STAGE 2 SPECIALIST MATHEMATICS

TOPIC 3: FUNCTIONS AND SKETCHING GRAPHS

SKILLS AND APPLICATIONS TASK

NAME: ____________________________________

SACE NUMBER: ___________________________

TOTAL MARKS: / 55

DESCRIPTION OF ASSESSMENT

This assessment allows you to show your skills and application of the mathematical concepts,
processes, and strategies in the following:

• Subtopic 3.1: Composition of functions

• Subtopic 3.2: One-to-one functions
• Subtopic 3.3: Sketching graphs
• Subtopic 2.4: Factorisation of polynomials

INSTRUCTIONS

• Show appropriate working and steps of logic in the spaces provided

• State all answers correct to three significant figures, unless otherwise instructed
• Use black or blue pen
• You may use a sharp dark pencil for diagrams and graphical representations

ASSESSMENT CONDITIONS

1. This task will be completed individually, under direct supervision

2. Time provided is 50 minutes
3. Graphics calculator permitted
4. One A4 single-sided page of handwritten notes allowed
 *+,
1. Consider 𝑓(𝑥) = 2𝑥 + 5 and 𝑔(𝑥) = -
.

(a) Find (𝑓 ∘ 𝑔)(𝑥) in simplest form.

[2 marks]
(b) Use your result from part (a) to state the relationship between 𝑓(𝑥) and 𝑔(𝑥).

[1 mark]

2. Given that 𝑃(𝑥) = 𝑥 0 − 2𝑥 - + ∝ = (𝑥 + 2)𝑄(𝑥) + 3, where 𝑄(𝑥) is a polynomial, find

the value of ∝.

[4 marks]

Page 2 of 12
 6(*+7)(*+8)
3. The graph of the function 𝑓(𝑥) = is shown below.
(*+9)(*+:)

Determine the values of the constants 𝑎, 𝑏, 𝑐, 𝑑, and 𝑘, giving reasons for your answers.

[6 marks]
4. Figure 1 shows the graph of 𝑦 = 𝑔(𝑥).

A
(a) Sketch the graph of 𝑦 = B(*) on the axes below.

[6 marks]
(b) Sketch the graph of 𝑦 = 𝑔(|𝑥|)on the axes below.

[2 marks]
 * D E*+A
5. Consider the function 𝑓(𝑥) = *+A
.

(a) State the equation of the vertical asymptote and discuss the behaviour of 𝑓(𝑥) around it.

[2 marks]
(b) Find the equation of the oblique asymptote and discuss the behaviour of 𝑓(𝑥)
as 𝑥 → ±∞.

[2 marks]
(c) Find any axis intercepts of 𝑓(𝑥).

[2 marks]
(d) State the domain and range of 𝑓(𝑥).

[2 marks]
(e) Hence, sketch and label the graph of 𝑦 = 𝑓(𝑥).

[3 marks]
6. 2 + 𝑖 is a root of the equation 𝑃(𝑥) = 𝑥 J + 𝑏𝑥 0 + 13𝑥 - + 𝑎𝑥 − 20.

(a) State one other zero of 𝑃(𝑥).

[1 mark]
(b) Find the values of 𝑎 and 𝑏.

[5 marks]
(c) Hence, or otherwise, find the other roots of the equation.

[2 marks]
7. (a) Write the function ℎ(𝑥) = |2𝑥| − |𝑥 − 1| without absolute value signs.

[4 marks]
(b) Hence, graph ℎ(𝑥) on the axes below.

𝑥
−4 −3 −2 −1 1 2 3 4
−1

−2

−3

−4

[3 marks]
 S
8. The image below is of the function 𝑓(𝑥) = 3sin R𝑥 − J T.

(a) Explain why the function 𝑓(𝑥) does not have an inverse function.

[1 mark]
+A
(b) State a domain for 𝑓(𝑥) such that 𝑓 (𝑥) exists.

[1 mark]
+A
(c) Hence, state the range of 𝑓 (𝑥).

[1 mark]
 (d) Using the information above, sketch 𝑓 +A (𝑥) on the diagram below. The straight line is
𝑦 = 𝑥.

[2 marks]
+A
(e) Determine the equation of 𝑓 (𝑥) algebraically.

9.

[3 marks]
 Performance Standards for Stage 2 Specialist Mathematics

- Concepts and Techniques Reasoning and Communication

A Comprehensive knowledge and understanding of

concepts and relationships.
Comprehensive interpretation of mathematical results in the
context of the problem.
Highly effective selection and application of mathematical Drawing logical conclusions from mathematical results, with a
techniques and algorithms to find efficient and accurate comprehensive understanding of their reasonableness and
solutions to routine and complex problems in a variety of limitations.
contexts.
Proficient and accurate use of appropriate mathematical notation,
Successful development and application of mathematical representations, and terminology.
models to find concise and accurate solutions.
Highly effective communication of mathematical ideas and
Appropriate and effective use of electronic technology to reasoning to develop logical and concise arguments.
find accurate solutions to routine and complex problems.
Effective development and testing of valid conjectures, with proof.

B Some depth of knowledge and understanding of concepts

and relationships.
Mostly appropriate interpretation of mathematical results in the
context of the problem.
Mostly effective selection and application of mathematical Drawing mostly logical conclusions from mathematical results, with
techniques and algorithms to find mostly accurate some depth of understanding of their reasonableness and
solutions to routine and some complex problems in a limitations.
variety of contexts.
Mostly accurate use of appropriate mathematical notation,
Some development and successful application of representations, and terminology.
mathematical models to find mostly accurate solutions.
Mostly effective communication of mathematical ideas and
Mostly appropriate and effective use of electronic reasoning to develop mostly logical arguments.
technology to find mostly accurate solutions to routine and
some complex problems. Mostly effective development and testing of valid conjectures, with
substantial attempt at proof.

C Generally competent knowledge and understanding of

concepts and relationships.
Generally appropriate interpretation of mathematical results in the
context of the problem.
Generally effective selection and application of Drawing some logical conclusions from mathematical results, with
mathematical techniques and algorithms to find mostly some understanding of their reasonableness and limitations.
accurate solutions to routine problems in a variety of
contexts. Generally appropriate use of mathematical notation,
representations, and terminology, with reasonable accuracy.
Successful application of mathematical models to find
generally accurate solutions. Generally effective communication of mathematical ideas and
reasoning to develop some logical arguments.
Generally appropriate and effective use of electronic
technology to find mostly accurate solutions to routine Development and testing of generally valid conjectures, with some
problems. attempt at proof.

D Basic knowledge and some understanding of concepts

and relationships.
Some interpretation of mathematical results.
Drawing some conclusions from mathematical results, with some
Some selection and application of mathematical awareness of their reasonableness or limitations.
techniques and algorithms to find some accurate solutions
to routine problems in some contexts. Some appropriate use of mathematical notation, representations,
and terminology, with some accuracy.
Some application of mathematical models to find some
accurate or partially accurate solutions. Some communication of mathematical ideas, with attempted
reasoning and/or arguments.
Some appropriate use of electronic technology to find
some accurate solutions to routine problems. Attempted development or testing of a reasonable conjecture.

E Limited knowledge or understanding of concepts and

relationships.
Limited interpretation of mathematical results.
Limited understanding of the meaning of mathematical results,
Attempted selection and limited application of their reasonableness, or limitations.
mathematical techniques or algorithms, with limited
accuracy in solving routine problems. Limited use of appropriate mathematical notation, representations,
or terminology, with limited accuracy.
Attempted application of mathematical models, with
limited accuracy. Attempted communication of mathematical ideas, with limited
reasoning.
Attempted use of electronic technology, with limited
accuracy in solving routine problems. Limited attempt to develop or test a conjecture.