Fractional Exponents and Radicals: Free Response
5 questions in parts, 57 points in total. Work each one out on paper, taking a hint if you get stuck. When you have an answer, reveal the answer to check it, and the full solution only if you still want it. The rubric is there so you can mark your own work.
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1. What the exponent laws leave no choice about . Foundational, 10 points. Question 1 of 5.
Nobody decided what a fractional exponent should mean. The exponent laws were taken at their word on a fraction, and they left exactly one value available. This question runs the arithmetic, then the notation, then the argument itself.
- Part A.
Evaluate and , taking the root before the power. For each one, say which number in the exponent chose the index and which chose the power.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
Take and . Write as a single power of , and write as a radical.
Write the expression An equation or an expression is enough here. Show how you built it. 3 points
- Part C.
Assume only that the power-of-a-power rule keeps holding when an exponent is a fraction. Prove that then has only one possible value for a real , and name it. Then say what is different about the same argument when the index is instead of .
Complete the derivation Each line should follow from the one above it. Say what lets you take each step. 4 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 3
Nothing here is a new definition to memorize. Every claim comes from applying one exponent law to an exponent that happens to be a fraction, and then asking what value could possibly satisfy the line you are left with.
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Hint 2 of 3 · Part B
A minus sign and a fraction in an exponent do two different jobs. Do them one at a time: settle where the reciprocal puts the power, then read the fraction as an index and a power.
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Hint 3 of 3 · Part C
Raise the thing you are trying to identify to the fifth power and see what the assumed rule forces it to equal. Then ask how many real numbers could satisfy that, which is where the index being odd earns its keep.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
and . In each exponent the denominator chose the index of the root and the numerator chose the power.
Part B
, and .
- names the same number as , since the root and the power may be taken in either order
Part C
Raising to the fifth power gives , so it is a real fifth root of , and an odd index leaves exactly one of those: . With index the same line leaves two candidates when is positive, one when is zero, and none when is negative.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
The denominator of the exponent is the index of the root and the numerator is the power, so rooting first keeps the bases small.
For the index is , and :
For the index is , and :
The other order agrees, as it has to: and . It simply asks you to take the cube root of a four-digit number instead of a two-digit one.
Part B
Translate one feature at a time. The index becomes a denominator, and a reciprocal becomes a minus sign.
The fourth root of has index and inside power , so it is , and the reciprocal negates that exponent:
Running the dictionary the other way, the minus sign in asks for a reciprocal, and the that is left is a sixth root with the power :
The minus sign moved the power downstairs. It did not make either value negative, and with and positive both results are positive.
Part C
The rule is all that has been assumed, so everything has to come out of it. Raise to the fifth power and multiply the exponents:
So whatever names, its fifth power is . That is exactly the defining property of a fifth root of , so the rule has narrowed the field to those.
For an odd index the field holds one number. Raising to an odd power keeps the sign and keeps the order, so two different real numbers never share a fifth power, and every real number has a real fifth root. One candidate survives, and it is forced:
With index the first half is untouched, since by the same multiplication of exponents. The second half fails, and it fails differently depending on . An even power destroys the sign, so for both a positive and a negative number raise to , and the field holds two. For only does, so the field holds one and the argument survives at that single value. For nothing real raises to at all, and the field is empty. Uniqueness therefore fails for every positive and existence fails for every negative one, which is why an even index arrives with a convention (take the non-negative root) and a restriction (the radicand must not be negative), while an odd index needs neither.
In one line
and ; and ; and forces to be a fifth root of , of which an odd index offers exactly one, so .
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 3 points
Reads the denominator of each exponent as a root index and the numerator as a power, and takes the root first. . Worth 2 points.
Says which part of each exponent played which role, rather than reporting two bare values. . Worth 1 point.
Part B 3 points
Turns the index into the denominator of the exponent and the inside power into the numerator, and does it in both directions. . Worth 2 points.
Keeps the reciprocal separate from the root and the power, so the minus sign lands in exactly one place. . Worth 1 point.
Part C 4 points
Derives the defining property from the assumed rule rather than from what a root already means, and then argues that only one real number can have it. . Worth 3 points. needs an explanation, not just an answer
Says what the same argument does and does not deliver when the index is even, rather than asserting that it simply fails there. . Worth 1 point.
Try a similar problem (Optional)
Same idea, different numbers. Work it on paper, then check yourself the same way.
Evaluate , then write as a single power of , taking .
The answer
, and .
The denominator is the index and the numerator is the power, so take the square root first:
For the second, the cube root of is , and the reciprocal negates that exponent:
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2. Simplify first, then see what matches . Foundational, 11 points. Question 2 of 5.
Two radicals that share nothing on the page can turn out to be multiples of one and the same root, and two that look closely related can stay stubbornly apart. Simplifying is what tells the cases apart, and the closing part asks what the test for combining really requires.
- Part A.
Simplify and , leaving no factor of either radicand that is a perfect power for that root's index.
Write the expression An equation or an expression is enough here. Show how you built it. 4 points
- Part B.
Simplify as far as it will go.
Write the expression An equation or an expression is enough here. Show how you built it. 4 points
- Part C.
Two radical terms that are each already in simplest form combine into one only when they agree in two respects. Name both, explain why each one is needed, and say why stays as two terms however much simplifying is attempted.
Explain why it works A sentence or two. Reasons, not steps. 3 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 3
Nothing here can be decided from the radicands as they are printed. Get every root into its simplest form first, and only then ask whether any two of them belong together.
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Hint 2 of 3 · Part A
Run through the perfect squares for one of these roots and the perfect cubes for the other, and take the biggest divisor you can find rather than the first one you notice.
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Hint 3 of 3 · Part C
Write a sum of two matching radicals with the radical pulled out front as a common factor. Then ask what would have to be true of two roots for such a factor to exist at all.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
and .
Part B
.
Part C
They must share the index and the radicand. Only then is the radical a single common factor the distributive law can pull out. and share a radicand but not an index, so neither is the other times a coefficient, and is prime, so neither simplifies at all.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Split each radicand into the largest factor that is a perfect power for its index, times whatever is left over.
For the index is , so hunt for a perfect square. Since and :
For the index is , so hunt for a perfect cube instead. Since and :
In both answers the leftover radicand is , which has no square factor and no cube factor beyond , so neither will come down any further.
Part B
None of the three radicands is a perfect square, so simplify each one and then look at what is left.
All three now carry the same index and the same radicand, so they are like radicals and the shared comes out as a common factor:
The subtraction is handled entirely by the coefficients. Combining like radicals never changes the radicand, which is what makes the last line a single step rather than a calculation.
Part C
Adding like radicals is not a new rule. It is the distributive law applied to a common factor that happens to be a root:
That line works only because the very same number sits inside both terms, and two things decide whether it does.
The radicand must match. and are different numbers, and neither is the other multiplied by anything you could write as a coefficient, so a sum of them has no shared factor to lift out.
The index must match too. and are also different numbers: the first squares to and the second cubes to , so they cannot both be raised to the same power. In exponent form the mismatch is plain:
Those are two different powers of , and no exponent law adds two powers of a base into one; the laws combine powers that are multiplied. Simplifying cannot rescue it either, because is prime: it has no perfect-square factor and no perfect-cube factor beyond , so each radical is already in its simplest form.
In one line
and ; ; and two radicals that are each in simplest form combine only when the index and the radicand both match, since only then is there a single common factor to pull out, which is why stays as two terms. The order matters: as part B showed, radicands that differ as written can agree once both radicals are simplified.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 4 points
Chooses the factor to pull out by the index of that particular root, a square factor for the square root and a cube factor for the cube root. . Worth 2 points.
Takes the largest such factor, so nothing is left behind that could still come out. . Worth 1 point.
Leaves each radicand carrying no factor that is a perfect power for its index. . Worth 1 point.
Part B 4 points
Simplifies each of the three radicals before comparing any of them. . Worth 2 points.
Combines the coefficients with the correct signs and leaves the radicand exactly as it stands. . Worth 2 points.
Part C 3 points
Names both matching conditions and gives a reason for each, rather than offering the pair as a rule to be remembered. . Worth 2 points. needs an explanation, not just an answer
Applies the two conditions to the given pair and says why further simplifying cannot alter the outcome there. . Worth 1 point. needs an explanation, not just an answer
Try a similar problem (Optional)
Same idea, different numbers. Work it on paper, then check yourself the same way.
Simplify and , then simplify .
The answer
, , and .
For the square root, with a perfect square:
For the cube root, with :
For the sum, simplify each term before deciding anything. Since and :
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3. A cube described by its volume alone . Application, 12 points. Question 3 of 5.
A solid cube is described only by its volume, so everything else about it has to be recovered from that one number. A fractional exponent makes the recovery a single step, and it also settles what happens to the outside of the cube when the inside is scaled up.
- Part A.
A cube has volume cubic centimetres. Find the length of one edge, and give the units.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part B.
Write the total surface area of a cube in terms of its volume alone, as a single term carrying one fractional exponent. Take .
Write the expression An equation or an expression is enough here. Show how you built it. 4 points
- Part C.
A second cube is cast with times the volume of the first. Using your formula, find the factor by which its total surface area is larger, and say what that factor is doing arithmetically.
Carry your own answer forward Work from the formula you wrote in part B, in whatever form you left it. The credit here is for tracking what a factor multiplying the volume does as it passes through the power, not for having the expected formula to hand.
Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 4 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 3
Volume and surface area do not speak to each other directly, but both are built out of the same single length. Recover that length first, and every other question about this cube turns into a substitution.
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Hint 2 of 3 · Part B
Write down the two standard formulas for a cube side by side, use one of them to express the edge as a power of the volume, and put that into the other. Two exponents will meet, and they multiply.
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Hint 3 of 3 · Part C
Neither volume needs to be known. Feed the larger one in as a product, let the power split across that product, and read off the number that steps out in front.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
centimetres.
Part B
.
- and are the same formula written with radicals
Part C
The surface area is times as large, since . The volume factor steps out of the base by the rule for a power of a product, and the fractional exponent then cube-roots it and squares the result.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
The volume of a cube is its edge used as a factor three times, so the edge is whatever number cubes to the volume. That is the cube root, which is the one-third power:
Since ,
Check it forwards: . The unit follows the same route, since a root of cubic centimetres returns plain centimetres, which is what a length has to be measured in.
Part B
The two quantities do not speak to each other directly, so go through the edge, which both of them are built from. A cube of edge has six square faces:
The second equation says the edge is the cube root of the volume, that is . Put that into the first and multiply the exponents:
The exponent carries the whole story. The denominator undoes the cubing that produced the volume, and the numerator redoes the squaring that produces a face.
Test it on a cube of edge . Through the formula, ; by counting faces, square centimetres. The two routes agree.
Part C
Put into the formula in place of , and split the power across the product, which is what the product rule for roots licenses:
The new factor is , and the exponent says cube root first, then square:
So the second cube has surface area , four times the first, and no particular volume ever had to be named for that to be true.
It is worth seeing why the answer is and not . The cube root turns the volume factor into an edge factor of , since eight times the volume means twice the edge, and the square then turns that edge factor into an area factor of . Lengths scale once, areas twice, volumes three times, and the exponent is exactly two of those against three.
In one line
A cube of volume cubic centimetres has an edge of centimetres; the surface area in terms of the volume is ; and multiplying the volume by multiplies the surface area by , because the cube root turns the volume factor into an edge factor of and the square turns that into an area factor of .
Another way: Scale the edge instead of the volume
Part C can be settled without part B's formula at all, by asking what times the volume does to the edge. Volume is the cube of the edge, so eight times the volume means the edge is multiplied by . Surface area is , and multiplying by multiplies by
Same factor, reached by scaling the edge rather than by feeding a product into a fractional power.
When it is worth it When the volume factor is a perfect cube, so the edge factor comes out whole. It is also the version worth keeping in your head, because it says in words what the exponent means: root the volume down to a length, then square that length up to an area.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 4 points
Identifies the edge as the number whose cube is the given volume, rather than dividing the volume by three. . Worth 2 points.
Evaluates the cube root correctly. . Worth 1 point.
Reports the answer as a length carrying its unit, not as a bare number and not in a unit of volume. . Worth 1 point.
Part B 4 points
Routes the two quantities through the edge length, writing each of them in terms of it before eliminating it. . Worth 3 points.
Combines the two exponents into one by multiplying them, leaving a single power of the volume. . Worth 1 point.
Part C 4 points
Substitutes the larger volume as a product and separates the numerical factor from the power of the volume. . Worth 2 points.
Explains what the fractional exponent does to that numerical factor, in terms of the edge, rather than only reporting the number it produces. . Worth 2 points. needs an explanation, not just an answer
Try a similar problem (Optional)
Same idea, different numbers. Work it on paper, then check yourself the same way.
A cube has volume cubic centimetres. Find its edge and its total surface area, then find the factor by which the surface area grows if the volume is multiplied by .
The answer
The edge is centimetres and the surface area is square centimetres; multiplying the volume by multiplies the surface area by .
The edge is the cube root of the volume, and :
Six faces of side give
For the scaling, the volume factor passes through the exponent :
The surface area is times as large, which matches the edge growing by a factor of .
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4. Two rules, correctly quoted . Reasoning, 11 points. Question 4 of 5.
A student is asked to simplify and writes this:
'The radicands and are different numbers, so and are unlike radicals. Unlike radicals do not combine, so the expression is already in simplest form.'
Every general rule quoted there is one this lesson states, and the conclusion is still wrong.
- Part A.
Identify the first step in the student's argument that is not justified, say exactly what is wrong with it, and carry the simplification through correctly.
Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 4 points
- Part B.
Simplify each of these two sums as far as it will go: , and .
Write the expression An equation or an expression is enough here. Show how you built it. 4 points
- Part C.
A classmate says must be , because . Decide whether that is right, and argue it without a calculator, using whole-number bounds you can check by squaring. Then say what does license writing as a single term, and why nothing of that kind covers the classmate's sum.
Justify your claim State the claim, then give the reason it has to be true. 3 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 4
Every part of this question turns on the difference between the form a radical is written in and the number it actually names. Keep asking which of those two a given statement is really about.
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Hint 2 of 4 · Part A
Both of the general rules the student quotes are correct. Look instead at the join between them, and ask what a radical has to be in before a comparison of radicands can settle anything at all.
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Hint 3 of 4 · Part B
Take all four roots down to simplest form before comparing any two of them. Some of these radicands hide a perfect square and some do not, and that is the only thing deciding either outcome.
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Hint 4 of 4 · Part C
You never need a decimal for any of these roots. Find a whole number that one side sits above and the other sits below, then confirm each of those two facts by squaring.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
Going from different radicands to unlike radicals settles nothing yet, because that test is only meaningful once each radical is in simplest form. Simplified, and , so the sum is .
Part B
, and , which goes no further.
Part C
It is wrong. and put the left side above , while because overshoots . The other sum is licensed by the distributive law, since is a common factor there, and and have no common factor you could write as a coefficient.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Take the student's sentences one at a time.
'The radicands and are different numbers.' True as written.
'Unlike radicals do not combine.' Also true, and it is exactly what the lesson says.
The break is the step between them: treating a difference in the radicands as first written as proof that the radicals are unlike. A radical that has not been simplified is not yet showing what number it is, and both of these have a perfect square hidden inside:
Simplified, they share an index and a radicand after all, so they are like radicals and combine:
The rule the student quoted was never in question. What went wrong is that the test was run on the wrong form of the terms, which is reading the packaging rather than the number.
Part B
Simplify every root first, then look at what you have.
For the first sum, and :
Same index, same radicand, so they combine:
For the second sum, and :
The radicands are now and , and neither has a square factor left to remove, so nothing further can bring them together:
The two sums looked alike on the page. Only the simplified forms told them apart, which is the whole reason that step comes before any judgement.
Part C
Bracket each root between whole numbers by squaring, which needs no calculator.
Since and , we get . Since and , we get . Adding the two,
On the other side, and , so
One number is above and the other is below it, so they are not the same number and the claim fails. Roots split across products, never across sums, and adding the radicands is a step no rule ever licensed.
The contrast with is worth naming. There the very same number sits in both terms, so it is a common factor and the distributive law lifts it out:
Nothing of that kind is available for . Neither term is the other multiplied by anything you could write as a coefficient, so there is nothing to lift out and nothing to collect, and the sum is already as simple as it will ever be.
In one line
The student closed the case on the radicals as first written: the like-radical test applies to simplified radicals, and . Likewise , while genuinely does not combine. And is not , since the left side is above and the right side is below it.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 4 points
Names one specific step as the first that is not justified and clears the steps it accepts as sound, rather than declaring one of the quoted rules false. . Worth 2 points.
Attaches a reason to the diagnosis, saying what the flawed step assumed, and then produces the completed simplification. . Worth 2 points. needs an explanation, not just an answer
Part B 4 points
Simplifies all four radicals before comparing any of them. . Worth 2 points.
Decides each sum on its simplified form and shows which feature of those forms settled it. . Worth 1 point.
Reports both sums fully simplified, with no radicand still carrying a perfect-square factor. . Worth 1 point.
Part C 3 points
Bounds each root between whole numbers by squaring, rather than reaching for a decimal approximation, and uses those bounds to settle the claim. . Worth 2 points. needs an explanation, not just an answer
Names the law that licenses collecting two radical terms, and identifies precisely what the classmate's sum has not got. . Worth 1 point. needs an explanation, not just an answer
Try a similar problem (Optional)
Same idea, different numbers. Work it on paper, then check yourself the same way.
A student says cannot be combined, since and are different. Simplify that sum, then do the same for .
The answer
, while and goes no further.
Simplify before judging. For the first sum, and :
The student's test was run one step too early. For the second sum, and :
Here the radicands really are different once simplified, against , and neither has a square factor, so this one does stay as two terms.
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5. Where an even index and an odd index part company . Reasoning, 13 points. Question 5 of 5.
Every root written in this lesson names a real number, and keeping that promise is not free. A root and a power look like exact opposites, and for one kind of index they are. For the other kind something has to be said out loud, and this question is about what.
- Part A.
Evaluate , , and , working strictly from the inside out.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part B.
Decide whether the rule can be stated for every real number . Give the statement that is correct when is even and the statement that is correct when is odd, and justify each one.
Justify your claim State the claim, then give the reason it has to be true. 5 points
- Part C.
Compare the two parities head on. Say what an even power does to the sign of a number and what an odd power does, then use that single difference to explain both why an even index needs a convention that an odd index does not, and what each index demands of a radicand if the root is to be a real number at all.
Compare the two methods Say what each one costs you, and when you would reach for it. 4 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 3
One question decides this whole page: does raising a number to a power remember whether that number was negative? Answer it for an even exponent and then for an odd one, and every part follows from the pair of answers.
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Hint 2 of 3 · Part A
Finish the inside completely before the root gets a turn. A root and a power that look like opposites do not automatically undo one another, and the sign is where you will see it happen.
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Hint 3 of 3 · Part B
Try your proposed statement on a negative value of before committing to it, and keep in mind that the radical symbol has only one number it is allowed to hand you.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
, , and .
Part B
It cannot be stated for every real . For odd it does hold for every real . For even the left side is never negative, so the correct statement is , which is when and when .
Part C
An even power erases the sign, so a positive number has two real even roots and a negative number none: a convention is forced, and the non-negative root is taken. An odd power keeps the sign, so each real number has exactly one real odd root and nothing is left to choose. So an even index bars a negative radicand; an odd index takes any.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Finish the inside completely, then take the root. Do not let the root and the power cancel on sight.
The square of is positive, and a square root names the non-negative number that squares to its radicand:
The sixth power of is positive too, since six negative factors pair off completely, and the sixth root of is :
The cube of keeps its sign, because three negative factors leave one unpaired, and an odd root of a negative number is negative:
Two of the three came back as something other than the number they started from. Which two, and why exactly those, is what the rest of the question settles.
Part B
Take the two parities separately, since part A has already shown that they behave differently.
Even . Whatever is, is not negative, because the negative factors pair off. An even root of a number that is not negative is by convention the non-negative one, so the left-hand side is never negative. That alone rules out the unrestricted rule: an expression that is never negative cannot equal when is negative. Both and raise to , since an even power cannot tell them apart, and the one of those two that is not negative is , so
Read back, that returns when and when , which is exactly what part A's first two values did.
Odd . Now keeps the sign of , and a real number has exactly one real th root when is odd, so there is nothing to choose between. The number raises to , so is that unique root:
No restriction is needed and no absolute value appears, and that is the whole of the difference.
Part C
One fact drives all of it: an even power destroys the sign and an odd power preserves it. In an even power the negative factors pair off and leave no minus behind, while an odd power always has one factor left over to carry the sign.
Follow the consequences for an even index . Raising to the th power sends and to the same place:
So a positive number has two real th roots, differing only in sign. A symbol is allowed to name one number, so a choice has to be made, and the choice made is the non-negative root. The same collapse leaves a gap on the other side: nothing real has a negative even power, so a negative radicand has no even root at all, and names nothing real. That is the restriction, and it is the same fact read backwards.
For an odd index neither consequence appears. Distinct numbers keep distinct odd powers, sign included:
Each real number is therefore the odd power of exactly one real number. There is one root to name, so no convention is needed, and every real number, negative ones included, is somebody's odd power, so no radicand is barred.
The convention and the restriction are not two separate awkwardnesses, then. They are one fact about even powers, read once forwards and once backwards.
In one line
The three values are , and . The rule holds for every real only when is odd; for even the correct statement is . An even power erases the sign, so a positive number has two real even roots and a negative number none, which forces the non-negative convention and bars a negative radicand, while an odd power keeps the sign and needs neither.
Another way: The one-line exponent argument, and the hypothesis it needs
There is a tempting derivation that never mentions parity. Write the root as a power and multiply the exponents:
Every step is a rule this lesson proved, and the conclusion is still not true for every real . The reason is that those rules were proved with the base zero or positive, which is precisely the assumption a negative breaks. With that hypothesis restored the line is correct, and it says: for , at every index .
When it is worth it Whenever the base is already known to be zero or positive, which covers most of the algebra you will meet, this is the fastest route. Keep the hypothesis attached to it, because it is the only thing standing between that line and a false statement.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 4 points
Evaluates the inside power first in each case, including the sign that an even power and an odd power leave behind. . Worth 2 points.
States for each one whether the root gave back the number it started from, rather than reporting three bare values. . Worth 1 point.
Shows the value of the inside power before the root is applied, so each evaluation can be followed. . Worth 1 point.
Part B 5 points
Argues the even case from what an even power does to the sign together with the single value a root symbol is allowed to name, rather than from one worked instance. . Worth 3 points. needs an explanation, not just an answer
Argues the odd case separately, saying what an odd power does to the count of real numbers that could be the root. . Worth 2 points. needs an explanation, not just an answer
Part C 4 points
Identifies the single property of powers that the whole comparison rests on, and derives both consequences from it rather than listing two unrelated rules. . Worth 2 points. needs an explanation, not just an answer
Draws out both of the consequences the prompt asks for, and attaches each to the parity it belongs to. . Worth 2 points.
Try a similar problem (Optional)
Same idea, different numbers. Work it on paper, then check yourself the same way.
Evaluate and , then decide for which real values of the equation is true.
The answer
and ; and holds exactly for .
Work the inside first in each case.
For the equation, the index is even, so the left-hand side is and is never negative. If then and the equation holds. If then the left side is positive while the right side is negative, so it fails. Those two cases cover every real number, so the equation is true for exactly the values with and false for all the rest.
The equation is neither an identity nor a falsehood: it holds on exactly the values that are not negative.
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