Click on the link below:
Choose the 'Save' option and save it to your choice of locations on your computer (possible choices include your desktop, a flash memory device, your c:\vhmthphy folder, or to any other location of your choice).
The program should now be located on your hard drive, or possibly on a flash memory device. Specifically where is the program (on your desktop, in c:\vhmthphy, or in another location (if other location, specify where)).
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The program is in G:\Mth174\Orientation and the save folder is at G:\Mth174\vhmthphy, both are on my flash drive. I switch computers between home, work and school so it's best for me to do it this way.** ________
If you are in any course except Liberal Arts Mathematics, do the same for the programs
If you are in Liberal Arts Mathematics I or II you will not require these programs.
Note in the box below which programs you have saved:
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q_a_areas_units_volumes_misc_070104.exe, q_a_initial_problems_070104.exe, q_a_prelim_070104.exe, q_a_rates_070104.exe** ________
You may either run the programs from your hard drive or from the Web. They function the same either way. However, since these programs consist of executable files, some networks and some systems will not allow you to download them.
It is suggested, especially if your Internet connection isn't particularly fast (you don't want to wait every time for the program to download through a slow connection), that you make and keep a copy of all downloaded programs on a CD or memory stick. Please acknowledge this advice below.
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Acknowledged the advice to download the information.** ________
q_a_ programs create SEND files which contain in the filename the word SEND and the date they are created (e.g., 0812 would correspond to a file created on 8/12, or August 12) as well as the name you give the program. Recall that the SEND file for the q_a_prelim had a filename which included your name as you gave it when requested by that program.
The SEND file or files on your computer cover everything you do during a calendar day. When the clock on your computer reads midnight, it starts writing to a new SEND file. This means two things:
1. Whatever you send or submit, you need to submit it after you have completed your work for the day. If you have more work to do with the query or the q_a_ program, don't submit anything yet. Submit everything at the end of your work day for this course.
2. If you start the program before midnight and finish after midnight, the work you do after midnight will be on a new SEND file so you will have to submit both SEND files.
Please indicate your understanding of these aspects of the SEND file.
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Check, I understand the SEND file aspects.** ________
It might be that if you send information in a SEND file, then run another program that adds information to that file, you need to avoid sending work you have already submitted. That is, you need to keep track of that you have submitted, and avoid sending duplicate information. For this reason, and also because it's a little less work for you, it is usually best to wait until you are pretty sure you have completed your day's work before submitting the file. However, as long as you don't submit redundant information, you are welcome to submit information in any way you wish.
Please restate this in your own words.
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Don't send the same stuff twice. Because the SEND file is appended to for work during the same calendar day, finish for the day before submitting the SEND file. If for whatever reason I do go back and have more work that day, I should make sure not to double send the first work.** ________
If you don't have time to complete a q_a_ or a query program in one sitting you can do one of two things. If you leave your computer on you can just leave the program running. If you shut down the computer or for some other reason you exit the program, it will start you back at the beginning; if this happens you can just quickly 'click through' the questions you have already completed and start where you left off. Just be careful to send all the necessary SEND files.
Briefly explain what to do if you can't finish a session.
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Either leave the program running and come back later or if I close the program I can skip the questions I already completed to start where I left off. If this spans multiple days, I need to submit the SEND files for all days.** ________
When you complete the last question in an assignment the program might simply shut down. Don't be alarmed if this happens. Unless there is some sort of error message, your response will have been written to the SEND file.
What does it mean if the q_a_ or query program shuts down without an error message? Are you supposed to be alarmed?
In a later Orientation you will also save the Query programs for your course, which are different than q_a_ programs. Most courses also include additional q_a_ programs, which you will soon be instructed to download.
When using the Query you might encounter questions that include followup questions. For example if the question is 'How long will it take to make $400 at $10 per hour?', a followup question might be 'how do you put the amount $400 and the rate $10/hour together to get the time required?'. In most cases the followup question should have been answered in your solution. It's included on the Query because students sometimes do not answer it--it's like a 'second chance' to say what you should have said in the first place. So if you said it already you don't have to say it again. the followup question comes yo've already answered you need not answer it again.
For example if your original answer is 'we divide the amount $400 by the rate $10/hour at which the amount changes and get time interval $400 / ($10/hour) = 40 hours', there is no need to answer the followup question 'how do you put the amount $400 and the rate $10/hour together to get the time required?' because you've already answered it.
State this in your own words.
course Mth 174 Still working through the orientation. }Çҹ΄LjfԽassignment #001
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16:26:26 `q001. Explain the difference between x - 2 / x + 4 and (x - 2) / (x + 4). The evaluate each expression for x = 2.
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RESPONSE --> In the first equation (x-2/x+4) the order of operation goes like this, divide 2/x, subtract from x, and then add 4. In the second equation ((x-2)/(x+4)) it goes like this, subtract 2 from x, add 4 to x, divide the first result by the second result. confidence assessment: 3
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16:27:29 The order of operations dictates that grouped expressions must be evaluated first, that exponentiation must be done before multiplication or division, which must be done before addition or subtraction. It makes a big difference whether you subtract the 2 from the x or divide the -2 by 4 first. If there are no parentheses you have to divide before you subtract. Substituting 2 for x we get 2 - 2 / 2 + 4 = 2 - 1 + 4 (do multiplications and divisions before additions and subtractions) = 5 (add and subtract in indicated order) If there are parentheses you evaluate the grouped expressions first: (x - 2) / (x - 4) = (2 - 2) / ( 4 - 2) = 0 / 2 = 0.
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RESPONSE --> Self-critique - I didn't go into enough detail here but had the idea and explained the concept. self critique assessment: 3
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16:34:27 `q002. Explain the difference between 2 ^ x + 4 and 2 ^ (x + 4). Then evaluate each expression for x = 2. Note that a ^ b means to raise a to the b power. This process is called exponentiation, and the ^ symbol is used on most calculators, and in most computer algebra systems, to represent exponentiation.
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RESPONSE --> In this example, items in the parenthesis are evaluated first and then the raise to power and then the addition/subtraction. The first example (2 ^ x + 4) says to raise 2 to the x power and then add 4. In this example with x=2, the result would be: 2^2+4=4+4=8 The second example (2 ^ (x + 4)) says to add 4 to x, and then raise 2 to the power of the result. In this example with x=2, the result would be: 2^(2+4)=2^6=64 confidence assessment: 3
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16:34:47 2 ^ x + 4 indicates that you are to raise 2 to the x power before adding the 4. 2 ^ (x + 4) indicates that you are to first evaluate x + 4, then raise 2 to this power. If x = 2, then 2 ^ x + 4 = 2 ^ 2 + 4 = 2 * 2 + 4 = 4 + 4 = 8. and 2 ^ (x + 4) = 2 ^ (2 + 4) = 2 ^ 6 = 2*2*2*2*2*2 = 64.
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RESPONSE --> I'm good with this one. self critique assessment: 3
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16:41:16 `q003. What is the numerator of the fraction in the expression x - 3 / [ (2x-5)^2 * 3x + 1 ] - 2 + 7x? What is the denominator? What do you get when you evaluate the expression for x = 2?
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RESPONSE --> The numerator of the fraction is: 3 The denominator of the fraction is: [ (2x-5)^2 * 3x + 1 ] Evaluating for x=2 gives me: 2-(3/[ ((2*3)-5)^(2*(3*2)+1)])-2+(7*2)= 2-(3/[6-5)^(12)+1])-(2+14)= 2-(3/1+1)-(16)= 2-(3/2)-16= 2-(1 1/2) - 16= (1/2)-16= -15(1/2) or -15.5 confidence assessment: 1
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16:42:37 The numerator is 3. x isn't part of the fraction. / indicates division, which must always precede subtraction. Only the 3 is divided by [ (2x-5)^2 * 3x + 1 ] and only [ (2x-5)^2 * 3x + 1 ] divides 3. If we mean (x - 3) / [ (2x-5)^2 * 3x + 1 ] - 2 + 7x we have to write it that way. The preceding comments show that the denominator is [ (2x-5)^2 * 3x + 1 ] Evaluating the expression for x = 2: - 3 / [ (2 * 2 - 5)^2 * 3(2) + 1 ] - 2 + 7*2 = 2 - 3 / [ (4 - 5)^2 * 6 + 1 ] - 2 + 14 = evaluate in parenthese; do multiplications outside parentheses 2 - 3 / [ (-1)^2 * 6 + 1 ] -2 + 14 = add inside parentheses 2 - 3 / [ 1 * 6 + 1 ] - 2 + 14 = exponentiate in bracketed term; 2 - 3 / 7 - 2 + 14 = evaluate in brackets 13 4/7 or 95/7 or about 13.57 add and subtract in order. The details of the calculation 2 - 3 / 7 - 2 + 14: Since multiplication precedes addition or subtraction the 3/7 must be done first, making 3/7 a fraction. Changing the order of the terms we have 2 - 2 + 14 - 3 / 7 = 14 - 3/7 = 98/7 - 3/7 = 95/7. COMMON STUDENT QUESTION: ok, I dont understand why x isnt part of the fraction? And I dont understand why only the brackets are divided by 3..why not the rest of the equation? INSTRUCTOR RESPONSE: Different situations give us different algebraic expressions; the situation dictates the form of the expression. If the above expression was was written otherwise it would be a completely different expression and most likely give you a different result when you substitute. If we intended the numerator to be x - 3 then the expression would be written (x - 3) / [(2x-5)^2 * 3x + 1 ] - 2 + 7x, with the x - 3 grouped. If we intended the numerator to be the entire expression after the / the expression would be written x - 3 / [(2x-5)^2 * 3x + 1 - 2 + 7x ].
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RESPONSE --> I think simple math got me here. If only I could add and subtract. self critique assessment: 1
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16:55:53 `q004. Explain, step by step, how you evaluate the expression (x - 5) ^ 2x-1 + 3 / x-2 for x = 4.
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RESPONSE --> First take (x-5): (4-5)=-1 Next raise that to 2x: -1^2(4)=-1^8=1 Next subtract 1: 1-1=0 Next divide 3 by x: 3/4=.75 Take 0 and add .75 : 0+.75=.75 Finally, subtract 2: .75-2=-1.25 confidence assessment: 2
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16:57:10 *&*& Standard mathematics notation is easier to see. On the other hand it's very important to understand order of operations, and students do get used to this way of doing it. You should of course write everything out in standard notation when you work it on paper. It is likely that you will at some point use a computer algebra system, and when you do you will have to enter expressions through a typewriter, so it is well worth the trouble to get used to this notation. Indicate your understanding of the necessity to understand this notation.
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RESPONSE --> I forgot to not group the 2*4. Simple mistakes are going to kill me here. self critique assessment: 1
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16:58:32 `q005. At the link http://www.vhcc.edu/dsmith/genInfo/introductory problems/typewriter_notation_examples_with_links.htm (copy this path into the Address box of your Internet browser; alternatively use the path http://vhmthphy.vhcc.edu/ > General Information > Startup and Orientation (either scroll to bottom of page or click on Links to Supplemental Sites) > typewriter notation examples and you will find a page containing a number of additional exercises and/or examples of typewriter notation.Locate this site, click on a few of the links, and describe what you see there.
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RESPONSE --> It is converting from typewriter notation to mathematical notation and showing how it's done for simple to complex problems. confidence assessment: 3
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16:58:52 You should see a brief set of instructions and over 30 numbered examples. If you click on the word Picture you will see the standard-notation format of the expression. The link entitled Examples and Pictures, located in the initial instructions, shows all the examples and pictures without requiring you to click on the links. There is also a file which includes explanations. The instructions include a note indicating that Liberal Arts Mathematics students don't need a deep understanding of the notation, Mth 173-4 and University Physics students need a very good understanding,
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RESPONSE --> Good to go, I'll study and work these out on paper. self critique assessment: 3
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16:59:16 while students in other courses should understand the notation and should understand the more basic simplifications. There is also a link to a page with pictures only, to provide the opportunity to translated standard notation into typewriter notation.
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RESPONSE --> Ok, I found that. self critique assessment: 2
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16:59:22 end program
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RESPONSE --> end self critique assessment: 3
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