M-273Q Midterm: MATH 273 Montana State Exam3Redo

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turquoisegnu128

15 Feb 2019

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The length of this explanation is as follows: for each point you missed on a problem, there must be a minimum of that same number of sentences of explanation. That is, if you got 4 wrong on problem. You are to correct your problems: it will be worth 6 points added to your test score. That is, if you got a 23 on the exam, you will now get a 29: lastly, the points will not be given as partial credit. If you follow requirements 1-7, exactly, you will get the 6 points.

Related Questions

please use the following information to answer questions 1-6

Imagine you have graduated and have just gotten a job in a fictionalized version of Paducah, KY, home of the world famous Dippin' Dots (Links to an external site.)Links to an external site.. You got the job by pitching a truly marvelous idea: The Grand Cone-yan, an ice cream festival as grand as any Court Days (Links to an external site.)Links to an external site. or Apple Festival (Links to an external site.)Links to an external site..

The centerpiece of the festival is a 10 foot tall ice cream cone filled with local ice cream dots.

The day before the festival the contractors have brought the truck of ice cream, and begin to fill the cone. After only a single minute, there is a foot of ice cream in your frozen glass cone. Since the entire cone is only 10 feet tall, you decide to come back in 10 minutes to witness the final filling.

You are shocked when you return to find the cone has only been filled to the 2 foot mark! (The worker politely corrects you to say it is actually 2 feet and 2 inches.) You give it another 10 minutes, but the cone is only 2 foot 9 inches filled.

Not knowing what else to do, you make a spreadsheet of the progress.

Time (minutes)	0	1	10	20	30	60	120
Height (feet, inches)	0' 0"	1' 0"	2' 2"	2' 9"	3' 1"	3' 11"	4' 11"

You wonder why they have slowed down so much, so you keep checking in every hour.

Time (hours)	1	2	3	4	5	6
Height (feet, inches)	3' 11"	4' 11"	5' 8"	6' 3"	6' 6"	6' 11"

After six hours you are worried the entire festival might fail, but you won't give up! You keep spreadsheeting.

Time (hours)	7	8	9	10	11	12
Height (feet, inches)	7' 4"	7' 8"	7' 11"	8' 3"	8' 6"	8' 9"

After 12 hours, you take a quick trip home to change clothes, and return to your spreadsheeting.

Time (hours)	13	14	15	16	17	18
Height (feet, inches)	8' 11"	9' 2"	9' 5"	9' 7"	9' 9"	10' 0"

Finally, late in the night, around 3am, it is complete. Your masterpiece. The Grand Cone-yan. But why did it take so long? It took a lot longer than 10 minutes. Why did the workers slow down so much? The first minute finished the first foot, but three feet took 30 minutes instead of 3 minutes. And now it's 3am!

The workers say that they filled at a steady rate of 13 gallons per hour, and that any faster would run the risk of drain freeze.

Your responses

1. What is wrong with the following argument?

If you really did 13 gallons per hour, then the 10 foot cone should have only taken 10 / 13 = 0.7 hours, less than an hour tops.

2. What is wrong the following question?

How do you convert gallons into feet?

3. Find an authoritative source for the volume of a cone. Give the formula and explain what each part of the formula means in this problem.

4. Most formulas will have both radius and height. Find a reasonable source for the relationship between the radius and height of an ice cream cone. Give an expression like

R = H

5. Calculate the volume of the cone using your formula. At a constant rate of 13 gallons per hour, how long should it have taken to fill up?

You may use the approximate formula V=0.02908882 h3 if the formula you discovered does not match at all.

6. There should still be a discrepancy between the V=0.02908882 h3 and the spreadsheet. Can you explain what likely happened?

Problem 3

Math 151 - Sections 34, 35, 36 - Workshop 11 This workshop deals with an addition formula in section 5.1. This formula is related to an ld story about the great mathematician Gauss. Here is one version of the story Wh en Gauss was ten years old, he attended a certain math class with other kids. One fine day, the math teacher discovered that he was running out of time to grade the latest batch of math homeworks. This is why he decided to finish the grading during his math lecture period. To keep the students busy while he graded, he gave them the following task at the start of the period: Use your slate (the small personal blackboard that every student had in class) to add up the numbers 1,2,3,... , 100 Seconds after the teacher gave this in-class assignment, little Gauss pointed to his slate and yelled "Here is the answer." Then Gauss did nothing for an hour, while the other students labored with the additions and the teacher graded. At the end of the period Gauss showed the correct answer 5050 on his slate. Only Gauss got the correct answer Then Gauss told everybody that the sum 1+2+3+ + 100 is ( 1 + 100) + (2+99)+ (2+98)+--+ (50+51) = 101 + 101 + 101 +. . . +10 101. 50-5050 Problem 1. Explain carefully what Gauss had done. Include the reason why it is impor tant that 100 happens to be Problem 2. Let N be an even positive integer. Use the method of Problem 1 to prov the formula 1 +2+3+.+N) be an even number Problem 3. The formula is still valid when N is an odd integer. Prove this, using a variation on the argument given by Gauss The story continues: Gauss then gave the class a lecture on how his method could be used to sum an arithmeric series (a+1.b) + (a+2 b) + (a+3.b)+. + (a + N b), where a and b are constants Problem 4. Find a formula for the sum (a+1.b)+(a+2.b)+ (a +3.b)+(a+ N b) Prove this formula the way Gauss would have done it. You have to do the case when N is even and the case when N is odd Now let us consider a fictional alternate history where Gauss had not thought of this ve clever trick. We can imagine the ten year old Gauss going home and doing the sequential computations 1+2 1+2+3 1+2+3+4 1+2+3+4+5 and so forth, just to see if he could find a pattern in the sequence of answers. He would have discovered somethin like this: once he had the sum 1+2+3++N, he could simply add N+1 to that sum, and that would give him the sum 1+2+3 Now assume that, by trial and error, Gauss discovered that the formula 1+2+3+ +N an even numbe +) Include the reason why it is important that +Â·Â·Â· + (N +1) very quickly is true for several values of N. How could he prove that the formula is really true for ALL N? The insight described in the previous paragraph might have led Gauss to think the following: All he had to do was prove N(N+1) Â± (N + 1) other words, he only needed to show: Formula for 1 + 2+3+.+ N plus N +1 equals formula for 1+2+3+(N+1). He would have discovered the principle of mathematical induction Problem 5. Prove of the formula for 1+2 +3+... + N (N +1)(+1X++1) Show how this leads to a proof N(N+1 N+)

M-273Q Midterm: MATH 273 Montana State Exam3Redo

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