Suggested Solutions NPMaChT09Eng

Suggested Solutions, NpMaC Autumn 2009 [NPMaVht09] NV-College Sjdalsgymnasiet
NATIONAL TEST IN MATHEMATICS COURSE C
Mathematics
AUTUMN 2009
Students Name
Skolverket. behzad.massoumzadeh@huddinge.se Not for sale. Free to use for educational purposes 1/24
Concerning test material in general, the Swedish Board of Education refers to the Official Secrets Act, the regulation about secrecy, 4th chapter 3rd paragraph. For this material, the secrecy is valid until the expiration of 2015-12-31. Opened April 2010 for Public.
NATIONAL TEST IN MATHEMATICS COURSE C AUTUMN 2009

Instruction: Test time 240 minutes for Part I and Part II together. We recommend that you spend no more than 90 minutes on Part I. Resources Part I: Formulas for the National Test in Mathematics Courses C. Please note calculators are not allowed in this part. Part II: Calculators, also symbolic calculators and Formulas for the National Test in Mathematics Courses C. Test The test material should be handed in together with your solutions. material Write your name, the name of your education programme / adult education on all sheets of paper you hand in. Solutions to Part I should be handed in before you retrieve your calculator. You should therefore present your work on Part I on a separate sheet of paper. Please note that you may start your work on Part II without a calculator. The test The test consists of a total of 18 problems. Part I consists of 8 problems and Part II consists of 10 problems. To some problems (where it says Only answer is required) it is enough to give short answers. For the other problems short answers are not enough. They require that you write down what you do, that you explain your train of thought, that you, when necessary, draw figures. When you solve problems graphically/numerically please indicate how you have used your resources. Problem 18 is a larger problem which may take up to an hour to solve completely. It is important that you try to solve this problem A description of problem. what your teacher will consider when evaluating your work is attached to the problem. Try all of the problems. It can be relatively easy, even towards the end of the test, to receive some points for partial solutions. A positive evaluation can be given even for unfinished solutions. Score and The maximum score is 45 points. mark levels The maximum number of points you can receive for each solution is indicated after each problem. If a problem can give 2 Pass-points and 1 Pass with distinction-point this is written (2/1). Some problems are marked with , which means that they more than other problems offer opportunities to show knowledge that can be related to the criteria for Pass with Special Distinction in Assessment Criteria 2000.
Lower limit for the mark on the test Pass: 12 points Pass with distinction: 26 points of which at least 7 Pass with distinction points.
Pass with special distinction:
24 points of which at least 13 Pass with distinction points. You should also show most of the Pass with special distinction qualities that the -problems give opportunity to show.
Please note that you have to try to solve the problems yourself before checking your solutions against mine. To solve a problem you may follow the following steps: Read the problem. Think! Read the problem again! Have you understood what the problem is looking for? Make a plan. Perform the plan. Evaluate your results. Are your results logical and acceptable?
Obviously, if you are stock and do not know how to solve the problem you may read my solutions. But, after reading the solutions, even if you are sure that you understood my solutions, you should try to solve the problem by yourself without checking your steps against mine. Only, after you solve the problem yourself, you may have understood how to solve similar problems (but not necessarily another type.) My solutions are just suggested ones. Usually there are more than one methods of solving a given problem. Warning: Just reading the solutions can never replace your own struggle in solving a given problem. By just reading the solutions you may not be able to understand the mathematics of the problem deep enough and therefore, it will not help you to solve a new problem by yourself. Your comments and possible corrections are deeply appreciated. Have Fun! Behzad Massoumzadeh, Ph.D. behzad.massoumzadeh@huddinge.se
Part I
This part consists of 6 problems that should be solved without the aid of a calculator. Your solutions to the problems in this part should be presented on separate sheets of paper that must be handed in before you retrieve your calculator. Please note that you may begin working on Part II without the aid of a calculator.
1.
Differentiate: a. f ( x ) = x 5 12 x b. c.
f (x ) = 10
f (x ) = (3 x )
2
Only answer is required Only answer is required Only answer is required Answer: f ( x ) = 5 x 4 12 Answer: f ' ( x ) = 0
(1/0) (1/0) (1/0)
Suggested solutions: f ( x ) = x 5 12 x f ( x ) = 5 x 4 12 a. b. f (x ) = 10 f ( x ) = 0 c.
2
f (x ) = (3 x ) f (x ) = 9 x 2 f ( x ) = 18 x
[1/0] [1/0] [1/0]
Answer: f ( x ) = 18 x
2.
At the end of each year, Matilda has made deposits to her bank account, which has a fixed rate of interest. She writes down an expression giving the account balance (measured in SEK) immediately after the last deposit: 1000 1.02 6 1 1.02 1
a. What rate of interest does the account give? b. How many deposits has Matilda made? Suggested solutions:
Only answer is required Only answer is required
(1/0) (1/0) [1/0] [1/0]
a. Answer: The annual interest rate is 2% . b. Answer: Matilda made six deposits. Solve the following equations and give the results in surd form (i.e. exact) : a. x 5 = 25 Only answer is required Only answer is required
1
3.
(1/0) (1/0) [1/0] [1/0]
b. e x = 25 Suggested solutions:
1
a. b.
x 5 = 25 x = 25 5 = 5 25 e x = 25 x = ln 25
Answer: x = 25 5 = 5 25 Answer: x = ln 25
4.
Determine the number of (real) zeroes of the function f where f ( x ) = x 3 + 100 x (1/1)
Suggested solutions: f ( x ) = x 3 + 100 x 3 f ( x ) = x + 100 x x 3 + 100 x = 0 x x 2 + 100 = 0 x = 0 [1/1] f (x ) = 0 Answer: There is only one zero of the function and it is the origin (0, 0 ) .
Note that x 2 + 100 0 5. When transporting goods, containers are often used. In order to use the space in a container as effectively as possible, the goods are packed as tightly as possible. The sofa Torulf is packed for transport in one corner of the container, see figure 1.
Figure 1. Sofa placed in a container In the space left between the corner of the container and sofa, a box may be placed. The box has the shape of cuboids. To determine the possible dimensions of the box, one only has to investigate the base area of the box, see figure 2.
Figure 2. Sofa viewed from above
The base A dm 2 may be described by A( x ) = x 3 6 x 2 + 9 x dm 2 where x dm is the width of the box, see figure 2. a. What value of x maximizes the base area of the box? (3/0) In figure 2, the outer profile of the sofa facing the corner of the container is marked by a thick black line. The outer profile of the sofa is described by the function f where y = f (x ) b. Determine the expression y = f ( x ) which describes the outer profile of the sofa. Suggested solutions: A( x ) = x 3 6 x 2 + 9 x dm 2 a. Maximum A( x ) is associated with A( x ) = 0 . Therefore, first we must differentiate the expression for the area with respect to x and solve A( x ) = 0 for x . Then construct the necessary table to investigate the property of the stationary point (local extreme). A( x ) = x 3 6 x 2 + 9 x dm 2 dA(x ) A(x ) = 3 x 2 12 x + 9 [1/0] dt d 2 A( x ) dA(x ) = A(x ) = 6 x 12 dt 2 dx x 1 = 0 x1 = 1 A( x ) = 3 x 2 12 x + 9 = 0 x 2 4 x + 3 = 0 ( x 1)( x 3) = 0 x 3 = 0 x2 = 3 [1/0] 3 2 2 Note that the domain of A( x ) = x 6 x + 9 x dm is 0 < x < 3 . Therefore x2 = 3 is beyond the domain of the function. x = 0 .5 x=2 x1 = 1 0 -: negative +: positive A( x ) = 3 x 2 12 x + 9
A( x ) = x 3 6 x 2 + 9 x dm 2
Local Maximum AMax = A(1) = 4 dm 2 -: negative

AMax = A(1) = 4 dm 2
A( x ) = 6 x 12
Answer: The maximum area of the base of the box is AMax = A(1) = 4 dm 2 at x1 = 1 . Note that A(1) = 6 (1) 12 = 6 < 0 a further confirmation of the fact that A( x ) = x 3 6 x 2 + 9 x dm 2 has a local maximum at x1 = 1 .
b.
AMax = A(1) = (1) 6 (1) + 9(1) = 1 6 + 9 = 4 dm 2

3 2
[1/0]
Using the figure 2 we may construct that the area of the base of the box may be expressed as A(x ) = x f ( x ) dm 2 A( x ) = x f (x ) x f (x ) = x 3 6 x 2 + 9 x dm 2 f ( x ) = x 2 6 x + 9 dm 3 2 A( x ) = x 6 x + 9 x Answer: y = f (x ) = x 2 6 x + 9 dm describes the outer profile of the sofa. [0/1]
6.
a. For which values of x is the expression
4 8 undefined? x 2 x( x 2 ) Only answer is required
(1/0) (1/0) (0/1)
4 8 as far as possible. x 2 x( x 2 ) 4 8 =2 c. Solve the equation x 2 x( x 2 ) Suggested solutions: x1 = 0 x 0 4 8 I. Answer: is undefined for , i.e. x 2 x( x 2 ) x 2 x2 = 2 4 8 4 x 8 4 x 8 4 (x 2) 4 = = = = II. x 2 x(x 2) x ( x 2) x(x 2) x ( x 2) x ( x 2) x 4 8 4 = Answer: x 2 x( x 2 ) x 8 4 x 2 x(x 2) = 2 4 = 2 4 = 2 x x = 2 but x 2 . No solution III. 4 x 4 8 = x 2 x(x 2) x Using the fact that the equation is undefined for x = 2 we may conclude that: Answer: The equation does not have any solution. b. Simplify
[1/0]
[1/0]
[0/1]
7.
A group of people greet each other by shaking hands. The number of handshakes H n (n 1) where n is the number of people. in the group is given by H = 2
Assume that the group A consists of a number of people, and that the group B consists of twice the number of people of group A . The people in group A greet each other and the people in group B greet each other. Write an expression describing the difference between the number of handshakes in the two group. Then simplify the expression as far as possible. (0/2/)
Suggested solutions: Lets assume number of people in the group A is n . Therefore number of people in the group B must be 2 n . Therefore, number of handshakes in the n (n 1) group A is: H A = 2 2n (2n 1) And the number of handshakes in the group B is: H B = [0/1] 2 The difference between the number of handshakes in the two groups is: 2n (2n 1) n (n 1) 2n (2n 1) n (n 1) 4n 2 2n n 2 + n 3 n 2 n HB H A = = = = 2 2 2 2 2 2 3 n n Answer: H B H A = [0/1/M1] 2 MVG- quality In solving problem 7 the student demonstrates the highest quality in solving the problem by: M1 Formulates and develops the problem, using general method and correctly expressing the difference between the uses general methods with problem handshakes in the two group: solving. 2n (2n 1) n (n 1) 2 2
8.
2 The derivative of the function f (x ) is f ( x ) = ( x a )( x b ) where a and b are constants satisfying 0 < a < b Investigate for which x the function f (x ) is increasing. (0/2/)
Suggested solutions: We may recall that the function is increasing if the derivative of the function is positive. 2 We may recognize that the second factor of the expression, i.e. (x b ) is a perfect square and therefore always positive for a real numbers x and b . Therefore, it is sufficient to study the first term of the function: [0/1] x < a 2 x a < 0 f ( x ) = ( x a )( x b ) < 0 The function is i. Answer : If a > 0 x < a decreasing for all . a > 0 x > a 2 x a > 0 f ( x ) = ( x a )( x b ) > 0 the function is ii. Answer: If a > 0 increasing for all x > a > 0 . [0/1/M2M3M5] Answer: Therefore the function f ( x ) is increasing for all values of x > a > 0 . MVG- quality In solving problem 8 the student demonstrates the highest quality in solving the problem by: M2 Analyses and interprets the baseing the calculations on a comprehensive and results, concludes and general view. Student concludes the function evaluates if they are f (x ) is increasing for all values of reasonable. x > a > 0 . M3 Carries out mathematical correctly analysing the sign of the derivative for at proof, or analyses least two more values of x other than a and b , for mathematical reasoning. example : f ' (0 ) and f ' (b + 1) , or through the
M5 The presentation is structured, and mathematical language is correct. Second method x = a 2 f ( x ) = ( x a )( x b ) = 0 1 x2 = b x<a x1 = a 2 f ( x ) = ( x a )( x b ) -: negative 0
f (x )
analyse of both factors ( x a ) and ( x b ) presentation of a well structured and especially mathematically correct solution.
2
[0/1]
a < x < b x2 = b +: 0 positive x>b +: positive
Local Minimum A(1) = 4 dm 2
Inflexion (terrace) point

[0/1]
Part II
This part consists of 10 problems and you may use a calculator when solving them. Please note that you may begin working on part II without a calculator.
9.
For children age 5-13, there is a model describing the relationship between the childs weight y kg and height x m . According to this model y = 2.4 10 0.8x kg Using this model, answer the following questions: How much does a child weigh, who is 1.2 m tall? (1/0) a. b. How tall is a child whose weight is 32 kg ? (1/0)
Suggested solutions: y = 2.4 10 0.8x kg y = 2.4 10 0.8(1.2 ) kg = 21.88 kg 22 kg Answer: y 22 kg a. x = 1.2 m y (1.2) = ? [1/0] b.
y = 2.4 10 y = 32 kg x = ? = ?
0.8 x
kg 32 = 2.4 10 0.8x 10 0.8x =
32 32 log 10 0.8x = log 2.4 2.4
Using log a x = x log a a > 0 : log(13.33) 0.8 x log(10) = log(13.33) x = = 1.406 m x 1.4 m 0.8 Answer: x 1.4 m
50 45 40 35 30 25 20 15 10 5 0 0,0 0,2 0,4 0,6 0,8 1,0 1,2 1,4 1,6 x/m 1,2 m; 22,1 kg
( )
[1/0]
y/kg
y = 2.4 10 0.8x kg
1,4 m; 32 kg
10.
Since 2001, all dogs in Sweden must be registered by law. Since then, the number of registered dogs has increased each year. The table below shows the number of registered dogs at the end of the years 2001-2006. Year 2001 2002 2003 2004 2005 2006 Number of registered dogs 159 108 221 560 295 521 338 203 387 884 452 676
Calculate the average increase in the number of registered dogs per year during the time interval 2001 2006 .
Suggested solutions:
aveage increase in the number of registered dogs per year = y 2 y1 452 676 159108 293 568 = = = 58 714 58 700 dogs per year y 2 y1 2006 2001 5
[1/0]
Answer: During the time interval 2001-2006 the average increase in the number of registered dogs per year was 58 700 dogs per year. [1/0]
The figure shows the graph of the function f ( x ) where f ( x ) = x 3 3x 2 . At the points with x-coordinates 1 and 3 the tangents to the curve of the function f (x ) are plotted. In the figure below the tangents seems to be parallel. Investigate whether the tangents to the curve of the function f ( x ) = x 3 3x 2 at x1 = 1 and x2 = 3 are parallel. (2/0) Suggested solutions: We may use the following mathematical logics to investigate if the tangents to the curve of the function f ( x ) = x 3 3x 2 at x1 = 1 and at x2 = 3 are parallel: Two straight lines y = k1 x + m1 and y = k 2 x + m2 are parallel if they have identical slope, i.e.: if k1 = k 2 . The tangent y = k x + m to the curve of the function f (x ) at x = a and the function have identical gradient (slope) at x = a , i.e.: k = f (a ) . The tangent y = k x + m to the curve of the function f (x ) at x = a share the point i.e.: y (a ) = f (a ) .
11. Therefore, to solve the problem we may first differentiate the function f ( x ) = x 3 3x 2 , and then apply the properties of the tangent to a curve stated above to the particular situation: f ( x ) = x 3 3x 2 f ( x ) = 3 x 2 6 x
k1 = f ( 1) = 3 ( 1)2 6 ( 1) = 3 + 6 = 9 k1 = k 2 = 9 k 2 = f (3) = 3 (3)2 6 (3) = 27 18 = 9 They are parallel
[1/0]
Answer: Due to the fact that the tangents to the curve of the function f ( x ) = x 3 3x 2 at x1 = 1 and at x2 = 3 share identical slope: k1 = k 2 = 9 , they are parallel. [1/0] Note that by an additional few steps we may find also the equation of the tangent the curve (not required in this problem): f ( 1) = ( 1)3 3 ( 1)2 = 1 3 = 4 y = 9 x + m1 4 = 9 ( 1) + m1 m1 = 9 4 = 5 k1 = f ( 1) = 3 ( 1)2 6 ( 1) = 3 + 6 = 9 f (3) = (3)3 3 (3)2 = 27 27 = 0 y = 9 x + m2 0 = 9 (3) + m2 m2 = 27 k 2 = f (3) = 3 (3)2 6 (3) = 27 18 = 9 Equation of the tangents to the curve f ( x ) = x 3 3x 2 at x1 = 1 and at x2 = 3 are y = 9 x + 5 and y = 9 x 27 respectively.
There are unlimited number of functions for which it is true that f (0 ) = 20 and f (0 ) = 20 find out one such function. (1/1) Suggested solutions: f (0 ) = 20 means that the function passes through (0, 20 ) , and therefore coordinates of the point (0, 20 ) must satisfy the equation of the function. We may recognize also that f (0 ) = 20 is the y-intercept of the function. f (0 ) = 20 means that the gradiant of the function (slope of the tangent to the function) at the point (0, f (0 )) is 20 . [1/0] There are infinite number of such functions we will name a few: k = f (0) = 20 If the function is a linear function: . m = f (0) = 20 Answer: f ( x ) = 20 x + 20 . [0/1] 2 If the function is a quadratic function: f ( x ) = ax + bx + c then f (x ) = 2ax + b , and conditions stated above may be interpreted b = f (0) = 20 as: . There is no restriction on the coefficient of the c = f (0) = 20 quadratic term except for the fact that it must be nonzero: a 0 , otherwise the function would not be quadratic: Answer: f ( x ) = ax 2 + 20 x + 20 a , a 0 , for example
12.
f ( x ) = x 2 + 20 x + 20 , f ( x ) = 5 x 2 + 20 x + 20 or f ( x ) = 5 x 2 + 20 x + 20 . Using similar procedure we may conclude that any polynomial whose last two key terms are 20 x + 20 is a solution of the problem, for example: f (x ) = ax 5 + 20 x + 20 a , a 0 , for example f ( x ) = x 5 + 20 x + 20 .
If the function is an exponential function: f ( x ) = A e ax a , a 0 then f ( x ) = A a e ax a , a 0 and conditions stated in the problem
a(0 ) = A a = 20 f (0) = A a e may be interpreted as: a =1. a(0 ) f (0) = A e = A = 20
f ( x ) = 5 x 2 + 20 x + 20 f ( x ) = x + 20 x + 20
5
f(x)
Answer: f ( x ) = 20 e x is a function n that satisfies the requirements of the function. In the figure to the left the 40 35 following functions are plotted 30 to make the statements above 25 visual (Not required): 20 f ( x ) = 20 x + 20 15
10 5 0 -5 -10 -2 -1 0 x 1 2
f ( x ) = 5 x 2 + 20 x + 20 . f ( x ) = 20 e x
13.
In the year 2001, a town house in Ume was bought for 1.23 million SEK. Seven years later, the house was sold for 2.49 million SEK. Assume that the increase in price between these years was exponential. Calculate the yearly percentage increase in price. (0/2)
Suggested solutions: If the growth is exponential then we may express the Price of the house as P(n, x ) where n is the number of years passed the date of the purchase, and x is the annual percentage increase in the price of the house. Therefore, if the annual percentage increase rate is assumed constant, we may express the price of the house as
P (n, x ) = P0 x n
2.49 2.49 7 [0/1] 2.49 = 1.23 x 7 1.23 x 7 = 2.49 x 7 = x= x = 1.106 1.23 1.23 Answer: The price of the house increased exponentially at the rate of [0/1] 10.6% per year.
f ( x ) = 4 x 3 840 x + 16 4 x 3 840 x + 16 = 16 4 x x 2 210 = 0 k = f ( x ) = 16 x1 = 210 4 x (x 2 210) = 0 x x + 210 x 210 = 0 x2 = 0 x3 = 210 Answer: There are three points on the curve of the function f ( x ) = x 4 420 x 2 + 16 x that have a tangent with gradient 16. [0/1] Note: The problem may be developed and solve in a higher (MVG) level: We may find the equation of the tangents to the curve at the points whose x-coordinates are give above (Not required.) Using the fact that k = 16 for all of these tangents, we need just to find the y-intercept of each tangent. x = 210 m = f 210 = 210 4 420 210 2 + 16 210 44 331.86 1 1 x2 = 0 m2 = y = 16 x 4 2 x3 = 210 m3 = f 210 = 210 420 210 + 16 210 44 331.86 Therefore, equation of the tangents is: y = 16 x , and y = 16 x 44 331.86
How many points on the graph of the function f ( x ) = x 4 420 x 2 + 16 x have a tangent with gradient 16 ? (0/2) Suggested solutions: To solve the problem we may follow the following steps: Find f ( x ) Solve f ( x ) = 16 . Number of solutions are the answer to the question. Check the results for example using a graphic calculator. f ( x ) = x 4 420 x 2 + 16 x f ( x ) = 4 x 3 840 x + 16 [0/1]
)(
) (
) (
Note that the tangent at x1 = 210 is also tangent to the curve at x3 = 210 . The function and its tangents are plotted in the figure below (Not required.):
10000 0 f(x), y=16x+m -10000 -20000 -30000 -40000 -50000 -21 -14 -7 0 x 7 14 21
f ( x ) = x 4 420 x 2 + 16 x
y = 16 x
y = 16 x 44 331.86
14.
The figure below illustrates the main characteristics of the graph of the two functions f (x ) and g ( x ) . Sven claims that the function g ( x ) is the derivative of the function f (x ) . Investigate if his claim is correct. (0/2)
Suggested solutions: To investigate Svens claim we may construct the x _ f ( x ) _ f ( x ) table. If the main characteristics of g ( x ) fit those of the derivative of f (x ) , i.e. the main characteristics of f ( x ) , then Svens claim might be correct.
f (x )
x = 4
x1 = 2
x=0
x2 = 3
x=4
Local Minimum
Local Maximum
f ( x ) g (x )
- : negative + : positive
0 0
+ : positive - : negative
0 0
- : negative + : positive
As illustrated clearly in the table above, even though both g ( 2 ) = f ( 2 ) = 0 and g (3) = f (3) = 0 , [0/1] The sign change of g ( x ) around the local maximum and the local minimum are in the opposite direction of those of f ( x ) . Conclusion: Due to the fact that main characteristics of g ( x ) does not fit those of f ( x ) , we may conclude that g ( x ) is not the derivative of the function f (x ) and Sven is therefore wrong. [0/1]
15.
Two functions f ( x ) and g ( x ) are given such that, the graph of the function g ( x ) is tangent to the graph of the function f ( x ) at the point where x = a . Which two of the alternatives A-F below must then always be satisfied? A. B. C. D. E. F.
f (a ) = g (a ) f (a ) = 0 f (a ) = g (a ) f (a ) = g (a ) f (a ) = g (a ) g (a ) = 0
Only answer is required

(0/1)
Answer: Alternatives C and E are necessary and sufficient conditions for the functions f (x ) and g ( x ) being tangent to each other at the point where x = a. [0/1] i. Two functions that are tangent to each other at a point where x is a , i.e. x = a , must share the point, i.e. f (a ) = g (a ) . This statement is equivalent to the fact that the coordinates of the point they share must satisfy the equations of both functions. Gradient of the tangent to two functions that are tangent to each other at a point where x is a , i.e. x = a , must be identical at the point, i.e. f (a ) = g (a ) . This statement is equivalent to the fact that derivatives of both functions at x = a must be identical.
ii.
Moa and Gustav each investigate a different cubic function y = f ( x ) . Each cubic function has two turning points at x1 = 2 and x2 = 6 . Their teacher asks them to determine the largest value of their functions in the interval 0 x 3 . Moa claims that the largest value of her function is f (2 ) and Gustav claims that his functions largest value is f (0 ) . The teacher tells them that they are both right. Investigate how they can both be right. (0/2/) Suggested solutions: If both functions have two turning points at x1 = 2 and x2 = 6 . Then possibly the derivative of Moas function is f ( x ) = M ( x 2 ) ( x 6 ) M > 0 Therefore Moas function has a local maximum at x1 = 2 and in this scence Moa was right and her functions largest value in the interval 0 x 3 was [0/1] f (2 ) . On the other hand the derivative of Gustavs function may look like f ( x ) = G ( x 2 ) ( x 6 ) G < 0 and therefore his function has a local minimum at x1 = 2 but its largest value lies at x = 0 . Note that the derivative of Gustavs function is not zero at x = 0 , i.e. f (0) 0 , and therefore its largest value at x = 0 is not a turning point. Note also that f (0 ) > f (3) . In the figure below a Monas function along with an example for Gustavs function are plotted. An example for Monas function and its derivative: Function Derivative LV:in 0 x3 3 2 f ( x ) = 3 ( x 2 ) ( x 6 ) f L (2 ) = 62 Moa Moa : f ( x ) = x 12 x + 36 x + 30 f L (0 ) = 30 Gustav Gustav : f ( x ) = x 3 + 12 x 2 36 x + 30 f ( x ) = 3 ( x 2 ) ( x 6 )
16.
80 60 40 f(x) 20 0 -20 -1 0 1 2 3 x 4 5 6 7 8
Gustav : f ( x ) = x 3 + 12 x 2 36 x + 30 Moa : f (x ) = x 3 12 x 2 + 36 x + 30
[0/1/M1M2M3see the table below]
In solving problem 17 the student demonstrates the highest quality in solving the problem by M1 Formulates and develops the illustrating a comprehensive view and generalized problem, uses general explanation that includes the y-coordinates of the methods with problem boundary at least in one of the cases for example solving. through plotting a figure where the boundary of the interval and the largest value of the function in the interval are clearly illustrated. M2 Analyses and interprets the a generalized explanation/figure and concluding that results, concludes and the largest value in the interval 0 x 3 for Monas evaluates if they are function is f (2 ) and for Gustaves function is f (0 ) . reasonable. M3 Carries out mathematical analysing the function, and in Gustavs case showing proof, or analyses that f (0 ) > f (3) mathematical reasoning.
MVG- quality
When asserting your work with the following problem, your teacher will take into consideration: How general your solution is How well you justify your conclusions. How well you carry out your calculations. How well you present your work. How well you express yourself mathematically. Drugs injected directly into the bloodstream start to take effect immediately, but it may take one or two days before full effect is achieved. Patients are therefore injected with equal doses of drug at equal time intervals during a period of time. For a certain drug, the amount y mg in the bloodstream, t hours after the first injection of 10 mg , is described by
y = 10 e mg How many mg of the drug is still in the bloodstream 5 hours after the first injection? After 8 hours , the patient receives a second does of the drug. In total, how many mg of the drug is there in the bloodstream immediately after the second injection?
M/mg 10 0 0 8 16 24 32 t/h
t 8
17.
The graph above illustrates a simple model for how the total amount M mg of the drug in the bloodstream of the patient varies as a function time t hours until the patient receives the fifth does. Write an expression describing the total amount of the drug in the bloodstream immediately after the fifth injection. Calculate this amount. Assume that a patient continues to receive drug doses in accordance with the model given above over a longer period of time. The total amount of the drug in the bloodstream will increase, but cannot increase indefinitely. Determine the upper limit for the total amount of the drug in the bloodstream. (2/5/)
t
y = 10 e 8 mg Answer: 5.4 mg of the drug are still in the bloodstream 5 hours after the first injection. y (5) = 10 e
5 8
mg = 5.35 mg 5.4 mg
[1/0]
Answer: After 8 hours , the patient receives a second does of the drug. In total, 13.7 mg of the drug are there in the bloodstream immediately after the second injection:
y (8) = 10 e
8 8
+ 10 mg = 10 1 + e 1 mg = 13.68 mg 13.7 mg
[0/1]
Answer: The total amount of the drug in the bloodstream immediately after the fifth injection is y (32 ) = 15.78 mg 15.8 mg .
y (32 ) = 10 e
32 8
y (32) = 10 1 + e + e + e + e + e mg = 15.78 mg [0/1] We may realize that this is a geometric progression of a = 10 mg , 1 k = e 1 = , and n = 6 . Therefore: e (10 mg ) 1 16 n 6 (10 mg ) (1 e ) = a (1 k ) e = 15.7806 mg 15.8 mg Sn = S6 = 1 1 k 1 e 1 1 e The upper limit for the total amount of the drug in the bloodstream is 15.82 mg 15.8 mg : [1/3/M1M2M3M5 see the table below] The upper limit may be found assuming very large number of injections, which mathematically may be expressed as n . Using lim e n = 0
1 2 3 4 5
+ 10 e
24 8
+ 10 e
16 8
+ 10 e
8 8
+ 10 mg
SUpper lim it = lim S n = lim

n
a 1 k n 1 k
) = lim (10
n
mg ) 1 e 1 e 1
)=
10 10 e mg = mg = 15.82 mg 1 e 1 1 e
M/mg
16 14 12 10 8 6 4 2 0 0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 t/h
y = 10 e
t 8
mg
MVG- quality M1 Formulates and develops the problem, uses general methods with problem solving.
10 1 (e 1 ) the drug in the blood is: mg 1 e 1 M2 Analyses and interprets the analyzing, in a proper manner, what happens with n n results, concludes and e 1 as n and concludes that e 1 0 as evaluates if they are n . reasonable. M3 Carries out mathematical 10 mg demonstrates that the upper limit is proof, or analyses 1 e 1 mathematical reasoning. M5 The presentation is a well structured and clear presentation which is especially mathematically correct (using correct and structured, and proper mathematical language.) mathematical language is correct.
n
In solving problem 18 the student demonstrates the highest quality in solving the problem by: launching a general method, for example by showing that immediately after n th injection the amount of
( )
( )
MVG- quality M1 Formulates and develops the problem, uses general methods with problem solving. M2 Analyses and interprets the results, concludes and evaluates if they are reasonable. M3 Carries out mathematical proof, or analyses mathematical reasoning. M4 Evaluates and compares different methods and mathematical models. M5 The presentation is structured, and mathematical language is correct. Qualitative level Method choice and performance Mathematical reasoning Presentation and mathematical language Sum
17
18
Other Problems
Points

Suggested Solutions NPMaChT09Eng

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Suggested Solutions, NpMaC Autumn 2009 [NPMaVht09] NV-College Sjdalsgymnasiet

NATIONAL TEST IN MATHEMATICS COURSE C

Suggested Solutions, NpMaC Autumn 2009 [NPMaVht09] NV-College Sjdalsgymnasiet

NATIONAL TEST IN MATHEMATICS COURSE C AUTUMN 2009

Pass with special distinction:

Suggested Solutions, NpMaC Autumn 2009 [NPMaVht09] NV-College Sjdalsgymnasiet

Suggested Solutions, NpMaC Autumn 2009 [NPMaVht09] NV-College Sjdalsgymnasiet

(1/0) (1/0) (1/0)

[1/0] [1/0] [1/0]

Only answer is required Only answer is required

(1/0) (1/0) [1/0] [1/0]

(1/0) (1/0) [1/0] [1/0]

Suggested Solutions, NpMaC Autumn 2009 [NPMaVht09] NV-College Sjdalsgymnasiet

Figure 2. Sofa viewed from above

Suggested Solutions, NpMaC Autumn 2009 [NPMaVht09] NV-College Sjdalsgymnasiet

Local Maximum AMax = A(1) = 4 dm 2 -: negative

AMax = A(1) = (1) 6 (1) + 9(1) = 1 6 + 9 = 4 dm 2

Suggested Solutions, NpMaC Autumn 2009 [NPMaVht09] NV-College Sjdalsgymnasiet

a. For which values of x is the expression

4 8 undefined? x 2 x( x 2 ) Only answer is required

(1/0) (1/0) (0/1)

Suggested Solutions, NpMaC Autumn 2009 [NPMaVht09] NV-College Sjdalsgymnasiet

Suggested Solutions, NpMaC Autumn 2009 [NPMaVht09] NV-College Sjdalsgymnasiet

Local Minimum A(1) = 4 dm 2

Inflexion (terrace) point

Suggested Solutions, NpMaC Autumn 2009 [NPMaVht09] NV-College Sjdalsgymnasiet

kg 32 = 2.4 10 0.8x 10 0.8x =

32 32 log 10 0.8x = log 2.4 2.4

Suggested Solutions, NpMaC Autumn 2009 [NPMaVht09] NV-College Sjdalsgymnasiet

Suggested Solutions, NpMaC Autumn 2009 [NPMaVht09] NV-College Sjdalsgymnasiet

Suggested Solutions, NpMaC Autumn 2009 [NPMaVht09] NV-College Sjdalsgymnasiet

Suggested Solutions, NpMaC Autumn 2009 [NPMaVht09] NV-College Sjdalsgymnasiet

Suggested Solutions, NpMaC Autumn 2009 [NPMaVht09] NV-College Sjdalsgymnasiet

Suggested Solutions, NpMaC Autumn 2009 [NPMaVht09] NV-College Sjdalsgymnasiet

Suggested Solutions, NpMaC Autumn 2009 [NPMaVht09] NV-College Sjdalsgymnasiet

Only answer is required

Suggested Solutions, NpMaC Autumn 2009 [NPMaVht09] NV-College Sjdalsgymnasiet

[0/1/M1M2M3see the table below]

Suggested Solutions, NpMaC Autumn 2009 [NPMaVht09] NV-College Sjdalsgymnasiet

Suggested Solutions, NpMaC Autumn 2009 [NPMaVht09] NV-College Sjdalsgymnasiet

Suggested Solutions, NpMaC Autumn 2009 [NPMaVht09] NV-College Sjdalsgymnasiet

SUpper lim it = lim S n = lim

Suggested Solutions, NpMaC Autumn 2009 [NPMaVht09] NV-College Sjdalsgymnasiet

Suggested Solutions, NpMaC Autumn 2009 [NPMaVht09] NV-College Sjdalsgymnasiet

Suggested Solutions, NpMaC Autumn 2009 [NPMaVht09] NV-College Sjdalsgymnasiet

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