Specialist Mathematics Units 3&4:

ClassPad activities

Using technology to support mathematics learning

Ian Sheppard
Andrew Pateman
Mathematical Methods: Units 3&4 - ClassPad activities
Using technology to support mathematics learning
Published by Hazeldene Publishing
PO Box 374, South Perth, WA, 6151
Email: [email protected]
Internet: http://hazeldenepub.com/classpad
Copyright © Hazeldene Publishing

All rights reserved. Except under the conditions specified in the Copyright Act
1968 of Australia and subsequent amendments, no part of this publication may
be reproduced, stored in a retrieval system or be broadcast or transmitted in any
form or by any means, electronic, mechanical, photocopying, recoding or
otherwise, without the prior written permission of the copyright owner.

This publication makes reference to the Casio ClassPad 400 series of calculators.
This model description is a registered trademark of CASIO Inc.

CASIO ® is a registered trademark of CASIO Inc.

Cover Design: Pamela Bailey
Pbpublishink
Editing: Melissa & Julie Klemm

National Library of Australia Cataloguing-in-Publication entry

Author: Sheppard, Ian, author.
Title: Specialist Mathematics Units 3&4- ClassPad activities : using
technology to support mathematics learning / Ian Sheppard.
ISBN: 978-0-9924361-6-2 (paperback)

Target Audience: For secondary school age.

Subjects: Mathematics--Data processing.
Graphic calculators--Study and teaching (Secondary)
Graphic calculators--Problems, exercises, etc.

Dewey Number: 510.78

 Table of Contents
Introduction: 6
Chapter 1 Complex numbers 8
Activity 1 Converting to polar form ............................................................. 9
Activity 2 Drawing complex numbers ....................................................... 13
Activity 3 Powers........................................................................................ 16
Activity 4 nth roots ...................................................................................... 19
Activity 5 Remainder theorem................................................................... 22
Activity 6 Solve polynomials ...................................................................... 24
Activity 7 i area .......................................................................................... 27
Chapter 2 Functions and sketching graphs 31
Activity 8 Composite functions .................................................................. 32
Activity 9 Domain and range of composite functions ............................... 35
Activity 10 Inverse functions ....................................................................... 40
Activity 11 Absolute value function graphs ................................................ 45
Activity 12 Reciprocal function graphs ....................................................... 49
Activity 13 Rational function graphs .......................................................... 51
Activity 14 Piecewise defined functions ...................................................... 55
Chapter 3 Vectors in 3D 58
Activity 15 3D vectors .................................................................................. 59
Activity 16 Dot product ................................................................................ 62
Activity 17 Points in space ........................................................................... 65
Activity 18 Ships in the night ...................................................................... 67
Activity 19 Close call .................................................................................... 69
Activity 20 Cartesian equations from vector equations ............................. 71
Activity 21 Cross product ............................................................................. 76
Activity 22 Applications of vector products ................................................. 81
Activity 23 Systems of equations ................................................................. 83
Activity 24 Intersecting planes .................................................................... 87
Activity 25 Projectiles and satellites ........................................................... 90
Activity 26 Aerofoil....................................................................................... 94
Chapter 4 Integration 97
Activity 27 Slope fields ................................................................................. 98
Activity 28 Inverse trig functions .............................................................. 101
Activity 29 Derivatives of inverse functions ............................................. 104
Activity 30 Volume: many disks ................................................................ 106
Activity 31 Volume formulae ..................................................................... 111
Activity 32 The vase ................................................................................... 114
Activity 33 SkyDiver .................................................................................. 117
Chapter 5 Differential equations 120
Activity 34 Leaky tap ................................................................................. 121
Activity 35 Coffee cup ................................................................................ 124
Activity 36 Epidemic .................................................................................. 131
Activity 37 Golf ........................................................................................... 137
Activity 38 Simple harmonic motion ......................................................... 141
Activity 39 Bouncy toy ............................................................................... 146
Activity 40 Implicit differentiation ............................................................ 149
Chapter 6 Statistical inference 153
Activity 41 Simulating random samples ................................................... 154
Activity 42 Central limit theorem ............................................................. 157
Activity 43 Egg farm .................................................................................. 161
Activity 44 Sampling at the egg farm ....................................................... 165
Chapter 7 Problems 170
Activity 45 Transformations of functions .................................................. 171
Activity 46 Aussie coins ............................................................................. 177
Activity 47 Shade sail ................................................................................ 180
Solutions 182
Activity 1 Converting to polar form ......................................................... 182
Activity 2 Drawing complex numbers ..................................................... 184
Activity 3 Powers...................................................................................... 186
Activity 4 nth roots .................................................................................... 187
Activity 5 Remainder theorem................................................................. 189
Activity 6 Solve polynomials .................................................................... 190
Activity 7 i-Area ....................................................................................... 192

Activity 8 Composite functions ................................................................ 194

Activity 9 Domain and Range of composite functions ............................ 196
Activity 10 Inverse functions ..................................................................... 198
Activity 11 Absolute value function graphs .............................................. 199
Activity 12 Reciprocal function graphs ..................................................... 201
Activity 13 Rational function graphs ........................................................ 202
Activity 14 Piece-wise defined functions ................................................... 205

Activity 15 3-D vectors ............................................................................... 206

Activity 16 Dot product .............................................................................. 207
Activity 17 Points in space ......................................................................... 208
Activity 18 Ships in the night .................................................................... 209
Activity 19 Close call .................................................................................. 210
Activity 20 Cartesian equations from vector equations ........................... 211
Activity 21 Cross product ........................................................................... 213
Activity 22 Applications of vector products ............................................... 215
Activity 23 Systems of equations ............................................................... 216
Activity 24 Intersecting planes .................................................................. 217
Activity 25 Projectiles and satellites ......................................................... 218
Activity 26 Aerofoil..................................................................................... 219

Activity 27 Slope fields ............................................................................... 220

Activity 28 Inverse trig functions .............................................................. 221
Activity 29 Derivatives of inverse functions ............................................. 223
Activity 30 Volume: many disks ................................................................ 224
Activity 31 Volume formulae ..................................................................... 225
Activity 32 The vase ................................................................................... 226
Activity 33 Sky diver .................................................................................. 227

Activity 34 Leaky tap ................................................................................. 228

Activity 35 Coffee cup ................................................................................ 230
Activity 36 Epidemic .................................................................................. 232
Activity 37 Golf ........................................................................................... 234
Activity 38 Simple harmonic motion ......................................................... 235
Activity 39 Bouncy toy ............................................................................... 236
Activity 40 Implicit differentiation ............................................................ 237

Activity 41 Simulating random samples ................................................... 239

Activity 42 Central limit theorem ............................................................. 240
Activity 43 Egg farm .................................................................................. 241
Activity 44 Sampling at the egg farm ....................................................... 242

Activity 45 Transformations of functions .................................................. 244

Activity 46 Aussie coins ............................................................................. 247
Activity 47 Shade sail ................................................................................ 248
Introduction:
This book comprises a series of activities which are designed to facilitate
learning about the mathematics of the Specialist Mathematics Units 3&4 course
through the use of CAS technology as implemented on the ClassPad.

The activities cover neither the whole course, nor are they restricted to purely
course material. Activities beyond the course content can assist you to solve
problems within the course while also increasing your ability to explore broader
mathematical questions. This book is about mathematics with detailed
instructions on how the technology can be used.

The activities vary in the time needed to complete them. Some are primarily
concerned with how to perform a particular technique within a ClassPad
application or app, some use the ClassPad output as the starting point and in
others the ClassPad is only a small part of the activity.

The activities are arranged into chapters matching the topics outlined in the
Australian Curriculum. Within each topic the activities reflect a possible
sequence of learning related to that topic. Many activities can be used as a
precursor to formal teaching of the concept thereby encouraging a sense-making
approach.

Each activity has an aim, linked to curriculum documents, the activity itself and
usually a section of Learning notes. Fully worked solutions are provided at the
end of the text. The learning notes are intended to help with the understanding
of concepts, provide more detail or help with instructions for ClassPad use,
provide additional explanations or point to interesting further explorations. As
the course progresses more assumptions are made about the skills you have
developed and so the instructions become briefer. Where more detailed
instructions are required on ClassPad use, it will often be in the Learning notes
rather than in the text of the investigation, that is, the mathematics is the focus
as much as possible.

Knowing when ClassPad use is quicker or more efficient becomes easier the more
experience you have. Working through the activities will help you appreciate
when use of ClassPad is more efficient.

Computer Algebra Systems (CAS) enable us to focus more on what to do rather

than how to do it. For example, in a modelling situation we may come across
awkward functions that we may not have the tools to deal with by traditional
methods. Often, however, CAS enables you to get an answer so you then evaluate
whether the result makes sense in the problem and thus demonstrate your
understanding of the mathematics.

6 © Hazeldene publishing 2015

A lot of detail has been provided in the ClassPad instructions. However, it is
impractical to cover all possible arrangements and settings. These activities were
written for the ClassPad 400 series.

In the instructions:
• Press refers to a key on the ClassPad;
• Select and/or [ ] refers to a menu option, e.g.
[Action | Transformation | expand]: The Action
menu is at the top of the screen. Transformation is
one of the options with expand an option in the
submenu.
It is advisable to:
• check the settings such as Standard or Decimal, angles are in degrees, …
Being familiar with options can save time;
• become familiar with the soft keyboard and where to find commands;
• clear previous working, [File |New] and [Edit |Clear All] may be helpful;
and
• Clear variables
Select [Edit | Clear All Variables] from Main as a
start. This will not some variable types such as
functions.
• Select [* | Variable Manager] to clear other
variables such as functions.
• Note: If variables are stored from previous work
that may lead to unexpected results.

We, that is the authors, mainly use the activities in class as an introduction to a
topic or concept. During these periods we encourage students to talk and help
each other. When students ask for help we can often best support them by asking
questions like “What do you think this means?” and “Have you checked the
Learning notes?”. Students are then able to work things out for themselves and
more able to transfer the skills and concepts to new situations, a wonderful
attribute when confronted with something novel in an assessment.

We hope you find these materials helpful, rewarding and of interest.

Ian Sheppard and Andrew Pateman

© Hazeldene publishing 2015 7

Chapter 1 Complex numbers

ClassPad
Activity Key concepts
applications
Converting to polar Main Review of complex arithmetic and use
form of the Complex menu in Main

Drawing complex Main Represent complex numbers in

numbers Geometry

Powers Main Calculate powers of complex numbers

and picture them in the complex plane
nth roots Main Calculate roots of complex numbers

Remainder theorem Main Divide polynomials and establish the

Remainder theorem
Solve polynomials Graph&Table Explore real and complex solutions and
Main factorisations to real polynomials

i-Area Main Describe regions of the complex plane

Geometry defined by equations and inequalities

8 © Hazeldene publishing 2015

 Activity 1 Converting to polar form

Aim: Review complex arithmetic and explore the commands in the Complex
menu in Main.

Setup
• Open Main
• Set to Standard, Complex and Radian modes
Enter and store the following complex numbers in
your ClassPad
z = 2+i
w = 4 − 3i
 −3π   −3π 
u = 2 2 cos   + i2 2 sin  4 
 4   
2π
i
v = 2e 3
• Use k 9 tab to access i and Q

Use cExpand to expand and simplify complex number

expressions
• [Action | Complex | cExpand]

1. Perform the following calculations:

Expression ClassPad output By hand
z +w

w − (u + z )

zw

u2
z2
w
u −1

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2. Explore the complex menu.
Access the Complex menu
• [Action | Complex]
or
• [Interactive | Complex]

For modulus
• From the k ) tab
• tap 4

Complete the table:

ClassPad Describe the
Expression
output ClassPad function
re( z )

im(w)

re(w ) + im(u )

re( z ) + im( z ) × i

arg(u)

conjg(w)

arg(conjg(u))

arg(v)

v (cos(arg(v)) + sin(arg(v))i)

10 © Hazeldene publishing 2015

3. Convert complex numbers between different representations.
a) Record the output from the CompTo commands on the complex
numbers stored in your ClassPad in the table.
compToPol compToTrig compToRect

b) Describe what each command does:

(i) compToPol

(ii) compToTrig

(iii) compToRect

© Hazeldene publishing 2015 11

Learning notes
Q1 c) If using the alphabetic keyboard ensure to enter z × w to calculate zw.
Use cExpand to expand and simplify complex number
expressions and write them in Cartesian form
• [Action | Complex | cExpand]
(expand will also often work)
You can define cis as a function.
Here the argument is written in brackets as the input
to the function.
The function can then be used in calculations as shown
below.

Simplify and convert to exponential form

ClassPad has a built in short cuts or “hot keys” if you want to remember them:
K- enters i.
As these short cuts can be user defined it may have been reprogrammed on an
older unit.

12 © Hazeldene publishing 2015

 Activity 2 Drawing complex numbers

Aim: Represent complex numbers in polar form on the complex plane

1.
a) Complete the table, converting between polar and Cartesian forms.

Cartesian form Polar form

3 + 3i
2π
5cis
3
−2 − 2 3i
−5π
4cis
6
− 3 +i
5π
3cis
4

b) Draw the complex numbers from a) on the Argand plane below.

© Hazeldene publishing 2015 13

2.
a) For z = 2 − 2i and w = 1 + i ,
z
calculate zw and .
w

b) Plot and label z, w, zw and

z
. (Convert to polar form
w
to plot on the graph).
3.
a) For z = 3 − i and
w = −1 + 3i ,
z
calculate zw and .
w

b) Plot and label z, w, zw and

z
.
w

4. In the previous examples:

a) how is the argument of zw related to the arguments of z and w?

z
b) how is the argument of related to the arguments of z and w?
w

14 © Hazeldene publishing 2015

5. Prove that ( cisx )( cisy ) = cis ( x + y )

Settings in Main
• Enter the expression on the L.H.S.
• [Action | Complex | cExpand]
• [Action | Transformation | tCollect]

cisx
6. Prove that = cis ( x − y )
cisy

Learning notes
Q2 It is easiest to convert to polar form to plot on the polar grid.
Without technology: draw a diagram and use the exact values that you
should be familiar with.
With technology: you could use compToPol( )
Q5&6 Use CAS to establish the result and then write out the proof.

© Hazeldene publishing 2015 15

 Activity 3 Powers

Aim: Calculate powers of complex numbers and picture them in the complex
plane.

1. a) Complete the table for z = 1 + i

Power Value (Cartesian form) Modulus Argument

z2

z3

z4

z5

zn

b) Draw the powers of 1 + i calculated in a) on the grid below.

16 © Hazeldene publishing 2015

2. a) Complete the table for z = −1 + 3i

Simplify expression
• [Action | Complex | cExpand]
simplify and expand will also work on these
problems

(Use cExpand to get answers in Cartesian form)

Power Value (Cartesian form) Modulus Argument

z2

z3

z4

z6

zn

b) Draw the first three powers of −1 + 3i calculated in a) on the grid

below.

© Hazeldene publishing 2015 17

3. a) Complete the table for z = cis (160°)

Power Value (Polar form) Modulus Argument

z cis(160°)

z2

z3

z4

z8

zn

b) Draw the powers of cis(160°) calculated in a) on the grid below.

c) Complete the statement:

Increasing the power of cis(160°) by one is equivalent to a rotation of

____________________________

18 © Hazeldene publishing 2015

 Activity 4 nth roots

Aim: Calculate roots of complex numbers.

1.
a) Evaluate:
3
 2π 
(i)  cis 3 
 
3
 2π 
(ii)  cis − 3 
 
( cis0 )
3
(iii)
4
 π
(iv)  2cis 8 
 
4
 5π 
(v)  2cis 8 
 
4
 3π 
(vi)  2cis − 8 
 
4
 7π 
(vii)  2cis −
 8 
b) Hence:
(i) State three solutions to (ii) State four solutions to
z 3 = 1 and graph them z 4 = 16i and graph them

© Hazeldene publishing 2015 19

2. Solve the equations and graph the solutions.
a) z 6 = −64

b) z 5 = 32

c) z 4 = 4i

d) z 3 = −2 − 2i

20 © Hazeldene publishing 2015

3. Comment on the spacing (angle) between the roots in the diagrams.

Learning notes
Q2 With ClassPad in complex mode use solve.
Some roots can be expressed exactly using surds. The CAS engine produces some
interesting results to achieve this. They are the result of using trig formulae and
π π
the exact values related to the multiples of and .
6 4
The square root has a positive real part by definition. Use cExpand to convert
square root to real and imaginary form.
The following ClassPad screenshot illustrates these points.

© Hazeldene publishing 2015 21

 Activity 5 Remainder theorem

Aim: Divide polynomials and establish the Remainder theorem.

1. For P ( x ) = x 3 − 3x 2 + 5x − 7
P(x )
a) Calculate
x −3
Setup in Main
• Real mode
Define the polynomial
• Enter expression
• [Interactive | Define]
• Enter function name and tap OK

Divide the polynomial

• [Action | Transformation | Fraction |
propFrac]
P(x )
• Enter the fraction
x −3
Determine P(3)

b) Calculate P (3)

P(x ) R
c) Write in the form Q( x ) + where R is a constant and Q(x) is a
x −3 x −3
polynomial.

d) Write P ( x ) in the form Q ( x )( x − 3) + R , where R is a constant and Q(x)

is a polynomial of degree 2.

R is the remainder when the polynomial is divided by ( x − 3) and Q( x )

is the quotient.

22 © Hazeldene publishing 2015

2.
a) Complete the table
Edit setup from Q1
• Edit the function definition
and press E
• Edit second and third lines
appropriately

P(x ) Remain-
P(x ) k P (k)
x −k der
8
x 3 − 3x 2 + 5x − 7 3 x2 + 5 + 8 8
x −3

x3 − 8 3

3x 4 − 2x 2 + 5x − 7 –1

x 7 + 4 x 6 − 3x 2 + 41 –4

3x 2 + 7 x − 6 0

x 4 − 3x 2 + 2 2

b) What do you notice about the last two columns of the table?

3. Complete the proof to show P ( k ) = R, if P ( x ) = Q( x )( x − k ) + R

P ( x ) = Q ( x )( x − k ) + R

P (k) =

© Hazeldene publishing 2015 23

 Activity 6 Solve polynomials

Aim: Explore real and complex solutions and factorisations to real

polynomials.

83x 2 9x
1. Consider the polynomial P ( x ) = 6x 4 − 2x 3 − + + 63
2 2
Setup
• Open Graph&Table
• Enter the function

a) Graph y = P ( x )

b) Determine key features of the graph of y = P ( x ) (to 2 decimal places).

Use G-Solve
• [Analysis | G-Solve |y-intercept]
• [Analysis | G-Solve |root]
• [Analysis | G-Solve |max]
• [Analysis | G-Solve |min]
• [Analysis | G-Solve |inflection]

(i) y-intercept
(ii) x-intercept(s)
(iii) Turning points

(iv) Points of inflection

24 © Hazeldene publishing 2015

 c) Use the graph to determine the number of roots to the equations:
(i) P ( x ) = −14

(ii) P(x ) = 0

(iii) P ( x ) = 25

(iv) P ( x ) = 216

d) Factor the expressions (round to 2 d.p.):

Setup
• Open Main and ensure ClassPad is in
Real and Decimal modes
• [Action | Transformation | factor]

(i) P ( x ) + 14

(ii) P(x )

(iii) P ( x ) − 25

(iv) P ( x ) − 216

e) State the values of k where P ( x ) = k has two solutions.

(round to 2 d.p.)

f) Switch to complex mode in Main.

Use CAS to solve the equations and record the results
Setup
• Ensure ClassPad is in Complex mode
• [Action | Advanced | solve]

(i) P ( x ) + 14 = 0

(ii) P(x ) = 0

(iii) P ( x ) − 25 = 0

(iv) P ( x ) − 216 = 0

g) Explain how your results to part d) are related to the result in part f).

© Hazeldene publishing 2015 25

2. Solve the following equations x ∈  :

a) ( x − 1)( x − 5) ( x 2 + 2x + 3) = 0

b) x3 − 8 = 0

c) 2x + 4 x 2 − 13x + 7 = 0

d) 2 x 4 − x 3 + 2x 2 − x − 3 = 0

Learning notes
Q1 b) G-Solve only works on the domain shown in the View window.

Q1 c) (i) To solve graphically, draw the graphs of y = P ( x ) and y = −14

and locate the point(s) of intersection.

Q1 e) You can change your Number Format to Fix2 to round automatically

and have more factors fit on the screen.

26 © Hazeldene publishing 2015

 Activity 7 i area

Aim: Describe regions of the complex plane defined by equations and

inequalities.

1. Draw the regions defined as follows.

Reason geometrically if possible, think of the modulus as the distance from
a point, e.g. is the distance of z from c.

a) z − 2i = 4 b) z −2+i ≤ 2

c) z + 2 − i = z − (2 − i ) d) −2 ≤ Re( z ) ≤ 2, 0 ≤ Im( z ) ≤ 5

0 ≤ arg( z ) ≤
2π
, z ≤5 f) z + 2 + i ≤ z − ( 4 + 3i )
e)
3

© Hazeldene publishing 2015 27

2. Use CAS to determine Cartesian equations for some of the regions in Q1.
Hints
• Use = rather than < or > to find the
boundary of the region
• Enter the condition and substitute
• Use cExpand to remove modulus
• Use expand to remove brackets
• Square both sides to remove square roots
• Rearrange as required, e.g. make one
side 0
• Factor and divide may help
• Open a Geometry window
• Drag the equation into the Geometry window

a) z −2+i ≤ 2

b) z + 2 − i = z − (2 − i)

c) z + 2 + i ≤ z − ( 4 + 3i )

Extension
3. Use CAS to determine a Cartesian equation in simplified form and draw
the region defined by:
a) z +2 > 2 z −4 b) z + 4 + z − 4 = 10

Im Im

Re Re

28 © Hazeldene publishing 2015

4. Describe each region using a system of (in)equalities
a)

1
y= x
3

1
y=− x
3 Duplicate this region using
Graph&Table

b)

Duplicate this region using

Graph&Table.

c)
y
8

4 3

2 4 6 8 x .

The region is the inside of the circle. Generate the boundary of

The circle has radius 3 and is tangent this region using Geometry
7 on your ClassPad.
to both the y-axis and y = x.
24

© Hazeldene publishing 2015 29

Learning notes
Geometrically (in the complex plane), you can think of the modulus as the
distance from a point, e.g. is the distance of z from c.
Q1 Draw as many of these as you can on your ClassPad. Some are most easily
done using Graph&Table while others require Geometry. In Graph&Table, only
Cartesian graphs can be drawn with inequalities. Thus you will need to convert
the locus to Cartesian form.
Define circles by their centre and radius. If you use CAS to derive an equation in
Main, it can be dragged into the Geometry window. This applies to any of the
objects you can draw in Geometry such as points, lines, circles and ellipses.
Q3 b) The distance from (4, 0) plus the distance from (–4, 0) is 10. Imagine a
piece of string 10 units long, pinned at (4, 0) and (–4, 0), pulled taut with a
pencil. It will draw an ellipse passing through ( ±5,0 ) and (0, ± 3) .

CAS solution to 3 b)
• In Main, press k
• [Action | Complex | cExpand]
• Tap 4 and enter x-4+y, tap i, press 3 to exit
template, enter )+, tap 4 and enter x+4+y, tap
i, press 3 to exit template, enter = 10
• Press E
• Tap [Action | Advanced | Solve] , drag the
expression down (or tap D), enter ,y) and press
E
• Press k to close the soft keyboard
• Open a Geometry window
• Tap the pull-down menu of the last icon in the
menu and select 0
• Tap in Solution and drag to highlight one of the
solutions
• Drag the highlighted equation into the Geometry
window
• Repeat for the other solution

30 © Hazeldene publishing 2015

Chapter 2 Functions and sketching graphs

ClassPad
Activity Key concepts
applications
Composite Main Investigate the composition of
functions Graph&Table functions. Determine domain and
range of composite functions
Domain and range Graph&Table Explore restrictions on the domain
of composite and range of composite functions
functions
Inverse functions Main Determine inverse functions
Graph&Table
Modulus function Graph&Table Explore the relationships between
graphs graphs of y = f ( x ) and y = f ( x ) and
of y = f ( x ) and y = f ( x ) .

Reciprocal function Graph&Table Sketch reciprocal function graphs

graphs
Rational function Graph&Table Sketch rational function graphs and
graphs identify key features
Piecewise defined Graph&Table Work with piece-wise functions
functions including modulus functions

© Hazeldene publishing 2015 31

Activity 8 Composite functions

Aim: Investigate the composition of functions and associated domains and

ranges

1
Consider the functions f(x) = and g(x) = x + 1 .
x–3
Define the functions
• Open Main
• Use [Interactive | Define] to store functions
f ( x ) and g ( x )

1. a) Evaluate the following:

i) g (3)

ii) f (2)

iii) f ( g (3))

b) Explain the significance of your answers in ii) and iii) above.

2. Evaluate f ( g ( x ))

3. a) Predict the output of g ( f ( x )) then evaluate on your ClassPad.

b) Is the answer to a) as you predicted? Show that both forms are

algebraically equivalent.

32 © Hazeldene publishing 2015

4. a) Graph each of the functions y = f ( x ) and y = g ( x ) , and sketch the
graphs on the axes below.

b) State the domain and range of f ( x ) .

c) State the domain and range of g ( x ) .

5. a) Display the graph of y = f ( g ( x )) and sketch on the axes below.

b) State the domain and range.

© Hazeldene publishing 2015 33

6. Display the graph of y = g ( f ( x )) on your calculator.

Investigate the behaviour of the composite function when approaching x = 3

from the right. (Note: The calculator display may be deceiving! Use
[Analysis | Trace] and type some values slightly larger than 3 to
investigate.)

a) Draw a neat sketch of the graph of y = g ( f ( x )) .

b) State the associated domain and range.

1
c) Display the graph of y = +1 .
x −3
How does this graph help explain the domain of the graph in Q6 a)?

34 © Hazeldene publishing 2015

Activity 9 Domain and range of composite functions

Aim: Explore restrictions on the domain and range of composite functions.

The domain may be restricted by:

• definition or the physical situation the function describes;
• a 0 in the denominator;
• a square root function and a negative number.
The range may be restricted by:
• the domain;
• that a square is always positive;
• that a x is always positive (where a > 0).
For this Activity use the functions: f ( x ) = 10 − 3x , 0 ≤ x ≤ 5
g ( x ) = x 2 − 3x − 4
h( x ) = x , x ≥ 0
1
u( x ) = , x ≠0
x
v( x ) = 3x

1. Evaluate each expression if possible.

For those that are not possible give a reason.
a) f (3)

b) f (6)

c) g (1)

d) h( −2)

e) u(0)

f) v(2)

g) h( g (2))

h) u ( g(1) )

© Hazeldene publishing 2015 35

2. Enter the functions in ClassPad.
Define function f ( x ) = 10 − 3x ,0 ≤ x ≤ 5
• Tap M.
• [Interactive | Define].
• Press k.
• Use the - tab to access the symbols
|and ≤.
• Complete the entries as shown.
• Tap OK.
Enter the other functions g ( x ), h( x ), u( x ), v( x )
as defined previously.

a) Check your answers for Q1.

b) Sketch the graphs and state the range for each function.
Draw a graph for example y = f ( x )
• Ensure only y1= f ( x ) is checked.
• Tap $.
• Adjust the window to show key features
of the graph.

(i) Draw the graph of y = f ( x ) (ii) Draw the graph of

y = g( x )

State the range of y = f ( x )

State the range of y = g ( x )

36 © Hazeldene publishing 2015

 (iii) Draw the graph of (iv) Draw the graph of y = u( x )
y = h( x )

State the range of y = u( x )

State the range of y = h( x )

(v) Draw the graph of

y = v( x )

State the range of y = v( x )

© Hazeldene publishing 2015 37

3. Evaluate each expression in main and verify by “pen and paper” working.
Expression ClassPad Output By hand working

h( x − 2)

u(10 − 3x )

u ( f (x ))

h( g ( x ))

v( f ( x ))

v( g ( x ))

u ( u( x ) )

4. Determine the domain and range for the following.

You may enter each expression in Graph&Table, draw the graph and adjust
the window in order to determine the domain and range.
Domain:
a) y = h( g ( x ))
Range:

Domain:
b) y = g ( h( x ) )
Range:

Domain:
c) y = f (u( x ))
Range:

Domain:
d) y = v( f ( x ))
Range:

38 © Hazeldene publishing 2015

EXTENSION:

5. A function F ( x ) has domain {x : x ≥ 0} and range { y : y ≥ 1} .

Express F ( x ) as a composition of two of the functions f, g, h, u, v.

Learning Notes
Entering the functions:
Many students use the soft Keyboard and the 2D templates as the most reliable
way to enter complex formulae.
Some find it quicker to use a single line entry for example to use to the power 0.5
to enter x.
Conceptualising functions
A function can be thought of as a rule. An input, or inputs, to the function is
turned into an output by applying the rule.

The set of all possible inputs is the domain and all possible outputs is the range.
For composite functions the output of the inner function (the first one to be
applied) may restrict the input to the outer function.

© Hazeldene publishing 2015 39

Activity 10 Inverse functions

Aim: To develop an understanding of the inverse of a function.

Consider the graph of y = x and its inverse.

Draw the graph of y = x

• Open Graph&Table
• Enter x in y1 and tap E
• Tap $ to generate the graph
• [Zoom | Initialize] for a nice view
Draw the graph of the inverse
• [Analysis | Sketch | Inverse]
• Use up/down arrows to switch between function
and its inverse

1. The calculator displays the equation x = y for the inverse.

2

a) Explain what the calculator has done to the original equation to

achieve this.

b) Manipulate the equation of the inverse to isolate y.

c) Suggest the necessary restriction for your inverse equation to display

the appropriate graph.

40 © Hazeldene publishing 2015

2. There are two points of intersection of the graph of y = x and its inverse.

a) Either by inspection or using [Analysis | Trace], determine the

location of these points.

b) State the equation of the line that passes through both of these points.

c) Display your equation from b) on your graph and redraw the inverse.
Describe the significance of the line in terms of the two curves.

Change the equation in y1 to y = x + 4 and

in y2 enter y = x

3. a) Graph the function y = x + 4 on ClassPad.

State its domain and range.

b) Draw the inverse. [Analysis | Sketch | Inverse]

Sketch the function and its inverse below showing key information.

© Hazeldene publishing 2015 41

 π π
Change the equation in y1 to y = sin( x ), − ≤x≤
2 2
• Enter the domain
• Ensure you are in radian mode
• Open the k - tab
−π π
• Complete the entry for y1= sin(x)| ≤x≤
2 2

π π
4. a) Graph the function y = sin( x ), − ≤x≤ on ClassPad.
2 2
State its domain and range.

b) Draw the inverse.

Sketch the function and its inverse below.

42 © Hazeldene publishing 2015

5. Discuss the relationship between the domain and range of a function and
those of its inverse.

6. Will the inverse of a function always be a function? Give examples to help

justify your answer.

7. The graphs of y = e x and y = x are shown below.

a) Sketch on the axes above the graph of the inverse of y = e x .

b) What is the equation of the inverse?

© Hazeldene publishing 2015 43

Learning notes
To obtain an equation for the inverse, you can make use of the CAS in Main
screen as shown below. This is the inverse resulting from the graph in Q3.
Copy the equation of the inverse
• Note the equation given by the calculator’s graph
for the inverse
• Tap G to copy the equation
• Tap M for the Main screen
Solve for y
• Open the k
• Tap H to paste the equation and press E
• [Action | Equation | Solve]
or k ) tab and tap `
• Complete the entry: solve(ans,y)

Q6 Recall that a function has one, and only one, output value for each input for
which it is defined. Some examples to consider could be y = x 2 , y = cos( x ) or
many others.

44 © Hazeldene publishing 2015

Activity 11 Absolute value function graphs

Aim: Explore the relationships between graphs of y = f ( x ) and y = f ( x ) and

between graphs of y = f ( x ) and y = f ( x ) .

1. For f(x) as defined in each part, graph y = f ( x ) and y = f ( x ) for each

function.
a) f (x ) = x + 3 b) f ( x ) = ( x − 1)2 − 9

c) f ( x ) = ( x + 1)( x − 2)( x + 3)( x − 4) d) f ( x ) = 3 sin( x )

2. Describe the relationship between the graphs of y = f ( x ) and y = f ( x ) .

© Hazeldene publishing 2015 45

3. For f(x) as defined in each part, graph y = f ( x ) and y = f ( x ) for each
function.
a) f (x ) = x + 3 b) f ( x ) = ( x − 1)2 − 9

c) f ( x ) = ( x + 1)( x − 2)( x + 3)( x − 4) d) f ( x ) = 3 sin( x )

4. Describe the relationship between the graphs of y = f ( x ) and y = f ( x ) .

46 © Hazeldene publishing 2015

5. The graph of y = f ( x ) is shown below. On the same grid sketch the graph of
y = f (x ) .

6. The graph of y = f ( x ) is shown below. On the same grid sketch the graph of
y=f(x)

© Hazeldene publishing 2015 47

Learning notes

Define function
• [Interactive | Define ]
• Enter function
• Press E
Note: this can be edited in Main
Define functions to graph
• Open Graph&Table
• Press k
• Enter f(x) for y1
• Enter |f(x)| for y2
Tap 4 for the absolute value function
• Tap $ to graph

48 © Hazeldene publishing 2015

Activity 12 Reciprocal function graphs

Aim: Investigate and describe the relationship between the graphs of y = f ( x )

1
and y = .
f (x )

1
1. For f(x) as defined in each part, graph y = f ( x ) and y = for each
f (x )
function.
a) f (x ) = x + 3 ( x − 1)2 − 9
b) f (x ) =
5

( x + 1)( x − 2)( x + 3)( x − 4) d) f ( x ) = 3sin( x )

c) f (x ) =
20

© Hazeldene publishing 2015 49

 3 f) f ( x ) = 0.5sec( x )
e) f (x ) = 2
x −4

2.
a) Complete the table to describe relationships between the graphs of
1
y = f ( x ) and y = .
f (x )

Feature on graph of 1
Corresponding feature on graph of y =
y = f (x ) f (x )

x-intercept

Vertical asymptote

f ( x ) = ±1

b) Justify your summary in part a).

50 © Hazeldene publishing 2015

Activity 13 Rational function graphs

Aim: Graph rational functions and identify key features.

4 x 2 − 3x
1. a) Show that x − 4 + =
x +1 x +1

b) Draw the graph

x 2 − 3x
of y =
x +1

c) Determine key features of the graph such as:

(i) Intercepts;

(ii) Vertical asymptote;

(iii) Stationary points;

(iv) The behaviour of y as x → ±∞ ; and

(v) The equation of the other asymptote

(in this case an oblique asymptote)

© Hazeldene publishing 2015 51

2. For each part: draw the graph, draw the asymptotes on your graph,
describe the behaviour of the graph as x → ±∞ and give the equations for
vertical and other asymptotes.
(Note: it may be helpful to express the expression as both a single fraction
and in divided out form)
x +3
a) y=
2x 2 + 1
(i) Equation of
vertical
asymptote(s)

(ii) as x → ∞, y →

(iii) as x → −∞, y →

(iv) Equation of other

asymptote

3
b) y = 2x +
x −5
(i) Equation of
vertical
asymptote(s)

(ii) as x → ∞, y →

(iii) as x → −∞, y →

(iv) Equation of other

asymptote

52 © Hazeldene publishing 2015

 x3
c) y=
( x + 4 )( 2x − 3)
(i) Equation of
vertical
asymptote(s)

(ii) as x → ∞, y →

(iii) as x → −∞, y →

(iv) Equation of other

asymptote

x +1
d) y=
4 − x2
(i) Equation of
vertical
asymptote(s)

(ii) as x → ∞, y →

(iii) as x → −∞, y →

(iv) Equation of other

asymptote

x −2
e) y =3− 2
2x + x − 1
(i) Equation of
vertical
asymptote(s)

(ii) as x → ∞, y →

(iii) as x → −∞, y →

(iv) Equation of other

asymptote

© Hazeldene publishing 2015 53

3. Max wants some rules to help remember how to determine key features of
rational function graphs. Help by completing these statements:

• The function is undefined when the denominator __________________.

• The equation(s) of vertical asymptote(s) can be found by solving

___________________________________________________ .
R( x )
• When a rational function is written in the form Q ( x ) + and the
D( x )
degree of R is less than the degree of D then as x → ±∞, y → __________ .

P(x )
• Find the x-intercepts by writing in the form and solving
D( x )
____________.

Learning notes
Converting between fraction forms
Add/Subtract algebraic fractions
• In Main
• [Action | Transformation | Combine]

Separate fraction into quotient and remainder

form
• [Action | Transformation | Fraction | propFrac]

Useful features to assist with sketching graphs might include

• Axis intercepts
• Stationary points and their nature
• Vertical asymptotes
• Describing the behaviour of y as x → ±∞
Include in your description the side the asymptote is being approached
from, i.e. from above or below
• Another asymptote which could be horizontal, oblique or a polynomial.
Note that even though the behaviour may be tending to infinity it is
usually possible to describe the behaviour as approaching another, simpler
function.

54 © Hazeldene publishing 2015

Activity 14 Piecewise defined functions

Aim: To describe functions using piecewise definitions and examine links

between piecewise-defined functions and functions involving absolute
values.

The toy dump truck shown to the right

has a tray with a cross-section that can
be approximated by a quadrilateral.
The grid below shows the quadrilateral
and key points given as co-ordinates
with centimetre units, where the origin
corresponds to the centre of the rear
wheel.

1. Determine a piecewise-defined function definition to describe the sides and

base of the tray. The first section has been done for you.
−5x − 18, −5 ≤ x < −4

f (x ) = 



© Hazeldene publishing 2015 55

 Enter piece-wise function
• In Main
• From the k - tab
• Tap } twice
• Enter the pieces as you defined in Q1
function firsts and then the domain after the ,
• Press E

Define function
• Go back and highlight your definition
(the previous line)
• [Interactive | Define]
• Tap OK
Graph the function

2. Determine the area between the function and the x-axis and hence the
cross-sectional area of the tray.

Absolute value functions

3. Graph the function f ( x ) =|2x + 4| + |3x − 3| and sketch it below. Label key
features.

56 © Hazeldene publishing 2015

4. Express the function using a piecewise definition.

5. Explain the link between the gradient and intersection points of the
different sections of the graph and the original absolute value equation.

6. Challenge! Determine an equation of the form f ( x ) =|ax + b|+ |cx + d |+ e to

describe the tray of the toy dump truck at the start of the Activity, given
that d > c > a > 0 and b , e < 0.

Learning notes
Q3 You can use the integral to determine the area between your function and
the x-axis,
Area under the curve
• [Analysis | G-Solve | Integral | dx]
• Press a number and this pop-up window appears

• Complete the entries for left and right limits

Q5 There are three linear sections. The points of intersection of the different
linear sections occur at the x-intercepts of the individual parts of the
absolute value function. We can determine the equations of the different
linear sections by adding appropriate expressions.

© Hazeldene publishing 2015 57

Chapter 3 Vectors in 3D

ClassPad
Activity Key concepts
applications
3D vectors Main Use and understand ClassPad’s
vector commands
Dot Product Main Define the dot product in 3D
Points in space Main Prove geometric results in 3D
Ships in the night Main Examine the position of two
Geometry particles each described as a vector
function of time, and determine the
closest approach
Close call Main Solve a closest approach problem
Cartesian equations Main Use vector equations of curves
from vector Graph&Table involving a parameter. Convert
equations vector equations to Cartesian
equations
Cross product Main Develop geometric and algebraic
definitions for the vector or cross
product
Applications of Main Apply vector products to solve
vector products problems
Systems of Main Duplicate by-hand methods to solve
equations systems of equations
Intersecting planes Main Interpret geometrically and solve
systems of linear equations with
three variables, as planes in space
Projectiles and Main Apply vector calculus to motion in a
satellites plane. Analyse projectile and
circular motion
Aerofoil Main Draw, calculate with and interpret
parametric equations

58 © Hazeldene publishing 2015

Activity 15 3D vectors

Aim: Use and understand ClassPad’s vector commands

On ClassPad, square brackets are used to denote vectors and matrices.

Vectors are represented by either a single row or single column.
(Refer to Learning notes for instructions)
1. Which of the following are recognised as vectors in ClassPad?
For those that are vectors, state the coordinate system and dimension.
For those that are not vectors, explain why ClassPad will not recognise the
expression as a vector.

1 
a) 3  b)
  1 2 5 −4 
2

i j k 
c) < 1,2 > d) 2 −3 −1
 

e) 1, ∠ ( 30 )  f) 5 ∠(π / 3) 2

g) i + 3j h) 1 −7

i) {9 −13} j) 1,2 + 5, −3

k) a+b l) −5 ∠(π / 2) ∠(π / 4)

© Hazeldene publishing 2015 59

2. Enter each statement in ClassPad in sequence.
For each statement; record the output, describe what the statement does
and, if there is an error, explain why.

a) 1,2,6  a

b) fill(2,3,1)  b

c) a+b

d) a×b

e) b×a

f) unitV(b)

g) angle([1,0,0],b)

h) angle(a,b)

i) angle([1,0],[5,5])

j) norm([1,0])

k) norm(b)

l) dotP([1,0],[5,5])

m) dotP(a,b)

n) angle(
2, ∠(π / 3)

o) toPol(b)

p) toPol([5,5])

q) toSph(a)

r) toSph([5,5])

s) toCyl(a)

60 © Hazeldene publishing 2015

Learning notes
Input a vector in Main:
• Press k.- tab
• Tap [ ] or use 0 tab, Symbol tab
• Tap inside the brackets and enter the components
separated by commas
• For polar form use the ∠ symbol
• Press E
This will enter the vector as a row

OR Use the matrix template

For a row vector with three components
• From the 9 tab
• Tap 6; tap 6
• Enter the components
For a column vector with three components
• Tap 7; tap 7 and enter the components

Input vector commands

• [Action | Vector | …]

Coordinate systems.
In 2D, we use rectangular coordinates (also called Cartesian, after Descartes),
and polar coordinates.
In 3D, polar can be extended to spherical, i.e. a distance and then two angles to
determine the direction, or cylindrical, polar with a z-coordinate.

z z

P(r, θ, h) P(r, θ, φ)
φ r

h O y
r y
θ
x
x
θ
Spherical coordinate system
Cylindrical coordinate system

© Hazeldene publishing 2015 61

 Activity 16 Dot product

Aim: Define the dot product in 3D.

You will be familiar with the dot (or scalar) product from earlier work.
a.b = a b cos θ
= a1 b1 + a2 b2 , where a = [a1 ,a2 ] and b = [b1 ,b2 ]

This result was useful for determining angles between vectors and establishing
perpendicularity.
1. Prove a b cosθ = a1b1 + a2b2
Consider triangle OAB with OA = a and
OB = b. 
a) Explain why AB = b − a
(refer to adjacent diagram)

b) Apply the cosine rule to write an expression for

2
b − a in terms of a , b and θ .

c) Rearrange your answer to part b) to get an expression for a b cosθ .

Substitute a = [ a1 , a2 ] and b = [b1 ,b2 ] to complete the proof

d) Duplicate on ClassPad.
(See Learning notes)

62 © Hazeldene publishing 2015

2. In 3D:
The diagram used in Q1 could have represented a triangle in 3D.
Write a proof that for a = a1 , a2 , a3  and b = b1 ,b2 ,b3  then
a b cos θ = a1b1 + a2b2 + a3b3
(Hint: Use your ClassPad working, just alter the definitions of a and b
to a = a1 , a2 , a3  and b = b1 ,b2 ,b3  and then write your solution).

3.
a) Write an equation that the vector n1 , n2 , n3  must satisfy for it to be
perpendicular to [1, 3, –2].

b) Write an equation that the vector n1 , n2 , n3  must satisfy for it to be

perpendicular to [–2, 4, 1].

c) Solve these equations simultaneously to find a vector perpendicular to

both [1, 3, –2] and [–2, 4, 1].

d) Hence find a unit vector perpendicular to both [1, 3, –2] and [–2, 4, 1].

© Hazeldene publishing 2015 63

Learning notes:

Q1 d)
Define and store position vectors in Main:
• Enter the coordinates of the points as a
vector

Calculate vector AB

 2
Calculate AB
Rearrange expression and simplify

Q2 Solve system
Redefine vectors in Main:
• Scroll up to the lines where the vectors a and
b were defined.
• Adjust the entries and press E in the first
line
• All the lines below will be recalculated.

Q3 Use the result: If the vectors are perpendicular then dot product is zero.
Solve system of equations
• Open the k ) tab
• Tap ~
• Enter the equations and press E

As there are only two equations and three unknowns, there is no unique
solution. The CAS engine solves for two of the variables in terms of the third one.
Use the result to obtain the ratios between the three components to get a
perpendicular vector with simple integer ratios.

64 © Hazeldene publishing 2015

Activity 17 Points in space

Aim: Prove geometric results in 3D.

Consider the points A to I with coordinates

A(3, 2, 5) B(5, 1, 8) C(5, 4, 6) D(3, 5, 3) E(0, –1, 6)
F(3, 5 ,8) G(1, –3, 3) H(–5, –6, 1) I(–2, –4, 5)

Define and store position vectors in Main

• Enter the coordinates of the points as a position
vector
Calculate
relative
 position
 vectors
• E.g. BA = BO + OA = −b + a

1. Using correct notation, write solutions to the following questions:

a) Show that the points A, B, C and D form a parallelogram.
     
Hint: Determine the vectors AB, AC, AD, BC, BD, CD

b) Show that A, C and H are collinear.

c) Find the ratio in which A divides CH.

d) Show that EGI is an equilateral triangle.

e) Show that DBF is a right angled triangle.

© Hazeldene publishing 2015 65

2. What would J’s coordinates be if:
a) D, H and J (x, y, 3) are collinear?

b) B, D and J (1, y, 3) form a right triangle?

c) A, E, G and J (1, y, 3) are coplanar?

Learning notes
It helps to see/visualise the situation. You may like to use an applet like
http://hotmath.com/learning_activities/interactivities/3dplotter.swf or suitable
software.
Building a physical model can also be helpful in visualising the points.
Q1 a) Opposite sides of a parallelogram are parallel and of equal length.
It is sufficient to find a pair of equal vectors.
Q1 b) 3 points are collinear if the line segments are parallel and they share a
 
common point, i.e. show AC = k AH .

Q1 c) Use your result from b) to determine CA : AH .

Q1 d) Find the lengths of each side.
Q1 e) Use the converse of Pythagoras’ theorem or establish that the angle
between two sides is 90°.
Q2 b) Looking for a right-angle so calculate the dot product of each pair of
sides. If it is possible to solve then a solution has been found. Is it
possible for there to be three different solutions?
Q2 c) Define the plane using A, E and G. Point J then needs to be a point on
that plane and hence must satisfy the equation.

66 © Hazeldene publishing 2015

Activity 18 Ships in the night

Aim: Examine the position of two particles each described as a vector function
of time, and determine the closest approach.

At 2 pm a container ship, Andromeda, is at a point with position vector

[–3, 7] km relative to a port. It is travelling with a constant velocity of
[12, 9] km/h.
We can express the position of the ship at any time, t hours after 2 pm in the
following ways:
vector equation: r = [ x , y] = [ −3,7] + t[12,9] or r = [ −3 + 12t,7 + 9t ]

x = −3 + 12t
parametric equations: 
 y = 7 + 9t
With parametric equations, the x and y values of the ship’s co-ordinates are
given in terms of a parameter t, where t ≥ 0 .
Parametric equations can be graphed in the Geometry application.
Create animation
• Open a new Geometry page (with axes and labels)
• [Draw | Function | Parametric]
• Enter the parametric equations as above, and set
tmax to 3 hours
• [View | Zoom to Fit]
• Select the point tool and tap the path of the ship
• Select the point and the path then [Edit | Animate
| Add Animation]
• [Edit | Animate | Go (once)] to watch the ship move

A second ship, Big Dipper, has a position vector described by the equation
r = [15 − 3t, 11t + 4] km, t hours after 2 pm.

Enter this as a set of parametric equations and add a point on the path to
represent the ship. Add a second animation for the Big Dipper.
1. Do the ships collide? Run the animation to find out.

The ships must maintain a safe distance of 500m. We can determine the distance
between the ships during the animation as follows.

© Hazeldene publishing 2015 67

 Measure distance between the ships
• Tap to select points A and B
• Tap m on the length tool to insert the distance
between A and B onto the screen
• Run the animation again

2. What is the shortest distance you observe during the animation?

The distances you observe are dependent on the animation settings, and your
answer to Q2 probably isn’t the minimum distance. We can determine the actual
minimum distance using CAS. Carry out the following questions in the Main
screen.
  
3. Determine the separation vector AB = OB − OA .


The distance is given by | AB |. We require the minimum value of this function.
Use [Interactive | Calculation | fMin] to determine the minimum distance
between ships A and B and the time at which this minimum occurs.
4. Do the ships come within 500m of each other?

Learning notes

Q1 To ensure the point is on the line:

• select both the point and the line
• tap } to go around the corner
• with 6 selected type YES in the box
Q2 With points A and B selected tap # to see a table
of distances measured at small increments of time.
Advanced users may like to select the data, [Edit |
Copy] then paste into Spreadsheet app. The data can
then be graphed – what type of function describes this?

Q4 Use the separation vector, calculated in Q3 (in terms of t), determine its
length and then determine a minimum length.

68 © Hazeldene publishing 2015

Activity 19 Close call

Aim: Solve a closest approach problem.

Commander Odo on the scout ship

Herring overhears the following
message:
This is Captain Riker,
Time 0520 hours.
Defiant left Earth on course to
Babylon 5.
Odo seeks a close approach and sets course from his current location
(86, –43, 126) with a velocity of [–2, 6, 3].
Eight hours later Odo’s ship makes its closest approach to the Defiant.
Celestial coordinates
Earth (35, 21, 99)
Babylon 5 (143, -24, 255)

Assume both ships travel with constant velocity.

Let the speed of the Defiant be k.
Determine:
1. The vector describing Odo’s position at time t hours after 0520.

2. The velocity of the Defiant in terms of its speed k.

3. The vector describing the Defiant’s position t hours after 0520.

4. The vector describing Defiant’s position relative to Odo t hours

after 0520.

© Hazeldene publishing 2015 69

5. The speed of the Defiant.

6. The velocity of the Defiant.

Learning notes
The solution is shown using screenshots from ClassPad. Alongside the solution is
a commentary describing the step and its purpose. This is a good example where
using CAS enables you to focus more clearly on the purpose of each step.
A possible approach:
You may like to store the given information with easy to use and remember
variable names.
For example, e for earth’s position vector, b5 for Babylon 5’s position vector.

Earth’s coordinates

Babylon 5’s coordinates

Position of Odo at time 0

Odo’s initial coordinates

Odo’s velocity vector

70 © Hazeldene publishing 2015

Activity 20 Cartesian equations from vector equations

Aim: Use vector equations of curves involving a parameter, and determine a

‘corresponding’ Cartesian equation.

1. Consider the vector equation of the line r = [ −6, −5] + t[3,2]

a) Write a pair of parametric equations to represent the curve.

b) Sketch the graph for 0 ≤ t ≤ 5 .

c) Write a Cartesian equation.

2. Consider the vector equation of the curve r = [ −5,1] + t[t ,1]

a) Write parametric
equations to represent
the curve.

b) Sketch the graph for

−6 ≤ t ≤ 6 .
c) Write a Cartesian
equation for the
curve.

© Hazeldene publishing 2015 71

 t2 − 1 2t
3. Consider the vector equation of the curve r = 2
i+ 2 j
t +1 t +1
a) Write parametric
equations to
represent the
curve.

b) Sketch the graph

for −10 ≤ t ≤ 10 .

c) Evaluate x 2 + y2
and hence write a
Cartesian equation
for the curve.

4. Consider the vector equation of the curve r = ( 2cos t + 1) i + ( 2sin t − 3 ) j

a) Write parametric
equations to
represent the curve.

b) Sketch the graph for

0 ≤ t ≤ 2π .
c) Use the identity
sin 2 t + cos2 t = 1 to
write a Cartesian
equation for the
curve.

72 © Hazeldene publishing 2015

5. Consider the vector equation of the curve r = ( 3cos t ) i + ( 4 sin t ) j

a) Write a pair of
parametric equations
to represent the
curve.

b) Sketch the graph for

0 ≤ t ≤ 2π .
c) Use the identity
sin 2 t + cos2 t = 1 to
write a Cartesian
equation for the curve.

6. Consider the vector

equation of the curve
 1 
r = ( tan(t ) ) i +  j
 2cos(t ) 
a) Write a pair of
parametric equations
to represent the
curve.

b) Sketch the graph for

−5 ≤ t ≤ 5 .

c) Use the identity sec2 t − tan2 t = 1 to write a Cartesian equation for the
curve.

© Hazeldene publishing 2015 73

EXTENSION
2t 3 2t 2
7. For the vector equation of the curve r = i + j
t2 + 1 t2 + 1
a) Draw the graph.
b) Explore any interesting
features.

8. For the vector equation of the

curve
r = (t − sin t ) i + (1 − cos t ) j

a) Draw the graph.

b) Explore any
interesting features.

3t 3t 2
9. For the vector equation of the curve r = i + j
t3 + 1 t3 + 1
a) Draw the graph.
b) Explore any
interesting features.

74 © Hazeldene publishing 2015

Learning notes
You should notice the varied shapes that can be generated by parametric
functions. In Cartesian form many of these are best expressed as implicit
equations.
Note: ClassPad may only graph a portion of the curve depending upon the values
the parameter takes.
Sketch graph
• Open Graph&Table
• Select g from the graph type pull-down menu to
change to parametric function
• Enter the equations
• Press E
• Tap $ to draw the graph
Change range of t-values used to sketch graph
• Tap 6 to open the view window
• Adjust tθmin, max and step as required

It will be useful to consider tables of values and/or use ClassPad’s trace

feature to connect the parameter value with the point plotted.
Trace points along the curve.
• [Analysis | Trace]
• Use left and right arrows to decrease/increase the
parameter
• Use up and down to switch between curves if there
are multiple graphs drawn

Converting to Cartesian form, i.e. eliminate the parameter

• Draw it, if the shape is known write the equation on that basis
• Solve for the parameter in one equation and then substitute into
the other
• Use an identity such as sin 2 θ + cos2 θ = 1 or sec 2 θ − tan 2 θ = 1 to eliminate
the parameter

© Hazeldene publishing 2015 75

Activity 21 Cross product

Aim: Develop geometric and algebraic definitions for the vector or cross
product.

1. Consider vectors a = [2, 3, –1] and b = [1, –2, –2].

a) Use the dot product to write a pair of equations that a normal vector
n = n1 , n2 , n3  must satisfy, i.e. the normal n is perpendicular to both
a and b.

b) Solve the system. (Find n1 and n2 in terms of n3 or let n3 = λ )

c) Determine the two unit vectors that are perpendicular to a and b.

d) Why are there two possible unit vectors?

2. Consider vectors a = a1 , a2 , a3  and b = b1 ,b2 ,b3 

a) Write a pair of equations that a normal vector n = n1 , n2 , n3  must
satisfy.

b) Solve the system.

c) Determine a vector perpendicular to a and b in the simplest form

you can.

76 © Hazeldene publishing 2015

 
In the diagram, AD is the
component of b
in the direction of a, and DB is the
component of b perpendicular to a.
3. Explain why BD = b sin θ .

4. Store the vectors a =[2, 4] and b =[1, –2] on your

ClassPad as shown. Determine the:
a) exact angle between a and b

b) length of BD

c) value of a b sin θ

2 4 
d) value of det  .
1 −2

5. Consider vectors a = a1 , a2  and b = b1 ,b2  .

a) Determine the:
i) angle between a and b.

ii) length of BD

iii) value of a b sin θ

a a2 
iv) det  1 .
 b1 b2 

a a2 
b) Is it true that a b sin θ = det  1 ?
 b1 b2 

© Hazeldene publishing 2015 77

In three dimensions.
6. For vectors a =[2, 3, –1] and b =[1, –2, –2] determine the:
a) angle between a and b

b) exact length of BD

c) value of a b sin θ

d) a×b ([Action | Vector | crossP] to calculate a × b on ClassPad) .

7. Consider vectors a = a1 , a2 , a3  and b = b1 ,b2 ,b3  . In terms of their

components, determine expressions for the:
a) angle between a and b

b) length of BD

c) value of a b sin θ

d) a×b .

78 © Hazeldene publishing 2015

8. Record the output for the following ClassPad commands where
a = a1 , a2 , a3  and b = b1 ,b2 ,b3  .

a) dotP(a,b)

b) angle(a,b)

c) crossP(a,b)

d) norm(a)×norm(b)×cos(angle(a,b))

e) (norm(a)×norm(b)×sin(angle(a,b)))^2

f) norm(crossP(a,b))

g) dotP(crossP(a,b),a)

h) dotP(crossP(a,b),b)

9. From your results in Q8, decide whether each statement is True or False:

a) The cross product a × b is perpendicular to a.

b) The cross product a × b is perpendicular to b.

c) The length of the cross product a × b is a b sin θ .

d) The cross product is a scalar.

© Hazeldene publishing 2015 79

Learning notes
The cross product:
• is a vector quantity, i.e. it has magnitude and direction
• is written a × b
• is calculated by [Action | Vector | crossP] on ClassPad.
In 3D, the orientation of a plane or surface is most easily described by the
normal vector.
The cross product has many applications and is appealing to mathematicians in
part because it enables results to be expressed with few symbols, i.e. elegantly.
The important ideas introduced in this Activity are that it is perpendicular to the
generating vectors, and its magnitude is the product of the length of one vector
and the length of the perpendicular component of the other.
In Q’s 1 and 2 you are asked to solve a system of two equations with three
unknowns. This cannot have a unique solution, however, a solution can be found
for two of the variables in terms of the third; i.e. solve a pair of simultaneous
equations for two of the variables.
Q4 is easiest if you first save the vectors as variables a and b. Then use those
names in subsequent calculations. For Q5, you can go back to the beginning and
change the vectors being stored. You will however have to press E on the first
one, and all the resulting calculations will be done with the new values.
You can do the same thing for Q6. You will get an error when you change the
first vector to 3D as the calculations cannot be performed with vectors of
different length. Just ignore the problem and edit the second.
Q8 confirms the cross product is perpendicular to the original vectors as the dot
product of the cross product and one of the original vectors is 0. Note: this applies
whenever the cross product is not 0, i.e it is the result of combining two non-zero,
non-parallel vectors.

80 © Hazeldene publishing 2015

Activity 22 Applications of vector products

Aim: Use vector products in problems.

Consider the points A(3, 2, 5), B(5, 1, 8), C(5, 4, 6), D(3, 5, 3) and R(x, y, z) with
position vectors a, b, c, d, and r respectively.
Define and store position vectors in Main

Equation of a plane
  
1. ( )(
The equation of a plane ABC is AR . (AB) × (AC) = 0 . )
a) Determine the equation of the plane in the form ax + by + cz + d = 0 by
using the formula above.

b) Verify that points A, B and C satisfy the equation of your plane.

(Substitute for x, y and z.)
c) Does D lie on the plane?
d) Prove that ( a − r ) . ( (b − a ) × (c − a ) ) = 0 is the equation of the plane
through A, B and C.

Areas
2. The area of a parallelogram defined by
vectors a and b is a × b .

a) Calculate the area of the:


(i) parallelogram defined by OA

and OB ;
(ii) parallelogram defined by vectors
 
AB and AD ; and
(iii) triangle ABC.

© Hazeldene publishing 2015 81

 b) Prove the area of a parallelogram defined by vectors a and b is a × b .

Distance of a point from a line

3. The distance, d, of a point A from a line

AC × m
r = c + λ m is given by d = .
m

a) State the equation of line CD using

the original position vectors.

b) Calculate the distance of A from CD.

c) Prove that the distance of a point

with position vector a from a line
r = c + λ m is given by
(c − a ) × m
d= .
m

Extension
In physics, many quantities have magnitude and direction and so are described
with vectors, 3D vectors. Where two vector quantities are multiplied to give a
scalar result, it is invariably the dot product. Where the result is a vector, the
cross product will enable an elegant statement of the rule.
If you have done Physics, you will have learned many formulae. Consider the
following two examples:
• Work done is force times the displacement caused by the force W = Fs.
This is true providing the force is in the direction of the motion. If not, it
is W = Fs cos θ . Isn’t W = F.s more elegant?
• Torque is force times lever arm, Τ = Fr . This is true when the force is at
90˚ to the lever arm. If not, it is the component of force perpendicular to
the lever arm, i.e. Τ = Fr sin θ . Since torque also has a direction (defined
by the normal to plane in which turning occurs) this is summed up by
Τ = F×r .
Research some common physics formulae that involve vector quantities. Where
possible, rewrite as vector equations.

82 © Hazeldene publishing 2015

Activity 23 Systems of equations

Aim: Duplicate by-hand methods to solve systems of equations with CAS.

x + 2y = 1
Solve the system of equations for x and y.
3x − 4 y = 23
Review the following solutions.
Substitution method: Elimination method
x + 2y = 1 ...1 x + 2y = 1 ...1
3x − 4 y = 23 ... 2 3x − 4 y = 23 ... 2
x = 1 − 2y make 1 variable (x ) the subject 3x + 6 y = 3 3 × 1 ... 3
3 (1 − 2 y ) − 4 y = 23 substitute for x −10 y = 20 2−3
3 − 10 y = 23 simplify y = −2 solve
−10 y = 20 solve x + 2 × −2 = 1 sub in 1
y = −2 x =5 solve
x = 1 − 2 ( −2 ) = 5 substitute for y

1. Duplicate the substitution method shown above in Main.

Substitution method using CAS
• Enter the equations as shown
• Solve first equation for x
• Substitute answer in second equation
• Simplify
• Solve for y
• Substitute for y

2. Duplicate the elimination method in Main.

Elimination method using CAS
• Enter the equations as shown
• Multiply equation 1 by 3
• Simplify the expression
• Combine equations (+/–)
• Solve for y
• Solve for x

© Hazeldene publishing 2015 83

3. Greg, Hilda and Ira went shopping for stationery. Greg bought 1 USB, 5
folders and 3 pens which cost $19.40. Hilda bought 2 USBs, 4 folders and 5
pens which cost $27.54. Ira bought 3 USBs, 11 folders and 7 pens which cost
$47.60.
Determine the cost of each USB, folder and pen.
a) Write a system of equations, stating the meaning of the symbols you
are using.

b) Solve this system using the substitution method on ClassPad, i.e.

• Rewrite an equation to make one variable the subject.
• Substitute in the other two equations, effectively eliminating one
variable to leave two equations in two unknowns.
• Repeat the process by making one of the remaining two variables
the subject.
• Substitute in the other equation.

c) Write out an appropriate “pen and paper” solution for your system of
equations.

84 © Hazeldene publishing 2015

4.
a) Solve the following system of equations without CAS.
a + 5b + 3c = 31.5
2a + 4b + 5c = 36
3a + 11b + 7c = 72.5

b) Greg, Hilda and Ira went shopping and Greg bought 1 USB, 5 folders
and 3 pads which cost $31.50. Hilda bought 2 USBs, 4 folders and 5
pads which cost $36. Ira bought 3 USBs, 11 folders and 7 pads which
cost $72.50. Determine the cost of each USB, folder and pad.

© Hazeldene publishing 2015 85

Learning notes
The quickest way to solve a system of linear equations is to use CAS.

Solve system of equations:

• Open the k ) tab
• Tap to open the simultaneous equation solving
template
Tap again for another equation
• Enter the equations
• Enter the variables you are solving for to the right
of the vertical line
In this course you are also expected to solve 3 × 3 systems of linear equations by
hand. This can be done using row operations on the augmented matrix.
•Row operations use place value to separate the coefficients of the
variables.
• Operations such as multiply equation 2 by 3 is the same as multiplying
the second row by 3. mRow.
• Adding two equations together is the same as adding rows together.
rowAdd.
• A multiplication and addition can be combined into the one operation.
mRowAdd.
• Use the operations to systematically eliminate one variable at a time.
Question 3 using row The method may be written Question 3 using rref(
operations on the out in shorter form
augmented matrix
1 5 3 19.4 
2 4 5 27.54 
 
3 11 7 47.6 
1 5 3 19.4 
0 −6 −1 −11.26  R − 2R
  2 1
0 −4 −2 −10.6  R3 − 3R1
1 5 3 19.4 
0 −6 −1 −11.26 
 
0 8 0 11.92  R3 − 2R2

86 © Hazeldene publishing 2015

Activity 24 Intersecting planes

Aim: Interpret geometrically the solution of systems of linear equations in

three variables, i.e planes in 3D space.

1. Consider two lines in the plane (i.e. 2 equations and 2 unknowns)

Under what condition(s) is there:
a) No solution

b) An infinite number of solutions

c) A unique solution.

2. Consider the lines with equations

2x + ky = 3  2 k  x   3 
( k − 3)x + 2 y = −6
 k − 3 2   y  =  −6 
    
a) Solve for x and y in terms of k.

Solve system of equations:

• Open the k ) tab
• Tap to open the simultaneous equation
solving template
Tap again for more equations
• Enter the equations
• Enter the variables after the vertical line

 2 k
b) There is no unique solution when the determinant of   =0.
k − 3 2 
State the values of k for which the system does not have a unique
solution.

c) For the values of k for which the system does not have a unique
solution, describe the lines and state the solution (if it exists).

© Hazeldene publishing 2015 87

3. Three planes in space ( i.e. 3 equations and 3 unknowns).
For each scenario state the number of solutions, i.e. no solution, a unique
solution or an infinite number of solutions.
a) Three coincident planes b) Two coincident planes and
one plane not parallel to the
coincident planes

c) Three parallel planes d)

e) Two parallel planes f) Each pair of planes

intersect in a parallel line

g)

4. Consider the lines with equations

2x + 4 y − 5z = 16
3x − y − 2z = 4
5x + 3 y − az = b
a) Solve for x, y and z in terms of a and b.

88 © Hazeldene publishing 2015

 b) State the values of a and b for which the three planes intersect in a
line. Find the equation of this line and draw a diagram (select from
Q3) to illustrate this situation.

c) State the values of a and b for which the system has no solution and
draw a diagram (select from Q3) to illustrate this situation.

Learning notes
Q2 a) rref is an alternate way to solve the system.
Use rref to solve a system of equations:
• [Action | Matrix | Calculation | rref]
• Open the k 9 tab
• Enter the augmented matrix
Use the matrix templates

Q2 b) When the system of equations is written in matrix form AX=B, the

determinant of A can be used to determine whether or not there is a
unique solution. Unique solution when detA ≠ 0.
Calculate determinant
• [Action | Matrix | det]
• Enter the matrix

Q2 c) Substitute your values of k back into the original system and look at
the equations to interpret what is going on.
Q4 Same processes as 2D for solving system of equations and
calculating the determinant.
Part c) is more complex with the two variables a and b to consider.
Substitute for a in the original systems and then decide what b needs to be
in order to get a solution.

© Hazeldene publishing 2015 89

 Activity 25 Projectiles and satellites

Aim: Apply vector calculus to projectile and circular motion.

1. Joyce goes on a Gravitron ride at the amusement park. She notes that the
radius is 4.5 m and once the ride is underway it spins at 24 r.p.m.
a) Show that her position r on the ride at time t (seconds) can be given by
  4π t     4π t  
the vector equation r = xi + yj =  4.5 cos    i +  4.5sin   j
  5    5 

b) Answer the following questions using CAS:

(i) Calculate Joyce’s initial position.
Store the position vector

Evaluate when t = 0

(ii) Determine her velocity at time t.

Differentiate r and store
• Tap ] from the 9 tab on
the k

(iii) Show that her speed is constant.

Magnitude of the velocity vector

(iv) Show that her velocity vector is perpendicular to the line between
her position and the centre of the Gravitron.
Calculate dot product

90 © Hazeldene publishing 2015

 (v) Determine her acceleration at time t
(differentiate her velocity vector).

(vi) Show that the acceleration is always directed towards the centre
of the Gravitron. (i.e. acceleration is in the opposite direction to r)

2. Kelvin the human cannonball is showing at the same theme park.

The mechanism to project Kelvin is a spring that is wound up and then
released.

Key Information:
• Length of barrel: 6m
• Elevation of barrel: 40°
• Exit speed from barrel: 23 m/s
• Acceleration (due to gravity): a = −9.8 j
• Landing net is 3 m above the ground
• Measure time from Kelvin exiting the barrel

Answer the following questions rounding to 2 significant figures.

a) At the instant he leaves the barrel of the canon
(i) What is Kelvin’s initial velocity vector?

(ii) What is Kelvin’s initial position vector?

(You may choose the base of the canon as a convenient origin)

© Hazeldene publishing 2015 91

 b) Determine Kelvin’s velocity vector while in flight.
(Integrate the acceleration vector)

c) Determine Kelvin’s position vector while in flight.

d) Use the results to determine Kelvin’s:

(i) range;

(ii) flight time;

(iii) velocity on impacting the landing net;

(iv) speed on impact; and

(v) maximum height.

Extension
Now what about safety? There will be variation in the parameters set. The
angle the canon is set to will not be precise, the exit velocity may be affected by
the nature of the mechanism, differing resistance on each flight, the weight of
the human projectile, etc. The person can also make some adjustments in
flight.
Explore what safety margins you would be happy with.

92 © Hazeldene publishing 2015

Learning notes
While you should also be able to do the calculations by hand, the activity is
designed to familiarise yourself with the CAS capabilities of ClassPad.
Q1 a) Start with the parametric equations for circular motion about the origin,
x = r cos ωt 2π
i.e. where the angular velocity ω =
y = r sin ωt T
Q1 b) (vi) For acceleration to be directed towards the centre of the circular
motion the radial and acceleration vectors need to be in opposite
directions.
In the solution the symbol s has been used for Kelvin’s position vector. The
expression s[1,2] refers to the j component.

© Hazeldene publishing 2015 93

Activity 26 Aerofoil

Aim: Draw, calculate with and interpret parametric equations.

Spline (or Bezier) curves are used in computer drawing programs. They consist of
two end points and a number of control points which are used to modify the
shape of the curve.
Consider the spline curve with end points A
A B
and B and control points R and S.
The parametric equations for this curve are
S(9, -1)
x (t ) = −17t 3 + 27t 2 
 for 0 ≤ t ≤ 1 . R(0, -3)
y(t ) = −6t 3 + 15t 2 − 9t 

Enter the function in Graph&Table or Geometry.

1. Determine the coordinates of A and B.

2. The curve is reflected in the line AB to

produce the aerofoil shape shown.
Determine:
dy A B
a) in terms of t
dx

b) the slope of the lower side of the aerofoil at the point B

c) the angle of the aerofoil at the point B

94 © Hazeldene publishing 2015

 d) the angle of the aerofoil at A

e) the maximum width of the aerofoil.

3. The designer decides to change the shape of the top of the aerofoil (the
bottom shape is retained from Q2).
The parametric equations for this curve are:
x (t ) = −20t 3 + 30t 2 
 for 0 ≤ t ≤ 1
y(t ) = 12t 3 − 27t 2 + 15t 

a) Draw the complete aerofoil cross-section.

b) Determine the angle of the aerofoil at B.

c) Determine the cross-sectional area of the aerofoil.

dx x2 t2 dx
(Note: As dt = dx then  y( x )dx =  y(t ) dt )
dt x1 t1 dt

© Hazeldene publishing 2015 95

Learning notes

Most of the activity can be done without using ClassPad. ClassPad is, however,
useful to quickly check the shape of a function, and it can be used to do the
calculations.
Draw the graph
• Open Graph&Table app
• Select H from the pull down graph type menu
• Enter the function
• Tap $ to draw the graph
• Tap 6to access and adjust the view window

Note: You may need to set the view window and the
values for t used to plot the graph

Specific values can be calculated in Main, eg. xt1(0)

A second pair of parametric equations can be added to

draw the top of the aerofoil

Draw the graph in Geometry

• Open Geometry app
• [Draw | Function |
Parametric]
• Enter the function
• Tap OK to draw the graph

96 © Hazeldene publishing 2015

Chapter 4 Integration

Activity ClassPad Key concepts

applications
Slope fields DiffEqGraph Integrate 1/x
Inverse trig Graph&Table Describe key features of graphs of
functions inverse trigonometric functions
Derivatives of Main Determine derivatives of inverse
inverse functions functions
Volume: many disks Sequence Use bounded volumes to establish
values for the volume of cones
Volume formulae Main Derive formulae for the volumes of
solids of revolution
The vase Statistics Model the profile of an object with a
Main function.
Calculate volume using calculus
Sky diver Spreadsheet Explore motion using numerical
approximation of differential
equations

Let ' s
du
Calculus

© Hazeldene publishing 2015 97

 Activity 27 Slope fields

1
Aim: Integrate
x

1
If the gradient is what might the original function be?
x
1. Complete a table of values

x 0.5 1 2 3 4 5
1
1
x
2. On the graph below draw short line segments with the approximate
gradient calculated above. I.e. when x = 1 draw a short line segment of
gradient 1. This is sometimes called a slope field.

This is the slope field for

y′=x.
Where the x-coordinate
is 1 the gradient is 1

What might the graph look like if we started at the point (1,0) and tried to
follow the gradient?
Try this on your graph.

3. Use ClassPad to draw the slope field

Open Differential Equation Grapher
• From the m tap DiffEq-Graph

98 © Hazeldene publishing 2015

 Enter the expression for the gradient
• In the DiffEq tab
• Enter expression
• Tap O to draw the slope field

Enter initial condition

• Tap on IC tab
• Set initial point to (1, 0)
• Tap O

What are the key features of this curve?

You might guess that it looks like a log function.

Test your function
• Tap the Graphs tab
• Enter the function log(10,x)
• Tap O

If your function is correct it will be drawn in the same position.

1
Use guess and check to determine the function with derivative of .
x

You can see that the slope field is symmetrical about the y-axis. Add a
second initial condition (–1, 0)
Enter initial condition
• Tap on IC tab
• Set a second initial point to (–1, 0)
• Tap O

Record the resultant curve(s).

© Hazeldene publishing 2015 99

 1
From your work predict the result of  x dx .

Learning notes
d 1
In earlier work you established ln( x ) = , x > 0
dx x
Here you are working from the gradient and looking at what the function leading
to that gradient might be. This is a differential equation (an equation involving a
1
derivative). However is defined for x ≠ 0 . The investigation in this activity
x
1  1 
should help explain why   dx = ln ( x ) + c, x > 0 and   dx = ln ( − x ) + c, x < 0
x x
1 
This result is often summarised as   dx = ln x + c .
x

100 © Hazeldene publishing 2015

 Activity 28 Inverse trig functions

Aim: Describe key features of graphs of inverse trigonometric functions.

The inverse trig functions are often written using the prefix arc, i.e. arcsin( x )
represents the inverse of sin x . ClassPad uses s.
1. Inverse sin of x
a) Draw the graph of
y = arcsin( x )
b) Describe the graph by
referring to:
• domain;

• range;

• any turning point(s) or

points of inflection.

c) Draw the graph of the gradient function on the axes above.

• Open Graph&Table app
• Enter the functions as shown
(you can use the soft keyboard
templates)

d) Complete the table of values (You can use [Analysis | Trace] or display
a table of values).
x –1 –0.5 0 0.5 1
y
dy
dx

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 e) Describe key features of the gradient function.

2. Inverse cos of x
a) Draw the graph of
y = arccos( x )
b) Describe the graph by
referring to:
• domain;

• range;

• any turning point(s) or

points of inflection.

c) Draw the graph of the gradient function on the axes above.

d) Complete the table of values (You can use [Analysis | Trace]).
x –5 –3 –1 0 1 3 5
y
dy
dx

e) Describe key features of the gradient function.

102 © Hazeldene publishing 2015

3. Inverse tan of x
a) Draw the graph of
y = arctan( x )
b) Describe the graph by
referring to;
• domain;

• range;

• any turning point(s) or

points of inflection.

c) Draw the graph of the gradient function on the axes above.

d) Complete the table of values (You can use [Analysis | Trace]

x –1 –0.5 0 0.5 1

y
dy
dx

e) Describe key features of the gradient function.

Learning notes
Use Graph&Table app
• Enter the functions
• Tap 6 to adjust window to match the grid given
• Tap 8 to set x-values for table
• Tap # to display table

© Hazeldene publishing 2015 103

Activity 29 Derivatives of inverse functions

Aim: Determine derivatives of inverse functions.

1. a) Use ClassPad to differentiate y = arcsin x .

Differentiate y = arcsin x
• Open Main
• Set to Standard mode
• Set angle to Radians
• Enter expression

a) Prove your result (see Learning notes for an example).

2. a) Use ClassPad to differentiate y = arccos x .

b) Prove this result.

104 © Hazeldene publishing 2015

3. a) Use ClassPad to differentiate y = arctan x .

b) Prove this result.

Learning notes
A technique for finding derivatives of inverse functions is:
• Rewrite the inverse in terms of the original function;
• Differentiate with respect to x implicitly;
• Rearrange and use appropriate substitutions and identities to write the
derivative in terms of x.
dy 1
Example: Show that the derivative of y = ln( x ) is =
dx x
y = ln x
x = ey
dy
1 = ey (implicit differentiation)
dx
dy 1 1
 = =
dx e y x
Trig identities such as sin 2 x + cos2 x = 1 can be useful for eliminating y from the
expression.

© Hazeldene publishing 2015 105

Activity 30 Volume: many disks

Aim: Use bounded volumes to establish values for the volume of cones.

Part A
Part A of this Activity refers to cones
with base radius half the height as
shown in the diagram.

The cone can be considered to be a solid

formed by the revolution of the line
y = 0.5x about the x-axis. This particular
cone has a height of 2 units.

1. Estimate the volume using a

number of disks.

The diagram is showing the

“lower” disks with the height
divided into 4 equal sections.
a) Complete the diagram to
show the four “outer”
disks.

106 © Hazeldene publishing 2015

 b) Complete the table
disk 1 2 3 4
x-value of left edge 0 0.5 1

x-value of right edge 0.5 1 1.5 2

Radius of inner disk 0

Radius of outer disk 0.25

Volume of inner disk

Volume of outer disk

c) What is the total volume of the inner disks?

d) What is the total volume of the outer disks?

e) Complete the statement using your results.

The volume of a cone base radius 1 unit and height 2 units is more
than ___________ and less than _________ cubic units.
f) Suggest two ways in which the estimate could be improved.

2. You may have noticed in the table from Q1, that the x-values form a
sequence. Less obvious is that the volume of each disk also forms a
sequence.
a) Use ClassPad’s Sequence application to duplicate the results from Q1.
Setup
• Open Sequence app
• [a | Σdisplay |On] to display the sum
of the preceding terms
• Tap the Explicit tab

© Hazeldene publishing 2015 107

 Enter formula for inner disks
2
 n −1  2
V =π  × 4 , the volume of the n inner
th
 4 
disk.
• Press k to show the keyboard
• Enter the formula as shown
• Press E

Adjust terms displayed

• Tap # to display the sequence.
• Tap 8
• Set SequenceTableInput start and end
points appropriately. In this case for
four disks there will be four terms.
• Tap OK
Display both inner and outer disk
volumes
• Add formula for outer disks
2
n 2
V =π  × .
4 4

b) Improve your estimate for the volume by increasing the number of

disks. Complete the table.
Number of Volume of inner Volume of outer Average
disks disks disks
5

10

15

20

c) From your results estimate the volume to 2 decimal places.

108 © Hazeldene publishing 2015

Part B
3. Modify your sequence to get boundaries and estimates for cones with:
a) radius 1 cm, height 6cm;

b) radius 1 cm, height 7 cm;

c) radius 2 cm, height 2 cm;

d) compare your answers for parts a) to c) with the result of using

1
V = π r2h .
3

EXTENSION
4. Use the same method, with 20 disks, to estimate the volume of a lampshade
in the shape of a conical frustum.
The base or outer radius, ro, is 12 cm, the top or inner radius ri, is 9.5 cm
and the height, h, is 14 cm.

© Hazeldene publishing 2015 109

Learning notes
2
For each disk the width is the cone height divided by the number of disks, i.e.
4
The radius of each disk increases by the cone radius divided by the number of
disks.
For Q1 this gives Volume of the lower disk as:
2 2 2 2
1 −1   2 −1   3 −1   4 −1 
Vlower =π  0.5 + π   0.5 + π   0.5 + π   0.5 ,
 4   4   4   4 
2
 n −1   2 
and the volume of the nth disk is Vdisk n =π   .
 disks   disks 
For Q2 b) and Q3, a quicker way to perform the calculations is as follows.

• Open M
• Store a variable to represent the number of
disks
• Select & from the pull down application menu
• Modify your formulae to include the variable
• Tap # to display the sequence
• Tap 8 to adjust the terms shown
• Tap to close the window
• Edit the variable value in the main window
• Press E
• Tap # to redisplay the sequence

For Q4 the formulae can be further generalised for

 n −1  h 
radius r and height h to Vdisk n = π  × r  
 disks   disks 
and these variables added to the main window.

110 © Hazeldene publishing 2015

Activity 31 Volume formulae

Aim: Derive formulae for the volumes of solids of revolution.

Solids formed by rotating a function around the x-axis have volume given by the
b
formula 
a
π y2 dx , where y is a function of x, a is the left hand edge of the solid
and b is the x-value of the right hand edge.
1 2
1. Prove the volume of a cone is πr h .
3
Enclosing function

Base radius r and height h. Enclosing function is a straight line through

the origin.
r
a) Show that the enclosing function has equation y = x.
h

b) State the x-values for the left and right hand edges of the cone when
drawn on the axes as shown.

c) Write an expression, involving an integral, for the volume.

d) Evaluate this expression.

© Hazeldene publishing 2015 111

 4 3
2. Prove the volume of a sphere is πr .
3

a) Show that the enclosing function has equation y = r 2 − x 2 .

Enclosing function

Sphere of radius r. Semi-circle radius r, centre the origin.

b) State the x-values for the left and right hand edges of the hemi-sphere.

c) Write an expression, involving an integral, for the volume.

d) Evaluate this expression.

112 © Hazeldene publishing 2015

EXTENSION
1
3. Prove the volume of a conical frustum is
3
(
π h ro 2 + ro ri + ri 2 )
ro − ri
a) Show that the enclosing function has equation y = x.
h

Enclosing function
Conical frustum

hri hro
b) Show that the boundaries are from x = to x = .
ro − ri ro − ri

c) Write an expression involving an integral.

d) Evaluate this expression.

© Hazeldene publishing 2015 113

Activity 32 The vase

Aim: Model the profile of an object with a function.

Calculate the volume using calculus techniques.

Jamie and Mel are looking at the vase. They wonder:

• What is the volume of the inside?
• How much glass is there?
• What is the average thickness of the glass?

Since Mel has been doing this course she wonders how effective
it would be to model the outside shape with an equation and
then calculate the volume.
Jamie suggests measuring the internal volume by determining
the volume of water required to fill the vase.

Jamie’s
Mel’s Measurements
measurements

Internal volume:
1330 cm3

114 © Hazeldene publishing 2015

1. Complete a table of values using Mel’s measurements.
Use the axis of symmetry as the y-axis and the base as the x-axis.

y 0

x 2.3

2. Determine a cubic equation for x as a function of y to the curve using your

data from the table in Q1.

3. Determine the volume of the vase using calculus. (That is the external
volume including the glass and the internal space.)
a) What are the limits of the y-values?

b) Write an expression using an integral for the volume.

c) Evaluate the expression to obtain an estimation of the volume.

4. Use Jamie’s measurements and your answer to Q3 to estimate the volume

of glass in the vase.

Extension
5. Estimate the average thickness of the glass in the sides.
(Assume there is no base)

© Hazeldene publishing 2015 115

Learning notes

Q1 assumes the y-axis is the centre of the vase. It may be helpful to draw this in
to begin with.

Q2 use statistics
Determine function using a regression
• Open Statistics app
• Enter the data from the table
y-values in list1 and x-values in list2
• Select [Calc | Regression | Cubic Reg]
• Settings shown will give x as a function of y
• Tap OK
• Tap to view the graph.
It should look like half the vase on its side.
• Record the equation.

top
For Q3 use Volume = bottom
π x 2 dy where the bottom is y = 0 and the top is the
height of the flask or the upper limit for the y-value.
Calculate integral
• Open M
• Select [Interactive | Calculation | ʃ ]
• Select Definite
• Enter the appropriate value in each field
• Tap OK

• Or use integral template from the Keyboard |

Math2 | P

Q5 – a possible approach.
Assume the glass is of even thickness.
• The internal surface can then be modelled by a translation of the equation
of the outside surface.
• Let the translation be by a variable, and solve the integral equals the
internal volume measured by Jamie.

116 © Hazeldene publishing 2015

Activity 33 SkyDiver

Aim: Explore motion using numerical approximation including motion defined

by differential equations.

A falling object initially accelerates at a constant rate g (the acceleration due to

gravity). As it starts moving, air resistance reduces the acceleration. The faster
the object moves, the less the acceleration until terminal velocity is reached.
Jeremy, the skydiver, jumps out of a plane at an altitude of 3000 m. As air
resistance depends upon the velocity squared (approximately), Jeremy’s
2
d2 x  dx 
acceleration is given by = 0.003   − 9.8 before he opens his parachute.
 dt 
2
dt
The following table shows formulae required for generating a spreadsheet to
analyse this situation numerically using small time intervals.
t h v a
0.003 (v0 ) − 9.8
2
t0 h0 v0
v0 + v1
0.003 (v1 ) − 9.8
2
t1 h1 = h0 + Δt v1 = v0 + a0 (t1 − t0 )
2
etc.
1. Complete the table below:
t h v a
0 3000 0 –9.8

1 2995.1 –9.8 –9.512

2. Create a spreadsheet to simulate this scenario.

Go up to 50 seconds using a time interval of one
second.
Use a similar structure to Part 1 and the
diagram on the right. (Step-by-step instructions
are in the Learning notes.)

© Hazeldene publishing 2015 117

 Use your spreadsheet to determine the:
a) terminal velocity

b) length of time before Jeremy reaches terminal velocity

c) length of time before Jeremy reaches an altitude of 1000m (when he

should open his chute). This is also the duration of his freefall.

3. At a height of 1000m, Jeremy opens his parachute. The differential

2
d2 x  dx 
equation of motion now becomes 2 = 0.5   − 9.8 due to the increased
dt  dt 
air resistance of the parachute. In reality, it takes some time for the chute
to fill. Assume that after 5 seconds Jeremy’s speed has fallen to –4.7 ms-1
and he is 1000 m above ground level.

Modify your spreadsheet to cover the last 1000 m of fall:

• Save your earlier work [File | Save] and name it skydive.
• Modify your parameters. Make the time interval 0.1 s.

Use your spreadsheet to determine the:

a) new terminal velocity (hopefully the speed Jeremy will land with)

b) length of time before Jeremy reaches the new terminal velocity

c) length of time before Jeremy lands safely.

118 © Hazeldene publishing 2015

Learning notes
This investigation explores the motion of objects falling under gravity. The
incorporation of air resistance makes this problem difficult to analyse using
calculus, hence a numerical approach in the form of a spreadsheet is used. This
is the first of several activities that involve a small change numerical approach
to model complex situations.
The velocity at any time is approximated by assuming the previous acceleration
is constant over a small time interval. The displacement is approximated by
using the average velocity over the small time interval.

Build Spreadsheet
• Open Spreadsheet app
Enter headings and initial values
• Enter Skydiver in A1
• Enter Initial in A2 and A3
• Enter Height in B2
• Enter 3000 in C2
• Enter Velocity in B3
• Enter 0 in C3
• Enter Time interval in B5
• Enter 1 in C5
• Enter Resistance in B6
• Enter 0.003 in C6
• Enter 0 in A9
• Enter headings as shown in row 8
Enter formulae
• Enter =A9+C$5 in A10
• Tap in cell A10, select [Edit |Fill Range].
Enter the range A10:A59 and tap [OK]
• Enter =C2 in B9
• Enter =B9+(C9+C10)/2×(A10-A9) in B10
• Tap in cell B10, select [Edit | Fill Range],
enter the range B10:B59 and Tap [OK].
• Enter =C3 in C9
• Enter =C9+D9×(A10–A9) in C10
• Tap in cell C10, select [Edit | Fill Range]
enter the range C10:C59 and Tap [OK]
• Enter -9.8 in D9
• Enter =C$6×C10^2+D$9 in D10
• Tap in cell D10, select [Edit | Fill Range]
enter the range D10:D59 and Tap [OK]

© Hazeldene publishing 2015 119

Chapter 5 Differential equations

ClassPad
Activity Key concepts
applications
Leaky tap Main Solve related rates problems
Spreadsheet Explore numerical, slope field and
Coffee cup Diff Eq Grapher exact methods for solving
Main differential equations
Statistics
Epidemic Explore the use of models to fit data
Main
Explore motion using numerical
Golf Spreadsheet approximation including motion
defined by differential equations
Simple harmonic
Spreadsheet Analyse simple harmonic motion
motion
Geometry Capture and analyse data from an
Bouncy toy
Spreadsheet animation
Prove a property using implicit
Implicit Main
differentiation to find the equation
differentiation Geometry
of a tangent.

120 © Hazeldene publishing 2015

 Activity 34 Leaky tap

Aim: Solve related rates problems.

The piston
A piston drives a crank
y
shaft. The piston moves
back and forth along a P
straight line while the
crankshaft rotates at a

m
constant speed.

P is the centre of the 24 c

A
piston, AP is the piston rod,
and the circle represents θ
7
cm

the crankshaft. P moves up 0 x

and down on the y-axis and
A rotates on a circle of
radius 7 cm. AP is 24 cm.

2
1. Show that 576 = 49 + y −14y cosθ .

A is rotating at 10 revolutions per second.

2. Determine
dθ
a)
dt

dy
b) as a function of y and t
dt

c) the speed of the piston when y = 25

© Hazeldene publishing 2015 121

Leaky tap
Janine has a leaky tap and puts
a bucket underneath it to catch
the water. The bucket is a
truncated cone, i.e. a cone with
the pointy end cut off.
• base radius: 9 cm
• top radius: 14 cm
• depth of bucket: 30 cm
1 2
Volume of a cone: V = πr h
3
3. Show that
h + 54
a) r=
6

 ( h + 54 )3 
b) V (h) = π  − 1458 
 108 
 

4. Determine
a) the volume of water in the bucket after 24 hours. At this point Janine
observes that the water level is 2 cm below the rim of the bucket.

b) the rate at which the tap is dripping in litres per hour.

c) the rate at which the depth of water is increasing when:

i) the bucket is empty

ii) after 24 hours

iii) after six hours

122 © Hazeldene publishing 2015

Learning notes
These related rates questions are demanding and should only be attempted once
you have a sound understanding of the topic.
These steps are how you might find the solution and can be performed by the
CAS.
Piston
1. Apply the cosine rule to triangle OAP.
2. Determine:
dθ
a) ; think about the angle the crank turns through each second
dt
b) Substitute for θ in the equation from Q1 and implicitly differentiate
dy
c) Substitute y = 25 in
dx
Substitute for y and θ into equation from Q1
Solve this equation for t
dy
Substitute t into
dx

Leaky tap
3.
a) Use similar triangles.
b) The water occupies a space that is a truncated cone.
Determine the height of the extra bit that would
be required to complete the cone.
Volume of water will equal the volume of cone
with extra bit – volume of extra bit.
The “extra bit” is a cone
4.
a) Depth of water is 28 cm, calculate V(28).
b) Divide the previous answer by 24.
dV dV
c) The rate from Q4 b) is and is constant. Hence V = ×t .
dt dt
Substitute this for V and implicitly differentiate with respect to t.
Then substitute for h. For part iii), you will first have to determine the
depth of water after six hours.

© Hazeldene publishing 2015 123

 Activity 35 Coffee cup

Aim: Explore numerical, slope field and exact methods for solving differential
equations

Newton’s law of cooling states that the rate of cooling is

proportional to the temperature difference between the
dT
object and its surroundings. That is, = k (T − TS ) where
dt
T is the object’s temperature, Ts the temperature of the
surroundings and t is the elapsed time.
This activity concerns the cooling of cups of coffee where
the surroundings are 25 ˚C.
Numerically
1. Consider the case where the initial temperature is 87 ˚C and the heat
dT
transfer coefficient is –0.5, i.e. = −0.5 (T − 25) .
dt

a) Complete a table of values.

Time (t) Temperature (T) Slope

0 87 –31 −0.5(87 − 25) = −31

1 56 87 − 31 ×1 = 56

Enter the data into Statistics

• Open Statistics app
• Enter the data
• Draw a scattergraph of the data

124 © Hazeldene publishing 2015

 b)
i) Use the table to Temp
plot the graph of 90°
temperature v time.

60°
ii) Extrapolate your
graph to t = 10.
30°

2 4 6 8 10 Time

c) Duplicate (and extend) your results

by creating the spreadsheet.
(see Learning notes for detailed
instructions)

d) Explore the effects on the graph of

changing:
• the time interval;
• the room temperature; and
• the heat transfer coefficient k.
i) What type of function is likely
to fit the graph?

ii) Describe the effect on the graph of changing the time interval.

iii) Describe the effect on the graph of changing k.

iv) Describe the effect on the graph of changing the room

temperature.

© Hazeldene publishing 2015 125

Slope fields
A slope field draws small line segments with gradient determined by equation
for y ' . In the next part of the investigation, you will use a slope field to duplicate
the cooling cup of coffee.
Enter the differential equation
• Open DiffEq-Graph app
• Enter the equation y ' = −0.5( y − 25)
(The ’ is entered from - on the k)

Display the graph

• Tap 6 and set the view window, as shown, then
tap OK
• Tap O to display the graph

Enter initial conditions

• Tap the IC tab
• Enter the point (0, 87)
• Tap O to display the graph and your solution.
Note: ClassPad is doing almost the same thing
you did in Q1
• [Analysis | Trace] and use the arrow keys to
explore the solution curve

2. For a particular situation the cup cools from an initial temperature of 87°C
to 56°C in 7 minutes.
a) Use a guess and check method to determine k.
b) For this value of k
i) What is the temperature after 25 minutes?

ii) How long does it take for the temperature difference between the
coffee and the surroundings to drop to 10°C?

c) What do the marks on the graph indicate?

d) Complete the statement:

The differential equation y ' = f ( x , y ) determines the __________ of the
solution and the initial condition(s) specify the _______________.

126 © Hazeldene publishing 2015

Exact solutions
Some differential equations can be solved exactly; others can only be
approximated using numerical approaches. Newton’s law of cooling has an exact
solution.
The next part of the investigation determines the expression for temperature as
a function of time.
Solve using dSolve
• [Interactive | Equation/Inequality | dSolve]
• Enter the equation T ' = −0.5(T − 25)
• Enter t (the independent variable )
• Enter T (the dependent variable)
• Tap OK

The command can also be entered in other ways, e.g.

from the Action menu and type the parameters as
shown.

3.
a) Write down the solution.

b) The output involves const(1). Why is this necessary?

c) Repeat the calculation including the initial conditions.

Edit the command as shown

OR

Redo using the Interactive menu

• Use Include condition

What is the resulting function?

© Hazeldene publishing 2015 127

4. David’s experiment:
Imagine the scenario; you're making yourself a delicious cup of hot,
refreshing tea when you're called away. Because you couldn't find the
teapot, you've made the tea in a mug with a teabag. Although you've
removed the teabag, you haven't yet added the milk. You've got time to add
the chilled milk before you leave the tea, but should you? Will the tea be
warmer upon your return if you add the milk now or will it be better to add
it later? http://www.actinia.co.uk/information/tscience/tea_exp1.htm

Two cups are filled at the same time with Cup 2 having the milk added at
the start. The surroundings remain at a constant temperature of 25˚C and
the temperatures of the tea are recorded.

Elapsed time Temperature

(minutes) Cup 1 Cup 2
0 85˚ 70˚
10 69˚ 62˚
Use the cooling model used in this investigation and the above data to:
a) determine equations for the temperature of each cup after t minutes.

b) predict the temperature difference between the cups after 30 minutes

according to the models.

Extension
5. Given T(0) = T0 and the temperature of the surroundings is Ts ,
dT
solve = k (T − Ts ) to show that ln T − Ts = kt + ln T0 − Ts .
dt
t
 T − Ts 10
If T (10) = T10 , show T = Ts + (To − Ts )  10  , where Ts ≤ T10 ≤ T0 .
T
 s − T0 

128 © Hazeldene publishing 2015

Learning notes
The numerical method is
approximating the curve by drawing
line segments:
1. First we need a starting point.
2. Calculate the slope using the
differential equation (DE).
3. Draw a line segment of the
calculated slope to the next
x-value.
Repeat steps 1 to 3 to draw as many line segments as required.
Δy dy
As ≈ for small increments Δx , then y1 = y0 + y'(tn ) × (x1 − x0 )
Δx dx
For Q1:
dT
The slope is calculated according to = − 0.5 (T − 25 ) ,
dt
dT
The new temperature Tnew = Told + × ( time interval ) .
dt
These are the formulae written into the spreadsheet.

Build Spreadsheet
Open Spreadsheet app and Enter headings
• enter Time in cell A1
• enter Temp in B1
• enter Slope in C1
• enter Time interval in F2
• enter k in F3
• enter Room temp in F4
Enter data
• Tap on cell A2 and enter 0
• Tap on cell B2 and enter 87
• Tap on cell E2 and enter 1
• Tap on cell E3 and enter -0.5
• Tap on cell E4 and enter 25

Formulae
• Tap in cell C2 and enter =E$3×(B2-$E$4)

© Hazeldene publishing 2015 129

 • Tap in cell C2, select [Edit | Fill | Fill Range],
enter the range C2:C20 and tap OK
• Tap in cell B3 and enter =B2+C2× $E$2
• Copy the formula to cells B3:B20
• Tap in cell A3 and enter =A2+$E$2
• Copy the formula to cells A3:A20
Graph:
• Tap the top of column A and drag to column B.
Both columns should now be highlighted
• Select X from the graph pull down menu

To experiment with the:

• time interval tap in cell A3 and change the
value
• heat transfer coefficient, change cell D2
• room temperature, change cell E2

Slope fields
Slope fields are a visual representation of the gradient at any point. It is then
possible to visualise the shape of a solution curve from any given starting
position. The differential equation grapher uses the same numerical approach
when graphing or analysing the solution.
Exact solutions
dSolve will only work where there is an analytic solution programmed into the
CAS engine.
David’s experiment
Since the focus in this investigation is on differential equations, you can use
dSolve to obtain solutions. Two data points are needed for each scenario as there
are two unknowns for each cup: the heat transfer coefficient and a starting point.
This can be worked out within the Main window. You may also want to duplicate
this using a pen and paper method.
The extension is algebraically demanding; however, it is only the generalisation
of David’s experiment and you use the same steps.

130 © Hazeldene publishing 2015

 Activity 36 Epidemic

Aim: Explore the use of models to fit data.

Part 1 - 1980
Imagine you were an epidemiologist working in a
Table 1
government laboratory during the summer in 1980.
Year Quarter Cumulative
You notice a curious report about Kaposi's sarcoma,
Cases (N)
a rare skin cancer, which:
1979 1 2
- is normally a slowly developing, non-lethal
2 7
cancer in elderly men
3 10
- is appearing increasingly frequently in
1980 4 18
young men
5 30
- is ferociously virulent in the observed cases.
6 39
Table 1 lists the cumulative number of recorded
7 55
cases up to December 1981.
1981 8 84
As a computational biologist, you decide to collect
9 124
all available data and monitor the problem. You
10 199 become convinced that something serious is
transpiring.

1. Enter the data from Table 1 into your ClassPad and examine the plot.
Use a power regression analysis to determine an equation relating the
number of cumulatively recorded cases N and time t (measured in three-
month periods. Use time as the independent variable).
Determine a power model to fit the data
• Open Statistics app
• Enter the data
• Tap y to draw the graph
• [Calc | Regression | Power Reg]
• Copy the formula to y1 to enable use in
Main

a) What is the equation?

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 b) Make a rough sketch of the data and curve indicating the model on
the graph below.

c) Comment on the fit of the graph to the data.

d) Using the equation from part a), predict N for the last quarter in 1982
(i.e. for t = 15, enter y1(15) in Main).

e)
Part 2 - 1982
Imagine that 1982 has just ended. The nasty new disease was given a name in
July: Acquired Immune Deficiency Syndrome – AIDS. You have updated the
data (Table 2).
Table 2
Year Quarter Cumulative Year Quarter Cumulative
total total
1979 - - 1981 9 124
1 2 10 199
2 7 11 287
3 10 1982 12 450
1980 4 18 13 621
5 30 14 899
6 39 15 1238
7 55 1983 16 1723
1981 8 84 17 2335
Cumulatively recorded cases for Acquired Immune Deficiency Syndrome -
AIDS, from 1979 to mid 1983 (the data were derived from MMWRs).

132 © Hazeldene publishing 2015

2.
a) Assess the accuracy for your projections from Part 1.

b) Comment on whether the power model used in Part 1 is appropriate.

3. A viral population rampaging out of control is expected to spread in an

exponential manner.
Fit an exponential model to the number of cumulative cases (N) versus
quarter (t) for the first 17 quarters.
a) State the equation.

b) Make a rough sketch of the data and exponential model on the graph
below.

Quarter N(t)
(t)
18

19

20

21

22

23

c) Use your equation from Q3 a) to predict N(t) for each quarter up to the
end of 1984 (t = 23) and fill in the table above.

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Part 3 – 1993
Table 3
Imagine that 1993 has just begun. The most-
recent data compilation that is available to you is Year t Cumulative
the summary for 1992 (Table 3). 1979 1 10
4. 1980 2 55
a) Assess the accuracy of your projections 1981 3 287
from Part 2. 1982 4 1238
1983 5 3683
1984 6 8128
1985 7 16377
1986 8 29309
1987 9 50379
1988 10 81380
b) Comment on whether the exponential 1989 11 115102
model you used in Part 2 is an 1990 12 156697
appropriate model. 1991 13 200369
1992 14 245841
Cumulatively reported cases
for AIDS, from 1979 to
1992.

5. Just as population growth ultimately is limited, so too is disease spread.

Perhaps the disease infiltrated throughout the entire population, all
susceptible individuals became infected, or some advance in medical
technology checked it. Whatever the reason for the constraint, you expect
that a logistic model would more accurately describe the epidemic. Fit a
logistic model to the 1979 to 1992 annual data for the cumulative number of
cases.
a) What is the equation?

b) Use your model to predict N for the years

(i) 1996 (when t = 18)

(ii) 2000

(iii) 2004

(iv) 2010

134 © Hazeldene publishing 2015

 c) Represent the data, the logistic model and your predictions on a
graph.

6. Using your logistic model equation determine:

dN
a)
dt

b) the rate of increase in N(t) as t →∞

c) the maximum value of N

d) when the rate of increase in N(t) is greatest.

Extension
7. Show that your equation from Q5 a) satisfies the differential equation
dN
= kN ( P − N ) where P is the maximum predicted value of N.
dt

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Learning notes
Mathematical models used to fit real data almost always have limitations,
particularly where extrapolation is concerned. In this investigation, you use
several different models to look at real data on the spread of an epidemic. The
models used are power, exponential and logistic.
Determine a power model to fit the data
• Open Statistics app
• Enter the data
Graph Settings
• Tap G to check that the graph settings are
correct
Only StatGraph1 should be set to On
• Tap y to draw the graph

Regression settings
• Select [Calc | Regression |Power Reg] for Part 1
[Calc | Regression | Exponential] for Part 2 and
[Calc | Regression | Logistic] for Part 3
• Copy formula for later use

Calculate value
• Open Main
• Enter the expression in this example it is the
model prediction for the 15th quarter
(Make sure to use y from k 0

Part 3: use Lists 3 and 4 for the data. You can then refer back to earlier data if
required.

136 © Hazeldene publishing 2015

 Activity 37 Golf

Aim: Explore motion using numerical approximation including motion defined

by differential equations.

A golf ball is struck from an

elevated tee. The equation
h(t ) = 6 + 30t − 4.9t 2 gives the height
h of the ball in metres t seconds
after being struck.

The motion can be modelled

numerically using small time
intervals. The average velocity
(vertical component) is distance
travelled over time and average acceleration is the change in velocity over time.
Δh Δv
vav = ,a = .
Δt Δt
A table (or spreadsheet) can then be generated using these formulae.
t h v a
t0 h(t0 )
h(t1 ) − h(t0 )
t1 h(t1 )
t1 − t0
h(t2 ) − h(t1 ) v2 − v1
t2 h(t2 )
t2 − t1 t2 − t1
And so on.

1. Use the above formulae to complete the table below.

t h v a
0 6

0.5 19.775

1.5

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2. Create a spreadsheet duplicating and extending the table from Q1
(see Learning notes for step-by-step instructions).
According to your spreadsheet:
a) When does the object hit the ground?

b) What is the vertical velocity when it hits the ground?

c) What is the acceleration during flight?

d) What shape is the velocity vs time graph?

3. Adjust the vertical component of the initial velocity (u) so that the ball has
a flight time of 4.5 seconds. (see Learning notes)
Using your adjusted spreadsheet determine the:
a) initial velocity

b) maximum height

4. What is the effect of changing the time interval (cell C1)?

5. By differentiating, state the:

a) velocity as a function of time

b) acceleration as a function of time

6. Determine the:
a) ball’s initial velocity

b) elevation of the tee

c) amount of time the ball is in the air

138 © Hazeldene publishing 2015

Extension
This motion is in 2D and can be more accurately modelled using parametric
equations. If the horizontal component is a constant 40 ms-1, the parametric
x (t ) = 40t
equations are or as a vector [40t,6 + 30t − 4.9t 2 ] .
y(t ) = 6 + 30t − 4.9t 2
How far is the hole from the tee?

Learning notes

Build Spreadsheet
• Open Spreadsheet app
• Tap on cell A1 and enter Time Interval
• Tap on cell C1 and enter 0.5.
This will be the time interval between successive
calculations
• Enter column headings, t, h, v and a
• Tap in cell A3 and enter 0
• Tap in cell A4 and enter =A3+C$1
Copy formula
• Tap in cell A4, select [Edit |Fill | Fill Range]
• Enter the range A4:A40 and tap [OK]

Enter formulae
• Tap in cell B3 and enter =6+30×A3–4.9×A3^2
• Tap in cell B3 and select [Edit |Fill | Fill Range]
B3:B40
• Tap in cell C4 and enter =(B4–B3)/C$1
• Tap in cell C4 and select [Edit | Fill | Fill Range]
C4:C40
• Tap in cell D5 and enter =(C5–C4)/C$1
• Tap in cell D5 and select [Edit | Fill |Fill Range]
D5:D40

© Hazeldene publishing 2015 139

Graph the height of the object:
• Select columns A and B, by tapping on column
headings
• Tap on the graph pull down menu and select
scatter plot.
• Tap X

Q3 Will be most easily done by modifying the spreadsheet. You can insert a few
extra rows and enter the initial conditions. Then modify the formulae to use
whatever the initial conditions you want.
Insert rows
• Tap in row 2
• [Edit | Insert | Rows] Or
Tap } to see further menu options and tap H
• Repeat for each new row wanted
• The screen shot shows two new rows for initial
velocity and height
• Enter the initial conditions
• Adjust the formula in cell B5 as shown
• Copy the formula down column B
Edit initial velocity
• Use a trial and error approach, changing the
value in C2 to get the desired flight time

140 © Hazeldene publishing 2015

Activity 38 Simple harmonic motion

Aim: Analyse simple harmonic motion

Simple harmonic motion is an oscillating motion in one dimension where the

acceleration is proportional to the displacement from the mean position and in
d2 x
the opposite direction, i.e. = −kx where x is the displacement from the mean
dt 2
position.
1. This table lists formulae which enable an iterative solution to be found.
t x v a
t0 x (t0 ) x '(t0 ) −k × x (t0 )
t1 x (t0 ) + x '(t0 )Δt x '(t0 ) + x ''(t0 )Δt −k × x (t1 )
t2 x (t1 ) + x '(t1 )Δt x '(t1 ) + x ''(t1 )Δt −k × x (t2 )
And so on.
Use the above formulae to complete the table below for k = 1.5, and initial
position x(0) = 0 and initial velocity x '(0) = 2 .

t x v a
0 0 2 0

0.5 1 2 –1.5

1 1.25

1.5

2. Create a spreadsheet based on these formulae

where:

d2 x
• acceleration = −kx , k = 1.5
dt 2
• the initial position x(0) = 0 and
• initial velocity x '(0) = 2
• time interval between calculations of 0.3.
(Refer to the Learning notes for step-by-step
instructions.)

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3. Graph position (displacement) against time.

4. What is the:
a) likely function family

b) amplitude of the displacement function

c) period of the displacement function?

5. Determine an approximate equation for

displacement in terms of time.

6. Plot the velocity on the same set of axes as displacement (in Q3).
a) Determine the equation.

b) How is the velocity function related to displacement?

Use terms like amplitude, period and phase (horizontal translation).

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7. Plot the acceleration on the same set of axes as displacement (in Q3).
a) Determine the equation.

b) How is the acceleration function related to displacement?

Use terms like amplitude, period and phase.

8. Explore the effects on the displacement function generated by your

spreadsheet of changing the:
a) time interval

b) value of k

c) initial position

d) initial velocity

© Hazeldene publishing 2015 143

Learning notes
The formulae in Q1 are based on the equations of motion that Physics students
will be familiar with.
Δv
Average acceleration is the change in velocity over the time interval, i.e. a = .
t
This can be rearranged to give
vnew = vold + at or in this investigation x '(t1 ) = x '(t0 ) + x ''(t0 )Δt .
Average velocity is the change in displacement (or distance travelled) over the
Δs
time taken, i.e. vav = .
t

This can be rearranged to give snew = sold + vavt or for example x(t1 ) = x(t0 ) + x '(t1 )Δt
.
Enter the spreadsheet:
Enter headings and initial conditions:
• Enter headings and values as shown in screen
shot.

Enter formulae
Time:
• Tap cell A7 and enter 0
• Tap cell A8 and enter the formula =A7+B$2
• Tap cell A8
• Select [Edit | Fill |Fill Range] enter A8:A30 in
the Range and tap OK
Displacement or x(t):
• Tap cell B7, press =, tap cell B4 and press E
• Tap cell B8 and enter the formula =B7+C8×$B$2
• Tap cell B8 and copy formula to cells B8:B30
Velocity or v(t)
• Tap cell C7, press =, tap cell B3 and press E
• Tap cell C8 and enter the formula
=C7+D7×$B$2
• Copy formula to cells C8:C30
Acceleration:
• Tap cell D7 and enter the formula =–$B$5×B7
• Tap cell D7
• Copy formula to cells D7:D30

144 © Hazeldene publishing 2015

 Graph Displacement (one column):
• Tap on the column heading, B for displacement
• Tap D
• Tap the pull down menu next to D to change the
graph type
• Tap the pull down menu next to d to choose a
regression type to try to match the curve
Graph multiple columns:
• Select data wanted e.g. tap and drag across
desired column headings
• Tap D

© Hazeldene publishing 2015 145

Activity 39 Bouncy toy

Aim: Capture and analyse data from an animation.

Monique notices baby Heath’s toy dragonfly bobbing up

and down above the change table. She uses a data logger
to gather data on the position of the dragonfly. She then
analyses the data and states that the height of the toy is
given by the formula

h = 85 + 12sin ( 4.5t ) , h is in cm and t in seconds.

Your task is to create a simulation of this motion.

Set up
• Open Geometry app
• Clear screen
• Tap q and cycle through options until there are
no axes displayed
x =0
Enter the parametric function
y = 85 + 12sin(4.5t)
• [Draw |Function |Parametric]
• Enter values as shown
• Tap OK
• [View | Zoom to Fit]
Create the animation
• Select [ from the pull-down draw menu
or [Draw | Basic Object |Point]
and tap on the function
• Tap on Select tool G
• Tap on the line
• Tap the point
• [Edit | Animate| Add Animation]
Note: both line and point need to be selected

Run the animation

• [Edit | Animate |Go (once)]

146 © Hazeldene publishing 2015

1. Describe the motion of the point.

2. Describe how to change the function to:

a) oscillate faster

b) have a displacement ranging between 50 and 92 cm

c) complete two full oscillations.

Collect data and store in a Spreadsheet

• Select tool G
• Tap u to go round the corner
• Tap in open space
• Tap on point
• Tap #
Note : function can be changed by selecting the
function and tapping in measurement box
• Tap on the heading for the y-coordinates
• [Edit | Copy]
• Tap m and open Spreadsheet app
• [Edit | Paste]

3. Analyse your spreadsheet data to verify this motion is in fact SHM, i.e. that
the acceleration is proportional to the displacement from the mean position
and directed towards the mean position.

© Hazeldene publishing 2015 147

Extension
Monique’s equation suggests the motion continues indefinitely. In practise, the
amplitude will gradually decrease. This is called damped harmonic motion with
the damping likely to be modelled by an exponential decay.
4. Monique notices that the toy’s amplitude halves in 20 seconds. She
postulates that she can model this by modifying her equation to
h = 85 + 12e − kt sin 4.5t .
a) Determine the value of k required to meet Monique’s observation.

b) Draw the graph of displacement from the mean position versus time.

Learning notes
Seeing the motion and then performing the analysis can lead to a better
understanding of simple harmonic motion.
Analyse the data
Determine the mean position
• Tap heading of column A
• Tap D to graph
• Estimate mean height from the graph
Calculate displacement from mean position
• Tap cell B1
• Enter =A1–value determined in last step
• Tap cell B1
• [Edit | Fill | Fill Range] and set range to B1:B20
Calculate average velocity in time interval
• Tap cell C2
• Enter the formula =B2–B1
• Copy formula to C2:C20
Calculate average acceleration in time interval
• Tap cell D2
• Enter the formula =C3–C2
• Copy formula to D2:D19
Calculate ratio of displacement to acceleration
• Tap cell E2
• Enter the formula =D2/B2
• Copy formula to E2:E19

Extension
The new function modifies the amplitude with an exponential decay leading to a
more realistic model.

148 © Hazeldene publishing 2015

Activity 40 Implicit differentiation

Aim: Prove a property using implicit differentiation to find the equation of a

tangent.

Part 1: Conjecture
Consider the hyperbola
3x 2 − 3 y2 + 2xy − 36 = 0
which has asymptotes of
x
y = 3x and y = − .
3
Investigate the area formed
by a tangent of the
hyperbola and its
asymptotes.

Construct in Geometry
Set up
• Open Main
• Tap 3 from the pull-down app menu to open a
Geometry window

Enter equations in Main

• Enter the equation for the hyperbola
• Enter equations for asymptotes

Draw and fix hyperbola and asymptotes

• Drag each equation into the Geometry window to
draw the hyperbola and its asymptotes
• Tap to go round the corner
• Select hyperbola and tap R to constrain
• Repeat for the asymptotes

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 Construct triangle OAB
• [Draw | Construct | Tangent to Curve] or K
Tap on the hyperbola when prompted
• Select the tangent line and an asymptote
[Draw | Construct | Intersection] or tap 7
• Repeat for the other two corners of the triangle
• Tap to go round the corner
• Relabel the points if you wish
Measure Area
• Select the three vertices of triangle OAB to
measure the area of OAB
• Drag point P around the curve and observe how
the area changes

1.
a) Drag point P around.
What do you notice about the area of triangle OAB?

b) Write a conjecture.

Part 2:
Determine the exact area when the tangent is drawn from a point where x = 0.
2.
a) Determine the x-intercept where x > 0 .
dy
b) Calculate .
dx
c) What is the equation of the tangent through the x-intercept?

d) Determine the point of intersection between the tangent and each

asymptote.

e) Calculate the area of ΔOAB .

150 © Hazeldene publishing 2015

3. Annotate the steps shown in this screenshot:

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Part 3: Proof
Duplicate this working on your ClassPad, adjust the initial value of y to a
general value and rerun the calculations.
4. Hence, or otherwise, write a proof that the area of ΔOAB is constant.

Learning notes
The manipulation involved in this algebraic proof is demanding. The use of CAS
enables for you to focus on the processes required to complete the proof rather
than the mechanics of the algebraic manipulations.
You may need to simplify answers at certain points in the calculation. You can
do this at the end of the sequence by simplifying the variable of interest.
A further exploration would ask whether the same result applies to all
hyperbolae.

152 © Hazeldene publishing 2015

 Chapter 6 Statistical inference

ClassPad
Activity Key concepts
applications
Simulating random Program Collect samples from a variety of
samples Statistics distributions. Investigate the
Main sample means
Central limit Program Simulate repeated random sampling
theorem and explore the distribution of
sample means
Egg farm Statistics Classify and describe a normal
eActivity distribution. Calculate probabilities
and confidence intervals
Sampling at the egg Statistics Apply the central limit theorem and
farm Main calculate confidence intervals

Intervals and levels of confidence

Sampling
distribution
of the mean

}
Intervals μx = μ
(1 − α )% of
extend from intervals
x − zσ x to contain μ
x + zσ x α % Do not.

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 Activity 41 Simulating random samples

Aim: Collect samples from a variety of distributions.

Investigate the distribution of the sample means.

Generate lists of simulated data with different distributions.

1. Determine the minimum and maximum values produced by the following
ClassPad expressions.
ClassPad expression Min Max
rand(1,4)

rand(1,4)+rand(1,4)

rand(1,4)+rand(1,4)+rand(1,4)

2. Generate a sample from each distribution in question 1.

Generate samples of 200 and store in
Statistics list
• Open Main
• Enter the commands
randlist(200,1,4) ⇒ list1
• randlist(200,1,4)+randlist(200,1,4)⇒
list2
• randlist(200,1,4)+randlist(200,1,4)+
randlist(200,1,4)⇒ list3

Draw histograms of the distributions to show the shape of the

distributions.
List 1 List 2 List 3

154 © Hazeldene publishing 2015

 Calculate the mean and standard deviation for each distribution.
Calculate mean and standard deviation
• Enter the commands to calculate mean
and standard deviation for each list
(Use the catalogue or soft keyboard)
• Scroll up to the first line
randlist(100,1,4) ⇒ list1 and press
E to regenerate the lists

Populate the table by running the simulations a number of times.

List 1 List 2 List 3
Trial Mean S.D Mean S.D Mean S.D
1

Calculate the mean and standard deviation of the sample means for
each list in the table above.
Expected Theoretical Standard
Mean of
value standard deviation of
sample means
deviation sample means

List1 2.5 1.118

List2 5 1.581

List3 7.5 1.936

(i) Are the sample means approximately normally distributed?
(ii) Is the mean of the sample means approximately equal to the
expected value?
(iii) Is the standard deviation of the sample means approximately
equal to the theoretical standard deviation?

© Hazeldene publishing 2015 155

3. Use your results from this activity to comment on the assertion that the
distribution of sample means is approximately normal with mean
approximately equal to the expected value and standard deviation
σ
, where σ is the theoretical standard deviation and n is the sample size.
n

Learning notes
The rand command is simulating the rolling of a 4-sided dice. The randlist
command is simulating 200 rolls, effectively sampling from the uniform
distribution. Summing the dice results in different distributions from which to
sample.
A single roll is approximately uniform, a pair gives a symmetrical distribution
linear on either side while three dice is symmetrical and closer to a bell-shaped
curve.
Expected value and standard deviation can be calculated from a
frequency distribution.
The table to the right represents the frequency table for three
4-sided dice.

Display histograms
Open Statistics window
• Tap ( from the apps pull-down menu to open a
Statistics window

Set up and draw graph

• Tap G and set parameters
• Tap y to draw the graph

• Adjust XList: to draw list2 or list3

156 © Hazeldene publishing 2015

 Activity 42 Central limit theorem

Aim: Simulate repeated random sampling and explore the distribution of

sample means.

In order to investigate sample proportions you will first write a program to

collect a sample from the lists generated in the previous Activity. That is, we will
be sampling from different distributions.
Enter Program
• Open Program app
• Tap E to start a new program
• Enter the name sampling
• Enter the text as shown in the adjacent
screenshot, including parameters ns, ss, list
• Tap { to save the program

Set up Statgraph
• Open Statistics app
• Tap G
• Set parameters as in the screenshot

Run the program

• Open program app
• Enter the parameters required:
E.g. 50,9,list1
collects 50 samples of 9 results from list1.
• Tap } to run the program
• The mean and standard deviation of the sample
means are displayed in the Program output
window.

Run the program from Main

• Open M
• Enter the program name sampling and enter the
3 parameters.

The program provides a tool for collecting sample means. The activity requires
you to investigate the distribution of the sample means.

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Use the program to investigate the central limit theorem i.e. The sample means
are normally distributed with mean approximately equal to the population mean
and standard deviation approximately equal to the population standard
deviation divided by the square root of the sample size.
1. Are the sample means normally distributed?
Collect 100 samples of size 6 from one of the lists. Note this may take
several minutes.
Record a histogram showing the distribution of the sample means.

2. Repeat for a different list.

158 © Hazeldene publishing 2015

3. Is the sample mean approximately equal to the population mean?
Collect some data (using different numbers of samples) and populate the
tables below.
# of samples: 10 # of samples: 25 # of samples: 50
Sample size: 16 Sample size: 16 Sample size: 16
List 1 List 2 List 3
x σx x σx x σx

Describe your findings.

4. Vary the sample size.

# of samples: 10 # of samples: 10 # of samples: 10
Sample size: 16 Sample size: 25 Sample size: 50
List 1 List 2 List 3
x σx x σx x σx

Describe your findings.

© Hazeldene publishing 2015 159

Learning notes
The program is a modified version of one used in the methods course. Editing the
program is the quickest way to get the program entered and working.
The program has 3 parameters:
ns the number of samples to be collected;
ss the sample size or number of results from which to calculate sample
means; and
list the list containing the population from which we are sampling.
Code Explanation
ClrText Clears the Program output window of any
Print mean(list) text and prints population mean, standard
Print stdDev(list) deviation and a blank line
Print ""
{}⇒list4 Empty list4; list4 will store sample means
For 1⇒j To ns Sets up a loop to collect ns samples

{}⇒list5 Empties list5; list5 will store the data in one

sample

For 1⇒i To ss Sets up loop to collect each element of the

sample

list[rand(1,200)]⇒list5[i] Selects a random element from the specified

list
Next End of loop for one sample
mean(list5)⇒list4[j] Store sample mean in list4
Next End of loop to collect one sample
Print mean(list4) Output results: mean and standard deviation
Print stdDev(list4) of the sample means
Draws active statistics graph
DrawStat
Should be set to a Histogram using list4

For Q’s 3&4 you can modify the program to speed up the
collection of samples. Delete the DrawStat command
and introduce another for loop to collect five sets of data
as shown in the screenshot.

160 © Hazeldene publishing 2015

 Activity 43 Egg farm

Aim: Classify and describe a normal distribution. Calculate probabilities and

confidence intervals.

1. Matt collects data on a sample of the eggs produced at his egg farm. His
results are shown in the table.
Class interval Class centre (g) Frequency
<42 38 6
42.1-50 46 74
50.1-58 54 102
58.1-66 62 122
66.1-74 70 85
>74 78 11
Enter the data in Statistics app, assuming all weights in an interval are the
class centre.
a) Calculate the mean and standard deviation of the sample.
(Assume that all eggs in an interval have an average weight equal to
the class centre.)

b) Sketch the histogram.

c) Describe the distribution. Give a reason for your answer.

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 d) Calculate a 90% confidence interval for the population mean based on
Matt’s data.

e) Discuss the likelihood that Matt’s sample is representative of the

population given a population mean of 60 g.

2. Assuming the weights of eggs are normally distributed, use Matt’s data to
calculate the probability that a randomly selected egg weighs:
a) less than 66.6g

b) between 58.3g and 66.6g; i.e. is classified as a large egg

c) less than 42g, the minimum weight for a small egg or greater than
78g, the maximum weight of king-size eggs

d) less than 61g when randomly selected from a box of large eggs
(weighing between 58.3g and 66.6g)

3. The probability of a randomly selected egg weighing between 66.6 g and x g

is 0.13. Determine the value of x.

162 © Hazeldene publishing 2015

Learning notes
Enter data
• Open Statistics app
• Enter the data as shown

Calculate Statistics
• Select [Calc | One-Variable]
• Set XList: list1 and Freq: list2
• Tap OK and read the desired statistics:
mean x ,
standard deviation σ x and
total number of number of scores n.

Draw a Histogram from grouped data entered in Statistics:

Draw a histogram
• Tap G, to select the graph settings
• Select Histogram for the Type
• Select list1 for the XList
• Select list2 for the Freq as shown
• Tap Set
• Set the interval as shown
Assume the intervals are all the same width of
8g and use 38 for the lowest value
• Tap OK
• Tap y to draw the graph
• Select [Analysis | Trace] to see values

There are several ways you may calculate probabilities involving the normal
distribution on ClassPad.
1. In statistics.
An advantage in using statistics is the ability to graph the calculation and
confirm the result is what you expect.
Calculate probability (In Statistics)
• [Calc |Distribution]
• Select Normal CD
• Tap Next

Enter parameters for calculation

• Lower boundary (Use −∞ in Q2 a). )
Upper boundary
Standard deviation and
Mean
• Tap Next

© Hazeldene publishing 2015 163

 Graph region
• Tap $ to graph the distribution and
region for which the probability is being
calculated
• Tick the Help checkbox for description of
parameters

2. In Main
The same function can be entered directly in Main.
Select [Interactive | Distribution/Inv.Dist | Continuous | normCDf].
Use Main when you want to combine results. For example calculating a
probability that involves both ends of the distribution.
3. Create and use an eActivity
Insert NumSolve strip
• Open eActivity app
• Select [File | New]
• Select [Insert | Strip(2) |NumSolve]
• Enter the equation:
normCDf(l,r,σ,μ)=p
• Use the soft Keyboard for entering the
symbols
• The symbols used for parameters are
your choice
• normCDf is case sensitive
• press E

• Tap Solve
• Put values in for any 4 of the variables and
check the radio button next to the variable
you want calculated and tap Solve (at the
top left of the screen)
• Put a title in the NumSolve strip that is
meaningful to you
• You may also add you notes/help
[Insert | Strip Help]
• Tap { to save
• Note: you can add other strips to your
eActivity

An advantage of an eActivity is that it incorporates the inverse function as

well. In Main or Statistics we would require invNormCDf to calculate
boundaries.

164 © Hazeldene publishing 2015

 Activity 44 Sampling at the egg farm

Aim: Apply the central limit theorem and calculate confidence intervals.

This investigation involves the egg farm as a scenario and follows on from the
previous Activity.
Jane is responsible for quality control. Each day she takes a simple random
sample of cartons of a dozen (12) eggs and measures the average weight of the
eggs in each carton.
Assume the egg weights are normally distributed with a mean of 60 g and
standard deviation 9.6 g.
1. Assume there is no sorting of the eggs.
a) State the expected average weight of an egg in a carton.

b) Determine the expected standard deviation in the average weights of

the eggs in each carton.

c) Sketch a graph showing the expected distribution of the average

weights of the eggs in each of these cartons, showing the features
identified in parts a) and b).

© Hazeldene publishing 2015 165

2. Cartons contain 6, 12 or 30 eggs.
half-dozen (6 eggs) 1 dozen (12 eggs) 30 eggs

If the eggs are randomly packed, determine the probability of:

a) a carton of 6 eggs having a mean weight less than 58.2g

b) a carton of a 12 eggs having a mean weight between 50 and 58.2g

c) a carton of 30 eggs having a mean weight between 50 and 58.2g

d) Explain why there is a difference in the answers to parts b) and c)

A large egg, according to Australian packaging legislation has a weight between

50.0 and 58.2g. However, in a carton of large eggs, eggs can be up to 5% less than
50.0 g, i.e. 47.5g but the carton must have a mean egg weight of more than 50.0g.
Source: http://www.aecl.org/assets/aecl.org/Egg-Labelling-Guide-March-2013-FINAL.pdf

Sorting machines are used to separate eggs into the appropriate size for
packaging as shown below.

Source: http://www.aecl.org/assets/aecl.org/Egg-Labelling-Guide-March-2013-FINAL.pdf

166 © Hazeldene publishing 2015

Adrian collects data on a sample of eggs sorted into the “large” category.
His results are:
Class Centre of class
Frequency
Interval interval
48-50 49 11
50-52 51 13
52-54 53 12
54-56 55 13
56-58 57 13
58-60 59 10
3.
a) Describe the distribution.

Adrian decides this can be modelled with a continuous function of the form
k 48 < X < 60
P(X ) =  . Use this model to:
0 X < 48, X > 60

b) determine the probability of a “large” egg weighing more than 63g

c) determine the value of k

d) Determine the value of m if the probability of a randomly selected

large egg weighing less than m g is 0.14

4. For Adrian’s data, calculate

a) the mean and standard deviation.

b) Use a normal approximation to:

(i) Calculate the probability of the mean weight of eggs in a carton of
12 “large” eggs being less than 50.0 g.

(ii) Calculate the probability of a large egg weighing less than 47.5 g.

© Hazeldene publishing 2015 167

5. For quality control purposes, Jane wants a confidence interval at the 95%
level that is no more than 1.0 g wide.
For cartons of 12 “large” eggs, what is the minimum number of cartons
required for the confidence interval of the sample carton means to be less
than 1.0g?

Learning notes
The course requires work with uniform and normal distributions, both of which
are involved in this activity.
The central limit theorem refers to samples taken from a population. The mean
of the sample means is expected to be similar to the population mean and the
σ
standard deviation of the sample means .
n
Q1 Use the statistics app to calculate mean and standard deviations using the
given data.
Calculate Standard deviation of sample means
• Open Main
• Do calculation
• Open Statistics app in half screen

Graph distribution of sample means

• [Distribution | NormalPDf]
• Enter parameters
Use an arbitrary value for x, e.g. the sample mean
• Tap Next
• Tap $ to draw the graph
• [Analysis | Trace]
• Tap on the equation displayed above the graph
The equation will then be displayed below the
graph
• Highlight the equation
• Tap G to copy it
Paste function as a function in Graph&Table
• Open Graph&Table
• [Edit | Paste] to paste in copied function
• Delete y=

168 © Hazeldene publishing 2015

 This last step is required to display multiple graphs on
the one screen, e.g. to show the distributions for the
different sized samples in Q2
In Q4 b) we can use a normal approximation as the carton of eggs is a sample
from a uniform distribution and we would expect the sample means to be
normally distributed according to the central limit theorem.
When ClassPad graphs a normal distribution CD function the curve always looks
the same, as it is the scales that are altered. The horizontal scale is given in
standard deviation units or z-scores. Thus it is not possible to simply graph
multiple distributions on the one set of axes to see how they compare as is
required in Q2 d).

Enter functions
• Repeat as described above for the other sample
sizes or copy and edit the formula for a different
standard deviation
2
 x −μ 
1 −
 σ 

P(x ) = e
σ 2π

View the graphs

• Tap 6 to adjust the view window
• Press $ to plot the graphs

Shade region for a dozen eggs

• [Analysis |G-Solve |Integral |  dx]
• Use up and down arrows to choose correct graph
and press E
• Start typing the lower bound

• Complete the entries as shown and tap OK

• The region will be shaded and the area

(probability) displayed

© Hazeldene publishing 2015 169

Chapter 7 Problems

ClassPad
Activity Key concepts
applications
Transformations of Graph& Table Link transformations of functions
functions with modifications to their
equations. Describe the effects of
varying a, b, c and d on the graph of
y = af [b( x − c )] + d .
Aussie coins Main Set up and solve systems of linear
equations in context
Shade sail Main Solve 3D geometry problems in
context

170 © Hazeldene publishing 2015

Activity 45 Transformations of functions

Aim: Link transformations of functions with modifications to their equations.

Describe the effects of varying a, b, c and d on the graph of
y = af [b( x − c )] + d .

From previous work you should be familiar with the effects of simple
transformations on the equation of a graph.
1. This table lists functions that
are single transformations of an Original Transformed functions
original function. function
y = x2 A: y = ( x − 5)
2

B: y = −3x 2
C: y = x 2 − 7
Decide on the transformation
that has occurred and write the y = 2x D: y = 2 −3 x
transformed function in the E: y = 2 x + 2
matching cell(s) below.
F: y = 2 x + 5
Note: there may be more than y= x G: y = −x
one single transformation that H: y = 4x
achieves the new equation.
I: y = − x
J: y = x + 7
3
y = x −3x K: y = 6 x − 2x 3
L: y = x 3 − 3x − 6
M: y = ( x − 5)3 − 3( x − 5)

Reflect in x-axis Translate Dilate horizontally

horizontally

Reflect in y-axis Translate vertically Dilate vertically

Check your work on ClassPad. (See Learning notes for instructions)

© Hazeldene publishing 2015 171

 2
2. Define f (x) = x − 3x − 4, 0 ≤ x ≤ 5 and draw the graph in ClassPad.

Define function
• In M select [Interactive | Define]
2
Enter the function x −3x − 4|0 ≤ x ≤ 5
Use the - tab for | and ≤ symbols
• Tap OK
Draw function
• Open Graph&Table app
• [Edit | Clear All]
• Tap OK
• Enter y1 as f(x)
• Tap $ to display the graph
• Enter subsequent functions as shown
Adjust view window
• Tap 6
• Set values min and max to match the grid
for the question
• Tap OK

For each of the functions entered:

• draw both y = f ( x ) and the function and on the same set of axes
• describe the sequence of transformations to move y = f ( x ) to the
new function.

a) y = f ( −2 x ) b) y = f ( −2 ( x − 1) )

Transformation: Sequence of transformations:

172 © Hazeldene publishing 2015

 c) y = 3 f ( −2 ( x − 1) ) d) y = 3 f ( −2 ( x − 1) ) + 4

Sequence of transformations: Sequence of transformations:

Extension
3. Which transformations have affected the domain and how has the
domain been affected?

4. For y = f ( x ) → y = af [b( x − c )] + d :

a) Fully describe the transformation associated with a, b, c and d.

(i) a

(ii) b

(iii) c

(iv) d

b) State the order in which the transformations must be performed.

© Hazeldene publishing 2015 173

 x
5. Describe the transformations required to move y = e to the graph drawn
for each part and write the equation.
Check your answers by drawing the graph of your equation on ClassPad.
a)

Transformations:

Equation:

b) c)

 1
Points ( −1,2 ) and  −2,1 + 3 
 e 
Transformations: are on the graph.
Transformations:

Equation: Equation:

174 © Hazeldene publishing 2015

6. One way of describing exponential graphs is by referring to the behaviour
as x → ±∞ and the axis intercepts.
For the graph of y = e x , complete the following statements.

a) As x → ∞, y →

b) As x → −∞, y →

c) The ___–intercept has coordinates _________.

7. Consider the transformations of y = e x in order to describe the graph with

the following equations:
a) y = 0.5e 2 x
As x → ∞, y →

As x → −∞, y →

The y-intercept is

b) y = 7 − 3e x +4
As x → ∞, y →

As x → −∞, y →

The y-intercept is

c) y = e −4 x +4 + 1.32
As x → ∞, y →

As x → −∞, y →

The y-intercept is

Check your answers by drawing with ClassPad.

EXTENSION
8. Show that a horizontal translation of b units left of y = e x is equivalent to
a vertical dilation of factor eb .

© Hazeldene publishing 2015 175

Learning notes
Q1
Define and draw functions in Main
• Open M
• Enter function
• Tap $ to open a graph window
• Select [Zoom | Quick Standard] if required.
Make sure graph window is active (has the dark
line around it)
• Highlight function and drag into the graph
window
• Tap in Main window
• Enter transformed function
• Drag equation into graph window

Q2 uses an asymmetric function to better demonstrate the effect of each

transformation. There may be more than one way of transforming the function.
This is particularly the case where the function has some symmetry.
Note: a dilation by a negative factor also involves a reflection.
Select function(s) to draw
• After entering the five functions select y1 and
the other function you wish to view

Hints for Q5
• Only the vertical translation affects the location of the asymptote.
• To locate the transformed y-intercept, look for a point with integer
coordinates, since all the transformations have involved simple (integer)
numbers.
• Use the distance of the y-intercept from the asymptote to determine the
vertical dilation.
Why are the equations affected differently for horizontal and vertical
transformations? The differences result from the form of the expression.
The general equation can be rearranged as:
y = af (b( x − c ) ) + d
y − d = af (b( x − c ) )
y−d x −c 1
=f  , where B =
a  B  b
The translation of c units right and d units up is consistent as is the vertical
1
dilation by factor a and the horizontal dilation by factor B or .
b

176 © Hazeldene publishing 2015

Activity 46 Aussie coins

Aim: Set up and solve systems of linear equations in context.

This Activity refers to Australian coins. Data on the coins is shown in the table.

Technical parameters
Image Value
Diameter Thickness Weight Composition

5c 19.41 mm 1.3 mm 2.83 g

10c 23.60 mm 2 mm 5.65 g

Cupronickel
75% copper
20c 28.65 mm 2.5 mm 11.3 g 25% nickel

Dodecagon
50c 2 mm 15.55 g
31.65 mm (across flats)

$1 25.00 mm 3 mm 9.00 g 92% copper

6% aluminium
$2 20.50 mm 3.2 mm 6.60 g 2% nickel

http://en.wikipedia.org/wiki/Coins_of_the_Australian_dollar

1. A bag of 76 gold coins is worth $103 and weighs 619.2g. How many of each
coin are there?
a) Let x be the number of $1 coins and y be the number of $2 coins.
Write three equations involving x and y that must be satisfied.

b) Solve the system for x and y.

c) State the solution in words.

d) Is there always a solution to 3 linear equations and two unknowns?

E.g. try changing the weight to a different value.

© Hazeldene publishing 2015 177

2. A bag of 88 coins is worth $64.10 and weighs 916.95 g. It is known there are
only 20c, 50c and $1 coins in the bag. How many of each?
a) State 3 variables appropriate to this problem and the pronumerals you
are using to represent them.

b) Write three equations that must be satisfied.

c) Solve for the system of equations.

d) State the solution in words and check your answer. (Substitute your
solution into the original problem.)

3. A bag of 88 silver coins is worth $24.65 and weighs 935.59 g. They also form
a stack 17.74 cm high. How many of each?
a) State 4 variables appropriate to this problem and the pronumerals you
are using to represent them.

b) Write four equations that must be satisfied.

178 © Hazeldene publishing 2015

 c) Solve for the unknowns.

d) State the solution in words and check your answer.

Learning notes
Solutions to worded problems of this nature should include:
• a definition of the pronumerals used;
• the system of equations;
• the solution of the system of equations; and
• an answer in words.

© Hazeldene publishing 2015 179

Activity 47 Shade sail

Aim: Solve 3D geometry problems in context.

A is top left in the photo

Ian has a shade sail over his courtyard. It has four anchor points:
A(0, 0.7, 2.8), B(0, 7.5, 3.1), C(2.9. 0, 3.4) and D(2.8, 5.4, 2.8)
1. Determine the size of the largest angle in ΔACD.

2. Determine the equation of the plane ACD.

3. Explain why B is not on the plane ACD.

4. Determine the height of the anchor point at B if A, B, C and D were to be

co-planar.

180 © Hazeldene publishing 2015

Wires are strung (in straight lines) from A to D and from B to C. An ant crawls
directly from B to C at a constant speed of 7.6 cm/s (0.076 m/s). Another colony
has a trail from D to A. An ant from this colony travels from D to A, leaving D 15
seconds after the first ant travelling at 7.3 cm/s .
5. What is the shortest distance between the ants?

6. What is the angle between the wires?

© Hazeldene publishing 2015 181

Solutions

Activity 1 Converting to polar form

1.
a) 6 − 2i
b) 4 − 2i
c) 11 − 2i
d) 8i
e) i
1 i
f) − +
4 4
2.
ClassPad
Expression Description
output
re( z ) 2 Real part of z
im(w) Imaginary part
–3
of w
re(w ) + im(u ) 2
re(z) + im(z) × i 2+i

arg(u) 3π
− Argument of u
4
conjg(w) 4 + 3i Conjugate of w
arg(conjg(u)) 3π Argument of the
4 conjugate of u
w 5 Modulus
v 2

arg(v) 2π
3
v (cos(arg(v)) +
i sin(arg(v))) −1 − 3i

182 © Hazeldene publishing 2015

3.
a)
compToPo compToRec
compToTrig
l t
   1    1 
5  cos  tan −1    + i sin  tan −1    
1 
tan −1  i    2    2 
z 5e 2 2+i
  1 
= 5cis  tan −1   
  2 
   3    3 
5  cos  − tan −1    + i sin  − tan −1    
−1  3     4    4 
w 5e − tan  i
4 4 − 3i
  3 
=5cis  − tan −1   
  4 
  −3π   −3π   −3π 
u
−3π 2 2  cos   + i sin  4   = 2 2cis  4  −2 − 2i
 4
i
2 2e 4      

2π   2π   2π   2π 
v i 2  cos   + i sin    = 2cis  3  −1 + 3i
2e 3   3   3   

b)
(i) compToPol converts to exponential form
i.e. re i θ
In this form it is easy to read the modulus
and the argument
(ii) compToTrig converts to trigonometric
form i.e. r ( cos θ + i sin θ )

(iii) compToRect converts to Cartesian form

i.e. a + bi

© Hazeldene publishing 2015 183

 Activity 2 Drawing complex numbers

1. a) b)

Cartesian Polar form

form
π 
3 + 3i 3 2cis  
4
5 5 3 2π
− + i 5cis
2 2 3
 −2π 
−2 − 2 3i 4cis  
 3 
−5π
−2 3 − 2i 4cis
6
 5π 
− 3 +i 2cis  
 6 
3 2 3 2 5π
− − i 3cis
2 2 4

2. 3.
zw = 4 π 
zw = 4cis   = 4i
z 2
= −2i
w z  −5π 
= cis  
w  6 

184 © Hazeldene publishing 2015

4. a) arg( z ) + arg(w) = arg ( zw )

z
b) arg( z ) − arg(w) = arg  
w

5. L.H.S. = ( cos x + i sin x )( cos y + i sin y )

= cos x cos y − sin x sin y + i ( cos x sin y + sin x cos y )
= cos ( x + y ) + i sin ( x + y )
= cis ( x + y )
= R.H.S.

6. L.H.S. =
( cos x + i sin x )
( cos y + i sin y )

=
( cos x + i sin x ) × ( cos y − i sin y )
( cos y + i sin y ) ( cos y − i sin y )
cos x cos y + sin x sin y + i ( sin x cos y − cos x sin y )
=
cos2 y + sin 2 y
= cos ( x − y ) + i sin ( x − y )
= cis ( x − y )
= R.H.S.

© Hazeldene publishing 2015 185

 Activity 3 Powers
1.
π
z 1+i 2
4
π
z2 2i 2
2
3π
z3 −2 + 2i 2 2
4
z4 –4 4 π
5π
z5 –4–4i 4 2
4
nπ
( )
n
zn 2
4
2.
2π
z −1 + 3i 2
3
4π  2π 
z2 −2 − 2 3i 4 −
3  3 
z3 8 8 2π or 0
8π
z4 −8 + 8 3i 16
3
z6 64 64 4π or 0
2nπ
zn 2n
3

3.
z cis(160°) 1 160°
cis(320°) 320°
z2 1
(–40°)
cis(480°) 480°
z3 1
(120°)
cis(640°) 640°
z4 1
(–80°)
cis(1280°) 1280°
z8 1
(–160°)
zn cis(160n°) 1 160n°

c) Increasing the power by one is equivalent to a clockwise rotation of 160°.

186 © Hazeldene publishing 2015

 Activity 4 nth roots
1. a)
(i) 1
(ii) 1
(iii) 1
(iv) 16i
(v) 16i
(vi) 16i
(vii) 16i
b)
2π −2π π 5π −7π −3π
(i) z = cis , cis , cis0 = 1 (ii) z = 2cis ,2cis ,2cis ,2cis
3 3 8 8 8 8

2.
a)
 π kπ 
z = 2cis  +  ,k ∈ Z
6 3 
 π  π  5π 
= 2cis  ±  ,2cis  ±  ,2cis  ± 
 6  2  6 
= 3 ± i, ±2i, − 3 ± i

© Hazeldene publishing 2015 187

 b) z 5 = 32
 2kπ 
z = 2cis   ,k ∈ Z
 5 
 2π   4π 
= 2,2cis  ±  ,2cis  ± 
 5   5 

c) z 4 = 4i
 π kπ 
z = 2cis  +  ,k ∈ Z
8 2 
π   5π 
= 2cis   , 2cis  ,
8  8 
 7π   3π 
2cis  −  , 2cis  − 8 
 8   

d) z 3 = −2 − 2i
 π 2kπ 
z = 2cis  − + ,k ∈ Z
 4 3 
 11π   π
= 2cis  −  , 2cis  −  ,
 12   4
 5π 
2cis  
 12 

2π
3. The angle between the nth roots is .
n

188 © Hazeldene publishing 2015

 Activity 5 Remainder theorem
1.
8
a) x2 + 5 +
x −3
b) 8
P(x ) 8
c) = x2 + 5 +
x −3 x −3
d) P ( x ) = ( x 2 + 5)( x − 3) + 8

2.
a)
P(x )
P(x ) k Remainder P (k)
x −k
19
x3 − 8 3 x 2 + 3x + 9 + 19 19
x −3
11
3x 4 − 2x 2 + 5x − 7 –1 3x 3 − 3x 2 + x + 4 − –11 –11
x +1
7
x 7 + 4 x 6 − 3x 2 + 41 –4 x 6 − 3x + 12 − –7 –7
x +4
6
3x 2 + 7 x − 6 0 3x + 7 − –6 –6
x
x 4 − 3x 2 + 2 2 x 3 + 2x 2 − x − 2 0 0

b) The columns are the same.

3.
P ( x ) = Q( x )( x − k ) + R
P ( k ) = Q( k )( k − k ) + R
= Q( k )(0) + R
=R

© Hazeldene publishing 2015 189

 Activity 6 Solve polynomials
1.
a)

b)
(i) (0, 63)

7 
(ii) (–2, 0), (–1.5, 0), (1.5, 0),  , 0 
3 
(iii) (–1.77, –5.00), (0.05, 63.12), (1.96, –14.12)
(iv) (–0.99, 25.37), (1.16, 20.10)
c)
(i) 2
(ii) 4
(iii) 4
(iv) 2
d)
(i) 6( x 2 + 3.59x + 3.33)( x − 1.93)( x − 2)

( x + 2)(3x − 7)(2x + 3)(2x − 3)

(ii)
2
(iii) 6( x + 2.30)( x + 1)( x − 1.08)( x − 2.55)

190 © Hazeldene publishing 2015

 (iv) 6( x + 3)( x − 3.20)( x 2 − 0.13x + 2.66)

e) −14.12 < k < −5 or k > 63.12

f)
(i) x = 1.93,2, −1.8 − 0.33i, −1.8 + 0.33i

−3 3 7
(ii) x = −2, , ,
2 2 3
(iii) x = −2.3, −1,1.08,2.55
(iv) x = −3,3.2,0.07 + 1.63i,0.07 − 1.63i

g) All the linear factors of P ( x ) = k provide a solution to P ( x ) = k .

Quadratic factors give a pair of complex conjugates as roots.
2.

a) x = −1,5, −1 − 2i, −1 + 2i

b) x = 2, −1 − 3i, −1 + 3i

23 3 23 3
c) x = 1, − − , −
2 2 2 2
x = −0.76,1.11,0.07 − 1.33i,
d)
0.07 + 1.33i

© Hazeldene publishing 2015 191

 Activity 7 i-Area
1.
a) z − 2i = 4 b) z −2+i ≤ 2 c) z + 2 − i = z − (2 − i )

Perpendicular bisector of
the line segment between
2 − i and − 2 + i
−2 ≤ Re( z ) ≤ 2,
0 ≤ arg( z ) ≤
2π
,z ≤5 f) z + 2 + i ≤ z − ( 4 + 3i )
d) e)
0 < Im( z ) ≤ 5 3

2.
( x − 2) + ( y + 1) ≤ 4
2 2
a)
b) y = 2x
−3x + 5
c) y≥
2
3.
( x − 6)
2
a) + y2 = 16 x 2 y2
b) + =1
25 9

192 © Hazeldene publishing 2015

 z +2 = 2 z −4

( x + 2) (x − 4)
2 2
+ y2 = 2 + y2

4.
π π b) Im( z ) ≥ 0, z ≤ 4
a) 2 ≤ Re( z ) ≤ 8, − ≤ arg( z ) ≤ or
6 6
−x x
2 ≤ x ≤ 8, y ≥ ,y ≤
3 3

c) Inside of a circle with centre Draw in Geometry:

(3, 4) and radius 3. • Open Geometry app
7
• Draw the line y = x
24
• Draw the line x=0
• Draw a circle
• Constrain circle radius to 3
• Select circle and tangent line,
constrain the distance apart
to 0
• Repeat for the other tangent
line
• Drag circle into Main to see
equation

© Hazeldene publishing 2015 193

 Activity 8 Composite functions
1. a) (i) g (3) = 2
(ii) f (2) = −1
(iii) f ( g (3)) = −1
b) f ( g (3) ) is the same as f (2) since g (3) = 2 .

1
2. f ( g ( x )) =
x +1 − 3

1
3. a) Predict g ( f ( x )) = +1
x −3

x −2
ClassPad output g ( f ( x )) =
x −3

1 1 x −3 x −2
b) They are equivalent as +1 = + =
x −3 x −3 x −3 x −3
4.

1 g( x ) = x + 1
f (x ) =
x −3
Domain: x ∈ , x ≥ −1
Domain: x ∈ , x ≠ 3
Range: y ∈ , y ≥ 0
Range: y ∈ , y ≠ 0

194 © Hazeldene publishing 2015

 5. a) 1
b) f ( g ( x )) =
x +1 − 3
Domain:
x ∈ , x ≥ −1, x ≠ 8
Range:
1
y ∈ , y > 0, y ≤ −
3

6. a) Whilst the graph appears to terminate as b)

+
x → 3 , this is not the case. The graph 1
g ( f (x )) = +1
has a vertical asymptote at x = 3. x −3
Domain:
x ∈ , x ≤ 2, x > 3
Range:
y ∈ , y ≥ 0, y ≠ 1

1
c) The graph of y = + 1 shows negative y–values for 2 < x < 3 .
x −3
1
The graph of y = + 1 is therefore undefined for those x–values.
x −3

© Hazeldene publishing 2015 195

 Activity 9 Domain and Range of composite functions

1. a) 1
b) Not possible. x-value is outside the domain.
c) –6
d) Not possible, no square root of a negative
number is possible in real numbers.
e) Not possible, dividing by 0 is undefined.
f) 9
g) Not possible, g (2) < 0 and can’t find square
root of a negative number and get a real
answer.
1
h) −
6
2. b)
(i) { y : −5 ≤ y ≤ 10} (ii) { y : y ≥ −6.25}

(iii) { y : y ≥ 0} (iv) { y : y ≠ 0, y ∈ R } (v) { y : y > 0}

196 © Hazeldene publishing 2015

3.

x −2 h( x − 2)
−1 1 −1
u(10 − 3x ) = =
3x − 10 10 − 3x 3x − 10
−1 1
u ( f ( x ) ) = u (10 − 3x ) =
3x − 10 10 − 3x
2
h( g ( x )) = h( x − 3x − 4)
x 2 − 3x − 4
= x 2 − 3x − 4
310−3 x v( f ( x )) = v (10 − 3x ) = 310 −3 x

x 2 −3 x − 4
(
v( g ( x )) = v x 2 − 3x − 4 )
3 2
−3 x − 4
= 3x
1 1
u ( u( x ) ) = u   = =x
x x  1
x
 

4.
a) Domain: {x |x ≤ −1, x ≥ 4} b) Domain: {x |x ≥ 0}
Range: { y| y ≥ 0} Range: { y| y ≥ −6.25}

 1 d) Domain: {x |0 ≤ x ≤ 5}
c) Domain: x |x > 
 5 {
Range: y|3−5 ≤ y ≤ 310 }
Range: { y|−5 ≤ y < 10}

5. v ( h( x ) )
As the domain is x ≥ 0 this suggests h( x ) = x
for the inner function. Since v(0) = 1 perhaps
v ( h( x ) ) will work.

© Hazeldene publishing 2015 197

 Activity 10 Inverse functions

1. a) Calculator has interchanged the x and y variables.

b) x = y  x2 = y
c) Only the right half of the graph is required, hence equation of the
inverse is only valid for x ≥ 0 .
2. a) Intersection of y = x and y = x 2 occur at (0,0) and (1,1).
b) Line passing through these points is y = x .
c) The line appears to be a line of symmetry – a mirror line in which the
graph of the function is reflected onto the graph of the inverse.
3. Domain of y = x + 4 is
{x ∈ , x ≥ −4}
Range is { y ∈ , y ≥ 0}

 π π
4. Domain is − ≤ x ≤ 
 2 2
and Range is {−1 ≤ y ≤ 1}
Domain of inverse {−1 ≤ x ≤ 1}
 π π
Range is − ≤ y ≤ 
 2 2

5. The domain of a function becomes the range of its inverse.

The range of a function becomes the domain of its inverse.
6. No, the inverse of a function will
NOT always be a function. In
general, only one-to-one functions
will have an inverse FUNCTION.
x
7. The equation of the inverse of y = e
is y = loge x .

198 © Hazeldene publishing 2015

 Activity 11 Absolute value function graphs
1.
a) b)

c) d)

2. Any part of the graph below the x-axis is reflected in the x-axis. The
sections of the graph above the x-axis are unchanged.
3.
a) b)

© Hazeldene publishing 2015 199

 c) d)

4. The graph for x > 0 is reflected in the y-axis.

5.

6.

200 © Hazeldene publishing 2015

 Activity 12 Reciprocal function graphs

1. a) b)

c) d)

e) f)

2. a)
x-intercept Vertical asymptote
Vertical asymptote x-intercept
f ( x ) = ±1 Graphs intersect
1 1
As f ( x ) → 0 + , → ∞, as f ( x ) → 0− , → −∞
f (x ) f (x )
b)
1 1
As f ( x ) → ∞, → 0+ , as f ( x ) → −∞, → 0−
f (x ) f (x )

© Hazeldene publishing 2015 201

 Activity 13 Rational function graphs

1.
a)
4
x −4+
x +1
x +1 4
= ( x − 4) +
x +1 x +1
2
x − 3x − 4 4 x 2 − 3x
= + =
x +1 x +1 x +1
c)
(i) (0, 0), (3, 0)
(ii) x = −1
(iii) Local min at (1, –1),
Local max at (–3, –9)
x → ∞, y → x − 4 from above
(iv)
x → −∞, y → x − 4 from below
(v) y = x − 4
2.
a)
(i) none
(ii) as x → ∞, y → 0+
(iii) as x → −∞, y → 0−
(iv) y=0

202 © Hazeldene publishing 2015

 b)
(i) x = 5
(ii) as x → ∞, y → 2x +
(iii) as x → −∞, y → 2x −
(iv) y = 2x

c)
(i) x = −4, x = 1.5
+
2x − 5
(ii) as x → ∞, y →
4
−
2x − 5
(iii) as x → −∞, y →
4
2x − 5
(iv) y =
4

d)
(i) x = −2, x = 2
(ii) as x → ∞, y → 0−
(iii) as x → −∞, y → 0+
(iv) y=0

© Hazeldene publishing 2015 203

 e)
1
(i) x = −1, x =
2
(ii) as x → ∞, y → 3+
(iii) as x → −∞, y → 3+
(iv) y=3

3.
• The function is undefined when the denominator is 0
• The equation(s) of vertical asymptote(s) can be found by solving when the
denominator = 0.
R( x )
• When a rational function is written in the form Q( x ) + and the
D( x )
degree of R is less than the degree of D then as x → ±∞, y → Q( x ) .
(Note that the direction in which the asymptote is being approached is
R( x )
determined by the sign of as x → ±∞
D( x )
P(x )
• Find the x-intercepts by writing in the form and solving P ( x ) = 0
D( x )

204 © Hazeldene publishing 2015

 Activity 14 Piece-wise defined functions

1.
−5x − 18 −5 ≤ x < −4
 x 8

f (x ) =  + −4 ≤ x < 2
 6 3
 5x − 7 2 ≤ x ≤ 2.8
2. Area between the tray and the x-axis is 23.5 cm2
Area of the tray = 7.8 × 7 – 23.5
2
= 31.1 cm
3.

4. As a piece-wise defined function,

 −5x − 1 x <2

f ( x ) =  − x + 7 −2 ≤ x < 1
 5x + 1 x ≥1

5. For x < −2 , the sum of −(3x − 3) and −(2x + 4) , ie. −5x − 1 .
For −2 ≤ x < 1 the sum of −(3x − 3) and +(2x + 4) i.e. − x + 7 .
For x ≥ −1 the sum of +(3x − 3) and +(2x + 4) i.e. 5x + 1 .
6. Maximum gradient is 5 and a , c > 0, hence a + c = 5
1
Middle section gradient is 1 and c > a, hence c − a =
6 6
Intersection points of different sections occur when x = –4 and x = 2. These
correspond to x-intercepts of the separate absolute value functions.
b d
With a > 0 and b < 0, − = 2 and with c, d > 0, − = −4 .
a c
29 , b = – 29 , c = 31 , d = 31
Solving simultaneously gives a =
12 6 12 3
8 25
When x = 0, we have |b|+ |d| + e = and hence e = –
3 2

© Hazeldene publishing 2015 205

 Activity 15 3-D vectors
1.
a) Yes, a 3D vector.
b) Yes, a 4D vector.
c) No, the < , > notation is not recognised by ClassPad. Use [ , ].
d) No, vectors only have a single row or column. This is a 2 x 3 matrix.
e) Yes, in polar form.
f) Provided it is entered using the template, yes this is recognised as a
vector in cylindrical coordinates.
g) No, unless [1,0,0] and [0,1,0] had been previously entered as i and j
respectively. We recognise this as a vector when written on paper.
h) Yes. When entered using the template it is recognised as a 2D vector.
i) No. ClassPad interprets { , } as a list.
j) Yes. This is the sum of two 2D vectors in rectangular form.
k) No, unless a and b have been previously defined as vectors of the same
dimension or size.
l) Yes, recognised as spherical coordinates when entered using the
template.
2.
a) Stores a 3 x 1 vector as a.
b) Creates a 3 x 1 column vector of 2’s and stores as
b
c) a+b : Invalid Dimension. Can’t mix rows and
columns.
a +trn(b) will sum the vectors.
d) × is a matrix multiplication. Row with a column
gives the dot product.
e) A column multiplied by a row gives a matrix.
f) The vector is one unit long in the direction of b.
g) The angle between the vectors.
h) The angle between the vectors.
i) The angle between the vectors.
j) Norm is the length or magnitude of the vector.
k) Norm is the length or magnitude of the vector.
l) Dot product.
m) Dot product.
n) angle( 2, ∠(π / 3) : Wrong argument type: this is
only one vector in polar form.
o) Invalid dimension. Only works for 2D vectors.
p) Converts a 2D vector to polar form.
q) Converts a 3D vector to spherical form.
r) Invalid dimension. Only works for 3D vectors.
s) Convert a 3D vector to cylindrical form.

206 © Hazeldene publishing 2015

Activity 16 Dot product
1.
  
a) AB=AO+OB = −a + b

AB2 = OA 2 + OB2 − 2 × OA × OB × cosθ

b) 2 2 2
b − a = a + b − 2 a b cos θ
2 2 2
a + b − b−a
a b cosθ =
2

c) =
2 2
(
a1 + a2 + b12 + b22 − (b1 − a1 ) + (b2 − a2 )
2 2
)
2
2a1b1 + 2a2b2
=
2
= a1b1 + a2b2

2.
2 2 2
a + b − b−a
a b cos θ =
2

=
(
a12 + a22 + a32 + b12 + b22 + b32 − (b1 − a1 ) + (b2 − a2 ) + (b3 − a3 )
2 2 2
)
2
2a1b1 + 2a2b2 + 2a3b3
=
2
= a1b1 + a2b2 + a3b3

3.
a) n1 + 3n2 − 2n3 = 0

b) −2n1 + 4n2 + n3 = 0

3n1 10n1
c) n2 = , n3 = so n1 : n2 : n3 = 11 : 3 :10
11 11
1
d) Unit vectors are ± 11,3,10
230

© Hazeldene publishing 2015 207

 Activity 17 Points in space
1.
 
a) AB = [2, − 1, 3] = DC

AB and DC are parallel and the same

length so ABCD is a parallelogram.
 
CA = [ −2, − 2, − 1], AH = [ −8, − 8, − 4]
b)  
4CA = AH
The lines are parallel and pass through a
common point, so the points are collinear
c) 1:4
  
d) EG = IG = EI = 14
   
e) Either BF.DF = 0  BF ⊥ DF as there is a
right angle at F, the triangle is right-
angled.
OR
 2  2
BF + DF

( )
2
= 2 5 + 52
 2
= 45 = BD
I.e. converse of Pythagorean theorem
2.

DH = [ −8, −11, −2]

JH = [ − x − 5, − y − 6, −2]
a)  
collinear if JH = kDH  k = 1
x = 3, y = 5

b) Two possibilities:
Right-angled at D  y = 4
29
Right-angled at B  y = −
4
c) y = −3

208 © Hazeldene publishing 2015

Activity 18 Ships in the night

1. No, the ships do not collide. (You may not see this clearly in the animation
as it is a series of snapshots rather than a smooth animation. You should at
least see the ships get closer and then further apart)
2. Answers will vary depending on setup of window.

3. AB = (18 – 15t)i + (2t – 3)j km
4. Minimum separation distance is ~595 m. So, no, ships do not come within
500 m of each other.
By switching between Decimal and Standard, we can obtain both exact
answers and decimal approximations.

© Hazeldene publishing 2015 209

 Activity 19 Close call

Store given vectors

Store Odo’s velocity vector

Odo’s position at time t
Velocity vector of Babylon 5 from
Earth
Unit vector times speed gives velocity
vector in terms of k.

Position vector of Defiant at time t.

Position vector of Defiant relative to

Odo

Velocity vector of Defiant relative to

Odo
The closest approach is when dot
product of relative position vector
and velocity vectors is 0.
This occurs when t=8.

Solve for k (speed).

Ignore negative solution as Defiant is
on course to Babylon 5, and
substitute k into velocity vector of
1. 86 − 2t,6t − 43,3t + 126  Defiant.

 36 −3 4 
2. k , , 
 65 13 5 
 36kt −3kt 4ky 
3.  65 + 35, 13 + 21, 5 + 99 
 

 36kt −3kt 4ky 

4.  65 + 2t − 51, 13 6t + 64, 5 − 3t − 27 
 
5. k = 8.09

6. 4.48, −1.87,6.47

210 © Hazeldene publishing 2015

Activity 20 Cartesian equations from vector equations

1.
a) x = −6 + 3t, y = −5 + 2t
b)
x +6
t=
3
x +6 2
y = −5 + 2   = x −1
 3  3
2.
a) x = −5 + t 2 , y = t + 1
b)
t = y −1
x = −5 + ( y − 1 )
2

3.
t2 − 1 2t
a) x= 2
,y = 2
t +1 t +1
b) Looks like a circle radius 1, i.e. x 2 + y2 = 1
2 2
 t 2 − 1   2t 
2 2
x +y = 2  + 2 
 t + 1   t +1 
t 4 − 2t 2 + 1 4t 2
Check: = +
( ) ( )
2 2
t2 + 1 t2 + 1
t 4 + 2t 2 + 1
= = 1 as required
( )
2
t2 + 1

4.
a) x = 2cos t + 1, y = 2sin t − 3
b)
x −1 y+3
cos t = ,sin t =
2 2
2 2
cos t + sin t = 1
2 2
 x −1   y + 3 
 2  + 2  =1
   
( x − 1) + ( y + 3) = 4
2 2

© Hazeldene publishing 2015 211

5.
a) x = 3cos t, y = 4 sin t
b)
x y
cos t = ,sin t =
3 4
2 2
cos t + sin t = 1
2 2
x   y
 3  +  4  =1
   
6.
a) x = tan t, y = 0.5sec t
b)
tan t = x ,sec t = 2 y
sec 2 t − tan 2 t = 1
(2 y ) − ( x )
2 2
=1
4 y2 = x 2 + 1
7. Conchoid

8. Cycloid

9. Folium of Descartes
The drawn graph will have a gap

212 © Hazeldene publishing 2015

 Activity 21 Cross product

1.
a)
2n1 + 3n2 − n3 = 0
n1 − 2n2 − 2n3 = 0
b) 8λ , −3λ , 7λ 
 8 −3 7 
c) ± 
 122 122 122 
d) The two vectors are in opposite directions; both
are perpendicular to a and b.
2.
a) a.n = 0 and b.n = 0
a b − a3b2 a b − a3b1
b) x= 2 3 z, y = 1 3 z, z = z
a1b2 − a2b1 a1b2 − a2b1

c) [ a2b3 − a3b2 , a3b1 − a1b3 , a1b2 − a2b1 ]

O BD
3. Right triangle: sin θ = =
H b
4.
3
a) π − cos−1  
5
 
4 5
b)
5
c) 8
d) –8

 
a1b1 + a2b2
5. a) i) cos 
−1 
 
( )(
 a12 + a22 b12 + b22
 ) 

a1b2 − a2b1
ii)
(a1
2
+ a22 )
iii) a1b2 − a2b1
iv) a1b2 − a2b1
b) Yes

© Hazeldene publishing 2015 213

  14 
6. a) π − cos−1  
 21 
427
b)
7
c) 122
d) [–8, 3, –7]

7.

8.

9.
a) True
b) True
c) False; only true for acute angles. In general a × b = a b sin θ .
d) False

214 © Hazeldene publishing 2015

Activity 22 Applications of vector products

1.
a) −7x + 4 y + 6z − 17 = 0

c) Yes −7 ( 3 ) + 4 ( 5 ) + 6 ( 3 ) − 17 = 0

d)
 
AB × AC = (b − a ) × (c − a ) is normal to the plane ABC

AR ( a − r ) is any vector in the plane
( a − r ) . ((b − a ) × (c − a ) ) = 0 as the two vectors are perpendicular
2.
a)

(i) 3 19

(ii) 101

101
(iii)
2
b)
Area = base × height
= a b sin θ
= a×b

3.
a) x , y, z  = [5 − 2λ ,4 + λ ,6 − 3λ ]

101
b) d=
3
c)
d = AN

= AC sin ACN
 m
= AC sin ACN
m

AC × m
=
m
(c − a ) × m
=
m

© Hazeldene publishing 2015 215

Activity 23 Systems of equations

3.
a)
x + 5 y + 3z = 1940
2x + 4 y + 5z = 2754
3x + 11 y + 7z = 4760
b) x = 499, y = 149, z = 232
USBs cost $4.99, folders cost $1.49 and pens cost $2.32.
c)

x + 5 y + 3z = 1940 ... 1
2x + 4 y + 5z = 2754 ... 2
3x + 11 y + 7z = 4760 ... 3

x = 1940 − 5 y − 3z
2(1940 − 5 y − 3z ) + 4 y + 5z = 2754
−6 y − z = −1126
3(1940 − 5 y − 3z ) + 11 y + 7z = 4760
−4 y − 2z = −1060
z = 530 − 2 y
−6 y − (530 − 2 y ) = −1126
y = 149
z = 530 − 2 × 149 = 232
x = −5 × 149 − 3 × 232 + 1940 = 499

4.
a) a = 2.5,b = 4, c = 3

b) USBs cost $2.50 each, folders cost $4.00 and pads cost $3.00.

216 © Hazeldene publishing 2015

Activity 24 Intersecting planes
1. a) Lines are parallel
b) Both equations are the same line.
c) Two lines are not parallel and meet at a point.
6 3
2. a) x=− ,y =
k−4 k−4
a) k = −1,4
b)
2x − y = 3
(i) k = −1  system is ,i.e. they
−4 x + 2 y = −6
are the same equation. An infinite
number of solutions exist. The solution is 2x − y = 3

2x + 4 y = 3
(ii) k = 4  system is , i.e. they are parallel lines and
x + 2 y = −6
there is no solution.
3. a) An infinite number of solutions, the whole plane
b) An infinite number of solutions, a line of intersection
c) No solution
d) An infinite number of solutions, a
line of intersection
e) No solution
f) No solution
g) Unique solution, the three planes
intersect at a point.
4.
32a − 13b + 36 40a − 11b − 60 −b − 20
a) x= ,y = ,z =
14( a − 7) 14( a − 7) a −7
b) No unique solution for a = 7
system becomes
2x + 4 y − 5z = 16
3x − y − 2z = 4 and the third
5x + 3 y − 7 z = b
equation is the sum of the first
two equations when b = 20.
c) Unique solution when a ≠ 7
Infinite number of solutions when a = 7,b = 20
No solution when a = 7,b ≠ 20

© Hazeldene publishing 2015 217

 Activity 25 Projectiles and satellites
1.
60 2π 2π 4π
a) Period (T) = = 2.5 sec , ω = = = rad/s , radius = 4.5 m
24 T 2.5 5
x = r cos (ωt )
Circular motion about (0, 0) is of the form:
y = r sin (ωt )
 4π   4π 
∴ x = 4.5cos  t  ; y = 4.5sin  t
 5   5 
  4π t     4π t  
∴ r =  4.5cos    i +  4.5sin   j
  5    5 
b)
(i) (4.5, 0)
  4π t     4π t  
(ii) v =  −3.6π sin    i +  3.6π cos   j
  5    5 

(iii) v = 3.6π ms−1

(iv) r.v = 0  r ⊥ v
 72  4π t    72  4π t  
(v) a = −  π 2 cos    i −  π sin   j
 25  5    25  5 

16π 2
(vi) a = − r
25
i.e. a is in the opposite direction to r
2.
a)
(i) [17.6, 14.8]
(ii) For the origin at the base of the
canon: [4.6, 3.86]
b) 17.6i + (14.8–9.8t)j
c) (
(17.6t + 4.6 ) i + 14.8t − 4.9t 2 + 3.86 j )
d)
(i) 58.7 m from base of canon
(ii) 3.07 s
(iii) 17.6i – 15.3j
(iv) 23.3 ms–1
(v) 15 m

218 © Hazeldene publishing 2015

 Activity 26 Aerofoil
1.

t = 0 gives (0, 0)

t = 1 gives (10, 0)

2.

dy 18t 2 − 30t + 9
a) =
dx 51t 2 − 54t
b) 1
π
c) or 90°
2
d) It is a smooth curve as both edges
are vertical, i.e. 180˚.
e) 3.17 units

3.

a) As shown

b) Top section is vertical, bottom

section is at 45° hence angle is
3π
or 135°
4
c) 29.55 unit2.

© Hazeldene publishing 2015 219

Activity 27 Slope fields

1.

x 0.5 1 2 3 4 5
1
2 1 0.5 0.33 0.25 0.2
x

2.

3.
a) Asymptotic to y-axis as x → 0 + y → −∞ , x-intercept is (1, 0)

b) y = ln x

c)

1
d)  x dx = ln x + c

220 © Hazeldene publishing 2015

Activity 28 Inverse trig functions

1. a)

{x |−1 ≤ x ≤ 1}
 π π
b) − ≤ y ≤ 
 2 2
(0,0) is a point of inflection
c) Drawn above
d)
x –1 –0.5 0 0.5 1
π π π π
y − − 0
2 6 6 2
dy
undefined 1.15 1 1.15 undefined
dx
e) Symmetrical about the y-axis, has a minimum turning point at (0, 1)
and vertical asymptotes at x = ±1 .
2. a)

© Hazeldene publishing 2015 221

 b)
{x |−1 ≤ x ≤ 1}
{0 ≤ y ≤ π }
π
(0, ) is a point of inflection
2
c) Drawn above
d)
x –1 –0.5 0 0.5 1
2π π π
y π 0
3 2 3
dy
undefined –1.15 –1 –1.15 undefined
dx
e) Symmetrical about the y-axis, has a maximum turning point at (0, –1)
and vertical asymptotes at x = ±1 .
3. a)

b)
{x |x ∈ }
 π π
− < y < 
 2 2
(0,0) is a point of inflection
c) Shown above
d)
x –5 –3 –1 0 1 3 5
π π
y –1.373 –1.249 − 0 1.249 1.373
4 4
dy
0.039 0.1 0.5 1 0.4 0.1 0.039
dx
e) Symmetrical about the y-axis, has a maximum turning point at (0, 1)
and the x-axis is a horizontal asymptote, i.e. as x → ±∞ , y → 0 + .

222 © Hazeldene publishing 2015

Activity 29 Derivatives of inverse functions

1.
dy 1
a) =
dx 1 − x2
b)
y = arcsin x
x = sin y
dy
1 = cos y ×
dx
dy 1 1 1
 = = =
dx cos y 2
1 − sin y 1 − x2

2.
dy −1
a) =
dx 1 − x2
b)
y = arccos x
x = cos y
dy
1 = − sin y ×
dx
dy −1 −1 −1
 = = =
dx sin y 1 − cos2 y 1 − x2

3.
dy 1
a) = 2 .
dx x + 1
b)
y = arctan x
x = tan y
dy
1 = sec 2 y ×
dx
dy 1 1 1
 = 2
= 2
= 2
dx sec y tan y + 1 x + 1

© Hazeldene publishing 2015 223

Activity 30 Volume: many disks

1. a) b)
disk 1 2 3 4
x- left 0 0.5 1 1.5
x- right 0.5 1 1.5 2
R inner 0 0.25 0.5 0.75
R outer 0.25 0.5 0.75 1
V inner 0 0.098 0.393 0.884
V outer 0.098 0.393 0.884 1.571

c) 1.374 unit3.
d) 2.945 unit3.
e) The volume of a cone base radius 1 unit and height 2 units is more
than 1.374 and less than 2.945 unit3.
f) Average the results, use the equivalent of the trapezium rule, increase
the number of intervals.
2. a)

b)
Number Volume of Volume of Average
of disks inner disks outer disks
5 1.51 2.765 2.14
10 1.791 2.419 2.11 For 5 disks.

15 1.890 2.309 2.10

20 1.940 2.254 2.10
c) 2.10 units 3

3. Using 20 disks
a) 5.82 < V < 6.76 and estimate V=6.29 cm3. Actual volume 6.283 cm3.
b) 6.78 < V < 7.89 and estimate V=7.34 cm3. Actual volume 7.33 cm3.
c) 7.76 < V < 9.02 and estimate V=8.39 cm3. Actual volume 8.378 cm3.

4. 5047 < volume < 5165 and estimate V=5106 cm3.

224 © Hazeldene publishing 2015

Activity 31 Volume formulae
r r
1. a) Gradient = and the line passes through (0, 0) ∴ equation is y = x .
h h
b) 0≤x ≤h
2
r 
h
c) V =  π  x  dx
0
h 
h
π r2 x 3 
= 2 
d)  h 3 0
1
= π r2h
3
2. a)
x 2 + y2 = r 2 Pythagoras
y = r2 − x 2 , y ≥ 0
b) −r ≤ x ≤ r

( )
r 2
c) V = π r 2 − x 2 dx
−r

( )
r
=  π r 2 − x 2 dx
−r
r
 1 
= π r 2 x − π x 3 
 3  −r
d)
1  1 
= π r 3 − π r 3 −  −π r 3 + π r 3 
3  3 
4 3
= πr
3

ro − ri r −r
3. a) In Δ ABC, AC = ro − ri  gradient is and equation is y = o i x .
h h
r −r hri
b) B has y-coordinate y = ri . Solve ri = o i x  x = .
h ro − ri
ro − ri hro
A has y-coordinate y = ro . Solve ro = xx= .
h ro − ri
hro 2
r −r 
c) V = ro − ri
hri π  o i x  dx
ro − ri  h 
hri
 π r 2 x 3  ro −ri
= 2 
d)  h 3  hro
ro − ri

1
(
= π h ro 2 + ro ri + ri 2
3
)

© Hazeldene publishing 2015 225

Activity 32 The vase
1.
y 0 7.8 18 21.2
x 2.3 6.1 3.2 4
2. x = 0.0039 y3 − 0.14 y2 + 1.37 y + 2.3

3.
a) 0 ≤ y ≤ 21.2

π ( 0.0039 y 3 − 0.14 y 2 + 1.37 y + 2.3 ) dy

21.2 2
b) 
0

c) ~1500 cm3
4. V glass = 1500 – 1330 = 170 cm3
5. 2.8 mm, 0 < t < 2.3

226 © Hazeldene publishing 2015

Activity 33 Sky diver

1.
t h v a
0 3000 0 –9.8
1 2995.1 –9.8 –9.51
2 2980.5 –19.3 –8.68
3 2956.9 –28.0 –7.45
2.
a) Terminal velocity is 57.15 ms-1 (depending
upon required precision).
b) Various answers are possible as terminal
velocity will never be reached in a
mathematical sense, just approached
asymptotically.
57.15 (2 decimal places) 23 s
57.2 (1 decimal place) 25 s
57 (2 significant figures) 14 s
These answers may vary slightly depending
upon the time interval used in the
spreadsheet.
c) 38 s

3.
a) 4.4 ms-1 (2 sf)
b) Within 1 second
c) 227 s or 3 minutes and 47 seconds. ( 1000 ÷4.4)

© Hazeldene publishing 2015 227

 Activity 34 Leaky tap

242 = 72 + y2 − 2 × 7 y cos θ
1. Applying the cosine rule:
576 = 49 + y2 − 14 y cos θ
2.
dθ
a) = 20π rad/s
dt
dy −280π y sin(20π t )
b) =
dt 2 y − 14 cos(20π t )
c) The speed of the piston is 4.58 m/s.
Ten revs per second is 20π
radians per second. θ = 20π t .
Substitute for θ.
Differentiate with respect to
t
dy
when y =25.
dt
Solve for t .
dy
Substitute for t in .
dt

3.
a) Construct a line parallel to
the axis of the bucket through
the edge as shown in the
diagram. Two similar
triangles are thus formed and
r −9 h
= .
5 30
Thus h = 6r − 54 .

228 © Hazeldene publishing 2015

 b) The bucket is a truncated 14 cm
cone. The volume is the
difference between the cut off

30
part and that part plus the
water. 9 cm
The height of the missing
x x + 30
=
part is 54 cm. 9 14
x
x = 54
1 2 1
V = π r (54 + h ) − π 92 × 54
3 3
π   h + 54  
2

=  ( h + 54) − 4374 
3   6  

 ( h + 54 )3

=π − 1458 
 108 
 

4.
a) 11.46 L
b) 477mL per hour
0.48 L/hr
c)
i) 1.9 cm/hr
ii) 0.81 cm/hr
iii) 1.36 cm/hr

© Hazeldene publishing 2015 229

 Activity 35 Coffee cup

1. a)
t T Slope c)
0 87 –31
1 56 –15.5
2 40.5 –7.75
3 32.75 –3.875
4 28.88 –1.938
5 26.94 –0.969
b)

d)
i) An exponential function.
ii) As the time interval is changed, the graph is dilated horizontally.
The smaller the interval, the closer the approximation and
smaller domain.
iii) As |k| increases, the curve is steeper and the coffee cools faster.
iv) The room temperature is a horizontal asymptote. The graph
approaches this value as t becomes large. The greater the
difference between the temperature of the coffee and the room
temperature the steeper the curve.
2. a) k ≈ −0.1
b) i) 30°C
ii) About 18 minutes.

Using trace and looking for a temperature of 35.

c) Slope at that combination of temperature and time.
d) Shape (gradient or slope) ... position.

230 © Hazeldene publishing 2015

 t
−
3. a) T = Ae 2 + 25
b) No initial conditions have been stated
so there is no starting point for the
graph to pass through. The constant can
be calculated from the initial conditions.
t
−
c) T = 62e 2
+ 25
4. a) Cup 1: T = 60e −0.0.0483t + 25 Cup 2 T = 45e −0.0196t + 25
b) After 30 minutes Cup 2 is approximately 2°C warmer

5. Extension
dT
= k (T − Ts )
dt
dT Separate the variables.
= kdt
T − Ts
dT Integrate each side.
T −T s
=  kdt

ln T − Ts = kt + c
Determine the value of c.
c = ln T0 − Ts , T (0) = T0
ln T − Ts = kt + ln T0 − Ts Substitute for c.

For Ts ≤ T10 ≤ T0 the expression is

T = Ts +
(To − Ts )
t
 T0 − Ts  10
 
 T10 − Ts 
t
 T − Ts 10
T = Ts + (To − Ts )  10 
 To − Ts 

© Hazeldene publishing 2015 231

 Activity 36 Epidemic

1.
a) N =1.61t 1.9 b)

c) Graph fits well for the first eight points then increases less rapidly
than the actual data.
d) 276
2.
a) Prediction of 276 is well below observed value 1238.
b) The power model is not a good fit. It does not increase at a fast enough
rate.
3.
a) N = 2.9e0.41t c) t N(t)
b)
18 4620
19 6960
20 10500
21 15800
22 23800
23 35800

4.
a) Predictions are far in excess of new data.
Qtr Actual Prediction
19 3683 6960
23 8128 35 800
b) No, the model over-estimates the number of cases.

232 © Hazeldene publishing 2015

 5.
320000
a) N≈
1 + 1360e −0.6t

b)
Year t N(t)
1996 18 311 457
2000 22 319 163
2004 26 319 878
2010 32 319 947
c)

6.
dN 0.6 × 320000 × 1360 e −0.6t
a) =
dt (1 + 1360 e −0.6t )2
dN
b) As t → ∞ e−0.6t → 0, → 0+
dt
c) The maximum value of N is 320 000
d) when t = 12 i.e. in 1990
7.
dN 0.6 × 320000 × 1360e −0.6t 1360e −0.6t
L.H.S. = = = 0.6 × P
dt (1 + 1360e −0.6t )2 (1 + 1360e −0.6t )2
 P  P 
N (P − N ) =  −0.6t  
P− −0.6t 
 1 + 1360e  1 + 1360e 
 P   P (1 + 1360e −0.6t
)−P 
= −0.6t   −0.6t 
 1 + 1360e  1 + 1360e 
2 −0.6t
P 1360e
=
(1 + 1360e −0.6t )2
P 0.6P 1360e −0.6t
= × ×
0.6 1 (1 + 1360e −0.6t )2
P dN
= ×
0.6 dt
dN
i.e. = kN ( P − N )
dt

© Hazeldene publishing 2015 233

 Activity 37 Golf

1.
t h v a
0 6
0.5 19.775 27.55
1 31.1 22.65 –9.8
1.5 39.975 17.75 –9.8

2.
a) h = 0 between 6 and 6.5 s (more
accurately, by changing the time interval,
6.3 s)
b) the vertical velocity is between –26 and
–31 ms-1 (More accurately –30.4 ms-1 )
c) –9.8 ms-2
d) Linear.
3.
a) Initial velocity:
20.7 ms-1
b) Max height: 27.8 m.
Answers will vary
slightly according to
spreadsheet.

4. As the time interval gets smaller, there are more calculations within a set
portion of the ball’s flight. This makes the graph smoother.
5.
a) h '( t ) = 30 − 9.8t
b) a = −9.8
6.
h '(t ) = 30 − 9.8t
a) Initial means t = 0
h '(0) = 30 ms−1
b) h (0) = 6 The tee is 6 m above the green.
h(t ) = 6 + 30t − 4.9t 2 = 0
−30 ± 900 + 4 × 6 × 4.9
c) t=
−9.8
≈ 6.3 s

234 © Hazeldene publishing 2015

 Activity 38 Simple harmonic motion

1.
t x v a
0 0 2 0
0.5 1 2 –1.5
1 2 1.25 –3
1.5 2.625 –0.25 –3.9375
3.

4.
a) Sinusoidal
b) About 2
c) 5.5
 2π 
5. x = 2.4 sin  t  or 2.4 sin (1.14t )
 5.5 
6. See above
a) v ≈ 2.7 cos(1.14t ) or 2.7 sin(1.14t + 1.4)
b) The velocity function has a larger amplitude, the same period and is
translated to the left by a quarter period.
7. See above
a) a ≈ − 3 sin(1.14 t )
b) The acceleration function has a larger amplitude, the same period and
is translated to the left by a half period.
8. Each case is compared to the original setup.
a) Improves the accuracy if the time interval is smaller. There is a little
error when using a numerical approach.
b) As k increases the period is decreased and the amplitude decreases.
c) Small changes in the initial position produce a phase change (translate
the graph horizontally). The period is unchanged and the amplitude
increases. For larger changes in the initial position, the amplitude is
slightly greater than the initial position.
v(0)
d) Initial velocity changes the amplitude. a =
k

© Hazeldene publishing 2015 235

 Activity 39 Bouncy toy

1. The point moves up and down, moving faster in the middle and slower at
the ends.
2.
a) Increase the coefficient of t (currently 4.5).
b) Mean position is 71 cm and amplitude is 21. h = 71 + 21 sin(4.5t )
c) h = 85 + 12 sin(4 π t )
3. Column E is constant and is the ratio of
acceleration to displacement from the
mean position, e.g. in cell E2=D2/B2.

Extension
At t= 0 amplitude is 12
At t=20 amplitude is
6 = 12e−k.20
ln2
k=
20
≈ 0.035

236 © Hazeldene publishing 2015

Activity 40 Implicit differentiation

1.
a) The area is approximately 18 units2.
b) The area formed by the asymptotes and a tangent line is constant.
2.
a) (2 × 4
33 ,0 )
dy 3x + y
b) =
dx 3y − x
c) ( )
y = − 3 x − 2 4 33 = − 3x + 2 4 35

d) ( 4
33 , 4 35 ) and ( 4
37 , − 4 35 )
e) 18 unit2
3.

Store the equation as e

Store equation of asymptote as a1
Store equation of asymptote as a2
Set value of y0 as 0

Solve equation for x given y=0

Store positive answer as x0

Differentiate equation with respect to x
and determine y’
Store expression as m
Determine gradient at (x0,y0)
Determine equation of tangent, line
through (x0,y0) with gradient m1

Find point of intersection of a1 and tangent

Store answer as a 3D vector A

Find point of intersection of a2 and tangent

Store answer as a 3D vector B

1  
Calculate area using OA × OB
2

© Hazeldene publishing 2015 237

4.

y = y0  x 0 =
( )
2 3 y02 + 9 3 − 3 y0
3
dy 3x + y
=
dx 3y − x

dy

( 
3 y0 −  3  3 y0 − 2 3 y02 + 9 3  
  
)
=
dx ( x0 , y0 ) 3 3 y0 + 3 y0 − 2 3( y
0
2
+9 3)
Equation of tangent is

y − y0

( 
3 y0 −  3  3 y0 − 2 3 y02 + 9 3  
  
)
=
(
2 3 y02 + 9 3 − 3 y0 ) 3 3 + 3 y0 − 2 3 y02 + 9 3 ( )
3
Meets asymptotes at
   
 −9 −9 3   27 −9 3 
, and ,
 y − y 2 +9 3 y − y 2 +9 3   y + y 2 +9 3 y + y 2 +9 3 
 0 0 0 0   0 0 0 0 
162 3
Area of OAB = = 18
2 2
y0 − y0 + 9 3 y0 + y0 + 9 3

238 © Hazeldene publishing 2015

 Activity 41 Simulating random samples

1.
ClassPad expression Min Max
rand(1,4) 1 4
rand(1,4)+rand(1,4) 2 8
rand(1,4)+rand(1,4)+rand(1,4) 3 12
2.
a) Answers will vary. Sample runs shown below.

b) Answers will vary: e.g.

List 1 List 2 List 3
Trial Mean S.D Mean S.D Mean S.D
1 2.43 1.10 5.02 1.6 7.55 1.82
2 2.67 1.12 5.08 1.62 7.48 1.91
3 2.39 1.08 5.08 1.58 7.74 1.82
4 2.53 1.11 5.1 1.52 7.38 1.97
5 2.56 1.14 4.92 1.46 7.35 1.85
6 2.53 1.11 5.03 1.51 7.38 2.02
7 2.58 1.1 5.02 1.51 7.44 2.00
c)
Expected S.D. Mean of S.D. -sample
value sample means means
List1 2.5 1.118 2.527 0.0866
List2 5 1.581 5.036 0.056
List3 7.5 1.936 7.474 0.126
(i) Possibly, insufficient results to be confident
(ii) Yes
(iii) No. The standard deviation of the sample means is less.
3. The results are not inconsistent with this assertion although 7 samples is
1.118
not many. Note for list1 = 0.079 ≈ 0.0866 and for list3:
200
1.936
= 0.137 ≈ 0.126 .
200

© Hazeldene publishing 2015 239

 Activity 42 Central limit theorem

Answers will vary as the list contents are variable and sampling has natural
variability. The following solutions are just examples.
List1 List2 List3
Mean: 2.40 Mean: 5.10 Mean: 7.67
S.D.: 0.508 S.D.: 0.674 S.D.: 0.818
1. & 2.

3. # of samples: 10 # of samples: 25 # of samples: 50

Sample size: 16 Sample size: 16 Sample size: 16

4. # of samples: 10 # of samples: 10 # of samples: 10

Sample size: 16 Sample size: 25 Sample size: 50

The number of samples has no effect.

Varying the sample size has no effect on the mean of the sample means.
The standard deviation is affected and is reasonably consistent with the
population standard deviation divided by the square root of the sample size.

240 © Hazeldene publishing 2015

Activity 43 Egg farm
1.
a) mean = 58.78 S.D.=9.09

b)
c) Approximately normal as it is close to a bell-shaped curve. The
histogram is not symmetrical but this is likely due to the choice of
boundaries for the class intervals rather than a property of the
distribution.
σ
C.I. = μ ± 1.645
n
9.09
d) = 58.78 ± 1.645
400
= 58.0 to 59.5
e) The confidence interval does not include the mean. This suggests the
sample is not representative. However the population mean will only
lie in the 90% confidence interval 90% of the time. So this could be one
of those occurrences and not be an indication of bias in the sampling
process.
2.
a) 0.81 (2 s.f.)
b) 0.33
c) 0.050
d) 0.36

3.
P ( x < X < 66.6) = 0.13 or P (66.6 < X < x ) = 0.13
x = 62.9 or 72.6

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 Activity 44 Sampling at the egg farm

1.
a) 60g
9.6
b) = 2.77 g (2 d.p.)
12

c)

2.
a) 0.323
b) 0.258
c) 0.152
d) These are in different parts of the distributions. A larger sample size
results in a smaller standard deviation and narrower distribution, i.e.
a lower probability in this part of the distribution for cartons of 30
eggs.

242 © Hazeldene publishing 2015

3. a) Approximately uniform
7
b) 0
12
1 1
c) k= =
60 − 48 12
m − 48
d) = 0.14
12
m = 49.68
μ = 53.9
4. a)
σ = 3.3
b)
(i) 0.000021
(ii) 0.026

5.

  3.3  
   2
 12   3.3 
2 1.96 ×  < 1  n > 2 ×1.96 ×
   n ≥ 14
 n   12 
 
 
The minimum sample size is 14 cartons of a dozen eggs.

© Hazeldene publishing 2015 243

Activity 45 Transformations of functions

1.
Reflect in x-axis Translate Dilate horizontally
horizontally

A: y = ( x − 5 )
2
B: y = −3x 2 D: y = 2−3x
I: y = − x E: y = 2x +2 G: y = −x
K: y = 6x − 2x 3 J: y = x + 7 H: y = 4x
3
M: y = ( x − 5) − 3( x − 5)
Reflect in y-axis Translate vertically Dilate vertically
D: y = 2−3x C: y = x 2 − 7 B: y = −3x 2
G: y = −x F: y = 2x + 5 D : y = 2−3 x
L: y = x 3 − 3x − 6 I: y = − x
K: y = 6x − 2x 3
There are some that can be placed in multiple locations. For example
1
2 −3 x = 2 −3 ⋅ 2 x which can be seen as either a horizontal dilation factor − or a
3
−3 1
vertical dilation factor 2 or .
8
2.
a)

Horizontal dilation factor –0.5, or

Reflection in y-axis and horizontal dilation
factor 0.5.

244 © Hazeldene publishing 2015

 b)

Horizontal dilation factor –0.5 and then translation 1 unit right.

c)

Horizontal dilation factor –0.5, followed by a translation 1 unit right and

then a vertical dilation by factor 3.
d)

Horizontal dilation factor –0.5, Translation 1 unit right, Vertical dilation

factor 3 and vertical translation of 4 units up.
3. Horizontal dilation affects the domain with the boundaries moved according
to the scale factor. Horizontal translation moves the domain by the number
of units of translation.

© Hazeldene publishing 2015 245

4. a)
(i) Vertical dilation by factor a.
1
(ii) .
Horizontal dilation by factor
b
(iii) Horizontal translation of c units right (left when c < 0 ).
(iv) Vertical translation of d units up (down when d < 0 ) .
b)
1. Horizontal dilation
2. Horizontal translation
3. Vertical dilation
4. Vertical translation.
5. a) Translate 4 units right, reflect in x-axis and translate 2 units up
(
y = − e x −4 + 2 )
b) Translate 2 units right, vertical dilation by factor 3 and translate 4
units down.
y = 3e x −2 − 4
1
c) Horizontal dilation by factor , move 1 unit left and 1 unit up.
3
y = e3( x +1) + 1
6. For the graph of y = e x
a) As x → ∞, y → ∞
b) As x → −∞, y → 0 from above
c) The y-intercept has coordinates (0,1)
7. a) y = 0.5e 2 x horizontal dilation factor 0.5 then vertical dilation by factor
0.5. As x → ∞, y → ∞ , as x → −∞, y → 0 from above and the y-
intercept has coordinates (0,0.5)
b) y = 7 − 3e x +4
Move left 4 units, vertical dilation by factor –3 and move up 7 units.
As x → ∞, y → −∞ , as x → −∞, y → 7 from below and the y-intercept
has coordinates (0,7 − 3e 4 )
c) y = e −4 x +4 + 1.32
Horizontal dilation factor -0.25, move left 1 unit and up 1.32
As x → ∞, y → 1.32 from above , as x → −∞, y → ∞ and the y-
intercept has coordinates (0,1.32 + e 4 )
8. Move b units left gives y = e x +b
e x +b = e x e b
( )
= eb e x i.e. a vertical dilation of factor eb .

246 © Hazeldene publishing 2015

Activity 46 Aussie coins

1.
a)
x + y = 76
x + 2 y = 103
9x + 6.6 y = 619.2
b) x = 49, y = 27 .
c) There are 47 one dollar coins and 27 two dollar coins.
d) No.
2.
a) Let x be the number of 20 cent coins,
y be the number of 50 cent coins
and z be the number of $1 coins.
b)
x + y + z = 88
0.2x + 0.5 y + z = 64.1
11.3x + 15.55 y + 9z = 916.95
c) x = 23, y = 11, z = 34
d) There are 23 20 cent coins, 11 50 cent coins and 34 $1 coins.
3.
a) Let x be the number of 5 cent coins,
y be the number of 10 cent coins,
z be the number of 20 cent coins and
t be the number of 50 cent coins.
b)
x + y + z + t = 88
5x + 10 y + 20z + 50t = 2465
2.83x + 5.65 y + 11.3z + 15.55t = 935.59
1.3x + 2 y + 2.5z + 2t = 177.4 .
c) x = 13, y = 18, z = 21,t = 36 .
d) There are 13 5c coins, 18 10c coins, 21 20c coins and 36 50c coins.

© Hazeldene publishing 2015 247

Activity 47 Shade sail

1.
ACD = 74.46°
ADC = 32.4°
CAD = 73.13°
so ACD = 74.46° is the largest

2.
−2.82x +1.68 y +15.59z = 44.828
3.
−2.82(0) + 1.68(7.5) + 15.59(3.1) = 66.2975
≠ 44.828
4. 2.07 m

5. 86 cm (nearest cm)
6. 52.0° angle between the velocity
vectors

248 © Hazeldene publishing 2015