Quadratic Functions
and Equations二次函数与方程
Quadratics show up in Grade 10-12 across all three curricula we map to. This unit covers the graph , parabola, vertex, axis of symmetry, intercepts , the three useful forms (standard, vertex, factored), four ways to solve $a x^{2} + b x + c = 0$ (factoring, the quadratic formula, completing the square, graphing), the discriminant, quadratic inequalities via sign analysis, and the canonical quadratic-modeling problems (projectile motion, revenue and profit, area constraints). The unit feeds into Polynomial Functions, Exponential and Logarithmic Functions read against quadratic growth, AP Calc Unit 4 (max and min), and IB Math AA HL A5 (algebraic manipulation and proof) and B2 (polynomial functions).二次函数(quadratic function)在我们对照的三套课程中均覆盖 10-12 年级。本单元涵盖图像(抛物线、顶点、对称轴、截距)、三种常用形式(一般式、顶点式、因式分解式)、求解 $a x^{2} + b x + c = 0$ 的四种方法(因式分解、求根公式、配方法、图像法)、判别式、利用符号分析的二次不等式,以及经典二次建模问题(投射运动、营收与利润、面积约束)。本单元为多项式函数、与二次增长对照的指数与对数函数、AP Calc 第 4 单元(极值)、以及 IB Math AA HL A5(代数操作与证明)和 B2(多项式函数)打基础。
How to use this guide如何使用本指南
Quadratics are the second great function family of high-school math and they live in different grades depending on which curriculum you follow. US Algebra 1 sees the factoring and graphing core; US Algebra 2 finishes the formula, completing the square, the discriminant, and complex roots; Ontario MPM2D anchors quadratics in Grade 10 with MCR3U revisiting them in Grade 11; BC Pre-Calculus 11 is the single biggest dedicated quadratics course we map to and explicitly covers sign-analysis inequalities. The table below tells you which sections of this guide are on your syllabus right now. Each row cites the curriculum document we checked it against, so the recommendation is grounded, not guessed.二次函数是高中数学的第二大函数家族,不同课程把它安排在不同年级。美国 Algebra 1 覆盖因式分解与图像核心;Algebra 2 完成求根公式、配方法、判别式与复根;安大略 MPM2D 在 10 年级集中讲二次函数,MCR3U 在 11 年级再覆盖一次;BC Pre-Calculus 11 是我们对照的最大专属二次课程,并明确覆盖符号分析不等式。下表告诉你本指南中哪些节现在在你的大纲内。每一行都注明了所对照的课纲文件,建议有据可依,并非凭空。
| If you are in…如果你在… | Focus on these sections重点学习 | Defer / skip可推迟 | Source依据 |
|---|---|---|---|
| 🇨🇦 ON Grade 10 , MPM2D安大略 10 年级 , MPM2D | §1, §2, §3, §4 (formula), §5 (completing the square)§1、§2、§3、§4(公式)、§5(配方法) | §7 (quadratic inequalities are MCR3U / MHF4U work, light in MPM2D); §6 modeling depth is optional§7(二次不等式属 MCR3U / MHF4U,在 MPM2D 中较轻);§6 建模深度可选 | math_grades_9-10_extract.md , MPM2D course description ("explore quadratic relations and their applications") + MPM2D Analytic Geometry strand, MPM2D 课程描述("探究二次关系及其应用")+ MPM2D 解析几何单元 |
| 🇨🇦 ON Grade 11 , MCR3U安大略 11 年级 , MCR3U | Full review §1-7; lean on §2 (function notation) and §5-7 since MCR3U's A2 sub-cluster is "Solving Problems Involving Quadratic Functions"全面复习 §1-7;加重 §2(函数记号)与 §5-7,因为 MCR3U 的 A2 子簇正是"求解涉及二次函数的问题" | Nothing , treat this unit as a complete refresher before moving into MCR3U's transformation work in A1.8-A1.9无 , 视本单元为 MCR3U A1.8-A1.9 变换内容前的完整回顾 | math_grades_11-12_extract.md , MCR3U sub-cluster A2 Solving Problems Involving Quadratic Functions; A1.1, A1.2, A1.5, A1.7, A1.8, MCR3U 子簇 A2 求解涉及二次函数的问题;A1.1、A1.2、A1.5、A1.7、A1.8 |
| 🇨🇦 BC Grade 11 , Pre-Calc 11BC 11 年级 , Pre-Calc 11 | Full §1-7. BC PC11 is the dedicated quadratics home; the curriculum explicitly lists factoring + quadratic formula + completing the square + graphing + square root method as solving paths, and sign analysis as the inequality technique§1-7 完整学习。BC PC11 是二次的专属课程;课纲明确列出因式分解 + 求根公式 + 配方法 + 图像法 + 开平方法五种求解路径,并把符号分析列为不等式技法 | Nothing , every section maps to a PC11 Content elaboration verbatim无 , 每一节都对应一条 PC11 内容细则的原文 | pc11_elab_extract.md , Big Idea "Quadratic relationships are prevalent in the world around us" + Content quadratic functions and equations, polynomial factoring, linear and quadratic inequalities, 大概念"二次关系在我们身边的世界中普遍存在" + 内容二次函数与方程、多项式因式分解、一次与二次不等式 |
| 🇺🇸 US Algebra 1 (Grade 8-9)美国 Algebra 1(8-9 年级) | §1, §2 (forms), §3 (factoring), §4 (formula)§1、§2(形式)、§3(因式分解)、§4(求根公式) | §5 (completing the square is Algebra 2 in most US scope-and-sequences); §7 (inequalities sit in Algebra 2 / Pre-Calc)§5(多数美国课程把配方法放在 Algebra 2);§7(不等式在 Algebra 2 / Pre-Calc) | ccssm_hs_math_extract.md , HSA-REI.B.4, HSF-IF.C.7a, HSA-SSE.A.1, HSF-BF.A.1, HSA-REI.B.4、HSF-IF.C.7a、HSA-SSE.A.1、HSF-BF.A.1 |
| 🇺🇸 US Algebra 2 (Grade 10-11)美国 Algebra 2(10-11 年级) | §4 (discriminant + complex roots when $\Delta < 0$), §5 (completing the square), §6 modeling, §7 inequalities; review §1-3 lightly§4(判别式 + $\Delta < 0$ 时的复根)、§5(配方法)、§6 建模、§7 不等式;§1-3 轻量复习 | Nothing , Algebra 2 typically finishes the unit无 , Algebra 2 一般完成本单元全部内容 | ccssm_hs_math_extract.md , HSA-REI.B.4, HSF-IF.C.8, HSA-REI.C.7, HSA-REI.D.11, HSF-BF.B.3, HSA-REI.B.4、HSF-IF.C.8、HSA-REI.C.7、HSA-REI.D.11、HSF-BF.B.3 |
| 🇺🇸 US Pre-Calc / Honors / AP-feeder美国 Pre-Calc / 荣誉 / AP 衔接 | Full §1-7 with modeling depth (§6 worked examples + going-deeper). Be fluent on the discriminant trichotomy and on rewriting between standard, vertex, and factored forms§1-7 全部,并完成 §6 例题与"深入"框。熟练判别式三分情形与一般式、顶点式、因式分解式之间的互转 | Nothing , cross-reference to AP Calc Unit 4 (max/min) and IB Math HL B2 (polynomial functions)无 , 交叉引用 AP Calc 第 4 单元(极值)与 IB Math HL B2(多项式函数) | ccssm_hs_math_extract.md , HSF-IF.C.9, HSA-REI.C.7, HSA-REI.D.11 (graphical), HSF-BF.B.3 (transformations of $f(x) = x^{2}$), HSF-IF.C.9、HSA-REI.C.7、HSA-REI.D.11(图像法)、HSF-BF.B.3($f(x) = x^{2}$ 的变换) |
| 🇺🇸 SAT boundSAT 考生 | All sections. Quadratics are roughly $10\%$ of SAT Math: factoring, the formula, the vertex of a parabola, and the linear-quadratic system are all SAT-frequent全部章节。二次内容约占 SAT 数学 $10\%$:因式分解、公式、抛物线顶点、一次—二次方程组都是高频考点 | Nothing , SAT favours fluency on solving by inspection (factoring or special-product spotting) over completing the square from scratch无 , SAT 更看重观察法(因式分解或特殊乘积识别)的熟练度,而非从零开始的配方法 | See What this feeds into at the end of this unit for the SAT and AP cross-references详见本单元末"后续单元"中关于 SAT 与 AP 的交叉引用 |
| 🇺🇸 AP Calc boundAP Calc 考生 | All sections. The derivative-zero technique for locating maxima and minima in AP Calc is the calculus analogue of the vertex of a parabola you find here全部章节。AP Calc 中"导数为零"求极值的方法,正是本单元抛物线顶点的微积分类比 | Nothing , complete this unit, then move to AP Calc Unit 1 (limits) and Unit 4 (analytical applications of differentiation)无 , 完成本单元后进入 AP Calc 第 1 单元(极限)与第 4 单元(微分的解析应用) | See What this feeds into; cross-link to AP Calculus/Study Guides/Unit_1_*详见"后续单元";交叉链接至 AP Calculus/Study Guides/Unit_1_* |
Once you have located your row, use the two cards below for the speed at which you should work through the recommended sections.找到所在行后,用下面两张卡片决定推进速度。
Memorise four formulas: vertex of $a x^{2} + b x + c$ at $x = -b/(2a)$; quadratic formula $x = (-b \pm \sqrt{b^{2} - 4 a c}) / (2 a)$; discriminant $\Delta = b^{2} - 4 a c$ classifies roots (two real / one repeated / two complex); vertex form $y = a (x - h)^{2} + k$. Be able to factor any trinomial with small integer coefficients in $\le 90$ seconds. Read every cram-cheat box at the top of each section in your row.背熟四个公式:$a x^{2} + b x + c$ 的顶点位于 $x = -b/(2a)$;求根公式 $x = (-b \pm \sqrt{b^{2} - 4 a c}) / (2 a)$;判别式 $\Delta = b^{2} - 4 a c$ 分类根的情形(两实根 / 一重根 / 两复根);顶点式 $y = a (x - h)^{2} + k$。小整数系数三项式应能在 $\le 90$ 秒内因式分解。所在行的每节顶部速记框都要读。
Always state whether you used factoring, the formula, or completing the square and why. Always sketch the parabola before answering an inequality question. Always check the sign of $\Delta$ before quoting any roots. Practise rewriting between all three forms cold, both directions. Sign analysis (§7) is one of the few high-school techniques that carries forward unchanged into limits, derivatives, and rational-function asymptote work.每题都要写明使用了因式分解、公式还是配方法,以及为何选用。回答不等式题前先画抛物线草图。引用根之前先核 $\Delta$ 的正负号。反复练三种形式之间的双向互转。符号分析(§7)是少数能原样延续到极限、导数与有理函数渐近线的高中技法之一。
The Parabola and Its Key Features抛物线及其关键特征
- Opens up开口向上 if $a > 0$; opens down if $a < 0$. The sign of $a$ controls whether the vertex is a minimum or maximum.当 $a > 0$;开口向下当 $a < 0$。$a$ 的符号决定顶点是最小值还是最大值。
- Axis of symmetry:对称轴: the vertical line $x = -b/(2 a)$. The parabola is symmetric about this line.竖直线 $x = -b/(2 a)$。抛物线关于此线对称。
- Vertex:顶点: the point on the parabola where the axis of symmetry meets it. Its $x$-coordinate is $-b/(2 a)$; its $y$-coordinate is found by substituting back into the equation.对称轴与抛物线的交点。$x$ 坐标为 $-b/(2 a)$;$y$ 坐标由代回方程求得。
- $y$-intercept:$y$ 截距: always $(0, c)$ , just plug in $x = 0$.恒为 $(0, c)$ , 代入 $x = 0$ 即得。
- $x$-intercepts (roots):$x$ 截距(实根): where $y = 0$. There are $0$, $1$, or $2$ of them depending on the discriminant.$y = 0$ 处。根据判别式不同,可能有 $0$、$1$ 或 $2$ 个。
For the quadratic $f(x) = -2 x^{2} + 8 x - 3$, find (a) the axis of symmetry, (b) the vertex, (c) the $y$-intercept, and (d) the direction of opening.对二次函数 $f(x) = -2 x^{2} + 8 x - 3$,求(a)对称轴,(b)顶点,(c)$y$ 截距,(d)开口方向。
Identify.辨识。 Standard form $a = -2$, $b = 8$, $c = -3$.一般式中 $a = -2$,$b = 8$,$c = -3$。
(a) Axis of symmetry.(a)对称轴。
$$ x \;=\; -\frac{b}{2 a} \;=\; -\frac{8}{2 \cdot (-2)} \;=\; 2. $$(b) Vertex.(b)顶点。 Substitute $x = 2$ into $f$:代入 $x = 2$:
$$ f(2) \;=\; -2 \cdot 4 + 8 \cdot 2 - 3 \;=\; -8 + 16 - 3 \;=\; 5. $$So the vertex is $(2, 5)$.所以顶点为 $(2, 5)$。
(c) $y$-intercept.(c)$y$ 截距。 Set $x = 0$: $f(0) = -3$, so the $y$-intercept is $(0, -3)$.令 $x = 0$:$f(0) = -3$,$y$ 截距为 $(0, -3)$。
(d) Direction.(d)开口方向。 Because $a = -2 < 0$, the parabola opens downward and the vertex $(2, 5)$ is the maximum point.由 $a = -2 < 0$,抛物线向下开口,顶点 $(2, 5)$ 为最大值点。
Evaluate.小结。 The maximum value of $f$ is $5$, achieved at $x = 2$. The parabola crosses the $y$-axis at $(0, -3)$ on its way up to the vertex.$f$ 的最大值为 $5$,在 $x = 2$ 处取得。抛物线在 $(0, -3)$ 处交 $y$ 轴,沿途上升至顶点。
Going deeper · Why the axis of symmetry is $x = -b / (2 a)$深入 · 为何对称轴为 $x = -b / (2 a)$
Start from $f(x) = a x^{2} + b x + c$ and apply the algebraic identity for completing the square:从 $f(x) = a x^{2} + b x + c$ 出发,套用配方法的代数恒等式:
$$ f(x) \;=\; a \left( x^{2} + \tfrac{b}{a} x \right) + c \;=\; a \left( x + \tfrac{b}{2 a} \right)^{2} - a \cdot \tfrac{b^{2}}{4 a^{2}} + c. $$The first term $a (x + b/(2 a))^{2}$ is non-negative when $a > 0$ and equals zero only at $x = -b/(2 a)$. The remaining constant $c - b^{2}/(4 a)$ is the value of $f$ at that point. Symmetry of the squared term about $x = -b/(2 a)$ is what makes that vertical line the axis of symmetry of the whole parabola: $f(-b/(2 a) + h) = f(-b/(2 a) - h)$ for every $h$. The argument runs in reverse for $a < 0$ with "non-negative" replaced by "non-positive," and the same line is the axis of symmetry.第一项 $a (x + b/(2 a))^{2}$ 当 $a > 0$ 时非负,仅在 $x = -b/(2 a)$ 处为零;其余常数 $c - b^{2}/(4 a)$ 为该点的 $f$ 值。平方项关于 $x = -b/(2 a)$ 对称,使该竖直线成为整条抛物线的对称轴:对任意 $h$,$f(-b/(2 a) + h) = f(-b/(2 a) - h)$。$a < 0$ 时把"非负"换成"非正",结论一致。
Three Forms of a Quadratic Function二次函数的三种形式
- Standard form:一般式: $y = a x^{2} + b x + c$. Best for reading the $y$-intercept ($c$) and computing the axis ($x = -b/(2 a)$).$y = a x^{2} + b x + c$。最适合读取 $y$ 截距($c$)与计算对称轴($x = -b/(2 a)$)。
- Vertex form:顶点式: $y = a (x - h)^{2} + k$. The vertex is $(h, k)$ , read directly. Best for transformations and for stating the max/min value.$y = a (x - h)^{2} + k$。顶点为 $(h, k)$ , 可直接读出。最适合处理变换与给出极值。
- Factored form:因式分解式: $y = a (x - r_{1}) (x - r_{2})$. The roots are $r_{1}$ and $r_{2}$ , read directly. Best for graphing from roots and for solving the equation.$y = a (x - r_{1}) (x - r_{2})$。实根为 $r_{1}$ 与 $r_{2}$ , 可直接读出。最适合由根作图与求解方程。
- Standard to vertex:一般式 → 顶点式: complete the square (see §5) or use $h = -b/(2 a)$, $k = f(h)$.配方法(见 §5),或用 $h = -b/(2 a)$、$k = f(h)$。
- Standard to factored:一般式 → 因式分解式: factor the quadratic (§3) or use the roots from the formula (§4).对二次因式分解(§3),或用求根公式得到的根(§4)。
- Vertex to standard:顶点式 → 一般式: expand $a (x - h)^{2} + k$.展开 $a (x - h)^{2} + k$。
- Factored to standard:因式分解式 → 一般式: expand $a (x - r_{1})(x - r_{2})$. The constant term is $a r_{1} r_{2}$; the middle coefficient is $-a (r_{1} + r_{2})$.展开 $a (x - r_{1})(x - r_{2})$。常数项为 $a r_{1} r_{2}$;一次项系数为 $-a (r_{1} + r_{2})$。
Take $f(x) = 2 x^{2} - 12 x + 10$ and write it in (a) vertex form and (b) factored form.取 $f(x) = 2 x^{2} - 12 x + 10$,写出(a)顶点式与(b)因式分解式。
(a) Vertex form.(a)顶点式。 First find the vertex via $h = -b/(2 a) = 12/4 = 3$. Then先用 $h = -b/(2 a) = 12/4 = 3$ 求顶点:
$$ k \;=\; f(3) \;=\; 2 \cdot 9 - 12 \cdot 3 + 10 \;=\; 18 - 36 + 10 \;=\; -8. $$So $f(x) = 2 (x - 3)^{2} - 8$.故 $f(x) = 2 (x - 3)^{2} - 8$。
Sanity check.核验。 Expand: $2 (x - 3)^{2} - 8 = 2 (x^{2} - 6 x + 9) - 8 = 2 x^{2} - 12 x + 10$. Matches.展开:$2 (x - 3)^{2} - 8 = 2 (x^{2} - 6 x + 9) - 8 = 2 x^{2} - 12 x + 10$,吻合。
(b) Factored form.(b)因式分解式。 Factor a $2$ out: $f(x) = 2 (x^{2} - 6 x + 5)$. Then $x^{2} - 6 x + 5 = (x - 1)(x - 5)$, so提出 $2$:$f(x) = 2 (x^{2} - 6 x + 5)$。再因式分解 $x^{2} - 6 x + 5 = (x - 1)(x - 5)$,得
$$ f(x) \;=\; 2 (x - 1)(x - 5). $$Evaluate.小结。 The roots are $x = 1$ and $x = 5$; the vertex is $(3, -8)$; the $y$-intercept is $(0, 10)$. The three forms encode the same parabola, each surfacing a different feature.实根为 $x = 1$、$x = 5$;顶点 $(3, -8)$;$y$ 截距 $(0, 10)$。三种形式描述同一条抛物线,各自突出不同特征。
Going deeper · Why expanding factored form gives the right coefficients深入 · 为何展开因式分解式能给出正确系数
Expand $a (x - r_{1})(x - r_{2})$ step by step:逐步展开 $a (x - r_{1})(x - r_{2})$:
$$ a (x - r_{1})(x - r_{2}) \;=\; a \left( x^{2} - (r_{1} + r_{2}) x + r_{1} r_{2} \right) \;=\; a x^{2} - a (r_{1} + r_{2}) x + a r_{1} r_{2}. $$Compare with standard form $a x^{2} + b x + c$. Matching coefficients gives与一般式 $a x^{2} + b x + c$ 对照,比较系数得
$$ b \;=\; -a (r_{1} + r_{2}), \qquad c \;=\; a r_{1} r_{2}. $$These are Vieta's formulas for a quadratic. They are a fast sanity check when factoring: if you propose roots $r_{1}, r_{2}$, the sum should equal $-b/a$ and the product should equal $c/a$. If either fails, the proposed factoring is wrong.这就是二次的 Vieta 公式(韦达定理)。因式分解时是速效核验:若提出根 $r_{1}, r_{2}$,则根之和应等于 $-b/a$,根之积应等于 $c/a$。任一条不满足,因式分解就错。
Solving by Factoring因式分解法求解
Factoring playbook for $a x^{2} + b x + c = 0$.$a x^{2} + b x + c = 0$ 的因式分解策略。
- Factor out the GCF first先提取最大公因式 if any coefficient shares a factor with all others.若各系数有公因子。
- Trinomial with $a = 1$:$a = 1$ 的三项式: find two numbers whose product is $c$ and whose sum is $b$. They become the roots' negatives: $x^{2} + b x + c = (x + p)(x + q)$ where $p + q = b$ and $p q = c$.找两个数,乘积为 $c$、和为 $b$。它们是实根的相反数:$x^{2} + b x + c = (x + p)(x + q)$,其中 $p + q = b$、$p q = c$。
- Trinomial with $a \ne 1$:$a \ne 1$ 的三项式: the AC method / decomposition. Multiply $a \cdot c$. Find two numbers that multiply to $a c$ and add to $b$. Split $b x$ into those two terms, then factor by grouping.AC 法 / 拆项法。算 $a \cdot c$。找两数,乘积为 $a c$、和为 $b$。把 $b x$ 拆成这两项,然后分组分解。
- Difference of squares:平方差: $a^{2} - b^{2} = (a - b)(a + b)$.
- Perfect-square trinomial:完全平方三项式: $a^{2} \pm 2 a b + b^{2} = (a \pm b)^{2}$.
Solve $6 x^{2} - 7 x - 3 = 0$ by factoring.用因式分解法求解 $6 x^{2} - 7 x - 3 = 0$。
Identify.辨识。 $a = 6$, $b = -7$, $c = -3$. Compute $a c = 6 \cdot (-3) = -18$.$a = 6$,$b = -7$,$c = -3$。计算 $a c = 6 \cdot (-3) = -18$。
Set up.设置。 Look for two integers whose product is $-18$ and whose sum is $-7$: the pair $(-9, 2)$ works because $-9 \cdot 2 = -18$ and $-9 + 2 = -7$.找两个整数,乘积 $-18$、和 $-7$:$(-9, 2)$ 满足 $-9 \cdot 2 = -18$、$-9 + 2 = -7$。
Execute.执行。 Split the middle term:拆分中间项:
$$ 6 x^{2} - 7 x - 3 \;=\; 6 x^{2} - 9 x + 2 x - 3. $$Factor by grouping:分组分解:
$$ 6 x^{2} - 9 x + 2 x - 3 \;=\; 3 x (2 x - 3) + 1 \cdot (2 x - 3) \;=\; (3 x + 1)(2 x - 3). $$Apply the zero-product property:套用零积性质:
$$ 3 x + 1 = 0 \;\Rightarrow\; x = -\tfrac{1}{3}, \qquad 2 x - 3 = 0 \;\Rightarrow\; x = \tfrac{3}{2}. $$Evaluate.核验。 Check by Vieta's: sum should be $-b/a = 7/6$; sum of $-1/3 + 3/2 = -2/6 + 9/6 = 7/6$. Confirmed.用韦达定理核验:根之和应为 $-b/a = 7/6$;$-1/3 + 3/2 = 7/6$,吻合。
Going deeper · Why the AC method works深入 · 为何 AC 法成立
Assume $a x^{2} + b x + c$ factors over the integers as $(p x + r)(q x + s)$ with $p q = a$, $r s = c$, and $p s + q r = b$. Multiply out:设 $a x^{2} + b x + c$ 在整数范围内可分解为 $(p x + r)(q x + s)$,满足 $p q = a$、$r s = c$、$p s + q r = b$。展开:
$$ (p x + r)(q x + s) \;=\; p q x^{2} + (p s + q r) x + r s. $$Set $u = p s$ and $v = q r$. Then $u + v = b$ and令 $u = p s$、$v = q r$。则 $u + v = b$ 且
$$ u v \;=\; (p s)(q r) \;=\; (p q)(r s) \;=\; a c. $$So we just need to find two integers $u, v$ whose product is $a c$ and whose sum is $b$ , that is the AC method's search step. Once you have $u, v$, splitting $b x = u x + v x$ and grouping recovers the factorisation. If no such integer pair exists, the quadratic does not factor over the integers and you should switch to the quadratic formula or completing the square.所以只需找乘积为 $a c$、和为 $b$ 的两个整数 $u, v$ , 这正是 AC 法的搜索步骤。得到 $u, v$ 后,把 $b x = u x + v x$ 拆开再分组,即恢复因式分解。若无此整数对,则二次在整数范围内不可分解,应改用求根公式或配方法。
The Quadratic Formula and the Discriminant求根公式与判别式 🇨🇦 ON · 🇨🇦 BC PC11 · 🇺🇸 US Alg 2+
The discriminant.判别式。 Define定义 $$ \Delta \;=\; b^{2} - 4 a c. $$ The sign of $\Delta$ classifies the roots:$\Delta$ 的符号分类根的情形:
- $\Delta > 0$: two distinct real roots; the parabola crosses the $x$-axis twice.两个不同实根;抛物线两次穿过 $x$ 轴。
- $\Delta = 0$: one repeated real root ($x = -b/(2 a)$); the parabola is tangent to the $x$-axis at the vertex.一个重实根($x = -b/(2 a)$);抛物线在顶点处与 $x$ 轴相切。
- $\Delta < 0$: no real roots; two complex conjugate roots; the parabola does not cross the $x$-axis.无实根;两个共轭复根;抛物线不与 $x$ 轴相交。
Solve $2 x^{2} + 3 x - 5 = 0$ using the quadratic formula, and classify the roots by computing $\Delta$ first.用求根公式求解 $2 x^{2} + 3 x - 5 = 0$,先算 $\Delta$ 分类根的情形。
Identify.辨识。 $a = 2$, $b = 3$, $c = -5$.$a = 2$,$b = 3$,$c = -5$。
Discriminant first.先算判别式。
$$ \Delta \;=\; b^{2} - 4 a c \;=\; 9 - 4 \cdot 2 \cdot (-5) \;=\; 9 + 40 \;=\; 49. $$$\Delta = 49 > 0$ and is a perfect square, so we expect two distinct rational roots.$\Delta = 49 > 0$ 且为完全平方,预期两个不同有理根。
Apply the formula.套用公式。
$$ x \;=\; \frac{-3 \pm \sqrt{49}}{2 \cdot 2} \;=\; \frac{-3 \pm 7}{4}. $$So $x = 4/4 = 1$ or $x = -10/4 = -5/2$.故 $x = 4/4 = 1$ 或 $x = -10/4 = -5/2$。
Evaluate.核验。 Check by Vieta's: sum $= -b/a = -3/2$; sum of $1 + (-5/2) = -3/2$. Product $= c/a = -5/2$; product of $1 \cdot (-5/2) = -5/2$. Both confirmed.用韦达定理核验:根之和 $= -b/a = -3/2$;$1 + (-5/2) = -3/2$。根之积 $= c/a = -5/2$;$1 \cdot (-5/2) = -5/2$。两者吻合。
Going deeper · Deriving the quadratic formula from completing the square深入 · 由配方法推导求根公式
Start from $a x^{2} + b x + c = 0$ with $a \ne 0$. Divide by $a$:从 $a x^{2} + b x + c = 0$($a \ne 0$)出发,两边除以 $a$:
$$ x^{2} + \tfrac{b}{a} x + \tfrac{c}{a} \;=\; 0. $$Move the constant and complete the square (see §5):移项并配方(见 §5):
$$ x^{2} + \tfrac{b}{a} x \;=\; -\tfrac{c}{a} \quad\Longrightarrow\quad \left( x + \tfrac{b}{2 a} \right)^{2} \;=\; -\tfrac{c}{a} + \tfrac{b^{2}}{4 a^{2}} \;=\; \frac{b^{2} - 4 a c}{4 a^{2}}. $$Take square roots and isolate $x$:开平方并解出 $x$:
$$ x + \tfrac{b}{2 a} \;=\; \pm \frac{\sqrt{b^{2} - 4 a c}}{2 a} \quad\Longrightarrow\quad x \;=\; \frac{-b \pm \sqrt{b^{2} - 4 a c}}{2 a}. $$The radicand $b^{2} - 4 a c$ is the discriminant. If it is positive, $\sqrt{\Delta}$ is a positive real number and the $\pm$ gives two distinct roots. If it is zero, the $\pm$ collapses and we get one repeated root. If it is negative, $\sqrt{\Delta}$ is not real and the roots are complex conjugates.根号内 $b^{2} - 4 a c$ 即判别式。正时 $\sqrt{\Delta}$ 为正实数,$\pm$ 给出两个不同实根;为零时 $\pm$ 合并,得一重根;为负时 $\sqrt{\Delta}$ 非实,根为共轭复根。
Completing the Square配方法
- Move the constant to the right: $x^{2} + b x = -c$.常数移到右边:$x^{2} + b x = -c$。
- Halve $b$ and square it: $(b/2)^{2}$.$b$ 折半再平方:$(b/2)^{2}$。
- Add $(b/2)^{2}$ to both sides: $x^{2} + b x + (b/2)^{2} = -c + (b/2)^{2}$.两边同加 $(b/2)^{2}$:$x^{2} + b x + (b/2)^{2} = -c + (b/2)^{2}$。
- Factor the left side as a perfect square: $(x + b/2)^{2} = (b/2)^{2} - c$.左边化为完全平方:$(x + b/2)^{2} = (b/2)^{2} - c$。
- Take square roots: $x + b/2 = \pm \sqrt{(b/2)^{2} - c}$.开平方:$x + b/2 = \pm \sqrt{(b/2)^{2} - c}$。
- Isolate $x$.解出 $x$。
The geometric picture.几何图像。 Adding $(b/2)^{2}$ to $x^{2} + b x$ literally completes a square of side $x + b/2$. The visualisation is where the name comes from.给 $x^{2} + b x$ 加上 $(b/2)^{2}$ 就字面上把它"补成"一个边长为 $x + b/2$ 的正方形 , 这就是"配方法"名字的来源。
Rewrite $f(x) = 2 x^{2} + 8 x + 5$ in vertex form by completing the square.用配方法把 $f(x) = 2 x^{2} + 8 x + 5$ 化为顶点式。
Factor $2$ out of the $x^{2}$ and $x$ terms.从 $x^{2}$ 与 $x$ 项中提出 $2$。
$$ f(x) \;=\; 2 \left( x^{2} + 4 x \right) + 5. $$Halve the linear coefficient inside the bracket.把括号内一次项系数折半。 $b = 4$, so $(b/2)^{2} = 4$. Add and subtract $4$ inside the bracket (so the net change is zero):$b = 4$,$(b/2)^{2} = 4$。在括号内加并减 $4$(净变化为零):
$$ f(x) \;=\; 2 \left( x^{2} + 4 x + 4 - 4 \right) + 5 \;=\; 2 \left( (x + 2)^{2} - 4 \right) + 5. $$Distribute and combine constants.展开并合并常数。
$$ f(x) \;=\; 2 (x + 2)^{2} - 8 + 5 \;=\; 2 (x + 2)^{2} - 3. $$Evaluate.小结。 Read off the vertex from the form $a (x - h)^{2} + k$: $h = -2$, $k = -3$, so the vertex is $(-2, -3)$. Since $a = 2 > 0$, the parabola opens up and the vertex is the minimum.由 $a (x - h)^{2} + k$ 读出顶点:$h = -2$,$k = -3$,顶点 $(-2, -3)$。$a = 2 > 0$,开口向上,顶点为最小值。
Going deeper · The completing-the-square move, geometrically深入 · 配方法的几何图像
Picture $x^{2} + b x$ as a literal square of side $x$ plus a rectangle of dimensions $b \times x$. Split the rectangle into two strips of dimensions $(b/2) \times x$ and attach one strip to each of two adjacent sides of the square. You now have an L-shape with a missing corner. The missing corner is a $(b/2) \times (b/2) = (b/2)^{2}$ square. Adding it fills out the L into a perfect $(x + b/2) \times (x + b/2)$ square , hence "completing the square."把 $x^{2} + b x$ 看成边长为 $x$ 的正方形加上 $b \times x$ 的长方形。将长方形分成两条 $(b/2) \times x$ 的条,分别贴在正方形相邻两边上,得到一个缺角的 L 形。缺的角是 $(b/2) \times (b/2) = (b/2)^{2}$ 的方块。补上它就把 L 形补成边长 $(x + b/2)$ 的完整正方形 , 这就是"配方法"得名的由来。
Algebraically, the same move says: $x^{2} + b x + (b/2)^{2} = (x + b/2)^{2}$. Subtracting $(b/2)^{2}$ to undo the addition gives $x^{2} + b x = (x + b/2)^{2} - (b/2)^{2}$, which is the substitution that turns standard form into vertex form.代数上同等于:$x^{2} + b x + (b/2)^{2} = (x + b/2)^{2}$。再减去 $(b/2)^{2}$ 抵消所加,得 $x^{2} + b x = (x + b/2)^{2} - (b/2)^{2}$ , 这就是把一般式变成顶点式的代换。
Quadratic Modeling二次函数建模
- Projectile motion.投射运动。 In US customary units (feet, seconds): $h(t) = -16 t^{2} + v_{0} t + h_{0}$. In metric (metres, seconds): $h(t) = -4.9 t^{2} + v_{0} t + h_{0}$. The $-16$ and $-4.9$ are $\tfrac{1}{2} g$ for gravitational acceleration $g$. The vertex gives the maximum height; the positive root gives the landing time.美制单位(英尺、秒):$h(t) = -16 t^{2} + v_{0} t + h_{0}$。公制(米、秒):$h(t) = -4.9 t^{2} + v_{0} t + h_{0}$。其中 $-16$ 与 $-4.9$ 均为 $\tfrac{1}{2} g$($g$ 为重力加速度)。顶点给出最大高度;正根给出落地时刻。
- Revenue and profit.营收与利润。 Demand is often modelled linearly: price $p = a - b x$ for quantity sold $x$. Revenue $R(x) = x p = x (a - b x) = a x - b x^{2}$ is quadratic with a maximum. Profit $P(x) = R(x) - C(x)$ (subtract a linear cost) is still quadratic.需求常以线性建模:销量 $x$ 时价格 $p = a - b x$。营收 $R(x) = x p = a x - b x^{2}$ 是二次函数,有最大值。利润 $P(x) = R(x) - C(x)$(减去线性成本)仍为二次。
- Area-perimeter optimisation.面积—周长最优化。 A fixed perimeter gives a constraint $2 L + 2 W = P$; substitute into area $A = L W$ to get a quadratic in one variable. The vertex gives the maximum area (or area-constrained minimum perimeter, depending on the question).周长固定给出约束 $2 L + 2 W = P$;代入面积 $A = L W$ 得到单变量二次函数。顶点给出最大面积(或面积约束下的最小周长,视题目而定)。
A ball is thrown upward from a $5$-metre platform at $20$ m/s. Its height is $h(t) = -4.9 t^{2} + 20 t + 5$, with $h$ in metres and $t$ in seconds. (a) When does the ball reach its maximum height? (b) What is the maximum height? (c) When does the ball hit the ground?一球从 $5$ 米高台以 $20$ m/s 向上抛出,高度 $h(t) = -4.9 t^{2} + 20 t + 5$,$h$ 单位米、$t$ 单位秒。(a)球何时达到最大高度?(b)最大高度多少?(c)何时落地?
Identify.辨识。 $a = -4.9$, $b = 20$, $c = 5$. Parabola opens downward (since $a < 0$), so the vertex is a maximum.$a = -4.9$,$b = 20$,$c = 5$。$a < 0$,抛物线开口向下,顶点为最大值。
(a) Time of maximum height.(a)最大高度时刻。
$$ t \;=\; -\frac{b}{2 a} \;=\; -\frac{20}{2 \cdot (-4.9)} \;=\; \frac{20}{9.8} \;\approx\; 2.04 \text{ seconds}. $$(b) Maximum height.(b)最大高度。 Substitute $t = 20/9.8$ back:代回 $t = 20/9.8$:
$$ h_{\max} \;=\; -4.9 \cdot (20/9.8)^{2} + 20 \cdot (20/9.8) + 5 \;=\; -\tfrac{(20)^{2}}{2 \cdot 9.8} + \tfrac{(20)^{2}}{9.8} + 5 \;=\; \tfrac{200}{9.8} + 5 \;\approx\; 25.41 \text{ metres}. $$(c) Landing time.(c)落地时刻。 Set $h(t) = 0$ and use the quadratic formula:令 $h(t) = 0$,用求根公式:
$$ t \;=\; \frac{-20 \pm \sqrt{400 + 4 \cdot 4.9 \cdot 5}}{2 \cdot (-4.9)} \;=\; \frac{-20 \pm \sqrt{498}}{-9.8}. $$Take the positive root (negative time is unphysical): $\sqrt{498} \approx 22.32$, so取正根(负时间无物理意义):$\sqrt{498} \approx 22.32$,故
$$ t \;=\; \frac{-20 - 22.32}{-9.8} \;\approx\; \frac{-42.32}{-9.8} \;\approx\; 4.32 \text{ seconds}. $$Evaluate.小结。 The ball rises for $\approx 2.04$ seconds to a peak of $\approx 25.4$ metres, then falls back, landing at $\approx 4.32$ seconds. The total flight time is slightly more than twice the rise time because it falls farther (from $25.4$ m to $0$ m) than it rose (from $5$ m to $25.4$ m).球上升约 $2.04$ 秒,达到约 $25.4$ 米的峰值,再下落,约 $4.32$ 秒落地。总飞行时间略多于上升时间的两倍,因为下落距离($25.4 \to 0$ 米)大于上升距离($5 \to 25.4$ 米)。
Going deeper · A revenue-optimisation worked example深入 · 营收最大化例题
A streaming service models monthly demand as $x = 1000 - 50 p$ subscribers when the price is $p$ dollars per month. Find the price that maximises revenue, and the resulting revenue.某流媒体把月需求建模为 $x = 1000 - 50 p$(订阅人数),月费 $p$ 美元。求最大化营收的价格与对应营收。
Revenue is $R(p) = p \cdot x = p (1000 - 50 p) = 1000 p - 50 p^{2}$, which is a downward-opening parabola in $p$. The maximum is at the vertex:营收 $R(p) = p \cdot x = 1000 p - 50 p^{2}$,是关于 $p$ 的向下开口抛物线。最大值在顶点:
$$ p^{*} \;=\; -\frac{1000}{2 \cdot (-50)} \;=\; \frac{1000}{100} \;=\; 10 \text{ dollars}. $$At $p^{*} = 10$, demand is $x^{*} = 1000 - 50 \cdot 10 = 500$ subscribers, and revenue is$p^{*} = 10$ 时需求 $x^{*} = 500$ 人,营收
$$ R(10) \;=\; 10 \cdot 500 \;=\; 5000 \text{ dollars per month}. $$The same calculation appears in AP Macroeconomics (monopoly revenue maximisation) and in IB Math HL E4 (problem-solving using calculus), where the calculus version uses $\frac{dR}{dp} = 0$ instead of the vertex formula. Both methods give the same answer; the calculus approach generalises beyond quadratics.同一计算在 AP 宏观经济(垄断营收最大化)与 IB Math HL E4(用微积分求解问题)中再现,那里用 $\frac{dR}{dp} = 0$ 取代顶点公式。结果一致;微积分方法可推广到非二次情形。
Quadratic Inequalities二次不等式 Honors (US Alg 1)荣誉(US Alg 1) 🇨🇦 BC PC11 core
HSA-REI.B.3 and graphical inequality solving under HSA-REI.D.12, but quadratic inequalities are usually deferred to Algebra 2 or Pre-Calc. In Ontario MCR3U the technique surfaces alongside the function-domain work in A1. The sign-analysis method below works across all three curricula.BC Pre-Calc 11 把一次与二次不等式列为专属内容,并把符号分析作为指定技法 , 这是课纲原文。US 共同核心在 HSA-REI.B.3 覆盖一次不等式,在 HSA-REI.D.12 覆盖图像法不等式,但二次不等式一般推迟到 Algebra 2 或 Pre-Calc。安大略 MCR3U 在 A1 单元结合函数定义域时一并处理。下文的符号分析法在三套课程中均通用。
- Find the roots.求根。 Solve $a x^{2} + b x + c = 0$ by factoring, the formula, or completing the square. Call them $r_{1} \le r_{2}$ if they exist.用因式分解、求根公式或配方法解 $a x^{2} + b x + c = 0$;若存在记为 $r_{1} \le r_{2}$。
- Draw the parabola.画抛物线。 Use the sign of $a$ to decide whether it opens up or down. Mark the roots on the $x$-axis.由 $a$ 的符号判断开口方向,并在 $x$ 轴上标出实根。
- Read intervals.读区间。 Between two roots, the parabola is on the opposite side of the $x$-axis from its tails. Use the sketch to read which intervals make the inequality true.两根之间,抛物线与两端在 $x$ 轴的相反一侧。用草图读出使不等式成立的区间。
- Express in interval notation.用区间记法表示。 $(-\infty, r_{1}) \cup (r_{2}, \infty)$ for "outside the roots"; $(r_{1}, r_{2})$ for "between the roots." Include the endpoints with square brackets when the inequality is $\le$ or $\ge$."两根外"用 $(-\infty, r_{1}) \cup (r_{2}, \infty)$;"两根之间"用 $(r_{1}, r_{2})$。不等式为 $\le$ 或 $\ge$ 时端点用方括号。
Solve $x^{2} - x - 6 > 0$ by sign analysis.用符号分析法求解 $x^{2} - x - 6 > 0$。
Find the roots.求根。 Factor: $x^{2} - x - 6 = (x - 3)(x + 2)$. Roots are $x = -2$ and $x = 3$.因式分解:$x^{2} - x - 6 = (x - 3)(x + 2)$。实根 $x = -2$、$x = 3$。
Read the parabola.读抛物线。 $a = 1 > 0$, so the parabola opens upward. It crosses the $x$-axis at $-2$ and $3$. Between the roots the parabola is below the $x$-axis (negative); outside the roots it is above (positive).$a = 1 > 0$,开口向上,在 $-2$ 与 $3$ 处穿过 $x$ 轴。两根之间抛物线在 $x$ 轴下方(为负);两根之外则在上方(为正)。
Pick intervals.选区间。 The inequality asks where $x^{2} - x - 6 > 0$, that is, where the parabola is positive. That is outside the roots:不等式问 $x^{2} - x - 6 > 0$ 在何处成立,即抛物线为正的区域,即两根之外:
$$ x \in (-\infty, -2) \cup (3, \infty). $$Evaluate.核验。 Strict inequality means we exclude the roots (round brackets). Spot-check with $x = 0$ (between the roots): $0 - 0 - 6 = -6 < 0$, correctly outside the solution set. Spot-check with $x = 5$: $25 - 5 - 6 = 14 > 0$, correctly inside.严格不等式排除端点(圆括号)。$x = 0$(两根之间):$-6 < 0$,正确不在解集;$x = 5$:$14 > 0$,正确在解集。
Going deeper · A quadratic inequality with $\Delta < 0$深入 · $\Delta < 0$ 的二次不等式
Solve $x^{2} + 2 x + 5 \le 0$.求解 $x^{2} + 2 x + 5 \le 0$。
Compute the discriminant: $\Delta = 4 - 20 = -16 < 0$. The parabola has no real roots and never crosses the $x$-axis. Since $a = 1 > 0$, the parabola opens upward and lies entirely above the $x$-axis , the expression $x^{2} + 2 x + 5$ is always strictly positive.算判别式:$\Delta = 4 - 20 = -16 < 0$。抛物线无实根,不与 $x$ 轴相交。$a = 1 > 0$,开口向上,整条曲线在 $x$ 轴上方 , 表达式 $x^{2} + 2 x + 5$ 恒为正。
The inequality $\le 0$ asks where the expression is non-positive. It never is. So the solution set is empty: no real $x$ satisfies it.不等式 $\le 0$ 问表达式何时非正,但它从不非正,故解集为空。
Compare with the opposite direction: $x^{2} + 2 x + 5 > 0$ is true for all real $x$. The contrast is a useful sanity check whenever $\Delta < 0$: depending on the direction of the inequality and the sign of $a$, the solution set is either everything or nothing.反向对照:$x^{2} + 2 x + 5 > 0$ 对所有实 $x$ 成立。每当 $\Delta < 0$,根据不等式方向与 $a$ 的符号,解集要么"全部实数",要么"空集"。
Exam Strategy and Common Pitfalls考试策略与常见陷阱
- Always read the sign of $a$ first.先读 $a$ 的符号。 It tells you opening direction and whether the vertex is a max or a min. Forgetting this is the most common single-mark slip on parabola questions.它决定开口方向与顶点是最大还是最小。漏掉这一步是抛物线题最常见的一分丢失。
- Vertex from standard form:由一般式求顶点: $x = -b/(2 a)$, then substitute back. Don't try to read the vertex off standard form by inspection.$x = -b/(2 a)$ 再代回。不要凭眼力直接从一般式"看"顶点。
- The $y$-intercept is always $c$.$y$ 截距恒为 $c$。 Plug $x = 0$ in to confirm if you're rushing.赶时间时可代入 $x = 0$ 核对。
- Try factoring first.先尝试因式分解。 If integer coefficients factor cleanly, you save time over the formula.整数系数能干净分解时,比公式法省时。
- Fall back to the formula退而使用求根公式 for messy coefficients or when factoring fails. Always state $\Delta$ on the page before you solve , it earns marks even when the arithmetic slips.用于系数复杂或分解失败。求解前在纸上先写出 $\Delta$ , 即便后续算错也能拿分。
- Use completing the square for vertex form用配方法取顶点式 or when the question wants exact form (e.g. SAT, IB-style). The formula gives numeric roots; completing the square gives structure.或题目要求精确形式时(如 SAT、IB 风格)。求根公式给数值根;配方法给结构。
- Graph for "how many solutions" questions."几解"问题用图像。 The vertex's relation to the $x$-axis answers it in one move.顶点与 $x$ 轴的相对位置一步给出答案。
- $\Delta = b^{2} - 4 a c$ is a single number you compute first.$\Delta = b^{2} - 4 a c$ 是先算的单一数值。 Many exam questions only ask for the classification, not the roots themselves , in which case computing $\Delta$ is the whole answer.许多考题只问"几个实根",并不问根本身 , 此时 $\Delta$ 就是全部答案。
- When $\Delta = 0$, the repeated root is $x = -b/(2 a)$.$\Delta = 0$ 时,重根为 $x = -b/(2 a)$。 It is also the $x$-coordinate of the vertex. The parabola is tangent to the $x$-axis at that point.它也是顶点的 $x$ 坐标。抛物线在此点与 $x$ 轴相切。
- When $\Delta < 0$, the parabola does not cross the $x$-axis.$\Delta < 0$ 时,抛物线不与 $x$ 轴相交。 Phrase your answer in those terms unless your course covers complex roots, in which case the roots are $(-b \pm i \sqrt{-\Delta})/(2 a)$.除非课程覆盖复根,否则就以此措辞作答;若覆盖,根为 $(-b \pm i \sqrt{-\Delta})/(2 a)$。
- Always name the variable and its units.永远带单位命名变量。 "Let $W$ be the side perpendicular to the river, in metres" beats "let $W$ be a number.""设 $W$ 为垂直于河的边,单位米"远胜"设 $W$ 为某数"。
- Vertex = optimum.顶点 = 最优。 Maximum height, maximum revenue, maximum area for a fixed perimeter , all are read off the vertex of a quadratic, not by trial.最大高度、最大营收、固定周长下的最大面积 , 都从二次顶点读出,不靠试值。
- Check that the answer is physical.核查答案是否符合物理意义。 Negative time, negative length, negative revenue: discard.负时间、负长度、负营收:舍去。
- Sketch the parabola first.先画抛物线草图。 Sign analysis is faster on a sketch than on a symbol table.符号分析在草图上比在符号表上快。
- Strict vs. inclusive.严格与含端点。 $<$ and $>$ exclude the roots (round brackets); $\le$ and $\ge$ include them (square brackets). Mark this on the page before writing the final answer.$<$、$>$ 排除端点(圆括号);$\le$、$\ge$ 含端点(方括号)。写最终答案前先在纸上标出。
- Multiplying by a negative flips the inequality.乘以负数翻转不等号。 If you flip the sign of $a$ to make the parabola open up, flip the inequality direction too.若把 $a$ 变号使开口向上,不等号方向也要随之翻转。
Flashcards闪卡
Practice Quiz练习测验
Readiness Checklist
Tick each item when you can do it cold, without notes, on a first attempt.
- Identify the axis of symmetry, vertex, $y$-intercept, opening direction, and (where they exist) the $x$-intercepts of a parabola in standard form.
- Convert between standard, vertex, and factored forms of a quadratic in two algebra steps each direction.
- Factor a trinomial $x^{2} + b x + c$ with $a = 1$ by sum-and-product inspection.
- Factor a trinomial $a x^{2} + b x + c$ with $a \ne 1$ using the AC method / decomposition.
- Recognise and factor difference of squares $a^{2} - b^{2}$ and perfect-square trinomials $a^{2} \pm 2 a b + b^{2}$.
- Apply the quadratic formula on any $a x^{2} + b x + c = 0$ and simplify the radical when possible.
- Use the discriminant $\Delta = b^{2} - 4 a c$ to classify roots as two distinct real / one repeated real / no real (two complex).
- Complete the square on any quadratic, including $a \ne 1$, to recover vertex form. 🇨🇦 BC PC11 / 🇺🇸 US Alg 2+
- Set up and solve a projectile-motion problem in either US ($-16 t^{2}$) or metric ($-4.9 t^{2}$) form; report max height and landing time with units.
- Set up and solve a revenue or area-perimeter optimisation problem; identify the vertex as the optimum.
- Honors Solve a quadratic inequality by sign analysis, expressing the answer in interval notation with correct strict/inclusive brackets.
- Solve a linear-quadratic system (Common Core
HSA-REI.C.7; Ontario MCR3U A2.5; BC PC11) by substitution and identify the number of intersection points from the discriminant of the resulting one-variable equation.
What This Feeds Into
Quadratics are the second function family and the gateway to every later one. Polynomials are the natural higher-degree generalisation; rational and exponential functions both reuse the discriminant-and-roots vocabulary. The cross-references below point at units already shipped in this repo.
Within High School Math.
Polynomial Functions extends the parabola to cubics, quartics, and beyond , the discriminant and Vieta's formulas have polynomial-degree generalisations. Rational and Radical Expressions revisits factoring (the same techniques from §3) in the context of simplifying rational expressions. Exponential and Logarithmic Functions contrasts polynomial growth with exponential growth; the comparison runs through HSF-LE.A.3. Function Transformations and Composition uses $y = x^{2}$ as a base case for vertical and horizontal shifts, stretches, and reflections , the vertex-form parametrisation from §2 is the worked example.
Across the AP and IB feeders in this repo.
If you are aiming for the SAT, expect roughly $10\%$ of the math section to test quadratic content: factoring, the formula, the vertex of a parabola, and linear-quadratic systems. If you are aiming for AP Calculus AB or BC, the derivative-zero technique for max/min (AP Calc Unit 4) is the calculus analogue of the vertex of a parabola you found in §6. Quadratics are also the first function family where the discriminant gives you an "exists / unique / multiple" trichotomy that re-appears in differential equations, eigenvalue problems, and the conic-sections discriminant in Unit 12.