For more information, please see full course syllabus of Math Analysis
For more information, please see full course syllabus of Math Analysis
Graphs
- A graph visually represents a function or equation in math. It gives us an intuitive picture of how the function "works".
- There are two main ways to interpret what a graph means:
- Input ⇒ Output: The graph tells us what happens to each input value. "If I plug in some number for x, where will it go?" The input values are on the horizontal, the outputs are on the vertical.
- Location of Solutions: We can also interpret a graph as the location of all solutions to the equation. The graph of an equation is made up of all the points that make the equation true.
- Pay attention to the axes! The axes tell you where the graph is and what scale it has. Knowing this is important if you want to interpret what the graph means. [This is also called the graphing window.]
- In this course, we will not put arrows on the ends of our graphs. Instead, we assume we're all aware the graph keeps "going" past the edge. We won't use arrows because we know that most graphs are just a tiny window on a much larger function. [Caution: Some teachers might still want you draw arrows on the ends of your graphs. If that's the case, do what they say as long as you're in their class.]
- The easiest way to plot graphs is to plot points one-by-one. Make a table of values, calculate various inputs and outputs, then plot them on the graph. Once you have enough points to see the shape, draw it in.
- Almost always, the plotted points will connect with curves. As you see more and more functions, you'll start to learn the various shapes. Use this knowledge to help you draw graphs accurately.
- Anytime you're not sure how to draw in a graph, just plot more points. As you plot more points, you have more information. As you have more information, the picture becomes easier to see. This is always an option, even for the most confusing graphs.
- We can tell if a graph is the graph of a function with the Vertical Line Test. If a vertical line can be drawn that crosses the graph at more than one point, it is not a function. Why? Because this means a single input is mapped to two outputs, so it can't be a function.
- The domain of a function is all the inputs that a function can accept. Thus, every point on the x-axis that the graph is above or below is in the domain. However, if you can draw a vertical line on an x-value and it does not cross the graph, then that x is not in the domain. [Be careful to remember that our function probably continues past the edge of our "viewing window", so we need to have a sense for what happens beyond the edge.]
- The range of a function is all the possible outputs a function can create. Thus, every point on the y-axis that the graph is left or right of is in the range. However, if you can draw a horizontal line on a y-value and it does not cross the graph, then that y is not in the range. [Be careful to remember that our function probably continues past the edge of our "viewing window", so we need to have a sense for what happens beyond the edge.]
- If you haven't already noticed it, this is a great time to point out that this course has an appendix that's all about graphing calculators. Check out the appendix to learn more about graphing calculators, where you can find some free options, what they're good for, and how to use them.
Graphs
Lecture Slides are screen-captured images of important points in the lecture. Students can download and print out these lecture slide images to do practice problems as well as take notes while watching the lecture.
- Intro
- Introduction
- How to Interpret Graphs
- Graph as Input ⇒ Output
- Graph as Location of Solution
- Which Way Should We Interpret?
- Easiest to Think In Terms of How Inputs Are Mapped to Outputs
- Sometimes It's Easier to Think In Terms of Solutions
- Pay Attention to Axes
- Arrows or No Arrows?
- Will Not Use Arrows at the End of Our Graphs
- Graph Stops Because It Hits the Edge of the Graphing Axes, Not Because the Function Stops
- How to Graph
- Plot Points
- Connect with Curves
- If You Connect with Straight Lines
- Graphs of Functions are Smooth
- More Points ⇒ More Accurate
- Vertical Line Test
- If a Vertical Line Could Intersect More Than One Point On a Graph, It Can Not Be the Graph of a Function
- Every Point on a Graph Tells Us Where the x-Value Below is Mapped
- Domain in Graphs
- The Domain is the Set of All Inputs That a Function Can Accept
- Be Aware That Our Function Probably Continues Past the Edge of Our 'Viewing Window'
- Range in Graphs
- Graphing Calculators: Check the Appendix!
- Example 1
- Example 2
- Example 3
- Example 4
- Example 5
- Intro 0:00
- Introduction 0:04
- How to Interpret Graphs 1:17
- Input / Independent Variable
- Output / Dependent Variable
- Graph as Input ⇒ Output 2:23
- One Way to Think of a Graph: See What Happened to Various Inputs
- Example
- Graph as Location of Solution 4:20
- A Way to See Solutions
- Example
- Which Way Should We Interpret? 7:13
- Easiest to Think In Terms of How Inputs Are Mapped to Outputs
- Sometimes It's Easier to Think In Terms of Solutions
- Pay Attention to Axes 9:50
- Axes Tell Where the Graph Is and What Scale It Has
- Often, The Axes Will Be Square
- Example
- Arrows or No Arrows? 16:07
- Will Not Use Arrows at the End of Our Graphs
- Graph Stops Because It Hits the Edge of the Graphing Axes, Not Because the Function Stops
- How to Graph 19:47
- Plot Points
- Connect with Curves
- If You Connect with Straight Lines
- Graphs of Functions are Smooth
- More Points ⇒ More Accurate
- Vertical Line Test 27:44
- If a Vertical Line Could Intersect More Than One Point On a Graph, It Can Not Be the Graph of a Function
- Every Point on a Graph Tells Us Where the x-Value Below is Mapped
- Domain in Graphs 31:37
- The Domain is the Set of All Inputs That a Function Can Accept
- Be Aware That Our Function Probably Continues Past the Edge of Our 'Viewing Window'
- Range in Graphs 33:53
- Graphing Calculators: Check the Appendix! 36:55
- Example 1 38:37
- Example 2 45:19
- Example 3 50:41
- Example 4 53:28
- Example 5 55:50
Math Analysis Online
Transcription: Graphs
Hi--welcome back to Educator.com.0000
Today, we are going to talk about graphs.0002
A graph is a visual representation of a function or equation.0005
While perhaps not as precise as numbers and variables, a graph gives us an intuitive feel for how a function or equation works--how it looks.0009
This graph is able to convey a wealth of information in a single picture.0018
Now, just like functions, you have definitely been exposed to graphs by this point.0022
You have seen them in previous math courses; but you might not have fully grasped their meaning.0027
This lesson is going to crystallize our understanding of what is a graph is telling us about a function or an equation that it is representing.0032
It will tell us what it means, exactly--that is what this lesson is here for.0039
They get us all on the same base for graphs, so that we can move forward and understand everything that is going to come next.0043
Graphs can tell us a whole bunch of information very quickly; they come up all the time in math.0048
So, it is really, really important--we absolutely have to start by understanding what a graph represents,0054
because we are going to see them all the time in math, and in sciences, and in other things.0062
Having a really good understanding of what graphs mean is just going to matter for our understanding of a huge amount of other things.0066
So, we really want to start on the right foot.0073
All right, let's begin: when we have a graph, it shows how the input affects the output, or how one variable affects the other.0075
But what does that mean, and how should we interpret the pictures we see?0085
To answer that question, we are going to consider the graphs of f(x) = x + 1, and the equivalent graph of y = x + 1.0089
This graph over here is the same for both of those--either that function, f(x) = x + 1, or that equation, y = x + 1.0096
We are going to get that same graph on the right side.0104
Remember from past math classes: we always associate the horizontal axis with the input independent variable.0106
Our x is the input variable, the independent variable.0115
And the vertical axis gets connected to the output, or the dependent, variable, which is normally going to be f(x), or y.0119
So, over here, the vertical part connects to f(x), or y, while the independent input part connects to the x,0129
for this function and this equation that we are going to be talking about.0139
One way to think of a graph is as a way to see what happens to various inputs.0144
If I plug in some number for x, where does it go? What happens to this number?0148
The graph lets us see how different inputs are mapped to various outputs.0154
We get to see a whole bunch of inputs getting mapped to a whole bunch of outputs, all at the same time; that is what a graph is showing us.0160
So, let's interpret the graph of f(x) = x + 1 with this idea in mind.0167
The reason (2,3) (2 is the horizontal, and 3 the vertical, portion) is on the line is because,0171
if we use x = 2 as input, then if we plug in 2 into f, if we plug it in for that x, then we will get 2 + 1; and 2 + 1 is 3.0181
So, if we plug in 2, it gives out 3 right here.0192
That is where we are getting this graph from.0199
This line that we see is all of these possible inputs on this x-axis.0201
Each point on that line shows where the x-value directly below it is mapped.0205
If we look at 7, then it tells us that that came out as an 8; if we look at -4, it says that that came out as -3.0209
All right, we plug in a value from the x-axis, and it comes out on the y-axis; we get to see what this function does to that input value.0227
And that is how we are looking at a graph: the input goes in from the horizontal, and the output comes out on the vertical, axis.0235
It is a really great way of being able to see how the function affects many, many inputs,0242
all at the same time, as opposed to having to look at a table where each one takes up its own entry;0246
we can just see this nice curve, or this nice line, that explains many, many pieces of information very, very quickly and very, very succinctly.0251
We can take it in in a single look.0257
We can also think of it, though, as the location of solutions.0260
This is another way to interpret the graph that is kind of different than that other one.0263
They are connected, but they are also fairly different; and I think, in the way that we think about it, it has a really different meaning in our head.0267
The graph of an equation is made up of all of the points that make the equation true.0276
So, while that is the same thing as input to output in some ways,0280
we are going to see that we can also say that the reason why this point is here,0285
the reason why this point gets to be on our graph, is because it works with the equation; it is truth.0289
The points that aren't on our graph, the points that aren't highlighted in the graph, but they are just on our plane--0297
those don't make truth; those are false points, and so, since they would make the equation false, they don't get to be on the graph.0302
Only the points that would make the equation true get to be on the graph.0309
The graph is all of the truth points--all of the points that make our equation actually work.0312
Let's interpret the graph of y = x + 1 with this idea in mind.0320
The reason why (2,3) is on the graph...we go to (2,3)...the reason why this point here is on the graph0324
is because, if we set that into our equation, (2,3), then if we plug that in, here is the 3; 3 is y;0332
here is the x, which is 2; if we set that up as an equation, 3 = 2 + 1, yes, that is actually true; 3 does equal 2 + 1.0341
So, because 3 equals 2 + 1, it is true; (2,3) gets to be on the graph, because the equation that would connect to that,0349
3 = 2 + 1, is a true equation; every point on the line is a solution to the equation.0359
It is all of the true points, all of the points that would make the equation true.0365
8 = 7 + 1 gives us the point (7,8); -3 = -4 + 1 gives us the point (-4,3)...oops, not (-4,3), but (-4,-3); I'm sorry about that typo.0369
And that is what is going on right there.0385
If we were to put on some other point--let's just consider (0,10) for a second.0388
We consider the point (0,10): if we were to plug that in, we would get 10 = 0 + 1.0394
Wait, that is not true! 0 + 1 is not equal to 10; 10 does not equal 0 + 1, so this point here is a false point.0402
It doesn't get to be on our graph; and that is why the graph is just made up of that red line.0410
It is because those are all of the points that actually give us truth.0417
If we went with some point that was not on that line, it would actually end up making our equation false; so it doesn't get to be on the graph.0420
We can interpret the graph as the place of truth, the location of all of the solutions to the equation.0426
This gives us two very different ways to interpret, and they are both totally valid and useful.0433
That said, generally we are going to want to think in terms of the first one.0439
Mostly, the first one is going to be the easier way to think about what a graph is telling us.0443
For functions, it is almost always easiest to think in terms of how inputs are mapped to outputs.0448
For equations, it is not always best; but we can normally use it, as well.0453
We can normally use this method for equations, as long as they are in that form y = ....0456
If it is set up with a bunch of y's showing up in multiple places, we can't really use this,0462
because we do not have a good way to go from input to immediately showing us what the output has to be.0466
So, it has to really be in this form, y = ...; but that is really what we are used to.0472
When we see something like y = x^{2} + 3x + 1, it is set up in this form of y = ...(things involving x).0476
But in either case, as long as we are in this y = ..., or we are just looking at a straight function, f(x),0485
in either of these two cases, this interpretation is a great way to think about graphs.0491
We plug in an input, and then we get an output on the vertical.0495
We plug in a horizontal location as the input, and that gives out a vertical location as the output,0499
which gives us an ordered pair, which we can now plot on our plane, when all of those points put together make a graph.0505
This is a really useful way; it is really easy to grasp; it is very intuitive; and it works very, very well.0513
Still, at other times, it will actually be more useful to think in terms of solutions.0519
What point is a solution? Where is it true?0523
This idea is going to be especially important for certain types of equations that will get seen later on.0527
But it is also going to matter for when we want to talk about0534
where two equations or two functions intersect--where they have the same value at a certain point.0536
That idea of where it is true--two things being true at the same time--that is an interesting idea,0543
and useful for those locations, when we want to talk about intersection, or when we want to talk0547
about certain more complex equations that are not just in the form y = ..., but where y shows up on both sides,0552
or x and y are mixed up together...so sometimes we want to use that second form.0559
But mostly, we want to think in terms of that first way.0564
But the second way, we will occasionally use sometimes.0567
Think in terms of that first way; think in terms of "input goes to output."0571
But don't forget about the second way of "these are all of the places where it is true;0575
these are all of the locations of the solutions," because sometimes we will need to switch gears and think in terms of that,0579
because it will make things easier for us to understand at certain later points.0584
All right, now that we understand what it is about, let's talk about axes.0589
The axes are just the vertical axis and the horizontal axis--those lines that we are graphing on.0593
The location of a graph can be as important as its shape.0602
The location is set up by its axes; we want to pay attention to these axes.0605
The axes will tell us where the graph is and what scale it has.0609
Often, our axes are going to be square; that is to say, the x-axis is the same length as the y-axis.0614
For example, we might have -10 to positive 10 on our y-axis, and -10 to positive 10 on our x-axis.0619
This is a pretty common one; and this is square, because the x-axis is the same length as the y-axis.0628
So, when we look at the picture, it is square, which is sort of an odd idea.0634
But if we made it so that they had different lengths, but we had set them out as the same amount of line,0638
then we would have a sort of squished picture; it wouldn't be the natural picture,0644
where we think of width and length as meaning the exact same thing, in terms of length.0648
That is a little confusing, because we are using the words width and length...I mean width and height meaning the same thing, and how long it is.0653
So, as long as it is square, the graph isn't distorted from the square perspective we normally expect.0660
However, sometimes it is going to be useful to graph functions on axes that are different from each other,0665
where we are going to want to have a really, really big y-axis, but very small x-axis--0671
where the function grows very, very, very quickly, so we want to be able to show all of its ability to grow.0679
But since it does it so fast, we need a short x-axis.0684
So, this is another really important reason to pay attention to the axes.0688
You want to know how long they are, what amount of information is being represented in both of them,0691
and also how big it is and where we are located.0697
You want to have some sense of what the scale is: are they the same scale on both the x-axis and the y-axis?0700
And just where are we located? Are we located in a weird place--is it not centered on 0?--those sorts of things.0706
So, let's look at a single function: let's look at f(x) = x + 1 and see how many different graphs0712
we can get out of it, just by changing the axes.0720
Just by playing with the axes, we can get totally different-looking graphs.0723
Here is the standard graph, our -10 to 10, -10 to 10.0726
This top left graph here is basically what our standard graph would be.0730
We are nice and square; the y-axis and the x-axis are the same length--that is what means to be square.0735
It is from -10 to 10 and -10 to 10--numbers that we are used to and expecting.0742
And also, the origin is in the center; we have (0,0) in the center of the graph.0747
Now, let's consider the one below that--the bottom left.0752
In this one, we have still square axes, because we are going from -2 to...actually...they are still square technically...-2 to 15 and -1 to 16.0756
-2 to 15 means a length of 17; -1 to 16 means a length of 17; so even though they aren't putting down the exact same numbers,0769
it is still a square, because they have the same length, total.0776
-1 to 16 and -2 to 15 are both a length of 17; so it is still a square graph.0781
This one here is square; this one here is square, as well.0787
There is no distortion, no squishing in either the horizontal or in the vertical--no squishing of the graph.0795
And the origin, though, is in a totally different place than the center of the graph.0800
The origin is very, very bottom-left-corner; but it is still giving us the same x + 1.0805
It looks kind of different, in terms of where the axes are; but it is still pretty clearly the same function making the graph.0813
Let's look at another one: well, this one right here is actually not square.0819
Why? Well, we have totally different lengths here: -10 to 10 and -5 to 5--0824
that means the length of the horizontal is actually double the length of the vertical.0831
The origin is still in the middle, so that is nice; that is something we are used to.0836
But because we have a much shorter length, it ends up that we have more stuff in the horizontal than we do in the vertical.0839
That means we have to compress what we are doing in the horizontal; so it has gotten squished left/right, which has caused it to stretch up vertically.0847
This is not a square; these are not square axes right here.0855
Another one that is not square (and hopefully you can read the yellow)...0860
it is not too easy to read the yellow, but it is just me writing "not square" here.0864
Once again, it is from -10 to positive 2 and -20 to something, but -10 to 2 is a length of 12, and -20 to something greater than 0 means greater than 20.0869
So, once again, we have not-square axes; but this time, we have the vertical axis being longer than the horizontal axis.0881
The horizontal axis has a length of 12; the vertical axis has a length of more than 20.0889
So, that means that we have stretched it in the horizontal; as opposed to being squished horizontally,0894
it has been stretched horizontally, because now it has less stuff to have horizontally than vertically.0900
We have squished it vertically, because we are trying to cram in more vertical information while not having to cram in as much horizontal information.0905
It has been squished vertically; so we have very different things here--vertical squish has happened in the bottom right one;0912
and in the top one, we have horizontal squish, but it is not because of anything that has happened to the function.0924
The function is x + 1 for every single one of these graphs; but the squish can be caused based purely on how we set up the axes.0933
Setting up the axes, paying close attention to what the axes are telling us, is really important for us to actually understand what is going on in a function.0943
Unless we understand what the axes are telling us, we won't actually know what this picture means.0950
So, make sure you pay attention to axes; otherwise you can have no idea where you are.0955
You have to have a map before you can really make sense of what is going on, and the axes are the map that our graph lives on.0961
All right, one thing you might have noticed by this point is that the graphs in this course,0968
unlike this one to the right, do not have arrows on them.0972
I mean these arrows up here: at some point in the past, you have probably had a teacher who required you to draw arrows on the ends of your graph.0975
And that made sense; they were trying to get across a very specific point to you.0983
They were trying to remind you that the function keeps going on, even though we couldn't see it anymore.0987
In a way, we can think of the axes as sort of boxing in the function.0992
We don't get to see anything outside of the box of our axes.1000
But in reality, the function doesn't stop at 3; it doesn't stop at -3, necessarily; this is just a nice, normal parabola.1005
The function would keep going on; it would just continue off and off and off, and continue off and off and off and off.1012
It doesn't actually stop; so the reason those arrows were there is to remind us that it goes past the edge of our axes.1019
Just because the axes are here doesn't mean it stops; it is going to keep going.1026
So, that is what those arrows were for; at this point, though, I think you have probably gotten used to that idea.1031
We are not going to be using arrows at the ends of our graph in this course.1036
The ends of our graphs in this course are just going to stop on our graphs; but that doesn't mean that the function stops.1040
We are going to assume that we are all aware that the graph keeps going.1047
It doesn't stop once it hits the edge; it just keeps going, unless we have been very specifically told that the function stops at a certain location.1052
So, the graph is only stopping because the edge of the graphing axes stop.1061
It is the graphing axes that are stopping the function, not the function itself.1065
The function continues past the edge of our axes, unless in a very specific case, where we are told that it stops at some place.1071
So, when we see this lack of arrows, it doesn't mean that it stops; it just means that we have to remember that it keeps going past the edge.1078
The only reason it stops is because it has hit this boundary at the edge of it.1087
It is not stopping because it actually stops; it is not stopping because the function stops.1093
It is just stopping because we are looking through a window.1097
If you look out through a window, if you are in a house, and you look out through the window,1100
you can't necessarily see everything to the left and everything to the right.1105
You can only see what you are currently looking through in the window.1108
You have to move how you are looking through the window, or move the location of the window1111
(although that would require a sledgehammer, and is something no one that you live with is going to be very happy about)--1115
you can move the location of the window and be able to see different things outside; but the window fixes what you can see.1121
That is what the graphing axes are doing to us: they are fixing what we can see in space.1126
We are not going to use arrows in this course, because we know that graphs have to keep going.1132
We are just seeing a tiny window on a much larger function.1136
That said, even though, in this course, we are not going to use arrows, and we are all aware of it at this point,1138
I want to point out that there are some teachers out there, and some books,1145
that will still use arrows, and will still require you to use arrows.1149
So, just because I am here saying that you probably don't need to use them--you are probably used to them by this point--1153
doesn't mean that your teacher, if you are taking another course of the same type somewhere else--1162
that that teacher is going to be OK with it.1168
So, make sure that, if you have another teacher, if you have somebody else1170
who wants you to draw arrows--make sure you do what they are telling you to do.1173
So, do what they say as long as you are in their class.1176
For my class, you don't have to; we know what we are talking about.1179
But in somebody else's class, they might still want you to draw arrows, so be aware of that.1183
How do we actually graph? The easiest way to graph a function is by thinking in terms of that input-to-output.1189
Remember, you put in a number, and it gives out a number.1194
So, we choose a few x-values, and we figure out what y-values get mapped to those x-values, and then we plot those points.1198
For example, consider f(x) = x + 1, the one we keep working with.1203
If we plug in -2, that will give out -2 + 1, which is -1; so that gets us the point (-2,-1), right here.1207
If we plug in -1, that gets us 0; so that gets us the point (-1,0) right here.1215
If we plug in the point 0, then that gets us 1, 0 + 1, so that gets the point (0,1).1221
If we plug in 1, 1 + 1...we get 2, so we get (1,2); if we plug in 2, 2 + 1...we get 3, so that gets us the point (2,3).1226
And now we have a pretty clear idea: it is just a straight line; it is just going to keep going.1235
So at this point, we could come along, and we could draw in a straight line that just keeps going through all of these points.1239
And we know what is going on right here: we are able to figure out that these points tell us that that is what the shape of this graph is.1248
We don't have to graph all of the points perfectly in between, because it is pretty obvious,1255
at this point, that they would all just end up being on this graph, as well, if we were to keep going1258
with finer and finer steps, and how often we would check to see where inputs went to outputs.1263
However, straight lines are not necessarily the best way to connect all of our graphed points together.1270
In many ways, graphing is like playing a mathematical game of Connect the Dots.1275
But we don't necessarily want to connect with straight lines; we usually want to connect with curves.1281
For example, let's consider f(x) = x^{2}.1286
Once again, here is a table that shows us input locations going to output locations, making points.1288
(-3,9), (-2,4),(-1,1), etc....we can see all of these points on this graph right now.1295
But let's look at what happens if we were to connect it all with straight lines.1301
If we connect with straight lines, we get this picture right here.1304
And while it is not a terrible representation of a parabola, it is not a very great representation of a parabola.1307
A real parabola has curves going on; it curves out; it curves out, as opposed to going out just in these straight, jagged lines.1314
So, we want to remember this fact: curves are normally what is going to connect our points, not straight lines.1323
The real f(x) = x^{2} is based on curves, so it looks like this picture right here.1329
It is based on these nice, smooth curves connecting all of these points together.1336
What about the fact that curves in one function are not necessarily going to look exactly like the curves in the next function?1341
That is true, but mostly, the graphs of functions are smooth; we want to connect points to each other through smooth curves.1346
So, whenever you are drawing a graph, make sure you are connecting things smoothly, without jagged, harsh connections.1352
Each function is going to curve in different ways.1358
Remember, the shape of a curve will be different: if we are using x^{2}, x^{2} is going to give us1361
a totally different curve...well, not totally different, but it will be slightly different than x^{4},1365
which is going to be different than the cube root of x.1370
Each function that we graph will have a slightly different curve, or maybe a massively different curve.1373
But over time, you are going to become more familiar with the shapes of various functions.1379
As you graph more and more functions, as you see more and more functions,1383
you are going to think, "Oh, x^{2} should graph in this general way; √x should graph in this general way."1387
"The cube root of x, the x^{5}...all of these things have curves that are slightly different."1394
It should curve a little faster, curve a little slower...those sorts of things.1400
Your previous experience with functions helps immensely, so just pay attention and think back:1404
when have I graphed something similar to what I am graphing right now?1408
And use that information to help you graph what you are working on at the moment.1412
Finally, the idea that more points make a more accurate graph: this is an important idea.1417
The more points you plot before drawing in your curves, the more accurate the graph becomes.1423
Each point on the graph is a piece of information.1428
So, it makes sense that, the more information we use to make our graph, the more accurate the graph is going to become.1431
If we use more information, it will improve our graph.1436
Let's look at a specific example: Consider f(x) =...this complicated monster of a function, (x^{3} - 2x^{2} - 7x + 2)/x^{2} + 1.1439
And we plot it with various step sizes: what I mean is how big of a jump we have between the various test points that we are setting up.1451
We are going from -4 to 4; so we will start at -4, and then we will step forward by 2.1458
That is what I mean by a step size of 2; don't worry--this is Δx; it means change in x,1464
and it is just a way of saying how much we are changing x each time.1470
So, if we step forward 2, if we go from -4 here to -2 here, and then to 0 here,1474
and then to 2 here, and then to 4 here, we have stepped forward by 2 each time.1483
And we can evaluate...I am not putting the table down here, because it is just kind of a pain1488
for us to have to see all of the numbers that we are going to be going through soon.1492
But if we evaluated each one of these things, we get the following vertical locations.1494
-2 happens to be at 0; 0 happens to be at 2; 2 happens to be somewhere between -2 and -2.5; and so on, and so forth.1498
So, what happens if we increase the step size? We don't really have a very good idea of what this thing looks like.1508
It might go like this, but it could also go like this; it could maybe even do something crazy, like this.1512
We don't really have a good idea of what those points mean, because we haven't strung enough of them together to get a very good idea.1529
We are not used to this function, (x^{3} - 2x^{2} - 7x + 2)/(x^{2} + 1).1536
This is an unusual function; we are not used to graphing things like this, so we don't have a really good sense of what it is going to look like.1541
So, since we don't have a really good sense of what it is going to look like, we don't have the expectations;1547
we need more points down before we are going to be able to have a good sense of where it is going.1551
Let's consider a smaller step size--a step size of 1.1555
Now, we go from -4 to -3, then -2, then -1, then 0, etc.1558
Now, we are starting to get a better idea of what the curve of the function looks like.1562
We are starting to think, "Well, now we are starting to see what is happening."1565
There is still a little confusion; we are not really quite sure what happens between -2 and 1 horizontal locations.1568
But we are starting to get a better idea; let's make it an even smaller step size.1574
We are at .5; oh, now it is starting to come in much clearer--we can start to understand what is going on.1578
We go with .2; oh, now we are really starting to see what it is.1584
We now have a great idea; finally, we go to .01; now there are so many points down that it almost makes a continuous, smooth line.1588
The only place where it isn't quite smooth is this section in the middle right here,1596
where the function is changing so quickly that we can actually still see the space between these tiny points.1601
But when it is not changing that fast, like most of it here or here, we end up seeing that it strings together,1606
because we have put down so many points that it basically turns into a smooth line.1614
And that is exactly what happens when we make a graph.1618
We are putting down so many points that we are saying, "Oh, that is what the smooth line is that it is making."1621
That is what is happening when you use a graphing calculator, actually.1626
If you use a graphing calculator, the computer inside is basically saying, "Make a bunch of points."1629
It is now doing the same sort of thing; it is doing tiny, tiny steps, and then it is just stringing them all together with straight lines.1635
So, it makes a whole bunch of points, and then it just strings them together; and that is what we see in the end.1643
The way that you graph something is: you just keep using more and more points if you need more information.1649
If you have a pretty good sense of how it is going to curve, though, you just have to put down enough points1653
so that you can then put in the curves, because you have already had the experience of working with that function before.1656
All right, when we introduce the idea of a function, we discussed an important quality for functions.1662
For a given input, a function cannot produce more than one output.1667
So, for example, we said that if f(7) = -11, then it can't also be true that f(7) = 20.1671
Then that means that f(7) equals two things at once; and we said that, when you put something into a function, it always puts out the same output.1679
So, if we put in f(7) the first time, and it gets -11, then the second time, it has to give -11,1686
and the third time it has to give -11, and the fourth time it has to give -11.1690
It can't ever be the case that all of a sudden, things go crazy and it produces a different result.1694
No, we can trust our function; we can trust our transformation, our process, our map, our machine--whatever analogy we want to use.1698
We can trust the function to always give us the same output if we put in the same input.1704
So, if f(7) = -11, it can't be the case that f(7) equals something else, as well--something different than -11.1710
We can turn this idea into a thing that we can see in graphs.1718
We call this idea the vertical line test, and it says that if a vertical line could intersect1721
more than one point on a graph, it cannot be the graph of a function.1727
So, if we have a vertical line, and we bring it along like this,1732
if we put a vertical line on anything over here on the left, it ends up not being able to intersect at more than one point.1739
No matter where we bring a vertical line down on this graph on the left, it ends up passing the vertical line test.1748
This over here is a function; but if we deal with this one over here, pretty much any point we choose will end up hitting two points:1756
this one and this one--this one and this one; if we put it over here, it fails to hit any, but that doesn't necessarily mean it passes.1772
If we can do it at any place on the graph, even if there is only one place on the graph1780
where a vertical line hits the graph twice, then that means it is not a function.1784
If there is a vertical line that could intersect more than one point, it is not a function.1790
A vertical line--if it is able to intersect more than one location on the graph, it is not the graph of a function.1798
Why--why is this the case? Well, consider this.1808
Every point on a graph tells us where the x-value below is met.1811
The points on the graph are in the form (x,f(x)); the x that we put into the function, and the f(x),1814
the thing that the function puts out for that x--input and output put together.1821
So, for example, let's look at this graph: this is the graph of something like a square root function.1826
If on this graph we see, at x = 1, that we get f(1) = 2, we go to 1 on the horizontal; we bring it up, and we get to 2 on the vertical.1831
So, we get that f(1) = 2, which is coming from the fact that the point is (1,2).1844
So, we put in an input, and we get the output of 2.1849
But let's consider this other one: what if we had this graph instead?1852
On this graph, at x = 1, we get (1,2) and (1,-2); that means, since it is a graph,1857
that if it is the graph of a function, we have f(1) = 2 and f(1) = -2.1866
But that is not possible--a function cannot give out two different things.1872
We can't plug in 1 and get 2 and -2; if we plug in 1, it is not allowed to give out two different outputs.1877
That means we can't be looking at the graph of a function, because when we plug in one number, it gives out two things; so it fails the vertical line test.1885
This picture right here is not the graph of a function.1893
Remember, the domain is the set of all inputs the function can accept.1898
We talked about this when we first talked about functions.1902
The domain is the set of all inputs that a function can accept; the domain is what the function can act on--the numbers that the function can do something to.1904
A graph shows where a function goes, so it means that we can see the domain in the graph.1914
Every point on the x-axis that the graph is above or below is in the domain.1921
So, every point on the x-axis that the graph is above or below has to be in the domain of that function.1926
However, if we can draw a line on an x-value, and it does not cross the graph, then that x is not in the domain.1933
A really quick example: if we had √x like this, then if we have tried drawing a vertical line here,1939
that means that this horizontal location has to be in the domain, because it ends up having an output.1951
If we plug in this horizontal, it comes out as this output; so that means that it must be in the domain.1958
But if we go over here, this horizontal location never shows up in our graph, so it must be the case that it is not included in the domain.1963
That horizontal location is not included in the domain.1975
So, if you can draw a vertical line on an x-value, and it does not cross the graph, then that x is not in the domain.1978
Remember, the domain is everything that the function can take in.1984
So, if a graph is above a point, then that means it had to be able to take it in, because it gives out something over that horizontal location.1989
This is a great way to visually notice the domain; but we have to be careful to remember1999
that our function probably continues past the edge of our viewing window.2003
Remember the axes that we had there; so if we are going to use this idea,2007
we have to remember that, just because it seems to stop,2010
or we don't see anything past the edge of the axis, that doesn't mean that the domain stops there.2014
We just need to remember that it might continue on; we have to have some sense for how it looks beyond the edge.2018
We need to have some familiarity; we need to think, "Where would this keep going to?2024
Would this keep picking up those points in its domain, or would it stop for some reason?"2028
Range is the set of all possible outputs a function can have.2034
We also talked about this when we first introduced functions.2037
It is all the numbers that our function could possibly produce; so domain is what could go in; range is what can come out.2040
Like the domain, we can see the range of a function in its graph.2046
Every point on the y-axis that the graph is left or right of is in the range.2050
However, if you can draw a horizontal line on a y-value, and it does not cross the graph, then that y is not in the range.2054
So, for example, let's consider x^{2}; x^{2} looks something like this.2060
So, if we go to this horizontal location, we would be able to eventually go up and hit it; so it is in the domain.2066
Similarly, we can go to this vertical location, and if we cut horizontally, there must be some domain location that puts that out.2074
Now, it turns out that there are actually two different domain locations that put that out; but that is OK.2083
Multiple domain locations--multiple inputs--can give the same output.2089
f(2^{2}) is equal to (-2)^{2}; that is perfectly fine...4 and 4.2093
It is OK that the same input gives the same output; but the fact that there is some input that gives that output2101
means that it must be in the range, because it can be an output.2107
So, we go to any location on our vertical axis, and if we draw a horizontal line and it cuts the graph,2112
then that must mean that there is something that can input and give that output.2118
Any location that is directly left or right of a vertical location means that that vertical location is in the range; that location, that number, is in the range.2124
If, on the other hand, we can draw a horizontal line on a vertical location, and it does not touch the graph--2137
that would not touch x^{2}--then that means it is not in the range.2145
And that makes perfect sense: down here are the negative numbers.2149
So, can x^{2} give out negative numbers? No, it can't--there is no real number that we can plug in that will give out a negative number.2152
So, since there is no number that we can plug in to give out a negative number,2160
then that means that we can't output negative numbers, so they can't be in the range.2163
So, the range does not include any negative numbers, which is why, when we draw a horizontal line2166
in any of these negative numbers, it is not going to touch the graph,2171
because there is nothing that can make an output that would give a negative number.2174
Just like with the domain, we have to be careful to remember that our function probably continues past the edge of our viewing window.2179
That viewing window is just what we are looking through; so it is possible that your range is going to keep going, because the graph is going to keep going.2185
So, we have to have some feeling for how the function will look past the edges of what we are able to see.2193
Beyond the edge of our viewing window, we need to have some sense of what is going to keep going on.2198
If we have no idea, we need to expand our viewing window, so that we can have a better idea2204
and see, "Oh, yes, that would keep going," or "No, that actually stops."2208
Otherwise, we will not be able to figure out exactly where the range is.2212
Graphing calculators are really useful; if you haven't already noticed, this is a great time to point out2216
that there is an appendix to this course that is all about graphing calculators.2221
So, if you go the very bottom, and look at the appendix, there is an appendix about graphing calculators.2225
So, it might be at the end of the course, but that does not mean you should watch it last.2231
Graphing calculators are really, really useful for doing math.2235
And you can also use software for graphing on computers or tablets or phones.2239
There might be just something you can download and put on a phone, if you have access to a smartphone.2244
And you can just start doing graphs on that really quickly and easily.2248
So, graphing calculators can be extremely helpful for getting a feel for how functions work.2251
If you are planning on taking calculus at some point, I definitely would recommend getting a graphing calculator in the near future.2256
You are almost certainly going to want a graphing calculator for calculus, and so it won't hurt to have it now in precalculus.2261
Even if you are not going to continue in math, you might find one useful for taking this course right now,2266
and maybe for other science courses that you are currently taking, or will take in the future.2272
So, if you are interested in getting a graphing calculator (and I would recommend it if you can afford it--2276
and even if you can't afford it, there are some alternatives that I am going to talk about that are free or extremely inexpensive)--2280
check out the appendix on graphing calculators; we are going to talk about all about2286
how you can use them, what they are good for, why you might want one,2290
what are some recommendations, things to look for, and that sort of thing.2295
So, check out the appendix; there is a whole lot of information on graphing calculators there.2298
It is really useful, and you are probably in a position where it is going to be useful for you to have a graphing calculator,2302
since you are taking this course, and there is a very good chance you will go on to take calculus.2306
I would definitely recommend to get a graphing calculator if you can afford it.2310
So, check out the appendix; there is lots of information there.2314
All right, we are ready for our examples: first, we are going to graph something.2318
Graph f(x) = x^{2} - 3x + 1: we have done this before, but let's just see a quick reminder.2322
We want to do this by plugging in points and getting outputs.2327
So, we are going to plug in x's, and we will get f(x)'s out.2332
We plug in...we are not quite sure what this looks like, so let's start with a simple number that we can be pretty sure is easy to do; let's plug in 0 first.2335
If we plug in 0, we get 0^{2} - 3(0) + 1; that gets us 1.2344
If we plug in 1, then 1^{2} - 3(1) + 1...well, 1^{2} is 1, minus 3, plus 1...so we have 2 - 3; we have -1.2356
Keep going; we plug in 2; that will be 2^{2} - 3(2) + 1; 2^{2} is 4, minus 3(2); that is 6, so we have 4 - 6 + 1.2373
4 + 1 is 5; 5 - 6...we have -1, once again.2385
Let's try going in the other direction as well: let's plug in -1.2390
I am just going to start skipping directly to the numbers, because at this point, we should probably be able to do this in our heads,2394
or be able to do it on paper on your own, I'm sure; so we will just speed things up.2398
(-1)^{2} - 3(-1) + 1...that will get us positive 1.2403
We plug in -2: (-2)^{2} - 3(-2) + 1; (-2)^{2} gets us 4, minus 3(-2) gets us...2409
we should be able to do it in our head...that is ironic for me to have said that; maybe that would be a good reason to write it out.2425
So, (-1)^{2} - 3(-1) + 1...and this is also a good lesson in "never just trust yourself to immediately be able to do things in your head."2430
(-1)^{2} gets us positive 1; minus 3(-1) gets us positive 3; plus 1 gets us 5.2441
(-2)^{2} - 3(-2) + 1...we have 4 + 6 + 1; we have 11.2451
And if we go forward one more, at 3, we are going to see 3^{2} - 3(3) + 1.2464
We would get 9 - 9 + 1, so we would get positive 1.2474
And one more: if we plug in 4, we would get 4^{2} - 3(4) + 1, so 4^{2} is 16, minus 3(4) is 12, plus 1.2479
So, 16 - 12 is 4; with 4 plus 1, we get 5.2490
All right, so we have a lot of information, but there is one thing that we might notice.2494
We might say, "Parabolas need a bottom"; we are graphing a quadratic, and while we haven't formally talked about them,2497
I am sure you have seen parabolas quite a few times by now.2505
We plug in 1; we get -1; we plug in 2; we get -1; we might realize that that doesn't actually give us a bottom.2509
That is going to give us sort of a flat bottom, so there is probably some point in between them that is even lower.2516
So, we want to have some sense of where it is going; so let's actually plug in a number in between them.2522
Let's plug in 1.5; if we plug in 1.5, f(1.5), we get -1.25; I will spare doing that here, but we would get -1.25.2526
I will actually do it here; so we plug in 1.5, so 1.5^{2} - 3(1.5) + 1...2540
1.5^{2}...when we put that into a calculator or do it by hand, we get 2.25 - 3(1.5)...we get - 4.5 + 1.2548
So, we have 3.25 - 4.5; we get -1.25; great.2557
All right, so at this point, we have actually found something that seems like it could be the bottom; and it turns out that it actually is precisely the bottom.2563
But we don't know that technically; we haven't formally talked about it.2569
But at least it gives us a sense of where this is going to be bottoming out.2571
So now, let's actually set up our axes, and let's plot the thing.2575
Now, this never gets that low; it only gets down to -1.25; so let's make the bottom of our axis not that long.2578
So, we will go to -1, -2, because we never even reach -2; and we will go up 1, 2, 3, 4, 5, and it would keep going.2588
But we are going to top out, so we will never actually end up seeing the number 11,2603
because we can't make it up that high on these axes, if we are going to keep them at this reasonable size.2606
And let's keep it square; so the distance from the origin to a vertical one will be the same as the distance from the origin to a horizontal one.2610
So, this is approximately square; I am just roughly drawing it by hand, but it is pretty good.2617
1, 2, 3, 4, -1, -2, -3...and I would keep going to the left, but we know that we are never going to even see that point,2621
because -2 is already out of where we are going to be able to plot.2635
So, let's just plot our points now: let's see, 0 is at 1; we have 0 at 1, so (0,1)--we have that point.2639
Let's go to the left first; -1 manages to make it up to -5, and we are already going to be past the graph when we are going to -2; it is out here.2649
We plug in 1, and we are going to be at -1; we plug in 2, and we are going to be at -1.2658
Let's plug in the point in between them: 1.5 is going to be at -1.25, so it is just a little bit below.2665
3 is going to be at positive 1, and 4 is going to be at 5; so we curve this out, because we know it is a parabola.2673
So, we have some sense of how the curve looks.2680
All right, and it would keep going on and out; and it just keeps going, past the edge of our axis.2686
All right, and that is how we graph it; so this is pretty much how we can graph anything.2698
Plot some points on a T-table; plot some points on x and f(x), input and output.2702
Plot the points; figure out where they are going to go; then actually put them onto the graph.2708
Set up points, I mean; and then plot them onto the graph, and then connect it with curves, depending on how we know that kind of graph gets put together.2712
All right, this is the graph of f(x) = x^{3} + x^{2} - 6x.2720
Using it, we are going to estimate the values of f at -1.8, f at -1, f at 1, and f at 2.5.2725
Then, we are going to also estimate the values where f(x) = 0; and then finally, we will estimate the values where f(x) = -3.2732
So first, this part right here, f at -1.8...what we do is just go to -1, -1.8...well, that looks around here.2738
So, we go up; that looks like -1.8; we go up here, and we are about here, so it looks to be a little above the 8, somewhere between the 8 and the 9.2748
If that is the case, I would say that looks like around 8.3 to me, give or take.2763
We are just estimating, so we don't have to be absolutely, perfectly precise.2767
But I would say 8.5 is a pretty reasonable guess; 8.3 is probably a little closer, so let's go with 8.3.2769
f(-1.8) is equal to...it looks like 8.3; it is an estimate--it says "estimate"; it is a graph--2776
we are never going to be able to perfectly pull information from the graph.2784
Well, we might be able to in a few cases; but it is going to be normally something2787
where we are getting that we are pretty confident, but it might be slightly off by .01 or .01...2790
well, that is the same thing...by .1, lower by .1, these sorts of things.2796
It is hard to be absolutely, perfectly precise, since we are looking at a picture; but we can get a pretty good idea.2800
The same thing for everything else: for f(-1), we just go to -1; we go up; f at -1 seems to be about this high.2804
So, I would say probably about 5.7 or 5.6; so let's say it is 5.7.2814
f at 1...we are here; we drop down; and that one looks like it is really pretty much exactly -4; so f(1) = -4.2824
f(2.5)...plug in 2.5; we go up pretty high; that looks like it was a pretty good vertical...2836
look, I would say that looks like it is pretty close to being right on 8; so we will say that that is 8; great.2849
We have estimated the values for all of them; they might be a little bit inaccurate, but they are pretty close to right.2858
And that is what a graph gets us--it gets us a good way to get a really good sense of what is going on.2863
It might not be perfectly, absolutely, exactly right; but it will get us there pretty close, which is normally enough to be able to do stuff for lots of things.2867
Now, let's look at estimating the x-values for f(x) = 0; we will do this one in blue.2876
Estimate the x-value for f(x) = 0; so what is f(x) = 0?2882
Well, remember, the vertical axis is f(x); that is the output.2885
So, if that is the case, then we are looking for everything that is at the 0 height, which is the same thing as the x-axis.2889
If it is crossing the x-axis...it looks like here like it crosses the x-axis at 2, crosses the x-axis at 0, and crosses the x-axis at -3 precisely.2896
There is nothing else crossing there; so we can assume that we have found all of the x-values.2905
It seems that is going to be x = -3, 0, and 2; they all caused f(x) to come out as 0; great.2909
Finally, we will use red for the very last one; hopefully, that won't be too confusing.2924
Estimate the x-values for f(x) = -3; if that is the case, we go to where f(x) is -3.2928
f(x) is -3; we want to go and see...here is something; here is something; and that is pretty close to horizontal--not perfect; sorry.2934
And there is something; so f(x) = -3 at these three horizontal locations.2955
So, once again, it is not absolutely, precisely, absolutely perfect, but pretty good.2965
f(x) = -3 is going to be at the x's that are...the first one, I would say, is a little past -3, but not by much, so probably -3.2.2972
And then, the next one looks like it is around...just a little past where the...here is positive 1; that is right here, so this is 0.5.2982
That is right here, so I would say that is just a hair past 0.5, so let's say that is 0.6.2998
And then finally, here it is just a little past 1.5; I would say it is a little bit more past it, though; so probably 1.6, or maybe 1.65.3004
Let's go with...let's say 1.7; maybe 1.6, maybe 1.7; but it is a little past 1.5, and we are sure of that.3016
That is how we use a graph to figure out things from it.3025
We can estimate values given an input, or we can estimate values given an output.3027
We figure out what makes that output or where that input would get mapped to.3032
What would that input get output as?3038
Vertical line test: Which of the below is not the graph of a function?3042
This one is not too hard: if the v's are the entirety that we are seeing, we just have to use the vertical line test.3046
If we come along this one, and we put a vertical line on this one, it is pretty easy to see that it is not going to fail at any point.3053
The vertical line is never going to cross it at anything.3060
The only place where you might be a little curious is right here where it curves up.3062
But it never really continues on in such a way that we can be sure.3065
Any vertical line that we are making seems to cut it just once.3069
Now, it does have this part where it sort of curves like this, but that is inaccurate.3073
It looks like that, but the graph is actually curving a little more like this.3078
And the reason why it looks like it is stacked on top of itself is because we have to add thickness to our line.3082
In reality, the line is actually thinner than that; and is even thinner than that, because a point is infinitely thin.3088
So, there is no stacking, because of that infinite thinness; it is only because of that thickness of our line3094
that it ends up looking like there is something stacked.3099
So in reality, if we come along with the vertical line test, since the vertical line is also infinitely thin,3101
it is not going to cut it twice, because it doesn't really curve back on itself; it is only going to hit one thing at one point.3106
So, this is a function.3112
What about this one right here? This one is really easy to see that it fails.3117
If we cut in the middle, it is going to hit a bunch of times.3121
It cuts here, here, and here; so that is more than 1 intersection.3127
If we go on the far sides, it will pass; but all we need is one place of failure, once place where cuts across multiple times.3131
So, in the middle, it manages to fail being a function, because one input manages to simultaneously have three outputs.3139
So, it is not a function.3148
Finally, this one over here is the same idea as the left side.3154
Even though it looks like it is starting to get vertical, it is never actually vertical at any point.3159
It just needs to be an infinitely thin line to really understand what is going on, and a vertical line has to be infinitely thin, as well.3164
So, we have to think about this, beyond just saying, "Well, it looks kind of stacked, so it must be."3171
No, we have to think, "Oh, that is really only approximating where the graph is, because the line,3175
while we can't see infinitely thin things...that is what the line is representing."3180
So, it is the case that this one is also a function, because there is nothing where it clearly cuts two places at once.3185
Great; that is how we use the vertical line test.3191
Just drop vertical lines, and if there is any place where it clearly cuts the graph more than once, then it is not a function.3193
If we can drop vertical lines everywhere, and it would never cut the function more than once, then it is a function.3201
Final example: Prove that there is no function that could produce a circle as its graph.3209
This might seem a little complicated at first; so what we want to do is think, "Well, how could we prove this?"3213
Well, if we want to prove it, we need to show something involving circles as graphs.3218
We get stuck too much on trying to think, "What is the right way to do this?"3224
We might never get any progress.3227
But if we think, "Well, what does a circle look like?" a circle has things stacked--it would fail the vertical line test.3228
So, we know we can prove this by contradiction.3237
Proof by contradiction: we are going to start by assuming that there is such a thing.3241
So, proof by contradiction: assume such a function exists.3249
If there is a function that could produce a circle, then look at its graph.3257
Since it is a circle, we know what the graph of a circle looks like; who knows where it is going to show up on the graph, but we know it has to show up somewhere.3268
So, here is a circle; and while it is not a perfect circle--I am but a mortal--it is a good idea.3278
We can say, "Look, just take this and cut it at any place; any place inside of the circle, we are going to fail the vertical line test."3284
The graph must fail the vertical line test; therefore, it is not a function--it cannot be a function.3294
The graph cannot be a function; but it was the graph of a function.3314
So, since the graph cannot be a function, it must be that no such function exists.3322
So, our assumption was that the function did exist; since the graph cannot be a function,3335
but it was just the graph of a function, then there is a contradiction.3340
The function cannot exist, so it must be that no such function exists; and we are done--that is our proof.3343
All right, assume that what we can see on the graph below is the entirety of the function f.3350
In other words, there is nothing past the edge of the axes.3355
We are looking through that window, but we have been told that there is nothing interesting past the edges of the window.3358
So, this graph here is the entirety of the function f.3363
Now, we want to estimate the domain and range of f from the graph.3367
Now remember, the domain was everything that can be input.3370
So, if we go to, say, 0, look: 0 shows up in the graph.3374
Well, what about -3? -3 never shows up in the graph; there is nothing that it gets graphed to--nothing that it gets output as.3381
It looks like the edge is -2; it looks like -2 is the very edge; and over here, 3 gets put in; 4 doesn't get put in;3390
but it looks, probably, like 3.5 gets put in, so we would say that the domain is going to go from -2 to 3.5.3399
What about the range? Range is everything that can be output.3410
Is there anything that can output at 1? Yes, 1 manages to touch here, and manages to touch here.3416
There is some input that gives out 1; if we put in an input here, we can see that it connects here.3426
But if we go to 3 and we cut across, 3 horizontally never touches the graph, so it must be the case that there is no input that produces 3.3433
So, 3 is not in the range; the highest that we manage to get to is right here.3442
So, it looks like 1.5 is the highest that we managed to get to with the graph.3448
It never shows up over here, but that is OK, because it shows up somewhere.3453
And then finally, it looks like the lowest we manage to get to is -2.3457
So, our range: the lowest location on our range is -2, and the highest location that we manage to make it to is 1.5.3462
And we hit everything in between: if you go to any higher location in between, it shows up.3471
So, our range is everything in between -2 and 1.5, because all of them have something that they are able to contact; great.3477
All right, I hope you have understood what is going on here; I hope it has really crystallized the idea of a graph.3484
Graphs are so important; they are going to show up in so many things in math.3489
And they are also going to show up in science, and even if you just look in a newspaper.3493
Graphs make up a really, really big part of mathematics,3496
so it is really important that we understand what is going on with them now,3499
because we are going to see a lot of them as we go on.3502
All right, we will see you at Educator.com later--goodbye!3503
1 answer
Last reply by: Professor Selhorst-Jones
Mon Aug 3, 2015 5:49 PM
Post by Mohammed Jaweed on June 28, 2015
you go way too fast! Please slow down.
1 answer
Last reply by: Professor Selhorst-Jones
Tue Dec 23, 2014 11:33 AM
Post by Jason Wilson on December 23, 2014
In referencing example: Â Is there always an assumption in problems like this that the -number is in parenthesis? Like this (-1)sq2 Â Technically -1 squared is -(1 * 1) isn't it?
THX in advance.
[Edit: To clarify my previous question, is it assumed that the x squared is in parenthesis like this (x sqroot2) so if the value of X comes back negative, that negative number is inside the parenthesis like this
(-x)squared (-1)squared ? That negative sign has to be in the parenthesis right?]
0 answers
Post by Saadman Elman on September 20, 2014
I saw your comment. Thanks for clarifying. Make sense now.
1 answer
Last reply by: Professor Selhorst-Jones
Thu Sep 4, 2014 11:24 PM
Post by Saadman Elman on September 4, 2014
Example no.2, around 49 min ----50 min, The question was Estimate the X-Value where f(x)= -3. Your answer was x=-3.2, 0.6,1.7. You forgot to mention that in f (x) = -3 ; 0 is also an X-value for f(x)= -3. I spend a lot of time deeply thinking about it. I feel like it was just a subtle mistake. Please let me know via email if i am write or wrong and please explain your opinion. My email is XXXXXXXXXXXXX. I don't check the comment here. Â Over all, It was a great lecture. Appreciate it.
1 answer
Last reply by: Professor Selhorst-Jones
Sun Aug 11, 2013 2:18 PM
Post by Tami Cummins on August 10, 2013
One thing I really wish Educator.com had is printable worksheets.
2 answers
Last reply by: Professor Selhorst-Jones
Sun Sep 29, 2013 6:51 PM
Post by Abdihakim Mohamed on July 4, 2013
Never mind I hastened you corrected already. you are the greatest math teacher I have seen so far.
2 answers
Last reply by: Professor Selhorst-Jones
Thu Sep 4, 2014 9:14 PM
Post by Abdihakim Mohamed on July 4, 2013
First example marking -1 I get as a function as 5 and not as 1
Because -1squared is 1 and -3 times -1 is 3 plus 1 equals 5