Objectives
What is a function and what do we mean by its domain and range?
What is the slope of a line? What are linear functions and families of linear functions?
What is a function and what do we mean by its domain and range?
What is the slope of a line? What are linear functions and families of linear functions?
We begin our study of calculus by reminding the reader of several pre-requisite topics. The study of calculus depends on a thorough understanding of these topics and it is imperative that the reader become as familiar as possible with these topics. In the present section we remind the reader about the concepts of functions, slope, and lines, but first, there are a few things that you should do to get your self ready to use this text.
This is the first Preview Activity in this text. Your job for this activity is to get to know the textbook.
Where can you find the full textbook?
What chapters of this text are you going to cover this semester. Have a look at your syllabus!
What are the differences between Preview Activities, Activities, Examples, Exercises, Voting Questions, and WeBWork? Which ones should you do before class, which ones will you likely do during class, and which ones should you be doing after class?
What materials in this text would you use to prepare for an exam and where do you find them?
What should you bring to class every day?
Let's start with the fundamental mathematical idea of a function.
A function is a mathematical rule that assigns exactly one output for every input.
It is easy to give many common examples of functions:
The area of a circle \(A\) is a function of the radius of the circle: \(A(r)= \pi r^2\text{.}\)
The amount \(M\) in your savings account is a function of the rate of interest the bank pays as well as time.
The fuel efficiency in your car is a function of many things, e.g. the speed at which you drive, the number of cylinders in your engine, the type of driving conditions, etc.
The pressure on a diver is a function of the depth of the diver under water.
The domain is the set of all possible inputs for a function.
The range is the set of all possible outputs for a function.
Find the domain and range of the functions \(f(x) = \sin(x), g(x) = \sqrt{x},\) and \(h(x) = \frac{1}{x}\text{.}\)
It is also important to recall the notation for functions. When we write \(f(x) = \sqrt{x}\) we are saying several things. First, the “\(f\)” is the name of the function that we're defining. The naming convention gives us a convenient way to refer to functions without having to explicitly state their algebraic form. Next, the “\((x)\)” is an explicit statement to the reader that the variable “\(x\)” is the independent variable for the function \(f\text{.}\) Lastly, the right-hand side of the definition tells us exactly what to do with the independent variable algebraically.
When we write \(f(25)\) we are referring to the already defined function \(f\) and explicitly saying to replace the independent variable with the number \(25\text{.}\) In this instance, \(f(25) = \sqrt{25} = 5\text{.}\) Similarly, if we write \(f(\sin(x))\) we mean to find the independent variable \(x\) in the function \(f\) and replace it with the function \(\sin(x)\text{.}\) In this case, \(f(\sin(x)) = \sqrt{\sin(x)}\text{.}\) This is simply a new function.
A function does not always need to be given algebraically. The three primary representations of a function are the algebraic form, the graphical form, and the tabular form. For example, for the function \(f(x) = \sqrt{x}\) we are explicitly giving the algebraic form and the middle plot of Figure 5 shows the graphical form. Table 6 shows a portion of the table of values. The distinct disadvantage for a table of values on many functions is that there are infinitely many possible input values and a table can naturally only show finitely many of them.
\(x\) | 0 | 1 | 2 | 3 | 4 | 5 |
\(f(x)\) | 0 | 1 | 1.414 | 1.732 | 2 | 2.236 |
The graph of a function \( f(x) \) is shown in the plot below.
What is the domain of \( f(x) \)?
Approximate the range of \(f(x)\).
What are \(f(0)\), \(f(1)\), \(f(3)\), \(f(4)\), and \(f(5)\)?
One of the basic graphical ideas of calculus is that if we zoom in close enough to a curved function it will look approximately linear. The words “zoom” and “close enough” will be made explicit later. We now review the features of linear functions so that the idea of “zoomed in linearity” can flow naturally later in the course.
Every linear function is characterized by a constant rate of change; the slope. The slope of a linear function is a measure of the “steepness” of the line. We use the symbols \(\Delta x\) and \(\Delta y\) which mean respectively the “change in \(x\)” and the “change in \(y\)”.
The slope, \(m\) of a (non-vertical) linear function \(f\) which passes through any two points \((x_1,y_1)\text{,}\) \((x_2,y_2)\) can be found using the formula
\begin{equation*} m = \frac{\Delta y}{\Delta x} = \frac{y_2 - y_1}{x_2 - x_1} = \frac{f(x_2)-f(x_1)}{x_2-x_1} = \frac{\text{ Rise } }{\text{ Run } } \end{equation*}As shown in Figure 8, the slope of a linear function has the following characteristics:
if the line rises from left to right then the slope is positive,
if the line falls from left to right then the slope is negative,
if the line is horizontal then the slope is zero, and
if the line is vertical then the slope is undefined.
Depending on the information given there are several convenient forms of the equation of a line. Given the definition of the slope
\begin{equation*} m = \frac{y_2 - y_1}{x_2 - x_1} \end{equation*}and letting \((x,y) = (x_2,y_2)\) be any arbitrary point we get the point-slope form of a linear function by observing that \(m = \frac{y - y_1}{x - x_1}\) which implies that \(y - y_1 = m(x-x_1)\text{.}\)
If the linear function \(f\) has slope \(m\) and passes through the point \((x_1,y_1)\text{,}\) then the point-slope form of the equation of a line is given by:
\begin{equation*} y-y_1=m(x- x_1). \end{equation*}An alternate form of a linear function which is probably very familiar to most readers is the slope-intercept form of a line.
If the linear function \(f\) has slope \(m\) and \(y\)-intercept \(b\text{,}\) then the slope-intercept form of the equation of a line is given by:
\begin{equation*} y=mx + b. \end{equation*}In a calculus class the point-slope form is often the most useful. If you have a linear function written in the point-slope form you can always rearrange to get it into the slope-intercept form
\begin{equation*} y - y_1 = m(x-x_1) \implies y = mx - m x_1 + y_1. \end{equation*}Hence we see that the \(y\) intercept of a line can be given as \(b = -mx_1 + y_1\text{.}\) The symbols and geometry used in each of the above definitions are shown in Figure 11.
Find the equation of the line with the given information.
The line goes through the points \((-2,5)\) and \((10,-1)\).
The slope of the line is \(3/5\) and it goes through the point \((2,3)\).
The \(y\)-intercept of the line is \((0,-1)\) and the slope is \(-2/3\).
Write the equation of the line going through the points \((5,7)\) and \((-3,2)\text{.}\)
A feature of every linear function is that the slope is the same no matter where you are on the line. When given a table of data that you suspect might represent a linear function the slope manifests itself as a constant common difference between successive \(y\)-values.
\(x\) | 5 | 6 | 7 | 8 | 9 |
\(y\) | 12.2 | 17.5 | 22.8 | 28.1 | 33.4 |
Demonstrate that this data is linear and write an equation that fits the data.
An apartment manager keeps careful record of the rent that he charges as well as the number of occupied apartments in his complex. The data that he has is shown in the table below.
Monthly Rent ($) | 650 | 700 | 750 | 800 | 850 |
Occupied Apartments | 203 | 196 | 189 | 182 | 175 |
Just by doing simple arithmetic justify that the function relating the number of occupied apartments and the rent is linear.
Find the linear function relating the number of occupied apartments to the rent.
If the rent were to be increased to
At a
where \(C\) is the number of chirps/minute and \(T\) is in \(^\circ F\text{.}\)
If the chirp rate is 120 chirps/minute, what is the temperature?
Suppose that crickets will not chirp if the temperature is below \(56^\circ F\text{.}\) We can also suppose that crickets will not chirp above \(136^\circ F\) since that is the highest temperature ever recorded at a weather station. With these parameters, what is the domain of this function?
We noted above that a linear function has the form \(f(x)=mx+b\text{,}\) where \(m\) is the slope of the line, and \(b\) is the \(y\)-intercept. Since \(m\) and \(b\) can take on various values, taken together, they represent a family of functions. For example, we could fix \(b = 2\text{,}\) and then draw the graphs of \(f(x)=mx+2\) for various values of \(m\text{;}\) for example, \(m = -1, -2, 2, 1\text{.}\) Doing so would give the functions in the family \(f(x)=mx+2\) shown in the left image of Figure 16.
Similarly, we could set \(m\) to be \(2\) and let \(b\) take on the values \(b=-1, 1, 4, -6\) and we would get some examples from the family of functions for \(y=f(x)=2x+b\) shown in the right image of Figure 16.
From the right image in Figure 16 it should be clear to the reader that parallel lines have the same slope. What can you say about the slopes of perpendicular lines? Here is the result that we state without proof.
If line \(\ell_1\) has slope \(m_1\) and line \(\ell_2\) has slope \(m_2\text{,}\) then
lines \(\ell_1\) and \(\ell_2\) are parallel if the slopes are the same: \(m_1 = m_2\text{,}\) and
lines \(\ell_1\) and \(\ell_2\) are perpendicular if the slopes are opposite reciprocals: \(m_2 = -\frac{1}{m_1}\text{.}\)
Write the equation of the line with the given information.
Write the equation of a line parallel to the line \(y=\frac{1}{2}x+3\) passing through the point \((3,4)\).
Write the equation of a line perpendicular to the line \(y=\frac{1}{2}x + 3\) passing through the point \((3,4)\).
Write the equation of a line with \(y\)-intercept \((0,-3)\) that is perpendicular to the line \(y=-3x-1\).
A function assigns one \(y\) value to each \(x\) value.
The slope of a linear function can be written as
\begin{equation*} m = \frac{\text{ Rise } }{\text{ Run } } = \frac{y_2 - y_1}{x_2 - x_2} \end{equation*}A linear function can be written in the forms
\begin{equation*} y = mx + b \text{ or } y-y_1 = m(x-x_1) \end{equation*}When examining linear data, the differences between successive \(y\)-values reveals the slope.
(modified from NCTM Illuminations) The table below displays data that relate the number of oil changes per year and the cost of engine repairs. To predict the cost of repairs from the number of oil changes, use the number of oil changes as the \(x\) variable and the engine repair cost as the \(y\) variable.
Oil Changes Per Year | Cost of Repairs ($) |
3 | 300 |
5 | 300 |
2 | 500 |
3 | 400 |
1 | 700 |
4 | 400 |
6 | 100 |
4 | 250 |
3 | 450 |
2 | 650 |
0 | 600 |
10 | 0 |
7 | 150 |
Using graph paper make a plot of the data on appropriate axes.
Do the data appear linear? Why or why not?
Pick two representative points from the data and use them to write the equation of a line that fits the data. Plot your line on top of your data and discuss how well your line fits the data. Once you have a line that fits the data use the curve fitting tools in your software to find the best fit line. Interpret the slope and intercept in the context of the problem.
Despite how well your data fit a linear model, it is not entirely sensible to use a linear model for this data. Why?
The population of a city, \(P\text{,}\) in millions, is a function of \(t\text{,}\) the number of years since 1960, so \(P = f(t)\text{.}\) Which of the following statements explains the meaning of \(f(38) = 8\) in terms of the population of this city?
The population of this city in the year 38 is 8 million people.
The population of this city in the year 8 is 38 million people.
The population of this city in the year 1968 is 38 million people.
The population of this city in the year 1998 is 8 million people.
Determine the slope and \(y\)-intercept of the line whose equation is \(-4y + 6x + 8 = 0\text{.}\)
SolutionThe value of a car in 1990 is $13,100 and the value is expected to go down by $80 per year for the next 7 years. Write a linear function for the value, \(V\text{,}\) of the 1990 car as a function of the number of years from 1990, \(x\text{.}\)
Solution