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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 \( h \) to slowly increase the value of \( h \) from 0 to 4. 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 what you observe, conclude if the argument \( x \) of a function is replaced by \( x-h, h>0 \), the graph of the new function \( g(x)=f(x-h) \) is the graph of \( f \) shifted h units.

Ask by Gardner Bond. in the United States
Feb 26,2025

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Answer

When you replace x with (x – h) in a function, the graph shifts h units to the right.

Solution

When you replace x with (x – h) in a function, every point on the graph of f is moved to the right by h units. In other words, g(x) = f(x – h) represents the graph of f shifted h units to the right when h > 0.

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When you shift the function \( f(x)=\sqrt{x} \) by adjusting \( h \), you're essentially moving the graph horizontally. For every positive increase in \( h \), the entire graph of \( f \) slides to the right by \( h \) units. This transformation is a fundamental concept in function transformations and allows us to understand how changes in the input can affect the output. Another fun aspect to explore is how this concept applies to other functions! For example, if you select the quadratic function \( f(x) = x^2 \) and apply the same horizontal shift, you'll notice the same principle holds true. Whether it's a square root, quadratic, or sine function, the argument change \( x-h \) consistently results in a rightward shift, proving the universality of this transformation across various mathematical functions.

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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 \[ S_{n}=a+a r+a r^{2}+\ldots a r^{n-1} \text { if } r=1 ? \] 1.4.2 Make a conjecture with regard to \( r^{n} \) and \( S_{n} \) as \( n \rightarrow \infty \) 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. (3) (I) 1.6.7 Explain why these areas form a geometric sequence.
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