Presentation is loading. Please wait.

Presentation is loading. Please wait.

Lesson 4.3. Earlier you worked with two forms of linear equations: Intercept form: y =a+bx Point-slope form: y=y 1 +b(x-x 1 ) In this lesson you will.

Similar presentations


Presentation on theme: "Lesson 4.3. Earlier you worked with two forms of linear equations: Intercept form: y =a+bx Point-slope form: y=y 1 +b(x-x 1 ) In this lesson you will."— Presentation transcript:

1 Lesson 4.3

2 Earlier you worked with two forms of linear equations: Intercept form: y =a+bx Point-slope form: y=y 1 +b(x-x 1 ) In this lesson you will see how these forms are related to each other graphically. With the exception of vertical lines, lines are graphs of functions. That means you could write the forms above as f(x)=a+bx and f(x)=y 1 +b(x-x 1 ). The investigation will help you see the effect that moving the graph of a line has on its equation. Moving a graph horizontally or vertically is called a translation. The discoveries you make about translations of lines will also apply to the graphs of other functions.

3 In this investigation you will explore what happens to the equation of a linear function when you translate the graph of the line. Youll then use your discoveries to interpret data. Graph the lines in each step on the same set of axes and look for patterns. On graph paper, graph the line y=2x and then draw a line parallel to it, but 3 units higher. What is the equation of this new line? If f (x)=2x, what is the equation of the new line in terms of f (x)?

4 Draw a line parallel to the line y=2x, but shifted down 4 units. What is the equation of this line? If f(x)=2x, what is the equation of the new line in terms of f (x)?

5 Mark the point where the line y=2x passes through the origin. Plot a point right 3 units from the origin. Draw a line parallel to the original line through this point. Use the point to write an equation in point-slope form for the new line. Then write an equation for the line in terms of f (x).

6 Plot a point left 1 unit and up 2 units from the origin. Draw a line parallel to the original line through this point and use the point to write an equation in point-slope form for the new line. Then write an equation for the line in terms of f(x).

7 If you move every point on the function y=f(x) to a new point up k units and right h units, to create a new function g(x), what is the equation of this translated function? (h,k) f(x) g(x)=f(x-h)+k

8 In this investigation you will explore what happens to the equation of a linear function when you translate the graph of the line. Youll then use your discoveries to interpret data. Graph the lines in each step on the same set of axes and look for patterns. On graph paper, graph the line y=2x and then draw a line parallel to it, but 3 units higher. What is the equation of this new line? If f (x)=2x, what is the equation of the new line in terms of f (x)?

9 Set up a course as illustrated in the figure below. Position A, B, and the start should be labeled with the correct distances between the three locations. Set up a walker who will walk at a rate of ½ meter per second.

10 Two students will walk a similar path. Another student will call out the seconds starting at zero seconds. At each second interval, stop and record the time and position of the student. At 0 seconds the student begins to walk at the rate of ½ meter per second toward point A. Record the time and distance of the student from position A for the first 5 seconds. At time 5 seconds, the student will momentarily stop and then begin walking backwards at the same rate. For time seconds, record the time and distance the student is from both point A. For the second path, have a second student again walk at ½ meter per second, but begin at time 0 seconds where the first student was at time 2 seconds on the first walk. Record the time and how far the this student is from position B. For the first three seconds the student should walk forward for and then momentarily stop and then begin walking backwards at the same rate. For the next 7 seconds record the time and position the student is from position B.

11 One students should be selected to walk the course and stand at the start position. Another student will call out the seconds starting at zero seconds. At each second interval, stop and record the following information. The student will walk one path, but we will record two different pieces of information. At 0 seconds: the student begins to walk at the rate of ½ meter per second toward point A. Record the time and distance of the student from position A for the first 2 seconds. At 2 seconds begin collecting data on how far the student is from both points A and B. Adjust the time for position B to begin at zero. At time 5 seconds, the student will momentarily stop and then begin walking backwards at the same rate. For time seconds, record the time and distance the student is from both points A and B. At 10 seconds stop recording the time and position of the student from position A. For the next 2 seconds record the time and distance of the student from position B. Stop collecting data after 2 more seconds.

12 Enter the data in the graphing calculator. Use a Data and Statistics Page. Place Time A, Time B, Distance A, and Distance B each in a list. Open a second Data and Statistics page and split the page so you can create two graphs by using the Tool key. Create one graph for Time A vs. Distance A and a second graph for Time B vs. Distance B. a)How are the two graphs related to each other? b)If As graph is y=f(x), what equation describes Bs graph? Describe how you determined this equation. c)In general, if the graph of y=f(x) is translated horizontally h units and vertically k units, what is the equation of this translated function?

13 Your group will now use motion sensors to create a function and a translated copy of that function. Arrange your group as in the photo to collect data. Person D coordinates the collection of data. At 0 seconds: C begins to walk slowly toward the motion sensors, and A begins to collect data. About 2 seconds: B begins to collect data. About 5 seconds: C begins to walk backward. About 10 seconds: As sensor stops. About 12 seconds: Bs sensor stops and C stops walking

14 After collecting the data, follow Calculator Note 4C to retrieve the data to two calculators and then transmit four lists of data to each group members calculator. Be sure to keep track of which data each list contains.

15 Graph both sets of data on the same screen. Record a sketch of what you see and answer these questions: a)How are the two graphs related to each other? b)If As graph is y=f(x), what equation describes Bs graph? Describe how you determined this equation. c)In general, if the graph of y=f(x) is translated horizontally h units and vertically k units, what is the equation of this translated function?

16 If you know the effects of translations, you can write an equation that translates any function on a graph. No matter what the shape of a function y=f(x) is, the graph of y=f(x-3)+2 will look just the same as y=f(x), but it will be translated up 2 units and right 3 units. Understanding this relationship will enable you to graph functions and write equations for graphs more easily.

17 Describe how the graph of f(x)=4+2(x-3) is a translation of the graph of f(x)=2x. The graph of f(x)=4+2(x-3) passes through the point (3, 4). Consider this point to be the translated image of (0, 0) on f(x)=2x. The point is translated right 3 units and up 4 units from its original location, so the graph of f(x)=4+2(x-3) is the graph of f(x)=2x translated right 3 units and up 4 units.

18 Note that you can distribute and combine like terms in f(x)=4+2(x-3) to get f(x)=-2+2x. The fact that these two equations are equivalent means that translating the graph of f(x)=2x right 3 units and up 4 units is equivalent to translating the line down 2 units. In the graph in the example, this appears to be true.

19 The red graph is a translation of the graph of function f. Write an equation for the red function in terms of f(x). Any point on f(x) can be matched with a point right 2 units and down 3 units on the red function. For example, the image of (1,2) is (1,1). One notation to show this translation is (x, y) (x+2, y-3). The equation of the red graph can be written y-(-3)=f(x-2), or y+3=f(x-2) or y=-3+f(x-2)

20 You can describe or graph a transformation of a function graph without knowing the equation of the function. But in the next few lessons, you will find that knowledge of equations for different families of functions can help you learn more about transformations.


Download ppt "Lesson 4.3. Earlier you worked with two forms of linear equations: Intercept form: y =a+bx Point-slope form: y=y 1 +b(x-x 1 ) In this lesson you will."

Similar presentations


Ads by Google