Wednesday, October 13, 2010

Exponential and Logarithmic Project

Dear New Tech Pre-Calculus students,

For this project we will be taking a closer at exponential growth and decay in the real world. You will be researching different examples that represent exponential growth and decay! As part of your research, you will have to write a report explaining your topic(s) that includes all your calculations. You will also need to present your findings to the classes and have a digital representation such as a Prezi, Glogster, web page, etc.

All files you need (homeworks and project rubrics for regular and pre-AP) can be found here:
http://drop.io/precalexponent (because echo can't be relied on)

Be creative!

Sincerely,
Dr. Holland and Mrs. Estrada

PS - Be sure to pick up a copy of the first homework for this unit - it's due next time.
Project time line:
  • Friday 10/15: Project rollout, 1st homework given out
  • Wednesday 10/20: homework #1 due, workshop on logarithmic and exponential properties, homework #2 given out
  • Friday 10/22: homework #2 due, workshop on solving exp. and log. equations, homework #3 given out
  • Tuesday 10/26: homework #3 due, project work time, review for test given out
  • Thursday 10/28: project due at the beginning of class, then test. 


Sunday, September 26, 2010

Some basic notes on inverses, compositions, and polynomials.

Inverses:
To take the inverse of any function f(x), you:
(1) write down the function,
(2) switch the x and the y, and
(3) solve for y.
The graph of the inverse is the reflection of the original function's graph over the line y=x.

example: y = 3x - 5. inverse: x = 3y - 5; x + 5 = 3y; y = (x+5)/3.

Compositions:
To take the composition f(g(x)), you:
(1) write down the function f(x), but everywhere there's an x, put an empty parentheses: (        ), leaving some space, and then
(2) write in g(x) in all of the empty parentheses.

example: f(x) = 2x + x2 – 1, g(x) = 7x + 1/x.
                     f(         ) = 2(         ) + (         )2 – 1;
                     f(g(x)) = 2(7x + 1/x) + (7x + 1/x)2 – 1
                     g(        ) = 7(         ) + 1/(         );
                     g(f(x)) = 7(2x + x2 – 1) + 1/(2x + x2 – 1)

Quadratics, completing the square:
To complete the square in y = ax2+bx+c, you:
(1) group all the x terms together in a parentheses and leave a space,
(2) if there is a number or a negative sign in front of the x2 term (let's call that number "A"), take it out of the parentheses by dividing all x terms by it,
(3) write down, off to the side, B = half of the number in front of x, and C = B2,
(4) add C inside the parentheses, and subtract C times the number that was originally in front of x2 at the end of the function (C*A), to keep it balanced,
(5) rewrite the function as y=A(x+B)2 + some constant. Now you know the transformations that have been done on y=x2: stretching vertically by A, moved left by B, and moved up by the constant value.

example: y = 3x2 + 30x + 71
                y = (3x2 + 30x             ) + 71          
                          [A=3]
                y = 3(x2 + 10x             ) + 71          
                          [B=½*10=5; C=52=25]
                y = 3(x2 + 10x + 25) + 71 – 3*25
                y = 3(x + 5)2 – 4
                (stretched vertically by 3, moved 5 left, moved 4 down, so vertex is at (-5,-4))

Quadratics, finding the roots:
Once you’ve completed the square, you find the roots by setting y=0 and solving for x.

example: y = 3(x + 5)2 – 4
                3(x + 5)2 – 4 = 0
                3(x + 5)2 = 4
                (x + 5)2 = 4/3
                (x + 5) = ±sqrt(4/3)
                x =  - 5 ±sqrt(4/3)       (sqrt = square root)

Quadratics, quadratic formula:
Let’s try completing the square on ax2+bx+c = 0:
                (ax2+bx            ) + c = 0
                a(x2 + (b/a)x            ) + c = 0        
                        [B = ½ (b/a) = b/(2a); C = B2 = b2/(4a2)]
                a(x2 + (b/a)x + b2/(4a2)) + c - b2/(4a) = 0
                a(x + b/(2a))2 + (4ac – b2)/(4a) = 0
Now solve for x:
                a(x + b/(2a))2  = (b2 – 4ac)/(4a)
                (x + b/(2a))2 = (b2 – 4ac)/(4a2)
                (x + b/(2a)) = ±(sqrt(b2 – 4ac))/(2a)
                 x = [-b ± sqrt(b2 – 4ac)]/(2a)
This is known as the “quadratic formula.” If you can remember this formula, then you can always just plug in your numbers for a, b, and c to find the roots of ANY quadratic function.

Cubics: factoring by grouping

For SOME cubic functions, you can use a method called factoring by grouping to find the roots. This does not work for all cubics. To do this,
(1) write the function in order with the highest order terms first, decreasing down to the constant term,
(2) factor just the first two terms by themselves and the last two terms by themselves, and
(3) see if there is a common factor between the first two terms and the last two terms – if there is, that can be factored out of the entire function.

example: y = 12x3 – 20x2 – 27x + 45
                y = [12x3 – 20x2] + [-27x + 45]
                y = [4x2(3x – 5)] + [-9(3x – 5)]
                y = (3x – 5)(4x2 – 9)

If the constant term in the quadratic part is NEGATIVE, then you can factor it, too:

example: y = (3x – 5)(4x2 – 9)
                y = (3x – 5)(2x + 3)(2x – 3),
                which has roots at x = 5/3, -3/2, and 3/2.





Thursday, September 16, 2010

Here is the assignment for Dr. Holland's class for September 17, 2010:

Please work with a partner or alone (no groups of 3 – 1 or 2 only) to make a mini-poster (just use a sheet of blank paper) explaining one of the topics below.

Notes:
  • This is due at the end of class today.
  • No more than 2 people per topic – write your name next to the one you choose, to claim it. They are equally difficult, more or less, so no rushing the table.
  • Use the calculators, rulers, markers, whatever on the table – just be sure to return it all to its proper place.
  • You will be graded on accuracy and clarity. If you are unsure about anything in your topic, look it up in a textbook (shelf by the door) or online, or ask a classmate to help you. The poster should be clear enough that we can put it on the wall and visitors to our room will understand immediately.
  • All posters should include both written explanations and pictures/graphs, properly labeled.

Topics:                                                                                               
1. Explain all of the transformations (up/down, left/right, stretch/shrink, reflect over x or y), using y=1/x.
2. Explain all of the transformations (up/down, left/right, stretch/shrink, reflect over x or y), using y=|x|.
3. Explain all of the transformations (up/down, left/right, stretch/shrink, reflect over x or y), using y=ex.
4. Explain all of the transformations (up/down, left/right, stretch/shrink, reflect over x or y), using y=ln(x).
5. Explain all of the transformations (up/down, left/right, stretch/shrink, reflect over x or y), using y=2x.
6. Explain all of the transformations (up/down, left/right, stretch/shrink, reflect over x or y), using y=log10(x).
7. Explain all of the transformations (up/down, left/right, stretch/shrink, reflect over x or y), using y=x2.
8. Explain all of the transformations (up/down, left/right, stretch/shrink, reflect over x or y), using the y=x3.
9. Explain domain and range, using the following functions: y=ex, y=ln(x), and y= -|x| + 6.
10. Explain domain and range, using the following functions: y=1/(x-3) + 5, y=(x+2)2 – 3, and y=|x| - 7.
11. Explain domain and range, using the following functions: y=2/x - 4, y=0.5x2 + 1, and y=x3.
12. Explain piecewise functions and discontinuities, using the functions
f(x) = int(x) and g(x) =        x2    if x<-1
                                         3     if -1≤x<3
                                         x     if x≥3          
13. Explain piecewise functions and discontinuities, using the functions
f(x) =        -2x+5 if x<-2      and g(x) =       3x+2     if x<-4
                 x3     if x≥-2                             -x -14    if x≥-4   
14. Explain piecewise functions and discontinuities, using the functions
f(x) =        x2            if x<0      and g(x) =        4x - 2    if x< 2
                 1/(x+1)    if x>0                               6x - 5     if x≥2           
15. Explain piecewise functions and discontinuities, using the functions
f(x) = int(x) – 2        and g(x) =      3x - 2      if x<-1
                                                    -x + 5     if -1≤x<3
            



Friday, August 20, 2010

Welcome, students!

We (Mrs. Estrada and Dr. Holland) set up this blog to show off all the work you'll be doing this year.

But, we need your help to make it look more interesting. So, your first project:

Work with a partner to design a logo image for Akins New Tech, using MathGV. This will be a competition, with the best image being made a permanent part of the blog template. Entries will be judged by Mrs. Estrada, Dr. Holland, and Mr. Bacom.


  • Your image must include at least 2 distinct examples of transformations of each of the following parent functions:
            xn, ln(x), loga(x), 1/x, ex, |x|, ax
  
  • You will need to restrict the domain and range for each function, to fit into a box.
  • Each type of transformation must be included at least twice: a f(x), f(x) + d, f(x-c), f(bx)
  •  For each function, you must also provide the equation, the parent function, the transformation rules, the domain and range, and any relative minimum or maximum values within that domain.
  • DUE date: Thursday, September 2, 2010.