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Precalculus Mathematics For Calculus International Metric Edition 7th Edition Stewart Solutions Manual
Precalculus Mathematics For Calculus International Metric Edition 7th Edition Stewart Solutions Manual
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metric-edition-7th-edition-stewart-solutions-manual/
2 FUNCTIONS
2.1 FUNCTIONS
1. If f x x 3 1, then
(a) the value of f at x 1 is f 1 13 1 0.
(b) the value of f at x 2 is f 2 23 1 9.
(c) the net change in the value of f between x 1 and x 2 is f 2 f 1 9 0 9.
2. For a function f , the set of all possible inputs is called the domain of f , and the set of all possible outputs is called the
range of f .
x 5
3. (a) f x x 2 3x and g x have 5 in their domain because they are defined when x 5. However,
x
T T T
h x x 10 is undefined when x 5 because 5 10 5, so 5 is not in the domain of h.
55 0
(b) f 5 52 3 5 25 15 10 and g 5 0.
5 5
5. A function f is a rule that assigns to each element x in a set A exactly one element called f x in a set B. Table (i) defines
y as a function of x, but table (ii) does not, because f 1 is not uniquely defined.
6. (a) Yes, it is possible that f 1 f 2 5. [For instance, let f x 5 for all x.]
(b) No, it is not possible to have f 1 5 and f 1 6. A function assigns each value of x in its domain exactly one
value of f x.
x2 4
13. h x 5 x 1: Add 1, then multiply by 5. 14. k x : Square, then subtract 4, then divide by 3.
3
141
T 3
15. Machine diagram for f x x 1. 16. Machine diagram for f x .
x 2
subtract 1,
then take subtract 2,
square root take reciprocal,
multiply by 3
subtract 1,
then take subtract 2,
square root @ take reciprocal, @
multiply by 3
subtract 1,
then take subtract 2,
square root take reciprocal, @
multiply by 3
x f x x g x
1 2 1 12 8 3 2 3 3 3
0 2 12 2 2 2 2 3 1
1 2 1 12 0 0 2 0 3 3
2 2 2 12 2 1 2 1 3 5
3 2 3 12 8 3 2 3 3 9
20. f x x 3 2x; f 2 23 2 2 8 4 12; f 1 13 2 1 1 2 3;
r s r s3 r s
f 0 03 2 0 0; f 12 12 2 12 18 1 98 .
r s
1 2x 1 2 2 1 2 2 5 r s 1 2 12 1 2a
21. f x ; f 2 1; f 2 ; f 1 0; f a ;
3 3 3 3 2 3 3
1 2 a 1 2a 1 2 a 1 3 2a
f a ; f a 1 .
3 3 3 3
x2 4 22 4 8 22 4 8 a2 4 x2 4 x2 4
22. h x ; h 2 ; h 2 ; h a ; h x ;
5 5 5 5 5 5 5 5
bT c2
a 22 4 a 2 4a 8 bT c x 4 x 4
h a 2 ;h x .
5 5 5 5
23. f x x 2 2x; f 0 02 2 0 0; f 3 32 2 3 9 6 15; f 3 32 2 3 9 6 3;
t u t u2 t u
1 1 1 1 2
f a a 2 2 a a 2 2a; f x x2 2 x x 2 2x; f 2 2 .
a a a a a
1 r s
24. h x x 1 1 1 2; h 2 2 1 5 ; h 1 1 1 1 2 5 ;
; h 1 1 1
x 2 2 2 2 1 2 2
2
t u
1 1 1 1 1
h x 1 x 1 ;h x.
x 1 x x 1 x
x
SECTION 2.1 Functions 143
r s
t u 1 1 1
1x 1 2 1 1 1 1 1 2 1
25. g x ; g 2 ; g 1 , which is undefined; g r s 2 ;
1x 1 2 3 3 1 1 2 1 3 3
1 2 2
r s
1 a 1a 1 a 1 1a1 2a r 2 s 1 x2 1 2 x2
g a ; g a 1 ;g x 1 b c .
1 a 1a 1 a 1 1a1 a 1 x2 1 x2
t 2 2 2 22 02 a2
26. g t ; g 2 0; g 2 , which is undefined; g 0 1; g a ;
t 2 2 2 22 02 a2
r s a2 2 2 a2 a12 a3
g a2 2 2 2 ; g a 1 .
a 22 a 4 a12 a1
27. k x x 2 2x 3; k 0 02 2 0 3 3; k 2 22 2 2 3 5; k 2 22 2 2 3 3;
rT s rT s2 rT s T
k 2 2 2 2 3 1 2 2; k a 2 a 22 2 a 2 3 a 2 6a 5;
r s r s2 r s
k x x2 2 x 3 x 2 2x 3; k x 2 x 2 2 x 2 3 x 4 2x 2 3.
28. k x 2x 3 3x 2 ; k 0 2 03 3 02 0; k 3 2 33 3 32 27; k 3 2 33 3 32 81;
r s r s3 r s2 b c b c3 b c2 a 3 3a 2
k 12 2 12 3 12 12 ; k a2 2 a2 3 a2 ; k x 2 x3 3 x2 2x 3 3x 2 ;
4
r s r s3 r s2
k x 3 2 x 3 3 x 3 2x 9 3x 6 .
29. f x 2 x 1 ; f 2 2 2 1 2 3 6; f 0 2 0 1 2 1 2;
r s n n r s
n n
f 12 2 n 12 1n 2 12 1; f 2 2 2 1 2 1 2; f x 1 2 x 1 1 2 x ;
r s nr s n n n
n n n n
f x 2 2 2 n x 2 2 1n 2 nx 2 1n 2x 2 2 (since x 2 1 0 ).
x 2 2 1 1
30. f x ; f 2 1; f 1 1; f x is not defined at x 0;
x 2 2 1 1
n n
5 5 r s nnx 2 nn x2
t u
1 1x x
f 5 1; f x 2 2 2 1 since x 2 0, x / 0; f .
5 5 x x x 1x x
31. Since 2 0, we have f 2 22 4. Since 1 0, we have f 1 12 1. Since 0 o 0, we have
f 0 0 1 1. Since 1 o 0, we have f 1 1 1 2. Since 2 o 0, we have f 2 2 1 3.
32. Since 3 n 2, we have f 3 5. Since 0 n 2, we have f 0 5. Since 2 n 2, we have f 2 5. Since 3 2, we
have f 3 2 3 3 3. Since 5 2, we have f 5 2 5 3 7.
33. Since 4 n 1, we have f 4 42 2 4 16 8 8. Since 32 n 1, we have
r s r s2 r s
f 32 32 2 32 94 3 34 . Since 1 n 1, we have f 1 12 2 1 1 2 1. Since
1 0 n 1, we have f 0 0. Since 25 1, we have f 25 1.
34. Since 5 0, we have f 5 3 5 15. Since 0 n 0 n 2, we have f 0 0 1 1. Since 0 n 1 n 2, we have
f 1 1 1 2. Since 0 n 2 n 2, we have f 2 2 1 3. Since 5 2, we have f 5 5 22 9.
35. f x 2 x 22 1 x 2 4x 4 1 x 2 4x 5; f x f 2 x 2 1 22 1 x 2 1 4 1 x 2 6.
36. f 2x 3 2x 1 6x 1; 2 f x 2 3x 1 6x 2.
r s d e2
37. f x 2 x 2 4; f x [x 4]2 x 2 8x 16.
rx s rx s f x 6x 18 3 2x 6
38. f 6 18 2x 18; 2x 6
3 3 3 3 3
39. f x 3x 2, so f 1 3 1 2 1 and f 5 3 5 2 13. Thus, the net change is f 5 f 1 13 1 12.
40. f x 4 5x, so f 3 4 5 3 11 and f 5 4 5 5 21. Thus, the net change is
f 5 f 3 21 11 10.
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“1. That the problem of the working child is not an immigrant
problem, since over 50 per cent of those reported as at work are of
the second generation of American birth.
“2. That this is not the problem of the boy alone, since over 49
per cent of the workers are girls.
“3. That the vast majority of children who leave school at
fourteen to enter industry go into those kinds of employment
which offer a large initial wage for simple mechanical processes,
but which hold out little or no opportunity for improvement and no
competence at maturity.
“4. That wages received are so low as to force a parasitic life.
“5. That but slight advancement is offered the fifteen-year-old
over the fourteen-year-old child worker.”
ILLITERACY AND THE RURAL SCHOOL
Hardly are we given time to grasp the Census Bureau’s new facts
about illiteracy in the United States before the Bureau of Education
gives us its own interpretation of some of them. Illiteracy, as viewed
by the Census Bureau, means inability to write on the part of those
ten years old and over. As a nation the number of illiterates among
us decreased from 10.7 per cent of the population in 1900 to 7.7 per
cent in 1910. In spite of this decrease a bulletin by A. C. Monahan of
the Bureau of Education refers to the “relatively high rate of
illiteracy” in the country and says that this rate is due not to
immigration but to the lack of educational opportunities in rural
districts. The percentage of rural illiteracy is twice that of urban,
although approximately three-fourths of the immigrants are in the
cities. Still more significant is a comparison between children born in
this country of foreign parents with those born of native parents.
Illiteracy among the latter is more than three times as great as that
among the former, “largely,” says Mr. Monahan, “on account of the
lack of opportunities for education in rural America.”
The decrease in national illiteracy during the decade 1900–1910
was not only relative but absolute, despite the growth of the
population. In 1900 the figure was 6,180,069. In 1910 it was
5,516,163. But while illiteracy among the total population was
decreasing, that among the foreign born whites remained almost
stationary. In 1900 the percentage was 12.9, in 1910 12.7. Among the
whites born in this country the decrease during the decade was from
4.6 to 3 per cent. Illiteracy among the Negroes showed a decrease of
almost one-third. In 1900 44.5 of the whole Negro population could
not write; in 1910 the percentage was 30.4.
The distribution of illiteracy between the sexes was very even.
Among males it amounted 7.6 of the total, among females to 7.8.
There was less of it among white females, however, than among
white males, the percentage for the former being 4.9, for the latter 5.
White girls and women born outside of this country show more
illiteracy than men and boys of the same class, but those born in the
United States show less than native males, as follows:
This naturally raises the great question of what these students will
do with their experience after they graduate from college.