exploring exponential growth
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Exploring Exponential Growth North Carolina Council of Teachers of Mathematics 43 rd Annual State Conference. Christine Belledin [email protected] The North Carolina School of Science and Mathematics Durham, NC. Goals for the Session. - PowerPoint PPT PresentationTRANSCRIPT
Exploring Exponential Growth
North Carolina Council of Teachers of Mathematics 43rd Annual State Conference
Christine [email protected]
The North Carolina School of Science and Mathematics
Durham, NC
GOALS FOR THE SESSION• We will show how to use data about grain
production and population growth in Uganda to compare linear and exponential growth.
• We will show how students can understand the meaning of the constants in an exponential function by relating them back to our context.
WHERE THIS IDEA COMES FROM…
Reverend Thomas Robert Malthus(1766-1834)
British cleric and scholar
Known for theories about population growth and change.
MALTHUSIAN THEORY
FACTS ABOUT HUNGER• Total number of children that die
each year from hunger: • Percent of world population
considered to be starving:• Number of people who will die from
hunger today:• Number of people who will die of
hunger this year:
1.5 million
33%
20,866
7,615,360
Grain production for
Uganda in
1000’s of tons
Year Grains
1998 20851999 21782000 21122001 23092002 23682003 25082004 22742005 24592006 26672007 2631
BELOW IS GRAPH OF THE DATAWe would like to build a linear model for the data set.
2 4 6 8 10 12 140
500
1000
1500
2000
2500
3000
Grains
Years Since 1995Gra
in P
rodu
ced
in 1
000'
s of
ton
s
LINEAR FUNCTION
2 4 6 8 10 12 140
500
1000
1500
2000
2500
3000
f(x) = 61.2545454545455 x + 1899.69090909091
Grains
Y=61.255x+1899.7
USING OUR LINEAR MODEL• Interpret the slope and intercept in context.
• Make predictions about future food production.
• Later compare growth of food production to population growth.
POPULATION GROWTH FOR UGANDATo the right is a table of Uganda’s population in millions in the years from1995 to 2009.
Year Population
1995 20.71996 21.21997 21.91998 22.51999 23.22000 24.02001 24.72002 25.52003 26.32004 27.22005 28.22006 29.22007 30.32008 31.42009 32.4
CREATE A SCATTER PLOT OF THE DATA
0 2 4 6 8 10 12 14 160
5
10
15
20
25
30
35
Population of Uganda
Years Since 1995
Popu
atio
n in
mill
ions
CONSIDER VARIOUS MODELS
• Linear• Quadratic• Exponential
FROM PREVIOUS WORKWe know • Linear growth is governed by
constant differences.• Exponential growth is governed by
constant ratios.Let’s use this knowledge to find a model for population...
ANOTHER OPTION: RE-EXPRESSING THE DATAWe can re-express the data using inverse functions.
If we think the appropriate model is an exponential function, let’s use the logarithm to “straighten” the
data.
Consider the ordered pairs (time, ln(population)). Look
at the graph of this re-expressed data.
COMPARING GROWTH
Can we find ways to compare growth of food production to population?
EX. 2: FOOD PRODUCTION VS. POPULATION GROWTH
1. The population of a country is initially 2 million people and is increasing at 4% per year. The country's annual food supply is initially adequate for 4 million people and is increasing at a constant rate adequate for an additional 0.5 million people per year.
a. Based on these assumptions, in approximately what year will this country rst experience shortages of food?
Taken from Illustrative Mathematics
FOOD SUPPLY VS. POPULATION CONTINUED…
b. If the country doubled its initial food supply and maintained a constant rate of increase in the supply adequate for an additional 0.5 million people per year, would shortages still occur? In approximately which year?
c. If the country doubled the rate at which its food supply increases, in addition to doubling its initial food supply, would shortages still occur?
WHY ARE THESE PROBLEMS SO POWERFUL?
• Students see that mathematics can help us understand important real-life issues
• Students have the chance to create mathematical models.
• We can help students make sense of the constants in the models. (Interpret constants in context.)
• Students build tools to help them distinguish between different types of growth based on mathematical principles.
CCSS CONTENT STANDARDSHSF-LE.A.1 Distinguish between situations that can be modeled with linear functions and with exponential functions.
HSF-LE.A.1a Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.
HSF-LE.A.1b Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.
HSF-LE.A.1c Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another. HSF-LE.A.2 Construct linear and exponential functions, including arithmetic and
geometricsequences, given a graph, a description of a relationship, or two input-output
pairs (include leading these from a table). .
MORE CCSS CONTENT STANDARDSS.ID.6 Represent data on two quantitative variables on a
scatter plot, and describe how the variables are related. b. Informally assess the fit of a function by plotting and
analyzing residuals. Represent data on two quantitative variables on a scatterplot,
and describe how the variables are related.c. Fit a linear function for a scatter plot that suggests a linear
association.
S.ID.7 Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
CCSS MATHEMATICAL PRACTICES1. Make sense of problems and persevere in solving
them2. Reason abstractly and quantitatively3. Construct viable arguments and critique the
reasoning of others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated
reasoning
RESOURCES FOR TEACHERS• NCSSM Algebra 2 and Advanced Functions websites
www.dlt.ncssm.edu/AFMhttp://www.dlt.ncssm.edu/algebra/
See Linear Data and Exponential Functions
• Link to NEW Recursion Materialshttp://www.dlt.ncssm.edu/stem/content/lesson-1-introduction-recursion
• NCSSM CCSS Webinar: Session 1: Using Recursion to Explore Real-World Problems
http://www.dlt.ncssm.edu/stem/using-recursion-explore-real-world-problems
MORE RESOURCES• Illustrative Mathematicshttp://www.illustrativemathematics.org/standards/hsTasks that illustrate part F-LE.A.1.aF-LE Equal Differences over Equal Intervals 1F-LE Equal Differences over Equal Intervals 2F-LE Equal Factors over Equal Intervals
• The Essential Exponential by Al Bartletthttp://www.albartlett.org/books/essential_exponential.html
LINKS TO DATA AND INFORMATIONGapminder http://www.gapminder.org/World Hunger Map Linkhttp://www.wfp.org/hunger/downloadmapLink to Data for Uganda http://faostat.fao.org/site/609/DesktopDefault.aspx?PageID=609#ancorMy Contact Information:Christine Belledin – NC School of Science and [email protected] copies of the presentation and other materials, please visit http://courses.ncssm.edu/math/talks/conferences/ after Monday, November 4.
Thank you for attending!