Duration: 2 days
Given an exponential growth or decay phenomenon, determine the rate of increase or decrease. Apply knowledge and skills related to exponential functions and equations in problem solving.
Within the period, the fourth year high school students with at least 80% accuracy will be able to: Think: predict the next population given the growth factor and growth rate Intuit: perceive the role of exponential growth and decay model to predict the population in t - time Feel: appreciate the importance of the exponential growth and decay model to predict the population in t – time Do: compute the growth & decay to find the population in the given time Communicate: describe how exponential growth and decay of population take place Lead: use appropriate model/formula to solve problems involving exponential growth and decay Be: become responsible individuals in maintaining the balance of the ecosystem
Students will express exponential growth and decay of microorganisms in biology, amount of radioactive substances given its half-life in chemistry and population growth in demography.
Exponential equation is in the form of y = ex.
1. Exponential Growth is an increase in number or size, at a constantly growing rate. 2. Exponential Decay refers to an amount of substance decreasing exponentially. 3. Growth Rate refers to how fast something grows within a specific time period. 4. Relative Growth Rate is the growth rate relative to the size of the population 5. Rate of Change is the ratio of the change in the output value and change in the input value of a function. 6. Exponential Model is an equation used to find the population at a given time. 7. Decay Rate refers how fast something decreases in volume within a specific period of time 8. Average Decay Rate
9. Relative Decay Rate
* Oronce, Orlando A. and Mendoza, Marilyn O. E-math: Advanced Algebra and Trigonometry. pp. 195 - 214. * Orines, Fernando B., et al. Advanced Algebra, Trigonometry and Statistics. pp. 350 – 354. |LEARNING EXPERIENCE | |Activity and Discussion |Input and Further Discussion |Synthesis and |Assessment/Assignment | |(Introduction) |(Interaction) |Values Integration | | | | |(Integration) | | |Day 1 | | | | | | | | | |The class will be divided into six groups. Each group will be |With the same group, another problem will be presented by the teacher which |Guide Questions |In a ¼ sheet...