/*! 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 40 Find the net change in the value... [FREE SOLUTION] | 91Ó°ÊÓ

91Ó°ÊÓ

Find the net change in the value of the function between the given inputs. \(f(x)=4-5 x ; \quad\) from 3 to 5

Short Answer

Expert verified
The net change is -10.

Step by step solution

01

Identify the Problem

We are tasked with finding the net change in the value of the function \( f(x) = 4 - 5x \) as \( x \) changes from 3 to 5.
02

Compute the Function Value at the Starting Point

Substitute \( x = 3 \) into the function to find \( f(3) \).\[ f(3) = 4 - 5(3) = 4 - 15 = -11 \]
03

Compute the Function Value at the Ending Point

Substitute \( x = 5 \) into the function to find \( f(5) \).\[ f(5) = 4 - 5(5) = 4 - 25 = -21 \]
04

Calculate the Net Change

The net change in the function’s value as \( x \) changes from 3 to 5 is given by \( f(5) - f(3) \).\[ f(5) - f(3) = -21 - (-11) = -10 \]

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Key Concepts

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

Linear Functions
Linear functions are fundamental in mathematics and are characterized by their constant rate of change. A linear function can be represented in the form of \( f(x) = mx + b \), where \( m \) is the slope, and \( b \) is the y-intercept. The slope \( m \) indicates how steep the line is and in which direction it moves. If \( m \) is positive, the function increases; if negative, the function decreases. Here, in the function \( f(x) = 4 - 5x \), it is expressed in the form of \( m \equiv -5 \), showing that for every unit increase in \( x \), \( f(x) \) decreases by 5 units. This simplicity makes linear equations easy to visualize as straight lines on a graph, allowing us to predict their behavior over different intervals.
Function Evaluation
The process of function evaluation involves finding the output of a function for specific inputs. To evaluate a function like \( f(x) = 4 - 5x \) at a particular value, substitute the value of \( x \) into the function and simplify.
  • At \( x = 3 \), the function evaluates to \( f(3) = 4 - 5 imes 3 = -11 \).
  • At \( x = 5 \), it evaluates to \( f(5) = 4 - 5 imes 5 = -21 \).
By plugging these values into the function, you can easily determine what the function equals for particular inputs. This can form the basis for analyzing how the function behaves over different values, such as determining the net change.
Algebra
Algebra is the branch of mathematics that helps in manipulating equations to find unknown values. In this context, it plays a crucial role in calculating the net change of a function and solving problems involving linear equations. Algebra allows us to replace variables with numbers, simplifying expressions and solving them step-by-step. Here, to find the net change from \( x = 3 \) to \( x = 5 \), you compute:
  • First, determine \( f(3) = -11 \).
  • Next, find \( f(5) = -21 \).
  • Finally, calculate the net change: \( f(5) - f(3) = -21 - (-11) = -10 \).
This process shows the power of algebra in systematically determining how values change, thus providing insights into the behavior of functional relationships over specified intervals.

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Most popular questions from this chapter

Sketch a graph of the piecewise defined function. $$f(x)=\left\\{\begin{array}{ll} 3 & \text { if } x<2 \\ x-1 & \text { if } x \geq 2 \end{array}\right.$$

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. \(f(x)=(x-c)^{3}\) (a) \(c=0,2,4,6 ;[-10,10]\) by \([-10,10]\) (b) \(c=0,-2,-4,-6 ;[-10,10]\) by \([-10,10]\) (c) How does the value of \(c\) affect the graph?

Graphing Functions Sketch a graph of the function by first making a table of values. $$g(x)=x^{3}-8$$

DISCUSS: Solving an Equation for an Unknown Function In Exercises \(69-72\) of Section 2.7 you were asked to solve equations in which the unknowns are functions. Now that we know about inverses and the identity function (see Exercise 104 ), we can use algebra to solve such equations. For instance, to solve \(f \circ g=h\) for the unknown function \(f,\) we perform the following steps: \(f^{\circ} g=h \quad\) Problem: Solve for \(f\) \(f^{\circ} g^{\circ} g^{-1}=h^{\circ} g^{-1} \quad\) Compose with \(g^{-1}\) on the right \(f \circ I=h \cdot g^{-1} \quad \text { Because } g^{\circ} g^{-1}=I\) \(f=h e g^{-1} \quad\) Because \(f \circ I=f\) So the solution is \(f=h \circ g^{-1} .\) Use this technique to solve the equation \(f \circ g=h\) for the indicated unknown function. (a) Solve for \(f,\) where \(g(x)=2 x+1\) and \(h(x)=4 x^{2}+4 x+7.\) (b) Solve for \(q,\) where \(f(x)=3 x+5\) and \(h(x)=3 x^{2}+3 x+2.\)

Graph the function in each of the given viewing rectangles, and select the one that produces the most appropriate graph of the function. \(h(x)=x^{3}-5 x-4\) (a) \([-2,2]\) by \([-2,2]\) (b) \([-3,3]\) by \([-10,10]\) (c) \([-3,3]\) by \([-10,5]\) (d) \([-10,10]\) by \([-10,10]\)

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