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Graph the line corresponding to the equation \(y=-2 x+1\) by graphing the points corresponding to \(x=0,1,\) and 2 . Give the \(y\) -intercept and slope for the line. How is this line related to the line \(y=2 x+1\) of Exercise \(12.1 ?\)

Short Answer

Expert verified
Answer: The coordinates of the points are (0,1), (1,-1), and (2,-3). The given line intersects the y-axis at the same point as the line \(y=2x+1\), but has an opposite slope, meaning they are reflections of each other over the y-axis.

Step by step solution

01

Find the coordinates of points

To find the coordinates of the points when \(x=0, 1,\) and \(2\), we will plug these values into the equation \(y=-2x+1\), and compute the corresponding \(y\) values. - When \(x=0\), we have \(y = -2(0) + 1 \Rightarrow y=1\). So, the point is \((0,1)\). - When \(x=1\), we have \(y = -2(1) + 1 \Rightarrow y=-1\). So, the point is \((1,-1)\). - When \(x=2\), we have \(y = -2(2) + 1 \Rightarrow y=-3\). So, the point is \((2,-3)\).
02

Plot the points and draw the line

Now that we have the coordinates for the points \((0,1)\), \((1,-1)\), and \((2,-3)\), we will plot these points on the coordinate plane and draw the line passing through them.
03

Identify the slope and \(y\)-intercept

To find the slope and \(y\)-intercept, we can use the given equation \(y=-2x+1\). We can see that the \(y\)-intercept is 1, as seen when \(x=0\). The slope of the line is the coefficient of \(x\), which is -2.
04

Compare the given line to the line \(y=2x+1\)

Now that we have found the slope and \(y\)-intercept for the given line, we can compare them to the line \(y=2x+1\). Both lines have the same \(y\)-intercept (1), but they have different slopes: \(-2\) for the given line and \(2\) for the line from Exercise \(12.1\). Thus, the two lines are related as they both intercept the \(y\)-axis at the same point, but they have opposite slopes, meaning they are reflections of each other over the \(y\)-axis.

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Key Concepts

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

Graphing Lines
Graphing lines involves plotting points on a coordinate plane and connecting them to form a straight line. It essentially allows us to visualize a linear equation. When graphing, it's always helpful to start by identifying some key points that lie on the line. For the equation \(y=-2x+1\), we calculated points by substituting different \(x\) values to find corresponding \(y\) values. This gave us the points \((0,1)\), \((1,-1)\), and \((2,-3)\).

These points are then plotted on the coordinate plane:
  • Start with the point \((0,1)\), which is the intersection with the \(y\)-axis.
  • Next is \((1,-1)\), showing a sequential movement.
  • The point \((2,-3)\) indicates a continued decline.

By connecting these plotted points, you derive a straight line that represents the linear equation on the graph. Remember, each point is a solution to the equation and lies on the line.
Slope-Intercept Form
Slope-Intercept Form is a way to express linear equations as \(y = mx + b\). This form is particularly useful because it directly shows the line's slope \(m\) and \(y\)-intercept \(b\).

For the linear equation \(y = -2x + 1\), in Slope-Intercept Form, the slope \(m\) is -2, indicating the steepness and direction of the line. The line descends as it moves from left to right. The \(y\)-intercept \(b\) is 1, which is the point where the line crosses the \(y\)-axis.

Understanding the slope helps predict how the line moves, while the \(y\)-intercept provides a starting point for graphing. It is essential to distinguish between rising and falling lines by looking at the sign of the slope. A positive slope means the line rises while moving right, whereas a negative slope means it falls.
Coordinate Geometry
Coordinate Geometry is a branch of geometry where points are placed on the coordinate plane for graphical analysis. By converting algebraic equations into graphical representations, it bridges algebra with geometry.

With Coordinate Geometry, each equation corresponds to a line, curve, or shape on the plane. This allows one to study the geometric properties of equations. In our case, the equation \(y = -2x + 1\) becomes a line once plotted.

Key elements in coordinate geometry include:
  • The two axes: \(x\)-axis (horizontal) and \(y\)-axis (vertical).
  • Ordered pairs (\(x,y\)), representing points in this plane.
  • Relationships between multiple lines or shapes, like intersections.

By mastering coordinate geometry, students can better understand relationships between different lines, such as comparing \(y = -2x + 1\) with \(y = 2x + 1\). Notice that despite sharing a \(y\)-intercept, their opposite slopes result in different orientations.

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Most popular questions from this chapter

An experiment was conducted to investigate the effect of a training program on the time to complete the 100 -yard dash. Nine students were placed in the program. The reduction \(y\) in time to complete the race was measured for three students at the end of 2 weeks, for three at the end of 4 weeks, and for three at the end of 6 weeks of training. The data are given in the table. $$ \begin{array}{l|l|l|l} \text { Reduction in Time, } y \text { (sec) } & 1.6, .8,1.0 & 2.1,1.6,2.5 & 3.8,2.7,3.1 \\ \hline \text { Length of Training, } x(w k) & 2 & 4 & 6 \end{array} $$ Use an appropriate computer software package to analyze these data. State any conclusions you can draw.

Six points have these coordinates: \begin{tabular}{l|llllll} \(x\) & 1 & 2 & 3 & 4 & 5 & 6 \\ \hline\(y\) & 5.6 & 4.6 & 4.5 & 3.7 & 3.2 & 2.7 \end{tabular} a. Find the least-squares line for the data. b. Plot the six points and graph the line. Does the line appear to provide a good fit to the data points? c. Use the least-squares line to predict the value of \(y\) when \(x=3.5\) d. Fill in the missing entries in the MINITAB analysis of variance table.

What diagnostic plot can you use to determine whether the data satisfy the normality assumption? What should the plot look like for normal residuals?

In addition to increasingly large bounds on error, why should an experimenter refrain from predicting \(y\) for values of \(x\) outside the experimental region?

The table below, a subset of the data given in Exercise 3.33 , shows the gestation time in days and the average longevity in years for a variety of mammals in captivity. $$ \begin{array}{lrr} & \text { Gestation } & \text { Avg Longevity } \\\ \text { Animal } & \text { (days) } & \text { (yrs) } \\ \hline \text { Baboon } & 187 & 20 \\ \text { Bear (black) } & 219 & 18 \\ \text { Bison } & 285 & 15 \\ \text { Cat (domestic) } & 63 & 12 \\ \text { Elk } & 250 & 15 \\\ \text { Fox (red) } & 52 & 7 \\ \text { Goat (domestic) } & 151 & 8 \\\ \text { Gorilla } & 258 & 20 \\ \text { Horse } & 330 & 20 \\ \text { Monkey (rhesus) } & 166 & 15 \\ \text { Mouse (meadow) } & 21 & 3 \\\ \text { Pig (domestic) } & 112 & 10 \\ \text { Puma } & 90 & 12 \\ \text { Sheep (domestic) } & 154 & 12 \\ \text { Wolf (maned) } & 63 & 5 \end{array} $$ a. If you want to estimate the average longevity of an animal based on its gestation time, which variable is the response variable and which is the independent predictor variable? b. Assume that there is a linear relationship between gestation time and longevity. Calculate the leastsquares regression line describing longevity as a linear function of gestation time. c. Plot the data points and the regression line. Does it appear that the line fits the data? d. Use the appropriate statistical tests and measures to explain the usefulness of the regression model for predicting longevity.

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