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Mathematics Extension 1 Year 11 Topic Guide Functions
Mathematics Extension 1 Year 11 Topic Guide Functions
Topic Guides provide support for the Mathematics Stage 6 courses. They contain information
organised under the following headings: Prior learning; Terminology; Use of technology;
Background information; General comments; Future study; Considerations and teaching
strategies; Suggested applications and exemplar questions.
Topic Guides illustrate ways to explore syllabus-related content and consequently do not
define the scope of problems or learning experiences that students may encounter through
their study of a topic. The terminology list contains terms that may be used in the teaching and
learning of the topic. The list is not exhaustive and is provided simply to aid discussion.
Please provide any feedback to the Mathematics and Numeracy Curriculum Inspector.
Terminology .......................................................................................................................... 4
Future study.......................................................................................................................... 5
Subtopics .............................................................................................................................. 6
ME-F1: Further Work with Functions .................................................................................................. 7
Mathematics Extension 1 Year 11 Topic guide: Functions, updated December 2018 Page 2 of 14
Considerations and teaching strategies ...................................................................................... 14
Mathematics Extension 1 Year 11 Topic guide: Functions, updated December 2018 Page 3 of 14
Topic focus
The topic Functions involves the use of both algebraic and graphical conventions and
terminology to describe, interpret and model relationships of and between changing quantities.
This topic provides the means to more fully understand the behaviour of functions, extending
to include inequalities, absolute values and inverse functions.
The study of functions is important in developing students’ ability to find, recognise and use
connections, to communicate concisely and precisely, to use algebraic techniques and
manipulations to describe and solve problems, and to predict future outcomes in areas such
as finance, economics and weather.
Prior learning
The material in this topic builds on content from the Number and Algebra strands of the
Mathematics K–10 syllabus, including the Stage 5.3 substrands of Ratios and Rates, Algebraic
Techniques, Surds and Indices, Equations, Linear Relationships and Non-Linear
Relationships. Additionally, content in this topic links to and builds upon material from the
Mathematics Advanced syllabus, including the Year 11 Functions topic.
Terminology
absolute value factor theorem product of roots
algorithm inverse quadratic divisor
asymptote inverse function quadratic inequality
coefficient leading coefficient quadratic polynomial
composite function leading term quartic
constant term linear divisor quotient
continuous many-to-many rectangular hyperbola
critical point many-to-one remainder
cubic monic polynomial remainder theorem
degree multiplicity of a root repeated root
differentiable one-to-many root of a polynomial
dividend one-to-one sum of roots
divisor ordinate synthetic division
double root polynomial trial and error
explicit form polynomial equation zero of a polynomial
Use of technology
Graphing calculators or graphing technologies are a suitable means of exploring many of the
concepts studied in this topic and their use is encouraged in teaching and learning.
Mathematics Extension 1 Year 11 Topic guide: Functions, updated December 2018 Page 4 of 14
In particular, graphing software is useful for sketching and exploring functions; computer
algebra software is useful for investigating properties of polynomials and performing
associated algebraic manipulation.
Background information
The area of mathematics that we call Algebra underwent many advances during the 17th and
18th centuries. These included the development of analytic geometry and symbolic algebra.
Rene Descartes (1596–1650) and Pierre de Fermat (1607–1665) were key in establishing the
foundations of analytic geometry, in particular showing how algebra could be used to analyse
geometrical representations.
Many great mathematicians attempted to establish methods to find the roots of polynomial
equations of degree 𝑛 and express these as algebraic functions. Born out of this exploration
was the Fundamental Theorem of Algebra. Johann Carl Friedrich Gauss (1777–1855) is often
credited with its first proof.
The Fundamental Theorem of Algebra may sound like it is integral to algebra; however, it is
not fundamental to modern algebra as we know it. This theorem is stated in a variety of forms
such as: every polynomial with degree 𝑛 ≥ 1, with real or complex coefficients, has 𝑛 real or
complex roots; or every polynomial can be factorised into the product of linear or irreducible
quadratic factors.
While the Fundamental Theorem of Algebra does not form part of the Mathematics Extension 1
course, students may find it interesting to investigate it further given its connection to areas of
study they may encounter in the future. Students who elect to study Mathematics Extension 2
will encounter the theorem in complex numbers and partial fractions.
General comments
This topic extends students’ understanding of functions, graphs and polynomials, which are
used in many areas of mathematics and its application to solving real-world problems. The
topic is also essential for many more advanced aspects of study in Mathematics.
Students are required to develop a strong conceptual understanding of and ability to use a
range of functions including polynomials.
The use of functions and polynomials is wide and varied across many areas of study including
the sciences, engineering, finance, economics and mechanics.
Future study
Students need to ensure that they can efficiently manipulate and analyse functions and solve
polynomial equations both graphically and algebraically to facilitate work in later topics.
Mathematics Extension 1 Year 11 Topic guide: Functions, updated December 2018 Page 5 of 14
For students studying the Mathematics Extension 2 course, this topic provides foundational
knowledge which will be built upon in topics including Calculus, Mechanic and Complex
numbers.
Subtopics
ME-F1: Further Work with Functions
ME-F2: Polynomials
Mathematics Extension 1 Year 11 Topic guide: Functions, updated December 2018 Page 6 of 14
ME-F1: Further Work with Functions
Subtopic focus
The principal focus of this subtopic is to further explore functions in a variety of contexts
including: reciprocal and inverse functions, manipulating graphs of functions, and parametric
representation of functions. The study of inequalities is an application of functions and enables
students to express domains and ranges as inequalities.
The graph of 𝑦 = √𝑓(𝑥) can be obtained from the graph of 𝑦 = 𝑓(𝑥) by noting that:
˗ 𝑦 = 𝑓(𝑥) is defined only if 𝑓(𝑥) ≥ 0
˗ √𝑓(𝑥) ≥ 0 for all 𝑥 in the domain of √𝑓(𝑥)
˗ √𝑓(𝑥) < 𝑓(𝑥) if 𝑓(𝑥) > 1
Mathematics Extension 1 Year 11 Topic guide: Functions, updated December 2018 Page 7 of 14
˗ √𝑓(𝑥) = 𝑓(𝑥) if 𝑓(𝑥) = 1
˗ √𝑓(𝑥) > 𝑓(𝑥) if 0 < 𝑓(𝑥) < 1
𝑓′ (𝑥)
˗ if 𝑦 = √𝑓(𝑥) then 𝑦 ′ = .
2√𝑓(𝑥)
Note that this last result can be explored after students have covered the relevant
calculus.
The graph of 𝑦 = |𝑓(𝑥)| can be sketched by first sketching 𝑦 = 𝑓(𝑥). Where 𝑓(𝑥) < 0,
reflect that portion of the graph in the 𝑥-axis, and the rest of the graph remains the same.
The graph of 𝑦 = 𝑓(|𝑥|) can be sketched by sketching 𝑦 = 𝑓(𝑥) for 𝑥 ≥ 0, and then
reflecting that graph in the 𝑦-axis to obtain the rest of the graph of 𝑦 = 𝑓(|𝑥|) for 𝑥 < 0.
Typical functions involving addition of ordinates could include:
˗ 𝑦 = 1 + 3 sin 2𝑥 for −2𝜋 ≤ 𝑥 ≤ 2𝜋. Students should realise that the graph of
𝑦 = 3 sin 2𝑥 can be transformed to the graph of 𝑦 = 1 + 3 sin 2𝑥 by either translating
the graph one unit upwards or translating the 𝑥-axis one unit in the opposite direction.
˗ 𝑓(𝑥) = 3 sin 𝑥 + 𝑥 for 0 < 𝑥 < 4. This may be developed from the graphs of 𝑦 = 𝑥 and
𝑦 = 3 sin 𝑥. The points where 𝑦 = 3 sin 𝑥 cuts the 𝑥-axis correspond to the points
where 𝑓(𝑥) = 3 sin 𝑥 + 𝑥 cuts 𝑦 = 𝑥. Once the shape of the curve has been roughed
out using addition of ordinates, the position of stationary points and points of inflexion
may be obtained when appropriate.
An initial idea of the behaviour of functions of the form 𝑦 = 𝑓(𝑥)𝑔(𝑥) may be obtained by
examining the graphs of 𝑓(𝑥) and 𝑔(𝑥) independently. For example, to graph 𝑦 = 𝑥𝑒 −𝑥 ,
the functions 𝑦 = 𝑥 and 𝑦 = 𝑒 𝑥 could be graphed on the same set of axes (Figure 1
below).
From Figure 1, important features of the graph of 𝑦 = 𝑥𝑒 −𝑥 can be obtained. These
properties include:
˗ for 𝑥 < 0, 𝑥𝑒 −𝑥 < 0; for 𝑥 = 0, 𝑥𝑒 −𝑥 = 0; for 𝑥 > 0, 𝑥𝑒 −𝑥 > 0
˗ as 𝑥 → −∞, 𝑥𝑒 −𝑥 → −∞; as 𝑥 → ∞, 𝑥𝑒 −𝑥 → 0.
This enables a rough shape to be quickly sketched (Figure 2 above). The exact
positions of the stationary point and point of inflexion may be determined by calculus.
Mathematics Extension 1 Year 11 Topic guide: Functions, updated December 2018 Page 8 of 14
The diagram shows the graph of 𝑦 = 𝑓(𝑥). Draw separate sketches of the graphs of the
1
following: (a) 𝑦 = |𝑓(𝑥)| (b) 𝑦 = 𝑓(𝑥) (c) 𝑦 = √𝑓(𝑥).
F1.2: Inequalities
Mathematics Extension 1 Year 11 Topic guide: Functions, updated December 2018 Page 9 of 14
Simple geometrical designs could be provided and students could describe them with
equations and inequalities, following the selection of a location for the origin.
Describe, with inequalities, the region that consists of points in the interior of the circle
centre (4,3) and radius 2, and more than 4 units above the 𝑥-axis.
Find the range of values of 𝑘 for which the expression 𝑥 2 − 2𝑥 + (3 − 2𝑘) is always
positive.
Explain why 2𝑥 2 + 4𝑥 + 3 > 0 for all 𝑥.
Mathematics Extension 1 Year 11 Topic guide: Functions, updated December 2018 Page 10 of 14
1
subject (𝑦 = 2 (𝑥 − 5)).
1 −1
Care must be taken to distinguish 𝑓 −1 (𝑥) from 𝑓(𝑥) = (𝑓(𝑥)) .
The problem of defining an inverse function when the equation 𝑦 = 𝑓(𝑥) has more than
one solution for a given 𝑦-value should be discussed. The case 𝑦 = 𝑥 2 is a useful
illustration. An inverse function can be found by restricting the domain.
For example, for the function 𝑓(𝑥) = 𝑥 2 , 𝑥 ≥ 0, the inverse function is 𝑓 −1 (𝑥) = √𝑥, 𝑥 ≥ 0.
This topic can be extended further at an appropriate time once students have studied
trigonometric, exponential and logarithmic functions, if the topic is originally taught prior to
those topics.
Simple examples of mutually inverse functions could be explored such as:
1
(a) 𝑦 = 𝑥 3 and 𝑦 = 𝑥 3 (b) 𝑦 = 𝑒 𝑥 and 𝑦 = ln 𝑥
Mathematics Extension 1 Year 11 Topic guide: Functions, updated December 2018 Page 11 of 14
By considering where 𝑃 is after 𝑡 seconds, using right-angled triangle trigonometry from
Stage 5 we find that 𝑥 = cos 𝑡 and 𝑦 = sin 𝑡. These two equations are an example of
parametric equations, and the variable 𝑡 is an example of a parameter.
In this case the variable 𝑡 represents time, but in other cases it may not.
Graphing technology can be used to draw curves from parametric equations and to
investigate relationships between variables.
Students should practise eliminating the parameter from a pair of parametric equations in
order to obtain a Cartesian equation. For example, in the case of 𝑥 = cos 𝑡 and 𝑦 = sin 𝑡,
the Pythagorean trigonometric identity may be used to obtain 𝑥 2 + 𝑦 2 = 1.
In this context, if 𝑥 = 𝑓(𝑡) and 𝑦 = 𝑔(𝑡), where 𝑓 and 𝑔 are functions of a variable 𝑡
defined for some domain of values of 𝑡, then the variable 𝑡 is called a parameter and the
equations 𝑥 = 𝑓(𝑡) and 𝑦 = 𝑔(𝑡) are called parametric equations.
Show that parametric equations for a circle with centre (𝑝, 𝑞) and radius 𝑟 are
𝑥 = 𝑝 + 𝑟 cos 𝑡, 𝑦 = 𝑞 + 𝑟 sin 𝑡. Eliminate the parameter 𝑡 to obtain the Cartesian equation
of the circle in the form (𝑥 − 𝑝)2 + (𝑦 − 𝑞)2 = 𝑟 2 .
ME-F2: Polynomials
Subtopic focus
The principal focus of this subtopic is to explore the behaviour of polynomials algebraically,
including the remainder and factor theorems, and sums and products of roots.
Students develop knowledge, skills and understanding to manipulate, analyse and solve
polynomial equations. Polynomials are of fundamental importance in algebra and have many
applications in higher mathematics. They are also significant in many other fields of study,
including the sciences, engineering, finance and economics.
Mathematics Extension 1 Year 11 Topic guide: Functions, updated December 2018 Page 12 of 14
˗ using appropriate terminology to describe and classify polynomials
˗ the shape and features of polynomial graphs.
𝑃(𝑥) is defined for all real 𝑥 and is a continuous and differentiable function of 𝑥. The
equation 𝑃(𝑥) = 0 is called a polynomial equation of degree n, and those real numbers 𝑥
which satisfy the equation are called real roots of the equation or real zeros of the
corresponding polynomial.
Students may need to revise the division algorithm of arithmetic to write the result of
dividing 𝑝 by 𝑎 in the form 𝑝 = 𝑎𝑞 + 𝑟, where 𝑎, 𝑝, 𝑞, 𝑟 are integers and 0 ≤ 𝑟 < 𝑎. The
number 𝑝 is called the ‘dividend’, 𝑎 the ‘divisor’, 𝑞 the ‘quotient’, and 𝑟 the ‘remainder’. It
will also be valuable to describe and give examples of this with polynomials.
If 𝑃(𝑥) is a monic polynomial, and if 𝑥 − 𝑎 is a factor of 𝑃(𝑥), then 𝑎 must be a factor of the
constant term of 𝑃(𝑥).
The long division of one polynomial by another should be discussed and illustrated by
examples using linear or quadratic divisors.
The division process should be expressed as an identity: 𝑃(𝑥) = 𝐴(𝑥)𝑄(𝑥) + 𝑅(𝑥), where
𝐴(𝑥) is the divisor, 𝑄(𝑥) is the quotient, 𝑅(𝑥) is the remainder, and 𝑃(𝑥) is the dividend.
The degree of 𝑅(𝑥) must be less than that of 𝐴(𝑥). With this condition satisfied, it may be
stated that 𝑄(𝑥) and 𝑅(𝑥) are then unique.
Synthetic division is a shorthand way of recording the results of long division, provided
there is a linear divisor. Students may use either method where appropriate.
The remainder theorem, which states that when 𝑃(𝑥) is divided by 𝑥 − 𝑎 the remainder is
P(a), and the factor theorem, which states that if P(a) = 0 then x − a is a factor of 𝑃(𝑥)
follow from the identity and the condition on 𝑅(𝑥). Students should develop an
understanding of this and be able to answer questions about it, rather than be able to
reproduce a complete proof.
Students could explore and use the following results from the remainder theorem and the
factor theorem in order to factorise polynomials:
˗ If 𝑃(𝑥) has degree at least 𝑘 and has 𝑘 distinct real zeros, 𝛼1 , 𝛼2 , … , 𝛼𝑘 , then
(𝑥 − 𝛼1 )(𝑥 − 𝛼2 ) … (𝑥 − 𝛼𝑘 ) is a factor of 𝑃(𝑥).
˗ If 𝑃(𝑥) has degree 𝑛 and 𝑛 distinct real zeros 𝛼1 , 𝛼2 , … , 𝛼𝑛 , then
𝑃(𝑥) = 𝑎𝑛 (𝑥 − 𝛼1 ) … (𝑥 − 𝛼𝑛 ).
˗ A polynomial of degree 𝑛 cannot have more than 𝑛 distinct real zeros.
˗ A polynomial equation of degree 𝑛 has at most 𝑛 real roots and may have no real
roots.
˗ A polynomial of degree at most 𝑛, which has more than 𝑛 distinct real zeros, is the
zero polynomial. The zero polynomial is the polynomial in which
𝑎0 = 𝑎1 = ⋯ = 𝑎𝑛 = 0.
˗ If two polynomials of degree 𝑛 are equal for more than 𝑛 distinct values of 𝑥, then the
coefficients of like powers of 𝑥 are equal. Note that the polynomials are equal for all
values of 𝑥.
Mathematics Extension 1 Year 11 Topic guide: Functions, updated December 2018 Page 13 of 14
(a) 𝑃(𝑥) = 𝐴(𝑥)𝑄(𝑥) + 𝑅(𝑥)
𝑃(𝑥) 𝑅(𝑥)
(b) 𝐴(𝑥)
= 𝑄(𝑥) + 𝐴(𝑥)
Let 𝑃(𝑥) = (𝑥 + 1)(𝑥 − 3)𝑄(𝑥) + 𝑎(𝑥 + 1) + 𝑏, where 𝑄(𝑥) is a polynomial and 𝑎 and 𝑏
are real numbers. When 𝑃(𝑥) is divided by (𝑥 + 1), the remainder is –11. When 𝑃(𝑥) is
divided by (𝑥 − 3), the remainder is 1.
(a) What is the value of 𝑏?
(b) What is the remainder when 𝑃(𝑥) is divided by (𝑥 + 1)(𝑥 − 3)?
Mathematics Extension 1 Year 11 Topic guide: Functions, updated December 2018 Page 14 of 14