Unit 1 · 30 to 40% of the exam
Unit 1 practice test: Polynomial and Rational Functions
twelve questions, every option explained
12 exam-style questions from the unit, free, with an explanation for every option. Most have four answer choices, as on the real exam, and a few ask you to type a value or an expression; sets share one graph or table. Covers: Change in Tandem; Rates of Change; Rates of Change in Linear and Quadratic Functions; Polynomial Functions and Rates of Change; Polynomial Functions and Complex Zeros; Polynomial Functions and End Behavior; Rational Functions and End Behavior; Rational Functions and Zeros; Rational Functions and Vertical Asymptotes; Rational Functions and Holes; Equivalent Representations of Polynomial and Rational Expressions; Transformations of Functions; Function Model Selection and Assumption Articulation; Function Model Construction and Application.
Graph
Volume of an open box
1. Which type of function model is most appropriate for the box volume as a function of the cut size ?
- Quadratic, because the data rise and then fall
- Cubic, because volume is length times width times height, each depending on
- Linear, because the cut size changes by equal steps
- Quadratic, because area depends on two lengths
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The box is by by , so , a product of three linear factors: a cubic. Volume contexts suggest cubic models.
- Quadratic, because the data rise and then fall: Rising then falling fits a cubic here too; the volume context points to degree .
- Correct: Cubic, because volume is length times width times height, each depending on : Three dimensions, each linear in , multiply to a cubic.
- Linear, because the cut size changes by equal steps: Equal steps in the input say nothing about the model type by themselves.
- Quadratic, because area depends on two lengths: Volume uses three lengths, not two.
2. What domain does the context allow for the volume model?
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The cut must have positive size, and two cuts of must fit along a -inch side: , so . At there is no base left.
- : Two cuts come out of each side, so .
- : A cut of inches is impossible on a -inch sheet.
- Correct: : Positive cuts that leave a base.
- : These are only the cut sizes plotted; any size between and makes a box.
3. Which is an assumption built into the model ?
- The sheet has no thickness, so the folded sides add nothing to the size
- The volume increases as the cut size increases
- The cuts are whole numbers of inches
- The box has a lid
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The formula uses the full for the inside length, which treats the material as having no thickness. Real cardboard would make the box a little smaller inside.
- Correct: The sheet has no thickness, so the folded sides add nothing to the size: The formula ignores the thickness of the sheet.
- The volume increases as the cut size increases: The plot shows the volume rising and then falling.
- The cuts are whole numbers of inches: Any cut size between and works in the formula.
- The box has a lid: The box is open; the formula has no lid in it.
Graph
Concentration of a medicine
4. The concentration of a medicine in the blood is milligrams per liter, hours after a dose. Using average rates of change on and , at which time is the concentration changing faster?
- At , because
- At : about against about
- At both times equally, because the intervals have the same length
- At : about compared with about
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- At , because : A larger output does not mean a faster change. Compare the rates: about at .
- Correct: At : about against about : Right: the average rate on is about and on about .
- At both times equally, because the intervals have the same length: Equal lengths make the rates fair to compare, but the rates themselves differ.
- At : about compared with about : These are values of at and , not rates of change.
5. The concentration of a medicine in the blood is milligrams per liter, hours after a dose. The average rate of change of on is . Which sentence interprets it?
- From to , rose an average of milligrams per liter per hour.
- After hours, the concentration is milligrams per liter.
- From on, rises by exactly milligrams per liter in each hour.
- The concentration falls by milligrams per liter each hour.
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A positive average rate of change means the output went up over the interval; its value is the average change in output per unit of input.
- Correct: From to , rose an average of milligrams per liter per hour.: Right:
, in milligrams per liter per hour. - After hours, the concentration is milligrams per liter.: ; is a rate, not a concentration.
- From on, rises by exactly milligrams per liter in each hour.: An average on says nothing about later hours, and the rate is not constant.
- The concentration falls by milligrams per liter each hour.: A positive rate means the output rises as time goes on.
6. The concentration of a medicine in the blood is milligrams per liter, hours after a dose. Which interval's average rate of change gives the best estimate of how fast changes at ?
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The shorter the interval around a point, the closer the average rate of change is to how fast the function changes at that point.
- : A long interval mixes the fast early change with the slow later change.
- : This interval is long and starts at , so it reflects mostly later, slower change.
- Correct: : Right: a short interval around uses outputs very close to the one at .
- : Better than a long interval, but is much shorter around .
7. For , how do and vary together?
- As increases, increases.
- As increases, decreases, by for each that goes up.
- As increases, decreases, by for each that goes up.
- stays at as changes.
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Compare outputs: , , . The input and output move in opposite directions, and the output changes by for every -unit step in the input.
- As increases, increases.: Try two inputs: gives and gives . The output went down.
- Correct: As increases, decreases, by for each that goes up.: Right: each -unit increase in subtracts another from .
- As increases, decreases, by for each that goes up.: is the output at ; the change per unit is the .
- stays at as changes.: The term changes whenever changes.
8. What is the average rate of change of on ?
No calculator. Type the exact value (a fraction, π, e or a root is fine).
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A linear function has the same average rate of change on every interval: its slope, . Check:
- Answer: -3
9. What are the degree and the leading coefficient of ?
- Degree , leading coefficient
- Degree , leading coefficient
- Degree , leading coefficient
- Degree , leading coefficient
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Multiplying the from each factor gives the leading term : degree , leading coefficient .
- Correct: Degree , leading coefficient : Right: the highest power is , with coefficient .
- Degree , leading coefficient : Count every factor of : has three.
- Degree , leading coefficient : is the constant term, ; the leading coefficient multiplies the in each factor.
- Degree , leading coefficient : Keep the sign: the factor in front is .
10. A polynomial function of degree has real coefficients. Its zeros include , with multiplicity , and . How many more zeros does have, counting multiplicity?
No calculator. Type the exact value (a fraction, π, e or a root is fine).
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Degree means zeros counting multiplicity. Known: , , and its conjugate . That is , so more remains (and it must be real).
- Answer: 1
11. Which describes as ?
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For large the leading term dominates. If is negative, is negative and is positive: .
- : is positive for negative : a negative times a negative.
- : is the leading coefficient, not a value the outputs approach.
: The coefficients do not give the limit; the leading term does. - Correct: : Right: the leading term is positive and huge for large negative .
12. What is ?
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Equal degrees: the limit is the ratio of the leading coefficients, .
- : Equal degrees: the outputs level off instead of growing.
- : That compares non-leading terms; use the leading terms.
- : Divide by the denominator's leading coefficient too: .
- Correct: : Right: .