Tags: diff, sketching, abstract-function, g--g, t1, c2 One could also ask students to graph the second derivative where appropriate. It is good to point out that no scale is given so there may be several interpretations on how the derivative may look. For instance in part a, students could think of the graph as a quadratic or some other higher even polynomial such as f(x)=x^4 - this would spark discussion about the various “correct” graphs for the derivative.