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Beginning and Intermediate Algebra - 3e - Ch08 PDF Variable (Mathematics) Function (Mathematics) 5
Beginning and Intermediate Algebra - 3e - Ch08 PDF Variable (Mathematics) Function (Mathematics) 5
Mathematics
Beginning and
Intermediate Algebra - 3e -
Ch08
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“Our competitive
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Beginning and Intermediate Algebra with Applications & Visualization, Third edition, by Gary K. Rockswold and Terry A. Krieger. Published by Addison Wesley.
Copyright © 2013 by Pearson Education, Inc.
Invite Friends
A LOOK INTO MATH N In earlier chapters we showed how to use numbers to describe data. For example, instead
of simply saying that there are a lot of people on Twitter, we might say that there are about
50 million tweets per day. A number helps explain what “a lot” means. We also showed
that data can be summarized with formulas and graphs. Formulas and graphs are some-
times used to represent functions, which are essential in mathematics. In this section we
introduce functions and their representations.
Basic Concepts
N REAL-WORLD CONNECTION Functions are used to calculate many important quantities. For
example, suppose that a person works for $7 per hour. Then we could use a function named
f to calculate the amount of money the person earned after working x hours simply by mul-
NEW VOCABULARY tiplying the input x by 7. The result y is called the output. This concept is shown visually in
the following diagram.
n Function
n Function notation
n Input/Output
Input x Function f Output y = f (x)
n Name of the function
n Dependent variable
n Independent variable
Uses input x to
n Verbal representation compute a value of y
n Numerical representation
n Symbolic representation For each valid input x, a function computes exactly one output y, which may be repre-
n Graphical representation sented by the ordered pair ( x, y). If the input is 5 hours, f outputs 7 # 5 = $35; if the input
n Diagrams/Diagrammatic is 8 hours, f outputs 7 # 8 = $56. These results can be represented by the ordered pairs
representation (5, 35) and (8, 56). Sometimes an input may not be valid. For example, if x = - 3, there is
n Relation no reasonable output because a person cannot work - 3 hours.
n Domain/Range
We say that y is a function of x because the output y is determined by and depends on
n Nonlinear functions
n Vertical line test the input x. As a result, y is called the dependent variable and x is the independent variable.
To emphasize that y is a function of x, we use the notation y = f (x). The symbol f (x) does
not represent multiplication of a variable f and a variable x. The notation y = f (x) is called
function notation, is read “y equals f of x,” and means that function f with input x produces
output y. For example, if x = 3 hours, y = f (3) = $21.
FUNCTION NOTATION
The notation y = f (x) is called function notation. The input is x, the output is y,
and the name of the function is f.
Name
Q
Q
y = f (x)
Q
2
-
Output Input
2
8
0 The variable y is called the dependent variable and the variable x is called the inde-
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pendent variable. The expression f (4) = 28 is read “f of 4 equals 28” and indicates
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that f outputs 28 when the input is 4. A function computes exactly one output for each
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valid input. The letters f, g, and h are often used to denote names of functions.
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Beginning and Intermediate Algebra with Applications & Visualization, Third edition, by Gary K. Rockswold and Terry A. Krieger. Published by Addison Wesley.
Copyright © 2013 by Pearson Education, Inc.
NOTE: Functions can be given meaningful names and variables. For example, function f
could have been defined by P(h) = 7h, where function P calculates the pay after working
h hours for $7 per hour.
Input x 4
Add 5 4+5
9 = g (4)
Output g(x)
(Output y)
Figure 8.1
Representations of a Function
N REAL-WORLD CONNECTION A function f forms a relation between inputs x and outputs y that
can be represented verbally, numerically, symbolically, and graphically. Functions can also be
represented with diagrams. We begin by considering a function f that converts yards to feet.
Beginning and Intermediate Algebra with Applications & Visualization, Third edition, by Gary K. Rockswold and Terry A. Krieger. Published by Addison Wesley.
Copyright © 2013 by Pearson Education, Inc.
from Table 8.1 are plotted in Figure 8.2(a). This scatterplot suggests a line for the graph f.
For each real number x there is exactly one real number y determined by y = 3x. If we
restrict inputs to x Ú 0 and plot all ordered pairs ( x, 3x ), then a line with no breaks will
appear, as shown in Figure 8.2(b).
Yards to Feet
y y
24 24
20
(7, 21) 20
(6, 18)
t 16
ee (5, 15) te 16
e
F 12 (4, 12) F 12
y = 3x
8
(3, 9) 8
(2, 6)
4 4
(1, 3)
x x
0 4 8 12 16 20 24 0 4 8 12 16 20 24
Yards Yards
(a) (b)
Figure 8.2
Because f (1) = 3 , it follows that the point ( 1, 3) lies on the graph of f, as shown in
Figure 8.3. Graphs can sometimes be used to define a function f. For example, because the
point (1, 3) lies on the graph of f in Figure 8.3, we can conclude that f (1) = 3 . That is, each
point on the graph of f defines an input–output pair for f.
Evaluating f (1)
y
y = f (x)
f(1) = 3
(1, 3)
x
0 1
Figure 8.3
MAKING CONNECTIONS
Functions, Points, and Graphs
If f (a) = b, then the point ( a, b) lies on the graph of f. Conversely, if the point ( a, b) lies
on the graph of f, then f (a) = b. See Figure 8.4(a). Thus each point on the graph of f can be
written in the form (a, f (a)). See Figure 8.4(b).
Function f Defined by a Graph Points on Graph of f
y y
f (a) = b
b f (a)
(a, b) (a, f (a))
x x
a a
2
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y = f (x)
2
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0
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(a) (b)
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Figure 8.4
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Beginning and Intermediate Algebra with Applications & Visualization, Third edition, by Gary K. Rockswold and Terry A. Krieger. Published by Addison Wesley.
Copyright © 2013 by Pearson Education, Inc.
Figure 8.6
MAKING CONNECTIONS
Four Representations of a Function
Symbolic Representation f (x) = x + 1
STUDY TIP
Numerical Representation Graphical Representation
Be sure that you understand
y
what verbal, numerical,
x y
graphical, and symbolic
representations are. -2 -1 3
2
-1 0 y=x+1
1
0 1 –3 –2 1 2 3
x
–1
1 2 –2
2 3 –3
Beginning and Intermediate Algebra with Applications & Visualization, Third edition, by Gary K. Rockswold and Terry A. Krieger. Published by Addison Wesley.
Copyright © 2013 by Pearson Education, Inc.
N REAL-WORLD CONNECTION In the next example we calculate sales tax by evaluating different
representations of a function.
0.4
TABLE 8.2 )s
ar
ll 0.3
x f (x) o
d
(
x
a
$1.00 $0.07 T 0.2
s f
lea
$2.00 $0.14 S 0.1 1 0.07
2 0.14
$3.00 $0.21 x 3 0.21
0 1 2 3 4 5 6
$4.00 $0.28 4 0.28
Purchase (dollars)
Solution
(a) Verbal Multiply the input 2 by 0.07 to obtain 0.14. The sales tax on a $2.00 purchase
is $0.14.
(b) Numerical From Table 8.2, f (2) = $0.14.
(c) Symbolic Because f (x) = 0.07x, f (2) = 0.07(2) = 0.14, or $0.14.
(d) Graphical To evaluate f (2) with a graph, first find 2 on the x-axis in Figure 8.9. Then
move vertically upward until you reach the graph of f. The point on the graph may be
estimated as (2, 0.14), meaning that f (2) = 0.14 . Note that it may not be possible to
find the exact answer from a graph. For example, one might estimate f (2) to be 0.13 or
0.15 instead of 0.14.
Evaluating a Function
y
0.4
0.3
f (2) = 0.14
0.2
Output 0.14 (2, 0.14)
0.1
x
0 1 2 3 4 5 6
Input
2
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2
8
0
Figure 8.9
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(e) Diagrammatic In Figure 8.8, follow the arrow from 2 to 0.14. Thus f (2) = 0.14.
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Beginning and Intermediate Algebra with Applications & Visualization, Third edition, by Gary K. Rockswold and Terry A. Krieger. Published by Addison Wesley.
Copyright © 2013 by Pearson Education, Inc.
N REAL-WORLD CONNECTION There are many examples of functions. To give more meaning
to a function, sometimes we change both its name and its input variable. For instance, if we
know the radius r of a circle, we can calculate its circumference by using C(r) = 2pr. The
next example illustrates how functions are used in physical therapy.
t Solution
(a) L(60) = 0.72(60) + 2 = 45.2. Thus a person 60 inches tall needs crutches that are
L
about 45.2 inches long.
(b) From the formula L(t) = 0.72t + 2, we can see that each 1-inch increase in t results in
a 0.72-inch increase in L(t). For example,
L(71) - L(70) = 53.12 - 52.4 = 0.72.
Now Try Exercise 75
In the next example we find a formula and then sketch a graph of a function.
Solution
(a) Symbolic Representation If we square x and then subtract 1, we obtain x 2 - 1. Thus a
formula for f is f (x) = x 2 - 1.
(b) Numerical Representation Make a table of values for f (x), as shown in Table 8.3. For
example,
f ( $ 2) = ( $ 2)2 - 1 = 4 - 1 = 3.
(c) Graphical Representation To obtain a graph of f (x) - 1, plot the points from = x2
Table 8.3 and then connect them with a smooth curve, as shown in Figure 8.10. Note that
we need to plot enough points so that we can determine the overall shape of the graph.
TABLE 8.3 y
x f (x)
3
READING CHECK $2 3 2
Beginning and Intermediate Algebra with Applications & Visualization, Third edition, by Gary K. Rockswold and Terry A. Krieger. Published by Addison Wesley.
Copyright © 2013 by Pearson Education, Inc.
Definition of a Function
A function is a fundamental concept in mathematics. Its definition should allow for all rep-
resentations of a function. A function receives an input x and produces exactly one output y ,
which can be expressed as an ordered pair:
(Q
x, y).
Q
Input Output
A relation is a set of ordered pairs, and a function is a special type of relation.
FUNCTION
A function f is a set of ordered pairs ( x, y) where each x-value corresponds to exactly
one y-value.
The domain of f is the set of all x-values, and the range of f is the set of all y-values.
For example, a function f that converts 1, 2, 3, and 4 yards to feet could be expressed as
f = {(1, 3), (2, 6), (3, 9), (4, 12)}.
The domain of f is D = {1, 2, 3, 4}, and the range of f is R = {3, 6, 9, 12}.
MAKING CONNECTIONS
Relations and Functions
A relation can be thought of as a set of input–output pairs. A function is a special type of
relation whereby each input results in exactly one output.
N REAL-WORLD CONNECTION In the next example, we see how education can improve a per-
son’s chances for earning a higher income.
Solution
2
(a) f = {(N, 21484), (H, 31286), (B, 57181), (M, 70181)}
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(b) The domain of function f is given by D = {N, H, B, M}, and the range of function f is
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given by R = {21484, 31286, 57181, 70181}.
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(c) Education pays—the greater the educational attainment, the greater are annual earnings.
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Now Try Exercise 101
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Beginning and Intermediate Algebra with Applications & Visualization, Third edition, by Gary K. Rockswold and Terry A. Krieger. Published by Addison Wesley.
Copyright © 2013 by Pearson Education, Inc.
2
1 1
x x
–3 –2 –1 1 2 3 –4 –2 1 2 3 4
–1 –1
y = f (x) –2
–2
–3
–3 y = f (x)
–4
Solution
READING CHECK (a) The domain is the set of all x-values that correspond to points on the graph of f.
Use the graph in Figure 8.13 shows that the domain D includes all x-values satisfying $ 3 " x " 3.
Figure 8.12 to evaluate f (3). (Recall that the symbol … is read “less than or equal to .”) Because the graph is a semi-
circle with no breaks, the domain includes all real numbers between and including - 3
and 3. The range R is the set of y-values that correspond to points on the graph of f.
Thus R includes all y-values satisfying 0 " y " 3.
y y
2 Range
Range
1 1
x x
–3 –2 –1 1 2 3 –4 –2 1 2 3 4
–1 –1
–2
–2 Domain
–3
–3
Domain
(b) The arrows on the ends of the graph in Figure 8.12 indicate that the graph extends
indefinitely left and right, as well as upward. Thus D includes all real numbers.
See Figure 8.14. The smallest y -value on the graph is y = - 3, which occurs when
x = 2. Thus the range R is y # $ 3. (Recall that the symbol Ú is read “ greater
than or equal to .”)
Now Try Exercises 77, 81
CRITICAL THINKING
Suppose that a car travels at 50 miles per hour to a city that is 250 miles away. Sketch a graph of
a function f that gives the distance y traveled after x hours. Identify the domain and range of f.
The domain of a function is the set of all valid inputs . To determine the domain of a func-
tion from a formula, we must find x-values for which the formula is defined. To do this, we
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the domain of f is all real numbers. However, there are situations in which we must limit the 1
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domain of f. For example, the domain must often be limited when there is either division or a 5
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square root in the formula for f. When division occurs, we must be careful to avoid values of 9
0
8
the variable that result in division by 0, which is undefined. When a square root occurs, we 2
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Beginning and Intermediate Algebra with Applications & Visualization, Third edition, by Gary K. Rockswold and Terry A. Krieger. Published by Addison Wesley.
Copyright © 2013 by Pearson Education, Inc.
must be careful to avoid values of the variable that result in the square root of a negative num-
ber, which is not a real number. This concept is demonstrated in the next example.
Absolute value: f (x) " "x" Square: f (x) " x2 Square root: f (x) " 1x
x -2 -1 0 1 2 x -2 -1 0 1 2 x 0 1 4 9
" x" 2 1 0 1 2 x2 4 1 0 1 4 1x 0 1 2 3
y y y
5
2 8
4
1 3
6
y = |x| y = √x
x 2 y = x2 4
–2 –1 1 2
–1 2
x
-3 -2 1 2 3 x
–2 -1 2 4 6 8
Identifying a Function
Recall that for a function each valid input x produces exactly one output y. In the next three
examples we demonstrate techniques for identifying a function.
Beginning and Intermediate Algebra with Applications & Visualization, Third edition, by Gary K. Rockswold and Terry A. Krieger. Published by Addison Wesley.
Copyright © 2013 by Pearson Education, Inc.
& Useful
Solution
The input x is the name of the technology company, and the output y is the number of
mergers and acquisitions associated with that company. The set S is a function because
each company x is associated with exactly one number y. Note that even though there
were 5 mergers and acquisitions corresonding to both Oracle and Apple, S is nonetheless
a function.
Now Try Exercise 123
3 2 Same input x
Q Q
4 -6
Different outputs y
Two or more
points lie on the
2 2 same vertical line:
not a function
(–1, 1) 1
(–1, 1) 1
x x
1 2 1 2
(–1, –1) –1 (–1, –1) –1
–2 –2
(a) (b)
Figure 8.16
READING CHECK I
S
VERTICAL LINE TEST B
N
What is the vertical line test 1
-
used for? If every vertical line intersects a graph at no more than one point, then the graph 2
5
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represents a function. 4
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2
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Beginning and Intermediate Algebra with Applications & Visualization, Third edition, by Gary K. Rockswold and Terry A. Krieger. Published by Addison Wesley.
Copyright © 2013 by Pearson Education, Inc.
y y y
2
4
2 1
1
x x x
–4 4 –3 1 3 –2 –1 1 2
–1
–2
–2 –1
–4
–2
(a) (b) (c)
Figure 8.17
Solution
(a) Visualize vertical lines moving across the xy-plane from left to right. Any (red) vertical
line will intersect the graph at most once, as depicted in Figure 8.18(a). Therefore the
graph does represent a function.
Passes Vertical Line Test Fails Vertical Line Test Fails Vertical Line Test
y y
y
2
4
2 1
1
x x x
–4 4 –3 1 3 –2 –1 2
–1
–2
–2 –1
–4
–2
Figure 8.18
(b) Visualize vertical lines moving across the x y-plane from left to right. The graph does
not represent a function because there exist (red) vertical lines that can intersect the
graph twice. One such line is shown in Figure 8.18(b).
(c) Visualize vertical lines moving across the xy-plane from left to right. The graph is a
scatterplot and does not represent a function because there exists one (red) vertical line
that intersects two points: (1, 1) and (1, - 2) with the same x-coordinate, as shown in
Figure 8.18(c).
Now Try Exercises 111, 113, 119
Beginning and Intermediate Algebra with Applications & Visualization, Third edition, by Gary K. Rockswold and Terry A. Krieger. Published by Addison Wesley.
Copyright © 2013 by Pearson Education, Inc.
The camera must be centered on some object and can photograph only a portion of the
available scenery. A camera can capture different views of the same scene by zooming
in and out, as can graphing calculators. The xy-plane is infinite, but the calculator screen
can show only a finite, rectangular region of the xy-plane. The viewing rectangle must be
specified by setting minimum and maximum values for both the x- and y-axes before a
graph can be drawn.
Ymax We use the following terminology regarding the size of a viewing rectangle. Xmin
is the minimum x-value along the x-axis, and Xmax is the maximum x-value. Similarly,
!Yscl
Ymin is the minimum y-value along the y-axis, and Ymax is the maximum y-value. Most
Xmin " Xmax
Xscl graphs show an x-scale and a y-scale with tick marks on the respective axes. Sometimes
the distance between consecutive tick marks is 1 unit, but at other times it might be 5 or
Ymin 10 units. The distance represented by consecutive tick marks on the x-axis is called Xscl,
and the distance represented by consecutive tick marks on the y-axis is called Yscl (see
Figure 8.19
Figure 8.19).
This information about the viewing rectangle can be written as [Xmin, Xmax, Xscl] by
[Ymin, Ymax, Yscl]. For example, [ - 10, 10, 1] by [ - 10, 10, 1] means that Xmin = - 10,
Xmax = 10, Xscl = 1, Ymin = - 10, Ymax = 10, and Yscl = 1. This setting is
referred to as the standard viewing rectangle. The window in Figure 8.19 is [ - 3, 3, 1] by
[ - 3, 3, 1].
Solution
The window setting and viewing rectangle are displayed in Figure 8.20. Note that in
Figure 8.20(b) there are 6 tick marks on the positive x-axis because its length is 3 units and
the distance between consecutive tick marks is 0.5 unit.
CALCULATOR HELP [ - 2, 3, 0.5] by [ - 100, 200, 50]
Figure 8.20
Now Try Exercise 133 I
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SCATTERPLOTS Many graphing calculators have the capability to create scatterplots 5
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and line graphs. The next example illustrates how to make a scatterplot with a graphing 9
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calculator. 2
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Beginning and Intermediate Algebra with Applications & Visualization, Third edition, by Gary K. Rockswold and Terry A. Krieger. Published by Addison Wesley.
Copyright © 2013 by Pearson Education, Inc.
Solution
We entered the points ( - 2, - 2), ( - 1, 3), (1, 2), and (2, - 3) shown in Figure 8.21(a), using
the STAT EDIT feature. The variable L1 represents the list of x-values, and the variable L2
represents the list of y-values. In Figure 8.21(b) we set the graphing calculator to make a
scatterplot with the STATPLOT feature, and in Figure 8.21(c) the points have been plotted.
If you have a different model of calculator you may need to consult your owner’s manual.
[ - 4, 4, 1] by [ - 4, 4, 1]
L1 L2 L3 2 Plot1 P lo t2 P lo t3
CALCULATOR HELP "2 "2 - --- -- On Off
"1 3
1 2
Type:
To make a scatterplot,
2 "3
see Appendix A ------ ------ X l i s t : L1
(pages AP-3 and AP-4). Y l i s t : L2
M ark: +
L2 ( 5 ) !
(a) (b) (c)
Figure 8.21
GRAPHS AND TABLES We can use graphing calculators to create graphs and tables, usu-
ally more efficiently and reliably than with pencil-and-paper techniques. However, a graph-
ing calculator uses the same techniques that we might use to sketch a graph. For example,
one way to sketch a graph of y = 2 x - 1 is first to make a table of values, as shown in
Table 8.5.
We can plot these points in the xy-plane, as shown in Figure 8.22. Next we might con-
nect the points, as shown in Figure 8.23.
Search
Plotting Points Graphing a Line
y y
TABLE 8.5
x y 3 3
2 2
-1 -3
1 1
0 -1 x x
–3 –2 –1 1 2 3 –3 –2 –1 1 2 3
–1 –1
2 3 –3
In a similar manner, a graphing calculator plots numerous points and connects them to
make a graph. To create a similar graph with a graphing calculator, we enter the formula
Y1 = 2X - 1, set an appropriate viewing rectangle, and graph as shown in Figures 8.24
and 8.25. A table of values can also be generated as illustrated in Figure 8.26.
Download !
CALCULATOR HELP Plot1 Plot2 Plot3 X Y1
\ Y 1! 2X $ 1 y = 2x – 1 "1 "3
To make a graph, see Appendix A \ Y 2! 0 "1
2
- (page AP-5). To make a table, see \ Y 3! 1 1
2 2 3
8 Appendix A (pages AP-2 and AP-3). \ Y 4! 3 5
0
9 \ Y 5! 4 7
4
- \ Y 6! 5 9
6
5
2 \ Y 7! Y 1!2X $ 1
-
1
N
B
Figure 8.24 Figure 8.25 Figure 8.26
IS
Beginning and Intermediate Algebra with Applications & Visualization, Third edition, by Gary K. Rockswold and Terry A. Krieger. Published by Addison Wesley.
Copyright © 2013 by Pearson Education, Inc.
Function A set of ordered pairs ( x, y), where f = {(1, 3), (2, 3), (3, 1)}
each x-value corresponds to exactly f (x) = 2 x
one y-value A graph of y = x + 2
A table of values for y = 4x
Independent Variable The input variable for a function Function Independent Variable
f (x) = 2 x x
A(r) = pr 2 r
V(s) = s 3 s
Domain and Range The domain D is the set of all valid For S = {( - 1, 0), (3, 4), (5, 0)},
of a Function inputs. The range R is the set of all D { - 1, 3, 5} and R = {0, 4}.
=
outputs. For f (x) = 1x the domain includes all
real numbers except 0, or x " 0.
Vertical Line Test If every vertical line intersects a graph This graph does not pass this test and
at no more than one point, the graph thus does not represent a function.
represents a function. y
Numerical List of specific inputs and their May be in the form of a table or an
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outputs explicit set of ordered pairs B
N
1
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2
Graphical, diagrammatic Shows inputs and outputs No words, formulas, or tables 5
6
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visually Many types of graphs and diagrams are 4
9
0
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possible. 2
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Beginning and Intermediate Algebra with Applications & Visualization, Third edition, by Gary K. Rockswold and Terry A. Krieger. Published by Addison Wesley.
Copyright © 2013 by Pearson Education, Inc.
8.1 Exercises
CONCEPTS AND VOCABULARY
1. The notation y = f (x) is called
function
notation. 23. f (x) = 1x x = 0, 94 0; 32
2. The notation y = f (x) is read . y equals f of x 24. f (x) = 2
3
x x = - 1, 27 - 1; 3
2 3
3. The notation f (x) = x + 1 is a(n) representa- 25. f (x) = x2 x = - 5, 2 25; 4
9
1
5. The set of valid inputs for a function is the . 28. f (x) = 100 x = - p, 3 100; 100
domain
3
6. The set of outputs for a function is the range . 29. f (x) = 5 - x x = - 2, 3 13; - 22
1
7. A function computes one output for each valid input. 30. f (x) = x2 + 5 x = - 2, 6 21
4; 41
2
8. (True or False?) The vertical line test is used to iden- 31. f (x) = x = - 5, 4 - 2;
1 2
5
tify graphs of relations. F x + 1
x
9. (True or False?) Four ways to represent functions are 32. f (x) = x = - 3, 1 37; - 13
verbal, numerical, symbolic, and graphical. T x - 4
Exercises 33–38: Do the following.
10. If f (3) = 4, the point (3, 4) is on the graph of f. If
(3, 6) is on the graph of f, then f ( 3 ) = 6 . (a) Write a formula for the function described.
(b) Evaluate the function for input 10 and interpret
11. Thinking Generally If f (a) = b, the point (a, b) is the result.*
on the graph of f.
33. Function I computes the number of inches in x yards.
12. Thinking Generally If (c, d) is on the graph of g, (a) I(x) = 36 x (b) I(10) = 360
then g(c) = d . 34. Function A computes the area of a circle with radius r.
(a) A(r) = r 2 (b) A(10) = 100 # 314.2 p p
13. Thinking Generally If a is in the domain of f, then 35. Function M computes the number of miles in x feet.
x 10
(a) M(x) = 5280 (b) M(10) = 5280 # 0.0019
f (a) represents how many outputs? 1
36. Function C computes the circumference of a circle
14. Thinking Generally If f (x) = x for every x in the with radius r. (a) C(r) = 2 r (b) C(10) = 20 # 62.8 p p
Beginning and Intermediate Algebra with Applications & Visualization, Third edition, by Gary K. Rockswold and Terry A. Krieger. Published by Addison Wesley.
Copyright © 2013 by Pearson Education, Inc.
47. f (x) = 4 - x 48. f (x) = 6 - 3x Exercises 61 and 62: Use the diagram to evaluate f (1990).
Interpret your answer.
49. f (x) = x2 50. f (x) = 1x
61. The function f computes average fuel efficiency of
51. f (x) = 1x + 1 52. f (x) = 2x
1 2
- 1 new U.S. passenger cars in miles per gallon during
year x. (Source: Department of Transportation.) 26.9
Exercises 53–58: Use the graph of f to evaluate the given f
In 1990 average
expressions. fuel efficiency
1970 14.1
was 26.9 mpg.
53. f (0) and f (2) 3; - 1 54. f ( - 2) and f (2) - 2; 0 1980 22.6
1990 26.9
y y
2000 28.5
2010 32.6
3
2
2
1
1
62. The function f computes average cost of tuition at
x x
-3 -2 -1
-1
1 3 -2 -1 2 public colleges and universities during academic year x.
-2
(Source: The College Board.)
-2 $1809
-3
3 2010 7020
2
2
1 1
x x
-3 -1 1 3 -2 -1 1 2
Exercises 63–66: Express the verbal representation for
-1
the function f numerically, symbolically, and graphically.
-2
-3
Let x = - 3, - 2, - 1, p , 3 for the numerical represen-
tation (table), and let - 3 … x … 3 for the graph.*
57. f (1) and f (2) - 4; - 3 58. f ( - 1) and f (4) 3; 2
63. Add 5 to the input x to obtain the output y. y = x + 5
y y
64. Square the input x to obtain the output y. y = x2
4
5
3
4
65. Multiply the input x by 5 and then subtract 2 to obtain
2
1 3 the output y. y = 5x - 2
x
-4 -2 1 2 4
1 66. Divide the input x by 2 and then add 3 to obtain the
-3
x output y. y = 2x + 3
-1 1 2 3 4 5
-4 -1
expressions.
x
59. f (0) and f (2) 5.5; 3.7 69. f (x) = 70. f (x) = x2 + 1
3
x 0 1 2 3 4
71. f (x) = 1x - 1 72. f (x) = 1 - 3x
f (x) 5.5 4.3 3.7 2.5 1.9
73. Cost of Driving In 2010, the average cost of driving a
60. f ( - 10) and f (5) 23; - 33
new car in the United States was about 50 cents per mile.
Symbolically, graphically, and numerically represent I
S
x - 10 -5 0 5 10 a function f that computes the cost in dollars of driv- B
N
Beginning and Intermediate Algebra with Applications & Visualization, Third edition, by Gary K. Rockswold and Terry A. Krieger. Published by Addison Wesley.
Copyright © 2013 by Pearson Education, Inc.
y y
74. Federal Income Taxes In 2010, the lowest U.S. 83. 84.
income tax rate was 10 percent. Symbolically, graphi-
cally, and numerically represent a function f that com- 3 6
2 4
putes the tax on a taxable income of x dollars. For the
1 2
numerical representation (table) let x = 1000, 2000, x x
3000, p ,7000, and for the graphical representation -3 -2 -1 1 2 3 -6 -4 -2
-2
2 4 6
90. f (x) = 12 x 2
2
3 3
89. f (x) = x - 3
All real numbers All real numbers
2
3 x
1 1 91. f (x) = 92. f (x) =
x - 5 x + 1
x x x " -1
-3 -1 1 2 3 x " 5
-3 -2 -1
-1
1 2 3 2x 6
93. f (x) = 94. f (x) =
-2 x2 + 1 1 - x
-3 -3 All real numbers x " 1
D: - 2 … x … 2
95. f (x) = 1x - 1 96. f (x) = 0x0
D: - 2 … x … 2 x Ú 1 All real numbers
R: 0 … y … 2 R: - 3 … y … 3
79. y 80. y 97. f (x) = 0x - 50 98. f (x) = 12 - x
All real numbers x … 2
1
4 99. f (x) = 100. f (x) = 1 - 3x 2
3
3 x " 0 x
2
All real numbers
2
1 1
101. Humpback Whales The number of humpback
–2 –1 1 2 3 4
x
-4 -2 1 2 3 4
x whales W sighted in Maui’s annual whale census
–1 for year x is given by W(2005) = 649, W(2006) =
-3 1265, W(2007) = 959, W(2008) = 1726, and
–3 -4
W (2009) = 1010. (Source: Pacific Whale Foundation.)
D: - 2 … x … 4 D: All real numbers (a) Evaluate W(2008) and interpret the result.* 1726
R: - 2 … y … 2 R: All real numbers
(b) Identify the domain and range of W.*
81. y 82. y
(c) Describe the pattern in the data.*
3
2
2
1
1
x x
-2 2 -3 -2 -1 1 2 3
2
-
2
8
0 -2
9 -3
4
-
6
5
2
D: All real numbers D: - 1 … x … 3
-
1 R: y Ú - 1 R: - 3 … y … -1
N
B
IS
Beginning and Intermediate Algebra with Applications & Visualization, Third edition, by Gary K. Rockswold and Terry A. Krieger. Published by Addison Wesley.
Copyright © 2013 by Pearson Education, Inc.
c f 11
115. y 116. y
109. Average Precipitation The table lists the monthly
(− 4, 4) (4, 4)
average precipitation P in Las Vegas, Nevada, 4
-2
-3
P (inches) 0.5 0.4 0.4 0.2 0.2 0.1 -4
x (month) 7 8 9 10 11 12
117. y 118. y
P (inches) 0.4 0.5 0.3 0.2 0.4 0.3
Source: J. Williams.
4
2
(a) Determine the value of P during May. 0.2
1
(b) Is P a function of x? Explain.* x x
-3 -2 1 2 3 -4 -2 2 4
(c) If P = 0.4, find x. 2, 3, 7, 11 -1
-2 I
S
-2 B
N
110. Wind Speeds The table at the top of the next col- -3
-4
1
-
2
umn lists the monthly average wind speed W in 5
6
-
4
Louisville, Kentucky, where x = 1 corresponds to 9
0
8
January and x = 12 corresponds to December. 2
-
2
Beginning and Intermediate Algebra with Applications & Visualization, Third edition, by Gary K. Rockswold and Terry A. Krieger. Published by Addison Wesley.
Copyright © 2013 by Pearson Education, Inc.
119. y 120. y 129. Texting The average 18- to 24-year-old person texts
about 1500 messages per month. Sketch a graph that
3 6 shows the total number of text messages sent over a
2 4 period of 4 months. Assume that the same number
1 2
of texts is sent each day. (Source: The Nielsen Company.)*
x x
-3 -2 -1 1 2 3 -6 -4 -2 2 4 6
-1 -2
130. Computer Viruses In 2000 there were about
-2 -4
-3
50 thousand computer viruses. In 2010 there were
about 1.6 million computer viruses. Sketch a graph
of this increase from 2000 to 2010. Answers may
121. y 122. y vary. (Source: Symantec.)*
6 3
GRAPHING CALCULATORS
4 2
-6 -3
. 131. Standard viewing rectangle 10; 10
y 10 10 10
138. {(5, 5), (2, 0), ( - 2, 7), (2, - 8), ( - 1, - 5)}
GRAPHICAL INTERPRETATION 139. {(20, 40), ( - 25, - 15), ( - 20, 25), (15, - 25)}
Exercises 127 and 128: The graph represents the distance 140. {( - 13, 12), (3, 10), ( - 15, - 4), (12, - 9)}
that a person is from home while walking on a straight
path. The x-axis represents time and the y-axis represents 141. {(100, - 100), (50, 200), ( - 150, - 140), ( - 30, 80)}
distance. Interpret the graph.*
142. {( - 125, 75), (45, 65), ( - 53, - 67), (150, - 80)}
127. 128.
y y
Exercises 143–146: Make a table and graph of y = f (x) .
Let x = - 3, - 2, - 1, p , 3 for your table and use the stan-
dard window for your graph.*
Beginning and Intermediate Algebra with Applications & Visualization, Third edition, by Gary K. Rockswold and Terry A. Krieger. Published by Addison Wesley.
Copyright © 2013 by Pearson Education, Inc.
Invite Friends
WRITING ABOUT MATHEMATICS 149. Explain how to evaluate a function by using a graph.
147. Give an example of a function. Identify the domain
Give an example.
and range of your function. 150. Give one difficulty that may occur when you use a
148. Explain in your own words what a function is. How
table of values to evaluate a function.
is a function different from other relations?
U.S. Craigslist Visitors The following table lists the (b) Estimate the slope of a line that could be used to
average number of unique visitors to Craigslist for model the data. m # 112,000 (answers may vary)
selected years.
(c) Find an equation of a line y = mx + b that models
Year 2006 2007 2008 the data. y = 112,000x + 180,000 (answers may vary)
Visitors 180,000 288,000 420,000 (d) Interpret the slope as a rate of change. Numbers of
unique visitors increased by 112,000 per year on average.
(e) Use your results to estimate the number of unique
Year 2009 2010
visitors to Craigslist in 2012.
Visitors 516,000 624,000 About 852,000 (answers may vary)
Source: Citi Investment Research and Analysis.
A LOOK INTO MATH N Functions are frequently used to model, or describe, the real world. For example, people
are becoming more energy conscious. As a result, there is an increase in the number of
green buildings that are being constructed. Table 8.6 lists estimated U.S. sales of green
building material. Because sales increase by $5 billion each year, a linear function can be
used to model these data. (See Example 7.) In this section we discuss this important type
of function.
Beginning and Intermediate Algebra with Applications & Visualization, Third edition, by Gary K. Rockswold and Terry A. Krieger. Published by Addison Wesley.
Copyright © 2013 by Pearson Education, Inc.
Basic Concepts
N REAL-WORLD CONNECTION Suppose that the air conditioner is turned on when the tempera-
ture inside a house is 80 % F. The resulting temperatures are listed in Table 8.7 for various
elapsed times. Note that for each 1-hour increase in elapsed time, the temperature decreases
by 2 % F.
1-hour increase
TABLE 8.7 House Temperature Q
2% F decrease
100 100
) )
F °F
( 90
(
°
90
re re
tu 80 tu 80
rae rae
p 70 p 70
m
em e y = f (x)
T 60 T 60
x x
0 1 2 3 4 5 6 0 1 2 3 4 5 6
2
-
2
8
0
9
Another graph of y = f (x) with a different y-scale is shown in Figure 8.29 on the next
4
-
6
page. Because the y-values always decrease by the same amount for each 1-hour increase
5
2
-
1
on the x-axis, we say that function f has a constant rate of change. In this example, the con-
N
B
stant rate of change is - 2% F per hour.
IS
Beginning and Intermediate Algebra with Applications & Visualization, Third edition, by Gary K. Rockswold and Terry A. Krieger. Published by Addison Wesley.
Copyright © 2013 by Pearson Education, Inc.
Figure 8.29
VERBAL REPRESENTATION (WORDS) Over a 5-hour period, the air conditioner low-
ers the initial temperature of 80°F by 2°F for each elapsed hour x. Thus a description of how
to calculate the temperature is:
“Multiply x by - 2%F and then add 80 %F.” Verbal representation of f (x)
Elapsed Hours
f (2.5) = - 2(2.5) + 80 = 75
means that the temperature is 75°F after the air conditioner has run for 2.5 hours. In this
instance, it might be appropriate to limit the domain of f to x-values between 0 and 5,
inclusive.
LINEAR FUNCTION
A function f defined by f (x) = mx + b, where m and b are constants, is a linear
function.
For f (x) = $ 2 x + 80, we have m = $ 2 and b = 80. The constant m represents the
rate at which the air conditioner cools the building, and the constant b represents the initial
temperature.
NOTE: The value of m represents the slope of the graph of f (x) = mx + b , and b is the
y-intercept.
Beginning and Intermediate Algebra with Applications & Visualization, Third edition, by Gary K. Rockswold and Terry A. Krieger. Published by Addison Wesley.
Copyright © 2013 by Pearson Education, Inc.
READING CHECK
Explain what a linear function is and what its graph looks like.
NOTE: If f is a linear function, then f (0) = m(0) + b = b. Thus b can be found by evalu-
ating f (x) at x = 0.
Solution
(a) Let m = - 3 and b = 4. Then f (x) = - 3x + 4, and f is a linear function.
(b) Let m = 0 and b = 8. Then f (x) = 0x + 8, and f is a linear function.
(c) Function f is not linear because its formula contains x 2. The formula for a linear func-
tion cannot contain an x with an exponent other than 1.
Now Try Exercises 11, 13, 15