Concavity (College Board AP® Precalculus): Study Guide

Roger B

Written by: Roger B

Reviewed by: Mark Curtis

Updated on

Concavity of a function

How is rate of change defined for a non-linear graph?

  • On the graph of a non-linear function (i.e. a curve rather than a straight line)

    • the rate of change at a point on the graph

    • is defined as the slope of the straight tangent line drawn at that point

  • If the slope of the tangent line is positive then the rate of change is positive

    • This occurs when the function is increasing

  • If the slope of the tangent line is negative then the rate of change is negative

    • This occurs when the function is decreasing

  • The rate of change is greater when the graph is steeper

  • E.g. in the image below

    • tangents drawn at points A and B show that the rate of change is positive at both those points

    • But the graph is steeper at B

    • therefore the rate of change at B is greater

A graph showing tangents drawn at two points, A and B, on a curve. The tangent at point A has a shallow slope and the tangent at point B has a steeper slope.

What does it mean for the graph of a function to be concave up?

  • The graph of a function is said to be concave up on an interval where the rate of change is increasing

    • This may mean that a positive rate of change is becoming more positive

    • or that a negative rate of change is becoming less negative

  • A concave up section on a graph is often 'cup' or union-shaped

What does it mean for the graph of a function to be concave down?

  • The graph of a function is said to be concave down on an interval where the rate of change is decreasing

    • This may mean that a positive rate of change is becoming less positive

    • or that a negative rate of change is becoming more negative

  • A concave down section on a graph is often 'upside down cup' or intersection-shaped

What is a point of inflection?

  • A point of inflection is a point where the graph of a function

    • changes from concave down to concave up

    • or changes from concave up to concave down

Graph showing a curve with "concave up" and "concave down" sections, indicating rate of change. A point of inflection is marked on the curve.

Worked Example

Graph showing a curve of T over time from 0 to 32 on x-axis, 0 to 8 on y-axis. Peak at (8,7), trough at (20,1), rising at end. The following points are labeled: A(0,3), B(4,5), C(8,7), D(14,4), E(20,1), and F(32,7).

The temperature, in degrees Celsius, at a weather station is modeled by a function T. The graph of y equals T left parenthesis t right parenthesis is shown for 0 less or equal than t less or equal than 32, where t is the number of hours since midnight.

(a) Of the following, on which interval is T decreasing and the graph of T concave up?

(A)  the interval from B to C

(B)  the interval from C to D

(C)  the interval from D to E

(D)  the interval from E to F

Answer:

The function is decreasing between C and E

  • and it is concave up between D and F

The only place where both those things are true is between D and E

(C) the interval from D to E

 

(b)  What are all the intervals on which the temperature is increasing at a decreasing rate?

(A)  the interval from B to C only

(B)  the interval from B to D

(C)  the interval from A to B and the interval from E to F only

(D)  the interval from A to C and the interval from E to F

Answer:

'Increasing at a decreasing rate' means the function is:

  • increasing

  • but also concave down (because concave down means the rate of change is decreasing)

The function is increasing on the intervals open parentheses 0 comma space 8 close parentheses and open parentheses 20 comma space 32 close parentheses

  • and it is concave down on the interval open parentheses 4 comma space 14 close parentheses

But it is only increasing and concave down on open parentheses 4 comma space 8 close parentheses

(A) the interval from B to C only

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Roger B

Author: Roger B

Expertise: Maths Content Creator

Roger's teaching experience stretches all the way back to 1992, and in that time he has taught students at all levels between Year 7 and university undergraduate. Having conducted and published postgraduate research into the mathematical theory behind quantum computing, he is more than confident in dealing with mathematics at any level the exam boards might throw at you.

Mark Curtis

Reviewer: Mark Curtis

Expertise: Maths Content Creator

Mark graduated twice from the University of Oxford: once in 2009 with a First in Mathematics, then again in 2013 with a PhD (DPhil) in Mathematics. He has had nine successful years as a secondary school teacher, specialising in A-Level Further Maths and running extension classes for Oxbridge Maths applicants. Alongside his teaching, he has written five internal textbooks, introduced new spiralling school curriculums and trained other Maths teachers through outreach programmes.