A parable about parabolas

9.2
Global context: Scientic and technical innovation

Objectives Inquiry questions

● ●
Finding the axis of symmetry and vertex of a What shape is the graph of a quadratic

F
quadratic function function?

● ●
Expressing a quadratic function in three dierent How do the parameters of a quadratic

forms: standard, factorized and vertex function aect the shape of its graph?

MROF
●
Finding a quadratic function given three distinct
●
How can you express a quadratic

points on its graph C

function in three dierent ways?

●
Finding a function to model a real-life parabola
●
What are the advantages and

●
Understanding how many unique points dene disadvantages of the dierent forms

an object in a given dimension of space ofa quadratic function?

●
What makes one quadratic form better

D
than another?

ATL Critical-thinking

Apply existing knowledge to generate new ideas or processes

8.2

9.2

11.2

Statement of Inquiry:

Representing patterns with equivalent forms can lead to better

systems, models and methods.

3 21
You should already know how to:

●
interpret graphs of linear 1 In the linear function y = mx + c, what

functions do m and c represent? y

2 From the graph, nd:

a the x-intercept

b the y-intercept

3 a Determine if the gradient

is positive or negative.

0
x
b Find the equation of
1

this line.

●
factorize a quadratic 4 Factorize:

expression a x + 5x + 6

b 2x 3x 2

c x 49

d 3 2x x

Quadratic functions: standard form

F

●
What shape is the graph of a quadratic function?

●
How do the parameters of a quadratic function aect the shape

of its graph?

You are surrounded by many dierent shapes which can be classied

A trajectory is
according to their mathematical properties. One of the most common shapes is

the ight path of a

an arch. Arches can be seen everywhere, from the shape of a banana to mouth

moving object.
guards, from water fountains to bridges and buildings, and in trajectories, such

as the path of a basketball.

Reect and discuss 1

The photograph shows the trajectory of a basketball. The trajectory is a

curve, called a parabola.

If you knew just one of the ball’s positions in the air, could you tell

whether or not the ball would go in the basket? What if you knew two of

its positions, or three?

How many positions do you think you would need to know to be sure that

the ball would go in the basket? Make a good guess. You will return to this

question later.

32 2 9 Space
 A LG E B R A

Exploration 1
Tip

Graph the quadratic function y = x . The graph is a parabola.

If your graphing

1.1
program or GDC

has a slider bar

y

function, you can

insert a slider to

change the values

in the functions

2
a 0
f1(x) = ax easily.
1

10 10

x
0
1

1 Graph y = ax for a few values of a between 10 and +10. Include some

non-integer values.

2 The parabola in the graph of y = x is concave up . The parabola of the

basketball’s trajectory is concave down .

Tip

a Find the values of a for which the parabola is concave up.

A parabola can

b Find the values of a for which the parabola is concave down.

resemble a smile or

c Find the values of a that make the parabola narrower than the graph

a frown; could this

2

of y = x

help you remember

d Find the values of a that make the parabola wider than the graph of y = x
the values of a

2
for which the
3 Graph y = x + c for dierent values of c between 10 and +10. Include

parabolawill be
some non-integer values.

concave down or

1.1

concave up?

c 0

5 5

1 2

f 2(x) = x + c

0 x

Describe the eect of changing the value of c

4 Graph y = ax + bx for dierent values of b between 10 and +10. Include

some non-integer values. Describe the eect of changing the value of b.

(Leave a = 1 for the moment.)

1.1

b 0

5 5

a 1

5 5

2 1
f 3(x) = a x + b x

x
0
1

Continued on next page

9.2 A parable about parabolas 323

 5 Graph the linear function y = bx for dierent values of b. Describe how

the graph changes for dierent values of b

6 Go back to the parabola y = ax + bx. Give a any value except 0. Keep a

xed and change b. Describe how the shape of the parabola changes for

dierent values of b

7 Use your ndings to describe the similarities and dierences in the shape

Try to answer

of the graphs of each pair of quadratic functions.

these questions

2 2 2 2

a y = 2x + x + 1; y = 8x + x + 1 b y = 3x 1; y = −3x 1 without drawing the

graphs. You can use

2 2 2

c y = 10x ; d y = x + 3; y = x 1

technology to check

2 2

e y = x + x 1; y = x x + 1 your answers.

The standard form of a quadratic function is y = ax + bx + c, where a, b

and c are real numbers, and a ≠ 0.

A parameter of a function denes the form of its graph.

●
The graph of a linear function y = mx + c is always a straight line.

The parameter m denes its gradient; the parameter c denes its y-intercept.

2
●
The graph of a quadratic function y = ax + bx + c is always a parabola.

The parameters a, b and c dene whether the parabola is slim or wide,

concave up or concave down, and its y-intercept.

The parameters a, b and c are called the coecients of the quadratic function.

Parameter a, the coecient of x , is called the leading coecient. Parameter c

is called the constant.

Quadratic and linear functions belong to the family of functions called

polynomial functions. These are functions where the variable x has only

positive integer exponents.

A polynomial is a mathematical expression involving a sumofpowers of A constant

4 2

one or more variables multiplied by coecients, forexample, x 3x + 1. polynomial has

The degree of a polynomial function is the value of its largest exponent of x. degree 0. For

A linear function is a polynomial function of degree 1. A quadratic example, the

function is a polynomial function of degree 2. constant function

y = 2 can be written

0 0

y = 2x , since x = 1.

ATL

Reect and discuss 2

●
Why is the parameter a in the quadratic function not allowed to equal 0?

What type of function would result if a = 0?

●
Why do you think parameter c is called the constant?

●
One ordered pair of coordinates denes a 0-dimensional space, or point,

for example: (2, 7). Two points dene a 1-dimensional space, or straight

line, for example: (1, 3) and (5, 2).

How many points do you think are required to dene a 2-dimensional

space, such as the graph of a quadratic function?

324 9 Space
 A LG E B R A

A straight line has a constant gradient. A parabola does not. In fact, each point

on the parabola has its own gradient. The point where its gradient changes

from positive to negative, or vice versa, is called the vertex or turning point of

the parabola.

vertex

negative positive

negative
positive

gradient gradient

gradient
gradient

vertex

A concave down parabola has a A concave up parabola has a

maximum turning point. minimum turning point.

2 2

y = ax + bx + c, a < 0 y = ax + bx + c, a > 0

maximum

turning point

minimum

turning point

ATL

Exploration 2

Here is the graph of y = x 2x 3.

(3, 0)
( 1, 0)

0
x

y = x − 2x − 3

(1, 4)

1 Describe the symmetry of the parabola.

2 State the equation of the axis of symmetry.

3 State the coordinates of the vertex.

4 Describe the relationship between the equation of the axis of symmetry

and the x-coordinate of the vertex.

Continued on next page

9.2 A parable about parabolas 325

 5 State the x-intercepts. Determine the relationship between the
The x-intercepts of

x-intercepts x and x of the function and the x-coordinate of the

a function are the
1 2

vertex x . Write this relationship as a formula: x = ______.

x-coordinates of
v v

the points where

6 Graph the following quadratic functions. Test that your formula from

the graph crosses

step 5 works for these graphs.

the x-axis. They

2 2 2

a y = x 4x 5 b y = x + 6x 7 c y = −x + 2x + 10
are also called the

zeros of the function

7 All the quadratic functions in step 6 have leading coecient a = 1 or 1.

Now test your formula from step 5 on the following quadratic functions

whose leading coecient a ≠ ±1.

2 2

a y = 2x + 4x 1 b c 2x + 5x 3

8 Copy and complete this table with the parameters a and b and the

x-coordinate of the vertex for all the quadratic functions in steps 6 and 7

Quadratic function Parameters a and b x-coordinate of

the vertex, x
v

y = x − 2x − 3 a = 1; b = −2 x = 1
v

Find a pattern relating x to a and b. Write this relationship as a formula.

v

9 Create your own quadratic functions, and test your formula in your examples.

10 Explain how to nd the y-coordinate of the vertex, when you know its

x-coordinate.

11 Factorize the quadratic expressions in step 6. Describe the relationship

between the x-intercepts and the factors of the quadratic expression.

Explain why this relationship holds.

12 Determine how to nd the y-intercept of any quadratic equation of the

form y = ax + bx + c.

Reect and discuss 3

●
What do you think happens if a quadratic function isn’t factorizable?

Is it possible for it to still have x-intercepts? If so, how would you

nd them?

●
Do you think it’s possible for a quadratic function to have no x-intercepts?

What would it look like? When do you think this would happen?

The main characteristics of the graph of a quadratic function are:

●
x-intercepts and y-intercepts

●
axis of symmetry

●
vertex

32 6 9 Space
 A LG E B R A

Properties of quadratic functions

For a quadratic function f (x) = ax + bx + c, a ≠ 0:

●
the x-coordinate of the vertex is

●
the equation of its axis of symmetry is

●
the coordinates of its vertex are

●
the y-intercept is (0, c)

For a quadratic function f (x) with x-intercepts x and x :

1 2

●
the x-coordinate of the vertex is

●
the y-coordinate of the vertex is f (x )
v

Practice 1

For each quadratic function in questions 1 to 6:

Use your GDC to

i nd the coordinates of the vertex

check your results

only after you have

ii nd the equation of its axis of symmetry

worked them out.

iii determine whether the function is concave up or concave down

iv nd the y-intercept

v if the function is factorizable, nd the x-intercepts

vi draw a sketch of the quadratic function using your results from i to v

2 2

1 y = x x 6 2 y = −x + 2x 4

2 2

3 y = x 4x 2 4 y = −8x + 16x 11

2 2

5 y = −2x + 20x 51 6 y = 3x 6x + 1

Problem solving

7 Write a concave up quadratic function with x-intercepts 2 and 3.

8 Write a quadratic function with axis of symmetry x = 4.

You can use graphs of quadratic functions to solve real-world problems that

can be modelled as parabolas. For example, during a baseball match a player

hits the ball at a height of 1 m.

9.2 A parable about parabolas 327

 The height h (meters) of the ball at time t (seconds) can be modelled by the

quadratic function h = −5t + 14t + 1. You can graph this function to nd the

maximum height the ball reaches, and how many seconds it takes before the

ball hits the ground.

●
Represent time on the x-axis, since time is the independent variable.

Time cannot be a negative value, so t ≥ 0. At t = 0, the height of the ball is 1 m. The time does not

depend on the

●
Represent height on the y-axis, since height is the dependent variable.

height, so time is

The ball will always be above the ground, or on the ground, so h ≥ 0.

the independent

y variable.

(1.4, 10.8)
height (m)

2
y = − 5x + 14x + 1

(0, 1) (2.87, 0)

0 x

time (s)

From the graph you can see the maximum height of the ball is 10.8 m and it

hits the ground again after 2.87 seconds.

How could you nd the times when the ball’s height is 8 m? Add to your graph

the function y = 8. Using a GDC, the points of intersection of the two graphs

give the two times: 0.65 seconds and 2.2 seconds, both rounded to 1 d.p.

(1.4, 10.8)
height (m)

y = 8 (2.2, 8)

(0.65, 8)

2
y = − 5x + 14x + 1

0
x

time (s)

Practice 2
ATL

Graph the functions to answer these questions. When using a GDC, rst set up

a reasonable viewing window.

Problem solving

1 The US Food and Drug Administration uses this mathematical model for

the number of bacteria B in food refrigerated at temperature T (°C):

B = 20T − 20T + 120

The temperature in a particular refrigerator can be set anywhere between

2°C and 14°C. Determine the temperature where the number of bacteria

will be at a minimum.

32 8 9 Space
 A LG E B R A

2 A boy throws a stone into the air while standing on a cli and after some

time sees it fall into the water.The height h (m) of the stone at any time t (s)

can be modelled by h = −4.8t + 16t + 45. Determine:

a the height above sea level at which the stone was thrown

b the time it takes the stone to reach its maximum height, and the

maximum height it reaches

c the time it takes the stone to hit the water.

3 A tennis ball manufacturer estimates its daily costs using the function

C (t) = 200 10t + 0.114t where C is the cost in dollars, and t is the number

of tennis balls produced. Determine the number of tennis balls that produce

the minimum cost.

4 Sarah’s banker tells her that the value of her investment can be modelled by

the function v (t) = 45 + 75t 4t where v is the value of her investment in

thousands of euros after t months. Determine:

a the initial amount that Sarah invested

b how many months it takes for Sarah’s investment to reach maximum value.

5 A company’s weekly prot P from selling x items can be modelled using

the function P (x) = −0.48x + 38x 295. Determine the number of items the

company needs to sell for maximum weekly prot.

Algebraic forms of a quadratic function

C

●
How can you express a quadratic function in three dierent ways?

●
What are the advantages and disadvantages of the dierent forms

of a quadratic function?

The quadratic function y = x x 2 factorizes to y = (x + 1)(x 2). Graphing

either of these functions gives the same parabola:

2
2

y = x − x 2

y = (x + 1)(x − 2)
1

0
x

4 3 2 1 1 2 3 4

The factorized form of a quadratic function is y = a(x p)(x q), a ≠ 0.

9.2 A parable about parabolas 32 9

 Reect and discuss 4

●
The x-intercepts of a function are also called its zeros. Why is this an

appropriate name?

●
How do you determine the coordinates of the vertex of a quadratic

function when it is in factorized form?

Most of the quadratics you have considered so far have had two distinct

zeros. Now consider the quadratic function y = x + 2x + 1, which factorizes

toy = (x + 1)(x + 1) = (x + 1) and has graph:

y
2

y = x + 2x + 1

0
x

5 4 3 2 1 1 2

The function y = x + 2x + 1 has only one unique factor, (x + 1), and only

one unique zero, x = −1. Does the formula you developed for the vertex of a

quadratic also work when a quadratic function has only one unique factor?

Using the formula for nding the x-coordinate of the vertex using the zeros of

x + x ( −1) + ( −1)
1 2

this function, x = = = −1
v

2 2

b 2

Using the formula x = − = − = −1

v

2a 2 (1)

Both formulae work for this quadratic function.

Exploration 3

1 Graph these quadratic functions separately. For each, state the

coordinates of the vertex. Verify that the x-coordinate of the vertex is

equal to the x-intercept.

2 2 2 2

a y = (x 2) b y = (x + 3) c y = −(x 1) d y = −(x + 1)

2 Write down the relationship between the x-coordinate of the vertex and

the unique factor of the quadratic function.

3 Based on your ndings in steps 1 and 2, state the coordinates of the vertex

of each function below. Verify your answers by graphing the functions.

2 2 2

a y = (x + 2) b y = (x 4) c y = −(x + 4)

Continued on next page

3 3 0 9 Space
 A LG E B R A

4 In all the quadratics in steps 1 to 3 the leading coecient was either 1 or

1. Explore the relationship between the x-coordinate of the vertex and

the x-intercept in the quadratic functions below with dierent leading

coecients. Write down your ndings.

2 2 2

a y = 2(x 3) b y = −3(x + 2) c y = −2(x 2)

5 The general form of a quadratic function with only one unique

x-intercept is y = a(x h) . Write down the coordinates of the vertex

and the x-intercept in terms of h

When a quadratic function has only one unique solution, its graph intercepts

the x-axis at one point, the vertex of the graph. The function has a repeated

factor and, therefore, a repeated zero at this point.

2 2

Graphing y = (x 2) and y = (x 2) + 4 on the same axes shows that adding 4

to the function translates the graph 4 units in the positive y direction. The

graph of y = (x 2) + 4 has vertex (2, 4) and no x-intercepts.

y = (x − 2) + 4

(2, 4)

y = (x − 2)

0 x

(2, 0)

2 2

Graphing y = (x 2) and y = (x 2) 3 on the same axes shows that

subtracting 3 from the function translates the graph 3 units in the negative

y direction. The graph of y = (x 2) 3 has vertex (2, 3) and two x-intercepts.

y = (x − 2)

y = (x − 2) − 3

(2, 0)

0 x

(2, 3)

2 2

The quadratic functions y = (x 2) + 4 and y = (x 2) 3 are written in

vertex form.

The vertex form of a quadratic function is y = a (x h) + k, a ≠ 0, where

(h, k) is the vertex.

9.2 A parable about parabolas 3 31

Practice 3

For 1 to 6, state the coordinates of the vertex of each quadratic function and

determine if the quadratic is concave up or concave down.

2 2

1 y = (x 3) + 1 2 y = −(x 4) 3

2 2

3 y = 2(x + 1) 1 4 y = −3(x + 2) + 1

2 2

5 y = −x + 2 6 y = 3x 1

Problem solving

7 A quadratic function with leading coecient 2 has a repeated zero at x = 3.

Write the function in vertex form.

Conver ting quadratic forms

To convert from factorized form to standard form, expand the brackets:

y = (x + 3)(x 2) → y = x + x 6

If you can factorize a quadratic function, you can convert it from standard

form to factorized form:

y = x x 2 → y = (x + 1)(x 2)

To convert from vertex form to standard form, expand and simplify:

y = (x 1) + 2

= (x 1)(x 1) + 2

= x 2x + 1 + 2

⇒ y = x 2x + 3

How do you convert from standard form to vertex form? (The next

Exploration will help you answer this question.)

Exploration 4

1 Expand these expressions:

2 2 2

a (x + 2) b (x 3) c (x + 1)

2 2 2

d (x 1) e (x + 3) f (x 2)

2 2

2 Look at your results in step 1. In (x + p) = x + bx + c, nd the

relationships between p and b, and between p and c

3 For these quadratic functions, choose values of c so that they factorize

into two identical factors (x + p)(x + p), in other words: the square of a

linear factor. Write down the factorization for each one.

2 2

a x 4x + c b x + 4x + c

2 2

c x + x + c d x x + c

4 Write a general rule for what you did in step 3. For a quadratic function

x + bx + c, express c in terms of b for the quadratic to be the square of a

linear factor.

3 32 9 Space
 A LG E B R A

In steps 3 and 4 of Exploration 4 you were completing the square. Given the

rst two terms of a quadratic expression, you found c so that the quadratic

 b 

factorizes into the square of a linear factor. For this, c = , where b is the

 
2

coecient of the x term.

You can use completing the square to convert a quadratic function from

standard form to vertex form.

Example 1

Write y = x + 2x 2 in vertex form.

y = x + bx + c

2
2

= = 1 = 1 Use to complete the square for the x and x terms.

2 2

x + 2x + 1 = (x + 1)

Write the completed square in the right hand

2

y = x + 2x 2

side. As this adds 1, subtract 1 at the end.

= (x + 2x + 1) 2 1

You could check by expanding

2

y = (x + 1) 3

and simplifying.

Example 2

Sketch the graph of y = (x + 1) 3.

Vertex is ( 1, 3) 2

For y = a(x h) + k the vertex is (h, k).

Axis of symmetry is x = −1

2 2

y = (x + 1) – 3 = x + 2x 2

In standard form, y-intercept = c

y-intercept = −2

Graph is concave up. Positive coecient of x .

2
Find some other points on the curve by
When x = 1, y = 2 3 = 1

substituting a few values for x

When x = −3, y = ( 2) 3 = 1

Connect the points with

0 x
a smooth parabolic curve.

( 1, 3)

9.2 A parable about parabolas 3 3 3

 Reect and discuss 5

Consider the two equivalent quadratic functions:

2 2

y = x + 2x 2 in standard form and y = (x + 1) 3 in vertex form.

●
Which form of the quadratic function gives you more immediate

information to use in sketching its graph?

●
In Example 2, the y-intercept was found by expanding the original

function. What is another way of nding the y-intercept? Which way

is easier?

●
How many points are necessary to determine a unique quadratic

function or draw its graph? Explain.

Practice 4

1 The quadratic functions below are given in standard form.

Tip

i Convert each function into vertex form.

Find the y-intercept,

ii Sketch the graph of the quadratic by using the vertex and two other

and substitute an

points on the quadratic.

‘easy’ value of x to

2 2 2

a y = x + 2x + 1 b y = x 4x 2 c y = 3 + 6x + x nd a third point.

2 2 2

d y = −x 6x + 1 e y = x 2x + 3 f y = 1 2x + x

2 2 2

g y = x + x + 2 h y = x x 1 i y = 1 3x x

2 For the quadratics below:

i nd the vertex using the formula for the x-coordinate of the vertex

ii nd two other points on the quadratic

iii sketch the graph of the quadratic using the points you have found.

2 2 2

a y = 1 4x x b y = 2x 4x + 1 c y = 1 6x 3x

Problem solving

3 Match each quadratic function with its graph.

2 2 2

a y = (x + 1) 3 b y = x + 2 c y = (x 2) + 1

2 2 2

d y = −x + 2 e y = x 3x 1 f y = 2 x x

y y y

2 3 2

1 1

0 x 0 x

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

1 1

0 x

3 2 1 1 2 3 4

2 1 2

3 2 3

4 3 4

3 34 9 Space
 A LG E B R A

y y y

3 5 5

4 4

1 3 3

0 x

4 3 2 1

1 1
1

0 x 0 x

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

3
1 1

Reect and discuss 6

●
Find a quadratic function that goes through the point (0, 1).

●
Find a quadratic function whose zeros are x = 0 and x = 4.

●
Find a quadratic function with vertex (1, 2) and one of its

zeros ( 1, 3).

●
Compare your answers with others. Did you all nd the same functions?

Explain.

Solving real-life problems

To solve real-life problems, you may have to derive the quadratic function

from the given information, and then decide on the best form of the quadratic

to use to answer the question.

Example 3

You have 100 meters of fencing to enclose a rectangular plot.

a Find the plot’s maximum possible area.

b Determine the dimensions dimensions give the maximum area.

a P = 2(l + w) = 100 [1]

Write equations for the perimeter

and area of a rectangle.

A = lw [2]

From [1]:

2(l + w) = 100

Write l in terms of w

l + w = 50

l = 50 w

2
Substitute into [2], to get an

A = (50 w)w = 50w w

equation linking A and w

Area is given by the quadratic function 50w w , which has

a maximum value at its vertex.

Continued on next page

9.2 A parable about parabolas 3 3 5

 Method 1–nding the vertex using the factorized form

50w w = w(50 – w) = 0
Find the zeros of the function.

w = 0, w = 50

maximum

Sketch the graph of the function

and identify its maximum point.

The maximum area of the

0 w

25
rectangular plot occurs when w = 25.

When w = 25:

A = 25(50 25) = 625 Calculate the maximum area.

Maximum area = 625 m

Method 2–nding the vertex using the standard form

A = w (50 w) = 50w w

Find the x-coordinate of the vertex.

When w = 25:

A = 25(50 25) = 625

Maximum area = 625 m

Method 3–nding the vertex using vertex form

2 2
2

w 50w = (w 25) 625 Complete the square for w 50w.

2 2

Hence A = −(w + 50w) = −(w 25) + 625

Vertex = (25, 625)

Maximum area = 625 m

b When w = 25, l = 50 w = 25. The dimensions that produce the

maximum area are width = length = 25 m (a square).

Reect and discuss 7

When sketching graphs of quadratic functions, what are the advantages

and disadvantages of:

●
standard form

●
factorized form

●
vertex form?

3 3 6 9 Space
 A LG E B R A

Practice 5

In these questions, derive the quadratic function that best ts the situation and

use the most ecient method for answering the question.

Problem solving

1 You have 300 m of fencing to enclose a rectangular plot along the

side of a river, as shown.

River

Plot

Determine the maximum area that you can enclose and the dimensions

of the plot.

2 You have a total of 200 m of fencing to make two equal, adjacent,

rectangular plots. Determine the dimensions of each plot, such that the total

area enclosed is as big as possible.

3 Xixi wants to fence o a rectangular exercise area for her dog, using the

house as one side of the area. She has 10 m of fencing. Find the maximum

possible exercise area.

4 The perimeter of an athletics track is 0.4 km. The track has two parallel

sides and a semicircle at each end. Determine the exact values of x and r

that would maximize the area of the rectangular part of the track eld, and

use these dimensions to nd the area of the entire track eld to the nearest

square meter.

Form and function

D

●
What makes one quadratic form better than another?

Given a quadratic equation, you can sketch its graph by nding its x- and

y-intercepts and vertex. If you start with a parabola, how can you nd its

quadratic function?

9.2 A parable about parabolas 3 37

This photograph of water fountains is superimposed upon coordinate axes.

Consider the parabolic shape of the 2nd fountain stream from left.

The x-intercepts and y-intercept, which is also the vertex, are labelled. Is this

enough information to nd the quadratic function modelling the parabolic

fountain stream?

Tip

Some GDCs

and graphing

software have the

functionality of

superimposing a

picture on a pair of

coordinate axes.

The general form of a quadratic function with vertex is (h, k) is y = a(x h) + k

Substituting the coordinates of the vertex (0, 7) for h and k gives

2 2

y = a(x 0) + 7 or y = ax + 7.

How can you nd the leading coecient a? It must have a negative value since

the parabola is concave down. You can use one of the two other points given:

( 4.4, 0) or (4.4, 0). Substituting the x- and y-values at point (4.4, 0) gives

a × 4.4 + 7 = 0. Solving for a gives:

a = = −0.361 (3 d.p.)

4.4

The quadratic function that models the fountain stream is y = −0.361x + 7.

You can graph this quadratic on the same coordinate axes to check:

3 3 8 9 Space
 A LG E B R A

ATL

Reect and discuss 8

●
Again, nd the general form of the quadratic that models the fountain

stream, but this time use the other x-intercept to nd the leading

coecient a. Is it the same function?

●
Does your quadratic function exactly model the parabolic fountain, or

is it an approximate model? Explain.

●
What minimum information do you need to determine the equation of

a unique quadratic function?

●
When nding the equation of a quadratic function, under what

circumstances would you use:

i standard form

ii vertex form

iii factorized form?

Reect and discuss 1 asked: How many positions do you think

you would need to know to be sure that the ball would go into the

basket? The correct answer is ‘three’.

A point in space has no dimension, and needs one point to

determine it.

A line has one dimension and needs two points to determine it.

A curve has two dimensions and needs three points to determine it.

Can you guess how many points determine a unique object in

three-dimensional space? How many points would you need to uniquely dene

an object in a four-dimensional universe?

You can project

3D objects onto

a 2D space, such

Exploration 5
as with television

transmission. In
The Golden Gate Bridge in San Francisco, USA is a suspension bridge

the same way,

spanning the channel between San Francisco Bay and the Pacic Ocean.

4D objects can be
The diagram shows the central section of the bridge. The suspension cable

projected onto a
is a parabola.

3D space.

Continued on next page

9.2 A parable about parabolas 3 3 9

 1 Research the heights of the towers and the length of the central section.

2 Trace the parabola. Draw a pair of coordinate axes, with the y axis as

the axis of symmetry of the parabola.

3 Use the dimensions you found from step 1 to determine a suitable scale

for the x and y axes.

4 Using your scale, nd the coordinates of the vertex, and the x- and

y-intercepts.

5 Using your quadratic function and another point on the curve, nd the

parameter a

6 Compare your model with others. Discuss any similarities and dierences.

Practice 6

1 Trace each parabola. Draw coordinate axes and decide on a suitable scale.

Find a quadratic function to model the parabola.

a b

c d

Exploration 6

Take photos of parabolic objects you encounter in your everyday life. Use

technology to nd the quadratic function that denes your object, or use

tracing paper over the photo.

Reect and discuss 9

Why might it be that so many natural and built structures are parabolic?

34 0 9 Space
 A LG E B R A

Objective: D. Applying mathematics in real-life contexts

v. Justify whether a solution makes sense in the context of the authentic

real-life situation.

In this activity you will write quadratic models that describe the given situation. You

will then decide which one is better in describing the given scenarios, and explain

your choice.

Massachusetts
Activity

physical education

For a free throw shot in basketball (in US standard units):

teacher James

Naismith invented
●
the free throw line is 15 ft away from the foot of the basket

basketball in the

●
the basket is 10 ft above the ground
late 1800s to keep

●
his class occupied
the player releases the ball from an approximate height of 8 ft

indoors in bad

weather. He used a

peach basket and a

ball like a soccer ball.

1 Find two dierent functions that could model the shot into the basket.

Make sure that each function satises the specications.

2 Decide on the form of the quadratic function that is most appropriate

for your models, and give reasons for your choice of form.

3 From your two models, select the one that you think best models a real-

life shot. Explain why.

4 Your model does not take into account some factors that aect the path

of the ball, or whether the shot goes into the basket. Suggest what some

of these factors might be.

5 A player from the opposing team could intercept the ball on its way to

the basket. Assume that an opposing player is 5 ft away from the free

thrower and can jump to reach a maximum of 10 ft. Could this player

intercept the ball in your model? If so, modify your function so that it

models the ball reaching the basket.

9.2 A parable about parabolas 341

 Summary

● ●
The standard form of a quadratic function is A concave up parabola has a

y = ax + bx + c where a, b and c are real minimum turning point.

numbers, and a ≠ 0. y = ax + bx + c, a > 0

minimum

turning point
●
The factorized form of a quadratic function is

2
y = a(x p)(x q), a ≠ 0. ●
For a quadratic function f (x) = ax + bx + c, a ≠ 0:

●
The vertex form of a quadratic function is
the x-coordinate of the vertex is
°
2

y = a(x h) + k, a ≠ 0, where (h, k) is the vertex.

the equation of its axis of symmetry

°

●
The degree of a polynomial function is the

is

value of its largest exponent of x. A linear

the coordinates of its vertex are

function is a polynomial function of degree 1.
°

A quadratic function is a polynomial function

of degree 2. A constant function has degree 0.

the y-intercept is c

●
°
A concave down parabola has a maximum

●
turning point. For a quadratic function f (x) with x-intercepts

y = ax + bx + c, a < 0 x and x :
1 2

the x-coordinate of the vertex is x

° v

maximum

turning point
the y-coordinate of the vertex is
°

Mixed practice

1 For each quadratic function: a Express the total area of the pens in

terms of x

i nd the vertex, x-intercepts and y-intercept

b Determine the value of x that will maximize

ii state the axis of symmetry, and whether it is

the total area.

concave up or concave down

c Find the maximum area.

iii sketch the graph.

4 Soraya has 40 m of fencing to make a

2 2

a y = x + x 12 b y = x + 7x + 12

rectangular play area. Find the dimensions for

2 2

c y = 2x x 3 d y = 2 x 3x
the maximum play area.

2 2

e y = −6x + 5x 1 f y = 2x 9x 5

5 The population P of an animal species

2 These quadratic functions are in standard form.

is modelled by the function

Change each one to vertex form, and state the

2

P (t) = −0.38t + 134t + 1100, where t is

coordinates of the vertex.

the time in months since the population was rst

2 2

a y = x 4x + 6 b y = x + 6x + 8
observed. Determine:

2 2

c y = x + 2x 9 d y = x 2x + 7
a the number of months until the population is

2 2

e y = x + x 5 f y = x x + 7 at its maximum

b the maximum population

Problem solving

c the number of months before the species

3 Kanye has 600 m of fencing to make ve

disappears.

adjacent pens like this:

6 A ball is thrown up into the air, from

5 m above the ground. After 2 seconds,

the ball reaches a maximum height of 9 m.

x
It lands on the ground 5 seconds after it

was thrown. Find a quadratic function that

models this situation. Write it in standard

y
and vertex form.

34 2 9 Space
 A LG E B R A

Review in context

Scientic and technical innovation

d Because its length is almost 350 meters,

The area of a region formed by a parabola

a truck stopped in the tunnel would need

is , where b is the length of the base

enough room for the passenger door to open

of the parabola, and h is its height, i.e., the fully. Suppose a truck with a width of 2.6 m

distance from its vertex to the base.

and height of 3.4 m is stuck in the right lane

of the tunnel by the center line. The top of

the driver’s door is 0.2 m below the top of the

1 This rollercoaster is in Münich, Germany.

truck, and the door opens 0.8 m to the side.

Show that the door can open fully, showing

all of your steps.

e Determine how close to the side of the tunnel

the truck could be in d be and still be able to

open the passenger door.

a Trace the outline of the parabolic section

f Describe some issues/concerns that you

of the foreground section of track.

think architects take into account when

b Draw axes and use the map to determine a

modelling a tunnel before its construction.

suitable scale.

c Find a suitable function to model the shape of

section of track.

d Use the function to estimate the area under

this section.

2 At right is the tunnel entrance that runs through

Castle Hill in Budapest, Hungary.

a If the maximum height of the tunnel is the

same as its maximum width, 9.8 meters,

determine a quadratic model to represent

thetunnel.

b State a geometric model that could be used to

represent a truck passing through the tunnel.

c If a typical truck has a width of 2.62 m,

determine the height limitation that should

be put on these trucks if they are going to

travel through the tunnel safely. State any

assumptions that you made and be sure to

show all of the steps in your solution.

Reect and discuss

How have you explored the statement of inquiry? Give specic examples.

Statement of Inquiry:

Representing patterns with equivalent forms can lead to better systems,

models and methods.

9.2 A parable about parabolas 34 3