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Exploring Exponential Functions Lab

Uc scout PreCalc Unit 2 Lab.

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26lee.seunghun
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0% found this document useful (0 votes)
48 views6 pages

Exploring Exponential Functions Lab

Uc scout PreCalc Unit 2 Lab.

Uploaded by

26lee.seunghun
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

JeenoLee

Name: ___________________
61 12023
Date: ___________________

Pre-Calculus Unit 2 Lab


Exponential and Logarithmic Functions

CALCULATOR IS ALLOWED FOR THIS ASSIGNMENT.

Show all of your work, even though the question may not explicitly remind you to
do so. Clearly label any functions, graphs, tables, or other objects that you use.
Justifications require that you give mathematical reasons, and that you verify the
needed conditions under which relevant theorems, properties, definitions, or tests
are applied. Your work will be scored on the correctness and completeness of
your methods as well as your answers. Answers without supporting work or
explanation will not receive credit. Work should be handwritten only.

Unless otherwise specified, answers (numeric or algebraic) need not be simplified.


If your answer is given as a decimal approximation, it should be correct to three
places after the decimal point. Unless otherwise specified, the domain of a
function is assumed to be the set of all real numbers for which the value of the
function is a real number.

Unit 2 discusses real-life applications of exponential and logarithmic functions. In


this assignment, you are going to explore applications of exponential and
logarithmic functions. These may include

- compounded interest (continuously compounded or otherwise)


- Depreciation
- Magnitude of earthquakes
- Exponential Growth (continuous growth or otherwise)
- Half-life
- Sound intensity
Research three real-life examples of applications of exponential or logarithmic
functions. List your topics here, and give some background information into why
you are interested in the topics.

Topic 1 (5 points):
1 am goungto ntroave abovt half -

life of Partirular element ,

Botope m the wonld I am nterestedIM + kB xPicbecausee


r

a halt - 1Nt
whne 1 was doing AP hemi ztry ,therc was also
3

Problem bof ,
1 realized that TX3 SlightlydrFfevert fvom what lam

earnmg ) pre Calculus hatdiAterencemade me mferasted


m
theatore
-

I chose halt - iitetor


my first topic

Topic 2 (5 points):

The Second foPir I am gongto chooseB Sound rmtenbiAy


about
I watened TV Program , | bawtheshow
othhen

making the Soundl wune eabn Jhe UniA of whether the PeBon
5 .

made the sound or not was Decbel A + that time ,


1 felt

| learned fhe mathabut


hofhing speciul about tui 3
Unit , butatter
decibel 1H the of
,
made me grab attation decbel , andI wantedto
research aboctA S0 selected
mtensity
I sSound
,
.

Topic 3 (5 points):
abovt B
gong toresearch
1 magaitide ot
THe last topr that am

thereB that fhere


earth qwakes hhen | see xhe hews
,
Somenmes a
aport was

n. 3 Scale ot earthawake m Some arca . hhen I neardr 3 n


Scale , jUst

fhonkH B -
Powerfuvl earth wakeq Butatter learmmg ) abobt the relanonshp betwean Scale and

how powerfvl
inisityen
11 warted torasearchmove abovt Coralatron betuween themyand
the G D Scale 1
and Inense .

© Regents of the University of California -- Version 2.0 (4/19/2022)


Explain scenarios for each topic using real data. Either research real data
regarding past earthquakes, rates for savings accounts, depreciation rates and
values of particular automobiles, the half-life of particular radioactive elements, or
dating fossils using the half-life of Carbon-14! Also describe how you researched
your information. Be detailed – explain this as if you are speaking to someone
who has not studied exponential or logarithmic functions.

Topic 1 (25 points):

Cobalt -

bo B radoo actve Botope of cobat Used M


hdustry
1

and medicohe the lon jest


. It iTs -

Ilved radocactive Botope ot


Cobalt ,
wih a
half -

lite ot 5 2n.
years Forthose
.
who

doesnof Know abovt half -

lite
,
half - (iteIsthetime

iF takes for the Concentratron of the to


substance fall to
halt of its niAialValve So In th Case 1 f therc
,
3 3 loog of

Cobalt bo it willtake 52 n to 505 t lobalt


gears make 6 o , whih
-

0
, -

i 5 a half - Valve oufifs miaial valve To expressM 3 .

reaction n
' mathmatraformula , we can wrie as
,
al ) naltlitt B t β
amount atimeand
where
Mm
y a an
=

spent ,
bo back to our loog of Cobalf -

bo
,
letas Say 3 years

had Passed y
and we want tv Know the mass of Cobalf -
bw at the Pornt

where 3 years had Passed By USMg fhe formula we Can say


,

y = 1o 0 ( 275 6 n. 4
g . s .
attr 3 years are passel

6 n 45 .
ot cobalt -

6o B lett .

© Regents of the University of California -- Version 2.0 (4/19/2022)


Topic 2 (25 points):
UnAused to fhenfensity
Decibel als .
Known Us DB B a measure

ot a sownd or fhe
Power level of an lectrinal sign bycomparing it

wiAh a given lev on a logarrAhmic Scate loxford langvaje )

The Mfensty ot hreshold of Hearmg is -


60
1 WImz
.

,
w

W / Mz B watk Per Sqvare meter


,
avd As mfnsky levels
OdB

When we lookatthos chart , we cnn See that

as the ot the
Sound louders sources become the '
Power

m He nfensitybecome biyger
by the power ot lo

Also the Intnsiy evel' ncreases lodb


.
as xhe
MtensiAy
ncreas
( by the power otl ∞ ByVst looamg at fhe

nfensity Level the Sound gap betwen normal Conversaion

( 6 odB ) und Mnity Jet Take oft (


l4 odB ) seem onvy
or ( rAtleore fimes diffeacer -
Hovavr when ve lowc

Care fully ,
A noreases by the Powr of Vo
,
sothe
sound
gap between two rs Set powr B 1o
8
louderfimes
than normal Conversation .
H B onvy odB drFtren ce
,
but whe

we 0 ok M detail, wecankrow that F 3 huge amomt of


a
gap

© Regents of the University of California -- Version 2.0 (4/19/2022)


Topic 3 (25 points):
Can measure fhe Scale otearthqvake by Usn
tormulawe 5 +he

M =
l0 g [ ) represertsmasnitrde ,
I represents LntnsiAy ,
M

and S epresents | mia


. cron The world most largest earthauake

the of 9 5
happened M BD .
BO Chne ,
wAh magntude .

Chile Argentma Border had the


The arother earthquake happred n
'
-

ot B onvy I but
scale 8 5
.
he diafrnceot majnitude
.

when we falk aboutwfensiAy of


twoy it B totally drtferant

3 cale
3

tory .
whn We measuve the Intnsity ot 9 5 .

by Usmg the formvla )


z
9 5 1 gL +) 109 5
H WI have IntensAy of Lwa microm
5

=
2
.

.
.

:
, …

5
or 8 5 .
Scale ,
8 .
5= 105 ( ) 108 .

:
I H . have Intensty ot
, ,

,
108 5 micnn
.

. Comparng tw
.
85
= 6)
,
the 9 5
.
bcale B I . times

Powerful ot magnitude
move
thn 8 5 .
scale Fhe gap wus
onvy

1 mlasity
but 10 .
B

uB diaterence ot IntensiAy

Wn brngr totally diftrent


effectsdeadly on uAy and people
as You Can See the pirtve

on Ahe rgut .

© Regents of the University of California -- Version 2.0 (4/19/2022)


Conclusion:

Discuss what you learned in the process of completing the information for each
scenario. Were the mathematics processes easier because you were using real
data, or did this make it harder? How was the process of gathering the data? What
did you learn from this process? Did the conclusions you made give you
something meaningful you could use in real-life, or deepen your understanding of
your topics? What problems or difficulties arose while completing this assignment?
How did you solve these problems? What was your favorite part of this
assignment?

Conclusion (8 points):
By dong fuB research , 1 learned about the detul ofhalf lrze -

and Cobult the ot desizel Soun d


-
bo
,
real meanims ad
Infensity ,
and

1 masjnitude
1M
Blotimes move
ntansencreuse The mathemanrs Pro
-
cesses

were easien than | thousht be causel coulk select

the datathatB easy tocalculate .


Even though the Calculation

part was easy , St had t uhderstand the wlole / so next ime


concept
1 eel lrke I cannandle wiAh Movc lomplhrated datas . The Conclusion from

each toprrs actualy wec meanimtvl to me because H was a great opportmity


,

tor me to krow and ndorstand tMe conceptthat I dd Know exactly the


not at Past .

Tue oushest PurtM this assignmont wus selecting topias and fondmg datas

BUt ∞ pn otsot time to thB assrynmnt ond lovlc swlvethe

problem .
the farovite DrtB the factnd san3 faction that | mave
leanned Someting throush Xh3 Projat, and 1
reallyenjoyedA ,

References: Identify any external resources you used to complete the project,
such as web sites, articles, books, and subject experts.

References (2 points):

© Regents of the University of California -- Version 2.0 (4/19/2022)

Common questions

Powered by AI

Decimal approximations offer practical precision in complex mathematical calculations, allowing for manageable and understandable results. For example, in sound intensity, approximations like 140 dB for a jet takeoff underpin complex formulas. Meanwhile, in radioactive decay, approximating values to three decimal places ensures accuracy in half-life calculations, directly impacting real-world applications like Cobalt-60 management. While providing accuracy, approximations must balance precision with comprehensibility .

Logarithmic scales condense vast differences into manageable units, making it easier to grasp large variations. In sound, each 10 dB increase translates into a tenfold increase in intensity, simplifying comprehension of large changes. For earthquakes, each unit increase in magnitude corresponds to approximately 31.6 times more energy release, making it intuitive to compare different events .

Initial conditions and parameters significantly impact models utilizing exponential and logarithmic functions. For example, changing the initial mass in radioactive decay (Cobalt-60) affects predictions of future mass. Similarly, altering the rate constant influences the decay speed. In sound intensity measurement, starting decibel levels and power adjustments shift perceived loudness exponentially. Thus, variability in conditions necessitates careful parameter management to ensure accurate, relevant conclusions .

The concept of half-life is crucial in archaeology for radiocarbon dating, allowing determination of the age of artifacts by measuring remaining Carbon-14. In medicine, understanding the half-life of isotopes like Cobalt-60 supports dosage calculations for treatments like radiotherapy, ensuring efficacy while minimizing risk. Accurate half-life knowledge enables precise predictions of decay and application timing .

Students often struggle with exponential and logarithmic concepts due to their abstract nature and non-linear properties. By applying these concepts to real-life scenarios like sound measurement or radioactive decay, students can contextualize theoretical principles, enhancing comprehension. Using real data, as with Cobalt-60 decay or earthquake intensity, visualizes complex mathematical relationships, aiding in knowledge retention and application .

Exponential functions describe processes where quantities change at rates proportional to their current value. For decay, such as with Cobalt-60, the function y = ae^(-kt) models radioactive decay. Similarly, exponential growth can be modeled as P(t) = P_0e^(rt), where populations grow continuously. Real-world data for Cobalt-60 demonstrates that in 3 years, Cobalt-60 mass decreases according to y = 100(0.5)^(3/5.2).

The half-life of Cobalt-60 is the time it takes for half of the substance to decay. It can be mathematically expressed as y = a(0.5)^(t/5.2), where 'a' is the initial amount, 't' is the time elapsed, and 5.2 years is the half-life period of Cobalt-60. For example, if 3 years have passed, the remaining mass can be calculated by substituting these values into the formula .

The decibel scale measures sound intensity on a logarithmic scale, meaning each 10 dB increase represents a tenfold increase in sound intensity. For example, the intensity of a normal conversation (60 dB) compared to a jet takeoff (140 dB) illustrates how a seemingly small dB difference represents a vast difference in actual sound power .

Earthquake magnitude, measured on the Richter scale using the formula M = log(I) + C, indicates the energy released at the source, while intensity measures the earthquake's effects on people and structures. For instance, a 9.5 magnitude earthquake is exponentially stronger than an 8.5 magnitude, not just by numeric difference but in terms of damaging potential due to higher energy and intensity .

Real-world mathematical applications enhance critical thinking by requiring students to synthesize theoretical knowledge with practical scenarios. When students explore applications like decay or sound intensity, they must critically evaluate data and mathematical models, fostering analytical skills. This approach sharpens their ability to draw meaningful connections between abstract mathematical principles and tangible outcomes, deepening their conceptual understanding .

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