arzra016 Math Reviow Math Review Due: 8:30am on Tuesday, August 30, 2016 To understand how points are awarded, read the Grading Policy for this assignment, Converting Units ‘The ability to convert from one system of units to another is important in physics. It is often impractical to measure quantities in the standard meters, kilograms, and seconds, but the laws of physics that you learn will involve constants that are defined in these units. Therefore, you may often have to convert your measured quantities into meters, kilograms, and seconds. ‘The following table lists metric prefixes that come up frequently in physics. Learning these prefixes will help you in the various mega (M) x10° Kilo- ) x108 centl- (c) x10? mile (rm) x10 micro-(j1) x10 ® nano- (n) x10" ‘When doing unit conversions, you need a relation between the two units. For instance, in converting from millimeters to meters, you need to know that, 1m = 1000 mm. (Once you know this, you need to divide one side by the other to obtain a ratio of m to mm: Lm 1 TO00 mm If you are converting from millimeters to meters, then this is the proper ratio. It has mm in the denominator, so that it will cancel the units of the quantity that you are converting. For instance, if you were converting 63 mm, then you would have 63 pant - 1 = 0.063 m 000 seat If you were converting a quantity from meters to millimeters, you would use the reciprocal ratio: 1000 mm i= Tm PartA ‘Suppose that you measure a pen to be 10.5 cm long. Convert this to meters. Express your answer in meters. Hint 1. Relating centimeters and meters To solve this problem, you will need to use the relation 100 cm = 1 m. You can determine such relations using the metric prefixes given in the introduction to this problem. If one centimeter equals 10? meters, then you need 10? centimeters to equal a whole meter, just as you know that if one quarter equals 4 US dollars, then you need 47 ‘quarters to equal a whole US dollar, ANSWER: Typoseting math: 63% hntpesisession masterngptysies.cominyctasignmertPriView eisplayModo=tudert View assignmenO=4642"0% 1138arzre016 Math Reviow tosem= 010 m 2 When converting areas, you must be careful to use the correct ratio. If you were converting from mm? to m? tempting to use it might be im O00 mam again. Be careful! Think of mm? as (mm)* = (mm) - (mm). That is to say, think of this as a pair of millimeter units, each of which must be converted separately. To convert 130 mm to square meters you would use the following calculation: 130 mm? (sip) * (Gage) = 130 mm Notice that the exponent distributes to both the numbers and the units: 130 mm?- (as) =130 mm? (124) Now the mm? will cancel properly (4m) — 4p? 130 part” (zz) 1.30 x 10-4 m PartB ‘Suppose that, from measurements in a microscope, you determine that a certain bacterium covers an area of 1.50 pm? Convert this to square meters. Express your answer in square meters. Hint 1. Find the conversion factor Which of the following gives the proper conversion factor to use? From the table in the introduction, you can see that 1 wm = 10~® m, which gives 10° ym = 1 m. ANSWER: 10° pam? Tm? Lm? 10° pr 10% an? Tm? © 1 108 jm? Typoseting math: 63% hntpesisession masterngptysies.cominyctasignmertPriView eisplayModo=tudert View assignmenO=4642"0% 286Math Reviow m? | As with areas, you must be careful when converting between volumes. For volumes, you must cancel off three copies of whatever unit you are converting fram, Part C ‘Suppose that you find the volume of all the oceans to be 1.4 x 10° km in a reference book. To find the mass, you can use the density of water, also found in this reference book, but first you must convert the volume to cubic meters, What is this volume in cubic meters? Express your answer in cubic meters. Hint 1. Find the conversion factor Which of the following gives the proper conversion factor to use? From the table in the introduction, you can see that 1 km = 108m. ANSWER: imi 10" kam ANSWER: 1.4.x 10° km? = 1.40*10'8 mm? Part D In a laboratory, you determine that the density of a certain solid is 5.23 x 10° kg/mm*. Conver this density into kilograms per cubic meter. Notice that the units you are trying to eliminate are now in the denominator, The same principle from the previous parts Typoseting math: 63% pnversion factor so that the units cancel. The only change is that now the units you wish to cancel must ‘appear in the numerator of the conversion factor. hntpesisession masterngptysies.cominyctasignmertPriView eisplayModo=tudert View assignmenO=4642"0% 436arzra016 Math Reviow Express your answer in kilograms per cubic meter, Hint 1. Find the conversion factor Which of the following gives the proper conversion factor to use? From the table in the introduction, you can see that 1 mm = 10° m. Recall that you are trying to cancel units out of the denominator of the fraction. ANSWER: ANSWER: 5.23 10° KE = sea0 KE Correct ‘You are now ready to do any sort of unit conversion. You may encounter problems that look far more complex than those you've done in this problem, but if you carefully set up conversion factors one at a time to cancel the units you ont want and replace them with the units that you do want, then you will have no trouble. Greek Letters Choose the corect symbol for the following Greek letters. Part A - Lower case theta ANSWER: ® >cecea Typesetting math: 63% hntpesisession masterngptysies.cominyctasignmertPriView eisplayModo=tudert View assignmenO=4642"0%azra016 Math Reviow [comet Part B - Lower case omega Correct 2 ° é | 2 a Part C - Lower case alpha ANSWER: es [comet Part D - Lower case lambda ANSWER: ea ee Typeseting math: 63% hntpesisession masterngptysies.cominyctasignmertPriView eisplayModo=tudert View assignmenO=4642"0%azr2016 Math Reviow Part E - Lower case epsilon ANSWER: ® concn a Correct Calculator Operations Using your calculator find the following to three significant figures. PartB Typoseting math: 63% hntpesisession masterngptysies.cominyctasignmertPriView eisplayModo=tudert View assignmenO=4642"0%arzra016 ANSWER: 317 | Part c Math Reviow SI Prefixes ‘Write the following using SI prefixes. PartA Part C 192350 g Typoseting math: 63% hntpesisession masterngptysies.cominyctasignmertPriView eisplayModo=tudert View assignmenO=4642"0% 198arzre016 Math Reviow 0.192 kg | Trig Functions and Right Triangles Learning Goal: ‘To use trigonometric functions to find sides and angles of right triangles. ‘The functions sine, cosine, and tangent are called trigonometric functions (often shortened to “trig functions"). Trigonometric just means "measuring triangles.” These functions are called trigonometric because they are used to find the lengths of sides or the measures of angles for right tangles. They can be used, with some effort, to find measures of any triangle, but in this problem we will focus on right triangles. Right triangles are by far the most commonly used triangles in physics, and they are particularly easy to measure, ‘The sine, cosine, and tangent functions of an acute angle in a right triangle are defined using the relative labels “opposite side” O and "adjacent side” A. The hypotenuse H is the side opposite the Fight angle, ‘As you can see from the figure, the opposite side Is the side of the triangle not involved in making the angle, The side called the adjacent side A is the side involved in making the angle that is nat the hypotenuse. (The hypotenuse will always be one of the two sides ‘making up the angle, because you will always look at the acute H angles, not the right angle.) ‘The sine function of an angle 8, written sin(@), is defined as the ratio of the length O of opposite side to the length HY of the hypotenuse: sin(@) = 3 A You can use your calculator to find the value of sine for any angle. You can then use the sine to find the length of the hypotenuse fram the length of the opposite side, or vice versa, by using the fact that, the previous formula may be rewritten in either of the following two forms: O = Hsin(0) o Re PartA ‘Suppose that you need to get a heavy couch into the bed of a pickup truck. You know the bed of the truck is at a height of 1.00 m and you need a ramp that makes an angle of 40° with the ground if you are to be able to push the couch. Use the sine function to determine how long of a board you need to use to make a ramp that just reaches the 1.00-m high truck bed at a 40” angle to the ground Express your answer in meters to three significant figures, Typoseting math: 63% hntpesisession masterngptysies.cominyctasignmertPriView eisplayModo=tudert View assignmenO=4642"0% 36arzra016 Math Reviow Hint 1. Using the sine function ‘The ramp is the hypotenuse of the right triangle in the figure, and the side of length 1.00 m is opposite the 40° angle. To find the length of the hypotenuse, use the ° n@ form of the sine formula. Plugging in the given values will give you the length of the hypotenuse. ANSWER: 188m Cort ‘The cosine function is another useful trig function. The definition of the cosine function is similar to the definition of the sine function: cos(9) = 4 ‘This equation can be rearranged the same way that the equation for sine was rearranged. With the cosine of an angle, you can find the length of the adjacent side from the length of the hypotenuse, or vice versa, Part B ‘You need to set up another simple ramp using the board from Part A (i.., a board of length 1.56 m ), If the ramp must be at a 25° angle above the ground, how far back from the bed of the truck should the board touch the ground? Assume this is a different truck than the one from Part A. Express your answer in meters to three significant figures, Typoseting math: 63% hntpesisession masterngptysies.cominyctasignmertPriView eisplayModo=tudert View assignmenO=4642"0% 368arzra016 Math Reviow ay 156m Hint 1. Using the cosine function ‘The ramp is the hypotenuse of the right triangle in the figure, and the distance along the ground is adjacent to the 25° angle. To find the length of the adjacent side, use the A= Heos(0) form of the cosine formula, Plugging in the given values will give you the distance along the ground, ANSWER: ut ‘The third frequently used trig function is the tangent function. The tangent of an angle 0 is defined by the equation ° tan(0) = 2 “This equation can be rearranged the same way thatthe equations for sine and cosine were rearranged previously. With the tangent of an angle, you can find the length of the adjacent side from the length of the opposite side or vice versa, Part C ‘Surveyors frequently use trig functions. Suppose that you measure the angle from your position to the top of a mountain to bbe 2.50°. If the mountain is 1.00 km higher in elevation than your position, how far away is the mountain? Express your answer in kilometers to three significant figures. Typoseting math: 63% hntpesisession masterngptysies.cominyctasignmertPriView eisplayModo=tudert View assignmenO=4642"0% 1086arzra016 Math Reviow Hint 1. Using the tangent function ‘The height of the mountain is opposite the 2.50° angle of the right triangle in the figure, and the distance to the mountain is adjacent to the 2.60” angle. To find the distance to the mountain, use the ° tan) form of the tangent formula. Plugging in the given values will give you the distance to the mountain. ANSWER: 22.9 km | Cort {Alof the tig functions also have inverses. The inverses of the sino, cosine, and tangent functions are written as sin and tan *, respectively. [Be careful not to confuse the notation sin (z.) forthe inverse sine function with (sin(z))~ = 1/sin(z)] These inverse functions are also sometimes written {em asin), {mn acos}, and {im atan}, short for aresine, arccosine, and arctangent, respectively. Your calculator should have three buttons with one of those sets of three labels Since a trig function takes an angle and gives a ratio of sides, the inverse trig functions must take as input a ratio of sides and then give back an angle. For example, if you know that the length of the side adjacent to a particular angle \texttip(\theta } {theta} is 12 \rm cm and the length of the hypotenuse of this triangle is 13 \rm cm, you can find the measure of angle \texttip(itheta }theta} using the inverse cosine. The cosine of \texttip(\theta }theta) would be 12/13, so the inverse cosine of 12/13 will give the value of \texttip(itheta jtheta} Marge(\cos (\theta)=\frac {12} {13}} implies that Marge(\theta = fm acos)\left(\frac {12} {13} \right). Using the \cos"(-1} or {im acas) button on your calculator, you should check that the measure of \texttip(theta Ytheta} is 22.6Ncire. pL Typeseting math: 63% hntpesisession masterngptysies.cominyctasignmertPriView eisplayModo=tudert View assignmenO=4642"0% 136arzra016 Math Reviow ‘The 3-4-5 right triangle is a commonly used right triangle, Use the inverse sine function to determine the measure of the angle opposite the side of length 3, Express your angle in degrees to three significant figures. Hint 1. Using the inverse sine To use the inverse sine, first write down the formula for the sine of the angle: Marge(\sin(theta)=\"rac(O}XH}=\frac 3 5} for the triangle in the figure. This tells you that the measure of the angle \texttip(theta Htheta} is the inverse sine of 3/6. ANSWER: Mexttipftheta Hheta) = 96.9 nm degrees PartE A support wire is altached to a recently transplanted tree to be sure that it stays vertical. The wire is attached to the tree at ‘point 1.50 \rm m from the ground, and the wire is 2.00 \rm m long. What is the angle \texttip{iphi phi} between the tree and the support wire? significant figures. Express your answer in degrees to thre 2.00 m Typoseting math: 63% F the correct function hntpesisession masterngptysies.cominyctasignmertPriView aisplayModo=tudert View assignmeniO=4642"0% 186arzra016 Math Reviow Using the given information, which of the following functions should you use to find the measure of \texttipf\phi } phi)? ANSWER: \m asin © \m acos \m atan ANSWER: Nextipgiohi oh) = 41.4 rm degrees | Derivatives Learning Goal: ‘To understand the concept of derivatives as the slope of a function graph. ‘There are two fundamental tools of calculus—the derivative and the integral. The derivative is a measure of the rate of change of a function. Youll see derivatives often throughout your study of physics because much of physics involves describing rates of change. PartA What does ‘rate of change" mean, exactly? A function describes how one quantity is related to another — how y is related tox. As an example, y could be your height and x your age. The three graphs below show three cases of how your height ‘could change with age, ‘Sort the graphs according to which best represents the graph of your height against age for the following periods: + During your childhood, as you grew up + Between age 30 and age 50 + During old age, when your spine compacts a litle Drag the appropriate items to their respective bins. Hint 1. Identify the graph that illustrates growth ‘Age is plotted on the horizontal axis in each graph, with age increasing from left to right. Height is plotted on the vertical axis. Think about the childhood period, when you are growing. What kind of graph illstrates growth? ANSWER: ‘A graph that falls as you move from left to right. ‘A graph that is flat a8 you move from left to right. © A graph that rises as you move from left to right. Typoseting math: 63% hntpesisession masterngptysies.cominyctasignmertPriView eisplayModo=tudert View assignmenO=4642"0% 1986ae7016 Mat Review ANSWER: Childhood Age 30 to age 50 | [ old age ‘Geph? ‘Gaph ae ae qm Teh Correct ‘The positive (upward) slope on Graph 2 corresponds to your increasing height during childhood. Your height won't ‘change between ages 30 and 50, so Graph 1 is correct: It is horizontal, and its slope is zero. And finally, your decreasing height during old age corresponds to the negative (downward) slope on Graph 3. ‘These three graphs of height vs. age are three important special cases of functions: ‘+ Graph 1 shows a quantity that remains constant with respect to another quantity. ‘+ Graph 2 shows a quantity that increases with respect to another quantity. ‘+ Graph 3 shows a quantity that decreases with respect to another quantity. ‘These graphs also give three important special cases in our understanding of rate of change. Part B Graphs 4 and 6 show the same information as Graphs 2 and 3, but this time with specific information about height and age ‘on the graph axes. From the graphs, you can find the exact rate of change of the person's height in each case. Find the rate of change of the height from age 8 to 16 and from age 60 to 80. Express both answers in units of cm per year, to two significant figures, Separate your answers with a comma. Express your answers numerically to two significant figures separated by a comma. “Typesetting math: 63% ip sfession masteringstysics comimyctassigrmentPintiew 1ésplayMode=studentViewBassigrmenO=4642101 a8arzra016 Mat Reviow Graph 5 Graph 4 Height Height (om) ‘e 176: Ws 200 ree 175 am 173 is 1m 2 11 tee 170. 169- 7 Age ee 60 65 707580 (years) 6 8 10 12 1416 (years) Hint 1. How to approach the problem ‘The rate of change corresponds to the slope on the graph. The slope is commonly thought of as rise/run. In terms of the x and y values on the graph, the slope is \rm {rate\jof\;change) = \rm {slope} = \rm {rise lover run} = {\Delta {lt y} lover {\Delta lt x}} Read the values of \Delta x and \Delta y from the graph, and from these compute the slope as given by the formula above. In this problem, \Delta x is the change in age and \Delta y is the change in height. Hint 2. Calculate the slope of Graph 4 It's often easiest to pick points on the line that lie on the intersection of gridlines: this makes reading off the values ‘on the axes straightforward. On Graph 4, we have two such points: (8, 125) and (16, 175). What are the rise and run values corresponding to these two points? Express your answers numerically separated by a comma. ANSWER: rise, run= 50,8 \rm om,\;years Hint 3. Calculate the slope of Graph 5 It's often easiest to pick points on the line that lie on the intersection of gridlines: This makes it straightforward to read off the values on the axes. On Graph 5, we have two such points: (60, 175) and (80, 170). What are the rise land run values corresponding to these two points? Express your answers numerically separated by a comma. ANSWER: rise, run = -5,20 rm cm,\; years ANSWER: 6.30.25 \rmemiyr Typoseting math: 63% hntpesisession masterngptysies.cominyctasignmertPriView eisplayModo=tudert View assignmenO=4642"0% 1586azra016 Math Reviow Correct What you've just done is calculate the derivative of a function, in this case a person's height vs. time, because the derivative measures a function's rate of change. The answers here illustrate that a derivative can have + a positive value, when the function is increasing: + arnegative value, when the function is decreasing; + a value of zero, when the function isn't changing. ‘These are the three special cases of rales of change we mentioned above. Part C ‘The next graph shows a different function in . Which of the graphs below is the derivative \texttip{dy/dxHdy/dx) of this function? Hint 1. How to approach the problem Notice that the slope of the graph in Part C is constant. So you're looking for an answer graph that’s constant - that is, a graph with a horizontal slope, Hint 2. Narrowing down the options Which of the two graphs with horizontal slopes is correct? To determine this, measure carefully the slope of your graph, using the numbers provided on the axes. Then, determine the slope as you did in Part B. ANSWER: Typoseting math: 63% hntpesisession masterngptysies.cominyctasignmertPriView eisplayModo=tudert View assignmenO=4642"0% 1886arzre016 Math Reviow aylax 10 20 30 40 50 dylax og 06 a] 02 ‘DT 10 20 30-40 50 aylax 08 0s ule 02 D0 30 WS dyldx ox 06 04 02 ‘OT 10 20 30 40 50 Correct ‘The original function is increasing at a constant rate throughout the interval, so the answer must be a constant. ‘Measuring the slope of the graph carefully leads you to the correct answer, 0.6. Part D So far we have only looked at functions with a constant slope (positive, negative, or zero). But the slope of a function, and thus its derivative, can change. Consider the next function shown in . Rank, in increasing order, the derivatives of the function at each of the points marked A through D. Express your answer in order of increasing slopes as a string without spaces between points. For example, enter ABCD if you think the derivative at point A is the smallest, 8 is the next larger, and so on. Typoseting math: 63% hntpesisession masterngptysies.cominyctasignmertPriView eisplayModo=tudert View assignmenO=4642"0% 6arzra016 Math Reviow 3) Hint 1. How to approach the problem Look carefully at the graph’s slope at each of the four points. The slope may be positive, zero, or negative. If you are ranking in the order of increasing slopes, then negative slopes will be listed first, then zero, and then positive slopes. For a positive slope, the more sharply the graph slopes upward, the larger the slope. ANSWER: (cBDA Correct ‘The slope at point Cis negative, so the derivative there is the smallest. At B, the graph is horizontal, so the derivative is zero. At points A and D, the steeper slope corresponds to the larger derivative. Part E Functions are not all straight lines. If a function is curved, the derivative is not constant but changing. To find the derivative at any point, draw a line tangent to the graph at that point. The slope of the tangent ling is the derivative. As you move. along the graph, the slope of the tangent line changes, and so does the derivative ‘The graph in shows a function \texttip(xHxKi\texttip(t}{t}). The derivative of the function at \texttipft = 1}{t = 1) is closest to: x) Typesetting math: 63% hntpesisession masterngptysies.cominyctasignmertPriView eisplayModo=tudert View assignmenO=4642"0% swearara016 Math Reviow Hint 1. Narrowing down the choices ‘The derivate at \texttip(t = 1} = 1}is the slope of the curve there, Is the function increasing, decreasing, or zero at © increasing decreasing Hint 2. Finding the answer To determine the exact derivative of the function at \texttip(t = 1} = 1), draw a line tangent to the graph at that point. The slope of the tangent line tells you the function's derivative, ANSWER: 10 ob @s5 Correct ), the function is increasing, so that tells you that the derivative (the slope of the tangent line) is positive. Here, you needed to measure the slope of the tangent line carefully to find the numerical answer. Part F Referring again to the graph in Part E, rank, in increasing order, the derivatives of the function at each of the points A through E. If two of the values are equal, you may list them in either order. Express your answer in order of increasing slopes as a string without spaces between points. For example, enter ABCDE if you think the derivative at point A is the smallest, Bis the next larger, and so on. Hint 1. How to approach the problem Assess the values of the derivatives by looking carefully at the graphs slope at each of the five points. The slope may be positive, zero, or negative. To rank the derivatives in increasing order, the negative derivatives (negative slopes) will be listed first, then zero, and then the positive derivatives (positive slopes). For a positive slope, the more sharply the graph slopes upward, the larger the slope and hence the larger the derivative ANSWER: (CBDEA Typoseting math: 63% hntpesisession masterngptysies.cominyctasignmertPriView eisplayModo=tudert View assignmenO=4642"0% 1986azra016 Math Reviow Correct At points B and D, the tangent line is horizontal, so the derivative is zero. At point C, the tangent line slopes downward, and the derivative is negative. Thus, point C has the smallest derivative, followed by B and D, which are ‘equal. Measuring the two positive derivatives (the slopes of the tangent lines at A and E) reveals that the slope (derivative) at Eis smaller than at A. In physics, \texttip{x}x}(texttip(Q{{)) might represent an object's position in one dimension versus time. In that case, the derivative represents velocity. Positive and negative velocity correspond to motion in opposite directions, and zero velocity means the object is at rest. This is just one of the important ways that derivatives are used in physics. Derivatives and Integrals Calculate the folowing derivatives and integrals PartA What is\largef\frac(d}{ax)\left(2x43}+5x'2}+4x+3 \right)) ANSWER: 6x2} 10x44 Correct PartB What is \large(\rac(d}idx)\eft(26%(3x} \right)} ANSWER: 6e"{3x} Correct Part What is \argef\rac(d}at}\eft(icos Veft(4t Wright) \right)) ANSWER: 4 Q\sin)lett(atright) Correct | PartD Typeseting math: 63% 11 2x42 + 4x) hntpesisession masterngptysies.cominyctasignmertPriView eisplayModo=tudert View assignmenO=4642"0% 20186arzra016 Math Reviow ANSWER: 720 Solving Common Equations Solve for the variable in the given equation. Part A - Exponentials Solve fort in \large(60 = 100e%(\frac(-t}{10})} ANSWER: ons Part B Solve for iphi in 5 ANSWER: (0 \cos \eft( 15.7 {rm rad} + \phi right) Interpreting Graphs Learning Goal: ‘To be able to gain many different types of information from a graph. Being able to read graphs is an important skill in physics. It is also critical in day-to-day life, as information in the news and in business meetings is often presented in graphical form. In this problem, you will consider a single graph and all of the information that can be gained from it. Since the graph axes have no labels, think of it as a graph of something important to ‘you, whether that is GPA, your bank balance, or something else. Specific applications will be noted for each way of analyzing a graph. Typoseting math: 63% hntpesisession masterngptysies.cominyctasignmertPriView eisplayModo=tudert View assignmenO=4642"0% 21186arzra016 Math Reviow ‘The easiest information to obtain from a graph is its value at a point. The height of the graph above the horizontal axis gives the value of the graph. Points above the horizontal axis have positive values, whereas points below the axis have negative values. The vertical axis will usually have specific values marked off so that you can tell exactly what value each height corresponds to. In the graph youve been given, there are no exact values labeled, but you can stil tel relative values; you can make statements such as, "At point D, the graph has a greater value than at point C." PartA ‘At which point(s) does the graph have a positive value? Enter all of the correct letters you would enter BF. alphabetical order. For instance, if you think that the correct choices are B and F, Hint 1. Determining positive values from a graph Any value above the horizontal axis is positive; any below is negative. Where the graph intersects the horizontal axis, the value of the graph is zero, which is neither positive nor negative. ANSWER: |ABCDEF Correct ‘The difference between positive and negative is important in many situations, for instance on your bank statement, In physics it makes a big difference in many scenarios, Positive position means to the right or above some reference: point; negative position means to the left or below the reference point. Positive velocity means moving to the right, whereas negative velocity means moving to the left, ‘The graph is often more convenient than a table of numbers or an equation, because you can immediately see where the graph takes positive values and where it takes negative values. With an equation or a table of numbers, this would take some algebra or guess work, Since the value of the graph at a point is indicated by its height above the horizontal axis, the maximum value of the graph is the highest point on the graph. Similarly, the minimum value of the graph is the lowest point, which may be below the horizontal Typoseting math: 63% hntpesisession masterngptysies.cominyctasignmertPriView eisplayModo=tudert View assignmenO=4642"0% 286arzra016 Math Reviow PartB ‘At which point does the graph have its maximum value? Enter the correct letter. ANSWER: Rate of change and slope Another type of information that can be gleaned from a graph is the rate of change of the values. Just as you care whether your bank account has a positive or negative value (Le., if you have money or owe the bank money) you may also be interested in the rate of change of your bank account. If the rate of change is positive, then you are gaining money. If the rate of change is, negative, then you are losing money. ‘The rate of change of a graph is given by the slope of the graph. If the graph is a line, then the slope is just the slope that you are accustomed to for lines (.e., the change in the vertical position divided by the change in the horizontal position). There are a few important things to remember about slope. If the line tilts upward as you follow it to the right (like this: /) then the graph has a positive slope. We would say that the graph is increasing (becoming more positive). Similarly, if it tits downward as you follow it to the right (ike this: \backslash ) then the slope is negative and we say that the graph is decreasing (becoming more negative). The steeper the tlt, the larger the magnitude of the rate of change.” Part c Look at the graph from the introduction. The three points C, D, and F are all on straight segments. Rank them from most- positive rate of change to most-negative rate of change, Hint 1. Slope at point C When the graph is horizontal, the slope of the graph is zero. You can see this by noticing that the change in vertical position as you move from left to right across a horizontal graph is zero. No matter what the change in horizontal position along a horizontal graph, when you divide to find the slope it will be zero, ANSWER: Typesetting math: 63% hntpesisession masterngptysies.cominyctasignmertPriView eisplayModo=tudert View assignmenO=4642"0% 2186arzre016 Mat Reviow QOO Most-positive Most-negative ‘The correct ranking cannot be determined. ~ For more complex curves, you will have to draw the tangent line at a point to determine the rate of change of the graph at that point, The tangent is a line that just touches the curve. To do this, instead of passing through two nearby points, the line has to align itself so that its rate of change is the same as the rate of change of the graph at that point. Therefore, once youve drawn the tangent line, its slope is the same as the slope of the curve at that point. In general, you will be able to rely on your intuitive sense of "Is the graph growing higher or lower at this point?" but its good to keep in mind this more precise definition in terms of the tangent line. It will help you out in situations that are hard to figure out by simple examination In the following two parts, consider again the graph shown in the introduction to the problem, PartD ‘At which point is the graph increasing at the greatest rate? For now, ignore point E. We will discuss it after this part. Enter the correct letter. Hint 1. Drawing the tangent To find the tangent line at a particular point, you should draw a dot at that point on the graph and then draw pairs of points, one on either side of the point you care about, that are the same distance from the point you care about, Typoseting math: 63% hntpesisession masterngptysies.cominyctasignmertPriView aisplayModo=tudert View assignmeniO=4642"0% 2186arzra016 Math Reviow Point you care about I you then connect those pairs of dots, the lines connecting them will get closer and closer to the proper slope as you move to pairs that are closer and closer to the point you care about. Once you get pretty close to that point, you should be pretty confident of the slope for the tangent line, With practice, you will gain an intuitive ability to see roughly how the slope of the tangent at a point should look. ANSWER: D Correct ‘You were told to ignore point E for this part. This is because the rate of change is not well defined at sharp comers. ‘You wont ever be asked for the rate of change of a graph at a sharp comer, though points near the comer should have well-defined rates of change. Points B and C are also special, because the slope at those points is zero. This should be easy to see at C, since the graph is actually a horizontal line in the area near C. If you carefully work out the tangent at point B using the method described in the hint for this part, you will see that the tangent is horizontal there as well, Since a horizontal tangent has a slope of zero, which is neither negative nor positive, the graph is neither increasing nor decreasing at points B and C. PL Typesetting math: 63% pss ession mastoringptysics.cominyctlasigrmertPriView 7esplayModo=stuertView assignmetlD=4642" 2598arzra016 Math Reviow ‘At which point(s) is the graph decreasing? Enter all of the correct letters in alphabetical order. For instance, if you think that the correct choices are B and F, you would enter BF. ANSWER: << ‘Area under a graph ‘The other plece of information important to physics that can be found from a graph Is the area under the graph between two points on the graph. The light blue region in the figure shows the area under the graph between two points. The area under a graph is important if you have graphed the rate of change in some quantity. In physics, you might have a graph of the velocity of some object vs. time. Since velocity is the rate of change of position, the area under the velocity graph between two times gives the total change in position between those two times. ‘An important point is that if the graph dips beneath the horizontal axis, then the area below the axis is subtracted from the area above the axis. In this figure , the same graph is shown, but now the area is between ‘two more. widely separated points. However, if you compare this figure tothe previous one, yout see that equal areas were added above and below the horizontal axis. Therefore, the “area under the graph’ in the two figures is the same, even though you see more shading in the second figure. In the following two parts, consider again the graph shown in the introduction to the problem, Part F You wish to find the area under the graph between the origin and some point on the graph, Which point will yield the greatest area? Enter the correct letter, ANSWER: eS Typoseting math: 63% | hntpesisession masterngptysies.cominyctasignmertPriView eisplayModo=tudert View assignmenO=4642"0% 28186azra016 Math Reviow Cort Part G ‘You are looking at the area under the graph between two points. The area is zero, Which two points are you looking at? Enter the two letters in alphabetical order, For instanc enter BF. is B and F, you would if you think that the correct choic Hint 1. How to approach the problem ‘Since you want the area under the curve between two points to be Zero, the graph must define equal-sized shaded regions above and below the horizontal axis. Look for two points that are near each other, one above and one below the horizontal axis. ANSWER: FH ] Optimizing the Bakery Learning Gos ‘To use substitution and cancellation to solve a system of two linear equations in two unknowns. Frequently, in physics, you will have two different unknown quantities (for instance, distance and time). If you have two different equations involving these two unknown quantities, then you will be able to find exact values for each of them. These will Usually consist of two linear equations—equations that only contain terms like 2x, y, and constant numbers—with two unknowns. In this problem, you will lean how to solve such systems, as well as See how equations of this type can be used to make a business more profitable ‘Suppose that a baker makes cakes and cookies. He knows that he is most efficient when he makes pairs of cakes (instead of one cake at a time) or a dozen dozens of cookies. Call the number of pairs of cakes that he bakes In a week \texttip{x}{x} and the number of grosses (dozens of dozens) of cookies that he bakes in a week \texttip(y}). ‘There are two factors that limit how much he can bake in a week: He only wants to work for 40 {\rm hours} a week and he only has one oven. Suppose that it takes the baker 1(\rm hour} to propare a pair of cakes or a gross of cookies (before they are placed in the oven). Since he only wants to work 40 {\rm hours} a week, his output of pairs of cakes \texttip(x}(x} and his output of grosses of cookies \texttip(y{y} are constrained by the equation x+y=40. ‘To maximize the profit of the bakery, the first step is to find where the equations for all of the constraints intersect. For the following part, you will look at x+y=40 and y=0, which is also a constraint (specifically a minimum) since the baker cannot make a negative number of cookies, Parts A and B might seem easier than most problems with linear systems, but in them you will use the basic techniques needed to solve any linear system: adding equations to cancel variables and substituting the value of one variable to find the value of the other. PartA Typoseting math: 63% hntpesisession masterngptysies.cominyctasignmertPriView eisplayModo=tudert View assignmenO=4642"0% 21186arzra016 Math Reviow ‘One way of solving systems of linear equations is by adding a multiple of one equation to the other. The multiplier for the first equation is chosen so that one of the two variables will cancel out in the sum. What should you multiply the equation y=0 by so that when added to x+y=40 the variable \texttip{y}{y} will cancel out? Express your answer numerically. Hint 1. Consider another example ‘Suppose that you are trying to solve the system 5x+2y=10 and -x+y=3, and you wish to cancel the variable \texttiptyHy), In the first equation you have the term 2y. You can cancel this term by adding the inverse, namely, -2y. How can you get a -2y term in the second equation? Since the \texttip{y}{y} term in the second equation is simply \texttip(yXy}, you must muttiply the second equation through by -2. This changes the second equation to 2x- 2y=-6, When you add this to original equation, the variable \texttipty}y) will not appear in the sum. In this part, you are trying to cancel the term \texttiptyHy} from the first part. What is the inverse of \texttiptyHy}? ANSWER: A Correct This leads to the sum \beginfarray}I} & x & + & y &=840 lor + & & & -y &= &O cr ihline ler &x && 40 \endfarray} Thus, the point of intersection forthe lines y=0 and x+y=40 is (40,0). This point tells you that if the baker makes no cookies, he can make (at most) 40 pairs of cakes in a week Another constraint on the baker's output is that he has only one oven. If it takes 0.75 {\rm hours} to bake a pair of cakes and 1.5 {rm hours} to bake a gross of cookies, then he is limited by the equation 0.75x+1.5y=40. The final constraint is the line x=0 (since the baker cannot make a negative number of cakes). Next you will find the solution of this system, Part B Which of the following shows the result of substituting x=0 into 0.75x+1.5y=40? Hint 1. How to approach the problem ‘Once you have a numeric value for one of the variables, itis usually easier to substitute that value into one of the ‘original equations and then solve for the other variable. In this case, you know the value of \texttip(x}(x} from the. ‘second equation. Replacing the \texttip(xHx} in the first equation with a zero gives 0.75\cdot 0 +1.5y=40. After ‘simplifying this equation, you can solve it to find the value of \texttipty}y}. ANSWER: © 15 0.75x=40 0.75+1.5) 0.7541. Typesetting math: 63% hntpesisession masterngptysies.cominyctasignmertPriView eisplayModo=tudert View assignmenO=4642"0% 20186azra016 Math Reviow Correct Dividing both sides of this equation by 1.6 gives y=40/1.5=80/3\approx 26.7. This point tells you that, if the baker ‘makes no cakes, he can bake (at most) 26.7 {im grosses) of cookies, ‘ou need to find the x coordinate of the point of intersection for the equations x+y=40 and 0.75x+1.5y=40. Multiply 10 by a number that will make the \texttip{y}{y}s cancel when you add the two equations. Which of the following gives the resulting equation? ANSWER: Correct ‘When multiplying an equation so that you can cancel one of the variables, be certain to multiply both sides of the ‘equation. For instance, multiplying the above equation incorrectly would yield -1,5x-1.5y=40, which would give you very incorrect values when you tried to solve for \texitip{x}x} and \texttip(y}y}. PartD Now, add the two equations and find the value of \texttip(x}x). Express your answer to three significant figures. ANSWER: Mexttipiid = 28.7 | Parte Finally, substitute the value 26.7 (or the exact value of 80/3) for \texttip(x}(x} in the first of the original equations (x+y=40) to find the value of \texttiptyHy). ‘Once you have found the value of \texttip(y}y} using the first ofthe original equations, you can substitute this value of \texttip{y}y} and the value of \exttip{xi(e) (28.7) into the second of the orginal equations (0.75x+ 1.5y=40) to check your work, Ifthe Values that you find on the two sides of the equel sign are not equal, then you need to recheck your work. Express your answer to three significant figures. ANSWER: Mexttipy iy} = 13.3 Typoseting math: 63% hntpesisession masterngptysies.cominyctasignmertPriView eisplayModo=tudert View assignmenO=4642"0% 2086azra016 Math Reviow Correct ‘Suppose that this baker makes a profit of $20 on each pair of cakes and a profit of $25 on each gross of cookies. Then his profit \texttio{PXP} is given by the formula P=20x+25y. To maximize a linear function (such as this profit function) given linear constraints (such as those given in the beginning of the problem) you only need to look at the points of intersection of the constraints. In this case, the four points to check are (0.0), (40,0), (0,26.7), and (26.7,13.3). Plug the x and y values from each point into the profit function to find which gives the greatest profit. In the preceding parts, youve leamed to solve linear systems. Here are he steps that youve developed. 1. Find the proper number to multiply one of the equations by so that one variable cancels when you add the equations. 2. Multiple by this number and add to solve for one variable 3. Plug this solution into the first equation and solve for the second variable, 4, Substitute your final values of \texttip({x}{x) and \texttipty}y) into the second original equation to check your answer, Use these steps to solving the following system. Part F Find the solution of the system of equations 3x+4 Give the x value followed by the y value, separated by a Express your answer in the form x,y. Hint 1. Find the x value of the solution Multiply the second equation by a number that will make the \texttip(y}y} terms cancel when the equation is added to the first equation. Then solve for \texttip{x}{x) in the resulting equation. Express your answer as an integer. Hint 1. Find the proper multiplier for x-y=1 You wish to cancel the 4y term from the first equation when you add the two equations (after multiplying the second by some constant). The inverse of 4y is ~4y. What do you need to multiply -y by to get a ~4y term in the second equation? Express your answer as an integer. ANSWER: ANSWER: Typoseting math: 63% hntpesisession masterngptysies.cominyctasignmertPriView eisplayModo=tudert View assignmenO=4642"0% 06arzre016 Math Reviow nye 24 Proportional Reasoning Learning Goal: ‘To understand proportional reasoning for solving and checking problems. Proportional reasoning involves the ability to understand and compare ratios and to produce equivalent ratios. Itis is a very powerful tool in physics and can be used for solving many problems. It's also an excellent way to check answers to most problems youll encounter. Proportional reasoning Is something you may already do instinctively without realizing I. PartA You are asked to bake muffins for a breakfast meeting, Just as you are about to start making them, you get a call saying that the number of people coming to the meeting has doubled! Your original recipe called for three eggs. How many eggs do you need to make twice as many muffins? Express your answer as an integer. ANSWER: Linear relationships Although this was a particularly simple example, you used proportional reasoning to solve this problem. It makes sense that if ‘you need twice as many muffins, then you'd need twice as many eggs to make them, We say that the number of eggs is. linearly proportional to the number of muffins, This sort of relationship is characterized by an equation of the form y=kx, where \texttiptyXy) and \texttipxd60 are the two quantities being related (eggs and muffins here) and \texttip{k}k} is some constant, In a situation where the constant \texttip{k}k} is not important, we may write y \propto x, which means “\texttipty iy} is proportional to \texttipfx}x)". ‘Writing (\hbox{number of muffins}) \propto (\hbox(number of eggs) means we know that if the number of eggs triples, then the number of muffins triples as well. Or, if the number of muffins is divided by 5, then the number of eggs is divided by 5. The figure shows a graph of y=kx for some constant \texttip{k}{k}. You can see that when you double or triple the original \texttipGo6e) value, you get double or triple the \texttipty}y} value, respectively, Keep this graph in mind and relate it to your intuitive sense as you solve the next problem: Typoseting math: 63% hntpesisession masterngptysies.cominyctasignmertPriView eisplayModo=tudert View assignmenO=4642"0% 3186arzra016 Math Reviow PartB You have a dozen eggs at home, and you know that with them you can make 100 muffins, If you find that hatf of the eggs hhave gone bad and cant be used, how many muffins can you make? Express your answer as an integer. ANSWER: 50 Correct Recall that dividing a variable is the same as multiplying it by a fraction. If you keep this in mind, then you can change this problem from "the number of eggs are divided by two" into "the number of eggs are multiplied by one- hall,” which works just as any other multiplication. If you look at the graph for the linear relationship, dividing by 2 is, like moving from the middle point to the left point marked on the graph. Quadratic relationships Quadratic relationships are also important in physics and many other areas. In a quadratic relationship, if one number is, increased by a factor of \texttip{a}{a}, then the other is increased by a factor of a2. An example would be the relationship between area and radius of a circle, You know from geometry that A=\pi r*2. Since \texttip{\pi Xpip is a constant, you can rewrite this equation as A\propto r2, which says that \texttip(A}} is proportional to the square of \texttip(({. The relation y\propto x2 applies to any equation of the form y=kx"2, ‘The figure shows a graph of y=kx*2 for some constant \texttip(k}{k}. You can see that when you double or triple the original \texttip00 value, you get four or nine times the \texttip{y{y} value, respectively. Typoseting math: 63% hntpesisession masterngptysies.cominyctasignmertPriView eisplayModo=tudert View assignmenO=4642"0%arzra016 Math Reviow Part C When sizes of pizzas are quoted in inches, the number quoted is the diameter of the pizza, A restaurant advertises an 8 {rm inch} "personal pizza." If this 8m inch} pizza is the right size for one person, how many people can be fed by a large 16-fm inch} pizza? Express your answer numerically. Hint 1. How to approach the problem ‘The area of a pizza is what determines how many people can be fed by the pizza. You know that the area of a circle is proportional to the square of the radius. Since the radius is proportional to the diameter, it follows that the area is also proportional to the square of the diameter: Alpropto d*2. Use this relation to determine how the area, and therefore the number of people fed, changes. ANSWER: ‘The stopping distance is how far you move down the road in a car from the time you apply the brakes until the car stops, Stopping distance \texttip{D}O} is proportional to the square of the initial speed \texttip{v}v} at which you are driving: D \propto v2, PartD Ii'@ car is speeding down a road at 40 \rm miles/hour (\tm mph), how long is the stopping distance \texttip(D_{\m 40}}, {D_40} compared to the stopping distance \texttip(D_{\rm 25}{D_25} if the driver were going at the posted speed limit of 25, \m mph? Express your answer as a multiple of the stopping distance at 25 \rm mph, Note that \texttip(D_{\rm 25)}{D_25} is already written for you, so just enter the number, Hint 1. Setting up the ratio “yposating nahi soae p> the car is moving at a speed 1.6 times the speed limit of 25 \rm mph. The stopping distance is the square of the initial speed, so the stopping distance will Increase by a factor of the square of 1.6. hntpesisession masterngptysies.cominyctasignmertPriView aisplayModo=tudert View assignmeniO=4642"0% 3986arzra016 Math Reviow ANSWER: \texttip(D_{rm 40){D_40}= 2.66 \times D_(25) Correct ‘The quadratic relationship between stopping distance and initial speed is part of the reason that speeding fines are doubled in school zones: At low speeds, a small change in speed can lead to a large change in how far your car travels before it stops. Inverse relationships AA third important type of proportional relationship is the inverse relationship. In an inverse relationship, as one variable increases the other decreases and vice versa. For instance, if you had a $10 gift certificate to a chocolate shop, then the amount of chocolate that you could get would be inversely proportional to the price of the chocolate you picked. If you buy the $0.25 candies, you could get 40 of them, but if you opt to purchase candies whose price is higher by a factor of 4 ($1.00), then you must reduce the number that you get by a factor of 4 (to 10). Similafy, if the price decreases by a factor of 5 (to $0.05), then you increase the number by a factor of 5 (to 200). ‘An inverse relationship is based on an equation of the form y=kix, where \texttip(kXk} is a constant. If \texttip(y}y} is inversely proportional to \texttip{x}x} then you would write y \propto 1/x or y \propto x1}. The figure shows a graph of y=k/x for some constant \Wexttip(k}). You can see that when you double or triple the original \extip(x}x) value, you get one-half or one-third times the \textip(y}y} value, respectively PartE A construction team gives an estimate of three months to repave a large stretch of a very busy road. The government responds that i's too much inconvenience to have this busy road obstructed for three months, so the job must be completed in one month, How does this deadline change the number of workers needed? Hint 1. The proportionality ‘The time to complete the job should be inversely proportional to the number of workers on the job. Therefore, reducing the time by a factor of 3 requires increasing the number of workers by a factor of 3. ANSWER: Typesetting math: 63% hntpesisession masterngptysies.cominyctasignmertPriView eisplayModo=tudert View assignmenO=4642"0% 486arzre016 Math Reviow COne-ninth as many workers are needed, One-third as many workers are needed. ‘The same number of workers are needed. © Three times as many workers are needed, Nine times as many workers are needed Cort Inverse-square relationships {All of these proportionalities are in some way familiar to you in your everyday life. There is one other important type in physics with which you may not be as familiar: the inverse-square relationship. The inverse-square relationship is based on an equation of the form y=k/x"2, where \texttip(k{k} is a constant. You would write y \propto 1x2 or y \propto x2}, either of which means \texttip{y}{y} is inversely proportional to the square of \texttip{x}x).” Although this may look or sound more intimidating than the relations we've looked at previously, it works in essentially the same way. If \texttip(x}x) is doubled, then \texttip{y}{y} is multiplied by one-fourth, and if \texttip(x}x) is decreased by a factor of 2, \texttip{y}{y} is multiplied by 4. The figure shows a graph of y=kix*2 for some \texitip{k}{k}. You can see that when \texttip(<}(x) increases by a factor of 2 oF 3, \texttipty}y} decreases by a factor of 4 or 9, respectively. Part F ‘The loudness of a sound is inversely proportional to the square of your distance from the source of the sound. If your friend is right next to the speakers at a loud concert and you are four times as far away from the speakers, how does the loudness of the music at your position compare to the loudness at your friend's position? ANSWER: © The sound is one-sixteenth as loud at your position ‘The sound is one-fourth as loud at your position. ‘The sound is equally loud at your position. ‘The sound is four times as loud at your position. ‘The sound is sixteen times as loud at your position, Typesetting math: 63% hntpesisession masterngptysies.cominyctasignmertPriView eisplayModo=tudert View assignmenO=4642"0% 3896azra016 Math Reviow Correct Inverse-square relations show up in the loudness of sounds, the brightness of lights, and the strength of forces. Proportional reasoning is useful for checking your answers to problems. If your answer is a formula, then you can explicitly check that all of the variables have the correct proportionalities. if you have a numerical answer, you can ‘check your technique by doubling one of the starting variables and working through the same process to a solution. If your answer does not change as you expect it to based on the proportionality of the initial and final variables, then you know that something is wrong. Score Summary: Your score on this assignment is 99.5%. You received 54.71 out of a possible total of 55 points. Typoseting math: 63% pss ession mastoringptysics.cominyctlasigrmertPriView 7esplayModo=stuertView assignmetlD=4642"