Revision : Functions

You Need to Know√

o Candidates must be able to use and interpret functional notation. In the teaching process
learners must be able to understand how f(x) has been transformed to generate f (-x), - f (x),
f (x + a) , f (x) + a , a.f (x) and x = f (y) where a ∈ R

o In the new curriculum, the emphasis is on investigating the effect of the parameters a, b, p
and q for the following functions (i.e. linear, parabola, hyperbola and exponential):
a
y = ax + q y = a(x + p)2 + q y= +q y = abx+ p + q
x+p
o The concept of the ‘inverse of a function’ is also emphasize in grade 12 syllabus. It is important
for learners to realize that the graph of the inverse of a function may or may not be a function.
It might be necessary to restrict the domain of the original function

1. Functions (Hyperbola):
Learners must be able to recognize the equation of a hyperbola in various forms and the
sketched graph of a hyperbola itself.
a + q ; (y - c) (x - b) = a; y = 𝑎𝑥+𝑞
y=
x+p 𝑥+𝑝

• Learners need to know that when sketching /drawing a hyperbola.

o Shape is important
o Intercepts must be labelled
o Asymptotes (Horizontal & Vertical) must be indicated using dash lines and the values
where it intercepts the axis must be given.
• Depending on the equation of the function, the learner must show that the Vasy is given by
x = - p (not x = p) and Hasy y = q.

o When writing the equation of the asymptote don’t just writing of values i.e. 2 & 3 should
but it should be Vasy x = 2 and Horizontal Asymptote Hasy y = 3. They must be written as
an equation.
• Include only the required information on the Cartesian Plane.
• Learners must know how to identify the asymptotes from the equation and from the graph.

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 Interpretation of a hyperbola:

Learners must be able to interpret a hyperbola and tell:

• that, the Domain x ∈ 𝑅 , 𝑥 ≠ 𝑝 , Range y ∈ 𝑅 , y ≠ 𝑞 (remember p & q are the values of the
asymptote.
• That f (x) increases when a < 0 and decrease a > 0.
• Determine the two equations of symmetry.
o Y = mx + c, m > 0 and m < 0. The constant c is a point where the two asymptotes and
the two lines of symmetry will always meet/ pass through that point OR
o Substitute the values of p & q in these two equations: Y = (x – p) + q and
y = - (x – p) + q (Substitute the value of p and q)
• Learners must know how to find the equation of Hyperbola under the following conditions:
o given a sketch and coordinates.
o Given the coordinates/parameters and you find the equation.
o Given the equation and the graph and you must interpret it.

Transformation in Hyperbola:
Learners need to apply transformation in hyperbola:

• How f(x) has been transformed to generate

o f(-x) depicts reflection along the y – axis
o - f(x) depicts reflection along the x – axis
o f (x + a) depicts a shift along the x – axis, which could be to the left (+ ve) and (- ve)
to the right.
o f (x) + a depicts translation along y – axis where + a if it moves up and – ve a if
shifted downward.

Illustration with Solutions:

Given: f ( x) =
6 + 3 and g ( x) = 6 + q
x−2 x+ p
1.1 Write down the intercepts of f . (2)

1.2 Write down the equations of the asymptotes of f . (2)

1.3 If f(x) is given by write down the value of p & q (2)

1.4 State the domain of f . (1)

1.3 Write down the equations of the axes of symmetry of f . (2)

1.4 Sketch the graph of f . (4)

1.5 If the axes of symmetry of the graph of g are y = x + 3 and y = − x + 1 ,

determine the value of p and q. (4)

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1.6 Describe how the graph of f is translated to form the graph of g. (2)

1.7 Is f increasing or decreasing (1)

Solution :
1.1 Vertical asymptote: x=2 ✓ x=2
Horizontal asymptote: y =3 ✓ y =3 (2)

1.2 Domain: x  2 or x  2 Alt: x − {2} ✓ answer (1)

1.3 y = ( x − 2) + 3 y = −( x − 2) + 3 ✓ y = x +1
 y = x +1  y = −x + 5 ✓ y = −x + 5 (2)
Alternative:
The axes of symmetry intersect at the point of
intersection of the asymptotes, which is (2 ; 3) .
y = x+c y = −x + c
Substitute (2 ; 3): Substitute (2 ; 3):
3 = 2 + c 3 = −2 + c
c = 1 c=5
 y = x +1  y = −x + 5

1.4 ✓ asymptotes
✓ intercept at the origin
(3 ; 9) ✓ two branches
✓ one point on right
branch (4)

y =3

x=2

1.5 The point of intersection of the axes of symmetry is the ✓ x = −1

same as the point of intersection of the asymptotes. ✓ y=2
✓ p =1
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 x + 3 = −x +1 ✓ q=2 (4)
 2 x = −2
 x = −1
y =2
(−1; 2)
Vertical asymptote: x = −1  x +1 = 0
Horizontal asymptote: y=2
y = 6 +2
x +1
 p = 1 and q = 2
1.6 3 units left and 1 unit down. ✓ 3 left
✓ 1 down (2)

1.7 f is decreasing ✓1

Complete the following practice exercise incorporating all what has been discussed above.
Practice Exercise 1 Involving Hyperbola

6
Given: g(x) = − 1
x +2

a. Write down the equations of the asymptotes of g

b. Calculate:
1.2.1 The y -intercept of g
1.2.2 The x -intercept of g
c. Draw the graph of g , clearly showing the asymptotes and the intercepts with the axes
d. Determine the equation of the line of symmetry that has a negative gradient, in the form
y = ...

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Practice Exercise 3 - Involving Hyperbola

The diagram below shows the hyperbola g defined by g(x) = 2

+ q with asymptotes y = 1
x+p
and x = −1. The graph of g intersects the x -axis at T and the y -axis at (0; 3). The line
y = x intersects the hyperbola in the first quadrant at S.

3.1 Write down the values of p and q

3.2 Calculate the x -coordinate of T
3.3 Write down the equation of the vertical asymptote of the graph of h , if
( hx) = g(x + 5)
3.3 Calculate the length of OS
3.5 For which values of k will the equation g(x) = x + k have two real roots that
are of opposite signs?

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Practice Exercise 4 - Involving Hyperbola
k
The graphs of the functions f (x) = a(x + p)2 + q and g(x) = + d are sketched below. Both
x +r
graphs cut the y -axis at -4. One of the points of intersection of the graphs is P (1; -8)
Which is also the turning point of f . The horizontal asymptote of g is y = −2

4.1 Calculate the values of a, p and q

4.2 Calculate the values of k, r and d
4.3 Determine the value(s) of x in the interval x ≤ 1 for which g(x) ≥ f (x)
4.4 Determine the value(s) of k for which f (x) = k has two, unequal positive roots
4.5 Write down an equation for the axis of symmetry of g that has a negative gradient
4.6 The point P is reflected in the line determined in QUESTION 9.5 to give the point Q.
Write down the coordinates of Q

Practice Exercise 5 - Involving Hyperbola

a
The function defined as y = + q has the following properties:
x+p

• The domain is x ϵ R, x ≠ -2
• y = x + 6 is in axis of symmetry
• The function is increasing for all x ϵ R, x ≠ -2

5.1 Draw a neat sketch graph of this function. Your sketch must include the asymptotes, if any

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2. Exponential Functions

• Learners need to be able to recognize the equation of an exponential function and the
sketched exponential graph itself. Y = ab x + p + q where b > 0
• Learners must be able to sketch/draw the Exponential graph and pay focus to the following:
o Shape is important and remember
➢ A function f will increase when a > 0 & b > 1 and the graph will be above the horizontal
asymptote.
➢ A function f will decrease when a > 0 & 0 < b < 1 where the graph is above the
horizontal asymptote)
o Intercepts must be labelled
o The asymptote must be clearly indicated with a dashed line and the values where it
intercepts the y - axis must be given. Remember the exponential function only has one
asymptote (Horizontal: y = q, the value of q).
• Include only the required information on the Cartesian Plane

Interpretation of an Exponential Function:

• The learners must be able to:

• determine the equation of asymptote (y = q) in relation to the given exponential functions
(exponential function has only one asymptote)
• Tell that the domain of an exponential function is given by 𝑥 ∈ 𝑅 (learners must also
know the other notation 𝑥 ∈ (− ∞; + ∞) can be provided)
• The Range is given by: y > q for a > 0 and y < q for a < 0 (the other notation of ∞ can be
provided)
• Tell for what values of x will increase: f ’(x) > 0 , decrease: f ’ (x) < 0 , etc.
• Determine the equation of the exponential graph.

Transformation of an Exponential Function:

• Learners need to apply transformation in exponential function:

How f(x) has been transformed to generate
o f(-x) depicts reflection along the y – axis
o - f(x) depicts reflection along the x – axis
o f (x + a) depicts a shift along the x – axis, which could be to the left (+ ve) and (-ve) to the
right.
o f (x) + a depicts translation along y – axis where + a if it moves up and –ve a if shifted
downward. It is important for learners to note that the translation along y will affect the
range of the graph.

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 3. Inverse of an Exponential Function (i.e. Logarithm Function)
Learners must be able to:

• Recognize the inverse of an exponential function, y = loga x.

• Remember that the inverse of an exponential function is the logarithmic function and that
the two graphs are reflections of each other about the line y = x .
• Determine the equation of the inverse of the exponential function from the equation of
the exponential function, and from the inverse of the exponential function to the
exponential function.
• Use calculator to sketch the inverse of exponential Function for a >1 and 0 < a <1
• Sketch the exponential function and its inverse on the same set of axes and write down
the Properties of both functions. In case a point was given on the graph the relation y = x
need to be shown, the is if in f (x) a point (2;3) then on f −1 that point will be (3;2).
• Determine the line of symmetry and writing down the equation

Illustration with Solutions:

Given: f ( x) = 3x

1.1 Write down the equation of f −1 in the form y = ... (1)

1.2 Sketch the graph of f and f −1 on the same set of axes. (3)

1.3 Solve the following using the graphs of f and f −1 :

1.3.1 f ( x). f −1 ( x)  0 (2)

1.3.2 x. f −1 ( x)  0 (1)

1.4 Sketch the graph of y = g ( x) = − f ( x − 1) + 1 on a set of axes.

Show intercepts with the axes and the asymptote of the graph. (4)

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Solution:

1.1 y = log 3 x ✓ y = log 3 x (1)

1.2 ✓ the graph of f
✓ the graph of f −1
y=x ✓ intercepts and one other
point on each graph (3)
(1; 3)

f −1
(0 ;1) (3 ;1)

(1; 0)

1.3.1 f ( x). f −1 ( x)  0 for all 0  x  1 ✓ boundaries

✓ inequalities (2)
1.3.2 x. f −1
( x)  0 for all x  1 . ✓ x 1 (1
1.4 y = g ( x) = −3x−1 + 1 ✓ equation
✓ asymptote
✓ y-intercept
✓ x-intercept (4)
y =1

(0 ; 23 )

(1; 0)

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QUESTION 2

x −1
1
2.1 Given: g ( x) = 2 − 2  
2

2.1.1 Write down the horizontal asymptote of g. (1)

2.1.2 Sketch the graph of g indicating the horizontal asymptote

as well as the intercepts with the axes. (6)

2.1.3 Write down the range of g. (1)

2.2 Given the function f ( x) = log 1 x

4

2.2.1 Sketch y = f ( x) indicating an intercept with the axes and ONE

other point on the graph. (3)

2.2.2 If f ( x) is translated so that its new equation becomes h( x) = log 1 ( x + 3) ,

4

state the domain of h( x) . (1)

−1
2.2.3 State the equation of f in the form g ( x) = ... (1)

Solution :

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2.1.1 y=2 ✓ y=2 (1)
2.1.2 y -intercept: ✓✓ x-intercept
0−1 ✓✓ y-intercept
1 ✓ y=2
y = 2 − 2 
2 ✓ shape (6)
 y = 2 − 2(2) = −2
x-intercept:
x −1
1
0 = 2 − 2 
2
x −1
1
2  =2
2 y=2
x −1
1
  = 1
2 (1; 0)
 x −1 = 0
x =1
(0 ; − 2)

2.1.3 y  (− ; 2) ✓ y  (− ; 2) (1)

2.2.1 y -intercept: ✓ x-intercept
y = log 1 (0) ✓ one other point
4 ✓ shape (3)
undefined
x-intercept:
0 = log 1 x
4
0 (1; 0)
1
  = x
4
(2 ; − 12 )
x =1
For x = 2
1
y = log 1 (2) = −
4 2
2.2.2 x+3 0 ✓ x  −3 (1)
 x  −3

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2.2.3 x = log 1 y 1
x
4 ✓ g ( x) =   (1)
1
x 4
  = y
4
x
1
 g ( x) =  
4

Practice Exercise Involving Exponential Functions

Question 1 - Involving Exponential Functions

Given: f (x) = 2−x + 1

1.1 Determine the coordinates of the y -intercepts

1.2 Sketch the graph of f , clearly indicating ALL intercepts with the axes as well as any
asymptotes.

1.3 Calculate the average gradient of f between the points on the graph where x = −2 and
x =1
1.4 If h(x) = 3 f (x) , write down an equation of the asymptote of h

Question 2 - Involving Exponential Functions

The graph of f (x) = a x , a >1 is shown below. T (2; 9) lies on f

2.1 Calculate the value of a

2.2 Determine the equation of g(x) if g(x) = f (−x)
2.3 Determine the value(s) of x for which f −1 (x) ≥ 2
2.4 Is the inverse of f a function? Explain your answer.

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Question 3 - Involving Exponential Functions

The graphs of f (x) = 2x2 + 4x − 6 and g(x) = ax are represented in the sketch below.
A and B are the x-intercepts of f and R is the turning point of f . The point C( − 2 ; 4)
is a point on the graph of g.

C(−2 ; 4)

1
3.1 Show that a = .
2

3.2 Determine the length of AB.

3.3 Determine the length of SR.

3.4 Write down the equation of h, if h is the reflection of f in the y-axis.

Express your answer in the form h(x) = a(x + p)2 + q .

3.5 Write down the equation of g −1 in the form y = ....

3.6 Sketch the graph of y = g−1(x) on a set of axes.

3.7 Determine the values of x for which:

3.7.1 g−1(x)  −2

3.7.2 x . f (x)  0

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Question 4 - Involving Exponential Functions

The graph of an increasing exponential function with equation f (x) = a.b x + q has the equation
of this axis of symmetry.

• Range: y > -3
• The points (0; -2) and (1; -1) lie on the graph of f

4.1 Determine the equation that defines f

4.2 Describe the transformation from f (x) to h(x) = 2.2 x + 1

4. Inverse of an Exponential Function (i.e. Logarithm Function)

Learners must be able to:

• Recognize the inverse of an exponential function, y = loga x.

• Remember that the inverse of an exponential function is the logarithmic function and that
the two graphs are reflections of each other about the line y = x .
• Determine the equation of the inverse of the exponential function from the equation of
the exponential function, and from the inverse of the exponential function to the
exponential function.
• Use calculator to sketch the inverse of exponential Function for a >1 and 0 < a <1
• Sketch the exponential function and its inverse on the same set of axes and write down
the Properties of both functions. In case a point was given on the graph the relation y = x
need to be shown, the is if in f (x) a point (2;3) then on f −1 that point will be (3;2).
• the line of symmetry and writing down the equation
N.B: While usage of the Calculator should be encouraged it also need to be well managed to give
a proper graph, i.e. when sketching the logarithm function, learners must extend their graphs
below the x-axis.

Interpretation of inverse of an exponential function

The learners must be able to:

• Tell what the domain of the logarithm is (The domain of the inverse of the exponential
function is the range of the exponential function).
• Tell what the range of the logarithm function is (The range of the inverse of an
exponential is domain of the exponential function).
• Determine the domain logarithm function from the log function itself (without sketching it).

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 Question 1 - Involving Inverse of an Exponential Functions
1 
Given: f ( x) = log a x where a > 0. S  ;−1 is a point on the graph of f
3 

1. Prove that a = 3
2. Write down the equation of h, the inverse of f , in the form
3. If g(x) = − f (x) , determine the equation of g
4. Write down the domain of g
5. Determine the values of x for which f (x) > -3

Question 2 - Involving Inverse of an Exponential Functions

Given: f (x) = log p x and g(x) = 6 − 3x

2.1 Show that p = 3 if the graph of f passes through the point (9 ; 2) .

2.2 Sketch the graphs of y = f −1(x) and y = g(x) on the same set of axes.
Indicate the intercepts with the axes and the point of intersection of both graphs.

1
2.3 Determine graphically the solution of the equation: f −1(x) = 2 − x
3

2.4 Write down the domain of f.

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 Question 3 - Involving Inverse of an Exponential Functions
The curve of the following function passes through the point (4; -2):
f: x →loga x; a ˃ 0
1
3.1 Prove that a =
2
3.2 Determine the equation of g is a reflection of the curve of the f in the y axis.

3.3 Determine the equation of f −1 in the form, f −1 (x) = ...

3.4 Sketch the graphs of f , f −1 and g on the same set of axes.

Use the symbols f , f −1 and g to distinguish between the three curves on

Question 4 - Involving Inverse of an Exponential Functions

f (x) = log a x

4.1 For which values of a is this function defined?

4.2 If (2; -2) is a point on f , calculate the value of a
4.3 Determine the equation of f −1 in the form y = ...
4.4 Determine the equation of the reflection of f in the X-axis

Question 5 - Involving Inverse of an Exponential Functions

Given the function f (x) = log1 x

4

1. Sketch y = f (x) indicating an intercept with the axes and ONE

other point on the graph.

2. If f (x) is translated so that its new equation becomes

h(x) = log1 (x + 3) , state the domain of h(x) .
4

in the form g(x) = ...

−1
3. State the equation of f

4. State the range of g(x) .

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4. Parabolic Functions:

• Learners need to be able to recognize the equation of the graph of a

parabola in various forms and the sketched graph of a parabola itself.
o y = a (x + p)2 + q
o y = ax2 + bx + c
o y = a (x – x1) (x – x2)

• Learners must be able to understand the effect of parameters a, p, and q

o Relate parameter a with the shape of the graph, that is a > 0 and
a < 0 (draw a rough sketch).
o Relate parameter p & q with the turning point (P the x coordinate & q the y
coordinate) and the axis of symmetry (Mid-point of the two-x intercept),
shifting etc. (GeoGebra in the GAMMA Tutor will be useful).
o To write the equation of a function from a standard form to turning point
form and vice versa.
o Sketch the graph, indicating all the intercepts with the axes and turning points
o Sketch a parabola within the restricted Domain, i.e. x ε [ -3; 6]

• The concept of a “mother graph” should be emphasized while investigating the effect
of parameters above.
o Consider the mother graph y = x2 for quadratic function.
For example, the graph o f y = −x2 −1 is the graph o f y = −x2 shifted 1 unit
downwards. Immediately the learners can see that the graph has no x-intercepts without
having to do an algebraic manipulation to get non-real solutions for the equation
0 = −x2 −1 .
o Also, the graph of y = x2 −1 is the graph of y = x2 shifted 1 unit downwards. Learners
will clearly see that the graph has x-intercepts which can be determined algebraically.
o The graph of y = a(x + p)2 + q is obtained by shifting the mother graph p units
horizontally and then q units vertically. This method is highly effective since it makes
the sketching of these functions meaningful.
For example, the graph of y = 2(x +1)2 − 8 is the graph of y = 2x2 shifted 1 unit left
and 8 units downwards.

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 Interpretation of a Parabola
The learner must be able to:
• Write down the Domain (x ε R or x ∈ (- ∞; ∞)) and Range
o y ≥ 𝑞 𝑖𝑓 𝑎 > 0 or y ε[q;∞)
o 𝑦 ≤ 𝑞 𝑖𝑓 𝑎 < 0 𝑜𝑟 𝑦 ∈ (−∞; 𝑞]
• Write down the Maxima and Minima
• How f(x) has been transformed to generate reflection along y axis: f(-x), and reflection
along x – axis: - f(x),
o This should be demonstrated on the board using a point on a Cartesian plain.
o Remember f (x) is y.
• Horizontal Translation f (x + a) where a ε R
• Other variation: a. f(x) where a ε R
• Understand the vertical translation f(x) = f(x) + q
• If given a sketch of a function f(x) be able to determine the values of x for which:
f(x) > 0; f(x) > 0; f(x). g(x) > 0, f(x). g(x) > 0, x. f(x) < 0, f’(x). f(x) < 0, increase,
decrease, etc.
• Finding the equation, given a sketch with intercepts, turning point and or relating two
functions
• Given the coordinates/parameters and you find the equation.

Illustration(s) with Solution(s)

QUESTION 1

1.1 Consider the function f ( x) = −( x − 2)2 + 1

1.1.1 Draw a neat sketch graph indicating the coordinates of the intercepts with
the axes, the coordinates of the turning point and the equation of the axis
of symmetry. (6)

1.1.2 Write down the range. (1)

1.2 Consider the following functions: f ( x) = x2 − 2 x − 3 and g ( x) = 2 x 2

1.2.1 Determine the coordinates of the turning point of f. (3)

1.2.2 Write down the x-intercepts of f. (3)

1.2.3 Draw a neat sketch graph of f. (3)

1.2.4 State the minimum value of f. (1)

1.2.5 Write down the equation of the axis of symmetry of g. (1)

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1.2.6 If the graph of g is shifted 3 units left and 1 unit upwards, state the
equation of the newly formed graph. (2)

Solutions :

QUESTION 1

1.1.1 Intercepts with the axes: ✓ y-intercept

y-intercept: Let x = 0 ✓✓ x-intercepts
✓ coordinates of TP
y = −(0 − 2) 2 + 1 = −3 (2 ;1) ✓ axis of symmetry
(0 ; − 3) ✓ shape (6)
x-intercepts: Let y = 0 (1; 0) (3 ; 0)

0 = −( x − 2) 2 + 1
 ( x − 2) 2 = 1 (0 ; − 3)
 x − 4x + 4 = 1
2
x=2
 x2 − 4 x + 3 = 0
 ( x − 1)( x − 3) = 0
x = 1 or x = 3
(1; 0) and (3 ; 0)
Axis of symmetry: x = 2
Turning point: (2 ;1)
1.1.2 Range: y  (− ;1] ✓ answer (1)
1.2.1 f ( x) = x 2 − 2 x − 3 ✓✓ xTP = 1
(−2) ✓ yTP = −4 (3)
xTP = − =1
2(1)
yTP = (1)2 − 2(1) − 3 = −4
(1; − 4)
1.2.2 0 = x2 − 2 x − 3 ✓ 0 = x2 − 2 x − 3
 0 = ( x − 3)( x + 1) ✓ 0 = ( x − 3)( x + 1)
✓ x = 3 or x = −1 (3)
 x = 3 or x = −1
1.2.3 ✓ shape
x =1 ✓ turning point
✓ intercepts with axes (3)

(−1; 0) (3 ; 0)

(0 ; − 3)

(1; − 4)
1.2.4 minimum value = −4 . ✓ answer (1)
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1.2.5 x=0 ✓ answer (1)
1.2.6 y = 2( x + 3)2 + 1  2( x + 3)2
 +1 (2)

Question 1 – Involving Parabola

Given: f (x) = −(x + 2)2 + 4

1.1 Write down the range of graph f .

1.2 Draw neat sketches of the graphs of f for x ε [ -2; 6]

1.2.1 the co-ordinates of the turning point of the graph f .
1.2.2 Write down the Domain of f
1.2.3 Write down the Range of
1.2.4 Write down the Maximum of f
1.2.5. For what values of x is f increasing
1.2.6 Write down the axis of symmetry of f
1.2.7 If graph f is moves one unit left and two units down, write down the new
equation after this translation.

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Question 2 - Involving Parabola
3
Given: f (x) = ax2 + bx + c and g(x) = + q for all x  −1 .
x+p

The graph of f cuts the x-axis at A and B and the y-axis at 6. It has its turning point at (2 ; 8) .
The graph of g cuts the y-axis at 4 and intersects the line y = x at C. The line y = 1 is an
asymptote of g.
(2 ; 8)
f y =x
6

g
y =1

x = −1
1
2.1 Show that a = − , b = 2 and c = 6 by determining the equation of f.
2
2.2 Determine the length of AB.
2.3 Write down the equation of g.
2.4 Determine the coordinates of C.
2.5 Determine graphically the values of x for which

2.5.1 g(x) − x  0
2.5.2 f (x).g(x)  0
1
2.6 For which values of k will the equation − x2 + 2x = k − 6 have equal roots?
2

Page | 21
 Question 3 - Involving Parabola
The figure below represents the graphs of the following functions:

8
f (x) = −2x 2 − 4x + 16 and g(x) = +6
x +5

y
M
C

D
N

x
E A B

3.1 Determine the co-ordinates of A, B, C, D, E.

3.2 If M is the turning point of f (x) , determine the length of MN.

3.3 How many points of intersection do f and g share?

3.4 State the equations of the vertical and horizontal asymptotes of g(x).

3.5 Give the range of f .

3.6 Is the inverse of g a function? Explain.

3.7 Determine the equation of f (x) if it is translated 3 units to the right and two units down.

Page | 22
Question 4 - Involving Parabola
The graphs of f (x) = 2x2 + 4x − 6 and g(x) = ax are represented in the sketch below.
A and B are the x-intercepts of f and R is the turning point of f . The point C( − 2 ; 4)
is a point on the graph of g.

C(−2 ; 4)

1
4.1 Show that a = .
2

4.2 Determine the length of AB.

4.3 Determine the length of SR.

4.4 Write down the equation of h, if h is the reflection of f in the y-axis.

Express your answer in the form h(x) = a(x + p)2 + q .

4.5 Write down the equation of g −1 in the form y = ....

4.6 Sketch the graph of y = g−1(x) on a set of axes.

4.7 Determine the values of x for which:

4.7.1 g−1(x)  −2

4.7.2 x . f (x)  0

Page | 23
5. Functions: Inverse of a Parabola

Learners need to be able to:

• Establish whether a graph is a function or not and if it is a function what type of a function.
• Use a proper explanation/definition to tell that a relation is a function.
o use a vertical line test to explain a Function
o use the Horizontal line to test for the type of function
• restrict the domain of a parabola so that its inverse is a function.
• Sketch the restricted parabola.
• apply other restriction i.e. x ≤ 0 or ≥ 0
• to write down the equation of the inverse of a parabola.
• Ensure that the learners can sketch the inverse function properly (showing the line of
symmetry)
• Understand that the inverse of a function is the reflection of the original function about the
line y = x.
• This should include indicating a point on the graph of f and on its invers f −1

Illustration with Solution :

Given: f ( x) = 2 x2 for the domain x  0 .

1.1 Sketch the graph of f . (2)

1.2 Determine the equation of the inverse function of f . (2)

1.3 Sketch the graph of y = f −1 ( x) on the same set of axes as f . (2)

1.1 ✓ shape
✓ one point indicated (2)

(1; 2)

Page | 24
 1.2 y = 2x2 x  0 f ✓ x = 2 y2
x = 2 y 2 y  0 f −1 ✓ y= x (2)
2
 x = y2
2
 y = x (x  0)
2
1.3 ✓ shape
✓ one point indicated (2)
y=x
(1; 2)

(2 ;1) f −1

Question 1 - Involving Inverse of a Parabola

1
Given: f (x) = x2 , x ≤ 0
4

1.1 Determine the equation of f −1 in the form f −1 (x) = ...

1.2 On the same set of axes, sketch the graphs of f and f −1 . Indicate clearly the intercepts
−1
with the axes, as well as another point on the graph of each of f and f
1.3 Is f −1 a function? Give a reason for your answer

Question 2 - Involving Inverse of a Parabola

The graph g is defined by the equation g(x) = ax .The point (8; 4) lies on g

2.1 Calculate the value of a

2.2 If g(x) > 0, for what values of x will g be defined?
2.3 Determine the range of g
2.4 Write down the equation of g −1 , the inverse of g in the form y = ...
2.5 If h(x) = x − 4 is drawn, determine ALGEBRAICALLY the point(s) of intersection of
H and g
2.6 Hence, or otherwise, determine the value(s) of x for which g(x) > h(x)
Page | 25
 Revision : Deferential Calculus
You Need to Know√

1. The following notations for differentiation can be used:

dy
f (x) , D x , or y’
dx

1. Average Gradient

• The learners need to understand the concept of the average Gradient within the context of
two points on the curve, and that the average gradient is given by:
𝑓(𝑥2) −𝑓(𝑥1) Δ𝑦
M= =
𝑥2 −𝑥1 Δ𝑥

• The need to copy this formula correctly from the formula sheet to calculate average
gradient.
• Substitute the points correctly on the gradient formula.

Question 1 - Involving the Average Gradient

1. Find the average gradient of the graph of 𝑓(𝑥) = 𝑥2 − 4

1.1 between x = -1 and x = 3
1.2 between the interval [-1; 3]
1.3 between the points (- 1; f (-1)) and (3; f (3))

2. Given:
x3 −1
f (x) =
x −1

2.1 Calculate the average gradient of f between x = 2 and x = 3 .

2. First Principles:

• The learners:
o Need to understand what is meant by finding/determining the gradient from first
principles and know the first principles formula.
Page | 26
 o must be able to copy the first principle from the formula sheet correct.
o Be able to simplify the first principles expression (It seems as if learners handled
this question better when they determine f (x + h) separately and then bring it back
to the formula).
o Need to be mindful of the notation and apply it correctly when they simplify the
first principle expression.
• At this stage, learners can also determine the equation of the tangent at a point.

3. Rules for differentiation

• The learners:
o need to revise how to simplify surds, rational, irrational exponents.
o Must know how to simplify expressions before differentiation.
o Must know how to tell which variable they are required to differentiating with
respect to.
• Must expose themselves to variety of questions having different notations including
where a variable is given as constant.
• Following instructions is once more important, on how the answer should be provided
whether with a + ve or - ve.
• Must always use of correct notation.

Illustrations with Solutions

1.1 Given: f ( x) = 3x − x2

1.1.1 Determine f ( x) from first principles. (5)

1.1.2 If y = f ( x) represents the graph of the derivative of a cubic function g,

determine:

(a) the x-values of the turning points of g. (3)

(b) the x-value of the point of inflection of g. (2)

1.2 Determine
dy
dx
( 

)
if y = 1 − x 1 −
2 

x

Leave your answer with positive exponents. (4)

Page | 27
SOLUTION

1.1.1 [3( x + h) − ( x + h) 2 ] − [3x − x 2 ] ✓ 3( x + h) − ( x + h)2

f ( x) = lim
h →0 h ✓ correct substitution
into formula
3x + 3h − ( x + 2 xh + h 2 ) − 3x + x 2
2
= lim 3h − 2 xh − h 2
h →0 h ✓ lim
h →0 h
3x + 3h − x 2 − 2 xh − h 2 − 3x + x 2
= lim ✓ lim (3 − 2 x − h)
h →0 h h→0
✓ 3 − 2x (5)
3h − 2 xh − h 2
= lim
h →0 h
h(3 − 2 x − h)
= lim
h →0 h
= lim (3 − 2 x − h)
h →0
= 3 − 2x
1.1.2(a) f ( x) = g ( x) 3h − 2 xh − h 2
✓ lim
At a turning point: g ( x) = 0 h →0 h
 0 = 3x − x 2 ✓ lim (3 − 2 x − h)
h→0
 0 = x(3 − x) ✓ 3 − 2x (3)
 x = 0 or x = 3
1.1.2(b) At a point of inflection on g: ✓ 3 − 2x = 0
g ( x) = 0 3
✓ x= (2)
 f ( x) = 0 2
3 − 2x = 0
−2 x = −3
3
x =
2

( 
) 2 
1.2 − 12 1
y = 1 − x 1 − ✓✓ y = 3 − 2 x − x2

 x − 32 − 12
✓ x − 12 x
2
 y = 1− − x +2 ✓ lim (3 − 2 x − h)
x h→0
− 12 1 1 1
 y = 3 − 2x − x2 ✓ 3 − 1 (4)
dy −3 −1 1 1 x2 2x 2
 = x 2 − 12 x 2 = 3 − 1
dx x 2 2x 2

Page | 28
 1 2
2.1 Determine the gradient of f ( x) = 2 − x by using first principles. (4)
2

2+3 x
2.2 Given: f ( x) =
x

2.2.1 Find the value of f (4) . (1)

2.2.2 Find the value of f (4) . (3)

2.2.3 Determine the equation of the tangent to f at x = 4 in the form y = .... (2)

QUESTION 2

2.1 f ( x + h) − f ( x ) 1
f ( x) = lim ✓ 2 − ( x + h)2
h →0 h 2
1  1  ✓ correct substitution
2 − ( x + h) 2 −  2 − x 2  1
 f ( x) = lim
2  2  − xh − h 2
h →0 h ✓ f ( x) = lim 2
h →0 h
1 2 1 ✓ f ( x) = − x
2 − ( x + 2 xh + h 2 ) 2 − 2 + x 2 (4)
 f ( x) = lim 2 2
h →0 h
1 1 1
2 − x 2 − xh − h 2 − 2 + x 2
 f ( x) = lim 2 2 2
h →0 h
1
− xh − h 2
 f ( x) = lim 2
h →0 h
 1 
h  −x − h 
 f ( x) = lim 
2 
h →0 h
 1 
 f ( x) = lim  − x − h 
h →0  2 
 f ( x) = − x
2.2.1 2+3 4 ✓ answer (1)
f (4) = =4
4

Page | 29
 2.2.2 2 3 x − 12
f ( x) = + ✓ f ( x) = 2 x +3
x x −3
✓ −x 2
− 12
 f ( x) = 2 x +3 1
✓ − (3)
1 −3 −3 1 8
 f ( x) = 2  − x 2 = − x 2 = − 3
2 x2
1 1
 f (4) = − 3 =−
(4) 2 8
2.2.3 1 ✓ substitution
(4 ; 4) lies on f and m = − ✓ equation in the form
8
y = .... (2)
1
 y − 4 = − ( x − 4)
8
1 1
y = − x+ +4
8 2
1 9
y = − x+
8 2

QUESTION 3

3.1 Determine:

 20 x 2 
3.1.1 D x  2 − − 10 x  (3)
 x 20 

dy
3.1.2 if y x = 6 (3)
dx

SOLUTION

3.1.1  20 x 2  ✓ −
40
D x  2 − − 10 x 
20 x3
x 
1
 1  ✓ − x
= D x  20 x −2 − x 2 − 10 x  10
 20  ✓ −10 (3)
1
= −40 x −3 −  2 x − 10
20
40 1
= − 3 − x − 10
x 10

Page | 30
 3.1.2 y x =6 ✓ y=
6
6 x
y = − 12
x ✓ y = 6x
−1 dy 3
 y = 6x 2 ✓ =− 3 (3)
dx x2
dy 1 −3 3
 = 6 − x 2 = − 3
dx 2 x2

QUESTION 4

4.1 The points P(1; 2) and Q(2 ;11) are points on the curve of f ( x) = 3x2 − 1 .

Calculate:

4.1.1 the average gradient of the curve between P and Q. (2)

4.1.2 the gradient of the tangent to the curve at Q using first principles. (6)

SOLUTION

Ave grad = 11 − 2 = 9
4.1.1 ✓ substitution
2 −1 ✓ answer (2)
4.1.2 3( x + h) 2 − 1 − (3 x 2 − 1) ✓ f ( x + h) − f ( x )
f ( x) = lim ✓ correct substitution into
h →0 h
formula
3( x + 2 xh + h 2 ) − 1 − 3x 2 + 1
2
6 xh + 3h 2
= lim ✓ lim
h →0 h h →0 h
3x + 6 xh + 3h 2 − 1 − 3 x 2 + 1
2
✓ lim (6 x + 3h)
= lim h→0
h →0 h
✓ 6x
6 xh + 3h 2 ✓ 12 (6)
= lim
h →0 h
h(6 x + 3h)
= lim
h →0 h
= lim (6 x + 3h)
h →0
= 6x
f (2) = 6(2) = 12

Page | 31
Question 1 - Involving the First Principles

1.1. Given: f (x) = 3x − x2 , determine f (x) from first principles.

1.2. If f (x) = x 2 − 3x , use the first principle to determine the equation of the tangent at x =2

1.3. Determine f '(x) at x = -2 from first principles if f (x) = x3

2
1.4. Determine f '(x) from first principles if f (x) =
x

4. Rules for differentiation

• The learners:
o need to revise how to simplify surds, rational, irrational exponents.
o Must know how to simplify expressions before differentiation.
o Must know how to tell which variable they are required to differentiating with
respect to.
• Must expose themselves to variety of questions having different notations including
where a variable is given as constant.
• Following instructions is once more important, on how the answer should be provided
whether with a + ve or - ve.
• Must always use of correct notation.

Question 1 - Involving Rules for differentiation

dy
1. Determine in each of the following, leaving answers as positive exponents.
dx

1.1 y = (x − 2)(x + 3)

1.2 y= x ( x 3 − 2x )
1.3 y(x + 1) = 3x 2 + 4x + 1

Page | 32
 dy
2. If y = (x 6 − 1)2 , prove that = 12x5 , if x > 1
dx

dy
3. Determine if:
dx

x2
+2 x − π
5
y=
2 x2 x3

2+3 x
f (x) =
4. Given: x

4.1 Find the value of f (4) .

4.2 Find the value of f (4) .

4.3 Determine the equation of the tangent to f at x = 4 in the form y =

2 pm
5. Determine dt if t = ( pm) + where m is a constant.
dp 2

dt
6. dr if 2r − t −1 = 0 .

x 2 2 x5 3
7. Given: y= + 2 − 3
2 x x
dy
Determine leaving answers with positive exponents.
dx

8. Determine:

x 
8.1.1 Dx  . x 
3 

dy
if x = 20 x − 4 y
2
8.1.2
dx

Page | 33
4. Cubic Functions (𝒇(𝒙) = 𝒂𝒙𝟑 + 𝒃𝒙𝟐 + 𝒄𝒙 + 𝒅)

• The learners need to know and follow these steps when sketching a cubic
function:
o Before learners can sketch a cubic function, they at least need to know
the shape of their graph as guided by value of a where a could be a > 0
and a < 0.
o The learners must be able to Factories a third-degree polynomial
using any other method to determine the x-intercepts (the x-intercepts
are known as the: zero, roots, f (x) = 0). It would be an advantage if
they can be able factories using a calculator.
o They must also be able to find the y- intercept, which is when x = 0,
or given by the value of d.
o Learners must be able to use the first derivative to find the coordinates
of the turning points, which are also known as the Stationery points or
local minima and local maxima. In simple terms, this is finding f’(x) =
0, solve for x, and then find the corresponding y-values to give the
coordinate of the turning point.
o Examiners often require learners to write the intercepts with the axes,
stationary points and points of inflection in coordinate form (a ; b) .
Make sure that the learners are
aware of this.

Interpretation of a Cubic Function:

• The learners must be able to:

o Tell what the domain is, that 𝑥 ∈ 𝑅
o Understand the relationship between the graph of a function and the
graph of its derivative is important in that it explains to the learners why
the second derivative is zero at a point of inflection. (REFER TO
EXAMPLE BELOW)
o Understand that the point of inflection is determined by equating the
second derivative to zero and solving for x. An alternative method is to
add up the x-coordinates of the turning points and divide by 2 (i.e.
determining the midpoint of the two turning points).
Page | 34
o Tell for which values of x will f (x) be concave up: f “(x) > 0 & Concave
down:
f “(x) < 0
o Tell where f is increasing or decreasing (f’(x) > 0, decrease f’(x) < 0).
o Determine the values of x, for which: x. f(x) < 0, f’(x) > 0 f’(x). f(x) < 0,
o when will f have three real roots, one real root?

Page | 35
 RELATIONSHIP BETWEEN GRAPH OF A CUBIC FUNCTION AND ITS THE DERIVATIVES - EXPLAINED
Consider the graphs of the following functions:

f (x) = x3 − 6x2 + 9x (cubic)

f (x) = 3x2 −12x + 9 (parabola)
f (x) = 6x −12 (line)
f (1) = 0
+ means that the graph of f f (1)  0
is increasing and the gradient
+ f (2) = 0 +
of f is positive [ f (x)  0].
f (x)  0 f (x)  0 f (x)  0

− means that the graph of f

is decreasing and the gradient f (3) = 0
of f is negative [f (x)  0].

+ means that the graph of the gradient f

of f is above x-axis [f (x)  0].
− means that the graph of the gradient
++
of f is below x-axis [f (x)  0].
f (1) = 0 f (3) = 0
Also, the graph of the gradient
of f is decreasing for all values f (x)  0 f (x)  0
of x to the left of its turning point,
which means that the gradient of the f (2) = 0
graph of f  is negative [f (x)  0]
Also, the graph of the gradient of f is increasing for all values of x to the right of its turning point,
which means that the gradient of f  is positive [f (x)  0]

f 

+ means that the graph of the gradient + f (3)  0

of f  is above the x-axis [f (x)  0].
− means that the graph of the gradient f (2) = 0 f (x)  0
of f  is below x-axis [f (x)  0].

f (x)  0
f (1)  0

Page | 36
Some observations from the three graphs

f (1)  0
f (1) = 0
f (x)  0
f f (2) = 0
+
f (x)  0 f (x)  0 + f (x)  0
+ + f (x)  0 f (x)  0

f (1) = 0 f (3) = 0 f (3) = 0

f (x)  0 f (x)  0 f (3)  0
f (2) = 0

f (x)  0 f (x)  0

o The graph of f (cubic) has stationary points where the graph of f  (parabola) has x-
intercepts. For both graphs, f (1) = f (3) = 0.
o The first derivative can be used to establish that there is a local maximum turning point at
x = 1 and a local minimum at x = 3 .
Consider x = 1:
The signs change as follows when moving from left to right:
+ 0 −
The gradient of f is positive, becomes stationary (zero) and then negative.

The graph of f  is above the x-axis, cuts the x-axis and then moves below the x-axis (when
moving from left to right).
Consider x = 3 :
The signs change as follows when moving from left to right:
− 0 +
The gradient of f is negative, becomes stationary (zero) and then positive.

The graph of f  is below the x-axis, cuts the x-axis and then m

Page | 37
 The second derivative can be used as follows:

o The graph of f (cubic) has a non-stationary point of inflection at the turning point of f 
(parabola). This is where the gradient of f  equals 0, i.e. f (2) = 0. The graph of the line
f  cuts the x-axis at x = 2.

o Since f (1)  0 , the graph of f has a local maximum turning point at x = 1. The y-value of
the line f  is negative at x = 1.

o Since f (3)  0 , the graph of f has a local minimum turning point at x = 3 . The y-value of
the line f  is positive at x = 3 .

o The graph of f is concave down for all f (x)  0. The line f  is below the x-axis to the
left of 2. Therefore the graph of f is concave down for all x  2 . Also, f  (the gradient of f )
is decreasing for all x  2 .
o The graph of f is concave up for all f (x)  0 . The line f  is above the x-axis to the right
of 2. Therefore the graph of f is concave up for all x  2. Also, f  (the gradient of f ) is
increasing for all x  2.

Illustra

Page | 38
 Illustrations with Solutions

QUESTION 1

1.1 Given: f ( x) = 8x3 + 24 x2 − 5

1.1.1 Use the factor theorem to show that 2 x + 1 is a factor of f . (3)

1.1.2 Determine the x-intercepts of the graph of y = f ( x) . (4)

1.1.3 Determine the value of x for which f has a local maximum value. (3)

1.1.4 Calculate the equation of the tangent at the point of inflection on the
graph of f . (6)

1.1.5 Determine the values of x for which f is concave down. (2)

Solution :

1.1.1 2x +1 = 0 1
✓ x=−
2
x = − 1
2 ✓ ( )
f −1 =0 (2)

( ) ( ) + 24 ( − 12 ) − 5 = −1+ 6 − 5 = 0
3 2 2
f −1 =8 −1
2 2
1.1.2 8 x3 + 24 x 2 − 5 = 0 ✓✓ (2 x + 1)(4 x2 + 10 x − 5)
 (2 x + 1)(4 x 2 + 10 x − 5) = 0 ✓ x=−1
2
−10  (10)2 − 4(4)(−5) ✓ x = 0, 43; − 2,93 (4)
 x = − 1 or x =
2 2(4)

 x = −10  180
8
 x = 0, 43 or x = −2,93
1.1.3 f ( x) = 8 x3 + 24 x 2 − 5 ✓ f ( x) = 24 x2 + 48x
 f ( x) = 24 x 2 + 48 x ✓ 24 x2 + 48x = 0

 24 x 2 + 48 x = 0 ✓ local max at x = −2 (3)

 x2 + 2 x = 0
 x( x + 2) = 0
 x = 0 or x = −2
Based on the shape, f has a local maximum at x = −2.

Page | 39
 1.1.4 f ( x) = 24 x 2 + 48 x ✓ 48x + 48 = 0
✓ x = −1
 f ( x) = 48 x + 48 ✓ f (−1) = 11
 48 x + 48 = 0 ✓ mt = f (−1) = −24
 x = −1 ✓ y − (11) = −24( x − (−1))
f (−1) = 8(−1) + 24( −1) − 5 = 11
3 2 ✓ y = −24 x − 13 (6)
(−1;11) is the point of tangency.
mt = f (−1) = 24(−1) 2 + 48(−1) = −24
Equation of tangent is:
y − (11) = −24( x − (−1))
 y − 11 = −24 x − 24
 y = −24 x − 13
1.1.5 f ( x)  0 ✓ 48x + 48  0
 48 x + 48  0 ✓ x  −1 (2)

 x  −1

QUESTION 2

The graph of f ( x) = x + ax + b has a turning point at (−1; 0) .

3

2.1 Show that a = −3 and b = −2 . (4)

2.2 Show that the point of inflection of f is the same as the y-intercept. (2)

2.3 Determine the values of x for which the graph of f is concave down. (1)

2.4 Sketch the graph of y = f ( x) showing the coordinates of the intercepts with
the axes, the turning points and the point of inflection. (7)

2.5 For which values of k will f ( x) = k have three different roots? (1)

Page | 40
SOLUTION

2.1 f ( x) = x3 + ax + b ✓ Substituting into

f ( x)
f (−1) = (−1)3 + a(−1) + b ✓ Substituting into
 0 = −1 − a + b f ( x)
 a − b = −1 ✓ Showing that a = −3
✓ Showing that b = −2
f ( x) = 3 x 2 + a (4)
 f (−1) = 3(−1) 2 + a
0 = 3 + a
 a = −3
−3 − b = −1
 b = −2
2.2 f ( x) = x3 − 3 x − 2 ✓ Showing that the
point of inflection is
f ( x) = 3x 2 − 3 (0 ; − 2)
f ( x) = 6 x ✓ Stating that this point
is also the y-int (2)
For a point of inflection f ( x) = 6 x
6x = 0
x = 0
f (0) = −2
 Point of inflection is (0 ; − 2)
The y -intercept is also (0 ; − 2)

2.3 The graph is concave down for all ✓ x  0 (1)

x such that f ( x)  0
f ( x) = 6 x
6x  0
x  0

Alternatively:

The shape of the graph is as

follows:

(0 ; − 2)

The graph is concave down for all

x0
Page | 41
 2.4 y -intercept = point of inflection: ✓✓ − 2) points
(0 ; turning
✓✓ x-intercepts
Turning points:
✓ point of inflection
f ( x) = 3 x 2 − 3 ✓ y-intercept
✓ shape (7)
 0 = 3x 2 − 3
(−1; 0) (2 ; 0)
 0 = x2 − 1
 x = 1 (0 ; − 2)
f (−1) = 0
(1; − 4)
(−1; 0)
f (1) = (1)3 − 3(1) − 2 = −4
(1; − 4)
x-intercepts:
0 = x3 − 3 x − 2
 0 = ( x + 1)( x 2 − x − 2)
 0 = ( x + 1)( x + 1)( x − 2)
 x = −1 or x = 2

2.5 −4  k  0 ✓ −4  k  0 (1)

QUESTION 3

3.1 The following information is given relating to a cubic graph:

f (0) = 0 f (3) = 0 f (1) = 0

f (3) = 0 f (2) = 0 f ( x)  0 for all x  2

3.1.1 Explain the meaning of f ( x)  0 for all x  2 . (1)

3.1.2 Draw a neat sketch graph showing all relevant points. (3)

3.1.3 Now draw the graph of y = f ( x) on the same set of axes. (2)

3.1.4 For which values of x is the gradient of f increasing? (1)

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SOLUTION

3.1.1 f ( x)  0 for all x  2 means that the graph is ✓ answer

concave up for all x  2 (1)
3.1.2 ✓ turning points
✓ point of inflection
✓ shape
(3)

3.1.3 ✓ x-intercepts
f ✓ turning point at 2
(2)

3.1.4 The parabola is the graph of the gradient of f and the ✓ x2
parabola is increasing for all x  2 . (1)
Therefore, the gradient of f is increasing for all x  2
Note to the educator:
The graph of the cubic f is concave up for all x  2
(to the right of the point of inflection) and the gradient
of the parabola f  is always positive for all x  2.
We write f ( x )  0 for the gradient of f  being
positive (the derivative of f  is positive).
The gradient of the parabola steadily increases in size as
the x-values increase to the right of 2. Check out the
sizes of the gradients of the tangents to the parabola.
The gradient of the graph of f is therefore increasing
for all x  2 .
However, the gradient of f is positive for all x  1 or
x  3 (parabola is above x-axis) . We say f ( x )  0 for
all x  1 or x  3 .

Page | 43
The graph of the cubic f is concave down for all x  2
(to the left of the point of inflection) and the gradient of
the parabola f  is always negative for all x  2.
We write f ( x )  0 for the gradient of f  being
negative (the derivative of f  is negative).
The gradient of the parabola steadily decreases in size as
the x-values approach 2 from the left. Check out the sizes
of the gradients of the tangents to the parabola. The
gradient of the graph of f is therefore decreasing for
all x  2 .
However, the gradient of f is negative for all
1  x  3 (parabola is below x-axis) . We say
f ( x )  0 for all 1  x  3 .

This concept has not yet been asked in the DoE exams
and might well come up at some stage.

In summary:

f is concave up f ( x)  0
gradient of f is increasing
gradient of f  is positive
f is concave down f ( x)  0
gradient of f is decreasing
gradient of f  is negative

The graph of f increases if f ( x)  0 since

f has a positive gradient
The graph of f decreases if f ( x)  0 since
f has a negative gradient

Notice too that:

At the point of inflection, the gradient of the parabola is
zero. We write this as f (2) = 0 .
The parabola cuts the x-axis at x = 1 or x = 3 .
We write this as f (1) = f (3) = 0 and know that the
graph of f has turning points at these values.

Page | 44
Question 1 - Involving the Cubic Functions:

Given: f (x) = 2x3 − x 2 − 4x + 3

1.1 Show that (x −1) is a factor of f (x) .
1.2 Hence factorize f (x) completely.
1.3 Determine the coordinates of the turning point of f .
1.4 Draw a neat sketch graph of f indicating co-ordinates of the turning point as
well as the intercepts with the axes.

1.5 For which value of x will f have a point of inflection?

Question 2 - Involving the Cubic Functions:

Given 𝑓(𝑥) = −𝑥3 + 10𝑥2 − 17𝑥 − 28
2.1 Determine the coordinates of the turning points.
2.2 Determine the value of x where the concavity of f changes

2.3 Determine the coordinates of the point on f with a maximum gradient

2.4 Determine for which value(s) of x is f (x). f '(x) > 0

Question 3 - Involving the Cubic Functions:

Given the function f (x) = x3 + kx2 − 8x − 12

3.1 Show that k = 5 if (x + 1) is a factor of f

3.2 Hence factorize f fully

3.3 Find the coordinates of the turning points of f

3.4 Find the coordinates of the point of inflections of f

3.5 Sketch the graph of f, showing the coordinates of all intercepts with the axes
turning points and point of inflection

Page | 45
Question 4 - Involving the Cubic Functions:

Refer to the figure showing the graph of cubic function f (x) = ax3 + bx 2 + cx + d .
A (-6 ; 0), B(-1 ; 0), C(2 ; 0) and F(0 ; 24) are intercepts with the axes, with D and E as
turning points.

4.1 Show that a = −2, b = 16 , c = 16 and d = 24

4.2 Determine the coordinates of D
4.3 Suppose that the graph is translated in such a way that the point D is moved
to the origin. That is, the new graph has equation y = f (x − p) + q , where p
and q are constants.

4.3.1 Write down the values of p and q .

Page | 46
Question 5 - Involving the Cubic Functions:

The graph of a cubic function with equation f (x) = x3 + ax 2 + bx + c is drawn

• f (1) = f (4) = 0
• f has a local maximum at B and a local minimum at x = 4

x
0 1 4

5.1 Show that a = −9,b = 24 and c = −16

5.2 Calculate the coordinates of B

5.3 Determine the value(s) of k for which f (x) = k has negative roots only

5.4 Determine the value(s) of x for which f is concave up

Question 6 - Involving the Cubic Functions:

6.1 Sketch the graph of 𝑓(𝑥) = 𝑥3 + 1

Page | 47
Question 7 - Involving the Cubic Functions:

The sketch below shows the graph of y = f (x) , the derivative of a cubic function
y = f (x). It is further given that f (0) = −5 and f (−2) = 0 .

y = f (x)

7.1 Write down the coordinates of the point of inflection of f. (1)

7.2 Write down the coordinates of the point where f cuts the x-axis. (1)

7.3 For which values of x is the graph of f decreasing? (1)

Question 8 - Involving the Cubic Functions:

The following information about a cubic polynomial, y = f (x) is given:

• f (−1) = 0
• f (2) = 0
• f (1) = −4
• f (0) = −2
• f '(1) = f '(1) = 0
• If x < -1then f '(x) > 0
• If x > 1 then f '(x) > 0

8.1 Use this information to draw a neat sketch graph of f .

8.2 For which value(s) of x is f strictly decreasing?

8.3 Use your graph to determine the x -coordinate of the point of inflection of f

8.4 For which value(s) of x is f concave up?

Page | 48
 5. Application of Calculus

Optimization
The learners need to develop the conceptual understanding on Optimization
• Calculus of motion
o In this regard, the equation will be given.
o The learners need to know that, Velocity is the derivative of displacement, and
o Acceleration (2nd derivative) is the derivative of velocity
• Rates of change
o Knowledge of formulae for the surface area and volume of right prism is required
o A list of relevant formulae will only be provided for the surface area and volume
of cones, spheres and pyramids. Learners must select the correct one to use.

Illustrations with Solution

QUESTION 5

5.1 A petrol tank at a petrol depot has both the inlet and the outlet pipes which are used
to control the amount of petrol it contains. The depth of the tank is given by
t 2 t3
D(t ) = 6 + −
4 8
where D is in metres and t is in hours that are measured from 09h00.

5.1.1 Determine the rate at which the depth is changing at 12h00, and then state whether there is and increase or
decrease in depth. Answer correct to two decimal digits. (3)

5.1.2 At what time other than 09:00 will the inflow of petrol be the same as the outflow? (3)

Page | 49
Solution

5.1.1 1 1 1 3 2
D(t ) = 6 + t 2 − t 3 ✓ D(t ) =t− t
4 8 2 8
1 1 ✓ −1,88 m / s
 D(t ) =  2t −  3t 2 ✓ decreasing (3)
4 8
1 3 2
 D(t ) = t − t
2 8
1 3 15
 D(3) = (3) − (3) 2 = − = −1,88 m / s
2 8 8
The rate of change is negative indicating that the depth is
decreasing.
5.1.2 D(t ) = 0 1 3 2
✓ 0= t− t
1 3 2 8
0 = t − t2 4
2 8 ✓ t = 0 or t =
 0 = 4t − 3t 2 3
✓ 10h10 (3)
 0 = t (4 − 3t )
4
 t = 0 or t =
3
At 09h00 ( t = 0 ), the inflow of petrol be the same as the
outflow.
4 4
If t = hours, then t =  60 = 80 minutes
3 3
80 minutes later will be at 10h10.

Page | 50
 5.2 In the given solid wooden triangular prism, the lengths of the sides of the right-angled triangles are 3x, 4x
and 5x and the height of the prism is y. The surface area of the prism is 3 600 cm2 .
3x

4x
5x

300 − x 2
5.2.1 Show that y = . (3)
x
5.2.2 Determine the value of x for which the volume of the prism is a maximum. (5)

SOLUTION

5.2.1 1  ✓ area two triangles

3 600 = 2  (3x)(4 x)  + ( y )(4 x) + ( y )(5 x) + ( y )(3x) ✓ area three rectangles
2  ✓ y in terms of x (3)
 3 600 = 12 x 2 + 12 xy
 300 = x 2 + xy
 300 − x 2 = xy
300 − x 2
y =
x

Page | 51
5.2.2 1 ✓ V = 6x2 y
V = (3x)(4 x)( y )
2 ✓ V( x) = 1 800x − 6 x3
 V = 6 x2 y ✓ V(x) = 1 800 − 18 x2
 300 − x 2  ✓ 0 = 1 800 −18x2
 V = 6 x 2  
 x  ✓ x = 10 cm (5)

 V( x) = 1 800x − 6 x3
 V(x) = 1 800 − 18 x 2
 0 = 1 800 − 18 x 2
18 x 2 = 1 800
 x 2 = 100
 x = 10 cm (x  0)

Question 1 – Involving application of Calculus

A farmer wanted to determine the amount of water he used every week during a drought.
He measured the amount of water drawn from a water tank and used on the farm. He
determined the volume of water, in litres, t weeks after he started measuring was:
V = 100t 2 + 200t + 2 400

1.1 After how many weeks was the volume at maximum?

1.2 After how many weeks will the tank be empty?
1.3 Determine the rate at which the volume changed according to the time if t = 3.

2. An industrial process requires water to flow through its system as part of the cooling
cycle. Water flows continuously through the system for a certain period of time. The
relationship between the time (t) from when the water starts flowing and the rate (r) at
which the water is flowing through the system is given by the equation:

r = − 0; 2t 2 + 10t

2.1 After how long will the water be flowing at the maximum rate?
2.2 After how many seconds does the water stop owing?

Page | 52
Question 2 – Involving application of Calculus

2. A box is made from a rectangular piece of cardboard, 100 cm by 40cm, by cutting out the
shaded areas and folding along the dotted lines as shown in the diagram above.

2.1 Express the length l in terms of the height h

2.2 Hence prove that the volume of the box is given by V = h(50 − h)(40 − 2h)

2.3 For which value of h will the volume of the box be a maximum?

3. A necklace is made by using 10 wooden spheres and 10 wooden cylinders. The radii, r, of the
spheres and the cylinders are exactly the same. The height of each cylinder is h. The wooden
spheres and cylinders are to be painted. (Ignore the holes in the spheres and cylinders)

V =  r 2h S = 2 r 2 + 2 r h
4
V= r3 S = 4 r 2
3

3.1 If the volume of a cylinder is 6 cm3, write h in terms of r

3.2 Show that the total surface area (S) of all the painted surfaces of the necklace is equal to
120
S = 60r 2 +
r
3.3 Determine the value of r so that the least amount of paint will be used

4. Consider the diagram below. OCDE is an inscribed rectangle in

A(0 ; 6) and B(8 ; 0) are given points.
Page | 53
 A(0 ; 6)

B(8;0)

4.1 Determine the equation of line AB. ABO.

4.2 By using calculus methods, determine the dimensions of rectangle OCDE

so that OCDE has a maximum area.

Page | 54