Course Content
Measurement, Precision, and Spatial Geometry
Learn how to represent quantities precisely and understand the geometric principles that describe two- and three-dimensional space. This chapter introduces exact and approximate numbers, angle relationships, and geometric solids.
0/6
Coordinate Geometry and Vector-Based Models
Explore how space can be divided and represented mathematically using coordinates, vectors, and diagrams. The focus is on modeling spatial relationships and lines in 2D and 3D.
0/6
Linear Models and Constant Rate of Change
Learn to model relationships with constant rates of change through linear functions, inverse functions, and arithmetic sequences. Regression techniques are introduced for analyzing real data.
0/5
Foundations of Probability and Uncertainty
An introduction to the mathematics of chance. Students learn how to calculate, represent, and interpret probabilities using diagrams, formulas, and systematic reasoning.
0/3
Polynomial and Power Function Models
Explore how quadratic, cubic, and power functions model different real-world patterns. Emphasis is placed on interpreting graphs, solving equations, and understanding functional relationships.
0/4
Exponential, Logarithmic, and Growth Models
Discover how exponential growth, decay, and logarithmic relationships describe processes such as population growth, finance, and natural phenomena.
0/5
Trigonometric Models and Complex Numbers
This chapter unites trigonometric and complex number concepts to model periodic behavior and extend the number system beyond the real line.
0/5
Matrices for Data, Transformations, and Systems
Learn how matrices can represent and solve systems of equations, model transformations, and analyze steady-state systems in data and applied contexts.
0/6
Differential Calculus and Instantaneous Change
Understand how derivatives measure change and describe motion, growth, and optimization. Students master differentiation rules and explore real-world applications.
0/3
Integration, Areas, and Introductory Differential Equations
Study the reverse process of differentiation — integration — and its uses in calculating areas, solving differential equations, and modeling change in dynamic systems.
0/5
Motion in Two and Three Dimensions
Model motion and change using vectors and calculus. Topics include velocity, acceleration, and systems of coupled differential equations.
0/3
Random Variables and Probability Distributions
Examine how random variables model uncertainty. This chapter covers binomial, Poisson, and continuous distributions, along with mean and variance analysis.
0/6
Statistical Tests and Validity Measures
Learn how to evaluate hypotheses and test data reliability using Spearman’s correlation, chi-squared tests, and hypothesis testing for various distributions.
0/6
Graph Theory and Network Optimization
Discover how graphs represent real-world networks. Students analyze routes, connections, and efficiencies using graph algorithms and optimization methods.
0/5
IB Maths AI HL Course (Early Bird Access; Continuous Updates) | 24-Month Access

Section Navigation

Section Overview

This section explores the parabolic behavior of quadratic models and the critical algebraic features that define their shape. In IB AI HL exam terms, these functions are the primary tool for modeling non-linear physical phenomena like projectile motion and optimization tasks in Topic 2 and Paper 2 modeling questions.

Why This Matters for AIHL Exams

  • Maximum/Minimum Optimization: You will frequently use the vertex formula ($$x = -b/2a$$) to find “optimal” solutions for area, profit, or height.
  • Geometric Modeling: Converting a worded perimeter constraint into a quadratic area model is a standard high-yield task in Paper 2.
  • Range Accuracy: Understanding how restricted domains impact the range is a common “trick” in Paper 1 short-answer questions.

High-Score Focus (Level 6–7 Insight)

  • The Range Endpoint Trap: When finding the range on a restricted domain, Level 7 students don’t just check the endpoints; they always check if the vertex lies within the domain, as it often defines the global max/min.
  • Invertibility Logic: Strong students recognize that a full quadratic is “many-to-one” and fails the Horizontal Line Test. You must restrict the domain to one side of the axis of symmetry to create a valid inverse.
  • Contextual Zeros: In projectile problems, the $$x$$-intercept often represents “hitting the ground.” Interpreting these points physically is essential for “model interpretation” marks.

By the End of This Section, You Should Be Able To:

Identify the vertex and axis of symmetry using formula $$x = -b/2a$$.
Apply quadratic models to optimize physical dimensions (Area/Volume).
Interpret the practical meaning of intercepts in modeling contexts.
Model projectile motion to find maximum height and flight time.
Analyze invertibility requirements by applying domain restrictions.

Suggested Study Path

  1. Review the standard form $$ax^2 + bx + c$$ and the role of $$a$$.
  2. Master finding the Vertex—it is the solution to almost every “max/min” problem.
  3. See how constraints form models.
  4. Practice Domain/Range sketches for restricted intervals.
  5. Deep-dive into Inverses and the Horizontal Line Test for Level 7.

Study Metrics

Core: 25–35 mins

Practice: 45–60 mins

Exam Priority: ★★★★★

 


 

Quadratic Functions — Parabolas, Key Features, Domain and Range

 

A quadratic function is a polynomial where the highest power of the input variable is \(2\).

 

A common form is

 

\[f(x)=ax^2+bx+c,\quad a\ne 0,\quad a,b,c\in\mathbb{R}.\]

 

The simplest quadratic is \(f(x)=x^2\). Its graph is a parabola.

 


 

Key Idea — What to look for on a quadratic graph

For \(f(x)=ax^2+bx+c\):

  • The graph is a parabola (U-shape or ∩-shape).
  • The parabola has a turning point (maximum or minimum) called the vertex.
  • The graph is symmetric about a vertical line called the axis of symmetry, which passes through the vertex.
  • The \(y\)-intercept is \(f(0)\). In \(ax^2+bx+c\), that equals \(c\).
  • The axis of symmetry (useful for sketching) is \[x=-\frac{b}{2a}.\]

 

Info — Quadratic vs linear (quick comparison)

If \(a=0\), then \(f(x)=ax^2+bx+c\) becomes \(f(x)=bx+c\), which is a linear function.

 

Quadratic graphs curve (parabolas) and have a turning point; linear graphs are straight lines with constant gradient.

 

Both are functions, both can have intercepts, and both can be modelled from real situations.

 

Exam Tip — A fast “feature checklist” for sketches

When you sketch a quadratic, try to show (as appropriate):

vertex, axis of symmetry, y-intercept, x-intercepts (if they exist), and any endpoints if the domain is restricted.

 


 

Finding Domain and Range from a Sketch

 

  • The domain is the set of allowed \(x\)-values (inputs).

 

  • The range is the set of resulting \(y\)-values (outputs).

 

Strategy — Range when the domain is restricted

If the domain is something like \(x_1 \le x \le x_2\), then the range usually comes from:

  • the value at the vertex (if the vertex lies inside the domain), and
  • the values at the endpoints \(x=x_1\) and \(x=x_2\).

 

The maximum/minimum among these gives the top/bottom of the range.

 

 

Worked Example — Range with a restricted domain

 

Let \(f(x)=7-2x-x^2\).

 

a. Sketch the graph for \(-5\le x\le 3\) and determine the range.

b. State the range if the domain were unrestricted.

 

Solution

 

First note \(f(x)=-(x^2+2x)+7\), so the parabola opens downward (there is a maximum).

 

The axis of symmetry is

 

\[x=-\frac{b}{2a}=-\frac{-2}{2(-1)}=-1,\]

 

so the vertex occurs at \(x=-1\). Then

 

\[f(-1)=7-2(-1)-(-1)^2=7+2-1=8,\]

 

giving a maximum value \(y=8\) at \((-1,8)\).

 

For the restricted domain, check the endpoints:

 

\[f(-5)=7-2(-5)-(-5)^2=7+10-25=-8,\]

\[f(3)=7-2(3)-3^2=7-6-9=-8.\]

 

So on \(-5\le x\le 3\), the outputs run from \(-8\) up to \(8\). Therefore:

 

\[-8\le y\le 8.\]

 

For the unrestricted domain (\(x\in\mathbb{R}\)), the parabola still has maximum \(8\) and falls without bound, so:

 

\[y\le 8.\]

 

 


 

Quadratics in Context — Choosing a Reasonable Domain and Range

 

In modelling, the domain and range are often limited by what is physically meaningful (time can’t be negative, heights usually aren’t negative, lengths must be positive, etc.).

 

Info — Context can restrict the graph more than the algebra

A quadratic formula might accept any real input, but the situation might not.

Always check what values are sensible before stating domain/range.

 

 

Worked Example — Projectile height and maximum value

 

A projectile’s height above the ground (in metres) after \(t\) minutes is modelled by

 

\[h(t)=-0.846t^2+22.2t+478.\]

 

Sketch the graph in a sensible window and find the maximum height reached.

 

Solution

 

Since the input is time, it is reasonable to take

 

\[t\ge 0.\]

 

Also, height above ground is not negative while the projectile is in the air, so we only keep the part of the graph where \(h(t)\ge 0\).

 

The parabola opens downward (\(a=-0.846<0\)), so the maximum occurs at the vertex:

 

\[t_{\text{vertex}}=-\frac{b}{2a}=-\frac{22.2}{2(-0.846)}=\frac{22.2}{1.692}\approx 13.1.\]

 

Substitute \(t\approx 13.1\):

 

\[h(13.1)\approx -0.846(13.1)^2+22.2(13.1)+478\approx 624.\]

 

Therefore the maximum height is

 

\[h_{\max}\approx 624\text{ m} \quad \text{(at about } t\approx 13.1\text{ minutes).}\]

 

A suitable sketch would start at \((0,478)\), rise to near \((13.1,624)\), then fall back to the ground at about \(t\approx 40.3\) minutes.

 

 


 

Problems Involving Quadratics — Building a Model from Geometry

 

Many “maximum/minimum” geometry problems lead to a quadratic model. A typical workflow is:

 

(1) choose variables,

(2) write a constraint equation,

(3) express the quantity of interest as a function,

(4) interpret intercepts/vertex.

 


 

Worked Example — Maximizing area with a fixed perimeter

 

A rectangular mirror has perimeter \(260\text{ cm}\).

 

a. If the length is \(x\text{ cm}\), express the height in terms of \(x\).

b. Write the area \(A\text{ cm}^2\) in terms of \(x\).

c. Sketch/plot a graph of \(A\) against \(x\) with a suitable domain and range.

d. Find the \(x\)-intercepts of the graph and interpret them.

e. Find the equation of the axis of symmetry and explain what it means here.

 

Solution

 

a. Let the height be \(y\text{ cm}\). The perimeter condition is

 

\[2x+2y=260 \quad\Rightarrow\quad x+y=130 \quad\Rightarrow\quad y=130-x.\]

 

b. Area \(A=\text{length}\times\text{height}=xy\), so

 

\[A=x(130-x)=130x-x^2.\]

 

Hence

 

\(A(x)=130x-x^2\).

 

c. In context, both sides must be non-negative, so

 

\[0\le x\le 130.\]

 

The parabola opens downward, and its vertex occurs halfway between the zeros (see part d), at \(x=65\). Then

 

\[A(65)=130(65)-65^2=8450-4225=4225.\]

 

A sensible viewing window is \(0\le x\le 130\) and \(0\le A\le 4500\).

 

 

d. The \(x\)-intercepts satisfy \(A=0\):

 

\[x(130-x)=0 \Rightarrow x=0 \text{ or } x=130.\]

 

So the intercepts are \((0,0)\text{ and }(130,0)\).

 

These represent “degenerate” rectangles where one side is \(0\text{ cm}\) (no area), so they are the lower/upper bounds for possible \(x\)-values.

 

e. The axis of symmetry is halfway between \(0\) and \(130\):

 

\[x=65.\]

 

In this context, \(x=65\) is the length that produces the maximum area of the mirror.

 


 

Restricted Domains and Inverse Functions

 

Recall these key facts about inverses \(f^{-1}\):

 

• \(f^{-1}(f(x))=x\) and \(f(f^{-1}(x))=x\) (when the inverse exists).

 

• The graph of \(y=f^{-1}(x)\) is the reflection of \(y=f(x)\) in the line \(y=x\).

 

• To find an inverse algebraically: write \(y=f(x)\), swap \(x\) and \(y\), then rearrange to make \(y\) the subject.

 


 

Exam Tip — Horizontal line test

A function has an inverse (as a function) only if it is one-to-one.

 

If any horizontal line cuts the graph more than once, the function is many-to-one and an inverse function does not exist unless you restrict the domain.

 

Info — Making a many-to-one function invertible

If a function is many-to-one, you can sometimes restrict its domain so that only one “branch” remains.

 

The restricted function can become one-to-one, and then an inverse function exists.

 


 

Worked Example — Restricting a quadratic to create an inverse

 

Consider \(f(x)=(x-2)^2\).

 

 

a. Explain why \(f^{-1}\) does not exist if the domain is \(x\in\mathbb{R}\).

b. The domain is restricted to \(x\ge k\). Find the smallest possible value of \(k\) so that \(f\) is invertible.

c. With this restriction, sketch \(f^{-1}\).

 

Solution

 

a. Over all real \(x\), the graph is a parabola symmetric about \(x=2\), so most \(y\)-values correspond to two different \(x\)-values.

 

For example,

 

\[f(0)=(0-2)^2=4,\]

\[f(4)=(4-2)^2=4,\]

 

so the function is many-to-one. Therefore \(f^{-1}\text{ does not exist as a function on }\mathbb{R}.\)

 

 

b. To make the function one-to-one, keep only one side of the parabola. The smallest \(k\) that works is the vertex \(x=2\).

 

Hence the restricted domain is

 

\[\{x\mid x\ge 2\} \quad \text{so } k=2.\]

 

c. Start with \(y=(x-2)^2\) and \(x\ge 2\). Swap \(x\) and \(y\):

 

\[x=(y-2)^2.\]

 

Taking square roots gives \(y-2=\pm\sqrt{x}\), but since we kept \(x\ge 2\) on \(f\), the inverse must output \(y\ge 2\), so we choose the positive branch:

 

\[f^{-1}(x)=2+\sqrt{x},\quad x\ge 0.\]

 

The graph of \(f^{-1}\) is the reflection of the right-hand branch of \(f\) in the line \(y=x\).

 

Helpful reflected point pairs include

 

\((2,0)\leftrightarrow(0,2)\),

\((3,1)\leftrightarrow(1,3)\),

\((4,4)\leftrightarrow(4,4)\),

\((5,9)\leftrightarrow(9,5)\).

 


 

🎯 Examiner’s Radar: Quadratic Modeling & Restrictions

📋 Paper Mapping

  • Paper 1 (Short Answer): Watch for restricted domains. You will often be asked for the Range of a quadratic on a specific interval. If you only check the endpoints and ignore the vertex, you will lose the mark.
  • Paper 2 (Modeling): Geometry constraints usually lead to quadratics (e.g., Area $$= x(130-x)$$). Examiners check if you can identify that the maximum area occurs exactly at the vertex.

💡 Scoring Secrets

  • The Inverse Argument: To earn “Reasoning” marks on invertibility questions, you must state that the quadratic is “many-to-one” and thus fails the “Horizontal Line Test.”
  • GDC Accuracy: When finding maximums in Paper 2, don’t just “eye-ball” the graph. Use the Analyze Graph > Maximum tool. Examiners look for 3 significant figures based on precise GDC coordinates.

 

0% Complete