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.
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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 every year, calculated on whatever the budget already is that year.
- Part A.
Using for the current budget of 50000 dollars, write a model for Plan Fixed's budget after years, and a model for Plan Percent's budget after years.
Model the situation Name your unknown first, then write every other quantity in terms of that one letter. 3 points
- Part B.
Evaluate both models at 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 and 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
- 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.
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Hint 1 of 3
Two different growth mechanisms are at work here: one plan adds a fixed number of dollars every year, and the other multiplies by a fixed factor every year. Build each model separately from its own description before comparing anything.
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Hint 2 of 3 · Part B
You already have both models from part A. Substitute into each one separately, computing the power in before you compare the two results.
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Hint 3 of 3 · Part C
Think about what feeds each year's increase: a flat number does not care how big the budget already is, but a percentage is always taken FROM that year's current budget.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
dollars; dollars.
Part B
dollars and dollars; Plan Percent gives the larger budget.
Part C
Plan Fixed always adds exactly 3000 dollars, a flat amount that does not depend on the budget size. Plan Percent adds of the CURRENT budget each year, and since that budget keeps growing, the is taken from an ever-larger number, so the dollar amount it adds keeps growing too.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Plan Fixed adds the same 3000 dollars every year on top of the starting 50000, so after years the budget is the starting amount plus copies of 3000:
Plan Percent multiplies the budget by the growth factor every year, so after years it has been multiplied by a total of times:
Part B
Substitute into each model.
For Plan Percent,
Comparing the two, Plan Percent's budget of about 63123.85 dollars is larger than Plan Fixed's 62000 dollars.
Part C
Plan Fixed's yearly increase is fixed by definition: it is 3000 dollars whether the budget is small or large, because a flat dollar amount does not reference the current budget at all.
Plan Percent's yearly increase, by contrast, is of whatever the budget already is that year, which is
Since itself keeps growing year over year, the quantity , the dollar amount Plan Percent adds, grows right along with it. Plan Fixed's increase stays flat because it never looks at the current budget in the first place.
In one line
and , so after 4 years Plan Fixed gives 62000 dollars while Plan Percent gives about 63123.85 dollars; the percent plan's dollar increase keeps growing because its is taken from an ever-larger current budget, unlike the fixed plan's constant 3000-dollar addition.
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 rate and writes Plan Percent's model as 50000 times that factor to the power . . 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 correctly by substituting into the linear model. . Worth 2 points.
Evaluates 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 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
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2. One deposit, two compounding schedules . Application, 12 points. Question 2 of 5.
A credit union offers an annual interest rate of 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).
- 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
- 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
- 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.
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Hint 1 of 3
Every compounding-frequency question uses the same formula, ; the only thing that changes between parts is the value of , the number of periods per year.
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Hint 2 of 3 · Part B
Divide the annual rate by 4 to get the period rate, and multiply the 10 years by 4 to get the number of periods, before raising anything to a power.
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Hint 3 of 3 · Part C
Think about what changes as grows: how many times a year interest gets added, and how large each addition is. Neither change works against the balance.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
dollars.
Part B
dollars, about 73.63 dollars more than annual compounding.
Part C
Monthly compounding uses more, smaller periods within the same 10 years, so interest is credited sooner and starts earning its own interest sooner. In general, for a fixed principal, rate, and time, increasing the number of compounding periods per year never decreases the final balance.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
With one compounding period a year, , so the model is
Since ,
The balance compounded annually is about 8144.47 dollars after 10 years.
Part B
Quarterly compounding means periods a year, so the period rate is and the number of periods is :
Since ,
That is about dollars more than compounding annually.
Part C
Monthly compounding uses periods a year rather than , so within the same 10 years there are periods instead of , each crediting a smaller amount of interest, rather than , but more often:
Because interest that has already been credited starts earning interest of its own on the very next period, crediting it sooner and more often can only help the balance, never hurt it. So for a fixed principal, rate, and time, a larger number of compounding periods per year produces a balance that is at least as large as one with fewer periods, and here strictly larger.
In one line
At on 5000 dollars for 10 years, annual compounding gives about 8144.47 dollars and quarterly compounding gives about 8218.10 dollars, roughly 73.63 dollars more; monthly compounding would give even more, since crediting interest in more, smaller periods only ever helps, never hurts, the balance.
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 , , . . 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.
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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.
- Part A.
Write the doubling-time model for each patch's area, 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
- 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
- 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.
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Hint 1 of 3
Both patches share the same doubling time, so both models take the form ; only the starting area differs between them.
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Hint 2 of 3 · Part B
Divide 480 by each patch's starting area first. Both quotients turn out to be exact powers of 2, so you can match exponents directly without a calculator.
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Hint 3 of 3 · Part C
Write the exponent equation for a general target instead of the specific number 480, and use that Patch B's starting area is exactly double Patch A's to relate the two exponents.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
square meters; square meters.
Part B
Patch A reaches 480 square meters after 40 days; Patch B reaches it after 32 days.
Part C
For any shared target , , forcing for every , an 8-day head start regardless of the target.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Each patch doubles every 8 days, so its model has the doubling-time form with . Patch A starts at 15 square meters:
Patch B starts at 30 square meters, twice as large, with the same doubling time:
Part B
Set each model equal to 480 and solve for . For Patch A:
For Patch B:
Since both ratios came out as exact powers of 2, no decimal logarithm was even needed here.
Part C
Let be any target area both patches could reach. Solving each model for the exponent gives
Since Patch B's starting area is exactly double Patch A's, , so
Two powers of the same base are equal exactly when their exponents are equal, so
This used no particular value of , only that Patch B always starts twice as large, so Patch B reaches EVERY shared target exactly 8 days, one full doubling time, before Patch A does.
In one line
Patch A reaches 480 square meters after 40 days and Patch B, starting twice as large, reaches it after 32 days; that 8-day gap is exactly one doubling time and holds for any shared target , since Patch B's starting area being double Patch A's always shifts its required time by days.
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 with 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 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 . . 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 algebraically and states explicitly that the argument holds for every target , not only 480. . Worth 2 points. needs an explanation, not just an answer
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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.
- Part A.
Write the half-life model for each isotope's remaining activity, in millicuries, 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
- 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 .
Solve and show your work Write each step out, and end with the value and its units. 4 points
- 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 , referring to what happens to the exponent as the half-life 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.
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Hint 1 of 3
Both isotopes share the same starting dose and the same half-life FORM of the model; only the half-life itself, the number in the denominator of the exponent, is different.
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Hint 2 of 3 · Part B
Substitute into each model separately. One of the two exponents will simplify to exactly 1.
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Hint 3 of 3 · Part C
Compare the two exponents and for the same before you think about the models themselves, and recall that a smaller exponent on gives a bigger result, not a smaller one.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
millicuries; millicuries.
Part B
millicuries; millicuries exactly.
Part C
For any fixed , a larger half-life makes the exponent smaller, and since decreases as grows, a smaller exponent gives a LARGER remaining fraction, so Isotope Y () always beats Isotope X ().
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Each isotope follows the half-life form with the same starting dose but a different half-life . Isotope X has :
Isotope Y has :
Part B
Substitute into each model. For Isotope X,
For Isotope Y, the exponent comes out to exactly since 8 hours is exactly one half-life:
So about 16.49 millicuries of Isotope X remain, against exactly 25 millicuries of Isotope Y.
Part C
Fix any elapsed time . Dividing the same by a larger half-life produces a smaller exponent:
The function is decreasing in , since each additional unit of exponent halves the value again, so a smaller exponent always produces a LARGER value of :
Since both isotopes start from the same dose, multiplying this inequality by 40 shows Isotope Y always has strictly more activity remaining than Isotope X, at every positive elapsed time, not only at 8 hours.
In one line
and ; after 8 hours about 16.49 millicuries of X remain against exactly 25 of Y, and Y always stays ahead of X at every positive elapsed time because its longer half-life gives it a smaller exponent , and to a smaller power is larger.
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 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 correctly, evaluating the exponent 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 for the same elapsed time . . Worth 1 point.
Explains, using that is decreasing, why a smaller exponent gives a larger remaining fraction, and concludes Isotope Y stays ahead for every . . 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.
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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.
- 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 .
Write the expression An equation or an expression is enough here. Show how you built it. 4 points
- 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 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
- Part C.
Using the day-0-anchored model 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 , combining your value of from part B with your value of 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.
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Hint 1 of 3
Two unknowns, and , sit inside a single model here, and neither of the two given readings alone can separate them. Combine the readings first before trying to find either unknown on its own.
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Hint 2 of 3 · Part B
You already have . Use either reading, say the day-2 one, and divide out the power of to isolate the unknown starting count .
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Hint 3 of 3 · Part C
You now have a complete numeric model. Try a couple of whole-number days directly in it rather than solving an equation, and watch for the day where the value crosses 100000.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
.
Part B
views.
Part C
The first whole day above 100000 views is day 15; the day-0-anchored form specifically needs both (from part A, since cancels out of that ratio by construction) and (from part B, found only once is already known), so building this particular form needs both steps together.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Both readings fit for the same unknown and , so dividing the later reading by the earlier one cancels and leaves a pure power of :
Since ,
Part B
The day-2 reading is . Using from part A,
So the video had 320 views on day 0, before the tracker began recording it.
Part C
With and , the day-0-anchored model is . Checking whole days,
still under 100000, while
which is over 100000. So day 15 is the first whole day the count exceeds 100000.
Building the day-0-anchored form specifically needed both earlier parts: part A's ratio step only ever isolates , since cancels out of it by construction, and part B's back-solving step only ever isolates , and only once is already known. Neither part alone produces the pair that this particular form requires; a model anchored at a DIFFERENT known day, such as day 2 or day 5, could reach the same numeric answer using alone, but writing it in the day-0 form specifically needs both results.
In one line
The daily growth factor is , the day-0 view count was 320, and the completed day-0-anchored model first exceeds 100000 views on day 15; building this particular form needed both the ratio step (which isolates ) and the back-solved count (which isolates ), though a model anchored at a different known day could reach the same numeric answer using alone.
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 to cancel the unknown starting count . . Worth 1 point.
Simplifies the ratio to 3.375 and recognizes it as . . Worth 2 points.
Solves for 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 times squared. . Worth 1 point.
Computes squared and divides the day-2 reading by it correctly to isolate . . Worth 2 points.
Reports 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 (since cancels by construction) and part B only ever isolates , 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 alone. . Worth 2 points. needs an explanation, not just an answer
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