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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.

Free response · work it on paper Question 1 of 5
  1. 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, tt seconds after it leaves the thrower's hand is

    h=16t2+32t+128.h = -16t^2 + 32t + 128.

    The thrower wants to know when the ball lands.

    1. 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 11.

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

    2. 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

    3. 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 128128 and 3232 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.

    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

    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 128128 measures about where the flight starts, and what 3232 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 tt seconds is h=16t2+16t+96h = -16t^2 + 16t + 96. When does it land, and which root did you reject, and why?

  2. 2. A path around a garden . Application, 17 points. Question 2 of 5.

    A rectangular garden measures 88 metres by 1212 metres. A gardener lays a paved path of uniform width xx metres around it. When finished, the whole rectangle (garden plus path) covers 192192 square metres.

    A garden with a uniform path around itAn outer rectangle encloses an inner rectangle. The inner rectangle is the garden, labelled 12 metres by 8 metres. The uniform strip between the two rectangles is the path, and its width is labelled x on the top edge and again on the left edge. The whole outer rectangle is labelled outer area equals 192 square metres.xxGarden, 12 m by 8 mOuter area = 192 square metres
    The path meets each dimension twice, once at each end, so each outer dimension is 2x2x 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.

    1. Part A.

      Take xx to be the width of the path in metres. Write the two outer dimensions in terms of xx, and use the given total to write one equation in xx.

      Model the situation Name your unknown first, then write every other quantity in terms of that one letter. 4 points

    2. 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

    3. 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 aa metres by bb metres surrounded by a path of width xx whose outer area is a given AA square metres with A>abA > ab. 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.

    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

    Writes BOTH outer dimensions in terms of xx, counting the path at both ends of each side, not one. . Worth 2 points.

    Sets the product of the two outer dimensions equal to 192192, 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 A>abA > ab. . 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 66 inches by 1010 inches. It is surrounded by a mat of uniform width xx inches, and the matted rectangle has an area of 9696 square inches. How wide is the mat?

  3. 3. Two prices, one revenue . Application, 17 points. Question 3 of 5.

    A bakery finds that when it charges pp dollars for a muffin, it sells 9015p90 - 15p muffins in a day. Its daily revenue in dollars is the price times the number sold, that is p(9015p)p(90 - 15p). The owner wants to know which prices bring in 120120 dollars in a day.

    1. Part A.

      Write the revenue condition as a quadratic equation, and reduce it to standard form with a leading coefficient of 11.

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

    2. 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

    3. 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

    4. 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 66 and multiply to 88, 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.

    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

    Writes revenue as price times quantity and sets it equal to the target of 120120. . 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 66, product 88) 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 502p50 - 2p sandwiches a day at a price of pp dollars each, so its daily revenue in dollars is p(502p)p(50 - 2p). Which prices bring in 300300 dollars, and is either of them ruled out by the situation?

  4. 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 22 centimetres longer than the shorter leg, and the hypotenuse is 1010 centimetres. Find the two legs.

    Here is the student's work, line by line.

    Line 1. Let the shorter leg be xx. Then the longer leg is x+2x + 2, and the Pythagorean theorem gives x2+(x+2)2=102x^2 + (x + 2)^2 = 10^2.

    Line 2. x2+x2+4=100x^2 + x^2 + 4 = 100

    Line 3. 2x2=962x^2 = 96

    Line 4. x2=48x^2 = 48

    Line 5. x=±48±6.93x = \pm\sqrt{48} \approx \pm 6.93, and a length is positive, so the shorter leg is about 6.936.93 centimetres.

    Right triangle with legs x and x plus 2 and hypotenuse 10A right triangle with the right angle at the bottom left, marked by a small square. The vertical leg on the left is labelled x, the horizontal leg along the bottom is labelled x plus 2, and the slanting hypotenuse is labelled 10.xx + 210
    The two legs share one unknown, so squaring them turns the Pythagorean theorem into a quadratic in xx.
    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.

    1. 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

    2. 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

    3. Part C.

      The student's line 5 produced a positive number, about 6.936.93 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.

    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

    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 33 centimetres longer than the shorter leg, and the hypotenuse is 1515 centimetres. They write x2+(x+3)2=152x^2 + (x + 3)^2 = 15^2, then 2x2+9=2252x^2 + 9 = 225. Find the first wrong line, correct it, and finish the problem.

  5. 5. How high can it get? . Reasoning, 16 points. Question 5 of 5.

    A firework is fired straight up from a platform 66 feet above the ground, leaving the platform at 4040 feet per second. Its height above the ground, in feet, tt seconds after launch is

    h=16t2+40t+6.h = -16t^2 + 40t + 6.

    The display is planned around two targets: a ring of lights hangs at 3030 feet, and a banner hangs at 4040 feet.

    1. Part A.

      Find every time at which the firework is level with the ring of lights at 3030 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

    2. Part B.

      Decide whether the firework ever reaches the banner at 4040 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

    3. Part C.

      One derivation settles the whole question at once. For a target height HH, the equation 16t2+40t+6=H-16t^2 + 40t + 6 = H rearranges to 16t240t+(H6)=016t^2 - 40t + (H - 6) = 0. Work out its discriminant in terms of HH, find every HH 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.

    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 5 points

    Sets the height model equal to 3030 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 h=40h = 40, 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 16t240t+(H6)=016t^2 - 40t + (H - 6) = 0 correctly, leaving the result as an expression in the letter HH. . Worth 2 points.

    Solves D0D \ge 0 for HH, 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 D0D \ge 0 (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 4848 feet per second, so its height in feet after tt seconds is h=16t2+48th = -16t^2 + 48t. Does it ever reach 4040 feet? What is the greatest height it does reach?