course mth 163 I messed up and quit out of the first volume asst and then did some of the first few over again before realizing they had already been done. R߹nassignment #002
......!!!!!!!!...................................
16:12:30 `q001. You will frequently need to describe the graphs you have constructed in this course. This exercise is designed to get you used to some of the terminology we use to describe graphs. Please complete this exercise and email your work to the instructor. Note that you should do these graphs on paper without using a calculator. None of the arithmetic involved here should require a calculator, and you should not require the graphing capabilities of your calculator to answer these questions. Problem 1. We make a table for y = 2x + 7 as follows: We construct two columns, and label the first column 'x' and the second 'y'. Put the numbers -3, -2, -1, -, 1, 2, 3 in the 'x' column. We substitute -3 into the expression and get y = 2(-3) + 7 = 1. We substitute -2 and get y = 2(-2) + 7 = 3. Substituting the remaining numbers we get y values 5, 7, 9, 11 and 13. These numbers go into the second column, each next to the x value from which it was obtained. We then graph these points on a set of x-y coordinate axes. Noting that these points lie on a straight line, we then construct the line through the points. Now make a table for and graph the function y = 3x - 4. Identify the intercepts of the graph, i.e., the points where the graph goes through the x and the y axes.
......!!!!!!!!...................................
RESPONSE --> I don't understand how to show our work for the graphs through this. confidence assessment: 0
.................................................
......!!!!!!!!...................................
16:20:08 The graph goes through the x axis when y = 0 and through the y axis when x = 0. The x-intercept is therefore when 0 = 3x - 4, so 4 = 3x and x = 4/3. The y-intercept is when y = 3 * 0 - 4 = -4. Thus the x intercept is at (4/3, 0) and the y intercept is at (0, -4). Your graph should confirm this.
......!!!!!!!!...................................
RESPONSE --> x y -3 -13 3(-3)-4= -13 -2 -10 3(-2)-4= -10 -1 -7 3(-1)-4= -7 0 -4 3(0)-4= -4 1 -1 3(1)-4= -1 2 2 3(2)-4= 2 3 5 3(3)-4= 5 I understand how to do the problem, but do not understand how to submit a graph and table through email. self critique assessment: 0
.................................................
......!!!!!!!!...................................
16:24:27 `q002. Does the steepness of the graph in the preceding exercise (of the function y = 3x - 4) change? If so describe how it changes.
......!!!!!!!!...................................
RESPONSE --> It doesn't change because it is a straight line. confidence assessment: 3
.................................................
......!!!!!!!!...................................
16:24:41 The graph forms a straight line with no change in steepness.
......!!!!!!!!...................................
RESPONSE --> ok self critique assessment: 3
.................................................
......!!!!!!!!...................................
16:25:31 `q003. What is the slope of the graph of the preceding two exercises (the function ia y = 3x - 4;slope is rise / run between two points of the graph)?
......!!!!!!!!...................................
RESPONSE --> It is 3 over 1 or 3/1. confidence assessment: 3
.................................................
......!!!!!!!!...................................
16:26:13 Between any two points of the graph rise / run = 3. For example, when x = 2 we have y = 3 * 2 - 4 = 2 and when x = 8 we have y = 3 * 8 - 4 = 20. Between these points the rise is 20 - 2 = 18 and the run is 8 - 2 = 6 so the slope is rise / run = 18 / 6 = 3. Note that 3 is the coefficient of x in y = 3x - 4. Note the following for reference in subsequent problems: The graph of this function is a straight line. The graph increases as we move from left to right. We therefore say that the graph is increasing, and that it is increasing at constant rate because the steepness of a straight line doesn't change.
......!!!!!!!!...................................
RESPONSE --> ok self critique assessment: 3
.................................................
......!!!!!!!!...................................
16:34:01 `q004. Make a table of y vs. x for y = x^2. Graph y = x^2 between x = 0 and x = 3. Would you say that the graph is increasing or decreasing? Does the steepness of the graph change and if so, how? Would you say that the graph is increasing at an increasing rate, increasing at a constant rate, increasing at a decreasing rate, decreasing at an decreasing rate, decreasing at a constant rate, or decreasing at a decreasing rate?
......!!!!!!!!...................................
RESPONSE --> x y 0 0 0^2=0 1 1 1^2=1 2 4 2^2=4 3 9 3^2=9 The graph is increasing. The graph is increasing at an increasing rate. confidence assessment: 3
.................................................
......!!!!!!!!...................................
16:34:35 Graph points include (0,0), (1,1), (2,4) and (3,9). The y values are 0, 1, 4 and 9, which increase as we move from left to right. The increases between these points are 1, 3 and 5, so the graph not only increases, it increases at an increasing rate STUDENT QUESTION: I understand increasing...im just not sure at what rate...how do you determine increasing at an increasing rate or a constant rate? INSTRUCTOR RESPONSE: Does the y value increase by the same amount, by a greater amount or by a lesser amount every time x increases by 1? In this case the increases get greater and greater. So the graph increases, and at an increasing rate. *&*&.
......!!!!!!!!...................................
RESPONSE --> ok self critique assessment: 3
.................................................
......!!!!!!!!...................................
16:38:01 `q005. Make a table of y vs. x for y = x^2. Graph y = x^2 between x = -3 and x = 0. Would you say that the graph is increasing or decreasing? Does the steepness of the graph change and if so, how? Would you say that the graph is increasing at an increasing rate, increasing at a constant rate, increasing at a decreasing rate, decreasing at an decreasing rate, decreasing at a constant rate, or decreasing at a decreasing rate?
......!!!!!!!!...................................
RESPONSE --> Graph points are (-3,9), (-2,4), (-1,1), (0,0) The steepness changes down. It is decreasing at a decreasing rate. confidence assessment: 3
.................................................
......!!!!!!!!...................................
16:38:16 From left to right the graph is decreasing (points (-3,9), (-2,4), (-1,1), (0,0) show y values 9, 4, 1, 0 as we move from left to right ). The magnitudes of the changes in x from 9 to 4 to 1 to 0 decrease, so the steepness is decreasing. Thus the graph is decreasing, but more and more slowly. We therefore say that the graph is decreasing at a decreasing rate.
......!!!!!!!!...................................
RESPONSE --> ok self critique assessment: 3
.................................................
......!!!!!!!!...................................
16:47:30 `q006. Make a table of y vs. x for y = `sqrt(x). [note: `sqrt(x) means 'the square root of x']. Graph y = `sqrt(x) between x = 0 and x = 3. Would you say that the graph is increasing or decreasing? Does the steepness of the graph change and if so, how? Would you say that the graph is increasing at an increasing rate, increasing at a constant rate, increasing at a decreasing rate, decreasing at an decreasing rate, decreasing at a constant rate, or decreasing at a decreasing rate?
......!!!!!!!!...................................
RESPONSE --> Graph points rounded to the nearest hunderedth (0,0), (1,1), (2, 1.41), (3, 1.73) The graph is increasing, but it increases gardually at a increasing rate. confidence assessment: 3
.................................................
......!!!!!!!!...................................
16:48:14 If you use x values 0, 1, 2, 3, 4 you will obtain graph points (0,0), (1,1), (2,1.414), (3. 1.732), (4,2). The y value changes by less and less for every succeeding x value. Thus the steepness of the graph is decreasing. The graph would be increasing at a decreasing rate. If the graph respresents the profile of a hill, the hill starts out very steep but gets easier and easier to climb. You are still climbing but you go up by less with each step, so the rate of increase is decreasing. If your graph doesn't look like this then you probably are not using a consistent scale for at least one of the axes. If your graph isn't as desribed take another look at your plot and make a note in your response indicating any difficulties.
......!!!!!!!!...................................
RESPONSE --> ok self critique assessment: 3
.................................................
......!!!!!!!!...................................
16:57:10 `q007. Make a table of y vs. x for y = 5 * 2^(-x). Graph y = 5 * 2^(-x) between x = 0 and x = 3. Would you say that the graph is increasing or decreasing? Does the steepness of the graph change and if so, how? Would you say that the graph is increasing at an increasing rate, increasing at a constant rate, increasing at a decreasing rate, decreasing at an decreasing rate, decreasing at a constant rate, or decreasing at a decreasing rate?
......!!!!!!!!...................................
RESPONSE --> Graph points are (0,5), (1, 2.5), (2, 1.25), (3, .625) The graph is decreasing and it gradually decreases as it goes further down. It decreases at a constant rate. confidence assessment: 3
.................................................
......!!!!!!!!...................................
16:57:34 ** From basic algebra recall that a^(-b) = 1 / (a^b). So, for example: 2^-2 = 1 / (2^2) = 1/4, so 5 * 2^-2 = 5 * 1/4 = 5/4. 5* 2^-3 = 5 * (1 / 2^3) = 5 * 1/8 = 5/8. Etc. The decimal equivalents of the values for x = 0 to x = 3 will be 5, 2.5, 1.25, .625. These values decrease, but by less and less each time. The graph is therefore decreasing at a decreasing rate. **
......!!!!!!!!...................................
RESPONSE --> ok self critique assessment: 3
.................................................
......!!!!!!!!...................................
16:59:38 `q008. Suppose you stand still in front of a driveway. A car starts out next to you and moves away from you, traveling faster and faster. If y represents the distance from you to the car and t represents the time in seconds since the car started out, would a graph of y vs. t be increasing or decreasing? Would you say that the graph is increasing at an increasing rate, increasing at a constant rate, increasing at a decreasing rate, decreasing at an decreasing rate, decreasing at a constant rate, or decreasing at a decreasing rate?
......!!!!!!!!...................................
RESPONSE --> I don't understand if it is decreasing or increasing. confidence assessment: 0
.................................................
......!!!!!!!!...................................
17:00:42 ** The speed of the car increases so it goes further each second. On a graph of distance vs. clock time there would be a greater change in distance with each second, which would cause a greater slope with each subsequent second. The graph would therefore be increasing at an increasing rate. **
......!!!!!!!!...................................
RESPONSE --> As time increase the car will go faster. self critique assessment: 2
.................................................
x玈w|Oχq assignment #003 003. PC1 questions qa initial problems 01-12-2008
......!!!!!!!!...................................
17:08:17 `q001 A straight line connects the points (3, 5) and (7, 17), while another straight line continues on from (7, 17) to the point (10, 29). Which line is steeper and on what basis to you claim your result?
......!!!!!!!!...................................
RESPONSE --> (3,5) and (7,17) slope is 3/1 (7,17) and (10,29)slope is 4/1 which makes it steeper because it rises one more point with the same run. confidence assessment: 3
.................................................
......!!!!!!!!...................................
17:08:38 The point (3,5) has x coordinate 3 and y coordinate 5. The point (7, 17) has x coordinate 7 and y coordinate 17. To move from (3,5) to (7, 17) we must therefore move 4 units in the x direction and 12 units in the y direction. Thus between (3,5) and (7,17) the rise is 12 and the run is 4, so the rise/run ratio is 12/4 = 3. Between (7,10) and (10,29) the rise is also 12 but the run is only 3--same rise for less run, therefore more slope. The rise/run ratio here is 12/3 = 4.
......!!!!!!!!...................................
RESPONSE --> ok self critique assessment: 3
.................................................
......!!!!!!!!...................................
17:13:36 `q002. The expression (x-2) * (2x+5) is zero when x = 2 and when x = -2.5. Without using a calculator verify this, and explain why these two values of x, and only these two values of x, can make the expression zero.
......!!!!!!!!...................................
RESPONSE --> 2-2= 0 2(-2.5+5)= 0 and zero times anything else will give you zero. No other values will give you zero in one part of the expression. There should be a way to set those expressions to zero and solve for x, but I am not sure how to set that up. confidence assessment: 2
.................................................
......!!!!!!!!...................................
17:14:59 If x = 2 then x-2 = 2 - 2 = 0, which makes the product (x -2) * (2x + 5) zero. If x = -2.5 then 2x + 5 = 2 (-2.5) + 5 = -5 + 5 = 0.which makes the product (x -2) * (2x + 5) zero. The only way to product (x-2)(2x+5) can be zero is if either (x -2) or (2x + 5) is zero. Note that (x-2)(2x+5) can be expanded using the Distributive Law to get x(2x+5) - 2(2x+5). Then again using the distributive law we get 2x^2 + 5x - 4x - 10 which simplifies to 2x^2 + x - 10. However this doesn't help us find the x values which make the expression zero. We are better off to look at the factored form.
......!!!!!!!!...................................
RESPONSE --> I believe I did it right. self critique assessment: 3
.................................................
......!!!!!!!!...................................
17:18:54 In order for the expression to be zero we must have 3x-6 = 0 or x+4=0 or x^2-4=0. 3x-6 = 0 is rearranged to 3x = 6 then to x = 6 / 3 = 2. So when x=2, 3x-6 = 0 and the entire product (3x - 6) * (x + 4) * (x^2 - 4) must be zero. x+4 = 0 gives us x = -4. So when x=-4, x+4 = 0 and the entire product (3x - 6) * (x + 4) * (x^2 - 4) must be zero. x^2-4 = 0 is rearranged to x^2 = 4 which has solutions x = + - `sqrt(4) or + - 2. So when x=2 or when x = -2, x^2 - 4 = 0 and the entire product (3x - 6) * (x + 4) * (x^2 - 4) must be zero. We therefore see that (3x - 6) * (x + 4) * (x^2 - 4) = 0 when x = 2, or -4, or -2. These are the only values of x which can yield zero.**
......!!!!!!!!...................................
RESPONSE --> I understand this problem and hit something on the keyboard that sent it to the answer without me typing in the box. One of the expressions must equal zero since they are all multiplied together. So, by setting each of the three expressions equal to zero it gives you the values of 2 and -4 self critique assessment: 2
.................................................
......!!!!!!!!...................................
17:21:49 `q004. One straight line segment connects the points (3,5) and (7,9) while another connects the points (10,2) and (50,4). From each of the four points a line segment is drawn directly down to the x axis, forming two trapezoids. Which trapezoid has the greater area? Try to justify your answer with something more precise than, for example, 'from a sketch I can see that this one is much bigger so it must have the greater area'.
......!!!!!!!!...................................
RESPONSE --> I only can get one trapezoid from the four points. confidence assessment: 0
.................................................
......!!!!!!!!...................................
17:23:25 Your sketch should show that while the first trapezoid averages a little more than double the altitude of the second, the second is clearly much more than twice as wide and hence has the greater area. To justify this a little more precisely, the first trapezoid, which runs from x = 3 to x = 7, is 4 units wide while the second runs from x = 10 and to x = 50 and hence has a width of 40 units. The altitudes of the first trapezoid are 5 and 9,so the average altitude of the first is 7. The average altitude of the second is the average of the altitudes 2 and 4, or 3. So the first trapezoid is over twice as high, on the average, as the first. However the second is 10 times as wide, so the second trapezoid must have the greater area. This is all the reasoning we need to answer the question. We could of course multiply average altitude by width for each trapezoid, obtaining area 7 * 4 = 28 for the first and 3 * 40 = 120 for the second. However if all we need to know is which trapezoid has a greater area, we need not bother with this step.
......!!!!!!!!...................................
RESPONSE --> I understabnd now that the x-axis was used as the bottom part of the trapezoid and understand the note in the question about the x-axis now. self critique assessment: 2
.................................................
......!!!!!!!!...................................
17:28:13 * `q005. Sketch graphs of y = x^2, y = 1/x and y = `sqrt(x) [note: `sqrt(x) means 'the square root of x'] for x > 0. We say that a graph increases if it gets higher as we move toward the right, and if a graph is increasing it has a positive slope. Explain which of the following descriptions is correct for each graph: As we move from left to right the graph increases as its slope increases. As we move from left to right the graph decreases as its slope increases. As we move from left to right the graph increases as its slope decreases. As we move from left to right the graph decreases as its slope decreases.
......!!!!!!!!...................................
RESPONSE --> y=x^2 As we move from left to right the graph increases as its slope increases. y = 1/x As we move from left to right the graph decreases as its slope decreases. y =sqrt(x) As we move from left to right the graph increases as its slope decreases. self critique assessment: 3
.................................................
......!!!!!!!!...................................
17:29:03 For x = 1, 2, 3, 4: The function y = x^2 takes values 1, 4, 9 and 16, increasing more and more for each unit increase in x. This graph therefore increases, as you say, but at an increasing rate. The function y = 1/x takes values 1, 1/2, 1/3 and 1/4, with decimal equivalents 1, .5, .33..., and .25. These values are decreasing, but less and less each time. The decreasing values ensure that the slopes are negative. However, the more gradual the decrease the closer the slope is to zero. The slopes are therefore negative numbers which approach zero. Negative numbers which approach zero are increasing. So the slopes are increasing, and we say that the graph decreases as the slope increases. We could also say that the graph decreases but by less and less each time. So the graph is decreasing at a decreasing rate. For y = `sqrt(x) we get approximate values 1, 1.414, 1.732 and 2. This graph increases but at a decreasing rate.
......!!!!!!!!...................................
RESPONSE --> ok self critique assessment: 3
.................................................
......!!!!!!!!...................................
17:33:03 `q006. If the population of the frogs in your frog pond increased by 10% each month, starting with an initial population of 20 frogs, then how many frogs would you have at the end of each of the first three months (you can count fractional frogs, even if it doesn't appear to you to make sense)? Can you think of a strategy that would allow you to calculate the number of frogs after 300 months (according to this model, which probably wouldn't be valid for that long) without having to do at least 300 calculations?
......!!!!!!!!...................................
RESPONSE --> 10% of 20 is 2 which means each month 2 frogs would added. So, the first 3 months would be 22, 24, 26. So, 300 months times 2 frogs would equal 600 frogs and then add the intial 20 gives 620 frogs in 300 months. confidence assessment: 2
.................................................
......!!!!!!!!...................................
17:33:54 At the end of the first month, the number of frogs in the pond would be (20 * .1) + 20 = 22 frogs. At the end of the second month there would be (22 * .1) + 22 = 24.2 frogs while at the end of the third month there would be (24.2 * .1) + 24.2 = 26.62 frogs. The key to extending the strategy is to notice that multiplying a number by .1 and adding it to the number is really the same as simply multiplying the number by 1.1. 10 * 1.1 = 22; 22 * 1.1 = 24.2; etc.. So after 300 months you will have multiplied by 1.1 a total of 300 times. This would give you 20 * 1.1^300, whatever that equals (a calculator will easily do the arithmetic). A common error is to say that 300 months at 10% per month gives 3,000 percent, so there would be 30 * 20 = 600 frogs after 30 months. That doesn't work because the 10% increase is applied to a greater number of frogs each time. 3000% would just be applied to the initial number, so it doesn't give a big enough answer.
......!!!!!!!!...................................
RESPONSE --> I thought that it was 10% of the intial frogs and not each end of the month. self critique assessment: 2
.................................................
......!!!!!!!!...................................
17:38:46 `q007. Calculate 1/x for x = 1, .1, .01 and .001. Describe the pattern you obtain. Why do we say that the values of x are approaching zero? What numbers might we use for x to continue approaching zero? What happens to the values of 1/x as we continue to approach zero? What do you think the graph of y = 1/x vs. x looks for x values between 0 and 1?
......!!!!!!!!...................................
RESPONSE --> The pattern would be a multiple of 10 each time. The value of x goes up a certain decimal closer to 0 each time. You could use any number between .001 and zero to approach 0, but the values of 1/x will only increase the closer to zero. I don't know what the graph would look like. confidence assessment: 2
.................................................
......!!!!!!!!...................................
17:40:06 If x = .1, for example, 1 / x = 1 / .1 = 10 (note that .1 goes into 1 ten times, since we can count to 1 by .1, getting.1, .2, .3, .4, ... .9, 10. This makes it clear that it takes ten .1's to make 1. So if x = .01, 1/x = 100 Ithink again of counting to 1, this time by .01). If x = .001 then 1/x = 1000, etc.. Note also that we cannot find a number which is equal to 1 / 0. Deceive why this is true, try counting to 1 by 0's. You can count as long as you want and you'll ever get anywhere. The values of 1/x don't just increase, they increase without bound. If we think of x approaching 0 through the values .1, .01, .001, .0001, ..., there is no limit to how big the reciprocals 10, 100, 1000, 10000 etc. can become. The graph becomes steeper and steeper as it approaches the y axis, continuing to do so without bound but never touching the y axis. This is what it means to say that the y axis is a vertical asymptote for the graph .
......!!!!!!!!...................................
RESPONSE --> I understand what I didn't from the question. self critique assessment: 1
.................................................
......!!!!!!!!...................................
17:42:37 * `q008. At clock time t the velocity of a certain automobile is v = 3 t + 9. At velocity v its energy of motion is E = 800 v^2. What is the energy of the automobile at clock time t = 5?
......!!!!!!!!...................................
RESPONSE --> 3(5)+9 = v , v=24 800(24^2)= 460800 460800=E self critique assessment: 3
.................................................
......!!!!!!!!...................................
17:43:13 For t=5, v = 3 t + 9 = (3*5) + 9 = 24. Therefore E = 800 * 24^2 = 460800.
......!!!!!!!!...................................
RESPONSE --> ok self critique assessment: 3
.................................................
......!!!!!!!!...................................
17:43:54 * `q009. Continuing the preceding problem, can you give an expression for E in terms of t?
......!!!!!!!!...................................
RESPONSE --> no self critique assessment: 1
.................................................
......!!!!!!!!...................................
17:45:17 Since v = 3 t + 9 the expression would be E = 800 v^2 = 800 ( 3t + 9) ^2. This is the only answer really required here. For further reference, though, note that this expression could also be expanded by applying the Distributive Law:. Since (3t + 9 ) ^ 2 = (3 t + 9 ) * ( 3 t + 9 ) = 3t ( 3t + 9 ) + 9 * (3 t + 9) = 9 t^2 + 27 t + 27 t + 81 = 9 t^2 + 54 t + 81, we get E = 800 ( 9 t^2 + 54 t + 81) = 7200 t^2 + 43320 t + 64800 (check my multiplication because I did that in my head, which isn't always reliable).
......!!!!!!!!...................................
RESPONSE --> I understand about combining the two equations. self critique assessment: 1
.................................................
`~ڄGѭ assignment #001 001. Rates qa rates 01-12-2008
......!!!!!!!!...................................
17:48:44 `q001. You should copy and paste these instructions to a word processor for reference. However you can always view them, as well as everything else that has appeared in this box, by clicking the 'Display Everything' button. 1. For the next question or answer, you click on 'Next Question / Answer' button above the box at top left until a question has been posed. Once a question has been posed you are to answer before you click again on this button. 2. Before clicking for an answer, type your best answer to the current question into the box to the right, then clip on the 'Enter Answer' button. 3. After entering your answer you will click on 'Next Question / Answer' to view the answer to the question. Do not tamper with the information displayed in the left-hand box. 4. If your answer was incorrect, incomplete or would otherwise require revision, you will enter a self-critique. If you learned something from the answer, you need to restate it in your own words in order to reinforce your learning. If there is something you feel you should note for future reference, you should make a note in your own words. Go to the response box (the right-hand box) and type in a self-critique and/or notes, as appropriate. Do not copy and paste anything from the left-hand box, since that information will be saved in any case. 5. If you wish to save your response to your Notes file you may choose to click on the 'Save As Notes' button rather than the 'Enter Answer' button. Doing so will save your work for your future reference. Your work will be saved in a Notes file in the c:\vhmthphy folder. The title of the Notes file will also include the name you gave when you started the program. 6. After clicking either the 'Enter Response' or the 'Save as Notes' button, click on 'Next Question / Answer' and proceed in a similar manner. In the right-hand box briefly describe your understanding of these instructions, then click 'Enter Answer'.
......!!!!!!!!...................................
RESPONSE --> We should use this box for answering and click the next/question button after we answer the best we can and we may also use the notes box and save that info, but the questions will already be saved so there is no need to save the whole question. confidence assessment: 3
.................................................
......!!!!!!!!...................................
17:49:01 Your answer has been noted. Enter 'ok' in the Response Box and click on Enter Response, then click on Next Question/Answer for the first real question.
......!!!!!!!!...................................
RESPONSE --> ok confidence assessment: 3
.................................................
......!!!!!!!!...................................
17:50:38 `q002. Note that there are 10 questions in this assignment. The questions are of increasing difficulty--the first questions are fairly easy but later questions are very tricky. The main purposes of these exercises are to refine your thinking about rates, and to see how you process challenging information. Continue as far as you can until you are completely lost. Students who are prepared for the highest-level math courses might not ever get lost. If you make $50 in 5 hr, then at what rate are you earning money?
......!!!!!!!!...................................
RESPONSE --> rate/ hr would give you $10 per hour. $50/5hr confidence assessment: 3
.................................................
......!!!!!!!!...................................
17:51:01 The rate at which you are earning money is the number of dollars per hour you are earning. You are earning money at the rate of 50 dollars / (5 hours) = 10 dollars / hour. It is very likely that you immediately came up with the $10 / hour because almosteveryone is familiar with the concept of the pay rate, the number of dollars per hour. Note carefully that the pay rate is found by dividing the quantity earned by the time required to earn it. Time rates in general are found by dividing an accumulated quantity by the time required to accumulate it. You need to make note of anything in the given solution that you didn't understand when you solved the problem. If new ideas have been introduced in the solution, you need to note them. If you notice an error in your own thinking then you need to note that. In your own words, explain anything you didn't already understand and save your response as Notes.
......!!!!!!!!...................................
RESPONSE --> ok confidence assessment: 3
.................................................
......!!!!!!!!...................................
17:52:04 `q003.If you make $60,000 per year then how much do you make per month?
......!!!!!!!!...................................
RESPONSE --> $60,000/ 12 months per year = $5000 per month for 12 months a year. confidence assessment: 3
.................................................
......!!!!!!!!...................................
17:52:18 Most people will very quickly see that we need to divide $60,000 by 12 months, giving us 60,000 dollars / (12 months) = 5000 dollars / month. Note that again we have found a time rate, dividing the accumulated quantity by the time required to accumulate it. You need to make note of anything in the given solution that you didn't understand when you solved the problem. If new ideas have been introduced in the solution, you need to note them. If you notice an error in your own thinking then you need to note that. In your own words, explain anything you didn't already understand and save your response as Notes.
......!!!!!!!!...................................
RESPONSE --> ok confidence assessment: 3
.................................................
......!!!!!!!!...................................
17:53:53 `q004. Suppose that the $60,000 is made in a year by a small business. Would be more appropriate to say that the business makes $5000 per month, or that the business makes an average of $5000 per month?
......!!!!!!!!...................................
RESPONSE --> Would be better to say that the business makes an average of $5000 per month because they could make $10000 one month and $0 the next, but the avergae would give you $5000. confidence assessment: 3
.................................................
......!!!!!!!!...................................
17:54:02 Small businesses do not usually make the same amount of money every month. The amount made depends on the demand for the services or commodities provided by the business, and there are often seasonal fluctuations in addition to other market fluctuations. It is almost certain that a small business making $60,000 per year will make more than $5000 in some months and less than $5000 in others. Therefore it is much more appropriate to say that the business makes and average of $5000 per month. You need to make note of anything in the given solution that you didn't understand when you solved the problem. If new ideas have been introduced in the solution, you need to note them. If you notice an error in your own thinking then you need to note that. In your own words, explain anything you didn't already understand and save your response as Notes.
......!!!!!!!!...................................
RESPONSE --> ok confidence assessment: 3
.................................................
......!!!!!!!!...................................
17:56:06 `q005. If you travel 300 miles in 6 hours, at what average rate are you covering distance, and why do we say average rate instead of just plain rate?
......!!!!!!!!...................................
RESPONSE --> 300 miles / 6 hrs. = 50mph and this would be an average because one could go faster and slower than 50mph and still keep an average of 50mph confidence assessment: 3
.................................................
......!!!!!!!!...................................
17:56:16 The average rate is 50 miles per hour, or 50 miles / hour. This is obtained by dividing the accumulated quantity, the 300 miles, by the time required to accumulate it, obtaining ave rate = 300 miles / ( 6 hours) = 50 miles / hour. Note that the rate at which distance is covered is called speed. The car has an average speed of 50 miles/hour. We say 'average rate' in this case because it is almost certain that slight changes in pressure on the accelerator, traffic conditions and other factors ensure that the speed will sometimes be greater than 50 miles/hour and sometimes less than 50 miles/hour; the 50 miles/hour we obtain from the given information is clearly and overall average of the velocities. You need to make note of anything in the given solution that you didn't understand when you solved the problem. If new ideas have been introduced in the solution, you need to note them. If you notice an error in your own thinking then you need to note that. In your own words, explain anything you didn't already understand and save your response as Notes.
......!!!!!!!!...................................
RESPONSE --> ok confidence assessment: 3
.................................................
......!!!!!!!!...................................
17:57:41 `q006. If you use 60 gallons of gasoline on a 1200 mile trip, then at what average rate are you using gasoline, with respect to miles traveled?
......!!!!!!!!...................................
RESPONSE --> 1200 miles / 60 gallons = 20mpg. confidence assessment: 3
.................................................
......!!!!!!!!...................................
17:58:59 The rate of change of one quantity with respect to another is the change in the first quantity, divided by the change in the second. As in previous examples, we found the rate at which money was made with respect to time by dividing the amount of money made by the time required to make it. By analogy, the rate at which we use fuel with respect to miles traveled is the change in the amount of fuel divided by the number of miles traveled. In this case we use 60 gallons of fuel in 1200 miles, so the average rate it 60 gal / (1200 miles) = .05 gallons / mile. Note that this question didn't ask for miles per gallon. Miles per gallon is an appropriate and common calculation, but it measures the rate at which miles are covered with respect to the amount of fuel used. Be sure you see the difference. Note that in this problem we again have here an example of a rate, but unlike previous instances this rate is not calculated with respect to time. This rate is calculated with respect to the amount of fuel used. We divide the accumulated quantity, in this case miles, by the amount of fuel required to cover those miles. Note that again we call the result of this problem an average rate because there are always at least subtle differences in driving conditions that require the use of more fuel on some miles than on others. It's very important to understand the phrase 'with respect to'. Whether the calculation makes sense or not, it is defined by the order of the terms. In this case gallons / mile tells you how many gallons you are burning, on the average, per mile. This concept is not as familiar as miles / gallon, but except for familiarity it's technically no more difficult. You need to make note of anything in the given solution that you didn't understand when you solved the problem. If new ideas have been introduced in the solution, you need to note them. If you notice an error in your own thinking then you need to note that. In your own words, explain anything you didn't already understand and save your response as Notes.
......!!!!!!!!...................................
RESPONSE --> I used MPG instead of gallon/mile confidence assessment: 3
.................................................
......!!!!!!!!...................................
17:59:48 `q007. The word 'average' generally connotes something like adding two quantities and dividing by 2, or adding several quantities and dividing by the number of quantities we added. Why is it that we are calculating average rates but we aren't adding anything?
......!!!!!!!!...................................
RESPONSE --> I have no idea. confidence assessment: 0
.................................................
......!!!!!!!!...................................
18:01:14 The word 'average' in the context of the dollars / month, miles / gallon types of questions we have been answering was used because we expect that in different months different amounts were earned, or that over different parts of the trip the gas mileage might have varied, but that if we knew all the individual quantities (e.g., the dollars earned each month, the number of gallons used with each mile) and averaged them in the usual manner, we would get the .05 gallons / mile, or the $5000 / month. In a sense we have already added up all the dollars earned in each month, or the miles traveled on each gallon, and we have obtained the total $60,000 or 1200 miles. Thus when we divide by the number of months or the number of gallons, we are in fact calculating an average rate. You need to make note of anything in the given solution that you didn't understand when you solved the problem. If new ideas have been introduced in the solution, you need to note them. If you notice an error in your own thinking then you need to note that. In your own words, explain anything you didn't already understand and save your response as Notes.
......!!!!!!!!...................................
RESPONSE --> It has already been added up and just leaves the dividing. confidence assessment: 3
.................................................
......!!!!!!!!...................................
18:04:35 `q008. In a study of how lifting strength is influenced by various ways of training, a study group was divided into 2 subgroups of equally matched individuals. The first group did 10 pushups per day for a year and the second group did 50 pushups per day for year. At the end of the year to lifting strength of the first group averaged 147 pounds, while that of the second group averaged 162 pounds. At what average rate did lifting strength increase per daily pushup?
......!!!!!!!!...................................
RESPONSE --> Not sure how to get the increase. confidence assessment: 0
.................................................
......!!!!!!!!...................................
18:05:34 The second group had 15 pounds more lifting strength as a result of doing 40 more daily pushups than the first. The desired rate is therefore 15 pounds / 40 pushups = .375 pounds / pushup. You need to make note of anything in the given solution that you didn't understand when you solved the problem. If new ideas have been introduced in the solution, you need to note them. If you notice an error in your own thinking then you need to note that. In your own words, explain anything you didn't already understand and save your response as Notes.
......!!!!!!!!...................................
RESPONSE --> You get the rate by usning the difference of the daily pushups. confidence assessment: 2
.................................................
......!!!!!!!!...................................
18:10:16 `q009. In another part of the study, participants all did 30 pushups per day, but one group did pushups with a 10-pound weight on their shoulders while the other used a 30-pound weight. At the end of the study, the first group had an average lifting strength of 171 pounds, while the second had an average lifting strength of 188 pounds. At what average rate did lifting strength increase with respect to the added shoulder weight?
......!!!!!!!!...................................
RESPONSE --> I do not know. confidence assessment: 0
.................................................
......!!!!!!!!...................................
18:11:26 The difference in lifting strength was 17 pounds, as a result of a 20 pound difference in added weight. The average rate at which strength increases with respect added weight would therefore be 17 lifting pounds / (20 added pounds) = .85 lifting pounds / added pound. The strength advantage was .85 lifting pounds per pound of added weight, on the average. You need to make note of anything in the given solution that you didn't understand when you solved the problem. If new ideas have been introduced in the solution, you need to note them. If you notice an error in your own thinking then you need to note that. In your own words, explain anything you didn't already understand and save your response as Notes.
......!!!!!!!!...................................
RESPONSE --> It is a difference of the pushups weight difference and the end avergave weight difference. confidence assessment: 0
Deconstruct the given solution and explain in detail what you do and do not understand about every part.. &#
.................................................
......!!!!!!!!...................................
18:13:56 `q010. During a race, a runner passes the 100-meter mark 12 seconds after the start and the 200-meter mark 22 seconds after the start. At what average rate was the runner covering distance between those two positions?
......!!!!!!!!...................................
RESPONSE --> It has something to do with 10 seconds difference in a 100 meters. confidence assessment: 0
.................................................
......!!!!!!!!...................................
18:14:23 The runner traveled 100 meters between the two positions, and required 10 seconds to do so. The average rate at which the runner was covering distance was therefore 100 meters / (10 seconds) = 10 meters / second. Again this is an average rate; at different positions in his stride the runner would clearly be traveling at slightly different speeds. You need to make note of anything in the given solution that you didn't understand when you solved the problem. If new ideas have been introduced in the solution, you need to note them. If you notice an error in your own thinking then you need to note that. In your own words, explain anything you didn't already understand and save your response as Notes.
......!!!!!!!!...................................
RESPONSE --> ok confidence assessment: 0
.................................................
......!!!!!!!!...................................
18:16:30 At 10 meters/sec, the runner would require 10 seconds to travel 100 meters. However the runner seems to be slowing, and will therefore require more than 10 seconds to travel the 100 meters. We don't know what the runner's average speed is, we only know that it goes from 10 m/s to 9 m/s. The simplest estimate we could make would be that the average speed is the average of 10 m/s and 9 m/s, or (10 m/s + 9 m/s ) / 2 = 9.5 m/s. Taking this approximation as the average rate, the time required to travel 100 meters will be (100 meters) / (9.5 m/s) = 10.5 sec, approx.. Note that simply averaging the 10 m/s and the 9 m/s might not be the best way to approximate the average rate--for example we if we knew enough about the situation we might expect that this runner would maintain the 10 m/s for most of the remaining 100 meters, and simply tire during the last few seconds. However we were not given this information, and we don't add extraneous assumptions without good cause. So the approximation we used here is pretty close to the best we can do with the given information. You need to make note of anything in the given solution that you didn't understand when you solved the problem. If new ideas have been introduced in the solution, you need to note them. If you notice an error in your own thinking then you need to note that. In your own words, explain anything you didn't already understand and save your response as Notes.
......!!!!!!!!...................................
RESPONSE --> ok confidence assessment: 0`sc3
.................................................
......!!!!!!!!...................................
18:17:07 `q012. We just averaged two quantities, adding them in dividing by 2, to find an average rate. We didn't do that before. Why we do it now?
......!!!!!!!!...................................
RESPONSE --> Because it was already added up before and now it isn't. confidence assessment: 2
.................................................
......!!!!!!!!...................................
18:17:22 In previous examples the quantities weren't rates. We were given the amount of change of some accumulating quantity, and the change in time or in some other quantity on which the first was dependent (e.g., dollars and months, miles and gallons). Here we are given 2 rates, 10 m/s and 9 m/s, in a situation where we need an average rate in order to answer a question. Within this context, averaging the 2 rates was an appropriate tactic. You need to make note of anything in the given solution that you didn't understand when you solved the problem. If new ideas have been introduced in the solution, you need to note them. If you notice an error in your own thinking then you need to note that. In your own words, explain anything you didn't already understand and save your response as Notes.
......!!!!!!!!...................................
RESPONSE --> ok confidence assessment: 0
.................................................
֟Rᔰ}ʒ assignment #002 002. Volumes qa areas volumes misc 01-12-2008
......!!!!!!!!...................................
18:26:58 `q001. There are 9 questions and 4 summary questions in this assignment. What is the volume of a rectangular solid whose dimensions are exactly 3 cm by 5 cm by 7 cm?
......!!!!!!!!...................................
RESPONSE --> 3*5*7= 105cm^2 confidence assessment: 2
.................................................
......!!!!!!!!...................................
18:28:30 If we orient this object so that its 3 cm dimension is its 'height', then it will be 'resting' on a rectangular base whose dimension are 5 cm by 7 cm. This base can be divided into 5 rows each consisting of 7 squares, each 1 meter by 1 meter. There will therefore be 5 * 7 = 35 such squares, showing us that the area of the base is 35 m^2. Above each of these base squares the object rises to a distance of 3 meters, forming a small rectangular tower. Each such tower can be divided into 3 cubical blocks, each having dimension 1 meter by 1 meter by 1 meter. The volume of each 1-meter cube is 1 m * 1 m * 1 m = 1 m^3, also expressed as 1 cubic meter. So each small 'tower' has volume 3 m^3. The object can be divided into 35 such 'towers'. So the total volume is 35 * 3 m^3 = 105 m^3. This construction shows us why the volume of a rectangular solid is equal to the area of the base (in this example the 35 m^2 of the base) and the altitude (in this case 3 meters). The volume of any rectangular solid is therefore V = A * h, where A is the area of the base and h the altitude. This is sometimes expressed as V = L * W * h, where L and W are the length and width of the base. However the relationship V = A * h applies to a much broader class of objects than just rectangular solids, and V = A * h is a more powerful idea than V = L * W * h. Remember both, but remember also that V = A * h is the more important.
......!!!!!!!!...................................
RESPONSE --> I was right except for it being cubed. self critique assessment: 2
.................................................
......!!!!!!!!...................................
18:30:10 `q002. What is the volume of a rectangular solid whose base area is 48 square meters and whose altitude is 2 meters?
......!!!!!!!!...................................
RESPONSE --> 48 square meters * 2 meters = 96m^3 confidence assessment: 3
.................................................
......!!!!!!!!...................................
18:30:19 Using the idea that V = A * h we find that the volume of this solid is V = A * h = 48 m^2 * 2 m = 96 m^3. Note that m * m^2 means m * (m * m) = m * m * m = m^2.
......!!!!!!!!...................................
RESPONSE --> ok self critique assessment: 3
.................................................
......!!!!!!!!...................................
18:31:41 `q003. What is the volume of a uniform cylinder whose base area is 20 square meters and whose altitude is 40 meters?
......!!!!!!!!...................................
RESPONSE --> 20sq meters * 40 meters = 800m^3 confidence assessment: 2
.................................................
......!!!!!!!!...................................
18:31:49 V = A * h applies to uniform cylinders as well as to rectangular solids. We are given the altitude h and the base area A so we conclude that V = A * h = 20 m^2 * 40 m = 800 m^3. The relationship V = A * h applies to any solid object whose cross-sectional area A is constant. This is the case for uniform cylinders and uniform prisms.
......!!!!!!!!...................................
RESPONSE --> ok self critique assessment: 3
.................................................
......!!!!!!!!...................................
18:33:38 `q004. What is the volume of a uniform cylinder whose base has radius 5 cm and whose altitude is 30 cm?
......!!!!!!!!...................................
RESPONSE --> 5cm*2 = 10cm^2 then 30cm * 10cm^2 = 300cm^3 confidence assessment: 3
.................................................
......!!!!!!!!...................................
18:35:41 The cylinder is uniform, which means that its cross-sectional area is constant. So the relationship V = A * h applies. The cross-sectional area A is the area of a circle of radius 5 cm, so we see that A = pi r^2 = pi ( 5 cm)^2 = 25 pi cm^2. Since the altitude is 30 cm the volume is therefore V = A * h = 25 pi cm^2 * 30 cm = 750 pi cm^3. Note that the common formula for the volume of a uniform cylinder is V = pi r^2 h. However this is just an instance of the formula V = A * h, since the cross-sectional area A of the uniform cylinder is pi r^2. Rather than having to carry around the formula V = pi r^2 h, it's more efficient to remember V = A * h and to apply the well-known formula A = pi r^2 for the area of a circle.
......!!!!!!!!...................................
RESPONSE --> Area with a radius is pi r^2 which is inserted in the V=A * h equation self critique assessment: 2
.................................................
......!!!!!!!!...................................
18:39:27 `q005. Estimate the dimensions of a metal can containing food. What is its volume, as indicated by your estimates?
......!!!!!!!!...................................
RESPONSE --> pi * 1.5^2in * 5 in = 35.3in^3 (rounded to the nearest tenth) confidence assessment: 2
.................................................
......!!!!!!!!...................................
18:39:58 People will commonly estimate the dimensions of a can of food in centimeters or in inches, though other units of measure are possible (e.g., millimeters, feet, meters, miles, km). Different cans have different dimensions, and your estimate will depend a lot on what can you are using. A typical can might have a circular cross-section with diameter 3 inches and altitude 5 inches. This can would have volume V = A * h, where A is the area of the cross-section. The diameter of the cross-section is 3 inches so its radius will be 3/2 in.. The cross-sectional area is therefore A = pi r^2 = pi * (3/2 in)^2 = 9 pi / 4 in^2 and its volume is V = A * h = (9 pi / 4) in^2 * 5 in = 45 pi / 4 in^3. Approximating, this comes out to around 35 in^3. Another can around the same size might have diameter 8 cm and height 14 cm, giving it cross-sectional area A = pi ( 4 cm)^2 = 16 pi cm^2 and volume V = A * h = 16 pi cm^2 * 14 cm = 224 pi cm^2.
......!!!!!!!!...................................
RESPONSE --> ok self critique assessment: 3
.................................................
......!!!!!!!!...................................
18:41:13 `q006. What is the volume of a pyramid whose base area is 50 square cm and whose altitude is 60 cm?
......!!!!!!!!...................................
RESPONSE --> 50sq cm * 60cm = 3000cm^3 confidence assessment: 1
.................................................
......!!!!!!!!...................................
18:42:15 We can't use the V = A * h idea for a pyramid because the thing doesn't have a constant cross-sectional area--from base to apex the cross-sections get smaller and smaller. It turns out that there is a way to cut up and reassemble a pyramid to show that its volume is exactly 1/3 that of a rectangular solid with base area A and altitude h. Think of putting the pyramid in a box having the same altitude as the pyramid, with the base of the pyramid just covering the bottom of the box. The apex (the point) of the pyramid will just touch the top of the box. The pyramid occupies exactly 1/3 the volume of that box. So the volume of the pyramid is V = 1/3 * A * h. The base area A is 30 cm^2 and the altitude is 60 cm so we have V = 1/3 * 50 cm^2 * 60 cm = 1000 cm^3.
......!!!!!!!!...................................
RESPONSE --> I didn't put the 1/3 in the equation self critique assessment: 2
.................................................
......!!!!!!!!...................................
18:42:44 `q007. What is the volume of a cone whose base area is 20 square meters and whose altitude is 9 meters?
......!!!!!!!!...................................
RESPONSE --> Don't know the equation for a cone. confidence assessment: 0
.................................................
......!!!!!!!!...................................
18:43:27 Just as the volume of a pyramid is 1/3 the volume of the 'box' that contains it, the volume of a cone is 1/3 the volume of the cylinder that contains it. Specifically, the cylinder that contains the cone has the base of the cone as its base and matches the altitude of the cone. So the volume of the cone is 1/3 A * h, where A is the area of the base and h is the altitude of the cone. In this case the base area and altitude are given, so the volume of the cone is V = 1/3 A * h = 1/3 * 20 m^2 * 9 m = 60 m^3.
......!!!!!!!!...................................
RESPONSE --> A cone also has the 1/3 in the equation like the pyramid. self critique assessment: 2
.................................................
......!!!!!!!!...................................
18:43:47 `q008. What is a volume of a sphere whose radius is 4 meters?
......!!!!!!!!...................................
RESPONSE --> Don't know the equation. confidence assessment: 0
.................................................
......!!!!!!!!...................................
18:44:49 The volume of a sphere is V = 4/3 pi r^3, where r is the radius of the sphere. In this case r = 4 m so V = 4/3 pi * (4 m)^3 = 4/3 pi * 4^3 m^3 = 256/3 pi m^3.
......!!!!!!!!...................................
RESPONSE --> The equation is 4/3 pi * r^3 = V self critique assessment: 2
.................................................
......!!!!!!!!...................................
18:46:56 `q009. What is the volume of a planet whose diameter is 14,000 km?
......!!!!!!!!...................................
RESPONSE --> 4/3 pi * (14,000km/2)^3 = 1.44 (nearest hundredth) confidence assessment: 2
.................................................
......!!!!!!!!...................................
18:50:15 The planet is presumably a sphere, so to the extent that this is so the volume of this planet is V = 4/3 pi r^3, where r is the radius of the planet. The diameter of the planet is 14,000 km so the radius is half this, or 7,000 km. It follows that the volume of the planet is V = 4/3 pi r^3 = 4/3 pi * (7,000 km)^3 = 4/3 pi * 343,000,000,000 km^3 = 1,372,000,000,000 / 3 * pi km^3. This result can be approximated to an appropriate number of significant figures.
......!!!!!!!!...................................
RESPONSE --> ok self critique assessment: 3
.................................................
......!!!!!!!!...................................
18:50:34 `q010. Summary Question 1: What basic principle do we apply to find the volume of a uniform cylinder of known dimensions?
......!!!!!!!!...................................
RESPONSE --> V = A * h confidence assessment: 3
.................................................
......!!!!!!!!...................................
18:50:43 The principle is that when the cross-section of an object is constant, its volume is V = A * h, where A is the cross-sectional area and h the altitude. Altitude is measure perpendicular to the cross-section.
......!!!!!!!!...................................
RESPONSE --> ok self critique assessment: 3
.................................................
......!!!!!!!!...................................
18:51:12 `q011. Summary Question 2: What basic principle do we apply to find the volume of a pyramid or a cone?
......!!!!!!!!...................................
RESPONSE --> V = 1/3 *A * h confidence assessment: 3
.................................................
......!!!!!!!!...................................
18:51:20 The volumes of these solids are each 1/3 the volume of the enclosing figure. Each volume can be expressed as V = 1/3 A * h, where A is the area of the base and h the altitude as measured perpendicular to the base.
......!!!!!!!!...................................
RESPONSE --> ok self critique assessment: 3
.................................................
......!!!!!!!!...................................
18:51:53 `q012. Summary Question 3: What is the formula for the volume of a sphere?
......!!!!!!!!...................................
RESPONSE --> 4/3 pi r^3 = V confidence assessment: 3
.................................................
......!!!!!!!!...................................
18:52:01 The volume of a sphere is V = 4/3 pi r^3, where r is the radius of the sphere.
......!!!!!!!!...................................
RESPONSE --> ok self critique assessment: 3
.................................................
S͒Y assignment #002 002. Volumes qa areas volumes misc 01-12-2008
......!!!!!!!!...................................
18:55:16 `q001. There are 9 questions and 4 summary questions in this assignment. What is the volume of a rectangular solid whose dimensions are exactly 3 cm by 5 cm by 7 cm?
......!!!!!!!!...................................
RESPONSE --> 3cm * 5cm * 7 cm = 105cm^3 confidence assessment: 3
.................................................
......!!!!!!!!...................................
18:55:27 If we orient this object so that its 3 cm dimension is its 'height', then it will be 'resting' on a rectangular base whose dimension are 5 cm by 7 cm. This base can be divided into 5 rows each consisting of 7 squares, each 1 meter by 1 meter. There will therefore be 5 * 7 = 35 such squares, showing us that the area of the base is 35 m^2. Above each of these base squares the object rises to a distance of 3 meters, forming a small rectangular tower. Each such tower can be divided into 3 cubical blocks, each having dimension 1 meter by 1 meter by 1 meter. The volume of each 1-meter cube is 1 m * 1 m * 1 m = 1 m^3, also expressed as 1 cubic meter. So each small 'tower' has volume 3 m^3. The object can be divided into 35 such 'towers'. So the total volume is 35 * 3 m^3 = 105 m^3. This construction shows us why the volume of a rectangular solid is equal to the area of the base (in this example the 35 m^2 of the base) and the altitude (in this case 3 meters). The volume of any rectangular solid is therefore V = A * h, where A is the area of the base and h the altitude. This is sometimes expressed as V = L * W * h, where L and W are the length and width of the base. However the relationship V = A * h applies to a much broader class of objects than just rectangular solids, and V = A * h is a more powerful idea than V = L * W * h. Remember both, but remember also that V = A * h is the more important.
......!!!!!!!!...................................
RESPONSE --> ok self critique assessment: 3
.................................................
......!!!!!!!!...................................
18:57:19 `q002. What is the volume of a rectangular solid whose base area is 48 square meters and whose altitude is 2 meters?
......!!!!!!!!...................................
RESPONSE --> 48sq m * 2 m = 96m^3 confidence assessment: 3
.................................................
......!!!!!!!!...................................
18:57:31 Using the idea that V = A * h we find that the volume of this solid is V = A * h = 48 m^2 * 2 m = 96 m^3. Note that m * m^2 means m * (m * m) = m * m * m = m^2.
......!!!!!!!!...................................
RESPONSE --> ok self critique assessment: 3
.................................................
ӧXxǰ assignment #002 002. Volumes qa areas volumes misc 01-12-2008
......!!!!!!!!...................................
19:01:48 `q013. Explain how you have organized your knowledge of the principles illustrated by the exercises in this assignment.
......!!!!!!!!...................................
RESPONSE --> I have wrote down equations in my notebook. confidence assessment: 3
.................................................
U¤碖Fţ assignment #003 003. Misc: Surface Area, Pythagorean Theorem, Density qa areas volumes misc 01-12-2008
......!!!!!!!!...................................
19:03:21 `q001. There are 10 questions and 5 summary questions in this assignment. What is surface area of a rectangular solid whose dimensions are 3 meters by 4 meters by 6 meters?
......!!!!!!!!...................................
RESPONSE --> 3m * 4m = 12m^2 confidence assessment: 2
.................................................
......!!!!!!!!...................................
19:04:00 A rectangular solid has six faces (top, bottom, front, back, left side, right side if you're facing it). The pairs top and bottom, right and left sides, and front-back have identical areas. This solid therefore has two faces with each of the following dimensions: 3 m by 4 m, 3 m by 6 m and 4 m by 6 m, areas 12 m^2, 18 m^2 and 24 m^2. Total area is 2 * 12 m^2 + 2 * 18 m^2 + 2 * 24 m^2 = 108 m^2.
......!!!!!!!!...................................
RESPONSE --> I did not do all of the surfaces. self critique assessment: 2
.................................................
......!!!!!!!!...................................
19:05:45 `q002. What is the surface area of the curved sides of a cylinder whose radius is five meters and whose altitude is 12 meters? If the cylinder is closed what is its total surface area?
......!!!!!!!!...................................
RESPONSE --> Not sure. confidence assessment: 0
.................................................
......!!!!!!!!...................................
19:09:31 The circumference of this cylinder is 2 pi r = 2 pi * 5 m = 10 pi m. If the cylinder was cut by a straight line running up its curved face then unrolled it would form a rectangle whose length and width would be the altitude and the circumference. The area of the curved side is therefore A = circumference * altitude = 10 pi m * 12 m = 120 pi m^2. If the cylinder is closed then it has a top and a bottom, each a circle of radius 5 m with resulting area A = pi r^2 = pi * (5 m)^2 = 25 pi m^2. The total area would then be total area = area of sides + 2 * area of base = 120 pi m^2 + 2 * 25 pi m^2 = 170 pi m^2.
......!!!!!!!!...................................
RESPONSE --> Still not sure if I understand the last two paragraphs. confidence assessment: 0
.................................................
......!!!!!!!!...................................
19:09:53 `q003. What is surface area of a sphere of diameter three cm?
......!!!!!!!!...................................
RESPONSE --> don't know. confidence assessment: 0
.................................................
......!!!!!!!!...................................
19:10:59 The surface area of a sphere of radius r is A = 4 pi r^2. This sphere has radius 3 cm / 2, and therefore has surface area A = 4 pi r^2 = 4 pi * (3/2 cm)^2 = 9 pi cm^2.
......!!!!!!!!...................................
RESPONSE --> ok self critique assessment: 1
.................................................
......!!!!!!!!...................................
19:12:45 `q004. What is hypotenuse of a right triangle whose legs are 5 meters and 9 meters?
......!!!!!!!!...................................
RESPONSE --> 5^2 + 9^2 = x^2 hypotenuse is sqrt 106 confidence assessment: 1
.................................................
......!!!!!!!!...................................
19:13:00 The Pythagorean Theorem says that the hypotenuse c of a right triangle with legs a and b satisfies the equation c^2 = a^2 + b^2. So, since all lengths are positive, we know that c = sqrt(a^2 + b^2) = sqrt( (5 m)^2 + (9 m)^2 ) = sqrt( 25 m^2 + 81 m^2) = sqrt( 106 m^2 ) = 10.3 m, approx.. Note that this is not what we would get if we made the common error of assuming that sqrt(a^2 + b^2) = a + b; this would tell us that the hypotenuse is 14 m, which is emphatically not so. There is no justification whatsoever for applying a distributive law (like x * ( y + z) = x * y + x * z ) to the square root operator.
......!!!!!!!!...................................
RESPONSE --> ok self critique assessment: 3
.................................................
......!!!!!!!!...................................
19:14:43 `q005. If the hypotenuse of a right triangle has length 6 meters and one of its legs has length 4 meters what is the length of the other leg?
......!!!!!!!!...................................
RESPONSE --> 6^2 = 4^2 + b^2 b= 4.5 m confidence assessment: 3
.................................................
......!!!!!!!!...................................
19:14:54 If c is the hypotenuse and a and b the legs, we know by the Pythagorean Theorem that c^2 = a^2 + b^2, so that a^2 = c^2 - b^2. Knowing the hypotenuse c = 6 m and the side b = 4 m we therefore find the unknown leg: a = sqrt( c^2 - b^2) = sqrt( (6 m)^2 - (4 m)^2 ) = sqrt(36 m^2 - 16 m^2) = sqrt(20 m^2) = sqrt(20) * sqrt(m^2) = 2 sqrt(5) m, or approximately 4.4 m.
......!!!!!!!!...................................
RESPONSE --> ok self critique assessment: 3
.................................................
......!!!!!!!!...................................
19:15:15 `q006. If a rectangular solid made of a uniform, homogeneous material has dimensions 4 cm by 7 cm by 12 cm and if its mass is 700 grams then what is its density in grams per cubic cm?
......!!!!!!!!...................................
RESPONSE --> Don't know confidence assessment: 0
.................................................
......!!!!!!!!...................................
19:16:25 The volume of this solid is 4 cm * 7 cm * 12 cm = 336 cm^3. Its density in grams per cm^3 is the number of grams in each cm^3. We find this quantity by dividing the number of grams by the number of cm^3. We find that density = 700 grams / (336 cm^3) = 2.06 grams / cm^3. Note that the solid was said to be uniform and homogeneous, meaning that it's all made of the same material, which is uniformly distributed. So each cm^3 does indeed have a mass of 2.06 grams. Had we not known that the material was uniform and homogeneous we could have said that the average density is 2.06 grams / cm^3, but not that the density is 2.06 grams / cm^3 (the object could be made of two separate substances, one with density less than 2.06 grams / cm^3 and the other with density greater than 2.06 g / cm^3, in appropriate proportions; neither substance would have density 2.06 g / cm^3, but the average density could be 2.06 g / cm^3).
......!!!!!!!!...................................
RESPONSE --> Find answer of the soild volume and then plug it in the density equation. self critique assessment: 2
.................................................
......!!!!!!!!...................................
19:17:05 `q007. What is the mass of a sphere of radius 4 meters if its average density is 3,000 kg/cubic meter?
......!!!!!!!!...................................
RESPONSE --> don't know confidence assessment: 0
.................................................
......!!!!!!!!...................................
19:18:05 A average density of 3000 kg / cubic meter implies that, at least on the average, every cubic meter has a mass of 3000 kg. So to find the mass of the sphere we multiply the number of cubic meters by 3000 kg. The volume of a sphere of radius 4 meters is 4/3 pi r^3 = 4/3 * pi (4m)^3 = 256/3 * pi m^3. So the mass of this sphere is mass = density * volume = 256 / 3 * pi m^3 * 3000 kg / m^3 = 256,000 * pi kg. This result can be approximated to an appropriate number of significant figures.
......!!!!!!!!...................................
RESPONSE --> Had to use the volume equation which I didn't understand to get the rest of the density equation. self critique assessment: 2
.................................................
......!!!!!!!!...................................
19:19:56 `q008. If we build a an object out of two pieces of material, one having a volume of 6 cm^3 at a density of 4 grams per cm^3 and another with a volume of 10 cm^3 at a density of 2 grams per cm^3 then what is the average density of this object?
......!!!!!!!!...................................
RESPONSE --> 24 + 20 = 44/2 = 22 confidence assessment: 2
.................................................
......!!!!!!!!...................................
19:21:22 The first piece has a mass of 4 grams / cm^3 * 6 cm^3 = 24 grams. The second has a mass of 2 grams / cm^3 * 10 cm^3 = 20 grams. So the total mass is 24 grams + 20 grams = 44 grams. The average density of this object is average density = total mass / total volume = (24 grams + 20 grams) / (6 cm^3 + 10 cm^3) = 44 grams / (16 cm^3) = 2.75 grams / cm^3.
......!!!!!!!!...................................
RESPONSE --> I didn't divide by total volume self critique assessment: 2
.................................................
......!!!!!!!!...................................
19:21:57 `q009. In a large box of dimension 2 meters by 3 meters by 5 meters we place 27 cubic meters of sand whose density is 2100 kg/cubic meter, surrounding a total of three cubic meters of cannon balls whose density is 8,000 kg per cubic meter. What is the average density of the material in the box?
......!!!!!!!!...................................
RESPONSE --> don't know confidence assessment: 0
.................................................
......!!!!!!!!...................................
19:22:42 We find the average density from the total mass and the total volume. The mass of the sand is 27 m^3 * 2100 kg / m^3 = 56,700 kg. The mass of the cannonballs is 3 m^3 * 8,000 kg / m^3 = 24,000 kg. The average density is therefore average density = total mass / total volume = (56,700 kg + 24,000 kg) / (27 m^3 + 3 m^3) = 80,700 kg / (30 m^3) = 2,700 kg / m^3, approx..
......!!!!!!!!...................................
RESPONSE --> Don't completely understand, but have sort of understand the concept. self critique assessment: 2
.................................................
......!!!!!!!!...................................
19:23:00 `q010. How many cubic meters of oil are there in an oil slick which covers 1,700,000 square meters (between 1/2 and 1 square mile) to an average depth of .015 meters? If the density of the oil is 860 kg/cubic meter the what is the mass of the oil slick?
......!!!!!!!!...................................
RESPONSE --> Don't know confidence assessment: 0
.................................................
......!!!!!!!!...................................
19:23:20 The volume of the slick is V = A * h, where A is the area of the slick and h the thickness. This is the same principle used to find the volume of a cylinder or a rectangular solid. We see that the volume is V = A * h = 1,700,000 m^2 * .015 m = 25,500 m^3. The mass of the slick is therefore mass = density * volume = 860 kg / m^3 * 24,400 m^3 = 2,193,000 kg. This result should be rounded according to the number of significant figures in the given information.
......!!!!!!!!...................................
RESPONSE --> ok self critique assessment: 1
.................................................
......!!!!!!!!...................................
19:23:54 `q011. Summary Question 1: How do we find the surface area of a cylinder?
......!!!!!!!!...................................
RESPONSE --> not sure confidence assessment: 0
.................................................
......!!!!!!!!...................................
19:24:14 The curved surface of the cylinder can be 'unrolled' to form a rectangle whose dimensions are equal to the circumference and the altitude of the cylinder, so the curved surface has volume Acurved = circumference * altitude = 2 pi r * h, where r is the radius and h the altitude. The top and bottom of the cylinder are both circles of radius r, each with resulting area pi r^2. {]The total surface area is therefore Acylinder = 2 pi r h + 2 pi r^2.
......!!!!!!!!...................................
RESPONSE --> ok self critique assessment: 1
.................................................
......!!!!!!!!...................................
19:24:33 `q012. Summary Question 2: What is the formula for the surface area of a sphere?
......!!!!!!!!...................................
RESPONSE --> A= 4 pi r^2 confidence assessment: 3
.................................................
......!!!!!!!!...................................
19:24:43 The surface area of a sphere is A = 4 pi r^2, where r is the radius of the sphere.
......!!!!!!!!...................................
RESPONSE --> ok self critique assessment: 3
.................................................
......!!!!!!!!...................................
19:24:58 `q013. Summary Question 3: What is the meaning of the term 'density'.
......!!!!!!!!...................................
RESPONSE --> mass/ volume confidence assessment: 3
.................................................
......!!!!!!!!...................................
19:25:07 The average density of an object is its mass per unit of volume, calculated by dividing its total mass by its total volume. If the object is uniform and homogeneous then its density is constant and we can speak of its 'density' as opposed to its 'average density'
......!!!!!!!!...................................
RESPONSE --> ok self critique assessment: 3
.................................................
......!!!!!!!!...................................
19:25:54 `q014. Summary Question 4: If we know average density and mass, how can we find volume?
......!!!!!!!!...................................
RESPONSE --> multiply density and mass confidence assessment: 2
.................................................
......!!!!!!!!...................................
19:26:21 Since mass = ave density * volume, it follows by simple algebra that volume = mass / ave density.
......!!!!!!!!...................................
RESPONSE --> ok self critique assessment: 1
.................................................
......!!!!!!!!...................................
19:26:35 `q015. Explain how you have organized your knowledge of the principles illustrated by the exercises in this assignment.
......!!!!!!!!...................................
RESPONSE --> wrote them down confidence assessment: 3
.................................................