course MTH 163 ???????p????C??assignment #002
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13:41:08 `q001. Note that this assignment has 8 questions Begin to solve the following system of simultaneous linear equations by first eliminating the variable which is easiest to eliminate. Eliminate the variable from the first and second equations, then from the first and third equations to obtain two equations in the remaining two variables: 2a + 3b + c = 128 60a + 5b + c = 90 200a + 10 b + c = 0. NOTE SOLN IS -1, 10, 100.
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RESPONSE --> i solved the first equation for c and got c=128-3b-2a and i plugged that into the second equation and solved for b and got b=-19-29a and then i plugged both into the 3rd equation and got a=-1 then plugged that into the equation for b and got b=10 and then plugged both of them into the equation for c and got 100 confidence assessment: 3
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13:41:33 The variable c is most easily eliminated. We accomplish this if we subtract the first equation from the second, and the first equation from the third, replacing the second and third equations with respective results. Subtracting the first equation from the second, are left-hand side will be the difference of the left-hand sides, which is (60a + 5b + c )- (2a + 3b + c ) = 58 a + 2 b. The right-hand side will be the difference 90 - 128 = -38, so the second equation will become 'new' 2d equation: 58 a + 2 b = -38. The 'new' third equation by a similar calculation will be 'new' third equation: 198 a + 7 b = -128. You might have obtain this system, or one equivalent to it, using a slightly different sequence of calculations.
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RESPONSE --> ok self critique assessment: 3
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13:45:13 Neither variable is as easy to eliminate as in the last problem, but the coefficients of b a significantly smaller than those of a. So we will eliminate b. To eliminate b we will multiply the first equation by -7 and the second by 2, which will make the coefficients of b equal and opposite. The first step is to indicate the program multiplications: -7 * ( 58 a + 2 b) = -7 * -38 2 * ( 198 a + 7 b ) = 2 * (-128). Doing the arithmetic we obtain -406 a - 14 b = 266 396 a + 14 b = -256. Adding the two equations we obtain -10 a = 10, so we have a = -1.
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RESPONSE --> by solving for b i got -19-29a=b then i plugged that into the second equation and got a=-1 and then plugged that into the first equation i got and got b=10 self critique assessment: 3
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13:46:56 `q003. Having obtained a = -1, use either of the equations 58 a + 2 b = -38 198 a + 7 b = -128 to determine the value of b. Check that a = -1 and the value obtained for b are validated by the other equation.
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RESPONSE --> i plugged a=-1 into -19-29a=b to get b=10 i checked this by plugging it into the other equation where i got b= -18.29-28.29a to get b=10 confidence assessment: 3
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13:47:03 You might have completed this step in your solution to the preceding problem. Substituting a = -1 into the first equation we have 58 * -1 + 2 b = -38, so 2 b = 20 and b = 10.
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RESPONSE --> ok self critique assessment: 3
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13:47:52 `q004. Having obtained a = -1 and b = 10, determine the value of c by substituting these values for a and b into any of the 3 equations in the original system 2a + 3b + c = 128 60a + 5b + c = 90 200a + 10 b + c = 0. Verify your result by substituting a = -1, b = 10 and the value you obtained for c into another of the original equations.
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RESPONSE --> by plugging a=-1 and b=10 into the equation c=128-3b-2a i got c=100 confidence assessment: 3
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13:48:05 Using first equation 2a + 3b + c = 128 we obtain 2 * -1 + 3 * 10 + c = 128, which was some simple arithmetic gives us c = 100. Substituting these values into the second equation we obtain 60 * -1 + 5 * 10 + 100 = 90, or -60 + 50 + 100 = 90, or 90 = 90. We could also substitute the values into the third equation, and will begin obtain an identity. This would completely validate our solution.
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RESPONSE --> ok self critique assessment: 3
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13:50:20 `q005. If a graph of y vs. x contains the points (1, -2), (3, 5) and (7, 8), as was the case for the graph you sketched in the preceding assignment, then what equation do we get if we substitute the x and y values corresponding to the point (1, -2) into the form y = a x^2 + b x + c?
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RESPONSE --> -2=1a+1b+c confidence assessment: 3
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13:50:32 We substitute y = -2 and x = 1 to obtain the equation -2 = a * 1^2 + b * 1 + c, or a + b + c = -2.
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RESPONSE --> ok self critique assessment: 3
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13:51:39 `q006. If a graph of y vs. x contains the points (1, -2), (3, 5) and (7, 8), as was the case in the preceding question, then what equations do we get if we substitute the x and y values corresponding to the point (3, 5), then (7, 8) into the form y = a x^2 + b x + c?
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RESPONSE --> for (3,5) i got 5=9a+3b+c for (7,8) i got 8=49a+7b+c confidence assessment: 3
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13:51:52 Using the second point we substitute y = 5 and x = 3 to obtain the equation 5 = a * 3^2 + b * 3 + c, or 9 a + 3 b + c = 5. Using the third point we substitute y = 8 and x = 7 to obtain the equation 8 = a * 7^2 + b * 7 + c, or 49 a + 7 b + c = 7.
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RESPONSE --> ok self critique assessment: 3
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13:59:00 `q007. If a graph of y vs. x contains the points (1, -2), (3, 5) and (7, 8), as was the case in the preceding question, then what system of equations do we get if we substitute the x and y values corresponding to the point (1, -2), (3, 5), and (7, 8), in turn, into the form y = a x^2 + b x + c? What is the solution of this system?
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RESPONSE --> by doing the same process as before i got c=-2-a-b and then plugged that into the next equation and got b=(7/2)-4a then plugged that into the 3rd equation and got a=-11/24 then plugged that into the second equation and got b=5.33 and then plugged both of them into the first equation and got c=-6.87 confidence assessment: 3
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13:59:16 The system consists of the three equations obtained in the last problem: a + b + c = -2 9 a + 3 b + c = 5 49 a + 7 b + c = 8. This system is solved in the same manner as in the preceding exercise. However the solutions don't come out to be whole numbers. The solution of this system, in decimal form, is approximately a = - 0.45833, b = 5.33333 and c = - 6.875. If you obtained a different system, you should show the system of two equations you obtained when you eliminated c, then indicate what multiple of each equation you put together to eliminate either a or b.
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RESPONSE --> ok self critique assessment: 3
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14:03:23 `q008. Substitute the values you obtained in the preceding problem for a, b and c into the form y = a x^2 + b x + c. What function do you get? What do you get when you substitute x = 1, 3, 5 and 7 into this function?
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RESPONSE --> y=(-11/24)x^2 + 5.33x+ -6.87 i got for x=-1 y=-1.998 for x=3 i got y=4.995 for x=5 i got y=8.32 for x=7 i got y=7.98 confidence assessment: 3
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14:03:52 Substituting the values of a, b and c into the given form we obtain the equation y = - 0.45833 x^2 + 5.33333 x - 6.875. When we substitute 1 into the equation we obtain y = -.45833 * 1^2 + 5.33333 * 1 - 6.875 = -2. When we substitute 3 into the equation we obtain y = -.45833 * 3^2 + 5.33333 * 3 - 6.875 = 5. When we substitute 5 into the equation we obtain y = -.45833 * 5^2 + 5.33333 * 5 - 6.875 = 8.33333. When we substitute 7 into the equation we obtain y = -.45833 * 7^2 + 5.33333 * 7 - 6.875 = 8. Thus the y values we obtain for our x values gives us the points (1, -2), (3, 5) and (7, 8) we used to obtain the formula, plus the point (5, 8.33333).
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RESPONSE --> ok self critique assessment: 3
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14:04:00 end program
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RESPONSE --> ok self critique assessment: 3
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course MTH 163 Precalculus I
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14:51:33 `q001. Note that this assignment has 6 questions The function y = a x^2 + b x + c takes the value y = 0 when x = [ -b + `sqrt(b^2 - 4 a c ] / (2 a) or when x = [ -b - `sqrt(b^2 - 4 a c ] / (2 a). For the function y = - 0.45833 x^2 + 5.33333 x - 6.875, which you obtained as a quadratic model of the points (1, -2), (3, 5) and (7, 8) in the preceding assignment, find the values of x for which y = 0. Compare to the estimates you made from the graph through (1,-2), (3, 5) and (7, 8) in Assignment 1.
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RESPONSE --> when using the the quadratic forumla i got x=1.47 and it fits on the graph for the points given confidence assessment: 3
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14:52:23 For the function y = - 0.45833 x^2 + 5.33333 x - 6.875 we have a = -0.45833, b = 5.33333 and c = -6.875. The quadratic formula therefore tells us that for our function we have y = 0 when x = [-5.33333 + `sqrt(5.33333^2 - 4 * (-0.45833 ) * (-6.875)) ] / ( 2 * (-0.45833)) = 1.47638 and when x = [-5.33333 - `sqrt(5.33333^2 - 4 * (-0.45833 ) * (-6.875)) ] / ( 2 * (-0.45833)) = 10.16006.
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RESPONSE --> i forgot to do the - one and i got 10.1528 for the answer self critique assessment: 3
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14:53:18 `q002. Extend the smooth curve in your sketch to include both points at which y = 0. Estimate the x value at which y takes its maximum value.
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RESPONSE --> i would guess it to be about 8.5 confidence assessment: 3
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14:53:35 Your graph should clearly show how the parabola passes through the x axis at the points where x is approximately 1.5 (corresponding to the more accurate value 1.47638 found in the preceding problem) and where takes is a little more than 10 (corresponding to the more accurate value 10.16006 found in the preceding problem). The graph of the parabola will peak halfway between these x values, at approximately x = 6 (actually closer to x = 5.8), where the y value will be between 8 and 9.
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RESPONSE --> ok self critique assessment: 3
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14:57:22 `q003. For the function of the preceding two questions, y will take its maximum value when x is halfway between the two values at which y = 0. Recall that these two values are approximately x = 1.48 and x = 10.16. At what x value will the function take its maximum value? What will be this value? What are the coordinates of the highest point on the graph?
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RESPONSE --> the x value will be 5.82 and the y value for that is 8.625 so the coordinates for that point is (5.82,8.625) confidence assessment: 3
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14:58:20 The x value halfway between x = 1.48 and x = 10.16 is the average x = (1.48 + 10.16) / 2 = 5.82. At x = 5.82 we have y = - 0.45833 x^2 + 5.33333 x - 6.875 = -.45833 * 5.82^2 + 5.33333 * 5.82 - 6.875 = 8.64 approx.. Thus the graph of the function will be a parabola whose maximum occurs at its vertex (5.82, 8.64).
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RESPONSE --> ok self critique assessment: 3
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15:02:16 `q004. The function y = a x^2 + b x + c has a graph which is a parabola. This parabola will have either a highest point or a lowest point, depending upon whether it opens upward or downward. In either case this highest or lowest point is called the vertex of the parabola. The vertex of a parabola will occur when x = -b / (2a). At what x value, accurate to five significant figures, will the function y = - 0.458333 x^2 + 5.33333 x - 6.875 take its maximum value? Accurate to five significant figures, what is the corresponding y value?
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RESPONSE --> the x value is 5.8146 and the y value is 8.6209 confidence assessment: 3
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15:02:33 In the preceding problem we approximated the x value at which the function is maximized by averaging 1.48 and 10.16, the x values at which the function is zero. Here we will use x = -b / (2 a) to obtain x value at which function is maximized: x = -b / (2a) = 5.33333 / (2 * -0.45833) = 5.81818. To find corresponding y value we substitute x = 5.81818 into y = - 0.458333 x^2 + 5.33333 x - 6.875 to obtain y = 8.64024. Thus the vertex of the parabola lies at (5.81818, 8.64024).
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RESPONSE --> ok self critique assessment: 3
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15:07:19 `q005. As we just saw the vertex of the parabola defined by the function y = - 0.45833 x^2 + 5.33333 x - 6.875 lies at (5.8182, 8.6402). What is the value of x at a point on the parabola which lies 1 unit to the right of the vertex, and what is the value of x at a point on the parabola which lies one unit to the left of the vertex? What is the value of y corresponding to each of these x values? By how much does each of these y values differ from the y value at the vertex, and how could you have determined this number by the equation of the function?
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RESPONSE --> the value of x one to the right is 6.8182 and the value of x one to the left is 4.8182 the y value for 6.8182 is 8.1625 and the y value for 4.8182 is 8.1626 these two values differ by about .5 i added or subtracted one to the x value and plugged these new numbers into the equation confidence assessment: 3
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15:07:53 The vertex lies at x = 5.8182, so the x values of points lying one unit to the right and left of the vertex must be x = 6.8182 and x = 4.8182. At these x values we find by substituting into the function y = - 0.458333 x^2 + 5.33333 x - 6.875 that at both points y = 8.1818. Each of these y values differs from the maximum y value, which occurs at the vertex, by -0.4584. This number is familiar. Within roundoff error is identical to to the coefficient of x^2 in the original formula y = - 0.458333 x^2 + 5.33333 x - 6.875. This will always be the case. If we move one unit to the right or left of the vertex of the parabola defined by a quadratic function y = a x^2 + b x + c, the y value always differ from the y value at the vertex by the coefficient a of x^2. Remember this.
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RESPONSE --> ok self critique assessment: 3
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15:11:20 `q006. In the preceding problem we saw an instance of the following rule: The function y = a x^2 + b x + c has a graph which is a parabola. This parabola has a vertex. If we move 1 unit in the x direction from the vertex, moving either 1 unit to the right or to the left, then move vertically a units, we end up at another point on the graph of the parabola. In assignment 2 we obtained the solution a = -1, b = 10, c = 100 for a system of three simultaneous linear equations. If these linear equations had been obtained from 3 points on a graph, we would then have the quadratic model y = -1 x^2 + 10 x + 100 for those points. What would be the coordinates of the vertex of this parabola? What would be the coordinates of the points on the parabola which lie 1 unit to the right and one unit to the left of the vertex? Sketch a graph with these three points, and sketch a parabola through these points. Will this parabola ever touch the x axis?
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RESPONSE --> the vertex will be at (5,125) and the number to the right and left one unit is y=124 and this graph will touch the x axis confidence assessment: 3
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15:11:50 The vertex of the parabola given by y = -1 x^2 + 10 x + 100 will lie at x = -b / (2 a) = -10 / (2 * -1) = 5. At the vertex the y value will therefore be y = -1 x^2 + 10 x + 100 = -1 * 5^2 + 10 * 5 + 100 = 125. It follows that if we move 1 unit in the x direction to the right or left, the y value will change by a = -1. The y value will therefore change from 125 to 124, and we will have the 3 'fundamental points' (4, 124), (5, 125), and (6, 124). Your graph should show a parabola peaking at (5, 125) and descending slightly as we move 1 unit to the right or left of this vertex. The parabola will then descend more and more rapidly, eventually crossing the x-axis both to the left and to the right of the vertex. The points to the right and left show clearly that the parabola descends from its vertex. This is because in this case a = -1, a negative value, which effectively pulls the parabola down on either side of the vertex. Had the value of a been positive, the points one unit to the right and left would lie above the vertex and the parabola would asscend from its vertex.
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RESPONSE --> ok self critique assessment: 3
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15:11:58 end program
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RESPONSE --> ok self critique assessment: 3
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course MTH 163 06-05-2007?????????F?assignment #003
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15:16:43 query graph of y = x^2 stretched vertically by different factors. When you constructed a graph of y = x^2 and stretched it, describe the graphs you obtained when you stretched it vertically by a factor of 2, by a factor of 3, by a factor of .5 and by a factor of -.3.
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RESPONSE --> the larger the number is then the steeper the graph is and the smaller the less steep and when a - is thrown in there it turns the graph upside down confidence assessment: 3
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15:17:13 ** STUDENT RESPONSE: The graphs of all of the plots were parabolic with all of the vertices at (0,0). Graphs of the plots swtretched by factors .5, 2 and 3 all had the vertex 'down' with factor 3 graph as the narrowest, then factor 2 graph and finallyfactor .5 as the broadest. Factor -.3 was the broadest of them all and its vertex was up. INSTRUCTOR COMMENT: Good descriptions. You should also mention that the factor 3 graph contained the points (-1, 3) and (1, 3), while the factor 2 graph had points (-1, 2) and (1,2) while the factor .5 graph had (-1, .5) and (1, .5). **
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RESPONSE --> ok self critique assessment: 3
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15:19:20 query prob 3: Location of the vertex and fundamental points. Determine the location of the vertex and fundamental points of each of the following quadratic functions: y = x^2 + 2x + 1 and y = x^2 + 3x + 1
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RESPONSE --> the graph for y=x^2+2x+1 is to the left one unit and the graph for y=x^2+3x+1 is to the left and down one confidence assessment: 3
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15:19:53 ** The vertex of y = a x^2 = b x + c occurs at x = - b / (2 a). For y = x^2 + 2 x + 1 we have vertex at x = -2 / (2 * 1) = -1. At x = -1 we have y = (-1)^2 + 2 * -1 + 1 = 0. So one fundamental point is the vertex (-1,0). The other two fundamental points will lie 1 unit to left and 1 unit to the right of the vertex and will be vertically displaced by a = 1 units from the vertex, so these points will be (-2,1) and (0,1). For y = x^2 + 3 x + 1 we have vertex at x = -3 / (2 * 1) = -3/2. At x = -3/2 we have y = (-3/2)^2 + 2 * (-3/2) + 1 = 1/4. So one fundamental point is the vertex (-3/2, -5/4). The other two fundamental points will lie 1 unit to left and 1 unit to the right of the vertex and will be vertically displaced by a = 1 units from the vertex, so these points will be (-5/2, -1/4) and (-1/2,-1/4); or in decimal form at (-2.5, 1.25) and (-.5, 1.25). **
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RESPONSE --> ok self critique assessment: 3
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15:20:46 how did the location of the vertex change as you moved from the graph to graph, for the first four graphs given in the problem?
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RESPONSE --> the vertex didnt move for the first four equations given on this assignment confidence assessment: 3
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15:21:04 ** The vertices move downward and to the left, but not along a straight line. In fact the vertices lie along a different parabola of their own. **
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RESPONSE --> ok self critique assessment: 2
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15:21:53 How do the three fundamental points allow you to make a reasonably accurate sketch of the entire parabola?
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RESPONSE --> the 3 fundamental points will give you the vertex the direction and general slope of the parabula confidence assessment: 3
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15:22:10 ** STUDENT ANSWER AND INSTRUCTOR COMMENT: They provide the initial sweep & symetry around the vertex which defines the 'shape' and direction and allows you to extrapolate. INSTRUCTOR COMMENT: That's very nicely put. The vertex lies on a vertical line of symmetry and the points to right and left show you which way the parabola opens (upward or downward) and indicate the width of the parabola. **
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RESPONSE --> ok self critique assessment: 3
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15:22:49 query Zeros of a quadratic function: What was it that determined whether a function had zeros or not?
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RESPONSE --> its positioning around the x and y axis confidence assessment: 2
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15:23:13 ** STUDENT ANSWER AND INSTRUCTOR COMMENT: Initially, I used the graph of my fundemental points as a visual aid as to whether zero crossings were present INSTRUCTOR COMMENT:There are two ways to answer this question. One is your answer--the vertex and two basic points clearly show you whether the function has zeros. The other way to answer is to note that if the discriminant b^2 - 4 a c, which appears inside the square root, is negative the function cannot have zeros (since you can't take the square root of a negative) and if the discriminant is positive you do have zeros (the quadratic formula will yield one zero if the discriminant is zero and will yield two zeros if the discriminant is positive). **
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RESPONSE --> ok self critique assessment: 3
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15:24:34 query #4. Questions about vertex between zeros and the shape of the curve connecting vertices: What indication do your graphs give you that the vertex of a parabola lies on a line halfway between its two zeros, provided these zeros exist?
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RESPONSE --> because the parabula is equal on both sides of the vertex then both sides will reach its zero at the same time using the same slope confidence assessment: 3
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15:24:44 ** The graph of each function is completely symmetric about a vertical line through the vertex. Thus if one of the zeros lies to the right of the vertex, the other must lie an equal distance to the left of the vertex. **
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RESPONSE --> ok self critique assessment: 3
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15:26:53 ** In fact the vertices of y = x^2 + b x + 1 for various values of b (e.g., b = 2 and b = 3 for the parabolas of the preceding problem) themselves lie on a parabola. We're a ways from actually proving that, but it's an interesting idea. Don't actually do it but if you took any three of these vertices and fit them to the form y = a t^2 + b t + c you would get an equation for y vs. t, and all the other vertices would satisfy the equation. **
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RESPONSE --> the shape of the curve is based off the fundamental points that can be found from the vertex self critique assessment: 3
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15:27:43 Query Add comments on any surprises or insights you experienced as a result of this assignment.
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RESPONSE --> i learned that a is the y-a from the vertex gives the fundamental point self critique assessment: 3
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course MTH 163 assignment #005005.
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15:34:52 `q001. Note that this assignment has 8 questions Evaluate the function y = x^2 for x values -3, -2, -1, 0, 1, 2, and 3. What are your y values?
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RESPONSE --> your y values are 9,4,1,0,1,4,9 respectively confidence assessment: 3
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15:35:00 You should have obtained y values 9, 4, 1, 0, 1, 4, 9, in that order.
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RESPONSE --> ok self critique assessment: 3
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15:36:22 `q002. Evaluate the function y = 2^x for x values -3, -2, -1, 0, 1, 2, and 3. What are your y values?
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RESPONSE --> .125 , .25 , .5 , 1 , 2 , 4 , 8 respectively confidence assessment: 3
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15:36:48 By velocity exponents, b^-x = 1 / b^x. So for example 2^-2 = 1 / 2^2 = 1/4. Your y values will be 1/8, 1/4, 1/2, 1, 2, 4 and 8. Note that we have used the fact that for any b, b^0 = 1. It is a common error to say that 2^0 is 0. Note that this error would interfere with the pattern or progression of the y values.
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RESPONSE --> ok self critique assessment: 3
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15:38:52 `q003. Evaluate the function y = x^-2 for x values -3, -2, -1, 0, 1, 2, and 3. What are your y values?
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RESPONSE --> -.111 , -.25 , -1 , Does not exist , 1 , .25 , .111 respectively confidence assessment: 3
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15:39:07 By the laws of exponents, x^-p = 1 / x^p. So x^-2 = 1 / x^2, and your x values should be 1/9, 1/4, and 1. Since 1 / 0^2 = 1 / 0 and division by zero is not defined, the x = 0 value is undefined. The last three values will be 1, 1/4, and 1/9.
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RESPONSE --> ok self critique assessment: 3
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15:39:59 `q004. Evaluate the function y = x^3 for x values -3, -2, -1, 0, 1, 2, and 3. What are your y values?
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RESPONSE --> -27 , -8 , -1 , 0 , 1 , 8 , 27 respectively confidence assessment: 3
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15:40:47 The y values should be -27, -8, -1, 0, 1, 4, 9.
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RESPONSE --> ok except shouldn't the last two be 8 and 27 self critique assessment: 3
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15:44:09 `q005. Sketch graphs for y = x^2, y = 2^x, y = x^-2 and y = x^3, using the values you obtained in the preceding four problems. Describe the graph of each function.
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RESPONSE --> y=x^2 is a standard parabula y=2^x is a graph that starts very close to zero then riases very steeply y=x^-2 looks like smaller 2^x graph that is around the the origin and they go different ways towards zero but never touch zero y=x^3 looks like half a parabula going down to the left and half goin up to the right confidence assessment: 3
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15:44:38 The graph of y = x^2 is a parabola with its vertex at the origin. It is worth noting that the graph is symmetric with respect to the y-axis. That is, the graph to the left of the y-axis is a mirror image of the graph to the right of the y-axis. The graph of y = 2^x begins at x = -3 with value 1/8, which is relatively close to zero. The graph therefore starts to the left, close to the x-axis. With each succeeding unit of x, with x moving to the right, the y value doubles. This causes the graph to rise more and more quickly as we move from left to right. The graph intercepts the y-axis at y = 1. The graph of y = x^-2 rises more and more rapidly as we approach the y-axis from the left. It might not be clear from the values obtained here that this progression continues, with the y values increasing beyond bound, but this is the case. This behavior is mirrored on the other side of the y-axis, so that the graph rises as we approach the y-axis from either side. In fact the graph rises without bound as we approach the y-axis from either side. The y-axis is therefore a vertical asymptote for this graph. The graph of y = x ^ 3 has negative y values whenever x is negative and positive y values whenever x is positive. As we approach x = 0 from the left, through negative x values, the y values increase toward zero, but the rate of increase slows so that the graph actually levels off for an instant at the point (0,0) before beginning to increase again. To the right of x = 0 the graph increases faster and faster. Be sure to note whether your graph had all these characteristics, and whether your description included these characteristics. Note also any characteristics included in your description that were not included here.
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RESPONSE --> ok self critique assessment: 3
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15:46:25 `q006. Make a table for y = x^2 + 3, using x values -3, -2, -1, 0, 1, 2, 3. How do the y values on the table compare to the y values on the table for y = x^2? How does the graph of y = x^2 + 3 compare to the graph of y = x^2?
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RESPONSE --> all of the values on the table are 3 higher with y=x^2 +3 than y=x^2 this moves the graph vertex up 3 points confidence assessment: 3
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15:46:36 A list of the y values will include, in order, y = 12, 7, 4, 3, 4, 7, 12. A list for y = x^2 would include, in order, y = 9, 4, 1, 0, 1, 4, 9. The values for y = x^2 + 3 are each 3 units greater than those for the function y = x^2. The graph of y = x^2 + 3 therefore lies 3 units higher at each point than the graph of y = x^2.
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RESPONSE --> ok self critique assessment: 3
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15:50:06 `q007. Make a table for y = (x -1)^3, using x values -3, -2, -1, 0, 1, 2, 3. How did the values on the table compare to the values on the table for y = x^3? Describe the relationship between the graph of y = (x -1)^3 and y = x^3.
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RESPONSE --> the differences is the numbers on the graph are shifted one so the values for x^3 are -27,-8,-1,0,1,8,27 where the values for (x-1)^3 are -64,-27,-8,-1,0,1,8 and this shifts the graph one unit to the right confidence assessment: 3
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15:50:20 The values you obtained should have been -64, -27, -8, -1, 0, 1, 8. The values for y = x^3 are -27, -8, -1, 0, 1, 8, 27. The values of y = (x-1)^3 are shifted 1 position to the right relative to the values of y = x^3. The graph of y = (x-1)^3 is similarly shifted 1 unit to the right of the graph of y = x^3.
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RESPONSE --> ok self critique assessment: 3
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15:52:20 `q008. Make a table for y = 3 * 2^x, using x values -3, -2, -1, 0, 1, 2, 3. How do the values on the table compare to the values on the table for y = 2^x? Describe the relationship between the graph of y = 3 * 2^x and y = 2^x.
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RESPONSE --> the values for 3*2^x are 3 times higher than the values for 2^x this shifts the point at which the slope gets steep 3 units to the right confidence assessment: 3
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15:52:31 You should have obtained y values 3/8, 3/4, 3/2, 3, 6, 12 and 24. Comparing these with the values 1/8, 1/4, 1/2, 1, 2, 4, 8 of the function y = 2^x we see that the values are each 3 times as great. The graph of y = 3 * 2^x has an overall shape similar to that of y = 2^x, but each point lies 3 times as far from the x-axis. It is also worth noting that at every point the graph of y = 3 * 2^x is three times as the past that of y = 2^x.
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RESPONSE --> ok self critique assessment: 3
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15:52:37 end program
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RESPONSE --> ok self critique assessment: 3
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course MTH163 005. `query 5Precalculus I
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16:11:43 query introduction to basic function families problem 1 on basic graphs Why is the graph of y = x a straight line?
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RESPONSE --> because x is the same number as y so when x increases so does y confidence assessment: 3
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16:11:53 ** Since y = x the rise and run between any two points on the graph are equal, which makes the slope 1. A graph with constant slope is a straight line. **
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RESPONSE --> ok self critique assessment: 3
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16:12:43 why is y = x^2 symmetric about x = 0 (i.e., taking the same values on either side of x = 0)
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RESPONSE --> because x^2 is positive for all numbers if x is - or + and (0,0) is the vertex confidence assessment: 3
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16:12:50 ** The graph of y = x^2 is symmetric about x = 0 because (-x)^2 = x^2. Thus for any point on the x axis the y values at that point and at the point on the opposite side of the origin are equal, so that the graph on one side of the y axis is a 'reflection' of the graph on the other side. **
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RESPONSE --> ok self critique assessment: 3
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16:14:10 why does y = 2^x keep increasing as x increases, and why does the graph approache the x axis for negative values of x
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RESPONSE --> because you are multipling by 2 every time x increases by one so that makes the slope get very steep and when the numbers get smaller and smaller it gets closer to the x axis because y gets closer to equalling zero confidence assessment: 3
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16:14:20 ** GOOD STUDENT RESPONSE: y = 2^x will increase as x increases on the positive side because x is the value of the exponent. This will cause the y value to double from its last value when you move one unit in the positive x direction. On the negative side of the y axis y = 2^x will approach the x axis because a negative exponent causes the value to invert into a fractional value of itself--i.e., 2^(-x) = 1 / 2^x. As we move one unit at a time negatively the value will become one half of the previous value so it will never quite reach y = 0. **
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RESPONSE --> ok self critique assessment: 3
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16:15:26 why is y = x^3 antisymmetric about x = 0 (i.e., taking the same values except for the - sign on opposite sides of x = 0)
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RESPONSE --> because you are multiplying the number times itself 3times so if the number is negative the answer will be nevagtive and if it is postiive the number will be positive confidence assessment: 3
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16:15:37 ** y = x^3 is antisymmetric because if you cube a negative number you get a negative, if you cube a positive number you get a positive, and the magnitude of the cubed number is the cube of the magnitude of the number. So for example (-3)^2 = -27 and 3^3 = 27; the points (-3, -27) and (3, 37) are antisymmetric, one being `down' while the other is `up'. GOOD STUDENT RESPONSE: y = x^3 is antisymmetric about x = 0 because the exponent is an odd number. This will cause negative x values to have a negative y result. The absolute value of the negative y result will be equivalent to its corresponding positive y value. **
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RESPONSE --> ok self critique assessment: 3
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16:17:49 why do y = x^-2 and y = x^-3 rise more and more steeply as x approaches 0, and why do their graphs approach the x axis as we move away from the y axis.
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RESPONSE --> because the x raised to a negative power is equivalent to 1/x raised to the positive value of that number so it gets larger because the closer to zero the number is the smaller the fraction will be so the larger the number confidence assessment: 3
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16:18:05 ** And as x approaches 0 the expressions x^-2 and x^-3, which mean 1 / x^2 and 1 / x^3, have smaller and smaller denominators. As the denominators approach zero their reciprocals grow beyond all bound. y = x^-2 and y = x^-3 rise more and more steeply as x approaches zero because they have negative exponents they become fractions of positive expressions x^2 and x^3 respectively which have less and less slope as they approach zero. As x^2 and x^3 approach zero and become fractional, x^-2 and x^-3 begin to increase more and more rapidly because thier functions are then a whole number; (1) being divided by a fraction in which the denominator is increasing at an increasing rate. As y = x^-2 and y = x^-3 move away from the y-axis they approach the x-axis because they have negative exponents. This makes them eqivalent to a fraction of 1 / x^2 or 1 / x^3. As x^2 and x^3 increase in absolute value, the values of y = x^-2 and y = x^-3 constantly close in on the x-axis by becoming a portion of the remaining distance closer, they will never reach x = zero though as this would be division by zero (since it is a fraction) **
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RESPONSE --> ok. self critique assessment: 3
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16:19:04 query problem 2. family y = x^2 + c Explain why the family has a series of identical parabolas, each 1 unit higher than the one below it.
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RESPONSE --> because the c is to be used to tell where the vertex is and each time c goes up one the parabula moves up one confidence assessment: 3
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16:19:14 ** GOOD STUDENT RESPONSE: The graph of y = x^2 + c, with c varying from -5 to 4 is a series of identical parabolas each 1 unit higher than the one below it. The c value in the quadratic equation has a direct impact on the vertical shift. The vertex of the graph will be shifted vertically by the amount of the c value, so every time c increases by 1 the graph is raised 1 unit. **
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RESPONSE --> ok self critique assessment: 3
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16:20:45 query problem 4. describe the graph of the exponential family y = A * 2^x for the values A = -3 to 3.
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RESPONSE --> the graphs will be stacked beside each other moving to the right becasue 3 *2^x is 3 times as high as 2^x confidence assessment: 3
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16:22:10 ** This family includes the functions y = -3 * 2^x, y = -2 * 2^x, y = -1 * 2^x, y = 0 * 2^x, y = 1 * 2^x, y = 2 * 2^2 and y = 3 * 2^x. Each function is obtained by vertically stretching the y = 2^x function. y = -3 * 2^x, y = -2 * 2^x, y = -1 * 2^x all vertically stretch y = 2^x by a negative factor, so the graphs all lie below the x axis, asymptotic to the negative x axis and approaching negative infinity for positive x. They pass thru the y axis as the respective values y = -3, y = -2, y = -1. y = 1 * 2^x, y = 2 * 2^x, y = 3 * 2^x all vertically stretch y = 2^x by a positive factor, so the graphs all lie above the x axis, asymptotic to the negative x axis and approaching positive infinity for positive x. They pass thru the y axis as the respective values y = 1, y = 2, y = 3. y = 0 * 2^x is just y = 0, the x axis. Of course the functions for fractional values are also included (e.g., y = -2.374 * 2^x) but only the integer-valued functions need to be included in order to get a picture of the behavior of the family. ** STUDENT QUESTION: Ok, it was A = -3 to 3. I understand how to substitute these values into y = A * 2^x. I knew that is was an asymptote, but I'm a little confused as to how to graph the asymptote. INSTRUCTOR RESPONSE: For each value of A you have a different function. For A = -3, -2, -1, 0, 1, 2, 3you have seven different functions, so you will get 7 different graphs. Each graph will contain the points for all values of x. For example the A = -3 function is y = -3 * 2^x. This function has basic points (0, -3) and (1, -6). As x takes on the negative values -1, -2, -3, etc., the y values will be -1.5, -.75, -.375, etc.. As x continues through negative values the y values will approach zero. This makes the y axis a horizontal asymptote for the function. You should figure out the x = 0 and x = 1 values for every one of these seven functions, and you should be sure you understand why each function approaches the negative x axis as an asymptote. *&*&
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RESPONSE --> ok so the asymptote moves self critique assessment: 3
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16:23:40 describe the graph of the exponential family y = 2^x + c for the values c = -3 to 3.
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RESPONSE --> when you add the c it moves the graph in the vertical direct in direct corrilation to c confidence assessment: 3
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16:23:55 ** There are 7 graphs, including y = 2^x + 0 or just y = 2^x. The c = 1, 2, 3 functions are y = 2^x + 1, y = 2^x + 2 and y = 2^x + 3, which are shifted by 1, 2 and 3 units upward from the graph of y = 2^x. The c = -1, -2, -3 functions are y = 2^x - 1, y = 2^x - 2 and y = 2^x - 3, which are shifted by 1, 2 and 3 units downward from the graph of y = 2^x. **
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RESPONSE --> ok self critique assessment: 3
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16:26:13 query problem 5. power function families Describe the graph of the power function family y = A (x-h) ^ p + c for p = -3: A = 1, h = -3 to 3, c = 0.
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RESPONSE --> these are graphs that have an asymptote at horizontal point h confidence assessment: 3
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16:26:40 ** GOOD STUDENT RESPONSE: I sketched the graph of the power function family y = A (x-h)^p + c for p = -3: A = 1: h = -3 to 3, c = 0. Beginning on the left side of the graph the curve was infinitely close to its asmptote of y = 0. This was determined by the value of c. As we move from left to right the curves decreased at an increasing rate, approaching thier vertical asmptotes which was determined by thier individual values of h. The curves broke at x = c as this value was never possible due to division by zero. The curves resurfaced on the graph high on the right side of thier vertical asymptotes and from there they decreased at a decreasing rate, once again approaching thier horizontal asymptote of y = 0. INSTRUCTOR COMMENTS: Only the h value changes. p=-3, A=1 and c=0, so the functions are y = 1 * (x-h)^-3 or y = (x-h)^-3. For h = -3 to 3 the functions are y = (x - (-3))^-3, y = (x - (-2))^-3, y = (x - (-1))^-3, y = (x - 0)^-3, y = (x - 1)^-3, y = (x - 2)^-3, y = (x - 3)^-3. These graphs march from left to right, moving 1 unit each time. Be sure you see in terms of the tables why this happens. **
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RESPONSE --> ok self critique assessment: 3
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16:27:21 query problem 10 illumination. What function did you evaluate to get your results?
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RESPONSE --> i dont know confidence assessment: 0
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16:28:17 ** I determined the illumination y from a certain florescent bulb at the distances of 1, 2, 3, and 4 units using the generalized power function for p = -1 with A = 370, h = 0 and c = 0. This power function is y = A (x- h)^p + c = 370 (x - 0)^(-1) + 0, or just y = 370 x^-1. **
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RESPONSE --> i didnt do this self critique assessment: 2
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16:30:16 Determine the illumination at distances of 1, 2, 3 and 4 units, and sketch a graph.
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RESPONSE --> i dont understand where this ilumination is coming from confidence assessment: 0
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16:30:39 ** Student Solution: For x=1 we obtain y=370(-1-0) ^-1=370 For x=2 we obtain y=370(2-0)^-1=185 For x=3 we obtain y=370(3-0)^-1 =123.3 For x=4we obtain y=370(4-0)^-1=92.5**
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RESPONSE --> ok where did this come from?? self critique assessment: 2
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16:31:09 Query Add comments on any surprises or insights you experienced as a result of this assignment.
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RESPONSE --> i didnt know where that illumination stuff came from or hoow to do that self critique assessment: 3
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16:31:22 ** STUDENT COMMENT: I have never worked with graphs in the power family, and very little in the exponential family. I am always amazed at the patterns that a function produces. It helps me understand the equation so much better than a list of numbers. I do feel that I need the data table with the graph to fully understand it. INSTRUCTOR RESPONSE: The data table is certainly helpful, especially when you see the reasons for the number patterns in the formula as well as you do. **
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RESPONSE --> ok self critique assessment: 3
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course MTH 163 assignment #006006.
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16:40:35 `q001. Note that this assignment has 10 questions Recall that the graph of y = x^2 + 3 was identical to the graph of y = x^2, except that it was raised 3 units. This function is of the form y = x^2 + c. In the case of this specific function, c = 3. What function would this form give us for c = -1? How would the graph of this function compare with the graph of y = x^2?
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RESPONSE --> the function would be y=x^2 -1 and the graph would differ by being one unit lower than y=x^2 confidence assessment: 3
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16:40:49 If c = -1 the form y = x^2 + c gives us y = x^2 - 1. Every value on a table of this function would be 1 less than the corresponding value on a table of y = x^2, and the graph of y = x^2 - 1 will lie 1 unit lower at each point then the graph of y = x^2.
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RESPONSE --> ok self critique assessment: 3
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16:42:33 `q002. Suppose that we wish to graph the functions y = x^2 + c for c = -3, then for c = -2, then for c = -1, then for c = 0, then for c = 1, then for c = 2, then for c = 3. If all these functions were plotted on the same set of coordinate axes, what would the final graph look like? It is suggested that you actually sketch your graph and describe your sketch.
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RESPONSE --> it would be 6 identical parabulas that are all up one unit going from -3 to 3but all are on the y axis confidence assessment: 3
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16:43:13 The graph of the c= -3 function y = x^2 - 3 will lie 3 units lower than the graph of y = x^2. The graph of the c= -2 function y = x^2 - 2 will lie 22222 units lower than the graph of y = x^2. The progression should be obvious. The graph of the c= 3 function y = x^2 + 3 will lie 3 units higher than the graph of y = x^2. The final graph will therefore show a series of 7 functions, with the lowest three units below the parabolic graph of y = x^2 and the highest three units above the graph of this function. Each graph will lie one unit higher than its predecessor.
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RESPONSE --> ok i counted wrong i said 6 instead of 7 self critique assessment: 3
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16:44:43 `q003. The function y = (x -1)^3 is of the form y = (x -k)^3 with k = 1. What function would this form give us for k = 3? How would the graph of this function compare with that of y = x^3?
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RESPONSE --> the formula would be y=(x-3)^3 and it would be 3 units to the right of x^3 confidence assessment: 3
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16:44:59 Recall how the graph of y = (x-1)^3 lies one unit to the right of the graph of y = x^3. The k = 3 function y = (x -3)^3 will lie 3 units to the right of the graph of y = x^3.
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RESPONSE --> ok self critique assessment: 3
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16:45:51 `q004. Suppose we wish to graph the functions y = (x -k)^3 for k values 2, then 3, then 4. If we graph all these functions on the same set of coordinate axes, what will the graph look like? It is suggested that you actually sketch your graph and describe your sketch.
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RESPONSE --> then we would have 3 identical functions just all of changed by one unit to the right from 2 to 4 confidence assessment: 3
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16:46:10 The k = 2 graph will lie 2 units to the right of the graph of y = x^3, and the k = 4 graph will lie 4 units to the right. The three graphs will all have the same shape as the y = x^3 graph, but will lie 2, 3 and 4 units to the right.
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RESPONSE --> ok self critique assessment: 3
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16:48:04 `q005. The function y = 3 * 2^x is of the form y = A * 2^x for A = 3. What function would this form give us for A = 2? How would the graph of this function compare with that of y = 2^x?
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RESPONSE --> the formula would be 2*2^x = y and the difference would be that the 2*2^x would get steeper twice as fast as the 2^x one confidence assessment: 3
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16:48:19 As we saw earlier, the graph of y = 3 * 2^x lies 3 times as far from the x-axis as a graph of y = 2^x and is at every point three times as steep. We would therefore expect the A = 2 function y = 2 * 2^x to lie 2 times is far from the x-axis as the graph of y = 2^x.
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RESPONSE --> ok self critique assessment: 3
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16:49:00 `q006. Suppose we wish to graph the functions y = A * 2^x for values A ranging from 2 to 5. If we graph all such functions on the same set of coordinate axes, what will the final graph look like? It is suggested that you actually sketch your graph and describe your sketch.
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RESPONSE --> they would be the same except they would get steeper as you move from 2 to 5 and they would all stack on top of each other confidence assessment: 3
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16:49:15 These graphs will range from 2 times as far to 5 times as far from the x-axis as the graph of y = 2^x, and will be from 2 to 5 times as steep. The y intercepts of these graphs will be (0,2), (0, 3), (0, 4), (0,5).
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RESPONSE --> ok self critique assessment: 3
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16:50:12 `q007. What is the slope of a straight line connecting the points (3, 8) and (9, 12)?
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RESPONSE --> the slope is 4/6 confidence assessment: 3
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16:50:22 The rise between the points is from y = 8 to y = 12. This is a rise of 12-8 = 4. The run between these points is from x = 3 to x = 9, a run of 9 - 3 = 6. The slope between these points is therefore rise/run = 4/6 = 2/3, with decimal equivalent .6666....
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RESPONSE --> ok self critique assessment: 3
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16:52:44 `q008. What are the coordinates of the t = 5 and t = 9 points on the graph of y = 2 t^2 + 3? What is the slope of the straight line between these points?
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RESPONSE --> the points are (9,165) and (5,53) and the slope by doing rise over run is 112/5 or 22.4 confidence assessment: 3
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16:53:51 The t = 5 value is y = 2 * 5^2 + 3 = 2 * 25 + 3 = 50 + 3 = 53. The t = 9 value is similarly calculated. We obtain y = 165. The rise between these points is therefore 165-53 = 112. The run is from t = 5 to t = 9, a run of 9 - 5 = 4. This slope of a straight line connecting these points is therefore rise/run = 112/4 = 28.
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RESPONSE --> i did 9-4 instead of 9-5 i messed up self critique assessment: 3
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16:55:12 `q009. Suppose y = 2 t^2 + 3 represents the depth, in cm, of water in a container at clock time t, in seconds. At what average rate does the depth of water change between t = 5 seconds and t = 9 seconds?
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RESPONSE --> using the numbers we got in the last problem i determined the rate is 28 cm/sec confidence assessment: 3
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16:55:23 The t = 5 second and t = 9 second depths are easily calculated to be y = 53 cm and y = 165 cm. The depth therefore changes from 53 cm to 165 cm, a change of 165 cm - 53 cm = 112 cm, in the 4 seconds between the to clock times. The average rate of depth changes therefore 112 cm/(4 seconds) = 28 cm/second. We note that this calculation is identical to the calculation of the slope of the straight line connecting the t = 5 and t = 9 points of the graph y = 2 t^2 + 3.
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RESPONSE --> ok self critique assessment: 3
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16:56:57 `q010. If we have a graph of depth y vs. clock time t, then how to we know that the slope of a straight line connecting two points of the graph represents the average rate at which depth changes over the corresponding time interval?
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RESPONSE --> beacuse the slope or straight line connecting the two points represents the average of the graph goin towards that point including low points and high points confidence assessment: 3
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16:57:09 The rise of the graph represents the change in the depth y and the run represents the change clock time t. The slope, which is rise/run, therefore represents change in depth/change in clock time, which is the average rate at which the depth changes.
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RESPONSE --> ok self critique assessment: 3
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16:57:15 end program
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RESPONSE --> ok self critique assessment: 3"
course MTH 163 assignment #006006. `query 6
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17:24:50 Query 4 basic function families What are the four basic functions? What are the generalized forms of the four basic functions?
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RESPONSE --> Linear functions(y=mx+b), quadratic functions(y=ax^2+bx+c), exponential functions(y=2^x), power functions(y=x^3) confidence assessment: 3
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17:25:09 ** STUDENT RESPONSE: Linear is y=mx+b Quadratic is y=ax^2 + bx +c Exponential is y= A*2^ (kx)+c Power = A (x-h)^p+c INSTRUCTOR COMMENTS: These are the generalized forms. The basic functions are y = x, y = x^2, y = 2^x and y = x^p. **
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RESPONSE --> ok self critique assessment: 3
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17:27:08 For a function f(x), what is the significance of the function A f(x-h) + k and how does its graph compare to that of f(x)?
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RESPONSE --> this graph has been altered by the A, h and k to morph the graph into a derivative of the original graph confidence assessment: 2
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17:27:24 ** STUDENT RESPONSE: A designates the x strectch factor while h affects a y shift & k affects an x shift INSTRUCTOR COMMENTS: k is the y shift for a simple enough reason -- if you add k to the y value it raises the graph by k units. h is the x shift. The reason isn't quite as simple, but not that hard to understand. It's because when x is replaced by x - h the y values on the table shift 'forward' by h units. A is a multiplier. When all y values are multiplied by A that moves them all A times as far from the x axis, which is what causes the stretch. Thus A f(x-h) + k is obtained from f(x) by vertical stretch A, horizontal shift h and vertical shift k. The two aren't the same, but of course they're closely related. **
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RESPONSE --> ok self critique assessment: 2
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17:33:13 query introduction to rates and slopes, problem 1 ave vel for function depth(t) = .02t^2 - 5t + 150 give the average rate of depth change from t = 20 to t = 40
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RESPONSE --> by plugging in i got the points (20,58) and (40,-18) then i used the change in y / change in x which gave me -76/20 or -3.8 confidence assessment: 2
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17:33:23 ** depth(20) = .02(20^2) - 5(20) + 150 = 58 depth(40) = .02(40^2) - 5(40) + 150 = -18 change in depth = depth(40) - depth(20) = -18 - 58 = -76 change in clock time = 40 - 20 = 20. Ave rate of depth change = change in depth / change in clock time = -76 / 20 = -3.8 **
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RESPONSE --> ok self critique assessment: 3
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17:35:29 ** depth(60) = .02(60^2) - 5(60) + 150 = -78 depth(80) = .02(80^2) - 5(80) + 150 = -122 change in depth = depth(80) - depth(60) = -122 - (-78) = -44 change in clock time = 40 - 20 = 20. Ave rate of depth change = change in depth / change in clock time = -44 / 20 = -2.2 **
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RESPONSE --> by using the same format as the last question i got the points (60,-78) and (80,-122) and i got a slope of -44/20 or -2.2 self critique assessment: 3
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17:36:19 describe your graph of y = .02t^2 - 5t + 150
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RESPONSE --> it is a linear graph that is decreasing at a constant rate confidence assessment: 3
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17:37:43 ** The graph is a parabola. y = .02t^2 - 5t + 150 has vertex at x = -b / (2a) = -(-5) / (2 * .02) = 125, at which point y = .02 (125^2) - 5(125) + 150 = -162.5. The graph opens upward, intercepting the x axis at about t = 35 and t = 215. Up to t = 125 the graph is decreasing at a decreasing rate. That is, it's decreasing but the slopes, which are negative, are increasing toward 0.**
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RESPONSE --> i knew this i just wasnt thinking when i answered the question i see my mistake now self critique assessment: 2
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17:38:29 describe the pattern to the depth change rates
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RESPONSE --> the rate decreases as time increases confidence assessment: 2
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17:38:50 ** Rates are -3.8, -3 and -2.2 for the three intervals (20,40), (40,60) and (60,80). For each interval of `dt = 20 the rate changes by +.8. **
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RESPONSE --> ok self critique assessment: 3
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17:39:31 query problem 2. ave rates at midpoint times what is the average rate of depth change for the 1-second time interval centered at the 50 sec midpoint?
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RESPONSE --> i dont understand the question confidence assessment: 0
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17:40:04 ** The 1-sec interval centered at t = 50 is 49.5 < t < 50.5. For depth(t) = .02t^2 - 5t + 150 we have ave rate = [depth(50.5) - depth(49.5)]/(50.5 - 49.5) = -3 / 1 = -3. **
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RESPONSE --> ohhhhh ok i understand what it was asking now self critique assessment: 2
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17:43:03 what is the average rate of change for the six-second time interval centered at the midpoint.
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RESPONSE --> by doing the same thing as the last problem i got -18/6 which equals -3 confidence assessment: 3
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17:43:12 ** The 6-sec interval centered at t = 50 is 47 < t < 53. For depth(t) = .02t^2 - 5t + 150 we have ave rate = [depth(53) - depth(47)]/(53 - 47) = -18 / 6 = -3. **
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RESPONSE --> ok self critique assessment: 3
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17:44:10 ** The two rates match each other, and they also match the average rate for the interval 40 < t < 60, which is also centered at t = 50. For a quadratic function, and only for a quadratic function, the rate is the same for all intervals having the same midpoint. This is a property unique to quadratic functions. **
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RESPONSE --> they are identical even though the time distance around the midpoint increases self critique assessment: 3
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17:46:47 query problem 3. ave rates at midpt times for temperature function Temperature(t) = 75(2^(-.05t)) + 25. What is the average rate of depth change for the 1-second time interval centered at the 50 sec midpoint?
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RESPONSE --> -.46degree/sec confidence assessment: 3
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17:47:14 STUDENT RESPONSE: .46 degrees/minute INSTRUCTOR COMMENT: More precisely .4595 deg/min, and this does not agree exactly with the result for the 6-second interval. Remember that you need to look at enough significant figures to see if there is a difference between apparently identical results.**
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RESPONSE --> ok self critique assessment: 3
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17:48:31 what is the average rate of change for the six-second time interval centered at the midpoint.
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RESPONSE --> -.46 degree/min confidence assessment: 3
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17:49:25 STUDENT RESPONSE: .46 degrees/minute INSTRUCTOR COMMENT: The 1- and 6-second results might possibly be the same to two significant figures, but they aren't the same. Be sure to recalculate these according to my notes above and verify this for yourself. The average rate for the 6-second interval is .4603 deg/min. It differs from the average rate .4595 deg/min, calculated over the 1-second interval, by almost .001 deg/min. This differs from the behavior of the quadratic. For a quadratic that the results for all intervals centered at the same point will all agree. This is not the case for the present function, which is exponential. Exact agreement is a characteristic of quadratic functions, and of no other type. **
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RESPONSE --> ok how many sig figs should we usually go to?? self critique assessment: 3
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course MTH 163 assignment #007007.
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17:57:14 `q001. Note that this assignment has 8 questions Sketch a graph of the following (x, y) points: (1,2), (3, 5), (6, 6). Then sketch the straight line which appears to come as close as possible, on the average, to the four points. Your straight line should not actually pass through any of the given points. Describe how your straight line lies in relation to the points. Give the coordinates of the point at which your straight line passes through the y axes, and give the coordinates of the x = 2 and x = 7 points on your straight line. Determine the slope of the straight line between the last two points you gave.
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RESPONSE --> it passes above two of the points and below the middle point (0,1.1) (2,2.5) (7,6.8) the slope is .86 confidence assessment: 3
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17:57:32 Your straight line should pass above the first and third points and beneath the second. If this is not the case the line can be modified so that it comes closer on the average to all three points. The best possible straight line passes through the y-axis near y = 2. The x = 2 point on the best possible line has a y coordinate of about 3, and the x = 7 point has a y coordinate of about 7. So the best possible straight line contains points with approximate coordinate (2,3) and (5,7). The slope between these two points is rise/run = (7 - 3)/(5 - 2) = 4 / 5 = .8. Note that the actual slope and y intercept of the true best-fit line, to 3 significant figures, are .763 and 1.79. So the equation of the line is .763 x + 1.79
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RESPONSE --> ok self critique assessment: 3
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18:00:38 Plugging the coordinates (2,3) and (7, 6) into the form y = m x + b we obtain the equations 3 = 2 * m + b 5 = 7 * m + b. Subtracting the first equation from the second will eliminate b. We get 4 = 5 * m. Dividing by 5 we get m = 4/5 = .8. Plugging m = .8 into the first equation we get 3 = 2 * .8 + b, so 3 = 1.6 + b and b = 3 - 1.6 = 1.4. Now the equation y = m x + b becomes y = .8 x + 1.4. Note that the actual best-fit line is y = .763 x + 1.79, accurate to three significant figures.
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RESPONSE --> the equation i get is y=.86x+.78 self critique assessment: 3
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18:02:32 `q003. Using the equation y = .8 x + 1.4, find the coordinates of the x = 1, 3, and 6 points on the graph of the equation.
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RESPONSE --> (1,2.2) (3,3.8)(6,6.2) confidence assessment: 3
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18:02:42 Evaluating y =.8 x + 1.4 at x = 1, 3, and 6 we obtain y values 2.2, 3.8, and 6.2.
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RESPONSE --> ok self critique assessment: 3
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18:03:54 `q004. The equation y = .8 x + 1.4 gives you points (1, 2.2), (3, 3.8), and (6,6.2). How close, on the average, do these points come to the original data points (1,2), (3, 5), and (6, 6)?
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RESPONSE --> .53 off on average confidence assessment: 3
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18:04:05 (1, 2.2) differs from (1, 2) by the .2 unit difference between y = 2 and y = 2.2. (3, 3.8) differs from (3, 5) by the 1.2 unit difference between y = 5 and y = 3.8. (6, 6.2) differs from (6, 6) by the .2 unit difference between y = 6 and y = 6.2. {}The average discrepancy is the average of the three discrepancies: ave discrepancy = ( .2 + 1.2 + .2 ) / 3 = .53.
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RESPONSE --> ok self critique assessment: 3
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18:06:38 `q005. Using the best-fit equation y =.76 x + 1.79, with the numbers accurate to the nearest .01, how close do the predicted points corresponding to x = 1, 3, and 6 come to the original data points (1,2), (3, 5), and (6, 6)?
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RESPONSE --> on average they come to be .61 off with the points being (1,2.55)(3,4.07)(6,6.35) confidence assessment: 3
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18:07:18 Evaluating y =.76 x + 1.79 at x = 1, 3 and 6 we obtain y values 2.55, 4.07 and 6.35. This gives us the points (1,2.55), (3,4.07) and (6, 6.35). These points lie at distances of .55, .93, and .35 from the original data points. The average distance is (.55 + .93 + .35) / 3 = .58 from the points.
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RESPONSE --> ok self critique assessment: 3
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18:09:17 `q006. The average distance of the best-fit line to the data points appears to greater than the average distance of the line we obtain by an estimate. In fact, the best-fit line doesn't really minimize the average distance but rather the square of the average distance. The distances for the best-fit model are .55, .93 and .35, while the average distances for our first model are .2, 1.2 and .2. Verify that the average of the square distances is indeed less for the best-fit model.
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RESPONSE --> this way we get closer to more points to avoid outlying points confidence assessment: 3
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18:09:49 The square distances for the best-fit model are .55^2 = .30, .93^2 = .87 and .35^2 = .12. The average of these square distances is (.30 + .87 + .12) / 3 = .43. The squared distances for the first model are .2^2 = .04, 1.2^2 = 1.44 and .2^2 = .04, so the average of the square distances for this model is (.04 + 1.44 + .04) / 3 = .51. Thus the best-fit model does give the better result. We won't go into the reasons here why it is desirable to minimize the square of the distance rather than the distance. When doing eyeball estimates, you don't really need to take this subtlety into account. You can simply try to get is close is possible, on the average, to the points.
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RESPONSE --> ok self critique assessment: 3
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18:17:18 `q007. If the original data points (1,2), (3, 5), and (6, 6) represent the selling price in dollars of a bag of widgets vs. the number of widgets in the bag, then how much is paid for a bag of 3 widgets? How much would you estimate a bag of 7 widgets would cost?
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RESPONSE --> 3widgets would be $1.59 and 7 widgets would be $6.86 approximately confidence assessment: 2
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18:18:13 If we use the best-fit function y =.76 x + 1.79, noting that y represents the cost and x the number of widgets, then the cost of 3 widgets is y = .76 * 3 + 1.79 = 4.05, representing cost of $4.05. The cost of 7 widgets would be y = .76 * 7 + 1.79 = 7.11. The cost of 7 widgets would be $7.11.
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RESPONSE --> i put them backwards i did widgets is y and price is x self critique assessment: 2
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18:19:23 `q008. According to the function y = .8 x + 1.4, how much will a bag of 7 widgets cost? How many widgets would you expect to get for $10?
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RESPONSE --> 7 widgets would coast $7 and i would expect to get 10.75 widgets for $10 confidence assessment: 3
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18:19:38 Using the model we obtained, y = .8 x + 1.4, we note that the cost is represented by y and the number of widgets by acts. Thus we can find cost of 7 widgets by letting x = 7: cost = y = .8 * 7 + 1.4 = 7. To find the number of widgets you can get for $10, let y = 10. Then the equation becomes 10 = .8 x + 1.4. We easily solve this equation by subtracting 1.4 from both sides than dividing by .8 to obtain x = 10.75. That is, we can buy 10.75 widgets with $10.
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RESPONSE --> ok self critique assessment: 3
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18:19:43 end program
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RESPONSE --> ok self critique assessment: 3
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course MTH 163 assignment #007007. `query 7
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18:27:20 query predictions Sketch your graph representing the predicted height of the low end vs. the weight on the spring.
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RESPONSE --> ok confidence assessment: 3
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18:27:54 STUDENT RESPONSE: I predict that the spring will stretch at a greater rate as the weight is added. In my experience, springs lose their strength as they are stretched, and will not go back to their original shape. INSTRUCTOR COMMENT: ** Within their range of elasticity the graph is very nearly linear. If stretched too far the spring will lose its permanent elastic properties and will then deviate from linearity **
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RESPONSE --> oh i got a linear graph that was decreasing at a constant rate self critique assessment: 2
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18:28:49 comment on how the actual graph of the data compared with your prediction
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RESPONSE --> it was close confidence assessment: 3
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18:29:03 ** If you predicted a linear graph then did the actual graph confirm this? If you predicted a curvature did the actual graph confirm this? **
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RESPONSE --> yes self critique assessment: 3
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18:29:52 query linked outline discuss your experience with the Linked Outline. Did you find it helpful?
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RESPONSE --> yes it had everything right there so i didnt have to search trough to find the question i had confidence assessment: 3
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18:29:59 ** Many students find the Linked Outline very helpful. **
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RESPONSE --> ok self critique assessment: 3
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18:30:17 Query Add comments on any surprises or insights you experienced as a result of this assignment.
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RESPONSE --> none really confidence assessment: 3
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course MTH 163 assignment #008008.
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18:36:27 `q001. Note that this assignment has 4 questions For the function y = 1.1 x + .8, what are the coordinates of the x = 2 and x = 9 points? What is the rise between these points and what is the run between these points? What therefore is the slope between these points?
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RESPONSE --> the coordinates are (2,3) (9,10.7) the rise between the two is 7.7 the run between the two is 7 the slope is 1.1 confidence assessment: 3
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18:36:32 Evaluating y = 1.1 x +.8 for x = 2 and x = 9 we obtain y = 3 and y = 10.7. The graph points are therefore (2,3) and (9,10.7). The rise between these points is 10.7 - 3 = 7.7 and the run is 9-2 = 7. Thus the slope is 7.7 / 7 = 1.1.
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RESPONSE --> ok self critique assessment: 3
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18:38:01 `q002. For the function y = 1.1 x + .8, what are the coordinates of the x = a point, in terms of the symbol a? What are the coordinates of the x = b point, in terms of the symbol b?
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RESPONSE --> (a, 1.1a+.8) and (b,1.1b+.8) confidence assessment: 2
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18:38:13 If x = a, then y = 1.1 x + .8 gives us y = 1.1 a + .8. If x = b, then y = 1.1 x + .8 gives us y = 1.1 b + .8. Thus the coordinates of the x = a point are (a, 1.1 a + .8) and (b, 1.1 b + .8).
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RESPONSE --> ok self critique assessment: 3
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18:40:22 `q003. We see that the coordinates of the x = a point are (a, 1.1 a + .8) and (b, 1.1 b + .8). What therefore is the rise between these two points? What is the run between these two points?
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RESPONSE --> the rise between the two points is 1.1*(a-b) the run between the two points is (a-b) so the (a-b) crosses out to leave with the slope of 1.1 confidence assessment: 3
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18:40:42 The rise between the points is the rise from y = 1.1 a + .8 to y = 1.1 b + .8, a rise of rise = (1.1 b + .8) -(1.1 a + .8) = 1.1 b + .8 - 1.1 a - .8 = 1.1 b - 1.1 a. The run is from x = a to x = b, a run of run = b - a.
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RESPONSE --> i did a-b instead of b-a self critique assessment: 3
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18:40:55 `q004. We see that the rise between the x = a and x = b points of the graph of y = 1.1x +.8 is 1.1 b + .8 - (1.1 a + .8), while the run is b - a. What therefore is the average slope of the graph between these points? Simplify your answer.
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RESPONSE --> 1.1 confidence assessment: 3
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18:41:05 The slope is slope = rise / run = (1.1 b - 1.1 a) / (b - a) = 1.1 (b - a) / (b - a) = 1.1. The significance of this series of exercises is that the slope between any two points of the straight line y = 1.1 x + .8 must be 1.1, no matter whether the points are given by numbers (e.g., x = 2 and x = 9) or by symbols (x = a and x = b). Mostly
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RESPONSE --> ok self critique assessment: 3
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18:41:12 end program
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RESPONSE --> ok self critique assessment: 3
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