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The functions \(f, g,\) and h are defined as follows: $$ f(x)=2 x-3 \quad g(x)=x^{2}+4 x+1 \quad h(x)=1-2 x^{2} $$ In each exercise, classify the function as linear, quadratic, or neither. $$h \circ g$$

Short Answer

Expert verified
The function \(h \circ g\) is neither linear nor quadratic.

Step by step solution

01

Understand Function Composition

The composition of two functions, denoted by \( (h \circ g)(x) \), means \( h(g(x)) \). Essentially, you substitute the function \( g(x) \) into \( h(x) \).
02

Substitute g(x) into h(x)

To find \( h(g(x)) \), substitute \( g(x) = x^2 + 4x + 1 \) into the function \( h(x) = 1 - 2x^2 \). This results in \( h(g(x)) = 1 - 2(x^2 + 4x + 1)^2 \).
03

Expansion of the Inner Quadratic

First, expand the square in \( (x^2 + 4x + 1)^2 \). This requires using the formula \((a + b + c)^2 = a^2 + 2ab + b^2 + 2ac + 2bc + c^2 \).
04

Simplify the Expression

After finding the square, multiply the result by -2 (as per the original function \(h(x)\)) and simplify the entire expression to determine the degree of the polynomial.
05

Determine the Type of Function

The expression \(h(g(x))\) results in a polynomial function. Examine the highest degree term to classify the function. If the highest degree is 2, it is quadratic; if 1, linear; if any other number, it is neither.

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Key Concepts

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

linear function
Linear functions are one of the simplest types of functions. They take the form \( f(x) = mx + b \), where \( m \) and \( b \) are constants. This means that the graph of a linear function is a straight line, which is characterized by a constant rate of change or slope \( m \).

A linear function will always increase or decrease at a consistent rate as \( x \) changes. For instance, the function \( f(x) = 2x - 3 \) is a linear function. The coefficient of \( x \) is 2, which represents the slope of the line. This means for every 1 unit increase in \( x \), \( f(x) \) increases by 2 units. The "-3" is the y-intercept, indicating that the line crosses the y-axis at \( y = -3 \).

Linear functions are distinguished from other types of functions by:
  • Having no exponents greater than 1
  • Being graphically represented by a straight line
  • Having a constant rate of change
Understanding linear functions helps in recognizing and working with more complex functions, such as quadratic or polynomial ones.
quadratic function
Quadratic functions are a bit more complex than linear functions. They have the form \( g(x) = ax^2 + bx + c \) where \( a \), \( b \), and \( c \) are constants and \( a eq 0 \). The defining feature of a quadratic function is its highest exponent of 2, signifying that it is a second-degree polynomial.

Quadratic functions graph as parabolas, which may open upwards or downwards depending on the sign of the leading coefficient \( a \). If \( a > 0 \), the parabola opens upwards; if \( a < 0 \), it opens downwards. This is clearly illustrated in the function \( g(x) = x^2 + 4x + 1 \). Here, \( a = 1 \), so the parabola opens upwards.

Key characteristics of quadratic functions include:
  • A symmetrical graph around the vertex
  • A vertex that represents either the maximum or minimum point of the function
  • The ability to model various physical phenomena such as projectile motion or area problems
Grasping the concept of quadratic functions is crucial as they serve as foundational blocks for understanding higher-degree polynomial functions.
polynomial function
Polynomial functions encompass a broad category of functions that can vary significantly in their form and complexity. In its general form, a polynomial function is expressed as \( P(x) = a_nx^n + a_{n-1}x^{n-1} + \, ... \, + a_1x + a_0 \), where \( n \) is a non-negative integer, and \( a_n, a_{n-1}, ..., a_1, a_0 \) are constants with \( a_n eq 0 \).

The degree of a polynomial, determined by the highest power of \( x \), dictates the shape and behavior of its graph. A polynomial of degree 2 is a quadratic function, degree 1 is linear, and higher degrees lead to more complex graphs.

In the exercise, composing functions can create new polynomials. The function \( h \circ g \) produces a polynomial because it involves expanding \((x^2 + 4x + 1)^2\), followed by applying \( h(x) = 1 - 2x^2 \). This process results in a function with higher-degree terms than the originals, thus forming a polynomial.

Important properties of polynomial functions include:
  • Smooth continuous graphs
  • Potential inflection points where the curvature changes direction
  • Versatility in modeling real-world scenarios such as physics and economics
Mastering polynomial functions offers valuable insight into more intricate mathematical and real-world models.

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Most popular questions from this chapter

Find the distance between the vertices of the parabolas \(y=-\frac{1}{2} x^{2}+4 x\) and \(y=2 x^{2}-8 x-1\).

(a) Determine the \(x\) - and \(y\) -intercepts and the excluded regions for the graph of the given function. Specify your results using a sketch similar to Figure \(16(a)\) (b) Describe the behavior of the function at each \(x\) -intercept that corresponds to a repeated factor. Specify your results using a sketch similar to the left-hand portion of Figure \(20 .\) (c) Graph each function. $$y=(x+1)^{2}(x-1)(x-3)$$

Graph the functions. Note: In each case, the graph crosses its horizontal asymptote once. To find the point where the rational function \(y=f(x)\) crosses its horizontal asymptote \(y=k,\) you \(1 /\) need to solve the equation \(f(x)=k\). $$y=\frac{2 x^{2}-3 x-2}{x^{2}-3 x-4}$$

Let \(f(x)=\left(x^{5}+1\right) / x^{2}\) (a) Graph the function \(f\) using a viewing rectangle that extends from -4 to 4 in the \(x\) -direction and from -8 to 8 in the \(y\) -direction. (b) Add the graph of the curve \(y=x^{3}\) to your picture in part (a). Note that as \(|x|\) increases (that is, as \(x\) moves away from the origin), the graph of \(f\) looks more and more like the curve \(y=x^{3} .\) For additional perspective, first change the viewing rectangle so that \(y\) extends from -20 to \(20 .\) (Retain the \(x\) -settings for the moment.) Describe what you see. Next, adjust the viewing rectangle so that \(x\) extends from -10 to 10 and \(y\) extends from -100 to \(100 .\) Summarize your observations. (c) In the text we said that a line is an asymptote for a curve if the distance between the line and the curve approaches zero as we move further and further out along the curve. The work in part (b) illustrates that a curve can behave like an asymptote for another curve. In particular, part (b) illustrates that the distance between the curve \(y=x^{3}\) and the graph of the given function \(f\) approaches zero as we move further and further out along the graph of \(f .\) That is, the curve \(y=x^{3}\) is an "asymptote" for the graph of the given function \(f\). Complete the following two tables for a numerical perspective on this. In the tables, \(d\) denotes the vertical distance between the curve \(y=x^{3}\) and the graph of \(f:\) $$ d=\left|\frac{x^{5}+1}{x^{2}}-x^{3}\right| $$ $$\begin{array}{llllll} \hline x & 5 & 10 & 50 & 100 & 500 \\ \hline d & & & & \\ \hline & & & & \\ \hline x & -5 & -10 & -50 & -100 & -500 \\ \hline d & & & & \\ \hline \end{array}$$ (d) Parts (b) and (c) have provided both a graphical and a numerical perspective. For an algebraic perspective that ties together the previous results, verify the following identity, and then use it to explain why the results in parts (b) and (c) were inevitable: $$ \frac{x^{5}+1}{x^{2}}=x^{3}+\frac{1}{x^{2}} $$

Suppose we have a table of \(x\) -y values with the \(x\) -values equally spaced. This exercise shows that if the first differences of the \(y\) -values are constant, then the table can be generated by a linear function. Note: To show that the data points are generated by a linear function, it is enough to show that the points all lie on one nonvertical line. Consider the following table with the \(x\) -values equally spaced by an amount \(h \neq 0 .\) (We are assuming that \(h\) is nonzero to guarantee that the three \(x\) -values are distinct.) \begin{tabular}{llll} \hline\(x\) & \(a\) & \(a+h\) & \(a+2 h\) \\ \(y\) & \(y_{1}\) & \(y_{2}\) & \(y_{3}\) \\ \hline \end{tabular} lues are con- is a constant. he two data joining the date data three data Assuming that the first differences of the \(y\) -values a stant, we have \(y_{2}-y_{1}=y_{3}-y_{2}=k\), where \(k\) is a con (a) Check that the slope of the line joining the two dat points \(\left(a, y_{1}\right)\) and \(\left(a+h, y_{2}\right)\) is \(k / h\). (b) Likewise, check that the slope of the line joining the two data points \(\left(a+h, y_{2}\right)\) and \(\left(a+2 h, y_{3}\right)\) is \(k / h\). From parts (a) and (b), we conclude that the three data points lie on a nonvertical line, as required. (The slope \(k / h\) is well defined because we assumed \(h \neq 0 .\) )

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