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the exponential function and certainly the items will not require knowledge of the exponential
function. Instead, the expectation is that there will be items that expect students to (a) recognise
that not all growth is linear, (b) that non-linear growth has particular and profound implications on
how we
understand certain situations, and (c) appreciate the
intuitive meaning of “exponential
growth” as an extremely rapid rate of growth, for example in the earthquake scale, every increase
by 1 unit on the Richter scale does not mean a proportional increase in its effect, but rather by 10,
100, and 1000 times etc.
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