UNIT 4 – EXPONENTIAL FUNCTIONS

Date Lesson Text TOPIC Homework

Review of Exponent Laws WS 4.0

Apr. 2 4.0

Integer Exponents & Rational Exponents Pg. 222 # 4 - 9, 13, 15

4.1
Apr. 4 4.2
(36)

Work Period Pg. 222 # 1 – 3,

4.2 Pg. 229 # 1 – 3, 6, 10, 12
Apr. 5 4.3
(37) and
WS 4.2 Powers Chart
Rational Exponents II WS 4.3
4.3
Apr. 8 4.3 Pg. 239 # 5, 6
(38)

Algebraic Expressions Pg. 236 # 2 – 9

4.4
Apr. 9 4.4
(39)

Algebraic Expressions II WS 4.5

Apr. 4.5
4.4 QUIZ (4.0 – 4.3)
10 (40)

Exponential Functions Complete the lesson shell

Apr. 4.6 4.5
11 (41) 4.6

Transformations of the Exponential WS 4.7

Apr. 4.7 4.5
Function
15 (42) 4.6

Solving Exponential Equations WS 4.8

Apr. 4.8
QUIZ (4.4 – 4.6)
16 (43)

Applications of the Exponential Function Pg. 261 # 3 – 5, 8, 10ab, 12, 13,

Apr. 4.9
4.7 15, 16
17 (44)

Classifying Functions Complete lesson shell

Apr. 4.10
WS 4.9
28 (45)

Review for Unit 4 Test Pg. 267 # 1 – 5, 7 – 10, 15, 17

Apr. 4.11
23 (46)

Apr. 4.12
UNIT 4 TEST
25 (47)
MCR 3U Lesson 4.0 Exponent Laws Review

xm xn  xm  n

m
x  xm  n (x )  xm n m
n

m 1
x  m
xn x
Ex. Simplify using the exponent laws.

a) x 4  x 3 b) b 7  b 3 c) 8 y 5  2 y


d) 3a 2 b 5 
4
e)
32 a 4 b 3 c12
 8ab c 2 4
 
f)  x 3 y  5x 2 y 2 


g)  4a b   8a b
3
h)
 2a b  4ab
5 2 2
i)
 3x y  2xy 
4 2 4 3 2

8x 3 y 
4 4
20
10a11b 6

WS 4.0
MCR 3U WS 4.0 Exponent Laws Review

Show all your work on a separate page in your notebook. COPY THE QUESTION INTO YOUR NOTEBOOK!
MCR3U Lesson 4.1 Integer Exponents

xm xn  xm  n

x m  xm  n (x )  xm
m
n
n

x m  1 xn
xm   m   m


a 

b




Ex. Use the exponent laws to simplify where possible, then evaluate.    
   

24  27 23 36

 b 


a 

a) b) c)
 2 4 2 38
2 3 
 DO NOT change
 
negative exponents to
positive until there is
nothing else to do.

32  52
f) 2 3  34
3 1
d) e)
4 5
2 2

 3 2
4 1  3 2
g) h) 
2 
3 2 
i) 4 2  21 30
2 3  31  

Pg. 222 # 4 - 9, 13, 15

MCR 3U Lesson 4.2 Rational Exponents (no calculators, please!!)

22 = 32 = 42 = 52 = 62 = 72 = 82 = 92 =

23 = 33 = 43 = 53 = 63 = 73 = 83 = 93 =

24 = 34 = 44 = 54 =

25 = 35 = 45 =

26 = 36 =

27 =

28 =

29 =

210 =

m
n
xn = xm

Ex. 1 Evaluate

3 5
a) 81 b) 8 c) 243

Ex. 2 Write in radical form then evaluate.

1 1

a) 64 2 b) 49 2 c) (100 ) 0.5

Ex. 3 Write in radical form then evaluate.

1 1 1

a) 64 3 b) (8) 3 c) 125 3
Ex. 4 Write in radical form.

1 2
a) 64 3 b) 8 3

Ex. 5 Write in radical form then evaluate.

3 5
b) 64
1.5
a) 25 2 6 c) (9)

Ex. 6 Write in radical form then evaluate.

2
0.75 0.6
a) 81 b) 64 3 c) (243)

WS 4.2 and Pg. 229 # 1, 2

MCR 3U Lesson 4.3 Rational Exponents II

Ex. Evaluate each of the following, using exponent laws where appropriate:

2 3
2 2
5 2
1. 64  64 3 2. 4 42 3. 
3 

 

3 0.5

9 4 

16  4   32  21
4. 
 
 5. 6.
81  9 0.5 4
8 83

Pg. 229 # 3, 5, 6, 10, 14

Pg. 239 # 5, 6
WS 4.3
MCR 3U Lesson 4.4 Simplifying Algebraic Expressions

Ex. Simplify each of the following.

1
4 2  4 2
  3  2  16 a
4
2. 27 y  3. a b  
2
1. x  x3 9
     b 
 

 3 4
3 12
4. x
 4   8  2
5. y   25 y 
1
6.
3x 2
     1
  2x 3 
 

Pg. 236 #2 - 9
MCR 3U WS 4.5 Algebraic Expressions II
ANSWERS
MCR3U Lesson 4.6 Investigation: The Exponential Function

Investigating f(x) = bx

Part 1
a) Use a table of values to graph f(x) = 2x

x -1 0 1 2 3 4 5
y

b) What happens to the value of y as x moves to

the right?

c) Draw the horizontal asymptote (HA) on your

sketch and write its equation.

Eq'n of HA _________________________

d) What is the;

i) domain of f(x) = 2x ________________

ii) range of f(x) = 2x _________________

e) Does the graph cross the x-axis? _______

f) Is f(x) = 2x an increasing function or decreasing function?

Part 2

a) Use a table of values to graph f(x) = 5x

x -1 0 1 2 3 4 5
y

b) What happens to the value of y as x moves to

the right?

c) Draw the horizontal asymptote (HA) on your

sketch and write its equation.

Eq'n of HA _________________________

d) What is the;

i) domain of f(x) = 5x ____________

ii) range of f(x) = 5x ____________

e) Does the graph cross the x-axis? _______

f) Is f(x) = 5x an increasing function or decreasing function?

 Part 3

Graph y = 2x, y = 5x and y = 10x.

 what are the common characteristics of these

curves?

 Predict where the graph of y = 7x will lie

relative to these curves.

Write a general description of the curve

f(x) = bx. Be very specific.

Part 4

x x x
1 1  1 
Graph y    , y    , and y    .
 
2  5   10 
a) What are the common characteristics of
these curves?

x
1 
b) Predict where the graph of f(x)  
7 

 
will lie relative to these curves.
Investigating f(x) =a(bx) Complete the chart and graph each function.

Function : y-intercept Increasing / Decreasing Value of y when x = 1 or -1

y  2  1 Incr. (1, 2) (-1, ½)
x

y  32 
x

x
1
y  
 3
1 x
y  4 
3 

 
y  2(3) x
y  32 
x

y  24 
x

1 x
y  3
5 

 

y y
30 30

20 20

10 10

–5 –4 –3 –2 –1 1 2 3 4 5 x –5 –4 –3 –2 –1 1 2 3 4 5 x

–10 –10

–20 –20

–30 –30

y y
30 30

20 20

10 10

–5 –4 –3 –2 –1 1 2 3 4 5 x –5 –4 –3 –2 –1 1 2 3 4 5 x

–10 –10

–20 –20

–30 –30
 y y
30 30

20 20

10 10

–5 –4 –3 –2 –1 1 2 3 4 5 x –5 –4 –3 –2 –1 1 2 3 4 5 x

–10 –10

–20 –20

–30 –30

y y
30 30

20 20

10 10

–5 –4 –3 –2 –1 1 2 3 4 5 x –5 –4 –3 –2 –1 1 2 3 4 5 x

–10 –10

–20 –20

–30 –30

Homework:

The graphs below are in the form y = bx. Answer the following questions about each of the functions.
i) What is the value of the y–intercept?
ii) Is the function always increasing or always decreasing?
iii) Is b > 1 or is 0 < b < 1?
iv) What is the value of y when x = 1 or x = –1?
Use the information you gained in parts i) to iv) to write the equation of each function.

a) b) c) d)

Pg. 243 # 1, 2
Exploring the Exponential Function
MCR 3U Lesson 4.7 Transformations of Exponential Functions

Horizontal
Increasing /
Function Asymptote y-intercept Domain Range
Decreasing
(HA)
y  34  6
x

1 x
y  2 
3 
  4
 
y  2
2 x

20

10

–6 –5 –4 –3 –2 –1 1 2 3 4 5 6 x

–10

–20

y y

20 20

10 10

–6 –5 –4 –3 –2 –1 1 2 3 4 5 6 x –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 x

–10 –10

–20 –20

WS 4.7
MCR 3U Lesson 4.8 Solving Exponential Equations

IF: a b  a c , then: _______________

Solve each of the following:

1
1. 2 x3  27 2. 32 x1 
27

x2
1
3. 253 x  125x2 4.    33 x
9

x 3
16 x  2   43 x 1
2
5. 6. 8x  2 x 2

WS 4.8
MCR3U Lesson 4.9 Applications of Exponential Functions.

1. The value of a Mr. Oka hockey card is $6 and it doubles every year.
a) Complete the table of values and make a graph showing the value of the card through the years.
Value
Year Value 200
190
0 180
170
160
150
1 140
130
120
110
2
100
90
80
3 70
60
50
40
4 30
20
10

5 1 2 3 4 5 6 Year

b) Write an equation relating V, the value of the card with n, the number of years.

c) Determine the value of the card after 8 years.

d) The value of a Ms. Assaly card is $5, and it triples every year. Write an equation relating V,
the value of the card with n, the number of years.

e) Determine the value of a Ms. Assaly card after 12 years and 6 months.

2. Calculate each of the following:

a) The after-tax price of a toy which costs $40 plus 13% tax.

b) The new price of a $80 item which is on sale for 30% off.
3. The value of a Mr. Jeacle hockey card is $6 and it grows by 20% every year.
a) Complete the table of values and make a graph showing the value of the card through the years.

V
Year Value 20

0 18

16

1 14

12

2 10

3 6

4 2

–1 1 2 3 4 5 6 n
5

b) Write an equation relating V, the value of the card with n, the number of years.

c) Determine the value of the card after 8 years and 6 months.

4. The value of a Mr. Call hockey card is $6 and it depreciates by 8% every year .

a. Write an equation relating V, the value of the card with n, the number of years.

b. Determine the value of the card after 8 years and 6 months.

c. Determine the value of the card after 14 years.

d. How long will it take until the card is

i) worth $1? ii) worthless?
 5. The population of Bedford Falls is 2,500. What rate of growth will be required for the population to
reach 10,000 in 15 years?

Let’s solve some equations!! (round to 2 decimal places where appropriate)

a 2  16 b 3  125 c 7  17

2d 5  38 2d 6  38 e  111  92

2
3 f  1  221 6( g  5) 3  44 200 (1  i) 33  1200
17

HOMEWORK
1, Solve each of the following (round to 2 decimal places where appropriate).
a) a 9  3000 b) 3b 5  9 c) c  221  9144 d) 17d  37  11
e) 20(1  i)13  1000 f) 3000(1  i)19  2037

2. What average rate of growth is required for (round to nearest tenth of a percent)
a) a town’s population to grow from 2000 to 3400 in 25 years?
b) a hockey card to appreciate in value from $2 to $25 in 4 years?
HW p. 261 #3,4,5,8,10ab,12,13,15,16
c) a town’s population to go from 30,000 to 26,000 in 10 years?
d) a hockey card to depreciate in value from $8 to $4.50 in 7 years?

Answers: 1a) 2.43 b) -1.25 c) 3.54 d) -2.06 e) 0.35 f) -0.02 2a) 2.1% b) 88.0% c) -1.4% d) -7.9%
MCR3U Lesson 4.10 Classifying Functions

1. a) Graph each of the following relations, and classify them as linear, exponential, or quadratic.

Year Value Year Value Year Value

0 1 0 1 0 1

1 4 1 2 1 2

2 7 2 5 2 4

3 10 3 10 3 8

4 13 4 17 4 16

5 16 5 26 5 32

y
36

1b) Complete the above tables of values, labelling the third column.
32

1c) Complete the following:

28

In a linear relation the

24

______________________________ are constant.

20

16
In a quadratic relation the
12
______________________________ are constant.
8

4 In an exponential relation the

______________________________ are constant.

–1 1 2 3 4 5 6 7 x
y
y=2^x
260
At right are the graphs of both y  x  1,0  x  8 and y  2 ,0  x  8 . Note
2 x
240

that exponential growth is quite different from quadratic growth.

220
200
180
160
140
120
y=x^2
100
80
60
40
20

1 2 3 4 5 6 7 8 9 x
Complete the following tables with values that would make the relation:
i) linear ii) quadratic iii) exponential

Year Value Year Value Year Value

0 6 0 6 0 6

1 12 1 12 1 12

2 2 24 2 24

3 3 3

4 4 4

5 5 5

2. The table describes the cooling of a cup of hot water in a room whose temperature is 0oC.
y
Time (minutes) Temperature (oC) Ratio of y values
70

0 55 65

60
2 46 55

50
4 38
45

40
6 32
35

8 27
30

25

10 22 20

15

12 18 10

5
14 15
2 4 6 8 10 12 14 16 18 20 x

16 12

a) Make a sketch of this relation.

b) State the Domain and Range of this relation.

c) Write an equation of the exponential function relating x, time (in minutes), and y, temperature (oC).
4. 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
Caffeine (mg)

100
80
60
40
20
0
0 1 2 3 4 5 6 7 8 9 10 11 12 13
Time (h)

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

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

c) Write an equation which could be used to approximately model the amount, A, of caffeine in the
bloodstream after a given amount of time, t, in hours.

d) Check the reasonableness of your equation by using it to predict the amount of caffeine after the
following number of hours AND then comparing it to the graph.

i) 4. 5 hours ii) 8.5 hours

5. 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

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

N
140

120
b) Plot the points on the provided grid.
100
c) Use your graph to predict the number of students per
computer in the year 2006. 80

60

CHALLENGE:
Write an equation that will closely model this relation. 40

20

1984 1988 1992 1996 2000 2004 2008 t