The document discusses exponential functions and their key characteristics:
- Exponential functions have a constant growth or decay factor, meaning the dependent variable is multiplied by a fixed amount for each unit change in the independent variable.
- When the growth factor is greater than 1, it represents exponential growth. When it is less than 1, it represents exponential decay.
- Exponential functions have several distinguishing graphical properties, including having no x-intercepts, a y-intercept of (0,1), and being either always increasing or always decreasing depending on the growth factor.
A rate of change is a rate that describes how one quantity changes in relation to another.
A constant rate of change is the rate of change of a linear relationship.
Essential Question How can you find the unit rate from a line on a graph that goes through the origin?
Objective understand slope as it relates to rate of change
Essential Question How can you find the unit rate from a line on a graph that goes through the origin?
Objective understand slope as it relates to rate of change
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
10. Let’s examine exponential functions . They are different than any of the other types of functions we’ve studied because the independent variable is in the exponent. Let’s look at the graph of this function by plotting some points. x 2 x 3 8 2 4 1 2 0 1 -1 1/2 -2 1/4 -3 1/8 Recall what a negative exponent means: BASE 2 -7 -6 -5 -4 -3 -2 -1 1 5 7 3 0 4 6 8 7 1 2 3 4 5 6 8 -2 -3 -4 -5 -6 -7
11. Compare the graphs 2 x , 3 x , and 4 x Characteristics about the Graph of an Exponential Function where a > 1 What is the domain of an exponential function? 1. Domain is all real numbers What is the range of an exponential function? 2. Range is positive real numbers What is the x intercept of these exponential functions? 3. There are no x intercepts because there is no x value that you can put in the function to make it = 0 What is the y intercept of these exponential functions? 4. The y intercept is always (0,1) because a 0 = 1 5. The graph is always increasing Are these exponential functions increasing or decreasing? 6. The x -axis (where y = 0) is a horizontal asymptote for x - Can you see the horizontal asymptote for these functions?
12. All of the transformations that you learned apply to all functions, so what would the graph of look like? up 3 up 1 Reflected over x axis down 1 right 2
13. Reflected about y -axis This equation could be rewritten in a different form: So if the base of our exponential function is between 0 and 1 (which will be a fraction), the graph will be decreasing. It will have the same domain, range, intercepts, and asymptote. These two exponential functions have special names.
28. This says that if we have exponential functions in equations and we can write both sides of the equation using the same base, we know the exponents are equal. If a u = a v , then u = v The left hand side is 2 to the something. Can we re-write the right hand side as 2 to the something? Now we use the property above. The bases are both 2 so the exponents must be equal. We did not cancel the 2’s, We just used the property and equated the exponents. You could solve this for x now.
29. Let’s try one more: The left hand side is 4 to the something but the right hand side can’t be written as 4 to the something (using integer exponents) We could however re-write both the left and right hand sides as 2 to the something. So now that each side is written with the same base we know the exponents must be equal. Check:
30. Example 1: (Since the bases are the same we simply set the exponents equal.) Here is another example for you to try: Example 1a:
31. The next problem is what to do when the bases are not the same. Does anyone have an idea how we might approach this?
32. Our strategy here is to rewrite the bases so that they are both the same. Here for example, we know that
33. Example 2: (Let’s solve it now) (our bases are now the same so simply set the exponents equal) Let’s try another one of these.
34. Example 3 Remember a negative exponent is simply another way of writing a fraction The bases are now the same so set the exponents equal.
35. By now you can see that the equality property is actually quite useful in solving these problems. Here are a few more examples for you to try.
36.
37. The Base “ e ” (also called the natural base) To model things in nature, we’ll need a base that turns out to be between 2 and 3. Your calculator knows this base. Ask your calculator to find e 1 . You do this by using the e x button (generally you’ll need to hit the 2nd or yellow button first to get it depending on the calculator). After hitting the e x, you then enter the exponent you want (in this case 1) and push = or enter. If you have a scientific calculator that doesn’t graph you may have to enter the 1 before hitting the e x . You should get 2.718281828 Example for TI-83