Advanced Functions and

Introductory Calculus
_ TEACHER'S GUIDE
 Digitized by the Internet Archive
in 2023 with funding from
Kahle/Austin Foundation

httos://archive.org/details/ison_97807 74716000
 HARCOURT MATHEMATICS 12
Advanced Functions and
Introductory Calculus

This Teacher’s Guide and the Harcourt Mathematics 12:

Advanced Functions and Introductory Calculus Solutions Manual
accompany the Harcourt Mathematics 12:
Advanced Functions and Introductory Calculus student text.

Editors Authors
Ronald Dunkley Ruth Malinowski
Enzo Carli Dean Murray
Ronald Scoins Jeffrey Shifrin
Loraine Wilson

The CENTRE for EDUCATION

agNee < in MATHEMATICS and COMPUTING
Copyright © Harcourt Canada Ltd.

All rights reserved. Except for the Reproducible Pages included in this publication, which may be reproduced without prior written
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Every reasonable effort has been made to acquire permission for copyright material used in this text, and to acknowledge such
indebtedness accurately. Any errors or omissions called to the publisher’s attention will be corrected in future printings.

National Library of Canada Cataloguing in Publication

Harcourt mathematics 12 : advanced functions and introductory calculus. Teacher’s

guide / authors, Ronald Dunkley, Enzo Carli, Ronald Scoins; editors, Ruth Malinowski . . . [et al.]

ISBN 0-7747-1600-2

1. Calculus—Study and teaching (Secondary) 2. Functions—Study and teaching (Secondary). I. Dunkley, Ronald G. II. Carli, E.G.
III. Scoins, Ronald G. IV. Malinowski, Ruth

QA303.H37 2002 Suppl. | 515 C2002-905010-3

Production Editor: Jane A. Clark

Copy Editors: Mary Dickie, Laura Peetoom
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Printing and Binding: Maracle Press Book

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) Printed in Canada on acid-free paper.

12345 06 05 04 03 02
PROGRAM OVERVIEW 1
Introduction 1
A Tour of the Textbook 2
A Tour of the Teacher’s Resource 10
Correlation to the Advanced Functions and
Introductory Calculus course (MCB4U) 16
Additional Resources 22

APPROACHES TO TEACHING AND LEARNING 23

Knowledge/Understanding 23
Self-Assessment and Goal Setting 24
Student-Teacher Conferencing 24

Thinking/Inquiry/Problem Solving 25
Mathematical Modelling 25
Research Assignments 26
Problem Solving 27

Communication 27
Journals 28
Peer Assessment 29
Group Work and Co-operative Learning 29
Oral Presentations 30

Application 30
Performance Tasks 30
Portfolios 31
Technology 32
Using the Internet for Extended Learning 33

Reaching All Students 34

Identifying “At Risk” Mathematics Students 34
Styles of Learning and Styles of Teaching to Meet Special Needs 34
Meeting Special Needs with Harcourt Mathematics 12 35
Evaluation and the Special Needs Student 36
Second-Language Learners 36
Advanced Learners 38
Exercise Difficulty Levels 39

Contents
 ASSESSMENT AND EVALUATION 40
The Balancing Act of Assessment and Evaluation: Deciding What to
Assess and How to Assess It 40
Why Assess? 40
What to Assess? 41
How to Assess? 41
Balancing the Instruments of Assessment 42
Generic Career Link Wrap-Up Rubric 43
Standard Assessment Features in Each Chapter 44

Reproducible Assessment Tools 44

Preparing fora Test 45
Independent Learning Rubric/Rating Scale 46
Research Process and Report Checklist 47
Oral Presentation 48
Presentation Assessment Checklist: Self/Peer 49
Conferencing and Goal Setting 50
Portfolio Cover/Reflection Sheet 51
Mathematics Response Journal 52

COURSE PLANNING = 53
Suggested Course Planning Ahead Chart 53

TEACHING NOTES '_ 58

Chapter 1: Polynomial Functions 58

Chapter Planning Ahead Chart 58
Technology Chart 59
Introduction 60
Background Knowledge 60
Career Link: Modelling Water Demand 60
1.1 Graphs of Polynomial Functions 63
1.2. Polynomial Functions from Data 67
1.3. Division of Polynomials 69
1.4 The Remainder Theorem 72
Career Link Wrap-Up 75
Chapter | Summary 77
Chapter | Alternative Test 78
Chapter | Alternative Test Solutions 79
Chapter | Achievement Rubric 82

Chapter 2: Polynomial Equations and Inequalities 84

Chapter Planning Ahead Chart 84
Technology Chart 86
Introduction 87
Background Knowledge 87

iv Contents
 Career Link: Researching Dose-Response Relationships 87
Pd The Factor Theorem 89
2.2 The Factor Theorem Extended 93
23 Solving Polynomial Equations 96
2.4 Properties of the Roots of Quadratic Equations 102
Paes) Solving Polynomial Inequalities 106
2.6 Absolute Value Functions 109
Career Link Wrap-Up: Investigate and Apply 114
Chapter 2 Summary 116
Chapter 2 Alternative Test 117
Chapter 2 Alternative Test Solutions 119
Chapter 2 Achievement Rubric 125

Chapter 3: Introduction to Calculus 128

Chapter Planning Ahead Chart 128
Technology Chart 130
Introduction 131
Background Knowledge 131
Career Link: Assessing Athletic Performance 131
a1 The Slope of a Tangent 134
ee Rates of Change 136
ane The Limit of a Function 138
3.4 Properties of Limits 140
3.3 Continuity 142
Career Link Wrap-Up 143
Chapter 3 Summary 145
Additional Review Questions 146
Chapter 3 Alternative Test 147
Chapter 3 Alternative Test Solutions 150
Chapter 3 Achievement Rubric 156

Chapter 4: Derivatives 158

Chapter Planning Ahead Chart 158
Technology Chart 159
Introduction 160
Background Knowledge 160
Career Link: The Elasticityof Demand 160
4.1 The Derivative Function 162
4.2 The Derivatives of Polynomial Functions 165
4.3 The Product Rule 166
4.4 The Quotient Rule 168
4.5 Composite Functions 170
4.6 The Derivative of a Composite Function 172
Career Link Wrap-Up 174
Chapter 4 Summary 176
Chapter 4 Alternative Test 177
Chapter 4 Alternative Test Solutions 179
Chapter 4 Achievement Rubric 182

Contents v
 Chapter 5: Applications of Derivatives 184
Chapter Planning Ahead Chart 184
Technology Chart 186
Introduction 187
Background Knowledge 187
Career Link: Maximizing Profits 187
me Implicit Differentiation 190
522 Higher-Order Derivatives, Velocity, and Acceleration 193
a Related Rates 196
5.4 Maximum and Minimum on an Interval 199
oe) Optimization Problems 201
5.6 Optimizing in Economics and Science 204
Career Link Wrap-Up 206
Chapter5 Summary 208
Additional Review Questions 209
Chapter 5 Alternative Test 210
Chapter 5 Alternative Test Solutions 212
Chapter 5 Achievement Rubric 219

Chapter 6: The Exponential Function 220

Chapter Planning Ahead Chart 220
Technology Chart 221
Introduction 222
Background Knowledge 222
Career Link: Discovering Exponential Growth Patterns 222
6.1 Laws of Exponents 224
6.2 Investigating f(x) =b* 226
6.3 Investigating fix) =ab‘+c 227
6.4 Exponential Growth and Decay 229
6.5 Modelling Data Using the Exponential Function 235
Career Link Wrap-Up 239
Chapter6 Summary 241
Chapter 6 Alternative Test 242
Chapter 6 Alternative Test Solutions 244
Investigation 6.2 and 6.3: Reproducible pages 246-248
Chapter 6 Achievement Rubric 249

Chapter 7: The Logarithmic Function and Logarithms 250

Chapter Planning Ahead Chart 250
Technology Chart 251
Introduction 252
Background Knowledge 252
Career Link: Measuring on a Logarithmic Scale 252
The Logarithmic Function 254
Properties of Logarithms 257
Solving Logarithmic Equations 261
Where We Use Logarithms 263
Logarithms and Earthquakes 264

vi Contents
 Logarithms and Sound 265
Logarithms and Chemistry 267
fest Change of Base 269
Career Link Wrap-Up 272
Chapter 7 Summary 274
Chapter 7 Alternative Test 275
Chapter 7 Alternative Test Solutions 277
Investigation 7.1: Reproducible Pages 281-282
Chapter 7 Achievement Rubric 283

Chapter 8: Derivatives of Exponential and Logarithmic

Functions 284
Chapter Planning Ahead Chart 284
Technology Chart 286
Introduction 287
Background Knowledge 287
Career Link: Rate-of-Change Models in Microbiology 287
Derivatives of Exponential Functions 290
The Derivative of the Natural Logarithmic Function 293
Derivatives of General Exponential and Logarithmic Functions 296
Optimization Problems 298
Logarithmic Differentiation 299
Career Link Wrap-Up 301
Chapter 8 Summary 304
Additional Review Questions 305
Chapter 8 Alternative Test 306
Chapter 8 Alternative Test Solutions 308
Chapter 8 Achievement Rubric 312

Chapter 9: Curve Sketching 314

Chapter Planning Ahead Chart 314
Technology Chart 315
Introduction 316
Background Knowledge 316
Career Link: Predicting Stock Values 316
on Increasing and Decreasing Functions 318
o2 Critical Points, Relative Maxima, and Relative Minima 320
95 Vertical and Horizontal Asymptotes 322
9.4 Concavity and Points of Inflection 324
ee) An Algorithm for Graph Sketching 326
Career Link Wrap-Up 327
Chapter9 Summary 329
Additional Review Questions 330
Chapter 9 Alternative Test 331
Chapter 9 Alternative Test Solutions 332
Chapter 9 Achievement Rubric 337

Contents Vii
 Appendix A: Derivatives of Trigonometric Functions 340
Al Compound Angle Identities 340
A2__ The Derivatives of the Sine and Cosine Functions 343
A3 Applications of Trigonometric Functions 347
Appendix A Alternative Test 351
Appendix A Alternative Test Solutions 353
Answers to Additional Review Questions 358
Appendix A Achievement Rubric 359

Appendix B: Antiderivatives 360

Appendix B Alternative Test 361
Appendix B Alternative Test Solutions 362
Appendix B Achievement Rubric 365

Student Text Solutions

For solutions, please see the Solutions Manual included with the Teacher’s Guide. This has been
bound separately in order to facilitate access to solutions in the classroom.

viii Contents
PROGRAM OVERVIEW

Introduction

Harcourt Mathematics 12: Advanced Functions and Introductory Calculus has been
prepared with a number of goals in mind. First, of course, is the presentation of material
so that the curriculum expectations published by the Ontario Ministry of Education are
met, in letter and in spirit. Second is the goal of providing the best possible foundation in
preparing students for continuation of their studies in mathematics and other subject areas
beyond secondary school and, indeed, throughout life. To this end we have included
several features.

e Problem solving and communication are integrated throughout the program within a
rich repertoire of learning assignments (independent study, small groups, and so on).
e Scaffolding instruction guides student learning throughout the program. Exercises are
organized and labelled by level of difficulty. Each chapter begins with a review of
Prerequisite Skills and ends with a Key Concept Review, Chapter Review Exercise,
and Practice Test.
e Problem solving is emphasized at all stages of exercises to provide a solid foundation
for and link to university studies in mathematics.
e Career Link introductions and Career Link Wrap-Ups in every chapter provide a real-
life context for calculus, and encourage students to think about and use their prior
knowledge in math to solve problems; and to reflect on their own life experiences to
find places where math is used.
e Letterhead Problems and Career Link Wrap-Up tasks emphasize mathematical
modelling to develop higher-level thinking.
e A General Chapter Task Rubric in the text supports student self-assessment.
e Technology is integrated throughout the text and includes the use of graphing
calculators, dynamic geometry software, and the Internet.
e Comprehensive and Clear Solutions are provided in a Solutions Manual.

(For more information on text features, see A Tour of the Textbook on pages 2-9 of this
Teacher’s Resource.)

(For more information on Teacher’s Guide and Solutions Manual features, please see A
Tour of the Teacher’s Resource on pages 10-15 of this Teacher’s Resource.)

Program Overview
 A Tour of the Textbook

Using Advanced Functions

and Introductory Calculus
A GUIDED TOUR OF YOUR TEXTBOOK

CHAPTER OPENER

You will be introduced to each

chapter by reading about some
real-life applications of the
mathematical concepts that will THE EXPONENTIAL
be presented within the chapter. FUNCTION
A colourful image accompanies this
introduction. Are you thinking of buying a computer? Moore's
Law suggests that the processing power of
computers doubles every eighteen months, which
means that in a year and a half trom today,
computers will be twice as powertul as they are
now! This is an example of exponential growth In
this chapter, you will study the exponential
functions that can be used to describe and make
predictions about the growth of biological
populations, including human populations and
populations of cancerous cells, the growth ot
financial investments, the growth of the internet,
and the decaying of radioactive substances.
Another avplication of exponential functions
occurs in psychology, where it has been noted
that, in certain circumstances, there is an
exponential relationship between the size ot a
A list of skills identifies the stimulus and a nerve'’s response to the stimulus
The common feature in all these situations and
specific curriculum expectations many others 1s that the amount of growth or
decline at any ooint in time is directly
addressed in the chapter. proportional to the size of the thing that is
growing or declining

References point you CHAPTER EXPECTATIONS In this chapter, you will

identify key properties of exponential
to the section in which each functions, Section 6.1, 6.2
determine intercepts and positions of the
expectation is addressed. asymplotes to a graph, Section 6.2, 6.3
describe graphical implications of changes in
Parameters, Section 6.3
describe the significance of exponential
growth or decay, Section 6.4, 6.5
pose and solve problems related to models of
exponential functions, Section 6.4, 6.5,
Career Link
predict future behaviour by extrapolating from
4 mathematical model, Section 6.5

2 Introduction
REVIEW OF PREREQUISITE SKILLS

Narrative and exercises allow you

to review the knowledge and skills you
need in order to proceed successfully Review of Prerequisite Skills
to the new concepts introduced in the
chapter. Before beginning your study of Polynomial Functions, you may wish to review
the following factoring methuds that you learned in previous COMPS

Common Factor
© 4y° -Ke= dea
- 2)

Grouping
* By grouping terms together it (s wfien possible to factor the grouped terms
Factor fully ae + er = ay = ey = tar + ev) + lav ev)
Met el> water
tab oke ty)
Trinomial Factoring
* Factor fully dx? - 7a + 4

Solution 1 (by decomposition) Solution 2 (by inspection)

Aw Teh 4= Be = Bede 4 Wo Twi daie FWRy - 4)
= Sia ty -4u-
= ic IW3e > 4h
Factor 1242 — 4 - 20.

Solution
Create a chart ¢ factors ol 12 and -20.

12

Notice that what looks like a lot of work ean be greatly simplitied when numbers
From thenumbers that remain, we see that 4X (-4) =~ 16, ang in the upper night that have common factors with 12.6. and 4 are crossed ut
gives —16 = 15 >— 1 Therefore 122 ~ 20 =tha > Sy Tha sediasedl coal 4a

Difference of Squares ||
* Because(a+ bla ~ by = a2 — bP. it is always possible to fad
between two perfeet squares,
JO — 81 (da = 9p © 9)
2) charrees
Special Cases |
+ Somebines by grouping terms, the difference between syuures can be created
a Pilelara tlt hp
lat IP ~ pt
=the plas pl
a+ le phtae te py

Exercise

1. Factor tally
a ph rar lon? = Re + 1 cM Wa 4 25
deeded c lt tinal Me + Th +2
g 7+ I5y +2 Sa? - Ihc - 3 j= tly 10

Factor tully
a War - m -p 1 16
d 49m? — 64 pe — 100
gray 42 ©Ur - 9
Factor fully
a ke + pa ky ~ py je ey * many
doaxnd+ ead ditad oe d

REVIEW OF PREALCUISITE SELLS 3

A Tour of the Textbook 3

 LESSONS

Lessons and investigations provide

you with opportunities to explore
concepts independently or working with
others.

Many examples with solutions help

you build an understanding of a
concept. Definitions and tips are
easily found in highlighted boxes.

EXERCISES

Exercises follow each lesson, and are

organized by level of difficulty.
Questions allow you to master essential Par A

Lewatege 1. Le thegraphs of the follow

mathematical skills, communicate about Unter ing ago

mathematics, and attempt more

challenging and thought-provoking
problems.

Some questions are tagged with

categories from Ontario's
achievement chart, highlighting
knowledge/understanding;
thinking/inquiry/problem solving;
communication, and application.

Multiple opportunities occur for

you to practise concepts
introduced in each lesson. There
are many opportunities to use
technical tools.

4 Introduction
CAREER LINK

The Career Link feature at the beginning

of each chapter presents a real-world CHAPTER &: RATE-OF-CHANGE MODELS IN MICROBIOLOGY
scenario and allows students the Ferme pu i theStapea fnetat
Te Ww =0
opportunity to apply their learning to
tog ar OF 11 Puswer, Proton’. G
real issues. ca

Discussion questions require

students to explain how
mathematical principles will be
applied. You are encouraged to
think about and use prior
knowledge in math, and reflect on he slayset?Usethe aquation, a rau"
COPMent onthe goreot|
your own life experiences to guide
you through these investigations.

CAREER LINK WRAP-UP

At the conclusion of the chapter,

the Career Link Wrap-Up allows CHAPTER 6: RATE-OF-CHANGE MODELS IN MICROBIOLOGY

you to combine the skills you =~ me

have learned through the chapter
exercises with the challenges of an hanen acme a todown a logire
the larva “5” aed grape) areequurtion 96
expanded version of the real-world
scenarios introduced earlier.

bere nyt) 8 Me TMAOfcUNLaMenan( meaning thicgrams! © 1

4. Deeeston ine legrine grorsth furenan model for
5 Ie Sumani many bacteas phe nord sanygen
Geenaend fo bacteria %
Dy, + Kr! (trespeynour
Wrrat 5 the cage demand attenfonedays?
6 Tre periment i recoruted (news bactona waded whim the amouny of
contamvna: ni Nas reacred 50% 3F the sean mark Wren must tha ew
bhactena he s00ed, Ane how qQuichty «6Ine contarmmation bee OestroveT at
tame? ®

A Tour of the Textbook 5

 TECHNOLOGY

Technology features are integrated

throughout in a flexible and optional
Section 5.4 — Maximum and Minimum on an interval
manner.
INVESTIGATION —The purpose ol this investigation iy to deternune how the derivative can be used
in determining the maximum (largest) value or the mmnimuny (smallest? value of
«function of a given interval
For cach of the following functions, determine, by completing the square. the
value of ¢ that produces a maximum or minimum function value on the given
intorvisl
a fix) = 2 = 60-3. interval
OS c= 5
bo flo © =12 =Qe + EL amerval - <4
Technology icons highlight © ftyy =4° = 12e > Tamterval -1 Fs 4
opportunities for you to For each function, determine the value
of ¢such that f(¢) > 0.
choose to use calculators,
Compare the values obtiined in Questions | und 2 for each function.
graphing calculators, and
fochnotowy Using your calculator, graph each of the following functivns and determine all
computers. Some icons have APPENDIX P, values of F that preduce a maximum or minimum function valve on the given
page references that direct
interval

a fix) oe) = Bat Rey [OL interval

-2s 48 4
you to the technology appendix. b fl Le S. interval 3 =
© fleet! 1S Oe = interval OSas 4
doftne + 12v ©%imterval 25 x
e far= 2c? + 150 + 23 intervul

For cach function in Question 4. determine all values

of¢such that flo) = 0

Compare the yulues obtained in Questions 4 und 5 for each function.

From your conclusions in Questions 3 and 6, state 4 method for using the
derivative of a functon to determing valves of the variable that determine
owecinumN OF minum values of the function.

Repeat Question 4 fur the following functions. using the indicated intervals
a fix) Coo be interval 4 os 8
b. fl) = dat 2a + 7. terval 2 a
c fixr eh M2 Oe + 10, interval
doe 12s $, interval 0s 4
$a? 1 Wy + 3, interval

CHArtER

6 Introduction
KEY CONCEPTS REVIEW

At the end of each chapter, the

principles taught are clearly restated in
summary form. You can refer to this
summary when you are studying or
doing homework.

REVIEW EXERCISE

The chapter Review Exercise addresses

and integrates the principles taught
throughout the chapter, allowing
you to practise and reinforce your WO state
be i) 0 vinta hs
understanding of the concepts and skills Se Fim theHaity oo
1 Fir the yotocutan
you have learned. ‘dmeaeh the pamat SHH
a Deveimine or iy a Baton oa8
he Doers Tahara ©
3 Lae tke Factor Prevent facta
SMe Lis fateof
boy =Tear

7 UnedheFawr Thiemem 8arenethat«

fote ste ek
A Lae your graydiing Cabsotaten ios factor cach tne Fol ang
mt wa

A Tour of the Textbook 7

 CHAPTER TEST

The Chapter Test allows you to

measure your understanding and
allows you and your teachers to relate
results to the curriculum achievement
charts.

The achievement chart indicates how

questions correlate to the achievement
categories in Ontario's Mathematics
Curriculum.

CUMULATIVE REVIEW

This feature appears at the end of

chapters 4, 7, and 9.
, F CHAPTERS 5-7
Concepts covered in the preceding
chapters are further practised
through additional exercises and
word problems. Ps(aeoe Navesapaen SOM ARy TaD
Sf aad te the (ollrwiog
Pera Py

Aeity OFHheperticbe a shine (

by Hal the Ac cleraniomofdae partie one F
Determine the (nal Sitance waste Iyythesari Uvting toe Git ihrer
sounds

8 Introduction
APPENDICES

The Technical Assistance Appendix teaches

techniques for using the graphing calculator.
The Derivatives Appendix takes concepts
covered in the text and extends and applies
them to the area of trigonometric functions.
The Antiderivatives Appendix gives you the
opportunity to “work backward,” applying
the concepts of derivatives in order to
determine the original functions.
The Performance Assessment and Career
Link Appendix expands on the real-world
applications of the Career Links with a series
of “Letterhead Tasks” that present opportuni-
ties to apply calculus methodologies to solving
problems for government and corporate
clients.

A Tour of the Textbook

 A Tour of the Teacher’s Resource

The Harcourt Mathematics 12: Advanced Functions and Introductory Calculus

Teacher’s Resource includes teaching notes for all chapters of the student text.

Notes for Course Planning Correlation to the Advanced Functions and Introductory Calculus
Course (MCB4U)

ADVANCED FUNCTIONS
Overall Expectations Page Redlerances

determine through investigation, the characteristics of the 6-14, 28, 30, 45-51, 67-69. 108-11° Iie 20,
graphsof polynomual functions of vanous degrees 168. 169. 339-344, 372-375. 378-379, 380. 38

Curriculum Correlation demonstrate facihty im the algebra manspulaton of

als.
382, 386-387
15-25, 28-30, 33-64 67-70 168-169

A complete correlation to Ontario’s Advanced demonstrate an understanchng of the nature of expone ral
wth and decay,
* =define and apply loganttmuc functions.
229-249,
334, 386
252-256, 297-293, 318-323, 331-332

26 1-786, 289-290, 794, 305-311 330-331 33:

Functions and Introductory Calculus course is

383-385
* demonstrat an understancing
of the operation of the 151-153. 164 166, 170
compos ton of functions

included. Specific Expectations

investigating the Graphs of Polynomia Functions Page References
By te end of thus course. students will
* determine, through investigation using graphing calewlaton 6-9, 23 30, 108-115. 116-118 119-170 168,
or graphing software. various properties of the graphs of 169, 339-344, 372-375 378-379, 380, 381 3
polynomial functions (eg determine the effect of the degre 386-387
of a polynomua] function on the shape ofits graph. the effect
of varying the coefficents in the polynomal funchon. the
type and the number of 1-interce pts. the behaviow near the +
Interce pt_the enc behaviows. the existence of symmetry)
descnibe the nature ofchange inpolynomual functions of 10-14 78, 30 168
degree greater than two, using finite differences intables of
values.
* compare the nature of change observed im polynomual 45-51 67-68. 69. 168
functions of higher degree with that observed im hinear and
__quadratc functions.
* sketch the graph of a polynormal function whose equaton is 69, 78 30. 168
given in factored form.
* determine an equation & represent a piven graph of a 5, 10-14, 28. 3. 168
polynomual function using methods appropnat to the
situation (eg. using the zeroes of the funchon. usingatnal-
anc-enor process on a graphing calculator or graphing
software. using fimte diffeiences)

Manipulating Algebraic Expressions Page References

the end of this course, students will
* demonstrate an understancing of the Remainder Theorem 15-25, 28-29, 30, 35-41, 67. 69. 168
and the Factor Thearem,
* factor polynomul expressions of degree greater than two, 42-44 67.69 168
the Factor Theorem.
* determine by factonng, the real or complex roots of 45-51 67-08, 69. 168
___palynomial equations of degree greater than two,

PRESENTA TION ASSESSMENT CHECKLIST: SELF/PEER

Presenta, Date
Reproducible Assessment Pages Assessor Presentaton Topic

Checklists, rubrics, templates, and reflection sheets Type of Presentation (Informative, Persuasive, etc )

are provided for your use in assessment and SELF-ASSESSMENT

Before presenting, I made sure
Need to unprove

that |
evaluation. These are available in editable form on
the Testbank and Reproducible Assessment Tools
CD.

PEER/TEA CHER/SELF-
ASSESSMENT (As
designated by the teacher)
Dunng the presentation, the

10 Introduction
Course Planning Chart COURSE PLANNING
A chart is provided that suggests time Suggested Course Planning Chart

* li ‘Teachers may choose to place emphasis on different topics in fius (or any) course What
guidelines for each chapter, and identifies
. ‘Cc
sos6 iggeactonly ENO) les EE rns
follows are ‘sted schedules for two different classes. Each schedul
is based on
ett oesabaes
ethe

key sections and optional sections.

each

ScheduleAassumes that the students are moderately strong in mathematics. althougha

significant number of them will require some time dea! with camplicated matenal

Schedule
B assumes that the students are quite strong
m mathematics. with reamnable
facility
m problem solving

Both schedules allow some time that could be used for disc ussion of Career Links imthe
student boak We have allowed time for the Review of Prerequisite Skills where
exercises are proviciedin the text This class time could be used instead for additional
chscussion of Career Links with the Review of Prerequisite Skills completed outsice of
class Career Links can also be presented toge ther with one of the introctuc try lessons as
they apply, asmgned for mde pendent stucty, or, as other matenal can be covered more
qui kly, adkditiona!
class time can be spenton them

In some instances in the following schedules a topic has been allocated a full penod and
you may find rtdoes not require that moch time This could provide for short problem-
solving sessions or small extensions based on the material being cic used

fo)
Pages v- xvi, Read page 1, Introdw ta | Pages v-oh er 1,
Chapter 1 Review of Chapter 1En'view of
Prerequisite Skcils P.3 #1, Prerequisite Stills as

U2 period tet,
U2 period on Ba view of
Prerequisite Skills Chapeer 2

Teaching Notes to Plan and Introduce a Chapter

feria Mil Derivatives (Text pages 121-170)

Specific Expectations Chapter Planning Ahead Chart

For Ontario’s Advanced Functions and Specific Expectation

Introductory Calculus course, referenced teat, ores

by chapter section Make inferences from models of applicahons and
compare the inferences with the onginal hypotheses
regarding rates of change

Demonstate an understanding that the denvatve of a

function at a point is the instantaneous rate of change or
the slope of the tangent to the giaph of the funcnon at
that pont

Derivatives and Applications

Determine the denivatives of polynomial and simple

ratonal functions from first pnnciples, using the
definitions of the den vative function

Identify examples of functions that are not

differentiable

Jusn
fy the constant, power, sum-and-ch fference 42.43.44 46
product, quonent, and chain nules for determmng
denvatives
Determine the derivatives of polynomial and 1ational 42.43.4446
functions, using the constant, power, sum-and-
difference, product, quonent, and chain rules for
determimng den vatves

Determine denvanves, using implicit differentiation in

simple cases (¢ g 4x + Sy* = 36)

A Tour of the Teacher’s Resource 11

 Technology
An overview of the technology used in the Technology in Chapter 4

chapter is provided, with specific references

Many leaming opportunites in this text could invalvethe use of techno-
logy This chart shows places in the text where the use of calculator or
computer technalogy is specified Apart from the examples below, the
linked to related instructions in the Technology authars have left the use of technologyin any particular case to the
teacher's and student's discretion In fact, it can be a valuable learning
Appendix in the student text. Opportunity for students to decide when technology would help them to
salve a problem, and when it would not

Section
ofText Type ofTechnalogy Description
42, Example5 | Graphing calculator | Find tangent to graph

44, Example2 | Graphing calculator Graph and wn te equation for

tangent to graph
40, Example 5 | Graphing technology Graph and wn te equaton for
tangent to graph

46, Technology | Graphing calculator Approximate mumerical

Extension denvatives Different modes
of graphing calculator and
thar capabilities are
discussed

Graphing calculator |Confirm slope, graph tangent,

find equation of tangent

Planning Tips
Hints and tips to support teachers (e.g., aids
related to technology, and suggestions
regarding lesson focus, prerequisite skills, INTRODUCTION

suggestions for presenting, and so forth) This chapter extends the concepts ofslope ofa tangent line ai rate of
change © intadwe the derivative Throughout ths chapter students will
Technology develop ari use the methods for differentiation to determ ine the
Explainto the derivatives ofpolynomial ard rational functions, using the constant,
student howtouse | power, sum-amd-difference, and Product and quotent niles The chan
the v’or)" keys on Tule for composition offunctions will bedenved

BACKGROUND KNOWLEDGE
Background Information evaluate exponentia
expressions Some expenence with the following concepts and slalls will help

A brief overview of the chapter focus and students as they work through this chapter, including

* an understanding of the propertes of exporents

prerequisite skills © the abibtyto substitute real mmbers into equatons
¢ facility expanding ard simplifying rational expressions involving
polynomuals and radicals

Career Link Chapter 4

The Elasticity of Demand (Text page 124)

Career Link (Investigate and Inquire) Suggested Time: 70-75 mim

In this guided chscovery aotivity the elasticity ofdemandor the mfluence

Suggestions for implementing the performance of pnee onthe dem and of aproduct orservice isutilized toillustrate the
need for obtaining more efficient methods of determining denvatives

tasks in Career Link features

The learring will be accomplished through utilizing the learners’ prior
lenowiedge as consumers of produnts and services and their pnor
knowledge from Chapter 3 The leaming prowdes the basis fora
Construct vistapproach proceeding fram the development of a context
(brainsto ing about
rm elasticity) to a specific example (calculating
elastici todeveloping
ty) the need for thegeneral case (finding an
algebraic expression for instantaneous elasticity of demand)

12 Introduction
Teaching Notes for Each Lesson

Learning Expectations 8.1 Derivatves of Exponenrtial Functions

(Text pages 299-304)

Specific expectations from the Ontario LEARNING EXPECTATIONS

Curriculum are addressed in this section. Students will

©
1

Identify¢ as lim (1+1] and approximate the limit

« Define ¢ and the denvative of y =e

© Make inferences from models of apphcations and compare the
inferences with the original hypo theses regarding the rates of change
Suggestions for Presenting SUGGESTIONS FOR PRESENTING THE LESSON

(introducing chapter concept) © Begin with the development of the derivative of the general
exponential function y=b* Then have students complet the

Brief teaching suggestions are provided Investigation on txt pages 299-300 © discover an approximate value
fore

for introducing each lesson. Reinforce students’ understanding

of the function s= ¢* by having
them graphiton their calculators Not the ¢* button on th
calculator and use ittocalculate several function values, including an
approximate value fore Discuss the rate of growth of the

Tips
exponential function J = ¢*, compared with the rate of growth of a
polynomual function, say = *, forlarge valuesof 1 Ask “Which
funcnon has the steeper slope? and y=’ ona

Teaching and Assessment tips are highlighted Compl Example | on text pages 300-301, and have students
graphing
cak dator
and show
that at
a

in the margins.
suggest a generalization
of theCham Rule when itis apphiedto the aie =1,
=
des isgreater
exponential function r= et) for y =¢’ Refer
stutentsto
Work through further examples, such as the following two examples. AppendixCon text
that involve the derivative of S = ¢*, rates of change, and slopes of Re +4+torvew
tangents how to detemmine
a
the vale of7—
valu of
Exampk 1
Find the equationof the tangent to 2e* = x+y atthe pomt ©. 2)

* You may wish to assign the following questions to students for extra
practice

Additional Examples and Solutions Solve eachof the following

(x+2)(x-4)20
2 x’-5x+6<0
There are many examples and solutions in the 3 e(x-1)(x+3)<0
4 x-x?<0

student text. There are more here that you may 5

6
<?-3x'-10x+24
V-204+4r-1250
>0

7 (x-3)(e-1)x(x+2)30
choose to use with your class. 8
9
x*-20+7-3<0
°-774+8r-1>0
(toone decimal place)
(to one decimal place)

2.5 ASSESSMENT

Achievement Chart Assessment Check This guideline is designed to assist you in assessing student achievement.
providing feedback to students on their current achievements, and

Suggestions for assessing in each category of

suggesting strategies for improvement Please also see the Achic\ement
Rubricat the end of this chapter for the determination of levels The
descriptors that follow describe work at Level 3

the achievement chart are provided. Knowledg

¢/Understanding
* Solves a polynomial inequality
Questions
2(b),(4), (Exercise
2.5,questions 1,2)
and (f)on txt page
39canbe uedasa Communica
tion
hardinassignmem | 4 Explains the solution of apolynomial inequality

Application
* Applies solving polynomial inequalities to a vanetyof problems
(Exeicise 2 5, questions 3, 4)

Thinking Inquiry Problem Sobring

© Creates aninequality based on given information
(Exercise 2 5, question 5)

A Tour of the Teacher’s Resource 13

 Teaching Resources for Assessing and Evaluating the Chapter
Performance Tasks (Career Links, Career Link Wrap-Ups, Letterhead
Problems)

Career Link Wrap-up (Text page 251)

Mathematics Modelling and Problem Creating alge brax models using either geometne canstramts or stated

Solving
conditions without actual data is an important mathematical skill that is
Useful in a variety of areas such as scence, engineering business, and
social xience In this Authentic Performance Task, students will build an

This Career Link Wrap-Up is an opportunity alge braic model to predict populations of msects ina predator—prey
relationship using stated conchtions without laboratory-based data The
goals are to build accurate models for predators and prey, determine
to apply calculus concepts to model and solve when the populations of predators and prey are equal then transformthe
equation for prey when the initial conditions change Students apply the

problems in a real-world context. Letterhead tools ofalgebraic mode llmg and exponential functions predict the
success or failure of the expenment

Problems and Career Link Tasks are linked THIS AUTHENTIC PERF ORMANCE TASK AFFORDS
STUDENTS AN OPPORTUNITY TO:

to the curriculum expectations as referenced « Develop and utilize alge brax mathe matical models in a real-world
context to make predictions and decisions using the tools of
in the Teacher’s Resource. exponential functions,

¢ Demonstrate successful manipulationofexponential functons Qe,

solving exponential equations) as a predator-prey relationship is
investigated.
Specific Expectations Sequence and select mathematical tools as part of the problem-

The specific expectations addressed in the solving process, and

Communsate work clearly by justifying reasoning and

Career Link Wrap-Up features are included demonstrating proper mathe matical terminologyand form

for teacher reference.

SUGGESTED ORGANIZATION

A suggested sequence for imple menting this task

inthe classroom is as
follows

1 Review the concept of predator versus prey and the appearance

of predator-prey graphs ( min)

GENERIC CAREER LINK WRAP-UP RUBRIC

This rubric can be adapted to help you assess student achievement on each chapter's Career
Link Wrap-Up performance task
Task Specific Rubric
A rubric is provided in the Teacher’s Guide © A mathematical
modelis gumraud
© A mathematical
modelis gearaud
© A correct
mathematical model
© Acoret
mathematical model
‘with minor errors is generated is generated 2a

for Career Link Wrap-Up Tasks to support © Demonstrates, + Demonstrates,

veiled

* Demonstrates,

assessment. thro ugh algorthmic

work,a comsierable
theo gh algorithmic

@ Some mathematical * Considerable

reasoning mathematical
reasoning reasoning ext aded
to the general case

© Beq ences
and © Beq ences and
sebcts wool with sehets wols with
some effective ness considersdhe

© Explanations and
fustifix ations are
char wih
considerndhe detail

© Uses mathe matical © Consiste mthyand

mathematical

corresthy some of correctly most of the

the time time

© Applies comsepts @ Independently

and procedwes m an and procedwes im an applies comee pts and applies conse pts and
‘wafam ilier setting procedwes correctly Prosedwes correctly
Corres thy with some moa ofamiler i onwofomilior
seting

14 Introduction
Teaching Notes for the Chapter Test and Chapter Concepts Rubric

Teacher’s Guide Alternative Chapter Test

A Teacher’s Guide Chapter Test is provided in ROCHAPTER
TABNATIO NAESY
a: 4: DERIVATIVES OF RATIONAL AND POL YNOMIAL
addition to the chapter test found in the student pte
text. An electronic, editable version of the
Alternative Test can be found on the
Computerized Testbank and Reproducible Explain when you need to use the quotient rule?

Assessment Tools CD. (Note: A second ape Oe sar owsBesae ok pret

amd itsderivative function Label the graphs f and

Teacher’s Guide Test can also be found on the tseinmaking

theselection
ff and wnite a short paragraph stating the criteria

Computerized Testbank and Reproducible

Assessment Tools CD should you wish to have
a second alternative test for other classes or
another semester.) Helicon te orton Someiran
a
the first derivative for each of the following
Determine

& yasx’ 41" +6 bv y=(3x"-8)" ¢ 10= germ

Achievement Category Check @ yesy=( TE]Leneyouranwerina simlinedfactoredfom
ad f= Gx+6W4-1 Do NOT simplify.

An Achievement Category check is included at

the beginning of each Teacher’s Guide Chapter
Test. This chart indicates how questions correlate
to the Ontario Mathematics Curriculum, and may
be especially helpful in confirming curriculum
coverage in assessment and evaluation. This
achievement chart check may also be helpful as
you revise test copy and develop alternative tests. 4 ACHIEVEMENT RUBRIC
CHAPTER

© Con eayn appty @e rates

A Enesco Se
eae peamy cperanoss
hoesyatioes

Chapter Achievement Check Rubric

A rubric is provided at the end of each chapter
to guide your assessment of chapter concepts.

A Tour of the Teacher’s Resource 15

 Correlation to the Advanced Functions and Introductory Calculus
Course (MCB4U)

ADVANCED FUNCTIONS
Overall Expectations Page References
By the end of this course, students will:
e determine, through investigation, the characteristics of the graphs 6-14, 28, 30, 45-51, 67-69, 108-112, 116-
of polynomial functions of various degrees; 120, 168, 169, 339-344, 372-375, 378-
379, 380, 381, 382, 386-387
e demonstrate facility in the algebraic manipulation of polynomials; 15-25, 28-30, 35-64, 67-70, 168-169
e demonstrate an understanding of the nature of exponential growth 229-249, 252-256, 292-293, 318-323,

331, 333, 383-385

of functions.

Specific Expectations
Investigating the Graphs of Polynomial Functions Page References
By the end of this course, students will:
e determine, through investigation, using graphing calculators or 6-9, 28, 30, 108-112, 116-118, 119-120,
graphing software, various properties of the graphs of polynomial 168, 169, 339-344, 372-375, 378-379,
functions (e.g., determine the effect of the degree of a polynomial 380, 381, 382, 386-387
function on the shape of its graph; the effect of varying the
coefficients in the polynomial function; the type and the number of
x-intercepts; the behaviour near the x-intercepts; the end
behaviours; the existence of symmetry);
e describe the nature of change in polynomial functions of degree 10-14, 28, 30, 168
sreater than two, using finite differences in tables of values;
¢ compare the nature of change observed in polynomial functions of 45-51, 67-68, 69, 168

e determine an equation to represent a given graph of a polynomial 5, 10-14, 28, 30, 168
function, using methods appropriate to the situation (e.g., using the
zeroes of the function; using a trial-and-error process on a
eraphing calculator or graphing software; using finite differences).

Manipulating Algebraic Expressions Page References

By the end of this course, students will:

Factor Theorem;

the Factor Theorem;

e determine, by factoring, the real or complex roots of polynomial 45-51, 67-68, 69, 168

e determine the real roots of non-factorable polynomial equations by 52-56, 68, 69, 168
interpreting the graphs of the corresponding functions, using
praphing calculators or graphing software.

16 = [ntroduction
Manipulating Algebraic Expressions
By the end of this course, students will: Page References
write the equation of a family of polynomial functions, given the 34, 57-59, 68, 69-70, 169
real or complex zeros [e.g., a polynominal function having non-
repeated zeros 5, —3, and —2 will be defined by the equation f(x) =
k(x -— 5)(x + 3)(x + 2), forke R];
e describe intervals and distances, using absolute-value notation; 60-64, 68, 70, 169
e solve factorable polynomial inequalities; 57-59, 68, 69-70, 169
¢ solve non-factorable polynomial inequalities by graphing the 57-59, 68, 69-70, 169
corresponding functions, using graphing calculators or graphing
software and identifying intervals above and below the x-axis;
¢ — solve problems involving the abstract extensions of algorithms 52-56, 68, 69, 168
(e.g., a problem involving the nature of the roots of polynomial
equations: If h and k are the roots of the equation 3x° + 28x — 20 =
0, find the equation whose roots are h + k and hk; a problem
involving the factor theorem: For what values of k does the
function f(x) =.x° + 6x” + kx — 4 give the same remainder when
divided by either x — 1 or x+ 27).

Understanding the Nature of Exponential

Growth and Decay Page References
By the end of this course, students will:
identify, through investigations, using graphing calculators or 229-237, 252-253, 255-256, 292-293
graphing software, the key properties of exponential functions of
the form a‘ (a > 0, a # 1) and their graphs (e.g., the domain is the
set of the real numbers; the range is the set of the positive real
numbers; the function either increases or decreases throughout its
domain; the graph has the x-axis as an asymptote and has y-
intercept = 1);
describe the graphical implications of changes in the parameters a, PISS Ps V5 he pide et
deoh 5 Bs
b, and c in the equation y = ca‘ + b;
e compare the rates of change of the graphs of exponential and non- 22-295, Looe Loe
exponential functions (e.g., those with equations y = 2x, y = rye
x and y = 2°);
describe the significance of exponential growth or decay within the 238-249, 253-254, 255-256, 293
context of applications represented by various mathematical
models (e.g., tables of values, graphs);
pose and solve problems related to models of exponential 228, 238-249, 253-254, 255-256, 293,
functions drawn from a variety of applications, and communicate 318-323, 331-332, 334, 386
the solutions with clarity and justification.

Defining and Applying Logarithmic Functions Page References

By the end of this course, students will:
e define the logarithmic function log,x(a > 1) as the inverse of the 261-265, 289, 290, 294, 305-311, 330-
exponential function a‘, and compare the properties of the two 33153359
functions;
express logarithmic equations in exponential form, and vice versa; 261-265, 289, 290, 294
e simplify and evaluate expressions containing logarithms; 266-272, 289, 290, 294
e solve exponential and logarithmic equations, using the laws of 273-275, 283-286, 289, 290, 294
logarithms;
e solve simple problems involving logarithmic scales (e.g., the 260, 276-282, 289, 290, 294
Richter scale, the pH scale, the decibel scale).

Correlation 17
 Understanding the Composition of Functions Page References
By the end of this course, students will:
e identify composition as an operation in which two functions are 151-153, 164, 166, 170
applied in succession;
e demonstrate an understanding that the composition of two 151-153, 164, 166, 170
functions exists only when the range of the first function overlaps
the domain of the second;
e determine the composition of two functions expressed in function 151-153, 164, 166, 170
notation;
e decompose a given composite function into its constituent parts; 151-153, 164, 166, 170
e describe the effect of the composition of inverse functions [i.e., 151-153, 164, 166, 170

UNDERLYING CONCEPTS OF CALCULUS

Overall Expectations Page References
By the end of this course, students will:
e determine and interpret the rates of change of functions drawn 87-94, 115, 119-120, 125-132, 154-160,
from the natural and social sciences; 163-167, 166, 169, 170, 299-311, 330-
331, 333, 383-385
e demonstrate an understanding of the graphical definition of the 76-107, 115-1207125-132, 163, 166, 169-
derivative of a function; 170, 383-384
e demonstrate an understanding of the relationship between the 180-188, 196-202, 219-221, 223, 224,
derivative of a function and the key features of its graph. 29152972, 339-55, 205-3) 376-382,
386-387, 385-387

Specific Expectations
Understanding Rates of Change Page References
By the end of this course, students will:
75, 87-94, 115, 119-120, 169
within applications drawn from the natural and social sciences;
e calculate and interpret average rates of change from various 87-94, 115, 119-120, 169
models (e.g., equations, tables of values, graphs) of functions
drawn from the natural and social sciences;
e estimate and interpret instantaneous rates of change from various 87-94, 115, 119-120, 169
models (e.g., equations, tables of values, graphs) of functions
drawn from the natural and social sciences;
e explain the difference between average and instantaneous rates of 87-94, 115, 119-120, 169
change within applications and in general;
e make inferences from models of applications and compare the 87-94, 115, 119-120, 125-132, 154-160,
inferences with the original hypotheses regarding rates of change. 163-165, 166-167, 169, 170, 299-311,
330-331, 333

Understanding the Graphical Definition

of the Derivative Page References
By the end of this course, students will:
demonstrate an understanding that the slope of a secant on a curve 76-107, 115-118, 119-120, 169-170
represents the average rate of change of the function over an
interval, and that the slope of the tangent to a curve at a point
represents the instantaneous rate of change of the function at that
point;

18 Introduction
e demonstrate an understanding that the slope of the tangent to a 76-86, 115, 119, 169
curve at a point is the limiting value of the slopes of a sequence of
secants.

Understanding the Graphical Definition

of the Derivative Page References
By the end of this course, students will:
demonstrate an understanding that the instantaneous rate of change | 87-107, 115-118, 119-120, 169-170, 383
of a function at a point is the limiting value of a sequence of
average rates of change;
demonstrate an understanding that the derivative of a function ata | 125-132, 163, 166, 170, 383-384
point is the instantaneous rate of change or the slope of the tangent
to the graph of the function at that point.

Connecting Derivatives and Graphs Page References

By the end of this course, students will:
e describe the key features of a given graph of a function, including 196-202, 219-221, 224, 339-351, 363-
intervals of increase and decrease, critical points, points of 371, 378-380, 381-382, 385-387
inflection, and intervals of concavity;
e identify the nature of the rate of change of a given function, and 180-188, 219-220, 223, 291, 339-344,
the rate of change of the rate of change, as they relate to the key 378-379, 381, 384
features of the graph of that function;
e _ sketch, by hand, the graph of the derivative of a given graph. 345-351, 378-380, 381-382

DERIVATIVES AND APPLICATIONS

Overall Expectations Page References
By the end of this course, students will:
e demonstrate an understanding of the first-principles definition of 95-112, 116-120, 125-132, 163, 166, 170,
the derivative; 169-170, 299-304, 330-331, 333, 383-384
e determine the derivatives of given functions, using manipulative 133-150, 154-160, 163-167, 170, 175-
procedures; 188, 219-220, 223, 291, 383-384, 387
e determine the derivatives of exponential and lo arithmic functions; 299-317, 330-331, 333-334, 383-385
e solve a variety of problems, using the techniques of differential 175-195, 203-216, 219-222, 223-224,
calculus; 291-292, 299-311, 330-331, 333, 383-
385, 386-387

functions;
e analyze functions, using differential calculus. 203-216, 220-222, 224, 244-249, 253-
254, 256, 292, 293, 312-323, 330-334,
383-387

Specific Expectations
Understanding the First-Principles Definition
of the Derivative Page References
By the end of this course, students will:
e determine the limit of a polynomial, a rational, or an exponential 95-99, 116-118, 119-120, 169, 299-304,
function; 330-331, 333, 383
e demonstrate an understanding that limits can give information 95-107, 116-118, 119-120, 169-170
about some behaviours of graphs of functions [e.g., predicts a hole
at (5, 10)];

Correlation 19
 e identify examples of discontinuous functions and the types of 108-112, 116-118, 119-120, 169
discontinuities they illustrate;
e determine the derivatives of polynomial and simple rational 125-132, 163, 166, 170, 383-384
functions from first principles, using the definitions of the
derivative function;
e identify examples of functions that are not differentiable. 125-132, 163, 166, 170

Determining Derivatives Page References

By the end of this course, students will:
e justify the constant, power, sum-and-difference, product, quotient, 133-150, 154-160, 163-165, 166-167,
and chain rules for determining derivatives; 170, 175-179, 219-220, 223, 291
e determine the derivatives of polynomial and rational functions, 133-150, 154-160, 163-165, 166-167,
using the constant, power, sum-and-difference, product, quotient, 170, 175-179, 219-220, 223, 291, 383-
and chain rules for determining derivatives; 384, 387
180-188, 219-220, 223, 291, 384
e determine derivatives, using implicit differentiation in simple 154-160, 163-165, 166-167, 170, 175-
cases (e.g., 41° + Dy” = 36). 179, 219-220, 223, 291, 383-384, 387

Determining the Derivatives of

Exponential and Logarithmic Functions Page References
By the end of this course, students will:
te): 299-304, 330-331, 333
e identify eas lim} 1+— J] and approximate the limit, using
noo n

informal methods;
e define In x as the inverse function of e’; 305-311, 330-331, 333
e determine the derivatives of the exponential functions a‘ and e* 298, 305-317, 330-331, 333-334, 383-384
and the logarithmic functions log_x and In x;
e determine the derivatives of combinations of the basic polynomial, 312-317, 330-331, 333-334, 383-384
rational, exponential, and logarithmic functions, using the rules for
sums, differences, products, quotients, and compositions of
functions.

Using Differential Calculus to Solve Problems Page References

By the end of this course, students will:
e determine the equation of the tangent to the graph of a 175-179, 219-220, 223, 291, 299-311, 330-331,
polynomial, a rational, an exponential, or a logarithmic 333, 383-385, 387
function, or of a conic;
e solve problems of rates of change drawn from a variety of 180-188, 219-220, 223, 291, 299-311, 330-331,
applications (including distance, velocity, and acceleration) 333, 384-385
involving polynomial, rational, exponential, or logarithmic
functions;

rational functions;

rational functions.

20 Introduction
Sketching the Graphs of Polynomial, Rational,
and Exponential Functions Page References
By the end of this course, students will:
determine, from the equation of a rational function, the 352-362, 378-379, 381-382, 385
intercepts and the positions of the vertical and the horizontal
or oblique asymptotes to the graph of the function;
e determine, from the equation of a polynomial, a rational, or 339-351, 363-375, 378-380, 381-382, 386-387
an exponential function, the key features of the graph of the
function (i.e., intervals of increase and decrease, critical
points, points of inflection, and intervals of concavity), using
the techniques of differential calculus, and sketch the graph
by hand.

Sketching the Graphs of Polynomial, Rational,

and Exponential Functions Page References
By the end of this course, students will:
e determine, from the equation of a simple combination of 338, 363-375, 378-380, 381-382
polynomial, rational, or exponential functions
e

(e.g., f(x) = I ), the key features of the graph of the

combination of functions, using the techniques of differential
calculus, and sketch the graph by hand;
e sketch the graphs of the first and second derivative functions,
given the graph of the original function;

derivative function.

Using Calculus Techniques to

Analyze Models of Functions Page References
By the end of this course, students will:
e determine the key features of a mathematical model of an 203-208, 221-222, 224, 292
application drawn from the natural or social sciences, using
the techniques of differential calculus;
e compare the key features of a mathematical model with the

e predict future behaviour within an application by 244-249, 253-254, 255-256, 293

extrapolating from a mathematical model of a function;
e pose questions related to an application and answer them by 203-208, 221-222, 224, 292
analyzing mathematical models, using the techniques of
differential calculus;
e communicate findings clearly and concisely, using an 209-216, 220-222, 224, 292
effective integration of essay and mathematical forms.

Correlation 21
 Additional Resources to Support Harcourt Mathematics 12:
Advanced Functions and Introductory Calculus

For optimal teacher and student support, the following resources are also available:

eBook
An electronic version of the textbook is available on a CD accompanying the textbook.

The eGuide, an electronic version of the Teacher’s Guide and the eSolutions Manual,
an electronic version of the Solutions Manual are both available on the Electronic
Teacher Resources CD-ROM.

Computerized Test Bank

A large, editable bank of questions for assessing prerequisite skills and reviewing and
testing chapter learning is available on CD. This resource also includes solutions.

Web Site Support

Additional student and teacher resources are available on our Web site:
www.harcourtcanada.com.

22 Introduction
APPROACHES TO TEACHING AND LEARNING

Students in a mathematics class typically demonstrate diversity in the way they best
learn. It is important, therefore, that students have opportunities to learn in a variety of
ways.... As well, the subject of mathematics varies in terms of the type of knowledge
(concepts, skills, processes) that it contains, and competence in each type may be
accomplished through various teaching and learning strategies.
From The Ontario Curriculum, Grades 11 and 12: Mathematics, 2000

Some teaching approaches will best reach some students, while other teaching approaches
may be more appropriate for others. As indicated in The Ontario Curriculum, there is no
single, correct way to teach or to learn mathematics. We must be sensitive to the varying
needs and abilities of all students and be aware of the important role that styles of learning
and styles of teaching play in meeting the needs of students. Help students to become
aware of their own individual learning style by encouraging self-assessment of learning
styles: What was something they learned recently? How did they learn it? Why did they
learn it? What helped them learn? What got in the way of their learning?

Your teaching approach will vary depending on the needs of your students and on your
expectations for student learning. The Achievement Chart for Mathematics identifies
four categories of learning in mathematics—Knowledge/Understanding,
Thinking/Inquiry/Problem Solving, Communication, and Application. Although it is
important to use a variety of teaching approaches, some approaches may be more relevant
or effective in addressing the learning specific to each achievement chart category.

Knowledge/Understanding
As you know, pencil-and-paper assessment tasks offer an efficient and effective means of
assessing students’ achievement of some expectations in mathematics. Teachers can
provide students with opportunities to develop and demonstrate knowledge and
understanding by assigning tests, written projects, and creative writing tasks. Today’s
mathematics curriculum reflects a blend of process and content. Since students in a
mathematics class learn in a variety of ways, it follows that students should have
opportunities to learn and be assessed in a variety of ways. Effective methods of
developing knowledge and understanding are self-assessment and goal setting, student-
teacher conferencing, and class presentations. These can be effective tools to help
develop and evaluate the depth of students’ understanding. We explore the subject of
presentations further on page 30 under the Communication category. Here it is worth
thinking further about the value of self-assessment and goal setting, as well as student-
teacher conferencing.

Approaches to Teaching and Learning

 Self-Assessment and Goal Setting
When students are involved in their own learning and assessment, they must think about
and communicate understandings, and make choices about how to learn or what to focus
on next in their learning. When we teach students self-assessment and goal-setting skills,
we teach them to think rather than what to think. In preparing students for any post-
secondary studies, teachers know the importance of teaching students to monitor their
own learning by having students ask themselves: Where do I stand in my learning?
Where am I going, and what do I need to learn to get there? To help students monitor
where they are on any learning continuum, make the criteria clear to them. Students need
to be able to look at their learning and use these criteria as a reference point for their
decisions.

In teaching self-assessment, consider the following four stages as outlined by C.

Rolheiser:
l. Involve students in defining criteria.
2 Teach students how to apply the criteria.
sf Give students feedback on their self-assessment.
4. Help students develop action plans.
(Source: Quality Assessment, Fitting The Pieces Together. Published by the Educational
Services Committee, OSSTF, 1999)

Encourage students to assess their own work and set goals on an ongoing basis. Some
sample self-assessment methods include the use of rubrics and checklists, journals, and
student-teacher conferencing. Developing rubrics and checklists with your students
means that students are actively involved in defining criteria for assessment up front, and
can compare their own work to levels of expectation.

Another way of incorporating ongoing self-assessment in mathematics instruction is to

have students use portfolios. For more information on the use of portfolios, see page 31
of this Teacher’s Resource. You may wish to have students use self-assessment to
prepare for a test. After completing the chapter test in the student text, you could have
students complete and attach the self-assessment cover sheet, Preparing for a Test. (See
page 45 of the Teacher’s Resource for this learning skills reproducible.) Students should
have clear criteria for grading this practice test so that they can analyze their mistakes and
complete this reproducible.

Student-Teacher Conferencing
Student-teacher conferencing provides an opportunity to exchange information and
feedback about students’ learning progress. In order to get started with student-teacher

24 Introduction
conferencing, you and the student must share a common vision and common criteria for
success. Your role is that of a coach. In the beginning, you may have to ask a lot of
questions, but students should gradually get used to conferencing and come with
something to say. You may wish to ask students to prepare answers to a few questions
prior to student-teacher conferencing. Students will become more familiar with your
expectations over time, and develop the vocabulary and awareness needed to reflect and
communicate about progress.

Two-way communication provides opportunities for specific feedback and effective

instruction; however, there are indeed advantages and disadvantages to this instructional
strategy. The advantages may be that a lot of information can be communicated in only a
few minutes. Some students who might otherwise feel intimidated are more comfortable
expressing themselves in this one-on-one dialogue. Of course, the big challenge to
conferencing is finding the time. Some teachers find that just a few minutes conferencing
with each student every two to three weeks is well worth the valuable feedback gained.

Thinking/Inquiry/Problem Solving
An important part of every mathematics program is the development of inquiry skills.
One way to help students develop thinking and inquiry skills is to observe and question
students while they are engaged in mathematics activities. As students work in small
groups, teachers may interject questions to encourage students to clarify their
observations. By talking with students as they work, teachers can model key phrases and
processes of problem solving and inquiry. If you wish to assess a student’s thinking in
the area of problem solving, consider such questions as: Can you tell me what this
problem is about in your own words? What assumptions are you making about this
activity? Can you write a different problem that could be solved using the same
mathematical strategy?

Mathematical Modelling
An important stage in the inquiry process is that of modelling, or taking the conditions of
a real situation and describing them in mathematical form.
From The Ontario Curriculum, Grades 11 and 12: Mathematics, 2000

The world consists of a large number of natural and synthetic systems, both complex and
dynamic. Mathematical modelling can play an important role in predicting the behaviour
of these systems. Recent developments in mathematical modelling and computers have
led to improved modelling and understanding of situations in many areas of human
activity, such as engineering, medicine, biology, environment, economics, industry, and
so On.

Approaches to Teaching and Learning 25

 As indicated in the Ontario mathematics curriculum, the process of inquiry and
mathematics modelling should play an important role in mathematics. With the use of
modelling, students may learn to develop methods for exploring new problems or
unfamiliar situations and describing them in mathematical form. In Harcourt
Mathematics 12: Advanced Functions and Introductory Calculus, many new concepts are
introduced through investigations, thus encouraging students to experiment and
investigate using developing problem-solving skills. Investigations are also incorporated
throughout exercises to encourage generalizing and the development of reasoning skills.

Thoughtful questions and assignments also provide insight into students’ thinking and
inquiry skills, and may take the form of in-class discussions, portfolios, and research
assignments. Although we discuss portfolio use on page 31 of the Teacher’s Resource
under the Application category, it is worthwhile to consider the value of research
assignments here.

Research Assignments
It is an expectation of the secondary mathematics curriculum that students will learn to
write about their use of mathematics, effectively incorporating mathematical forms such
as calculations, equations, graphs, or tables. This curriculum assumes a classroom
environment in which students are called upon to explain their reasoning in writing....
From The Ontario Curriculum, Grades 11 and 12: Mathematics, 2000

Why learn about research in a mathematics course? In carrying out a research project,
students develop the knowledge and technical skills needed to become independent
researchers. No matter which post-secondary path your students choose, research skills
will be essential. In preparing a research project, students will become engulfed in
problem-solving activities, be challenged to develop and exercise powers of critical
reasoning, and become participants in the process of discovery. A research project
should not be conceived of as the end in itself. Projects arise because problems need
solving. Performance Tasks are one way that students can demonstrate this rich blend of
knowledge, problem solving, communication, and application skills.

Performance Tasks may involve performance (e.g., presentations), products (e.g.,

research papers), or processes (demonstration of individual work skills, or co-operative
group skills). These tasks and assessment usually come near the end of a unit, and often
involve a real-world “authentic” context. They provide students with opportunities to
integrate their learning. Appropriate criteria are usually listed in rubrics, with models or
exemplars of student work provided. Performance tasks usually involve the student,
teacher, and perhaps others in the assessment of the performance tasks.

26 =‘Introduction
A variety of performance tasks are provided in the student text in the form of the Career
Links and Career Link Wrap-Ups. Teacher notes are provided for each one in this
Teacher’s Resource. The Career Link features are an optional and flexible component of
the student text. Teachers may wish to use these features as an independent-learning,
individual-research option, or as a collaborative team project. A general generic rubric is
provided in the student text (Appendix D), with letterhead problems also included in
Appendix D to complement specific Career Link features.

Additional performance tasks will be provided on the Harcourt Mathematics 12:

Advanced Functions and Introductory Calculus Web site. Please see Using the Internet
for Extended Learning on page 33 of this Teacher’s Resource for more information about
computer-based research options.

Problem Solving
Instructional problems... should enable all students to
* build new mathematical knowledge through problem solving;
# solve problems that arise in mathematics and in other contexts;
# apply and adapt a variety of appropriate strategies to solve problems;
# monitor and reflect on the process of mathematical problem solving.
From NCTM Standards for School Mathematics: Problem Solving

Problem solving is an important part of Harcourt Mathematics 12. The context of

problems varies from familiar experiences involving students’ lives to applications
involving the sciences or the world of work. Each exercise is designed to create a
balance between skills and problem solving with Parts A, B, and C. Part A is aimed at
discussion and at mechanical skill development. Part B is geared toward conceptual
understanding and problem analysis. Since the exercises in Part B are designed for all
students, there is a gradual increase in difficulty. Part C contains extension problems and
more difficult problems that provide students with the opportunity of using problem-
solving skills developed in earlier years. Investigations are also provided throughout the
student text to introduce students to new concepts and to provide them with the
opportunity to experiment and investigate using their problem-solving skills. Problems in
exercises encourage students to check their reasoning, or monitor and reflect on the
problem-solving process.

Communication
Developing the ability to communicate about mathematics is a key focus of the secondary
school mathematics curriculum. We communicate understanding in mathematics to share
what we have learned. Communicating our understanding of mathematics also helps us

Approaches to Teaching and Learning 27

 to clarify that understanding. Curriculum expectations require students to communicate
their reasoning or findings in writing and orally to the teacher, to the class, and to other
students in a group. Technology plays an important role in mathematics literacy. The
symbols used on a calculator or in dynamic software will be related to, but not the same
as, the algebraic symbols and terms used in some exercises. Students need to have
opportunities to compare mathematics language and develop proficiency in
communicating with a variety of these mathematical tools.

Communication in mathematics may also be based on journals, peer assessment, group

work, and oral presentations.

Journals
Writing in a journal can help students do more than express what they think; it can help
them learn—by shaping, clarifying, and discovering their ideas. Journal writing can also
help students assess their own understanding if they are asked to explore connections and
to write alternative strategies for solving a problem. Students may assume that writing
should take place in English class rather than mathematics class. However, students can
be encouraged to understand that journal writing in mathematics allows them to
« define, discuss, or describe ideas and concepts;
“" summarize, organize, relate, and associate ideas;
* reflect by summarizing goals, strategies, and accomplishments.

You might consider the following writing activities for mathematics journals:
T Research a famous mathematician. Write 10 questions you would ask this famous
mathematician.
i, Define {a math term} in your own words to show understanding. Explain all the
characteristics of this term.
3I We have looked at {list two or three things}. List the differences between them.
List the things that are the same.
4. List all the things you have learned about . Brainstorm the key points
from this chapter to help you prepare for the test.
I Research how a person in the field would use

Journal writing may encourage students to articulate thoughts, make connections, and
clarify what they know and do not know. To make math journals effective, you may
wish to start off with an expression of opinion. Encourage the use of diagrams, graphs,
charts, pictures, and examples. These are important parts of the language of
mathematics. Avoid grading math journals, so that students have a grade-free zone to
reflect and to respond freely. Since correct language usage is important, spelling and

28 Introduction
grammar should be corrected, and you may wish to have a student refine a journal entry
for a portfolio sample. (See more information on portfolios on page 31.) Although the
journal should be a confidential source of communication between you and the student,
you may wish to make reference to selected journal comments when discussing
performance with parents. If so, be sure students are aware that aspects of their journal
entries may be shared to help explain their progress.

Peer Assessment
Teaching peer-feedback and assessment skills has many benefits for learners. In the
process of analyzing and evaluating the mathematical thinking and strategies of a peer, a
student may discover another way of seeing a problem, and therefore profit from a
second point of view. Students also learn to question someone else’s thinking and clarify
developing ideas and assumptions. In questioning and clarifying, they must learn to
support their thinking by communicating proof so that they can be convincing and
understood. As students learn to examine other ideas, they must also learn to evaluate the
strengths, limitations, or merit of strategies, and become critical mathematics thinkers.
Teachers may wish to use self-assessment and peer assessment as formative tools, or use
as assessment data only if students have had many opportunities to practise and develop
their skills as assessors. Both self- and peer assessment are important steps to building
independent learners.

Many self-assessment tools can be adapted for peer assessment. Rubrics, for example,
can be used by teachers or students to provide feedback to peers. Teach students to ask
for and give specific peer feedback in relation to specific criteria. Students need guidance
to ask for and provide effective feedback. Students should be coached to learn to be
specific in asking questions so that they receive the feedback required. Effective
feedback means that the response is guided by specific questions or the feedback
required, rather than misguided by vague sweeping global statements. Students should
also be coached about providing constructive feedback, rather than judgmental
comments. Similarly, peer assessment provides skills that can be transferred to self-
assessment.

Group Work and Co-operative Learning

When students listen to others’ explanations, they have the opportunity to develop their
own understandings. Multiple perspectives help students clarify their own thinking and
make connections. Some activities are more effective when students have opportunities
to work in pairs or groups. Working with a partner or with other students provides an
opportunity to discuss findings, and perhaps extend activities to more in-depth
investigations.

Approaches to Teaching and Learning 29

 One way to use co-operative learning effectively is to have teams prepare practice tests
and answer sheets. Each team passes the test to another team which answers it, and then
passes it back to the team that created the test for marking. You may also wish to take a
sample of questions from team questions for a part of a final test.

Provide each team with specifically agreed upon written objectives that each member of
the team is expected to achieve, and ask for records of their planning sessions. Such
records keep the team organized, and can help to document a student’s contribution to the
team project.

Oral Presentations
Harcourt Mathematics 12 provides numerous opportunities for students to make
presentations of their solutions to a small group, or to the class. These occur throughout
the activities and exercises, as well as on the problems pages.

You may wish to have students share ideas for the structure and organization of their
presentations, in groups of three or four, given the requirements listed on a specific
assignment sheet. Have groups spend 15 minutes developing and recording their
decisions. One person may be asked to report back to the class. As a class, record
suggestions on a large piece of paper. Once all groups have reported, use a class
discussion to identify the most appropriate suggestions. Use this list to compile a list of
presentation components.

Once the presentation structure is agreed upon, you may wish to have students brainstorm
(review) the features of an effective oral presentation. The brainstorming may review
such requirements as: opening statement, organization of ideas, conclusion, eye contact.
These requirements are clarified and listed on an assessment sheet to ensure that all
students are aware of the criteria to be applied when their presentation is assessed. The
time allocated to each presentation will depend, of course, on the nature of the topic, but
a designated time should be communicated to students to allow time to listen to the
presentation and receive feedback. You may wish to give students a self-assessment
sheet that allows them to reflect on the effectiveness of the structure and features of their
presentation.

Application

Performance Tasks
One method of assessing students’ abilities to apply concepts in authentic, or real-life,
contexts is performance tasks. Performance tasks have certain key characteristics.

30 Introduction
" They provide students with opportunities to adapt or shape diverse aspects and
components of their mathematical knowledge and experience to solve problems that
are meaningful and relevant.
They are designed to develop and assess the student’s ability to solve complex
questions, problems, or tasks.
They sometimes have more than one correct answer or acceptable solution. In such
cases, students should be encouraged to discuss the merits of different answers or
solutions.

Problems, experiments, speeches, portfolios, and rich learning tasks may all be
considered performance tasks.

Portfolios
A portfolio is a collection of work that illustrates a student’s efforts and progress. The
student should participate in selecting the portfolio contents, as well as determining the
criteria for selection and for judging merit. Appropriate use of portfolios can increase
communication between students and teachers. In general, there are two types of
portfolios: growth and best work. Should you wish to use portfolios as an instructional
and assessment tool, have students select work for their portfolios on an ongoing basis.
Three or four times a semester, you may wish to hold a 15-minute conference with the
student to discuss portfolio items, in which the student plays an active role in assessing
his or her own work. Self-assessment should continue throughout the development of the
working portfolio (versus a showcase or final-product-only portfolio). The following
items are possible mathematics portfolio learning samples:

= acorrected test on which the student has included written explanations of errors
= an analysis of an interesting pattern
# solutions to problems
# a letter to/from a historical mathematician
= activities completed using computer technology, e.g., spreadsheets, graphs, etc.
= study notes (a summary of key information in a unit)
= a problem that the student has created and posed to a group (with complete solution)
= a letter from the student to the reader of the portfolio, explaining each learning
sample
= areport from a group project, with details about the individual’s contribution to the
project
« draft research revised, with final versions of student work on a complex mathematical
problem, including writing, diagrams, graphs, and charts

Approaches to Teaching and Learning 31

 Students should know ahead of time, and have some say in, what will be evaluated in
their portfolio. Discuss with students sample criteria for evaluating portfolios. Ideally,
exemplars should be used to show levels of achievement and demonstrate weaknesses
and strengths of model work. Students’ portfolios are almost always evaluated by using a
scoring rubric. It is crucial that students have access to, and thoroughly understand, the
rubric that will be used to assess their portfolios.

Technology
Instructional programs... should enable all students to
" create and use representations to organize, record, and communicate mathematical
ideas;
* select, apply, and translate among mathematical representations to solve problems;
=" use representations to model and interpret physical, social, and mathematical
phenomena.
From NCTM Standards for School Mathematics: Representation

Some forms of representation have been part of mathematics for some time—including
diagrams, graphical displays, and symbolic expressions. It is important to remember
that the term representation refers both to process and to product—in other words, to the
act of capturing a mathematical concept or relationship in some form and to the form
itself. (NTCM Standards for School Mathematics: Representation)

The Harcourt Mathematics 12 student text has been designed to integrate appropriate
technologies into the learning and doing of mathematics. Technology is not used to
replace skills acquisition, but when its use represents the most effective way to achieve
an expectation. To this end, the student text flags the use of technology with an icon
where applications are most appropriately integrated throughout exercises. Another
variation of this technology icon refers students and teachers to specific pages in the
-Technology Appendix. Appendix C includes an overview of key instructions in using the
graphing calculator.

Mathematics teachers will know that appropriate use of technology means that some
expectations are best addressed by using technology; others are addressed in part by
using technology; while at other times, technology may simply provide an extension to
student learning (rather than a shortcut). This Technology Curriculum Correlation
provides an overview of expectations related to both the Harcourt Mathematics 12
student text and the Harcourt Mathematics 12 Teacher’s Resource.

32 Introduction
Using the Internet for Extended Learning
To meet the expectations of the new curriculum, instruction must move beyond a teacher-
centred presentation or simply student practice of isolated mathematics routines. With
this in mind, The Harcourt Mathematics 12: Advanced Functions and Introductory
Calculus Web site has been designed as a mathematics modelling tool to supplement
your Harcourt Mathematics 12 student text. This Web site includes links to the following
three Calculus ToolKit materials: Web Links (additional information), Simulations, and
Achievement Tasks.

Web Links
This collection of sites has been chosen for classroom use by Harcourt Mathematics 12
contributors who currently teach calculus in Ontario and has been organized to follow the
sequence of topics in Harcourt Mathematics 12: Advanced Functions and Introductory
Calculus.

Simulations
These links provide a truly dynamic calculus environment. Video animation models and
poses calculus problems for students to formulate hypotheses, design and carry out
experiments, describe situations that can be modelled by graphs and equations, and
develop skills through problem solving. Simulations accessed through this Web site are
indexed as extensions to Harcourt Mathematics 12 student text chapters.

Achievement Tasks
These links provide additional performance tasks that weave calculus skills and concepts
together in an important context framework to help students see the “big ideas” of
mathematics. You may wish to use these achievement task links as the basis for
independent study or group research projects.

The Harcourt Mathematics 12: Advanced Functions and Introductory Calculus Web site
is an optional resource. Using this page is not required by the text, but we hope it will be
of great teaching and learning value to you and your students.

Mathematical knowledge has a beauty in its own right. For many students, learning is
enhanced when it’s embedded in a context. A vibrant, active mathematics program
provides opportunities for students to explore and develop initial understandings, to
identify and develop relevant supporting skills, and to gain experience with interesting
real-life applications of mathematics that demonstrate patterns or relationships. Harcourt
Mathematics 12 includes tasks that fit this description in every chapter, in exercises,
investigations, and activities. (For more information on authentic tasks, please see page

Approaches to Teaching and Learning 33

 30 in the Assessment section of this Teacher’s Resource, Authentic Performance Tasks
and Harcourt Mathematics 12: Advanced Functions and Introductory Calculus.) In
using the text, you have the freedom to decide how much emphasis is to be placed on
such tasks. As you plan your program, consider additional tasks that allow for rich,
contextual learning.

Reaching All Students

The classroom reality includes a broad spectrum of learning needs: a dynamic blend of
at-risk students, second-language learners, advanced students, and so on... . This
classroom reality also includes students who may enter Grade 12 Calculus without the
necessary prerequisite skills. Once you determine in which areas students need your
assistance most, you can plan supported learning development. This “Reaching All
Students” section provides ways to identify the “‘at risk” mathematics student,
suggestions pertaining to styles of learning and styles of teaching, and evaluation
strategies.

Identifying ‘“‘At-Risk’’ Mathematics Students

It is important to get to know the abilities of your students so that you can determine the
most effective remedial work required. Selecting class material that is at an appropriate
difficulty level is important for building confidence. The Review of Prerequisite Skills
sections provided near the beginning of most chapters can help you do this. For
additional practice with prerequisite skills, please see the Computerized Testbank and
Reproducible Assessment Tools CD. (For more information about this resource, please
see “Additional Resources” on page 22 of this guide.)

It may be especially helpful for some students to systematically review the mathematical
modelling in the examples and solutions provided in each lesson of the text.

To be sure that students have grasped the main idea in a lesson, assign the questions in
Part A of the Exercises. See the Level of Exercise Difficulty Legend provided in this
Teacher’s Resource on page 39.

Styles of Learning and Styles of Teaching to Meet Special Needs

Whenever possible, access the individual experiences and backgrounds of students in
your class. Make use of visual and other non-print resources, as well as the knowledge
and insight each student brings to class to support learning. To extend learning, you may
wish to invite a parent to class to present his or her mathematical career link as it relates
to chapter concepts. Well-chosen contexts may allow students to explore and develop

34 Introduction
initial understandings, and identify and develop relevant support skills, as well as provide
important scaffolding in terms of opening the door for students to see the “big ideas” of
mathematics—the major principles, such as patterns or relationships. Use visuals such as
overheads and objects that illustrate an idea or relationships. Encourage students to
develop visual representations such as charts or graphs. “At risk” students may need a
teacher to point out rules or patterns that other students may see and use automatically.

Meeting Special Needs with Harcourt Mathematics 12: Advanced Functions and
Introductory Calculus
Many aspects of Harcourt Mathematics 12 provide the means for student-centred
learning and teaching. By answering questions before learning a new chapter concept
(Prerequisite Skills sections and Prerequisite Skills Masters, Career Link discussion
questions), linking to scaffolding supports throughout chapter lessons (specific learning
expectations clearly outlined on chapter opener pages, modelled questions and solutions,
boxed student tip features, technical assistance in Appendix D, the Technology
Appendix, and with the confidence-building supportive features provided after learning
new chapter concepts (Key Concepts Review, Career Link Wrap-Up, Review Exercise,
Chapter Test), students explore and develop initial understandings, identify and develop
relevant supporting skills, and gain experience with interesting applications of new
mathematics knowledge. In Harcourt Mathematics 12, expectations are clearly stated on
chapter opener pages to highlight the knowledge and skills the student will learn in each
chapter. Suggestions for presenting new chapter concepts are provided in the Teacher’s
Resource. Prerequisite skills instruction is crucial to access background knowledge and
develop vocabulary with “at risk” students. In Harcourt Mathematics 12, supports during
learning are numerous and include:
= new terms in boldface print with clear definitions
= case study and discussion questions with each Career Link at the beginning of each
chapter to encourage investigation and inquiry
« investigations throughout the chapter to practise new concepts
= technology applications throughout the text using graphing calculators and computer
applications where most appropriate
= Career Link Wrap-Ups at the end of each chapter to encourage investigation and
application with a well-chosen career context for learning that opens the door for
students to see the “big ideas” of mathematics
= practice and reinforcement including many exercises with graduated difficulty ratings
(A, B, and C)

Approaches to Teaching and Learning 35

 Evaluation and the Special Needs Student
As with all students, assessment should begin with an explicit goal, meaningful tasks,
self-assessment, and application. Clear standards and criteria build confidence and
comfort with new mathematics concepts. However, modifying standards or evaluation
methods in the following ways may be beneficial to certain students:
l. Standards: Reduce the amount of material to process. Have the student suggest
learning outcomes to build consensus.
re Organization: Break down the task (and the evaluation if necessary) into steps.
You may wish to have the Solutions Manual centrally located in the classroom for
student access. In this way, students can check the steps involved in solving a
problem beyond checking answers in the back of the student text. This also
encourages autonomy in building self-assessment skills in the independent
learner.
3 Self-assessment: Special Needs students may need more coaching to develop
self-assessment skills. Students may keep a response journal and write down the
steps they found helpful in solving a specific problem.
a Difficulty: Provide a choice of easier exercises, tasks, and tests. For example,
you may wish to have students focus on Part A exercise difficulty (student text),
rather than Part B. Similarly, you may want to cut and paste to create a Part A
Practice Master or Chapter Test from the resources provided on the Computerized
Testbank.
= Time: More time may be needed for a student to complete practice exercises and
evaluation tasks. As students become more confident in handling new
mathematical concepts, such allowances may be adapted or withdrawn.

Second-Language Learners
Students who speak a language other than English are neither linguistically nor
academically deprived. They have a language in which they have already developed
sophisticated communication skills; now they are learning to function in a new language
and culture.

Ontario’s secondary school mathematics curriculum emphasizes the need to develop

communication skills. These skills, including reading, writing, listening, and speaking,
enhance mathematical understanding and the ability to explain a solution to others. The
curriculum and evaluation standards recommend that students be encouraged to use
language to communicate their mathematical ideas. How can teachers assist second-
language learners in developing the language skills needed for mathematical
communication? In some ways all students learning to communicate about their
mathematical reasoning are developing new language skills.

36 Introduction
Classroom Climate
To help second-language learners develop their communication abilities in mathematics,
it is essential to create a classroom climate in which students are actively involved in the
learning process. Classroom climate may be influenced by a number of factors. For
example, is problem solving part of the class? Are students given opportunities to explore
or experiment without a grade consequence? Are both answers and process evaluated?
Do students assess their own development, including what they know, what they do not
know, and action plans for further growth? A mathematics journal can be a good place
for reflection. A mathematics portfolio may also include action plans. Refer to the
Assessment section of this Teacher’s Guide for more information on the use of
mathematics journals and portfolios.

Suggested Teaching Strategies

Visualization
Encourage the use of diagrams, graphs, examples, lists, pictures, and charts. These are
essential parts of the language of mathematics. Second-language learners may feel more
comfortable working from their concept maps before describing a problem-solving
activity in sentence form.

Vocabulary Development
It is essential that all students learn to understand and to use key mathematical terms.
Provide students with opportunities to read terms and definitions, ask questions about
terms, use them in sentences, and describe terms using visual materials.

Verbalizing Problem-Solving Processes

Help students become confident with mathematical language skills by providing
opportunities for group problem solving and discussion. This also allows students to hear
appropriate language modelled for them. Have group members discuss such questions as:
What question is asked in this activity? Is there any information we need that is not
provided in the problem? Describe how you solved the problem. How would you explain
what you are doing (or have done) to a student taking this class next year? This type of
discussion may encourage students to communicate their problem-solving process orally.

Testing Format
Consider using a testing format that matches the instructional format you have used in
class. For example, if you have encouraged the use of diagrams to explain the thinking
processes used in solving a problem, then allow their use on tests as well.

Approaches to Teaching and Learning 37

 Self-Assessment
Encourage students to monitor their own learning by keeping response journals and by
building learning portfolios. Refer to the Assessment section of this Teacher’s Guide for
more information regarding the value of response journals and portfolios.

Alternative Methods of Instruction

For those students who have language difficulties, encourage alternative methods of
learning and reinforcing concepts, such as using a tape recording of a group discussion to
listen to it a second time, and participating in regular teacher-student conferences.

Advanced Learners
All students should be given the opportunity to demonstrate their best level of
performance or achievement. Advanced mathematics students provide a unique
challenge to teachers in addressing their strengths and learning needs. You may wish to
consider the following program modification suggestions:
* Assign Part C level questions earlier to advanced learners. Part C exercises contain
extension problems and more difficult problems. (See page 39 for the Level of
Exercise Difficulty Legend.)
# Student-teacher conferencing provides a wonderful opportunity for teachers and
students to set goals appropriate to the individual learning needs of the advanced
student. All students should be encouraged to take ownership of their learning, and
can develop important self-assessment skills for goal-setting preparation. (See pages
24-25 for more information on Self-Assessment and Goal Setting and Student-
teacher Conferencing.)
= Research assignments provide an opportunity for more in-depth learning and
independent study. (See page 26 of this Teacher’s Guide for information regarding
Research Assignments.)
* Career Link and Career Link Wrap-Up features can be used for a wide range of
possibilities. These rich real-world scenarios include a range of options which may
extend into independent study or research project possibilities.
* The Harcourt Mathematics 12: Advanced Functions and Introductory Calculus Web
site offers varied opportunities for extended learning, including extended Internet
research options, simulations, and performance tasks. (See page 33 of this Teacher’s
Guide for more information on this resource option.)

38 Introduction
Exercise Difficulty Levels

A range of exercise difficulty levels is provided throughout the student text. Please see
the following legend for a general explanation or description of the three parts of exercise
difficulty: Part A, Part B, and Part C.

LEVEL OF EXERCISE DIFFICULTY LEGEND

PART A
Exercises are the most universally accessible and all grade 12 students
should be able to understand and do them. This level of exercise is
aimed at discussion at mechanical skill development.

PART B
Exercises are designed for all students, with a gradual increase in
difficulty throughout Part B type exercises. This level is aimed at
conceptual understanding and problem analysis.

PART C
Exercises contain extension problems and more difficult problems that
provide the students with the opportunity of using problem-solving
skills developed in earlier years.

Note: The difficulty levels or rating of exercises in Harcourt Calculus are

approximate, and intended as guidelines. The actual difficulty level of exercises may
be subject to individual interpretation.

Approaches to Teaching and Learning 39

 ASSESSMENT AND EVALUATION

The Balancing Act of Assessment and Evaluation: Deciding What to

Assess and How to Assess It

As with teaching, a balanced approach is ideal when making choices about assessment
and evaluation methods. To help you make such choices, you need to consider why you
will assess, what you will assess, and how you will assess.

Why Assess?
A significant question underlies all assessment decisions: Why are we gathering the data?
There are many important reasons for assessing student work. Clarifying what we hope to
accomplish by assessing work will help to illuminate our choices from the variety of tools
and techniques that we have available to us.

Assessing To Drive Decisions

Teachers make many decisions based on the results of classroom assessment. For
example, you may want to identify common knowledge gaps or weaknesses in order to
plan for additional instruction. If a significant number of students perform poorly on a
test, you may want to design an assessment instrument to identify what specific skills or
concepts they need more help with.

Assessing To Drive Instruction and Learning

Assessment can help you and your students clarify, prior to designing an instructional
sequence, what your class’s end-of-instruction targets are. An activity that allows
students to investigate a set of concepts, or work with them in a preliminary way, can
allow you and your students to plan for learning.

Assessing To Evaluate Process

Learner-Centred teaching involves engaging students as active learners who know how to
proceed when answers to problems are not apparent. When these independent learning
abilities are developed, students become more aware of how their individual learning
takes place. They develop the ability to appreciate disparate systems and to solve
problems creatively. Learner-Driven Assessment allows you to assess these skills, rather
than relying solely on a final product.

40 Introduction
Assessing To Evaluate Against Standards
Beginning with the National Council of Teachers of Mathematics’ publication, in 1989,
of Curriculum and Evaluation Standards for School Mathematics, educators across North
America have been working towards consistent standards for instruction and assessment.
Ontario’s Mathematics Curriculum, Grades 11 and 12 (2000) provides consistent
expectations against which student work can be measured, as well as providing standards
for how that work should be assessed, and for what constitutes desired levels of
proficiency.

What to Assess?
To meet the needs of students with different learning styles, and to meet our different
purposes for assessment, a broad range of work should be assessed.
e Assignments that allow for assessment of the subskills students need to use to
perform an activity can help to design the most effective re-teaching or
remediation strategies to target class, group, or individual difficulties.
e Open-ended tasks with exemplars and/or rubrics attached to them can pave the
way for ongoing dialogue about learning goals throughout a unit of study.
e Creative problem-solving tasks are much more effective than traditional tests at
assessing the processes that students are able to use to accomplish a task, and
their facility with those processes.
e Assessment of individual and group work, oral and written work, and short-term
and long-term assignments allows you to evaluate student learning in the areas of
Knowledge and Understanding, Inquiry and Problem Solving, Communication,
and Application. Growth in all four of these areas is an important foundation of
lifelong learning.

How to Assess?
To assess such a broad range of work, you will need to use a wide variety of assessment
tools and techniques. A balanced approach to assessment would include:
e Assessment by teacher, peers, and students themselves
e Comprehensible feedback to the student
e Opportunities for discussion of performance with individual students

Assessment and Evaluation would include:

e Observation of student problem-solving skills
e Review and discussion of samples of student work over time
e Student reflection on learning (in logs or journals)
e Interviewing students about their progress, action plans for improvement, and
perceptions of themselves as learners

Assessment and Evaluation 41

 e Checklists to record work habits and growth demonstrated during projects and
discussions
e Assessment of performances against a set of agreed-upon criteria

Balancing the Instruments of Assessment

There is no single, correct way to teach or to learn mathematics. The strategies used
should vary according to the object of the learning and the needs of the students.
From the Ontario Curriculum, Grades 11 and 12: Mathematics, 2000.

You are the one who brings learning to life while dealing with the complex dynamics of
your classroom and preparing your students for the challenging world beyond high
school. Allowing students access to a range of instructional and assessment strategies
enables them to appreciate the “big ideas” of mathematics, and to build an organizational
framework for confident and competent mathematics learning and communication in a
variety of situations. To help you accomplish this, we have included an outline of many
possible instructional and assessment strategies, as well as the achievement categories for
which they may be most helpful, on pages 23 to 32. Harcourt Mathematics 12 has been
designed to offer a flexible range of options which do not impose a specific instructional
or assessment strategy, but enable you to make choices relevant to your teaching style
and student needs.

It is our wish that this student book and Teacher’s Guide can help you to equip students
with essential mathematics knowledge and skills, of reasoning, problem solving, and
communication, and to prepare students for their future success.

42 Introduction
Generic Career Link Wrap-Up Rubric

This rubric can be adapted to help you assess student achievement on each chapter’s Career
Link Wrap-Up performance task.

Assessment LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

Category
Knowledge/ e A mathematical e A mathematical e A correct e A correct
Understanding model is generated model is generated mathematical model mathematical model
with significant with minor errors is generated is generated and
errors verified

Demonstrates, Demonstrates, Demonstrates, Demonstrates,

through algorithmic through algorithmic through algorithmic through algorithmic
work, a limited work, some work, a considerable work, a thorough
understanding of understanding of understanding of understanding of
concepts concepts concepts
Thinking/Inquiry/ Limited Some mathematical Considerable Thorough
Problem Solving mathematical reasoning mathematical mathematical
reasoning reasoning reasoning extended
to the general case

Sequences and Sequences and Sequences and Sequences and

selects tools with selects tools with selects tools with selects tools
limited effectiveness some effectiveness considerable efficiently and
effectiveness effectivel
Communication Explanations and Explanations and Explanations and Explanations and
justifications lack justifications are justifications are justifications are
clarity with limited partially clear with particularly clear
detail understandable with considerable detail and thoroughly
some detail detailed

Infrequently uses Uses mathematical Uses mathematical Consistently and

mathematical symbols, symbols, meticulously uses
symbols, terminology and terminology and mathematical
terminology and conventions conventions symbols,
conventions correctly some of correctly most of the terminology, and
correctly the time time conventions
correctl

Application Applies concepts Applies concepts Independently Independently

and procedures in an and procedures in an applies concepts and applies concepts and
unfamiliar setting unfamiliar setting procedures correctly procedures correctly
only with significant correctly with some in an unfamiliar in an unfamiliar
assistance assistance setting setting using new or
modified strategi

Assessment and Evaluation 43

 Standard Assessment Features in Each Chapter

Each chapter of the Harcourt Mathematics 12: Advanced Functions and Introductory
Calculus text includes the following assessment features:
Background Knowledge
Career Link Wrap-Up
Chapter Summary
Chapter Test

Each chapter of the Teacher’s Guide includes the following additional assessment
features:
Notes about prerequisite skills
Chapter summary questions
Additional chapter tests
General chapter rubric
Assessment tips in the margin of the lesson notes
In each lesson, suggested strategies for assessing development in each of the areas
of knowledge and understanding, inquiry and problem solving, communication,
and application

REPRODUCIBLE ASSESSMENT TOOLS

The following reproducible pages are provided to assist you in assessing learners.

oa Introduction
 PREPARING FOR A TEST
SELF-ASSESSMENT TOOL:
(Attach this cover sheet to a Chapter Practice Test — either the chapter test in your
student text or to another Practice Test as specified by the teacher.)

TEST DATE:

CHAPTER NUMBER AND TITLE:

PARTS I COULD TEACH SOMEONE ELSE:

PARTS I STILL DON’T GET:

WHAT TE NEED TO DO BEFORE THE TEST:

THIS TEST SHOWS THAT I HAVE LEARNED ABOUT:

MY NEXT STEPS ARE TO:

GOALS REFLECTION

DATE #2:
GOAL(S) REACHED: YES NO
WHY I DID/DID NOT REACH MY GOAL(S):

If you did not reach your goal(s), identify what you plan to do in order to improve your
performance in the future:

REPRODUCIBLE PAGE 4
Copyright © Harcourt Canada Ltd. Reproducible Assessment Tools 45
 INDEPENDENT LEARNING RUBRIC/RATING SCALE

Date: Name:

For each category, place a checkmark (%) on the level which you feel most appropriately describes you as
an independent learner.

CATEGORIES LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

eee
ee 502597 60-69% 10-19% 80-100%

THINKING/INQUIRY

COMMUNICATION

APPLICATION

Strengths:

Areas for Improvement:

NEA PS LERS?
What specific steps will take to improve on where you stand in the above categories?

Goals Plans (include all steps)

Independent Learning student-teacher conference option:

Your teacher may wish to use a different colour of pen or pencil to complete the same rating scale, prior to
discussing development and goal setting.

REPRODUCIBLE PAGE
46 Reproducible Assessment Tools Copyright © Harcourt Canada Ltd.
 RESEARCH PROCESS AND REPORT CHECKLIST
TOPIC:
ASSESSOR:

RESEARCH PROCESS Need to improve

SELF-ASSESSMENT

RESEARCH REPORT
PEER/TEACHER/SELF-
ASSESSMENT
(As designated by the teacher)

Student has...

REPRODUCIBLE PAGE 3
Copyright © Harcourt Canada Ltd. Reproducible Assessment Tools 47
 ORAL PRESENTATION

Evaluated by: O Self 0) Peer CO) Teacher

THINKINGINQUIRY |
=

COMMUNICATION

APPLICATION

COMMENTS: STEPS TO TAKE:

REPRODUCIBLE PAGE
48 Reproducible Assessment Tools Copyright © Harcourt Canada Ltd.
 PRESENTATION ASSESSMENT CHECKLIST: SELF/PEER
Presenter: Date:
Assessor: Presentation Topic:

Type of Presentation (Informative, Persuasive, etc.):

SELF-ASSESSMENT
Before presenting, I made sure

PEER/TEACHER/SELF-
ASSESSMENT (As
designated by the teacher)
During the presentation, the

REPRODUCIBLE PAGE
Copyright © Harcourt Canada Ltd. Reproducible Assessment Tools 49
 CONFERENCING AND GOAL SETTING

NAME: DATE OF CONFERENCE:

PURPOSE OF CONFERENCE
Identify specific learning goals that you would like to work toward.

be
Pee

STUDENT NOTES
List questions to clarify or discuss with your teacher, areas of concern, etc.

TEACHER RESPONSE:

ACTION PLAN:

TIMELINE FOR ACTION PLAN:

REPRODUCIBLE PAGE
50 Reproducible Assessment Tools Copyright © Harcourt Canada Ltd.
 PORTFOLIO COVER/REFLECTION SHEET
NAME: DATE:
Title of Work Sample Submitted:
(Attach this cover sheet to the work sample submitted from your portfolio.)

Describe the work that you are submitting.

What portfolio criterion does this piece reflect?

(Refer to the original portfolio categories as required by your teacher.)

Explain why you selected this work sample for submission. (Provide a minimum of two
reasons.)

What do you like best about this work sample?

If you had to do this assignment again, what would change, improve, or do differently?

What did you learn from doing this work?

REPRODUCIBLE PAGE r
Copyright © Harcourt Canada Ltd. Reproducible Assessment Tools 51
 MATHEMATICS RESPONSE JOURNAL

Date: Name:

CATEGORIES LEVEL 1 LEVEL 2 LEVELS LEVEL 4

a
ei 50597, 60-69% 70-79% 80-100%
feNowbeDGe sana

THINKING/INQUIRY

COMMUNICATION

APPLICATION

4 REPRODUCIBLE PAGE
52 Reproducible Assessment Tools Copyright © Harcourt Canada Ltd.
COURSE PLANNING

Suggested Course Planning Chart

Teachers may choose to place emphasis on different topics in this (or any) course. What
follows are suggested schedules for two different classes. Each schedule is based on the
use of approximately eighty-five class periods of approximately seventy-five minutes
each.

Schedule A assumes that the students are moderately strong in mathematics, although a
significant number of them will require some time to deal with complicated material.

Schedule B assumes that the students are quite strong in mathematics, with reasonable
facility in problem solving.

Both schedules allow some time that could be used for discussion of Career Links in the
student book. We have allowed time for the Review of Prerequisite Skills, where
exercises are provided in the text. This class time could be used instead for additional
discussion of Career Links, with the Review of Prerequisite Skills completed outside of
class. Career Links can also be presented together with one of the introductory lessons as
they apply, assigned for independent study, or, as other material can be covered more
quickly, additional class time can be spent on them.

In some instances in the following schedules a topic has been allocated a full period and
you may find it does not require that much time. This could provide for short problem-
solving sessions or small extensions based on the material being discussed.

Schedule A Schedule B
| PERIOD |secTion | COMMENTS
Introduction | Pages v - xvi, Read page I, Introduction | Pages v - xvi, page I,
Chapter | Review of Chapter | Review of
Prerequisite Skills p. 3 #1, Prerequisite Skills as
2adfghi, 3bcdef required
|
SSG
[oem geal
(See cccort pe
Pa oe

Course Planning 53
 Schedule A Schedule B
PERIOD | SECTION PERIOD
Review Unit Test 1/2 period test,
Chapter | Begin 1/2 period on Review of
Prerequisite Skills Chapter 2
Unit Test 1/2 period test, The Factor Theorem
Begin 1/2 period on Review of
Chapter 2 Prerequisite Skills Chapter
$4
The Factor Theorem 1/2 period on Sum and
Difference of Cubes
At most a 1/2 period on The
Factor Theorem Extended
1/2 period on Sum and 1/2 period on Sum and
Difference of Cubes Difference of Cubes
At most a 1/2 period on 1/2 period on The Factor
The Factor Theorem Theorem Extended
Extended Include p. 48, e.g. 8

on p. 55 as extensions
2.4 1/2 period on each section
#9-12 on page 55 2.6 2.5 and 2.6

2.6 2.5 and 2.6 Exercises

Exercises

Read p. 75 What Is
Assign Reading page 71 Calculus?
and Review of Prerequisite e.g. 1-3
Skills #1-5 Chapter 3 as
needed.
The teacher may wish to
use a floater period for
Units | and 2 to give
students more practice with
skills as needed.
Read p. 75 What Is
Calculus?

54 Introduction
 Schedule A Schedule B

Note Floater The teacher may wish to

use a floater period for
Unit 3 to give students
more practice with skills as
needed.
a ht nwa Sac e a2 fe Sar ee
| 227 We) Se ee ge ey Pgs poe Pe
8 SUAS ae esa a
| 295/44 Sp eee ee eT 2 sep mation. 1
Ca Tace | Re ee a
AS ree SA ll ae INES TA] Review lvnbd freight |
|At32: Aa Revise Ore S32 oeI Review etl aA inthe |
iA lle
ee Fe) Test Kee eel mieiem|
Test wot
tS SS A) a ee
5:2 1/2 period

hace
BES
> ON
1/2 period
TE. ES) GSE eee ee ee ee
Lo!
TE | Ee ee ee ee ee
Pe
ae Fhe] ee ee ee ee
Faas aes See
Peer 0 9-54 th ise |
Note Floater The teacher may wish to
use a floater period for
Section 5.3 to give students
more practice with skills as
needed or for a qui

42 > nN 1/2 period

1/2 period
43 1/2 period 43
1/2 period

Review
eview eh)
aSails
|nln
DID
|e
2 pee
se
|
oe

b&~ est

6.2 and

wml
un
Slalmirir
DD
rtinten|in|in
valor
MN
NHNIA
—
nl
iw
WIiWiWlNlhd ee
OuSNES
Nn
lw Note: This section must be
done in class if students do
not have their own graphing
calculator to use at home.
6.5 Note: This section must be Wal Read p. 257, 260, 261
done in class if students do Complete Investigation
not have their own Do examples | — 4 Maybe
graphing calculator to use LRP Complete Investigation
at home.
Revie seer eee re

Course Planning 55
 Schedule A Schedule B
PERIOD | SECTION COMMENTS PERIOD COMMENTS
1/2 period 53 da
Read p. 257, 260, 261
Complete Investigation
ai Do examples | - 4
54 : Ee ee ee ee es Se
55 ies 1/2 period
Review —
Chapter 6 p. 252 #1-9, 11
Review of
Chapter 7 p. 289 #1-9, with and
without a calculator
SS
=be
aS
liv *
urNI Optional Optional, p. 255, p. 290, if
Textbook necessary
Chapter *The teacher may decide
Tests that an additional period is
not necessary and better
used for Review of the
examination at the end of
the semester. Thus
begiinning Section 8.1 at
this time is the choice of the
teacher.*
1/2 period Test Chapter 6 & 7 Combined
Begin Review Exercise Test
#14 Review of After test p. 288 Career Link
Prerequisite p. 297 as needed
Skills as

p. 289 #5-9 Only Derivatives

Chapter Test (Optional
p. 288 Career Link)
8.2 Only Derivatives
Review of
Prerequisite
> et aa
Only Derivatives 61

Only Derivatives 8.1-8.3 Applications

Only Derivatives 8.1-8.3 Applications

pplications [=G4—in
pplications ar aE ee
OCR,
ata
Review

Letterhead May assign Letterhead

Problem 2 Problem 2 as an
independent study.
Review

56 Introduction
 oe SCONMENT
A ETS Schedule B
PERIOD |. COMMENTS __| BERIOD COMMENTS
7 —)

Review of Prerequisite
Skills
ep
|
G71 ary |59;
72 We T2 a |93 oe te |
baleen olTr
wliowolty

i
|a |
\OWw}
0 1/2 period Oblique
Asymptotes
1/2 period Concavity and
aie Points of Inflection
~]2)

76 93 1/2 period Oblique

it
Review
9.4 Asymptotes
1/2 period Concavity and
Points of Inflection

Begin Review Exercises

PRR |de a — Me Nin |
Appendix
Al
aia Appendix Al

ine oS
Summative Summative Activities, Appendix A2 1/2 period
Review for Examination p. Appendix A3 1/2 period
168
Review Summative Activities, Appendix A3
Review for Examination p.
291
Review Summative Activities,
Review for Examination p.
383 pees oa:
Appendix B2
Review for Ecanination
Floater As teacher decides.
Floater As teacher decides.
As teacher decides. Summative Activities,
Review for Examination p.
168
HSE
Floater Letterhead As teacher decides. Review for Examination p.
Problems, 291, P. 383
summative
activities haute
af
ae Suggestion for Period

Course Planning 57
 eit: Tei(la me Polynomial Functions (text pages 1-30)

Chapter Planning Ahead Chart

Specific Expectation Lesson

Investigating the Graphs of Polynomial Functions

Determine, through investigation, using graphing

calculators or graphing software, various properties of
the graphs of polynomial functions (e.g., determine the
effect of the degree of a polynomial function on the
shape of its graph; the effect of varying the coefficients
in the polynomial function; the type and the number of
X-intercepts; the behaviour near the x-intercepts; the
end behaviours; the existence of symmetry)

Describe the nature of change in polynomial functions

of degree greater than two, using finite differences in
tables of values

Sketch the graph of a polynomial function whose

equation is given in factored form

Determine an equation to represent a given graph of a

polynomial function, using methods appropriate to the
situation (e.g., using the zeros of the function; using a
trial-and-error process on a graphing calculator or
graphing software; using finite differences)

Manipulating Algebraic Expressions

Demonstrate an understanding of the Remainder

Theorem and the Factor Theorem

$8 Chapter |: Polynomial Functions

Technology in Chapter 1

Many learning opportunities in this text could involve the use of

technology. This chart shows places in the text where the use of
calculator or computer technology is specified. Apart from the examples
below, the authors have left the use of technology in any particular case
to the teacher’s and students’ discretion. In fact, it can be a valuable
learning opportunity for students to decide when technology would help
them to solve a problem, and when it would not.

Section of Text Type of Technology Description

ical Graphing calculator | Graph functions

Investigations
and Exercise

1.2 Example Graphing calculator | Analyze graph of a function,

and Exercise find maximum value

Chapter 1: Polynomial Functions 59

 INTRODUCTION

This chapter introduces students to the properties of the graphs of

polynomial functions and how to sketch these graphs. It also introduces
The exercises in the students to the nature of change in polynomial functions. By the end of
Review of Chapter 1, students will understand these concepts as well as the
Prerequisite Skills Remainder Theorem and the Factor Theorem.
on text pages 2-4
can be assigned and BACKGROUND KNOWLEDGE
then followed up by
a short quiz to assess Some experience with the following concepts and skills will help
students’ knowledge students as they work through this chapter.
of factoring.
e an understanding of common factoring
e aknowledge of the difference of squares
e the facility to factor trinomials and to apply grouping

Career Link Chapter 1

Modelling Water Demand (Text page 5)

Suggested Time: 65 min

In this guided discovery activity, water demand is utilized to illustrate

the graph of a polynomial with a degree higher than two. The learning
will be accomplished through utilizing the learner’s prior knowledge of
graphs for linear, quadratic, rational and periodic functions.

THIS ACTIVITY PROVIDES OPPORTUNITIES TO

1. compare a polynomial of degree greater than two to graphical

representations of relationships learned in previous mathematics
courses (linear, quadratic, rational, and periodic functions);
2. graphically interpret maximums and minimums in a context familiar
to students (water demand).

60 Chapter |: Polynomial Functions

BACKGROUND KNOWLEDGE

¢ graphing a table of values

e the general shape of linear, quadratic, rational, and periodic functions

SUGGESTED SEQUENCE AND ORGANIZATION

1. Review the general shape of linear, quadratic, rational, and periodic

functions, paying particular attention to the change in shape from
linear to quadratic (i.e., turning point in quadratics and one root to
two from linear to quadratic). (20 min)

2. Assign students to read the Career Link and complete question 1. (10
min)

3. Place students in pairs/small groups to discuss their answers to

question | followed by sharing with the whole class (think/pair/share
cooperative learning strategy). (5 min)

4. Assign students to complete questions 2 and 3 in pairs. You may

need to reinforce the idea of peak demand occurring at suppertime
and minimum demand in the middle of the night (you can divide by
2.5 at this time to determine the minimum demand). You can also
give each pair of students an overhead to prepare their graphs for
question 2. (Note: The cost of water in your community, needed for
question 3, can be determined by phoning your local water utility.)
(20 min)

5. Lead aclass discussion as written solutions to questions 2 and 3 are

reviewed. The need for precise and accurate mathematical modelling
in order to make good predictions can be discussed at this time. (10
min)

Chapter |: Career Link 61

 SOLUTION EXEMPLAR

D(m°*/hr)

1 2 3 4 5 o N o

t(hrs)

The graph looks closest to periodic. From | hr to 2 hrs the graph dips
down to a minimum then increases to a maximum of 6 hrs. The graph,
however, does not look symmetric about the maximum value comparing
the demand at 5 hrs to 7 hrs.

The trend makes sense since water demand should decline midafternoon
(2PM) then gradually increase to a maximum just after supper (6PM) and
finally decrease after supper (7PM).

2. Belleville Ontario

Determining Average Hourly Demand

Population = 45 000 persons
Daily Demand /capita x 0.600 m*person/day
City Demand = 27000 m’ /day
Per Hour + _ 24
Avg. Demand per Hour 11.25 m’ /hr
Peak Factor x __2.5
Peak Demand 2813 m*/hr
Minimum Demand céstimatey = 500m? /hr

62 Chapter |: Polynomial Functions

 3000 7 Cc

A Breakfast & Showers

2500
| BLunch
u

C Supper Dishes &

Watering Lawn, etc.
2000 + D Middle of night
D(m*/hr) “ =

1500 |

1000 4

500

0 + T 7 T T T T T iam T =y i

0:00 02:00 04:00 06:00 08:00 10:00 12:00 14:00 16:00 18:00 20:00 22:00 24:00

t(hrs)

3. Cost For Peak Flow

Cost for water and wastewater treatment = $1.00/m’. (estimate)

Cost Peak Hour = 2813m°>

X$1.00/m?*
$2813

Cost Per Day = 27000m?

cS [O00 mane
$27000/day

1.1 Graphs of Polynomial Functions (text pages 6-9)

LEARNING EXPECTATIONS

Students will
e determine properties of the graphs of polynomial functions
e sketch the graph of a polynomial function

1.1 Graphs of Polynomial Functions

Many of the graphs SUGGESTIONS FOR PRESENTING THE LESSON
in this chapter make
use of a graphing e You will likely want to review quadratic functions before students
calculator. Refer begin to work on the investigations in this section.
students who need
help with its use to e Check to see that students are on track after they complete
Appendix C on text Investigation | and before they begin Investigations 2 and 3.
pages 424-447.
e The following example illustrates a step-by-step method that can be
used to ensure that students understand the relationship between the
degree of a polynomial function, its shape, and its x-intercepts.

Example

1. Ask the students if y = f(x) could be the graph of a quintic

function.

y = f(x)

2. Ifno one can give a good explanation, draw in an x-axis so

that y= f(x) appears as follows:

y = f(x)

3. If there still is no adequate explanation forthcoming, write in

the x-intercepts so that y = f(x) now looks as follows:

64 Chapter 1: Polynomial Functions

 4. If more of a hint is necessary, ask the students this question:

If y=0 when x=1, and y= f(x), then what is most likely

a factor off(x)?

The students should come up with x =1 as a factor,

although this concept is not formally proven until Chapter 2,
when the Factor Theorem is studied.

5. Eventually, the students will see that f(x) must contain at

least (x — 1)(x — 2)(x — 3)(x — 4)(x —5)(x — 6), which means
that f(x) is a polynomial function of at least degree 6.

6. If you wish, you can extend the work in this section. For
example, just as the graph of y =x’ is similar to the graph of
y =x” at the origin, the graphs of y = x°”, where n is any Communication

natural number, are all similar to the graph of y = x” at the Ask students to

origin. In the same way, the graphs of y = x~"*', where n is explain the shape of
any natural number, will be similar to the graph of y=x° at a graph given 2, 3,
4, or more roots.
the origin. Point out that a translation does not change the
shape of a function. Thus, the graph of y =(x - a)" ate
will be identical to the graph of y = x*" at x =O.

e With these facts in mind, you can have students draw a rough sketch
of high-order polynomial functions as long as they are in factored
form. The following example illustrates the method.

Example
Sketch y =(x+2)(x+1)(x-1) (x-3)’.

Solution
Since the coefficient of the highest order term (x'°) would be positive if
the expression were expanded, the graph opens up to the right.
Therefore, starting at the top right of the graph, a curve can be sketched
that indicates a quadruple root at x = 3, a triple root at x =1, a double
root at x =—1 and a single root at x =—2.

1.1 Graphs of Polynomial Functions 65

 (Note: In a rough sketch such as this, it is not known how low the
“valleys” are or how high the “hills” are. Its purpose is only to give a
rough idea of the function’s shape.)

e The following are additional functions that the students can complete
a rough sketch for and use a graphing calculator to check their
solutions.
1 Vs (x1) x — 3)
2

Stee (aa)
4 = (2 ey Cel)
Assessment 5. y=(3-x)°
As students work on
the assigned 1.1 ASSESSMENT
questions from
Exercise 1.1, it is an This guideline is designed to assist you in assessing student achievement,
ideal time to assess providing feedback to students on their current achievements, and
their knowledge of suggesting strategies for improvement. Please also see the Achievement
the shapes of Rubric at the end of this chapter for the determination of levels. The
various graphs, descriptors that follow describe work at Level 3.
given the roots.
Knowledge/Understanding
e Knows the particular shape if the polynomial function is in factored
form.
(Exercise 1.1, question 1)

66 Chapter 1: Polynomial Functions

Thinking/Inquiry/Problem Solving
e Imagines the various possible shapes of the polynomial function
when it is not in factored form.
(Exercise 1.1, question 4)

Communication
e Explains how a function behaves given relevant data.
(Exercise 1.1, question 3)

Application
e Takes an unfamiliar function in factored form and sketches the
function.
(Exercise 1.1, question 2)

1.2 Polynomial Functions from Data

(text pages 10-14)

LEARNING EXPECTATIONS

Students will
e describe the nature of change in polynomial functions Assessment
Question 1 on text
SUGGESTIONS FOR PRESENTING THE LESSON page 13 can
be used
as an assignment.
e Through the Investigation and the Example on text pages 10-13,
students are exposed to the graphing-calculator approach and the
algebraic approach so that they become familiar with both
approaches. The calculator approach is obviously easier, but doing a
few questions by the algebraic technique will help students better
understand the fundamentals of what they are doing mathematically.

e Toconsolidate the concepts presented, you may wish to work

through the following additional questions with the students.

1. Find the polynomial function from each set of points.

a. (1,-13), (2,-23), (3,-35), (4,43), (5,41)
b. (1,-36), (2,-32), (3,16), (4,168), (5,508), (6,1144)
c. (—3,183), (2,27), (-1,15), (0,15), (1,15), (2, 3), (3,-153)

1.2 Polynomial Functions from Data 67

 2. A cubic function of x describes the number of listeners that a
radio station has between 05:00 and 10:00 (inclusive), where x is
the number of hours elapsed since 05:00. Determine the cubic
function and how many listeners the station has at 10:00.

Number of

Time (h) Listeners

1.2 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievements, and
suggesting strategies for improvement. Please also see the Achievement
Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.

Knowledge/Understanding
Investigations | and e Determines (if possible) the polynomial function, given a set of
2 on text pages 10 — points.
11 can be used for (Exercise 1.2, questions 1-10)

group presentations
to emphasize the Thinking/Inquiry/Problem Solving
general cases for e Takes data that is not directly in ordered-pair form and translates it
finite differences. into a set of points.
(Exercise 1.2, question 12)

Communication
e Explains the reasoning behind the various steps in the process.

Application
e Takes real-life situations and applies the given technique.
(Exercise 1.2, question 11)

68 Chapter 1: Polynomial Functions

 1.3 Division of Polynomials (text pages 15-19)

LEARNING EXPECTATIONS

Students will
e understand the Remainder and Factor Theorems

SUGGESTIONS FOR PRESENTING THE LESSON

e Work through Examples | to 5 on text pages 15 to 17 with students

so that they can follow the steps in the process. Make certain that
they know how to deal with missing terms and terms that are out of
order.

e After you have completed the examples with the students and they
have mastered basic long division, you may choose to teach synthetic
division as a short-cut method.

e The general idea of synthetic division is to ignore the literal

coefficients (in the dividend and divisor) and just work with the
numerical coefficient.

Consider the following division:

Ax? +3x+7
x—2)4x°-5x°+x-3
Ax? — 8x2

To complete this by synthetic division, follow these steps.

1.3 Division of Polynomials 69

 Step 1
Write down the 2 from the divisor and the coefficients of the
dividend in order. (Note: When any of the coefficients are missing,
they are replaced by zeros.)

Leave a row blank and draw a line.

ys Hts I =

Step2
Bring down the first coefficient (4) and write it below the line.
Ae 5 1 =

Step 3
Multiply the number below the line by the divisor (2). Write the
product under the next coefficient and add.
By 2 -5 1 =e

Step 4
Repeat Step 3, using the last number written below the line, until
there are no coefficients remaining.
AL Bs I 2g
8 6
4 3 7
i ea es 1 =
g 6 14
+ & 7 1G

To demonstrate the procedure, the set of numbers at each step was

rewritten. However, this is not necessary and all the steps can be
completed using one chart as follows that yields a quotient of
4x? +3x+7 anda remainder of 11.

70 Chapter 1: Polynomial Functions

 e2hoplad a #3
6 14
4 3 7 1
In the following example, only one chart is used.

(2x° — 7x -1)+(x+3)
(Note: x +3 is x —(-3) and the coefficient of x’ in the dividend is
zero.)

2 —6 11 —34
Therefore, the quotient is 2x* —6x+11 and the remainder is —34.

e Here are several more division questions that you may wish to
assign or work through with students using either long division or
synthetic division.

I (x? -2x°+5x-—4)+(x+2)
2. (4x° -3x?+2x-7)+(x-2)
3] (2x° + 7x? + x-12)+(x-3)
4, aaa oa
5: (y* -1)+(y-

6. (2x Gi8.xi -1) rth

7. (4x? -8x?+12x+6)+(2x-6)
(Note: If f(x) =d(x)g(x)+ r(x), then 2 f(x) =2d(x)g(x)+ 2r(x).)

1.3 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievements, and
suggesting strategies for improvement. Please also see the Achievement
Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.

1.3 Division of Polynomials 71

 Knowledge/Understanding
e Performs the basic division algorithm.
(Exercise 1.3, questions 1, 4, 9,11, 12, 13)

Thinking/Inquiry/Problem Solving
e Handles investigations.
(Exercise 1.3, questions 10, 14, 16)

Communication
e Explains the significance of the quotient and the remainder.
(Exercise 1.3, questions 2, 3, 8)

Application
e Manipulates the divisor, dividend, quotient, and remainder.
(Exercise li 3" questions), 0../s15, 7)

1.4 The Remainder Theorem (text pages 20-25)

LEARNING EXPECTATIONS

Students will
e understand the Remainder and Factor Theorems

This lesson provides SUGGESTIONS FOR PRESENTING THE LESSON

an ideal opportunity
to introduce proof e You will likely want to ensure that all students complete the
into the course. Investigation on text page 20 because it very neatly leads the student
to the Remainder Theorem.

e The short proof given after Example 1 on text page 21 can be

reproduced for students on the blackboard or overhead projector.

e While there may seem to be an overabundance of examples in this

section, they all have value because each brings out at least one new
point about the Remainder Theorem.

72 Chapter |: Polynomial Functions

e In Example 5 on text page 23, be certain to complete both types of
solutions. Solution 2 leads students to a much greater understanding
of the Remainder Theorem if it is included.

¢ Question 10 on text page 25 may cause difficulty for many students. Question 4 on text
If you find this to be the case, students who do not understand the page 24 can be used
concept will have an easier time if f(x) is replaced by a number. as an assignment to
Work through part a. to resolve the problem. Ask: If you are dividing assess students’
8 into 43 and the remainder is 3, what is the remainder when you knowledge and
divide 8 into 44 (i.e., 43 + 1)? Once students have seen this understanding of the
particular example, they will be able to return to the general case Remainder
with virtually no difference in thought process or result. Theorem.

e You may wish to work through these additional examples with

students.

Example 1
f(x)= x? +kx? +hx+12. When f(x) is divided by x -1, the
remainder is 5. When f(x) is divided by x + 3, the remainder is
—27. Find the values of k and h.

Solution
When f(x) is divided by x —1, the remainder is
Pk(l) +h(l)+12=k+h+13.
Therefore, k+h4+13=5
Or k+h=-8 (1)
When f(x) is divided by x + 3, the remainder is
(-3)' + k(-3)’ + h(-3) +12 =9k - 3h -15.

Therefore, 9k —3h—-15=-27
Or 9k —3h=—12 (2)

Solving (1) and (2) gives 3k-h=-4 (2)+3

k+h=-8
4k=-12
k=-3
And h=<5

1.4 The Remainder Theorem 73

 Example 2
When 2x*—7x+5 is divided by x —n, the remainder is 2. Find the
value of n.

Solution
Dividing 2x* —7x+5 by x—7n leaves a remainder of 2n*—7n+5.
Therefore, On n+ 5=2
2n?>+7n+3=0
(2n —1)(n — 3)=0

Therefore, n => Ofeitias

The following are some additional questions that can be assigned for
practice.

1. When kx* + hx* + x + 37 is divided by x —2, the remainder is 15.

When the same polynomial is divided by x +1, the remainder is
27. Find the values of k and h.

2. When x* +nx° + px+3 is divided by x +2, the remainder is 1.

When it is divided by x — 3, the remainder is 36. Find the values
of n and p.

3. When 9x*+8x+4 is divided by x —k, the remainder is 7. Find

the value of k.

4. When 2x*+9x—-8 is divided by x+h, the remainder is —3.

Find the value of h.

1.4 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievements, and
suggesting strategies for improvement. Please also see the Achievement
Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.

74 Chapter 1: Polynomial Functions

Knowledge/Understanding
e Knows how to mechanically use the Remainder Theorem.
(Exercise 1.4, questions 2, 3, 4)

Communication
e Explains the significance of the remainder in various situations.
(Exercise 1.4, question 1)

Application
e Divisibility
e Modular arithmetic
(Exercise 1.4, questions 5, 6, 8, 9, 12)

Thinking/Inquiry/Problem Solving
e Manipulates the various parts that may be given or may be unknown
in the division statement.
(Exercise 1.4, questions 6, 7, 10, 11)

Career Link Wrap-Up (text page 27)

Developing accurate mathematical models is critical to the decision-

making process in a broad range of situations, including predicting water
demand for a city. The goal in this problem is to develop a mathematical
model for water demand and then apply the model to obtain a variety of
important information. This is accomplished via the generation of a
demand function with the graphing calculator, determining a maximum
value in an interval, and finding a velocity function using polynomial
division. In this Authentic Performance Task, students will apply the
tools of algebraic modelling to determine if the speed of water in a pipe
at the water treatment plant will result in the pipe being damaged.

THIS AUTHENTIC PERFORMANCE TASK AFFORDS

STUDENTS AN OPPORTUNITY TO:

e develop and utilize an algebraic mathematical model in a real-world

context (water demand) to make predictions and decisions using the
tools of polynomial functions;

Chapter 1: Career Link Wrap-Up 75

 e demonstrate success at determining the degree of a polynomial
through differences, using the graphing calculator to obtain
regression equations, and dividing polynomial expressions;

e sequence and select mathematical tools as part of the problem-

solving process;

¢ communicate their work clearly by justifying their reasoning and

demonstrating proper mathematical terminology and form.

SUGGESTED ORGANIZATION

A suggested sequence for implementing this task in the classroom is as

follows:

1. Introduce/review the concept that flow of water in a pipe or river

is equal to the product of velocity and the cross-sectional area.
This may be best accomplished via a dimensional analysis (i.e.,
flow in m*/h is equal to product of area and velocity or (m*)(m/h)
= (m*/h). (5 min)

2. Review and discuss how students’ work will be evaluated (e.g.,

present the rubric on an overhead projector). (5 min)

3. Have students brainstorm in small groups how this task can be

solved but do not actually perform any calculations (i.e., create
the algebraic model). During this phase, the students could be
required to keep separate brainstorming notes that are handed in
immediately following the brainstorming session. (10 min)

4. Ask students to work on the task independently, completing all

calculations and a written summary of their results and methods.
(50 min)

ASSESSMENT AND EVALUATION

It is suggested that a task-specific rubric be developed by adapting the

Generic Career Link Rubric provided on page 43 of this Teacher’s
Guide. To evaluate Learning Skills, students can complete a self-
assessment, or anecdotal notes can be made by the teacher. For ease of

76 Chapter 1: Polynomial Functions

evaluation, student submissions may be organized into the following
format. Each report includes two sections. The first section,
“Communication of Findings,” summarizes the results of the task and
clearly explains the methods used (i.e., justifying reasoning). The second
section, “Supporting Calculations,” shows all calculations, hand-drawn
graphs, etc.

CHAPTER 1 SUMMARY

This chapter has introduced students to the key properties and graphs of
polynomial functions. In addition, students will have learned how to
apply the Remainder and Factor Theorems. This summary includes three
vehicles to help you assess the achievement level of your students:

1. an additional set of review questions that can be used in a variety of

ways with your students;

2. atest that gauges students’ knowledge and performance capabilities;

3. an achievement rubric that is included for your convenience in

assessing students’ level of achievement.

Chapter 1: Summary 77
 ALTERNATIVE TEST
CHAPTER 1: POLYNOMIAL FUNCTIONS
Name

Achievement Category
Knowledge/Understanding bese

Thinking/Inquiry/Problem Solving

Communication Le
ae a

Application 3, 4, 6,9

. Factor fully.
a. 10x? —27xy+18y" b. x-—yt+kx—ky+mx-—my
c. 8(x-3y) -18 d. 9a? +20x-25-4x’

. Without using a graphing calculator, sketch the graph of the following.

a. y=(x-—4)(2-x)(x+1) b. y=x(x-3)

. Find the quotient and remainder when

a. x°+2x?-—7x+1 is dividedby x—1.
b. x*-—5x+2-x? is dividedby x+2.
. If f(x)=x° —(a+b)x° + abx, find the value of f(a) and explain the significance.

. Without using long division, find the remainder when x° — 4x” +5x +3 is divided by x +1.

. When 2x°* + kx* —5x+1 is divided by (x — 2), the remainder is 19. Find the value of k.

. a. Do (0,1), (1,4), (2,21), (3,58), (4,101) lie on the graph of a cubic function? Explain.

b. Use your graphing calculator to find the cubic function that contains the points

(-1,6), (0,1), (1,4), (2,21), (3,58).

. When 2x° + x* —2kx+ f is divided by x —1, the remainder is 4, and when it is divided by
x +2, the remainder is 11. Determine the values of k and f.

_ One factor of x* —3x* —3x?+7x+6 is x—3. Determine the other factors.

78 Chapter 1: Polynomial Functions

ALTERNATIVE TEST SOLUTIONS
CHAPTER 1: POLYNOMIAL FUNCTIONS

l. a. 10x°-27xy+18y? =(5x-6y)(2x — 3y)

b. x-ytkx—ky+mx-my=(x-y)+k(x-y)+m(x-y)
=(x-y)l+k+m)

Cc. 8(x-3y)’ -18=2[4(x-3y)’ -9]

= 2[2(x — 3y) + 3][2(x - 3y) - 3]
= 2(2x — 6y + 3)(2x -6y — 3)

d. 9a’ + 20x -25- 4x? =9a’ -(4x* - 20x + 25)

= 9a? —(2x-5)
=[3a+ (2x -5)][3a-(2x+5)]
= (3a+ 2x —5)(3a—2x-—5)

3 y=x(x-3)
y=(x-4)2 -x)(x+1)

3, a. (x? + 3x-4)+(x-1 )=(x°3)

+3x—4)+R(-
b. (aa ~ x? —5x+2)+(x+2)=(x? —2x7 + 3x—-11)+ R(24)

4. Hee —(atb)x* + abx

f(a)=a@’ —(a+b)a’ + ab(a)
=a’ —a’ —ba’
+ba®
=
Therefore, (x — a) is a factor of x? —(a+b)x’ + abx.

Chapter 1: Polynomial Functions 79

 5. f(x)=x° -—4x°+5x4+3
f(-lI)=-1-4-54+3
~]
Therefore, when (ae —4x°+5x+ 3) is divided by (x +1), the remainder is —7.

6. f(x)=2x°
+kx? -5x4+1
f(2)=16+4k-1041
=7+4k
But when (2x3 + kx? —5x+ 1)is divided by (x —2), the remainder is 19.

Thus 7+4k=19
Ake
Ka;

lama Since 6 and —14 are not the same, this is not a cubic
function.

b. The third differences are constant so the data fits a cubic

function.

The function is y=x°+4x7?-2x+1.

8. f(x)=2x°+x° -2kx+f
When divided by (x —1), the remainder is -4.
When divided by (x +2), the remainder is 11. ae4 nl

Therefore, 2+1-2k+f=4

and —-16+4+4k+ f=11

simplifying to —2k + f= -7
4k + f= 23
subtracting gives -—6k =—30
k=5
substituting 20 + f= 23
f=3

80 Chapter |: Polynomial Functions

9. Dividing x* —3x*—3x°+7x+6 by (x—3) using any of the methods discussed in the
chapter gives a quotient of x*° — 3x —2. Since ei — 3(-1) -2=0, (x +1) is a factor of
x*—3x-2. Dividing x* —3x—2 by (x+ 1) gives a quotient of x° —x-—2. Finally,
x° — x —2 can be factored into (x-—2)(x+1). Therefore, x —3x —3x +7x+6=
(x -3)(x-2)(x41)

Chapter |: Polynomial Functions 81

 CHAPTER 1 ACHIEVEMENT RUBRIC

Category 50-59% 70-79% 80-100%

Level 1 Level 3 Level 4
Knowledge/ e Can only graph Can sketch simple e Can sketch any cubic or Can extend principles of
Understanding functions using the cubics such as quartic function in single, double, triple roots,
graphing calculator. y =(x-1)(x-2)(x-3) factored form. etc., to sketch any
by hand. polynomial function in
factored form.

e Understanding Can only determine Can determine if points Can determine what the Realizes the various
concepts functions (given points) lie on a polynomial minimum degree possibilities before starting
if told the degree and curve of a certain polynomial function is any mechanics and has
that the points satisfy the degree. that contains given points. insight as to what results are
function. likely.

e Performing Can do division when Can recognize when it is Can also handle fractions Understands why the
algorithms terms are in order and necessary to rearrange in the dividend or divisor algorithm works the way it
none is missing. terms and add dummy by creating an equivalent does.
Can use the Remainder missing terms. division. Can deal with the concept in
Theorem in its simplest Can handle unknowns in Can use the Remainder its abstract form.
form. the dividend. Theorem when dividing
by a product of binomials.

Thinking/Inquiry/ Has difficulty with the Understands the role of Given the degree ofthe If parts of the division
Problem Solving role of the divisor, the divisor, dividend, dividend and divisor, statement are missing, can
e Reasoning dividend, quotient, and quotient, and remainder. knows what to expect the determine the missing parts
remainder. Knows when to use the degree of the quotient and or can determine that it is
Often does not realize Remainder Theorem. remainder to be. impossible to do so.
when it is appropriate to Can apply the Remainder Can use the Remainder
use the Remainder Theorem to a variety of Theorem when it is not at all
Theorem. situations. obvious to do so.

¢ Apply the steps of an Has difficulty Can recognize the Can recognize the graphs Can also recognize graphs
inquiry/problem- recognizing the graph of graphs of cubics and of cubics and quartics and that have been shifted up or
solving process a cubic function. quartics if there are no higher order functions down so that double and
Has difficulty translating double or triple roots. even when double and triple roots are no longer
a given situation into a Can translate a given triple roots are present. roots at all.
set of points. situation into a set of Realizes that curve fitting Can recognize if one piece of
points. is the appropriate data does not fit with the rest
approach in the problem. of the data.

Communication Has difficulty describing Can write a division Can articulate the Can explain the concepts in
¢ Communicating (orally or in written statement or state the concepts in this chapter, such detail (both orally and
reasoning orally, in form) the processes Remainder Theorem in both orally and in written in written form) that
writing, and involved in this chapter. written form, but is not form. someone who did not
graphically. confident in explaining it previously understand these
orally. concepts now would.

Application Has difficulty applying Can apply the concepts Can apply the concepts to Can find ways of applying
e Applying concepts the concepts to most to familiar situations both familiar and these concepts to situations
and procedures situations. only. unfamiliar situations. that are not traditionally
relating to familiar associated with these
and unfamiliar concepts.
settings.

82. Chapter 1: Polynomial Functions

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 Polynomial Equations and Inequalities
Chapter 2
(text pages 31-70)

Chapter Planning Ahead Chart

Specific Expectation Lesson

Investigating the Graphs of Polynomial Functions

Compare the nature of change observed in polynomial functions of | 2.3

higher degree with that observed in linear and quadratic functions

Manipulating Algebraic Expressions

Demonstrate an understanding of the Remainder Theorem and the

Factor Theorem

Factor polynomial expressions of degree greater than two, using

the Factor Theorem

Determine, by factoring, the real or complex roots of polynomial

equations of degree greater than two

Determine the real roots of non-factorable polynomial equations

by interpreting the graphs of the corresponding functions, using
graphing calculators or graphing software

Write the equation of a family of polynomial functions, given the

real or complex zeros (e.g., a polynomial function having non-
repeated zeros 5, -3, and —2 will be defined by the equation f(x) =
k(x - 5)(x + 3)(x + 2), for k €R)

Solve non-factorable polynomial inequalities by graphing the

corresponding functions, using graphing calculators or graphing
software and identifying intervals above and below the x-axis

84 Chapter 2: Polynomial Equations and Inequalities

Solve problems involving the abstract extensions of algorithms
(e.g., a problem involving the nature of the roots of polynomial
equations — If h and k are the roots of the equation 3x° + 28x —20
= 0, find the equation whose roots are h + k and hk — and a
problem involving the Factor Theorem: For what values of k does
the function f(x) = x° + 6x’ + kx — 4 give the same remainder when
divided by either x — 1 or x + 2?)

Determining Derivatives

Determine the derivatives of polynomial and rational functions,

using the constant, power, sum-and-difference product, quotient,
and chain rules for determining derivatives

Chapter 2: Polynomial Equations and Inequalities 85

 Technology in Chapter 2

Many learning opportunities in this text could involve the use of

technology. This chart shows places in the text where the use of
calculator or computer technology is specified. Apart from the examples
below, the authors have left the use of technology in any particular case
to the teacher’s and students’ discretion. In fact, it can be a valuable
learning opportunity for students to decide when technology would help
them to solve a problem, and when it would not.

Section of Text Type of Technology Description

2.1 Examples Graphing calculator | Sketch graph to help find

factors

2.2 Examples Graphing calculator | Sketch graph to help find

factors

2.3 Examples Graphing calculator | Sketch graph to help solve

equations

2.5 Examples Graphing calculator | Sketch graph to help solve

and Exercise inequalities

2.6 Example Graphing calculator | Graph and solve

and Exercise absolute—value functions

Review Graphing calculator | Graph equations to find roots

Exercise

86 Chapter 2: Polynomial Equations and Inequalities

INTRODUCTION

This chapter introduces students to factoring of polynomial expressions

and the roots of polynomial equations. It also introduces students to the
solution of problems using abstract extensions of algorithms and the
solution of factorable and non-factorable inequalities. By the end of
Chapter 2, students will also understand how to write the equation of a
family of polynomial functions and how to describe intervals and
distances.

BACKGROUND KNOWLEDGE

Some experience with the following concepts and skills will help
students as they work through this chapter:

e the ability to factor polynomial expressions

e aknowledge of the nature of change in polynomial functions
e an understanding of the Remainder Theorem

Career Link Chapter 2

Researching Dose-Response Relationships
(text page 34)

Suggested Time: 25 min

In this guided discovery activity, body temperature is used to illustrate

the polynomial function concepts of multiple roots and turning points,
which leads students into the idea of inequalities. The learning will be
accomplished through utilizing the students’ prior knowledge of body
temperature as being able to go above and below normal, and what they
learned in Chapter 1. The students predict the number of turning points
and roots based on the degree of the equation. They must also consider
the idea of greater than within the scope of polynomial graphs as the
medication is only administered when the temperature exceeds normal
conditions.

Chapter 2: Career Link

 THIS ACTIVITY PROVIDES OPPORTUNITIES TO:

1. interpret the root of a polynomial function in the context of a

problem;
2. relate the degree of a polynomial to the number of roots and turning
points; and
3. place the concept of polynomial inequalities in a context familiar to
students (body temperature exceeding the normal temperature).

BACKGROUND KNOWLEDGE

e The relationship between the degree of a polynomial and the number

of roots and turning points.

SUGGESTED ORGANIZATION

1. Assign students to read the Career Link and complete questions 1, 2,

and 3 in pairs. (15 min)

2. Lead a class discussion as written solutions to the questions are taken

up, with the focus being on the concept greater than as related to the
temperature exceeding normal. This emphasis provides students with
a context for their work with polynomial inequalities, which will
assist them in solving polynomial inequalities later in this chapter.
(10 min)

SOLUTION EXEMPLAR

1. The patient’s temperature either goes from below normal to above

normal or from below normal to above normal (normal temperature
is the “‘t-axis.”

2. The degree of the polynomial is four, therefore, the most number of

times the function can cross the t-axis is four (four roots). The second
drug will be administered a maximum of two times (if there are four
distinct roots the graph will only cross the “t-axis” from negative to
positive twice).

88 Chapter 2: Polynomial Equations and Inequalities

 ROUGH SKETCH

e 4 roots
R(t)
¢ only (a) and (8)
are from below to
above t-axis.

3. Using the sketch above of a quartic function, there can be a

maximum of 3 “spikes” as the number of max/mins for a polynomial
is one less than the degree of the polynomial.

2.1 The Factor Theorem (text pages 35-41)

LEARNING EXPECTATIONS

Students will
e understand the Remainder and Factor Theorems

SUGGESTIONS FOR PRESENTING THE LESSON

Example 4 on text
e Review the Remainder Theorem and complete Examples | to 7 on
page 37 illustrates
text pages 35-39 with the students. .
how a graphing

e In Example 3 on text pages 36—37, the method of comparing eo weed

help students select
coefficients is introduced in order to determine the non-linear factor
values of p more
of the given functions. Some of your students may be able to do
some of these steps mentally. efficiently.

e Synthetic division, which is explained in Section 1.3 of this

Teacher’s Guide, is an effective method for finding non-linear
factors.

e Question 19 on text page 41 goes beyond the scope of the given

examples. The question and its solution follows.

2.1 The Factor Theorem 89

 Does the expression x* +2x° +5x+12 have any rational factors?
Explain.

Solution
A rational factor of a polynomial is a factor of the form (cx + d) or
(cx — d) where c and d are integers. These are really identical (since
d can be either positive or negative), so only (cx — d) will be
considered. By the Factor Theorem, (cx — d) will be a factor if and

only if {{o.
c

3 2

That is, (2)+f4 +4 4}+12=0

Cc Cc Cc
d? + 2d’*c+5dc’? +12c? =0

d(d’ + 2dc+ 5c’) =—12c¢?

A factor of the right side of the equation is c. Therefore, c is a factor
of the left side of the equation. This means that c must have factors in
common with d and/or d* +2dc+5c’. But if c has factors in
common with d* + 2dc + Sc’, then c must have factors in common
with d’. This means that c must have factors in common with d. So,
in either case, c and d must have acommon factor. But this is
impossible since that would mean cx — d has a common factor. This,
in turn, would mean that the original x°+2x*+5x+12 hasa
common factor, which it obviously does not. Therefore, the only
a ee dz
possibility is that c =1, or that — is an integer.
c

The problem can be completed in either of two ways.

The fastest way would be to use a graphing calculator to graph

y=x°+2x°+5x+12. Point out to students that it only crosses the
x-axis once and the x-intercept lies between —2.3 and —2.1.

Because there are no integers in this interval, it can be concluded that

x°+2x?+5x+12 has no rational factors.

The other way to complete the problem is to consider the possible

values Of d« Uhey aren) 2) oe

90 Chapter 2: Polynomial Equations and Inequalities

Since all the terms in x* + 2x°+5x+12 are positive, no positive
value of the variable makes the expression equal to zero. Thus,
checking f(—1), f(-2), f(-3), f(-4), f(—6), and f(-12), it is noted
that none of them is equal to zero.

An insightful student might note that after checking f(-1) and

f (-2) and then finding that f (—3) is negative, it is not necessary to
go any further. This is true because for x =—4,—6, or -12, 5x will
be increasingly negative and x’ will be larger negatively than 2x7
will be positively (since 2 is smaller than 4, 6, or 12). Thus, it
follows there is no integer value d for which f(d)=0. Therefore,
x°+2x°?+5x+12 has no rational factors.

There are three points you might have students note about this
solution.

e The use of the graphing calculator enables them to obtain a

solution much faster.

e The analytic solution (without using the graphing calculator)

brings out some valuable mathematical points about the possible
zeros of a function.

e This solution directly leads to the concepts discussed in

Section 2.2.

The following example can be worked through with students.

Example
Factor: x? +x* —5x—2.

Solution
We need to find a value d such that f(d) =0.
That issdat d2—d—=2=0
Therefore, d must be a factor of 2
Therefore, d=+1,+2

Since no combination of two 1s, a 5, and a 2 will add up to zero,

regardless of sign, f(1) #0 and f(-1) #0.

2.1 The Factor Theorem 91

 Trying d=2, FQ )\e2! 03 —5(2)-2=0. Therefore, (x —2) isa
factor of xX° + x7 25x— 2%

Using either long division, synthetic division, or the method of

comparing coefficients, x* + x7 —5x-—2=(x- alee +3x+ 1)
Since x’ + 3x+1 cannot be factored further, the solution is
complete.

e The following questions can be assigned to students for additional

practice.

1. x°+3x*-10x-24
Eke se mile
3. Oe a0
Lea
then Ses
5. x°+3x°+6x?+12x+8

Assessment 2.1 ASSESSMENT

You might select
and save examples This guideline is designed to assist you in assessing student achievement,
of student work that providing feedback to students on their current achievements, and
illustrate suggesting strategies for improvement. Please also see the Achievement
achievement at Rubric at the end of this chapter for the determination of levels. The
Level 3 for your descriptors that follow describe work at Level 3.
own reference as
well as your Knowledge/Understanding
students’ reference. e Knows how to use the Factor Theorem.
(Exercise 2.1, questions 1, 4, 5, 6, 10)

Thinking/Inquiry/Problem Solving
e Recognizes when to use the Factor Theorem.
(Exercise 2.1, questions 8, 9, 11, 12, 13, 14, 17)

Communication
e Explains how and why the Factor Theorem operates as it does.
(Exercise 2.1, questions 2, 3, 19)

92 Chapter 2: Polynomial Equations and Inequalities

Application
e Applies the Factor Theorem in appropriate situations.
(Exercise 2.1, questions 7, 15, 16, 18)

2.2 The Factor Theorem Extended

(text pages 42-44)

LEARNING EXPECTATIONS

Students will
e factor polynomial expressions

SUGGESTIONS FOR PRESENTING THE LESSON

e The key point for the students to understand at the beginning of this
lesson is that if the coefficient of the highest order term in the
polynomial is not one, there will be a factor of the form (cx — d) or Parts of question 4
Os \s. on text page 44 can
(cx +d) where c is not equal to one and thus a (or
- 4 will not be
Cc Cc be used as a group
an integer. activity. Once the
activity is
e After discussing the possibilities for c and d, it will be useful to completed, students
discuss how to complete the problem without using a graphing can present their
calculator. This will allow the students to appreciate the value of the solutions to the
graphing calculator in this type of problem. class.

e You may want to work through the following example with students
to further consolidate their learning.

Example
Fully factor 5x* + 23x°+45x° + 53x — 30.

2.2 The Factor Theorem Extended 93

 Solution
If x= is a root of 5x4 +23x° + 45x? + 53x — 30=0, then q isa
q
factor of 5 and p is a factor of 30.
Therefore, the possible values of x are:

F301 15+ Oech Ge See eo le eee

St jae Nn]

It is not convenient to test 24 different values, so a graphing calculator can

be used to find the approximate roots of 5x* +23x* + 45x° + 53x -—30=0
using the domain —30 < x < 30. The trace function indicates that there is a
root in the interval —3.20 < x <—2.55 and another one in the interval
O0<x<.64.

The only one of the values lying in the first interval is —3. Testing this
value, 5(—3) + 23(-3) + 45(-3) + 53(-3) - 30=0. Thus, by the Factor
Theorem, (x'+ 3) is a factor. Have the students note that 77 and :all

lie in the second interval. All three values can be tested, but it is faster to
graph the function again and use the domain 0< x <.64, because this is
the only part of the graph that is now of interest. With this new domain,
the trace function indicates that the other root actually lies in the interval
.39 < x <.41 and therefore :is the only possible value. Testing this

DN ay ay 2
value, 5 3 +23 3 +45 5 +53 5 —30=0. Therefore, by the

Factor Theorem, [:
= : is a factor of 5x* + 23x° + 45x* + 53x — 30.

However, since there are no fractions in the polynomial and the

coefficient of the first term is 5, it should be obvious that the actual
factor is 5 [x
= ;]or (Sx —2). Since (x +3) and (5x —2) are both

factors, we know that (x + 3)(5x —2) or (5x° +13x- 6) is a factor.

Using either long division or the method of comparing coefficients,

5x*+23x? + 45x? + 53x — 30 is divided by 5x? +13x —6 and the result
is x°+2x+5. Since this quadratic function is not factorable, the final
factorization statement is:
5x" + 23x° + 45x? + 53x — 30 =(x + 3)(5x—2)(5x” +13x -6)

94 Chapter 2: Polynomial Equations and Inequalities

In this case, if 5x? + 13x —6=0 had been solved, it would have been
noted that the two roots are not real. This explains the fact that no other
x-intercepts were noted when the original function was graphed.

e You may wish to assign these additional questions to students for

further practice.

este
cy Sivan
she lhe ees
16x°
+ 6x? —6x+1
6x —17x
kx Ste
AR
WN
= 24x° —34x°-F 39x" = 36x + 15x—2

2.2 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievements, and
suggesting strategies for improvement. Please also see the Achievement
Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.

Knowledge/Understanding
e Knows how to use the Factor Theorem when the coefficient of the
highest order term is not 1. Assessment
(Exercise 2.2, question 4) As students work on
the assigned
Thinking/Inquiry/Problem Solving questions from
e Generalizes this type of problem. Exercise 2.2, it is an
(Exercise 2.2, question 5) ideal time to assess
their ability to
Communication extend the Factor
e Explains the problem created by having the coefficient of the highest Theorem.
order term being other than | and explains how to determine the
possible zeros of the function.
(Exercise 2.2, question 1)

2.1 The Factor Theorem Extended 95

 Application
e Applies the extended Factor Theorem to problems in which the
polynomial is not explicitly given.
(Exercise 2.2, questions 2, 3)

2.3 Solving Polynomial Equations (text pages 45-51) |

LEARNING EXPECTATIONS
Parts of question 8
on text page 50 can Students will
be used as a hand-in e compare the nature of change in polynomial functions with that of
assignment. linear and quadratic functions
e determine the roots of polynomial equations

SUGGESTIONS FOR PRESENTING THE LESSON

e Complete Examples | to 8 on text pages 45—49 and assign as many

questions from Exercise 2.3 as possible in the time allotted. This is
an important topic that requires a great deal of practice.

e Emphasize that the roots of the equation represent the x-intercept of

the graph of the corresponding function.

e You may wish to work through the following four additional

examples with students to enhance and/or enrich their understanding
of this topic.

Example 1
Solve (x+ 2)"(x + 6)-—63=0 for x.

Solution
Expanding will make the equation more complicated, so look instead
for a substitution. We could let y=x+2 or y=x+6. However,
y =x +2 is the better choice because (x +2) is being squared and
squaring a monomial is a much simpler process than squaring a
binomial.

96 Chapter 2: Polynomial Equations and Inequalities

 Making the substitution:
y*(y+4)-63=0
y>+4y*-63=0

Using the Factor Theorem, test for factors of 63. Obviously +1 will
not satisfy the equation f(3)=27+ 36 -63=0. Therefore, (y — 3) is
a factor of y>+4y* -63.

Using the method of comparing coefficients:

y+ 4y’ -63=(y—3)(y?
+ky +21)
gla cs) NE Aa.
Therefore, 4=k —3
k=7
so, (y- 3)(y?+7y+21)=0
7+ 135i
y= 3°or heen are

Example 2 that follows is suitable for an enriched mathematics class.

It demonstrates a number of different algebraic techniques.

Example 2
Find the exact roots of 12x* —91x°+194x7? —91x+12=0,xe C.

Solution
Note the symmetry of this expression.
Divide by x’ to give:
pean ay
Xx Xx

ix +t}-ofr+t}ri9 av
x x

Let paints
x

2.3 Solving Polynomial Equations 97

 Thus, 12(y* -2)-91y
+194 =0
I2y? -24-9ly+194
=0
12y’ -9ly+170=0
(4y -17)(3y
—10) =0

y, slid 30
4 uy 3

Therefore, pipecell or rangle jal

x 4 re al
4x? -17x+4=0 or 3x*-10x+3=0
(4x -1)(x-—4)=0 or (3x -1)(x-3)=0

Thus meaell Nip enusteh

4 3

Example 3
Find the exact roots of x* —132x? —133x -132=0,xe C.

Solution
Since there is no pattern to the coefficients, the Factor Theorem appears
to be the only way to solve this problem. However, 132 has many
factors. To test the factors of 132 as possible values of x, there may be a
need to tryst (ee 2s 3 ae Oa Se4 OO lt
This could take a great deal of time. Fortunately, this time can be
drastically reduced with the use of a graphing calculator. Graph
y=x' —132x? -133x —132 using xmin=-15 and xmax=15. Have
the students notice that the curve crosses the x-axis twice, once in the
interval 11.2 < x <14.1, and once in the interval —10.8 < x <—11.2.
From the above list, have the students note that the only possible value of
x in the first interval is 12 and the only possible one in the second
interval is —11. So, instead of potentially checking 24 values of x, only
two have to be checked. As it turns out, both values satisfy the equation
since (12)' -132(12)° -133(12) -132=0 and
Ey Rei) STEEN kya)

This means that (x —12) and (x +11) are both factors of

x* —132x° —133x-132. Therefore, (x —12)(x+11) is a factor. That is,
x’ —x—132 is a factor. We can now use long division to find the other
quadratic factor.

98 Chapter 2: Polynomial Equations and Inequalities

 eae 1
3 a i132) 54Oc Sx G3 VE 139
MP eo
x? + 0x? -133x
pp ye (iva:

Xs 132
132
0

Since x’ + x +1 does not factor, the quadratic function is used on

x’ +x+1=0 to find the last two roots. Therefore, the roots of
Be aY a SY,
013920 13371 132] tre eel
teand at,

Example 4
Find the approximate roots of x* — 3x° -5x? -3x-6=0,xe R.

Solution
If the domain is used in its mode, no roots (x-
intercepts of the corresponding function) are seen. If x,,,=—15 and
Ymin =15 are used, only two roots (x-intercepts of the function) are
observed. One is between —1.60 and —1.28, while the other is between
4.14 and 4.47. Changing the domain or using the mode, it is
found that these two roots are —1.4 and 4.4 (to one decimal place
accuracy).

Since this is a quartic equation, there are four roots (if x € C). There are
two possibilities. Either there are two other real roots outside of the
original domain that was chosen, or the other two roots are not real.
Note that non-real roots always occur in pairs. For example, there can
never be exactly one or three non-real roots for an equation.

It is useful to “play detective” in this situation. Consider the physical

possibilities. The two other (hypothetical) real roots could be positioned
such that both are on the extreme left, both are on the extreme right, or
one is on the extreme right and the other is on the extreme left. The
following diagrams illustrate these hypothetical possibilities.

2.3 Solving Polynomial Equations

 Case 1 Case 2

A: confirmed root
B: hypothetical root

Case 3

The third case can be immediately dismissed as being impossible, since

the highest order term in this polynomial function is x*, which will have
a very large positive value whenever x is a very large positive or
negative number. This means that this function must open upward on
both the left and right sides. Therefore, cases | and 2 are the only
possibilities. The easiest way of checking for these possibilities is to
increase the domain and simply look for other possible intercepts. The
only apparent down side to this is that it may not be known exactly how
large to make the domain to be certain that there still are not intercepts
farther out. A little bit of numerical common sense will help students
here. Assuming that the polynomial is in standard descending order (of
the exponents), if x =+40, then the coefficient of the second term would
have to be 40 times the coefficient of the first term in order to potentially
offset it (and bring the sum down to zero). The coefficient of the third
term would have to be 1600 times the coefficient of the first term in
order to offset it. Thus, it can be seen that in most cases, a first stage
domain of —15 <x <15 is sufficient. In extreme cases, a look at the
coefficients will tell students how large to make the domain in order to
be assured of not missing any potential intercepts.

100 Chapter 2: Polynomial Equations and Inequalities

In this example, since the coefficients of the second, third, and fourth
terms are 1, —3, and —S respectively, the original domain of -15 <x <15
is sufficient to declare, with certainty, that there are no other real roots.
If students want to see the shape of the entire curve, have them increase
the range on the graphing calculator from —100 < y $100 (while leaving
the domain in its original state) and the function will appear as follows:

e These additional questions can be assigned for student practice.

1. Find the exact value of x, xe C.

ey 344
box +x —-16x-16=0
Cnr = 2ie- tO 0
dex 25%. 4720 4 =U
C (x° _ 3x) +
x(a)
a (x+1)(x+5)(x+ 3) =-3
g. 2x°+9x?—x-2=0
h. 3x°+x7+10x—8=0
i. 16x° + 32x° —45x+-9=0
i, (3x7 +4x-3)(9x7 +12x-1)=11
k. 6x* —19x? + 22x* -19x+6=0

2. Find the approximate value of x to one decimal place.

aoa 20% 23=0
b. x4 +7x°+9x7+23x-4=0
c..x* +2x° — 3x7 —4x-1=0
dete caret

2.3 Solving Polynomial Equations 101

 e.oxl 28x48 52224: 16=0
f. x°+21x* + 80x° +5x?+ 79x —-16=0
see 4 ralson =O

2.3 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievements, and
suggesting strategies for improvement. Please also see the Achievement
Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.

Knowledge/Understanding
e Knows the various techniques for solving polynomial equations.
(Exercise 2.3, questions 8, 9)

Thinking/Inquiry/Problem Solving
e Solves equations which are not of a standard type.
e Solves unusual problems that lead to polynomial equations.
(Exercise 2.3, questions 10, 12, 14, 15)

Communication
e Explains the procedures used in solving equations.
(Exercise 2.3, question 1)

Application
e Applies the techniques introduced in this section to different
situations.
(EXCrCise 2G CuCSUONS 28554810 wien)

2.4 Properties of the Roots of Quadratic Equations

(text pages 52-56)

The Investigation on LEARNING EXPECTATIONS

text pages 52-53
can be used as a Students will
group activity. e determine the real roots of non-factorable polynomial equations
e solve problems involving the abstract extensions of algorithms

102 Chapter 2: Polynomial Equations and Inequalities

SUGGESTIONS FOR PRESENTING THE LESSON

Discuss the opening paragraphs on text page 52 orally with the class.
Then have the students complete the Investigation that follows. After
they have completed the Investigation, the results can be verified on
the blackboard.

You may wish to work through these additional examples with

students.

Example 1
Find the equation whose roots are each four less than the roots of
Bx Phas = 0:

Solution
Let x, and x, represent the roots of the given equation. Then
5
Poets = 5 and x,x,= a The roots of the new equation are (x, — 4)

and (xs - 4). For the new equation, the sum of the roots is:

(x, —4)+(x, —4)=(x,+x,)-8

ate
3
ee
3
The product of the roots is:
(x, —4)(x, — 4) =x,x, — 4x, -4x,+16
= | AX LO

Mery u +16
3 3
bis
#3
Therefore, the required equation is:
20 _ 23 ae ue) — O
3
or 3x7 +23x+49=0

Example 2
Find the equation whose roots are the reciprocals of the cubes of the
roots of 2x? +3x-1=0.

2.4 Properties of the Roots of Quadratic Equations 103

 Solution
Let x, and x, represent the roots of the given equation. Then
3 l
x, ep SK and x,x, = an The roots of the new equation are —>
ay
l “Hts:
and —;. The sum of the roots of the new equation is:

let, gies
3 an ve Sees
Xie Xs Gx
2 2
(x, + x \(x, Shee nae a )
* a0
x, *2
2

(x nsx(x, a x) rs 3x,x, |

ee)

The product of the roots of the new equation is:

ColeGer l

The required equation is x° —45x —8 =0.

104 Chapter 2: Polynomial Equations and Inequalities

e You may wish to assign students the following questions for
additional practice.

1. If—2 is one root of 5x? + kx —8=0, find the other root and the
value of k.

2. If4 is one root of 2x? -5x+k=0, find the other root and the
value of k.

3. Find the equation whose roots are each three less than the roots of
XeeiO xa Oe

4. Find the equation whose roots are each two more than the roots
he Poa or ihe(N),

5. Find the equation whose roots are each one-half the roots of
2X hy es =:

6. Find the equation whose roots are each the reciprocals of the
roots of 5x7 +10x*+2=0.

7. Find the equation whose roots are each double the roots of
x4 3x 5x 1 = 0)

2.4 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievements, and
suggesting strategies for improvement. Please also see the Achievement
Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.

Knowledge/Understanding
e Knows the relationship between the sum and product of the roots of a
quadratic equation and its coefficients.
(Exercise 2.4, questions 1, 3)

2.4 Properties of the Roots of Quadratic Equations 105

 Communication
Communication e Explains how the properties of roots work.
After students have (Exercise 2.4, question 4)
completed Question
4 on text page 55, Application
have them explain e Applies the properties to find unknown roots of equations and to find
their methods for new equations whose roots are related to the roots of given equations.
determining k toa (Exercise 2.4, questions 2, 5, 6, 7, 8, 9, 10, 11, 12, 14)
partner.
Thinking/Inquiry/Problem Solving
e Extends the logic used with quadratic equations to find similar
relationships for higher order equations.
(Exercise 2.4, questions 13, 15, 16)

2.5 Solving Polynomial Inequalities

(text pages 57-59)

LEARNING EXPECTATIONS

Students will
e solve factorable and non-factorable polynomial inequalities
e write the equation of a family of polynomial functions

SUGGESTIONS FOR PRESENTING THE LESSON

e Use a graphing calculator to work through Examples | to 4 on text

Refer the students to pages 57—58 with the students.
Appendix C, text
pages 424-447 for e Alternative solutions for Examples | to 4 using a number line are
assistance with the shown as follows.
use of a graphing
calculator. For Example 1 on text page 57:
Consider = XE Om 0
(x — 3)(x+2)=0
x=3 or x=-2
f(x)>0 Aeaysw eajed©
f(-4)=14 f (0) =-6 f(4)=6
—3 3

106 Chapter 2: Polynomial Equations and Inequalities

 The solution is -2 << x <3.

For Example 2 on text page 57: Communication

Consider xX — otitis 0 Ensure that students
(x +1)(x —2)(x-4)=0 have the opportunity
es eet to explain the
solution of an
inequality to you, a
partner, or the class.

e You may wish to work through the following two examples with
students to further consolidate the concepts being developed.

Example 1
Solve x7 +2x+5>0.

Solution
When y =x’ +2x + Sis graphed, it can y
be seen that the graph always lies above 4
the x-axis. Therefore, its solution is
xe R.

Example 2
Solve —x*+4x’ <0.

Solution
The equation y =—x* + 4x” can be
graphed by rewriting it as
y =-x"(x —2)(x +2) or by using a
graphing calculator.

In either case, the solution is x < —2 or

x=0 0r Xe2:

2.5 Solving Polynomial Inequalities 107

 e You may wish to assign the following questions to students for extra
practice.

Solve each of the following.

(x+2)(x-4)20
x’? -5x+6<0
x(x —1)(x+3)<0
xe aU
x —3x°—-10x%4+2460
ex
+x 120
(x — 3)(x -1)x(x+2)<0
x* —2x*° + x° —3<0 (to one decimal place)
a x° —7x* +8x-—1>0
Se
OO:
NS
he (to one decimal place)

2.5 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievements, and
suggesting strategies for improvement. Please also see the Achievement
Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.

Knowledge/Understanding
e Solves a polynomial inequality.
Questions 2 (b), (d), (Exercise 2.5, questions 1, 2)
and (f) on text page
59 can be used as a Communication
hand-in assignment. e Explains the solution of a polynomial inequality.

Application
e Applies solving polynomial inequalities to a variety of problems.
(Exercise 2.5, questions 3, 4)

Thinking/Inquiry/Problem Solving
e Creates an inequality based on given information.
(Exercise 2.5, question 5)

108 Chapter 2: Polynomial Equations and Inequalities

 2.6 Absolute Value Functions (text pages 60-64)

LEARNING EXPECTATIONS

Students will
e describe intervals and distances

SUGGESTIONS FOR PRESENTING THE LESSON

e Complete Examples | to 7 on text pages 60-63 with students and

emphasize the following definition:
pyeee ahree)
=-x if x<0
Some students will initially find the definition confusing because
they will not understand that —x if x <O means that a negative
number (x) is being changed into a positive number (—x). This can
be emphasized with numerical examples such as:
= 3, L5|=—-(-5)
=5
e Example 5 on text pages 61-62 gives instructions on graphing
absolute value functions with a graphing calculator.

e The following discussion and examples, although beyond the scope

of this text, will be beneficial for many students who will pursue
mathematics at a higher level.

Equations such as |3x + l|=10 or inequalities such as [2x - 1|<5

can be solved using the geometric definition of absolute value
(considering points on the real number line). Equations and
inequalities such as those found in question 8 on text page 64 can
be solved using a graphing calculator, but cannot be solved
algebraically without using the following concept.

For an expression such as |x_ 5|,consider the critical value when

the expression changes sign. In this case, the critical value is 5. If
x 25, x—5 will be positive (or zero). Therefore, by the algebraic
definition of absolute value, |x- 5|=sx—5, lf x<35,x—5- will be
negative. Therefore, by definition, |x-5|=-x+5.

2.6 Absolute Value Functions 109

 e You may wish to work through the following four examples with
students.

Example 1
Solve |x— 4|= 3x.

Solution
The critical value is 4.

Case 1
If x24, then x—420.
Therefore by definition, |x— 4|= x -4
Thus |x— 4|= 3x becomes
x—4=3x
—2x=4
bey 9

But note that —2 is not a value of x that satisfies the original condition,
x24. Therefore, this solution is inadmissible. (It is not a solution to
the original equation that can be easily verified by substituting into the
original equation.)

Case 2
If x<4, then x-4<0
Therefore by definition, |x- 4|=-(x-4)
=-x+4
Thus |x— 4|= 3x becomes
—-x+4=3x
4x= 44
x=1

Note that 1 is a value of x that satisfies the original condition, x <4.

Therefore, x =1 is a solution to the equation and can be easily verified.

110 Chapter 2: Polynomial Equations and Inequalities

 Example 2
Solve |x- 2|+ |x+ 3 =6.

Solution
Because there are two different absolute value expressions, there are two
different critical values. The critical value for the first expression is 2
and the critical value for the second expression is —3. These two values
divide the real number line into three intervals, x > 2, -3<x <2, and
x <—3. Note that whether 2 was included in the first, or second interval,
and whether —3 was included in the second, or third interval, is irrelevant.
The important point is that every real number is accounted for in one and
only one interval.

Case 1
If x22, then x-220 and x+3>0 (actually 25).
Therefore, using the definition of absolute value:
|x — 2|+|x + 56
<2
Xk + o= 6
20 =
5
x=—
2

Since: = 5 satisfies the original condition, x > 2, this is a valid

solution.

Case 2
If -3<x <2, then x-2<0 and x+320.
Therefore,
|x—2|+|x
+ 3|=6
he ee
5=6
There are no values of x satisfying this equation.

2.6 Absolute Value Functions 111

 Case3
If x <-3, then x -—2<0 and x+3<0.
Therefore,
|x —2|+|x+ 3|=6
—-x+2-x-3=6
S75
i— 7)
]
x=-—
2
Since x= 5 satisfies the original condition x <—3, this is a valid

solution. Therefore, x = :or x= a5

Example 3
Solve [2x - |= |x+ 3).

Solution
For simple equations such as this equation, it is not necessary to take
cases and use critical values.

Simply write 2x —-l=x+3 or 2x-l=-x-3

Pome or 3x=-2
2
x=- =
3

Example 4
Solve |x4 5|- |x|<333

Solution
The two critical values are —5 and 0.

Case1
If x 20, then x+5>0 and x20. Therefore,
|x + 5|—|x|< 3
x+5-x<3
S33
There are no values of x satisfying this equation.

112 Chapter 2: Polynomial Equations and Inequalities

Case 2
If -S<x<0, then x+520 and x <0. Therefore,
|x+ 5|= |x|3
x+5-(-x)<3
Weg 9 oapiS|
2x <-2
x<-l
Since —5 < x <O (the original condition) and x <—1 (the conclusion)
must both be satisfied, —5 < x <—1 is the solution for this case. (The
solution is really the intersection of those two intervals.)

Case 3
If x <—5S, then x +5<0O and x <0. Therefore,
|x + 5|—|x|<3
—x—-5-—(-x)$3
x-54+x53
—5<53
This is true for all x in this interval (x <—5). Therefore, x <—5 is the
solution for this case. Thus, x <—5S from the third case, -5 < x <-l
from the second case, and no solution from the first case.
Therefore, the overall solution (actually the union of the solutions for the
three cases) is x <-l.

e For extra practice, you may wish to assign the following questions to
students.

Solvefor x.
1. jx + 6|=|2x - 1] 2 [4x —5|=|x —2|
33 [3x + 4|=-|2x -]] 4. [3x -6|=x
a jx+4]/=2x-1 6. 2x -1]24x
7. [bx+i)<x+2 8. [2x -6|+|x+3|=8
9. |x-I+|4-x]=7 10. |x + 2|+|l-
x|=5
11. [3x-1+[2x+9]=1 12s [5x +2|-|3x -1]=x
13. [xt +|x+2|+|x+3)=-1 14. |x-2[+|x+3]<9
139 |4 — x|—|x-2|<1 16. [5 -2x|+|x+1|>3
17. |x - 3|-|3x -2|2 2x 18. |x —2|+|4 - x|-|x+2|=-1
19. |x —a|+|x-—c|=a-c where a>c>0O.

2.6 Absolute Value Functions 113

 2.6 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievements, and
suggesting strategies for improvement. Please also see the Achievement
Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.

Knowledge/Understanding
e Understands the concept of absolute value and uses this
understanding in simple situations.
(Exercise 2.6, questions 1, 7)

Communication
e Articulates the meaning of absolute value in a variety of situations.
(Exercise 2.6, questions 2, 5)

Application
e Uses the concept of absolute value in many applications such as
equation and inequality solving and graphing.
(Exercise 2.6, questions 3, 4, 6, 8, 10)

Thinking/Inquiry/Problem Solving
e Understands how to use the definition of absolute value in non-
standard situations.
(Exercise 2.6, question 9)

Career Link Wrap-Up (text page 66)

Existing algebraic mathematical models are used extensively to make

predictions that, in turn, are used to make important decisions. Nowhere
is this more relevant than in medical science, where equations are often
used to model dose-response relationships. The goals in this problem are
to use an existing model for the number of degrees above or below
normal temperature versus time. This is done to determine when the
temperature exceeds normal and when the temperature deviates by more
than 2.5°C above or below normal. In this Authentic Performance Task,
students will apply the tools of polynomial functions as they interpret

114 ~=Chapter 2: Polynomial Equations and Inequalities

exceeding normal in the context of the Factor Theorem. This is followed
by polynomial inequalities and interpreting more than 2.5°C above or
below normal as absolute value.

THIS AUTHENTIC PERFORMANCE TASK AFFORDS

STUDENTS AN OPPORTUNITY TO:

utilize a given algebraic mathematical model in a real-world context

(body temperature of a human) to make predictions and decisions
using the tools of polynomial functions;

demonstrate success at the Factor Theorem, polynomial inequalities,

and absolute value in the context of a real-life scenario;

sequence and select mathematical tools as part of the problem-

solving process;

communicate their work clearly by justifying their reasoning and

demonstrating proper mathematical terminology and form.

SUGGESTED ORGANIZATION

A suggested sequence for implementing this task in the classroom is as

follows:

if Review and discuss how students’ work will be evaluated (e.g.,

present the rubric on an overhead projector). (5 min)

Have students brainstorm in small groups about how this task can be
solved but do not have them actually perform any calculations (i.e.,
create the algebraic model). During this phase, the students could be
required to keep separate brainstorming notes that are handed in
immediately following the brainstorming session. (10 min)

Have students work on the task independently, completing all

calculations and a written summary of their results and methods. (55
min)

Chapter 2: Career Link Wrap-Up 115

 ASSESSMENT AND EVALUATION

It is suggested that a task-specific rubric be developed by adapting the

Generic Career Link Rubric provided on page 43 of this Teacher’s
Guide. To evaluate Learning Skills, students can complete a self-
assessment or anecdotal notes can be made by the teacher. For ease of
evaluation, student submissions may be organized into the following
format. Each report includes two sections. The first section,
“Communication of Findings,” summarizes the results of the task and
clearly explains the methods used (i.e., justifying reasoning). The second
section, “Supporting Calculations,” shows all calculations, hand-drawn
graphs, etc.

CHAPTER 2 SUMMARY

This chapter has introduced students to the Factor Theorem once again
and to the solution of polynomial equations, the properties of the roots of
quadratic equations, the solution of polynomial inequalities, and the
solution of absolute value functions. This summary includes three
vehicles to help you assess the achievement level of your students.

1. an additional set of review questions that can be used in a variety of

ways with your students

2. atest that gauges students’ knowledge and performance capabilities

3. an achievement rubric that is included for your convenience in

assessing students’ level of achievement

116 Chapter 2: Polynomial Equations and Inequalities

ALTERNATIVE TEST
CHAPTER 2: POLYNOMIAL EQUATIONS AND INEQUALITIES

Name

Knowledge/Understanding egg a el

[Communication
6
Application
1. Without using long division, determine if (x — 4) is a factor of x* —2x*-6x?-—x-4.

2. Factor each of the following.

eee Ia bot eo | c. x° -8x°+5x+6

3. Use a graphing calculator to help factor 15x* —16x° —16x° + 3x+2.

4. Solveforx, xe C:

dq. 3x +24=0 Dox =Ixto=0. Clay Fx tor-5-0 dix —4x%°—45=0

5. a. If2is one root of 3x*+kx —2=0, find the other root and the value of k.

b. Find the equation whose roots are the squares of the roots of x° +2x+5=0.

6. A grade 12 math student who claims to have ESP says a graphing calculator is not needed to
state, with certainty, that if f(x) = x° —2x* +9x° +1 does not intersect the x-axis to the right
of the origin, then it cannot intersect the x-axis to the left of the origin. Is the student correct?
Explain.

Chapter 2: Polynomial Equations and Inequalities 117

 7. Solve forx, xe R

a. (x+1)(x-2)(x-4) 20 b. -x°+25x<0
c. |3x-4|/=2 d. |4x+1/>3
8. What can you deduce about the sign of the highest order term and the least possible degree of
f(x) in each of the following? What can you deduce about the roots of f(x) =0?
y y= F@)

9. The edges of a rectangular solid are 1 m, 2 m, and 3 m respectively. By what fixed amount
should each edge be increased in order to double the volume of the solid? Use a graphing
calculator and give the answer correct to two decimal places.

118 Chapter 2: Polynomial Equations and Inequalities

ALTERNATIVE TEST SOLUTIONS
CHAPTER 2: POLYNOMIAL EQUATIONS AND INEQUALITIES

LOO (k) =r Oe eed

F(4) =(4)' -2(4)'-0(8)° -4—4

= 24
#0
Therefore, (x — 4) is not a factor of x* —2x° -6x?-x-4.

Qedny (2) eeeOG

f(3)=27+9-30-6
=0
Therefore, (x — 3) is a factor of x’ +x°-10x-—6. By either long division, synthetic division
or the method of comparing coefficients, the other factor is x* + 4x +2 which cannot be
factored further. Therefore, x° + x? -10x-6=(x- 3)(x? A 2)

b. f(x)=x*+x° -x?-2x-1
fat)
ate oe
=0
Therefore, (x +1) is a factor of x* + x° —x*—2x-1. By either long division, synthetic
division, or the method of comparing coefficients, the other factor is x*—x-1. x*—x-1
cannot be factored further since the only factors of 1 are 1 and —1 and if g(x)= bs ei
g(1)#0 and g(-1)#0. Therefore, x* +x*° —x°-2x-1=(x+ I(x? =e 1).

c. f(x) =x* -8x7+5x+6

f (2) =16-32+10+6
=0
Therefore, (x - 2) is a factor of x* —8x*+5x+6. By either long division, synthetic
division, or the method of comparing coefficients, the other factor is Xe 4
If g(x)=x°t+2x?-4x-3
g(-3) =-27+18+12-3
=(0

Chapter 2: Polynomial Equations and Inequalities 119

 Therefore, (x + 3) is a factor of x°+2x’-—4x-3. By either long division, synthetic
division, or the method of comparing coefficients, the other factor is x* — x — 1 which cannot
be factored further. Therefore, x* —8x°+5x+6=(x-2)(x+ 3)(x? oy 1).

Since the coefficient of x* is 15 and the coefficient of x° is 2, the possible rational roots of

15x. —16x° —16x* +.3x

+ 2.are Pe ee eae ma, Using a graphing
3 eae ALO EIS
calculator to graph y =15x* —16x° —16x? + 3x+2 (with xmin =—-2.1, xmax = 2.1,
ymin = —0.5, ymax = 0.5) we note roots in the following intervals: —0.63 to 0.58, -0.36 to
—0.31, 0.35 to 0.41, and 1.60 to 1.66. None of the possible rational roots is in the first

interval or the fourth interval. a is in the second interval while 0.4 is in the third interval.

Using the |VALUE | function in the |CALC] menu of the graphing calculator, these roots
are verified as roots of the equation.
Therefore, (3x +1) and (5x —2) are factors of the polynomial. Using long division or the
method of comparing coefficients, it is easily determined that the other factor is (x° —xX- 1).
Therefore 15x* — 16x? — 16x? + 3x+2=(3x+1)(5x-2)(x°-—x-1). (The fact that x*-x-1
does not factor further is consistent with the fact that the roots of the corresponding equation
that were found in the first and fourth intervals are irrational.)

a. x°+24=0
3(x*+8)=0
(x+2)(x? -2x+4)=0

Therefore, x =—2 or x =1+ tie

b.If f(x)=x° -7x+6

f(I)=0
Therefore, (x -1) is a factor of x°* — 7x +6 and by division or the method of comparing
coefficients, the other factor is (x° as ge 6) which factors further into (x + 3)(x- 2).
Therefore, x* — 7x +6=0 can be written as (x —1)(x+ 3)(x —2)=0.
Therefore, x =1, —3, or 2.

120 Chapter 2: Polynomial Equations and Inequalities

C. The possible rational roots of 2x° + x7 +9x-—5=0 are +1,+5,+ o—_ .

Oe 2
Using a graphing calculator to graph y= 2x3 +x7+9x-—5 with xmin =—5, xmax = 5,
ymin = —0.5, and ymax = 0.5, one root is found between 0.42 and 0.54. The only one of our
possible rational roots lying in this interval is 7 The value function on the graphing

: ibe ; P
calculator confirms that x = is aroot. Therefore, (2x —1) is a factor of Dxer x EOE = 58

By division or the method of comparing coefficients, it is found that the other factor is
(Raciec ta):
Therefore, 2x* + x°+9x—5=0 can be written as (2x - I(x? +x+ 5)= (),
1+ J19i
Therefore, x => ora=
2

pede = 45=0
(Xe —9)(x° +5) =@

(x-3)(x+3)(x°+5)=0

Theretore, 1 = 13, nS :

a. 2is the root of 3x7+kx~2=0.

Let p represent the other root.
Therefore, 2p=5
a
=u?
iG
en
aks
Therefore,

b__k
coud#8

Therefore, k=-5.

Chapter 2: Polynomial Equations and Inequalities 121

 b. Let n and p represent the roots of x? +2x+5=0. Thus, n+ p=-2 and np=5. The roots of
the new equation are n° and p*. Therefore, the sum of the roots of the new equation is:
n> + p?=(n+ p) —2np

= (-2)' -2(5)
=-6
The product of the roots of the equation is:
np = (np)

=(5)
2

=e
Therefore, the new equation is x” —(-6)x+25=0
or x°+6x+25=0

f(x)=x° -2x°+9x7 +1

Thus f (—a) = f(a)

=a° —2a*+9a’
+1

So if f(x) intercepts the x axis at x =a, it must also intersect the x-axis on the other side at
x=-a. Similarly, if f(x) does not intersect on one side (there is no “a” such that
f(a) =0), then it won’t intersect on the other side ( f(a) will not equal zero either). A
function like this is called an “even function.”

1f a. (x+1)(x-2)(x-4) 20
aA Therefore our solution is x <—l or x >2.

122 Chapter 2: Polynomial Equations and Inequalities

 =x OS ne 0
x(x? — 25) >0

x(x -5)(x+5)>0
Therefore, -5<x<Oor x>5.

[3x -4|=2
3x —4 = 2 ore 374= —)
5% =6 Of OMe=Z

VIM (ore pee

J4x+1/>3
4x+12>3 or 4x+1<-3
4x22 or 4x54

x2-—or xs-l

Since the curve opens downward to the right, the sign of the highest order term is
negative. The curve intersects the x-axis three times, so the function is at least cubic, and
the curve cuts through the x-axis each time, so the three roots (that we know about) are
single roots.

The curve opens up to the right, so the sign of the highest order term is positive. The
curve of the highest order term is positive. The curve touches (is tangent to) the x-axis at
one point and cuts through at another point. Therefore, f(x) is at least cubic with one
double root and one single root.

The curve opens up to the right so the sign of the highest order term is positive. The
curve touches the x-axis twice and cuts through once, so the function is at least of degree
five with two double roots and one single root.

Chapter 2: Polynomial Equations and Inequalities 123

 9. Let x metres represent the amount by which each dimension is increased. Thus, the new
volume is (1+ x)(2+ x)(3+ x) while the original volume is (1) (2) (3) or 6.
Therefore (1+ x)(2+ x)(3+ x) = 2(6)

x°+6x?+1lx+6=12
x°+6x°+1lx—-6=0

Using a graphing calculator, it is found that there is one real root to this equation and it is
between 0.4 and 0.5. Using the function or changing xmin and xmax, it is found
that x =.43 (to two decimal places). Therefore, each edge of the rectangular solid should be
increased by approximately 0.43 m in order to double the volume.

124 = Chapter 2: Polynomial Equations and Inequalities

CHAPTER 2 ACHIEVEMENT RUBRIC

50-59% 70-79% 80-100%

(Level
1) (Level
3) (Level 4)
Knowledge/ Knows that x—a isa Can factor a sum or e Understands the Factor Understands all aspects ofthe
Understanding factor of f(x) if difference of cubes and Theorem and how it Factor Theorem which
f(a) = 0, but does not can use the Factor leads to the includes the coefficient of the
understand why. Theorem in both sum/difference of highest order term not being
directions (if and only if). cubes formula. one.

e Understanding Can solve simple Can solve any polynomial Can solve difficult Has developed significant
concepts polynomial equations. equation for which a equations including expertise at solving equations
standard approach is Ones that require and has an intuitive feel for
sufficient. substitutions. the best approach in any
situation.

e Performing Knows the formulas Can find a quadratic Understands why Understands the extension of
algorithms involving the sum and equation given the sum 6 the sum and product formulas
, = —7 and
product of roots ofa and product ofthe roots. : a for cubic and higher order
quadratic equation. Can solve any polynomial polynomial equations.
fora
Can solve a simple inequality in factored 1 Can solve any factorable
quadratic inequality in form. quadratic equation. polynomial inequality without
factored form. Basically understands the Can solve most the aid of a graphing
Understands that taking geometric and algebraic factorable polynomial calculator and any non-
the absolute value yields definitions of absolute inequalities when they factorable polynomial
the non-negative value. are not in factored form inequality with the aid ofa
equivalent ofthe original. and virtually any non- graphing calculator.
factorable polynomial Has a complete understanding
inequality with the aid of absolute value.
of a graphing
calculator.
Has an almost
complete
understanding of
absolute value.

Thinking/Inquiry/ Has difficulty recognizing Knows how to use the Can use the Factor Can think ofsituations in
Problem Solving situations where the Factor Theorem when a is Theorem when a is a which to use the Factor
e Applying the Factor Theorem might be an integer. variable or the situation Theorem when it is not at all
steps of an used. Can generally tell which is slightly disguised. obvious.
inquiry/problem Can solve polynomial standard method of Can make a reasonable Can come up with novel
solving process equations if told the solving polynomial conjecture as to the methods of solving equations
method to use. equations should be used. approach to take to on her/his own.
solve equations.

Chapter 2: Polynomial Equations and Inequalities 125

 CHAPTER 2 ACHIEVEMENT RUBRIC cont.

Category 50-59% 60-69% 70-79% 80-100%

(Level 1) (Level 2) (Level 3) (Level 4)
e Reasoning Has difficulty determining ¢ Knows when to use sum e Can see through Can extend the properties of
the sum and product of and product formulas. disguises to use sum the roots of a quadratic
the roots of a quadratic Can determine an and product formulas. equation to any polynomial
equation if the equation is inequality to describe Can determine equation of degree n.
not in standard form. simple restrictions. inequalities to describe Can easily determine
Has difficulty determining Can handle absolute value most restrictions. inequalities to describe
an inequality that problems with minor Can deal with rather virtually any given set of
describes a given complexities. complicated absolute restrictions.
situation. value expressions. Can solve any absolute value
Can deal with simple problem, regardless of how
absolute value complicated it is.
expressions.

Communication Has difficulty describing Can state, in writing, the Can give a reasonable Is articulate in his/her oral and
e¢ Communicating (orally or in written form) Factor Theorem, the (but not polished) oral written explanation of all the
reasoning orally, the concepts in this properties of the sum and explanation ofthe concepts in this chapter.
in writing, and chapter. product of the roots of a concepts in this
graphically quadratic equation, and chapter.
the algebraic definition of
|x|, but cannot explain
these concepts orally.

Application Has difficulty determining Can apply the Factor Can apply the Factor Can quickly eliminate some
e Applying when and how to apply Theorem in standard Theorem to almost any possible factors by intuitive
concepts and the Factor Theorem in situations. situation where it might use of the Factor Theorem and
procedures various situations. Can determine an be used. knows when it would be
relating to Has difficulty determining equation to be solved, Is proficient at useful to use a graphing
familiar and an equation to be solved, given a simple word determining an calculator before using the
unfamiliar given a word problem. problem. equation, given almost Factor Theorem.
settings Can do only problems Can usually do problems any word problem. Has great expertise at word
involving the sum and involving the sum and Can do any problem problems and can even make
product of the roots of a product of the roots of a involving the sum and up problems that lead to
quadratic if it is almost quadratic equation. product of the roots of polynomial equations.
identical to an example Can do problems as long a quadratic equation Can do virtually any problem
done in class. as they are not too subtle. and simple ones involving the sum and product
Can only do problems Can handle situations that involving cubic or of the roots of a polynomial
when the inequality is involve two absolute quartic equations. equation.
explicitly given. value expressions. Can do most problems Can do almost any problem
Can only do simple that involve that leads to an inequality.
absolute value inequalities. Can deal with any absolute
applications. Can deal with most value application no matter
complex absolute value how complicated.
applications.

126 Chapter 2: Polynomial Equations and Inequalities

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 eile introduction to Calculus (text pages 71-120)

Chapter Planning Ahead Chart

Specific Expectation Lesson

Investigating the Graphs of Polynomial Functions

Determine, through investigation, using graphing

calculators or graphing software, various properties of the
graphs of polynomial functions (e.g., determine the effect
of the degree of a polynomial function on the shape of its
graph; the effect of varying the coefficients in the
polynomial function; the type and the number of x-
intercepts; the behaviour near the x-intercepts; the end
behaviours; the existence of symmetry)

Understanding Rates of Change

Pose problems and formulate hypotheses regarding rates 3.2

of change within applications drawn from the natural and
social sciences

Calculate and interpret average rates of change from eyo

various models (e.g., equations, tables of values, graphs)
of functions drawn from the natural and social sciences

Estimate and interpret instantaneous rates of change from _| 3.2

various models (e.g., equations, tables of values, graphs)
of functions drawn from the natural and social sciences

Explain the difference between average and instantaneous | 3.2

rates of change within applications and in general

Make inferences from models of applications and compare | 3.2

the inferences with the original hypotheses regarding rates
of change

128 Chapter 3: Introduction to Calculus

Understanding the Graphical Definition of the Derivative

Demonstrate an understanding that the slope of a Sh gcsecry Besfayebg

secant on a curve represents the average rate of
change of the function over an interval, and that the
slope of the tangent to a curve at a point represents
the instantaneous rate of change of the function at
that point

Demonstrate an understanding that the slope of the

tangent to a curve at a point is the limiting value of
the slopes of a sequence of secants

Demonstrate an understanding that the Sires te hye

instantaneous rate of change of a function at a point
is the limiting value of a sequence of average rates
of change

Understanding the First-Principles Definition of the Derivative

Determine the limit of a polynomial, a rational, or

an exponential function

Demonstrate an understanding that limits can give

information about some behaviours of graphs of
functions [e.g., predicts a hole at (5, 10)]

Identify examples of discontinuous functions and

the types of discontinuities they illustrate

Chapter 3: Introduction to Calculus 129

 Technology in Chapter 3

Many learning opportunities in this text could involve the use of

technology. This chart shows places in the text where the use of
calculator or computer technology is specified. Apart from the examples
below, the authors have left the use of technology in any particular case
to the teacher’s and students’ discretion. In fact, it can be a valuable
learning opportunity for students to decide when technology would help
them to solve a problem, and when it would not.

Section of Text Type of Technology Description

3.1 Example Graphing calculator Approximate slopes of

tangents

Sed EXEICISS Graphing calculator Graph function and find rate

of change

3.3 Examples Graphing calculator Graph function to estimate

limits

Graphing calculator Graph function to estimate

limits

She) Graphing calculator Draw and analyze a graph

Investigation

Review Graphing calculator Graph function to estimate

Exercise limits

130 Chapter 3: Introduction to Calculus

INTRODUCTION

This chapter introduces students to the concept of the slope of a secant

Technology
between neighbouring points on a graph and then extends it to the slope
Help students
of a tangent to a curve at a specific point. Chapter 3 also introduces the
understand how to
student to the difference between average and instantaneous rates of
use the J/x or x7!
change within applications and how to interpret the meaning from
key on their
various models. By the end of the chapter, students will understand how
scientific calculators
to determine limits and will understand their properties, identify
so that they can
discontinuous functions, and comprehend the continuity of a function at
evaluate fractions
a point. Throughout this chapter, students’ skills in the manipulation of
such as ;
algebraic expressions will be strengthened. 10°+4

BACKGROUND KNOWLEDGE

Some experience with the following concepts and skills will help
students as they work through this chapter.
Questions | to 4 in
e athorough understanding of slope and the equations of lines the Review of
e the ability to factor and simplify rational expressions Prerequisite Skills
on text pages 72-73
can be assigned to
Career Link Chapter 3
assess students’
Assessing Athletic Performance (text page 74)
background
Suggested Time: 65-70 min knowledge of this
topic.
In this guided discovery activity, heart rate is utilized to illustrate the
concepts of average and instantaneous rates of change. The learning will
be accomplished through utilizing the learner’s prior knowledge of heart
rate as a contextual rate of change and slope as a graphical rate of
change. The learning progresses from comparing the slope of a person
who is exercising (changing slope) to a person at rest (constant slope) to
calculating average rates of change graphically (secants) and finally to
calculating instantaneous rates of change graphically (tangents). This
activity will also afford an opportunity to review slope graphically and as
arate of change, specifically addressing tangents and secants.

Chapter 3: Career Link 131

 THIS ACTIVITY PROVIDES OPPORTUNITIES TO:

1. graphically define and interpret the average rate of change as the

secant to a curve and the instantaneous rate of change as the tangent
to a curve;
2. demonstrate that the instantaneous rate of change can be interpreted
as a progression of average rates of change (secants) over smaller
and smaller time intervals ( Ar);
3. place the concepts of average and instantaneous rates of change in a
context familiar to students (heart rate).

BACKGROUND KNOWLEDGE

e calculating slope
e interpreting average rates of change as secants and instantaneous
rates of change as tangents (students who have completed Grade 11
Physics will have already done this in kinematics)

SUGGESTED ORGANIZATION

1. Review the calculation of slope using a non-linear, distance-time

graph referring specifically to average speed (secant) and
instantaneous speed (tangent). (20 min)

2. Assign students to read the Career Link and complete questions |

and 2 independently. (Note: Direct students to use minutes as the
time units on the graph. (10 min))

3. Place students in pairs or small groups to discuss their answers to

questions | and 2 followed by sharing them with the whole class.
This ensures that students will be able to calculate average rates of
change on the graph (think/pair/share cooperative learning strategy).
(5 min)

4. Assign students to complete questions 3 and 4 independently.

(20 min)

132 Chapter 3: Introduction to Calculus

 5. Lead a class discussion as written solutions to questions 3 and 4 are
taken up, with the focus being on the concept of instantaneous rate of
change as a progression of an average rate of change with a smaller
and smaller At. (10 min)

SOLUTION EXEMPLAR

@ n (# of beats)
70 @ Average heart rate
Increasing Slope would be slope of
60 . Increasing Heart Rate line segment between
50 2 points in time.

40
30 Constant Slope
20 .. at rest constant heart rate

10
0 t (min)

0 OFie Os Sar 0 een. 55 = FOO

)
oi Thy ge (75 —C)beats _ beats
mas Sse SIC min
t = 60sec
rate = n, asal = (59 -9)beats

ve t,-t, (83-17) min

An = 20 beats

An 20 beats
rate.
inst ~ Ar 0.17min
beats
rates
ict = 1207 \

®
An = 60 beats

t = 30 sec

An 60 beats
rateinst — Ar 0178 min
beats
rate;
wot = Wil =e

t (min)
Ome ee 0 sem O09000,67 (0.83) 1.00

Chapter 3: Career Link 133

 3.1 The Slope of a Tangent (text pages 76-86)

LEARNING EXPECTATIONS

Students will
e understand the slope of the tangent to a curve

SUGGESTIONS FOR PRESENTING THE LESSON

Communication e Ask students to read section 3.1 up to point where Investigation |

Good form should begins on text page 77. Emphasize that the slope of the tangent is the
be encouraged. limit of the slope of that secant, PQ, as the point Q approaches a
Remind students to specific point P.
keep lim until the
substitution, h = 0, is e Have students work in pairs or small groups to complete
made. Investigations 1 and 2 on text pages 77-78. Emphasize that an arrow
is used to represent a value being approached.

e Use Investigation 3 on text page 78 to help students understand the

concept of limit as it is first introduced.

e Many students may have little experience with this topic, and you
may wish to encourage them to write (3+ h)? as (3+h)(3+h)
before they expand the expression.

e Prior to beginning Examples | to 5 on text pages 78-82, using first

principles, you may want to have students complete questions 5 and
6 from the Review of Prerequisite Skills on text page 73.

e Encourage students to use the simplifying technique given in

Example 3 on text pages 80-81 and not to expand denominators.

e Many students will be unfamiliar with rationalizing the numerator of

a rational function. Therefore, you may wish to work through the
following two examples with students.

134 Chapter 3: Introduction to Calculus

Example 1 When students
1. Rationalize Se ae expand expressions,
a. a pinay Sian2as remind them that 5°
5 23 + 3V2 mean s so
5x 5x5
(a+b)> means
Solution (a+b)(a+b) and
is equal to
a LA v5 ob _V3=V2___V3-V2_, 23-32 a’ +2ab+b’.
5 V5 5 2V¥34+3V2 2V3+3V2° 2V3-3V2
_v5 _6-5V6 +6
21 ~ 12-18
_ 12-56
6
_ 5V6-12
Fy 1:6

Example 2
Rationalize the numerator of

Solution

V4t+h—-V4 _V4th-V4 | V4+h+V4

h h h(J4 +h + V4)
Ses
n(/4 +h+ 4)

oe
cath |S oa
n(l4+h +4)
seer Le
V4+h+V4

e You may wish to work through or assign the following question for
extra practice.

1. Determine the slope of the tangent to each function.

a, f(x)=x7 +Sxlal-v=2
6
b. LS spre at x=1

c. f(x)=V3-x at x=-6

3.1 The Slope of a Tangent 135

 3.1 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievements, and
suggesting strategies for improvement. Please also see the Achievement
Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.

Knowledge/Understanding
e Finds the slope when given two points.
Communication e Uses first principles to find the slope of a tangent line at a point.
Question 7 can be (Exercise 3:1) questionsal; 2:7, 11)
used as an
assignment. Student Thinking/Inquiry/Problem Solving
results can be e Extends the concept of slope of the tangent to find points where the
presented to the tangent line meets the function in different situations.
class or they can be (Exercise 3.1, questions 18, 19)
marked to assess
their knowledge and Communication
understanding of the e Explains how to approximate the slope of a tangent line given a
slope of a tangent. graph or a point.
(Exercise 3.1, questions 13, 14, 15)

Application
e Finds the meaning of a tangent line to a function at a point modelled
by problems from economics and the social sciences.
(Exercise 3.1, questions 16, 17)

3.2 Rates of Change (text pages 87-94)

LEARNING EXPECTATIONS

Students will
e pose problems and formulate hypotheses regarding rates of change
e calculate and interpret average rates of change
e estimate and interpret instantaneous rates of change
e explain the difference between average and instantaneous rates of
change

136 Chapter 3: Introduction to Calculus

¢ understand the slope of a secant on a curve and the slope of the
tangent to a curve
e make inferences from models of applications and compare the
inferences with the original hypotheses regarding the rates of change

SUGGESTIONS FOR PRESENTING THE LESSON

e Many students will be familiar with average velocities, and

instantaneous velocity can be described as the reading obtained by a
police officer on a radar gun (see Chapter 4 Opener).
Communication
Have students work
e The Investigation on text pages 87-88 generates interest for the topic
in groups to
because it uses a practical example. Students could visit the site
complete the
Www.mapquest.com to find alternative routes from Goderich to
Investigation on text
Huntsville or from their town to another.
pages 87-88. Then
have each group
e Example | on text page 88 develops the formula for velocity at a
present their results
point given its position function and then applies the formula to a
to the class.
problem such as the problem illustrated in Example 2 on text page
90.

e Example 3 on text page 91 is drawn from business. It gives those

students who will be applying to business programs a practical Emphasize position
problem that deals with the cost function. followed by
velocity. In
e You may wish to work through this problem or assign it for subsequent chapters,
additional practice. position, velocity,
and acceleration are
1. A stone is thrown straight up with a velocity of 20 m/s. Its height presented.
t seconds later will be s=20r-10r’. Reinforcement now
a. Find the velocity at the end of 2 s, 4s, t seconds.
will help those
b. For what value of t is the velocity zero? students later who
c. What height will the stone reach? have a minimal
knowledge of
3.2 ASSESSMENT physics.

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievements, and
suggesting strategies for improvement. Please also see the Achievement

3.2 Rates of Change 137

 Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.

Knowledge/Understanding
e Knows the difference between average rate of change and rate of
Assessment
ie change.
Question 8 on tex e Understands the meaning of velocity.
page 93 can be used (Exercise 3.2, questions 1, 4)
as an assignment.

Thinking/Inquiry/Problem Solving
e Sets up and solves a rate of change question drawn from the
measurement strand studied in elementary school.
e Uses the rate of change formula, together with a concept from
measurement and an abstract value to reach a generalization.
(Exercise 3.2, questions 16, 18)

Communication
e Provides a meaning and interpretation of expressions given as
average rates of change and rates of change.
(Exercise 3.2, questions 2, 3)

Application
Question 8 on text e Uses the formula for the rate of change and then interprets the
page 93 can be meaning for various models taken from the natural and social
used as an sciences and business.
assignment.
(Exercise 3.2, questions 9, 10, 14)

3.3 The Limit of a Function (text pages 95-99)

LEARNING EXPECTATIONS

Students will
e understand the instantaneous rate of change of a function

SUGGESTIONS FOR PRESENTING THE LESSON

e Begin with a continuous graph, such as a parabola, that students have

seen previously. Then Investigation | on text page 95 can be used

138 Chapter 3: Introduction to Calculus

 very effectively. Take x-values that approach more and more closely
to a chosen value of x and are less than and greater than the selected
value. Show these and their corresponding y-values in a table.
Estimate the limit as x approaches the chosen value of x from the
table. Compare with a graph using graphing technology, if available. Technology
The} ZOOM | feature
e Pick a function that hasa hole in it (the function is not defined at that with| Zdecimal] will
value of x). Use a table to find y-values close to the undefined value assist the students

of x. Investigation 2 on text pages 95—96, using graphing when they graph a

technology, is helpful. function that is
discontinuous at
e You may wish to work through the following example with students certain points. If it is
to further illustrate a function that has a hole in it. not used, glitches
may appear in the
Example graph.
2

Graph the function y = Dinan

P nd er ne

Solution
Use a domain of —4.7 < x < 4.7 and a range of -6.2 < y < 6.2. Note the
gap at (—2,-4). Use the table feature to show the blank values for y Refer students to
when x =-2. Also, the} VALUE | function in the} CALC} mode Appendix C on text
demonstrates that for x = —2, there is no value for y. pages 424-447 for
help on the use of a
e You may wish to work through or assign these questions for further table with the TI-83
practice. PLUS calculator.

1. Graph the following.

a. x4 d. x -9
Tey) 2 hia, SS
2
b x°-1 it
ar | f(x)= ee
0,x =0

Z
Cc x =o f. uh x+1, soe W

y= 43 Ff peat

3.3 The Limit of a Function 139

 3.3 ASSESSMENT
Communication
Question 3 on text This guideline is designed to assist you in assessing student achievement,
page 97 can be providing feedback to students on their current achievements, and
used to assess suggesting strategies for improvement. Please also see the Achievement
students’ ability to
Rubric at the end of this chapter for the determination of levels. The
write a precise descriptors that follow describe work at Level 3.
definition for a
limit. Knowledge/Understanding
e Knows the meaning of a limit.
e Calculates the limit at a finite value of xwhen given simple
expressions or a graph.
(Exercise 3.3, questions 4, 5, 6, 7)

Thinking/Inquiry/Problem Solving
e Interprets the meaning of a limit for a variety of values of x and with
other conditions to algebraically or intuitively solve for unknowns.
(Exercise 3.3, question 14)

Communication
e Explains a process for determining limits of continuous and
discontinuous functions.
Assessment (Exercise 3.3, questions 2, 10)

Question 12 on text
page 99 is a good Application
assignment e Interprets the meaning of a limit at a value of x to sketch a function.
question for the (Exercise 3.3, question 12)

evaluation of the
application 3.4 Properties of Limits (text pages 100-107)
component of this
topic.
LEARNING EXPECTATIONS

Students will
e understand the slope of a secant on a curve and the slope of the
tangent to a curve
e understand the instantaneous rate of change of a function

140 Chapter 3: Introduction to Calculus

SUGGESTIONS FOR PRESENTING THE LESSON

e This section will likely take at least two 70 min periods to complete
and it is likely best to use an intuitive approach to develop the
properties of limits.

e This section introduces students to indeterminate forms. Therefore,

you may want to assign or work through questions 6 and 7 in the
Review of Prerequisite Skills on text page 73 before proceeding with
the evaluation of limits for rational expressions.

e You will likely want to work through Examples 1-4 on text pages
100-101 quickly so that more time can be taken with Examples 5 and
6 on text page 102.

e Have students work in pairs to complete the Investigation on text

page 102. Students often have significant difficulty with roots and
the manipulation of equations.

e Examples 8 and 9 on text pages 103-104 involve left- and right-hand

limits to sum up the five techniques used to calculate simple limits.

3.4 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievements, and
suggesting strategies for improvement. Please also see the Achievement
Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.
Technology
Knowledge/Understanding Question 5 on text
e Estimates a limit. page 105 makes use
e Evaluates the limit for expressions that give indeterminate forms by of a graphing
rationalizing, change of variable, and factoring. Calonlator,
(Exercise 3.4, questions 5, 7)

3.4 Properties of Limits 141

 Thinking/Inquiry/Problem Solving
e Demonstrates the use of the limit laws to determine a limit when
given any unknown function or functions.
(Exercise 3.4, questions 12, 13, 14, 15)

Communication
e Determines a process to use to find the limit of a rational expression.
(Exercise 3.4, questions 2, 3)
Assessment
Question 11 on text
Application
page 106 can be
e Investigates the sequence of first differences of a linear function from
used as an
science and then takes a limit to make a comparison between the
assignment.
Celsius and Kelvin scales.
(Exercise 3.4, question 11)

3.5 Continuity (text pages 108-112)

LEARNING EXPECTATIONS

Students will
e determine properties of the graphs of polynomial functions
e identify discontinuous functions

SUGGESTIONS FOR PRESENTING THE LESSON

e Emphasize that a discontinuous graph is continuous everywhere

except at specific values of x. At these values of x, the graph
becomes more interesting and its features may not be shown on the
display of a graphing calculator without changing the window of the
calculator.

e Students are likely to comprehend continuity better when the idea of

without breaks or jumps or gaps is introduced. They will readily
understand the concept from graphs that are presented. Using the
graphs in this section will help to develop the notion of continuity of
a function at a point.

142 Chapter 3: Introduction to Calculus

e Example | on text page 109 allows you to work algebraically with
the notion of continuity of a function at a point. Example 2 and the
Investigation on text pages 109-110 will reinforce the concept.

3.5 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievements, and
suggesting strategies for improvement. Please also see the Achievement
Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.

Knowledge/Understanding
e Understands the types of discontinuity from a graph.
e Understands how to find values of x where a function given
algebraically is discontinuous.
(Exercise 3.5, questions 3, 5)

Thinking/Inquiry/Problem Solving
e Involving a triple function, finds unknowns to make the function
continuous and understands the values of x that would make the
graph discontinuous.
(Exercise 3.5, question 13)

Communication
e Describes, using a graph, the concept of continuity.
(Exercise 3.5, questions 1, 2, 3) Assessment
Questions 9 and 10
Application Hse SA INS
e Given a standard piecewise linear function, used in Canada, graphs
; f ihe sate assignment
the function and finds the discontinuities.
problems.
(Exercise 3.5, question 9)

Career Link Wrap-Up (text page 114)

Heart rate is a familiar rate of change that is particularly important for

elite athletes in their training programs. The goal in this performance
task is to determine how long it takes an athlete to reach a heart rate of

3.5 Continuity 143

 100 beats per minute in a specific training activity. This is accomplished
via an understanding of how to determine derivatives by first principles.
Students will compare the graphical approach to the algebraic approach
for the determination of derivatives.

THIS AUTHENTIC PERFORMANCE TASK AFFORDS

STUDENTS AN OPPORTUNITY TO:

e utilize both graphical and algebraic mathematical models in a real-

world context to make predictions using the tools of differential
calculus;

e demonstrate successful use of the graphical tangent method to

determine the instantaneous rate of change (derivative);

e demonstrate successful use of the first principles method for

determining the algebraic derivative of a function;

e identify why determining a derivative algebraically can be more

useful than a graphical approach;

¢ communicate their work clearly by justifying their reasoning and

demonstrating proper mathematical terminology and form;

e utilize graphing calculator technology as a tool in the problem-

solving process.

SUGGESTED ORGANIZATION

A suggested sequence for implementing this task in the classroom is as

follows:

1. Review and discuss how students’ work will be evaluated (e.g.,

present the rubric on an overhead projector). (5 min)

144 Chapter 3: Introduction to Calculus

 2. Have students brainstorm in small groups about how this task
can be solved but do not have them actually perform any
calculations (i.e., determine derivatives). During this phase, the
students could be required to keep separate brainstorming notes
that are handed in immediately following the brainstorming
session. (10 min)

3. Have students work on the task independently, completing all

calculations and a written summary of their results and methods.
(50 min)

ASSESSMENT AND EVALUATION

It is suggested that a task-specific rubric be developed by adapting the

Generic Career Link Rubric provided on page 43 of this Teacher’s
Guide. To evaluate Learning Skills, students can complete a self-
assessment or anecdotal notes can be made by the teacher. For ease of
evaluation, student submissions may be organized into the following
format. Each report includes two sections. The first section,
“Communication of Findings,” summarizes the results of the task and
clearly explains the methods used (i.e., justifying reasoning). The second
section, “Supporting Calculations,” shows all calculations, TI-83 Plus
screen captures, hand-drawn graphs, etc.

CHAPTER 3 SUMMARY

This chapter has introduced students to the slope of the tangents, rates of
changes, the limit of a function, properties of limits, and continuity. This
summary includes three vehicles to help you assess the achievement
level of your students.

1. an additional set of review questions that can be used in a variety of

ways with your students

2. atest that gauges students’ knowledge and performance

3. an achievement rubric that is included for your convenience in

assessing students’ level of achievement

3.4 Career Link Wrap-Up 145

 ADDITIONAL REVIEW QUESTIONS
CHAPTER 3: INTRODUCTION TO CALCULUS

1. Find the slope of the tangent to the function at the given point.
2
a) WAx= a at P(2,1)

b) f(x)=Vx4Srat—o

c) flx)= a atpns2

2. A ball is thrown from the top of a 40-m cliff with a velocity of 8 m/s. Its height above the
foot of the cliff t seconds later will be h = 40- 81-100’.

a. How long does it take the ball to get to the bottom of the cliff?
b. With what velocity does it hit the ground?

2
—3x-4
3. Determine whether f(x) = ae is continuous at x =—1.

4. Determine each limit.

i 2x+4 , x-3
cs Saop ey vi ay ae ee

yt . Vx+4-V4-x
i. ith d. lim
A Gee ee x30 Xx

yeoe |
5. Do the following for the function g(x) = Tee
a. Graph the function on a graphing calculator.
b. Evaluate g(1.5), g(1.8), and g(1.9) to three decimal places.
c. Find limg(x).

146 Chapter 3: Introduction to Calculus

ALTERNATIVE TEST
CHAPTER 3: INTRODUCTION TO CALCULUS

Name

[Achievement Category [Questions

Application

1. Explain how to find the limit at a point when a graph is given.

2. Explain why the fee does not exist.
¥=12'(¥ = 2)(x 1)
3. Give an example for which neither lim f(x) nor lim g(x) exists, but lim[ f(x)- g(x)| does

exist.

4. Consider the graph of the function f(x) = —. Find the slope of the secant line that joins
x+
the points on the graph given by x =—2 and x=4.
5. State the slope of the tangent parallel to 4x-—Sy—40=0.
6. State the equation of the line through (1,0) and perpendicular to y =— st

7. Which of the following statements about the function y = f(x) graphed below are true and

which are false?

a. lim f(x) does not exist.

x72

c. lim f(x) does not exist.

xl

Chapter 3: Introduction to Calculus 147

 d. lim f(x) exists at every point a in the domain -l< x <1.
xa

e, lim f(x) exists at every point a in the domain |< x < 3.

xa

8. A rock thrown vertically upward from the surface of the moon at a velocity
of 24 m/s reaches a height of s(t)=24t—0.8t° m in tf seconds.

a. Determine its average velocity from t=4s to t=12 s.

b. Find its velocity at t=12 s.

c. Is the object rising or falling at t=12 s? Explain.

9. Find the average rate of change of f(x)=~Vx+1 with respect tox from x=8 to x=8+h.

Express the answer with a rational numerator.

10. Find the slope of the tangent at (3, 3) for the function f(x) = ras
aG —

11. Find the following limits.

a. lim
; n
ev 2
Cumeumn
_ (216+
li
x)3 -6
x38 <= =e x34 x-—4 x0 x
Mates
2: sophe x’ —4lx
beeline"
oes x°+3x
d. lim
x1 x” —]
f te |
x2 x4+2

. tee OR Oe,
12. Find constants
a and b so that the function f(x)= xy 2 oe will be continuous
Oey aecoe
for all x.

13. Sketch a graph of a function with the following properties:

a. f(0)=2
b. lim f(x)=0
x27

c. f(x) is continuous for x <0

a.mlimisix)=0
x—0*

e. An x-intercept is 3.

148 Chapter 3: Introduction to Calculus

14. The following problem can be assigned if graphing calculators are available.

a. Complete the table to approximate the limit lim f(x).

xl

b. Use a graphing calculator to graph the function and to approximate the limit.

c. Rationalize the numerator to find the exact value of the limit analytically.

Chapter 3: Introduction to Calculus 149

 ALTERNATIVE TEST SOLUTIONS
CHAPTER 3: INTRODUCTION TO CALCULUS

1. Answers may vary.

2. Answers may vary.

+ 4
3. Answers may vary. One solution is f(x)= * ;and g(x)= nay as x approaches 1.
x

5
4. Slope of the secant to f(x)= from x=—-2to x=4 is:
x+5

1
fOote2 ae
4 (—2) 6

4
5. The slope of the tangent is 5° the same as the slope of 4x—-Sy—40=0.

6. For y=- = , the slope is -5. The slope of the required line is 2 and passes through (1, 0).
Therefore, the equation of the required line is y=2(x-1) or y=2x-2.

7. a.False b. True c. True d. True Cy eLiue

8. a. The average velocity from t= 4s to t=12s is:

s(12)— s(4) ad(288 — 115.2) —(96—12.8)

I2—4 8
89.6
8

150 Chapter 3: Introduction to Calculus

 b. Its velocity at t= 12s is:

y(12) = a s(12)

ae: 0.8(12 +h)’ ]-[24(12) - 0.8(12)"]

= lim h

[288 + 24h -115.2—-19.2h

—0.8h7] —[288 -115.2]
a
h>0 h
[4.8h-0.8h7]
SO ee
h0 h
~ jin2480-84)
h0 h
= lim(4.8 —0.8h)
h->0

= 4.8 M/S

c. Rising, because the velocity at t=12 s is positive.

9. The average rate of change of f(x)=~Vx+1 with respect to x from x=8 to x=8 +h is:

f@+h)— fF)
h
eNueSe
a

Wigs 4 9,Vh+9+3
{ith ometenn goles
_ At9-9
~ h(Vvh+9
+3)
1
~
Vh+943

Chapter 3: Introduction to Calculus 151

 x
10. The slope of the tangent at (3, 3) for the function f(x) = iS:
x-2

time
h-0

h>0 h 1+h
= limo)
rnoo0—sA( +h)
: —2h
See Fcleea)
Ships oe
ho>o(1+ h)

Therefore, the slope of the tangent at (3, 3) for the function f(x)= Le es)
iX —
2

Ee seme co
ee
r9-3 x? + 3x
(x —9)(x + 3)
x(x + 3)

152 Chapter 3: Introduction to Calculus

 rg 4

ines
x1 x7 =I

(1—x)(1+x)(1+
x’)
xl (x—1)(x? +x41)
—1(1+x)(1+
x’)
“lim eee St
Gade +2) ol (txt)
1
= lim
x4 Ax 2

_ (216+x)3 -—6 i
een eae Let u =(216+x)3
x30 5¢

; u—
UW ee seer u>—216=x
w-21630U — 216
: u—6
= Lim ————_
u>6 (u—6)(u" + 6u + 36)

= lim————~
u6 (u’ + 6u + 36)

etl
~ 108

(x? -4)x
lim —————
fae Xt 2 x73-2- Gt f4

ee
2 2
= lim ————
pee x+2

=— lim (2) x
ee

=8

; Fe = 4)x . —(x? = 4)x

SUNCC a LECT renege IS CCC ALOMIT eee ’
x-2* +2 x3-2> x+2

|x?— lx
then lim does not exist.
x7-2 x+2

Chapter 3: Introduction to Calculus 153

 KSALBOP ipy
12. For f(x)= one to be continuous lim TH=f(2).
ites?
x’ +b ris
2
: —=ax-=6 ,
lim f(x)= lim ee and it must exist. This means x—2 must be a factor of
x=>20 peau X=

x’ —ax—6. Substituting x=2, we have 4—2a—6=0 and solving a=-1.

6 = 2 +-x—6 —2)(x+3
Therefore, lim f(x)= lim as SO eee) +
eye
x3 2+ es i nae BR 2 re 2a Xi x32

lim f(x)= lim(x?+b)=4+b.

x727 5 2

Now, lim f(x)= lim f(x) and so we have 4+b=5 and thus b=1.
x3 27 sangre

Note that lim f(x)= f(2)=5 and thus f(x) is continuous for all x ER,

when a=-—1 and b=1.

13. Answers may vary.

1.0001

0.5764 05773 OD tip

Thus, lim f(x)is approximately 0.5777 .

gest

154 Chapter 3: Introduction to Calculus

Cc. lim V2x+1-¥3
Vv2x + | V2x+1 in

aE ea OeIES
ih 2x+1-3
oft (x= D(V2x+1 +3)
esta 2(x-1)
a

= lim
tt ann
+33)
2
ye:
3
bind,

Thus the actual limit of lim f(x)= limpane a

Chapter 3: Introduction to Calculus 155

 CHAPTER 3 ACHIEVEMENT RUBRIC
Category 50-59% 60-69% 70-79% 80-100%
(Level 1) (Level 2) (Level 3) (Level 4)
Knowledge/
Understanding
e Understanding e Sometimes can use the e Usually can use the e Always uses the formula e Always uses the formula to
concepts formula to find the slope formula to find the slope to find the slope of a find the slope of a tangent at
ofa tangent at a point of a tangent at a point tangent at a point a point correctly and in the
correctly. correctly. correctly. most efficient way possible.

e Performing Has some difficulty Can usually use limit Can always use limit laws e Can use limit laws correctly,
algorithms using limit laws laws correctly. correctly and confidently. confidently, and in the most
correctly. efficient way.

Thinking/Inquiry/
Problem Solving
¢ Reasoning e Has difficulty drawing a e Can usually draw a ¢ Can always find a suitable ¢ Can always find a suitable
graph and finding graph or sometimes find graph when given graph or unknown quantities
unknown quantities unknown quantities conditions about the limit when given conditions about
when given conditions when given conditions at a point ofa function the limit at a point of a
about the limit at a point about the limit at a point and often unknown function.
ofa function. ofa function. quantities.

e Applying the steps of Has appreciable Has some difficulty Can investigate the slope ¢ Can investigate the slope of ¢
an inquiry/ problem difficulty working with working with the slope ofa tangent problem tangent problem involving
solving process the slope of a tangent ofa tangent problem involving conditions other conditions other than a given
problem when the given when the given point is than a given point to find point to find the slope or
point is not clearly not clearly given. the slope and sometimes unknown abstract quantities.
find abstract quantities.
Communication
e Communicating Has appreciable Has some difficulty Can correctly describe the e Can explain in detail the
reasoning orally, in difficulty explaining the explaining the difference difference between a difference between a
writing, and difference between a between a continuous continuous and a continuous and a
graphically continuous and a and a discontinuous discontinuous function discontinuous function and
discontinuous function function and how to and how to check for how to check for continuity
and how to check for check for continuity over continuity over a given Over a given domain.
continuity over a given a given domain. domain.
domain.

e Using mathematical Has some difficulty Can usually use rates of Can always use rates of e Can use rates of change
language, symbols, using rates of change change formula and change formula and formula and simplify to find
visuals, and formula and simplifying simplify to find the limit. simplify to find the limit the limit correctly,
conventions to find the limit. correctly. confidently, and in the most
efficient way.
Application

e Applying concepts Has difficulty applying Can sometimes apply the Can apply the rates of e Can easily apply the rates of
and procedures the rates of change rates of change within change within change within applications o
relating to familiar within applications of applications of real life applications of real life real life problems and
and unfamiliar real life problems. problems and sometimes problems and interpret the interpret the meaning from
settings interpret the meaning. meaning from various various models.
models.

156 = Chapter 3: Introduction to Calculus

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 Derivatives (text pages 121-170)

Chapter Planning Ahead Chart

Specific Expectation Lesson

Underlying Concepts of Calculus

Make inferences from models of applications and

compare the inferences with the original hypotheses
regarding rates of change

Demonstrate an understanding that the derivative of a

function at a point is the instantaneous rate of change or
the slope of the tangent to the graph of the function at
that point

Derivatives and Applications

Determine the derivatives of polynomial and simple

rational functions from first principles, using the
definitions of the derivative function

Identify examples of functions that are not

differentiable

Justify the constant, power, sum-and-difference, 4.2, 4.3, 4.4, 4.6

product, quotient, and chain rules for determining
derivatives

Determine the derivatives of polynomial and rational 4.2, 4.3, 4.4, 4.6
functions, using the constant, power, sum-and-
difference, product, quotient, and chain rules for
determining derivatives

Determine derivatives, using implicit differentiation in

simple cases (e.g., 4x° + 9y* = 36)

158 Chapter 4: Derivatives

Technology in Chapter 4

Many learning opportunities in this text could involve the use of techno-
logy. This chart shows places in the text where the use of calculator or
computer technology is specified. Apart from the examples below, the
authors have left the use of technology in any particular case to the
teacher’s and students’ discretion. In fact, it can be a valuable learning
opportunity for students to decide when technology would help them to
solve a problem, and when it would not.

Section of Text Type of Technology Description

4.2, Example 5 | Graphing calculator | Find tangent to graph.

4.4, Example 2 Graphing calculator | Graph and write equation for

tangent to graph.

4.6, Example 5 Graphing technology | Graph and write equation for

tangent to graph.

4.6, Technology Graphing calculator Approximate numerical

Extension derivatives. Different models
of graphing calculator and
their capabilities are
discussed.

Graphing calculator Confirm slope, graph tangent,

find equation of tangent.

Chapter 4: Derivatives 159

 INTRODUCTION

This chapter extends the concepts of slope of a tangent line and rate of
change to introduce the derivative. Throughout this chapter students will
Technology develop and use the methods for differentiation to determine the
Explain to the derivatives of polynomial and rational functions, using the constant,
students how to use power, sum-and-difference, and product and quotient rules. The chain
the [x Jor[y*|keys rule for composition of functions will be derived.
on their scientific
calculators to BACKGROUND KNOWLEDGE
evaluate exponential
expressions. Some experience with the following concepts and skills will help
students as they work through this chapter:

e an understanding of the properties of exponents

e the ability to substitute real numbers into equations
e facility expanding and simplifying rational expressions involving
polynomials and radicals

Career Link Chapter 4

The Elasticity of Demand (text page 124)

Suggested Time: 70-75 min

In this guided discovery activity the elasticity of demand or the influence

of price on the demand of a product or service is utilized to illustrate the
need for obtaining more efficient methods of determining derivatives.
The learning will be accomplished through utilizing the learners’ prior
knowledge as consumers of products and services and their prior
knowledge from Chapter 3. The learning provides the basis for a
constructivist approach proceeding from the development of a context
(brainstorming about elasticity) to a specific example (calculating
elasticity) to developing the need for the general case (finding an
algebraic expression for instantaneous elasticity of demand).

160 Chapter 4: Derivatives

THIS ACTIVITY PROVIDES OPPORTUNITIES TO:

. illustrate the need for obtaining more efficient methods of

determining derivatives (i.e., power, product, quotient, and chain
rules) than by the first principles technique presented in Chapter 3
(motivation for studying Chapter 3);
reinforce the idea of instantaneous rate of change developed in
Chapter 2;
make the concepts presented in this chapter more accessible to
students through beginning the learning in a familiar context.

BACKGROUND KNOWLEDGE

general knowledge of consumerism (price-demand relationships)

understanding of the derivative as an instantaneous rate of change

SUGGESTED ORGANIZATION

ii. Assign students to read the Career Link and complete questions 1
and 2 independently. (10 min)

Place students in pairs/small groups to discuss their answers to

questions | and 2 followed by sharing with the whole class
(think/pair/share cooperative learning strategy). (5 min)

Lead a discussion on the price-demand relationship leading to the

generation of a graphical model of the price-demand relationship,
e.g., why it has a negative slope and could be represented by a
rational function. Through the discussion complete graphs showing
how the price-demand relationship of an elastic item would be
different from an inelastic item (i.e., steepness of slope). Review the
sample calculation for elasticity of CDs from the Career Link. (10
min)

Assign students to work independently on Question 3. (10 min)

Discuss students’ written solutions to Question 3. (5 min)

Chapter 4: Career Link 161

 SOLUTION EXEMPLAR
500
ai p=$1.99 n(p) Piles
Pnew = $2.99 E==—p/p—
ap =$2.99 - $1.99 = $1.00
n(1.99)=2% =357] n(2.99)
=395 =[167
On= 167-251 =[84]
84/251
E=-|
3 ;
00/1.99 Hos

elasticity of demand is E = +0.67. This is inelastic demand, meaning

that a large price change is needed to create a small change in demand.
Maybe they should increase their prices to increase revenue.

4. ee Find ap |cont.
E== —e dn _ lim n(p+Mp) —n(p) : —|
Dp pi —q5—
Op =ap-0
oP" —————_
(pt Op)-p|
=
LP ono
= : =-500
= ee eePEM rin 500)| mPtOrse ap ee
n Sp Op-0 Ap P
1 dn _-—500
Hie eee sper niaeee
oa: dn =1.99 =7 500 = ~126.:
insane dp (1.99
but: “Ap dp

a dn p
Bao ee Pp
*n =1im500 |= ° ; 99
=+(-126.3)(
Op-0 p+Opep or 251
E= 1.00

=lim500 a
Op0 p+Opep .". not elastic or inelastic
.”. don’t change price

4.1 The Derivative Function (text pages 125-132)

LEARNING EXPECTATIONS

Students will
e make inferences from models of applications and compare the
inferences with the original hypotheses regarding rates of change

162 Chapter 4: Derivatives

e demonstrate an understanding that the derivative of a function at a A
point is the instantaneous rate of change or the slope of the tangent to Seen
A short quiz is an
the graph of the function at that point
ideal way to assess
e determine the derivatives of polynomial and simple rational functions
knowledge of this
from first principles, using the definitions of the derivative function ;
topic.
e identify examples of functions that are not differentiable

SUGGESTIONS FOR PRESENTING THE LESSON

e Students should be familiar with the exponent rules so a quick

Overview is probably all that will be needed. You could divide
students into groups and have one member of each group present
each rule to the rest of the group.
e Assign the Review of Prerequisite Skills on text pages
122-123.
e Remind students of the difference between expressions like (-3)’and
— 3° by working through two examples. To make the point in the
clearest way, use numerical exponents in most of your examples.
e You might try these examples with the class.
1. Evaluate the following.
2 3 avi Laide Communication
ceca) i a (=) Mie Questions 2 and 3 in
Exercise 4.1 give the
2. Find the value of f(x)=—3x* +4x-1 for each value of x. students an
a. 1 peo c. 23 opportunity to
explain the meaning
e Use first principles to find the slope of the tangent at a specific
of the derivative and
point. A good example would be to find the derivative to the
to demonstrate
function f(x)=x’at x=3. Following the example, point out
' comprehension.
that the process would be monotonous if students were asked to P
repeat the process using the same function for many different
values of x. Now find the slope of the tangent at an arbitrary
value of x and illustrate the results on a graph of the parabola
var
e After you establish the Derivative Function, work through one
example involving a rational function and one involving a square
root function with the students.

4.1 The Derivative Function 163

 e Emphasize that not all functions are differentiable at all values of
x. When a function is not differentiable at a particular value of x,
we say the derivative does not exist at that point. You could
illustrate this using a double-function or the absolute value
function f(x)=|x|. Alternatively, you could discuss the
diagrams on page 9 of Chapter 4.

4.1 ASSESSMENT
Assessment

You might select This guideline is designed to assist you in assessing student achievement,
and save examples providing feedback to students on their current achievements, and
of student work that suggesting strategies for improvement. Please also see the Achievement
ae ae Rubric at the end of this chapter for the determination of levels. The
SLANG CLINE descriptors that follow describe work at Level 3.
Level 3 for your and
other students’ Knowledge/Understanding
reference. e Knows when a function is differentiable.
(Exercise 4.1, question 1)
e Finds the derivative at a given value.
e Finds the derivative at an arbitrary value.

Thinking/Inquiry/Problem Solving
e Matches a function with its derivative function.
(Exercise 4.1, questions 1, 2)

Communication
e Explains what a derivative function actually represents.
e Uses correctly the notation for the derivative given y or f(x).
(Exercise 4.1, question 8)

Application
e Applies position, velocity functions.
(Exercise 4.1, question 8)

164 Chapter 4: Derivatives

 4.2 The Derivatives of Polynomial Functions
(text pages 133-140)

LEARNING EXPECTATIONS

Students will
e determine the derivatives of given functions, using manipulative
procedures
e justify the constant, power, sum-and-difference, product, quotient,
and chain rules for determining derivatives
e determine the derivatives of polynomial and rational functions, using
the constant, power, sum-and-difference, product, quotient, and chain
rules for determining derivatives

SUGGESTIONS FOR PRESENTING THE LESSON

e Introduce the Constant Function Rule, the Power Rule, the Constant
Multiple Rule, and the Sum-Difference Rules for polynomials. Assessment

e Remind students that a negative sign in the exponent indicates a Consider using a

reciprocal. For example, f(x) = “ is the same as f(x)=4x°. ar ie

e If students have difficulty applying exponent laws for division, with these rules for
consider a short review, such as this: polynomials.
1. Rewrite these in the form f(x)=x".

a. eee be FC) ee co jae

Xx XxX re

e Consider concluding this section with an application of finding the

equation of a tangent line at a specific point and then illustrating the
graph represented by the equation on a graphing calculator. Example
5 on text page 137 would be appropriate.

4.2 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievements, and
suggesting strategies for improvement. Please also see the Achievement
Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.

4.2 The Derivatives of Polynomial Functions 165

 Knowledge/Understanding
e Finds the derivative function.
e Uses appropriate notation.
(Exercise 4.2, questions 2-4)

Thinking/Inquiry/Problem Solving
e Thinks through an abstract problem to find the slope of a tangent at a
specific arbitrary point.
e Makes use of a concept from previous grades such as an x-intercept,
and the idea of a derivative to determine what happens for functions
with larger exponents.
(Exercise 4.2, question 25)

Communication
e Explains when to use specific rules for different functions and gives
examples.

Application
e Solves problems involving rate of change.
(Exercise 4.2, question 19)

4.3 The Product Rule (text pages 141-146)

Technology LEARNING EXPECTATIONS

When using a
scientific calculator Students will
to evaluate an e justify the constant, power, sum-and-difference, product, quotient,
exponential and chain rules for determining derivatives
expression with a e determine the derivatives of polynomial and rational functions, using
rational exponent, the constant, power, sum-and-difference, product, quotient, and chain
enclose the rational rules for determining derivatives
number in brackets.
SUGGESTIONS FOR PRESENTING THE LESSON

e Use an example similar to Example | on text pages 141-142 to show

that the product of two functions is not the product of separate
derivatives.

166 Chapter 4: Derivatives

Many students, including those in post-secondary studies, have difficulty
with the quotient rule. Learning to express the product rule in words
such as the following might help. The product rule says the derivative of
the product of two functions is equal to the derivative of the first function
times the second function plus the first function times the derivative of
the second function. This wording may help students to understand a
similar formula for the quotient rule. Also, because of its symmetry it
will allow the product rule to be extended to more than two functions
without involving an awkward process.

e You might try these examples with the class.

1. Differentiate the following.
a. y=(3x* +2)(5x? +1) b. y=(34+5x)(x-9)

c. f(x) = (4x? -1)(7x* — 2x) d. s=(t—3)(t? —16)

e The process for finding the Power of a Function Rule for positive
integers can now be developed. Emphasize that this is a special
case of the Chain Rule. Using Examples 5 and 6 on text pages
144-145 will help students understand the process.

4.3 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievements, and
suggesting strategies for improvement. Please also see the Achievement
Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.

Knowledge/Understanding
e Understands when two functions are multiplied together that they
represent a product of two functions.
e Finds the derivative of the product of two functions.
(Exercise 4.3, questions 1, 3)
e Finds the derivative of the product of two or more functions when the
derivative of one or more of the functions requires the Power of a
Function Rule to differentiate it.
(Exercise 4.3, question 2, 7)

4.3 The Product Rule 167

 Thinking/Inquiry/Problem Solving
e Finds the derivative of complex products, using the Extended
Product Rule.
(Exercise 4.3, questions 9)

Communication
e Describes when and when not to use the Product Rule and gives
examples.

4.4 The Quotient Rule (text pages 147-150)

LEARNING EXPECTATIONS

Students will
e justify the constant, power, sum-and-difference, product, quotient,
and chain rules for determining derivatives
e determine the derivatives of polynomial and rational functions, using
the constant, power, sum-and-difference, product, quotient, and chain
rules for determining derivatives

SUGGESTIONS FOR PRESENTING THE LESSON

e The quotient rule follows beautifully from the product rule. If they
are presented as similar rules, students will see that the formula
h’(x)= LB) = FOE") is similar to the product rule and easy
[s(x)]
to learn. The quotient rule says the derivative of the quotient of two
functions is equal to the derivative of the numerator times the
denominator minus the numerator times the derivative of the
denominator all over the square of the denominator.
e Many students make mistakes when squaring a polynomial so a short
review may be helpful.
1. Square each of the following expressions.
3 7

afl" b. 4(x+3) c. x? d. (2x-5)?

e The quotient rule usually involves a function, the graph of which the
student does not readily recognize. For example, the student has
seen the graph of linear functions such as y= 2x and of quadratic
functions such as y= x* +1. However, most students would not

168 Chapter 4: Derivatives

 readily visualize the graph of the quotient of these functions
2X wes
y= ts For this reason, we suggest students be given time in
x
pairs or groups to use technology and investigate the graph of the
2x :
function y=— ees the equation of its tangent at a specific point
x + i
x° —3x
or points. Example 2 on text page 148 or one such as y= ,
ExN —

and the equation of its tangent at x = 3 would also be helpful. A class

discussion of individual groups’ findings would help consolidate
understanding.

4.4 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievements, and
suggesting strategies for improvement. Please also see the Achievement
Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.

Knowledge/Understanding
e Recognizes when to use the quotient rule.
e Finds the derivative of the quotient of two functions.
(Exercise 4.4, questions 4, 5)

Communication
e Gives examples of and understand the exponent rules for quotients.
(Exercise 4.4, questions 1, 2)

Application
e Applies the rate of growth of a population of bacteria to determine its
change after time.
(Exercise 4.4, question 10)

4.4 The Quotient Rule 169

 4.5 Composite Functions (text pages 151-153)

LEARNING EXPECTATIONS

Students will
e identify composition as an operation in which two functions are
applied in succession
e demonstrate an understanding that the composition of two
functions exists only when the range of the first function overlaps
the domain of the second
e determine the composition of two functions expressed in function
notation
e decompose a given composite function into its constituent parts
e describe the effect of the composition of inverse functions

SUGGESTIONS FOR PRESENTING THE LESSON

e A short review of function notation and finding the value of a

function with different input values (independent variables) is
suggested.
e Consider working through these examples with the class.
Leta /x—4 ,determine the following.
a. f(20) b. f(4)
c. f(k) d. f(x’ +1)
e Show that h(x) =(3x +1) can be built up from g(x)=3x+1 and
f(x)=x° where h(x) = f(e(x)).
e Practice finding the value of a composite function when given two
functions. Example | on text page 152 is good, or use the following
examples. The third example might be appropriate for pairs of
students to discuss.

1. If f(x)=x° +1 and g(x)= 2x, determine the following:

a. f(3) bs g(—4)
c. f(g(5)) d. f(g(x))

170 ~=Chapter 4: Derivatives

 2. If f(x)=vx and g(x)=
x’ —1, find the following:
a. f(g(1)) b. g(f (1) c. g(f(0))
d. f(g(—4)) e. f(g(x)) f. g(f(x))

3. Find the composite functions fog and go f. What is the

domain of each composite function? Are the two composite
functions equal?
a. f(x)=x?, 9(x)=Vx b. fz g(x)=x°+1
x
Cc faye, g(x)=vVx+2

e Explain that this process is called composition and define the

composite function. That is, given two functions fand g, the
composite function f og is defined by (f ° g)(x) = f(g(x)).
Emphasize that the domain of f og is the set of all x in the domain of
g such that g(x) is in the domain of f.

4.5 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievements, and
suggesting strategies for improvement. Please also see the Achievement
Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.

Knowledge/Understanding
e Finds the composition of two given functions.
(Exercise 4.5, questions 2, 3)
e Decomposes a given composite function into its constituent parts.
(Exercise 4.5, questions 4-8)

Thinking/Inquiry/Problem Solving
e Finds a third function when given two functions and the fact that all
three form a composite function.
(Exercise 4.5, question 9)

4.5 Composite Functions 171

 4.6 The Derivative of a Composite Function
(text pages 154-160)

LEARNING EXPECTATIONS

Students will
e make inferences from models of applications and compare the
inferences with the original hypotheses regarding rates of change
e determine the derivatives of given functions, using manipulative
procedures
e justify the constant, power, sum-and-difference, product, quotient,
and chain rules for determining derivatives
e determine derivatives, using implicit differentiation in simple cases

SUGGESTIONS FOR PRESENTING THE LESSON

e [tis appropriate to state the Chain Rule without an advanced proof.

Since some students in this course will be taking mathematics at
university, it is appropriate to highlight the salient points of the
elementary proof of the Chain Rule given in this section and then
proceed with examples.
e Once again, some students will need practice with changing radical
Technology
expressions to exponential expressions.
The technology
e Try these examples with the class.
extension at the end
1. Change each radical expression to exponential form:
of the exercises is a
good use of the a. 3vx b. die Cie
72 <3
nDeriv function to
find the approximate d. 3/2x—5 Spe ead paisas|
9 x+2
value of derivatives
of functions at e Give students experience with two types of examples, that is,
specific points. examples where the given function can be changed to y=u” and
examples where we are given two different functions and can use a
dy dyd
formula equivalent to anes,
dx du dx
Examples | and 2 on text pages 154—155 are appropriate together
with your own choice to ensure student mastery of the topic.
Example 3 on text pages 155-156 is a good illustration of the
application of this concept.

172 Chapter 4: Derivatives

e If time to use technology was not available in Section 4.4, be sure to
work through Example 5 on text pages 156-157 to emphasize the
visual component of the derivative.
e Example 7 on text page 157 brings together a combination of rules of
differentiation. More follow in the exercises.

4.6 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievements, and
suggesting strategies for improvement. Please also see the Achievement
Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.

Knowledge/Understanding
e Understands the rule of division for exponents and applies it to
rewrite and differentiate functions that are written as quotients.
(Exercise 4.6, question 3)
e Differentiates functions, using the Chain Rule.
(Exercise 4.6, questions 2, 4, 9)

Thinking/Inquiry/Problem Solving
e Differentiates a function using both the product and quotient rules.
(Exercise 4.6, question 15)

Communication
e Describes how to differentiate the composition of two differentiable
functions.

Application
e Finds the derivative of more complex composite functions for
specific values of x.
e Extends the product rule to include the functions that also require the
Chain Rule.
(Exercise 4.6, questions 11-13)

4.6 The Derivative of a Composite Function 173

 Career Link Wrap-Up (text page 162)

A critical problem facing the retail industry is the establishment of price

points for products and services. The goal is to set a price that maximizes
revenue. This is accomplished via an understanding of elasticity of
demand. As elasticity is based upon the rate of change of demand with
respect to price, this pricing problem can be solved using differential
calculus. In this Authentic Performance Task students will apply the
tools of calculus to predict elasticity and then make recommendations
about increasing or decreasing price levels in order to increase revenue.

THIS AUTHENTIC PERFORMANCE TASK AFFORDS

STUDENTS AN OPPORTUNITY TO:
e utilize an algebraic mathematical model in a real-world context to
make predictions and decisions using the tools of differential
calculus; )
e demonstrate successful use of the power, quotient, and chain rules;
e consolidate their understanding of functions supported by calculus
2
oa 43
(i.e., why n,(p) = 1000-— ee is very closely approximated by
VP
n,(p) = 1000 —10p);
e sequence and select mathematical tools as part of the problem-
solving process;
¢ communicate their work clearly by justifying their reasoning and
demonstrating proper mathematical terminology and form;
e utilize graphing-calculator technology as a tool in the problem
solving process.

SUGGESTED ORGANIZATION

A suggested sequence for implementing this task in the classroom is as

follows:
1. Review the concept of elasticity, specifically addressing what
inelastic (increase the price to obtain higher revenues) and
elastic (decrease the price to obtain higher revenues) demands
mean in the context of setting price levels. (5 min)

174 Chapter 4: Derivatives

 2. Review and discuss how student’s work will be evaluated (e.g.,
present a rubric on an overhead projector). (5 min)

3. Have students brainstorm in small groups how this task can be

solved. They do not actually perform any calculations (.e.,
determine derivatives). During this phase the students could be
required to keep separate brainstorming notes that are handed in
immediately following the brainstorming session. (10 min)

4. Students work on the task independently, completing all

calculations and a written summary of their results and methods.
(up to 50 min)

ASSESSMENT AND EVALUATION

It is suggested that a task-specific rubric be developed by adapting the

Generic Career Link Rubric provided on page 43 of this Teacher’s
Guide. To evaluate Learning Skills, students can complete a self-
assessment, or anecdotal notes can be made by the teacher. For ease of
evaluation, student submissions may be organized into the following
format. Each report includes two sections. The first section,
“Communication of Findings” summarizes the results of the task and
clearly explains the methods used (i.e., justifying reasoning). The second
part, “Supporting Calculations,” shows all calculations, TI-83 Plus
screen captures, hand drawn-graphs, etc.

Chapter 4: Career Link Wrap-Up 175

 CHAPTER 4 SUMMARY
This chapter has introduced students to the methods used to determine
the derivatives of polynomial and rational functions. These methods
include the constant, power, sum-and-difference, product, and quotient
rules for differentiation. This summary includes three vehicles to help
you assess the achievement level of your students.

1. an additional set of review questions that can be used in a variety

of ways with your students

2. atest that gauges students’ knowledge and performance capabilities

3. an achievement rubric that is included for your convenience in

assessing students’ level of achievement

176 Chapter 4: Derivatives

ALTERNATIVE TEST
CHAPTER 4: DERIVATIVES OF RATIONAL AND POLYNOMIAL
FUNCTIONS

1. Explain when you need to use the Quotient Rule.

2. The graph at the right shows the graphs of a function

and its derivative function. Label the graphs f and
f’ and write a short paragraph stating the criteria
used in making the selection.

d
3. Use the definition of the derivative to find mal Te x).
i

4. Determine the first derivative for each of the following.

4 3
a a. y=5x°-4x7+6 b. y=(3x’-8) (ey LA Toran
9x7 +4
2\3

d. f(x)= af= Leave your answer in a simplified factored form.

=
e. f(x)=(5x+6)V4-—x Do NOT simplify.

Chapter 4: Derivatives 177

 5. Find the equation of the normal line to the curve y= x* —5x+2 at the point (2, 0).

u—4 2 dy
6. If y=—— and u=—=— ,find — whenx=4.
ut+4 ¥ Vx +1 dx ia

7 ae
7. Find the points on the graph y= = where the slope of the tangent line is parallel to
aX —

28x+50y-17=0.

8. An environmental study of a suburban community suggests that ¢ years from now, the
average level of carbon monoxide in the air will be g(t)=0.05t° + 0.1t + 3.4 parts per
million.
a. At what rate will the carbon monoxide level be changing with respect to time one year
from now?
b. By how much will the carbon monoxide level change in the first year?
c. By how much will the carbon monoxide level change over the next (second) year?

9. If f(4)=3 and f'(4)=—5, find g’(4) where g(x)

= vx f(x).

178 = Chapter 4: Derivatives

ALTERNATIVE TEST SOLUTIONS
CHAPTER 4: DERIVATIVES

1. Answers may vary.

2. ff’ is the graph that starts in the third quadrant and ends in the fourth quadrant.
f starts in the first quadrant and ends in the third quadrant.

3. Using the definition,

m2(x+ i f(x)
f'(x)=

peers
0 h

a a Oe Noa x-h+~v3-x
tN ae
750 h V3-x-h+~v3-x
pa 3-—x-h-(3-x)
1-0 h(13— x—h+3-x)
sagan goes
0 (13 x-h+wv3- x]

Jie
0 (/3—x-h +V3-x)
hy ef
2vV3-x

4. ay=5x°-4x7+6 b. y=(3x -8)

OES Ge ary we = 4(3x *—8) (6x)
dx dx
= 24x(3x?-8)
3
c. f (x)

5
f'(x)= -=(9x° +4) #(18x)
2
4
= ~21(9x = 4)

Chapter 4: Derivatives 179

 d. f(x)= GSS )
roe {es )Ze Ieee Ae
2 (lew)
M 3(1+ x7)" 4x

(le)
Z 12x(1+.x?)

(14)
e. f(x) =(5x+6)v4—-x
1 1

f(x) =5(4-x)? - 5(5x4 6)(4-x) 2

5. y=x-5x+2 The equation of the normal at (2, 0) is

dy _ 2 be aot
ee —5 Pay) yi

at (2,0) Ty=-x+2

dx
= 7

6 us4 1 =

; ead nie =o)

dy l(u+4)-—(u-4)(1) =
ae yee ae ee NEN 1 1
dx (u-4y CE oles ale
8 dx 2
9 mt. 1 -2
Ria4)
ae, | el
2
Using the Chain Rule,

180 Chapter 4: Derivatives

ee 1x For 28x+50y—17=0
x—2 14
dy _1(x-2)-7x() eos
dx (x=—2)
_ -14
» @-2/
Since the slope of the tangent is parallel to the line 28x +50y—17 =0, then
=14 14
CPOEDS
(x-2Y =25
x-2=-5 or x-2=5
x=-3 or x=7
7(-3)

ZL 5
ney
21 4
Therefore, the required points are (2) and (7.2),

8. a. g(t)=0.05t? +0.1t+ 3.4

q (t)=0.1t+0.1
q’(1)=0.101) + 0.1
= 0.2 parts per million per year.
b. The change in the first year is g(1)— q(0) = 3.55 — 3.4 or 0.15 parts per million.
c. The change in the second year is g(2)— q(1) = 3.8 — 3.55 = 0.25 parts per million.

9. soyeNer(x)
(hee
g(a) = 5% 2 f(x) tvx f’(~)
theses ot
oer) 2 £(4)+
V4 f’(4)
iW
= (so uF 2(- 5)

Chapter 4: Derivatives 181

 CHAPTER 4 ACHIEVEMENT RUBRIC

Category 50-59% 60-69% 70-79% 80-100%

(Level 1) (Level 2) (Level 3) (Level 4)
Knowledge/
Understanding
e Understanding Sometimes can use Usually can use rules of Always uses rules of Always uses rules of
concepts tules of differentiation differentiation differentiation correctly. differentiation correctly and
correctly. correctly. in the most efficient way
possible.

Performing Can sometimes apply Can usually apply the Can always apply the Can always apply the rules
algorithms the rules of tules of differentiation tules of differentiation of differentiation with
differentiation, but has with multiple-step with multiple-step multiple-step operations
difficulty with multiple- operations. operations efficiently. efficiently and sometimes
step operations. with a creative approach.

Thinking/Inquiry/
Problem Solving
° Reasoning Has difficulty Can usually represent a Can consistently apply Sees variations and
translating a physical or physical or abstract logic to describe a alternative ways of
abstract situation with situation with an physical or abstract describing a physical or
an algebraic situation algebraic situation situation with an abstract situation with an
involving derivatives. involving derivatives. algebraic situation algebraic situation
involving derivatives. involving derivatives.

Communication
° Communicating Has appreciable Has some difficulty Can correctly describe Can explain in detail the
by reasoning difficulty explaining the describing the the difference between a difference between a
orally, in writing, difference between a difference between a function and its function and its derivative
and graphically function and its function and its derivative and how to and how to determine the
derivative and how to derivative and how to determine the anticipated anticipated shape of the
determine the determine the shape of the graph of its graph of its derivative.
anticipated shape of the anticipated shape of the derivative.
graph of its derivative. graph of its derivative.

Using Has some difficulty Can usually use the Can always use a variety Can use a variety of
mathematical using the notations for notations for the of notations for the notations for the derivative
language, the derivative correctly. derivative correctly. derivative correctly and confidently and in the most
symbols, visuals, confidently. efficient way.
and conventions

Application

e Applying concepts Has difficulty applying Can sometimes apply Can apply the rules of Can easily apply the rules
and procedures the rules of the rules of differentiation to word ofdifferentiation to word
relating to familiar differentiation to word differentiation to word problems. problems.
and unfamiliar problems. problems.
settings

Chapter 4: Derivatives
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i Wiis 10 SA Sa z) ; ;
: do aoue ath tts ; :
, i iat is . |
ae al es hol east eee = J
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1 f “ ifinY ii ’ nie { i I ;

‘ tas Pie : iyrdly 10) Ae 7 4 ‘a Jj i} 0 i ore

{ j AMAKIBOS 10 ie yay Vu

enonouqqgaé bor zesvilevinw!

' = 7 ————s = —— —
i¢ Ssanvstiib-bai-cwe Jswod Jas 7) viiteut
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}
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gininmrmets 7ol slut oidito baw Ts 7OUD dob,

= |

) wevilevrnse
—— ee ey ee ee ee ‘
S.¢ | 2a" 0avneh bases wnigriartk]

(OE = "yee Sh ..4.5) ean slqgmiy

ee ee

(816 dquig oct 0)Insgne) si to noitgups ott selnrestAd

dina iaggol ww) Jsitoenegxs ow latoite & Soimonyiog
: as« 1 % 10 0 fC on
-_ — = Saws =

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a
 Applications of Derivatives
Chapter 5
(text pages 171-224)

Chapter Planning Ahead Chart

Specific Expectation Lesson

Underlying Concepts of Calculus

Identify the nature of the rate of change of a given

function, and the rate of change of the rate of change, as
they relate to the key features of the graph of that
function

Describe the key features of a given graph of a function,

including intervals of increase and decrease, critical
points, points of inflection and intervals of concavity

Derivatives and Applications

Justify the constant, power, sum-and-difference,

product, quotient, and chain rules for determining
derivatives

Determine second derivatives

Determine derivatives, using implicit differentiation in

simple cases (e.g., 4x + 9y’ = 36)

Determine the equation of the tangent to the graph of a

polynomial, a rational, an exponential, or a logarithmic
function, or of a conic

Solve problems of rates of change drawn from a variety

of applications (including distance, velocity, and
acceleration) involving polynomial, rational,
exponential, or logarithmic functions

184 Chapter 5: Applications of Derivatives

Derivatives and Applications cont.

Solve related-rates problems involving polynomial and

rational functions

Solve optimization problems involving polynomial and

rational functions

Determine the key features of a mathematical model of

an application drawn from the natural or social sciences,
using the techniques of differential calculus

Compare the key features of a mathematical model with

the features of the application it represents

Pose questions related to an application and answer

them by analyzing mathematical models, using the
techniques of differential calculus

Communicate findings clearly and concisely, using an

effective integration of essay and mathematical forms

Chapter 5S: Applications of Derivatives 185

 Technology in Chapter 5

Many learning opportunities in this text could involve the use of techno-
logy. This chart shows places in the text where the use of calculator or
computer technology is specified. Apart from the examples below, the
authors have left the use of technology in any particular case to the
teacher’s and students’ discretion. In fact, it can be a valuable learning
opportunity for students to decide when technology would help them to
solve a problem, and when it would not.

Section of Text Type of Technology Description

2.1, Exercise Graphing calculator Graph tangents and find the

or computer number of tangents

5.4, Graphing calculator Graph functions and

Investigation determine values of x that
produce maximum and
minimum function values

186 Chapter 5: Applications of Derivatives

INTRODUCTION

This chapter introduces implicit differentiation. It also introduces the

concept of the second derivative and its applications. Applications of the sik ais
5 2 % ecnnolo
first and second derivatives are then related to problems in the natural ay
. : : Review with the
and social sciences. Chapter 5 also introduces students to the methods
Aa PO 2 students how to use
used to solve related-rates and optimization problems. The students
the|Vx|and ly"kkeys
problem-solving skills and appreciation of the solution of some real-life
on their scientific
problems using the techniques of differential calculus will be
calculators.
strengthened by the mathematics in this chapter.

BACKGROUND KNOWLEDGE

Some experience with the following concepts and skills will help
students as they work through this chapter.

e an understanding of velocity
e the facility to apply the rules of differentiation of functions
e the competence to find the area and volume of some basic geometric
shapes
e the ability to determine the maximum and minimum values of a
quadratic function
e the competence to draw circles, ellipses, and hyperbolas with centre
(0, 0) and centre (p, q)
e the skill to perform the vertical line test and understand that these
second degree relations do not represent functions

Career Link Chapter 5

Maximizing Profits (text page 174)

Suggested Time: 65-70 min

In this guided-discovery activity, the number of sales required to obtain

the maximum profit for a small business is determined by relating
revenue, cost, and profit graphically. The learning is accomplished by
utilizing the students’ prior knowledge that profit is the difference
between revenue and cost. It is also accomplished through the students’
prior knowledge from Chapters 3 and 4, where they learned that the first

Chapter 5: Career Link 187

 derivative is the marginal rate of change (slope) of a function. The
learning follows a constructivist approach proceeding from the
development of a context (revenue, cost, and profit) to a specific
example (graphing profit from the cost and revenue curves) to the
general case (investigating why the slopes of the cost and the revenue
function are the same at the maximum profit). This activity provides an
opportunity to review the graphical interpretation of the derivative
developed in Chapter 3 and also to review quadratic functions.

THIS ACTIVITY PROVIDES OPPORTUNITIES TO:

1. illustrate the concept of optimization graphically as the point where

the marginal (instantaneous) rate of change is equal to zero;
2. sketch the first derivative of a function from a sketch of the function;
3. establish the significance of calculus in real-world problem solving
as a tool in determining maximum profit for a business;
4. make the concepts presented in this chapter more accessible to
students by placing their learning in a familiar context (revenue, cost,
profit).

BACKGROUND KNOWLEDGE

e General knowledge of business (relationship between cost, revenue

and profit)
e Graphical interpretation of the derivative as the slope of a function;
e Quadratic functions

SUGGESTED ORGANIZATION

1. Lead a discussion on the relationship between revenue, cost, and

profit and why a revenue curve is often a parabola. For example, an
increase in price will lead to a decrease in sales. Properties of
quadratics may also be reviewed. (10 min)
2. Have the students read the Career Link, complete question 1, and
then draw the 7P curve, finding the maximum profit level from
question 2 independently. (10 min)

188 Chapter 5: Applications of Derivatives

3. Place the students in pairs/small groups to discuss their answers to
questions | and 2 followed by sharing with the whole class
(think/pair/share cooperative learning strategy). (5 min)
4. Leave students in their groups to finish question 2 by discussing why
the slopes of TR and TC should be the same. (Note: This may be
difficult for some of your students, so guidance may need to be
provided.) Take up the answers on the board/overhead projector. (10
min)
5. Lead a discussion using blackboard/overhead projector examples to
review how to sketch the derivative of a function given a sketch of
the original function. (5 min)
6. Assign question 3 for students to complete independently. You may
want to give them a hint that the important location of the MC graph
is the location where the MC is zero. (10 min)
7. Hold aclass discussion about the written solution to question 3.
Focus on why it is important to try to sell more boxes when the MC
is positive and why it is important to sell fewer when the MC is
negative. This should establish that setting the first derivative equal
to zero will locate the optimal values. This fact can then be linked to
the graphical interpretation. (10 min)

SOLUTION EXEMPLAR

Books Sold
Week
OFA0) 204430540750960570 4807 90). 100

Chapter 5: Career Link 189

 Le The minimum number of sales where the company makes money is
just over ten (TR>TC or Revenue is higher than cost). The maximum
is about 90(TR>TC). These are called break-even points.

According to the first graph, Profit = Revenue — Cost (TP=TR-TC)

Max. Profit is about 50 units of sales. Yet the slopes are the same.
This should be the case because the distance between the TR + TC
will be a maximum when the slopes are the same. Below 50 the
curves get farther apart and after 50 they get closer together.

(MC is slope of TP curve)

— up to 50, can make extra money by selling more

— beyond 50, can make extra money by selling fewer.

5.1 Implicit Differentiation (text pages 175-179)

LEARNING EXPECTATIONS

Students will
determine derivatives, using implicit differentiation in simple cases
(e.g. 4x? + Dy’ = 36)
justify the constant, power, sum-and-difference, product, quotient,
and chain rules for determining derivatives
determine the derivatives of polynomial and rational functions, using
the constant, power, sum-and-difference, product, quotient, and chain
rules for determining derivatives
determine the equation of the tangent to the graph of a polynomial, a
Assessment rational, an exponential, or a logarithmic function, or of a conic
A short quiz will
assess knowledge of SUGGESTIONS FOR PRESENTING THE LESSON
graphs of linear and
quadratic functions Some students may not have studied second degree relations in any
as well as second depth. If they appear to be experiencing difficulty as you begin this
degree relations. topic, a review of the quick graphing techniques using intercepts for

190 Chapter 5: Applications of Derivatives

the relations represented by circles, ellipses, and hyperbolas may be
appropriate. At the same time, you may find it useful to review the
graphs of linear and quadratic functions. The questions in the Review
of Prerequisite Skills on text pages 172-173 are an excellent source
of material.

Graphing calculators could be used to graph some second-degree

relations.

A circle can be drawn using| CIRCLE }|from the [DRAW | menu.

CIRCLE] draws a circle with radius (x,y) and radius r. To draw a
circle with centre (3, 4) and radius 5, use the following instructions
after inputting the] CIRCLE |function:} CIRCLE | (3, 4, 5).

To review how to graph an ellipse in a way similar to that shown on

text page 175 for a circle, use the following steps and then draw the
two branches or functions that form the ellipse.
For example to graph 4x*+9y’ = 36,
Write 9y° =36-4x°
2a8 36—- 4x?

9
_ +V36-4x°
3

Graph the two branches y = a and y= eee

Students will need to recall the concepts of slope, equations of

After students
tangent lines, and normal lines as they work through this section.
differentiate a
relation, remind
As you begin this lesson, you may want to further illustrate explicit
them to substitute a
and implicit functions. If so, you can discuss an implicit function
given point to find
such as x° + 2y + 3xy —4 =0 that can be readily expressed explicitly
the slope of the
as a function ofxand one such as x*°y*—5x°y? =24xy-5x+y+26
tangent at that point.
that cannot be readily expressed explicitly as a function of x.

Complete Example | on text pages 175-176 with the students.

5.1 Implicit Differentiation 191

 e This topic poses problems for students. You can help them
understand the concept before working through Example 2 on text
page 176 by briefly reviewing common factoring of expressions such
as ay? D4 3
dx dx

e The following are some other examples you may want to work
through with your students or assign for practice.

1. Differentiate the following in terms of x; that is, find °.

Communication x
Students can be Bil Ste b. [sy ax. cs x’ +y*=16
asked to write why d. sxyi=8 & Ax*y) =Dxtt 3 yauet: 4x7 —9y* =—36
they think implicit
differentiation is e Work through Examples 2 and 3 on text pages 176-178 with the
needed in the study class. Next, you can use a graphing calculator to draw the tangent
of relations. line to the ellipse for Example 3. Then repeat this example using the
ellipse 3x° +4 y* = 43 and the tangent at (3, 2).

5.1 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievements, and
suggesting strategies for improvement. Please also see the Achievement
Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.

Knowledge/Understanding
e Knows how to find the derivative of y in terms of x.
(Exercise 5.1, question 2)
Assessment
e Uses implicit differentiation to find the slope of a tangent and the
Question 9,
equation of the tangent at a point.
Exercise 5.1 can be
(Exercise 5.1, question 3)
useful as an
assignment either
Thinking/Inquiry/Problem Solving
for student
e Extends the concept of the slope of a tangent to find points where the
portfolios or for
tangent meets the relation from points not on the relation.
grading.
(Exercise 5.1, question 12)

192 Chapter 5: Applications of Derivatives

Communication
e Explains how to use implicit differentiation using the rules of
differentiation.
(Exercise 5.1, question 1)

Application
e Applies implicit differentiation to find the slope of a tangent and
points on second degree relations.
(Exercise 5.1, questions 5.b. and 6)

5.2 Higher-Order Derivatives, Velocity, and

Acceleration (text pages 180-188)

LEARNING EXPECTATIONS

Students will
e determine second derivatives
e identify the nature of the rate of change of a given function, and the
rate of change of the rate of change, as they relate to the key features
of the graph of that function
e determine the derivatives of given functions, using manipulative
procedures
e solve problems of rates of change drawn from a variety of
applications (including distance, velocity, and acceleration) involving
polynomial, rational, exponential, or logarithmic functions
e solve a variety of problems, using the techniques of differential
calculus

SUGGESTIONS FOR PRESENTING THE LESSON

e To motivate the students, you may wish to begin the topic by asking:
“Could a major league pitcher hit the 86-m ceiling of the Sky
Dome?” This question will likely provide instant debate and
encourage a discussion around velocity and acceleration. The
question asked here in general terms is the topic of Exercise 5.2,
question 16.

5.2 Higher-Order Derivatives 193

 Students are familiar with first derivatives and are unlikely to have
much difficulty finding the second derivative of simple functions.
However, the Leibniz Notation, used to represent the second
derivative, may need to be carefully explained to students. That is,
d’y
2
is used because the second derivative is the derivative of the

Hel d dy d’ : =
first derivative or a(a). “* Other notations such as y or
Kl dx) dx?
f(x) will not likely cause students any concern.

Students may inquire about the derivative of order higher than two.
The third, fourth and nth derivatives do exist, but they have limited
use at this time. However, the students may have been introduced in
physics to “jerk,” the derivative of acceleration with respect to time,
and understand that jerk of the constant acceleration of gravity is
zero for objects in free fall. This simply means that the object does
not exhibit jerkiness during free fall.

Prior to beginning velocity and acceleration, you may want to have

the students practise finding the first and second derivatives of some
simple functions. If so, the following are some good examples.

After differentiating 1. Find the second derivative of each of the following and use
the functions, stress appropriate notation.
that the notations are A severox bisa N2 x3
as follows: i ete ©
s(t) =v(t) and
c. s(t)=—-5t’+24t-6 te eer ye ee
4 t
SiO) abe Students are familiar with velocity and know that it represents the
first derivative of the position-time function. You may wish to point
out that velocity has direction, whereas speed does not. Speed is the
absolute value of the velocity.
Question 4 in
Exercise ).2 Students are also familiar with the movement of an object along a
reinforces the straight line given by an s-t graph. However, they find this topic
relationship challenging, and time will likely be required for review. As you work
between the graph through Example 2 on text page 182, have the students note the
and movement relationship between the graphs of the functions and the movement
along a horizontal along the horizontal line. When the slope of the curve is positive, the
line.

194 Chapter 5: Applications of Derivatives

 object is moving away from the origin, and when the slope of the
curve is negative, the object is moving toward the origin.

e Motion on a straight line can be reinforced for students by working

through Examples 3 and 4 on text pages 182-184. In Example 3, the
importance of the initial position may need to be stressed.

e The problem presented in Example 5 on text pages 184-185 will

likely be familiar to students using other techniques that were
introduced in previous courses.

5.2 ASSESSMENT Assessment

Question 10 can be
This guideline is designed to assist you in assessing student achievement, used as an applica-
providing feedback to students on their current achievements, and tion assessment.
suggesting strategies for improvement. Please also see the Achievement
Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.
Stress position
followed by velocity
Knowledge/Understanding
followed by
e Understands how to find second derivatives.
acceleration. In later
(Exercise 5.2, question 2)
chapters, these
e Knows how to find velocity and acceleration as functions of time.
concepts are
(Exercise 5.2, question 3)
revisited. Reinforce-
ment now will help
Thinking/Inquiry/Problem Solving
those students later
e Uses first and second derivatives for a motion question taken from a
who have a minimal
sport to conjecture a reasonable answer with justification.
knowledge of
(Exercise 5.2, question 16)
physics.

Communication
e Explains why the velocity of an object has different values at
different times during free fall. Assessment
(Exercise 5.2, question 1) Question 16 in
e Explains the difference between speed and velocity. Exercise 5.2 can be
used as a Thinking/
Application Problem Solving
e Uses the velocity function to find specific conditions on the object as Assessment.
it moves on a straight line at different times.
(Exercise 5.2, questions 10-12)

5.2 Higher-Order Derivatives 195

 5.3 Related Rates (text pages 189-195)

LEARNING EXPECTATIONS

Students will
e solve related-rates problems involving polynomial and rational
functions
e solve a variety of problems, using techniques of differential calculus

SUGGESTIONS FOR PRESENTING THE LESSON

e Students will discover that for many practical applications of implicit

differentiation, the derivatives represent rates of change, often with
respect to time. In these situations, two or more quantities that vary
with time may be related to each other. Techniques for solving
problems using implicit differentiation are discussed in this section.

e Many students will find success in this section easier to accomplish if

they write Given, Find, Solution for each question. Taking each
problem and breaking it down under the headings Given and Find
A Familiar Pitfall
will help them understand what is being asked by the problem before
A common error
they write out a solution. The Guidelines for Solving Related Rate
students make in
Problems outlined on text page 192 will assist students to organize
solving related-rate
their thinking around these types of problems and requires more time
problems is to
substitute numerical
to be taken for steps | to 3 than for steps 4 to 8. Time taken on the
values too soon, first three steps will ultimately reduce the time necessary for the last
when the relationship five steps.
applies only at a
specific time. Stress e You may wish to begin with a review of the formulas for the circle,
that it is important to sphere, right circular cone, and cylinder. These formulas are given in
set up general the Review of Prerequisite Skills on text page 172. You may also
relationships among want to assign Questions 7—11 as a review of these concepts.
the variables and to
substitute specific e As you discuss Example | on text pages 189-190, encourage
values only after they students to write conclusions that include the word increasing or
have found general decreasing followed by the correct units. Point out, however, that it
rate relationships by is unnecessary to write the units throughout the solution, as is the
differentiation. norm in science courses.

196 Chapter 5: Applications of Derivatives

 Example 2 on text pages 190-191 involves the Pythagorean Theorem
and distance, velocity, and time. Many students have difficulty with
the value assigned for the rate of change of x with respect to time, f.
Therefore, you may wish to stress that the rate of x is positive when
the amount of x is moving away from the nodal point. The nodal
point is the point where the quantities x and y intersect at a right
angle when they are drawn. Point out, for example, that if you were
jogging toward a building at a constant rate of 2 m/s, then
— =—2m/s where x is your distance from the building.

In Example 3 on text page 191, it is important for students to

understand that the formula for a cone needs to be rewritten to
include only two variables that are changing with respect to time
after deriving a relationship using similar triangles.

The setup for Example 4 on text page 192 can vary. However, it is
very important for the students to be able to clearly identify, in a
sentence, the meaning of the two variables that have been introduced.

You may wish to work through a related rate problem that involves
the use of a sphere before you assign questions from Exercise 5.3 on
text pages 193-195. If so, here is an illustrative example.

Sphere Example for Related Rates

Air is being pumped into a spherical balloon so that its volume is
increasing at the rate of 80 cm’/s. How fast is the radius of the
balloon increasing when the diameter is 40 cm?

Solution
3
Given 1. Volume of sphere V = oar

Given 2. Therate of increase of volume 1350),

Find We need to find the rate of increase of radius or when

r=40.

5.3 Related Rates 197

 Solution

Vain
3
dv
—_ — 47
> dr
dt dt

CE r=40- "and aie

dt dt

eee aes

dr _ 80
dt 4x40’
= 0.004

The radius is increasing at a rate of about 0.004 cm/s.

5.3 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievements, and
suggesting strategies for improvement. Please also see the Achievement
Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.

Question | is Knowledge/Understanding
important for e Knows how to solve related rate problems when given a formula.
reinforcing the (Exercise 5.3, question 2)
symbols that are e Understands how to set up and solve a familiar related-rate problem
used in this section. and write a clear conclusion.
(Exercise 5.3, question 3)

Assessment Thinking/Inquiry/Problem Solving

You may wish to e Finds the relationship of a set of points from a related-rate problem to
use questions 3, 7, derive the equation of the locus and identify it under some given
and 10 in Exercise conditions.
5.3 as an (Exercise 5.3, question 22)
assignment.

198 Chapter 5: Applications of Derivatives

Communication
e Explains, using variables, the meaning of statements representing
change with respect to time.
(Exercise 5.3, question 1)
e Writes a problem that involves rates of change.
(Exercise 5.3, question 18)

Application
e Applies the procedure for solving related-rate problems to
applications of disasters that occur on Earth.
(Exercise 5.3, question 7)

5.4 Maximum and Minimum on an Interval

(text pages 196-202)

LEARNING EXPECTATIONS

Students will
e demonstrate an understanding of the relationship between the
derivative of a function and the key features of its graph
e describe the key features of a given graph of a function, including
intervals of increase and decrease, critical points, points of inflection,
and intervals of concavity

SUGGESTIONS FOR PRESENTING THE LESSON

e Students are likely to be familiar with the graphing features on their

calculators. However, a brief review of changing the domain of a
plot, zooming in and out, and tracing a curve may be helpful.

e The Investigation exercises on text pages 196—197 can be assigned as Technology

group work. Once the Investigation is complete and as you discuss The Investigation on
the answers, the class can collectively create an algorithm for finding text pages 196-197
extreme values and compare it to the algorithm given on text page makes use of a
Loe graphing calculator.

5.4 Maximum and Minimum on an Interval 199

 e As you work through Example | on text pages 197-198 with
students, you can apply the new algorithm.

e Examples 2 and 3 on text pages 198-199 are applications of the

algorithm within specific contexts. You may wish to complete one of
these examples with the class, emphasizing how the results are
interpreted within the given context. Then you can ask students to
read through the other example and discuss any questions that arise
for them.

e For application questions in this section, the function to be

maximized or minimized is given. In subsequent sections, students
will be required to determine the function that is to be maximized or
minimized using the information given in the question.

e A possible extension for students is to ask them to discuss extreme

values of functions such as f(x) = ThA z ;
Sa Se) ihe

5.4 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

Assessment
providing feedback to students on their current achievements, and
A short quiz here is
suggesting strategies for improvement. Please also see the Achievement
a good way to assess
Rubric at the end of this chapter for the determination of levels. The
factoring skills.
descriptors that follow describe work at Level 3.

Knowledge/Understanding
e Recognizes the maximum and minimum values of a function on an
interval.
(Exercise 5.4, questions 3, 4)
Assessment
e Knows how to use the algorithm for extreme values to determine the
Question 5 in
maximum and minimum function values on an interval.
Exercise 5.4 can be
(Exercise 5.4, question 5)
useful as a hand-in
assignment.
Thinking/Inquiry/Problem Solving
e Makes appropriate adjustments to the algorithm for extreme values
as required by the context of a problem.
(Exercise 5.4, questions 11, 12)

200 Chapter 5: Applications of Derivatives

Communication ay
e Explains the steps in the algorithm for extreme values, and can i es a
Exercise
- 5.4‘
i when thisi algorithm does not apply.
explain
(Exercise 5.4, questions 1, 2) reinforces the
algorithm for
extreme values.
Application
e Uses the algorithm for extreme values as it applies to practical
situations.
(Exercise 5.4, questions 6, 7, 8, 9, 10)

5.5 Optimization Problems (text pages 203-208)

LEARNING EXPECTATIONS

Students will
e solve optimization problems involving polynomial and rational
functions
e compare the key features of a mathematical model with the features
of the application it represents
@ pose questions related to an application and answer them by
analyzing mathematical models, using the techniques of differential
calculus

SUGGESTIONS FOR PRESENTING THE LESSON

e You may wish to begin this topic by asking students: What is the best
way to get from a lighthouse on an island back to the shoreline?

This question is not very precise, so discussion will probably follow

about the meaning of the word best (shortest, fastest, cheapest,
easiest). Notice that regardless of the meaning of the word best, each
interpretation yields an optimization problem. Please note that this
concept is presented very precisely in Exercise 5.6, question 8.

5.5 Optimization Problems 201

 Students are familiar with introducing variables to represent
unknown quantities and creating functions to model relationships
between quantities. However, translating from English to
mathematics often requires quite a bit of focused thought.
Therefore, you may want to have the students express a few
rectangles in terms of the relationships to be introduced before you
begin the lesson. One example you might use is as follows:

The area of a rectangle is 400 m and is to be enclosed with

fencing. If the width of this area is x m, what is its length?

You can also begin this topic by giving pairs of students a 50-cm
piece of string, pipe cleaner, or coated electrical wire and ask them to
shape different rectangles and estimate the area of each rectangle.
Then have the students discuss which configuration leads to the
largest area, and how this problem relates to the algorithm for
extreme values. Next you could ask them to model this problem
algebraically and then to verify their conjectures using the algorithm
for extreme values.

Discuss each step in the algorithm on text page 204 for solving
optimization problems and specifically note how each is used in the
Investigation just completed, or apply it to the example with the
farmer’s field that begins on text page 203.

You will also likely want to remind students of the graphical

interpretation for solving optimization problems (Section 5.4).

This topic poses problems for students since there are so many
different quantities that can be optimized, each with a different
function representation. Therefore, it is likely worthwhile to discuss
what relationship was used to generate the function for the volume of
a rectangular box in Example | on text pages 204—205. Then you
may wish to give examples of other known relationships that might
occur, such as volumes of different solids, areas, the Pythagorean
Theorem, etc.

202 Chapter 5: Applications of Derivatives

e As you work through Example 2 on text pages 205—206, remind the
students to interpret their final answers in the context of the original
problem.

e A possible extension for students is the following problem. While it

does not use the algorithm for solving optimization problems, it is an
excellent topic for an Investigation.

A farmer has 2400 m of fencing and wishes to enclose a field of

maximum area. There are no constraints on the shape of the field.
Ask students to determine the area of the field if the farmer uses the
following shapes: an equilateral triangle, a square, a regular hexagon,
and a regular octagon. (Each of these areas can be determined using
simple geometry techniques.) Ask students to hypothesize what
shape of field will yield the largest area. Interested students may wish
to explore a proof of this result by determining an expression for the
area of a regular n-gon using geometry and trigonometry, and
determining the limiting value as n tends to infinity.

5.5 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievements, and
suggesting strategies for improvement. Please also see the Achievement
Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.

Knowledge/Understanding
e Uses the algorithm for solving optimization problems in a context
that has already been discussed.
(Exercise 5.5, questions 1, 3)

Thinking/Inquiry/Problem Solving
e Extends the algorithm for solving optimization problems to a
generalized context and to interpret the results.
(Exercise 5.5, questions 8, 9, 12-18)

5.5 Optimization Problems 203

 Communication
e Interprets the results of an optimization problem in the context of the
problem.
(Exercise 5.5, question 2)

Application
e Uses the algorithm for solving optimization problems in new
contexts and interprets the results.
e Determines the function to be optimized.
(Exercise 5.5, questions 4—7)

5.6 Optimizing in Economics and Science

(text pages 209-216)

LEARNING EXPECTATIONS

Students will
e solve optimization problems involving polynomial and rational
functions
e solve a variety of problems, using the techniques of differential
calculus
e analyze functions, using differential calculus
e communicate findings clearly and concisely, using an effective
integration of essay and mathematical forms

SUGGESTIONS FOR PRESENTING THE LESSON

e Money is a motivation for many actions, and it can be used to

motivate further study of optimization problems. You can begin this
lesson by asking students to think of situations where they might be
motivated by an optimal financial solution (cheapest cost, best rate of
return).

e As you work through Example | on text pages 209-210 with the

students, you will likely want to stress the work involved in
determining the domain of the function.

204 Chapter 5: Applications of Derivatives

e In business and economic applications students will solve problems
according to the optimization algorithm, but they can also be
encouraged to discuss whether there are outside factors not given in
the question that may affect the solution. For example, as you
complete Example 2 on text pages 210-212, discuss outside factors
that might affect the solution. For example, if more people are on the
train, this may lead to more wear and tear, necessitating costly
repairs more often. This gives the students the opportunity to
demonstrate their creative thinking abilities.

e Example 3 on text pages 212—213 involves two new concepts:

optimizing when there are unknown constants present and optimizing
on an open interval.

5.6 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievements, and
suggesting strategies for improvement. Please also see the Achievement
Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.

Knowledge/Understanding
e Uses the algorithm for solving optimization problems in a
straightforward context.
(Exercise 5.6, questions 1, 3, 4)

Thinking/Inquiry/Problem Solving
e Extends the algorithm for solving optimization problems to a
generalized context and to interpret the results.
(Exercise 5.6, questions 6, 13, 14, 15, 16)

Communication
e Explains how factors external to a given problem may affect the
solution of the problem.
(Exercise 5.6, question 12)

5.6 Optimizing in Economics and Science 205

 Application
e Uses the algorithm for solving optimization problems in new
contexts and interprets the results.
e Determines the function to be optimized.
(Exercise 5.6, questions 2, 5, 7-11)

Career Link Wrap-Up (text page 218)

Optimization is a critical real-world problem facing a multitude of

businesses, including the construction industry. The goal in this problem
is to determine the optimal location and length of a gravel road to be
constructed from an existing highway to a mine site given a set of
competing constraints; e.g., the road is expensive to build (capital cost)
but it will reduce operational costs. This is accomplished via the
generation of an overall cost function using unit costs for both
construction and operation. As the goal is achieved via maximizing
profit or minimizing cost, this problem can be solved using differential
calculus (optimization). In this Authentic Performance Task, students
will apply the tools of algebraic modelling and calculus to determine the
maximum profit, if any. Then they make a decision about accepting the
offer.

THIS AUTHENTIC PERFORMANCE TASKS AFFORDS

STUDENTS AN OPPORTUNITY TO:

e develop and utilize an algebraic mathematical model in a real-world

context to make predictions and decisions using the tools of
differential calculus;

e demonstrate successful use of the Power and Chain Rules as the

algebraic model is optimized to find the maximum profit;

e sequence and select mathematical tools as part of the problem

solving process;

e¢ communicate their work clearly by justifying their reasoning and

demonstrating proper mathematical terminology and form.

206 Chapter 5: Applications of Derivatives

SUGGESTED ORGANIZATION

A suggested sequence for implementing this task in the classroom is as

follows:

1. Review “unit cost,” specifically addressing algebraic models for

rates. For example, $10 per hour can be written as “10x” dollars
where x is the number of hours. (5 min)

2. Review and discuss how students’ work will be evaluated. (e.g.

present the rubric on an overhead). (5 min)

3. Have the students brainstorm in groups discussing how this task

can be solved but not actually performing any calculations (i.e.,
create the algebraic model). Have them keep separate
brainstorming notes to be handed in immediately following the
brainstorming session. (10 min)

4. Students work on the task independently, completing all

calculations and a written summary of their results and methods.
(50 min)

ASSESSMENT AND EVALUATION

It is suggested that a task-specific rubric be developed by adapting the

Generic Career Link Rubric on page 43 of this Teacher’s Guide. To
evaluate Learning Skills, students can complete a self-assessment or
anecdotal notes can be made by the teacher. For ease of evaluation,
student submissions may be organized into the following format. Each
report includes two sections. The first section, “Communication of
Findings,” summarizes the results of the task and clearly explains the
methods used (i.e., justifying reasoning). The second part, “Supporting
Calculations,” shows all calculations, hand-drawn graphs, etc.

Chapter 5: Career Link Wrap-Up 207

 CHAPTER 5 SUMMARY

This chapter has introduced students to implicit differentiation, velocity

and acceleration, as well as related rates and optimization problems. This
summary includes three vehicles to help you assess the achievement
level of your students.

1. an additional set of review questions that can be used in a variety of

ways with your students

2. atest that gauges the students’ knowledge and performance

capabilities

3. an achievement rubric that is included for your convenience in

assessing students’ level of achievement

208 Chapter 5: Applications of Derivatives

ADDITIONAL REVIEW QUESTIONS
CHAPTER 5: APPLICATIONS OF DERIVATIVES

1. A snowball melts so that its surface area decreases at a rate of 0.5 cm?/min. Find the rate at
which the diameter decreases when the diameter is 8 cm.

2. Two cars start moving from the same point. One travels north at 80 km/h and the other
travels east at 90 km/h. At what rate is the distance between the cars increasing two hours
later?

3. A boat is being pulled toward a dock by means of a rope and a winch. The winch is | m
higher than the bow of the boat. If the length of the rope is decreasing at 0.5 m/s, how fast is
the boat approaching the dock when it is 10 m from the dock?

4. A farmer has 1200 m of fencing and wants to fence off a rectangular field that borders a
straight river. He needs no fence along the river. What are the dimensions of the field that
provide the largest area?

5. A box with an open top is to be made from a square piece of cardboard, of side length 120 cm,
by cutting a square from each corner and then folding up the sides. Find the dimensions of the
box with the largest volume.

Chapter 5: Applications of Derivatives 209

 ALTERNATIVE TEST
CHAPTER 5: APPLICATIONS OF DERIVATIVES

Application

=. Find ay i 2xy=2x +.
dx

2. By differentiating y? — x? =—1 implicitly, show that ° =a

Ky
3. Find the equation of the tangent line to 4x7 —3y* =—11 at P(I, —2).

4. The position function of an object moving horizontally along a straight line as a function of
time tis s=t? —3t+2, t>0 in metres at time ¢ in seconds.
a. Find the velocity and acceleration of the object.
b. Find the position of the object when the velocity is 0.
c. Find the speed of the object when the position is 0.
d. When does it move to the left?
e. Find the average velocity from t=2 sto t=5 s?

The following formulae may be helpful for the next questions.

Sphere Varn fee IL Cone Vaon rh
Cylinder V=arh, S=2arh+2nr Circle C=2ar, A=ar’

5. a. Determine how rapidly the fluid level inside a vertical cylindrical tank drops if fluid is
pumped out at the rate of 3000 L/min when the radius is 10m. (Hint: one cubic metre
contains 1000 L.)
b. Interpret how the rate at which the fluid level drops depends on the tank’s radius.

210 Chapter 5: Applications of Derivatives

 A spherical balloon is to be deflated so that its radius decreases at a constant rate of 15
cm/min.
a. At what rate must air be removed when the diameter is 20 cm?
b. At what rate must air be removed when the volume is 9727 cm’?

A tank filled with water is in the shape of an inverted cone 20 cm high with a circular base
(on top) whose radius is 5 cm. Water is running out the bottom of the tank at the constant
rate of 2 cm’/min. How fast is the water level falling when the water is 8 cm deep?

A police cruiser, approaching a right-angled intersection from the north, is chasing a

speeding car that has turned the corner and is now moving straight east. When the cruiser is
0.6 km north of the intersection and the car is 0.8 km to the east, the police determine with
radar that the distance between them and the car is increasing at 20 km/h. If the cruiser is
moving at 60 km/h at the instant of measurement, what is the speed of the car?

Floodlights 9 m from a building illuminate a person 1.5m tall walking towards the building.
If the person’s shadow on the side of the building is 3 m tall and shrinking at 0.8 m/s, how
fast is the person walking?

3
; P< x. ;
10. Find the maximum and minimum values of f(x) = over the interval -l<x <2.
x+

ie An express railroad train between two cities carries 10 000 passengers per year at a one-way
fare of $50. If the fare goes up, ridership will decrease, since more people will drive. It is
estimated that each $10 increase in fare will result in 1000 fewer passengers per year. What
fare will maximize revenue?

12 An underground telephone cable is to be laid between two boat docks on opposite sides of a
straight river. One boathouse is 600 metres downstream from the other. The river is 200
metres wide. If the cost of laying the cable is $50 per metre under water and $30 per metre
on land, how should the cable be laid to minimize the cost?

Chapter 5: Applications of Derivatives 211

 ALTERNATIVE TEST SOLUTIONS
CHAPTER 5: APPLICATIONS OF DERIVATIVES

12 2xy=2x+y
Differentiating with respect to x, we get
d
Pee 2x2 =2+ oy
dx dx

2 aye 2-2y
dx
dy.
2a 2y
dt Mera

2) yu =—|
Differentiating with respect to x, we get

as required.

35 PAR
Differentiating with respect to x, we get
8x— 6y2 =0
dx
At P(,°=2)

The equation of the normal at P(1,—2) is

Mars
Pee ee
3y+6=—-2x+2
2x+3y+4=0.

212 Chapter 5: Applications of Derivatives

 s=t?-3t+2
v= 2t—3 m/s is the velocity at time t
a = 2 m/s’ is the acceleration at time f.

. The object has a velocity of 0 when v=0.

Solving 0=2t—3, we get t=1.5 s.
Its position at t=1.5 s is s(1.5)= 2.25 — 3(1.5)+ 2 =—0.25 metres or 0.25 metres left of
the origin.

The object has a position of 0 when s=0. Thus, (t—1)(t-—2)=0 and this gives t=1 or
t=2.
v(1) = 2(1)-3=-1 v(2) = 2(2)-3=1.
Therefore, when the position is 0, the object has a velocity of 1m/s left when t=1 s, and
1 m/s right when t =2 s.

. In part b. we found the object is rest at t=1.5 s.

Thus, from 0<t<1.5 s, it is moving to the left because v= 2(t-—1.5)<0O.

Average velocity from t=2 s to t=5 s is

s(S= SQ) CIE15 +2) (44682)
5 —2 3
ae
Pe
= 4 m/s to the right.

Let V denote the volume, r the radius, and h the height of fluid in the cylinder at time f.
The volume of fluid in the cylinder at any time tis V=mr*h. Since r=10 cmis
constant, we get V = 1007h.
Differentiating with respect to time
ay = foc
dt dt 4
Ik
At a specific time when r=10 and ay = —3000—— =- 5plee:
dt min min
—3= tee
dt
pee dit
100z dt

Ameri

Chapter 5: Applications of Derivatives 213

 b. Answers may vary.

6. a. Let V denote the volume, r the radius of the sphere at time t. The volume of air in the
; : 4
sphere at any time tis V = yur ;
dV d.
Differentiating with respect to time mir = 4nr’ A

d
At a specific time when D=20 cm, so r=10cm and 7 = —15cm/min

ae 4n(10)°(-15)
dt
3)

Oe
dt
Say min

Therefore, at the moment when the diameter is 20 m, the air in the sphere is being
3

removed at 60007 ——.

min

4
b. The volume of air in the sphere at any time tis V = au.
dV Aya
Differentiating with respect to ttme, — = 4mr° le
dt dt
4 4
At a specific time when V = 972% cm’, so using V= ae 972 = putas r=9 cm and

dV
— = 4n(9)°(-15)
dt
3

ee
dt
ye ae
min

Therefore, at the moment when the V = 972r cm’, the air in the sphere is being removed
3

at 486072 min
——.

7. Let V denote the volume, r the radius, and h the height of water in the cone at time t. The
; ag 1
volume of water in the cone at any time is V = gir.
: dh : : ;
Since we want to find - when h = 8, we solve for r in terms of h from the ratio determined

from the similar triangles _= aiorr= a

h 20 4
ee eee 19 (len),
Substituting into V = 3" r-h, we get au le h

Vetnh
48

214 Chapter 5: Applications of Derivatives

Differentiating with respect to time,
dV 1 2 dh
=—T —
dt 16 dt
dV
At a specific time when h=8 and ne —2,
t
|
LOS — FEAR me dh
ee as

Therefore, at the moment when the depth of the water is 8 metres, the level is falling at
1
—cm/min.
21

Let x represent the distance the speeding car has travelled east from the intersection, let y
represent the distance the police cruiser is from the intersection, and let r be the shortest
distance between the two cars at time f.
d k d km
Therefore, — = 20—— since it is increasing and a
HE hoon
60— since the cruiser is
ed h
approaching the intersection.
Using x’ + y° =r’ and differentiating both sides of the equation with respect to time,

dt dt dt

Py nee
dt dt dt
ye SE sh 3
—+y—=r— l
ee 1ae el ead (1)
At a specific time when x= 0.8, y =0.6 and we find r=1.0, substituting into (1), we get

0.8 “ + 0.6(— 60) = 1.0(20)

d
0.8 36 =20
dt
dx km
dni
(2
Therefore, the speeding car was travelling at 70 km/h when the cruiser was travelling at
60 km/h.

Chapter 5: Applications of Derivatives 215

 9. Let y be the length of the shadow, and x be the
distance the person is from the building, in
metres, as shown. Let ¢ denote the time, in
y
seconds.
d
We are given that “* = —0.8 m/s and we wish to
dt x -X
d.
determine = when y= 3m. <+—___ 9m —___»

To find a relationship between x and y, use similar triangles.

oss
9S ty
9y—xy=13°5
Sy = xy +13.50 (1)
: eae ' dy dx, dy
ifferentiating
Diff tiating bo sides
both i respect
with ) to t,au 77 Zar
9—=—y+x—.

9 d
When y= 3m we find x= ryand using (1) we get — =—0.8m/s

Thus at a specific time,

d 9
9(-0.8)=— (3) += (-0.8)
— 2= al Ny;
dt
—3.6= sui!
dt
SSeedt
Therefore, the person is walking at 1.2 m/s towards the building.

3)
xX
10. f(~)=
x+2
2 ve
The derivative is f’(x)= 3x @t2)—x«
(x+2)°
= 2x° + 6x?
» w(x ey
Setting f’(x)=0, we obtain
2x? +6x* =0
2x°(x+3)=0
c= 0 Of v=o

216 Chapter 5: Applications of Derivatives

 Only x=0 is in the given interval -1<x<2.
—|
{CDSE eee! min

f(0)=0
8
FQ =e max

The maximum is 2 when x= 2 and the minimum is —1 when x=-—1.

l — . Let x represent the number of fare increases and R the revenue.

R(x) = (10000— 1000x)(50 + 10x), where-—5 < x < 10.
= 500000 + 50000x — 10000x?
R’(x) = 50000 — 20000x
Setting R’(x)=0, we get x=2.5.
R(—5)=0
R(2.5) = $562 500 and gives a fare of $(50+(10)(2.5))=$75
Rd0)=0
Therefore, a fare of $75 will maximize revenue.
If x must be an integer, in order that the fare is only charged in integer multiples of $10, then
R(2) = $560000 and R(3)=$560000. This means a fare of $70 or a fare of $80 will
maximize the revenue.

12:

200 metres

Let x represent the distance underground that the cable is buried from the first boathouse, B,,
and PB, be the length of cable under water to second boathouse, B,.
Using the Pythagorean Theorem,
PB, = 360000 — 1200x
+ x? + 40000 = 4/x? —1200x
+ 400000.
Let C represent the total cost of the cable, in dollars.
Then, C(x)= 30x +50./x* —1200x + 400000 , where 0< x < 600.
a
C’(x) = 30 + 25(x? -1200x + 400000) ?(2x- 1200)
— 30000
Crys 304 meee st
(x ~1200x + 400000)?

Chapter 5: Applications of Derivatives 217

 Setting C’(x)=0
—3 = 5x — 3000

(x? - 1200x + 400000)?

9(x° — 1200x + 400 000) = 25x* — 30000x + 9000000
0=16x? —19200x +5400000
0 =x? —1200x + 337500
0 = (x— 750)(x — 450)
so x = 750 (not in the domain) or x = 450
Now,
C(0) = 30(0) + 50,/400000 = $31622.78

C(450) = 30(450) + 504/450° — 1200(450)+ 400000 = $26000 Minimum

C(600) = 30(600) + 50./ 600 — 1200(600) + 400 000 = $28 000

Therefore, the telephone cable should be buried on the shore for a distance of 450 metres
from the first boathouse and then taken underwater directly to the second boathouse (a
distance of 250 metres).

218 Chapter 5: Applications of Derivatives

CHAPTER 5 ACHIEVEMENT RUBRIC
50-59% 60-69% 70-79% 80-100%
(Level 1) (Level 2) (Level 3) (Level 4)
Knowledge/
Understanding
e Understanding Sometimes can correctly Usually can correctly find Always finds correctly e Always finds correctly the
concepts find the rate of change at a the rate of change at a the rate of change at a rate of change at a point
point as it applies to motion point as it applies to point as it applies to as it applies to motion on
on a straight line. motion on a straight line. motion on a straight line. a straight line and done in
the most efficient way
possible.
e Performing Has some difficulty Can usually use the Can always use the Can use the algorithm for
algorithms applying the algorithm for algorithm for setting up a algorithm for setting up setting up a related rate
setting up a related rate related rate problem a related rate problem problem correctly,
problem correctly. correctly. correctly. confidently and in the
The same for maximum The same for maximum The same for maximum most efficient way.
and minimum problems on and minimum problems and minimum problems The same for maximum
an Interval. on an Interval. on an Interval. and minimum problems
on an Interval.

Thinking/Inquiry/
Problem Solving
e Reasoning Has difficulty Can usually understand Can often understand the Can always understand
understanding the the difference between difference between the difference between
difference between position, velocity and position, velocity and position, velocity and
position, velocity and acceleration of an object. acceleration of an object. acceleration of an object.
acceleration of an object.

Applying the steps Has appreciable difficulty Has some difficulty e Can often find a suitable Can always find a suitable
of an inquiry finding a suitable solution finding a suitable solution solution for optimization solution for optimization
/problem solving for optimization problems for optimization problems problems that have more problems that have more
process that have more than three that have more than three than three given than three given
given conditions about the given conditions about the conditions about the conditions about the
problem being modelled. problem being modelled. problem being modelled. problem being modelled.

Communication
¢ Communicating Has appreciable difficulty Has some difficulty Can correctly describe Can explain in detail the
reasoning orally, in explaining the difference explaining the difference the difference between a difference between a
writing, and between a function and a between a function and a function and a relation function and a relation
graphically relation and how to relation and how to and how to differentiate and how to differentiate
differentiate each when differentiate each when each when expressed each when expressed
expressed either explicitly expressed either explicitly either explicitly or either explicitly or
or implicitly. or implicitly. implicitly. implicitly.

e Using mathematical Has some difficulty using Can usually use the Can always use the Can use the notation for
language, symbols, the notation for higher notation for higher notation for higher higher derivatives
visuals, and derivatives correctly. derivatives correctly. derivatives correctly. correctly, confidently and
conventions in the most efficient way.

Application

e Applying concepts Has difficulty applying the Can sometimes apply the Can apply the technique Can easily apply the
and procedures technique for solving technique for solving for solving optimization technique for solving
relating to familiar optimization problems from optimization problems problems and interpret optimization problems
and unfamiliar various models. and interpret the meaning the meaning from and interpret the meaning
settings from various models. various models. from various models.

Chapter 5: Applications of Derivatives 219

 The Exponential Function
Chapter 6 (text pages 225-
256)

Chapter Planning Ahead Chart

Specific Expectation Lesson

Understanding the Nature of Exponential Growth and Decay

Identify, through investigations, using graphing calculators

or graphing software, the key properties of exponential
functions of the form a‘ (a > 0, a # 1) and their graphs (e.g.,
the domain is the set of the real numbers; the range is the
set of the positive real numbers; the function either
increases or decreases throughout its domain; the graph has
the x-axis as an asymptote and has y-intercept = 1)

Describe the graphical implications of changes in the 6.3

parameters a, b, and c in the equation y = ca’ +b

Compare the rates of change of the graphs of exponential

and non-exponential functions (e.g., those with equations
Viel yea ie © andi

Describe the significance of exponential growth or decay

within the context of applications represented by various
mathematical models (e.g., tables of values, graphs)
Pose and solve problems related to models of exponential
functions drawn from a variety of applications, and
communicate the solutions with clarity and justification

Predict future behaviour within an application by

extrapolating from a mathematical model of a function

220 Chapter 6: Exponential Function

Technology in Chapter 6

Many learning opportunities in this text could involve the use of

technology. This chart shows places in the text where the use of
calculator or computer technology is specified. Apart from the examples
below, the authors have left the use of technology in any particular case
to the teacher’s and students’ discretion. In fact, it can be a valuable
learning opportunity for students to decide when technology would help
them to solve a problem, and when it would not.

Section of Text Type of Technology Description

6.3 Investigation | Graphing calculator | Investigate the effects of
transformations on functions

6.5 Investigation | Graphing calculator | Draw and analyze scatterplots

and Exercise

Graphing calculator Draw and analyze scatterplots

Chapter 6: Exponential Function 221

 INTRODUCTION

This chapter begins by reviewing and then enhancing students’ skills

Technology
with rational exponents and the exponent laws. It then investigates the
Zap-a-Graph and
properties of the exponential function and explores exponential growth
ClarisWorks
and decay. As a conclusion to Chapter 6, students model data using the
Spreadsheet are
exponential function and a graphing calculator.
software packages
licensed by the
BACKGROUND KNOWLEDGE
Ministry and
available at no cost
Some experience with the following concepts and skills will help
to school boards.
students as they work through this chapter.
These programs can
be used to graph the
e an understanding of exponents
functions in this
e the facility to apply the exponent laws
unit.
e the ability to thoroughly comprehend transformations:

Career Link Chapter 6

Discovering Exponential Growth Patterns
(text page 228)

Suggested Time: 40 min

In this guided discovery activity insect growth is used to illustrate the

concept of exponential growth. The learning will be accomplished
through utilizing the learner’s prior knowledge of geometric sequences.
The learning progresses from actually preparing tables of data that are
growing exponentially to using differences and ratios to establish that the
growth pattern is, in fact, geometric. This activity will also afford an
opportunity to identify other places where exponential or geometric
growth can be observed.

THIS ACTIVITY PROVIDES OPPORTUNITIES TO:

1. identify exponential growth patterns using common ratios;

2. detect other patterns in the natural or synthetic world that are
geometric.

222 Chapter 6: Exponential Function

BACKGROUND KNOWLEDGE

e using differences and/or ratios to identify linear, quadratic, higher-

degree polynomials, and geometric relationships

SUGGESTED ORGANIZATION

1. Lead a quick review of geometric growth through a specific example

(i.e., paper folding), making sure to look at the idea of common
ratios. (10 min)

2. Assign students to read the Career Link and complete questions |

and 2 independently. It may be useful to complete the calculation for
Day 1 with the whole class. In addition to the table, students may
also want to draw a scatter graph to help them identify the
relationship. (15 min)

3. Take up questions | and 2 with the whole class, comparing the

growth in the table to the different types of relationships listed in
question |. The common ratio of 1:35 can be related to the 35%
growth rate. (5 min)

4. Place students in pairs to complete questions 3 and 4. (5 min)

5. Hold a class discussion as the answers to questions 3 and 4 are taken

up with the focus being on question 4. The examples of exponential
growth provided by students can be used as a source of example
questions later in the chapter. Incorporating student ideas will raise
the level of relevance in the classroom. (5 min)

Chapter 6: Career Link 223

 6.1 Laws of Exponents (text pages 229-231)

LEARNING EXPECTATIONS

Students will
e identify key properties of exponential functions

SUGGESTIONS FOR PRESENTING THE LESSON

e Because of the importance of the exponent laws to calculus, a brief

review of these laws will be a benefit to students.
Assessment
A quiz, with e Before you begin this lesson, you may wish to assign questions 14
questions like parts in the Review of Prerequisite Skills on text page 226. This provides an
of Exercise 6.1, opportunity for students to review rational exponents.
questions 1—5, can

be useful in e If you wish to work through a few more review examples with your
assessing students’ students, here are some additional questions.
knowledge of the
exponent laws. 1. Evaluate.

»(5)
3)

6!

b) AW ces ar

2
83

er I
49? — 1253
2. Simplify.
1

yee
PX p°
De

224 Chapter 6: Exponential Function

e As an extension, you may wish to have students show that the
following is true.

Gael sa Gabe

6.1 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievement, and
suggesting strategies for improvement. Please also see the Achievement
Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.

Knowledge/Understanding
e Evaluates or simplifies simple expressions with rational exponents
using the exponent laws.
(Exercise 6.1, questions 1-4)

Thinking/Inquiry/Problem Solving
e Evaluates or simplifies complex expressions with rational exponents
using the exponent laws.
(Exercise 6.1, question 6)

Communication
e Explains how to use the exponent laws, using the correct
mathematical terminology.
e Uses the words “exponent,” “base,” and “rational” correctly and in
context.
(Exercise 6.1, question 7)

Application
e Evaluates or simplifies complicated expressions with rational
exponents using the exponent laws.
(Exercise 6.1, question 5)

6.1 Laws of Exponents 225

 6.2 Investigating f(x) = b* (text pages 232-235)

LEARNING EXPECTATIONS

Students will
e identify key properties of exponential functions
e determine intercepts and positions of the asymptotes to a graph

SUGGESTIONS FOR PRESENTING THE LESSON

Technology
A graphing e The Investigation on text pages 232—233 gives the students a hands-
calculator or on feel for the exponential function and the resulting changes in the
graphing software is graph when the base of the function is changed.
used for the
Investigation on text e You may wish to have the students work in pairs or small groups to
pages 232-233. complete questions 1-9.

e Reproducible pages for this Investigation are provided on pages

246-247. The students can use them to record their sketches and to
record the domain, range, y-intercept, and equation of the asymptotes
for each function.
Assessment
As the students e After the students have completed the Investigation, you may want to
work on this have one group of students present their findings so that other groups
Investigation, it is an in the class can verify their results.
ideal time to assess
their ability to use a e The important concepts that students will need for the next lesson are
graphing calculator. as follows:

1. For y=b*, b>0, the exponential function increases if b > 1 and

decreases if0<b< 1.
2. The y-intercept is always one.
3. The horizontal asymptote is y=0.

e Chapter 7 deals with logarithms, the inverse of the exponential

function. Therefore, it is important for the students to know that the
base of an exponential function is always positive.

226 Chapter 6: Exponential Function

e As an extension exercise, you may wish to have students graph
y =(—2)* and then comment on their graphs.

6.2 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievement, and
suggesting strategies for improvement. Please also see the Achievement
Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.

Knowledge/Understanding
e Sketches the graph of an exponential function, given its equation.
(Exercise 6.2, question 1)

Thinking/Inquiry/Problem Solving
e States the properties of the exponential function y=b*, where
O0<b<l.
(Exercise 6.2, questions 5-7)

Communication
e Describes how to determine the equation of an exponential function
of the form y=b*, b>0 given its graph.
e Uses the words “exponent,” “base,” “exponential function,”
99 66

“domain,
99 66
range,” and “asymptote” correctly and in context.
(Exercise 6.2, question 4)

Application
e States the properties of the graph of the exponential function y=)’,
where b > 1.
(Exercise 6.2, question 2)

6.3 Investigating f(x) = ab“ + c (text pages 236-237)

LEARNING EXPECTATIONS

Students will
e determine intercepts and positions of the asymptotes to a graph

6.3 Investigating
f(x) = ab‘+c 227
 e describe graphical implications of changes in parameters

SUGGESTIONS FOR PRESENTING THE LESSON

Assessment
This is an ideal time e Students can work together in pairs or small groups on this
to assess students’ Investigation and then take turns presenting their findings to the
ability to class.
communicate the
concepts being e In this section, students investigate the changes to the graph of
developed using y =b*, b>0 brought about by transformations.
sketches and the
correct mathematical e As aresult of this Investigation, students are introduced to horizontal
terminology. asymptotes that are not the x-axis.

e By the end of the Investigation, students will be able to mentally :

visualize a function of the form y = ab* +c, b>0. The ability to
visualize is essential so that mental judgements can be made about
expected results from their graphing calculators.

e This Investigation will be completed more efficiently using the

reproducible page on page 248.

6.3 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievement, and
suggesting strategies for improvement. Please also see the Achievement
Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.

Knowledge/Understanding
e Determines the equation of the horizontal asymptote, where a
function is increasing or decreasing and the location of the y-
intercept is known given an equation of the form y=ab*+c,b>0.
(Exercise 6.3, questions 1, 2)

228 Chapter 6: Exponential Function

Thinking/Inquiry/Problem Solving
e Uses transformations to form quick mental pictures of the graphs of
functions of the form y=ab*+c,b>0.
(Exercise 6.3, question 4)

Communication
e Describes how to draw a quick mental picture of the graph of a
function of the form y=ab* +c, b> 0, using sketches and the
appropriate terms such as vertical stretch and translation.
(Exercise 6.3, question 4)

Application
e Sketches a curve of the form y=ab*+c,b>0.
(Exercise 6.3, question 2.b., 3.b.)

6.4 Exponential Growth and Decay

(text pages 238-243)

LEARNING EXPECTATIONS

Students will
e describe the significance of exponential growth or decay
e pose and solve problems related to models of exponential functions

SUGGESTIONS FOR PRESENTING THE LESSON

Communication

e You may wish to begin this lesson by having students recall how to Encourage the
solve compound interest problems using an example. parrechuse.al
Example mathematical terms
et : ne I such as exponential
A principal, P, is earning interest at the rate me compounded
growth and decay.
annually for n years. What is the amount, A, in n years?

Solution
The amount, A, inn years is A = P(1+i)".

e Then, you can compare the previous result with a population

problem.

6.4 Exponential Growth and Decay 229

 Problem
The population, P, of a town is currently P, and is growing at the rate
of i each year for n years. What will the population be in n years?

Solution
The population, P, in n years will be P = P,(1+i)".

If students appear to be having difficulty with the concepts once you

have completed Examples | to 5 on text pages 238-240, you may
want to complete a few more examples, such as the following.

Example 1
The population of a small village is 240. The village is expected to
grow at the rate of 6% per year. Estimate the predicted population of
the village in 15 years.

Solution
Since the population increases by 6% per year, the base of the
exponential function is 1.06.

Communication P = 240(1.06)"°
Discuss inflation. = 575.17
Then break the class
into small groups. The population will be approximately 580 people in 15 years.
Have each group
determine the cost of Example 2
items such as pop, A house was purchased in 1970 for $32 000. It was sold in 2000 for
cars, and university $349 000. Find the annual percent appreciation in value of the house.
tuition in 10, 20, and
30 years, if inflation Solution
is assumed to be 1%, Number of years = 2000 — 1970 = 30 years.
3%, and 5% The base of the exponential function is b.
annually. The
groups can report
their findings to the
class.

230 Chapter 6: Exponential Function

 349000 = 32000b”
349 ie b*

32

»e22
b =1.08077

The house appreciated by approximately 8% annually.

Population is often stated in terms of a doubling period. You may

wish to work through the following example with the class.

Example 3
The number of bacteria in a culture is growing exponentially and Assessment
doubles every 4 h. Initially there were 5000 bacteria. How many Have students work
would there be 10 h later? in groups to create
two problems for
Solution other groups to
The base of the exponential function is 2. solve. One is for
: : : t ;
The time for doubling is 4 h, so the exponent must be of the form vt exponential growth;
, the other is for
where ¢ is the number of hours.
exponential decay.
Population in ¢ hours is represented by the function

fi= sooo 2

10
Population in 10 his f(10) = so0o{2*

= 28 284

There would be approximately 28 000 bacteria 10 h later.

Population growth and inflation can be described by an exponential

growth function. Radioactive decay and depreciation can be
described by an exponential decay function. You may want to work
through the following three examples with the class.

6.4 Exponential Growth and Decay 231

 Example 4
A computer depreciates by 40% per year. If you bought a computer
for $1800, find the value of the computer in five years.

Solution
Technology
Base of the exponential function is 1— 0.40 = 0.60.
Students can use the
Internet to research
Value of computer in t years is V(t) = 1800(0.60)’.
the long-term
dangers of nuclear V(5) = 1800(0.60)°
accidents and the = 139.97
problems of storing
The value of the computer in five years is approximately $140.
nuclear waste and
present their Example 5

findings to the class. Thorium-227 has a half-life of 18.4 days. If you start with 26 mg,
how much Thorium-227 remains after 60 days?

Solution
1
The base of the exponential function is me

After ¢ days the amount of Thorium-227 remaining is given by

Technology h
Alt) = As |)
9)
cohtsa 4 0 corinne came mp iHiis ete
Students can use the
Internet to research
the medical uses of
A(60) = a2)
radioactive material =2.712
and present their Approximately 2.7 mg of Thorium-227 remain after 60 days.
findings to the class.
Example 6
How long does it take for a sample of 150 g of radon to decay to
20 g? (The half-life of radon is 25 days.)

232 Chapter 6: Exponential Function

Solution
After ¢ days, the amount remaining is given by

A(t) = iL

Intersection
H=72.672265 ¥=.13333332

Technical Help Technology

To find the coordinates of the intersection of two curves, press The equation
second function on |TRACE}, which is |CALC}. Then under| CALC
select 5:intersect. You are prompted to identify the first curve.
iso LP
PHANG:
Cursor is on the curve. Press |ENTER}. Cursor moves to second can also be solved
curve. Press |ENTER|]. Enter guess for point of intersection and by graphing it with a
press ENTER]. The x- and y-coordinates of the point of intersection graphing calculator.
are displayed. Then the
function is used to
The equation can also be solved by guess and check. find the x-coordinate
when y = 20.

6.4 Exponential Growth and Decay 233

 0.1333=(4]
it
Z
De = n>
0.5° =0.125
0.5*° = 0.13397

It takes approximately 73 days for 150 g of radon to decay to 20 g.

e In Chapter 7, logarithms will be used to solve similar equations.

6.4 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievement, and
suggesting strategies for improvement. Please also see the Achievement
Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.

Knowledge/Understanding
e Uses an exponential function to find a future value given an initial
value, time lapses, and a rate of increase.
(Exercise 6.4, questions 1, 2, 3.a.,b., 4, 6, 9.a.,b., 10.a.,b.)

Thinking/Inquiry/Problem Solving
e Finds the initial value given a future value, time lapsed, and the rate
of increase using an exponential function.
e Uses an exponential function to solve problems.
(Exercise 6.4, questions 5, 13, 15, 16, 17)

Communication
e Applies the words “exponential function,” “exponent,” “base,”
99 66

“growth” and “decay” correctly and in the proper context.

(Exercise 6.4, questions 13.b., 17)

234 Chapter 6: Exponential Function

Application
e Uses an exponential function to determine the time lapsed given an
initial value, final value, and rate of increase.
e Solves problems employing an exponential function.
(Exercise 6.4, questions 3.c., 7, 8, 9.c., 10.c., 11, 12, 14)

6.5 Modelling Data Using the Exponential Function

(text pages 244-249)

LEARNING EXPECTATIONS

Students will
e describe the significance of exponential growth or decay
e pose and solve problems related to models of exponential functions
e predict future behaviour by extrapolating from a mathematical model

Communication
SUGGESTIONS FOR PRESENTING THE LESSON
Ask the students to
describe in their
e Students can work in groups on this Investigation. The calculator
screens for it follow. ee
suitable sketches,
how they determine
whether a set of data
should be modelled
by a linear, quadra-
tic, exponential or
STAT PLOT

ea Press etl ied Soe

other type of
Press STAT Select to go to the screen where you function. Then have
1:Edit. Enter the values. will define scatter plot. them explain how,
without the use of
the regression
calculation on a
Ymin= "56 graphing calculator,
Ymnax=008
Yscl=56 they can determine
Xres=ii information about
Turn on plot 1. Scatter plot Press . Look at the the actual modelling
will use lists L1 and L2. table of values given in the function.
text to determine the suitable
window.

6.5 Modelling Data Using the Exponential Function 235

 Press to get Press (stat },Move the
scatter plot of LI and cursor to CALC and select
|Eh 0:ExpReg. You return to the
home screen. Press

Aris) Flot2 Flot3

var »896¢.936

If you want to see how the graph Press . The curve of

of the curve of best fit compares best fit and the scatter plot
Technology with the scatter plot, press will be drawn on the screen.
The screen showing and enter the exponential
the exponential URLS:
regression model
may also show the
diagnostic values r e When you are looking for the curve of best fit with the exponential
(correlation regression calculation, you might encounter this screen.
coefficient) and r’
(coefficient of Sci Eng
loa 6178456789
determination).
These coefficients
give a measure of
how well the eee) Horiz G-T
mathematical model The base of the exponential Press [mone }.Use CY Jto
fits the data. The function is 1 because the move the cursor to Float. Use
. numbers are rounded to the to move the cursor to the number
coefficients are nearest digit. To correct the of decimal places you want
displayed if the problem, change the number of displayed.
calculator is in the decimals displayed on the
screen.
diagnostics display
mode.

e As an alternative solution to part d. of the Investigation, students can

solve the equation 431.856(0.536) =0.5 with a graphing calculator.

236 Chapter 6: Exponential Function

 Plott Flotz Flot3
laa »996¢,.536

Technology
To set DiagnosticOn
or DiagnosticOff
Intersection
from the home
#=10.842
screen, press
Technical Help (zero), which is
To find the coordinates of the intersection of two curves, press second CATALOG. Then
function on| TRACE] which is }CALC]. Then under |CALC} select select the instruction
5:intersect. You are prompted to identify the first curve. Cursor is on the for the mode you
curve. Press [ENTER]. Cursor moves to second curve. Press want. The
Enter guess for point of intersection and press [ENTER]. The x— and y— instruction is pasted
coordinates of the point of intersection are displayed. to the home screen.
Press to
e In Exercise 6.5, question 5 on text page 248, students are asked to set the mode.
obtain data from a Statistics Canada Web site. Results will depend on
the province chosen. The following is the information chart from the
Statistics Canada Web site.

Assessment
Information in this
chart can be used to
; 574.8 | 568.0 | construct a test or
[Prince Edward Island | 133.7 | 134.8 [| 136.2 quiz questions
[Nova Scotia | 926.3 [ 927.7 | 931.2 |
a
‘New Brunswick | 7509{ 7518 753.0
eeemeenenis ESSE.
sae
similar to those in
[Quebec | 7,207.3 | 7241.4{[ 7,274.0, the text.
/ ee
t0g275{ac
109649{ 11,1009, =11,2636/ 11,413. Os
ge
ae
ois

(2,704.9
“27 |
3,681.8 3,784.0 3982.0) 39616

6.5 Modelling Data Using the Exponential Function 237

 Web sites change, appear, and disappear with great regularity. However
students should be able to search the Web for sites giving information on
population.

6.5 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievement, and
suggesting strategies for improvement. Please also see the Achievement
Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.

Knowledge/Understanding
e Draws a scatter plot using a graphing calculator when given a set
of data.
e Determines the equation of the curve of best fit using the exponential
regression calculation in a graphing calculator.
(Exercise 6.5, questions 1.a.,b., 2.a., 3.a., 4.a., 5.a.)

Thinking/Inquiry/Problem Solving
e Predicts when a future value would occur using the equation of the
curve of best fit.
e Determines a mathematical model to fit a set of data using an
exponential function of the form f(x) = Ab”*#
(Exercise 6.5; questions Ga 2.cs95.Cm4.C...:c,)

Communication
e Describes, using correct mathematical terms and diagrams, the
algebraic form of a mathematical model to fit the data given a
set of data.
(Exercise 6.5, question 6)

Application
e Estimates a future value using the equation of the curve of best fit.
(Exercise 6.5, questions l.c., 2.b., 3.b., 4.b., 5.b.)

238 Chapter 6: Exponential Function

 Career Link Wrap-Up (text page 251)

Creating algebraic models using either geometric constraints or stated

conditions without actual data is an important mathematical skill that is
useful in a variety of areas such as science, engineering, business, and
social science. In this Authentic Performance Task, students will build an
algebraic model to predict populations of insects in a predator-prey
relationship using stated conditions without laboratory-based data. The
goals are to build accurate models for predators and prey, determine
when the populations of predators and prey are equal, then transform the
equation for prey when the initial conditions change. Students apply the
tools of algebraic modelling and exponential functions to predict the
success or failure of the experiment.

THIS AUTHENTIC PERFORMANCE TASK AFFORDS

STUDENTS AN OPPORTUNITY TO:

e develop and utilize algebraic mathematical models in a real-world

context to make predictions and decisions using the tools of
exponential functions;

e demonstrate successful manipulation of exponential functions (i.e.,

solving exponential equations) as a predator-prey relationship is
investigated;

e sequence and select mathematical tools as part of the problem-

solving process;

¢ communicate work clearly by justifying reasoning and demonstrating

proper mathematical terminology and form.

SUGGESTED ORGANIZATION

A suggested sequence for implementing this task in the classroom is as

follows:

1. Review the concept of predator versus prey and the appearance

of predator-prey graphs. (5 min)

Chapter 6: Career Link Wrap-Up 239

 2. Review and discuss how students’ work will be evaluated (i.e.,
present the rubric on an overhead). (5 min)

3. Have students brainstorm in small groups. They do not actually

perform any calculations (i.e., create the algebraic model).
During this phase, students could be required to keep separate
brainstorming notes that are handed in immediately following
the brainstorming session. (10 min)

4. Students work on the task independently, completing all

calculations and a written summary of their results and methods.
(50 min)

ASSESSMENT AND EVALUATION

It is suggested that a task-specific rubric be developed by adapting the

Generic Career Link Rubric provided on page 43 of this Teacher’s
Guide. To evaluate Learning Skills, students can complete a self-
assessment or anecdotal notes can be made by the teacher. For ease of
evaluation, student submissions may be organized into the following
format. Each report includes two sections. The first section,
“Communication of Findings,” summarizes the results of the task and
clearly explains the methods used (i.e., justifying reasoning). The second
section, “Supporting Calculations,” shows all calculations, hand-drawn
graphs, etc.

240 Chapter 6: Exponential Function

CHAPTER 6 SUMMARY

This chapter has introduced students to a review of the exponential laws

and was followed by investigations around the key properties of
exponential functions. By the end of Chapter 6, students had studied
exponential growth and decay and learned to model data using the
exponential function. This summary includes three vehicles to help you
assess the achievement level of your students.

1. an additional set of review questions that can be used in a variety of

ways with your students

2. atest that gauges the students’ knowledge and performance

capabilities

3. an achievement rubric that is included for your convenience in

assessing students’ level of achievement

Chapter 6:Summary 241

 ALTERNATIVE TEST
CHAPTER 6: THE EXPONENTIAL FUNCTION

1. Evaluate each of the following.

re ero Sah ie Yc c. (-8)3

2. Simplify each of the following.

ans

A ge he bo ave cae

225
3. Write “a as a polynomial.
x* 4-5

4. The following are graphs of exponential functions whose equations are of the form
y=b*, b>0. Using what you have learned about exponential functions, write the equation
of each function. Each line on the graph represents one unit.
a. b.

5. For the function fx)=-{ 2)state

a. the sign of f(x),
b. the growth behaviour of f,
ond (0)B

242 Chapter 6: Exponential Function

6. For the curve f(x)=5(3')—7 determine
a. the horizontal asymptote,
b. the y-intercept,
c. whether the curve is increasing or decreasing,
d. the domain and range.

7. An antique vase, purchased in 1980 for $1400, was sold in 2002 for $13 900. Find the annual
rate of increase in the value of the vase.

8. The population of a mining town decreases by 6% a year. If the population was 13 000 in
1995, predict the population in 2015.

9. A bacteria population doubles in 20 h. When was the population 3 of its present population?

10. The table below shows the population of Alberta.

Year Time Interval | Population (in millions)

a. With your graphing calculator, draw a scatter plot of the data. Using the exponential
regression calculation on your calculator, determine the equation of the curve of best fit
accurate to four decimal places.
b. Using your mathematical model, estimate the population of Alberta in 2050.
c. If the trend continues, predict when the population will be 4 million.

Chapter 6: Exponential Function 243

 ALTERNATIVE TEST SOLUTIONS
CHAPTER 6: THE EXPONENTIAL FUNCTION

ar) he ay ( 1
45 4

5 9
2.a 2a*b? b. Sp-p’ c, 24a’
b

it us
be x+4+5q x*+-5
x? —25
che al ? 1
x+4+5 x+4+5
|

= 5 te O20

Aviary
.a y=eaeae b ad -(3)
)

5. a. negative
b. increasing
c. —4

y=-7
—2
. increasing
FB
ao
. Domain = R Range = {yly 2-7,yeE R}

7. 13900 = 1400(1+ i)”

Beet
1400
geah"
9.92857 =(1+i)”
1+i=(9.92857)~
1+i=1.10997
i+0.11

The annual rate of increase is approximately 11%.

244 Chapter 6: Exponential Function

8. P=13000(0.94)”
+ 3771

The population will be approximately 3800 in 2015.

1
The population was 3 of its present population 60 h ago.

10.a. y=2.6912(1.0187)*

b. y=2.6912(1.0187)”
= 7.5952
Population will be approximately 7.6 million.

c. 4 = 2.6912(1.0187)°

601d”
5 (1.0187)
4
Using a graphing calculator and finding the intersection of y= and y=(1.0187)’,
2.6912
7 = 21308
The population will be 4 million in approximately 21 years or in 2015.

Chapter 6: Exponential Function 245

 6.2 INVESTIGATING f(x) = b”
1. y=2° 3. Graphsof y=2*, y=5* and y=10"*
y-intercept:

Equations of horizontal asymptote:

Domain:

Range:

a. What are the common characteristics

of these curves?

b. Where will the graph of y=7* lie?

Ley —e

y-intercept:

Equations of horizontal asymptote:

Domain:

Domain:

Range:

REPRODUCIBLE PAGE
246 Chapter 6: Exponential Function Copyright © Harcourt Canada Ltd.
 INVESTIGATING 6.2 (continued)

a, What transformation on y= 3* will give

Lal pane:
y= (5) as its image?
a. What are the common characteristics
of these curves?
b. How are the curves alike?

b. Where will the oe: of y= (=) lie? c. How are they different?

9. Graphs of y=3* and y=-3*

a) What transformation on y= 3* will give

y =-3* as its image?

b) How are the curves alike?

c) How are they different?

REPRODUCIBLE PAGE
Copyright © Harcourt Canada Ltd. Chapter 6: Exponential Function 247
 6.3 INVESTIGATING f(x) = ab” +c
1. a. Graphs of
(x)=2°
g(x)=27+4
h(x) =2* -3
b. Describe the transformation of
i)f(x)
tog(x)
ii) f(x) to A(x)
What is the effect of adding to or subtracting a number from the exponential function?

c. i) How is the horizontal asymptote of g(x) related to the horizontal asymptote of f(x)?

ii) How is the horizontal asymptote of h(x) related to the horizontal asymptote of f(x)?

2. a. Graphs of
f(x) =2*+4

g(x)
= 3(2")+4
h(x) =0.5(2")+4

b. Describe the transformation of

i)f(x)
tog(x)

ii) f(x) to h(x)

What is the effect of multiplying the exponential function by a positive number

i) where the positive number is greater than one?

ii) where the positive number is less than one?

c. i) How is the horizontal asymptote of g(x) related to the horizontal asymptote of f(x)?

ii) How is the horizontal asymptote of h(x) related to the horizontal asymptote of f(x)?

. REPRODUCIBLE PAGE
248 Chapter 6: Exponential Function Copyright © Harcourt Canada Ltd.
 CHAPTER 6 ACHIEVEMENT RUBRIC

50-59% 60-69% 70-79% 80-100%

(Level 1) (Level 2) (Level 3) (Level 4)
Knowledge/
Understanding
e Understanding Sometimes represents Usually represents Almost always e Always represents
concepts exponential growth or exponential growth or represents exponential exponential growth or
decay by an appropriate decay by an appropriate growth or decay by an decay by an appropriate
exponential function. exponential function. appropriate exponential exponential function.
function.
e Performing algorithms Sometimes uses the Usually uses the Almost always uses the Always uses the
exponent laws correctly exponent laws correctly exponent laws correctly exponent laws correctly
to evaluate or simplify to evaluate or simplify to evaluate or simplify to evaluate or simplify
exponential exponential exponential exponential
expressions. expressions. expressions. expressions.

Thinking/Inquiry/
Problem Solving
e Reasoning Has difficulty finding Usually correctly finds Almost always Always correctly finds
time lapsed or half-life time lapsed or half-life correctly finds time time lapsed or half-life
in exponential growth in exponential growth lapsed or half-life in in exponential growth
or decay problems. or decay problems. exponential growth or or decay problems.
decay problems.
e Applying the steps of Given a set of data, has Given a set of data, Given a set of data, Given a set of data,
an inquiry /problem difficulty finding the sometimes finds the almost always finds the always finds the curve
solving process curve of best fit, a curve of best fit, a curve of best fit, a of best fit, a future
future value, and the future value, and the future value, and the value, and the time
time lapsed to a given time lapsed to a given time lapsed to a given lapsed to a given value.
value. value. value.

Communication
e Communicating Has difficulty graphing Can usually graph an Can always graph an Can always graph an
reasoning orally, in an exponential function, exponential function, exponential function, exponential function,
writing, and describing its describe its properties, describe its properties, succinctly describe its
graphically properties, and and explain how this and explain how this properties, and explain
explaining how this relates to growth or relates to growth or how this relates to
relates to growth or decay. decay. growth or decay.
decay.

e Using mathematical Has difficulty using the Can usually use the Always uses the terms Confidently uses the
language, symbols, terms base, exponent, terms base, exponent, base, exponent, terms base, exponent,
visuals, and exponential growth and exponential growth and exponential growth and exponential growth and
conventions decay correctly and in decay correctly and in decay correctly and in decay correctly and in
the proper context. the proper context. the proper context. the proper context.

Application
e Applying concepts Has difficulty correctly Can sometimes Almost always Always correctly
and procedures determining a present correctly determine a correctly determines a determines a present or
relating to familiar or future value in present or future value present or future value future value in
and unfamiliar exponential growth or in exponential growth in exponential growth exponential growth or
settings decay problems. or decay problems. or decay problems. decay problems.
Suggests extensions to
the problems.

Chapter 6: Exponential Function 249

 The Logarithmic Function and Logarithms
Chapter 7
(text pages 257-294)

Chapter Planning Ahead Chart

Specific Expectation Lesson

Defining and Applying Logarithmic Functions

Define the logarithmic function log_x (a > 1) as the

inverse of the exponential function a‘, and compare the
properties of the two functions
Express logarithmic equations in exponential form, and dal
vice versa
Simplify and evaluate expressions containing logarithms
Solve exponential and logarithmic equations, using the eS ald
laws of logarithms
Solve simple problems involving logarithmic scales (e.g., | 7.4
the Richter scale, the pH scale, the decibel scale)

250 Chapter 7: The Logarithmic Function and Logarithms

Technology in Chapter 7

Many learning opportunities in this text could involve the use of

technology. This chart shows places in the text where the use of
calculator or computer technology is specified. Apart from the examples
below, the authors have left the use of technology in any particular case
to the teacher’s and students’ discretion. In fact, it can be a valuable
learning opportunity for students to decide when technology would help
them to solve a problem, and when it would not.

Review of Graphing calculator Sketch graphs and analyze

Prerequisite slopes
Skills
7.5 Example Graphing calculator | Graph logarithmic functions
Review Graphing calculator | Graph logarithmic functions
Exercise

Chapter 7: The Logarithmic Function and Logarithms 251

 INTRODUCTION

This chapter begins by introducing logarithms and the manipulation of

Technology
logarithmic expressions using the logarithmic properties. It also
Zap-a-Graph and
introduces applications of logarithms in a variety of situations.
ClarisWorks
Spreadsheet are
software packages BACKGROUND KNOWLEDGE
licensed by the
Ministry and are Some experience with the following concepts and skills will help
available at no cost students as they work through this chapter. The Review of Prerequisite
to school boards. Skills on text pages 258-259 reviews some of these concepts and skills.
These software
programs can be e athorough understanding of exponents and the exponent laws
used to graph the e aknowledge of the exponential function and its graph
functions in this e the ability to solve problems of exponential growth and decay
unit. e aknowledge of the inverse of a function

Career Link Chapter 7

Measuring on a Logarithmic Scale (text page 260)

Suggested Time: 40 min

In this guided discovery activity, earthquake intensity is used to illustrate

the concept of logarithms using orders of magnitude. The learning will
be accomplished through utilizing the learner’s prior knowledge of
earthquake intensities that are reported within the range of 1 to 10. The
learning progresses from developing the rationale for a logarithmic scale
to comparing the intensity of earthquakes based on order of magnitude.
Students identify real-life situations in which order of magnitude is used.

THIS ACTIVITY PROVIDES OPPORTUNITIES TO:

1. establish the rationale for using a logarithmic scale for

communicating the size of certain quantities (i.e., earthquake
intensity);
2. interpret the logarithm as the exponent in a’ with specific reference to
earthquake intensity.

252 Chapter 7: The Logarithmic Function and Logarithms

BACKGROUND KNOWLEDGE

the use of the exponent laws

SUGGESTED ORGANIZATION

If Lead a review of the exponent laws with time for practice. (20 min)

Assign students, in pairs/small groups, to read the Career Link and

then complete questions | and 2. (10 min)

Take up questions | and 2 with the whole class, comparing and

sharing the answers. The answer for question 2 may be put on the
blackboard to reinforce the idea of a logarithmic scale. Students will
then be able to identify the intensity of the earthquake as the
exponent in the base 10 relationship. (5 min)

Have students complete question 3 with a partner and then have them
participate in round-table sharing. The teacher may need to provide
one example (e.g., comparing the mass of a dinosaur to the mass of a
human — 100 000 kg to 100 kg). (5 min)

SOLUTION EXEMPLAR

. When comparing school populations, we think in terms of “a few

hundred more” or “‘twice as big” because the range of populations in
schools is small (most high schools in Ontario have populations
between 500 and 1500). With earthquakes, however, this is not the
case. An earthquake with an intensity of 10 is difficult to compare
with an earthquake of intensity 1 000 000 000 unless a logarithmic
scale is used. When measurements have very large ranges from
“small” to “large” it makes sense to report in terms of orders of
magnitude.

7.8

ot w= CRUSHER = 2000 or 2000 times more intense

10 31622

Chapter 7: Career Link 253

 3. a. Comparing populations of small and large cities such as Owen
Sound and Toronto

T oronto _ 2 200 000 _ 100 =107

Owen Sound 22 000

Toronto is two orders of magnitude bigger than Owen Sound.

b. Comparing revenue for large corporations and small business.

Large Corporaion Revenue S $10 000 000 000 = 10 000 or 10!

Small Business Revenue $1 000 000

Large corporation revenue is four orders of magnitude larger.

7.1 The Logarithmic Function (text pages 261-265)

LEARNING EXPECTATIONS

Students will
e define logarithmic function log_x (a > 1)
e express logarithmic equations in exponential form
Technology
The inverse function | SUGGESTIONS FOR PRESENTING THE LESSON
can be reviewed
using a graphing e Introduce the logarithmic function as the inverse of the exponential
calculator. function. If students need a review of the exponential function, refer
them to the Chapter 6 Key Concepts Review on text page 250. It
recalls the properties of the exponential function.
Communication
Watch that students
e Students have worked with the exponential function for a while and
are using the words
likely feel comfortable with it. By thinking of the logarithmic
“logarithm,”
“exponent,” and
function in terms of the exponential function, they are not faced with
“base” correctly and a new, perhaps confusing, function but rather a variation of a familiar
in the proper function.
context.

254 Chapter 7: The Logarithmic Function and Logarithms

Stress that the logarithmic function is the inverse of the exponential
function. Throughout the lesson, this fact provides the link to known
material on which students can build their knowledge.

The following are suggested examples to do with the class before

having them complete the Investigation on text pages 261-262.

1. Change the following to exponential form.

a. log, 16=2 b. log, 9=

2. Change the following to logarithmic form.

iets
‘ ev | b.
ye
5 =) 5

The Investigation on text pages 261—262 provides an opportunity for

students to explore the relationship between the exponential and
logarithmic curves. A reproducible page is provided for this
Investigation on page 281 of this Teacher’s Guide. Using this page
will allow the Investigation to be completed in less time, leaving
more time to focus on the properties of the logarithmic function.

While students work on this Investigation, ask them to compare the

domains, ranges, and locations of the asymptotes for the exponential
functions and the corresponding inverse logarithmic functions. Point
out that x and y are interchanged when an inverse is found. Likewise
Assessment
domains, ranges, and the locations of the asymptotes are inter-
While students work
changed. Build on what the students know about the exponential
on the Investigation,
function.
you can observe and
make notes on their
Stress that y= log, x is only defined for x > 0. This will be important learning skills.
when logarithmic equations are being solved.

The following are suggested examples to do with the class. Technology

Show the students
how to use their
1. Use your calculator to find the value of these expressions.
calculators to find
a. log,, 3000 b. log,,3.7 —-c. log0.00591
the value of a
logarithm with a
base of 10.

7.1 The Logarithmic Function 255

 2. Evaluate each of the following.
l
av logs O25" se De lOf, 32 Cc ioe Z] d. log, 16
2

e As you work with students to evaluate expressions like log, 625, ask
the question: What is the exponent needed on base 5 to produce the
number 625?

e The change of base formula is not used here to evaluate logarithms

with a calculator. It is important that students understand logarithms
and be able to evaluate them, using what they know about exponents,
rather than pushing buttons on their calculator.

e In Exercise 7.1 on text pages 264—265, there are a few base 10

logarithms that are evaluated with a calculator in order to familiarize
students with the calculator’s relevant functions.

e As anextension, you may wish to have the students evaluate pairs of

logarithmic expressions such as log, 81 and log, 81*. Ask them to
find an expression for log, x’ in terms of log, x and to prove the
result.

7.1 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievements, and
suggesting strategies for improvement. Please also see the Achievement
Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.

Knowledge/Understanding
Assessment
e Changes expressions from logarithmic form to exponential form and
A quiz with
vice-versa.
questions similar to
e Evaluates simple logarithmic expressions.
1, 2, and 6 can be
(Exercise 7.1, questions 1, 2, 6)
used to assess the
students’ mastery of
basic logarithms.

256 Chapter 7: The Logarithmic Function and Logarithms

Thinking/Inquiry/Problem Solving
e Applies understanding of logarithms to solve simple logarithmic
equations.
e Uses knowledge of the graph of the exponential function to sketch a
combination of exponential functions.
(Exercise 7.1, questions 1, 2, 8)

Communication
e Explains how to find the value of a logarithm and how to sketch a
logarithmic function, using the correct mathematical terminology and
diagrams.
e Uses the words “logarithm,” “base,” and “exponent” correctly, and in
context.
(Exercise 7.1, question 9)

Application
e Evaluates combinations of logarithmic expressions.
e Uses a calculator to find the value of a logarithm with base 10.
e Sketches the graph of an exponential function and the corresponding
logarithmic function.
(Exercises 7.1, questions 3, 4, 5, 7)

7.2 Properties of Logarithms (text pages 266-272)

LEARNING EXPECTATIONS

Students will
e simplify and evaluate expressions containing logarithms

SUGGESTIONS FOR PRESENTING THE LESSON

e Establishing the basic and computational properties of logarithms

requires conversion from logarithmic form to exponential form and
vice-versa. The Investigation on text pages 266-268 provides an
opportunity for students to predict some basic properties of
logarithms before the theory is presented. If you wish, students can
work on this Investigation in small groups.

7.2 Properties of Logarithms 257

 To illustrate the basic properties of logarithms, write the logarithmic
expression in exponential form.

For example, to evaluate log, 1,

Let log, l=y.

In exponential form:
aa)
yO
So log, 1=0.

Introducing additional variables to represent the logarithms develops

Assessment
the computational properties of logarithms. When logarithms are
As the students are
written in exponential form, the exponent laws can be used to
working on the
evaluate them.
Investigation, it is
For example, to expand log, xw,
an ideal time to
Let log, x=s and log, w=t
assess their ability
to work in groups.
Writing in exponential form:
C—O. alg ya:
We

Using the exponent laws:

Vda

Writing in logarithmic form:

log, xw=st+t
Technology =log, x + log, w.
Exponential
equations are solved Point out that logarithmic properties allow us to simplify logarithmic
by taking log,, of expressions that we wish to evaluate.
both sides of the
equation. A The following are suggested examples to do with the class.
scientific calculator
is then used to
1. Evaluate log, 3+ log, 27.
evaluate the
Each part can be evaluated separately but the combination,
logarithm.
log, 81, is easier to evaluate.

258 Chapter 7: The Logarithmic Function and Logarithms

2. Evaluate log,(64 x 8).
Mentally,: log, 512 is difficult to evaluate. This question is easier
to evaluate if it is first broken into parts: (log, 64 + log, 8).

3. Evaluate toe, =.

This can be written as log, 25 — log, 625. The expression can Technology

also be written as toe 5 which is easier to evaluate. A scientific or

25 graphing calculator
has log,, and log,
4. Using the logarithmic properties, simplify log, 36. or In functions. Until
This can be written as log,9 + log, 4=2+log, 4. students learn about
the In function,
Always encourage students to look for the simplest solution. restrict the use of
logarithms to base
Similar to Example 3 on text page 269, expanding expressions like 10.
log, x*y° in terms of log, x and log, y is a skill required when
students are studying the differentiation of logarithmic functions.

The following is a suggested example to do with the class.

2
512
Write log, ae in terms of log, x, log, y and log, z.
Z

Similar to Example 7 on text page 270, applying the logarithmic

properties to functions like y=log, x” and y=log,16x enables
students to graph these functions using transformations on the now
familiar graph of y= log, x. When establishing values for log, x,
remind students to choose values for x that make the calculation easy
(G:g- ax al) 45:16:64; oa):

Logarithms are useful for solving exponential equations. The

following are suggested examples to do with the class.

Solve each of the following:

a. 5*
= 31 Dade One Cl I Hox4

7.2 Properties of Logarithms 259

 Taking the logarithm to base 10 of each side and then applying the
logarithmic properties changes an exponential equation into a linear
equation that students can then solve.

e As anextension, you may wish to have students complete the

following.

The graph of y=logx is stretched vertically by a factor of 3,

translated left by 1 unit, and translated up by 3 units. Write the
equation of the transformed function in the form y=log(ax+b)’.
Use a graphing calculator to check your function.
The solution is y = log(10x—10)’.
Communication
If questions | to 5
are done orally, the
7.2 ASSESSMENT
students’ ability to
use the terms This guideline is designed to assist you in assessing student achievement,
“exponent,” “base,” providing feedback to students on their current achievements, and
and “logarithm” suggesting strategies for improvement. Please also see the Achievement
correctly may be Rubric at the end of this chapter for the determination of levels. The
assessed. descriptors that follow describe work at Level 3.

Knowledge/Understanding
e Uses the logarithmic properties to change the form of a logarithmic
Technology expression.
Questions 6 and 7 e Uses the logarithmic properties to recognize transformations on the
require students to graph of y=log, x.
sketch the graphs. (Exercise*/22; questions 192,15, 445.'0,77)
They could simplify
the expression,
Thinking/Inquiry/Problem Solving
identify the
e Solves complicated exponential equations by taking the log of both
transformations, and
sides.
then check with a
e Identifies transformations on logarithmic functions.
graphing calculator.
(Exercise 7.2, questions 1, 2, 13, 15)

260 Chapter 7: The Logarithmic Function and Logarithms

 Communication
e Describes, using correct mathematical terminology, the Technology
transformation that takes one logarithmic graph to another. A graphing
e Uses the words logarithm, base, and exponent correctly and in calculator can be
context. used to check the
(Exercise 7.2, questions 2, 15) transformations
described in

Application question 15.

e Uses logarithmic properties to evaluate logarithmic expressions.

e Solves simple exponential equations by taking the log of both sides.
e Uses logarithmic properties to expand logarithmic expressions.
(Exercises 7.2, questions 8, 9, 10, 11, 12, 14)
Technology
A graphing
7.3 Solving Logarithmic Equations calculator can be
(text pages 273-275) used to review the
shape of a
LEARNING EXPECTATIONS logarithmic curve.

Students will
e solve exponential and logarithmic equations

Technolo
SUGGESTIONS FOR PRESENTING THE LESSON Solve the eee
log(x —3)+ logx =1
e Review the graph of the logarithmic function y= log, x. Point out Using a graphing
that the function is only defined for x > 0. This will be an important calculator, graph
point when logarithmic equations are being solved. Y = log(x — 3) + logx
and Y, =1.
e Whenever a logarithmic equation is solved, it is important to check
for inadmissible roots. Inadmissible roots occur when the argument It can be seen that
of the logarithmic function is not positive. The function y=log, x is there is only one
only defined if x > 0. point of intersection
and thus one root of
e Remind students that logx is an abbreviation for log,, x. This the equation. The
logarithm is written in abbreviated form because it was the logarithm other root, found
that was commonly used in calculations before the invention of the algebraically, is

hand-held calculator. inadmissible.

7.3 Solving Logarithmic Equations 261

 e The following are suggested examples to do with the class.

1. Solve.
a. log,(x—1)=4
Write in exponential form and then solve for x.
Remember to check for inadmissible roots.

b. log,(x-1)+log, x=1.
First combine the logarithms on the left side of the equation.
Then write in exponential form. The solutions are x = 2 and
x =-—1. When inadmissible roots are checked for, the
logarithm of a negative number is not defined, so the only root
isec—i2e

c. 5* =6
Exponential equations like this one occurred in Chapter 6.
The equations are much easier to solve if the logarithm of each
side is taken.

e Questions 1, 2, 3, and 6 in Exercise 7.3 on text pages 274—275 are

similar to questions in Chapter 5. These particular questions require
an exponential equation to be solved for the value of the exponent.
This is easier to do if logarithms are used.

e The Review of Prerequisite Skills on text page 258 reviews the

formulas used in exponential growth and decay problems. These
formulas are followed by questions on text page 259 that reinforce
the concepts and require the solution of an exponential equation. You
can use these questions as examples for demonstrating the use of
logarithms to solve the resulting exponential equations.

7.3 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievements, and
suggesting strategies for improvement. Please also see the Achievement
Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.

262 Chapter 7: The Logarithmic Function and Logarithms

Knowledge/Understanding
e Solves logarithmic equations by writing the equations in exponential
form.
e Solves exponential equations by taking the logarithms of both sides.
e Solves logarithmic equations that require simplification using the
logarithmic properties.
e Checks for inadmissible roots.
(Exercise 7.3, questions 1, 2, 3, 4)

Thinking/Inquiry/Problem Solving
e Solves complicated logarithmic equations.
(Exercise 7.3, questions 4, 5)

Communication
e Explains, using the correct mathematical terminology and graphs,
why there are no solutions to some logarithmic equations.
e Uses the terms logarithm, base, and exponent correctly and in the
proper context.
(Exercise 7.3, question 5)

Application
e Uses logarithms to solve the equations resulting from exponential
growth and decay problems.
(Exercise 7.3, questions 1, 2, 3, 6)

7.4 Where We Use Logarithms (text pages 276-282)

LEARNING EXPECTATIONS

Students will
e solve simple problems involving logarithmic scales

SUGGESTIONS FOR PRESENTING THE LESSON

e Logarithmic scales are used for situations in which numbers are very
large or very small. For example, on one scale, a possible number is
10 000. If a logarithmic scale were used instead, the number would
be 4. Logarithmic scales have more manageable numbers.

7.4 Where We Use Logarithms 263

 Logarithmic scales are used to compare the intensity of earthquakes
and sounds and to measure the pH of a liquid.

Logarithms and Earthquakes

I More than 4000 seismograph stations around the world collect

Technology
information on earthquake activity.
Groups of students
can research
earthquakes and Z One earthquake may be thousands of times more intense than another
present their earthquake.
findings. Some
topics are the causes Charles Richter used a logarithmic scale to compare the intensity of
of earthquakes, the earthquakes. This scale is now known as the Richter Scale.
damage they can do
or have done, the The number of earthquakes per year is fairly constant. There are
methods used in 12 000 to 14 000 earthquakes each year or approximately 35 per day.
attempting to predict Most of them are too small to be even felt. Scientists expect about 18
earthquakes, and the major earthquakes (7.0—7.9) and one great earthquake (8.0 or above)
methods used to
in any given year.
prepare for future
earthquakes.
Students can learn more about earthquakes by using a search engine
on the Internet. Some suggested sites are http://earthquake.usgs.gov
and www.seismo.unr.edu.

The list that follows shows the magnitude of some large earthquakes
that you may find useful for constructing questions for tests or
quizzes.

264 Chapter 7: The Logarithmic Function and Logarithms

 The following is a suggested example to do with the class.
Assessment
Have the students
In 1811, an earthquake of magnitude 8.1, centered in Madrid,
describe, in their
Missouri, caused church bells to ring in Boston, Massachusetts,
journals, the effects
nearly 1600 km away. The largest earthquake to have occurred in the of earthquakes, their
twentieth century is the 1960 Chilean earthquake, which occurred off causes, and why a
the coast of South America. This earthquake had a magnitude of 9.5. logarithmic scale is
Compare the intensities of the two earthquakes. used to compare
their intensities.
Logarithms and Sound

1% The number of young people facing hearing damage is steadily

increasing.

We spend the better part of our lives unwittingly destroying our

hearing. Noise exposure in today’s society has risen to such an
intense and pervasive level that significant and permanent hearing
loss by late middle-age is the rule, not the exception.

As hearing loss increases, people cannot distinguish between the

words fork, torque, and short. They perceive the initial consonants
“f,” “t,” and “‘s” as having the same sound.

Sounds that are too loud or loud sounds over a period of time can
damage your hearing.

Regular exposure to sounds of 110 dB for more than | min carries a

risk of permanent hearing loss.
Assessment
Have the students
At sound levels of 100 dB, no more than 15 min of unprotected
write in their
exposure is recommended.
journals about sound
intensity and why a
Prolonged exposure to any noise above 90 dB can cause gradual
logarithmic scale is
hearing loss. used to compare
intensities of sound.

7.4 Where We Use Logarithms 265

 Students can learn more about sound by using a search engine on
the Internet. Some suggested sites are
www.nih.gov/news/wordonhealth/apr2001,
www.nidcd.nih.gov/health/parents/wisears and
www.nidcd.nih.gov/health/wise.

The following is a list of the magnitudes of some sounds that you

may find useful for constructing questions for tests or quizzes.

Loudness of Activity
Sound (dB)
Threshold of normal hearing

|
10 | Normal breathing
ee 20 Sed] Mosquito, rustling leaves

30
=
40 Stream, refrigerator humming

a8
Assessment
Groups of students
6 70 Vacuum cleaner, hair dryer
can conduct dastehitS eanigit| Dishwasher. ieaadlie aula tier) isl
1h
research and do 78
group presentations | 80 |Garbage disposal citytrafficnoise |
on the intensity of
different sounds, Re84 ee el
how our hearing is | 88 | Subway, motorcycle
88

Br a
ain
damaged, and the
oF, Newspaper press
effect of sound in
he en ea
the workplace.
(igsti = Whee
100 ed
Poni es eo ea
103
Lawn Sc
105
Ronn I [oT Ruane Nee Tm
aaa 120 Thunderclap, dance club, boom box

Jet takeoff, shotgun firing

266 Chapter 7: The Logarithmic Function and Logarithms

 e The following are suggested examples to do with the class.

1. The sound of rustling leaves is 100 times more intense than a

sound at the threshold of hearing. What is a measure of its
loudness?

2. Omar and Kashmira work for a newspaper. Kashmira works

in the payroll office and Omar works on the presses. How
many more times intense is the sound around the presses (97
dB) than the sound in the office (55 dB)?

Logarithms and Chemistry

1. The strength of an acid or base is measured using the logarithmic pH

scale. This is the negative logarithm of the concentration of hydrogen
ions [H*] in the liquid. This concentration is measured in moles per litre.

2. Acids and bases are on opposite ends of the pH scale.

3. The more acidic or basic a solution is, the further out on the scale it
will be. Seven is the central point.

4. The number “1” reflects the strongest acid and a “14” represents the
strongest base.

5. Mixing a strong acid and a strong base together results in a huge

explosion. Mixing acids and bases was used for some of the first
rocket fuels.

6. The strength of an acid or base is tested using litmus paper. This is a

special paper with chemicals in it that change the paper’s colour to
many different shades depending on the pH of the liquid being tested.

e Students can learn more about the pH scale by using a search engine
on the Internet. A suggested site is www.miamisci.org/ph/phplumber.

7.4 Where We Use Logarithms 267

 e The following is a list of the pH of some common substances that
you may find useful for constructing questions for tests or quizzes.

Cin norms

Taseeiareve
ena nvm TOY

cic ema a SCOT

acc |e
fares CO
e The following are suggested examples to do with the class.

1. Find the pH of a liquid whose hydrogen ion concentration is

0.0006165 mol/L.

2. The pH of a soup is 5.71. What is the hydrogen ion concentration

of the soup?

7.4 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievements, and
suggesting strategies for improvement. Please also see the Achievement
Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.

268 Chapter 7: The Logarithmic Function and Logarithms

Knowledge/Understanding
Assessment
e Evaluates logarithmic expressions.
; : : As students work on
e Changes expressions from logarithmic form to exponential form and
questions 4, 8, and
vice-versa. sg
13, it is an ideal
(Exereise7.4; questions 172; 3-4" 5. 6, 7-8, 9710, 11, 12,°13) opportunity to
assess the students’
Thinking/Inquiry/Problem Solving mastery of this
e Relates the relative magnitude of two earthquakes to the damage topic.
caused.
e Finds the factor by which the intensity of sound is increased.
(Exercise 7.4, questions 6, 8, 9, 11)

Communication
e Uses the terms Richter scale, decibels, and pH correctly.
e Uses the words logarithm, base, and exponent correctly, and in
context.
(Exercise 7.4, question 6)

Application
e Compares the intensity of earthquakes using the Richter scale.
e Compares the intensity of sounds measured in dB.
e Finds the pH of a liquid.
(Exercise 7.4; questions 1) 2,3, 4, 5, 6, 7, 8,9, LO All 12,.13)

7.5 Change of Base (text pages 283-286)

LEARNING EXPECTATIONS

Students will
e solve exponential and logarithmic equations

SUGGESTIONS FOR PRESENTING THE LESSON

e The change of base formula was left until the end of the chapter
because it is important that students understand logarithms and be
able to evaluate them using what they know about exponents.

7.5 Change of Base 269

 There are many logarithms that we cannot evaluate easily. For
example, log, 21.

The change of base formula can be used to

a. evaluate logarithms with a base other than 10 or e, using a

calculator;
b. graph logarithms with bases other than 10 and e using a graphing
Technology calculator;
The change of base c. change the form of a logarithmic expression.
formula allows
students to use their
The following are suggested examples to do with the class.
calculator to
evaluate logarithms
1. Changing the base of the logarithm to 10 or e enables us to use a
to a base other than
calculator to evaluate a logarithm with any base. Use your
10 or e.
calculator to find the value of log, 21.

Write as [Qed and then use a calculator to evaluate.

log5

2. Show that log, q= ,

Assessment 0g, P
Place students in
groups. Have each
group construct
logarithmic
statements similar to
the examples done
in class in which the
statement was to be
proved correct using
+
Lyasuuill
=
the change of base 3. Show that
log,a log,a log,,a
formula. Groups can
1
exchange their +

log,a log,a
statements and
=log,6+log, 4
prove the other
groups’ statements = log, 24
are correct. cM oid
‘ log, a

270 Chapter 7: The Logarithmic Function and Logarithms

4. If a’ +b* =7ab, a>0, b>O, show that
te tek
oe“ 3 IE7 (loga+ logd).

To connect the expressions (a+b) and a* +b’, expand (a+b) 2,

(a+b) =a’ +2ab+b’

= (a =fb’) + 2ab.
Substituting a? + b* = Tab:
(a+b) = 7ab+2ab
= Yab

a+b=3Vab
b 1
= = (ab)2.
Taking logarithms of both sides:
+b a
of“ 5 = log(ab)?

= 5(loga +logb).

5. Use a graphing calculator to sketch the graph of y= log, x.

y=log,x
_ logx
log7

logx
r log7

7.5 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievements, and
suggesting strategies for improvement. Please also see the Achievement
Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.

Knowledge/Understanding
e Uses the change of base formula to rewrite a logarithmic expression
with a different base.
(Exercise 7.5, questions 1, 2, 3, 4, 5)

7.5 Change of Base 271

 Thinking/Inquiry/Problem Solving
e Uses the change of base formula to show that logarithmic statements
are true.
Technology (Exercise 7.5, questions 1, 2, 3, 4, 5)
A graphing
calculator or the
Communication
graphing
ae e Explains how to change the base of a logarithm using the correct
capabilities of a i
mathematical terminology.
spreadsheet can be
e Describes transformations to the graph of a logarithmic function.
used to graph a
logarithmic e Uses the words logarithm, base, and exponent correctly and in
expression context.
simplified using the (Exercise 7.5, question 4)
change of base
formula. Application
e Uses the change of base formula to evaluate a logarithmic
expression.
e Uses the change of base formula and a graphing calculator to graph a
logarithmic function.
e Uses the change of base formula to show that simple logarithmic
statements are true.
(Exercise 7.5, questions 1, 2, 3)

Career Link Wrap-Up (text page 288)

Many environmental applications, such as pH and the response of

organisms to contamination (e.g., acidity), are logarithmic or exponential
in nature. The goals in this problem are to investigate the impact of
increasing carbon dioxide concentrations on pH levels given that the
relationship for pH is logarithmic, and secondly, to build an exponential
equation by linearizing data and obtaining an equation of the form
P aes 10%?” + qd

272 Chapter 7: The Logarithmic Function and Logarithms

THIS AUTHENTIC PERFORMANCE TASKS AFFORDS
STUDENTS AN OPPORTUNITY TO:

e develop and utilize an algebraic mathematical model in a real-world

context (investigating pH) to make predictions and decisions using
the tools of logarithms, and to solve exponential equations;
e demonstrate successful use of the laws of logarithms and to solve
exponential equations;
e sequence and select mathematical tools, including technology, as part
of the problem solving process;
¢ communicate their work clearly by justifying their reasoning and
demonstrating proper mathematical terminology and form.

SUGGESTED ORGANIZATION

A suggested sequence for implementing this task in the classroom is as

follows:

1. Review the impact of acid rain in terms of our lifestyle, which is

the source (e.g., cars, industry, electricity generation), and the
effects (e.g., habitat destruction). (5 min)

2. Review and discuss how students’ work will be evaluated (e.g.

present the rubric on an overhead). (5 min)

3. Have students brainstorm in small groups. Students discuss how

this task can be solved but do not actually perform any
calculations (i.e., create the algebraic model). During this phase,
the students could be required to keep separate brainstorming
notes that are handed in immediately following the
brainstorming session. (10 min)

4. Students work on the task independently, completing all

calculations and a written summary of their results and methods.
(50 min)

Chapter 7: Career Link Wrap-Up 273

 ASSESSMENT AND EVALUATION

It is suggested that a task-specific rubric be developed by adapting the

Generic Career Link Rubric provided on page 43 of this Teacher’s
Guide. To evaluate Learning Skills, students can complete a self-
assessment or anecdotal notes can be made by the teacher. For ease of
evaluation, student submissions may be organized into the following
format. Each report includes two sections: the first section,
“Communication of Findings,” summarizes the results of the task and
clearly explains the methods used (i.e., justifying reasoning). The second
section, “Supporting Calculations,” shows all calculations, hand-drawn
graphs, etc.

CHAPTER 7 SUMMARY

This chapter has introduced students to the logarithmic function,

properties of logarithms, the solution of logarithmic equations, the
situations in which logarithms are used, and a change of base in order to
utilize base 10 logarithms. This summary includes three vehicles to help
you assess the achievement level of your students.

1. an additional set of review questions that can be used in a variety of

ways with your students

2. atest that gauges the students’ knowledge and performance

capabilities

3. an achievement rubric that is included for your convenience in

assessing students’ level of achievement

274 Chapter 7: The Logarithmic Function and Logarithms

ALTERNATIVE TEST
CHAPTER 7: THE LOGARITHMIC FUNCTION AND LOGARITHMS

TORE

Application

1. Evaluate the following.

ce fated ese. b. log, a6 c. log,16

1
d. log, ae] e. log, @ t log, 16
3 8

2. Evaluate the following.

1
a. log,48+ toe,(=] b. ~ log, 3Z—log; 81

log, 27
wate foal d. 2log,(log100
log, IE; “A )

3. Describe the transformations on the graph of y= logx required to produce the graph of
y=log, 25x.

4. Solve the following equations.

a: 0417 b. 3logx=2log8
c. logv¥x-—log2=log7 d. log,(x-3)+log, x=2

5. Explain why there are no solutions to the equation log_,4 = Vx.

6. The half-life of Co™ is 5.24 years. Determine how long it takes for 0.40 mg of Co® to decay to
0.29 mg.

Chapter 7: The Logarithmic Function and Logarithms 275

 7. An earthquake in Sagami Bay, Japan on September 1, 1923 caused the Great Tokyo fire that
killed 143 000 people. The magnitude of the earthquake was 8.3 on the Richter scale. An
earthquake off the coast of Lisbon, Portugal on November 1, 1755 caused a great tsunami (a
seismic sea wave similar to a tidal wave but caused by an earthquake under the ocean) that
killed 70 000 people. The magnitude of this earthquake was 8.7. Compare the intensity of the
two earthquakes.

8. Sheilagh spent the day driving a farm tractor. The noise level was 98 dB. Ryan worked on the
sound crew for a rock concert. The noise level was 120 dB. How many times more intense
was the noise level at the rock concert than on the farm tractor?

9. A liquid has a pH of 3.46. Find the hydrogen ion concentration [H*].

Os a+b i
10. If a’ +b° = 34ab, a>0, b>0 show that log aces = 5 (loga + logb).

11. If log, g=x° and log, p* =x, show that x=¥3.

276 Chapter 7: The Logarithmic Function and Logarithms

ALTERNATIVE TEST SOLUTIONS
CHAPTER 7: THE LOGARITHMIC FUNCTION AND LOGARITHMS

Ivaeoo bt =2 Cree oly Gs o

3
2 eat log, 48+ 108,(+] b. log,32—-log,81 c. 108327
: Sou log,V5
102) 48 25 a)
; mail
= log, 16 7
=2 =

3. y=log,25x
= log, 25 + log, x

Si Na l
log 5 tah
1
The graph of y= logx is stretched vertically by a factor of aes and then translated up 5 units.
re)

4.a. Ameren | |
(x —1)log4 =1log17
xlog4 —log4 =log17
log17
+ log4
igs log4
x = 1.044
Correct to 3 decimal places.

b. 3log
x = 2log8
log x* = log 8”
ta 04
x=4
Checking,
L.S.=3log4 R.S.=2log8
=log4? = logs’
= log64 = log64
The root is acceptable.

Chapter 7: The Logarithmic Function and Logarithms 277

 C. logVx —log2 =log7
logVx = log7 + log2
log Vx =1log14
Vx =14
x=196
Checking,
L.S.= log V196-log2.—- R.S.=1og7
= log14 —log2
=log7
The root is acceptable.

d. log,(x- 3) +log,
x=2
log,(x?
-3x)=2
ie hee
x°—3x-4=0
(x-4)(x+1)=0
x=4, -1
The logarithm of a negative number is not defined.
The root x =—1 is inadmissible.
lnc:
L.S.=log,1+log,4 RS.=2
= log,4
=
The only root of the equation is x = 4.

5. The function y= log, x is the inverse of the function y =a", which is not defined for a < 0.
Thus the function y=log_, x is not defined and the equation log_,4= x cannot have a
solution.

278 Chapter 7: The Logarithmic Function and Logarithms

 t

| \5.24
6. 0.29 = 0.0 5)
Z
t

1 \5.24
0.725 = (5)
2

foe 0.725 =et OnI

e 5.24 oe*]
_ 3.24 1log 0.725
~ — Jog0.5
t=2.43
It would take approximately 2.4 years.

Let the intensity of the Japanese earthquake be /, and the intensity of the Portuguese
earthquake be /,. Comparing with the intensity of a reference earthquake /,:

8.3= oe 2 37 = oe{1) ote pall,

T 8.7

I, I, LOL LT
w= 10 1h ie 103 le is
Ss
[p21
The Portuguese earthquake was 2.5 times the intensity of the Japanese earthquake.

Let the intensity of the farm tractor be J, and the intensity of the sound of the rock concert
be J... Comparing with the intensity of a sound at the threshold of hearing /,:
I I

: : I, 10°",
9.8 = oe 2 12.0= oe) = 1073
a Ak = 199.5
[, =10°" I, I, =10 wh I, =199.51,

The intensity of sound at the rock concert was approximately 200 times the intensity of
sound from the tractor.

0: 3.46 = —log| H*|

log|H* |= -3.46
[H*] = 1073

= 0.0003467
The hydrogen ion concentration is 3.4107 mol/L

Chapter 7: The Logarithmic Function and Logarithms 279

 10. (a+b) =a’ +2ab+b’
=(a° +b*)+2ab
= 34ab+2ab
= 36ab
at+b=6Vab
a+b suit l
6

lo {o
otf 5(loga+logb)

iM. log, p> =x

3log, p=x
x
log, p= 3

Using the change of base formula

log, p= aan
P

Since log, g=x°:

22 avie
Re

i 3
x=¥3

280 Chapter 7: The Logarithmic Function and Logarithms

INVESTIGATION 7.1: INVESTIGATING THE SHAPE OF THE GRAPH OF f(x) = log,x

Xx y= log,x

Domain: Domain:

Range: Range:

Equation of asymptote: Equation of asymptote:

Domain: Domain:

Range: Range:

Equation of asymptote: Equation of asymptote:

REPRODUCIBLE PAGE
Copyright © Harcourt Canada Ltd. Chapter 7: The Logarithmic Function and Logarithms 281
 INVESTIGATION 7.1: INVESTIGATING THE SHAPE OF THE GRAPH OF f(x) = log,x
(cont.)

Domain: Domain:

Range: Range:

Equation of asymptote: Equation of asymptote:

73

Domain: Domain:

Range: Range:

Equation of asymptote: Equation of asymptote:

REPRODUCIBLE PAGE
282 Chapter 7: The Logarithmic Function and Logarithms Copyright © Harcourt Canada Ltd.
CHAPTER 7 ACHIEVEMENT RUBRIC

Category 50-59% 60-69% 70-79% 80-100%

(Level 1) (Level 2) (Level 3) (Level 4)
Knowledge/ Sometimes changes e Usually changes from ¢ Almost always changes e Efficiently changes
Understanding from exponential form exponential form to correctly from from exponential form
e Understanding to logarithmic form and logarithmic form and exponential form to log to logarithmic form and
concepts vice-versa correctly. vice-versa correctly. form and vice-versa. vice-versa correctly.

e Performing Sometimes evaluates Usually evaluates Almost always Efficiently evaluates

algorithms simple log expressions simple log expressions evaluates simple log simple log expressions
using exponents and using exponents and expressions using using exponents and
complicated log complicated log exponents and complicated log
expressions using the expressions using the complicated log expressions using the
change of base formula. change of base formula. expressions using the change of base formula.
change of base formula.

Thinking/Inquiry/ Has difficulty solving Usually solves Almost always solves Succinctly solves
Problem Solving _ complicated log complicated log complicated log complicated log
e Reasoning equations by applying equations by applying equations by applying equations by applying
the log properties. the logarithmic the log properties. the logarithmic
properties. properties.

e Applying the steps of Has difficulty using log Usually uses log Uses log properties to Succinctly uses log
an inquiry /problem properties to identify properties to identify identify and graph properties to identify
solving process and graph and graph transformations of log and graph
transformations of log transformations of log functions. Uses the transformations of log
functions and using functions. Usually uses change of base formula functions and the
change of base formula the change of base to prove log identities. change of base formula
to prove log identities. formula to prove log to prove log identities.
identities.

Communication Has difficulty graphing Usually can graph a log Can always graph a log Can always graph a log
e¢ Communicating a log function and, function. and, using the function. and, using the function. and, using the
reasoning orally, in using the log properties, log properties, can log properties, can log properties, can
writing, and can describe describe describe describe succinctly
graphically transformations on a transformations on a transformations on a transformations on a
basic log function. basic log function. basic log function. basic log function.

Using mathematical Has difficulty using the Can usually use the Always uses the terms Confidently uses the
language, symbols, terms base, exponent, terms base, exponent, base, exponent, and terms base, exponent,
visuals, and and logarithm correctly and logarithm correctly logarithm correctly and and logarithm correctly
conventions and in the proper and in the proper in the proper context. and in the proper
context. context. context.

Application Has difficulty solving Can sometimes solve Always solves simple Can easily solve simple
e Applying concepts simple log equations simple log equations log equations and log equations and
and procedures and problems involving and problems involving solves problems problems involving log
relating to familiar log scales. log scales. involving log scales. scales. Suggests
and unfamiliar extensions for
settings problems.

Chapter 7: The Logarithmic Function and Logarithms 283

 Derivatives of Exponential and Logarithmic
ACER Functions (text pages 295-334)
Chapter Planning Ahead Chart

Specific Expectation Lesson

Understanding the Nature of Exponential Growth and Decay

Pose and solve problems related to models of exponential

functions drawn from a variety of applications, and
communicate the solutions with clarity and justification

Defining and Applying Logarithmic Functions

Define the logarithmic function logx (a > 1) as the inverse

of the exponential function a’, and compare the properties of
the two functions

Understanding Rates of Change

Make inferences from models of applications and compare

the inferences with the original hypotheses regarding rates
of change

Understanding the First-Principles Definition of the Derivative

Determine the limit of a polynomial, a rational, or an 8.1

exponential function

Determining the Derivatives of Exponential and Logarithmic

Functions

1 2

Identify e as i “s‘)and approximate the limit, using

informal methods
Define In x as the inverse function of e’
Determine the derivatives of the exponential functions ax
and ex and the logarithmic functions log_x and In x
Determine the derivatives of combinations of the basic
polynomial, rational, exponential, and logarithmic functions,
using the rules for sums, differences, products, quotients,
and compositions of functions

284 Chapter 8: Derivatives of Exponential and Logarithmic Functions

Using Differential Calculus to Solve Problems

Determine the equation of the tangent to the graph of a

polynomial, a rational, an exponential, or a logarithmic
function, or of a conic
Solve problems of rates of change drawn from a variety of
applications (including distance, velocity, and acceleration)
involving polynomial, rational, exponential, or logarithmic
functions

Using Calculus Techniques to Analyze Models of Functions

Compare the key features of a mathematical model with the | 8.3, 8.4
features of the application it represents

Chapter 8: Derivatives of Exponential and Logarithmic Functions 285

 Technology in Chapter 8

Many learning opportunities in this text could involve the use of

technology. This chart shows places in the text where the use of
calculator or computer technology is specified. Apart from the examples
below, the authors have left the use of technology in any particular case
to the teacher’s and students’ discretion. In fact, it can be a valuable
learning opportunity for students to decide when technology would help
them to solve a problem, and when it would not.

Section of Text Type of Technology Description

8.1 Graphing calculator, | Investigate derivatives of

Investigation, | spreadsheet computer | exponential functions
Examples, software
Exercise
8.2 Examples, | Graphing calculator | Investigate natural logarithmic
Exercise functions
8.3 Exercise Graphing calculator | Graph a logarithmic function and
its tangent
8.4 Exercise Graphing calculator | Graph natural logarithmic
functions and find their maxima
and minima

286 Chapter 8: Derivatives of Exponential and Logarithmic Functions

INTRODUCTION

This chapter begins by introducing base e for the exponential function

and noting its significance with respect to derivatives. Next it develops Technology
the derivatives of the general exponential and logarithmic functions. Use a scientific
Then Chapter 8 incorporates the derivatives of these functions with calculator to show
previous calculus knowledge, including rules for differentiation, rates of students that e has
change, slopes of tangents, related rates, and optimization. the value
2.718281828...
BACKGROUND KNOWLEDGE

Some experience with the following concepts and skills will help
students as they work through this chapter. The Review of Prerequisite
Skills on text pages 296-297 reviews these concepts and skills.

e aknowledge of the exponential function and its properties

e an understanding of the logarithmic function and its properties

Career Link Chapter 8

Rate-of-Change Models in Microbiology
(text page 298)

Suggested Time: 40 min

In this guided discovery activity, bacterial growth is utilized to illustrate

that the exponential function has an instantaneous rate of change that is
equal to the function. The learning will be accomplished through
utilizing the learner’s prior knowledge of the verification of a
mathematical model’s reasonableness and the use of the power rule to
find the derivative of a function. The learning progresses from verifying
the mathematical model to determining the first derivative at various
times, then to making observations that lead to the conclusion about the
special property of the exponential function.

THIS ACTIVITY PROVIDES OPPORTUNITIES TO:

1. verify and judge the reasonableness of predictions made by

mathematical models;

Chapter 8: Career Link 287

 2. explore the unique property of the exponential function (y = e*) being
equal to its instantaneous rate of change (i.e., the derivative).

BACKGROUND KNOWLEDGE

e the use of the Power Rule for calculating derivatives of polynomials

SUGGESTED ORGANIZATION

1. Assign students to read the Career Link and complete questions 1, 2,

and 3 independently. Some students may need to be reminded that
how fast refers to the instantaneous rate of change or the derivative.
You may also need to tell your students to keep the coefficients in
fractional form when they calculate the derivatives. (25 min)

2. Assign students to pairs/small groups to discuss their answers to

questions 1, 2, and 3 followed by a sharing with the whole class
(think/pair/share cooperative learning strategy). (5 min)

3. Lead a discussion about goodness offit and the special property of

y =e’. Review all the ways the model can be verified (e.g., graph of
the function compared to a scatter graph; 7° on a graphing calculator;
or a table of values for the function compared to observed data). It
may be important to note that the model becomes worse and worse
(although it is still a good approximation overall) as time progresses.
This is a good time to review the fact that models are often valid only
for a limited range. You may also choose to ensure, via a blackboard
demonstration, why the derivative was virtually the same as the
function. (10 min)

288 Chapter 8: Derivatives of Exponential and Logarithmic Functions

SOLUTION EXEMPLAR

P(t)= 1000 (
[1+rsPeeipa ty +0)

a
Population : 6 24 120

The fit is excellent for the first hour but by the 2.0 hour mark the
model is out by 1.65% (which is still very good, however).

2 i joo i++ 3 weirs +t]

dt 2. 6 24

ihe ete
0.5 1649 1648
1.0 2717 2708

3. The rate of change (growth rate) is approximately the same as the

population. This makes sense sine the derivative of the function has
exactly the same, number of terms, as the function, less one. The

derivative and the function are the same except for the ee term.
. . . 1 ”

Chapter 8: Career Link 289

 8.1 Derivatives of Exponential Functions
(text pages 299-304)

LEARNING EXPECTATIONS

Students will

e 1) and approximate the limit

identify e as lim f+ “| ne
n
e define e and the derivative of y = e*
¢ make inferences from models of applications and compare the
inferences with the original hypotheses regarding the rates of change
Assessment
As the students SUGGESTIONS FOR PRESENTING THE LESSON
work on the
Investigation on text e Begin with the development of the derivative of the general
page 299, it is an exponential function y=5*. Then have students complete the
ideal time to observe
Investigation on text pages 299-300 to discover an approximate
and make notes
value for e.
about their learning
skills.
¢ Reinforce students’ understanding of the function y=e" by having
them graph it on their calculators. Note the e* button on the
calculator and use it to calculate several function values, including an
approximate value for e. Discuss the rate of growth of the
Technology exponential function, y= e*, compared with the rate of growth of a
Graph both y =e* polynomial function, say y = x” , for large values of x. Ask: Which
and y=x* ona
function has the steeper slope?
graphing calculator
and show that at
dy , e Complete Example 1 on text pages 300-301, and have students
x=1, mas 1S greater
dx suggest a generalization of the Chain Rule when it is applied to the
for y=e". Refer exponential function y = e%”,
students to
Appendix C on text e Work through further examples, such as the following two examples,
page 444 to review that involve the derivative of y =e", rates of change, and slopes of
how to determine
tangents.
the value of Coe
dx
Example 1
Find the equation of the tangent to 2e” = x+y at the point (0, 2).

290 Chapter 8: Derivatives of Exponential and Logarithmic Functions

Solution
2e%° =x+y

2e xy [yer
a
[142
I coedy
ee dy

ACU)

2e°[2+0]=1+ 2
dx
se my agpg
dx
The equation of the tangent is:
y —2=3(x-0)
or y=3x+2.

Example 2
For the period from 1990 to 2002, suppose that the percentage of people
in Canada who owned a cellular phone could be modelled by the
; 65 ‘ : :
function C(t) = «4, » Where the time f is measured in years from
1+ 64e
the beginning of 1990. Therefore,0<t<12. Use a graphing calculator
to estimate the time at which the number of cell phones was increasing
most rapidly. Then use the derivative to give a more accurate estimate.

Solution

En) 65
= 1464 e-0:6t

C(t) =-65(1+64e-%) *(64e~06")(-0.6)

2496e°-*!
(I+64e-05")"

Cc” . -0.6(2496e")(1464e05) — 2f14+.64e-")(-0.6x64e-"\(24960-°")

v (1+64e0% i
To determine the time when the increase was most rapid, set
C’(t)=0. That is, set the numerator equal to zero.

8.1 Derivatives of Exponential Functions 291

 -0.6(2496e~9")(14+.64e-5')* — (14.640 %")(0.6x64e) (24962) = 0
~0.6(1+64e°') + 2(0.6)(64)e
°°!= 0
64e 0.6 7

nae

—0.6t=— 1n64
5 In64
i= 0.6
=(O:93

Therefore, the number of cell phones was increasing most rapidly

after seven years, or at about 1997.

8.1 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievements, and
suggesting strategies for improvement. Please also see the Achievement
Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.

Assessment
Parts of question 4 Knowledge/Understanding
at aH pyaa e Finds the general derivative and the specific derivative at a point,

assignment. using required derivative rules and given a function that involves e* .
(Exercise 8.1 questions 4, 5)

Thinking/Inquiry/Problem Solving
Communication
e Recognizes the derivative of the exponential function when written
Question 2 can be
using the definition of the derivative.
used to assess
e Works with a generalized exponential function and its derivatives.
students’ ability to
(Exercise 8.1 questions 15, 16)
explain why y=e&
cannot be
differentiated inthe | Communication
same way as e Correctly describes the differences in differentiating the exponential
y=x'. function y=e* and the polynomial function y = x”.
(Exercise 8.1, question 2)

292 Chapter 8: Derivatives of Exponential and Logarithmic Functions

Application
e Applies the derivative to find slopes of tangents and rates of change
given a function that involves e*.
(Exercise 8.1, questions 7, 13)

8.2 The Derivative of the Natural Logarithmic

Function (text pages 305-311)

LEARNING EXPECTATIONS

Students will
e define the logarithmic function logx (a> 1)
e determine the derivatives of exponential and logarithmic functions
e make inferences from models of applications and compare the
inferences with the original hypotheses regarding the rates of change

SUGGESTIONS FOR PRESENTING THE LESSON

e Define the natural logarithmic function y = In x as the inverse of the Communication

: P : Have the students
exponential function y=e*. Have students find several values of the
determine In 1, In 5,
natural logarithmic function using the /n button on their calculator. nage ion

their calculators.
e Have students graph both y=Inx and y=e" using their calculators. Ask them to explain
Discuss the growth of the natural logarithmic function for large the results for In 1
values of x, in contrast with the growth of the exponential function. and In O.
(Interested students may wish to formulate a general statement
connecting the rates of growth of pairs of inverse functions.)

e Develop the derivative of the natural logarithmic function using the

derivative of the exponential function and the technique of implicit
differentiation.

e Complete Example | on text page 306, and have students suggest the
generalization of the Chain Rule when it is applied to the natural
logarithmic function y =Ing(x).

8.2 The Derivative of the Natural Logarithmic Function 293

 e Work through further examples, such as the following, that involve
the derivative of y=Inx and rates of change, equations of tangents,
and related rates.

Example 1
For the function y = In(x? + y” ), find the equation(s) of the tangents at
the point(s) where y=0.

Solution

y= In(x? a7 y’)

Bee = 3 pees pete

dx x+y dx

When y=0, Inx*=0

ax? =1
ieel |

Points are (1, 0) and (—1, 0).

At (1, 0): At (-1, 0):

dy 1 dy
—_—_ = -— 2 Ve i —2
abe ll (2) dx i)
=5) =)
The equation is: The equation is:
y =2(x-1) y=-2x-2

or y=2x-2

Example 2
Use the definition of the derivative for the natural logarithmic function to
1
develop the limit lim (1+ h)* =e. Approximate the value of e by
substituting small values of h.

294 Chapter 8: Derivatives of Exponential and Logarithmic Functions

Solution
Begin with the function f(x) =In(x).
Using the definition of the derivative, we know:

However, we know that f’(x) yl and f‘(1)=1.

x
1
Therefore nyin +h)h eik
Since f(x) =In(x) is continuous and one-to-one, then
1
:
lim(1 +h)|=e
=€

8.2 ASSESSMENT

This guideline is designed to assist you in assessing student achievement, Assessment

providing feedback to students on their current achievements, and A quiz on the
suggesting strategies for improvement. Please also see the Achievement derivatives of the
Rubric at the end of this chapter for the determination of levels. The exponential and
descriptors that follow describe work at Level 3. logarithmic
functions at this
point can be useful
Knowledge/Understanding
to assess student
e Finds the general derivative and the specific derivative at a point,
mastery of the topic.
using required derivative rules given a function that involves Inx.
(Exercise 8.2, questions 4, 5)

8.2 The Derivative of the Natural Logarithmic Function 295

 Thinking/Inquiry/Problem Solving
e Recognizes the derivative of the natural logarithmic function when
written using the definition of the derivative.
e Uses techniques taught in other mathematics courses, such as the
Binomial Theorem, to further investigate the number e.
(Exercise 8.2, questions 15, 16)

Communication
e Distinguishes between natural and common logarithms.
e Discusses the advantages of implicit differentiation versus the
definition of the derivative when developing the derivative of the
natural logarithmic function.
(Exercise 8.2, question 1)

_Application
e Applies the derivative to find slopes of tangents and rates of change
given a function that involves Inx.
(Exercise 8.2, questions 8, 12)

8.3 Derivatives of General Exponential and

Logarithmic Functions (text pages 312-317)

LEARNING EXPECTATIONS

Students will
e determine the derivatives of exponential and logarithmic functions
e determine the derivatives of combinations of basic functions
¢ compare the key features of a mathematical model with the features
of the application it represents

SUGGESTIONS FOR PRESENTING THE LESSON

e Review the properties of the exponential and logarithmic functions

using the Review of Prerequisite Skills on text pages 296-297. Have
students use these properties to express 2* in terms of base e then
check the results with a calculator.

296 Chapter 8: Derivatives of Exponential and Logarithmic Functions

e Have students express the exponential function 2* in terms of base e.
Discuss the advantages of the second expression when it comes to
differentiating the exponential function y=2*.

e Develop the rule for differentiating general exponential functions of

the form y=b". Include a discussion of the use of the Chain Rule
for the function y=b""?,

e Complete Examples | and 2 on text pages 313-314 to incorporate the

new derivatives with prior derivative rules and applications.

e Use the derivative of the general exponential function and implicit

differentiation techniques to develop the derivative of the general
logarithm function y= log, x . Include a discussion of the use of the
Chain Rule for the function y = log, g(x).

e Complete Examples 3 and 4 on text pages 314-315 to incorporate the

new derivatives with prior derivative rules and applications.

8.3 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievements, and
suggesting strategies for improvement. Please also see the Achievement
Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.

Knowledge/Understanding
e Finds the general derivative and the specific derivative at a point, Assessment
using required derivative rules given a function that involves b* Question 5 can be
and/or log, x. useful as a group
activity. Have the
(Exercise 8.3, question 1)
students present
their solutions to the
Thinking/Inquiry/Problem Solving I
class.
e Works with exponential functions and logarithmic functions
involving unknown constants.
e Investigates the graphical relationship between y=e* and y=b*
using properties of exponential and logarithmic functions.

8.3 Derivatives of General Exponential and Logarithmic Functions 297

 e Investigates the graphical relationship between y = Inx and
y=log, x using properties of exponential and logarithmic functions.
(Exercise 8.3, questions 12, 13, 14)

Communication
e Describes how to find derivatives of general exponential and
logarithmic functions using the derivatives of y=e*, y=Inx, and
implicit differentiation.
e Discusses the accuracy of the notation e* or In5 versus calculator
approximations.
e Describes how to evaluate expressions such as log, 3 using the
change of base formula and a calculator.
(Exercise 8.3, question 7)

Assessment Application
Question 9 can be e Applies the derivative to find slopes of tangents and rates of change
used as a hand-in given a function that involves b* and/or log, x.
assignment. (Exercise 8.3, questions 8, 11)

8.4 Optimization Problems (text pages 318-323)

LEARNING EXPECTATIONS

Students will
e solve optimization problems using exponential and logarithmic
functions
e¢ compare the key features of a mathematical model with the features
Refer students to
of the application it represents
text page 204 for a
review of an
algorithm for
SUGGESTIONS FOR PRESENTING THE LESSON
solving optimization
problems. e Review with the students the algorithms for finding extreme values
and for optimization.

e Complete Examples | and 2 on text pages 318-320. Example 2

involves setting up the function to be optimized, as well as
determining the domain.

298 Chapter 8: Derivatives of Exponential and Logarithmic Functions

8.4 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievements, and
suggesting strategies for improvement. Please also see the Achievement
Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.

Knowledge/Understanding
e Uses the algorithm for extreme values to determine the maximum
and minimum function values on an interval.
e Uses the algorithm for solving optimization problems in a
straightforward context.
(Exercise 8.4, questions 1, 4)

Thinking/Inquiry/Problem Solving
e Extends the algorithm for solving optimization problems to a
generalized context and interprets the results.
e Works with general constants.
(Exercise 8.4, questions 11, 14)

Communication
e Interprets the results of an optimization problem within the context of
the problem.
(Exercise 8.4, question 3)

Application
e Uses the algorithm for solving optimization problems in new
contexts and interprets the results.
e Determines the function to be optimized.
(Exercise 8.4, question 12)

8.5 Logarithmic Differentiation (text pages 324-327)

LEARNING EXPECTATIONS

Students will.
e apply the technique of logarithmic differentiation

8.5 Logarithmic Differentiation 299

 SUGGESTIONS FOR PRESENTING THE LESSON

e As motivation for this topic, you can discuss whether the derivative
of a function like y= x* can be determined using known derivative
rules and techniques. Discuss whether the derivative of a function
3
(x? a 1) vx—3
like y= 2 is easy to determine using known derivative
(2x? otex)
rules and techniques.

e This topic is an application of properties of logarithms and implicit

differentiation. The Review of Prerequisite Skills on text pages
296-297 can be used to review the properties of logarithmic
functions.

e Complete Example | on text page 324. Logarithmic differentiation

is required in this question. Discuss with students whether any
restrictions are necessary when taking the logarithm of an expression
(e.g., input to a logarithm function must be positive).

e Complete Example 3 on text pages 325-326. Note that logarithmic

differentiation is not required in this question but simplifies the
process of finding the derivative.

8.5 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievements, and
suggesting strategies for improvement. Please also see the Achievement
Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.
Assessment
Question 3.c. can be
Knowledge/Understanding
used as a quiz to
e Recognizes functions that require logarithmic differentiation
assess student
techniques.
mastery of
Py
logarithmicho k e izes
R ecognizes functions where findi
functions ivati
inding the derivative mnt
can be simplified
Airreatenon using logarithmic differentiation.
(Exercise 8.5, question 2)

300 Chapter 8: Derivatives of Exponential and Logarithmic Functions

Thinking/Inquiry/Problem Solving
e Extends the concept of logarithmic differentiation to problems
involving exponential expressions.
(Exercise 8.5, question 10)

Communication
e Discusses the differences in finding derivatives of functions such as
Vey nde ee
(Exercise 8.5, question 10)

Application
e Incorporates the technique of logarithmic differentiation with
applications such as rates of change, slopes of tangents, and related
rates.
(Exercise 8.5, questions 6, 9)

Career Link Wrap-Up (text page 329)

Many biotechnology applications, such as bacterial growth, are

exponential in nature. In this task, the theme of cleaning up
environmental pollution using bioremediation— using bacteria to
consume contaminants— is explored. Logarithmic and exponential
functions will be used to model the mass of the contamination present
and mass of the bacteria, respectively. Of particular significance in
modelling bacterial populations is the logistic growth model investigated
in this task. The goals in this problem are to develop a logistic model for
bacterial mass using algebraic methods, then to apply it and the
logarithmic model for the mass of contamination remaining to determine
the amount of oxygen that needs to be delivered at any point in time. In
this Authentic Performance Task, students will apply the tools of
logarithmic and exponential algebraic modelling and calculus to
determine the oxygen demand, the time when new bacteria have to be
added to the clean-up site, and how fast the contamination is being
removed.

Chapter 8: Career Link Wrap-Up 301

 THIS AUTHENTIC PERFORMANCE TASKS AFFORDS
STUDENTS AN OPPORTUNITY TO:

e develop and utilize an algebraic mathematical model in a real-world

context (investigating biotechnology) to make predictions and
decisions using the tools of differential calculus, logarithms, and
exponential equations;

e demonstrate successful use of the laws of logarithms, including

change of base and solving exponential equations;

e sequence and select mathematical tools, including technology, as part

of the problem-solving process;

¢ communicate their work clearly by justifying their reasoning and

demonstrating proper mathematical terminology and form.

SUGGESTED ORGANIZATION

A suggested sequence for implementing this task in the classroom is as

follows:

1. Lead a brief discussion about environmental contamination

issues especially as related to groundwater and the cleanup of
this contamination. Sources (e.g., leaking underground tanks at
gas stations, old garbage dumps) and health impacts (e.g.,
cancer) could be brainstormed. Students may be very familiar
with this issue, given the attention on water quality in Ontario
following the Walkerton, Ontario tragedy in May of 1999. The
interrelationship between the mass of the bacteria, the mass of
the contaminant remaining, and the demand for oxygen should
be discussed at a simple conceptual level. For example, more
contamination means more bacteria are needed, which in turn
means more oxygen is needed for the bacteria to breathe. This
discussion could also take place the day before the task or when
the logistic growth model is investigated. (10 min)

2. Review and discuss how students’ work will be evaluated

(e.g., present the rubric on an overhead). (5 min)

302 Chapter 8: Derivatives of Exponential and Logarithmic Functions

 3. Have students brainstorm in small groups. Students discuss how
this task can be solved but do not actually perform any
calculations (i.e., create the algebraic model). During this phase,
the students could be required to keep separate brainstorming
notes that are handed in immediately following the
brainstorming session. (10 min)

4. Students work on the task independently, completing all

calculations and a written summary of their results and methods.
(45 min)

ASSESSMENT AND EVALUATION

It is suggested that a task-specific rubric be developed by adapting the

Generic Career Link Rubric provided on page 43 of this Teacher’s
Guide. To evaluate Learning Skills, students can complete a self-
assessment or anecdotal notes can be made by the teacher. For ease of
evaluation, student submissions may be organized into the following
format. Each report includes two sections. The first section,
“Communication of Findings” summarizes the results of the task and
clearly explains the methods used (i.e., justifying reasoning). The second
section, “Supporting Calculations,” shows all calculations, hand-drawn
graphs, etc.

Chapter 8: Career Link Wrap-Up 303

 CHAPTER 8 SUMMARY

This chapter has introduced students to derivatives of exponential

functions, the derivatives of the natural logarithmic function, the
derivatives of the general exponential and logarithmic functions,
optimization problems using these functions, and logarithmic
differentiation. This summary includes three vehicles to help you assess
the achievement level of your students.

1. an additional set of review questions that can be used in a variety of

ways with your students

2. atest that gauges the students’ knowledge and performance

capabilities

3. an achievement rubric that is included for your convenience in

assessing students’ level of achievement

304 Chapter 8: Derivatives of Exponential and Logarithmic Functions

ADDITIONAL REVIEW QUESTIONS
CHAPTER 8: DERIVATIVES OF EXPONENTIAL AND LOGARITHMIC
FUNCTIONS

l. If f(x)=e" +e™, find f‘(1).

2. If g(x)=In(x+Vx* +1), find g'(0).

3. If y=x*
, find By
dx

Bea (22241)
Dot h(a) ee)
(z+2)
ervey
5. Find the equation of the tangent to the curve defined by y =2e™ that is parallel to the line
defined by -6x+ y =2.

6. Find all points on the graph of y = x°2* where the tangent is horizontal.

7. Find the equation of the tangent to the graph of log,(xy)+ x =1 at the point (1, 1).

8. The population of rabbits in a forest at time t in months is R(t) = 50} 10

- “*|

a) What is the initial number of rabbits in the forest?

b) Find the rate of change of the number of rabbits at time t.

c) How fast is the number of rabbits changing after 1 year?

d) Find the largest number of rabbits in the forest during the first 3 years.

e) Useacalculator to graph R vs. t and give physical reasons why the population of rabbits
might behave this way.

9. A drug is injected into the body in such a way that the concentration C in the blood at time t
hours is given by the function C(t) = 10(e™ —-e° My At what time does the highest
concentration occur within the first 5 h?

10. For what values of k does the function y =e“ satisfy the equation y+ y’= y’?

Chapter 8: Derivatives of Exponential and Logarithmic Functions 305

 ALTERNATIVE TEST
CHAPTER 8: DERIVATIVES OF EXPONENTIAL AND LOGARITHMIC
FUNCTIONS

Achievement Category

Application 6,7

1. Find y’ for the function y=e*" .

2. Given f(x)=xIn(x +1), find the slope of the tangent at x =e —1.

3. Find the equation of the tangent to y+2” =3 at the point (0, 2).

Qral .
4. For g(t)= Visa)? , evaluate g’(2).

5. When DVDs are sold for p dollars each, consumers will buy D(p)= aut DVDs per month.
P
vi
It is estimated that t months from now, the price of DVDs will be p(t)=10e” +15 dollars.
At what rate will the monthly demand for the DVDs be changing with respect to time 25
months from now? Will the demand be increasing or decreasing?

6. A flu epidemic spreads through a nursing home in such a way that t weeks after the outbreak,
400
the number of residents who have been infected is given by /(t)=
1+99e°* °
a. At what rate will the nursing home residents become infected after 1 week?
b. If no treatments are introduced for the residents, how many will eventually become
infected?

306 Chapter 8: Derivatives of Exponential and Logarithmic Functions

7. The measure of effectiveness of a sleep-deprived student studying for a test on a scale of 0 to
“yi In(¢ 2
lis given by M(r)= % , where f is the time in hours that the student spends studying,
0<t<4. Determine the maximum measure of the effectiveness of studying and the time at
which it is reached.

8. By taking the appropriate derivatives, show that the function y= Ae * + Bxe™ satisfies the
equation y”+2y’+y=0.

Chapter 8: Derivatives of Exponential and Logarithmic Functions 307

 ALTERNATIVE TEST SOLUTIONS
CHAPTER 8: DERIVATIVES OF EXPONENTIAL AND LOGARITHMIC
FUNCTIONS

Using the Chain Rule:

ye ole—6x)

=-6xe3*"

2. f(x)=xIn(x+1).

Using the Product Rule:

f'(x)=1x1n(x +1) +
4)

Hence the slope of the tangent at x =e—1 is 2- Y

e

3.9 Jaa:

Differentiate implicitly with respect to x.

Y 49” x10 cee ee =0

dx dx

Subsititute (x,y) = (0, 2) and solve for o

Xx

oy+ 2° xIn2(2+0)=0
dy = —2]n2
dx

308 Chapter 8: Derivatives of Exponential and Logarithmic Functions

 Hence the slope of the required tangent is -2]In2. The equation of the tangent is
Veer o
x-—0
y=2-2In2x
or 2In2x+y=2.

wish(2r =)
‘ AO rer pay
Take the natural logarithm of each side.

= (2¢1)i
In g(t) = {fo
“3p |

= In(2r-1)° —InVt—1 -In(t+3)°

= 51n(2¢—1) — 5In(e— 1) —21n(t + 3)

Differentiate both sides with respect to x.

10 I 2
sna] gs

V1(5)” Se

Fees |0m ee
Hence, ¢(2)=2] 2-4-2
Seas)
5 30
-2(3)
5°L30
5a1S
5.2
~ 23.65

Chapter 8: Derivatives of Exponential and Logarithmic Functions 309

 5. We wish to evaluate when t=25. Using the Chain Rule, we know that:
t

CIE) ALE) AO oa vet

dt dp d
dD __ 16000
dp Pp
vt
SPS Ger :
dt 40Vt
i
When t=25, p(25)=10e4 +15 ~ 27.84.

1 5
SE es|ene ee Oc)
dt 200
dD Eee COREG A118)
dp Ly
10e* +15

Hence, in 25 months,

ad 95 =(-0.741482)(0.0642)
dt
= —0.0476

and the demand for DVDs will be decreasing at the rate of 0.05 DVDs per month.

yy _ ~400(99e**')(-0.5)
(1+ 99e°")"
19800e°*'
(1+ 9965)"
0.5

Hii ee opp
(1+99e°° ’

After 1 week, the epidemic is spreading at the rate of 3.2 residents per week.

310 Chapter 8: Derivatives of Exponential and Logarithmic Functions

 ; 400
b. Evaluate lim/(t) =lim—————
t—00 () te 1 + 99e°! e

= 400
If no treatments are introduced, 400 residents will eventually become infected.

In(t?
7. We wish to find the maximum value of M(t) = on the interval 0<r<4,
t
2t 3
—(3t)—3In(t°
M’(je tr ( ) n( (Using the Quotient Rule)
Or?
_ 6-6lnt
Of
M’(t)=0 when S=olnr—
int =]
t=e

Since absolute (global) maximum function values must occur at critical points or endpoints,
we check:

In(e?
M(e)= ( — = (0.245
3e 3e

M(4) = In(16
a ) 0.155
We cannot evaluate M(0) (t=0 is not in the domain), but lim M(t) > —ce (can be checked
t=0*

with a calculator). Hence, a student reaches a maximum measure of study effectiveness of

0.245 after studying approximately 2.7 h.

8. y=Ae*+Bxe™
y’=-Ae*+ B(1xe*+ x(-e~*)) =—Ae*+ Be" — Bxe™

y” = Ae* — Be* - B(e* - te) = Ae* —2Be™“* + Bxe™

L.S.= y” +2y’+y
= (Ae™* —2Be*+ Bxe™*) + 2(-Ae™* + Be* - Bxe™*) + (Ae* + Bxe™*)
=0
=RS.

Chapter 8: Derivatives of Exponential and Logarithmic Functions 311

 CHAPTER 8 ACHIEVEMENT RUBRIC
Category 50-59% 60-69% 70-79% 80-100%
(Level 1) (Level 2) (Level 3) (Level 4)

Knowledge/ e Has difficulty e Usually understands the e Understands the need for e Understands the need for
Understanding understanding the need need for new new differentiation new differentiation
e Understanding for new differentiation differentiation techniques for techniques for exponential
concepts techniques for techniques for exponential and and logarithmic functions,
exponential and exponential and logarithmic functions, and the technique of
logarithmic functions, and logarithmic functions, and the technique of logarithmic
the technique of and the technique of logarithmic differentiation, and easily
e Performing logarithmic logarithmic differentiation. applies the techniques to
algorithms differentiation. differentiation. Can incorporate the appropriate questions.
Has difficulty Can usually incorporate derivatives of Can easily incorporate the
incorporating the the derivatives of exponential and derivatives of exponential
derivatives of exponential exponential and logarithmic functions and logarithmic functions
and logarithmic functions logarithmic functions with previously learned with previously learned
with previously learned with previously learned differentiation differentiation techniques.
differentiation techniques. differentiation techniques.
techniques.

Thinking/Inquiry/ Has difficulty recognizing Can usually recognize Can recognize abstract Sees variations and
Problem Solving abstract situations abstract situations situations involving alternate approaches for
e Reasoning involving exponential or involving exponential or exponential or situations involving
logarithmic functions. logarithmic functions. logarithmic functions. exponential or logarithmic
functions.
e Applying the steps of
an inquiry/problem Has difficulty working Can usually work with Can work with Easily works with
solving process with parameters in parameters in parameters in parameters in exponential
exponential or logarithmic exponential or exponential or or logarithmic functions
functions. logarithmic functions. logarithmic functions. and understands their
significance in a given
context.

Communication Has difficulty explaining Can sometimes explain Can correctly explain the Can explain in detail the
¢ Communicating the difference between the difference between difference between differences between
reasoning orally, in differentiating exponential differentiating differentiating differentiating exponential
writing, and versus polynomial exponential versus exponential versus versus polynomial
graphically functions, and explaining polynomial functions, polynomial functions, functions, and the
the advantages of implicit and the advantages of and the advantages of advantages of implicit and
and logarithmic implicit and logarithmic implicit and logarithmic logarithmic
e Using mathematical differentiation. differentiation. differentiation. differentiation, and can
language, symbols, Has difficulty using Can usually use correct Can use correct extend the concept to
visuals, and correct terminology and terminology and notation terminology and notation additional problems.
conventions notation for exponential for exponential and for exponential and Easily uses correct
and logarithmic functions logarithmic functions logarithmic functions mathematical terminology
and their derivatives. and their derivatives. and their derivatives. and notation for
exponential and
logarithmic functions and
their derivatives.
Application Has difficulty applying Can sometimes apply the Can apply the Can easily apply the
e Applying concepts derivatives of exponential derivatives of derivatives of derivatives of exponential
and procedures and logarithmic functions exponential and exponential and and logarithmic functions
relating to familiar to slopes, rates of change, logarithmic functions to logarithmic functions to to slopes, rates of change,
and unfamiliar and optimization slopes, rates of change, slopes, rates of change, and optimization
settings problems. and optimization and optimization problems.
problems. problems.

312 Chapter 8: Derivatives of Exponential and Logarithmic Functions

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 Curve Sketching (text pages 335-387)

Chapter Planning Ahead Chart

Specific Expectation Lesson

Connecting Derivatives and Graphs

Describe the key features of a given graph of a function, OF Lat

including intervals of increase and decrease, critical points,
points of inflection, and intervals of concavity
Identify the nature of the rate of change of a given function,
and the rate of change of the rate of change, as they relate to
the key features of the graph of that function
Sketch, by hand, the graph of the derivative of a given graph

Sketching the Graphs of Polynomial, Rational, and Exponential

Functions

Determine, from the equation of a rational function, the

intercepts and the positions of the vertical and the horizontal
or oblique asymptotes to the graph of the function
Determine, from the equation of a polynomial, a rational, or
an exponential function, the key features of the graph of the
function (e.g., intervals of increase and decrease, critical
points, points of inflection, and intervals of concavity) using
the techniques of differential calculus, and sketch the graph
by hand
Determine, from the equation of a simple combination of Career Link,
polynomial, rational, or exponential functions (e.g., f(x) = 9.4
1
x? + ae: the key features of the graph of the combination of
functions using the techniques of differential calculus, and
sketch the graph by hand

314 Chapter 9: Curve Sketching

Technology in Chapter 9

Many learning opportunities in this text could involve the use of

technology. This chart shows places in the text where the use of
calculator or computer technology is specified. Apart from the examples
below, the authors have left the use of technology in any particular case
to the teacher’s and students’ discretion. In fact, it can be a valuable
learning opportunity for students to decide when technology would help
them to solve a problem, and when it would not.

Section of Text Type of Technology Description

9.1 Example, Graphing calculator Graph functions and analyze to

Exercise determine x-values for which
the function is increasing or
decreasing
9.2 Examples, | Graphing calculator Sketch graphs to verify
Exercise maxima and minima
9.3 Example, Graphing calculator Graph functions and analyze
Exercise for asymptotes
9.4 Examples Graphing calculator Sketch graphs of functions

Chapter 9: Curve Sketching 315

 INTRODUCTION

This chapter introduces graphical interpretations of the first and second

derivatives and limits are used to determine vertical and horizontal
asymptotes for curves. These techniques are then applied to curve
sketching.

Questions 2 andSin | BACKGROUND KNOWLEDGE

the Review of
Prerequisite Skills Some experience with the following concepts and skills will help
can be used as an students as they work through the chapter.
assignment to
prepare students for e the facility to solve equations and inequalities
Section 9.1. Sin dee, ee:
e an intuitive knowledge of limits
e the ability to take derivatives of functions using all known techniques

Career Link Chapter9

Predicting Stock Values (text page 338)
Suggested Time: 30 min

In this guided discovery activity, the return on a Stock over time is

utilized to illustrate graphically the concepts of local maxima/minima,
concavity, and inflection points. The learning will be accomplished
through utilizing the learner’s contextual prior knowledge of buy low and
sell high; mathematical prior knowledge of concavity via quadratics,
periodic functions, and polynomials; and prior knowledge of local
maxima/minima developed in Chapter 5. The learning progresses from
identifying when to sell (maxima) and buy (minima) to the signal that a
buying opportunity will soon exist (inflection point). This activity will
also afford an opportunity to review the derivative from a graphical
perspective, reinforcing the slope of zero at local maxima/minima.

THIS ACTIVITY PROVIDES OPPORTUNITIES TO:

1. graphically identify local maxima and minima

2. graphically identify sections of graphs that are concave up and
concave down

316 Chapter 9: Curve Sketching

 graphically identify points of inflection as locations where a graph
shifts from concave up to concave down or from down to up
embed the concepts of maxima/minima and points of inflection in a
context familiar to students (stock analysis).

BACKGROUND KNOWLEDGE

the identification of maxima and minima on graphs, understanding

that the slope at these points is zero

SUGGESTED ORGANIZATION

Le Lead a discussion around the idea of buy low and sell high based on
students’ own experience of shopping (i.e., buy during sales) or
selling (i.e., accepting the highest offer on a used car). Also, lead a
discussion on the idea of receiving a signal to buy (i.e., you know
you will be making a purchase if you are told an item you want is
going on sale in three weeks). (5 min)

Assign students to read the Career Link and complete questions 1, 2,

and 3 independently. (10 min)

Place students in pairs/small groups to discuss their answers to all

questions (with a focus on question 3) then share the results with the
whole class (think/pair/share cooperative learning strategy).
(10 min)

Lead a discussion that summarizes concavity and points of inflection

using specific graphical examples. (5 min)

Chapter 9: Career Link 317

 SOLUTION EXEMPLAR

Price ©

time

1. Marked with(S) on graph. This is the maximum price. The slope here
is zero.

2. Marked with ()on graph. This is the minimum price. The slope here
is zero.

3. Marked with © on graph. I don’t agree with my fellow analyst. If the

graph becomes concave up (VU) then it is moving towards a minimum,
which is the time to buy stocks, not sell them.

9.1 Increasing and Decreasing Functions

(text pages 339-344)

LEARNING EXPECTATIONS

Students will
e compare rates of change of graphs of functions
Discuss question 4 e determine properties of the graphs of polynomial functions
in Exercise 9.1 on e describe key features of a given graph of a function
text page 342 with
the class to SUGGESTIONS FOR PRESENTING THE LESSON
emphasize how the
maximum and : ;
e Use a calculator to obtain the graphs of the following functions:
minimum points are 1) yaox 38128
related to intervals 1

of increase and PRY ie ih a

decrease. 3G) = me

318 Chapter 9: Curve Sketching

 For each of these functions, use the graph to estimate the values of x
for which the function is increasing and the values of x for which the
function is decreasing. Discuss the accuracy of the calculator
estimates.

e Demonstrate the analytic solution that determines the intervals of

increasing and decreasing function values exactly.

e Have students discuss applications in which accuracy is important in

determining intervals of increasing and decreasing function values.
(i.e., the amount of a drug in the bloodstream tf minutes after
injection; the position of a satellite ¢ minutes after launch; etc.)

9.1 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievement, and
suggesting strategies for improvement. Please also see the Achievement
Assessment
Rubric at the end of this chapter for the determination of levels. The Questions 5.a. and 6
descriptors that follow describe work at Level 3. can be used as a
quiz to evaluate
Knowledge/Understanding student mastery of
e Knows how to determine the intervals of increasing and decreasing the concepts being
function values using the first derivative. taught.
(Exercise 9.1, questions 4, 5)

Thinking/Inquiry/Problem Solving
e Extends the concept of increasing and decreasing function values to
abstract situations (involving unknown functions and/or parameters). Communication
(Exercise 9.1, questions 13, 14) Have students
explain their answer
Communication to Question 2 toa
e Explains how the first derivative of a function can be used to partner so that the
determine the intervals of increasing and decreasing function values. partner understands
e Explains the difference in a calculator estimate versus an exact how to determine

analytic solution. intervals of increase

(Exercise 9.1, question 2) and decrease.

9.1 Increasing and Decreasing Functions 319

 Application
e Sketches the graph of a function given written specifications about
the function, including intervals of increasing and decreasing
function values.
e Sketches the original function, given information about the derivative
of a function (or a sketch of the derivative function).
(Exercise 9.1, questions 10, 11)

9.2 Critical Points, Relative Maxima, and Relative

Minima (text pages 345-351)

LEARNING EXPECTATIONS

Students will
e describe key features of a given graph of a function
e sketch, by hand, the graph of the derivative of a given graph

SUGGESTIONS FOR PRESENTING THE LESSON

e In Section 9.1, students learned to determine intervals for which the

values of a function are increasing or decreasing. It is natural to
investigate what happens to both the derivative and the graph of the
function at the endpoints of these intervals.

e Use the first derivative to develop the concept of relative maximum

and relative minimum value of a function, beginning with the case
where f‘(c)=0.

e Discuss with students whether all points where f’(c)=0 yield

relative maximum or minimum values of f. Students may come up
with the simple function y = x° as a counter example.

e If time permits, a brief review of logic and the precision of the

English language may be incorporated here. Consider the difference
in the following statements:

1. Ifa function has a relative maximum or minimum value at x =c,

then f(c)=0.

320 Chapter 9: Curve Sketching

 2. If f(c)=0 for a function, then there is a maximum or minimum
Stress the algorithm
function value at x=c.
on text page 349 for
finding the
Sometimes it is easier to make this point with non-mathematical De,
minimum and
statements. Consider the following: Axia eeawedor

a function.
1. If an animal is a dog, it has four legs.
2. If an animal has four legs, it is a dog.

e Extend the concept of relative maximum and minimum values of a

function to include simple functions where f’(c) is undefined, such
2“

as y= x3. Determine that the logic is similar for this case.

e With students’ help, determine an algorithm for finding relative

maximum and minimum values of a function f.

9.2 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievement, and
suggesting strategies for improvement. Please also see the Achievement
Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.

Knowledge/Understanding
e Uses the first derivative to determine the critical points of a function
and to classify each critical point as a relative maximum value, a
relative minimum value, or neither.
(Exercise 9.2, question 7)

Thinking/Inquiry/Problem Solving
e Extends the concept of critical points and relative extrema to abstract
situations (involving unknown functions and/or parameters).
(Exercise 9.2, questions 12, 14)

9.2 Critical Points, Relative Maxima and Relative Minima 321

 Communication
e Explains how the first derivative of a function can be used to
determine critical points and relative maximum and minimum values
of a function.
(Exercise 9.2, question 1)
Assessment
Questions 8, 9, and
Application
11 can be used as
e Sketches the graph of a function given written specifications about
group activities.
the function, including critical points.
This will give you
e Sketches the original function given information about the derivative
an opportunity to
of the function (or a sketch of the derivative function).
assess how well
(Exercise 9.2, questions 9, 11)
students work in
groups.
9.3 Vertical and Horizontal Asymptotes
(text pages 352-362)

LEARNING EXPECTATIONS

Students will
e determine intercepts and positions of the asymptotes to a graph

SUGGESTIONS FOR PRESENTING THE LESSON

Questions 4 and 6
from the Review of
e Have the students work in pairs to complete the Investigation on text
Prerequisite Skills
page 352. This Investigation will help students determine the
can be assigned to
behaviour of rational function values near a vertical asymptote. Once
help prepare the
the students have completed the Investigation, you can formalize
students for the
vertical asymptotic behaviour with a statement involving limits.
work in this section.

e Interested students may wish to investigate the behaviour of function

values for a rational function f(x) = P(x) near x =c, where

q(x)
p(c)=0 and g(c)=0.

e A similar Investigation with rational functions can be devised to help

students determine the behaviour of the function values near a
horizontal asymptote (as x grows without bound, in both the negative
and positive directions). Then, you can formalize horizontal

322 Chapter 9: Curve Sketching

 asymptotic behaviour with a statement involving limits. The
functions in Example 3 on text pages 355-356 provide some possible
functions that can be used for this Investigation.

e Have students discuss how to determine if a graph approaches its

horizontal asymptote from above or below it.

e Develop the concept of oblique (skew) asymptotes.

e Combine all of the techniques into an algorithm for curve sketching,

along with information gained from the first derivative of the
function.

9.3 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievement, and
suggesting strategies for improvement. Please also see the Achievement
Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.

Knowledge/Understanding
e Recognizes any vertical, horizontal, and/or oblique asymptotes given
the graph of a function.
e Finds the equations of any vertical, horizontal, and/or oblique
asymptotes given a rational function.
(Exercise 9.3, questions 1, 5, 7)

Thinking/Inquiry/Problem Solving
e Extends the concepts of asymptotes to abstract situations involving
parameters.
(Exercise 9.3, questions 10, 11)

Communication
e Explains how to determine the vertical, horizontal, and/or oblique
asymptotes of a rational function, and under what conditions each
exists.
(Exercise 9.3, question 2)

9.3 Vertical and Horizontal Asymptotes 323

 Application
Assessment
Uses vertical, horizontal, and/or oblique asymptotes to aid in
Questions 9.a., b.,
sketching the graph of a rational function.
and d. can be used
(Exercise 9.3, question 9)
as a hand-in
assignment or as a : y y
group activity 0 9.4 Concavity and Points of Inflection
assess students’ (text pages 363-371)
ability to apply the
algorithm for curve LEARNING EXPECTATIONS
sketching.
Students will
describe key features of a given graph of a function
sketch the graph of a function
determine from the equation of a simple combination of polynomial,
; ; l
rational, or exponential functions, (e.g., f(x) = x? + =)» the key
features of the graph of the combination of functions using the
techniques of differential calculus, and sketch the graph by hand

SUGGESTIONS FOR PRESENTING THE LESSON

Have the students complete Investigations 1 and 2 on text pages

363-365. These Investigations will help students discover the
relationship between increasing/decreasing slopes of tangents and the
position of the tangent relative to the graph of the function. Be sure
to stress that concavity of a graph does not indicate increasing or
decreasing function values, but increasing or decreasing slopes. That
is, a graph can be decreasing and concave down (decreasing function
values and decreasing slopes) or decreasing and concave up
(decreasing function values and increasing slopes).

It may help students to better understand the definition of concavity

by thinking of water pouring down a graph: water runs off the parts
of the graph that are concave down, and collects in the parts of the
graph that are concave up. Students may come up with other creative
ways to help themselves understand the definition of concavity.

Show how concavity and the second derivative can be used to

determine the nature of critical points.

324 Chapter 9: Curve Sketching

e Define points of inflection as points where the concavity changes on
a graph. Discuss where such points occur ( f’(c)=0 or f’(c) is
undefined). Discuss whether all points where f’(c)=0 or f”(c) is
undefined yield points of inflection. One example that students may
come up with is y =x’.

9.4 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievement, and
suggesting strategies for improvement. Please also see the Achievement
Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.

Knowledge/Understanding
e Knows how to determine the concavity of a graph and the location of
points of inflection using the second derivative.
e Classifies critical points as relative maxima, relative minima, or
neither using the second derivative.
(Exercise 9.4, questions 1, 3, 4)

Thinking/Inquiry/Problem Solving
e Extends the concept of concavity and points of inflection to abstract
situations (involving unknown functions and/or parameters).
(Exercise 9.4, questions 10, 11)

Communication
e Explains how the second derivative of a function can be used to
determine the nature of critical points and points of inflection of the
graph.
(Exercise 9.4, questions 6, 7)
Question 5 can be
Application used as a group
e Sketches the graph of a function given written specifications about a activity.
function, including points of inflection.
e Sketches the original function given information about the second
Question 9 can be
derivative of a function (or a sketch of the second derivative
used as an
function).
assignment.
(Exercise 9.4, questions 5, 9)

9.4 Concavity and Points of Inflection 325

 9.5 An Algorithm for Graph Sketching
(text pages 372-375)

LEARNING EXPECTATIONS

Students will
e determine properties of the graphs of polynomial functions
e determine key features of the graph of a function

SUGGESTIONS FOR PRESENTING THE LESSON

Stress the algorithm
for curve sketching e Have students create the algorithm for curve sketching by recalling
on text page 372. the ideas and techniques learned in this section. Allow students to
discuss the ordering of steps in the algorithm and ways of keeping
track of the information that is found (charts, tables, preliminary
sketches, etc.).

9.5 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievement, and
suggesting strategies for improvement. Please also see the Achievement
Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.

Knowledge/Understanding
e Uses the algorithm for curve sketching to obtain accurate graphs of
Assessment
functions, including all interesting features.
As students work on
(Exercise 9.5, question 1)
Question 1, it is an
ideal time to assess
Thinking/Inquiry/Problem Solving
their mastery of all
the concepts taught e Extends the concepts of this chapter to abstract situations and to
in this chapter. functions involving parameters.
(Exercise 9.5, question 8)

Communication
e Discusses functions for which all steps of the algorithm for curve
sketching are not required, and explains why.

326 Chapter 9: Curve Sketching

e Discusses which steps of the algorithm for curve sketching can be
completed with a variety of techniques or in a different order.

Application
e Uses known properties of functions in combination with the
algorithm for curve sketching to obtain accurate graphs.
(Exercise 9.5, question 4)

Career Link Wrap-Up (text page 377)

Graphical interpretation is a critical real-world problem for a multitude

of businesses, including those employed in stock market-related
professions. The goal in this problem is to generate a graph of excess
returns. For example, how much more is the stock selling for than it is
really worth? This is done for a Initial Public Offering (IPO). Then the
graph is interpreted in terms of buy/sell signals (inflection points), actual
times to buy/sell (max/min), and false signals (point of inflection prior to
asymptotic behaviour). In this Authentic Performance Task, students will
apply the tools of differential calculus and the graph-sketching algorithm
to provide sound recommendations to clients on this specific stock.

THIS AUTHENTIC PERFORMANCE TASKS AFFORDS

STUDENTS AN OPPORTUNITY TO:

e utilize an algebraic mathematical model in a real-world context

(stock-market analysis) to make predictions and decisions using the
tools of differential calculus;

e demonstrate successful use of derivative rules and the algorithm for

graph sketching to generate a graph that can be used to provide advice
to clients on buying and selling for an Initial Public Offering (IPO);

e sequence and select mathematical tools as part of the problem-

solving process;

¢ communicate their work clearly by justifying their reasoning and

demonstrating proper mathematical terminology and form.

Chapter 9: Career Link Wrap-Up 327

 SUGGESTED ORGANIZATION

A suggested sequence for implementing this task in the classroom is as

follows:

1. Review and discuss how students’ work will be evaluated (e.g.,

present the rubric on an overhead). (5 min)

2. Have students brainstorm in small groups. Students discuss how this

task can be solved but do not actually perform any calculations (1.e.,
create the algebraic model). During this phase, the students could be
required to keep separate brainstorming notes that are handed in
immediately following the brainstorming session. (10 min)

3. Students work on the task independently, completing all calculations

and a written summary of their results and methods. (55 min)

ASSESSMENT AND EVALUATION

It is suggested that a task-specific rubric be developed by adapting the

Generic Career Link Rubric provided on page 43 of this Teacher’s
Guide. To evaluate Learning Skills, students can complete a self-
assessment or anecdotal notes can be made by the teacher. For ease of
evaluation, student submissions may be organized into the following
format:

Each report includes two sections. The first section, “(Communication of

Findings,” summarizes the results of the task and clearly explains the
methods used (1.e., justifying reasoning). The second section,
“Supporting Calculations,” shows all calculations, hand-drawn graphs,
etc.

328 Chapter 9: Curve Sketching

CHAPTER 9 SUMMARY

This chapter has introduced students to increasing and decreasing

functions, critical points, relative maxima and relative minima, vertical
and horizontal asymptotes, concavity and points of inflection, and an
algorithm for graph sketching. This summary includes three vehicles to
help you assess the achievement level of your students.

1. an additional set of review questions that can be used in a variety of

ways with your students

2. atest that gauges the students’ knowledge and performance

capabilities

3. an achievement rubric that is included for your convenience in

assessing students’ level of achievement

Chapter 9:Summary 329

 ADDITIONAL REVIEW QUESTIONS
CHAPTER 9: CURVE SKETCHING

he Find the critical points for each function, show where the function is increasing and where it
is decreasing, and classify each critical point as a relative maximum or a relative minimum.

as f(x)=x + 3x b. f(x)=x*+4x?-8x?
c. f(x)=xIn(x) dee f(a) ce otal

Show where the function is concave up and where it is concave down, and identify any
points of inflection.

a. f(x)=x*+6x?-24x?
+26 b. f(x)= a
x
Cae (0) cme die f(x )\ea
eh Ol

Find all vertical, horizontal, and oblique asymptotes of the graph of the given functions.

as f= =
Des ne ae
—— b. f@)=a5
=
i

XG ~ hors
Cc. = X— d. =
Coe Ae P(x) x°+3x-4

Use the algorithm for curve sketching to graph the given functions. Indicate all asymptotes,
critical points, relative extrema, and points of inflection on your graph.

Lage (Coie (ca)

c. f(x)=(2x°+ 3x)e* d. f(x)=In(9-
x’)

330 Chapter 9: Curve Sketching

ALTERNATIVE TEST
CHAPTER 9: CURVE SKETCHING

1. Given the function y = xe™, find the critical points and classify each as a relative maximum,
relative minimum, or neither. Indicate intervals where the function is increasing and where it
is decreasing.

2. Given the function y=200+ 4x° + x*, indicate intervals where the function is concave up
and where it is concave down. Determine all points of inflection for this function.

2x?
— 5x
3. For the function y= Pim determine the equations of all vertical and horizontal
eX: =

asymptotes.

4. Find constants a, b, and c so that the graph of the function f (x) =ax*+bx+c has a relative
maximum at (5, 12) and crosses the y-axis at (0, 3).

5. Sketch a graph of a function f with all of the following properties:

e fis increasing when x <—2 and when —2<x<4
fis decreasing when x > 4
f'(-2)=0, f(4)=0
e fis concave down when x <—2 and when 3<x<9
e fis concave up when —2 < x <3 and when x >9

6. Draw the graph of a function f whose derivative matches

the graph shown.

Le es et a
7. Use the algorithm for curve sketching to graph y= VE + an Indicate all asymptotes, critical
x
points, relative extrema, and points of inflection on your graph.

Chapter 9: Curve Sketching 331

 ALTERNATIVE TEST SOLUTIONS
CHAPTER 9: CURVE SKETCHING

lo Wien-2
Using the Product and Chain Rules:

aye (ihe oA)

@ (eviesG
1-2x=0
l
x=-.
2
, 1 dy Ph Seca :
On the interval x < > FF > 0, so the function is increasing.
bi
1 dy a, ’
On the interval x > > aE < 0, so the function is decreasing.
bi
Therefore, a relative maximum function value (absolute also, since there are no other critical

points) occurs at the point =. x}.

Dae 2c

9 y=200+4x?+x*
y’=12x7+4x°
y”=24x+12x?
=12x(2+ x)
y”=O when 12x(2+x)=0
x=0 or x=-2
On the interval x <—2, y” >0, so the graph of the function is concave up.
On the interval —2 < x <0, y” <0, so the graph of the function is concave down.
On the interval x >0, y”>0, so the graph of the function is concave up.
Therefore, there are two points of inflection: (—2, 184) and (0, 200).

_ 2x? =S5x+7
YS 9
For vertical asymptotes:
Setex) 9= Ont et3
Also, when x =+3, 2x? -5x+7#0.
There are two vertical asymptotes with equations x =—3 and x =3.

332 Chapter 9: Curve Sketching

For horizontal asymptotes:
Rewrite _ 2x *=5x+7 (divide numerator and
x*-9 denominator by x’ )
oA)
pale tS
ED
POON «S009 y

2- a + ak
As x approaches +e, y approaches 2 (i.e., lim ——*>+—=2). Therefore, there is a
es
x
horizontal asymptote with equation y =2.

f(x)=ax*+bx+c
Since the graph crosses the y-axis at (0, 3), we know that:
3=a(0) +b(0)+c
c=3
Since the point (5, 12) is on the graph:
12=a(5) +b(5)+3
9=25a+5b (1)
Also, f’(x)=2ax+b and f’(5)=0 (relative max when x =5):
2a(5)+b=0
10a+b=0 (2)
Substituting b=—10a from (2) into (1):
9 = 25a+5(-10a)
9=-25a

a==—24 and “b= -1o -=)

25
= a5
The function satisfying the given information is f(x) = x + =x + 3,

Chapter 9: Curve Sketching 333

 (Note: Vertical shifts and scaling are variable.)
To obtain a more specific graph, assign y-values to the important x-values. (For example,
when x =—2, y=—1; when x = 3, y=1; when x=4, y=2; when x =9, y=-1).

2
x2
1h = —— + —. Note that the domain is x >0.
ed Pe
3
2
x0° an
As x approaches 0° (from the right), the y-values tend to infinity (i.e., lim a ah
4/x
00),

Hence, there is a vertical asymptote at x =0.

3

As x approaches +oo, the term x? grows without bound. Hence, there are no horizontal
asymptotes.

334 Chapter 9: Curve Sketching

wae La
yan x2 |
p) 23 =) 2
2x?
y =0 when l Vx 0
oo: 3 ——

- 2
Payoe
l
Vx
x2

x7 =1
x = +1
(x =-1 is not in the domain)
. Be ; 4
Hence, there is one critical point at (13

On the interval 0< x <1, y’<0O, so the function is decreasing.

On the interval x >1, y’>0, so the function is increasing.
4
Therefore, the point (15)is a relative minimum.

y
perry)
=-—|-—
£3 err
prt |X
2\ 42 2\2
3 l
a aoe
AeA x
y =0 when 3 - Lee (

Ax? 4x?
chide: pf
rape) Cape
x? x?
3=-x’
(no solutions)

Chapter 9: Curve Sketching 335

 pL 84x.
We see that y= — id >0O when x >0 (domain). So, the graph is always concave up
Ae
(i.e., there are no points of inflection).
5

336 Chapter 9: Curve Sketching

CHAPTER 9 ACHIEVEMENT RUBRIC
50-59% 60-69% 70-79% 80-100%
(Level 1) (Level 2) (Level 3) (Level 4)
Knowledge/ e Has difficulty e Usually recognizes Always recognizes Always recognizes relative
Understanding recognizing relative relative extrema, relative extrema, extrema, asymptotes, and
e Understanding extrema, asymptotes, asymptotes, and points asymptotes, and points of points of inflection on graphs
concepts and points of inflection of inflection on graphs. inflection on graphs. and understands the related
on graphs. behaviour ofthe first and
second derivatives at these
points.

e Performing Has difficulty applying Can usually apply the Always recognizes Can use the algorithm for
algorithms the algorithm for finding algorithm for finding relative extrema, finding and classifying critical
and classifying critical and classifying critical asymptotes, and points of points, asymptotes, and points
points, asymptotes, and points, asymptotes and inflection on graphs. ofinflection confidently and
points of inflection. points of inflection. efficiently with appropriate
variations.

Thinking/Inquiry/ Has difficulty Can usually recognize Can always recognize the Can recognize the relationship
Problem Solving recognizing the relation- the relationship relationship between between critical points and
e Reasoning ship between critical between critical points critical points and relative relative extrema and points of
points and relative and relative extrema extrema and points of inflection and extrema and can
extrema and points of and points of inflection inflection and extrema. provide simple counter-
inflection and extrema. and extrema. examples.

Applying the Has difficulty applying Can usually apply the Can always apply the Confidently applies the
steps of an the concepts of finding concepts of finding concepts of finding concepts of finding critical
inquiry/ problem critical points, critical points, critical points, points, asymptotes, and points
solving process asymptotes, and points asymptotes, and points asymptotes, and points of of inflection in abstract
of inflection in abstract of inflection in abstract inflection in abstract situations (including working
situations. situations. situations. with parameters).

Communication Has difficulty explaining Can sometimes explain Can correctly explain the Can explain in detail the steps
¢ Communicating the steps in the algorithm the steps in the steps in the algorithm for in the algorithm for curve
reasoning orally, for curve sketching, and algorithm for curve curve sketching and when sketching, when each is
in writing, and when each is required. sketching and when each is required. required, and variations for
graphically Has difficulty sketching each is required. Can correctly sketch an each step.
an accurate graph using Can sometimes sketch accurate graph using Can correctly sketch an
information found from an accurate graph using information found from accurate graph using
the algorithm for curve information found from the algorithm for curve information found from the
sketching. the algorithm for curve sketching. algorithm for curve sketching
Has difficulty using sketching. Can use correct and prior known properties of
correct terminology and terminology and notation functions.
notation for critical Can usually use correct for critical points and Easily uses correct
points and points of terminology and points of inflection. mathematical terminology and
inflection. notation for critical Can use correct limit notation for critical points and
e Using Has difficulty using points and points of notation when finding points of inflection.
mathematical correct limit notation inflection. asymptotes. Easily uses correct limit
language, when finding Can usually use correct notation when finding
symbols, visuals, asymptotes. limit notation when asymptotes.
and conventions finding asymptotes.

Chapter 9: Curve Sketching 337

 CHAPTER 9 ACHIEVEMENT RUBRIC, cont.
Category 50-59% 60-69% 70-79% 80-100%
(Level 1) (Level 2) (Level 3) (Level 4)
Application e Has difficulty applying e Can sometimes apply e Can apply the rates of e Can easily apply the rates of
e Applying the various steps in the the various steps in the change within change within applications of
concepts and algorithm for curve algorithm for curve applications of real-life real-life problems and interpret
procedures sketching to both sketching to both problems and interpret the meaning from various
relating to straightforward and straightforward and the meaning from various models.
familiar and complex functions. complex functions. models. Can easily apply the various
unfamiliar Has difficulty organizing Can sometimes Can apply the various steps in the algorithm for curve
settings the information from the organize the steps in the algorithm for sketching to both
algorithm for curve information from the curve sketching to both straightforward and complex
sketching into an algorithm for curve straightforward functions functions.
accurate graph ofthe sketching into an (applies with ease) and to Easily and efficiently
function. accurate graph of the complex functions. organizes the information from
function. Can organize the the algorithm for curve
information from the sketching into an accurate
algorithm for curve graph of the function.
sketching into an accurate
graph ofthe function.

338 Chapter 9: Curve Sketching

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Appendix ma Derivatives of Trigonometric Functions
(text pages 388-405)
INTRODUCTION

Section Al introduces students to compound angle identities: addition

identities, complementary identities, and double-angle identities. Section
A2 introduces the derivatives of the sine and cosine functions through
the use of a graphing calculator and limits. Then the methods of calculus
are used to derive other trigonometric derivatives. Section A3 introduces
students to some applications of trigonometric functions.

BACKGROUND KNOWLEDGE

Some experience with the following concepts and skills will help
students as they work through Appendix A. The material on text pages
388-390 reviews these concepts and skills.

e abasic understanding of radian measure

e aknowledge of the domain, range, periodicity, and transformations
of the sine and cosine functions
e the ability to write trigonometric identities: reciprocal identities,
quotient identities, Pythagorean identities, and reflection identities

A1 Compound Angle Identities (text pages 390-395)

LEARNING EXPECTATIONS
Students will

e determine the compound angle identities

e apply compound angle identities to prove other identities

SUGGESTIONS FOR PRESENTING THE LESSON

e You will likely want to briefly review basic trigonometry before

starting this section. Accept answers from the students as to what the
formula for cos(A +B) might be. For each incorrect answer you

340 Appendix A
 receive, you can take specific values of A and B to determine if the
answer is correct. Do not accept A =0, B =0, because almost any
formula will work in this limited situation.

e Then, either use the proof of cos(A + B) =cosAcosB —sinAsinB

given on text page 391 or you can work through a similar proof, such
as the one that follows, which avoids negative angles.

Since arc length EF = arc length CD, |EF|=|CD}.

The rest of the proof closely resembles the proof on text page 391,
but it avoids the sine and cosine of negative angles.

e Decide which formulas you want students to memorize and then quiz
them on those formulas to ensure that this has been done. The
remaining formulas can be derived from these formulas. It is
important for the students to feel confident about developing the
other formulas on their own. Examples such as the following can be
assigned to help students develop this skill.

Example 1
Derive a formula for sin2A.

Solution
sin2A =sin(A + A)
=sinAcosA+cosAsinA
=2sinAcosA

Appendix A 341
 Example 2
Derive a formula for sec2x in terms of sec x.

Solution

secz r=
cos2x
ey
2cos?
x —1
oar
tl he,
- —|
sec’ x
sec? x
2-—sec’x

e The following questions can be assigned to students who require

further practice. The answers are provided on page 358 of this
Teacher’s Guide.

— Use the formula for cos(x + y) to find the exact value of cos
Derive a formula for cot(A = B) in terms of cotA and cotB.
Prove that cos(x + y) —cos(x — y)=-2sinxsiny.
Simplify (sinx+ cos a —sin2x.
Prove sin2x =2sinxcos’ x+2sin® xcosx.
tanA+sinA ,A
So
ae
edna
hedProve ———— =cos*—.
2tanA 2
cos(x — y)
7. Prove =tanx+coty.
COSXCOS y
8. Prove 1—2sin? A=cosSAcos3A+sin5Asin3A.

A1 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievement, and
suggesting strategies for improvement. Please also see the Achievement
Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.

342 Appendix A
Knowledge/Understanding
e Knows the fundamental compound angle formulas and derives the
others.
(Exercise Al, questions 2.a., 5, 10)

Thinking/Inquiry/Problem Solving
e Proves complicated identities in which various strategies must be
employed.
(Exercise Al, questions 11, 13, 15, 16, 17, 18)

Communication
e Explains, in written form, how trigonometric functions can be
expressed in different ways.
(Exercise Al, questions 1, 2.b., 3.b., 4, 6, 12)

Application
e Applies the compound angle formulas to calculate the value of
trigonometric functions and solve trigonometric equations.
(Exercise Al, questions 3.a., 7, 8, 9, 14)

A2 The Derivatives of the Sine and Cosine

Functions (text pages 396-400)

LEARNING EXPECTATIONS

Students will
e determine the derivatives of the sine and cosine functions
e apply the sine and cosine derivatives to a variety of trigonometric
functions

SUGGESTIONS FOR PRESENTING THE LESSON

vee dan d
e The realization that —sinx=cosx and epee =~—sinx can be one
be x
of those amazing moments in the mathematical education of students.
Investigations 1 and 2 on text pages 396-397 allow students to
discover this relationship on their own. These Investigations offer

Appendix A 343
 situations in which the graphing calculator opens an avenue of
discovery for them that was previously closed.

e After students have completed these Investigations, confirm the fact

dan ; sinh
that aE sinx =cosx. When you need to evaluate lim and
x
>

oH OM
, you can have students complete Investigation 3 on text

pages 397-398 independently or in groups. If you wish to formally

prove these limits afterwards, the proof follows. Point out that since
ne h
it is known that ies == 1, the following can be proved.
30

Example
l—cos® _ 0
Prove that lim
6-0

Proof
._sin® ;
Using the result lim—— = | and the fact that the simplest identity

relating sine and cosine is sin’ 9= 1 —cos’9, the proof is as follows:

. 1—cos®
Wiig == =
60 6
1—cos® ¥ 1+cos@
e>0 869 1+cos@
1—cos’@
SN a ee
60 @(1 + cos@)
sin’ @
=e
60 O(1 + cos@)
sin8 sin8
= lim—— x
630 @ 1+cos@
Y sinew sin®
= lim—— x lim
a0 Q@ 6>01+cos0

=0
cos8 _ 5
1—cos®@
Therefore, lim
60

344 Appendix A
The following are two further examples that can be worked through
with the class.

Example 1
Find the derivative of y =secx.

Solution
y=secx
mag!
cosx
dy _0—(-sinx)(1)
dx cos” x
wedge
~ cos? x
= sin x ¥ 1
cOSx cosx
= talixsecx

Example 2
Use implicit differentiation to find = where sin(xy)=x+y.
xX

Solution
sin(xy)=x+y
d dy
cos x| y+ — J=14+ —
(29) L a, dx

cos +
dy
x—cos =|4+—
dy
4 (xy) i dx (xy) dx

[xcos(19) —1]=1- ycos(xy )

ayeel=
1— ycos(xy)
dx xcos(xy)-1

The following questions can be assigned to students who require

further practice. The answers are provided on page 358 of this
Teacher’s Guide.

Appendix A 345
 1. Determine asi for each of the following:
4 sinx
x .

a. y =(sin’ x +1) b. Jara

Cay ean d. y=sin(cos

x’)
2. Find the equation of the tangent to y= x’ +cosx at the point
1
where x =—.
vi

3. If ysinx=cosy,
find gs,
dx

A2 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievement, and
suggesting strategies for improvement. Please also see the Achievement
Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.

Knowledge/Understanding
e Knows the derivatives of sine and cosine and determines the
derivative of combinations of the sine and cosine function.
(Exercise A2, questions 1, 3)

Thinking/Inquiry/Problem Solving
e Uses a basic knowledge of the derivatives of sine and cosine to
determine the derivatives of a variety of functions.

Communication
e Explains the significance of the investigations.
(Exercise A2, question 6)

Application
e Uses the derivatives of the sine and cosine functions to find
equations of tangents.
(Exercise A2, question 2)

346 Appendix A
A3 Applications of Trigonometric Functions
(text pages 401-405)

LEARNING EXPECTATIONS

Students will
apply the derivatives of trigonometric functions to find the maximum
and minimum values of a trigonometric function
use the derivatives of trigonometric functions to solve optimization
and related rate problems

SUGGESTIONS FOR PRESENTING THE LESSON

This topic is one that students traditionally find difficult. It is quite

likely a good idea to thoroughly work through Examples 1-4 on text
pages 401-403 with the class as well as completing the examples that
follow. In the case of optimization and related rate problems,
encourage your students to start off by drawing a diagram (if there is
any physical presence in the problem) and to concisely write down,
in symbolic form, what is given and what is to be found.

Example 1
An isosceles triangle has two sides that are each 6 units long. Find
the length of the third side if the area of the triangle is to be a
minimum.

Solution
Let the base of the triangle be
represented by 2x (to avoid
fractions) and the height be
represented by h. 6 6

Area = ;(base)(height)

=*h

Appendix A 347
 hoy @
But, from the diagram, it is clear that i= cos@ and Aa sin8.

That is, x = 6cos@ and h=6sin0.

Therefore,

Area = (6cos6)(6sin6)
= 36sin8cos0
= 18sin20

GSiee = 50C0s20
de
; a dArea
For local maximum or minimum, 710 =a()

36cos8=0 (Although y = cos 26 is a periodic

= X.
cos20 = 0 function, 20= a is the only
1
.20= 2 admissible solution because, from
1 :
9= 4 the diagram, 0< 0< ae which
4
T means that 0< 20<7.)
Area = gas

= 18
Checking the end points, if 8 ~ 0 or 86> x the triangle collapses

and the area approaches zero.

This tells us that 6= 4 (producing an area of 18 units”) must give the

maximum (rather than a minimum) area. However, this can be

d?A 2

verified, if you wish, by noting that > = ~72sin26 and if @ = me

aA = —72 (which is less than zero).
de?
Example 2
If x is increasing in length at a rate of
2 cm/s and y is increasing in length at
arate of 3 cm/s, find the rate at which
w is increasing at the instant when
x=4 and y=5.

348 Appendix A
Solution

We are given that ee =2 and Ea)= 3.

dt dt
From the cosine law:
w =x’ + y* —2xycos60°
=e Ty
Differentiating with respect to f:
Wiel Oo a a ne aa 4 ay
dt dt dt dt dt
dw _ 4x+6y—-2y—3x
zits 2w
x+4y
2x7 + y? — xy
At the instant when x =4 and y=S:
dw
_4420
dine 221
12

Therefore, w is increasing at a rate of = cm/s.

21
The following questions can be assigned to students who require
further practice. The answers are provided on page 358 of this
Teacher’s Guide.

1. Find the equation of the tangent to cos x— sin y =O at the point

Ateae
Aws
2. Find the local maximum point on the curve y =2x —tanx in the
: 1 8
interval -—<x<—.
2 Z
3. Find all the local maxima and minima for the function
: 5
y =cosx -—sinx, ‘adreegaet Si

4. The displacement s (in cm) of the midpoint of a vibrating violin

string (the A string) at time tis s=0.05 sin(880z2) , where f is
measured in seconds. Find the velocity v and the acceleration a
of the midpoint of the string and show that a= —(8807)'s.

Appendix A 349
 5. A balloon rises from a point P on the ground. An observer,
100 m from P, is looking at the balloon. If the angle 8 between
the observer’s line of sight and the ground increases at a rate of
uteradians per second, find the velocity of the balloon when

A3 ASSESSMENT

This guideline is designed to assist you in assessing student achievement,

providing feedback to students on their current achievement, and
suggesting strategies for improvement. Please also see the Achievement
Rubric at the end of this chapter for the determination of levels. The
descriptors that follow describe work at Level 3.

Knowledge/Understanding
e Knows the derivatives of sine and cosine and determines the
derivatives of combinations of the sine and cosine function.
(Exercise A3, questions 1, 2,3, 4, 5, 6, 7, 8, 9, 10)

Thinking/Inquiry/Problem Solving
e Analyzes word problems and determines appropriate functions to
maximize or minimize.
(Exercise A3, questions 6, 7, 8, 9, 10)

Communication
e Writes and explains solutions to word problems clearly and
concisely.
(Exercise A3, questions 1, 2, 3, 4, 5, 6, 7, 8, 9, 10)

Application
e Uses knowledge of derivatives to find the equations of tangents to
curves (represented by trigonometric functions).
e Finds the maximum or minimum values of trigonometric functions.
e Determines velocity and acceleration when given the trigonometric
displacement function.
(Exercise A3, questions 1, 2, 3, 4, 5)

350 Appendix A
ALTERNATIVE TEST
APPENDIX A: DERIVATIVES OF TRIGONOMETRIC FUNCTIONS

Application 2,4

: EN) « ;
Sedo Xpress sf ~ z|in terms of sinx and cosx.

;
b. If sinx =— a and 1 ;
cosy= re and if 5So = angio) S “ determine the exact value of
3
cos(x — y).

2. Prove each of the following identities.

a. cos4x=8cos x—8cos’ x+1

sin3B cos3B _ )
sinB cosB

3. Find a for each of the following.

bs
a. y=2sinx —3cos5x b. y=vx’?+sin3x
2 2 pee}
C. “y= tanee= taner d. y°cosx=sin 2x

4. Find the equation of the tangent to y =e" + sinx at (0, 1).

5. The angle@ is an angle satisfying 0< @<—. Find the value of 9 if cos@sin’@ is to be a
wla
maximum.

Appendix A 351
 ee ’ Lig as
6. a. If 0 is increasing at a rate of - radians per second, what is the rate of change of sin®

when Gace
4
b. Suppose @ is changing at an unknown rate and 8 is approaching 0.
(i) What value (or expression) is the rate of change of sin® approaching?
: Peesili
(ii) Use your answer to (i) to explain why it is reasonable that ea =1.

7. A movie screen 4 m high is placed on a wall with its lower edge 1 m above an observer’s eye
level. How far from the wall should the observer be in order to maximize the observer’s view
of the screen? (That is, maximize the value of 9.)

i mae)
(Hint: Consider tan(@+ x) and tanx.)

352 Appendix A
ALTERNATIVE TEST SOLUTIONS
APPENDIX A: DERIVATIVES OF TRIGONOMETRIC FUNCTIONS

; 8 : 8 art
Nad i Sl rt = sin xcoS— — cos x sin—
3 3

frac of$ oof 2]

/ silix—V3C0s x
o2
b. cos(x — y) =cosxcos y+ sin xsin y
; l : ;
If sinx=-, cos’ x =1—sin’ x

aye
9

_8
9

Since 5 SxS M,cosx 0. Thus, cosy =— 2.

If cos a i sin’? y=1 2}

Pg ag
_15 16

Since O< y <4 siny 20. Thus, sin

y =——.
15

Therefore, cos(x — y) {2 |3} >ea

__ 2v2+15
7; 12

2. a. LS.=cos4x R.S.= 8cos* x —8cos* x +1

= 2cos’?2x
—1
‘ 2
= 2[2cos° x- 1| —]

= 2(4cos* x —4cos’ x + 1)Pe

= 8cos* x —8cos’x +2-1
= 8cos* x—8cos’x +1
bSi=R:S.

Appendix A 353
 é “15 UG

n ( A- &
Sin] X —— |+cos| —-x

b |bee R.S.= V3
sin x

sin xcos——cosxsin—
Ose cos sine Cee—|
= 6 6 3
sinx
321 1 1
— |sinx ——cosx +—cosx +
2 p 2
sinx
ui 3 sinx
sin x
ip
LS) = RES:

= ioe om 3B z cos3B
R.S.=2
sinB cosB
_ (sin2BcosB + cos2BsinB) (cos2BcosB — sin2Bsin B)
sinB cosB
2sinBcosBcosB + (2cos? B- 1)sinB (2cos’ B- 1)cosB —2sinBcosBsinB
sinB cosB
= 2cos” B + 2cos’ B—1-—2cos’? B+1+2sin? B
= 2(cos’ B+sin’ B)
==(1)
=2
eS RES:

3: "a, yy=2sinx—3cos5x b. y=vx?+sin3x

a =2cosx+15sin5x = (x° + sin 3x)?
dx

® <1 (924 sin3x) 22+ 3cos 3x)

dx 2 4
Cuny = (ant es (aner d. y’cosx =sin? 2x
d d
- =(2x)sec’ x? —2tan xsec’ x 2y > cosx— y*sinx =6sin? 2x
x dx
dy_ 6sin’2x+ y’sinx
dx 2ycosx

354 Appendix A
4. If y=e*'+sinx,
dy =e*+cosx.
dx

At (0, 1), oe
dx
Thus, the equation of the tangent to y=e* +sinx at (0, 1) is:
y -1=2(x-0)
Or. »y=2x41.

y =cos@sin’@
= cos @(1— cos)
=cos8-—cos’@
dy é Saas
— =-—sin@+ 3cos’ @sinO
d0
For critical points, |—sin@+3cos* @sin@ =0
sin Sal+ 3cos’ 6)=0
Thus, sin0=0 or cos0 = feds
Nae

But O<@0<
Sr
1
Therefore, cos0=—~.
V3
: l
As well as checking sin6=0 and cos@= 3” we must check the end point 0 = 5 (8=0 is

already accounted for in sin6 = 0).

If sin6
= 0 (which means cos@=1 since OS 0S oo y=0.

1 V2
If cos@ =—= (which means sin@= since sin?@=1-—cos’@ and O< 0< oo
V3 V3
Je 2} =,
YT EY wey
a
if 6=—;y=0:
) y

1
Therefore, cos@sin’@ will be a maximum if 6=cos a or 0.96 rad.

Appendix A =
Lh
 Gua: eee gic
dt dt
de 1 d 1 l
If —=0.2 and 8@=—, —sinO=| ~— | —
aay ct iai (55)
iI
= —— (units/sec
52 (
b. (i) Me ef a
d. dt
Since 8 > 0,cos8 > 1

Therefore, tate 3 ay as 8-0.

dt dt
(ii) Since at 8@=0, sin6= 80 and as 8 > 0, sin®@ and 6 are changing at the same rate

(since nO — Ls
dt dt
io eesil
Therefore, it is reasonable that ta — Al

(An alternate way of explaining this is as follows: At 9=0, sin@=8. As 6 increases or

decreases slightly, sin®@ and 6 will be changing at almost the same rate, because cos@ will
still be very close to 1. Therefore, the values of sin® and @ will remain almost the same,

but they will be non-zero so that = will be defined. Thus lim ne =1.)

l
7. taneo=— and tan(@+0)= 2
x us

tan 8 + tanco ” 5
l—tan@O0taneoo x
1
tan6+—
ee Se
1
1——tan0
3

xtan6+1=5 ero
x

van ene
x

dd 5 5 d8
tan0+ xsec?
9@— = —tan0—
—sec? @—
- Otmete 5 ae rp)

d
For critical points, au=(.
dx

356 Appendix A
 5
Therefore, tanO = —-tan0.
a
5
tan§@ —-—tan0=0
3
tane{1- 5)= 0
X

Either tan@=0 or x=V5, (x >0).

But tan8 =0 means that 8=0, which would eliminate the screen. Therefore, x = V5 ,
Consider the end points: x =O and x >.
lie 0: multiply ) by x’ to give x?tan + x° sec" @ =Stan@ — Srsec?0+ =
Xe
x =0 produces 5tan6 = 0
or 8=0
which again minimizes, not maximizes 9.
tan6 dO 5 5 d0
If x 4%, divide) by x, giving scary
fsYaar —, tan0 — —sec*0—.
x xe BX x dx
d®
As x oe, all the terms except sec” Bereabptoach zero.
x
2,40 dO
Therefore, sec? 9@— = 0, which means sec?9=0 or —=0.
dx dx
d
But sec’ @=0 has no solution and “ = 0 has already been considered.
x
Therefore, 0 is maximized if the observer is NS m from the wall.

Appendix A B57
 ANSWERS TO ADDITIONAL QUESTIONS

Section Al

1.
EE
———}
or ———
Aes
AD 4
cot Acot B-1
cotA+cotB
Ave

Section A2
cos’ x + 2cos x — sin’ x sin x
lea: 12(sin? x +1) (sin? x)(cos.x) b. c. (cos x)e
(cos x + ae
d. cos(cos x’)(- sin x’)(2x)

sinx + siny

Section A3

~ min (-=. -12}, max (-#. 2) ; min, -12)

4. v=44mc0s(880at), a=-38720z" sin(880z1)

5. v=10 m/s

358 Appendix A
APPENDIX A ACHIEVEMENT RUBRIC
50-59% 60-69% 70-79% 80-100%
(Level 1) (Level 2) (Level 3) (Level 4)
Knowledge/ e Knows some of the ¢ Knows most of the Knows all of the compound ¢ Knows all of the compound
Understanding compound angle compound angle formulas angle formulas and can use angle formulas, can use them
formulas. and can use them. them all. all, and can manipulate them
e Understanding Knows the derivatives of Knows the derivatives of Knows the derivatives of to produce new formulas.
concepts the basic trigonometric the basic trigonometric basic trigonometric Knows the derivatives of the
functions and can functions and can functions and can basic and the reciprocal
differentiate simple differentiate most differentiate any trigonometric functions and
trigonometric trigonometric expressions. trigonometric expression. can differentiate any
expressions. Can find equations of Can find equations of trigonometric expression.
e Performing algorithms Can find equations of tangents to trigonometric tangents to any Can find equations of
tangents to tigonometric curves and find the trigonometric curve, can tangents to any trigonometric
curves and can find the minimum and maximum find the minimum and curve, can find the minimum
minimum and maximum values of any explicitly maximum values of any and maximum values of any
values of simple expressed trigonometric explicitly expressed explicitly expressed
trigonometric functions. functions. trigonometric function, and trigonometric function, and
can do most standard can do any standard
optimization problems. optimization problem.

Thinking/Inquiry/ Can prove simple Can prove most identities- Can prove most identities. Can prove virtually any
Problem Solving identities. that only require Can derive new identities trigonometric identity.
e Applying the steps of Can derive new identities simplification on one side. without any direction. Can hypothesize new
an inquiry/problem only if given specific Can derive new identities Can completely do most identities and then prove or
solving process directions. with a minimum of new optimization problems, disprove them.
When given new opti- direction. even if they are fairly Considers complicated
mization problems, can Can completely do a new complicated. optimization problems an
draw the diagram and optimization problem if it is enjoyable challenge and is
introduce the variables. not complicated. almost always successful.

Communication Written work (in proving Written proofs and Written proofs and Written proofs and solutions
identities, finding solutions are reasonable solutions are excellent as well as oral explanations
Communicating minima and maxima, and while oral explanations are while oral explanations are are excellent (leading
reasoning orally, in in optimization adequate. good. students who previously did
writing, and problems) is somewhat not understand the concepts
graphically unclear. to now do so).
Cannot satisfactorily
Using mathematical explain work orally.
language, symbols,
visuals, and
conventions
Application Can apply the compound Can apply the compound Can apply the compound Can apply the compound
angle formulas in simple angle formulas when it is not angle formulas in almost angle formulas in any
e Applying concepts situations. completely obvious to do so. any situation. situation, including those
and procedures Can find the equations of Can find the equations of Can apply the derivatives of where there is no hint
relating to familiar tangents to trigonometric tangents to trigonometric the trigonometric functions whatsoever that one should
and unfamiliar curves in simple curves in almost any to most situations. apply the formulas.
settings straightforward situation and can apply the Can apply the derivatives of Is very competent and
situations. derivatives of the the trigonometric functions confident in applying the
Can apply derivatives of trigonometric functions to to finding the local derivatives of the
the trigonometric other uncomplicated minimum and maximum trigonometric functions to
functions to find local situations. points of any function, can almost any situation.
minimum and maximum Can apply the derivatives of do any kinematics problem Can apply the derivatives of
points on a graph if the the trigonometric functions involving trigonometry, and the trigonometric functions to
function is not too to find the local minimum can apply the derivatives of any and all of the
complicated and can do and maximum points of any the trigonometric functions applications found in this
very simple kinematics function and can do most to most optimization section.
problems involving kinematics problems problems.
trigonometric functions. involving trigonometry.

Appendix A 359
 Appendix B Antiderivatives
(text pages 406-423)

INTRODUCTION

Section B1 introduces students to the concept of working backward to

find antiderivatives of functions. Section B2 applies antiderivatives to
the motion of objects with a given velocity or acceleration. Section B3
introduces the application of antiderivatives to differential equations
such as population modelling.

BACKGROUND KNOWLEDGE

- Some experience with the following concepts and skills will help
students as they work through Appendix B.

e the ability to use the methods of calculus to calculate derivatives

e an understanding of position, velocity, and acceleration
e aknowledge of exponential growth and decay

LEARNING EXPECTATIONS

Students will

e determine the general antiderivative of a function

e apply antiderivatives to velocity, position, and acceleration problems
e investigate applications of antiderivatives to differential equations,
such as population modelling and Newton’s Law of Temperature
Change

360 Appendix B
ALTERNATIVE TEST
APPENDIX B: ANTIDERIVATIVES
Name

1. Determine general antiderivatives for the given functions.

1

a, f(x)=x°—3x4+x*—5 b. jGp ee
ese:
x ZX
G h(xj=er=—x*
(x)
EK 1) teres
(*) x? +]

2. Explain the graphical significance of the + C term in the general antiderivative.

3. Find the function f(x), where f’(x)= es 4 and f(1)=0.

vx

4. It is estimated that ¢ months from now, the population of a small town will be changing at the
2

rate of 2+513 people per month. If the current population is 8000, what will the population
be six months from now?

5. A bacterial culture starts with 300 bacteria and grows at a rate proportional to its size. After
3 h, there are 9000 bacteria.
a. Find an expression for the number of bacteria, y, after t hours.
b. Find the number of bacteria present after 4 h.
c. When will the population reach 20 000?

6. A thermometer is taken from outdoors where the temperature is 5°C, to a room where the
temperature is 20°C. After one minute, the thermometer reads 13°C. Use Newton’s Law of
Temperature Change to determine the temperature of the thermometer as a function of time.

7. Acar brakes with a constant deceleration of 6 m/s’, producing skid marks measuring 15 m
long before coming to a stop. How fast was the car travelling when the brakes were first
applied?

Appendix B 361
 ALTERNATIVE TEST SOLUTIONS
APPENDIX B: ANTIDERIVATIVES

eee b. és(ogesiti alee HE

Leta Fe)
x 2x?
“y 4 5
3

OLY Ve
| 2
ee ae
1 +1
d. K(x)=In
(x) (x?+1)+
( C
: @) 2° ie

2. General antiderivatives of the form F(x)+C (where F’(x)= f(x)) are vertical shifts of one
another. Any function that is a vertical shift of another shares the same derivative (the
slopes of the tangents are equal).

3. The general antiderivative is f(x) = 2x Ane.

Since f(1)=0,
0=2vi —4(1)+C
C=2
Therefore, the required function is f(x) = Ox 24x)

4. Let p represent the population of the town in ¢ months (t=0 is now).

2

It is given that p’(t)=2+ 3¢? (people per month), and

5

p(0) = 8000. For p(6), the general antiderivative is p(t)=2t+ 30°+C.

Since p(0) = 8000,
8000 =0+0+C
C = 8000.
5

The specific function that measures population as a function of time is p(t) =2t+ 323 + 8000.
In six months, the population will be:
5
p(6) = 2(6) + 3(6)3 + 8000
= 8071

5. a. We wish to find an expression for y as a function of t (y(t). It is known that

d
y(0) = 300, y(3) = 9000, and a = ky, where k is the constant of proportionality. This
differential equation has the general solution y(t) = Ce”.

362 Appendix B
 Since y(0)=300, 300=Ce° =c.
Since y(3)=9000, 9000 = 300e*3)
30=e**
3k =1n30
k= 22 =1.1337
Therefore, after ¢ hours, there are y(t) = 300e''*’” bacteria in the culture.

b. After 4h, the number of bacteria present is approximately

y(4) = 300e!-13374)

= 27961.4.

c. We wish to determine the value of t such that

20000 = 300e'1?”
ellasit _ 200

Ls371=1 222)
3

1n{ 200
— 3
Le 33i/
=13),7/
Thus, the population will reach 20 000 in approximately 3.7 h (or 3 h and 42 min).

. A function must be determined that relates the temperature of the thermometer, 7, to time t¢.
Using Newton’s Law of Temperature change, we know that the general temperature function
must have the form 7(t)=T,, + De“, where T,, is the temperature of the surrounding medium.
In this example, T,, = 20, so T(t)=20+ De“. The initial temperature at T(0) =5, so
5 =20+ De’
D=-15
and T(t)=20-15e".

Appendix B 363
 We also know that T(1)=13, so
13 = 20-15e*
OF = LN Se*
pigla
15
k= 2)
15
= —0.7621.
Therefore, the temperature of the thermometer, as a function of time, is
T(t) =20 le ae

7. We know that a(t)=—6. The velocity of the car is v(t)=—6t+C and the position of the car
is x(t) =-32°+Ct+D. We wish to find v(0)=C. It is known that at t=0, x(0)=0, so
0=0+0+D. Therefore, the position function is x(t) = ~3t° + Ct. It is not known how long
it took the car to stop, but it is known that during this time it travelled 15 m (assuming that
the skid marks coincide with the application of the brakes).
Let f° be the amount of time required for the car to stop. We know x(t’) =15 and v(t") =0.
So -3f°+Ct=15 (1)
And -6f°+C=0 = (2)

* . * Cc .
We do not need to know tf’, only C, so substitute f = 6 into (1) and solve

WAGE 15

~3C’ + 6C* = 540

3c’
= 540
(AD
G=144298(C 0)
Therefore, the car was travelling approximately 13.42 m/s (or 48.3 km/h) when the brakes
were first applied.

364 Appendix B
APPENDIX B ACHIEVEMENT RUBRIC

50-59% 60-69% 80-100%

(Level 1) (Level 2) (Level 4)
Knowledge/ Has difficulty Sometimes recognizes the Usually recognizes the e Always recognizes the
Understanding recognizing the relationship between relationship between relationship between
e Understanding concepts relationship between derivative functions and derivative functions derivative functions and
derivative functions antiderivative functions. and antiderivative antiderivative functions.
and antiderivative Can usually find functions. Can find antiderivatives
functions. antiderivatives of simple Can always find of simple functions and
e Performing algorithms Has difficulty finding functions by inspection. antiderivatives of some complicated
antiderivatives of simple functions by functions by inspection
simple functions by inspection. and/or guessing and
inspection. checking.

Thinking/Inquiry/ Has difficulty Can sometimes recognize Can usually recognize Can always recognize
Problem Solving recognizing quantities quantities as function quantities as function quantities as function
e Reasoning as function values values versus rate of values versus rate of values versus rates of
versus rate of change change values. change values. change.
values. Can usually set up and Can always set up and Confidently and
e Applying the steps of an Has difficulty setting solve simple differential solve simple efficiently sets up and
inquiry/problem solving up and solving simple equations using differential equations solves simple differential
process differential equations antiderivatives. using antiderivatives. equations using
using antiderivatives. antiderivatives.

Communication Has difficulty Can sometimes explain Can correctly explain Can explain with words
¢ Communicating explaining the the graphical significance the graphical and sketches the
reasoning orally, in graphical significance of the + C term in the significance of the + C graphical significance of
writing, and graphically of the + C term in the general antiderivative. term in the general the + C term in the
general antiderivative. Can sometimes translate a antiderivative. general antiderivative.
e Using mathematical Has difficulty word problem into Can correctly translate Easily translates a word
language, symbols, translating a word mathematics and vice a word problem into problem into
visuals, and conventions problem into versa. mathematics and vice mathematics and vice
mathematics and vice Can usually use correct versa. versa.
versa. terminology and notation Can use correct Easily uses correct
Has difficulty using for a function and its terminology and mathematical
correct terminology antiderivative. notation for a function terminology and notation
and notation for a Usually uses the correct and its antiderivative. for a function and its
function and its symbols and notation Uses the correct antiderivative.
antiderivative. when setting up simple symbols and notation Correctly uses a variety
Has difficulty using differential equations. when setting up simple of symbols and notations
the correct symbols differential equations. when setting up simple
and notation when differential equations.
setting up simple
differential equations.

Application Has difficulty applying Can sometimes apply Can apply Can easily apply
e Applying concepts and antiderivatives in antiderivatives in contexts antiderivatives in antiderivatives in
procedures relating to contexts where a rate where a rate of change contexts where a rate of contexts where a rate of
familiar and unfamiliar of change function is function is given. change function is change function is given.
settings given. Can sometimes apply given. Can easily apply
Has difficulty applying antiderivatives for Can apply antiderivatives for
antiderivatives for position, velocity, and antiderivatives for position, velocity, and
position, velocity, and acceleration problems. position, velocity, and acceleration problems.
, acceleration problems. acceleration problems.

Appendix B 365
 ete. whi
Wiste: tw Aw ia se HAGA THAaMAV aIHS4 & KIGHSSSA

wey = i = 7 aS
a ah 4 on

rik - 2 Le ae
Menage cewlA es | oxvigtr® ydowl) 1) PAT © an Pe P sr~ riaeron A
a ee j rpgwered a) ipemee mena nets Mae i ibe vitor!

t iMrae? de usrrtal noltens! on om MAP i ie ed . “ ' ; sl alll 7 ;

iti vimavire ‘ , 9 AS crepe iit Site) oii ef ews | , :

} 2te8 Qwretomne ba Je ween ot ; cium ny J :

WY olyrnts wet praela oy @ wevrie ¥ ; ye , n

vy oa! 1” ] ‘? ° i |

wt mit .
a ow : ' i }

7 —- '
om ol ’ *] ee 1) i ° .
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neomennting et oe . neirian
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[ ee eee ene
 EDITORS AUTHORS
Ronald Dunkley Ruth Malinowski
Enzo Carli Dean Murray
Ronald Scoins Jeffrey Shifrin
Loraine Wilson

Harcourt Mathematics 12—Advanced Functions and Introductory Calculus has been

designed to give students a solid foundation for university studies. This text offers a
balance of instructional and investigative lessons.

Concepts and skills are presented through worked examples and solutions, investiga-
tions, opportunities for communication, and the use of technology. Exercises are levelled
for difficulty.

The text guides students through a review of prerequisite skills, worked examples and
solutions, a performance-assessment format that builds investigation and inquiry skills
within a real-life application framework, chapter summaries, chapter tests, and cumu-
lative reviews to reinforce and build students’ understanding.

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