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Determine whether the inverse of \(f\) is a function. Then find the inverse. \(f(x)=\frac{3}{x+5}\)

Short Answer

Expert verified
The inverse of the function \(f(x)=\frac{3}{x+5}\) is indeed a function. The inverse function is \(f^{-1}(x)=\frac{3}{x}-5\).

Step by step solution

01

Check the Function

To check whether a given function has an inverse , we must ensure that the function is both one-to-one and onto. That is, every input has a unique output and every possible output is achieved by some input or set of inputs. The function \(f(x)=\frac{3}{x+5}\) is a rational function which is indeed a one-to-one function. So, it’s inverse would also be a function.
02

Find the Inverse

Finding the inverse of a function involves switching the dependent variable and the independent variable . In this case, we switch \(x\) and \(y\) (where \(y=f(x)\)) and solve for \(y\). Start with \(f(x)=\frac{3}{x+5}\) and change it to \(x=\frac{3}{y+5}\). Now, solve for \(y\).
03

Solve For y

To solve for \(y\), first multiply each side by \(y+5\) to eliminate the denominator on the right (results in \(x(y+5)=3\)). Then divide by \(x\) to solve for \(y\) (results in \(y+5=\frac{3}{x}\)). Finally, subtract \(5\) from each side to isolate \(y\) which gives the inverse function \(y=f^{-1}(x)=\frac{3}{x}-5\).

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Key Concepts

These are the key concepts you need to understand to accurately answer the question.

One-to-One Function
Understanding the idea of a one-to-one function is essential when working with inverses. Simply put, a function is called one-to-one, or injective, if it never assigns the same value to two different domain elements. In other words, every element of the function's range is the image of exactly one element of its domain.

This property ensures that the function can be reversed. If you were to visualize it, imagine that each 'x' has its own unique 'y'—no repeats allowed. For the function in our exercise, \(f(x)=\frac{3}{x+5}\), we can confirm it's one-to-one by recognizing that for each unique input 'x', the output 'y' will also be unique. This is particularly true because the denominator, \(x+5\), can take any real value except -5, thus ensuring that the outputs are not repeated.

When finding an inverse, we start by swapping the 'x' and 'y' variables and then solve for 'y'. The one-to-one nature of the function guarantees that this process will result in a unique function, which in this case is the inverse function of \(f\).
Rational Functions
Rational functions, like the one provided in the exercise, are expressed as the ratio of two polynomials. The general form of a rational function is \(\frac{p(x)}{q(x)}\), where \(p(x)\) and \(q(x)\) are polynomials and \(q(x)\) is not zero.

The function given, \(f(x)=\frac{3}{x+5}\), is a simple rational function, where the numerator is the constant 3 and the denominator is the linear polynomial \(x+5\). Rational functions can have complex behaviors, such as asymptotes, which are lines that the graph of the function approaches but never touches. In this case, \(f(x)\) has a vertical asymptote at \(x=-5\), since the function is undefined for that value of \(x\).

It's also worth noting that operations on rational functions might result in expressions that need further simplification to reveal their true nature. In our exercise, simplifying the inverse function helps us see how it behaves differently from the original function, yet maintains a certain symmetry inherent to inverse functions. It is this symmetry that provides the conceptual backbone to understanding the relationships between original functions and their inverses.
Inverse Function Properties
The properties of inverse functions spring naturally from their definition. When function \(f\) is paired with its inverse \(f^{-1}\), several important properties emerge. Firstly, applying \(f^{-1}\) after \(f\) will yield the original input value (and vice versa), reflecting the fundamental undoing nature of inverses. This means that \(f(f^{-1}(x)) = x\) and \(f^{-1}(f(x)) = x\), provided \(x\) is in the domain of the original function and its inverse.

Furthermore, the graphs of \(f\) and \(f^{-1}\) are symmetric with respect to the line \(y=x\), since the \(x\) and \(y\) coordinates are swapped between \(f\) and \(f^{-1}\). This property can be a valuable tool when visualizing or confirming the accuracy of an inverse function. In our exercise, \(y=f^{-1}(x)=\frac{3}{x}-5\) demonstrates the aforementioned symmetry with the original function, where the operations conducted on \(x\) in \(f\) are inverted step by step in \(f^{-1}\).

Lastly, the range of \(f\) becomes the domain of \(f^{-1}\), and the domain of \(f\) becomes the range of \(f^{-1}\). This mutual switch of domain and range is another defining feature of inverse functions, reiterating the concept of each function being the mirror image of the other over the line \(y=x\).

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Most popular questions from this chapter

2\. DRAWING CONCLUSIONS A researcher wants to test the effectiveness of reading novels on raising intelligence quotient (IQ) scores. Identify a potential problem, if any, with each experimental design. Then describe how you can improve it. a. The researcher selects 500 adults and randomly divides them into two groups. One group reads novels daily and one group does not read novels. At the end of 1 year, each adult is evaluated and it is determined that neither group had an increase in IQ scores. b. Fifty adults volunteer to spend time reading novels every day for 1 year. Fifty other adults volunteer to refrain from reading novels for 1 year. Each adult is evaluated and it is determined that the adults who read novels raised their IQ scores by 3 points more than the other group

Your teacher lets the students decide whether to have their test on Friday or Monday. The table shows the results from four surveys of randomly selected students in your grade who are taking the same class. The students are asked whether they want to have the test on Friday. $$ \begin{array}{|c|c|c|} \hline \begin{array}{c} \text { Sample } \\ \text { Size } \end{array} & \begin{array}{c} \text { Number of } \\ \text { "Yes" Responses } \end{array} & \begin{array}{c} \text { Percent of } \\ \text { Votes } \end{array} \\ \hline 10 & 8 & 80 \% \\ 20 & 12 & 60 \% \\ 30 & 16 & 53.3 \% \\ 40 & 18 & 45 \% \\ \hline \end{array} $$ a. Based on the results of the first two surveys, do you think the test will be on Friday? Explain. b. Based on the results in the table, do you think the test will be on Friday? Explain.

ERROR ANALYSIS A survey of 1270 high school students found that 965 students felt added stress because of their workload. Describe and correct the error in identifying the population and the sample.

In Exercises 15–18, determine whether the sample is biased. Explain your reasoning. To assess customers' experiences making purchases online, a rating company e-mails purchasers and asks that they click on a link and complete a survey.

When the President of the United States vetoes a bill, the Congress can override the veto by a two-thirds majority vote in each House. Five news organizations conduct individual random surveys of U.S. Senators. The senators are asked whether they will vote to override the veto. The results are shown in the table. (See Example 2.) $$ \begin{array}{|c|c|c|} \hline \begin{array}{c} \text { Sample } \\ \text { Size } \end{array} & \begin{array}{c} \text { Number of Votes } \\ \text { to Override Veto } \end{array} & \begin{array}{c} \text { Percent of Votes } \\ \text { to Override Veto } \end{array} \\ \hline 7 & 6 & 85.7 \% \\ 22 & 16 & 72.7 \% \\ 28 & 21 & 75 \% \\ 31 & 17 & 54.8 \% \\ 49 & 27 & 55.1 \% \\ \hline \end{array} $$ a. Based on the results of the first two surveys, do you think the Senate will vote to override the veto? Explain. b. Based on the results in the table, do you think the Senate will vote to override the veto? Explain.

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