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Sequences Topic WorkSheet:

Assignment Evaluating Arithmetic and Geometric Sequences In this assignment you will explore the relationship of arithmetic and/or geometric sequences.

1. Describe a situation that can be modeled with an increasing arithmetic sequence.

2. Write the first several terms of this sequence in sequence notation.

3. Find the recursive formula that models this situation.

4. Find the general formula that models this situation.

5. Create a data table to model this situation. Leave room for additional columns.

6. How do you know these answers are correct?

7. Describe a situation that can be modeled with an increasing geometric sequence.

8. Write the first several terms of this sequence in sequence notation.

9. Find the recursive formula that models this situation.

10. Find the general formula that models this situation.

11. Create a data table to model this situation. Leave room for additional columns.

12. How do you know these answers are correct?

13. Graph both of these sequences on the same set of axes.

14. Describe the graphs.

15. How are the graphs of these sequences similar?

16. How are the graphs of these sequences different?

17. Does the graph of the geometric sequence cross the graph of the arithmetic sequence? If not, extend the graph in either direction as needed until the graphs cross (the points do not need to be concurrent). At which value of n do the graphs cross?

18. At large values of n, which sequence is greater?

19. Add an additional column to the arithmetic sequence data table. In this column double each term. Is this still an arithmetic sequence?

20. On the same set of axes as before, graph the new arithmetic sequence.

21. How does this graph compare to the original two graphs?

22. Does the graph of the geometric sequence cross the graph of the new arithmetic sequence? If not, extend the graph in either direction as needed until the graphs cross (the points do not need to be concurrent). At which value of n do the graphs cross?

23. How does the point of intersection of the second arithmetic sequence and the geometric sequence compare to the point of intersection of the first arithmetic sequence and the geometric sequence?

24. At large values of n, which sequence is greater?

25. Predict what would happen if you continued doubling the arithmetic sequence.

26. Add an additional column to the geometric sequence data table. In this column, halve each term. Is this still a geometric sequence?

27. On the same set of axes as before, graph the new geometric sequence.

28. How does this graph compare to the original two graphs?

29. Does the graph of the new geometric sequence cross the graphs of both the arithmetic sequences? If not, extend the graph in either direction as needed until the graphs cross (the points do not need to be concurrent). At which values of n do the graphs cross?

30. How does the point of intersection of the second geometric sequence and the arithmetic sequences compare to the points of intersection of the first geometric sequence and the arithmetic sequences?

31. At large values of n, which sequence is greater?

32. Predict what would happen if you continued halving the geometric sequence.