Mathematical Methods Units 3&4

ClassPad activities

Using technology to support mathematics learning

Ian Sheppard
Andrew Pateman
Mathematical Methods Units 3&4 : ClassPad activities
Using technology to support mathematics learning

Published by Hazeldene Publishing

PO Box 374, South Perth, WA, 6151

Email: [email protected]
Internet: http://hazeldenepublishing.net.au

Copyright © Hazeldene Publishing

All rights reserved. Except under the conditions specified in the Copyright Act
1968 of Australia and subsequent amendments, no part of this publication may
be reproduced, stored in a retrieval system or be broadcast or transmitted in any
form or by any means, electronic, mechanical, photocopying, recoding or
otherwise, without the prior written permission of the copyright owner.

This publication makes reference to the Casio ClassPad 400 series of calculators.
This model description is a registered trademark of CASIO Inc.

CASIO ® is a registered trademark of CASIO Inc.

Cover Design: Pamela Bailey

Pbpublishink

Editing: Melissa Klemm

National Library of Australia Cataloguing-in-Publication entry

Author: Sheppard, Ian, author.
Title: Mathematical Methods Units 3&4 : ClassPad activities
Using technology to support mathematics learning / Ian
Sheppard.
ISBN: 978-0-9924361-5-5 (paperback)

Target Audience: For secondary school age.

Subjects: Mathematics--Data processing.
Graphic calculators--Study and teaching (Secondary)
Graphic calculators--Problems, exercises, etc.

Dewey Number: 510.78

 Table of Contents
Introduction ........................................................................................................... 1
Chapter 1 Differential calculus and applications ...................................... 3
Activity 1 A function equal to its gradient .................................................. 4
Activity 2 Differentiating exponential functions ...................................... 11
Activity 3 Route 2.7…e ............................................................................... 15
Activity 4 Growth and decay...................................................................... 19
Activity 5 Differentiating trigonometric functions ................................... 22
Activity 6 The second derivative ............................................................... 26
Activity 7 Graphing functions ................................................................... 31
Activity 8 Composite functions .................................................................. 36
Activity 9 Gradient of composite functions ............................................... 39
Activity 10 Pendulum motion ...................................................................... 43
Activity 11 Comfy chairs .............................................................................. 46
Activity 12 Silos’r’us ..................................................................................... 49
Chapter 2 Integrals ......................................................................................... 54
Activity 13 What might the function be? .................................................... 55
Activity 14 Are we there yet? ....................................................................... 57
Activity 15 The fundamental theorem of calculus ...................................... 66
Activity 16 Integrate .................................................................................... 71
Activity 17 Distance from acceleration ....................................................... 74
Activity 18 Tax time ..................................................................................... 78
Chapter 3 Discrete random variables ......................................................... 83
Activity 19 Rolling dice ................................................................................ 84
Activity 20 Up or down, the Bernoulli distribution .................................... 90
Activity 21 Bernoulli trials .......................................................................... 94
Chapter 4 Logarithms ..................................................................................... 98
Activity 22 What is log? ............................................................................... 99
Activity 23 Log laws ................................................................................... 101
Activity 24 Growth of the WWW ............................................................... 103
Activity 25 Key features of logarithmic functions .................................... 106
Activity 26 Applications of logs ................................................................. 108
Activity 27 Derivative of ln(x) .................................................................... 111
Activity 28 Slope fields ............................................................................... 113
Activity 29 Integral of 1/x .......................................................................... 116
Chapter 5 Continuous random variables ................................................. 119
Activity 30 Uniform distribution ............................................................... 120
Activity 31 Calculating with continuous random variables ..................... 125
Activity 32 Non-uniform continuous random variables ........................... 127
Activity 33 Normal CD ............................................................................... 132
Activity 34 Continuous distributions ........................................................ 136
Chapter 6 Interval estimates ...................................................................... 141
Activity 35 Simulating random samples ................................................... 142
Activity 36 Sample proportions ................................................................. 146
Activity 37 Confidence intervals for proportions ...................................... 152
Chapter 7 Problems....................................................................................... 155
 Activity 38 Looking at limits ..................................................................... 156
Activity 39 Sine of x on x ............................................................................ 161
Activity 40 Modelling motion ..................................................................... 168
Solutions.............................................................................................................. 171
Activity 1 A function equal to its gradient .............................................. 171
Activity 2 Differentiating exponential functions .................................... 173
Activity 3 Route 2.7…e ............................................................................. 174
Activity 4 Growth and decay.................................................................... 175
Activity 5 Differentiating trigonometric functions ................................. 176
Activity 6 The second derivative ............................................................. 178
Activity 7 Graphing functions ................................................................. 180
Activity 8 Composite functions ................................................................ 184
Activity 9 Gradient of composite functions ............................................. 186
Activity 10 Pendulum motion .................................................................... 188
Activity 11 Comfy chairs ............................................................................ 190
Activity 12 Silos’r’us ................................................................................... 192
Activity 13 What might the function be? .................................................. 194
Activity 14 Are we there yet? ..................................................................... 196
Activity 15 The fundamental theorem of calculus .................................... 198
Activity 16 Integrate .................................................................................. 200
Activity 17 Distance from acceleration ..................................................... 202
Activity 18 Tax time ................................................................................... 204
Activity 19 Rolling Dice ............................................................................. 206
Activity 20 Up or down, the Bernoulli distribution .................................. 210
Activity 21 Bernoulli trials ........................................................................ 212
Activity 22 What is log? ............................................................................. 214
Activity 23 Log laws ................................................................................... 215
Activity 24 Growth of the WWW ............................................................... 216
Activity 25 Key features of logarithmic functions .................................... 217
Activity 26 Applications of logs ................................................................. 219
Activity 27 Derivative of ln(x) .................................................................... 220
Activity 28 Slope fields ............................................................................... 221
Activity 29 Integral of 1/x .......................................................................... 222
Activity 30 Uniform distribution ............................................................... 223
Activity 31 Calculating with continuous random variables ..................... 225
Activity 32 Non uniform continuous random variables............................ 226
Activity 33 Normal CD ............................................................................... 228
Activity 34 Continuous distributions ........................................................ 229
Activity 35 Simulating random samples ................................................... 232
Activity 36 Sample proportions ................................................................. 233
Activity 37 Confidence intervals for proportions ...................................... 234
Activity 38 Looking at limits ..................................................................... 235
Activity 39 Sine of x on x ............................................................................ 237
Activity 40 Modelling motion ..................................................................... 238
Introduction
To the student
This book comprises a series of activities which are designed to facilitate
learning the mathematics of the Mathematical Methods Units 3 & 4 course
through the use of CAS technology as implemented on the ClassPad. The
activities cover neither the whole course, nor are they restricted to purely course
material.

Activities beyond the course content can assist you to solve problems within the
course while also increasing your ability to explore broader mathematical
questions. The Problems chapter in particular has activities to help explore the
course content in more challenging situations. This book is about mathematics
with detailed instructions on how the technology can be used.

The activities vary in the time needed to complete them. Some are primarily
concerned with how to perform a particular technique within a ClassPad
application, and some use the ClassPad output as the starting point. In others,
the ClassPad is only a small part of the activity.

The activities are arranged into chapters matching the topics outlined in the
Australian Curriculum. Within each topic the activities reflect a possible
sequence of learning related to that topic. Many activities can be used as a
precursor to formal teaching of the concept thereby encouraging a sense-making
approach.

Each activity has an aim, linked to curriculum documents, the activity itself and
usually a section of Learning notes. Fully worked solutions are provided at the
end of the text. The Learning notes are intended to help with the understanding
of concepts, provide more detail or help with instructions for ClassPad use,
provide additional explanations or point to interesting further explorations. As
the course progresses more assumptions are made about the skills you have
developed and so the instructions become briefer. Where more detailed
instructions are required on ClassPad use, it will often be in the Learning notes
rather than in the text of the investigation.

Knowing when ClassPad use is quicker or more efficient becomes easier the more
experience you have. Working through the activities will help you appreciate
when use of ClassPad is more efficient.

What CAS enables us to do is to focus more on what to do rather than how to do

it. For example, in a modelling situation we may come across awkward functions
that we may not have the tools to deal with by traditional methods. Often,
however, CAS enables you to get an answer so you then evaluate whether the
result makes sense in the problem and thus demonstrate your understanding of
the mathematics.

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A lot of detail has been provided in the ClassPad instructions. However, it is
impractical to cover all possible arrangements and settings. These activities were
written for the ClassPad 400 series.

In the instructions:

• Press refers to a key on the ClassPad;

• Select and/or [ ] refers to a menu option, e.g.
[Action | Transformation | expand]: The
Action menu is at the top of the screen.
Transformation is one of the options with
expand an option in the submenu.

It is advisable to:

• check the settings such as Standard or Decimal, angles are in degrees, …

Being familiar with options can save time;
• become familiar with the soft keyboard and where to find commands;
• clear previous working, [File |New] and [Edit |Clear All] may be helpful;
and
• know how to clear variables and functions from Memory manager. If
variables are stored from previous work that may lead to unexpected
results. In particular if a variable has been used to define a function it is
not cleared when clearing all variables.

The authors have mainly used the activities in class as an introduction to a topic
or concept. During these periods we encourage students to talk and help each
other. When students ask for help we can often best support them by asking
questions like “Have you checked the Learning notes?” and “What do you think
this means?”. Students are then able to work things out for themselves and more
able to transfer the skills and concepts to new situations, a wonderful attribute
when confronted with something novel in an assessment.

We hope you find these materials helpful, rewarding and of interest.

Ian Sheppard and Andrew Pateman

2 © Hazeldene publishing 2015

Chapter 1 Differential calculus and applications

ClassPad
Actvity Key concepts
applications
A function equal to Graph&Table Explore and define a function
its gradient Main that has itself as its derivative
Spreadsheet
Sequence
Differentiating Spreadsheet Differentiate a x and establish
exponential Main ah − 1
functions the limit lim
h →0 h
Route 2.7…e Main Investigate continuously
Financial compounding interest, define e
as a limit and connect to
continuous growth
Growth and decay Statistics Model growth and decay
Main situations using exponential
functions
Differentiating Graph&Table Investigate the derivative of
trigonometric Main the sine and cosine functions
functions
The second Main Use CAS and the second
derivative derivative test to determine
nature of stationary points
Graphing functions Graph&Table Use calculus to determine key
Main features of graphs
Composite functions Graph&Table Explore the composition of
Main functions and associated
domains and ranges
Gradient of Main Verify the chain rule
composite functions
Pendulum motion Statistics Model periodic motion with
Main trigonometric functions
Comfy chairs Main Optimisation with calculus
Silos’r’us Main Use calculus to optimise
Spreadsheet dimensions of a silo for
minimum cost

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 Activity 1 A function equal to its gradient

Aim: Explore and define a function that has itself as its derivative.

Is there a function where the value of the gradient is the same as the y-value
throughout the domain? This will be explored graphically, numerically and
algebraically in this activity.
Setup
• Open Graph&Table from the m
• Tap O
• Select Graph Format
• Tick the Derivative/Slope check box
• Tap Set

Enter the function y = 2x

• Enter the function as shown
(Use the keyboard as required)

Adjust the Table Input values

• Tap 8
• Set values as shown and tap OK.
• Tap # to display the table.

1. Numerically
a) Complete the table of values, rounded to 4 significant figures.
x –2 –1 0 1 2 3 4
y = 2x
dy
dx
b) What do you notice about the values of the derivative compared to the
y-values?

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2. Graphically
a) Graph y = 2x and its derivative.

Draw graph and derivative

• In Graph and Table add the
derivative function as shown.
(You can use the soft keyboard
9 tab to access the derivative
template ] and 0 tab for y)
• Tap $

Sketch both graphs on this grid.

b) What do you notice about the shape and vertical location of the
derivative function compared to y = 2x ?

c) Change y = 2x to y = 3x .
What do you notice about the shape and vertical location of the
derivative function compared to y = 3x ?

d) Suggest a value for a in y = a x where the function and its derivative

are closer together.

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3. Build the spreadsheet.
The spreadsheet will be used to help look for a function with itself as
derivative.
Define function in Main
• Store 2 as a
• Select [Interactive | Define]
Set f(x)=a^x
• Check that your function is working, e.g.
check that f(3)=8
• Open the Spreadsheet by selecting Q
from the pull down menu
Main and Spreadsheet will both be
displayed
Build spreadsheet
Duplicate the spreadsheet as shown.
(See Learning notes for detailed instructions)
Formulae:
• A3: =A2+1
• B2: =f(A2)
• C2: =diff(f(x),x,1,A2)
• Fill down columns A, B and C
Save spreadsheet. (to use in a later activity)
• Select [File | Save]
• Enter a name like powers and tap Save

Graph derivative
• Select F from the graph pull-down menu

• Highlight cells C5 to C12

• Tap F to draw the graph

Equation of derivative
• In the graph window select
[Calc | Regression | abExponential Reg]
Or select and tap \
• Record the equation

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 Change the value of a and repeat
• Close the regression window
• Edit the value in Main
• Press E
Recalculate equation of gradient function
• Tap in the spreadsheet window
• Select [File | Recalculate]
• Highlight cells C5:C12
• Draw the graph
• Determine equation of the gradient
function

Repeat with other values of a aiming to get closer to a function that has
derivative values the same. Record your results in the table below.

Equation of derivative
a Function y = a x
(using abExponential regression)
2 y = 2x y = 0.6931 × 2 x

4. Algebraically

x2 x3 x4 x5
Consider f ( x ) = 1 + x + + + + + ... where 5 ! = 5 × 4 × 3 × 2 × 1
2! 3! 4! 5!
a) Calculate the first five terms of f '( x ) .

b) Calculate f (1) and f '(1) based on the first five terms using the
sequence application.
Sum the terms
• Open Sequence App
• Select [Type | an+1Type a0]
• Select [n,an | an]
• Press /
• Select [n an | n] then enter + 1
• Set a0 to 1, as shown

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 • Tap 8 to set values to display from
0 to 20
• Select [♦ | Σdisplay]
Ensure it is On
• Tap # to display table
• Tap r to see more of the table

c) After how many terms does the displayed value stop changing? Make
sure you check the number as displayed at the bottom of the screen
(i.e. 14 d.p.).

d) What is this value?

Copy the value, return to M and store this value as a.

Rerun the spreadsheet
• Tap G to copy the number
or [Edit | Copy]
• Tap M
• Paste the new value and store as a
(Use [Edit | Paste]) and press E
• Open Graph&Table
• Alter function f(x) to a^x
• Open the spreadsheet, recalculate, draw
the graph and do the regression

e) Redraw the graphs. What do you notice?

f) Use your spreadsheet and the abExponential regression to determine

the equation of the derivative function.

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Learning Notes
This actvity is unusual in that so many ClassPad applications are being used
with links between them. Being flexible and using the appropriate tool can make
your work faster.

Detailed instructions for building the spreadsheet:

Enter column headings
• Open the Spreadsheet application
• Select [File | New]
Enter headings
Use the k
• Tap in cell A1, enter x and tap s or press e
• Tap in cell B1, enter f(x) and tap s
• Tap in cell C1, enter f ′(x) and tap s

Enter x-values
• Tap in cell A2, enter –2 and tap s
• Tap in cell A3, enter =A2+1 and tap s
starting the entry with = indicates a formula. In
this case it is one more than the cell above.
• Tap in cell A3 again
• Select [Edit | Fill | Fill Range] and complete
dialogue box as shown.
The colon (:) and capital letters are available at
the top of the screen.
Enter function values
• Tap in cell B2, enter =f(A2) and tap s
f(x) was already defined in Main as f ( x ) = ax .
This command should calculate f (−2) as –2 is in
cell A2.
• Tap in cell B2 again
• Select [Edit | Fill | Fill Range]
• Fill the Range B2:B125
Enter derivative or gradient function values
• Tap in cell C2, enter =diff(f(x),x,1,A2) and tap s
Use the soft keyboard 0 to enter text and
9 for the derivative
• Tap in cell C2 again
• Select [Edit | Fill | Fill Range]
• Fill the Range C2:C125

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In Q4 the factorial symbol is used. n ! = n(n − 1)(n − 2)...1 i.e. it is defined for
positive integers and is the product of each integer between n and 1 inclusive.
xn
The question requires differentiating expressions of the form .
n!
For example,
d  x7  x6
  = 7
dx  7!  7!
7x 6
=
7 × 6 × 5 × 4 × 3 × 2 ×1
x6
=
6 × 5 × 4 × 3 × 2 ×1
x6
=
6!
Using CAS
• Press k 9 tab for ] template
• ! is available in the a menu

As a result of this activity you should know that

dy
• there is a function with itself as derivative i.e. = y.
dx
• this is an exponential function
d x
• e = ex
dx
1 1 1 1 1
• e = 1 + + + + + + ...
1 2! 3! 4! 5!
• e ≈ 2.718281

The number e is sometimes called Euler's number after the Swiss mathematician
Leonhard Euler.
The number e is of eminent importance in mathematics, alongside 0, 1, π and i.
Like the constant π, e is irrational and it is transcendental. The numerical value
of e truncated to 50 decimal places is
2.71828182845904523536028747135266249775724709369995

10 © Hazeldene publishing 2015

 Activity 2 Differentiating exponential functions

Aim: Differentiate a x from first principles and establish an important limit.

You may have been exposed to the first principles definition of differentiation in
previous work.
dy f ( x + h) − f ( x )
In general, for a function y = f ( x ) , the derivative = lim
dx h →0 h

Consider the function f ( x ) = a x .

1. For each step of the working below give a brief description or justification.
Working Justification
a x +h − a x
f '( x ) = lim
h →0 h
a x .a h − a x
= lim
h →0 h
ah − 1
= a x lim
h →0 h

d
The working in Q1 establishes the fact that
dx
( )
a x = ka x , i.e. the derivative is a
scalar multiple of the function itself. The multiplier, k, is the value of the limit
ah − 1
lim . The next step is to investigate the value of this limit for different
h →0 h
values of a.

ah − 1
2. Consider the limit: lim
h →0 h

ah − 1
a) Explain why the expression is undefined at h = 0 regardless of
h
the value of a.

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 b) By evaluating the expression at values of h very close to zero, an
estimation of the value of the limit can be established. Create the
spreadsheet below to investigate the value of the limit for different
values of a.
Create the spreadsheet
• Open Spreadsheet application
• Duplicate the headings and Column
A as shown
Formulae
• In cell B4 enter the formula
=$B$1^A4 – 1
Fill the formula down to B9
• In cell C4 enter the formula =B4/A4
Fill the formula down to C9

Detailed instructions are included in the

Learning notes

Change the value of a and hence estimate the value of the limit
ah − 1
lim for the given values of a.
h →0 h
ah − 1
a Estimate of lim
h →0 h
2

2.6

2.7

2.8

2.71828

c) Explain the significance of the last row in the table above given the
d x ah − 1
first principles derivative
dx
( )
a = a x lim
h →0 h
.

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3. Use CAS to confirm limits
Evaluate limits
• Open Main
• Ensure calculator is in Decimal mode
• Store a value for a
• Press k
• Tap 9
• Tap ;
• Complete the limit calculation

a) Evaluate the limits below by changing the value stored as a.

3h − 1
(i) lim
h →0 h

2.7h − 1
(ii) lim
h →0 h

2.718h − 1
(iii) lim
h →0 h

ah − 1
b) Solve the equation for a: lim =1
h →0 h
(i) With calculator in Decimal mode

(ii) With calculator in Standard mode

d
c) Hence solve the equation for a:
dx
( )
ax = ax

© Hazeldene publishing 2015 13

Learning Notes
In the previous activity you explored the idea of a function that is its own
derivative. This activity looks more formally at this concept by differentiating
the exponential function f ( x ) = a x from first principles. This leads to the limit
ah − 1
lim . The concept of a limit may not be familiar to you. Essentially we are
h →0 h
looking at the behaviour of an expression close to a particular value, in this case
when h is close to zero. The concept of a limit will be developed further in the
activity Looking at limits.

Q2 Detailed instructions for the creation of the spreadsheet

Enter column headings
• Open the Spreadsheet application
• Select [File | New]
Enter headings
Use the k
• Tap in cell A1, enter a and tap s
• Tap in cell B1, enter 2 and tap s
• Tap in cell A3, enter h and tap s
• Tap in cell B3, enter a^h–1 and tap s
• Tap in cell C3, enter ratio and tap s
• Tap in cell A4, enter –0.1 and tap s
• Repeat for other values of h in column A
Calculate a^h-1
• Tap in cell B4, enter =$B$1^A4–1 and tap s
• Tap in cell B4, then [Edit | Fill | Fill Range] and
complete dialogue box as shown.

Note the colon (:), $ and capital letters are

available at the top of the screen

Calculate ratio
• Tap in cell C4, enter =B4/A4 and tap s
• Tap in cell C4
• Select [Edit | Fill |Fill Range]
• Fill the Range C4:C9 as shown

d
The exact derivative of a x ,
dx
( )
a x = ln( a ) ⋅ a x , involves logarithms. These will be
covered in Chapter 4 at which point it should become clear why a = e is the only
solution to the equation in Q3c).

14 © Hazeldene publishing 2015

 Activity 3 Route 2.7…e

Aim: Investigate continuously compounding interest, define e as a limit and

connect to continuous growth.

Compound interest
When money is invested in a bank
account, interest is paid by the bank,
most commonly using compound
interest – that is, interest is added to
the account which increases the
balance. In this way, interest is
calculated on an increasing balance
over time. The frequency with which
the compound interest is calculated
varies.

Consider the following situation:

A $10 000 lump sum is invested in an account paying 10% per annum (p.a.)
compound interest for one year.

1. Determine the value of the investment after one year assuming interest is
compounded yearly.

2. Determine the value of the investment after one year assuming interest is
compounded biannually.
Note that the 10% p.a. becomes 5% for each six month period.

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Investigate what happens when interest is compounded more frequently.
You may like to use the Financial application (see Learning notes)
or the formula
Where,
nt
A = amount in account at the end of the time period
 r P = principal (initial amount invested)
A = P 1 + 
 n r = interest rate per annum, as a decimal
n = number of times interest is compounded per year
t = number of years over which money is invested.
3. Complete the table
Compounding period Amount after one year
a) quarterly

b) monthly

c) weekly

d) daily

e) hourly

4. Consider the situation if interest rates were 100% per annum.

Complete the table for an initial investment of $1.
(No rounding, apart from the calculator limits.)
Compounding period Amount after one year
a) yearly

b) biannually

c) quarterly

d) monthly

e) weekly

f) daily

g) hourly

16 © Hazeldene publishing 2015

5. You will notice that the value of the investment with increasingly frequent
compounding is approaching an upper limit. In Q4 the limit is e, Euler’s
number. Record the value of e to 9 decimal places.
Enter e
• Open Main
• Check ClassPad is in Decimal mode
• Press k
• tap Q the exponential template in the
) menu
• Enter 1 for the exponent
• Press E

6. Evaluate the following limits:

Evaluate limits
• Open Main
• Change from Decimal to Standard mode
• Press k
• Tap 9
• Tap ;
• Complete the entry for desired limit
calculation

n
 1
a) lim 1 + 
n →∞
 n

n
 a
b) lim 1 + 
n →∞
 n

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Learning notes

Euler’s number, e, was present in our compound interest example when the
number of compounds per year became infinite. This represents continuous
growth as compared to a number of discrete increases over time. In fact,
whenever a quantity undergoes continuous exponential growth (or decay) Euler’s
number will be involved.

Use Financial app

• Tap m
• Open Financial app
• Select Compound Interest
• tap Help, it is useful to show the Help
• The screen shot is set up for
1 year
• 10% p.a. interest
• An initial investment of $10 000
• $0 repayment
• And interest calculated 12 times per year
• Tap FV to calculate the final amount
(You can ignore the negative sign)
• Change C/Y and tap FV for a different
compounding period

Q6 Have your calculator in Standard mode to get exact answers.

You may want to [Edit | Clear All Variables] to ensure a is not defined
from the previous activity.

18 © Hazeldene publishing 2015

 Activity 4 Growth and decay

Aim: Model growth and decay situations using exponential functions.

Free jabs to fight disease outbreak

The State Government will fund a free whooping cough
vaccine for parents of newborn babies in a bid to
control the biggest outbreak of the potentially fatal
infection since 2004.
Excerpt from The West Australian 18/01/2011

Pertussis (commonly known as whooping cough) is an airborne, highly

contagious bacterial disease. In Western Australia, the Department of Health
record and publish data on suspected cases of communicable diseases, including
Pertussis. The recorded cases for the state over a number of years is shown in
the table below.
Source:
http://www.health.wa.gov.au/diseasewatch/vol16_issue3/review_of_notifiable_diseases_2011_table1.cfm

Year Pertussis notifications in WA by year

2007 134
2008 467
2009 786
2010 1458
2011 4021

1. Assume t = 0 corresponds to 2007, t = 1 corresponds to 2008 and so on.

Enter the data into the Statistics application and determine an exponential
equation of best fit of the form P = P0 e kt .

2. Differentiate the equation from Q1 and show that it satisfies the

dP
differential equation = kP .
dt

© Hazeldene publishing 2015 19

3. Explain the meaning of the k value in terms of the rate of growth of the
number of notifications of Pertussis.

4. Use your model to predict the number of notifications of Pertussis in WA

in 2012.

5. In which year is the number of notifications expected to first exceed 20 000?

6. Explain the limitations of the exponential model for predicting future

values.

Half-life
Radioactive decay is the loss of energy by an unstable atomic nucleus. The
number of unstable nuclei of a radioactive substance remaining at some point in
time can be modelled using an exponential function of the form A = A0 e λt where
λ is the decay constant and λ<0, and A0 is the initial amount present. The half-
life is the amount of time required for half of an amount of a radioactive
substance to decay.

7. A radioactive substance with a half-life of 60.5 days has been decaying for
10 days. Currently 150g of the substance remains. Determine how much of
the substance was present initially.

20 © Hazeldene publishing 2015

Learning notes
Q1 The screen shots below indicate the process of obtaining the equation of best
fit.

“Copy Formula” is optional, but it inserts the equation into the Graph and Table
app which is more functional than working with the graph in the Statistics app.
It also allows the use of the formula in the Main screen which can be useful for
future value predictions. Simply type y1(x) to recall the function.

dP
Q3 The differential equation = kP indicates that the population’s
dt
instantaneous rate of change is proportional to the size of the
population at that instant. Real life examples of this type of growth/decay are
numerous and you are encouraged to research further.

Q7 Hint: Use the half-life information to determine the decay constant λ before
proceeding.

© Hazeldene publishing 2015 21

 Activity 5 Differentiating trigonometric functions

Aim: Investigate the derivative of the sine and cosine functions.

Set up
• Select [ O | Graph Format] and ensure
Derivative/Slope is checked
• Tap Set
Graph y=sin(x)
• Open Graph&Table app
• Ensure your calculator is in radian mode
• Enter the function
• Tap $ to draw the graph
• Select [Zoom | Quick | Quick Trig] for a nice
view window

1. Consider the graph of y = sin( x ) .

a) Explain why the gradient function graph should be periodic.

b) What would be the period of the graph of the gradient function?

c) Where on the graph of y = sin( x ) is the gradient zero?

d) Sketch a picture of what the gradient function for y = sin( x ) should

look like in the space below.

22 © Hazeldene publishing 2015

2. The graph of y = sin( x ) is shown below.

a) Use the Trace feature to determine the gradient of the curve at various
points along the curve. Plot these on the derivative axes below and
hence sketch a curve to represent the derivative of y = sin( x ) .

b) Suggest a function for the derivative graph.

3. Repeat Q2 for the graph of y = cos(x ) .

© Hazeldene publishing 2015 23

 dy f ( x + h) − f ( x )
We can use the first principles definition of a derivative, = lim
dx h → 0 h
to differentiate y = sin( x ) .

4. For each step of the working below give a brief description or justification.
Working Justification
sin( x + h) − sin( x )
f '( x ) = lim
h →0 h

sin( x ) cos(h) + cos( x )sin(h) − sin( x )

= lim
h →0 h

sin( x ) cos(h) − sin( x ) cos( x )sin(h)

= lim + lim
h →0 h h → 0 h

cos(h) − 1 sin(h)
= sin( x ) lim + cos( x ) lim
h →0 h h → 0 h

To proceed, we need to evaluate the two limits. This would be a sensible

time to complete the two activities Looking at limits and Sine of x on x.
Alternatively, you can evaluate the limits using the limit template ; in
Main, then complete the final line of working.
See Learning Notes for details.

5. Differentiate y = cos(x ) from first principles.

24 © Hazeldene publishing 2015

Learning notes

Q4 Whilst the limits can be evaluated using CAS, you are encouraged to
complete the two activities Looking at limits and Sine of x on x to appreciate the
numerical and geometrical arguments that help with the understanding behind
them.

Evaluate limits
• Open Main
• Press k
• Tap 9
• Tap ;
• Complete the limit calculation

© Hazeldene publishing 2015 25

 Activity 6 The second derivative

Aim: Use CAS and the second derivative test to determine the nature of
stationary points.

x5 2x 3
1. Consider the graph of y = f ( x ) where f ( x ) = − x4 + + 2x 2 − 3x + 1 .
5 3
dy d2 y
Use ClassPad to display a table of values for y, and when
dx dx 2
−3 ≤ x ≤ 4 .
Set up
• Tap O select Graph Format
• Untick Derivative/Slope
• Tap Special tab
• Set Cell Width Pattern to 4 cells

Define the functions

x5 2x 3
• Set y1 to − x4 + + 2x 2 − 3x + 1 i.e. f (x )
5 3
• Set y2 to f '( x ) and y3 to f ''(x )
• Open the k9 tab
• Tap ] for the derivative template
• Tap 0 to enter y and x
• I to return to other keyboard menus

Set table input

• Tap 8 to access the Table Input window. Set
values as shown and tap OK
• Tap # to display the table
You may like to switch to full screen (tap r)
to make it easier to see the values

26 © Hazeldene publishing 2015

 a) Determine approximate x-values for when either
f ( x ) = 0, f '( x ) = 0 or f ''( x ) = 0 and record these x-values in the table
below. Also calculate and record approximate values for the function,
the derivative and the second derivative at these points.
x f (x ) f '( x ) f ''(x )

b) Draw a sign diagram for f (x )

c) Draw a sign diagram for f '( x )

d) Draw a sign diagram for f ''(x )

© Hazeldene publishing 2015 27

 e) Sketch the graph of y = f ( x ) .
Show the x-intercepts and stationary points and any points of
inflection.

Note: Plotting key features first is useful for transcribing graphs from
technology to paper.

2. Choose one of each alternative function/gradient and

increasing/decreasing/indeterminate to make true statements. Put lines
through the inappropriate words.
For the function y = f ( x ) , if:
a) f '( x ) > 0 the function/gradient is increasing/decreasing/indeterminate.
b) f '( x ) = 0 the function/gradient is increasing/decreasing/indeterminate.
c) f '(x ) < 0 the function/gradient is increasing/decreasing/indeterminate.
d) f ''(x ) > 0 the function/gradient is increasing/decreasing/indeterminate.
e) f ''(x ) < 0 the function/gradient is increasing/decreasing/ indeterminate.
f) f ''(x ) = 0 the function/gradient is increasing/decreasing/ indeterminate.

28 © Hazeldene publishing 2015

3. In each cell of the table draw all curve segments (drawn below) that could
fit the given conditions.
f ''( x ) > 0 f ''( x ) < 0 f ''( x ) = 0

f '( x ) > 0

f '( x ) = 0

f '( x ) < 0

© Hazeldene publishing 2015 29

Learning notes
Q1 a) You can use approximate values according to your table. Look for
changes in sign (from positive to negative or vice versa) in a column that will
indicate a zero has occurred. If you want more precise values, you could use CAS
to solve (for example y1( x ) = 0 for roots).

Sign diagrams indicate whether the quantity is positive or negative. The

quantity, for example a function may change at an intercept or vertical
asymptote, i.e. where the quantity is 0 or undefined.

To draw a sign diagram, first determine the critical values, points where the
quantity is 0 or undefined. Then consider whether the quantity is positive or
negative in between these values.

Another way of thinking about sign diagrams is to look at the graph and if it is
above the axis put a +, if below put a –.
To locate non-integral critical values more accurately (not required for this
activity) use [Analysis | G-Solve | Root]. It is also easier if just one function is
drawn at the time.

Q2. For this question use the definition of a strictly increasing function: a
function where the gradient is greater than 0 and a strictly decreasing function
is one where the gradient is less than 0. For many the term increasing function
means the gradient is not negative.
Interpret indeterminate as neither strictly increasing, nor strictly decreasing or
unknown.

Q3. Use your answer to Q2 to help.

Note: when both the first and second derivatives are zero at a point we don’t
know whether the gradient is increasing or decreasing. Use a sign diagram of
f '( x ) to determine the nature of such a stationary point.

30 © Hazeldene publishing 2015

 Activity 7 Graphing functions

Aim: Use calculus to determine key features of graphs.

When drawing graphs of functions, we plot points of interest. While ClassPad

will draw the function for us, in this section of the course it is expected that you
understand how calculus is used to determine stationary points (points where
the gradient is 0) and their nature.
4 4
1. Consider the graph of y = f ( x ) where f ( x ) = x − + .
3 9x
a) Duplicate the CAS working on your ClassPad to determine the
stationary points of the function and their nature.

By-hand solution CAS working

(i) 4 4
y=x+ −
9x 3
dy 4
=1− 2
dx 9x

(ii) dy
=0
dx
4
1− =0
9x 2
9x 2 − 4
 =0
9x 2


(3x + 2 )(3x − 2 ) = 0
9x 2
2
x=±
3

(iii) d2 y 8
2
= 3
dx 9x
2
d y −2
2
= −3 < 0  x = is a local maximum
dx x = −2 3
3

d2 y 2
2
= 3 > 0  x = is a local minimum
dx x = 2 3
3

© Hazeldene publishing 2015 31

 (iv) y x=2 = 0
3

2 
∴ local minimum at  ,0 
3 
−8
y x = −2 =
3 3
 −2 −8 
∴ local maximum at  , 
 3 3 

b) For each of the steps (i) to (iv) describe the reason for that working.
(i)

(ii)

(iii)

(iv)

c) Draw the graph of y = f ( x ) showing key features.

(e.g. stationary points, intercepts and asymptotes)

32 © Hazeldene publishing 2015

2. Draw the graph of each function on the grid provided. Calculate, plot and
label key features of the graphs.
a) y = x 4 − 6 x 3 + 9 x 2 + 4 x − 13

b) y = x sin x , − 2π ≤ x ≤ 2π

© Hazeldene publishing 2015 33

 x3 − 9
c) y=
x2 + 2

d) y = x6 − x4 −1

34 © Hazeldene publishing 2015

Learning notes
The intention in this activity is to use CAS to determine the key features. Being
able to state why you are doing things is valuable in terms of the processes you
want to do when working without the calculator. Using the calculator means
that we can handle a much greater range of functions. The idea that we need to
solve an equation is the focus rather than the mechanics of the calculation.
Use of CAS
An interesting modification to the CAS working in
Q1 a) is to store the result for f '( x ) = 0 as a variable.
The screen shot shows the result being stored as
variable sp.
To evaluate the second derivative at points where the
gradient is 0 instead of retyping or dragging the
answer in we can now refer to the first element of sp
2
as sp[1] i.e. x = − .
3
Now by altering the function definition the working
will recalculate and provide us with the first two
stationary points.

Q1 b) In describing the steps try to summarise with a phrase or sentence, e.g.

Stationary points occur when f '( x ) = 0 .
When sketching a graph that you have displayed using technology:
• Ensure the window is appropriate, i.e. match the calculator window to the
grid provided or adjust the scale to show the features you want.
• Calculate values for the key features.
• Plot the key features.
• Sketch the graph.

Key features of graphs will vary, depending on the function. You may wish to
include:
• intercepts
• stationary points (local maxima, minima and horizontal points of
inflection)
• non-horizontal points of inflection
• asymptotes and behaviour as x → ±∞ .

© Hazeldene publishing 2015 35

 Activity 8 Composite functions

Aim: Investigate composition of functions and associated domains and ranges.

Consider the functions f(x) = 1 and g(x) = x + 1 .

x–3

Define functions
• In M, select [Interactive | Define] to store the
functions
• The functions can then be called upon using the
0 keyboard or by copying and pasting and
changing the input

1. a) Use CAS to evaluate the following:

(i) g (3)

(ii) f (2)

(iii) f ( g (3))

b) Explain the significance of your answers in (ii) and (iii) above.

2. Use CAS to evaluate f ( g ( x )) .

3. a) Use CAS to evaluate g ( f ( x )) .

b) Is the answer to Q3a) as you expected? Manually substitute f ( x ) into

g ( x ) and manipulate to show it is equivalent to your answer to a).

36 © Hazeldene publishing 2015

4. a) Graph each of the functions y = f ( x ) and y = g ( x ) on your ClassPad,
and sketch the graphs on the axes below.

b) State the domain and range of each function.

5. Display the graph of y = f ( g ( x )) and sketch on the axes below. State its
domain and range.

© Hazeldene publishing 2015 37

6. a) Display the graph of y = g ( f ( x )) on your calculator.

b) Investigate the behaviour of the composite function when approaching

x = 3 from the right. (Note: The calculator display may be deceiving!
Use [Analysis | Trace] and type some values slightly larger than 3 to
investigate.)

c) Draw a neat sketch of the graph of y = g( f(x)) . State the associated

domain and range.

d) Display the graph of y = 1 + 1 . How does this graph help explain

x–3
the domain of the graph in Q6 c) ?

38 © Hazeldene publishing 2015

 Activity 9 Gradient of composite functions

Aim: Verify the chain rule. Link the chain rule to composite functions.

Consider the function y = ( x 2 − 3 x + 1 ) .

3
1.
This can be thought of as a composite function, with the inner function a
quadratic and the outer function cubic.

Write out the expansion of ( x 2 − 3x + 1) .

3
a)
(Use ClassPad - [Action |Transformation | expand] )

b) Differentiate this expression.

(diff(ans) )

c) Factorise the result.

(factor(ans))

d) Your answer should have three factors.

What connections can you make between the factors and the original
function?

e) Summarise the result as a conjecture about the derivative of composite

functions.

© Hazeldene publishing 2015 39

2. Test your conjecture with other examples. Fill in the table by
• Making up an example of a composite function
• Using your conjecture from Q1 e) to predict the derivative
• Check this using ClassPad
Composite function Derivative predicted by your Verified on
conjecture. ClassPad,
Yes or No.

3. For each derivative function determine an original function and check your
answer by differentiating (effectively using Guess and Check).

( ) ( 2x + 6 )
3
a) 4 x 2 + 6x − 1

( 6x + 5 ) e 3 x +5 x
2
b)

c) (
cos x 3 − 7 × 3x 2 ) ( )

−2 ( 3x + 4 ) ⋅ 3
−3
d)

1
1 2
( )
−
e) x −4 2 ⋅ 2x
2

f) ( 8x + 24 ) sin ( x 2 + 6x − 1)

40 © Hazeldene publishing 2015

4. Complete the table.
Composite Inner Outer
dy du dy du dy
function function function ×
y = f ( g ( x )) u = g(x ) y = f (u ) du dx du dx dx

1 1 3 3
10 − 3x u −1 − –3
(10 − 3x )
2
10 − 3x u2 u2

1
10 − 3x u2

(x )
3
2
−9

2
−9
ex

sin( x 2 − 9)

e 3 sin x

Verify the table entries using ClassPad

Duplicate the calculations for y = f ( g ( x ) )
in Main.
• Define the two functions
dy
• Calculate
du
du
• Calculate
dx
dy du
• Calculate ×
du dx

• Substitute for u: g(x)

d
• f ( g(x ))
Compare to
dx
For the remaining rows in the table go
back and edit the function definitions.

© Hazeldene publishing 2015 41

EXTENSION
3
5. Use the chain rule (twice) to differentiate 10 −
x2 − 9

Learning notes
It is likely that the results displayed by ClassPad and what you do by hand will
look different. Some algebraic manipulation will be required to check that the
different expressions are the same expression. Using CAS commands like
simplify, expand, factor and combine can be helpful when you are checking
answers.

Q1 will be revision if you are familiar with the chain rule. Try to develop an
intuitive approach to calculating the derivative of composite functions. In Q3
look for the result of using the chain rule.

Q4 You can check your working by simply redefining the functions at the
beginning of the Main screen.

Q5 requires use of the chain rule two times. Perhaps a reason for the name
“chain” rule?

The following argument may help to justify the chain rule.

Δy
The slope of the chord gets closer and closer to the slope of the tangent as the
Δx
dy Δy
chord gets shorter i.e = lim .
dx Δx →0 Δx
For y = f ( g ( x ) ) if we let u = g ( x ) it follows that
Δy Δy Δu
= ×
Δx Δu Δx
Δy  Δy Δu 
and lim = lim  ×
Δx →0 Δx Δx →0 Δu
 Δx 
Δy Δu
= lim × lim (a limit theorem)
Δu →0 Δu Δx →0 Δx

dy du
= ×
du dx

42 © Hazeldene publishing 2015

 Activity 10 Pendulum motion

Aim: Use trigonometric functions to model the motion of a simple pendulum.

The bob of a pendulum is pulled back and

released. It is free to swing back and forth
and its displacement d cm relative to its
equilibrium position at time t seconds after
release is measured and given in the table
below.

t 0 0.25 0.5 0.75 1 1.25

d 10.0 4.5 –6.0 –9.8 –2.8 7.3

1.5 1.75 2 2.25 2.5 2.75 3

9.4 1.1 –8.4 –8.6 0.74 9.3 7.5

Create a model
• Select [O | Basic Format] and change
Number Format to Fix 3
Angle to Radian
• Open the Statistics app
• Enter time values in list1 and displacement in
list2
• Select [Calc | Regression | Sinusoidal Reg]
• Copy formula to y1 for recall in Main

1. a) Write down the sinusoidal

model for the displacement
d cm in terms of the time t
seconds and sketch the graph.

b) Determine the period of the

motion. (Recall that period
2π
T = )
b

c) Predict the displacement of the bob at t = 4 s.

© Hazeldene publishing 2015 43

 d) Hence determine the total distance travelled by the bob in the first
4 seconds.

2. a) Differentiate the displacement equation to determine an equation for

the velocity of the bob at time t seconds.

b) What is the maximum velocity and when does this first occur?

c) What is the displacement of the bob when maximum velocity occurs?

d) What is the displacement of the bob when it is stationary?

3. Determine the displacement of the bob when its acceleration is zero.

EXTENSION
The model developed above in this activity assumes no
friction, hence perpetual motion of the pendulum. In
reality, friction slowly reduces the amplitude until the
pendulum is permanently stationary

We can model the “damping” effect of friction by

multiplying the trigonometric equation by an
exponential decay function. Look at the maximum
displacement decay slightly with each swing shown in
the screenshot.

44 © Hazeldene publishing 2015

 The pendulum maintains a period of ~1.4 seconds, and is released from a
displacement of 10 cm. After 4 complete swings (at t = 5.6 s), the maximum
displacement has reduced to 7.6 cm.

4. The damped motion can be modelled by an equation of the form

kt
d = Ae cos(bt )
a) Explain why:
(i) a cosine function has been chosen for the periodic part of the
equation

(ii) A = 10 cm

(iii) b ≈ 4.5

b) Use the displacement at t = 0 and t = 5.6 to determine a value for k

and hence write down the model for the damped displacement.

c) Hence predict the displacement and velocity of the bob as it

completes its 10th swing.

Learning notes

Q1 b) b is the coefficient of t in the equation.

Q4 b) An exponential decay model for the maximum displacement can be

calculated in Statistics using co-ordinates (0, 10) and (5.6, 7.6). Alternatively,
given we have A = 10, we can solve for k in Main since d = 7.6 when t = 5.6 .

© Hazeldene publishing 2015 45

 Activity 11 Comfy chairs

Aim: Solve optimisation problems using calculus.

1. Comfy chairs have a factory capable of

producing up to 250 chairs per week.
• Suppose x chairs are made and sold each
week and the selling price per chair is
600
set at 240 + dollars.
x
• The cost of materials and labour is
3
42 x + 12 x 2 dollars per week.
• There are also fixed costs of $2400 each
week (rent etc.).

a) What is the domain?

3
b) Show that the manufacturer’s weekly profit is P = −12x 2 + 198 x − 1800

c) Use calculus to determine how many chairs should be made and sold
each week to maximise the profit.

d) What is the maximum weekly profit?

46 © Hazeldene publishing 2015

 e) Sketch a graph of the profit function, showing the features from parts
a) to d).

2. The Deluxe Comfy chair costs more to make and can be sold at a higher
price. For this chair:
• 200 is the maximum number of chairs that can be made in a week;
600
• the selling price is 325 + dollars per chair; and
x
3
• the materials and labour costs are 55 x + 12 x dollars per week, and
2

fixed costs of $2400 remain.

How many chairs should now be made to maximise the profit if Comfy
chairs switch to producing their Deluxe model? Write a full solution.

© Hazeldene publishing 2015 47

Learning notes
Where an approximate solution is required, a graphical approach is appropriate
for optimisation problems. However, this problem asks for the use of calculus.
Using CAS enables you to demonstrate your knowledge of the required steps and
ability to interpret the results in the context of the problem. CAS is particularly
useful when the algebra is complex or beyond our current skills.
To show that you have used calculus in such optimisation problems, your
working should show:
• the function;
• the derivative;
• the equation to be solved to find the stationary points;
• the nature of the stationary points and a justification;
• a consideration of the end points, as the end points could be the
optimum; and
• the answer, stated in the context of the problem.

Q1 is more typical of exam questions in that the method is set out. It is also
possible to do later parts of the problem even if you are unable to establish the
relationships.

For Q2 the CAS solution can be most simply done by editing your working on
ClassPad. Ensure you write out all the steps outlined above in your solution.

48 © Hazeldene publishing 2015

 Activity 12 Silos’r’us

Aim: Use calculus to optimise dimensions of a silo for minimum cost.

Silos’r’us
Sam, the manager of
Silos’r’us, notes that price
per volume is an important
part of the customer’s
decision making. Can he get
the same volume but make it
cheaper?
The picture shows a fertiliser
silo which is cylindrical with
a conical top and bottom.
The cones have an angle
between base and side of 35°.
Source: http://www.ahrens.com.au/products/agri/silos/transportable-silos/fertiliser-silos

Volume formulae Surface area formulae (curved parts)

Cylinder V = π r2h Cylinder A = 2π rh
1 Cone A = π rs
Cone V = π r2h
3
Note: Values in formulae are rounded to three significant figures.
1. Show that:
a) the height of a conical end is h = r tan35°

r
b) the slant height of a conical end is s =
cos35°

© Hazeldene publishing 2015 49

2. Show that the volume of a tank with base radius (r) of 1.7 m and height (y)
of 3.1 m is 35.4 m3 (3 s.f.).

3. Another model has a volume of 15 kL.

a) Calculate the height (y) if the base radius is 1.25 m.

4.77
b) Show that the height y ≈ − 0.467r m.
r2

c) State the domain of the height function in b), i.e. the possible radii of
the silo.

d) Show that surface area of the sides (cylindrical part) is

30 2
−2.93r 2 + m.
r

e) Show that surface area of the top (and bottom) is 3.84r 2 m2.

50 © Hazeldene publishing 2015

 The cost per unit area of the top cover is 50% more than the cost per unit
area of the sides and the cost of the base is double the cost per unit area of
the sides.
 30 
f) Show that the cost of making the tank is C = k  + 10.49r 2  where k
 r 
is the cost per unit area of building the cylindrical sides of the silo.

g) Use calculus to determine the value of r that minimises the cost.

© Hazeldene publishing 2015 51

EXTENSION
4. Sam wants a formula to enable him to calculate the dimensions for any
tank that minimise the cost per unit volume, i.e. a formula for the radius
and height of a tank in terms of V, t and b where
• V is the volume
• t is the ratio of the cost/ unit area of making the top compared to the
sides and
• b is the ratio of the cost / unit area of making the bottom compared to
the sides.
Give Sam the formula and then present a full solution in support.

52 © Hazeldene publishing 2015

Learning notes
Most of the expressions are decimal approximations so it is easier if you put
ClassPad into Decimal mode.
Setup
• Set to Decimal mode.

Set display to 3 significant figures.

• Select [O | Basic Format]
• Choose Sci3
Or
Set display to 3 decimal places.
• Select [O | Basic Format]
• Choose Fix3
The setting can be changed as you work through
the problem.

This activity provides an opportunity to develop proficiency with CAS. While

most of the working can be done using pen and paper methods, using CAS can
enable a greater focus on what you are trying to do with less emphasis on the
manipulations. It is still necessary to interpret the output.
The more complex test questions will often have a similar structure to this
investigation. In order to solve the problem, small steps to establish the
relationship (or formula) are asked first. It is not necessary to justify these
statements in order to move to the next part of the problem and show
understanding and an ability to use the result in later parts.

Q3 c) asks for the domain. The radius and height must both be greater
than 0. Solve the expression for height = 0 to determine the maximum radius.

Q4 asks you to repeat the steps more generally. In a real situation this would be
the problem.

© Hazeldene publishing 2015 53

Chapter 2 Integrals

ClassPad
Activity Key concepts
applications
What might the Main Appreciate integration as the
function be? inverse of differentiation Determine
rules of integration through guess
and check methods
Are we there yet? Spreadsheet Area under the velocity-time graph
Program representing distance travelled
The fundamental Program Approximate areas by summing
theorem of calculus Main rectangles, link to definite integral
Integrate Main Become familiar with the syntax
and options of the integrate
command
Distance from Main Determine velocity and distance
acceleration functions given acceleration
Tax time Main Apply integration concepts in a
Graph&Table novel context

Let ' s
du
Calculus

54 © Hazeldene publishing 2015

 Activity 13 What might the function be?

Aim: Appreciate integration as the inverse of differentiation.

Determine rules of integration through guess and check methods.

1. Complete the list below by differentiating the given function or guessing a

function that will produce the given derivative function

Function Derivative
a) 3

b) 2x + 3

c) x 3 − 3x 2

d) x 3 − 3x 2 + 14.7

e) 3x 2 + 6 x

f) 1 5
x
5
g) x4 + 3

h) e2 x

i) 2e 2 x + 4

j) sin x

k) − sin x

l) (
cos 7x 3 )
m) (
21x 2 sin 7 x 3 )
n) xe x

o) ( x + 1)e x

p) cos5x

q) e 4 x +3

Check your answers by differentiating the left hand column using

ClassPad.

© Hazeldene publishing 2015 55

2. Determine a function that has the derivative shown and passes through the
given point. Check your answers by differentiating and substituting.
Function passes
Function Derivative
through point
a) x3 + 2 (0, 6)

b) ex − 7 (0, –3)

c) 4cos4x (0, –3)

d) e x +2 (–2, 2)

e) 1 − 12
x (9, 2)
2
 2π  π 
f) 6 sin  3x +  9 ,7.3 
 3   

3. Determine all possible functions that have the derivative shown and check
your answers by differentiating.

Function Derivative
a)
xn
b)
ex
c)
sin x
d)
cos x
e)
sin x + 2cos x
f)
( ax + b )
n

g)
eax +b
h) cos ( ax + b )

Learning notes
Since guess and check is the approach, you should check your guesses by
differentiating in Main.

56 © Hazeldene publishing 2015

 Activity 14 Are we there yet?

Aim: Develop the concept of area under the velocity-time graph representing
distance travelled.

1. Menelaus was driving out of the city. He noted his speed (from the
speedometer) at several times. The results are shown in the table below.
a) Plot the results on the graph.

Time Speed
(km/h)
1:00 0
1:05 57
1:10 50
1:15 61
1:20 55
1:25 80
1:30 75
1:40 98
1:50 101
2:00 99

b) Estimate Menelaus’ average speed

c) Estimate the distance Menelaus travels in the hour

(average speed × time)

d) What assumptions (approximations) are you making to arrive at your

estimate of the distance travelled?

© Hazeldene publishing 2015 57

2. This graph might represent another trip.

1
a) Consider the interval 0 to 10 minutes ( hour):
6
(i) What is the distance travelled?

(ii) What is the area under the curve (i.e. the shaded rectangle)?

b) Why are parts i) and ii) the same calculation?

c) Consider the interval 10 to 15 minutes, calculate

(i) the average speed

(ii) the area of the trapezium, i.e the distance travelled

d) Consider one “square” on the grid above. What is the:

(i) width (in hours)?

(ii) height (in km/h)?

(iii) area and what are the units?

e) Calculate the total distance travelled in the hour

58 © Hazeldene publishing 2015

3. What if the velocity–time graph is curved e.g. like in the graph below? An
estimate can be generated by breaking the graph up into segments.
Calculate the area under the graph to determine the total distance
travelled.

a) The velocity is modelled by the equation v(t ) = 100 − 400(t − 0.5)2 .

Define the velocity function in Main

Complete the table by calculating the speed at the beginning of the

time interval, the speed at the end of the time interval, the average
speed over the time interval and the distance travelled.
Time vstart (km/h) vend (km/h) average v distance
(min) (km/h) travelled (km)
1 
0 – 10 v(0) = 0 v   = 55.6 27.8 4.6
6

10 – 20 56

20 – 30

30 – 40

40 – 50

50 – 60

© Hazeldene publishing 2015 59

 b) Duplicate the table in the Spreadsheet app to estimate the total
distance travelled.

Create Spreadsheet
• Open Spreadsheet app
• Put in column headings
• Put 0 in cell A2
• Formulae:
A3: =A2+1/6
B2: =v(A2)
C2: =v(A3)
D2: =(C2+B2)/2×($A$3–$A$2)
• Copy formulae down: columns A to D
• Add total distance
E2: =D2
E3: =E2+D3 and copy down
• Save the spreadsheet

c) With more regions (i.e. thinner intervals) we should get a better

estimate. Modify your spreadsheet and estimate the distance travelled
if there are 10 regions.

d) Describe what is happening to the area (our estimate for the distance
travelled) when the number of intervals increases.

e) Is the actual area more or less than our estimates? Give reasoning to
justify your answer?

EXTENSION
f) Modify your function in Main and then estimate the distance
travelled in the first hour if the velocity is modelled by:
(i) v(t ) = 100(1 − e −2t )

 πt 
(ii) 100sin  
2

Modify the velocity function in Main

Return to the Spreadsheet and recalculate
[File | Recalculate]

60 © Hazeldene publishing 2015

4. To investigate the effect of reducing the width (increasing the number) of
the regions, the ClassPad spreadsheet is not the easiest tool. We are now
going to write a program to make it easier to investigate. If you have access
to the website you can download the program and import it into your
ClassPad.
Setup
• In Main ensure ClassPad is in Decimal
mode
• Define the velocity function
[Interactive | Define]

Open Program app

This is likely to be on the second page of
applications (swipe left on the menu screen)
Open a new file
• Tap O or [Edit | File New]
• Give a name e.g.areaEst
• Tap OK
Enter the program
• Tap P to open the program editor
• Enter the code as shown
You can use the keyboard for everything
but it is less error prone to use the menus
for commands e.g.
[I/O | Clear | ClrText]
[Ctrl | For | For]
• Tap { to save
Run the program
• Tap { to save
• Tap )
• Tap } to run the program

Edit the program

• Tap P to open the program editor

It doesn’t work!
• It is likely you will make a mistake in entering the code. If you can’t
save ClassPad will place the cursor on the line which is problematic.
Check the code, find and correct the error and try to save again.
• If it runs but the output isn’t as expected:
Tap P to return to the edit page, check the code, find and correct the
difference then rerun the program
a) Check that you get the same answers as your spreadsheet.

© Hazeldene publishing 2015 61

 b) Explore what happens as the number of intervals increases
Alter the value of n in the program and run it again. Record your
results in the table:
Number of intervals Total distance

c) Determine the distance travelled accurate to 1 decimal place

d) Use your program to estimate the distance travelled in the intervals

(i) 0 ≤ t ≤ 0.25

(ii) 0.25 ≤ t ≤ 0.5

(iii) 0 ≤ t ≤ 0.5

(iv) 0.25 ≤ t ≤ 0.75

3
400  1 
5. a) Verify that the derivative of s(t ) = 100t − t− is v(t )
3  2 

a) Complete the table of values for s(t )

t 0 0.25 0.5 0.75 1

s( t )

b) How might these values be connected to your answers to Q4 c)?

62 © Hazeldene publishing 2015

6.
a) Use your program to compete the table.
Estimate of distance travelled
Velocity function In first hour In second hour In first two hours

v(t ) = 100(1 − e−2t )

 πt 
v(t ) = 100sin  
2

b) Determine anti-derivatives for the velocity functions

(i) v(t ) = 100(1 − e −2t )

 πt 
(ii) v(t ) = 100sin  
2

c) Calculate the values of the anti-derivatives for t = 0, 1 , 2

Velocity function Anti-derivative t =0 t = 1 t = 2
v(t ) = 100(1 − e−2t )

 πt 
v(t ) = 100sin  
2

d) Explain how these values can be used to determine the distance

travelled in the second hour column of part a).

© Hazeldene publishing 2015 63

Learning notes
It is assumed that you are sufficiently comfortable with creating spreadsheets to
not require detailed instructions.
The screenshot shows a modified spreadsheet that
makes it easier to change the time interval, only cell
A1 needs to be changed
• Insert 2 extra rows
• Enter the width of each region and a label
• Delete column C
• Formulae:
C4: =(B4+B5)/2×$A$1
• Copy formulae down in columns A to D to row 28
• Read the total distance in column D on the row
before the time is 1.

A computer-based spreadsheet works well. It is much easier to extend the

spreadsheet with more rows and adding if statements into the formulas can
improve the presentation. However, you will have to put the full formula into the
cells to calculate the velocity as you are unlikely to be able to define the velocity
function.

About the program:

The program has two main sections:
Code Explanation
Initialisation
ClrText Clears the text window ready for output
Store variables:
6⇒n n – number of regions
0⇒a a – start time
1⇒b b – end time
a⇒t t – current time value
(b–a)/n⇒w width of the region (time)
0⇒area location for storing the distance

Main loop
For 1⇒i To n Start loop i will take values from 1 through to n
(v(t)+v(x+t))/2×w⇒deltaA deltaA is the distance (av speed x time)
area + deltaA⇒area add to area
Print Area display cumulative area
t+w⇒t increment to next time interval
Next end of loop

Once the program is working then modifications can be made. If you have the
opportunity try out the following:

64 © Hazeldene publishing 2015

 Create a new modified program
• Tap P to open the program editor
• [Edit | Select All]
• [Edit | Copy]
• Tap ) to exit the program editor
• Tap O to create a new file with a new name
e.g. areaEst2
• Open the program editor
• [Edit | Paste]
• Adjust the program code as desired
Display calculations as a list
• Remove the ClrTxt and Print commands,
for neatness
New commands are highlighted
• Clear lists 1 to 3
• Store values for time in list1,
area of region in list2 and
running total in list3
• Use approx() to ensure output is a decimal
• DispListEditor – displays the Statistics lists
window where the output is stored.

Introduce parameters
This version reduces the number of lines in the
program. Parameters are used and we can run the
program in Main.

The only output is the total distance displayed at

the end

In this screenshot the program is being run in Main.

The use of parameters means that we can run the
program again with different inputs without
needing to go in and edit the program.

© Hazeldene publishing 2015 65

 Activity 15 The fundamental theorem of calculus

Aim: Approximate areas by summing rectangles, link to definite integral.

This activity builds on the programming done in the previous activity.

1. Enter and save the program shown
You can copy and edit a program from the
previous activity
• Open the program
• Select all the text
• [Edit | Copy]
• Tap O to open a new file
• Name it Areas
• [Edit | Paste]
• And then edit as appropriate

This screenshot shows the program being run in

Main. The use of parameters means that we can
run the program again with different inputs
without needing to go in and edit the program.
When Areas(5,0,1) is executed the output is
displayed in the program output window.
The precise area lies between the two values,
providing the function is increasing (or deceasing)
in the region.

Graph 1 Graph 2

66 © Hazeldene publishing 2015

 a) Charlotte is attempting to justify the value of 0.72 and draws the
rectangles on the graph. Explain how Graph 1 helps explain the value
of 0.72.

b) Draw rectangles on Graph 2 to show what the value of 1.32

represents.
c) Use your program to complete the table

Area under the curve y = 3x 2 ,0 ≤ x ≤ 1

i.e. between the curve, x = 0, x = 1 and the x-axis
Number of intervals Lower bound Upper bound

5 0.72 1.32

10

50

100

1000
(This can take a long
time on your ClassPad)
d) As the number of intervals increases what do you notice about the two
areas?

e) Make a prediction for the precise area under the curve.

2. a) Use your program to predict values for the intervals shown

Area under the curve y = 3x 2
Interval Area
0≤x ≤2

0≤x ≤5

2≤x ≤5

3 ≤ x ≤ 10

−1 ≤ x ≤ 1

© Hazeldene publishing 2015 67

 b) How is the area related to the antiderivative ( x 3 ) of 3x 2 ?

3. Consider the function f ( x ) = 4 x 3 − 2 x − 30, 1 ≤ x ≤ 2

a) Draw the graph on the grid below.

b) Use the graph to explain the calculator output shown.

c) State the area under the graph for the interval 1 ≤ x ≤ 2

d) How does the area relate to the antiderivative of f ( x ) ?

e) Use your program to predict values for the intervals and function
given:
Area under the curve y = 4 x 3 − 2x − 30
Interval Area
0 ≤ x ≤1

0≤x ≤2

0.5 ≤ x ≤ 1.5

68 © Hazeldene publishing 2015

4. Consider the function f ( x ) = 1 + cos x , 0 ≤ x ≤ π

a) Draw the graph on the grid below.

b) Use the graph to explain the calculator output shown.

c) State the area under the graph for the interval 0 ≤ x ≤ π

d) How does the area relate to the antiderivative of f ( x ) ?

5. Consider the function f ( x ) = −2e − x , − 1 ≤ x ≤ 1

a) Draw the graph on the grid below.

b) Use the graph to explain the calculator output shown.

c) State the area under the graph for the interval −1 ≤ x ≤ 1

d) How does the area relate to the antiderivative of f ( x ) ?

© Hazeldene publishing 2015 69

6. Summarise your results by describing how the area is estimated using
“lower” and “upper “ rectangles
Function is
positive or increasing or Area estimate is calculated by
negative decreasing

f (x ) ≥ 0 f '( x ) ≥ 0

f (x ) ≤ 0 f '( x ) ≥ 0

f (x ) ≥ 0 f '( x ) ≤ 0

f (x ) ≤ 0 f '( x ) ≤ 0

Learning notes
Refer to the previous activity to see details on how to write, store and run a
program.
Q3 Edit the function in Main and then rerun the program
To be sure that the area lies between the two values calculated by the program
then the function must be the same sign throughout the interval and either
increasing or decreasing in the interval. If not then split the interval into pieces
where this is the case.
When using CAS, using the absolute value function will ensure the function does
not change sign, i.e. f ( x ) . This technique doesn’t simplify working when using
by-hand methods.

70 © Hazeldene publishing 2015

 Activity 16 Integrate

Aim: Appreciate different ways of accessing ClassPad’s integrate command.

Become familiar with the syntax and options of the integrate command.

1. Set up ClassPad
Setup
• Open Main
• Check ClassPad is in Standard mode
Clear variables
• Select [Edit |Clear All Variables] and tap
OK. (Functions and Lists are not cleared)
• Use Variable Manager to clear functions
and lists. [ O | Variable Manager]
Define functions as shown
• [Interactive | Define]
Enter expressions
• Select [Action | Calculation | ʃ ] for the
integrate command
• Select [Action | Calculation | diff ] for the
differentiate command
a) Enter each of the commands listed in the table and record the
ClassPad output. Where possible explain what the function is doing.
Command Output Explanation
ʃ (f(x))

ʃ (diff(f(x),x))

ʃ (diff(f(x),x,1,3))

ʃ (f(x),x)

ʃ (f(x),x,0,1)

ʃ (f(x),x,0,2)

ʃ (f(x),x,0,r)

ʃ (f(x),x,l,r)

diff(ʃ (f(x),x,0,r),r)

© Hazeldene publishing 2015 71

 b) Summarise the ʃ command and its syntax.

2. Use ClassPad and the interactive menu to calculate each expression in the
table. Record the result in appropriate mathematical notation. Don’t forget
the constant!
Enter expressions
• Select [Interactive | Calculation | ʃ ] for
the integrate command
• Select Definite when required

Command Output

 x dx
3

 g ( x )dx
x
3
+ g ( x )dx

 a(t ) dt
 (  a(t ) dt )dt
10
0
a (t ) dt

10
0
x 3 dx

 d 
  dx g( x )  dx
d
dx
(  g( x )dx )
 g( x
2
− 7.2x ) × 2 × ( 2x − 7.2 ) dx

 25 y
4
− 12 y2 − 1 dy

 g ( f ( x ) )f '( x )dx

72 © Hazeldene publishing 2015

3. Use template to answer the following.

• Press k
• Tap P from the 9tab

2
a) 1
4.68 x dx

12
b) 2
4.68 x dx

12
c) 1
4.68 x dx

2
d)  −2
3 x 3 − 8 x dx

5
e) 0
3 x dx

0
f) 5
3 x dx

( )
5
g) 0
− 3 x dx

1
h) 
2
xe x dx
0

4. State any properties of definite integrals that you have verified by example
in Q3.

Learning notes
In this activity you use different ways of calculating integrals. Most of the time
the template is easiest as it mirrors the notation we use when writing integral
expressions. To calculate an indefinite integral with the template just leave the
limits blank.

© Hazeldene publishing 2015 73

 Activity 17 Distance from acceleration

Aim: Determine velocity and distance functions given acceleration.

1. Constant acceleration
Assume the acceleration of a free falling object on the surface of a planet is
the constant g. An object is thrown upward with a launch velocity of 25 m/s
from a cliff 23 m high.
a) Fill in the table showing the information given. Pay attention to the
direction and signs.

Acceleration

Height at time t = 0

Velocity at t = 0

b) Integrate to determine the velocity function.

c) Integrate again to determine a function for the height at time t.

d) How long will the object take to reach the bottom of the cliff assuming
g = 9.8ms −2 ?

Duplicate by-hand working

• Clear all variables
• Press k

Calculate integral
• Tap P from the 9tab.

74 © Hazeldene publishing 2015

 e) Determine the displacement function for an object moving in a straight
line with initial velocity u and initial position s0 under constant
acceleration a.

2. Variable acceleration
The acceleration of a weight on the end of a spring is given by
a(t ) = 40 sin 2t cms–2 with initial velocity –20 cms–1 and initial displacement
100 cm above the floor.
a) What is v(0) and s(0) ?

b) What is the velocity equation?

c) What is the maximum speed of the weight?

d) What is the displacement equation?

e) What is the velocity when the weight is closest to the ground?

f) Describe the motion.

g) If the initial velocity was –10 cms–1

(i) Determine the new displacement function.

© Hazeldene publishing 2015 75

 (ii) Draw a graph and describe the motion.

3. A model electric vehicle is accelerated along a straight track. The

acceleration decreases over time as a maximum speed is reached. This is
when the resistance forces balance or counteract the force generated by the
motor. If the acceleration is modelled by the equation a (t ) = 360 e −1.2t cms-2
and the vehicle starts from rest at the origin:
a) What are the velocity and displacement functions?

b) What is the vehicle’s top speed?

c) How long does it take for the vehicle to reach 95% of its top speed?
Hint: Draw a graph of the velocity function and use [Analysis |G-Solve
| x-cal/y-cal | x-cal] or use solve in Main.

d) How long will it take the vehicle to reach the end of the 8 m track?

76 © Hazeldene publishing 2015

Learning notes
Newton’s First law of motion can be expressed as a = F . So if the forces on a
m
body of fixed mass are known then so too is the acceleration.
• Using dSolve

© Hazeldene publishing 2015 77

 Activity 18 Tax time

Aim: Determine total change given the rate.

An extract from “Maths in Politics”

“Our tax system is based on the principle of fairness, those who can afford to
pay more should pay more. This proposal uses a “smooth” function to calculate
tax rather than the current steps. Once the threshold has been reached you
pay more of every dollar you earn in tax. Vote for this for a fairer tax system.”

1. The current situation:

Australian income tax scales 2014-2015
Taxable income Tax on this income Marginal rate
0 – $18,200 Nil 0
$18,201 – $37,000 19c for each $1 over $18,200 19%
$37,001 – $80,000 $3,572 plus 32.5c for each $1 over $37,000 32.5%
$80,001 – $180,000 $17,547 plus 37c for each $1 over $80,000 37%
$180,001 and over $54,547 plus 45c for each $1 over $180,000 45%

a) Shade the graph to show the amount of tax due on an income of

$100 000.
b) Define a piece-wise function R ( x ) on ClassPad to calculate the
marginal tax rate on a taxable income of $x and check that the correct
rates are generated.

78 © Hazeldene publishing 2015

 Define function
• Open the - tab on the
k
• Tap } a two piece template
appears, tap }again to add
another piece to the template
• < and ≤ are also available from
the - tab
• Once the template is complete,
select it all and [Edit | Copy]
• [Interactive | Define] and paste
in the template result
• Edit as required

c) Calculate the tax payable on incomes of

Calculate tax
• Calculate the definite integral from 0 to the
taxable income

(i) $20,000
(ii) $40,000
(iii) $100,000

(iv) $180 000

2. Model A
A new model is proposed with the rate increasing linearly from 0% at the
tax free threshold $18 200 up to 45% at $100 000, i.e.
 0 , x ≤ 18200
 x − 18200

RA($x ) =  × 0.45 , 18200 < x ≤ 100000
100000 − 18200
 0.45 , x > 100000

Enter the function and check that the tax rates are correct.
a) Calculate the tax due under this system for the amounts
(i) $20,000
(ii) $40,000
(iii) $100,000

(iv) $180 000

© Hazeldene publishing 2015 79

 b) Which of the incomes from part a) would pay more tax under Model A
than currently (Q1)?

c) Model B
The government decides they lose too much tax under the proposal.
Suppose the tax free threshold is reduced to $15 000 and the
maximum rate of 45% starts at $80 000. Under this proposal which of
the incomes above would pay more tax than currently (Q1)?

3. Model C
A third scenario is suggested where the rate follows a sinusoidal function.
 0 , x ≤ 15000

   π ( x − 45000)  
RC($x ) = 0.225 1 + sin    , 15000 < x ≤ 75000
   60000 
 0.45 , x > 75000

Enter the piecewise function.

a) Calculate the tax due under Model C for the incomes
(i) $20,000
(ii) $40,000
(iii) $100,000

(iv) $180 000

b) Which of the incomes from part a) would pay more tax under Model C
than currently (Q1)?

80 © Hazeldene publishing 2015

A newspaper journalist wants information for an article on the scenarios
outlined in Q2 and Q3. In particular which incomes would benefit and which
would pay more.
4. For the current tax system the piece-wise tax function T(x ) is shown below:

Enter the function into your ClassPad.

a) Between $37000 and $80000 tax due is $3572 plus 37 cents in the
dT
dollar, i.e. = 0.37 and T (37000) = 3572 . Use integration to justify
dx
the piece of the tax function
3572 + 0.325 × ( x − 37000),37000 < x ≤ 80000 .

b) For Model B, Q2 c), determine the piece-wise function Tn(x).

Enter the function in ClassPad.

c) Graph the functions for Tax due currently and under Model B to
determine which incomes will be worse off.

© Hazeldene publishing 2015 81

 d) Determine which income has the greatest saving in tax under Model
B. Hint: you could draw a graph of the difference and then locate a
stationary point.

5.
a) For Model C determine the piece-wise function Tm(x) for the tax due
on a taxable income of $x.

Enter the function in ClassPad.

b) Graph the functions for the current tax due and Model C to determine
which incomes will pay more tax under Model C.

EXTENSION
6. Design a function that is a smooth curve and better fits the current tax
situation.
Explain why your function is better.

82 © Hazeldene publishing 2015

Chapter 3 Discrete random variables

ClassPad
Activity Key concepts
applications
Rolling dice Spreadsheet Simulate dice rolling, describe the
Statistics results graphically and in terms of
central tendency and spread.
Up or down, the Spreadsheet Emulate and understand the
Bernoulli Statistics binomial probability formula.
distribution Main
Bernoulli trials Statistics Use the concept of Bernoulli trials
Main and the binomial theorem to
calculate number of successes and
associated probabilities

© Hazeldene publishing 2015 83

 Activity 19 Rolling dice

Aim: Simulate dice rolling, describe the results graphically and in terms of
central tendency and spread.

1. Simulate 12 rolls of a six-sided die.

Set up Spreadsheet
• Open Spreadsheet app
• Tap in cell A1 enter the formula =rand(1,6)
• Tap in cell A1
• [Edit | Fill | Fill Range] to A12
Draw the graph
• Tap in column A header
• Select c from the pull-down graph menu

Calculate statistics
• Tap in the spreadsheet window
• [Calc | One-Variable] x is the mean
Use σ x for standard deviation

a) Draw a histogram of the

results.
b) On your graph indicate
(i) the mean
(ii) the mean plus one
standard deviation
(iii) the mean minus one
standard deviation

2. Modify your spreadsheet to simulate 200 rolls on a 6-sided die.

a) Draw a histogram of the
results.
b) On your graph indicate
(i) the mean
(ii) the mean plus one
standard deviation
(iii) the mean minus one
standard deviation
c) Comment on any differences
you see between Q1 and this
question.

84 © Hazeldene publishing 2015

3. Explore rolling a six-sided die theoretically.
Define the Random Variable X = {1,2,3,4,5,6} to represent the possible
outcomes from rolling a 6-sided die.
Calculate expected value
• Open Statistics app
• Enter the possible values i.e. 1 to 6 in
list1
• Enter frequency in list 2 (Enter 1 as
each outcome is equally likely)
• [Calc | One-Variable]
• Select list1 for XList
list2 for Freq
• Tap OK (The mean is the expected
value)
Draw the histogram
• Tap G to set graph type
• Make selections as shown and tap Set
• Tap y
• Set HStart to 0.5 and HStep to 1

a) Draw a histogram showing

the uniform distribution.
b) On your graph indicate
(i) the expected value or
mean
(ii) the mean plus one
standard deviation
(iii) the mean minus one
standard deviation

4. Simulate 200 rolls of a pair of 6-sided dice with the random variable being
the sum.
Modify the Spreadsheet formulae
• Tap in cell A1 enter the formula
=rand(1,6) + rand(1,6)
• [Edit | Fill | Fill Range] A1:A200
• [File | Recalculate] to rerun the simulation

© Hazeldene publishing 2015 85

 a) Draw a graph showing the
distribution.
b) On your graph indicate
(i) the mean
(ii) the mean plus one
standard deviation
(iii) the mean minus one
standard deviation

5. Define the Random Variable X = {2,3,4,5,6,7,8,9,10,11,12} to represent the

possible sums from rolling two 6-sided die.

a) Complete the tables for the possible outcomes and their frequencies.
Die 1 Sum Frequency
1 2 3 4 5 6 2
1 2 3
4
2 4 5
5
3 6
Die 2

7
4 9
8
5 9
6 10
11
12

b) Draw a histogram
showing the distribution.
c) On your graph indicate
(i) the expected value or
mean
(ii) the mean plus one
standard deviation
(iii) the mean minus one
standard deviation

86 © Hazeldene publishing 2015

6. Simulate 200 rolls of a pair of dice with the random variable being the
difference between the two dice.
a) Draw a graph showing the
distribution.
b) On your graph indicate
(i) the mean
(ii) the mean plus one
standard deviation
(iii) the mean minus one
standard deviation

c) Complete the tables for all possible outcomes and their frequencies.
Die 1 Difference Frequency
1 2 3 4 5 6 0

1 0 1

2 0 1 2

3 3
Die 2

4 4

5 2 5

d) Draw a histogram
showing the
distribution.
e) On your graph
indicate
(i) the expected
value or mean
(ii) the mean plus
one standard
deviation
(iii) the mean minus
one standard
deviation

© Hazeldene publishing 2015 87

7. Simulate 200 rolls of a pair of dice with the random variable being the
product of the two dice.
a) Draw a graph of the
distribution.
b) On your graph indicate
(i) the mean
(ii) the mean plus one
standard deviation
(iii) the mean minus one
standard deviation
c) Complete the tables for the
possible outcomes and
their frequencies.
Die 1 Product Frequency
1 2 3 4 5 6 1–5

1 1 6 – 10

2 4 6 11 – 15

3 16 – 20
Die 2

4 20 21 – 25

5 26 – 30

6 31 – 35

36 – 40

d) Draw a histogram
showing the distribution.
e) On your graph indicate
(i) the expected value or
mean
(ii) the mean plus one
standard deviation
(iii) the mean minus one
standard deviation

88 © Hazeldene publishing 2015

Learning notes
For each of the distributions it is desirable to estimate after drawing the graph
and then do the calculations. This will help give an intuitive feel for using mean
and standard deviation to describe the distribution.

Q5 For the expected value the random variable has values between 2 and 12
with frequencies that can be obtained from a 2-way table. The expected value can
be calculated by putting the random variable in column A and the number of
times the result appears in the 2-way table in column B .

The spreadsheet will automatically scale the histogram.

Select [Calc | Bin Width] from the graph window to alter settings.
In Statistics you can control the start and step when drawing the histogram. In
Q6 ensure HStart is set to –0.5 and HStep to 1 to ensure each column is centred
on the integer value and 0 is displayed.

Q7 Alter the formula to rand(1,6) × rand(1,6).

Note this distribution is not symmetric (it is skewed to the right).

© Hazeldene publishing 2015 89

 Activity 20 Up or down, the Bernoulli distribution

Aim: Simulate and understand the binomial probability formula.

A quarter of the cards in a pack are face up. A “hand” of 5 cards is dealt.

1. Create simulation
The Random variable X is defined as 0 if the card is face up and 1 if the
card is face down.
Set up Spreadsheet
• Open Spreadsheet app
• Tap in cell A1 enter the formula
=cellif(rand(1,4)=1,0,1)
(0 represents face up and 1 represents face
down)
• Tap in cell A1
• [Edit | Fill | Fill Range] to A1:E100
Calculate number of face down cards
• Tap in cell F1 and enter the formula
=sum(A1:E1)
• Fill the cells F1:F100 with the formula
Column F now has the number of face down
cards for 100 hands

a) Draw a histogram of your

results.
b) On your graph indicate
(i) the mean
(ii) the mean plus one
standard deviation
(iii) the mean minus one
standard deviation

c) Comment on the histogram in terms of its shape, centre and spread.

You may like to run the simulation more times to gain a better
appreciation of the long term shape of the distribution.
(Select [File | Recalculate] from the Spreadsheet window)

90 © Hazeldene publishing 2015

2. Explore the scenario theoretically.
a) What is the probability of getting 5 face up cards?

b) Complete the table to list all the possible arrangements of the 5 cards.
Number of
face down Arrangements
cards
0
{0,0,0,1,0}
1

c) Complete the tree diagram to show all the arrangements from b).

d) Highlight the branches with 2 face down cards.

© Hazeldene publishing 2015 91

 e) Summarise your results in the following table.
Number of # of Probability of a P(X = x)
face down arrangements branch of x face
(3 s.f.)
cards (x) from b) down cards

3. Explore the binomial distribution function

Use binomPDf function
• Open Main window
• [Interactive | Distribution/Inv.Dist |
Discrete | BinomialPDf]
• The three fields (in this case) are
x: the number of face down cards
Numtrial: The number of cards dealt
pos: Probability the card is face down
Alternatively
• The command can be entered directly into
Main
• Highlight, drag and edit to repeat for the
other possibilities.

a) Complete the table

x 0 1 2 3 4 5

binomPDf(x,5,0.75)

b) Compare your results in Q2 e) and Q3 a). What do you notice?

92 © Hazeldene publishing 2015

 Generate results as a sequence and
store in Statistics lists
• In Main
• [Action | List | Create | seq]
• Complete the entries to generate
the outcomes 0 to 5
• Store in list1
• Store the probabilities in list 2.
See statement in screenshot.
Note Number format has been
set to Fix3 for tidiness.

Calculate statistics
• Open Statistics app
• [Calc | One-Variable] using list1
for XList and list2 for frequency
Draw histogram
• Tap G to Set graph type
• Tap y to graph
• Set HStart and HStep

c) Draw a histogram of your

results.
d) On your graph indicate
(i) the mean
(ii) the mean plus one
standard deviation
(iii) the mean minus one
standard deviation

Learning notes
It is assumed that the cards are replaced after each card is dealt. This is
equivalent to considering a deck with a very large number of cards.

© Hazeldene publishing 2015 93

 Activity 21 Bernoulli trials

Aim: Use the concept of Bernoulli trials and the binomial theorem to
calculate number of successes and associated probabilities

James Randi is a magician and sceptic who believes those who claim to have
paranormal powers are deluded or fraudsters. He has set up a foundation that
has a $1 million prize to anyone who can prove they possess such powers.
http://www.randi.org/site/index.php/1m-challenge.html.

Max claims to be able to divine water. How might a test be designed that would
enable Max to demonstrate his claim?

It is proposed that four pipes are buried in a field and water can flow through
them independently.
1. Complete the table for the different arrangements of water flowing or not
flowing in each pipe.
Number of pipes carrying 0 1 2 3 4
water.
List the different XXXX XXXO
arrangement of pipes XXOX
carrying water. XOXX
OXXX

The probability of this

number of pipes carrying
water. (Assume 50%
chance of water flowing
in each pipr

2. a) Duplicate the results from Q1.

Calculate value for a Bernoulli trial
• Open Statistics app
• Select [Calc | Distribution]
• Select Binomial PD
• Check the Help box to get descriptions of
the distribution or parameter
• Tap Next >>
• Complete the entries.
• Tap Next >>

94 © Hazeldene publishing 2015

 Display the histogram
• Tap $
Read off values
• Select [Analysis | Trace]
• Move left and right using the arrow keys

b) Repeat with 60% probability of water flowing in any one pipe. Record
the histogram and complete the table of values.
(i) (ii)

Number of pipes
Probability
with water (x)
0

c) Use your table to determine the probability of

(i) at least two pipes carrying water.
(ii) three or fewer pipes carrying water.
(iii) between 1 and 3 pipes (inclusive) carrying water.

d) Duplicate your answers to part c) using Binomial CD.

Use binomialCD
• Tap <<Back twice
Or go back into Statistics app
• Select Binomial CD
• Tap Next >>
• Complete entries as required.

3. Describe the difference between binomialPD (Probability Distribution

function) and binomialCD (Cumulative Distribution function).

© Hazeldene publishing 2015 95

4. Max approaches Randi with the following proposal.
Four pipes will be laid underground and water flows in at least two of them
at a time. Max will traverse the field and if he can correctly identify the pipes
carrying water that is a success. Max can proceed to the formal evaluation
stage if he is able to demonstrate success on at least half of the trials.
a) Show that Max’s chance of success based upon random guessing for a
single trial is 1 .
11

b) Determine the probability that Max proceeds to the formal evaluation

stage if he guesses randomly and he has
(i) 4 trials
(ii) 6 trials
(iii) 9 trials

5. The foundation comes back with a counter proposal.

Five pipes will be laid and water allowed to flow in at least two of them at a
time. If Max can correctly identify the pipes carrying water that counts as a
success. If Max is able to demonstrate success on at least half of the eight
different trials the Foundation will accept Max into the formal evaluation
stage.
a) What is Max’s chance of success based upon random guessing for a
single trial?

b) What is Max’s chance of being accepted into the formal evaluation

stage assuming he guesses randomly on each of the eight trials?

c) The foundation decides to set a threshold probability of 0.0001 (they

have received thousands of claims) before allowing a claim to proceed
to formal evaluation. What is the least number of five pipe trials they
should set such that the probability of correctly guessing on half of the
trials is no more than 0.0001?

96 © Hazeldene publishing 2015

Learning Notes

Distributions can also be accessed in Main.

Select [Interactive | Distribution]

The command line can be copied and edited for further calculations.

© Hazeldene publishing 2015 97

Chapter 4 Logarithms

Investigation ClassPad Key concepts

applications
What is log? Main Understand the logarithm as the
index of a number expressed as a
power
Log laws Main Deduce the log laws
Growth of the WWW Statistics Use a log scale to graph data with
widely varying values
Key features of Graph&Table Determine asymptotes and
logarithmic functions intercepts of logarithmic functions
Applications of logs Main Solve problems using logs
Derivative of ln(x) Graph&Table Appreciate the derivative of
y = ln x
Slope fields DiffEqGraph Explore slope fields

Integrate 1/x DiffEqGraph Integrate 1/x

98 © Hazeldene publishing 2015

 Activity 22 What is log?

Aim: Understand the logarithm as the index of a number expressed as a power

1. Log base 10
a) Complete the table.
Use ClassPad to evaluate log x
• In Main
• Ensure you are in Standard mode
• From k ) tab, tap v
• Enter the number
• Press E

Number (x) x as a power of 10 log x

10

10000

10 −2

0.001
1
10
1
10 2

( )
3
10

b) Describe what the log of a number means.

Use the examples from part a) to help.

© Hazeldene publishing 2015 99

2. Logs of other bases
a) Complete the table
Use ClassPad to evaluate log b x
• From k ) tab, tap V
• Enter the base and the number

Base
Number (x) x written as a power of the base logb x
(b)
3 32

81 3

1024 2

13 134

125 5

5 5
4
2

4 1.5

3.7 3.71.24

b) Describe the meaning of log b x

c) What is the value of

(i) log10a

(ii) logb bx

d) If a = b x then what is log b a ?

100 © Hazeldene publishing 2015

 Activity 23 Log laws

Aim: Deduce the log laws

1. Ensure ClassPad is in Standard mode

a) Record the ClassPad output for the following expressions.
(i) log(15)
(ii) log(26)
(iii) log(35)

(iv) log(77)
b) Use part a) to suggest an alternative expression for log( a × b)

2.
a) Record the ClassPad output for the following expressions.

3
(i) log  
2

 11 
(ii) log  
 7 

 5 
(iii) log  
 13 

(iv) log (1.4 )

a
b) Use part a) to suggest an alternative expression for log  
b

3.
a) Record the ClassPad output for the following expressions.

(i) log ( 49 )

(ii) log (125)

1 
(iii) log  
9

(iv) ( )
log 76

(v) ( )
log 3a

© Hazeldene publishing 2015 101

 b) ( )
Use part a) to suggest an alternative expression for log a x

4. Predict alternative expressions for the following and then check with
ClassPad
a) log105
b) log154
c) log ( 3 × 5 × 7 × 11 )

d) log18
3
e) log
8
256
f) log
81

EXTENSION
Verify that the rules you have induced apply to logs with other bases including
log e (often written ln).

Learning notes
In this activity we are using CAS to generate alternative ways of expressing
some logarithms.

These are the three log laws:

log a + log b = log ( ab )
a
log a − log b = log
b
log a n = n log a

102 © Hazeldene publishing 2015

 Activity 24 Growth of the WWW

Aim: Use a log scale to graph data with widely varying values

This table shows the number of websites on the web (WWW) in June each year.
Year Websites Change Internet Websites launched
(June) Users
2013 672,985,183 -3% 2,756,198,420
2012 697,089,489 101% 2,518,453,530
2011 346,004,403 67% 2,282,955,130
2010 206,956,723 -13% 2,045,865,660 Pinterest
2009 238,027,855 38% 1,766,206,240
2008 172,338,726 41% 1,571,601,630 Dropbox
2007 121,892,559 43% 1,373,327,790 Tumblr
2006 85,507,314 32% 1,160,335,280 Twttr
2005 64,780,617 26% 1,027,580,990 YouTube, Reddit
2004 51,611,646 26% 910,060,180 Thefacebook, Flickr
2003 40,912,332 6% 778,555,680 WordPress, LinkedIn
2002 38,760,373 32% 662,663,600
2001 29,254,370 71% 500,609,240 Wikipedia
2000 17,087,182 438% 413,425,190 Baidu
1999 3,177,453 32% 280,866,670 PayPal
1998 2,410,067 116% 188,023,930 Google
1997 1,117,255 334% 120,758,310 Yandex
1996 257,601 996% 77,433,860
Source: http://www.internetlivestats.com/total-number-of-websites/ Feb 2014

Enter data in Statistics

• Open Statistics app
• Enter the year in list1
• Enter the number of websites (in millions)
in list2
Set and draw the graph
• Tap G
• Ensure StatGraph1 is set as shown
• Tap y to draw the graph

© Hazeldene publishing 2015 103

1. Draw the graph

2. This is a log scale. E is a point plotted at (0.03,0)

a) What are the values of points A to D?

b) Plot the points F (0.5,0), G(75,0) and H(250,0) on the scale above.
3. Record the graph with a log scale for the number of websites.
Change the vertical scale to a log scale.
Change to log scale for number of websites
• Tap O
• Select Graph Format
• Go to Special tab
• Uncheck Stat Window Auto
• Tap Set
• Tap y to draw the graph
Turn Stat Window Auto back on when you have
finished the activity
Check view window
• Tap 6
• Check the values in the view window for
xmin, xmax, ymin and ymax are similar to
those shown
• Check y-log
• Tap OK
• Tap y to draw the graph

104 © Hazeldene publishing 2015

4. Why might we want to use the graph in Q3 rather than the graph from Q1?

Learning notes
In sketching the graphs an accurate plot is not required. It is sufficient to be
showing the data points as a trend.

A graph with one axis using a log scale is called a semi-logarithmic graph. These
are useful for showing trends in situations where growth is exponential.

Reading a log scale: this is a log base 10 scale

The vertical lines represent the integers 1 to 10. After 10 the next vertical line is
20 and so on. The distance between the vertical lines decreases until the next
power of 10 is reached.

© Hazeldene publishing 2015 105

 Activity 25 Key features of logarithmic functions

Aim: Determine asymptotes and intercepts of logarithmic functions.

For each function sketch the graph and record the asymptote and intercept(s).
1. y = 2x 2. y = log 2 ( x )

Asymptote: Asymptote:

Intercept(s): Intercept(s):

3. y = 2x − 2 4. y = log 2 ( x + 2)

Asymptote: Asymptote:

Intercept(s): Intercept(s):

106 © Hazeldene publishing 2015

 5. y = 2 x +1 6. y = log 2 x − 1

Asymptote: Asymptote:

Intercept(s): Intercept(s):

7. y = e−x − 4 8. y = − log e ( x + 4)

Asymptote: Asymptote:

Intercept(s): Intercept(s):

© Hazeldene publishing 2015 107

 Activity 26 Applications of logs

Aim: Solve problems using logs

1. The Richter scale measure R, of the magnitude of an earthquake is given by

A
the formula: R = log where
A0

A is the measure of the amplitude of the earthquake wave

A0 is the amplitude of the smallest detectable wave (or standard wave)
(for this activity assume A0 is 0.05 mm).
a) Draw a graph R v A (Note the logarithmic scale on the horizontal axis)

b) Complete the table and plot the earthquakes on the graph

Earthquake Year R A
Lisbon, Portugal 1755 8.5 - 9

Valdivia, Chile 1960 9.5

Meckering, WA 1969 6.8

Tangshan, China 1976 7.8

Newcastle, NSW 1989 5.6

Christchurch, NZ 2011 6.3

Melbourne, Vic 2014 3.2

108 © Hazeldene publishing 2015

2. Sound is measured in a logarithmic scale using a
unit called a decibel (dB). The formula looks similar
to the Richter scale:
P  P 
dB = 10 log   or for the Bel: B = log  
 P0   P0 

where P is the power or intensity of the sound, and

P0 is the weakest sound that the human ear can
hear.
 P2 
a) Show that dB2 − dB1 = 10 log  
 P1 

b) If the intensity doubles, what is the difference in the decibel rating?

c) If the decibel increases by 10, by what factor does the intensity

increase?

d) One hot water pump has a noise rating of 50 decibels. A washing

machine has a noise rating of 62 decibels. The washing machine noise
is how many times as intense as the hot water pump noise?

© Hazeldene publishing 2015 109

3. Acidity is measured on the pH scale.
pH = − log([H]) where [H] is the concentration
of hydrogen ions in moles/litre (M).
a) What is the pH if the concentration of
hydrogen ions is 3.6 × 10 −2 M ?

b) What is the concentration of hydrogen

ions for a solution of pH 10.3?

c) What is the ratio in the concentration of hydrogen ions between

solutions of pH=5 and pH=4.3?

Learning notes

Q1 a)
• Enter the function in Graph&Table
• Draw the graph
• Tap 6
• Adjust the scales of the View Window to match
the graph and set the x-axis to a log scale

• You can also use Trace to locate the earthquakes

in b) on the graph.

Q2 A decibel is one tenth of a Bel.

 P2 
The relationship dB2 − dB1 = 10 log   makes it easier to compare the ratio
 P1 
in intensity with the difference in the decibel measure.

110 © Hazeldene publishing 2015

 Activity 27 Derivative of ln(x)

Aim: Appreciate the derivative of y = ln x

1. Draw the graph of y = ln( x ) on your ClassPad and copy to the grid below.

2. On your graph draw in tangents at x = 1 and x = 4.

3. Estimate the gradient of the curve at x = 1 and x = 4.
4. Complete the table
Draw tangent
• Select [Analysis | Sketch | Tangent]
• Move along the curve using the cursor
controls

x 0.5 1 2 3 4 5

y
dy
dx

© Hazeldene publishing 2015 111

 dy
5. What relationship can you see between x and ?
dx

6. Display a table of values for the derivative using ClassPad.

Set up
• Tap O to review/change settings
• Select Graph Format
• Tick Derivative/Slope
• Tap Set

In the define function window

• Tap # to display a table of values
• Tap 8 to adjust the x-values displayed

Suggest a function to describe the derivative of y = ln( x ) .

7. Add the derivative function to your graph in Q1.

• From the k 9 tab

• Tap ] and enter function as shown

Describe key features of this graph.

112 © Hazeldene publishing 2015

 Activity 28 Slope fields

Aim: Explore slope fields

This example shows the direction of force around a bar magnet.

A slope field visually describes the gradient at any point in space.
dy
Consider the equation =x
dx
1. Complete a table of values

x –3 –1 0 1 2 3
dy
–1
dx
2.
a) On the graph below complete the slope field by drawing short line
segments with the approximate gradient calculated above.

b) Draw a graph that follows the slope field and passes through
(i) (2, 0)
(ii) (–2, 3)
c) What are the equations of the graphs drawn in b)?

© Hazeldene publishing 2015 113

3. Use ClassPad to draw the slope fields and curve for each equation and the
specified point. (See Learning notes) Copy the results to the grids below.
dy 1 dy 1 2 x
a) = b) = x −
dx 2 x + 3 dx 6 3
through (–2, 0) through (–2, 0)

dy dy
c) = 2sin x d) = 1 − e−x
dx dx
through (0, –1) through (0, –2)

4. Determine the solution to the differential equations in Q3, i.e. state the
equation of each curve.

114 © Hazeldene publishing 2015

Learning notes

Use ClassPad to draw slope fields

Open Differential Equation Grapher
• Open DiffEq-Graph app

Enter the expression for the gradient

• In the DiffEq tab
• Enter expression
Use the - tab of the k to enter ’
• Tap O to draw the slope field

Enter initial condition

• Tap on IC tab
• Set initial point as specified
• Tap O

Use trial and error to match the curve

• Click on Graphs tab
• Enter equation
• Tap O
When it is the correct equation it will overlay
the curve. If not a second curve will be drawn.
Use that information to refine your guess.

Q4 A better approach is to integrate the expressions.

You can also use ClassPad’s differential equation solver function, dSolve.

Solve differential equation

• [Interactive |Advanced | dSolve]
• Tap include condition (given point)
• Fill in the fields
• Tap OK

© Hazeldene publishing 2015 115

 Activity 29 Integral of 1/x

Aim: Integrate 1/x

If the gradient is 1 what might the original function be?

x
1. Complete a table of values

x 0.5 1 2 3 4 5
1
1
x
2. On the graph below draw short line segments with the approximate
gradient calculated above. I.e. when x = 1 draw a short line segment of
gradient 1. This is sometimes called a slope field.

What might the graph look like if we started at the point (1,0) and tried to
follow the gradient?
Try this on your graph.

3. Use ClassPad to draw the slope field

Open Differential Equation Grapher
• From the m tap DiffEq-Graph

Enter the expression for the gradient

• In the DiffEq tab
• Enter expression
• Tap O to draw the slope field

116 © Hazeldene publishing 2015

 Enter initial condition
• Tap on IC tab
• Set initial point to (1, 0)
• Tap O

a) What are the key features of this curve?

You might guess that it looks like a log function.

Test your function
• Tap the Graphs tab
• Enter the function log(10,x)
• Tap O

If your function is correct it will be drawn in the same position.

1
b) Use guess and check to determine the function with derivative of
x

c) You can see that the slope field is symmetrical about the y-axis. Add a
second initial condition (–1, 0)
Enter initial condition
• Tap on IC tab
• Set a second initial point to (–1, 0)
• Tap O

© Hazeldene publishing 2015 117

 Record the resultant curve(s).

1
d) From your work predict  x dx

Learning notes
d 1
In the previous activity you found ln( x ) = , x > 0
dx x
Here you are working from the gradient and looking at what the function leading
to that gradient might be. This is a differential equation (an equation involving a
1
derivative). However is defined for x ≠ 0 . The investigation in this activity
x
1  1 
should help explain why   dx = ln ( x ) + c, x > 0 and   dx = ln ( −x ) + c, x < 0
x x
1 
This result is often summarised as   dx = ln x + c
x

118 © Hazeldene publishing 2015

Chapter 5 Continuous random variables

ClassPad
Activity Key concepts
applications
Uniform distribution Statistics Use relative frequencies to estimate
Main probabilities associated with
continuous random variables.
Calculating with Main Understand probability density
Continuous Random functions and probabilities
Variables associated with continuous random
variables
Non-uniform Statistics Model grouped data with
continuous random Main probability density functions
variables
Normal CD Statistics Calculate probabilities for normal
Main distributions.
E-Activity
Continuous Statistics Use area to calculate statistics for
Distributions Main continuous distributions.

© Hazeldene publishing 2015 119

 Activity 30 Uniform distribution

Aim: Use relative frequencies to estimate probabilities associated with

continuous random variables.

Quang’s class were asked to find out how far they could walk/run in 30 seconds.
Some walked, some ran. The distances were then rounded to the nearest metre
and summarised below.

Cumulative
Interval Frequency Interval
frequency
0 – 49 0 ≤ 49

50 – 99 6 ≤ 99

100 –149 6 ≤ 149

150 – 199 6 ≤ 199

200 – 250 6 ≤ 249

1. Complete the cumulative frequency table above.

2. Graph the data.
Frequency histogram Cumulative frequency

120 © Hazeldene publishing 2015

3. Determine the
Calculate One-variable statistics
• Open Statistics app
• Enter the interval midpoints 75, 125, … in
list1 and frequency in list2
• [Calc | One-Variable]
• Set XList and Freq as shown and tap OK

a) mean

b) standard deviation

4. Based on this data estimate the probability that a student selected at

random from Quang’s class covered
a) between 50 and 100 metres

b) between 50 and 60 metres

c) between 76 and 77 metres

d) a recorded distance of 123 metres (rounded to the nearest metre)

e) between 80.1 and 80.2 metres

f) exactly 100 metres

g) less than 205 metres.

© Hazeldene publishing 2015 121

5. a) Draw graphs for both the probability density function (PD) and the
cumulative density function (CD)
(PD) (CD)

a) State the probability density function explicitly, including the domain.

(I.e. the equation of your graph)
P(X = x) =

b) State the cumulative distribution function explicitly

C( X < x ) =

c) Calculate C ( X < 205) and interpret the answer.

Create a simulation for the distances travelled.

Setup
• Open M and set to Decimal mode

Generate a random number between 50 and 200

• Open k select 0
• Enter rand() and press E to generate a
random number between 0 and 1
• Multiply previous answer by 200 and add 50
• Truncate the number to an integer.

Generate a random list of 24 numbers between 50

and 200
• Edit first line to randList(24) and press E
• Edit the last line to store in list1

122 © Hazeldene publishing 2015

 Open Statistics window
• Select Statistics from the applications pull-down
menu
A half screen Statistics window will appear with
the 24 random numbers in list1

Draw graph
• Set the StatGraph1 to a Histogram as shown
• Tap Set

• Tap y to draw the graph

• Set Hstart: and HStep as shown
• Tap OK

• [Analysis | Trace] to obtain frequencies for

grouped data

Calculate mean and standard deviation

• [Calc | One-Variable]

To rerun simulation
• Tap in Main window
• Tap in the line randList(24) and press E
• Tap in Statistics window to see new data
• Redo analysis of results

6. Run your simulation a number of times. For each trial calculate mean and
standard deviation (σ). To obtain the frequencies for each trial: draw a
histogram with Hstart: 50 and HStep: 50 and use [Analysis | Trace].
Frequency
Trial mean σ. 50 – 99 100 –149 150 – 199 200 – 249
1

© Hazeldene publishing 2015 123

Learning notes

This situation refers to data that is continuous, i.e. the measurement recorded is
always rounded to some degree.
For discrete random variables we know that the sum of the probabilities for all
possible events is 1. This is equivalent to the area of the probability histogram
equalling 1. For continuous random variables the area under the probability
density function curve is 1.
For this scenario it is a reasonable assumption that the distances travelled by
the students was evenly spread out over a distance of 200 metres and each
distance is equally likely, i.e the probability of any 1 metre interval is 1 .
200

Q3 To calculate mean and standard deviation assume all results in that

interval are the midpoint of the interval.
The answer to Q4 f) is zero. For a continuous distribution, probabilities are
calculated for a range of values and equal the area beneath the probability
density function.
For the simulation, the command RandList(24,50,249) will generate the list of
numbers. However the slower process outlined in the activity is used to
emphasise the concept of a continuous distribution and that rounding is inherent
in the measurement.

124 © Hazeldene publishing 2015

 Activity 31 Calculating with continuous random
variables

Aim: Understand probability density function and probabilities associated

with continuous random variables.

In the previous activity a uniform distribution was explored. What if the

distribution is not uniform?

1. Consider a probability density function that is quadratic with a minimum

value of 0 and maximum of 2, i.e. P ( X = x ) = kx ( 2 − x ) ,0 ≤ x ≤ 2 .
2
a) Solve  kx (2 − x )dx = 1 for k (the sum of the probabilities must be 1).
0

b) Calculate the expected value.

(see Learning notes for formulae)

c) Calculate the standard deviation.

x
d) Determine the cumulative distribution function C ( X ≤ x ) = 0
f (t )dt

e) Draw the graphs.

Probability density function Cumulative distribution function

f) What is the probability of 0.5 < X < 1.5 ?

© Hazeldene publishing 2015 125

2. Consider a probability density function that is a cubic of the form
P( X = x ) = k (x −1)(x − 3)(x − 5) + 3, 1 ≤ x ≤ 5

a) What is the minimum possible score?

b) Determine k
c) Determine the probability of a score:
(i) between 1 and 2
(ii) less than 3
(iii) more than 2

Learning notes

Q1a) When using the integral template, tap right after the dx to exit the
template and enter =1.

Random variables: calculations summary

Discrete random variables Continuous random

list Grouped variables
The sum of
probabilities p i =1 p fi i =1  f ( x )dx = 1
is 1
Expected
value E( X ) E(X) =  x E(X) = xf (x ) E(X ) =  xf ( x )dx
x

Variance
 ( x − E(X)) ( x − E(X))
2 2 r
 (x − E ( X ))
2
f (x ) f ( x )dx
(σ 2 ) x x
l

Standard r
 ( x − E( X ))
2
f ( x )dx
 ( x − E (X) )  ( x − E (X) )
2 2
deviation (σ ) f (x ) l
x x

126 © Hazeldene publishing 2015

 Activity 32 Non-uniform continuous random variables

Aim: Model grouped data with probability density functions.

1. Raquel’s class repeated the experiment in the activity Uniform distribution

with different results, shown below.
Interval Frequency Interval Cumulative frequency
50 - 99 2 ≤ 99

100 - 149 10 ≤ 149

150 - 199 10 ≤ 199

200 - 250 2 ≤ 249

In Statistics
a) Determine the
(i) mean

(ii) standard deviation

b) Complete the cumulative frequency table above.

c) Raquel looks at this data and suggests a parabola could be used to
model the distribution.
(i) Use a quadratic regression to determine a suitable model for the
frequency.

(ii) Locate the roots of this model.

(iii) Calculate the area between the model and the x-axis.

(iv) Determine the quadratic probability density function for this

distribution.

(v) Determine the Cumulative distribution function for your model.

© Hazeldene publishing 2015 127

 d) Based on your model, estimate the probability of a student selected at
random covering
(i) between 50 and 99 metres.

(ii) between 110 and 125 metres.

2. a) Draw graphs of the probability density and the cumulative

distribution functions.

b) Determine the
(i) expected value
(ii) variance
(iii) standard deviation.

3. Discuss the limitations of the quadratic model you have worked with.

4. Create a normal distribution model for the data.

Probability
Convert frequency to a probability
• Open M
• Enter the statement list2 / 24 and store to
list3
This is the relative frequency for each
interval
frequency
• Enter list3 / 50, i.e. and
width of interval
store in list 4

128 © Hazeldene publishing 2015

 Open Statistics from the apps pull-down
•
menu
The new lists should now be present
Draw graph
• Tap G
• Set StatGraph1 to a Scatterplot of list1 v
list4

• Set StatGraph2 to a Normal distribution

curve of list 1 v list4
• Ensure Draw is set to On
• Tap y

a) Record the graph

Read values from graph
• In the graph window
• [Analysis | Trace]
• Use up/down button to select the
curve
• Use left/right to move along graph

b) Describe the shape of the curve.

c) Complete the table of values by reading the graph

Distance
75 90 105 120 150 180 195 210
(x)
P(X=x)

© Hazeldene publishing 2015 129

5. Use ClassPad’s normPD
Calculate PD values
• Tap in the Statistics window
• [Calc | Distribution]
• Select Normal PD
• Tap Next >>
• Tick the Help button and enter the
appropriate values (Use your answers from
Q1 a) for mean and standard deviation)
• Tap Next >>
Draw Graph
• Tap $ to draw the graph
Change x-value
• [Analysis | Trace] to estimate probability
function values for other x-values
OR
Tap << Back and change the x-value
and tap Next >>

a) Record the graph.

b) Complete the table of values by reading the graph.

distance 75 90 105 120 150 180 195 210

Probability
c) How do your answers compare to Q4?

130 © Hazeldene publishing 2015

Learning notes
Q1 a) Use Statistics app to answer questions. Refer to the activity Uniform
distribution for instructions if needed.

Q1 c) Hints to make calculations easier:

• [Calc | Regression | Quadratic Reg] and store the regression equation in
y1 so you can then work with the equation easily in Main
• Store the roots as variables, so you can easily refer to these later
• Define the PDf function. You may also want to restrict the domain using
your stored values for the roots

• Check that the area under the curve is 1

x
• Switch variable to define the CD function e.g. 
lower
P ( y )dy
• Part d) can done by integration of the PD function or using the difference
in Cumulative Distribution values at the end points
125
e.g.  P ( x )dx or C (125) − C (110) are equivalent expressions
110

Q2 a) Sketch the graphs by opening a graph window from Main and dragging
the functions into the window, then adjust the window as required.
Q2 b) Refer to previous Activity’s Learning notes for the formulae to calculate
expected value and standard deviation.
Q4 a) Make sure you use the up and down arrows to choose the normal
distribution curve. It is likely the default curve will be the regression, then
the scatter graph and finally the normal distribution curve.

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 Activity 33 Normal CD

Aim: Calculate probabilities for normal distributions.

Normal distributions are usually described in terms of the mean and variance:
N ( x ,σ 2 ) . ClassPad uses the mean and standard deviation.

1. Use the mean and standard deviation from Q1 in the previous activity Non-
uniform continuous random variables to calculate the probability that a
student randomly selected from Raquel’s class covered:
(assume a normal distribution and see Learning notes for instructions)
a) between 50 and 99 metres

b) between 110 and 125 metres

2. Mia believes the length of 220 mm pavers is distributed normally with a

mean of 221 mm and standard deviation of 1.1 mm.
a) Determine the probability that the length of a randomly selected paver
is:
(i) less than 220 mm

(ii) more than 223 mm

(iii) between 219 and 223 mm

(iv) exactly 221 mm

(v) more than 223 mm given that is longer than 221 mm.

b) Determine the 90th percentile, i.e. 90% of the pavers should be less
than this length.

c) Determine the interquartile range (the difference between the third

and first quartiles).

132 © Hazeldene publishing 2015

3. Matt collects data on a sample of the eggs produced at his farm. His results
are shown in the table.
Class interval Class centre (g) Frequency
<42 38 6
42.1–50 46 74
50.1–58 54 102
58.1–66 62 122
66.1–74 70 85
>74 78 11
a) Calculate the mean and standard deviation of the sample.
(Assume that all eggs in an interval have an average weight equal to
the class centre.)

b) Plot a histogram and explain why a normal distribution is an

appropriate model for this data.

c) Use the normal distribution model to determine the probability that a

randomly selected egg weighs:
(i) more than 45 g

(ii) less than 53 g

(iii) between 69 g and 70 g

(iv) less than 66 g given it weighs more than 45 g.

© Hazeldene publishing 2015 133

Learning notes

There are several ways you may calculate probabilities involving the normal
distribution on ClassPad.
In statistics.
The advantage in using statistics is being able to draw a graph and thus confirm
the result is what you expect. To calculate P ( X < 45) , for N(39,8.5 )
2

Statistics
• Open Statistics app
• Select [Calc |Distribution]
• Select Normal CD
• Tap Next >>

• Set the parameters for the problem

Lower boundary ( −∞ if there is no bound)
Upper boundary
Standard deviation and
Mean
• Tap Next >>
• Tap $ to graph the distribution and region for
which the probability is being calculated.
• Ticking the Help checkbox can be helpful

In Main
• Open M
• [Interactive | Distribution/Inv. Dist |
Continuous | normCDf]
• Enter appropriate values.
Use Main when you want to combine results. For example calculating a
probability that involves both ends of the distribution.

134 © Hazeldene publishing 2015

Create and use an e-Activity
Create eActivity
• Open the eActivity app
• Select [File | New]
• Select [Insert | Strip(2) |NumSolve]
• Enter the equation: as shown
Use the soft Keyboard for entering the
symbols.
The symbols used inside the bracket are a
choice.
normCD is case sensitive.
• Press E

Solve
• Tap Solve
• Put values in for any 4 of the variables
and check the radio button next to the
variable you want to calculate.
• Put a title in the NumSolve strip that is
meaningful to you
• Tap { to save.
• Note: you can add other strips to your
eActivity.

An advantage of the numSolve strip in the eActivity is that it incorporates

the inverse function as well.
In Statistics we would require invNormCDf to find the limit for a given
probability.

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 Activity 34 Continuous distributions

Aim: Use area to calculate statistics for continuous distributions.

Consider a uniform distribution: e.g. roll a fair six-sided die. We expect the
1
probability of each individual outcome to be the same and to equal .
6
For a continuous random variable we refer to a density function. Probabilities
are calculated over an interval.

1. Complete the table.

Generate sufficient examples to confidently describe the output for each
ClassPad statement.
Generate random numbers
• In Main
• Ensure ClassPad is in Decimal mode
• Enter the commands as shown below
o Type rand from the alphabet
keyboard
OR
o Use the catalogue
• Press E
• Run each command a number of times

ClassPad Examples of Description of command

Statement ClassPad Output
Generates a 10 digit decimal
rand between 0 and 1

rand(1,6)

1+6×rand()

int(1+6×rand())

int(7 – 6×rand())

136 © Hazeldene publishing 2015

2. Consider the ClassPad command 1+6×rand().
The output X is close to a continuous random variable.
Define the distribution
• Select [Interactive|Define] and enter the
function, as shown

Graph the function

• Tap $ to open the graph window
(select from the app pull down menu)
• Highlight f(x)
• Drag into the graph window
• Tap 6 to adjust the view window

a) Draw a graph of the distribution.

b) What is the area between the x-axis and the above graph between
x = 1.5 and x = 3, i.e. 1.5 < X < 3 .
Calculate integral
• [Interactive | Calculation |  ]
• Select Definite
• Enter the appropriate values
• Tap OK

c) Calculate the probability of the command generating a value between

1.5 and 3.

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 d) Calculate the mean of the
distribution f ( x ) . (The mean is
the balance point for the
distribution and is the
expected value.)

3. Complete the table. Refer to the learning notes for formulae and
construction details.
Probability density Standard
Graph Mean
function deviation
a)

0.2 0 ≤ X ≤ 5
P( X ) = 
 0 elsewhere

b)

c)

138 © Hazeldene publishing 2015

 d)

12 − 3 X 2
 −2 ≤ X ≤ 2
P ( X ) =  32
 0 elsewhere


e)

 3X 2
 −2 ≤ X ≤ 2
P ( X ) =  16
 0 elsewhere


f)

1
1 − ( X −5)2
P( X ) = e 2

2π
See Learning notes.

4. Referring to the table in Q3, write a brief statement to account for each of
the following. Use the graphs and refer to the distribution as shown in the
graphs.
a) Parts a) and b) have the same spread (standard deviation) but
different means.

b) Parts c) has double the standard deviation of parts a) and b).

c) Part e) has a greater standard deviation than d).

5. EXTENSION
Show that the standard deviation for the uniform distribution of a continuous
1 b−a
random variable X on the interval (a,b) p( X ) = , a ≤ X ≤ b is σ =
b−a 12

© Hazeldene publishing 2015 139

Learning notes

Random number generators, like that programmed into ClassPad, produce an

output approximating a continuous distribution. Typically a number between 0
and 1 is generated. The probability of an individual outcome is very small and in
a continuous distribution is 0. To generate a dice roll the calculator multiplies
the random number by 6, adds 1 and truncates the result (ignores the decimal
part of the number).

Formulae for calculating mean and standard deviation.

Discrete Grouped discrete data Continuous distribution

μ= μ=
r
x i xf i i μ =  x × p ( x ) dx
Mean l
n n
(x − μ )  f (x − μ)
2 2
i i
σ= σ=
Standard n n b
deviation
( x ) − μ
σ=  x 2 p(x ) dx − μ 2
 f (x )
2 2 2 2 a
i i −μ
= =
n n

Q3f) This is the formula for the normal distribution. It cannot be integrated
algebraically and hence has to be integrated numerically.
Use [Interactive | Calculation | ∫ ]

140 © Hazeldene publishing 2015

 Chapter 6 Interval estimates

ClassPad
Activity Key concepts
applications
Simulating random Main Use graphical displays of simulated
samples Statistics data to investigate the variability
of random samples
Sample proportions Program Simulate repeated random
Main sampling and explore the
distribution of sample proportions
Confidence intervals Main Calculate confidence intervals
for proportions Statistics

Intervals and levels of confidence

Sampling
distribution
of the mean

μx = μ

}
Intervals (1 − α )% of
extend from
intervals
x − zσ x to
contain μ
x + zσ x
α % Do not.

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 Activity 35 Simulating random samples

Aim: Use graphical displays of simulated data to investigate the variability

of random samples.

Generate lists of simulated data from different distributions.

1. Explore the output from the following ClassPad commands to complete the
table. For distribution: write Uniform, Normal, Bernoulli, Binomial, Other.
Range (may be
ClassPad expression Distribution
approximate)
2+10×rand()

intg(rand()+0.6)

invNormCDf(rand(),1,5)

2. Use the commands in Question 1 to create a sample from each distribution.

Generate samples of 100 and store in
Statistics
• Open Main
• Enter the command
2+10×randlist(100) ⇒ list1
• Enter the commands
randlist(100) ⇒ list2
int(list2+0.6) ⇒ list2
• Enter the commands
randlist(100) ⇒ list3
invNormCDf(list3,1,5) ⇒ list3

a) Draw histograms of the distributions to show the shape of the

distributions.
Display Histograms
• Tap ( from the apps pull-down
menu to open a Statistics window

Set up and draw graph

• Tap G and set parameters
• Tap $ to draw the graph

• Adjust XList: to draw list2 or list3

142 © Hazeldene publishing 2015

 List 1 List 2 List 3

b)
Generate new lists and redraw the
graphs
• Close the graph window
• Tap in Main
• Scroll up to the line
10×randlist(100) ⇒ list1 and press
E to regenerate the lists
• Tap in the Statistics window and
redraw the graphs as done previously

Describe what is similar and what changes.

c) Calculate means and standard deviations for each distribution.

Calculate mean and standard deviation
• Enter the commands to calculate
mean and standard deviation for each
list
(Use the catalogue or soft keyboard)
Omit standard deviation if your
ClassPad is taking too long to do the
calculations.
• Scroll up to the line
10×randlist(100) ⇒ list1 and press
E to regenerate the lists

© Hazeldene publishing 2015 143

 Populate the table by running the simulations a number of times.
List 1 List 2 List 3
Trial Mean S.D Mean S.D Mean S.D
1

d) How do your results in c) compare to what you would expect?

EXTENSION:
You can write programs to automate the processes above. Each screenshot shows
a program for one of the distributions, displaying the histogram, the mean and
standard deviation.

You may wish to omit standard deviation to speed up the program execution.

You can run the programs from within Main, as shown

in the screenshot

You can also adjust the parameters and explore how

those changes affect the sample.

144 © Hazeldene publishing 2015

Learning notes
This activity makes use of the ClassPad’s randlist function to create three
different distributions and being able to recalculate all the commands in Main to
regenerate those lists, i.e. get a new sample of that distribution.
The commands:
2+10×randlist(100) generates random numbers between 2 and 12. There is a
list of 100 of these numbers constituting a random sample of 100 from the
uniform distribution. The theoretical mean is 7 and from earlier work the
1
standard deviation is (12 − 2)2 ≈ 2.89 .
12
int(list2+0.6) ⇒ list2 adds 0.6 to the random number between 0 and 1 and then
truncates the decimal part leaving either 0 or 1. This is a Bernoulli event with a 1
expected 60% of the time, i.e. a mean of 0.6.
invNormCDf(list3,1,5) ⇒ list3 generates a number based on the position in the
normal distribution curve with standard deviation 1 and mean 5. A value of 0.5
generates the mean value, a value of 0.9 calculates the 90th percentile.
The emphasis in this activity is appreciating that the sample mean and sample
standard deviation vary between samples.

© Hazeldene publishing 2015 145

 Activity 36 Sample proportions

Aim: Simulate repeated random sampling and explore the distribution of

sample proportions.

A sample proportion can be thought of as the percentage of the sample that

meets a set of conditions.

In order to investigate sample proportions you will first write a program to

collect a sample from the lists generated in the previous Activity. That is, we will
be sampling from an approximately uniform distribution (list1), a Bernoulli
distribution (list2) and an approximately normal distribution (list3).

Enter Program
• Open Program app
• Tap E to start a new program
• Enter the name sampleP
• Enter the text as shown in the adjacent
screenshot
Don’t forget the parameters
• Tap { to save the program
• Tap ) to exit the editor
Run the program
• Tap ) to return to the opening screen
• Enter the parameters required:
number of samples, sample size, the list with the
source of the data, and the target proportion.
• Tap } to run the program
In the screen shot 5 samples of 4 results from
list1 are collected. The mean and standard
deviation for the proportion of these scores
greater than 5 is displayed in the Program
output window.
Run the program from Main
• Open M
• Enter the program name sampleP and enter the
4 parameters.

The program provides a tool for collecting sample proportions. The activity
requires you to investigate the distribution of the sample proportions.

146 © Hazeldene publishing 2015

1. Record the population proportion of scores greater than 5 for list1 and list3.
Determine population proportion
• Open Statistics app
• [Edit | Sort | Descending]
• How many lists: select 1 and tap OK
• Select List Name: e.g. list1 and tap OK
• Scroll down list to determine how many of
the 100 results are greater than 5

2. Investigate the effect of number of samples on the mean and standard

deviation of p̂ .
Collect some data (using different numbers of samples) and populate the
tables below.
Data source: list1 Data source: list3
Sample size: 4 Sample size: 4
Proportion greater than: 5 Proportion greater than: 5

Standard Standard
No. of Mean No. of Mean
deviation deviation
samples of p̂ samples of p̂
of p̂ of p̂

Describe your findings.

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3. Investigate the effect of sample size on the mean and standard deviation
of p̂ .
Collect some data (using varying sample sizes) and populate the tables
below.
Data source: list1 Data source: list3
Number of samples: 4 Number of samples: 4
Proportion greater than: 5 Proportion greater than: 5

Standard Standard
Sample Mean Sample Mean
deviation deviation
size of p̂ size of p̂
of p̂ of p̂

Describe your findings.

148 © Hazeldene publishing 2015

4. Investigate the effect of varying p on the mean and standard deviation
of p̂ .

Data source: list1 Data source: list3

Sample size: 4 Sample size: 4
Number of samples: 5 Number of samples: 5

Standard Standard
Mean Mean
p deviation p deviation
of p̂ of p̂
of p̂ of p̂

Describe your findings.

5. Use your results from this activity to comment on the assertion that the
distribution of p̂ is approximately normal with mean p and standard
p(1 − p)
deviation irrespective of the distribution; n is the sample size.
n

© Hazeldene publishing 2015 149

Learning notes
Many students have problems getting programs to work. This is usually because
the code isn’t entered correctly. There is a virtual ClassPad file your teacher can
download and share with you, enabling you to focus on the problem rather than
coding.

It may be easier to understand the program by first

writing this program without parameters.
• The program will collect 5 samples.
• Each sample consists of 4 pieces of data from
list1, these results are stored in list5.
• The proportion of these greater than 5 is
recorded in list4.
• The mean and standard deviation of these
proportions is then displayed.

It is more convenient to then edit the program and input the parameters as I the
Activity than to edit the code each time a change is required.

The program has 4 parameters:

ns the number of samples to be collected;
ss the sample size or number of results from which to calculate sample
proportion;
list the list containing the population we are sampling from; and
p count results greater than this value.

Code Explanation
ClrText Clears the Program output window of any
{}⇒list4 text and empties list4
For 1⇒j To ns Sets up a loop to collect ns samples
{}⇒list5 Empties list 5 ready to store the mean from
each sample collected
For 1⇒i To ss Sets up loop to collect each element of the
sample
list[rand(1,100)]⇒list5[i] Selects a random element from the specified
list defined in the parameters
If list5[i]>p Determine if value is greater that the set
Then :1⇒list5[i] proportion. If it is, record 1, otherwise record
Else :0⇒list5[i] a0
IfEnd
Next End of loop for one sample

mean(list5)⇒list4[j] Store sample mean in list4. List4 will end up

with the means for each sample collected.
Next End of loop go back and collect next sample
Print mean(list4) Output results: mean and standard deviation
Print stdDev(list4) of the sample proportions

150 © Hazeldene publishing 2015

Hints:
Use the menus for entering program commands e.g. [I/O | Clear | ClrText]

Use the Symbol tab for { etc.

© Hazeldene publishing 2015 151

 Activity 37 Confidence intervals for proportions

Aim: Calculate confidence intervals.

The latest News poll result has Labor’s two-party lead at 53-47, up from
52-48 a fortnight ago.

The data for the above headline will have been based upon a survey of a sample
from the Australian population. Inference is made from the poll that Labour
would win an election if it was held at this time, i.e. an inference is made about
the population. How valid or reliable is such a claim?

1. Assume the population is actually 51% two party preferred to Labor.

How often would we expect a random sample of 400 people to show:
a) between 50.5 and 51.5% to Labor?

b) a Labour win, i.e >50% to Labor?

c) a 52% lead i.e. 51.5 to 52.5% to Labor?

d) a 53% lead i.e. 52.5 to 53.5% to Labor?

2. Determine the
a) 90% confidence interval, i.e. the range of values within which we can
expect the population proportion to lie 90% of the time.
pˆ (1 − pˆ ) pˆ (1 − pˆ )
pˆ − 1.65 ≤ p ≤ pˆ + 1.65
n n

b) 95% confidence interval, i.e. the range of values within which we can
expect the population proportion to lie 95% of the time.
pˆ (1 − pˆ ) pˆ (1 − pˆ )
pˆ − 1.96 ≤ p ≤ pˆ + 1.96
n n

c) 99% confidence interval, i.e. the range of values within which we can
expect the population proportion to lie 99% of the time.
pˆ (1 − pˆ ) pˆ (1 − pˆ )
pˆ − 2.57 ≤ p ≤ pˆ + 2.57
n n

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3. Given we don’t know the population proportion, what can be inferred about
the population proportion from the sample 53-47 quoted at the beginning of
the activity? (Assume the original poll surveyed 400 people)
Calculate proportion interval
• Open Statistics
• [Calc | Interval]
• Select One-Prop Z Int
• Tick Help
• Tap Next

• Enter values paying attention to help

o C-Level is confidence level and is
entered as a decimal between 0 and 1
o x is the number of positive results
i.e. 0.53×400
o n is the size of the sample.
• Tap Next

a) Determine an approximate 90% confidence interval, i.e. the range of

proportions from which our sample proportion of 0.53 might be
expected 90% of the time.

b) Determine an approximate 95% confidence interval.

c) Determine an approximate 99% confidence interval.

4. Comment upon this screen shot:

© Hazeldene publishing 2015 153

Learning notes
Confidence interval:
Confidence Area between Area in one z-score
Level 0 and z-score tail (α/2)
50% 0.2500 0.2500 0.674
80% 0.4000 0.1000 1.282
90% 0.4500 0.0500 1.645
95% 0.4750 0.0250 1.960
98% 0.4900 0.0100 2.326
99% 0.4950 0.0050 2.576

154 © Hazeldene publishing 2015

Chapter 7 Problems

Looking at limits Graph&Table sin x

Establish the lim numerically
Spreadsheet x →0 x
Main and graphically

Sine of x on x Geometry sin x

Establish the lim
x →0 x
geometrically
Modelling motion Main Model motion along a straight line
Statistics

These Activities can be seen as extensions, i.e. providing opportunities for you to
challenge yourself with more complex problems. These challenges can
consolidate your understanding of the course content.

© Hazeldene publishing 2015 155

 Activity 38 Looking at limits

sin x
Aim: Establish the lim numerically and graphically.
x →0 x

Using a table of values

sin x
Create a table of values for y =
x
• Ensure the angle measurement of your ClassPad
is set to radians
• Open Graph&Table app
sin x
• Enter the function y =
x
• Tap 8 to access the
Table Input window.
Set values as shown
and tap OK
• Tap # to display the
table and scroll through
the values

1. What is the value of y when x = 0?

2. What is the behaviour of the function as

a) x → 0 from the negative side?

b) x → 0 from the positive side?

3. Zoom in by changing the Table Input to:

a) What can you say about the behaviour of the function as

x approaches 0?
b) Continue to zoom in.
What do you observe?

156 © Hazeldene publishing 2015

 sin x
4. State a conjecture for lim .
x →0 x

Using Spreadsheet
An alternative approach is the Spreadsheet. Whereas with the table the x-values
are an arithmetic sequence, any values can be set in the spreadsheet. Setting
appropriate values allows you to see the trend as you zoom in.
Build spreadsheet
• Open Spreadsheet app
• [Edit | Clear All] (if required)
• Enter labels in rows 1 and 2, as shown.
(optional but useful to identify the purpose of
the spreadsheet)
• Enter a list of x values in column A like 0.1,
0.05, 0.01, 0.001, 0.0001 ...
• Enter the formulae:
o Tap in cell B3 and enter =sin(A3)
o Tap in cell B3 [Edit | Fill | Fill Range]
and enter B3:B9 or what is appropriate
to match your list of x-values
o In cell C3 enter =B3/A3 and fill down to
C9
o Tap A to open the Cell Viewer window

5. Describe what is happening to the values of x and sin x as x gets closer to 0.

© Hazeldene publishing 2015 157

 Extend the spreadsheet to determine what happens as x approaches 0 from the
negative side.
• Tap in cell A10 or the cell that is beneath your existing list and enter –1
• Enter a series of x-values getting closer to 0 similar to that above
• Extend the formulae in columns B and C

6. Describe what is happening to the values of x and sin x as x approaches 0

from the negative side.

Using Graph
7.
• Open Graph&Table app
• Tap $ to display the graph
• Select [Zoom | Quick | Quick Trig] to set
an appropriate window
Describe the behaviour of the graph as x → 0 .

8. Select [Analysis |Trace] and use the arrow keys to move the cursor along
the curve.
What is the largest value for y you see displayed?

9.
Zoom in on the “y-intercept”:
• Tap [View | Zoom Box]
• Select a region around the y-intercept
What is the largest y-value you see displayed using Trace?

10. Repeat zooming in several times and record the largest y-value you see
displayed.

158 © Hazeldene publishing 2015

 sin x
11. If there is a precise value for lim , what would you predict it to be?
x →0 x
Justify your answer.

12. Determine the following limits using either Table, Spreadsheet or Graph:
1 − cos x
a) lim
x →0 x

sin 3x
b) lim
x →0 x

sin x
c) lim
x →0 1
x
2

13. Check your answers to Q12 using your CAS.

Calculate limit using CAS:
• In Main, select; from 9in the k
• Complete the entry for desired limit
calculation
OR
• In Main
• Select [Action | Calculation | lim]
• Enter the expression of which you wish to
determine the limit
• Enter the variable, probably x
• Enter the value where the limit is to be
calculated

1 − cos x
a) lim
x →0 x

sin 3x
b) lim
x →0 x

sin x
c) lim
x →0 1
x
2

© Hazeldene publishing 2015 159

Learning notes

A formal definition of a limit:

The lim f ( x ) = L if f(x) can be made arbitrarily close to
x →a

the limit L just by making x sufficiently close to a.

For continuous functions lim f ( x ) = f ( a )

x →a

In differential calculus, “first principles” use limits to establish the derivative

function. The expressions being investigated involve a missing point as the
function is undefined at the point of interest. However, providing it is well
behaved around that point, we can say there is a limit, and the numerical
techniques used in this investigation can often suggest what the limiting value
will be.

sin x
Using Table, Spreadsheet and Graph, the behaviour of the ratio is
x
explored. From observing this behaviour, you can conjecture the value of
sin x
the lim .
x →0 x

Table and Spreadsheet emphasise the numerical aspect as we look at the

numbers resulting from the calculations. Spreadsheets have the advantage of
being able to specify the values we use to investigate the behaviour of the
function. Graph is a visual representation of the numbers and hence provides a
picture of the function’s behaviour.
The same techniques can be applied to suggest limits for other expressions.

sin x
In each application, the results are suggesting there is a limit for as x → 0 .
x
However, it is not yet a formal proof. You now have several approaches enabling
you to see what the limit is likely to be. The basis for a geometrical proof of
sin x
lim is the next investigation. For a formal proof refer to a textbook.
x →0 x

160 © Hazeldene publishing 2015

 Activity 39 Sine of x on x

sin x
Aim: Establish lim through geometrical arguments
x →0 x

1. Construct the drawing.

(Detailed instructions are in the Learning notes)
• Open Geometry app
• Draw a line segment AB
• Draw an arc BC
• Construct line segment from C to AB
• Set angle ADC to 90
• Set length of AB to 1
• Set angle of AB to 0
• Add measurements of CD and arc BC
• Add an expression to calculate the ratio
CD:BC
Dragging C should preserve the properties of
the figure.

Drag C closer and closer to B.

a) What do you observe about the arc BC and the perpendicular CD?

b) Begin with angle BAC approximately 30˚ and record measurements

as C gets progressively closer to B in the following table.

 CD
CD Arc BC 
BC

© Hazeldene publishing 2015 161

 Point C approaching point B
• Drag C close to B and record the lengths
• Zoom in, drag C close to B and record the
lengths
o [View | Zoom Box]
o Tap on one corner of desired zoom
area and drag to opposite corner
o Repeat until the table is complete

You can change the precision of the

measurements displayed on the screen.
• Tap O
• [Geometry Format | Number Format]
• Choose the number of decimal places you
wish to be displayed (Default is Fix 2 for 2
decimal places. 4 decimal places is
recommended for this activity)
• Tap Set

c) Look at your table and describe what is happening to the ratio CD:BC
as C gets closer to B.

2.

In this diagram, A is the centre of a circle radius 1. B and C are points on the
circle, and D is the foot of the perpendicular from C to AB. ∠BAC = θ (in radians).

162 © Hazeldene publishing 2015

 a) Calculate in terms of θ :
(i) the length of CD

(ii) the arc length BC

(iii) the ratio of CD to BC

b) As CD cannot be longer than CB, there is an upper limit on the ratio

CD
θ
 . Express this as an inequality in terms of .
BC

Add a tangent at C to your drawing

(Detailed instructions are part of the Learning notes)
• Construct line segment AC
• Construct line segment from C to AB
• Set angle ACE to 90
• Add measurements for the length of CE and the
ratio of CE:BC

3. Explore what happens when you move C closer to B. (Use zoom to enable C
to get closer to B.)
What happens to the ratio CE:BC as C approaches B?

© Hazeldene publishing 2015 163

4. In this diagram, A is
the centre of a circle
radius 1.
B and C are points on
the circle.
E is the intersection of
the tangent at C with
the radial line AB.
∠BAC = θ (in radians)

Explain why

a) CE = tan θ

CE
b) >1

BC

CE tan θ
c) =

BC θ

sin θ
d) > cos θ
θ

sin θ
e) there is a lower limit on the ratio ,as θ → 0 + of 1.
θ

sin θ
5. Use your findings from questions 2 and 4 to determine the lim .
θ →0 θ

164 © Hazeldene publishing 2015

Learning notes
In this investigation, you are using the Geometry application to find the limit.
The proof is based upon the diagrams used and the process of construction and
play will help make the reasoning in the proof clearer.
Initially you use measurements taken from the drawing to suggest a value for
sin x
the lim . The measurements can be expressed in general terms which
x →0 x
enables us to show that there is both a lower limit and an upper limit and that
sin x
these are identical. Hence, establishing the exact value of the lim . This is
x →0 x
an example of the sandwich theorem.
Construct diagram
• Select Geometry from the m
• Select [File | New] to clear the window
• Tap q to clear the screen of the integer grid.
Cycle through the options until the screen is clear
Draw horizontal line segment
• Tap y select from the draw pull down menu
• Tap to position one end of the line and tap again
for other end
Set to length 1
• Tap 3 to go round the corner
• Tap the line segment
• Select m from pull down menu
• Tap in the measurement box and type 1
• Tap R to set length
Set direction to horizontal
• Select Y from pull down menu
• Tap in the measurement box and type 0
• Tap R to set length

Draw arc
• Tap 2 to go back round the corner
• Select P from the draw pull-down menu
• Tap on A
• Tap on point B
• Tap on another point on the circle that has
appeared

© Hazeldene publishing 2015 165

Draw perpendicular
• Tap y to select line segment tool
• Tap point C
• Tap on line segment AB
• Tap 3 to go round the corner
• Tap the line segments AB and CD
• Select Q from the pull-down measure menu
• Tap in measurement box
• Enter 90
• Tap R

Measure length of perpendicular CD

• Tap in open space
• Tap CD to select line segment
• Open pull-down measure menu
• Select length m
• Tap on m in the top menu
The length should now be displayed on the screen
and you can edit the descriptor
• Tap R
Measure length of arc BC
• Tap in open space
• Tap arc BC to select the arc
• Open pull-down measure menu
• Select arc length 3
• Tap on 3 in the top menu
The length should now be displayed on the screen
and you can edit the descriptor
• Tap R
Calculate ratio
• Tap in open space
• Select [Draw | Expression]
Numbers will appear in front of the on-screen
measurements
• Tap on the number in front of the length CD
• Press /
• Tap on the number in front of the arc length BC
• Tap R to complete the expression @1/@2
Change label of expression
• Tap in open space
• Tap on the value of the expression
• Select u
• Change label in Measurement box
• Tap in open space
• Select all three labels and move to just below
point B
This will keep them visible when you zoom in

166 © Hazeldene publishing 2015

 Drag C progressively closer to B
• Select tool G
• Tap in open space
• Tap on point C
• Tap on C and drag to new position

Zoom in:
• Select Q or [View | Zoom Box]
• Tap on one corner of desired zoom area and drag
to opposite corner
You may wish to then:
• Tap G or [View | Select]
• Tap in open space, tap on the expression and drag
to keep visible for next zoom
View menu icons
G select tool
Q zoom box
n pan across the window (move
drawing)
W zoom in
E zoom out

Add a tangent at C to your drawing

• Draw AC
o Tap y
o Tap on A, tap C
• Draw CE
o Tap C, tap AB
• Tap 3 to go round the corner
• Select lines AB and CE
• Set angle to 90

Add measurement for the length of CE

• Tap in open space
• Tap on line CE
• Select [Draw | Measurement | Length].

Calculate the ratio of CE:BC

• Select [Draw | Expression]
• Tap in the measurement box
• Press the k button
• Enter the expression to be calculated
If CB is measurement 2 and CE is measurement
4, the expression is @4/@2
• Tap E or tap R

© Hazeldene publishing 2015 167

 Activity 40 Modelling motion

Aim: Model motion along a straight line

Ball toss
1. Mitch throws a cricket ball straight up in the air. Peter records the throw
on his iPad to get the following data on the height of the ball.
Time 0 0.5 1.0 1.5 2 2.5 3 3.5
Height 2.5 12 18.9 23.5 25.5 25.1 22.3 17
Time is in seconds and height in metres.
a) Model this data to obtain a height function.
Calculate model using regression
• Enter the data into Statistics.
• Draw a scatter graph.
• Use the regression that fits the shape
of your graph.
• You may like to save the function to
y1 so you can work with unrounded
values.

Use your model to determine:

b) the velocity function

c) when the velocity is 0

d) the acceleration function

e) the maximum velocity in the interval 57 0 ≤ t ≤ 4.457

f) the maximum speed in the interval 0 ≤ t ≤ 4.457

168 © Hazeldene publishing 2015

 1 2
2. Physics students will have used this equation: s = ut + at , or something
2
similar, for describing motion under constant acceleration. Note that s is a
function of t and a and u are constants.
a) Calculate the velocity function.

b) Calculate the acceleration function.

Air hockey
What if the acceleration is not uniform?
3. Tom is playing air hockey. He moves his
slider back and forth along a straight line.
Measurements of the position of the slider
over a short period of play are recorded in
the table below.

Time (t) seconds 0 0.5 1.0 1.5 2 2.5

Distance from edge of table
10 30 28 43 56 40
(x) cm
a) Model the paddle’s distance from the edge of the table (x) as a function
of time (t) with a quartic function.

According to your model, determine when the:

b) paddle is stationary

c) paddle is moving fastest

d) paddle is moving to the left

e) when the paddle’s acceleration is

(i) least
(ii) 0
(iii) greatest

© Hazeldene publishing 2015 169

Learning notes

Models are an important part of mathematics. We can use experimental data to

generate a model and then use it to make predictions. Clearly if the predictions
aren’t appropriate we will revise the model.

To model data:
• Enter the data into Statistics.
• Draw the graph.
• Choose a regression that fits the shape of the data.

Enter the data into Statistics

• Open Statistics app
• Select [Edit | Clear All]
• Enter the data, time in list1 and distance or
position in list2

Draw a scatter graph

• Tap G
• Ensure settings for StatGraph 1 are as shown
• Tap Set
• Tap $

Calculate regression
• Use the regression that fits the shape of your
graph
Select [Calc | … Reg]
• You may like to save the function e.g. to y1
You can then work with this function in Main
and it will use unrounded values

170 © Hazeldene publishing 2015

Solutions

Activity 1 A function equal to its gradient

1.
a)
x –2 –1 0 1 2 3 4
y = 2x 0.25 0.5 1 2 4 8 16
dy
0.1733 0.3466 0.6931 1.386 2.773 5.545 11.09
dx
b) The derivative values are all smaller than their respective y-values.
2.
a)

b) The derivative is a similar shape but lower than the function. It could
be a vertical dilation.
c) The graphs are of a similar shape but closer together and the
derivative is above the curve y = 3x .

d) Somewhere between 2.5 and 2.9.

© Hazeldene publishing 2015 171

3. Answers will vary. This is an example
Equation of derivative
a Function y = a x
(using abExponential regression)
2 y = 2x y = 0.6931 × 2 x
3 y = 3x y = 1.0896 × 3 x
2.5 y = 2.5 x y = 0.9162 × 2.5 x
2.7 y = 2.7 x y = 0.9932 × 2.7 x
2.8 y = 2.8 x y = 1.0296 × 2.8 x
2.72 y = 2.72 x y = 1.0006 × 2.72 x
4.

x2 x3 x4
a) f (x ) = 1 + x +
+ + + ... It has one less term but this is not
2! 3! 4!
relevant for an infinite series.
b)
1 1 1 1 •
f (1) = 1 + 1 + + + + = 2.716
2 6 24 120
1 1 1 •
f '(1) = 1 + 1 + + + = 2.7083
2 6 24
c) 16 terms
d) 2.71828182845904

e) There is only one graph, i.e. they are the same.

f) y = 2.7182 x

172 © Hazeldene publishing 2015

 Activity 2 Differentiating exponential functions

1.
Working Justification
a x +h − a x First principles definition of derivative
f '( x ) = lim
h →0 h
a x .a h − a x Index law a m × a n = a m + n
= lim
h →0 h
ah − 1 Common factor a x ; can be removed from the limit
= a x lim
h →0 h as it is independent of h

ah − 1 0
2. a) = i.e. undefined.
h h =0 0

b)

ah − 1
a Estimate of lim
h →0 h
2 0.693
3 1.10
4 1.39
2.6 0.956
2.7 0.993
2.8 1.03
2.71828 1.00
d x ah − 1 ah − 1
c) Given
dx
x
( )
a = a lim
h →0 h
when a = 2.71828, lim
h →0 h
≈ 1 , hence

d
dx
( )
2.71828 x ≈ 2.71828 x

3. a) (i) 1.0986
(ii) 0.99325
(iii) 0.99990
b) (i) a ≈ 2.718281828
(ii) a=e
d x
c) a = e , i.e.
dx
( )
e = ex

© Hazeldene publishing 2015 173

 Activity 3 Route 2.7…e

1. After 1 year, value of investment is $11 000.

2.
Value = 10 000 × 1.052
= $11 025
3.
a) $11 038.13
b) $11 047.13
c) $11 050.65
d) $11 051.56
e) $11 051.70
4.
a) $2
b) $2.25
c) $2.44140625
d) $2.61303529
e) $2.692596954
f) $2.714567482
g) $2.718126692
5. 2.718281828
The limited number of decimal places on the
calculator suggests that the constant may be a
recurring decimal. In fact it is not. To 20 decimal
places, the constant is
e ≈ 2.71828 18284 59045 23536. . .
6. a) e
b) ea

174 © Hazeldene publishing 2015

 Activity 4 Growth and decay
0.794t
1. P ≈ 159 e where t is the number of years since
2007.

2. As shown below, the original function is a scalar

multiple of the derivative. We see that
dP ≈ 0.794 × 159e0.794t
dt

i.e. dP ≈ kP k = 0.794
dt

3. The instantaneous rate of increase in the

number of notifications of whooping
cough is proportional to the number of
existing notifications.
The k value represents this proportionality constant, that is, at any time,
the rate of growth of the number of notifications is approximately 79% of
the number of notifications at that time per year.
4. 2012 corresponds to t = 5.
Number of notifications ≈ 8450

5. During the year 2014 ( t ≈ 6.1) the number of notifications is predicted to

reach 20 000.
6. Many factors affect the mathematical model in the future, for example, if
the vaccine for parents is successful, the number of cases should be
significantly lower than the model predicts. Other limitations might include
the limiting factor of the total population of WA – clearly the number of
cases cannot exceed this figure.

λt
7. A = A0 e

let 1 A 0 = A 0 e
λ × 60.5
2
λ ≈ – 0.011457
Now, when t = 10 days, A = 150g.
-0.011457 × 10
150 = A0 e
A0 ≈ 168.2g

© Hazeldene publishing 2015 175

 Activity 5 Differentiating trigonometric functions

1. a) Since the graph of y = sin( x ) is periodic, it makes sense that the

gradient function graph is also periodic.
b) The period is likely to be 2π (the same as the function graph).
π
c) x = + kπ, k ∈ 
2
d)

2. a)

dy
a) = cos( x )
dx

176 © Hazeldene publishing 2015

3.

4.
Working Justification
sin( x + h ) − sin( x ) First principles definition of
f '( x ) = lim
h →0 h derivative

sin( x ) cos(h ) + cos( x )sin(h ) − sin( x ) Compound angle formula for

= lim sin( A + B )
h →0 h
sin( x ) cos(h ) − sin( x ) cos( x )sin(h ) Grouping terms into two
= lim + lim separate limits
h →0 h h → 0 h
Factoring out sin( x ) and cos( x )
cos(h ) − 1 sin(h )
= sin( x ) lim + cos( x ) lim since they are independent of h
h →0 h h →0 h
sin(h )
= cos( x ) lim = 1 and
h →0 h
cos( h ) − 1
lim =0
h →0 h

5.
cos( x + h ) − cos( x )
f '( x ) = lim
h →0 h
cos( x ) cos(h ) − sin( x )sin(h ) − cos( x )
= lim
h →0 h
cos( x ) cos(h ) − cos( x ) sin( x )sin(h )
= lim − lim
h →0 h h →0 h
cos(h ) − 1 sin(h )
= cos( x ) lim − sin( x ) lim
h →0 h h → 0 h
= − sin( x )

© Hazeldene publishing 2015 177

 Activity 6 The second derivative

1. a)
x f(x) f’(x) f’’(x)
–1.57 0 17.2 –47.3
–1 4.13 0 –16
–0.41 2.49 –4 0
0.53 0 –0.8 3.34
1 –0.1 0 0
2.41 –2.8 –4 0
3 –4.4 0 16
3.59 0 18.2 48.8

b) f (x )

c) f'(x)

d) f''(x)

e)

178 © Hazeldene publishing 2015

2.
f '( x ) > 0 the function is increasing/decreasing/indeterminate.

f '( x ) = 0 the function/gradient is increasing/decreasing/indeterminate.

f '( x ) < 0 the function/gradient is increasing/decreasing/indeterminate.

f ''( x ) > 0 the function/gradient is increasing/decreasing/indeterminate.

f ''( x ) < 0 the function/gradient is increasing/decreasing/ indeterminate.

f ''( x ) = 0 the function/gradient is increasing/decreasing/ indeterminate.

3.
f ''( x ) > 0 f ''( x ) < 0 f ''( x ) = 0

f '( x ) > 0

f '( x ) = 0

f '( x ) < 0

© Hazeldene publishing 2015 179

 Activity 7 Graphing functions
1.
b)
(i) Determine the derivative function.
(ii) Solve for the derivative =0 to locate stationary points.
(iii) Calculate second derivative at stationary points to determine
nature of stationary points. If the second derivative is negative it
means the gradient is decreasing hence a local maximum. If
positive then a local minimum.
(iv) Calculate y-coordinates of stationary points.
c)

Vertical asymptote at x = 0 .
4
x → ∞, y → x − from above
3
As .
4
x → −∞, y → x − from below
3
4
The line y = x − is known as an oblique asymptote.
3

180 © Hazeldene publishing 2015

2. a) CAS working

© Hazeldene publishing 2015 181

 b)

Note: graph is symmetrical about y-axis.

182 © Hazeldene publishing 2015

 As x → ∞, y → ∞ (y → x − )
c)
As x → −∞, y → 0 − ∞ (y → x + )

This graph is interesting in that there is an oblique asymptote of y = x

and the curve passes through the asymptote at (–4.5, –4.5) and as
x → −∞ the curve approaches the asymptote from above.
d) At x = 0 both first and second derivatives are 0.

© Hazeldene publishing 2015 183

 Activity 8 Composite functions

1. a) (i) g (3) = 2
(ii) f (2) = −1
(iii) f ( g (3)) = −1
b) f ( g (3)) is the same as f (2) since g (3) = 2 .
1
2. f ( g( x )) =
x +1 − 3
x −2
3. a) g ( f ( x )) =
x −3
1
b) Expected g( f ( x )) = +1
x −3
These are equivalent:
1
+1
x −3

1 x −3
= +
x −3 x −3

x −2
=
x −3
4. a)

1 g( x ) = x + 1
b) f (x ) =
x −3
Domain: x ∈ , x ≠ 3 Domain: x ∈ , x ≥ −1
Range: y ∈  , y ≠ 0 Range: y ∈  , y ≥ 0

184 © Hazeldene publishing 2015

5.
1
f ( g( x )) =
x +1 − 3
Domain:
x ∈ , x ≥ −1, x ≠ 8
Range:
1
y ∈ , y > 0, y ≤ −
3

6. a)
b) Whilst the graph appears to terminate as
x → 3 + , this is not the case. The graph has a
vertical asymptote at x = 3.
c)

Domain: x ∈ , x ≤ 2, x > 3
Range: y ∈  , y > 0, y ≠ 1
d) This function clearly shows the vertical
asymptote at x = 3 . The graph in a) has a
restricted domain (as a result of the square
root) and is missing the part between
x = 2 and x = 3 .

© Hazeldene publishing 2015 185

 Activity 9 Gradient of composite functions

1.
a) x 6 − 9x 5 + 30x 4 − 45x 3 + 30x 2 − 9x + 1
b) 6 x 5 − 45x 4 + 120 x 3 − 135x 2 + 60 x − 9

( )
2
c) 3 x 2 − 3 x + 1 ⋅ (2 x − 3)

d) 3 from the cube

The quadratic squared, i.e. one degree less than a cube.
The derivative of the quadratic
e) When differentiating a composite function: First differentiate the outer
function and then multiply by the derivative of the inner function.
2. Answers will vary
3.
(x )
4
a) 2
+ 6x − 1
2
b) e3 x +5 x
c) sin( x 3 − 7)
( 3x + 4 )
−2
d)
1
e) (x 2
−4 ) 2

f) −4cos( x 2 + 6x − 1)
4.

Composite Inner Outer

dy du dy du dy
function function function ×
y = f ( g ( x )) u = g(x ) f (u) du dx du dx dx

1 1 3 3
10 − 3x u −1 − –3
(10 − 3x )
2
10 − 3x u2 u2

1 − 12 3 − 12 3 1
(10 − 3x ) 2
1 −
10 − 3x 10 − 3x u 2 u –3 − u −
2 2 2

(x ) ( )
3 2
2
−9 x2 − 9 u3 3u 2 2x 3u2 × 2x 3 x 2 − 9 × 2x

2x
2 2
ex −9
x2 − 9 eu eu eu × 2x ex −9
× 2x

sin( x 2 − 9) x2 − 9 sin(u ) cos(u ) 2x cos( u ) × 2 x cos( x 2 − 9) × 2x

e 3 sin x 3sin x eu eu 3cos x eu × 3 cos x e 3 sin x × 3 cos x

186 © Hazeldene publishing 2015

5.
1
−
d 3 1 3  2 d  3 
10 − 2 = 10 − 2  ×  10 − 2 
dx x −9 2 x −9 dx  x −9
1

(( ) × dxd ( x
−
1 3 
) )
2 −2
= 10 − 2  × 3 x2 − 9 2
−9
2 x −9
1

(( ) × 2x
−
1 3 
)
2 −2
= 10 − 2  × 3 x2 − 9
2 x −9
3x
=
3
(x )
2
2
−9 10 − 2
x −9

© Hazeldene publishing 2015 187

 Activity 10 Pendulum motion

1. a) d = 10.0 sin(4.43t + 1.57)

(The vertical translation has been omitted
given its insignificance and inconsistency with
the situation)

b)
2π
T≈
4.43
≈ 1.42 s
c) 4.2 cm
d) The bob has completed ~2.82 cycles.
Each cycle is 4 ×10 = 40 cm
Hence total distance = 2.5 × 40 + 10 + 4.22

= 114.22 cm
2.
a) v = 44.3 cos(4.43t + 1.57)
b) Max velocity 44.3 cm/s
Occurs at t ≈ 1.07 s
(Max speed first occurs when
t ≈ 0.36 s in a negative direction)
c) Max velocity occurs when bob is at
equilibrium position. Error in
screenshot is due to rounding.
d) Bob is stationary ( v = 0 ) when d = −10
and when d = 10 cm

188 © Hazeldene publishing 2015

 3. Acceleration is zero at equilibrium
position d = 0 . Error in screenshot is
due to rounding.

4. a) (i) The bob starts at maximum displacement. A sine function would

require a phase shift.
(ii) 10 cm is the initial maximum displacement.
2π
(iii) With period T ≈ 1.4 s , b ≈ ≈ 4.5
1.4

b) k ≈ −0.049, d = 10e −0.049t cos4.5t

c) t = 14 s , d ≈ 5.0 cm , v ≈ −4.0 cm/s (4 cm/s to the left)

© Hazeldene publishing 2015 189

 Activity 11 Comfy chairs

1.
a) {x |0 < x ≤ 250}
b) Profit = Revenue – Costs
 600   3

P =  240 +  x −  2400 + 42 x + 12 x 2

 x   
3
= 198x − 1800 − 12x 2
dP
c) Max when = 0 or at end points
dx
dP
= −18 x + 198
dx
dP
= 0  x = 121
dx
d2 P
<0
dx 2 x =121

∴ Local max when x =121

d) P (121) = 6186 Max profit is $6186 when 121
chairs are manufactured

e)

190 © Hazeldene publishing 2015

2.
Profit = Revenue –Costs

600   
3

P =  325 + x −  2400 + 55x + 12x 2

 x   
3
= 270x − 1800 − 12x 2 , 0 < x ≤ 200
dP
Max when = 0 or at end points
dx
dP
= −18 x + 270
dx
dP
= 0  x = 225
dx
d2P
<0
dx 2 x = 225

∴ Local max when x =225

Since x ≤ 200 and function is increasing the maximum profit of $18 258.87
will be when 200 chairs are made.

© Hazeldene publishing 2015 191

 Activity 12 Silos’r’us
1.
h r
a) tan 35 ° = b) cos 35° =
r s
r
h = r tan35° s=
cos35°
2. There is a cylinder and two cones
1 
V = π r 2 y + 2  π r 2 × r tan 35° 
3 
2
= π r 2 y + π r 3 tan 35°
3
2
= π 1.72 × 3.1 + π 1.73 tan 35°
3
3
= 35.4 m
3. Note in the ClassPad solution: Y is used as y was defined earlier.
Alternatively use Memory Manager to clear the value of y.
2
a) 15 = π 1.252 y + π 1.253 tan 35°
3
2
15 − π 1.253 tan 35°
y= 3
π 1.252
= 2.47 m
2
b) V = π r 2 y + π r 3 tan 35°
3
2 3
V − π r tan 35°
y= 3
π r2
15 2r tan 35°
= 2 −
πr 3
4.77
= 2 − 0.467r
r
c) Max radius when height is 0.
0 ≤ r ≤ 2.17
d) A = 2π ry
 0.467 
= 2π × 2.5 ×  2 − 4.77r 
 r 
30
= −2.93r 2 +
r
r
e) A = πr
cos35°
= 3.84r 2 m 2

192 © Hazeldene publishing 2015

  30 
f) C = k  −2.93r 2 +
 r
(
+ (1.5 + 2) 3.84r 2 

)
 30 
= k 10.49r 2 +
 r 

dC
g) = −30kr −2 + 21.0kr
dr
dC
Stationary points when =0
dr
 r = 1.13
d 2C
is a minimum as >0
dr 2 r =1.13

1
4. V = 2π ry + 2 × π r 2 (r tan 35°)
3
V 2 tan(35°)
y= 2 − x
πr 3
  π (b + t ) 4π tan 35°  2V 
Cost = k  r 2  − + r 
  cos(35°) 3  
3V cos35°
max when r = 3
π (3(b + t ) − 4 sin 35°)

© Hazeldene publishing 2015 193

 Activity 13 What might the function be?

1.
Function Derivative
a) 3x 3

b) x 2 + 3x 2x + 3

c) x 3 − 3x 2 3x 2 − 6 x

d) x 3 − 3x 2 + 14.7 3x 2 − 6 x

e) x 3 + 3x 2 3x 2 + 6 x

f) 1 5
x x4
5
g) 1 5
x + 3x x4 + 3
5
h) e2x 2e2x

i) e2x + 4 x 2e 2 x + 4

j) sin x cos x

k) cos x − sin x

l) ( )
cos 7x 3 ( )
−21x 2 sin 7x 3

m) − cos (7x ) 3
21x 2 sin (7 x ) 3

n) xe x xe x + e x

o) xe x ( x + 1)ex

p) 1
sin 5x cos5x
5

q) 1 4 x +3
e e 4 x +3
4

194 © Hazeldene publishing 2015

2.

x4
a) + 2x + 6
4
b) e x − 7x − 4
c) sin ( 4 x ) − 3

d) e x +2 + 1

e) x −1

 2π 
f) −2 cos  3x +  + 5.3
 3 

3.
1
a) x n +1 + c
n +1
b) ex + c
c) − cos x + c
d) sin x + c
e) 2sin x − cos x + c
1
( ax + b ) + c
n +1
f)
a( n + 1)

1 ax +b
g) e +c
a
1
h) sin ( ax + b ) + c
a

© Hazeldene publishing 2015 195

 Activity 14 Are we there yet?

1. a)

b) 75-80 km/h would be reasonable estimates

c) 80 km
d) Travelling at about 60 km/hr for the first 20 minutes, about 80 km/h
for the next 20 minutes and 100 for the last 20 minutes. I.e. there are
no stops for traffic lights or other reasons.
2. a) (i) 50/6 ≈ 8.3 km
50
(ii) km
6
1
b) They are both 50 km multiplied by of an hour
6
c) (i) 65 km/h
50 + 80 1 1
(ii) × = 65 × ≈ 5.4 km
2 12 12
1 5
d) (i) hour (ii)5 km/h (iii) km
12 12
e) 53.75 km
3. a)
Time vstart vend v av Distance)
0 – 10 0 55.6 27.8 4.6
10 – 20 55.6 88.9 72.2 12
20 – 30 88.9 100 94.4 15.7
30 – 40 100 88.9 94.4 15.7
40 – 50 88.9 55.6 72.2 12
50 – 60 56 0 27.8 4.6

196 © Hazeldene publishing 2015

 b) 64.8 km
c) 66 km
d) It is increasing
e) More as there is area above the trapezia
f) (i) 56.6 km
(ii) 63.5 km
4. a) Answers will vary
2
b) As n increases the total distance increases. It gets closer to 66 km
3
c) 66.7 km
d) (i) 10.4 km
(ii) 22.9 km
(iii) 33.3 km
(iv) 45.8 km
d 
3 2
400  1   1
5. a) 100t − t−  = 100 − 400  t − 
dt  3  2  
  2
b)
t 0 0.25 0.5 0.75 1
s( t )16.7 27.1 50 72.9 83.3
c) s(0.25) − s(0) = 10.4 distance travelled 0 ≤ t ≤ 0.25
s(0.5) − s(0.25) = 22.9 distance travelled 0.25 ≤ t ≤ 0.5
s(0.5) − s(0) = 33.3 distance travelled 0 ≤ t ≤ 0.5
s(0.75) − s(0.25) = 45.8 distance travelled 0.25 ≤ t ≤ 0.75
i.e. the difference between the antiderivative calculated at the end
points of the interval.
6. a) answers will vary slightly with the number of intervals used
Velocity function In first In second In first
hour hour two hours
v(t ) = 100(1 − e −2t ) 56.7 94.1 150.8
 πt 
v(t ) = 100 sin   63.6 63.6 127.2
 2
b) & c)
Velocity function Anti-derivative t=0 t=1 t=2
v(t ) = 100(1 − e −2t ) 100t + 50e −2t 50 106.8 200.9
 πt  200  πt 
v(t ) = 100 sin   v(t ) = − cos   –63.7 0 63.7
 2 π 2
Note: other anti-derivatives are possible by adding a constant.
d) The difference between the anti-derivative calculated at the end points
of the interval is approximately equal to the distance travelled.

© Hazeldene publishing 2015 197

 Activity 15 The fundamental theorem of calculus

1. a) The sum of the areas of the four

rectangles is 0.72
b) See graph
c)
5 0.72 1.32
10 0.855 1.155
50 0.9702 1.0302
100 0.98505 1.01505
1000 0.9985005 1.0015005

d) The values get closer together.

e) 1 sq. unit.
2. a)
Interval Area
0≤x ≤2 8
0≤x ≤5 125
2≤x ≤5 117
3 ≤ x ≤ 10 973
−1 ≤ x ≤ 1 2

b) Substitute the domain extremities and calculate the difference.

3. a) See graph
b) As the y-values are
negative the values are
opposite and so the area
lies between 15.28 and
20.48
c) Approximately 18 units2

d) A( x ) = x 4 − x 2 − 30x , A(2) − A(1) = 18

198 © Hazeldene publishing 2015

 e)
Interval Area (units2)
0 ≤ x ≤1 30
0≤x ≤2 48
0.5 ≤ x ≤ 1.5 27
4. a) See graph
b) As the graph is decreasing
the “lower area” is a larger
value than the “upper
area”
c) 3.1 units2
A( x ) = x + sin( x )
d)
A(π ) − A(0) = π

5.

a)
b) The function is negative and increasing. The values are negative
because the function is negative, and the absolute value of the lower
area is higher as the rectangles have a greater height (because the
function is increasing).
c) 4.7 units2

A( x ) = 2e − x
d)
A(1) − A( −1) = 2e −1 − 2e1 = −4.7

6.
f (x ) ≥ 0 f '( x ) ≥ 0 “upper” rectangles – “lower” rectangles
f (x ) ≤ 0 f '( x ) ≥ 0 –(“lower” rectangles – “upper” rectangles)
f (x ) ≥ 0 f '( x ) ≤ 0 “lower” rectangles – “upper” rectangles
f (x ) ≤ 0 f '( x ) ≤ 0 –(“upper” rectangles – “lower” rectangles)

© Hazeldene publishing 2015 199

Activity 16 Integrate

1. 2.
a) Explanations will vary depending
upon prior knowledge

b) The ʃ command calculates the

anti-derivative or integral of a
function, where possible.
The first parameter is the
function. The second is the
variable, if omitted it is assumed
to be x.
The next two parameters enable
calculation of a definite integral Note that all indefinite integrals
with a lower or left boundary and should have +c attached!
an upper or right boundary.

200 © Hazeldene publishing 2015

3.

b a
4. 
a
f ( x )dx = − f ( x )dx
b
b b

a
−f (x )dx = − f (x )dx
a
b c c

a
f (x )dx +  f (x )dx =  f (x )dx
b a

© Hazeldene publishing 2015 201

Activity 17 Distance from acceleration

1. a)
Acceleration –g
Height at time t = 0 23
Velocity at t = 0 25
b) v = 25 − gt
1
c) s = − gt 2 + 25t + 23
2
d)
1 2
Solve 25t + 23 − gt = 0
2
 1
−23 ± 252 − 4  −  23
 2
t=
−g
1 2
e) s = ut + at + s0
23 + 252 + 46 2
= ,t > 0
g
= 5.9s (2 s.f.)

2.
a) v(0) = −20 cms−1 , s(0) = 100 cm
b) v = −20cos2t
c) 20 cms–1
s = −10 sin 2t + d
s(0) = 100 = −10 sin 0 + d
d)
d = 100
s = −10 sin 2t + 100
e) 0 cms-1
f) Periodic, with mean height 100 cm
and period π seconds

202 © Hazeldene publishing 2015

 g)
(i) s = 10t − 10sin 2t + d
s(0) = 100 = 10 × 0 − 10 sin 0 + d
d = 100
s = 10t − 10 sin 2t + 100

(ii) The motion is periodic while

advancing to the right.
3.
v = 300 − 300e −1.2t
a)
s = 250e −1.2t + 300t − 250
b) 300 cm/s
c) 2.5 s
d) 3.49 s

© Hazeldene publishing 2015 203

 Activity 18 Tax time

1. a)

c) (i) $342
(ii) $4547
(iii) $24947
(iv) $54547
2.
a)
(i) $8.91
(ii) $1307.20
(iii) $18 405
(iv) $54 405
b) No-one pays more tax.

 0, x ≤ 15000
 x − 15000

c) TaxRate($x ) =  × 0.45, 15000 < x ≤ 80000
 65000
 0.45, x > 80000
(i) $86.54
(ii) $2163.46
(iii) $23 625
(iv) $59 625
The $180 000 income would pay $5078 more.
3.
a)
$12.81
$1474.24
$24 750
$60 750
b) $180 000 pays more tax.

204 © Hazeldene publishing 2015

4. a)

T( x ) =  0.325dx = 0.325x + c

T(37000) = 0.325(37000) + c = 3572

c = −8453
T( x ) = 0.325x − 8543
Alternatively
3572 + 0.325( x − 37000) = 0.325x − 8543
 0, x ≤ 15000
 2
b)  9x 27 x
T n( x ) =  − + 778.85, 15000 < x ≤ 80000
 2600000 260
 0.45 x − 21375, x > 80000
c) Incomes between $15 000
and $18 412 and above
$116 525 will pay more tax.

d) A person on $61944 will

pay $3960 less tax.

5.
 0, x ≤ 15000

  60000  π ( x − 45000)  
a) Tm($x ) = 0.225  x − cos    − 3375, 15000 < x ≤ 75000
  π  60000 
 0.45x − 20250, x > 75000

b) Between $15 000 and $18 218 and above $102 460 pay more tax

c) Biggest gain is $53 796 income which will pay $4061 less tax.

© Hazeldene publishing 2015 205

 Activity 19 Rolling Dice

1. Results will vary. For example:

2. Results will vary. For example:

c) The distribution is likely to look more uniform as in the examples

above.
3.

206 © Hazeldene publishing 2015

4. Results will vary. For example:

5.
a)
Sum Frequency
Die 1
2 1
1 2 3 4 5 6 3 2
4 3
1 2 3 4 5 6 7
5 4
2 3 4 5 6 7 8 6 5

3 4 5 6 7 8 9 7 6
Die 2

8 5
4 5 6 7 8 9 10
9 4
5 6 7 8 9 10 11 10 3
11 2
6 7 8 9 10 11 12
12 1
b) & c)

© Hazeldene publishing 2015 207

6. a)

c)
Die 1 Difference Frequency
1 2 3 4 5 6 0 6
1 0 1 2 3 4 5 1 10
2 1 0 1 2 3 4 2 8
3 2 1 0 1 2 3 3 6
Die 2

4 3 2 1 0 1 2 4 4
5 4 3 2 1 0 1 5 2
6 5 4 3 2 1 0

d)

208 © Hazeldene publishing 2015

7. a)

c)
Die 1 X=product Frequency
1 2 3 4 5 6 1–5 10
6 – 10 9
1 1 2 3 4 5 6
11 – 15 6
2 2 4 6 8 10 12
16 – 20 5
3 3 6 9 12 15 18
Die 2

21 – 25 3
4 4 8 12 16 20 24
26 – 30 2
5 5 10 15 20 25 30
31 – 35 0
6 6 12 18 24 30 36
36 – 40 1

d)

© Hazeldene publishing 2015 209

 Activity 20 Up or down, the Bernoulli distribution
1. Results will vary. For example:

c) The histogram has a peak at 4 and is negatively skewed.

5
1  1
2. a)  4  = 1024
 
b)
face up cards Arrangements
0 {0,0,0,0,0}
1 {1,0,0,0,0} {0,1,0,0,0} {0,0,1,0,0} {0,0,0,1,0} {0,0,0,0,1}
{1,1,0,0,0} {1,0,1,0,0} {1,0,0,1,0} {1,0,0,0,1} {0,1,1,0,0}
2
{0,1,0,1,0} {0,1,0,0,1} {0,0,1,1,0} {0,0,1,0,1} {0,0,0,1,1}
{1,1,1,0,0} {1,1,0,1,0} {1,1,0,0,1} {1,0,1,1,0} {1,0,1,0,1}
3
{0,1,1,0,1} {0,1,0,1,1} } {0,1,1,1,0} {1,0,0,1,1} {0,0,1,1,1}
4 {1,1,1,1,0} {1,1,1,0,1} {1,1,0,1,1} {1,0,1,1,1} {0,1,1,1,1}
5 {1,1,1,1,1}
c) & d)

210 © Hazeldene publishing 2015

 e)

# of P(X = x)
x P(a branch)
arrangements
5
1  1
0 1 4 = 0.000977
  45
4
1  3 15
1 5  4  × 4  45
= 0.0146
   
3 2
1  3 90
2 10  4  × 4  45
= 0.0879
   
2 3
1  3 270
3 10  4  ×4  45
= 0.264
   
4
1  3 405
4 5  4 × 4  45
= 0.396
   
5
3 243
5 1 4 = 0.237
  45
3.
a)

x 0 1 2 3 4 5

binomPDf(x,5,0.75) 0.000977 0.0146 0.0879 0.264 0.396 0.237

b) Identical
c) & d)

© Hazeldene publishing 2015 211

 Activity 21 Bernoulli trials

1.
Number of pipes 0 1 2 3 4
Arrangements XXXX XXXO XXOO XOOO OOOO
XXOX XOXO OXOO
XOXX XOOX OOXO
OXXX OXOX OOOX
OXXO
OOXX
Probability 1 4 1 6 3 4 1 1
= = =
16 16 4 16 8 16 4 16

2. b)
(i) (ii)
# of pipes Probability
0 0.0256
1 0.1536
2 0.3456
3 0.3456
4 0.1296
c)
(i) 0.8208
(ii) 0.8704
(iii) 0.8448
3. binomPD gives the probability of a particular
number of successes whereas binomCD gives the
probability for a range of values.
4.
a) 11 arrangements have 2 or more pipes with water. One of these is
correct.
b)
(i) 0.044
(ii) 0.012
(iii) 0.00057

212 © Hazeldene publishing 2015

5.
a) There are 25 = 32 arrangements of the five pipes to carry water. Of
5 5
these,   +   = 6 have fewer than two pipes carrying water. Hence
0 1 
1
26 different possible arrangements remain, so Max has a ≈ 0.0384
26
chance of a correct guess on a single trial.
b) P(at least 4 out of 8) ≈ 0.00014
c) If the reasoning is there is an even number of
trials then 10 trials are required and
P(at least 5) = 1.8 ×10−5
However P(at least 4 out of 7) is 7.0 ×10−5 so
the least number of trials is 7.

© Hazeldene publishing 2015 213

 Activity 22 What is log?

1. a)
Number (x) x as a power of 10 log x
10 101 1
10000 104 4
1 100 0
0.01 10−2 –2
0.001 10−3 –3
1
10−1 –1
10
1 1
10 10 2 2
3
( )
3 3
10 102 2
b) The log is the exponent when the number is written as a power of 10.
2.
a)
Number Base x written as a power log b x
(x) (b) of the base
9 3 32 2
81 3 34 4
1024 2 210 10
28561 13 134 4
125 5 53 3
1 1
5 5 5 2
2
16 2 2 4 4
8 4 4 1.5 1.5
5.0649… 3.7 3.7 1.24 1.24
b) The log to the base b is the exponent when the number is written as a
power of b.
c)
(i) a
(ii) x
d) x

214 © Hazeldene publishing 2015

 Activity 23 Log laws

1. a) i) log5 + log3
(ii) log13 + log2
(iii) log7 + log5
(iv) log11 + log7
b) log(a × b) = log a + log b
2. a) i) log3 – log2
(ii) log11 – log7
(iii) log5 – log13
(iv) log7 – log5

a
b) log   = log a − log b
b
3. a) i) 2log7
(ii) 3log5
(iii) –2 log3
(iv) 6log7
(v) alog3
b) log( a x ) = x log a

4. a) log3 + log5 + log7

b) log2 + log7 + log11
c) log3 + log5 + log7 + log11
d) log2 + 2 log3
e) log3 – 3log2
f) 8log2 – 4log3

© Hazeldene publishing 2015 215

 Activity 24 Growth of the WWW

1.

2. a) A(2,0), B(20,0), C(200,0) D(800,0)

3.

4. So we can see trends in the early years.

In the first graph the large values dominate and we can see little of the
trends with the small number of websites. Using a log scale for the number
of websites lets us see the growth for the early years as well. Notice that
exponential growth appears linear on a semi-logarithmic graph.

216 © Hazeldene publishing 2015

 Activity 25 Key features of logarithmic functions

1. y = 2x 2. y = log 2 x

Asymptote: y = 0 Asymptote: x = 0

Intercept(s): (0,1) Intercept(s): (1,0)

3. y = 2x − 2 4. y = log 2 ( x + 2 )

Asymptote: y = –2 Asymptote: x = –2

Intercept(s): (0,–1) Intercept(s): (–1,0)

© Hazeldene publishing 2015 217

5. y = 2 x +1 6. y = log 2 x − 1

Asymptote: y = 0 Asymptote: x = 0

Intercept(s): (0,2) Intercept(s): (2,0)

7. y = e−x − 4 8. y = − log e ( x + 4)

Asymptote: y = –4 Asymptote: x = –4

Intercept(s): (0,–3) ( − ln(4),0) Intercept(s): (–3,0) (0, − ln(4))

218 © Hazeldene publishing 2015

 Activity 26 Applications of logs

1. a)

b)
Earthquake R A
Lisbon, Portugal 8.5 - 9 1.6 ×107 to 5 ×107
Valdivia, Chile 9.5 1.6 × 108
Meckering WA 6.8 3.2 ×105
Tangshan , China 7.8 3.2 ×106
Newcastle NSW 5.6 2.0 × 104
Christchurch NZ 6.3 1.0 × 105
Melbourne, Vic 3.2 79

P  P 
2. a) dB2 − dB1 = 10 log  2  − 10 log  1 
 P0   P0 
P P  P 
= 10 log  2 ÷ 1  = 10 log  2 
 P0 P0   P1 
b) ~3dB (or 10log 2 )
c) 10 times the intensity
d) ~16 times the intensity ( 101.2 )
3.
a) ~1.4
b) ~ 5.0 × 10−11
c) ~0.2

© Hazeldene publishing 2015 219

 Activity 27 Derivative of ln(x)

1. & 2.

1
3. At x = 1 gradient 1 and at x = 4 gradient =
4
4.

x 0.5 1 2 3 4 5

y –0.693 0 0.693 1.099 1.386 1.609

dy
2 1 0.5 0.33 0.25 0.2
dx
dy 1
5. =
dx x
dy 1
6. =
dx x
7. Vertical asymptote at x = 0
dy
As x → ∞, → 0+
dx

220 © Hazeldene publishing 2015

 Activity 28 Slope fields

1.
x –3 –1 0 1 2 3
dy
–3 –1 0 1 2 3
dx

2. a) b)

1 2 1
c) y= x − 2, y = x 2 + 1
2 2

3. a) b)

c) d)

4. a) y = x + 3 −1
1 3 2 2
b) y= x − x +1
2 3
c) y = −2cos x + 1
d) y = x + e−x − 3

© Hazeldene publishing 2015 221

 Activity 29 Integral of 1/x

1.

x 0.5 1 2 3 4 5
1
2 1 0.5 0.33 0.25 0.2
x

2. Lines on graph will match ClassPad screenshot.

3.
a) Vertical asymptote at y = 0 , x-intercept at
(1, 0)
b) ln x
c) See screen shot

1  1 
d)   x dx = ln ( x ) + c, x > 0 and   dx = ln ( −x ) + c, x < 0
x

222 © Hazeldene publishing 2015

 Activity 30 Uniform distribution

1.
Interval Cumulative frequency
≤ 49 0
≤ 99 6
≤ 149 12
≤ 199 18
≤ 249 24
2.
Histogram cumulative frequency ogive

3.
a) 150
b) 55.9
4.
6 1
a) =
24 4
10 1
b) =
200 20
The uniform distribution spans 200 m and the interval of interest is 10
m wide.
1
c)
200
1
d)
200
0.1 1
e) =
200 2000
f) 0
155 31
g) =
200 40

© Hazeldene publishing 2015 223

5.
(PD) CDf

a) P ( X = x ) = 0.005;50 ≤ x ≤ 250

 0 x ≤ 50

b) C( X < x ) = 0.005( x − 50) 50 < x ≤ 250
 1 x > 250

c) C ( X < 205) = 0.775
The probability of a student selected at random covering less than
205 m is 0.775.
6. Answers will vary.

224 © Hazeldene publishing 2015

 Activity 31 Calculating with continuous random variables

1.
a) k = 0.75

b) 1
c) 0.447 (3 d.p.)

3x 2 − x 3
d)
4
e)

f) 0.6875
2.
a) 1
1
b) k=
12
c)
7
(i)
16
5
(ii)
6
9
(iii)
16

© Hazeldene publishing 2015 225

 Activity 32 Non uniform continuous random variables

1.
a) x = 150, σ = 38.2
b)
Interval Cumulative frequency
≤ 99 2
≤ 149 12
≤ 199 22
≤ 249 24
c)

(i) −0.0016x 2 + 0.48x − 25

(ii) 67.08, 232.9
(iii) 1216 units2
(iv) −1.31 × 10−6 x 2 + 0.000395x − 0.0206, 67.08 < x < 232.9

(v) −4.39 × 10 −7 x 3 + 1.97 × 10 −4 x 2 − 0.0206 x + 0.623, 67.08 < x < 232.9

d)
(i) 0.097
(ii) 0.11
2.
a)

b)
(i) 150 (ii) 1375 (iii) 37.1
3. The domain doesn’t extend to the boundaries of the intervals. It matches
the mean and standard deviation closely.

226 © Hazeldene publishing 2015

4.
a)

b) It is a bell-shaped curve
symmetrical about the mean of
150.
c)
x P(X=x)
75 0.0015
90 0.0030
105 0.0052
120 0.0077
150 0.01
180 0.0077
195 0.0052
210 0.0030

5. a)

a) Values are the same (at least as far as accuracy of estimation from
Trace allows).
b) The same

© Hazeldene publishing 2015 227

 Activity 33 Normal CD

1.
a) 0.0865
b) 0.109
2.
a)
(i) 0.182
(ii) 0.0345
(iii) 0.931
(iv) 0
0.0345
(v) = 0.069
0.5
b) 222.4 mm
c) 1.48 mm
3.
a) x = 58.8 σ = 9.09
b) The normal distribution is an appropriate
model because the distribution is approximately bell-shaped.

c)
(i) 0.936
(ii) 0.262
(iii) 0.022
(iv) 0.77

228 © Hazeldene publishing 2015

 Activity 34 Continuous distributions

1. Examples will vary

Statement Examples Description of command
rand Answers will Generates a 10 digit decimal
vary between 0 and 1.
rand(1,6) Generates an integer between 1
“
and 6, inclusive.
1+6×rand() Generates a decimal between 1
“
and 7.
int(1+6×rand()) Generates an integer between 1
“
and 6, inclusive.
int(7 – 6×rand()) Generates an integer between 1
“
and 6, inclusive.
2. a)

b) 0.25
c) 0.25

d) x =4
3.
PDf Graph Mean S.D.

0.2 0 ≤ X ≤ 5
P( X ) =  2.5 1.44
 0 elsewhere

© Hazeldene publishing 2015 229

 0.2 3 ≤ X ≤ 8
P( X ) =  5.5 1.44
 0 elsewhere

0.1 0 ≤ X ≤ 10
P(X ) =  5 2.89
 0 elsewhere

12 − 3 X 2
 −2 ≤ X ≤ 2
P ( X ) =  32
 0 0.89
 0 elsewhere

 3X 2
 −2 ≤ X ≤ 2
P ( X ) =  16 0 1.55
 0 elsewhere


1
1 − ( X −5)2
P( X ) = e 2
5 1
2π

230 © Hazeldene publishing 2015

4.
a) The distribution is shifted 3 units so the mean is increased by 3 and
there is no change to the spread.
b) A uniform distribution with twice the range, i.e. twice the spread and
standard deviation.
c) More data is close to the middle in part d) hence a smaller spread.
5.

b  1 
 x2  2
σ= dx − μ
a
 b − a 
x =b 2
1 x 3  a +b
=   − 
 3 b − a  x =a  2 
2
 1 b3   1 a 3   a + b 
=  − − 
3b−a 3b−a  2 
3(b − a )
=
6
b−a
=
12

© Hazeldene publishing 2015 231

 Activity 35 Simulating random samples

1.
Range (may be
ClassPad expression Distribution
approximate)
2+10×rand() Uniform 2 – 12
intg(rand()+0.6) Bernoulli 0,1
Approx 95% between 3
invNormCDf(rand(),1,5) Normal
and 7

2. a) Answers will vary

b) There is significant variation between samples

Approximately a In the long run 1 A normal

uniform distribution occurs 60% of the distribution, bell
Mean ≈ 7 time shaped curve
Mean ≈ 0.6 Mean ≈ 5
σ ≈ 2.9
σ ≈ 0.5 σ≈1
c) Here is an example showing the sort of variation and consistency you
might expect in your own samples.
List 1 List 2 List 3
Trial Mean S.D Mean S.D Mean S.D
1 7.23 2.97 0.59 0.49 5.03 0.96
2 6.92 2.72 0.62 0.487 4.98 0.924
3 6.99 2.93 0.5 0.50 5.05 1.01
4 7.19 3.05 0.55 0.5 4.99 1.10
5 7.11 2.89 0.55 0.5 4.98 1.06
d) The variation in the means is quite small compared to the variation in
the shape of the distributions.

232 © Hazeldene publishing 2015

 Activity 36 Sample proportions

1. Answers will vary slightly.

2. Tables will vary.
The sample proportion is close to the population proportion. The standard
deviation of the sample proportions is about half the standard deviation of
the population proportion. As the number of samples increases, variation of
the sample proportions deviate less from the population proportion.
3. Tables will vary.
The sample proportion is close to the population proportion. The standard
deviation decreases as the sample size increases.
4. Tables will vary.
The sample proportion is close to the population proportion. The standard
deviation varies. It is however reasonably consistent with the formula.
As the number of samples increases, variation of the sample proportion
deviates less from the population proportion.
5. The results are reasonably consistent with the assertion that the
distribution of p̂ is approximately normal with mean p and standard
p(1 − p)
deviation irrespective of the distribution; n is the sample size.
n

© Hazeldene publishing 2015 233

 Activity 37 Confidence intervals for proportions

0.51 × 0.49
1. p = 0.51 , σ = = 0.025 (3 d.p. )
400
a) 15.9% of the time
b) 65.5%
c) 14.6% (or 14.7% if exact value used
for standard deviation. 0.025 is a
rounded value)
d) 11.6%
2.
a) 0.469 ≤ p ≤ 0.551

b) 0.461 ≤ p ≤ 0.559

c) 0.446 ≤ p ≤ 0.574

3.
a) 0.489 ≤ p ≤ 0.571

b) 0.481 ≤ p ≤ 0.579

c) 0.466 ≤ p ≤ 0.594

4. Margin of error is based upon a 95% confidence interval, e.g. for a sample of
400 people 95% of the time the population proportion will be within 5% of
the sample proportion.

234 © Hazeldene publishing 2015

 Activity 38 Looking at limits

sin x
1. y x =0 is not defined. The domain for y = excludes 0.
x
2.
a) x → 0 − , f ( x ) → 1 from below
b) x → 0 + , f ( x ) → 1 from below
Note: f ( x ) is an even function, f ( − x ) = f ( x )
3.
a) b)

The value is getting closer The y-value is getting even

and closer to 1. closer to 1 but is still less
than 1.
sin x
4. lim =1
x →0 x
5. The values become closer to each other and the ratio approaches 1.
6. The values become closer to each other and the ratio approaches 1.
7. The y-value is approaching 1. It looks as if it is 1 but the function is not
defined at x = 0

8. Answers will vary 0.9958927 in the screen shot below.

© Hazeldene publishing 2015 235

9. Answers will vary, in the screenshot below y = 0.9999993.

10. Answers will vary. It is possible to zoom in sufficiently so that the value
displayed is rounded to 1.

By zooming in we can get as close to 1 as we like by making x sufficiently

close to 0.

11. 1. It seems we can get as close as we like but never exceed 1.

12.
a) 0
b) 3
c) 2
13.

236 © Hazeldene publishing 2015

 Activity 39 Sine of x on x

1. a) The lines get closer together, and the arc BC becomes more linear and
close to vertical. As C gets closer to B, the length of the arc becomes
closer to the length of the perpendicular.
b) Answers will vary depending CD
CD Arc 
BC
upon where C is positioned. The 
BC
table is indicative of what one 0.98 1.06 0.92
might expect: 0.5 0.51 0.98
c) The ratio is increasing and 0.225 0.22583 0.99631
approaching 1. 0.04250 0.04251 0.99987
2. a) 0.015 0.015 0.99998
(i) CD = sin θ
(ii)  =θ
BC
CD sin θ
(iii) The ratio of CD : BC is =

BC θ
CD sin θ
= <1
b) 
BC θ
3. The ratio decreases and is greater than 1. It appears to approach 1.
4. a)
CE
tan θ =
AC
CE = AC tan θ
= tan θ
b) The arc is shorter than the tangent.
CE tanθ
c) = (arclength = rθ )
 1 ×θ
BC
d)
CE tan θ
= >1

BC θ
sin θ sin θ
>1 as tanθ =
θ cos θ cos θ
sin θ
> cos θ
θ
e) When θ = 0,cos θ = 1
sin θ
f) ∴ lim cannot be less than 1.
θ →0 θ
sin θ
5. lim cannot be greater than 1 from Q2 b) and can not be less than 1
θ →0θ
from Q4 f). So the limit must be 1.

© Hazeldene publishing 2015 237

 Activity 40 Modelling motion
1. a) h(t ) = −4.9t 2 + 21.3t + 2.53

dh
v(t ) =
b) dt
= −9.8t + 21.3
c) 2.17 s
dv
d) a(t ) = = −9.8
dt
e) 21.3
f) 22.4 m/s after 4.457 s
1
2. a) s(t ) = ut + at 2
2
ds
v(t ) = = u + at
dt
dv
b) a(t ) = =a
dt
3. a) x (t ) = −22t 4 + 103t 3 − 152t 2 + 90.5t + 10.2
b) t = 0.63, 0.78, 2.11 s
c) 2.74 s
d) 0.63 ≤ t ≤ 0.78, 2.11 < t < 2.74
e)
(i) 2.74 s
(ii) 0.70, 1.65 s
(iii) 1.17 s

238 © Hazeldene publishing 2015