Functions and Their Graphs

Jackie Nicholas
Janet Hunter
Jacqui Hargreaves

Mathematics Learning Centre

University of Sydney
NSW 2006

◯c 1999 University of Sydney

Mathematics Learning Centre, University of Sydney i

Contents
1 Functions 1
1.1 What is a function? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.1.1 Definition of a function . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.1.2 The Vertical Line Test . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.1.3 Domain of a function . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.1.4 Range of a function . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.2 Specifying or restricting the domain of a function..................................................6
1.3 The absolute value function......................................................................................7
1.4 Exercises..................................................................................................................... 8

2 More about functions 11

2.1 Modifying functions by shifting . . . . . . . . . . . . . . . . . . . . . . . . 11
2.1.1 Vertical shift . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
2.1.2 Horizontal shift . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
2.2 Modifying functions by stretching . . . . . . . . . . . . . . . . . . . . . . . 12
2.3 Modifying functions by reflections . . . . . . . . . . . . . . . . . . . . . . . 13
2.3.1 Reflection in the x-axis . . . . . . . . . . . . . . . . . . . . . . . . . 13
2.3.2 Reflection in the y-axis . . . . . . . . . . . . . . . . . . . . . . . . . 13
2.4 Other effects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
2.5 Combining effects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
2.6 Graphing by addition of ordinates . . . . . . . . . . . . . . . . . . . . . . . 16
2.7 Using graphs to solve equations . . . . . . . . . . . . . . . . . . . . . . . . 17
2.8 Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
2.9 Even and odd functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
2.10 Increasing and decreasing functions . . . . . . . . . . . . . . . . . . . . . . 23
2.11 Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

3 Piecewise functions and solving inequalities 27

3.1 Piecewise functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
3.1.1 Restricting the domain . . . . . . . . . . . . . . . . . . . . . . . . . 27
3.2 Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
3.3 Inequalities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
3.4 Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Mathematics Learning Centre, University of Sydney ii

4 Polynomials 36
4.1 Graphs of polynomials and their zeros..................................................................36
4.1.1 Behaviour of polynomials when |x| is large..............................................36
4.1.2 Polynomial equations and their roots........................................................37
4.1.3 Zeros of the quadratic polynomial..............................................................37
4.1.4 Zeros of cubic polynomials..........................................................................39
4.2 Polynomials of higher degree.................................................................................41
4.3 Exercises................................................................................................................... 42
4.4 Factorising polynomials...........................................................................................44
4.4.1 Dividing polynomials...................................................................................44
4.4.2 The Remainder Theorem............................................................................45
4.4.3 The Factor Theorem...................................................................................46
4.5 Exercises................................................................................................................... 49

5 Solutions to exercises 50
Mathematics Learning Centre, University of Sydney 1

1 Functions

In this Chapter we will cover various aspects of functions. We will look at the definition of
a function, the domain and range of a function, what we mean by specifying the domain
of a function and absolute value function.

1.1 What is a function?

1.1.1 Definition of a function

A function f from a set of elements X to a set of elements Y is a rule that

assigns to each element x in X exactly one element y in Y .

One way to demonstrate the meaning of this definition is by using arrow diagrams.

X Y X Y
f g
1 5 1 5
2 2 6

3 3 3 3

4 2 4 2

f : X →Y is a function. Every element g : X → Y is not a function. The ele-

in X has associated with it exactly one ment 1 in set X is assigned two
element of Y . elements, 5 and 6 in set Y .

A function can also be described as a set of ordered pairs (x, y) such that for any x-value
in the set, there is only one y-value. This means that there cannot be any repeated x-
values with different y-values.
The examples above can be described by the following sets of ordered pairs.

F = {(1,5),(3,3),(2,3),(4,2)} is a func- G = {(1,5),(4,2),(2,3),(3,3),(1,6)} is not

tion. a function.

The definition we have given is a general one. While in the examples we have used numbers
as elements of X and Y , there is no reason why this must be so. However, in these notes
we will only consider functions where X and Y are subsets of the real numbers.
In this setting, we often describe a function using the rule, y = f (x), and create a graph
of that function by plotting the ordered pairs (x, f (x)) on the Cartesian Plane. This
graphical representation allows us to use a test to decide whether or not we have the
graph of a function: The Vertical Line Test.
Mathematics Learning Centre, University of Sydney 2

1.1.2 The Vertical Line Test

The Vertical Line Test states that if it is not possible to draw a vertical line through a
graph so that it cuts the graph in more than one point, then the graph is a function.

y y

x
0

x
0

This is the graph of a function. All This is not the graph of a function. The
possi- ble vertical lines will cut this vertical line we have drawn cuts the
graph only once. graph twice.

1.1.3 Domain of a function

For a function f : X → Y the domain of f is the set X.

This also corresponds to the set of x-values when we describe a function as a set of ordered
pairs (x, y).

If only the rule y = f (x) is given, then the domain

√ is taken to be the set of all real x for
which the function is defined. For example, y = x has domain; all real x 0. This is
sometimes referred to as the natural domain of the function.

1.1.4 Range of a function

For a function f : X →
Y the range of f is the set of y-values such that y = f (x) for
some x in X.

This corresponds to the set of √

y-values when we describe a function as a set of ordered
pairs (x, y). The function y = x has range; all real y ≥ 0.

Example
√
a. State the domain and range of y = x + 4.
√
b. Sketch, showing significant features, the graph of y = x + 4.
Mathematics Learning Centre, University of Sydney 3

Solution
√
a. The domain of y = x + 4 is all real x ≥ −4. We know that square root functions
are only defined for positive numbers so we require that x + 4 ≥ 0, ie x ≥
−4.√We also
know that the square root functions are always positive so the range of y = x + 4 is
all real y ≥ 0.

b.
y
3

1
x
–4 –3 –2 –1 0 1

√
The graph of y = x + 4.

Example

a. State the equation of the parabola sketched below, which has vertex (3, −3).
y
1
x
–2 0 2 4 6 8
–1

–2

–3

b. Find the domain and range of this function.

Solution
2
−6x
a. The equation of the parabola is y = x 3 .

b. The domain of this parabola is all real x. The range is all real y ≥ −3.

Example

Sketch x2 + y2 = 16 and explain why it is not the graph of a function.

Solution
x2 + y2 = 16 is not a function as it fails the vertical line test. For example, when x = 0
y = ±4.
Mathematics Learning Centre, University of Sydney 4

y
4

x
–4 –2 0 2 4

–2

–4

The graph of x2 + y2 = 16.

Example

Sketch the graph of f (x) = 3x — x2 and find

a. the domain and range

b. f (q)

c. f (x2)
d. f (2+h)−f (2)
, h /= 0.
h

Solution

x
–1 0 1 2 3

The graph of f (x) = 3x — x2.

a. The domain is all real x. The range is all real y where y ≤ 2.25.

b. f (q) = 3q — q2
Mathematics Learning Centre, University of Sydney 5

c. f (x2) = 3(x2) — (x2)2 = 3x2 — x4

d.
f(2 + h) — f(2) (3(2 + h) — (2 + h)2) — (3(2) — (2)2)
h =
h
2
= 6 + 3h — (h + 4h + 4) — 2
h

—h2 — h
= h

= —h — 1

Example

Sketch the graph of the function f (x) = (x — 1)2 + 1 and show that f (p) = f (2 — p).
Illustrate this result on your graph by choosing one value of p.

Solution
y
6

x
–2 0 2 4

The graph of f (x) = (x — 1)2 + 1.

f (2 — p) = ((2 — p) — 1)2 +1

= (1 — p)2 +1

= (p — 1)2 +1

= f (p)
Mathematics Learning Centre, University of Sydney 6

y
6

x
–2 0 2 4

The sketch illustrates the relationship f (p) = f (2 — p) for p = —1. If p = —1

then 2 — p = 2 — (—1) = 3, and f (—1) = f (3).

1.2 Specifying or restricting the domain of a function

We sometimes give the rule y = f (x) along with the domain of definition. This domain
may not necessarily be the natural domain. For example, if we have the function

y = x2 for 0≤x≤2

then the domain is given as 0 ≤ x ≤ 2. The natural domain has been restricted to the
subinterval 0 ≤ x ≤ 2.
Consequently, the range of this function is all real y where 0 ≤ y ≤ 4. We can best
illustrate this by sketching the graph.

y
4

x
–1 0 1 2

The graph of y = x2 for 0 ≤ x ≤ 2.

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1.3 The absolute value function

Before we define the absolute value function we will review the definition of the absolute
value of a number.
The Absolute value of a number x is written |x| and is defined as

|x| = x if x ≥ 0 or |x| = —x if x < 0.

That is, |4| = 4 since 4 is positive, but | — 2| = 2 since —2 is negative.

We can also think of |x| geometrically as the distance of x from 0 on the number line.

|–2|=2 |4|=4

–2 0 4

More generally, |x — a| can be thought of as the distance of x from a on the numberline.

|a–x|=|x–a|

a x

Note that |a — x| = |x — a|.

The absolute value function is written as y = |x|.

We define this function as
⎧
⎪⎨
+xif x ≥ 0
y =⎪⎩
—x if x < 0

From this definition we can graph the function by taking each part separately. The graph
of y = |x| is given below.

y
2

y = –x x<0 1 y=x x0

x
–2 –1 0 1 2

The graph of y = |x|.

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Example

Sketch the graph of y = |x — 2|.

Solution

For y = |x — 2| we have
⎧
⎪⎨
+(x — 2) when x — 2 ≥ 0 or x≥2
y= ⎪⎩
—(x — 2) when x — 2 < 0 or x<2

That is,
⎧
⎪⎨
x — 2 for x ≥ 2
y=
⎪⎩
—x + 2 for x < 2

Hence we can draw the graph in two parts.

y
2

1
y = –x + 2 x < 2 y=x–2 x2

x
0 1 2 3 4

The graph of y = |x — 2|.

We could have sketched this graph by first of all sketching the graph of y = x— 2 and
then reflecting the negative part in the x-axis. We will use this fact to sketch graphs of
this type in Chapter 2.

1.4 Exercises
√
1. a. State the domain and range of f (x) = 9 — x2.
√
b. Sketch the graph of y = 9 — x2.
ψ(x + h) — ψ(x)
2. Given ψ(x) = x2 + 5, find, in simplest form,
h /= 0.
h
3. Sketch the following functions stating the domain and range of each:
Mathematics Learning Centre, University of Sydney 9

√
a. y = x—1
b. y = |2x|
1
c. y =
x−4

d. y = |2x|— 1.

4. a. Find the perpendicular distance from (0, 0) to the line x + y + k = 0

b. If the line x + y + k = 0 cuts the circle x2 + y2 = 4 in two distinct points, find
the restrictions on k.

5. Sketch the following, showing their important features.

³ ´x
1
a. y =
2

b. y2 = x2.

6. Explain the meanings of function, domain and range. Discuss whether or not y2 = x3
is a function.

7. Sketch the following relations, showing all intercepts and features. State which ones
are functions giving their domain and range.
√
a. y = — 4 — x2
b. |x|— |y| = 0
c. y = x3
x
d. y = ,x =
/ 0
|x|

e. |y| = x.

8. If A(x) = x2 + 2 + 1
, x /= 0, prove that A(p) = A(1 )p for all p /= 0.
x2

9. Write down the values of x which are not in the domain of the following functions:
√
a. f (x) = x2 — 4x
x
b. g(x) =
x2−1

³ x ´
10. If φ(x) = log , find in simplest form:
x−1

a. φ(3) + φ(4) + φ(5)

b. φ(3) + φ(4) + φ(5) + · · · + φ(n)

11. a. If y = x2 + 2x and x = (z — 2)2, find y when z = 3.

b. Given L(x) = 2x + 1 and M (x) = x2 — x, find
i. L(M (x))
ii. M (L(x))
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12. Using the sketches, find the value(s) of the constants in the given equations:

y y
5
2

x
–1 0 1

(–2,1) 1 (2,1)
–2
x
–2 0 2
y = ax2 — b a
y= bx2+1

13. a. Define |a|, the absolute value of a, where a is real.

b. Sketch the relation |x| + |y| = 1.
n
14. Given that S(n) = 2n+1
, find an expression for S(n — 1).
1
Hence show that S(n) — S(n 1) = (2n−1)(2n+1)
.
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2 More about functions

In this Chapter we will look at the effects of stretching, shifting and reflecting the
basic functions, y = x2, y = x3, yx= 1 , y|=| x , y = ax, x2 + y2 = r2. We will introduce the
concepts of even and odd functions, increasing and decreasing functions and will solve
equations using graphs.

2.1 Modifying functions by shifting

2.1.1 Vertical shift

We can draw the graph of y = f (x) + k from the graph of y = f (x) as the addition of
the constant k produces a vertical shift. That is, adding a constant to a function
moves the graph up k units if k > 0 or down k units if k < 0. For example, we can
sketch the function y = x2 — 3 from our knowledge of y = x2 by shifting the graph of
y = x2 down by 3 units. That is, if f (x) = x2 then f (x) — 3 = x2 — 3.

y
3 y=x2

(1,1) y = x 2– 3
x
–2 –1 0 1 2

(1,–2)

–3

We can also write y = f (x)

— 3 as y + 3 = f (x), so replacing y by y + 3 in y = f (x)
also shifts the graph down by 3 units.

2.1.2 Horizontal shift

We can draw the graph of y = f (x—a) if we know the graph of y = f (x) as placing the
constant a inside the brackets produces a horizontal shift. If we replace x by x— a inside
the function then the graph will shift to the left by a units if a < 0 and to the right by a
units if a > 0.
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1 1
For example we can sketch the graph of y = from our knowledge of y = by shifting
x−2 x
this graph to the right by 2 units. That is, if f (x) = 1x then f (x — 2) = 1x−2 .

(1,1) (1,3)

–2 –1 0 1 2 3 4 x
(–1,–1) (1,–1)

–3

1
Note that the function y = is not defined at x = 2. The point (1, 1) has been shifted
x−2
to (1, 3).

2.2 Modifying functions by stretching

We can sketch the graph of a function y = bf (x) (b > 0) if we know the graph of y = f
(x) as multiplying by the constant b will have the effect of stretching the graph in the
y- direction by a factor of b. That is, multiplying f (x) by b will change all of the y-
values proportionally.
For example, we can sketch y = 2x2 from our knowledge of y = x2 as follows:

y y
2 2 (1,2)

1 (1,1) 1

x x
–1 0 1 –1 0 1

The graph of y = x2.

The graph of y = 2x2. Note, all the y-
values have been multiplied by 2, but the
x-values are unchanged.

We can sketch the graph of y = 1 x2 from our knowledge of y = x2 as follows:

2
Mathematics Learning Centre, University of Sydney 13

y y
2 2

1 (1,1) 1

(1,1/2)
x x
–1 0 1 –1 0 1

The graph of y = x2.

The graph of y = 12 x2. Note, all the
y-values have been multiplied by 12 , but
the x-values are unchanged.

2.3 Modifying functions by reflections

2.3.1 Reflection in the x-axis

We can sketch the function y = — f (x) if we know the graph of y = f (x), as a minus
sign in front of f (x) has the effect of reflecting the whole graph in the x-axis. (Think
of the x-axis as a mirror.) For example, we can sketch y = —|x| from our knowledge
of y = |x|.

y y
2 x
–1 0 1

x
–1 0 1

The graph of y = |x|.

The graph of y = —|x|. It is the reflec-
tion of y = |x| in the x-axis.

2.3.2 Reflection in the y-axis

We can sketch the graph of y = f (—x) if we know the graph of y = f (x) as the graph of
y = f (—x) is the reflection of y = f (x) in the y-axis.
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For example, we can sketch y = 3−x from our knowledge of y = 3x.

y y
2 2

1 1

x x
–1 0 1 –1 0 1

The graph of y = 3x.

The graph of y = 3−x. It is the reflection
of y = 3x in the y-axis.

2.4 Other effects

We can sketch the graph of y =| f (x)| if we know the graph of y = f (x) as the effect of
the absolute value is to reflect all of the negative values of f (x) in the x-axis. For
example, we can sketch the graph of y = |x2 — 3| from our knowledge of the graph of y
= x2 — 3.

y y

2
4

x
–1 0 1
2

x
–3 –1 0 1

The graph of y = x2 — 3.
The graph of y =| x2 —3 |. The negative
values of y = x2 —
3 have been reflected
in the x-axis.

2.5 Combining effects

We can use all the above techniques to graph more complex functions. For example, we
can sketch the graph of y = 2 — (x + 1)2 from the graph of y = x2 provided we can
analyse the combined effects of the modifications. Replacing x by x + 1 (or x — (—1))
moves the
Mathematics Learning Centre, University of Sydney 15

graph to the left by 1 unit. The effect of the — sign in front of the brackets turns the
graph up side down. The effect of adding 2 moves the graph up 2 units. We can illustrate
these effects in the following diagrams.

y y
2 2

1 1

x x
–1 0 1 –2 –1 0

The graph of y = x2.

The graph of y = (x + 1)2. The graph
of y = x2 has been shifted 1 unit to the
left.

y
y x 2
–2 –1 0

1
–1

x
–2 –2 –1 0

The graph of y = —(x + 1)2. The graph

of y = (x + 1)2 has been reflected in The graph of y = 2 — (x+1)2. The graph
the x-axis. of y = —(x + 1)2 has been shifted up by
2 units.

Similarly, we can sketch the graph of—(x h)2 +(y k)2 = r2 from the graph of x2 +y2 =
r2. Replacing x by—x h shifts the graph sideways h units. Replacing y by y k shifts the
graph up or down k units. (We remarked before that y = f (x) + k could be written
as y — k = f (x).)

For example, we can use the graph of the circle of radius 3, x2 + y2 = 9, to sketch the
graph of (x — 2)2 + (y + 4)2 = 9.
Mathematics Learning Centre, University of Sydney 16

y
4

x
–4 –2 0 2 4

–2

–4

The graph of x2 + y2 = 9.
This is a circle centre (0, 0), radius 3.

y x
–2 0 2 4
(2,–1)

–2

(–1,–4) –4 (2,–4) (5,–4)

(2,–7)

The graph of (x — 2)2 + (y + 4)2 = 9.

This is a circle centre (2, —4), radius 3.

Replacing x by x — 2 has the effect of shifting the graph of x2 + y2 = 9 two units to

the right. Replacing y by y + 4 shifts it down 4 units.

2.6 Graphing by addition of ordinates

We can sketch the graph of functions such as y = |x| + |x — 2| by drawing the graphs of
both y = |x| and y = |x — 2| on the same axes then adding the corresponding y-values.
Mathematics Learning Centre, University of Sydney 17

y = |x – 2|
2
y = |x|

x
–2 0 2 4 6

x
–2 0 2 4 6

The graph of y = |x| + |x — 2|.

At each point of x the y-values of y = |x| and y = |x — 2| have been added. This
allows us to sketch the graph of y = |x| + |x — 2|.

This technique for sketching graphs is very useful for sketching the graph of the sum of
two trigonometric functions.

2.7 Using graphs to solve equations

We can solve equations of the form f (x) = k by sketching y = f (x) and the horizontal
line y = k on the same axes. The solution to the equation f (x) = k is found by
determining the x-values of any points of intersection of the two graphs.
Mathematics Learning Centre, University of Sydney 18

For example, to solve |x — 3| = 2 we sketch y = |x — 3| and y = 2 on the same axes.

(1,2) (5,2)
2

x
–2 0 2 4 6

The x-values of the points of intersection are 1 and 5. Therefore

| —x |3 = 2 when x = 1
or x = 5.

Example

The graph of y = f (x) is sketched below.

y
2

–1 0 1 2 3 4 x

–2

–4
(3,–4)

For what values of k does the equation f (x) = k have

1. 1 solution
2. 2 solutions
3. 3 solutions?

Solution

If we draw a horizontal line y = k across the graph y = f (x), it will intersect once
when k > 0 or —k < 4, twice when k = 0 or k =— 4 and three times when 4 < k < 0.
Therefore the equation f (x) = k will have —
Mathematics Learning Centre, University of Sydney 19

1. 1 solution if k > 0 or k < —4

2. 2 solutions if k = 0 or k = —4

3. 3 solutions if —4 < k < 0.

2.8 Exercises
1. Sketch the following:
a. y = x2 b. y = 13 x2 c. y = —x2 d. y = (x + 1)2

2. Sketch the following:

1
a. y= b. y= 1
c. y= −2
x d. y= 1
x+1 +2
x x−2

3. Sketch the following:

a. y = x3 b. y = |x3 — 2| c. y = 3 — (x — 1)3

4. Sketch the following:

a. y = |x| b. y = 2|x — 2| c. y = 4 — |x|

5. Sketch the following:

a. x2 + y2 = 16 b. x2 + (y + 2)2 = 16 c. (x — 1)2 + (y — 3)2 = 16

6. Sketch the following:

√ q √
a. y = 9 — x2 b. y = 9 — (x — 1)2 c. y = 9 — x2 — 3

x—1 1
7. Show that = + 1.
x—2 x—2
x—1
Hence sketch the graph of y = .
x—2
x+1
8. Sketch y = .
x−1

9. Graph the following relations in the given interval:

a. y = |x| + x + 1 for —2 ≤ x ≤ 2 [Hint: Sketch by adding ordinates]
b. y = |x| + |x — 1| for —2 ≤ x ≤ 3
c. y = 2x + 2−x for —2 ≤ x ≤ 2
d. |x — y| = 1 for —1 ≤ x ≤ 3.

10. Sketch the function f (x) = |x2 — 1|— 1.

Mathematics Learning Centre, University of Sydney 20

11. Given y = f (x) as sketched below, sketch

a. y = 2f (x)
b. y = —f (x)
c. y = f (—x)
d. y = f (x)+4
e. y = f (x — 3)
f. y = f (x + 1) — 2
g. y = 3 — 2f (x — 3)
h. y = |f (x)|

x
–3 0 1.5

–2

12. By sketching graphs solve the following equations:

a. |2x| = 4
b. 1 = —1
x−2
c. x3 = x2
d. x2 = 1
x

13. Solve |x — 2| = 3.
a. algebraically
b. geometrically.

14. The parabolas y = (x — 1)2 and y = (x 3)2 intersect at a point P . Find the
coordinates of P .

15. Sketch the circle x2 + y2 — 2x 14y + 25 = 0. [Hint: Complete the squares.] Find
the values of k, so that the line y = k intersects the circle in two distinct points.
4
16. Solve = 1, using a graph.
5−x

17. Find all real numbers x for which |x — 2| = |x + 2|.

18. Given that Q(p) = p2 — p, find possible values of n if Q(n) = 2.

19. Solve |x — 4| = 2x.

a. algebraically
b. geometrically.
Mathematics Learning Centre, University of Sydney 21

2.9 Even and odd functions

Definition:

A function, y = f (x), is even if f (x) = f (—x) for all x in the domain of f .

Geometrically, an even function is symmetrical about the y-axis (it has line symmetry).
The function f (x) = x2 is an even function as f— ( x) = ( x)2 = x2 = f (x) for all
values of x. We illustrate this on the following graph.

y
4

x
–2 –x –1 0 1 x 2

The graph of y = x2.

Definition:

A function, y = f (x), is odd if f (—x) = —f (x) for all x in the domain of f .

Geometrically, an odd function is symmetrical about the origin (it has rotational symme-
try).
The function f (x) = x is an odd function as f—( x) =—x = f (x) for all values of
x. This is illustrated on the following graph. —

–x x
–2 –1 0 1 x 2

–1

–y

The graph of y = x.
Mathematics Learning Centre, University of Sydney 22

Example

Decide whether the following functions are even, odd or neither.

1. f (x) = 3x2 — 4
1
2. g(x) = 2x

3. f (x) = x3 — x2.

Solution
1.
f (—x) = 3(—x)2 — 4 = 3x2 — 4 = f (x)

The function f (x) = 3x2 — 4 is even.

2.
1 1 1
g(—x) = = =— = —g(x)
2(—x) —2x 2x
Therefore, the function g is odd.

3.
f (—x) = (—x)3 — (—x)2 = —x3 — x2

This function is neither even (since —x3 — x2 /= x3 — x2) nor odd (since —x3 — x2 /=
—(x3 — x2 )).

Example

Sketched below is part of the graph of y = f (x).

x
0

Complete the graph if y = f (x) is

1. odd

2. even.
Mathematics Learning Centre, University of Sydney 23

Solution

x
0

y = f (x) is an odd function.

x
0

y = f (x) is an even function.

2.10 Increasing and decreasing functions

Here we will introduce the concepts of increasing and decreasing functions. In Chapter 5
we will relate these concepts to the derivative of a function.

Definition:

A function is increasing on an interval I, if for all a and b in I such that a <

b, f (a) < f(b).

The function y = 2x is an example of a function that is increasing over its domain.

The function y = x2 is increasing for all real x > 0.
Mathematics Learning Centre, University of Sydney 24

y y
4 2
f(b)

2 1

f(a)
x x
0 1 –1 0 a 1 b

The graph of y = 2x. This function is

The graph of y = x2. This function is
increasing for all real x. increasing on the interval x > 0.
Notice that when a function is increasing it has a positive slope.

Definition:

A graph is decreasing on an interval I, if for all a and b in I such that a < b,

f (a) > f(b).

The function y = 2−x is decreasing over its domain. The function y = x2 is decreasing
on the interval x < 0.

y y
2 2
f(a)

1 1

f(b)
x x
–1 0 1 a –1 b 0 1

The graph of y = 2−x. This function is

The graph of y = x2. This function is
decreasing for all real x. decreasing on the interval x < 0.
Notice that if a function is decreasing then it has negative slope.

2.11 Exercises
1. Given the graph below of y = f (x):
a. State the domain and range.
b. Where is the graph
Mathematics Learning Centre, University of Sydney 25

i. increasing?
ii. decreasing?
c. if k is a constant, find the values of k such that f (x) = k has
i. no solutions
ii. 1 solution
iii. 2 solutions
iv. 3 solutions
v. 4 solutions.
d. Is y = f (x) even, odd or neither?

x
–4 –2 0 2 4

–2

2. Complete the following functions if they are defined to be (a) even (b) odd.

y y

x
0
x
0

y = f (x) y = g(x)

3. Determine whether the following functions are odd, even or neither.

√
a. y = x4 +2 b. y = 4 — x2 c. y = 2x d. y = x3 + 3x

x
e. y = 1 1 x
x2 f. y= g. y= h. y=
x2 — 4 x2 +4 x3 +3
i. y = 2x + 2−x j. y = |x — 1| + |x + 1|

4. Given y = f (x) is even and y = g(x) is odd, prove

a. if h(x) = f (x) · g(x) then h(x) is odd
b. if h(x) = (g(x))2 then h(x) is even
Mathematics Learning Centre, University of Sydney 26

f (x)
c. if h(x) = , g(x) /= 0, then h(x) is odd
g(x)
d. if h(x) = f (x) · (g(x))2 then h(x) is even.

5. Consider the set of all odd functions which are defined at x = 0. Can you prove that
for every odd function in this set f (0) = 0? If not, give a counter-example.
Mathematics Learning Centre, University of Sydney 27

3 Piecewise functions and solving inequalities

In this Chapter we will discuss functions that are defined piecewise (sometimes called
piecemeal functions) and look at solving inequalities using both algebraic and graphical
techniques.

3.1 Piecewise functions

3.1.1 Restricting the domain

In Chapter 1 we saw how functions could be defined on a subinterval of their natural

domain. This is frequently called restricting the domain of the function. In this Chapter
we will extend this idea to define functions piecewise.

Sketch the graph of y = 1 — x2 for x ≥ 0.

2 y

x
–1 0 1

–1

The graph of y = 1 — x2 for x ≥ 0.

Sketch the graph of y = 1 — x for x < 0.

y
2

x
–1 0 1

The graph of y = 1 — x for x < 0.

Mathematics Learning Centre, University of Sydney 28

We can now put these pieces together to define a function of the form
⎧
⎪⎨1 2
—x for x ≥ 0
f (x) =
⎪⎩
1 — x for x < 0

We say that this function is defined piecewise. First note that it is a function; each value
of x in the domain is assigned exactly one value of y. This is easy to see if we graph the
function and use the vertical line test. We graph this function by graphing each piece of
it in turn.

2 y

x
–1 0 1

–1

The graph shows that f defined in this way is a function. The two pieces of y = f (x)
meet so f is a continuous function.

The absolute value function

⎧
⎪⎨
x for x ≥ 0
f ) = ⎪⎩
(x —x for x < 0

is another example of a piecewise function.

Example

Sketch the function ⎧

2
x
⎪⎨ + 1 for x 0
f (x) = ≥
⎪⎩
2 for x < 0
Mathematics Learning Centre, University of Sydney 29

Solution

y
2

x
–2 –1 0 1 2

This function is not continuous at x = 0 as the two branches of the graph do not meet.

Notice that we have put an open square (or circle) around the point (0, 2) and a solid
square (or circle) around the point (0, 1). This is to make it absolutely clear that f (0) = 1
and not 2. When defining a function piecewise, we must be extremely careful to assign
to each x exactly one value of y.

3.2 Exercises

1. For the function ⎧

⎪⎨1 2
—x for x ≥ 0
f (x) =
⎪⎩
1 — x for x < 0

evaluate

a. 2f (—1) + f
(2)

b. f (a2)

2. For the function given in 1, solve f (x) = 2.

3. Below is the graph of y = g(x). Write down the rules which define g(x) given that
its pieces are hyperbolic, circular and linear.
Mathematics Learning Centre, University of Sydney 30

y
1

x
–3 –2 –1 1 2 3

–1

–2

4. a. Sketch the graph of y = f (x) if

⎧
⎪⎨ √
— 4 — x2 for —2 ≤ x ≤ 0
f (x) =
⎪⎩
x2 — 4 for x > 0

b. State the range of f .

c. Solve
i. f (x) = 0
ii. f (x) = —3.
d. Find k if f (x) = k has
i. 0
ii. 1
iii. 2 solutions.

5. Sketch the graph of y = f (x)

if ⎧
⎪⎨
1 — |x — 1| for x ≥ 0
f (x
)=
⎪⎩
|x + 1| for x < 0

6. Sketch the graph of y = g(x) if

⎧ ⎨

⎪
Mathematics Learning Centre, University of Sydney 31
2
x+2 for x < —1
g(x) = 2 for —1 ≤ x < 1
⎪
⎩ 2x for x ≥ 1
Mathematics Learning Centre, University of Sydney 32

7. McMaths burgers are to modernise their logo as shown below.

y
3

x
–6 –3 0 3 6

Write down a piecewise function that represents this function using (a) 4 (b) 3 (c) 2
pieces (i.e. rules that define the function).

8. a. The following piecewise function is of the form

⎧
2
ax
⎪⎨ + b for 0 < x 2
f (x) = ≤
⎪⎩
cx + d for x > 2

y
4
(4,4)

x
–4 –2 0 2 4

–2

–4

Determine the values of a, b, c and d.

b. Complete the graph so that f (x) is an odd function defined for all real x, x /= 0.
c. Write down the equations that now define f (x), x /= 0.
Mathematics Learning Centre, University of Sydney 33

3.3 Inequalities

We can solve inequalities using both algebraic and graphical methods. Sometimes it is
easier to use an algebraic method and sometimes a graphical one. For the following
examples we will use both, as this allows us to make the connections between the algebra
and the graphs.

Algebraic method Graphical method

1. Solve 3 — 2x ≥ 1.
This is a (2 Unit) linear inequality. y
3
Remember to reverse the
inequality sign when multiplying or
dividing by a negative number.
(1,1)
3 — 2x ≥ 1 x
—2x ≥ —2 0 1 2
x ≤ 1

When is the line y = 3 — 2x above or

on the horizontal line y = 1 ? From
the graph, we see that this is true for
x ≤ 1.

2. Solve x2 — 4x + 3 < 0. Let y = x2 — 4x + 3.

This is a (2 Unit) quadratic inequal- y
ity. Factorise and use a number
line. 3

x2 — 4x + 3 < 0
(x — 3)(x — 1) <
1
0
x
0 1 3
The critical values are 1 and 3,
which divide the number line into
three intervals. We take points in
When does the parabola have negative
each interval to determine the sign
y-values? OR When is the parabola un-
of the inequality; eg use x = 0,
der the x-axis? From the graph, we see
x = 2 and x = 4 as test values.
that this happens when 1 < x < 3.
positive negative positive
–1 0 1 2 3 4

Thus, the solution is 1 < x < 3.

Mathematics Learning Centre, University of Sydney 34

3. Solve 1 ≤ 1. Let y = 1
.
This isx4—a 3 Unit inequality. There x−4
y
is a variable in the denominator.
Remember that a denominator can 1 (5,1)
never be zero, so in this case x /= 4.
First multiply by the square of the
denominator
–2 2 6 x
x—4 ≤ (x — 4) 2 ,x /= 4
x—4 ≤ x2 — 8x + 16
0 ≤ x2 — 9x + 20 –1
0 ≤ (x — 4)(x — 5)

Mark the critical values on the num-

ber line and test x = 0, x = 4.5 y = x−41 is not defined for x = 4. It
and
x = 6.
is a hyperbola with vertical asymptote
at x = 4. To solve our inequality we
need to find the values of x for which
positive neg positive the hyperbola lies on or under the line
y = 1. (5, 1) is the point of intersection.
0 1 2 3 4 5 6 So, from the graph we see that 1 ≤ 1
x−4
when x < 4 or x ≥
Therefore, x < 4 or x ≥ 5.
5.

10
4. Solve x — 3 < x . 10 Sketch y = x — 3 and then y = 10 x . Note
Consider x — 3 = x , x /= that second of these functions is not de-
0.
Multiply by x we get fined for x = 0.
y
2
x — 3x = 10
2 6
x — 3x — 10 = 0
(x — 5)(x + 2) =
3 (5,2)
0
x
Therefore, the critical values are –6 –3 0 6
— 2, 0 and 5 which divide the num-
(0,–3)
ber line into four intervals. We can
use x = — 3, x = 1, x = 1 and (–2,–5)
x = 6 as test values in the inequal- –6
ity. The points x = —3 and x = 1
satisfy the inequality, so the solu-
tion is x < —2 or 0 < x < 5. For what values of x does the line lie
under the hyperbola? From the graph,
(Notice that we had to include 0 as
we see that this happens when x <—2
one of our critical values.)
or 0 < x < 5.
Mathematics Learning Centre, University of Sydney 35

Example

Sketch the graph of y = |2x — 6|.

Hence, where possible,
a. Solve
i. |2x — 6| = 2x
ii. |2x — 6| > 2x
iii. |2x — 6| = x +3
iv. |2x — 6| < x +3
v. |2x — 6| = x — 3

b. Determine the values of k for which |2x — 6| = x + k has exactly two solutions.

Solution
⎧
⎪⎨
2x — 6 for x ≥ 3
f (x) = |2x — 6| =
⎪⎩—(2x — 6) for x < 3

y = |2x – 6| y = 2x
(9,12)
10.0

(1,4)
5.0

(1.5,3)
y=x+3 x
- 4.00 - 2.00 2.00 4.00 6.00 8.00 10.00

y=x–3
- 5.0

- 10.0

a. i. Mark in the graph of y = 2x. It is parallel to one arm of the absolute value
graph. It has one point of intersection with y = |2x — 6| = —2x + 6 (x < 3) at x
= 1.5.
ii. When is the absolute value graph above the line y = 2x? From the graph, when
x < 1.5.
Mathematics Learning Centre, University of Sydney 36

iii. y = x + 3 intersects y = |2x — 6| twice.

To solve | 2x— 6| = x + 3, take | 2x — 6| = 2x — 6 = x + 3 when x ≥ 3. This gives
us the solution x = 9. Then take| 2x —6| = 2x + 6 = x + 3 when x < 3 which
gives us the solution x = 1. —
iv. When is the absolute value graph below the line y = x +
3? From the graph, 1 < x < 9.
v. y = x — 3 intersects the absolute value graph at x = 3 only.

b. k represents the y-intercept of the line y = x + k. When k = —3, there is one point
of intersection. (See (a) (v) above). For k > —3, lines of the form y = x + k will
have two points of intersection. Hence |2x — 6| = x + k will have two solutions for k
> —3.

3.4 Exercises
1. Solve
a. x2 ≤ 4x
4p
b. p+3
≤1
7
c. > —1
9−x2

2. a. Sketch the graph of y = 4x(x — 3).

b. Hence solve 4x(x — 3) ≤ 0.

3. a. Find the points of intersection of the graphs y = 5 — x and y = 4x .

4
b. On the same set of axes, sketch the graphs of y = 5 — x and y = x
.
c. Using part (ii), or otherwise, write down all the values of x for which
4
5—x >
x
4. a. Sketch the graph of y = 2x.
b. Solve 2x < 12 .
c. Suppose 0 < a < b and consider the points A(a, 2a) and B(b, 2b) on the graph of
y = 2x. Find the coordinates of the midpoint M of the segment AB.
Explain why
2a b+ a+b

2 >2 2
2
5. a. Sketch the graphs of y = x and y = |x — 5| on the same diagram.
b. Solve |x — 5| > x.
c. For what values of m does mx = |x — 5| have exactly
i. two solutions
ii. no solutions

6. Solve 5x2 — 6x — 3 ≤ |8x|.

Mathematics Learning Centre, University of Sydney 37

4 Polynomials
Many of the functions we have been using so far have been polynomials. In this Chapter
we will study them in more detail.

Definition

A real polynomial, P (x), of degree n is an expression of the form

P (x) = pnxn + pn−1xn−1 + pn−2xn−2 + · · · + p2x2 + p1x + p0
where pn /= 0, p0, p1, ·· ·, pn are real and n is an integer ≥ 0.

All polynomials are defined for all real x and are continuous functions.
We are familiar with the quadratic polynomial, Q(x) = ax2 + bx + c where / a = 0.
This polynomial has degree 2.
√
The function f (x) = x + x is not a polynomial as it has a power which is not an integer
≥ 0 and so does not satisfy the definition.

4.1 Graphs of polynomials and their zeros

4.1.1 Behaviour of polynomials when |x| is large

One piece of information that can be a great help when sketching a polynomial is the
way it behaves for values of x when| x| is large. That is, values of x which are large in
magnitude.
The term of the polynomial with the highest power of x is called the leading or dominant
term. For example, in the polynomial P (x) = x6— 3x4 1, the term x6 is the dominant
term.
When |x |is large, the dominant term determines how the graph behaves as it is so much
larger in magnitude than all the other terms.

How the graph behaves for | | x large depends on the power and coefficient of the
dominant term.
There are four possibilities which we summarise in the following diagrams:

y y

x x

1. Dominant term with even power 2. Dominant term with even power
and positive coefficient, eg y = x2. and negative coefficient, eg Q(x) = —
x2.
Mathematics Learning Centre, University of Sydney 38

y y

x x

3. Dominant term with odd power and 4. Dominant term with odd power and
positive coefficient, eg y = x3. negative coefficient, eg Q(x) = —x3.
This gives us a good start to graphing polynomials. All we need do now is work out what
happens in the middle. In Chapter 5 we will use calculus methods to do this. Here we
will use our knowledge of the roots of polynomials to help complete the picture.

4.1.2 Polynomial equations and their roots

If, for a polynomial P (x), P (k) = 0 then we can say

1. x = k is a root of the equation P (x) = 0.
2. x = k is a zero of P (x).
3. k is an x-intercept of the graph of P (x).

4.1.3 Zeros of the quadratic polynomial

The quadratic polynomial equation Q(x) = ax2 + bx + c = 0 has two roots that may be:
1. real (rational or irrational) and distinct,
2. real (rational or irrational) and equal,
3. complex (not real).
We will illustrate all of these cases with examples, and will show the relationship between
the nature and number of zeros of Q(x) and the x-intercepts (if any) on the graph.

1. Let Q(x) = x2 — 4x + 3.
y
We find the zeros of Q(x) by solving the
equation Q(x) = 0. 3

x2 — 4x + 3 = 0 -

(x — 1)(x — 3) = 1-
0
x
Therefore x = 1 or 3. |
0
|
2 4
The roots are rational (hence real) and –1 -
distinct.
Mathematics Learning Centre, University of Sydney 39

2. Let Q(x) = x2 — 4x 3.
y
Solving the equation Q(x) = 0 we get, x
0 2 4
x2 — 4x — 3 = 0 √
4 ± 16 + 12
x =
√2 –2
Therefore x = 2 ± 7.

The roots are irrational (hence real) and

distinct. –4

–6

3. Let Q(x) = x2 — 4x + 4.
y
Solving the equation Q(x) = 0 we get,

x2 — 4x + 4 = 0
3
(x — 2)2 = 0
Therefore x = 2.

The roots are rational (hence real) 1

and equal. Q(x) = 0 has a repeated or x
dou- ble root at x = 2. 0 2 4

Notice that the graph turns at the dou-

ble root x = 2.

4. Let Q(x) = x2 — 4x + 5.
y
Solving the equation Q(x) = 0 we get,

x2 — 4x + 5 = 0
√ 3
4 ± 16 — 20
x = 2
Therefore x = 2 ± √—4.
1
There are no real roots. In this case the
roots are complex. x
0 2 4

Notice that the graph does not intersect

the x-axis. That is Q(x) > 0 for all real
x. Therefore Q is positive definite.
Mathematics Learning Centre, University of Sydney 40

We have given above four examples of quadratic polynomials to illustrate the relationship
between the zeros of the polynomials and their graphs.
In particular we saw that:
i. if the quadratic polynomial has two real distinct zeros, then the graph of the polyno-
mial cuts the x-axis at two distinct points;

ii. if the quadratic polynomial has a real double (or repeated) zero, then the graph sits
on the x-axis;

iii. if the quadratic polynomial has no real zeros, then the graph does not intersect the
x-axis at all.

So far, we have only considered quadratic polynomials where the coefficient of the
x2 term is positive which gives us a graph which is concave up. If we consider
polynomials Q(x) = ax2 + bx + c where a < 0 then we will have a graph which is
concave down.
For example, the graph of Q(x) = —(x2 — 4x + 4) is the reflection in the x-axis of the
graph of Q(x) = x2 — 4x + 4. (See Chapter 2.)

y y
x
0 2 4

3 –1

1 –3
x
0 2 4

The graph of Q(x) = x2 — 4x + 4. The graph of Q(x) = —(x2 — 4x + 4).

4.1.4 Zeros of cubic polynomials

A real cubic polynomial has an equation of the form

P (x) = ax3 + bx2 + cx + d

where a /= 0, a, b, c and d are real. It has 3 zeros which may be:

i. 3 real distinct zeros;

ii. 3 real zeros, all of which are equal (3 equal zeros);

iii. 3 real zeros, 2 of which are equal;

iv. 1 real zero and 2 complex zeros.

We will illustrate these cases with the following examples:
Mathematics Learning Centre, University of Sydney 41

1. Let Q(x) = 3x3 — 3x.

y
Solving the equation Q(x) = 0 we get:. 1

3x3 — 3x = 0
3x(x — 1)(x + 1) = 0 x
Therefore x = —1 or 0 or 1 –1 0 1

The roots are real (in fact rational) and

distinct. –1

2. Let Q(x) = x3.

y
Solving Q(x) = 0 we get that x3 = 0. 1
We can write this as (x — 0)3 = 0.
So, this equation has three equal real
roots at x = 0. x
–1 0 1

–1

3. Let Q(x) = x3 — x2.

y
Solving the equation Q(x) = 0 we get, 1

x3 — x2 = 0
x2(x — 1) = 0 x
Therefore x = 0 or 1. –1 0 1

The roots are real with a double root at

x = 0 and a single root at x = 1. –1

The graph turns at the double root.

4. Let Q(x) = x3 + x.
y
Solving the equation Q(x) = 0 we get, 1

x3 + x = 0
x(x2 + 1) = 0 x
Therefore x = 0. –1 0 1

There is one real root at x = 0.

x2 + 1 = 0 does not have any real solu- –1
tions.

The graph intersects the x-axis once

only.
Mathematics Learning Centre, University of Sydney 42

Again, in the above examples we have looked only at cubic polynomials where the coeffi-
cient of the x3 term is positive. If we consider the polynomial P — (x) = x3 then the
graph of this polynomial is the reflection of the graph of P (x) = x3 in the x-axis.

y y
1 1

x x
–1 0 1 –1 0 1

–1 –1

The graph of Q(x) = x3. The graph of Q(x) = —x3.

4.2 Polynomials of higher degree

We will write down a few rules that we can use when we have a polynomial of degree ≥ 3.
If P (x) is a real polynomial of degree n then:
1. P (x) = 0 has at most n real roots;

2. if P (x) = 0 has a repeated root with an even power then the graph of P (x) turns at
this repeated root;

3. if P (x) = 0 has a repeated root with an odd power then the graph of P (x) has a
horizontal point of inflection at this repeated root.
For example, 1. tells us that if we have a quartic polynomial equation f (x) = 0. Then
we know that f (x) = 0 has ≤ 4 real roots.

— 2)2(x + 1). Notice how the graph

We can illustrate 2. by the sketching f (x) = x(x
sits on the x-axis at x = 2.
y

x
–1 0 1 2

The graph of f (x) = x(x + 1)(x — 2)2.

Mathematics Learning Centre, University of Sydney 43

We illustrate 3. by sketching the graph of f (x) = x(x — 2)3. Notice the horizontal point
of inflection at x = 2.

x
0 1 2 3

The graph of f (x) = x(x — 2)3.

4.3 Exercises
1. Sketch the graphs of the following polynomials if y = P (x) is:
a. x(x + 1)(x — 3)
b. x(x + 1)(3 — x)
c. (x + 1)2(x — 3)
d. (x + 1)(x2 — 4x + 5)

2. The graphs of the following quartic polynomials are sketched below. Match the graph
with the polynomial.
a. y = x4 b. y = x4 — 1 c. y = x4 + 1 d. y = 1 — x4 e. y = (x — 1)4 f. y = (x + 1)4

i. ii. iii.
y y y
2
1

1 1 x
–1 0 1

x x
–1 0 1 0 1 2 –1

iv. v. vi.
y y y
1

1 x 1
–1 0 1

x x
–1 0 1 –1 –2 –1 0
Mathematics Learning Centre, University of Sydney 44

3. Sketch the graphs of the following quartic polynomials if y = C(x) is:

a. x(x — 1)(x + 2)(x + 3)
b. x(x — 1)(x + 2)(3 — x)
c. x2(x — 1)(x — 3)
d. (x + 1)2(x — 3)2
e. (x + 1)3(x — 3)
f. (x + 1)3(3 — x)
g. x(x + 1)(x2 — 4x + 5)
h. x2(x2 — 4x + 5).

4. By sketching the appropriate polynomial, solve:

a. x2 — 4x — 12 < 0
b. (x + 2)(x — 3)(5 — x) > 0
c. (x + 2)2(5 — x) > 0
d. (x + 2)3(5 — x) ≥ 0.

5. For what values of k will P (x) ≥ 0 for all real x if P (x) = x2 — 4x — 12 + k?

6. The diagrams show the graph of y = P (x) where P (x) = a(x — b)(x —
c)d. In each case determine possible values for a, b, c and d.

a. y
b. c. y
y
x 4
2 4 0 x
2 4

2
–2

x
(2,–8)
–4 2 4

d. e. y
f.
y y

x x (0,8)

0 2 4 0 2 4

–5
x
(2,–8) –4 4
(3,–9)

7. The graph of the polynomial y = f (x) is given below. It has a local maximum and
minimum as marked. Use the graph to answer the following questions.
a. State the roots of f (x) = 0.
b. What is the value of the repeated root.
c. For what values of k does the equation f (x) = k have exactly 3 solutions.
Mathematics Learning Centre, University of Sydney 45

d. Solve the inequality f (x) < 0.

e. What is the least possible degree of f (x)?
f. State the value of the constant of f (x).
g. For what values of k is f (x)+ k ≥ 0 for all real x.
y (0.78,3.23)

x
–2 –1 1 2

–10
(–1.28,9.91)

The graph of the polynomial y = f (x)

4.4 Factorising polynomials

So far for the most part, we have looked at polynomials which were already factorised.
In this section we will look at methods which will help us factorise polynomials with
degree
> 2.

4.4.1 Dividing polynomials

Suppose we have two polynomials P (x) and A(x), with the degree of P (x) ≥ the degree
of A(x), and P (x) is divided by A(x). Then
P (x) R(x)
= Q(x)+ ,
A(x) A(x)
where Q(x) is a polynomial called the quotient and R(x) is a polynomial called the
remainder, with the degree of R(x) < degree of A(x).
We can rewrite this as
P (x) = A(x) · Q(x)+ R(x).
For example: If P (x) = 2x3 + 4x + 3 and A(x) = x — 2, then P (x) can be divided by
A(x) as follows:
2x2 + 4x + 12
x — 2 2x3 + 0x2 + 4x
— 3 2x3
4x2
4x2 + 4x — 3
4x2 — 8x
12x — 3
12x — 24
21
Mathematics Learning Centre, University of Sydney 46

The quotient is 2x2 + 4x + 12 and the remainder is 21. We have

2x3 + 4x +3 21
= + 4x + .
x—2 2x2 12+ x—
2
This can be written as

2x3 + 4x — 3 = (x — 2)(2x2 + 4x + 12)+ 21.

Note that the degree of the ”polynomial” 21 is 0.

4.4.2 The Remainder Theorem

If the polynomial f (x) is divided by (x — a) then the remainder is f (a).

Proof:
Following the above, we can write

f (x) = A(x) · Q(x)+ R(x),

where A(x) = (x — a). Since the degree of A(x) is 1, the degree of R(x) is zero. That is,
R(x) = r where r is a constant.

f (x) = (x — a)Q(x)+ r where r is a constant.

f (a) = 0 · Q(a)+ r
= r

So, if f (x) is divided by (x — a) then the remainder is f (a).

Example

Find the remainder when P (x) = 3x4 — x3 + 30x — 1 is divided by a. x + 1, b. 2x — 1.

Solution
a. Using the Remainder Theorem:

Remainder = P (—1)
= 3 — (—1) — 30 — 1
= —27

b.
1
Remainder = P ( )
2
1 1 3 1
=4 3(
) — ( ) + 30( ) —
2 1 2 12
3
= — + 15 — 1
16 1 8
= 14
16
 Mathematics Learning Centre, University of Sydney 47

Example

When the polynomial f (x) is divided by x2 — 4, the remainder is 5x + 6. What is the

remainder when f (x) is divided by (x — 2)?

Solution
Write f (x) = (x2 — 4) · q(x)+ (5x + 6). Then

Remainder = f (2)
= 0 · q(2)+ 16
= 16

A consequence of the Remainder Theorem is the Factor Theorem which we state below.

4.4.3 The Factor Theorem

If x = a is a zero of f (x), that is f (a) = 0, then (x— a) is a factor of f (x) and f (x)
may be written as
f (x) = (x — a)q(x)
for some polynomial q(x).
Also, if (x — a) and (x — b) are factors of f (x) then (x — a)(x — b) is a factor of f (x) and

f (x) = (x — a)(x — b) · Q(x)

for some polynomial Q(x).

Another useful fact about zeros of polynomials is given below for a polynomial of degree
3.

If a (real) polynomial
P (x) = ax3 + bx2 + cx + d,
where a /= 0, a, b, c and d are real, has exactly 3 real zeros α, β and γ, then

P (x) = a(x — α)(x — β)(x — γ) (1)

Furthermore, by expanding the right hand side of (1) and equating coefficients we get:
i.
α + β + γ = —b
a
;
ii.
c
αβ + αγ + βγ =
;
iii. a
αβγ = — d .
a
Mathematics Learning Centre, University of Sydney 48

This result can be extended for polynomials of degree n. We will give the partial result
for n = 4.

If
P (x) = ax4 + bx3 + cx2 + dx + e
is a polynomial of degree 4 with real coefficents, and P (x) has four real zeros α, β, γ and
δ, then
P (x) = a(x — α)(x — β)(x — γ)(x — δ)
and expanding and equating as above gives
e
αβγδ = .
a

If a = 1 and the equation P (x) = 0 has a root which is an integer, then that integer
must be a factor of the constant term. This gives us a place to start when looking for
factors of a polynomial. That is, we look at all the factors of the constant term to see
which ones (if any) are roots of the equation P (x) = 0.

Example

Let f (x) = 4x3 — 8x2 — x +2

a. Factorise f (x).

b. Sketch the graph of y = f (x).

c. Solve f (x) ≥ 0.

Solution

a. Consider the factors of the constant term, 2. We check to see if ±1 and ± 2 are solutions
of the equation f (x) = 0 by substitution. Since f (2) = 0, we know that (x— 2) is a
factor of f (x). We use long division to determine the quotient.

4x2 — 1
x — 2 4x3 — 8x2 — x + 2
4x3 — 8x2
— x +2
— x +2

So,

f (x) = (x — 2)(4x2 — 1)
= (x — 2)(2x — 1)(2x + 1)
Mathematics Learning Centre, University of Sydney 49

b.
y

1
x
–1 0 1 2
–1

–3

The graph of f (x) = 4x3 — 8x2 — x + 2.

c. f (x) ≥ 0 when —2 1 ≤ x ≤2 1 or x ≥ 2.

Example

Show that (x — 2) and (x — 3) are factors of P (x) = x3 — 19x + 30, and hence solve
x3 — 19x + 30 = 0.

Solution

P (2) = 8 — 38 + 30 = 0 and P (3) = 27 — 57 + 30 = 0 so (x — 2) and (x — 3) are both

factors of P (x) and (x — 2)(x — 3) = x2 — 5x + 6 is also a factor of P (x). Long division
of P (x) by x2 — 5x + 6 gives a quotient of (x + 5).

So,
P (x) = x3 — 19x + 30 = (x — 2)(x — 3)(x + 5).

Solving P (x) = 0 we get (x — 2)(x — 3)(x + 5) = 0.

That is, x = 2 or x = 3 or x = —5.

Instead of using long division we could have used the facts that

i. the polynomial cannot have more than three real zeros;

ii. the product of the zeros must be equal to —30.

Let α be the unknown root.

Then 2 · 3 · α = —30, so that α = —5. Therefore the solution of P (x) = x3 — 19x + 30 =

0 is x = 2 or x = 3 or x = —5.
Mathematics Learning Centre, University of Sydney 50

4.5 Exercises
1. When the polynomial P (x) is divided by (x — a)(x b) the quotient is Q(x) and the
remainder is R(x).
a. Explain why R(x) is of the form mx + c where m and c are constants.
b. When a polynomial is divided by (x — 2) and (x — 3), the remainders are 4 and 9
respectively. Find the remainder when the polynomial is divided by x2 — 5x + 6.
c. When P (x) is divided by (x — a) the remainder is a2. Also, P (b) = b2. Find R(x)
when P (x) is divided by (x — a)(x — b).

2. a. Divide the polynomial f (x) = 2x4 + 13x3 + 18x2 + x— 4 by g(x) = x2 + 5x + 2.

Hence write f (x) = g(x)q(x)+ r(x) where q(x) and r(x) are polynomials.
b. Show that f (x) and g(x) have no common zeros. (Hint: Assume that α is a
common zero and show by contradiction that α does not exist.)

3. For the following polynomials,

i. factorise
ii. solve P (x) = 0
iii. sketch the graph of y = P (x).
a. P (x) = x3 — x2 — 10x — 8
b. P (x) = x3 — x2 — 16x — 20
c. P (x) = x3 + 4x2 — 8
d. P (x) = x3 — x2 + x — 6
e. P (x) = 2x3 — 3x2 — 11x +6
Mathematics Learning Centre, University of Sydney 51

5 Solutions to exercises

1.4 Solutions
√
1. a. The domain of f (x) = 9 — x2 is all real x where —3 ≤ x ≤ 3. The range is
all real y such that 0 ≤ y ≤ 3.

b.
y
4

x
–4 –2 0 2 4

√
The graph of f (x) = 9 — x2.

2.

ψ (x + h ) — (x + h)2 +5 — (x2 + 5)
ψ(x) =
h
h x + 2xh + h2 + 5 — x2 — 5
2
=
h
h2 + 2xh
=
h
= h + 2x

3. a. b.
y y
4 4

2 2

x x
0 1 3 5 –2 0 2
√
The graph of y = x — 1. The domain
is all real x ≥ 1 and the range is all The graph of y = |2x|. Its domain is all
real y ≥ 0. real x and range all real y ≥ 0.
Mathematics Learning Centre, University of Sydney 52

c.
y

0
2 4 6 8 x

1
The graph of y = . The domain is all real x /= 4 and the range is all real y = 0.
x−4
/
d.
y
4

x
–2 0 2
–1

The graph of y = |2x| — 1. The domain is all real x, and the range is all real
y ≥ —1.

4. a. The perpendicular distance d from (0, 0) to x + y + k = 0 is d = | √2k |.

b. For t h √e line x+y +√k = 0 to cut the circle in two distinct points d < 2. ie |k| <
√
2 2
or —2 2 < k < 2 2.

5. a. b.
y y
4 2

x
2
–2 0 2

x
–2 0 2 –2

The graph of y = ( 1 )x.

2
The graph of y2 = x2.
6. y2 = x3 is not a function.
Mathematics Learning Centre, University of Sydney 53

7. a. b.
y y
2 2

x x
–2 0 2 –2 0 2

–2 –2
√
The graph of y =— 4 x2. This is a
function with the domain: all real x such The graph of |x | — |y = 0. This is not
that —2 ≤ x ≤ 2 and range: all real y the graph of a| function.
such that —2 ≤ y ≤ 0.

c. d.
y y
2 2

x x
–2 0 2 –2 0 2

–2 –2

The graph of y = x3. This is a function

with the domain: all real x and range: The graph of y = x|x.| This is the graph
all real y. of a function which is not defined at x =
0. Its domain is all real x /= 0, and
range is y = ±1.
e.
y

x
0 2

–2

The graph of |y| = x. This is not the graph of a function.

Mathematics Learning Centre, University of Sydney 54

8.
1 1 2 1
A( ) = (
) +2+ 1
p p ( p )2
1 1
= +2+
p2 1
p2
1
= + 2 + p2
2
p
= A(p)
9. a. The values of x in the interval 0 < x < 4 are not in the domain of the function.
b. x = 1 and x = —1 are not in the domain of the function.
10. a. φ(3) + φ(4) + φ(5) = log(2.5)
b. φ(3) + φ(4) + φ(5) + · · · + φ(n) = log(2n)
11. a. y = 3 when z = 3.
b. i. L(M (x)) = 2(x2 — x)+1
ii. M (L(x)) = 4x2 + 2x
12. a. a = 2, b = 2 so the equations is y = 2x2 — 2.
5
b. a = 5, b = 1 so the equation is y = x2+1 .
13. b.
y

x
–1 0 1

–1

n−1
The graph of |x| + |y| = 1.
14. S(n — 1) =
2n−1
Hence
n n—1
S(n) — S(n — 1) = —
2n +1 2n — 1
n(2n — 1) — (2n + 1)(n — 1)
= (2n — 1)(2n + 1)
2n2 — n — (2n2 — n — 1)
=
(2n — 1)(2n + 1)
1
=
(2n — 1)(2n + 1)
Mathematics Learning Centre, University of Sydney 55

2.8 Solutions
1. a. b.
y y
2 2

1 1

x x
–1 0 1 –1 0 1

The graph of y = x2. 2

The graph of y = x3 .
c. d.
y x y
2
–1 0 1

–1 1

–2 x
–2 –1 0

The graph of y = —x2.

The graph of y = (x + 1)2.
2. a. b.
y y

2 2

0 0 2 4 x
–2 2 x

–2 –2

The graph of y = 1 . 1
x The graph of y = .
x−2
c. d.
y y
2 4

x
0 2
–2 2

–2 x
–2 0 2

The graph of y = −2
.
x 1
The graph of y = x+1 + 2.
Mathematics Learning Centre, University of Sydney 56

3. a. b.
y y
1 4

x
–1 0 1 2

x
–1
–2 0 2

The graph of y = x3.

The graph of y = |x3 — 2|.
c.
y

x
0 2 4

The graph of y = 3 — (x — 1)3.

4. a. b.
y y
4 4

2 2

x x
–2 0 2 0 2 4

The graph of y = | The graph of y = 2|x — 2|.

x|.

c.
y
4

x
–4 –2 0 2 4

The graph of y = 4 — |x|.

Mathematics Learning Centre, University of Sydney 57

5.
a. y
b. y
4 2

x
2
–4 –2 0 2 4

x
0 –2 (0,–2)
–4 –2 2 4

–2 –4

–4 –6

The graph of x2 + y2 = 16.

The graph of x2 + (y + 2)2 = 16.
c. y

(1,3)

x
–4 –2 0 2 4

The graph of (x — 1)2 + (y — 3)2 = 16.

6. a. b.
y y
3 3

x (1,0) x
–3 0 3 –2 0 2 4
√ q
The graph of y = 9 — x2. The graph of y = 9 — (x — 1)2.
c.
y
x
–3 0 3

–3
√
The graph of y = 9 — x2 — 3.
Mathematics Learning Centre, University of Sydney 58

7.
1 1 + (x — 2) x — 1
x — 2 +1 = x— = x—2
2

x
–2 0 2 4

x−1
The graph of y = .
x−2

8.

x
–2 0 2 4

–2

The graph of y = x+1.

x−1

9. a. b.
y y
4 4

2 2

x x
–2 0 2 –2 0 2

The graph of y = |x| + x + 1 The graph of y = |x| + |x — 1|

for —2 ≤ x ≤ 2. for —2 ≤ x ≤ 3.
Mathematics Learning Centre, University of Sydney 59

c. d.
y y
4
4

2
2

x
x –2 0 2
–2 0 2

The graph of y = 2x + 2−x –2

for —2 ≤ x ≤ 2.
The graph of |x — y| = 1 for
—1 ≤ x ≤ 3.

10.

y
4

x
–2 0 2
–1

The graph of f (x) = |x2 — 1|— 1.

11. a. b.
y y

2
x
–3 0 1.5
x
–3 0 1.5
–2

–2

The graph of y = 2f (x). The graph of y = —f (x).

Mathematics Learning Centre, University of Sydney 60

c. d.
y y
2
4

x
–1.5 0 3
2

–2
x
–3 0 2

The graph of y = f (— The graph of y = f (x)+ 4.

x).

e. f.
y y

x
–4 –2 0
x
0 3 4.5
–2

–2

–4

The graph of y = f (x — 3). The graph of y = f (x + 1) — 2.

g. y
h.
y
4
6

2
4

x
–3 0 2
2

The graph of y = |f (x)|.

x
0 2 4

The graph of y = 3 — 2f (x — 3).

Mathematics Learning Centre, University of Sydney 61

12. a. y
b.
y
2
4

x
–2 0 2 4
2

–2
x
–2 0 2

x = —2 and x = 2 are solutions of the x = 1 is a solution of 1

= —1.
x−2
equation |2x| = 4.

c. d.
y y
2

1
1

0 1 x
x
0 1

x = 0 and x = 1 are solutions of the x = 1 is a solution of x2 = x1 .

equation x3 = x2.

13.

a. For x ≥ 2, |x — 2| = x — 2 = 3. Therefore x = 5 is a solution of the inequality.

(Note that x = 5 is indeed ≥ 2.)

For x < 2, |x — 2| = —(x — 2) = —x + 2 = 3. Therefore x = —1 is a solution.

(Note that x = —1 is < 2.)
Mathematics Learning Centre, University of Sydney 62

b.
y
4

x
–2 0 2 4

The points of intersection are (—1, 3) and (5, 3).

Therefore the solutions of |x — 2| = 3 are x = —1 and x = 5.

14. The parabolas intersect at (2, 1).

15.
y

10

(1,7)

x
–5 0 5

y = k intersects the circle at two distinct points when 2 < k < 12.

16.
y

(1,1)
x
0 5 10

–5

4
The point of intersection is (1, 1). Therefore the solution of = 1 is x = 1.
5−x
Mathematics Learning Centre, University of Sydney 63

17.
y

x
–4 –2 0 2 4

The point of intersection is (0, 2). Therefore the solution of |x— 2| = |x + 2| is x = 0.

18. n = —1 or n = 2.

19. a. For x ≥ 4, |x — 4| = x — 4 = 2x when x = —4, but this does not satisfy the
condition of x ≥ 4 so is not a solution.
For x < 4, |x — 4| = —x + 4 = 2x when x = 4 . x = 4 is < 4 so is a solution.
3 3
4
Therefore, x = 3 is a solution of |x — 4| = 2x.
b.
y

(4/3,8/3)
2

x
0 2 4 6

The graph of y = |x — 4| and y = 2x intersect at the point ( 4 , 8 ). So the solution

3 3
of |x — 4| = 2x is x = 34 .

2.11 Solutions
1. a. The domain is all real x, and the range is all real y ≥ —2.
b. i. —2 < x < 0 or x > 2
ii. x < —2 or 0 < x < 2
c. i. k < —2
ii. There is no value of k for which f (x) = k has exactly one solution.
iii. k = 2 or k > 0
Mathematics Learning Centre, University of Sydney 64

iv. k = 0
v. —2 < k < 0
d. y = f (x) is even
2. a. y
b. y

x x
0 0

y = f (x) is even.

y = f (x) is odd.
a. b.
y y

x x
0 0

y = g(x) is even. y = g(x) is odd.

3. a. even b. even c. neither d. odd e. odd

f. even g. even h. neither i. even j. even

4. a.

h(—x) = f (—x) · g(—x)

= f (x) · —g(x)
= —f (x) · g(x)
= —h(x)

Therefore h is odd.
b.

h(—x) = (g(—x))2
= (—(g(x))2
= (g(x))2
= h(x)

Therefore h is even.
Mathematics Learning Centre, University of Sydney 65

c.
f(—x)
h(— x) = g(—x)
f (x)
=
—g(x)
f (x)
= —
g(x)
= —h(x)
Therefore h is odd.
d.

h(—x) = f (—x) · (g(—x))2

= f (x) · (—g(x))2
= f (x) · (g(x))2
= h(x)

Therefore h is even.
5. If f is defined at x = 0

f (0) = f (—0) (since 0 = —0)

= —f (0) (since f is odd)
2f (0) = 0 (adding f (0) to both
sides) Therefore f (0) = 0.

3.2 Solutions

1. a. 2f (—1) + f (2) = 2(1 — (—1))+ (1 — (2)2) = 4 + (—3) = 1.

b. f (a2) = 1 — (a2)2 = 1 — a4 since a2 ≥ 0.
2. You can see from the graph below that there is one solution to f (x) = 2, and that
this solution is at x = —1.

x
–4 –2 2 4

–2
Mathematics Learning Centre, University of Sydney 66

3.
⎧
⎪ 1
for x < 1
⎪⎪
⎨ √x+1
g(x) = 1 — x2 for —1 ≤ x ≤ 1
⎪⎩
—1 for x > 1

4. a. The domain of f is all real x ≥ —2.

y
4

x
–4 –2 2 4

–2

–4

b. The range of f is all real y > —4.

c. i. f (x) = 0 when x = —2 or x = 2.
ii. f (x) = —3 when x = 1.
d. i. f (x) = k has no solutions when k ≤ —4.
ii. f (x) = k has 1 solution when —4 < k < —2 or k > 0.
iii. f (x) = k has 2 solutions when —2 ≤ k ≤ 0.

5. Note that f (0) = 0.

x
–4 –2 2 4

–2
Mathematics Learning Centre, University of Sydney 67

6. The domain of g is all real x, x /= —2.

y
4

x
–4 –2 2 4

–2

The range of g is all real y < 0 or y ≥ 2.

7. Note that there may be more than one correct solution.
a. Defining f as ⎧
⎪ x + 6 for x ≤ —3
⎪⎪⎨
—x for —3 < x <
f (x) = 0x for 0 ≤ x ≤ 3
⎪
⎪ ⎪⎩
—x + 6 for x > 3
gives a function describing the McMaths burgers’ logo using 4 pieces.
b. Defining f as
⎧
⎪ x+6 for x ≤ —3
⎪⎪
⎨
f (x) = |x| for —3 < x < 3
⎪⎩
—x + 6 for x ≥ 3

gives a function describing the McMaths burgers’ logo using 3 pieces.

c. Defining f as
⎧
⎪⎨
f (x 3 — |x + 3| for x ≤ 0
) = ⎪⎩
3 — |x — 3| for x > 0
gives a function describing the McMaths burgers’ logo using 2 pieces.
8. a. Here a = 1, b = —4, c = 2 and d = —4. So,
⎧
⎪⎨x2
— 4 for 0 < x ≤ 2
f (x) =
⎪⎩
2x — 4 for x > 2
Mathematics Learning Centre, University of Sydney 68

b. Defining f to be an odd function for all real x, x /= 0, we get

y
4

x
–4 –2 0 2 4

–2

–4

c. We can define f as follows

⎧
⎪⎪ 2x + 4for x < —2
⎪4 — x2 for —2 ≤ x < 0
⎨
f (x) =
2
⎪ x —4 for 0 < x ≤ 2
⎪⎩
2x — 4 for x > 2

3.4 Solutions
1. a. 0 ≤ x ≤ 4
b. —3 < p ≤ 1
c. x < —4 or —3 < x < 3 or x > 4
2. a. The graph of y = 4x(x — 3) is given below
y

x
–4 –2 0 2 4

–5
Mathematics Learning Centre, University of Sydney 69

b. From the graph we see that 4x(x — 3) ≤ 0 when 0 ≤ x ≤ 3.

4
3. a. The graphs y = 5 — x and y = x
intersect at the points (1, 4) and (4, 1).
b. The graphs of y = 5 — x and y = x4
y

–4 –2 0 2 4 x

–5

c. The inequality is satisfied for x < 0 or 1 < x < 4.

4. a. The graph of y = 2x.
y

x
–4 –2 0 2 4

b. 2x < 12when x < —1.

a b
c. The midpoint M of the segment AB has coordinates (a+b , 2 +2 ).
2 2
Since the function y = 2x is concave up, the y-coordinate of M is greater than
f (a+b
2
). So,
2a + 2b a+b
>2 2
2

y B

5 M

A
x
–4 –2 0 2 4
Mathematics Learning Centre, University of Sydney 70

5.
a.
y

(2.5,2.5)
x
–5 0 5 10

b. |x — 5| > x for all x < 2.5.

c. i. mx = |x — 5| has exactly two solutions when 0 < m < 1.
ii. mx = |x — 5| has no solutions when —1 < m < 0.

6. —1 ≤ x ≤ 3

4.3 Solutions

1. a. y
b. y

5
x
–2 0 2
x
–2 0 2
–5

–5

The graph of P (x) = x(x + 1)(x — 3). The graph of P (x) = x(x + 1)(3 — x).
c. d.
y y
x
–2 0 2 5

–5 x
–2 0 2

–10 –5

The graph of P (x) = (x + 1)2(x — The graph of

3). P (x) = (x + 1)(x2 — 4x + 5).

2. a. iv. b. v. c. i. d. iii. e. ii. f. vi.

Mathematics Learning Centre, University of Sydney 71

3. a. b.
y y

5
5

x
–2 0 2 x
–2 0 2

The graph of The graph of

P (x) = x(x — 1)(x + 2)(x + 3). P (x) = x(x — 1)(x + 2)(3 — x).
c. y
d.
y
5 20

x
10
–2 0 2

x
–5 –2 0 2

The graph of P (x) = x2(x — 1)(x — 3). The graph of P (x) = (x + 1)2(x — 3)2.
e. f.
y y
20
20

x
–2 0 2
x
–2 0 2

–20

–20

The graph of P (x) = (x + 1)3(x — 3). The graph of P (x) = (x + 1)3(3 — x).
g. h.
y y
20 20

10 10

x x
–2 0 2 –2 0 2

The graph of The graph of P (x) = x2(x2 — 4x + 5).

P (x) = x(x + 1)(x2 — 4x +
5).
Mathematics Learning Centre, University of Sydney 72

4. a.
y
5
x
–2 0 2 4 6
–5

–15

x2 — 4x — 12 < 0 when —2 < x < 6.

b.
y
10
x
–2 0 2 4 6

–20

(x + 2)(x — 3)(5 — x) > 0 when x < —2 or 3 < x < 5.

c.
y

40

20

x
–2 0 2 4 6

(x + 2)2(5 — x) > 0 when x < 5.

5. x2 — 4x — 12 + k ≥ 0 for all real x when k = 16.
6. a. P (x) = x(x — 4)
b. P (x) = —x(x — 4)
c. P (x) = x2(x — 4)
3
x (x−4)
d. P (x) = 3
e. P (x) = —x(x — 4)2
f. (x+4)(x−4)2
P (x) = 8

7. a. The roots of f (x) = 0 are x = —2, x = 0 and x = 2.

Mathematics Learning Centre, University of Sydney 73

b. x = 2 is the repeated root.

c. The equation f (x) = k has exactly 3 solutions when k = 0 or k = 3.23.
d. f (x) < 0 when —2 < x < 0.
e. The least possible degree of the polynomial f (x) is 4.
f. Since f (0) = 0, the constant in the polynomial is 0.
g. f (x)+ k ≥ 0 for all real x when k ≥ 9.91.

4.5 Solutions
1. a. Since A(x) = (x —
a)(x b) is a polynomial of degree 2, the remainder R(x) must
be a polynomial of degree < 2. So, R(x) is a polynomial of degree
≤ 1. That is,
R(x) = mx + c where m and c are constants. Note that if m = 0 the remainder
is a constant.
b. Let P (x) = (x2 — 5x + 6)Q(x)+ (mx + c) = (x — 2)(x — 3)Q(x)+ (mx + c).
Then

P (2) = (0)(—1)Q(2) + (2m + c)

= 2m + c
= 4

and

P (3) = (1)(0)Q(3) + (3m + c)

= 3m + c
= 9

Solving simultaneously we get that m = 5 and c = —6. So, the remainder is

R(x) = 5x — 6.
c. Let P (x) = (x — a)(x — b)Q(x)+ (mx + c).
Then

P (a) = (0)(a — b)Q(a)+ (ma + c)

= am + c
= a2

and

P (b) = (b — a)(0)Q(b)+ (mb + c)

= bm + c
= b2

Solving simultaneously we get that m = a + b and c = —ab provided a /= b.

So, R(x) = (a + b)x — ab.

2. a.
2x4 + 13x3 + 18x2 + x — 4 = (x2 + 5x + 2)(2x2 + 3x — 1) — 2
Mathematics Learning Centre, University of Sydney 74

b. Let α be a common zero of f (x) and g(x). That is, f (α) = 0 and g(α) = 0.
Then since f (x) = g(x)q(x)+ r(x) we have

f (α) = g(α)q(α)+ r(α)

= (0)q(α)+ r(α) since g(α) = 0
= r(α)
= 0 since f (α) = 0

But, from part b. r(x) = —2 for all values of x, so we have a contradiction.

Therefore, f (x) and g(x) do not have a common zero.
This is an example of a proof by contradiction.

3. a. i. P (x) = x3 — x2 — 10x — 8 = (x + 1)(x + 2)(x — 4)

ii. x = —1, x = —2 and x = 4 are solutions of P (x) = 0.
iii.
y
10
x
–2 0 2 4 6

–20

The graph of P (x) = x3 — x2 — 10x — 8.

b. i. P (x) = x3 — x2 — 16x — 20 = (x + 2)2(x — 5).

ii. x = —2 and x = 5 are solutions of P (x) = 0. x = —2 is a double root.
iii.
y
x
–2 0 2 4 6

–20

–40

The graph of P (x) = x3 — x2 — 16x — 20.

√ √
c. i. P (x) = x3+4x2—8 = (x+2)(x2+2x—4) = (x+2)(x—(—1+ 5))(x—(—1— 5))
√ √
ii. x = —2, x = —1 + 5 and x = —1 — 5 are solutions of P (x) = 0.
Mathematics Learning Centre, University of Sydney 75

iii.
y

x
–2 0 2

–10

The graph o√f P (x) = x3 + 4x2 √— 8.

The zeros are x = —2, x = —1+ 5 and x = —1 — 5.

d. i. P (x) = x3 — x2 + x — 6 = (x 2)(x2 + x + 3). x2 + x + 3 = 0 has no real

solutions. —
ii. x = 2 is the only real solution of P (x) = 0.
iii.
y

x
–2 0 2

–10

The graph of P (x) = x3 — x2 + x 6.

There is only one real zero at x = 2.

e. i. P (x) = 2x3 — 3x2 — 11 + 6 = (x + 2)(x — 3)(2x — 1).

ii. x = —2, x = 12 and x = 3 are solutions of P (x) = 0.
iii.
y

10

x
–2 0 2

–10

The graph of P (x) = 2x3 — 3x2 — 11 + 6.

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F +61 2 9351 5797
E [email protected]
sydney.edu.au/mlc

MAtHEMAtICS
LEARNING CENtRE

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