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| 12 Theory slides |
| 11 Exercises - Grade E - A |
| Each lesson is meant to take 1-2 classroom sessions |
Here are a few recommended readings before getting started with this lesson.
LaShay and Ali are members of the Jefferson High School Mountain Bike Team. They are both training hard for the upcoming Mountain Bike Race.
A radical equation is an equation that has an independent variable in the radicand of a radical expression, or an independent variable with a rational exponent. A radical equation with a root that has an index of 2 is called a square root equation. If the index of the root is 3, the equation is a cube root equation.
Variable in a Radicand | Variable With a Rational Exponent |
---|---|
x−2=x+2 | x21=3x−5 |
32x=x+1 | 1−3x=(x−1)31 |
3=42x+1 | (2x)41=4x−9 |
Radical equations can be solved algebraically by using inverse operations and the Properties of Equality. Because some roots can only take certain values, this process can produce solutions that do not actually satisfy the equation. This type of solutions have a special name.
Substitute | Simplify | |
---|---|---|
x=1 | 2=?1+2(1)−1 | 2=2 ✓ |
x=5 | 2=?5+2(5)−1 | 2=8 × |
(a−b)2=a2−2ab+b2
Calculate power and product
LHS−2x=RHS−2x
LHS+1=RHS+1
Commutative Property of Addition
Use the Quadratic Formula: a=1,b=-6,c=5
-(-a)=a
Calculate power and product
Subtract term
Calculate root
State solutions
(I), (II): Add and subtract terms
(I), (II): Calculate quotient
x=1
Identity Property of Multiplication
Subtract term
Calculate root
Add terms
The rectangular board in LaShay's class is x+5 wide feet by 8 feet long.
The perimeter of a rectangle is P=2ℓ+2w, where ℓ is the length and w is the width of the rectangle.
Multiply
LHS−16=RHS−16
LHS/2=RHS/2
Rearrange equation
After an exhausting school day, LaShay went to an amusement park to have fun with her friends. The first thing they did was ride on a Ferris wheel.
Everything was going well until LaShay accidentally dropped her phone from the top of the Ferris wheel. The following radical equation models the time passed after the phone was dropped.Substitute the given values into the equation and solve for h.
LHS−1=RHS−1
LHS⋅4=RHS⋅4
LHS2=RHS2
(a)2=a
LHS+h=RHS+h
LHS−64=RHS−64
h=36
Subtract term
Calculate root
b1⋅a=ba
Calculate quotient
\AddTerm
After an exciting day at the amusement park, even if the math did not help LaShay save her phone from smashing against the ground, her interest in radical equations increased. Right now, LaShay and Ali are trying to solve the following radical equation.
After some work, they managed to solve the equation. However, they came up with different solutions.
Start by isolating the radical expression.
LHS2=RHS2
(a)2=a
(a−b)2=a2−2ab+b2
LHS+x=RHS+x
LHS−14=RHS−14
Commutative Property of Addition
Rearrange equation
Use the Quadratic Formula: a=1,b=-3,c=-10
-(-a)=a
Calculate power and product
Add terms
Calculate root
State solutions
(I), (II): Add and subtract terms
(II): Put minus sign in front of fraction
(I), (II): Calculate quotient
Substitute | Simplify | |
---|---|---|
x1=5 | 5+-5+14=?2 | 8=2 × |
x2=-2 | -2+-(-2)+14=?2 | 2=2 ✓ |
Note that solving the equation by using inverse operations and Properties of Equality produced two solutions, x=5 and x=-2. However, x=5 does not satisfy the original equation. Therefore, it is an extraneous solution. Conversely, since x=-2 satisfies the original equation, it is a solution. As a result, only Ali is correct and LaShay is incorrect.
To graph the functions, make a table of values for each. Remember that the radicand cannot be negative!
y=x+5 | y=x+3 | |||
---|---|---|---|---|
x | x+5 | y | x+3 | y |
-5 | -5+5 | 0 | -5+3 | -2 |
-4 | -4+5 | 1 | -4+3 | -1 |
-1 | -1+5 | 2 | -1+3 | 2 |
4 | 4+5 | 3 | 4+3 | 7 |
Now the points for each function found in the table will be plotted on the same coordinate plane. Then the points of the linear function will be connected with a straight line, and the points of the radical function will be connected with a smooth curve.
The x-coordinate of the point of intersection of the functions gives the solution of the original equation.
The curve and the line intersect at (-1,2). This means that the solution to the equation is x=-1.
After seeing LaShay's hard work, her teacher gives her extra credit homework so that she can have more practice with radical equations.
y=2x−6 | y=1+x−2 | |||
---|---|---|---|---|
x | 2x−6 | y | 1+x−2 | y |
2 | - | - | 1+2−2 | 1 |
3 | 2(3)−6 | 0 | 1+3−2 | 2 |
5 | 2(5)−6 | 2 | 1+5−2 | ≈2.73 |
6 | 2(6)−6 | ≈2.45 | 1+6−2 | 3 |
11 | 2(11)−6 | 4 | 1+11−2 | 4 |
Now the points found in both functions can be plotted in the same coordinate plane. Then they can be connected with smooth curves.
Finally, the x-coordinate of the point of intersection of the curves gives the solution of the original equation.
Because the point of intersection is at (11,4), the solution to the equation is x=11.
A radical inequality is an inequality that has an independent variable in a radicand or an independent variable with a rational exponent.
Variable in a Radicand | Variable With a Rational Exponent |
---|---|
x−3<x+3 | x21>x−7 |
3x>2x+1 | 1−x≤(x+1)31 |
3≥44x+1 | (3x)41<9x−4 |
This type of inequality can be solved algebraically.
Finally, some x-values can be tested to confirm the solution. In this case, three test values will be used. The first value will be less than -3, the second greater than or equal to -3 and less than or equal to 24, and the third value will be greater than 24. In this case, -4, 0, and 25 will be tested.
3x+9−2≤7 | ||
---|---|---|
x | Substitute | Simplify |
-4 | 3(-4)+9−2≤?7 | -3≰7 × |
0 | 3(0)+9−2≤?7 | 1≤7 ✓ |
25 | 3(25)+9−2≤?7 | 7.2≰7 × |
The values that do not belong to the solution set, -4 and 25, do not satisfy the inequality. Conversely, the value that does belong to the solution set, 0, satisfies the inequality. Therefore, the solution is verified. The solution set can also be graphed on a number line.
On Monday, LaShay's math teacher asks her how her extra credit homework went. To show what she has learned, LaShay gives him the following radical expression, which represents the number of hours that she studied over the weekend.
Begin by determining the inequality symbol. Recall that the radicand must be non-negative.
<.With this information, the inequality that represents the situation can be written.
2x−4+4<8 | ||
---|---|---|
x | Substitute | Simplify |
0 | 2(0)−4+4<8 | -4≮4 × |
4 | 2(4)−4+4<8 | 6<8 ✓ |
20 | 2(20)−4+4<8 | 10≮8 × |
The values that do not belong to the solution set, 0 and 20, do not satisfy the inequality. Conversely, the value that does belong to the solution set, 4, satisfies the inequality. Therefore, the solution checks out. The solution set can also be graphed on a number line.
The challenge given at the beginning can be solved using the methods covered throughout the lesson. Recall that LaShay and Ali will participate in the upcoming Mountain Bike Race.
Begin by writing a radical equation by setting d1 and d2 equal to each other.
Factor out t
Use the Zero Product Property
(II): LHS+2=RHS+2
10t+2t=102t | ||
---|---|---|
t | Substitute | Simplify |
0 | 100+2(0)=?102(0) | 0=0 ✓ |
2 | 102+2(2)=?102(2) | 20=20 ✓ |
Both solutions are valid. However, t=0 represents the starting time, where the cyclists start at the same position. Therefore, it can be concluded that they cycle the same distance after 2 hours.
Solving a radical equation usually involves three main steps.
Now we can analyze the given radical equation. sqrt(x+9)-sqrt(x+1)=2 First, let's isolate the radical sqrt(x+1) on one side of the equation. sqrt(x+9)-sqrt(x+1)=2 ⇕ sqrt(x+9)=sqrt(x+1)+2 We get an isolated radical with index equal to 2. Then, we will raise each side of the equation to the power of 2.
We got another radical equation. Let's now isolate the radical sqrt(x+1) on one side of this new equation.
Now, just like before, we will raise each side of the equation to the power of 2.
Next, we will check the solution by substituting 0 for x in the original equation. If the substitution produces a true statement, we know that our answer is correct. Otherwise, x=0 is an extraneous solution.
Because our substitution produced a true statement, we know that our answer correct.
To solve equations with a variable expression inside a radical, we first want to make sure the radical is isolated. Then we can raise both sides of the equation to a power equal to the index of the radical. Let's try to solve our equation using this method!
Let's take another look at the given equality. sqrt(x+3)+3=x We will first isolate the radical with the variable term inside and then raise each side of the equation to the power of 2.
We now have a quadratic equation and we want to find its solutions. To do so, let's identify the values of a, b, and c. x^2-7x+6=0 ⇓ 1x^2+( -7)x+ 6=0 We can see that a= 1, b= - 7, and c= 6. Let's substitute these values into the Quadratic Formula.
Using the Quadratic Formula, we found that the solutions are x_1= 6 and x_2= 1. Let's check them to see if we have any extraneous solutions.
We will check x_1=6 and x_2=1 one at a time. Let's start by substituting 1 for x into the original equation.
We got a false statement, so x=1 is an extraneous solution. Let's now substitute 6 for x and evaluate the equation.
In this case we got a true statement. Therefore, x=6 is the only solution to the original equation.
Before solving the radical inequality, recall that the radicand of a square root must be greater than or equal to 0. sqrt(2)-sqrt(b+8)≤ -sqrt(b) Let's start by identifying the values of b for which the inequality is defined.
Radical | Radicand Greater Than or Equal to Zero | Condition for the Variable |
---|---|---|
sqrt(b+8) | b+8≥ 0 | b≥ - 8 |
sqrt(b) | b≥ 0 | b≥ 0 |
After solving the given inequality, we will combine the solution with the above intervals to obtain the solution set. Let's start by isolating one of the radicals.
Our next step is to raise both sides of the above inequality to the power of 2. To do this, we have to be sure both sides are non-negative, because we may get incorrect solutions otherwise. In this case, both sides are be non-negative because square roots are always non-negative. This means that we can proceed with squaring both sides of the inequality.
Now we can combine the three intervals.
The intersection of the three solutions, which is the solution set of the given inequality, is 0≤ b≤ 4.5.
LaShay is working on an equation that involves a rational exponent. She knows that she made a mistake when solving the equation but she is not certain where.
LaShay's error lies in the first step. To eliminate the power, both sides of the equation must be raised to the reciprocal of the variable's exponent. However, whatever operation is performed, must be applied to the entirety of the left- and right-hand sides. 27(x^()32)^()23=216^()23 & * ( 27x^()32)^()23=216^()23 & ✓ Now we can solve the equation correctly.
Given that the average sustained velocity is 45.5 meters per second, we will begin by substituting 45.4 for v(p) into the equation. Then we can solve it for p.
The air pressure at the center of the hurricane is about 961 millibars.