MODULE I

FUNCTIONS
CONTENTS:
Lesson 1: Functions and Functional Notation
Lesson 2: Piecewise Defined Functions
Lesson 3: Domain and Range of Functions
Lesson 4: Graphs of Functions
Lesson : !perations on Functions

OVERVIEW OF THE MODULE:
!ne of the fundamental concepts that students deal with in calculus is
functions" #n this module$ we will define and de%elop the concept of functions$
their graphs$ wa&s of transforming and com'ining functions and enumerate some
important functions that pla&s %er& important role in calculus"
GENERAL OBJECTIVES:
(fter completing this module$ the students are e)pected to accomplish the
following:
define functions*
e%aluate functions*
graph functions*
determine the domain and range of functions*
transform one function into another function and com'ine functions to
o'tain new functions* and
enumerate some important functions and stud& their 'asic properties"
1
HISTORICAL NOTES:
+,he -alculus. is a phrase we use to denote that 'ranch of mathematics
which studies properties of functions /+cur%es.0 which are associated with the
limit process /continuit&$ differentiation$ integration0" -alculus is the introductor&
le%el of a more general 'ranch of mathematics which is called +anal&sis".
(nal&sis deals generall& with infinite processes and includes such areas as real
anal&sis$ comple) anal&sis$ and differential e1uations" 2line calls the calculus
one of the two greatest creations in the histor& of mathematics"
,he term function 3 Latin functio 3 first appeared in a mathematical article in
the Acta Eruditorem to denote %arious tas4s that a straight line ma& accomplish
with respect to a cur%e$ such as forming a chord$ tangent$ or normal" ,he article
was signed O.V.E. 'ut is attri'uted to Gottfried %on Lei'ni5$ the German
mathematician" #n an article from 1674$ also in Acta Eruditorem$ Lei'ni5 ga%e
the term +function. a more specific meaning '& letting it denote the slope of a
cur%e$ a definition that has %er& little in common with the present da&
mathematical definition of a function"
,he 8wiss mathematician Leonhard 9uler in 1:47 defined a function as a
%aria'le 1uantit& that is dependent upon another 1uantit&$ there'& approaching
toda&;s definition" ,he notation f/)0 is attri'uted to him and he wrote one of the
most influential alge'ra 'oo4s of all time"
9uler;s definition was challenged when the French ph&sicist and
mathematician <oseph Fourier in 1=22 presented his wor4 on heat flow /Theorie
analytique de la Chaleur0" For his in%estigations$ Fourier introduced series with
sines and cosines as terms$ which led to the concept that a gi%en representation
of a function ma& 'e %alid for onl& a certain range of %alues"
>ased on Fourier;s in%estigations$ the German mathematician Le?eune
Dirichlet in 1=3: proposed that$ from the mathematical point of %iew$ a function is
a correspondence that assigns a uni1ue %alue of the dependent %aria'le to e%er&
permitted %alue of an independent %aria'le" ,here will 'e a reason to return to
this definition man& times in this te)t"
(nother milestone in the de%elopment of anal&sis was the appearance of
,he ,heor& of (nal&tic Functions$ '& <oseph Louis Lagrange$ in 1:7:" ,his ma&
'e thought of as the 'eginning of the modern theor& of functions of a real
%aria'le" (adapted from Mathematics From the Birth of Numers y !an
"uller#$ %&&'(
2
SUGGESTED READINGS:
Goldstein$ La& and 8chneider" Calculus and its Applications ('
th
edition("
Prentice @all$ 8ingapore: 177="
(nton$ @oward" Calculus Brief Edition ()
th
edition(. Aile&$ 8ingapore: 1777"
8tewart$ <ames" -alculus 3 Concepts and Conte*ts (+
nd
edition(.
>roo4sB-ole$ 8ingapore: 2CC1"
3
LESSON 1: Functions and Functional Notation
SPECIFIC OBJECTIVES:
(t the end of this lesson$ the students are e)pected to accomplish the
following:
define functions*
distinguish 'etween dependent and independent %aria'les*
represent functions in different wa&s* and
e%aluate functions"
INSTRUCTIONAL STRATEGIES:
-lass discussion using highl&De)positor& instructional method is encouraged
to 'e used in this topic" 8tudents are e)pected to complete the e)ercises in this
lesson 'efore introducing the ne)t lesson" ,he instructor will use a portion of the
class time to discuss pro'lems in 9)ercise 1"1 while other pro'lems ma& 'e
assigned as homewor4 for master&"
,his lesson ma& also 'e introduced using the illustration 'elow:

( software consulting compan& monitored the costs of different software
de%elopment pro?ects and summari5ed o'ser%ations in a ta'le:
Pro?ect Name Duration
/ in months0
-ost
/ in P1$CCC0
CC1 1 31
CC2 1C 21
CC3 C 1$C1
CC4 2 1
CC 1C 21
CC6 2 1
CC: 1 31
Let them thin4 a'out this 1uestion: +Did &ou notice that there is a simple
relationship 'etween duration and costE -an &ou write a formula to compute the
cost 'ased on the %alue of the durationE.
#f we loo4 at the ta'le$ we find that -ost F 1 G 2C H Duration" ,his is a much
compact and useful description of the data than the ta'le" Iou can use this
formula to descri'e an& pro?ect in the ta'le and also to estimate the cost of a new
pro?ect"
4
#n order to gauge the students; understanding of the concept of functions$ as4
&our students to collect clippings that illustrate functions" (s4 &our students to
illustrate the function using the different representations of functions" #dentif& the
dependent and independent %aria'les"
DISCUSSION OF THE TOPICS:
#n man& practical situations$ the %alue of one 1uantit& ma& depend on the
%alue of a second 1uantit&" For e)ample$
,he area ( of a s1uare depends on the %alue of its edge s" ,he rule
that associates ( and s is gi%en '& ( F s
2
$ such that for each %alue of s
there corresponds one %alue of ("
,he person;s salar& 8 ma& depend on the num'er of hours h wor4ed"
,he fare F on pu'lic utilit& ?eepne& depends on distance d tra%eled"
For instance$ for the first 4 4ilometers$ F is e1ual to P4"CC and an
additional PC"C for the ne)t succeeding 4ilometers$ that is
F F 4$ C d 4
F F 4 G C"Cd$ dJ4
,he %alue of F depends on the %alue of d"
8uch relationships can often 'e represented mathematicall& as functions"
,his definition is illustrated in Figure 1"1"
K I

Figure 1"1
( %aria'le & is a function of ) if a relationship 'etween ) and & produces
e)actl& one %alue of & for each %alue of )"
5
( function is a correspondence from a set K of real num'ers ) to a set I
of real num'ers &$ where the num'er & is uni1ue for a specific %alue of )"





9)ample 1"1" (ccording to a certain function$ a num'er is o'tained '&
su'tracting 1 from the s1uare of a certain num'er" Ahat num'er
does this function assign to 2E
8olution:
#f we let & as the num'er produced '& appl&ing the function to the certain
num'er$ sa& )$ then the function is e)pressed as
& F )
2
3 1"
,hus$ if ) F C$ & F D1* if ) F 1$ & F C* if ) F D1$ & F C* if ) F 2$ & F 3* etc"
#llustrating these %alues on a ta'le$ we ha%e


,herefore$ the num'er assigned to 2 is 3"
Furthermore$ in e)ample 1"1$ the set of %alues of ) with its corresponding
%alues of & can 'e denoted '& /)$ &0$ called an ordered pair" ,hus$ the set of all
/)$ &0$ sa& set ($ as descri'ed in the function is ( FL/C$ D10$ /1$ C0$ /D1$ C0$
/2$ 30$ " " "M"
,he numerical %alue of the %aria'le & is determined '& a chosen %alue of the
%aria'le )" For this reason$ & is sometimes referred to as the dependent %aria'le
and ) as the independent %aria'le"
#n order to ha%e a function$ there must 'e one %alue of the dependent
%aria'le for each %alue of the independent %aria'le" !r$ there could also 'e two
or more independent %aria'les for e%er& dependent %aria'le" ,hese
correspondences are called oneDtoDone correspondence and man&DtoDone
correspondence$ respecti%el&" ,herefore$ a function is a set of ordered pairs of
num'ers /)$ &0 in which no two distinct ordered pairs ha%e the same first num'er"
) C 1 D1 2
& D1 C C 3
6
9)ample 1"2" Determine whether or not each of the following sets represents a
function:
a" ( F L/D1$ D10$ /1C$ C0$ /2$ D30$ /D4$ D10M
'" > F L/2$ a0$ /2$ Da0$ /2$ 2a0$ /3$ a
2
0M
c" - F L/a$ '0N a and ' are integers and a F '
2
0
d" D F L/a$ '0N a and ' are positi%e integers and a F '
2
M
e" 9 F L/)$ &0N &2 F
4 )
M
8olutions:
a" ( is a function" ,here are more than one element as the first component of
the ordered pair with the same second component namel& /D1$ D10 and
/D4$ D10$ called a man&DtoDone correspondence" !neDtoDman&
correspondence is a not function 'ut man&DtoDone correspondence is a
function"
'" > is a not a function" ,here e)ists oneDtoDman& correspondence namel&$
/2$ a0$ /2$ Da0 and /2$ 2a0"
c" - is not a function" ,here e)ists a oneDtoDman& correspondence in - such
as /1$ 10 and /1$ D10$ /4$ 20 and /4$ D20$ /7$ 30 and /7$ D30$ etc"
d" D is a function" ,he ordered pairs with negati%e %alues in solution c a'o%e
are no longer elements of - since a and ' are gi%en as positi%e integers"
,herefore$ oneDtoDman& correspondence does not e)ist an&more in set D"
e" 9 is not a function 'ecause for e%er& %alue of )$ & will ha%e two %alues"

(s we ha%e seen in the discussions a'o%e$ functions can 'e represented in
four 'asic wa&s:
numericall& '& ta'les or set notations*
geometricall& '& graphs /to 'e illustrated later0*
alge'raicall& '& formulas* and$
%er'all& '& descriptions"
Function Notation. ( %ersatile notation for function is widel& used" (
letter such as f is chosen to stand for the function itself$ and the %alue that the
function assigns to ) is denoted '& f/)0 where ) is called the argument of the
function" ,he s&m'ol f/)0 is read as +f of )". !ther letters such as h$ g$ F$ G and
@ ma& also 'e used to denote functions"
7
9)ample 1"3" #f f/)0 F )
2
31$ find: /a0 f/30$ /'0 f/C0$ /c0 f/a0$ /d0 f/a
2
G10$ /e0
Of/a0P
2
$ and /f0 Of/a G h0P
2
"
8olutions:
a" f/30 F 3
2
3 1
F =
'" f/C0 F C
2
3 1
F D1
c" f/a0 F a
2
3 1
d" f/a
2
G 10 F /a
2
G 10
2
3 1
F a
4
G 2a
2
G 1 3 1
F a
4
G 2a
2
e" Of/a0P
2
F /a
2
310
2
f" Of/a G h0P
2
F O/a G h0
2
31P
2
F O/a
2
G 2ah G h
2
0 3 1P
2
F /a
2
G 2ah G h
2
3 10
2
9)ample 1"4" Find /a0 g/2 G h0$ /'0 g/) G h0$ /c0
h
0 ) / g 0 h ) / g +
where h C if
g/)0 F
1 + x
x
"
8olutions:
a" g/2 G h0 F
1 0 h 2 /
h 2
+ +
+
F
1 h 2
h 2
+ +
+
F "
h 3
h 2
+
+
'"
1 h )
h )
0 h ) / g
+ +
+
= +
"
10 h 10/) /)
1

10 h 10/) h/)
h

10 10/) h h/)
) h) ) h ) h) )

h
10 10/) h /)
10 h )/) h0 10/) /)
h
1 )
)
1 h )
h )
h
g/)0 h0 g/)
c"
2 2
+ + +
=
+ + +
=
+ + +
+ + +
=
+ + +
+ + + +
=
+

+ +
+
=
+
8
9)ample 1"" Gi%en that F/)0 F 1B)$ show that F/) G 40 3 F/)0 F
4) )
4
2
+

"
8olution:
F/)0 F 1B) and F/) G 40 F
4 )
1
+
$ then
F/) G 40 3 F/)0 F
)
1
4 )
1

+

0 4 ) / )
4 ) )
+

=

4) )
4
2
+

=
9)ample 1"6" Gi%en @/&0 F 4
&
$ show that @/& G 10 3 @/&0 F 3@/&0"
8olution:
@/&0 F 4
&
* @/& G 10 F 4
& G 1
$ then
@/& G 10 3 @/&0 F 4
& G 1
3 4
&

F 4
&
/4 3 10
F 3/4
&
0* 'ut @/&0 F 4
&
"
,herefore: @/& G 10 3 @/&0 F 3 @/&0"
9)ample 1":" #f f/)$ &0 F )
3
G 4)&
2
G &
3
$ show that f/a)$ a&0 F a
3
f/)$ &0"
8olution:
8ince f/)$ &0 F )
3
G 4)&
2
G &
3
$ then
f/a)$ a&0 F /a)0
3
G 4/a)0/a&0
2
G /a&0
3


F a
3
)
3
G 4a
3
)&
2
G a
3
&
3
F a
3
/)
3
G 4)&
2
G &
3
0* 'ut f/)$ &0 F )
3
G 4)&
2
G &
3
,herefore: f/a)$ a&0 F a
3
f/)$ &0"
9
9)ample 1"=" #f f/u$ %0 F
%0" f/u$
%
1
$
u
1
f find $
% u
% u

8olution:
f/u$ %0 F
then $
% u
u D %
u%
u %
u%
u %
%
1
u
1
%
1
u
1
%
1
$
u
1
f and $
% u
% u

+
=
+

=
+

%0" D2f/u$ %0 f/u$
%
1
$
u
1
f ,herefore$
% u
% u
%0 f/u$ 'ut *
% u
% u
% u
2% 2u D
% u
% u D u D %
% u
% D u
% u
u D %
%0" f/u$
%
1
$
u
1
f
=

=
+
+
=
+
+
=
+

+
=

2
10
EERCISES:
1" Ahich of the following represents a functionE
a" ( F L/2$ D30$ /1$ C0$ /C$ C0$ /D1$ D10M
'" > F L/a$ '0N' F e
a
M
c" - F L/)$ &0N & F 2) G 1M
d" D F L/a$ '0N' F
2
a 1 M
e" 9 F L/)$ &0N& F /) D10
2
G 2M
f" F F L/)$ &0N) F /&G10
3
3 2M
g" G F L/)$ &0N)
2
G &
2
F 1M
h. @ F L/)$ &0N) &M
i" # F L/)$ &0N N)N G N&N F 1M
?" < F L/)$ &0N) is positi%e integer and ) F
:
3 &
1
+

M
2" Gi%en the function f defined '& f/)0 F 2)
2
G 3) 3 1$ find:
a" f/C0 f" f/3 3 )
2
0
'" f/1B20 g" f/2)
3
0
c" f/D30 h" f/)0 G f/h0
d" f/4 G 10 i" Of/)0P
2
3 Of/20P
2
e" f/h 3 10 ?" C h *
h
0 ) / f 0 h ) / f

+
3" Gi%en F/)0 F 3 ) 2 + $ find:
a" F/D10 d" F/1B20
'" F/40 e" C h *
h
0 ) / F 0 h ) / F

+
c" F/2) G 30
4. #f /)0 F cos )$ find /C0$ /B20$ /0$ /D)0 and / D &0"
5. #f G/)0 F tan )$ find G/B60$ G/) D B20$ G/D)0 and e)press G/2)0 as function
of G/)0"
6" Find all real %alues of ) such that f/)0 F C for "
2 )
4
1 )
3
0 ) / f

=
:" Find the %alues of ) for which f/)0 F g/)0 where 1 ) 2 0 ) / f = and
g/)0 F ) 3 1"
=" Let f/)0 F a
)
such that f/10 F 6" Ahat is the %alue of aE Ahat is the %alue
of a if f/1B20 F 1B=E
11
9. #f h/)0 F sin )$ show that h/2)0 F 2 h/)0 h/B2 3 )0"
1C" #f g/&0 F
& 1
&

$ show that 0" & / g 0P & / g 0 & / g O