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Quadratic extrema on restricted intervals

Read the idea, work independently, then explain what changed.

高一必修 第一册(A版).pdf · 3.2 · PDF 83 / printed page 76

Revisit first: Vertex form and completing the squareQuadratic signs and solution sets

TOPIC 01

Quadratic extrema on restricted intervals

Compare admissible vertex and endpoints, including open and moving intervals.

What you will be able to explain

  • Find extrema by comparing only valid critical candidates.
  • Distinguish attained extrema, unattained bounds and minimax design.

Restrict before optimising

The global vertex can be forbidden by the specified interval.

On a closed interval, compare endpoints and include the vertex only if it lies inside.

f=a(x−h)2+k,x∈[L,U]f=a(x-h)^2+k,\quad x\in[L,U]
  1. For a>0 the nearest point to h minimises the square.

    xmin⁡=min⁡(U,max⁡(L,h))x_{\min}=\min(U,\max(L,h))
  2. The farthest endpoint maximises it; reverse roles for a<0.

    dmax⁡=max⁡(∣L−h∣,∣U−h∣)d_{\max}=\max(|L-h|,|U-h|)

When it applies

  • L≤U and endpoints included; a=0 is constant.

Counterexample: For (x−3)² on [0,1], x=3 is not a candidate.

  • Use the graph restricted to a highlighted interval and a candidate-value table.

Attainment and competing extremes

Optimising a whole family differs from choosing one input in one graph.

A bound need not be attained on an open interval; minimax balances the worst admissible cases.

max⁡{(L−h)2,(U−h)2}\max\{(L-h)^2,(U-h)^2\}
  1. For x² on (0,1), bounds are approached but never reached.

    0<x2<10<x^2<1
  2. For a movable centre, balance endpoint distances to reduce the worst one.

    h=(L+U)/2h=(L+U)/2

When it applies

  • Check whether the requested quantity is a maximum, supremum, or minimum of a maximum.

Counterexample: Calling 0 a minimum of x² on (0,1) is wrong because x=0 is excluded.

  • Contrast open-endpoint diagrams with a table of worst-case endpoint distances.

PREDICT → EXPLORE → EXPLAIN → TRANSFER

Make a prediction, then explore the relationship.

Lesson question: Move the interval past the vertex: when does the minimising input switch branches?

Model exploration: predict which displayed result changes with the parameters, check the values, and compare the observation with the lesson question.

Closed interval [-2,3]. Minimum 0, maximum 9. Compare endpoints and only an admissible vertex.-665-5

Closed interval [-2,3]. Minimum 0, maximum 9. Compare endpoints and only an admissible vertex.

Numerical data for the diagram; printable
Allowed candidateOutput
-29
10
34

Explain: Compare endpoints with the vertex only when it lies inside; inspect a negative coefficient too.

Transfer: Choose an interval on which the left endpoint gives the maximum but the vertex gives the minimum.

Try it. Leave your reasoning visible.

Use one hint at a time. A correction explains what changed, not just the final answer.

Examples 1–3: study a full demonstration; finish a solution from its first step; then choose a method independently before opening the solution. The remaining exercises may continue after class.

01 / Foundation#Worked example

Find the minimum on the interval.

f=x2−4x+5,x∈[0,3]f=x^2-4x+5,\quad x\in[0,3]
  • All inputs are real unless a smaller domain is stated.
Skills and prerequisite lessons

Scope: JM01 / JM02

Working and explanation

BUILD THE REASONING

Hint 1
Complete the square and locate its centre.
Hint 2
x=2 is inside [0,3].
Worked solution
  1. Use vertex form.

    f=(x−2)2+1f=(x-2)^2+1
  2. The allowed vertex attains the lower bound.

    f(2)=1f(2)=1

1 at x=2.

Checks and common pitfalls: The interval includes the global minimiser.

Think first. Reveal a hint when the class is ready.

02 / Standard#Worked example

Find the maximum on the same interval.

f=(x−2)2+1,x∈[0,3]f=(x-2)^2+1,\quad x\in[0,3]

First step provided — complete the reasoning:Evaluate both endpoints.

f(0)=5,f(3)=2f(0)=5,\quad f(3)=2
  • All inputs are real unless a smaller domain is stated.
Skills and prerequisite lessons

Scope: JM01 / JM02

Working and explanation

BUILD THE REASONING

Hint 1
For positive a, use the farther endpoint.
Hint 2
Distances from 2 are 2 and 1.
Worked solution
  1. Evaluate both endpoints.

    f(0)=5,f(3)=2f(0)=5,\quad f(3)=2
  2. Every interior distance is at most 2.

    f≤5f\le5

5 at x=0.

Checks and common pitfalls: The right endpoint is not automatically the largest output.

Think first. Reveal a hint when the class is ready.

03 / Transfer#Worked example

Find the minimum as a function of t.

f=x2,x∈[t,t+1]f=x^2,\quad x\in[t,t+1]
  • All inputs are real unless a smaller domain is stated.
Skills and prerequisite lessons

Scope: JM01 / JM02

Working and explanation

BUILD THE REASONING

Hint 1
Locate zero relative to the moving interval.
Hint 2
Separate t<−1, −1≤t≤0, and t>0.
Worked solution
  1. Use the nearest point to zero in each case.

    x∗=t+1, 0, tx_* =t+1,\ 0,\ t
  2. Square that point and retain the case boundaries.

    m(t)={(t+1)2t<−10−1≤t≤0t2t>0m(t)=\begin{cases}(t+1)^2&t<-1\\0&-1\le t\le0\\t^2&t>0\end{cases}

Piecewise: (t+1)², 0, t² on the three stated regions.

Checks and common pitfalls: The formula changes when the vertex enters or leaves the allowed interval.

Think first. Reveal a hint when the class is ready.

04 / Foundation#Your turn

Find the minimum.

f=(x−3)2+2,x∈[1,2]f=(x-3)^2+2,\quad x\in[1,2]
  • All inputs are real unless a smaller domain is stated.
Skills and prerequisite lessons

Scope: JM01 / JM02

Working and explanation

BUILD THE REASONING

Hint 1
The vertex is outside to the right.
Hint 2
The nearest input is 2.
Worked solution
  1. Compare allowed distances.

    ∣2−3∣=1<∣1−3∣=2|2-3|=1<|1-3|=2
  2. Evaluate the nearest endpoint.

    f(2)=3f(2)=3

3.

Checks and common pitfalls: The global value 2 is unavailable on this interval.

Think first. Reveal a hint when the class is ready.

05 / Foundation#Your turn

Find the minimum.

f=(x−3)2+2,x∈[4,6]f=(x-3)^2+2,\quad x\in[4,6]
  • All inputs are real unless a smaller domain is stated.
Skills and prerequisite lessons

Scope: JM01 / JM02

Working and explanation

BUILD THE REASONING

Hint 1
The whole interval is right of the vertex.
Hint 2
Choose the closest endpoint 4.
Worked solution
  1. The square increases with distance on this interval.

    1≤x−3≤31\le x-3\le3
  2. Evaluate the smaller distance.

    f(4)=3f(4)=3

3.

Checks and common pitfalls: The same output can arise on a different side of the axis.

Think first. Reveal a hint when the class is ready.

06 / Foundation#Your turn

Find the maximum.

f=−(x−2)2+5,x∈[0,3]f=-(x-2)^2+5,\quad x\in[0,3]
  • All inputs are real unless a smaller domain is stated.
Skills and prerequisite lessons

Scope: JM01 / JM02

Working and explanation

BUILD THE REASONING

Hint 1
A negative square gives an upper bound.
Hint 2
The vertex x=2 is allowed.
Worked solution
  1. Bound the changing part.

    −(x−2)2≤0-(x-2)^2\le0
  2. Check the equality input.

    f(2)=5f(2)=5

5.

Checks and common pitfalls: Concavity reverses the minimum/maximum role of the vertex.

Think first. Reveal a hint when the class is ready.

07 / Foundation#Your turn

Find the range, including endpoint status.

f=x2,x∈[−2,1]f=x^2,\quad x\in[-2,1]
  • All inputs are real unless a smaller domain is stated.
Skills and prerequisite lessons

Scope: JM01 / JM02

Working and explanation

BUILD THE REASONING

Hint 1
The interval contains zero.
Hint 2
The farthest endpoint is −2.
Worked solution
  1. Find attained extremal values.

    f(0)=0,f(−2)=4f(0)=0,\quad f(-2)=4
  2. Continuity supplies all values between them.

    f([−2,1])=[0,4]f([-2,1])=[0,4]

[0,4].

Checks and common pitfalls: Squaring only the listed endpoints would miss the minimum zero.

Reasoning checklist · self / teacher assessment
  • Find attained extremal values.
  • Continuity supplies all values between them.

Think first. Reveal a hint when the class is ready.

08 / Standard#Your turn

Does a minimum or maximum exist? Give the lower and upper bounds approached.

f=x2,0<x<1f=x^2,\quad0<x<1
  • The domain is open (0,1).
Skills and prerequisite lessons

Scope: JM01 / JM02

Working and explanation

BUILD THE REASONING

Hint 1
Ask whether an equality input is permitted.
Hint 2
Both candidate endpoints are excluded.
Worked solution
  1. The outputs lie strictly between two bounds.

    0<x2<10<x^2<1
  2. Approach each excluded endpoint.

    x→0+:f→0;x→1−:f→1x\to0^+:f\to0;\quad x\to1^-:f\to1

No minimum or maximum; infimum 0, supremum 1.

Checks and common pitfalls: An approached value need not be attained.

Reasoning checklist · self / teacher assessment
  • The outputs lie strictly between two bounds.
  • Approach each excluded endpoint.

Think first. Reveal a hint when the class is ready.

09 / Standard#Your turn

For which a does the interval contain the vertex?

f=(x−3)2+1,x∈[a,a+2]f=(x-3)^2+1,\quad x\in[a,a+2]
  • All inputs are real unless a smaller domain is stated.
Skills and prerequisite lessons

Scope: JM01 / JM02

Working and explanation

BUILD THE REASONING

Hint 1
The vertex input is 3.
Hint 2
Write both endpoint comparisons.
Worked solution
  1. Containment means two simultaneous inequalities.

    a≤3≤a+2a\le3\le a+2
  2. Solve the pair.

    1≤a≤31\le a\le3

a∈[1,3].

Checks and common pitfalls: Either endpoint may equal the vertex because the interval is closed.

Reasoning checklist · self / teacher assessment
  • Containment means two simultaneous inequalities.
  • Solve the pair.

Think first. Reveal a hint when the class is ready.

10 / Standard#Your turn

Find h if the endpoint outputs are equal.

f=(x−h)2,f(1)=f(5)f=(x-h)^2,\quad f(1)=f(5)
  • All inputs are real unless a smaller domain is stated.
Skills and prerequisite lessons

Scope: JM01 / JM02

Working and explanation

BUILD THE REASONING

Hint 1
Equal distances imply the midpoint axis.
Hint 2
Alternatively equate the two squares.
Worked solution
  1. Subtract the squares.

    (1−h)2−(5−h)2=0(1-h)^2-(5-h)^2=0
  2. Use the nonzero endpoint separation.

    8h−24=0⇒h=38h-24=0\Rightarrow h=3

3.

Checks and common pitfalls: Distinct equal-height inputs have their midpoint on the axis.

Think first. Reveal a hint when the class is ready.

11 / Standard#Your turn

Explain whether the function increases or decreases throughout the interval, without derivatives.

f=(x−2)2,x∈[−1,1]f=(x-2)^2,\quad x\in[-1,1]
  • All inputs are real unless a smaller domain is stated.
Skills and prerequisite lessons

Scope: JM01 / JM02

Working and explanation

BUILD THE REASONING

Hint 1
Track distance from the axis as x increases.
Hint 2
The positive distance 2−x shrinks.
Worked solution
  1. Rewrite using a positive distance on this interval.

    f=(2−x)2,1≤2−x≤3f=(2-x)^2,\quad1\le2-x\le3
  2. Increasing x strictly reduces the distance and its square.

    x1<x2⇒f(x1)>f(x2)x_1<x_2\Rightarrow f(x_1)>f(x_2)

Strictly decreasing.

Checks and common pitfalls: The side of the axis matters, not merely the positive leading coefficient.

Reasoning checklist · self / teacher assessment
  • Rewrite using a positive distance on this interval.
  • Increasing x strictly reduces the distance and its square.

Think first. Reveal a hint when the class is ready.

12 / Transfer#Your turn

Choose a∈[0,1] to make the largest value of (x−a)² over x∈[−1,2] as small as possible. Prove your choice.

M(a)=max⁡−1≤x≤2(x−a)2M(a)=\max_{-1\le x\le2}(x-a)^2
  • a∈[0,1] and x∈[−1,2].
Skills and prerequisite lessons

Scope: JM01 / JM02

Working and explanation

BUILD THE REASONING

Hint 1
The worst input is one of the endpoints.
Hint 2
Balance distances a+1 and 2−a.
Worked solution
  1. Express the competing endpoint costs.

    M(a)=max⁡((a+1)2,(2−a)2)M(a)=\max((a+1)^2,(2-a)^2)
  2. Their distances sum to 3, so the larger is at least 1.5.

    M(a)≥(3/2)2=9/4M(a)\ge(3/2)^2=9/4
  3. Equality requires equal distances and an allowed centre.

    a+1=2−a⇒a=1/2a+1=2-a\Rightarrow a=1/2

a=1/2; smallest possible worst value 9/4.

Checks and common pitfalls: This minimises a maximum over a second variable; choosing the vertex output zero would answer a different question.

Reasoning checklist · self / teacher assessment
  • Express the competing endpoint costs.
  • Their distances sum to 3, so the larger is at least 1.5.
  • Equality requires equal distances and an allowed centre.

Think first. Reveal a hint when the class is ready.

13 / Transfer#Your turn

A controller allows integer settings 0 through 5. Find the setting minimising the loss, and explain why endpoint-only and vertex-only procedures both fail.

L(n)=(n−2.4)2+1L(n)=(n-2.4)^2+1
  • n∈{0,1,2,3,4,5}.
Skills and prerequisite lessons

Scope: JM01 / JM02

Working and explanation

BUILD THE REASONING

Hint 1
Find the two integers around the real vertex.
Hint 2
Compare n=2 and n=3.
Worked solution
  1. Evaluate the nearest allowed candidates.

    L(2)=1.16,L(3)=1.36L(2)=1.16,\quad L(3)=1.36
  2. Every other allowed integer is farther away.

    n=2 uniquelyn=2\text{ uniquely}

Setting 2, loss 1.16.

Checks and common pitfalls: The vertex 2.4 is forbidden; the best integer is interior, so endpoint-only checking also fails.

Reasoning checklist · self / teacher assessment
  • Evaluate the nearest allowed candidates.
  • Every other allowed integer is farther away.

Think first. Reveal a hint when the class is ready.

Focus on one question

End-of-lesson check and correction

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    Teacher preparation and assessment

    40-minute lesson

    MinutesFocusTeaching and student action
    5Check admissibilityUse both interval diagnostics before calculating.
    8Build candidate tableCompare the two endpoints and the allowed vertex.
    10Change the domainPairs replace closed by open endpoints and explain attainment.
    12Balance worst casesGroups draw the two endpoint-distance curves for the minimax task.
    5Exit comparisonAsk which candidates remain under integer inputs.

    Question sequence

    • Which candidates are forbidden before any calculation?
    • Are we minimising f or the largest value of f?

    Board development

    • Use an admissible candidate table.
      L,h,UL,h,U
    • Balance endpoint distances.
      a+1=2−aa+1=2-a

    Expected correct and incorrect responses

    • “Vertex outside, so use the nearest endpoint” is justified for a>0.
    • “The minimum is zero” on (0,1) confuses attainment with a bound.

    Follow-up questions

    • How does the candidate role reverse if a<0?

    Remediation

    • Shade the domain before plotting the vertex; circle excluded candidates.

    Exit check

    • For −(x−1)² on [2,4], find both extrema. Expected maximum −1, minimum −9.

    Assessment checklist and sample responses

    • 2 marks: candidate validity.
      Full: endpoint and interior checks; partial: global vertex without domain.
    • 2 marks: minimax proof.
      Full: distances sum 3, maximum at least 1.5, equality at a=0.5; partial: guessed midpoint only.

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    Curriculum and source notes ↗