TASK 1

(1) Identify the Turning Points, Zeros, and X-Intercepts

Turning Points:

• A graph's transition from increasing to decreasing, or vice versa, is known as a turning point.

The turning points in the graph are:

1. Point A: (−1.569, −3.124)

2. Point B: (0.319, 8.643)

3. Point C: (2, 0)

Zeros and X-Intercepts:

 Zeros of a polynomial are the x-values where the polynomial equals zero. These are also

the x-intercepts of the graph.

The zeros or x-intercepts in the graph are:

1. Point D: (−2, 0)

2. Point E: (−1, 0)

3. Point C: (2, 0)

(2) Multiplicity of Zeros

The term "multiplicity" describes how often a specific zero occurs in a polynomial.

 Point D (−2, 0): Appears to be a simple zero (multiplicity 1).

  Point E (−1, 0): Appears to be a simple zero (multiplicity 1).

 Point C (2, 0): Appears to be a simple zero (multiplicity 1).

There do not appear to be any zeros with higher multiplicity in this graph.

(3) Degree of the Polynomial and Increasing/Decreasing Intervals

Degree of the Polynomial:

 The degree of the polynomial is the highest power of xxx in the polynomial equation.

Based on the number of turning points (three), the polynomial is likely a fourth-degree

polynomial.

Increasing and Decreasing Intervals:

 The graph is increasing in the intervals:

o From x = −∞ to x = −1.569 (before Point A)

o From x = −2 to x = 0.319 (between Points D and B)

o From x =1 to x = 2 (between Points E and C)

 The graph is decreasing in the intervals:

o From x = −1.569 to x = −2 (between Points A and D)

o From x = 0.319 to x = 1 (between Points B and E)

o From x = 2 to x = ∞ (after Point C)

(4) Local Maximum and Minimum

Local Maximum:

 Point B: (0.319, 8.643)

Local Minimum:

 Point A: (−1.569, −3.124)

 Point C: (2, 0)

(5) Remainder When the Polynomial is Divided by x − 4

To find the remainder when a polynomial f(x) is divided by x − 4, we can use the Remainder

Theorem. According to the theorem, the remainder is f(4).

Given the graph, we do not have the explicit polynomial function f(x), so we cannot directly

compute f(4). If the polynomial function was provided, you would substitute x = 4 into the

polynomial to find the remainder.

TASK 2

(1) Finding the Zeros Using Rational Root Theorem and Synthetic Division

Rational Root Theorem: The Rational Root Theorem states that any sensible solution of the

polynomial equation f(x) = 0, where f(x) has integer coefficients, will be a fraction p/q , where p

is a factor of the constant term and q is a factor of the leading coefficient.

For the polynomial f(x) = x^4 − 8x^3 − 8x^2 + 8x + 7

 The constant term (p) is 7.

  The leading coefficient (q) is 11.

The possible rational roots are ± 1 ,± 7.

Synthetic Division: Let's test these possible roots using synthetic division.

1. Testing x = 1:

o Coefficients: [1, −8, −8, 8, 7]

1 |1 8 -8 -8 7

| -1 -7 -15 -7

--------------------------------

1 7 -15 -7 0

Remainder: 0 (thus, x = 1 is a root)

The quotient is x^3 - 7x^2 - 15x - 7.

2. Testing x = −1:

o Coefficients: [1, −7, −15, −7]

1| 1 -7 -15 -7

| -1 8 7

--------------------------------

1 -8 -7 0

Remainder: 0 (thus, x = −1 is a root)

The quotient is x^2 - 8x - 7.

 3. Finding Zeros of the Quadratic x^2 - 8x - 7 = 0:

o Using the quadratic formula x = -b ± √ b 2−4 ac /2 a :

x = 8 ± √ 6 4+ 28 / 2=8 ± √ 9 2 / 2=8 ±2 √ 2 3 / 2=4 ± √ 23

So, the zeros are x = 1, x = −1, x = 4 + √ 23, x = 4 − √ 23.

(2) The Graph

(3) Identifying its End Behavior

A polynomial function's leading term determines how it will behave in the end.

For f(x) = x^4 - 8x^3 - 8x^2 + 8x + 7, the leading term is x^4.

 As x → ∞ , f (x)→ ∞.

 As x →−∞ , f (x) → ∞ .
The end behavior indicates that the polynomial rises to positive infinity on both ends.

Task 3

Analyzing the Rational Function f(x) = 2x^2 – 5x + 3/ x^2 + 5x

(1) Finding the Horizontal and Vertical Asymptotes:

Horizontal Asymptotes:

A rational function P(x) / Q(x) can be found at its horizontal asymptotes by comparing the

degrees of the numerator and denominator:

1. Degree of the Numerator P(x) = 2x^2 − 5x + 3: 2

2. Degree of the Denominator Q(x) = x^2 + 5x: 2

• The ratio of the leading coefficients in the denominator and numerator, if the degrees

are equal, is the horizontal asymptote.

For f(x) = 2x^2 – 5x + 3/ x^2 + 5x:

 The numerator's leading coefficient is 2.

 The denominator's leading coefficient is 1.

Thus, the horizontal asymptote is:

y = 2/1 = 2
Vertical Asymptotes:

To find vertical asymptotes, determine where the denominator Q(x) is zero and the numerator

P(x) is not zero.

1. Find the zeros of the denominator:

Solve x^2 + 5x = 0:

x(x + 5) = 0

Thus:

x=0 or x = −5

2. Check the numerator at these points to confirm no common factors:

o For x = 0:

P(0) = 2(0)^2 − 5(0) + 3 = 3 ≠ 0

Thus, x = 0 is a vertical asymptote.

o For x = −5:

P(−5) = 2(−5)^2 − 5(−5) +3 = 2(25) + 25 + 3 = 50 + 25 + 3 = 78 ≠ 0

Thus, x = −5 is a vertical asymptote.

(2) Finding the Domain of the Rational Function

All real numbers fall into the domain of a rational function, except zero denominators.

1. Find where the denominator is zero:

Solve x^2 + 5x = 0:

x(x + 5) = 0

Thus:

x=0 or x = −5

2. The domain excludes these values:

Thus, the domain of f(x) = 2x^2 – 5x + 3/ x^2 + 5x is:

Domain = {x ∈ R∨x ≠ 0∧x ≠−5

TASK 4
Analyzing the Rational Function from the Graph

(1) Identifying the Horizontal and Vertical Asymptotes

Horizontal Asymptotes:

A rational function P(x)/Q(x) can be found horizontally by comparing the degrees of the

denominator Q(x) and the numerator P(x):

1. Degree of the Numerator P(x): Denote it as n.

2. Degree of the Denominator Q(x): Denote it as m.

 If n < m, the horizontal asymptote is y = 0.

 If n = m, the horizontal asymptote is y = a/b, where a and b are the leading coefficients of

the numerator and the denominator, respectively.

 If n > m, there is no horizontal asymptote (the function may have an oblique asymptote

instead).

From the graph:

 The function appears to have a horizontal asymptote at y = 0, suggesting n < m.

Vertical Asymptotes:

When the numerator is not zero and the denominator is zero, vertical asymptotes occur.

1. Find where the denominator is zero:

 From the graph, the vertical asymptotes are located at the points where the function heads

off to ± ∞ :

o At x = 2

o At x = 4

The vertical asymptotes, hence are x = 2 and x = 4.

(2) Identifying the Zeroes of the Rational Functions

The zeros of the rational function are the x-values where the numerator is zero and the

denominator is not zero. From the graph, the zeros are the points where the function crosses the

x-axis:

 X=2

 X=3

 X=4

Thus, the zeros are x = 2, x = 3, and x = 4.

(3) Identifying the Rational Function:

Given the vertical asymptotes and zeros, we can form the rational function:

 The zeros at x = 2, x = 3, and x = 4 suggest the numerator can be (x − 2)(x − 3)(x − 4).

 The vertical asymptotes at x = 2 and x = 4 suggest the denominator contains (x − 2) and

(x − 4).

A possible rational function could be:

f(x) = (x−2)(x−3)(x−4) / (x−2)(x−4)

However, since the denominator and numerator share the same factors, the function simplifies to:

f(x) = x − 3

But this does not fit with the graph's behavior around the asymptotes. Hence, another possible

function:

f(x) = k(x−2)(x−3) / (x−2)(x−4)

To match the horizontal asymptote y = 0, the numerator's and denominator's degrees must be the

same. This suggests the function:

f(x) = k(x−2)(x−3) / (x−2)(x−4)

Where k is a constant.

TASK 5

Creating and Analyzing an Open Box

To address the given problem, let's follow the steps and solve each part:

(1) Finding the Value of the Open Box:

Step-by-Step Solution:

1. Dimensions of the Cardboard:

o Let the width of the cardboard be www.

 o The length of the cardboard is three times the width, so it is 3w.

2. Cutting the Corners:

o A square of 15 cm is cut from each corner of the cardboard.

o This reduces the length and width by 30 cm each (15 cm from each side).

3. Resultant Dimensions of the Box:

o New width of the base = w – 30 cm

o New length of the base = 3w − 30 cm

o Height of the box = 15 cm (since this is the height formed after folding the cut

edges).

4. Volume of the Box: The volume V of the box is given by:

V = length × width ×height

Substituting the values:

V = (3w − 30)(w − 30)(15)

Simplifying:

V = 15(3w^2 − 90w − 30w + 900)

V = 15(3w^2 - 120w + 900)

V = 45w^2 - 1800w + 13500

So, the volume function is:

 V(w) = 45w^2 - 1800w + 13500

Polynomial Nature: The volume function V(w) is a polynomial of degree 2 (quadratic

polynomial).

(2) Finding the Possible Domain for the Volume Function

For the volume function to be valid, the dimensions of the cardboard must be positive:

1. Width Constraint:

o W − 30 > 0

o W > 30

2. Length Constraint:

o 3w − 30 > 0

o W > 10

Since w > 30 is stricter than w > 10, the domain is determined by w > 30

Therefore, the possible domain for the volume function is:

w > 30

(3) Finding the Dimensions for a Volume of 12500 cubic cm

We need to solve for w when V(w) = 12500:

45w^2 - 1800w + 13500 = 12500

 45w^2 - 1800w + 1000 = 0

Solving the Quadratic Equation: Using the quadratic formula w = −b± √ b^2 − 4ac / 2a:

a = 45, b = −1800, c = 1000

w = −(−1800)± √ (−1800)^2 – 4 ×45 ×1000 / 2 ×45

w = 1800 ± √ 3240000 – 180000/ 90

w = 1800 ± √ 3060000 / 90

w = 1800 ± 1749.86/ 90

This gives us two solutions:

w = 1800 +¿ 1749.86/ 90 ≈ 39.43

w = 1800 −¿ 1749.86/ 90 ≈ 0.56

Since the width must be greater than 30 cm, we take w ≈ 39.43.

Finding Dimensions:

 Width: w – 30 = 39.43 – 30 ≈ 9.43 cm

 Length: 3w – 30 = 3(39.43) – 30 ≈ 88.29 cm

 Height: 15 cm

Dimensions of the Box:

Width ≈ 9.43 cm, Length ≈ 88.29 cm, Height = 15 cm

These dimensions will give a volume close to 12500 cubic cm.

References:

Abramson, J. (2023). Algebra and trigonometry (2nd

ed.). OpenStax. https://openstax.org/details/books/algebra-and-trigonometry-2e licensed under

CC 4.0

Larson, R., & Edwards, B. H. (2014). Calculus of a Single Variable (10th ed.). Cengage

Learning.

Stewart, J. (2015). Calculus: Early Transcendentals (8th ed.). Cengage Learning.