course PHY 201 I am still not terribly clear on how to go backwards
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16:30:18 `q001. Explain the difference between x - 2 / x + 4 and (x - 2) / (x + 4). The evaluate each expression for x = 2.
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RESPONSE --> confidence assessment:
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???????????| assignment #001 001. typewriter notation qa initial problems 06-05-2007
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16:32:37 `q001. Explain the difference between x - 2 / x + 4 and (x - 2) / (x + 4). The evaluate each expression for x = 2.
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RESPONSE --> The order of operations for the first problem would require division first, then addition/subtraction. The second problem would require parenthesis first. Solving for x = 2, the solution for the first problem would be: 2-2/2+4= 5 [2-2]/[2+4]= 0 confidence assessment: 3
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16:33:52 `q002. Explain the difference between 2 ^ x + 4 and 2 ^ (x + 4). Then evaluate each expression for x = 2. Note that a ^ b means to raise a to the b power. This process is called exponentiation, and the ^ symbol is used on most calculators, and in most computer algebra systems, to represent exponentiation.
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RESPONSE --> OK confidence assessment: 3
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????????z??? assignment #001 001. typewriter notation qa initial problems 06-05-2007 }?????????????? assignment #001 001. typewriter notation qa initial problems 06-05-2007
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16:40:01 `q002. Explain the difference between 2 ^ x + 4 and 2 ^ (x + 4). Then evaluate each expression for x = 2. Note that a ^ b means to raise a to the b power. This process is called exponentiation, and the ^ symbol is used on most calculators, and in most computer algebra systems, to represent exponentiation.
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RESPONSE --> 2 raised to the x + 4 requires the exponential process first, and then addition. The second problem would require the brackets first, and then exponential process. Solving for 2, one would respond: 2^2 + 4 = 8 2^[6]= 64 confidence assessment: 3
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16:43:24 `q003. What is the numerator of the fraction in the expression x - 3 / [ (2x-5)^2 * 3x + 1 ] - 2 + 7x? What is the denominator? What do you get when you evaluate the expression for x = 2?
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RESPONSE --> The numerator is the ""top number"" in the division, the denominator is the ""bottom number."" Solving for x =2, one would respond, 2-3 / [[4-5]^2 * 6 + 1] - 2 + 14 -1 / [7] - 2 + 14 -1 / 19 confidence assessment: 3
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16:50:51 `q004. Explain, step by step, how you evaluate the expression (x - 5) ^ 2x-1 + 3 / x-2 for x = 4.
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RESPONSE --> Ooops, I learned something on the last one. Clearing the cobwebs, I suppose. [4-5] ^ 2(4)-1 + 3/ 4 - 2 [-1] ^ 2(4) - 1 + 3/4 -2 1(4) - 1 + 3 / 4 - 2 4 - 1 + 3 / 4 - 2 4 - 1 + .75 - 2 3 + . 75 - 2 1.75 confidence assessment: 2
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16:52:30 *&*& Standard mathematics notation is easier to see. On the other hand it's very important to understand order of operations, and students do get used to this way of doing it. You should of course write everything out in standard notation when you work it on paper. It is likely that you will at some point use a computer algebra system, and when you do you will have to enter expressions through a typewriter, so it is well worth the trouble to get used to this notation. Indicate your understanding of the necessity to understand this notation.
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RESPONSE --> I understand the necessity because of the format of this class and future projects. self critique assessment: 2
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17:00:32 `q005. At the link http://www.vhcc.edu/dsmith/genInfo/introductory problems/typewriter_notation_examples_with_links.htm (copy this path into the Address box of your Internet browser; alternatively use the path http://vhmthphy.vhcc.edu/ > General Information > Startup and Orientation (either scroll to bottom of page or click on Links to Supplemental Sites) > typewriter notation examples and you will find a page containing a number of additional exercises and/or examples of typewriter notation.Locate this site, click on a few of the links, and describe what you see there.
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RESPONSE --> confidence assessment:
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17:01:01 You should see a brief set of instructions and over 30 numbered examples. If you click on the word Picture you will see the standard-notation format of the expression. The link entitled Examples and Pictures, located in the initial instructions, shows all the examples and pictures without requiring you to click on the links. There is also a file which includes explanations. The instructions include a note indicating that Liberal Arts Mathematics students don't need a deep understanding of the notation, Mth 173-4 and University Physics students need a very good understanding,
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RESPONSE --> I see various exaples of notation. self critique assessment: 3
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