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Quadratic Functions and Parabolas: Free Response

5 questions in parts, 55 points in total. Work each one out on paper, taking a hint if you get stuck. When you have an answer, reveal the answer to check it, and the full solution only if you still want it. The rubric is there so you can mark your own work.

Free response · work it on paper Question 1 of 5
  1. 1. One parabola, three routes to it . Foundational, 10 points. Question 1 of 5.

    A quadratic arrives already in vertex form, g(x)=12(x8)2+6g(x) = \tfrac{1}{2}(x - 8)^2 + 6, and nothing else is said about it. Every part below is about that same parabola, reached a different way.

    1. Part A.

      Expand gg into standard form and state aa, bb and cc. Then name one feature of the graph that the vertex form hands over with no work, and one that the standard form hands over with no work.

      Write the expression An equation or an expression is enough here. Show how you built it. 3 points

    2. Part B.

      Now work from your standard form alone, as though the vertex form had never been written. Locate the axis of symmetry and the vertex, state the range, and say whether these arms climb more steeply or less steeply than the parent's.

      Carry your own answer forward Work from whatever standard form you produced in part A, even if it is not the intended one. The marks here are for the route from a standard form to the axis, the vertex and the range, not for having expanded correctly a second time.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    3. Part C.

      Describe gg as the parent y=x2y = x^2 moved and reshaped, listing the moves with the amount of each. Then track the parent point (2,4)(2, 4) to the point it becomes on the graph of gg, and confirm that landing place against the rule of gg.

      Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 3 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 3 points

    Expands the square and distributes the leading coefficient across every term inside it, the constant included, before collecting like terms. . Worth 2 points.

    Names a feature each form supplies with no computation, rather than computing the same feature twice. . Worth 1 point.

    Part B 4 points

    Applies x=b2ax = -\frac{b}{2a} with the coefficient's own sign and the formula's minus both counted, and carries out the division by twice a fractional leading coefficient. . Worth 2 points.

    Finds the height of the vertex by evaluating the function at the axis, rather than by quoting the constant term. . Worth 1 point.

    Reports the range as an interval closed at the vertex height and open at the end the arms run away to, and says which way the comparison with the parent runs. . Worth 1 point.

    Part C 3 points

    Names every move with its own amount and applies the inside change in the direction the template calls for, rather than the direction the sign is written in. . Worth 2 points.

    Tracks the given parent point through the moves and checks the landing place against the rule of the transformed function itself. . Worth 1 point.

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    Expand q(x)=14(x6)2+2q(x) = \tfrac{1}{4}(x - 6)^2 + 2 into standard form, recover the axis and the vertex from that standard form, and say where the parent point (4,16)(4, 16) lands on the graph of qq.

  2. 2. A parabola known only by three of its values . Reasoning, 11 points. Question 2 of 5.

    No formula for the quadratic function ff is given. Three of its values are on record, and that is everything: f(7)=16f(-7) = -16, f(1)=16f(-1) = -16 and f(4)=11f(-4) = 11.

    1. Part A.

      State the axis of symmetry and the vertex of ff, saying what makes two of those records enough to place the axis. Then decide whether the parabola opens upward or downward, and give the reason.

      Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 4 points

    2. Part B.

      Use the identity f(m+t)=f(m)+at2f(m + t) = f(m) + at^2 about the axis to recover the leading coefficient, then write ff in vertex form and in standard form, and check both against all three records.

      Carry your own answer forward Use the axis and the vertex you found in part A. The marks are for the route, so a slip carried forward from part A is not charged twice.

      Write the expression An equation or an expression is enough here. Show how you built it. 3 points

    3. Part C.

      Suppose the record f(4)=11f(-4) = 11 had been lost, leaving only f(7)=16f(-7) = -16 and f(1)=16f(-1) = -16. State exactly what is still determined about ff and what is not, and support the statement by giving two different quadratics that both fit the surviving records.

      Construct a counterexample Give one specific case, and show it breaks the claim. 4 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 4 points

    Places the axis from the pair of records that share an output, justifying the placement by symmetry rather than by a computed coefficient, and says what role the remaining record plays once the axis is known. . Worth 2 points.

    Settles the opening direction by comparing the height on the axis with the equal heights beside it, rather than assuming it or reading it off a coefficient not yet found. . Worth 2 points. needs an explanation, not just an answer

    Part B 3 points

    Substitutes one of the equal-height records into the displacement identity with the displacement measured from the axis, not from the origin. . Worth 2 points.

    Reports both forms, obtained from one another rather than separately guessed, and tests them against the given records. . Worth 1 point.

    Part C 4 points

    Separates what the surviving records force from what they leave open, and argues the forced part from symmetry rather than asserting it. . Worth 3 points. needs an explanation, not just an answer

    Exhibits two quadratics that both fit the surviving records and that differ in whatever was said to be left open. . Worth 1 point.

  3. 3. One jet of water, two records of it . Application, 11 points. Question 3 of 5.

    A fountain sends a jet of water up from a nozzle at the edge of a pool. Measuring in centimetres, with xx the horizontal distance from the nozzle and h(x)h(x) the height of the water above the nozzle, the installer's sheet records the jet as h(x)=120x2+6xh(x) = -\tfrac{1}{20}x^2 + 6x, while the manufacturer's brochure records it as h(x)=120(x60)2+180h(x) = -\tfrac{1}{20}(x - 60)^2 + 180.

    1. Part A.

      Show that the two records describe the same jet, and say which question each of them answers with no work at all.

      Write the expression An equation or an expression is enough here. Show how you built it. 3 points

    2. Part B.

      Give the greatest height the jet reaches and the horizontal distance at which it reaches it, with units. Then, without solving any equation, give the other horizontal distance at which the water is back at nozzle height, naming the two facts that make it free.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    3. Part C.

      The brochure adds a note: 'the jet is 180 cm high at the top, so half way there, 30 cm from the nozzle, it is 90 cm high.' Test the note against the model, then explain what the model says happens to the height as you move away from the top of the arc.

      Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 4 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 3 points

    Expands one record into the other, distributing the leading coefficient across every term of the expanded square, and states that the two agree. . Worth 2 points.

    Names the feature each record supplies with no computation, and ties each one to the position in the form it is read from. . Worth 1 point.

    Part B 4 points

    Reads the top of the arc from the record that carries it, and settles the opening direction from the sign of the leading coefficient before calling that height the greatest one. . Worth 2 points.

    Obtains the second distance without solving an equation, and names the two facts the shortcut rests on. . Worth 1 point.

    Reports every distance and every height in centimetres, each attached to the quantity it measures. . Worth 1 point.

    Part C 4 points

    Settles the note by computing the model's own height at the stated distance, and supports the verdict by saying how the model's height accumulates. . Worth 3 points. needs an explanation, not just an answer

    Says how the drop at half the distance from the axis compares with the full drop, giving that relationship rather than stopping at a verdict on the note. . Worth 1 point.

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    A second fountain is recorded as h(x)=110(x40)2+160h(x) = -\tfrac{1}{10}(x - 40)^2 + 160, in centimetres. Expand it into standard form, give the top of the jet and the height at the nozzle, and use symmetry to give the other distance at which the water is back at nozzle height.

  4. 4. Which costumes always exist, and how many of each . Reasoning, 12 points. Question 4 of 5.

    Every quadratic has a standard form, because that is how the definition writes it. The other two costumes are not on the same footing, and two questions decide what a costume is worth: whether it can always be put on, and, once it is on, whether it could have been put on in more than one way. Take a0a \ne 0 throughout.

    1. Part A.

      Let f(x)=a(xh)2+kf(x) = a(x - h)^2 + k. Expand it into standard form, and prove from the coefficients you obtain that b2a-\frac{b}{2a} returns hh and that the height there is kk. Say what that settles about the two forms.

      Complete the derivation Each line should follow from the one above it. Say what lets you take each step. 4 points

    2. Part B.

      Show that the factored form a(xr1)(xr2)a(x - r_1)(x - r_2) with real r1r_1 and r2r_2 is not always available: take f(x)=5x230x+52f(x) = 5x^2 - 30x + 52 and prove that no such pair of real numbers exists for it.

      Construct a counterexample Give one specific case, and show it breaks the claim. 4 points

    3. Part C.

      Decide whether one quadratic can have two different vertex forms, that is, whether a(xh)2+ka(x - h)^2 + k and A(xH)2+KA(x - H)^2 + K can be the same function while the triples (a,h,k)(a, h, k) and (A,H,K)(A, H, K) differ. Justify the verdict using results already established rather than by trying examples.

      Justify your claim State the claim, then give the reason it has to be true. 4 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 4 points

    Derives the standard-form coefficients in terms of aa, hh and kk from the expansion and substitutes into the axis formula, rather than checking one example. . Worth 3 points. needs an explanation, not just an answer

    States the conclusion for every admissible aa, hh and kk, and says what it settles about the relationship between the two forms. . Worth 1 point.

    Part B 4 points

    Locates the axis and the height there, then uses the displacement identity to bound every output of the function rather than testing sample inputs. . Worth 2 points.

    Draws the contradiction from what a real factored form would force at one of its own numbers, and states the conclusion about the real numbers only. . Worth 2 points. needs an explanation, not just an answer

    Part C 4 points

    Reaches its verdict by comparing the two rules at deliberately chosen inputs and by appealing to a result already proved about the parabola's mirror, rather than by trying examples. . Worth 3 points. needs an explanation, not just an answer

    Says what each comparison input is chosen to settle, rather than presenting the substitutions without comment. . Worth 1 point.

  5. 5. A quadratic handed over already factored . Foundational, 11 points. Question 5 of 5.

    A quadratic arrives in the third costume, already factored: f(x)=2(x+5)(x1)f(x) = 2(x + 5)(x - 1). Nothing has to be factored or solved anywhere below; every answer is a reading of a form, or a consequence of the mirror.

    1. Part A.

      Write down the two inputs at which the graph meets the horizontal axis, and the height at which it crosses the vertical axis. Say which of those numbers the factored form supplies with no computation and which costs an evaluation.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    2. Part B.

      Find the axis of symmetry and the vertex without expanding, then expand ff into standard form and confirm the axis from the coefficients. State the range.

      Write the expression An equation or an expression is enough here. Show how you built it. 3 points

    3. Part C.

      Explain why the axis has to bisect the two crossings, arguing from equal heights rather than from the expanded coefficients. Then say which of your answers would change, and which would not, if the leading coefficient 22 were replaced by 2-2, and why.

      Explain why it works A sentence or two. Reasons, not steps. 4 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 4 points

    Obtains each crossing by substituting into the form in front of it, and shows the arithmetic for the crossing of the vertical axis. . Worth 2 points.

    Says which numbers the factored form supplies with no computation and which it does not, rather than reporting all of them the same way. . Worth 1 point.

    Reports the crossings as points, or as clearly labelled inputs and heights, rather than as four loose numbers. . Worth 1 point.

    Part B 3 points

    Places the axis at the midpoint of the two crossings and evaluates the function there for the vertex height, rather than expanding first. . Worth 2 points.

    Expands correctly and checks the axis against b2a-\frac{b}{2a}, reporting whether the two routes agree. . Worth 1 point.

    Part C 4 points

    Derives the midpoint from equal heights at equal displacements about the mirror, working from the identity about the axis rather than from the expanded form. . Worth 2 points. needs an explanation, not just an answer

    Separates what the leading coefficient governs from what it does not, and reports the replacements for every answer that does change. . Worth 2 points.

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    For g(x)=2(x+3)(x9)g(x) = -2(x + 3)(x - 9), give the crossings of both axes, the axis of symmetry, the vertex and the range, without expanding until you want a check.