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Mathematics Methods Unit 2 © 2016 A.J. Sadler

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National Library of Australia Cataloguing-in-Publication Data

Sadler, A.J., author.
Mathematics methods : unit 2 / A.J. Sadler.

1st revised edition

9780170390408 (paperback)
Includes index.
For secondary school age.

Mathematics--Study and teaching (Secondary)--Australia.

Mathematics--Textbooks.

510.712

Cengage Learning Australia

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1 2 3 4 5 6 7 20 19 18 17 16
PREFACE
This text targets Unit Two of the West
Australian course Mathematics Methods,
a course that is organised into four units,
units one and two for year eleven and
units three and four for year twelve.
The West Australian course, Mathematics
Methods, is based on the Australian
Curriculum Senior Secondary course
Mathematical Methods. Apart from small changes to
A student who studies the appropriate text and relevant
wording, the unit twos of these courses are closely
examples should make good progress with the exercise
aligned but do differ in that the Australian Curriculum
that follows.
course, when considering differentiation, goes beyond
polynomial functions and considers other linear The book commences with a section entitled
combinations of power functions, and when considering Preliminary work. This section briefly outlines
antiderivatives, includes solving problems involving work of particular relevance to this unit that students
motion in a straight line. At the time of writing, these should either already have some familiarity with from
two aspects are not included in unit two of the West the mathematics studied in earlier years, or for which
Australian course. I have found it appropriate to include the brief outline included in the section may be sufficient
the first of these items in this book, in Chapter 5, and to bring the understanding of the concept up to the
in later miscellaneous exercises, as it allows students to necessary level.
realise that the rule for differentiating ax n, with respect
As students progress through the book they will
to x, can be applied for n negative and/or fractional.
encounter questions involving this preliminary work in
To maintain alignment with Australian Curriculum I
the Miscellaneous exercises that feature at the
include the second item in Chapter 8. West Australian
end of each chapter. These miscellaneous exercises
users of this book can decide whether to include or omit
also include questions involving work from preceding
these aspects.
chapters to encourage the continual revision needed
In a few other places I have found it appropriate throughout the unit.
to go a little outside the confines of the syllabus for
Some chapters commence with a ‘Situation’ or two for
the unit. In this regard I include consideration of
students to consider, either individually or as a group. In
infinite geometric series, I include a few optimisation
this way students are encouraged to think and discuss a
questions involving functions that are not polynomials
situation, which they are able to tackle using their existing
(as an extension exercise in Chapter 6) and on the
knowledge, but which acts as a fore-runner and stimulus
basis that students are likely to encounter the integral
for the ideas that follow. Students should be encouraged
sign on their calculators, I include this in the chapter
to discuss their solutions and answers to these situations
on antidifferentiation.
and perhaps to present their method of solution to others.
The book contains text, examples and exercises For this reason answers to these situations are generally
containing many carefully graded questions. not included in the book.
Alan Sadler

ISBN 9780170390408 iii

C NTENTS
PRELIMINARY WORK vii
1 3
Number...................................... vii
Percentages................................. vii
INDICES 2 SEQUENCES 38
Rounding .................................... viii
Revision of powers, or indices.......... 4 Sequences ................................. 41
Indices .......................................viii
Solving equations involving Arithmetic sequences .................... 42
Function ....................................... ix
indices ...................................... 11 Geometric sequences ................... 46
Linear, quadratic and reciprocal What if we cannot solve the Jumping to later terms of arithmetic
functions in particular ..................... ix
equation mentally or algebraically?... 15 and geometric sequences ............. 52
Transformations .............................. x Miscellaneous exercise one ........... 17 Growth and decay – again!.......... 56
Equations ..................................... xi
Miscellaneous exercise three ......... 61
Coordinates ................................. xi
n 2
Cr ............................................. xi
4
Expanding (a + b)n ....................... xii
EXPONENTIAL
Factorising an - bn ........................ xii
FUNCTIONS 20 SERIES 64
Exponential relationships ............... 24
Arithmetic series .......................... 66
Growth and decay ...................... 28
A formula for S n of an
Miscellaneous exercise two ........... 35 arithmetic series........................... 67
Geometric series ......................... 71
A formula for S n of a geometric
series ........................................ 71
Infinite geometric series................. 76
Miscellaneous exercise four ........... 81

iv MATHEMATICS METHODS Unit 2 ISBN 9780170390408

 5 6 8

RATES OF CHANGE 84 APPLICATIONS OF RECTILINEAR MOTION 154

The gradient of a curve ................ 86 DIFFERENTIATION 114 Displacement, speed and
Calculating the gradient at a Rates of change ........................ 116 velocity.................................... 156
point on a curve.......................... 90 Using differentiation to locate Displacement from velocity .......... 162
General statement of this ‘limiting stationary points of polynomial Miscellaneous exercise eight ....... 163
chord’ process ............................ 93 functions .................................. 120
Notation .................................... 96 Global maximum and minimum
ANSWERS .............................. 170
values ..................................... 125
Finding the equation of a tangent INDEX ..................................... 184
at a point on y = ax n ................. 100 Applications ............................. 128
Differentiating f (x) ± g ( x) ............. 103 Applications – extension ............. 133
Differentiating more general Miscellaneous exercise six........... 135
power functions......................... 105
Miscellaneous exercise five ......... 109
7

ANTIDIFFERENTIATION 140
Antidifferentiation....................... 142
Antidifferentiating powers of x ...... 142
Function from rate of change ....... 146
Can a calculator do
antidifferentiation for us? ............. 148
Miscellaneous exercise seven ...... 150

ISBN 9780170390408 Contents v

IMPORTANT
N TE
This series of texts has been written based on my Acknowledgements
interpretation of the appropriate Mathematics Methods
As with all of my previous books I am again
syllabus documents as they stand at the time of writing.
indebted to my wife, Rosemary, for her assistance,
It is likely that as time progresses some points of
encouragement and help at every stage.
interpretation will become clarified and perhaps even
some changes could be made to the original syllabus. To my three beautiful daughters, Rosalyn, Jennifer and
I urge teachers of the Mathematics Methods course, Donelle, thank you for the continued understanding
and students following the course, to check with the you show when I am ‘still doing sums’ and for the love
appropriate curriculum authority to make themselves and belief you show.
aware of the latest version of the syllabus current at Alan Sadler
the time they are studying the course.

vi MATHEMATICS METHODS Unit 2 ISBN 9780170390408

PRELIMINARY W RK
This book assumes that you are already familiar with a number of mathematical ideas from your mathematical
studies in earlier years.
This section outlines the ideas which are of particular relevance to Unit Two of the Mathematics Methods
course and for which familiarity will be assumed, or for which the brief explanation given here may be sufficient
to bring your understanding of the concept up to the necessary level.
Read this ‘Preliminary work’ section and if anything is not familiar to you, and you don’t understand the brief
mention or explanation given here, you may need to do some further reading to bring your understanding of
those concepts up to an appropriate level for this unit. (If you do understand the work but feel somewhat ‘rusty’
with regards to applying the ideas some of the chapters afford further opportunities for revision as do some of
the questions in the miscellaneous exercises at the end of chapters.)
Note especially the last inclusion in this section which involves factorising expressions of the form an – bn. Other
than that of a2 – b 2 the reader is probably not familiar with the factorisations given here, but by reading the brief
explanation given the reader should bring their understanding of the concept up to the required understanding
for its later use in this text.
• Chapters in this book will continue some of the topics from this Preliminary work by building on the
assumed familiarity with the work.
• The miscellaneous exercises that feature at the end of each chapter may include questions requiring an
understanding of the topics briefly explained here.

Number
It is assumed that you are already familiar with counting numbers, whole numbers, integers, factors, multiples,
prime numbers, composite numbers, square numbers, negative numbers, fractions, decimals, the rule of order,
percentages, the square root and the cube root of a number, powers of numbers (including zero and negative
powers), and can use this familiarity appropriately. An ability to simplify simple expressions involving square
roots is also assumed.

e.g. 8= 4 ×2 27 + 75 = 9 × 3 + 25 × 3
= 2 2 = 3 3+5 3
= 8 3

An understanding of numbers expressed in standard form or scientific notation, e.g. writing 260 000 in the form
2.6 × 105 or writing 0.0015 in the form 1.5 × 10–3, is also assumed.

Percentages
It is assumed you are familiar and comfortable with the use of percentages and in particular their use in the
concepts of simple interest and compound interest.

ISBN 9780170390408 Preliminary work vii

Rounding
Answers to some calculations may need rounding to a suitable or specified accuracy. For example, if we were
to cut a 5 metre length of string into seven equal pieces it would be unwise to claim that each piece would be
of length 0.714 285 714 3 metres, the answer a calculator might give when asked to calculate 5 ÷ 7. Not only is
this answer too accurate for the task involved, it is also ludicrous to claim such accuracy when the information
used to calculate it, i.e. the length being 5 metres, would not have been measured to this accuracy itself. Instead
we might round the answer to perhaps 2 decimal places. I.e. 0.71 metres.
In some cases the situation may make truncating more appropriate than rounding. Suppose for example we
have $10 and wish to buy as many chocolate bars costing $2.15 each as possible. Whilst $10 ÷ $2.15 is 4.65 if
we round to two decimal places, 4.7 if we round to one decimal place and 5 if we round to the nearest integer,
a more appropriate answer is obtained by truncating to 4 as that is the number of chocolate bars we would be
able to buy with our $10 (and we would have $1.40 change). If we truncate to an integer we discard the decimal
part entirely.
Suppose the estimated cost to a company of manufacturing 18 models of a new machine is $375 000.
Dividing this amount by 18 gives an estimated cost of $20 833·33 each (nearest cent).
However, this is again likely to be too accurate for the situation and we might instead round to the nearest
$100, in this case $20 800. Alternatively we could say that we have rounded to three significant figures . To round
to a number of significant figures we count that number of digits and then use the next digit to apply our usual
rounding rules.
For example 526 086.9565 is 500 000 to 1 significant figure,
is 530 000 to 2 significant figures,
is 526 000 to 3 significant figures,
is 526 100 to 4 significant figures, etc.
For very small numbers we do not count any initial zeros as significant figures.
For example 0.000 310 486 2 is 0.0003 to 1 significant figure,
0.000 31 to 2 significant figures,
0.000 310 to 3 significant figures,
0.000 310 5 to 4 significant figures, etc.

Indices
Whilst it is anticipated that you are familiar with the idea of
• raising a number to some power,
• zero and negative integers as powers,
• fractions as powers,
and that you may well be aware of some of the index laws, these ideas will be re-visited in the first chapter of
this text.

viii MATHEMATICS METHODS Unit 2 ISBN 9780170390408

Function
It is assumed that the reader is familiar with the idea of a function being a rule that associates with each
element in a set S a unique element from a set T. The set S is called the domain of the function, the set T
is the codomain of the function and those elements of T that the function maps elements of S onto form the
range of the function. If the domain of a function is not specifically stated then we assume it to be the set of
all real numbers for which the function is defined. This is the natural domain of the function. If the function
f (x) maps the element a from the domain, onto the element b, of the range, we write f (a) = b.
The requirement that a function takes an element of the domain and maps it onto one, and only one, element of
the range means that the graph of a function will pass the vertical line test. I.e. if a vertical line is moved from the
left end of the x-axis to the right end of the x-axis it will not cut the graph at any more than one place at a time.
The reader should be familiar with the concept of polynomial functions in general and be especially familiar
with linear, quadratic and cubic polynomials. This familiarity should include an understanding of the key features
of the graphs of these particular types of functions, and of the reciprocal function. These key graphical features
including intercepts with the axes, turning points, points of inflection, asymptotes, concavity, symmetry and the
behaviour of the function as x → ± ∞.

Linear, quadratic and reciprocal functions in particular

Linear functions have:
• Equations of the form y = mx + c.
• Graphs that are straight lines with gradient m and cutting the y-axis at (0, c).
• Tables of values that have a constant first difference pattern.
Quadratic functions have
• Equations of the form: y = ax 2 + bx + c, sometimes written as y = a(x – p)2 + q or y = a(x – d)(x – e) each form
allowing various key features of the graph of the quadratic function to be readily determined.
• Graphs that are parabolic in shape with either a ‘hill’, a maximum, or a ‘valley’, a minimum.
• Tables of values with a constant second difference pattern.
Reciprocal functions have
k
• Equations of the form y = , x ≠ 0.
x
• Graphs that are said to be hyperbolic in shape with the x- and y-axes as asymptotes to the curve.
• Table of values that have a constant product (equal to k ).

ISBN 9780170390408 Preliminary work ix

Transformations
The reader should be familiar with how the graphs of
y = f (x) + k,
y = f (x – k),
y = af (x ),
and y = f (ax )
relate to that of y = f (x ).

Adding k to the right hand side y = f (x) + k y

The graph of y = f (x ) + k will be that of y = f (x) translated k units y = f(x) k k
vertically upwards. k
k
Thus if k is negative the translation will be vertically downwards. x

‘Replacing x by (x – k).’ y
y = f(x)
The graph of y = f (x – k ) will be that of y = f (x) translated k units to the right. k y = f (x – k)
Thus if k is negative the translation will be to the left.
x
k

‘Multiplying the right hand side by –1.’ y = f (x) y

The graph of y = –f (x) will be that of y = f (x) reflected in the x-axis.
x

y = –f(x)

‘Replacing x by –x.’ y = f (x) y y = f(–x)

The graph of y = f (–x) will be that of y = f (x) reflected in the y-axis.
x

‘Multiplying the right hand side by a.’

The graph of y = af (x ) will be that of y = f (x ) dilated parallel to the y-axis with scale factor a. A point that is
q units above the x-axis will be moved vertically to a point that is aq units above the x-axis. Points on the x-axis
will not move.
If a > 1 the effect will be to stretch y = f (x) vertically and if 0 < a < 1 the effect will be to compress
y = f (x) vertically.

‘Replacing x by ax.’
1
The graph of y = f (ax ) will be that of y = f (x ) dilated parallel to the x-axis with scale factor . A point that is
a
p
p units from the y-axis will be moved horizontally to a point that is a units from the y-axis. Points on the y-axis
will not move.
If a > 1 the effect will be to compress y = f (x ) horizontally and if 0 < a < 1 the effect will be to stretch y = f (x )
horizontally.

x MATHEMATICS METHODS Unit 2 ISBN 9780170390408

Equations
The reader should be able to solve linear equations, linear simultaneous equations and be familiar with
factorisation, completing the square and the formula approach for solving quadratic equations. Familiarity
with the ability of some calculators to solve equations is also assumed.

Coordinates
Whilst the reader may well be familiar with finding the length of a line joining two points and with determining
the midpoint of a line joining two points, the most significant piece of information for this unit is the gradient
of the line joining two points:
If a line passes through two points, A and B , then the gradient of the line is:

the change in the y -coordinate in going from A to B

the change in the x -coordinate in going from A to B

Thus the gradient of the straight line through

y2 - y1
A(x 1, y1) and B(x2, y2 ) = .
x 2 - x1

y1 - y2 y -y y -y
Note that in the previous formula, whilst would also give the correct answer, 1 2 and 2 1 would not.
x1 - x 2 x 2 - x1 x1 - x 2
Also remember that if two lines are perpendicular then the product of their gradients is –1. For example lines
1
with gradients of 2 and - are perpendicular.
2

n
Cr
We use the notation n C r for the number of combinations of r different objects taken from a set containing
n different objects.

There are n C r combinations of r objects chosen

n!
from n different objects where n Cr = .
(n - r )! r !

Thus the number of combinations of three objects chosen from five different objects will be

5!
5
C3 =
(5 - 3)!3!
5!
=
2!3!
5× 4
=
2 ×1
= 10

ISBN 9780170390408 Preliminary work xi

Expanding (a + b)n
The expansion of (a + b )n will be of the form
k 0an + k 1an – 1b1 + k2an – 2b2 + k3an – 3b3 + ….. + knbn
The first term is formed when we multiply the a from each bracket together to form an.
For the second term we must choose one of the n brackets to supply the b and the others will then all supply an a.
This can be done in n C1 ways.
For the third term we must choose two of the n brackets each to supply b and the others will then each supply an a.
This can be done in n C 2 ways.
Continuing with this approach leads to the binomial expansion:
(a + b)n = an + n C1an – 1b1 + n C2 an – 2b2 + n C3 an – 3b3 + … + n C n a0bn
this formula giving the same expansion for (a + b)2, (a + b )3, (a + b)4 etc. as we would obtain by multiplying out
the brackets, or by obtaining the coefficients k 0, k 1, k2 etc. from the appropriate line of Pascal’s triangle.

Factorising an – bn
You should be familiar with the fact that a2 – b2 = (a – b)(a + b ).
However, probably not so familiar are the following facts:
a3 – b3 = (a – b)(a2 + ab + b2)
a4 – b4 = (a – b)(a3 + a2b + ab2 + b3)
a5 – b5 = (a – b)(a4 + a3b + a2b2 + ab3 + b4)
a6 – b6 = (a – b)(a5 + a4b + a3b2 + a2b3 + ab4 + b5)
Check the validity of each of the above by expanding the right hand side in each case.
To generalise:
an – bn = (a – b)(an – 1 + an – 2b + an – 3b2 + an – 4b3 + … abn – 2 + bn – 1)

xii MATHEMATICS METHODS Unit 2 ISBN 9780170390408

1.
Indices
• Revision of powers, or indices
• Solving equations involving indices
• What if we cannot solve the equation
mentally or algebraically?
• Miscellaneous exercise one
Situation One
A tale of two students (I)
Two students are asked to work out 517 ÷ 515 without the help of a calculator.
One of the students starts to work out the powers of 5:
52 = 5 × 5 = 25
53 = 5 × 5 × 5 = 125
54 = 5 × 5 × 5 × 5 = 625
55 = 5 × 5 × 5 × 5 × 5 = 3125, etc.
The other student simply looks at 517 ÷ 515 and says:
‘The answer must be 25’.
How is the second student able to work out the answer so quickly?

Situation Two
A tale of two students (II)
Two students are asked to work out how much will be in a savings account after 25 years if $5000 is
invested in the account at the beginning of the 25 years, interest is added at 10% per year and interest
added in one year itself earns interest in subsequent years (i.e. compound interest is involved).
One of the students starts working on a year by year basis as follows:
Amount in account during year 1 = $5000
At the end of year 1, interest earned = 10% of $5000 (i.e. $500)
Amount in account during year 2 = $5500 (= $5000 + $500)
At the end of year 2, interest earned = 10% of $5500 (i.e. $550)
Amount in account during year 3 = $6050 (= $5500 + $550)
At the end of year 3, interest earned = 10% of $6050 (i.e. $605)
Amount in account during year 4 = $6655, etc
The other student does a quick calculation using a calculator and said:
‘After 25 years the account will be worth $54 173.53’.
How was this second student able to determine the answer so quickly?

Situation Three
eiznekcaM nyboR/moc.kcotsrettuhS

A certain sum of money, $P, is invested at 8% interest

compounded annually.
How many years will it take to become $(4P)?
What if the interest rate had been 12% rather than 8%?

ISBN 9780170390408 1. Indices 3

 WS
Revision of powers, or indices
The first situation on the previous page involved a number Note
being raised to some power, or exponent, and the other two
Review of index laws

In an expression like 23, the

situations could be solved using this idea. As was mentioned
number 3 is the index and the
WS in the Preliminary work section at the beginning of this book it
number 2 is the base . The index
is anticipated that you are familiar with this idea and are also shows the power to which the
Index laws review
familiar with zero and negative integers as powers and that you base is raised.
may be aware of some of the index laws.
WS
Read through the following to revise, and possibly extend, your understanding of these concepts and
Indices squaresaw then work through the exercise that follows to practise the application of the ideas.
Notice that a2 × a3 = (a × a) × (a × a × a ) = a5 (= a2 3)+

a3 × a5 = (a × a × a) × (a × a × a × a × a) = a
8
(= a3 5)+

a2 × a7 = (a × a) × (a × a × a × a × a × a × a) = a
9
(= a2 7)+

To generalise: an × a m = an + m

a   ×   a   ×   a  ×   a   ×   a
Notice that a5 ÷ a3 = = a2 (= a5 − 3
)
a   ×   a  ×   a
a   ×  a  ×  a   ×  a   ×  a  ×   a   ×  a
a7 ÷ a4 = = a3 (= a7 − 4
)
a  ×   a  ×   a  ×  a
a   ×  a   ×  a  × a  ×  a ×  a  ×  a ×  a       5
a8 ÷ a3 = = a (= a8 − 3
)
a  ×   a   ×   a

To generalise: an ÷ a m = an − m

From the above rule it follows that a5 ÷ a 5 = a0

a7 ÷ a 7 = a0
a ÷ a12 = a0
12

However, a 5 ÷ a5, a7 ÷ a7 and a12 ÷ a12 each involve something divided by itself, which must equal 1
(provided the ‘something’ does not equal zero).

Hence a0 = 1

Again using the fact that an ÷ am = an m, it follows that

−

a0 ÷ an = a n −

But a0 ÷ an = 1 ÷ an
1
=
an

n 1
Hence a −
=
an

4 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

 EXAMPLE 1

Evaluate each of the following without the use of a calculator.

63  ×   67
a 819 ÷ 817 b 30 + 2 × 50 c 28 ÷ 8 d
68

Solution
a 819 ÷ 817 = 819 − 17
b 30 + 2 × 50 = 1 + 2 × 1
= 82 = 1+2
= 64 = 3
3 7
6  ×   6
c 28 ÷ 8 = 28 ÷ 23 d = 63 + 7−8
68
= 25 = 62
= 32 = 36

EXAMPLE 2

Express each of the following as a power of 5 (i.e., in the form 5k ).

1
a 58 ÷ 55 b 57 × 25 c d 0.2
54

Solution
a 58 ÷ 55 = 58 − 5
b 57 × 25 = 57 × 52
= 53 = 59
1 4 1
c = 5 −
d 0.2 =
54 5
1
= 5
−

Using the fact that an × am = an m, it follows that+

1 1
a 2 × a 2 = a1
1 1
Thus a 2 multiplied by itself gives a. Hence a 2, or a0.5, is the square root of a.
1 1
Similarly, a 3 is the cube root of a, 3 a , a 4 is the fourth root of a, 4 a ,
1
a 5 is the fifth root of a, 5 a , etc.

1
Hence an = n a

ISBN 9780170390408 1. Indices 5

 1
Note: A power of represents the positive square root, just as the radical sign,     , does.
2
That is, if x= 4 then x = 2.
1
If x= 42 then x = 2.
But if x2 = 4 then x = ± 2.
Notice that (a2)3 = (a × a) × (a × a) × (a × a) = a6 (= a2 × 3
)
(a4)2 = (a × a × a × a) × (a × a × a × a) = a
8
(= a4 × 2
)
(a3)3 = (a × a × a) × (a × a × a) × (a × a × a) = a
9
(= a3 × 3
)

To generalise: (an)m = an m ×

Notice that (ab)2 = (a × b) × (a × b) = a2 × b2

(ab)3 = (a × b) × (a × b) × (a × b ) = a × b
3 3

(ab)4 = (a × b) × (a × b) × (a × b ) × (a × b ) = a × b
4 4

To generalise: (ab)n = an × b n

 a 5 a a a a a a5
Notice that = × × × × =

 b  b b b b b b5

 a  n an
To generalise: =
 b
 
bn

EXAMPLE 3

Evaluate each of the following without the use of a calculator.

1
4
0.5 6 4 2  3 3
a 16 b (2 ÷ 2) c 
3  d 83
 8

Solution
a 160.5 = 16 b (26 ÷ 24)2 = (22)2
4
= 4 = 2

= 16

1
4 1
3 3 27
(8 3 )4

c 
3  = 3 d 83 =
 8 8
= 24
3
27 = 16
=
3
8
3
= i.e., 1.5
2

6 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

The previous answers can be confirmed with a calculator.
160.5
4
(26 / 24) 2
16
3 3+ 3
8
4 1.5
83
16

EXAMPLE 4

Simplify each of the following, expressing your answers in terms of positive indices.
1 2
25ab 9 a 3b 
-

a 5a y
2 3
× 6a y
4 7
b c (a
7
-
× a 3 2
) d
15a7 b 4  b
3 



Solution
25ab 9 25
a 5a2y 3 × 6a 4y7 = 30a2 +
y
4 3+7
b = × a b
1 7 9 − − 4
15a 7 4
b 15
= 30a y
6 10
5
× a b
6 5
−
=
3
5b 5
=
3a 6
1 1 2 2
a 3b  a3 
- -
 
c (a - 7
× a 3) 2 = ( a 7 +3 2
-
) d =
 b  b 
 3   2

1
= (a 4 2
-
) a6 -

=
= a- 2
b4 -

1 1 1
= ÷
=
a2 a b4 6

b4
=
a6

Again the same answers can be obtained using the ability of some calculators to simplify expressions.

5a 2y 3 6a4 y 7 1
×
(a 7 a3 ) 2
-
×
1
30 a 6 y10
⋅ ⋅

a2
25a b9 × 
a3b 
2
-

15a7 b4 ×


b3



5 b5
⋅
 
b4
3 a6
⋅
a6

ISBN 9780170390408 1. Indices 7

 Exercise 1A
Evaluate each of the following without the use of a calculator.

1 620 ÷ 618 2 219 ÷ 216 3 212 ÷ 28

4 30 5 50 6 50 + 20

23  ×   25 23  ×   25
7 (5 + 2)0 8 9
27 28
210
10 11 15 12 (–1)5
23  ×   24

13 (–2)5 14 (–1) 60 15 (–1)61

1 1 1
16 16 2 17 252 18 83
1 1
2
19 814 20 812 21 3 −

1 3 1 1
22 4 −
23 2 −
24 2 −
+ 4 −

1 1 1
1
25 (2 + 4) −
26 92 + 16
2 27 (9 + 16 )
2

1
29 50 30 (50)2
-

28 25 2

1 1 3
31 (50 ) 2 32 ( - 8)3 33 252
1 1
3
72 1
-
  2
34  1  35  2  36 9 2
 9  4
3
-
4
37 9 2 38 2 −
39 50 + 2 − 1

2 2 2
-

40 125 3 41 (- 125) 3 42 64 3

3
-

43 64 2

Express each of the following as a power of 2 (i.e. in the form 2k ).

44 27 × 29 45 26 × 24 × 23 46 29 ÷ 23

47 211 × 8 48 211 ÷ 8 49 1

1 1 1
50 51 52
2 23 8

8 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

Express each of the following as a power of 3 (i.e. in the form 3k ).

53 27 54 81 55 1

1 4
56 57 3 58 3
3

1 1
59 60 61 3 × 32 × 33
27 3

Express each of the following as a power of 10 (i.e. in the form 10k ).

1
62 100 63 64 0.1
10

1
65 66 0.01 67 1
100

68 (102)3 69 (103)2 70 1003

71 10003 72 (0.1) 3 73 10

1
74 ( 10)6 75 76 103
10

Determine the value of n in each of the following.

77 2 × 2 × 2 × 2 × 2 = 2n 78 3 × 3 × 3 × 3 = 3n 79 8 = 2n

80 625 = 5n 81 23 × 24 = 2n 82 38 ÷ 33 = 3n

83 (32)4 = 3n 84 23 × 24 × 2 = 2n 85 215 ÷ 25 = 2n

37   ×  34 24  ×   211
86 = 3n 87 27 × 4 = 2n 88 = 2n
33 27

89 (23 × 22)2 = 2n 90 (23)2 × 22 = 2n 91 23 × (22)2 = 2n

n
9 3
92 63 = 2n3n 94 34 × 3n × 3 = 37

93 =
 
16  4

3n
95 4
= 311 96 (3n)5 = 315 97 (52)n × 53 = 511
3

ISBN 9780170390408 1. Indices 9

 Simplify each of the following without the assistance of a calculator and expressing your answers in
terms of positive integers. (Then see if you can get the same answer on a calculator that has the ability
to simplify expressions like these.)

98 a4 × a3 99 a2 ÷ a5 100 b3 ÷ b8

1
101 (b3)2 102 (b 2)3 −
103 ( a 2 )4

1 3
104 (a 3)2
−
105 a2 × a2 106 (b2)3 × b 4

107 (b2 × b 4)3 108 –4a2 × a3 109 (–4a)2 × a3

3
a 3b 2 

110 (a 2
× a )
− 3 2
111  3  112 2a − 1
× 3a4
 b 

a4 × a a3b 2a 4 b
113 114 115
a8 ab a3b
8a 3b 5
116 4a2 × 2a3 117 4a2 × (2a)3 118
2ab

10ay5 12a 2b7 6 xy 2

119 120 121
a 6 y3 8a 6 b10 18x 2 y

(-3a3b )3 ( a 2b3 ) 2 (3a 2 )2 × b  

122 123 124
3ab 2 a 2b 6 b3
1
1 2
( a 4   ×   a –12 ) 2 x4  a 5b 
- -
 
125 126 127
a  y 
 3
 ab 
 3

a6 +   a 3 a 7 +  a 9 6 a 4 + 9 a3
128 129 130
a2 a 2 × a3 3a3

(Challenge):

2n 2 + 12  
+
22n + 3
- (2n )2 3n + 1
+ 9
131 132 133
5 × 2n + 15 2 n
3n - 1
+  1

10 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

Solving equations involving indices WS

Equations involving indices could have the unknown as the power or index, as in the following equations:
Solving exponential

2x = 16, 3 × 5x = 375, 4x – 5 = 11, 8 x = 4, 253x 1 equations

−
= 0.2
or the unknown could be the base, as in the following:
1
x
x 2
= 36, x 0.5
= 9, x− 1
= 9, 3+ x 2 = 7, = 7
x
Questions 77 to 97 in the previous exercise all involved equations in which the unknown, in that case n,
featured as an index. The next example shows a few more of this type.

EXAMPLE 5 (UNKNOWN AS THE INDEX)

Solve the following equations

a 2x = 16 b 3 × 5x = 375 c 4x – 5 = 11 d 8x = 4 e 253x − 1
= 0.2
Solution
a Given: 2x = 16
An awareness of the powers of 2, i.e. 22 = 4, 23 = 8, 24 = 16, … enables
the equation to be solved mentally: x=4
b Given: 3 × 5x = 375
Divide each side by 3: 5x = 125
From an awareness of the powers of 5: x=3
c Given: 4x – 5 = 11
x
Add 5 to both sides to isolate 4 : 4x = 16
From an awareness of the powers of 4: x=2
d Given: 8x = 4
You may again be able to determine the answer intuitively but, if not,
notice that we can express each side of the equation as powers of the
same base, in this case 2: (23)x = 22
i.e. 23 x = 22
Hence 3x = 2
2
∴ x=
3
e Given: 253x − 1
= 0.2
2 3x − 1 1
Noticing that 25 and 0.2 can both be expressed as powers of 5: (5 ) = 5 −

i.e. 56 x − 2
= 5 − 1

Hence 6x – 2 = –1
6x = 1
1
∴ x=
6

ISBN 9780170390408 1. Indices 11

 Alternatively, the previous equations could be solved using the
solve(2x = 16, x)
ability of some calculators to solve equations.
{x = 4}
solve(3 × 5x = 375, x)
{x = 3}
solve(4x − 5 = 11, x)
{x = 2}
solve(8x 4, x)
2}
=

{x =
3
solve(253x − 1
0.2, x)
1
=

{x = }
6

If the unknown is the base, the technique is to steadily reduce the power of the unknown by performing
suitably chosen operations to both sides of the equation, as shown in the next example.
It must be remembered though that when reducing xn = c to x = n c , then if n is even we must say that
x = ± n c .
For example, if x2 = 64 then x = ± 64 = ± 8.
But if x
3
= 64 then x = 643
= 4.

EXAMPLE 6 (UNKNOWN AS THE BASE)

Solve the following equations.

a x2 = 36 b x 0.5 = 9 c x 1= 9
−

1
x
d 3+x 2 = 7 e = 7
x
Solution
a Given: x2 = 36
Take the square root of each side: x = ± 36
= ± 6
b Given: x
0.5
= 9
i.e. x =9
Square each side: (x )
0.5 2
= 92
i.e. x = 81
uY gneF/moc.kcotsrettuhS

12 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

 c Given: x 1=9
−

1
i.e. = 9
x
Multiply each side by x: 1 = 9x Again, these same equations
could be solved using the
1
Divide by 9 to isolate x : = x equation solving ability of
9 some calculators.
1
i.e. x=
9
Alternatively: Raise each side of the initial equation
to the power –1 to give x=9 1 −

1
i.e., as before, x=
9
1
d Given: 3+ x2 = 7
1
Subtract 3 from each side: x2 = 4
Squaring each side gives: x = 16
x
e Given: = 7
x
i.e. x1 − 0.5
= 7
x 0.5
= 7
Squaring each side gives: x = 49

Exercise 1B
Solve each of the following equations without the help of a calculator.

Unknown in the index

1
1 2x = 8 2 2x = 32 3 2x = 128 4 2x =
8

1 1 1
5 2x = 6 2x = 7 2a = 2 8 2a =
32 128 2

1
9 2y = 10 5c = 125 11 10d = 1000 12 4x – 3 = 61
4

13 3x – 2 = 25 14 2y – 6 = 58 15 2 × 5x = 50 16 32x = 9

10 x
17 54x = 125 18 54 x = 125
+
19 3 × 2x = 24 20   = 20
5

ISBN 9780170390408 1. Indices 13

 2x p 1
21 = 8 22 16k = 8 23 16 =
4 2

24 9x = 27 25 23x + 1
= 16 26 215 − 2h
= 8

27
27 4x − 1
= 0.5 28 3x + 1
= 29 16x + 2
= 128
3x
30 52n − 1
= 125

Unknown in the base

31 a2 = 16 32 p2 = 100 33 x3 = 8
1 1
34 x3
= 64 35 x 2 = 4 36 x 3 = 4

1
37 h 1=4
−
38 y − 1
= 2 39 p − 1
=
3

40 x0.5 = 100 41 3x 2 = 75 42 9x2 = 4

1
43 x4 + 7 = 88 44 3 + x 3 = 13 45 p2 – 3 = 13
x5 x x2
46 = 64 47 = 9 48 = 16
x2 x x3
1
49 (w – 2)3 = 8 50 (2x – 1) 3 = 27 51 (h + 1)2 = 5
1 1
52 (x – 3)2 = 16 53 2w 2 = 3 54 2z3 = 3

55 a Consider the equation x5 = 16x3.

x 5 16 x 3
Dividing both sides by x3 gives = ,
x3 x3
i.e., x2 = 16,
hence x = ± 4.
However, as well as these two solutions of x = 4 and x = –4, there is another value for x that
satisfies the original equation. What is this third solution to the original equation?
b Instead of dividing each side of the original equation by x 3 to solve it, subtract 16x3 from each
side and then factorise and solve.
c Solve each of the following equations:
i x2 = 4x ii x3 = 25x iii x3 = 25x2 iv x3 + 16x = 0

14 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

What if we cannot solve the equation mentally
or algebraically?
Asked to solve the equation 8x = 4
Our familiarity with powers of 2 allows us to write this as (23)x = 22
i.e. 23 x = 22
Hence 3x = 2
2
and so x=  
3
Similarly, given the equation 253x − 1
= 0.2
6x − 2 1
Our familiarity with powers of 5 allows us to write this as 5 = 5 −

1
Giving x=  
6
However, suppose we were asked to solve 2x = 11 or perhaps 5 2x − 3
= 48.
In such cases we could use one of the following:
• The solve facility on some calculators
• A graphical approach
• Trial and adjustment
• Logarithms, a concept that will be introduced in a later unit of Mathematical Methods .

Using the solve facility on some calculators

solve(2x = 11, x)
{ x = 3.459431619}
solve(52x − 3 = 48, x)
{ x = 2.702656213}

A graphical approach
To solve 2x = 11 To solve 52x − 3
= 48
x
draw y=2 draw y = 52 x − 3

and see where y = 11 and see where y = 48

y y1 = 5^(2x–3)
y = 2x
15 y2 = 48
10

−1 x ISECT
1 2 3 4
x = 2.702656213 y = 48
−5

x ≈ 3.46 x = 2.703 (to 3 decimal places)

ISBN 9780170390408 1. Indices 15

 Trial and adjustment

To solve 2x = 11 To solve 52x − 3

= 48
Note that 23 = 8 Note that 52 = 25
and 24 = 16 and 53 = 125
Try x = 3.5 23.5 ≈ 11.31 (by calculator) Try x = 2.5 52.5 ≈ 55.9
Try x = 3.4 23.4 ≈ 10.56 (by calculator) Try x = 2.4 52.4 ≈ 47.59
Try x = 3.45 23.45 ≈ 10.93 (by calculator) Try x = 2.45 52.45 ≈ 51.58
Thus, for 2x = 11, x must lie between 3.45 and 3.5. Thus, correct to 1 decimal place,
Therefore, correct to one decimal place, x = 3.5. 2x – 3 = 2.4
2x = 5.4
x = 2.7

Exercise 1C
Trial and adjustment
Solve each of the following equations using

selahsed eiluj/moc.kcotsrettuhS
‘trial and adjustment’, giving answers correct
to one decimal place.

1 2x = 23 2 3x = 33

3 5x = 50 4 7x + 5 = 245

5 2x − 1
= 51 6 3x + 2
= 100

Graphical methods
Solve each of the following equations using the ability of some calculators to graph functions.
(Give answers correct to two decimal places.)

7 3x = 15 8 5x = 61 9 4x = 100

10 2x + x = 83 11 2x + 3x = 84 12 5x – 3 x = 250 – x

The solve facility on some calculators

Solve each of the following using the solve facility on some calculators.
(Give answers correct to two decimal places.)

13 2x = 345 14 2x = 0.35 15 5x = 1100

16 22x − 1
= 51 17 7 + 5x = 89 18 2x – x = 7

16 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

Miscellaneous exercise one
This miscellaneous exercise may include questions involving the work of this chapter and the
ideas mentioned in the Preliminary work section at the beginning of the book.

1 Copy and complete the following table of values for the general cubic y = ax3 + bx2 + cx + d.
x 0 1 2 3 4
y a+b+c+d
1st difference a+b+c
2nd difference
3rd difference

Hence determine the equation for the function having the following table of values.

x 0 1 2 3 4 5 6
y 7 7 5 –5 –29 –73 –143

2 Rewrite each of the following sentences with the number written in standard form, or scientific
notation, written in ‘long hand’.
a Australia has an area of approximately 7.682 × 106 km2.
b Light travels at a speed of 3 × 108 m/s.
c A golf ball has a mass of approximately 4.5 × 10 2 kg.
−

d Earth is approximately 1.5 × 108 km from the sun.

e Gamma waves have a wavelength of less than

yrarbiL otohP ecneicS/segamI ytteG

10 11 metres.
−

f The Earth orbits the sun at a speed of approximately

1.07 × 105 km/h.
g In 1961 the first man in space, Yuri Gagarin,
flew his spacecraft at a speed of 2.74 × 104 km/h,
i.e. approximately 7.6 × 103 m/h.

3 Rewrite each of the following sentences with the ‘long hand’ number written in standard form,
or scientific notation, i.e. in the form A × 10n where A is a number between 1 and 10 and n is
an integer.
a At the beginning of this century China had a population of approximately 1 270 000 000 and
India had a population of approximately 1 030 000 000.
b The egg cell, or ovum, with a radius of approximately 0.000 05 metres, i.e. 0.05 mm, is the
largest single human cell.
c It is thought that approximately 1 100 000 people die each year of malaria.
d Some adult wasps of a particular species could weigh just 0.005 grams.
e Concorde, the first supersonic passenger airliner, had a cruising speed of 2160 km/h.

ISBN 9780170390408 1. Indices 17

 4 Round each of the following to the
stated number of significant figures.
a 12 432 000 to 2 significant figures

kebarhoneS/moc.kcotsrettuhS
b 46 790 to 3 significant figures
c 304 702 125 to 3 significant figures
d 0.012 04 to 1 significant figure
e 0.205 701 to 3 significant figures
f 0.005 607 to 1 significant figure

5 Express each of the following in the form 5k.

1
a 25 b 125 c 5 d
5
1 1
e f g 53 × 54 h 5 × 54 × 25
25 5

i 58 ÷ 52 j (53)4 k (25) 3 l 1

57  ×   51 59 57
m 3
n 3 4
o
5 5  ×   5 15 + 10

6 Solve each of the following equations.

1
a 2x = 32 b 5x = 625 c 3x = d (22)x = 32
9
1 1
e 8x = 32 f 64x = 4 g 125x = h 5x =
5 125
1 1 310
i 25 x = j 25x = 5 k 49x = l 3x =
4 343 9

7 Solve each of the following equations.

1 1
2 2
a y− 2
= 9 b p2 = c x 1=
−
d x3 = 2
3 3
1 1 1
e x 2 = 25 f t 2 = 25
−
g (2t ) 3 = 3 h 3x 2 + 2x 2 = 15

i x3 = x2 j x3 = x

8 Solve the following equations:

a (2x )2 – 10 × 2x + 16 = 0 b 32x – 10 × 3x + 32 = 0
c 22 x + 1
– 3 × 2x + 1 = 0 d 22 x − 1
– 5 × 2x + 8 = 0

18 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

2.
Exponential
functions
• Exponential relationships
• Growth and decay
• Miscellaneous exercise two
Situation One
The number of cells in a particular organism increases by cell division. In this process one cell splits
into two cells which in turn each split into two cells and so on.
Let us suppose that there is initially 1 cell and that this cell division occurs approximately every week,
i.e. the number of cells present doubles every week.

1 cell with Reproduce Reproduce

genetic genetic Regroup Split genetic Regroup Split
makeup makeup makeup

1 cell

2 cells

4 cells
1 week 1 week

Copy and complete the following table.

Number of weeks, t 0 1 2 3 4 5 6 7 8 9 10
Number of cells, C 1 2 4

a How long does it take for there to be 100 cells present?

b How long does it take for there to be 400 cells present?
c Determine the rule for C in terms of t.
d Let us suppose that in a very simplified model of the growth of a human baby, we assume that
the initial single cell divides into two cells after one week. After another week, these two each
divide into two to give four cells altogether. If this cell division continues each week, how many
cells are there after 40 weeks?

ISBN 9780170390408 2. Exponential functions 21

 Now read Situations two to five that follow. They do not ask you to do any calculations. Simply read
them and make sure that you agree with, and understand, what is said.

Situation Two
Consider an investment of $500 earning interest of 10% compounded annually.
The value of this investment for the first eight years is shown tabulated and graphed below

V ($)
Time Value
(t yrs) ($V ) 1100
1000
0 $500
900
1 $550 800
2 $605 700
3 $665.50 600
500
4 $732.05
400
5 $805.26 300
6 $885.78 200
100
7 $974.36
8 $1071.79 1 2 3 4 5 6 7 8
t (years)
The figures in the V column commence with 500 and then each one thereafter is the previous one
multiplied by 1.1.

Situation Three
Consider a culture of bacteria with an initial population of 100 cells with the number doubling
every hour.
This population for the first seven hours is shown tabulated and graphed below.

P
Time Population 13000
(t hrs) (P )
12000
0 100 11000
1 200 10000
9000

oidutS seyE selppA/moc.kcotsrettuhS

2 400 8000
3 800 7000
4 1 600 6000
5000
5 3 200 4000
6 6 400 3000
7 12 800 2000
1000

1 2 3 4 5 6 7
t (hrs)
The figures in the P column commence with 100 and then each one thereafter is the previous one
multiplied by 2.

22 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

Situation Four
Consider a car that has an initial value

vehcaboL yerdnA/moc.kcotsrettuhS
of $40 000 and by the end of each year it
has lost 12% of what its value was at the
beginning of that year. The table of values for
the first seven years, the rule for the situation,
and the graph, are shown below.

Rule V ($)
Time Value
(t yrs) ($ V ) Value after t years is given by:
40 000

0 $40 000
1 $35 200 V = 40 000 × 0.88t 30 000

2 $30 976 20 000

3 $27 259
10 000
4 $23 988
5 $21 109
1 2 3 4 5 6 7
6 $18 576
t (yrs)
7 $16 347

Situation Five
Consider a radioactive element decaying at a rate that sees 40% of
the element decay to a more stable form each hour. Thus 500 g of

sneL-iP/moc.kcotsrettuhS
the element becomes 300 g (= 60% of 500 g) one hour later, 180 g
(= 60% of 300 g) one hour after that, and so on. The table of values
for the first seven hours, the rule for the situation, and the graph,
are shown below.

Rule A (g)
Time Amount
(t yrs) (A g) Amount present after
500

0 500 t hours is given by: 400

1 300
A = 500 × 0.6t
2 180 300
3 108
200
4 65
5 39 100
6 23
7 14 1 2 3 4 5 6 7
t (hrs)

ISBN 9780170390408 2. Exponential functions 23

 WS
Exponential relationships
The situations on the previous pages involved a quantity being repeatedly multiplied by a number.
Exponential functions
The situations were all examples of exponential relationships.
In such relationships, because we repeatedly multiply by a number, the ratio of successive entries will
WS
be constant (rather than the first difference pattern being constant, as in linear, or the second difference
Translating exponential pattern being constant, as in quadratic).
graphs

For example, suppose we make a sequence of numbers for which the first is 3 and we repeatedly
multiply by 2:
WS

3 6 12 24 48 96 192
Graphing exponentials

1st difference 3 6 12 24 48 96 ← Not const. Hence not linear.

6 12 24 48 96 192
Ratio = 2 = 2 = 2 = 2 = 2 = 2 ← Constant ratio. Exponential.
3 6 12 24 48 96

Each input value gives one, and only one, output value. The relationship is therefore a function.
(Notice that the graphs on the previous pages pass the vertical line test.)
Exponential functions are characterised by rules of the form y = y0 ax, a > 0.
• y0 is the value of y when x = 0,
• a is the constant multiplying factor.
For example, the rule y = 3.5 × 4x generates the following table of values.

x 0 1 2 3 4 5 6
y 3.5 14 56 224 896 3584 14 336

14 56 224 896 3584 14 336

1st ratio = 4 = 4 = 4 = 4 = 4 = 4
3.5 14 56 224 896 3584

The graphs of exponential functions have the characteristic shape shown y

on the right by the graph of 30
y = 2x
y = 2x
20
This characteristic shape will be reflected in the y-axis if the a in y = ax
10
is such that 0 < a < 1.
For example: x
1 2 3 4 5
y y = 0.5x y
100 10 y
y = 0.25x
70
y = 3x
60
50
50 5 40
30
20
10

–2 –1 1 2 3 4
x –3 –2 –1 1 2 3
x –3 –2 –1 1 2 3
x

24 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

Exercise 2A
For questions 1 to 6, copy and complete the following tables for the exponential rule stated.

x
1 Rule: y = 3 x 0 1 2 3 4 5
y
x
2 Rule: y = 7 x 0 1 2 3 4 5
y
x
3 Rule: y = 1.5 × 2 x 0 1 2 3 4 5
y

4 Rule: y = 1.75 × 8x x 0 1 2 3 4 5
y

5 Rule: y = 2x + 1 x 0 1 2 3 4 5
y

6 Rule: y = 2.5 × 4x + 1 x 1 2 3 4 5 6
y

For each of the tables shown in questions 7 to 18 below

a determine whether the function involved is linear, quadratic, cubic, exponential, reciprocal,
or none of these.
b For those that are one of the five types mentioned, determine the equation of the function.

7 x 0 1 2 3 4 8 x 0 1 2 3 4
y 1 2 5 10 17 y 1 4 16 64 256

9 x 0 1 2 3 4 10 x 0 1 2 3 4
y 3 5 7 9 11 y 0 2 8 18 32

11 x 0 1 2 3 4 12 x 0 1 2 3 4
y 1.5 12 96 768 6144 y 1 5 25 125 625

13 x 0 1 2 3 4 14 x 0 1 2 3 4
y 0 2 6 12 20 y 1 6 36 216 1296

15 x 0 1 2 3 4 16 x 1 2 3 4 5
y 3 6 12 24 48 y 60 30 20 15 12

17 x 0 1 2 3 4 18 x 0 1 2 3 4
y 1 2 9 28 65 y 20 17 14 11 8

ISBN 9780170390408 2. Exponential functions 25

 19 a Display the graphs of the following exponential functions on a graphic calculator using
an x -axis from 0 to 5 and a y-axis from 0 to 40.
y = 1.25x
y = 1.5x
y = 1.75x
y = 2x
y = 3x
State the coordinates of the point that all of these functions pass through.
b Write a few sentences, including sketches if you wish, to describe the characteristic shape
of the graphs of functions of the form y = ax (a > 1) and describe the effect that changing
the value of a has on the graph.

20 a Display the graphs of the following exponential functions on a graphic calculator using
an x -axis from –3 to 4 and a y-axis from –1 to 10.
y = 2x
y = 2(2)x
y = 3(2)x
y = 4(2)x
b Write a few sentences, including sketches if you wish, to describe the effect that increasing
the value of a has on the graph of y = a(2)x for a ≥ 1.

21 Investigate the effect that changing the value of k has on the graph of
y = ax – k.
22 Investigate the effect that changing the value of k has on the graph of
y = ax k .
−

23 Each graph shown below is of the form y = ax , for integer a.

Find the equation of each.
a y b y
10 10

5 5

−3 −2 −1 1 2 3
x −3 −2 −1 1 2 3
x

26 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

24 The population of a country is growing such that in t years’ time, the population will be P million,
where P ≈ 25(1.04)t. Display the graph of P = 25(1.04)t , for 0 ≤ t ≤ 50, on a graphic calculator.
Using your graph, or by other methods, predict in how many years the population will be
a 40 000 000 b 75 000 000 c 120 000 000.

25 Determine the equations of each of the exponential functions shown graphed below given that
each is a translation of either y = 2x or y = 3x.
a y b y
10 10

5 5

−2 −1 1 2 3 4
x −3 −2 −1 1 2 3 4
x

c y d y
10 10

5 5

x − 4 −3 −2 −1 1 2 3
x
−1 1 2 3 4 5

e y f y
10
10

5
5

–2 –1 1 2 3 4 5
x
−4 −3 −2 −1 1 2 3
x

ISBN 9780170390408 2. Exponential functions 27

 WS
Growth and decay
Thinking again about Situations one to five at the beginning of this chapter:
Using exponential
models
Situation one, the cell splitting, involved a growth situation. C = 2t
Situation two, the investment, was a growth situation. V = 500 × 1.1t
Situation three, the culture of bacteria, was a growth situation. P = 100 × 2t
Situation four, the value of a car, was a decay situation. V = 40 000 × 0.88t
Situation five, the radioactive element, was a decay situation. A = 500 × 0.6t

Exponential growth is characterised by an equation of the form y = y0 ax, a > 1.

Exponential decay is characterised by an equation of the form y = y0 ax, 0 < a < 1.

EXAMPLE 1

The population of a country is growing exponentially. The populations in 2010, 2011, 2012 and
2013 were as follows.

Year 2010 2011 2012 2013

Population 20 million 20.4 million 20.81 million 21.22 million

Predict the population for this country in the year 2030.

Solution
20.4
First find the annual growth rate: = 1.02
20
20.81
≈ 1.0201
20.4
21.22
≈ 1.0197
20.81
Each year the population is multiplied by roughly 1.02 (i.e., a 2% increase per year).
Thus, by the year 2030 the population will be roughly
20 million × 1.02(2030 − 2010)
= 20 million × 1.0220
≈ 29.7 million

The population for this country will be approximately 29.7 million by the year 2030
(assuming the growth rate shown in the given years continues).

28 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

 EXAMPLE 2

The population of a particular endangered species of animal is declining exponentially.

The populations in 2000, 2005, 2010 and 2013 were thought to be as follows.

Year 2000 2005 2010 2013

Population 5760 4460 3450 2960

a By what percentage is the population declining each year?

b Predict the population for this animal in the year 2025.

Solution
a Consider the period 2000 to 2005.
If each year the population is multiplied by r, then 5760 r 5 = 4460
4460
\ r5 =
5760
4460
Thus r=5
5760
≈ 0.95
Consider the period 2005 to 2010.
If each year the population is multiplied by r, then 4460 r 5 = 3450
3450
\ r5 =
4460
3450
Thus r=5
4460
≈ 0.95
Thus, each year the population is multiplied by 0.95 (i.e. a 5% decrease per year).
Check: For 2010 to 2013, 3450 × 0.953 ≈ 2960, as required.
The population is falling by 5% each year.
b By the year 2025, the population will be roughly 5760 × 0.95(2025 − 2000)

= 5760 × 0.9525
≈ 1600
By the year 2025, the population will be roughly 1600 (assuming the rate of decline for the
given years continues).

ISBN 9780170390408 2. Exponential functions 29

 EXAMPLE 3
A
The graph on the right shows an exponential growth situation 1000
with the variables A and t related according to a rule of the form 900
800
A = kat for a > 1. 700
Determine 600
500
a the value of A when t = 5, 400
b the value of A when t = 8, 300
200
c the constants a and k , 100
d the value of A when t = 0, 5 10 t
e the value of t (correct to one decimal place) for which A = 4000,
assuming that the growth rate suggested by the graph continues.

Solution
a From the graph, when t = 5, A ≈ 400.
b From the graph, when t = 8, A ≈ 875.
c Exponential growth is involved. Thus, from t = 5 to t = 8 we have multiplied by a three times.
Thus 400a3 = 875
a = 3 2.1875
≈ 1.298
The relationship is of the form A = k(1.298)t
But when t = 5, A ≈ 400. ∴ 400 = k(1.298)
5

k ≈ 109
Thus a ≈ 1.298 and k ≈ 109.
d The relationship is of the form A ≈ 109(1.298)t
Thus when t = 0 A ≈ 109(1.298)0
= 109
When t = 0, A ≈ 109.
e The relationship is of the form A ≈ 109(1.298)t
Thus, when A = 4000 4000 ≈ 109(1.298)t
(1.298)t ≈ 36.70
Solving by calculator or by trial and adjustment t = 13.8, correct to one decimal place.
Thus A ≈ 4000 when t = 13.8.
Note: With A = kat then when t = 0, A = k . Thus had the graph in the above example shown
where the curve cut the vertical axis, this point would have given us the value of k directly.

30 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

Exercise 2B
1 Show that the following figures support the claim that the annual percentage growth rate
is approximately 8%.

Year 1995 2000 2010

Population 18 000 000 26 000 000 56 000 000

2 Show that the following figures support the claim that the annual percentage decay rate
is approximately 4.5%.

Year 2000 2007 2011

Population 12 400 9000 7500

3 The population of a country is growing exponentially. The populations in 2010, 2011, 2012
and 2013 were as follows.

Year 2010 2011 2012 2013

Population 45 million 45.8 million 46.6 million 47.5 million

Predict the population for this country in the year 2027.

4 The population of a particular species of animal is declining exponentially. The numbers of these
animals thought to be in existence in the wild in 2010, 2011, 2012 and 2013 were as follows.

Year 2010 2011 2012 2013

Number 18 000 16 500 15 200 14 000

If the above figures are correct, and nothing is done to alter the rate of decline, how many of
these animals will exist in the wild in the year 2023?

5 An analysis of the membership of a particular sports club since it was first formed in 1989
indicated that the membership each year could have been quite accurately predicted using
the exponential model:
Membership in the year N ≈ Ak(N − 1989)
.
The number of members initially and on the tenth, the twentieth and the twenty fifth
anniversaries of the founding of the club were as follows.

Year 1989 1999 2009 2014

Members 80 170 375 550

a Find the values of A and of k (state k to 2 decimal places).

b By what percentage is the membership growing each year?
c Predict the number of members for the year 2024 (nearest hundred).

ISBN 9780170390408 2. Exponential functions 31

 6 During a drought a particular river bed dries up and the colony of frogs living in the vicinity
experiences an exponential population decline.
The estimated number of frogs in the colony, t days after drought conditions were officially
declared, was as follows.

t 5 6 7 8
Population 530 450 385 325

According to these estimated figures what was the population of the frog colony initially
(i.e., at t = 0)?

kcotsweivraelc/moc.kcotsrettuhS
7 The graph shows an exponential decay situation with the P

variables P and t related according to a rule of the form: 80

P = kat for 0 < a < 1.

70

60

Determine 50

a the value of P when t = 3, 40

the value of P when t = 8,

30
b 20

c the constants a (2 decimal places) and k (nearest 5), 10

d the value of P when t = 0 (nearest 5), 1 2 3 4 5 6 7 8 9 10

t

e the value of t (nearest integer) for which P = 10.

32 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

 8 An environmental group commence a long-term project to reduce the level of pollution in
a particular stretch of river.
Starting the campaign in 2004 (when t = 0), the pollution level P, in parts per million, is monitored
each year and the results are graphed as shown.

P (parts per million)

80
70
60
50
40
30
20
10

1 2 3 4 5 6 7 8 9 10
t years (= 0 in 2004)

The fall in P is thought to follow an exponential decline according to the rule

P = ka t.
a Determine the value of k and of a.
b Use your formula to predict the value of P for 2017.
c The environmental group plan to release a number of fish into the river when they first
record a value of P that is less than 20. When is this likely to be?

9 In a particular test area scientists note that when measures are introduced to reduce the population
of a particular animal, animal A, classified as a pest, there is a rise in the population of another
animal, animal B.
The scientists find that the decrease in the population of animal A and the increase in the
population of animal B can both be modelled as exponential growth.
If PA and PB are the assessed populations of A and B respectively, then t months after the
introduction of control measures the populations are approximately given by:
PA = 10 000(0.75)t and PB = 1000(1.09)t.
Find
a t = 0) population of A and B in this test area,
the initial (i.e.
b the population of A and B after 3 months of the control program (give answers correct
to nearest 50),
c the value of t, correct to one decimal place, when the populations are equal.

ISBN 9780170390408 2. Exponential functions 33

 10 To control an infestation of a certain flying insect in an area, a number of sterile male insects
are released into the area each week.
To monitor the effectiveness of the program, traps are erected at the start of the program and
again after 3, 6 and 10 weeks. Each time, the traps are erected at the same time of the day, at the
same place and for the same amount of time; the number of these insects caught is then noted.
The results are shown in the graph below.

N (Numbers caught in trap)

1000
900
800
700
600
500
400
300
200
100

1 2 3 4 5 6 7 8 9 10
t weeks

a If the decline in the numbers caught is modelled by an exponential rule of the form N = ka t,
determine estimates for the constants k and a.
b The release of the sterile males will cease when the numbers caught in the traps is one quarter
of the numbers caught initially (i.e. when t = 0).
After how many weeks is this likely to be?

pokelttil/moc.kcotsrettuhS

34 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

Miscellaneous exercise two
This miscellaneous exercise may include questions involving the work of this chapter,
the work of any previous chapters, and the ideas mentioned in the Preliminary work section
at the beginning of the book.

1 For each of the following, state which answer, I, II, III or IV shows the given number written in
standard form, or scientific notation, i.e. in the form A × 10n, where A is a number between 1 and
10 and n is an integer.
I II III IV
a 36 3.6 × 100 3.6 × 101 3.6 × 102 3.6 × 103
5
b 0.000 023 3.2 × 10 −
2.3 × 105 2.3 × 10 − 4
2.3 × 10 5
−

c 41 000 41 × 103 410 × 102 4.1 × 104 4.1 × 10 4

−

1
d 0.245 2.45 × 10 −
0.245 × 100 2.45 × 10 − 2
2.45 × 102
2 2 3
e 0.003 3 × 10 −
30 × 10 −
3 × 10 −
300
4 7 6
f 912 000 9.12 × 10 9.12 × 10 9.12 × 10 9.12 × 105
g 0.000 002 81 2.81 × 105 2.81 × 10 5
−
2.81 × 10 − 6
281 × 10 − 8

h 14 200 000 1.42 × 107 1.42 × 104 1.42 × 105 1.42 × 106

2 Solve each of the following equations (without the assistance of a calculator).

a x 2 = 49 b x 2 = 100 c x 3 = 1000
d 2x = 4 e 3x = 81 f 5x + 11 = 12
1 1
g 6x + 9 = 225 h 4x = i 4x =
4 16
1
j 4x = k 2x = 0.5 l 2x = 0.25
64
m 2x = 0.125 n 16x4 = 400x2 o 82x + 1
= 41 x
−

p 50x – 18x = 2 q 50 x – 18 x  =   2 r (x 3 + 5)(x 3 – 5) = 704

3 Round each of the following to the number of significant figures stated.

a 12 405 correct to two significant figures.
b 12 607 405 correct to four significant figures.
c 0.000 256 correct to two significant figures.
d 5.63 correct to one significant figure.
e 12 626.8 correct to four significant figures.

4 a What will be the equation of the graph obtained by translating the graph of the function
y = 2x three units to the left? Write your answer both as y = 2 f (x ) and as y = k × 2x.
b What will be the equation of the graph obtained by translating the graph of the function
y = 3x two units down?

ISBN 9780170390408 2. Exponential functions 35

 5 The graph below left shows four points which obey the rule y = 5x.
Joining these points with a smooth curve, as shown below right, allows values for other powers
of x to be suggested, e.g. 52.8 ≈ 91.
Use the graph to suggest a value for 51.6, 52.4 and 52.5 and then check your answers using
a calculator.
y y
130 (3, 125) 130 (3, 125)
120 120
110 110
100 100
90 90
80 80
70 70
60 60
50 50
40 40
30 (2, 25) 30 (2, 25)
20 20
10 (1, 5) 10 (1, 5)

(0, 1) x (0, 1) x
1 2 3 1 2 3

6 Without the assistance of a calculator, solve (25 × 5x – 1)(5x – 1) = 0.

7 Without the assistance of a calculator, solve (2x )2 – 5(2x ) + 4 = 0.

8 A forensic scientist is called to the scene of a murder.

sdeecxe ydob fo .pmet taht C° fo rebmuN( :T

19
Upon arrival at 10 a.m., the scientist notes the
.)C°5 sa nekat( sgnidnuorrus fo taht

temperature of the body as being 23.9°C. This is

18
18.9°C above the temperature of the surrounding
air (which is 5°C). The scientist monitors this ‘body 17
temperature above surrounding temperature of 5°C’
at half hour intervals. The data collected is shown in 16
the graph shown.
a With T and t as defined in the graph and assuming 15
the relationship between T and t is of the form
T =  kat , find the values of the constants k and a. 14

b If normal body temperature is 37°C, i.e. 32°C

above the 5°C temperature of the surroundings, 1 2 3 4 5
estimate the time of death. t : Number of half hours after
scientist arrives at the scene.

36 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

3.
Sequences
• Sequences
• Arithmetic sequences
• Geometric sequences
• Jumping to later terms of arithmetic
and geometric sequences
• Growth and decay – again!
• Miscellaneous exercise three
 Situation One
Rabbits
The Fibonacci sequence 1, 1, 2, 3, 5, 8, 13, … is named after the Italian mathematician Leonardo
Fibonacci (1170 – 1240). The sequence occurs in many number patterns associated with nature.
One example involving rabbits is shown here. Commencing with one pair of rabbits, we assume
that these rabbits will be adults after 1 month and will produce a pair of baby rabbits each month
after that.

Month 1 Month 2 Month 3 Month 4 Month 5 Month 6

Pair of baby Pair of adult Pair of adult Pair of adult Pair of adult Pair of adult
rabbits rabbits rabbits rabbits rabbits rabbits

Pair of baby Pair of baby Pair of baby Pair of baby

rabbits rabbits rabbits rabbits

Pair of adult Pair of adult Pair of adult

rabbits rabbits rabbits

Pair of adult Pair of adult

rabbits rabbits

Pair of baby Pair of baby

rabbits rabbits

Pair of adult
rabbits

Pair of baby
rabbits

Pair of adult
rabbits
1 pair 1 pair 2 pairs 3 pairs 5 pairs 8 pairs

Notice that in the number sequence 1, 1, 2, 3, 5, 8, 13, …

each number, after the first two ones, is the sum of the previous two numbers.
1+1= 2
1+2= 3
2+3= 5
3+5= 8
181 cinema/moc.kcotsrettuhS

5 + 8 = 13

a Write the next five numbers in this sequence.

b Use the internet to investigate real world applications
of the Fibonacci sequence of numbers.

ISBN 9780170390408 3. Sequences 39

 Situation Two
Hexagonal patchworks
Patchwork one shown on the right has a central hexagon and a ring
of hexagons around it.
Placing a second ring of hexagons around Patchwork one gives
Patchwork two shown below left and a further ring of hexagons
around Patchwork two gives Patchwork three shown below right.

For the three patchworks shown above,

consider things like:
• the number of hexagons in the outer
ring of each patchwork
• the number of hexagonal pieces in each
patchwork
• the number of edges that form the
tuohfyrD airaM/moc.kcotsrettuhS

border of each patchwork

• other aspects you may think of
and use your answers to try to predict what
numbers the next few patchworks in the
continuing pattern would have for these
things.

40 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

Sequences WS

Consider the following table of values for the linear function y = 3x + 2.

Classifying sequences

x 2 3 4 5 6 7 8
y 8 11 14 17 20 23 26

All pairs (x, y) in the table fit the rule y = 3x + 2

For example, for (2, 8) 8 = 3(2) + 2
for (3, 11) 11 = 3(3) + 2
for (4, 14) 14 = 3(4) + 2 etc.
However let us now just consider the sequence of y-values, i.e.
8 11 14 17 20 23 26
Note
• A sequence is a set of items belonging in a certain order, according to some rule. Knowing
sufficient items, and the rule that is involved, the next item can be determined.
• In this course we will concentrate on number sequences.
• We refer to each number in the sequence as a term of the sequence. Thus, in the above sequence
the first term is 8, the second term is 11, the third term is 14, the fourth term is 17 and so on.
• Writing T1 for the first term, T2 for the second term and so on, we have:
T1 = 8 T2 = 11 T3 = 14 T4 = 17 T5 = 20 T6 = 23 T7 = 26
• The situations at the beginning of this chapter involved sequences of numbers, for example the
Fibonacci sequence:
1 1 2 3 5 8 13 …
• Whilst we usually use T1, T2, T3, T4, T 5, … (or perhaps t1, t2, t3, t4, t5, … ) for the terms of a
sequence, other letters may be used at times. For example, for the terms of the Fibonacci sequence,
we might use F1, F2, F3, F4, F5, … Some calculators may use U or a, or some other letter.

EXAMPLE 1

For the sequence 3, 10, 31, 94, 283, 850, 2551, … determine
a T3 b T5 c T3 + T5 d 3T 2 e 2T 3 f T8
Solution
a T3 is the 3rd term in the sequence. Thus T3 = 31.
b T5 is the 5th term in the sequence. Thus T5 = 283.
c T 3 + T 5 = 31 + 283 d 3T2 = 3(10) e 2T 3 = 2(31)
= 314 = 30 = 62

f Noticing that each term is obtained by multiplying the previous term by 3 and then adding 1,
it follows that T8 = 3(T7) + 1
= 3(2551) + 1

= 7654.

ISBN 9780170390408 3. Sequences 41

 Exercise 3A
For the sequence 10, 14, 18, 22, 26, 30, 34, 38, … determine

1 T3 2 T5 3 T3 + T5 4 T8
5 3T2 6 2T3 7 3(T1 + T2) 8 3T1 + T2
2 3
9 T9 10 T10 11 ( 3)T 12 T
( 2)

For the sequence 5, 8, 11, 14, 17, 20, 23, … determine

13 T2 14 T6 15 T2 + T6 16 T8
17 T9 18 T3 + 2T1 19 T 1 + 2T 3 20 (T 3 – T2)2

For the sequence 2, 6, 18, 54, 162, 486, 1458, … determine

21 T5 22 3T2 23 T1 + T2 + T3 24 T8
Using Cn for the nth term of the cubic numbers 1, 8, 27, 64, 125, … determine

25 C3 26 C6 27 C7 28 C6 – C5
The Lucas sequence follows the same rule as the Fibonacci sequence, i.e. each term after the first
two is the sum of the previous two terms. Using Ln for the nth term of the Lucas sequence and given
that L1 = 1 and L2 = 3, determine

29 L3 30 L4 31 ( L4 )2 32 2L8

WS
Arithmetic sequences x 1 2 3 4 5 6

Notice that in the table of values on the right, as the x-values y 1 3 5 7 9 11

increase by 1 the y-values increase by 2. As we would expect from
Arithmetic progressions

y
this constant first difference pattern of 2, graphing gives points 11
WS that lie in a straight line and the gradient of the line is 2. 10
9
Arithmetic sequences
Sequences of numbers in which each term is obtained from
8
the previous term by the addition of some constant number are said to be
7
Arithmetic Sequences, 6
Arithmetic Progressions 5
4
or simply APs.
3
For example 1, 2, 3, 4, 5, 6, … 2
In this case we say that the first term is 1 and the common difference is 1. 1
x
Similarly for the AP: 1, 3, 5, 7, 9, 11, … 1 2 3 4 5 6
we say that the first term is 1 and the common difference is 2.
For 7, 11, 15, 19, 23, 27, …
the first term is 7 and the common difference is 4.
For 67, 62, 57, 52, 47, 42, …
the first term is 67 and the common difference is –5.

42 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

Thus all arithmetic sequences are of the form:
a, a + d, a + 2d,
a + 3d, a + 4d, a + 5d, a + 6d, …
In this general form we have a first term of ‘a’ and common difference ‘d ’.
Consider again the arithmetic sequence:
1, 3, 5, 7, 9, 11, …
Each term is obtained by adding 2 to the previous term. Thus, if Tn is the nth term, it follows that the
next term, Tn 1 , will be Tn + 2.
+

Hence, for this sequence Tn + 1 = Tn + 2 (or tn + 1 = tn + 2).

For the general arithmetic sequence at the top of the page
Tn + 1 = Tn + d (or tn + 1 = tn + d).
This rule tells us how the terms of the sequence recur . It is the recursive rule or recursive equation for the
sequence. Given this rule and one term, usually the first, all other terms of the sequence can be determined.

EXAMPLE 2
A sequence is such that Tn + 1 = Tn + 5 and the first term, T1, is 7. Find the first four terms of the sequence.
Solution
The recursive definition informs us that each term is the previous term add 5.
Hence, if T1 = 7,
it follows that T2 = 7 + 5 T3 = 12 + 5 T4 = 17 + 5
= 12 = 17 = 22
The first four terms of the sequence are 7, 12, 17, 22.

EXAMPLE 3
For each of the following sequences, state whether the sequence is an AP or not and, for those that
are, state the first term, the common difference and a recursive formula.
a 13, 18, 23, 28, 33, 38, …,
b 3, 6, 12, 24, 48, 96, …,
c 90, 79, 68, 57, 46, 35, …,

Solution
a Each term is 5 more than the previous term. Thus the sequence is an arithmetic progression.
First term = 13
Common difference = 5
Recursive formula: Tn 1 = Tn + 5 +

b The terms do not have a common difference. Thus the sequence is not an arithmetic progression.
c Each term is 11 less than the previous term. Thus the sequence is an arithmetic progression.
First term = 90
Common difference = –11
Recursive formula: T n 1 = T n – 11 +

ISBN 9780170390408 3. Sequences 43

 Note: The recursive rule from part a in the previous example, i.e.
Tn + 1 = Tn + 5
could equally well be written in the form
Tn = Tn – 1 + 5.
Both expressions tell us the same thing, i.e. that each term of the sequence is obtained by
adding 5 to the previous term.

EXAMPLE 4
A sequence is defined by Tn = 3Tn – 1 – 2 with T1 = 5. Determine the first five terms of this sequence
and hence determine whether the sequence is an arithmetic sequence or not.

Solution
The formula T n = 3Tn – 1 – 2 tells us that each term is obtained by multiplying the previous term by
3 and then subtracting 2.
Thus, if T1 = 5, it follows that
T2 = 3(5) – 2 = 13,
T3 = 3(13) – 2 = 37,
T4 = 3(37) – 2 = 109,
T5 = 3(109) – 2 = 325.
The first five terms are 5, 13, 37, 109, 325.
5 13 37 109 325
These terms do not have a common difference.
The sequence is not an arithmetic sequence. 8 24 72 216

Alternatively, for the previous example, a calculator could be used to

display the terms of the sequence, once an appropriate recursive rule □
✓ an+1 = 3·an – 2
and first term have been entered. a1 = 5
□ bn+1 =□
b1 = 0
□ cn+1 =□
c1 = 0

n an
1 5
2 13
3 37
4 109
5 325

44 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

Notice that the display on the right is similar to that shown on the
previous page but now the progressive sums (also called partial sums) □✓ an+1 = 3·an – 2
of the terms are also displayed. a1 = 5
□ bn+1 =□
T1 = 5 b1 = 0
T1 + T2 = 5 + 13 = 18 □ cn+1 =□
c1 = 0
T1 + T2 + T3 = 5 + 13 + 37 = 55
n an ∑a n
T1 + T2 + T3 + T4 = 5 + 13 + 37 + 109 = 164 1 5 5
2 13 18
T1 + T2 + T3 + T4 + T5 = 5 + 13 + 37 + 109 + 325 = 489 3 37 55
Calculators differ in the way they accept and display such information. 4 109 164
If you wish to use a calculator in this way, make sure that you can use 5 325 489
your calculator to input recursive formulae and to display the terms of
a sequence.
Spreadsheets are another way of displaying the terms of a recursively defined sequence as shown below
for the sequence with recursive definition
Tn + 1= 2Tn + 1 with T1 = 3

A B C D
1 3 3
2 7 10
= 2*A3 + 1
3 15 25
4 31 56
= Sum (A$1:A6)
5 63 119
6 127 246
7 255 501 What does the
8 511 1012 inclusion of the
$ symbol do?
9 1023 2035
10 2047 4082

Note that this sequence is not an arithmetic sequence – the entries in column A do not display a
common difference pattern.
Once again, the progressive sums (or partial sums) can easily be shown, as in column B.
Create the spreadsheet yourself and use the ‘fill down’ ability when creating it.

ISBN 9780170390408 3. Sequences 45

 WS
Geometric sequences x 1 2 3 4 5 6

Notice that in the table of values on the right, as the x-values y 3 6 12 24 48 96

increase by 1 the y-values multiply by 2. As we would expect
Geometric
progressions 1

from this constant ratio of successive y-values, graphing gives y

the characteristic shape of an exponential function. 100
WS
Sequences that progress by each term being obtained by multiplying 90
Geometric
the previous term by a constant number are said to be 80
progressions 2
70
Geometric sequences, 60
WS Geometric progressions, 50
40
Geometric sequences or simply GPs. 30
For example, 5, 15, 45, 135, 405, 1215, … 20
In this case we say that the first term is 5 and the common ratio is 3. 10
x
Similarly, for the GP: 0.5, 1, 2, 4, 8, 16, … 1 2 3 4 5 6
we say that the first term is 0.5 and the common ratio is 2.
For 1000, 100, 10, 1, 0.1, 0.01, …
the first term is 1000 and the common ratio is 0.1.
For 64, 96, 144, 216, 324, 486, …
the first term is 64 and the common ratio is 1.5.
Thus all GPs are of the form:
a, ar ,ar2, ar3, ar4, ar 5, ar6, …
In this general form we have a first term of ‘a’ and common ratio ‘r’.
Using recursive notation, we have Tn 1 = r × Tn with T 1 = a , (or tn
+ + 1 = rtn, t1 = a).

EXAMPLE 5
For each of the following sequences state whether the sequence is a geometric sequence or not and,
for those that are, state the first term, the common ratio and a recursive formula.
a 3, 6, 12, 24, 48, 96, …,
b 128, 96, 72, 54, 40.5, 30.375, …,
c 4, 9, 14, 19, 24, 29, …,

Solution
6 12 24 48 96
a = 2, = 2, = 2, = 2, = 2.
3 6 12 24 48
Each term is the previous term multiplied by 2.
Thus the sequence is a geometric sequence.
First term = 3
Common ratio = 2
Recursive formula: Tn 1 = 2Tn
+

(or Tn = 2Tn – 1)

46 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

 96 72 54 40.5 30.375
b = 0.75, = 0.75, = 0.75, = 0.75, = 0.75.
128 96 72 54 40.5
Each term is the previous term multiplied by 0.75.
Thus the sequence is a geometric sequence.
First term = 128
Common ratio = 0.75
Recursive formula: Tn = 0.75Tn – 1
9 14
c = 2.25, = 1. 5 .
4 9
The sequence does not have a common ratio.
Thus the sequence is not a geometric sequence.

EXAMPLE 6
$400 is invested in an account and earns $20 interest each year.
a How much is the account worth after 1 year, 2 years, 3 years and 4 years?
b Do the amounts the account is worth at the end of each year form an arithmetic sequence,
a geometric sequence or neither of these?

Solution

a Initial Value after Value after Value after Value after

value 1 year 2 years 3 years 4 years …
$400 $400 + 1($20) $400 + 2($20) $400 + 3($20) $400 + 4($20) …
$400 $420 $440 $460 $480 …

After 1, 2, 3 and 4 years the account is worth $420, $440, $460 and $480 respectively.
b The situation gives rise to amounts with a common difference of $20.
The amounts the account is worth at the end of each year form an arithmetic sequence.

As you are probably aware, the situation described in the previous example is not the way that an
investment usually earns interest. Once the $20 interest has been added at the end of year 1, the
account has $420 in it and it is this $420 that attracts interest in year 2, not just the initial $400.
In this way, the interest earned in one year itself attracts interest in subsequent years, i.e. compound
interest is involved, rather than the simple interest situation described in the previous example.

ISBN 9780170390408 3. Sequences 47

 EXAMPLE 7
$2000 is invested and accrues interest at a rate of 10% per annum, compounded annually.
a If no further deposits are made, how much will be in the account after 1 year, 2 years, 3 years
and 4 years?
b Do the amounts the account is worth at the end of each year form an arithmetic sequence,
a geometric sequence or neither of these?

Solution

a Initial Value after Value after Value after Value after …

value 1 year 2 years 3 years 4 years
$2000 $2000 × 1.1 $2000 × 1.12 $2000 × 1.13 $2000 × 1.14 …
$2000 $2200 $2420 $2662 $2928.20 …

After 1, 2, 3 and 4 years the account is worth $2200, $2420, $2662 and $2928.20 respectively.
b The situation gives rise to amounts with a common ratio of 1.1.
The amounts the account is worth at the end of each year form a geometric sequence.

Exercise 3B
For each of the following arithmetic sequences state
• the first term, T1
and • the (n + 1)th term, Tn + 1, in terms of the nth term, Tn .

1 6, 10, 14, 18, 22, 26, …

2 28, 26, 24, 22, 20, 18, …

3 5, 15, 25, 35, 45, 55, …

4 7.5, 10, 12.5, 15, 17.5, 20, …

5 100, 89, 78, 67, 56, 45, …

For each of the following geometric sequences state

• the first term, T1,
and • the nth term, T n, in terms of the (n – 1)th term, Tn – 1 .

6 6, 12, 24, 48, 96, 192, …

7 0.375, 1.5, 6, 24, 96, 384, …

8 384, 96, 24, 6, 1.5, 0.375, …

9 50, 150, 450, 1350, 4050, 12 150, …

10 1000, 1100, 1210, 1331, 1464.1, 1610.51, …

48 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

For each of the following sequences, state whether the sequence is arithmetic, geometric or neither
of these two types.

11 2, 5, 11, 23, 47, 95, …

12 1, 5, 25, 125, 625, 3125, …

13 13, 14.5, 16, 17.5, 19, 20.5, …

14 50, 39, 28, 17, 6, –5, …

15 1, 1, 2, 3, 5, 8, …

16 128, 160, 200, 250, 312.5, 390.625, …

17 Tn + 1 = 3Tn, T1 = 3.

18 Tn + 1 = Tn + 6, T1 = 2.
19 Tn + 1 = 3Tn + 5, T1 = 1.

20 Tn = (Tn – 1)2, T1 = 7.
21 Tn = Tn – 1 – 8, T1 = 2000.
22 Tn = (0.5)T n – 1, T1 = 8.
23 An AP has a first term of 8 and a common difference of 3. Determine the first four terms of the
sequence and the recursive rule for Tn 1 in terms of T n .
+

24 An AP has a first term of 100 and a common difference of –3. Determine the first four terms of
the sequence and the recursive rule for T n 1 in terms of Tn .
+

25 A GP has a first term of 11 and a common ratio of 2. Determine the first four terms of the
sequence and the recursive rule for Tn 1 in terms of Tn .
+

26 A GP has a first term of 2048 and a common ratio of 0.5. Determine the first four terms of the
sequence and the recursive rule for Tn 1 in terms of Tn .
+

27 The graph on the right shows the number of vehicles Number sold
11000
a company sold in a particular country each year from
10000
2011 to 2014. 9000 8400
a Verify that the figures for these years are in 8000 7600
arithmetic progression. 7000 6800
6000
b With N2011 = 6000, write a recursive rule for 6000
5000
Nn 1 in terms of Nn.
+
4000
3000
2000
1000
Year

2011 2012 2013 2014

ISBN 9780170390408 3. Sequences 49

 28 Each term of a sequence is obtained using the recursive rule
Tn = Tn – 1 + 10% of Tn – 1
a Is the sequence an arithmetic progression, a geometric progression or neither of these?
b If the first term of the sequence is 500, find the next three terms.

29 Each term of a sequence is obtained using the recursive rule

Tn = Tn – 1 + 25% of Tn – 1
a Is the sequence an arithmetic progression, a geometric progression or neither of these?
b If the first term of the sequence is 1000, find the next three terms.

30 Each term of a sequence is obtained using the recursive rule

Tn = Tn – 1 – 10% of Tn – 1
a Is the sequence an arithmetic progression, a geometric progression or neither of these?
b If the first term of the sequence is 24 000, find the next three terms.

31 The graph on the right indicates the first five terms, T 1 to T 5, of a Tn

sequence, all of which are whole numbers. 25
State a the first term and a recursive rule for the sequence, 20
b whether the sequence is arithmetic, geometric or
15
neither of these types.
10

5
n
1 2 3 4 5

32 The graph on the right indicates the first five terms, T 1 to T 5, Tn

of a sequence. The last four of these terms are whole numbers. 25
State a the first term and a recursive rule for the sequence, 20
b whether the sequence is arithmetic, geometric
15
or neither of these types.
10

5
n
1 2 3 4 5

33 The graph on the right indicates the first five terms, T 1 to T 5, 40

Tn
of a sequence. All of these terms are whole numbers.
30
Determine a the first five terms,
b whether the sequence is arithmetic, 20
geometric or neither of these types. 10
n
1 2 3 4 5

50 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

34 $1200 is invested in an account and earns $96 interest each year.
a How much is the account worth after 1 year, 2 years, 3 years and 4 years?
b Are these amounts an arithmetic progression, geometric progression or neither of these?
c Express the sequence of values:
Initial value, value after 1 year, value after 2 years, …
using recursive notation.

35 The number of stitches in each row of a particular crochet 1st row + + + +

2nd row
pattern are as shown on the right. + + + + +

3rd row + + + + + +

With T1 the number of stitches in the first row, T2 the 4th row + + + + + + +

number in the second row, etc., express the sequence

T1, T2, T 3, T4, T5, …
using recursive notation (i.e., state T1 and the recursive rule).

36 Won Yim starts working for a particular company on the 1st January one year and is paid an
initial annual salary of $45 000 with a guaranteed $1500 rise each year for the next 7 years.
Express the sequence of annual salaries over this time as a sequence using recursive notation
and state whether the terms of the sequence progress arithmetically, geometrically or neither
of these.

37 Joe started a new job on 1 January 2014 and, during 2014, he received a salary of $68 000.
His contract guarantees a salary increase of 5% of the salary of the previous year on each
subsequent 1 January, until and including 1 January 2017. Calculate Joe’s salary for each
year from 2014 to 2017.
Express the sequence of salaries from 2014 (term one) to 2017 (term four) using recursive
notation.

38 $1500 is invested and accrues interest at a rate of 8% per annum, compounded annually. With
this $1500 as the first term in the sequence, express the value of the account on this and each
subsequent year as a sequence defined recursively.

39 Each year the value of a car depreciates by 15% of its value at the beginning of that year. The car
is initially worth $36 000. With this $36 000 as the first term, express the value of the car on this
and each subsequent year as a sequence defined recursively.
yirelaV-G/moc.kcotsrettuhS

ISBN 9780170390408 3. Sequences 51

 Jumping to later terms of arithmetic and
geometric sequences

yewoH sirhC/moc.kcotsrettuhS
T1, T2, T3, .... .... T 100
Consider the arithmetic sequence defined by
Tn + 1 = Tn + 2 and T1 = 3
The rule allows us to obtain the terms of the sequence:
T1 = 3
T2 = T1 + 2 = 3 + 2 = 5
T3 = T2 + 2 = 5 + 2 = 7
T4 = T3 + 2 = 7 + 2 = 9 etc.
However, if we wanted to know the value of a term much later in the sequence, say T100, it would be
a tedious process to have to calculate all of the terms up to T100. It would be more useful if we could
jump to the desired term without having to determine all of the preceding ones.

EXAMPLE 8
For the sequence defined recursively as Tn + 1 = Tn + 7 with T1 = 25, determine the first four terms
and the one hundredth term.

Solution
With Tn + 1 = Tn + 7, it follows that T2 = T1 + 7
= 32
T3 = T2 + 7
= 39
T4 = T3 + 7
= 46
Notice that by the second term we have added 7 once , by the third term we have added 7 twice, by
the fourth term we have added 7 three times. It follows that for the one hundredth term we need
to have added 7 ninety-nine times.
Hence T100 = T1 + 99(7)
= 25 + 693
= 718.
The first four terms are 25, 32, 39 and 46 and the one hundredth term is 718.

52 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

If we apply the thinking used in the previous example to the general arithmetic sequence
a, a + d, a + 2d, a + 3d, a + 4d, a + 5d, …
we note that for T2 the common difference, d, has been added once, for T3 it has been added twice, for
T4 it has been added three times, and so on. Thus, for Tn we need to add the common difference (n – 1)
times.
Thus, the arithmetic progression
a, a + d, a + 2d, a + 3d, a + 4d, a + 5d, …
has an nth term given by:

Tn = a + (n – 1)d or tn = t1 + (n – 1)d

Just pause for a moment and check that you understand the difference between a recursive formula,
which tells you how each term is obtained from the previous term, and the formula for the nth term,
which allows you to determine any term.
Note: Thinking of Tn as y , and n as x, the reader should see similarities between
Tn = a + (n – 1)d and y = mx + c.
This is no surprise given the linear nature of arithmetic sequences.

EXAMPLE 9
For the AP: 11, 14, 17, 20, …
Determine a T123
b T500
c which term of the sequence is the first to exceed 1 000 000.

Solution
a T123 = 11 + 122(3)
= 377
b T500 = 11 + 499(3)
= 1508
c Suppose that T n is the first term to exceed 1 000 000.
Now Tn = 11 + (n – 1)3
\ 11 + (n – 1)3 > 1 000 000
i.e., n > 333 330. 6
Thus, the first term to exceed 1 000 000 is T333 331.

ISBN 9780170390408 3. Sequences 53

 EXAMPLE 10
An AP has a 50th term of 209 and a 61st term of 253. Find
a the 62nd term b the 1st term.

Solution
a To go from T50 to T 61 we must add the common difference 11 times.
Thus, if d is the common difference, then 253 – 209 = 11d
\ 44 = 11d
giving d=4
Hence T62 = T61 + 4
= 257
The 62nd term is 257.
b From our understanding of APs, it follows that T50 = T1 + 49d
\ 209 = T1 + 49(4)
209 – 196 = T1
T1 = 13
The 1st term is 13.

Note
Alternatively, we could use the given information to write
a + 49d = 209
and a + 60d = 253
and then solve these equations simultaneously.

EXAMPLE 11
For the sequence defined recursively as Tn + 1 = 1.5Tn with T 1 = 8192, determine the first four terms
and the fifteenth term.
Solution
With Tn + 1 = 1.5Tn, it follows that
T2 = 1.5T1 T3 = 1.5T2 T4 = 1.5T 3
8192 × 1.5
= = 12 288 × 1.5 = 18 432 × 1.5

= 12 288 = 18 432 = 27 648

Note that for the second term we multiply by 1.5 once, for the third term we multiply by 1.5 twice,
for the fourth term we multiply by 1.5 three times. It follows that for the fifteenth term we need to
multiply by 1.5 fourteen times.
Hence T 15 = T1 × 1.514
= 8192 × 1.514
= 2 391 484.5

The first four terms are 8192, 12 288, 18 432 and 27 648. The fifteenth term is 2 391 484.5.

54 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

 Make sure you can obtain this
same value for the fifteenth term □
✓ an+1 = 1.5an
of the sequence of the previous a1 = 8192
example by using a calculator □ bn+1 = □
to display terms of the sequence. b1 = 0
Are the larger numbers displayed □ cn+1 = □
c1 = 0
as shown on the right or does
you calculator use scientific n an
notation to display these
11 472392
numbers?
12 708588
13 1062882
14 1594323
15 2391484.5

If we apply the thinking of the previous example to the general geometric sequence:
a, ar , ar2, ar 3, ar4, ar5, ar6, …
we note that T2 is ar1, T 3 is ar2, T4 is ar3, etc. Thus, Tn = ar n –1.
Thus the geometric progression
a, ar , ar2, ar 3, ar4, ar5, ar6, …
has an nth term given by:

Tn = a × r n – 1 or tn = t1r n – 1

Note: Thinking of Tn as y, and n as x , the reader should see similarities between

Tn = a × r n – 1 and y = k × bx.
Again, no surprise given the exponential nature of geometric sequences.

EXAMPLE 12
Determine the 12th term and the 15th term of the geometric sequence:
0.0025, 0.01, 0.04, 0.16, …

Solution
By inspection, the common ratio is 4.
Hence the 12th term will be 0.0025 × 411
= 10 485.76

and the 15th term will be 0.0025 × 414

= 671 088.64

Again, make sure that you can obtain these same answers using the ability of some calculators to
display the terms of a sequence.

ISBN 9780170390408 3. Sequences 55

 EXAMPLE 13
The 13th term of a GP is 12 288 and the 16th term is 98 304. Find
a the 17th term b the 1st term.

Solution
a To go from the 13th term to the 16th term we must multiply by the common ratio 3 times.
If r is the common ratio, then T16 = T13 × r 3
\ 98 304 = 12 288 × r3
Giving r=2
Hence T17 = T16 × 2
= 196 608

The 17th term is 196 608.

b From our understanding of GPs, it follows that T13 = T1 × r12
i.e. 12 288 = T1 × 212
Giving T1 = 3
The 1st term is 3.
(Alternatively, we could write ar12 = 12 288 and ar15 = 98 304 and solve simultaneously.)

WS
Growth and decay – again!
Consider the growth in the value of a house that is initially valued at $500 000 and is subject to an
Modelling arithmetic
and geometric annual increase in value of 6.4%.
sequences

Initial value = $500 000 ← T1

Value after 1 year = $500 000 × 1.064 ← T2
Value after 2 years = $500 000 × 1.064 2
← T3
Value after 3 years = $500 000 × 1.064 3
← T4, etc.
These values form a geometric sequence with
Tn + 1 = Tn × 1.064 and T1 = 500 000
Asked a question like: At this rate how many years will it take for the value of this house to reach a value of
$1000 000?
We could use our ability to solve exponential equations, as covered in earlier chapters, and recognising
that after x years the value will be $500 000 × 1.064x, simply ask a calculator to solve the equation
$500 000 × 1.064x = $1 000 000
To obtain the value x = 11.17 (correct to 2 decimal places)
Hence the value of the house will be $1 000 000 shortly after the end of the 11th year, i.e. early in the
12th year.
Alternatively, if we wanted to see the progressive year by year values, we could display the terms of our
sequence on a calculator or spreadsheet, as shown on the next page.

56 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

 A B C D
1
2
Initial value
Percentage increase
$500,000.00
6.40
□✓ an+1 = an ·1.064
a1 = 500000
3
4
Value at end of year 1
2
$532,000.00
$566,048.00
□ bn+1 =□
b1 = 0
5
6
3
4
$602,275.07
$640,820.68
□ cn+1 =□
7 5 $681,833.20 c1 = 0
8 6 $725,470.52
n an
9 7 $771,900.64
10 8 $821,302.28 9 8.2Ε+5
11 9 $873,865.63 10 8.7Ε+5
12 10 $929,793.03 11 9.3Ε+5
13 11 $989,299.78 12 9.9Ε+5
14 12 $1,052,614.96 13 1.1Ε+6

1052614.96443211

Create a spreadsheet like that shown above yourself.

As before, the value of the house will be $1 000 000 shortly after the end of the eleventh year, i.e. early
in the 12th year.
However, note carefully that in this situation, with the recursive definition
Tn + 1 = Tn × 1.064 and T1 = 500 000
T1 is the value after zero years. Hence we must remember that if we use the ability of a calculator to
generate the terms of the sequence, according to the recursive rule given above, then the balance after
n years will be given by Tn 1. That is, in the calculator display above, n = 13 gives the value at the end
+

of 12 years.
One way to avoid this possible source of confusion would be to use the
ability of some calculators to accept a sequence defined using T0 as the □ ✓ an+1 = an ·1.064
1st term. a0 = 500000
□ bn+1 =□
That is, define the sequence as: b0 = 0
Tn 1 = Tn × 1.064 and T0 = 500 000, □ cn+1 =□
+
c0 = 0
as shown on the right.
n an
Under such a definition Tn would indeed be the value after n years. 8 8.2Ε+5
9 8.7Ε+5
Alternatively, we could use
10 9.3Ε+5
Tn + 1 = Tn × 1.064 and T1 = 500 000 × 1.064 11 9.9Ε+5
12 1.1Ε+6
and again Tn would be the value after n years.
1052614.96443211

ISBN 9780170390408 3. Sequences 57

 Exercise 3C
Without using the sequence display routine available on some calculators, determine the one-hundredth
term in each of the following arithmetic sequences.
1 11, 16, 21, 26, 31, 36, …
2 –8, –5, –2, 1, 4, 7, …
3 Tn + 1 Tn + 8 with T1 = 23.
=

4 Tn + 1 = Tn – 2 with T1 = 78.

Without using the sequence display routine available on some calculators, determine the twenty-fifth
n
term in each of the following geometric sequences, leaving your answers in the form a × b .
5 5, 10, 20, 40, 80, 160, …
6 1.5, 6, 24, 96, 384, 1536, …
7 Tn + 1 = 3Tn with
T1 = 8.
8 Tn + 1 = 2Tn with T1 = 11.

Use the ability of some calculators to display the terms of a sequence to determine the requested term
in each of the following sequences.
9 Tn + 1 = Tn + 8 with T 1 = 7. Determine T28.
10 Tn + 1 = 35 – 2Tn with T 1 = 5. Determine T20.
11 Tn + 1 = 3Tn + 2 with T1 = 1. Determine T19.
12 Tn + 1 = (–1)n Tn + 3 with T1 = 6. Determine T45.
13 Julie starts a new job at a factory manufacturing
automobile components. The machine she operates

vonrimS ylisaV/moc.kcotsrettuhS
requires several weeks before the operator is fully
accustomed to it and so her output increases each
day for the first 3 weeks (15 days). On the first day
she successfully completes 48 items on the machine
and increases this by 3 each day after that up to and
including her 15th day on the machine.
Express the number of items completed on each of the first 15 days as a sequence using
recursive notation.
How many items does she successfully complete on this 15th day on the machine?
14 Use the formula for the nth term of an AP with common difference d and T1 = a, i.e. the formula
Tn = a + (n – 1)d, to explain why for this AP, when we plot Tn on the y-axis and n on the x -axis, the
points obtained lie on a straight line of gradient d. Find the coordinates of the point where this
straight line cuts the y -axis.
15 Use the formula for the nth term of a GP with common ratio r and T1 = a to explain why for this
GP, when we plot Tn on the y-axis and n on the x-axis, the points obtained fit an exponential curve.
Find the equation of this curve and the coordinates of the point where it cuts the y-axis.

58 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

16 Write a few sentences explaining what happens to the terms of the following arithmetic
progression as n → ∞.
T1 = a, T2 = a + d, T 3 = a + 2d, T4 = a + 3d, …. T n = a + (n – 1)d, ….

17 Write a few sentences explaining what happens to the terms of the following geometric
progression as n → ∞.
T1 = a, T2 = ar, T3 = ar 2, T4 = ar3, …. Tn = ar n – 1, ….

18 An arithmetic sequence has a first term of 8 and a common difference of 3. Determine the first
four terms, the 50th term and the 100th term of the sequence.

19 An arithmetic sequence has a first term of 100 and a common difference of –3. Determine the
first four terms, the 50th term and the 100th term of this sequence.

20 A geometric sequence has a first term of 11 and a common ratio of 2. Determine the first four
terms, the 15th term and the 25th term of this sequence.

21 A geometric sequence has a first term of 2048 and a common ratio of 0.5. Determine the first
four terms and the 16th term of this sequence.

22 Find an expression for Tn in terms of n for each of the following APs.

a 9, 15, 21, 27, 33, …
b 7, 8.5, 10, 11.5, 13, …

23 Find an expression for Tn in terms of n for each of the following GPs.

a 3, 6, 12, 24, 48, …
b 100, 110, 121, 133.1, 146.41, …

24 For the arithmetic sequence: 2, 9, 16, 23, …

Determine a T123
b T500
c which term of the sequence is the first to exceed 1 000 000.

25 For the geometric sequence: 0.0026, 0.013, 0.065, 0.325, …

Determine a T12
b which term of the sequence is the first to exceed 1 000 000.

26 For the GP: 20 000 000, 15 000 000, 11 250 000, 8 437 500, …
Determine a T12, giving your answer to the nearest hundred
b which term of the sequence is the first less than 1.

27 The nth term of a sequence is given by Tn = n3. Obtain the first four terms of this sequence and
state whether the sequence is arithmetic, geometric or neither of these.

28 An arithmetic sequence has a 19th term of 61 and a 41st term of 127.

Find a the 20th term
b the 1st term.

ISBN 9780170390408 3. Sequences 59

 29 An arithmetic sequence has a 50th term of 1853 and a 70th term of 1793. Find
a the 51st term b the 1st term.

30 A geometric sequence has a 10th term of 98 415 and a 13th term of 2 657 205. Find
a the 14th term b the 1st term.

31 A geometric sequence has a 7th term of 28 672, a 9th term of 458 752 and a negative common
ratio. Find
a the 10th term, b the 1st term.

Note for questions 32 and 33

Do each of the following two questions twice.
First using an exponential function approach, as in previous chapters,
and then by formulating a recursive formula for a sequence and then viewing the terms of the
sequence on a calculator or spreadsheet.

32 $4000 is invested into an account paying interest at 8%, compounded annually. Determine
(to the nearest cent) the amount in the account at the end of ten years.

33 If a house currently valued at $600 000 were to

gain in value at 5.6% per annum, compounded
annually, when would its value first exceed two
million dollars?

muzatrA/moc.kcotsrettuhS
Note for questions 34 and 35
The next two questions involve an initial amount being invested into an account paying interest and
each year a further amount being added (question 34) or subtracted (question 35). The amounts in the
account each year no longer progress geometrically but the questions can be solved using the ability of
some calculators to display the terms of a sequence defined recursively.

34 $4000 is invested into an account paying interest at 8%, compounded annually and an extra $200
is invested after each 12 months. Thus:
Amount in account at end of 1 yr = $4000 × 1.08 + $200 ←T1
Amount in account at end of 2 yrs = ($4000 × 1.08 + $200) × 1.08 + $200 ← T 2
Express Tn 1 in terms of Tn and determine (nearest cent) the amount in the account at the end
+

of ten years, after the $200 for that year has been added.

35 $4000 is invested into an account paying interest at 8%, compounded annually and $200 is
withdrawn from the account after each 12 months. Thus:
Amount in account at end of 1 yr = $4000 × 1.08 – $200 ←T1
Amount in account at end of 2 yrs = ($4000 × 1.08 – $200) × 1.08 – $200 ← T 2
Express Tn 1 in terms of Tn and determine (nearest cent) the amount in the account at the end
+

of ten years after the $200 for the year has been withdrawn.

60 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

Miscellaneous exercise three
This miscellaneous exercise may include questions involving the work of this chapter, the
work of any previous chapters, and the ideas mentioned in the Preliminary work section at
the beginning of the book.

1 For each of the following, state whether the relationship between the variables x and y is linear,
quadratic, exponential or reciprocal.
a y = x2 b y = 2x
c y = 5x –7 d y = x2 – 3x + 4
4 x
e y= f y=
x 4
g y = 0.5x – 12 h y – 6x = x2 + 7
i y = (x – 5)(x + 4) j xy = 7
k y + 8 = 2x l y = 6 × 3x
2 Our knowledge of the powers of 2 allows us to solve y
the equation 2x = 8 easily: x = 3.
10
This answer is also evident from the graph of y = 2x
shown on the right, if we find the x value for which
y = 2x
y, and hence 2x, equals 8.
Use the graph to estimate solutions to the following
5
equations:
a 2x = 4.8
b 2x = 6.2
c 2x = 2.6 x
–3 –2 –1 1 2 3

3 If the following are all written in the form 2n, determine the value of n for each case.
1 1
a 8 b c d 2
8 2
1
e 1 f 8 g h 2 2
64

4 Determine a formula for Tn, the nth term of a geometric sequence, for which T2 = 6 and
T5 = 20.25, giving your answer in the forms
a Tn = k × rn – 1 b T n = k × rn
5 Find the 11th term of the geometric sequence that commences 1, 3, 3, …

ISBN 9780170390408 3. Sequences 61

 6 Determine the value of x in each of the following.
1
a 4x = 64 b 4x = c 4x = 0.25
64
d 640.5 = x e x2 = 64 f 48 = 4x × 4–3

7 Evaluate each of the following without using a calculator.

3 2 0.5
1
-

160.5 25–0.5

a b 162 c 27 3 d e  
 4

8 A sequence has the recursive formula Tn + 1 = (–1)nTn, with T1 = 4.

a n = 1 into the formula to determine T2.
Substitute
b Determine T3 to T5.
c Is the sequence arithmetic, geometric, or neither of these?

9 A sequence has the recursive formula Tn + 1 = (–1)n2Tn , with T1 = 1.

a n = 1 into the formula to determine T2.
Substitute
b Determine T3 to T5.
c Is the sequence arithmetic, geometric or neither of these?

10 An arithmetic sequence has a first term of 5k + 3, and a common difference of 5 – k.

a Find in terms of k an expression for the tenth term of the sequence, simplifying your answer
where possible.
b If the 20th term of this sequence is 91, find the value of the 21st term.

For numbers 11 to 19, simplify each expression without the assistance of a calculator, expressing your
answers in terms of positive indices.

11 a4 × a3 12 4x 2y × 3xy3 13 (15a3b ) ÷ (10ab3)

( -3a ) 2 6a 1
-

14 (–3a)2 × (2a2b )3 15 16
(2a 2b )3 (8b ) 1 -

6a 2 b - 4
k7 + k3 p5 - p8
17 18 19
3a - 3
b k3 p2
Without the assistance of a calculator, evaluate each of the following.

5k + 2
5n + 2
- 50 2h  3 +  8
+

20 21 22
5k - 1
5n - 2 3  ×  2h  +  3

62 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

4.
Series
• Arithmetic series
• A formula for S n of an arithmetic series
• Geometric series
• A formula for S n of a geometric series
• Infinite geometric series
• Miscellaneous exercise four
Consider the pile of cans shown below left.
The top row contains 3 cans, the second row 5 cans, the third row
7 cans and so on.
A more stable arrangement could be the arrangement shown
below right.

ooTTooF/moc.kcotsrettuhS
In this case the top row contains 3 cans, the second row 4 cans,
the third row 5 cans and so on.

For both situations the number of cans in each row progress arithmetically. Numbering the rows from
the top we have
Arithmetic sequence Arithmetic sequence
First term 3 First term 3
Common difference 2 Common difference 1
Thus in each case we could determine the number of cans in the 20th row:
T20 = 3 + 19 × 2 T20 = 3 + 19 × 1
= 41 = 22
However if we were going to attempt to build these 20 row piles of cans we would also want to know
how many cans each design would require altogether. I.e. we would want to evaluate
3 + 5 + 7 + 9 + 11 + 13 + … + 41 and 3 +4 + 5+ 6 +7 +8 +… + 22
As we saw in the previous chapter, we could define each sequence recursively and use a calculator
with the ability to show both the terms and partial sums of such a sequence, as shown below for the
arithmetic sequence with first term 3 and common difference 2.

an+1=an+2 an+1=an+2
n+1 an+1 ∑a n+1 n+1 an+1 ∑a n+1
1 3 3 Scroll down 17 35 323
2 5 8 18 37 360
3 7 15 19 39 399
4 9 24 20 41 440
24 440

When we sum the terms of a sequence we produce a series.

Thus 3, 5, 7, 9, 11, 13, 15, is a sequence
3 + 5 + 7 + 9 + 11 + 13 + 15 is the corresponding series

ISBN 9780170390408 4. Series 65

 WS
Arithmetic series
An arithmetic series has the form
Arithmetic series

a + (a + d) + (a + 2d) + (a + 3d) + (a + 4d) + (a + 5d) + ….

Using Sn for the sum of the first n terms
S1 = T1 =a
S2 = T1 + T2 = a + (a + d)

S3 = T1 + T2 + T3 = a + (a + d) + (a + 2d)

S4 = T1 + T2 + T3 + T 4 = a + (a + d) + (a + 2d) + (a + 3d)

S5 = T1 + T2 + T3 + T 4 + T 5 = a + (a + d) + (a + 2d) + (a + 3d) + (a + 4d)

Sn = T 1 + T2 + T3 + T4 + T5 + T6 + … + Tn
= a + (a + d) + (a + 2d) + (a + 3d) + (a + 4d) + (a + 5d) + … + a + (n – 1) d

EXAMPLE 1
For the arithmetic sequence 3, 7, 11, 15, 19, 23, … determine
a S2 b S5 c S7.

Solution
a S2 = T1 + T2 b S5 = T1 + T2 + T3 + T 4 + T 5
= 3+7 = 3 + 7 + 11 + 15 + 19
= 10 = 55
c S7 = T1 + T2 + T 3 + T 4 + T5 + T6 + T7
= 3 + 7 + 11 + 15 + 19 + 23 + 27
= 105

EXAMPLE 2
An arithmetic sequence has an nth term given by Tn = 3n – 2. Determine the first five terms of this
sequence and hence determine S 1, S2, S 3, S 4 and S5, the first five terms of the corresponding series.

Solution
Tn = 3n – 2 \ T 1 = 3(1) – 2 = 1 and S1 = 1
T 2 = 3(2) – 2 = 4 and S2 = 1 + 4 = 5
T 3 = 3(3) – 2 = 7 and S3 = 1 + 4 + 7 = 12
T 4 = 3(4) – 2 = 10 and S4 = 1 + 4 + 7 + 10 = 22
T 5 = 3(5) – 2 = 13 and S5 = 1 + 4 + 7 + 10 + 13 = 35

66 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

Alternatively, questions like the previous two examples could be solved using a spreadsheet or using the
ability of some calculators to display the terms and partial sums of sequences. However, whilst use of
such technology can be very useful at times do note that for the previous two examples the ‘pencil and
paper’ methods demonstrated were really very straightforward.

A formula for Sn of an arithmetic series

Sn = T1 + T2 + T3 + … + Tn – 2 + Tn – 1 + Tn
Thus for the general arithmetic series with first term a and common difference d:
Sn = a + a+d + a + 2d + … + a + (n – 3)d + a + (n – 2) d + a + (n – 1)d
If we write these terms in the reverse order it also follows that:
Sn = a + (n – 1)d + a + (n – 2)d + a + (n – 3)d + … + a + 2d + a+d + a
Adding these two versions of S n gives:
2Sn = 2a + (n – 1)d + 2a + (n – 1)d + 2a + ( n – 1)d + … + 2a + (n – 1)d + 2a + ( n – 1)d + 2a + (n – 1)d
n lots of 2a + (n – 1)d
= n[2a + (n – 1)d]
Thus for an arithmetic progression with first term a and common difference d:

n
Sn = [2a + (n – 1)d]
2

If we use ℓ for the last term, instead of a + (n – 1)d, this rule can be written as

n
Sn = [a + ℓ]
2

EXAMPLE 3
For the arithmetic series 10 + 17 + 24 + 31 + 38 + … determine
Make sure you can obtain
a S2, b S50.
these same answers using
Solution • a calculator capable of
displaying the terms and
a S2 = 10 + 17 sums of a sequence.
= 27 • a spreadsheet.
n
b Using Sn = [2a + (n – 1) d] with n = 50, a = 10 and d = 7 gives
2
50
S50 = [2(10) + 49(7)]
2
= 9075

ISBN 9780170390408 4. Series 67

 EXAMPLE 4
For the sequence 9, 13, 17, 21, 25, 29
a Show that 157 is the 38th term. b Evaluate 9 + 13 + 17 + 21 + 25 + 29 + … 157.

Solution
a For an arithmetic progression with first term a and common difference d,
T n = a + (n – 1)d
Thus for the given AP: T38 = 9 + 37(4)
= 157 as required.
n
b Using Sn = [a + ℓ] with n = 38, a = 9 and ℓ = 157
2
38
S38 = [9 + 157]
2
= 3154

Thus 9 + 13 + 17 + 21 + 25 + 29 + … 157 = 3154

EXAMPLE 5
A fifteen-year service contract involves a company paying $12 000 in the first year of a contract
with an annual increase of $800 every year after that for the life of the contract.
How much will the company have paid on this contract in total by the end of the fifteen years?

Solution
We require S15 = $12 000 + $12 800 + $13 600 + … + T 15.
n
Using Sn = [2a + (n – 1) d] with n = 15, a = 12 000 and d = 800 gives
2
15
S15 = [2(12 000) + 14(800)]
2
= $264 000

The company will have paid $264 000 under this contract by the end of the fifteen years.

EXAMPLE 6
A company borrows $24 000. They agree that at the end of each month the remaining balance
is calculated and the company pays 1% of this remaining balance as interest payments, and then
$1000 to reduce the remaining balance. In this way the loan will be repaid in two years. How much
will the loan cost the company in interest payments?

68 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

 Solution

End of month 1 2 3 4 5 … 24
Remaining balance $24 000 $23 000 $22 000 $21 000 $20 000 … $1000
1% of remaining balance $240 $230 $220 $210 $200 … $10

Total of interest payments $240 + $230 + $220 + $210 + $200 + … + $10

24
= [$240 + $10]
2
= $3000
The company pays $3000 in interest repayments.

Note: These ‘real life questions’ need care. It is easy to confuse a year number with a term number
and they may not always match. It is wise to list the first few terms and to think carefully how
many terms are required, what is the first term, what is the common difference etc.

Exercise 4A
1 For the arithmetic sequence 8, 14, 20, 26, 32, … determine
a S4 b S5 c S6
2 For the arithmetic sequence 28, 25, 22, 19, 16, … determine
a S2 b S6 c S1
3 For the arithmetic sequence –6, –3, 0, 3, 6, … determine
a S2 b S5 c S6
4 An arithmetic sequence has an nth term given by Tn = 5n + 1. Determine the first four terms of this
sequence and hence determine S 1, S2, S3 and S 4, the first four terms of the corresponding series.

5 An arithmetic sequence is defined by the recursive rule:

Tn + 1 = Tn + 3, T1 = 11.
Determine the first four terms of this sequence and hence determine S 1, S2, S 3 and S4, the first
four terms of the corresponding series.

6 An arithmetic sequence has an nth term given by Tn = 25 – 3n. Determine the first four terms of
this sequence and hence determine S 1, S2, S3 and S4, the first four terms of the corresponding series.

7 Determine the first 5 terms of a sequence given that the corresponding series is such that:
S1 = 25, S2 = 57, S3 = 96, S4 = 142, S5 = 195.
Is the sequence arithmetic?

8 Determine the first 5 terms of a sequence given that the corresponding series is such that:
S1 = 1, S2 = 5, S3 = 14, S4 = 30, S5 = 55.
Is the sequence arithmetic?

ISBN 9780170390408 4. Series 69

 9 For the arithmetic series 5 + 16 + 27 + 38 + 49 + 60… determine
a S3 b S40
10 For the arithmetic series 60 + 58 + 56 + 54 + 52 + 50… determine
a S3 b S60
11 Find the sum of the first 100 counting numbers: 1, 2, 3, 4, 5, … , 100.

12 For the sequence 16, 20, 24, 28, 32, 36, …

a Show that the 29th term is 128.
b Evaluate 16 + 20 + 24 + 28 + 32 + 36 + … + 128.

13 For the sequence 9, 26, 43, 60, 77, 94, …

a Show that the 41st term is 689.
b Evaluate 9 + 26 + 43 + 60 + 77 + 94 + … + 689.

14 Part of a cyclist’s training program involves her in

riding 20 km on the first day of the month, 22 km
on the second day, 24 on the third and so on, the
distances increasing in arithmetic progression.
How far will she cycle on the 30th day of the month?

nagroM yrtimiD/moc.kcotsrettuhS
How far will she cycle in total during these 30 days?

15 A farmer plants trees in a corner of one of his

paddocks. He plants them in rows with the first row
containing 5 trees, the second containing 7 trees,
the third containing 9 trees and so on. How many
trees will he need to plant if he is to plant 15 rows?

16 A twelve month equipment hire contract involves a company paying $4000 at the end of the first
month, $3750 at the end of the second month, and so on, with each monthly payment decreasing
by $250 after that, for the life of the contract. How much will the company have paid in total on
this contract by the time they make the last payment at the end of the twelfth month?

17 Jack is offered two jobs, one with company A and the other with company B.
Company A offers him $65 000 in the first year, increasing by $2500 in each subsequent year.
Company B offers him $68 000 in the first year, increasing by $1200 in each subsequent year.
How much would he receive from each company if he were to work for them for ten years?

18 A company borrows $36 000. They agree that at the end of each month the remaining balance
is calculated and the company pays 2% of this remaining balance, as interest payments, and then
pays $2000 to reduce the remaining balance. In this way they will repay the loan in eighteen
months. How much will the loan cost the company in interest payments?

70 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

Geometric series WS

Geometric series
EXAMPLE 7
A geometric sequence has an nth term given by Tn = 3(2)n. WS
Determine the first five terms of this sequence and hence determine S1 , S 2 , S 3 , S 4 , and S 5 , the first
Geometric series 2
five terms of the corresponding geometric series.
Solution
Tn = 3(2)n \ T1 = 3(2)1 = 6 and S1 = 6 WS

T2 = 3(2)2 = 12 and S2 = 6 + 12 = 18 Mixed sequences

T3 = 3(2)3 = 24 and S3 = 6 + 12 + 24 = 42 and series

T4 = 3(2)4 = 48 and S4 = 6 + 12 + 24 + 48 = 90
T5 = 3(2)5 = 96 and S5 = 6 + 12 + 24 + 48 + 96 = 186

A formula for Sn of a geometric series

For the general geometric series with first term a and common ratio r:
Sn = a + ar + ar 2 + ar 3 + … + arn – 2 + ar n – 1 [1]
Multiply by r :
rSn = ar + ar 2 + ar 3 + ar4 + … + ar n – 1 + arn [2]
Equation [1] – equation [2]:
Sn – rSn = a + 0 + 0 + 0 + …………… + 0 – arn
Sn(1 – r) = a – arn
a(1 - r n )
For the geometric sequence with first term a and common ratio r Sn = r≠1
1- r

n
If r is not between –1 and 1 this formula is easier to use in the form Sn = a( r - 1) r≠1
r -1

EXAMPLE 8
Evaluate S 10 for the series 512 + 768 + 1152 + 1728 + …
Solution
The given sequence of terms are geometric with first term 512 and common ratio 1.5.
a( r n - 1)
Using Sn =
r -1
512(1.510 - 1)
S10 =
1.5 - 1
= 58 025

ISBN 9780170390408 4. Series 71

 EXAMPLE 9
A geometric progression has a first term of 40 and a common ratio of 0.75. Find S12 , the sum of the
first twelve terms, giving your answer correct to two decimal places.

Solution
n
In this case r is between –1 and 1 so we use Sn = a (1 - r )
1- r
40(1 - 0.7512 )
S12 =
1 - 0.75
= 154.93 correct to 2 decimal places

EXAMPLE 10
What is the least number of terms required for the geometric series
10 + 15 + 22.5 + 33.75 + …
to have a sum that exceeds 1 000 000?

Solution
a (r n - 1)
In this case r = 1.5 and a = 10. Use Sn = and let S n = 1 000 000
r -1
10(1.5n - 1)
i.e. 1 000 000 =
1.5 - 1
50 000 = 1.5n – 1
By trial and adjustment n = bigger than 26 but less than 27.
However n must be a positive integer. Thus at least 27 terms are needed for the given sum to exceed
1 000 000. (Alternatively 50 000 = 1.5n – 1 can be solved using a calculator with a ‘solve facility’.)

EXAMPLE 11
On 1 January 2014, Mrs Smith starts a savings plan by investing $500 into an account that
guarantees 5% interest per annum provided she commits to invest a further $500 on 1 January
every year. The plan will finish on 31 December 2023. How much should this savings plan be
worth on 31 December 2023 (to the nearest 10 cents)?

Solution

Date Value of investment

1 Jan 2014 $500
1 Jan 2015 $500 + $500 × 1.05
1 Jan 2016 $500 + $500 × 1.05 + $500 × 1.052
1 Jan 2017 $500 + $500 × 1.05 + $500 × 1.052 + $500 × 1.053
…

1 Jan 2023 $500 + $500 × 1.05 + $500 × 1.052 + .... + $500 × 1.059
31 Dec 2023 $500 × 1.05 + $500 × 1.052 + .... + $500 × 1.059 + $500 × 1.0510

72 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

 Thus the final value is S 10 for a geometric series with 1st term $500 × 1.05 and r = 1.05.
$525(1.0510 - 1)
S10 =
1.05 - 1
= $6603.40 to the nearest 10 cents.

Alternatively:
• The previous example could be solved using a recursive definition, as in the previous chapter.
With T1 = 500 and Tn 1 = Tn × 1.05 + 500, the required answer would be given by T11 – 500.
+

(Or with T0 = 500 and T n 1 = T n × 1.05 + 500, and the required answer given by T10 – 500.)
+

• Some calculators have built-in financial programs that will calculate values of accounts in situations
like that of the last example. Whilst you are encouraged to explore the capability of your calculator
in this regard make sure that if required you can calculate values using geometric series and
recursively defined sequences.

Exercise 4B
1 A geometric sequence has an nth term given by Tn = 2(3) n. Determine the first four terms of this
sequence and hence determine S1 , S2 , S3 , and S4 , the first four terms of the corresponding series.

2 A geometric sequence is defined by the recursive rule Tn + 1 = 1.5Tn ,

T 2 = 24 .
Determine the first four terms of this sequence and hence determine S 1, S2, S 3 and S4, the first
four terms of the corresponding geometric series.

3 Determine the first 5 terms of a sequence given that the corresponding series is such that:
S1 = 1, S2 = 2, S3 = 4, S4 = 7, S5 = 12.
Is the sequence geometric?

4 Determine the first 5 terms of a sequence given that the corresponding series is such that:
S1 = 8, S2 = 32, S3 = 104, S4 = 320, S5 = 968.
Is the sequence geometric?

5 Evaluate S15 for the series 1 + 2 + 4 + 8 + 16 + … .

6 Evaluate S11 for the series 20 480 + 10 240 + 5120 + 2560 + 1280 + … .

7 A geometric sequence has a first term of 256 and a common A B

ratio of 2.5. Find S9, the sum of the first nine terms. 1 Term Value
8 A geometric sequence has a first term of 62 500 and a common 2 1 2.25
ratio of 0.4. Find S9, the sum of the first nine terms. 3 2 9
4 3 36
9 In the spreadsheet display shown on the right, column B shows
the first 7 terms of a geometric sequence. If Sn represents the 5 4 144
sum of the first n terms determine S6, S 7 and S8. 6 5 576
7 6 2304
8 7 9216

ISBN 9780170390408 4. Series 73

 10 What is the least number of terms required for the geometric series 5 + 10 + 20 + 40 + … to have
a sum that exceeds 5 000 000?

11 What is the least number of terms required for the geometric series 28 + 42 + 63 + 94.5 + … to
have a sum that exceeds 1 000 000?

12 A GP has a third term of 24 and a fourth term of 96. Find T10 and S10 .
13 A sports star negotiates a contract with a sports equipment company
that ensures he will be paid $50 000 in the first year, $57 500 in the
second year, $66 125 in the third year and so on, the annual amounts
continuing in this geometric progression. Calculate the total amount
the star will receive in the 10 years this contract is for. (Give your
answer to the nearest $1000.)

14 In its first year of operation a mine yielded 5000 tonnes of a

particular mineral. In the second year the yield was approximately
110% of the first year’s figures. In each subsequent year the yield

nospmohT ainaT/moc.kcotsrettuhS
continued to be approximately 110% of the previous year’s yield.
What tonnage of the mineral did the mine yield in
a its second year of operation?
b its third year of operation?
c its fourth year of operation?
What total tonnage of the mineral did the mine yield in its first twelve years of operation?

15 A company’s profit in its first year of operation was $60 000. Each year thereafter the annual profit
increased by approximately 15% of the previous year’s profit. Calculate the company’s profit in
a the second year b the third year c the tenth year.
Find the total profit the company makes in its first ten years of operation.

16 $1200 is deposited on 1 January 2014 to open an account. On each subsequent anniversary of

this date a further $1200 is deposited into the account. The account earns interest at the rate
of 10% per annum, compounded annually.
Copy and complete the 1/1/18 line in the following table for this situation.

Value of deposit made on

Total
Date 1/1/14 1/1/15 1/1/16 1/1/17 1/1/18 value
1/1/14 $1200 $1200
1/1/15 $1200 × 1.1 $1200 $2520
2
1/1/16 $1200 × 1.1 $1200 × 1.1 $1200 $3972
3 2
1/1/17 $1200 × 1.1 $1200 × 1.1 $1200 × 1.1 $1200 $5569.20
1/1/18

How much will be in the account immediately following the deposit of $1200 made on 1 January
2029, to the nearest dollar?

74 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

17 A person deposits $1000 on 1 January 2015 and a further $1000 on 1 January of each subsequent
year up to and including 2024. The investment gains interest at 7% per annum compounded
annually. How much will be in the account when it is closed on 31 December 2024? (Give your
answer to the nearest dollar.)

18 As a new employee becomes more accustomed to the machine she is operating, the number of
units she produces per day increases. Her daily production approximates closely to a geometric
progression for the first fifteen days with 2500 produced on the first day, 2550 on day two, 2601
on day three, etc. The employee maintains the fifteenth day’s output thereafter.
a How many units does she produce on day 4?
b How many units does she produce on day 15?
c How many units does she produce on day 16?
d Find the total number of units this employee produces in her first fifteen days working with
the company. (To the nearest hundred.)
e Find the total number of units this employee produces in her first forty days working with
the company. (To the nearest hundred.)

19 8000 tonnes of a particular mineral were mined in each of the first three years of a mine’s
operation. In the fourth year the quantity mined was 90% of the third year’s output, the fifth
year was 90% of the fourth year and so on. The mine was closed at the end of the first year in
which the amount mined fell below 1900 tonnes.
a For how many years did the mine remain open?
b What total tonnage of the mineral was mined from the mine?

20 After the birth of their son, Mr and Mrs Jacques decide to open an account for him commencing
when he reaches the age of 1. They wish to invest the same fixed amount on each birthday from
1 to 21 such that, immediately following the 21st payment, the account would hold $50 000. The
account earns interest at 9.5% per annum, compounded annually.
Suppose the fixed amount they wish to invest is $P. The table below shows how the value of the
account grows during the first four years.

Value of deposit made on

Birthday 1st birthday 2nd birthday 3rd birthday 4th birthday
1 $P
2 $ P × 1.095 $P
3 $ P × 1.0952
$P × 1.095 $P
4 $ P × 1.0953
$P × 1.0952
$P × 1.095 $P

Thus immediately after the 4th birthday payment the account is worth
$P + $P × 1.095 + $P × 1.0952 + $P × 1.0953
a What is the first term, common ratio and number of terms for the similar expression for the
value of the account immediately after the 21st payment has been made?
b Determine the value of P correct to 1 decimal place.

ISBN 9780170390408 4. Series 75

 Infinite geometric series
Each of the following tables involve geometric progressions.
Copy and complete the six tables.

1 a = 64 n Tn Sn 2 a = 0.4 n Tn Sn
r=5 1 64 64 r =4 1 0.4 0.4
2 320 384 2 1.6 2.0
3 1600 1984 3 6.4 8.4
4 8000 9984 4 25.6 34.0
5 5
6 6
7 7

3 a = 100 n Tn Sn 4 a = 64 n Tn Sn
r = 1.8 1 100 100 r = 0.2 1 64 64
2 180 280 2 12.8 76.8
3 324 604 3 2.56 79.36
4 583.2 1187.2 4 0.512 79.872
5 5
6 6
7 7

5 a = 10 n Tn Sn 6 a = 90 n Tn Sn
r = 0.5 1 10 10 r = 0.4 1 90 90
2 5 15 2 36 126
3 2.5 17.5 3 14.4 140.4
4 1.25 18.75 4 5.76 146.16
5 5
6 6
7 7

Reading down the S n columns in your completed tables you should notice that in each table the
numbers are getting bigger and bigger as we go down the column. However notice that whilst in
the first three tables these numbers get very big, in the last three tables the numbers are increasing
but by a smaller and smaller amount each time.

76 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

Indeed it seems that:
the numbers in the Sn column for table 4 are heading towards 80,
the numbers in the Sn column for table 5 are heading towards 20,
the numbers in the Sn column for table 6 are heading towards 150.
a(1 - r n )
This should be no surprise if we consider the formula: S n = .
1- r
For tables 4, 5 and 6 the common ratio is between –1 and 1 and all such numbers get very small when
raised to a large power. Thus in our formula rn will get smaller and smaller as n gets bigger and bigger
a
and so, as n gets large Sn ≈ .
1- r
64
For table 4, a = 64 and r = 0.2. Thus as n gets large Sn ≈
1- 0.2
80, as we found.
=

10
For table 5, a = 10 and r = 0.5. Thus as n gets large Sn ≈
1- 0.5
= 20, as we found.
90
For table 6, a = 90 and r = 0.4. Thus as n gets large Sn ≈
1- 0.4
= 150, as we found.
a
We call the formula for the sum to infinity of a GP with first term a and common ratio r.
1- r

This is the value that S n gets closer and closer to as n gets bigger and bigger.
Remember: this concept only makes sense for geometric progressions for which
–1 < r < 1.
Using the symbol ‘∞’ to represent infinity:

a
For a geometric series a + ar + ar2 + ar 3 + … with –1 < r < 1, S∞ = .
1- r

EXAMPLE 12
Determine the sum to infinity of a geometric progression with first term 36 and common
ratio 0.25.

Solution
a
S∞ =
1- r
36
=
1- 0.25
= 48

The sum to infinity for the given series is 48.

ISBN 9780170390408 4. Series 77

 The table below shows Tn and Sn for n = 1 to 10 for the geometric progression of the previous example,
i.e. for the GP with first term 36 and common ratio 0.25 for which we found S∞ = 48.

n Tn Sn
1 36 36
2 9 45
3 2.25 47.25
4 0.5625 47.8125
5 0.140 625 47.953 125
6 0.035 156 25 47.988 281 25
7 0.008 789 062 5 47.997 070 312 5
8 0.002 197 265 625 47.999 267 578 125
9 0.000 549 316 406 25 47.999 816 894 531 25
10 0.000 137 329 101 562 5 47.999 954 223 632 812 5

EXAMPLE 13
For each of the following geometric series determine whether S ∞ exists and, if it does, determine
its value.
a 120 + 90 + 67.5 + … b 64 + 96 + 144 + …
Solution
90 96
a r= b r=
120 64
= 0.75 = 1.5

120
S∞ = r is not between –1 and 1.
1- 0.75
= 480 S∞ does not exist.

EXAMPLE 14
A patient’s body absorbs a certain drug in such a way that whatever is in the body at a particular
time, 50% remains in the body 24 hours later. Every 24 hours for the rest of his life the patient has
to give himself an injection containing 20 mg of the drug.
In the long term, how many mg of the drug will be in the patient’s body
a immediately after each injection?
b immediately prior to each injection?

Number of mg in patient’s body immediately before and immediately after injection

Immediately before Immediately after
1st injection 0 20
2nd injection 0.5(20) = 10 10 + 20
3rd injection 0.5(10 + 20) = 5 + 10 5 + 10 + 20
4th injection 2.5 + 5 + 10 2.5 + 5 + 10 + 20

78 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

 Solution
Thus in the long term the amount in the patient’s body
a immediately after each injection = 20 + 10 + 5 + 2.5 + …
20
=
1- 0.5
= 40 mg
b immediately before each injection = 10 + 5 + 2.5 + …
10
=
1- 0.5
= 20 mg

Exercise 4C
1 The table below shows Tn and Sn, from n = 1 to n = 8, for 3 GPs, A, B and C.
For each of the progressions
a determine the common ratio,
b state whether S∞ exists and, if it does, state its value.

Geometric progression A Geometric progression B Geometric progression C

n Tn Sn Tn Sn Tn Sn
1 24 24 8 8 35 35
2 9.6 33.6 12 20 10.5 45.5
3 3.84 37.44 18 38 3.15 48.65
4 1.536 38.976 27 65 0.945 49.595
5 0.614 4 39.590 4 40.5 105.5 0.283 5 49.878 5
6 0.245 76 39.836 16 60.75 166.25 0.085 05 49.963 55
7 0.098 304 39.934 464 91.125 257.375 0.025 515 49.989 065
8 0.039 321 6 39.973 785 6 136.6875 394.0625 0.007 654 5 49.996 719 5

2 For each of the following geometric series, determine whether S∞ exists and, if it does, determine
its value.
a 100 + 50 + 25 + … b 100 + 75 + 56.25 + …
c 100 + 110 + 121 + … d 90 + 72 + 57.6 + …
e 56 + 70 + 87.5 + … f 90 – 72 + 57.6 – …
g 0.6 + 0.2 + 0.06 + … h 2304 – 288 + 36 – …

3 A geometric series with a first term of 48 has a sum to infinity of 120.

Determine the common ratio of this series.

4 A geometric series with a common ratio of 0.45 has a sum to infinity of 120.
Determine the first term of this series.

ISBN 9780170390408 4. Series 79

 5 A patient’s body absorbs a certain drug in such a way that whatever is in the body at a particular
time, 40% remains in the body 24 hours later.
Every 24 hours for the rest of his life the patient has to give himself an injection containing 15 mg
of the drug.
Copy and complete the following table:

Number of mg in patient’s body immediately before and after injection

Immediately before Immediately after
1st injection 0 15
2nd injection
3rd injection
4th injection
5th injection

In the long term how many mg of the drug will be in the patient’s body
a immediately after each injection?
b immediately prior to each injection?

6 An athlete is taking part in a test to assess his endurance and fitness.

The athlete manages to complete a particular exercise 50 times in the first minute, 40 times in
the second minute and 32 times in the third minute without stopping for a rest. If the athlete
were to continue this activity, and if the number of times he completed the particular exercise
in each minute continued the geometric progression of the first three minutes, theoretically
what is the greatest number of times he could complete the exercise without stopping for a
rest? Discuss the reality of this theoretical greatest number.

7 When a particular ball is dropped onto a horizontal surface the

height it reaches on its first bounce is 60% of the height of the
previous bounce. Subsequent bounce heights are 60% of the height
of the previous bounce. 2m
If the ball is dropped from a height of 2 metres, onto a horizontal
surface, find
a the height reached on the first bounce,
b the height reached on the sixth bounce,
c the total vertical distance the ball travels until the bouncing ceases.

8 When a particular ball is dropped onto a horizontal

nahiaJ gnoJgnoW iahciW/moc.kcotsrettuhS

surface the height it reaches on its first bounce is

40% of the height of the previous bounce. Subsequent
bounce heights are 40% of the height of the previous
bounce. If the ball is dropped from a height of
5 metres, onto a horizontal surface, find the total
vertical distance the ball travels before coming to
rest (to the nearest centimetre).

80 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

Miscellaneous exercise four
This miscellaneous exercise may include questions involving the work of this chapter, the
work of any previous chapters, and the ideas mentioned in the Preliminary work section at
the beginning of the book.

1 Express each of the following as a power of 2.

a 64 b 256 c 23 × 2 × 2 × 2 × 2
d 2 × 2 × 2 × 2 × 2 ÷ 23 e 26 × 24 f 26 ÷ 2 4
g 4 × 8 × 16 × 32 h 1 i 62 – 2 2

Evaluate each of the following without the use of a calculator.

2
3
2 2–1 3 48 ÷ 4 6

4  
 2

5 180 6 (40.5)6 7 56 × 5–8

37   ×  272 58   ÷  54 710  ÷  72

8 9 10
314 125 492   ×  75

11 Given that 2n ÷ 2m = 2n – m explain why it then makes sense for 2 0 to be equal to 1.

12 Copy and complete the following table.

T1, T2, T3, T4, T5, … Recursively defined

a Tn = Tn – 1 + 5, T1 = 17
b Tn + 1 = Tn – 7, T1 = 100
c T n = 3T n – 1, T1 = 5
d 6, 10, 14, 18, 22, …
e 2, 6, 18, 54, 162, …
f 17, 9, 1, –7, –15, …

13 Each of the two graphs shown below show the terms of a sequence. One sequence involves
a recursive rule of the form Tn 1 = Tn + a and the other involves a recursive rule of the form
+

Tn 1 = kTn where a and k are constants.

+

Determine the value of a and k and hence determine T20 for each sequence.
a Tn b Tn
20 20

15 15

10 10

5 5

n n
1 2 3 4 5 1 2 3 4 5

ISBN 9780170390408 4. Series 81

 14 a Without the assistance of a calculator, evaluate
6
C 4.
b Show that
n
C1 = n and nC 2 = n (n   –1).
2

15 Find the value of x and define each sequence recursively if the three terms
8, x, 50
are, in that order, the first three terms of
a an arithmetic progression b a geometric progression.

16 The resale value of a particular item of machinery, t years after purchase, is expected to be $ V
where V ≈ 250 000(0.82)t .
Use your calculator to view the graph of V for 0 ≤ t ≤ 15.
Using your graph, or by some other method, determine in how many years time the value will be
a 50% of its current (i.e. t = 0) value b 25% of its current (i.e. t = 0) value.

17 Rosalyn does 30 minutes of dance practice each day. As the national

championships approach Rosalyn decides to increase the amount she
does by 3 minutes each day for the 20 days prior to the championships
i.e. 20 days prior she will practise for 33 minutes, 19 days prior she
will practise for 36 minutes etc.

Y rednaxelA/moc.kcotsrettuhS
Express the sequence 30, 33, 36, 39, 42, using recursive notation.
Under this scheme for how long will Rosalyn practise 1 day prior to
the championships?
For how long does Rosalyn practise in total during these 20 days prior
to the championships?

18 A competition advertises that the 1st prize is 1 million dollars. Whilst the winner of this prize
will indeed receive $1 million they will not receive it all at once. The prize conditions state that
the winner will receive $50 000 immediately the win is announced, followed by $50 000 each year
thereafter, on the anniversary of the first payment, for 19 further payments.
Compare the value of the following accounts after twenty years:
A: An account opened with a 1 million dollar investment, earning interest at 6% per annum
compounded annually and left untouched for the 20 years.
B: An account opened with a $50 000 payment followed by a further $50 000 invested each
year thereafter for 19 further payments, the account earning interest at 6% per annum
compounded annually and, other than the regular annual injections of $50 000, left
untouched for 20 years.
How much do the organisers have to have available ‘now’ (i.e. at the time the winner is
announced), rounded up to the next dollar, in order to meet their financial commitments
to the winner, if they are to pay the initial $50 000 from this ‘available now’ fund, and invest
the rest in an account also paying a constant 6% interest per annum compounded annually,
with the aim of being able to pay the nineteen annual amounts from this account, with the
account balance reduced to zero at the end of this time?

82 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

5.
Rates of
change
• The gradient of a curve
• Calculating the gradient at a point on
a curve
• General statement of this ‘limiting chord’
process
• Notation
• Finding the equation of a tangent at
a point on y = ax n
• Differentiating f (x) ± g( x)
• Differentiating more general power
functions
• Miscellaneous exercise five
Situation One
Research scientists are testing a new, lightweight
alloy for its possible use in car, train and aeroplane
bodies. In one test a vehicle made of the alloy is

neroK viN/moc.kcotsrettuhS
propelled along a straight horizontal railway in
such a way that the distance, y metres, that the
vehicle has travelled t seconds after it started
is given by
y = t3.
Unfortunately the vehicle starts to break up 8 seconds after it started.
The scientists knew that at that instant the vehicle was 512 metres from its starting point (512 = 83).
For those 8 seconds the average speed was given by:
distance travelled in the 8 seconds 512 m
=
time taken 8s
= 64 m/s = (230.4 km/h).
However the scientists want to know the speed the
vehicle was travelling at the instant that it started
to break up.
Try to determine the speed of the vehicle at this
instant (i.e. at t = 8).

Situation Two
It is the year 2035 and plans are well advanced for

ikseltsaC/asaN/moc.kcotsrettuhS
the building of a space station on the Moon. The
space station will be pressurised and will act as a
lunar laboratory and repair depot for space vehicles
servicing the various telecommunication and
surveillance satellites. The space station will obtain
its power from thousands of solar tiles on the roof.
Health and Safety experts are concerned that tiles dislodged from the roof could fall on astronauts
working outside the station and damage their space suits. They want tests to be carried out on Earth
to ensure that the space suits are strong enough to withstand the impact.
For such tests to be carried out, the speed any dislodged tiles will have at the instant they reach the
Moon’s surface is required. It is known that the tiles will fall from a height of 20 metres. Due to the
Moon’s gravitational pull any tile will have fallen y metres, t seconds after it is dislodged, where
y = 0.8t2.
• Calculate the value of t at the instant a dislodged tile hits the surface of the Moon.
(Take the time the tile is dislodged as t = 0.)
• Calculate the average speed of the tile during its fall.
• Calculate the speed of the tile at the instant it strikes the surface of the Moon.

ISBN 9780170390408 5. Rates of change 85

 The two situations on the previous page each involved finding the speed of an object at an instant,
i.e. the instantaneous speed. Perhaps with the first situation, having found the average speed for the
motion from t = 0 to t = 8 you then considered the average speed for the motion from t = 7 to t = 8,
and then perhaps you considered … etc.
Speed is the rate at which an object changes its position with respect to time. The two situations
required us to find the rate at which the distance variable (y) was changing with respect to the time
variable (t), at a particular instant.
Graphically, the rate of change of one variable, y , with respect to another variable, x, is the gradient of
the graph of the relationship. Therefore if either of the situations on the previous page had involved
linear functions it would have been an easy matter to determine the gradient by comparison with the
form y = mx + c, or in the situations given, y = mt + c. However neither y = t3 nor y = 0.8t2 are of this
form so, as we know, neither have straight line graphs. Therefore, if we wish to pursue this gradient
idea, we first need to think about what we might mean by the gradient of a curve.

The gradient of a curve

In the linear relationship shown graphed on the right, each unit y
increase in x sees a 3 unit increase in y . 8
y = 3x – 1
7
The straight line has a constant gradient, or slope, of 3. 6
5
We could say that the rate of change of y with respect to x is 3.
4
3
If the two variables are not linearly related the gradient, or 3
slope, is not constant. We must then refer to the gradient 2
1
at a particular point. 1

–2 –1 1 2 3 4 5 x
–1 (0, –1)
We define the gradient at some point P on the curve y = f (x) to –2
be the gradient of the tangent to the curve at the point P.

y y = f (x)
The tangent at P is the line that ‘just touches’ the curve at that
point (except if P is a point of inflection as we will see on the
next page). f (a ) P
If we can determine the gradient of this tangent we know the
gradient of the curve at the point P and hence the rate of change
of y with respect to x  at x  = a.
a x

Consider the graph shown on the right and in particular consider y

the positive or negative nature of the gradient of this curve at the
Q
points P, Q, R, S and T.
P R T

S
x

86 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

The diagram on the right now has the tangents to the curve y
at points P, Q, R, S and T drawn.
Q
From this we can notice the following. R T
P
At points P and T the gradient is positive.
S
(Uphill for increasing x .) x
At point R the gradient is negative.
(Downhill for increasing x.)
At points Q and S the gradient is zero. (The tangent is horizontal.)
Between points P and Q we say the function is increasing (a positive gradient).
Between points Q and S we say the function is decreasing (a negative gradient).
Between points S and T the function is increasing (a positive gradient).
The Preliminary work section at the beginning of this book reminded us of some other vocabulary used
to describe some key features of the graphs of functions. The following dot points expand on some of
this vocabulary, again referring to the graph shown above.
• In the graph the point Q is a maximum turning point and point S is a minimum turning point.
The gradient of the curve is zero at these two points. (The tangents at these points are horizontal.)
• We can also refer to point Q as a local maximum point (sometimes referred to as a relative
maximum point). There may be points on the graph that are higher than Q but in the locality
of point Q it is the highest point.
• Looking at the section of the graph displayed the highest point overall is at the right hand end.
This would be the global maximum for the section shown.
• Similarly point S is a local minimum point (or relative minimum point) and, for the section of
graph shown, S is also the global minimum.
• From the extreme left of the display to point R the curve is concave down.
• From the point R to the extreme right of the display the curve is concave up.
• Point R, where the concavity changes, is a point of inflection. (Notice that at this point the tangent
line actually cuts the curve.)
• If the graph were to continue its upward path as x increases then as x gets large positively (we say
‘as  x tends to infinity’ and we write ‘x → ∞’) then y also gets large positively.
We write: As x → + ∞ then y → + ∞.
And similarly: As x → − ∞ then y → − ∞.
• Local maximum and local minimum points are sometimes referred to as turning points. At all such
points the gradient is zero.
• Maximum points, minimum points and points of horizontal inflection are sometimes referred to as
stationary points.

Turning Points
or

Minimum Maximum Horizontal

point point inflection

Stationary Points

ISBN 9780170390408 5. Rates of change 87

 Exercise 5A
1 For the function on the right, points A and I are end f (x)
F
points, points B, D, F and H are stationary points and B
G
C, E, G and H are points of inflection.
C E
A H
a Between which points is the function increasing, x
i.e. a positive gradient? (Give your answer in the D I
form J → K, M → N, etc.)
b Between which points is the function decreasing?
c At which points is the gradient zero?

2 For each of the statements I → X state the letters of those graphs A → H for which the statement
is true.
I The gradient is zero at least once.
II The gradient is always positive.
III The gradient is always negative.
IV The gradient is never negative.
V The gradient is constant.
VI The gradient is zero exactly twice.
VII For all negative x values the gradient is positive.
VIII The gradient is positive as x gets very large positively. (I.e. x → ∞.)
IX The gradient is positive as x gets very large negatively. (x → −∞.)
X The gradient is negative when x = 0.

A y B y C y

x x x

D y E y F y

x x x

G y H y

x x

Line is

momentarily

horizontal.

88 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

 3 For the graph below state
a which six of the points A → P are places where the gradient is zero
b which six of the points A → P are places where the gradient is positive
c which four of the points A → P are places where the gradient is negative.

K
C y

L P
B D J
O
E
M N
A F
G I x
H

4 The diagram below shows the graph of y = x 2 with the tangents to the curve drawn at the point
(1, 1) and the point (2, 4).
y y = x2
9
8
7 Tangent at point (2, 4)
6
5
4 Tangent at point (1, 1)
3
2
1

x
–3 –2 –1 1 2 3
–1

a Use the graph to suggest the gradient of y = x2 at the point (1, 1).
b Use the graph to suggest the gradient of y = x2 at the point (2, 4).
c Use the graph to suggest the gradient of y = x2 at the point (0, 0).
d Suggest the gradient of y = x 2 at the point on the curve where x = − 1.
e Suggest the gradient of y = x 2 at the point on the curve where x = − 2.
f Suggest the gradient of y = x 2 + 3 at the point where x = 1.
g Suggest the gradient of y = (x − 2)2 at the point where x = 3.

ISBN 9780170390408 5. Rates of change 89

 5 Sketch the graph of a function that satisfies all of the conditions stated below.
(You do not need to determine the equation of such a function.)
• The function cuts the x-axis at (1, 0) and (4, 0) and nowhere else.
• The gradient of the function is zero for x = 2.5.
• For x < 2.5 the gradient is always positive.
• For x > 2.5 the gradient is always negative.

6 Sketch the graph of a function that satisfies all of the conditions stated below.
(You do not need to determine the equation of such a function.)
• The function cuts the x-axis at (0, 0) and nowhere else.
• The gradient of the function is zero for x = 2.
• For x < 2 and for x > 2 the gradient is always positive.

7 Sketch the graph of a function that satisfies all of the conditions stated below.
(You do not need to determine the equation of such a function.)
• The function cuts the x-axis at (−2, 0), (1, 0), (6, 0) and nowhere else.
• The gradient of the function is zero for x = −1, x = 3 and x = 5.
• For x < −1 and for x > 5 the gradient is always positive.
• For −1 < x < 3 and 3 < x < 5 the gradient is always negative.

WS
Calculating the gradient at a point on a curve
Now that we know what we mean by the gradient of a curve, how do we determine its value at various
Rates of change:
gradients of secants points on a curve? Well one way would be to draw the tangent to the curve at those points and estimate
its gradient, as in one of the questions of the previous exercise. However, drawing the tangent accurately
is difficult and deciding exactly which straight line is the tangent at a particular point involves a certain
amount of guesswork. So how do we calculate the gradient at a particular point accurately?
To answer this question let us return to the idea mentioned after the two situations at the beginning of
this chapter. It was suggested there that to determine the rate of change of the curve y = t3, at the point
where t = 8, you perhaps considered the rates of change of intervals closer and closer to t = 8. Let us try
this approach to determine the gradient of y = x 2 at various points on the curve.
Consider the graph of y = x 2. y
The tangent drawn through (0, 0) will be the x -axis and this has a gradient
y = x2
of zero.
Thus the gradient of y = x2 at x = 0 is zero but what will be the
gradient of y = x2 at x = 1, 2, 3, 4, 5, …?
x
For y = x
2
x 0 1 2 3 4 5 …
gradient 0 ? ? ? ? ? ???

90 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

To determine the gradient at x = 1 we first determine the y
gradient of the chord PQ where P is the point (1, 1) and y = x2 10

Q is some other point on the curve. We then move Q to Q

8
positions Q1, Q 2, Q3, …, each position being closer to P
Q1
than the previous position, and determine the gradient of 6
the chord in each case. As Q gets closer and closer to P Q2
then so the gradient of PQ will be a better and better 4
approximation of the gradient of the tangent at P. Q3
2
P (1, 1)

x
–3 –2 –1 1 2 3
–1

This process is shown tabulated below:

Point P Point Q Gradient of chord PQ

9-1
(1, 1) (3, 9) = 4
3-1

(1, 1) (2, 4) 4 -1
= 3
2-1

(1, 1) (1.5, 2.25) 2.25 - 1

= 2.5
1.5 - 1

(1, 1) (1.1, 1.21) 1.21 - 1

= 2.1
1.1 - 1

(1, 1) (1.05, 1.1025) 1.1025 - 1

= 2.05
1.05 - 1

(1, 1) (1.01, 1.0201) 1.0201 - 1

= 2.01
1.01 - 1

(1, 1) (1.001, 1.002 001) 1.002001 - 1

= 2.001
1.001 - 1

As Q approaches P the gradient of PQ approaches 2.

We say that the limit of the gradient of PQ, as Q approaches P, appears to be 2.
This suggests that the gradient of y = x 2 at x = 1 is 2.
Thus we now have:

For y = x2 x 0 1 2 3 4 5 …
gradient 0 2 ? ? ? ? ???

The first two questions of the next exercise involve determining more of the unknowns in this table.

ISBN 9780170390408 5. Rates of change 91

 Exercise 5B
1 Complete the following table to find the gradient of y = x 2 at the point P(2, 4).
Point P Point Q Gradient of chord PQ
16 - 4
(2, 4) (4, 16) = ?
4 -2

?-?
(2, 4) (3, 9) = ?
?-?

(2, 4) (2.5, ???) ?

(2, 4) (2.1, ???) ?
(2, 4) (2.01, ???) ?
(2, 4) (2.001, ???) ?
(2, 4) (2.0001, ???) ?

Thus the gradient of y = x2 at x = 2 is ???.

2 Repeat the ‘limiting chord’ process used in Question 1 to determine the gradient of y =  x2 at (3, 9),
(4, 16) and (5, 25) and hence, together with your answer from number 1, copy and complete the
following table.

For y = x2 x 0 1 2 3 4 5
gradient 0 2 ? ? ? ?

Use your table to suggest a rule for determining the gradient of y = x 2 at some point ( a, a2).

3 Repeat the ‘limiting chord’ process to determine the gradient of y = 3x2 at (2, 12), (3, 27) and
(4, 48) and hence copy and complete the table below.

For y = 3x2 x 0 1 2 3 4 5
gradient 0 6 ? ? ? 30

Use your table to suggest a rule for determining the gradient of y = 3x 2 at some point ( a, 3a2).
rehpargotohP ratiuG/moc.kcotsrettuhS

92 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

General statement of this ‘limiting chord’ process WS

Let us again consider the process we go through to find the

gradient at a particular point, P, on a curve y = f (x ).
Finding derivatives
Q from first principles
f (x + h)
We choose some other point, Q, on the curve whose
x-coordinate is a little more than that of point P. Suppose P WS

has an x-coordinate of x and Q has an x-coordinate of (x + h). P

f (x) Limits
h
The corresponding y -coordinates of P and Q will then be f (x )
and f (x + h).
x x+h
f ( x + h) - f ( x)
Thus the gradient of PQ = .
h
This gives us the average rate of change of the function from P to Q.
For example the average rate of change of the function y = x 2 from P (3, 9) to Q(4, 16) is given
16 - 9
by  = 7.
4-3
We then bring Q closer and closer to P, i.e. we allow h to tend to zero, and we determine the limiting
value of the gradient of PQ.

i.e. Gradient at P = limit of

f ( x + h) - f ( x ) as h tends to zero.
h
We write this as:

f ( x + h) - f ( x )
Gradient at P(x , f (x)) = lim
h→ 0 h

This gives us the instantaneous rate of change of the function at P using an algebraic approach,
rather than having to create tables as we did earlier.
For example the instantaneous rate of change of the function y = x2 at the point P(3, 9) is given by
2 2
f (3 + h ) - f (3) (3 + h ) - (3)
lim = lim
h →0 h h 0 → h
9 + 6h + h 2 - 9
= lim
h 0 → h
6h + h 2
= lim
h 0 → h
= lim (6 + h )
h →0
= 6 because h → 0 then so (6 + h ) → 6

Does this agree with the answer you obtained numerically in Question 2 of the previous exercise?

ISBN 9780170390408 5. Rates of change 93

 This algebraic method for determining the gradient at a point on f (x) = x 2 is certainly a quicker
process than creating the tables that we did earlier. However, rather than using this quicker algebraic
method each time we want to determine the instantaneous rate of change at some particular point on
y = x2, we could instead apply the technique once for the general point (x, x2), obtain a formula for the
gradient, and then apply this formula each time.
Consider the general point P(x, x2) lying on the function f (x) = x2.
Applying the general result obtained previously:

( x + h )2 - x 2
Gradient at P ( x, x 2 ) = lim
h →0 h
= lim
x + 2x h + h 2 - x 2
2

h 0
→ h
2x h + h 2
= lim
h 0
→ h
= lim (2 x + h )
h →0
= 2x because as h → 0 then so (2x + h) → 2x.

Thus for the curve y = x2 the gradient formula or gradient function is 2x.
Does this agree with your answers and suggested rule for Exercise 5B Question 2?
This process of determining the gradient formula or gradient function of a curve or function is called
DIFFERENTIATION (part of the branch of mathematics known as CALCULUS).
If we differentiate y = x2 with respect to the variable x, we obtain the gradient function 2x.
We say that 2 x is the derivative of x 2.
Similarly:
• If we differentiate y = t2 with respect to the variable t we obtain the gradient function 2 t.
• If we differentiate z = y2 with respect to the variable y we obtain the gradient function 2y .
• If we differentiate v = z2 with respect to the variable z we obtain the gradient function 2z, etc.
osolruC/moc.kcotsrettuhS

94 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

Exercise 5C
On the previous page the result
f ( x + h )- f (x )
Gradient at P(x , f (x )) = lim
h→ 0 h
was used to determine the gradient function of y = x2 as 2x .
Use this same procedure to prove the following results.

1 The gradient function of y = 4x2 is 8x .

2 The gradient function of y = 2x3 is 6x 2.

3 The gradient function of y = x4 is 4x 3.

The results given in Exercise 5C, and that you should have found in Exercise 5B, suggest that if
y =  axn then the gradient function is anx n 1. −

In words this general statement can be remembered as:

‘multiply by the power and decrease the power by one’
This ‘suggested’ general statement is indeed true but can we prove it? Well, to do so we simply
have to go back to the basic principle that

f ( x + h )- f ( x )
Gradient at P(x, f (x)) = lim
h →0 h
and apply it to the function y = ax n.

However, before turning the page and seeing it done for you, try it yourself first.
One result that you may find useful is the binomial expansion, a result you were reminded of in the
Preliminary work section at the beginning of this book:
(p + q) n = p n + n C1 p n −
q
1 1
+
nC
2 p n 2q2 + n C3p n 3q3 + … + n Cn p0q n
− −

An alternative approach would be to use another result that was mentioned in the Preliminary work:
pn − qn = (p − q)(pn − 1
+ pn 2q + pn 3q2 + pn 4q3 + … pqn
− − − − 2
+ qn 1)
−

Have a go!

ISBN 9780170390408 5. Rates of change 95

 Consider some general point P(x, axn) on f (x ) = axn.

f (x + h ) - f (x )
The gradient at P ( x, ax n ) = lim
h→0 h
a ( x + h )n - ax n
= lim [1]
h 0
→ h
a ( ( x + h )n - x n )
= lim
h 0
→ h
a ( x + C1x n 1h + nC2 x n 2h 2 +  + h n - x n )
n n - -

= lim
h 0
→ h
a ( C1x h + C 2x h +  + hn )
n n 1 - n -n 2 2
= lim
h 0
→ h
n n 1 n n 2
= lim ( a C 1 x + a C 2x
- -
h + a nC 3x n 3h2  + ahn
- - 1
)
h→0
= a C 1x n
n - 1

n 1
= anx
-

The reader is left to show that the same result can be arrived at by applying the rule given at the
bottom of the previous page to equation [1] above.

Notation
In the expression
f ( x + h ) - f ( x) f (x + h)
Q
lim ,
h→ 0 h
‘h’ is a small increment in the variable x and
P
f (x)
[f (x +  h) − f (x)] h
is the corresponding small increment in the variable y.
x x+h
Denoting this small increment in x as δx, where ‘δ’ is a Greek
letter pronounced ‘delta’, and the small increment in y as δy,
we have:
f ( x + h )- f ( x )
Gradient function = lim
h→ 0 h
y δ
= lim
δ x 0 δx
→

dy
which we write as (pronounced ‘dee y by dee x’).
dx

96 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

 dy
Thus if y = x2, then, the gradient function, is 2x .
dx
dy
If y = x3, then , the gradient function, is 3x 2.
dx
dy
If y = x4, then , the gradient function, is 4x 3.
dx

dy
If y = ax n then , the gradient function, is anxn 1. −

dx

d d
This can also be written as ( y) = ax n
dx dx ( )
n 1
= anx .
−

We say ‘dee by dee x ’ of ax n is anx n −

. I.e. the derivative of axn is anxn
1 − 1
.

EXAMPLE 1
Determine the gradient function for each of the following.
a y = 3x 2 b y = 7x3 c y = 2x5
d y = 3x e y=7
Solution
a If y = 3x2 then b If y = 7x3 then c If y = 2x5 then
dy dy dy
= 3(2)x 7(3)x 3 = 2(5) x
2 − 1 − 1 5 − 1
=
dx dx dx
= 6x 21x2 = 10x
4
=

d If y = 3x (i.e. 3x 1) then e If y = 7 (i.e. 7x0) then

dy dy
= 3(1) x 7(0)x 0
1 − 1 − 1
=
dx dx The derivatives can also be
3= 0 =
obtained from some calculators.
(as expected because (as we would expect
y = 3x is a straight line because y = 7 is a
with gradient 3)
horizontal line) d (3x2)
dx 6·x
d 3
dx (7x ) 21·x2
d 5
dx (2x ) 10·x4
d
dx (3x) 3
d
dx (7) 0

ISBN 9780170390408 5. Rates of change 97

 EXAMPLE 2
Determine the gradient of the curve y = 3x 4 at the point (2, 48).
Solution
If y = 3x 4
dy
= 12x .
3
then
dx
At (2, 48), x = 2.
d 4

Thus
dy
= 12 (2)
3 dx (3·x x=2) 96
dx
= 96.
The gradient of y = 3x4 at (2, 48) is 96.

TECHNOLOGY

Get to know the capability of your calculator with regard to finding the derivative of a function
and of finding the value of the derivative for a specific x value. However make sure that if the
course requires it you can also determine derivatives, and gradients at a point, yourself, without
access to a calculator.

Note: For the moment we are differentiating functions of the form y = axn for n a non-negative
integer. Later in this chapter we will consider more general polynomial functions which,
as the reader should know, are of the form
f (x) = an xn + an – 1xn
an – 2x n 2 + … + a2 x2 + a1x + a0
− 1
+
−

where n is a non-negative integer and an, an – 1, an – 2, … are all numbers, called the coefficients
of xn, xn 1, x n 2 etc.
− −

The highest power of x is the order of the polynomial.

Thus linear functions, y = mx + c, are polynomials of order 1,
quadratic functions, y = ax2 + bx + c, are polynomials of order 2,
cubic functions, y = ax3 + bx2 + cx + d , are polynomials of order 3, and so on.
eroG ttaM/moc.kcotsrettuhS

98 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

 EXAMPLE 3
Find the coordinates of any points on the curve y = x 3 where the gradient is 12.
Solution
dy
If y = x3 then = 3x 2
dx
Thus we require points for which 3x 2 = 12,
i.e. x2 = 4
giving x = 2 or x = −2
If x = 2, y = 23 and if x = − 2, y = (− 2)3
= 8 = − 8
Thus y = x has a gradient of 12 at (2, 8) and (− 2, −8).
3

Note:
dy df d
• If y = f (x ) then the derivative of y with respect to x can be written as , or f (x).
dx dx dx
(This last version is pronounced: ‘Dee by dee x of eff of x’.)
• A shorthand notation using a ‘dash’ is sometimes used for differentiation with respect to x.
dy
Thus if y = f (x ) we can write as f ′(x) or simply y ′ or f ′.
dx

EXAMPLE 4
Determine f ′(x) for
a f (x ) = 7x5 b f (x ) = 20 c f (x) = 6x 9
Solution
a If f (x ) = 7x5, b If f (x) = 20, c If f (x) = 6x 9,
then f ′(x ) = 35x4 then f ′(x) = 0 then f ′(x) = 54x 8
oiduts llaw yarG/moc.kcotsrettuhS

ISBN 9780170390408 5. Rates of change 99

 WS
Finding the equation of a tangent at a point on
Slopes of curves
y = axn
EXAMPLE 5
Find the equation of the tangent to y = 0.5x3 at the point (2, 4).

Solution
Find the derivative either algebraically or by calculator.
d 3
dy dx (0.5x )x=2
If y = 0.5x then
3
= 1.5x2
6
dx
dy
Thus at (2, 4), = 1.5(2)2
dx
= 6
Thus the gradient of the curve y = 0.5x3, at the point (2, 4), is 6.
Thus the gradient of the tangent to y = 0.5x 3, at the point (2, 4), is also 6.
The tangent is a straight line and has an equation of the form y = 6x + c .
But (2, 4) lies on this tangent \ 4 = 6(2) + c
giving c = −8
The tangent to y = 0.5x 3 at the point (2, 4) has equation y = 6x − 8.

Some calculators and internet programs are able to determine the equation of a tangent at a point on a
curve directly, given the appropriate instructions. Whilst you are encouraged to explore this capability of
such programs make sure you can carry out the process shown in the above example yourself.

Though we have been concentrating on finding the gradients at points on various curves it is important
to remember that the gradient tells us the rate at which one variable is changing with respect to
another. Rates of change are important in everyday life.
Differentiation can be used to find:
• the rate at which a vehicle is changing its position with respect to time, i.e. the vehicle’s speed.
• the rate of change in the population of a country.
• the rate of change in the number of people suffering a disease.
• the rate of change in the value of one currency with respect to another.
• the rate of change in the total profit we get from a particular item with respect to the unit cost of
that item.
Etc.

100 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

In the remainder of this chapter we will concentrate on improving our ability to differentiate various
functions. In the next chapter we will apply these skills to some real-life rate of change situations.

Exercise 5D
dy
Determine the gradient function for each of the following.
dx
1 y = x2 2 y = x3 3 y =x 4 y = x4
5 y=3 6 y = 6x2 7 y = 6x4 8 y = 7x
9 y = 16x 10 y = 2x7 11 y = 7x2 12 y = 9x
x2 2x 6 3x 6 2x 7
13 y= 14 y= 15 y= 16 y=
10 3 2 7

Differentiate each of the following with respect to x .

17 4x2 18 5x4 19 8x 3 20 9

21 x7 22 4x6 23 9x 2 24 5x

Determine f ′(x) for each of the following.

25 f (x ) = 5 26 f (x ) = 6x3 27 f (x) = 8x4 28 f(x) = 3x5

29 f (x ) = x6 30 f (x ) = 6x7 31 f (x) = 4x4 32 f (x) = 10x

Determine the gradient of each of the following at the given point.

33 y = 2x 2 at the point (3, 18)

34 y = 4x 3 at the point (1, 4)
35 y = 4x 3 at the point (−1, − 4)
36 y = x 5 at the point (2, 32)
37 y = 7x at the point (2, 14)
38 y = 5x 2 at the point (−2, 20)
39 y = 0.25x 2 at the point (4, 4)
x2
40 y= at the point (2, 0.8)
5
gierGynnhoJ/moc.kcotSi

ISBN 9780170390408 5. Rates of change 101

 Find the coordinates of the point(s) on the following curves where the gradient is as stated.

41 y = x 4, gradient 4. 42 y = x3, gradient 3.

43 y = 3x 2, gradient 9. 44 y = 2x 3, gradient 1.5.
45 y = x 6, gradient 6. 46 y = x6, gradient −6.

Find the equation of the tangent to the following curves at the indicated point.

47 y = 2x 3 at the point (1, 2) 48 y = 3x 2 at the point (−1, 3)

49 y = 5x 2 at the point (2, 20) 50 y = 5x 2 at the point (−2, 20)
x4 x3
51 y= at the point (2, 8) 52 y= at the point (6, 36)
2 6

53 If f (x) = 3x3, find

a f (2) b f (− 1) c f ′(x) d f ′(2)
54 If f (x) = 1.5x2, find
a f (2) b f (4) c f ′(x) d f ′(2)
55 For y = 2x3, determine:
a by how much y changes when x changes from x = 2 to x = 5.
b the average rate of change in y , per unit change in x , when x changes from x = 2 to x = 5.
c the instantaneous rate of change of y , with respect to x , when x = 2.
d the instantaneous rate of change of y , with respect to x , when x = 5.

56 The straight line y = 8x + 16 cuts the curve y = 8x 2 at two points. Find the coordinates of each
point and the gradient of the curve at each one.

57 The straight line y = 4x cuts the curve y = x3 at three points. Find the coordinates of each point
and the gradient of the curve at each one.

58 The tangent to the curve y = ax4 at the point (3, b) has a gradient of 2. Find the values of a and b.
59 The tangent to the curve y = ax3 at the point (−1, b) is perpendicular to the line y =  2x + 3.
Find the values of a and b .
(As mentioned in the Preliminary work: If two lines are perpendicular the product of their
gradients is − 1.)

102 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

Differentiating f (x) ± g (x ) WS
dy
We know that if y = 3x then = 3
dx
Derivatives of
polynomials

dy
and if y = x then
2
2x .
dx
=
WS

It then seems reasonable to suggest that if y = 3x + x 2

Basic differentiation

dy
then = 3 + 2x.
dx
WS
To check whether this seemingly reasonable suggestion is true, we differentiate 3x + x 2 from first
f (x + h ) - f ( x )
Derivative of a sum
of terms
principles, i.e. by determining lim .
h 0 → h
Let f (x) = 3x + x2, WS

then f (x + h) = 3(x + h) + (x + h)2. Derivatives of linear

products
f (x + h ) - f ( x ) [3( x + h ) + ( x + h ) ] - (3x + x )
2 2
Thus lim = lim
h→ 0 h h→ 0 h
WS
3x + 3h + x + 2x h + h 2 - 3x - x 2
2
= lim
h 0
→ h Tangents to a curve

= lim (3 + 2x + h)
h→ 0
= 3 + 2x
Though the above example only considers the particular function (3x + x 2), it is in fact true that

If y = f (x ) ± g (x)
dy
then = f ′(x) ± g ′(x)
dx

Note: • (For interest.)

If some operation, which we will call Z, applied to the functions f and g is such that
Z( f  + g) = Z( f ) + Z( g)
and Z(k × f ) = k × Z( f ) for k a constant
then Z is said to be a linear operator.
d dy
Hence the facts that ( ky ) = k for k a constant
dx dx
d dy1 dy2
and (y + y )= +
dx 1 2 dx dx
confirm what may be referred to as the ‘linearity property’ of derivatives.
• (For interest.)
The use of δx and δy to represent small increments in x and y respectively, and the use of
dy
the term , is referred to as ‘Leibniz notation’ in honour of the German mathematician
dx
Gottfried Leibniz (1646 −1716).

ISBN 9780170390408 5. Rates of change 103

 EXAMPLE 6
Find the gradient of y = x2 − 3x at the point (5, 10).
Solution
By calculator (typical display below): Algebraically:
If y = x2 − 3x,
d 2 dy
= 2x − 3.
dx (x− 3·x)x=5
7
then
dx
Therefore, at the point (5, 10),
dy
= 2(5) − 3
dx
= 7.

The gradient of y = x 2 − 3x at (5, 10) is 7.

Exercise 5E
dy
Find the gradient function for each of the following.
dx
1 y = x 2 + 3x 2 y = x3 − 4x + 7 3 y = 6x 2 − 7x3 + 4
4 y = 3x 4 + 2x 3 − 5x 5 y = 6 + 7x + x2 6 y = 6x 2 − 3x
7 y = 4x 2 + 7x − 1 8 y = 5x3 − 4x2 + 8 9 y = 5x 4 − 3x + 11
10 y = 2x 2 + 7x + 1 11 y = 5 − 3x2 + 7x 12 y = 1 + x + x 2 + x3 + x4
13 y = 5 − 4x + 3x 2 − 2x 3 + x 4
14 Find the gradient of y = x3 − 3x2 at the point (1, − 2).
15 Find the gradient of y = 17 + 2x3 at the point (− 2, 1).

16 Find the gradient of y = x3 − x 2 − 8 at the point (3, 10).

17 Find the gradient of y = 1 + 3x − 2x3 + x4 at the point (2, 7).

18 Find the equation of the tangent to y = x 2 + 3x at the point (2, 10).

19 Find the equation of the tangent to y = 2x 2 − 7x at the point (5, 15).

20 Find the equation of the tangent to y = x 3 − 5x 2 + 14 at the point (4, − 2).

21 Find the equation of the tangent to y = 5x 4 − 4x 5 at the point (1, 1).

22 Find the coordinates of any point on the curve y = x3 + 6x2 − 10x + 1 where the gradient is 5.
23 The curve y = x2 − 2x − 15 cuts the x-axis in two places. Find the coordinates of each of these
points and determine the gradient of the curve at each one.

104 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

24 Find the coordinates of any point on the curve y = x2 − 7x where the gradient is the same as that of
3y = 9x − 1.

25 Find the coordinates of any point on the curve y = x3 + 3x2 − 7x − 1 where the gradient is the same
as that of y = 2x + 3.

Differentiating more general power functions

Functions of the form y = axn are called power functions and in this chapter we have considered such
functions for non-negative integer values of n. We have differentiated such functions using the fact that
dy
if y = axn then = anxn 1. −

dx
Polynomial functions, which are linear combinations of such power functions, could then be
differentiated using the fact that
dy
if y = f (x) ± g(x ) then = f ′(x ) ± g ′(x).
dx
Now let us remove the restriction that n must be a non-negative integer and consider more general
1
power functions y = ax n, for example y = x and y = .
x
Though not proved here, it is the case that for negative and fractional values of n, the same rule applies, i.e,

dy
If y = axn then = anx
n 1
. −

dx
1
Thus if y = i.e. y = x 1,
−

x
dy
then = − 1x − 2
dx
1
= - , d 1
x2  

1 dx x




-1
and if y = x i.e. y = x 2,
x2
d x
dy 1 1 dx ( ) 1
x
-

then 2
2 x
=
dx 2 ⋅

1
= .
2 x
It then follows that:
5
If y = 3x2 − 2x + 7 + 3 x 2 -
x2
2
i.e. y = 3x2 − 2x + 7 + x − 5x 2 3 −

1
dy 2 3 -

= 6x − 2 + x + 10x 3 −

dx 3
2 10
= 6x − 2 + +
33 x x 3

ISBN 9780170390408 5. Rates of change 105

 EXAMPLE 7
16
Find the gradient of y = x2 + at the point (4, 20).
x
Solution
By calculator (typical display below). Algebraically:

If y x2 + 16
d x 2 16
=
  x
x=4
dx x
 + 
 
7
= x2 + 16x 1−

dy
= 2x − 16x
2
then −

dx
Therefore, at the point (4, 20),
dy 2
= 2(4) − 16(4)
−

dx
= 7
16
The gradient of y = x2 + at (4, 20) is 7.
x

EXAMPLE 8

Find the equation of the tangent to y = 12 x at the point (4, 24).

Solution
Either algebraically: or by calculator:
1 1
dy
d 12 x x=4
-

If y = 12x then
2 = 6x
2
dx dx ( )
dy 1 3
Thus at (4, 24), = 6(4)
-
2
dx
6
=
4
=3

We determine that the gradient of the curve y = 12 x , at the point (4, 24), is 3.
Thus the gradient of the tangent to y = 12 x , at the point (4, 24), is also 3.
The tangent, being a straight line, will have equation of the form y = 3x + c.
But (4, 24) lies on this tangent \ 24 = 3(4) + c
giving c = 12
The required tangent has equation y = 3x + 12.

106 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

Exercise 5F
(Whilst you are encouraged to use your calculator to obtain expressions for the derivative, and to
determine its value at particular points on a curve, it is suggested that you do most of the following
questions algebraically to ensure that you can follow the basic processes without a calculator.)
dy
Determine the gradient function for each of the following.
dx
1 3
1 y= x 2 y= 3 y=
x x
1 1
4 y = 6x 2 5 y = 6x 3 6 y = x3

1 1
7 y = 23 x 8 y= 9 y=
x 3
x4
2 5
10 y= 11 y= 12 y = x2 + x
x3 x4
1 1
13 y = 3x 2 − 4 x 14 y =x+ 15 y = x2 −
x x2
3 1 1
16 y= x+ 17 y = x2 + x + 1 + +
x x x2

Determine f ′(x) for each of the following.

2
18 f (x ) =
x
3
19 f (x ) =
x
6
20 f (x ) = 3
x
1
21 f (x ) = 3
x
4
22 Find the gradient of y = − x2 at the point (2, −2).
x
1 1
23 Find the gradient of y

= at the point  -2, .
x 2 

4

1
24 Find the gradient of y = 1− at the point (4, 0.75).
x
2
25 Find the gradient of y = 3x3 − at the point (1, 1).
x

ISBN 9780170390408 5. Rates of change 107

 26 Find the gradient of y =
3
( x 4 ) at the point (8, 16).

2
27 Find the gradient of y = 63 x + at the point (1, 8).
x3
2 16
28 Find the gradient of y = + x2 + at the point (2, 9).
x x2
1 1
29 Find the coordinates of the point(s) on the curve y = where the gradient is equal to - .
x 4

30 Find the coordinates of the point(s) on the curve y = x where the gradient is equal to 1.

31 Find the coordinates of any point on the curve y = x2 − 108 x where the gradient is zero.

32 Find the equation of the tangent to the curve y = x at the point (4, 2).

1
33 Find the equation of the tangent to the curve y = at the point (1, 1).
x
1
34 Find the equation of the tangent to the curve y = at the point (2, 0.25).
x2
1
35 Find the coordinates of any point on the curve y = 2x − where the gradient is the same as that of
16y = 41x + 6.
x

36 (Challenge)
Use the first principles definition

f ( x + h) - f ( x )
Gradient at P(x , f (x )) = lim
h→0 h
1 dy 1
to show that if y= , then = -
x dx x2
dy 1
and if y = x, then
dx
=
2 x.

108 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

Miscellaneous exercise five
This miscellaneous exercise may include questions involving the work of this chapter, the
work of any previous chapters, and the ideas mentioned in the Preliminary work section at
the beginning of the book.

1 Find the value of n in each of the following.

a 5 × 5 × 5 × 5 = 5n b 24 = n c 2n = 8
d 63 × 6 4 = 6n e 26 × 8 = 2n f 32 × 3 n = 36
g 100 × 10 n = 106 h 16 × 8 = 2n i 4 × 16 = 4n
j 85 ÷ 8 n = 82 k 15n = 1 l 32 × 3n × 3 = 37
m 59 ÷ 5 3 × 5 n = 58 n 59 ÷ (53 × 5n) = 52 o 8 × 8 × 8 = 2n

2 a Find the average rate of change of the function y = x 2 from the point P(4, 16) to the point
Q(5, 25).
b Find the instantaneous rate of change of the function y = x2 at the point with coordinates
(8, 64).

3 a Find the average rate of change of the function y = x 3 from the point on the curve
where x = 1 to the point on the curve where x = 3.
b Find the instantaneous rate of change of the function y = −2x 3 at the point on the curve with
coordinates ( −2, 16).

4 If we consider our ‘ancestors’ to be our

parents, grandparents, great grandparents,
great great grandparents etc. then going

segamI ssenisuB yeknoM/moc.kcotsrettuhS

back one generation we each have two
ancestors in that generation, going back
two generations we each have four
ancestors in that generation, etc. (assuming
no repetition of ancestors). How many
ancestors does a person have
a in the tenth generation back?
b in the thirtieth generation back?
How many ancestors does a person have altogether if we sum the ancestors from
c the first generation back to the tenth generation back?
d the first generation back to the thirtieth generation back?

5 Differentiate each of the following with respect to x.

1
a 5 − x3 b 5x2 − 6 x c 5x2 + 6 +
x2
1
6 Find the gradient of y = at the point (0.5, 2).
x

ISBN 9780170390408 5. Rates of change 109

 7 For each of the tables shown below determine whether the relationship that exists between x and y is:
• linear, (rule can be written in the form y = mx c), +

• quadratic, (rule can be written in the form y = ax2 + bx + c),

• cubic, (rule can be written in the form y = ax3 + bx2 + cx + d ),
• exponential, (rule can be written in the form y = a × b x ),
k
• reciprocal, (rule can be written in the form y = ),
x
or none of the above five types.
For those that are one of the above five types determine the algebraic rule for the relationship in
the form ‘y = ???’.
(‘undef’ indicates that the function is undefined for that value of x.)
a x − 4 − 3 − 2 −1 0 1 2 3 4
y 1.5 2 3 6 undef − 6 − 3 − 2 − 1.5

b x − 4 − 3 − 2 −1 0 1 2 3 4
y 17 10 5 2 1 2 5 10 17

c x − 4 − 3 − 2 −1 0 1 2 3 4
y − 7 − 4 − 1 2 5 8 11 14 17

d x − 4 − 3 − 2 −1 0 1 2 3 4
y 0.0016 0.008 0.04 0.2 1 5 25 125 625

e x − 4 − 3 − 2 −1 0 1 2 3 4
y 12 6 2 0 0 2 6 12 20

Hint: To obtain the rule for part e consider the y values as:
− 4 × −3 − 3 × −2 − 2 × −1 1×0
− 0×1 1×2 2×3 3×4 4×5

f x − 4 − 3 − 2 −1 0 1 2 3 4
y 0.0001 0.001 0.01 0.1 1 10 100 1000 10 000

g x − 4 − 3 − 2 −1 0 1 2 3 4
y 0.25 0.5 1 2 4 8 16 32 64

h x − 4 − 3 − 2 −1 0 1 2 3 4
y 6 8 12 24 undef − 24 −12 − 8 − 6

i x − 4 − 3 − 2 −1 0 1 2 3 4
y − 56 0 20 16 0 − 16 −20 0 56

110 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

 8 A triangle has its three angles in arithmetic progression. If the smallest angle is 10° find the size
of the other two angles.

9 A particular sequence is geometric with a common ratio of 5 and a fourth term equal to 100.
Define the sequence by stating the first term, T1, and giving Tn 1 in terms of Tn. +

10 Given that a = 2 × 107 and b = 4 × 104 evaluate each of the following, without the assistance of
a calculator, giving your answers in standard form (scientific notation).
a a×b b b×a c a3 d b2 e b÷a f a÷b
11 For each of the following sequences:
Sequence 1: T 1 = 5 and Tn 1 = 3Tn + 2
+

Sequence 2: T 1 = 0.125 and Tn 1 = Tn × 2 +

Sequence 3: T 1 = − 5 and Tn 1 = Tn + 10
+

a State the first five terms.

b State whether the sequence is arithmetic, geometric or neither of these.
c State the sum of the first five terms.
d State the eighteenth term. (Use a calculator or spreadsheet.)
e State the sum of the first 18 terms. (Use a calculator or spreadsheet.)

12 Find the equation of the tangent to the curve y = 2x3 − x + 3

a at the point (1, 4),
b at any points on the curve where the gradient is 23.

13 What do each of the following displays tell us about the rate of change of f (x ) = x3 + 3x2 + 4?
a b
Define f(x)=x 3+3x 2+4 Define f(x)=x3+3x 2+4
f ( 6) f (1)
lim f ( 5 hh) f (5 )
-  + - 

5 64 h 0 
→


105

dy
14 One of the graphs A to D shown below has = x (x + 3). Which one?
dx
A y B y C y D y

x x x x

ISBN 9780170390408 5. Rates of change 111

 dy
15 A curve is such that = x(x + 6)(x − 6).
dx
a At how many places on the curve is the gradient zero?
b For x → ∞ is the gradient positive or is it negative?
c For x → −∞ is the gradient positive or is it negative?

16 Figure 1 below shows a child’s feeding bowl and figure 2 shows the same bowl with the shape
of the interior shown.

Figure 1 Figure 2

An unfortunate ant has found its way into the bowl and is at the bottom, hoping to get out.
However the bowl’s surface is very slippery so the ant may not be successful.
y
8

y = 6x – 2x
2 3

4 25 125

2 4 6 8 10 12
x

The above graph shows that the route the ant must follow, from the bottom of the bowl to
6 x 2 2x 3
the top, can be accurately modelled by part of the curve y = - .
25 125
The ant starts his (her?) climb to the top but, due to the slippery surface, will slip when the
144
gradient of the slope is .
125
Clearly showing the use of calculus and algebra, show
that this gradient occurs twice in the section of the curve
shown in the graph, stating the x -coordinate of each of remmorluap/moc.kcotsrettuhS

these points and the y-coordinate of the lower point.

Check the x-coordinates just determined using a calculator
that has the ability to differentiate functions.

112 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

6.
Applications of
differentiation
• Rates of change
• Using differentiation to locate stationary
points of polynomial functions
• Global maximum and minimum values
• Applications
• Applications – extension
• Miscellaneous exercise six
Situation
Certain medical personnel in a country are concerned about the rate at which a particular disease
is spreading through the population. The disease was first properly identified in 2003 and by the
beginning of 2005 the number of people in the country known to have been suffering from the disease
was 2050. Figures for later years suggest that the number of people in the country known to be
suffering from the disease approximately follows the rule
N = t3 + 5t2 + 10t,
where N is the number of sufferers t years after the disease was first introduced to the country.
One of the country’s top doctors is planning a speech about the disease and asks you to supply answers
to the six questions given below.
Assuming the above equation and the 2005 figures are correct obtain answers to the questions.
• Is it true that the figures suggest that the disease first entered the country around the beginning
of 1994?
• How many people in the country suffered from the disease at the beginning of 2000, even though
it had not been properly identified at that time?
• How many people in the country suffered from the disease at the beginning of 2010?
• What was the average number of new sufferers per year in this ten year period?
• What was the rate of increase in the number of sufferers (in new sufferers per year) at the beginning
of 2010?
• If nothing is done to alter the spread of the disease what is the rate of increase in the number of
sufferers likely to be (in new sufferers per year) by the beginning of
a the year 2040?
b the year 2050?

segamI ssenisuB yeknoM/moc.kcotsrettuhS

ISBN 9780170390408 6. Applications of differentiation 115

 WS
Rates of change
Did you use differentiation in the situation on the previous page? The situation required a rate of
Instantaneous rates
of change change at a particular time to be determined. Differentiation gives a formula from which such a rate of
change can be found.
dy
In Chapter 5 we used differentiation to find , the rate of change of y with respect to x. If other
dx
dV
variables are involved, say volume, V, and time, t, then we can use differentiation to find the rate of
dt
change of volume with respect to time.

EXAMPLE 1

If P = 5t2 + 6t find an expression for the rate of change of P with respect to t.

Solution
dP
If P = 5t2 + 6t then = 10t + 6.
dt
The rate of change of P with respect to t is given by 10t + 6.

EXAMPLE 2

If L = a3 − 3a 2 + 5 find the rate of change of L with respect to a when a = 3.

Solution
dL
If L = a3 − 3a 2 + 5 then = 3a − 6a
2
da
dL
If a = 3 then = 9
da
The rate of change of L with respect to a, when a = 3, is 9.
Alternatively, the same answers can be obtained from a calculator.

d (5t2 + 6t)
dt 10·t + 6
d (a3 –3a2 + 5)a=3
da 9

116 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

 EXAMPLE 3

The volume of a sphere is increasing in such a way that the volume, V cm3, at time t seconds is
given by: V = 7500 + 3600t − 150t2 for 0 ≤ t ≤ 12.
Calculate
a the volume when t = 12
b an expression for the rate of change of volume with respect to time
c the rate at which the volume is increasing (in cm 3/sec) when t = 2 and when t = 10.

Solution
a If V = 7500 + 3600t − 150t2 Define v(t)=7500+3600t–150t2
then V(12) = 7500 + 3600(12) − 150(12) 2 Done
v(12)
= 29 100 29100
When t = 12 the volume is 29 100 cm3. d
b If V = 7500 + 3600t − 150t2
dt (v(t)) –300·t+3600
dV
d (v(t)) t=2

then = 3600 − 300t. dt
dt 3000
d (v(t)) t=10
The instantaneous rate of change in the volume 
dt 600
with respect to time is given by 3600 − 300t.
dV
c Using = 3600 − 300t:
dt
For t = 2, volume is increasing at 3000 cm 3/sec.
For t = 10, volume is increasing at 600 cm 3/sec.
• As the above display suggests, answers can be obtained from a calculator without having to
differentiate ‘by hand’. Whilst you are encouraged to explore the capability of your calculator in
this regard make sure you can use the appropriate calculus and algebraic methods yourself as well.

Exercise 6A
1 If Q = 5r2 + 3r − 4 find an expression for the rate of change of Q with respect to r.

2 If X = 3k + 3k2 − 6k3 find an expression for the rate of change of X with respect to k .

3 If T = 5r3 − r2 + 15r − 3 find an expression for the rate of change of T with respect to r.

4 If Q = 2p4 + 3p3 − 14p − 21 find an expression for the rate of change of Q with respect to p.

5 If P = (3t2 − 2)(4 t + 3) find an expression for the rate of change of P with respect to t.

6 If A = 5t2 + 6t − 1 find the rate of change of A with respect to t when

a t=1 b t=2 c t = 3.

ISBN 9780170390408 6. Applications of differentiation 117

 7 If P = 3a2 + 4 find the rate of change of P with respect to a when
a a=2 b a=3 c a = −4
8 If A = πr 2 find the rate of change of A with respect to r when

a r = 10 b r=3 c r = 70
π

9 If A = 2πr 2 + 20π r find, in terms of π , the rate of change of A with respect to r when
a r=3 b r=7 c r = 10
4
10 If V = r3 find, in terms of π, the rate of change of V with respect to r when
π
3
a r=1 b r=3 c r = 10
11 A goldfish breaks the water surface of a pond when collecting food and causes a circular ripple
2t
to emanate outwards. The radius of the circle, in metres, is given by r = where t is the time in
5
seconds after the goldfish caused the ripple to commence.
a Find an expression for the area of the circle in terms of t.
b Find the area of the circle after two seconds.
c Find an expression for the rate at which the area is increasing with respect to t.
d Find the instantaneous rate of increase of A when t = 3.

12 A colony of bacteria is increasing in such a way that the number of bacteria present after t hours is
given by N where N = 120 + 500t + 10t3.
a Find the number of bacteria present initially (i.e. when t = 0).
b Find the number of bacteria present when t = 5.
c Find the average rate of increase, in bacteria/hour, in the first 5 hours.
d Find an expression for the instantaneous rate of change of N with respect to time.
e Find the rate the colony is increasing, in bacteria/hour, when
i t=2 ii t=5 iii t = 10
13 The total number of units, N, produced by a machinist, t hours into an 8 hour shift was found to
approximately fit the mathematical model
N = 42t + 9t2 − t3 for 0 ≤ t ≤ 8.
a How many units did the machinist produce in the eight hours?
b What was the machinist’s average production rate, in units/hour, during the shift?
c How many units did the machinist produce in the final hour?
d Find the production rate, in units/hour, when
i t=1 ii t=2 iii t= 3

118 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

14 A small crack in a water pipe allows water to escape from the pipe. The number of litres of water
t
that has escaped, t minutes after the crack initially appeared is given by V, where V = (t +10).
1000
a What volume of water leaked in
i the first ten minutes? ii the first twenty four hours?
b At what rate, in L/min, is the water leaking after
i 10 minutes? ii 2 hours? iii 24 hours?

15 A wildlife park is involved in a captive breeding

program for an endangered species of deer. The
program plans to release deer from the herd back
into the wild as well as increasing the captive herd’s
population. The park starts with a captive
population of forty deer and the breeding and
release back into the wild will be such that the
captive population P, t years later, approximately

otohpaK/moc.kcotSi
follows the mathematical rule:
t (t + 20)
P = 40 +
10
a What will be the captive population after
i 1 year ii 2 years iii 3 years iv 10 years?
b Find an expression for the rate of change of P with respect to t.
c Find the rate of change of P with respect to t (in deer/year) after
i 5 years ii 10 years iii 20 years

16 Following the survey of a particular mine, experts predict

that with continued mining the quantity (T tonnes) of a
particular ore remaining in the mine, t years after the

ffoknetloB/moc.kcotsrettuhS
survey was carried out would approximately fit the
mathematical model
T = 20t3 − 420t2 − 8000t + 150 000
a What quantity of ore was in the mine when t = 0?
b What quantity of ore will be in the mine when t = 10?
c Find a rule for the rate of decrease of T in tonnes per year.
d Calculate the rate that T will be decreasing in tonnes per year when
i t= 2 ii t = 4 iii t = 7

ISBN 9780170390408 6. Applications of differentiation 119

 17 An automatic puncture repair compound for bicycle tyres is being tested. The idea is that the
compound can exist in vaporised form, mixed with the air in the tyre. When a puncture occurs the
tyre pressure forces air out through the hole. This flow of air through the hole causes the glue-like
compound to condense at the hole and repair the puncture. The compound is tested in a specially
constructed balloon. The balloon is punctured and its volume is noted as it deflates. In the test the
balloon had a volume V cm 3 where
1
V ≈ 1000 − 4t + t2
10
with t being the time in seconds since the puncture occurred.
Determine
a the volume of the balloon when the puncture occurred
b the volume of the balloon two seconds after the puncture occurred
c an expression for the rate of change of V with respect to t
d the instantaneous rate of change of volume, in cm3/sec, when
i the puncture occurs
ii t= 3
e how long it takes the compound to repair the puncture
The given formula for V can only make sense for a ≤ t ≤ b.
f Find a and b.

WS
Using differentiation to locate stationary points of
Stationary points
polynomial functions
Note carefully the following points as the ideas are used in the examples that follow to locate the
stationary points on the graphs of polynomial functions and to determine the nature of such points.
WS
• At local maximum points, local minimum points and at points of horizontal inflection the gradient
Sketching curves
of the curve is momentarily zero.
dy
I.e. is zero at these points.
dx

Minimum point Maximum point Horizontal inflection

or

Tangent is Tangent is
horizontal horizontal
Tangent is horizontal

120 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

• As we pass through a minimum turning point (in the direction of increasing x) the gradient changes
from negative to positive.
As we pass through a maximum turning point (in the direction of increasing x) the gradient changes
from positive to negative.
For horizontal inflection the gradient, though momentarily zero, does not change sign.

Minimum point Maximum point Horizontal inflection

zero
zero +ve –ve zero
–ve +ve +ve –ve or
+ve –ve
zero

EXAMPLE 4

For the function y = x 2 + 6x − 4 use differentiation to determine the nature and location of any
stationary points.

Solution
If y = x2 + 6x − 4
dy
then = 2x + 6
dx
dy
At stationary points = 0 ∴ 2x + 6 = 0
dx
i.e. x = −3.
When x = −3, y = (−3)2 + 6(− 3) − 4
= 9 − 18 − 4
= − 13.
There is a stationary point at (−3, −13).
Consider gradient either side of x = − 3:
x = −3.1 x = −3 x = − 2.9
2x + 6 − ve zero + ve
\ — ⁄
Thus y = x 2 + 6x − 4 has a minimum turning point at (− 3, −13).
Alternatively we could use our familiarity with the graphs of quadratic functions to state that the
stationary point is a minimum because the coefficient of x 2 in the quadratic function is positive.

ISBN 9780170390408 6. Applications of differentiation 121

 EXAMPLE 5

For the function y = 2x 3 − 6x 2, and without the use of a calculator, determine

a the coordinates of any points where the graph of the function cuts the y-axis,
b the coordinates of any points where the graph of the function cuts (or touches) the x-axis,
c the behaviour of the function as x → ± ∞ .
d the nature and location of any stationary points on the graph of the function.
Hence sketch the graph of the function.

Solution
a On the y-axis, x = 0.
If x = 0, y = 2(0)3 − 6(0)2
= 0.
The graph of the function cuts the y-axis at (0, 0).
b On the x-axis, y = 0.
If y = 0, 2x 3 − 6x2 = 0
i.e. 2x2(x − 3) = 0,
so x = 0 or 3.
The graph of the function cuts (or touches) the x-axis at (0, 0) and (3, 0).
c As x ‘gets large’ the
x3 term will dominate.
Thus as x → ∞, y → ∞ (and faster than x does),
and as x → − ∞, y → − ∞ (and faster than x does).

d If y = 2x 3 − 6x2
dy
= 6x − 12x
2
then
dx
= 6x (x − 2).

dy
At stationary points = 0 ∴ 6x(x − 2) = 0
dx
i.e. x = 0 or 2.
When x = 0, y = 2(0) 3 − 6(0) 2 and when x = 2, y = 2(2)3 − 6(2)2
= 0 = − 8.

There are stationary points at (0, 0) and at (2, − 8).

Consider gradient either Consider gradient either
side of x = 0 side of x = 2
x = −0.1 x = 0 x = 0.1 x = 1.9 x = 2 x = 2.1
6x(x − 2) + ve zero − ve −ve zero +ve

/ — \ \ /
—

Thus y = 2x3 − 6x2 has a maximum turning point at (0, 0) and a minimum turning point at (2, −8).

122 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

 The information from the previous parts of this question can be placed on a graph as
shown below.

(0, 0) (3, 0) x

(2, –8)

A sketch can be completed:

y = 2x3 – 6x2

(0, 0) (3, 0) x

(2, –8)

The reader should check the reasonableness of this sketch by viewing the graph of this
function on a graphic calculator.

Note • In the previous example the nature of each y

stationary point was determined by examining the
sign of the gradient. We could have determined the
nature of each point just from the shape that the
Turning
sketch had to be to satisfy the behaviour as x → ± ∞ point at (0, 0) (3, 0) x
and the location of the turning points. From the
diagram on the right (0, 0) must be a local
maximum and (2, −8) must be a local minimum.
Turning
point at (2, –8)

ISBN 9780170390408 6. Applications of differentiation 123

 • Specific facilities on graphic calculators allow stationary points of polynomials, and other functions,
to be readily located without the need to use differentiation. This ability is very useful but also needs
care. In some cases the portion of the graph the display is showing may not be telling the whole story.
For example the display below is for y = x2 − 0.01x 4.

At first glance it may appear to be similar to y =

x2 with a single turning point at (0, 0).
However, as x gets large we would expect the − 0.01x 4 term to dominate and would thus expect that
as x → ± ∞, y → −∞.
Sure enough, zooming out on the calculator we do indeed see that the original picture was not
telling the whole story.

The graph has three turning points, 2 maximums and one minimum. Using a calculus approach
informs us where all of the stationary points are.
• If a question specifically requires that you do not use a calculator, or specifically requires you
to show the use of differentiation (or calculus, of which differentiation is a part) and algebraic
processes then proceed as follows:
dy
1 Differentiate y with respect to x to obtain .
dx
dy
2 Find the values of x for which = 0.
dx
3 Find the values of y corresponding to each value of x from 2.
4 Either by considering the necessary shape of the graph, or by considering the sign of the
gradient, determine the nature of the stationary points.

124 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

Global maximum and minimum values WS

In some cases, we may be concerned with the maximum or minimum value a function can take for
some interval a ≤ x ≤ b . We are then concerned with the global maximum (or minimum), which may or
Greatest and
least values

may not coincide with the local maximum (or minimum).

WS

EXAMPLE 6 Application of
optimisation

Using calculus and algebra determine the coordinates and nature of any stationary points on the
graph of
f (x) = 9x 2 − x 3 − 15x + 11.
Hence determine the maximum value of f (x ) for
a 0≤x≤7 b − 2 ≤ x ≤ 7.

Solution
If f (x) = 9x 2 − x 3 − 15x + 11
then f ′(x) = 18x − 3x2 − 15
= − 3(x 2 − 6x + 5)
= − 3(x − 1)(x − 5).
At stationary points f ′(x) = 0, i.e. − 3(x − 1)(x − 5) = 0 y
giving x = 1 or x = 5. (5, 36)

If x = 1, f (x) = 4. If x = 5, f (x) = 36.

(1, 4)
Stationary points occur at (1, 4) and at (5, 36). x
With f (x) = 9x 2 − x 3 − 15x + 11 the x3 term will
dominate for ‘large x’.
Thus as x → + ∞, f (x) → − ∞
and as x → − ∞ f (x) → + ∞.
Thus (1, 4) is a local minimum point and (5, 36) is a local maximum point.
The global maximum will either occur at the local maximum or at the ‘left end’ of the function if
the values of x allow us to go sufficiently far to the left.
a For 0 ≤ x ≤ 7, f (0) = 9(0)2 − (0)3 − 15(0) + 11
= 11 which does not exceed f (5).
Thus the global maximum for 0 ≤ x ≤ 7 is 36.
b For − 2 ≤ x ≤ 7, f (− 2) = 9(− 2)2 − (−2)3 − 15(− 2) + 11
= 85 which does exceed f (5).

Thus the global maximum for − 2 ≤ x ≤ 7 is 85.

ISBN 9780170390408 6. Applications of differentiation 125

 Had we not been required to use calculus and algebra the global
fMax(9·x2 –x3–15·x+11, x, 0, 7)
maximums determined in the previous example could have been (MaxValue=36, x=5)
obtained using a calculator that is able to determine the fMax(9·x2 –x3–15·x+11, x, –2, 7)
maximum value of a function for a given domain. (MaxValue=85, x=–2)

Again explore the capability of your calculator in this regard.

Exercise 6B
1 A student used his old graphic calculator to locate the turning points on the curve
y = x3 − 3x2 − 45x − 20.
The display, see right, gave him the coordinates of the local
Y=X3–3X 2–45X–20
minimum as (5.000 000 208 9, −195).
Use calculus to
a justify that the exact location of this minimum point is
(5, −195),
b justify that the turning points displayed are the only MIN
ones the curve has, X = 5.0000002089 Y = –195
c determine the exact coordinates of the local maximum
point.

2 A student used her old graphic calculator to locate the turning points on the curve
y = x3 + 1.5x2 − 36x + 17.
The display, see right, gave her the coordinates of the local
Y=X3 +1.5X2–36X+17
maximum as (− 3.999 999 714 2, 121).
Use calculus to
a justify that the exact location of this maximum point is
(−4, 121),
b justify that the turning points displayed are the only
MAX
ones the curve has, X = –3.9999997142 Y = 121
c determine the exact coordinates of the local minimum
point.
kcotsorB/moc.kcotsrettuhS

126 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

For questions 3 to 10, and without the aid of a calculator:
• use calculus to determine the coordinates of any stationary points on the graph of the given function,
• indicate the nature of each stationary point,
• produce a sketch of the graph of the function including on your sketch the location of any
stationary points, any points where the graph cuts the vertical axis and indicate the behaviour of the
graph as x → ±∞ .

3 y = x 3 + 3x2 − 9x − 7
4 y = x 3 − 9x2 + 15x + 30
5 y = 1 + 8x − 2x 2
6 y = x5
7 y = x4
8 y = 3x 2 − x3
9 y = 2x 2 − 4x + 7
10 y = 3x 4 + 4x3 − 12x2 + 10

11 For the function y = x3 + 6x2 + 9x, and without the use of a calculator, determine
a the coordinates of any points where the graph of the function cuts the y -axis,
b the coordinates of any points where the graph of the function cuts (or touches) the x -axis,
c the behaviour of the function as x → ± ∞,
d the nature and location of any stationary points on the graph of the function.
e Hence sketch the graph of the function.
f Determine the minimum and maximum value of y for −5 ≤ x ≤ 1.

12 Use calculus techniques to find

the coordinates of any stationary
points on the graph of
f (x) = 2x 3 − 3x2 and determine
the nature of each.
Determine the minimum value
of f (x) for
ekmeL guoD/moc.kcotsrettuhS

a x ≥ 0,
b − 1 ≤ x ≤ 5.

ISBN 9780170390408 6. Applications of differentiation 127

 WS
Applications
There are many occasions in real life when we look for the most desirable, most favourable or
Gradient functions
optimum situation. Finding the situation that involves maximum profit, most benefit, greatest growth,
maximum effect, greatest comfort, greatest speed etc are all situations where the optimum situation
WS involves a maximum. In other situations we might look for the least cost, the least effort, the lowest
inflation, the minimum pain, the least discomfort, the slowest speed etc and in such cases are looking
Gradient functions
for a minimum level. Our ability to use calculus to determine the maximum or minimum values gives
us a way of finding the optimum situations in various contexts.

EXAMPLE 7

What should be the dimensions of a rectangular shape of perimeter 20 cm if its area is to be

a maximum?

Solution
We require maximum area. If the area is A cm2 we need a formula A = ???.
Let the required rectangle have dimensions x cm by y cm.
y cm
Then A = xy. [1]
Now we cannot differentiate A because the right hand side
of equation [1] involves two variables x and y. x cm
However we do know that 2x + 2y = 20
∴ y = 10 − x. [2]
Substituting [2] into [1] gives A = 10x − x2. (A quadratic function.)
dA
Thus = 10 − 2x.
dx
dA
If = 0 then 0 = 10 − 2x i.e. x = 5.
dx
From our knowledge of quadratic functions with a negative coefficient of x 2, or by examining
the gradient of the function either side of x = 5, we know that x = 5 will give a local (and global)
maximum.
Thus x = 5 gives a maximum value for A .
If x = 5 then, from equation [2], y = 5.
Thus for maximum area the rectangle should be a square of side 5 cm.

Points to note for solving optimisation problems:

• If a diagram is not given, then draw one if it helps.
• Identify the variable that is to be maximised, or minimised. If this variable is, say, C then you must
find an equation with C as the subject. i.e. C = ???.
• If this equation for C involves two variables (other than C) find another equation that will allow you
to substitute for one of the variables.

128 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

 dC
• When you have C in terms of one variable, say x, then find the values of x for which  = 0.
dx
• Use your knowledge of what the function must look like (perhaps it is a quadratic and therefore has
one turning point … perhaps the behaviour as x ‘gets large’ helps … perhaps examine the gradient
either side of the stationary point) to determine whether maximum or minimum.
• Check that the value of x for the required maximum, or minimum, is within the values that the
situation allows x to lie and check that it gives the global maximum, or minimum.

EXAMPLE 8

The profit, $P, made by a company producing and marketing x items of a certain product is given by:
P = − x3 + 30x2 + 900x − 1000.
Clearly showing the use of calculus, find the value of x for maximum profit and determine this
maximum profit.

Solution
We wish to maximise profit and we have a formula for P in terms of one variable, x . Thus we may
differentiate.
dP
= − 3x 2 + 60x + 900
dx
= − 3(x 2 − 20x − 300)
= − 3(x − 30)(x + 10).
dP
If = 0, then (x − 30)( x + 10) = 0.
dx
Solving gives x = 30 or −10 (−10 not applicable in this situation).
When x = 30, P = − (30)3 + 30(30)2 + 900(30) − 1000
= 26 000.
If we also consider the y-axis intercept and x → ± ∞, a sketch can be made:

P P
(30, 26000)
01– = x

03 = x

x x
Stationary (0, –1000) (0, –1000)
points on (–10, ?)
dotted lines

The sketch indicates that x = 30 will give the local maximum and for x ≥ 0 this maximum will not
be exceeded elsewhere.
For maximum profit the value of x should be 30 and the maximum profit would then be $26 000.

ISBN 9780170390408 6. Applications of differentiation 129

 Note: In the previous example
• the nature of the stationary point at x = 30 can also be found by considering the gradient either side
of x = 30:
x = 29 x = 30 x = 31
− 3(x − 30)( x + 10) ve
+ zero − ve
—
/ \ i.e. maximum point.
• viewing the graph of y = − x 3
+ 30x
2
+ 900x − 1000 on a calculator confirms the correctness of
the sketch.

Exercise 6C
Use calculus to solve the following optimisation problems. (Use a calculator to assist with the
arithmetic if you wish but clearly show the use of calculus to locate the optimum situation.)
1 If X = t3 − 15t2 + 48t + 80 find the value of t for which X has a local minimum value and find this
minimum.

2 If A = 60p + 12p2 − p3 − 500 find the value of p for which A has a local maximum value and find this
maximum.

3 If A = xy and x + 5y = 20 find the maximum value of A and the values of x and y for which this
maximum value occurs.

4 If A = xy and 2x + 3y = 18 find the maximum value of A and the values of x and y for which this
maximum value occurs.

5 The total cost, $C, and total revenue, $R, arising from the production and marketing of x items of
a certain product are given by
R = x(95 − x) and C = 500 + 25x.
Given that Profit = Revenue − Cost, find the value of x that gives maximum profit and determine
what this maximum profit will be.
6 The total cost for the production and marketing of x items of a certain product is $C
where C = 5000 + 60x.
The revenue received from each item is $R where R = 300 − x .
Given that Profit = Revenue − Cost, find the value of x that gives maximum profit and determine
what this maximum profit will be.
7 The organisers of a sheepdog competition
have 100 metres of fencing available to
fence an enclosure for some sheep. They
wish to make the area rectangular and as
large as possible. What dimensions should
kcotsweivraelc/moc.kcotsrettuhS

the enclosure have to maximise area if

a the 100 m of fencing is to be used for
all four sides?
b an existing wall forms one side and the
fencing is used for the other three?

130 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

 8 A manufacturer wishes to advertise a new product. He knows that advertising will increase
sales but the advertising itself costs money. From past experience with a similar product the
manufacturer expects that his profit $P , after the advertising has been paid for, will be related to x,
the number of thousands of dollars spent on advertising according to the rule
P = 50 000 + 6000x − 100x 2.
How much should the manufacturer spend on advertising in order to maximise profit and what
would this maximum profit be?

9 A rectangular box is to be made to the following requirements:

• The length must be one and a half times the width.
• The twelve edges must have a total length of 6 m.
Find the dimensions of the box that meets these requirements and that maximise the capacity.

10 An open cardboard box is to be made by cutting squares of side x cm from

each corner of a square of card of side 60 cm and folding the resulting ‘flaps’
up to form the box. Find the value of x that will give the box a maximum capacity.

11 A long narrow sheet of metal, 8 metres by 24 cm, is to be made into a gutter by folding up equal
widths of metal along each edge of the sheet to form the two identical vertical walls (see diagram).

8 metres

24 cm

8 metres

Use differentiation to determine how many centimetres should be turned up along each edge to
maximise the capacity of the gutter for carrying water.

12 The organisers of a raffle are trying to decide the price they should charge for tickets. From past
experience they feel confident that they can sell 7500 tickets if they charge $1 per ticket. For each
10 cent rise in the price they estimate that they will sell 250 tickets less.
They need to raise $5000 to cover the cost of prizes and printing.
If they set the price per ticket at $(1 + 0.1x), i.e. $1 plus x lots of 10 cents, find
a an expression in terms of x for the profit the raffle will raise,
b the value of x for maximum profit.
For this maximum profit situation find
c the price of each ticket,
d the number of tickets they can expect to sell,
e the maximum profit.

ISBN 9780170390408 6. Applications of differentiation 131

 13 A colony of bacteria is monitored in a laboratory over a 24 hour period (0 ≤ t ≤ 24) and its
population, N, at time t was found to approximately follow the rule
N = 2t3 − 57t2 + 288t + 2900.
Determine the minimum and maximum value of N (nearest 100) for 0 ≤ t ≤ 24.

14 A body is projected from an origin O and moves in a straight line such that its distance
from O, t seconds after projection, is s metres where
t3
s= − 6t2 + 50t, (t ≥ 0).
3
ds
The velocity of the body, v m/s, t seconds after projection is given by .
dt
a How far is the body from the origin after three seconds?
b Find an expression for the velocity of the body t seconds after projection.
c What is the initial (i.e. t = 0) velocity of the body?
d For what value of t (t ≥ 0) is the body moving with minimum velocity and how far from O is
the body at this time?

15 One small part of a construction project involves a metal rod spanning a 20 metre gap with the
rod resting on supports at each end. The rod, which is not uniform, is expected to ‘sag’ somewhat
under its own weight. The mathematical model of the situation predicts that this rod will take the
shape of the curve
x
y= (20 − x )(x − 50), for 0 ≤ x ≤ 20,
50 000
with x and y axes as shown in the diagram.
Clearly showing the use of calculus, but using y
your calculator to solve any equations that may 20 m
result, determine the maximum sag in the rod x
Sag
(to the nearest mm) and where it occurs (as a
distance from the origin, to the nearest centimetre).

16 The owner of a large house decided to spend some money making it more secure. An expert analysed
the situation and said that for $5000 the security rating, R, of the property would rise from its current
score of 30 points to 100 points. Every $500 spent after that would lift the rating by 5 points.
The owner feels that the more security devices he pays for the more tedious he is going to find it
to enter and leave his property with all that he will have to remember to lock/unlock, arm/disarm
etc. He feels there is an owner convenience rating, C, which will go down by 2 points, from an
initial 100 points, for every $500 he spends over the $5000 that he accepts is necessary.
As both the security rating and the convenience rating
nyZ gnoparkahC/moc.kcotsrettuhS

interest him he decides to multiply them together to

form the ‘secure but not inconvenient’ rating Z.
Clearly showing your use of calculus, determine how
much the owner should spend on security to maximise Z.

132 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

Applications – extension
The next example, and the exercise that follows involve applications of differentiation for which the
function involved contains negative or fractional powers. At the time of writing this text, the syllabus
for this unit includes optimisation problems for polynomial functions only. Hence the optimisation
questions in this next section should be regarded as an extension activity.

EXAMPLE 9

The rectangular block shown on the right has a square base of

side x cm, a height of y cm and a volume of 80 cm 3. The base
and top are to be covered with lacquer costing 5 cents/cm2 and y cm
the sides with lacquer costing 4 cents/cm2. Find the values of
x and y for minimum cost.
x cm x cm
Solution
To minimise cost we need a formula. Cost = ???.
Cost of lacquering the base = 5x2 cents.
Cost of lacquering each side = 4xy cents.
Thus if the total cost is C cents then C = 10x2 + 16xy [1]
We cannot differentiate C at present because it involves two variables, x and y.
However we know that x 2y = 80 (because the volume = 80 cm3).
80
i.e. y= [2]
x2
1280
Substituting from [2] into [1] gives C = 10x2 + .
x
dC 1280
Thus = 20x − .
dx x2
dC 1280
At stationary points = 0, ∴ 0 = 20x − giving x = 4.
dx x2
From [2], if x = 4, y = 5 (and C = 480).
Given the context of the question x cannot be negative.
y
Considering x ≥ 0:
1280
With C = 10x2 + the y-axis will be an asymptote.
x
As x → 0 (from the positive side), y → +∞. (4, 5)
x
As x → ∞, y → + ∞.
Thus (4, 5) must be a global minimum.
(Alternatively consider the sign of the gradient either side of x = 4.)
Thus to minimise cost the block should be made with a base 4 cm by 4 cm and a height of 5 cm,
(i.e. x = 4 and y = 5).

ISBN 9780170390408 6. Applications of differentiation 133

 Exercise 6D
5
1 If P = 3r2 + find an expression for the rate of change of P with respect to r .
r
2 If A = 400r find the rate of change of A with respect to r when
a r=4 b r = 25 c r = 100.
2
3 Use calculus to locate exactly the stationary points on the graph of y = x + and determine the
nature of each by consulting a graphic calculator display.
x

4 Use calculus techniques to determine the exact coordinates of any stationary points on the curve
4
y=5− − x
x
and, by considering the sign of the gradient on either side of any turning points determine
whether maximum, minimum or horizontal inflection.

5 Use calculus techniques to determine the exact coordinates of any stationary points on the curve
96
y = 3x − .
x2
By considering the graph of the function for x close to zero and x → ±∞ determine whether
maximum, minimum or horizontal inflection.

6 The open rectangular box shown on the right is to have a square

base of side x cm and a height y cm.
The volume of the box is to be 500 cm3. y cm
a Find an expression for y in terms of x .
b The box is to be made of card. Find, in terms of x, the area x cm x cm
of card required to make each box, assuming no wastage.
c Find x and y for which this area is a minimum and then find this minimum area.

7 A food manufacturer wishes to package a product in cylindrical tins each of volume 535 cm3. Find
the base radius and height of tins that meet this volume requirement and that minimise the metal
required to make them, i.e. minimum surface area. Give your answers in centimetres and correct
to 1 decimal place.

8 A metal box company is asked to produce cylindrical metal tins, each with a volume of 535 cm3.
The base and top of each tin have to be made from thicker material than is used for the wall. This
thicker material costs twice as much per cm2 as the thinner material. Find, in centimetres and
correct to one decimal place, the base radius and height of each tin for the cost of material to be
a minimum.

134 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

Miscellaneous exercise six
This miscellaneous exercise may include questions involving the work of this chapter, the
work of any previous chapters, and the ideas mentioned in the Preliminary work section at
the beginning of the book.

1 Express each of the following as a power of 5.

a 25 b 625 c 125
d 1 e 5×5×5 f 5×5×5×5×5×5
g (5 × 5) × (5 × 5 × 5) h (5 × 5 × 5) × 5 i (5 × 5 × 5)2 × 5
5  ×  5  ×  5  ×  5  ×  5 5  ×  5 ×  5 (5  ×  5  ×  5)  ×  ( 5 ×  5)
j k l
5  ×  5 5  5  ×  5  ×  5 ×  5
3 7 3
m 5 ×5 n 5 ×5 o 5 × 57 × 57
3

p 55 ÷ 5 3 q 58 ÷ 5 2 r 511 ÷ 58
s 54 × 5 3 ÷ 5 2 t 53 × 5 4 ÷ 5 u 58 ÷ 5 3 × 5 2
v 55 × 125 w 55 ÷ 125 x 58 ÷ (53 × 52)
62  +  7  × 2
y 32 + 42 z
3 – 1

2 Without the assistance of a calculator, simplify each of the following, expressing your answers in
terms of positive indices.

( a3   ×   a )2 (5b –2a )3 2n 1 +   2 2n

+

a b c
a3 25a –4 b 2 2n

5 x  4 +  10 x 7 2x  +    2 x + 3
3n 1  – 15 
+

d e f
5x 3 9 5  ×  3n   – 25

3 An arithmetic progression is such that • the fourth term is 130

and • Tn 1 = Tn + 11.
+

Determine the first six terms of the sequence.

4 A geometric progression is such that • the fourth term is 2.8,

and • Tn + 1 = Tn × 0.2.
Determine the first five terms of the sequence.

5 Find a the average rate of change of the function y = x2 − 3x from the point P(3, 0) to the
point Q(6, 18),
b the instantaneous rate of change of y = x2 − 3x at the point P(3, 0),
c the instantaneous rate of change of y = x2 − 3x at the point Q(6, 18).

ISBN 9780170390408 6. Applications of differentiation 135

 6 Find a the average rate of change of the function y = x3 − 3x from the point P(3, 18) to the
point Q(6, 198),
b the instantaneous rate of change of y = x3 − 3x at the point P(3, 18),
c the instantaneous rate of change of y = x3 − 3x at the point Q(6, 198).

7 The diagram on the right shows a device for counting pills.

The diagram shows the device containing 5 rows of pills.
a How many pills are shown in the device?
b How many pills would be in such a device if it were to contain
i 10 complete rows?
ii 15 complete rows?

8 Evaluate the following sums:

a 3 + 12 + 21 + 30 + 39 + 48 + … + 507
b S 10 = T1 + T2 + T3 + T4 + … + T 10
= 30 − 90 + 270 − 810 + … − 590 490
c 6 + 12 + 24 + 48 + 96 + … + 6 291 456
d 100 + 80 + 64 + 51.2 + 40.96 + 32.768 + …
e 5 −5 + 5 −5 +5 −5 + 5− 5 +5…+ 5

9 The graph on the right shows a curve y = f (x) y

with the tangents at x = 1 and at x = 2 drawn. 30

Use the tangents to determine the gradient of y = f (x)

y = f (x) at x = 1 and at x = 2. 20

As you may have realised, the graph is that

of y = x 3. Check your previous answers using 10

calculus.
x
dy –3 –2 –1 1 2 3
10 A curve is such that = (x + 4)(2x − 3).
dx –10
At how many places on the curve is the
gradient zero? –20

–30

11 Use the formula:

f ( x   +   h)   –   f ( x )
Gradient at P(x, f (x)) = lim
  h   →  0 h
to determine the instantaneous rate of change of

a the function f (x ) = x2 when x = 5.

b the function f (x ) = x2 + x when x = 1.
c the function f (x ) = x3 + x when x = 2.

136 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

12 For the graph shown below state which of the points marked A → P are
a places on the curve where the function is zero, (4 points)
b places on the curve where the gradient is zero, (6 points)
c places on the curve where the gradient is positive, (4 points)
d places on the curve where the gradient is negative, (6 points).
y
N
M
A
I O
B L
C J
D H P
K x
G
E F

13 Where on the curve y = x2 + 5x − 4 is the gradient the same as the gradient of the line with
equation y = 7x − 3?

14 Find the coordinates of the point(s) on the following curves where the gradient is as stated.
1
a y = 2x + . Gradient 1. b y = 3x − 4 x . Gradient − 1.
x
15 For f (x) = 2x4 − 5x3 + x 2 − 2x + 6 use your calculator to determine
a f (21), f (31) and f (41). b f ′(21), f ′(31) and f ′(41).
16 Clearly showing your use of differentiation and algebra find the equations of the tangents to the curve
y = x3 + 3x2 − 20x + 10
at any points on the curve where the gradient is equal to 25.

17 A butcher normally sells chicken fillets for $10.50 per kg. During a week in which she has them on
special for $9.50 per kg she finds that her usual sales of 50 kg per week jumps to 70 kg per week.
a Assuming that the number of kg sold per week, N, obeys a rule of the form N = ap + c
where $p is the price per kg and a and c are constants, find a and c.
b Write an expression in terms of p for the total
revenue the butcher receives for selling N kg at
$p per kg.
c If the butcher pays $7 per kg for the fillets write
down an expression in terms of p for the profit
eZaraM/moc.kcotsrettuhS

she makes from buying and selling N kg.

d Find the value of p for maximum profit and, for
this value of p, determine the number of kg sold
and the profit.

ISBN 9780170390408 6. Applications of differentiation 137

 18 Given that p = 7 × 1012 and q = 2 × 1011 evaluate each of the following, without the assistance of a
calculator, giving your answers in standard form (scientific notation).
a p×q b p+q c p− q
p2
d p÷q e 5pq f
q
19 N, the number of organisms present in a certain culture of bacteria, t hours after observation
commenced was found to approximately follow the rule
N = t3 + 30t + 200.
Find
a the value of N when observation commenced,
b the value of N when t = 10,
c the average number of new organisms produced per hour during the first ten hours of
observation,
d the instantaneous rate of change of N (in organisms per hour) when
i t= 0 ii t= 5 iii t = 10.
20 Explain what each of the following displays tell us about the rate of change of
f (x) = x4 + x .
a b
Define f(x)=x 4+x Define f(x)=x4+x
f( 3) f(1)
-  f (3 h) f (3 )
+ - 
lim
2 41 h 0 
→ h 

109

21 The manufacturer of a certain fabric estimates that she can sell 500 m of the fabric each week if
the price is $10 per metre. However, market research indicates that each 20 cents per metre price
reduction will increase sales by 25 metres. If the manufacturer reduces the cost per metre by x lots
of 20 cents find
a an expression for the cost per metre,
b an expression for the number of metres sold,
c an expression for the total revenue (income),
d the value of x that makes this total revenue a maximum and explain how you know that your
value of x will give a maximum .

138 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

7.
Antidifferentiation
• Antidifferentiation
• Antidifferentiating powers of x
• Function from rate of change
• Can a calculator do the antidifferentiation for us?
• Miscellaneous exercise seven
Situation
A mathematics teacher taught this mathematics unit to two classes. One Tuesday morning she decided
to give one of her classes a test involving ten functions to differentiate. She wrote the functions on the
whiteboard and asked her students to write down the derivative of each one. She then went through
each one, writing the answers on the board, and the students marked their work.
The teacher had her other class that afternoon and wanted to give them the same ten function test.
She went to her classroom early to rub out the answers from the morning lesson. However, when she
arrived at the classroom she found that someone had partly rubbed out the questions. What was left is
shown below.

Tuesday Test on differentiation.

f ( x) f ′(x)
5 x2 1. 10x

x2 + 4 2. 12x

+3 3. 7

4. 4

+3 5. 2x + 1

6. x
7. 4x + 3

8. 3x2 – 5

9. 12x2 + 6x + 2

10. 5x4 – 1

• Write a test involving the differentiation

of ten functions that would be consistent
with the information that was left on
the board.
• Is the test you have written necessarily
the same as that of others in your class?
teopthgil/moc.kcotsrettuhS

• Is the test you have written necessarily

the same as the one the teacher gave to
her morning class?

ISBN 9780170390408 7. Antidifferentiation 141

 WS
Antidifferentiation
Antidifferentiation is, as its name implies, the opposite of differentiation. If we differentiate x 2
we obtain the derivative, 2x. If we antidifferentiate 2x we return to x 2, an antiderivative (or primitive)
Antiderivatives

of 2x . However we do have a problem: There are many functions that differentiate to 2x.
dy
If y = x2 then = 2x.
dx
dy
If y = x2 + 1 then = 2x.
dx
dy
If y = x2 − 1 then = 2x.
dx
dy
If y = x2 + 6 then = 2x. Etc.
dx
Thus we say that the antiderivative of 2x is x2 + c where c is some constant. Given further information it
may be possible to determine the value of this constant, as you will see in Example 2.
We can see the need for the ‘+ c’ if we consider the situation graphically. y
The diagram on the right shows the graph of y = x. 2

The gradient at x = a will be the gradient of the tangent drawn at

that point.

a x

If we move y = x 2 up by c units the gradient at x = a remains the same. y

dy
Thus, if = 2x, antidifferentiation gives the ‘family’ of curves, y = x 2 + c.
dx
Each member of this family has the gradient function 2x and each

member can be obtained from any other by an appropriate vertical shift.

c
a x

Antidifferentiating powers of x
In Chapter 5, we saw that to differentiate axn we used the rule ‘multiply by the power and decrease the
power by one’.
dy
If y = axn then = anx
n 1
. −

dx
To reverse this process we use the rule:

‘Increase the power by one and divide by the new power.’

142 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

 dy anx n ← Power increased by one
If = anxn − 1
then y=
dx n ← Divide by the new power
n
= ax

dy n ax n 1 +

Thus if = ax then y = + c.
dx n +1

(Clearly the above rule cannot apply for n = −1. Such situations are beyond the scope of this unit.)

EXAMPLE 1

Find the antiderivative of each of the following.

a x3 b 3x4
c 7 d 4x3 + 12x2 − 6x

Solution
dy dy
a If = x3, b If = 3x4,
dx dx
x4 3x 5
then y= + c then y= + c
4 5
x4 3x 5
The antiderivative is + c. The antiderivative is + c.
4 5
dy dy
c If = 7 (i.e. 7x0), d If = 4x3 + 12x2 − 6x,
dx dx
7x 1 4x 4 12x 3 6 x 2
then y= + c then y= + - + c
1 4 3 2
The antiderivative is 7x + c. The antiderivative is x 4 + 4x3 − 3x2 + c.
The reader should confirm that differentiating each of the above answers does give the required
gradient function.

Don’t forget the + c

ISBN 9780170390408 7. Antidifferentiation 143

 EXAMPLE 2

dy
If = 5 − 9x2 and, when x = 1, y = 10, find a y in terms of x ,
dx
b y, when x = −1.
Solution
dy
a If = 5 − 9x2,
dx
9 x3
y = 5x − + c
3
= 5x − 3x 3 +
c
We are told that when x = 1, y = 10.
Thus 10 = 5(1) − 3(1)3 + c
10 = 5 − 3 + c giving c = 8.
\ y = 5x − 3x 3
+ 8
b If x = −1, y = 5(−1) − 3(−1)3 + 8
= 6
When x = − 1, y = 6.

Exercise 7A
Find the antiderivative of each of the following.

1 x7 2 x5 3 x4
4 x3 5 x2 6 x
7 1 8 12x 2 9 12x5

10 8x3 11 14x 12 6

13 3x2 + 6x 14 6x 2 − 1 15 7 + 12x3

16 6x − 15x 4 17 7 − 8x 18 x2 + 3
19 18x5 + 1 20 6x 2 + x 21 12x2 + 8x3 + 2

22 3x2 − 2x + x5 23 1 + x + x2 24 12x3 + 6x + 5

144 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

For numbers 25 to 30 expand the given expression and then antidifferentiate.

25 (3x + 4)(x + 2) 26 (9x − 1)(x + 1) 27 (x − 2)(x + 2)

28 (x + 1)(x − 3) 29 x 2(8x + 3) 30 4x(x2 + 3x + 1)

dy
31 Find y in terms of x given that = 6x2 and y = 5 when x = −1.
dx

dy
32 Find y in terms of x given that = 3x + 2 and y = 0 when x = − 2.
dx

dy
33 Find y in terms of x given that = 3x2 − 2x and y = 6 when x = 1.
dx

dy
34 Find y in terms of x given that = 6x2 − 5 and y = 9 when x = 2.
dx

dy
35 Find y in terms of x given that = 3 + 8x3 and y = 6 when x = − 1.
dx

3x 2
36 If f ′(x ) = + 4x − 1 and f (−2) = 4 find a f (x),
2
b f (2).

37 If f ′(x ) = 3x − 6 and f (2) = 0, find a f (x),

b f (−2),
c a if f (a) = 54.

38 A curve has a gradient function of 2x + 7 and passes through the points (3, p) and (− 1, − 9).
Find the value of p.

39 A curve has a gradient function of 6x2 − h and passes through the origin and the point (4, 0).
Find the coordinates of all the points where the curve cuts the x −axis.

40 A curve with a gradient function of 12x − 12 cuts the x-axis at two points, (3, 0) and ( k, 0).
Find the value of k.

ISBN 9780170390408 7. Antidifferentiation 145

 Function from rate of change
In the previous chapter, Applications of differentiation, we applied our ability to differentiate to real life
situations and obtained rates of change such as rate of change of profit, rate of change of area, rate
of change of volume, etc. Antidifferentiation can be applied to such rates of change to return to the
function for total profit, area, volume, etc.

EXAMPLE 3

The total revenue raised from the sale of x units of a particular product is R(x) where R(x) is
such that:
dR  x
= 50 - dollars/unit.
dx 


20 
Given that the sale of zero items results in zero revenue find R(x) in terms of x and determine the
total revenue resulting from the sale of 100 items.

Solution
dR x x2
If = 50 − then R = 50x − + c.
dx 20 40
We are told that when x = 0, R = 0.
(0)2
i.e. 0 = 50(0) − + c which gives c = 0.

reknu jh j/moc.kcotSi
40
x2
\ R = 50x − and R(100) = 4750.
40
x2
Thus the total revenue function is R = 50x − and
40
the revenue resulting from the sale of 100 items is $4750.

Exercise 7B
dV
1 If = 6t + 5 find V in terms of t if V = 30 when t = 0.
dt
dx
2 If = 2t − 6, and when t = 2, x = − 1, find
dt
a x in terms of t, b x, when t = −2, c t, when x = 2.
dA
= 4r + 12r , and A = 7 when r = 1, find
3
3 If
dr
a A in terms of r, b A, when r = 2.

146 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

 4 For each of the following, determine C (x ), the total cost function in dollars, from the given
information.
dC
a = (2x + 3) dollars per unit. C(0) = 100.
dx
dC
b = x(3x + 2) dollars per unit. C(0) = 5000.
dx
5 For each of the following, determine R(x), the total revenue function in dollars, given the
following information.
dR
a = 50 dollars per unit. R(0) = 0
dx
dR
b = (50 − 0.05 x) dollars per unit. R(0) = 0
dx
6 If R(x) is the total revenue from the sale of x items and is such that
dR
= (400 − 0.4x ) dollars per unit
dx
and R(0) = 0, find the total revenue produced from the sale of 100 items.

7 A hole in a balloon causes it to deflate such that the rate of change of volume with respect to time
dV
is given by = − (20 + 10t) cm 3/s.
dt
Find an expression for the volume of the balloon after t seconds given that when t = 0, V = 7000 cm3.

8 A, the area of an oil slick, in m2, t hours after

observation commenced was found to be
dA 2
such that = 100 m /h.
dt

gurK sirK/segamI ytteG

Is the slick increasing in area or decreasing?
If the area of the slick was 10 000 m2 when
observation commenced, find a formula
for A in terms of t.

9 $C is the total cost of producing x kg of a particular commodity. The rate of change of C with
respect to x is $40 per kg at all levels of production.
The fixed costs are $1000, i.e. C(0) = 1000.
Find C as a function of x.

10 The total revenue for the production and sale of the x units of a particular commodity is given by
dR 2000 - x
$R(x ) and is such that = .
dx 10
Given that R(0) = 0, find R(x) in terms of x and determine R(1000).

ISBN 9780170390408 7. Antidifferentiation 147

 11 The manufacturers of a particular sports car find that their sales are usually about 20 cars per
week. They run an advertising campaign lasting four weeks. During this time S, the total number
of the sports cars sold since the model was first introduced changes such that
dS
= 20 + 20t − 3t
2
dt
where t is the number of weeks the campaign has been running.
Find the number of cars sold a in the first week of the campaign,
b in the second week of the campaign,
c during the four week campaign.

yfrieN/moc.kcotsrettuhS
Can a calculator do antidifferentiation for us?
If you continue with later units of Mathematics Methods you will see that when we apply a
particular ‘summation’ process to the function f (x ) = x2, the values we get fit the same function
x3
that antidifferentiating x2 gives, i.e. + c. This summation process is called integration and uses
3
the following ‘stretched S’ symbol, ∫ , an s being used due to the link with a Summation process.
Hence with this integration process, that you will meet in a later unit, giving the same function as
the antidifferentiation process of this chapter, we tend to use the same stretched S symbol and the
word integration when we are determining antiderivatives.
Thus:
• Instead of being asked to find the antiderivative of 6x 2 + 7 we could be asked to integrate 6x2 + 7.
• The fact that the antiderivative of 6x2 + 7 is 2x3 + 7x + c
could be written as ∫
(6 x 2 + 7) dx = 2x3 + 7x + c.

• The left-hand side of the previous equation tells us to integrate (or antidifferentiate) 6x 2 + 7,
‘with respect to x’. The stretched S and the dx act like a ‘wrap’ around the expression 6 x2 + 7.
The stretched S telling us that we are antidifferentiating, or integrating, and the dx telling us
which variable is involved, in this case, x.

∫ (6t 7) dt = 2t 3 + 7t + c.
2
In this way +

148 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

• Using this notation our general rule for antidifferentiating axn could be written:

n ax n 1
+

∫ ax dx = n +1
+c

• The ‘+ c’, already encountered in this chapter, is called the constant of integration (or the constant
of antidifferentiation). If sufficient information is given this constant can be determined, as has
already been seen.

• Because integrals of the form ∫ f ( x ) dx involve a constant of integration they are called
indefinite integrals.

EXAMPLE 4

Find the following indefinite integrals.

a ∫
12x 2 dx , b ∫
(12x 2 + 2x - 3) dx .

Solution
12x 3
∫ 12 x dx c
2
a = +
3
= 4x 3 + c
12x 3 2x 2
b ∫ (12x + 2x - 3) dx
2
= + − 3x + c
3 2
= 4x3 + x 2 − 3x + c

So, to answer to the question posed earlier:

Can a calculator do antidifferentiation for us? ∫6·x 2+7 dx
2·x3 + 7·x
Some calculators do indeed have the ability to perform ∫12·x 2
dx
the antidifferentiation process but they tend to use the 4·x3
stretched S symbol when determining antiderivatives, ∫12·x +2·x–3 dx 3 2
2

4·x + x – 3·x
as shown on the right.
The displays may feature spaces for entries to be made
□
above and below the integral sign, see right.
∫□ 6·x2+7 dx
This is for definite integrals, a concept you will meet if you 2·x3 + 7·x
continue to higher units in this course of study. For this unit,
if you have access to such a calculator simply leave such
entries empty.
Note carefully: Calculators tend to omit the ‘+ c’ so we must remember to include it with our answers
when determining indefinite integrals.

ISBN 9780170390408 7. Antidifferentiation 149

 Exercise 7C
Find the following indefinite integrals.

1 ∫ x 2 dx 2 ∫ x dx 3 ∫ x 3 dx

4 ∫ 2 dx 5 ∫ 10x 4 dx 6 ∫ 8 x 3 dx

7 ∫ (4 x + 1) dx 8 ∫ (6 x 2 - 5) dx 9 ∫ (8 x - 7) dx

10 ∫ ( x + 9 x 2 ) dx 11 ∫ ( x - 1) dx 12 ∫ (2x + 3)(3x + 1) dx

13 ∫ 6 x ( x + 1) dx 14 ∫ x 2 (8x - 3) dx 15 ∫ 6 x ( x + 1)2 dx

Miscellaneous exercise seven

This miscellaneous exercise may include questions involving the work of this chapter, the
work of any previous chapters, and the ideas mentioned in the Preliminary work section at
the beginning of the book.

Express each of the following as a power of ten.

1 10 000 2 0.1 3 109 ÷ 103

4 105 × 1000 5 105 ÷ 1000 6 107 × 105 ÷ 1 000 000

3
7 10 8 10 9 1000

Find the value of n in each of the following.

10 5n = 1 11 51 = n 12 3n = 243

13 3 × 3n = 243 14 73 × 7n = 78 15 106 ÷ 10n = 100

16 10 000 × 10n = 109 17 2n ÷ 4 = 26 18 98 ÷ (94 × 9n) = 81

19 A particular sequence is arithmetic with a common difference of 6 and a second term equal to 16.
Define the sequence by stating the first term, T1, and giving Tn 1 in terms of Tn.
+

By how much does the sum of the first fifteen terms of this sequence exceed the fifteenth term?

dy
20 Find for each of the following.
dx
a y=5 b y = 5x + 5 c y = 5x2 + 5x + 5
1
d y = 5x3 + 5x2 + 5x + 5 e y = x2 + x f y=
2x 3

150 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

21 If f (x ) = 4x2 − 3x + 2 find
a f (3), b f (−1), c f ′(x ), d f ′(3).
22 Find the gradient of y = x2 + 2x + 1 at the point (3, 16).
23 Find the gradient of y = 3x2 − 6x at the point (2, 0).

24 Use calculus and algebra to determine the coordinates of any point(s) on the curve
y = x 3 − 21x2 − 96x + 2900 where the gradient is zero.
25 Describe the graphs of each of the following in terms of a transformation of the graph of y = 5x.
1
a y = 5x + 1 b y = 5x +1 c y =5 − x
d y=
5x

26 Find the average rate of change of the function y = x2 + x from the point on the curve where x = 3
to the point on the curve where x = 5.

27 Find the coordinates of the points on the graphs of the given functions where the gradient is
as stated.
a y = 3x2 + 5x, gradient = −1. b y = x3 + 2x, gradient = 5.
28 The quadratic function y = (x − a)(x + b ) cuts the x-axis at (−3, 0) and (7, 0). Given that a > 0
and b > 0, determine:
a the value of a and of b.
b the coordinates of the point where the function cuts the y-axis.
c the gradient of the quadratic at the points where it cuts the x-axis.
d the coordinates of any points on the quadratic where the gradient of the curve is equal to 6.
e the equation of the tangent to the quadratic at the point where the quadratic cuts the y-axis.

29 The curve y = (x − a)(x + b), a > 0 and b > 0, cuts the x-axis at two points P and Q and cuts the
y-axis at the point R(0, −12). If point P has coordinates (−4, 0) find a, b and the gradient of the
curve at points P, Q and R.

30 The total cost, $C, of producing x units of a particular product is given by

1 3
C = 20 000 + 2000x − 20x2 + x.
15
a Find an expression for the instantaneous rate of change of C with respect to x.
b Find the rate of change of C , with respect to x, when x = 50.
c If each unit sells for $2500 find an expression for P(x), the profit made when x units of the
product are produced and sold.
d Find the rate of change of P, with respect to x , when x = 50.

ISBN 9780170390408 7. Antidifferentiation 151

 31 What can we conclude from the display on the right about
Define f(x) = 4x3+9x 2–210x+75
the graph of Done
y = 4x3 + 9x2 − 210x + 75? Solve
 d ( f (x)) 0, x 


dx
 =

32 A rectangular box is to be made to the following

 

x = –5 or x =
7
requirements: f(–5) 2
850
• The length, l cm, must be twice the width, w cm. f(3·5)
• The 12 edges must have a total length of 6 metres, –378.25
i.e. 4l + 4w + 4h = 600, where h cm is the height of the box.
a Copy and complete the following table:

Width (cm) Length (cm) Height (cm) Volume (cm 3)

10
20
30
40

Continue your table for suitably chosen values for w in order to find, to the nearest
centimetre, the dimensions of the box that meet the given requirements and that maximise
the volume of the box.
b Express the volume of the box in terms of w and use calculus to confirm the answer you
obtained in part a.

33 The diagram on the right shows the cross section of a tunnel with y
a truck just able to enter. With units in metres, and x- and y-axes as
shown, the outline of the cross-section of the tunnel has equation
y = 12 − x2. thgieh
Modelling the cross-section of this truck as a rectangle, with
base and height as indicated, find the dimensions and area of
such a rectangle that will just fit into the tunnel, if the area of the x
rectangle is to be a maximum. base
33279967531 gnaygnahz/moc.kcotsrettuhS

152 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

8.
Rectilinear
motion
• Displacement, speed and velocity
• Displacement from velocity
• Miscellaneous exercise eight
Situation
Two towns, A and B, are linked by straight road of length 60 km. The distance time graph shown below
is for the motion of a cyclist travelling from town A to town B, and a delivery truck making the round
trip from A to B and back to A again.

60 Town B

50

)mk( A nwot morf ecnatsiD

40

30

20

10

Town A
7 8 9 10 11 12
Time (a.m.)

• When did the cyclist leave town A?

• When did the cyclist reach town B?
• The cyclist stopped twice for a rest. How long was each stop?
• What speed did the cyclist maintain
a prior to the first stop?
b between the two stops?
c after the second stop?
• What speed did the delivery truck maintain
a from town A to B?
b from town B back to A?
• Estimate the time and distance from A of
the place where the delivery truck passed
the cyclist when they were both travelling
towards B.
relluM soliM/moc.kcotsrettuhS

• Estimate the time and distance from A of

the place where the delivery truck passed
the cyclist when the truck was returning
to A.

ISBN 9780170350495 8. Rectilinear motion 155

 The situation on the previous page involved a position-time graph, or travel graph. As you probably
realised, the speed of the cyclist or the delivery truck could be found from the gradient of the
appropriate line. Horizontal lines indicated stops, steeper lines indicated greater speed etc. The graph
involved only straight lines. If curves were involved the speed could again be found from the gradient
but we would then need to draw tangents or use differentiation to determine instantaneous rates
of change.
Notice here that we are talking about the speed of something − what is the difference between speed
and velocity?

WS
Displacement, speed and velocity
Rates of change

One of the commonest rates of change that concerns us is the rate at which we change our location.
If we measure our location as a displacement from some fixed point or origin, then the rate at
WS
which we change our displacement is our velocity. Displacement and velocity are what are called
Graphs of rates vector quantities, they have magnitude (size) and direction. For example, our displacement might
of change
be 5 kilometres north of some origin and we might be travelling with a velocity of 6 km/hour south.
On the other hand distance and speed are scalar quantities. They have magnitude only. For example
WS we might travel a distance of 6 km at a speed of 60 km/hour. This chapter considers only rectilinear
motion − motion in a straight line. For motion in a straight line there are only two possible directions
Straight-line motion 1
and these are distinguished by the use of positive and negative.
Consider the following diagram which shows the location and velocity of four objects (referred to as
WS
‘bodies’, but by that we do not mean cadavers!).
The origin, O, is as shown and positive x is to the right.
Straight-line motion 2

Origin
2 m/s 10 m/s 5 m/s 3 m/s

–8 –7 –5 –4 –2 –1 1 2 3 4 6 7 8 9 11 12 x
metres
Body Body Body Body
D C A B

The table below shows how the directions of the displacement and velocity vectors can be indicated by
use of positive and negative.

Body Distance from O Displacement from O Speed Velocity

A 5 metres 5 metres 5 m/s 5 m/s
B 10 metres 10 metres 3 m/s − 3 m/s
C 3 metres − 3 metres 10 m/s 10 m/s
D 6 metres − 6 metres 2 m/s − 2 m/s

156 MATHEMATICS METHODS Unit 2 ISBN 9780170350495

If our displacement, x metres, from some fixed origin, O, is a function of time then

dx
dt
gives the rate of change of this displacement with respect to time, i.e. it gives our velocity, v m/s.
For example, if x = 5t 3 + 6t 2 + 7t + 1
dx
then v = = 15t2 + 12t + 7.
dt
Similarly, if x = 5t 2 + 6 then v = 10t;
if x = 5t 3 − 3t + 1 then v = 15t2 − 3.

EXAMPLE 1

A body moves in a straight line such that its displacement from an origin O, at time t seconds, is
x metres where x = t3 + 6t + 5.
Find the displacement and velocity when t = 3.

Solution
x = t3 + 6t + 5.
When t = 3, x = (3)3 + 6(3) + 5
= 50.
dx 3t2 + 6.
v= =
dt
When t = 3, v = 3(3)2 + 6
= 33.
When t = 3 the displacement is 50 m, and the velocity is 33 m/s.
Or, using a calculator:
t3+6t+5t = 3
50
d (t3+6t+5)t = 3
dt 33

ISBN 9780170350495 8. Rectilinear motion 157

 EXAMPLE 2

A body moves in a straight line such that its displacement from an origin O, at time t seconds is
x metres where x = 5t2 + 7t + 3.
Find a the displacement from O when t = 0,
b the initial (i.e. t = 0) velocity of the body,
c the value of t for which the velocity is 52 m/s.

Solution
a When t = 0, x = 5(0)2 + 7(0) + 3 = 3
The displacement from O when t = 0 is 3 m.

1liarnacS/moc.kcotsrettuhS
dx
b If x = 5t2 + 7t + 3 then v =
dt
= 10t + 7.
Thus when t = 0, v = 7.
The initial velocity of the body is 7 m/s.
c If v = 10t + 7 then for v = 52 m/s we have 52 = 10t + 7
i.e. 45 = 10t
so t = 4.5.
The body has a velocity of 52 m/s when t = 4.5.

EXAMPLE 3

A particle is initially at an origin O. It is projected away from O and moves in a straight line such
that its displacement from O, t seconds later, is x metres where x = t (12 − t).
Find a the speed of initial projection,
b the distance the particle is from O when t = 3 and when t = 7,
c the value of t when the particle comes to rest and the distance from the origin at that time,
d the distance the particle travels from t = 3 to t = 7.

Solution
dx
a If x = 12t − t2 then v=
dt
= 12 − 2t.
Thus when t = 0, v = 12.
The speed of projection is 12 m/s.

158 MATHEMATICS METHODS Unit 2 ISBN 9780170350495

 b If t = 3 then x = 3(12 − 3)
= 27
If t = 7 then x = 7(12 − 7)
= 35
The particle is 27 m from O when t = 3 and 35 m from O when t = 7.
c With v = 12 − 2t then the particle being at rest means 12 − 2t = 0,
i.e. t = 6.
When t = 6, x = 6(12 − 6)
i.e. x = 36.
The particle is at rest when t = 6 and it is then 36 m from O.
d When t = 3, the particle is 27 m from O.
When t = 7, the particle is 35 m from O.
However, the distance travelled in this time is not simply (35 − 27) m. Our answer to c
indicates that the particle stopped when t = 6,
i.e. at x = 36 m.

A B C
27 28 29 30 31 32 33 34 35 36

From t = 3 to t = 7 the particle travels from A to C to B, i.e. 9 m + 1 m = 10 m.

The particle travels 10 m from t = 3 to t = 7.

Exercise 8A
1 A long straight road links three towns A, B and C with B between A and C. From town A it is
130 km to B and a further 140 km to C. A truck leaves A at 8 a.m. and travels to B. For the first
half hour the truck maintains a steady speed of just 60 km/h due to speed restrictions. After this
the truck is able to maintain a higher speed and arrives in town B at 9.30 a.m. Unloading and
loading in town B takes one hour and then the truck travels on to C maintaining a steady 80 km/h
for this part of the journey.
A car leaves A at 9 a.m. that same morning and travels directly to C. Subject to the same speed
restrictions it too maintains a steady 60 km/h for the first half hour. After this first half hour the
car then maintains a steady 100 km/h all the way to town C.
Draw a distance time graph for this situation and use your graph to answer the following questions.
a When does each vehicle reach town C?
b What steady speed did the truck maintain from 8.30 a.m. to 9.30 a.m.?
c What was the average speed of the truck from A to B (to the nearest km/h)?
d When and where did the car pass the truck?

ISBN 9780170350495 8. Rectilinear motion 159

 2 Copy and complete the given table for the situation shown below.
Origin, O
3 m/s 5 m/s 7 m/s 6 m/s at 2 m/s
rest
–10 –8 –7 –6 –4 –3 –2 1 3 4 5 7 9 10 11 12 x
metres
Body Body Body Body Body Body
E D F A B C

Body Distance from O Displacement from O Speed Velocity

A
B
C
D
E
F

3 For each of the following, x metres is the displacement of a body from an origin O, at time t
seconds. Find the instantaneous velocity of the body for the given value of t.
a x = t2, t = 2. b x = 2t3 + 7t − 1, t = 2.

For questions 4 to 9, x metres is the displacement of a body from an origin O at time t seconds.
For each question find a the initial displacement from O,
b the initial velocity,
c the speed of the body when t = 3.

4 x = 3t2 + 5t + 6 5 x = t(t − 3) 6 x = 2t3 − 3t2 + t

7 x = 6t + 3 8 x = 2t2 − 20t − 3 9 x = 1 − 6t + 12t2 − 8t3
10 The displacement of a body from an origin O, at time t seconds is x metres where
x =  3t2 + 2t + 1.
Find the displacement and velocity and of the body when t = 2.

11 The displacement of a body from an origin O, at time t seconds is x metres where

x = 2t3 − 3t2 + 4t − 1.
Find the displacement and velocity of the body when t = 1.

For questions 12 to 14, x metres is the displacement of a body from an origin at time t seconds.
For each question find a the displacement when t = 1,
b the velocity when t = 1,
c t, (≥ 0), when the velocity is 20 m/s.
12 x = t2 + 6t + 1 13 x = t3 − 4t2 + 4t + 5 14 x = t3 − 3t2 + 11t + 3

160 MATHEMATICS METHODS Unit 2 ISBN 9780170350495

15 The displacement of a body from an origin O, at time t seconds, is x metres where
t3
x = 27t + 3t2 − − 90, t ≥ 0.
3
Find the displacement of the body from O when the velocity is zero.

For questions 16 to 19, x metres is the displacement of a body from an origin at time t secs.
For each question find a the displacement when t = 2,
b the displacement when t = 8,
c t, (≥ 0), for which the body is at rest,
d the distance travelled from t = 2 to t = 8,
e the distance travelled in the 3rd second.

16 x = 20t − t2 + 9 17 x = t2 − 8t + 20
18 x = 12t − t2 + 20 19 x = t3 − 6t2 − 15t + 140
20 A body is projected from ground level, vertically upwards, with an initial speed of 50 m/s.
The body attains a height of x metres above ground level, t seconds after projection where
x = 5t ( p − t) + q with p and q constant.
a Find p and q.
b Find the height and velocity of the body four seconds after projection.
c What will be the speed of the body when it reaches its highest point and how high will it be
then?

21 A body is projected vertically upwards from ground level, with initial speed b m/s. The height it
attains, t seconds after projection is x metres where x is given by
x = bt − 5t2.
Find the speed of projection if the body just reaches a height of 180 m.

22 Two particles, A and B , are travelling along the same straight line. Their displacements from an
origin O, at time t seconds, are x A and x B where
xA = 2t2 + 3t − 6 and xB  = 30 + 60t − 3t2.
These rules apply for 0 ≤ t ≤ t1 where t1 is when the
particles collide.
a Find t1.
b Find how far from O the collision occurs.
Which of the following occur when t = t1?
kotykkin/moc.kcotsrettuhS

c
• A catches up with B,
• B catches up with A,
• A and B collide ‘head-on’.

ISBN 9780170350495 8. Rectilinear motion 161

 Displacement from velocity
From our understanding of antidifferentiation, or integration, as the reverse of differentiation it follows
that integrating velocity with respect to time will give displacement.
i.e. x = ∫ v dt
Thus:

Differentiate with respect to time.

Displacement Velocity

Antidifferentiate with respect to time.

Remember that antidifferentiation, or integration, will introduce a constant which, given sufficient
information, may be determined.

EXAMPLE 4

A particle travels along a straight line with its velocity at time t seconds given by v m/sec where
v = 3t2 + 2.
The initial displacement of the particle from a point O on the line is ten metres. Find the
displacement from O when t = 5.

Solution
dx
If v = 3t2 + 2 then = 3t2 + 2.
dt
Thus x = ∫ (3t 2 + 2) dt
t 3 + 2t + c .
=

We know that initially, i.e. when t = 0, x = 10.

\ 10 = (0)3 + 2(0) + c
i.e. c = 10.
Thus x = t3 + 2t + 10.
\ When t = 5, x = 53 + 2(5) + 10
= 145.
When t = 5 the displacement from O is 145 metres.

162 MATHEMATICS METHODS Unit 2 ISBN 9780170350495

Exercise 8B
Questions 1 to 6 all involve rectilinear motion with x metres and v m/s being the displacement and
velocity of a body respectively, relative to an origin O, at time t seconds.

1 If v = 6t2 + 4 find the displacement when t = 2 given that for t = 1, x = 5.

2 If v = 10 find the displacement when t = 2 given that for t = 1, x = 24.

3 If v = 10t − 23 find the times when the body is at the origin given that when t = 1, x = − 6.

4 If v = t(t + 2) and when t = 3, x = 13, find the initial displacement.

5 If v = 6t − 18 find the velocity when the body is at the origin, O, given that at the time t = 3, x = −3.

6 If v = 4t − 10, and when t = 0 the body is at the origin, O, find

a when the body is next at O
b the displacement of the body when the velocity is zero.

7 A particle travels along a straight line with its velocity at time t seconds given by v m/s
where v = 4t + 1. Find the distance travelled in the fifth second.

8 A particle travels along a straight line with its velocity at time t seconds given by v m/s
where v = 9 − 2t. Find the distance travelled in the fifth second.

Miscellaneous exercise eight

This miscellaneous exercise may include questions involving the work of this chapter, the
work of any previous chapters, and the ideas mentioned in the Preliminary work section at
the beginning of the book.

1 For each of the following, without using a calculator, write the coordinates of the point where
the graph meets the y-axis.
a y = 2x4 + x3 + 3x2 − 2x − 6 b y = 15 + 2x − 7x2 − 2x3
c y = 12 d y = 3x + 9
x+2
2x + 8
e y= f y = (x − 1)(x + 1)(x − 3)(x + 4)
x- 2
2 For each of the following, without using a calculator, write the coordinates of the point(s) where
the graph meets the x-axis.
a y = 2x − 6 b y = 6 + 2x
c y = x2 − 9 d y = (2 − x)(x − 7)
e y = (x − 3)(x + 2)(2x − 7) f y = (x − 1)(x + 1)(x − 3)(x + 4)

ISBN 9780170350495 8. Rectilinear motion 163

 Express each expression of questions 3 to 14 as a power of 2. (I.e. in the form 2n.)

1 1
3 2 × 4 × 8 × 16 × 32 4 5 6 0.5
16 2×4 ×8

7 0.25 8 27 × 23 9 27 × 23 × 2 × 4 10 27 × 23 ÷ 16

11 82 12 2 + 2 + 2 + 2 13 1 14 (26 ÷ 22)2

Determine the value of n in each of questions 15 to 23.

15 a4 ÷ a9 = an 16 a9 ÷ an = a4 17 an ÷ a9 = a4
18 (a2)3 = an 19 ( a )n = a5 20 a ×3 a = an
a9 ÷ an a5
21 (a2)n × a = a7 22 = a3 23 = an
a3 × a2 a
State the first five terms for each of the sequences given in numbers 24 to 29.

24 Tn + 1 = Tn + 6, T1 = 15. 25 Tn + 1 = Tn − 7, T1 = 100.
26 Tn = 5Tn 1, T1 = 4.
−
27 Tn + 1 = 4Tn, T3 = 96.

28 …, T6 = 243, T7 = 249, T8 = 255, T9 = 261, T10 = 267, …

29 …, T7 = 2916, T8 = 4374, T9 = 6561, T10 = 9841.5, T 11 = 14 762.25, …

utremot/moc.kcotsrettuhS

30 If the angles of a triangle are in arithmetic progression, show that one of the angles must be 60°.

dy
31 Determine for each of the following.
dx
a y = 3x2 b y = 1 + 5x3 c y = 0.5x2 + 3x − 2
d y = (1 + 3x)(5x − 2) e y = (1 + 3x )2 f y = (1 + x )(1 − x )

164 MATHEMATICS METHODS Unit 2 ISBN 9780170350495

32 Differentiate each of the following with respect to x.
a 7x 2 b 2x 3 + 5
c 3x 4 + x 3 − 5x2 + 9x − 2 d (3x − 2)(x 2 + 1)
33 Find the gradient of y = 2x3 + x at the point ( −1, −3).

34 If f (x) = 3x2 + 2x + 5 determine

a f (1) b f (−1) c f ′(x ) d f ′(2)
35 Find the point(s) on the following curves where the gradient is as stated.
a y = 5x2. Gradient of 5. b y = 5x3. Gradient of 60.
c y = x2 + 3x. Gradient of 7. d y = x3 − 3x2. Gradient of 24.
36 Determine the gradient of
12 6
a y= at (2, 3), b y= at (4, 3).
x 2
x
37 At what point on the quadratic y = x 2 − 4x − 1 is the tangent parallel to the straight line
y = − 2x + 5?
38 Find the equation of the line tangential to the curve y = x 2 and perpendicular to the line 2y = x + 6.
39 An object leaves a point P and travels directly away from
20
P, in a straight line, with its distance from P, in metres, .)sertem( P morf ecnatsiD
t seconds later, as given by the curve in the graph on 15
the right.
The graph also shows the tangents to the curve at t = 5 10
and t = 8. Use the graph to determine
5
a the average speed of the object for the interval t = 0
to t = 5,
b the average speed of the object for the interval t = 5 5 10
t (secs)
to t = 8,
c the speed of the object when t = 5,
d the speed of the object when t = 8.

40 The displacement of a body from an origin O, at time t seconds, is x metres where

x =  3t2 − 12t + 1.
a Find the initial velocity of the body.
b Find the initial speed of the body.
c The value of t for which the body has a velocity of 3 m/s.
d The values of t for which the body has a speed of 3 m/s.

41 The graph of y = ax 2 + bx − 2 passes through the point (− 3, 10) and its gradient at that point is −13.
Find a and b and determine the coordinates of the point on the curve where the gradient is − 1.
4
42 Find the equation of the tangent to y = x − at the point (4, 3).
x

ISBN 9780170350495 8. Rectilinear motion 165

 43 Given that f (x) = ax3 + bx2, f (2) = − 4 and f ′(3) = 99, find f (x ), f (3) and f ′(2).
44 For f (x) = 2x3 − 5x + 3, and using your calculator if you wish, determine
a f (12), f (17) and f (49). b f ′(12), f ′(17) and f ′(49).
45 Find the following indefinite integrals.

a ∫
60 dx b ∫
60x dx

c ∫
60x 2 dx d ∫
60x 3 dx

∫ 60 x dx ∫ 60 x dx
4 5
e f

∫ (8x 15x 2 + 2) dx ∫ (4 - 3x + 2x x 3 ) dx
3 2
g - h -

i ∫ ( x - 3)( x + 3) dx j ∫ 24 x (2x - 1) dx
2

46 Find y as a function of x given that

dy
a = 4x − 3 and when x = 2, y = 5.
dx
dy
b = 6x2 − 2x + 4 and when x = − 1, y = 0.
dx
dy
c = 8x3 − 12x2 − 4x + 11 and when x = 2, y = 4.
dx
dy
47 Given that = 10x 4 − 6x + 1, and that when x = −1, y = 4, find y when x = 2.
dx
48 The radius of a sphere is increasing in such a way that the volume, V cm3, at time t seconds is
25t 3
given by V = 7500 + 5400t − 450t2 + for 0 ≤ t ≤ 12.
2
Calculate
a the volume when t = 0,
b the volume when t = 12,
c an expression for the instantaneous rate of change in the volume with respect to time,
d the rate at which the volume is increasing (in cm 3/s) when t = 2, when t = 4 and when t = 10.
49 For y = 3x2 + 2x + 1 determine:
a by how much y changes when x changes from x = 0 to x = 10.
b the average rate of change in y , per unit change in x , when x changes from x = 0 to x = 10.
c the instantaneous rate of change of y , with respect to x , when x = 0.
d the instantaneous rate of change of y , with respect to x , when x = 10.

166 MATHEMATICS METHODS Unit 2 ISBN 9780170350495

 dy
50 One of the graphs A to D shown below has = (1 − x)(x + 3). Which one?
dx
y y y y

x x x x

A B C D

51 A company manufacturing toys wishes to launch a new product but is not sure what price to
charge for it. If they charge more they will make more profit on each one they sell but will they
sell less because of the higher price?
The minimum they anticipate charging for each of the new toys is $15.
Market research indicates that if they charge $(15 + x) the ‘demand curve’, (likely sales figure,
S thousand, plotted against x) has equation:
S = 6 + 6x − x 2.
Clearly showing your use of calculus, determine the price the company should charge for each toy
to maximise likely sales and find what this maximum sales figure would be.

52 An object moves in a straight line such that its distance, x metres, from some point S on the line,
at time t seconds, is given by x = 0.25t3 + 3. Find
a the distance the object is from S when t = 2,
b the distance the object is from S when t = 6,
c the average rate of change in the distance from S from t = 2 to t = 6,
d the instantaneous rate of change of x per second when t = 2,
e the instantaneous rate of change of x per second when t = 6.

53 A group of go kart enthusiasts wish to purchase some land xm

for a go kart track (see diagram).
rm rm
The perimeter of the track is to be 500 metres.
a Find an expression for x in terms of r (and π).
b Find an expression for A, the area enclosed by the rm rm
track, in terms of r.
xm
c Use differentiation to show that for A to be a Semicircles, radius r m.
maximum the track should be made circular.

54 On 1 January 2015 Nadine opens an account by depositing $5000 in an account earning interest
at 6.8% compounded annually. On every 1 January thereafter Nadine adds a further $800 to the
account. If the interest remains at 6.8% throughout how much is the account worth when Nadine
closes it on 31 December 2025?

ISBN 9780170350495 8. Rectilinear motion 167

 55 The organisers of a scheme to raise funds to send a group of dancers to an interstate competition
plan to sell boxes of cakes. They estimate that if they charge $3 per box they will sell 120 boxes.
For each five cents that they raise the price per box they expect their sales to decrease by one box.
Suppose they raise the price by ‘x ’ lots of five cents i.e. by 5x cents.
The price per box will then be $(3 + 0.05x ).
a Write down an expression, in terms of x, for the number of boxes they would then expect to sell.
b Write down a revenue function, R(x), for the total revenue (i.e. total income before costs are
deducted) for selling this number of boxes at this price.
c What price should they sell each box for to maximise the revenue?
d What would this maximum revenue be?
It costs the organisers $2 to produce each box of cakes.
e Write down a profit function, P(x), for the total profit they could expect for selling the cakes
at $(3 + 0.05x) per box.
f For what price should they sell each box to maximise their profit?
g What would this maximum profit be?

56 The displacement of a body from an origin O, at time t seconds, is x metres where x is given by:
x = 10t − t2 + 4.
Find a the displacement when t = 7
b the value of t when the body is at rest
c the distance the body travels from t = 1 to t = 7.
57 The final sections of a big dipper ride at an y
A
amusement park has the shape shown on the right. II
B
The sections, A → B, B → C and C → D, are I C
III
quadratic functions. At B and at C, the points D
where one quadratic function flows into the next, 100 150
x
there are no ‘gaps’ between the functions and the
gradient at the end of one function is the same as the gradient at the beginning of the next.
• For section I, i.e. A→B the equation is y = 0.01x2 − 1.2x + 50.
• For section II, i.e. B→C the equation is y = ax2 + bx − 250.
• For section III, i.e. C→D the equation is y = cx2 + dx + 605.
• Point A has coordinates (0, e).
• Point B has coordinates (100, f ).
• Point C has coordinates (150, g).
• Point D has coordinates (h, 0).
Determine a, b, c, d, e, f , g and h.

168 MATHEMATICS METHODS Unit 2 ISBN 9780170350495

ANSWERS
Exercise 1A PAGE 8 82 5 83 8 84 8
85 10 86 8 87 9
1 36 2 8 3 16
88 8 89 10 90 8
4 1 5 1 6 2
91 7 92 3 93 2
7 1 8 2 9 1
94 2 95 15 96 3
10 8 11 1 12 –1
1
13 –32 14 1 15 –1 97 4 98 a7
99
a3
16 4 17 5 18 2
1 1
1 100 101 b6 102
19 3 20 9 21 b 5
b6
9
1
1 1 3
103 a2 104 105 a2
22 23 24 a6
4 8 4
106 b10 107 b18 108 –4a
5
1
25 26 7 27 5
6 1 a9
109 16a 5 110 111
1 a 2
b3
28 29 1 30 1
5 1
112 6a 3
113 114 a2
31 1 32 –2 33 125 a3
4 2 115 2a 116 8a5 117 32a5
34 35 36 27
3 3
10 y2 3
1 1 3 118 4a 2b4 119 120
37 38 39 a5 2a 4 b 3
27 16 2
y
1 121 122 –9a8b 123 a2b5
40 25 41 25 42 3x
16
1 3a 4 1 y3
43 44 216 45 2 13 124 125 126
512 2b 2 a 5
x4
46 2 6
47 2 14
48 2 8
127
b4 128 a4 + a 129 a2 + a4
49 2 0
50 2 –1
51 2 –3 a8
4
52 2–3 53 33 54 3 4 130 2a + 3 131 132 7(2n)
0 –1 0.5 5
55 3 56 3 57 3
0.25 –3 133 9
58 3 59 3 60 3 –0.5
61 36 62 102 63 10 –1
64 10 –1 65 10–2 66 10 –2 Exercise 1B PAGE 13

67 10 0 68 106 69 10 6 1 x=3 x=5

2 3 x=7
70 10 6
71 10 9
72 10 –3 4 x = –3 x = –5
5 6 x = –7
73 10 0.5 74 103 75 10 –0.5 7 a = 0.5 8 a = –0.5 9 y = –2
3
10 c = 3 11 d = 3 12 x = 3
76 10 2 77 5 78 4
13 x = 3 14 x = 6 15 x = 2
79 3 80 4 81 7

170 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

16 x=1 17 x = 0.75 18 x = –1 g In 1961 the first man in space, Yuri Gagarin, flew
19 x=3 20 x=2 21 x=5 his spacecraft at a speed of 27 400 km/hr,
i.e. approximately 7600 m/sec.
22 k = 0.75 23 p = –0.25 24 x = 1.5
3 a At the beginning of this century China had a
25 x=1 26 h=6 27 x = 0.5
population of approximately 1.27 × 109 and India
28 x=1 29 x = –0.25 30 n=2 had a population of approximately 1.03 × 109.
31 a = ±4 32 p = ±10 33 x=2 b The egg cell, or ovum, with a radius of
34 x=4 35 x = 16 36 x = 64 approximately 5 × 10–5 metres, i.e. 5 × 10–2 mm,
37 h = 0.25 38 y = 0.5 39 p=3 is the largest single human cell.
c It is thought that approximately 1.1 × 106 people
40 x = 10 000 41 x = ±5 42 x=± 2 die each year of malaria.
3
43 x = ±3 44 x = 1000 45 p = ±4 d Some adult wasps of a particular species could
weigh just 5 × 10–3 grams.
1
46 x=4 47 x = 81 48 x= e Concorde, the first supersonic passenger airliner,
16
had a cruising speed of 2.16 × 103 km/hr.
49 w=4 50 x=2 51 h = 24
4 a 12 000 000 b 46 800
9
52 x = –1 or 7 53 w= , i.e., 2.25 c 305 000 000 d 0.01
4
27 e 0.206 f 0.006
54 z= , i.e., 3.375
8 5 a 52 b 53 c 50.5
55 a The third solution is x = 0. d 5–1 e 5–2 f 5–0.5
b x = 0, x = –4, x = 4 g 5 7
h 5 7
i 56
c i x = 0, x = 4 ii x = 0, x = –5, x = 5 j 512 k 56 l 50
iii x = 0, x = 25 iv x = 0 m 55 n 52 o 55
6 a x=5 b x=4
Exercise 1C PAGE 16
5
c x = –2 d x=
1 x = 4.5 2 x = 3.2 2
3 x = 2.4 4 x = 2.8 5 1
e x= f x=
5 x = 6.7 6 x = 2.2 3 3
7 x = 2.46 8 x = 2.55 1
g x=– h x = –3
9 x = 3.32 10 x = 6.26 3
11 x = 3.86 12 x = 3.53 i x=–
2
j x =
1
13 x = 8.43 14 x = –1.51 5 4
15 x = 4.35 16 x = 3.34 3
k x=– l x=8
17 x = 2.74 18 x = –6.99, x = 3.38 2
1 4
7 a y=± b p=
Miscellaneous exercise one PAGE 17 3 9
1 Completed table not given here. y = –x3 + 2x2 – x + 7 c x= 3 d x=8
2
2 a Australia has an area of approximately
7 682 000 km2. 1
e x = ±5 f t=±
b Light travels at a speed of 300 000 000 m/sec. 5
c A golf ball has a mass of approximately 0.045 kg. 27
g t= h x=9
2
d The Earth is approximately 150 000 000 km from
the sun. ix = 0, x = 1 j x = 0, x = ±±1
e Gamma waves have a wave length less 8 a x = 1, x = 3 b x = 0, x = 2
than 0.000 000 000 01 metres. c x = –1, x = 0 d x = 1, x = 3
f The Earth orbits the sun at a speed of
approximately 107 000 km/hr.

ISBN 9780170390408 Answers 171

Exercise 2A PAGE 25 24 a 12 b 28 c 40

1 Rule: y = 3x 25 a y = 3x – 2 b y = 2x + 2
c y = 2x – 2 d y = 3x – 2
x 0 1 2 3 4 5 e y = 3x 1 + 2
+
f y = 2x – 2 – 2
y 1 3 9 27 81 243
Exercise 2B PAGE 31
x
2 Rule: y=7 3 Approximately 61 million, assuming annual growth
rate for the given years continues.
x 0 1 2 3 4 5 4 Approximately 6000.
y 1 7 49 343 2401 16 807 5 a A = 80, k = 1.08
b 8%
3 Rule: y = 1.5 × 2x
c 1200
x 0 1 2 3 4 5 6 Approximately 1200.
y 1.5 3 6 12 24 48 7 a 68 b 29 c 0.84, 115
d 115 e 14
4 Rule: y = 1.75 × 8x 8 a k ≈ 80, a ≈ 0.92
x 0 1 2 3 4 5 b Approximately 27.

y 1.75 14 112 896 7168 57 344 c Approximately 2021.

9 a 10 000 of A and 1000 of B.
5 Rule: y = 2x + 1
b 4200 of A and 1300 of B.
c 6.2
x 0 1 2 3 4 5
10 a k ≈ 850, a is between 0.9 and 0.91.
y 2 4 8 16 32 64
b Approximately 14 weeks.

6 Rule: y = 2.5 × 4x + 1
Miscellaneous exercise two PAGE 35
x 1 2 3 4 5 6 1 a II b IV c III
y 40 160 640 2560 10 240 40 960 d I e III f IV
g III h I
7 a Quadratic b y = x2 + 1 2 a x = ±7 b x = ±10 c x = 10
8 a Exponential b y = 4x d x=2 e x=4 f x= 0
9 a Linear b y = 2x + 3 g x=3 h x = –1 i x = –2
10 a Quadratic b y = 2 x2 j x = –3 k x = –1 l x = –2
11 a Exponential b y = 1.5(8)x m x = –3 n x = 0, ±5 o x = –0.125
12 a Exponential b y = 5x p x = 0.5 q x = 0.25 r x = ±3
13 a Quadratic b y = x2 + x 3 a 12 000 b 12 610 000 c 0.000 26
14 a Exponential b y = 6x d 6 e 12 630
15 a Exponential b y = 3(2)x 4 a y = 2x 3, y = 8 × 2x
+
b y = 3x – 2
60 5 Check reasonableness of answers by evaluating 51.6 ,
16 a Reciprocal b y=
x 5 2.4 and 52.5 on a calculator.
17 a Cubic b y = x3 + 1 6 –2 or 0
18 a Linear b y = 20 – 3 x 7 0 or 2
19 a (0, 1) 8 a k ≈ 18.9, a ≈ 0.93
b Discuss your answer with your teacher. b Approx. 6.22 a.m. (Remember, graph shows
20–22 Discuss your answer with your teacher. number of half hours.)
23 a y = 2x b y = 3x

172 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

Exercise 3A PAGE 42 29 a The sequence is a geometric progression.
b The next three terms after the first are 1250,
1 18 2 26 3 44
1562.5 and 1953.125.
4 38 5 42 6 36
30 a The sequence is a geometric progression.
7 72 8 44 9 42
b The next three terms after the first are 21 600,
10 46 11 324 12 2744 19 440 and 17 496.
13 8 14 20 15 28 31 a T1 = 3, Tn = T n + 5.
+ 1
16 26 17 29 18 21 b The sequence is arithmetic.
19 27 20 9 21 162 32 a T1 = 1.5, Tn = Tn × 2.
+ 1
22 18 23 26 24 4374 b The sequence is geometric.
25 27 26 216 27 343 33 a T1 = 4, T2 = 9, T3 = 16, T4 = 25, T5 = 36.
28 91 29 4 30 7 b Neither arithmetic nor geometric.
31 49 32 94 34 a After 1 year, 2 years, 3 years and 4 years the
account is worth $1296, $1392, $1488 and $1584
Exercise 3B PAGE 48 respectively.
1 T1 = 6, Tn 1 = Tn + 4.
+
b The amounts are in arithmetic progression.
2 T1 = 28, Tn 1 = Tn – 2.
+
c T1 = $1200, Tn 1 = Tn + $96. +

3 T1 = 5, Tn 1 = Tn + 10.
+
35 T1 = 4, Tn 1 = Tn + 1.
+

4 T1 = 7.5, Tn 1 = Tn + 2.5.
+
36 T1 = $45 000, Tn 1 = Tn + $1500. The terms of the
+

5 T1 = 100, Tn 1 = Tn – 11. sequence progress arithmetically.

+

6 T1 = 6, Tn = 2T n – 1. 37 $68 000 in 2014, $71 400 in 2015, $74 970 in 2016,

$78 718.50 in 2017.
7 T1 = 0.375, T n = 4T n – 1.
T1 = $68 000, Tn 1 = 1.05Tn .
8 T1 = 384, Tn = 0.25Tn – 1 . +

38 T1 = $1500, Tn 1 = 1.08Tn .
9 T1 = 50, Tn = 3 Tn – 1 . +

39 T1 = $36 000, Tn 1 = 0.85Tn .

10 T1 = 1000, Tn = 1.1Tn – 1 . +

11 Neither arithmetic nor geometric. Exercise 3C PAGE 58

12 Geometric.
1 T100 = 506 2 T100 = 289
13 Arithmetic.
3 T100 = 815 4 T100 = –120
14 Arithmetic.
5 T25 = 5 × 224 6 T25 = 1.5 × 424
15 Neither arithmetic nor geometric.
7 T25 = 8 × 324 8 T25 = 11 × 224
16 Geometric.
9 T28 = 223 10 T20 = 3 495 265
17 Geometric.
11 T19 = 774 840 977 12 T45 = 6
18 Arithmetic.
13 T1 = 48, Tn 1 = Tn + 3. Julie successfully completes 90
19 Neither arithmetic nor geometric.
+

items on the 15th day.

20 Neither arithmetic nor geometric. 14 Substituting y for T n and x for n the rule
21 Arithmetic. Tn = a + (n – 1)d becomes y = dx + ( a – d).
22 Geometric. This is the equation of a straight line with gradient d,
23 T1 = 8, T2 = 11, T3 = 14, T4 = 17, Tn 1 = Tn + 3.
+
cutting the y-axis at (0, a – d ).
24 T1 = 100, T2 = 97, T3 = 94, T4 = 91, Tn 1 = Tn – 3.
+
15 Substituting y for T n and x for n the rule
25 T1 = 11, T2 = 22, T 3 = 44, T4 = 88, Tn 1 = 2Tn . a x
+
Tn = arn – 1 becomes y = arx – 1 , i.e. y = 
 r .
26 T1 = 2048, T2 = 1024, T3 = 512, T4 = 256,

 r 
Tn 1 = 0.5Tn .
+
An exponential function cutting the y-axis at  0,  
 a .
27 b Nn 1 = Nn + 800
+
 r 
28 a The sequence is a geometric progression.
b The next three terms after the first are 550, 605
and 665.5.

ISBN 9780170390408 Answers 173

16 As n → ∞, the ‘nd’ term in the expression a + (n – 1)d i Quadratic j Reciprocal
will dominate. k Linear l Exponential
Thus as n → ∞, Tn will be increasingly large and 2 a x ≈ 2.3 b x ≈ 2.6 c x ≈ 1.4
positive if d > 0 and increasingly large and negative
3 a 3 b –3 c –1
if d < 0.
d 0.5 e 0 f 1.5
17 As n → ∞,the n in the expression arn – 1 will dominate.
g –6 h 1.5
Thus as n → ∞,
8
if r > 1, Tn will become increasingly large, either 4 a Tn = 4 × 1.5n – 1 b Tn = × 1.5n
positively or negatively dependent on the sign of the 3
constant a. 5 243
if r < –1, T n will become increasingly large, alternating 6 a x=3 b x = –3 c x = –1
between large negative and large positive. d x=8 e x = ±8 f x = 11
if –1 < r < 1, Tn will become smaller and smaller, 7 a 4 b 64 c 9
maintaining the sign of the constant a if r is positive
d 0.2 e 2
and alternating between small positive and small
negative if r is negative. 8 a –4, b –4, 4, 4 c Neither
That is, if –1 < r < 1, as n → ∞, Tn → 0. 9 a –2, b –4, 8, 16 c Neither
18 The first four terms are 8, 11, 14, 17. The 50th term 10 a 48 – 4 k b 95.5
is 155. The 100th term is 305. 3a 2
11 a7 12 12x3y4 13
19 The first four terms are 100, 97, 94, 91. The 50th 2b 2
term is –47. The 100th term is –197. 9 48b
14 72a8b3 15 16
20 11, 22, 44, 88, 180 224, 184 549 376 8a 4b 3 a
21 2048, 1024, 512, 256, 0.0625 2a 5
17 18 k4 + 1 19 p3 – p6
22 a Tn = 9 + (n – 1) × 6, i.e. Tn = 6n + 3 b5
b Tn = 7 + (n – 1) × 1.5, i.e. Tn = 1.5n + 5.5 8
n–1 n–1 20 125 21 25 22
23 a 3 × 2 b 100 × 1.1 3
24 a 856 b 3495
c The 142 858th term. Exercise 4A PAGE 69

25 a 126 953.125 b The 14th term. 1 a 68 b 100 c 138

26 a 844 700 b The 60th term. 2 a 53 b 123 c 28
27 1, 8, 27, 64, neither 3 a –9 b 0 c 9
28 a 64 b 7 4 T 1 = 6, T2 = 11, T3 = 16, T4 = 21.
29 a 1850 b 2000 S1 = 6, S2 = 17, S3 = 33, S4 = 54.
30 a 7 971 615 b 5 5 T 1 = 11, T2 = 14, T3 = 17, T4 = 20.
31 a –1 835 008 b 7 S1 = 11, S2 = 25, S3 = 42, S4 = 62.
32 The amount in the account at the end of ten years 6 T 1 = 22, T2 = 19, T3 = 16, T4 = 13.
is $8635.70. S1 = 22, S2 = 41, S3 = 57, S4 = 70.
33 Just after the end of the 22nd year, i.e. early in the 7 T 1 = 25, T2 = 32, T3 = 39, T4 = 46. T5 = 53. Yes
23rd year. 8 T 1 = 1, T2 = 4, T3 = 9, T4 = 16. T5 = 25. No
34 Tn + 1 1.08 × Tn + $200,
= T10 = $11 533.01 9 a 48 b 8780
35 Tn + 1 = 1.08 × Tn – $200, T10 = $5738.39 10 a 174 b 60
11 5050
Miscellaneous exercise three PAGE 61
12 b 2088
1 a Quadratic b Exponential 13 b 14 309
c Linear d Quadratic
14 78 km, 1470 km 15 285
e Reciprocal f Linear
16 $31 500 17 A: $762 500 B: $734 000
g Linear h Quadratic
18 $6840

174 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

Exercise 4B PAGE 73 2 a S∞ exists and equals 200.
1 T1 = 6, T2 = 18, T3 = 54, T4 = 162. b S∞ exists and equals 400.
S1 = 6, S2 = 24, S3 = 78, S4 = 240. c S∞ does not exist.
2 T1 = 16, T2 = 24, T3 = 36, T4 = 54. d S∞ exists and equals 450.
S1 = 16, S2 = 40, S3 = 76, S4 = 130. e S∞ does not exist.
3 T1 = 1, T2 = 1, T3 = 2, T4 = 3, T5 = 5. No f S∞ exists and equals 50.
4 T1 = 8, T2 = 24, T3 = 72, T4 = 216, T5 = 648. Yes g S∞ exists and equals 0.9.
5 32 767 6 40 940
h S∞ exists and equals 2048.
3 0.6
7 650 871 8 104 139.36
4 66
9 3071.25, 12 287.25, 49 151.25
5 Table not shown here.
10 20 11 25
a 25 mg b 10 mg
12 393 216, 524 287.5 13 $1 015 000
6 250.
14 a Approximately 5500 tonnes.
The idea that the athlete’s performance might
b Approximately 6050 tonnes.
diminish according to some geometrical pattern is not
c Approximately 6655 tonnes. unreasonable as he would tire as time went on. Hence
d Approximately 107 000 tonnes. the situation could feasibly be modelled by a
15 a Approximately $69 000. geometrical sequence but we would be surprised if the
numbers exactly fitted the model.
b Approximately $79 350.
However, if the geometrical sequence were continued,
c Approximately $211 000.
by the 10th minute the athlete is completing the
d Approximately $1 218 000. exercise approximately 7 times and by the 15th minute
16 Entries in last line of table are: approximately 2 times so it could be argued that there
1/1/18 $1200 × 1.14 $1200 × 1.13 $1200 × 1.12 is resting going on in these later minutes. If the
athlete has to complete the exercise at least once each
$1200 × 1.1 $1200 $7326.12
minute then counting would stop after about 18
Immediately following the deposit of $1200 on 1/1/29 minutes with a total of about 245 completions.
there will be $43 140 in the account, to the nearest
7 a 1.2 m b Approx. 9 cm. c 8m
dollar.
8 11.67 m
17 $14 784
18 a Approximately 2653.
Miscellaneous exercise four PAGE 81
b Approximately 3299. 6 8
1 a 2 b 2 c 27
c Approximately 3299.
d 22 e 210 f 22
d Approximately 43 200. 14 0
g 2 h 2 i 25
e Approximately 125 700.
1 9
19 a 17 years 2 3 16 4 (i.e., 2.25)
2 4
b Approximately 79 500 tonnes.
1
20 a First term $P, common ratio 1.095, number of 5 1 6 64 7 (i.e., 0.04)
25
terms 21.
1 1
b 829.7 8 9 5 10
3 7
Exercise 4C PAGE 79 11 Compare your reasoning with that of others in
your class.
1 GP A: a 0.4 b S∞ exists and equals 40.
GP B: a 1.5 b S∞ does not exist.
GP C: a 0.3 b S∞ exists and equals 50.

ISBN 9780170390408 Answers 175

12 T1 , T2 , T3 , T4 , T5 , … Recursively defined 5 y
a 17, 22, 27, 32, 37, … Tn = Tn – 1 + 5, T1 = 17
b 100, 93, 86, 79, 72, … Tn + 1 = Tn – 7, T1 = 100
(1, 0) (4, 0)
c 5, 15, 45, 135, 405, … Tn = 3Tn – 1 , T1 = 5 x
2.5
d 6, 10, 14, 18, 22, … Tn + 1 = Tn + 4, T1 = 6
6 y
e 2, 6, 18, 54, 162, … Tn + 1 = 3Tn, T1 = 2
f 17, 9, 1, –7, –15, … Tn + 1 = Tn – 8, T1 = 17
13 a = 3, k = 2, for a T20 = 524 288, for b T20 = 62 (0, 0)
14 a 15 2 x
15 a x = 29, Tn 1 = Tn + 21, T1 = 8 y
+
7
x = 20, Tn 1 = 2.5 × Tn, T1 = 8. Or:
b +

x = –20, Tn 1 = –2.5 × T n, T1 = 8.
+

16 a When t = 3.493 (to three decimal places), i.e. in (–2, 0) (1, 0) (6, 0)
approximately 3.5 years. x
–1 3 4 5
b When t = 6.986 (to three decimal places), i.e. in
approximately 7 years.
17 T1 = 30, Tn + 1 = Tn + 3.
One day prior to the championships Rosalyn will
practise for 90 minutes. Exercise 5B PAGE 92

During the 20 days prior to the championships

1 Point P Point Q Grad of chord PQ
Rosalyn will practise for a total of 20 hours and 30
minutes. (2, 4) (4, 16) 6
18 After 20 years, account A will have a balance of (2, 4) (3, 9) 5
$3 207 135 (nearest dollar) compared to account B, (2, 4) (2.5, 6.25) 4.5
which after 20 years will have a balance of $1 949 636
(nearest dollar). (2, 4) (2.1, 4.41) 4.1
The organisers need to have $607 906 available ‘now’. (2, 4) (2.01, 4.0401) 4.01
(Rounded up to next dollar.) (2, 4) (2.001, 4.004 001) 4.001
(2, 4) (2.0001, 4.000 400 01) 4.0001
Exercise 5A PAGE 88
Thus the gradient of y = x at x = 2 is 4. 2
1 a A → B, D → F
b B → D, F → H, H → I
2 y = x2
c B, D, F, H x 0 1 2 3 4 5
2 I: B, C, D, E, F, G II: A grad 0 2 4 6 8 10
III: H IV: A, D, G
Compare your rule with those of others.
V: A, D, H VI: C, F
VII: A, E, G VIII: A, B, F, G
3 y = 3x2
IX: A, E, F, G X: B, F, H x 0 1 2 3 4 5
3 a C, E, H, K, M, O. b A, B, I, J, N, P. grad 0 6 12 18 24 30
c D, F, G, L.
4 a 2 b 4 c 0 d –2 Compare your rule with those of others.

e –4 h 2 g 2

176 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

Exercise 5D PAGE 101 11 – 6x + 7 12 1 + 2x + 3x2 + 4x3
13 – 4 + 6 x – 6x 2
4x3
14 – 3
1 2x 2 3x2
+
3 1
15 24 16 21
4 4x 3
5 0 6 12x
7 24x3 8 7 9 16
17 11 18 y = 7x – 4
10 14x 6
11 14x 12 9
19 y = 13 x – 50 20 y = 8x – 34
21 y = 1 22 (–5, 76), (1, –2)
x
13 14 4x5 15 9x5 23 (–3, 0) gradient –8, (5, 0) gradient 8.
5
16 2x6 17 8x 18 20x3 24 (5, –10) 25 (–3, 20), (1, –4)
19 24x 2
20 0 21 7x 6
Exercise 5F PAGE 107
22 24x 5
23 18x 24 5
25 0 26 18x2 27 32x3 1 1 3
1 2 – 3 –
28 15x 4
29 6x 5
30 42x 6 2 x x2 x2
31 16x 3
32 10 33 12 3 2 3
4 5 6 x
34 12 35 12 36 80 x 2
2
37 7 38 –20 39 2
x 3

2 3 4
40 0.8 41 (1, 1) 42 (1, 1), (–1, –1) 7 8 – 9 –
2
x4 x5
43 (1.5, 6.75) 44 (0.5, 0.25), (–0.5, –0.25) 3x 3

6 20 1
45 (1, 1) 46 (–1, 1) 10 – 4 11 – 12 2x +
x x5 2 x
47 y = 6x – 4 48 y = –6x – 3
49 y = 20 x – 20 50 y = –20x – 20 13 6x –
2
14 1 –
1
15 2x +
2
51 y = 16 x – 24 52 y = 18x – 72 x x2 x3
53 a 24 b –3 c 9x2 d 36 1 3 1 2
16 – 17 2x + 1– –
54 a 6 b 24 c 3x d 6 2 x x2 x2 x3
55 a y changes by 234 units (from 16 to 250) when x 2 3 2
changes from x = 2 to x = 5. 18 – 19 – 20 –
x 2
2 x 3 4
b y changes at an average rate of 78 units per unit x3
change in x when x changes from 2 to 5. 1
21 – 4 22 – 5 23 0.25
c When x = 2 the instantaneous change in y is 24
3x 3
units per unit change in x.
8
d When x = 5 the instantaneous change in y is 150 24 0.0625 25 11 26
3
units per unit change in x.
27 – 4 28 –0.5
56 (–1, 8) gradient –16, (2, 32) gradient 32.
29 (2, 0.5), (–2, –0.5) 30 (0.25, 0.5)
57 (–2, –8) gradient 12, (0, 0) gradient 0, (2, 8) gradient
12. 31 (9, –243) 32 y = 0.25x + 1
1 33 y = –x + 2 34 y = –0.25x + 0.75
58 , 1.5
54 1 11 1 11
35 (–1 , –1 ), (1 , 1 )
1 1 3 12 3 12
59 – , .
6 6 36 Answers not given here. Discuss with others in your
class and your teacher.
Exercise 5E PAGE 104
Miscellaneous exercise five PAGE 109
1 2x + 3 2 3x2 – 4
3 12x – 21x2 4 12x3 + 6 x2 – 5 1 a 4 b 16 c 3 d 7
5 7 + 2x 6 12x – 3 e 9 f 4 g 4 h 7
7 8x + 7 8 15x2 – 8 x i 3 j 3 k 0 l 4
9 20x – 3 3
10 4x + 7 m 2 n 4 o 9

ISBN 9780170390408 Answers 177

 2 a 9 b 16 b The display tells us that at x = 5 the function has
3 a 13 b –24 an instantaneous rate of change of 105.
4 a 1024 b 1 073 741 824 df
I.e., at x = 5, = 105.

c 2046 d 2 147 483 646 dx

3 2 14 C
5 a – 3x2 b 10x – c 10x – 15 a 3 b positive c negative
x x 3

6 –4 16 Required x-coordinates are 4 and 6. Required

y-coordinate is 2.816.
6
y=
-
7 a Reciprocal.
x
Exercise 6A PAGE 117
b Quadratic. y = x2 + 1
1 10 r + 3 2 3 + 6k – 18k2
c Linear. y = 3x + 5
3 15 r – 2r
2
15 4 8p3 + 9p2 – 14
d Exponential. y = 5x +

5 36 t2 + 18t – 8
e Quadratic. y = x(x + 1)
6 a 16 b 26 c 36
f Exponential. y = 10 x
7 a 12 b 18 c –24
g Exponential. y = 4 × 2x, i.e. y = 2x + 2

8 a 20π b 6π c 140
24
y=
-
h Reciprocal. 9 a 32π b 48π c 60 π
x
i Cubic. y = 2x(x + 3)(x – 3) 10 a 4π b 36π c 400 π
8 The other two angles of the triangle are of size 60° 4 πt
2
11 a m2 b 0.64π m2
and 110°. 25
9 T1 = 0.8, Tn 5 × Tn. 8 πt
m 2/s d 0.96π m2/s
=
+ 1 c
10 a 8 × 10 11
b 8 × 10 11
c 8 × 10 21 25
d 1.6 × 109 e 2 × 10–3 f 5 × 102 12 a 120 b 3870
11 a Sequence 1: 5, 17, 53, 161, 485. c 750 bct/h d (500 + 30t2) bct/h
Sequence 2: 0.125, 0.25, 0.5, 1, 2. e i 620 bct/h ii 1250 bct/h
Sequence 3: –5, 5, 15, 25, 35. iii 3500 bct/h
b Sequence 1: Neither. 13 a 400 b 50 units/h c 8
Sequence 2: Geometric. d i 57 units/h ii 66 units/h
Sequence 3: Arithmetic. iii 69 units/h
c Sequence 1: 721 14 a i 0.2 L ii 2088 L
Sequence 2: 3.875 b i 0.03 L/min ii 0.25 L/min
Sequence 3: 75. iii 2.89 L/min
d Sequence 1: 774 840 977 15 a i 42 ii 44
Sequence 2: 16 384 iii 47 iv 70
Sequence 3: 165. b (0.2t + 2) deer/yr
e Sequence 1: 1 162 261 446 c i 3 deer/yr ii 4 deer/yr
Sequence 2: 32 767.875 iii 6 deer/yr
Sequence 3: 1440. 16 a 150 000 tonnes
12 a y = 5x – 1 b 48 000 tonnes
b y = 23 x – 29 is tangent at (2, 17) and y = 23x + 35 c Rate of decrease = 8000 + 840t – 60t2,
is tangent at (–2, –11).
13 a The display tells us that from x = 1 to x = 6 the i.e.
dT = (60t2 – 840t – 8000) tonnes/year
function has an average rate of change of 64. dt
d i 9440 tonnes/year ii 10 400 tonnes/year
iii 10 940 tonnes/year

178 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

17 a 1000 cm3 b 992.4 cm3 b 50 m × 25 m (with the existing wall forming one of
c (0.2t – 4) cm /s3 the 50 m sides).
d i –4 cm 3/s ii –3.4 cm3/s 8 The manufacturer should spend $30 000 on
advertising to achieve the maximum profit of
e 20 seconds f a = 0, b = 20.
$140 000.
9 For maximium capacity the dimensions need to be
Exercise 6B PAGE 126
width 0.4m, length 0.6 m, height 0.5 m.
(Sketches not given here – check using a graphic calculator). 10 The maximum capacity is achieved when x = 10.
1 c (–3, 61) 11 6 cm should be turned up along each edge to
2 c (3, –50.5) maximise the capacity of the gutter.
3 Local maximum point at (–3, 20). 12 a $(2500 + 500 x – 25x2)
Local minimum point at (1, –12). b 10 c $2
4 Local maximum point at (1, 37). d 5000 e $5000
Local minimum point at (5, 5).
13 Minimum N is 1100, to the nearest 100. (When t = 16).
5 Local (and global) maximum point at (2, 9).
Maximum N is 4600, to the nearest 100. (When t = 24).
6 Horizontal inflection at (0, 0).
14 a The body is 105 m from the origin after three
7 Local (and global) minimum point at (0, 0). seconds.
8 Local minimum point at (0, 0). b (t2 – 12t + 50) m/s
Local maximum point at (2, 4).
c The initial velocity of the body is 50 m/s.
9 Local (and global) minimum point at (1, 5).
d When t = 6 the body is moving with minimum
10 Local (and global) min at (–2, –22). velocity and the body is then 156 metres from
Local max at (0, 10). Local min at (1, 5). the origin.
11 a (0, 0) 15 81 mm, 880 cm
b (–3, 0), (0, 0) 16 The owner should spend $12 500 on security.
c As x → + ∞, y → + ∞. As x → –∞, y → –∞.
d Local maximum point at (–3, 0). Exercise 6D PAGE 134
Local minimum point at (–1, –4).
5
e Use a graphic calculator to check validity of 1 6r –
r2
your sketch.
2 a 100 b 40 c 20
f Minimum value is –20. Maximum value is 16.
12 Local maximum point at (0, 0). 3 Maximum at (– 2 , – 2 2 ), minimum at ( 2 , 2 2 ).
Local minimum point at (1, –1). 4 Minimum at (–2, 9), maximum at (2, 1).
a –1 b –5 5 Maximum at (–4, –18).
500 2000 
Exercise 6C
6 a b

x2 + cm2
PAGE 130 x2 
 x 


Each solution should clearly show the use of calculus and c 10, 5, 300 cm2
justify a maximum (or minimum) value. 7 Correct to one decimal place, the base radius needs to
1 When t = 8, X has a local minimum value of 16. be 4.4 cm and the height 8.8 cm.
2 When p = 10, A has a local maximum value of 300. 8 When the base radius is 3.5 cm (correct to one
3 The maximum value of A is 20 and it occurs when decimal place) and the height is 14.0 cm (correct to
x = 10 and y = 2. one decimal place) the cost of material is minimised.
4 The maximum value of A is 13.5 and it occurs when
x = 4.5 and y = 3. Miscellaneous exercise six PAGE 135
2 4 3
5 When x = 35 the maximum profit of $725 is realised. 1 a 5 b 5 c 5 d 50
3 6 5
6 When x = 120 the maximum profit of $9400 is e 5 f 5 g 5 h 54
realised. i 57 j 53 k 52 l 51
7 a 25 m × 25 m m 510 n 54 o 517 p 52

ISBN 9780170390408 Answers 179

 q 56 r 53 s 55 t 56 20 a The display tells us that from x = 1 to x = 3 the
u 5 7
v 5 8
w 5 2
x 5 3 given function has an average rate of change of 41.
y 52 z 52 b The display tells us that at x = 3 the given function
has an instantaneous rate of change of 109,
5a 7
2 a a4 b c 2 + 2n df
b8 i.e., at x = 3, = 109.
dx
3
d x + 2x4 e 2x f 21 a $(10 – 0.2 x) per metre
5
b (500 + 25 x) metres
3 The first six terms are 97, 108, 119, 130, 141, 152.
c $(5000 + 150x – 5 x2)
4 The first five terms are 350, 70, 14, 2.8, 0.56.
d 15. Negative coefficient of x2 in the quadratic,
5 a 6 b 3 c 9
hence turning point is a maximum.
6 a 60 b 24 c 105
7 a 15 b i 55 ii 120 Exercise 7A PAGE 144
8 a 14 535 b –442 860 c 12 582 906 1 8 1 6 1 5
d 500 e 5
1 x +c 2 x +c 3 x + c
8 6 5
9 From the graph, some of the points that the tangent at 1 4 1 3 1 2
x = 1 seems to pass through are (–3, –11), (0, –2), (1, 1) 4 x +c 5 x +c 6 x + c
4 3 2
and (3, 7). Thus the tangent at x = 1 has a gradient of
3. Thus the gradient of f (x) at x = 1 is 3.
7 x+c 8 4x3 + c 9 2x6 + c
10 2 x4 + c 11 7x2 + c 12 6x + c
From the graph, some of the points that the tangent at
x = 2 seems to pass through are (0, –16), (2, 8) and 13 x3 + 3x2 + c 14 2x – x + c
3

(3, 20). Thus the tangent at x = 2 has a gradient of 12. 15 7 x + 3x4 + c 16 3x2 – 3x5 + c
Thus the gradient of f (x) at x = 2 is 12. x3
Finding the gradient of y = x3 at x = 1 and at x = 2 17 7 x – 4x2 + c 18 + 3x + c
3
using calculus confirms these values.
1 2
10 2 19 3 x6 + x + c 20 2x3 + x +c
2
11 a 10 b 3 c 13
12 a D, H, K, P b B, F, I, K, N, O 21 4 x3 + 2x4 + 2x + c 22 x3 – x2 + 1 x6 + c
6
c G, H, L, M d A, C, D, E, J, P 1 2 1
13 At the point (1, 2).
23 x+ x + x3 + c 24 3x4 + 3x2 + 5x + c
2 3
14 a (–1, –3), (1, 3) b (0.25, –1.25) 25 x3 + 5x2 + 8x + c 26 3x3 + 4x2 – x + c
15 a 343 062, 1 698 992, 5 308 522 1 3 1 3 2
b 67 513, 223 973, 526 233
27 x – 4x + c 28 x – x – 3x + c
3 3
16 y = 25x + 185 (at the point (–5, 60)) and 29 2 x4 + x3 + c 30 x4 + 4x3 + 2x2 + c
y = 25x – 71 (at the point (3, 4)). 3 2
31 y = 2x3 + 7 32 y= x + 2x – 2
17 a a = –20, c = 260 b $(260p – 20p 2) 2
c $(400p – 20p2 – 1820) d 10, 60, $180 33 y = x3 – x2 + 6 34 y = 2x3 – 5x + 3
24 12
18 a 1.4 × 10 b 7.2 × 10 35 y = 3x + 2x4 + 7
12
c 6.8 × 10 d 3.5 × 10 1 1
24 36 a f (x) = x3 + 2x2 – x – 2 b 8
e 7 × 10 f 2.45 × 10 14 2
19 a 200 b 1500 c 130 3 2
37 a x – 6x + 6 b 24
d i 30 organisms/h ii 105 organisms/h 2
iii 330 organisms/h c a = –4 or 8
38 p = 27 39 (–4, 0), (0, 0), (4, 0)
40 k = –1

180 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

Exercise 7B PAGE 146 b y = 5x + 1
is y = 5x with the x replaced by x + 1.
Thus the graph of y = 5x + 1
is that of y = 5x moved
1 V = 3t2 + 5t + 30
left 1 unit.
2 a x = t2 – 6t + 7 b 23 c 1 or 5
Alternatively we could write y = 5x 1 as y = 5 × 5 x
+

3 a A = 2r + 3r + 2
2 4
b 58 which is y = 5x with the right-hand side multiplied
4 a C = x2 + 3x + 100 b C = x3 + x2 + 5000 by 5. Thus the graph of y = 5x 1 is also that of
+

5 a R = 50x b R = 50x – 0.025x2 y = 5x dilated parallel to the y-axis, scale factor 5.
6 $38 000 7 (7000 – 20t – 5t 2) cm3 c y = 5–x is y = 5x with the x replaced by –x.
8 Increasing. A = 100t + 10 000 Thus the graph of y = 5–x is that of y = 5x reflected
in the y-axis.
9 C = 40x + 1000
1 1
10 R = 200 x – x2, 150 000 d Writing y = x as y = 5–x we see that the answers
20 5
11 a 29 b 43 c 176 to this part will be as for part c.
26 9
Exercise 7C PAGE 150
27 a (–1, –2) b (–1, –3), (1, 3)
1
x3 c + 2
x2 c + 3
x4 c +
28 a a = 7, b = 3 b (0, –21)
3 2 4 c Gradient is –10 at (–3, 0). Gradient is 10 at (7, 0).
5 4
4 2x + c 5 2x + c 6 2x + c d (5, –16) e y = –4x – 21
7 2x2 + x + c 8 2x3 – 5 x + c 9 4x2 – 7 x + c 29 a = 3, b = 4. Gradient at P is –7. Gradient at Q is 7.
10
x2 + 3x 3
+ c 11
x2 – x + c Gradient at R is 1.
2 2 30 a (2000 – 40x + 0.2x2) dollars per unit
11x 2
b $500 per unit
12 2x3 + + 3x + c 13 2x3 + 3x2 + c
2
P(x) = 500x – 20 000 + 20x2 – x dollars
3
c
3x 4
15
14 2x4 – x3 + c 15 + 4x3 + 3x2 + c
2 d $2000 per unit
31 From the display we can conclude that the graph of
Miscellaneous exercise seven PAGE 150 y = 4x3 + 9x2 – 210x + 75 has two stationary points,
1 104 2 10–1 3 106 one is at (–5, 850) and the other is at (3.5, –378.25).
4 10 8
5 10 2
6 106 32 a
1
7 100.5 8 10 3 9 101.5 Width Length Height Volume
(cm) (cm) (cm) (cm3)
10 0 11 5 12 5
10 20 120 24 000
13 4 14 5 15 4
16 5 17 8 18 2 20 40 90 72 000
19 T1 = 10, Tn = Tn + 6. 30 60 60 108 000
+ 1
The sum of the first fifteen terms exceeds the fifteenth 40 80 30 96 000
term by 686 (i.e. by the sum of the first 14 terms).
A continuation of the table, for suitably chosen values
20 a 0 b 5 c 10x + 5
for the width, leads to maximum volume achieved
1 3 when, to the nearest cm, the width is 33 cm, the
d 15x2 + 10x + 5 e 2x + f –
x 2 2x4 length is 66 cm and the height is 51 cm.
21 a 29 b 9 c 8x – 3 d 21 b Volume = 300w2 – 6w3.
22 8 23 6 Calculus, and consideration of the graph of
24 (–2, 3000), (16, 84) f ( w) = 300w2 – 6w3, confirms that volume is
25 a y = 5x + 1 is y = 5x with 1 added to the right-hand 100
maximised for w = cm, i.e. 33 cm (nearest cm).
side. 3
Thus the graph of y = 5x + 1 is that of y = 5 x 33 Base 4 m, height 8 m, area 32m 2.
translated up one unit.

ISBN 9780170390408 Answers 181

Exercise 8A PAGE 159 Exercise 8B PAGE 163

1 (Graph not shown here.) 1 23 metres

a The car reaches C at 11.54 a.m. and the truck 2 34 metres
reaches town C at 12.15 p.m. 3 The body is at the origin when t = 0.6 and when t = 4.
b From 8.30 a.m. to 9.30 a.m. the truck maintained 4 –5 metres
a steady speed of 100 km/h.
5 At the origin the velocity of the body is –6 m/s, when
c The average speed of the truck from A to B was 87 t  = 2, and 6 m/s, when t = 4.
km/h (to the nearest km/h).
6 a When t = 5. b –12.5 metres
d The car passes the truck at 10.30 a.m. in town B,
7 19 metres
just as the truck is about to leave B.
8 0.5 metres
2 A 2m 2m 6 m/s 6 m/s
B 6m 6m 0 m/s 0 m/s Miscellaneous exercise eight PAGE 163

C 8m 8m 2 m/s –2 m/s 1 a (0, –6) b (0, 15) c (0, 6)

d (0, 3) e (0, –4) f (0, 12)
D 5m –5 m 5 m/s 5 m/s
2 a (3, 0) b (–3, 0)
E 9m –9 m 3 m/s –3 m/s
c (–3, 0), (3, 0) d (2, 0), (7, 0)
F 1m –1 m 7 m/s –7 m/s e (3, 0), (–2, 0), (3.5, 0)
f (1, 0), (–1, 0), (3, 0), (–4, 0)
3 a 4 m/s b 31 m/s
3 215 4 2–4 5 2–6
4 a 6m b 5 m/s c 23 m/s
6 2–1 7 2–2 8 210
5 a 0m b –3 m/s c 3 m/s 13 6
9 2 10 2 11 26
6 a 0m b 1 m/s c 37 m/s
12 23 13 20 14 28
7 a 3m b 6 m/s c 6 m/s
15 n = –5 16 n=5 17 n = 13
8 a –3 m b –20 m/s c 8 m/s
5
9 a 1m b –6 m/s c 150 m/s 18 n=6 19 n = 10 20 n=
6
10 17 m, 14 m/s
21 n=3 22 n=1 23 n = 2
11 2 m, 4 m/s
24 15, 21, 27, 33, 39.
12 a 8 m b 8 m/s c 7
25 100, 93, 86, 79, 72.
13 a 6 m b –1 m/s c 4
26 4, 20, 100, 500, 2500.
14 a 12 m b 8 m/s c 3
27 6, 24, 96, 384, 1536.
15 153 m
28 213, 219, 225, 231, 237.
16 a 45 m b 105 m c 10
29 256, 384, 576, 864, 1296.
d 60 m e 15 m
31 a 6x b 15x2 c x+ 3
17 a 8 m b 20 m c 4
d 30x – 1 e 6 + 18x f –2x
d 20 m e 3m
32 a 14x b 6x2
18 a 40 m b 52 m c 6
c 12x3 + 3x2 – 10x + 9 d 9x2 – 4x + 3
d 20 m e 7m
33 7
19 a 94 m b 148 m c 5
34 a 10 b 6
d 162 m e 26 m
c 6x + 2 d 14
20 a 10, 0
35 a (0.5, 1.25) b (–2, –40), (2, 40)
b 120 m, 10 m/s upwards
c (2, 10) d (–2, –20), (4, 16)
c 0 m/s, 125 m
36 a –3 b –0.375
21 60 m/s
37 At the point (1, –4).
22 a 12 b 318 m
38 y = –2x – 1
c A and B collide ‘head-on’.

182 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

39 a From t = 0 to t = 5 the object travels 3 metres. e When t = 6, the instantaneous rate of change of
The average speed is 0.6 m/sec. x is 27 m/sec.
b From t = 5 to t = 8 the object travels 12 metres. 53 a 250 – π r b A = 500r – πr2
The average speed is 4 m/sec. 54 $22 003.73
c When t = 5, the speed of the object is 1 m/sec. 55 a 120 – x b $(360 + 3 x – 0.05x2)
d When t = 8, the speed of the object is 3 m/sec. c $4.50 d $405
40 a –12 m/s b 12 m/s e P(x) = $(120 + 5 x – 0.05x2)
c 2.5 d 1.5, 2.5 f $5.50 g $245
41 a = 3, b = 5. (–1, – 4) 56 a 25 m b 5 c 20 m
42 y = 1.25x – 2 57 a = –0.02, b = 4.8, c = 0.018, d = –6.6, e = 50, f = 30,
43 f ( x) = 7 x3 – 15x2, f (3) = 54, f ′(2) = 24 550
44 a 3399, 9744, 235 056
g = 20, h =
3
b 859, 1729, 14 401
45 a 60x + c b 30x2 + c
c 20x c 3
+ d 15x4 + c
e 12x + c
5
f 10x6 + c
g 2x4 – 5x3 + 2x + c
3 2 2 3 1 4
h 4x – x + x – x +c
2 3 4
1 3
i x – 9x + c j 12x4 – 8 x3 + c
3
46 a y = 2x2 – 3x + 3
b y = 2x3 – x2 + 4x + 7
c y = 2x4 – 4 x3 – 2x2 + 11x – 10
47 When x = 2, y = 64.
48 a 7500 cm3
b 29 100 cm3
75t 2
c (5400 – 900t + ) cm3/s
2
d 3750 cm3/s, 2400 cm 3/s, 150 cm3/s.
49 a y changes by 320 units (from 1 to 321) when
x changes from x = 0 to x = 10.
b y changes at an average rate of 32 units per unit
change in x when x changes from 0 to 10.
c When x = 0, the instantaneous change in y is
2 units per unit change in x.
d When x = 10, the instantaneous change in y is
62 units per unit change in x.
50 D
51 $18, 15 000
52 a 5 metres
b 57 metres
c From 5 metres to 57 metres in 4 seconds is an
average rate of change of 13 m/sec.
d When t = 2, the instantaneous rate of change of
x is 3 m/sec.

ISBN 9780170390408 Answers 183

INDEX
A D F

antiderivatives 142, 143–5 decay, exponential 28–34 factorising an – bn xii

antidifferentiation 142, 162 derivatives 94, 97–9 Fibonacci sequence 39, 41
on a calculator 148–50 differentiation 94–102 functions ix
function from rate of change 146–8 applications 128–34 exponential 21–34
powers of x 142–5 f(x) ± g(x) 103–5 gradient 94–102, 104, 107
arithmetic sequences (progressions) general power functions 105–8 linear ix, 98
42–5, 65 global maximum and minimum values polynomial 98
nth term 53 125–7 power 105–8
arithmetic series 66–7 y = ax n for n a non negative integer 95–8 quadratic ix
formula 67–70 y = ax n for negative and fractional n reciprocal ix
asymptotes ix 105–8 transformations x
average rate of change 93 1
y = 105, 108
x
y = x 105, 108 G
B rates of change 115–20
to locate stationary points of functions geometric sequences (progressions) 46–8
binomial expansion xii, 95 120–4 growth and decay 56–7
displacement 156–62 n th term 55
from velocity 162 geometric series 71
C distance 156 formula for Sn 71–5
domain ix infinite 76–80
global maximum 87, 125–7
codomain ix global minimum 87, 125–7
coefficients 98 E gradient of the chord 91–2
combinations xi gradient of a curve 86–90
compound interest 3 calculating at a point on the curve 90–4
concave down 87 equation of a tangent at a point on y = ax n
definition 86
concave up 87 100
gradient functions 94–102, 104, 107
concavity ix expanding (a + b)n xii
exponential functions 21–34 graphs, exponential functions 24, 26–7
constant of integration 149 growth
cubic functions 98 graphs 24, 26–7
exponential 28–34
growth and decay 28–34
rules 24, 25 geometric sequence 46–7, 55, 56–7
exponential relationships 24

hyperbolic shape ix

184 MATHEMATICS METHODS Unit 2 ISBN 9780170390408

 I O S

indefinite integrals 149–50 order of the polynomial 98 scalar quantities 156

index laws 4–6 scientific notation vii
indices 3, 4–10 sequences 39–60
indicial equations 11–6 P arithmetic 42–5, 53, 65
infinite geometric series 76–80 Fibonacci 39, 41
sum to infinity formula 77–8 geometric 46–7, 55, 56–7
instantaneous rate of change 93 parabolic shape ix jumping to later terms in arithmetic or
instantaneous speed 86 point of horizontal inflection 87, 120–1 geometric sequences 52–6
integration 148–50, 162 polynomial functions 98 series 66
power functions, differentiation 105–8 arithmetic 66–70
powers of x, antidifferentiation 142–5 geometric 71–80
L significant figures viii
speed 156
Q standard form vii
limit of the gradient 91 stationary points 87, 120–4
linear functions ix, 98 sum to infinity formula for a geometric
local maximum point 87, 120–3 quadratic functions ix, 98
progression 77–8
local minimum point 87, 120–3

R
T
M
range of a function ix
rates of change 85–108 term of the sequence 41
maximum turning point ix, 87, 120–3 transformations of functions x
minimum turning point ix, 87, 120–3 differentiation 115–20
function from 146–8 truncating viii
motion in a straight line 156–62 turning points ix, 87, 120–3
reciprocal functions ix
rectilinear motion 155–62
recursive rule 43
rounding viii V
N
vector quantities 156
velocity 156–62
natural domain ix from displacement 157
n C xi
r vertical line test 24
numbers vii

ISBN 9780170390408 Index 185