#$&*
course Phy 201
August 31, 2011 7pm
are the remaining ten questions:*********************************************
Question: `q003. If you are earning 8 dollars / hour, how long will it take you to earn $72? The answer may well be obvious, but explain as best you can how you reasoned out your result.
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution: (type in your solution starting in the next line)
If I am earning 8 dollars an hour, it will take 9 hours to earn 72 dollars. This is correct because 72 divided by 8 is 9.
Confidence Rating: 3
*********************************************
Question: `q004. Calculate (8 + 3) * 5 and 8 + 3 * 5, indicating the order of your steps. Explain, as best you can, the reasons for the difference in your results.
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution: (type in your solution starting in the next line)
In order to solve this problem, I followed the mathematical order of operations. First, 8+3=11. This left me with (11)*5=55. For the second problem, multiplication is solved before addition according to the order of operations. Therefore, 3*5=15. Then, 15+8=23.
confidence rating #$&*:
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
Self-critique (if necessary): OK
*********************************************
Question: `q005. Calculate (2^4) * 3 and 2^(4 * 3), indicating the order of your steps. Explain, as best you can, the reasons for the difference in your results. Note that the symbol '^' indicates raising to a power. For example, 4^3 means 4 raised to the third power, which is the same as 4 * 4 * 4 = 64.
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
Following the order of operations, I first solved 2^4, which is 16. This is figured out by taking 2*2*2*2. Then, 16*3 results in 48.
For the second question, the parentheses are solved first. Therefore, 4*3= 12. Then, 2^12 becomes the resulting problem. This is figured out by taking 2*2*2*2*2*2*2*2*2*2*2*2= 4096.
Confidence Rating: 3
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
Self-critique (if necessary):OK
*********************************************
Question: `q006. Calculate 3 * 5 - 4 * 3 ^ 2 and 3 * 5 - (4 * 3)^2 according to the standard order of operations, indicating the order of your steps. Explain, as best you can, the reasons for the difference in your results.
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
For the first problem, 3^2 is evaluated first. Therefore, 3^2, which is 3*3, equals 9. The problem is now 3*5-4*9. Next, multiplication takes place. So, 3*5 gives us 15 and 4*9 gives us 36. Our final problem is now 15-36 which equals -21.
For the second problem, I first solved the parentheses, 4*3=12. Then, following the order of operations, I solved 12^2=144. Last, I multiplied 3*5 to get 15. Finally, I subtracted 144 from 15, 15-144, resulting in -129.
confidence rating #$&*:
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
Self-critique (if necessary): OK
In the next three problems, the graphs will be of one of the basic shapes listed below. You will be asked to construct graphs for three simple functions, and determine which of the depicted graphs each of your graphs most closely resembles. At this point you won't be expected to know these terms or these graph shapes; if at some point in your course you are expected to know these things, they will be presented at that point.
Linear:
Quadratic or parabolic:
Exponential:
Odd power:
Fractional positive power:
Even negative power:
partial graph of polynomial of degree 3
more extensive graph of polynomial of degree 3
*********************************************
Question: `q007. Let y = 2 x + 3. (Note: Liberal Arts Mathematics students are encouraged to do this problem, but are not required to do it).
• Evaluate y for x = -2. What is your result? In your solution explain the steps you took to get this result.
• Evaluate y for x values -1, 0, 1 and 2. Write out a copy of the table below. In your solution give the y values you obtained in your table.
x y
-2 -1
-1 1
0 3
1 5
2 7
• Sketch a graph of y vs. x on a set of coordinate axes resembling the one shown below. You may of course adjust the scale of the x or the y axis to best depict the shape of your graph.
• In your solution, describe your graph in words, and indicate which of the graphs depicted previously your graph most resembles. Explain why you chose the graph you did.
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
The first step in this problem is to complete the table provided. To do so, the x-value provided is plugged into the equation, y=2x+3, to produce the y value and complete the table. For example, when x=-2 we plug -2 into the equation. Y=2(-2)+3. This results in a y-value of -1.Since the y-value are continuously increasing, the graph is linear.
confidence rating #$&*:
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
Self-critique (if necessary): OK
*********************************************
Question: `q008. Let y = x^2 + 3. (Note: Liberal Arts Mathematics students are encouraged to do this problem, but are not required to do it).
• Evaluate y for x = -2. What is your result? In your solution explain the steps you took to get this result.
• Evaluate y for x values -1, 0, 1 and 2. Write out a copy of the table below. In your solution give the y values you obtained in your table.
x y
-2 7
-1 4
0 3
1 4
2 7
• Sketch a graph of y vs. x on a set of coordinate axes resembling the one shown below. You may of course adjust the scale of the x or the y axis to best depict the shape of your graph.
• In your solution, describe your graph in words, and indicate which of the graphs depicted previously your graph most resembles. Explain why you chose the graph you did.
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
The first step in this problem is to complete the table provided. To do so, the x-value provided is plugged into the equation, y=x^2+3, to produce the y value and complete the table. For example, when x=-2 we plug -2 into the equation. Y=-2^2 + 3. This results in a y-value of 7. Since the y-value first decrease and then increase, the graph is parabolic
confidence rating #$&*:
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
Self-critique (if necessary): OK
*********************************************
Question: `q009. Let y = 2 ^ x + 3. (Note: Liberal Arts Mathematics students are encouraged to do this problem, but are not required to do it).
• Evaluate y for x = 1. What is your result? In your solution explain the steps you took to get this result.
• Evaluate y for x values 2, 3 and 4. Write out a copy of the table below. In your solution give the y values you obtained in your table.
x y
1
2
3
4
• Sketch a graph of y vs. x on a set of coordinate axes resembling the one shown below. You may of course adjust the scale of the x or the y axis to best depict the shape of your graph.
• In your solution, describe your graph in words, and indicate which of the graphs depicted previously your graph most resembles. Explain why you chose the graph you did.
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
The first step in this problem is to complete the table provided. To do so, the x-value provided is plugged into the equation, y=2^x+3, to produce the y value and complete the table. For example, when x=1 we plug 1 into the equation. Y=2^1 + 3. This results in a y-value of 5. The graph increases from left to right, therefore it is an exponential graph.
confidence rating #$&*:
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
Self-critique (if necessary): OK
*********************************************
Question: `q010. If you divide a certain positive number by 1, is the result greater than the original number, less than the original number or equal to the original number, or does the answer to this question depend on the original number?
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
Any number divided by 1 results in the same number.
confidence rating #$&*:
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
####Self-critique Rating: After reading the Given Answer to this question, I realize I didn’t explain how the numbers are divided into equal parts. I should’ve gone into more detail to explain the parts of a division problem. When a number is being divided, it means that a whole number is being broken up into parts. The size of these parts are determined by how large or small the dividing number is.
*********************************************
Question: `q011. If you divide a certain positive number by a number greater than 1, is the result greater than the original number, less than the original number or equal to the original number, or does the answer to this question depend on the original number?
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
If the original number is divided by a number greater than one, the resulting number will be smaller than the original. The larger the dividend, the smaller the resulting answer. For example, 20/2=10 and 20/4=5. When 20 is divided by 2, the answer is larger than when 20 is divided by 4.
confidence rating #$&*:
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
Self-critique (if necessary): OK
*********************************************
Question: `q012. If you divide a certain positive number by a positive number less than 1, is the result greater than the original number, less than the original number or equal to the original number, or does the answer to this question depend on the original number?
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
If the original number is divided by a number smaller than one, the resulting number will be larger than the original due to is being divided into more parts. For example, 20/0.9=22.22 because 20 is being divided more times than the original number, therefore resulting in a larger number.
confidence rating #$&*:
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
Self-critique (if necessary):OK
*********************************************
Question: `q013. Students often get the basic answers to nearly all, or even all these questions, correct. Your instructor has however never seen anyone who addressed all the subtleties in the given solutions in their self-critiques, and it is very common for a student to have given no self-critiques. It is very likely that there is something in the given solutions that is not expressed in your solution.
This doesn't mean that you did a bad job. If you got most of the 'answers' right, you did fine.
However, in order to better understand the process, you are asked here to go back and find something in one of the given solutions that you did not address in your solution, and insert a self-critique. You should choose something that isn't trivial to you--something you're not 100% sure you understand.
If you can't find anything, you can indicate this below, and the instructor will point out something and request a response (the instructor will select something reasonable, but will then expect a very good and complete response). However it will probably be less work for you if you find something yourself.
Your response should be inserted at the appropriate place in this document, and should be indicated by preceding it with ####.
As an answer to this question, include a copy of whatever you inserted above, or an indication that you can't find anything.
your answer: vvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvv
After reading the Given Answer to this question, I realize I didn’t explain how the numbers are divided into equal parts. I should’ve gone into more detail to explain the parts of a division problem. When a number is being divided, it means that a whole number is being broken up into parts. The size of these parts are determined by how large or small the dividing number is.
"
Self-critique (if necessary):
------------------------------------------------
Self-critique rating:
#$&*
course Phy 201
August 31, 2011 7pm
are the remaining ten questions:*********************************************
Question: `q003. If you are earning 8 dollars / hour, how long will it take you to earn $72? The answer may well be obvious, but explain as best you can how you reasoned out your result.
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution: (type in your solution starting in the next line)
If I am earning 8 dollars an hour, it will take 9 hours to earn 72 dollars. This is correct because 72 divided by 8 is 9.
Confidence Rating: 3
*********************************************
Question: `q004. Calculate (8 + 3) * 5 and 8 + 3 * 5, indicating the order of your steps. Explain, as best you can, the reasons for the difference in your results.
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution: (type in your solution starting in the next line)
In order to solve this problem, I followed the mathematical order of operations. First, 8+3=11. This left me with (11)*5=55. For the second problem, multiplication is solved before addition according to the order of operations. Therefore, 3*5=15. Then, 15+8=23.
confidence rating #$&*:
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
Self-critique (if necessary): OK
*********************************************
Question: `q005. Calculate (2^4) * 3 and 2^(4 * 3), indicating the order of your steps. Explain, as best you can, the reasons for the difference in your results. Note that the symbol '^' indicates raising to a power. For example, 4^3 means 4 raised to the third power, which is the same as 4 * 4 * 4 = 64.
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
Following the order of operations, I first solved 2^4, which is 16. This is figured out by taking 2*2*2*2. Then, 16*3 results in 48.
For the second question, the parentheses are solved first. Therefore, 4*3= 12. Then, 2^12 becomes the resulting problem. This is figured out by taking 2*2*2*2*2*2*2*2*2*2*2*2= 4096.
Confidence Rating: 3
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
Self-critique (if necessary):OK
*********************************************
Question: `q006. Calculate 3 * 5 - 4 * 3 ^ 2 and 3 * 5 - (4 * 3)^2 according to the standard order of operations, indicating the order of your steps. Explain, as best you can, the reasons for the difference in your results.
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
For the first problem, 3^2 is evaluated first. Therefore, 3^2, which is 3*3, equals 9. The problem is now 3*5-4*9. Next, multiplication takes place. So, 3*5 gives us 15 and 4*9 gives us 36. Our final problem is now 15-36 which equals -21.
For the second problem, I first solved the parentheses, 4*3=12. Then, following the order of operations, I solved 12^2=144. Last, I multiplied 3*5 to get 15. Finally, I subtracted 144 from 15, 15-144, resulting in -129.
confidence rating #$&*:
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
Self-critique (if necessary): OK
In the next three problems, the graphs will be of one of the basic shapes listed below. You will be asked to construct graphs for three simple functions, and determine which of the depicted graphs each of your graphs most closely resembles. At this point you won't be expected to know these terms or these graph shapes; if at some point in your course you are expected to know these things, they will be presented at that point.
Linear:
Quadratic or parabolic:
Exponential:
Odd power:
Fractional positive power:
Even negative power:
partial graph of polynomial of degree 3
more extensive graph of polynomial of degree 3
*********************************************
Question: `q007. Let y = 2 x + 3. (Note: Liberal Arts Mathematics students are encouraged to do this problem, but are not required to do it).
• Evaluate y for x = -2. What is your result? In your solution explain the steps you took to get this result.
• Evaluate y for x values -1, 0, 1 and 2. Write out a copy of the table below. In your solution give the y values you obtained in your table.
x y
-2 -1
-1 1
0 3
1 5
2 7
• Sketch a graph of y vs. x on a set of coordinate axes resembling the one shown below. You may of course adjust the scale of the x or the y axis to best depict the shape of your graph.
• In your solution, describe your graph in words, and indicate which of the graphs depicted previously your graph most resembles. Explain why you chose the graph you did.
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
The first step in this problem is to complete the table provided. To do so, the x-value provided is plugged into the equation, y=2x+3, to produce the y value and complete the table. For example, when x=-2 we plug -2 into the equation. Y=2(-2)+3. This results in a y-value of -1.Since the y-value are continuously increasing, the graph is linear.
confidence rating #$&*:
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
Self-critique (if necessary): OK
*********************************************
Question: `q008. Let y = x^2 + 3. (Note: Liberal Arts Mathematics students are encouraged to do this problem, but are not required to do it).
• Evaluate y for x = -2. What is your result? In your solution explain the steps you took to get this result.
• Evaluate y for x values -1, 0, 1 and 2. Write out a copy of the table below. In your solution give the y values you obtained in your table.
x y
-2 7
-1 4
0 3
1 4
2 7
• Sketch a graph of y vs. x on a set of coordinate axes resembling the one shown below. You may of course adjust the scale of the x or the y axis to best depict the shape of your graph.
• In your solution, describe your graph in words, and indicate which of the graphs depicted previously your graph most resembles. Explain why you chose the graph you did.
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
The first step in this problem is to complete the table provided. To do so, the x-value provided is plugged into the equation, y=x^2+3, to produce the y value and complete the table. For example, when x=-2 we plug -2 into the equation. Y=-2^2 + 3. This results in a y-value of 7. Since the y-value first decrease and then increase, the graph is parabolic
confidence rating #$&*:
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
Self-critique (if necessary): OK
*********************************************
Question: `q009. Let y = 2 ^ x + 3. (Note: Liberal Arts Mathematics students are encouraged to do this problem, but are not required to do it).
• Evaluate y for x = 1. What is your result? In your solution explain the steps you took to get this result.
• Evaluate y for x values 2, 3 and 4. Write out a copy of the table below. In your solution give the y values you obtained in your table.
x y
1
2
3
4
• Sketch a graph of y vs. x on a set of coordinate axes resembling the one shown below. You may of course adjust the scale of the x or the y axis to best depict the shape of your graph.
• In your solution, describe your graph in words, and indicate which of the graphs depicted previously your graph most resembles. Explain why you chose the graph you did.
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
The first step in this problem is to complete the table provided. To do so, the x-value provided is plugged into the equation, y=2^x+3, to produce the y value and complete the table. For example, when x=1 we plug 1 into the equation. Y=2^1 + 3. This results in a y-value of 5. The graph increases from left to right, therefore it is an exponential graph.
confidence rating #$&*:
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
Self-critique (if necessary): OK
*********************************************
Question: `q010. If you divide a certain positive number by 1, is the result greater than the original number, less than the original number or equal to the original number, or does the answer to this question depend on the original number?
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
Any number divided by 1 results in the same number.
confidence rating #$&*:
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
####Self-critique Rating: After reading the Given Answer to this question, I realize I didn’t explain how the numbers are divided into equal parts. I should’ve gone into more detail to explain the parts of a division problem. When a number is being divided, it means that a whole number is being broken up into parts. The size of these parts are determined by how large or small the dividing number is.
*********************************************
Question: `q011. If you divide a certain positive number by a number greater than 1, is the result greater than the original number, less than the original number or equal to the original number, or does the answer to this question depend on the original number?
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
If the original number is divided by a number greater than one, the resulting number will be smaller than the original. The larger the dividend, the smaller the resulting answer. For example, 20/2=10 and 20/4=5. When 20 is divided by 2, the answer is larger than when 20 is divided by 4.
confidence rating #$&*:
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
Self-critique (if necessary): OK
*********************************************
Question: `q012. If you divide a certain positive number by a positive number less than 1, is the result greater than the original number, less than the original number or equal to the original number, or does the answer to this question depend on the original number?
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
If the original number is divided by a number smaller than one, the resulting number will be larger than the original due to is being divided into more parts. For example, 20/0.9=22.22 because 20 is being divided more times than the original number, therefore resulting in a larger number.
confidence rating #$&*:
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
Self-critique (if necessary):OK
*********************************************
Question: `q013. Students often get the basic answers to nearly all, or even all these questions, correct. Your instructor has however never seen anyone who addressed all the subtleties in the given solutions in their self-critiques, and it is very common for a student to have given no self-critiques. It is very likely that there is something in the given solutions that is not expressed in your solution.
This doesn't mean that you did a bad job. If you got most of the 'answers' right, you did fine.
However, in order to better understand the process, you are asked here to go back and find something in one of the given solutions that you did not address in your solution, and insert a self-critique. You should choose something that isn't trivial to you--something you're not 100% sure you understand.
If you can't find anything, you can indicate this below, and the instructor will point out something and request a response (the instructor will select something reasonable, but will then expect a very good and complete response). However it will probably be less work for you if you find something yourself.
Your response should be inserted at the appropriate place in this document, and should be indicated by preceding it with ####.
As an answer to this question, include a copy of whatever you inserted above, or an indication that you can't find anything.
your answer: vvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvv
After reading the Given Answer to this question, I realize I didn’t explain how the numbers are divided into equal parts. I should’ve gone into more detail to explain the parts of a division problem. When a number is being divided, it means that a whole number is being broken up into parts. The size of these parts are determined by how large or small the dividing number is.
"
Self-critique (if necessary):
------------------------------------------------
Self-critique rating:
#*&!
@& I can only review your document if your answers are inserted into the original document, with no deletions. You have deleted blocks of the original document.
Please copy your solutions into a copy of the original document and resubmit.*@