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Input and output notation is given for two functions. Determine whether the pair of functions can be combined by function composition. If so, then a. draw an input/output diagram for the new function. b. write a statement for the new function complete with function notation and input and output units and descriptions. The number of cats in the United States at the end of year \(t\) is \(c(t)\) cats. The number of dogs in the United States at the end of year \(c\) is \(d(c)\) dogs.

Short Answer

Expert verified
Yes, the functions can be composed as \(d(c(t))\) to find the number of dogs given the year \(t\).

Step by step solution

01

Understanding Function Composition

To determine if the functions can be composed, you need to check if the output of the first function can be used as an input to the second function. The function \(c(t)\) outputs the number of cats at year \(t\), and the function \(d(c)\) uses the number of cats as its input. Since the output of \(c(t)\) is the input for \(d(c)\), these functions can be composed.
02

Drawing Input/Output Diagram

Draw an input/output diagram for the composition of functions - \(d(c(t))\). First, \(t\) is the input to function \(c(t)\) which gives the output number of cats. Then, this output is used as an input to \(d(c)\) which gives the number of dogs. Diagram: \[ t \xrightarrow{c(t)} \text{Number of Cats} \xrightarrow{d(c)} \text{Number of Dogs} \]
03

Writing the Function Statement

We can create a new function \(f(t) = d(c(t))\). This function \(f(t)\) takes an input \(t\) (year), describes the process \(c(t)\) where \(t\) is the time taken to find the number of cats, and outputs the number of dogs through \(d(c)\) at the end of year \(t\). The input to the function \(f\) is time in years, and the output is the number of dogs in the US at the end of those years.

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Key Concepts

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

Input/Output Diagram
An input/output diagram is a visual representation used to understand the flow of information in mathematical functions, which is particularly useful in function composition. These diagrams depict how an "input" value undergoes transformation through one or more processes, resulting in an "output" value. In our consideration of input/output diagrams within function composition, we follow the order of transformations mapped from inputs to outputs.

For example, when examining the functions given, we start with the year denoted by the symbol \(t\). This \(t\) acts as the input to our first function \(c(t)\), which outputs the number of cats from that year in the United States. The output then serves as the input for the second function \(d(c)\), yielding the "output" number of dogs. With this ordered pairing, you can see a seamless flow from input to output, effectively demonstrating how these connected operations work together.

The ability to visually diagram this sequence aids in understanding the structure and dependencies of the functions, making it clearer how one function's output naturally becomes another's input.
Function Notation
Function notation is a standardized way of expressing a mathematical function. It offers a clear framework to convey the relationship between inputs and outputs in a concise manner. Using function notation helps to formalize the idea of a function by giving it a symbolic name to represent the process it describes, denoted typically as \(f(x)\).

In the context of our problem:
  • We have a function \(c(t)\) representing the number of cats in a given year \(t\).
  • Then, function \(d(c)\) uses the number of cats as its input to determine the number of dogs.

The combination of these functions in function composition results in a new representation \(f(t) = d(c(t))\). This shows that \(f(t)\), which symbolizes the function for dogs, is fundamentally built on both the functions \(c(t)\) and \(d(c)\).
Function notation provides clarity and precision in expressing the connection and transition between different stages of a composed function, aiding in both communication and calculation.
Mathematical Function
In mathematics, a function is a fundamental concept that describes a particular type of relation or rule that maps every input to exactly one output. Functions can take many forms, from simple equations to complex expressions which depict real-world phenomena. They are crucial in understanding relationships across various disciplines.

Mathematically, the definition of a function establishes that every element in the domain (input) is associated with a single element in the codomain (output). When considering our task of function composition, it's essential to identify whether each function's output is suitable as the input of another function.

Here, we functionally compose \(c(t)\) and \(d(c)\) such that they form \(f(t)\). This composition illustrates a clear mathematical operation, taking a year \(t\) and translating it through these predefined relationships to culminate in the number of dogs. This ensures a functional harmony where outputs align correctly with subsequent inputs, a crucial feature of any mathematical function used in analyzing real-world data.
Educational Mathematics
Educational mathematics focuses on equipping students with the tools necessary to comprehend complex mathematical ideas through various levels of abstraction and representation. It leverages practical tools such as function composition and input/output diagrams to build a robust understanding that bridges theoretical concepts with real-world applications.

By studying exercises like these, students develop skills in critical thinking and problem-solving. Function composition not only enhances their ability to parse multiple processes within mathematical functions but also nudges them to contemplate the interconnectedness of separate functional pieces. Leveraging these principles improves their proficiency in both recognizing and constructing mathematical relationships.

Moreover, this approach transforms abstract mathematical concepts into more tangible experiences, improving accessibility and understanding. By engaging with educational resources that blend diagrams, notations, and real-world examples, students gain confidence in approaching complex mathematical challenges.

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Most popular questions from this chapter

a. Describe the behavior suggested by a scatter plot of the data and list the types of models that exhibit this behavior. b. Describe the possible end behavior as input increases and list the types of models that would fit each possibility. c. Write the model that best fits the data. d. Write the model that best exhibits the end behavior of the data. Production, Given the Amount Invested in Capital$$ \begin{array}{|c|c|} \hline \begin{array}{c} \text { Capital } \\ \text { (million dollars) } \end{array} & \begin{array}{c} \text { Production } \\ \text { (billion units) } \end{array} \\ \hline 6 & 19 \\ \hline 18 & 38 \\ \hline 24 & 42 \\ \hline 30 & 45 \\ \hline 42 & 60 \\ \hline 48 & 77 \\ \hline \end{array} $$

For Activities 11 through 14 a. identify the logistic function as increasing or decreasing, b. use limit notation to express the end behavior of the function, c. write equations for the two horizontal asymptotes. $$ f(x)=\frac{100}{1+5 e^{-0.2 x}} $$

Describe the difference between interpolation and extrapolation.

The percentage of people in the United States who earn at least \(t\) thousand dollars, \(25 \leq t \leq 150,\) can be modeled as $$ p(t)=119.931\left(0.982^{t}\right) \text { percent. } $$ a. Numerically estimate, to the nearest percentage point, the end behavior of \(p\) as \(t\) increases without bound. Show the numerical estimation table starting at \(t=25\) and incrementing by multiplying by 4 b. Write an equation for the horizontal asymptote for \(p\) found in part \(a\). c. Write a sentence interpreting the end behavior as the input increases without bound. Explain why this result makes sense or why it does not make sense.

For Activities 23 through 24, refer to the given table of data. In Section \(1.5,\) these data were modeled as exponential functions. Write an appropriate model for the inverted data. $$ \begin{aligned} &\text { Bluefish Age vs. Length }\\\ &\begin{array}{|c|c|} \hline \begin{array}{c} \text { Length } \\ \text { (inches) } \end{array} & \begin{array}{c} \text { Age } \\ \text { (years) } \end{array} \\ \hline 18 & 4 \\ \hline 24 & 8 \\ \hline 28 & 11.5 \\ \hline 30 & 14 \\ \hline 32 & 15 \\ \hline \end{array} \end{aligned} $$

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