course PHY 121 o UlSassignment #002
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11:44:24 `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.
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RESPONSE --> I know that an intercept must pass through 0. When x=0, y=-4 or a coordinate of (0,-4). When x=4/3? y=0 or a coordinate of (4/3,0). confidence assessment: 2
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11:45:33 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.
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RESPONSE --> got it right. but don't remember alot of the correct terminology used to answer. self critique assessment: 2
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11:52:03 `q002. Does the steepness of the graph in the preceding exercise (of the function y = 3x - 4) change? If so describe how it changes.
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RESPONSE --> ? The graph in the preceding question does differ from the graph in the first example given. Both go from right to left and upwards but at different starting points. confidence assessment: 0
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11:53:58 The graph forms a straight line with no change in steepness.
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RESPONSE --> That is what I was thinking and should have put that as my response. When I plotted the graph it did form a straight line with no change. self critique assessment: 2
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11:59:59 `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)?
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RESPONSE --> Ok, so first of all I need to get an old math book because I forget all of this terminology. This rise is up and the run accross. Rise=1 and run =2? confidence assessment: 2
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12:25:07 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.
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RESPONSE --> Ok. So if we pick 2 different points of x from our table and work them through the problem given. We then - the answers to each to find the rise and to find the run we - the points. Then using the equation rise/run we would put in the values for each and /. Let me see if I get this. Let's say I choose x=3 and x=9. Therefore, when x=3... y = 3 * 3 - 4 = 5 and when x =9... y = 3 * 9 - 4 = 23 Therefore, the rise is 23-5 = 18 and the run is 9 - 3 = 6 so the slope is rise / run = 18/ 6 = 3. Is this correct? self critique assessment: 2
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12:35:12 `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?
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RESPONSE --> Graphed coordinates- (0,0), (1,1),(2,4) and (3,9). The graph is increasing from (0,0) to (3,9). Yes, the steepness of the graph changes from coordinates (0,0) to (3,9). The graph is increasing at an increasing rate. confidence assessment: 3
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12:36:35 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. *&*&.
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RESPONSE --> Yes. I understand something... finally. I saw that the increase was not at a regular interval. self critique assessment: 3
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12:41:31 `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?
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RESPONSE --> The coordinates would be (-3,9) (-2,4) (-1,1) and (0,0). The graph is decreasing from left to right. Yes the steepness changes b/w coordinates (-3,9) and (-1,1). The graph is decreasing at a decreasing rate b/c the decrease is not in regular intervals. confidence assessment: 3
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12:42:26 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.
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RESPONSE --> Same as before... I understand. self critique assessment: 3
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12:46:37 `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?
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RESPONSE --> Coordinates (0,0) (1,1) (2,1.4) and (3,1.7). Increasing from left to right. Steepness changes from coordinates (1,1) to (3,1.7). The graph will remain very close to the x-axis. It would increase at an increasing rate. confidence assessment: 3
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12:48:17 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.
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RESPONSE --> Ok. So I was techinically wroing. Though it IS increasing it is so minimal that the rate of increase would be decreasing each step. self critique assessment: 2
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13:08:45 `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?
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RESPONSE --> Ok... so I has to look up how to do - integers as exponets to refresh my memory. Therefore the coordinates (0,5) (1,2.5) (2,1.25) and (3,.63). The graph decreases from left to right and the steepness changes b/w points (0,5) and (3,.63). But is the decrease enough to say it is decreasing at a decreasing rate? Yes? confidence assessment: 2
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13:09:43 ** 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. **
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RESPONSE --> Yes! self critique assessment: 3
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13:12:00 `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?
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RESPONSE --> I would say that the graph would be increasing and at a constant rate because as the time increases so does the distance. confidence assessment: 3
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13:12:52 ** 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. **
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RESPONSE --> Exactly! self critique assessment: 3
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13:22:27 `q001. There are two parts to this problem. Reason them out using common sense. If the speed of an automobile changes by 2 mph every second, then how long will it take the speedometer to move from the 20 mph mark to the 30 mph mark? Given the same rate of change of speed, if the speedometer initially reads 10 mph, what will it read 7 seconds later?
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RESPONSE --> If the speed of an automobile changes by 2 mph every second, then how long will it take the speedometer to move from the 20 mph mark to the 30 mph mark? 2 mph per 1s therefore 10 mph/ 2 mph = 5s Given the same rate of change of speed, if the speedometer initially reads 10 mph, what will it read 7 seconds later? If the car travels 2 mph every 1 s then... 7 *2=14 and 10 + 14= 24 mph. confidence assessment: 2
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13:22:42 It will take 5 seconds to complete the change. 30 mph - 20 mph = 10 mph change at 2 mph per second (i.e., 2 mph every second) implies 5 seconds to go from 20 mph to 30 mph Change in speed is 2 mph/second * 7 seconds = 14 mph Add this to the initial 10 mph and the speedometer now reads 24 mph.
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RESPONSE --> Great! self critique assessment: 3
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13:25:27 `q002. An automobile traveling down a hill passes a certain milepost traveling at a speed of 10 mph, and proceeds to coast to a certain lamppost further down the hill, with its speed increasing by 2 mph every second. The time required to reach the lamppost is 10 seconds. It then repeats the process, this time passing the milepost at a speed of 20 mph. Will the vehicle require more or less than 10 seconds to reach the lamppost? Since its initial speed was 10 mph greater than before, does it follow that its speed at the lamppost will be 10 mph greater than before?
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RESPONSE --> Less than 10s. Actually 1/2 of it or 5s. Yes. It would double as well. confidence assessment: 3
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13:26:29 If it starts coasting down the same section of road at 20 mph, and if velocity changes by the same amount every second, the automobile should always be traveling faster than if it started at 10 mph, and would therefore take less than 10 seconds. The conditions here specify equal distances, which implies less time on the second run. The key is that, as observed above, the automobile has less than 10 seconds to increase its speed. Since its speed is changing at the same rate as before and it has less time to change it will therefore change by less.
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RESPONSE --> ok? self critique assessment: 1
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13:30:17 `q003. The following example shows how we can measure the rate at which an automobile speeds up: If an automobile speeds up from 30 mph to 50 mph as the second hand of a watch moves from the 12-second position to the 16-second position, and its speed changes by 20 mph in 4 seconds. This gives us an average rate of velocity change equal to 20 mph / 4 seconds = 5 mph / second. We wish to compare the rates at which two different automobiles increase their speed: Which automobile speeds up at the greater rate, one which speeds up from 20 mph to 30 mph in five seconds or one which speeds up from 40 mph to 90 mph in 20 seconds?
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RESPONSE --> 20 mph to 30 mph in 5s = 10 mph/5s = 2mph/s 40 mph to 90 mph in 20 s = 50 mph/20s = 2.5 mph/s which speeds up @ a greater rate than the first. confidence assessment: 3
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13:31:11 The first automobile's speed changes from 20 mph to 30mph, a 10 mph difference, which occurs in 5 seconds. So the rate of chage in 10 mph / (5 sec) = 2 mph / sec. = rate of change of 2 mph per second. }{The second automobile's speed changes from 40 mph to 90 mph, a 50 mph difference in 20 seconds so the rate of change is 50 mph / (20 sec) = 2.5 mph per second. Therefore, the second auto is increasing its velocity ar a rate which is .5 mph / second greater than that of the first.
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RESPONSE --> ok. so didn't say the actual .5 greater but still correct! :)
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13:35:51 4. If an automobile of mass 1200 kg is pulled by a net force of 1800 Newtons, then the number of Newtons per kg is 1800 / 1200 = 1.5. The rate at which an automobile speeds up is determined by the net number of Newtons per kg. Two teams pulling on ropes are competing to see which can most quickly accelerate their initially stationary automobile to 5 mph. One team exerts a net force of 3000 Newtons on a 1500 kg automobile while another exerts a net force of 5000 Newtons on a 2000 kg automobile. Which team will win and why? If someone pulled with a force of 500 Newtons in the opposite direction on the automobile predicted to win, would the other team then win?
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RESPONSE --> The second team b/c... 3000 N/1500 kg = 2 N/kg and 5000N/2000 kg= 2.5 n/kg. and therefore, they are accelerating at a +.5 N/kg more than the first group. self critique assessment: 3
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13:36:31 The first team's rate is 3000 Newtons divided by 1500 kg or 2 Newtons per kg, while the second team's rate is 5000 Newtons divided by 2000 kg or 2.5 Newtons per kg. The second team therefore increases velocity more quickly. Since both start at the same velocity, zero, the second team will immediately go ahead and will stay ahead. The second team would still win even if the first team was hampered by the 500 Newton resistance, because 5000 Newtons - 500 Newtons = 4500 Newtons of force divided by 2000 kg of car gives 2.25 Newtons per kg, still more than the 2 Newtons / kg of the first team
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RESPONSE --> yes. self critique assessment: 3
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13:43:27 `q005. Both the mass and velocity of an object contribute to its effectiveness in a collision. If a 250-lb football player moving at 10 feet per second collides head-on with a 200-lb player moving at 20 feet per second in the opposite direction, which player do you precidt will be moving backward immediately after the collision, and why?
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RESPONSE --> This is tricky. I believe the 200lb football player has a greater force because f=m*a or mass*acceleration or 250*10=2500 vs. 200*20=4000. confidence assessment: 3
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13:43:48 Greater speed and greater mass both provide advantages. In this case the player with the greater mass has less speed, so we have to use some combination of speed and mass to arrive at a conclusion. It turns out that if we multiply speed by mass we get the determining quantity, which is called momentum. 250 lb * 10 ft/sec = 2500 lb ft / sec and 200 lb * 20 ft/sec = 4000 lb ft / sec, so the second player will dominate the collision. In this course we won't use pounds as units, and in a sense that will become apparent later on pounds aren't even valid units to use here. However that's a distinction we'll worry about when we come to it.
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RESPONSE --> YES! self critique assessment: 3
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13:46:25 `q006. Two climbers eat Cheerios for breakfast and then climb up a steep mountain as far as they can until they use up all their energy from the meal. All other things being equal, who should be able to climb further up the mountain, the 200-lb climber who has eaten 12 ounces of Cheerios or the 150-lb climber who has eaten 10 ounces of Cheerios?
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RESPONSE --> i have no idea. I'll guess the second climber. confidence assessment: 0
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13:47:42 The comparison we make here is the number of ounces of Cheerios per pound of body weight. We see that the first climber has 12 oz / (200 lb) = .06 oz / lb of weight, while the second has 10 0z / (150 lb) = .067 oz / lb. The second climber therefore has more energy per pound of body weight. It's the ounces of Cheerios that supply energy to lift the pounds of climber. The climber with the fewer pounds to lift for each ounce of energy-producing Cheerios will climb further.
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RESPONSE --> ok. intake/mass. self critique assessment: 1
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13:53:38 `q007. Two automobiles are traveling up a long hill with an steepness that doesn't change until the top, which is very far away, is reached. One automobile is moving twice as fast as the other. At the instant the faster automobile overtakes the slower their drivers both take them out of gear and they coast until they stop. Which automobile will take longer to come to a stop? Will that automobile require about twice as long to stop, more than twice as long or less than twice as long? Which automobile will have the greater average coasting velocity? Will its average coasting velocity by twice as great as the other, more than twice as great or less than twice as great? Will the distance traveled by the faster automobile be equal to that of the slower, twice that of the slower or more than twice that of the slower?
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RESPONSE --> The first will take longer because it was traveling faster and therefore would more force behind it causing it to travel further. I will require 2x as long to stop and will travel 2x that of the 2nd. The 2nd car will have the greater average coasting velocity because it is traveling at an average speed. confidence assessment: 2
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13:54:50 It turns out that, neglecting air resistance, since the slope is the same for both, both automobiles will change velocity at the same rate. So in this case the second would require exactly twice as long. If you include air resistance the faster car experiences more so it actually takes a bit less than twice as long as the slower. For the same reasons as before, and because velocity would change at a constant rate (neglecting air resistance) it would be exactly twice as great if air resistance is neglected. Interestingly if it takes twice as much time and the average velocity is twice as great the faster car travels four times as far. If there is air resistance then it slows the faster car down more at the beginning than at the end and the average velocity will be a bit less than twice as great and the coasting distance less than four times as far.
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RESPONSE --> I thought it may be a trick but ok i understand. self critique assessment: 3
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14:01:14 `q008. When a 100 lb person hangs from a certain bungee cord, the cord stretches by 5 feet beyond its initial unstretched length. When a person weighing 150 lbs hangs from the same cord, the cord is stretched by 9 feet beyond its initial unstretched length. When a person weighing 200 lbs hangs from the same cord, the cord is stretched by 12 feet beyond its initial unstretched length. Based on these figures, would you expect that a person of weight 125 lbs would stretch the cord more or less than 7 feet beyond its initial unstretched length?
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RESPONSE --> maybe b/c if 100= +5 ;150= + 9 and 200= + 12 then from 100 to 150= +4 then from 150 to 200= +3 it would seem that +7 would be an accurate guess. confidence assessment: 3
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14:02:04 From 100 lbs to 150 lbs the stretch increased by 4 feet, from 150 lbs to 200 lbs the increase was only 3 feet. Thus it appears that at least in the 100 lb - 200 lb rands each additional pound results in less increase in length than the last and that there would be more increase between 100 lb and 125 lb than between 125 lb and 150 lb. This leads to the conclusion that the stretch for 125 lb would be more than halfway from 5 ft to 9 ft, or more than 7 ft. A graph of stretch vs. weight would visually reveal the nature of the nonlinearity of this graph and would also show that the stretch at 125 lb must be more than 7 feet (the graph would be concave downward, or increasing at a decreasing rate, so the midway stretch would be higher than expected by a linear approximation).
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RESPONSE --> That's why i said maybe. I thought it may be more than 7 ft. self critique assessment: 1
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14:05:28 `q009. When given a push of 10 pounds, with the push maintained through a distance of 4 feet, a certain ice skater can coast without further effort across level ice for a distance of 30 feet. When given a push of 20 pounds (double the previous push) through the same distance, the skater will be able to coast twice as far, a distance of 60 feet. When given a push of 10 pounds for a distance of 8 feet (twice the previous distance) the skater will again coast a distance of 60 feet. The same skater is now accelerated by a sort of a slingshot consisting of a bungee-type cord slung between two posts in the ice. The cord, as one might expect, exerts greater and greater force as it is pulled back further and further. Assume that the force increases in direct proportion to pullback (ie.g., twice the pullback implies twice the force). When the skater is pulled back 4 feet and released, she travels 20 feet. When she is pulled back 8 feet and released, will she be expected to travel twice as far, more than twice as far or less than twice as far as when she was pulled back 4 feet?
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RESPONSE --> She will travel 2x a far. confidence assessment: 1
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14:06:38 The distance through which the force acts will be twice as great, which alone would double the distance; because of the doubled pullback and the linear proportionality relationship for the force the average force is also twice as great, which alone would double the distance. So we have to double the doubling; she will go 4 times as far
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RESPONSE --> ok. so 4x as far. I was read and reread the problem and knew i was missing something. I knew it was tricky. self critique assessment: 1
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14:08:59 `q010. Two identical light bulbs are placed at the centers of large and identically frosted glass spheres, one of diameter 1 foot and the other of diameter 2 feet. To a moth seeking light from half a mile away, unable to distinguish the difference in size between the spheres, will the larger sphere appear brighter, dimmer or of the same brightness as the first? To a small moth walking on the surface of the spheres, able to detect from there only the light coming from 1 square inch of the sphere, will the second sphere appear to have the same brightness as the first, twice the brightness of the first, half the brightness of the first, more than twice the brightness of the first, or less than half the brightness of the first?
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RESPONSE --> Due to the area the larger will appear the same in both. confidence assessment: 2
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14:12:07 Both bulbs send out the same energy per second. The surface of the second bulb will indeed be dimmer than the first, as we will see below. However the same total energy per second reaches the eye (identically frosted bulbs will dissipate the same percent of the bulb energy) and from a great distance you can't tell the difference in size, so both will appear the same. The second sphere, while not as bright at its surface because it has proportionally more area, does have the extra area, and that exactly compensates for the difference in brightness. Specifically the brightness at the surface will be 1/4 as great (twice the radius implies 4 times the area which results in 1/4 the illumination at the surface) but there will be 4 times the surface area. Just as a 2' x 2' square has four times the area of a 1' x 1' square, a sphere with twice the diameter will have four times the surface area and will appear 1 / 4 as bright at its surface. Putting it another way, the second sphere distributes the intensity over four times the area, so the light on 1 square inch has only 1 / 4 the illumination.
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RESPONSE --> So they will have the same size @ a distance but the 1st appears is brighter up close due to is smaller overall surface area and therefore greater brightness.
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14:17:03 `q011. The water in a small container is frozen in a freezer until its temperature reaches -20 Celsius. The container is then placed in a microwave oven, which proceeds to deliver energy at a constant rate of 600 Joules per second. After 10 seconds the ice is still solid and its temperature is -1 Celsius. After another 10 seconds a little bit of the cube is melted and the temperature is 0 Celsius. After another minute most of the ice is melted but there is still a good bit of ice left, and the ice and water combination is still at 0 Celsius. After another minute all the ice is melted and the temperature of the water has risen to 40 degrees Celsius. Place the following in order, from the one requiring the least energy to the one requiring the most: Increasing the temperature of the ice by 20 degrees to reach its melting point. Melting the ice at its melting point. Increasing the temperature of the water by 20 degrees after all the ice melted. At what temperature does it appear ice melts, and what is the evidence for your conclusion?
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RESPONSE --> Increasing the temperature of the water by 20 degrees after all the ice melted. Melting the ice at its melting point. Increasing the temperature of the ice by 20 degrees to reach its melting point. b/w 0 celcius and 40 celcius b/c the temp of a the ice will stay the same until all of the ice has melted or the process of melting. confidence assessment: 3
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14:17:23 Since the temperature is the same when a little of the ice is melted as when most of it is melted, melting takes place at this temperature, which is 0 Celsius. The time required to melt the ice is greater than any of the other times so melting at 0 C takes the most energy. Since we don't know how much ice remains unmelted before the final minute, it is impossible to distinguish between the other two quantities, but it turns out that it takes less energy to increase the temperature of ice than of liquid water.
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RESPONSE --> self critique assessment:
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14:19:26 `q012. Suppose you are in the center of a long, narrow swimming pool (e.g., a lap pool). Two friends with kickboards are using them to push waves in your direction. Their pushes are synchronized, and the crests of the waves are six feet apart as they travel toward you, with a 'valley' between each pair of crests. Since your friends are at equal distances from you the crests from both directions always reach you at the same instant, so every time the crests reach you the waves combine to create a larger crest. Similarly when the valleys meet you experience a larger valley, and as a result you bob up and down further than you would if just one person was pushing waves at you. Now if you move a bit closer to one end of the pool the peak from that end will reach you a bit earlier, and the peak from the other end will reach you a little later. So the peaks won't quite be reaching you simultaneously, nor will the valleys, and you won't bob up and down as much. If you move far enough, in fact, the peak from one end will reach you at the same time as the valley from the other end and the peak will 'fll in' the valley, with the result that you won't bob up and down very much. If the peaks of the approaching waves are each 6 inches high, how far would you expect to bob up and down when you are at the center point? How far would you have to move toward one end or the other in order for peaks to meet valleys, placing you in relatively calm water?
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RESPONSE --> i have no idea. confidence assessment: 0
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14:20:52 If the two 6-inch peaks meet and reinforce one another completely, the height of the 'combined' peak will be 6 in + 6 in = 12 in. If for example you move 3 ft closer to one end you move 3 ft further from the other and peaks, which are 6 ft apart, will still be meeting peaks. [ Think of it this way: If you move 3 ft closer to one end you move 3 ft further from the other. This shifts your relative position to the two waves by 6 feet (3 feet closer to the one you're moving toward, 3 feet further from the other). So if you were meeting peaks at the original position, someone at your new position would at the same time be meeting valleys, with two peaks closing in from opposite directions. A short time later the two peaks would meet at that point. ] However if you move 1.5 ft the net 'shift' will be 3 ft and peaks will be meeting valleys so you will be in the calmest water.
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RESPONSE --> ok. really... i was going to answer that but it seemed to obvious. I was thinking that they would double. self critique assessment: 0
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鷈ᘀŹ~K͋ assignment #001 001. Rates qa rates 01-20-2008
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14:25:48 `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'.
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RESPONSE --> confidence assessment:
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14:26:03 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.
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RESPONSE --> ok confidence assessment: 3
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14:26:49 `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 $50 in 5 hr, then at what rate are you earning money?
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RESPONSE --> You are making 10$ per hour. confidence assessment: 3
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14:27:02 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.
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RESPONSE --> sure. confidence assessment: 3
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14:28:13 `q003.If you make $60,000 per year then how much do you make per month?
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RESPONSE --> 60000 per year/ 12 months = 5000 per month and they aren't teaching. HA! confidence assessment: 3
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14:28:27 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.
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RESPONSE --> exactly. confidence assessment: 3
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14:29:22 `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?
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RESPONSE --> It makes an average b/c you don't know how mch is coming in and going out. ie. labor costs, employees, money earned. confidence assessment: 3
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14:29:46 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.
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RESPONSE --> exactly. confidence assessment: 3
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14:30:42 `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?
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RESPONSE --> average speed= distance / time therefore, 300 miles/6 hours = 50 m/h confidence assessment: 3
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14:30:59 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.
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RESPONSE --> exactly. confidence assessment: 3
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14:32:10 `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?
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RESPONSE --> 1200 mile trip/60 gallons of gas used = 20 m/gallon of gas. confidence assessment: 3
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14:33:04 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.
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RESPONSE --> oops. got overconfident. math wrong. 60 gallons/1200 miles = .5 gallons/mile. duh.
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14:34:26 `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?
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RESPONSE --> b/c we aren't given information to add.?? confidence assessment: 0
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14:35:02 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.
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RESPONSE --> ok. so i was right. we have been given an average of sorts already. confidence assessment: 3
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14:40:40 `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?
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RESPONSE --> 10 * 365 = 3650. 147/3650= .04 and 50*365= 18250. 162/18250 = .009 confidence assessment: 1
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14:41:24 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.
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RESPONSE --> ok. i'll try one more. confidence assessment: 3
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14:41:34 `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?
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RESPONSE --> confidence assessment:
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14:41:50 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.
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RESPONSE --> done. confidence assessment:
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14:43:34 `q001. There are 11 questions and 7 summary questions in this assignment. What is the area of a rectangle whose dimensions are 4 m by 3 meters.
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RESPONSE --> a=l*w therefore 4*3= 12m^2 confidence assessment: 3
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14:43:41 A 4 m by 3 m rectangle can be divided into 3 rows of 4 squares, each 1 meter on a side. This makes 3 * 4 = 12 such squares. Each 1 meter square has an area of 1 square meter, or 1 m^2. The total area of the rectangle is therefore 12 square meters, or 12 m^2. The formula for the area of a rectangle is A = L * W, where L is the length and W the width of the rectangle. Applying this formula to the present problem we obtain area A = L * W = 4 m * 3 m = (4 * 3) ( m * m ) = 12 m^2. Note the use of the unit m, standing for meters, in the entire calculation. Note that m * m = m^2.
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RESPONSE --> self critique assessment:
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14:45:02 `q002. What is the area of a right triangle whose legs are 4.0 meters and 3.0 meters?
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RESPONSE --> ? 12 m^2 confidence assessment: 1
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14:45:35 A right triangle can be joined along its hypotenuse with another identical right triangle to form a rectangle. In this case the rectangle would have dimensions 4.0 meters by 3.0 meters, and would be divided by any diagonal into two identical right triangles with legs of 4.0 meters and 3.0 meters. The rectangle will have area A = L * W = 4.0 m * 3.0 m = 12 m^2, as explained in the preceding problem. Each of the two right triangles, since they are identical, will therefore have half this area, or 1/2 * 12 m^2 = 6.0 m^2. The formula for the area of a right triangle with base b and altitude h is A = 1/2 * b * h.
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RESPONSE --> 1/2 of l*w. i get it. self critique assessment: 1
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14:49:29 `q003. What is the area of a parallelogram whose base is 5.0 meters and whose altitude is 2.0 meters?
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RESPONSE --> ok consulted the math resourse again. a = side+side+side+side. therefore... 5 +5+2+2= 14 m. confidence assessment: 3
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14:50:57 A parallelogram is easily rearranged into a rectangle by 'cutting off' the protruding end, turning that portion upside down and joining it to the other end. Hopefully you are familiar with this construction. In any case the resulting rectangle has sides equal to the base and the altitude so its area is A = b * h. The present rectangle has area A = 5.0 m * 2.0 m = 10 m^2.
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RESPONSE --> darnit. i read the perimeter. so area would = side*side. self critique assessment: 1
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14:55:05 `q004. What is the area of a triangle whose base is 5.0 cm and whose altitude is 2.0 cm?
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RESPONSE --> a = 1/2 5*2 or 1/2 of 10 therefore 5cm^2 confidence assessment: 2
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14:55:16 It is possible to join any triangle with an identical copy of itself to construct a parallelogram whose base and altitude are equal to the base and altitude of the triangle. The area of the parallelogram is A = b * h, so the area of each of the two identical triangles formed by 'cutting' the parallelogram about the approriate diagonal is A = 1/2 * b * h. The area of the present triangle is therefore A = 1/2 * 5.0 cm * 2.0 cm = 1/2 * 10 cm^2 = 5.0 cm^2.
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RESPONSE --> yes! self critique assessment: 3
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15:00:05 `q005. What is the area of a trapezoid with a width of 4.0 km and average altitude of 5.0 km?
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RESPONSE --> average alititude/2* width. therefore, 5/2 *4 or 10 km^2 confidence assessment: 3
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15:01:40 Any trapezoid can be reconstructed to form a rectangle whose width is equal to that of the trapezoid and whose altitude is equal to the average of the two altitudes of the trapezoid. The area of the rectangle, and therefore the trapezoid, is therefore A = base * average altitude. In the present case this area is A = 4.0 km * 5.0 km = 20 km^2.
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RESPONSE --> found and used the wrong equation. had i used the correct equation i would have gotten this correct. should i get some sort of ""cheat sheet"" for equations? b/c i don't remember these. what do you suggest? self critique assessment: 1
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15:08:21 `q006. What is the area of a trapezoid whose width is 4 cm in whose altitudes are 3.0 cm and 8.0 cm?
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RESPONSE --> ok. so w * h for each first? 4 * 3 = 12 and 4*8=32 so 12+32= 42cm^2? confidence assessment: 1
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15:10:11 The area is equal to the product of the width and the average altitude. Average altitude is (3 cm + 8 cm) / 2 = 5.5 cm so the area of the trapezoid is A = 4 cm * 5.5 cm = 22 cm^2.
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RESPONSE --> ok. so should have gotten the average first then divided by 2. This should have been apparent since the last asst was about averages. duh. so if i had done that then a= average altitude * width. self critique assessment: 1
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15:12:00 `q007. What is the area of a circle whose radius is 3.00 cm?
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RESPONSE --> area of a circle = pi r^2 or 3.14 * 3^2 3.14 * 9 = 28.26 cm^2 confidence assessment: 3
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15:12:20 The area of a circle is A = pi * r^2, where r is the radius. Thus A = pi * (3 cm)^2 = 9 pi cm^2. Note that the units are cm^2, since the cm unit is part r, which is squared. The expression 9 pi cm^2 is exact. Any decimal equivalent is an approximation. Using the 3-significant-figure approximation pi = 3.14 we find that the approximate area is A = 9 pi cm^2 = 9 * 3.14 cm^2 = 28.26 cm^2, which we round to 28.3 cm^2 to match the number of significant figures in the given radius. Be careful not to confuse the formula A = pi r^2, which gives area in square units, with the formula C = 2 pi r for the circumference. The latter gives a result which is in units of radius, rather than square units. Area is measured in square units; if you get an answer which is not in square units this tips you off to the fact that you've made an error somewhere.
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RESPONSE --> YES! self critique assessment: 3
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15:14:46 `q008. What is the circumference of a circle whose radius is exactly 3 cm?
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RESPONSE --> circumference of circle = 2 pi x radius therefore, 2 *3.14 * 3 6.28 * 3 = 18.84 or 18.8 cm confidence assessment: 3
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15:16:18 The circumference of this circle is C = 2 pi r = 2 pi * 3 cm = 6 pi cm. This is the exact area. An approximation to 3 significant figures is 6 * 3.14 cm = 18.84 cm. Note that circumference is measured in the same units as radius, in this case cm, and not in cm^2. If your calculation gives you cm^2 then you know you've done something wrong.
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RESPONSE --> so the answer is correct even though i got it a different way right? i hope so. self critique assessment: 3
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15:22:43 `q009. What is the area of a circle whose diameter is exactly 12 meters?
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RESPONSE --> area of circle = area = pi r^2 so the radius if 1/2 of the diameter or in this case = 6m. therefore, a = 3.14 * 6^2 or 3.14 * 36 = 113.04 cm^2 confidence assessment: 3
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15:23:19 The area of a circle is A = pi r^2, where r is the radius. The radius of this circle is half the 12 m diameter, or 6 m. So the area is A = pi ( 6 m )^2 = 36 pi m^2. This result can be approximated to any desired accuracy by using a sufficient number of significant figures in our approximation of pi. For example using the 5-significant-figure approximation pi = 3.1416 we obtain A = 36 m^2 * 3.1416 = 113.09 m^2.
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RESPONSE --> yes! only i think i may have put cm instead of m. oops! self critique assessment: 3
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15:25:25 `q010. What is the area of a circle whose circumference is 14 `pi meters?
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RESPONSE --> divide by pi = 3.14 to find the meters of circmference? therefore, 14/3.14 = 4.5 m confidence assessment: 2
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15:27:14 We know that A = pi r^2. We can find the area if we know the radius r. We therefore attempt to use the given information to find r. We know that circumference and radius are related by C = 2 pi r. Solving for r we obtain r = C / (2 pi). In this case we find that r = 14 pi m / (2 pi) = (14/2) * (pi/pi) m = 7 * 1 m = 7 m. We use this to find the area A = pi * (7 m)^2 = 49 pi m^2.
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RESPONSE --> Ok. so i should have divided the circumference given by 2 to get the radius and then used this to find the area= pi * r^2. self critique assessment: 2
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15:30:30 `q011. What is the radius of circle whose area is 78 square meters?
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RESPONSE --> i know that i am going to miss a step but i'm thinking area/pi to get radius? b/c a=pi*r^2. so... 78/3.14 = 24.8 m^2 confidence assessment: 2
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15:32:38 Knowing that A = pi r^2 we solve for r. We first divide both sides by pi to obtain A / pi = r^2. We then reverse the sides and take the square root of both sides, obtaining r = sqrt( A / pi ). Note that strictly speaking the solution to r^2 = A / pi is r = +-sqrt( A / pi ), meaning + sqrt( A / pi) or - sqrt(A / pi). However knowing that r and A are both positive quantities, we can reject the negative solution. Now we substitute A = 78 m^2 to obtain r = sqrt( 78 m^2 / pi) = sqrt(78 / pi) m.{} Approximating this quantity to 2 significant figures we obtain r = 5.0 m.
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RESPONSE --> i knew i'd miss something. i did everything until the sqrt. and i don't get it after that. why? self critique assessment: 1
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15:33:01 `q012. Summary Question 1: How do we visualize the area of a rectangle?
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RESPONSE --> a = l * w confidence assessment: 3
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15:33:09 We visualize the rectangle being covered by rows of 1-unit squares. We multiply the number of squares in a row by the number of rows. So the area is A = L * W.
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RESPONSE --> self critique assessment: 3
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15:34:10 `q013. Summary Question 2: How do we visualize the area of a right triangle?
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RESPONSE --> 1/2 x the base length x the height of the triangle or 1/2 (bh) confidence assessment: 3
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15:34:21 We visualize two identical right triangles being joined along their common hypotenuse to form a rectangle whose length is equal to the base of the triangle and whose width is equal to the altitude of the triangle. The area of the rectangle is b * h, so the area of each triangle is 1/2 * b * h.
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RESPONSE --> self critique assessment: 3
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15:35:06 `q014. Summary Question 3: How do we calculate the area of a parallelogram?
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RESPONSE --> area of a parallelogram is foudn by multiplying the base * height confidence assessment: 3
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15:35:20 The area of a parallelogram is equal to the product of its base and its altitude. The altitude is measured perpendicular to the base.
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RESPONSE --> ok. self critique assessment: 3
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15:36:12 `q015. Summary Question 4: How do we calculate the area of a trapezoid?
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RESPONSE --> height * base but if more than one height we will have to find the average first. confidence assessment: 3
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15:36:28 We think of the trapezoid being oriented so that its two parallel sides are vertical, and we multiply the average altitude by the width.
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RESPONSE --> self critique assessment: 3
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15:37:03 `q016. Summary Question 5: How do we calculate the area of a circle?
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RESPONSE --> area of a circle = pi * r^2 confidence assessment: 3
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15:37:07 We use the formula A = pi r^2, where r is the radius of the circle.
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RESPONSE --> self critique assessment: 3
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15:39:14 `q017. Summary Question 6: How do we calculate the circumference of a circle? How can we easily avoid confusing this formula with that for the area of the circle?
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RESPONSE --> circumference of circle = pi x diameter or 2 pi x radius. you can avoid confusing b/c area is pi * r^2. confidence assessment: 3
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15:39:20 We use the formula C = 2 pi r. The formula for the area involves r^2, which will give us squared units of the radius. Circumference is not measured in squared units.
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RESPONSE --> self critique assessment: 2
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15:40:16 `q018. Explain how you have organized your knowledge of the principles illustrated by the exercises in this assignment.
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RESPONSE --> i have taken notes for each problem noting the correct formula to use and i will print a hard copy of my send file for future reference. confidence assessment: 3
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ըRIƖx}rήǟ assignment #002 002. Volumes qa areas volumes misc 01-20-2008
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15:44:02 `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?
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RESPONSE --> v=l * w * h therefore, 3 * 5 * 7 = 105 cm^3 confidence assessment: 3
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15:44:41 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.
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RESPONSE --> exactly. self critique assessment:
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15:48:37 `q002. What is the volume of a rectangular solid whose base area is 48 square meters and whose altitude is 2 meters?
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RESPONSE --> area = l*w therefore 48 m^2 = area therefore, volume = 48 * 2= 96 m^3 confidence assessment: 3
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15:48:52 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.
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RESPONSE --> exactly. self critique assessment: 3
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15:50:22 `q003. What is the volume of a uniform cylinder whose base area is 20 square meters and whose altitude is 40 meters?
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RESPONSE --> cylinder = b h therefore, 20 * 40 = 800 m^3 confidence assessment: 3
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15:50:40 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.
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RESPONSE --> yes! self critique assessment: 3
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15:53:42 `q004. What is the volume of a uniform cylinder whose base has radius 5 cm and whose altitude is 30 cm?
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RESPONSE --> cylinder = b h or pi r^2 h therefore, pi * 5^2 *h 3.14 * 25 * 30 2,355 cm^3 confidence assessment: 3
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15:56:41 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.
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RESPONSE --> darnit. i used the wrong formula. realize my mistake wouldn't use v=pi r^2 only for circles. just use v= a * h for cylinders. self critique assessment: 2
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15:58:34 `q005. Estimate the dimensions of a metal can containing food. What is its volume, as indicated by your estimates?
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RESPONSE --> v = pi *diameter*h. since we wouldn't just measure the radius. confidence assessment: 3
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16:00:00 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.
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RESPONSE --> oops. misread the questions. i read the question as being hypothetical. but still i think i would have gotten it right. self critique assessment: 2
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16:01:44 `q006. What is the volume of a pyramid whose base area is 50 square cm and whose altitude is 60 cm?
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RESPONSE --> pyramid = (1/3) b h therefore, (1/3)* 50 *60 (1/3) * 3000 ~1000 cm^3 confidence assessment: 3
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16:01:59 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.
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RESPONSE --> yes! self critique assessment: 3
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16:03:40 `q007. What is the volume of a cone whose base area is 20 square meters and whose altitude is 9 meters?
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RESPONSE --> cone = (1/3) b h therefore, (1/3) 20 * 9 (1/3) 180 60 m^3 confidence assessment: 3
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16:03:48 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.
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RESPONSE --> yes! self critique assessment: 3
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16:05:59 `q008. What is a volume of a sphere whose radius is 4 meters?
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RESPONSE --> sphere = (4/3) pi r 3 therefore, (4/3) pi r 3 (4/3) 3.14 * 4 * 3 (4/3) 37.68 50.2 m^3 confidence assessment: 3
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16:07:21 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.
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RESPONSE --> ok. so i copied that formula in incorrectly. therefore i got is wrong. that stinks! but my fault. had i used the correct equation i would have gottne the correct answer. self critique assessment: 3
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16:21:08 `q009. What is the volume of a planet whose diameter is 14,000 km?
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RESPONSE --> confidence assessment:
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16:21:19 `q009. What is the volume of a planet whose diameter is 14,000 km?
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RESPONSE --> confidence assessment:
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16:29:55 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.
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RESPONSE --> i worked on this problem for 15 minutes and even retaught myself scientific notation and accidentally hit clear box with my stupid cordess mouse. anyway, i did have the formula as sphere = (4/3) pi r^3 therefore i would have said (4/3) * 3.14 * 7000^3 (or 1/2 diameter) (4/3) * 3.14 * 3.43 * 10^11km^3 1436026666667 km^3 self critique assessment: 3
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16:31:09 `q010. Summary Question 1: What basic principle do we apply to find the volume of a uniform cylinder of known dimensions?
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RESPONSE --> cylinder = b h therefore multiply the base times the height confidence assessment: 3
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16:31:25 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.
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RESPONSE --> ok. self critique assessment: 3
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16:32:04 `q011. Summary Question 2: What basic principle do we apply to find the volume of a pyramid or a cone?
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RESPONSE --> we multiply (1/3) b *h confidence assessment: 3
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16:32:12 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.
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RESPONSE --> self critique assessment: 3
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16:32:41 `q012. Summary Question 3: What is the formula for the volume of a sphere?
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RESPONSE --> sphere = (4/3) pi r^3 confidence assessment: 3
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16:32:51 The volume of a sphere is V = 4/3 pi r^3, where r is the radius of the sphere.
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RESPONSE --> ok. self critique assessment: 3
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16:33:48 `q013. Explain how you have organized your knowledge of the principles illustrated by the exercises in this assignment.
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RESPONSE --> I have taken notes for each problem given and will print a copy of my send file as a hard copy for future reference. confidence assessment: 3
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v];qdÛ铘 assignment #003 003. Misc: Surface Area, Pythagorean Theorem, Density qa areas volumes misc 01-20-2008
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19:07:37 `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?
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RESPONSE --> surface area of a rectangular prism = 2ab + 2bc + 2ac therefore, 2(3*4) + 2(4*6) + 2(3*6) 2(12) + 2(24) + 2(18) 24 + 48 + 36 108 cm^2 confidence assessment: 3
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19:08:04 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.
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RESPONSE --> yes! self critique assessment: 3
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19:09:51 `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?
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RESPONSE --> To find the surface area of the sides of a cylinder you would use... (2 pi r)* h therefore, (2 * 3.14 * 5) * 12 (31.4) * 12 376.8 m^2 and to find the total surface area use... surface area of a cylinder = 2(pi r^2) + (2 pi r)* h therefore, 2(3.14* 5^2) + 376.8 2(78.5) + 376.8 157 + 376.8 533.8 m^2 confidence assessment: 2
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19:11:09 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.
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RESPONSE --> looks like i used the wrong formula. Did the () throw me off? anyway understand the explanation. confidence assessment: 2
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19:15:12 `q003. What is surface area of a sphere of diameter three cm?
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RESPONSE --> surface area of a sphere = 4 pi * r^2 therefore, to get the radius you must... 3/2 and 4 * 3.14 * 1.5^2 4 * 3.14 * 2.25 28.26 cm^2 confidence assessment: 2
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19:17:01 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.
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RESPONSE --> oops. are you not supposed to * by pi? If i hadn't i would have gotten the right answer. self critique assessment: 3
Also it 's generally easier to connect a number like 25 pi or 9 pi to the information given in the problem. You can recognize 25 as the square of 5, whereas you probably won't recognize any connection between 78.5 (which is 25 pi) and 5.
However when the information given is approximate in nature, or when an approximate solution fits the situation, it's fine to multiply the quantities out. The number of significant figures you use when you do this depends on the situation; usually 3 or 4 figures is sufficient. &#
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19:18:10 `q004. What is hypotenuse of a right triangle whose legs are 5 meters and 9 meters?
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RESPONSE --> to find the hypotenuse in a right triangle use... a^2 + b^2 = c^2 therefore, 5^2 + 9^2 106 now take the sqrt. of 106 10.29 or 10 m confidence assessment: 3
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19:18:27 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.
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RESPONSE --> yes! self critique assessment: 3
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19:21:05 `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?
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RESPONSE --> use the same formula as before a^2 + b^2 = c^2 therefore, a^2 + 4^2 = 6^2 a^2 + 16 = 36 a^2 = 36 - 16 a^2 = 20 now find the sqrt. of 20 a = 4.5 m confidence assessment: 2
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19:21:19 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.
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RESPONSE --> yes! self critique assessment: 3
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19:23:06 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).
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RESPONSE --> oops. think i went to far but this is what i got... d=m/v therefore, v=l*w*h or 4*7*12= 336cm^3 and 700 g/336cm^3 2.08 g/cm^3 self critique assessment: 3
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19:28:54 `q007. What is the mass of a sphere of radius 4 meters if its average density is 3,000 kg/cubic meter?
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RESPONSE --> ok. so radius = 4m and density = 3000 kg/cm I know that density = mass * volume but i don't have a clue what to do with the radius. confidence assessment: 0
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19:30:19 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.
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RESPONSE --> mass = density * volume was what i was thinking but no clue how to put it all together. self critique assessment: 1
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19:32:49 `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?
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RESPONSE --> material 1 volume = 6cm^3 and density= 4g/cm^3 material 2 volume = 10 cm^3 and density = 4g/cm^3 the density would stay the same... 4g/cm^3 confidence assessment: 2
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19:34:04 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.
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RESPONSE --> should've know it wouldn't have been that easy. ok. so the average density would = total mass/total volume. that makes sense. self critique assessment: 2
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19:38:17 `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?
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RESPONSE --> large box volume = 2 * 3 * 5 = 30 m^3 sand = 27 * 2100 = 56700 kg/cm cannon balls = 3 * 8000 = 24000 kg/cm I am not sure how to put it all together? confidence assessment: 0
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19:39:51 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..
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RESPONSE --> ok. so i need to be more confident in my answers. i got the masses correct and all i needed to do was add. which is what i thought i should do and then divide. duh. self critique assessment: 2
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19:50:11 `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?
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RESPONSE --> m= v * d therefore, 1700000^2 * .015 = 4.335 * 10^10 m= 4.335 *10 ^10 * 860 m= 3.7281* 10^13 confidence assessment: 2
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19:52:11 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.
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RESPONSE --> darnit. you only had to multiply the area once. i did it first that way then changed my answer. i multiplied it by itself because it was tryin for the l*w*h. If i had left it alone i would have had it right. self critique assessment: 2
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19:54:12 `q011. Summary Question 1: How do we find the surface area of a cylinder?
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RESPONSE --> surface area of a cylinder = 2 pi r^2 + 2 pi r h which means to find the surface of the top and bottom and then to find the surface of the sides. confidence assessment: 3
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19:54:32 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.
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RESPONSE --> yes! self critique assessment: 3
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19:55:18 `q012. Summary Question 2: What is the formula for the surface area of a sphere?
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RESPONSE --> surface area of a sphere = 4 pi r^2 confidence assessment: 3
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19:55:26 The surface area of a sphere is A = 4 pi r^2, where r is the radius of the sphere.
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RESPONSE --> self critique assessment: 3
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19:56:11 `q013. Summary Question 3: What is the meaning of the term 'density'.
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RESPONSE --> density is a measurement of the mass and volume of an object. density never changes and is different for each object. confidence assessment: 3
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19:56:18 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'
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RESPONSE --> self critique assessment: 3
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19:56:34 `q014. Summary Question 4: If we know average density and mass, how can we find volume?
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RESPONSE --> v= m*d confidence assessment: 2
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19:57:10 Since mass = ave density * volume, it follows by simple algebra that volume = mass / ave density.
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RESPONSE --> darnit. i was mixed up. m=d*v and v=m/d. self critique assessment: 2
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19:57:47 `q015. Explain how you have organized your knowledge of the principles illustrated by the exercises in this assignment.
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RESPONSE --> I have taken notes for each problem given and will print a copy of my send file as a hard copy for future reference. confidence assessment: 3
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course PHY 121 o UlSassignment #002
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11:44:24 `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.
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RESPONSE --> I know that an intercept must pass through 0. When x=0, y=-4 or a coordinate of (0,-4). When x=4/3? y=0 or a coordinate of (4/3,0). confidence assessment: 2
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11:45:33 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.
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RESPONSE --> got it right. but don't remember alot of the correct terminology used to answer. self critique assessment: 2
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11:52:03 `q002. Does the steepness of the graph in the preceding exercise (of the function y = 3x - 4) change? If so describe how it changes.
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RESPONSE --> ? The graph in the preceding question does differ from the graph in the first example given. Both go from right to left and upwards but at different starting points. confidence assessment: 0
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11:53:58 The graph forms a straight line with no change in steepness.
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RESPONSE --> That is what I was thinking and should have put that as my response. When I plotted the graph it did form a straight line with no change. self critique assessment: 2
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11:59:59 `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)?
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RESPONSE --> Ok, so first of all I need to get an old math book because I forget all of this terminology. This rise is up and the run accross. Rise=1 and run =2? confidence assessment: 2
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12:25:07 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.
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RESPONSE --> Ok. So if we pick 2 different points of x from our table and work them through the problem given. We then - the answers to each to find the rise and to find the run we - the points. Then using the equation rise/run we would put in the values for each and /. Let me see if I get this. Let's say I choose x=3 and x=9. Therefore, when x=3... y = 3 * 3 - 4 = 5 and when x =9... y = 3 * 9 - 4 = 23 Therefore, the rise is 23-5 = 18 and the run is 9 - 3 = 6 so the slope is rise / run = 18/ 6 = 3. Is this correct? self critique assessment: 2
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12:35:12 `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?
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RESPONSE --> Graphed coordinates- (0,0), (1,1),(2,4) and (3,9). The graph is increasing from (0,0) to (3,9). Yes, the steepness of the graph changes from coordinates (0,0) to (3,9). The graph is increasing at an increasing rate. confidence assessment: 3
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12:36:35 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. *&*&.
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RESPONSE --> Yes. I understand something... finally. I saw that the increase was not at a regular interval. self critique assessment: 3
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12:41:31 `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?
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RESPONSE --> The coordinates would be (-3,9) (-2,4) (-1,1) and (0,0). The graph is decreasing from left to right. Yes the steepness changes b/w coordinates (-3,9) and (-1,1). The graph is decreasing at a decreasing rate b/c the decrease is not in regular intervals. confidence assessment: 3
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12:42:26 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.
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RESPONSE --> Same as before... I understand. self critique assessment: 3
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12:46:37 `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?
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RESPONSE --> Coordinates (0,0) (1,1) (2,1.4) and (3,1.7). Increasing from left to right. Steepness changes from coordinates (1,1) to (3,1.7). The graph will remain very close to the x-axis. It would increase at an increasing rate. confidence assessment: 3
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12:48:17 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.
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RESPONSE --> Ok. So I was techinically wroing. Though it IS increasing it is so minimal that the rate of increase would be decreasing each step. self critique assessment: 2
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13:08:45 `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?
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RESPONSE --> Ok... so I has to look up how to do - integers as exponets to refresh my memory. Therefore the coordinates (0,5) (1,2.5) (2,1.25) and (3,.63). The graph decreases from left to right and the steepness changes b/w points (0,5) and (3,.63). But is the decrease enough to say it is decreasing at a decreasing rate? Yes? confidence assessment: 2
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13:09:43 ** 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. **
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RESPONSE --> Yes! self critique assessment: 3
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13:12:00 `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?
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RESPONSE --> I would say that the graph would be increasing and at a constant rate because as the time increases so does the distance. confidence assessment: 3
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13:12:52 ** 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. **
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RESPONSE --> Exactly! self critique assessment: 3
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Dp assignment #006 006. Physics qa initial problems 01-20-2008
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13:22:27 `q001. There are two parts to this problem. Reason them out using common sense. If the speed of an automobile changes by 2 mph every second, then how long will it take the speedometer to move from the 20 mph mark to the 30 mph mark? Given the same rate of change of speed, if the speedometer initially reads 10 mph, what will it read 7 seconds later?
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RESPONSE --> If the speed of an automobile changes by 2 mph every second, then how long will it take the speedometer to move from the 20 mph mark to the 30 mph mark? 2 mph per 1s therefore 10 mph/ 2 mph = 5s Given the same rate of change of speed, if the speedometer initially reads 10 mph, what will it read 7 seconds later? If the car travels 2 mph every 1 s then... 7 *2=14 and 10 + 14= 24 mph. confidence assessment: 2
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13:22:42 It will take 5 seconds to complete the change. 30 mph - 20 mph = 10 mph change at 2 mph per second (i.e., 2 mph every second) implies 5 seconds to go from 20 mph to 30 mph Change in speed is 2 mph/second * 7 seconds = 14 mph Add this to the initial 10 mph and the speedometer now reads 24 mph.
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RESPONSE --> Great! self critique assessment: 3
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13:25:27 `q002. An automobile traveling down a hill passes a certain milepost traveling at a speed of 10 mph, and proceeds to coast to a certain lamppost further down the hill, with its speed increasing by 2 mph every second. The time required to reach the lamppost is 10 seconds. It then repeats the process, this time passing the milepost at a speed of 20 mph. Will the vehicle require more or less than 10 seconds to reach the lamppost? Since its initial speed was 10 mph greater than before, does it follow that its speed at the lamppost will be 10 mph greater than before?
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RESPONSE --> Less than 10s. Actually 1/2 of it or 5s. Yes. It would double as well. confidence assessment: 3
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13:26:29 If it starts coasting down the same section of road at 20 mph, and if velocity changes by the same amount every second, the automobile should always be traveling faster than if it started at 10 mph, and would therefore take less than 10 seconds. The conditions here specify equal distances, which implies less time on the second run. The key is that, as observed above, the automobile has less than 10 seconds to increase its speed. Since its speed is changing at the same rate as before and it has less time to change it will therefore change by less.
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RESPONSE --> ok? self critique assessment: 1
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13:30:17 `q003. The following example shows how we can measure the rate at which an automobile speeds up: If an automobile speeds up from 30 mph to 50 mph as the second hand of a watch moves from the 12-second position to the 16-second position, and its speed changes by 20 mph in 4 seconds. This gives us an average rate of velocity change equal to 20 mph / 4 seconds = 5 mph / second. We wish to compare the rates at which two different automobiles increase their speed: Which automobile speeds up at the greater rate, one which speeds up from 20 mph to 30 mph in five seconds or one which speeds up from 40 mph to 90 mph in 20 seconds?
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RESPONSE --> 20 mph to 30 mph in 5s = 10 mph/5s = 2mph/s 40 mph to 90 mph in 20 s = 50 mph/20s = 2.5 mph/s which speeds up @ a greater rate than the first. confidence assessment: 3
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13:31:11 The first automobile's speed changes from 20 mph to 30mph, a 10 mph difference, which occurs in 5 seconds. So the rate of chage in 10 mph / (5 sec) = 2 mph / sec. = rate of change of 2 mph per second. }{The second automobile's speed changes from 40 mph to 90 mph, a 50 mph difference in 20 seconds so the rate of change is 50 mph / (20 sec) = 2.5 mph per second. Therefore, the second auto is increasing its velocity ar a rate which is .5 mph / second greater than that of the first.
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RESPONSE --> ok. so didn't say the actual .5 greater but still correct! :) self critique assessment: 3
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13:35:51 4. If an automobile of mass 1200 kg is pulled by a net force of 1800 Newtons, then the number of Newtons per kg is 1800 / 1200 = 1.5. The rate at which an automobile speeds up is determined by the net number of Newtons per kg. Two teams pulling on ropes are competing to see which can most quickly accelerate their initially stationary automobile to 5 mph. One team exerts a net force of 3000 Newtons on a 1500 kg automobile while another exerts a net force of 5000 Newtons on a 2000 kg automobile. Which team will win and why? If someone pulled with a force of 500 Newtons in the opposite direction on the automobile predicted to win, would the other team then win?
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RESPONSE --> The second team b/c... 3000 N/1500 kg = 2 N/kg and 5000N/2000 kg= 2.5 n/kg. and therefore, they are accelerating at a +.5 N/kg more than the first group. self critique assessment: 3
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13:36:31 The first team's rate is 3000 Newtons divided by 1500 kg or 2 Newtons per kg, while the second team's rate is 5000 Newtons divided by 2000 kg or 2.5 Newtons per kg. The second team therefore increases velocity more quickly. Since both start at the same velocity, zero, the second team will immediately go ahead and will stay ahead. The second team would still win even if the first team was hampered by the 500 Newton resistance, because 5000 Newtons - 500 Newtons = 4500 Newtons of force divided by 2000 kg of car gives 2.25 Newtons per kg, still more than the 2 Newtons / kg of the first team
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RESPONSE --> yes. self critique assessment: 3
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13:43:27 `q005. Both the mass and velocity of an object contribute to its effectiveness in a collision. If a 250-lb football player moving at 10 feet per second collides head-on with a 200-lb player moving at 20 feet per second in the opposite direction, which player do you precidt will be moving backward immediately after the collision, and why?
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RESPONSE --> This is tricky. I believe the 200lb football player has a greater force because f=m*a or mass*acceleration or 250*10=2500 vs. 200*20=4000. confidence assessment: 3
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13:43:48 Greater speed and greater mass both provide advantages. In this case the player with the greater mass has less speed, so we have to use some combination of speed and mass to arrive at a conclusion. It turns out that if we multiply speed by mass we get the determining quantity, which is called momentum. 250 lb * 10 ft/sec = 2500 lb ft / sec and 200 lb * 20 ft/sec = 4000 lb ft / sec, so the second player will dominate the collision. In this course we won't use pounds as units, and in a sense that will become apparent later on pounds aren't even valid units to use here. However that's a distinction we'll worry about when we come to it.
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RESPONSE --> YES! self critique assessment: 3
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13:46:25 `q006. Two climbers eat Cheerios for breakfast and then climb up a steep mountain as far as they can until they use up all their energy from the meal. All other things being equal, who should be able to climb further up the mountain, the 200-lb climber who has eaten 12 ounces of Cheerios or the 150-lb climber who has eaten 10 ounces of Cheerios?
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RESPONSE --> i have no idea. I'll guess the second climber. confidence assessment: 0
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13:47:42 The comparison we make here is the number of ounces of Cheerios per pound of body weight. We see that the first climber has 12 oz / (200 lb) = .06 oz / lb of weight, while the second has 10 0z / (150 lb) = .067 oz / lb. The second climber therefore has more energy per pound of body weight. It's the ounces of Cheerios that supply energy to lift the pounds of climber. The climber with the fewer pounds to lift for each ounce of energy-producing Cheerios will climb further.
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RESPONSE --> ok. intake/mass. self critique assessment: 1
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13:53:38 `q007. Two automobiles are traveling up a long hill with an steepness that doesn't change until the top, which is very far away, is reached. One automobile is moving twice as fast as the other. At the instant the faster automobile overtakes the slower their drivers both take them out of gear and they coast until they stop. Which automobile will take longer to come to a stop? Will that automobile require about twice as long to stop, more than twice as long or less than twice as long? Which automobile will have the greater average coasting velocity? Will its average coasting velocity by twice as great as the other, more than twice as great or less than twice as great? Will the distance traveled by the faster automobile be equal to that of the slower, twice that of the slower or more than twice that of the slower?
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RESPONSE --> The first will take longer because it was traveling faster and therefore would more force behind it causing it to travel further. I will require 2x as long to stop and will travel 2x that of the 2nd. The 2nd car will have the greater average coasting velocity because it is traveling at an average speed. confidence assessment: 2
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13:54:50 It turns out that, neglecting air resistance, since the slope is the same for both, both automobiles will change velocity at the same rate. So in this case the second would require exactly twice as long. If you include air resistance the faster car experiences more so it actually takes a bit less than twice as long as the slower. For the same reasons as before, and because velocity would change at a constant rate (neglecting air resistance) it would be exactly twice as great if air resistance is neglected. Interestingly if it takes twice as much time and the average velocity is twice as great the faster car travels four times as far. If there is air resistance then it slows the faster car down more at the beginning than at the end and the average velocity will be a bit less than twice as great and the coasting distance less than four times as far.
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RESPONSE --> I thought it may be a trick but ok i understand. self critique assessment: 3
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14:01:14 `q008. When a 100 lb person hangs from a certain bungee cord, the cord stretches by 5 feet beyond its initial unstretched length. When a person weighing 150 lbs hangs from the same cord, the cord is stretched by 9 feet beyond its initial unstretched length. When a person weighing 200 lbs hangs from the same cord, the cord is stretched by 12 feet beyond its initial unstretched length. Based on these figures, would you expect that a person of weight 125 lbs would stretch the cord more or less than 7 feet beyond its initial unstretched length?
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RESPONSE --> maybe b/c if 100= +5 ;150= + 9 and 200= + 12 then from 100 to 150= +4 then from 150 to 200= +3 it would seem that +7 would be an accurate guess. confidence assessment: 3
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14:02:04 From 100 lbs to 150 lbs the stretch increased by 4 feet, from 150 lbs to 200 lbs the increase was only 3 feet. Thus it appears that at least in the 100 lb - 200 lb rands each additional pound results in less increase in length than the last and that there would be more increase between 100 lb and 125 lb than between 125 lb and 150 lb. This leads to the conclusion that the stretch for 125 lb would be more than halfway from 5 ft to 9 ft, or more than 7 ft. A graph of stretch vs. weight would visually reveal the nature of the nonlinearity of this graph and would also show that the stretch at 125 lb must be more than 7 feet (the graph would be concave downward, or increasing at a decreasing rate, so the midway stretch would be higher than expected by a linear approximation).
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RESPONSE --> That's why i said maybe. I thought it may be more than 7 ft. self critique assessment: 1
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14:05:28 `q009. When given a push of 10 pounds, with the push maintained through a distance of 4 feet, a certain ice skater can coast without further effort across level ice for a distance of 30 feet. When given a push of 20 pounds (double the previous push) through the same distance, the skater will be able to coast twice as far, a distance of 60 feet. When given a push of 10 pounds for a distance of 8 feet (twice the previous distance) the skater will again coast a distance of 60 feet. The same skater is now accelerated by a sort of a slingshot consisting of a bungee-type cord slung between two posts in the ice. The cord, as one might expect, exerts greater and greater force as it is pulled back further and further. Assume that the force increases in direct proportion to pullback (ie.g., twice the pullback implies twice the force). When the skater is pulled back 4 feet and released, she travels 20 feet. When she is pulled back 8 feet and released, will she be expected to travel twice as far, more than twice as far or less than twice as far as when she was pulled back 4 feet?
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RESPONSE --> She will travel 2x a far. confidence assessment: 1
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14:06:38 The distance through which the force acts will be twice as great, which alone would double the distance; because of the doubled pullback and the linear proportionality relationship for the force the average force is also twice as great, which alone would double the distance. So we have to double the doubling; she will go 4 times as far
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RESPONSE --> ok. so 4x as far. I was read and reread the problem and knew i was missing something. I knew it was tricky. self critique assessment: 1
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14:08:59 `q010. Two identical light bulbs are placed at the centers of large and identically frosted glass spheres, one of diameter 1 foot and the other of diameter 2 feet. To a moth seeking light from half a mile away, unable to distinguish the difference in size between the spheres, will the larger sphere appear brighter, dimmer or of the same brightness as the first? To a small moth walking on the surface of the spheres, able to detect from there only the light coming from 1 square inch of the sphere, will the second sphere appear to have the same brightness as the first, twice the brightness of the first, half the brightness of the first, more than twice the brightness of the first, or less than half the brightness of the first?
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RESPONSE --> Due to the area the larger will appear the same in both. confidence assessment: 2
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14:12:07 Both bulbs send out the same energy per second. The surface of the second bulb will indeed be dimmer than the first, as we will see below. However the same total energy per second reaches the eye (identically frosted bulbs will dissipate the same percent of the bulb energy) and from a great distance you can't tell the difference in size, so both will appear the same. The second sphere, while not as bright at its surface because it has proportionally more area, does have the extra area, and that exactly compensates for the difference in brightness. Specifically the brightness at the surface will be 1/4 as great (twice the radius implies 4 times the area which results in 1/4 the illumination at the surface) but there will be 4 times the surface area. Just as a 2' x 2' square has four times the area of a 1' x 1' square, a sphere with twice the diameter will have four times the surface area and will appear 1 / 4 as bright at its surface. Putting it another way, the second sphere distributes the intensity over four times the area, so the light on 1 square inch has only 1 / 4 the illumination.
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RESPONSE --> So they will have the same size @ a distance but the 1st appears is brighter up close due to is smaller overall surface area and therefore greater brightness. self critique assessment: 2
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14:17:03 `q011. The water in a small container is frozen in a freezer until its temperature reaches -20 Celsius. The container is then placed in a microwave oven, which proceeds to deliver energy at a constant rate of 600 Joules per second. After 10 seconds the ice is still solid and its temperature is -1 Celsius. After another 10 seconds a little bit of the cube is melted and the temperature is 0 Celsius. After another minute most of the ice is melted but there is still a good bit of ice left, and the ice and water combination is still at 0 Celsius. After another minute all the ice is melted and the temperature of the water has risen to 40 degrees Celsius. Place the following in order, from the one requiring the least energy to the one requiring the most: Increasing the temperature of the ice by 20 degrees to reach its melting point. Melting the ice at its melting point. Increasing the temperature of the water by 20 degrees after all the ice melted. At what temperature does it appear ice melts, and what is the evidence for your conclusion?
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RESPONSE --> Increasing the temperature of the water by 20 degrees after all the ice melted. Melting the ice at its melting point. Increasing the temperature of the ice by 20 degrees to reach its melting point. b/w 0 celcius and 40 celcius b/c the temp of a the ice will stay the same until all of the ice has melted or the process of melting. confidence assessment: 3
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14:17:23 Since the temperature is the same when a little of the ice is melted as when most of it is melted, melting takes place at this temperature, which is 0 Celsius. The time required to melt the ice is greater than any of the other times so melting at 0 C takes the most energy. Since we don't know how much ice remains unmelted before the final minute, it is impossible to distinguish between the other two quantities, but it turns out that it takes less energy to increase the temperature of ice than of liquid water.
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RESPONSE --> self critique assessment:
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14:19:26 `q012. Suppose you are in the center of a long, narrow swimming pool (e.g., a lap pool). Two friends with kickboards are using them to push waves in your direction. Their pushes are synchronized, and the crests of the waves are six feet apart as they travel toward you, with a 'valley' between each pair of crests. Since your friends are at equal distances from you the crests from both directions always reach you at the same instant, so every time the crests reach you the waves combine to create a larger crest. Similarly when the valleys meet you experience a larger valley, and as a result you bob up and down further than you would if just one person was pushing waves at you. Now if you move a bit closer to one end of the pool the peak from that end will reach you a bit earlier, and the peak from the other end will reach you a little later. So the peaks won't quite be reaching you simultaneously, nor will the valleys, and you won't bob up and down as much. If you move far enough, in fact, the peak from one end will reach you at the same time as the valley from the other end and the peak will 'fll in' the valley, with the result that you won't bob up and down very much. If the peaks of the approaching waves are each 6 inches high, how far would you expect to bob up and down when you are at the center point? How far would you have to move toward one end or the other in order for peaks to meet valleys, placing you in relatively calm water?
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RESPONSE --> i have no idea. confidence assessment: 0
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14:20:52 If the two 6-inch peaks meet and reinforce one another completely, the height of the 'combined' peak will be 6 in + 6 in = 12 in. If for example you move 3 ft closer to one end you move 3 ft further from the other and peaks, which are 6 ft apart, will still be meeting peaks. [ Think of it this way: If you move 3 ft closer to one end you move 3 ft further from the other. This shifts your relative position to the two waves by 6 feet (3 feet closer to the one you're moving toward, 3 feet further from the other). So if you were meeting peaks at the original position, someone at your new position would at the same time be meeting valleys, with two peaks closing in from opposite directions. A short time later the two peaks would meet at that point. ] However if you move 1.5 ft the net 'shift' will be 3 ft and peaks will be meeting valleys so you will be in the calmest water.
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RESPONSE --> ok. really... i was going to answer that but it seemed to obvious. I was thinking that they would double. self critique assessment: 0
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鷈ᘀŹ~K͋ assignment #001 001. Rates qa rates 01-20-2008
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14:25:48 `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'.
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RESPONSE --> confidence assessment:
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14:26:03 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.
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RESPONSE --> ok confidence assessment: 3
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14:26:49 `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 $50 in 5 hr, then at what rate are you earning money?
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RESPONSE --> You are making 10$ per hour. confidence assessment: 3
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14:27:02 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.
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RESPONSE --> sure. confidence assessment: 3
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14:28:13 `q003.If you make $60,000 per year then how much do you make per month?
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RESPONSE --> 60000 per year/ 12 months = 5000 per month and they aren't teaching. HA! confidence assessment: 3
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14:28:27 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.
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RESPONSE --> exactly. confidence assessment: 3
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14:29:22 `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?
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RESPONSE --> It makes an average b/c you don't know how mch is coming in and going out. ie. labor costs, employees, money earned. confidence assessment: 3
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14:29:46 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.
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RESPONSE --> exactly. confidence assessment: 3
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14:30:42 `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?
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RESPONSE --> average speed= distance / time therefore, 300 miles/6 hours = 50 m/h confidence assessment: 3
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14:30:59 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.
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RESPONSE --> exactly. confidence assessment: 3
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14:32:10 `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?
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RESPONSE --> 1200 mile trip/60 gallons of gas used = 20 m/gallon of gas. confidence assessment: 3
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14:33:04 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.
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RESPONSE --> oops. got overconfident. math wrong. 60 gallons/1200 miles = .5 gallons/mile. duh. confidence assessment: 3
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14:34:26 `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?
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RESPONSE --> b/c we aren't given information to add.?? confidence assessment: 0
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14:35:02 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.
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RESPONSE --> ok. so i was right. we have been given an average of sorts already. confidence assessment: 3
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14:40:40 `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?
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RESPONSE --> 10 * 365 = 3650. 147/3650= .04 and 50*365= 18250. 162/18250 = .009 confidence assessment: 1
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14:41:24 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.
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RESPONSE --> ok. i'll try one more. confidence assessment: 3
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14:41:34 `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?
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RESPONSE --> confidence assessment:
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14:41:50 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.
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RESPONSE --> done. confidence assessment:
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~S yÒϥ assignment #001 001. Areas qa areas volumes misc 01-20-2008
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14:43:34 `q001. There are 11 questions and 7 summary questions in this assignment. What is the area of a rectangle whose dimensions are 4 m by 3 meters.
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RESPONSE --> a=l*w therefore 4*3= 12m^2 confidence assessment: 3
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14:43:41 A 4 m by 3 m rectangle can be divided into 3 rows of 4 squares, each 1 meter on a side. This makes 3 * 4 = 12 such squares. Each 1 meter square has an area of 1 square meter, or 1 m^2. The total area of the rectangle is therefore 12 square meters, or 12 m^2. The formula for the area of a rectangle is A = L * W, where L is the length and W the width of the rectangle. Applying this formula to the present problem we obtain area A = L * W = 4 m * 3 m = (4 * 3) ( m * m ) = 12 m^2. Note the use of the unit m, standing for meters, in the entire calculation. Note that m * m = m^2.
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RESPONSE --> self critique assessment:
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14:45:02 `q002. What is the area of a right triangle whose legs are 4.0 meters and 3.0 meters?
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RESPONSE --> ? 12 m^2 confidence assessment: 1
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14:45:35 A right triangle can be joined along its hypotenuse with another identical right triangle to form a rectangle. In this case the rectangle would have dimensions 4.0 meters by 3.0 meters, and would be divided by any diagonal into two identical right triangles with legs of 4.0 meters and 3.0 meters. The rectangle will have area A = L * W = 4.0 m * 3.0 m = 12 m^2, as explained in the preceding problem. Each of the two right triangles, since they are identical, will therefore have half this area, or 1/2 * 12 m^2 = 6.0 m^2. The formula for the area of a right triangle with base b and altitude h is A = 1/2 * b * h.
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RESPONSE --> 1/2 of l*w. i get it. self critique assessment: 1
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14:49:29 `q003. What is the area of a parallelogram whose base is 5.0 meters and whose altitude is 2.0 meters?
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RESPONSE --> ok consulted the math resourse again. a = side+side+side+side. therefore... 5 +5+2+2= 14 m. confidence assessment: 3
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14:50:57 A parallelogram is easily rearranged into a rectangle by 'cutting off' the protruding end, turning that portion upside down and joining it to the other end. Hopefully you are familiar with this construction. In any case the resulting rectangle has sides equal to the base and the altitude so its area is A = b * h. The present rectangle has area A = 5.0 m * 2.0 m = 10 m^2.
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RESPONSE --> darnit. i read the perimeter. so area would = side*side. self critique assessment: 1
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14:55:05 `q004. What is the area of a triangle whose base is 5.0 cm and whose altitude is 2.0 cm?
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RESPONSE --> a = 1/2 5*2 or 1/2 of 10 therefore 5cm^2 confidence assessment: 2
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14:55:16 It is possible to join any triangle with an identical copy of itself to construct a parallelogram whose base and altitude are equal to the base and altitude of the triangle. The area of the parallelogram is A = b * h, so the area of each of the two identical triangles formed by 'cutting' the parallelogram about the approriate diagonal is A = 1/2 * b * h. The area of the present triangle is therefore A = 1/2 * 5.0 cm * 2.0 cm = 1/2 * 10 cm^2 = 5.0 cm^2.
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RESPONSE --> yes! self critique assessment: 3
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15:00:05 `q005. What is the area of a trapezoid with a width of 4.0 km and average altitude of 5.0 km?
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RESPONSE --> average alititude/2* width. therefore, 5/2 *4 or 10 km^2 confidence assessment: 3
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15:01:40 Any trapezoid can be reconstructed to form a rectangle whose width is equal to that of the trapezoid and whose altitude is equal to the average of the two altitudes of the trapezoid. The area of the rectangle, and therefore the trapezoid, is therefore A = base * average altitude. In the present case this area is A = 4.0 km * 5.0 km = 20 km^2.
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RESPONSE --> found and used the wrong equation. had i used the correct equation i would have gotten this correct. should i get some sort of ""cheat sheet"" for equations? b/c i don't remember these. what do you suggest? self critique assessment: 1
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15:08:21 `q006. What is the area of a trapezoid whose width is 4 cm in whose altitudes are 3.0 cm and 8.0 cm?
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RESPONSE --> ok. so w * h for each first? 4 * 3 = 12 and 4*8=32 so 12+32= 42cm^2? confidence assessment: 1
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15:10:11 The area is equal to the product of the width and the average altitude. Average altitude is (3 cm + 8 cm) / 2 = 5.5 cm so the area of the trapezoid is A = 4 cm * 5.5 cm = 22 cm^2.
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RESPONSE --> ok. so should have gotten the average first then divided by 2. This should have been apparent since the last asst was about averages. duh. so if i had done that then a= average altitude * width. self critique assessment: 1
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15:12:00 `q007. What is the area of a circle whose radius is 3.00 cm?
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RESPONSE --> area of a circle = pi r^2 or 3.14 * 3^2 3.14 * 9 = 28.26 cm^2 confidence assessment: 3
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15:12:20 The area of a circle is A = pi * r^2, where r is the radius. Thus A = pi * (3 cm)^2 = 9 pi cm^2. Note that the units are cm^2, since the cm unit is part r, which is squared. The expression 9 pi cm^2 is exact. Any decimal equivalent is an approximation. Using the 3-significant-figure approximation pi = 3.14 we find that the approximate area is A = 9 pi cm^2 = 9 * 3.14 cm^2 = 28.26 cm^2, which we round to 28.3 cm^2 to match the number of significant figures in the given radius. Be careful not to confuse the formula A = pi r^2, which gives area in square units, with the formula C = 2 pi r for the circumference. The latter gives a result which is in units of radius, rather than square units. Area is measured in square units; if you get an answer which is not in square units this tips you off to the fact that you've made an error somewhere.
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RESPONSE --> YES! self critique assessment: 3
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15:14:46 `q008. What is the circumference of a circle whose radius is exactly 3 cm?
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RESPONSE --> circumference of circle = 2 pi x radius therefore, 2 *3.14 * 3 6.28 * 3 = 18.84 or 18.8 cm confidence assessment: 3
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15:16:18 The circumference of this circle is C = 2 pi r = 2 pi * 3 cm = 6 pi cm. This is the exact area. An approximation to 3 significant figures is 6 * 3.14 cm = 18.84 cm. Note that circumference is measured in the same units as radius, in this case cm, and not in cm^2. If your calculation gives you cm^2 then you know you've done something wrong.
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RESPONSE --> so the answer is correct even though i got it a different way right? i hope so. self critique assessment: 3
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15:22:43 `q009. What is the area of a circle whose diameter is exactly 12 meters?
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RESPONSE --> area of circle = area = pi r^2 so the radius if 1/2 of the diameter or in this case = 6m. therefore, a = 3.14 * 6^2 or 3.14 * 36 = 113.04 cm^2 confidence assessment: 3
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15:23:19 The area of a circle is A = pi r^2, where r is the radius. The radius of this circle is half the 12 m diameter, or 6 m. So the area is A = pi ( 6 m )^2 = 36 pi m^2. This result can be approximated to any desired accuracy by using a sufficient number of significant figures in our approximation of pi. For example using the 5-significant-figure approximation pi = 3.1416 we obtain A = 36 m^2 * 3.1416 = 113.09 m^2.
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RESPONSE --> yes! only i think i may have put cm instead of m. oops! self critique assessment: 3
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15:25:25 `q010. What is the area of a circle whose circumference is 14 `pi meters?
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RESPONSE --> divide by pi = 3.14 to find the meters of circmference? therefore, 14/3.14 = 4.5 m confidence assessment: 2
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15:27:14 We know that A = pi r^2. We can find the area if we know the radius r. We therefore attempt to use the given information to find r. We know that circumference and radius are related by C = 2 pi r. Solving for r we obtain r = C / (2 pi). In this case we find that r = 14 pi m / (2 pi) = (14/2) * (pi/pi) m = 7 * 1 m = 7 m. We use this to find the area A = pi * (7 m)^2 = 49 pi m^2.
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RESPONSE --> Ok. so i should have divided the circumference given by 2 to get the radius and then used this to find the area= pi * r^2. self critique assessment: 2
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15:30:30 `q011. What is the radius of circle whose area is 78 square meters?
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RESPONSE --> i know that i am going to miss a step but i'm thinking area/pi to get radius? b/c a=pi*r^2. so... 78/3.14 = 24.8 m^2 confidence assessment: 2
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15:32:38 Knowing that A = pi r^2 we solve for r. We first divide both sides by pi to obtain A / pi = r^2. We then reverse the sides and take the square root of both sides, obtaining r = sqrt( A / pi ). Note that strictly speaking the solution to r^2 = A / pi is r = +-sqrt( A / pi ), meaning + sqrt( A / pi) or - sqrt(A / pi). However knowing that r and A are both positive quantities, we can reject the negative solution. Now we substitute A = 78 m^2 to obtain r = sqrt( 78 m^2 / pi) = sqrt(78 / pi) m.{} Approximating this quantity to 2 significant figures we obtain r = 5.0 m.
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RESPONSE --> i knew i'd miss something. i did everything until the sqrt. and i don't get it after that. why? self critique assessment: 1
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15:33:01 `q012. Summary Question 1: How do we visualize the area of a rectangle?
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RESPONSE --> a = l * w confidence assessment: 3
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15:33:09 We visualize the rectangle being covered by rows of 1-unit squares. We multiply the number of squares in a row by the number of rows. So the area is A = L * W.
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RESPONSE --> self critique assessment: 3
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15:34:10 `q013. Summary Question 2: How do we visualize the area of a right triangle?
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RESPONSE --> 1/2 x the base length x the height of the triangle or 1/2 (bh) confidence assessment: 3
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15:34:21 We visualize two identical right triangles being joined along their common hypotenuse to form a rectangle whose length is equal to the base of the triangle and whose width is equal to the altitude of the triangle. The area of the rectangle is b * h, so the area of each triangle is 1/2 * b * h.
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RESPONSE --> self critique assessment: 3
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15:35:06 `q014. Summary Question 3: How do we calculate the area of a parallelogram?
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RESPONSE --> area of a parallelogram is foudn by multiplying the base * height confidence assessment: 3
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15:35:20 The area of a parallelogram is equal to the product of its base and its altitude. The altitude is measured perpendicular to the base.
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RESPONSE --> ok. self critique assessment: 3
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15:36:12 `q015. Summary Question 4: How do we calculate the area of a trapezoid?
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RESPONSE --> height * base but if more than one height we will have to find the average first. confidence assessment: 3
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15:36:28 We think of the trapezoid being oriented so that its two parallel sides are vertical, and we multiply the average altitude by the width.
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RESPONSE --> self critique assessment: 3
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15:37:03 `q016. Summary Question 5: How do we calculate the area of a circle?
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RESPONSE --> area of a circle = pi * r^2 confidence assessment: 3
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15:37:07 We use the formula A = pi r^2, where r is the radius of the circle.
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RESPONSE --> self critique assessment: 3
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15:39:14 `q017. Summary Question 6: How do we calculate the circumference of a circle? How can we easily avoid confusing this formula with that for the area of the circle?
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RESPONSE --> circumference of circle = pi x diameter or 2 pi x radius. you can avoid confusing b/c area is pi * r^2. confidence assessment: 3
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15:39:20 We use the formula C = 2 pi r. The formula for the area involves r^2, which will give us squared units of the radius. Circumference is not measured in squared units.
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RESPONSE --> self critique assessment: 2
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15:40:16 `q018. Explain how you have organized your knowledge of the principles illustrated by the exercises in this assignment.
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RESPONSE --> i have taken notes for each problem noting the correct formula to use and i will print a hard copy of my send file for future reference. confidence assessment: 3
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ըRIƖx}rήǟ assignment #002 002. Volumes qa areas volumes misc 01-20-2008
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15:44:02 `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?
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RESPONSE --> v=l * w * h therefore, 3 * 5 * 7 = 105 cm^3 confidence assessment: 3
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15:44:41 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.
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RESPONSE --> exactly. self critique assessment:
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15:48:37 `q002. What is the volume of a rectangular solid whose base area is 48 square meters and whose altitude is 2 meters?
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RESPONSE --> area = l*w therefore 48 m^2 = area therefore, volume = 48 * 2= 96 m^3 confidence assessment: 3
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15:48:52 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.
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RESPONSE --> exactly. self critique assessment: 3
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15:50:22 `q003. What is the volume of a uniform cylinder whose base area is 20 square meters and whose altitude is 40 meters?
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RESPONSE --> cylinder = b h therefore, 20 * 40 = 800 m^3 confidence assessment: 3
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15:50:40 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.
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RESPONSE --> yes! self critique assessment: 3
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15:53:42 `q004. What is the volume of a uniform cylinder whose base has radius 5 cm and whose altitude is 30 cm?
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RESPONSE --> cylinder = b h or pi r^2 h therefore, pi * 5^2 *h 3.14 * 25 * 30 2,355 cm^3 confidence assessment: 3
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15:56:41 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.
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RESPONSE --> darnit. i used the wrong formula. realize my mistake wouldn't use v=pi r^2 only for circles. just use v= a * h for cylinders. self critique assessment: 2
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15:58:34 `q005. Estimate the dimensions of a metal can containing food. What is its volume, as indicated by your estimates?
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RESPONSE --> v = pi *diameter*h. since we wouldn't just measure the radius. confidence assessment: 3
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16:00:00 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.
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RESPONSE --> oops. misread the questions. i read the question as being hypothetical. but still i think i would have gotten it right. self critique assessment: 2
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16:01:44 `q006. What is the volume of a pyramid whose base area is 50 square cm and whose altitude is 60 cm?
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RESPONSE --> pyramid = (1/3) b h therefore, (1/3)* 50 *60 (1/3) * 3000 ~1000 cm^3 confidence assessment: 3
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16:01:59 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.
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RESPONSE --> yes! self critique assessment: 3
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16:03:40 `q007. What is the volume of a cone whose base area is 20 square meters and whose altitude is 9 meters?
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RESPONSE --> cone = (1/3) b h therefore, (1/3) 20 * 9 (1/3) 180 60 m^3 confidence assessment: 3
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16:03:48 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.
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RESPONSE --> yes! self critique assessment: 3
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16:05:59 `q008. What is a volume of a sphere whose radius is 4 meters?
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RESPONSE --> sphere = (4/3) pi r 3 therefore, (4/3) pi r 3 (4/3) 3.14 * 4 * 3 (4/3) 37.68 50.2 m^3 confidence assessment: 3
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16:07:21 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.
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RESPONSE --> ok. so i copied that formula in incorrectly. therefore i got is wrong. that stinks! but my fault. had i used the correct equation i would have gottne the correct answer. self critique assessment: 3
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16:21:08 `q009. What is the volume of a planet whose diameter is 14,000 km?
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RESPONSE --> confidence assessment:
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16:21:19 `q009. What is the volume of a planet whose diameter is 14,000 km?
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RESPONSE --> confidence assessment:
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16:29:55 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.
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RESPONSE --> i worked on this problem for 15 minutes and even retaught myself scientific notation and accidentally hit clear box with my stupid cordess mouse. anyway, i did have the formula as sphere = (4/3) pi r^3 therefore i would have said (4/3) * 3.14 * 7000^3 (or 1/2 diameter) (4/3) * 3.14 * 3.43 * 10^11km^3 1436026666667 km^3 self critique assessment: 3
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16:31:09 `q010. Summary Question 1: What basic principle do we apply to find the volume of a uniform cylinder of known dimensions?
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RESPONSE --> cylinder = b h therefore multiply the base times the height confidence assessment: 3
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16:31:25 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.
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RESPONSE --> ok. self critique assessment: 3
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16:32:04 `q011. Summary Question 2: What basic principle do we apply to find the volume of a pyramid or a cone?
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RESPONSE --> we multiply (1/3) b *h confidence assessment: 3
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16:32:12 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.
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RESPONSE --> self critique assessment: 3
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16:32:41 `q012. Summary Question 3: What is the formula for the volume of a sphere?
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RESPONSE --> sphere = (4/3) pi r^3 confidence assessment: 3
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16:32:51 The volume of a sphere is V = 4/3 pi r^3, where r is the radius of the sphere.
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RESPONSE --> ok. self critique assessment: 3
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16:33:48 `q013. Explain how you have organized your knowledge of the principles illustrated by the exercises in this assignment.
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RESPONSE --> I have taken notes for each problem given and will print a copy of my send file as a hard copy for future reference. confidence assessment: 3
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v];qdÛ铘 assignment #003 003. Misc: Surface Area, Pythagorean Theorem, Density qa areas volumes misc 01-20-2008
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19:07:37 `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?
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RESPONSE --> surface area of a rectangular prism = 2ab + 2bc + 2ac therefore, 2(3*4) + 2(4*6) + 2(3*6) 2(12) + 2(24) + 2(18) 24 + 48 + 36 108 cm^2 confidence assessment: 3
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19:08:04 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.
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RESPONSE --> yes! self critique assessment: 3
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19:09:51 `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?
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RESPONSE --> To find the surface area of the sides of a cylinder you would use... (2 pi r)* h therefore, (2 * 3.14 * 5) * 12 (31.4) * 12 376.8 m^2 and to find the total surface area use... surface area of a cylinder = 2(pi r^2) + (2 pi r)* h therefore, 2(3.14* 5^2) + 376.8 2(78.5) + 376.8 157 + 376.8 533.8 m^2 confidence assessment: 2
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19:11:09 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.
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RESPONSE --> looks like i used the wrong formula. Did the () throw me off? anyway understand the explanation. confidence assessment: 2
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19:15:12 `q003. What is surface area of a sphere of diameter three cm?
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RESPONSE --> surface area of a sphere = 4 pi * r^2 therefore, to get the radius you must... 3/2 and 4 * 3.14 * 1.5^2 4 * 3.14 * 2.25 28.26 cm^2 confidence assessment: 2
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19:17:01 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.
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RESPONSE --> oops. are you not supposed to * by pi? If i hadn't i would have gotten the right answer. self critique assessment: 3
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19:18:10 `q004. What is hypotenuse of a right triangle whose legs are 5 meters and 9 meters?
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RESPONSE --> to find the hypotenuse in a right triangle use... a^2 + b^2 = c^2 therefore, 5^2 + 9^2 106 now take the sqrt. of 106 10.29 or 10 m confidence assessment: 3
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19:18:27 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.
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RESPONSE --> yes! self critique assessment: 3
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19:21:05 `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?
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RESPONSE --> use the same formula as before a^2 + b^2 = c^2 therefore, a^2 + 4^2 = 6^2 a^2 + 16 = 36 a^2 = 36 - 16 a^2 = 20 now find the sqrt. of 20 a = 4.5 m confidence assessment: 2
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19:21:19 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.
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RESPONSE --> yes! self critique assessment: 3
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19:23:06 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).
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RESPONSE --> oops. think i went to far but this is what i got... d=m/v therefore, v=l*w*h or 4*7*12= 336cm^3 and 700 g/336cm^3 2.08 g/cm^3 self critique assessment: 3
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19:28:54 `q007. What is the mass of a sphere of radius 4 meters if its average density is 3,000 kg/cubic meter?
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RESPONSE --> ok. so radius = 4m and density = 3000 kg/cm I know that density = mass * volume but i don't have a clue what to do with the radius. confidence assessment: 0
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19:30:19 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.
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RESPONSE --> mass = density * volume was what i was thinking but no clue how to put it all together. self critique assessment: 1
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19:32:49 `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?
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RESPONSE --> material 1 volume = 6cm^3 and density= 4g/cm^3 material 2 volume = 10 cm^3 and density = 4g/cm^3 the density would stay the same... 4g/cm^3 confidence assessment: 2
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19:34:04 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.
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RESPONSE --> should've know it wouldn't have been that easy. ok. so the average density would = total mass/total volume. that makes sense. self critique assessment: 2
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19:38:17 `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?
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RESPONSE --> large box volume = 2 * 3 * 5 = 30 m^3 sand = 27 * 2100 = 56700 kg/cm cannon balls = 3 * 8000 = 24000 kg/cm I am not sure how to put it all together? confidence assessment: 0
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19:39:51 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..
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RESPONSE --> ok. so i need to be more confident in my answers. i got the masses correct and all i needed to do was add. which is what i thought i should do and then divide. duh. self critique assessment: 2
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19:50:11 `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?
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RESPONSE --> m= v * d therefore, 1700000^2 * .015 = 4.335 * 10^10 m= 4.335 *10 ^10 * 860 m= 3.7281* 10^13 confidence assessment: 2
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19:52:11 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.
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RESPONSE --> darnit. you only had to multiply the area once. i did it first that way then changed my answer. i multiplied it by itself because it was tryin for the l*w*h. If i had left it alone i would have had it right. self critique assessment: 2
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19:54:12 `q011. Summary Question 1: How do we find the surface area of a cylinder?
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RESPONSE --> surface area of a cylinder = 2 pi r^2 + 2 pi r h which means to find the surface of the top and bottom and then to find the surface of the sides. confidence assessment: 3
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19:54:32 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.
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RESPONSE --> yes! self critique assessment: 3
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19:55:18 `q012. Summary Question 2: What is the formula for the surface area of a sphere?
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RESPONSE --> surface area of a sphere = 4 pi r^2 confidence assessment: 3
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19:55:26 The surface area of a sphere is A = 4 pi r^2, where r is the radius of the sphere.
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RESPONSE --> self critique assessment: 3
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19:56:11 `q013. Summary Question 3: What is the meaning of the term 'density'.
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RESPONSE --> density is a measurement of the mass and volume of an object. density never changes and is different for each object. confidence assessment: 3
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19:56:18 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'
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RESPONSE --> self critique assessment: 3
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19:56:34 `q014. Summary Question 4: If we know average density and mass, how can we find volume?
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RESPONSE --> v= m*d confidence assessment: 2
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19:57:10 Since mass = ave density * volume, it follows by simple algebra that volume = mass / ave density.
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RESPONSE --> darnit. i was mixed up. m=d*v and v=m/d. self critique assessment: 2
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19:57:47 `q015. Explain how you have organized your knowledge of the principles illustrated by the exercises in this assignment.
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RESPONSE --> I have taken notes for each problem given and will print a copy of my send file as a hard copy for future reference. confidence assessment: 3
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