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time to learn to use it well. On the other hand, if the product meets or exceeds customer expectations, and training and transition of support to the groups that will provide support from now on are successful, then the product or service is much more likely to be accepted and used by the customer. And the value of the project is only realized if the customers use the product or service. A well-managed transition to production stage will have customers using and getting value from the product or service faster and also reduce support costs over the long term. Greater value at lower cost equals increased net value for the life of the product or service.

For the characteristics given in Fig. 9.13, maximum HHP would occur This confirms that at 58 gpm for 3,600 rpm, and 29 gpm for 1,800 rpm. speed should be varied with flow if the most efficient conditions are to be maintained. Manipulation of speed is therefore economically justified with large pumps. Many pumps are driven by steam turbines, which are equipped with governors capable of being set pneumatically or electrically. Others are driven by constant-speed electric motors through hydraulic or magnetic couplings. The speed of the pump shaft can usually be varied from 0 to 100 percent of motor speed by adjusting the degree of coupling. To fully assess the characteristics of speed manipulation, the flow process must be combined with the pump parameters. Flow through a

This is an open-book quiz You may (and should) refer to the text as you solve these problems Don t hurry! You ll find worked-out answers in App B The solutions in the appendix may not represent the only way a problem can be figured out If you think you can solve a particular problem in a quicker or better way than you see there, by all means try it! 1 Use algebra to find the inverse of the relation f (x) = 2x + 4 2 Use algebra to find the inverse of the relation g(x) = x2 4x + 4 3 Use algebra to find the inverse of the relation h(x) = x3 5 4 Determine the real-number domains and ranges of the relations and inverses from the statements and solutions of Problems 1, 2, and 3 5 Consider the two-space relation x2/4 y2/9 = 1 Figure 12-12 is a graph of this relation in Cartesian coordinates It s a hyperbola centered at the origin, opening to the right and left, and crossing the x axis at (2,0) and ( 2,0)

Call the independent variable x and the dependent variable y Call the relation f Determine f (x) and f 1(x) mathematically State them both using relation notation 6 What is the real-number domain of the relation f (x) that you determined when you solved Problem 5 What is its real-number range 7 Sketch a graph of the inverse relation you found when you solved Problem 5 What is its real-number domain What is its real-number range 8 The relation described and graphed in Problem 5 can be modified by restricting its domain to the set of reals greater than or equal to 2 Show graphically, by means of the vertical-line test, that this restriction makes the inverse f 1 into a function 9 The relation described and graphed in Problem 5 can be modified by restricting its domain to the set of reals smaller than or equal to 2 Show graphically, by means of the vertical-line test, that this restriction makes the inverse f 1 into a function 10 The relation described and graphed in Problem 5 can be modified by restricting its range to the set of nonnegative reals Show graphically, and by means of verticalline tests, that this restriction makes f into a function, but does not make f 1 into a function

Key points of the transition stage Resources assigned to the transition stage Roles in the transition stage Inputs of the transition stage Process of the transition stage Outputs of the transition stage Tools for the transition stage Key concepts for the transition stage Conclusion: Completing the circle Our case study: No, no, that cable goes there! Your project for learning Questions for learning

In this chapter, we ll learn the fundamental properties of curves called conic sections These curves include the circle, the ellipse, the parabola, and the hyperbola The conic sections can always be represented in the Cartesian plane as equations that contain the squares of one or both variables