6. (4, 5) 4 2 (1, 2) 1 2 3 4 5 6 3. Identify or sketch each of the quantities on the figure. (a) f(1) and f(4) (b) f(4) – f(1) f(4) – f(1) (x – 1) + f(1) 4 - 1 - (с) у 3D 1.

Calculus: Early Transcendentals
8th Edition
ISBN:9781285741550
Author:James Stewart
Publisher:James Stewart
Chapter1: Functions And Models
Section: Chapter Questions
Problem 1RCC: (a) What is a function? What are its domain and range? (b) What is the graph of a function? (c) How...
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Slopes of Secant Lines. Use the graph shown in the figure.

**Transcription for Educational Website:**  

**Graph Analysis and Function Identification:**

The figure shows a graph of a function, denoted as \( f \), plotted on a coordinate plane with the x-axis ranging from 0 to 6 and the y-axis ranging from 0 to 6. The graph is a curve passing through key points labeled as \((1, 2)\) and \((4, 5)\).

**Questions and Instructions for Students:**

3. Identify or sketch each of the quantities on the figure:

   (a) \( f(1) \) and \( f(4) \)

   (b) \( f(4) - f(1) \)

   (c) \( y = \frac{f(4) - f(1)}{4 - 1}(x - 1) + f(1) \)

**Detailed Explanation of the Graph:**

- **Point (1, 2):** This indicates that when \( x = 1 \), the function \( f(x) \) equals 2, thus \( f(1) = 2 \).
- **Point (4, 5):** This indicates that when \( x = 4 \), the function \( f(x) \) equals 5, thus \( f(4) = 5 \).

**Exercises:**

- **(a)** Calculate \( f(1) \) and \( f(4) \) using the points provided.
- **(b)** Determine the difference between the function values at \( x = 4 \) and \( x = 1 \), noted as \( f(4) - f(1) \).
- **(c)** Use the linear equation \( y = \frac{f(4) - f(1)}{4 - 1}(x - 1) + f(1) \) to sketch or identify the line passing through these points as a linear approximation between the two points. This represents the slope-intercept form of a line where the slope is given by the difference in y-values divided by the difference in x-values between points \((1, 2)\) and \((4, 5)\).
Transcribed Image Text:**Transcription for Educational Website:** **Graph Analysis and Function Identification:** The figure shows a graph of a function, denoted as \( f \), plotted on a coordinate plane with the x-axis ranging from 0 to 6 and the y-axis ranging from 0 to 6. The graph is a curve passing through key points labeled as \((1, 2)\) and \((4, 5)\). **Questions and Instructions for Students:** 3. Identify or sketch each of the quantities on the figure: (a) \( f(1) \) and \( f(4) \) (b) \( f(4) - f(1) \) (c) \( y = \frac{f(4) - f(1)}{4 - 1}(x - 1) + f(1) \) **Detailed Explanation of the Graph:** - **Point (1, 2):** This indicates that when \( x = 1 \), the function \( f(x) \) equals 2, thus \( f(1) = 2 \). - **Point (4, 5):** This indicates that when \( x = 4 \), the function \( f(x) \) equals 5, thus \( f(4) = 5 \). **Exercises:** - **(a)** Calculate \( f(1) \) and \( f(4) \) using the points provided. - **(b)** Determine the difference between the function values at \( x = 4 \) and \( x = 1 \), noted as \( f(4) - f(1) \). - **(c)** Use the linear equation \( y = \frac{f(4) - f(1)}{4 - 1}(x - 1) + f(1) \) to sketch or identify the line passing through these points as a linear approximation between the two points. This represents the slope-intercept form of a line where the slope is given by the difference in y-values divided by the difference in x-values between points \((1, 2)\) and \((4, 5)\).
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