Modelling - Functions - Non Linear, Transformations and Domaina and Range
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Badria KazimModelling - Functions - Non Linear, Transformations and Domaina and Range
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Badria KazimChapter 2
Modeling with Functions
2.1 Nonlinear Models
2.2 Some Basic Functions
2.3 Transformations of Graphs
2.4 Functions as Models
2.5 Absolute Value Function
2.6 Domain and Range
World3 is a computer model developed by a team of researchers at MIT. The model tracks
population growth, use of resources, land development, industrial investment, pollution, and
many other variables that describe human impact on the planet. The figure below is taken from
their book, Limits to Growth: The 30-Year Update . The graphs represent four possible answers
to World3's core question: How may the global population and economy interact with Earth's
limited carrying capacity (the maximum it can sustain) over the coming decades?
Source: Meadows, Randers, and Meadows, 2004
In this chapter we examine the properties and features of some basic nonlinear functions, and
how they may be used as mathematical models.
Investigation 2 Epidemics
A contagious disease whose spread is unchecked can devastate a confined population.
For example, in the early sixteenth century Spanish troops introduced smallpox into the Aztec
population in Central America, and the resulting epidemic contributed significantly to the fall
of Montezuma's empire.
Suppose that an outbreak of cholera follows severe flooding in an isolated town of 5000
people. Initially (on Day 0), 40 people are infected. Every day after that, 25% of those still
healthy fall ill.
1. At the beginning of the first day (Day 1),
Number New Total
Day
how many people are still healthy? Healthy Patients Infected
0 5000 40 40
1 4960 1240 1280
How many will fall ill during the first day?
2
3
What is the total number of people infected 4
after the first day? 5
6
2. Check your results against the first two rows of 7
the table. Subtract the total number of 8
infected residents from 5000 to find the
9
number of healthy residents at the beginning
of the second day. Then fill in the rest of the 10
table for ten days. Round off decimal results
to the nearest whole number.
3. Use the last column of the table to plot
the total number of infected residents, ,
against time, . Connect your data
points with a smooth curve.
4. Do the values of approach some
largest value? Draw a dotted horizontal
line at that value of . Will the values of
ever exceed that value?
5. What is the first day on which at least
95% of the population is infected?
6. Look back at the table. What is
happening to the number of new
patients each day as time goes on?
How is this phenomenon reflected in
the graph? How would your graph look
if the number of new patients every day
were a constant?
7. Summarize your work: In your own
words, describe how the number of
residents infected with cholera changes
with time. Include a description of your
graph.
Section 2.1 Nonlinear Models 127
Investigation 3 Perimeter and Area
Do all rectangles with the same perimeter, say 36 inches, have the same area? Two
different rectangles with perimeter 36 inches are shown below. The first rectangle has
base 10 inches and height 8 inches, and its area is 80 square inches. The second
rectangle has base 12 inches and height 6 inches. Its area is 72 square inches.
Base Height Area
10 8 80
12 6 72
3
14
5
17
9
2
11
4
16
15
1. The table shows the bases of various rectangles, 1
in inches. Each rectangle has a perimeter of 36 6
inches. Fill in the height and the area of each
8
rectangle. (To find the height of the rectangle,
reason as follows: The base plus the height 13
makes up half of the rectangle's perimeter.) 7
2. What happens to the area of the rectangle when
we change its base, but still keep the perimeter
at 36 inches? Plot the points with coordinates (Base, Area). (For this graph we will not
use the heights of the rectangles.) The first two points, and , are shown.
Connect your data points with a smooth curve.
3. What are the coordinates of the highest point on your graph?
128 Chapter 2 Modeling with Functions
4. Each point on your graph represents a particular rectangle with perimeter 36 inches.
The first coordinate of the point gives the base of the rectangle, and the second
coordinate gives the area of the rectangle. What is the largest area you found among
rectangles with perimeter 36 inches? What is the base for that rectangle? What is its
height?
5. Give the dimensions of the rectangle that corresponds to the point .
6. Find two points on your graph with vertical coordinate 80.
7. If the rectangle has area 80 square inches, what is its base? Why are there two
different answers? Describe the rectangle corresponding to each answer.
8. Now we'll write an algebraic expression for the area of the rectangle in terms of its
base. Let represent the base of the rectangle. First, express the height of the
rectangle in terms of . (Hint: If the perimeter of the rectangle is 36 inches, what is
the sum of the base and the height?) Now write an expression for the area of the
rectangle in terms of .
9. Use your formula from part (8) to compute the area of the rectangle when the base is
5 inches. Does your answer agree with the values in your table and the point on your
graph?
10. Use your formula to compute the area of the rectangle when and when .
Describe the rectangles that correspond to these data points.
11. Continue your graph to include the points corresponding to and .
2.1 Nonlinear Models
In Chapter 1 we considered models described by linear functions. In this chapter we
begin our study of nonlinear models.
Solving Nonlinear Equations
When studying nonlinear models we will need
to solve nonlinear equations. For example, in
Investigation 3 we used a graph to solve the
quadratic equation
Here is another example. Here are a table and a
graph for the function
3 2 1 0 1 2 3
13 3 3 5 3 3 13
You can see that there are two points on the graph
for each -value greater than 5. For example, the
two points with -coordinate 7 are shown. To solve
the equation
we need only find the -coordinates of these points. From the graph, the solutions appear to
be about 2.5 and 2.5
How can we solve this equation algebraically? The opposite operation for squaring a
number is taking a square root. So we can undo the operation of squaring by extracting
square roots. We first solve for to get
Section 2.1 Nonlinear Models 129
and then take square roots to find
Note Don't forget that every positive number has two square roots. The symbol (read
"plus or minus") is a shorthand notation used to indicate both square roots of 6.
The exact solutions are thus and We can also find decimal approximations for
the solutions using a calculator. Rounded to two decimal places, the approximate solutions
are 2.45 and 2.45
In general, we can solve equations of the form
by isolating on one side of the equation, and then taking the square root of each side. This
method for solving equations is called extraction of roots.
Extraction of Roots
To solve the equation
1. Isolate .
2. Take square roots of both sides. There are two solutions.
Example 1 If a cat falls off a tree branch 20 feet above the ground, its height
seconds later is given by 1 .
a. What is the height of the cat 0.5 second later?
b. How long does the cat have to get in position to land on its feet before it reaches the
ground?
Solutions a. In this question, we are given a value of and asked to find the
corresponding value of . To do this, we evaluate the formula for . We substitute
0.5 for into the formula, and simplify.
. Compute the power.
Multiply, then subtract.
The cat is 16 feet above the ground after 0.5 second.
b. We would like to find the value of when the height, , is known. We substitute
0 into the equation to obtain
0
To solve this equation, we use extraction of roots. First, we isolate on one side of the
equation.
Divide by 16.
1
130 Chapter 2 Modeling with Functions
Then we take the square root of both
sides of the equation to find
Only the positive solution makes sense
here, so the cat has approximately 1.12
seconds to get into position for landing.
A graph of the cat's height after
seconds is shown at right. The points
corresponding to parts (a) and (b) are
labeled.
Note that in Example 1a, we evaluated the expression to find a value for , and
in part (b) we solved the equation to find a value for .
Exercise 1 a. Solve by extracting roots
b. Give exact answers, then give approximations rounded to two decimal places.
Solving Formulas
We can use extraction of roots to solve many formulas involving the square of the
variable.
1
Example 2 The formula gives the volume of a cone in terms of its height
and radius. Solve the formula for in terms of and .
Solution Because the variable we want is squared, we use extraction of roots. First,
we multiply both sides by 3 to clear the fraction.
Divide both sides by .
Take square roots.
Because the radius of a cone must be a positive number, we use only the positive square
root:
.
Exercise 2 Find a formula for the radius of a circle in terms of its area.
Start with the formula for the area of a circle:
Solve for in terms of
Section 2.1 Nonlinear Models 131
More Extraction of Roots
Equations of the form
can also be solved by extraction of roots after isolating the squared expression, .
Example 3 Solve the equation .
Solution First, we isolate the perfect square, .
Divide both sides by .
Take the square root of each side.
This gives us two equations for ,
or Solve each equation.
or
The solutions are 6 and 2.
Here is a general strategy for solving equations by extraction of roots
Extraction of Roots
To solve the equation
1. Isolate the squared expression, .
2. Take the square root of each side of the equation. Remember
that a positive number has two square roots
3. Solve each equation. There are two solutions.
Exercise 3 Solve by extracting roots:
a. Give your answers as exact values.
b. Find approximations for the solutions to two decimal places.
Compound Interest and Inflation
Many savings institutions offer accounts on which the interest is compounded annually .
At the end of each year the interest earned is added to the principal, and the interest for the
next year is computed on this larger sum of money.
Compound Interest
If interest is compounded annually for years, the amount of
money in an account is given by
(1 )
where is the principal, and is the interest rate, expressed as a
decimal fraction.
132 Chapter 2 Modeling with Functions
Example 4 Carmella invests $3000 in an account that pays an interest rate
compounded annually.
a. Write an expression for the amount of money in Carmella's account after 2 years.
b. What interest rate would be necessary for Carmella's account to grow to $3500 in 2
years?
Solutions a. We use the formula above with and . Carmella's account
balance will be
1
b. We substitute 3500 for in the equation.
1
We can solve this equation in by extraction of roots. First, isolate the perfect square.
1 Divide both sides by 3000
1. 1
Take the square root of both sides.
1. 1 Subtract 1 from both sides.
or
Because the interest rate must be a positive number, we discard the negative solution.
Carmella needs an account with interest rate , or just over 8%, to achieve an
account balance of $3500 in 2 years.
The formula for compound interest also applies to the effects of inflation. For instance, if
there is a steady inflation rate of 4% per year, in 2 years an item that now costs $100 will cost
1 $.1
Exercise 4 Two years ago, the average cost of dinner and a movie was $24. This year
the average cost is $25.44. What was the rate of inflation over the past two years?
Other Nonlinear Equations
Because squaring and taking square roots are opposite operations, we can solve the
equation
by squaring both sides to get
Similarly, we can solve
by taking the cube root of both sides, because cubing and taking cube roots are opposite
operations. Rounding to three places, we find
Section 2.1 Nonlinear Models 133
Note See the Algebra Skills Refresher A.1 to review cube roots.
The notion of undoing operations can help us solve a variety of simple nonlinear
equations. The operation of taking a reciprocal is its own opposite, so we solve the equation
by taking the reciprocal of both sides to get
Example 5 Solve
Solution We begin by taking the reciprocal of both sides of the equation to get
We continue to undo the operations in reverse order. First, we multiply both sides by 3.
Add 2 to both sides.
so
11
The solution is
4
, or 2.75
Exercise 5 Solve
Technology Toolbox
Using the Intersect Feature
We can use the intersect feature on a graphing calculator to solve equations.
Example 6 Use a graphing calculator to solve .
Solution We would like to find the points on the graph of that have -
coordinate equal to 4. We graph the two functions
Y X
Y
in the window
Xmin 9.4 Xmax 9.4
Ymin 10 Ymax 10
The point where the two graphs intersect locates the solution of the equation. If we trace
along the graph of Y , the closest we can get to the intersection point is , as
shown in figure (a).
134 Chapter 2 Modeling with Functions
a b
We get a better approximation using the intersect feature. We use the arrow keys to
position the Trace bug as close to the intersection point as you can. Then press 2nd
CALC to see the Calculate menu. We press 5 for intersect, and respond to each of the
calculator's questions, First curve?, Second curve?, and Guess? by pressing ENTER .
The calculator will then display the intersection point, , as shown in figure
(b). The solution of the original equation is
Exercise 6 Use the intersect feature to solve the equation . Round your
answers to 3 decimal places.
Section 2.1 Summary
Vocabulary Look up the definitions of new terms in the Glossary.
Quadratic Extraction of roots Isolate
Perfect square Cube root Reciprocal
Area Perimeter Base
Height Exact solution Approximation
Compound interest Inflation
Concepts
1.
Extraction of Roots
To solve the equation
1. Isolate the squared expression, .
2. Take the square root of each side of the equation. Remember
that a positive number has two square roots
3. Solve each equation. There are two solutions.
Section 2.1 Nonlinear Models 135
2.
Compound Interest
If interest is compounded annually for years, the amount of
money in an account is given by
(1 )
where is the principal, and is the interest rate, expressed as a
decimal fraction.
3. We can give exact answers to a simple nonlinear equation, or decimal approximations.
4. Simple nonlinear equations can be solved by undoing the operations on the variable.
Study Questions
1. How many square roots does a positive number have?
2. What is the first step in solving the equation by extraction of roots?
3. Give the exact solutions of the equation , and then give decimal approximations
rounded to hundredths.
4. State a formula for the amount in an account on which 5% interest is compounded
annually.
5. Give an example of two rectangles with the same perimeter but different areas.
6. The perimeter of a rectangle is 50 meters. Write an expression for the length of the
rectangle in terms of its width.
7. What is the opposite operation for taking a reciprocal?
8. What is the reciprocal of ?
Skills Practice each skill in the Homework Problems listed.
1. Solve equations by extraction of roots #1-12, 31-42
2. Solve formulas #13-16, 63-68
3. Use the Pythagorean theorem #19-24
4. Solve equations graphically #25-30
5. Solve simple nonlinear equations #43-54
6. Solve problems #55-62
Homework 2.1 DO ODD QUESTIONS ONLY
Solve by extracting roots. Give exact values for your answers.
1. 2. 3.
4. 5. 6.
Solve by extracting roots. Round your answers to two decimal places.
7. 1 8. 1 9.
10. 11. 12.
136 Chapter 2 Modeling with Functions
Solve the formulas for the specified variable.
13. , for 14. , for
15. , for 16. for
For Problems 17 and 18, refer to the geometric formulas at the back of the book.
17. A conical coffee filter is 8.4 centimeters tall.
a. Write a formula for the filter's volume in terms of its widest radius (at the top of the
filter).
b. Complete the table of values for the volume equation. If you double the radius of the
filter, by what factor does the volume increase?
1 2 3 4 5 6 7 8
c. If the volume of the filter is 302.4 cubic centimeters, what is its radius?
d. Use your calculator to graph the volume equation. Locate the point on the graph that
corresponds to the filter in part (c).
18. A large bottle of shampoo is 20 centimeters tall and cylindrical in shape.
a. Write a formula for the volume of the bottle in terms of its radius.
b. Complete the table of values for the volume equation. If you halve the radius of the
bottle, by what factor does the volume decrease?
1 2 3 4 5 6 7 8
c. What radius should the bottle have if it must hold 240 milliliters of shampoo? (One
milliliter is equal to 1 cubic centimeter.)
d. Use your calculator to graph the volume equation. Locate the point on the graph that
corresponds to the bottle in part (c).
For Problems 19-24,
a. Make a sketch of the situation described, and label a right triangle.
b. Use the Pythagorean Theorem to solve each problem. (See Algebra Skills Refresher
A.11 to review the Pythagorean theorem.)
19. The size of a TV screen is the length of 20. How high on a building will a 25-foot
its diagonal. If the width of a 35-inch TV ladder reach if its foot is 15 feet away
screen is 28 inches, what is its height? from the base of the wall?
Section 2.1 Nonlinear Models 137
21. If a 30-meter pine tree casts a shadow of 22. A baseball diamond is a square
30 meters, how far is the tip of the whose sides are 90 feet in length.
shadow from the top of the tree? Find the straight-line distance from
home plate to second base.
23. What size square can be inscribed in a 24. What size rectangle can be inscribed
circle of radius 8 inches? in a circle of radius 30 feet if the
length of the rectangle must be 3
times its width?
For Problems 25-30,
a. Use a calculator or computer to graph the function in the suggested window.
b. Use your graph to find two solutions for the given equation. (See Section 1.3 to
review graphical solution of equations.)
c. Check your solutions algebraically, using mental arithmetic.
25. a. 26. a.
Xmin 15 Xmax 15 Xmin 15 Xmax 15
Ymin 10 Ymax 40 Ymin 50 Ymax 450
b. b
27. a. 28. a.
Xmin 5 Xmax 15 Xmin 10 Xmax 10
Ymin 5 Ymax 25 Ymin 2 Ymax 12
b. b
29. a. 30. a.
Xmin 5 Xmax 15 Xmin 15 Xmax 5
Ymin 20 Ymax 130 Ymin 5 Ymax 15
b. b
138 Chapter 2 Modeling with Functions
Solve by extraction of roots.
31. 32. 33. 1 1
34. 1 35. 36.
37. 38. 39
40. 41. 42. 1
a. Solve algebraically.
b. Use the intersect feature on a graphing calculator to solve.
43. 44. 45.
46. 47. 48.
49.
50. 51.
52. 53. 54.
55. Cyril plans to invest $5000 in a money market account that pays interest compounded
annually.
a. Write a formula for the balance, , in Cyril's account after two years as a function of
the interest rate, .
b. If Cyril would like to have $6250 in 2 years, what interest rate must the account pay?
c. Use your calculator to graph the formula for Cyril's account balance. Locate the point
on the graph that corresponds to the amount in part (b).
56. You plan to deposit your savings of $1600 in an account that compounds interest
annually.
a. Write a formula for the amount in your savings account after two years as a function
of the interest rate, .
b. To the nearest tenth of a percent, what interest rate will you require if you want your
$1600 to grow to $2000 in 2 years?
c. Use your calculator to graph the formula for the account balance. Locate the point on
the graph that corresponds to the amount in part (b).
57. Two years ago Carol's living expenses were $1200 per month. This year the same items
cost Carol $1400 per month. What was the annual inflation rate for the past 2 years?
58. Two years ago the average price of a house in the suburbs was $188,600. This year the
average price is $203,700. What was the annual percent increase in the cost of a house?
59. A machinist wants to make a metal section of pipe that is 80 millimeters long and has an
interior volume of 9000 cubic millimeters. If the pipe is 2 millimeters thick, its interior
volume is given by the formula
=
where is the length of the pipe and is its radius. What should the radius of the pipe
be?
Section 2.1 Nonlinear Models 139
60. A storage box for sweaters is constructed from a square sheet of corrugated cardboard
measuring inches on a side. The volume of the box, in cubic inches, is
If the box should have a volume of 1960 cubic inches, what size cardboard square is
needed?
61. The area of an equilateral triangle is given by the formula , where is the
length of the side.
a. Find the areas of equilateral triangles with sides of length 2 centimeters, 4
centimeters, and 10 centimeters. First give exact values, then approximations to
hundredths.
b. Graph the area equation in the window
Xmin 0 Xmax 14.1
Ymin 0 Ymax 60
Use the TRACE or value to verify your answers to part (a).
c. Trace along the curve to the point What do the coordinates of this
point represent?
d. Use your graph to estimate the side of an equilateral triangle whose area is 20 square
centimeters.
e. Write and solve an equation to answer part (d).
f. If the area of an equilateral triangle is square centimeters, what is the length of
its side?
62. The area of the ring in the figure is given by the formula , where is the
radius of the outer circle and is the radius of the inner circle.
a. Suppose the inner radius of the ring is kept fixed at centimeters, but the radius
of the outer circle, , is allowed to vary. Find the area of the ring when the outer
radius is 6 centimeters, 8 centimeters, and 12 centimeters. First give exact values,
then
approximations to hundredths.
b. Graph the area equation, with , in the window
Xmin 0 Xmax 14.1
Ymin 0 Ymax 400
Use the TRACE to verify your answers to part (a).
c. Trace along the curve to the point What do the coordinates of this
point represent?
d. Use your graph to estimate the outer radius of the ring when its area is square
centimeters.
e. Write and solve an equation to answer part (d).
f. If the area of the ring is square centimeters, what is the radius of the outer circle?
Solve for in terms of , , and .
63. 64. 65.
66. 67. 68.
140 Chapter 2 Modeling with Functions
69. You have 36 feet of rope and you want to enclose a rectangular display area against one
wall of an exhibit hall. The area enclosed depends on the dimensions of the rectangle you
make. Because the wall makes one side of the rectangle, the length of the rope accounts
for only three sides. Thus
Base 2 Height) 36
a. Complete the table showing the base and the area of the rectangle for the given
heights.
Height Base Area Height Base Area
1 34 34 10
2 32 64 11
3 12
4 13
5 14
6 15
7 16
8 17
9 18
b. Make a graph with Height on the horizontal axis and Area on the vertical axis. Draw a
smooth curve through your data points.
c. What is the area of the largest rectangle you can enclose in this way? What are its
dimensions? On your graph, label the point that corresponds to this rectangle with
the letter .
d. Let stand for the height of a rectangle, and write algebraic expressions for the base
and the area of the rectangle.
e. Enter your algebraic expression for the area in your calculator, and use the Table
feature to verify the entries in your table in part (a).
f. Graph your formula for area on your graphing calculator. Use your table of values
and your hand-drawn graph to help you choose appropriate WINDOW settings.
g. Use the intersect command to find the height of the rectangle whose area is 149.5
square feet.
70. We are going to make an open box from a square piece of cardboard by cutting 3-inch
squares from each corner, and then turning up the edges as shown in the figure.
Section 2.1 Nonlinear Models 141
a. Complete the table showing the side of the original sheet of cardboard, the
dimensions of the box created from it, and the volume of the box.
Side Length of Box Width of Box Height of Box Volume of Box
7 1 1 3 3
8 2 2 3 12
9
10
11
12
13
14
15
Explain why the side of the cardboard square cannot be smaller than inches. What
happens if the cardboard is exactly 6 inches on a side?
b. Make a graph with Side on the horizontal axis and Volume on the vertical axis. Draw a
smooth curve through your data points. (Use your table to help you decide on
appropriate scales for the axes.)
c. Let represent the side of the original sheet of cardboard. Write algebraic
expressions for the dimensions of the box and for its volume.
d. Enter your expression for the volume of the box in your calculator, and use the Table
feature to verify the values in your table in part (a).
e. Graph your formula for volume on your graphing calculator. Use your table of values
and your hand-drawn graph to help you choose appropriate WINDOW settings.
f. Use the intersect command to find out how large a square of cardboard you need to
make a box with volume 126.75 cubic inches.
g. Does your graph have a highest point? What happens to the volume of the box as
you increase ?
71. The jump height, , in meters, achieved by a pole vaulter is given approximately by
,
where is the vaulter's speed in meters per second at the end of his run, and is
the gravitational acceleration. (Source: Alexander, 1992)
a. Fill in the table of values for jump heights achieved with values of from 0 to 11
meters per second.
0 1 2 3 4 5 6 7 8 9 10 11
b. Graph the jump height versus final speed. (Use the table values to help you choose a
window for the graph.)
c. The jump height should be added to the height of the vaulter's center of gravity (at
about hip level) to give the maximum height, , he can clear. For a typical pole
vaulter, his center of gravity at the end of the run is 0.9 meters from the ground.
Complete the table of values for maximum heights, , and graph on your graph of
0 1 2 3 4 5 6 7 8 9 10 11
142 Chapter 2 Modeling with Functions
d. A good pole vaulter can reach a final speed of 9.5 meters per second. What height
will he clear?
e. In 2018, the world record in pole vaulting, established by Renaud Lavillenie in 2014,
was 6.16 meters. What was the vaulter's speed at the end of his run?
72. To be launched into space, a satellite must travel fast enough to escape from Earth's
gravity. This escape velocity, , satisfies the equation
where is the mass of the satellite, is the mass of the earth, is the radius of the
Earth, and is the universal gravitational constant.
a. Solve the equation for in terms of the other variables.
b. The equation
gives the force of gravity at the Earth's surface. We can use this equation to simplify
the expression for : First, multiply both sides of the equation by . You now have
an expression for . Substitute this new expression into your formula for .
c. The radius of the Earth is about 6400 km, and . Calculate the escape velocity
from Earth in kilometers per second. Convert your answer to miles per hour. (One
kilometer is 0.621 miles.)
d. The radius of the moon is 1740 km, and the value of at the moon's surface is 0.0016.
Calculate the escape velocity from the moon in kilometers per second, and convert to
miles per hour.
Section 2.2 Some Basic Functions 143
2.2 Some Basic Functions
In this section we study the graphs of some important basic functions. Many functions
fall into families or classes of similar functions, and recognizing the appropriate family for a
given situation is an important part of modeling.
We begin by reviewing the absolute value.
Absolute Value
The absolute value is used to discuss problems involving distance. For example, consider
the number line shown below. Starting at the origin, we travel in opposite directions to reach
the two numbers 6 and 6, but the distance we travel in each case is the same.
The distance from a number to the origin is called the absolute value of , denoted by
Because distance is never negative, the absolute value of a number is always positive (or
zero). Thus, and . In general, we define the absolute value of a number as
follows.
Absolute Value
The absolute value of is defined by
if
if
Note This definition says that the absolute value of a positive number (or zero) is the
same as the number. To find the absolute value of a negative number, we take the
opposite of the number, which results in a positive number. For instance,
Absolute value bars act like grouping devices in the order of operations: You should
complete any operations that appear inside absolute value bars before you compute the
absolute value.
Example 1 Simplify each expression.
a. b.
Solutions a. We simplify the expression inside the absolute value bars first.
b. We simplify each absolute value, then subtract.
144 Chapter 2 Modeling with Functions
Exercise 1 Simplify each expression.
a. b.
Examples of Models
Many situations can be modeled by a handful of simple functions. The following
examples represent applications of eight useful functions.
The contractor for a new hotel is The number of board-feet that can be cut
estimating the cost of the marble tile for from a Ponderosa pine is a function of the
a circular lobby. The cost is a function of cube of the circumference of the tree at a
the square of the diameter of the lobby. standard height.
The manager of an appliance store must Investors are deciding whether to support a
decide how many coffee-makers to order windmill farm. The wind speed needed to
every quarter. The optimal order size is a generate a given amount of power is a
function of the square root of the annual function of the cube root of the power.
demand for coffee-makers.
The frequency of the note produced by a The loudness, or intensity, of the music at a
violin string is a function of the concert is a function of the reciprocal of the
reciprocal of the length of the string. square of your distance from the speakers.
Section 2.2 Some Basic Functions 145
The annual return on an investment is a You are flying from Los Angeles to New
function of the interest rate. York. Your distance from the Mississippi
River is an absolute value function of time.
We'll consider each of these functions and their applications in more detail in later
sections. For now, you should become familiar with the properties of each graph, and be able
to sketch them easily from memory.
Investigation 4 Eight Basic Functions
Part I Some Powers and Roots
1. Complete the table of values for the
squaring function , and the cubing 3
function, Then sketch each 2
function on graph paper, using the table
1
values to help you scale the axes.
2. Verify both graphs with your graphing 12
calculator. 0
3. State the intervals on which each graph is 1
2
increasing.
4. Write a few sentences comparing the two 1
graphs. The graph of is called a 2
parabola, and the graph of is called a 3
cubic.
5. Complete the tables for the square root
function and the cube root
function
. (Round your 0 8
answers to two decimal places.) Then 1
2 4
sketch each function on graph paper, 1 1
using the table values to help you scale
2 12
the axes.
6. Verify both graphs with your graphing 3 0
1
calculator. 4 2
7. State the intervals on which each graph 5 1
is increasing.
7 4
8. Write a few sentences comparing the
9 8
two graphs.
146 Chapter 2 Modeling with Functions
Part II Asymptotes
1. Complete the table for the functions
and 4
3
What is true about and ?
2. Prepare a grid on graph paper, scaling both 2
axes from 5 to 5. Plot the points from the 1
table and connect them with smooth curves. 12
3. As increases through larger and larger
0
values, what happens to the values of ?
1
Extend your graph to reflect your answer. 2
1
What happens to as decreases
2
through larger and larger negative values
(that is, for ? Extend your 3
graph for these -values. 4
As the values of get larger in absolute value, the graph approaches the -axis.
However, because never equals zero for any -value, the graph never actually
touches the -axis. We say that the -axis is a horizontal asymptote for the graph.
4. Repeat step 3 for the graph of .
5. Next we'll examine the graphs of and near . Use your calculator to evaluate
for several -values close to zero and record the results in the tables below.
2 2
1 1
0.1 0.1
0.01 0.01
0.001 0.001
What happens to the values of as approaches zero? Extend your graph of to
reflect your answer.
As approaches zero from the left (through negative values), the function values
decrease toward . As approaches zero from the right (through positive values),
the function values increase toward The graph approaches but never touches the
vertical line (the -axis.) We say that the graph of has a vertical asymptote at
.
6. Repeat step 5 for the graph of .
7. The functions and are examples of rational functions , so-called
because they are fractions, or ratios. Verify both graphs with your graphing
calculator. Use the window
Xmin 4 Xmax 4
Ymin 4 Ymax 4
Section 2.2 Some Basic Functions 147
8. State the intervals on which each graph is increasing.
9. Write a few sentences comparing the two graphs.
Part III Absolute Value
1. Complete the table for the two functions
and Then sketch each 4
function on graph paper, using the table values
2
to help you scale the axes.
2. Verify both graphs with your graphing 1
calculator. Your calculator uses the notation 12
abs instead of for the absolute value of 0
. First, position the cursor after Y in the 1
graphing window. Now access the absolute 2
value function by pressing 2nd 0 for 1
CATALOG, and then ENTER for abs ( . (Don't
forget to press X if you want to graph .)
2
4
3. State the intervals on which each graph is increasing.
4. Write a few sentences comparing the two graphs.
Graphs of Eight Basic Functions
The graphs of the eight basic functions considered in Investigation 4 are shown below.
Once you know the shape of each graph, you can sketch an accurate picture by plotting a few
guidepoints and drawing the curve through those points. Usually, points (or vertical
asymptotes!) at and make good guidepoints.
148 Chapter 2 Modeling with Functions
Properties of the Basic Functions
In Section 1.2 we saw that, for most functions, is not equal to We may
be able to find some values of and for which is true but not for all
values of and . If there is even one value of or for which is not equal to
, we cannot claim that for that function.
For example, for the function , if we choose and , then
but
so we have proved that for the squaring function. (In fact, we already
knew this because , as long as neither nor is .)
What about multiplication? Which of the basic functions have the property that
for all and ? You will consider this question in the homework problems,
but in particular you will need to recall the following properties of absolute value.
Properties of Absolute Value
Triangle Inequality
Multiplicative Property
Example 2 Verify the Triangle Inequality for three cases: and are both positive,
and are both negative, and and have opposite signs.
Solution We choose positive values for and , say and . Then
and
so .
For the second case, we choose and Then
and
so .
For the third case, we choose and Then
and
so . In each case, .
Section 2.2 Some Basic Functions 149
Note that verifying a statement for one or two values of the variables does not prove
the statement is true for all values of the variables. However, working with examples can
help us understand the meaning and significance of mathematical properties.
Exercise 2 Verify the multiplicative property of absolute value for the three cases in
Example 2.
Functions Defined Piecewise
A function may be defined by different formulas on different portions of the -axis. Such
a function is said to be defined piecewise . To graph a function defined piecewise, we
consider each piece of the -axis separately.
Example 3 Graph the function defined by
if
if
Solution Think of the plane as divided into two regions by the vertical line , as
shown in the figure.
In the left-hand region ( , we graph the
line . (The fastest way to graph the line
is to plot its intercepts, and )
Notice that the value is included in the
first region, so , and the point
is included on the graph. We indicate this
with a solid dot at the point .
In the right-hand region , we graph
the horizontal line . The value is not
included in the second region, so the point
is not part of the graph. We indicate this with
an open circle at the point .
Exercise 3 Graph the piecewise defined function
if
if
The absolute value function is an example of a function that is defined
piecewise.
if
if
To sketch the absolute value function, we graph the line in the first quadrant, and the
line in the second quadrant. Look back at the graph on the previous page to see the
result.
150 Chapter 2 Modeling with Functions
Example 4 a. Write a piecewise definition for .
b. Sketch a graph of .
Solutions a. In the definition for , we replace by to get
if
if
We can simplify this expression to
if
if
b. In the first region, , we graph the line
Because is included in this
region, the endpoint of this portion of the
graph, , is included, too.
In the second region, , we graph the line
. Note that the two pieces of the
graph meet at the point , as shown at
right.
Exercise 4 a. Use your calculator to graph and . Are
the graphs the same?
b. Explain why the functions and are not the same if
.
Section 2.2 Some Basic Functions 151
Section 2.2 Summary
Vocabulary Look up the definitions of new terms in the Glossary.
Absolute value Parabola Cubic
Rational function Horizontal asymptote Vertical asymptote
Guidepoints Triangle inequality Multiplcative property
Verify Piecewise defined function
Concepts
1. The absolute value of is defined by
if
if
2. The absolute value has the following properties:
Triangle Inequality
Multiplicative Property
3. Many useful functions fall into families or classes of variations on basic functions.
4. We can make sketches of the eight basic functions using guidepoints.
5. Functions can be defined piecewise, with different formulas on different intervals.
Study Questions
1. Is it true that must be a negative number? Why or why not?
2. Are there any numbers for which ?
3. If , which is larger, or ?
4. If , which is larger, or
?
5. List the eight basic functions considered in this section.
6. Which of the eight basic functions have a horizontal asymptote? A vertical asymptote?
7. What does an open circle on a graph mean?
8. For what value(s) of does ?
Skills Practice each skill in the Homework Problems listed.
1. Simplify expressions containing absolute values #1-10
2. Sketch graphs of the basic functions by hand #15-18
3. Identify the graph of a basic function #19-26
4. Solve equations and inequalities graphically #11-14, 27-34
5. Graph functions defined piecewise #41-58
Homework 2.2 DO ODD QUESTIONS ONLY
For Problems 1-10, simplify the expression according to the order of operations.
1. a. b. 2 a. b.
3. a. b. b.
4 a.
5. 6. 7.
8. 9. 10.
152 Chapter 2 Modeling with Functions
In Problems 11-14, show how to use the graphs to find the values. Estimate your answers
to one decimal point. Compare your estimates to values obtained with a calculator.
11. Refer to the graph of . 12. Refer the graph of .
a. Estimate the value of .
b. Find all numbers whose square is .
c. Find all solutions of the equation
d. Estimate the value of .
a. Estimate the value of .
b. Find all numbers whose cube is .
c. Find all solutions of the equation .
d. Estimate the value of
.
13. Refer to the graph of
. 14. Refer to the graph of .
a. Estimate the value of
b. Find all values of for which
c. Find all solutions of the equation
a. Estimate the value of .
b. Find all numbers whose reciprocal is .
c. Find all solutions of the equation
Section 2.2 Some Basic Functions 153
Fot Problems 15-18,
a. Sketch both functions on the same grid, paying attention to the shape of the graph.
Plot at least three guidepoints for each graph to insure accuracy.
b. Use the graph to find all solutions of the equation
c. On what intervals is ?
15. 16.
17. 18.
For Problems 19-24, graph each set of functions together in the ZDecimal window.
Describe how graphs (b) and (c) are different from the basic graph.
19. a. 20. a.
b. b.
c. c.
21. a. 22. a.
b. b.
c. c.
23. a. 24. a.
b.
b.
c. c.
Each graph in Problems 25-26 is a variation of one of the eight basic graphs of
Investigation 4. Identify the basic graph for each problem.
25. 26.
154 Chapter 2 Modeling with Functions
In Problems 27-30, use the graph to estimate the solution to the equation or inequality.
Show the solution or solutions on the graph. Then check your answers algebraically.
27. The figure shows a graph of for . Solve:
a. b.
c. d.
28. The figure shows a graph of
, for
Solve:
a. b
c. d.
29. The figure shows a graph of
Solve:
a.
b.
c.
d.
30. The figure shows a graph of
Solve:
a.
b.
c.
d.
Section 2.2 Some Basic Functions 155
Graph each function with the ZInteger setting. Use the graph to solve each equation or
inequality. Check your solutions algebraically.
31. Graph . 32. Graph .
a. Solve . a. Solve .
b. Solve . b. Solve .
33. Graph . 34. Graph .
a. Solve . a. Solve .
b. Solve . b. Solve .
For Problems 35-40,
a. Graph the equation by completing the table and plotting points.
b. Does the equation define as a function of ? Why or why not?
35. 36.
2 1 21 0 1
2 1 2 2 1 21 0 1
2 1 2
37. 38.
2 1 21 0 1
2 1 2 2 1 21 0 1
2 1 2
39. 40.
2 1 21 0 1
2 1 2 2 1 21 0 1
2 1 2
For Problems 41-52, graph the piecewise-defined function. Indicate whether the
endpoints of each piece are included on the graph.
42.
if if
41.
if if
if
if
43. 44.
if
if
if
if
45. 46.
if
if
if
if
47. 48.
if if
156 Chapter 2 Modeling with Functions
if if
49. 50.
if if
if
if
51. 52.
if if
For Problems 53-58, write a piecewise definition for the function, and sketch its graph.
53. 54.
55. 56.
57. 58.
In Problems 59-64, decide whether each statement is true for all values of and . If the
statement is true, give an algebraic justification. If it is false, find values of and to
disprove it.
a. b.
59. 60.
61. 62.
63. 64.
65. Verify that gives the distance between and on a number line.
a. b.
c. d.
66. Which of the following statements is true for all values of and ?
(1)
(2)
(3)
67. Explain how the distributive law, , is different from the equation
.
68. For each function, decide whether for all , where is a constant.
a. b.
c. c.
Section 2.3 Transformations of Graphs 157
2.3 Transformations of Graphs
Models for real situations are often variations of the basic functions introduced in Section
2.2. In this section we explore how certain changes in the formula for a function affect its
graph. In particular, we will compare the graph of with the graphs of
, , and
for different values of the constants , , and . Such variations are called transformations of
the graph.
Vertical Translations
The figure below shows the graphs of , , and the basic parabola,
By comparing tables of values, we can see exactly how the graphs of and are
related to the basic parabola.
2 1 0 1 2
4 1 0 1 4
8 5 4 5 8
2 1 0 1 2
4 1 0 1 4
0 3 4 3 0
Each -value in the table for is 4 units greater than the corresponding -value for the
basic parabola. Consequently, each point on the graph of is 4 units higher than the
corresponding point on the basic parabola, as shown by the arrows. Similarly, each point on
the graph of is 4 units lower than the corresponding point on the basic parabola.
The graphs of and are said to be translations of the graph of .
They are shifted to a different location in the plane but retain the same size and shape as the
original graph. In general we have the following principles.
Vertical Translations
Compared with the graph of ,
1. the graph of ( ) is shifted upward units.
2. the graph of ( ) is shifted downward units.
Example 1 Graph the following functions.
a.
b.
Solutions a. The table shows that the 2 1 0 1 2
-values for are each three units 2 1 0 1 2
greater than the corresponding -values
5 4 3 4 5
for the absolute value function. The
158 Chapter 2 Modeling with Functions
graph of is a translation of the basic
graph , shifted upward three units, as shown at
right.
b. The table shows that the -values for are each
two units smaller than the corresponding -values for
The graph of is a translation of
the basic graph of , shifted downward two units,
as shown below.
1
2 1 1 2
2
1 1
1 2 1
2 2
5 3
3 0 1
2 2
Exercise 1 a. Graph the function .
b. How is the graph of different from the graph of ?
Example 2 The function graphed
at right gives the amount of electrical power, in
megawatts, drawn by a community from its local
power plant as a function of time during a 24-
hour period in 2016. Sketch a graph of
, and interpret its meaning.
Solution The graph of is a
vertical translation of the graph of , as shown
at right. At each hour of the day, or for each
value of , the -coordinate is 300 greater than
on the graph of So at each hour, the
community draws 300 megawatts more power
than in 2016.
Exercise 2 An evaporative cooler, or swamp cooler, is an energy-efficient type of air-
conditioner used in dry climates. A typical swamp cooler can reduce the temperature
inside a house by 15 degrees. Figure (a) shows the graph of , the temperature
inside Kate's house hours after she turns on the swamp cooler. Write a formula in terms
of for the function shown in Figure (b), and give a possible explanation of its meaning.
(a) (b)
Section 2.3 Transformations of Graphs 159
Horizontal Translations
Now consider the graphs of
and
shown below. Compared with the graph of the basic function , the graph of
is shifted two units to the left, as shown by the arrows.
You can see why this happens by studying the function values in the table. Locate a
particular -value for , say, . You must move two units to the left in the table to
find the same -value for , as shown by the arrow. In fact, each -value for occurs
two units to the left when compared to the same -value for
Similarly, the graph of is shifted two units to the right compared to the
graph of . In the table for , each -value for occurs two units to the right of the
same -value for . In general, we have the following principle.
Horizontal Translations
Compared with the graph of ,
1. the graph of ( ) is shifted units to the left.
2. the graph of ( ) is shifted units to the right.
Note At first, the direction of a horizontal translation may seem counter-intuitive.
Look again at the tables above to help you see how the shift occurs.
Example 3 Graph the following functions.
a.
b.
Solutions a. The table shows that each -value for
occurs one unit to the left of the same -value for
the graph of . Consequently, each point on the
graph of is shifted one unit to the left of
, as shown at right.
1 0 1 2 3
undefined 0 1 1.414 1.732
0 1 1.414 1.732 2
160 Chapter 2 Modeling with Functions
b. The table below shows that each -
value for occurs three units to the
right of the same -value for the graph
of . Consequently, each point on
the graph of is shifted three
units to the right of , as shown at
right.
1 0 1 2 3 4
1 1 1
1 undefined 1 4 9 16
2
1
16
1
9
1
4 1 undefined 1
Exercise 3 a. Graph the function .
b. How is the graph of different from the graph of ?
Example 4 The function shown at
right gives the number of people who have a
given eye pressure level , from a sample of 100
people with healthy eyes, and the function
gives the number of people with pressure level
in a sample of 100 glaucoma patients
a. Write a formula for as a transformation of .
b. For what pressure readings could a doctor be fairly certain that a patient has
glaucoma?
Solutions a. The graph of is translated 10 units to the right of , so .
b. Pressure readings above 40 are a strong indication of glaucoma. Readings between
10 and 40 cannot conclusively distinguish healthy eyes from those with glaucoma.
Exercise 4 The function shown below the caffeine level in Delbert's
bloodstream at time hours after he drinks a cup of coffee, and gives the caffeine
level in Francine's bloodstream. Write a formula for in terms of , and explain what it
tells you about Delbert and Francine.
The graphs of some functions involve both horizontal and vertical translations.
Section 2.3 Transformations of Graphs 161
Example 5 Graph .
Solution We identify the basic graph from
the structure of the formula for . In this case
the basic graph is , so we begin by
locating a few points on that graph. We'll
perform the translations separately, following
the order of operations.
First we sketch a graph of by
shifting each point on the basic graph four units
to the left. Then we move each point up two
units to obtain the graph of .
All three graphs are shown at right.
Exercise 5 a. Graph the function .
b. How is the graph of different from the graph of ?
Scale Factors
We have seen that adding a constant to the expression defining a function results in a
translation of its graph. What happens if we multiply the expression by a constant? Consider
the graphs of the functions
, and
shown below, and compare each to the graph of .
2 4 8
1 1 2
0 0 0
1 1 2
2 4 8
Compared to the graph of , the graph of is expanded, or stretched
vertically by a factor of 2. The -coordinate of each point on the graph has been doubled, as
you can see in the table of values, so each point on the graph of is twice as far from the -
axis as its counterpart on the basic graph .
2 4 2
1
1 1 2
0 0 0
1
1 1 2
2 4 2
162 Chapter 2 Modeling with Functions
The graph of is compressed vertically by a factor of ; each point is half as
far from the -axis as its counterpart on the graph of .
2 4 4
1 1 1
0 0 0
1 1 1
2 4 4
The graph of is flipped or reflected about the -axis; the -coordinate of
each point on the graph of is replaced by its opposite.
In general we have the following principles.
Scale Factors and Reflections
Compared with the graph of , the graph of ,
where , is
1. stretched vertically by a factor of if .
2. compressed vertically by a factor of if .
3. reflected about the -axis if .
The constant is called the scale factor for the graph.
Example 6 Graph the following functions.
a.
b.
Solutions a. The graph of is a vertical expansion of the basic graph
by a factor of 3, as shown below left. Each point on the basic graph has its -
coordinate tripled.
is a vertical compression of the basic graph by a
b. The graph of
1
factor of , combined with a reflection about the -axis. You may find it helpful to graph
2
the function in two steps, as shown above right.
Exercise 6 a. Graph the function .
b. How is the graph of different from the graph of ?
Section 2.3 Transformations of Graphs 163
Example 7 The function graphed at
right gives a person's blood alcohol level hours
after drinking a martini. Sketch a graph of
, and explain what it tells you.
Solution To sketch a graph of we stretch
the graph of vertically by a factor of 2, as
shown at right. At each time , the person's
blood alcohol level is twice the value given by .
The function could represent a person's blood
alcohol level hours after drinking 2 martinis.
Exercise 7 If the Earth were not tilted on its axis, there would be 12 daylight hours
every day all over the planet. But in fact, the length of a day in a particular location
depends on the latitude and the time of year.
The graph below shows , the length of a day in Helsinki, Finland, days after
January 1, and , the length of a day in Rome. Each is expressed as the number of
hours greater or less than 12. Write a formula for in terms of . What does this formula
tell you?
164 Chapter 2 Modeling with Functions
Section 2.3 Summary
Vocabulary Look up the definitions of new terms in the Glossary.
Transformation Vertical translation Horizontal translation
Reflection Vertical stretch Vertical compression
Scale factor
Concepts
1.
Vertical Translations
Compared with the graph of ,
1. the graph of ( ) is shifted upward units.
2. the graph of ( ) is shifted downward units.
2.
Horizontal Translations
Compared with the graph of ,
1. the graph of ( ) is shifted units to the left.
2. the graph of ( ) is shifted units to the right.
3.
Scale Factors and Reflections
Compared with the graph of , the graph of ,
where , is
1. stretched vertically by a factor of if .
2. compressed vertically by a factor of if .
3. reflected about the -axis if .
Section 2.3 Transformations of Graphs 165
Study Questions
1. How does a vertical translation affect the formula for a function? Give an example.
2. How does a horizontal translation affect the formula for a function? Give an example.
3. How does a scale factor affect the formula for a function? Give an example.
4. How is the graph of different from the graph of ?
Skills Practice each skill in the Homework Problems listed.
1. Write formulas for transformations of functions #1-6, 19-22, 35-38
2. Recognize and sketch translations of the basic graphs #7-18
3. Recognize and sketch expansions, compression, and reflections of the basic graphs
#23-34, 43-50
4. Identify transformations from tables of values #39-42
5. Sketch graphs obtained by two or more transformations of a basic graph #51-62
6. Write a formula for a transformation of a graph #63-76
7. Interpret transformations of graphs in context #71-76
Homework 2.3 DO ODD QUESTIONS ONLY
For Problems 1-6, identify the graph as a translation of a basic function, and write a
formula for the graph.
1. 2.
3. 4.
5. 6.
166 Chapter 2 Modeling with Functions
For Problems 7-18,
a. Describe how to transform one of the basic graphs to obtain the graph of the given
function.
b. Using guidepoints, sketch the basic graph and the graph of the given function on the
same axes. Label the coordinates of three points on the graph of the given function.
7. 8. 9.
10. s 11. 12.
13. 14. 15.
16.
17. 18.
For Problems 19-22, identify the graph as a stretch, compression, or reflection of a basic
function, and write a formula for the graph.
19. 20.
21. 22.
For Problems 23-32,
a. Identify the scale factor for the function and describe how it affects the graph of the
corresponding basic function.
b. Using guidepoints,sketch the basic graph and the graph of the given function on the
same axes. Label the coordinates of three points on the graph of the given function.
23. 24. 25.
26. 27. 28.
29. 30. 31.
32.
Section 2.3 Transformations of Graphs 167
In Problems 33 and 34, match each graph with its equation.
33. a. b. c.
d. e. f.
i. ii. iii.
v.
iv.
vi.
34. a. b. c.
d. e. f.
ii.
i.
iii.
iv. v. vi.
168 Chapter 2 Modeling with Functions
In Problems 35-38, the graph of a function is shown. Describe each transformation of the
graph, and give a formula for each in terms of the original function.
35.
a. b.
c. d.
Section 2.3 Transformations of Graphs 169
36.
a. b.
c. d.
170 Chapter 2 Modeling with Functions
37.
a. b.
c. d.
Section 2.3 Transformations of Graphs 171
38.
a. b.
c. d.
172 Chapter 2 Modeling with Functions
In Problems 39-42, each table in parts (a)-(d) describes a transformation of . Identify
the transformation, and write a formula for the new function in terms of .
39. 1 2 3 4 5 6
8 6 4 2 0 2
a. 1 2 3 4 5 6 b. 1 2 3 4 5 6
10 8 6 4 2 4 4 2 0 2 4 2
c. 1 2 3 4 5 6 d. 1 2 3 4 5 6
4 3 2 1 0 1 10 8 6 4 2 0
40. 3 2 1 0 1 2
13 3 3 5 3 3
a. 3 2 1 0 1 2 b. 3 2 1 0 1 2
26 6 6 10 6 6 18 8 2 0 2 8
c. 3 2 1 0 1 2 d. 3 2 1 0 1 2
3 5 3 3 13 27 2.6 0.6 0.6 1 0.6 0.6
41. 2 1 0 1 2 3
9 8 7 6 1 20
a. 2 1 0 1 2 3 b. 2 1 0 1 2 3
34 9 8 7 6 1 4 21 22 23 24 31
c. 2 1 0 1 2 3 d. 2 1 0 1 2 3
18 16 14 12 2 40 8 6 4 2 12 50
42. 1 2 3 4 5 6
60 30 20 15 12 10
a. 1 2 3 4 5 6 b. 1 2 3 4 5 6
30 15 10 7.5 6 5 35 20 15 12.5 11 10
c. 1 2 3 4 5 6 d. 1 2 3 4 5 6
12 6 4 3 2.4 2 10 4 2 1 1.4 0
Section 2.3 Transformations of Graphs 173
For Problems 43-50, write the function in the form , where is one of the
basic functions. Describe how the graph differs from that of the basic function.
43. 44. 45.
46.
47. 48. 49. 50.
In Problems 51-62,
a. The graph of each function can be obtained from one of the basic graphs by two or
more transformations. Describe the transformations.
b. Sketch the basic graph and the graph of the given function by hand on the same axes.
Label the coordinates of three points on the graph of the given function.
51. 52.
53. 54.
55. 56.
57. 58.
59. 60.
61.
62.
In Problems 63-64, each graph can be obtained by two transformations of the given
graph. Describe the transformations, and write a formula for the new graph in terms of .
63. a. b.
64. a. b.
174 Chapter 2 Modeling with Functions
For Problems 65-70,
a. Describe the graph as a transformation of a basic function.
b. Give an equation for the function shown.
65. 66.
67. 68.
69. 70.
71. The graph of shows the number of
students in Professor Hilbert's class who
scored points on a quiz. Write a formula
for each transformation of , and explain
how the quiz results in that class compare to
the results in Professor Hilbert's class.
a. b.
Section 2.3 Transformations of Graphs 175
72. The graph of shows the number of men
at Tyler College who are inches tall. Write
a formula for each transformation of , and
explain how the heights in that population
compare to the Tyler College men.
a. b.
73. The graph of shows the California state
income tax rate, in percent, for a single
taxpayer whose annual taxable income is
dollars. Write a formula for each
transformation of , and explain what it tells
you about the income tax scheme in that
state.
a. b.
74. The graph of shows the shipping rate at
SendIt for a package that weighs pounds.
Write a formula for each transformation of ,
and explain how the shipping rates compare
to the rates at SendIt.
a. b.
176 Chapter 2 Modeling with Functions
75. The graph of shows the population of
marmots in a national park months after
January 1. Write a formula for each
transformation of , and explain how the
population of that species compares to the
population of marmots.
a. b.
76. The graph of is a dose-response curve.
It shows the intensity of the response to a
drug as a function of the dosage
milligrams administered. The intensity is
given as a percentage of the maximum
response. Write a formula for each
transformation of , and explain what it tells
you about the response to that drug.
a. b.
Section 2.4 Functions as Mathematical Models 177
2.4 Functions as Mathematical Models
The Shape of the Graph
Creating a good model for a situation often begins with deciding what kind of function to
use. An appropriate model can depend on very qualitative considerations, such as the
general shape of the graph. What sort of function has the right shape to describe the
process we want to model? Should it be increasing or decreasing, or some combination? Is
the slope constant or is it changing?
In Examples 1 and 2 we investigate how the shape of a graph illustrates the nature of the
process it models.
Example 1 Forrest leaves his house to go to school. For each of the following
situations, sketch a possible graph of Forrest's distance from home as a function of time.
a. Forrest walks at a constant speed until he reaches the bus stop.
b. Forrest walks at a constant speed until he reaches the bus stop, then waits there until
the bus arrives.
c. Forrest walks at a constant speed until he reaches the bus stop, waits there until the
bus arrives, and then the bus drives him to school at a constant speed.
Solutions a. The graph is a straight line segment, as shown in figure (a). It begins at
the origin because at the instant that Forrest leaves the house, his distance from home is
0. (In other words, when , ) The graph is a straight line because Forrest has a
constant speed. The slope of the line is equal to Forrest's walking speed.
(a) (b) (c)
b. The graph begins just as the graph in part (a) does. But while Forrest waits for the
bus, his distance from home remains constant, so the graph at that time is a horizontal
line, as shown in figure (b). The line has slope 0 because, while Forrest is waiting for the
bus, his speed is 0.
c. The graph begins just as the graph in part (b) does. The last section of the graph
represents the bus ride. It has a constant slope because the bus is moving at a constant
speed. Because the bus (probably) moves faster than Forrest walks, the slope of this
segment is greater than the slope for the walking section. The graph is shown in figure
(c).
Exercise 1 Erin walks from her home to a convenience store, where she buys some cat
food, and then walks back home. Sketch a possible graph of her distance from home as a
function of time.
The graphs in Example 1 are piecewise linear, because Forrest traveled at a constant rate
in each segment. In addition to choosing a graph that is increasing, decreasing, or constant
to model a process, we can consider graphs that bend upward or downward. The bend is
called the concavity of the graph.
178 Chapter 2 Modeling with Functions
Example 2 The two functions described in this example are both increasing functions,
but they increase in different ways. Match each function to its graph in Figure 2.0 and to
the appropriate table of values.
a. The number of flu cases reported at an urban medical center during an epidemic is an
increasing function of time, and it is growing at a faster and faster rate.
b. The temperature of a potato placed in a hot oven increases rapidly at first, then more
slowly as it approaches the temperature of the oven.
(1) 0 2 5 10 15 (2) 0 2 5 10 15
70 89 123 217 383 70 219 341 419 441
A. B.
Solutions a. The number of flu cases is described by graph (A) and table (1). The
function values in table (1) increase at an increasing rate. We can see this by computing
the rate of change over successive time intervals.
to :
to :
to :
The increasing rates can be seen in the figure; the graph bends upward as the slopes
increase.
b. The temperature of the potato is described by graph (B) and table (2). The function
values in table (2) increase, but at a decreasing rate.
to :
to :
to :
The decreasing slopes can be seen in the figure; the graph is increasing but bends
downward.
Section 2.4 Functions as Mathematical Models 179
A graph that bends upward is called concave up, and one the bends downward is
concave down.
Exercise 2 Francine bought a cup of
cocoa at the cafeteria. The cocoa cooled
off rapidly at first, and then gradually
approached room temperature. Which
graph in the figure at right more
accurately reflects the temperature of
the cocoa as a function of time? Explain
why. Is the graph you chose concave up
or concave down? (a) (b)
Using the Basic Functions as Models
We have considered some situations that can be modeled by linear functions. In this
section we'll look at a few of the other basic functions. Example 3 illustrates an application of
the function
Example 3 The speed of sound is a function of the temperature of the air in kelvins.
(The temperature, , in kelvins is given by where is the temperature in
degrees Celsius.) The table shows the speed of sound, , in meters per second, at various
temperatures,
° 0 20 50 100 200 400
/ 0 89.7 141.8 200.6 283.7 401.2
a. Plot the data to obtain a graph. Which of the basic functions does your graph most
resemble?
b. Find a value of so that fits the data.
c. On a summer night when the temperature is 20 Celsius, you see a flash of lightning,
and 6 seconds later you hear the thunderclap. Use your function to estimate your
distance from the thunderstorm.
Solutions a. The graph of the data is shown at right. The shape of the graph reminds
us of the square root function,
b. We are looking for a value of so that the
function fits the data. We
substitute one of the data points into the
formula and solve for . If we choose the
point we obtain
and solving for yields We can
check that the formula is a good
fit for the rest of the data points as well. Thus
we suggest the function
as a model for the speed of sound.
180 Chapter 2 Modeling with Functions
c. First, use the model to calculate the speed of sound at a temperature of 20 Celsius.
The Kelvin temperature is
so we evaluate for
Thus is approximately 343.4 meters per second.
The lightning and the thunderclap occur simultaneously, and the speed of light is so
fast (about 30,000,000 meters per second) that we see the lightning flash as it occurs. So
if the sound of the thunderclap takes 6 seconds after the flash to reach us, we can use our
calculated speed of sound to find our distance from the storm.
distance speed time
msec sec meters
The thunderstorm is 2060 meters, or about 1.3 miles, away.
Exercise 3 The ultraviolet index (UVI) is issued by the National Weather Service as a
forecast of the amount of ultraviolet radiation expected to reach Earth around noon. The
data show how much exposure to the sun people can take before risking sunburn.
UVI 2 3 4 5 6 8 10 12
Minutes to Burn (more sensitive) 30 20 15 12 10 7.5 6 5
Minutes to Burn (less sensitive) 150 100 75 60 50 37.5 30 25
a. Plot , the minutes to burn, against , the UVI, to obtain two graphs, one for people
who are more sensitive to sunburn, and another for people less sensitive to sunburn.
Which of the basic functions do your graphs most resemble?
b. For each graph, find a value of so that fits the data.
At this point, a word of caution is in order. There is more to choosing a model than
finding a curve that fits the data. A model based purely on the data is called an empirical
model. However, many functions have similar shapes over small intervals of their input
variables, and there may be several candidates that model the data. Such a model simply
describes the general shape of the data set; the parameters of the model don't necessarily
correspond to any actual process.
In contrast, mechanistic models provide insight into the biological, chemical, or physical
process that is thought to govern the phenomenon under study. Parameters derived from
mechanistic models are quantitative estimates of real system properties.
Choosing a model is a scientific decision. You should base your choice on your
understanding of chemistry or physiology (or genetics, etc.). The choice should not be
based solely on the shape of the graph.
Some programs automatically fit data to hundreds or thousands of equations
and then present you with the equation(s) that fit the data best. Using such a
program is appealing because it frees you from the need to choose an equation. The
problem is that the program has no understanding of the scientific context of your
experiment. The equations that fit the data best are unlikely to correspond to
scientifically meaningful models. You will not be able to interpret the best-fit values of
the variables, and the results are unlikely to be useful for data analysis.
(Source: Fitting Models to Biological Data using Linear and Nonlinear
Regression, Motulsky & Christopoulos, GraphPad Software, 2003)
Section 2.4 Functions as Mathematical Models 181
Modeling with Piecewise Functions
Recall that a piecewise function is defined by different formulas on different portions of
the -axis.
Example 4 In 2005, the income tax for a single taxpayer with a taxable income under
$150,000 was given by the following table.
If Taxpayer's Income is ... Then the Estimated Tax is ...
Over But Not Over Base Tax Rate Of the Amount Over
$0 $7300 $0 10% $0
$7300 $29,700 $730 15% $7300
$29,700 $71,950 $4090 25% $29,700
$71,950 $150,150 $14,652.50 28% $71,950
a. Calculate the tax on incomes of $500, $29,700, and $40,000.
b. Write a piecewise function for .
c. Graph the function .
Solutions a. An income of is in the first tax bracket, so the tax is
The income is just on the upper edge of the second tax bracket. The amount
over $7300 is $29,700 $7300, so
The income is in the third bracket, so the tax is
b. The first two columns of the table give the tax brackets, or the -intervals on which
each piece of the function is defined. In each bracket, the tax is given by
Base Tax Rate Amount over bracket base
For example, the tax in the second bracket is
Writing the formulas for each of the four tax brackets gives us
c. The graph of is piecewise linear.
• The first piece starts at the origin and has slope 0.10.
• The second piece is in point-slope form, , so it has slope 0.15 and
passes through the point .
• Similarly, the third piece has slope 0.25 and passes through .
• The fourth piece has slope 0.28 and passes through .
182 Chapter 2 Modeling with Functions
You can check that for this function,
all four pieces are connected at their
endpoints, as shown below.
Exercise 4 As part of a water conservation program, the utilities commission in Arid,
New Mexico, establishes a two-tier system of monthly billing for residential water usage:
they charge a $30 service fee plus $2 per hundred cubic feet (HCF) of water if you use 50
HCF or less, and a $50 service fee plus $3 per HCF of water if you use over 50 HCF. (One
HCF of water is about 750 gallons.)
a. Write a piecewise formula for the water bill , as a function of the amount of
water used, , in HCF.
b. Graph the function .
Section 2.4 Functions as Mathematical Models 183
Section 2.4 Summary
Vocabulary Look up the definitions of new terms in the Glossary.
Increasing Decreasing Concave up
Concave down Empirical model Mechanistic model
Concepts
1. The shape of a graph describes how the output variable changes.
2. A nonlinear graph may be concave up or concave down. If a graph is concave up, its
slope is increasing. If it is concave down, its slope is decreasing.
3. The basic functions can be used to model physical situations.
4. Some situations can be modeled by piecewise functions.
5. Fitting a curve to the data is not enough to produce a useful model; appropriate scientific
principles should also be considered.
Study Questions
1. Sketch the graph of a function whose slope is positive and increasing.
2. Sketch the graph of a function whose slope is positive and decreasing.
3. Which basic function is increasing but bending downwards?
4. Which basic function is decreasing but bending upwards?
5. Why is it bad practice to choose a model purely on the shape of the data plot?
Skills Practice each skill in the Homework Problems listed.
1. Sketch a graph whose shape models a situation #1-18
2. Choose one of the basic graphs to fit a situation or a set of data #19-24, 35-44
3. Decide whether the graph of a function is increasing or decreasing, concave up or
concave down from a table of values #25-28
4. Write and sketch a piecewise define function to model a situation #45-48
Homework 2.4 DO ODD QUESTIONS ONLY
In Problems 1-4, which graph best illustrates the situation?
1. Your pulse rate during an aerobics 2. The stopping distances for cars
class. traveling at various speeds.
(a) (b) (a) (b)
184 Chapter 2 Modeling with Functions
3. Your income in terms of the number of 4. Your temperature during an illness.
hours you worked.
(a) (b) (a) (b)
In Problems 5-8, sketch graphs to illustrate the following situations.
5. Halfway from your English class to your 6. After you leave your math class, you start
math class, you realize that you left your off toward your music class. Halfway
math book in the classroom. You there you meet an old friend, so you
retrieve the book, then walk to your stop and chat for awhile. Then you
math class. Graph the distance between continue to the music class. Graph the
you and your English classroom as a distance between you and your math
function of time, from the moment you classroom as a function of time, from the
originally leave the English classroom moment you leave the math classroom
until you reach the math classroom. until you reach the music classroom.
7. Toni drives from home to meet her 8. While bicycling from home to school,
friend at the gym, which is halfway Greg gets a flat tire. He repairs the tire
between their homes. They work out in just a few minutes, but decides to
together at the gym, then they both go backtrack a few miles to a service station,
to the friend's home for a snack. Finally where he cleans up. Finally he bicycles
Toni drives home. Graph the distance the rest of the way to school. Graph the
between Toni and her home as a distance between Greg and his home as
function of time, from the moment she a function of time, from the moment he
leaves home until she returns. leaves home until he arrives at school.
Choose the graph that depicts the function described in Problems 9 and 10.
9. Inflation is still rising, but by less each month.
(a) (b) (c) (d)
Section 2.4 Functions as Mathematical Models 185
10. The price of wheat was rising more rapidly in 1996 than at any time during the previous
decade.
(a) (b) (c) (d)
In Problems 11 and 12, match each graph with the function it illustrates.
11. a. The volume of a cylindrical container of constant height as a function of its radius.
b. The time it takes to travel a fixed distance as a function of average speed.
c. The simple interest earned at a given interest rate as a function of the investment.
d. The number of Senators present versus the number absent in the U.S. Senate.
12. a. Unemployment was falling but is now steady.
b. Inflation, which rose slowly until last month, is now rising rapidly.
c. The birthrate rose steadily until 1990, but is now beginning to fall.
d. The price of gasoline has fallen steadily over the past few months.
Sketch possible graphs to illustrate the situations described in Problems 13-18.
13. The height of a man as a function of his age, from birth to adulthood.
14. The number of people willing to buy a new high-definition television, as a function of its
price.
15. The height of your head above the ground during a ride on a Ferris wheel.
16. The height above the ground of a rubber ball dropped from the top of a 10-foot ladder.
17. The average age at which women first marry decreased from 1940 to 1960, but has been
increasing since then.
18. When you learn a foreign language, the number of vocabulary words you know increases
slowly at first, then increases more rapidly, and finally starts to level off.
186 Chapter 2 Modeling with Functions
Each situation in Problems 19-24 can be modeled by a transformation of a basic function.
Name the basic function, and sketch a possible graph.
19. The volume of a hot air balloon as a function of its radius.
20. The length of a rectangle as a function of its width, if its area is 24 square feet.
21. The time it takes you to travel 600 miles, as a function of your average speed.
22. The sales tax on a purchase, as a function of its price.
23. The width of a square skylight, as a function of its area.
24. The number of calories in a candy bar, as a function of its weight.
In Problems 25-28, use the table of values to answer the questions.
a. On the given values, is the function increasing or decreasing?
b. Could the function be concave up, concave down, or linear?
25. 0 1 2 3 4 26. 0 1 2 3 4
1 1.5 2.25 3.375 5.0625 1 0.8 0.64 0.512 0.4096
27. 0 1 2 3 4 28. 0 1 2 3 4
0 0.174 0.342 0.5 0.643 1 0.985 0.940 0.866 0.766
In Problems 29-34,
a. Is the graph increasing or decreasing, concave up or concave down?
b. Match the graph of the function with the graph of its rate of change from among
graphs A through F on the next page..
29. 30. 31.
32. 33. 34.
Section 2.4 Functions as Mathematical Models 187
A. B. C.
D. E. F.
For Problems 35-40, plot the data, and decide which of the basic functions could describe
the data.
35. 0 0.5 1 2 4 36. 0 0.5 2 4
0 3.17 4 5.04 6.35 0 5.66 8 11.31 16
37. 0.5 1 2 3 4 38. 0.5 1 2 3 4
12 3 0.75 0.33 0.1875 12 6 3 2 1.5
39. 0 0.5 1 2 3 40. 0 0.5 1 2 3
0 0.125 0.5 2 4.5 0 0.0125 0.1 0.8 2.7
41. Four different functions are described below. Match each description with the
appropriate table of values and with its graph.
a. As a chemical pollutant pours into a lake, its concentration is a function of time. The
concentration of the pollutant initially increases quite rapidly, but due to the natural
mixing and self-cleansing action of the lake, the concentration levels off and stabilizes
at some saturation level.
b. An overnight express train travels at a constant speed across the Great Plains. The
train's distance from its point of origin is a function of time.
c. The population of a small suburb of a Florida city is a function of time. The
population began increasing rather slowly, but it has continued to grow at a faster
and faster rate.
d. The level of production at a manufacturing plant is a function of capital outlay, i.e. the
amount of money invested in the plant. At first, small increases in capital outlay result
in large increases in production, but eventually the investors begin to experience
diminishing returns on their money, so that although production continues to
increase, it is at a disappointingly slow rate.
1 2 3 4 5 6 7 8
(1)
60 72 86 104 124 149 179 215
188 Chapter 2 Modeling with Functions
1 2 3 4 5 6 7 8
(2)
60 85 103 120 134 147 159 169
1 2 3 4 5 6 7 8
(3)
60 120 180 240 300 360 420 480
1 2 3 4 5 6 7 8
(4)
60 96 118 131 138 143 146 147
(A) (B)
(C) (D)
42. Four different functions are described below. Match each description with the
appropriate table of values and with its graph.
a. Fresh water flowing through Crystal Lake has gradually reduced the phosphate
concentration to its natural level, and it is now stable.
b. The number of bacteria in a person during the course of an illness is a function of
time. It increases rapidly at first, and then decreases slowly as the patient recovers.
c. A squirrel drops a pine cone from the top of a California redwood. The height of the
pine cone is a function of time, decreasing ever more rapidly as gravity accelerates its
descent.
d. Enrollment in Ginny's Weight Reduction program is a function of time. It began
declining last fall. After the holidays, enrollment stabilized for a while, but soon began
to fall off again.
0 1 2 3 4 0 1 2 3 4
(1) (2)
160 144 96 16 0 20 560 230 90 30
0 1 2 3 4 0 1 2 3 4
(3) (4)
480 340 240 160 120 250 180 170 150 80
Section 2.4 Functions as Mathematical Models 189
(A) (B)
(C) (D)
43. The table shows the radii, , of several gold coins in centimeters and their value, , in
dollars.
Radius 0.5 1 1.5 2 2.5
Value 200 800 1800 3200 5000
a. Which graph represents the data?
b. Which equation describes the function?
I. II. III. IV.
44. The table shows how the amount of water, , flowing past a point on a river is related to
the width, , of the river at that point.
Width (feet) 11 23 34 46
Amount of water (ft second)
23 34 41 47
a. Which graph represents the data?
b. Which equation describes the information?
I.
II. III. IV.
190 Chapter 2 Modeling with Functions
45. If you order from Coldwater Creek, the shipping charges are given by the following table.
Purchase Amount Shipping Charge
Up to $25 $5.95
$25.01 to $50 $7.95
$50.01 to $75 $9.95
$75.01 to $100 $10.95
a. Write a piecewise formula for the shipping charge as a function of the purchase
amount, .
b. Graph .
46. The Bopp-Busch Tool and Die Company markets its products to individuals, to
contractors, and to wholesale distributors. They offer three different price structures for
their toggle bolts. If you order 20 or fewer boxes, the price is $2.50 each. If you order
more than 20 but no more than 50 boxes, the price is $2.25 each. If you order more than
50 boxes, the price is $2.10 each.
a. Write a piecewise formula for , the cost of ordering boxes of toggle bolts.
b. Graph
47. Bob goes skydiving on his birthday. The function approximates Bob's altitude
seconds into the trip.
a. Graph . Describe what you think is happening during each piece of the graph.
b. Find two times when Bob is at an altitude of 6000 feet.
48. Jenni lives in the San Fernando Valley, where it is hot during summer days, but cools
down at night. Jenni uses the air conditioner as little as possible. The function
approximates the temperature in Jenni's house hours after midnight.
a. Graph . Describe what you think is happening during each piece of the graph.
b. Find two times when the temperature inside the house is 85°.
Section 2.4 Functions as Mathematical Models 191
49. Lead nitrate and potassium iodide react in solution to produce lead iodide, which settles
out, or precipitates, as a yellow solid at the bottom of the container. As you add more
lead nitrate to the solution, more lead iodide is produced until all the potassium iodide is
used up. The table shows the height of the precipitate in the container as a function of
the amount of lead nitrate added. (Source: Hunt and Sykes, 1984)
Lead nitrate solution (cc) 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0
Height of precipitate (mm) 2.8 4.8 6.2 7.4 9.5 9.6 9.6 9.6
a. Plot the data. Sketch a piecewise linear function with two parts to fit the data points.
b. Calculate the slope of the increasing part of the graph, including units. What is the
significance of the slope?
c. Write a formula for your piecewise function.
d. Interpret your graph in the context of the problem.
50. The graph shows the temperature of one gram of water as a function of the amount of
heat applied, in calories. Recall that water freezes at 0° C and boils at 100° C.
a. How much heat is required to raise the temperature of one gram of water by one
degree?
b. How much heat is required to convert one gram of ice to water?
c. How much heat is required to convert one gram of water to steam?
d. Write a piecewise function to describe the graph.
192 Chapter 2 Modeling with Functions
51. As the global population increases, many scientists believe it is approaching, or has
already exceeded, the maximum number the Earth can sustain. This maximum number,
or carrying capacity, depends on the finite natural resources of the planet -- water, land,
air, and materials -- but also on how people use and preserve the resources. The graphs
show four different ways that a growing population can approach its carrying capacity
over time. (Source: Meadows, Randers, and Meadows, 2004)
Match each graph to one of the scenarios described in (a)-(d), and explain your choice.
a. Sigmoid growth: the population levels off smoothly below the carrying capacity.
b. Overshoot and collapse: the population exceeds the carrying capacity with severe
damage to the resource base, and is forced to decline rapidly to achieve a new
balance with a reduced carrying capacity.
c. Continued growth: the carrying capacity is far away, or growing faster than the
population.
d. Overshoot and oscillation: the population exceeds the carrying capacity without
inflicting permanent damage, then oscillates around the limit before leveling off.
Section 2.4 Functions as Mathematical Models 193
52. The introduction of a new species into an environment can affect the growth of an
existing species in various ways. The graphs show four hypothetical scenarios after
Species A is introduced into an environment where Species B is established.
Match each graph to one of the scenarios described in (a)-(d), and explain your choice.
a. Predator-prey (sustained): Species A becomes a predator population that grows
when its prey, Species B, is abundant, but declines when the prey population is small.
The prey population grows when predators are scarce but shrinks when predators are
abundant.
b. Predator-prey (extinction): Species A becomes a predator population that annihilates
Species B, but then Species A itself declines toward extinction.
c. Competition: Species A and B have a common food source, and the Species A
replaces Species B in the environment.
d. Symbiosis: Species A and B help each other to grow.
194 Chapter 2 Modeling with Functions
2.5 The Absolute Value Function
The absolute value function is used to model problems involving distance. Recall that the
absolute value of a number gives the distance from the origin to that number on the number
line.
Distance and Absolute Value
The distance between two points and is given by .
For example, the equation means "the distance between and 2 is 6 units." The
number could be to the left or the right of 2 on the number line. Thus, the equation has
two solutions, 8 and 4, as shown below.
Example 1 Write each statement using absolute-value notation. Illustrate the
solutions on a number line.
a. is 3 units from the origin.
b. is 2 units from 5.
c. is within 4 units of 2.
Solutions First, we restate each statement in terms of distance.
a. The distance between and the origin is 3 units, or . Thus, can be 3 or 3.
b. The distance between and 5 is 2 units, or If we count 2 units on either
side of 5, we see that can be 3 or 7.
c. The distance between and 2 is less than 4 units, or or .
We count units on either side of 2, to find 6 and 2 Then is between 6 and 2, or
Exercise 1 Write each statement using absolute value notation, and illustrate the
solutions on a number line.
a. is 5 units away from 3
b. is at least 6 units away from 4.
Section 2.5 The Absolute Value Function 195
Absolute Value Equations
We can use distances on a number line to solve simple equations such as
First, we factor out the coefficient of , to get Because of the multiplicative
property of the absolute value, namely that , we can write the left side as
Divide both sides by 3.
The distance between and 2 is 3 units, so the solutions are or
Alternatively, we can use graphs when
working with absolute values. For example, we
know that the simple equation has two
solutions, and
In fact, we can see from the graph at right
that the equation has two solutions if
, one solution if , and no solution if
.
Example 2 a. Use a graph of to solve the equation
b. Use a graph of to solve the equation
Solutions a. The figure at right shows the graphs
of and . We see that there are
two points on the graph of that have
, and those points have -coordinates
and We can verify algebraically that the
solutions are and .
b. There are no points on the graph of
with , so the equation has no
solutions.
Technology Toolbox
We can use a graphing calculator to solve the
equations in Example 2. The figure shows the
graphs of Y abs X and Y in the
window
Xmin Xmax
Ymin Ymax
We use the Trace or the intersect feature to
locate the intersection points at and
.
196 Chapter 2 Modeling with Functions
Exercise 2 a. Graph for .
b. Use your graph to solve the equation .
To solve an absolute value equation algebraically, we use the definition of absolute value.
Example 3 Solve the equation algebraically.
Solution We write the piecewise definition of .
if or
if or
Thus, the absolute value equation is equivalent to two regular equations:
or
or, after simplifying the second equation,
or
Solving these two equations gives us the same solutions we found in Example 2, namely
and .
In general, we have the following strategy for solving absolute value equations.
Absolute Value Equations
The equation
is equivalent to
or
Exercise 3 Solve algebraically.
Absolute Value Inequalities
We can also use graphs to solve absolute value inequalities. Look again at the graph of
in figure (a) below.
(a) (b)
Section 2.5 The Absolute Value Function 197
Because of the V-shape of the graph, all points with -values less than 9 lie between the
two solutions of , that is, between 1 and 5. Thus, the solutions of the inequality
are . (In the Homework Problems, you will be asked to show this
algebraically.)
On the other hand, to solve the inequality , we look for points on the graph
with -values greater than 9. In figure (b) we see that these points have -values outside the
interval between 1 and 5. In other words, the solutions of the inequality are
or .
Thus, we can solve an absolute value inequality by first solving the related equation.
Absolute Value Inequalities
Suppose the solutions of the equation are and ,
with . Then
1. The solutions of are
The solutions of are
or
Example 4 Solve
Solution First, we solve the equation There are two cases:
or
Because the inequality symbol is , the solutions of the inequality are between these
two values: . In interval notation, the solutions are
Exercise 4 a. Solve the inequality .
b. Solve the inequality .
Using the Absolute Value in Modeling
In Example 5 we use the absolute value function to model a problem about distances.
Example 5 Marlene is driving to a new outlet mall on Highway 17. There is a gas
station at Marlene's on-ramp, where she buys gas and resets her odometer to zero before
getting on the highway. The mall is only 15 miles from Marlene's on-ramp, but she
mistakenly drives past the mall and continues down the highway. Marlene's distance
from the mall is a function of how far she has driven on Highway 17.
a. Make a table of values showing how far Marlene has driven on Highway 17 and how
far she is from the mall.
198 Chapter 2 Modeling with Functions
b. Make a graph of Marlene's distance from the mall versus the number of miles she has
driven on the highway. Which of the basic graphs from Section 2.2 does your graph most
resemble?
c. Find a piecewise defined formula that describes Marlene's distance from the mall as a
function of the distance she has driven on the highway.
Solutions a. Marlene gets closer to the mall for each mile that she has driven on the
highway until she has driven 15 miles, and after that she gets farther from the mall.
Miles on highway 0 5 10 15 20 25 30
Miles from mall 15 10 5 0 5 10 15
b. Plot the points in the table to obtain the graph shown below. This graph looks like
the absolute value function defined in Section 2.2, except that the vertex is the point
instead of the origin.
c. Let represent the number of miles on the
highway and the number of miles from the
mall. For -values less than 15, the graph is a
straight line with slope 1 and -intercept at
, so its equation is Thus,
when
On the other hand, when , the graph of
is a straight line with slope 1 that passes through the point . The point-slope form
of this line is
so Thus,
when
Combining the two pieces together, we obtain
when
when
The graph of is a part of the graph of . If we think of the highway as a
portion of the real line, with Marlene's on-ramp located at the origin, then the outlet mall
is located at 15. Marlene's coordinate as she drives along the highway is , and the
distance from Marlene to the mall is given by .
Exercise 5 a. Use the graph in Example 5 to determine how far Marlene has driven when
she is within 5 miles of the mall. Write and solve an absolute value inequality to verify
your answer.
b. Write and solve an absolute value inequality to determine how far Marlene has driven
when she is at least 10 miles from the mall.
Measurement Error
If you weigh a sample in chemistry lab, the scale's digital readout might show 6.0 grams.
But it is unlikely that the sample weighs exactly 6 grams; there is always some error in
measured values.
Because the scale shows the weight as 6.0 grams, we know that the true weight of the
sample must be between 5.95 grams and 6.05 grams: if the weight were less than 5.95
grams, the scale would round down to 5.9 grams, and if the weight were more than 6.05
Section 2.5 The Absolute Value Function 199
grams, the scale would round up to 6.1 grams. We should report the mass of the sample as
grams, which tells the reader that the error in the measurement is no more than 0.05
grams.
We can also describe this measurement error or error tolerance using an absolute value
inequality. Because the measured mass can be no more than 0.05 from 6, we write
Note that the solution of this inequality is .
Example 6 a. The specifications for a computer chip state that its thickness in
millimeters must satisfy . What are the acceptable values for the
thickness of the chip?
b. The safe dosage of a new drug is between 250 and 450 milligrams, inclusive. Write
the safe dosage as an error tolerance involving absolute values.
Solutions a. The error tolerance can also be stated as millimeters, so
the acceptable values are between 0.022 and 0.024 millimeters.
b. The safe dosage satisfies , as shown below.
The center of this interval is 350, and the endpoints are each 100 units from the center.
Thus, the safe values are within 100 units of 350, or
Exercise 6 The temperature in a laboratory must remain between 9° C and 12°C.
a. Write the error tolerance as an absolute value inequality.
b. For a special experiment, the temperature in degrees Celsius must satisfy
Give the interval of possible temperatures.
200 Chapter 2 Modeling with Functions
Section 2.5 Summary
Vocabulary Look up the definitions of new terms in the Glossary.
Absolute value equation Absolute value inequality Error tolerance
Concepts
1. The absolute value is used to model distance: The distance between two points and
is given by .
2.
Absolute Value Equations
The equation
is equivalent to
or
3.
Absolute Value Inequalities
Suppose the solutions of the equation are and ,
with . Then
1. The solutions of are
The solutions of are
or
4. The error tolerance in a measurement can be expressed as , or as
. Both indicate that .
Study Questions
1. Write a function that models the distance between and a fixed point on the number
line.
2. For what values of does the equation have one solution? No solution?
3. If you know that the solutions of are , what are the solutions of
?
4. What is the center of the interval ?
5. What is the center of the interval ?
Section 2.5 The Absolute Value Function 201
Skills Practice each skill in the Homework Problems listed.
1. Use absolute value notation to write statements about distance #1-8
2. Use graphs to solve absolute value equations and inequalities #9-12
3. Solve absolute value equations #13-24
4. Solve absolute value inequalities #25-40
5. Express error tolerances using absolute value notation #41-48
6. Analyze absolute value functions #49-56
7. Model problems about distance using the absolute value function #57-60
Homework 2.5 DO ODD QUESTIONS ONLY
In Problems 1-8,
a. Use absolute-value notation to write each expression as an equation or an inequality.
(It may be helpful to restate each sentence using the word “distance.”)
b. Illustrate the solutions on a number line.
1. is six units from the origin. 2. is seven units from the origin.
3. The distance from to 3 is five units. 4. The distance from to 7 is two units.
5. is within three units of 6. 6. is no more than one unit from 5
7 is at least 0.5 unit from 1 8 is more than 0.1 unit from 8.
9. Graph Use your graph to solve the following equations and inequalities.
a. b. c.
10. Graph . Use your graph to solve the following equations and inequalities.
a. b. c.
11. Graph . Use your graph to solve the following equations and inequalities.
a. b. c.
12. Graph . Use your graph to solve the following equations and inequalities.
a. b. c.
For Problems 13-24, solve.
13. 14 15.
16. 17. 18.
19. 20. 21.
22. 23. 24.
For Problems 25-36, solve.
25 26 27
28 29. 30.
31. 32. 33.
34. 35. 36.
202 Chapter 2 Modeling with Functions
In Problems 37-40, give an interval of possible values for the measurement.
37. The length of a rod is given in centimeters by
38. The mass of the device in grams shall be
39. The candle will burn for minutes, where
40. The ramp will have angle of inclination , and ° °
In Problems 41-44, write the error tolerance using absolute values.
41. The chemical compound must be maintained at a temperature between 4.7° and 5.3°
C.
42. The diameter of the hole shall be in the range of 24.98 to 25.02 centimeters.
43. The subject will receive a dosage from 95 to 105 milligrams of the drug.
44. The pendulum swings out and back in a time period between 0.9995 and 1.0005
seconds.
45. An electrical component of a high tech sensor requires 0.25 ounces of gold. Assume that
the actual amount of gold used, , is not in error by more than 0.001 ounces. Write an
absolute value inequality for the possible error, and show the possible values of on a
number line.
46. In a pasteurization process, milk is to be irradiated for 10 seconds. The actual period of
irradiation cannot be off by more than 0.8 seconds. Write an absolute value inequality for
the possible error, and show the possible values of on a number line.
47. In a lab assignment, a student reports that a chemical reaction required 200 minutes to
complete. Let represent the actual time of the reaction.
a. Write an absolute value inequality for , assuming that the student rounded his answer
to the nearest 100 minutes. Give the smallest and largest possible value for . (Hint:
What is the shortest time that would round to 200 minutes? The greatest time?)
b. Write an absolute value inequality for , assuming that the student rounded his answer
to the nearest minute. Give the smallest and largest possible value for .
c. Write an absolute value inequality for assuming that the student rounded his answer
to the nearest minute. Give the smallest and largest possible value for .
48. An espresso machine has a square metal plate. The side of the plate is cm.
a. Write an absolute value inequality for the length of the side, . Give the smallest and
largest possible value for .
b. Compute the smallest and largest possible area of the plate, including units.
c. Write an absolute value inequality for the area, .
49. a. Write the piecewise definition for .
b. Use your answer to part (a) to write two inequalities that together are equivalent to
.
c. Solve the inequalities in part (b), and check that the solutions agree with the solutions
of .
d. Show that is equivalent to the compound inequality .
Section 2.5 The Absolute Value Function 203
50. a. Write the piecewise definition for .
b. Use your answer to part (a) to write two inequalities that together are equivalent to
.
c. Solve the inequalities in part (b), and check that the solutions agree with the solutions
of .
d. Show that is equivalent to the compound inequality or
.
51. a. Write the piecewise definition for .
b. Use your answer to part (a) to write two inequalities that together are equivalent to
.
c. Solve the inequalities in part (b), and check that the solutions agree with the solutions
of .
d. Show that is equivalent to the compound inequality or
.
52. a. Write the piecewise definition for .
b. Use your answer to part (a) to write two inequalities that together are equivalent to
.
c. Solve the inequalities in part (b), and check that the solutions agree with the solutions
of .
d. Show that is equivalent to the compound inequality .
For Problems 53-56, graph the function and answer the questions.
53.
a. Using your graph, write a piecewise formula for .
b. Experiment by graphing for different positive values of and .
Make a conjecture about how the graph depends on and .
c. Write a piecewise formula for .
54.
a. Using your graph, write a piecewise formula for .
b. Experiment by graphing for different positive values of and .
Make a conjecture about how the graph depends on and .
c. Write a piecewise formula for .
55.
a. Using your graph, write a piecewise formula for .
b. What is the minimum value of ?
c. If , what is the minimum value of ?
56.
a. Using your graph, write a piecewise formula for .
b. What is the minimum value of ?
c. If , what is the minimum value of ?
204 Chapter 2 Modeling with Functions
Problems 57-60 use the absolute value function to model distance. Use the strategy
outlined in Problems 57 and 58 to solve Problems 59 and 60.
57. A small pottery is setting up a workshop to produce mugs. Three machines are located
on a long table, as shown in the figure. The potter must use each machine once in the
course of producing a mug. Let represent the coordinate of the potter's station.
a. Write expressions for the distance from the potter's station to each of the machines.
b. Write a function that gives the sum of the distances from the potter's station to the
three machines.
c. Graph your function for . Where should the potter stand in order to
minimize the distance she must walk to the machines?
58. Suppose the pottery in Problem 57 adds a fourth machine to the procedure for producing
a mug, located at in the figure.
a. Write and graph a new function for the sum of the potter's distances to the four
machines.
b. Where should the potter stand now to minimize the distance she has to walk while
producing a mug?
59. Richard and Marian are moving to Parkville after they graduate to take jobs. The main
road through Parkville runs east and west, and crosses a river in the center of town.
Richard's job is located 10 miles east of the river on the main road, and Marian's job is 6
miles west of the river. There is a health club they both like located 2 miles east of the
river. If they plan to visit the health club every workday, where should Richard and
Marian look for an apartment to minimize their total daily driving distance?
60. Romina's Bakery has just signed contracts to provide baked goods for three new
restaurants located on Route 28 outside of town. The Coffee Stop is 2 miles north of
town center, Sneaky Pete's is 8 miles north, and the Sea Shell is 12 miles south. Romina
wants to open a branch bakery on Route 28 to handle the new business. Where should
she locate the bakery in order to minimize the distance she must drive for deliveries?
Section 2.6 Domain and Range 205
2.6 Domain and Range
Definitions of Domain and Range
In Example 3 of Section 1.3 we graphed the function and observed that
is undefined for -values less than 4. For this function we must choose -values in the
interval . All the points on the graph
have -coordinates greater than or equal to 4,
as shown at right. The set of all permissible
values of the input variable is called the domain
of the function .
We also see that there are no points with
negative -values on the graph of : All the points have -values greater than or equal
to zero.
The set of all outputs or function values corresponding to the domain is called the range
of the function. Thus, the domain of the function is the interval , and
its range is the interval In general we make the following definitions.
Domain and Range
The domain of a function is the set of permissible values for
the input variable.
The range is the set of function values (that is, values of the
output variable) that correspond to the domain values.
Using the notions of domain and range, we restate the definition of a function as follows.
Definition of Function
A relationship between two variables is a function if each
element of the domain is paired with exactly one element of the
range.
Finding Domain and Range from a Graph
We can identify the domain and range of a function from its graph. The domain is the set
of -values of all points on the graph, and the range is the set of -values.
Example 1 a. Determine the domain and range
of the function graphed at right.
b. For the indicated points, show the domain
values and their corresponding range values in the
form of ordered pairs.
Solutions a. All the points on the graph have -
coordinates between 1 and 10, inclusive, so the
domain of the function is the interval [ ]. The
-coordinates have values between 2 and 7,
inclusive, so the range of the function is the interval
b. Recall that the points on the graph of a function have coordinates In other
words, the coordinates of each point are made up of a domain value and its
corresponding range value. Read the coordinates of the indicated points to obtain the
ordered pairs , , and .
206 Chapter 2 Modeling with Functions
The figure at left shows the graph of the
function in Example 1 with the domain
values marked on the horizontal axis and the
range values marked on the vertical axis.
Imagine a rectangle whose length and width
are determined by those segments, as shown
in the figure. All the points on the
graph of the function lie within this rectangle.
The rectangle described above is a convenient window in the plane for viewing the
function. Of course, if the domain or range of the function is an infinite interval, we can never
include the whole graph within a viewing rectangle, and must be satisfied with studying only
the important parts of the graph.
Exercise 1 a. Draw the smallest viewing
window possible around the graph shown at
right.
b. Find the domain and range of the
function.
Sometimes the domain is given as part of the definition of a function.
Example 2 Graph the function on the domain and give its
range.
Solution The graph is part of a parabola that opens upward. Obtain several points on
the graph by evaluating the function at convenient -values in the domain.
0 6
1 5
2 2
3 3
4 10
The range of the function is the set of all -
values that appear on the graph. We can see that
the lowest point on the graph is so the
smallest -value is 6
The highest point on the graph is , so the largest -value is 10 Thus, the
range of the function is the interval
Exercise 2 Graph the function on the domain and give its range.
Section 2.6 Domain and Range 207
Not all functions have domains and ranges that are intervals.
Example 3 a. The table gives the postage for sending printed material by first-class
mail in 2017. Graph the postage function .
Weight in Ounces () Postage ( )
$0.47
$0.68
$0.89
$1.10
$1.31
$1.52
$1.73
b. Determine the domain and range of the function.
Solutions a. From the table, we see that articles of any weight up to 1 ounce require
$0.47 postage. This means that for all -values greater than 0 but less than or equal to 1,
the -value is 0.47. Thus, the graph of between and looks like a small
piece of the horizontal line
Similarly, for all -values greater than 1 but less than or equal to 2 the -value is 0.68,
so the graph on this interval looks like a small piece of the line Continue in this
way to obtain the graph shown below.
The open circles at the left endpoint of each horizontal segment indicate that that
point is not included in the graph; the closed circles are points on the graph. For
instance, if the postage is $0.89, not $1.10. Consequently, the point is
part of the graph of but the point is not.
b. Postage rates are given for all weights greater than 0 ounces up to and including 7
ounces, so the domain of the function is the half-open interval . (The domain is an
interval because there is a point on the graph for every -value from 0 to 7.)
The range of the function is not an interval, however, because the possible values for
do not include all the real numbers between 0.47 and 1.73. The range is the set of
discrete values 0.47, 0.68, 0.89, 1.10, 1.31, 1.52, and 1.73.
208 Chapter 2 Modeling with Functions
Exercise 3 In Exercise 4 of Section 2.4 you wrote a formula for residential water bills
in Arid, New Mexico:
If the utilities commission imposes a cap on monthly water consumption at 120 HCF, find
the domain and range of the function .
Finding the Domain from a Formula
If the domain of a function is not given as part of its definition, we assume that the domain is
as large as possible. We include in the domain all
-values that make sense when substituted into the
function's formula.
For example, the domain of is the
interval because -values less than or
greater than result in square roots of negative
numbers. You may recognize the graph of as the
upper half of the circle , as shown at right.
Example 4 Find the domain of the function .
Solution We must omit any -values that do not make sense in the function's
formula. Because division by zero is undefined, we cannot allow the denominator of
to be zero. Since when , we exclude from the domain of .
Thus, the domain of is the set of all real numbers except 3.
Exercise 4 a. Find the domain of the function .
b. Graph the function in the window
Xmin 2, Xmax 8
Ymin 2, Ymax 8
Use your graph and the function's formula to find its range.
For the functions we have studied so far, there are only two operations we must avoid
when finding the domain: division by zero and taking the square root of a negative number.
Many common functions have as their domain the entire set of real numbers. In particular, a
linear function can be evaluated at any real number value of , so its domain is
the set of all real numbers. This set is represented in interval notation as
(a) (b)
Section 2.6 Domain and Range 209
The range of the linear function (if is also the set of all real
numbers, because the graph continues infinitely at both ends, as shown in figure (a) above. If
, then , and the graph of is a horizontal line, as in figure (b). In this case the
range consists of a single number, .
Restricting the Domain
In many applications, we may restrict the domain of a function to suit the situation at
hand.
Example 5 The function gives the height of an algebra book
dropped from the top of the Sears Tower as a function of time. Give a suitable domain
for this application, and the corresponding range.
Solution You can use the window
Xmin 10 Xmax 10
Ymin 100 Ymax 1500
to obtain the graph shown at right. Because
represents the time in seconds after the book was
dropped, only positive -values make sense for the
problem.
The book stops falling when it hits the ground, at You can verify that this
happens at approximately seconds. Thus, only
-values between 0 and 9.5 are realistic for this
application, so we restrict the domain of the function
to the interval .
During that time period, the height of the book
decreases from 1454 feet to 0 feet. The range of the
function on the domain is . The graph is
shown at right.
Exercise 5 The children in Francine's art class are going to make cardboard boxes.
Each child is given a sheet of cardboard that measures 18 inches by 24 inches. To make a
box they will cut out a square from each corner and turn up the edges, as shown below.
a. Write a formula for the volume of the box in terms of , the side of the cut-
out square. (See the geometric formulas inside the front cover for the formula for the
volume of a box.)
b. What is the domain of the function? (What are the largest and smallest possible
values of ?)
c. Graph the function and estimate its range.
210 Chapter 2 Modeling with Functions
Section 2.6 Summary
Vocabulary Look up the definitions of new terms in the Glossary.
Domain Range Restricted domain
Concepts
1. The domain of a function is the set of permissible values for the input variable.
2. The range is the set of function values (that is, values of the output variable) that
correspond to the domain values.
3. A relationship between two variables is a function if each element of the domain is paired
with only one element of the range.
4. We can identify the domain and range of a function from its graph. The domain is the set
of -values of all points on the graph, and the range is the set of -values.
5. If the domain of a function is not given as part of its definition, we assume that the
domain is as large as possible.
6. In applications, we may restrict the domain and range of a function to suit the situation at
hand.
Study Questions
1. Explain how to find the domain and range of a function from its graph.
2. What is the domain of the function ? What is its range?
3. Which of the eight basic functions are increasing on their entire domain? Which are
decreasing on their entire domain?
4. Which of the eight basic functions are concave up on their entire domain? Which are
concave down on their entire domain?
5. Which of the eight basic functions can be evaluated at any real number? Which can take
on any real number as a function value?
6. Which of the eight basic functions can be graphed in one piece, without lifting the pencil
from the paper?
Skills Practice each skill in the Homework Problems listed.
1. Find the domain and range of a function from its graph #1-16
2. Restrict the domain of a function to suit an application #17-24
3. Find the domain of a function from its algebraic formula #25-30
4. Find the corresponding domain value for a a given range value #31-38
5. Find the range of a function on a given domain #39-50
Section 2.6 Domain and Range 211
Homework 2.6 DO ODD QUESTIONS ONLY
For Problems 1-8, find the domain and range of the function from its graph.
1. 2.
3. 4.
212 Chapter 2 Modeling with Functions
5. 6.
7. 8.
For Problems 9-12, state the domain and range of the basic function.
10. a. 12. a.
9. a. 11. a.
b.
b. b. b
13. The graph shows the elevation of the Los Angeles Marathon course as a function of the
distance into the race, . Estimate the domain and range of the function. (Source:
Los Angeles Times)
14. The graph shows the federal debt as a percentage of the gross domestic product, as a
function of time, . Estimate the domain and range of the function. (Source: Office
of Management and Budget)
Section 2.6 Domain and Range 213
15. The graph shows the average air temperature as a function of altitude, . Estimate
the domain and range of the function (Source: Ahrens, 1998)
16. The graph shows the speed of sound in the ocean as a function of depth, .
Estimate the domain and range of the function (Source: Scientific American)
17. Clinton purchases $6000 of photographic equipment to set up his studio. He estimates a
salvage value of $500 for the equipment in 10 years, and for tax purposes he uses straight
line depreciation.
a. Write a formula for the value of the equipment, , after years.
b. State the domain and range of the function .
18. Leslie plans to invest some money in two CD accounts. The first account pays 3.6%
interest per year, and the second account pays 2.8% interest per year. Leslie would like to
earn $500 per year on her investment.
a. Write a linear equation in general form that relates , the amount Leslie invests at
3.6%, and , the amount she invests at 2.8%.
b. Use your equation from part (a) to write as a function of , .
c. Find the domain and range of .
19. The height of a golfball in feet seconds after being hit is given by the function
.
a. Graph the function.
b. State the domain and range of the function, and explain what they tell us about the
golfball.
20. Gameworld is marketing a new boardgame called Synaps. If they charge dollars for the
game, their revenue is given by the function 5
a. Graph the function.
b. State the domain and range of the function, and explain what they tell us about the
revenue.
214 Chapter 2 Modeling with Functions
1
21. In New York City, taxi cabs charge $2.50 for distances up to mile and $0.40 for each
3
1
additional mile or portion thereof. (Source: www.nycvisit.com)
5
a. Sketch a graph of , which gives taxi fare as a function of distance traveled, on the
domain .
b. State the range of on that domain.
c. How much will it cost Renee to travel by taxi from Columbia University to Rockefeller
Center, a distance of 5.7 miles?
22. If you order from Coldwater Creek, the shipping charges are given by the following table.
Purchase Amount Shipping Charge
Up to $25 $5.95
$25.01 to $50 $7.95
$50.01 to $75 $9.95
$75.01 to $100 $10.95
State the domain and range of the shipping charge as a function of the purchase
amount, .
23. The Bopp-Busch Tool and Die Company markets its products to individuals, to
contractors, and to wholesale distributors. They offer three different price structures for
their toggle bolts. If you order 20 or fewer boxes, the price is $2.50 each. If you order
more than 20 but no more than 50 boxes, the price is $2.25 each. If you order more than
50 boxes, the price is $2.10 each. State the domain and range of , the cost of
ordering boxes of toggle bolts.
24. The Java Stop uses paper cups at a rate of 300 per day. At opening on Tuesday morning
they have on hand 1200 paper cups. On Friday mornings they take delivery of a week's
worth of cups.
a. Write a piecewise function for the number of cups the Java Stop has on hand for one
week, starting Tuesday morning.
b. Graph the function.
c. State the domain and range of the function.
For Problems 25-30, find the domain of each function algebraically. Then graph the
function, and use the graph to help you find the range.
25. a. 26. a.
b. b.
27. a. 28. a.
b. b.
29. a. 30. a.
b. b.
Section 2.6 Domain and Range 215
For Problems 31-38, decide whether the given value is in the range of the function. If so,
find the domain value(s) that produce each range value.
31. 32.
a. a.
b. b.
33.
34.
a. a.
b. b.
35. 36.
a. a.
b. b.
37. 38.
a. a.
b. b.
For Problems 39-50,
a. Use a graphing calculator to graph each function on the given domain. Adjust Ymin
and Ymax until you can estimate the range of the function, using the TRACE key.
b. Verify your answer algebraically by evaluating the function. State the domain and
range in interval notation.
39. 40 ;
41 42
43 44
45 46
47 48
49 50 ;
51. a. Show that the graph of is a semicircle. (Hint: Write the equation in the
form . See Algebra Skills Refresher A.11 to review circles.)
b. State the domain and range of the function.
c. Graph the function in the window
Xmin 6 Xmax 6
Ymin 0 Ymax 8
In what way is the calculator's graph misleading?
216 Chapter 2 Modeling with Functions
52. a. For what values of is the function undefined?
b. Graph the function in the standard window. In what way is the calculator's graph
misleading?
c. Graph the function again in the window
Xmin 9.4 Xmax 9.4
Ymin 10 Ymax 10
State the domain and range of the function.
In Problems 53-60, find the domain and range of each transformation of the given
function.
53.
a. b. c.
54.
a. b. c.
55.
a. b. c.
56.
a. b. c.
57. The domain of is and the range is .
a. b. c.
58. The domain of is and the range is .
a. b. c.
59. The domain of is and the range is .
a. b. c.
60. The domain of is and the range is .
a. b. c.
In Problems 61-64, use a graphing calculator to explore some properties of the basic
functions.
61. a. Graph and on the domain and state the range of each
function. On the interval , which is greater, or ?
b. Graph and on the domain and state the range of each
function. On the interval , which is greater, or ?
Section 2.6 Domain and Range 217
62. a. Graph and
on the domain and state the range of each
function. On the interval , which is greater, or ?
b Graph and
on the domain and state the range of each
function. On the interval , which is greater, or ?
63. a. Graph and on the domain and state the range of each
function. On the interval , which is greater, or ?
b Graph and on the domain , 1] and state the range of each
function. On the interval , which is greater, or ?
64. a. Graph in the ZDecimal window. How does the graph compare to the
graph of ?
b. Graph in the ZDecimal window. How does the graph compare to the
graph of ?
65. The number of hours of daylight on the summer solstice is a function of latitude in the
northern hemisphere. Give the domain and range of the function.
66. A semicircular window has a radius of 2 feet. The area of a sector of the window (a pie-
shaped wedge) is a function of the angle at the center of the circle. Give the domain and
range of this function.
218 Chapter 2 Modeling with Functions
Chapter 2 Summary and Review
Key Concepts
1. We can solve equations of the form by extraction of roots.
2. The formula for compound interest is:
3. Simple nonlinear equations can be solved by undoing the operations on the variable.
4. The absolute value of is defined by
if
if
5. The absolute value has the following properties:
Triangle Inequality
Multiplicative Property
6. Many situations can be modeled by one of eight basic functions:
7. Functions can be defined piecewise, with different formulas on different intervals.
8.
Transformations of Functions
• The graph of is shifted vertically compared to the
graph of
• The graph of is shifted horizontally compared to the
graph of
• The graph of is stretched or compressed vertically
compared to the graph of
• The graph of is reflected about the -axis compared to
the graph of
9. A nonlinear graph may be concave up or concave down. If a graph is concave up, its
slope is increasing. If it is concave down, its slope is decreasing.
10. The absolute value is used to model distance: The distance between two points and
is given by .
11.
Absolute Value Equations and Inequalities
· The equation is equivalent to
or
• If the solutions of the equation are and , with ,
then the solutions of are .
· If the solutions of the equation are and , with ,
then the solutions of are or .
12. We can use absolute value notation to express error tolerances in measurements.
13. The domain of a function is the set of permissible values for the input variable.
The range is the set of function values (that is, values of the output variable) that
correspond to the domain values.
14. A relationship between two variables is a function if each element of the domain is paired
with only one element of the range.
15. We can identify the domain and range of a function from its graph. The domain is the set
of input values of all points on the graph, and the range is the set of output values.
Chapter 2 Summary and Review 219
16. If the domain of a function is not given as part of its definition, we assume that the
domain is as large as possible. However, in many applications, we may restrict the
domain and range of a function to suit the situation at hand.
Review Problems DO ODD QUESTIONS ONLY
For Problems 1-4, solve by extraction of roots.
1. 2
3. 4.
For Problems 5-6, solve the formulas for the specified variable.
5. , for
6. V , for
7. Lewis invested $2000 in an account that compounds interest annually. He made no
deposits or withdrawals after that. Two years later he closed the account, withdrawing
$2464.20. What interest rate did Lewis earn?
8. Earl borrowed $5500 from his uncle for 2 years with interest compounded annually. At
the end of 2 years he owed his uncle $6474.74. What was the interest rate on the loan?
For Problems 9-14, solve.
9. 10 11.
12. 13. 14.
For Problems 15-16, use the Pythagorean theorem to write and solve an equation.
15. A widescreen television measures 96 cm by 54 cm. How long is the diagonal?
16. A 15-foot ladder leans to the top of a 12-foot fence. How far is the foot of the ladder
from the base of the fence?
For Problems 17-20, simplify.
17. 18.
19. 20.
220 Chapter 2 Modeling with Functions
For problems 21-24, use the graph to solve the equation or inequality.
21. Refer to the graph of
22. Refer to the graph of
a. Solve
b. Solve
a. Solve
c. Solve
b. Solve
c. Solve
23. Refer to the graph of
24. Refer to the graph of
a. Solve
a. Solve
b. Solve
b. Solve
c. Solve
c. Solve
For Problems 25-30, graph the piecewise defined function.
25
if if
26
if if
if
27
if
28
if if
29
if if
30
if if
Chapter 2 Summary and Review 221
For problems 31-38,
a. Describe the function as a transformation of a basic function.
b. Sketch a graph of the basic function and the given function on the same axes .
s
31. 32. 33.
34. 35. 36.
37. 38.
In Problems 39-42, write a formula for each transformation of the given function.
39. a.
b. c.
40. a.
b. c.
222 Chapter 2 Modeling with Functions
41. 0 1 2 3 4 5 42. 1 2 3 4 5 6
243 81 27 9 3 1
a. 1 2 3 4 5 6 a. 1 0 1 2 3 4
243 81 27 9 3 1 25 24 21 16 9 0
b. 1 2 3 4 5 6 b. 1 0 1 2 3 4
243 81 27 9 3 1 50 48 42 32 18 0
c. c. 1 0 1 2 3 4
57 219 273 291 297 299 70 68 62 52 38 2
For Problems 43-44, give an equation for the function graphed.
43. 44.
Sketch graphs to illustrate the situations in Problems 45 and 46.
45. Inga runs hot water into the bathtub until it is about half full. Because the water is too
hot, she lets it sit for awhile before getting into the tub. After several minutes of
bathing, she gets out and drains the tub. Graph the water level in the bathtub as a
function of time, from the moment Inga starts filling the tub until it is drained.
46. David turns on the oven and it heats up steadily until the proper baking temperature is
reached. The oven maintains that temperature during the time David bakes a pot roast.
When he turns the oven off, David leaves the oven door open for a few minutes, and
the temperature drops fairly rapidly during that time. After David closes the door, the
temperature continues to drop, but at a much slower rate. Graph the temperature of
the oven as a function of time, from the moment David first turns on the oven until
shortly after David closes the door when the oven is cooling.
Chapter 2 Summary and Review 223
For Problems 47-48, match each table with its graph.
47. I. 0 2 4 6 8 II. 0 10 20 30 40
10 14 21 30 43 20 52 65 75 83
III. 0 1 2 3 4
140 190 240 290 340
a. b. c.
48. I. 0 0.1 0.2 0.3 0.4 II. 0 1 2 3 4
100 95 80 55 20 8.5 7.1 5.7 4.3 2.9
III. 0 10 20 30 40
50 37 27 20 15
a. b. c.
Write and graph a piecewise function for Problems 49 and 50.
49. The fluid level in a tank is a function of the number of days since the year began. The
level was initially at 60 inches and rose an inch a day for 10 days, remained constant for
the next 20 days, then dropped a half inch each day for 30 days.
50. The temperature at different locations in a large room is a function of distance from the
window. Within 2 feet of the window, the temperature is 66° Fahrenheit, but the
temperature rises by 0.5° for each of the next 10 feet, and then maintains the
temperature at 12 feet for the rest of the room.
For Problems 51-54, use absolute-value notation to write each expression as an equation
or inequality.
51. is 4 units from the origin. 52. The distance from to 5 is 3 units.
3
53. is within 4 units of 7. 54. is at least of a unit from 4
10
For Problems 55-64, solve.
55. 56.
57. 58.
224 Chapter 2 Modeling with Functions
59. 60.
61. 62.
63. 64.
For Problems 65-646, express the error tolerance using absolute value.
65. The height, , of a female trainee must be between 56 inches and 75 inches.
66. The time, , in freefall must be at least 3.5 seconds but no more than 8.1 seconds.
For Problems 67-68, give an interval of possible values for the measurement.
67. The mass, , of the sample must satisfy .
68. The temperature, , of the refrigerator is specified by .
For Problems 69-70,
a. Plot the points and sketch a smooth curve through them.
b. Use your graph to help you discover the equation that describes the function.
69. 2 3 4 6 8 12 70. 2 1 0 1 2 3
12 8 6 4 3 2 8 1 0 1 8 27
In Problems 71-76,
a. Use the graph to complete the table of values.
b. By finding a pattern in the table of values, write an equation for the graph.
71. 72.
0 4 8 16 0 4 10 14
10 2 18 24
73. 74.
0 4 16 25 0.5 1 1.5 4
1 3 4 0.5
Chapter 2 Summary and Review 225
75. 76.
3 2 0 1 2 3 2 0 1
3 8 7
For Problems 77-80, use a graphing calculator to graph each function on the given
domain. Adjust Ymin and Ymax until you can determine the range of the function
using the TRACE key. Then verify your answer algebraically by evaluating the function.
State the domain and corresponding range in interval notation.
77. 78.
79. 80.
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