f(a) then the curve y = f() is included in the region and is represented by a solid line. 58After completing this chapter you should be able to © Sketch cubic graphs > pages 60-64 © Sketch quartic graphs ~ pages 64-6 Sketch reciprocal graphs of the form y = < and y= + pages 66-67 2 © Use intersection points of graphs to solve equations > pages 68-71 © Translate graphs ~ pages 71-75 © Stretch graphs + pages 75-78 © Transform graphs of unfamiliar functions + pages 79-81 1 Factorise these quadratic expressions: a x +6xt5 b x2-4x4+3 + GCSE Mathematics 2. Sketch the graphs of the following functions: a y=(v+2)(v-3) b y=x-6x-7 «Section 2.4 3 a Copyand complete the table of values for the function p =x? + x-2. -15 -05 05 15 y |-12 |-6.875 -2 |-1375 Many complicated functions can be understood by transforming simpler functions using b Use your table of values to draw the graph of stretches, reflections and ya exe translations. Particle physicists € GCSE Mathematics compare observed results with 4 Solve each pair of simultaneous equations: transformations of known a ya2x b y=? functions to determine the x+y=7 saxt1 nature of subatomic particles. € Sections 3.1, 3.2Chapter 4 @ Cubic graphs A cubic function has the form f(x) = ax? + bx? + ex + d, where a, b, cand dare real numbers and ais non-zero. The graph of a cubic function can take several different forms, depending on the exact nature of the function y 4 3 4 For these two functions « is positive. For these two functions a is negative. = If pisa root of the function f(x), then the graph of y = f(x) touches or crosses the x-axis at the point (p, 0). You can sketch the graph of a cubic function by finding the roots of the function, Sketch the curves with the following equations and show the points where they cross the coordinate axes. a ys (x-2)(1 =x) +x) b ysx(x+ I(x +2) 2 y= t= 20-90 +9 EDD Esciore the graph of Os(x-2l-w+ x) Y= (- p)e-gh(x—r) where p,q and r are constants using GeoGebra. Sox=2,x=torx= (2, 0), (1, 0) and (-1, O). When x =O,y=-2x1x1 So the curve crosses the Xx — 00, y > -00 Xx > -00, y+ 00 x(x + 1x + 2): Sox=0,Graphs and transformations So the curve crosses the x-axis at You know that the curve crosses the x-axis at (0, 0), (1, O) and (-2, 0) 00) s0 you don't need to calculate the X00, 9700 srintercept separately. x -00, y+ -00_] Check what happens to y for large po: negative values of x. The 2? term in the expanded function would be x x.x x.x=.13 50 the curve has a positive x? coefficient. Sketch the following curves. a ys(x- IAet)) © y=(v-2p fa y= 10+ or = 10x + 1) Sox=lorx Put y= Oand solve for x. So the curve crosees the x-axis at (1,0) _ (v=) is squared so x = 1 is a ‘double’ repeated and touches the x-axis at (1, 0) | foot. This means that the curve just touches the x-axis at (1, 0). Whenx=O,y= (1? x1 So the curve crosses the y-axis at (O, 1). L- Find the value of y when x =0. x 0a 9700 x -00, y+ —00 |__ Check what happens to y for large po: y negative values of x. heed ™ — xm ye isa ‘double’ repeated root. x9 = 2x3 ~ 3x x(x? - 2x — 3) eee = xv = 3)o+ 9 — First factorise. = xe - 3) +) Sox=0,x=3orx=-t So the curve crosses the x-axis at (0, 0). (3, 0) and (+1, 0) X40,y700 J Check what happens to y for large positive and x 00, y+ -00 J negative values of x. FO] This is a cubic curve with a positive coefficient of 2 and three distinct roots, 61