Time (sec) 1 0.50 1.00 1.50 2.00 1 2.50 1 1 3.00 1 1 4.00 1 5.

00
Speed (feet/sec) 73 [ 55.9 43.1 25.4 1 11.3 -6.1 I 22 7 1 68.9
a) Use this data to construct a scatterplot for the
Math 111 Activity #2
height of the rocket as it depends on the
Curve Fitting
distance travels. Sketch it In box at right. Names
b) In this activity, you will practice curve fitting to functions. Show all your work. Attach any scratch paper to this
What type
handout. Thisofactivity
function appears
is due at thetonext
be best
classtomeeting.
model this data? Why?
1) The following table shows the vertical speed of a model rocket as a function of its (horizontal) distance traveled.
Best type of function is: ■

Why?______________________________

c) Using your answer to part b, find an appropriate function to model this data using curve fitting as
discussed in class. Is this a good model? Explain your answer completely.

Model________________________________________

Is it a good model? Why?

d) At what time do you expect the vertical speed to be 4.5 feet/sec?

Time when vertical speed is 4.5 feet/sec?

e) What vertical speed do you expect when the time is 1.75 seconds, based on your model?

Vertical speed when the time is 1.75 seconds?

Year 1980 1 1990 1997 1 2003 2010
Membership (in millions)
1 1947 1 1 1971 1 1
1.0 2.7 1 4.64 1 1 757 1 1 9.43 1 117 1 14.5
2) The following table shows the membership in the LDS Church at the beginning of the given years.

a) Use this data to construct a scatterplot for the

membership in the LDS Church. Would a linear
function be a good model for this data based
Quthe scatterplQt?

Best type of function (based on data):

b) Sometimes, with curves such as the LDS

membership model, we can look at a small
piece of the model and use a linear function to
model ONLY that small piece. Fit a linear model to the data from 1990 through 2010 and assess
the quality of your model. Explain your assessment. Hint: Use the year 1947 as t = 0.

Model for the data_____________________________________________________________

Assessment___________________________________________________________________

c) The LDS Church announced in 1998 that its membership reached 10 million members during the year. Is
this reasonable based on the data and why?

Is it reasonable? Why?_______________________________________________________________

d) What do you expect the membership to be in the year 2025, based on the model?

Membership in 2025?__________________________________________________________________

e) When do you expect the membership to reach 100 million, based on the linear model? Is this reasonable,
based on the problem statement in part b?

When membership is 100 million?_______________________________________________________

Math 111 Activity #3
Function Behavior Names
Do the following problems. Show all vour work for full credit. This activity is due at the next class meeting.

1) For each function given below, answer each of the questions below. You may graph the function with your
calculator and sketch it on the axes provided. All graphs should display easily on the standard viewing rectangle.
You may do your work on a separate piece of paper and write the results on this form. Attach it to the back of
this form.

2) What is the domain and range of the function ?

3) What are the maximums or minimums?
4) On which intervals is the function is increasing or decreasing?
5) What is the average rate-of-change from t = 2 tot = 5?
6) What is the type of function (linear, quadratic, unknown, etc.)?

a) f(t) = t2 - 2t - 15

Type of function_____________________________

b) g(t) = 2t-5

Type of function_______________________________
_
c) E(t) = 10/(1 + t2)

Type of function_______________________

d) R(t) = 0.25Í3 + 2

Type of function________________________

e) A(t) = 1.165*

Type of function ________________________

Math 111 Activity #4
Quadratic Functions Names_______________________
Quadratic functions are a commonly used type of function in read world applications. They appear in Physics,
Engineering, Business, and other areas of study. In this activity, we will review, refine, and apply what we have
learned in previous courses about quadratic functions. Do the following problems, reading the instructions
carefully. This activity is due at the next class meeting.

Quadratic functions are functions of the form y = ax2 4- bx + c, where a, b, and c are known constants and a*0.

Quadratic equations are equations of the form ax2 4- bx 4- c = 0, where a, b, and c are known constants.
Graphically, the real solution(s) to these equations are found at the horizontal Intercepts of the graph of the
function f(x) = ax2 + bx + c. All solutions to a quadratic equation can be found using the quadratic formula:

- h ± -Jh2 - Aac
2a

The value b2 - 4ac is called the discriminant Its value "discriminates" how many and what kinds of solutions exist
for the given quadratic equation.

There are other methods used to solve quadratic equations. "Completing the square", graphical, and factoring
are all methods used to solve these equations. However, the quadratic formula and the graphical method are of
the most use today, due to the availability of technology.

Problems:

1) Solve the following equations using the quadratic formula by first changing the equation to quadratic
form, as needed.

2) 2x2 + X - 5 = 0

Quadratic form__________________________________

Solution(s)________________________________

a) X + 3 = X2

Quadratic form_________________________________

Solution(s)_________________________________
 Quadratic form__________________________________

Solution(s)__________________________________
d) 0.25x2 — 1.375X = 1

c) 3-2x = 1/ Quadratic form___________________________________

Solution(s)__________________________________
a) f(x) = 2x2 - 4x + 7

Vertex form__________________________________

Solution(s)__________________________________
b) g(t) =-3x2 - 12x - 8

Vertex form___________________________________

Solution(s)___________________________________

3) For each quadratic function given, change the function to vertex form, then determine the function's zeroes
and x-intercepts.
Math 111 Activity #5
Exponential Basics Names

In this activity, we will practice our knowledge of continuous and constant exponential models. This activity is due at
the next class meeting.

1) For each situation, determine a constant percent model based on the given data and use the model to answer the
associated question.

a) You invest $5000 in a municipal bond that yields 3.5% APR. How much is your investment worth in 5
years?

Model______________________________

Answer_____________________________

b) You discover leftover chocolate pudding (a 1 1/2 cup serving) in your refrigerator that is changing to a
"hairy mass’ at an approximate rate of 8% per week. How many weeks will it take until half of the
pudding is now "hairy mass’?

Model______________________________

Answer_____________________________

c) A capacitor in a circuit loses 4.65% of its charge per second. How much of the initial charge remains
after 15 seconds?

Model______________________________

Answer_____________________________

d) A judge in a small county has regular court appearances. A study shows his fines increase by 3.5% per
month. How long will it take to triple a fine?

Model______________________________

Answer_____________________________
 e) A population model for a large city show the population increases by 1.06% per year. If the initial
population is 340,000, how long until the city's population is 500,000 people?

Model______________________________

Answer_____________________________

7) The alpha decay of Plutonium-239 can be modeled with the exponential growth/decay model. The halflife of
Plutonium-239 is 24,100 years.

a) And a constant percent model for the decay of the Plutonium?

Decay Model________________________________

b) How much Plutonium-239 of a pure 10-gram sample remains after 150,000 years?

After 150,000 years?_________________________________

c) Does the decay of Plutonium-239 depend on the original amount? Why?

d) How long will it take will it take 13.5 grams of Plutonium-239 to decay to 7% of its original amount?

How long?__________________________________
 Double your investment in

Yearly rate Names____________________________

Monthly rate
In this activity, we will practice our knowledge of constant percent and continuous exponential models. This activity is
due at the next
Continuous rate class meeting.

1) What interest rate is required to double your investment in 5 years assuming that the interest is compounded
monthly? Continuously? Recall the formula for continuously compounded interest is given by A = Pert.

Monthly Compounded Rate

Continuously Compounded Rate

2) The alpha decay of a particular element can be modeled with continuous exponential decay model. After
10 days, 4.5% of the element has decayed to other elements.

a) What is the half-life of this model?

Half-life_________________________

b) How long will it take for 90% of the original amount of the element to decay?

90% decayed__________________________

8) What interest rate is required to triple your investment in 7 years assuming that the interest is compounded
yearly? Monthly? Continuously? Complete the chart below.
9) A sample of bacteria has 347 bacteria. This bacteria colony doubles in size every 3.2 hours. What is the
continuous growth rate for the bacteria colony? How many bacteria are In the sample after 7 days, using a
continuous model?

Continuous growth rate__________________________

Population after 7 days___________________________

10) The population of Dufus is 2797 and the population of Filthyrich is 3150. Dufus has a 4% continuous growth
rate and Filthyrich has a constant percent growth rate of 5%. How long will it take before the two towns
have the same population’ If your answer is "never", explain why?

How long until the population of the two towns is the same?

11) Which of the following situations should you use a constant percent rate model, a continuous growth rate
model, or a linear function model?

a) Every month, your bank account balance is increased by 0.15%.

Which Model Type?________________________________________

b) Your casserole is decaying at a rate of 3.2% per week, due to various bacteria reproducing at
different times ... thus at any time, at least one bacterium is reproducing.

Which Model Type?________________________________________

c) Each week, your sales increase by $452.

Which Model Type?______________________________________—

e) In the late 1970's, the interest rates on loans were so high, that the account balances were always
increasing due to interest earned.

Which Model Type?_________________________________________

Math 111 Activity #7
Logarithms Names
In this activity, we will practice our knowledge of solving exponential and logarithmic equations. Show all your work
for full credit. Use of your calculator as shown in dass is encouraged. This activity is due at the next class meeting.

1) Chemistry The pH of a solution is defined as the negative of the common (base 10) logarithm of the hydrogen ion
concentration ([hr 3 in moles of hydrogen per liter). The pH ranges from 0 to 14, with values less than 7
representing acidic solutions, a pH of 7 is a neutral solution, and values above 7 represent basic (alkaline)
solutions.

a) Write out the function for the pH of a solution as it depends on the hydrogen ion concentration.

Formula__________________________________

b) What is the pH of a solution with a hydrogen ion concentration of 8.72 X IO' 10 moles per liter? Is this
solution addic or basic?

pH

acid or base

c) A pH test on an addic solution yields a pH of 4.1. What is the hydrogen ion concentration of the
solution?

[H+] =________________________________

2) Compound Interest The exponential model for the compound interest earned on the savings of $4050 at
0.75% annual percentage rate, compounded quarterly is given below. Recall that "compounding" means to
calculate the interest and add it to the account balance.

^) = 4O5o(l + ^y

In this model, A(t) is the account balance at t years after the initial amount has been invested into the
account.

a) Where in the model are the following values accounted for?

I) The initial investment___________________________________

 ỈỈ) The annual interest rate

ill) The Quarterly compounding

a) How much will be in the account after 5 years?

After 5 years?_____________________________

c) How long will it take to double the initial investment7

Time to double investment?

d) The Rule of 70 is a quick way to estimate the doubling time for an account modeled by a
constant percent growth rate. The rule says to take the number 70 and divide by the annual
interest rate as a percentage. Use this rule to check your value for the time to double the
investment in this problem.

Rule of 70 doubling time______________________________

3) Sound IntensityWe. can model the intensity of sound in our environment with a logarithmic function.
Sound intensity is a measure of the amount of sound as a "wall of sound" approaches you, with units of watts
per square centimeter (W/cm2). The output of the model is the noise level in decibels (dB). The model is shown
below.

a® = 101ogy-

I is the sound intensity of the sound measured, Io is a base level intensity (the lowest intensity humans can
hear is 1X lữ16 w/cm2), and dB is the decimal level of the sound.

a) What is the intensity of a rock concert with a decibel level of 115 dB?

Intensity_____________________________

b) What is the noise level (in dB) of a sound with the intensity of 2.5 X 10' 9 w/cm2?

Noise level_____________________________
Math 111 Activity #8
Transformations of Functions Names________________________
In this activity we will explore different transformations and their effects on functions. Although it can be shown that
these transformations can work on all analytic functions, we will focus on a familiar function. This activity is due at the
next class meeting.

1) Graph the fundion 2X in yi on your calculator, starting in the standard viewing window.

a) In y2, input the function 2X + 2. In ya, input the function 2’ - 3. Graph all three functions together on
your calculator.
How does the entire graph of y? compare to the entire graph of y 1? Look at how the entire graph
moves, not at a single feature, such as the y-intercept.
How does the entire graph of y3 compare to the entire graph of yi? What would you do to the graph
of yi = 2X to get the graphs of y2 = 2X + 2 or y3 = 2X - 3?

b) Generalizing In general, how would the graph of the function g(x) = 2X + k look compared to the
graph of the function f(x) = 2X for some arbitrary value of k?

2) Clear all functions from your calculator except yi = 2X.

a) Input the function 2X ■2 into y2. Input the function 2X + 3 into y3.
How does the graph of y2 compare to the graph of yi?
How does the graph of y3 compare to the graph of yi?

b) Generalizing How would the graph of the function g(x) = 2X •h look compared to the graph of f(x)
= 2X for some arbitrary value of h? Note that g(x) contains "x subtract h" in the
parentheses.
 4) Clear all functions from your y(x) menu except yi = 2X.

a) Input the function 3 • 2X into ya. In y3 put the function 0.4 • 2X and in y4 put -2X. What can you say
about the graphs of these four functions? How do each of the coefficients (3, 0.4, and -2) effect
the graph of the function f(x) = 2X?

b) Generalizing How would the function g(x) = A 2X compare to f(x) = 2* under each of the following
three conditions?

I) A> 1

ii) 0 < A < 1

iii) A = -1

4) How would the function g(x) = -2 • 2X •4 5 + 3 compare to the function f(x) = 2X ? Be very specific in
your answer. Use graphs if necessary to help you answer the question.
Math 111 Activity #9
Composition and Inverse Functions Names
Use your calculators to explore the following situations. Answer all questions posed in the space provided. Don't be
afraid to experiment a bit with this activity.

1) Consider the functions h(t) = -4t + 3 and k(x) = -3x2 + 8.

a) Using h(t) as the "input value" in the rule for k(x),

write the algebraic result below without
simplifying. In essence, you are evaluating k(x)
at h(t). This is called function composition.
Graph this result on your calculator and show
the graph in the box at right.

b) Now use k(x) as the input value for h(t) and show the algebraic result (again, without simplifying).
Graph this new result on the same set of axes as your result above. What do you notice? Are
these two results the same function?

c) Erase all previously entered functions from your calculator. Let f(x) = 4x + 5 and g(x) = s/4 + 1/4X.
With these two functions, do the same thing that you did with h(t) and k(x) in parts la and lb. Do you
get the same type of results as before? Graph the line y = x with both f(x) and g(x) only at right.
What do you see (or NOT see?) in these graphs?
2) Consider the function s(t) = 2t + 5.

a) Substitute y for s(t) in the function. Now, solve the resulting equation for t. Do not do any numerical
substitutions.

Answer_______________________________

1
R

b) "Swap" the symbols y and t in your last result and "rewrite" the equation.

Rewrite_______________________________

c) Graph the "old" s(t) ( s(t) = 2t - 5 ), the "new function"

( your result of part (b)), and the line y = X all on
the same set of axes. What do you observe in
these graphs?

d) Perform the same process you did in parts (la) and (lb) to the "old" s(t) and the "new function". What
do you notice?
Math 111 Activity #10
Polynomial Function Behavior Names________________________
In this activity, we explore some of the properties of higher degree polynomials. We will use these (and other) properties
to better understand these polynomial functions and to be able to solve equations that contain them. This activity is due
at the next class meeting.

Part 1: Real Zeros and Equivalent Statements

1) Suppose that you have a polynomial function, P(x) = X3 - X2 - 2x.

a) Suppose you wish to

solve the equation
P(x) = 0 and find that
P(x) is 0 when X = 0
(check it out!). Are
there any other value of
X that make P(x) = 0?
What are they? You may
find that graphing the
function P(x) will give
you a due. Please neatly
sketch your graph in the
box at the right.
Other solutions to the
equation P(x) = 0 are:

Factor x from the

function P(x). The result
is a quadratic function.
Factor this quadratic and write P(x) as the product of these three factors (x and the two from the
quadratic). Do you notice any pattern between the factors of P(x) and the values of X that make
p(x) = 0 from part (a)? Describe this pattern.

Factorization of p(x)_______________________________________________________________

Patterns? _______________________________________________________________________

c) What are the points (coordinates, please!) where the graph intersects the x-axis? Is there a pattern
between these points and the values from part (a) and/or the factors from part (b)?
Part 2: Long Run Behavior

1) Again, let's consider the function P(x) = X3 - X2 - 2x.

a) As this function "moves off the graph to the right" (that Is, as X Increases), what happens to the y-
value?

b) What happens as the function moves off the graph to the left (that is, as X decreases), what happens
to the y-value’

b) What type of power function Is this "long-run behavior" seem to mimic?

2) Graph the function f(x) = X4 - 2x3 - 5x2 + 8x + 3 on the standard viewing window of your calculator (you
don't need to indude it with this activity).

a) Describe the "long-run behavior of f(x) as you did with P(x) in problem 1 of this part of the activity.

b) Now graph the function -f(x) = -(x4 - 2x3 - 5x2 + 8x + 3) = -X4 + 2x3 + 5x2 - 8x - 3, the reflection of
f(x) over the x-axis. How does this "end behavior" change?

3) Erase the previous graphs and graph the function g(x) = 0.5x5 - X. Describe this function's end
behavior’ Also, describe the end behavior of -g(x) = -0.5x5 + X? What can you say about the end
behavior of polynomial functions that have an "odd" degree?
5) Just as you did in problems 1-3, investigate the end behavior of polynomials with "even" degree. Use the
functions h(x) = 3x2 + 2x - 5 and k(x) = X4 - 3x to help you investigate the pattem(s).

6) Create rules that you can use to deduce the end behavior of polynomial functions without looking at their
graphs.

Part 3: Short-term Behavior

1) Go back to the graph of f(x) = X3 - X2 “ 2x + 1. Where does the graph "peak" or "valley'? These are called turning
points, where the graph "turns” from increasing to decreasing (or vice versa).

2) You'll notice in the "neighborhood of the "peak" that the graph is "bowed up", that is it looks like a "cap" (r>)
shape. Similarly, in the neighborhood of the "valley", the graph is "bowed down". It looks like a "cup" (o)
shape. Locate a point on the graph where the graph changes from a "cap" shape to a "cup" shape. This
point is called an inflection point- Estimate this point's coordinates.

Inflection Point Coordinates (estimate)

Part 4: Continuity

1) As you and your team have graphed the above

polynomial functions, look for any "jumps" or
"breaks" in the graphs. Consider if you could
have drawn these graphs by hand without
lifting your pencil off the paper. Graph the
indicated portion (between X = -1 and X = 1)
of the function c(x) = -X3 + 4x in the box at
right What is the value of the function c(x) at
X = -1? Label this point on the graph. What is
c(x) at X = 1/2? Label this point on the graph.
What interesting or noteworthy happens
between these two points on the graph? How
does the graph depend on a lack of "jumps" or
"breaks" and how does this relate to the two
points graphed?

Answer these questions below.