Skip over navigation
Cambridge University Faculty of Mathematics NRich logo
menu search
  • Teachers expand_more
    • Early years
    • Primary
    • Secondary
    • Post-16
    • Events
    • Professional development
  • Students expand_more
    • Primary
    • Secondary
    • Post-16
  • Parents expand_more
    • Early Years
    • Primary
    • Secondary
    • Post-16
  • Problem-Solving Schools
  • About NRICH expand_more
    • About us
    • Impact stories
    • Support us
    • Our funders
    • Contact us
  • search

Or search by topic

Number and algebra

  • The Number System and Place Value
  • Calculations and Numerical Methods
  • Fractions, Decimals, Percentages, Ratio and Proportion
  • Properties of Numbers
  • Patterns, Sequences and Structure
  • Algebraic expressions, equations and formulae
  • Coordinates, Functions and Graphs

Geometry and measure

  • Angles, Polygons, and Geometrical Proof
  • 3D Geometry, Shape and Space
  • Measuring and calculating with units
  • Transformations and constructions
  • Pythagoras and Trigonometry
  • Vectors and Matrices

Probability and statistics

  • Handling, Processing and Representing Data
  • Probability

Working mathematically

  • Thinking mathematically
  • Developing positive attitudes
  • Cross-curricular contexts

Advanced mathematics

  • Decision Mathematics and Combinatorics
  • Advanced Probability and Statistics
  • Mechanics
  • Calculus

For younger learners

  • Early Years Foundation Stage

Least of All

Age 16 to 18
Challenge Level Yellow star
  • Problem
  • Getting Started
  • Student Solutions
  • Teachers' Resources

Thank you Ruth from Manchester High School for Girls for your solution to this problem.

Most people's first reaction to this question is exactly the same as Ruth's:

"My initial conjecture was that the minimum value of $f(x)$ is when $x=0$ for any value of $a$, because the function is even and increases as $|x|$ increases."

Using calculus, we shall see that this is not so and that the minimum value of $f(x)$ does depend on the value of $a$ .

The given expression is \begin{eqnarray} f(x) &=& (1 + (a+x)^2)(1 + (a-x)^2)\\ &=&(1 + x^2 + a^2 +2ax)(1 + x^2 +a^2 -2ax)\\ &=& (1 + x^2 + a^2)^2 - 4a^2x^2 \\ &=& x^4 + 2x^2(1 + a^2) + (1 +a^2)^2 - 4a^2x^2 \\ &=& x^4 + 2x^2(1 - a^2) + (1+a^2)^2. \end{eqnarray}
As this is a quartic in $x$ there will be one or three turning points.

Differentiating $f$ to find the minima:
$$f'(x) = 4x^3 + 4x(1-a^2) = 4x(x^2 + (1 - a^2))$$

Case 1 : $(1 - a^2) < 0$.
The derivative $f'(x) = 0$ for $x = 0$ and $x = \pm \sqrt (a^2 - 1)$. The second derivative $f''(x) = 12x^2 + 4(1 - a^2) < 0$ at $x = 0$ which gives a maximum value but $f''(x) = 12x^2 + 4(1 - a^2) > 0$ for $x = \pm \sqrt (a^2 - 1)$ giving two minimum points on the quartic where $x = \pm \sqrt (a^2 - 1)$. The minimum value at each point is $f(x) = 4a^2$ where the position of X for these minimum values is clearly dependent of $a$.

Case 2 : $(1 - a^2) > 0$.
The derivative $f'(x) = 0$ if and only if $x = 0$. The second derivative
$f''(x) = 12x^2 + 4(1 - a^2) > 0$ so there is one minimum value $f(x)= (1+a^2)^2$ where the position of X, at $x=0$, is independent of $a$ agreeing with the conjecture.

Case 3 : $(1 - a^2) = 0$.
Note that where $a^2 = 1$ there is a single minimum $f(x) = 4$ at $x=0$ giving continuity between Case 1 and Case 2.

The most likely first conjecture agrees with Case 2 but does not allow the possibility of Case 1. Realising that the function we are minimizing is a quartic we should have taken into account the possibility of two minimum values.


You may also like

Folium of Descartes

Investigate the family of graphs given by the equation x^3+y^3=3axy for different values of the constant a.

Witch of Agnesi

Sketch the members of the family of graphs given by y = a^3/(x^2+a^2) for a=1, 2 and 3.

Discrete Trends

Find the maximum value of n to the power 1/n and prove that it is a maximum.

  • Tech help
  • Accessibility Statement
  • Sign up to our newsletter
  • Twitter X logo

The NRICH Project aims to enrich the mathematical experiences of all learners. To support this aim, members of the NRICH team work in a wide range of capacities, including providing professional development for teachers wishing to embed rich mathematical tasks into everyday classroom practice.

NRICH is part of the family of activities in the Millennium Mathematics Project.

University of Cambridge logo NRICH logo