Functi ons and Graphs

s the Earth's population

continues to grow, the solid
waste generated by the population grows with it.
Government must plan for disposal and recycling of
ever-growing amounts of solid waste. Planners can use data
from the past to predict future waste generation
and plan for
enough facilities for disposing of and recycling the waste. See
page 151.
64
CHAPTER
I Functions
and
Graphs
What
you,ll
learn
about
r
Numeri cal
Model s
r
Al gebrai c
Model s
I
Craphi cal
Model s
r
The
Zero Factor property
: r
Problem
Solving
r
l rapher
Fai l ure
and
Hi dden
tsehavior
r
A Word
About
proof
. . . and
why
Num_erical,
a.lgebra
ic, and graphical
models
provide
different
methods
to vis.ualize,
analyze,and
unoer_
srand
data.
Chapter
l Overview $
In this chapter
we begin
the study
of functions
the book.
y"*
pr*l;;;
courses
have
inrroduc"",t11.T11:"ntinue
throughout
These
fundioni
can be
"i.,,;;;;:,:_':"^":"":l
you
to some
basic
functions.
erties
can be described
J:::*:o
":ing
a graphing
calculator,
una-tili.
p-p-
a,".0
i
"
i r, i,
;;;,fi
ffii ll:,ffi1',f
i# l"';
l,
i","rv,r,"t'r
ii'oJ
i'",,"-
in later
chapters
rtr",.*"
explore
properries
"rfr::.1Y
will
serve you
weil
.unctlons
in greater
depth.
Year
Minimum
Hourly
Wage
Purchasins
Power
in-
2001
Dollars
1940
1945
1950
I
y) 5
1960
1965
1970
1975
1980
1985
1990
1995
2000
0.30
0.30
0.75
0.75
1. 00
1.25
1. 60
2. 10
3. 10
4.25
5 t s
3.68
2. 88
\ /.1
4.79
5. 82
6.84
6. 88
6.80
5.48
4.57
4.94
s.34
EXAMPIE
t Tracking
the
minimum
wage
;h",!?|Tr;rff
?f
"i"",,3,1^,T^:.:p_:f
theminimumhourrywage
rrom
1e40
to 2000.rh"
;;';i;";#;:;1,11
-nr-um
hourry
wage
purchasing
power
of 2oo1 ,t^11--^ /.-^:,^, .,
flmum
wage
adjusfed
to the
purchasing
power
of zoor
aolars
lui;;;;:l""um
wase
adjusted
to the
Answer
the followins
oresrionc rroi-^
^.^r_
., ?un
consumer
price
index).
Answer
rhe following
quesrions
"rr",
"ir,
irJffi:;T"T;l:
(a)
In what
five_year
period
did
the
actual
mj
most?
ouruar
rrunlfllum
wage
increase
the
most?
sorrr",
http,tt
**66816)-
m n / m / u m wag e/m n wag es ta ts_ h r s to
5t.
h tm /
(b)
In what year
did a worker
earning
the
minin
purchasing
power?
urs
uurllmum
wage
enjoy
the greatest
,f:rH:lrr^
the longest
period
during
which
the
minimum
wage
did
not
(d)
A worker
on minimum
wroc in I oa^ .-._
r*xx;n**:#+??;s:ffi
:ffi;:;tr'J.:ffiH#r::
AND
EQUATTON
sorvtNc
, '
, , '
,
,
,
t . ,
.
.
. . ,
Numericaf
Models
scientists
and engineers
have
always
used
mathematics
to
moder
the
real
wolld
an! thereby
to unravel
ir, rnyrr"rio.
mathematicar
tt u"tur"
rhat
approximur",
on1-^T:]oematical
model
is a
l,l,1lhq,-
predicting
tr,.i.
o"r,uuto;
il;u:i:Y::i
r:'
the purpose
or
norogv,
rhe process
"r
a"'i'ine
-"ir,#ffi
I}:::ff;HTT,H?:["];
study
irsetf,
mathematical
_o?"r^ii*1""""",
we w'l be concerned
primarily
with three
types
of mathematical
models
in
this book:
numericat
ry*t:,;rr;;;;;;;ilr, una graphicat
modets.
Each
type
of model gives
insighr-tlr;"1
;;ffiems,
but the best
insights
are
often gained
by switching
from
one
tina
or?oi"r
to another.
Deveroiing
the
ability
to do that
will be
one of the goals
of this
course.
Perhaps
the most
basic
kind
of mathematicar
moder
is the
numerical
moder,
in which
numbers
(or
data)
ur"
unulyr"ii".*r"-.rr*nts
into phenomena.
A
;,"lffi
:#J,T::#,H:,?Tf
ff i*,fr{::r3"s;ib",;;il;;;;;,".
economy.
lY'vr^
ur utelrelated
numbers
that
measure
the giobal
l
ffiM
Female Year Total
SECTION l.t Modeling and Equation Solving 6S
soLUTloil
(a) In the peri<id 1975 to 1980 it increased $1.00.
Notice that the minimum
wage never goes down, so we can tell that there were no other increases
of this magnitude even though we do not have data from every year in
the table.
(b) In 1970.
(c) From 1940 to 1945,1950 to 1955, and from 1985 to 1990, the minimum
wage did not increase.
(d) Although the minimum wage increased from $1.60
to $3.10
in that
period, the purchasing power actually dropped $0.+3-(fq-2._9gl-dgllg"*.
This
i i, on" effeci of idlation on the economy.
ffi
k
The numbers in Table 1.1 provide a numerical model for one aspect of the
U.S. economy by using another numerical model, the urban consumer price
index
(CPI-U), to adjust the data. Working with large numerical models is
standard operating procedure in business and industry where computers are
relied upon to provide fast and accurate data processing.
*EXAMPLE
t Analyzing prison populations
Table 1.2 shows the growth in the number of prisoners incarcerated in state
and federal prisons from 1980 to 2000. Is the proportion of female prison-
ers over the years increasing?
SOIUTIOII The number of female prisoners over the years is certainly
increasing, but so is the total number ofprisoners, so it is diffrcult to discern
from the data whether the proportion of female prisoners is increasing.
What we need is another column of numbers showing the ratio of female
prisoners to total
Prisoners.
We could compute all the ratios separately, but it is easier to do this kind of
repetitive calculation with a single command on a computer spreadsheet.
You can also do this on a graphing calculator by manipulating lists (see
Exercise 19). Table 1.3 shows the percentage of the total population each
year that consists of female prisoners. With this data to extend our numeri-
cal model, it is clear that the proportion of female prisoners is increasing.
ffi
M
Algebraic Models
An algebraic model uses formulas to relate variable quantities associated
with the phenomena being studied. The added power of an algebraic model
over a numerical model is that it can be used to generate numerical values of
unknown quantities by relating them to known quantities.
1980 316
1985 480
1990 740
L995 1085
2000 1382
304
459
699
t02l
1290
t 2
21
4l
64
92
Soarce: U,S. luttice Department
Vo Female
1980
1985
1990
r995
2000
3. 8
4.4
5. 5
5.9
6.7
Source: U.S. Justice Depaftment.
66
CHAPTER
I
Functions
and
Graphs
EXAfinpH
3 Comparing
pizzas
A pizzeia
sells
a rectar
round
pizza
12+,, aiu^lgular
18"
by 24" pizza{:i,l"
same
price
as irs large
option'giu"i;;;
;",iili?;
i:l,T:ffi$are
or the
'u*"
,i,i"rn",o
,"""n
SOLUTIOil
We need
ro
","*ilffi
;";;ff il"ilffitr::\:ilXffi
,l",:H:,;?;iffi
For the rectanguTar
pizza:
Ar ea=l Xw: I g
For the
circular
pizza:
X 24
:
432
squareinches.
Area:
"'
:
' (T)'
-
,ooo
-
452.4squa.re
inches.
The round
pizza
is larger
and
therefore
gives
more
fbr the
money.
The
algebraic
models
in Example
3 come
from p
ably
encountered
algebraic
models frn- *^-.. ::,ot"tty'
but you
have
prob-
and
science
aourrar.
fl?f,:f":':"":,:"rs"b;;;;;;#"#T3,?#::T#,
ln your
algebra
The
ability
to generate
numbers
from
formula,
-
;ffi:',,".':#:trff
iHJi*#l*ffiTff
:-"1#ii:iH#:i::*
is ro
fir an argebraic
,noo"r
,o
""r;l;;;;;";:,Y:l
modering
phenomena
:dll)'3
ana)yze
why
it works.
Not
ail
modets
"i-'1"^"
1*T
more
optimisti-
predictions.
For
example.
nohnrt' h..
^,.^-
, .,*-ba
used
to
make
accurate
z5!
.ott
the
marked
price.
fre ;;;";;;il;;'rvmng
ts discoirntti
ilj#:T
state
sares
tax of 6.5vo,;J;;###,*#l;::;:::,"
i: The discount
price
d is related
::;;:::;:ffi
;;":1"::il1",::#,ff
i^fi
iif
,{ol,rhefor.
i' The
actuar
sare price
s is rerated
to the
discount
price
d by the
fot-
,Yil;f,
*,r,r,*n"r"
r i, u
"on.tunt;j;;;.
rhe totar
sares
{i
U-sing
the
answers
fror
1,r,",,?r""#"#:,,;',T;?:,:;Jlffi
fi""":nada.consrantp
i,.
,r_.^_-
-
,
Pm.What is p?
il,Tl:t
onlv
have
$30, can you
afford
to buy
a shirt
marked
$36.99?
.
;iil;:ffi:;:;:*.:*,.0:,:1:,0",:*ned
to spend
no
more
than
$100, what
is the
mar
usrcrrrunsd
to spend
no
more
tha
J.r;
;;;;;;:il1ilHh':'9,Jffi":l
your
marked
pu."r,u.",
predi
c t i on s' For
ex am
pr
e-
""u"ir
r,
".'
Jffi
:l'
fr T r:'.T
j:#
tH:?Tj:
ffi1tT?,:1".JiJ;l13;m"1lkj6,U-, as a runction
or
dme,
[-1,
18] by
t-8,
s61
Flcunt 1.1 A scatter plot of the data from
a Gal i l eo gravi ty experi ment.
(Exampl e 4)
SECTION 1.1 Modeling and Equation Solving 67
If numerical data do behave reasonably enough to suggest that an algebraic
model rhight be found, it is often helpful to look at a picture first. That brings
us to graphical models.
Graphi cal Model s
A graphical model is a visible representation of a numerical model or an
algebraic model that gives insight into the relationships between variable
quantities. Learning to interpret and use graphs is a major goal of this book.
EXAMPLE 4 Visualizing Galileo' s gravity exPeriments
Galileo Galilei
(1564-1642) spent a good deal of time rolling balls down
inclined planes carefully recording the distance they traveled as a function
of elapsed time. His experiments are commonly repeated in physics classes
today, so it is easy to reproduce a typical table of Galilean data.
Elapsed time
(seconds) 0 I 2 J 4 5 6
'7
8
Distance traveled
(inches)
0 0.75 3 6.75 12 18.75 27 36.75 48
What graphical model fits the data? Can you find an algebraic model that fits?
SOIUTIOIU A scatter plot of the data is shown in Figure 1.1.
Galileo's experience with quadratic functions suggested to him that this fig-
ure was a parabola with its vertex at the origin, he therefore modeled the
effect of gravity as a quadratic function:
d: kt z.
Because the ordered pair (1,
0.75) must satisfy the equation, it follows that
k: 0.75, yielding the equation
d: 0. 75t 2
You can verify numerically that this algebraic model correctly predicts the
rest of the data points. We will have much more to say about
Chapter 2. !l
This insight led Galileo to discover several basic laws of motion that would
eventually be named after Isaac Newton. While Galileo had found the alge-
braic model to describe the path of the ball, it would take Newton's calculus
to explain why it worked.
EXAMPLE 5 Fitting a curve to data
We showed in Example 2lhat the percentage of females in the U.S. prison
population has been steadily growing over the years. Model this growth
graphically and use the graphical model to suggest an algebraic model'
o6
C||APTER
tr Functions
and Graphs
t-s, 2sl by
t0, 8l
Ftcunr
1.2 A scatter pl ot
ofthe data
i n Tabl e 1.4. (Exampl e
5)
Fl cune
1. 3 The l i ne wi t h equat i on
y
:
0.145x + 3.9 is a good
model for
t he dat a i n Tabl e 1. 4. (Exampl e
5)
SO|.UTfON
Let t be the number
of years
after 19g0,
and let F be the per_
centage
of females
in the prison population
from year
0 to year
20. From
the
data in Table 1.3 we ger the conesponOing
d;in
Table 1.4:
ffitr
t:
j!:
.r.l
tl
i
{
20
6. 7
Soarce: {./.5.,/uttice
Department
A scatter plot of the data is shown
in Figure
1.2.
This pattern
looks linear.
If we use a line as our graphical
model,
we can
find an algebraic
model by finding
tt
" "quution
of the line.
we w'l
describe
in chapter
2how
a statistician
rouid
fina the best line to fit the
data,
but we can get a pretty good
fit for now by finding
the line tfr.ougit
the points (0,
3.8) and, (20,6.j).
The slope is (6.7 -
3.8)/(20 -
0)
:
0.145
and the y_intercept
is 3.8.
Therefore,
the line has equation
y
:
0.145x * 3.g.
you
; ,"" i;;
**ur"
1.3 that this line does a very nice job
of modeling
the data.
:^t^TTl1]".4,1T0,,.
o,T:r"
from a ru* orpr,yri",
,n",
*""*",
,,.tulli.og
obje*s,
which should
inspire
*o." ronfid"n;;;ffi""]I#
::1..1,*^::lLrl
r
y"
can repeat
c;i,dk;"periment
many times
"
Iln
ot*::::tty-sloped
ramps,
different
""i"
Ji*ffi
;;r;T*'
;l:1".::tlt:i:T 'T*:,
and a quadratic
modet
will fit it
"u",v
tl_".
pu?9:e
of this Exploration
is to think
more deeply
about
the lin_
model in the prison
example.
The linear model
we found
will not continue
to predict
the per_
:"nr1C",:f Pm^ale
prisoners
in the U.S. indefinitety.
Wtry _uri i,
eventually
fail?
Do you
think that our linear
model
will give
an accurate
estimate
of the percentage
of female prisoners
n ifr" U.S. in 2009?Why
or
why not?
The linear
model is such a good
fit thdt it actually
calls our atten_
1t::^,"^*..
riu.sual jump-in
ihe percentag"
oi f"_ur" prisoners
in
1990.
Statisticians
would look for ro_""unrruul
,.confounding,,
factol
11
1990 that might explain
the jump.
Slhat sort of factors
do
you
think might explain
it?
Does Thble
J.1
suggest
a possible
factor
thatmight
influence
female
crime
statistics?
i!1,.,
i+.
t-5,2s1 by
t0, 8l
Pnenrqursrre Cnepren
l n t he Prerequi si t e Chapt er we def i ned
sol ut i on of an equat i on, sol vi ng an equa-
t i on, x-i nt ercept , and graph of an equat i on
in x and y.
SICTION t.l Modeling and Equation Solving 69
There are other ways of graphing numerical data that are particularly useful
for statistical studies. We will treat some of them in Chapter 9. The scatter
plot will be our choice of data graph for the time being, as it provides the
closest connection to graphs offunctions in the Cartesian plane.
The Zero Factor Property
The main reason for studying algebra through the ages has been to solve
equations. We develop algebraic models for phenomena so that we can solve
problems, and the solution to the problems usually come down to finding
sol uti ons of al gebrai c equati ons.
If we are fortunate enough to be solving an equation in a single variable, we
might proceed as in the following example.
ffi
rmr*PLE 6 Solving an equation algebraicatly
Find all real numbers x for which 6x3
:
llxz * 10-t.
SOLUTION We begin by changing the form of the equation to
6x3- l r xz- 10x: 0.
We can then solve this equation algebraically by factoring:
6x3- l l xz- 10x: 0
x( 6x2- l 1x- 10) : a
x(2x
-
5)(3x + 2)
: 0
x: 0 or 2x- 5: 0 or
x: 0 or
In Example 6, we used the important ZeroFactor Property of real numbers.
It is this property that algebra students use to solve equations in which an
expression is set equal to zero. Modern problem solvers are fortunate to have
an alternative way to find such solutions.
If we graph the expression, then the x-intercepts of the graph of the expres-
sion will be the values for which the expression equals 0.
5
x: t or
3x t 2: 0
2
A-
-l
i$ ffidq-@*4..
7o
(h{APfKR
1 Functions and Graphs
t-8,6l
by
l -20,201
Fl cunr 1. 4 The gr aph of
|
:
x2 + 4x
-' tO. (Exampl e
7)
Sorvlrue Equ*rrerus mnrn
T:eHffctocy
Exampl e 7 shows one met hod of sol vi ng an
equat i on wi t h t echnol ogy. Some graphers
coul d al so sol ve t he equat i on i n Exampl e 7
by finding the intersection ofthe graphs of
Y
:
xz and
Y
: 10
-
4x. Some graphers
have bui l t -i n equat i on sol vers. Each met hod
has i t s advant ages and di sadvant ages, but
we recommend t he "f i ndi ng
t he x-i nt er-
cept s"t echni que f or now because i t most
cl osel y par al l el s t he cl assi cal al gebr ai c t ech-
ni ques f or f i ndi ng root s of equat i ons, and
makes t he connect i on bet ween t he al ge-
br ai c and gr aphi cal model s easi er t o f ol l ow
and appreci at e.
it;
ffiK&ffiPltr ? Solving an equation: comparing methods
Solve the equation x2
:
l0
-
4x.
sotufloIrI
Sol ve Al gebrai cal l y
The given equation is equivalent to xz + 4x
-
l0:0.
This quadratic equation has irrational solutions that can be found by the
quadrati c
formul a'
-4
+ \,16 i n
x:
2
: l ' 1416574
and
- 4 -
f l 6 + 40
-
-5.1416514
while the decimal answers are certainly accurate enough for ail practical
pulposes, it is important to note that only the expressions found by the qua_
dratic formula give the exact teal number answers. The tidiness of exact
answers is a worthy mathematical goal. Realistically, however, exact
answers are often impossible to obtain, even with the most sophisticated
mathematical tools.
Sol ve Graphi eal l y
We first find an equivalent equation
x2 + 4x
-
10:0. We then graph the
shown in Fisure 1.4.
We then use the grapher to locate the x-intercepts of the graph:
x
:
1.7 4165'14 and x
-
-5.1
41651.
.NPwt4;Exel',iidg:3'5'
We used the graphing utility of the calculator to solve graphicaily
in
Example 7. Most calculators also have solvers that would enable us to solve
numerically for the same decimal approximations without considering the
graph.
Some calculators have computer algebra systems that will solve
numerically to produce exact answers in certain cases. In this book we will
distinguish between these two technological methods and the traditional
pencil-and-paper
methods used to solve algebraically.
Every method of solving an equation usually comes down to finding where
an expression equals zero. Ifwe use/(x) to denote an algebraic expression in
the variable x, the connections are as follows.
with 0 on the right-hand side:
equat i on
! : xz
*4x- 10,
as
Fundarnental Connection
:i"ffiil',
---{fJ;1il:"t"s
the equation
r(x)
:0'
then these
i
r. fh" numbei a is a root (or
solution) of the equation
/(x)
zero of y: f (n.
three
S#{Yl#ru' !,1 Modeling and Equation Solving
71
Problem Solving
George P6lya (1887-l985) is sometimes called the father of modern problem
solving, not only because he was good at it (as he certainly was) but also
because he published the most famous analysis of the problem-solving
process: How to Solve It: A New Aspect of Mathematical Method. His "four
steps" are well known to most mathematicians:
I.
2.
,.
4.
Understand the problem
Devise a plan.
Carry out the plan.
I-ook back.
The problem-solving process that we recommend you use throughout this
course will be the following version of P6lya's four steps.
St ep l - Under st and t he pr obl em.
.
Read the problem as stated, several times if necessary.
.
Be sure you understand the meaning of each term used.
.
Restate the problem in your own words. Discuss the problem with
ot her s i f you can.
.
Identify clearly the information that you need to solve the problem'
.
Find the information you need from the given data.
Step 2-Devel op a mathemati cal model of the probl em.
.
Draw a picture to visualize the problem situation. It usually helps.
.
Introduce a variable to represent the quantity you seek. (In some cases
there may be more than one.)
.
Use the statement of the problem to find an equation or inequality that
relates the variables you seek to quantities that you know.
Step 3-Sol ve the mathemati cal model and support or confi rm the
sol uti on.
.
Solve algebraically using traditional algebraic methods and support
graphicatly or support numerically using a graphing utility.
.
Solve graphically or numerically using a graphing utility and
confirm algebraically using traditional algebraic methods.
.
Solve graphically or numerically because there is no other way
possi bl e.
Step a-l n1"rpret the sol uti on i n the probl em setti ng.
.
Translate your mathematical result into the problem setting and decide
whet her t he r esul t makes sense.
72 {HAPTER 1 Functions
and Graphs
t
$
EXArnp$
I Applying
the problem-solving
process
j
3.:,iCireers
at an auro manufacturer
pay studenrs
$0.0g per mile plus
g25
.
per
day to road test thei r new vehi cl es.
I
$
(:)
Y"r
much did the auto manufacrurer
pay
sally ro drive 440 miles in one
I dav?
li
fi
(b)
John earned
$93 test-driving
a new car in one day. How far did he drive?
$ SotuTtolu
: 1",1.f I lt.,:.".
of a car or of Sally or John would nor be helpfut, so we
;
go olrecily^to^designing
the model. Both John and Sally earned
$25 to, on"
;
ouy' prus gLr.08
per mile. Murtiply
dollars/mile
by miles to ger dollars.
$
so ifz represents
the pay for driving r miles in one day, our algebraic
model
*i s
$
p
: 25
* 0. 08x.
Sol ve
Al gebrai cal l y
(a)
To get Sally's pay we let x
:
440 andsolve for p:
p: 25+0. 08( 440)
: 60. 20
(b)
To get John's mileage we let p
:
93 and solve fbr _r:
93
:
25
-F
0.08r
68
:
0.08x
68
0.08
x: 850
Support
Graphi cal l y
(b)
Fl cuns
1.5 Craphi cal
support for the
al gebrai c
sol uti ons
i n Exampl e
g.
Figure
1.5a shows that the point (440,60.20)
is on the graph
of
y
-
25. * 0.08x, supporring
our answer to (a).
Figure
l.5b showJ tnat tne
point (850,
93) is on the graph of y
:
25 + 0.0g;, supporring
ou. unrrv",
to (b)' (we
could also have supported
our answer numericany
by simply
substituting
in for each x and confrming
the value of p.)
It is not really necess ary to show written support as part of an algebraic
solu-
tion, but it is good practice
to support unrr"r,
wherever possib"le
simpry to
reduce
the chance for error. we wih often show written ,oppo.t of our solu-
tions in this book in order to highlight
the connection,
u-orrg the algebraic,
graphical,
and numeripal
models.
t
s
a
i:
i
a.:
t0,
eaOl by
t0,
1s0l
t0,9a0l by
t0,
ts0l
Trcnnolocv Norr
Cne way to get the tabl e i n Fi gure 1.6b i s
to use the' Ask"feature of your graphi ng
cal cul ator and enter each x val ue separatel y.
SE{T|ON X,I Modeling and Equation Solving
73
Grapher Failure and Hidden Behavior
While the graphs produced by computers and graphing calculators are wonder-
ful tools for understanding algebraic models and their behavior, it is important to
keep in mind that machines have limitations. Occasionally they can produce
graphical models that misrepresent the phenomena we wish to study, a problem
we call grapher failure. Sometimes the viewing window will be too large,
obscuring details of the graph which we call hidden behavior. We will give an
example of each
just
to illustrate what can happen, but rest assured that these dif-
ficulties rarely occur with graphical models that arise from real-world problems.
HXS.lKpi.ffi I Seeing grapher failure
Look at the graph of y
:
3/(2x
-
5) on a graphing calculator. Is there an
x-intercept?
SOtUnOil A graph is shown in Figure 1.6a.
X !il
2U
?.t{9
p. qgs,
?. 5'
e.581
i-:r
/ , o
. 1g. . ' , , i . . r.
-1501'.-
.
*i580,.;,.,
EBBtrH,,.:
150O1
:,:,
rl5o
:, :,,
15:
, : . , :
i
YE 3/(ax-sl
t-3,
6l by
I-3,
3l
(a) (b)
Ftcu*r I.6 (a) A graph wi th a mysteri ous x-i ntercept. (b) As x approaches 2.5,
the val ue of 3/(2x
-
5) approaches
+o.
(Exampl e 9)
The graph seems to show an x-intercept about halfway between 2 and3.To
confirm this algebraically, we would set y
:
0 and solve for x:
o:
3
2x- 5
0( 2x- s) : 3
0: 3
The statement 0
:
3 is false for all x, so there can be no value that makes
y
:
0, and hence there can be no x-intercept for the graph. What went wrong?
The answer is a simple form of grapher failure: The vertical line should not
be there! As suggested by the table in Figure 1.6b, the actual graph of
,
:
l/(2x
-
5) approaches
-oo
to the left of x
:
2.5, and comes down from
f
oo
to the right of x
:
2.5 (more on this later). The expression3/(2x
-
5) is
undefrned at x
:
2.5, but the graph in Figure 1.6a does not reflect this. The
grapher plots points at regular increments from left to right, connecting the
points as it goes. It hits some low point off the screen to the left of 2.5, fol-
lowed immediately by some high point off the screen to the right of 2.5, and
it connects them with that unwanted line. Now try Exercise a*.1...:
!:',,,:,
\
i
' 1
a, a
'
1
I
I
I
:;a:'::
74
{}lAPTfRl Functions and Graphs
[ -10.
l 0] by
[ -10,
10]
(a)
[-10,
10] by
t-500,
s001
(b)
Fl cunr 1.7 The graph of
!
:
x3
-
1.1x2
-
65.4x + 229.5 in two
vi ewi ng wi ndows. (Exampl e 10)
[4.95,
5.15] by
t-0.1,
0.11
Ft cunr i , 8 A cl oser l ook at t he gr aph
of y
:
rt
-
1.1x2
-
65.4x + 229.5.
( Exampl e 10)
mX&ffdtpl-f I0 Not seeing hidden behavior
Solve graphically: x3
-
l.lx2
-
65.4x + 229.5
:
0.
SOtUTlOtf Figure 1.7a shows the graph in the standard
l-10,
l0] by
[-
10, l0] window, an inadequate choice because too much
of the graph is off the screen. Our horizontal dimensions look fine, so
we adjust our vertical dimensions to
[-500,
500], yielding the graph in
Figure 1.7b.
We use the grapher to locate an x-intercept near
-9
(which we find to
be -9)
and then an x-intercept near 5 (which
we find to be 5). The graph
leads us to believe that we are done. However, if we zoom in closer to
observe the behavior neat x:5, the graph tells a new story (Figure
1.8).
In this graph we see that there are actually two x-intercepts near 5 (which
we find to be 5 and 5.1). There are therefore three roots (or zeros) ofthe
equat i on x3
-
I . I xz
-
65. 4x + 229. 5
:
0: r
: - 9,
x
: 5,
andx
:
5. 1.
:is
You might wonder if there could be strll more hidden x-intercepts in Example
10! We will learn in Chapter 2 how the Fundamental Theorem of Algebra
guarantees that there are not.
AWord About Proof
While Example 10 is still fresh on our minds, let us point out a subtle, but
very important, consideration about our solution.
We solved graphically to find two solutions, then eventually three solutions,
to the given equation. Although we did not show the steps, it is easy to con-
firm
numerically that the three numbers found are actually solutions by sub-
stituting them into the equation. But the problem asked us to find all
solutions. While we could explore that equation graphically in a hundred
more viewing windows and never find another solution, our failure to find
them would not prove that they are not out there somewhere. That is why the
Fundamental Theorem of Algebra is so important. It tells us that there can be
at most three real solutions to any cubic equation, so we know for a fact that
there are no more.
Exploration is encouraged throughout this book because it is how mathemat-
ical progress is made. Mathematicians are never satisfied, however, until they
have proved their results. We will show you proofs in later chapters and we
will ask you to produce proofs occasionally in the exercises. That will be a
time for you to set the technology aside, get out a pencil, and show in a logi-
cal sequence of algebraic steps that something is undeniably and universally
true. This process is called deductive reasoning.
,J:iiti;)
:t
al
irj
?
ir
!:
t
il
t
f,
:l
ri
t
*
ii
!.i
:
OUICK REVIEW 1.1
Fa;tor the following expressions completely over the real
numtrers.
llL
-r:
-
16
n ! h. : - 4
2. x2+l }x+25
4. 3x3- 15x2+l 8x
SECTION 1.1 Modeling and Equation Solving
75
EXAMPTE 1l Proving a peculiar number fact
Prove that 6 id a factor of n3
-
n for every positive integer n.
SOIUTIOI{
You can explore this expression for various values of n on your
calculator. Table 1.5 shows it for the frst 12 values of n.
nl
n3- n 0
56
t20 210
78
336 504
l 0 11 12
990 1320 1716
234
6 24 60
9
720
All of these numbers are divisible by 6, but that does not prove that they will
continue to be divisible by 6 for all values of n. In fact, a table with a bil-
lion values, all divisible by 6, would not constitute a proof. Here is a proof:
Let nbe any positive integer.
.
We can factor n3
-
n as the product of three numbers:
( n- r ) ( n) ( n+r ) .
.
The factorization shows that n3
-
n is always the product of three con-
secutive integers.
.
Every set of three consecutive integers must contain a multiple of 3.
.
Since 3 divides a factor of 13
-
n, it follows that 3 is a factor of
n3
-
nitself.
.
Every set of three consecutive integers must contain a multiple of 2.
.
Since 2 divides a factor of n3
-
n, it follows that 2 is a factor of
n3
-
n itself.
.
Since both 2 and 3 are factors of n3
-
n, we know that 6 is a factor of
n3- n.
End of proof!
(For help, go to Section A.2.)
tq{fftr$-'Sfub?$e
5} .
5. l 6h4 -
8l
t . x2+3x- 4
9. 2x2 -
11x + 5
6. x2+2xh*h2
8. x2- 3x+4
10. x4+x2- 20
In Exercises 1-10, match the numerical model to the corre_
sponding graphical model (a-j)
and algebraic model (ft_r).
1.
I
i l
3.
Ia,4olby t-1,71
( c)
l-1,6lby t-2,201
(b)
t-s,
aOl by
t-10,
6501
(j)
( t l y: 40 -
x2
bl y:
r G
-
z
( p) y: 3x- 2
( r ) y=*2+2
r - ?
( r l y: ;
I -I , 7l by I a, 40l
(el
(i)
( k) v:
x2 + x
( m) y: ( x+l ) ( "r - 1)
( o) y: 100- 2x
' (q)
v
:
2x
( sl Y: 2x+3
x 3 5 7 9 t 2 15
v
6 10 14 l 8 24 30
0 I 2 4 5
v
2 3 6 l 1 18 27
l-2,
r4lby
[4,36]
2 4
6 8 10 12
v
A
10 l 6 22 28 34
5 10 l 5 20 25 30
v
90 80 70 60 50 40
t-3,
l9lby
l-2,321
I 2
-1
A
6
v
39 36 31
) A
15
A
I 2 3
A
5 o
v
5 7
o
l t l - l l . )
t 5 7 9 11 13 15
v
I z 3 4 5 6
t-r,7lby 14,aOl
4 8 t 2 t 4 l 8 24
v
20 72 156 210 342 600
9.
10.
A
5 6 7 8
v
8 15
. A
35 48 63
t-l ,
161by
t-l ,
el
t-s,301
by
t-5,
1001
4 7 t 2 t 9 28 39
v
I 2
-l 4 5 6
t-3,
9l bv
t-2,
601
Exercises 11-18 refer to the data in Table 1'6 below showing the
percentage of the female and male populations in the United
'
States employed in the civilian work force in certain years'
Throughout, measure time in years from 1955'
Year
Women
(7o) Men
(Vo)
SECTIOIf l.l Modeling and Equation Solving 77
re. Doing Arithmetic with Lists Enter the data from the
"Totat' column of Table 1.2 of Example 2 into list L1 in
your calculator.
F,nter the data from the "Female" column
into list L2. Check a few computations to see that the pro-
cedures in (a) and
(b) cause the calculator to divide each
element of L2 by the corresponding
entry in L1, multiply it
by 100, and store the resulting list of percentages in L3'
(a) On the home screen, enter the command
loo x L, / L1--> L3.
(b) Go to the top of list L3 and enter L:
:
100(LzlT-r)'
20. ComParing Cakes A bakery sells a 9" by 13" cake for the
same price as an 8" diameter round cake. If the round cake
is twice the height of the rectangular cake, which option
gives the most cake for the moneY?
zt. Stepping Stones A garden shop sells 12" by 12" sqtare
stepping stones for the same price as 13" round stones' If
all of the stepping stones are the same thickness, which
option gives the most rock for the money?
22. Free Fall of a Smoke Bomb At the Oshkosh, WI, air show,
Jake Trouper drops a smoke bomb to signal the offrcial
beginning ofthe show. Ignoring air resistance, an object in
free fall will fall dfeetin t seconds' where d and t are relat-
ed by the algebraic model d
:
16t2.
(a) How long will it take the bomb to fa-ll 180 feet?
(b) If the smoke bomb is in free fall for 12'5 seconds after it
is dropped, how high was the airplane when the smoke
bomb was dropped?
23. Physics Equipment A physics student obtains the follow-
ing data involving a ball rolling down an inclined plane,
where / is the elapsed time in seconds and y is the distance
traveled in inches.
Find an algebraic model that fits the data'
U.S.AirTravel The number ofrevenue
passengers enplaned
in the U.S. over the L$-year
period from 1987 to 2000 is
shown in the table below.
1955
1960
1965
t970
r97s
1980
1985
1990
r995
2000
35.7
37.7
39.3
. +5. J
46.3
51. 5
J4. )
f / . J
58.9
60.2
85.4
83.3
80.7
79.7
77.9
77.4
76.3
76.4
75.0
74.7
12.
Source: 1J.5. Rureau oflabor Statistics.
(a) According to the numerical model, what has been the
trend in females
joining the work force over the years since
1955?
(b) In what 5-year interval did the percentage of women who
were emploYed change the most?
(a) According to the numerical model, what has been the
trend in males
joining the work force since 1955?
(b) In what s-year interval did the percentage of men who
were emploYed
change the most?
13. Model the data graphically with two scatter
plots on the
same graph, one showing the percentage of women
"mpto!"0
as a function of time and the other showing the
same for men. Measure time in years since 1955'
14. Are the male percentages falling faster than the female per-
centages are rising, or vice versa?
15. Model the data algebraically with linear equations of the
form y
:
mx * b'Write one equation for the women's data
and another equation for the men's data' Use the 1955 and
1995 data to compute the sloPes'
16. If the percentages continue to follow the linear models you
found in Exercise.15,
what will the employment
percent-
ages for women and for men be in the year 2005?
If the percentages continue to follow the linear models you
foundln Exercise 15, when will the percentages of women
and men in the civilian work force be the same? What per-
centage will that be?
Writing to Learn Explain why the percentages cannot con-
tinue indefinitely
to follow the linear models that you wrote
in Exercise 15.
24.
Year Passengers
(millions)
Year Passengers
(millions)
17.
1987
1988
1989
1990
t99l
t992
t993
44' t;7
454.6
453.7
465.6
452.3
475.1
488.5
1994
t995
t996
1997
1998
t999
2000
528.8
547.8
581.2
599.r
612.9
636.0
665.5
0
z J 4 5
v
0 t . 2 4.8 10.8 t9.2 30
t8.
Source: Air Transport AsSocEtion.
78 CHAPTER
I Functions
and Graphs
(a)
Graph
a scatter plot
of the data. Let.r
be the
number
of
years
since 1997.
9
t:1"] the data algebraically
wirh the equation
p :
t.t3* r 3.lx * 4!3,.wherer
i. tt. iur.i".
"r
pu*
sengers
in millions,
and _r-is the number
of years
after tlSZ.
Superimpose
the graph
of the model
",
,rr",r"lu".
pr"r.
(:lI:"_*rt
to the algebraic
model,
when
will the number
ot passengers
reach
900 million?
(d)
Do you
think this algebraic
model
wilr still be valid in
the year
2007?rVhy
oiwhy
not?
Exercises
25-28refer
to the graph
below,
which
shows
the minimum
In Exercises
29-3g,
solve
the equation
algebraically
and
t'
graphically.
29. v2- 5: g- 2v2
30. (x + 11)2: t2t
74. x(2x - 1)
:
tO
rr. 2x2
-
5x * Z
:
(x
_
3)(x
_
2) + 3x
?2. x2- n- ] : o
rr. x(2x -
5)
=
12
salaries
in major league
baseball
a recent
l8-year
period
and
tne average
salaries
in major league
basebatl
over the same period.
Salaries
are measured
in dollars
and
time is measured
after the startins
year (year
0).
75. x(x + 7)
=
14
96. x2- 3x*4: 2x2_7x_g
37. x* t - zf i i Z : o
38.
\ , G * x: 7
In Exercises
39-46,
solve the.1y1ation
Sraphically by converting
it to an equivalent
equation
with 0 on ,h"
fi;;;;o side and
then finding
the .r-intercepts.
?e. 2x -
5: \ G+ 4
ao.
l 3x
_
2l
: 2t ;
+ B
41.
l 2x
- 51=a
- b_31
42. \ / ; Ti : 6_2. Vi _;
43. 2x- 3: x3
- 5
44. x1_l : x3
_2x_5
45. (x + 1)-t
:
_r-1 + * q6.
x2
:
l xl
47. Swan
Auto Rental
charges
$32 per day plus
$0.1g per
mile
for an automobile
rental.
(a)
Elaine rented
a car for one day and she drove
g3
miles.
How much did she pay?
(b)
Ramon paid
$69.g0 to rent a car for one day. How far did
he drive?
48' connecting
Graphs
and Equations
The curves on the
graph
below
are the graphs
of rh" rhr;;;;r-giu"n
uy
y1: 4x*5
l z: x3
I 2x2- x_t 3
l s: - x3- 2x2+5x1_2.
(a)
Write an equation
that can be solved
to find the points
of
intersection
of the graphs
of y1 and y2.
1,400,0@
1,260,000
t , l
980,000
840,000
700,000
560,000
420.000
280.000
t 234soz- - sl
t z t z t + t s rc i -t
Source:
Malor league
gasebal/
playerc
Arsociation-
25. Which line is which,
and how do you
know?
26. After
peter
Ueberroth,s
resignation
as baseball
commis_
sioner
in lggg
and his zuccessor,s
,r,r."f,
0."*
in 19g9,
rhe team owners
broke r."e orp.euiourLrt
"rilr.
*o
flsan
an era ofcompedtive
spenaing
o;;j;;";
salaries.
Identiff
where
the 19
exprain
how you
;:r'":?ffi:
appear in the
eranh
\
27. The owners
artempted
to halt the uncontrolled
sp"naing
b\
fllp:1C
a salary
cap,-which
prompted
"
p;y;,strike
irl
ree4.rhe
strike
caused
the rsbs
r.;;;;;J#;ortened
and lefr many fans angry.
Identify
,il
;" ;;;5
salaries
appear
in the graph
and explain
horv you
c.* ,po, ,fr"*.
ZS.
Writing to learn
Analyzethe
general
putt"_,
io th"
graphical
model
and give your
ttrougtrts
"i""i
*fr",rr"
long-term
implication-s
might be for
(a)
the players;
(b)
the team
owners;
(c)
the baseball
fans.
49.
(b) Write an equation that can be solved to find the
r-intercepts of the graph of y3.
(c) Writing to Learn How does the graphical model reflect
the fact that the answers to (a) and (b) are equivalent
algebraically?
{d)
Confirm numerically that the x-intercepts of y3 give the
same values when substituted into the expressions for y1
and y2.
Exploring Grapher Failure Let y
:
(x200)t/2w.
(a) Explain algebraically why y
:
x for all x = 0.
(b)
Graph the equation y
:
(x20o1t/2o0 in the window
[0,
1]
by
[0,
l].
(c) Is the graph different from the graph of y
:
x?
(d)
Can you explain why the grapher failed?
Connecting Algebra and Geometry Explain how the alge-
braic equation (x + b)2
:
xz + zbx * b2 models the areas of
the regions in the geometric figure shown below on the left:
xbL
( Ex. 50) (Ex. 52)
Exploring Hidden Behavior Solving graphically, find all
real solutions to the following equations. Watch out for
hidden behavior.
(a)y
:
t or: + 7. 5x2
-
54. 85x + 37. 95
(b)y
:
x3 + x2 - 4. 99x + 3. 03
Connecting Algebra and Geometry The geometric figure
shown on the right above is a large square with a small
square missing.
(a) Find the area of the figure.
(b) What area must be added to complete the large square?
(c) Explain how the algebraic formula for completing the
square models the completing of the square in (b).
Proving a Theorem Prove that if n is a positive integer,
then n2
-t
2n is either odd or a multiple of 4. Compare your
proof
with those of vour classmates.
SECTfON 1.1 Modeling and Equation Solving
79
54. Writing to Learn The graph below shows the distance from
home against time for a
jogger.
Using information from the
graph, write a paragraph describing thejogger's workout.
v
Standardized Test
Questions
55. Ttue or False A product of real numbers is zero if and
only if every factor in the product is zero. Justify your
answer.
56. True or False An algebraic model can always be used to
make accurate predictions.
In Exercises 57-60, you may use a graphing calculator to decide
which algebraic model corresponds to the given graphical or
numerical model.
( bl v=*+s
( dl Y: 4x+z
Multiple Choice
( a) y=2x+3
(cl y
=
12 - zx
( ") v:
r , 4_"
5?. MultiPle choice
'|.
52.
t0,6l by
t-9,
l sl
t 0, 9l
by
[ 0, 6]
Multiple Choice
I 2 J
A
5 6
v
6 9 t 4 21 30 4l
Multiple Choice
0 2 4 6 8 10
v
3 7 l l 15 19 23
8o CHAPTER I Functions and Graphs
Explorations
61. Analyzing the Market Both Ahmad and LaToya watch
the stock market throughout the year for stocks that make
significant jumps
from one month to another. When they
spot one, each buys 100 shares. Ahmad's rule is to sell the
stock if it fails to perform well for three months in a row.
LaToya's rule is to sell in December if the stock has failed
to perform well since its purchase.
The graph below shows the monthly performance
in dollars
(Jan-Dec)
of a stock rhat both Ahmad and LaToya have
been watching.
t :
:
(a) Both Ahmad and LaToya bought the stock early in the
year. In which month?
(b) At approximarely what price did they buy the stock?
(c)
When did Ahmad sell the srock?
(d) How much did Ahmad lose on the stock?
(e) Writing to learn Explain why LaToya,s strategy was
better than Ahmad's for this particular stock in this particu_
lar year.
(f) Sketch a l2-month graph of a stock's performance
that
would favor Ahmad's strategy over LaToya's.
62. croup Activity Creating Hidden Behavior
You can create your own graphs with hidden behavior.
Working in groups of two or three, try this exploration.
(a) Graph the equarion y
:
(x + 2)(*2
-
4x + 4) in the win_
dow
[ -4,
a] by
[ -10,
l 0] .
(b) Confirm algebraically that this function has zeros only at
x:
- 2and. x: 2.
(c)
Graph the equation y
=
(x + 2)(x2 - 4x * 4.01) in the
wi ndow
l -4, 4)
by
[ -10,
t 0]
(d) Confirm algebraically that this function has only one
zero, at x
: -2.
(Use
the discriminant.)
(e)
Graph the equation (x + 2)(x2 - 4x * 3.99) in the win_
dow
[-4,
a] by
t-10,
101.
(f)
Confirm algebraically that this function has three zeros.
(Use
the discriminant.)
Extending the ldeas
63. The Proliferation of Cell Phones Table 1.8 shows the
number of cellular phone subscribers in the U.S. and their
average local monthly bill in the years from 1988 to 2001,
Year Subscribers Averase Local
lmillions)
Monthly Bill
($)
1988
1989
1990
1991
r992
1993
r994
r995
1996
1997
1998
1999
2000
2001
1. 6
2. 7
4.4
6.4
8.9
13. 1
19.3
28.2
38.2
48.7
60.8
76.3
97.0
118. 4
95.00
85.52
83.94
74.56
68. 51
67. 31
58.65
52.45
48.84
43.86
39.88
40.24
45.15
45.56
5ourrc: Ce//u/a/ Telecom m an icattbni & lnternet Assocotion.
(a)
Graph the scatter plots of the number of subscribers and
the average local monthly bill as functions of time, letting
time I
:
the number of years after 1988.
(b)
One of the scatter plots clearly suggests a quadratic
model with formula y
:
axz + &. Use the point at /
:
0 to
solve for &; then use the point at t
=
9 to solve for a.
(c)
Superimpose the graph of the quadratic model onto the
scatter plot. Does the fit appear to be good?
(d) The other scatter plot can be roughly approximated using
a linear model in the form y
:
mx + &. Use the points at
/
:
I and t
:
72 to find a linear model.
(e) Superimpose the graph of the linear model onto the scat-
ter plot. Does the fit appear to be good?
(f) Do you think that a quadratic model might be better than
the linear model? Explain.
(g) If your calculator does quadratic regression, use it to fit a
quadratic curve to the linearlooking data. Superimpose the
graph onto the scatter plot. Does the fit appear to be better
than the line?
Group Activity (Continuation
of Exercise 63) Discuss the
economic forces suggested by the two models in Exercise
63 and speculate about the future by analyzing the graphs.
64.