course Mth 163
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18:12:10 `q001. It will be very important in this course for your instructor to see and understand the process of visualization and reasoning you use when you solve problems. This exercise is designed to give you a first experience with these ideas, and your instructor a first look at your work. Answer the following questions and explain in commonsense terms why your answer makes sense.
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RESPONSE --> OK
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18:12:31 For each question draw a picture to make sense out of the situation, and include a description of the picture. Samples Sample question and response Question: If a bundle of shingles covers 30 square feet, how many bundles are required to cover a 600 square foot roof? Response: We might draw a picture of a rectangle representing the area, dividing the rectangle into a number of smaller rectangles each representing the area covered by a single bundle. This makes it clear that we are dividing the roof area into 1-bundle areas, and makes it clear why we are going to have to divide. Reasoning this problem out in words, we can say that a single bundle would cover 30 square feet. Two bundles would cover 60 square feet. Three bundles would cover 90 square feet. We could continue in this manner until we reach 600 square feet. However, this would be cumbersome. It is more efficient to use the ideas of multiplication and division. We imagine grouping the 600 square feet into 30 square foot patches. There will be 600 / 30 patches and each will require exactly one bundle. We therefore require 600 / 30 bundles = 20 bundles. {}Your responses might not be as clear as the above, though they might be even more clear. I won't be looking for perfection, though I wouldn't object to it, but for a first effort at visualizing a situation and communicating a reasoning process. This is not something you are used to doing and it might take a few attempts before you can achieve good results, but you will get better every time you try. {}You might be unsure of what to do on a specific question. In such a case specific questions and expressions of confusion are also acceptable responses. Such a response must include your attempts to come up with a picture and reason out an explanation. For example your response might be Sample expression of confusion: I've drawn a picture of a pile of bundles and a roof but I'm not sure how to connect the two. I tried multiplying the number of bundles by the square feet of the roof but I got 18,000, and I know it won't take 18,000 bundles to cover the roof. How do you put the area covered by a bundle together with the roof area to get the number of bundles required? A poor response would be something like 'I don't know how to do #17'. This response reveals nothing of your attempt to understand the question and the situation. Nor does it ask a specific question. Incidentally, you might be tempted to quote rules or formulas about rates and velocities in answering these questions. Don't. This exercise isn't about being able to memorize rules and quote them. It is about expanding your ability to visualize, reason and communicate.
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RESPONSE --> OK
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18:13:18 In your own words briefly summarize the instructions and the intent of this exercise.
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RESPONSE --> The intent is to explain your answer so that it makes sense and can be rationalized out. Also to learn to make pictures so you can better explain your answer.
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18:14:07 `q001. If you earn 50 dollars in 5 hours, at what average rate are you earning money, in dollars per hour?
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RESPONSE --> 50 dollars and 5 hours, you want dollars per hour so you would divide. 50/5=10 dollars per hour.
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18:14:47 If you travel 300 miles in 6 hours, at what average rate are you traveling, in miles per hour?
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RESPONSE --> 300 miles in 6 hours and you want miles per hour. 300 / 6 = 50 miles per hour
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18:15:38 `q002. If a ball rolling down a grooved track travels 40 centimeters in 5 seconds, at what average rate is the ball moving, in centimeters per second?
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RESPONSE --> 40 cm in 5 s, and you want cm per s so you will divide 40cm/5s= 8 cm/s
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18:22:29 The preceding three questions illustrate the concept of a rate. In each case, to find the rate we divided the change in some quantity (the number of dollars or the distance, in these examples) by the time required for the change (the number of hours or seconds, in these examples). Explain in your own words what is meant by the idea of a rate.
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RESPONSE --> a rate is the change in a quantity divided by the time
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18:23:55 `q003. If you are earning money at the average rate of 15 dollars per hour, how much do you earn in 6 hours?
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RESPONSE --> 15 dollars per hour and you work 6 hours, work backwards and multiply 15*6 to get dollars 15*6=90 dollars
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18:24:29 If you are traveling at an average rate of 60 miles per hour, how far do you travel in 9 hours?
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RESPONSE --> 60 miles per hour and you travel 9 hours 60*9=540 miles
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18:25:07 `q004. If a ball travels at and average rate of 13 centimeters per second, how far does it travel in 3 seconds?
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RESPONSE --> 13 cm/s and you want to know cm if it travels 3s 13*3=39cm
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18:25:42 In the preceding three exercises you turned the concept of a rate around. You were given the rate and the change in the clock time, and you calculated the change in the quantity. Explain in your own words how this increases your understanding of the concept of a rate.
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RESPONSE --> Given two variables of a rate you can find the third either by dividing or multiplying.
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18:27:05 `q005. How long does it take to earn 100 dollars at an average rate of 4 dollars per hour?
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RESPONSE --> 100 dollars at a rate of 4 dollars/hour. divide 100 by 4 to cancel out dollars and give you hours. 100/4 =25hours
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18:28:03 How long does it take to travel 500 miles at an average rate of 25 miles per hour?
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RESPONSE --> 500 miles at rate of 25 miles per hour. 500miles /25 miles per hour miles cancel out and you are left with 20 hours
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18:28:47 `q006. How long does it take a rolling ball to travel 80 centimeters at an average rate of 16 centimeters per second?
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RESPONSE --> 80 cm at rate of 16 cm/s divide 80 by 16 to cancel out cm and give you 5s
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18:29:15 In the preceding three exercises you again expanded your concept of the idea of a rate. Explain how these problems illustrate the concept of a rate.
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RESPONSE --> You were given the rate in the problems and expected to find either the quantity or the time.
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|Ñԓ} Student Name: assignment #001 001. Rates
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18:33:51 `q001. You should copy and paste these instructions to a word processor for reference. However you can always view them, as well as everything else that has appeared in this box, by clicking the 'Display Everything' button. 1. For the next question or answer, you click on 'Next Question / Answer' button above the box at top left until a question has been posed. Once a question has been posed you are to answer before you click again on this button. 2. Before clicking for an answer, type your best answer to the current question into the box to the right, then clip on the 'Enter Answer' button. 3. After entering your answer you will click on 'Next Question / Answer' to view the answer to the question. Do not tamper with the information displayed in the left-hand box. 4. If your answer was incorrect, incomplete or would otherwise require revision, you will enter a self-critique. If you learned something from the answer, you need to restate it in your own words in order to reinforce your learning. If there is something you feel you should note for future reference, you should make a note in your own words. Go to the response box (the right-hand box) and type in a self-critique and/or notes, as appropriate. Do not copy and paste anything from the left-hand box, since that information will be saved in any case. 5. If you wish to save your response to your Notes file you may choose to click on the 'Save As Notes' button rather than the 'Enter Answer' button. Doing so will save your work for your future reference. Your work will be saved in a Notes file in the c:\vhmthphy folder. The title of the Notes file will also include the name you gave when you started the program. 6. After clicking either the 'Enter Response' or the 'Save as Notes' button, click on 'Next Question / Answer' and proceed in a similar manner. In the right-hand box briefly describe your understanding of these instructions, then click 'Enter Answer'.
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RESPONSE --> click on next question/answer for the question type your response and click enter response then click on next question/answer for the correct answer you then can critique yourself to expand your understanding click on enter response or save as notes then next question/answer
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18:34:02 Your answer has been noted. Enter 'ok' in the Response Box and click on Enter Response, then click on Next Question/Answer for the first real question.
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RESPONSE --> OK
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18:35:07 `q002. Note that there are 10 questions in this assignment. The questions are of increasing difficulty--the first questions are fairly easy but later questions are very tricky. The main purposes of these exercises are to refine your thinking about rates, and to see how you process challenging information. Continue as far as you can until you are completely lost. Students who are prepared for the highest-level math courses might not ever get lost. If you make $50 in 5 hr, then at what rate are you earning money?
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RESPONSE --> 50 dollars /5 hours = 10 dollars per hour
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18:36:13 06-06-2006 18:36:13 The rate at which you are earning money is the number of dollars per hour you are earning. You are earning money at the rate of 50 dollars / (5 hours) = 10 dollars / hour. It is very likely that you immediately came up with the $10 / hour because almosteveryone is familiar with the concept of the pay rate, the number of dollars per hour. Note carefully that the pay rate is found by dividing the quantity earned by the time required to earn it. Time rates in general are found by dividing an accumulated quantity by the time required to accumulate it. You need to make note of anything in the given solution that you didn't understand when you solved the problem. If new ideas have been introduced in the solution, you need to note them. If you notice an error in your own thinking then you need to note that. In your own words, explain anything you didn't already understand and save your response as Notes.
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NOTES -------> time is found by dividing an accumulated quantity by the time required to accumulate it
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18:37:06 `q003.If you make $60,000 per year then how much do you make per month?
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RESPONSE --> 60,000 per year in 12 months divide 60,000 by the 12 month that gives you 5,000 dollars per month to make 60,000 per year
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18:37:16 Most people will very quickly see that we need to divide $60,000 by 12 months, giving us 60,000 dollars / (12 months) = 5000 dollars / month. Note that again we have found a time rate, dividing the accumulated quantity by the time required to accumulate it. You need to make note of anything in the given solution that you didn't understand when you solved the problem. If new ideas have been introduced in the solution, you need to note them. If you notice an error in your own thinking then you need to note that. In your own words, explain anything you didn't already understand and save your response as Notes.
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RESPONSE --> OK
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18:40:29 `q004. Suppose that the $60,000 is made in a year by a small business. Would be more appropriate to say that the business makes $5000 per month, or that the business makes an average of $5000 per month?
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RESPONSE --> It is more appropriate to say it makes an average of 5,000 dollars a month because one month it may make more than 5,000 and the next month it might make less than 5,000 but regardless it still adds up to 60,000 dollars a year.
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18:40:44 Small businesses do not usually make the same amount of money every month. The amount made depends on the demand for the services or commodities provided by the business, and there are often seasonal fluctuations in addition to other market fluctuations. It is almost certain that a small business making $60,000 per year will make more than $5000 in some months and less than $5000 in others. Therefore it is much more appropriate to say that the business makes and average of $5000 per month. You need to make note of anything in the given solution that you didn't understand when you solved the problem. If new ideas have been introduced in the solution, you need to note them. If you notice an error in your own thinking then you need to note that. In your own words, explain anything you didn't already understand and save your response as Notes.
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RESPONSE --> OK
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18:43:19 `q005. If you travel 300 miles in 6 hours, at what average rate are you covering distance, and why do we say average rate instead of just plain rate?
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RESPONSE --> 300 miles in 6 hours and you want miles per hour so you divide 300/6= 50 miles per hour It is an average rate because you do not always travel at the same rate. You may speed up somtimes and slow down other but you still cover 300 miles in 6 hours.
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18:44:09 The average rate is 50 miles per hour, or 50 miles / hour. This is obtained by dividing the accumulated quantity, the 300 miles, by the time required to accumulate it, obtaining ave rate = 300 miles / ( 6 hours) = 50 miles / hour. Note that the rate at which distance is covered is called speed. The car has an average speed of 50 miles/hour. We say 'average rate' in this case because it is almost certain that slight changes in pressure on the accelerator, traffic conditions and other factors ensure that the speed will sometimes be greater than 50 miles/hour and sometimes less than 50 miles/hour; the 50 miles/hour we obtain from the given information is clearly and overall average of the velocities. You need to make note of anything in the given solution that you didn't understand when you solved the problem. If new ideas have been introduced in the solution, you need to note them. If you notice an error in your own thinking then you need to note that. In your own words, explain anything you didn't already understand and save your response as Notes.
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RESPONSE --> OK
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18:47:01 `q006. If you use 60 gallons of gasoline on a 1200 mile trip, then at what average rate are you using gasoline, with respect to miles traveled?
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RESPONSE --> If you use 60 gallons in 1200 miles, you should divide to get the miles per gallon. 1200/60 = 20 miles per gallon.
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18:58:43 06-06-2006 18:58:43 The rate of change of one quantity with respect to another is the change in the first quantity, divided by the change in the second. As in previous examples, we found the rate at which money was made with respect to time by dividing the amount of money made by the time required to make it. By analogy, the rate at which we use fuel with respect to miles traveled is the change in the amount of fuel divided by the number of miles traveled. In this case we use 60 gallons of fuel in 1200 miles, so the average rate it 60 gal / (1200 miles) = .05 gallons / mile. Note that this question didn't ask for miles per gallon. Miles per gallon is an appropriate and common calculation, but it measures the rate at which miles are covered with respect to the amount of fuel used. Be sure you see the difference. Note that in this problem we again have here an example of a rate, but unlike previous instances this rate is not calculated with respect to time. This rate is calculated with respect to the amount of fuel used. We divide the accumulated quantity, in this case miles, by the amount of fuel required to cover those miles. Note that again we call the result of this problem an average rate because there are always at least subtle differences in driving conditions that require the use of more fuel on some miles than on others. It's very important to understand the phrase 'with respect to'. Whether the calculation makes sense or not, it is defined by the order of the terms. In this case gallons / mile tells you how many gallons you are burning, on the average, per mile. This concept is not as familiar as miles / gallon, but except for familiarity it's technically no more difficult. You need to make note of anything in the given solution that you didn't understand when you solved the problem. If new ideas have been introduced in the solution, you need to note them. If you notice an error in your own thinking then you need to note that. In your own words, explain anything you didn't already understand and save your response as Notes.
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NOTES -------> I did this problem with respect to feul used. By analogy, the rate at which we use fuel with respect to miles traveled is the change in the amount of fuel divided by the number of miles traveled. In this case we use 60 gallons of fuel in 1200 miles, so the average rate it 60 gal / (1200 miles) = .05 gallons / mile.
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19:01:37 `q007. The word 'average' generally connotes something like adding two quantities and dividing by 2, or adding several quantities and dividing by the number of quantities we added. Why is it that we are calculating average rates but we aren't adding anything?
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RESPONSE --> You are dividing two quantities to find one certain answer. This answer does not always apply for the time calculated. There are differences throughtout the time interval but they average out to one specific rate.
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19:02:13 06-06-2006 19:02:13 The word 'average' in the context of the dollars / month, miles / gallon types of questions we have been answering was used because we expect that in different months different amounts were earned, or that over different parts of the trip the gas mileage might have varied, but that if we knew all the individual quantities (e.g., the dollars earned each month, the number of gallons used with each mile) and averaged them in the usual manner, we would get the .05 gallons / mile, or the $5000 / month. In a sense we have already added up all the dollars earned in each month, or the miles traveled on each gallon, and we have obtained the total $60,000 or 1200 miles. Thus when we divide by the number of months or the number of gallons, we are in fact calculating an average rate. You need to make note of anything in the given solution that you didn't understand when you solved the problem. If new ideas have been introduced in the solution, you need to note them. If you notice an error in your own thinking then you need to note that. In your own words, explain anything you didn't already understand and save your response as Notes.
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NOTES -------> In a sense we have already added up all the dollars earned in each month, or the miles traveled on each gallon, and we have obtained the total $60,000 or 1200 miles. Thus when we divide by the number of months or the number of gallons, we are in fact calculating an average rate.
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19:27:31 `q008. In a study of how lifting strength is influenced by various ways of training, a study group was divided into 2 subgroups of equally matched individuals. The first group did 10 pushups per day for a year and the second group did 50 pushups per day for year. At the end of the year to lifting strength of the first group averaged 147 pounds, while that of the second group averaged 162 pounds. At what average rate did lifting strength increase per daily pushup?
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RESPONSE --> 10 pushups a day for a year means 3,650 pushups a year 50 pushups a day for a year means 18,250 pushups a year 147 / 365 * 10 = 4.0 162 / 365 * 50 = 22.2
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19:31:14 The second group had 15 pounds more lifting strength as a result of doing 40 more daily pushups than the first. The desired rate is therefore 15 pounds / 40 pushups = .375 pounds / pushup. You need to make note of anything in the given solution that you didn't understand when you solved the problem. If new ideas have been introduced in the solution, you need to note them. If you notice an error in your own thinking then you need to note that. In your own words, explain anything you didn't already understand and save your response as Notes.
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RESPONSE --> The second group had 15 pounds more lifting strength as a result of doing 40 more daily pushups than the first. The desired rate is therefore 15 pounds / 40 pushups = .375 pounds / pushup. 10 pushups per day 147 pds 50 pushups per day 162 pds
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19:41:24 `q009. In another part of the study, participants all did 30 pushups per day, but one group did pushups with a 10-pound weight on their shoulders while the other used a 30-pound weight. At the end of the study, the first group had an average lifting strength of 171 pounds, while the second had an average lifting strength of 188 pounds. At what average rate did lifting strength increase with respect to the added shoulder weight?
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RESPONSE --> 17 pds difference with a 20 pd weight difference 17/ 20 = .85
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19:41:42 06-06-2006 19:41:42 The difference in lifting strength was 17 pounds, as a result of a 20 pound difference in added weight. The average rate at which strength increases with respect added weight would therefore be 17 lifting pounds / (20 added pounds) = .85 lifting pounds / added pound. The strength advantage was .85 lifting pounds per pound of added weight, on the average. You need to make note of anything in the given solution that you didn't understand when you solved the problem. If new ideas have been introduced in the solution, you need to note them. If you notice an error in your own thinking then you need to note that. In your own words, explain anything you didn't already understand and save your response as Notes.
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NOTES -------> The difference in lifting strength was 17 pounds, as a result of a 20 pound difference in added weight. The average rate at which strength increases with respect added weight would therefore be 17 lifting pounds / (20 added pounds) = .85 lifting pounds / added pound. The strength advantage was .85 lifting pounds per pound of added weight, on the average.
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19:43:05 `q010. During a race, a runner passes the 100-meter mark 12 seconds after the start and the 200-meter mark 22 seconds after the start. At what average rate was the runner covering distance between those two positions?
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RESPONSE --> 100 meter difference and 10 second difference 100/10 = 10 meters per second
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19:43:16 The runner traveled 100 meters between the two positions, and required 10 seconds to do so. The average rate at which the runner was covering distance was therefore 100 meters / (10 seconds) = 10 meters / second. Again this is an average rate; at different positions in his stride the runner would clearly be traveling at slightly different speeds. You need to make note of anything in the given solution that you didn't understand when you solved the problem. If new ideas have been introduced in the solution, you need to note them. If you notice an error in your own thinking then you need to note that. In your own words, explain anything you didn't already understand and save your response as Notes.
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RESPONSE --> OK
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19:58:00 `q011. During a race, a runner passes the 100-meter mark moving at 10 meters / second, and the 200-meter mark moving at 9 meters / second. What is your best estimate of how long it takes the runner to cover the 100 meter distance?
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RESPONSE --> 10 seconds to get to the 100 meter mark 9 seconds to go 100 more meters I think the questions is supposed to read What is your best estimate of how long it takes the runner to cover the 300 meter distance? 300 meters must be 8 seconds
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19:58:51 At 10 meters/sec, the runner would require 10 seconds to travel 100 meters. However the runner seems to be slowing, and will therefore require more than 10 seconds to travel the 100 meters. We don't know what the runner's average speed is, we only know that it goes from 10 m/s to 9 m/s. The simplest estimate we could make would be that the average speed is the average of 10 m/s and 9 m/s, or (10 m/s + 9 m/s ) / 2 = 9.5 m/s. Taking this approximation as the average rate, the time required to travel 100 meters will be (100 meters) / (9.5 m/s) = 10.5 sec, approx.. Note that simply averaging the 10 m/s and the 9 m/s might not be the best way to approximate the average rate--for example we if we knew enough about the situation we might expect that this runner would maintain the 10 m/s for most of the remaining 100 meters, and simply tire during the last few seconds. However we were not given this information, and we don't add extraneous assumptions without good cause. So the approximation we used here is pretty close to the best we can do with the given information. You need to make note of anything in the given solution that you didn't understand when you solved the problem. If new ideas have been introduced in the solution, you need to note them. If you notice an error in your own thinking then you need to note that. In your own words, explain anything you didn't already understand and save your response as Notes.
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RESPONSE --> At 10 meters/sec, the runner would require 10 seconds to travel 100 meters. However the runner seems to be slowing, and will therefore require more than 10 seconds to travel the 100 meters. We don't know what the runner's average speed is, we only know that it goes from 10 m/s to 9 m/s. The simplest estimate we could make would be that the average speed is the average of 10 m/s and 9 m/s, or (10 m/s + 9 m/s ) / 2 = 9.5 m/s. Taking this approximation as the average rate, the time required to travel 100 meters will be (100 meters) / (9.5 m/s) = 10.5 sec, approx.. Note that simply averaging the 10 m/s and the 9 m/s might not be the best way to approximate the average rate--for example we if we knew enough about the situation we might expect that this runner would maintain the 10 m/s for most of the remaining 100 meters, and simply tire during the last few seconds. However we were not given this information, and we don't add extraneous assumptions without good cause. So the approximation we used here is pretty close to the best we can do with the given information.
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19:59:45 `q012. We just averaged two quantities, adding them in dividing by 2, to find an average rate. We didn't do that before. Why we do it now?
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RESPONSE --> We were trying to find an estimated rate and with the given information that was the best way to do it.
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20:00:03 In previous examples the quantities weren't rates. We were given the amount of change of some accumulating quantity, and the change in time or in some other quantity on which the first was dependent (e.g., dollars and months, miles and gallons). Here we are given 2 rates, 10 m/s and 9 m/s, in a situation where we need an average rate in order to answer a question. Within this context, averaging the 2 rates was an appropriate tactic. You need to make note of anything in the given solution that you didn't understand when you solved the problem. If new ideas have been introduced in the solution, you need to note them. If you notice an error in your own thinking then you need to note that. In your own words, explain anything you didn't already understand and save your response as Notes.
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RESPONSE --> OK
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zρwΘ^^kz Student Name: assignment #001
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20:19:49 `q001. Note that this assignment has 10 questions Solve the following system of simultaneous linear equations: 3a + 3b = 9 6a + 5b = 16.
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RESPONSE --> 3a+3b=9 divide each by 3 to solve for a a +b = 3 a=3-b plug in what a = into the second equation 6(3-b)+5b=16 18-6b+5b=16 18-b=16 b=2 plug what b = back into the equation where you solved for a a=3-2 a=1
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20:20:10 The system 3a + 3b = 9 6a + 5b = 16 can be solved by adding an appropriate multiple of one equation in order to eliminate one of the variables. Since the coefficient of a in the second equation (the coefficient of a in the second equation is 6)) is double that in the first (the coefficient of a in the first equation is 3), we can multiply the first equation by -2 in order to make the coefficients of a equal and opposite: -2 * [ 3a + 3b ] = -2 [ 9 ] 6a + 5b = 16 gives us -6a - 6 b = -18 6a + 5b = 16 . Adding the two equations together we obtain -b = -2, or just b = 2. Substituting b = 2 into the first equation we obtain 3 a + 3(2) = 9, or 3 a + 6 = 9 so that 3 a = 3 and a = 1. Our solution is therefore a = 1, b = 2. This solution is verified by substituting these values into the second equation, where we get 6 * 1 + 5 * 2 = 6 + 10 = 16.
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RESPONSE --> OK
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20:31:08 `q002. Solve the following system of simultaneous linear equations using the method of elimination: 4a + 5b = 18 6a + 9b = 30.
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RESPONSE --> 4a+5b=18 times this equation by a -9 6a+9b=30 times this equation by 5 this will eliminate b -36a+-45b=-162 + 30a+45b=150 = -6a = -12 a=2 plug this number back into the original equation 4(2) + 5b = 18 b=2
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20:33:45 In the system 4a + 5b = 18 6a + 9b = 30 we see that the coefficients of b are relatively prime and so have a least common multiple equal to 5 * 9, whereas the coefficients 4 and 6 of a have a least common multiple of 12. We could therefore 'match' the coefficients of a and b by multiplying the first equation by 9 in the second by -5 in order to eliminate b, or by multiplying the first equation by 3 and the second by -2 in order to eliminate a. Choosing the latter in order to keep the number smaller, we obtain 3 * [4a + 5b ] = 3 * 18 -2 * [ 6a + 9b ] = -2 * 30, or 12 a + 15 b = 54 -12 a - 18 b = -60. Adding the two we get -3 b = -6, so b = 2. Substituting this value into the first equation we obtain 4 a + 5 * 2 = 18, or 4 a + 10 = 18, which we easily solve to obtain a = 2. Substituting this value of a into the second equation we obtain 6 * 2 + 9 * 2 = 30, which verifies our solution.
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RESPONSE --> I did it the same way but chose not to find smaller coefficients.
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20:35:51 `q003. If y = 5x + 8, then for what value of x will we have y = 13?
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RESPONSE --> 13=5x+8 -8 5=5x /5 x=1
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20:35:56 We first substitute y = 13 into the equation y = 5 x + 8 to obtain 13 = 5 x + 8. Subtracting 8 from both equations and reversing the equality we obtain 5 x = 5, which we easily solve to obtain x = 1.
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RESPONSE --> OK
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20:40:18 `q004. Sketch a set of coordinate axes representing y vs. x, with y on the vertical axis and x on the horizontal axis, and plot the points (1, -2), (3, 5) and (7, 8). Sketch a smooth curve passing through these three points. On your curve, what are the y coordinates corresponding to x coordinates 1, 3, 5 and 7? Estimate these coordinates as accurately as you can from your graph. Retain your sketch for use in future assignments.
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RESPONSE --> (1, -2) (3, 5) (5,6) (7, 8)
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20:41:15 The x coordinates 1, 3 and 7 match the x coordinates of the three given points, the y coordinates will be the y coordinates -2, 3 and 8, respectively, of those points. At x = 5 the precise value of x, for a perfect parabola, would be 8 1/3, or about 8.333. Drawn with complete accuracy a parabola through these points will peak between x = 3 in and x = 7, though unless you have a very fine sense of the shape of a parabola your sketch might well peak somewhere to the right of x = 7. The peak of the actual parabola will occur close to x = 6, and the value at x = 7 will be just a bit greater than 8, perhaps 8.5 or so. If your peak was to the right of x = 7, your x = 5 value will be lass than 7.
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RESPONSE --> OK
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20:48:36 `q005. Using your sketch from the preceding exercise, estimate the x coordinates corresponding to y coordinates 1, 3, 5 and 7. Also estimate the x values at which y is 0.
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RESPONSE --> (1.5, 0) (2, 1) (2.5, 3) (3, 5) (5.5, 7)
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20:49:31 The easiest way to estimate your points would be to make horizontal lines on your graph at y = 1, 3, 5 and 7. You would easily locate the points were these lines intersect your graph, then estimate the x coordinates of these points. For the actual parabola passing through the given points, y will be 1 when x = 1.7 (and also, if your graph extended that far, near x = 10). y = 3 near x = 2.3 (and near x = 9.3). y = 5 at the given point (3, 5), where x = 3. y = 7 near x = 4 (and also near x = 7.7).
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RESPONSE --> Ok, my graph may be off from yours just a little
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20:55:31 `q006. Suppose the graph you used in the preceding two exercises represents the profit y on an item, with profit given in cents, when the selling price is x, with selling price in dollars. According to your graph what would be the profit if the item is sold for 4 dollars? What selling price would result in a profit of 7 cents? Why is this graph not a realistic model of profit vs. selling price?
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RESPONSE --> 4 dollars, 2.7 cents 8 dollars, 7 cents This is not realistic because the more the selling price is the more the profit begins to drop with this graph. Profit should go up with selling price not go down.
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20:58:19 To find the profit for a selling price of x = 4 dollars, we would look at the x = 4 point on the graph. This point is easily located by sketching a vertical line through x = 4. Projecting over to the y-axis from this point, you should have obtained an x value somewhere around 7. The profit is the y value, so to obtain the selling price x corresponding to a profit of y = 7 we sketch the horizontal line at y = 7, which as in a preceding exercise will give us x values of about 4 (or x = 7.7, approx.).
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RESPONSE --> I had the profit and selling price reversed on the x and y axis.
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21:01:57 `q007. On another set of coordinate axes, plot the points (-3, 4) and (5, -2). Sketch a straight line through these points. We will obtain an approximate equation for this line: First substitute the x and y coordinates of the first point into the form y = m x + b. What equation do you obtain?
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RESPONSE --> 4=-3m+b
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21:02:07 Substituting x = -3 and y = 4 into the form y = m x + b, we obtain the equation 4 = -3 m + b. Reversing the sides we have -3 m + b = 4.
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RESPONSE --> OK
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21:02:57 `q008. Substitute the coordinates of the point (5, -2) into the form y = m x + b. What equation do you get?
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RESPONSE --> -2=5m+b
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21:03:10 Substituting x = 5 and y = -2 into the form y = m x + b, we obtain the equation -2 = 5 m + b. Reversing the sides we have 5 m + b = -2
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RESPONSE --> OK
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21:03:28 `q009. You have obtained the equations -3 m + b = 4 and 5 m + b = -2
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RESPONSE --> OK
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21:09:28 . Use the method of elimination to solve these simultaneous equations for m and b.
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RESPONSE --> -3m+b=4 *(-1) 5m+b=-2 *(1) 3m-b=-4 +5m+b=-2 = 8m=-6 m=-3/4 plug this into your original equation -3(-3/4)+b=4 2 1/4+b=4 2 1/4-4=-b b= 1 3/4 check and plug both back into the second equation
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21:09:45 Starting with the system -3 m + b = 4 5 m + b = -2 we can easily eliminate b by subtracting the equations. If we subtract the first equation from the second we obtain -8 m = 6, with solution m = -3/4. Substituting this value into the first equation we obtain (-3/4) * -3 + b = 4, which we easily solve to obtain b = 7/4. To check our solution we substitute m = -3/4 and b = 7/4 into the second equation, obtaining 5 ( -3/4) + 7/4 = -2, which gives us -8/4 = -2 or -2 = -2.
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RESPONSE --> OK
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21:12:20 `q010. Substitute your solutions b = 7/4 and m = -3/4 into the original form y = m x + b. What equation do you obtain? What is the significance of this equation?
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RESPONSE --> This is the slope intercept equation for the line (-3, 4) (5, -2). This equation is only for this line since those points were used in forming it.
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21:12:27 Substituting b = 7/4 and m = -3/4 into the form y = m x + b, we obtain the equation y = -3/4 x + 7/4. This is the equation of the straight line through the given points (-3, 4) and (5, -2).
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RESPONSE --> OK
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Ɔ㛊կy Student Name: assignment #002
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21:57:45 `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 --> 2a+3b+c=128 + -60a+-5b-c=-90 = -58a+ - 2b=38 2a+3b+c=128 + -200a+-10b-c=0 = -198a+-7b=128
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21:59:13 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
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22:06:39 `q002. Solve the two equations 58 a + 2 b = -38 198 a + 7 b = -128 , which can be obtained from the system in the preceding problem, by eliminating the easiest variable.
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RESPONSE --> -58a+2b=-38 *(-7) 198a+7b=-128 *(2) -406a=266 + 396a+14b=-256 = -10a=10 a=-1 -58+2b=-38 2b=20 b=10
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22:07:03 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 --> OK
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22:07:23 `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 --> b=10 solved in last question
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22:07:27 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
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22:09:48 `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 --> 2(-1)+3(10)+c=128 c=100
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22:09:59 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
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22:15:32 `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=a(10)^1+1b+c -2=a+b+c
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22:15:38 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
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22:26:58 `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 --> (3,5) 5=9a+3b+c (7,8) 8=49a+7b+c
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22:27:06 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
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23:16:41 `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 --> -2=a+b+c *(-1) 2=-a-b-c I started eliminating c 5=9a+3b+c *(1) 5=9a+3b+c from the first two equat. = 7=8a+2b -2=a+b+c *(-1) then i eliminated c from the 1st and 8=49a+7b+c 3rd = 10=48a+6b I put those two together and eliminated b -42=-48a+-12b 20=96a+12b -22=28a a=-2.18 This is where i think im wrong. When i plug a in to find b i get -5.22 and c i get 5.4.
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23:21:37 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 --> I worked through it again and got the right answer. my two equations when i eliminated b were -11 =84a+-4c and -11 =-6a+2c then when i eliminated c i got 66=-144a a=-.458 plugging that back in to find c i got c=-6.875 and putting both of those back in the original equation b=5.33
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23:27:53 `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=-.458x^2 + 5.333x - 6.875 x=1 y=-2 x=3 y=5.002 x=5 y=8.34 x=7 y=7.995
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23:28:31 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 --> My values were not rounded.
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