Chapter 8

Non-Linear
Relationships
8A Exponential Functions (pg. 84)
8B Exponential Models (pg. 86)
8C Quadratic Functions (pg. 88)
8D Quadratic Models (pg. 90)
8E Reciprocal Functions (pg. 91)
8F Reciprocal Models (pg. 93)
8G Inverse Variation (pg. 94)
8H Non-Linear Problems (pg. 95)

Written by
Benjamin Odgers
Maths Teacher
B Teaching / B Science

The following theory booklet lines up with the Cambridge Year 12 NSW Standard Mathematics 2
Textbook. This can be found using the following link:
https://www.cambridge.edu.au/education/titles/CambridgeMATHS-Stage-6-Mathematics-Standard-2-Year-12-print-
and-interactive-textbook-powered-by-HOTmaths/#.XYgHTUszaUk

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8A Exponential Functions https://youtu.be/c1W8Wzn5gP8
Exponential functions have a variable (such as x) as a power and a base which is a constant. The general rule
for exponential functions is 𝑦 = 𝑎 𝑥 where a is a constant greater than 0 (𝑎 > 0).

Example 1
Complete the following table of values, then draw the graph for 𝑦 = 2𝑥 .

x -3 -2 -1 0 1 2 3
y

Transforming Exponential Functions https://youtu.be/i8BAg1oJmy0

Desmos is a great graphing program that allows people to quickly graph equations. We are going to learn
how to transform exponential graphs using Desmos https://www.desmos.com/. There are three types of
transformations we usually perform on any exponential graph:
1. Changing the steepness of the graph
2. Translations – moving the graph right/left or up/down
3. Reflections – reflecting the graph over the x- or y- axis.

𝑦 = 𝑎𝑥

How do you change the steepness of a graph?

What happens when ‘a’ equals 1?

What happens as ‘a’ increases in magnitude?

What happens when ‘a’ is between 0 and 1?

What happens when ‘a’ approaches 1?

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Translations - how do you move a graph right/left or up/down?

Reflections – how do you reflect the graph over the x- or y- axis?

What is the difference between a growth function and a decay function?

What is an asymptote?

Why do exponential graphs seem to always pass through the point (𝟎, 𝟏)?

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8B Exponential Models
This chapter deals with real-life problems that can be modelled using an exponential equation or graph.

Exponential Growth
Exponential growth occurs when a quantity increases rapidly. You may have heard the saying “increasing at
an exponential rate.” For example, the virus COVID-19 is an example of something that has exponential
growth when not contained.

Exponential Decay
Exponential decay occurs when a quantity decreases. The rate at which the quantity decreases, slows down
over time. When Countries were able to slow down the spread of COVID-19, the number of cases decreased
over time. The rate at which these cases decreased slowed down over time.

Example 1 https://youtu.be/sw5j4L0uBLM
On March 12th 2020 Australia recorded 28 new cases of COVID-19. This was also the day that Australia
started to go into lockdown. The number of COVID-19 cases double almost every 4 days when countries
don’t take any action to slow the spread of the virus.
We can model Australia’s COVID-19 growth (if they hadn’t gone into lockdown) using the formula
𝐶 = 28 × 1.2𝑛 , where C represents the predicted number of COVID-19 cases for a day and n represents the
number of days since March 12th.
a) How many COVID-19 cases would we predict Australia to have on March 22nd (10 days after March
12th) if we hadn’t gone into lockdown?

b) How many COVID-19 cases would we predict Australia to have on May 11th (60 days after March
12th) if we hadn’t gone into lockdown?

c) Complete the table of values below, then draw the graph for 𝐶 = 28 × 1.2𝑛 .

n 0 10 20 30 40 50
C

d) Why does the exponential growth of COVID-19

provide such a strong concern for countries around
the world?

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Example 2 https://youtu.be/eSAa_lumD5E
On March 22nd 2020, the number of COVID-19 cases in Australia seemed to peak and then decline in
numbers. This decline can be modelled using the formula 𝐶 = 537 × 0.922𝑛 , where C represents the
predicted number of COVID-19 cases for a day and n represents the number of days since March 22nd.
a) How many COVID-19 cases would we predict Australia to have on April 1st (10 days after March
22nd)?

b) How many COVID-19 cases would we predict Australia to have on May 21st (60 days after March
22nd)?

c) Complete the table of values below, then draw the graph for 𝐶 = 537 × 0.922𝑛 .

n 0 10 20 30 40 50
C

d) After how many days (from March 22nd) do you

think Australia should have waited before easing the
lockdown restrictions? Why?

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8C Quadratic Functions https://youtu.be/AmRGl257d04
A quadratic function has a variable with a power of 2. When graphed, a quadratic makes a curve known as a
parabola. Some examples of quadratic functions are:
• 𝑦 = 𝑥2
• 𝑦 = 3𝑥 2 − 2𝑥 + 1
• 𝑦 = −5𝑥 2 + 2𝑥

Terminology for the Parabola

axis of symmetry

y-intercept
maximum

x-intercepts
minimum

turning point
(also known as a
vertex)

Example 1 https://youtu.be/kmcOz0NbvKQ
a) Complete the table of values below and then
draw the graph for 𝑦 = 𝑥 2 + 4𝑥 + 3.

x -5 -4 -3 -2 -1 0 1
y

b) What is the axis of symmetry?

c) What is the minimum value?

d) Give the coordinates for the turning point.

e) What are the x-intercepts?

f) What is the y-intercept?

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Transforming Parabolas https://youtu.be/5uBVznri0ig
Desmos is a great graphing program that allows people to quickly graph equations. We are going to learn
how to transform parabolas using Desmos https://www.desmos.com/. There are three types of
transformations we usually perform on any parabola:
1. Changing the width of the parabola
2. Reflections – reflecting the parabola over the x-axis.
3. Translations – moving the parabola left/right or up/down

𝑦 = 𝑎𝑥 2

How do you change the width of the parabola?

What happens as ‘a’ increases in magnitude?

What happens as ‘a’ decreases or approaches 0?

Reflections – how do you reflect the parabola over the x-axis?

What happens when ‘a’ is negative?

Why don’t we reflect the parabola over the y-axis?

Translations - how do you move the parabola left/right or up/down?

Graphing Activity https://youtu.be/p1u3sLQ4N1I

By performing the above transformations on the basic parabola (𝑦 = 𝑎𝑥 2 ) try and create parabolas that pass
through the following points using Desmos (https://www.desmos.com):
(a) (1,2), (2,1) and (3,2) (b) (-2,3), (0,-1) and (1,0)
(c) (-3,1), (-1,5) and (1,1) (d) (-5,5), (-3,-3) and (-1,5)
(e) (-5,-5), (-1,3) and (3,-5)
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8D Quadratic Models
This chapter deals with real-life problems that can be modelled using quadratic functions and graphs.
Maximums and minimums are especially useful since we can calculate things such as maximum profit or
minimum expense. This can prove to be very profitable in business.

Example 1 https://youtu.be/MADWuMg8gj8
A company would like to know what number of employees will bring in the maximum profit. The
relationship between these two variables is modelled by the function 𝑃 = −0.4𝑛2 + 8𝑛, where P is the
weekly profit in thousands of dollars and n is the number of employees that worked each day that week.
a) Complete the table of values below and then draw the graph for 𝑃 = −0.4𝑛2 + 8𝑛.

n 0 5 10 15 20
P

b) Use the graph to estimate the profit made when 6

employees worked each day that week.

c) What number of employees will bring in the

maximum profit?

d) What will happen if the company hires more than

20 employees each day of the week?

Stopping Distance
Automobile accidents occur all the time. Usually they happen because we can’t stop in time. There are two
things that affect our stopping distance. These are:
• Reaction time – the time it takes for you to realise that you need to stop until you put your foot on the
brake pedal
• Braking distance – the time it takes the car to stop once the pedal has been applied

d = stopping distance in metres

5𝑉𝑡 𝑉 2
V = velocity (speed) of the car in km/h 𝑑= +
t = reaction time in seconds 18 170

Example 2 https://youtu.be/FRHrYNeh754
The average reaction time for a driver is 0.75 seconds. In NSW, the speed limit in a school zone is 40km/h.
Jared is driving 60km/h in a school zone. What is his stopping distance, assuming he has a reaction time of
0.75 seconds?

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8E Reciprocal Functions https://youtu.be/oOoMqOXF5u8
Reciprocal functions have a denominator that is a
1
pronumeral, for example 𝑦 = 𝑥. These functions make a
2
hyperbolic curve which has two curves called branches. 𝑦=
𝑥
These branches are both identical and a line of symmetry
can be drawn between them. An example of a hyperbolic
curve is shown at right.

Label the axis of symmetry as well as the 2 asymptotes on

the graph at right.

Example 1
a) Complete the table of values below and then draw
4
the graph for 𝑦 = 𝑥.

x -8 -4 -2 -1 0 1 2 4 8
y

b) What are the asymptotes for this graph?

Transforming Hyperbolas https://youtu.be/msTzz1wIRMA

Desmos is a great graphing program that allows people to quickly graph equations. We are going to learn
how to transform hyperbolas using Desmos https://www.desmos.com/. There are three types of
transformations we usually perform on any hyperbola:
1. Changing the curvature of the hyperbola
2. Reflections – reflecting the hyperbola over the x- or y- axis.
3. Translations – moving the hyperbola left/right or up/down
𝑎
𝑦=
𝑥
How do you change the curvature of the hyperbola?

What happens as ‘a’ increases in magnitude?

What happens as ‘a’ decreases or approaches 0?

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Reflections – how do you reflect the hyperbola over the x- or y- axis?

Translations - how do you move the hyperbola left/right or up/down?

Graphing Activity https://youtu.be/04iEAgrt0ms

𝑎
By performing the above transformations on the basic hyperbola (𝑦 = ) try and create hyperbolas that meet
𝑥
the following conditions using Desmos (https://www.desmos.com):

a) Draw a hyperbola that passes through the points (1,4), (2,2), (4,1), (−1, −4), (−2, −2) & (−4, −1).

b) Draw a hyperbola that has asymptotes at 𝑥 = −2, 𝑦 = 0 and passes through the points (−1,1) &
(−3, −1).

c) Draw a hyperbola that has asymptotes at 𝑥 = 0, 𝑦 = 3 and passes through the points (2,4) &
(−2,2).

d) Draw a hyperbola that has asymptotes at 𝑥 = 3, 𝑦 = −1 and passes through the points
(1,0), (2,1) & (4, −3).

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8F Reciprocal Models
This chapter deals with real-life problems that can be modelled using reciprocal functions and graphs.
𝑘
Reciprocal functions are usually in the form 𝑦 = 𝑥 .

Example 1 https://youtu.be/x_PHwLGyAYA
The cost of hiring a bus is $2000 for a day. The cost per person for hiring a bus decreases as you get more
2000
people to split the cost. The reciprocal function that models the cost per person is 𝐶 = 𝑛 , where C
represents the cost per person and n represents the number of people hiring the bus.
2000
a) Complete the table of values below and then draw the graph for 𝐶 = .
𝑛

n 1 5 10 20 30 40 50
C

b) What is the cost per person to hire the bus when 46

people share the cost?

c) How many people split the cost of the bus hire if

the cost per person was approximately $77?

d) You may notice that we have asymptotes at 𝑛 = 0 and 𝐶 = 0. By referring to the situation above
where we are hiring a bus, explain why the graph approaches but never meets these asymptotes.

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8G Inverse Variation https://youtu.be/CyYNtwSrHio
You may remember in the year 11 course we covered direct variation (𝑦 = 𝑘𝑥) where one variable increases
when the other variable increases or alternatively one variable decreases when the other variable decreases.
Inverse variation has the opposite effect. When one variable increases the other decreases or vice versa.

When you look at the formula below, you may notice that it is basically the same as the equations we looked
at in the previous chapters on reciprocal functions. The inverse variation formula is just a reciprocal function
and will make a hyperbolic graph.

𝑘
𝑦=
𝑥

For the formula above:

• k is the constant of variation.
• We say that y is inversely proportional to x.
• To calculate k, we simply substitute values for x and y first and then solve for k.

Example 1
y is inversely proportional to x. When 𝑦 = 10, 𝑥 = 3.
a) Calculate the constant of variation (k).

b) Calculate y, when 𝑥 = 5.

c) Calculate x, when 𝑦 = 1.5.

Example 2 https://youtu.be/NSWGR5GtIRI
The number of days required to construct a stretch of road (d) is inversely proportional to the number of
employees working (n). It takes 36 days for a team of 84 workers to finish the road.
a) Come up with a formula that models this scenario.

b) How many workers would be required to finish this job in 21 days?

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8H Non-Linear Problems
This chapter is a culmination of all previous chapters you have covered in this booklet.

Example 1 https://youtu.be/elDa-Pk19Ss
A car depreciates in value each year as can be seen in the table below. t represents the amount of time (in
years) that have passed since the car was purchased new and V represents the value of the car in thousands
of dollars.

t 0 1 2 3 4 5 6 7 8
V 30 25.5 21.7 18.4 15.7 13.3 11.3 9.6 8.2

a) Represent the situation above as an exponential

graph.

b) The situation above can be modelled using an

equation in the form 𝑉 = 𝑎(0.85)𝑡 . Calculate a by
substituting the values of t and V when 𝑡 = 0.

c) Use the equation above to calculate the value of the car after 15 years have passed.

d) How many years must pass before the value of the car reaches below $1000.

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