#$&*
course Phy 201
Question: `q001. If you are earning money at the rate of 8 dollars / hour and work for 4 hours, how much money do you make during this time? Answer in such a way as to explain your reasoning as fully as possible. A solution to this problem appears several lines below, but enter your own solution before you look at the given solution.YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYYY
Your solution: (type in your solution starting in the next line)
If I am earning money at a rate of 8 dollars an hour and work for a total of 4 hours, I would make a total of 32 dollars (since 8 x 4= 32).
Confidence: 3
Self-critique: OK
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Question: `q002. If you work 12 hours and earn $168, then at what rate, in dollars / hour, were you making money?
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Your solution: (type in your solution starting in the next line)
If I make $168 in 12 hours, then that means I am making 14 dollars an hour since 168 divided by 12 is 14.
Confidence: 3
Self-critique: OK
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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.
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Your solution:
If I am earning 8 dollars an hour, it would take 9 hours to earn $72 since 72 divided by 8 is 9
Confidence: 3
Self-critique: OK
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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:
According to PEMDAS, for each equation you calculate in the following order: Parentheses, Exponents, Multiplication, Division, Addition and then Subtraction. In the first equation, you calculate the parentheses first which is 11 and then times by 5 which is 55. In the second equation, you would multiply 3 times 5 first which is 15 and then add 8 which is 23.
Confidence: 3
Self-critique: OK
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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:
Using PEMDAS, the answer to the first equation is 48 (because you calculate what is in the parentheses, then times by three. The answer to the second equation is 4,096 since you calculate what is in the parentheses and then raise 2 by that number.
Confidence: 3
Self-critique: OK
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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:
The answer of the first equation is -21 because you calculate 3^2, then do the multiplication which makes it 15-36 which gives you -21. In the second equation, you solve whats in the parentheses then square that (giving you 144), then you multiply 3 x 5 which then makes the equation 15 - 144 and you get the answer -129.
Confidence: 3
Self-critique: OK
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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.
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Your solution:
x y
-2 -1
-1 1
0 3
1 5
2 7
The graph of this would be a positive and linear and going through the y-axis at the 3.
Confidence: 3
Self-critique: OK
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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.
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Your solution:
x y
-2 7
-1 4
0 3
1 4
2 7
The graph for this equation would be a positive parabola where the y-intercept is 3.
Confidence:3
Self-critique: OK
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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.
your answer: vvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvv
x y
1 5
2 7
3 11
4 19
The graph of this equation would go through the y-intercept at 3 and would rise exponentially.
Confidence: 3
Self-critique: OK
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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:
When you divide a positive number by 1, the answer is always equal to that original number.
Confidence: 3
Self-critique: OK
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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?
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Your solution:
When you divide a positive number by a number greater than 1, the answer is always less than the original number.
Confidence: 3
Self-critique: OK
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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 positive number by a positive number less than 1 (such as 0.5, 0.25, and 0.75), the answer is always greater than the original number.
Confidence: 3
Self-critique: OK
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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
#### When describing the graphs, I did not describe in detail as they were described in the given solutions. However, if need be I could have described them in fuller detail.
"
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