Given a polynomial function f(x), describe the effects on the y-intercept, regions where the graph is increasing and decreasing, and the end behavior when the following changes are made. Make sure to account for even and odd functions.When f(x) becomes f(x) − 3
When f(x) becomes −2 ⋅ f(x)

Answers

Answer 1
Answer:

First of all, let's review the definition of some concepts.


Even and odd functions:


A function is said to be even if its graph is symmetric with respect to they-axis, that is:


y=f(x) \ is \ \mathbf{even} \ if, \ for \ each \ x \ in \ the \ domain \ of \ f, \n f(-x)=f(x)


On the other hand, a function is said to be odd if its graph is symmetric with respect to the origin, that is:


y=f(x) \ is \ \mathbf{odd} \ if, \ for \ each \ x \ in \ the \ domain \ of \ f, \n f(-x)=-f(x)


Analyzing each question for each type of functions using examples of polynomial functions. Thus:



FOR EVEN FUNCTIONS:


1. Whenf(x)becomesf(x)-3 


1.1 Effects on the y-intercept


We need to find out the effects on the y-intercept when shifting the function f(x) into:


f(x)-3


We know that the graph f(x) intersects the y-axis when x=0, therefore:


y=f(0) \ is \ the \ y-intercept \ of \ f


So:


y=f(0)-3 \ is \ the \ new \ y-intercept


So the y-intercept of f(x)-3 is three units less than the y-intercept of f(x)


1.2. Effects on the regions where the graph is increasing and decreasing


Given that you are shifting the graph downward on the y-axis, there is no any effect on the intervals of the domain. The function f(x)-3 increases and decreases in the same intervals of f(x)


1.3 The end behavior when the following changes are made.


The function is shifted three units downward, so each point of f(x)-3 has the same x-coordinate but the output is three units less than the output of f(x). Thus, each point will be sketched as:



For \ y=f(x): \n P(x_(0),f(x_(0))) \n \n For \ y=f(x)-3: \n P(x_(0),f(x_(0))-3)



FOR ODD FUNCTIONS:


2. When f(x) becomes f(x)-3 


2.1 Effects on the y-intercept 


In this case happens the same as in the previous case. The new y-intercept is three units less. So the graph is shifted three units downward again.


An example is shown in Figure 1. The graph in blue is the function:


y=f(x)=x^3-x


and the function in red is:


y=f(x)-3=x^3-x-3


This function is odd, so you can see that:


y-intercept \ of \ f(x)=0 \n y-intercept \ of \ f(x)-3=-3


2.2. Effects on the regions where the graph is increasing and decreasing


The effects are the same just as in the previous case. So the new function increases and decreases in the same intervals of f(x)


In Figure 1 you can see that both functions increase and decrease at the same intervals.


2.3 The end behavior when the following changes are made.


It happens the same, the output is three units less than the output of f(x). So, you can write the points just as they were written before. 


So you can realize this concept by taking a point with the same x-coordinate of both graphs in Figure 1.


FOR EVEN FUNCTIONS:


3. When f(x) becomes -2.f(x) 


3.1 Effects on the y-intercept 


As we know the graph f(x) intersects the y-axis when x=0, therefore:


y=f(0) \ is \ the \ y-intercept \ again


And:


y=-2f(0) \ is \ the \ new \ y-intercept


So the new y-intercept is the negative of the previous intercept multiplied by 2.


3.2. Effects on the regions where the graph is increasing and decreasing


In the intervals when the function f(x) increases, the function -2f(x) decreases. On the other hand, in the intervals when the function f(x) decreases, the function -2f(x) increases. 


3.3 The end behavior when the following changes are made.


Each point of the function -2f(x) has the same x-coordinate just as the function f(x) and the y-coordinate is the negative of the previous coordinate multiplied by 2, that is:


For \ y=f(x): \n P(x_(0),f(x_(0))) \n \n For \ y=-2f(x): \n P(x_(0),-2f(x_(0)))



FOR ODD FUNCTIONS:


4. When f(x) becomes -2f(x) 


See example in Figure 2


y=f(x)=x^3-x


and the function in red is:


y=-2f(x)=-2(x^3-x)


4.1 Effects on the y-intercept 


In this case happens the same as in the previous case. The new y-intercept is the negative of the previous intercept multiplied by 2.


4.2. Effects on the regions where the graph is increasing and decreasing


In this case it happens the same. So in the intervals when the function f(x) increases, the function -2f(x) decreases. On the other hand, in the intervals when the function f(x) decreases, the function -2f(x) increases. 


4.3 The end behavior when the following changes are made.


Similarly, each point of the function -2f(x) has the same x-coordinate just as the function f(x) and the y-coordinate is the negative of the previous coordinate multiplied by 2.


Answer 2
Answer: The y-intercept of  is  .
Of course, it is 3 less than  , the y-intercept of  .
Subtracting 3 does not change either the regions where the graph is increasing and decreasing, or the end behavior. It just translates the graph 3 units down.
It does not matter is the function is odd or even.

 is the mirror image of  stretched along the y-direction.
The y-intercept, the value of  for  , is
which is  times the y-intercept of  .Because of the negative factor/mirror-like graph, the intervals where  increases are the intervals where  decreases, and vice versa.
The end behavior is similarly reversed.
If  then  .
If  then  .
If  then  .
The same goes for the other end, as  tends to  .
All of the above applies equally to any function, polynomial or not, odd, even, or neither odd not even.
Of course, if polynomial functions are understood to have a non-zero degree,  never happens for a polynomial function.
 

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What's substitution for x=y-7;x+8y=2

Answers

X=2-8y
y=x+7
y=2-8y+7
9y=2+7
9y=9
y=1
x=y−7;x+8y=2
Step: Solve x=y−7 for x:Step: Substitute y−7 for x in x+8y=2:
x+8y
=2
y−7+8y=2
9y−7=2(Simplify both sides of the equation)
9y−7+7=2+7(Add 7 to both sides)9y=9
9y/9=9/9(Divide both sides by 9)
y=1
Step: Substitute 1 for y in x=y−7:x=y−7
x=1−7
x=−6(Simplify both sides of the equation)
Answer:x=6 and y=1

Brainliest first correct answer!

Answers

Answer:

A

Step-by-step explanation:

Jimmy is going to pack his backpack for a trip. His backpack is 60 cubic litres. He has a pile of equipment that takes up 43 cubic litres and then he has his sleeping bag that takes up 23 cubic litres. Let r be the amount of room left in his backpack. Which equation could you use to determine if he has enough room in his backpack.

Answers

Answer:

r = R - ( 43 + 23 )

There is no more space in his backpack.

Step-by-step explanation:

Jimmy's backpack has a space of 60 cubic liters (R).

Now, he has a pile of equipment of volume 43 cubic liters and then he has his sleeping bag of volume 23 cubic liters.

Now, if r is the amount of room left in his backpack, the equation I can use

r = R - ( 43 + 23 ) ....... (1) to determine if he has enough room in his backpack.

Now, in our case R = 60 cubic liters

Therefore, from equation (1), we get r = 60 - ( 43 + 23 ) = - 6, i.e. there is no more space in his backpack. (Answer)

HELP!! Are triangles ABC and ALM congruent

A. Yes by AA

B. Yes by SSS

C. Yes by SAS

D. They are not similar

Answers

Answer:C

Step-by-step explanation:

What is the inquality

Answers

Answer:

Step-by-step explanation:

Equations and inequalities are both mathematical sentences formed by relating two expressions to each other. In an equation, the two expressions are deemed equal which is shown by the symbol =. ... An equation or an inequality that contains at least one variable is called an open sentence.

An inequality compares two values, showing if one is less than, greater than, or simply not equal to another value. a ≠ b says that a is not equal to b. a < b says that a is less than b. a > b says that a is greater than b. (those two are known as strict inequality)

Difference in size,degree,circumstances etc lack of equality.

Find the common difference of the arithmetic sequence 5, 14, 23,...5,14,23,...

Answers

Answer: 9

Step-by-step explanation: The common difference is the difference between each of the terms in an arithmetic sequence.

Let's work backwards.

First, we take the last term we are given and

subtract the second to last term.

So here, we subtract 23 - 14 to get 9.

Now, we take 14 - 5 to get 9.

Notice that 9 is our answer in both problems above.

That means it's our common difference.