Pre-Calculus 11: Chapter 8

May 04, 2011, 13:15

Unit 4

Systems of
Equations and
Inequalities
Most decisions are much easier
when plenty of information is
available. In some situations,
linear and quadratic equations
provide the facts that are needed.
Linear and quadratic equations
and inequalities are used by
aerospace engineers to set
launch schedules, by biologists
to analyse and predict animal
behaviour, by economists to
provide advice to businesses,
and by athletes to improve their
performance. In this unit, you
will learn methods for solving
systems of linear and quadratic
equations and inequalities. You
will apply these skills to model
and solve problems in real-world
situations.

Looking Ahead
In this unit, you will model and
solve problems involving…
• systems of linear-quadratic or
quadratic-quadratic equations
• linear and quadratic inequalities

420 MHR • Unit 4 Systems of Equations and Inequalities

 Unit 4 Project Nanotechnology

Nanotechnology is the science of the very small. Scientists manipulate matter on the
scale of a nanometre (one billionth of one metre, or 1 × 10-9 m) to make products
that are lighter, stronger, cleaner, less expensive, and more precise. With applications
in electronics, energy, health, the environment, and many aspects of modern life,
nanotechnology will change how everything is designed. In Canada, the National
Institute for Nanotechnology (NINT) in Edmonton, Alberta, integrates related research
in physics, chemistry, engineering, biology, informatics, pharmacy, and medicine.

In this project, you will choose an object that you feel could be enhanced by
nanotechnology. The object will have linear and parabolic design lines.

In Chapter 8, you will design the enhanced version of your object and determine
equations that control the shape of your design.

In Chapter 9, you will complete a cost analysis on part of the construction of your
object. You will compare the benefits of construction with and without nanotechnology.

At the end of your project, you will

• display your design along with the supporting equations and cost calculations as
part of a nanotechnology exhibition
• participate in a gallery walk with the other members of your class

In the Project Corner boxes, you will find information about various uses of
nanotechnology. Use this information to help you understand this evolving science
and to spark ideas for your design object.

Unit 4 Systems of Equations and Inequalities • MHR 421

CHAPTER

8 Systems of
Equations
What causes that strange feeling in your
stomach when you ride a roller coaster?
Where do elite athletes get their technical
information? How do aerospace engineers
determine when and where a rocket will
land or what its escape velocity from a
planet’s surface is? If you start your own
business, when can you expect it to make
a profit?

The solution to all these questions

involves the types of equations that you
will work with in this chapter. Systems
of equations have applications in science,
business, sports, and many other areas,
and they are often used as part of a
decision-making process.

Did Yo u Know ?

An object can take several hyperbolic

path
different orbital paths. To
leave a planet’s surface, a parabolic
rocket must reach escape path
velocity. The escape velocity
is the velocity required to
elliptical
establish a parabolic orbit. path

Key Terms
system of linear-quadratic equations
system of quadratic-quadratic equations

422 MHR • Chapter 8

 Career Link
The career of a university researcher may
include publishing papers, presenting at
conferences, and teaching and supervising
students doing research in fields that they
find interesting. University researchers
often also have the opportunity to travel.

Dr. Ian Foulds, from Salmon Arm, British

Columbia, works as a university researcher
in Saudi Arabia. His research in the field Dr. Ian Foulds holds
of nanotechnology includes developing microrobot that
weighs less than
surface micromachining processes. 300 nanograms
Dr. Foulds graduated in electrical on his finger.
engineering, completing his doctorate
at Simon Fraser University in Burnaby,
British Columbia.

We b Link
To learn
earn more about
a fields involving research, go to
www.mhrprecalc11.ca and follow the links.

Chapter 8 • MHR 423

 8.1
Solving Systems of
Equations Graphically
Focus on . . .
• modelling a situation using a system of linear-quadratic or quadratic-quadratic
equations
• determining the solution of a system of linear-quadratic or quadratic-quadratic
equations graphically
• interpreting points of intersection and the number of solutions of a system of
linear-quadratic or quadratic-quadratic equations
• solving a problem that involves a system of linear-quadratic or quadratic-
quadratic equations

Companies that produce items to sell on the open market

aim to make a maximum profit. When a company has no, or
very few, competitors, it controls the marketplace by deciding
the price of the item and the quantity sold. The graph in the
Investigate below illustrates the relationship between the various
aspects that a company must consider when determining the price and
quantity. Notice that the curves intersect at a number of points. What do
you know about points of intersection on a graph?

Investigate Solving Systems of Equations Graphically

Work with a partner to discuss

your findings.
Part A: Solutions to a System y
36
Did Yo u Know ?
The graph shows data that a 34
Economists often 32
manufacturing company has marginal
30 cost
work with graphs collected about the business 28
like the one shown. 26
factors for one of its products.
The marginal cost 24
curve shows the 1. The company’s profits are 22
Price ($)

change in total cost maximized when the marginal 20

18 average
as the quantity revenue is equal to the total cost
produced changes, 16
marginal cost. Locate this 14
and the marginal
point on the graph. What is 12
revenue curve shows 10
the change in the the quantity produced and the
8
price of the item when profits demand
corresponding total 6
revenue received. are maximized? 4
2 marginal
revenue
0 1 2 3 4 5 6 7 8 9 10 11 1213 x
Quantity (100s)

424 MHR • Chapter 8

 2. When the average total cost is at a minimum, it should equal
the marginal cost. Is this true for the graph shown? Explain how
you know.
3. A vertical line drawn to represent a production quantity of 600 items
intersects all four curves on the graph. Locate the point where this
vertical line intersects the demand curve. If the company produces
more than 600 items, will the demand for their product increase or
decrease? Explain.

Part B: Number of Possible Solutions

4. a) The manufacturing company’s graph shows three examples of
systems involving a parabola and a line. Identify two business
factors that define one of these systems.
b) Consider other possible systems involving one line and one
parabola. Make a series of sketches to illustrate the different
ways that a line and a parabola can intersect. In other words,
explore the possible numbers of solutions to a system of system of
linear-quadratic equations graphically. linear-quadratic
equations
5. a) The manufacturing company’s graph shows an example of a
• a linear equation and
system involving two parabolas. Identify the business factors a quadratic equation
that define this system. involving the same
variables
b) Consider other possible systems involving two parabolas. Make
• a graph of the system
a series of sketches to illustrate the different ways that two involves a line and a
parabolas can intersect. In other words, explore the possible parabola
numbers of solutions to a system of quadratic-quadratic
equations. system of
quadratic-quadratic
equations
Reflect and Respond • two quadratic
equations involving the
6. Explain how you could determine the solution(s) to a system of
same variables
linear-quadratic or quadratic-quadratic equations graphically.
• the graph involves two
7. Consider the coordinates of the point of intersection of the marginal parabolas
revenue curve and the marginal cost curve, (600, 6). How are the
coordinates related to the equations for marginal revenue and
marginal cost?

8.1 Solving Systems of Equations Graphically • MHR 425

 Link the Ideas

Any ordered pair (x, y) that satisfies both equations in a system of

linear-quadratic or quadratic-quadratic equations is a solution of
the system.
For example, the point (2, 4) is a solution of the system
y=x+2
y = x2
The coordinates x = 2 and y = 4 satisfy both equations.
A system of linear-quadratic or quadratic-quadratic equations may
have no real solution, one real solution, or two real solutions. A
quadratic-quadratic system of equations may also have an infinite
number of real solutions.

y y y

0 x 0 x 0 x

No point of One point of Two points of

intersection intersection intersection
No solution One solution Two solutions

y y y

Can two parabolas that

both open downward have
no points of intersection?
one point? two points? 0 x 0 x 0 x
Explain how.

What would the graph of

a system of quadratic- No point of One point of Two points of
quadratic equations with an intersection intersection intersection
infinite number of solutions No solution One solution Two solutions
look like?

426 MHR • Chapter 8

Example 1
Relate a System of Equations to a Context
Blythe Hartley, of Edmonton, Alberta, is one of Canada’s
best springboard divers. She is doing training dives from
a 3-m springboard. Her coach uses video analysis to plot
her height above the water.
a) Which system could represent the scenario? Explain
your choice and why the other graphs do not model thishis
situation.
b) Interpret the point(s) of intersection in the system
you chose.
System A System B System C System D
h h h h
Height

Height

Height

Height
0 Time t 0 Time t 0 Time t 0 e
Time t

Solution
a) System D, a linear-quadratic system, represents the scenario. The board
height is fixed and the diver’s parabolic path makes sense relative to
this height. She starts on the board, jumps to her maximum height, and
then her height decreases as she heads for the water.
The springboard is fixed at a height of 3 m above the water. Its
height must be modelled by a constant linear function, so eliminate
System A. The path of the dive is parabolic, with the height of the
diver modelled by a quadratic function, so eliminate System B.
Blythe starts her dive from the 3-m board, so eliminate System C.
b) The points of intersection in System D represent the two times
when Blythe’s height above the water is the same as the height
of the diving board.

Your Turn
Two divers start their dives at the same time. One diver jumps
from a 1-m springboard and the other jumps from a 3-m
springboard. Their heights above the water are plotted over time.
a) Which system could model this scenario? Explain your choice.
Tell why the other graphs could not model this situation.
b) Explain why there is no point of intersection in the graph
you chose.
System A System B System C System D
h h h h
Height

Height

Height

Height

0 Time t 0 Time t 0 Time t 0 Time t

8.1 Solving Systems of Equations Graphically • MHR 427

 Example 2
Solve a System of Linear-Quadratic Equations Graphically
a) Solve the following system of equations graphically:
4x - y + 3 = 0
2x2 + 8x - y + 3 = 0
b) Verify your solution.

Solution
a) Graph the corresponding functions. Adjust the dimensions of the
graph so that the points of intersection are visible. Then, use the
intersection feature.
If you are using paper and pencil, it may
be more convenient to write the linear
equation in slope-intercept form and the
quadratic equation in vertex form.

From the graph, the points of intersection

are (0, 3) and (-2, -5).

b) Verify the solutions by substituting into the

original equations.
Verify the solution (0, 3):
Substitute x = 0, y = 3 into the original equations.
Left Side Right Side
4x - y + 3 0
= 4(0) - (3) + 3
=0
Left Side = Right Side

Left Side Right Side

2x2 + 8x - y + 3 0
= 2(0)2 + 8(0) - (3) + 3
=0
Left Side = Right Side

428 MHR • Chapter 8

 Verify the solution (-2, -5):
Substitute x = -2, y = -5 into the original equations.

Left Side Right Side

4x -y + 3 0
= 4(-2) - (-5) + 3
= -8 + 5 + 3
=0
Left Side = Right Side

Left Side Right Side

2
2x + 8x - y + 3 0
= 2(-2)2 + 8(-2) - (-5) + 3
= 8 - 16 + 5 + 3
=0
Left Side = Right Side

Both solutions are correct.

The solutions to the system are (-2, -5) and (0, 3).

Your Turn
Solve the system graphically and verify your solution.
x-y+1=0
x2 - 6x + y + 3 = 0

Example 3
Solve a System of Quadratic-Quadratic Equations Graphically
a) Solve:
2x2 - 16x - y = -35 How many solutions do you think are
2x2 - 8x - y = -11 possible in this situation?

b) Verify your solution.

Solution
a) Graph the corresponding functions for both equations on the
same coordinate grid.

How do you know

that the graphs do not
intersect again at a
From the graph, the point of intersection is (3, 5). greater value of y?

8.1 Solving Systems of Equations Graphically • MHR 429

 b) Method 1: Use Technology

Method 2: Use Paper and Pencil

Left Side Right Side Left Side Right Side
2 2
2x - 16x - y -35 2x - 8x - y -11
= 2(3)2 - 16(3) - 5 = 2(3)2 - 8(3) - 5
= 18 - 48 - 5 = 18 - 24 - 5
= -35 = -11
Did Yo u Know ?
Left Side = Right Side Left Side = Right Side
Since the ordered pair (3, 5) satisfies both equations, it is the solution
You can use tangent
lines to draw to the system.
parabolas. Draw
a horizontal line Your Turn
segment AB. At the
Solve the system graphically and verify your solution.
midpoint of AB, draw a
height CD. Draw lines
2x2 + 16x + y = -26 How many solutions do you think are
x2 + 8x - y = -19 possible in this situation?
CA and CB (these are
the first tangent lines
to the parabola). Mark
the same number
of equally spaced
points on CA and CB.
Example 4
Connect the point Apply a System of Linear-Quadratic Equations
A’ on CA (next to C)
to the point B’ on Engineers use vertical curves to improve the comfort and safety of roadways.
CB (next to B). Then Vertical curves are parabolic in shape and are used for transitions from one
connect A’’ (next to straight grade to another. Each grade line is tangent to the curve.
A’) to B’’ (next to B’),
and so on. Follow this What does it
pattern for successive mean for each
grade line to be
pairs of points until
tangent to the
all points on CB have
curve?
been connected to the
corresponding points
There are several vertical curves on the Trans-Canada Highway through
on CA. This technique
is the basis of most
the Rocky Mountains. To construct a vertical curve, surveyors lay out a
string art designs. grid system and mark the location for the beginning of the curve and the
C end of the curve.
A
A
Suppose surveyors model the first grade line for a section of road with
B the linear equation y = -0.06x + 2.6, the second grade line with the
B
A B linear equation y = 0.09x + 2.35, and the parabolic curve with the
D
quadratic equation y = 0.0045x2 + 2.8.

430 MHR • Chapter 8

a) Write the two systems of equations that would be used to determine
the coordinates of the points of tangency.
b) Using graphing technology, show the surveyor’s layout of the vertical curve.
c) Determine the coordinates of the points of tangency graphically, to the
nearest hundredth.
d) Interpret each point of tangency.

Solution
a) The points of tangency are where the lines touch the parabola.
The two systems of equations to use are
y = -0.06x + 2.6 and y = 0.09x + 2.35
y = 0.0045x2 + 2.8 y = 0.0045x2 + 2.8

b) Graph all three equations.

You may need to adjust the
window to see the points
of tangency.

c) Use the intersection feature to

determine the coordinates of the
two points of tangency.

Verify using the calculator.

To the nearest hundredth,

the points of tangency are
(-6.67, 3.00) and (10.00, 3.25).

Could this solution be

found using pencil and
paper? Explain.

d) This means that the vertical curve starts at the location (-6.67, 3.00)
on the surveyor’s grid system and ends at the location (10.00, 3.25).

Your Turn
Another section of road requires the curve shown in the diagram.
The grade lines are modelled by the equations y = 0.08x + 6.2 and
y = -0.075x + 6.103 125. The curve is modelled by the equation
y = -0.002x2 + 5.4.

a) Write the two systems of equations to use to determine the

coordinates of the beginning and the end of the vertical curve
on a surveyor’s grid.
b) Using graphing technology, show the surveyor’s layout of the
vertical curve.
c) Determine the coordinates of each end of this vertical curve,
to the nearest hundredth.

8.1 Solving Systems of Equations Graphically • MHR 431

 Example 5
Model a Situation Using a System of Equations
Suppose that in one stunt, two Cirque du Soleil
performers are launched toward each other from
two slightly offset seesaws. The first performer
is launched, and 1 s later the second performer
is launched in the opposite direction. They
both perform a flip and give each other a high
five in the air. Each performer is in the air
for 2 s. The height above the seesaw versus
time for each performer during the stunt is
approximated by a parabola as shown. Their
paths are shown on a coordinate grid.

h
first second

Height Above
6

Seesaw (m)
performer performer
Did Yo u Know ?
4
5.0 m
Cirque du Soleil is
a Québec-based 2
entertainment 2s
company that O 1 2 3 t
started in 1984 with Time (s)
20 street performers. a) Determine the system of equations that models the performers’ height
The company now
during the stunt.
has over 4000
b) Solve the system graphically using technology.
employees, including
1000 performers, and c) Interpret your solution with respect to this situation.
performs worldwide.
Their dramatic shows Solution
combine circus
arts with street a) For the first performer For the second performer
entertainment. (teal parabola), the vertex (blue parabola), the vertex
of the parabola is at (1, 5). of the parabola is at (2, 5).
Use the vertex form for a parabola: Use the vertex form for a
h = a(t - p)2 + q parabola: h = a(t - p)2 + q

Substitute the coordinates of the Then, the equation with the

vertex: vertex values substituted is
h = a(t - 1)2 + 5 h = a(t - 2)2 + 5

The point (0, 0) is on the parabola. The point (1, 0) is on the

Substitute and solve for a: parabola. Substitute and solve
0 = a(0 - 1)2 + 5 for a:
-5 = a 0 = a(1 - 2)2 + 5
-5 = a
The equation for the height of the
first performer versus time The equation for the height of
is h = -5(t - 1)2 + 5. the second performer versus
time is h = -5(t - 2)2 + 5.

432 MHR • Chapter 8

 The system of equations that models the performers’ heights is
h = -5(t - 1)2 + 5
h = -5(t - 2)2 + 5

b) Use a graphing calculator to graph the system. Use the intersection

feature to find the point of intersection.
How can you verify this solution?

The system has one solution: (1.5, 3.75).

c) The solution means that the performers are at the same height, 3.75 m
above the seesaw, at the same time, 1.5 s after the first performer is
launched into the air. This is 0.5 s after the second performer starts
the stunt. This is where they give each other a high five.

Your Turn
At another performance, the heights above the seesaw versus time
for the performers during the stunt are approximated by the parabola
shown. Assume again that the second performer starts 1 s after the
first performer. Their paths are shown on a coordinate grid.

h
first second
6
Height Above

performer performer
Seesaw (m)

4.5 m 4

2
1.5 s
0 0.5 1 1.5 2 2.5 t
Time (s)

a) Determine the system of equations that models the performers’

height during the stunt.
b) Solve the system graphically using technology.
c) Interpret your solution with respect to this situation.

8.1 Solving Systems of Equations Graphically • MHR 433

 Key Ideas

Any ordered pair (x, y) that satisfies both equations in a linear-quadratic

system or in a quadratic-quadratic system is a solution to the system.
The solution to a system can be found graphically by graphing both equations
on the same coordinate grid and finding the point(s) of intersection.
y
y = x2 8

6
y = 2x - 1
4

2
(1, 1)

-6 -4 -2 O 2 4 6 x
-2

Since there is only one point of intersection, the linear-quadratic system

shown has one solution, (1, 1).
y
8
y=x +22
(2, 6)
6

4
(-1, 3)
2
y = -x2 + 2x + 6

-6 -4 -2 O 2 4 6 x
-2

Since there are two points of intersection, the quadratic-quadratic

system shown has two solutions, approximately (-1, 3) and (2, 6).
Systems of linear-quadratic equations may have no real solution, one real
solution, or two real solutions.
Systems of quadratic-quadratic equations may have no real solution, one
real solution, two real solutions, or an infinite number of real solutions.

434 MHR • Chapter 8

 Check Your Understanding

Practise 3. What type of system of equations is

Where necessary, round answers to the represented in each graph? Give the
nearest hundredth. solution(s) to the system.
1. The Canadian Arenacross a) x+y+3=0y
Championship for motocross 2
was held in Penticton,
British Columbia, in -6 -4 -2 O 2 x
March 2010. In the -2
competition, riders
launch their bikes off -4

jumps and perform stunts. -6

The height above ground x2 + 6x + y + 7 = 0

level of one rider going

off two different jumps b) y
y = x2 - 4x + 7
at the same speed is 6
plotted. Time is measured
4
from the moment the
rider leaves the jump. 2
The launch height and the y=1_ x2 - 2x + 3
2
launch angle of each jump O 2 4 6 8x
are different.
a) Which system models the situation? c) y
Explain your choice. Explain why y = 2x2 - 4x - 2
2
the other graphs do not model
this situation. O 2 4 6 8x

System A System B -2

h h y=-4
-4
Height

Height

4. Solve each system by graphing.

0 Time t 0 Time t Verify your solutions.
a) y = x + 7
System C System D
y = (x + 2)2 + 3
h h
b) f(x) = -x + 5
Height

Height

g(x) = _
1 (x - 4)2 + 1
2
c) x2 + 16x + y = -59
0 Time t 0 Time t
x - 2y = 60
b) Interpret the point(s) of intersection for d) x2 + y - 3 = 0
the graph you selected. x2 - y + 1 = 0
2. Verify that (0, -5) and (3, -2) are solutions e) y = x2 - 10x + 32
to the following system of equations. y = 2x2 - 32x + 137
y = -x2 + 4x - 5
y=x-5

8.1 Solving Systems of Equations Graphically • MHR 435

 5. Solve each system by graphing. 9. Every summer, the Folk on the Rocks Music
Verify your solutions. Festival is held at Long Lake in Yellowknife,
a) h = d 2 - 16d + 60 Northwest Territories.
h = 12d - 55
b) p = 3q2 - 12q + 17
p = -0.25q2 + 0.5q + 1.75
c) 2v2 + 20v + t = -40
5v + 2t + 26 = 0
d) n2 + 2n - 2m - 7 = 0
3n2 + 12n - m + 6 = 0
e) 0 = t2 + 40t - h + 400
t2 = h + 30t - 225

Apply Dene singer/

6. Sketch the graph of a system of two songwriter,
quadratic equations with only one Leela Gilday
from Yellowknife.
real solution. Describe the necessary
conditions for this situation to occur. Jonas has been selling shirts in the Art on
7. For each situation, sketch a graph to the Rocks area at the festival for the past
represent a system of quadratic-quadratic 25 years. His total costs (production of the
equations with two real solutions, so that shirts plus 15% of all sales to the festival)
the two parabolas have and the revenue he receives from sales (he
a) the same axis of symmetry has a variable pricing scheme) are shown
b) the same axis of symmetry and the on the graph below.
same y-intercept y

c) different axes of symmetry but the 16 000

Revenue
same y-intercept
Value ($)

12 000
d) the same x-intercepts
Cost
8. Given the graph of a quadratic function as 8 000

shown, determine the equation of a line 4 000

such that the quadratic function and the
line form a system that has 0 2 4 6 8 10 12 x
a) no real solution Quantity (100s)

b) one real solution a) What are the solutions to this system?

c) two real solutions Give answers to the nearest hundred.
y b) Interpret the solution and its
importance to Jonas.
2
c) You can determine the profit using the
-4 -2 O 2 4 x equation Profit = Revenue - Cost. Use
y = x2 - 2 the graph to estimate the quantity that
-2
gives the greatest profit. Explain why
this is the quantity that gives him the
most profit.

436 MHR • Chapter 8

10. Vertical curves are used in the construction 12. Jubilee Fountain in Lost Lagoon is a
of roller coasters. One downward-sloping popular landmark in Vancouver’s Stanley
grade line, modelled by the equation Park. The streams of water shooting out
y = -0.04x + 3.9, is followed by an of the fountain follow parabolic paths.
upward-sloping grade line modelled by the Suppose the tallest stream in the middle
equation y = 0.03x + 2.675. The vertical is modelled by the equation
curve between the two lines is modelled h = -0.3125d 2 + 5d, one of the smaller
by the equation y = 0.001x2 - 0.04x + 3.9. streams is modelled by the equation
Determine the coordinates of the beginning h = -0.85d 2 + 5.11d, and a second
and the end of the curve. smaller stream is modelled by the
equation h = -0.47d 2 + 3.2d, where h is
the height, in metres, of the water stream
and d is the distance, in metres, from
the central water spout.

11. A car manufacturer does performance tests

on its cars. During one test, a car starts from
rest and accelerates at a constant rate for
20 s. Another car starts from rest 3 s later
and accelerates at a faster constant rate. The
equation that models the distance the first a) Solve the system h = -0.3125d 2 + 5d
car travels is d = 1.16t2, and the equation and h = -0.85d 2 + 5.11d graphically.
that models the distance the second car Interpret the solution.
travels is d = 1.74(t - 3)2, where t is the b) Solve the system of equations involving
time, in seconds, after the first car starts the the two smaller streams of water
test, and d is the distance, in metres. graphically. Interpret the solution.
a) Write a system of equations that could
be used to compare the distance D i d You K n ow ?
travelled by both cars. Jubilee Fountain was built in 1936 to commemorate
b) In the context, what is a suitable the city of Vancouver’s golden jubilee (50th birthday).

domain for the graph? Sketch the graph

of the system of equations. 13. The sum of two integers is 21. Fifteen
less than double the square of the smaller
c) Graphically determine the approximate
integer gives the larger integer.
solution to the system.
a) Model this information with a system
d) Describe the meaning of the solution in
of equations.
the context.
b) Solve the system graphically. Interpret
the solution.
c) Verify your solution.

8.1 Solving Systems of Equations Graphically • MHR 437

14. A Cartesian plane is superimposed over a b) Determine a quadratic equation to
photograph of a snowboarder completing a model the frog’s height compared to
540° Front Indy off a jump. The blue line is the horizontal distance it travelled
the path of the jump and can be modelled and a quadratic equation to model the
by the equation y = -x + 4. The red grasshopper’s height compared to the
parabola is the path of the snowboarder horizontal distance it travelled.
during the jump and can be modelled by c) Solve the system of two equations.
the equation y = - _1 x2 + 3. The green
d) Interpret your solution in the context
4
line is the mountainside where the of this problem.
snowboarder lands and can be modelled
by the equation y = _ x+_
3 5. Extend
4 4 16. The Greek mathematician, Menaechmus
(about 380 B.C.E. to 320 B.C.E.) was one of
the first to write about parabolas. His goal
was to solve the problem of “doubling the
cube.” He used the intersection of curves
y
to find x and y so that _ _x _
a
x = y = 2a , where
a is the side of a given cube and x is the
side of a cube that has twice the volume.
Doubling a cube whose side length is 1 cm
y
is equivalent to solving _ 1 =_
x
x =_
y .
2
a) Use a system of equations to graphically
a) Determine the solutions to the y
solve _1 =_
x
x =_
y .
linear-quadratic systems: the blue 2
line and the parabola, and the b) What is the approximate side length
green line and the parabola. of a cube whose volume is twice the
b) Explain the meaning of the volume of a cube with a side length
solutions in this context. of 1 cm?
15. A frog jumps to catch a grasshopper. c) Verify your answer.
The frog reaches a maximum height of d) Explain how you could use the volume
25 cm and travels a horizontal distance formula to find the side length of a cube
of 100 cm. A grasshopper, located 30 cm whose volume is twice the volume of a
in front of the frog, starts to jump at the cube with a side length of 1 cm. Why
same time as the frog. The grasshopper was Menaechmus unable to use this
reaches a maximum height of 36 cm and method to solve the problem?
travels a horizontal distance of 48 cm. The
frog and the grasshopper both jump in the D i d You K n ow ?
same direction. Duplicating the cube is a classic problem of Greek
a) Consider the frog’s starting position to mathematics: Given the length of an edge of a
be at the origin of a coordinate grid. cube, construct a second cube that has double
the volume of the first. The problem was to find a
Draw a diagram to model the given
ruler-and-compasses construction for the cube root
information. of 2. Legend has it that the oracle at Delos requested
that this construction be performed to appease the
gods and stop a plague. This problem is sometimes
referred to as the Delian problem.

438 MHR • Chapter 8

17. The solution to a system of two 20. Without graphing, use your knowledge
equations is (-1, 2) and (2, 5). of linear and quadratic equations to
a) Write a linear-quadratic system of determine whether each system has no
equations with these two points as solution, one solution, two solutions, or
its solutions. an infinite number of solutions. Explain
how you know.
b) Write a quadratic-quadratic system
of equations with these two points a) y = x2
as its only solutions. y=x+1
c) Write a quadratic-quadratic system b) y = 2x2 + 3
of equations with these two points y = -2x - 5
as two of infinitely many solutions. c) y = (x - 4)2 + 1
18. Determine the possible number of y=_ 1 (x - 4)2 + 2
solutions to a system involving two 3
quadratic functions and one linear d) y = 2(x + 8)2 - 9
function. Support your work with a y = -2(x + 8)2 - 9
series of sketches. Compare your work e) y = 2(x - 3)2 + 1
with that of a classmate. y = -2(x - 3)2 -1
f) y = (x + 5)2 - 1
Create Connections y = x2 + 10x + 24
19. Explain the similarities and differences
between linear systems and the systems
you studied in this section.

Project Corner Nanotechnology

Nanotechnology has applications in a wide variety of areas.

• Electronics: Nanoelectronics will produce new devices
that are small, require very little electricity, and produce
little (if any) heat.
• Energy: There will be advances in solar power, hydrogen
fuel cells, thermoelectricity, and insulating materials.
• Health Care: New drug-delivery techniques will be
developed that will allow medicine to be targeted directly
at a disease instead of the entire body.
• The Environment: Renewable energy, more efficient use
of resources, new filtration systems, water purification
processes, and materials that detect and clean up
environmental contaminants are some of the potential
eco-friendly uses.
• Everyday Life: Almost all areas of your life may be
improved by nanotechnology: from the construction of
your house, to the car you drive, to the clothes you wear.
Which applications of nanotechnology have you used?

8.1 Solving Systems of Equations Graphically • MHR 439

 8.2
Solving Systems of Equations
Algebraically
Focus on . . .
• modelling a situation using a system of linear-quadratic or
quadratic-quadratic equations
• relating a system of linear-quadratic or quadratic-quadratic
equations to a problem
• determining the solution of a system of linear-quadratic or
quadratic-quadratic equations algebraically
• interpreting points of intersection of a system of linear-
quadratic or quadratic-quadratic equations
• solving a problem that involves a system of linear-quadratic
or quadratic-quadratic equations

Many ancient civilizations, such as Egyptian, Babylonian,

Greek, Hindu, Chinese, Arabic, and European, helped
develop the algebra we use today. Initially problems were
René Descartes
stated and solved verbally or geometrically without the use of symbols.
The French mathematician François Viète (1540–1603) popularized using
algebraic symbols, but René Descartes’ (1596–1650) thoroughly thought-out
symbolism for algebra led directly to the notation we use today. Do you
recognize the similarities and differences between his notation and ours?

Investigate Solving Systems of Equations Algebraically

1. Solve the following system of linear-quadratic equations

graphically using graphing technology.
y=x+6
y = x2
2. a) How could you use the algebraic method of elimination or
substitution to solve this system of equations?
b) What quadratic equation would you need to solve?
3. How are the roots of the quadratic equation in step 2b) related to
the solution to the system of linear-quadratic equations?
4. Graph the related function for the quadratic equation from step 2b)
in the same viewing window as the system of equations. Imagine a
vertical line drawn through a solution to the system of equations in
step 1. Where would this line intersect the equation from step 2b)?
Explain this result.
5. What can you conclude about the relationship between the roots
of the equation from step 2b) and the solution to the initial system
of equations?
440 MHR • Chapter 8
 6. Consider the following system of quadratic-quadratic equations.
Repeat steps 1 to 5 for this system.
y = 2x2 + 3x - 3
y = x2 + x

Reflect and Respond

7. Why are the x-coordinates in the solutions to the system of equations the
same as the roots for the single equation you created using substitution
or elimination? You may want to use sketches to help you explain.
8. Explain how you could solve a system of linear-quadratic or
quadratic-quadratic equations without using any of the graphing
steps in this investigation.

Link the Ideas

Recall from the previous section that systems of equations can have,
Why is it important to be able
depending on the type of system, 0, 1, 2, or infinite real solutions. to solve systems algebraically
You can apply the algebraic methods of substitution and elimination as well as graphically?
that you used to solve systems of linear equations to solve systems of
linear-quadratic and quadratic-quadratic equations.

Example 1
Solve a System of Linear-Quadratic Equations Algebraically
a) Solve the following system of equations.
5x - y = 10
x2 + x - 2y = 0
b) Verify your solution.

Solution
a) Method 1: Use Substitution
Since the quadratic term is in the variable x, solve the linear equation
for y.
Solve the linear equation for y. Why is it easier to solve
5x - y = 10 the first equation for y?

y = 5x - 10
Substitute 5x - 10 for y in the quadratic equation and simplify.
x2 + x - 2y = 0
2
x + x - 2(5x - 10) = 0
x2 - 9x + 20 = 0
Solve the quadratic equation by factoring.
(x - 4)(x - 5) = 0
x = 4 or x = 5

8.2 Solving Systems of Equations Algebraically • MHR 441

 Substitute these values into the original linear equation to determine
the corresponding values of y.
When x = 4: When x = 5: Why substitute into the linear
5x - y = 10 5x - y = 10 equation rather than the quadratic?

5(4) - y = 10 5(5) - y = 10
y = 10 y = 15
The two solutions are (4, 10) and (5, 15).
Method 2: Use Elimination
Align the terms with the same degree.
Since the quadratic term is in the variable x, eliminate the y-term.
5x - y = 10 q
x2 + x - 2y = 0 w
Multiply q by -2 so that there is an opposite term to -2y in q.
-2(5x - y) = -2(10)
-10x + 2y = -20 e
Add e and q to eliminate the y-terms.
-10x + 2y = -20
x2 + x - 2y = 0
x2 - 9x = -20
Then, solve the equation x2 - 9x + 20 = 0 by What do the two solutions
factoring, as in the substitution method above, tell you about the appearance
of the graphs of the two
to obtain the two solutions (4, 10) and (5, 15). equations?
b) To verify the solutions, substitute each ordered pair into the
original equations. How could you verify the solutions
using technology?
Verify the solution (4, 10):
Left Side Right Side Left Side Right Side
5x - y 10 x2 + x - 2y 0
2
= 5(4) - 10 = 4 + 4 - 2(10)
= 20 - 10 = 16 + 4 - 20
= 10 =0
Left Side = Right Side Left Side = Right Side
Verify the solution (5, 15):
Left Side Right Side Left Side Right Side
5x - y 10 x2 + x - 2y 0
= 5(5) - 15 = 52 + 5 - 2(15)
= 25 - 15 = 25 + 5 - 30
= 10 =0
Left Side = Right Side Left Side = Right Side
Both solutions are correct.
The two solutions are (4, 10) and (5, 15).

Your Turn
Solve the following system of equations algebraically.
3x + y = -9
4x2 -x + y = -9

442 MHR • Chapter 8

Example 2
Model a Situation With a System of Equations
Glen loves to challenge himself
with puzzles. He comes
across a Web site that offers
online interactive puzzles,
but the puzzle-makers present
the following problem for
entry to their site.

So you like puzzles? Well, prove your worthiness by solving this

conundrum.

Determine two integers such that the sum of the smaller number
and twice the larger number is 46. Also, when the square of the
smaller number is decreased by three times the larger, the result
is 93. In the box below, enter the smaller number followed by the
larger number and you will gain access to our site.

a) Write a system of equations that relates to the problem.

b) Solve the system algebraically. What is the code that gives
access to the site?

Solution
a) Let S represent the smaller number.
Let L represent the larger number.
Use these variables to write an equation to represent the first
statement: “the sum of the smaller number and twice the larger
number is 46.”
S + 2L = 46
Next, write an equation to represent the second statement: “when the
square of the smaller number is decreased by three times the larger,
the result is 93.”
S2 - 3L = 93
Solving the system of equations gives the numbers that meet both sets
of conditions.

8.2 Solving Systems of Equations Algebraically • MHR 443

 b) Use the elimination method. Why was the elimination method chosen? Could
S + 2L = 46 q you use the substitution method instead?

S2 - 3L = 93 w
Multiply q by 3 and w by 2.
3(S + 2L) = 3(46)
3S + 6L = 138 e
2(S2 - 3L) = 2(93)
2S2 - 6L = 186 r
Add e and r to eliminate L.
3S + 6L = 138
2S2 - 6L = 186
2S2 + 3S = 324 Why can you not eliminate the variable S?

Solve 2S 2 + 3S - 324 = 0.
Factor.
(2S + 27)(S - 12) = 0
S = -13.5 or S = 12
Since the numbers are supposed to be integers, S = 12.
Substitute S = 12 into the linear equation to determine the value of L.
S + 2L = 46 Why was q chosen to substitute into?
12 + 2L = 46
2L = 34
L = 17
The solution is (12, 17).
Verify the solution by substituting (12, 17) into the original equations:
Left Side Right Side Left Side Right Side
S + 2L 46 S2 - 3L 93
= 12 + 2(17) = 122 - 3(17)
= 12 + 34 = 144 - 51
= 46 = 93
Left Side = Right Side Left Side = Right Side
The solution is correct.

The two numbers for the code are 12 and 17. The access key is 1217.

Your Turn
Determine two integers that have the following relationships:
Fourteen more than twice the first integer gives the second
integer. The second integer increased by one is the square of
the first integer.
a) Write a system of equations that relates to the problem.
b) Solve the system algebraically.

444 MHR • Chapter 8

Example 3
Solve a Problem Involving a Linear-Quadratic System
A Canadian cargo plane drops a crate of
emergency supplies to aid-workers on the
ground. The crate drops freely at first before a
parachute opens to bring the crate gently to the
ground. The crate’s height, h, in metres, above
the ground t seconds after leaving the aircraft is
given by the following two equations.
h = -4.9t2 + 700 represents the height of the
crate during free fall.
h = -5t + 650 represents the height of the crate
with the parachute open.
a) How long after the crate leaves the aircraft
does the parachute open? Express your
answer to the nearest hundredth of a second.
b) What height above the ground is the crate
when the parachute opens? Express your
answer to the nearest metre.
c) Verify your solution.

Solution
a) The moment when the parachute opens corresponds to the point of
intersection of the two heights. The coordinates can be determined by
solving a system of equations.
The linear equation is written in terms of the variable h, so use the
method of substitution.
Substitute -5t + 650 for h in the quadratic equation.
h = -4.9t2 + 700
-5t + 650 = -4.9t2 + 700
2
4.9t - 5t - 50 = 0
Solve using the quadratic formula.
________
t= ____
-b ± √b2 - 4ac
2a __________________
t= ______
-(-5) ± √(-5)2 - 4(4.9)(-50)
_____ 2(4.9)
t= ___
5 ± √1005
9.8_____ _____
t= ___
5 + √1005
or t = ___
5 - √1005
Why is t = -2.724... rejected as
9.8 9.8
a solution to this problem?
t = 3.745... or t = -2.724...
The parachute opens about 3.75 s after the crate leaves
the plane.

8.2 Solving Systems of Equations Algebraically • MHR 445

 b) To find the crate’s height above the ground, substitute the value
t = 3.745… into the linear equation.
h = -5t + 650
h = -5(3.745…) + 650
h = 631.274…
The crate is about 631 m above the ground when the parachute opens.

c) Method 1: Use Paper and Pencil

To verify the solution, substitute the answer for t into the first
equation of the system.
h = -4.9t2 + 700
h = -4.9(3.745…)2 + 700
h = 631.274…
The solution is correct.

Method 2: Use Technology

The solution is correct.

The crate is about 631 m above the ground when the parachute opens.

Your Turn
Suppose the crate’s height above the ground is given by the following
two equations.
h = -4.9t2 + 900
h = -4t + 500
a) How long after the crate leaves the aircraft does the parachute open?
Express your answer to the nearest hundredth of a second.
b) What height above the ground is the crate when the parachute opens?
Express your answer to the nearest metre.
c) Verify your solution.

446 MHR • Chapter 8

Example 4
Solve a System of Quadratic-Quadratic Equations Algebraically
a) Solve the following system of equations.
3x2 - x - y - 2 = 0
6x2 + 4x - y = 4
b) Verify your solution.

Solution
a) Both equations contain a single y-term, so use elimination.
3x2 - x - y = 2 q Why can x not be eliminated?
6x2 + 4x - y = 4 w Could this system be solved by substitution? Explain.

Subtract q from w to eliminate y.

6x2 + 4x - y = 4
3x2 - x - y = 2
3x2 + 5x = 2

Solve the quadratic equation.

3x2 + 5x = 2
3x2 + 5x - 2 = 0
2
3x + 6x - x - 2 = 0
3x(x + 2) - 1(x + 2) = 0 Factor by grouping.
(x + 2)(3x - 1) = 0
x = -2 or x = _1
3
Substitute these values into the equation 3x2 - x - y = 2 to determine
the corresponding values of y.

When x = -2: When x = _ 1:

3
3x2 - x - y = 2 3x2 - x - y =2
3 _
1 2-_
2
3(-2) - (-2) - y = 2 1 -y
12 + 2 - y = 2 ( )
3 3
=2
y = 12 _1 - _1 - y =2
3 3
y = -2

The system has two solutions: (-2, 12) and _

1 , -2 .
( ) What do the two solutions tell you about the
3 appearance of the graphs of the two equations?

8.2 Solving Systems of Equations Algebraically • MHR 447

 b) To verify the solutions, substitute each ordered pair into the
original equations.

Verify the solution (-2, 12):

Left Side Right Side
3x2 - x - y - 2 0
2
= 3(-2) - (-2) - 12 - 2
= 12 + 2 - 12 - 2
=0
Left Side = Right Side

Left Side Right Side

6x2 + 4x - y 4
= 6(-2)2 + 4(-2) - 12
= 24 - 8 - 12
=4
Left Side = Right Side

Verify the solution _1 , -2 :

( )
3
Left Side Right Side
3x2 - x - y - 2 0
= 3 _ - _ - (-2) - 2
2
1 1
( ) ( )
3 3
_
1
= - +2-2_
1
3 3
=0
Left Side = Right Side

Left Side Right Side

6x2 + 4x - y 4
=6 _
1
( )
2
+4 _
1
( ) - (-2)
3 3
=_2 +_ 4 +2
3 3
=4
Left Side = Right Side
Both solutions are correct.

The system has two solutions: (-2, 12) and _

1 , -2 .
( )
3

Your Turn
a) Solve the system algebraically. Explain why you chose the method
that you did.
6x2 - x - y = -1
4x2 - 4x - y = -6
b) Verify your solution.

448 MHR • Chapter 8

Example 5
Solve a Problem Involving a Quadratic-Quadratic System D i d You K n ow?

During a basketball game, In 1891 at a small

Ben completes an impressive college in Springfield
“alley-oop.” From one side of the Massachusetts, a
Canadian physical
hoop, his teammate Luke lobs a
education instructor
perfect pass toward the basket. named James
Directly across from Luke, Ben Naismith, invented the
jumps up, catches the ball and game of basketball
tips it into the basket. The path as a way to keep his
of the ball thrown by Luke can be students active during
modelled by the equation winter months. The
first game was played
d 2 - 2d + 3h = 9, where d is the
with a soccer ball and
horizontal distance of the ball
two peach baskets,
from the centre of the hoop, in with numerous
metres, and h is the height of the stoppages in play to
ball above the floor, in metres. manually retrieve the
The path of Ben’s jump can be ball from the basket.
modelled by the equation
5d 2 - 10d + h = 0, where d is his
horizontal distance from the centre
of the hoop, in metres, and h is the
height of his hands above the floor,
in metres.
a) Solve the system of equations
algebraically. Give your solution to
the nearest hundredth.
b) Interpret your result. What
assumptions are you making?
3m
Solution
a) The system to solve is
d 2 - 2d + 3h = 9
5d 2 - 10d + h = 0

Solve the second equation for h since the leading coefficient of this
term is 1.
h = -5d 2 + 10d

Substitute -5d 2 + 10d for h in the first equation.

d 2 - 2d + 3h = 9
d - 2d + 3(-5d 2 + 10d) = 9
2

d 2 - 2d - 15d 2 + 30d = 9
14d 2 - 28d + 9 = 0

Solve using the quadratic formula.

8.2 Solving Systems of Equations Algebraically • MHR 449

 ________
d= ____
-b ± √b2 - 4ac
2a ________________
d= ______
-(-28) ± √(-28)2 - 4(14)(9)
____ 2(14)
d= ___
28 ± √280
28 ___ ___
d= __
14 + √70
or d = __
14 - √70
14 14
d= 1.597… d = 0.402…
Substitute these values of d into the equation h = -5d 2 + 10d to find
the corresponding values of h.
___
For d = __
14 + √70
:
14
h = -5d 2 + 10d___ ___
2
h = -5 __ + 10 __
( ) ( )
14 + √70 14 + √70
14 14
h = 3.214…
___
For d = __
14 - √70
:
14
h = -5d 2 + 10d___ ___
2
h = -5 __ + 10 __
( ) ( )
14 - √70 14 - √70
14 14
h = 3.214…
To the nearest hundredth, the solutions to the How can you verify
system are (0.40, 3.21) and (1.60, 3.21). the solutions?

b) The parabolic path of the ball and Ben’s parabolic path will Why is the
intersect at two locations: at a distance of 0.40 m from the solution of
1.60 m not
basket and at a distance of 1.60 m from the basket, in both appropriate in
cases at a height of 3.21 m. Ben will complete the alley-oop this context?
if he catches the ball at the distance of 0.40 m from the hoop.
The ball is at the same height, 3.21 m, on its upward path
toward the net but it is still 1.60 m away.
This will happen if you assume Ben times his jump appropriately,
is physically able to make the shot, and the shot is not blocked by
another player.

Your Turn
Terri makes a good hit and the baseball travels on a path modelled by
h = -0.1x2 + 2x. Ruth is in the outfield directly in line with the path of
the ball. She runs toward the ball and jumps to try to catch it. Her jump
is modelled by the equation h = -x2 + 39x - 378. In both equations, x is
the horizontal distance in metres from home plate and h is the height of
the ball above the ground in metres.
a) Solve the system algebraically. Round your answer to the nearest
hundredth.
b) Explain the meaning of the point of intersection. What assumptions
are you making?

450 MHR • Chapter 8

 Key Ideas

Solve systems of linear-quadratic or quadratic-quadratic equations

algebraically by using either a substitution method or an elimination method.
To solve a system of equations in two variables using substitution,
 isolate one variable in one equation
 substitute the expression into the other equation and solve for the
remaining variable
 substitute the value(s) into one of the original equations to determine
the corresponding value(s) of the other variable
 verify your answer by substituting into both original equations
To solve a system of equations in two variables using elimination,
 if necessary, rearrange the equations so that the like terms align
 if necessary, multiply one or both equations by a constant to create
equivalent equations with a pair of variable terms with opposite
coefficients
 add or subtract to eliminate one variable and solve for the remaining
variable
 substitute the value(s) into one of the original equations to determine
the corresponding value(s) of the other variable
 verify your answer(s) by substituting into both original equations

Check Your Understanding

Practise 3. Solve each system of equations by

Where necessary, round your answers to the substitution, and verify your solution(s).
nearest hundredth. a) x2 - y + 2 = 0
1. Verify that (5, 7) is a solution to the 4x = 14 - y
following system of equations. b) 2x2 - 4x + y = 3
k + p = 12 4x - 2y = -7
4k2 - 2p = 86 c) 7d 2 + 5d - t - 8 = 0
2. Verify that _ , _ is a solution to the
1 3
(
3 4 ) 10d - 2t = -40
following system of equations. d) 3x2 + 4x - y - 8 = 0
y + 3 = 2x2 + 4x
18w2 - 16z2 = -7
e) y + 2x = x2 - 6
144w2 + 48z2 = 43
x + y - 3 = 2x2

8.2 Solving Systems of Equations Algebraically • MHR 451

 4. Solve each system of equations by 7. Marie-Soleil solved two systems of
elimination, and verify your solution(s). equations using elimination. Instead of
2
a) 6x - 3x = 2y - 5 creating opposite terms and adding, she
2x2 + x = y - 4 used a subtraction method. Her work
for the elimination step in two different
b) x2 + y = 8x + 19
systems of equations is shown below.
x2 - y = 7x - 11
First System
c) 2p2 = 4p - 2m + 6
5x + 2y = 12
5m + 8 = 10p + 5p2
x2 - 2x + 2y = 7
d) 9w2 + 8k = -14 -x2 + 7x = 5
w2 + k = -2
Second System
e) 4h2 - 8t = 6 12m2 - 4m - 8n = -3
6h2 - 9 = 12t 9m2 - m - 8n = 2
5. Solve each system algebraically. Explain 3m2 - 3m = -5
why you chose the method you used. a) Study Marie-Soleil’s method. Do you
a) y - 1 = - _ x
7 think this method works? Explain.
8
3x2 + y = 8x - 1 b) Redo the first step in each system by
multiplying one of the equations by
b) 8x2 + 5y = 100
-1 and adding. Did you get the same
6x2 - x - 3y = 5
results as Marie-Soleil?
c) x2 - _ x + _ y + _ = 0
48 1 1
9 3 3 c) Do you prefer to add or subtract to
-_5 2 _
x - x+_ 1y - _
3 1 =0 eliminate a variable? Explain why.
4 2 4 2
8. Determine the values of m and n if (2, 8)
is a solution to the following system of
Apply
equations.
6. Alex and Kaela are considering
the two equations n - m2 = 7 and mx2 - y = 16
2m2 - 2n = -1. Without making any mx2 + 2y = n
calculations, they both claim that the 9. The perimeter of the right triangle
system involving these two equations is 60 m. The area of the triangle is
has no solution. 10y square metres.
Alex’s reasoning:
If I double every term in the first y + 14
equation and then use the elimination 2x
method, both of the variables will
disappear, so the system does not have 5x - 1
a solution.
a) Write a simplified expression for the
Kaela’s reasoning:
triangle’s perimeter in terms of x and y.
If I solve the first equation for n and
substitute into the second equation, I b) Write a simplified expression for the
will end up with an equation without triangle’s area in terms of x and y.
any variables, so the system does not c) Write a system of equations and explain
have a solution. how it relates to this problem.
a) Is each person’s reasoning correct? d) Solve the system for x and y. What are
b) Verify the conclusion graphically. the dimensions of the triangle?
e) Verify your solution.

452 MHR • Chapter 8

10. Two integers have a difference of -30. 13. The 2015-m-tall Mount Asgard in
When the larger integer is increased by Auyuittuq (ow you eet took) National
3 and added to the square of the smaller Park, Baffin Island, Nunavut, was used
integer, the result is 189. in the opening scene for the James
a) Model the given information with a Bond movie The Spy Who Loved Me.
system of equations. A stuntman skis off the edge of the
mountain, free-falls for several seconds,
b) Determine the value of the integers by
and then opens a parachute. The height,
solving the system.
h, in metres, of the stuntman above
c) Verify your solution. the ground t seconds after leaving
11. The number of the edge of the mountain is given by
centimetres in the two functions.
circumference of a r
circle is three times
the number of square
centimetres in the
area of the circle.
a) Write the system of linear-quadratic
equations, in two variables, that models
the circle with the given property.
b) What are the radius, circumference, and
area of the circle with this property?
12. A 250-g ball is thrown into the air with
an initial velocity of 22.36 m/s. The h(t) = -4.9t2 + 2015 represents the
kinetic energy, Ek, of the ball is given height of the stuntman before he opens
by the equation Ek = _ 5 (d - 20)2 and
the parachute.
32
its potential energy, Ep, is given by the h(t) = -10.5t + 980 represents the
equation Ep = - _ 5 (d - 20)2 + 62.5, height of the stuntman after he opens
32 the parachute.
where energy is measured in joules (J)
a) For how many seconds does the
and d is the horizontal distance
stuntman free-fall before he opens
travelled by the ball, in metres.
his parachute?
a) At what distances does the ball have
b) What height above the ground was
the same amount of kinetic energy as
the stuntman when he opened the
potential energy?
parachute?
b) How many joules of each type of energy
c) Verify your solutions.
does the ball have at these distances?
c) Verify your solution by graphing. D i d You K n ow ?
d) When an object is thrown into the Mount Asgard, named after the kingdom of the gods
air, the total mechanical energy of the in Norse mythology, is known as Sivanitirutinguak
object is the sum of its kinetic energy (see va kneek tea goo ting goo ak) to Inuit. This
and its potential energy. On Earth, one name, in Inuktitut, means “shape of a bell.”
of the properties of an object in motion
is that the total mechanical energy is a
constant. Does the graph of this system
show this property? Explain how you
could confirm this observation.

8.2 Solving Systems of Equations Algebraically • MHR 453

14. A table of values is shown for two different a) The height of the summit of a volcano
quadratic functions. is 2500 m. If a lava fragment blasts
First Quadratic Second Quadratic out of the middle of the summit
at an angle of 45° travelling at
x y x y 60 m/s, confirm that the function
-1 2 -5 4 h(x) = -0.003x2 + x + 2500
0 0 -4 1 approximately models the fragment’s
1 2 -3 0 height relative to the horizontal
2 8 -2 1 distance travelled. Confirm that a
fragment blasted out at an angle
a) Use paper and pencil to plot each set of of 60° travelling at 60 m/s can be
ordered pairs on the same grid. Sketch approximately modelled by the function
the quadratic functions. h(x) = -0.005x2 + 1.732x + 2500.
b) Estimate the solution to the system b) Solve the system
involving the two quadratic functions. h(x) = -0.003x2 + x + 2500
c) Determine a quadratic equation for each h(x) = -0.005x2 + 1.732x + 2500
function and model a quadratic-quadratic c) Interpret your solution and the
system with these equations. conditions required for it to be true.
d) Solve the system of equations
algebraically. How does your solution D i d You K n ow ?
compare to your estimate in part b)? Iceland is one of the most active volcanic areas
15. When a volcano erupts, it sends lava in the world. On April 14, 2010, when Iceland’s
fragments flying through the air. From the Eyjafjallajokull (ay yah fyah lah yoh kuul) volcano
had a major eruption, ash was sent high into Earth’s
point where a fragment is blasted into the
atmosphere and drifted south and east toward
air, its height, h, in metres, relative to the
Europe. This large ash cloud wreaked havoc on air
horizontal distance travelled, x, in metres, traffic. In fear that the airplanes’ engines would
can be approximated using the function be clogged by the ash, thousands of flights were
h(x) = - __ 4.9 cancelled for many days.
x2 + (tan θ)x + h0,
(v0 cos θ)2
where v0 is the initial velocity of the 16. In western Canada, helicopter “bombing”
fragment, in metres per second; θ is the is used for avalanche control. In high-risk
angle, in degrees, relative to the horizontal areas, explosives are dropped onto the
at which the fragment starts its path; mountainside to safely start an avalanche.
and h0 is the initial height, in metres, of
The function h(x) = - _ 5 x2 + 200
the fragment. 1600
represents the height, h, in metres, of the
explosive once it has been thrown from
the helicopter, where x is the horizontal
distance, in metres, from the base of the
mountain. The mountainside is modelled
by the function h(x) = 1.19x.
a) How can the following system of
equations be used for this scenario?
h = -_ 5 x2 + 200
1600
h = 1.19x
b) At what height up the mountain does
the explosive charge land?

454 MHR • Chapter 8

17. The monthly economic situation of 19. A normal line is a line that is
a manufacturing firm is given by the perpendicular to a tangent line of
following equations. a curve at the point of tangency.
R = 5000x - 10x2 y
RM = 5000 - 20x
tangent
C = 300x + _ 1 x2 line
12
CM = 300 + _ 1 x2
0 x
4 normal
where x represents the quantity sold, line
R represents the firm’s total revenue,
RM represents marginal revenue, C
represents total cost, and CM represents The line y = 4x - 2 is tangent to the
the marginal cost. All costs are curve y = 2x2 - 4x + 6 at a point A.
in dollars.
a) What are the coordinates of point A?
a) Maximum profit occurs when marginal
b) What is the equation of the normal
revenue is equal to marginal cost.
line to the curve y = 2x2 - 4x + 6
How many items should be sold to
at the point A?
maximize profit?
c) The normal line intersects the curve
b) Profit is total revenue minus total
again at point B, creating chord AB.
cost. What is the firm’s maximum
Determine the length of this chord.
monthly profit?
20. Solve the following system of equations
using an algebraic method.
Extend
18. Kate is an industrial design engineer. She y = __
2x - 1
x
is creating the program for cutting fabric __x +y-2=0
for a shade sail. The shape of a shade sail x+2
is defined by three intersecting parabolas. 21. Determine the equations for the
The equations of the parabolas are linear-quadratic system with the following
2
y = x + 8x + 16 properties. The vertex of the parabola is at
y = x2 - 8x + 16 (-1, -4.5). The line intersects the parabola
y = -_x2 + 2 at two points. One point of intersection is
8 on the y-axis at (0, -4) and the other point
where x and y are measurements in metres. of intersection is on the x-axis.
a) Use an algebraic method to determine
the coordinates of the three vertices of Create Connections
the sail. 22. Consider graphing methods and
b) Estimate the area of material required to algebraic methods for solving a
make the sail. system of equations. What are the
advantages and the disadvantages
of each method? Create your own
examples to model your answer.
23. A parabola has its vertex at (-3, -1)
and passes through the point (-2, 1).
A second parabola has its vertex at (-1, 5)
and has y-intercept 4. What are the
approximate coordinates of the point(s)
at which these parabolas intersect?

8.2 Solving Systems of Equations Algebraically • MHR 455

24. Use algebraic reasoning to show that Step 2 Algebraically determine the values of
the graphs of y = - _
1 x - 2 and b for which the system has two real
2 solutions, one real solution, and no
y = x2 - 4x + 2 do not intersect.
real solution.
25. MINI LAB In this activity, you will explore Step 3 Consider the system of linear-quadratic
the effects that varying the parameters equations y = x2 and y = mx - 1,
b and m in a linear equation have on a where m  R. Graph the system of
system of linear-quadratic equations. equations for different values of m.
Step 1 Consider the system of linear-quadratic Experiment with changing the value of
equations y = x2 and y = x + b, where m. For what value of m do the parabola
b  R. Graph the system of equations and the line intersect in exactly one
for different values of b. Experiment point? Based on your results, predict
with changing the value of b so that for the values of m for which the system
some of your values of b the parabola has two real solutions, one real
and the line intersect in two points, solution, and no real solution.
and not for others. For what value Step 4 Algebraically determine the values of
of b do the parabola and the line m for which the system has two real
intersect in exactly one point? Based solutions, one real solution and no
on your results, predict the values real solution.
of b for which the system has two
Step 5 Consider the system of linear-
real solutions, one real solution, and
quadratic equations y = x2 and
no real solution.
y = mx + b, where m, b  R.
Determine the conditions on m and
b for which the system has two real
solutions, one real solution, and
no real solution.

Project Corner Carbon Nanotubes and Engineering

• Carbon nanotubes are cylindrical molecules made of carbon. They have

many amazing properties and, as a result, can be used in a number of
different applications.
• Carbon nanotubes are up to 100 times stronger than
steel and only _
1 its mass.
16
• Researchers mix nanotubes with plastics as reinforcers.
Nanotechnology is already being applied to sports
equipment such as bicycles, golf clubs, and tennis
rackets. Future uses will include things like aircraft,
bridges, and cars. What are some other things that could
be enhanced by this stronger and lighter product?

456 MHR • Chapter 8

 Chapter 8 Review
8.1 Solving Systems of Equations Graphically, 5. Solve each system of equations by
pages 424—439 graphing.
Where necessary, round your answers to the a) p = _1 (x + 2) 2
+2
3
nearest hundredth.
_
p = 1 (x - 1)
2
+3
1. Consider the tables of values for 3
y = -1.5x - 2 and y = -2(x - 4)2 + 3. b) y = -6x2 - 4x + 7
y = x2 + 2x - 6
x y x y
0.5 -2.75 0.5 -21.5 c) t = -3d 2 - 2d + 3.25

1 -3.5 1 -15 t=_ 1d - 5

8
1.5 -4.25 1.5 -9.5 6. An engineer constructs side-by-side
2 -5 2 -5 parabolic arches to support a bridge
2.5 -5.75 2.5 -1.5 over a road and a river. The arch over
3 -6.5 3 1 the road has a maximum height of 6
m and a width of 16 m. The river arch
a) Use the tables to determine a solution to has a maximum height of 8 m, but
the system of equations its width is reduced by 4 m because
y = -1.5x - 2 it intersects the arch over the road.
y = -2(x - 4)2 + 3 Without this intersection, the river arch
would have a width of 24 m. A support
b) Verify this solution by graphing.
footing is used at the intersection point
c) What is the other solution to the of the arches. The engineer sketched
system? the arches on a coordinate system. She
2. State the number of possible solutions to placed the origin at the left most point
each system. Include sketches to support of the road.
your answers.
y
a) a system involving a parabola and a
12
horizontal line
Bridge
b) a system involving two parabolas that 10

both open upward 8

c) a system involving a parabola and a line
6
with a positive slope
3. Solve each system of equations by 4
graphing.
2
a) y = _ x + 4
2
3
y = -3(x + 6)2 0 5 10 15 20 25 30 35 x

b) y = x 2 - 4x + 1
y = -_1 (x - 2)2 + 3 a) Determine the equation that models
2 each arch.
4. Adam graphed the system of quadratic
b) Solve the system of equations.
equations y = x 2 + 1 and y = x 2 + 3 on
c) What information does the solution
a graphing calculator. He speculates that
to the system give the engineer?
the two graphs will intersect at some large
value of y. Is Adam correct? Explain.

Chapter 8 Review • MHR 457

 7. Caitlin is at the base of a hill with a 10. Solve each system algebraically, giving
constant slope. She kicks a ball as hard as exact answers. Explain why you chose
she can up the hill. the method you used.
a) Explain how the following system a) p = 3k + 1
models this situation. p = 6k2 + 10k - 4
h = -0.09d 2 + 1.8d b) 4x2 + 3y = 1
h=_ 1d 3x2 + 2y = 4
2
c) _ + _ - _ = 3
w2 w z
b) Solve the system. 2 4 2
c) Interpret the point(s) of intersection _
w2 - _3w
+_ z +_1 =0
in the context. 3 4 6 3
d) 2y - 1 = x2 - x
x2 + 2x + y - 3 = 0
8.2 Solving Systems of Equations 11. The approximate height, h, in metres,
Algebraically, pages 440—456 travelled by golf balls hit with two
8. y different clubs over a horizontal distance
6
of d metres is given by the following
functions:
4
seven-iron: h(d) = -0.002d 2 + 0.3d
2 nine-iron: h(d) = -0.004d 2 + 0.5d
a) At what distances is the ball at the
O 2 4 6 8 x same height when either of the
-2 clubs is used?
y = x2 - 6x + 5 b) What is this height?
-4
y = 2x - 7 12. Manitoba has
-6
many
biopharmaceutical
a) Estimate the solutions to the system of companies. Suppose
equations shown in the graph. scientists at one of
these companies grow
b) Solve the system algebraically.
two different cell cultures
9. Without solving the system 4m2 - 3n = -2 in an identical nutrient-rich medium. The
and m2 + _ 7 m + 5n = 7, determine which rate of increase, S, in square millimetres
2
per hour, of the surface area of each culture
solution is correct: _
1 , 1 or _
( ) ( 1 , -1 .
) after t hours is modelled by the following
2 2
quadratic functions:
First culture: S(t) = -0.007t2 + 0.05t
Second culture: S(t) = -0.0085t2 + 0.06t
a) What information would the scientists
gain by solving the system of related
equations?
b) Solve the system algebraically.
c) Interpret your solution.

458 MHR • Chapter 8

Chapter 8 Practice Test
Multiple Choice 4. What is the solution to the following
system of equations?
For #1 to #5, choose the best answer.
y = (x + 2)2 - 2
y=_
1. The graph for a system of equations is 1 (x + 2)2
shown. In which quadrant(s) is there a 2
solution to the system? A no solution
A I only B x=2
B II only C x = -4 and x = 2
C I and II only D x = -4 and x = 0
D II and III only 5. Connor used the substitution method to
y solve the system
5m - 2n = 25
3m2 - m + n = 10
Below is Connor’s solution for m. In which
0 x
line did he make an error?
Connor’s solution:
Solve the second equation for n:
_1 (x - 6)
2
n = 10 - 3m2 + m line 1
2. The system y = + 2 and
2 Substitute into the first equation:
y = 2x + k has no solution. How 5m - 2(10 - 3m2 + m) = 25 line 2
many solutions does the system 2
5m - 20 + 6m - 2m = 25
y = -_1 (x - 6)2 + 2 and y = 2x + k have? 6m2 + 3m - 45 = 0 line 3
2
2m2 + m - 15 = 0
A none
(2m + 5)(m - 3) = 0 line 4
B one m = 2.5 or m = -3
C two A line 1 B line 2
D infinitely many C line 3 D line 4
3. Tables of values are shown for two
different quadratic functions. What Short Answer
conclusion can you make about the
related system of equations? Where necessary, round your answers to
the nearest hundredth.
x y x y
6. A student determines that one solution to
1 6 1 -6
a system of quadratic-quadratic equations
2 -3 2 -3
is (2, 1). What is the value of n if the
3 -6 3 -2 equations are
4 -3 4 -3 4x2 - my = 10
5 6 5 -6 mx2 + ny = 20
A It does not have a solution. 7. Solve algebraically.

B It has at least two real solutions. a) 5x 2 + 3y = -3 - x

2x 2 - x = -4 - 2y
C It has an infinite number of solutions.
b) y = 7x - 11
D It is quadratic-quadratic with a
5x 2 - 3x - y = 6
common vertex.

Chapter 8 Practice Test • MHR 459

 8. For a dance routine, the choreographer 10. a) Determine a system of quadratic
has arranged for two dancers to perform equations for the functions shown.
jeté jumps in canon. Sophie leaps first, y
and one count later Noah starts his
4
jump. Sophie’s jump can by modelled
by the equation h = -4.9t2 + 5.1t 2
and Noah’s by the equation
h = -4.9(t - 0.5)2 + 5.3(t - 0.5). -4 -2 O 2 4 x
In both equations, t is the time in
seconds and h is the height in metres. b) Solve the system algebraically.
a) Solve the system graphically. What
are the coordinates of the point(s) Extended Response
of intersection? 11. Computer animators design game characters
b) Interpret to have many different abilities. The
the solution double-jump mechanic allows the character
in the context to do a second jump while in mid-air and
of this scenario. change its first trajectory to a new one.

D id Yo u Know ?

Canon is a choreographic form

where the dancers perform the
same movement beginning at
different times.
During a double jump, the first part of
the jump is modelled by the equation
h = -12.8d 2 + 6.4d, and the second
9. The perimeter of the rectangle is
part is modelled by the equation
represented by 8y metres and the
h = -_ 248
(d - 0.7)2 + 2. In both
area is represented by 15
(6y + 3) square metres. equations, d is the horizontal distance
and h is the height, in centimetres.
a) Solve the system of quadratic-quadratic
x+6
equations by graphing.
b) Interpret your solution.
x+8
12. The parabola y = -x2 + 4x + 26.5
a) Write two equations in terms of intersects the x-axis at points A and B.
x and y : one for the perimeter and The line y = 1.5x + 5.25 intersects the
one for the area of the rectangle. parabola at points A and C. Determine
b) Determine the perimeter and the approximate area of ABC.
the area. y

A B
0 x

460 MHR • Chapter 8

 Unit 4 Project
Nanotechnology
This part of your project will require you to be creative and to
use your math skills. Combining your knowledge of parabolas
and quadratic systems with the nanotechnology information you
have gathered in this chapter, you will design a futuristic version
of a every-day object. The object should have some linear and
parabolic design lines.

Chapter 8 Task
Choose an object that you feel could be improved using
nanotechnology. Look at the information presented in this
chapter’s Project Corners to give you ideas.
• Explain how the object you have chosen will be enhanced
by using nanotechnology.
• Create a new design for your chosen object. Your design
must include intersections of parabolic and linear design
curves.
• Your design will inevitably go through a few changes
as you develop it. Keep a well-documented record of
the evolution of your design.
• Select a part of your design that involves an intersection
of parabolas or an intersection of parabolas and lines.
Determine model equations for each function involved
in this part of your design.
• Using these equations, determine any points of
intersection.
• What is the relevance of the points of intersection
to the design of the object? How is it helpful to have
model equations and to know the coordinates of the
points of intersection?

Unit 4 Project • MHR 461

 5. a) 7. Examples:
a) b)
y y

(5, 5) and (23, 221) or d = 5, h = 5 and

d = 23, h = 221 0 x 0 x
b)

c) d)
y y
no solution
c)

0 x
0 x

8. Examples:
(-6.75, 3.875) and (-2, -8) or v = -6.75,
a) y = x - 3 b) y = -2 c) y = x - 1
t = 3.875 and v = -2, t = -8
9. a) (100, 3800) and (1000, 8000)
d)
b) When he makes and sells either 100 or
1000 shirts, Jonas makes no profit as costs
equal revenue.
c) Example: (550, 15 500). This quantity
(550 shirts) has the greatest difference
(-3.22, -1.54) and (-1.18, -3.98) or between cost and revenue.
n = -3.22, m = -1.54 and n = -1.18, 10. (0, 3.9) and (35.0, 3.725)
m = -3.98 11. a) d = 1.16t 2 and d = 1.74(t - 3)2
e) b) A suitable domain is 0 ≤ t ≤ 23.
d

300
Distance (m)

first car:
200
d = 1.16t2
(-2.5, 306.25) or h = -2.5, t = 306.25 100 second car:
6. The two parabolas have the same vertex, d = 1.74(t - 3)2
but different values of a.
0 10 20 t
Example: y = x 2 and y = 2x 2. Time (s)
y y = 2x 2 c)
20
y = x2
10

-2 O 2 x
(1.65, 3.16) and (16.35, 310.04) While
(1.65, 3.16) is a graphical solution to the
system, it is not a solution to the problem
since the second car starts 3 s after the
first car.
d) At 16.35 s after the first car starts, both cars
have travelled the same distance.

572 MHR • Answers

12. a) d) These are the locations where the frog and
grasshopper are at the same distance and
height relative to the frog’s starting point.
If the frog does not catch the grasshopper at
the first point, there is another opportunity.
However, we do not know anything about
Both start at (0, 0), at the fountain, and
time, i.e., the speed of either one, so the
they have one other point in common,
grasshopper may be gone.
approximately (0.2, 1.0). The tallest 16. a) (0, 0) and approximately (1.26, 1.59) Since
stream reaches higher and farther than 0 is a non-permissible value for x and y, the
the smaller stream. point (0, 0) is not a solution to this system.
b)
b) 1.26 cm
c) V = lwh
V = 1.26 × 1.26 × 1.26
V = 2.000 376
So, the volume is very close to 2 cm3.
They both start at (0, 0), but the second d) If x represents the length of one side, then
stream passes through the other fountain’s V = x3__. For a volume of 2 cm3, 2 = x3. Then,
3
spray 5.03 m from the fountain, at a height x = √2 or approximately 1.26. Menaechmus
of 4.21 m. did not have a calculator to find roots.
13. a) Let x represent the smaller integer and y the 17. Examples:
larger integer. x + y = 21, 2x 2 - 15 = y. a) y = x 2 + 1 and y = x + 3
b) b) y = x 2 + 1 and y = -(x - 1)2 + 6
c) y = x 2 + 1 and y = (x + 1)2 - 2x
18. Examples:
No solution: Two parabolas do not intersect and
the line is between them, intersecting neither,
or the parabolas are coincident and the line
One point of intersection does not give does not intersect them.
integers. The two integers are 4 and 17. y y
14. a) The blue line and the parabola intersect
at (2, 2). The green line and the parabola
intersect at (-4.54, -2.16).
b) Example: There is one possible location 0 x 0 x
to leave the jump and one location for
the landing.
15. a) h
40 (54, 36) One solution: Two parabolas intersect once,
grasshopper with a line tangent to both curves, or the
Height (cm)

(50, 25) parabolas are coincident and the line is tangent.

20 y y
frog

0 x 0 x
0 20 40 60 80 100 d
Distance (cm)
b) Frog: y = -0.01(x - 50)2 + 25
Grasshopper: y = -0.0625(x - 54)2 + 36
c) (40.16, 24.03) and (69.36, 21.25)

Answers • MHR 573

 Two solutions: Two parabolas intersect twice, In 144w 2 + 48z 2 = 43:
with a line passing through both points of Left Side = 144 _( )1 2 + 48 _
3 2
( )
intersection, or the parabolas are coincident and 3 4
= 16 + 27
the line passes through two points on them.
= 43
y y
= Right Side
So, _1
( , _
3
) is a solution.
3 4
0 x 3. a) (-6, 38) and (2, 6) b) (0.5, 4.5)
0 x
c) (-2, 10) and (2, 30)
d) (-2.24, -1.94) and (2.24, 15.94)
e) no solution
a) - _ , 4 and (3, 25)
1
19. Example: Similarities: A different number of
solutions are possible. It can be solved graphically
4. ( 2 )
b) (-0.5, 14.75) and (8, 19)
or algebraically. Differences: Some systems
c) (-1.52, -2.33) and (1.52, 3.73)
involving quadratic equations cannot be solved by
d) (1.41, -4) and (-1.41, -4)
elimination. The systems in this section involve
e) There are an infinite number of solutions.
equations that are more difficult to solve.
5. a) (2.71, -1.37) and (0.25, 0.78)
20. a) Two solutions. The y-intercept of the line
b) (-2.41, 10.73) and (2.5, 10)
is above the vertex, and the parabola opens
c) (0.5, 6.25) and (0.75, 9.3125)
upward.
6. a) They are both correct.
b) No solution. The parabola’s vertex is at (0, 3)
b) Graph n = m2 + 7
and it opens upward, while the line has
and n = m2 + 0.5 to
y-intercept -5 and negative slope.
see that there is no
c) Two solutions. One vertex is directly above
point of intersection.
the other. The upper parabola has a smaller
vertical stretch factor. 7. a) Yes. Multiplying by (-1) and then adding is
d) One solution. They share the same vertex.
equivalent to subtraction.
One opens upward, the other downward. b) Yes.
e) No solution. The first parabola has its vertex
c) Example: Adding is easier for most people.
at (3, 1) and opens upward. The second Subtracting with negative signs can be error
parabola has it vertex at (3, -1) and opens prone.
downward. 8. m = 6, n = 40
f) An infinite number of solutions. When the
9. a) 7x + y + 13 b) 5x 2 - x
first equation is expanded, it is exactly the c) 60 = 7x + y + 13 and 10y = 5x 2 - x. Since
same as the second equation. the perimeter and the area are both based
on the same dimensions, x and y must
8.2 Solving Systems of Equations Algebraically,
represent the same values. You can solve the
pages 451 to 456 system to find the actual dimensions.
1. In k + p = 12: In 4k 2 - 2p = 86: d) (5, 12); the base is 24 m, the height is 10 m
Left Side Left Side and the hypotenuse is 26 m.
k+p 4k 2 - 2p e) A neat verification uses the Pythagorean
=5+7 = 4(5)2 - 2(7) Theorem: 242 + 102 = 676 and 262 = 676.
= 12 = 86 Alternatively, in the context:
= Right Side = Right Side Perimeter = 24 + 10 + 26 = 60
So, (5, 7) is a solution. Area = _ 1 (24)(10) = 120
2
2. In 18w 2 - 16z 2 = -7:
10. a) x - y = -30 and y + 3 + x 2 = 189
Left Side = 18 _
1 2 - 16 _ 2
3
( )
3 4 ( ) b)
c)
(12, 42) or (-13, 17)
For 12 and 42:
= 18 _
1 - 16 _
( ) 9
( ) 12 - 42 = -30 and
9 16
42 + 3 + 122 = 189
=2-9
For -13 and 17: -13 - 17 = -30 and
= -7
17 + 3 + (-13)2 = 189
= Right Side
So, both solutions check.

574 MHR • Answers

11. a) C = 2πr, C = 3πr 2 c) Example: This is where the fragments are at
b) r=_
2, C = _
4π , A = _
4π the same height and the same distance from
3 3 9 the summit.
12. a) 5.86 m and 34.14 m b) 31.25 J
16. a) The solution for the system of equations
c)
will tell the horizontal distance from and
the height above the base of the mountain,
where the charge lands.
b) 150.21 m
17. a) 103 items b) $377 125.92
d) Find the sum of the values of Ek and Ep at 18. a) (-3.11, 0.79), (3.11, 0.79) and (0, 16)
several choices for d. Observe that the sum b) Example: 50 m2
b) y = - _ x + _
19. a) (2, 6)
1 13 c) 2.19 units
is constant, 62.5. This can be deduced from 4 2
the graph because each is a reflection of the 20. (2, 1.5) and (-1, 3)
other in the horizontal line y = 31.25. 21. y = 0.5(x + 1)2 - 4.5 and y = -x - 4 or
13. a) approximately 15.64 s y = 0.5(x + 1)2 - 4.5 and y = 2x - 4
b) approximately 815.73 m 22. Example: Graphing is relatively quick using a
c) h(t) = -4.9t 2 + 2015 graphing calculator, but may be time-consuming
= -4.9(15.64)2 + 2015 and inaccurate using pencil and grid paper.
≈ 816.4 Sometimes, rearranging the equation to enter into
h(t) = -10.5t + 980 the calculator is a bit tricky. The algebraic methods
= -10.5(15.64) + 980 will always give an exact answer and do not rely
≈ 815.78 on having technology available. Some systems
The solution checks. Allowing for rounding of equations may be faster to solve algebraically,
errors, the height is about 816 m when the especially if one variable is easily eliminated.
parachute is opened after 15.64 s. 23. (-3.39, -0.70) and (-1.28, 4.92)
14. a) y 24. Example: Express the quadratic in vertex
form, y = (x - 2)2 - 2. This parabola has its
8
minimum at (2, -2) and its y-intercept at 2.
6 The linear function has its y-intercept at -2
and has a negative slope so it is never close to
4 the parabola. Algebraically,
-_1 x - 2 = x 2 - 4x + 2
2 2
-x - 4 = 2x 2 - 8x + 4
0 = 2x 2 - 7x + 8
-6 -4 -2 O 2 4 6 x
This quadratic equation has no real roots.
Therefore, the graphs do not intersect.
b) (-1.3, 3) c) y = 2x 2 and y = (x + 3)2
25. Step 1: Example: In a standard viewing
d) (-1.24, 3.09) and (7.24, 104.91) Example:
window, it looks like there are two solutions
The estimate was close for one point, but
when b > 0, one solution when b = 0, and no
did not get the other.
solution when b < 0
Step 2: There are two solutions when b > - _
15. a) For the first fragment, substitute v0 = 60, 1,
θ = 45°, and h0 = 2500: 4
h(x) = - __ 4.9 x 2 + (tan θ)x + h0 one solution when b = - _ 1 , and no solution
4
(v0 cos θ)2 when b < - _ 1.
h(x) = - ___ 4.9 4
x 2 + (tan 45°)x + 2500 Steps 3 and 4: two solutions when |m| > 2, one
(60 cos 45°)2
h(x) ≈ -0.003x 2 + x + 2500 solution when m = ±2, and no solution when
For the second fragment, substitute v0 = 60, |m| < 2
θ = 60°, and h0 = 2500: Step 5: For m = 1: two solutions when b > 0,
one solution when b = 0, and no solution when
h(x) = - __ 4.9 x 2 + (tan θ)x + h0 b < 0; for m = -1: two solutions when b < 0,
(v0 cos θ)2
h(x) = - ___ 4.9 one solution when b = 0, and no solution
x 2 + (tan 60°)x + 2500
(60 cos 60°)2 when b > 0; two solutions when |m| > 2b, one
h(x) ≈ -0.005x 2 + 1.732x + 2500 solution when m = ±2b, and no solution when
b) (0, 2500) and (366, 2464.13) |m| < 2b

Answers • MHR 575

Chapter 8 Review, pages 457 to 458 b)

1. a) (2, -5)
b)

(-1.86, -6.27) and (1, -3)

c)

c) (6.75, -12.125)
2. a) no solution, one solution, two solutions
y y y

(-2.05, -5.26) and (1.34, -4.83) or

0 x 0 x 0 x d = -2.05, t = -5.26 and d = -1.34,
t = -4.83
a) road arch: y = - _ (x - 8)2 + 6
6.
3
b) no solution, one solution, two solutions
32
river arch: y = - _
y y y 1 (x - 24)2 + 8
18
b) (14.08, 2.53)
0 x 0 x 0 x c) Example: the location and height of the
support footing
7. a) Example: The first equation models the
horizontal distance travelled and the height of
c) no solution, one solution, two solutions
the ball; it would follow a parabolic path that
y y y
opens downward. The linear equation models
the profile of the hill with a constant slope.
b) d = 0, h = 0 and d = 14.44, h = 7.22
0 x 0 x 0 x
c) Example: The point (0, 0) represents the
starting point, where the ball was kicked.
3. a) The point (14.44, 7.22) is where the ball
would land on the hill. The coordinates give
the horizontal distance and vertical distance
from the point that the ball was kicked.
8. a) Example: (2, -3) and (6, 5)
b) (2, -3) and (6, 5)
(-6, 0)
b) 9. The solution _( 1 , 1 is correct.
)
2
a) _ , _ and - _ , -4 ; substitution, because
1 5 5
10. (
2 2 ) ( 3 )
the first equation is already solved for p
b) (3.16, -13) and (-3.16, -13); elimination,
because it is easy to make opposite
(0, 1) and (4, 1) coefficients for the y-terms
c) - _ , - _ and (2, -1); elimination
4. Example: Adam is not correct. For all values of 2 53
x, x 2 + 3 is always 2 greater than x 2 + 1 and the ( 3 9)
two parabolas never intersect. after clearing the fractions
5. a) d) (0.88, 0.45) and (-1.88, 3.22); substitution
after isolating y in the second equation
11. a) 0 m and 100 m b) 0 m and 10 m
12. a) the time when both cultures have the same
rate of increase of surface area
b) (0, 0) and (6.67, 0.02)
(0, 3.33) or x = 0, p = 3 _
1
c) The point (0, 0) represents the starting point.
3
In 6 h 40 min, the two cultures have the
same rate of increase of surface area.

576 MHR • Answers