Chapter 2.

1: Solving Quadratics 07/09/2020

Chapter 2:
Quadratics
Chapter 2.1: Solving Quadratics
Again, most of the content in this chapter is not new, but brings together a variety of
algebraic and graph sketching GCSE skills regarding quadratic equations.

1:: Solving quadratic equations 2:: Completing the square

Solve Write in the form

4:: Quadratic Graphs

3:: Quadratics as functions Sketch , indicating the
If , find the roots of . coordinate of the turning point
and any intercepts with the axes.

5:: The Discriminant

6:: Modelling with Quadratics
Find the range of values of for
which has two distinct real NEW! (since GCSE)
solutions. This subtopic is
completely new.
Chapter 2.1: Solving Quadratics

2
𝑥 +5 𝑥 =6
There are three ways of solving a quadratic equation.
One is by completing the square, which we’ll do later.
What are the other two ways?

By factorisation Using the quadratic formula.

If then

2
𝑥 +5𝑥−6=0
Put in form.
with 0 on one side

? Factorise. If the
product of two ?
things is 0, at least
one must be 0.
Chapter 2.1: Solving Quadratics
Solving without factorising

If the subject only appears once however, it might be easier not

to expand out/factorise:

2 If you can’t see why the is required,

( 𝑥−1? ) =5
think about the solutions to: .
, but as well!
So .
Chapter 2.1: Solving Quadratics
Quadratics ‘in disguise’
When we have an expression like say , we say it is “quadratic in ”. In trigonometry
you will have to solve equations like . We say that the expression is “quadratic in
”.
Either use a suitable substitution so that you have a ‘normal’ quadratic, or go
straight for the factorisation if you’re feeling more confident (recommended!).
Solve
Chapter 2.1: Solving Quadratics
1 Solve using factorisation. 2 Solve

3 Solve 4 Solve
Chapter 2.1: Solving Quadratics
1 Solve using factorisation. 2 Solve
Chapter 2.1: Solving Quadratics
3 Solve 4 Solve
Chapter 2.1: Solving Quadratics
1 Solve using factorisation. 2 Solve

2
𝑥 +6𝑥+9=𝑥+5 ? 2𝑥+1=± √5 ?

3 Solve 4 Solve

Squaring both sides:

The latter gives no solution because the
However, squaring both sides of an square root of a number can’t give a
equation can generate false solutions.
e.g. If , squaring gives , which falsely
negative number.
?
creates the extra solution ! We therefore
?
need to check by substituting into the
original equation, where we find only
works.
Chapter 2.1: Solving Quadratics

Exercise 2A
Page 20

Exercise 2B
Page 21-22
Chapter 2.2: Completing the Square

“Completing the square” means putting a quadratic in the form

or

The underlying reason we do this is because only appears once in the

expression (e.g. in vs ), which makes it algebraically easier to handle. This has a
number of consequences:

a. Solving Quadratics b. Sketching Quadratics

If we have a completed square: We’ll see later that if , then the minimum
point is
we saw at the start of the chapter
how we could rearrange to make c. In integration
the subject.
Indeed using the quadratic formula In Further Maths, completing the square
is actually solving the quadratic by allows us to ‘integrate’ expressions like:
completing the square – it’s just
someone has done the work for us (you will cover integration later this module)
already!
https://www.youtube.com/watch?v=McDdEw_
Fb5E
Chapter 2.2: Completing the Square
Textbook Note:
Expand: The textbook uses the formula
? and similarly
What do you notice about the relationship
between the bold numbers? ?
The in is half the coefficient of in the expansion.

?
Therefore if we had , how could we write it in
the form ?

? Since , we want to discard the 36, so

‘throw it away’ by subtracting.

Further Examples:
? Notice that despite the being
? negative, we still subtract after the
bracket as is positive.

?
Chapter 2.2: Completing the Square

Express in the form

Express in the form

Chapter 2.2: Completing the Square

Express in the form

Chapter 2.2: Completing the Square

Express in the form

Chapter 2.2: Completing the Square

Express in the form

Express in the form

Chapter 2.2: Completing the Square

Express in the form

¿2 ( 𝑥 +6 𝑥 )+7
? Factorise out coefficient of .

2 ?
You can leave the constant
term outside the bracket.

? Complete the square inside

? the bracket (you should
have two sets of brackets)

Expand out outer bracket.

Express in the form

2
?

¿−3𝑥 +6𝑥+5
? It may help to write in the
form first.
?
?
?
Chapter 2.2: Completing the Square

Express in the form

¿3 ( 𝑥 −6𝑥 ) +4
2 ?

Express in the form

2
¿−5𝑥 +20𝑥+3 ?
Chapter 2.2: Completing the Square

Solve the equation:

Chapter 2.2: Completing the Square

Solve the equation:

4
Previously we factorised out the
? First step 3. This is because on its own is
an expression, so dividing by 3

2
(instead of factorising) would

𝑥 −6𝑥+ =0
change the expression.

However, in an equation, we can

divide both sides by 3 without

3
affecting the solutions.
? And the rest…
Chapter 2.2: Completing the Square (Proof of QF)

If , prove that

𝑎 𝑥 2 + 𝑏𝑥 + 𝑐 =0 Just use exactly the same method

as you usually would!
Chapter 2.2: Completing the Square (Proof of QF)

If , prove that

𝑎 𝑥 2 + 𝑏𝑥 + 𝑐 =0 Just use exactly the same method

as you usually would!
Chapter 2.2: Completing the Square (Proof of QF)

If , prove that

2
Just use exactly the same method

𝑎𝑥 +𝑏𝑥+𝑐=0
as you usually would!

?
Chapter 2.2: Completing the Square

Exercise 2C
Page 23

Exercise 2D
Page 24
Chapter 2.3: Functions 11/09/2020

Chapter 2:
Quadratics
Chapter 2.3: Functions

A function is something which provides a rule on how to map inputs to outputs.

We saw at GCSE that functions were a formal way of describing a ‘number
machine’:

Input Output

𝑥 𝑓 2𝑥

Input Output
Name of the function
(often or )
?
𝑓 ( 𝑥)= 2 𝑥
Chapter 2.3: Functions

You’ll cover functions extensively in future chapters, but for now, you need to
understand the following concepts:
The domain of a function
Inputs Outputs could potentially be any real
number. If so, we’d write:
-1 1
0 0 The input …
?
the set of real numbers
is a member of…
2
1.7
2
𝑓 ( 𝑥 )= 𝑥 2.89
4
We might be interested in
what inputs give an output of
3.1 9.61 0. These are known as the
roots of the function.
... ?
...
! The roots/zeroes of a
function are the values of
! The domain of a ! The range of a function for which .
function is the set of is the set of possible
possible inputs. outputs.
Chapter 2.3: Functions

If and Note: The domain is

a) Find usually stated for you.
b) Find the values of for which
c) Find the roots of .
d) Find the roots of .

a 2 c The roots are the inputs which give an

𝑓 (−4 ) =( −4 ) −3
? ( −4 ) output of 0. So set output expression
to 0.
?
b Conceptually, we’re looking for the
inputs of the functions which give the
same outputs. We can just equate the
output expressions.
?
d
𝑥 +5?=0
Chapter 2.3: Functions

Determine the minimum value of the function , and This means we want to
state the value of for which this minimum occurs. minimise the output of
the function.
Chapter 2.3: Functions

Completed square Min/max value of for which this

min/max occurs

? ? ?
? ? ?
Already completed
? ? ?
? ? ?
Chapter 2.3: Functions
1 Find the minimum value of 2 Find the roots of the function
and state the value of for
which this occurs.

3 Find the roots of the function

Chapter 2.3: Functions
1 Find the minimum value of 2 Find the roots of the function
and state the value of for
which this occurs.

2
Minimum value is -23.
2𝑥 +3𝑥+1=0 ?

? is -3.
at which this occurs
3 Find the roots of the function

4 2
𝑥 − 𝑥 −6=0 ?
Chapter 2.3: Functions

Determine the minimum value of the function , and This means we want to
state the value of for which this minimum occurs. minimise the output of
the function.

You might try a (clumsy) approach of trying a few values of

and try to see what makes the output as small as possible…

𝑓 (1 )=1−6+2=−3 ? This looks like the

minimum as the value
starts going up after.

But the best way to find the minimum/maximum value of a

quadratic is to complete the square:

! If , the minimum value of is ,

which occurs when .
Chapter 2.3: Functions

Determine the minimum value of the function , and This means we want to
state the value of for which this minimum occurs. minimise the output of
the function.

You might try a (clumsy) approach of trying a few values of

and try to see what makes the output as small as possible…

𝑓 (1 )=1−6+2=−3 ? This looks like the

minimum as the value
starts going up after.

But the best way to find the minimum/maximum value of a

quadratic is to complete the square:
Since anything squared is at
least 0, the smallest we can
make the bracket is 0, which

2 occurs when .

𝑓 (1 )=( − 2) −7=−3 ? ! If , the minimum value of is ,

which occurs when .
Chapter 2.3: Functions

Exercise 2E
Page 26-27
Chapter 2.4: Quadratic graphs
Recall that refers to the input of a function, and the expression refers to the output.
For graph sketches, we often write , i.e. we set the values to be the output of the

𝑦
function.
A ‘sketch’ in maths has a clearly
defined meaning:
Features needed in • We care about the general
sketch of quadratic? shape of the graph, not exact
points.
• The axes should have no scale.
• Generally the only coordinates
Recall a root of a indicated are intercepts with
function is where the axis or other points of
the output, in ?
Roots interest (e.g. intersections of
multiple graphs)
this case the
value, is 0.

General shape: ?
-intercept
?
Smiley face or hill?
? point
Turning
Chapter 2.4: Quadratic graphs
Sketch the graph of and find the coordinates of
the turning point.
𝑦
Roots:

-intercept:

Turning point:

𝑥
Chapter 2.4: Quadratic graphs
Sketch the graph of and find the coordinates of the turning point.
Write down the equation of the line of symmetry.

Roots:
𝑦

-intercept:

Turning point: 𝑥

Line of reflection:
Chapter 2.4: Quadratic graphs
Sketch the following, indicating any intercepts with the axis, the turning point
and the equation of the line of symmetry.

a 𝑦 = 𝑥2𝑦+ 4 c 𝑦 =5 𝑥+3 − 2 𝑥 2

( 5 49
,
4 8 )
3

(?0,4 ) ?
𝑥 −
1
3
𝑥
2
𝑥 =0 5
𝑥=
4
b 𝑦 =𝑥2 −7 𝑥+ 10 d 𝑦 =𝑥2 + 4 𝑥+11
7
𝑥=
2
11
10
? ?
( −2,7 )
2 5 𝑥 𝑥
( 7
2
,−
9
4 ) 𝑥=−2
Chapter 2.4: Quadratic graphs
Sketch the following, indicating any intercepts with the axis, the turning point
and the equation of the line of symmetry.

c 𝑦 =5 𝑥+3 − 2 𝑥 2

( 5 49
,
4 8 )
3

?
−
1
3
𝑥
2
5
𝑥=
4
d 𝑦 =𝑥2 + 4 𝑥+11

11
?
( −2,7 )

𝑥
𝑥=−2
Chapter 2.4: Quadratic graphs
Sketch the following, indicating any intercepts with the axis, the turning point
and the equation of the line of symmetry.

c 𝑦 =5 𝑥+3 − 2 𝑥 2

( 5 49
,
4 8 )
3

?
−
1
3
𝑥
2
5
𝑥=
4
d 𝑦 =𝑥2 + 4 𝑥+11

11
?
( −2,7 )

𝑥
𝑥=−2
Chapter 2.4: Quadratic graphs
𝑦
Determine the equation of this quadratic
graph, in the form .

-3
𝑥
2
-12
Chapter 2.4: Quadratic graphs
Determine the equation of this quadratic
𝑦 graph, in the form , where are integers.

-1 3.5
𝑥
Chapter 2.5: The Discriminant

Note: Roots of a
function are the values
of such that .
Similarly the roots of an
equation are solutions
to an equation in the
form

Looking at this formula, when in general do you think we have:

• No real roots? ?
• Equal roots? ? !
• Two distinct roots? ?
Because adding 0 or subtracting 0 in the
quadratic formula gives the same value.

is known as the discriminant.

Chapter 2.5: The Discriminant
𝑦 𝑦
We say the graph
“touches” the axis.
𝑥

𝑥
𝑦

𝑥
Chapter 2.5: The Discriminant

How many distinct real solutions do each of the following have?

(1 distinct solution) ?

We can’t square?root -11,

Therefore no real solutions.
(2 distinct solutions)
?
Chapter 2.5: The Discriminant

Number of Distinct
Equation Discriminant Real Roots
2
𝑥 +3 𝑥+ 4=0 −? 7 0
?
2
𝑥 − 4 𝑥+1=0 12
? 2
?

2
𝑥 − 4 𝑥+ 4=0 0? 1
?

2
2 𝑥 −6 𝑥 − 3=0 60
? 2
?

𝑥 − 4 −3 𝑥 =0 − 47
2 ? 0
?

1− 𝑥 =0 2
4? 2
?
Chapter 2.5: The Discriminant

Tip: Always start by writing

out and explicitly.
Chapter 2.5: The Discriminant

where is a positive constant.

Given that this equation has equal roots, determine the value of .

Find the range of values of for which has two distinct real solutions.
Chapter 2.6: Modelling with Quadratics
The new A Level has a particular emphasis of the application of theory to real-life situations. A mathematical
model is the maths used to model such a situation, possibly with some simplifying assumptions.

Example (from textbook): A spear is thrown over level ground from the top of a tower.
The height, in metres, of the spear above the ground after seconds is modelled by the function:
a) Interpret the meaning of the constant term 12.25 in the model.
b) After how many seconds does the spear hit the ground?
c) Write in the form , where and are constants to be found.
d) Using your answer to part c or otherwise, find the maximum height of the spear above the ground,
and the time at which this maximum height is reached?
Chapter 2.6: Modelling with Quadratics
Chapter 2.4: Quadratic graphs
𝑦
Determine the equation of this quadratic
graph, in the form .

Since the roots are and , a good start

would be:

-3
𝑥 noting that this gives us the correct
2 ‘positive quadratic’ shape.
-12
However, expanding,?we get the wrong -
intercept of -6:

We can simply scale the -value

appropriately without affecting the roots:
Chapter 2.4: Quadratic graphs
𝑦
Determine the equation of this quadratic
graph, in the form , where are integers.

A good start would be:

The minus on the front ensures we get a

-1 3.5
𝑥 negative term for the correct shape.
Expanding:

?
Note that no -intercept has been specified,
so we can scale the whole expression
without affecting the roots (i.e. we only
scale in the direction). Doubling:
Chapter 2.4: Quadratic graphs
Sketch the graph of and find the coordinates of
the turning point.
𝑦
𝟐
𝒙 +𝟑? 𝒙 −𝟒=𝟎
Roots:

-intercept: When
?
Turning point:
Min point:
𝑥
? -4 1

( )
3 25 -4
− ,−
2 4

Recall that if , the minimum output is and is

the value which minimises it. i.e. Turning point
is
Chapter 2.4: Quadratic graphs
Sketch the graph of and find the coordinates of the turning point.
Write down the equation of the line of symmetry.

Roots:
𝑦

This has no solutions, so the value

can never be 0, i.e. the parabola
𝑥 =1
does not touch the? -axis.

-intercept: -3 (by inspection)

𝑥
? ( 1 ,− 1 )
-3
Turning point:
Max point is

?
Line of reflection: 𝒙 =𝟏?
Chapter 2.4: Quadratic graphs
𝑦
Determine an equation of this quadratic
10 graph.

A good start to get the roots correct is:

The minus on the front ensures we get a

negative term for the correct shape.
𝑥 Expanding this gives us the incorrect -
-3 3
intercept of 9:
?
To scale 9 to 10, without affecting the root,
we need to scale by :

Or more cleanly:
Chapter 2.4: Quadratic graphs

Exercise 2E
Page 26-27

Exercise 2F
Page 30
Chapter 2.5: The Discriminant
𝑦 𝑦
We say the graph
“touches” the axis.
𝑥

𝑥
𝑦

Distinct real roots Equal roots

𝟐 𝟐
𝒃 −𝟒 𝒂𝒄 >𝟎 𝒃 −𝟒 𝒂𝒄=𝟎

No real roots
𝟐
𝒃 −𝟒 𝒂𝒄 <𝟎
Chapter 2.5: The Discriminant

a) ? ? ? Tip: Always start by writing

out and explicitly.

b) When :
?
Chapter 2.5: The Discriminant

where is a positive constant.

Given that this equation has equal roots, determine the value of .

𝑎=1, 𝑏=5𝑘, 𝑐=10𝑘+5 ?

Find the range of values of for which has two distinct real solutions.

𝑎=1,𝑏=6,𝑐=𝑘 ?
Chapter 2.6: Modelling with Quadratics
The new A Level has a particular emphasis of the application of theory to real-life
situations. A mathematical model is the maths used to model such a situation,
possibly with some simplifying assumptions.

Example (from textbook): A spear is thrown over level ground from the top of a tower.
The height, in metres, of the spear above the ground after seconds is modelled by the
function:
a) Interpret the meaning of the constant term 12.25 in the model.
b) After how many seconds does the spear hit the ground?
c) Write in the form , where and are constants to be found.
d) Using your answer to part c or otherwise, find the maximum height of the spear
above the ground, and the time at which this maximum height is reached?

a When the time is 0, clearly . So the 12.25m is the height of the tower. (In general,
the constant term of an expression is often?the ‘initial value’.

b When it hits the ground, , thus:

Solving gives (to 3sf) but as , (to 3sf) ?
c By completing the square: ?
? 1.5 seconds after spear is thrown.
d The maximum height of the spear is 23.275m,
Chapter 2.6: Modelling with Quadratics

Exercise 2G
Page 32

Exercise 2H
Page 34-35
Exercise 2H

Pearson Pure Mathematics Year 1/AS

Page 34
Would you like $1,000,000 for finding roots?
We saw earlier that the roots of a function are the values such that .

The Riemann Zeta Function is

a function that allows you to
do the infinite sum of powers
of reciprocals, e.g.

One of the 8 ‘Clay

Millennium Problems’ (for
which solving any attracts a
$1,000,000 prize) is to
showing all roots of this
function have some
particular form, i.e. the form
of such that .
Exercise 2A/2B
Pearson Pure Mathematics Year 1/AS
Pages 20-22

Extension: (Full Database: http://www.drfrostmaths.com/resources/resource.php?rid=268 )

Since :

(ii)(a)
?i
Use , thus ? ii(a)
(ii)(b):

? ii(b)