We have studied the general characteristics of functions, so now let’s examine some specific classes of functions. We begin by reviewing the basic properties of linear and quadratic functions, and then generalize to include higher-degree polynomials. By combining root functions with polynomials, we can define general algebraic functions and distinguish them from the transcendental functions we examine later in this chapter. We finish the section with examples of piecewise-defined functions and take a look at how to sketch the graph of a function that has been shifted, stretched, or reflected from its initial form.
The easiest type of function to consider is a linear function. Linear functions have the form
where
and
are constants. In [link], we see examples of linear functions when
is positive, negative, and zero. Note that if
the graph of the line rises as
increases. In other words,
is increasing on
If
the graph of the line falls as
increases. In this case,
is decreasing on
If
the line is horizontal.
As suggested by [link], the graph of any linear function is a line. One of the distinguishing features of a line is its slope. The slope is the change in
for each unit change in
The slope measures both the steepness and the direction of a line. If the slope is positive, the line points upward when moving from left to right. If the slope is negative, the line points downward when moving from left to right. If the slope is zero, the line is horizontal. To calculate the slope of a line, we need to determine the ratio of the change in
versus the change in
To do so, we choose any two points
and
on the line and calculate
In [link], we see this ratio is independent of the points chosen.
Consider line
passing through points
and
Let
and
denote the changes in
and
respectively. The slope of the line is
We now examine the relationship between slope and the formula for a linear function. Consider the linear function given by the formula
As discussed earlier, we know the graph of a linear function is given by a line. We can use our definition of slope to calculate the slope of this line. As shown, we can determine the slope by calculating
for any points
and
on the line. Evaluating the function
at
we see that
is a point on this line. Evaluating this function at
we see that
is also a point on this line. Therefore, the slope of this line is
We have shown that the coefficient
is the slope of the line. We can conclude that the formula
describes a line with slope
Furthermore, because this line intersects the
-axis at the point
we see that the
-intercept for this linear function is
We conclude that the formula
tells us the slope,
and the
-intercept,
for this line. Since we often use the symbol
to denote the slope of a line, we can write
to denote the slope-intercept form of a linear function.
Sometimes it is convenient to express a linear function in different ways. For example, suppose the graph of a linear function passes through the point
and the slope of the line is
Since any other point
on the graph of
must satisfy the equation
this linear function can be expressed by writing
We call this equation the point-slope equation for that linear function.
Since every nonvertical line is the graph of a linear function, the points on a nonvertical line can be described using the slope-intercept or point-slope equations. However, a vertical line does not represent the graph of a function and cannot be expressed in either of these forms. Instead, a vertical line is described by the equation
for some constant
Since neither the slope-intercept form nor the point-slope form allows for vertical lines, we use the notation
where
are both not zero, to denote the standard form of a line.
Consider a line passing through the point
with slope
The equation
is the point-slope equation for that line.
Consider a line with slope
and
-intercept
The equation
is an equation for that line in slope-intercept form.
The standard form of a line is given by the equation
where
and
are both not zero. This form is more general because it allows for a vertical line,
Consider the line passing through the points
and
as shown in [link].
and choose any point on the line. If we choose the point
we get the equation
When we do this, we get the equation
Consider the line passing through points
and
Find the slope of the line.
Find an equation of that line in point-slope form. Find an equation of that line in slope-intercept form.
The point-slope form is
The slope-intercept form is
The slope
Jessica leaves her house at 5:50 a.m. and goes for a 9-mile run. She returns to her house at 7:08 a.m. Answer the following questions, assuming Jessica runs at a constant pace.
(in miles) Jessica runs as a linear function of her run time
(in minutes).
Jessica is at her house, so
At time
minutes, Jessica has finished running
mi, so
The slope of the linear function is
The
-intercept is
so the equation for this linear function is
use the fact that the graph passes through the origin and has slope
describes the distance (in miles) Jessica runs per minute, or her average velocity.
A linear function is a special type of a more general class of functions: polynomials. A polynomial function is any function that can be written in the form
for some integer
and constants
where
In the case when
we allow for
if
the function
is called the zero function. The value
is called the degree of the polynomial; the constant
is called the leading coefficient. A linear function of the form
is a polynomial of degree 1 if
and degree 0 if
A polynomial of degree 0 is also called a constant function. A polynomial function of degree 2 is called a quadratic function. In particular, a quadratic function has the form
where
A polynomial function of degree
is called a cubic function.
Some polynomial functions are power functions. A power function is any function of the form
where
and
are any real numbers. The exponent in a power function can be any real number, but here we consider the case when the exponent is a positive integer. (We consider other cases later.) If the exponent is a positive integer, then
is a polynomial. If
is even, then
is an even function because
if
is even. If
is odd, then
is an odd function because
if
is odd ([link]).
To determine the behavior of a function
as the inputs approach infinity, we look at the values
as the inputs,
become larger. For some functions, the values of
approach a finite number. For example, for the function
the values
become closer and closer to zero for all values of
as they get larger and larger. For this function, we say
approaches two as
goes to infinity,” and we write
as
The line
is a horizontal asymptote for the function
because the graph of the function gets closer to the line as
gets larger.
For other functions, the values
may not approach a finite number but instead may become larger for all values of
as they get larger. In that case, we say
approaches infinity as
approaches infinity,” and we write
as
For example, for the function
the outputs
become larger as the inputs
get larger. We can conclude that the function
approaches infinity as
approaches infinity, and we write
as
The behavior as
and the meaning of
as
or
can be defined similarly. We can describe what happens to the values of
as
and as
as the end behavior of the function.
To understand the end behavior for polynomial functions, we can focus on quadratic and cubic functions. The behavior for higher-degree polynomials can be analyzed similarly. Consider a quadratic function
If
the values
as
If
the values
as
Since the graph of a quadratic function is a parabola, the parabola opens upward if
the parabola opens downward if
(See [link](a).)
Now consider a cubic function
If
then
as
and
as
If
then
as
and
as
As we can see from both of these graphs, the leading term of the polynomial determines the end behavior. (See [link](b).)
Another characteristic of the graph of a polynomial function is where it intersects the
-axis. To determine where a function
intersects the
-axis, we need to solve the equation
for .n the case of the linear function
the
-intercept is given by solving the equation
In this case, we see that the
-intercept is given by
In the case of a quadratic function, finding the
-intercept(s) requires finding the zeros of a quadratic equation:
In some cases, it is easy to factor the polynomial
to find the zeros. If not, we make use of the quadratic formula.
Consider the quadratic equation
where
The solutions of this equation are given by the quadratic formula
If the discriminant
this formula tells us there are two real numbers that satisfy the quadratic equation. If
this formula tells us there is only one solution, and it is a real number. If
no real numbers satisfy the quadratic equation.
In the case of higher-degree polynomials, it may be more complicated to determine where the graph intersects the
-axis. In some instances, it is possible to find the
-intercepts by factoring the polynomial to find its zeros. In other cases, it is impossible to calculate the exact values of the
-intercepts. However, as we see later in the text, in cases such as this, we can use analytical tools to approximate (to a very high degree) where the
-intercepts are located. Here we focus on the graphs of polynomials for which we can calculate their zeros explicitly.
For the following functions a. and b., i. describe the behavior of
as
ii. find all zeros of
and iii. sketch a graph of
is a quadratic function.
use the quadratic formula. The zeros are
use the information from your previous answers and combine it with the fact that the graph is a parabola opening downward.
is a cubic function.
As
we need to factor the polynomial. First, when we factor
out of all the terms, we find
Then, when we factor the quadratic function
we find
Therefore, the zeros of
are
Consider the quadratic function
Find the zeros of
Does the parabola open upward or downward?
The zeros are
The parabola opens upward.
Use the quadratic formula.
A large variety of real-world situations can be described using mathematical models. A mathematical model is a method of simulating real-life situations with mathematical equations. Physicists, engineers, economists, and other researchers develop models by combining observation with quantitative data to develop equations, functions, graphs, and other mathematical tools to describe the behavior of various systems accurately. Models are useful because they help predict future outcomes. Examples of mathematical models include the study of population dynamics, investigations of weather patterns, and predictions of product sales.
As an example, let’s consider a mathematical model that a company could use to describe its revenue for the sale of a particular item. The amount of revenue
a company receives for the sale of
items sold at a price of
dollars per item is described by the equation
The company is interested in how the sales change as the price of the item changes. Suppose the data in [link] show the number of units a company sells as a function of the price per item.
In [link], we see the graph the number of units sold (in thousands) as a function of price (in dollars). We note from the shape of the graph that the number of units sold is likely a linear function of price per item, and the data can be closely approximated by the linear function
for
where
predicts the number of units sold in thousands. Using this linear function, the revenue (in thousands of dollars) can be estimated by the quadratic function
for
In [link], we use this quadratic function to predict the amount of revenue the company receives depending on the price the company charges per item. Note that we cannot conclude definitively the actual number of units sold for values of
for which no data are collected. However, given the other data values and the graph shown, it seems reasonable that the number of units sold (in thousands) if the price charged is
dollars may be close to the values predicted by the linear function
A company is interested in predicting the amount of revenue it will receive depending on the price it charges for a particular item. Using the data from [link], the company arrives at the following quadratic function to model revenue
as a function of price per item
for
and
that maximizes revenue. Find the maximum revenue.
and
we can conclude that
When we factor the quadratic expression, we get
The solutions to this equation are given by
For these values of
the revenue is zero. When
the revenue is zero because the company is giving away its merchandise for free. When
the revenue is zero because the price is too high, and no one will buy any items.
and
the parabola must be symmetric about the line halfway between them, or
and
and it is symmetric about the line
so the maximum revenue occurs at a price of
per item. At that price, the revenue is
By allowing for quotients and fractional powers in polynomial functions, we create a larger class of functions. An algebraic function is one that involves addition, subtraction, multiplication, division, rational powers, and roots. Two types of algebraic functions are rational functions and root functions.
Just as rational numbers are quotients of integers, rational functions are quotients of polynomials. In particular, a rational function is any function of the form
where
and
are polynomials. For example,
are rational functions. A root function is a power function of the form
where
is a positive integer greater than one. For example,
is the square-root function and
is the cube-root function. By allowing for compositions of root functions and rational functions, we can create other algebraic functions. For example,
is an algebraic function.
For each of the following functions, find the domain and range.
such that
To find the range, we need to find the values
for which there exists a real number
such that
When we multiply both sides of this equation by
we see that
must satisfy the equation
From this equation, we can see that
must satisfy
If
this equation has no solution. On the other hand, as long as
satisfies this equation. We can conclude that the range of
is
we need
When we factor, we write
This inequality holds if and only if both terms are positive or both terms are negative. For both terms to be positive, we need to find
such that
These two inequalities reduce to
and
Therefore, the set
must be part of the domain. For both terms to be negative, we need
These two inequalities also reduce to
and
There are no values of
that satisfy both of these inequalities. Thus, we can conclude the domain of this function is
If
then
Therefore,
and the range of
is
Find the domain and range for the function
The domain is the set of real numbers
such that
The range is the set
The denominator cannot be zero. Solve the equation
for
to find the range.
The root functions
have defining characteristics depending on whether
is odd or even. For all even integers
the domain of
is the interval
For all odd integers
the domain of
is the set of all real numbers. Since
for odd integers
is an odd function if
is odd. See the graphs of root functions for different values of
in [link].
For each of the following functions, determine the domain of the function.
such that
Therefore, the domain is
for which the denominator is zero. Since
for all real numbers
the denominator is never zero. Therefore, the domain is
for which
Therefore, the domain is
Find the domain for each of the following functions:
and
The domain of
is
The domain of
is
Determine the values of
when the expression in the denominator of
is nonzero, and find the values of
when the expression inside the radical of
is nonnegative.
Thus far, we have discussed algebraic functions. Some functions, however, cannot be described by basic algebraic operations. These functions are known as transcendental functions because they are said to “transcend,” or go beyond, algebra. The most common transcendental functions are trigonometric, exponential, and logarithmic functions. A trigonometric function relates the ratios of two sides of a right triangle. They are
(We discuss trigonometric functions later in the chapter.) An exponential function is a function of the form
where the base
A logarithmic function is a function of the form
for some constant
where
if and only if
(We also discuss exponential and logarithmic functions later in the chapter.)
Classify each of the following functions, a. through c., as algebraic or transcendental.
Is
an algebraic or a transcendental function?
Algebraic
Sometimes a function is defined by different formulas on different parts of its domain. A function with this property is known as a piecewise-defined function. The absolute value function is an example of a piecewise-defined function because the formula changes with the sign of
Other piecewise-defined functions may be represented by completely different formulas, depending on the part of the domain in which a point falls. To graph a piecewise-defined function, we graph each part of the function in its respective domain, on the same coordinate system. If the formula for a function is different for
and
we need to pay special attention to what happens at
when we graph the function. Sometimes the graph needs to include an open or closed circle to indicate the value of the function at
We examine this in the next example.
Sketch a graph of the following piecewise-defined function:
Graph the linear function
on the interval
and graph the quadratic function
on the interval
Since the value of the function at
is given by the formula
we see that
To indicate this on the graph, we draw a closed circle at the point
The value of the function is given by
for all
but not at
To indicate this on the graph, we draw an open circle at
Sketch a graph of the function
Graph one linear function for
and then graph a different linear function for
In a big city, drivers are charged variable rates for parking in a parking garage. They are charged $10 for the first hour or any part of the first hour and an additional $2 for each hour or part thereof up to a maximum of $30 for the day. The parking garage is open from 6 a.m. to 12 midnight.
to park in the parking garage as a function of hours parked
The cost to park a car at this parking garage can be described piecewise by the function
The cost of mailing a letter is a function of the weight of the letter. Suppose the cost of mailing a letter is
for the first ounce and
for each additional ounce. Write a piecewise-defined function describing the cost
as a function of the weight
for
where
is measured in cents and
is measured in ounces.
The piecewise-defined function is constant on the intervals
We have seen several cases in which we have added, subtracted, or multiplied constants to form variations of simple functions. In the previous example, for instance, we subtracted 2 from the argument of the function
to get the function
This subtraction represents a shift of the function
two units to the right. A shift, horizontally or vertically, is a type of transformation of a function. Other transformations include horizontal and vertical scalings, and reflections about the axes.
A vertical shift of a function occurs if we add or subtract the same constant to each output
For
the graph of
is a shift of the graph of
up
units, whereas the graph of
is a shift of the graph of
down
units. For example, the graph of the function
is the graph of
shifted up
units; the graph of the function
is the graph of
shifted down
units ([link]).
A horizontal shift of a function occurs if we add or subtract the same constant to each input
For
the graph of
is a shift of the graph of
to the left
units; the graph of
is a shift of the graph of
to the right
units. Why does the graph shift left when adding a constant and shift right when subtracting a constant? To answer this question, let’s look at an example.
Consider the function
and evaluate this function at
Since
and
the graph of
is the graph of
shifted left 3 units. Similarly, the graph of
is the graph of
shifted right
units ([link]).
A vertical scaling of a graph occurs if we multiply all outputs
of a function by the same positive constant. For
the graph of the function
is the graph of
scaled vertically by a factor of
If
the values of the outputs for the function
are larger than the values of the outputs for the function
therefore, the graph has been stretched vertically. If
then the outputs of the function
are smaller, so the graph has been compressed. For example, the graph of the function
is the graph of
stretched vertically by a factor of 3, whereas the graph of
is the graph of
compressed vertically by a factor of
([link]).
The horizontal scaling of a function occurs if we multiply the inputs
by the same positive constant. For
the graph of the function
is the graph of
scaled horizontally by a factor of
If
the graph of
is the graph of
compressed horizontally. If
the graph of
is the graph of
stretched horizontally. For example, consider the function
and evaluate
at
Since
the graph of
is the graph of
compressed horizontally. The graph of
is a horizontal stretch of the graph of
([link]).
We have explored what happens to the graph of a function
when we multiply
by a constant
to get a new function
We have also discussed what happens to the graph of a function
when we multiply the independent variable
by
to get a new function
However, we have not addressed what happens to the graph of the function if the constant
is negative. If we have a constant
we can write c as a positive number multiplied by
but, what kind of transformation do we get when we multiply the function or its argument by
When we multiply all the outputs by
we get a reflection about the
-axis. When we multiply all inputs by
we get a reflection about the
-axis. For example, the graph of
is the graph of
reflected about the
-axis. The graph of
is the graph of
reflected about the
-axis ([link]).
If the graph of a function consists of more than one transformation of another graph, it is important to transform the graph in the correct order. Given a function
the graph of the related function
can be obtained from the graph of
by performing the transformations in the following order.
If
shift left. If
shift right.
by a factor of
If
reflect the graph about the
-axis.
by a factor of
If
reflect the graph about the
-axis.
If
shift up. If
shift down.
We can summarize the different transformations and their related effects on the graph of a function in the following table.
Transformation of | Effect on the graph of |
---|---|
Vertical shift up units | |
Vertical shift down units | |
Shift left by units | |
Shift right by units | |
Vertical stretch if vertical compression if |
|
Horizontal stretch if horizontal compression if | |
Reflection about the -axis | |
Reflection about the -axis |
For each of the following functions, a. and b., sketch a graph by using a sequence of transformations of a well-known function.
shift
units to the left, reflect about the
-axis, and then shift down 3 units.
![An image of a graph. The x axis runs from -7 to 7 and a y axis runs from -7 to 7. The graph contains four functions. The first function is “f(x) = absolute value of x” and is labeled starting function. It decreases in a straight line until the origin and then increases in a straight line again after the origin. The second function is “f(x) = absolute value of (x + 2)”, which decreases in a straight line until the point (-2, 0) and then increases in a straight line again after the point (-2, 0). The second function is the same shape as the first function, but is shifted left 2 units. The third function is “f(x) = -(absolute value of (x + 2))”, which increases in a straight line until the point (-2, 0) and then decreases in a straight line again after the point (-2, 0). The third function is the second function reflected about the x axis. The fourth function is “f(x) = -(absolute value of (x + 2)) - 3” and is labeled “transformed function”. It increases in a straight line until the point (-2, -3) and then decreases in a straight line again after the point (-2, -3). The fourth function is the third function shifted down 3 units.](../resources/CNX_Calc_Figure_01_02_019.jpg “The function f(x)=− | x+2 | −3 can be viewed as a sequence of three transformations of the function y= | x | .”){: #CNX_Calc_Figure_01_02_019} |
reflect about the
-axis, stretch the graph vertically by a factor of 3, and move up 1 unit.
Describe how the function
can be graphed using the graph of
and a sequence of transformations.
Shift the graph
to the left 1 unit, reflect about the
-axis, then shift down 4 units.
Use [link].
is an even function if
is even and
and it is an odd function if
is odd.
has the domain
if
is even and the domain
if
is odd. If
is odd, then
is an odd function.
where
and
are polynomial functions, is the set of
such that
with degree
satisfies
as
The sign of the output as
depends on the sign of the leading coefficient only and on whether
is even or odd.
- and
-axes are examples of transformations of functions.
For the following exercises, for each pair of points, a. find the slope of the line passing through the points and b. indicate whether the line is increasing, decreasing, horizontal, or vertical.
and
a. −1 b. Decreasing
and
and
a. 3/4 b. Increasing
and
and
a. 4/3 b. Increasing
and
and
a. 0 b. Horizontal
and
For the following exercises, write the equation of the line satisfying the given conditions in slope-intercept form.
Slope
passes through
Slope
passes through
Slope
passes through
Slope
-intercept
Passing through
and
Passing through
and
-intercept
and
-intercept
-intercept
and
-intercept
For the following exercises, for each linear equation, a. give the slope
and
-intercept b, if any, and b. graph the line.
a.
b.* * *
a.
b.* * *
a.
b.* * *
a.
b.* * *
For the following exercises, for each polynomial, a. find the degree; b. find the zeros, if any; c. find the
-intercept(s), if any; d. use the leading coefficient to determine the graph’s end behavior; and e. determine algebraically whether the polynomial is even, odd, or neither.
a. 2 b.
c. −5 d. Both ends rise e. Neither
a. 2 b.
c. −1 d. Both ends rise e. Even
a. 3 b. 0,
c. 0 d. Left end rises, right end falls e. Odd
For the following exercises, use the graph of
to graph each transformed function
For the following exercises, use the graph of
to graph each transformed function
For the following exercises, use the graph of
to graph each transformed function
For the following exercises, for each of the piecewise-defined functions, a. evaluate at the given values of the independent variable and b. sketch the graph.
a.
b.* * *
a.
b.* * *
For the following exercises, determine whether the statement is true or false. Explain why.
is a transcendental function.
is an odd root function
True;
A logarithmic function is an algebraic function.
A function of the form
where
is a real valued constant, is an exponential function.
False;
where
is a real-valued constant, is a power function
The domain of an even root function is all real numbers.
[T] A company purchases some computer equipment for $20,500. At the end of a 3-year period, the value of the equipment has decreased linearly to $12,300.
that determines the value V of the equipment at the end of t years.
- and
-intercepts for this situation.
a.
b.
means that the initial purchase price of the equipment is $20,500;
means that in 7.5 years the computer equipment has no value. c. $6835 d. In approximately 6.4 years
[T] Total online shopping during the Christmas holidays has increased dramatically during the past 5 years. In 2012
total online holiday sales were $42.3 billion, whereas in 2013 they were $48.1 billion.
[T] A family bakery makes cupcakes and sells them at local outdoor festivals. For a music festival, there is a fixed cost of $125 to set up a cupcake stand. The owner estimates that it costs $0.75 to make each cupcake. The owner is interested in determining the total cost
as a function of number of cupcakes made.
a.
b. $245 c. 167 cupcakes
[T] A house purchased for $250,000 is expected to be worth twice its purchase price in 18 years.
[T] A car was purchased for $26,000. The value of the car depreciates by $1500 per year.
a.
b. In 4 years, the value of the car is $20,000.
[T] A condominium in an upscale part of the city was purchased for $432,000. In 35 years it is worth $60,500. Find the rate of depreciation.
[T] The total cost C (in thousands of dollars) to produce a certain item is modeled by the function
where x is the number of items produced. Determine the cost to produce 175 items.
$30,337.50
[T] A professor asks her class to report the amount of time t they spent writing two assignments. Most students report that it takes them about 45 minutes to type a four-page assignment and about 1.5 hours to type a nine-page assignment.
that models this situation, where
is the number of pages typed and t is the time in minutes.
[T] The output (as a percent of total capacity) of nuclear power plants in the United States can be modeled by the function
where t is time in years and
corresponds to the beginning of 2000. Use the model to predict the percentage output in 2015.
96% of the total capacity
[T] The admissions office at a public university estimates that 65% of the students offered admission to the class of 2019 will actually enroll.
where
is the number of students that actually enroll and
is the number of all students offered admission to the class of 2019.
where
for some base
such that
if and only if
for any positive integer
where
where
and
are polynomials
for any integer
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