Problems connecting several ideas

6 visual steps · 3 worked examples · 5 exercises with solutions

First, let’s see the idea.

How does a root on the graph relate to braking distance?

Move forward one step at a time. Change the values and observe what happens.

From velocity to stoppingt (s)v (m/s)05,51116,52207,3314,6722
Drawing description

The initial point is at t=0 s and v=12 m/s.

Step 1 of 6

Define the start of braking

Change v₀ and observe only the height of the initial point.

The green point shows the initial velocity v₀. The control a is a positive number indicating how many m/s the velocity loses each second; for example, a=3 removes 3 m/s every second.

Initial velocity
12 m/s

What if you change this?

4 m/s20 m/s
1 m/s²5 m/s²

Before moving on

With v₀=12 m/s and a=3 m/s², how long does braking take and how far does the vehicle travel?

Compare with the explanation

It takes 4 s and covers 24 m. Half of 4 s × 12 m/s gives 24 m.

You decide when to mark this lesson as studied.

From velocity to stopping

Slide the drawing to see the details.

Explore the full explanationThe foundations, principles, worked examples and all the exercises, at your own pace.

What you will understand

  • Organise problems with multiple representations and constraints.
  • Connect geometry, derivatives and accumulation.
  • Check solutions through independent approaches and interpret limits.

Before you start

You do not need to know everything by heart. The explanation revisits the necessary ideas and shows how they connect. If a foundation is still unclear, you can return to these lessons:

Read, represent and decide

A good solution starts by distinguishing data, unknowns and conditions. Rewrite the question in one sentence: are we seeking a distance, an instant, a maximum or an accumulated quantity? Name the quantities and include units. A clearly labelled drawing may reveal a relationship hidden in the text, but must not add right angles or symmetries that the statement does not provide.

Then choose a working representation. Coordinates make distances and intersections calculable; a parameter tracks two coordinates; an objective function organises optimisation; a rate graph suggests accumulation. You can change representation partway through, provided you explain the correspondence. The initial plan is a proposed solution: if a calculation becomes complicated, return to the problem's structure before persisting with a sequence that has lost its meaning.

The domain is a solution condition

Constraints may be algebraic, geometric or contextual. A denominator must be nonzero; a real square root requires a nonnegative radicand; a length requires positivity; an instant may be limited by an experiment's duration. The final domain is the intersection of these conditions. Keeping it visible prevents an algebraic root from being confused with a valid answer.

In a rectangle inscribed in a semicircle, for example, the height may be y=√(R²−x²), with 0≤x≤R. The area uses the full width 2x, not just x. The endpoints x=0 and x=R represent degenerate figures with zero area. Including them in the mathematical analysis may help compare candidates, even when the context requires a positive-area rectangle. The conclusion must distinguish the region used in the proof from the physical choices actually permitted.

Use structure before calculation

Symmetry, factors and identities can simplify a problem more than a general rule. To minimise the distance between two points, it may be easier to minimise the squared distance, since the square-root function is increasing on nonnegative values. The minimisers are the same and a root disappears from the expression to differentiate. The equivalence depends on nonnegativity and must be stated.

If a quantity is the product of two lengths with fixed sum, completing the square can prove a maximum directly. If sin²θ+cos²θ appears, the circle identity may remove a variable. These simplifications do not compete with differential calculus: they make clearer what the calculus later confirms. A short solution is valuable when every step is justified, not when it omits the conditions making it valid.

Combine rate and total

A rate answers how a quantity changes at an instant; the integral answers the accumulated change over an interval. If velocity is known, position also requires an initial position. Integration produces a family of antiderivatives, and the initial condition fixes the constant. Differentiating the position obtained and checking the initial point are two distinct checks.

If the question changes to distance travelled, the instants when velocity changes sign become essential. Split the interval at these points and add magnitudes of the contributions. The same reasoning applies to balance and volume: inflow minus outflow can be negative although the existing volume remains positive. A model predicting negative volume at later times must be stopped or changed when the tank empties. The mathematical expression may remain defined after losing physical validity.

Prove existence and compare candidates

Before seeking an optimum, check whether it must exist. A continuous function on a closed bounded interval attains extrema, but a function on an open interval may only approach a value. Then collect interior candidates, points without derivatives and included bounds. A derivative sign in a neighbourhood proves a local extremum; a global comparison or an inequality valid throughout the domain proves an absolute optimum.

In equations, existence of a solution and its numerical approximation are different questions. A sign change in a continuous function guarantees a root; a calculator can approximate it. To prove uniqueness, add monotonicity or another argument. A numerically found root must be substituted into the equation with a coherent tolerance. The number of decimal places in the answer must reflect the permitted error, not just the screen's capacity.

Write a solution that can be audited

Organise the answer into relationships, operations and interpretation. Each equality must be true under the stated conditions; each approximation must be marked as approximate. Avoid rounding intermediate steps when final precision matters. Keep exact forms such as √2 and π until the end, and only then present a decimal with its unit.

Verification may use a second representation, an order-of-magnitude estimate, a physical bound or substitution. If a calculated time is negative, ask whether it corresponds to a mathematical past excluded by the context. If an area exceeds the containing figure's area, there is an error. If an answer satisfies the transformed equation but not the original, it may be an extra solution introduced by the operations. Finish by answering the initial question in everyday language and stating any decisive assumption remaining in the model.

Worked examples, without skipping steps

Follow the reasoning first. Then cover the solution and try to reconstruct it in your own words.

Example 1

Rectangle in a semicircle

A semicircle has radius 5 cm. A rectangle has its base on the diameter and its upper vertices on the arc. What is the greatest area?

  1. Use half-width x and height y=√(25−x²), with 0≤x≤5. The area is A=2x√(25−x²).
  2. Since A≥0, maximising A is equivalent to maximising A²=4x²(25−x²). The derivative is 200x−16x³=8x(25−2x²).
  3. The positive candidate is x=5/√2. The endpoints have zero area; at the candidate, y=5/√2 and A=25.
Result

The greatest area is 25 cm²; width 5√2 cm and height 5/√2 cm.

Check the result

The identity 2xy≤x²+y²=25, derived from (x−y)²≥0, confirms the maximum with equality when x=y.

Example 2

From velocity to position and distance

An object starts at position 3 m and has v(t)=4−2t m/s, from 0 to 5 s. Find the final position and distance travelled.

  1. Integrating velocity, s(t)=4t−t²+C. The condition s(0)=3 fixes C=3.
  2. The final position is s(5)=3+20−25=−2 m. Velocity changes sign at t=2, when s(2)=7 m.
  3. The distance is |7−3|+|−2−7|=4+9=13 m. The displacement is −2−3=−5 m.
Result

Final position −2 m; distance 13 m.

Check the result

Differentiating s recovers 4−2t. The signed sum 4−9=−5 agrees with the difference between the final positions.

Example 3

The nearest point on a line

Which point on the line y=x+1 is nearest the origin?

  1. A point is (x,x+1). The squared distance is D²=x²+(x+1)²=2x²+2x+1.
  2. Complete the square: D²=2(x+1/2)²+1/2. The minimum occurs at x=−1/2.
  3. The vertical coordinate is 1/2 and the minimum distance is √(1/2)=1/√2.
Result

Point (−1/2,1/2); minimum distance 1/√2.

Check the result

The line from the origin to this point has slope −1, perpendicular to the given line's slope 1. Geometry confirms the algebraic minimisation.

Now try it yourself

There is no timer. Write what you know, choose a relationship and justify each step. Hints and solutions are available whenever you need them.

Exercise 1

Squaring both sides of √(2x+3)=x gives the candidate x=−1. Does that value satisfy the original equation?
A hint
Return to the original equation before concluding.
See the worked solution
No. At x=−1, the left side is √1=1 and the right side −1. Squaring gives x²=2x+3 with candidates −1 and 3, but only 3 satisfies the original equation, since √9=3.

Exercise 2

A square has diagonal 10 cm. Determine its side and area.
A hint
Relate the diagonal to the two equal sides using Pythagoras.
See the worked solution
If the side is ℓ>0, 2ℓ²=100. Therefore ℓ=5√2 cm and area ℓ²=50 cm². The equation's negative root does not represent a length.

Exercise 3

A tank initially contains 20 L. After t minutes, the net flow rate (inflow minus outflow) is 6 − t L/min. How much liquid is in the tank after 4 min?
A hint
The flow rate tells you how many litres the volume gains or loses per minute. Integrate it from the start to the requested time and add the initial volume.
See the worked solution
The flow rate is the rate of change of volume: dV/dt = 6 − t. The change in volume is the integral of the flow rate between 0 and 4 min. An antiderivative is 6t − t²/2. At t = 4 it gives 24 − 8 = 16 L, and at t = 0 it gives 0 L. The tank gained 16 L, so it contains 20 + 16 = 36 L. The units confirm the calculation: (L/min) × min gives L.

Exercise 4

With a perimeter of 40 m, what is the greatest area of a rectangle?
A hint
Write the sum of the sides and complete a square.
See the worked solution
If the sides are x and 20−x, with 0<x<20, A=20x−x²=100−(x−10)². The maximum area is 100 m², attained by the square of side 10 m.

Exercise 5

Prove that x²−2 has exactly one root on [1,2].
A hint
Combine signs, continuity and monotonicity.
See the worked solution
Continuity and the values −1 and 2 guarantee at least one root. Since the derivative 2x is positive on [1,2], the function is strictly increasing, so it cannot cross zero twice. There is a unique root.

Mistakes worth avoiding

A lengthy calculation demonstrates a correct solution.
Validity depends on relationships, the domain and verification, not length.
One numerical root proves there are no others.
Uniqueness requires an additional argument, such as monotonicity.
The expression remains valid in context as long as it is algebraically defined.
The phenomenon may impose a boundary, such as emptying or contact with the ground.

The essentials to take with you

  • Identify the question and constraints.
  • Choose simplifying representations.
  • Combine local conditions and global comparison.
  • Verify through another language and interpret with units.

If you still cannot explain one of these ideas, return to the corresponding section and work through an example again. Recognising the difficulty is part of studying.

References for further study

Text and examples prepared for this learning path. These sources help check the principles and continue studying:

The grade organization is a suggested study sequence. Grade 13 provides general extension and preparation for higher education. Pedagogical review by teachers remains a stage of the project.