2. 利用奇偶性
例4 已知函數(shù)f(x)=ax5+bsinx+3,且f(-3)=7,求f(3)的值.
分析 f(x)的解析式含有兩個(gè)參數(shù)a、b,卻只有一個(gè)條件f(-3)=7,無法確定a、b的值,因此f(x)仍是抽象函數(shù),但我們注意到g(x)=ax5+bsinx是奇函數(shù),有g(shù)(-3)=-g(3).
解 設(shè)g(x)=ax5+bsinx,顯然g(x)是奇函數(shù),
∵ f(-3)=7,
∴ f(-3)=g(-3)+3=-g(3)+3=7 g(3)=-4,
∴ f(3)=g(3)+3=-4+3=-1.
函數(shù)的特征是通過函數(shù)的性質(zhì)反映出來的,抽象函數(shù)也不例外,只有充分利用題設(shè)條件所表明的函數(shù)的性質(zhì),靈活進(jìn)行等價(jià)轉(zhuǎn)化,抽象函數(shù)問題才能峰回路
轉(zhuǎn)、化難為易.
1. 利用單調(diào)性
例3 設(shè)f(x)是定義在(0,+∞)上的增函數(shù),滿足f(xy)=f(x)+f(y), f(3)=1,解不等式f(x)+f(x-8)≤2.
解 ∵ 函數(shù)f(x)滿足f(xy)=f(x)+f(y), f(3)=1,
∴ 2=1+1=f(3)+f(3)=f(9),
由f(x)+f(x-8)≤2,得 f[x(x-8)]≤f(9),
∵ 函數(shù)f(x)是定義在(0,+∞)上的增函數(shù),
則
∴ 不等式解集為 {x|8<x≤9}.
有些抽象函數(shù)問題,用常規(guī)解法很難解決,但與具體函數(shù)“對(duì)號(hào)入座”后,問題容易迎刃而解.這種方法多用于解填空題、選擇題、解答題的解題后的檢驗(yàn),但解答題的解答書寫過程一般不能用此法.
例1 若函數(shù)f(x)與g(x)在R上有定義,且f(x-y)=f(x)g(y)-g(x)f(y),
f(-2)=f(1)≠0,則g(1)+g(-1)= .
解 因?yàn)?f(x-y)=f(x)g(y)-g(x)f(y), 這是兩角差的正弦公式模型,
又f(-2)=f(1)≠0,
則可取
于是 f(-1-1)=f(-1)g(1)-g(-1)f(1)
例2 設(shè)函數(shù)f(x)是定義在R上的減函數(shù),且滿足f(x+y)=f(x)f(y),
f(-3)=8,則不等式f(x)f(x-2)< 的解集為 .
解 因?yàn)楹瘮?shù)f(x)滿足f(x+y)=f(x)f(y),這是指數(shù)函數(shù)模型,
又 f(-3)=8,
則可取
∵f(x)f(x-2)<
∴<, 即<,
∴ 2x-2 >8, 解不等式,得 x>5,
∴ 不等式的解集為 {x|x>5}.
8.(★★★★★)The old man was once________ sing the song.
A.listened to B.listening to
C.listened to to D.listen to
7.(★★★★)-Have you anything________ there.
-No.Thank you just the same.
A.should be taken B.to be taken
C.to take D.which should be taken
6.(★★★★★)Every minute is made full________ of________ our lessons well.
A.to use;study B.use;studying
C.use;to study D.used;studying
5.(★★★★★)The way they talked________ the problem seemed impossible.
A.about settling B.to settle
C.of settling D.about to settle
4.(★★★★★)Tom did whatever he could________ those who were in trouble.
A.to help B.help C.helping D.do help
3.(★★★★)They had nothing else to do but________ a doctor.
A.call for B.to send C.to call on D.send for
2.(★★★★)I lost my way in complete darkness and,________ matters worse,it began to rain.
A.made B.having made C.making D.to make
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