Sketching graphs of f, f', f''
AP Calculus BCΒ· AP Calculus BC CED β Analytical Applications of DifferentiationΒ· 14 min read
1. Relationship Between f and f'β β ββββ± 4 min
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Every point on the graph of equals the slope of the tangent line to at the same -value. This core relationship gives consistent rules connecting the behavior of to :
When is increasing on an interval, , so lies above the -axis
When is decreasing on an interval, , so lies below the -axis
At local extrema of , , so crosses or touches the -axis at that -value
If is linear, its slope is constant, so forms a horizontal line
Given , sketch the graph of by analyzing the behavior of .
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Find critical points of , which occur at . Compute the derivative:
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Critical points of are at and , so crosses the -axis at these -values. Test the sign of on each interval:
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For , , so is increasing here, meaning is positive (above the -axis)
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For , , so is decreasing here, meaning is negative (below the -axis)
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For , , so is increasing here, meaning is positive (above the -axis)
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Since is cubic, is quadratic with a positive leading coefficient. The final sketch is an upward-opening parabola crossing the -axis at and , matching our sign intervals.
2. Relationship Between f and f''β β ββββ± 4 min
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Just as describes the slope of , describes the slope of , which corresponds directly to the concavity of . Concavity describes the direction a curve bends: concave up curves bend upward like a cup, and concave down curves bend downward like a cap. The core rules are:
When is concave up on an interval, , so lies above the -axis
When is concave down on an interval, , so lies below the -axis
At inflection points of (where concavity changes for continuous ), , so crosses the -axis at that -value
If has constant concavity, is constant, so forms a horizontal line
The graph of has an inflection point at , is concave down on , and concave up on . If is a cubic polynomial, what does the graph of look like?
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Concavity of directly translates to the sign of . Since is concave down for , for all , so lies below the -axis on
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For , is concave up, so for all , meaning lies above the -axis on
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has an inflection point at , so , so crosses the -axis at
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Since is cubic, its second derivative is linear. The sign of goes from negative left of 1 to positive right of 1, so the slope of the line is positive. The final graph is a straight line with positive slope crossing the -axis at .
3. Matching and Sketching All Three Graphsβ β β βββ± 5 min
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Most AP exam problems for this topic give you the graph of one of , , or and ask you to identify or sketch one of the other two. Follow this standardized step-by-step process:
Label all key -values on the given graph: any where the graph crosses the -axis, has a local extremum, or changes direction
Split the -axis into intervals separated by these key -values
For each interval, find the sign of the given graph, which tells you whether the target function is increasing/decreasing (if given ) or concave up/down (if given )
Connect key points to get the full graph, checking that the slope of the current graph matches the value of the derivative graph
Given is a downward-opening quadratic crossing the -axis at and , with between and , and for and . Identify the key features of and .
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First analyze from : Zeros of are at and , so has critical points at these -values
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For , , so is decreasing. For , , so is increasing. For , , so is decreasing. Thus has a local minimum at and a local maximum at
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Next analyze from : is a downward-opening quadratic, so its derivative () is linear
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The vertex (maximum) of is at , the midpoint of and . For , is increasing, so , meaning is concave up on
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For , is decreasing, so , meaning is concave down on . has a maximum at , so , which means has an inflection point at
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Final summary: is a straight line with negative slope crossing the -axis at , and has key points at (local min), (inflection point), and (local max) with the correct behavior in each interval.
4. AP Style Concept Checkβ β β βββ± 5 min
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Test your understanding with this multiple choice question:
The graph of crosses the -axis at , , and . It is negative on , positive on , negative on , and positive on . For the original function , how many inflection points does have?
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Reveal answer
3 βInflection points occur where changes sign, which happens at every crossing of the -axis here. All three points have a sign change, so has 3 inflection points.
Let on . (a) Find intervals where is increasing/decreasing and all local extrema. (b) Find intervals of concavity and all inflection points. (c) Given , find coordinates of all key points for sketching.
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Part (a): Find zeros of : at , ,
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on , so is increasing on . on , so is decreasing on . By the First Derivative Test, has a local maximum at .
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Part (b): Calculate :
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Zeros of are at and . on , so is concave up here. on , so is concave down here. Both points have a sign change, so they are inflection points.
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Part (c): Find the antiderivative of :
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Substitute : , so . Key points are , (inflection), (local max), (inflection), .
5. Common Pitfalls
Wrong move:
Claiming has a local extremum at just because
Why:
Students confuse inflection point rules with extremum rules, mixing up what and tell you
Correct move:
Only conclude has a local extremum at if changes sign at ; only indicates a possible inflection point for
Wrong move:
Drawing as crossing the -axis at the same where crosses the -axis
Why:
Students confuse x-intercepts of with x-intercepts of , matching all key points to the same across graphs regardless of meaning
Correct move:
Remember that x-intercepts of correspond to local extrema (critical points) of , not x-intercepts of
Wrong move:
Stating that is concave up where is positive
Why:
Students mix up the meaning of first vs second derivative signs, conflating increasing/decreasing with concavity
Correct move:
Always associate sign with increasing/decreasing, and sign with concavity; write this association down on scratch paper for every problem
Wrong move:
Drawing as touching (not crossing) the -axis at an inflection point of when concavity changes
Why:
Students memorize that crossing means sign change, but forget that a sign change of is required for an inflection point
Correct move:
If concavity changes at , must change sign at , so crosses the -axis at ; only a tangent that doesn't cross means no sign change, hence no inflection point
Wrong move:
When given and asked for 's inflection points, looking for where crosses the -axis
Why:
Students confuse where has zero value with where has zero slope
Correct move:
Inflection points of occur at extrema of , where changes slope, i.e., where has a local maximum or minimum, not its x-intercepts
Wrong move:
Assuming that if is increasing everywhere, then is also increasing everywhere
Why:
Students assume increasing means positive , so positive must be increasing
Correct move:
An increasing can have a decreasing positive slope (e.g., for ), so always check the slope of to get behavior of
6. Quick Reference Cheatsheet
Relationship | Rule | Notes |
|---|---|---|
f, f' | If on , increasing on | All differentiable |
f, f' | If on , decreasing on | All differentiable |
f, f' | If and changes sign at , has local extremum at | Zeros of = critical points of |
f, f'' | If on , concave up on | Also means is increasing on |
f, f'' | If on , concave down on | Also means is decreasing on |
f, f'' | If and changes sign at , has inflection point at | alone does not guarantee an inflection point |
When this came up on past exams
AI-estimated based on syllabus patterns β cross-check with official past papers for accuracy. Use only as revision-focus signals.
- 2023 Β· MCQ
Match f to given f' graph
- 2022 Β· FRQ
Sketch f from given f''
What's Next
This subtopic is a core foundational skill for all analytical applications of differentiation on the AP Calculus BC exam. The relationships you master here transfer directly to optimization problems, full curve sketching of complex functions, and analyzing motion problems that appear regularly in both multiple choice and free response. Understanding how , , and connect also supports graphical interpretation of integration problems, which make up a large portion of the exam score. Building fluency with this skill will make more advanced applications of derivatives much easier to master.
