6IH H8H, b.b.J.

Associate Professor of Mathematics

Chestnut Hill College
Philadelphia, Pennsylvania
0H8 8DIC8H
Professor of Mathematics
Queensborough Community College
Bayside, New York
Barbara Adams
St. Rose High School
Belmar, New Jersey
Judy B. Basara
Mathematics Curriculum Chairman
St. Hubert High School
Philadelphia, Pennsyii'Ctnia
Gail M
.
Baumann
Mathematics Teacher
H. B. Plant High School
Tampa, Florida
Donna Beers
Mathematics Department
Simmons College
Boston, Massachusetts
Composition, flm, and computer-generated
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Cover Design: Martucci Studio
Chapter Opner Design: Function Thru Form
1J by Prentice-Hall, Inc., Englewood
Cliffs. New Jersey 1bJ2. All rights
reserved. No part of this book may be
reproduced ip any form or by any means
without permission in writing from the
publisher. Printed in the United Stales
of America.
ISBN -1J-111b-
J 8 9 I I1 I 99 98 9J
Prentice Hall
A Division of Simon Schuster
Englewood Cliffs. New Jersey 1bJ2
11MLWb
8IVH . 0UD6
Mathematics Department Chair
Deerfeld High School
Deerfeld, Illinois
H6I0H . H0CKH
Professor of Mathematics
SUNY College at Brockport
Brockport, New York
LL^b1L1^1b
Mary h. Butler, S.S.J.
St. Rose High School
Belmar, New Jersey
Sylva Cohn
Formerly Associate Professor of Mathematics
State University of New York at Stony Brook
Stony Brook, New York
Wade Ellis, JR.
Mathematics lnstmctor
West Valley College
Saratoga, Califomia
Calvin . Long
Professor of Mathematics
Washington State University
Pullman, Washington
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-
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Contnt
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( O H --N Q
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Mathemal Power 1
Review and Assessment
1.1
1.2
1.3
1.4
1.5
1.6
.. 1.7
Introduction to Modeling 2 Review 10,21,42
The Real Number System 11
Test Yourself Z3, 49
The Cartesian Coordinate System 18
Cumulative Review 3
Summary and Review b0
Relations and Functions 24
Chapter Test Z
Algebra of Functions 32
Inverse Functions 38
Absolute Value, Greatest Integer,
and Piecewise Functions 4
Graphg uuCluuS
O m M H
M
NP

~ ""~"
F F C V L
C A umH Cm
Mathemal Power 54
Review and Assessment
2.1 Symmetry 56 Review ,79,99
2.2 Refections and Transformations b
Test Yourself , 113
2.3 Linear Functions 73
Cumulative Review 1 1 7
Summary and Review 1 1 4
2.4 Solving Quadratic Equations 80
Chapter Test 11
2.5 Graphing Quadratic Functions 87
2.6 Solving Polynomial Equations V
2.7 Coordinate Proofs 10
2.8 Distance from a Point to a Line 107
IV
%
\

\
"+
.

Applications of Trigonometry
~~~~~~~~~~~~~~~
N S 0$* 7MWUW1 0(M*
A MJ]e W

Mathemal Power 242
Review and Assessment
5.1 Solving Right Triangles 244
Review Zb0
5.2 The Law of Sines 251
Test Yourself Z3, Z79
5.3 The Ambiguous Case 257
Cumulative Review Z3
Summar and Review Z0
5.4 The Law of Cosines 264
Chapter Test ZZ
5.5 The Area of a Triangle 272
Trigonometric Identities and Equations
SLSFAwC

C * *F%*M

HBF
Mathemal Power 284
6.1 Sum and Diference Identities 286
6.2 Verifying Identities Graphically 293
6.3 Double-Angle and Half-Angle
Identities 297
6.4 Product/Sum Identities 30
6.5 Solving Trigonometric Equations
and Inequalities 311
6.6 Solving Trigonometric Equations
V|
and Inequalities in Quadratic Form 317
Review and Assessment
Review Z9Z, 31 0
Test Yourself 30b, 3Z3
Cumulative Review 3Z7
Summar and Review 3Z4
Chapter Test 3Z
r
.

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v .
Exponential and Logarithmic Functions

UC!4D(mE
MPBGDQ
C AW8$O$Hp
& MmM*H
Mahena Power 438
Review and Assessment
9.1
9.2
9.3
9.4
9.5
9.6
Rational Exponents +
Review 44b,4
Exponential Functions 446
Test Yourself 40,41
Logarithmic Functions 453
Cumulative Review
Summar and Review 4Z
Properties of Logarithms 461
Chapter Test %
Exponential Equations and
Inequalities 467
Exponential Growth and Decay
Models 475
Polar Cordinates and Complex Numbers
BGFwFPag/ng
^
CHDQmBP
LAc
Maena Power 486
Review and Assessment
10.1 Polar Coordinates
10.2 Graphs of Polar Equations
10.3 Polar Form of Complex Numbers
10.4 Products and Quotients of
Complex Numbers in Polar Form
10.5 Powers of Complex Numbers
10.6 Roots of Complex Numbers
v
488
494
503
509
516
522
Review 493, b1b
Test Yourself 5, bZ7
Cumulative Review b31
Summar and Review bZ
Chapter Test b30
7
7
7
'
`
-.
.

Sequence 0 Sere
~
<
Mahe1la Power 672
Review and Asent
13.1 Sequences 674 Review 0,97,719

13.2 Arithmetic and Geometric

Test Yourself 70b, 73b
Sequences 681
Cumulative Review 739
13.3 Arithmetic and Geometric Series 69
Summary and Review 73
Chapter Test 73
13.4 Mathematical Induction 698
13.5 The Binomial Theorem 70
13.6 Limits of Sequences 714
13.7 Sums of Infinite Series 720
13.8 Power Series 728
Pobabit
Mahe1l a Power 740
Review and As ment
14.1 Basic Counting Principles 742
Review 747,70, 73

14.2 Permutations and Combinations 748
Test Yourself 79,791
14.3 Probability 755
Cumulative Review 79b
Summar and Review 79Z
14.4 Conditional Probability 761
Chapter Test 794
14.5 Beroulli Trials and the
Binomial Distribution 770

14.6 Random Variables and

Mathematical Expectation 777
14.7 More Topics in Probability 784
x
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L0mm00al00
caS000g
xII

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Objectives: !O uS0 3|n03/ 0qu3I|On 3S 3 m3Ih0m3I|U3|mOO0|
!O uS0 3 qu3O/3I|U 0qu3I|On 3S 3 m3Ih0m30U3| mOO0|
F0Cu8
Suppose you are watching a video
movie. After 15 minutes, you leave to
answer the phone without turing of
the video tape. After another 15 minutes,
you retur and want to rewind the tape
to see the part you missed. The counter
on the VCR registers bbb, so you decide that you should rewind the tape until it
registers half of bbb. or 343. When you do this, you fnd that you have rewound
to a point in the movie that came well before you received the phone call. Why?
The data in the table at Counter Elapsed
the right relates counter
reading x time y (min)
readings on the VCR to 0 0
elapsed time. The
graph shows that this
93 3
relationship is not 123 4
linear; that is, the
1 5 1
10
5
281
counter readings do not
397 1 5
increase at a constant 5 00 20
se
+e
+

=
C
W
g
:e
rate.
600 2 5

66 30
8 5 0 40
e
zee +ee 6 &
1000
5 0
Counter reading
Organizing and graphing data are two important tools used in data analysis.
They allow you to visualize the particular relationships that are suggested in a
real world problem. Data analysis is used extensively in the process of modeling,
a method by which real world phenomena are described mathematically.
To understand a complicated system in the real world, it is often helpful to
create a simplifed representation of that system. Suppose you are giving
directions to your house. You might draw a simplifed map of the route, leaving
out the streets that are not necessary. This simplifed map is an example
of a model. A mathematical moel, then, is a mathematical representation of
some aspect of a real world system. One kind of mathematical model is an
equation.
In Example 1, a linear equation is found to ft the given data. The slope m of a
line is the ratio of the change in vertical distance to the change in horizontal
distance.
2 Chapter I Functions

~
X
eee
In any modeling situation, certain assumptions are made. In Example l. it was
assumed that the relationship was linear and that the fare increased continuously
as the mileage increased. Actually, most taxi fares increase in increments
such as one -tenth of a mile. Such a case would be better modeled by a step
function, which will be discussed in Lesson 1.7. However, the continuous
linear model is sufcient for fnding an approximate price for the tourist to pay.
In many problem situations the data does not suggest a linear relationship.
The data and the graph in the Focus, for example, suggest that the relationship
between the counter reading and the elapsed time on a VCR is quadratic.
How would you fnd an equation that fts the data in the table?
The graph of a qmItc)nd by an equation of the form
y =U bx + c is a
To fnd the coefcients a, b, and c of the equation, you may need to solve a
system of equations as shown in Example 2. When solving equations using real
world data, values are usually not exact. Throughout the text the equals
symbol will be used in equations with approximate values, but the context
should make it clear when approximate values are being used, as in Example 2.
When using a calculator, values should not be rounded until the end of a
calculation.
Example Z Electronics Use the data taken from the VCR described in the Focus to fnd
an equation that relates the counter reading to the elapsed time of the tape.
Round the values of the coefcients to fve decimal places.
Since the graph of the data appears to form a y
parabola, the relationship may be quadratic.
se

The point (0, 0) is in the data set, so you can

substitute for x and y in the quadratic equation
e

to fnd C.
=
8
=

W
y = ax2 + bx + c
W
W
0 = a(0)2 + b(O) + C
g ze

O=c
e

Then the equation that models the data is

V
7
e
z ee & eee
y = ax2 + bx
Counterread|ng
To fnd the coefcients a and b that ft the set of data, choose two points from the
data and substitute them for x andy. This will give a system of two linear equations
which can be solved for a and b. The values of a and b wiJI depend on which points
you choose to substitute. In this case, the points (6, 2) and (50, 20) are used.
2 = a(6)2 b(6)
20 = a(500)2 + b(500)
4 Chapter I Functions
-
f'
~
The equation in Example 3 yields two values for X, one positive and one
negative. Since the counter reading cannot be negative, only the positive value
is correct. Negative values are not in the replacement set for the variable
representing counter reading. Remember that the solution set of an equation
must be a subset of the replacement set. A real world problem may impose
more restrictions on the replacement set than the equation that is used to
model it. It is especially important in a modeling situation to refer back to the
original problem when checking your answers.
An equation will not always ft the data as well as those in Examples l and 2.
Often you must analyze the graph and use your judgment to fnd the equation
that best models a set of data.
Stopping The stopping distance of an automobile is a
function of the speed of the automobile at the
time the driver recognizes the need to stop.
The data in the table shows average stopping
distances on dry pavement for various speeds.
This data can be used to determine a
mathematical model for the stopping distance
of an automobile driven on dry pavement.
Speed (mi/h) distan (f)
First determine what kind of equation would
best ft the data. Plotting the data points
on a graph can ofen help you make this
determination.
The data for stopping distances is plotted at
the right. The points do not all seem to lie
on a line. Therefore, the mathematical
relationship between stopping distance and
speed is probably not linear. However, the
graph appears to resemble the shape of a
parabola, so a quadratic function may be a
more appropriate model for this data.
40
3
=
j Z0

Z
C
10
100
0
0
0
20
3
40
b
6
y

Z0
0
47
N
149
24
36

X
4 b0 80
Speed(mH)
Example 4 Driving Safet Using the three data points (0, 0), (20, 47), and (30, 88),
determine an equation for stopping distance in terms of speed. Round the
coefcients to the nearest thousandth.
y =a+ bx + c
0 = Oa + Ob + c
0 = c
47 = (20)2a + 20b + c
47 = 400a + 20b
88 = (30)2a + 30b + c
88 = 90a + 30b
F|nda, b, andC.
Substitute (0, 0) DI x and.
Substitute (20, 47) DI x and.
Substitute 0 DIC.
Substitute (30, 88) DI x and.
Substitute 0 DIC.
Solve the system of equations by the addition method.
6 Chapter unctons
.
.

UI88 bX8rCI888
Ecology A community offered students a chance to ear money while helping
clean up litter. The table below lists their earnings based on the number of bags
of litter they collected.

Numbr of bags
I
1
I
3
I
5
I
8
I
11
I
12
Earnings ($) 0.80 3.60 6.40 10.60 , 14.80 16.20
. Graph the data and determine if a linear or quadratic relationship is
appropriate.
Z. Use the frst two data points to fnd a model for the method of payment.
J. Test the model found in Exercise 1 for 11 bags and 12 bags. Draw a
conclusion about the accuracy of the model.
4. Use the model to predict the earnings of a student who collects 20 bags.
5. Thinking Critically If the community were posting an advertisement for
this opportunity, how might the method of payment be phrased?
6. Using the .ata points (0, 0), (30, 88), and (60, 366) and Example 4j fnd
an equation for stopping distance.
7. Compare the results of applying the. models in Example 4 and Exercise 6
for the speed of 50 mi/h.
PrClIC8 bX8rCI888 Use appropriate technology.
Consumerism Carlos made six long distance calls to his mother's house last
month on weekday afteroons. The length and cost of each call is listed below.
Length of C|| (min)
I
1
I
3
I
6
I
14
I
15
I
32
Cost ($) 0.37 0.59 0.92 1.80 1.91 3. 78
. Use the data points (6, 0.92) and (14, 1.80) to fnd a linear model for the
company's billing system.
Z. Use the model developed in Exercise ! to predict the cost of a 23 -min call.
J. Solve for x: 7(3x + 6) !l ~ -(x 2)
The following data was collected by measuring the distance d which an object
falls for various lengths of time t. A negative distance means that the object is
d feet below the point from which it was dropped.
Time (s)
I
0
Distance (0) 0
4. Plot the points in the table on a graph. Analyze the graph to determine if a
linear or quadratic model best fts the data.
5. Using the frst three data points in the table, fnd an equation that relates
the distance an object falls to time.
6. Thinking Critically Test the equation found in Exercise 5 for times of 3
and 4 s. What conclusions can you draw about the accuracy of the model?
d Chapter I Functions
.
'
r
ZJ. Thinking Critically Suppose you have a three-digit counter on your VCR
and the number 999 is followed by . Use the model in Example 2 to fnd
what the counter reading would be after a movie that ran 2 h 55 min.
Mechanical Engineering A ballistics expert, studying trajectory, uses a
device that fres projectiles at a constant velocity but varies the angles at which
they are launched. Below is a table showing the horizontal distances that the
projectiles travel for various launch angles.
Angle (degrees) 90
Distance (m) 0
. Plot the points in the table and determine what type of equation would best
model the data.
Z5. Use the data points (0, 0), {15, 104), and (30, 181) to fnd an appropriate
equation relating the launch angle to the horizontal distance traveled.
Zb. Repeat Exercise 25 using points (15, 104), (45, 209), and (75, 105).
Z7. Thinking Critically Make tables of values for the equations derived in
Exercises 25 and 26, and graph each equation. Compare the tables and
graphs to the original data. What conclusions can you draw about the
accuracy of the two models?
Z8. Writing in Mathematics Write a paragraph explaining what the data
reveals about the relationship between the launch angle and the horizontal
distance traveled. Why is the distance 0 for 90?
Z. Thinking Critically Using the equation derived in Exercise 25, what
prediction can you make about the horizontal distance traveled by a
projectile launched at an angle of 150?
3. Suppose you have a three-digit counter on your VCR and after rewinding
a 20-min segment of tape, the counter reading is 545. Use the model in
Example 2 to determine the reading before the tape was rewound.
l
Find newspapers or magazines giving new and used car prices. Find a car you
would like to own and make a graph comparing the value of the car every year
from the time of purchase until it is 8 years old. Using the data in the
g
raph,
make a model that predicts the value of the car afer a given number of years.
HevIew
Factor.
. x2 - lOxy 25y2 Z. 25X2 - y2
J. Solve the inequality
1
2x - 7
1
F 15 and graph the solution set.
4. Determine the coordinates of all points that are 5 units from the y-axis and
3 units from the x -axis.
5. Simplify -3x2y-4 if x ~ -3 andy ~ 2.
10 Chapter I Functions
*
r
Irrational numbers are real numbers that are
not rational numbers. The set of irrational
numbers contains numbers such as \. Y.
and e. The sets of rational and irrational
numbers have no elements in common and are
therefore mutually exclusive .
A calculator performs operations with
rational numbers. The calculator
manipulates irrational numbers by converting
them to very accurate decimal approximations.
h0 H08 NumDfyS0m
To reduce rounding errors in your calculations, remember to confne your
rounding to the last step and to store decimal approximations in the calculator's
memory when necessary. Also, for greater accuracy, use the calculator keys
designated for irrational numbers, such as or e.
MD000@
How can you use geometric constructions to represent real numbers on a
number line?
Just as modeling can be used to make a real world problem more understandable,
it can also be used to make an abstract concept more concrete. For example,
the techniques of geometric construction can be used to illustrate the idea that
every element in the set of real numbers can be represented on a number line.
Draw a line with a straightedge and choose a point on it to represent 0. You
can then choose some unit length and use a compass to locate points for the
integers. Geometric constructions can also be used to fnd points on the
number line that represent rational numbers and points that represent irrational
numbers.
Example T Locate each point on the number line.
a. b. \
a. Draw a ray through zero on the number line.
Mark off fve equal lengths on the ray and
label the end of the third length Q and the
ffth length P. Draw PA. Copy LP at Q.
Since QR is parallel to P, the coordinate of

R
.
t8_.
b. Construct a one -unit segment perpendicular to
the number line at 1. Draw OA, making an
isosceles right triangle. By the Pythagorean
theorem, the length of the hypotenuse OA is
\. Use a compass to locate this value on the
number Line.
12 Chaptcr I unctons
e
a
z
s
e z
.

-
Example The operations E and are defned on the set S = {0, l , 2, 3} in the tables
below. Determine if this set forms a feld under these operations.
E 0 2 3 0 l 2 3
0 0 l 2 3 0 0 0 0 0
1 l 2 3 0 l 0 1 2 3
2 2 3 0 1 2 0 2 0 2
3 3 0 1 2 3 0 3 2 l
Test to determine if the operation of E is commutative.
2E3=t
382=1
Find the intersection of the row for Z and the column for 3.
Find the intersection of the row for 3 and the column for Z.
A test of all the elements shows that for all elements a and b in S,
aEb=bEa
Therefore, the operation E is commutative. Similarly, it can be shown that all
the feld properties are satisfed for the operation E. The identity element for
E is 0.
The identity element for u 1. Since there is no l in the row for 2, the element 2
has no inverse under the operation @. Therefore, the set S with the operations E
and does not form a feld.
The feld properties, along with the properties of equality listed below, can be
used to prove theorems about real numbers.
a=a
If a= b, tben b =a.
Pe of Eaallty
Re p
5mP
If a= b and b c, then a= c.
If a = b , then b may be substituted for a.
Example 4 Using the feld properties of real numbers and the properties of equality,
prove the theorem:
If a, b, and care real numbers and a = b , then ca = cb.
Proof
a, b, care real numbers
ca and cb are real numbers
ca = ca
a = b
ca = cb
14 Chapter Functions
Given
Closure
Reflexive propert
Given
Substitute b for a.

:.
f
r
I.
R
obert drove to the shore at an average speed of 55 mi/h and returned home
over the same route at the average speed of 45 mi/h. It took him 2 hours
longer on the return trip. What was his'average speed for the entire trip?
Z0. Thinking Critically A unar operation sets up a correspondence between
one element of a set and another element of the set. Name two unary
operations on the set of real numbers. Give an example of each.
Given that 0, b, c, and x are real numbers, prove each theorem.
ZI. If a ~ b, then a + c ~ b c. ZZ. If x + a ~ b, then x = b a.
ZJ. Factor completely: 3x3 - 62 - 189x
Under the operations of addition and multiplication, determine which feld
properties do not hold for each set. Give an example.
. positive even integers Z5. {0, 3, b. 9, ...
Zb. integers divisible by 5 Z7. negative odd integers
Z8. {o.
4 i /6 . . }
Z. {_. -I,
o
, I}
Y. ., 1. 1. 0. 5, 0, 0.5, I, 1.5, . . . } .
Determine whether each set forms a feld under the operations of addition and
multiplication.
JI. the set of rational numbers JZ. the set of natural numbers
JJ. The operations of
d
and @.are defned on the set {0, 1, 2} in the tables
below. Determine if this set forms a feld under these operations. If your
answer is no, name a feld property that does not hold.
d
o
0 0
I 1
2 2
3. Solve for
_
2
.
~
16
_ _
I
1
2
0
2
2
0
1
0
l
2
J5. Thinking Critically The drawing at the
right illustrates that for right triangle with
hypotenuse of length m + R, the length of
the altitude from the right angle to the
hypotenuse is `. How can this
information be used to locate `on a
number line?
0
0
0
0
M
0
1
2
2
0
2
1

. Find the equation, in standard form, of the line that goes through the point
|
(-3, -3.5) and is parallel to the line 6 - 5
_
= 12.
J7. Writing in Mathematics In Lewis Carroll's School of Mathematics there
is a "padded and soundproof rooni for irrational numbers." Contrast and
compare the uses of the word "irrational" in everyday language and
in mathematics.
16 Chapter Functions
`1

T.d bSl0m
Objectives: !O gr3h OtOtO 3|tS On3 UOOrO|n3I |3n
!Ogt3h qu3I|OnS
Sunspots, which can be seen using special
telescopic lenses, are dark patches on the
surface of the sun. They are believed to be
caused by immense concentrations of
magnetic felds in particular regions of the
sun's surface. These magnetic felds, along
with cooler temperatures, cause the gases
in the sunspot region to be duller in
appearance. Sunspot activity is taken into
account when planning space missions.
At the right is a graph of
sunspot activity from 1850 to
1970 as reported by NASA.
A graph often discloses
interesting facets of the data.
This graph shows that the
phenomenon seems to occur in
1 1-year cycles.
Z
10
1b0
140
1Z0
100
0
b0
40
Z0
0

"
M
fP
t C

t " J

150 1 170 10 19 1900 1910 1920 1930 1940 1950 19 1970

The mathematical development that allows you to visualize the data for
sunspot activity is the Cartesian coordinate system. As you have seen, there is
a one-to-one correspondence between the set of real numbers and the set of
points on the real number line. Extending this concept, there is a one-to-one
correspondence between the set of the points on the plane and the set of
ordered pairs of real numbers. One reference system used to represent this
correspondence is called a rectangular, or Cartesian, cordinate system.
Draw one horizontal number line, called the xaxis, and one
vertical number line perpendicular to it, called the y-axis. Their
point of intersection is at the zero value on each line and is
called the origin. The x- and y-axes together are called the
LuaO|aDl |l
0
Quadrant Ill
y-axis
P(x, y)
LuaO|aDl |
origin
x-axis
Quadrant IV
cordinate axes, and the plane in which they lie is called the
cordinate plane. On the x-axis the positive direction is to the
right, and on the y-axis the positive direction is upward. The
coordinate axes divide the coordinate plane into four parts
called quadran. L0f0ln8t0 P8n0
1 Chapter Functions
.,
C

L
The points where the graph of an equation intersects the axes are called
intercepts and often provide valuable information. In Example Z, when the
price x is 0, the graph intersects they-axis at y ~ 330. Therefore; the
maximum demand for this product is 330 units. When the demand y is 0, the
graph intersects the x-axis at x = bZ..Therefore, if the price of the calculator
is 162.30 or more, there is virtua\y no market for it. The point (0, 330) is the
y-intercept and the point (bZ.. 0) is the x-intercept.
Equatons c?
.
be graphed uch
.
or quickly and effciently using
graphmg ut1iltles. A graphing uhhty lS a program used in a graphing
calculator or a computer to graph an equation. Use the following procedure.
To use a graphing utJUty:
Solve the equation for y.
Enter the minimum and maximum values for X and y that are
pertinent to the problem. On a graphing calculator, use the range
key to do this. Note that the range key on the calculator refers to
the minimum and maximum values on both the horizontal and
vertical axes as well as the scale (sci) on each axis.
Use the graph key or command to graph the equation.
Adjust the range values until a reasonable portion of the graph is
determined. The visible portion is called a viewing rectangle and its
dimensions are given as [ x-min, x-max] by [y-min, y-max].
Example
Graph: y ~ x2 4x
The graph of y ~ x2 + 4x + is a parabola that opens
upward with vertex (-Z, 1) . The viewing rectangle is
chosen so the vertex and the y-intercept are visible.
Range settings
x-min: -6
x-max: 6
x-scl: 1
y-min: ~Z
y-max: 6
y-scl: 1
Viewing rectangle
[ -6, 6] by [-Z. 6]
||/|P.|
When graphing an equation with the variables x andy, xis assumed to be the
independent variable. When graphing equations with variables other than x
andy, the independent variable must be specifed. The independent variable is
represented on a graph by the horizontal axis.
CI88 bX8rC888
The ordered pair (x, y) represents a point in a coordinate plane. Name the
quadrant, point, or axis that satisfes the given conditions.
I. x ~ 0 and y F 0 Z. x F 0and y F 0 J. x = 0 and y ~ 0
4. X ~ 0 5. y = 0 6. X ~ 0
Z Chapter Functions
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I8. Depreciation The resale value y of a certain model of an American car
can b calculated using the formula y * 22,001 - 0.07x), where xis the
age of the car in years. Graph the equation and approximate the value of
the C after 7.5 years.
I. Electricity The voltage Yof a circuit can be determined by the formula
V ~ 6R, where R is the resistance in ohms. Graph the equation using R as
the independent variable and approximate the voltage for a circuit with a
resistance of 3.2 ohms.
-
Z0. Writing in Mathematics Write a word problem for which the solution is a
linear equation.
Graph each equation.
ZI.y = -25x2 + H ZZ.y * 0.05x3 2
4
Z. X "
.
y
24. =x+ 4
Z5. Factor completely: 15x" - x3 - 2x2
. Writing in Mathematics Explain why a real world problem may restrict
the graph of the equation that models it, and give examples of restrictions.
Graph each equation using the indicated variable for the independent variable.
Z7. J ~ 9C 16; C . q + !h * 70; q Z. h = -16t 2 + 6t;
' 3. S ~ 0.5n(n ~ l); n
JJ. Solve for x: x2 + 2 ~ 0
. Construction A carpenter wants to make sure that all the staircases in a
certain building rise at a 35 angle. She uses the equation h ~ 0.7r to relate
the height h of the staircase with the horizontal distance covered, or
"run," r. Graph this equation for 0 s r s 30, using r for the independent
variable.
J5. Thinking Critically The equation in Exercise 29 relates the height of an
object fred directly upward to the time that elapses after fring. Hthe
object travels in a path that is straight up and straight dowri, why then does
the graph behave the way it does?
. Physics The distanced, in meters, that an object falls after t seconds is
gven by the formula d ~ 4.912 Graph this equation for 0 s t s 6, where t
is the independent variable.
J7. Writing in Mathematic Although making a table of values C be helpful
when graphing a function that you are not familiar with, other graphing
techniques are often more efcient. Explain some of the difculties that
can occur when you depend on a table of values for a graph.
Point (x, y) is a lattice point if both x andy are integers. For the given values
of x, graph the lattice points that satisfy each equation.
!

. 4y-5x * 6, where x {0, 2, 4, 16, 18} J.y = x + where x {0, 2, 4, 5, 6, 8}

2Z Chapter l Functions
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For centuries people have used ciphers, or codes, to keep confdential
information secure. Efective ciphers are essential to the military, to fnancial
institutions, and to computer programmers. The study of the techniques used in
creating and decoding these ciphers is called crptography.
One of the earliest methods of coding a message was a simple substitution
function. For example, each letter in a message might be replaced by the letter
that is three places later in the alphabet. Thus, A is replaced by D, B is replaced
by E, and so on. A follows Z in this method. Using this coding scheme,
I GET IT becomes LJHW LW
This scheme was used by Julius Caesar and is called the Caesar Cipher. To
decode such a message, replace each letter by the letter three places before it.
Every coding scheme will have a corresponding "inverse" scheme to decode it.
Can you break the code and decipher the message below?
XLWVH ZIV NZWV GL YV YILPVM
A cipher such as the Caesar Cipher is a correspondence, or mapping, between
two sets. Each element in one set is "mapped" onto an element in another. In
mathematics, a mapping of this kind is called a relation.
A simple cipher might assign to each letter in the alphabet a natural
number so that represents a, 2 represents b, and so on. This
correspondence can be written as the set of ordered pairs
{(a, 1), (b, 2), . . . , (, 26)}. A set of ordered pairs is called a
relation. The domain D of the relation is the set of all the frst
coordinates of the ordered pairs, and the range R is the set of all the
second coordinates. The correspondence between the elements of
the domain and the range of a relation is called a mapping. In the
diagram, letters of the alphabet are mapped onto the natural numbers.
A special type of relation which plays an important role in mathematics is
called afunction.
A f f is a relation in which each element in the domain is
mapped to exactly one element in the range.
** 1PT I Functions
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