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823 views244 pagesSadler Methods Unit 3
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© © All Rights Reserved
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/ 244
AJ Sadler
Mathemati
thod
Student Bo
Unit 3
OY
oan 2% NELSON
"aS CENGAGE Learning:
Mathematics Methods Unit 3
‘et revieed Exton
AdSadlor
Publishing edtr: Rober Yen
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National Libary of Australia Cataloguing n-Publication Data
Sate, A J, author
Mathematics methods. Unit 3/.J Sadler
‘st revises edtion
{9780170395137 (paperback)
Fr secondary schocl age.
Mathematics-Sudy and teaching (Secondary)
Mathematics-Textbooks
Cengage Learning Australia
Level 7, 80 Dorcas Street
‘South Melbourne, Vicia Australia 3205
Cengage Learning New Zealand
Unit 48 Rosedale Otfice Park
£331 Rosedale Road, Albany, Norh Shore 0632, NZ
For leaning sohsions, vist congage com au
Printed in China by China Translation & Priting Services.
123456721 20191817 PREFACE
This tex! targels Unit Three of the
West Australian course Mathematics
Methods, 0 course that is organised
into four unis, units one and two for
year eleven and units three and four
for year Wwelve.
The West Australian course,
Mathematics Methods, is based on the Australian
Curriculum Senior Secondary course Mathematical
Methods. Apart from some small changes, mainly
to the wording, the unit threes of these courses
are closely aligned. Hence this book would also
be suitable for students following unit three of the
Australian Curriculum course Mathematical Methods
The book contains text, examples and exercises
containing many carehully graded questions.
A student who studies the appropriate lex! and relevant
examples should make good progress
with the exercise that
The book commences with a section entitled
Preliminary work. [his secion brietly oulines
work of particular relevance fo this unit that students
should either aleady have some family with
om the mathematics studied in earlier years, or for
which the brief outline included in the section may be
sufficient lo bring the understanding of the concept up
to the necessary level
As students progress through the book they will
encounter questions involving this preliminary work in
the Miscellaneous exercises tho! feaiuie ot fhe
end of each chapter. These miscellaneous exercises
aso include questions involving wotk from preceding
chapters lo encourage the continual revision needed
throughout the unit
Some chapters commence with a ‘Situation’ o:
two for students to consider, eiher individually or
‘95.0 group. In this way students are encouraged fo
think and discuss a situation, which they are able
to tackle using their exisiing knowledge, but which
‘acis as a forerunner and siimulus for the ideas that
follow. Students should be encouraged fo discuss their
solutions and answers to these situations and perhaps
to present their methed of solution to others, For this
feason answers fo these situations are generally not
included in the book.
‘At times in this series of books | have found it
‘appropriate to go. litle outside the confines of the
syllabus forthe unit involved. In this regard readers wil
find in this text that when applying product, quotient
‘and chain rules to functions ofthe form fax — b} | go
beyond the ‘ax — b to include functions involving other
linear combinations of x”
| take @ similar approach when considering
flax bid and consider more genera forms
of J Falta When considering small changes
| include mention of small percentage change and
maaginal rates of change. | intioduce the concep!
of ‘through a consideration of continuous
compounding
Alan Sadler
\san 9700170395197 CONTENTS
PRELIMINARY WORK vii
hange of origin and chon
DIFFERENTIATION
Second {and higher order]
APPLICATIONS OF
DIFFERENTIATION
iv) MATHEMATICS METHODS Unit 3
derivatv
ANTIDIFFERENTIATION
Antidifferentction
Antdifin g powers of x
Mi 1 exercise tee
AREA UNDER A CURVE
Avea unde
Area under o cue
— further e
tegrals to find
pony
F chang
50
san 978017039512 ‘THE FUNDAMENTAL
THEOREM OF
‘CALCULUS 96
The fundamental theorem
of calcul. 99
Miscellaneous exercise fe... 105
THE EXPONENTIAL
FUNCTION 108
Growth and decay. m
The derivative of 4
‘More on growth and decay... 119
Integrating exponential functions... 124
‘Miscellaneous exercise six 126
‘CALCULUS OF
TRIGONOMETRIC
FUNCTIONS 130
siah
a a“
l-cosh
Fath h
Differentiation of sine and cosine... 138
Antidifferentiation of functions
Invobng sine nd ead en. 145
Miscellaneous erercise seven 150
DISCRETE RANDOM
VARIABLES 154
Discrete random variables. 156
Mean or expected value of
a discrete random variable. 167
The standard deviation of
a discrete random variable. 109
Miscolneous once wight 174
BERNOULLI
AND BINOMIAL
DISTRIBUTIONS.
Bernoulli distributions.
Binomial distributions...
Graphs of binomial distributions
Velues from tables and calculators
Assessing improvement using
«binomial mode!
Miscellaneous exercise nine.
ANSWERS
INDEX
sen 9780170995197
Contents IMPORTANT
NOTE
series of texts has been written based on
my interpretation of the appropriate Mathematics
Methods syllabus documents as they stand at the time
of writing. Itis likely that as time progresses some
points of interpretation will become clarified and
perhaps even some changes could be made to the
original syllabus. I urge teachers of the Mathematics
Methods course, and students following the course,
to check with the appropriate curriculum authority
to make themselves aware of the latest version of
the syllabus current at the time they are studying
the course.
vi) MATHEMATICS METHODS Unit 3
Acknowledgements
As with all of my previous books Iam again
indebted to my wife, Rosemary, for her assistance,
encouragement and help at every stage.
‘To my three beautiful daughters, Rosalyn,
Jennifer and Donelle, thank you for the continued
understanding you show when I am ‘still doing sums’
and for the love and belief you show
To the delightfully supportive team at Cengage
—I thank you all.
Alan Sadler PRELIMINARY WORK
‘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 Three of the Mathematical 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.)
‘© Chapters in this book will continue some of the topics from this preliminary work by building on the
+ The miscellaneous exercises that feature at the end of each chapter may include questions requiring an
understanding of the topics briefly explained here.
Number
Iris assumed that you are familiar with, and competent in the use of, positive and negative numbers, recurring
decimals, square roots and cube roots and that you are able to choose levels of accuracy to suit contexts and
distinguish between exact values, approximations and estimates.
‘Numbers expressed with positive, negative and fractional powers should also be familiar to you as should be
the following index laws:
axa = at fem ee @el
- as wr
(yt = rxe (¢) -4
An ability to simplify expressions involving square roots is also assume.
Not ‘The set of numbers that you are currently familiar with is called the set of real numbers. We use the
symbol B for this set.
E contains many subsets of numbers such as the whole numbers, the integers, the prime numbers etc.
(if you are also a student of Mathematics Specialist you will also have encountered numbers beyond this
real system. Such considerations are beyond the scope of this unit.)
The absolute value
‘The absolute value of a number is the distance on the number line that the number is from the origin.
The absolute value of x is written |x| and equals x when « is positive, and equals —x when x is negative.
‘Thus |3] = 3, |-3| = 3,/4| =4,|-4] =4.
Preliminary work @)
\san 9700170395197 Compounding
One of the situations featuring at the start of one chapter in this book involves the idea of compound interest.
‘You are probably aware that if you were to invest $1000 into a savings account it can carn interest. If this interest
is, say 6% compounded annually, then after one year the account will be worth $1060 (= $1000 x 1.06).
However, ifthe compounding were to occur every six months, ic. 3% every six months, then the interest earned
at the end of the first six months would itself earn interest in the second six months.
Thus, with compounding every six months:
Amount in account after one year = $1000 x 1.03 x 1.03
$1000 « 1.03%
= $1060.90
With compounding every quarter year:
‘Amount in account after one year = sooo (1+ 9°)
$1000 x 1.015*
$1061.36 (nearest cent).
With compounding every month:
2
nectar aererac enya ane TOO (1 & *)
= $1000 x 1.005!
$1061.68 (nearest cent).
With compounding every day:
365
= $1061.83 (nearest cent).
us
eee eee ee s1000 |
Measures of central tendency
‘The mean, the median and the mode are all measures used to summarise a set of scores. The mean and the
median each indicate a ‘central score’. The mode is often included in these ‘averages’ but there is no guarantee
that the mode is a ‘central’ measure.
‘The mean, or common average, of a set of scores is found by summing the scores and then dividing by the
number of scores.
‘The median is found by listing the scores in order of size and locating the middle score or, or an even number
of scores, the mean of the middle two.
‘The mode is the most common score. If there are two scores that are equally ‘most common’ we say the set of
scores is bimodal because it has two modes. We do not find the mean of the two modes.
MATHEMATICS METHODS Unit 3 San 9780170395197 Measures of spread (or dispersion)
‘The range of a set of scores is the difference between the highest score and the lowest score and gives a simple
‘measure of how widely the scores are spread. Whilst the range is easy to calculate it is determined using just
two of the scores. For this reason itis of limited use.
‘The measurements of variance and standard deviation are more commonly used measures of dispersion.
‘The variance is found by finding how much each of the scores differs from the mean, squaring these values
and finding the average of the squared values. The standard deviation is the square root of the variance.
Consider the eight scores listed below for which the mean is 18.
Scores: 12 1s 16 16 18 20 2: 25
Deviation frommean: -6 -3 2 2 0 #2
2 HP HCD +? +40?
Variance oscars = OHH)! #1 aI + OC)
15.25
Standard deviation = 15.25 i.e. 3.91 (correct to two decimal places)
‘Many calculators can determine the standard deviation, and other statistical information for a set of scores:
The mean of the scores.
‘The sum of the scores.
‘The sum of the squares of the scores.
The standard deviation of the scores.
A different standard deviation ~ see second note below.
‘The number of scores.
90512483,
17475405
MTT
Note * ‘The standard deviation, o, is a measure of spread. For most distributions very few, if any, of the scores
would be more than three standard deviations from the mean, i.e. the vast majority of the scores (and
probably all of them) would lie between (¥ ~30) and (¥ + 30).
* The calculator display shown has two different standard deviations:
the standard deviation of the eight scores.
©, gives an answer a little bigger than g, by dividing the sum of the squared deviations by (n ~ 1)
rather than 1. This would be used if the eight scores were a sample taken from a larger population
and we wanted to use the standard deviation of the sample to estimate the standard deviation of the
whole population, Division by (n ~ 1) rather than m compensates for the fact that there is usually less
variation in a small sample than there is in the population itself Ifthe sample is large then » will be
large and there will be little difference between 6, and 6, _; Change of origin and change of scale
Consider again the set of eight scores:
R 1 16 16 18 2 2 25
Showing the scores as a dot frequency diagram, and some summary statistics:
90512483
17475405
Now suppose we increase all of the scores by 20. This will see them all move 20 places to the right on the dot
frequency diagram. (We refer to this sort of transformation as a change of origin.) With all of the scores increased
by 20 we would expect the mean to increase by 20. However, the points are no more, or less, spread out, than
they were before. Hence the standard deviation should be unchanged.
90512483
10 20 30 40 30 17475405
‘Suppose instead we were to multiply all of the original scores by 2. (We refer to this sort of transformation as
a change of scale.) The scores would again all increase in value but would also become more spread out than the
original set. We would expect the mean and the standard deviation of this new set of scores to be twice the mean
and standard deviation of the original set.
10856
81024967
34950811
@) MATHEMATICS METHODS Unit 3 San 9780170395197 Probability
‘The probability of something happening is a measure of the likelihood of it happening and is given as a number
between zero (no chance of happening) to I (certain to happen).
With activities such as rolling a die or flipping a coin, whilst we are unable to consistently predict the outcome of
a particular die roll or coin flip, when these activities are repeated a large number of times each has a predictable
Jong run pattern. For less predictable events the long term relative frequency with which an event occurs is
then our best guess at the probability of the event occurring. Probability based on experimental or observed data
like this is called empirical probability.
An event occurring and it not occurring are complementary events.
i P(event occurring)=a then —_—_—P(event not occurring)
Venn diagrams can be a useful form of display for probability questions.
‘Not Ais A’, the ‘Aand B'isAMB,the ‘Aor B’isAUB, the
complement of A. intersection of A and B. union of A and B.
CD] || |@
In some situations we may be given some extra piece of information or condition that allows us to restrict our
attention to only certain members of the sample space. This is called conditional probability.
For the probability of A given B we write P(A|B).
Hence, ifthe Venn diagram on the right shows the probabilities of the
events A and B occurring then:
le
P(AIB) P@IA)
Counting
It is assumed that you are familiar with the notation “C, for the number of combinations of r different objects
taken from a set containing n different objects.
‘There are "C, combinations of r objects chosen from n different objects where
© "C, may also be written as @} For example (3)
* "C, can be thought of as ‘from n choose »”. Algebra
Itis assumed that you are already familiar with manipulating algebraic expressions, in particular:
+ Expanding and simplifying:
For example, Ae +3)—3(e +2) expands to 4x+12-3x-6
which simplifies to x46
(&-7)e+1) expands to x tly-Te-7
which simplifies to x -6x-7
(e-7), ie. Qx—7)2e-7) ‘expands to 4x — 28x +49
+ Factorising:
For example, 2ix+7 factorises to 7Gx+1)
Sapy + L2py= — 6apq factorises to 3p\Say + 4y ~ 2ag)
x -6x-7 factorises to (e- 7+ 1)
#-9 factorises to (3) +3)
the last one being an example of the difference of 20 squares result:
v-y factorises to (eye +y)
* Solving equations.
In particular, linear equations, simultaneous equations,
quadratic equations, exponential equations (e.g. 2*+ 3 = 35),
trigonometrical equations (e.g. sin.x = 0.5 for 0 Sx < 360°),
and in the use of your calculator to solve equations.
Function
Iris assumed that you are familiar with the idea that in mathematics any rule that takes any input value that it
cean cope with and assigns to ita particular ourput value is called a function.
Familiarity with the function notation f(x) is also assumed.
Tecan be useful at times to consider a function asa machine, A box of numbers (the domain) is fed into the machine,
a certain rule is applied to each number, and the resulting output forms a new box of numbers, the range.
2° +3,with domain (1, 2, 3, 4, 5), could be ‘pictured’ as follows:
In this way fo
Input
L345 >
Ouput
dm w.202
If we are not given a specific domain we assume it to be all the numbers that the function can cope with.
‘Thus the function f(x) = Vx —3 has a domain of all the real numbers greater than or equal to 3. Le. fe R:x2 3}
For this domain the function can put out all the real numbers greater than or equal to zero. Thus the range of
the function will be all real numbers greater than or equal to 0.
MATHEMATICS METHODS Unit 3 San 9780170395197 Ie is assumed you are particularly familiar with linear and quadratic functions, their characteristic equations and
1
ve andy=—.
their graphs, and have some familiarity with the graphs of y = x’,
Tis further assumed that the effect altering the values of a, b, cand d have on the graph of y= af (hx ~ 0] + dis
something you have previously considered for various functions.
Remember that linear and quadratic functions are members of the larger family of functions called polynomial
functions. These are functions of the form
fs)
where 1 is a non-negative integer and dy dy jy
x ete.
pita, 8! 4a, 2a" 2+. tax tay et ay
are all numbers, called the coefficients of x",x"~',
“The highest power of xis the order of the polynomial.
‘Thus linear functions, y= mx +6, are polynomials of order 1,
quadratic functions, y = ax? + be + ¢, are polynomials of order 2,
cubic functions, y = ax’ + bx” + cx + d, are polynomials of order 3, etc.
‘Though not an idea you would necessarily be familiar with, but one that should seem reasonable, is that of using
the output from one function as the input of a second function. In this way we form a composite function, also
referred to as a function of a function.
Suppose that f(x) =27 and g(x) =x +3.
If we feed the set of numbers {-3,-2, -1, 0, 1, 2, 3) into fand then feed the output into g what numbers will
g output?
W our WW our
ww »
fey=? s=2+3 9 |
With the domain stated, combining the functions fand g in this way will give a final output of (3, 4,7, 1
f(x) g(x)
(3,-2,-1, 0, 1,2,3} > 01,49) > = 847,12)
We write this combined function as gift]
oras eof) or gefla) — for'gof fox’
oras afc).
Note that though our ‘machine diagram’ above shows the ‘f function’ first we write the combined function as
gf). This is to show that the ‘f function’, being closest to the ‘(x)’, operates on the x values first.
1s0n 9700170995137 Preliminary work Radian measure
‘A particularly useful concept involved with angle measurement is the radian.
An arc of length 1 unit, in a circle of unit radius, subtends an angle of | radian at the centre of the circle.
An are of length 2 units, ina circle of unit radius, subtends an angle of 2 radians 2radians—_Arelength
at the centre of the circle, and so on.
‘Thus an are of length 27 units, in a circle of unit radius, will subtend an angle of
2m radians at the centre of the circle. However, ifthe radius is 1 unit an are of 2x(1)
is the full circumference of the circle and will subtend an angle of 360° at the centre.
Thus 2m radians = 360°
le. mradians = 180°
(Thus, correct to one decimal place, 1 radian is equivalent to 57.3%)
Using radian measure to determine arc length, sector area and segment area using the following formulae should
also be familiar.
Are length = 70
Sector area = 577
2
1 2(@-sind)
Segment area=+
Trigonometric functions
You should be familiar with the trigonomettical ratios of sine, cosine and tangent as functions, the graphs of
these functions, use of the terms amplitude, cycle, period and phase. For example, the graph of y = sin. for
-2n Sx 4nis shown below. Ithas an amplitude of 1 and a period of 2.
wie
wii
(x) MATHEMATICS METHODS Unit 3 San 9780170395197 The following trigonometric identities should also be familiar to you:
sin’A+cos°A = 1
(Remember, we write powers of trigonometric functions, c.g. (sin.A)’, as sin’ 4.)
sin(A+B) = sinAcosB+cosAsinB
cos(AtB) = cosAcosBFsinAsinB
wn Aten B
und) = Fn AuaB
You should be able to solve equations involving trigonometric functions using technology and, in straightforward
cases, algebraically.
For example, asked to solve the equation sin 3x = 0.5, for 0 S.x ) we say that it is concave down.
“The previous graph appears to be concave down to the left of point G.
‘+ Ify=fla) is shaped U (or part of U) we say that it is concave up.
The previous graph appears to be concave up to the right of point G.
‘© The points on a curve where it changes from being concave down to concave up, or from concave up to
concave down, are called points of inflection. Point G in the previous diagram is a point of inflection.
If, ata point of inflection, the graph is momentarily horizontal then the point is a point of horizontal
inflection,
own
Point of Point of down down’
inflection, inflection
Concave Concave
up.
‘* Maximum and minimum points are sometimes referred to as turning points.
‘Maximum points, minimum points and points of horizontal inflection are sometimes referred to as,
stationary points.
‘Turning points a
Minimom Maximum Horizontal
point pointe inflection
Stationary points
Aall stationary points the gradient is zero.
Also remember:
'* Some graphs possess symmetry.
E.g. y=" has line symmetry, y=1° has rotational symmetry.
© Some functions are undefined for certain values of x.
E.g. y= x is undefined for x <0.
‘Some functions have regions on the graph where the function cannot exist.
E.g._xy= I cannot exist where the x and y coordinates are of different sign. (Also x # 0 and y #0.) Tis also assumed that you are familiar with the basic shape of the graphs
of exponential functions, i.e. functions of the form f(x) = a (for a > 0),
for example that of y = 2* shown on the right, and how these graphs will
differ for different values of a.
Use of differentiation to locate stationary points
Ieis anticipated that from your study on Unit 2 of Mathematics Methods you are familiar with using differentiation
1 locate stationary points of a function and in applying this technique to determine the optimal values for various
situations. This process will be further explored in chapter two of this text.
Use of technology
‘You are encouraged to use your calculator, computer programs and the internet during this unit.
Define f(x) = x4 + x dee,
weer +8)
tny(12+81-18))
4
Zee -ae? +5]e=3
Je a? +7)
fo2x)e
Jo22 +2x-9)o%
40+ -3x
However you should make sure that you can also perform the basic processes such as solving equations,
sketching graphs, differentiation etc., without the assistance of such technology when required to do 50.
Note: The illustrations of calculator displays shown in the book may not exactly match the display from
your calculator. The illustrations are not meant to show you exactly what your calculator will
necessarily display but are included more to inform you that at that moment the use ofa calculator
could well be appropriate.
(=) MATHEMATICS METHODS Unit 3 San 9780170395197 Differentiation
* Second (and higher order) derivatives
CRC ele amin
CR LTee el ua
SL Reuel Ms
See el eal ell) =
Examples 1,2 and 3 that follow revise the application of the rule:
dy
Ie y=axt then 2 mana"!
“The rule does not ust apply to n taking non-negative integer values but i also true for m taking
fractional and negative values as well.
Also remember that if
y= fe) # 2
Ba pyeZqio, (The sumand difference les)
de de 7
Determine the gradient function, , for each of the following.
a y=70
dy
Solution
a if y=7s5
omeetcen
f= 16
=35x*
3
If =
e a =
3x7
Ohi
de Ox
ae
a
o Re
y=3x0 +2x-5 ©
e y=(x+1)2x-3)
b If ads? +2e—5 (3x4 20! 50%)
Bors?
d if y=ive
1
sSx2
a (3) 2
a *(2)*
5
Ne
e If y=? + DQr-3) ‘expanding gives y= 2x -3x + 2x3
Hence 4 6x? — 6x +2
san 9780170295197
1. Differentiation @ @) “These same answers can he obtained from some calculators.
4
ae
a
Lee +2x-5)
Ze +172x-3)
6.x2-6.x+2
Determine the gradient of the curve.
Solution
7 yar +e
=x +h?
then Bare. Loe eaiilx=4
At the point (4, 22), 2=4
gv, at
and so OTE
=8.75
‘The gradient of the curve y= x7 + 3vx at the point (4, 22) is 8.75.
Determine the equation of the tangent to the curve y=
Solution
at the point (4,1).
Tf ie. ya4e!
n Bae?
the 4.
Thos at the point (4,1), 2 =-025,
Ac (4, 1) the tangent will have a gradient of -0.25.
‘Thus the tangent will have an equation of the form
=I must‘fit:
he required equation is
@) MATHEMATICS METHODS Unit 3 \stn 9780170295137 Second (and higher order) derivatives
I y then the gradient function, 4, equals 10x*,
Differentiating again gives ‘the gradient function of the gradient function’.
We call this the second derivative of y with respect to x and write it as, 3
wy 4 s
Thus with & = 10c' and 40x
a de
A
Continuing this process: 3 = 120x, 240x, etc.
Alternatively, using the dash notation,
With fie)=2°, f’@)=10e', FG) =40r, fF") =120r", ete
Find the coordinates of any points on the curve y = 2x° where the second derivative has a value of 24
Solution
Either algebraically:
If =e the H - 6
y en &
ay
and a + Re
‘Thus we require points for which 12x = 24
ie, z=2
Or, by caleulator:
If
‘Thus y = 2x’ has a second derivative of 24 at (2, 16).
san 9780170295197 1. Differentiation @ Exercise 1A
(Whilst you are encouraged to explore the ability of your calculator to determine expressions for the
derivative, to determine its value at particular points on a curve and to find the equation of tangents to
curves, it is suggested that you do most of the following questions algebraically to ensure that you can
follow the basic processes without a calculator.)
Determine the gradient function % foreach ofthe following
1 y=5x+17
u
13 y=6+4 52x? - 2) D@x+2)
x
ay
Determine 2 for each of the following.
a
16 ya 7»
2 18 y=3r 4x
19
=2e 42x34 21 ya4e' +37 42x
24)
27
5t
Determine f’(x) for each of the following.
28 fa)=3x-1 29 fix) = 5x? + 8Vz
Determine f” (x) for each of the following.
31 fx)= 30440 32 fe)
© MATHEMATICS METHODS Unit 3 \stn 9780170295137 34 Find the gradient of y = 2x’ — 2x + 1 at the point (1, 1).
35. Find the gradient of y=8 — > at the point (-1, 13).
x
1
36 Find the gradient of y= 3x7 ~ = at the point (-1, 2).
37 Find the value of f"(-3) for f(x) — 3x + 4x42
38 Iffix) = Sx-2x find
a fe), b f@ « f° df.
39 Find the equation of the tangent to the curve y = $x“ at the point (-2, 20).
40 Find the equation of the tangent to the curve y =x +© at the point (2, 5).
x
B+ 2Ve
41 Find the equation of the tangent to the curve y= at the point (1, 3)
42 Find the coordinates of the point(s) on the following curves where the derivative is as stated,
we6r-se+rd 2-10,
dx
43 Find the coordinates of the point(s) on the following curves where the second derivative is as stated.
7p
eae res
a yh. Sen.
44 The curve y= ax’ + hx’ + cx + 5 passes through the point P(-1, 4) and at the point P the first and
second derivatives of the curve are 8 and ~24 respectively.
Find the values of the constants a, b and
San 9700170995137 1. Differentiation @ ©
Tepetende
The product rule
Consider the function y = x(x +3).
‘To determine & we cold simply expand the bracket to obtain y=x'+3x
and then differentiate to give Bares
Could we obtain this same answer without having to first expand x(x + 3)?
Le. can we develop a rule for differentiating the product of two functions?
y= fe) xg)
Note: Initially this ‘product rule’ for differentiating f(x) x g(x) may seem to be of limited use because
‘expanding the expression, and then differentiating, is likely to be reasonably straightforward in
‘many cases anyway. However such straightforward expansion may not always be the case and
then the product rule can prove to be very useful.
‘Work through the following investigation and see if you can discover the rule for differentiating products.
Me
ify = (x + 3x + 2) then expansion gives
‘Now (x+3)+(x+2)= 2x-+ 5!! Could we simply differentiate a product by summing the two parts?!
Clearly we need to investigate further before we can state a rule with any confidence. Copy and
complete the table below and see if you can determine the rule for differentiating y = f(x) (x).
® MATHEMATICS METHODS Unit 3 st 9780170395137 Did you discover a rule for differentiating a product? Well done if you did.
‘The product rule can be stated as follows:
1 y=fadee) then 2 genres fing
Alternatively, if we use w and v to represent the two functions f(x) and g(x):
= eg eer
Eyam then Pavan
4
7 End function x derivative of Ist) + (Ist function x derivative of 2nd)
As addition is commutative, i.e. a + b= 6 +a, this could alternatively be written:
4 = (Ist function x derivative of 2nd) + (2nd function x derivative of Ist)
Differentiate a y=(5x- 12x43) b y=@x-5)a*+5x-7)
Solution
a y=(5x— 1)2x-+3) is of the form y= we where
and >
tee teeereeter & Q2r+3)5) + Gx-1)2)
WOx+15 + 10x-2
20r +13
Sx-1
2et3.
by =(x- 5) + Sx—7) is of the form y= av where 4 = 3x-5
‘Using the product rule x (7 +5x-7)3) + Gx-5)Qv+5)
Seer Sc2 ee T
9x? + 20x - 46
a
F(X W2x+3))
20-x413
fF (Gx 5y(x? + 5x-
Gel OX SF + 5x7)
9.7 +20-x-46
San 9700170995137 1. Differentiation @ Exercise 1B
In this exercise many of the questions require you to ‘use the product rule’. In such eases your method
should clearly show your use of the rule. For questions that do not have such a requirement use your
caleulator if you wish.
1 By writing x* as (x)(x") differentiate y= x° using the product rule.
Use the product rule to differentiate each of the following with respect to x.
2 y= + H+) 3 y=@+70-3)
ay
Bx + I+ 4) 5 y= + NGr+4)
6 y=(Qr+3)Sx+1)
8B y= + 4x? +2)
10 y=(r+ 7)" +1)
12
(2x — I(x? + 7x - 2)
14 y=(2x-3)x" + 5x-1)
7 y=(6x+5)Qx+3)
9 y= (+5)? -3)
VT y=(e- 10y2" +8)
13 y=(xr+4)0" —34+4)
15 y=Gx+ IQ? -7x+1)
Use the product rule to determine the gradient of each of the following at the given point.
16 y=(e+3)e-2) at (3, 6). 17 y=Gx+ IMe—5) at, -20).
18 y=(x—2)(2x+ 1) at (1, 3). 19 y=(e- 4)(x" - 1) at (2, -6).
20 Find the equation of the tangent to y = (3x ~ 5)(x + 2) at the point (2, 4).
21 Find the equation of the tangent to y = (1 + 2x(Sx 1) at the point (1, 12).
First solve questions 22 and 23 without the assistance of your calculator then try the questions again
using the ability of your calculator to determine derivatives and to solve equations.
22 Find the coordinates of any points on the curve y = (2x ~ 1)(3x +4) where the gradient is ~1
23 Find the coordinates of any points on the curve y = (x~ 3)(2x" ~ 11) where the gradient is 37
24 Determine the coordinates of any points on the curve
y= (e— 3)" 8)
where the gradient is the same as that of the straight line y = x.
25 @ Use the product rule to differentiate Vx" x (2x + 1).
b Differentiate
x (2x + 1) by first expanding the bracket and then differentiating each term.
MATHEMATICS METHODS Unit 3 \stn 9780170295137 The quotient rule
“To differentiate y= “ where and v are each functions of x, we use the quotient rule:
Differentiate with respect to x
Solution
is of the form =e with ow = 3x-5
y
sing th i —
Using the quotient rule
3x u
y= isoftheform y=% with w= 3x
Fes) and p= 33,
2
Ista Hae ent ole aE =o OEE
ig the quotient: r= (x? +3)
3x? + 9-627
San 9700170995137 1. Differentiation @ Exercise 1€
In this exercise many of the questions require you to ‘use the quotient rule’. In such cases your
method should show your use of the rule. For questions that do not have such a requirement use your
caleulator if you wish.
1 By writing x? as
fierentiate y= 2 using the quotient rule.
2 Rather than differentiating y= by writing it as y= 2°*, use the quotient rule instead.
Use the quotient rule to differentiate each of the following with respect to
2x 3x,
xt3 Sx-1 4x-3
Se+1 Sr+l
7
. 2xt+3 te 2x-3
9
12 ig.
Sei Pai
15 Clearly showing your use of the quotient rule, determine the gradient of the curve y=
at the point (4, 6).
16 Determine the gradient of the curve y FE atthe point @, 1.5).
Br+5
17 Find the equation of the tangent to y= “**> at the point (5,10).
18 Determine the coordinates of any points on the curve
2x-3
19 a Differentiate 7“ using the quotient rule.
b By writing => as (2x — 3)(x") differentiate
answer as a single fraction.
2e-3 dy 3
© Use the fact that
2v-3
to differentiate
@) MATHEMATICS METHODS Unit 3 \stn 9780170295137 The chain rule
If we are told that y = 3x7 +4 we know that 4, the gradient function, is 6x.
However, suppose we are not given y directly in terms of x but instead are given y in terms of some
other variable, say #, and given this other variable, in terms of x. Can we find 2
For example ify = 4u +3 and u=x°—4 can we find 2
We could substitute for u, from u =x? - 4, into y 4u +3 to give
y = He-4)43
4x7 - 1643
ie 4x13
and so. C2 = 8e
de
wy
However itis possible to determine © in terms of x, without having to first substitute for by using
a rule called the chain rule:
If y=flw) and w=g(x) then 4.26
de
If y = 4u+3 and w= v4
4 du
then = 4 and = 2
ae
du de
en)
8x, as before.
Note: The chain rule can be remembered by imagining the ‘du’s cancelling:
& . 4 Mi
de Mh de
However, as we were reminded in the Preliminary work at the start of this book, the terms
Y ana 7 4 & ng bur
4% na® y are li ©. tim © and = tim ™,
Gi and Tare nat fractions, they ae limits of frctons, “= Jim = and 4 = Jim =
Whilst such ‘cancelling’ is useful for recalling the rule it cannot really be carried out.
san 9780170295197 1. Differentiation @ es
Find 2, in terms of x, given that y =u” ~ Su and w = 7x-3.
Solution
iF ae
then Bar
Using the chain rule
Note: *
and u=7x-3
du _
and #.
peeeae,
de dude
=@u-5)7
= 7(14x—- 11)
‘More ‘links’ can be put into the chain as required. (See example 8.)
* In the above example y is a function of w and w is a function of x. Thus we have a function
of a function or a composite function as encountered in the Preliminary work section.
ey
Find 4, in terms of x, given that y = 34°, r= Sp~2 and p = 6x +1.
Solution
If y=3e,
om
then Pao
Using the chain rule
u=Tx-3 | >
7Q)-
= 656)
= 180(5p -2)
= 180(5(6e + 1) -2)
= 540(10x + 1)
(4) MATHEMATICS METHODS Unit 3
\stn 9780170295137 ‘The chain rule proves to be most useful when finding 4 for certain functions in which y is given
directly in terms of x but for which we choose to introduce a third variable, thus allowing the chain rule
to be employed. This technique is demonstrated in the next example.
Differentiate a y=(2x-3)' b y=Gx? +4)
Solution
@ Todifferentiate y = Qr-3* let u = 2x3
then you
q D 2 aw an S
Thus a a id ie
ae ey
By the chain rule =
-3)'@)
b Todifferentiate y ler uw = Std
then y
eae nd
Thus was and = Gx,
du
By the chain rule G2 — 6x2
y de dude
= Gu'\(6x)
= 5(Gx7+4)(6x)
= 30x32 +4)"
a 7
l- 3)
8(2-x-3)
gd
Sor +47)
3018.32 +4)"
San 9700170995137 1. Differentiation @ Points to note
* Consider how long the previous example would have taken if we had to differentiate each part by
first expanding the initial expressions (without the assistance of a calculator) and then differentiate
each term!
* ‘The final answers in the previous example are given in terms of the variable x, given in the question,
and not in terms of the variable which we introduced to help us differentiate.
* With practice you should be able to differentiate expressions like those of the previous example
without having to write down the full process. (See the next example.)
* Considering the general case: If y = [f(x)]" , then by letting w=,
we obtain the following result
x) and using the chain rule,
1 y=tfeor then Lenton feo
Differentiate a y=(7+2x) b y=@7+3x+1)° «
Solution
a If ye b If y = @+3rt)®
4 = 4 = 2 +3x4 10x43)
= = 62x43)" + 3x41)
« If y = @+t e
27424)
B - siya alt +2x7)
ae 3x2 6(2-x+7)
* @ap S08 +3009")
‘The reader should confirm that applying 6:(x2 +344 19-(2-x+3)
the quotient rule for part ¢, instead of the
chain rule, gives the same answer. (= )
“1
MATHEMATICS METHODS Unit 3 \stn 9780170295137 Determine the gradient of the curve y = (x* — 7)* at the point (3, 16).
Solution
Either algebraically or by calculator
If y = @-7 eS
2 t—-7h)x=
4 = 4-720 aM )x=3
= &e7-7)
Ac(sa16) a
ca 273
and 2 = 24@?-7)
de = 4x8
= 192.
‘The gradient of the curve y = (x? ~ 7)* at the point (3, 16) is 1
Exer« 1D
1 Find &, in terms ofx, given that y=7a~3 and w= 2s? + 5e—3,
2 Find 4, in terms of , given that p= 39 and s=2¢+1
dh
3 Find
in terms of r, given that h = Sp" — 3 and p =
4 Find ©, in terms of, given that y= a +3,a=4p—3 and p=3x+2.
5. Differentiate y = (3x + 2)° by letting uw = 3x + 2 and using the chain rule. Show your working fully
and give your answer in terms of s.
6 Differentiate y = (x’ + 2)’ by letting w = 7 + 2 and using the chain rule. Show your working fully
and give your answer in terms of x.
L
7 Differentiate y=
by letting w= &x~3 and using the chain rule, Show your working fully
(@r-3)
and give your answer in terms of x.
8 Differentiate y= J2+3 by letting w= 2x +3 and using the chain rule. Show your working fully
and give your answer in terms of x
San 9700170995137 1. Differentiation @ Voret
9 Differentiate
and give your answer in terms of x.
10 Differentiate y
Gx? + 2x +
‘working fully and give your answer in terms of x.
letting w= 6x + 1 and using the chain rule. Show your working fully
by letting w= 3x7 + 2x + 1 and using the chain rule. Show your
Find the gradient function 4 for each of the following. Do each one without the assistance of
a calculator and then check your answer with your calculator.
VW y=(x42)*
13 y=(2-32)'
15 y=Gx' +5)
V7 y=(e+2)°
1
@D
Wy
21 y=3x+(Qx43)*
12 y=(7x-3)
1 +73)"
16 y=Qr'+1%
18 y=Qr+5)!
1
(x -
22 y=Vesl
20 y=
Determine the gradient of each of the following at the given point without the assistance of
your calculator.
23 y=(10r+ 1° at (0, 1).
25 y=(1+x') at (-1, 8).
L
Wyse MOD.
24 y=(6xr-1)' at (1, 125).
26 y=(Q2x-3)* at (2,1).
28 y=x'+(v-1)° at 2,5).
Use your calculator to determine the gradient of each of the following at the given point.
29 »-1_ 10.125
Te aererat | ee
30 rye at (3, 20).
36
Vere at (4, 12).
(as) MATHEMATICS METHODS Unit 3
\stn 9780170295137 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 Each of the following diagrams show a composite function g f(x).
‘With the domain as shown determine the range of g f(x).
a
?
b
ey
«
n
2 For the graphs A to F shown below state which have
a & aways positive, b S aways negative,
© & never negative, d & independentofx
®
©
L
f
| ®
+s 71
San 9700170995137 1. Differentiation @ 3 (You should be able to do this question mentally and simply write the answer.)
2
Ify=5-72 determine 42,
sing
4 Find = for
oe
a yas? b ya345r e
5. Clearly showing the use ofthe product rule,
alee ee
dx de dx"
coer 4 focal obthe kellew ine:
(x + 1)(x— 3) b y=r-1)5r+4)
= (x43) do y=? - 43x45)
6 Find the gradient of y = 2(x" — 5)’ at the point (-2, -2).
7 Differentiate 1: You do not need the quotient rule for this one.)
8) Fin the gradicat ofy sty tte point (-1, 4).
"i
-3
eG
ay = be +, with a,} and c taking integer values.
9 Find the equation of the tangent to y =
), giving your answer in the form
10. With the assistance of your calculator:
Find the coordinates of the points where the curve
_ Bett
© 2x42
x
cuts the line y= 242.
Find the gradient of the curve at each of these points.
V1 @ Use the product rule to obtain the derivative of (x +4)(2x ~ 1).
b Hence, and without the assistance of a calculator, determine the derivative of
Gx- De +4)(2x- 1).
(20) MATHEMATICS METHODS Unit 3 \stn 9780170295137 Applications of
difterentiation
¢ Examining the second derivative
* Locating turning points and points of inflection
Seemed
* Rates of change
Paso elo)
* Optimisation
Oise eens
* Small percentage changes
* Marginal rates of change
Sel el tol oral In your study of Unit 2 of Mathematics Methods you would have seen how differentiation could be used
to locate any stationary points on functions, and hence be useful in determining local maximum and
local minimum values of functions. We will now see how the second derivative can be of use in this
optimisation process.
Examining the second derivative
“The diagrams below show the graphs of two functions f(s) and g(x).
feo a
‘These functions are shown again below but now with the gradients at various places on the curves
marked as positive, negative or zero.
Ineo
yoy Crete Gocl) 1“
= +? \ es
‘This allows a sketch of the first derivatives f(x)
and g(x) to be made:
Fe! se)
t nN
Z : ae
‘The next page shows this process continued from f(x) and g(x), through f“(x) and ¢/(x) to f"(x) and g"(x)..
{San 9780170305137 2. Applications of differentiation @@ @) Tafletion
fooy Geli ely)
;
good
fe aay
|
= VX
“Take particular notice of the following:
© Wherever f(x) < 0 then f(x) is concave down,
‘© Wherever f(x) > 0 then f(x) is concave up.
‘+ Arall of the points of inflection f(x) is zero.
Note: Care needs to be taken with the third dor point above. Whilst itis true that at all points of
inflection the second derivative is zero, we cannot assume that if the second derivative is zero
we necessarily have a point of inflection, Consider for example the function y = x*. Ar the point
(0, 0) the second derivative is zero, but on y = x* the point (0, 0) is a minimum point.
Locating turning points and points of inflection
‘The propertics of the second derivative stated above can be useful if we wish to determine the nature of
any turning points on a curve, as the next example demonstrates.
“The example also reminds us that the nature and location of any turning points can also
be determined: * by examining the sign of the gradient on either side of the turning point, (the sign test),
or ¢ froma calculator.
(Techniques you would already be familiar with from studying Unit 2 of this course.)
(4) MATHEMATICS METHODS Unit 3 \stn 9780170295137 Clearly showing your use of calculus, determine the coordinates of any stationary points on the curve
yan — 12x" + 36x-15
and state the nature of each.
Solution
If y = = 12x" 4360-15
then 3x? — 24x +36,
0,
ie. 0
Es 0
Giving x=2 of 6
When x=2 y 25 12(2' + 36(2)- 15
= 17
When x=6 = 6° ~ 126) + 36(6)— 15
ais
‘Thus y= 2° - 12x” + 36x - 15 has two stationary points, one at (2, 17) and the other at (6, -15).
Determining the nature of the stationary points using the sign test:
Consider the sign of the gradient of the function either side of.
xal9
D @3¢-2yn-
FZ =36- 2-6) ea
‘Thus (2, 17) is the local maximum,
Similar working shows (6, ~15) is a local minimum.
Determining the nature of the stationary points using the second derivative test:
2
With B32 -240+36 it follows that 2 =6x- 24,
If If x=6
2
£9 Lave
concave down, a maximum. ‘concave up, a minimum.
‘Thus, as before, (2, 17) is a local maximum and (6, -15) isa local minimum,
1s8n 9780170395197, Applications of differentiation @@ Note
> iff"() <0, ic. negative, then f(x) is concave down,
Hence with f(x) = 0 and f"(x) negative we have a maximum point.
> iff") >0, ie. positive, then f(x) is concave up.
Hence with f’(x) = 0 and f"(x) positive we have a minimum point.
+ IEf(W) = 0 and f“(s) = 0 then we could have maximum, minimum or inflection and
would need to investigate further using the sign test.
‘© The nature of each turning point could
alternatively have been determined by YeXNSADK796X15
viewing a graphical display of the function.
From this it can be seen that the turning point
at 2, 17) is a local maximum and the one at
(6,-15) isa local minimum.
+ The whole task could be completed using a calculator but some explanation and method
would need to be shown to ensure that you met the requirement to clearly show your use
of calculus.
Define (x)= x? —12.x7 + 36x15 ee
a
este L709
(2)
16)
‘© What we found in the last example
‘was the local maximum (and local
minimum) i.e. the point which is
a maximum point compared to others
in that locality. In some cases we may
be concerned with the maximum or
minimum value a function can take
for some interval « Sx $b. We are then
concerned with the global maxima,
which may or may not coincide
the local maxima.
(8) MATHEMATICS METHODS Unit 3 \stn 9780170295137 For example consider the graph of
fla) = 93? — 23 — 15+ 11
Y=9XXASEXH1
with the local maximum at (5, 36), as shown on the right.
If we were asked for the maximum value of this function
in the interval, -2 +=, all help in the production of a sketch of the graph of a function.
* Whilst we would not expect to read values from a sketch graph with any great accuracy the sketch
should be neatly drawn and should show the noteworthy features of the graph
* The reader should already be familiar with sketching graphs from studying Unit Two of this course.
However, we now have the second derivative test that we can use and the ability to differentiate
more complicated functions.
PETITE seching nis he asian of gopher)
With the aid of a graphic calculator produce a sketch of y =x" — 242° — 64x + 26 indicating on your
sketch the location of any stationary points, intercepts with the axes and points of inflection that appear
in the interval -5 teo (and faster than x does).
andas x=, y>-22 (and faster than x does).
With y = 243x724 +20
2
© = s2460-24 om 2 = wag
de ae
3@7 + 2-8)
3+ Ar 2)
Thus when = x=
0 and ‘yr=-ve. — Amaximum point.
(4) + 3-4) - 24-4) + 20
64 +48 +96 +20
100
For this value of x,
‘The function has a maximum turning point at (-4, 100).
Also when x=2 y=0 and yf =4Ve. A minimum point.
For this value of x 2)° + 3(2)’ - 24(2) +20
8+12-48+20
8
jinimum turning point at (2, -8).
ay
d “-0 hen 6x +6=0
3 when
ie. when
1) +31)? = 24-1) +20
143424420
46.
‘The second derivative is zero at the point (-1, 46).
For this value of x
Placing the above information on a graph, below left, a sketch of the function can be completed,
as shown below right.
0
146+ /
0,20)
1s8n 9780170395197, Applications of differentiation @@ Exercise 2A
1 Copy the following graphs and then draw f’(x) and ”(x) for each one.
a | b ]
Use calculus techniques to determine the exact coordinates of any stationary points on the following
curves, and use the second derivative test (and the sign test if necessary) to determine whether
‘maximum, minimum or horizontal inflection,
2 y=x'-12r440 3 y=S+8r-27
=0 9x 5 y= 9x7 21x +60
=(r- 1) +2 os
(e-Dt+ 7 y=4G
5 5
B y=x4> 9 y=Qr-1 41
10 With the aid of a graphic calculator produce a sketch of
yaP 924 12474
indicating on your sketch the location of any stationary points, intercepts with the axes and points
of inflection.
V1 For the function y = 2° - 6x” — 15x + 30 and without the assistance of a calculator determine:
@ the coordinates of the y-axis intercept,
b the behaviour of the function as x —> +,
€ the location and nature of any turning points,
2
the coordinates of any points for which
Show your answers to the previous parts
ona sketch of the graph of the function,
MATHEMATICS METHODS Unit 3 \stn 9780170295137 12
13
14
For the function y=2* ~ 42' + | and without the assistance of a calculator determine:
@ the coordinates of the y-axis intercept,
b the behaviour of the function as x 4~,
€ the location and nature of any turning points,
d__ the coordinates of any points for which
Show your answers to the previous parts on a sketch of the graph of the function.
Use the ability of your calculator to differentiate algebraic expressions to determine 2 given that
y= (e-3)'Gx+ 7), giving your answer in factorised form.
See if you can obtain this same factorised answer using the product rule and chain rule and
without the assistance of your calculator.
Without the assistance of your calculator, determine the coordinates of any stationary points
on the curve
y= 3)')Gx+7)
and use the sign test and/or the second derivative to determine the nature of each.
‘The graph of
has a local maximum x(
+s) and a local minimum at (4, 1).
Using your calculator purely to assist with the arithmetic, if necessary, determine the maximum,
value of f(x) for
a O0srs5, b 0
