Teacher notes

7 Generalizing relationships: exponents,

logarithms and integration

In this chapter students will be introduced to integration as anti-differentiations followed by areas

under curves as Riemann sums. This leads to the Fundamental Theorem of Calculus. An
introduction to exponential and logarithmic rules and exponential and logarithmic functions follows.
This allows for further development of calculus involving such functions. The final part of the
chapter allows students to understand how to use and apply different techniques of integration,
including integration by substitution, by parts as well as cyclic integration by parts. By working
through this chapter students would be able to use differential and integral calculus any
combination of functions covered in Mathematics: analysis and approaches HL.

Essential understandings
Models are depictions of real-life events using expressions, equations or graphs while a function is
defined as a relation or expression involving one or more variables. Creating different
representations of functions to model relationships between variables, visually or symbolically as
graphs, equations and/or tables represents different ways to communicate mathematical ideas.

Content-specific conceptual understandings

This chapter leads to the following content-specific conceptual understandings listed in the subject
guide:

 Logarithm laws provide the means to find inverses of exponential functions which model
real-life situations.
 Areas under curves can be approximated by the sum of the areas of rectangles which may
be calculated even more accurately using integration.
 Numerical integration can be used to approximate areas in the physical world.
 Mathematical modelling can provide effective solutions to real-life problems in optimization
by maximizing or minimizing a quantity, such as cost or profit.
 Equivalent representations of exponential / logarithmic functions can reveal different
characteristics of the same relationship.
 Patterns can be identified in behaviours which can give us insight into appropriate
strategies to model or solve problems
 Derivatives and integrals describe real-world kinematics problems in two and three-
dimensional space by examining displacement, velocity and acceleration.

We have taken these suggested content-specific conceptual understanding statements and, as

recommended in the Teacher Support Manual, developed our own conceptual understandings.
Students are led step-by-step through the investigations to arrive at one or more of these
conceptual understandings:

Conceptual understandings Investigation

The derivative function may provide critical information about the Investigation 1
original function such as concavity and increasing or decreasing
intervals, however only a family of possible functions can be
produced by looking at the derivative function only.
The integral of a polynomial function is the sum of the integrals of Investigation 2
the individual terms of the polynomial.
The anti-derivative/ integration represents the inverse process of Investigation 3
the derivative and as a consequence the inverse of all differentiation
rules may be utilized.
The area bounded by a parabola and the x-axis can be Investigation 4
approximated by the sum of a series of triangles constructed within
this area.

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 Teacher notes

Areas under curves can be approximated by the limiting sum of Investigation 5

areas of rectangles.
Areas under curves can be approximated by the sum of rectangles. Investigation 6
The limit of the sum, as the number of rectangles tends to infinity, is
equal to the definite integral of the curve between the upper and
lower bounds.
The area of a function that is below the x-axis in the interval [a, b] Investigation 7
can be found by taking the absolute value of the integral.
Knowing the basic axioms of mathematics results in drawing the Investigation 8
correct conclusions and avoiding ambiguous results.
The rules of exponents allow for simplification when applying the Investigation 9
operations of multiplication and division to very big and/ or very
small numbers.
Logarithms and exponents represent the same relationship in Investigation 10
different ways.
Exponential growth is bigger and faster than polynomial growth of Investigation 12
any degree.
Logarithms represent inverse functions of exponential functions, and Investigation 13
vice versa.
Because logarithms and exponents represent the same relationship Investigation 14
in different ways, switching to exponential form enables you to find
the derivative of a logarithmic function.
An understanding that certain questions require application of Investigation 15
knowledge from different areas of mathematics will aid solving some
more complicated problems.
Antidifferentiation and the inverse chain rule help to find integrals of Investigation 16
composite exponential functions and reciprocal functions.
Manipulating an integrand to be in a certain form allows you find an Investigation 17
appropriate substitution and integrate the expression.
The cyclical nature of derivatives of sin x and cos x , and the Investigation 19
invariance of the exponential function under differentiation and
integration allows us to integrate the product of an exponential
function with a trigonometric function.

Syllabus sections covered in this chapter:

 SL1.5*
 SL1.7
 SL2.9
 SL2.10
 SL2.11
 SL5.6
 SL5.5*
 SL5.10
 SL5.11
 AHL5.15
 AHL5.16

Cognitive academic language proficiency

The academic language used in this chapter is listed as "microconcepts" at the start of the chapter.
Moreover, when specific terminology is introduced it is defined clearly and then used in context to
deepen students’ understanding.

Cognitive activators
The stimulus questions, developing inquiry skills, before you start activities, investigations and
modelling activities are cognitive activators. They get students ready to learn and engage with the
subject, providing opportunities for collaborative and peer-to-peer learning, and to develop of
inquiry, investigative and modelling skills.

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 Teacher notes

Digital resources

Prior learning Animated worked GDC skills and Additional

support example support exercises

Page 443:
Page 462: Example 12
Generalizing Page 455: Example 6
Page 486: Example 33 Pages 459, 481,
relationships: Page 458: Example 8
Page 498: Example 40 487, 509
exponents, logarithms
Page 501: Example 43
and integration

Assessment opportunities

End of chapter test Chapter review Exam practice

Page 510 Page 514 Page 514

7.1 Integration as antidifferentiation and definite

integrals

Investigation 1

Conceptual understanding:
The derivative function may provide critical information about the original function such as
concavity and increasing or decreasing intervals, however only a family of possible functions can
be produced by looking at the derivative function only.
1 Over what intervals is f(x) an increasing function?

Answer: 1  x  1 .

2 Over what intervals is f(x) a decreasing function?

Answer: 2  x  1 , 1  x  2
3 Describe the nature of each of the points A to G on the graph of f(x). Explain your answers.

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 Teacher notes

Answer: At A and C there are local maxima as the derivative function moves from being
positive to negative.
At B and D there are local minima as the function moves from being negative to positive.
At E, F and G there are points of inflection as the derivative function has turning points,
indicating f ''  x  changing sign.

4 Over which intervals is f(x) concave up?

Answer: Between E and F, and between G and D, f  x  is concave up since f ' is

increasing, meaning that f ''  0 .

5 Over which intervals is f(x) concave down?

Answer: Between A and E, and between F and G, f  x  is concave down since f ' is
decreasing, meaning that f ''  0 .

6 How accurately can you sketch y = f(x)? Give reasons for your answer.

Answer: You can sketch the shape of f  x  accurately, but you cannot tell which points it
passes through; i.e. significant points cannot be accurately located.
7 How many possible correct sketches of y = f(x) can be drawn? What do these curves have in
common? Give examples.
Answer: There are infinitely many sketches that can be drawn because further information
is required to draw an accurate sketch. The possible sketches all have the same gradient at
any given value of x.

Conceptual: To what extent does the derivative function limit our knowledge about the original
function
Answer: The derivative function may provide critical information about the original function
such as concavity and increasing or decreasing intervals, however only a family of possible
functions can be produced by looking at the derivative function only.

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 Teacher notes

Investigation 2

Conceptual understanding:
The integral of a polynomial function is the sum of the integrals of the individual terms of the
polynomial.
1 Copy and complete the following table.

 
d 2
2xdx = x x2
2
c
dx
x  2x
xdx  2
c

d
dx
x  1 1dx = x  c 1dx = x  c
d
  3x dx  x x3
2 3
x3  3x2 c
dx  x2dx 
3
c

d
  4x dx  x x4
3 4
x4  4x3 c
dx  x3dx 
4
c

d
  5x dx  x x5
4 5
x5  5x4 c
dx  x4dx 
5
c

d
  6x dx  x x6
5 6
x6  6x5 c
dx  x5dx 
6
c

1 3 3
d  2 3 2
3 1
3 2 1 3
x   x
dx   2  2
x dx  x 2  c
 x 2 dx 
x
3
2
c 
2 2
x c
  3
2

d n
  nx xn 1
n 1
x  nxn 1 dx  xn  c
dx xndx 
n1
c

d
  20x dx  5x 5x4
3 4
5x4  20x3 c
dx 
5x3dx  5 x3dx   4
c

d
    2xdx  x   xdx  xdx
2
x2  2x c
dx
1 2
 x c
2

d  x4  2x3 2 1 2 2
  3 x dx   6 x   3 x dx   3 x dx
3 4 3 3
     c
dx  6  3
1 4
 x c
6

d  kxn 1  kxn 1
kx dx  k x dx
n n
   kx
dx  n  1 
n
kxndx 
n1
c
kxn 1
Where k   c
n1

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 Teacher notes

d
   6x   6x 
2 2
2x3  x2  4x  2x  4 dx  2x  4 dx
dx
 6x2  2x  4
 2x3  x2  4x  c

 6x2dx    2xdx  4dx
 2x3  x2  4x  c

2 Explain in words how you would find the integral of xn.

Answer: Increase the exponent by 1 and divide by the new exponent, then add a
constant of integration c.
3 What is the rule for integrating kxn, k ∈ ℝ?


n
Answer: The integral of kx , k  is the same as k x ndx

4 Conceptual: What can you say about the integral of a polynomial function?
Answer: The integral of a polynomial function is the sum of the integrals of the
individual terms of the polynomial. i.e.

(a x    
n
n  an 1 x n 1  ...  a1 x  a0 )dx  an x ndx  an 1x n 1dx  ...  a1xdx  a0dx

Investigation 3

Conceptual understanding:
The anti-derivative/ integration represents the inverse process of the derivative and as a
consequence the inverse of all differentiation rules may be utilized.
1a Find the integral of the function by integrating term by term.

ax2
Answer:
  ax  b dx  2
 bx  c

y2
b Expand and simplify .
2a

 ax  b
2
a2 x2  2abx  b2 ax2 b2
Answer:    bx 
2a 2a 2 2a
c How can you combine your results to parts a and b in order to integrate y=ax+b without
integrating each term separately?

 ax  b
2

Answer:
  ax  b dx 
2a
c

  ax  b
2
2 a Expand y2 and hence find dx .

a2 x3
  ax  b
2
Answer: a y 2  a2 x2  2abx  b2  dx   abx2  b2 x  c
3

y3
b Expand and simplify .
3a

y3 a3 x3  3a2 x2b  3axb2  b3 a2 x 3 b3

Answer:    ax2b  xb2 
3a 3a 3 3a

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 Teacher notes

c How can you combine your results to parts a and b in order to integrate y2 without
integrating each term separately?

 ax  b 
3

  ax  b
2
Answer: dx  c
3a

  ax  b
3
3 a Expand y 3 and hence find dx .

Answer: y 3  a3 x3  3a2 x2b  3axb2  b3

a3 x 4 3ax2b2

y 3dx 
4
 a2 x3b 
2
 b3 x  c

y4
b Expand and simplify .
4a

y4 a4 x 4  4a3 x3b  6a2 x 2b2  4axb3  b4

Answer: 
4a 4a

a3 x 4 3ax2b2 b4
  a2 x3b   b3 x 
4 2 4a

c How can you combine your results to parts a and b in order to integrate y 3 without
integrating each term separately?

 ax  b
4

 ax  b  dx 
3
Answer:
 4a
c

  ax  b 
n
4 Based on your results above, make a conjecture about the value of the integral dx .

 ax  b 
n 1

  ax  b dx  a  n  1
n
Answer: c

5 Find the derivatives of the following functions.

a sin(ax  b)

d
Answer:
dx
sin(ax  b)  a cos(ax  b)
b cos(ax  b)

d
Answer:
dx
 cos(ax  b)  a sin(ax  b)
c tan(ax  b)

d
Answer:
dx
 tan(ax  b)  a sec2(ax  b)
6 Use your results to question 5 to find the following integrals.

a
 cos(ax  b)dx
sin(ax  b)
Answer:
 cos(ax  b)dx  a
c

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 Teacher notes

b
 sin(ax  b)dx
cos(ax  b)
Answer:
 sin ax  b dx   a
c

 sec (ax  b)dx

2
c

tan(ax  b)
 sec (ax  b)dx 
2
Answer: c
a
7 Factual: What differentiation rule have you used the reverse of in this investigation?
Answer: The inverse chain rule.
8 Conceptual: Why is knowledge of derivatives useful for integration?
Answer: The anti-derivative / integration represents the inverse process of the
derivative and as a consequence the inverse of all differentiation rules may be utilized.

Investigation 4

Conceptual understanding:
The area bounded by a parabola and the x-axis can be approximated by the sum of a series of
triangles constructed within this area.
1 Find the area of triangle ABC.

1
Answer: Area of triangle ABC   4 4  8 units²
2
2 Write an inequality relating the area bounded by the parabola and the x-axis and the area of
the triangle.
Answer: Area under parabola > 8 units²
3 Show that the area of each of the triangles ADC and CEB is equal to 1 unit².
Answer: Triangles ADC and CEB are congruent through symmetry about the y-axis so you
only need to find area of 1 triangle, e.g. triangle ADC.
The area is found easily by dropping a perpendicular from D to the x-axis, and then finding
the difference of two right angled triangles and two trapezia giving:

1 1  1 1 
Area of ADC=
 2 1 3  2 1 2    2  3  4  1  2  2  4  1  1 unit²
   
4 Extend your inequality from question 2 to relate the area under the curve to the sum of the
areas under all three triangles.
Answer: Area under Parabola > 10 units²
5 Construct points P, Q, R and S on the parabola which have x-coordinates at −1.5, −0.5, 0.5,
1.5 respectively.
Answer: The diagram shows the parabola with the points and triangles constructed.

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 Teacher notes

6 Calculate the areas of triangles APD, DQC, CRE and ESB.

Answer: Area of triangle APD = Area of triangle ESB = 0.13 units²
Area of triangle DQX = Area of triangle CRE = 0.12 units²
7 Extend your inequality from question 2 to relate the area under the curve to the sum of the
areas under all the triangles.
Answer: Area under parabola > 10 .50 units²
8 If you were to continue drawing further triangles in this way, what could you say about the sum
of their areas?
Answer: You can continue constructing triangles in this way and each time sum of the areas
of the triangles is a better approximation to the area under the parabola.
9 Conceptual: How does the method of exhaustion allow you to find a good approximation of the
area bounded by the parabola and the x-axis?
Answer: The area bounded by a parabola and the x-axis can be approximated by the sum
of a series of triangles constructed within this area.

Investigation 5

Conceptual understanding:
Areas under curves can be approximated by the limiting sum of areas rectangles.
1 & 2 Copy the diagram and mark on points P and Q.
On your diagram, construct three rectangles as follows.
• Rectangle AEFC.E is the point (2,0) and FC is a line segment parallel to the x-axis.
• Rectangle EGHP. G is the point (3,0) and PH is a line segment parallel to the x-axis.
• Rectangle GBIQ. IQ is a line segment parallel to the x-axis.
Answer:

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 Teacher notes

3 Calculate the area of each of the three rectangles.


AEFC  1  1 

1 11
Answer: EGHP  1   sum of areas =  1.833
2 6
1
GBIQ  1  
3
4 On the same diagram, construct three more rectangles as follows.
• Rectangle AEPR. PR is a line segment parallel to the x-axis.
• Rectangle EGQS. QS is a line segment parallel to the x-axis.
• Rectangle GBDT. DT is a line segment parallel to the x-axis.
Answer:

5 Calculate the area of each of these three rectangles.

1
AEPR  1 
2 
1 13
Answer: Area of rectangles: EGQS  1   Sum of areas =  1.083
3 12
1
GBDT  1  
4

6 Write an inequality relating both sums of the areas of rectangles (from question 3 and question
5) to the area ACDB.

Answer: 1.083  area ACDB  1.833

7 Repeat method described in questions 2 to 6, but this time construct a set of six rectangles
which lie below the curve, and another set of six rectangles which lie above the curve. (Hint: The
bases of each of the six rectangles should be determined by the points (1, 0), (1.5, 0), (2, 0),
(2.5, 0), (3, 0), (3.5, 0), (4, 0).)

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 Teacher notes

Answer: Students may use various types of technology for this section. The answers and
diagrams below were obtained using Geogebra.

1.22  Area ACDB  1.59

8 What happens if you were to repeat the above using two sets of 12 rectangles?
Answer:

1.3  Area ACDB  1.48

9 Write an inequality relating the areas of two sets of n rectangles, each with base width Δx, with
the area ACDB.
n n
1 1
Answer: i 1
 xi  Δx 
 Δx  Area ACDB  x
i 1 i
 Δx

10 Conceptual: How does the concept of limits lead to an approximate measure of area under a
curve?
Answer: Areas under curves can be approximated by the limiting sum of areas rectangles.
n
1
Area under curve = lim
n  x
i 1 i
 Δx

Investigation 6

Conceptual understanding:
Areas under curves can be approximated by the sum of rectangles. The limit of the sum, as the
number of rectangles tends to infinity, is equal to the definite integral of the curve between the
upper and lower bounds.
1 & 2 Draw the graph of the function f(x)= 16 − x2 for 0 ≤ x ≤ 4.
Answer: Area =50 units²
Draw a Riemann upper sum with four rectangles and find this sum.

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 Teacher notes

3 Use technology to increase the number of rectangles to 20, 40, 50 and 80. Calculate the
respective Riemann upper sums.
Answer:

 16  x  dx .
2
4 Find the value of the indefinite integral

x3
 16  x  dx  161dx  x dx
2 2
Answer:  16 x  c
3
5 a Substitute x = 4 in your answer.

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 Teacher notes

x3 64
Answer: When x  4,16 x   c  64  c 42.67  c
3 3
b Now substitute x = 0 in your answer.

x3
Answer: When x  0,16 x  c c
3
c Calculate the difference of these two answers.
Answer: 42.67
6 Repeat questions 1 to 5 for the following functions.
a f(x)= 8 − x3, 0 ≤ x ≤ 2. Substitute x = 2 and x = 0 into the indefinite integral, and find the
difference.
Answer: Upper Riemann sums for A : 13.75, 12.39, 12.2, 12.16, 12.2

x4
 8  x  dx  81dx  x dx
3 3
 8x  c
4

x4
When x  2, 8x   c  16  4  c  12  c
4

x4
When x  0, 8x  c c
4
Difference = 12

 
b f(x) = cos x, 0  x  . Substitute x  and x = 0 into the indefinite integral, and find the
2 2
difference.
Answer: Upper Riemann sums for A: 5.92, 5.19, 5.1, 5.08, 5.05

5 cos xdx  5cos xdx  5 sin x  c

 
When x  ,5 sin x  c  5 sin c 5c
2 2
When x  0,5sin x  c  5sin0  c  c

Difference = 5
7 What do you notice about your results?
Answer: The Riemann sums were all approximately equal to the difference of the integrals.
All were bigger than the difference.
As the number of rectangles increased the Upper Riemann sum was closer to the integral
difference.
8 How would you expect your answer to question 7 to be different if you had been asked to find
Riemann lower sums for each function?
Answer: If lower Riemann sums were taken the answers would also be approximately equal
to the integral difference but this time they would all be less than the difference.
9 Conceptual: How does your understanding of limits lead to an accurate measure of area under
a curve?
Answer: Areas under curves can be approximated by the sum of rectangles. The limit of the
sum, as the number of rectangles tends to infinity, is equal to the definite integral of the
curve between the upper and lower bounds.
© Oxford University Press 2019 13
 Teacher notes

Investigation 7

Conceptual understanding:
The area of a function that is below the x-axis in the interval [a, b] can be found by taking the
absolute value of the integral.
1 Copy and complete the following table.
Answer:
Definite integral Numerical answer  
Sketch of f x
b

f  x  dx
a

2 4

2
1  x3 dx 
1 6.75

2
1  x3 dx 
2 −2.75
 1  x  dx
3

π 0.707
2

 sin xdx
π

4

0 -0.293
 π
sin xdx

4

π 1
2

 sin xdx
0

π 0
2

 sin xdx
π

2

2 2.67

2
2  3x  x2 dx 
0 −4.67

2
2  3x  x2 dx 
2 2.67

0
2  3x  x2 dx 

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 Teacher notes

2 Factual: Why do some of the answers to question 1 not give the total area bounded by the
graph, the x-axis and the upper and lower limits?
Answer: The numerical value of the integral for the areas under the x-axis are all negative.
If, between the limits of integration, part of the graph is above the x-axis and part below,
then the positive and negative values will cancel each other out.
3 Conceptual: Explain how you could you use integration to calculate the area between a
function and the x-axis when the function is fully below the x-axis.
Answer is the TU: The area of a function that is below the x-axis in the interval [a, b] can
be found by taking the absolute value of the integral.

TOK

A useful starting point for many TOK questions is to identify the key themes and words in the
knowledge question and look for examples, claims and counterclaims.

 What do we mean by a problem?

 What instances do you know of where mathematics has been created to solve a problem?

 Can you have knowledge that does not solve problems?

Developing inquiry skills

t
1  10  3.09
In the opening scenario for this chapter, the function g(t )  e models the rate of
50
growth of the hydrangea bush in meters per day for t ≥ 20 days. Find the antiderivatives of the
function g.

t
1  10 3.09
Answer:  e C
5

Investigation 8

Conceptual understanding:
Knowing the basic axioms of mathematics results in drawing the correct conclusions and avoiding
ambiguous results.
1 Use the definition that am = ⏟
𝑎 × 𝑎 ×. . .× 𝑎 to show the following properties are true.
𝑚

a am  an  am n
Answer: Using the definition
LHS = ⏟
𝑎 × 𝑎 ×. . .× 𝑎 × ⏟ 𝑎 × 𝑎 ×. . .× 𝑎 = 𝑎𝑚+𝑛 = RHS
𝑎 × 𝑎 ×. . .× 𝑎 = ⏟
𝑚 𝑛 𝑚+𝑛

m n m n
b a a  a
Answer: Using the definition

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 Teacher notes

𝑚
𝑎𝑚 ⏞ 
LHS=
𝑎𝑛
=
𝑎×𝑎×...×𝑎
⏟
𝑎×𝑎×...×𝑎
𝑎 × 𝑎 ×. . .× 𝑎 = 𝑎𝑚−𝑛 = RHS since
×= ⏟ m, n  ,m  n
𝑛 𝑚−𝑛

a 
n
m
c  amn

𝑛
Answer: (𝑎𝑚 )𝑛 = (𝑎
⏟× 𝑎 ×. . .× 𝑎)
𝑚

= (𝑎
⏟× 𝑎 ×. . .× 𝑎) × (𝑎
⏟× 𝑎 ×. . .× 𝑎) ×. . .× (𝑎
⏟× 𝑎 ×. . .× 𝑎)
𝑚 𝑚 𝑚

=⏟
𝑎 × 𝑎 ×. . .× 𝑎 = 𝑎𝑚𝑛
𝑚𝑛

2 Use any combination of the three properties in question 1 to show that the following are true.

a a0  1

am
Answer: When m  n property 1b gives 1 
m
 am  m  a0
a

1
b an  ,a  0 .
an

1 a0
Answer: Using property 1b and the answer to 2a gives   a0  n  an
an an
1
m
c am  a, a  0
Answer:
n

1 1 1
 ...
a1  an n n

1 1 1
 a n  a n  ...  a n by property 1a
n
n
 1
  an 
 
 
1
n
Which by the property of roots  an  a
m
n
d an  am , a  0
Answer:
m 1
m
an  a n

1
 am  n
by property 1c
n
 am by the result in 2c

However, it is also true that

© Oxford University Press 2019 16

 Teacher notes

m 1
m
a n  an
m
 1
  an  by property 1c
 
 

 a
m
n
 by result in 2c

 a
m
n
Hence a n  am  n
,a  0

3 Explain why a ≠ 0 is a necessary condition for property 2b to be true.

Answer: In property 2b a  0 because division by 0 is undefined.

4 Give an example to show that if a ≤ 0, inconsistencies may arise for property 2c.
1
Answer: If we consider  273  3
27  3 which is always true.

1 2
 3   27 6  27
2
However, 27  6  6 729  3 giving +3 also as a possible
3
answer to 27 .

5 Explain why ax > 0 for all a, x ∈ ℝ, a>0.

Answer: First let us consider x  0 Then ax  0 when a  0 and x  0

When x  0 , ax  a0  1  0

When x  0 let x  y, y  0

y
1 1
Then ax  ay      0 since a, y  0
y
a  a
6 Conceptual: Why is it important to know that mathematics is axiomatic?
Answer: Knowing the basic axioms of mathematics results in drawing the correct
conclusions and avoiding ambiguous results.

Investigation 9

Conceptual understanding:
The rules of exponents allow for simplification when applying the operations of multiplication and
division to very big and/or very small numbers.
1 Use table 1 to calculate the following:
a 729 × 27
6 3 6 3
Answer: 729  27  3  3  3  39  19 683

b 243 ÷ 27
5 3 5 3
Answer: 243  27  3  3  3  32  9

27 1
c 
729 27
Answer:

© Oxford University Press 2019 17

 Teacher notes

27 1 33 30
  6  3
729 27 3 3
 33  6  30 3
 33  33
0
2 Use the table to verify the following statements:

81 486 1
a  
2187 6561 9
Answer:

81 486 34 486
  7  8
2187 6561 3 3
35 486
 8
 multiplying top and botttom of first fraction by 3
3 38
243  486

38
729

38
36 1
 8

3 9

45 243 1
b  
1458 13122 81
Answer:

45 27 5 1
  
1458 13122 162 486
15 1
 
486 486
3 Copy and complete table 2 using powers of 2.
Answer:

n 2n
-5 1
32
-4 1
16
-3 1
8
-2 1
4
-1 1
2

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 Teacher notes

0 1

1 2

2 4

3 8

4 16

5 32

6 64

7 128

8 256

9 512

4 Students’ own answers.

5 Conceptual: How has the use of exponents helped in calculations?
Answer: The rules of exponents allow for simplification when applying the operations of
multiplication and division to very big and/or very small numbers.

Investigation 10

Conceptual understanding:
Logarithms and exponents represent the same relationship in different ways.
1 Use the definition of logarithms and the properties of exponents to verify the following:

a loga x  loga y  loga xy

Answer: Let loga x  m and log a y  n

 am  x and an  y

 xy  am  an

 xy  am n

Therefore loga xy  m  n  loga x  loga y

x
b loga x  loga y  loga  
y

Answer: Let loga x  m and loga y  n

 am  x and an  y

x
  am  an
y

x
  am  n
y

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 Teacher notes

x
Therefore loga    m  n  loga x  loga y
y

c loga x n  n loga x
𝑛 times
Answer: log 𝑎 𝑥 𝑛 = log 𝑎 ( ⏞
𝑥 × 𝑥 × 𝑥 ×. . .× 𝑥 ) = ⏟
log 𝑎 𝑥 + log 𝑎 𝑥 + log 𝑎 𝑥 +. . . + log 𝑎 𝑥 = 𝑛 log 𝑎 𝑥
𝑛𝑡𝑖𝑚𝑒𝑠

2 Show that:

a loga 1  0

Answer: Let loga 1  p

 ap  1  p  0

Therefore loga 1  0

b loga a  1

Answer: Let loga a  q

 aq  a  q  1

Therefore loga a  1

1
c  loga x  loga  
x

1
Answer:  loga x  0  loga x  loga 1  loga x  loga  
x
3 For which values of a, x and y are these properties valid?

Answer: a, x, y  R, x, y  0

logb x 1
4 Show that loga x  . , hence show that loga b =
logb a logb a

Answer: Let loga x  y

Then x  ay write in exponent form

 logb x  logb ay take logarithms to base b of both sides

 logb x  y logb a bring the power y down

logb b 1
Using the change of base rule above we obtain loga b  =
logb a logb a

5 Conceptual: What can you deduce about logarithms and exponents from your results to this
investigation?
Answer: Logarithms and exponents represent the same relationship in different ways.

© Oxford University Press 2019 20

 Teacher notes

Investigation 11

This investigation does not have a conceptual understanding. It is intended to be an introduction

n
 1
to help students discover that the sequence 1   tends to a limit. The value of this limit is
 n
Euler’s number, e, which will be introduced after the investigation.
1 If €1000 is invested in a bank that offers an interest rate of 2% compounded annually how
much is the investment worth after m years?

Answer: 1000(1.02)m

2 How much is the investment worth after m years if the interest were compounded:
a every six months?
m
 0.02  2
Answer: 1000 1 
 2 

b monthly?
m
 0.02 12
Answer: 1000 1  
 12 

3 For each of the three cases above evaluate the value of the investment after exactly one year.
Answer: Interest compounded annually: €1020
Interest compounded every six months: €1020.10
Interest compounded monthly: €1020.18
4 Investigate the growth of €1 invested for one year at 100% interest, compounded at n different
intervals over the year.
a Write down the general formula to obtain the growth of this investment after one year.
n
 1
Answer: 1 1  
 n

b Use technology to draw up a table with the value of the investment for different values of n.
c Plot these values and comment on your results.
Answers:

© Oxford University Press 2019 21

 Teacher notes

The value of the investment starts to grow quickly for small n, but as the value of n increases
the investment increases much more slowly.

TOK

Some mathematical constants like  , e and the Fibonacci numbers appear consistently in nature.
Research where these may be found and consider if they are natural occurrences or are we
applying the mathematics that we know to these instances?

Investigation 12

Conceptual understanding:
Exponential growth is bigger and faster than polynomial growth of any degree.
1 Sketch the function f(x) = 2x, for −6 ≤ x ≤ 6, −6≤ y ≤ 6.
Answer:

© Oxford University Press 2019 22

 Teacher notes

2 a Stationary points
Answer: The graph has no stationary points
b Intercepts
Answer: The graph has no x-intercepts and is always positive. The y-intercept is at
(0, 1).
c Asymptotes
Answer: The x-axis is a horizontal asymptote
d concavity.
Answer: The graph is always increasing, so it is concave up.
3 Using the same scale and axes, sketch the functions g(x) = ax for different values of a ∈ ℝ+.

Answer: Various graphs of this type are possible.

4 What do the graphs have in common?

Answer: All the graphs have a y-intercept at (0, 1) and have the same basic shape.
5 a What do the graphs of g(x) = ax, a > 1 have in common?

Answer: The graphs of g  x   ax , a  1 are all increasing and pass through the point
(0, 1).
b Why do we refer to these graphs as representations of exponential growth?

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 Teacher notes

Answer: These graphs show exponential growth since, as the value of x increases, the
value of the function also increases (i.e. ‘grows’) according to the ‘exponent’ x .

c How are the graphs of g(x) = ax, 0 < a < 1 different? Why do they represent exponential
decay?
d Why do we put the following restrictions on a, a>0, a ≠ 1?

  x
Answer: The graphs of g x  a , 0  a  1 are all decreasing.

e Conceptual: Compare the graphs of g(x) = ax and h(x) = xa for a ∈ {2, 3, 5, 9} to help you
answer the question: How does exponential growth compare to polynomial growth?
Answer:

Answer: Exponential growth is bigger and faster than polynomial growth of any degree.
They represent exponential decay since, as the value of x increases, the value of
the function decreases (i.e. ‘decays’) according to the ‘exponent’ x .

a  1 would be equivalent to the constant function y  1

If a  0 this would be equivalent to the x-axis.

The restriction a  0 ensures that we avoid having complex values. e.g.

1
1
f  x   (2)x  f    (2)2  2
2
6 Use technology to copy and complete the table below by graphing the function g(x) = ax for a ∈
{1, 1.5, 2, 2.5, 3, 3.5, 4} and finding the derivative of each function at x = 0.

© Oxford University Press 2019 24

 Teacher notes

a Graph of ax dy
dx `x  0

0
1

1.5 0.41

2 0.69

2.5
0.92

© Oxford University Press 2019 25

 Teacher notes

3 1.1

1.25
3.5

4 1.39

7 Conceptual: Conceptual: What happens to the value of g′(0) as a increases?

Answer: The gradient of the function g  x   ax at (0, 1) increases as the value of a

increases.

TOK

How does exponential growth in mathematics differ from its use in English?

Is language an inadequate vehicle for expressing everything we can experience and think?

Investigation 13

Conceptual understanding:
Logarithms represent inverse functions of exponential functions, and vice versa.

  x
1 Factual: Explain why an exponential function f x  a , a  0 has an inverse.

Answer: The inverse of an exponential function exists because f  x   ax is one-to-one,

continuous and defined for all values of x  .

 
2 Factual: Explain how you would obtain the graph of the inverse of f x  a
x

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 Teacher notes

Answer: The inverse of a function is given by reflecting the graph of the function in the line
y  x . As such, the inverse passes through the point (1, 0) and has the y-axis as a vertical
asymptote. You can use this information to sketch the graph of the inverse function.
3 On the same axes, sketch the graphs of f(x) = ax and its inverse.

4 Find the equation of the inverse function f−1(x) of the function f(x)=ax. State the domain and
range of the inverse.

Answer: y  ax  x  loga y making x the subject of the formula  y  loga x

interchanging x and y  f 1  x   loga x, x, y  ,x  0

5 Conceptual: What do your answers tell you about the relationship between exponential and
logarithmic functions?
Answer: Logarithms represent inverse functions of exponential functions, and vice versa.

Investigation 14

Conceptual understanding:
Because logarithms and exponents represent the same relationship in different ways, switching to
exponential form enables you to find the derivative of a logarithmic function.
1 Write y = ax in an equivalent form using a logarithm.

Answer: y  ax  loga y  x

2 Write ln y = x in an equivalent form using an exponential.

Answer: y  ex  ln y  x

3 Explain why exponential and logarithmic functions are differentiable over their domain.
Answer: Logarithmic and exponential functions are differentiable over their domain because
they are continuous and if you draw a tangent at any point the tangent is never vertical.
Also, the functions are smooth and have no abrupt bends or cusps.
4 Use your answer to question 2 to find the derivative of the function y = ln x by using implicit
differentiation.

Answer: y  ln x  x  ey

© Oxford University Press 2019 27

 Teacher notes

dy dy 1 1
Implicit differentiation :  1  ey   y 
dx dx e x

5 Determine the derivative of the function y = log ax.

ln x
Answer: y  loga x  y  change base from a to e
ln a

dy d  ln x  1 d 1
   
dx dx  ln a  ln a dx
ln x   x ln a

6 In section 7.2 you used differentiation from first principles to show that
d
dx
 
ax  kax , where

ah  1
k  lim . Use your result from question 4 to find the value of k.
h 0 h

Answer: y  ax  ln y  ln ax

 ln y  x ln a using laws of logarithms

1 dy
 ln a Differentiating implicitly with respect to x and
y dx
using the result in question4

dy
  ln a y  ln a ax
dx

ah  1
Hence k  lim  ln a
h 0 h
7 What do your results imply about the derivative of:
a exponential functions at the y-intercept

Answer:
d
dx
 
ax  ln a ax


d
dx
 
ax
x 0
 ln a

b the exponential function y = ex at the y-intercept?

Answer:
d
dx
 
ex  ln e  ex


d
dx
 
ex
x 0
 ln e=1

8 Conceptual: From what you have learned in this investigation, how is it useful to be able to
switch between exponential and logarithmic form?
Answer: Because logarithms and exponents represent the same relationship in different
ways, switching to exponential form enables you to find the derivative of a logarithmic
function.

© Oxford University Press 2019 28

 Teacher notes

TOK

Are logarithms a natural occurrence or are they a human invention?

Is mathematics created to solve real world problems?

Do you need imagination to create new mathematics?

Does faith have a role to play in the careers of mathematicians?

The natural logarithm appears in physics, biology, sociology, economics and more. Students of
physics know that many of the calculations, for example in electrodynamics and quantum
mechanics, would be impossible if it were not for the natural logarithm. The universal applicability
of the natural logarithm suggests that it is something that exists in the world in which we live and
therefore it is a characteristic of the natural world.

7.4 Integration techniques

Investigation 15

Conceptual understanding:
An understanding that certain questions require application of knowledge from different areas of
mathematics will aid solving some more complicated problems.

e dx .
x
1 Use antidifferentiation to evaluate

Answer: Since
d
dx
  
ex  ex it follows that ex dx  ex  c

na

 e dx
x
2 Find the value of An 
0

na
na
Answer: An 

0
ex dx  ex   ena  1
 0

3 What is does An represent?

Answer: The area bounded by the curve y  ex , the x-axis and the lines x  0and x  na
.
na
4 Let In 
 e x dx . Copy and complete the following table.
 n 1 a

© Oxford University Press 2019 29

 Teacher notes

Answer:
n na
In   ex dx
n 1 a

1 a


I1  ex dx  ea  1
0

2 2a
I2   e dx  e
x 2a

 ea= ea ea  1 
a

3 3a
I3   e dx  e
x 3a
 e2a= e2a ea  1 
2a

4 4a
I4   e dx  e
x 4a
 e3a= e3a ea  1 
3a

5 5a
I5   e dx  e
x 5a
 e4a= e4a ea  1 
4a

na
5 Show that the integrals In 
 e x dx form a geometric sequence and state the first term
 n 1 a
and the common ratio.
na
Answer: From the table above it can be seen that the integrals In 
 e x dx form a
 n 1 a
a
geometric sequence with first term I1  e  1 and common ratio r  ea

n
6 Evaluate I
r 1
r .

Answer: sum of the first n terms of the series is given by:


  
n

I1  I2  ...  In 
I1 1  ea


   
ea  1 1  ena
 ena  1  An

1  ea 1  ea
7 Write a general comment to summarize your results from part A.

Answer: If the area bounded by the curve, the x-axis and the lines x  0 and x  na is
divided into intervals of constant width, a, the areas I n of each interval will form a geometric
sequence, irrespective of the length of a.

1
8 Use antidifferentiation to find
 x dx . Comment on any limitations.
d 1 1
Answer:
dx
ln x  
x

x 
dx  ln x  c . Since ln x is only defined for x  0 it

1 1
follows that
x 
dx  ln x  c, for x  0 or
x 
dx  ln x  c .

© Oxford University Press 2019 30

 Teacher notes

na
1
 x dx,n 

9 Find the value of ,n  1 .
1

na
1 na
Answer: Bn 
 x dx  ln x 
1
1
 ln na  ln1  ln na

10 What is does Bn represent?

1
Answer: The area bounded by the curve y  , the x-axis and the lines x  1 and
x
x  na .
11 Copy and complete the following table:
Answer:
n Hn

1 a
1
H1   x dx  ln a  ln1  ln a
1

2 2a
1
H2   x dx  ln2a  ln a  ln2
a

3 3a
1 3
H3   x dx  ln3a  ln2a  ln  2 
2a

4 4a
1 4
H4   x dx  ln 4a  ln3a  ln  3 
3a

5 5a
1 5
H5   x dx  ln5a  ln 4a  ln  4 
4a

n
12 Find the value of H
r 1
r .

n
3 4 5  n 1  n 
Answer: H
r 1
r  ln a  ln2  ln    ln    ln    ...  ln 
2 3 4
 
 n  2   n  1
 3 4 5 n 1 n 
 ln  a  2     ...    ln  a  n  ln na
 2 3 4 n  2 n  1 

13 Write a general comment to summarize your results from part B.

1
Answer: If the area bounded by the curve y  , the x-axis and the line x  na is divided
x
into intervals of constant width, a, the subdivisions will be areas that follow a pattern which
makes it easy to calculate the sum using the rules of logarithms.
14 Factual: What two areas of mathematics have you combined in answering this investigation?
Answer: Integration (Calculus) and geometric series (Number)
15 Conceptual: How does the ability to draw from your understanding of various aspects of
mathematics help solve certain more complicated problems?

© Oxford University Press 2019 31

 Teacher notes

Answer: An understanding that certain questions require application of knowledge from

different areas of mathematics will aid solving some more complicated problems.

Investigation 16

Conceptual understanding:
Antidifferentiation and the inverse chain rule help to find integrals of composite exponential
functions and reciprocal functions.

1 a y = eax  b

Answer:
d
dx
 
eax  b  aeax  b

b y  ln(ax  b)

d a
Answer: ln(ax  b)  ax  b
dx  

e
ax  b
2 a dx

1 ax  b
e
ax  b
Answer: dx  e c
a

1
b
  ax  b dx
1 1
Answer:
  ax  b dx  a ln ax  b  c
a dx .
x
3 Use antidifferentiation to determine

Answer:
d
dx
 
ax  ln a ax

1 ax

 ax dx   ln a a dx  ln a  c
x
ln a

f  x
4 Use antidifferentiation to determine
 f  x  dx .
d 1
Answer:
dx

ln  f  x   
f x
 f  x

f  x
  f  x  dx  ln  f  x   c
5 Conceptual: What techniques have you used in this investigation to help you find the integrals
of composite exponential functions and reciprocal functions?
Answer: Antidifferentiation and the inverse chain rule help to find integrals of composite
exponential functions and reciprocal functions.

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 Teacher notes

TOK

Mathematics may not be the language of the universe, but rather the language/logical system the
brain uses to analyze and respond to the universe. Ask students what they think about this and to
consider where the real foundations of mathematics originate.

You might want to use facts such as The Higgs Boson was predicted with the same tool as the
planet Neptune and the radio wave: with mathematics, which might mean that our universe isn’t
just described by mathematics, but that it is mathematics in the sense that we’re all parts of a
giant mathematical object.

Max Tegmark and Brian Butterworth provide some interesting insights and contrasting opinions on
YouTube.

TOK

Consider the number e or logarithms, did they already exist before people defined them? This topic
is an opportunity for teachers to generate reflection on “the nature of mathematics”.

Investigation 17

Conceptual understanding:
Manipulating an integrand to be in a certain form allows you find an appropriate substitution and
integrate the expression.

1
1 Use an appropriate u-substitution to work out the indefinite integral
 4  x2
dx .

Answer: Let x  2 sin u  dx  2 cos udu

2 cos u x
I   2
4  4 sin u

du  du  u  c  I  arcsin    c
2

1
1
2 Hence find the value of the definite integral ID 

0 4  x2
dx .

1 1
1   x  1 
Answer: ID 

0 4x 2
dx  arcsin     arcsin    arcsin0 
 2
  0 2
  6

3 What is the value of the substituted variable u at the lower and upper bounds of x?

x
Answer: x  2 sin u  u  arcsin  
2

1 
x  1  u  arcsin   
2 6
x  0  u  arcsin 0  0

4 Re-write ID , including the upper and lower bounds, purely in terms of the variable u. Find the
value of this definite integral.

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 Teacher notes

 
1 6 6 
1 2 cos u  
Answer: ID 

0 4  x2
dx  
0
2
4  4 sin u 0

du  du  u 06   0 
6 6

5 What do you notice about your answers to question 2 and question 4?

Answer: You obtain the same value for the definite integral, whether you
Work out the indefinite integral in terms of the substituted variable u, then
substitute back to the original variable x and evaluate the limits, or
Change the limits so that they are given in terms of u, then perform the whole
definite integration in terms of u.

x 1 1 6 
2 cos u  x 2 cos u
i.e.

x 0 4  4 sin2 u
du  arcsin  
 2 0 
0 4  4 sin2 u
du  u 06

1
3
1 1
6 Repeat questions 1 to 5 for I 
 4  9x 2
dx and ID  
0 4  9x2
dx .

1
Answer: I 
 4  9x 2
dx

du 2
Let 3x  2 sin u  3  2 cos u  dx  cos udu
dx 3

2
cos u
1 3 1 1 1  3x 
I   4  9x 2
dx   2
4  4 sin u
du   3 du 
3
u  c  arcsin 
3  2 
c

Method 1: Switching back to the original variable x to find ID :

1
1
3
1 1  3x   3
ID  
0 4  9x 2
dx   arcsin 
3

 2  0
1  1   1  
  arcsin      arcsin 0   
 3 2
   3  18

Method 2: Finding the upper and lower bounds in terms of the new variable u to find ID :

 3x 
u  arcsin  
 2 
1 1 
x   u  arcsin    x  0  u  arcsin 0  0
3 2 6
1 

3 6
1 1 1  6  
ID  
0 4  9x 2
dx 
0
3 
du   u  
 3 0 18
0 
18

© Oxford University Press 2019 34

 Teacher notes

1
7 Now repeat questions 1 to 5 for the general integrals I 
 a  b2 x 2
2
dx and

a
2b
1
ID  
0 a  b2 x 2
2
dx

1
Answer: I 
 a  b2 x 2
2
dx

du a
Let bx  a sin u  b  a cos u  dx  cos udu
dx b

a
cos u
1 b 1
I   2
a b x 2 2
dx   2 2
a  a sin u 2
du   b du
1 1  bx 
 u  c  arcsin  c
b b  a 

Method 1: Switching back to the original variable x to find ID :

a
a
2b
1 1  bx   2b
ID  
0 a2  b2 x 2
dx   arcsin 
b

 a  0
1  1   1  
  arcsin      arcsin 0   
 b 2
   b  6b

Method 2: Finding the upper and lower bounds in terms of the new variable u to find ID :

 bx 
bx  a sin u  u  arcsin  
 a 

a 1 
x  u  arcsin   
2b 2 6
x  0  u  arcsin 0  0

a 

2b 6
1 1 1 6  
ID  
0 a2  b2 x 2
dx  
0
b
du   u  
 b 0 6b
0 
6b

1
8 Find an appropriate u-substitution for the indefinite integral I 
a 2
 b2 x2
dx and find I in

terms of x. (Hint: Remember the identity 1+ tan 2x = sec 2x.)

1
Answer: I 
a 2
 b2 x2
dx

du a
Let bx  a tan u  b  a sec2 u  dx  sec2 udu
dx b

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 Teacher notes

a
sec2 u
1 b
I  a 2
 b2 x 2
dx   a2  a2 tan2 u
du

1 1 1  bx 
  ab du  ab  u  c  ab arctan  a 
c

1
9 How could you rearrange the denominator in the integrals
x 2
 2x  5
dx in order to find an

appropriate trigonometric u-substitution?

Answer: By writing the denominator as a sum of two squares, you can determine the
integral using a substitution similar to the one in question 8.

x2  2x  5  x2  2x  1  4   x  1  22
2

1 2 3
1
10 Evaluate

3
2
x  2x  5
dx

1 2 3 1 2 3
1 1
Answer:

3
2
x  2x  5
dx    x  1
3
2
 22
dx

Let x  1  2 tan u  dx  2 sec2 udu

1 2 3 x 1  2 3
1 2 sec2 u

3
x 2  2x  5
dx  
x 3
4 tan2 u  4
du

x 1 2 3 x 1 2 3 1 2 3
1 1  1  x  1 

x 3
 2
du   u 
 2  x 3
  arctan 
 2  2  3


1 1  2 3  1  1  3  1
  arctan      arctan  
2  2 
    2  2 
1    

1
2

arctan 3  arctan1     
2  3 4  24

Alternatively:

1 2 3 1 2 3
1 1

2
2
x  2x  5
dx    x  1
2
2
 22
dx

Let x  1  2 tan u  dx  2 sec2 udu

 x  1
 u  arctan  
 2 

1  2 3  1 
x  1  2 3  u  arctan    arctan 3 
 2  3
 

 3  1 
x  3  u  arctan    arctan1 
 2  4

© Oxford University Press 2019 36

 Teacher notes


1 2 3 3
1 2 sec2 u

3
x2  2x  5
dx   4 tan

2
u4
du

4

3 
1 1 1    
 

2
du  u  3     
2
4
2  3 4  24
4

11 Conceptual: How does manipulating the form in which an integral is presented allow you to
integrate more easily?
Answer: Manipulating an integrand to be in a certain form allows you to find an appropriate
substitution and integrate the expression.

TOK

Have students express their thoughts on what is imagination.

“Imagination is the beginning of creation. You imagine what you desire, you will what you imagine
and at last you create what you will.” George Bernard Shaw

Albert Einstein thought so. He said: “I'm enough of an artist to draw freely on my imagination,
which I think is more important than knowledge.

Knowledge is limited. Imagination encircles the world.”

When you see your students share the knowledge they have learned from you, don’t you feel
proud?

Now, when you see their imagination use that knowledge and take a step further, that’s amazing.

Have students write about which they think is the more important, and why.

Investigation 18

This investigation does not have a conceptual understanding, but is intended to give students an
understanding of how the integration by parts formula is derived.
1 How would you represent area 1 using integrals?
v2

Answer: Area 1 
u v  dv
v1

2 If the axes are interchanged the function can be interpreted as v(u). How would you represent
area 2 using integrals?
u2

Answer: Area 2 
v u  du
u1

3 What is the sum of your results?

v2 u2

Answer: Area 1 + area 2 

u v  dv + v u  du
v1 u1

© Oxford University Press 2019 37

 Teacher notes

4 What is the area of rectangle OFBD?

Answer: Area of rectangle OFBD = u2v2

5 What is the area of rectangle OEAC?

Answer: Area of rectangle OEAC= u1v1

6 Express area 1 in terms of the areas of rectangles OFBD and OEAC and your expression for
area 2 from question 2.
u2

Answer: Area 1 = ( u2 v2 – u1v1 ) -

 v du
u1

TOK

Shared knowledge consists of belief and practices which are communicated to other people and
might well need translation by the receiver. The receiver might need enough skill to understand
what is being transmitted and there are many famous cases of mistaken knowledge such as the
charge of the light brigade.

An individual’s knowledge claims might be distorted by peer pressure, fantasy or bias.

Investigation 19

Conceptual understanding:

The cyclical nature of derivatives of sin x and cos x , and the invariance of the exponential
function under differentiation and integration allows us to integrate the product of an exponential
function with a trigonometric function.
1 Choosing either function to differentiate and the other to integrate, use integration by parts
once on I.
Answer:

du Or, let
Let u  ex   ex
dx du
dv u  sin x   cos x
dx
 sin x  v   sin xdx   cos x dv
dx

I   e x sin x dx
dx 
 ex  v  ex dx  ex

I   ex sin x dx
 e x cos x   e x cos x dx
 ex sin x   ex cos x dx
 e x cos x   e x cos x dx

2 Use integration by parts again on the integral which remains in each of the results from
question 1. Each time, make sure you differentiate the same function as before (i.e. if you
differentiated the exponential function the first time, differentiate that again; if you differentiated
the trigonometric function the first time, differentiate the trigonometric function again).
Answer:

© Oxford University Press 2019 38

 Teacher notes

 
I  ex sin xdx  ex cos x  ex cos xdx  
I  ex sin xdx  ex sin x  ex cos xdx

du du
u  ex   ex u  cos x    sin x
dx dx
dv dv
dx
 cos x  v   cosdx  sin x dx 
 ex  v  ex dx  ex


 I  ex cos x  ex sin x  ex sin xdx 
I  ex sin x  ex cos x   ex   sin x  dx 
 ex sin x  ex cos x   ex sin x dx

3 Factual: What do you notice about each of the expressions you obtained for I in question 2?
Answer: Whichever variable you choose to differentiate / integrate, you are left with the


same expression I  ex sin x  ex cos x  ex sin xdx

4 Conceptual: How can you obtain an expression for I which does not contain an integral?

e
x
Answer: By substituting I for sin xdx in the integrated expression, you can use
algebra to find an expression for I:

I  ex sin x  ex cos x  I
ex
 2I  ex sin x  ex cos x I 
2
 sin x  cos x 


x
5 Use the method above to find I  e cos xdx .


x
Answer: I  e cos xdx

du
Let u  ex   ex
dx
dv
dx
 cos x  v   cos xdx  sin x
 
I  ex cos xdx  ex sin x  ex sin xdx

dv
Again, let u  ex   ex
dx
dv
dx
 sin x  v   sin xdx   cos x

I  ex cos xdx  ex sin x   ex cos x  ex   cos x  dx
  

 ex sin x  ex cos x  ex  cos x  dx

ex
 I  ex sin x  ex cos x  I I 
2
sin x  cos x 
6 Conceptual: What properties of exponential and trigonometric functions allowed you to
integrate the product of an exponential function with a trigonometric function?

© Oxford University Press 2019 39

 Teacher notes

Answer: The cyclical nature of derivatives of sin x and cos x , and the invariance of the
exponential function under differentiation and integration allows us to integrate the product
of an exponential function with a trigonometric function.

TOK

You might want to read from the Gifford Lectures.

"Believe that" means that you think something is real. Belief can be a personal opinion and it
means that you think that it is more concrete.

"Believe in" means that what you believe in is more personal and less concrete. Believe in is more
hopeful and gives a sense of fulfilment.

Have students share several examples of each with a partner.

How does the teacher’s shared knowledge fit into this? Is it something that students “believe that”,
“believe in” or trust?

How does trust play a role?

Developing inquiry skills

In the opening scenario for this chapter, you were asked to find the function f that models the
height or the hydrangea bush for t ≥ 20 and to show that the height of the hydrangea bush does
not exceed 1.5 m. You should now be able to answer these questions.

t
1  10 3.09
Answer: f  t    e  1.1956878 ; as t approaches infinity, f  t  approaches
5
1.1956878 which is less than 1.5

Return to the opening problem. How have the skills you have learned in this chapter helped you to
solve the problem?

Answer: To find the function for the height of the plant for t  20 you needed to be able
to integrate the composite function eax  b . This was a skill learned in the chapter.

A passing fad?

Approaches to Learning: Communication, Research

Exploration Criteria: Mathematical presentation, Reflection (D), Use of mathematics (E)

IB Topic: Exponentials and Logarithms

Introduction

This task gives further practice to students in finding data and using it to model (in this case
exponential functions) and then reflecting on the usefulness of the model for predictions. Students

© Oxford University Press 2019 40

 Teacher notes

could model by hand or use technology (or both). Students are not penalized for using technology
45  b5
5
b 45
b  2.14 (3sf)
if they can demonstrate understanding of the process that is being used. 1
a
2.14
a  0.467 (3 sf)
 P  0.487(2.14)t

At the time of writing, Fortnite is a massive phenomenon and the task here is to see whether this
is a passing fad or if the exponential growth continues. Similar discussions could be had regarding
‘the latest fad’ and if data could be found then this could form the basis of the discussions for the
task at the end.

Depending on where this is covered, during the chapter and previously you may wish to work
through the calculations of the ‘by hand’ model and the model using technology. Students can
then use this for their own data or, if they are able to, they could then devise these models
themselves.

There are opportunities in the task for discussing the importance for consistent notation in an IA
as well as Reflection (Criterion D) on the reliability of data that they can find.

Look at the data

The data is taken from the press releases of the developers, Epic Games, but will supposedly be
subject to checks and scrutiny by rival companies.

The data is to the nearest million, so is not particularly accurate.

The data is of users but some of these users may play frequently and some may play only once in
the time period being measured.

The dates are not very accurate - you assume the data is all released at the same point in the
month.

Daily Average Users (DAU) or Monthly Average Users (MAU) or amount of time spent on the game
may be more interesting information to collect if it is possible to find.

The growth looks exponential. This could be due to word of mouth with people suggesting to
friends, etc, to play the game.

Model the data

The model could be useful in terms of predicting future advertising prices and revenues for the
company or for rival companies to consider when a game may be reaching saturation point.

Emphasize the importance of making sure that the variables in the model are clearly defined.

Look at these models (or equivalent using the available software) with students:

By hand By technology By technology

(using TI-NSPIRE) (using Desmos)

Choose 2 points (t, P) Enter the data into a table. Label x The data can be inputted into a
list t and y list P. table in Desmos and then a
For example, (1,1)
function can be found using
and (6,45). Menu > Statistics > A: Exponential
regression by inputting the
Regression. Select x list as t and y
Substitute into the function y1 a  bx .
list as P.

© Oxford University Press 2019 41

 Teacher notes

equation: P  a  bt Press OK. The equation of the exponential

curve that best fits the data
Therefore, the equation of the
1  a  b1 according to Desmos is
exponential curve that best fits the
ab 1 data according to the GDC is P  1.81  1.56t .
1 P  1.81  1.56t .
a Make sure that Desmos is in
b ‘log mode’ to obtain the same
and result.

If log mode is not ticked then a

45  a  b6
different equation will be found.
So P  8.65  1.27t
(this may be an opportunity to
Draw the curve. discuss/explore residuals. By
clicking residuals ‘plot’ this
Note: if you choose 2
gives a good visual measure of
different points you
how accurate the model is).
would get a different
curve.

The ‘by hand’ model only uses 2 points. The curve will naturally pass through these 2 points but is
not necessarily close to any of the other points.

You could also choose a different function of a similar form, say P  a  bt  c , and find parameters
a, b and c for the model. This is not a function that is available as an option on the GDC but you
could use Desmos, for example, to find it.

If you were to find a model P  a  bt  c by hand you would require 3 points to find the 3
variables.

You need to calculate how many months it is since July 2107. Substitute a value. The result is
likely to be very large and discussion will be around the fact that the game will have reached
saturation or a new game will have come along, etc.

Students could research the number of Fortnite players there are in the current month.

You could ask:

 Is Fortnite still a popular game now?

Students could compare this figure with their prediction based on their model. How big is the
error? What does this tell you about the reliability of your previous model?

This will hopefully support the above.

Plot a new graph with the updated data you have found and try to fit another function to this data.
Will a modified exponential model be a good fit? If not, what other function would be a better
model that could be used to predict the number of users now?

This could be a good opportunity for a discussion around a logistic model that may be more
appropriate. This from Khan Academy (https://goo.gl/KMmFbC) is a good summary of what
happens when an exponential model is constrained by real life.

Extension

Hopefully there are numerous examples of ‘the next big thing’. Good sources will be social media
sites, games, technology uptake, etc.

Students should be encouraged to find their own data, display and model it.

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 Teacher notes

This task could be written up as a mini-exploration perhaps assessed against a smaller number of
criteria.

Here is a possible structure for this:

Mini-exploration

Write a brief exploration on what you find out.

This exploration should be between one and two pages depending on the number of
diagrams/graphs that you use.

This is not an exercise in being able to copy from Wikipedia or other websites, but rather to find
out relevant information and to rewrite it into an exploration.

Students could be marked against parts of the Criteria of the real Mathematics Exploration:

Criterion A: Presentation (3)

Your writing should be well-organised, coherent, logically developed and easy to follow. It
includes an introduction, aim and conclusion.

Criterion B: Mathematical communication (3)

Use appropriate mathematical language and representation and define key terms.

Criterion D: Reflection (3)

You should review, analyse and evaluate your exploration. You should consider the significance
of your findings, state possible limitations and/or extensions and make links to different fields
and/or areas of mathematics.

Criterion E: Use of Mathematics (1)

Demonstrate that you fully understand the mathematics used in your exploration.

TOTAL (10)

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