Applications of Quadratics: Free Response
5 questions in parts, 73 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.
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1. A ball thrown from a roof . Foundational, 10 points. Question 1 of 5.
A ball is thrown straight up from the roof of a building. Its height above the ground, in feet, seconds after it leaves the thrower's hand is
The thrower wants to know when the ball lands.
- Part A.
Write the equation whose solutions are the times at which the ball is on the ground, and put it in standard form with a leading coefficient of .
Write the expression An equation or an expression is enough here. Show how you built it. 3 points
- Part B.
Solve your equation from part A. Report both of its roots, then state the landing time as a sentence with units.
Carry your own answer forward If the equation you wrote in part A is not the expected one, solve the equation you actually wrote and interpret ITS roots. The credit here is for solving correctly and for rejecting an impossible time, not for reproducing one particular number.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part C.
The algebra offered two roots and the situation kept only one. Explain what the rejected root would have to mean in this story, and say what the numbers and in the model are telling you about the throw.
Carry your own answer forward Interpret the roots you actually found in part B. If one of them was negative, the same reasoning applies to it unchanged; the credit is for connecting a root to the story, not for the number.
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.
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Hint 1 of 4
Every question in this family begins by turning one sentence about the situation into one equation in one unknown. Ask yourself what value the height takes at the moment the story is describing.
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Hint 2 of 4 · Part A
Once the equation is written, look at its three coefficients together. They share a common factor, and dividing an equation through by a nonzero number leaves its roots untouched while shrinking the arithmetic enormously.
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Hint 3 of 4 · Part B
A monic trinomial factors when you can find two integers whose product is the constant term and whose sum is the coefficient of the linear term. Run through the factor pairs of eight.
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Hint 4 of 4 · Part C
The model was written to describe the flight, and the flight begins the instant the ball leaves the hand. Ask what a clock reading from before that instant could possibly refer to.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
- is the right equation but NOT yet the form the prompt asked for: divide it by
Part B
The roots are and . The ball lands seconds after it is thrown.
- reporting only , with no sign of the second root, is incomplete: the prompt asks for both roots and for the rejection
Part C
is two seconds before the throw, when the model does not describe the ball, so it is not a landing time. is the roof's height in feet (the height at ); is the ball's initial upward speed in feet per second.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
On the ground means :
All three coefficients share ; dividing by it changes no roots. Term by term, since a negative divisor flips every sign: , , .
Part B
Monic, so find two integers with product and sum : and .
Reject : it is two seconds BEFORE the throw, and the model only describes the ball in the air. Check the survivor:
The ball lands seconds after it is thrown.
Part C
Substituting gives the height at the throw:
So feet is the roof. The multiplies : the feet the ball would rise each second without gravity, its initial upward speed. ( is gravity, pulling it back.)
solves the equation, but the equation models the FLIGHT, which begins at . A negative time reads from before the throw, when the model says nothing about the ball, so it cannot be a landing time. Only the meaning of rules it out; the algebra never could.
In one line
The landing equation is , with roots and . The ball lands seconds after it is thrown; is rejected as a time before the throw, outside the flight the model describes.
Another way: Skip the tidying and use the quadratic formula
Skip dividing by ; apply the formula straight to , with , , :
Same two roots, larger numbers.
When it is worth it When the coefficients share no convenient factor, or the trinomial does not factor over the integers, the usual case with realistic numbers. The formula never cares whether the numbers are pretty.
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
Turns 'the ball is on the ground' into a height condition, and sets the model equal to that value, not some other number. . Worth 2 points.
Reduces to monic standard form by dividing by the leading coefficient, with all three signs correct. . Worth 1 point.
Part B 4 points
Solves the quadratic by a valid method (factoring, or the quadratic formula). . Worth 1 point.
Solves the quadratic correctly and reports BOTH roots. . Worth 2 points.
States the landing time in a sentence with units, not as a bare number. . Worth 1 point.
Part C 3 points
Gives the rejected root a concrete meaning in the story, and explains why that meaning disqualifies it, not just asserts it is impossible. . Worth 2 points. needs an explanation, not just an answer
Interprets both remaining coefficients against the throw: what measures about where the flight starts, and what measures about how it starts, each with its unit. . Worth 1 point.
Try a similar problem (Optional)
Same idea, different numbers. Work it on paper, then check yourself the same way.
A ball is thrown straight up from a balcony, and its height above the ground in feet after seconds is . When does it land, and which root did you reject, and why?
The answer
The ball lands seconds after it is thrown; is rejected as a time before the flight began.
Landing means zero height. Set the model to and divide by :
Factor with and , product , sum :
Reject : before the throw, outside the flight the model describes. The ball lands seconds after it is thrown.
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2. A path around a garden . Application, 17 points. Question 2 of 5.
A rectangular garden measures metres by metres. A gardener lays a paved path of uniform width metres around it. When finished, the whole rectangle (garden plus path) covers square metres.
The path meets each dimension twice, once at each end, so each outer dimension is longer than the garden's. Text description of this figure
Two nested rectangles. The inner one is the garden, 12 metres wide and 8 metres tall. Between it and the outer rectangle lies a strip of uniform width x, the path, marked with a small measuring bar on the top edge and another on the left edge. Because the strip meets each dimension at both ends, the outer rectangle measures 12 plus 2x metres by 8 plus 2x metres, and its area is given as 192 square metres.
- Part A.
Take to be the width of the path in metres. Write the two outer dimensions in terms of , and use the given total to write one equation in .
Model the situation Name your unknown first, then write every other quantity in terms of that one letter. 4 points
- Part B.
Expand your equation into standard form, solve it, and state the width of the path with units.
Carry your own answer forward If your equation from part A differs from the expected one, expand and solve the one you wrote, and reject any root the situation forbids. The marks here are for a correct expansion, for solving your own equation correctly, and for stating a reason when you discard a root.
Solve and show your work Write each step out, and end with the value and its units. 6 points
- Part C.
A classmate says: 'Path problems like this one always have exactly one usable answer, so writing down the negative root was a waste of ink.' The first half of that claim is true whenever the finished rectangle is bigger than the garden. Prove it, for a garden metres by metres surrounded by a path of width whose outer area is a given square metres with . Then say whether the second half of the claim is fair.
Justify your claim State the claim, then give the reason it has to be true. 7 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 4
The picture is doing most of the work here. Look at where the paved strip meets one single side of the garden, and count how many times it does so before you write anything down.
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Hint 2 of 4 · Part A
The number you are given describes the finished rectangle, and the garden alone is not the finished rectangle. Decide which region that area belongs to before you set anything equal to it.
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Hint 3 of 4 · Part B
Multiply the two brackets out in full, remembering that every term of the first meets every term of the second, and gather everything onto one side. Before you reach for the quadratic formula, look at your three coefficients: they share a common factor, and dividing it out leaves a monic trinomial that factors over the integers.
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Hint 4 of 4 · Part C
You proved a fact about the roots of a monic quadratic in an earlier lesson: they multiply to the constant term. The SIGN of that constant term is the entire argument here.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
Part B
metres. The other root, , is rejected because a width cannot be negative.
- m, the root having been reported and rejected
Part C
True, and it turns on the product of the roots: in monic form the constant term is , negative since , so the roots have opposite signs and exactly one is positive. The second half is not fair: the argument says one root survives, not which one.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
The path meets each dimension at BOTH ends: cross the finished rectangle and you cross path, garden, path. A strip of width at each end adds to a side, not , so the outer rectangle measures metres by metres.
The given square metres is that outer rectangle's area, the product of its two sides:
Part B
Expand in full, every term of the first bracket meeting every term of the second:
Set equal to and gather: . All three coefficients share ; dividing makes the trinomial monic and factorable:
Discard : a width is a length, never negative. Check the survivor: the outer rectangle is metres by metres, and , as given.
The path is metres wide.
Part C
The whole argument is the SIGN of the constant term. Set the product of the outer dimensions to the total:
Divide by , since the product-of-roots fact needs a leading coefficient of :
The roots multiply to . Since , , so that constant term is negative.
The roots are real: complex conjugates multiply to , never negative. A product of two real numbers is negative exactly when they have opposite signs, so one root is positive and one negative, and since a width must be positive, exactly one root is usable. That proves the first half.
The second half is not fair. The argument settles the COUNT of usable answers before any factoring, but says nothing about their VALUE: it cannot tell you the path is metres wide. The negative root is not wasted ink either; its negativity is what certifies the other root as the one the situation keeps.
In one line
The path is metres wide. The equation is , or in standard form, with roots and ; the negative root is rejected since a width cannot be negative. Part C shows this is no accident: whenever the finished rectangle is bigger than the garden, the constant term is negative, so the roots have opposite signs and exactly one is a usable width.
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
Writes BOTH outer dimensions in terms of , counting the path at both ends of each side, not one. . Worth 2 points.
Sets the product of the two outer dimensions equal to , the outer rectangle's area. . Worth 2 points.
Part B 6 points
Expands the product and gathers every term on one side to reach standard form. . Worth 1 point.
Solves the quadratic correctly and reports BOTH roots. . Worth 3 points.
Rejects the negative root AND gives the reason: a width is a length, never negative. . Worth 1 point.
Answers in a sentence, in metres. . Worth 1 point.
Part C 7 points
Expands the general product, reaches monic standard form, and settles the SIGN of the constant term from . . Worth 3 points. needs an explanation, not just an answer
Invokes the product of the roots for a monic quadratic, turns the constant term's sign into the SIGNS of the two roots, and concludes exactly one root can be a width. . Worth 2 points. needs an explanation, not just an answer
Answers the SECOND half too: a verdict on whether the negative root was wasted ink, separating what the sign argument settles in advance from what only solving settles. . Worth 2 points. needs an explanation, not just an answer
Try a similar problem (Optional)
Same idea, different numbers. Work it on paper, then check yourself the same way.
A rectangular photograph measures inches by inches. It is surrounded by a mat of uniform width inches, and the matted rectangle has an area of square inches. How wide is the mat?
The answer
The mat is inch wide (the matted rectangle is inches by inches).
The mat meets each dimension at both ends, so the outer rectangle measures inches by inches. Set its area to :
Move the across and divide by :
Reject : a width is a length, never negative. The mat is inch wide; the matted rectangle is by inches, area square inches.
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3. Two prices, one revenue . Application, 17 points. Question 3 of 5.
A bakery finds that when it charges dollars for a muffin, it sells muffins in a day. Its daily revenue in dollars is the price times the number sold, that is . The owner wants to know which prices bring in dollars in a day.
- Part A.
Write the revenue condition as a quadratic equation, and reduce it to standard form with a leading coefficient of .
Write the expression An equation or an expression is enough here. Show how you built it. 3 points
- Part B.
Solve your equation. Report every price that meets the target, and for each one say how many muffins the bakery sells that day.
Carry your own answer forward Solve whichever equation you wrote in part A, and put each of its roots back into the story before deciding its fate. The credit is for solving correctly and for judging each root on the situation, not for landing on one particular pair of prices.
Solve and show your work Write each step out, and end with the value and its units. 6 points
- Part C.
A classmate has learned the rule 'a word problem always throws one of the two roots away, so pick the sensible-looking one and move on.' Use this bakery to build a counterexample to that rule, and say exactly which part of it breaks.
Carry your own answer forward Build the counterexample from the roots you found in part B, whatever they were, and test each of them against the story. The credit is for showing that a root survives on the situation's terms, not on the equation's.
Construct a counterexample Give one specific case, and show it breaks the claim. 4 points
- Part D.
There is a second route to the same pair of prices. Because your standard form is monic, the two roots must add to and multiply to , and a moment's thought produces the pair. Compare that route with the factoring you actually did: what does each one cost, what does each one tell you, and when would you reach for the sum-and-product route?
Carry your own answer forward Apply the comparison to the standard form you wrote in part A and the roots you found in part B, even if they differ from the ones above. The credit is for a fair account of what each route costs and what each one tells you.
Compare the two methods Say what each one costs you, and when you would reach for it. 4 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 4
Money problems hide a quadratic because the price appears twice over: once as the amount each customer hands across, and once inside the count of how many customers are willing to hand it across.
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Hint 2 of 4 · Part A
Revenue is a product of two things, so write the product first and only then set it against the target. When you clear the leading coefficient afterwards, remember that dividing by a negative number flips every sign.
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Hint 3 of 4 · Part B
Do not stop at the roots. A root earns its place by surviving the story, so put each price back into and ask whether the bakery can actually sell that many muffins.
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Hint 4 of 4 · Part D
For a monic quadratic the roots add to the negative of the middle coefficient and multiply to the constant. Read those two numbers off first; the comparison is really about what they can tell you that the roots themselves cannot.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
- and are correct steps on the way, but neither is yet the monic standard form the prompt asked for: divide through by
Part B
A price of dollars (selling muffins) and a price of dollars (selling muffins). Both are genuine answers.
- naming only one of the two prices is incomplete: the prompt asks for every price that meets the target
Part C
The bakery is the counterexample: and both satisfy the equation AND the situation (each a positive price selling a positive number of muffins for dollars). The rule breaks at 'always': a root is discarded only when the situation forbids it, and here neither is.
Part D
Both routes give and . Factoring produces the roots themselves; sum and product is cheaper but weaker, giving facts about the PAIR (sum , product , so both positive, neither rejected) without producing them. Use it for a property of the roots, not the roots.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Revenue is price times quantity, so the target gives:
Gather on the left and divide by , which also makes the leading coefficient . A negative divisor flips every sign: , , .
Part B
Factors with and , product , sum :
Test each root against the story. At dollars the bakery sells muffins; at dollars, . Both prices and both quantities are positive, so neither is forbidden, and both hit the target:
The bakery takes dollars at dollars a muffin, selling , and again at dollars, selling .
Part C
A counterexample needs one case where the rule's conclusion fails, and the bakery is one.
At dollars the bakery sells muffins; at dollars, . Each is a positive price selling a positive number of muffins, so neither is ruled out, and each hits the target exactly:
Both roots survive, so a student obeying the rule would report half the answer.
The rule breaks at 'always'. It confuses a root that is IMPOSSIBLE with one that is merely SECOND: a negative length or time is discarded because no length is negative and no clock reads before the flight began, not because a quadratic comes with a spare root. When the situation forbids nothing, nothing is discarded.
Two prices work here because the cheaper one sells more muffins and the dearer one fewer, multiplying out to the same money.
Part D
For a monic quadratic the roots add to the negative of the linear coefficient and multiply to the constant term, so read both off :
Two numbers with sum and product are and , the pair factoring produced. No coincidence: hunting for IS hunting for two numbers with that sum and product.
The routes differ in what they hand you. Factoring ends with the roots themselves and works whenever they are rational. Sum and product cost one glance at the coefficients and never produce a root; they give information ABOUT the pair, which can settle the interpretation before any solving. The product is positive, so the roots share a sign; the sum is positive, so that sign is positive. Neither root will be thrown out as a negative price, and the sum also places the two prices symmetrically about dollars.
So: factor when you need the numbers, and use sum and product when you need a property of them, above all their signs, before ten minutes of algebra rather than after.
In one line
In standard form the condition is , with roots and . Both survive: dollars sells muffins and dollars sells , each bringing in dollars. Nothing forbids either price, so both are answers, exactly the habit of discarding one root this question is built to break.
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
Writes revenue as price times quantity and sets it equal to the target of . . Worth 2 points.
Reaches a correct standard form, with every sign right. . Worth 1 point.
Part B 6 points
Solves the quadratic by factoring or by the quadratic formula. . Worth 1 point.
Finds BOTH roots correctly. . Worth 2 points.
Puts EACH root back into the story, checking for a positive price AND a positive number of muffins, and keeps exactly the roots that survive both tests. . Worth 2 points.
Answers in a sentence, naming the prices in dollars and the quantities in muffins. . Worth 1 point.
Part C 4 points
Presents the counterexample concretely: shows that BOTH roots satisfy the equation and that BOTH are allowed by the situation. . Worth 2 points.
Names the flaw in the rule: a root is rejected only when the situation forbids it (a negative length, a negative time, an impossible count), never merely because a quadratic happens to have two roots. . Worth 2 points. needs an explanation, not just an answer
Part D 4 points
Applies the sum-and-product relations to the monic standard form correctly (sum , product ) and recovers the same pair of roots. . Worth 2 points.
Compares the two routes honestly: factoring produces the roots and works whenever they are rational; sum and product are quick facts about the pair, never producing it, most useful for the roots' signs in advance. . Worth 2 points. needs an explanation, not just an answer
Try a similar problem (Optional)
Same idea, different numbers. Work it on paper, then check yourself the same way.
A food stall sells sandwiches a day at a price of dollars each, so its daily revenue in dollars is . Which prices bring in dollars, and is either of them ruled out by the situation?
The answer
Both prices work: dollars (30 sandwiches sold) and dollars (20 sandwiches sold) each bring in dollars.
Set revenue equal to the target and gather to standard form, dividing by :
Factor with and , product , sum :
At dollars the stall sells sandwiches, dollars; at dollars, sandwiches, dollars. Both prices and quantities are positive, so neither is ruled out: both are answers.
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4. Where the work first goes wrong . Reasoning, 13 points. Question 4 of 5.
A student is given this problem: the longer leg of a right triangle is centimetres longer than the shorter leg, and the hypotenuse is centimetres. Find the two legs.
Here is the student's work, line by line.
Line 1. Let the shorter leg be . Then the longer leg is , and the Pythagorean theorem gives .
Line 2.
Line 3.
Line 4.
Line 5. , and a length is positive, so the shorter leg is about centimetres.
The two legs share one unknown, so squaring them turns the Pythagorean theorem into a quadratic in . Text description of this figure
A right triangle drawn with the right angle at the bottom left and marked with a small square. The vertical leg is the shorter leg, labelled x. The horizontal leg is the longer leg, labelled x plus 2, since it is 2 centimetres longer. The slanting side joining their far ends is the hypotenuse, labelled 10. The Pythagorean theorem therefore reads x squared plus the square of x plus 2, equals 10 squared.
- Part A.
Identify the FIRST line that is wrong, state what is wrong with it, and write that line as it should have been.
Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 4 points
- Part B.
Continue from your corrected line and finish the problem properly. Give BOTH legs, with units.
Carry your own answer forward Work from the corrected line you wrote in part A, whatever it turned out to be, and carry that equation through to the end. The credit is for solving your own corrected equation and for rejecting an impossible length, not for arriving at one particular pair of lengths.
Solve and show your work Write each step out, and end with the value and its units. 5 points
- Part C.
The student's line 5 produced a positive number, about centimetres, and a positive length is not obviously absurd. Explain why that answer is wrong all the same, and describe a check the student could have run on line 5 that would have exposed it without first knowing where the error was.
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.
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Hint 1 of 4
A mistake of this kind is almost never in the last line, which is merely where it becomes visible. Read downwards and stop at the first line that does not follow from the one above it.
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Hint 2 of 4 · Part A
Multiply out in full, term by term, and hold the result up against what the student wrote. Two of the four products are missing from their version.
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Hint 3 of 4 · Part B
Once the missing term is restored the equation is no longer a bare square, so it cannot be finished by taking a square root. Gather everything to one side, remove the common factor , and factor what is left.
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Hint 4 of 4 · Part C
A number that came out of a broken equation can still be positive. The only thing that can be trusted for checking is the sentence of the problem itself, not any line of the work.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
Line 2. It expands as , dropping the cross term. Since , it should read , that is .
Part B
The shorter leg is centimetres and the longer leg is centimetres.
- cm, and cm
Part C
It solves the wrong equation: line 2 lost the term, so every later line is correct arithmetic on an equation that no longer describes the triangle. Substituting into the ORIGINAL relation catches it: legs of about and need a hypotenuse of about centimetres, not the given .
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Line 1 is sound: one unknown is named, the other leg written in the same letter, and the Pythagorean theorem applied correctly.
Line 2 is where it breaks: the square of a binomial is not the sum of the squares.
The student wrote , losing the cross term . Everything after is faithful arithmetic on a wrong equation, so line 2 is the FIRST error and the only one worth repairing:
Part B
The restored cross term makes this a genuine quadratic; a square root no longer finishes it. Gather onto one side and divide by :
Factor with and , product , sum :
Reject : a leg is a length, never negative. Check against the theorem:
The shorter leg is centimetres, the longer centimetres.
Part C
A positive answer is not a correct one. Rejecting a negative root tests MEANING; substituting into the original statement tests TRUTH. The student's answer passes the first and fails the second.
Line 2 quietly replaced the problem: from there the student solves , which describes no triangle in the question, and lines 3 to 5 are all faithful to THAT equation. The mistake can never be caught by checking later lines against each other, only by returning to the original sentence.
So substitute into the original Pythagorean relation. If the shorter leg were , the longer would be , and
while the hypotenuse squared is . These disagree: legs of and demand a hypotenuse of about centimetres, not the given . The answer contradicts the problem it claims to solve, condemning it before anyone knows which line went astray.
The correct legs pass the same test exactly: .
In one line
The first wrong line is line 2: is , not , so the cross term was dropped. Corrected, the equation reads , reducing to with roots and . Rejecting the negative root as a length, the shorter leg is centimetres and the longer centimetres, and indeed .
Another way: Recognise the triple, then confirm it
, , is the familiar -- triangle scaled by . Once a hypotenuse of appears with legs differing by , the pair and can be spotted outright, then CONFIRMED by substitution:
That is a check, not a proof. Spotting a triple shows and work; only the quadratic shows no other pair does.
When it is worth it As a sanity check, and a fast way to see a problem with tidy numbers will come out tidy. Never a substitute for the algebra: it cannot show the solution is the only one, and evaporates the moment the numbers are not from a triple you know.
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
Names the FIRST line that does not follow from the one above it, rather than a later line that merely inherits its error. . Worth 2 points.
Says what is wrong with the line, naming the rule broken and what was lost, and rewrites the line correctly. . Worth 2 points. needs an explanation, not just an answer
Part B 5 points
Turns the corrected line into standard form and solves it by a valid method. . Worth 2 points.
Gets BOTH roots and rejects the negative one: a leg is a length, never negative. . Worth 2 points.
States BOTH legs in a sentence, in centimetres: the question asks for two lengths, not one. . Worth 1 point.
Part C 4 points
Explains why a plausible positive answer is no evidence the work is sound, and locates the error at the right stage, not in the arithmetic that follows. . Worth 2 points. needs an explanation, not just an answer
Describes a check that catches the error without knowing where it was, names what the answer must be tested against, and carries it to a contradiction, not just the idea of one. . Worth 2 points. needs an explanation, not just an answer
Try a similar problem (Optional)
Same idea, different numbers. Work it on paper, then check yourself the same way.
Another student is given: the longer leg of a right triangle is centimetres longer than the shorter leg, and the hypotenuse is centimetres. They write , then . Find the first wrong line, correct it, and finish the problem.
The answer
The first wrong line is the expansion; it should read . The legs are centimetres and centimetres.
The first line is fine. The second is not: , not , so the cross term was dropped. Corrected, it reads .
Gather onto one side and divide by :
So or . Reject : a leg is a length, never negative. The shorter leg is centimetres, the longer centimetres, and the check is exact: .
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5. How high can it get? . Reasoning, 16 points. Question 5 of 5.
A firework is fired straight up from a platform feet above the ground, leaving the platform at feet per second. Its height above the ground, in feet, seconds after launch is
The display is planned around two targets: a ring of lights hangs at feet, and a banner hangs at feet.
- Part A.
Find every time at which the firework is level with the ring of lights at feet, and say what each answer means physically.
Solve and show your work Write each step out, and end with the value and its units. 5 points
- Part B.
Decide whether the firework ever reaches the banner at feet, and justify your decision without solving the equation all the way to its roots.
Justify your claim State the claim, then give the reason it has to be true. 4 points
- Part C.
One derivation settles the whole question at once. For a target height , the equation rearranges to . Work out its discriminant in terms of , find every for which a real time exists, and state the greatest height the firework reaches. Then check your two earlier answers against your result.
Carry your own answer forward Check against the answers you actually gave in parts A and B, whatever they were. If one of them disagrees with what the discriminant says, name which you now trust and why: the credit here is for the discriminant work and for reconciling it honestly with your own earlier answers, not for having matched a particular pair of heights.
Complete the derivation Each line should follow from the one above it. Say what lets you take each step. 7 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 4
A quadratic set equal to a target does not always have an answer, and there is a single number that tells you so before you commit to solving anything. Think about what a complex root could possibly mean on a clock.
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Hint 2 of 4 · Part A
Divide the equation through by a common factor before you try to factor it. All three coefficients here share , and clearing it leaves numbers small enough to see.
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Hint 3 of 4 · Part B
You do not need the roots in order to know whether real roots exist. One line of arithmetic on answers the question, so put the equation in standard form and evaluate it.
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Hint 4 of 4 · Part C
Treat the target as a fixed but unknown number and push it through the discriminant. What comes out is linear in that letter, and a linear inequality is something you have known how to solve for a long time.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
second and seconds. The firework passes the ring going up at second, and coming down at seconds.
- s and s
Part B
It never does. The discriminant for is negative, so both roots are complex, and a complex number is not a reading on a clock: no time gives a height of feet.
Part C
, so a real time exists exactly when : the greatest height reached is feet, once, at seconds. That settles both earlier parts at a stroke: , so the ring is reached (twice), and , so the banner never is.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Level with the ring means the height equals :
Every coefficient shares ; dividing leaves numbers small enough to factor:
Both times are positive, so neither is forbidden. Check the later one: .
The firework rises past the ring at second and falls back past it at seconds.
Part B
Whether any real time solves the equation is decided by the discriminant alone; the roots are never needed. Set the height to and gather to standard form, dividing by to keep the coefficients whole:
One line settles it:
Since , enters the numerator, and the roots are , complex. A clock cannot read a complex number of seconds, so no real time gives a height of feet: the firework never reaches the banner.
That is not a failure of the algebra but a report about the world.
Part C
Carry the target as a letter and push it through the discriminant. With , , :
A real time exists exactly when , LINEAR in :
So no height above feet is attained at any real time: the greatest height is feet. At the discriminant is zero, so the two times collapse into one, seconds, the one height passed only once.
A real root only counts if it is a real TIME, so check these times are not negative. Take a target in the band , at or above the platform and not above the ceiling. The upper bound gives , so the times are real; the lower bound gives , so and both roots
are nonnegative. Every target from the platform up to feet is genuinely reached, at genuine times. The upper bound matters: drop it and the claim is false, since sits above the platform and is never reached, as part B showed.
The earlier answers agree. The ring at feet satisfies , so it is reached twice, one time either side of seconds. The banner at feet satisfies , so it is never reached, exactly what the negative discriminant in part B reported.
In one line
The firework is level with the ring at feet twice, at second (rising) and seconds (falling). It never reaches the banner at feet: the discriminant of is , so no real time gives that height. Part C explains both at once: the equation for a target has a real solution exactly when feet, so every height up to feet is reached and nothing above ever is. That ceiling, feet, is attained once, at seconds, the greatest height the firework reaches.
Another way: Complete the square and read the greatest height off
Instead of carrying an unknown target through the discriminant, complete the square on the model itself. Take out of the first two terms, then complete the square inside the bracket:
A square is never negative and is multiplied here by , so the first term is never positive, zero only at . The height is therefore never more than feet, equal to it exactly at seconds.
When it is worth it When you want the greatest height AND the moment it happens, in one line with no target in sight. The discriminant route answers 'is this particular reached?'; completing the square answers 'what is the largest reached?' directly, and hands you the time as a bonus.
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 5 points
Sets the height model equal to and gathers it into standard form. . Worth 1 point.
Solves correctly, obtaining BOTH times. . Worth 2 points.
Keeps BOTH times rather than discarding one, and says what stage of the flight each belongs to. . Worth 1 point.
Gives the times in seconds, in a sentence. . Worth 1 point.
Part B 4 points
Sets , reaches a correct standard form, and evaluates its discriminant rather than solving the equation. . Worth 2 points.
States a verdict on the banner from the SIGN of the discriminant: what kind of number the roots must be, and why that kind cannot be a reading on a clock. . Worth 2 points. needs an explanation, not just an answer
Part C 7 points
Computes the discriminant of the given equation correctly, leaving the result as an expression in the letter . . Worth 2 points.
Solves for , then reads the bound back as a statement about the flight: the greatest height reached, and the single time it happens. . Worth 3 points.
Says why the criterion is (a time is real, so a real root is needed), and tests both earlier targets against the bound, confirming agreement with parts A and B. . Worth 2 points. needs an explanation, not just an answer
Try a similar problem (Optional)
Same idea, different numbers. Work it on paper, then check yourself the same way.
A signal rocket is fired straight up from the ground with an initial speed of feet per second, so its height in feet after seconds is . Does it ever reach feet? What is the greatest height it does reach?
The answer
The rocket never reaches feet, because the discriminant of is . Its greatest height is feet, reached once, seconds after launch.
Set the height to and divide by :
The discriminant is negative, so both roots are complex, and a complex number is not a reading on a clock: the rocket never reaches feet.
For the greatest height, carry a general target . Then rearranges to , with , and a real time exists exactly when :
So the rocket reaches every height up to feet and none above. Its greatest height is feet, attained once, at seconds.
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