AP Precalculus Notes Name: Solutions

Topic 1.1: Change in Tandem

Created by Bryan Passwater Mathematical Practices/Skills Highlighted

Identify information from multiple representations.
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Construct equivalent representations of functions.
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Describe the characteristics of a function.

A function is a mathematical relation that maps a set of input values to a set of output values such that each input value is
mapped to exactly one output value.

Note: In previous courses, you may have used the “Vertical Line Test” to determine if a graph is a function or not.
However, in AP Precalculus, we will use the statement “Each input has exactly one output” when explaining why a
given relation is a function…we must connect the inputs and outputs.

Later in this course, we will learn why “the vertical line test” is not a valid explanation for a function.
In Unit 3, we will discover polar functions. Polar graphs often FAIL the vertical line test, but they
ARE actually functions!

The set of input values of a function is called the domain, represented by the independent variable.

The set of output values of a function is called the range, represented by the dependent variable.

A function f is positive when the graph of f lies above the x-axis , i.e. the outputs ( y-values ) are greater than zero.
A function f is negative when the graph of f lies below the x-axis , i.e. the outputs ( y-values ) are less than zero.

Multiple Representations
Throughout this course, we will learn and study concepts utilizing
the four mathematical representations: graphical, analytical
(equations), numerical (tables), and verbal.

To be successful in AP Precalculus, we need to be able to

identify important information from each representation and
construct equivalent representations of functions.

This may sound scary and/or confusing at first, but we will have
lots of opportunities to practice throughout the course –
eventually, these ideas will become part of our natural thought
process when thinking about mathematical concepts!

Notes: Topic 1.1 Change in Tandem Solutions by Ted Gott tedg20776@gmail.com Created by Bryan Passwater
 ← diameter is decreasing→ height increasing at an increasing rate

← diameter is increasing→ height increasing at a decreasing rate

Example 1: The figure shows an empty vase. At time t = 0, water begins pouring into the vase at a constant rate until it
is full. Which of the following could depict this situation, where time, in seconds, is the independent variable, and the
height of the water in the vase, in inches, is the dependent variable?

(A) (B) (C) (D)

Graphical Behavior of Functions

Increasing Decreasing Concave Up Concave Down
As the input values As the input values
increase, the output values increase, the output values The rate of change is The rate of change is
always increase: If 𝑎 < 𝑏, always decrease: If 𝑎 < 𝑏, increasing. decreasing.
then 𝑓(𝑎) < 𝑓(𝑏). then 𝑓(𝑎) > 𝑓(𝑏).

Before we move ahead, it is important that we clarify a few things about the notation and vocabulary that we will use
throughout the course.
First, when describing features on a graph, we generally write the intervals where the graph displays those features. We
will always use the input ( x ) variable when writing intervals.

Notes: Topic 1.1 Change in Tandem Solutions by Ted Gott tedg20776@gmail.com Created by Bryan Passwater
 Graph of f
Example 2: The figure shows the graph of the piecewise function f over the interval 0 £ x £ 9. What are all the
intervals where the graph of f is increasing? The graph of 𝑓 is increasing on the intervals 0 < 𝑥 < 3 and 7 < 𝑥 < 9.

The second thing that needs to be clarified is the phrase “rate of change.” This phrase will be utilized repeatedly
throughout this course (and in AP Calculus), so it is important that we understand its meaning.
Essentially, “rate of change” simply means “slope”. Anytime we see the phrase “rate of change” in this course, we can
generally replace it with the word “slope” to help us better comprehend what is being said.
WORDS MATTER! We must read very carefully in this course. Stating that “ f is increasing” is very different than
stating that “the rate of change of f is increasing”.

Notes: Topic 1.1 Change in Tandem Solutions by Ted Gott tedg20776@gmail.com Created by Bryan Passwater
 Example 3: The graph of h ( t ) and its dashed midline for two full cycles is shown. Five points, F , G, J , K , and P
are labeled on the graph. No scale is indicated, and no axes are presented. The t -coordinate of F is t1 , and the
t -coordinate of G is t2 .
(i) On the interval ( t1 , t2 ) , which of the following is true about h ?
a. h is positive and increasing.
On the AP Exam, FRQ3
b. h is positive and decreasing.
will appear exactly like
c. h is negative and increasing. this example!
d. h is negative and decreasing.

(ii) Describe how the rate of change of h is changing on the interval ( t1 , t2 ) . The rate of change of ℎ is
decreasing because the graph of ℎ is concave down.

Example 4: The graph of h ( t ) and its dashed midline for two full cycles is shown. Five points, F , G, J , K , and P
are labeled on the graph. No scale is indicated, and no axes are presented. The t -coordinate of K is t1 , and the
t -coordinate of P is t2 .
(i) On the interval ( t1 , t2 ) , which of the following is true about h ?
a. h is positive and increasing.
b. h is positive and decreasing.
c. h is negative and increasing.
d. h is negative and decreasing.

(ii) Describe how the rate of change of h is changing on the interval ( t1 , t2 ) . The rate of change of ℎ is
decreasing because the graph if ℎ is concave down.

Notes: Topic 1.1 Change in Tandem Solutions by Ted Gott tedg20776@gmail.com Created by Bryan Passwater
 Graph of k

The figure shows the graph of the function k for the interval 0 £ x £ 9, as well as the six labeled points: A, B, C, D, E,
and F. Use the graph of k for the following examples.

Example 5: On which of the following intervals is k negative and decreasing?

(A) the interval from A to B
(B) the interval from B to C
(C) the interval from D to E
(D) the interval from E to F

Example 6: Which of the following statements about the rate of change of k is true?
(A) The rate of change of k is negative on the interval from A to B.
(B) The rate of change of k is negative on the interval from B to C.
(C) The rate of change of k is positive on the interval from D to E.
(D) The rate of change of k is positive on the interval from E to F.

Example 7: Which of the following statements about the rate of change of k is true?
(A) The rate of change of k is decreasing on the interval from A to B.
(B) The rate of change of k is increasing on the interval from B to C.
(C) The rate of change of k is increasing on the interval from D to E.
(D) The rate of change of k is decreasing on the interval from E to F.

Example 8: On which of the following intervals is k increasing and the graph of k concave down?
(A) the interval from A to B
(B) the interval from B to C
(C) the interval from C to D
(D) the interval from D to E

Notes: Topic 1.1 Change in Tandem Solutions by Ted Gott tedg20776@gmail.com Created by Bryan Passwater
 Graph of f
The figure shows the graph of the function f on the interval -5 £ x £ 5.

Example 9: On what intervals is f decreasing? 𝑓 is decreasing on the interval −1 < 𝑥 < 2.

Example 10: On what intervals is f both negative and increasing? 𝑓 is negative and increasing on the interval
−5 < 𝑥 < −3.

Graph of g
The figure shows the graph of the function g on the interval -5 £ x £ 5. Point A is located at ( -1, 0 ) and is the only
point where the graph of g changes concavity.

Example 11: On what intervals is g decreasing and the graph of g concave up? 𝑔 is decreasing and the graph of 𝑔 is
concave up on the interval −1 < 𝑥 < 1.

Example 12: On what intervals is the rate of change of g positive and decreasing? The rate of change of 𝑔 is positive
and decreasing on the interval −5 < 𝑥 < −3.

Notes: Topic 1.1 Change in Tandem Solutions by Ted Gott tedg20776@gmail.com Created by Bryan Passwater