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course Phy 242
May 13, 2013 3pm
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: $72 divided by the total hours worked needs to be greater than or equal to 8. Since $72/X=8 then $72/8= X. X=9 so therefore you must work 9 hours to make $72 if you are working for $8 an hour.
confidence rating #$&*:
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Self-critique (if necessary): Okay
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Self-critique Rating: Okay
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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.
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Your solution: The first equation wants you to add 8 and 3 and THEN multiply the result of the math inside the parenthesis by 5. This means that 8+3=11 and 11*5=55. The second has no indicated order of operations and because of that and the knowledge that multiplication/division is the primary action when no other is indicated then: 3*5= 15; 15+8=23.
confidence rating #$&*:
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Self-critique (if necessary): okay
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Self-critique rating: okay
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Question: `q005. Calculate (2^4) * 3 and 2^(4 * 3), indicating the order of your steps. Explain, as best you can, the reasons for the difference in your results. Note that the symbol '^' indicates raising to a power. For example, 4^3 means 4 raised to the third power, which is the same as 4 * 4 * 4 = 64.
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Your solution: The first wants you to find 2 to the fourth power and multiply it by 3. So 2x2x2x2= 16*3 = 48. The second wants you to multiply 3*4 then take 2 to the power of whatever number you find. So 3*4=12, then 2^12= 2x2x2x2x2x2x2x2x2x2x2x2= which is 4096.
confidence rating #$&*:
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Self-critique (if necessary): okay
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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.
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Your solution: Following order of operations for the first equation you evaluate the power first. So 3*5-4*9, then you evaluate the multiplication: 15-36= -21. The second equation must be solved in a different order, multiplying 4*3 first. 3*5-(12)^2. Once you have completed that you must evaluate the power: 3*5-144, then the multiplication: 15-144, and finally the subtraction. Your answer is -129.
confidence rating #$&*:
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Self-critique (if necessary): okay
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Self-critique Rating: okay
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Question: `q007. Let y = 2 x + 3. (Note: Liberal Arts Mathematics students are encouraged to do this problem, but are not required to do it).
• Evaluate y for x = -2. What is your result? In your solution explain the steps you took to get this result.
• Evaluate y for x values -1, 0, 1 and 2. Write out a copy of the table below. In your solution give the y values you obtained in your table.
x y
-2 -1
-1 1
0 3
1 5
2 7
• Sketch a graph of y vs. x on a set of coordinate axes resembling the one shown below. You may of course adjust the scale of the x or the y axis to best depict the shape of your graph.
• In your solution, describe your graph in words, and indicate which of the graphs depicted previously your graph most resembles. Explain why you chose the graph you did.
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Your solution: The values I found have been added to the table above and those points graphed create a linear, increasing graph.
confidence rating #$&*:
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Self-critique (if necessary): okay
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Self-critique Rating: okay
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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.
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Your solution: The values for the equation have been added to the table above and these points result in a quadratic graph that appears when one squares the variable.
confidence rating #$&*:
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Self-critique (if necessary): Most likely should have elaborated more and gone into further depth.
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Self-critique Rating:3
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Question: `q009. Let y = 2 ^ x + 3. (Note: Liberal Arts Mathematics students are encouraged to do this problem, but are not required to do it).
• Evaluate y for x = 1. What is your result? In your solution explain the steps you took to get this result.
• Evaluate y for x values 2, 3 and 4. Write out a copy of the table below. In your solution give the y values you obtained in your table.
x y
1 5
2 7
3 11
4 19
• Sketch a graph of y vs. x on a set of coordinate axes resembling the one shown below. You may of course adjust the scale of the x or the y axis to best depict the shape of your graph.
• In your solution, describe your graph in words, and indicate which of the graphs depicted previously your graph most resembles. Explain why you chose the graph you did.
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Your solution: Using the values found from the equation and plugging them in above, I found that these points, once graphed, look most like the odd power graph above. This being said, I would personally categorize it as an exponential graph.
confidence rating #$&*:
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Self-critique (if necessary): Overlooked the original exponential graph and was confused when I could not find it. In later questions make sure to take the time you need to properly evaluate all of the information you are given.
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Self-critique Rating:okay
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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?
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Your solution: Any number divided by 1 will result in one, regardless of the number.
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This isn't so. For example, if you divide 13 by 1 you get 13.
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confidence rating #$&*:
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Self-critique (if necessary): okay
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Self-critique Rating:okay
Question: `q011. If you divide a certain positive number by a number greater than 1, is the result greater than the original number, less than the original number or equal to the original number, or does the answer to this question depend on the original number
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Your solution: If you divide any number by a number greater than one, the result will be less assuming they are all positive. This is because you are splitting the number into sections and you cannot half something and then expect to have more once you have halved it.
confidence rating #$&*:
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Self-critique (if necessary): more elabortation?
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Self-critique Rating: okay
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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?
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Your solution: If you divide a number by another number between 0 and 1 then the result will be a larger number. Dividing by a fraction is the same as multiplying by its reciprocal and that is because you are counting one time for every time the fraction can fit into a number and since the fraction is less than 1, it can fit into the number more times than 1.
confidence rating #$&*:
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Self-critique (if necessary): okay
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Self-critique Rating: okay
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Question: `q012. If you divide a certain positive number by a positive number less than 1, is the result greater than the original number, less than the original number or equal to the original number, or does the answer to this question depend on the original number?
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Your solution: If you divide a number by another number between 0 and 1 then the result will be a larger number. Dividing by a fraction is the same as multiplying by its reciprocal and that is because you are counting one time for every time the fraction can fit into a number and since the fraction is less than 1, it can fit into the number more times than 1.
confidence rating #$&*:
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Self-critique (if necessary): okay
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Self-critique Rating: okay
#*&!
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Your answers are good overall, but you have omitted the given solutions. One result is that your posted document won't include those solutions, which might be useful for your reference.
In any case, as indicated on previous submissions, don't delete anything from the original document.
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No problem with this one.
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