11 University Exam Review Part 2
Chapter 1
1.Substitute x = –5 for the equation
a function? Explain your reasoning.
and solve for y. Repeat for x = –15. Does the relation appear to be
2. Is the relation
a function? Explain your reasoning.
3. Substitute x = –1 for the equation
appear to be a function? Explain your reasoning.
4. The graph of
and solve for y. Repeat for x = 10. Does the relation
is shown.
y
5
4
3
2
1
–5
–4
–3
–2
–1
–1
1
2
3
4
x
5
–2
–3
–4
–5
Evaluate x when
4
5. Consider the function
f(2).
6. The graphs of
. Create a table of values to determine f(–2), f(–1), f(0), f(1), and
and
are shown.
y = f( x)
–5
–4
–3
–2
y = g( x)
5
5
4
4
3
3
2
2
1
1
–1
–1
1
2
3
4
x
5
–5
–4
–3
–2
–1
–1
–2
–2
–3
–3
–4
–4
–5
–5
1
2
3
4
5
x
Evaluate
if the domain is {–14, –7.6, –0.5, 3.2, 16.9}.
7. Determine the range of the function
8. Trisha has 18 m of fencing to enclose her rectangular garden. Express the area of the garden as a function of
its width and then determine the domain and range of the area function.
9. For
, determine
.
10. A DVD rental company charges $7 per month plus $2.50 for each rental. The relation can be defined by
. Determine the inverse of the function and what it represents.
11. What is the inverse of the linear function
?
12. In the graph shown, the parent function is the dotted graph. The solid graph is the graph of the function of the
form
. Determine the equations for the function and its parent function.
y
10
8
6
4
2
–10 –8
–6
–4
–2
–2
2
4
6
8
10
x
–4
–6
–8
–10
13. For
, sketch the graph of
.
Chapter 2 Review
1. Show that f(x) and g(x) are equivalent by simplifying each.
2. Simplify
.
3. Are the functions shown equivalent? Explain your answer.
4. Sylvia wrote the expressions
and
equivalent. Is she correct? Explain your answer.
. Sylvia said the functions are
5. Expand and simplify.
(x + 5)(x – 3) + (x – 6)(x + 1)
6. Is
equivalent to
7. Simplify and state any restrictions on the variable.
8. Simplify and state any restrictions on the variable.
? Explain your answer.
9. The ratio
volume is
represents the height of a rectangular solid. What is the height when the
and the area is
? Explain how you found your answer.
10. Simplify and state the domain for the function.
11. Simplify
and state any restrictions on the variables.
12. Simplify and state any restrictions on the variable.
Chapter 3 Review
1. Does the parabola for the function
answer.
2. Graph the function
open up or down? What is the range? Explain your
. Label the vertex and axis of symmetry.
3. Sharon holds a soccer ball and punts it with her foot. The function
models the height of
the ball in metres at time t seconds after contact. There is a wall in front of Sharon with a window 25 m high.
Will the ball hit the window? Explain your answer.
4. Travis and Laura are rock climbing. Travis throws a spike to Laura. The function
models the height of the spike in metres above the ground at time t. Laura is 135 m above the ground. Did
Travis’ throw reach Laura? Explain your answer.
5. Given
, sketch the graph of its inverse. Is the inverse a function? Explain your answer.
6. The sum of the squares of two consecutive integers is 421. What could the integers be? List all possibilities.
7. Determine the number of zeros for the function
. Explain your answer.
8. Calculate the discriminant for the function
function intersect the x-axis? Explain your answer.
. How many times will the graph of the
9. Determine the equation of the parabola with x-intercepts
how you found your answer.
, and that passes through (–5, –4). Explain
10. Determine the equation of the parabola with vertex (–6, –6) and that passes through (3, –10). Explain how
you found your answer.
11. Determine the point(s) of intersection of the functions
Explain your answer.
and
by graphing.
Chapter 4 Review
for x = –8, y = 2, n = –1.
1. Evaluate the expression
2. Evaluate. Express your answer in rational form.
3. Evaluate. Explain how you found your answer.
4. Simplify the expression. Express your answer with positive exponents. Explain each of your steps.
5. Simplify the expression. Express your answer with positive exponents.
6. Evaluate the expression
7. The function
for s = 5 and t = 12.
is the result of transformations of
. Describe the sequence of
transformations.
8. An exponential function with a base of
has been compressed vertically by a factor of
the y-axis. Its asymptote is the line y = –4. Its y-intercept is (0,
and reflected in
). Write an equation of the function and
discuss its domain and range.
9. A group of yeast cells doubles every 4 h. There is a population of 100 at 10 a.m. Write the function that
models the growth of the population. Determine the population at 5 p.m.
Chapter 5 Review
1. Determine the corresponding reciprocal ratio that corresponds to
.
2. The base of a 6 m log rests against the ground. It ramps up to a branch in a tree at an angle of elevation of
.
a) Calculate the height of the branch to the nearest tenth of a metre.
b) What is the distance from the base of the tree to the base of the log?
3. A ladder is leaning against a wall. If the angle between the ground and the ladder is
wall is 3.6 m, how long is the ladder? Give the exact value, not an approximation.
and the height of the
4. For the angle
moving counter-clockwise in standard position, determine which primary
trigonometric ratios are positive.
5. Given
, where
,
a) state the other five trigonometric ratios as fractions.
b) determine the value of to the nearest degree.
6. Finish the proof of the following identity.
R.S.:
7. a) Is
b) Is
an identity? Prove or disprove.
an identity? Prove or disprove.
8. A triangular plot of land is enclosed by a fence. One side of the fence is 8.1 m long with an opposite angle of
. An adjacent side of the fence is 5.7 m long with an opposite angle of .
a) Make a sketch of the situation.
b) Determine to the nearest degree.
9. For the following information about a triangle, decide if the triangle exists. If it does exist, determine
the nearest degree.
a = 10.9 m, c = 30.2 m,
10. In
, a = 5.4 m, b = 7.2 m, and c = 10.0 m. Determine
to
to the nearest degree.
11. If given 2 sides and 1 angle between the two sides, which two methods can be used to solve for the third side?
Explain your reasoning.
12. Explain the steps used to solve for side
.
13. Jake wants to know the height of a sign across a road. He stands directly across from the sign and notices the
angle of elevation to the top of the sign is
. Jake then walks 40 m parallel to the road and observes the
angle between the base of the sign and Jake’s previous spot is
. What is the height, h, of the sign to the
nearest tenth of a metre?
Chapter 6 Review
1. If
2. If
, calculate
and
and explain what it means.
, list the values of x where
3. Determine all the values where
for
.
.
4. Describe a scenario in which this graph would accurately portray a sinusoidal function.
dist ( m)
20
y
5
16
4.5
12
4
8
3.5
3
4
2.5
–20 –16 –12 –8
–4
–4
4
8
12
16
time ( s)
2
1.5
–8
1
–12
0.5
–16
90 180 270 360 450 540 630 720 810
–20
x
8. Suppose the following graph represents average wave heights during a day at the beach. Determine the
equation of the function that models this graph.
5. Without graphing, determine the amplitude, period, domain, and range of the function
6. Explain how to graph the function
.
.
7. A sinusoidal function has an amplitude of 6 units, a period of
equation of the function.
, and a minimum at (0, 3). Determine an
Chapter 7 Review
1. What is the recursive formula for the sequence: 349, 321, 293, 265, …?
2. The 3rd term of an arithmetic sequence is 7, and the 7th term is 23. What is the first term?
3. A man deposits $15 000 into a bank account earning simple interest, in which the bank pays a fixed amount at
the end of each year. If at the end of the third year the man has $15 750 in his account, how much will he have
at the end of the10th year?
4. The 3rd term of a geometric sequence is 36, and the 6th term is
. What is the recursive formula for the
sequence?
5. A population of lemmings doubles every 10 days. If there are initially 6 lemmings how many will there be in
60 days?
6. Write the formula for the sum
.
7. What is the formula for the series
words?
8. Expand and simplify the binomial power
? What does this equation mean in
.
9. Lydia holds the end of a yo-yo string 0.9 metres from the ground and swings the yo-yo in a circle
perpendicular to the ground. After 0.5 seconds, the yo-yo is at it’s closest point to the ground, .1 metres. After
1 second, the yo-yo is at its farthest point from the ground, 1.7 metres. What is the amplitude of the function
that represents the yo-yo’s distance from the ground in terms of the seconds that have passed, and what does it
represent?
10. Estelle is performing the song “Lean on Me” by Bill Withers at a concert. She notices the audience members
putting their arms around each other and swaying back and forth in unison, swaying all the way to the left and
back to the right every four beats. Explain what the amplitude, period and equation of the axis would
represent in a sinusoidal model of an audience member’s swaying in terms of beats.
11. Harriet has fallen asleep in her rocking chair while knitting. Her ball of yarn has fallen off her lap and is under
the front of one of the rockers. As she sleeps, the chair continues to rock and the ball of yarn is repetitively
squeezed to a smaller height and then allowed to sit taller again by the rocker. Explain what the amplitude,
period and equation of the axis would represent in a sinusoidal model of the ball of yarn’s height.
Chapter 8 Review
1. The future value of an account is $4849.14 in 5 years. If the rate of compound interest is 8.4%/a compounded
quarterly, what is the principal investment?
2. Rick is trying to choose an investment account. Which account will earn Rick more money on a $1500
investment? How much more in 3 years?
3. For the investment below, determine the present value.
Rate of Compound
Compounding
Time
Future Value
Interest per Year
Period
11.8%
quarterly
9 years
$75 000
4. Gayle has money invested in an account. After 6 years, compounded monthly, she will have $6044.34 in her
account, $1344.34 of which is earned interest. What is the interest rate of Gayle’s account? Round your
answer to two decimal places.
5. Piet invests some money at 3.8%/a compounded quarterly for 3 years. Then she withdraws $2000 and
reinvests the remaining principal and interest at 3.6%/a compounded monthly for 5 years. At the end of this
time, her investment is worth $9002.17. How much money did Piet originally invest?
6. Stephen invests $40 000 at 4.4%/a compounded quarterly. He would like the money to grow to $100 000.
How long will he have to wait?
7. For an investment of $800 every 6 months at 6.2%/a compounded semi-annually for 20 years, what is the
value of the last investment at the end of 20 years?
8. The purchase price of Tanya’s new car was $23 200. She put down $3000 and financed the rest at 8.4%/a
compounded monthly. Her monthly payments are $300. How long will it take her to pay off the loan?
9. Write a series that could represent the loan below.
Regular Payment
Rate of Compound
Compounding
Interest per Year
Period
$50 every 3 months
12.4%
quarterly
Time
years
10. How much would you need to invest now at 3.8%/a compounded semi-annually to provide $1500 every 6
months for the next 5 years?
11. How could Raina use a spreadsheet to determine the present value of an annuity that pays $1000 monthly for
12 years at 2.4%/a compounded monthly?
12. Mike borrows $36 000 at 6.6%/a compounded monthly to buy a new truck. He makes monthly payments of
$606.87 to pay off the loan after 6 years. How much longer will it take Mike to pay off the first half of the
loan than the second half?
Chapter 1
Answer Section
SHORT ANSWER
1. ANS:
and
; The relation is not a function because there are two dependent (y) values for each
independent (x) value.
PTS: 1
REF: Communication
OBJ: 1.1 - Relations and Functions
2. ANS:
The relation is not a function. The graph of the equation is a circle with center at (3, 4) and a radius of 10. A
graph of a circle does not pass the vertical line test.
PTS: 1
3. ANS:
REF: Communication
and
each independent (x) value.
OBJ: 1.1 - Relations and Functions
; The relation is not a function because there are two dependent (y) values for
PTS: 1
4. ANS:
x = –2
REF: Thinking
OBJ: 1.1 - Relations and Functions
PTS: 1
5. ANS:
REF: Application
OBJ: 1.2 - Function Notation
f(d)
–2
–1
0
1
2
5
–6
–11
–10
–3
PTS: 1
6. ANS:
REF: Application
OBJ: 1.2 - Function Notation
PTS: 1
REF: Application
7. ANS:
Range = {–60.6, –5.8, 9, 37.4, 63}
OBJ: 1.2 - Function Notation
PTS: 1
8. ANS:
OBJ: 1.4 - Determining the Domain and Range of a Function
= –1
REF: Application
or
PTS: 1
9. ANS:
; Domain = {
REF: Thinking
R
}, Range = {
R
}
OBJ: 1.4 - Determining the Domain and Range of a Function
PTS: 1
10. ANS:
REF: Application
OBJ: 1.5 - The Inverse Function and Its Properties
; the inverse represents the rentals as a function of cost
PTS: 1
11. ANS:
REF: Thinking
OBJ: 1.5 - The Inverse Function and Its Properties
PTS: 1
REF: Knowledge and Understanding
OBJ: 1.5 - The Inverse Function and Its Properties
12. ANS:
The function is
and the parent function is
.
PTS: 1
REF: Thinking
OBJ: 1.7 - Investigating Horizontal Stretches, Compressions, and Reflections
13. ANS:
y
5
4
3
2
1
–3
–2
–1
–1
1
2
3
4
5
6
7
x
–2
–3
–4
–5
PTS: 1
REF: Application
OBJ: 1.8 - Using Transformations to Graph Functions of the Form y = af[k(x - d)] + c
Chapter 2 Review
Answer Section
SHORT ANSWER
1. ANS:
PTS: 1
2. ANS:
REF: Application
OBJ: 2.1 - Adding and Subtracting Polynomials
PTS: 1
REF: Knowledge and Understanding
OBJ: 2.1 - Adding and Subtracting Polynomials
3. ANS:
Yes, the functions are equivalent. After simplifying each function, they are both
.
PTS: 1
REF: Communication
OBJ: 2.1 - Adding and Subtracting Polynomials
4. ANS:
Sylvia is not correct because the functions are not equivalent.
I used substitution. I substituted 0 for a, 0 for b, and 1 for c.
PTS: 1
5. ANS:
REF: Thinking
OBJ: 2.1 - Adding and Subtracting Polynomials
PTS: 1
REF: Knowledge and Understanding
6. ANS:
No, the expressions are not equivalent.
=
.
OBJ: 2.2 - Multiplying Polynomials
PTS: 1
7. ANS:
OBJ: 2.2 - Multiplying Polynomials
REF: Communication
PTS: 1
REF: Knowledge and Understanding
OBJ: 2.4 - Simplifying Rational Functions
8. ANS:
PTS: 1
REF: Knowledge and Understanding
OBJ: 2.4 - Simplifying Rational Functions
9. ANS:
, which is equal to
I placed the volume and area in the ratio
and simplified the expression to
. So
the height of the solid is s + 1.
PTS: 1
REF: Communication
OBJ: 2.4 - Simplifying Rational Functions
10. ANS:
PTS: 1
REF: Knowledge and Understanding
OBJ: 2.4 - Simplifying Rational Functions
11. ANS:
, a –4, 0
PTS: 1
REF: Knowledge and Understanding
OBJ: 2.6 - Multiplying and Dividing Rational Expressions
12. ANS:
,p
–1, 1
PTS: 1
REF: Knowledge and Understanding
OBJ: 2.7 - Adding and Subtracting Rational Expressions
Chapter 3 Review
Answer Section
SHORT ANSWER
1. ANS:
The parabola opens down because for the quadratic in vertex form,
domain is {y R | y –12} because the vertex is (8, –12).
PTS: 1
REF: Communication
OBJ: 3.1 - Properties of Quadratic Functions
2. ANS:
, a is negative. The
y
10
8
6
4
2
–14 –12 –10 –8
–6
–4
–2
–2
2
4
8 x
6
–4
–6
(–5, –8)–8
–10
–12
Vertex: (–5, –8)
Axis of symmetry: x = –5
PTS: 1
REF: Knowledge and Understanding
OBJ: 3.1 - Properties of Quadratic Functions
3. ANS:
No, the ball will not hit the window. The maximum height of the ball is 21 m at 2 seconds.
PTS: 1
REF: Communication
OBJ: 3.2 - Determining Maximum and Minimum Values of a Quadratic Function
4. ANS:
No, Travis’ throw did not reach Laura. The maximum height of the spike is 130 m at 2 seconds.
PTS: 1
REF: Communication
OBJ: 3.2 - Determining Maximum and Minimum Values of a Quadratic Function
5. ANS:
y
8
7
6
5
4
3
2
1
–1
–1
1
2
3
4
5
6
7
8
9
x
–2
The graph is not a function because it fails the vertical-line test.
PTS: 1
REF: Communication
OBJ: 3.3 - The Inverse of a Quadratic Function
6. ANS:
14 and 15; –14 and –15
PTS: 1
REF: Thinking
OBJ: 3.5 - Quadratic Function Models: Solving Quadratic Equations
7. ANS:
There are no zeros for the function. I used the formula for the discriminant and substituted a = 3, b = –2, and c
= 5 into
. The discriminant is –56 which is less than zero, so there are no zeros for the function.
PTS: 1
REF: Communication
OBJ: 3.6 - The Zeros of a Quadratic Function
8. ANS:
The graph of the function will intersect the x-axis two times. I used the formula for the discriminant and
substituted a = 8, b = –2, and c = –45 into
. The discriminant is 1444 which is greater than zero, so
there are two zeros for the function, which means it will intersect the x-axis twice.
PTS: 1
REF: Communication
OBJ: 3.6 - The Zeros of a Quadratic Function
9. ANS:
or
; I wrote the general function of all parabolas (factored form) that
have zeros at
, which is
. I multiplied the factors to get
then substituted the point (–5, –4) for x and y and solved for a.
.I
PTS: 1
REF: Communication
OBJ: 3.7 - Families of Quadratic Functions
10. ANS:
or
; I wrote the vertex form of all parabolas that have a
vertex at (–6, –6), which is
. I then substituted the point (3, –10) for x and y and solved for a.
PTS: 1
REF: Communication
OBJ: 3.7 - Families of Quadratic Functions
11. ANS:
(–1, –5), (2, 4); I graphed the two functions by making a table of values for each. I then located the points on
the graph where the functions intersect.
y
12
10
8
6
4
2
–10 –8
–6
–4
–2
–2
–4
–6
–8
2
4
6
8
10
x
PTS: 1
REF: Communication
OBJ: 3.8 - Linear-Quadratic Systems
Chapter 4 Review
Answer Section
SHORT ANSWER
1. ANS:
PTS: 1
2. ANS:
REF: Application
OBJ: 4.2 - Working with Integer Exponents
PTS: 1
REF: Knowledge and Understanding
OBJ: 4.2 - Working with Integer Exponents
3. ANS:
; Since both numbers have the same base, I added the exponents:
. I then
evaluated the expression by taking the negative cube root of 125.
PTS: 1
REF: Communication
OBJ: 4.3 - Working with Rational Exponents
4. ANS:
; First, I evaluated the exponents for the four terms to get
term by the
exponent to get
the denominator to get
. Next, I evaluated each
. I then multiplied the terms in the numerator and the terms in
. Next, I divided the numerator by the denominator to get
rewrote the expression with positive exponents:
.
PTS: 1
REF: Communication
OBJ: 4.4 - Simplifying Algebraic Expressions Involving Exponents
5. ANS:
. Finally, I
PTS: 1
REF: Knowledge and Understanding
OBJ: 4.4 - Simplifying Algebraic Expressions Involving Exponents
6. ANS:
or 2073.6
PTS: 1
REF: Knowledge and Understanding
OBJ: 4.4 - Simplifying Algebraic Expressions Involving Exponents
7. ANS:
There is a vertical stretch by a factor of 2 and a reflection in the x-axis. There is a horizontal compression by a
factor of
. There is a translation 3 units to the right and 9 units up.
PTS: 1
REF: Communication
OBJ: 4.6 - Transformations of Exponential Functions
8. ANS:
Domain = {x R}
Range = {y R | y > –4}
PTS: 1
9. ANS:
REF: Thinking
OBJ: 4.6 - Transformations of Exponential Functions
REF: Thinking
OBJ: 4.7 - Applications Involving Exponential Functions
PTS: 1
2. ANS:
a) 2.6 m
b) 5.4 m
REF: Thinking
OBJ: 5.1 - Trigonometric Ratios of Acute Angles
PTS: 1
3. ANS:
m
REF: Application
OBJ: 5.1 - Trigonometric Ratios of Acute Angles
; 336
PTS: 1
Chapter 5 Review
Answer Section
SHORT ANSWER
1. ANS:
PTS: 1
4. ANS:
tangent
REF: Application
OBJ: 5.2 - Evaluating Trigonometric Ratios for Special Angles
PTS: 1
REF: Knowledge and Understanding
OBJ: 5.4 - Evaluating Trigonometric Ratios for Any Angle Between 0 and 360
5. ANS:
a)
b)
PTS: 1
REF: Knowledge and Understanding
OBJ: 5.4 - Evaluating Trigonometric Ratios for Any Angle Between 0 and 360
6. ANS:
= L.S.
PTS: 1
7. ANS:
a) No. Take
b) Yes. L.S.
PTS: 1
8. ANS:
a)
REF: Knowledge and Understanding
OBJ: 5.5 - Trigonometric Identities
. L.S. = 2.02 and R.S. = 1. They are not equal, so
R.S.. So,
REF: Knowledge and Understanding
is not an identity.
is an identity.
OBJ: 5.5 - Trigonometric Identities
b)
PTS: 1
REF: Application
9. ANS:
Yes, the triangle does exist.
PTS: 1
10. ANS:
REF: Thinking
OBJ: 5.6 - The Sine Law
OBJ: 5.6 - The Sine Law
PTS: 1
REF: Knowledge and Understanding
OBJ: 5.7 - The Cosine Law
11. ANS:
There are no restrictions given that specify what the angles of the triangle have to be. So, there are essentially
two cases: a non-right triangle and a right triangle.
For a non-right triangle, use the cosine law. There will be one unknown value which can be solved for. This
is one of the primary scenarios for using the cosine law.
The right triangle case is actually the case when one of the angles is known to be
. The cosine law can
still be used, but it is actually the Pythagorean theorem in disguise. So, for this case the Pythagorean theorem
can be used.
PTS: 1
REF: Thinking
OBJ: 5.8 - Solving Three-Dimensional Problems by Using Trigonometry
12. ANS:
Determine
to be
. So, by straight line,
determine
. Then, again use the sine law to determine side
.
PTS: 1
REF: Communication
OBJ: 5.8 - Solving Three-Dimensional Problems by Using Trigonometry
13. ANS:
17.9 m
PTS: 1
REF: Application
OBJ: 5.8 - Solving Three-Dimensional Problems by Using Trigonometry
Chapter 6 Review
Answer Section
SHORT ANSWER
1. ANS:
is the value of z when
. Substitute
for x and calculate z.
PTS: 1
REF: Communication
OBJ: 6.2 - Investigating the Properties of Sinusoidal Functions
. Now, use the sine law to
2. ANS:
PTS: 1
REF: Knowledge and Understanding
OBJ: 6.2 - Investigating the Properties of Sinusoidal Functions
3. ANS:
PTS: 1
REF: Thinking
OBJ: 6.2 - Investigating the Properties of Sinusoidal Functions
4. ANS:
Answers may vary. For example:
One solution: A wrecking ball has been swinging back and forth on a crane. Jed has approached at time t = 0
and finds that this function accurately displays the distance the ball is from the resting position.
PTS: 1
REF: Communication
OBJ: 6.3 - Interpreting Sinusoidal Functions
5. ANS:
amplitude: 1.9
period:
domain: all real numbers
range:
PTS: 1
REF: Knowledge and Understanding
OBJ: 6.5 - Using Transformations to Sketch the Graphs of Sinusoidal Functions
6. ANS:
To graph, first graph the sine function. Then, horizontally stretch the new graph by a factor of
. Then,
vertically stretch the new graph by a factor of 3.8. Finally, vertically translate the new graph 3 units up.
PTS: 1
REF: Communication
OBJ: 6.5 - Using Transformations to Sketch the Graphs of Sinusoidal Functions
7. ANS:
Answers may vary. For example:
PTS: 1
REF: Knowledge and Understanding
OBJ: 6.6 - Investigating Models of Sinusoidal Functions
8. ANS:
PTS: 1
REF: Application OBJ: 6.6 - Investigating Models of Sinusoidal Functions
9. ANS:
0.8 metres; it represents the length of the yo-yo string
PTS: 1
REF: Application OBJ: 6.7 - Solving Problems Using Sinusoidal Models
10. ANS:
The period is 4 beats and is the number of beats it takes to sway to the left and back to the right. The
amplitude is how far from standing upright the audience member is leaning each way. The equation of the
axis would be the point at which he/she is standing while he/she is standing straight up.
PTS: 1
REF: Communication
OBJ: 6.7 - Solving Problems Using Sinusoidal Models
11. ANS:
The amplitude would be half the difference between the height of the ball at its shortest and tallest points. The
period is how long it takes Harriet to rock all the way back and then rock forward. The equation of the axis
would be the median height of the ball of yarn.
PTS: 1
REF: Communication
OBJ: 6.7 - Solving Problems Using Sinusoidal Models
Chapter 7 Review
Answer Section
SHORT ANSWER
1. ANS:
PTS: 1
2. ANS:
–1
REF: Knowledge and Understanding
PTS: 1
3. ANS:
$17 500
REF: Thinking
OBJ: 7.1 - Arithmetic Sequences
PTS: 1
4. ANS:
REF: Application
OBJ: 7.1 - Arithmetic Sequences
PTS: 1
5. ANS:
384
REF: Thinking
OBJ: 7.2 - Geometric Sequences
PTS: 1
6. ANS:
REF: Application
OBJ: 7.2 - Geometric Sequences
PTS: 1
7. ANS:
REF: Communication
The sum of the first n odd integers is the nth perfect square.
OBJ: 7.1 - Arithmetic Sequences
OBJ: 7.5 - Arithmetic Series
PTS: 1
8. ANS:
PTS: 1
REF: Communication
REF: Thinking
OBJ: 7.5 - Arithmetic Series
OBJ: 7.7 - Pascal's Triangle and Binomial Expansions
Chapter 8 Review
Answer Section
SHORT ANSWER
1. ANS:
$3200
PTS: 1
REF: Knowledge and Understanding
OBJ: 8.2 - Compound Interest: Future Value
2. ANS:
Account 1; $1 more
PTS: 1
3. ANS:
$26 333.75
REF: Application
OBJ: 8.2 - Compound Interest: Future Value
PTS: 1
4. ANS:
4.20%
REF: Application
OBJ: 8.3 - Compound Interest: Present Value
PTS: 1
5. ANS:
$8500
REF: Thinking
OBJ: 8.3 - Compound Interest: Present Value
PTS: 1
6. ANS:
about 21 years
REF: Thinking
OBJ: 8.3 - Compound Interest: Present Value
PTS: 1
7. ANS:
$800
REF: Thinking
OBJ: 8.3 - Compound Interest: Present Value
PTS: 1
8. ANS:
7 years 8 months
REF: Thinking
OBJ: 8.4 - Annuities: Future Value
PTS: 1
9. ANS:
REF: Thinking
OBJ: 8.4 - Annuities: Future Value
PTS: 1
10. ANS:
$13 544.65
REF: Knowledge and Understanding
PTS: 1
11. ANS:
REF: Application
OBJ: 8.5 - Annuities: Present Value
OBJ: 8.5 - Annuities: Present Value
Raina can set up a spreadsheet to find the present value of each payment using the formula
. She
can complete the spreadsheet by using the FILL DOWN command. Then she can use the SUM command to
find the sum of all the present values.
PTS: 1
12. ANS:
8 months
PTS: 1
REF: Communication
REF: Thinking
OBJ: 8.5 - Annuities: Present Value
OBJ: 8.6 - Using Technology to Investigate Financial Problems