In school-leaving exam exercises the function often depends on a real parameter . The study requires distinguishing the possible cases for , because the domain, the sign, the limits and the derivative can change qualitatively as varies.
The strategy is to reason by cases: one identifies the parameter values that modify the structure of the function (for example those that make a denominator vanish or change the sign of an expression), splits the set of values of into intervals and, for each one, carries out a complete study with its own graph. The interesting point is the qualitative transition: the value of at which the behaviour changes radically, for example from “with a vertical asymptote” to “without”.
Example —
Case : , so and . Existence condition : the function has a vertical asymptote at and a horizontal asymptote , with . The complete study (symmetries, sign with for and , derivative, inflection point at ) leads to the graph.
Case : and . The denominator is for every : domain , no vertical asymptote. The qualitative behaviour is completely different.
Case : , the same as the case .
For each case one carries out the complete study and draws the graph. The qualitative transition occurs at : for there is a vertical asymptote, for there is not.
In the simulation below the parameter controls the appearance and position of the stationary points of the family of cubics : for the function is always increasing (no extrema), for a maximum and a minimum appear at , while the inflection point stays at .
Links
Topics: Curve sketching
Concepts: Asymptote · Domain · Parameter · Curve sketching
Methods: Curve sketching
Skills: Reasoning by cases · Sketching a function