Unit #5 : Exponential Functions (10 days + 1 jazz day + 1 summative evaluation day)

BIG Ideas:
Students will:
• Collect primary data and investigate secondary data that can be modelled as exponential growth/decay functions
• Make connections between numeric, graphical and algebraic representations of exponential functions
• Identify key features of the graphs of exponential functions (e.g., domain, range, y-intercept, horizontal asymptote, increasing and decreasing)
• Apply an understanding of domain and range to a variety of exponential models
• Solve real-world applications using given graphs or equations of exponential functions
• Simplify and evaluate numerical expressions involving exponents

DAY Teaching/Assessment Notes and

Lesson Title & Description 2P 2D Expectations Curriculum Sample Problems

Piles of Homework distinguish exponential functions from linear and quadratic functions by Sample problem: Explain in a variety of
EF1.06 making comparisons in a variety of ways (e.g., comparing rates of ways how you can distinguish the exponential
• Distinguish exponential functions from change using finite differences in tables of values; identifying a constant function f (x) = 2x from the quadratic function
1 linear and quadratic by examining tables ratio in a table of values; inspecting graphs; comparing equations), f (x) = x2 and the linear function f (x) = 2x.
N N 9
of values and graphs within the same context when possible (e.g., simple interest and
compound interest; population growth)
Lesson Included
Investigating Exponential Growth Sample problem: Collect data and graph the
cooling curve representing the relationship
• Collect data that can be modelled as between temperature and time for hot water
2 exponential growth functions through cooling in a porcelain mug. Predict the shape
investigation and from secondary sources of the cooling curve when hot water cools in
• Make connections to First Differences and collect data that can be modelled as an exponential function, through an insulated mug. Test your prediction.
investigation with and without technology, from primary sources, using
constant ratios a variety of tools (e.g., concrete materials such as number cubes, coins;
EF2.01
measurement tools such as electronic probes), or from secondary
Lesson Included N N sources (e.g., websites such as Statistics Canada, E-STAT), and graph
9 the data
Investigating Exponential Decay
3 • Collect data that can be modelled as
exponential decay functions
• Make connections to First Differences and
constant ratios
Lesson Included

Grade 11 U/C – Unit 5: Exponential Functions 1

 Investigating The Graphs of Exponential graph, with and without technology, an exponential relation, given its Sample problem: Graph f (x) = 2x, g(x) = 3x,
equation in the form y = ax ( a > 0, a ≠ 1), define this relation as the and h(x) = 0.5x on the same set of axes. Make
Functions – Day 1 function f (x) = ax, and explain why it is a function; comparisons between the graphs, and explain
• Graph exponential functions in the form EF1.03
the relationship between the y-intercepts.
y = ab x where b>0 and a=1
9

4 • Identify key features (y-intercept,

determine, through investigation, and describe key properties relating to
increasing or decreasing, domain and domain and range, intercepts, increasing/decreasing intervals, and
range, horizontal asymptotes, constant asymptotes (e.g., the domain is the set of real numbers; the range is the
EF1.04
ratio) set of positive real numbers; the function either increases or decreases
9 throughout its domain) for exponential functions represented in a variety
of ways [e.g., tables of values, mapping diagrams, graphs, equations of
Lesson Included the form f (x) = ax (a > 0, a ≠ 1), function machines]

Investigating The Graphs of Exponential

Functions – Day 2 N N
• Graph exponential functions in the form
y = ab x where b>0 and a>1
• Identify key features (y-intercept,
increasing or decreasing, domain and
5 range, horizontal asymptotes, constant
ratio)

Lesson Included

Domain and Range in Real World identify exponential functions, including those that arise from real-world
applications involving growth and decay (e.g., radioactive decay,
Applications population growth, cooling rates, pressure in a leaking tire), given
• Identify exponential functions that arise various representations (i.e., tables of values, graphs, equations), and
from real world applications involving explain any restrictions that the context places on the domain and range
EF2.02 (e.g., ambient temperature limits the range for a cooling curve);
6 growth and decay N N
9
• Determine reasonable restrictions on the
domain and range

Lesson Included

Grade 11 U/C – Unit 5: Exponential Functions 2

 How an Infectious Disease can Spread identify exponential functions, including those that arise from real-world This activity requires advanced preparation.
applications involving growth and decay (e.g., radioactive decay, Full Teacher Notes are provided in BLM 5.7.2
• Simulate the spread of an infectious population growth, cooling rates, pressure in a leaking tire), given
disease and analyze the results various representations (i.e., tables of values, graphs, equations), and
• Determine restrictions that must be placed EF2.02 explain any restrictions that the context places on the domain and range
7 N N (e.g., ambient temperature limits the range for a cooling curve);
on the domain and range in order to apply 9
an exponential model

Lesson Included
Developing and Applying Exponent Laws determine, through investigation (e.g., by patterning with and without a Note: Students don’t actually solve
calculator), the exponent rules for multiplying and dividing numerical exponential equations in this course so the
• Investigate to develop exponent laws for expressions involving exponents [e.g.,(½)3 x (½)2 ], and the exponent main use of these exponent rules would likely
multiplying and dividing numerical EF1.05
N C rule for simplifying numerical expressions involving a power of a power be to help develop an understanding of
expressions involving exponents and for 9 [e.g.,(53)2 ], and use the rules to simplify numerical expressions rational exponents (see sample problem
finding the power of a power . containing integer exponents [e.g., (23 )(25) = 28 ]; below) and to understand the compound
interest formula
• Investigate to find the value of a power
with a rational exponent (e.g., use a determine, through investigation using a variety of tools (e.g., calculator, Sample problem: The exponent laws suggest
paper and pencil, graphing technology) and strategies (e.g., patterning; 1 1
graphing calculator to find the value for EF1.01 finding values from a graph; interpreting the exponent laws), the value that 4 2 × 4 2 = 41 . What value would you
1
1 N N m 1
4 or
2 27 3 by entering an exponential ; n assign to 4 2 ? What value would you assign
of a power with a rational exponent (i.e., x , where x > 0 and m and 1
8,9 function with the given base and then n are integers)
using TRACE.) to 27 3 ? Explain your reasoning. Extend
• Evaluate numerical expressions with your reasoning to make a generalization
EF1.02 evaluate, with and without technology, numerical expressions 1
rational bases and integer/rational containing integer and rational exponents and rational bases [e.g., 2-3, (– about the meaning of x n , where x > 0 and n
exponents. 1 is a natural number.
• Note: Students only work with numerical ; 6)3, 4 2 , 1.01120];
Suggestion: Teachers may want to have
expressions students explore on sketchpad or with a
N C graphing calculator. Students can graph y =
4x and then examine the y-value when x = ½
and then graph y = 9x and examine the y-
value when x= ½ and so on.

and/or

Grade 11 U/C – Unit 5: Exponential Functions 3

 Using Graphical and Algebraic Models solve problems using given graphs or equations of exponential functions Sample problem: The temperature of a
arising from a variety of real-world applications (e.g., radioactive decay, cooling liquid over time can be modelled by
• Students will solve problems using given population growth, height of a bouncing ball, compound interest) by the exponential function
graphs or equations of exponential interpreting the graphs or by substituting values for the exponent into x
functions the equations ⎛ 1 ⎞ 30
T ( x) = 60 ⎜ ⎟ + 20 , where T(x) is the
• Help students make connections between ⎝2⎠
the algebraic model of the exponential temperature, in degrees Celsius, and x is the
function and the real-world application elapsed time, in minutes. Graph the function
(i.e. help students understand the EF2.03 and determine how long it takes for the
10 N N temperature to reach 28ºC.
meanings of a and b in the context of the 9
problem)
• Note: Students are not required to generate
the equation on their own, but should be
encouraged to explain the parameters in
the context of the problem.

Lesson Included
Review Day (Jazz Day)
11

Summative Evaluation
12

Grade 11 U/C – Unit 5: Exponential Functions 4

 Unit 5 : Day 1 : Piles of Homework Grade 11 U/C
Description/Learning Goals Materials
Minds On: 20 • Distinguish exponential functions from linear and quadratic functions in a • BLM 5.1.1
variety of ways (eg. Comparing rates of change using finite differences; • BLM 5.1.2
Action: 35 inspecting graphs, identifying a constant ratio in a table) • BLM 5.1.3
• Bundle of
Consolidate:20 photocopy paper
• 6 file folders
• post-it notes
Total=75 min • 25 paper clips
Assessment
Opportunities
Minds On… Individual Æ Activating Prior Knowledge
Paper folding – review of exponents
Students receive a piece of paper. Have students fold paper in half and record
the number of layers. Repeat this process and have students record the
number of folds and the number of layers created by the fold. Connections
can then be made to powers of 2.

For the Action!

Whole class Æ Guided Exploration component, have
Write the list as a sequence to look for a pattern (constant ratio). paper available for
Write some other patterns that use constant ratio on the board and ask learners to use for
students to complete the patterns and identify how they filled in the missing representation.
parts.
Action! Jigsaw Æ Investigation
Students are first organized into home groups of 3. Each member will then be
For the small group
assigned a number. The home groups will then divide into 6 groups. There activity, it is
should be two groups of 1s, 2s, and 3s. recommended to try
In each group, one student is selected to play the role of Teacher. Provide a jig-saw form of
each group a set of instructions from BLM 5.1.1. The Teacher in the group cooperative
learning. Additional
receives a file folder that has groups of paper clipped together. Each set of information on the
clipped papers represents the homework for one day. The Teacher hands out jig-saw form can be
the homework one day at a time and the students will record how many pages found in Think
of homework they have received in total. The students record the work on Literacy. Cross-
curricular
BLM 5.1.2. Approaches Grades
After recording the data, the students return to the home group to share the 7- 12. 2003. pg. 170.
data. In the home group, the students complete the remainder of BLM 5.1.2

Mathematical Process Focus: Problem solving (students decide on

which model is being shown), connecting (students are using skills
developed for selecting a type of model), representing (students represent a
situation with a model).
Consolidate Whole Class Æ Guided discussion Literacy Strategy:
Debrief Students can begin
Discuss with the class the questions from BLM 5.1.1 about how much to add information to
homework they would have received in 30 days from each class. the Exponential
Whole Class Æ Note taking FRAME Model
(BLM 5.1.3).
Guiding question: Can first and second differences be used to determine if a (F unction,
model is an exponential model? The teacher guides the class through R epresentation,
developing a note and introduction of key term constant ratio. A nd,
M odel,
Example) The
Begin to build the Exponential FRAME with students (BLM 5.1.3). FRAME can be
extended throughout
the unit.

Home Activity or Further Classroom Consolidation

Concept Practice The teacher provides students with additional tables of values that include
linear / quadratic/ exponential values and students are to try and determine
which model the table of values represents.

Grade 11 U/C – Unit 5: Exponential Functions

5
5.1.1 Piles of Homework
Photocopy this sheet and cut into sections to give to groups.

Scenario: You have discovered that three of your teachers give out homework in different ways. How
much homework will you have on your homework pile?

Class A
How much homework do you get from your teacher?
Record how many pieces of paper you have in total at the end of each day in your table.

After 30 days, how many pieces of paper will you have been given?

Scenario: You have discovered that three of your teachers give out homework in different ways. How
much homework will you have on your homework pile?

Class B
How much homework do you get from your teacher?
Record how many pieces of paper you have in total at the end of each day in your table.

After 30 days, how many pieces of paper will you have been given?

Scenario: You have discovered that three of your teachers give out homework in different ways. How
much homework will you have on your homework pile?

Class C
How much homework do you get from your teacher?
Record how many pieces of paper you have in total at the end of each day in your table.

Note: Is there a connection between how many pieces of paper you have on your pile and how many
pieces of paper you get the next day?

After 30 days, how many pieces of paper will you have been given?

Grade 11 U/C – Unit 5: Exponential Functions 6

5.1.1 Piles of Homework (continued)
Teacher notes.

How to organize the paper for Class A

Day 1 1 sheet of paper

Day 2 2 sheets of paper
Day 3 2 sheets of paper
Day 4 2 sheets of paper
Day 5 2 sheets of paper

How to organize the paper for Class B

Day 1 1 sheet of paper

Day 2 3 sheets of paper
Day 3 5 sheets of paper
Day 4 7 sheets of paper
Day 5 9 sheets of paper

How to organize the paper for Class C

Day 1 1 sheet of paper

Day 2 2 sheets of paper
Day 3 6 sheets of paper
Day 4 18 sheets of paper
Day 5 54 sheets of paper

It is recommended you use a post-it note to stick on the top of each pile in order for the
students to know which day of homework they are receiving.

Grade 11 U/C – Unit 5: Exponential Functions 7

5.1.2 Piles of Homework
Scenario: You have discovered that three of your teachers give out homework in different ways. How
much homework will you have on your homework pile?

Record your information from your class. When you return to your home group, you will
share your data with the other group members and you will receive the data from the
other two classes.

Class A

Amount
Day
of work
First
Differences
1 Second
Difference

What type of relationship is this model? __________________

Justify your answer.

Class B

Amount
Day
of work
First
Differences
1 Second
Difference

What type of relationship is this model? ______________________

Justify your answer.

Grade 11 U/C – Unit 5: Exponential Functions 8

5.1.2 Piles of Homework (continued)
Class C

Amount
Day
of work
First
Differences
1 Second
Difference

What type of relationship is this model? _________________________

Is there a pattern to the first differences? Describe the pattern.

Is there a pattern to the second differences? Describe the pattern.

Revisiting The Paper – Folding Activity

Record your information from the paper-folding activity at the start of class. Complete the chart.

Number
Fold
of layers
First
Differences
0 1 Second
Difference

Is there a pattern to the first differences and second differences? If yes, describe the pattern.

Grade 11 U/C – Unit 5: Exponential Functions 9

 Numerical Model Description/Key words Graphical Model

10
Algebraic Model Contextual

Grade 11 U/C – Unit 5: Exponential Functions

5.1.3 Exponential FRAME

Visual/Spatial/Concrete
Unit 5 : Day 2 : Investigating Exponential Growth Grade 11 U/C
Description/Learning Goals Materials
Minds On: 10 • Collect data through investigation from primary sources that can be modelled • BLM 5.2.1
as exponential growth functions. • BLM 5.2.2
Action: 45 • Investigate secondary sources of data that can be modelled as exponential • BLM 5.2.3
growth functions with and without the use of technology. • BLM 5.2.4
Consolidate:20 • Graph the data with and without technology. • BLM 5.2.5
• Identify exponential functions that arise from real-world applications involving (Teacher)
growth. • 4 guitars
Total = 75 min • 4 measuring tapes
• 4 graphing
calculators
Assessment
Opportunities
Minds On… Whole Class Æ Discussion Students would
benefit from a
Describe the four centres (BLM 5.2.1, BLM 5.2.2, BLM 5.2.3, BLM 5.2.4) as review on how to
create a tree
necessary to prepare the students for the investigation. Connect the activity to diagram and how to
the previous day’s work on exponential functions. set up appropriate
scales on axes for
Action! Pairs Æ Investigation graphing.
Students will work in pairs and complete four different investigations related Set up 4 stations for
to exponential growth (BLM 5.2.1, BLM 5.2.2, BLM 5.2.3, BLM 5.2.4). each activity. This
Students will have approximately 10 minutes to work at each activity before gives 16 stations in
moving to the next station. The students should be encouraged to collect all total, which will
accommodate 32
data and complete the graphs in the time that they have. They may need to students.
take time to complete the questions related to the investigations at home.
Ensure that all students record the data on their own observation sheets. Note: Suggested
solutions for
Teachers are found
Mathematical Process Focus: Representing (Students will represent on BLM 5.2.5.
applications of Exponential Growth graphically, numerically, pictorially and
concretely.)
Consolidate Whole Class Æ Discussion
Debrief Literacy Strategy:
Direct the students to review the First Differences and constant ratios Continue to add to
computed in BLM 5.2.1, BLM 5.2.2, BLM 5.2.3 and BLM5.2.4 and have the Exponential
students look for patterns. FRAME Model. The
FRAME can be
extended throughout
Consider the following Guiding Questions: the unit to develop
a) Why does an exponential model fit the data you have examined? the ideas further.
b) How can you determine that the data is exponential from the table of
values?
c) What was common in the shapes of the curves? (Sample response:
They all increased over the domain, first slowly and then quickly.)

Add to the FRAME Model by including various representations of

Exponential Growth.
Home Activity or Further Classroom Consolidation
Students will reflect on the data they collected and consolidate their
Reflection understanding by completing the questions provided on BLM 5.2.1 – 5.2.4
investigation sheets.

Grade 11 U/C – Unit 5: Exponential Functions 11

5.2.1 Investigating Exponential Growth: Pizza Toppings
INTRODUCTION In this activity, you and your partner will investigate the number of
different pizzas that can be created for a given number of
available toppings.

INSTRUCTIONS

1. Fill in the chart below by drawing all the different pizzas that can be created by choosing
all, some or none of the available toppings indicated.

Toppings Different Pizza Drawings

Available

none

Cheese

Cheese, Pepperoni

Cheese, Pepperoni,
Mushrooms

Cheese, Pepperoni,
Mushrooms, Bacon

2. a) Use your information from question 1 to complete the table below

Number of Number of b) What do the First Differences tell
Available Different us about this data? Why?
Toppings Pizzas First Ratio
0 Differences

1
c) Is there a constant ratio between
consecutive values in the column
2 titled Number of Different Pizzas?

3 How does this value relate to the

pattern in the First Differences?
4

c) Predict how many different pizzas

could be created from 5 toppings.
Justify your answer.

Grade 11 U/C – Unit 5: Exponential Functions 12

5.2.1 Investigating Exponential Growth: Pizza Toppings (continued)
3. Neatly sketch a graph of your results from question 2 on the grid below. Draw a smooth curve
through the points. (Note: This is DISCRETE data; however, the smooth curve assists in seeing
the general shape of the graph.)

4. Using the graph comment on the

shape of the curve. Use words such as
the following in your description:
NUMBER OF DIFFERENT PIZZAS

increasing, decreasing, quickly, slowly.

NUMBER OF TOPPINGS

5. Complete this statement: As the number of toppings increases by 1, the number of different
pizza combinations _________________

6. Predict how many different pizzas can be created if there are nine available toppings. Clearly
explain how you made your prediction.

7. If a restaurant owner would like to offer 200 different pizza combinations, what is the minimum
number of available toppings she would need? Explain your reasoning.

8. a) Your local pizza parlour offers you the choice of 15 different toppings. If you were to eat a
different pizza every day, how many years would it take for you to try every possible one? (Hint:
There are 365 days in a year.)

b) Does this answer surprise you? Why or why not?

Grade 11 U/C – Unit 5: Exponential Functions 13

5.2.2 Investigating Exponential Growth: E-Mail Friendzy
INTRODUCTION In this activity, you and your partner will use a Tree
Diagram to simulate the effect of “telling three friends,
who each tell three friends, who each tell three friends”
and so on.

INSTRUCTIONS
1. A letter is e-mailed out to three friends. Each of these three recipients will then e-mail it to three new
friends. Continue this pattern in order to complete the first four rounds in the Tree Diagram below.
(Hint: Use tiny dots to represent each e-mail that is sent so that you will have enough space to draw out
the entire Tree Diagram.)

Round 1

Round 2

Round 3

Round 4

2. a) Use the information from question 1 to complete

the table.
b) Consider the Tree Diagram and the
Round Number of data in the first four rows of the table.
Letters Predict the Number of Letters e-mailed in
e-mailed First Ratio Round 5. Justify your prediction.
1 Differences

c) Comment on the patterns you see in

3 the Number of Letters e-mailed column
and the First Differences column.
4

5
d) Is there a constant ratio between
consecutive values in the Number of
Letters e-mailed column?

e) Comment on the value.

Grade 11 U/C – Unit 5: Exponential Functions 14

5.2.2 Investigating Exponential Growth: E-Mail Friendzy (continued)
3. Neatly sketch a graph of your results from question 2 on the grid below. Draw a smooth curve
through the points. (Note: This is DISCRETE data; however, the smooth curve assists in seeing
the general shape of the graph.)

4. Complete this statement: As the

number of rounds increases by 1, the
number of letters e-mailed
_________________

5. Predict how many letters will be e-

mailed during the 9th round. Show how
you determined this.
NUMBER OF LETTERS E-MAILED

6. During which round will the number of

letters e-mailed exceed 200 000 for the
first time? Show how you determined
this.

NUMBER OF ROUNDS

7. Pyramid schemes work similarly to this e-mail simulation in that individuals must find others
willing to invest in (or purchase a product from) a “company”. Consider a pyramid scheme
where people are asked to invest $1000 each and are required to find four more investors to do
the same. How much total money will be invested in this “company” after three rounds? (Hint:
Draw a tree diagram.) NOTE: Pyramid schemes are illegal because they usually involve
fraud.

Grade 11 U/C – Unit 5: Exponential Functions 15

5.2.3 Investigating Exponential Growth: Guitar Frets
INTRODUCTION: A fret is a ridge set across the fingerboard of a stringed instrument,
such as a guitar. Frets divide the neck into segments at intervals
related to a musical framework. In this activity, you and your
partner will measure the distances between the frets and the
bridge of a guitar. (See the diagram on the accompanying page.)

INSTRUCTIONS

1. Using a tape measure, accurately measure the distance for each indicated segment of the guitar as
shown in the diagram on the accompanying page. All measurements must be taken in mm .

Measurement Segment of Distance

Number Guitar (mm) First
th Differences Ratio
1 12 fret to bridge

2 11th fret to bridge

3 10th fret to bridge

4 9th fret to bridge

5 8th fret to bridge

6 7th fret to bridge

7 6th fret to bridge

8 5th fret to bridge

9 4th fret to bridge

10 3rd fret to bridge

11 2nd fret to bridge

12 1st fret to bridge

Grade 11 U/C – Unit 5: Exponential Functions 16

5.2.3 Investigating Exponential Growth: Guitar Frets (continued)
2. a) Is there a constant ratio between consecutive values in the column labelled Distance? If so,
what is it? If not, explain why not.

b) Predict how far the 13th fret is from the bridge and show how you made this
prediction.

c) Measure the distance from the 13th fret to the bridge and compare it to your prediction.

3. Neatly sketch a graph of your results from question 1 on the grid below. . Draw a smooth curve
through the points.
DISTANCE FROM FRET TO BRIDGE (mm)

MEASUREMENT NUMBER

4. How would the graph change if the frets were equally spaced apart?

Grade 11 U/C – Unit 5: Exponential Functions 17

5.2.3 Investigating Exponential Growth: Guitar Frets (continued)
Diagram of Guitar Parts
Source: http://www.mandoweb.com/M_Claires%20Guitar.jpg)

Nut
1st Fret

12th Fret

Bridge

Grade 11 U/C – Unit 5: Exponential Functions 18

5.2.4 Investigating Exponential Growth: Humpback Whale Population
(Source - http://www.nmfs.noaa.gov/pr/pdfs/sars/ao03humpbackwhalegulfofmaine.pdf)

INTRODUCTION If a population has a constant birth rate through time,

and is never limited by food, disease or threat, it has
what is known as exponential growth.

INSTRUCTIONS

1. The Humpback Whale is distributed worldwide in all ocean basins, though it is less common in
Arctic waters. Barlow & Chapman (1997) have estimated a population growth rate of 6.5% per
year for the well-studied Humpback Whale population in the Gulf of Maine. Through various
methods, the Humpback Whale population in this region was estimated to be 652 whales in
1993

COMPLETE THE QUESTIONS IN THE BOX ON THE LEFT BEFORE FILLING OUT THE TABLE.

THINK: Year Population

First
a) What value do you multiply each 1993 652 Differences
population by if it is increasing by 6.5%
per year?
1994 694

1995

1996
b) Verify that your answer in (a) is
correct by using it to calculate and 1997
confirm that the population for 1994 is
694 (rounded to the nearest whole 1998
number).

1999

2000

c) Complete the chart, by calculating

the Population for each of the years in 2001
the table, using the growth rate of 6.5%
per year. (Round answers to the 2002
nearest whole number.)
2003

Grade 11 U/C – Unit 5: Exponential Functions 19

5.2.4 Investigating Exponential Growth: Humpback Whale Population
(continued)

2. Enter the data from the chart above into the lists L1 and L2 of your graphing calculator.

3. Create a scatter plot of the data using your graphing calculator. Set your WINDOW as
shown below and neatly sketch the plot as it appears on your calculator screen. Include
labels and scales on your axes.

4. a) Does this data appear to be exponential from the graph? Why or why not?

b) How would you convince someone that the data IS exponential?

5. Is there a relationship between the constant ratio of consecutive Population values and
consecutive Finite Differences?

6. a) Predict the number of Humpback Whales that would be in the Gulf of

Maine in the year 2006. Clearly explain how you made your prediction.

b) Show how you could calculate the number of whales in the Gulf of Maine in 2006.
Compare this result to your prediction.

Grade 11 U/C – Unit 5: Exponential Functions 20

 5.2.5 Sample Solutions to Selected Growth Questions
BLM 5.2.1 Pizza Toppings

1. Students will draw the different pizza combinations in the chart. The first row with NO toppings available
will have a single pizza (plain crust). The second row with CHEESE topping will have 2 pizzas (plain,
cheese). The third row with Cheese and Pepperoni will have 4 pizzas (plain, cheese, pepperoni, cheese
and pepperoni). The fourth row with Cheese, Pepperoni and Mushrooms will have 8 pizzas (plain,
cheese, pepperoni, mushrooms, cheese and pepperoni, cheese and mushrooms, pepperoni and
mushrooms, cheese and pepperoni and mushrooms). The fifth row will have 16 different pizzas.

2. b) Students will give varied responses such as: The First Differences tell us that the data is not linear
(they aren’t constant). The First Differences tell us that the data is exponential because there is a
constant ratio between the consecutive first differences.

2. c) There is a constant ratio of 2 in the Number of Different Pizzas column. The First Differences also
double.

2. d) 32. Sample response: I made the prediction by multiplying the value in row 4 by 2 (or I doubled the
value in row 4).

3. Make a scatterplot. Have students join the points with a smooth curve in order to see the shape of the
graph better. Discuss the fact that this is discrete data.

4. The curve increases slowly at first and then more quickly.

5. doubles

6. 512. Students will probably calculate the number of toppings by successively multiplying by 2. Some
students may see the pattern as 2 9 but this can be discussed in more depth in the consolidation phase of
the lesson.

7. Sample approach: Students would see that the answer to the previous question was 512, so half of this is
256. Therefore, 8 toppings are needed.

⎛ 215 ⎞
8. Calculate ⎜ ⎟ ≈ 90 years.
⎝ 365 ⎠

BLM 5.2.2 E-Mail Friendzy

1. The bottom row of the Tree Diagram (Round 4) will show 81 e-mails. Encourage students to use a small
dot to represent each e-mail so that all 81 will fit in the space provided.

2. b) The number of e-mails is 243. Students may justify this by saying there is a constant ratio of 3. They
may refer to the fact that there would be 3 e-mails sent from each of the 81 individuals in Round 4,
meaning there would be 81x3=243 e-mails.

2. c) Students may see that both columns have a constant ratio of 3. They may comment on the fact that
the First Differences are always twice as big as the values in the 2nd column (e.g., 6 is twice as big as 3,
18 is twice as big as 9, 54 is twice as big as 27 etc.)

2. d) e) There is a constant ratio of 3. This is the same as the number of e-mails sent by each person on
each round.

Grade 11 U/C – Unit 5: Exponential Functions 21

 5.2.5 Sample Solutions to Selected Growth Questions (continued)
3. Make a scatterplot. Have students join the points with a smooth curve in order to see the shape of the
graph better. Discuss the fact that this is discrete data.

4. triples

5. 19683. Students will probably calculate the number of e-mails by successively multiplying by 3. Some
students may see the pattern as 39 but this can be discussed in more depth in the consolidation phase
of the lesson.

6. 12th round. Students will likely guess and test. This will depend on their level of understanding at this
point. Some may test values of 3n while others will use successive multiplication by 3.

7. The total value will be $4000 + $16 000 + $64 000 = $84 000. (Assuming the person at the top of the
pyramid doesn’t invest any money.)

BLM 5.2.3 Guitar Frets

1. Sample Chart showing data collected by a student. Note: Students need to be reminded to be as
accurate as possible when taking the measurements.

Measurement Distance Note: The constant ratio is

(mm) approximately 1.06. The
1 (12th fret) 321 variation is due to measurement
2 (11th fret) 340 error.
3 (10th fret) 361
4 (9th fret) 382
5 (8th fret) 405
6 (7th fret) 430
7 (6th fret) 455
8 (5th fret) 482
9 (4th fret) 511
10 (3rd fret) 542
11 (2nd fret) 574
12 (1st fret) 609

2. a) The constant ratio is close to 1.06

2. b) To find the distance from the 13th fret, we go the other way in the table, meaning the constant ratio is
about 0.94. Therefore, the 13th fret should be 321 x 0.94 = 301 mm from the bridge.

3. Make a scatterplot. Have students join the points with a smooth curve in order to see the shape of the
graph better. Discuss the fact that this is discrete data.

4. The graph would be linear if the frets were equally spaced apart.

Grade 11 U/C – Unit 5: Exponential Functions 22

 5.2.5 Sample Solutions to Selected Growth Questions (continued)
BLM 5.2.4 Humpback Whales

1. a) 1.065
b) Students will show 652 x 1.065 is approximately 694.
c) The bottom row will show there will be about 1224 whales by the year 2003.

4. a) b)The students may observe that the graph is increasing slowly at first, with a bit of an increase
towards the end. Note: Some students may feel this graph looks more linear. This would lead to a good
discussion as to what other information we have (besides the graph) that would help us to determine if
this is linear or not. (e.g., First Differences, constant ratio)

5. Yes. They are both 1.065.

6. Students will probably use successive multiplication by 1.065. The number will be close to 1480
depending on the rounding used by the students.

Grade 11 U/C – Unit 5: Exponential Functions 23

Unit 5 : Day 3 : Investigating Exponential Decay Grade 11U/C
Description/Learning Goals Materials
Minds On: 10 • Collect data through investigation from primary sources that can be modelled • BLM 5.3.1
as exponential decay functions. • BLM 5.3.2
Action: 45 • Investigate secondary sources of data that can be modelled as exponential • BLM 5.3.3
decay functions with and without the use of technology. • BLM 5.3.4
Consolidate:20 • Graph the data with and without technology. • BLM 5.3.5
• Identify exponential functions that arise from real-world applications involving (Teacher)
decay. • 400 dice
Total = 75 min • 4 containers for
shaking dice
• 4 box lids
Assessment
Opportunities
Minds On… Whole Class Æ Discussion Set up 4 stations for
each activity. This
Describe the four activities (BLM 5.3.1, BLM 5.3.2, BLM 5.3.3, BLM 5.3.4) gives 16 stations in
total, which will
in which the students will be engaging and connect the activity to the accommodate 32
previous day’s work on exponential functions. students.

Action! Pairs Æ Investigation

Note: Suggested
Students will work in pairs and complete four different investigations related solutions for
to exponential growth (BLM 5.3.1, BLM 5.3.2, BLM 5.3.3, BLM 5.3.4). Teachers are found
Students will have approximately 10 minutes to work at each activity before on BLM 5.3.5.
moving to the next station. The students should be encouraged to collect all
Suggestion: For the
data and complete the graphs in the time that they have. They may need to Radioactive Atoms
take time to complete the questions related to the investigations at home. (BLM 5.3.2) use a
Ensure that all students record the data on their own observation sheets. Pringles-type chip
can as the
container. Have
Mathematical Process Focus: Representing (Students will represent students roll the dice
applications of Exponential Growth graphically, numerically, pictorially and into a box lid to
concretely) contain the dice.

Learning Skill/Team Work/Observation/Rating Scale: By observation,

assess and record each student’s level of teamwork using a four point scale
(N,S,G,E).
Consolidate Whole Class Æ Discussion
Debrief
The teacher should direct the students to review the First Differences and
constant ratios computed in BLM 5.3.1, BLM 5.3.2, BLM 5.3.3 and BLM
5.3.4 and have students look for patterns. Literacy Strategy:
Consider the following Guiding Questions: Continue to add to
the Exponential
a) Why does an exponential model fit the data you have FRAME Model.
examined?
b) How can you determine that the data is exponential, from
the table of values?
c) What was common in the shapes of the curves? (Sample
response: They all decreased over the domain, first
quickly and then slowly.)

Add to the FRAME Model by including various representations of

Exponential Decay.
Home Activity or Further Classroom Consolidation
Reflection Students will reflect on the data they collected and consolidate their
understanding by completing the questions provided on BLM 5.3.1-5.3.4
investigation sheets.

Grade 11 U/C – Unit 5: Exponential Functions 24

5.3.1 Investigating Exponential Decay: Tiling a Floor
INTRODUCTION: A lavish hotel is undergoing a renovation and has hired an
interior design team to finish the very large rectangular floor in its
foyer. It has been decided to use light and dark grey marble
slabs to cover the 16 m by 19 m surface. (See diagram below.)

5 2 1

3 4 3

4 5

Grade 11 U/C – Unit 5: Exponential Functions 25

5.3.1 Investigating Exponential Decay: Tiling a Floor (continued)
INSTRUCTIONS

1. Using the scale 1 cm represents 1 m and a ruler, determine the actual length, width and area for
each indicated dark grey slab and record your results in the table below.

Dark Grey Slabs

Slab Length Width Area
Number (m) (m) (m2) First
Ratio
1 Differences

2. Repeat step 1 for each indicated light grey slab and record your results in the table below.

Light Grey Slabs

Slab Length Width Area
Number (m) (m) (m2) First
Ratio
1 Differences

3. Contrast these First Differences with those of exponential growth data?

4. Calculate the ratios between consecutive Areas in each table. What do these values tell us
about the data?

Grade 11 U/C – Unit 5: Exponential Functions 26

5.3.1 Investigating Exponential Decay: Tiling a Floor (continued)

5. Neatly sketch 2 graphs on the same grid below using your data from the tables. (Note: This is
DISCRETE data; however, the smooth curve assists in seeing the general shape of the graph.)
AREA OF SLAB (m2)

SLAB NUMBER

6. Refer back to your table and calculate the total area covered by each type of marble.

7. The light grey marble costs $ 700/m 2 and the dark grey marble costs $ 950 /m 2. Determine the
amount of money saved by using light grey for the whole foyer area instead of covering the area
with the combination of light and dark grey marble slabs as shown in the diagram.

Grade 11 U/C – Unit 5: Exponential Functions 27

5.3.2 Investigating Exponential Decay: Radioactive Atoms
INTRODUCTION All matter is made up of atoms. Some kinds of atoms have too
much energy and are unstable. These atoms are called
radioactive. It is not possible to predict exactly when a
radioactive atom will release its extra energy and form a different
stable atom. This process is called radioactive decay. In this
experiment you will model this process. (Source: Ministry of Education
Regional Training Sessions, Grade 11 Mathematics, Spring 2006)

INSTRUCTIONS

1. Fill your container with 100 dice. Each die represents one atom.

2. a) Pour the dice out of the container onto a tray. The atoms with the number one facing up have
decayed. Remove them and record the number of atoms remaining in the table below.
Repeat the process until there are five or fewer atoms remaining. Note that each ‘pour’
represents one time period (we will call each time period a day). Extend the table if needed.

Number of Number of Atoms b) How do these First Differences

Days Remaining First contrast with the First Differences
Differences of exponential growth data?
0

2
c) Calculate the ratio between the
first two values in the column titled
3 Number of Atoms Remaining. What
does this ratio mean in the context
4 of this problem?

d) Calculate the ratio between the

7
2nd and 3rd values in the column
titled Number of Atoms Remaining.
8 Compare it to the ratio from (c).
Account for any differences.
9

10

Grade 11 U/C – Unit 5: Exponential Functions 28

5.3.2 Investigating Exponential Decay: Radioactive Atoms
(continued)

3. Neatly sketch a graph of your data. Draw a smooth curve through the points.
NUMBER OF ATOMS REMAINING

NUMBER OF DAYS

4. The time it takes for half of the original number of atoms to decay is called the half-life. Use
your graph above to determine the half-life of your substance in days.

5. When one half-life has passed there will be 50 atoms of the original radioactive substance
remaining. Use your graph to determine how long it will take for these 50 atoms to reduce to 25
atoms.

6. Use your graph to determine how long it will take for the 25 atoms to reduce to about 12 (half of
25).

7. What can you conclude about the half-life of your atoms.

Grade 11 U/C – Unit 5: Exponential Functions 29

5.3.3 Investigating Exponential Decay: Car Depreciation
INTRODUCTION: Depreciation is the decline in a car’s value over the course of its useful life. It’s
something new-car buyers dread. Most modern domestic vehicles typically
depreciate at a rate of 15%-20% per year depending on the model of the car.

INSTRUCTIONS

1. A 2007 Ford Mustang GT convertible is valued at $32 000 and depreciates on average at 20%
per year.

Since the car is depreciating at 20% per year, the remaining value at the end of the first year is
____% of the original value.

Therefore, to find the depreciated value, multiply the previous year’s value by _______.

2. Complete the following table to calculate the value of the car at the end of each of the first five
years of ownership.

Show Calculation in this

Year-end Depreciated Value in $
column

0 32 000

3. What would you expect the constant ratio to be for this example. Justify your answer.

Grade 11 U/C – Unit 5: Exponential Functions 30

5.3.3 Investigating Exponential Decay: Car Depreciation (continued)
4. Neatly sketch a graph of your data. Draw a smooth curve through the points.
DEPRECIATED VALUE IN $

YEAR-END

5. If the depreciation was 15% per year, how would the constant ratio
change?

Grade 11 U/C – Unit 5: Exponential Functions 31

5.3.4 Investigating Exponential Decay: Computers in Schools
INTRODUCTION: Computers have become an integral part of today’s schools. However, this has
not always been the case. The table below shows the average number of
students per computer in public schools (elementary and secondary) since
1983. (Source of data: Precalculus: A Graphing Approach, Holt, Rinehart and Winston 2002, p.398)

Year Population
First
Ratio
1983 125 Differences

1984 75

1985 50

1986 37

1987 32

1988 25

1989 22

1990 20

1991 18

1992 16

1993 14

1994 10.5

1995 10

INSTRUCTIONS

1. Examine the table above. How is this data different from the exponential growth data?

Grade 11 U/C – Unit 5: Exponential Functions 32

5.3.4 Investigating Exponential Decay: Computers in Schools (continued)

2. Neatly sketch a graph of the data from the table on the previous page. When choosing your
scale for the horizontal axis, consider question 4 below. After you have plotted the points, draw
a smooth curve through them.
STUDENTS PER COMPUTER

YEAR

3. Using the graph, comment on the shape of the curve. Use words such as the following in your
description: increasing, decreasing, quickly, slowly.

4. Use your graph to predict the number of students per computer in the year 2006.

5. Is the answer from question #4 surprising? Why or why not?

Grade 11 U/C – Unit 5: Exponential Functions 33

5.3.5 Sample Solutions to Selected Decay Questions

BLM 5.3.1 Tiling a Floor

3. These First Differences are negative, whereas the First Differences for exponential growth data were
positive.
1
4. The constant ratio of in the first table tells us that the areas of consecutive dark grey slabs are being
2
2
cut in half. The constant ratio of in the second table tells us that each consecutive light grey slab has
3
2
an area that is of the previous slab.
3
6. The total dark grey area is 93 square metres and the total light grey area is 211 metres.

7. The dark grey cost is 93 x $950 = $88350. The light grey cost is 211 x $700 = $147 700. Therefore the
total is: $88350 + $147 700 = $236 050. If the whole foyer is completed using the light grey, then the
total area is 93 + 211 = 304 square metres at a cost of $700 per metre is: $212 800. The cost savings is:
$236 050 - $212 800 = $23 250.

BLM 5.3.2 Radioactive Atoms

2. a) Values in the table will vary depending on the data collected.

2. b) The First Differences are negative, whereas the First Differences for exponential growth data were
positive.

2. c) The ratio will vary depending on the data. It should be around 83% (5/6 of the atoms would
theoretically remain each time.) The rate represents the percentage of atoms remaining after each day.

2. d) There will be differences due to experimental factors.

3. Make a scatterplot. Have students join the points with a smooth curve. Discuss that this is continuous
data as the atoms would theoretically be decaying all the time (not just once a day.)

4. The answers will vary depending on the data. The half life should be about 4-5 days.

5. Answers to 5 ,6 and 7 will also vary depending on the data.

BLM 5.3.3 Car Depreciation

1. The remaining value at the end of the first year is 80% of the original value. Therefore, multiply the
previous year’s value by 0.80.

2. The value at the end of year 5 will be $10485.76.

3. The constant ratio will be 0.80. This is the value we used to create the data.

4. Draw a smooth curve through the points. Discuss that this is continuous data.

5. The constant ratio would be 0.85.

Grade 11 U/C – Unit 5: Exponential Functions 34

5.3.5 Sample Solutions to Selected Decay Questions (continued)
BLM 5.3.4 Computers in Schools

1. The number of students per computer is DECREASING instead of INCREASING.

2. Teachers may wish to discuss with students why this data is continuous.

3. The curve is decreasing quickly at first and then slowly

4. The answer will depend on the accuracy of the graph. Answers may range from 1 to 3. The answer to
#5 will vary depending on the student’s understanding of exponential decay and also on the connection
they make to the real world with this problem (e.g., understanding that the number of computers in
schools has increased dramatically over the last decade).

Grade 11 U/C – Unit 5: Exponential Functions 35

Unit 5 : Day 4 : Investigating the Graphs of Exponential Functions – Part 1 Grade 11U/C
Description/Learning Goals Materials
Minds On: 10 • Graphing
exponential functions in the form y = ab where b > 0 and a = 1.
x
• Graph
calculators
Action: 50 • Identify the key features (y-intercept, increasing or decreasing, domain and • BLM 5.4.1
range, horizontal asymptote). • post-it notes
Consolidate:15 • Use the table of values to show the pattern of the first differences and to
calculate the constant ratio.
Total=75 min
Assessment
Opportunities
Minds Whole Class Æ Discussion It is important to
On… distinguish between
Activate prior knowledge related to exponential functions by collectively finding a difference
creating a “class” KWL chart (Think Literacy, Mathematics 10-12, p.54). and finding a ratio.
Create a KWL template on the board or on chart paper. Students will
see/review that the
Give each student 4 post-it notes. Students individually write ideas they ratio for exponential
already KNOW related to exponential functions on 3 of the notes. On the functions can be
fourth they record something they are WONDERING about. calculated from the y
Students place their notes under the K and W on the class chart. coordinates or finite
differences.
The teacher can group the common ideas together and summarize with the
class. At the end of the
next lesson the
students will be
Action! Individual Æ Investigation Using Technology given 2 post-it notes
Students will complete BLM 5.4.1 to identify the shapes and properties of to record the things
exponential functions. Students will complete tables of values and look for they have
patterns in the data by calculating the first differences and the constant ratio. LEARNED.

Mathematical Process Focus: Connecting (Students will make the

connection between the value of the base of the exponential function and the
shape of the graph. Students will make the connection between the constant
ratio and the base of the exponential function. Students will make
connections between different representations: algebraic, graphical, numeric)
This is the first time
Consolidate a horizontal
Whole Class Æ Discussion asymptote has been
Debrief
Students will share their responses to the consolidation questions at the end of identified.
the activity.
Students will explain why the relationships are functions. Refer to this pattern
in the future lesson
Summarize the similarities in the graphs (domain, range, y-intercept, regions on evaluating
of increase and decrease). numerical
Identify the horizontal asymptote. expressions
Students will examine the patterns in the y-coordinates in the table of values containing integer
exponents.
and in particular the use of the ratio in predicting the y-coordinate when x is a
negative integer. Literacy Strategy:
Continue to add to
Add to the FRAME model by including examples of equations. the Exponential
FRAME Model.

Home Activity or Further Classroom Consolidation

a) Without graphing or making a table of values predict the properties
(domain, range, y-intercept, regions of increase and decrease, growth
Application x
Concept ⎛ 1⎞
or decay, horizontal asymptote) of the graphs of y = 5 x y = ⎜ ⎟ .
Practice ⎝ 5⎠
b) To verify your predictions, make tables of values and graph on the
same grid. What other observations can you make about the graphs?

Grade 11 U/C – Unit 5: Exponential Functions 36

5.4.1 The Graphs of Exponential Functions – Part 1
Step 1:
• Set your graphing calculator to the following window and the TBLSET menu to the following
settings.

Step 2:
• Each of the equations is in the form: y = ab x .
• Graph each equation using the calculator.
• Calculate the values in the chart for zero and positive x-values. Use the TABLE feature of the
calculator to verify your work. Copy the y-value for negative x-values from the TABLE.
• Label and put the scale on each axis and carefully graph the relationship.
• Calculate the first differences, ∆y, and the constant ratio.

1. y = 2 x
x y
y-intercept is ∈y Ratio
-1
a=
0
b=
1
increasing, decreasing
or neither (circle one) 2

Domain = 3

4
Range =

2. y = 3 x x y
∈y Ratio
y-intercept is -1
a= 0
b=
1
increasing, decreasing 2
or neither (circle one)
3
Domain =
4
Range =
3. y = 4 x x y
∈y Ratio
y-intercept is -1
a= 0
b=
1
increasing, decreasing 2
or neither (circle one)
3
Domain =
4
Range =

Grade 11 U/C – Unit 5: Exponential Functions 37

5.4.1 The Graphs of Exponential Functions – Part 1 (continued)
4. y = 1x x y
y-intercept is ∈y Ratio
-1
a=
b= 0

increasing, decreasing 1
or neither (circle one) 2

Domain = 3

Range = 4

x
⎛1⎞ x y
5. y = ⎜ ⎟ ∈y Ratio
⎝2⎠ -4

y-intercept is -3
a= -2
b=
-1
increasing, decreasing
0
or neither (circle one)
1
Domain =
Range =
x
⎛1⎞
6. y = ⎜ ⎟ x y
⎝ 3⎠ -3
∈y Ratio

y-intercept is
-2
a=
b= -1

increasing, decreasing 0

or neither (circle one) 1

Domain = 2

Range =

Step 3: Consolidation
1. What ordered pair do these graph have in common?____________

2. Make a chart listing the equations that have graphs that are increasing, decreasing and
neither increasing nor decreasing.
Increasing Decreasing Neither

What characteristic does an exponential equation have if its graph

a) Increases? b) Decreases?

Explain why there is a graph that shows neither exponential growth nor decay.

3. Describe how the value of the base, b, of an exponential function determines the shape of
the graph.

Grade 11 U/C – Unit 5: Exponential Functions 38

 Unit 5 : Day 5 : Investigating the Graphs of Exponential Functions – Part 2 Grade 11 U/C
Description/Learning Goals Materials
Minds On: 10 • Graphing
• Graph exponential functions in the form y = ab ,where b > 0 and a > 1.
x
calculators
Action: 40 • Reinforce the key features (y-intercept, increasing or decreasing, domain, range • BLM 5.5.1
and horizontal asymptote).
• BLM 5.5.2
• Use the table of values to show the pattern of the first differences and to
Consolidate:25 (Teacher)
calculate the constant ratio.
• post-it notes
Total=75 min
Assessment
Opportunities
Minds On… Whole Group Æ Discussion
Using a Venn Diagram, compare the properties of the functions that were Literacy Strategy:
investigated as a home activity. Group the similarities and the differences. See BLM 5.5.2 for
Note the relationship between the graphs. Sample Venn
Diagram.

Action! Individual Æ Investigation Using Technology

Students will complete BLM 5.5.1 to identify the shapes and properties of
exponential functions.

Curriculum Expectation/Demonstration/Checklist: Assess students’

understanding of exponential functions from their graphs.

Mathematical Process Focus: Connecting (Students will make the

connection between the value of a and the effect on the y-intercept that
occurs for the function y = ab x compared with the function y = b x .)

Mathematical Process Focus: Reasoning and Proving (See Step 3

Consolidation on BLM 5.5.1.)
Consolidate Whole Class Æ Discussion
Debrief
Students will share their responses to the consolidation questions at the end Literacy Strategy:
of the activity. Complete the class
KWL chart.

Revisit the data collection activities and justify responses to the following
Guiding Questions:
• Which exponential functions have b>1?
• Which exponential functions have 0<b<1?
• Which exponential functions are in the form y = ab x , y = b x ?
• In what situations is it difficult to decide from a graph whether the
relationship is linear or exponential? Literacy Strategy:
Continue to add to
the Exponential
Distribute 2 post-it notes to each student and complete the LEARNED section FRAME Model.
on the class KWL chart.

Add to the FRAME Model by including examples of equations.

Home Activity or Further Classroom Consolidation
• Make tables of values for each of the following functions y = 2 x ,
Exploration y = 3( 2) x and y = 6 x .Graph on the same on the same axis.
• Make connections between the graphs.

Grade 11 U/C – Unit 5: Exponential Functions 39

5.5.1 The Graphs of Exponential Functions – Part 2
Step 1:
• Set your graphing calculator to the following window and the TBLSET menu to the following
settings.

Step 2:
• Each of the equations is in the form: y = ab x .
• Graph each equation using the calculator.
• Calculate the values in the chart for zero and positive x-values. Use the TABLE feature of the
calculator to verify your work. Copy the y-value for negative x- values from the TABLE.
• Label and put the scale on each axis and carefully graph the relationship.
• Calculate the first differences, ∆y, and the constant ratio.
1. y = 3(2 x ) x y
∈y Ratio
y-intercept is -1
a= 0
b= 1
increasing, decreasing 2
or neither (circle one)
3
Domain =
4
Range =

2. y = 2(3 x )
x y
y-intercept is -1
∈y Ratio

a=
0
b=
1
increasing, decreasing
or neither (circle one) 2

Domain = 3

Range = 4

3. y = 3(4 x ) x y
∈y Ratio
y-intercept is -1
a= 0
b= 1
increasing, decreasing 2
or neither (circle one)
3
Domain =
4
Range =

Grade 11 U/C – Unit 5: Exponential Functions 40

5.5.1 The Graphs of Exponential Functions – Part 2 (continued)
x
⎛ 1⎞ x y
4. y = 5⎜ ⎟ ∈y Ratio
⎝ 2⎠ -4
y-intercept is -3
a=
-2
b=
-1
increasing, decreasing
or neither (circle one) 0

Domain = 1

Range =

x
⎛ 1⎞ x y
5. y = 4⎜ ⎟ ∈y Ratio
⎝ 3⎠ -3
y-intercept is -2
a=
-1
b=
0
increasing, decreasing
or neither (circle one) 1

Domain = 2

Range =

Step 3: Consolidation
1. Explain the significance of the y-intercept in each of the graphs.

2. Consider the following data.

x y
0 4
1 20
2 100
3 500
4 2500
5 12500

a) Show clearly the steps you would follow to determine the equation of the function that would
model this data.

b) Prove that the function you have found does generate the data in the table.

Grade 11 U/C – Unit 5: Exponential Functions 41

5.5.2 Sample Venn Diagram (Teacher Copy)

x
y = 5x ⎛ 1⎞
y=⎜ ⎟
⎝ 5⎠

-exponential
functions
-Domain is
x ∈R
-Range is
• increasing over y>0 • decreasing over
domain -Hor. Asymp domain
• y-values increase is x-axis • y-values decrease
slowly then rapidly -y-int is 1 rapidly then slowly
• constant ratio of 5 -concave up • constant ratio of 15
-reflections in
• exponential growth the y-axis • exponential decay

Grade 11 U/C – Unit 5: Exponential Functions 42

Unit 5: Day 6 : Domain and Range in Real-World Applications Grade 11U/C
Description/Learning Goals Materials
Minds On: 10 • Identify exponential functions that arise from real world applications involving • BLM 5.6.1
growth and decay given tables of values, graphs and/or equations. • BLM 5.6.2
Action: 40 • Determine reasonable restrictions on the domain and range of real world
applications modelled by exponential functions including the applications
Consolidate:25 investigated on Days 2 and 3.
• Distinguish exponential functions from linear and quadratic functions.
Total=75 min
Assessment
Opportunities
Minds On… Whole Class Æ Discussion
Refer students to BLM 5.2.1 (Pizza Toppings) and ask “In the context of this
application, are there any restrictions on the domain (number of toppings) and
range (number of different pizza combinations)?” Discuss with students the
effect of discrete or continuous data on the domain and range. Have students
record the domain and range, with reasons, on BLM 5.6.1.

Action! Pairs Æ Connecting

Students complete worksheet BLM 5.6.1 in pairs, revisiting the applications
investigated on Days 2 and 3 and determining a reasonable domain and range for
each application.
For more information
Small Groups Æ Presentations of the group
Divide students into seven groups using Numbered Heads. Assign each group organizer,
one of the applications from BLM 5.6.1 (not Pizza). Give students 5 minutes to Numbered Heads,
discuss their domain and range values for the application, with reasons, and refer to Beyond
Monet, Bennett,
agree on a common set of restrictions to present to the class. Each group will p. 106.
have 2 minutes to present and respond to feedback from the class.

Mathematical Process Focus: Reflecting: (Students will reflect on the domain

and range for applications that can be modelled by exponential functions, and
explain any restrictions.)

Curriculum Expectation/Demonstration/Observation: Assess students’

ability to determine reasonable restrictions on the domain and range of real
world applications as they present.

Pairs Æ Peer Coaching

Students work in pairs to complete Part A of BLM 5.6.2. A coaches B and B
coaches A
Consolidate Whole Class Æ Discussion
Debrief Literacy Strategy:
Students share their answers from Part A of BLM 5.6.2. Continue to add to
Pose the following Guiding Questions: the Exponential
a) Why do we need to restrict the domain and range of real-world FRAME Model.
applications modelled by exponential functions?
b) How can reasonable restrictions be determined on the domain and range
of real-world applications?
c) How do restrictions placed on the domain relate to restrictions on the
range?
Add to the FRAME Model by including additional information on domain and
range.
Application Home Activity or Further Classroom Consolidation
Concept
Complete Part B of worksheet BLM 5.6.2.
Practice
Reflection

Grade 11 U/C – Unit 5: Exponential Functions 43

5.6.1 Restricting Domain and Range in Real-World Applications

Application Restrictions on Domain Restrictions on Range

(with reasons) (with reasons)

Pizza Toppings

E-mail Friendzy

Guitar Frets

Humpback Whales
Population

Tiling a Floor

Radioactive
Atoms

Car Depreciation

Computers in
Schools

Grade 11 U/C – Unit 5: Exponential Functions 44

5.6.2 Are you the Master of Your Domain and Range?
Part A: Peer Coaching
A coaches B B coaches A
1. How fast does a rumour spread? 2. The graph models the average fuel
economy of a particular car, in litres per 100
Spread of a Rumour Scatter Plot km, at various speeds.
1600 Fuel Economy Scatter Plot
Number_of_People

20
1200 18

Economy
800 16
14
400 12
10
1 2 3 4 5 6 7 20 40 60 80 100 120 140 160
Time_in_Hours Speed_in_km_per_h
Number_of_People = 2 ( 3 Time_in_Hours ) Economy = 0.0016 ( Speed_in_km_per_h − 63 ) 2 + 10

(Source: Mathematics 12: Preparing for College &

Apprenticeship, McGraw-Hill Ryerson, 2002, p. 358)

Identify: Reasons Identify: Reasons

Function Type Function Type
linear linear
quadratic quadratic
exponential exponential
none of the none of the
above above
Domain: Domain:

Range: Range:

3. The table describes the cooling of a cup of 4. If you invest $5000 in a stock that is
coffee. increasing in value at a rate of 12% per year,
then the value of your stock is given by
Time (min) 0 4 8 12 16 20 A = 5000(112
. ) n , where A is the amount in
Temperature (oC) 55 47 40 34 29 25
dollars and n is the number of years.

Identify: Reasons Identify: Reasons

Function Type Function Type
linear linear
quadratic quadratic
exponential exponential
none of the none of the
above above
Domain: Domain:

Range: Range:

Grade 11 U/C – Unit 5: Exponential Functions 45

5.6.2 Are you the Master of Your Domain and Range? (continued)
Part B: Individual
1. The table below shows that height of a 2. A computer virus attached to an e-mail can
baseball, in metres, after t seconds. spread rapidly. Once the attachment is opened,
the virus will cause an infected e-mail to be
Time (s) Height of Ball (m) sent to everyone in the recipient’s address
0 0.8 book. Assume that on average, a person has
1 25.9 15 addresses in his or her address book and
2 41.2 that people read their e-mail once a day.
3 46.7 (Source: Advanced Functions and Introductory
4 42.4 Calculus, Nelson, 2002, p.93) The following table
5 28.3 shows the spread of one computer virus
through e-mail over the course of 6 days.
Time (days) Number of E-mails with Virus
1 15
2 225
3 3 375
4 50 625
5 759 375
6 11 390 625

Identify: Reasons Identify: Reasons

Function Type Function Type
linear linear
quadratic quadratic
exponential exponential
none of the none of the
above above
Domain: Domain:

Range: Range:

3. A herbicide was sprayed onto a field 4. ( Pizza ) 2 charges $10 for a large pizza plus
containing an estimated 5000 weeds. The $2 per topping. The total cost of the pizza, C,
number of weeds, N, still alive after t days can can be modelled by C = 2n + 10 , where n is the
be modelled by N ( t ) = 5000( 0.4) t number of toppings.

Identify: Reasons Identify: Reasons

Function Type Function Type
linear linear
quadratic quadratic
exponential exponential
none of the none of the
above above
Domain: Domain:

Range: Range:

Grade 11 U/C – Unit 5: Exponential Functions 46

5.6.2 Are you the Master of Your Domain and Range? (continued)

5. Cheryl is riding a Ferris wheel. The graph below 6.

shows Cheryl’s height above the ground. Tire Pressure vs. Time

Cheryl’s Height vs. Time Leaking Bicycle Tire Scatter Plot

450
Ferris Wheel Scatter Plot

Pressure_in_kPa
24 350
Distance_in_Metres

20 250
16
150
12
50
8
10 20 30 40 50 60 70
4
Time_in_Minutes

2 4 6 8 10 12 14 (Source of data: Preparing for the new Grade 11

Time_in_Minutes Mathematics: Growth & Change, Peter Taylor,
π Queen’s University, 1999, p. 105)
Distance_in_Metres = − 10 cos ( Time_in_Minutes ) + 12
2

Identify: Reasons Identify: Reasons

Function Type Function Type
linear linear
quadratic quadratic
exponential exponential
none of the none of the
above above
Domain: Domain:

Range: Range:

Grade 11 U/C – Unit 5: Exponential Functions 47

Unit 5: Day 7 : How an Infectious Disease can Spread Grade 11 U/C
Description/Learning Goals Materials
Minds On: 10 • Identify exponential functions that arise from real world applications involving • BLM 5.7.1,
growth and decay given tables of values, graphs and/or equations. • BLM 5.7.2
Action: 40 • Determine restrictions that must be placed on the domain and range in order to (Teacher)
apply an exponential model. • See BLM 5.7.2
Consolidate:25 • Collect data that can be modelled as an exponential function from primary sources. for additional
materials
Total=75 min
Assessment
Opportunities
Minds On… This simulation is
Whole Class Æ Discussion adapted from
Introduce the simulation that will allow students to experience how an http://serendip.bryan
“infectious” disease can spread. Explain how students are to interact. Refer to mawr.edu/sci_edu/w
BLM 5.7.2 Teacher Notes for important information related to this activity. aldron/infectious.htm
l

It is important to
carefully read the
entire activity as well
Action! Whole Class Æ Simulation
as the Teacher
Complete steps #1-11 of BLM 5.7.1 Notes on BLM 5.7.2
before starting this
Pairs Æ Investigation activity.
Complete steps # 12-21 of BLM 5.7.1

Mathematical Process Focus : Reflecting: (Students will reflect on the

reasonableness of an exponential model to fit this data over the whole domain.)

Learning Skill/Teamwork/Observation/Rating Scale: By observation, assess

and record each student’s level of teamwork using a four point scale
(N, S, G, E).

Consolidate Whole Class Æ Discussion Literacy Strategy:

Debrief Continue to add to
Students share their answers for questions 13-21. the Exponential
FRAME Model.
Pose the following Extending Questions:
a) How many interactions do you estimate you have with other people in a day?
b) What implications would this have for the spread of an infectious disease?

Add to the FRAME Model by including any additional information.

Home Activity or Further Classroom Consolidation

Application Complete question #22 on BLM 5.7.1
Reflection

Grade 11 U/C – Unit 5: Exponential Functions 48

5.7.1 How an Infectious Disease can Spread
An infectious disease is any disease caused by germs that can be spread from one person to another.
In this activity, you will simulate the spread of an infectious disease. The activity will demonstrate how
one person who is infected with a disease can infect other people who in turn can infect others.

1. Your teacher will give everyone a Dixie cup half-filled with a clear solution. This solution
represents a person’s body. One person in the class will have a cup that is infected.

2. In this part of the activity you will “interact” with one other student. To “interact” with another
student you need to pour all of your solution into his or her Dixie cup. He or she will then pour all
of the solution back into your cup. Finally, you pour half of the solution back into his or her cup.
You have completed one interaction.

3. Pour several drops of your solution into well #1 of your spot plate. Be careful not to overfill or spill
your solution when pouring.

4. How many people do you think will be infected at this point? Place your estimate in the first row of
the table below.

Interaction Estimated Number

# of Infected People
1
2
3
4
5

5. Wait for the signal from your teacher and then move to another part of the classroom and
“interact” with a second student.

6. Pour several drops of your solution into well #2 of your spot plate.

7. How many people do you think will be infected at this point? Place your estimate in the next row of
the table.

8. Repeat steps 5-7, filling wells #3, 4, and 5. Be sure to WAIT for your teacher’s signal before
initiating an “interaction”.

9. Do you think that you are infected now? ________

Grade 11 U/C – Unit 5: Exponential Functions 49

5.7.1 How an Infectious Disease can Spread (continued)
10. Your teacher will add an indicator that will allow you to determine who is infected. When the
indicator is added to the solution of an infected person, the solution will turn pink. Together, as a
class, complete the following table.

Interaction Number of
# Infected People
0 1
1
2
3
4
5

11. Clean up the simulation by properly disposing of the waste. (i.e., Pour all solutions in the
designated bucket, place spot plates in the bin and put your empty Dixie cup in the garbage.)

12. Graph the data.

Number of Infected People

Number of Interactions

Grade 11 U/C – Unit 5: Exponential Functions 50

5.7.1 How an Infectious Disease can Spread (continued)
13. This relationship appears to be exponential. Provide reasons to support classifying the
relationship as exponential.

14. Using the graph, extrapolate to determine the expected number of infected people after 8
interactions.

15. Examine the pattern in your table of values and the graph. At what rate does the number of
infected people appear to increase?

16. Will the disease continue to spread at this rate until everyone in the class is infected? Explain.

17. On the same grid (previous page), graph the function y = 2 x , by completing the following table.

x y
0
1
2
3
4
5

Grade 11 U/C – Unit 5: Exponential Functions 51

5.7.1 How an Infectious Disease can Spread (continued)
18. Compare the graph of the function y = 2 x to the graph representing the spread of infectious
disease. Examine all regions of the graphs and identify similarities and differences.

19. At what point does the graph representing the spread of infectious disease no longer fit an
exponential function?

20. Over what domain and range does the model representing the spread of infectious disease fit an
exponential function?

21. Why does the model representing the spread of infectious disease not follow the pattern of the
function y = 2 x for the entire domain of y = 2 x ?

22. (Complete on another piece of paper.) Refer to BLM 5.6.2, Part B, Question 2. The spread of this
e-mail virus could be modelled by the exponential function y = 15 x
a) Can you think of any factors that might lead to restrictions on the domain and range of this
model?
b) Create a graph to compare y = 15 x and the graph that might result from the factors suggested
above. Sketch them on the same grid.

Grade 11 U/C – Unit 5: Exponential Functions 52

 .

5.7.2 Teacher’s Notes

Materials

For each student:

• Dixie cup
• spot plate (or 6-well watercolour paint palette)

For the teacher:

• 1 dropper bottle of phenolphthalein
• baking soda
• tap water
• bucket for collecting solutions
• bin for collecting spot plates

Preparing the “Infected” Solution

Dissolve one half of a tablespoon of baking soda in 100 mL of water. The baking soda may not all
dissolve. Let the undissolved solid settle and pour off the liquid from the top.

Phenolphthalein Indicator

One dropper bottle of phenolphthalein indicator will be required and may be borrowed from your school’s science
department (or purchasing information may be obtained from your school’s science department.) A 500 mL bottle
of phenolphthalein indicator will cost approximately $8.50. You will only need approximately 15 mL to complete
this activity with one class.

The paint palette shows that student # 17 The teacher adds phenolphthalein to
became infected after the third the spot plate for student # 17.
interaction.

Grade 11 U/C – Unit 5: Exponential Functions 53

5.7.2 Teacher’s Notes (continued)
Prior to the Activity
1. Number each Dixie cup and spot plate from 1 to n (where n represents the class
size). Note: n must be an even number. If you do not have an even number of students in your
class, give one student two cups and two spot plates and have that student perform two separate
“interactions” when the other students perform one “interaction”.

2. Number 5 wells on each spot plate with the numbers 1 through 5.

3. Half fill one Dixie cup with the baking soda solution. This solution represents the infected
individual.

4. Half fill all the other Dixie cups with tap water.

During the Activity

1. Students must leave each “interaction” with roughly half of the solution in their cup.

2. All students must “interact” with only one other student during each “interaction”. Be sure to instruct
the class to wait for your signal before starting the next interaction.

3. It is important that students leave their spot plates in one secure location throughout the activity
(e.g., designate an infectious disease zone in the room). Students must be careful when pouring
solutions into their spot plates or moving around the infectious disease zone so that they do not
accidentally contaminate the solution in a well.

4. When all of the “interactions” are done, the teacher should place one drop of
phenolphthalein indicator in well #1 of each student’s spot plate. When the indicator is added to
the solution of an infected person, the solution will turn pink. After the first “interaction” there will
be two infected students (the original student and the person they “interacted” with). Have
students record the total number of people infected after the first “interaction” in the table on BLM
5.7.1.

5. Continue to use the phenolphthalein indicator to determine the number of infected people after
each “interaction”. After the second “interaction” two more people (four people in total) should be
infected. The pattern continues with the number of infected people doubling. However, as the
number of “interactions” increases, the probability of two infected people “interacting” increases.
When this happens the number of infected people does not exactly double. Therefore, the spread
of infection cannot be modelled exactly by the function y=2x as the number of “interactions”
increases. Question #21 of BLM 5.7.1 is referring to this effect and should be included in the
discussion when debriefing the activity.

After the Activity: Waste Disposal

Have students pour the solutions from their Dixie cups and the spot plates down the drain of a sink or
collect them in a bucket and later dispose the solution down the drain of a sink. The spot plates can be
collected in a bin and washed later by the teacher or a student volunteer.

Grade 11 U/C – Unit 5: Exponential Functions 54

 Unit 5 : Day 10 : Using Graphical and Algebraic Models Grade 11U/C

Description/Learning Goals Materials

Minds On: 10 • Identify exponential functions that arise from real-world applications involving • BLM 5.10.1
growth and decay given graphs and/or equations. • Computer
Action: 50 • Solve problems using given graphs or equations of exponential functions based connected to the
on a variety of real-world applications by interpreting the graphs or by Internet
Consolidate:15 substituting values into the equations. • Data Projection
• Identify key features of graphs of exponential functions (y-intercept, increasing Unit
or decreasing, horizontal asymptote, domain and range).
• Determine reasonable restrictions on the domain and range of real-world
Total=75 min applications modelled by exponential functions.
Assessment
Opportunities
Minds On… Whole ClassÆ Exploration The applet can be
found at
Run the applet simulating the population growth of a fish habitat. Use both http://www.otherwise
.com/population/exp
the Habitat and the Graph “views” to show the population grows onent.html
exponentially through the generations. Use the STEP function to step
through each generation one by one and observe the growth. Note: Students are
not expected to
generate
The simulation begins with 2 fish and the growth rate defaults to 1.5, meaning exponential
50% . Develop the formula with the students to model the growth of this equations on their
own. However, they
habitat. y = 2(15
. ) x . Have students use this algebraic model to calculate the should be able to
number of fish that would be expected in the 10th and 15th generations. Check understand the
the predictions made using the equation, by using the applet. meaning of each
term in the
exponential equation
Change the growth rate in the computer to other values such as 1.3 and 1.7. and relate it to the
Observe the changes in the graph. Ask students to consider what the real-world
application.
algebraic models would be for these habitats. Help students make
connections between the real world example and the algebraic model.
Action! Individual Æ Problem Solving
Students work individually to complete BLM 5.10.1
Mathematical Process Focus: Connecting Students will make connections
by applying prior knowledge to new contexts. Student will make connections
between graphical and algebraic models .

Learning Skills (Works Independently)/Observation/Rating Scale: Assess

students’ ability to work independently.
Literacy Strategy:
Consolidate Continue to add to
Whole Class Æ Connecting the Exponential
Debrief
Review students’ answers. Make connections between graphical and FRAME Model.
algebraic models.

Add to the FRAME model by including examples using graphical, algebraic,

and contextual models.
Home Activity or Further Classroom Consolidation Note: When taking
up the Home
Complete BLM 5.10.1 Activity, have
Assign the following problem for homework: The temperature, over time, of students graph the
a cup of coffee sitting on the counter can be modelled by the exponential function using the
calculator to verify
()
x

function T ( x ) = 60 1 30
+ 20 , where T(x) is the temperature, in degrees the results and to
Application 2 see the effect of the
Concept Practice Celsius, and x is the elapsed time, in minutes. Determine the temperature horizontal asymptote
Reflection in this problem.
after 45 minutes, 90 minutes, 2 hours, 2.5 hours and 3 hours. Based on these
Skill Drill
results, over time, what do you think the temperature of the coffee will
become?
Grade 11 U/C – Unit 5: Exponential Functions 55
5.10.1 Using Graphical and Algebraic Models
Population Growth

The following graph shows Ontario’s estimated population from 1990 to 2005 as found on the Statistics
Canada website. The dots represent actual data. A curve of best fit has been added to the graph.

Ontario's Estimated Population from 1990 to 2005

16000000
Estimated Population

15000000

14000000

13000000

12000000

11000000

10000000
0 5 10 15 20 25 30 35
Number of Years Since 1990

(Source: Statistics Canada)

1. Using the graph, estimate Ontario’s population in 1995.

2. Using the graph, predict Ontario’s population in 2010. Does this seem reasonable? What are
you assuming about the growth pattern?

Grade 11 U/C – Unit 5: Exponential Functions 56

5.10.1 Using Graphical and Algebraic Models (continued)
3. Ontario’s population is growing at a rate of approximately 1.35% per year. The estimated
population, y, can be modelled by y = 10269192(10135
. ) , where t is the number of years
t

since 1990 and 10269192 was the estimated population in 1990.

a. Use the equation modelling Ontario’s population to calculate the estimated population in
1995. Compare this algebraic result to the graphical result from question 1.

b. Use the equation modelling Ontario’s population to calculate the projected population in
2010. Compare this algebraic result to the graphical result from question 2.

c. When would you use a graphical model to convey mathematical information?

d. When would you use an algebraic model (i.e., equation) to convey mathematical
information?

4. Some people might think that the graph indicates this data is linear. Do you agree? Why or why
not?

5. When will Ontario’s population reach 15 million? Does this seem reasonable?

6. How would the graph and equation be different if the growth rate was1.5%?

Grade 11 U/C – Unit 5: Exponential Functions 57

5.10.1 Using Graphical and Algebraic Models (continued)
Rebound Height

When a basketball is correctly inflated, it rebounds to approximately 60% of the height from which it is
dropped. A correctly inflated basketball is dropped from a height of 2.4 m and continues to bounce,
each time rebounding to 60% of its previous height.

1. The rebound height of the basketball, h, can be modelled by the equation h = 2.4(0.6) n ,
where n is the number of rebounds.

a. Explain the meaning of 2.4 and 0.6 in this equation.

b. Use the equation to determine the rebound height of the basketball after 5 rebounds.

2. Suppose the ball stops rebounding and begins to roll across the floor when it reaches a rebound
height of 3 cm. How many times has the ball rebounded? Explain how you solved this problem.

3. What is the domain and range for the function modelling the rebound height of the basketball?

4. How would the equation change if:

a. the ball was over-inflated and rebounded to 75% of its previous rebound height.

b. the ball was dropped from an initial height of 2 m.

Grade 11 U/C – Unit 5: Exponential Functions 58

5.10.1 Using Graphical and Algebraic Models (continued)

5. Yvonne and Nancy are avid basketball players. After playing basketball outside on a hot
summer day, they stop for a lemonade break. Yvonne sits down on the bench of the picnic
table while Nancy stands on the bench on the opposite side. Nancy holds the basketball above
her head and drops it onto the top of the picnic table from a height of 2.2 m above the top of the
picnic table.

a. Based on the information above, explain why the equation h = 2.2( 0.6) n would model
the rebound height of the basketball in relation to the top of the picnic table after n
rebounds.

b. The top of the picnic table is 70 cm above the patio. Explain how you think this would
affect the rebound height if it is measured from the patio rather than from the top of the
picnic table on which it is being bounced.

c. The equation that models the height of the rebound in relation to the patio is
h = 2.2( 0.6) n + 0.7 .
i. Calculate the rebound height, in relation to the top of the picnic table on the third
bounce.

ii. Calculate the rebound height, in relation to the patio on the third bounce.

iii. How do the two values compare?

d. Yvonne stands on the bench of a different picnic table. She holds the ball over her head
and drops the ball onto the table from a height of 1.7 metres above the top of the table. If
the top of the table is 80 cm above the patio, suggest how the equation modelling the
rebound height in relation to the patio would change.

Grade 11 U/C – Unit 5: Exponential Functions 59

5.10.1 Using Graphical and Algebraic Models (continued)
Caffeine Consumption

(Source: Advanced Functions and Introductory Calculus, Nelson, 2002, p. 128)

When you drink coffee, tea, or hot chocolate, or eat a chocolate bar, your body absorbs chemicals from
these foods, including caffeine. The amount of caffeine in your bloodstream follows an exponential
pattern over time.

The highest level of caffeine in the bloodstream occurs 15 min to 45 min after drinking a beverage or
eating a food with caffeine. Then the level of caffeine begins to fall.

The following graph shows the caffeine level in the bloodstream of Peter, over time. Peter is an adult
smoker who has consumed a cup of coffee (250 mL). The coffee contains 125 mg of caffeine that
peaks in his bloodstream shortly after consumption. The graph starts at the time when the caffeine
level peaks (i.e., t = 0 when the caffeine level peaks).

Caffeine Level in the Bloodstream

140
120
100
Caffeine (mg)

80
60
40

20
0
0 1 2 3 4 5 6 7 8 9 10 11 12 13
Time (h)

1. Using the graph, determine the amount of caffeine in Peter’s bloodstream after 4.5 hours.

2. Using the graph, determine when Peter will have 20 mg of caffeine in his system.

Grade 11 U/C – Unit 5: Exponential Functions 60

5.10.1 Using Graphical and Algebraic Models (continued)

3. The time it takes for half of the original amount of caffeine to remain in the bloodstream is called
the half-life. Use the graph to determine the half-life of caffeine in Peter’s bloodstream. Show
your work on the graph.

The half-life from the graph is: ________________

The length of the half-life of caffeine is affected by a number of factors, including age. The
following data shows the half-life of caffeine for a variety of factors.

Factor Half-life
Adult non-smoker 5.5 h
Adult smoker 3.5 h
Woman who is six months pregnant 10 h to 18 h
Newborn baby 100 h
8-month-old baby 4h
6-year old to 10-year-old child 2 h to 3 h

An appropriate model for the amount of caffeine in a person’s bloodstream is

t

y = c( 12 ) h , or y = c( 0.5) h
t

where y is the amount of caffeine in the bloodstream in mg,

c is the initial amount of caffeine in mg,
t is the number of hours since the caffeine level in the bloodstream
has peaked
h is the half-life of caffeine in hours (i.e., the amount of time for half of
the caffeine to remain in the bloodstream)
0.5 indicates that the caffeine is decaying by a factor of ½
(hence ‘half-life’)

4. Jenny is an adult and does not smoke. She also consumes a cup of coffee
(250 mL). Complete the following table by substituting values into the equation modelling
caffeine level.
t (hours) y (in mg)
FIRST
0
Substitute the values for c and h 1
t 2
into the equation y = c( 0.5) and
h 3
4
write the resulting equation to
calculate Jenny’s caffeine level at 5
various times (t=0 to t=12) 6
7
8
The equation is: _____________ 9
10
11
12

Grade 11 U/C – Unit 5: Exponential Functions 61

5.10.1 Using Graphical and Algebraic Models (continued)
5. Graph Jenny’s caffeine level over time on the same graph modelling Peter’s caffeine level.

6. Compare Jenny and Peter’s graphs. In your comparison, discuss the shapes of graphs, the
type of functions, the y-intercepts, horizontal asymptotes, domain, and range.

7. Confirm that the half-life of caffeine in Jenny’s bloodstream is 5.5 h by using the graph. Show
your work on the graph.

8. A woman who is six months pregnant drinks a 250 mL cup of coffee. From the chart, the half-
life is 10-18 hours. Assume a half-life of 14 hours. If she doesn’t consume any more caffeine,
would she have any caffeine left in her bloodstream 2 days later? If so, how much?

Grade 11 U/C – Unit 5: Exponential Functions 62