title: Introductory Question-Answer (qa) Sequence
Here are the remaining ten questions:
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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:
x = 72 / 8
x = 9
It would take 9 hours earing 8 dollars/ hour to earn $72
confidence rating #$&*
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Self-critique: OK
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Self-critique rating #$&* 3
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Question: `q004. Calculate (8 + 3) * 5 and 8 + 3 * 5, indicating the order of your steps. Explain, as best you can, the reasons for the difference in your results.
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
x = ( 8 + 3 ) * 5
x = 11 * 5
x = 55
y = 8 + 3 * 5
y = 8 + 15
y = 23
When solving each equation there is an order of operation that must be followed. In the first equation we must solve equation in the parentheses first then multiply by 5. In the second equation we must multiply 3 by 5 first and then add 8.
confidence rating #$&*
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Self-critique: OK
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Self-critique rating #$&* 3
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Question: `q005. Calculate (2^4) * 3 and 2^(4 * 3), indicating the order of your steps. Explain, as best you can, the reasons for the difference in your results. Note that the symbol '^' indicates raising to a power. For example, 4^3 means 4 raised to the third power, which is the same as 4 * 4 * 4 = 64.
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
X = (2^4) * 3
x = 16 * 3
x = 48
y = 2^(4 * 3)
y = 2^12
y = 4096
When solving each equation there is an order of operation that must be followed. In the first equation we must solve 2^4 first since it is in the parentheses and then multiply. In the second equation we have to solve 4 * 3 first and will then raise 2 to the power of that result.
confidence rating #$&*
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Self-critique: OK
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Self-critique rating #$&* 3
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Question: `q006. Calculate 3 * 5 - 4 * 3 ^ 2 and 3 * 5 - (4 * 3)^2 according to the standard order of operations, indicating the order of your steps. Explain, as best you can, the reasons for the difference in your results.
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
x = 3 * 5 - 4 * 3 ^ 2
x = 15 - 4 * 9
x = 15 - 36
x = - 21
y = 3 * 5 - (4 * 3) ^ 2
y = 15 - 12 ^ 2
y = 15 - 144
y = - 129
When solving each equation there is an order of operation that must be followed. In the first equation we first raise 3 to the 2nd power and then multiply 3 * 5, then multiply 4 * 9, and final subtract 36 from 15. In the second equation we solve 4 * 3 first because it was inside of parentheses. Next multiply 3*5 and raise 12 to the 2nd power. Finally we subtract 144 from 15 to find the solution.
confidence rating #$&*
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Self-critique: OK
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Self-critique rating #$&* 3
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
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Question: `q007. Let y = 2x + 3.
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.
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:
x | y
=======
-2 |-1
-1 | 1
0 | 3
1 | 5
2 | 7
==========
y = 2x + 3
y - 2(-2) + 3
y = -4 + 3
y = -1
==========
x = -1
y = 2x + 3
y = 2(-1) + 3
y = -2 + 3
y = 1
==========
x = 0
y = 2x + 3
y = 2(0) + 3
y = 0 + 3
y = 3
==========
x = 1
y = 2x + 3
y = 2(1) + 3
y = 2 + 3
y = 5
==========
y = 2x + 3
y - 2(2) + 3
y = 4 + 3
y = 7
You're welcome to do so, and it's no problem on my end, but having demonstrated that you know how to evaluate the function, you don't need to show all that detail for every calculation. You're probably a fast typist, but it still takes time to enter all that detail.
==========
when x = -2, y = -1
when x = -1, y = 1
when x = 0, y = 3
when x = 1, y = 5
when x = 2, y = 7
==========
After creating and reviewing the chart from the table, the points create a striaght linear line.
confidence rating #$&*
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Self-critique: OK
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Self-critique rating #$&* 3
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Question: `q008. Let y = x^2 + 3.
Evaluate y for x = -2. What is your result? In your solution explain the steps you took to get this result.
Evaluate y for x values -1, 0, 1 and 2. Write out a copy of the table below. In your solution give the y values you obtained in your table.
x y
-2
-1
0
1
2
Sketch a graph of y vs. x on a set of coordinate axes resembling the one shown below. You may of course adjust the scale of the x or the y axis to best depict the shape of your graph.
In your solution, describe your graph in words, and indicate which of the graphs depicted previously your graph most resembles. Explain why you chose the graph you did.
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
x | y
======
-2 | 7
-1 | 4
0 | 3
1 | 4
2 | 7
======
==========
y = x^2 + 3
y = -2^2 + 3
y = 4 + 3
Y = 7
==========
y = x^2 + 3
y = -1^2 + 3
y = 1 + 3
Y = 4
==========
y = x^2 + 3
y = 0^2 + 3
y = 0 + 3
Y = 3
==========
y = x^2 + 3
y = 1^2 + 3
y = 1 + 3
Y = 4
==========
y = x^2 + 3
y = 2^2 + 3
y = 4 + 3
Y = 7
==========
After creating and reviewing the chart from the table, the points create a Quadratic or parabolic graph because it has right-left symetry.
confidence rating #$&*
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Self-critique: OK
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Self-critique rating #$&* 3
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Question: `q009. Let y = 2 ^ x + 3.
Evaluate y for x = 1. What is your result? In your solution explain the steps you took to get this result.
Evaluate y for x values 2, 3 and 4. Write out a copy of the table below. In your solution give the y values you obtained in your table.
x y
1
2
3
4
Sketch a graph of y vs. x on a set of coordinate axes resembling the one shown below. You may of course adjust the scale of the x or the y axis to best depict the shape of your graph.
In your solution, describe your graph in words, and indicate which of the graphs depicted previously your graph most resembles. Explain why you chose the graph you did.
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
x | y
======
1 | 5
2 | 7
3 |11
4 |19
======
==========
y = 2^x + 3
y = 2^1 + 3
y = 2 + 3
y = 5
==========
y = 2^x + 3
y = 2^2 + 3
y = 4 + 3
y = 7
==========
y = 2^x + 3
y = 2^3 + 3
y = 8 + 3
y = 11
==========
y = 2^x + 3
y = 2^4 +3
y = 16 + 3
y = 19
==========
Looking at the graph of the points, it creates a exponential graph.
confidence rating #$&*
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Self-critique: OK
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Self-critique rating #$&* 3
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Question: `q010. If you divide a certain positive number by 1, is the result greater than the original number, less than the original number or equal to the original number, or does the answer to this question depend on the original number?
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
When you divide any number by 1, it will remain equal to the number.
confidence rating #$&*
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Self-critique: OK
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Self-critique rating #$&* 3
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Question: `q011. If you divide a certain positive number by a number greater than 1, is the result greater than the original number, less than the original number or equal to the original number, or does the answer to this question depend on the original number?
YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution:
When dividing any positive number by a number greater than the original number will result in a number that is less than the original number.
confidence rating #$&*
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Self-critique: OK
------------------------------------------------
Self-critique rating #$&* 3
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Question: `q012. If you divide a certain positive number by a positive number less than 1, is the result greater than the original number, less than the original number or equal to the original number, or does the answer to this question depend on the original number?
When dividing any positive number by a number less than the original number will result in a number that is greater than the original number.
confidence rating #$&*
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Self-critique: OK
------------------------------------------------
Self-critique rating #$&* 3
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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
#### Overall I feel good about all of my answers. Even though I was able to solve the equations dealing with the graphs, I do feel a bit rusty on the different types of graphs and how to identitfy them correctly. Do you have any good resources (advice, websites, chapters in the book, etc..) to get me caught up on the differences between each type of graphs (linear, quadratic, exponential, etc...)?"
You work looks great.
There are assignments coming up that will further familiarize you with these functions. I don't think you'll have any problem understanding the scheme.
Do see my note indicating that, for the sake of your own time, you don't always need to go into as much detail as the given solutions.
#$&*
name: Joe Rasnake
title: Orientation Part IV: Communication
Task: `q001. When you submit information via a form, the form will request your name, email address and access code.
As previously instructed, your access code and your email address must be accurate, so they should be copied and pasted from a conveniently located file, not typed in.
This is because any error in entering your access code will ikely cause the posting of your work to fail. Incorrect access codes can cause also other problems with the system, and can inconvenience other students.
The email address you include should be your VCCS email address. It is very important that your email address be correct. Spammers occasionally find this form. If you do not give a correct address, then it is possible that your submission will be automatically deleted along with invalid submissions.
Please indicate these requirements in your own words:
your response &&&&&&&&&&&&&&&&&&
:
When submitting all communications with you students need to include their name, access code, and correct e-mail account.
Task: `q002. It is very rare that a valid submission gets deleted or overlooked. However it can happen. Therefore
You should retain your original copy of every document you submit.
These are not typically large documents, and they are easy to handle. You should also therefore consider emailing yourself a copy of each submitted document.
your response &&&&&&&&&&&&&&&&&&
:
When submiting work to you student's need to make sure they create a backup copy of all work for the course.
#$&*
Task: `q003. Other than the name and email address you enter when requested by the form, you should not include any other identifying information on the form. This will ensure that, even in the unlikely event that someone stumbles on your access page, there will be nothing on that page to identify you.
Please indicate this in your own words.
your response &&&&&&&&&&&&&&&&&&
:
Student's should only put their name and email address and not put any other identifying information in the online forms due to the chance someone may stumble on their access page and could possible identify them.
#$&*
Task: `q004. If you wish to maintain your privacy, then after accessing your information you should delete the history of your browser and close the browser in order to maintain the security of your access page. In Internet Explorer you do this by clicking on Tools > Internet Options > General and choosing to Clear History and Delete Temporary Internet Files.
You should safeguard your code. However if despite your best efforts you have reason to believe your access code has been compromised you may email the instructor from your VCCS account and request a new access code.
Please indicate your understanding of this advice in the box below:
your response &&&&&&&&&&&&&&&&&&
:
I fully understand that I need to keep my access code private. If it is compromised I need to e-mail the instructor from my VCCS gmail account and request a new access code.
#$&*
Task: `q005. Everything you submit should be submitted through a form. If your work is formatted (e.g., for a lab report, because it contains graphs, or for some other reason) you may also 'back it up' by emailing the formatted document, but the document should first be copied and pasted into the Submit Work form and submitted. If everything has been done according to instructions, it is seldom necessary for the instructor to look at your formatted file.
Please state this in your own words:
your response &&&&&&&&&&&&&&&&&&
:
Always use the online forms to submit any work to the instructor. If a student needs to submit graphs or any specialized formated documents then all the text should be submitted in the forms and then the formated copy should be e-mailed t the instructor.
#$&*
Task: `q006.
Keep the Thread: When sending messages don't assume that your instructor remembers the last message you sent. If your present message is related to the previous message, or answers a question posed by the instructor in a previous message, be sure you don't remove all that information when you send your new message. Your instructor will have less time to spend on your work if it is often necessary to go back and research previous correspondence to figure out what you are talking about. It is your responsibility to give the instructor everything required for a useful response in one message.
For example if the instructor poses the question 'now what do you get when you divide $400 by $10 / hour', don't send back a message that reads
Dear Instructor,
the answer is 40
Your student.
with nothing more in the message. Include the question, include your original work on the problem, and state your answer in a format that makes it clear you understand what you are doing.
State this in your own words.
your response &&&&&&&&&&&&&&&&&&
:
When students send messages to the instructor, they must always try to be as detailed as possible in their questions, including reply messages. Do this will allow the instructor more time to answer messages in a timely mannor since he will not have to research the message.
#$&*
Task: `q007.
Make it Self-Contained: When submitting any documents or question:
Make your message self-contained, so that it isn't necessary for the instructor to delay responses to other students by searching out additional documents. (For example, answer a question posed in a previous communication from the instructor by inserting it into a copy of that document. Other students are waiting for responses, so don't expect your instructor to go back and look up the document.)
Be sure your document can be read efficiently by scrolling down the page, with no need to scroll right or left (this will not generally be an issue, since almost all your work will be submitted through text forms where this is not a problem)..
Explain your understanding of these requirements.
your response &&&&&&&&&&&&&&&&&&
:
I understand that when submitting any work or messages I will also need to be sure to include all questions and responses to ensure the message/document will have all necessary information for the instructor to respond.
#$&*
Task: `q008. Please understand that to make it possible to work individually with a large number of students, your instructor works with you mainly by responding to your assignments and questions. Your instructor will generally not initiate contact with you. It is your responsibility to initiate contact with the instructor by submitting assignments and questions, and you can generally expect a reply to be posted by the end of the day after it is sent, seven days a week.
An exception is when the instructor is out of town for a conference or on personal business; this typically happens a handful of times during a term. There would also be an exception should in the event of injury or illness (neither has interfered with the instructor's schedule in well over a decade of distance offerings but either remains possible). In the event of a planned absence (usually not lasting more than three days) you should be notified by email in advance so you can plan accordingly. In the event of an unplanned absence you would be notified as promptly as possible.
If a reply is not posted within this time you should resubmit your work.
However if you do resubmit, be sure to indicate at the beginning that the work has already been submitted.
Please restate this in your own words.
your response &&&&&&&&&&&&&&&&&&
:
All submitted e-mails/work, should recieve a response from the instructor generally within a day of submitting it. The instructor usually checks submitted documents 7 days a week. If the instructor will not be able to check documents, students will be sent an e-mail nofication.
#$&*
Task: `q009. You will normally use web forms (e.g., the Submit Work form) to communicate information. However some documents are formatted in such a way that the text-only format available on the form is not sufficient. In this case you should still submit a text version of the document using the form, but you may also send a backup copy using your VCCS student email.
Any email you send should contain access information in the precise format prescribed in the message you received with your Access Code. This syntax should be copied and pasted, as indicated in that message, rather than being typed in.
Any email should also identify your course (e.g., Mth 173 or Phy 121, etc). in its subject line.
Emails must be sent from your VCCS email account. Messages sent from other accounts may or may not receive responses, but it will not be possible for the instructor to search such messages, and information sent from other accounts risks being screened out by our network's SPAM filter.
Please indicate how you will include your course and access information when and if you send email messages:
your response &&&&&&&&&&&&&&&&&&
:
When e-mailing your instructor, students should allows use their VCCS email account. In each e-mail, students should include their access code, name and class.
#$&*
Task: `q010. Any document you submit to the instructor must be a word-processed document. It is not possible for the instructor to efficiently insert comments into Excel documents, scanned documents or documents submitted on paper or by fax.
Don't spread things over multiple documents (e.g., a word processed document with an explanation and a spreadsheet document with some tables and graphs) but copy and paste everything into one document so the reader doesn't waste time flipping from one document to the other.
Tables and graphs from Excel and other programs can be copied and pasted into word-processed documents.
Note that for most purposes graphs need to be described in words. the important skill is not the use of a computer program to construct a graph, but your understanding of the essential properties and the meaning of the graph.
The only exception to this policy is tests, which are completed in an approved proctoring situation, and are done on paper and in your handwriting (see also instructions previously provided regarding testing).
Please summarize your understanding of this policy.
your response &&&&&&&&&&&&&&&&&&
:
When students must submit documents to the instructor, the must submit only one word processed document. When using a program like Excel to create graph, they must be copied and pasted into a word proccessed document. Word proccessed documents allow the instructor to easily insert comments.
#$&*
Task: `q011. It is usually much more efficient and effective for the instructor to work with you through forms and your Access Page than face-to-face.
The instructor enjoys working face-to-face with students, but this is not feasible in an asynchronous course. It is not possible to respond meaningfully to your submitted work, and at the same time to accommodate the desire of a class full of asynchronous distance students for individual face-to-face meetings.
For this reason the instructor's office hours are conducted by responding to information received through forms, and face-to-face meetings are normally restricted to matters that have already been addressed to the fullest possible extent via electronic communication (e.g., access page and forms) and have proven impossible to resolve efficiently by this means.
This policy makes it possible for the instructor to respond fully to your submitted work and to do so in a timely manner. It also ensures that all students, local as well as non-local, get equal attention from the instructor.
Please explain this briefly in your own words.
your response &&&&&&&&&&&&&&&&&&
:
This course is completely online. In most cases there will be limited or no face to face interaction with the instructor. If the student has issues they should submit all concerns to the instructor using e-mails or the online forms.
#$&*
Task: `q012. When you take a test you must submit the Test Taken Form (at the General Information page, just below the Submit Work Form) to alert the instructor to be on the lookout for your test. If a test has gone astray (rare but tests can be misrouted) we can more easily trace it if we know promptly that it's missing.
Please state this in your own words:
your response &&&&&&&&&&&&&&&&&&
:
After completing a test, students must submit the Test Taken Form to alert the instructor to be on the watch for the given test.
#$&*
Task: `q013. Save all communications from the instructor; you're responsible for doing so. You are also responsible for keeping track of what you have sent the instructor, who can provide more timely and more complete responses if time isn't wasted rereading something re-sent by a student who wasn't weren't sure whether it was sent in the first place. Once your work appears at your Access site (explained when you get your access code), however, you may assume that it is safely stored in at least two places.
State this in your own words.
your response &&&&&&&&&&&&&&&&&&
:
Students should try to only submit work once. Once the work appears on their Access site they can assume that it is safely stored in at least two places. Students should keep a record of everything they submitted to the instructor.
#$&*
Task: `q014.
If you submit a document and get a form confirmation, then the document has been received.
It might happen that you submit a document then realize you didn't submit your identifying information. If this happens, then submit it once more, and be sure to carefully include your information. However, do your best to get it right the first time.
Please respond with a statement detailing your understanding of the process of submitting a document.
your response &&&&&&&&&&&&&&&&&&
:
Students should try to only submit documents once. They should receive a form conformation after they submit the form. If there is a problem, they should e-mail the instructor.
#$&*
&#Your work looks good. Let me know if you have any questions. &#