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Functions - Relationship Between Two Variables INVESTIGATION

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12 views5 pages

Functions - Relationship Between Two Variables INVESTIGATION

Uploaded by

emilianoollervides8
Copyright
© © All Rights Reserved
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UNIVERSIDAD DE MONTERREY VICERRECTORIA DE

EDUCACIÓN MEDIA SUPERIOR


ACADEMIA DE MATEMÁTICAS PROGRAMA
MULTICULTURAL
CÁLCULO I

Functions - Relationship Between Two Variables


INVESTIGATION

EMILIANO OLLERVIDES TREVIÑO - 624687 - 23/09/2023

Ana Lucia Molina Montalvo


Investigation: Research the following and answer.
Linear Function:
How do you know when a function is linear?
= We know because of the form they have ( f(x) = mx + b) with a constant rate of
change (m), they graph as straight lines.
What is an example of a linear function in real life?
= An example can be the distance traveled by a car at a constant speed.
Quadratic Function:
What is a quadratic function?
= We know because of the form they have ( f(x) = ax²+bx+c) creating U-shaped
parabolic graphs.
What is an example of a quadratic function in real life?
= An example can be the height of an object in free fall.
Radical Function:
What is a radical function?
= Radical functions involve square roots or other roots,
List the steps to graph a radical function
= Steps to graph: Identify restrictions, plot points, and connect them smoothly.
Rational Function:
How do you know when a function is rational?
= You know a function is rational when it can be expressed as the ratio of two
polynomials, where the numerator and denominator are both polynomials in the
variable of interest.
State the elements of a rational function
= Numerator , denominator, potential vertical asymptotes, and horizontal
asymptotes.
Exponential Function:
What is an exponential function?
= Is a mathematical expression or function that involves variables raised to constant
powers, typically written as ax’, when a is a constant and x is the variable.
What is an example of an exponential function in real life?
= An example is the compound interest in savings accounts.

Activity: Mario loves running. Here are the contexts of six of his recent
runs, 1-6, and some graphs, A-G, that might describe the runs.
Run Grap Reason
h
Run C The distance and the time are constant because the person did
1 not stop running, so distance and time are constant.
The graph demonstrates a direct line in the graph, which
implies that the distance is constant, this leaves us with a
confidence that the individual was consistently occupied.
Run A The graph shows that the distance is growing at the same rate
2 as the time, which then the graph goes to a more flat situation,
which has drastically in common with the run 2.
Run G Because the horizontal distance has 10,000m shown, and
3 10,000m is 10 km and in the picture it says he runs 10km.
Because the boy is going at a constant speed and the meters
are rising up, which means that the boy was running for a long
period of time.
Run E The graph states that as in the drawing, the person goes up and
4 down on the way to their house.
Run B Because there was a point in the graph where the boy came to
5 a stop, and after the stop he continued.
The distance on the graph shows us that the boy stopped
running, but the time started to extend, and then the person
continued running and it is seen in the table that the distance in
meters is getting higher.
Run F The only graph that shows a curve and a non-straight way for
6 the distance, so this makes sure that the run wasn't on the same
height, as the run 6 states that it goes through a not so easy
trail.
D This graph does not match any of the runs

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