/*! This file is auto-generated */ .wp-block-button__link{color:#fff;background-color:#32373c;border-radius:9999px;box-shadow:none;text-decoration:none;padding:calc(.667em + 2px) calc(1.333em + 2px);font-size:1.125em}.wp-block-file__button{background:#32373c;color:#fff;text-decoration:none} Problem 32 Evaluate the piecewise defined f... [FREE SOLUTION] | 91Ó°ÊÓ

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Evaluate the piecewise defined function at the indicated values. $$\begin{aligned} &f(x)=\left\\{\begin{array}{ll} 5 & \text { if } x \leq 2 \\ 2 x-3 & \text { if } x>2 \end{array}\right.\\\ &f(-3), f(0), f(2), f(3), f(5) \end{aligned}$$

Short Answer

Expert verified
The values are \( f(-3) = 5 \), \( f(0) = 5 \), \( f(2) = 5 \), \( f(3) = 3 \), \( f(5) = 7 \).

Step by step solution

01

Analyze the Piecewise Function

The function \( f(x) \) is defined in two parts. - For \( x \leq 2 \), \( f(x) = 5 \).- For \( x > 2 \), \( f(x) = 2x - 3 \). This means for any value of \( x \) that is less than or equal to 2, the function output is 5, and for any value greater than 2, the output must be calculated using the formula \( 2x - 3 \).
02

Evaluate \( f(-3) \)

Since \( -3 \leq 2 \), use the first part of the piecewise function.So, \( f(-3) = 5 \).
03

Evaluate \( f(0) \)

Since \( 0 \leq 2 \), use the first part of the piecewise function.So, \( f(0) = 5 \).
04

Evaluate \( f(2) \)

Since \( 2 \leq 2 \), use the first part of the piecewise function.So, \( f(2) = 5 \).
05

Evaluate \( f(3) \)

Since \( 3 > 2 \), use the second part of the piecewise function.Calculate \( f(3) = 2(3) - 3 = 6 - 3 = 3 \).
06

Evaluate \( f(5) \)

Since \( 5 > 2 \), use the second part of the piecewise function.Calculate \( f(5) = 2(5) - 3 = 10 - 3 = 7 \).

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Key Concepts

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

Function Evaluation
Evaluating a piecewise function involves determining which piece of the function applies to a given input, and then using that specific equation to find the output. It's like following a map where different paths bring you to different destinations. Here are the steps:
  • Identify which rule or piece of the function to use based on the input value.
  • Apply the correct equation to determine the output.
  • Double-check the section conditions to ensure accuracy.

In the given problem, for values of \( x \) that are less than or equal to 2, the function always maps to 5. For values greater than 2, the function computes results using the formula \( 2x - 3 \). This approach ensures you accurately evaluate the function for each specific input.
Mathematical Notation
In mathematics, notation is crucial because it represents ideas, relationships, and operations concisely. Function notation, for instance, helps us understand and navigate equations effectively.

The piecewise function \( f(x) \) uses curly braces \( \{ \) to define multiple rules. Mathematically, it is expressed as:
  • \( f(x)=5 \) if \( x \leq 2 \)
  • \( f(x)=2x-3 \) if \( x>2 \)

This notation tells us which equation to use depending on the input value, acting almost like a switchboard operator directing calls. The condition beside each equation is crucial as it determines the active rule. When evaluating functions, understanding and interpreting this notation correctly ensures precise answers.
Precalculus Problems
Precalculus often involves functions, particularly piecewise functions, as seen frequently in real-life scenarios. These exercises are designed to build skills in analyzing and understanding different function behaviors under various conditions.

Considerations in precalculus problems:
  • Operation Selection: Knowing when to apply different operations based on conditions.
  • Numerical Evaluation: Calculating values accurately using the corresponding section of the function.
  • Step Verification: Ensuring each step follows logically from the conditions presented.

Tackling these problems provides a foundation for understanding more complex mathematical concepts later on. Piecewise functions, in particular, are excellent for reinforcing the skill of switching between multiple rules, which is a key aspect of function evaluation in precalculus. By practicing these exercises, students enhance their logical reasoning and problem-solving skills critical for advanced mathematics.

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Most popular questions from this chapter

The table shows the number of DVD players sold in a small electronics store in the years 2003-2013. $$\begin{array}{|c|c|} \hline \text { Year } & \text { DVD players sold } \\ \hline 2003 & 495 \\ 2004 & 513 \\ 2005 & 410 \\ 2006 & 402 \\ 2007 & 520 \\ 2008 & 580 \\ 2009 & 631 \\ 2010 & 719 \\ 2011 & 624 \\ 2012 & 582 \\ 2013 & 635 \\ \hline \end{array}$$ (a) What was the average rate of change of sales between 2003 and 2013 ? (b) What was the average rate of change of sales between 2003 and 2004 ? (c) What was the average rate of change of sales between 2004 and 2005 ? (d) Between which two successive years did DVD player sales increase most quickly? Decrease most quickly?

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A family of functions is given. In parts (a) and (b) graph all the given members of the family in the viewing rectangle indicated. In part (c) state the conclusions that you can make from your graphs. \(f(x)=x^{2}+c\) (a) \(c=0,2,4,6 ; \quad[-5,5]\) by \([-10,10]\) (b) \(c=0,-2,-4,-6 ;[-5,5]\) by \([-10,10]\) (c) How does the value of \(c\) affect the graph?

An airplane is flying at a speed of \(350 \mathrm{mi} / \mathrm{h}\) at an altitude of one mile. The plane passes directly above a radar station at time \(t=0\). (a) Express the distance \(s\) (in miles) between the plane and the radar station as a function of the horizontal distance \(d\) (in miles) that the plane has flown. (b) Express \(d\) as a function of the time \(t\) (in hours) that the plane has flown. (c) Use composition to express \(s\) as a function of \(t\).

DISCUSS DISCOVER: Minimizing a Distance When we seek a minimum or maximum value of a function, it is sometimes easier to work with a simpler function instead. (a) Suppose $$g(x)=\sqrt{f(x)}$$ where \(f(x) \geq 0\) for all \(x .\) Explain why the local minima and maxima of \(f\) and \(g\) occur at the same values of \(x .\) (b) Let \(g(x)\) be the distance between the point \((3,0)\) and the point \(\left(x, x^{2}\right)\) on the graph of the parabola \(y=x^{2}\) Express \(g\) as a function of \(x\) (c) Find the minimum value of the function \(g\) that you found in part (b). Use the principle described in part (a) to simplify your work.

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