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Chegu Khairi

Fungsi Kuadratik · Tingkatan 4

Melakar Graf Fungsi Kuadratik dengan Ciri-ciri Utama yang Tepat

Sketching Quadratic Function Graphs with Accurate Key Features

Sketching Quadratic Function Graphs with Accurate Key Features

Soalan

The question

(b)(ii) Seterusnya, lakarkan graf f(x).
Soalan seperti dicetak: Kertas 1 Bahagian B, Perak Set 1 2026

Kertas 1 Bahagian B, Perak Set 1 2026

Apabila melakar graf fungsi kuadratik, pastikan lengkung parabola adalah licin dan tidak berpenjuru tajam. Tentukan titik maksimum atau minimum (h, k) daripada bentuk penyempurnaan kuasa dua f(x) = a(x-h)² + k, pintasan-y f(0), dan pintasan-x dengan betul, serta tandakan kesemuanya pada paksi graf.

When sketching a quadratic function graph, ensure the parabolic curve is smooth without sharp apexes. Determine the maximum or minimum point (h, k) from the vertex form f(x) = a(x-h)² + k, the y-intercept f(0), and x-intercepts correctly, and label all of them on the axes.

Kertas sebenar, sudah ditanda

The marked scripts

The maximum y-value is written incorrectly as -5 instead of 1/3.
Nilai maksimum y ditulis secara salah sebagai -5 bukannya 1/3. The maximum y-value is written incorrectly as -5 instead of 1/3.
The y-intercept is not labelled on the y-axis of the graph despite being calculated.
Pintasan-y tidak dilabelkan pada paksi-y graf walaupun pengiraan dibuat. The y-intercept is not labelled on the y-axis of the graph despite being calculated.
The graph is drawn using straight lines with a sharp apex instead of a smooth parabolic curve.
Graf dilukis menggunakan garis lurus dengan puncak tajam dan bukannya lengkung parabola licin. The graph is drawn using straight lines with a sharp apex instead of a smooth parabolic curve.
The y-intercept is incorrectly calculated as -15 instead of the correct value of -5.
Pintasan-y tersilap dikira sebagai -15 berbanding nilai sebenar iaitu -5. The y-intercept is incorrectly calculated as -15 instead of the correct value of -5.

Yang salah

What went wrong

f(x) = -3(x - 4/3)² + 1/3
ymaks = -5
[Melakar graf berpenjuru tajam atau tanpa label pintasan-y]
f(x) = -3(x - 4/3)² + 1/3
ymax = -5
[Sketching a sharp graph or omitting the y-intercept label]

Yang betul

The correct working

f(x) = -3(x - 4/3)² + 1/3
a = -3 < 0 (graf bentuk masam ∩)
Titik maksimum = (4/3, 1/3)
Pintasan-y: f(0) = -3(0 - 4/3)² + 1/3 = -5
Pintasan-x: f(x) = 0 ⇒ x = 1, x = 5/3
f(x) = -3(x - 4/3)² + 1/3
a = -3 < 0 (maximum shape ∩)
Maximum point = (4/3, 1/3)
y-intercept: f(0) = -3(0 - 4/3)² + 1/3 = -5
x-intercepts: f(x) = 0 ⇒ x = 1, x = 5/3
Graf menunjukkan fungsi kuadratik f(x) dengan titik maksimum di (4/3, 1/3). Graf bersilang dengan paksi-x pada x = 1 dan x = 5/3, serta bersilang dengan paksi-y pada y = -5.

Kenapa ramai buat silap ini

Why this happens

Kesilapan kerap berlaku semasa memindahkan nilai daripada bentuk penyempurnaan kuasa dua ke graf. Nilai k ialah nilai maksimum atau minimum bagi y, bukannya pintasan-y. Selain itu, pintasan-y mesti dikira secara terpisah dengan menggantikan x = 0 dan ditanda pada paksi-y. Graf kuadratik juga mestilah berbentuk parabola licin, bukannya garis lurus berpenjuru tajam.

Errors frequently occur when transferring values from the vertex form to the graph. The value k is the maximum or minimum value of y, not the y-intercept. Additionally, the y-intercept must be calculated separately by substituting x = 0 and labelled on the y-axis. A quadratic graph must also be a smooth parabola, not sharp straight lines.

Markah yang hilang

Marks lost

Hilang markah lakaran graf jika ciri utama salah atau tidak dilabel.

Loss of graph sketching marks if key features are incorrect or unlabelled.

Chegu Khairi menanda kerja ini setiap minggu

Chegu Khairi marks this every week

Kerja rumah ditanda pada hari yang sama dan dibincangkan dalam kelas berikutnya, jadi kesalahan sebegini dapat diperbetulkan semasa latihan dan bukan berlaku semasa peperiksaan.

Homework is marked the same day and discussed in the next class, so a mistake like this one gets corrected during practice rather than happening in the exam.

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