1.

2 Rational
Exponents
Most of the power used to move a
ship is needed to push along the bow
wave that builds up in front of the
ship. Ships are designed to use as little
power as possible.
To ensure that the design of a ship is
energy-efficient, designers test models
before the real ship is built. To
calculate the speed to use when testing
a model the following formula is used.
1

Sr × Lm2
Sm =  1

Lr2
where Sm is the speed of the model in
metres per second, Sr is the speed of
the real ship in metres per second, Lm
is the length of the model in metres,
and Lr is the length of the real ship in
metres. This formula includes powers
with fractional exponents.

I NVESTIGATE & I NQUIRE

1
Using the power law for exponents, 9 can be written as (9 ) , because
 2
2
1 1
(9 ) = 9
 2
2
 × 2
2

= 91 or 9
1. Copy and complete the following statements by replacing each ■ with a
natural number. The first statement has been partially completed.
1 1 1 1
9 = (9 ) b) 25 = (25 ) c) 8 = (8 ) d) 16 = (16 )
 2  2  3  4
2 2 3 4
a)
but 9 = (3)2 but 25 = (■)2 but 8 = (■)3 but 16 = (■)4
1
( )
 2
so 92 = 32
1
( ) 1
 2
so 25 2 = (■)2
1
( )1
 3
so 8 3 = (■)3
1
( ) 1
 4
so 16 4 = (■)4
1
   
and 92 = ■ and 252 = ■ and 83 = ■ and 164 = ■
1.2 Rational Exponents • MHR 11
 2. Evaluate.
1 1 1 1
   
2 3 4 2
a) 36 b) 27 c) 81 d) 100
3. A ship is to be built 100 m long and able to travel at 15 m/s. The model
of the ship is 4 m long. At what speed should the model be tested?

In the power law for exponents, (am )n = amn, substituting m = 1 gives
1 1
n
(a ) = a
 n
n
 × n
n

= a1 or a
1 n
If a ≥ 0, we can take the nth root of both sides of the equation an = a,
1
( )



which gives an = a.
n

This result suggests the following definition.

1

a = a, where n is a natural number.
n
n

The symbol  indicates an nth root, and x represents the principal nth
n n
index radical sign
1

root of x. For example, 64 = 64
. The expression 64
 is read as “the cube
3 3
3
x
n

root of 64.”
radicand
Finding the cube root of a number is the inverse operation of cubing. To
find the cube root of 64, find the number whose cube is 64.
Since 43 = 64, 64
 = 4.
3

• If n is an even number, then we must have a ≥ 0 for the n th root to be

real. Suppose that n is even and a is negative. For example, if n = 2 and
1

a = −4, then (–4) 2 becomes 
–4 . There is no real square root of −4.
• If n is an odd number, then a can be any real number. For example, if
1

n = 3 and a = −8, then (–8) 3 becomes –8
, which is −2. In this case, the
3

principal root is negative.

Note how brackets are used with fractional exponents. The expression 
–4
1

has no meaning in the real number system, but – 4 = −2. Similarly, (–4)2
1

becomes 
–4 , which has no meaning in the real number system. But –4 2
1
becomes –(4 ) = – 4 = –2.

2

12 MHR • Chapter 1
 1
EXAMPLE 1 Exponents in the Form 
n
Evaluate.
1 1 1
  – 
a) 492 b) (–27) 3 c) (–8) 3

SOLUTION
1 1 1
  –  1
49 2 = 49
 (–27) 3 = –27

3
a) b) c) (–8) 3
= 1

=7 = −3 (–8)3
1
=

3
–8
1
= – 
2

The following suggests how to evaluate an expression with a fractional

3

exponent in which the numerator is not 1, such as 4 2.
The power law (am )n = amn is used.
Method 1 Method 2
3 1 3 1
 3
4 = 4

2
( ) 2

42 = (43)2


= (4 )3 = 
43
= 23 = 64

=8 =8
Notice that (4 ) and  3 3
4 have the same value.
This result suggests the following definition for rational exponents.
m

a = am = (a )m, where m and n are natural numbers.
n n
n

If n is an even number, then a ≥ 0.

If n is an odd number, then a can be any real number.
m

To calculate a n
• take the nth root of a, then raise the result to the mth power
3

92 = (9 )3
= 33
= 27
or

1.2 Rational Exponents • MHR 13

• raise a to the mth power, then take the nth root
3

92 = 
93
= 729

= 27
It is common practice to take the nth root first.

m
EXAMPLE 2 Exponents in the Form 
n
Evaluate.
4 3

 
 25 – 
a) (–8)3 b) 9 –2.5 c)  2
4
SOLUTION 1 Paper-and-Pencil Method
4 5
 – 
(–8) = (–8
) =9
3 4 –2.5 2 1
a) 3 b) 9 3

   
25 – 
c)  2
= 25 32
= (−2)4 = 1 4 
= 16
5
 4
92
1 1
= 5 =
(9 ) (

25 ) 3
1
= 5
( 4 )3
3 1
= 3
1 5
=  3
243 2
1
=125

8
8
= 
125
SOLUTION 2 Graphing-Calculator Method
The first answer given by a graphing calculator may be a decimal.
If necessary, convert the decimal to a fraction using the Frac function.
a) b) c)
Note the use
of brackets
on the
calculator.

14 MHR • Chapter 1
EXAMPLE 3 Evaluating Approximate Roots
Use a calculator to evaluate the following, to the nearest hundredth.
2

a) 23.5 b) 73

SOLUTION
a) Estimate b) Estimate
2 2
2 =8
3  
7 ≈ 83
3

24 = 16
≈ 22
23.5 ≈ 12 ≈4

2
23.5 ≈ 11.31 
7 3 ≈ 3.66

Key Concepts
1

• a = a, where n is a natural number.
n
n
1

• To evaluate a n or a in the real number system,
n

if n is even, then a ≥ 0,
if n is odd, then a can be any real number.
m

• a n = am = (a )m, where m and n are natural numbers.
n n

m

• To calculate a n using paper and pencil, either take the nth root of a, then
raise the result to the mth power, or raise a to the mth power, then take the
nth root.

Communicate Yo u r Understanding
1. Describe how you would evaluate each of the following using paper and
pencil.
1 1 1
 –  – 
a) 273 b) 27 3
c) (–27) 3
2

2.Describe two ways to evaluate 8 3 using paper and pencil.
3.Explain whether it is possible to evaluate each of the following in the real
number system.
1 1 1
  
a) 164 b) –164 c) (–16) 4

1.2 Rational Exponents • MHR 15

Practise
A
1

1. Write in radical form. e) –9 2 f) (25)0.4
1 1 1
   5 3 1
3 2 2   
a) 2 b) 37 c) x g) –8 3 h) 4 2 ÷ 16 4
3 4 3
   3
d) a5 e) 63 f) 64 – 
1
– 
1
– 
3
– 
i)(–1) 2 j) (
3
5 )(5 ) 2 3

2 5 7
g) 7 h) 9 i) x 1

 
36 – 
6
– 
1

1
 k)  2
l) 810.75
j) b 5
k) (3x) 2
l) 3x 2 121 – 2
1
 (0.027) 3
2. Write using exponents. m) (–0.0016) 4
n) 
– 1
a) 7 b) 34
 c) –11

3
(0.25) 2
1 3 1
– 4  
a2 e) 6 f) (b)4
5 3 4 3
d) o) (625–1) p) 97 × 37
1
1 1 1 4 6
   [(125
) ] 
64

3
g) h) i) q) r)
x a 
3 5 4
x 1

j) 
3
2b3 k) 3x5 l) 
4
5t3 (0.09) 2

729
3
s) t)  1

3. Evaluate. (0.008) 3 × 2–3
1 1 1
  – 
a) 4 2
b) 125 3
c) 16 4 6. Communication Write an equivalent
1 1
 –  expression using exponents.
d) (–32) 5
e) 250.5 f) (–27) 3


 

3
1
– 6
1

2 0.25 a) x4 b) x6
g) 64 h)0.04 i)81

 

3
1
4 1 1 c) 3x6 d) 8x7
  
 –27 
j) 0.001 3
k)  2 l)  3 2 1
9 –8 e) 

81x8
1 1 12
f) (x y )
  3
3 3

g) (a b )
 
4. Evaluate. 3 4
h) –27x
3

2 3
  1 2
a) 8 3
b) 4 2
c) 92.5 i) (81a8b4)4

j) (27x6y–9)3

3 3 2
 –  
d) 81 4 e) 16 4
f) (–32) 5 k) (x )(x) 3 3
l) (
x )(
3
x ) 2 4 3
5 2 5
–  –  
3 3 3
g) (–8) h)(–27) i) 1 m) ( x )(
5
x ) 3 3 2
n) ( 
ab )
3 2 4 2
8 3 2

   
–  100  27 –  1

k)   o) ( 
ab )
5 2 3 4
j) (–1) l) 3 5 2
9 8
7. Estimate. Then, find an approximation
5. Evaluate in the real number system, if
for each, the nearest hundredth.
possible. 0.4 2.8
1 3 a) 6 b) 3
  1
a) (–9)2 b) 100 0005 
c) 4−1.2 d) 53
27 23 1 1

 
  3 3
–  
c)  d) 3 ×3
2 2
e) 7 5
f) 10 7
8
16 MHR • Chapter 1
Apply, Solve, Communicate

8. Ship building The design of a new ship calls for the ship to be 300 m
long and travel at 12 m/s. To test the design, a model 15 m long is used.
Using the formula from the beginning of this section, find the speed at which
the model should be tested, to the nearest tenth of a metre per second.
B
9. Horizon Because the Earth is curved, it is impossible
to see beyond the horizon. The distance, d, to the h d
horizon depends on the observer’s height, h, above the
ground. The radius of the Earth is r. The formula for the r
r
distance to the horizon is
1

d = (2rh + h2)2.
a) Use the diagram to show that the formula is valid.
b) Assume that the radius of the Earth is 6370 km. Find
the distance to the horizon, to the nearest kilometre, for
an observer in an aircraft 10 km above the Earth; in a
spacecraft 200 km above the Earth.
10. Weather Meteorologists have determined that violent storms, such as
2

tornadoes and hurricanes, can be described using the formula D = 9.4t 3.
In this formula, D kilometres is the diameter of the storm and t hours is the
time for which the storm lasts. If a typical hurricane lasts for about 18 h,
what is its diameter, to the nearest kilometre?
11. Mining The volume of nickel Canada produces in a year is about
3
21 000 m .
a) If this volume of nickel were made into a single cube, what would be the
length of each edge, to the nearest tenth of a metre?
b) How does this volume of nickel compare with the volume of your school
gymnasium?

1.2 Rational Exponents • MHR 17

12. Application The frequency of any note on a piano Note Multiple of C Frequency (Hz)
is measured in vibrations per second, or hertz (Hz). The C 1 261.6
12
frequency of each of the other notes in the octave above C# 2

middle C is a multiple of the frequency of middle C. D ( 2 )2
12

The table shows the approximate frequency of middle C. D# ( 2 )3

12

Copy and complete the table by finding the approximate E ( 2 )4

12

frequencies of the other notes, to the nearest tenth of a F ( 2 )5

12

hertz. F# ( 2 )6
12

G ( 2 )7
12

G# ( 2 )8
12

A ( 2 )9
12

A# ( 2 )10
12

B ( 2 )11
12

C ( 2 )12
12

C
13. Equations Evaluate x, where x is a natural number.
x+1
a) 2 = 32 = 81 c) (−1) = 1
x x
b) 3
x−2
= 36 e) 2 = 16 f) (−1) = −1
2x x
d) 6

14. Inquiry/Problem Solving a) The diagrams show

2 squares with whole-number areas that can be made on a
4-pin by 4-pin geoboard. If the shortest distance between
2 pins is 1 unit, what is the area of each square?
b) Draw the 3 other different-sized squares with whole-
number areas that can be made on the same geoboard.
c) Of the 5 different-sized squares, which ones do not have whole-number
side lengths? Express their side lengths using fractional exponents.
d) Draw the 8 different-sized squares with whole-number areas that can be
made on a 5-pin by 5-pin geoboard. For the squares that do not have whole-
number side lengths, express the side lengths using fractional exponents.
e) Repeat part d) for a 6-pin by 6-pin geoboard, and state how many
different-sized squares can be made.
f) Can you make any generalizations or state any conclusions from this
investigation?

A C H I E V E M E N T Check Knowledge/Understanding Thinking/Inquiry/Problem Solving Communication Application

b c a
If @(a, b, c) means a – b + c , what does each of the following equal?

a) @(1, −1, 2) 1
b) @ , –1, 8
3  c) @(−0.5, x, 4)

18 MHR • Chapter 1