Higher 2 Mathematics

Higher 2 Mathematics

Topic: Functions I – Introduction to Basic Ideas of Function, Inverse of a Function

Reviewing GC skills and Asymptotes of Standard Graphs

R. Sketch the following graphs, labelling the axial intercept(s) and asymptote(s) (if any).
a. y = 1− 2x + 3 b. y = e −2 x +
1
2

b. y = 4 + ln 2 x d. y = 4 + ln ( 3 − 2 x )

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Higher 2 Mathematics

Simple Introduction and Application of Functions

Scenario 1:

The temperature T (measure in degree Celsius), of the human body can be modelled by a relation
given as

T ( x ) = 37 − 1.5 x .

Where x is the number of hours from the start of an experiment until the temperature of the body
decreases till it matches to the surrounding (ambient) temperature.

(i) Write down the temperature of the body when x is:

(a) 2 hours,

(b) 0 hour.

(ii) Find the value of x when the temperature is 29C .

(iii) If the ambient temperature is 200 C , determine the set of allowable x-values for this
experiment.

(iv) Find the range of values of T.

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Higher 2 Mathematics

Introduction to Functions, Domain and Range, and Definition of One-One Function.

1. For the following Functions, write down the *Domain and find the Is the function *One-One?
corresponding *Range in *Interval Notation. Does the *Inverse Function exist?
a. g:x x − 4 x + 1, x  , x  1
2

b. h:x e−2 x + 1, x  0

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Higher 2 Mathematics

Objective: Finding the Inverse of Simple One-One Function

2a. For the following one-one function: We already have learnt a few basic inverse
functions in the past, such as:
f :x 2 x − 2, x 

(i) Find the domain and range of f.

(ii) Find the inverse function.
(iii) State the domain and exact range of the inverse function.

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Higher 2 Mathematics

Objective: Finding the Inverse of Simple One-One Function

2b. For the following function:
h : x ln ( x − 1) , x  a
(i) State the minimum value of a for the function to be defined.
(ii) Explain why the inverse function exists.
(iii) Find the inverse function.
(iv) State the domain and exact range of the inverse function.

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Higher 2 Mathematics

Objective: Finding the Inverse of a Quadratic Function

3a. *This question involves a quadratic expression and finding its inverse function. It is pretty commonly
tested!

For the following function:

g:x x 2 − 4 x + 4, x  , x  2

(i) Explain why the inverse function exists.

(ii) Find the inverse function.
(iii) State the domain and exact range of the inverse function.

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Higher 2 Mathematics

Objective: Finding the Inverse of a Quadratic Function

3b. *The following question is quite simple, except that the instruction is rather confusing. Get used to it!
The function f is defined by f : x 9 − ( x + 1) 2 , x  2 .
(i) Sketch the graph of the function f and find the range of f.
(ii) Explain why f −1 does not exist.

9 − ( x + 1) , x  k .
2
The function g is such that g : x
(iii) Given that g −1 exists, find the greatest value of k.
(iv) Using this greatest value of k, define g −1 .

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Higher 2 Mathematics

Objective: Finding the Inverse of a Modulus Function

4. *This type of function question that consists of the modulus expression is pretty common!

The function f is defined by

f :x x +1 , x  ,
(i) Sketch the graph of y = f ( x ) . Hence, show that f is not one-one.
(ii) State the largest value of m for which f can be one-one, if the domain of f is restricted to x  m .
(iii) Using the domain found in part (ii), define f −1 in a similar form.

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Higher 2 Mathematics

Sketching the Graph of Inverse Function

5a. The function f is defined by f : x e x , x  .

Sketch the graph of y = f ( x ) and y = f −1 ( x ) on the same diagram, showing clearly the geometrical
relationship between the graphs.

( x − 2) − 1, x  2 .
2
5b. The function f is defined by g : x

(i) Sketch the graph of y = g ( x ) and y = g −1 ( x ) on the same diagram, showing clearly the geometrical
relationship between the graphs.

(ii) Hence, determine the solution to g ( x ) = g −1 ( x ) .

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Higher 2 Mathematics

6. A boy is having fun at a playground and comes to an obstacle course.

His subsequent location at the course can be described simply by an x-y cartesian coordinate
system (with appropriate measurement) such that his starting position is given as x = 0 and
y = 0.

From 0  x  5 , the obstacle course is defined by a graph having an equation given by y = − x ;

and from 5  x  10 , the obstacle course is defined by y = − ( x − 10 ) + 20 .
2

It is given that x measures the horizontal distance from origin and y = f ( x ) measures the height
with respect to the x-axis.

 ________________ 0 x5


(i) Fill in the following function f ( x ) = 

 − ( x − 10 ) + 20
2
 _________________

(ii) Sketch graph of y = f ( x ) in the following axes.

(iii) find the minimum and maximum (i.e. the range) of the height that he can achieve.

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