Objective 1 (11%): Co-variation, proportionality, and linear equations Be able to identify constant and varying quantities and define

variables for the varying ones. Be able to recognize and describe how quantities vary together from a graph, table, equation, or context and write an equation to represent that relationship.
1. (10 pts) A 3 m x 1.5 m piece of plywood is being used to build an open-top toy chest. The chest is formed by making equal-sized square cutouts from two corners of the plywood at the ends of a 3-meter side. After these squares are discarded, three more cuts are made (at the dashed lines on figure) and these pieces are folded up and secured to create three of the four vertical sides. When the open side is placed against a wall, the open top toy chest is formed. Neglect the thickness of the wood when answering these questions. a. If the variable x represents the length of the sides of the square cutouts in meters, define a function f that expresses the volume of the toy chest (in cubic meters) as a function of the length of the side of the square cutouts, x. Let Then ( ) , height/cut-out of box in meters width of box in meters length of box in meters Substituting for each variable, ( ) ( )( )( ) ) b. What are the possible values that x can assume in the context of this problem? , since x cannot be larger than 1.5 meters; otherwise there would not be any remaining width or height. c. As the length of the side of the square cutout increases from 0.5 meters to 0.75 meters, how does the volume of the toy chest change? (You may use your calculator, but you must write the formula you used to determine your answer.) The volume will change from to , meaning that as the length of the side cut out increases from .5 meters to .75 meters, the volume of the box decreases from .5 cubic meters to .28125 cubic meters. This can be shown by substituting .5 into our formula from a):

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1. Sue is following her favorite cookie recipe that calls for 2.25 cups of flour for every 1.5 cups of sugar as she prepares cookies for her upcoming party. a. How many cups of flour will Sue need to use if she uses 3.5 cups of sugar? Show work and explain your reasoning.

In order to maintain the proper ratio, for every 1.5 cups sugar, there should be 1.5 cups flour. Therefore, in order to increase from 1.5 cups of sugar to 3.5 cups of sugar, this would require us to have times more sugar, which means we would also need times more flour.

b. After mixing the ingredients she realizes that she will need more cookies. She then adds 1.1 more cups of flour. How much more sugar will she need to add so that the cookies are as tasty as usual? Explain your reasoning.

The change in both quantities co-vary together, and maintain the same proportional as the ratio of distinct quantities.

c. Since Sue uses her cookie recipe so frequently she decided that it would be useful to have a formula to determine the number of cups of flour needed for any number of cups of sugar. Define the variables and construct the formula. Variables: Formula:

d. Construct a graph that represents the relationship between the number of cups of sugar and the number of cups of flour. Is the change in the number of cups of sugar proportional to the change in the number of cups of flour? Use your graph to justify your response. Yes, the change in the quantities is proportional. This can be seen in the graph by comparing the two sets of changes in quantity, [measure the legs of each triangle]. e. What does it mean to say that quantity A is proportional to quantity B?

It means that as Quantity A varies, Quantity B also varies in such a way the two quantities maintain a constant ratio. Or in other words, the ratio is the two varying quantities is always equal to a constant value, called a ratio.

Objective 2 (11%): Functions and function notation Be able to write a function and use function notation correctly. Be able to understand the relationship between a graph and an equation for a function, being able to describe the meanings of inputs, outputs, and graphical representations with respect to the particular context. Understand function inverses: be able to find the inverse of linear, polynomial, and rational functions and describe the meaning of an inverse in the context of the problem.

2. Suppose M(g) represents the cost in dollars of manufacturing g number of SUVs. Which statement best reflects what M 1 900000 represents? a. # of SUVs manufactured is 900,000. d. Inverse cost to manufacture 900,000 SUVs. b. # of SUVs that can be manufactured for $900,000. e. One over the cost to manufacture 900,000 SUVs. c. Profit in dollars from making 900,000 SUVs. The domain of is the output of the original function was.hmmm try this instead: ( ) Domain [Input] # of SUVs manufactured Cost in dollars . Those output of M is the Cost in dollars. The input of M

Range [Output] Cost in dollars # of SUVs manufactured

So,

) is the output of the inverse function, or the # of SUVs manufactured for $900,000.

3. Given that the functions h and k are inverses of each other, and that h 4 value of h k a. 0.65

7
.

7 and k 3 0.65 , determine the

7 b. c. 4

d. 3 e. Not enough information is given

Since ( )

, then ( ) ( ) So ( ( )) The thing about ( ) is just extraneous information in this problem. It does not pertain to the task at hand. - Be able to use a function to evaluate at particular input values (Numeric -5 and varying x+4), both out of context (evaluate f(3)) and in context (what is the average rate of change from 1.5s to 3 s?).

4. The height of a boomerang thrown in the air can be modeled by the function h f (t) 0.75t 2 4.7t 3 where h is the height of the boomerang (in feet) above the ground t seconds after being thrown. What is the average speed of the boomerang as it travels during the time interval from 1 second to 3 seconds after it was thrown? a. 1.7 ft/s c. 8.65 ft/s e. None of these b. 3.4 ft/s d. 8.9 ft/s

( )

( )
( ( ) ( ) ) ( ( )

( )
( ) )

average speed
Be able to represent the domain and range of linear, polynomial, exponential, and rational functions with and without a context.

( ) EXAMPLE: Domain: input values {x| x all real numbers} or ( ) Range: output values {g(x)| g(x) This function is a parabola, opening down. Its vertex ( ) will be the max or minimum output value. Find the x-value of the vertex, then use it to find the output value through substitution.

Be able to use function composition to compose functions and be able to describe the meaning of a composed function in a context.

Objective 3 (6%): Systems of Equations and Inequalities Be able to solve systems of equations with up to three equations and three unknowns.

Solve the following system of equations:

Elimination Choose a variable to eliminate. I shall choose to eliminate y. Next, I choose two of the equations. Now, I scale one or both of the coefficients of y so that they are the same. In this case, I will scale the 1st equation by 5, the 2nd equation by 2, and then combine the two equations: ( ( ) ) ( ( ) ) ( )

Next choose another pair of equations [not the same two as before though], and repeat.

Eliminate same variable as before [y again]. Scale 1st equation by 3, 2nd by 5: ( ( ) ) ( ( ) )

We now have two equation with the same two unknowns. We can perform one more elimination to solve for one of the variables. I will eliminate z: ( ) ( ) ( )

Then, just substitute -3 in one of the equation you generated, and solve for z. then do it again with one of the original equations to solve for y. this can be done without ye demonstrating, so I will leave the answer for the reader to solve. But you should get

Be able to use a graph to solve systems of inequalities Solve inequalities involving linear, polynomial, and rational expressions

Solve the following system of inequalities:

The purple area is the only area that need be shaded on the graph.

Objective 4 (16%): Exponential Functions Recognize and reason about exponential situations from a graph, table, equation, or context and be able to write a function to represent the relationship. Understand and be able to identify and describe 1-unit and n-unit growth factors and percent changes.
Determine the specified growth factor for the various time intervals for the following exponential function represented in the graph below. o 2-unit Growth Factor: The interval from ( ) to ( ) shows a shift of 2 units. To find the growth factor from the 1st coordinate to the 2nd, we divide the outputs This is our 2-unit growth factor. o 1/3-unit Growth Factor: Now that we know the growth factor for 2 units, we can find the 1-unit growth factor.

In order to get the -growth factor, we raise our 1-unit growth factor by . -unit growth factor:

7-unit Growth Factor:

Be able to write and reason about equations representing growth and decay with particular compounding periods: yearly, quarterly, monthly, daily, hourly

1. An investment value of $1400 earns 3.25% interest per year, compounded monthly. Find the investment's value after 4 years. (Round to the nearest cent.) a. $1415.23 c. $1594.08 e. None of the above b. $1591.07 d. $2054.99 ( )(
( )( ) ( )( )

What if the investments interest is compounded daily? Continuously? Compounded Daily: P (

( )( )

Compounded continuously ( )

( )( )

Be able to write and reason about equations representing continuous growth or decay

Be able to find the continuous percent change given the yearly, monthly, etc. percent change and write the respective formulas.

Objective 5 (3%): Co-variation with polynomial and other non-linear situations Be able to reason about and describe the shape of a graph given a context (person walking, vase or bottle filling with liquid, etc.) and vice versa (draw bottle, describe path, given a graph) including concepts of concavity and rate of change
The graph below represents the height of the water in the bottle as a function of the volume of water in the bottle.

Which of the following bottles has its properties best described by this graph?

a.

b.

c.

d.

e.

Objective 6 (19%): Polynomials and rational functions Find the roots of a function (real and complex) or create a function given the roots.
(5 pts) Find all real and complex (in terms of i) roots for the polynomial ( ) ( ) ( ( ) ( ) Roots: ) ( )( )
( ) ( )( )

Write a function for a relationship given the graph, or a set of attributes (roots, intercepts, asymptotes, etc.) Graph a function given the equation or determine any attributes we learned about in this class (roots, intercepts, asymptotes, end behavior, etc.)
(12 pts) Given the function g defined by ( )
( ) ( ( )( )( ) )

1.

a. Determine the domain of g. b. Find the y-intercept of Set x=0, and solve for the y-coordinate. ( )

Look to the restrictions in the domain for this.

e. Identify the horizontal asymptote (if any). Look to the leading coefficients of the highest powered terms in the numerator and denominator. , so is our horizontal asymptote

c. Find the x-intercept(s) of Set the numerator equal to zero, and solve. ( )( ) ( ) ( ) d. Identify the vertical asymptote(s) f. Sketch a graph of g using parts a-e above; include the vertical asymptote(s) and horizontal asymptote (if any) in the graph.

Objective 7 (6%): Logarithms Use the logarithm rules we learned in class to expand, simplify, evaluate, and reason about logarithmic and exponential expressions (including inverses).

2. Solve for x: log 5 log b x 0 . a. x = b b. x = 1

c. x = 5b d. x = 5

e. No solution

Lets think of the inner term as some thing, call it y for now. Then: ( ) Converting to exponential form: so . But we know what y really is:

Converting to exponential form again: So, x = b.

3. Only one of the following is false. Which is it? Assume that a, x, M, & N are positive and that a and N cannot equal 1. log a M a. loga 5x loga x loga 5 log a M log a N d. log a N b. log a M log a N log a M N c.
1 log a M log a M x x

e.

logN MN x logN M x
x

Review the 3 Properties of Logs again. d) is the counterfeit. It should be:

( )

Objective 8 (3%): Ellipses and Hyperbolas Graph or determine an equation for an ellipse or hyperbola. Identify attributes of an ellipse or hyperbola (center, focus (of ellipse) vertices, etc.)
Find the equation of the hyperbola that has vertices at (-2,3) and (-2,1) and one focus at (-2,4) a. b.
( ( ) ) ( ( ) ) ( ( ) ) ( ( ) )

c. d.

Center is between the 2 vertices: ( ). Note the vertices are above/below the center, so this hyperbola opens upward/downward, instead of left/right. So we now know the leading term must be y. This eliminates c) and d), since the leading terms involve x. We also know the center, so we can begin constructing the equation of this hyperbola: ( ) ( ) ( ) ( ( ))

Next, we note that the distance from the center to either vertex is 1. This number, squared, goes under our leading term: ( ) ( ) The only option that matches this is a).

Find the center and focus points of the ellipse ( ) a. C (-3,5) F (-3,6) (-3,4) b. C (3,-5) F (2,-5) (4,-5) c. C (3,-5) F (3,-4) (3,-6) Recall the relationship between these 3 quantities: a- distance from center to minor axis b- distance from center to major axis c- distance from center to focal points [foci] It is: find c: (
( )

) d. C (-3,5) F (-2, -5) (-4, -5) e. none of the above

. Keeping that in mind, we can simplify the equation, and then harvest the values of a & b to )
( )

) Then: Then:

Then, since the major axis [the longer of the two] is running vertically, the foci will be along that axis, art a distance of from the center, which is ( ) Focus: ( ) ( )

21. Graph the equation

Objective 9 (16%): Set Notation, Probability, and Permutations Be able to define sets with particular attributes (Define A and B such that A has 2 elements, B has 5 elements, and their union has 6 elements.)
) EX: In Our class survey [to which 44 people responded], 17 wanted a review on Thursday [ ( ], 29 ) wanted it on Friday [ ( ) ], and 13 chose both Thursday and Friday [ ( ] . Draw a Venn Diagram, and figure out how many people voted for something other than Thursday or Friday [ ( ) ].

11 people voted for something other than Thursday,Friday, or Thursday/Friday

Given defined sets and a universe, determine their union, intersection, complement, or a combination of these. Determine the probability of an event occurring (drawing a particular color marble, flipping a coin on a particular side, rolling a particular sum on two dice, etc.)

Determine the probability of multiple events occurring, both independent and dependent (drawing a green marble, then a blue marble, flipping HHTH, etc.) See HW set #14 Keys for more on probability/Sets, and Permutations

Determine the number of permutations possible given a context (making license plates, rearranging letters in a word, etc.)

Objective 10 (9%): Sequences Understand, reason about and write formulas (recursive and explicit) for geometric and arithmetic sequences. Be able to identify if a sequence is arithmetic or geometric. Determine the nth (100th, 35th, etc.) term in a sequence using a formula (arithmetic, geometric, or other) and/or fill in the blanks for an arithmetic or geometric sequence.