Cambridge IGCSE Mathematics
18 Curved graphs
Overview
This chapter deals with the curved graphs – the parabola, hyperbola and exponential curve – as
well as more complex graphs and methods of interpreting them. At the end of the chapter there is
an introduction to differentiation for students studying the extended course.
The key question students should ask themselves when drawing the various graphs from this
chapter is, ‘Does my graph have the shape I expected it to?’ Each of the different types of graph has
its own characteristic shape but you might be surprised by how often students will be happy with a
graph that has a kink in it. This should clearly indicate to them they have made a mistake and that
they should go back and check; you need to reinforce this key idea.
Getting started
It is useful to start this topic with an activity that results in a curved graph. The table of data below
describes the path of a projectile; a ‘rocket’ firework is launched from a platform 1.5 m above the ground.
The height (in metres) of the rocket at any time can be represented by the equation
h = −4.9t2 + 39.2t + 1.5
Time (s) Height (m)
0 1.5
1 35.8
2 60.3
3 75
4 79.9
5 75
6 60.3
7 35.8
8 1.5
You could get the students to substitute the times and work out the heights to complete the table, or you
could just supply the table and ask them to graph the path of the rocket. The result is a parabolic curve
in the first quadrant (the rocket does not attain negative height above sea level, so all values are positive).
The graph can then be used to illustrate how the rocket rises, reaches its highest point, and then falls
back down. Students can also extend their graph to see that the rocket will reach the ground (0 m) just
after eight seconds (approximately 8.08 seconds).
Examples by chapter
The following worked examples are available as PowerPoint slides with step-by-step solutions to
introduce concepts and demonstrate working:
• Using graphs to solve quadratic equations
• Using graphs to solve exponential equations E
• Finding the equation of a tangent
Cambridge IGCSE Mathematics
Issues to think about
Quadratic graphs (parabolas) – these curves only come in two varieties: positive and negative. The
positive looks like a smile; the negative looks like a frown. The symmetry of the curve can often be seen
as a symmetry in the y-values in a table of values (but not always). It is worth pointing out that the vertex
of a curve is not necessarily at the maximum or minimum y-value seen in the table – because of the
curved shape the vertex may be just above or below the ‘middle two’ points from the table.
The use of completing the square for sketching parabolas is also included. This, very usefully, underlines
the concept of squares being non-negative and is used to explain the symmetry of quadratic curves.
Reciprocal curves: these are unlike any other curve the students will have come across because they have
two separate, unconnected parts (the reciprocal graph is a discontinuous curve). The discussion of what
happens to the curve as the x-value approaches zero is a good one. You may find it useful to approach
it by considering ever smaller values of x and asking what happens to the corresponding y-value. Also
12
ask what a division such as actually means. It means how many times do you have to add two to itself
2 12
before you get to 12? Hence, in a similar way, means how many times do you have to add zero to itself
before you get to 12? 0
Using graphs to solve equations – do an example that leads the students through from a straightforward
situation to a more complicated one as this isn’t something they find easy.
E
Extended – Exponential curves: real life situations are rarely completely exponential (e.g. bacteria
do not continue to double periodically forever, because limiting factors such as lack of food and
space, stop their progress). Discuss this with the students.
E
Extended – Other non-linear graphs: cubic functions are not often used in everyday life, but they
do describe real life relationships such as population change; change in the volume of water at
different levels in a shaped container; and the volume of a box of different side lengths and heights.
This last example is a good one to use with students as they can model it. For example, if a square is
cut from each corner of a rectangular piece of cardboard, it can be folded to make an open box. The
diagram shows this for a 30 cm × 20 cm piece of card.
30 cm
x x
x 30 – 2x x
20 – 2x 20 cm
x x
x x
height = x
width = 20 – 2x
length = 30 – 2x
The equation for the volume (V cm3) of this container is:
V = 4x3 − 100x2 + 600x.
Cambridge IGCSE Mathematics
E
Students can try this with squares of different side lengths and then graph the curve.
It is important that students learn the characteristics of cubic and other curves and their basic
shapes just as they learnt them for other graphs.
E
Extended – Differentiation: this is an extremely important area of mathematics. Any introduction
to this concept will necessarily raise more questions than it answers! However, it does allow
students to gain an interesting insight into how advanced mathematics can be used to obtain
and justify answers to optimisation problems. It is not necessary to include the various proofs of
standard results, though the book does show the most common starting point and invites students
to try their hand at another.
Curved graphs in real life contexts
This is one area of algebra where students often see no connection between what they are learning and
the real world. There are many examples of modelling in real life which rely on the equations and the
graphs that students are learning. Here are some examples which may be useful in the classroom:
• The path of any object (that doesn’t have much air resistance) projected through air can be
represented by a parabola. Examples include throwing a shot put or javelin, kicking a ball and
hitting a tennis ball, table tennis ball or golf ball. All of these paths can be modelled as a quadratic
equation and then graphed. As a fun demonstration you could make this fuel-less rocket to
demonstrate the path of objects projected through air.
• In terms of modern living, satellite dishes, car headlamps and the microphones used to record
sound in a busy venue (parabolic mics) all rely on quadratic modelling.
• Solar collectors and focal lenses on telescopes are parabolic curves. Quadratic equations are used to
accurately construct and place these objects.
• The orbit (path followed in space) of some comets is hyperbolic with the Sun as the focal point. This
means they will pass the Sun only once and not reappear. (Other comets, such as Halley’s comet,
and the planets in our solar system, have elliptical orbits.)
• Long-range navigation (Loran) systems use long-range radio waves to plot positions and help
navigation. This system was widely used in shipping, but it has largely been overtaken by Global
Positioning Systems (GPS) which use satellite data to give accurate positions.
• Exponential curves are used to model growth that takes place exponentially. Population growth
curves, the growth of bacteria and the spread of diseases can be modelled exponentially.
• Compound growth and decay produce exponential curves. These are often used in banking and
finance to predict future returns on investments.
Extending the topic
The Ritemaths project at the University of Melbourne offers a range of resources that can be used to
extend this topic in interesting ways.
You can also prepare multi-step structured problems using graphs and their equations. For example, the
height of the water arcs and the distance they spread in the sprinkler system, discussed in Applying Your
Skills, in section 18.1 of the Coursebook, are governed by the angle at which the water is ejected and a
quadratic equation that determines its path. For example, a water jet which is 0.5 m above the ground
and set at an angle of 60° has a path that can be modelled by:
h = −0.48t2 + 5.19t + 0.5.
Students could use this to solve problems such as: the sprinkler is to be placed in the middle of a round
pond where it will rotate through 360° every half hour. What is the minimum radius of the pond so that
the water lands in the pond and not on the ground? What is the maximum height of the water arc?
