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Exponential Growth and Decay: Free Response

5 questions in parts, 57 points in total. Work each one out on paper, taking a hint if you get stuck. When you have an answer, reveal the answer to check it, and the full solution only if you still want it. The rubric is there so you can mark your own work.

Free response · work it on paper Question 1 of 5
  1. 1. Two ways to grow a budget . Foundational, 10 points. Question 1 of 5.

    A city's public library system spends 50000 dollars a year on its collections budget. The city council is comparing two ways to grow that budget every year. Plan Fixed adds 3000 dollars to the budget every year, no matter its size. Plan Percent instead increases the budget by 6%6\% every year, calculated on whatever the budget already is that year.

    1. Part A.

      Using PP for the current budget of 50000 dollars, write a model F(t)F(t) for Plan Fixed's budget after tt years, and a model E(t)E(t) for Plan Percent's budget after tt years.

      Model the situation Name your unknown first, then write every other quantity in terms of that one letter. 3 points

    2. Part B.

      Evaluate both models at t=4t = 4 to find each plan's budget after 4 years, and state which plan gives the larger budget at that point.

      Carry your own answer forward Use your own models F(t)F(t) and E(t)E(t) from part A; the comparison works the same way regardless of exactly how you wrote them.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    3. Part C.

      Without computing any further values, explain why Plan Percent's yearly DOLLAR increase keeps growing from one year to the next, while Plan Fixed's yearly increase never changes.

      Explain why it works A sentence or two. Reasons, not steps. 3 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 3 points

    Writes Plan Fixed's model as the starting budget plus 3000 times the number of years. . Worth 1 point.

    Identifies the correct growth factor from the 6%6\% rate and writes Plan Percent's model as 50000 times that factor to the power tt. . Worth 1 point.

    Presents both models clearly, matching the fixed addition to a linear model and the constant percentage to an exponential one. . Worth 1 point.

    Part B 4 points

    Evaluates F(4)F(4) correctly by substituting t=4t=4 into the linear model. . Worth 2 points.

    Evaluates E(4)E(4) correctly, computing the growth factor from part A raised to the fourth power before multiplying by the starting budget. . Worth 1 point.

    States which plan gives the larger budget after 4 years, with dollar units. . Worth 1 point.

    Part C 3 points

    States that Plan Fixed's yearly increase is always exactly 3000 dollars, independent of the current budget. . Worth 1 point.

    Explains that Plan Percent's yearly increase is 6%6\% of the CURRENT, growing budget, so the dollar increase itself grows year over year, unlike Plan Fixed's. . Worth 2 points. needs an explanation, not just an answer

  2. 2. One deposit, two compounding schedules . Application, 12 points. Question 2 of 5.

    A credit union offers an annual interest rate of 5%5\% on a 5000-dollar deposit held for 10 years. The account holder can choose how often the bank compounds that interest: once a year, or four times a year (quarterly).

    1. Part A.

      Write the compound-interest model for ANNUAL compounding and use it to find the balance after 10 years.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    2. Part B.

      Now write the model for QUARTERLY compounding over the same 10 years and find the balance, then state how much more this earns than the annual balance from part A.

      Carry your own answer forward Compare against your own value of the annual balance from part A, even if it does not exactly match the value above.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    3. Part C.

      Without computing an exact value, explain why compounding MONTHLY would give an even larger balance than compounding quarterly on this same deposit, rate, and time, and state the general pattern this reflects about compounding frequency.

      Compare the two methods Say what each one costs you, and when you would reach for it. 4 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 4 points

    Writes the annual compounding model with P=5000P=5000, r=0.05r=0.05, t=10t=10. . Worth 1 point.

    Computes the growth factor raised to the tenth power and multiplies by the principal correctly. . Worth 2 points.

    Reports the balance with dollar units. . Worth 1 point.

    Part B 4 points

    Divides the rate by 4 and multiplies the time by 4 to get the correct period rate and exponent. . Worth 1 point.

    Computes the period growth factor raised to the fortieth power and multiplies by the principal correctly. . Worth 2 points.

    States the dollar difference between the quarterly and annual balances. . Worth 1 point.

    Part C 4 points

    States that monthly compounding uses more, smaller periods within the same 10 years than quarterly compounding. . Worth 1 point.

    Explains that crediting interest sooner and more often lets it start earning interest of its own sooner, so more frequent compounding cannot produce a smaller balance. . Worth 2 points. needs an explanation, not just an answer

    States the general pattern: for a fixed principal, rate, and time, increasing the number of compounding periods per year does not decrease the final balance. . Worth 1 point.

  3. 3. Two patches, the same doubling time . Reasoning, 11 points. Question 3 of 5.

    A patch of invasive water hyacinth is spreading across a lake and doubles in area every 8 days. Patch A is first measured at 15 square meters. Patch B is found in a different part of the same lake with the same 8-day doubling time, but it already covers 30 square meters when it is first measured.

    1. Part A.

      Write the doubling-time model A(t)A(t) for each patch's area, tt days after it is first measured.

      Model the situation Name your unknown first, then write every other quantity in terms of that one letter. 3 points

    2. Part B.

      Rangers plan to intervene once a patch's area reaches or exceeds 480 square meters. Using your models, find exactly how many days after being first measured EACH patch reaches 480 square meters.

      Carry your own answer forward Use your own two models from part A, setting each one equal to 480.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    3. Part C.

      Patch B reaches 480 square meters exactly 8 days, one doubling time, before Patch A. Prove that this same 8-day head start holds for ANY shared target area, not only 480 square meters, using the fact that Patch B always starts exactly twice as large as Patch A.

      Complete the derivation Each line should follow from the one above it. Say what lets you take each step. 4 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 3 points

    Identifies the doubling-time form P2t/dP\cdot2^{t/d} with d=8d=8 for both patches. . Worth 1 point.

    Substitutes the correct starting area for each patch, 15 for A and 30 for B. . Worth 1 point.

    Presents both models clearly labeled by patch. . Worth 1 point.

    Part B 4 points

    Divides by the starting area to isolate the power of 2 for each patch. . Worth 1 point.

    Recognizes each ratio as an exact power of 2 and solves for tt correctly for both patches. . Worth 2 points.

    Reports both times with units of days, and notes Patch B arrives first. . Worth 1 point.

    Part C 4 points

    Writes both patches' exponent equations in terms of the same arbitrary target LL. . Worth 1 point.

    Uses the fact that Patch B's starting area is double Patch A's to relate the two exponent equations. . Worth 1 point.

    Derives tB=tA8t_B = t_A - 8 algebraically and states explicitly that the argument holds for every target LL, not only 480. . Worth 2 points. needs an explanation, not just an answer

  4. 4. Two isotopes, two half-lives . Reasoning, 11 points. Question 4 of 5.

    A radiology lab is choosing between two candidate tracer isotopes for a 50-millicurie dose: Isotope X has a half-life of 5 hours, and Isotope Y has a half-life of 8 hours.

    1. Part A.

      Write the half-life model for each isotope's remaining activity, in millicuries, tt hours after the dose is given.

      Model the situation Name your unknown first, then write every other quantity in terms of that one letter. 3 points

    2. Part B.

      Find how much of each isotope's activity remains 8 hours after the dose is given.

      Carry your own answer forward Use your own two models from part A, evaluated at t=8t=8.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    3. Part C.

      Without recomputing at a different elapsed time, explain why Isotope Y will always have MORE activity remaining than Isotope X at any shared elapsed time t>0t>0, referring to what happens to the exponent t/ht/h as the half-life hh increases.

      Justify your claim State the claim, then give the reason it has to be true. 4 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 3 points

    Identifies the half-life form P(12)t/hP\left(\tfrac12\right)^{t/h} with the correct half-life for each isotope. . Worth 1 point.

    Uses the same starting dose, 50 millicuries, for both models. . Worth 1 point.

    Presents both models clearly labeled by isotope. . Worth 1 point.

    Part B 4 points

    Computes X(8)X(8) correctly, evaluating the exponent 8/58/5 before applying it. . Worth 2 points.

    Recognizes that 8 hours is exactly one half-life for Isotope Y and computes its remaining activity exactly. . Worth 1 point.

    Reports both results with millicurie units and notes which isotope has more remaining. . Worth 1 point.

    Part C 4 points

    States that a larger half-life produces a smaller exponent t/ht/h for the same elapsed time tt. . Worth 1 point.

    Explains, using that (12)x\left(\tfrac12\right)^{x} is decreasing, why a smaller exponent gives a larger remaining fraction, and concludes Isotope Y stays ahead for every t>0t>0. . Worth 2 points. needs an explanation, not just an answer

    States the conclusion applies for every positive elapsed time, not only the specific value computed in part B. . Worth 1 point.

  5. 5. Two readings, neither at the start . Application, 13 points. Question 5 of 5.

    A marketing analyst studying a video's popularity finds that the view-count tracker was only turned on after the video had already been circulating: on day 2 after upload it had 720 views, and by day 5 it had 2430 views. Views grew by the same daily factor throughout.

    1. Part A.

      Divide the day-5 reading by the day-2 reading to eliminate the unknown day-0 view count, and solve for the exact daily growth factor bb.

      Write the expression An equation or an expression is enough here. Show how you built it. 4 points

    2. Part B.

      Use the growth factor from part A to find the video's view count on day 0, when it was first uploaded.

      Carry your own answer forward Use your own value of bb from part A to divide the day-2 reading back to day 0.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    3. Part C.

      Using the day-0-anchored model A(t)=PbtA(t) = P\cdot b^{t} you completed in part B, determine the first WHOLE day on which the video's views exceeded 100000, and explain why building this particular day-0-anchored form of the model needed both the ratio step in part A and the back-solved count in part B, rather than either one alone.

      Carry your own answer forward Use your own completed model A(t)=PbtA(t) = P\cdot b^{t}, combining your value of PP from part B with your value of bb from part A.

      Justify your claim State the claim, then give the reason it has to be true. 5 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 4 points

    Forms the ratio A(5)/A(2)A(5)/A(2) to cancel the unknown starting count PP. . Worth 1 point.

    Simplifies the ratio to 3.375 and recognizes it as b3b^{3}. . Worth 2 points.

    Solves for bb exactly, using the cube root, and reports it as a decimal rather than a radical. . Worth 1 point.

    Part B 4 points

    Writes the day-2 reading as PP times bb squared. . Worth 1 point.

    Computes bb squared and divides the day-2 reading by it correctly to isolate PP. . Worth 2 points.

    Reports PP with the unit views, and identifies it as the day-0 count. . Worth 1 point.

    Part C 5 points

    Checks two consecutive whole days using the completed day-0-anchored model to bracket the target of 100000. . Worth 2 points.

    Reports the correct first whole day on which the model exceeds 100000, with units of days. . Worth 1 point.

    Explains that part A's ratio step only ever isolates bb (since PP cancels by construction) and part B only ever isolates PP, so building the day-0-anchored form specifically needs both results together, even though a model anchored at a different known day could reach the same numeric answer using bb alone. . Worth 2 points. needs an explanation, not just an answer