Functions Unit Test Answer Key

Pre-Test Unit 1: Functions KEY No calculator necessary. Please do not use a calculator. Determine if each of the following is a function or not. Explain how you know. (4 pts; 2 pts for answer, 2 pts for explanation) 1. 2. −2 4 −1 1 0 0 1 1 = 2 4 Function because it has one output per input. Not a function. Consider x = 4 could have two outputs namely y = 2 or y = −2. 3. Input: Type of an individual bird (robin, finch, etc.) Output: That bird’s exact weight 4. Not a function. Since we input the type of bird and not the individual bird itself, you can get multiple outputs. For example, one robin could weight one pound and another robin could weigh one and a half pounds. Function Vertical Line Test 5. 1, 3, 9, 27, 81 … 6. Give an example of a function in words explaining the input, output, domain, range and how you know it is a Function, it is a sequence true function. Answers will vary, but an example would be as follows: Input: hours worked in a day at $10 per hour Output: money made that day Domain: [0 hrs, 24 hrs Range: [$0, $240 Each input has only one output Give the domain and the range of the following functions. (4 pts; 2 pts for each) 7. ( ) = ( − 4) − 7 : (−∞, ∞) : [−7, ∞) 8. Input: Teenager’s identity Output: Weekly allowance as of today : [13 : [0, , 19 1 Given the functions ( ) = − 2 pts for correct answer) 9. and ( ) = + − evaluate the following. (4 pts; 2 pts for correct input, 10. ℎ(−2) (3) (3) = −12 ℎ(−2) = −10 Graph the following functions by filling out the / chart using inputs ( values) that you think are appropriate. (4 pts; 1 pt for appropriate x values, 1 pt for correct table, 2 pts for graph following table) 11. = 12. +2 −2 6 −1 3 0 2 1 3 2 6 = +1 −8 −1 −4 0 0 1 4 2 8 3 Answer the following questions using the given function showing the value of an investment in ten thousands of dollars ( ) based on the number of years from this year ( ). (4 pts; partial credit at teacher discretion) 13. What does the point on the graph represent? A $30,000 value after 4 years 14. Based on the graph, what is causing the value of the investment to decrease and how do you know? We can’t tell because the graph only shows value over time. 2 Calculate/estimate the average rate of change and the initial value over the interval [− , (4 pts; 2 pts for each) 15. 16. ( ) = ROC: IV: 2 −1 for each function. −3 ROC: 0 IV: −3 17. A banker has been gaining $2,000 per year on an investment and expects to do the same the next few years. The banker’s investment currently has a value of $18,000. Think of the function that shows how much money the investment is worth based on how many years it has been since this year. ROC: $2,000 IV: 18,000 18. ( ) −4 7 ROC: −2 4 0 1 2 −2 4 −5 IV: 1 For the following functions tell whether they are linear or non-linear, give the domain where they are increasing and where they are decreasing, and then give the max or min of the function. (4 pts; 1 pt for linear/non-linear, 2 pts for increasing/decreasing domain, 1 pt for max/min) 19. y = x − 3 20. y = −(x − 3) + 5 Linear Increasing domain: (−∞, ∞) Decreasing domain: ∅ Max: ∅ Min: ∅ Non-linear Increasing domain: (−∞, 3) Decreasing domain: (3, ∞) Max: f(x) = 5 Min: ∅ 3 Use the following graph showing a function modeling the miles per gallon ( ) a car gets in terms of its speed ( ) to answer the questions. (4 pts; partial credit at teacher discretion) 35 at 55 ℎ 22. What are all the possible speeds this car can drive at? From 0 mph to 110 mph Mileage in mpg ( ) 21. What appears to be the best mileage this car will get and at what speed does it occur? 23. What are all the possible mileages this car can get? From 0 mpg to 35 mpg Speed in mph ( ) Determine which graph matches the story and explain why. (5 pts; 2 pts for correct answer with no explanation) 24. I started to walk to class, but I realized I had forgotten my notebook, so I went back to my locker and then I went quickly at a constant rate to class. Graph C Sketch a graph modeling a function for the following situations. (5 pts; partial credit at teacher discretion) Speed 25. A dog is sleeping when he hears the cat “meow” in the next room. He quickly runs to the next room where he slowly walks around looking for the cat. When he doesn’t find the cat, he sits down and goes back to sleep. Sketch a graph of a function of the dog’s speed in terms of time. Time 4 Lesson 1.1 Unit 1 Homework Answer Key Determine if each of the following is a function or not and explain how you know. If it is a function, give the domain and range. 1. 2. −2 4 −1 1 Function : (−∞, ∞), 0 0 1 1 2 4 −3 4 0 5 3 4 4 3 −2 8 0 0 2 −8 4 −4 : [0, ∞) 3. 4. −5 0 Function : [−5, ∞), 5. −4 3 Not a function + −4 1 : [0, ∞) = 100 −1 2 4 3 11 4 −4 4 Function : (−∞, ∞), 6. : (−∞, ∞) =2 +5 Not a function Function : (−∞, ∞), 7. = Not a function 8. = 2 − 1 Function : (−∞, ∞), : [−1, ∞) 9. 10. Not a function 11. Not a function 12. Function : (−∞, ∞), Function : 0, : (−∞, ∞) : : (−∞, ∞) 0 5 13. Explain how to determine whether or not an equation models a function. If the variable has an exponent, it is not a function. 14. Explain how to determine whether or not a table models a function. If there are multiple outputs for a single input, it is not a function. Determine if the following descriptions of relationships represent functions and explain why or why not. If it is a function give a description of the domain and range. 15. Input: Time elapsed, Output: Distance run around the track. Not a function, in 2 minutes you could run a single lap and the next time in 2 minutes run only half a lap. 16. Input: Store’s name, Output: Number of letters in the name. Function, the number of letters is constant. I.e. inputting “Wal-Mart” will always give only one output of 7. Domain: Any store’s name, Range: Any whole number 17. Input: Person’s age, Output: Yearly salary. Not a function, two 45 year olds could be making very different salaries. 18. Input: Amount of food eaten, Output: A dog’s weight. Not a function, the same dog could eat the same amount of food each day and weight different amounts. 19. Input: Person’s name/identity, Output: That person’s birthday. Function, a person only has one birthday. Domain: Person’s name/identity, Range: Any date in the past 20. Input: Person’s age, Output: Height. Not a function, the same age has different heights. 21. Input: Name of a food, Output: Classification of that food (such as meat, dairy, grain, fruit, vegetable). Function, a tomato is always a fruit and only a fruit. Domain: Name of a food, Range: { , , , , } 22. Input: Time studied for test, Output: Test score. Not a function, you could study for 30 minutes and get different scores. Determine if the following sequences represent functions and explain why they do or why they do not. If it is a function give a description of the apparent domain and range. 23. 0,1,2,3,4,5 … Function Domain: [0, ∞), Range: Integers greater than zero 24. 0, 1 0, 1 2, 3, 4, 5 … Not a function, more than one output for an input 25. 0,1,0,1,0,1 … Function Domain: [0, ∞), Range: Zero and one 26. 1,1,1,1,1,1 … Function Domain: [0, ∞), Range: One 27. 0 1, 0 1, 0 1, 0 1, 0 1, 0 1 … Not a function, more than one output for an input 28. 0,1,1,2,3,5 … Function Domain: [0, ∞), Range: Fibonacci numbers 6 29. 1,2,4,8,16,32 … Function Domain: [0, ∞), Range: Powers of Two 30. 1,3,5,7,9,11 … Function Domain: [0, ∞), Range: Odd #’s ≥ 0 Evaluate the given functions at the given inputs. ( )= ( )= + ( )= − 31. (−2) (−2) = 6 32. (10) (10) = 102 33. (−3) (−3) = 11 34. (0) (0) = 2 35. ℎ(−2) ℎ(−2) = −3 36. ℎ(−8) ℎ(−8) = −5 37. ℎ(4) ℎ(4) = −2 38. ℎ(0) ℎ(0) = −3 39. (2) (2) = 8 40. (−2) (−2) = −8 41. (4) (4) = 64 42. (1) (1) = 1 43. Function: Find the center of the circle Input: 44. Function: Find the colors that make the input Input: Green Blue and Yellow 45. Function: Count the letters Input: Cookie Monster 13 46. Function: Decide if it’s morning or night Input: Sun is in the east Morning 7 Lesson 1.2 Graph the following functions by filling out the table using the given inputs ( values). 1. ( )= −2 −3 ( ) 3. −1 −6 0 −7 1 −6 2 −3 −9 0 ( )= ( ) −8 1 −5 2 0 3 7 4 −10 0 −5 1 0 2 5 3 10 4 +2 −6 0 ( )=2 ( ) 6. +2 ( )= ( ) 4. ( )=√ +9 ( ) 5. 2. −7 −3 1 0 2 3 3 6 4 −1 1 0 −1 1 1 2 7 −6 1 −3 2 2 3 9 4 −1 −2 7 ( )=√ +7 ( ) −7 0 8 Graph the following functions by filling out the table using the inputs ( values) that you think are appropriate. 7. ( )=2 ( ) 9. ( ) 11. −2 0 ( )= 8. −8 −1 −6 0 −8 1 −6 2 0 −2 −5 0 −4 2 −3 4 −2 −7 0 −6 −1 −3 −2 2 −3 9 −4 −6 −8 −4 −3 −6 0 −4 3 −2 6 0 −4 2 1 3 8 4 0 4 1 3 2 0 ( )=√ +8 ( ) 12. ( ) = −√ + 7 ( ) ( ) 10. −4 −4 −6 ( )= −8 0 ( )=− ( ) −2 0 −7 1 +4 −1 3 9 13. Explain why it would be beneficial to use the inputs −2, −1, 0, 1, and 2 for the function Answers may vary. The points are centered around the vertex of the parabola ( )= + 1. 14. Explain why it would be beneficial to use the inputs −8, −4, 0, 4, and 8 for the function ( ) = − 2. Answers may vary. The inputs are multiples of the denominator causing outputs to be whole numbers. 15. Explain why it would be beneficial to use the inputs −9, −8, −5, 0, and 7 for the function ( ) = √ + 9. Answers may vary. The inputs are chosen so that the number under the square root is a perfect square. 16. Explain how you would choose 5 different inputs for the function ( ) = √ + 6. Explain why you feel these are the best input values for this function. Answers may vary. Choose values of so that + 6 is a perfect square. For example: −6, −5, −2, 3, 10 17. For problems 2, 5, 8, 9, describe a pattern in the change in the ( ) values for each function. Answers may vary. The ( ) values increase by a constant amount. 18. For problems 2, 5, 8, 9, explain similarities and differences in the structure of the equations. Answers may vary. All the equations follow the pattern = + 19. For problems 2, 5, 8, 9, explain similarities and differences in the graph of each function. Answers may vary. The graphs are all straight lines. 10 Lesson 1.3 Calculate or approximate the average rate of change of the following functions over the interval [− , then again over the interval [− , . Finally, give the initial value. 1. ( ) = ( − 2) − 7 2. ( ) = − 10 3. ( ) = 2 − 7 . . . [−4, 4 : −4 . . . [−4, 4 : 6 . . . [−4, 4 : 2 . . . [−2, 2 : −4 . . . [−2, 2 : −6 . . . [−2, 2 : 2 . .: −3 . .: 0 . .: −7 4. ( )= − 10 5. ( ) = −3 + 2 6. ( ) = −3 . . . [−4, 4 : 0 . . . [−4, 4 : −3 . . . [−4, 4 : . . . [−2, 2 : 0 . . . [−2, 2 : −3 . . . [−2, 2 : . .: −10 . .: 2 . .: −3 7. 8. 9. . . . [−4, 4 : . . . [−4, 4 : −2 . . . [−4, 4 : . . . [−2, 2 : . . . [−2, 2 : −2 . . . [−2, 2 : . .: . .: 6 . .: −6 −2.75 and 11 10. 11. 12. . . . [−4, 4 : . . . [−4, 4 : − . . . [−4, 4 : − . . . [−2, 2 : − . . . [−2, 2 : − . . . [−2, 2 : . .: −9 . .: 5 . .: 13. 14. −2 −3 0 0 2 1 4 0 2.75 15. . . . [−4, 4 : 1 −4 −2 0 ( ) 6 5 4 . . . [−4, 4 : − . . . [−2, 2 : 1 . . . [−2, 2 : − . . . [−2, 2 : − . .: 0 . .: 4 . .: 3 ( ) −4 −8 16. ( ) 2 3 4 2 −1 −1 0 0 1 −1 2 −4 ( ) ( ) −4 6 −2 5 0 3 2 0 4 −4 0 4 1 3.5 2 3 . . . [−4, 4 : − 17. −2 −4 − 18. −2 3 −1 4 0 5 1 6 2 7 ( ) −2 5 −1 4.5 . . . [−4, 4 : 0 . . . [−4, 4 : 1 . . . [−4, 4 : − . . . [−2, 2 : 0 . . . [−2, 2 : 1 . . . [−2, 2 : − . .: 0 . .: 5 . .: 4 12 19. A lawyer charges $50 an hour plus a flat attorney’s fee of $250. . . . [−4, 4 : 50 . . . [−2, 2 : 50 . . : 250 20. A man currently has $10,800 in an interest bearing account. Since the interest is simple and not compound, he has been and will continue to make $100 per year in interest. . . . [−4, 4 : 100 . . . [−2, 2 : 100 . . : 10,800 21. A Star Wars enthusiast has to buy the same number of Star Wars toys each year as he already owns total. So if he owns 30 currently, he would buy another 30 bringing his total up to 60. The following year he would have to purchase 60 and so on. He currently has 16 Star Wars toys. . . . [−4, 4 : 255 = 31.875 8 . . . [−2, 2 : 15 . . : 16 22. What did you notice about the average rate of change over both intervals for problems 5, 11, and 17? What do you think is the reason why that happened? Answers may vary. The rate of change was the same on both intervals. This is because the function increases at a constant rate. 23. What did you notice about problem number 4 and 16? Why did that happen? Graph both functions and then try to determine why it would happen. Answers may vary. The rates of change are both 0. The graph is symmetrical. The ( ) values are the same whether is positive or negative because is squared. 13 Lesson 1.4 Determine whether the following functions are linear or non-linear and explain how you know. 1. 2. 3. Non-linear Linear Linear 4. 5. 5 + 3 = 0 Linear 6. − 4 = −5 Linear 8. 9. Non-linear 7. =√ +9 = 3 −2 −2 −12 Non-linear Non-linear Non-linear 10. 11. 12. −2 −1 −13 −10 Linear 0 −7 1 −4 2 −1 −5 1 Linear 0 3 5 5 10 7 15 9 2 0 −1 −2 0 0 1 0 2 4 3 1 6 2 11 3 18 4 Non-linear 14 13. Give two examples of a linear function in equation form. Answers will vary, but all equations should be in the form of = Sample answers: = 2 − 1 and = +9 + . 14. Give two examples of a linear function in table form. Answers will vary, but all tables should have a constant rate of change. See samples below. −2 −1 0 1 2 −4 −2 0 2 4 5 7 9 11 13 9 6 3 0 −3 15. Sketch two examples of a linear function in graph form. Answers will vary, but both graphs should be lines. 16. Give two examples of a non-linear function in equation form. Answers will vary, but the equations CANNOT be in the form = Sample answers: = + 11 and = 3 + 5 − 7 + . 17. Give two examples of a non-linear function in table form. Answers will vary, but all tables should NOT have a constant rate of change. See samples below. −2 −1 0 1 2 −4 −2 0 2 4 5 7 8 7 5 9 6 2 −3 −9 18. Sketch two examples of a non-linear function in graph form. Answers will vary, but both answers should NOT be a line. They should curve somehow. 15 For each linear graph tell whether it is increasing, decreasing, or constant. 19. Increasing 20. Decreasing 21. Constant 22. Increasing 23. Increasing 24. Constant 25. Decreasing 26. Constant 27. Decreasing 28. Decreasing 29. Constant 30. Increasing 16 For each non-linear graph tell the domain where it is increasing and decreasing and identify any maximum, minimum, local maximum, or local minimum. 31. 32. 33. Increasing: (−3, ∞) Decreasing: (−∞, −3) Minimum: ( ) = −7 Increasing: (−∞, 2) Decreasing: (2, ∞) Maximum: ( ) = 5 Increasing: (−∞, −3) (3, ∞) Decreasing: (−3,3) Local Maximum: ( ) = 22 Local Minimum: ( ) = −14 34. 35. 36. Increasing: (−∞, −3) (1, ∞) Decreasing: (−3, 1) Local Maximum: ( ) = 10 Local Minimum: ( ) − Increasing: (1, ∞) Decreasing: (−∞, 1) Minimum: ( ) = 2 Increasing: (−∞, −5) Decreasing: (−5,3) Local Maximum: ( ) Local Minimum: ( ) (3, ∞) 80 −5 17 37. 38. 39. Increasing: (−∞, −3) Decreasing: (−3, ∞) Maximum: ( ) = 5 Increasing: (2, ∞) Decreasing: (−∞, 2) Minimum: ( ) = −4 Increasing: (−∞, −1) Decreasing: (−1,2) Local Maximum: ( ) Local Minimum: ( ) 40. 41. 42. Increasing: (−∞, −3) (1, ∞) Decreasing: (−3,1) Local Maximum: ( ) = 14 Local Minimum: ( ) 4 Increasing: (−∞, −4) Decreasing: (−4, ∞) Maximum: ( ) = 7 Increasing: (−∞, −4) Decreasing: (−4,2) Local Maximum: ( ) Local Minimum: ( ) (2, ∞) 17 −18 (2, ∞) 1 −3 18 Lesson 1.5 Production Cost (dollars per stembolt) ( ) Use the following graph showing a function modeling the production cost per stembolt ( ) a factory gets in terms of the production rate of how many stembolts it produces per minute ( ) to answer the questions. Production Rate (stembolts per minute) ( ) 1. If the possible inputs for this function are between one and nine, what does that mean in the context of this problem? The factory can produce between 1 and 9 stembolts per minute. 2. Within those inputs, what are all the different costs per stembolt that the company could have? 1 to 6 dollars per stembolt. 3. At what production rate does the company get the cheapest production cost? 5 stembolts per minute. 4. What is the cheapest production cost? 1 dollar per stembolt. 5. Between what production rates does the company get cheaper and cheaper production costs? Between 1 and 5 stembolts per minute. 6. Between what production rates does the company get higher and higher production costs? Between 5 and 9 stembolts per minute. Profit in Thousands of Dollars ( ) Use the following graph showing a function modeling the company’s weekly profit in thousands of dollars ( ) in terms of the number of weekly commercials it airs ( ) to answer the questions. Number of Weekly Commercials ( ) 7. What inputs make sense in the context of this problem? Between 20 and 80 weekly commercials. 8. What are all the different profits that the company could have? 0 to $80,000 9. How many weekly commercials gives the best profit for the company? 50 weekly commercials 10. What is the best profit the company can expect? $80,000 11. Between how many weekly commercials does the company get better and better profits? Between 20 and 50 weekly commercials. 12. Between how many weekly commercials does the company get worse and worse profits? Between 50 and 80 weekly commercials. 19 Use the following graph showing a function modeling a man’s stock market investment value in thousands of dollars ( ) in terms of his age ( ) to answer the questions. Penguin Population in Millions ( ) Investment Value in Thousands of Dollars ( ) 13. If the man began investing at 20 years old and retired at the age of 80 (at which point he sold all his stocks), what inputs make sense in the context of this problem? 20 to 80 14. What are all the different investment values the man had during the time he was investing? $25,000 to $75,000 15. At what age was his investment value the highest? How high was it? 30 years old; $75,000 16. At what age was his investment value the lowest? How low was it? 70 years old; $25,000 17. Between what ages was his investment growing in value? Between 20 and 30 and then between 70 and 80. 18. Between what ages was his investment losing value? Age ( ) Between 30 and 70. 19. Overall, since he started investing at 20 years old and retired at 80 years old, did he make or lose money? How much? He lost about $30,000 since he started with $65,000 and retired with $35,000. 20. What appears to be the earliest age he should have retired (after 80 years old) in order to have at least broken even on his investments? Somewhere around 87 or 88 years old. Use the following graph showing a function modeling the penguin population in millions ( ) in terms of average temperature of the Antarctic in degrees Fahrenheit ( ) to answer the questions. 21. What inputs make sense in the context of this problem? Between −100 and 20 degrees. 22. What are all the different populations that the penguins could have? 0 to 8 million 23. What average temperature gives the highest penguin population? −40 degrees 24. What is the highest population of the penguins? 8 million 25. Between what temperatures does the population grow? Between −100 and −40 degrees. 26. Between what temperatures does the population shrink? Between −40 and 20 degrees. Average Temperature ( ) 20 Lesson 1.6 Match each description with its function graph showing speed in terms of time. speed speed time A. speed time B. time C. 1. A squirrel chews on an acorn for a little while before hearing a car coming down the street. It then runs quickly to the base of a nearby tree where it sits for a second listening again for the car. Still hearing the car, the squirrel climbs up the tree quickly and sits very still on a high branch. ℎ 2. A possum is slowly walking through a backyard when a noise scares it causing it to hurry to a hiding place. It waits at the hiding place for a little while to make sure it’s safe and then continues its slow walk through the backyard. ℎ 3. A frog is waiting quietly in a pond for a fly. Noticing a dragonfly landing on the water nearby, the frog slowly creeps its way to within striking distance. Once the frog is in range, it explodes into action quickly jumping towards the dragonfly and latching onto with its tongue. The frog then settles down to enjoy its meal. ℎ Match each description with its function graph showing height in terms of time. height D. height time E. height time F. time 4. Sean starts to bike up a long steep hill. Half way up, he gets off his bike to walk the rest of the hill. When he makes it to the top, he races down the other side until he makes it to the bottom. ℎ 5. Micah is racing down a flat road. He comes to a small hill and charges up as fast as he can. Coming down the other side, Micah gains speed for the big hill ahead. Micah climbs the hill to the top, and hops off his bike to stretch. ℎ 6. Jerika hops on her bike as she comes out of her garage which sits at the top of a large hill. She coasts down the hill and starts pedaling as the road flattens. She realizes she forgot something, so she rides back up to her house. ℎ 21 Match each description with its function graph showing speed in terms of time. speed G. speed time H. speed time time I. 7. Sean starts to bike up a long steep hill. Half way up, he gets off his bike to walk the rest of the hill. When he makes it to the top, he races down the other side until he makes it to the bottom. ℎ 8. Micah is racing down a flat road. He comes to a small hill and charges up as fast as he can. Coming down the other side, Micah gains speed for the big hill ahead. Micah climbs the hill to the top, and hops off his bike to stretch. 9. Jerika hops on her bike as she comes out of her garage which sits at the top of a large hill. She coasts down the hill and starts pedaling as the road flattens. She realizes she forgot something, so she turns around and rides back up to her house. 10. A runner starts off her day running at an average speed down her street. At the end of a street is a slight hill going down so she runs even faster down the hill. At the bottom of the hill she has to go back up to the level of her street and has to slow way down. Sketch a graph of a function of runner’s speed in terms of time. ℎ Speed Sketch a graph modeling a function for the following situations. 11. A runner starts off her day running at an average speed down her street. At the end of a street is a big hill going down, so she runs very fast down the hill. At the bottom of the hill she runs on flat ground at an average speed for a while before going back up another hill where she slows way down. Sketch a graph of a function of runner’s height in terms of time. ℎ Height Time Time 22 Speed 12. A fish swims casually with her friends. All of a sudden, she hears a boat, so she darts down toward the bottom of the ocean and hides motionlessly behind the coral. She remains still until she hears the boat pass. When the coast is clear, she goes back to swimming with her friends. Sketch a graph of a function of the fish’s speed in terms of time. ℎ 13. My dad drove me to school this morning. We started off by pulling out of the driveway and getting on the ramp for the interstate. It wasn’t long before my dad saw a police car, so he slowed down. The police car pulled us over, so we sat on the side of the road until the cop finished talking to my dad. Sketch a graph of a function of the car’s speed in terms of time. ℎ Speed Time 15. Roller coaster cars start out by slowly going up a hill. When all of the cars reach the top of the hill, the cars speed down the other side. Next, the cars are pulled up another, but smaller, hill. Racing down the other side, the cars race through a tunnel and come to a screeching halt where passengers are unloaded. Sketch a graph of a function of the roller coaster cars’ speed in terms of time. ℎ Time Speed 14. Rashid starts on the top of a snow-covered hill. He sleds down and coasts on flat ground for a few feet. Tickled with excitement, Rashid runs up the hill for another invigorating race. About half way up the hill, he recognizes a friend of his has fallen off his sled. Rashid stops to help his friend and begins slowly pulling his friend back up the hill. Tired, Rashid and his friend finally make it to the top of the hill. Sketch a graph of a function of Rashid’s height in terms of time. Height Time Time 23 Speed 16. A dog is sitting on his owner’s lap. When the owner throws the ball, the dog sprints after the ball and catches it mid-air. The dog trots back and plops back on the owner’s lap. The owner throws the ball again; tired, the dog jogs over to the ball and lies down next to it. Sketch a graph of a function of the dog’s speed in terms of time. ℎ Time Output 17. A function starts out increasing slowly then it increases faster and faster before hitting a maximum spike about halfway through the graph. From the spike it decreases quickly and then decreases slower and slower before finally leveling out toward the end of the graph. ℎ Input Output 18. A function starts off very high and stays level for a little while. It then drops quickly to about the halfway mark and stays level again for a little while. It then drops very close to the bottom and stays level after that. ℎ Input 24 Review Unit 1: Functions KEY No calculator necessary. Please do not use a calculator. Determine if each of the following is a function or not. Explain how you know. 1. + = 100 2. −4 2 Not a function Multiple outputs for a given input −2 −4 0 −6 2 −4 4 2 Function One output for each input 3. Input: Number of candy bars purchased Output: Amount of money spent Function One output for each input 4. Input: Age of a person Output: Number of hours spent playing video games Not a function Multiple outputs for a given input 5. Function, one output for each input 6. Not a function, multiple outputs for a given input 7. 6,3,0, −3, −6 … Function One output for each input 8. 2, 4, 6 8, 8 16, 10 32 … Not a function Multiple outputs for a given input 9. Give an example of a function in words explaining the input, output, domain, range and how you know it is a function. Answers may vary. 25 Give the domain and the range of the following functions. 10. ( ) = ( − 3) − 5 11. ( )=√ +6−3 12. Input: Number of students in the class Output: Number of birthdays in the class : (−∞, ∞) : [−6, ∞) : [0, ∞) : [−5, ∞) : [−3, ∞) : [0, ∞) Given the functions ( ) = 13. − and ( ) = − (3) = −3 + evaluate the following. 14. 15. ℎ(3) = −3 (−6) = −6 16. ℎ(−2) = 2 Graph the following functions by filling out the / chart using inputs ( values) that you think are appropriate. 17. 18. ( )=√ +8 −8 0 −7 1 −4 2 1 3 8 4 ( )= −2 −1 −5 −1 −4 0 −5 1 −4 2 −1 26 Calculate/estimate the average rate of change and the initial value over the interval [− , 20. ( ) = 19. R.O.C.: 2 R.O.C.: 0 for each function. −2 IV: 0 IV: 7 21. A homeowner made a down payment of $10,000 and pays $700 each month for his mortgage. Think of the function that shows how much money has been spent on the house in terms of the number of months it has been owned. R.O.C.: 700 IV: 10,000 22. ( ) R.O.C.: −2 1 −1 2 0 4 1 8 2 16 IV: 4 For the following functions tell whether they are linear or non-linear, give the domain where they are increasing and where they are decreasing, and then give the max or min of the function. 23. y = −(x − 5) + 2 24. y = 5x − 3 Non-linear Increasing: (−∞, 5) Decreasing: (5, ∞) Max: = 2 Linear Increasing: (−∞, ∞) 27 Answer the following questions using the given function modeling the height ( ) of an angry bird that is thrown in terms of time ( ) in seconds to answer the questions. 26. Based on the graph, what is causing the height of the bird to decrease, and how do you know? We don’t know because the graph doesn’t give us that information. 27. What is the maximum height of the angry bird and when does the bird reach its max height? 8 at 1 Height in feet ( ) 25. What does the point on the graph represent? 6 feet high after 1.5 seconds 28. What inputs makes sense in this context? 0 2 29. During what times is the bird’s height increasing? Between 0 1 Time in seconds ( ) 30. What are all the different heights the bird reaches? From 0 8 Determine which graph matches the story and explain why. 31. A young boy decided he was fed up with his parents and wanted to join the circus. After gathering his belongings in a hobo-style bag on a stick, he started running away from home very fast. He continually slowed down the longer he ran until he finally stopped about halfway to the circus. Graph iii Sketch a graph modeling a function for the following situation. Height 32. A seed was planted in the early spring. A sprout appeared and grew rapidly in the rainy spring. Growth nearly stopped during the dry and hot summer. In the middle of the summer, a rabbit ate the plant. Sketch a graph of a function of the plant’s height in terms of time. Time 28