Chapter 1 – Introduction to Functions TWO NUMBERS CAN DESCRIBE THE UNIVERSE
We will learn the meaning of the term Function and how to use function notation to calculate and represent functions the meanings of the terms domain and range, and how a function’s structure affects domain and range how to use transformations to represent and sketch graphs how to determine the inverse of a function
1 Chapter 2 – Polynomial & Rational Expressions Contents with suggested problems from the Nelson Textbook. These problems are not going to be checked, but you can ask me any questions about them that you like.
Section 1.1 Pg. 10 – 12 #1, 2 (no ruler needed…), 6, 7, (no need for the VLT, but do sketch graphs even if you use Desmos to do the sketching!), 9, 11, 12 (think carefully about the idea that the domain and range are “limited”)
Section 1.3/1.4 READ Examples 3 and 4 on pages 32 – 34 in your text
Pg. 35 – 37 #2 (also: which are functions?), 9bce, 11 (use a graphing
calculator, or Desmos if you want!), 12, 14 (calculate the functional values for each given domain value)
Section 1.5 Pg. 47 – 49 #1, 8, 10, 16, 17 Also, determine the inverse (your method of choice) of: 1 1 2 a) f x 2 x 3 5 b) g x c) h x x 3 1 x3 2
Section 1.6-1.8 Handout (which will be handed in) and Pg. 70 #18
OR
Pg. 70 – 73 #4 (state the transformations), 5bd, 6 (state the transformations), 7b, 8c, 9a, 10 (state the transformations), 16, 17, 18, 19ac
2 MCR3U
Chapter 1 – Introduction to Functions
1.1 Relations and Functions (This is a KEY lesson!)
Learning Goal: We are learning to recognize functions in various representations.
This course is called FUNCTIONS, so it seems rather important that you know what a function actually is. Thus you need to know, very well, the following (algebraic) definition:
Definition 1.1.1 A FUNCTION is an algebraic
We can visualize what a function is (and isn’t) by using so-called “arrow diagrams”:
Df : Dg :
Rf : Rg :
3 We need a few more definitions before moving on, so that we can “speak the language” of functions (and that language is mathematics!)
Definition 1.1.2 A SET is
Definition 1.1.3 A RELATION is
Definition 1.1.4 The DOMAIN of a function (or a relation) is
Definition 1.1.5 The RANGE of a function (or a relation) is
Two other important terms to know are:
1) The INDEPENDENT VARIABLE
2) The DEPENDENT VARIABLE
4 KNOWING WHEN A RELATION IS, AND ISN’T, A FUNCTION
Graphically: The Vertical Line Test
Algebraically: (NOTE: this is a “rough” way of thinking about the problem)
If the Dependent Variable is
e.g.
Success Criteria: I can determine the domain of a relation or function as the set of all values of the independent variable I can determine the range of a relation or function as the set of all values of the dependent variable I can apply the vertical line test to determine if a graph is a function I can recognize whether a relation is a function from its equation
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Chapter 1 – Introduction to Functions
1.2 Function Notation
Learning Goal: We are learning to use function notation to represent linear and quadratic functions
Here we learn a NEW AND IMPROVED WAY for describing a function, algebraically. You have been using the following form for functions (in this example, for a quadratic):
y 3( x 2) 2 1
A much more useful way of writing function is to use FUNCTION NOTATION. The above quadratic (which we call a “function of x” because the domain is given as x-values) can be written as:
This new notation is so useful because the “symbol”
shows BOTH the DOMAIN and the RANGE values. Because of that, the function notation shows us points on the graph of the function.
Let’s do some examples (from your text on pages 23 – 24)
Example 1.2.1
6 Example 1.2.2
Example 1.2.3
7 Example 1.2.4
Example 1.2.5
Success Criteria: I can evaluate functions using function notation, by substituting a given value for x in the equation for f(x) I can recognize that f(x) = y corresponds to the coordinate (x, y) I can, given y = f(x), determine the value of x
8 MCR3U
Chapter 1 – Introduction to Functions
1.3 and 1.4 Parent Functions and Domain and Range
Learning Goal: We are learning the graphs and equations of five basic functions; and using their tables, graphs, or equations to find their domains and ranges.
We will be closely studying 5 TYPES OF FUNCTIONS (Actually we’ll study more than the following five, but for now….the big five are: )
9 DOMAIN AND RANGE
Two incredibly important aspects of functions are their
Again, the Domain is
And, the Range is
Example 1.4.1 Given the SKETCH OF THE GRAPH of the RELATION determine: the domain, the range of the relation, and whether the relation is, or is not, a function.
a) b)
c)
10 THE PARENT FUNCTIONS (for Grade 11)
Together we will explore (graphically) basic properties of the five parent functions:
a) Linear
b) Quadratic
c) Square Root
11 d) Reciprocal e) Absolute Value
Example 1.4.2 (From Pg. 36 in your text)
Example 1.4.3 (From Pg. 37 in your text…use Desmos)
12 Example 1.4.4
Success Criteria: I can identify the unique characteristics of five basic types of functions I can identify the domain and ranges of five basic types of functions I can identify when there are restrictions given real-world situations
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Chapter 1 – Introduction to Functions
1.5: Inverses of Functions
Learning Goal: We are learning to determine inverses of functions and investigate their properties.
Definition 1.5.1 (very rough definition!)
Given a function f ( x ) , the inverse of the function (which we write as f 1 ( x) ) can be considered to “undo” what f ( x ) originally did.
Consider the Arrow Diagrams:
14 Example 1.5.1 Given the graph of f ( x ) determine: D f , R f , f 1 ( x), D f 1 , R f 1 f ( x ) (2,3), (4, 2), (5, 6), (6, 2) . Is f 1 ( x) a function?
Determining the Inverse of a Function
We can determine the inverse of some given function in either of two ways: Graphically and Algebraically. Note: Finding a function inverse graphically is not a very useful Function Inverses Graphically method, but it can be instructive.
15 Function Inverses Algebraically Determining algebraic representations of inverse relations for given functions can be done in (at least) two ways: 1) Use algebra in a “brute force” manner (keeping in mind the Big Idea) 2) Use Transformations (keeping in mind “inverse operations”)
Example 1.5.2 Determine the inverse of 1 a) f ( x) 2 x 5 b) g ( x) x 1 2 . 2 Here we will use “brute force”. State the domain and range of both the function and its inverse. Method: 1) Switch x and f ( x) , and call "f ( x )", f 1 ( x). 2) Solve for f 1 ( x)
16 Example 1.5.3 1 Using transformations determine the inverse of f ( x ) 2 x 1 2 . 3
Success Criteria: I can determine the inverse of a function using various techniques I can determine the inverse of a coordinate (a , b) by switching the variables: (b , a) I can recognize that the domain of an inverse is the range of the original function I can recognize that the range of an inverse is the domain of the original function I can understand that the inverse of a function is a reflection along the line y = x
17 MCR3U
Chapter 1 – Introduction to Functions
1.6 – 1.8: Transformations of Functions (Part 1)
Learning Goal: We are learning to apply combinations of transformations in a systematic order
to sketch graphs of functions.
To TRANSFORM something is to
TRANSFORMATIONS OF FUNCTIONS can be seen in two ways: algebraically, and graphically.
We’ll begin by examining transformations graphically.
But before we do, we need to remember that the GRAPH OF A FUNCTION, f ( x ) , is given by:
f ( x) x, f ( x) | x D f
So, for functions we have two things (NUMBERS!) to “transform”. We can apply transformations to 1) Domain values (which we call HORIZONTAL TRANSFORMATIONS) 2) Range values (which we call VERTICAL TRANSFORMATIONS)
So, we can have Horizontal flips, stretches and/or shifts, and Vertical flips, stretches and/or shifts. Now let’s take a look at how transformations can be applied to functions.
Note: We’ll (mostly) be applying transformations to our so-called “parent functions” (although applying transformations to linear functions can seem pretty silly!)
18 Example 1.8.1 Consider, and make observations concerning the sketch of the graph of the parent function f ( x) x and the transformed function g ( x) 2 x 2 1.
Note: In the above example we can algebraically describe g ( x ) as a transformed f ( x ) with the functional equation g ( x) 2 f x 2 1
19 Example 1.8.2 Consider, and make observations concerning the sketch of the graph of the parent 1 2 function f x x2 and the transformed function g ( x) x 2 1 2
21 Example 1.8.4 The basic absolute value function f ( x) x has the following transformations applied to it: Vertical Stretch 3 , Vertical Shift 1 up, Horizontal Shift 5 right. Determine the equation of the transformed function.
Back to a geometric point of view
Sketching the graph of a transformed function can be relatively easy if we know:
1) The shape of the parent function AND a few (3 or 4) points on the parent. 2) How transformations affect the points on the parent i) Horizontal transformations affect the domain values (OPPOSITE!!!!!!) ii) Vertical transformations affect the range values
Note: Given a point on some parent function which has transformations applied to it is called an IMAGE POINT on the transformed function.
Example 1.8.5 Given the sketch of the function f ( x ) determine the image points of the transformed 1 function 2 f x 1 3 and sketch the graph of the transformed function. 3
22 Example 1.8.6 On the same set of axes sketch the graphs of f ( x ) x and g ( x) 2 x 1 2 . Determine three points on the parent function and state the image points for each.
Success Criteria: I can use the value of a to determine if there is a vertical stretch/reflection in the x-axis I can use the value of k to determine if there is a horizontal stretch/reflection in the y-axis I can use the value of d to determine if there is a horizontal translation I can use the value of c to determine if there is a vertical translation I can transform x coordinates by using the expression + I can transform y coordinates by using the expression +
