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Use the guided visualization to answer the question. Click here to open the guided visualization. Use the drop-down menu to select the square root \( (\sqrt{x}) \) function. The basic function \( f(x)=\sqrt{x} \) is drawn in a dashed-blue line with two key points labeled. Now, use the slider labeled \( k \) to slowly increase the value of \( k \) from 0 to 3. As you do this, notice the form of the function \( g(x)=f(x-h)+k \) labeled in green. Repeat this for other functions available in the drop-down menu. Based on whatt you observe, conclude if a positive real number \( k \) is added to the output of a function \( y=f(x) \), the graph of the new function \( g(x)=f(x)+k \) is the graph of \( f \) shifted

Ask by Perkins Reed. in the United States
Feb 26,2025

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When you add a positive number k to the function's output, the graph of the function moves upward by k units.

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When you add a positive number k to the function's output, the entire graph of f(x) moves upward by k units. In other words, every point (x, y) on the graph of f(x) becomes (x, y + k) on the graph of g(x) = f(x) + k, resulting in an upward shift.

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When you increase the value of \( k \), you will notice that the entire graph of the square root function shifts vertically upwards by \( k \) units. This means that every point on the original \( f(x) = \sqrt{x} \) moves the same distance upward without altering its shape. So, for example, if \( k = 2 \), every point on the graph of \( \sqrt{x} \) will be 2 units higher, making it a simple translation. Now, if you experiment with the other functions in the drop-down menu, you can see how the same principle applies: adding \( k \) consistently shifts the graph upwards regardless of the original function's shape. This intuitive behavior reflects a fundamental property of function transformations, making it easier to visualize how modifications to output affect the overall graph. Grab your imaginary paintbrush and start painting those graphs upward!

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1.3.2 Make a conjecture with regard to \( r^{n} \) and \( S_{n} \) as \( n \rightarrow \infty \) (2) 1.4 CASE 3: \( r=1 \) 1.4.1 What is the sum of the geometric series \[ S_{n}=a+a r+a r^{2}+\ldots a r^{n-1} \text { if } r=1 \text { ? } \] 1.4.2 Make a conjecture with regard to \( r^{n} \) and \( S_{n} \) as \( n \rightarrow \infty \) (2) 1.5 CASE 4: \( r=-1 \) 1.5.1 What is the sum of the geometric series \[ S_{n}=a+a r+a r^{2}+\ldots a r^{n-1} \text { if } r=-1 ? \] 1.5.2 Do the sums above approach some finite particular number as \( n \rightarrow \infty \) i.e. is the sequence divergent or convergent? 1.6 CASE 5: \( -1<r<1 \) REQUIREMENTS: - One A4 papers - Provided grid 1.6.1 Write THREE possible values of \( r \) such that \( -1<r<1 \). 1.6.2 Step 1. Cut the A4 size paper along the longest side into two equal Rectangles and define their areas to be 16 unit \( ^{2} \). 1.6.3 Step 2. Place one half of the rectangle in Step 1 on the desktop and cut the other half along the longest side in to two equal rectangles. 1.6.4 Step 3. Place one half of the rectangle in Step 2 on the desktop and cut the other half along the longest side into two equal rectangles. 1.6.5 Step 4. Continue with the procedures from Step 3 until you find it too difficult to fold and cut the piece of paper you are holding. 1.6.6 Step 5. The first piece of paper you placed on the desktop has an area of \( \frac{1}{2} \) the area of the A4. The second piece of paper has an area of \( \frac{1}{4} \) the area of the A4. Write the areas of the next three pieces of paper. 1.6.7 Explain why these areas form a geometric seauence
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