Number and algebra

8
Graphs
When an object is thrown upwards, its path is a curve called
a parabola. The shape and length of the path will depend on
the initial speed of the object. Furthermore, car headlights
and satellite dishes use mirrors or reflectors that have the
shape of a parabola.
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Shutterstock.com/HSNphotography
n Chapter outline n Wordbank
Proficiency strands asymptote A line that a curve gets very close to but never
8-01 Direct proportion U F PS R C touches, for example, the x-axis is an asymptote of the
8-02 Inverse proportion U F PS R C exponential curve
8-03 Conversion graphs U F PS R C
8-04 Distance-time graphs* U F PS R C direct proportion A relationship between two variables
8-05 Graphs of change* U F PS R C of the form y ¼ kx, where k is a constant, for example,
8-06 The parabola y ¼ ax 2 þ c U F R C if y ¼ 8.5x, then y is directly proportional to x
8-07 The parabola y ¼ a(x  r) 2* U F R C
exponential equation An equation involving a variable as
8-08 The cubic curve
y ¼ ax 3 þ c* U F R C
a power, such as y ¼ 3 x, whose graph is an exponential
8-09 The power curves curve
y ¼ ax n þ c* U F R C k
hyperbola The graph of y ¼ , where k is a constant,
8-10 The hyperbola y ¼ k * U F R C x
x which has two branches and two asymptotes
8-11 The exponential curve
y¼a x
U F R C inverse proportion A relationship between two variables
8-12 The circle k
of the form y ¼ , where k is a constant, for example, if
(x  h) 2 þ (y  k) 2 ¼ r 2* U F R C x
8-13 Identifying graphs* F R C 50
y ¼ , then y is inversely proportional to x
x
*STAGE 5.3

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Graphs

n In this chapter you will:

• solve problems involving direct proportion and explore the relationship between graphs and
equations corresponding to simple rate problems
• explore the connection between algebraic and graphical representations of relations such as
simple quadratics, circles and exponentials using digital technology as appropriate
• (STAGE 5.3) describe, interpret and sketch parabolas, hyperbolas, circles and exponential
functions and their transformations
• solve problems involving inverse proportion
• read and interpret conversion graphs
• (STAGE 5.3) read and interpret distance-time (travel) graphs where the speed is variable
• (STAGE 5.3) read and interpret graphs of variables changing at different rates
• graph parabolas of the form y ¼ ax 2 þ c
• (STAGE 5.3) graph parabolas of the form y ¼ a(x  r) 2 from the graph of y ¼ ax 2
• (STAGE 5.3) graph cubic curves of the form y ¼ ax 3 þ c
• (STAGE 5.3) graph higher-power curves of the form y ¼ ax n þ c and a(x  r) n
• (STAGE 5.3) graph hyperbolas of the form y ¼ k
x
• graph exponential curves of the form y ¼ a x
• graph circles of the form x 2 þ y 2 ¼ r 2 and (STAGE 5.3) (x  h) 2 þ (y  k) 2 ¼ r 2
• match graphs to their equations

SkillCheck
Worksheet
1 If A ¼ 2x 2  3, find A if:
StartUp assignment 7
a x¼1 b x¼4 c x¼0 d x ¼ 6
MAT10NAWK10048
2 8
If R ¼ , find R if:
u
a u¼2 b u ¼ 16 c u¼5 d u ¼ 2.5
3 If y ¼ 5 x, find y if:
a x¼4 b x¼5 c x¼0 d x ¼ 2

Technology worksheet

Direct proportion 8-01 Direct proportion

MAT10NACT10004
Two variables are directly proportional to each other if one variable is a constant multiple of the
other; when one variable changes, the other one changes by the same factor.

Summary
If y is directly proportional to x, then y ¼ kx, where k is a constant (number) called the
constant of proportionality or constant of variation.

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• A direct linear relationship exists between x and y
• If x increases (or decreases), y increases (or decreases)
• If x is doubled (or halved), y is doubled (or halved)
• Another way of saying ‘y is directly proportional to x’ is y varies directly with x’
• The graph of direct proportion is a straight line going through (0, 0) with gradient k

Example 1
The distance (d) in metres
travelled by a car is directly
proportional to the number
of rotations (r) of its tyres.
After 540 rotations, a distance
of 950 m is travelled.

Getty Images/John Borthwick

a What distance (correct to
the nearest metre) will
be travelled after
800 rotations?
b How many full rotations
will be needed to cover
360 km?

Solution
a d is directly proportional to r
[ d ¼ kr
To find k, substitute the information given for r and d.
When r ¼ 540, d ¼ 950:
950 ¼ k3540
950
k ¼
540
¼ 1:759 . . . Do not round the value of k.
[ d ¼ 1.759 … 3 r
When r ¼ 800,
d ¼ 1:759 . . . 3800
¼ 1407:4074 . . .
 1407 m
After 800 rotations, the distance travelled will be 1407 m.
b When d ¼ 360 km ¼ 360 000 m,
360 000 ¼ 1:759 . . . 3 r
360 000
r¼
1:759:::
¼ 204 631:578 . . .
 204 631 rotations Rounding down for full rotations.
For a distance of 360 km, there will be 204 631 rotations.

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Graphs

Summary

To solve a direct proportion problem:

1 identify the two variables (say x and y) and form a proportion equation, y ¼ kx
2 substitute values for x and y to find k, the constant of proportionality
3 rewrite y ¼ kx using the value of k
4 substitute a value for x or y into y ¼ kx to solve the problem.

Exercise 8-01 Direct proportion

See Example 1 1 The distance, D, travelled by Craig, a marathon runner, varies directly with time, T.
Time, T (min) Distance, D (m)
1 190
2 380
3 570

a Write a variation equation for D.

b How far in kilometres will Craig run in:
i 20 minutes? ii 45 minutes?
c How long would it take Craig to run 12.35 kilometres? Answer in hours and minutes.
2 Mehta’s earnings for working a shift at the local nursery are directly proportional to the
number of hours she works. Yesterday, she earned $222.70 for working an 8.5 hour shift.
a If Mehta’s earnings are represented by E and the number of hours worked is represented
by h, write an equation for E.
b How much will she earn for working a 7-hour shift?
c How many hours did she work today if she earned $144.10 for the shift?
3 The amount of interest, I, earned for one year on an investment account varies directly with
the size of the deposit, D.
a If Caterina earns $16 interest on an investment of $425, find the variation equation for I.
b Hence, how much will she earn on an investment of $900?
c If Caterina’s uncle doubles the size of her investment in b, how much will she earn in
interest?
4 S varies directly with t. If when t ¼ 14, S ¼ 106.4, what is the value of S when t ¼ 0.3?
Select the correct answer A, B, C or D.
A 2.28 B 27.72 C 36.12 D 446.88
5 Find the linear formula for b in terms of a for this table of values.
a 4 8 12 16 20
b 10 20 30 40 50

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6 The graph on the right shows that the cost of hamburgers
purchased from the local takeaway store depends 40
directly on the number of burgers purchased. 35
a Copy the table below and use the graph above
30
to complete it.
25
No. of burgers, h Cost, c ($)

Cost, $c
1 20
2
15
3
10
b Find the variation equation to represent the
relationship between the cost ($c) and the 5
number of burgers (h).
c If Kim buys 6 hamburgers, what is the total cost of 1 2 3 4 5
the hamburgers? No. of burgers, h
d The total cost of one order of hamburgers is $82.50. How many hamburgers were ordered?
e Find the gradient of the line. How is it related to the constant of variation?
7 K varies directly with L. If L ¼ 9.5 when K ¼ 1045, what is the value of K when L ¼ 1.65?
Select A, B, C or D.
A 0.015 B 93.7 C 181.5 D 1708.575
8 A linear relationship exists between the mass of a car (m kg) and its fuel consumption rate
(F L/100 km).
a Find the variation equation for F if a 1000 kg car uses fuel at a rate of 6 L/100 km.
b Find the fuel consumption of a 2500 kg car.
9 For an object that is cooling, the drop in temperature varies directly with time. If the
temperature drops 8°C in 5 minutes, how long would it take to drop 10°C? Select the correct
answer A, B, C or D.
A 6.25 min B 7 min C 12.8 min D 16 min
10 The weight of an astronaut on Mars is proportional to his weight on Earth. A 72 kg astronaut
weighs 27.4 kg on Mars.
a Calculate how much a 60 kg astronaut weighs on Mars, correct to 1 decimal place.
b If an astronaut weighs 32 kg on Mars, calculate his weight on Earth, correct to 1 decimal place.

8-02 Inverse proportion NSW

Worksheet
Two variables are inversely proportional to each other if,
Direct and inverse
when one variable increases, the other proportion
Speed (s km/h) Time (t min)
one decreases by the same factor.
50 120 MAT10NAWK10049
The table below shows the different speeds
60 100
of a car (s km/h), and the time it takes to travel
100 km (t min). As the speed increases, 80 75
the time taken decreases. 100 60

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Graphs

Summary
k
If y is inversely proportional to x, then y ¼ ; where k is a constant (number) called the
x
constant of proportionality or constant of variation.

• If x increases, y decreases (‘inverse’ means ‘opposite’)

• If x decreases, y increases
• If x is doubled, y is halved
• If x is halved, y is doubled
• Another way of saying ‘y is inversely proportional to x’ is ‘y varies inversely with x’

Example 2
The time (t) in minutes taken by a car to travel 100 km is inversely proportional to the
speed (s km/h) of the car, as shown in the table on the previous page. At 50 km/h,
the time taken is 120 minutes.
a Find the inverse variation equation for t.
b How long did the car take to travel 100 km at:
i 40 km/h? ii 110 km/h?
c Find the car’s speed if it took 45 minutes to travel 100 km.

Solution
a t is inversely proportional to s.
k
)t¼
s
To find k, substitute the information given for s and t.
When s ¼ 50, t ¼ 120:
k
120 ¼
50
k ¼ 120350
¼ 6000
) t ¼ 6000
s
b i When s ¼ 40, t ¼ 6000 ¼ 150 min
40
At 40 km/h, the trip takes 150 min (or 2 h 30 min).
ii When s ¼ 110,
6000
t¼
110
¼ 54:5454 . . .
 55 min
At 110 km/h, the trip takes 55 min.

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c When t ¼ 45,
6000
45 ¼
s
45s ¼ 6000
6000
s¼
45
¼ 133 13 km=h
For a travel time of 45 min, the speed must be 13313 km/h.

Summary

To solve inverse proportion problem:

1 Identify the two variables (say x and y) and form a proportion equation, y ¼ k
x
2 Substitute values for x and y to find k, the constant of proportionality
3 Rewrite y ¼ k using the value of k
x
4 Substitute a value for x or y into y ¼ k to solve the problem.
x

Example 3
The temperature, T (in degrees Celsius), of the air is inversely proportional to the height, h
(in metres), above sea level. At 600 m above sea level, the temperature is 8°C.
a What is the temperature at 1000 m above sea level?
b Graph the relationship between temperature and height above sea level.

Solution
a T is inversely proportional to h.
T ¼k
h
Substitute h ¼ 600 and T ¼ 8 to find k.
k
8¼
600
k ¼ 8 3 600
¼ 4800
) T ¼ 4800
h
When h ¼ 1000, T ¼ 4800 ¼ 4:8 C
1000
The temperature at a height of 1000 metres above sea level is 4.8°C.

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Graphs

b Draw a table of values for T ¼ 4800 T °C

h 5
h 1000 2000 3000 4000 5000
4
T 4.8 2.4 1.6 1.2 0.96

Note that as h increases, 2

T decreases.

1000 2000 3000 4000 5000 h (m)

Exercise 8-02 Inverse proportion

See Example 2 1 The time taken, T hours, to travel from Sydney to Melbourne varies inversely with the speed,
s km/h.
a If it takes 11.5 hours at an average speed of 80 km/h, find the variation equation for T.
b If the average speed is increased to 90 km/h, how long will the journey take? Answer in
hours and minutes.
c Find the average speed needed to complete the trip in 10 hours.
2 The rate of vibration of a string varies inversely
as its length. A string that is 8 cm long vibrates
at 9375 Hz (hertz). What length of string

Shutterstock.com/Vereshchagin Dmitry
will vibrate at 6250 Hz? Select the correct
answer A, B, C or D.
A 5 cm B 7 cm C 12 cm D 73 cm
See Example 3 3 The temperature, T (in degrees Celsius), of the air varies
inversely with the height, h (in metres), above sea level.
At 150 m above sea level, the temperature is 30°C.
a What is the temperature at:
i 300 m above sea level? ii 2500 m above sea level?
b What is the height above sea level when the temperature is:
i 8°C? ii 22.5°C?
c Graph the relationship between temperature and height above sea level. Use T on the
vertical axis and h on the horizontal axis with h ¼ 0, 500, 1000, 1500, …, 3000.
4 The number of people who attend a concert varies inversely with the amount of space
allocated to each person. If 80 cm 2 is allowed per person, the ground can hold 3400 people.
How many people could attend the concert if only 60 cm 2 was allocated per person?

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5 Which equation represents the table of values shown below? Select A, B, C or D.
x 2 5 8 10
y 2.5 1 0.625 0.5

A y ¼ 10 B y¼5 C y ¼ 2:5 D y¼1

x x x x
6 K is inversely proportional to L. If L ¼ 2 when K ¼ 7, find K when L ¼ 15.
7 Paul believes that at a train station, the number of people waiting on the platform is inversely
proportional to the time until the next train arrives. According to his model, when there are
16 people waiting, the train will arrive in 2.5 minutes.

Fairfax Syndication/Janie Barrett

a When will the train arrive if there are 5 people waiting?
b How many people are waiting at the station 10 minutes before the train arrives?
8 Each graph below shows an inverse relationship between a and b. Find each variation equation.
a b b b
8 40
35
6 30
25
4 20
15
2 10
5

2 4 a 5 10 15 20 25 a

9 The frequency, F beats per second, that a bird beats its wings varies inversely as the length, L cm,
of its wings. A bird with wings of length 14 cm beats them at a frequency of 8 beats per second.
a Find the variation equation for F in terms of L.
b Calculate, to the nearest whole number, the wingbeat frequency for wings of length 18 cm.
c A bird beats its wings with a frequency of 4.5 beats per second. What is the length of its
wings, correct to the nearest centimetre?
10 For a certain equation, y varies inversely with x.
a Given x ¼ 0.2 when y ¼ 10, find y when x ¼ 32. b Find x when y ¼ 1.6.
11 The amount of time it takes Sarah to move house is inversely proportional to the number of
friends she has to help her. When she has 4 friends helping, the job takes 3 34 hours.
a How long will it take if she has 6 friends helping?
b How many friends must she have to help her to move house in 3 hours?

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NSW 8-03 Conversion graphs

Worksheet
A conversion graph is used to convert from one unit to another, for example miles to kilometres, or
Currency conversion
graph Australian dollars to US dollars. It usually contains one straight line that begins at the origin (0, 0).
MAT10NAWK10050
Example 4
Exchange rates change daily but suppose that Australlian Dollars to UK Pounds Sterling
the exchange rate between the Australian
dollar and the UK pound sterling is 70
$A1 ¼ £0.653, then $A100 ¼ £65.30 sterling.
These values are used to draw this 60
conversion graph.
50

UK Pounds Sterling
Use the graph to convert:
a $A50 to pounds 40
b £10 to Australian dollars.
30
Solution
20
Reading from the graph:
10
a $A50  £33
b £10  $A15 0
0 20 40 60 80 100
Australian dollars ($)

Exercise 8-03 Conversion graphs

See Example 4 1 Use the graph in Example 4 to answer the following questions.
a Convert to pounds:
i $A40 ii $A88
b Convert to Australian dollars:
i £18 ii £60
c In June 2008, $A1 ¼ £0.49.
i How much less was $A40 worth in UK pounds sterling in 2008 than it is using this more
recent conversion graph?
ii How much more money was £60 worth in Australian dollars for visiting tourists, than it
is using this more recent conversion graph?

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2 The furlong is an imperial measure once used to measure Convert distance in
length. This conversion graph shows distances in furlongs furlongs to kilometres

converted to kilometres.
a Convert to kilometres: 50

i 10 furlongs 40

Distance in kilometres
ii 100 furlongs
iii 170 furlongs 30
b Convert to furlongs:
20
i 10 km ii 25 km iii 36 km
c Use an answer from part a to convert 10
300 furlongs to kilometres.
d Use an answer from part b to convert 0
0 50 100 150 200
100 kilometres to furlongs.
Distance in furlongs

3 The graph on the right shows the exchange Exchange rate,

Australian $ to Japanese yen
rate to convert Australian dollars to
90 000
Japanese yen (¥).
a Convert to Japanese yen: 80 000

i $A200 70 000
ii $A800
60 000
Japanese yen

iii $A1000
b Convert to Australian dollars: 50 000

i ¥20 000 40 000

ii ¥60 000 30 000
iii ¥72 000
20 000

10 000

0
0 200 400 600 800 1000
Australian dollars ($)

4 The graph on the right shows the temperature Degrees Fahrenheit to degrees Celsius
conversion from degrees Fahrenheit to
50
degrees Celsius. Convert:
a 0°F to °C
Celsius (°C)

b 50°F to °C
c 80°F to °C 0
–50 50 100
d 0°C to °F
e 10°C to °F
–50
f 30°C to °F
Fahrenheit (°F)

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5 This conversion graph is used to convert acres Converting acres to hectares

to hectares. The acre is an Imperial measure of
land area while the hectare (ha) is the metric 6
measure.
5
a Use the graph to convert 12 acres to hectares.

Hectares
b A garden has an area of 5 acres. 4
What is this area in hectares?
3
c Use the graph to convert 4.4 hectares to acres.
d Mr Ferguson has a property with an area of 2
5 hectares. How big is this in acres?
1
e A rectangular playing field measures 250 m
by 128 m. 0
i What is the area of the field in square metres? 2 4 6 8 10 12 14
Acres
ii What is the area of the field in hectares?
iii What is the area of the field in acres?
6 This graph is used to convert Australian dollars Conversion of Australian dollars to pesos
(AUD) to Philippine pesos (P ). 600

a Change into Philippine pesos. 500

Philippine peso (P)

i $15 ii $50 iii $88 400

b Change 
P500 to AUD. 300
c How many Australian dollars would you
200
receive for 
P 200?
d Calculate the number of Philippine pesos 100
you should get for $120. 0
2 4 6 8 10 12 14
$Australian (AUD)

Stage 5.3

NSW
8-04 Distancetime graphs
The distance travelled by a moving object can be shown on a distancetime graph, also called a
travel graph.

Example 5
This distancetime graph shows the journey of a Journey of a cyclist
cyclist on a training ride.
Distance (km)

60 C D
a What was the total distance covered? 40
b The cyclist’s speed increases at B, after the
20 B
first hour. How is this shown by the graph? A E
0
c Calculate the speed of the cyclist from: 1 2 3 4 5 6
Time (h)
i B to C ii D to E
What do you notice?
d When was the cyclist stationary?
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Solution Stage 5.3

a The cyclist travelled 50 km, then returned

to the starting point, so the total distance
covered was 100 km.
b The graph becomes steeper after B.

c Speed ¼ distance travelled or the gradient of the interval

time taken
on the graph
40
i Speed from B to C ¼ Journey of a cyclist
2

Distance (km)
¼ 20 km/h 60 C D
50 40
ii Speed from D to E ¼ 1 40
20 B 50 1
22 A 2 22
0 E
¼ 20 km/h 1 2 3 4 5 6
The speeds were the same. Time (h)
d The cyclist was stationary (not moving)
where the travel graph was flat, that is,
between 3 and 4 hours (CD on the graph).

• The gradient of the line shows the speed of the object.

• The steeper the graph, the greater the speed.
• If the gradient of the line is positive, the object is moving away from a fixed point.
• If the gradient of the line is negative, the object is moving back towards the fixed point.

Distancetime graphs with variable speed

Example 5 showed a distancetime graph with straight lines, indicating that the speed of the
object did not change much. However real-life situations are more complex and involve variable
speed or a rate of change that is not constant. In these cases, the graph will be curved.

Example 6
Describe the journey represented by each distancetime graph.
a d b d c d

t t t

Solution
a The person starts the journey slowly (at A, the d
graph is not very steep), then increases his speed C
to a maximum (at B, the graph is the steepest),
then slows down and stops (at C, graph becomes B
horizontal).
A
t

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Graphs

Stage 5.3 b The person going home starts the journey at high d
speed (at A, the graph is very steep) before A
B
slowing down and stopping briefly (at B, the
graph is flat). The person then speeds up again
C
(at C, the graph becomes very steep) before
slowing down again and arriving home (at D). D
t
c The person starts the journey slowly, then speeds d
up (at A) before reaching a constant speed (at B,
the graph is a straight line) and continuing on the
journey. B

A
t

Example 7
Draw distancetime graphs to represent each situation described.
a Kobi was running quickly but then his speed decreased until he stopped.
b Susanna was running home at a constant speed for 2 minutes, before slowing down and
stopping 100 m from home after a further 1 minute.

Solution
a Kobi’s speed is gradually decreasing, so the d
steepness (or gradient) of the graph must be steep
at first, then decreasing.

t
b The graph should be a decreasing straight line
(at A) for 2 minutes, indicating a constant speed.
A
Then for one minute (at BC), the gradient of the
d (m)

graph should gradually decrease, until becoming B C

flat (at C) to show when Susanna stops, 100 m 100
from home.
1 2 3 4
t (min)

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Stage 5.3
Exercise 8-04 Distancetime graphs
1 This graph shows a cyclist’s journey on a training ride. Cyclist’s training ride See Example 5
a Describe the journey of the cyclist, giving the speeds D E

Distance (km)
30
at each stage. B
20
b Do any intervals of the graph indicate that the cyclist C
is travelling at the same speed? Give reasons. 10
0 A F
c The gradient of the interval EF is 30 but the speed
1 2 3 4 5
at this stage is 30 km/h. What does the negative Time (h)
gradient indicate?
2 Kate and Colleen are downhill skiers. Here is the
Skiing down a mountain
distancetime graph for their 1200 m trip down
1200
the mountain.
Distance (km) 1000
a What was the speed of each skier? te
800 Ka
n
b Who reached the base of the mountain llee
600 Co
first and how many minutes did it take her?
400
c How many minutes later did the second
200
skier arrive?
0
d How far had Colleen gone after 6 minutes? 1 2 3 4 5 6 7 8 9 10
e How far ahead was Kate after 6 minutes? Time (min)

f If Colleen and Kate were skiing down

the mountain, why do the graphs go up?
3 Describe the journey represented by each distancetime graph. See Example 6

a d b d c d

t t t
4 Match each statement to the correct part of the d
distancetime graph.
a the person slows down because he is almost home F
E
b the person is not moving C D
G
c after moving at a constant speed, the person increases his speed
A B
d the person changes direction for the return trip H
Home t
e after stopping, the person increases his speed
f the person gradually slows down

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Stage 5.3 5 Copy and complete this distancetime graph, Damien’s race
using the following information about

Distance (metres)
See Example 7 Damien completing a 100 m race. 120
• Damien covered 5 m at 2 seconds and 100
20 m at 4 seconds as his running speed increased 80
60
• Damien then ran at a constant speed until
40
reaching the 80 m mark at 9 seconds
20
• Damien slowed down over the last 20 m,
completing the 100 m race in 11 seconds 0
2 4 6 8 10 12
• Damien finally stopped after running a further 20 m Time (seconds)
6 Sketch a distancetime graph for each situation described.
a Starting at home and running away from home at a decreasing speed
b Starting at home and running away from home at an increasing speed
c Starting away from home and running home at an increasing speed
d Starting away from home and running home at a decreasing speed
7 Three stories that can be matched to the graphs below are:
I Jade rode her bicycle home II Cameron walked home III Kiet ran home

Home
Distance from shop

A B C

Shop
4:00 4:05 4:10 4:15 4:20 4:25 4:30 4:35 4:40
Time (p.m.)
a Match each story to its correct graph.
b Explain in words why you made each match.
c What could have caused the level section at about 4:25 p.m. in graph C?
d Describe how the speed changes in graph A.
8 Match each description below to its correct graph.
a the speed increases at an increasing rate and then stops
b the speed increases slowly, slows down to a stop, then increases to a constant rate
c the speed increases at an increasing rate, slows down and stops
d the speed starts high, decreases, then stops
e the speed increases to a maximum, then slows down
f the speed increases, then slows down and stops, then begins to increase again before
stopping for an instant before returning to start at a constant speed

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A d B d C d Stage 5.3

t t t
D d E d F d

t t t

Mental skills 8 Maths without calculators

Divisibility tests
A number is divisible by: if:
2 its last digit is 2, 4, 6, 8 or 0
3 the sum of its digits is divisible by 3
4 its last two digits form a number divisible by 4
5 its last digit is 0 or 5
6 it is even and the sum of its digits is divisible by 3
9 the sum of its digits is divisible by 9
10 its last digit is 0

1 Study each example.

a Test whether 748 is divisible by 2, 3 or 4.
• Last digit is 8 (even), [ 748 is divisible by 2
• Sum of digits ¼ 7 þ 4 þ 8 ¼ 19, which is not divisible by 3, [ 748 is not
divisible by 3
• 48 is divisible by 4, [ 748 is divisible by 4 (748 4 4 ¼ 187)
b Test whether 261 is divisible by 5 or 9.
• Last digit is 1, not 0 or 5, [ 261 is not divisible by 5
• 2 þ 6 þ 1 ¼ 9, which is divisible by 9, [ 261 is divisible by 9. (261 4 9 ¼ 29).
c Test whether 570 is divisible by 4, 6 or 10.
• 70 is not divisible by 4, [ 570 is not divisible by 4
• 570 is even and 5 þ 7 þ 0 ¼ 12, which is divisible by 3, [570 is divisible by
6 (570 4 6 ¼ 95)
• Last digit is 0, [ 570 is divisible by 10 (570 4 10 ¼ 57)
2 Test whether each number is divisible by 2, 3, 5 or 6.
a 250 b 189 c 78 d 465 e 1024 f 840 g 715 h 627
3 Test whether each number is divisible by 4, 9 or 10.
a 144 b 280 c 522 d 4170 e 936 f 726 g 342 h 5580

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Graphs

Stage 5.3

NSW
8-05 Graphs of change
Example 8
This graph shows the noise level of a classroom
during a lesson. Describe what may have
happened in the classroom during the lesson.

Noise level
Worksheet Solution
Graphs of change • The noise level increased as the students
MAT10NAWK10213 entered the classroom.
• The noise level became low as the students Time
settled down to work.
• There may have been a classroom discussion (the noise level increased) and then the class
settled down again.
• The noise level increased towards the end of the lesson as students became restless.
• The period ended and the noise level decreased after the students left the classroom.

Example 9
Water is poured into the container shown at a
constant rate. Draw a graph to show the height of
water rising in the container over time.

Solution
• The container is wider at B than at A,
so the rate of increase in the water
level will slow down. D
C
• As the container narrows at C, the water
B
level will increase faster (the graph
becomes steeper). A
• The container is cylindrical at D, so the
water level will rise at a constant rate
(the graph is a straight line).
Height

D
A B
C
Time

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Example 10 Stage 5.3

A bowl of hot soup sits on the kitchen bench cooling. At first it loses heat quickly but, as time
passes, it loses heat more slowly until it is at room temperature. Which of the graphs below
best illustrates this?
A B C D
Temperature

Temperature

Temperature

Temperature
Time Time Time Time

Solution
The correct graph is B. The temperature decreases rapidly initially (steep graph), but then this
rate of decrease slows (graph becoming flatter, the temperature decreases at a decreasing rate).
A is incorrect, because it shows the temperature decreasing, then increasing.
C is incorrect because it shows the temperature decreasing slowly initially (flat graph), then
decreasing quickly to zero (steep graph, decreasing at an increasing rate).
D is incorrect because it shows the temperature decreasing slowly initially (flat graph), then
quickly, then slowly again.

Exercise 8-05 Graphs of change

1 Describe what may be happening as represented in each graph. See Example 8

a b
Height of tide
Temperature

Time (days) Time

c d
Volume of petrol

Height (cm)

Distance Age (years)

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Graphs

Stage 5.3 2 For each container, select the graph that best describes the height of the water as it is poured
at a constant rate into the given container.
See Example 9
a A B C

Height

Height

Height
Time Time Time

b A B C
Height

Height

Height
Time Time Time

c A B C
Height

Height

Height
Time Time Time

d A B C
Height

Height

Height
Time Time Time

e A B C
Height

Height

Height

Time Time Time

3 Draw a graph that models each situation described. Use the variables given in brackets.
a The water level in a pool with people swimming in it on a hot summer day. (heighttime)
b The height of a girl above the ground as she climbs up the ladder of a slide, sits and then
slides down. (heighttime)
c The distance from a shop of a person walking at a steady speed up and down the street past
that shop. (distancetime)

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4 Match each story to one of the graphs below. (The variables are given in brackets.) Stage 5.3
a People were purchasing from the drink-vending machine until it broke down. (number of
cans in machine, time) See Example 10
b The tank was half full of water all day. (depth of water, time)
c The cost of a mobile phone call is charged at a constant rate. (rate, time)
d Jo was watching a movie DVD but stopped to take a phone call halfway through. (amount
of movie seen, time)
e Interest rates rise rapidly at a constant rate, then steadily fall at a constant rate and stay at a
constant low. (rate, time)
f A taxi fare includes the hire charge plus a constant amount per kilometre. (cost, kilometres
travelled)
g The car is consuming petrol at a steady rate until it runs out of fuel. (litres in tank, time)
h Dean jogs at a steady rate, then stops and rests. (distance travelled, time)
i Jordan jogs at a steady rate, then walks home. (distance travelled, time)

i ii iii

iv v vi

v ii v iii ix

5 For each description, select the graph that best describes the situation. Select the correct
answer A, B or C.
a the speed of a bus that stops three times
A B C
Speed

Speed

Speed

Distance Distance Distance

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Graphs

Stage 5.3 b the speed of a car as it goes around a sharp corner

A B C

Speed

Speed

Speed
Time Time Time
c the speed of a runner going up a steep hill from a standing start
A B C
Speed

Speed

Speed
Distance Distance Distance
d the height reached by a person jumping on a trampoline
A B C
Height

Height

Height
Time Time Time

6 The five containers below are filled at a constant rate. Match a graph to each container,
showing the water height against time.
a b c d e

A H B H C H D H

T T T T

E H F H G H H H

T T T T

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7 The graphs below describe the temperature change of an object over time. Match each Stage 5.3
description to its correct graph.
a The temperature increases at a constant rate.
b The temperature decreases at a constant rate.
c The temperature increases at an increasing rate.
d The temperature decreases at a decreasing rate.
e The temperature increases at a decreasing rate.
f The temperature decreases at an increasing rate.

A B C

D E F

8 Select the speedtime graph that best describes:

a a car accelerating until it reaches a constant speed
b a car stopped at traffic lights
c a bus travelling at a constant speed before stopping for passengers
d a car travelling at a constant speed
e a train slowing down at a constant rate until it stops
f a rocket launched into space

A B C
Speed

Speed

Speed

Time Time Time

D E F
Speed

Speed

Speed

Time Time Time

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Graphs

Worksheet 2
Graphing parabolas 8-06 The parabola y ¼ ax þ c
MAT10NAWK10051
An equation in which the highest power of the variable is 2 is called a quadratic equation, for
Technology worksheet
example, y ¼ 2x 2  5, y ¼ x 2 þ 7x þ 12 and y ¼ 5x 2. The graph of a quadratic equation is a
Graphing non-linear
smooth U-shaped curve called a parabola (pronounced ‘pa-rab-o-la’).
equations

MAT10NACT10005

Technology worksheet
The graph of y ¼ ax 2
Excel worksheet: For the graph of a quadratic equation in the form y ¼ ax 2, where a is a constant (number), the
Investigating size of a (the coefficient of x 2) affects whether the parabola is ‘wide’ or ‘narrow’.
parabolas 1
As the size of a increases, the parabola becomes ‘narrower’ and as the size of a decreases, the
MAT10NACT00010 parabola ‘widens’. If a is negative, then the parabola is concave down.
Technology worksheet
y = 4x
y = 2x

Excel spreadsheet: y
y=x

Investigating
2

10
2

parabolas 1
1 9
y = – x2
MAT10NACT00040 2
8
1
y = – x2 7
4
6 Concave up (looks like a smile )
1 5 Minimum value of the parabola is 0
y = – x2
9 4
3
2
1
0 x
–6 –5 –4 –3 –2 –1 1 2 3 4 5 6
–1

y
1

–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6
–1
–2
–3
–4 Concave down (looks like a frown )
1
–5 y = – – x2 Maximum value of the parabola is 0
9
–6
–7 1
y = – – x2
–8 4
1
–9 y = – – x2
2
y = –x 2

–10
y = –2 2

x
y = –4x

2
x

• The axis of symmetry, called the axis of the parabola, is the y-axis
• The vertex or turning point is (0, 0)

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The graph of y ¼ ax 2 þ c
For the graph of a quadratic equation in the form y ¼ ax 2 þ c, where a and c are constants, the effect of
c is to move the parabola y ¼ ax 2 up or down from the origin. Also, c is the y-intercept of the parabola.

Example 11
Graph each set of quadratic equations, showing the vertex of each parabola.
a y ¼ x 2, y ¼ x 2  4, y ¼ x 2 þ 2 b y ¼ x 2, y ¼ x 2  4, y ¼ x 2 þ 5

Solution
a First draw the graph of y ¼ x 2. Its vertex is at
(0, 0). y y = x2 + 2
The graph of y ¼ x 2  4 is identical to that
7 y = x2
6
of y ¼ x 2, but it is moved 4 units down.
Its vertex is at (0, 4). 5
The graph of y ¼ x 2 þ 2 is identical to that 4
of y ¼ x 2, but it is moved 2 units up. Its vertex 3
is at (0, 2). 2 (0, 2)
1
(0, 0)
–3 –2 –1 0 1 2 3 x
–1
–2
y = x2 − 4
–3
–4 (0, − 4)

b The graph of y ¼ x 2 is the graph of y ¼ x 2 y

(0, 5)
reflected across the x-axis. Its vertex is at (0, 0) 5
as well. 4 y = –x 2 + 5
The graph of y ¼ x 2  4 is identical to that 3
of y ¼ x 2, but it is moved 4 units down. 2
Its vertex is at (0, 4). 1
(0, 0)
The graph of y ¼ x 2 þ 5 is identical to that
of y ¼ x 2, but it is moved 5 units up. –3 –2 –1 0 1 2 3 x
–1
Its vertex is at (0, 5). –2
–3
–4 (0, –4)
–5
–6
–7 y = −x2

y = −x2 − 4

Note:
• In part a, all parabolas are concave up, because of the positive coefficient of x 2
• In part b, all parabolas are concave down, because of the negative coefficient of x 2
• For y ¼ ax 2 þ c, the y-intercept of the parabola is c

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Graphs

Example 12
For the graph of each given quadratic equation, state:
i whether the parabola is wider or narrower than the graph of y ¼ x 2
ii whether the parabola has moved up or down when compared to the graph of y ¼ x 2
iii the y-intercept.
a y ¼ 3x 2  1 b y ¼ 1 x2 þ 2
3
Solution
a i The coefficient of x 2 is 3, while the coefficient of x 2 in y ¼ x 2 is 1.
[ The parabola will be narrower than y ¼ x 2.
ii The constant term is 1.
[ The parabola has moved down.
iii The y-intercept is 1.
b i The coefficient of x 2 is 1 .
3
[ The parabola will be wider than y ¼ x 2.
ii The constant term is 2.
[ The parabola has moved up.
iii The y-intercept is 2.

Example 13
A parabola has the equation y ¼ 3x 2  1. Find the x-coordinate of the point on the parabola
that has a y-coordinate of 191.

Solution
Substitute y ¼ 191 into y ¼ 3x 2  1

191 ¼ 3x2  1
192 ¼ 3x2
3x2 ¼ 192
192
x2 ¼
3
¼ 64
pffiffiffiffiffi
x ¼  64
¼ 8

This means there are two points on the parabola with a y-coordinate of 191, they are (8, 191)
and (8, 191).

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Exercise 8-06 The parabola y ¼ ax 2 þ c
Some of this exercise may also be completed using a graphics calculator or graphing software.
1 a Graph each quadratic equation, showing the vertex of each parabola. See Example 11
2 2 2 2 2
y¼x y ¼ x y¼x þ2 y ¼ 2x y ¼ x 1
b State which graphs you have drawn in part a:
i are concave up ii are concave down iii have a turning point at (0, 0)
2 Which statement is false about this parabola? y
4
Select A, B, C or D.
2
A Its axis of symmetry is the x-axis.
B It is concave down. –3 –2 –1 1 2 3
x
–2
C Its vertex is (0, 1).
–4
D It has a maximum value.
–6
–8
–10 y = –x2 + 1

3 Match each graph with its correct quadratic equation.

a y b y c y
8

0 x 0 x 0 x

(0, –12)

d y e y f y
(0, 12)
0 x
–8
0 x 0 x

–8

g y h y i y

0.5
x (0, 12) 0 x
0

0 x

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Graphs

j y k y l y
0 x

0.5 8 (0, –12)

0 x
0 x

A y ¼ x2 B y ¼ x 2 C y ¼ x2  8 D y ¼ 12  x 2
1 1
E y ¼ þ x2 F y ¼ 8  x2 G y ¼ 8 þ x2 H y ¼ x2 þ
2 2
I y ¼ x 2  12 J y ¼ 12  x 2
K y ¼ x  8 2
L y ¼ x 2 þ 12
4 Find the equation of each of the following parabolas in the form y ¼ x 2 þ c or y ¼ x 2 þ c
(where c is a constant), given:
a vertex (0, 0), concave down b concave up, turning point (0, 0)
c axis of symmetry x ¼ 0, maximum y ¼ 1 d concave down, maximum y ¼ 9
4
1
e turning point (0, ), concave down f axis of symmetry y-axis, minimum y ¼ 9
2
2
5 a Graph y ¼ 2x þ 1 after copying and completing this table. x 2 1 0 1 2
b State the turning point (vertex). y
c Is the parabola concave up or concave down?
d What is its minimum value?
6 a Graph y ¼ 3x 2 þ 2 after copying and completing this table. x 2 1 0 1 2
b Find the vertex. y
c Write the equation of its axis of symmetry.
d Find its maximum value.
7 Which statement is false about the graph of y ¼ 4x 21? Select A, B, C or D.
A Its axis of symmetry is y ¼ 0. B It is concave up.
C The vertex is (0, 1). D It has a minimum value of y ¼ 1.
8 Match each graph with its correct quadratic equation.
a y b y c y
1
(2, 9)
0 x
(2,–1) (–5, 5)

1
0 x 0 x

d y e y f y
0 –1 x
(2, 7)
(–2, 3)

(–2, –9)
1 0 –1 x
0 x

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g y h y i y
(5, 125) 1 0 x
0 x
(5, –5)

(–2, –7)
0 x

j y k y l y
0 –1 x 0 x
(–2, –3)
(2, 1)
0 x
–1
(–5, –125)

A y ¼ 5x 2 B y ¼ 2x 2 þ 1 C y ¼ 1 x2  1 D y ¼ 1 x2
2 5
1 1
E y ¼ 2x 2  1 F y ¼ 5x 2 G y ¼  x2 þ 1 H y ¼  x2
2 5
I y ¼ 2x 2  1 J y ¼ 1 x2 þ 1 K y ¼ 2x 2 þ 1 L y ¼ 1 x2  1
2 2
9 For the graph of each given quadratic equation, state: See Example 12
i whether the parabola is wider or narrower than the graph of y ¼ x 2
ii whether the parabola has moved up or down when compared to the graph of y ¼ x 2
iii the y-intercept.
1
a y ¼ 2x 2 þ 3 b y ¼ x2 þ 1 c y ¼ 6x 2  5 d y ¼ 0.2x 2  12
2
10 A parabola has the equation y ¼ x 2  5. Find the x-coordinates of the points on the parabola See Example 13
that have a y-coordinate of:
a 11 b 116.
11 A stone is dropped from a cliff and its height (h metres) at any time (t seconds) is given by
h ¼ 80  4.9t 2.
a Draw a graph of the equation for values of t from 0 to 5.
b What is the height of the cliff?
c What is the height of the stone after 3 seconds?
d When will the stone hit the ground?
e How long after it is dropped is the stone 5 metres above the ground? Answer correct to 2
decimal places.
12 A parabola has the equation y ¼ 2x 2 þ 3. Find the x-coordinates of the points on the parabola
that have a y-coordinate of:
a 165 b 396.

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Graphs

Just for the record Parabolas in architecture

There are many examples of parabolas in architecture and engineering.
The Notre Dame Cathedral in Paris, France is almost 900 years old and has flying buttresses
on the outside that have the shape of parabolas.

Alamy/Stephen Bay
Bridges also often use parabolic curves in their construction. One modern application is the
cables used in the suspension of the Golden Gate Bridge in San Francisco.
Find 2 different uses of parabolas in real-life constructions and create a presentation with
pictures.

Technology Graphing y ¼ a(x  r) 2

In this activity, we will use graphing software such as GeoGebra or Fx-Graph to compare the
shapes of parabolas of the form y ¼ a(x  r) 2.
2 2 2 2
1 a Use the software to graph the parabolas y ¼ (x  1) , y ¼ (x  2) , y ¼ (x þ 2) , y ¼ (x þ 3) .
b Compare and contrast the parabolas. What is the same and what is different?
c Are the parabolas concave up or down?
d Do they have a common vertex?
e What are their axes of symmetry?
f Given that these parabolas are of the form y ¼ (x  r) 2, what does r represent?
2 2 1 2
2 a Use the software to graph the parabolas y ¼ 3(x  2) , y ¼ (x  4) , y ¼ ðx þ 3Þ ,
2 2
y ¼ 0.1(x þ 1) .
b Compare and contrast the parabolas. What is the same and what is different?
c Which parabola is the widest? Which parabola is the narrowest?
d Which parabolas are concave up and concave down? Why?
e What is the vertex of each parabola?
f Given that these parabolas are of the form y ¼ a(x  r) 2, what does r represent?
g What is the effect of the size of a on the shape of the parabola?

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2 Stage 5.3
8-07 The parabola y ¼ a(x  r) NSW

Worksheet
Summary Matching parabolas

The graph of y ¼ a(x  r) 2 is a parabola with a vertex at (r, 0). MAT10NAWK10214

The graph of y ¼ a(x  r) 2 is the graph of y ¼ ax 2 translated r units to the right Worksheet
(or left if r is negative) Matching parabolas
with their equations

MAT10NAWK00016
Example 14
Technology worksheet

Graph each parabola, clearly showing the vertex and y-intercept. Excel worksheet:
Investigating
a y ¼ (x  1) 2 b y ¼ (x þ 2) 2 c y ¼ 2(x þ 1) 2 parabolas 2

MAT10NACT00012
Solution
Technology worksheet
a y ¼ (x  1) 2 y y = (x – 1)2
5 Excel spreadsheet:
This parabola is the graph of y ¼ x 2 4 Investigating
translated 1 unit to the right, with a 3
parabolas 2
vertex at (1, 0). 2 MAT10NACT00042
Substitute x ¼ 0 for the y-intercept: 1
y ¼ ð0  1Þ2 ¼ ð1Þ2 ¼ 1
0 (1, 0) x
–4 –2 2 4
–1
–2

b y ¼ (x þ 2) 2 y
This parabola is the graph of y ¼ x 2 2
translated 2 units to the left, with a
1
vertex at (2, 0). (–2, 0)
It is concave down because a is
–1 0 1 x
negative. –5 –4 –3 –2 2
Substituting x ¼ 0 for the y-intercept. –1
y ¼ ð0 þ 2Þ2
–2
¼ 4
y = (x + 2)2 –3

–4

–5

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Graphs

Stage 5.3 c y ¼ 2(x þ 1) 2 y y = 2(x + 1)2

This is y ¼ 2x 2 translated 1 unit to the left, 5
with a vertex at (1, 0). 4
Substituting x ¼ 0 for the y-intercept. 3
y ¼ 2ð0 þ 1Þ2 2
¼2 1
(–1, 0)
–4 –2 0 2 4 x
–1
–2

Exercise 8-07 The parabola y ¼ a(x  r) 2

See Example 14 1 Graph each parabola, clearly showing the vertex and y-intercept.
a y ¼ (x  3) 2 b y ¼ (x  2) 2 c y ¼ (x þ 1) 2
d y ¼ (x  3) 2 e y ¼ (x þ 1) 2 f y ¼ (x  5) 2
g y ¼ 3(x þ 4) 2 h y ¼ 2(x  1) 2 i y ¼  1 ðx þ 6Þ2
4
2 Which statement is true about the parabola y ¼ (x þ 6) 2? Select the correct answer
A, B, C or D.
A Its axis of symmetry is x ¼ 6 B It has a y-intercept at 36
C Its vertex is (6, 0) D It passes through the point (1, 5)
3 Match each equation to its graph below.
a y ¼ (x þ 4) 2 b y ¼ (x  1) 2 c y ¼ (x þ 2) 2 d y ¼ (x  3) 2
e y ¼ (x þ 5) 2 f y ¼ 2(x þ 1) 2 g y ¼ 0.5(x  4) 2 h y ¼ 4(x  1) 2

A y B y C y
20 0 x
–20 –15 –10 –5 5
–5
15 15
–10
10 10
–15
5 5
–20
0 x
–10 –5 5 0 x
–25 –10 –5 5 10
–5

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D y E y F y Stage 5.3
20
–4 –2 0 2 4 6 x
20
15
–2

10 15
–4
10
5
–6
5
0 x –8
–15 –10 –5 5
0 x
–5 5 10 15

G y H y

–10 –5 0 x
5 10 –10 –5 0 5 10 x
–5
–5

–10
–10

–15
–15

–20
–20

Technology Graphing y ¼ ax 3 þ c
Use GeoGebra or other graphing technology to graph the cubic equations y ¼ 0.4x 3, y ¼ x 3 and y ¼ 3x 3.
1 Enter as y¼0.4x^3, y¼x^3 and y¼3x^3.
2 Right-click on each graph, choose Object properties and Colour to select different colours
for each cubic curve.
4

1
0
–3 –2 –1 0 1 2 3
–1

–2

–3

3 What is the effect of a in y ¼ ax 3?

4 Graph y ¼ 2x 3, y ¼ 2x 3  4 and y ¼ 2x 3 þ 1 and compare the curves.
5 Graph y ¼  1 x3 ; y ¼  1 x3  2 and y ¼  1 x3 þ 3 and compare the curves.
2 2 2
6 What is the effect of c in y ¼ ax 3 þ c?

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Graphs

Stage 5.3 3
8-08 The cubic curve y ¼ ax þ c
NSW
An equation in which the highest power of the variable is 3 is called a cubic equation, for example,
Worksheet
y ¼ 3x 3, y ¼ x 3 þ 9 and y ¼ x 3 þ 2x 2  5x þ 10. The graph of a cubic equation is called a cubic curve.
Graphing cubics 1

MAT10NAWK10215
The graph of y ¼ ax 3
The graphs of y ¼ x 3 and y ¼ x 3 are shown below.
y y
9 9
8 y=x 3 8
7 y = –x3 7
6 6
5 5
4 4
3 3
2 2
1 1 0
–5–4–3–2–1 0 1 2 3 4 5 x –5–4–3–2–1 1 2 3 4 5 x
–2 –2
–3 –3
–4 –4
–5 –5
–6 –6
–7 –7
–8 –8
–9 –9

Summary

The graph of y ¼ ax 3

• The graph has no axis of symmetry.

• The graph has rotational symmetry of 180° about (0, 0): if you spin the curve upside-
down, it maps onto itself.
• If a is positive, the graph is always increasing except at (0, 0)
• If a is negative, the graph is always decreasing except at (0, 0)
• The size of a (the coefficient of x 3) determines whether the cubic curve is ‘wider’ or
‘narrower’ (when compared to y ¼ x 3).

y y

y = 2x3 y = x3

y = x3
y = 1_ x3
2
0 x 0 x

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The graph of y ¼ ax 3 þ c Stage 5.3

Summary

The graph of y ¼ ax 3 þ c
For the graph of y ¼ ax 3 þ c, where a and c are constants, the effect of c is to move the
cubic curve y ¼ ax 3 up or down from the origin. Also, c is the y-intercept of the cubic curve.

y = x3
y
30

20
y = x3 + 4
10
y = x3 – 7

–4 –2 2 4x
–10

–20

–30

Example 15
Graph the cubic equations y ¼ x 3 þ 1, y ¼ x 3 þ 3 and y ¼ 3x 3  5, showing the
y-intercept of each curve.

Solution
y
y = –x3 + 3 10 y = x3 + 1

y = –3x3 – 5

–4 –2 2 4 x

–5

–10

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Stage 5.3
Exercise 8-08 The cubic curve y ¼ ax 3 þ c
See Example 15 1 Graph each cubic equation.
a y ¼ x3  2 b y ¼ x 3 c y ¼ 2x 3
d y ¼ x3 þ 3 e y ¼ x 3  4 f y ¼ x 3 þ 2
g y ¼ 2x 3  3 h y ¼ 3x 3  2 i y ¼ 12 x3 þ 4
2 Match each cubic curve to its equation below.
a y b y c y
(2, 17)

1 1
1 x x
x 0 0
0
(2, –3) (– 2, –3)

d y e y f y
(2, 15) (–2, 15)

0 x
–1 0 x –1 0 x
( –2, –4)

g y h y i y
(–2, 17)
(2, 3)

–1 0 x –1 0 x
1
0 x
(2, –5)

A y ¼ 2x 3 þ 1 B y ¼ 1 x3  1 C y ¼ 2x 3  1
2
D y ¼ 1 x3 E y ¼  1 x3 þ 1 F y ¼ 2x 3  1
2 2
G y ¼ 1 x3 þ 1 H y ¼ 2x 3 þ 1 I y ¼  1 x3  1
2 2
3 Find the equation of each cubic curve in the form y ¼ ax 3 þ c.
a y b y

(2, 13) (–1, 5)

1 x
x

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Stage 5.3
Technology Graphing y ¼ ax n
1 Using GeoGebra or other graphing software, graph on the same axes y ¼ x 2, y ¼ x 4 and y ¼ x 6.
2 How are the graphs similar? How are the graphs different?
3 Graph on the same axes y ¼ x 3 and y ¼ x 5.
4 How are the graphs similar? How are the graphs different?
5 Describe the differences between the graphs of y ¼ x n when n is even and when n is odd.

n
8-09 The power curves y ¼ ax þ c NSW

Technology worksheet
We have already graphed y ¼ ax 2 þ c and y ¼ ax 3 þ c. Now we will graph equations containing
Excel worksheet:
higher powers of x, of the form y ¼ ax n þ c, where n is a positive integer. Power functions

MAT10NACT00020
n
The graph of y ¼ ax Technology
spreadsheet
The graphs of y ¼ x 2, y ¼ x 4 and y ¼ x 6 are The graphs of y ¼ x 3 and y ¼ x 5 are shown
Excel spreadsheet:
shown below. below. Power functions

MAT10NACT00050
6
y y = x y = x4 y y = x5
y = x2 y = x3

x x

Summary

The graph of y ¼ ax n if n is even

• The graph is like a steeper parabola, symmetrical about the y-axis, with a vertex at (0, 0)
• The graph is concave up if a is positive and concave down if a is negative
• The higher the power (the value of n), the narrower the graph
The graph of y ¼ ax n if n is odd
• The graph is like a steeper cubic curve, with rotational symmetry of 180° about (0, 0)
• The graph has a steep gradient, except around (0, 0) where it is flat.
• The higher the power (the value of n), the narrower the graph

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Stage 5.3 The graph of y ¼ ax n þ c

Summary

The graph of y ¼ ax n þ c
For the graph of y ¼ ax n þ c, where a and c are constants, the effect of c is to move the
curve y ¼ ax n up or down from the origin. Also, c is the y-intercept of the curve.

The graph of y ¼ ax n þ c is obtained from the graph of y ¼ ax n by a vertical transformation.

The graph of y ¼ a(x  r) n

Summary
The graph of y ¼ a(x  r) n is the graph of y ¼ ax n translated r units to the right (or left if r
is negative).

The graph of y ¼ a(x  r) n is obtained from the graph y ¼ ax n by a horizontal transformation.

Example 16
Sketch the graphs of y ¼ 1 x3 and y ¼ 1 ðx þ 3Þ3 on the same axes.
2 2
Solution y

The graph of y ¼ 1 ðx þ 3Þ3 is obtained by moving

2
1
the graph of y ¼ x3 to the left by 3 units. –3 0 x
2

Exercise 8-09 The power curves y ¼ ax n þ c

1 Match each equation to its correct graph.
a y ¼ x2  1 b y ¼ (x  3) 3 c y ¼ 2x 4 þ 2
d y ¼ 1 ðx þ 2Þ3 e y ¼ 2x 5  3 f y ¼ 2x 3 þ 1
3
g y ¼ (x  4) 4 h y ¼ 3x 3 þ 1 i y ¼  1 ðx  3 Þ5
2
A y B y C y

121.5
1

0 x 0 3 x –2 0 x
(1, –1)

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D y E y F y Stage 5.3

1
0 4 x
0 x 0 x
–1

G H I y
y y

2
0 x 0 3 x 0 x
–3 –27

2 Sketch the graphs of each pair of equations. See Example 16

2 2 2 2
a y ¼ x and y ¼ (x  2) b y ¼ 3x and y ¼ 3x þ 1
3 3
c y ¼ x and y ¼ x þ 2 d y ¼ 2x 4 and y ¼ 2(x þ 2) 4
e y ¼ x 4 and y ¼ (x  1) 4 f y ¼ x 5 and y ¼ x 5  2
3 For each pair of equations, explain how the second equation can be graphed using the graph
of the first equation, for example, move left 4 units.
a y ¼ x 5 and y ¼ x 5 þ 4 b y ¼ x 2 and y ¼ (x  5) 2
1 1
c y ¼ 5x 6 and y ¼ 5(x þ 3) 6 d y ¼ x3 and y ¼ 4 þ x3
4 4
e y ¼ x 4 and y ¼ (3  x) 4 f y ¼ x 3 and y ¼ (x þ 2) 3

Investigation: Graphing y ¼ 1
x

1 Copy and complete this table for y ¼ 1 . Explain why no y value exists for x ¼ 0.
x
x  5  4  3  2  1  0.5  0.2  0.1 0 0.1 0.2 0.5 1 2 3 4 5
y

2 Hence graph y ¼ 1 on a number plane.

x
3 There are two parts or ‘branches’ to your graph. In which quadrants of the number plane
are the branches?
4 Use your graph to explain what happens to the y value as x becomes very large.
5 Explain what happens to the y value as x approaches 0.
6 The graph of y ¼ 1 has two axes of symmetry. Draw them on your graph.
x
7 Copy and complete the table from question 1 for y ¼  1.
x
8 Hence graph y ¼  1 on a number plane.
x
9 How does the graph of y ¼  1 compare with that of y ¼ 1 ?
x x

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Stage 5.3

Technology Graphing y ¼ k
x
1 Use GeoGebra or other graphing technology to graph each equation.
1 2 5 10
a y¼ b y¼ c y¼ d y¼
x x x x
2 Compare the graphs from question 1. What happens to the graph of y ¼ k as k increases?
x
2 2
3 Graph y ¼ and y ¼ and compare them.
x x
4 Graph y ¼ 4 and use Trace to complete this table of values.
x
x 1 2 5 10 100 200 1000
y

5 What happens to the y-values when the x-values become very large?
6 For y ¼ 4 use the Trace function to complete this table of values.
x
x 0.0001 0.01 0.1 0.5 1 5
y

7 What happens to the y-values when the x-values become very small and close to zero?

Worksheet
k
Graphing hyperbolas
8-10 The hyperbola y ¼
MAT10NAWK10216
x
k
The graph of y ¼ , where k is a constant, is a curve with two branches called a hyperbola
x
(pronounced ‘hy-perb-o-la’).

k
The graph of y ¼
x
The graphs of y ¼ 1 and y ¼  1 are shown below.
x x
y y
y = 1–x y = − 1–x

0 x 0 x

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Summary Stage 5.3

The graph of y ¼ k
x
• The graph has two separate branches in different quadrants.
• If k is positive, the graph is in the 1st and 3rd quadrants.
• If k is negative, the graph is in the 2nd and 4th quadrants.
• The graph has two axes of symmetry: their equations are y ¼ x and y ¼ x.
• The graph has rotational symmetry of 180° about (0, 0).
• The higher the value of k, the further the hyperbola is from the x- and y-axes.
• As x becomes very large, y gets closer to 0.
• As x becomes closer to 0, y gets very large.
• The graph gets very close to the x- and y-axes but never crosses them. The x- and y-axes
are called asymptotes because the graph approaches them but never touches them.

Example 17
Graph each hyperbola and mark the coordinates of one point on the curve.
a y¼2 b y ¼ 3
x x
Solution
a Let x ¼ 2 Choosing any value of x b Let x ¼ 3
2 3
y¼ y¼
2 3
¼1 ¼ 1
A point on the curve is (2, 1). A point on the curve is (3, 1).
y As k ¼ 3 is negative, the hyperbola
is in the 2nd and 4th quadrants.
y = 2–x
y

(2, 1) y = – 3–x
0 x

0 x
(3, –1)

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Stage 5.3 k k
The graphs of y ¼ þ c and y ¼
x xr
Summary

The graph of y ¼ k þ c
x
For the graph of y ¼ k þ c, where k and c are constants, the effect of c is to move the
x
hyperbola y ¼ k up or down from the origin.
x

The graph of y ¼ k
x r
k k
The graph of y ¼ is the graph of y ¼ translated r units to the right (or left if r is negative).
xr x

Example 18
Graph each hyperbola, find any intercepts and mark the coordinates of one point on the
curve.
a y¼2þ1 b y ¼ 3
x x2
Solution
a Let x ¼ 2 Choosing any value of x
2
y¼ þ1
2
¼2
A point on the curve is (2, 2).
The graph of y ¼ 2 þ 1 is the graph of y ¼ 2
x x
translated up 1 unit. This means that the
horizontal asymptote is now at y ¼ 1.
An x-intercept now occurs when y ¼ 0.
2
0¼ þ1
x
0¼2þx Multiplying both sides by x.
x ¼ 2 y
The x-intercept is 2. y = 2–x + 1

1 (2, 2)

–2 0 x
y = 2–x

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b Let x ¼ 3 Stage 5.3
3
y¼
32
¼ 3
A point on the curve is (3, 3). y

The graph of y ¼ 3 is the graph of y ¼ 3 y= –3

x
x2 x
translated right 2 units. This means that the
vertical asymptote is now at x ¼ 2.
A y-intercept now occurs when x ¼ 0.
3 1 12
y¼ 2 x
02
(3, –3)
3
¼
2
1
¼1
2 –3
The y-intercept is 1 1.
y= x–2
2

Exercise 8-10 The hyperbola y ¼ k

x
2
1 a Copy and complete this table for y ¼ . See Example 17
x
x 3 2 1 0 1 2 3
y
2
b Graph y ¼ , showing the coordinates of one point on the hyperbola.
x
c On your diagram, draw in the axes of symmetry for the hyperbola.
d What are the equations of these axes?
2 Graph each hyperbola and mark the coordinates of one point on the curve.
a y¼4 b y ¼ 2 c y¼3
x x x
3 a The distance from Sydney to Melbourne is close to 1000 km. Copy and complete the
following table that relates time (t hours) and speed (s km/h) for the trip. Round your
answers to the nearest km/h.
1000
s¼
t
t 1 2 3 … 10
s

b Hence graph the equation s ¼ 1000.

t
c Why are the values for t only positive numbers? Explain why t cannot be equal to 0.
d If the time is doubled, is the speed halved? Use the information from your graph to support
your answer.

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Stage 5.3 4 The curve below is a hyperbola of the form y ¼ k . y

x
a Find the value of k.
b Hence state the equation of this hyperbola.

0 x
(–2, –1.5)

See Example 18 5 Graph each hyperbola and mark the coordinates of one point on the curve.

a y¼1þ2 b y ¼ 2  3 c y¼ 2 d y ¼ 3
x x x1 xþ2

6 The curve below is a hyperbola of the form y ¼ k þ c y

x
a Find the values of c and k.
b Hence state the equation of this hyperbola. (–3, 3)
1

0 x

7 Sarah and David want to buy a rectangular block of land that has an area of 800 m 2. There are
several blocks available with this area.
a Copy and complete this table that relates the length L 10 20 30 … 100
(L metres) and width (W metres) of the block of land. W
b What is the formula for W?
c Explain why the length or width cannot be equal to 0 metres.
d Graph the formula for W.
e What happens to the width as the length continues to increase? How is this shown on the
graph?
f What happens to the width as the length approaches 0? How is this shown on the graph?
8 Which equation best represents the graph shown below? y
Select the correct answer A, B, C or D.
A y¼ 2 B y ¼ 1
x3 xþ3

C y¼2þ3 D y ¼ 13 3 x
x x (1, –1)

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Investigation: Graphing y ¼ 2x

This activity can also be completed using a graphics calculator or graphing software.
1 Copy and complete this table of values for y ¼ 2x.
x 3 2 1 0 1 2 3 4
y
2 Graph the points from the table and join them with a smooth curve. The equation y ¼ 2x
is called an exponential equation and its graph is called an exponential curve (exponent
means ‘power’).
3 Graph y ¼ 2x in a similar way.
4 Compare the graphs of y ¼ 2x and y ¼ 2x. Describe any similarities and differences.
5 The y-intercept of any graph with equation y ¼ ax (where a is a positive constant) is
always 1. Explain why.
6 The graph of y ¼ 2x is increasing. Is the graph of y ¼ 2x increasing or decreasing?
Give reasons.
7 Describe what happens to the graph of y ¼ 2x when:
a x approaches a large positive number b x approaches a large negative number.

Technology Exponential curves

Use GeoGebra, Fx-Graph or a graphics calculator to complete this activity.
The instructions below are provided using GeoGebra.
1 Open up GeoGebra and click the little arrow in
front of Graphics.

From the new panel that pops up, select the grid option at the top left-hand side.
2 Enter the function y ¼ 2 x into the Input bar, using ‘^’.

Press ENTER. The colour of

the graph can be changed by
right-clicking on the graph and
choosing Object Properties and
Colour. The thickness of the curve
can also be changed by clicking
Object Properties and Style.
The Algebra View shows the
equation of each graph in the
same colour as its graph.

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3 Repeat step 2 by entering each of the following equations. Change the colours as required.
y ¼ 2 x (enter y¼2^-x), y ¼ 2 x (enter y¼-2^x)
y ¼ 2 –x y ¼ 2x þ 1 y ¼ 2x  1

4 a Which graphs are similar?

b Identify any features such as y-intercepts.
c Which graphs are similar as:
i x becomes larger? ii x becomes smaller?
5 Repeat steps 1 to 3 and answer question 4 for the exponential curves below.
y ¼ 3 x, y ¼ 3 x, y ¼ 3 x, y ¼ 3 x, y ¼ 3 x þ 1, y ¼ 3 x  1

Worksheet x
Graphing exponentials 8-11 The exponential curve y ¼ a
MAT10NAWK10052
An equation of the form y ¼ a x, where a is a positive constant y
y = 4x
and the variable x is a power, is called an exponential equation,
for example, y ¼ 5 x, y ¼ 2 x and y ¼ 3 x. The graph of an exponential (1, 4)
equation is a smooth curve called an exponential curve.
The graph of y ¼ 4 x is shown.
1
• The y-intercept of y ¼ a x is 1 since a 0 ¼ 1.
0 x
• As x increases (to the right in the positive direction), a x becomes
x
very large. Graphically, this means that the graph of y ¼ a increases
sharply with a steep gradient.
• As x decreases (to the left in the negative direction), a x approaches zero. This means that the
graph of y ¼ a x flattens out and approaches the x-axis as x approaches a large negative
number. The x-axis is an asymptote because the curve approaches it but never touches it.
• The exponential curve is always above the x-axis because the value of a x is always positive.

Example 19
Sketch each exponential equation and mark the y-intercept on each curve.
a y ¼ 2x b y ¼ 3 x

Solution y
y = 2x
a • The y-intercept of y ¼ 2 x is 1
• At x ¼ 1, y ¼ 2
• As x increases (to the right in the positive direction),
(1, 2)
2 x becomes very large (steep gradient)
• As x decreases (to the left in the negative direction), 1
2 x approaches zero. The x-axis is an asymptote. 0 x

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y
b • The y-intercept of y ¼ 3 x is 1 y = 3–x
• At x ¼ 1, y ¼ 3
• As x decreases (to the left in the negative direction), (–1, 3)
3 x becomes very large (steep gradient)
• As x increases (to the right in the positive direction), 1
3 x approaches zero. The x-axis is an asymptote.
0 x

Note that the graph of y ¼ 3 x (and of y ¼ a x in general) is decreasing, and is actually

a reflection of the graph of y ¼ 3 x across the y-axis.

Exercise 8-11 The exponential curve y ¼ a x

Some of this exercise may also be completed using a graphics calculator or graphing software.
1 a Graph these exponential equations on the same axes. See Example 19
x x x
i y¼2 ii y ¼ 3 iii y ¼ 5
b What is the y-intercept of each graph?
c Describe what happens to the graph y ¼ a x as a increases.
2 a Graph y ¼ 4 x and y ¼ 4 x on the same axes.
b Copy and complete:
i The reflection of y ¼ 4 x in the y-axis is …
ii The reflection of y ¼ a x in the y-axis is …
3 Which graph represents y ¼ 2 x? Select the correct answer A, B, C or D.
A y B y C D
y y

1 x x
1 −1
−1
x x

4 a Graph y ¼ 2 x and y ¼ 2 x on the same axes.

b How are the two graphs related?
c Copy and complete: The reflection of y ¼ a x in the x-axis is …
5 Graph y ¼ 3 x þ 1 and y ¼ 3 x  1 on the same axes and describe how they are related.
6 Sketch each exponential curve, showing the y-intercept.
a y ¼ 2x b y ¼ 3 x c y ¼ 4 x
d y ¼ 2 x e y ¼ 4x þ 1 f y ¼ 4x  1
7 Find an exponential equation for this graph. y

(–2, 16)
1
0 x

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Just for the record Exponential growth

When an increase can be described using an
exponential equation, it is called exponential
growth. Examples include the growth of population
(people and bacteria) and monetary investments.
Population growth is monitored in different
countries through the fertility (birth) and
mortality (death) rates as well as migration.
The data collected for these figures can often
be modelled as an exponential function.
By modelling the changes in population,

Shutterstock.com/Canadapanda
predictions of future changes in population can
be simulated and towns and cities can prepare
for possible expansion in the numbers of
schools, hospitals, housing and other necessary
infrastructure.
At what rate is the population of Australia
growing? What about the world’s population?

Puzzle sheet 2 2 2
Circle equations 8-12 The circle (x  h) þ (y  k) ¼ r
MAT10NAPS00047

The circle x 2 þ y 2 ¼ r 2
Summary
The equation of a circle with centre (0, 0) y
and radius r units is x 2 þ y 2 ¼ r 2
P (x, y)
r

0 x

Example 20
Find the equation of a circle with centre (0, 0) and diameter 14 units.

Solution
Radius ¼ 1 314 ¼ 7 units:
2
r 2 ¼ 7 2 ¼ 49.
The equation of the circle is x 2 þ y 2 ¼ 49.

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The circle (x  h) 2 þ (y  k) 2 ¼ r 2 Stage 5.3

If the centre of the circle is shifted from (0, 0) to new coordinates (h, k), then the equation of the
circle changes from x 2 þ y 2 ¼ r 2 to (x  h) 2 þ (y  k) 2 ¼ r 2.

Summary
The equation of a circle with centre (h, k) and y
(x − h) 2 + (y − k) 2 = r 2
radius r units is (x  h) 2 þ (y  k) 2 ¼ r 2.
P (x, y)
r

Q(h, k)

Proof
Let P(x, y) be any point on the circle and Q(h, k) be its centre so that the distance PQ ¼ r units.
Using the distance formula: qffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffi
d¼ ðx  hÞ2 þðy  k Þ2 ¼ r
ðx  hÞ2 þðy  k Þ2 ¼ r2

Example 21
Find the centre and radius of the circle represented by each equation.
a (x  2) 2 þ (y  5) 2 ¼ 9 b (x þ 3) 2 þ (y þ 1) 2 ¼ 16
c x 2 þ (y  6) 2 ¼ 1 d (x þ 1) 2 þ (y  4) 2 ¼ 40

Solution
pffiffiffi
a Centre is (2, 5), radius ¼ 9 ¼ 3 units
pffiffiffiffiffi
b Centre is (3, 1), radius ¼ 16 ¼ 4 units
pffiffiffi
c Centre is (0, 6), radius ¼ 1 ¼ 1 unit
pffiffiffiffiffi pffiffiffiffiffi
d Centre is (1, 4), radius ¼ 40 ¼ 2 10 units

Completing the square

(x  2) 2 þ (y  5) 2 ¼ 9 can be expanded to become x 2  4x þ y 2  10y ¼ 20, so this is
another equation of a circle.
If x 2 þ 4x þ y 2  6y þ 4 ¼ 0 is also an equation of a circle, to find its centre and radius we need to
factorise the LHS so that it is of the form (x  h) 2 þ (y  k) 2. To find the two perfect squares, we use a
method called completing the square. This method depends on the following results for perfect squares.
(x þ a) 2 ¼ x 2 þ 2ax þ a 2
(x  a) 2 ¼ x 2  2ax þ a 2

We note that the last term, a 2, is the square of ‘half the coefficient of x’.

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Stage 5.3 Example 22

Find the numbers that complete the square in each equation.
a x 2 þ 10x þ … ¼ (x þ …) 2 b x 2  14x þ … ¼ (x  …) 2

Solution
a The coefficient of x is 10.
Half of 10 is 5, and 5 2 ¼ 25.
The perfect square is x 2 þ 10x þ 25 ¼ (x þ 5) 2
b The coefficient of x is 14.
Half of 14 is 7, and (7) 2 ¼ 49.
The perfect square is x 2  14x þ 49 ¼ (x  7) 2

Example 23
Graph the circle with equation x 2 þ 4x þ y 2  6y þ 4 ¼ 0.

Solution
We need to rewrite the equation into the form
(x  h) 2 þ (y  k) 2 ¼ r 2.
x2 þ 4x þ y2  6y þ 4 ¼ 0
x2 þ 4x þ y2  6y ¼ 4 Moving the constant, 4, to the RHS
2 2
ðx þ 4x þ 4Þ þ ðy  6y þ 9Þ ¼ 4 þ 4 þ 9 Completing the square on x 2 þ 4x
and on y 2  6y. y
ðx þ 2Þ2 þ ðy  3Þ2 ¼ 9
which is 6
paffiffiffi circle, with centre (2, 3) and
radius 9 ¼ 3 units. 5
3 units
4
3
(–2, 3)
2
1

0 x
–5 –4 –3 –2 –1 1
–1

Exercise 8-12 The circle (x  h) 2 þ (y  k) 2 ¼ r 2

Some of this exercise may also be completed using GeoGebra or other graphing technology.
See Example 20 1 Find the centre and radius of the circle given by each equation.
a x2 þ y2 ¼ 4 b x 2 þ y 2 ¼ 36 c x 2 þ y 2 ¼ 64
d x 2 þ y 2 ¼ 100 e x 2 þ y 2 ¼ 81 f 2x 2 þ 2y 2 ¼ 50
2 Which equation represents a circle with centre (0, 0) and radius 3 units? Select the correct
answer A, B, C or D.
A x 2 þ y 2 ¼ 9 B x2 þ y2 ¼ 3 C x 2 þ y 2 ¼ 3 D x2 þ y2 ¼ 9

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3 Find the centre and radius of the circle given by each equation. Stage 5.3
a (x þ 2) 2 þ (y  4) 2 ¼ 49 b (x  3) 2 þ (y  1) 2 ¼ 1 c (x  9) 2 þ (y  12) 2 ¼ 225 See Example 21
d x 2 þ (y þ 3) 2 ¼ 4 e (x þ 6) 2 þ (y þ 1) 2 ¼ 10 f (x þ 5) 2 þ (y þ 8) 2 ¼ 16
g x 2 þ y 2 ¼ 72 h (x þ 2) 2 þ (y  1) 2 ¼ 50 i (x  2) 2 þ y 2 ¼ 64
j ðx  4Þ2 þðy þ 3Þ2 ¼ 25 k (x  3) 2 þ (y  4) 2 ¼ 81 l 3x2 þ 3ðy þ 1Þ2 ¼ 1
4 3
4 What is the equation of this circle? Select A, B, C or D. y
A 2
(x  2) þ (y þ 2) ¼ 32 4
B (x þ 2) 2 þ (y  2) 2 ¼ 9 2
C (x þ 2) 2 þ (y  2) 2 ¼ 4
D (x  2) 2 þ (y þ 2) 2 ¼ 16 x
–6 –4 –2 2
–2

5 Write the equation of each circle whose centre and radius are given.
a (1, 2), 3 b (10, 11),pffiffi2ffi c (3, 2), 10pffiffiffi
d (0, 1), 1 e (6, 2), 5 f (1, 5), 2 2
6 Graph each equation.
a (x þ 1) 2 þ (y þ 1) 2 ¼ 1 b x 2 þ (y  4) 2 ¼ 25
c (x  1) 2 þ y 2 ¼ 16 d (x þ 5) 2 þ (y þ 2) 2 ¼ 4
7 Find the numbers that ‘complete the square’ in each equation. See Example 22
a x 2 þ 2x þ ______¼ (x þ ______) 2 b p 2  6p þ ______¼ (p  ______) 2
2 2
c m  8m þ ______¼ (m  ______) d k 2 þ 4k þ ______¼ (k þ ______) 2
2 2
e y  7y þ ______ ¼ (y  ______ ) f w 2  3w þ ______ ¼ (w  ______) 2
2 2
g x þ x þ ______ ¼ (x þ ______) h h 2  5h þ ______ ¼ (h  ______) 2
8 Find the centre and radius of the circle given by each equation. See Example 23
a x 2 þ 6x þ y 2  2y ¼ 15 b x 2  8x þ y 2  4y ¼ 29
c x 2 þ 4x þ y 2  10y ¼ 7 d x 2 þ 20x þ y 2  12y þ 135 ¼ 0
e x 2 þ y 2 ¼ 4x  8y þ 5 f x 2  12x þ y 2 þ 6y þ 29 ¼ 0
g x 2 þ y 2 ¼ 20y  6x  28 h x 2 þ y 2 þ 5 ¼ 8x  2y

Puzzle sheet
8-13 Identifying graphs Matching graphs

MAT10NAPS10053

Summary Puzzle sheet

Matching graphs
Straight line: y ¼ mx þ b or ax þ by þ c ¼ 0 (Advanced)

Parabola: y ¼ ax 2 þ c or y ¼ a(x  r) 2 MAT10NAPS10217

Cubic curve: y ¼ ax 3 þ c
Power curves: y ¼ ax n þ c
k
Hyperbola: y¼
x
Exponential curve: y ¼ ax
Circle: x 2 þ y 2 ¼ r 2 or (x  h) 2 þ (y  k) 2 ¼ r 2

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 Chapter 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Graphs

Stage 5.3 When matching graphs with equations, the x value and y value of a point on the graph may need
to be substituted into the equation to verify that the equation represents the graph.

Example 24
Match each graph to its equation.
a y b y c y

(–2, 25)
(2, 5)
8

0 x
1
0 x 0 2 x

d y e f
y y
3
(–2, 2)

0 2 x
0 x –3 0 3 x

–3 –4

A y ¼ 2x  4 B x2 þ y2 ¼ 9 C y ¼ 4
x
D y ¼ 2x 2  3 E y ¼ 5 x F y ¼ x 3 þ 8

Solution
a An exponential curve that matches with E, y ¼ 5 x
Test point: (2, 25)
LHS ¼ 25
RHS ¼ 5 (2) ¼ 5 2 ¼ 25 ¼ LHS
b A decreasing cubic curve with y-intercept 8 that matches with F, y ¼ x 3 þ 8
Test point: (2, 0)
LHS ¼ 0
RHS ¼ 2 3 þ 8 ¼ 8 þ 8 ¼ 0 ¼ LHS
c A concave up parabola that matches with D, y ¼ 2x 2  3
Test point: (2, 5)
LHS ¼ 5
RHS ¼ 2 3 2 2  3 ¼ 5 ¼ LHS
d A ‘negative’ hyperbola that matches with C, y ¼  4
x
Test point: (2, 2)
LHS ¼ 2
RHS ¼  4 ¼ 2 ¼ LHS
ð2Þ
e A circle with centre (0, 0) and radius 3 that matches with B, x 2 þ y 2 ¼ 9
f A straight line with gradient 2 and y-intercept 4 that matches with A, y ¼ 2x  4

336 9780170194662
 N E W C E N T U R Y M AT H S A D V A N C E D
for the A ustralian Curriculum 10 þ10A
Stage 5.3
Exercise 8-13 Identifying graphs
1 For each equation, state whether its graph is a straight line (L), a parabola (P), an exponential
(E) or a circle (C).
a y ¼ 9x 2  4 b y ¼ 9x c y ¼ 9x d y¼9
2 2
e x þ y ¼ 81 f y ¼ 3x  8 g y ¼ 3x 2  8 h y ¼ 2x þ 5
i y ¼ x 2 þ 6 j y ¼ 10 x k y ¼ 7x 2 þ 2 l x 2 þ y 2 ¼ 36
2 Match each equation to its graph. See Example 24
a x¼4 b y ¼ 1x þ 1 c y ¼ 1  x2 d y¼5 e y ¼ 3x 2  1
2
f y ¼ 3x g x2 þ y2 ¼ 9 h y ¼ 3 x i y ¼ 2x 2 j y ¼ 9x 2  4

A y B y C y
10 10 3
8 8

6 6 –3 0 3x

4 4 –3
2 2

–4 –2 0 2 4 x –4 –2 0 2 4 x
–2

D y E y F y G y
(4, 5)
(−1, 3) (1, 3) (4, 5)
1 1
0 x 0 x
0 x 0 x

H y 1 I J
10 y y
−1 1
0 x 8
1
6
4
0 2 x
2

–3 –2 –1 0 1 2 3 x
–2
–4

3 Sketch the graph of each equation, showing a point on the graph.

a y ¼ x2  3 b y ¼ 5x c y ¼ x 2 þ 4 d x 2 þ y 2 ¼ 49
e y ¼ 1 x2 f y ¼ 2x þ 4 g x 2 þ y 2 ¼ 144
2
4 Find the y-intercept of the graph of each equation.
a y ¼ 3x b y ¼ 2x 2 þ 3 c y ¼ 7x 2  6 d y ¼ 5 x

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 Chapter 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Graphs

Stage 5.3 5 For each equation, state whether its graph is a parabola (P), a cubic (Q), a hyperbola (H), an
exponential (E) or a circle (C).
a y¼9 b (x  2) 2 þ y 2 ¼ 4 c y ¼ 2(x  2) 2 d y ¼ 2
x x4
3
e y ¼ 2x þ 4 2 2
f (x þ 4) þ (y  1) ¼ 15 g y¼4 þ2 x
h y ¼ 8  1
x
6 Match each equation to its graph.
a y ¼ 4 b y ¼ (x  3) 3 c y ¼ x 3 þ 1 d y ¼ 1  x2
x
e y ¼ 1 x3  1 f y ¼ 2x 3 g y¼4 h y ¼ (x þ 4) 2
2 x
A y B y C y D y
(2, 16)
1
0 x
0 x 0 x 0 x
(2, –2)
(2, –7)

y y
E y F G y
20
H
(2, 2) 15
(2, 3)

0 x 10 0 x
0 x 5
–1
3
–27 x
–8 –6 –4 –2 0 –2

7 For each equation,

i write the name of its graph ii find its y-intercept.
iii find the equation of its asymptote (s).
a y ¼ 2x b y ¼ 5x þ 1 c y ¼ 10 x  3
d y¼4 e y¼ 2 f y ¼ 1 þ 2
x x3 x
8 Sketch the graph of each equation, showing all main features.
a y¼6 b y ¼ 3x þ 2 c y ¼ x3 þ 3
x
d y ¼ 2(x  5) 2 e y¼ 1 f (x þ 5) 2 þ (y  5) 2 ¼ 4
xþ4

Power plus

1 Graph the equation y ¼ 1 þ 2, showing all intercepts and asymptotes.

x1
2 Sketch the graph of each equation and find the centre and radius of the semicircle.
pffiffiffiffiffiffiffiffiffiffiffiffiffiffiffi pffiffiffiffiffiffiffiffiffiffiffiffiffiffiffi pffiffiffiffiffiffiffiffiffiffiffiffiffi
a y ¼ 16  x2 b y ¼ 25  x2 c y ¼  9  x2

338 9780170194662
 Chapter 8 review

n Language of maths Puzzle sheet

Graphs crossword
asymptote axis centre circle MAT10NAPS10054
coefficient concave down concave up constant
conversion graph cubic curve direct proportion
distancetime graph exponential hyperbola inverse proportion
parabola quadratic radius table of values
variable vertex x-intercept y-intercept
3 3
1 What is the coefficient of x in the cubic equation y ¼ x þ 10?
2 What is the graph of a quadratic equation called?
3 True or false: The exponential curve y ¼ 2 x passes through the point (0, 0).
4 In the variation equation y ¼ k , which is the constant of proportionality?
x
5 In which quadrants of the number plane does the graph of y ¼  2 appear?
x
6 What is the asymptote of the exponential curve y ¼ a x?

n Topic overview
• Which parts of this chapter were revision of Year 9 knowledge and skills?
• Which parts of this chapter were new to you?
• What is the difference between direct and inverse proportion?
• Do you know the equations of a parabola, cubic curve, hyperbola, exponential curve and
circle, and how to graph them?
• Explain how the graph of y ¼ 2x 2 þ 3 is different to the graph of y ¼ 2x 2 þ 3. How are they
similar?
Copy and complete this mind map of the topic, adding detail to its branches and using pictures,
symbols and colour where needed. Ask your teacher to check your work.

Direct and inverse Distance–time graphs

Conversion graphs
proportion and graphs of change

The circle The parabola

Graphs

The cubic curve and

The exponential curve power curves

The hyperbola

9780170194662 339
 Chapter 8 revision

See Exercise 8-01 1 H is directly proportional to t. If when t ¼ 12, H ¼ 138, find H when t ¼ 27.
See Exercise 8-02 2 The temperature, T (in degrees Celsius), of the air is inversely proportional to the height, h (in
metres), above sea level. At 400 m above sea level, the temperature is 15°C. What is the
temperature at 600 m above sea level?
See Exercise 8-03 3 The graph in Example 4 on page 294 converts Australian dollars to UK pounds sterling. Use
the graph to convert:
a $A70 to £ b £56 to Australian dollars
Stage 5.3 4 Draw a distancetime graph to show a person leaving home at an increasing speed and then
See Exercise 8-04 slowing down.

See Exercise 8-05

5 The graphs below show the height of water in a bathtub over time. Match each graph to the
correct description.
a b c
Height

Height

Height
Volume Volume Volume
A The bath is three-quarters full of water.
B Hot water is accidentally run into the bath, so the tap is turned off to let the bath cool.
Then it is filled with cold water only.
C The bath is filled at a steady rate.
See Exercise 8-06 6 Match each graph with its correct equation.
a y b y c y
4

0 x 0 x 0 x
−3 −3

d y e y f y

1 1
0 −1 x 0 x 0 x

A y ¼ x2  3 B y ¼ 3x 2 þ 1 C y ¼ 1 x2  3
2
D y ¼ x 2 þ 1 E y ¼ 4x 2  1 F y ¼ 4  3x 2

340 9780170194662
 Chapter 8 revision

7 Graph the equation y ¼ 2(x þ 3) 2, showing all main features. Stage 5.3
8 Graph the equation y ¼ x 3 þ 2, showing all main features. See Exercise 8-07
See Exercise 8-08
9 Sketch the graphs of the equations y ¼ 3x 4 and y ¼ 3(x  2) 4, showing all main features.
See Exercise 8-09
10 Sketch the graph of y ¼ 2 , showing the x- and y-intercepts and a point on the curve.
xþ1 See Exercise 8-10

11 Sketch each curve described below. See Exercise 8-11

x x x x
a y¼4 b y¼4 c y ¼ 4 d y ¼ 4
12 Find the centre and radius of each circle described below. See Exercise 8-12
2 2 2 2 2 2
a x þ y ¼ 100 b x þ y ¼ 36 c x þ y ¼ 49 Stage 5.3
d (x þ 5) 2 þ (y  6) 2 ¼ 81 e (x  10) 2 þ y 2 ¼ 225 f (x þ 7) 2 þ (y þ 10) 2 ¼ 80
13 Match each equation with its correct graph. See Exercise 8-13
1 2
a y ¼ x2 b y ¼ 3x c y ¼ 2x  1
4
d x ¼ 5 e y ¼ 3x 2 f y ¼ 2x 2  1
g y¼3 x
h x 2 þ y 2 ¼ 25 i y ¼ x2
j y¼xþ1 k y ¼ 5 l y ¼ 2  2x

A y B y C
y
0 –1 x
1
–1 1
0 x (1, –3)
0 x

D y E y F y

0 x
(2, 1) (1, –3)
–1 0 x
0 x
–2

y
G H y I y
5
(2, 4)
(–1, 1)
–5 0 5 x
0 x 0 x
–5 –1

J y K y L

1
–5 0 x 0 x 0
–5

9780170194662 341