Page 131 - The Ontario Curriculum, Grades 11 and 12: Mathematics, 2007

3.6 determine the value of a variable of degree no higher than three, using a formula drawn from an application, by first substituting known values and then solving for the vari- able, and by first isolating the variable and then substituting known values
Sample problem: The formula s = ut + 12 at2
relates the distance, s, travelled by an object to its initial velocity, u, acceleration, a, and the elapsed time, t. Determine the acceleration
of a dragster that travels 500 m from rest in 15 s, by first isolating a, and then by first substituting known values. Compare and evaluate the two methods.
3.7 make connections between formulas and lin- ear, quadratic, and exponential functions [e.g., recognize that the compound interest formula, A = P(1 + i)n, is an example of an exponential function A(n) when P and i are constant, and
of a linear function A(P) when i and n are constant], using a variety of tools and strat- egies (e.g., comparing the graphs generated with technology when different variables in a formula are set as constants)
Sample problem: Which variable(s) in the formula V = πr2h would you need to set as a constant to generate a linear equation?
A quadratic equation?
3.8 solve multi-step problems requiring formulas arising from real-world applications (e.g., determining the cost of two coats of paint
for a large cylindrical tank)
3.9 gather, interpret, and describe information about applications of mathematical modelling in occupations, and about college programs that explore these applications
POLYNOMIAL FUNCTIONS
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Mathematics for College Technology
MCT4C