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MODELING UTAH POPULATION DATA
Math 1010 Intermediate Algebra Group Project According to data from the U.S. Census Bureau, Population Division, the population of Utah appears to have increased linearly over the years from 1980 to 2008- The following table shows the population in 100,000's living in Utan66orOingfo year' ln this project, you will use the data in the table to find a linear function/(x) that represents the data, reflecting the change in population in Utah.

Estimates of Utah Resident Population, in Year
x
1981
1_989

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1993
13
19

1999
19

2005
25 25

2008 28 27.4

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Population, y

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Source: U.5. Census Bureau, Population Division

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2.

Using the graph paper on the last page, plot the data given in the table as ordered pairs. Label the x and y axes with words to indicate what the variables represent. Use a straight edge to draw on your graph what appears to be the line that "best fits" the data you plotted. You will only have one line drawn, rather than several pieces of lines Estimate the coordinates of two points that fall on your best-fitting line. Write these points below.

3.

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Use the points that you wrote down to find a linear functionf(x) for the line. Show your

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Use your function from part 3 to approximate in what year thp residential population of Utah reached 2,000,000. Show your work.

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Compare your linear function with that of another student or group.

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8. In actuality, using a linear growth

modelfor population is noi"orron. Most models are exponential models, due to the fact that mpst populations experience relative growth, i.e.2% growth per year. Linearlmodels for nonlinear relationships like population work only within a small time fr{me valid close to the time of the data modeled. Discuss some of the false coirclusions you might reach if you use your linear model for times far from 1980-2p08.

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Maximizing the Profit of a Business
Math 1010 Intermediate Algebra Group Project
In this project your group

will solve the following problem:

A manufacturer produces the following two items: computer desks and bookcases. Each item requires

processing in each of two departments. Department A has 55 hours available and department B has 39 hours available each week for production. To manufacture a computer desk requires 4 hours in

department A and 3 hours in department B while a bookcase requires 3 hours in department A and 2 hours in department B. Profits on the items are $72 and $23 respectively. lf all the units can be sold, how many of each should be made to maximize profits?
Let X be the number of computer desks that are sold and Y be number of bookcases sold.

1.

Write down a linear inequality for the hours used in Department A

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Write down a linear inequality for the hours used in Department

; "j=.' There are two other linear inequalities that must be met. These relate to the fact that the manufacturer cannot produce negative numbers of items. These inequalities are as follows:

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Next, write down the profit function for the sale of X desks and Y bookcases:

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You now have four linear inequalities and a profit function. These together describe the manufacturing

situation. These together make up what is known mathematically

as a linear programming problem.

Writeall oftheinequalitiesandtheprofitfunctiontogetherbelow. of another, with the profit function last.

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4.

To solve this problem, you

will need to graph the intersectiorl of all fQur inequalities on one common XY plane. Do this on the grid below. Have the bottom left be the origin, with the
horizontal axis representing X and the vertical axis representing
Y.

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ofthe ord Oairs that make fred up these corners. For the intersection of the two slanted lines you will h to solve the 2 by 2 system made up of their equations. lve

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maximum profit you will make.

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Reflective Writing.
Did this project change the way you think about how math can be appl

to the real world?
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Write one paragraph stating what ideas changed and why. lf this project
you think, write how this project gave further evidence to support your applying math. Be specific,

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