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Solve both parts and justify the conditions used. Part A: Show that f(x)=2ˣ−3 has a zero between 1 and 2, and explain what else makes the zero unique. Part B: A population is 800 and increases by 10% each year. Find it after two years.

Read the idea, work independently, then explain what changed.

TOPIC 01

Exponential and logarithmic functions: mixed assessment

A mixed assessment: identify the method, justify it and revise your reasoning.

What you will be able to explain

  • Connect the chapter skills without relying on the order of the exercises.

Try it. Leave your reasoning visible.

Use one hint at a time. A correction explains what changed, not just the final answer.

01 / Foundation#Your turn

Solve both parts and justify the conditions used. Part A: Show that f(x)=2ˣ−3 has a zero between 1 and 2, and explain what else makes the zero unique. Part B: A population is 800 and increases by 10% each year. Find it after two years.

A: f(x)=2x−3\begin{gathered}\text{A: }f(x)=2^x-3\end{gathered}
  • Use the domain, units and sampling assumptions stated in the question.
  • Use the domain, units and sampling assumptions stated in the question.
Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
A: Translate the context into an exponential or logarithmic equation and check what the model assumes.
Hint 2
B: Translate the context into an exponential or logarithmic equation and check what the model assumes.
Worked solution
  1. Part A reasoning

  2. Translate the context into an exponential or logarithmic equation and check what the model assumes.

  3. Calculate or simplify this relation.

    f(1)=−1<0,f(2)=1>0f(1)=-1<0,\quad f(2)=1>0
  4. A sign change alone does not establish uniqueness.

  5. Part B reasoning

  6. Translate the context into an exponential or logarithmic equation and check what the model assumes.

  7. Calculate or simplify this relation.

    800(1.1)2=968800(1.1)^2=968
  8. This is compounding, not a single 20% increase.

A: Continuity gives existence; strict increase gives uniqueness. B: The requested value is 968.

Checks and common pitfalls: A sign change alone does not establish uniqueness. This is compounding, not a single 20% increase.

Reasoning checklist · self / teacher assessment
  • Solve part A with its stated restrictions.
  • Solve part B using an appropriate representation.
  • Give the reasoning and check conditions in both parts.

Think first. Reveal a hint when the class is ready.

Focus on one question

Teacher preparation and assessment

Question sequence

  • Ask students to name the relevant condition before calculating.

Board plan

  • Compare valid methods and annotate their conditions.

Anticipated thinking

  • A correct final value may still hide a missing assumption.

Assessment checklist

  • Check the method, conditions, reasoning and interpretation separately.

No sign-in. Work stays in this browser. Export before clearing browser data. Written reasoning is assessed with a checklist.

Curriculum and source notes ↗