High School Math

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。

US Common Core · ON · BC · ABUS 共同核心 · ON · BC · AB 7 sections · honors block on inequalities7 节 · 不等式为荣誉级

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.4HSF-IF.C.7aHSA-SSE.A.1HSF-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.4HSF-IF.C.8HSA-REI.C.7HSA-REI.D.11HSF-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.9HSA-REI.C.7HSA-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。

!
If you are cramming the night before如果你在临阵磨枪

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。

*
If you are going for the top mark如果你目标顶分

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。

Honors flag.荣誉级标记。 Section 7 (quadratic inequalities via sign analysis) carries the Honors chip for US Algebra 1 only , CCSSM treats inequalities elsewhere and lightly at the Algebra 1 level. BC Pre-Calc 11 includes sign analysis explicitly as a Content elaboration; Ontario MCR3U revisits inequalities once functions are introduced. If your row above sends you to §7, work through it carefully; the technique transfers verbatim to rational and polynomial inequalities in later units.§7(用符号分析处理二次不等式)仅对美国 Algebra 1 标 Honors , CCSSM 把不等式放在别处,在 Algebra 1 层级轻量处理。BC Pre-Calc 11 把符号分析明确列为内容细则;安大略 MCR3U 在引入函数后再回到不等式。如果上表把你导向 §7,请认真完成;该技法在后续单元的有理与多项式不等式中原样复用。

The Parabola and Its Key Features抛物线及其关键特征

Anatomy of $y = a x^{2} + b x + c$.$y = a x^{2} + b x + c$ 的结构。
  • 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。
Maximum vs. minimum.最大值与最小值。 If $a > 0$, the vertex is the minimum point of the function (the parabola opens up). If $a < 0$, the vertex is the maximum point. There is no other extremum: a parabola has exactly one turning point.$a > 0$ 时,顶点是函数的最小值点(开口向上);$a < 0$ 时,顶点是最大值点。再无其他极值:抛物线恰有一个转折点。
Worked Example 1 · Key features from standard form例题 1 · 由一般式读取关键特征

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。

For $f(x) = 3 x^{2} - 12 x + 7$, find the axis of symmetry.对 $f(x) = 3 x^{2} - 12 x + 7$,求对称轴。
§1 · Q1
$x = -2$
$x = -4$
$x = 2$
$x = 4$
$x = -b/(2 a) = -(-12)/(2 \cdot 3) = 12/6 = 2$.$x = -b/(2 a) = -(-12)/(2 \cdot 3) = 12/6 = 2$。
The formula is $x = -b/(2 a)$ with both signs honoured. Here $b = -12$, so $-b = 12$.公式为 $x = -b/(2 a)$,两个负号都要保留。此处 $b = -12$,故 $-b = 12$。
Which statement about $g(x) = -\tfrac{1}{2} x^{2} + 3 x + 4$ is correct?关于 $g(x) = -\tfrac{1}{2} x^{2} + 3 x + 4$,下列哪项正确?
§1 · Q2
The parabola opens downward and the vertex is a maximum.抛物线向下开口,顶点为最大值。
The parabola opens upward and the vertex is a minimum.抛物线向上开口,顶点为最小值。
The parabola opens downward and the vertex is a minimum.抛物线向下开口,顶点为最小值。
The function has no vertex.函数没有顶点。
The leading coefficient $a = -1/2 < 0$, so the parabola opens downward. The vertex of a downward parabola is its maximum point.首项系数 $a = -1/2 < 0$,抛物线向下开口;向下抛物线的顶点是最大值。
Read the sign of the leading coefficient $a$. Negative $a$ means the parabola opens downward and the vertex is a maximum.先读首项系数 $a$ 的符号。$a$ 为负 → 抛物线向下开口 → 顶点为最大值。

Three Forms of a Quadratic Function二次函数的三种形式

The three forms.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。
Conversions.互转。 All three describe the same parabola; learn the moves between them cold.三种形式描述同一条抛物线;要把彼此之间的转换练到熟极。
  • 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 $-a (r_{1} + r_{2})$。
When is the factored form unavailable?何时无法用因式分解式? When the parabola has no real roots ($\Delta < 0$) you cannot factor over the real numbers. Vertex and standard forms always exist.当抛物线无实根($\Delta < 0$)时,无法在实数范围内因式分解。一般式与顶点式始终存在。
Worked Example 2 · Move between all three forms例题 2 · 三种形式之间互转

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。

Convert $y = x^{2} + 4 x - 5$ to vertex form.将 $y = x^{2} + 4 x - 5$ 化为顶点式。
§2 · Q1
$y = (x - 2)^{2} - 9$
$y = (x + 2)^{2} - 9$
$y = (x + 2)^{2} + 1$
$y = (x - 2)^{2} + 1$
$h = -b/(2 a) = -4/2 = -2$, $k = (-2)^{2} + 4(-2) - 5 = 4 - 8 - 5 = -9$. So $y = (x + 2)^{2} - 9$.$h = -b/(2 a) = -4/2 = -2$,$k = (-2)^{2} + 4(-2) - 5 = -9$。所以 $y = (x + 2)^{2} - 9$。
Use $h = -b/(2 a) = -2$. The vertex form is $y = a (x - h)^{2} + k$; since $h = -2$, the form contains $(x - (-2)) = (x + 2)$.由 $h = -b/(2 a) = -2$。顶点式 $y = a (x - h)^{2} + k$ 中代入 $h = -2$ 得 $(x - (-2)) = (x + 2)$。
Which quadratic has roots $x = -3$ and $x = 4$ and passes through $(0, -24)$?哪个二次函数的实根为 $x = -3$、$x = 4$ 且过 $(0, -24)$?
§2 · Q2
$y = (x + 3)(x - 4)$
$y = -2 (x + 3)(x - 4)$
$y = 2 (x + 3)(x - 4)$
$y = (x - 3)(x + 4)$
Roots fix the factored form up to a leading coefficient: $y = a (x + 3)(x - 4)$. Plug in $(0, -24)$: $-24 = a \cdot 3 \cdot (-4) = -12 a$, so $a = 2$.已知实根确定因式分解式至首项系数:$y = a (x + 3)(x - 4)$。代入 $(0, -24)$:$-24 = a \cdot 3 \cdot (-4) = -12 a$,故 $a = 2$。
Factored form with roots $-3, 4$ is $a (x + 3)(x - 4)$. Use the point $(0, -24)$ to solve for $a$.实根为 $-3$、$4$ 的因式分解式为 $a (x + 3)(x - 4)$。用 $(0, -24)$ 求 $a$。

Solving by Factoring因式分解法求解

The zero-product property.零积性质。 If $A \cdot B = 0$, then $A = 0$ or $B = 0$ (or both). This is the only reason factoring solves equations.若 $A \cdot B = 0$,则 $A = 0$ 或 $B = 0$(或同时为零)。这是因式分解能解方程的唯一原因。

Factoring playbook for $a x^{2} + b x + c = 0$.$a x^{2} + b x + c = 0$ 的因式分解策略。
  1. 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。
  2. 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 $p + q = b$、$p q = c$。
  3. 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。
  4. Difference of squares:平方差: $a^{2} - b^{2} = (a - b)(a + b)$.
  5. Perfect-square trinomial:完全平方三项式: $a^{2} \pm 2 a b + b^{2} = (a \pm b)^{2}$.
Solve.求解。 Set each factor to zero and read the roots. If the quadratic does not factor over the integers, switch to the quadratic formula (§4) or completing the square (§5).让每个因式等于零,读出实根。若在整数范围内分解不出,改用求根公式(§4)或配方法(§5)。
Worked Example 3 · Trinomial with $a \ne 1$ via the AC method例题 3 · 用 AC 法处理 $a \ne 1$ 的三项式

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。

Solve $x^{2} - 5 x - 14 = 0$ by factoring.用因式分解法求解 $x^{2} - 5 x - 14 = 0$。
§3 · Q1
$x = 2, 7$
$x = -2, 7$
$x = 2, -7$
$x = -2, -7$
Two numbers with product $-14$ and sum $-5$: $-7$ and $2$. So $x^{2} - 5 x - 14 = (x - 7)(x + 2)$. Roots $x = 7$ and $x = -2$.乘积 $-14$、和 $-5$ 的两数为 $-7$ 与 $2$。故 $x^{2} - 5 x - 14 = (x - 7)(x + 2)$。实根 $x = 7$、$x = -2$。
Need $p \cdot q = c = -14$ and $p + q = b = -5$. The pair $(-7, 2)$ satisfies both. Then $(x - 7)(x + 2) = 0$ gives $x = 7$ or $x = -2$.需 $p \cdot q = c = -14$、$p + q = b = -5$。$(-7, 2)$ 满足。$(x - 7)(x + 2) = 0$ 给出 $x = 7$ 或 $x = -2$。
Solve $9 x^{2} - 25 = 0$.求解 $9 x^{2} - 25 = 0$。
§3 · Q2
$x = \pm \tfrac{25}{9}$
$x = \pm \tfrac{9}{25}$
$x = \pm \tfrac{3}{5}$
$x = \pm \tfrac{5}{3}$
Difference of squares: $9 x^{2} - 25 = (3 x - 5)(3 x + 5)$. Setting each factor to zero gives $x = \pm 5/3$.平方差:$9 x^{2} - 25 = (3 x - 5)(3 x + 5)$。每个因式为零得 $x = \pm 5/3$。
Rewrite as $(3 x)^{2} - 5^{2}$ and apply $A^{2} - B^{2} = (A - B)(A + B)$.写为 $(3 x)^{2} - 5^{2}$,套用 $A^{2} - B^{2} = (A - B)(A + B)$。

The Quadratic Formula and the Discriminant求根公式与判别式 🇨🇦 ON · 🇨🇦 BC PC11 · 🇺🇸 US Alg 2+

The quadratic formula.求根公式。 For $a x^{2} + b x + c = 0$ with $a \ne 0$,对 $a \ne 0$ 的 $a x^{2} + b x + c = 0$, $$ x \;=\; \frac{-b \pm \sqrt{b^{2} - 4 a c}}{2 a}. $$ Works on every quadratic equation, factorable or not.对任何二次方程都成立,无论可否因式分解。

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。
Syllabus note.大纲提示。 The $\Delta < 0$ case requires complex-number arithmetic. US Common Core treats this through HSN-CN (Number and Quantity , Complex Numbers) in Algebra 2; in Ontario MCR3U it shows up as "no real solutions" without complex follow-up; in BC Pre-Calc 11 the quadratic-equation Content elaboration covers all four solution paths (factoring, quadratic formula, completing the square, graphing, square root method) but stops at the real-solution count. Treat $\Delta < 0$ as a "no real roots, sketch shows no $x$-intercepts" outcome unless your course explicitly covers complex roots.$\Delta < 0$ 时需要复数运算。美国共同核心通过 HSN-CN(数与量 , 复数)在 Algebra 2 处理;安大略 MCR3U 仅作"无实数解"处理,不深入复数;BC PC11 在二次方程内容细则中覆盖四种求解路径(因式分解、求根公式、配方法、图像法、开平方法),但只数实根。除非课程明确覆盖复根,否则把 $\Delta < 0$ 视为"无实根,图像无 $x$ 截距"。
Worked Example 4 · The formula and the discriminant in one pass例题 4 · 求根公式与判别式一遍走完

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。

How many real solutions does $x^{2} + x + 2 = 0$ have?$x^{2} + x + 2 = 0$ 有几个实数解?
§4 · Q1
Two distinct real roots.两个不同实根。
One repeated real root.一个重实根。
No real roots; two complex conjugate roots.无实根;两个共轭复根。
Cannot be determined without solving.不解方程无法判断。
$\Delta = 1 - 4 \cdot 1 \cdot 2 = 1 - 8 = -7 < 0$, so the equation has no real solutions.$\Delta = 1 - 8 = -7 < 0$,方程无实数解。
Compute the discriminant first: $\Delta = b^{2} - 4 a c$. Negative discriminant means no real roots.先算判别式 $\Delta = b^{2} - 4 a c$。负判别式 → 无实根。
Use the quadratic formula on $x^{2} - 6 x + 7 = 0$.对 $x^{2} - 6 x + 7 = 0$ 使用求根公式。
§4 · Q2
$x = 3 \pm \sqrt{7}$
$x = 3 \pm \sqrt{2}$
$x = -3 \pm \sqrt{2}$
$x = 6 \pm \sqrt{8}$
$\Delta = 36 - 28 = 8$, so $x = (6 \pm \sqrt{8})/2 = 3 \pm \sqrt{2}$ after simplifying $\sqrt{8} = 2 \sqrt{2}$.$\Delta = 36 - 28 = 8$,故 $x = (6 \pm \sqrt{8})/2 = 3 \pm \sqrt{2}$(化简 $\sqrt{8} = 2\sqrt{2}$)。
Compute $\Delta = b^{2} - 4 a c = 8$. Then $x = (-b \pm \sqrt{\Delta})/(2 a) = (6 \pm 2 \sqrt{2})/2 = 3 \pm \sqrt{2}$.算 $\Delta = b^{2} - 4 a c = 8$。再 $x = (-b \pm \sqrt{\Delta})/(2 a) = (6 \pm 2\sqrt{2})/2 = 3 \pm \sqrt{2}$。

Completing the Square配方法

Syllabus note.大纲提示。 Completing the square is typically introduced in Algebra 2 (US), Grade 10 MPM2D (Ontario), and Pre-Calc 11 (BC). US Algebra 1 students often skip it on a first pass and learn the quadratic formula by recipe instead. If you're in US Algebra 1 and your row above defers §5, you can still memorise the formula in §4 , but completing the square is what the formula is, and you will need it for parabola transformations and (later) for circles, ellipses, and the rotation-to-standard-form trick in conic sections (Conic Sections).配方法一般在美国 Algebra 2、安大略 10 年级 MPM2D、BC Pre-Calc 11 引入。美国 Algebra 1 学生常先跳过,按公式背诵法记住求根公式。若你在 US Algebra 1 且上表把 §5 列为可推迟,仍可背 §4 的公式 , 但配方法正是公式的来源,后续抛物线变换以及圆、椭圆与圆锥曲线的标准形化简都要用到它。
The procedure for $x^{2} + b x + c = 0$ (with $a = 1$).$x^{2} + b x + c = 0$($a = 1$)的步骤。
  1. Move the constant to the right: $x^{2} + b x = -c$.常数移到右边:$x^{2} + b x = -c$。
  2. Halve $b$ and square it: $(b/2)^{2}$.$b$ 折半再平方:$(b/2)^{2}$。
  3. Add $(b/2)^{2}$ to both sides: $x^{2} + b x + (b/2)^{2} = -c + (b/2)^{2}$.两边同加 $(b/2)^{2}$:$x^{2} + b x + (b/2)^{2} = -c + (b/2)^{2}$。
  4. Factor the left side as a perfect square: $(x + b/2)^{2} = (b/2)^{2} - c$.左边化为完全平方:$(x + b/2)^{2} = (b/2)^{2} - c$。
  5. Take square roots: $x + b/2 = \pm \sqrt{(b/2)^{2} - c}$.开平方:$x + b/2 = \pm \sqrt{(b/2)^{2} - c}$。
  6. Isolate $x$.解出 $x$。
When $a \ne 1$.当 $a \ne 1$。 Factor $a$ out of the $x^{2}$ and $x$ terms first: $a (x^{2} + (b/a) x) + c = 0$. Complete the square inside the bracket using $b/a$ as the new linear coefficient, then expand.先把 $a$ 从 $x^{2}$ 与 $x$ 项中提出:$a (x^{2} + (b/a) x) + c = 0$。在括号内用 $b/a$ 作新的一次系数完成配方,然后展开。

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。
Worked Example 5 · Complete the square to find the vertex例题 5 · 通过配方法求顶点

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。

Complete the square to rewrite $y = x^{2} - 10 x + 18$ in vertex form.用配方法把 $y = x^{2} - 10 x + 18$ 化为顶点式。
§5 · Q1
$y = (x - 5)^{2} + 7$
$y = (x - 5)^{2} - 7$
$y = (x + 5)^{2} - 7$
$y = (x - 10)^{2} + 18$
Half of $-10$ is $-5$; $(-5)^{2} = 25$. So $x^{2} - 10 x + 18 = (x^{2} - 10 x + 25) - 25 + 18 = (x - 5)^{2} - 7$.$-10$ 的一半为 $-5$,$(-5)^{2} = 25$。故 $x^{2} - 10 x + 18 = (x - 5)^{2} - 7$。
Halve the linear coefficient and square: $(b/2)^{2} = (-5)^{2} = 25$. Add and subtract $25$ to form a perfect square.一次系数折半并平方:$(b/2)^{2} = 25$。加并减 $25$ 凑完全平方。

Quadratic Modeling二次函数建模

Three canonical model types.三类经典模型。
  • 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)。
Workflow.流程。 (1) Name your variables with units. (2) Write the quadratic. (3) Find the vertex (max or min). (4) Find the roots if the question asks "when does it hit zero?" (5) Answer in a sentence with units.(1)带单位命名变量;(2)写出二次函数;(3)求顶点(极值);(4)若题问"何时归零"再求根;(5)用一句带单位的话作答。
Worked Example 6 · Projectile motion例题 6 · 投射运动

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。

A ball is thrown from ground level upward with an initial velocity of $48$ ft/s. Its height is $h(t) = -16 t^{2} + 48 t$. What is the maximum height, in feet?球从地面以 $48$ ft/s 向上抛出,高度 $h(t) = -16 t^{2} + 48 t$。最大高度(英尺)为?
§6 · Q1
$24$
$32$
$36$
$48$
Vertex at $t = -48/(2 \cdot (-16)) = 48/32 = 1.5$ s. Then $h(1.5) = -16 \cdot 2.25 + 48 \cdot 1.5 = -36 + 72 = 36$ ft.顶点 $t = 48/32 = 1.5$ s。$h(1.5) = -36 + 72 = 36$ 英尺。
Find the time at the vertex with $t = -b/(2 a)$, then substitute into $h$. Maximum height is $h(t^{*})$.用 $t = -b/(2 a)$ 求顶点时刻,再代入 $h$。最大高度即 $h(t^{*})$。
A farmer has $40$ metres of fencing to enclose a rectangular field along a straight river (fencing on three sides only). What dimensions maximise the area?农夫有 $40$ 米栅栏,沿直河圈出矩形田地(仅围三边)。何种尺寸面积最大?
§6 · Q2
$10 \text{ m} \times 20 \text{ m}$
$8 \text{ m} \times 24 \text{ m}$
$13 \text{ m} \times 14 \text{ m}$
$20 \text{ m} \times 20 \text{ m}$
Let $W$ be the side perpendicular to the river and $L$ along the river. Three-sided fence: $2 W + L = 40$, so $L = 40 - 2 W$. Area $A(W) = W (40 - 2 W) = 40 W - 2 W^{2}$. Vertex at $W = -40/(2 \cdot (-2)) = 10$. Then $L = 20$.设 $W$ 为垂直于河岸的边,$L$ 沿河。三边围栏:$2 W + L = 40$,故 $L = 40 - 2 W$。面积 $A(W) = 40 W - 2 W^{2}$,顶点 $W = 10$,$L = 20$。
Set up area as a function of one variable using the perimeter constraint. The vertex of the resulting downward parabola gives the optimum.用周长约束把面积写成单变量函数。所得向下开口抛物线的顶点即为最优。

Quadratic Inequalities二次不等式 Honors (US Alg 1)荣誉(US Alg 1) 🇨🇦 BC PC11 core

Syllabus note.大纲提示。 BC Pre-Calc 11 lists linear and quadratic inequalities as a dedicated Content topic with sign analysis as the named technique , that is the curriculum's own wording. US Common Core covers linear inequalities under 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。
Sign analysis for $a x^{2} + b x + c \;\square\; 0$ (where $\square \in \{ <, \le, >, \ge \}$).$a x^{2} + b x + c \;\square\; 0$($\square \in \{ <, \le, >, \ge \}$)的符号分析。
  1. 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 $r_{1} \le r_{2}$。
  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。
  3. 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。
  4. 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。
Edge cases.边缘情形。 If $\Delta < 0$, the parabola has no real roots: it is either everywhere positive ($a > 0$) or everywhere negative ($a < 0$). Then the inequality is true on all of $\mathbb{R}$ or on no real numbers depending on direction.若 $\Delta < 0$,抛物线无实根:要么处处为正($a > 0$),要么处处为负($a < 0$)。视不等式方向,解集要么是 $\mathbb{R}$,要么为空。
Worked Example 7 · Sign analysis for a strict inequality例题 7 · 严格不等式的符号分析

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"。

Solve $x^{2} - 4 x + 3 \le 0$.求解 $x^{2} - 4 x + 3 \le 0$。
§7 · Q1
$(-\infty, 1) \cup (3, \infty)$
$(-\infty, 1] \cup [3, \infty)$
$[1, 3]$
$(1, 3)$
Factor: $(x - 1)(x - 3) \le 0$. Roots at $1, 3$; parabola opens upward. The expression is $\le 0$ between the roots (inclusive because $\le$).分解:$(x - 1)(x - 3) \le 0$。实根 $1$、$3$;开口向上。表达式在两根之间非正($\le$,含端点)。
Find roots, sketch the upward parabola, and pick the interval where the parabola is at or below the $x$-axis. Use square brackets for $\le$.求根,画开口向上的抛物线,选抛物线在 $x$ 轴上或之下的区间。$\le$ 用方括号。
For which $x$ is $-x^{2} + 4 x - 3 > 0$?何时 $-x^{2} + 4 x - 3 > 0$?
§7 · Q2
$(1, 3)$
$[1, 3]$
$(-\infty, 1) \cup (3, \infty)$
All real $x$所有实数 $x$
Multiply by $-1$ (flip the inequality): $x^{2} - 4 x + 3 < 0$, that is $(x - 1)(x - 3) < 0$. Roots $1, 3$; upward parabola is below the axis between the roots. Strict, so use round brackets.两边乘 $-1$(不等号翻转):$x^{2} - 4 x + 3 < 0$,即 $(x - 1)(x - 3) < 0$。实根 $1$、$3$;开口向上抛物线在两根之间低于 $x$ 轴。严格,故圆括号。
Either factor the expression directly or multiply by $-1$ (flipping the inequality). Either way the solution is the open interval between the roots.直接因式分解或乘以 $-1$ 翻转不等号皆可。解为两根之间的开区间。

Exam Strategy and Common Pitfalls考试策略与常见陷阱

Parabola anatomy抛物线结构
  • 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。
Solving methods求解方法
  • 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。
Discriminant判别式
  • $\Delta = b^{2} - 4 a c$ 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 $(-b \pm i \sqrt{-\Delta})/(2 a)$。
Modeling建模
  • 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。
Inequalities (BC PC11 / honors track)不等式(BC PC11 / 荣誉级)
  • 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

0 / 14 flipped0 / 14 已翻
Quadratic formula?求根公式?
$$x = \frac{-b \pm \sqrt{b^{2} - 4 a c}}{2 a}$$
Discriminant?判别式?
$$\Delta = b^{2} - 4 a c$$
Axis of symmetry of $a x^{2} + b x + c$?$a x^{2} + b x + c$ 的对称轴?
$$x = -\frac{b}{2 a}$$
Vertex form?顶点式?
$$y = a (x - h)^{2} + k$$ vertex $(h, k)$顶点 $(h, k)$
Factored form?因式分解式?
$$y = a (x - r_{1})(x - r_{2})$$
Vieta: sum of roots?韦达:根之和?
$$r_{1} + r_{2} = -\frac{b}{a}$$
Vieta: product of roots?韦达:根之积?
$$r_{1} r_{2} = \frac{c}{a}$$
Difference of squares?平方差?
$$a^{2} - b^{2} = (a - b)(a + b)$$
Perfect-square trinomial?完全平方三项式?
$$a^{2} \pm 2 a b + b^{2} = (a \pm b)^{2}$$
Zero-product property?零积性质?
$$A B = 0 \;\Rightarrow\; A = 0 \text{ or } B = 0$$
$\Delta > 0$: how many real roots?$\Delta > 0$:几个实根?
Two distinct real roots.两个不同实根。
$\Delta = 0$: how many real roots?$\Delta = 0$:几个实根?
One repeated real root at $x = -b/(2 a)$.一个重实根,位于 $x = -b/(2 a)$。
Projectile height (metric)?投射高度(公制)?
$$h(t) = -4.9 t^{2} + v_{0} t + h_{0}$$
$(x + b/2)^{2}$ expanded?$(x + b/2)^{2}$ 展开?
$$x^{2} + b x + (b/2)^{2}$$ (completing the square)(配方法)

Practice Quiz练习测验

The graph of $y = -x^{2} + 6 x - 5$ has its vertex at which point?$y = -x^{2} + 6 x - 5$ 的顶点在哪一点?
Q1
$(-3, -32)$
$(3, -14)$
$(3, 4)$
$(6, -5)$
$h = -b/(2 a) = -6/(-2) = 3$; $k = -9 + 18 - 5 = 4$. Vertex $(3, 4)$.$h = -b/(2 a) = -6/(-2) = 3$;$k = -9 + 18 - 5 = 4$。顶点 $(3, 4)$。
Compute the vertex's $x$-coordinate with $x = -b/(2 a)$, then substitute back into the function for the $y$-coordinate.用 $x = -b/(2 a)$ 算顶点 $x$ 坐标,再代回函数求 $y$。
Solve $3 x^{2} + 4 x - 4 = 0$ by factoring.用因式分解法求解 $3 x^{2} + 4 x - 4 = 0$。
Q2
$x = -2, \tfrac{1}{3}$
$x = -2, \tfrac{2}{3}$
$x = 2, -\tfrac{2}{3}$
$x = 1, -\tfrac{4}{3}$
$a c = 3 \cdot (-4) = -12$. Pair $(6, -2)$ sums to $4$. Split: $3 x^{2} + 6 x - 2 x - 4 = 3 x (x + 2) - 2 (x + 2) = (3 x - 2)(x + 2)$. Roots: $x = 2/3$ or $x = -2$.$a c = -12$。$(6, -2)$ 和为 $4$。拆项:$3 x^{2} + 6 x - 2 x - 4 = (3 x - 2)(x + 2)$。实根 $x = 2/3$ 或 $x = -2$。
AC method: $a c = -12$, find $u + v = 4$ and $u v = -12$, then split the middle term and factor by grouping.AC 法:$a c = -12$,找 $u + v = 4$、$u v = -12$,拆中间项并分组分解。
For what value of $k$ does $x^{2} + k x + 9 = 0$ have exactly one repeated real root?$k$ 取何值时 $x^{2} + k x + 9 = 0$ 恰有一个重实根?
Q3
$k = \pm 6$
$k = \pm 3$
$k = 0$
$k = 9$
$\Delta = k^{2} - 36 = 0 \;\Rightarrow\; k^{2} = 36 \;\Rightarrow\; k = \pm 6$.$\Delta = k^{2} - 36 = 0 \Rightarrow k = \pm 6$。
Set $\Delta = b^{2} - 4 a c = 0$ and solve for $k$. Here $a = 1$ and $c = 9$, so $k^{2} = 36$.令 $\Delta = b^{2} - 4 a c = 0$ 解 $k$。此处 $a = 1$、$c = 9$,故 $k^{2} = 36$。
Rewrite $y = -2 x^{2} + 4 x + 7$ in vertex form.将 $y = -2 x^{2} + 4 x + 7$ 化为顶点式。
Q4
$y = -2 (x + 1)^{2} + 5$
$y = -2 (x - 1)^{2} + 7$
$y = -2 (x + 1)^{2} + 9$
$y = -2 (x - 1)^{2} + 9$
$y = -2 (x^{2} - 2 x) + 7 = -2 (x^{2} - 2 x + 1 - 1) + 7 = -2 (x - 1)^{2} + 2 + 7 = -2 (x - 1)^{2} + 9$.$y = -2 (x^{2} - 2 x) + 7 = -2 (x - 1)^{2} + 2 + 7 = -2 (x - 1)^{2} + 9$。
Factor $-2$ out of the $x^{2}$ and $x$ terms first, then complete the square inside the brackets. Don't forget the sign change when distributing $-2$ back through the $-1$ correction term.先从 $x^{2}$、$x$ 项中提出 $-2$,再在括号内配方。把 $-2$ 重分配过 $-1$ 修正项时勿忘符号变化。
A diver jumps from a $10$-metre platform with initial upward velocity $2$ m/s. Her height above the water is $h(t) = -4.9 t^{2} + 2 t + 10$. When does she hit the water? (Use the positive root, to two decimals.)跳水员从 $10$ 米跳台以 $2$ m/s 向上起跳,离水面高度 $h(t) = -4.9 t^{2} + 2 t + 10$。何时入水?(取正根,两位小数。)
Q5
$t \approx 1.21$ s
$t \approx 1.65$ s
$t \approx 1.65$ s (after applying the formula and discarding the negative root)$t \approx 1.65$ s(用求根公式后舍去负根)
$t \approx 2.04$ s
Set $h(t) = 0$: $-4.9 t^{2} + 2 t + 10 = 0$. Quadratic formula: $t = (-2 \pm \sqrt{4 + 196}) / (-9.8) = (-2 \pm \sqrt{200}) / (-9.8) \approx (-2 \pm 14.14)/(-9.8)$. Positive root: $t \approx 1.65$ s.令 $h(t) = 0$:$-4.9 t^{2} + 2 t + 10 = 0$。求根公式:$t = (-2 \pm \sqrt{200})/(-9.8)$。正根 $t \approx 1.65$ s。
Apply the quadratic formula with $a = -4.9$, $b = 2$, $c = 10$. Keep only the positive root since negative time is unphysical.用 $a = -4.9$、$b = 2$、$c = 10$ 套求根公式。负时间无物理意义,只留正根。
Solve the inequality $x^{2} + 2 x - 8 < 0$.求解不等式 $x^{2} + 2 x - 8 < 0$。 🇨🇦 BC PC11 / US Alg 2+
Q6
$(-\infty, -4) \cup (2, \infty)$
$(-4, 2)$
$[-4, 2]$
$(-2, 4)$
Factor: $(x + 4)(x - 2) < 0$. Roots at $-4, 2$; upward parabola is below the $x$-axis between the roots. Strict $<$ means open brackets.分解:$(x + 4)(x - 2) < 0$。实根 $-4$、$2$;开口向上抛物线在两根之间低于 $x$ 轴。严格 $<$ → 圆括号。
Factor first; find roots $-4, 2$; sign analysis on an upward-opening parabola gives the interval between the roots, open because the inequality is strict.先因式分解;求根 $-4$、$2$;对开口向上抛物线作符号分析得两根之间的开区间(严格不等式)。
A linear-quadratic system: $\begin{cases} y = x + 1 \\ y = x^{2} - 5 \end{cases}$. How many intersection points are there?一次—二次方程组:$\begin{cases} y = x + 1 \\ y = x^{2} - 5 \end{cases}$。交点几个?
Q7
None.无。
One.一个。
Two.两个。
Infinitely many.无穷多。
Set $x + 1 = x^{2} - 5$, that is $x^{2} - x - 6 = 0$. $\Delta = 1 + 24 = 25 > 0$, two distinct real roots ($x = 3$ and $x = -2$). Two intersection points.令 $x + 1 = x^{2} - 5$,即 $x^{2} - x - 6 = 0$。$\Delta = 25 > 0$,两个不同实根($x = 3$、$x = -2$)。即两个交点。
Substitute the linear equation into the quadratic and check the discriminant of the resulting one-variable equation. Two intersection points correspond to $\Delta > 0$.把一次方程代入二次,检查所得一元方程的判别式。两交点对应 $\Delta > 0$。

Readiness Checklist

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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.

IB Math HL B2 · Polynomial Functions (quadratic-as-degree-2 base case) IB Math HL B1 · Representation of Functions (parabola as the canonical non-linear graph) IB Math HL A5 · Proof and Algebraic Manipulation (quadratic-identity proofs and Vieta's formulas) IB Math HL E1 · Principles of Differential Calculus (the derivative-zero technique generalises the vertex) IB Math HL E4 · Problem-Solving Using Calculus (revenue/profit/area optimisation, calculus version)

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.