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A function is a machine: put a number in, get one out. Composite functions chain two machines together, and inverse functions run a machine backwards. The two ideas you must nail are the order of composition and the domain–range swap of an inverse.
The big picture
Thinking of a function as a — input, transform, output — is one of the most powerful mental shifts in A-Level. It reframes everything: a composite is two processes back-to-back, and an inverse is the process run in reverse. This language underpins the chain rule in calculus, transformations of graphs, and later work on exponentials and logarithms (which are inverse functions of each other). The two habitual pitfalls — reading in the wrong order, and forgetting that an inverse swaps domain and range — are worth crushing now, because they echo through the rest of the course.
What you'll be able to do
A takes each input to exactly one output. The set of allowed inputs is the ; the set of resulting outputs is the . For with domain all real numbers, the range is , because squaring never gives a negative.
Keeping domain and range straight matters enormously for inverses, because — as you will see — an inverse simply swaps them.
The composite means “do first, then feed the result into ”: . The function nearest the acts first. This order is not a convention you can bend — and are usually completely different.
The function written closest to the is applied first. A useful check: substitutes into , so ’s output becomes ’s input.
The inverse undoes : if turns 3 into 7, then turns 7 back into 3. To find it, write , rearrange to make the subject, then swap the letters. Crucially, is the reciprocal — the here means “inverse”, not “to the power ”.
Because an inverse reverses inputs and outputs, the is the , and vice versa. Graphically, is the reflection of in the line .
Tip — Check an inverse by composing: should simplify to . If it does not, you have made a slip.
An inverse exists only if the function is — each output comes from exactly one input. fails this on all reals, because and both map to , so the “inverse” would not know which to return. The fix is to (e.g. ), making it one-to-one so is well defined.
The reflection-in- picture explains the one-to-one rule visually: reflecting a curve that fails the “horizontal line test” produces something that fails the vertical line test — i.e. not a function. Restricting the domain removes the ambiguity.
Think like an examiner
Common misconceptions
Functions toolkit
Stretch yourself
Given for , find and show that is its own inverse.
Hint — Set , multiply out, collect the terms and make the subject, then swap letters.
Questions students ask
Key takeaways
How this fits the course
Test yourself
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