Conversion Factors: Free Response
5 questions in parts, 59 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. The fraction that is secretly one . Foundational, 13 points. Question 1 of 5.
Throughout this question use the fact . The last part steps back from that one fact to ask what makes ANY conversion factor, for any pair of units, work at all.
- Part A.
Convert gal to qt. State which orientation of the conversion factor you used and why that orientation is the one that cancels gallons.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part B.
Now convert qt back to gal. The factor you used in part A will not do this job: work out, without being told, which orientation now applies.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part C.
Let be ANY true equality between two units of the same kind of quantity, not just gallons and quarts. Prove that the fraction equals , and that multiplying any quantity measured in by this fraction cannot change the amount, only relabel it.
Complete the derivation Each line should follow from the one above it. Say what lets you take each step. 5 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
A conversion factor is built from an equality between two units. Decide which unit needs to disappear, and put that same unit on the opposite side of the fraction bar from where it already sits.
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Hint 2 of 4 · Part A
Nine gallons already carries its unit on top, so the factor needs gallons on the bottom to cancel it.
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Hint 3 of 4 · Part B
This time the quantity you are starting from is measured in quarts, not gallons, so the factor that worked a moment ago is now upside down for what you need.
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Hint 4 of 4 · Part C
Do not plug in the number four anywhere in this part. Write the equality with letters, divide one side by the other, and watch what turns into .
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
.
Part B
.
Part C
Dividing by gives for ANY such equality, so every conversion factor is exactly ; multiplying a quantity by it multiplies by , which cannot change the amount, only the unit label attached to it.
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 starting quantity carries gal on top, so the factor needs gal on the bottom to cancel it, which fixes the orientation as , not its flip.
The gal on top of the quantity and the gal on the bottom of the factor form and disappear, leaving qt.
Part B
This time the starting quantity carries qt on top, so the factor needs qt on the bottom, the OTHER orientation from part A: .
A half gallon is no obstacle: gallons and quarts are measured, not counted, so a fractional amount is ordinary.
Part C
Work in letters, not the numbers and from parts A and B, since the claim covers every pair of units.
Start from the given equality and divide both sides by (which is not zero):
Nothing about , , , or was special: the same division works for any true equality between two units of the same kind of quantity, so the fraction it produces is always exactly , never merely close to it.
Now take any quantity and multiply by that fraction:
using , the same cancellation rule that removes a number from a fraction's top and bottom. The multiplicative identity says multiplying by changes nothing, so the AMOUNT and the amount are the same amount, only carrying different labels; the number in front changed from to precisely because the unit changed size, not because anything was added to or taken from the quantity itself.
In one line
gal is qt, using ; qt is gal, using the flipped factor . In general, dividing any true equality by shows , so multiplying by it can only relabel a quantity, never change how much of it there is.
Another way: Reach the identity by substitution instead of division
Rather than dividing the equation, substitute directly. Since names the same amount twice, the fraction can be rewritten by replacing its numerator with the amount it equals: . The conclusion is identical; only the route there differs, and this route never performs a division step at all.
When it is worth it When a division step feels like it is hiding what is really going on. Substitution shows the appearing because the top and bottom are already, literally, the same amount, before any arithmetic happens.
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 with gal in the denominator, opposite the gal the starting quantity carries. . Worth 2 points.
Computes correctly. . Worth 1 point.
Reports the result with the unit qt. . Worth 1 point.
Part B 4 points
Recognizes that the reverse direction needs the other orientation, , rather than reusing part A's factor. . Worth 2 points.
Computes correctly. . Worth 1 point.
Reports the result with the unit gal. . Worth 1 point.
Part C 5 points
Starts from an arbitrary true equality , not the specific numbers in parts A and B, and divides by to show the resulting fraction equals for every such equality. . Worth 2 points. needs an explanation, not just an answer
Multiplies an arbitrary quantity by that fraction, invokes the multiplicative identity, and separately explains why the unit cancels by the same rule that cancels a number over itself. . Worth 2 points. needs an explanation, not just an answer
States the general conclusion in words: every conversion factor is a disguised , for any pair of units measuring the same kind of quantity, not only gallons and quarts. . Worth 1 point.
Try a similar problem (Optional)
Same idea, different numbers. Work it on paper, then check yourself the same way.
Using , convert lb to oz. Then, starting fresh, convert oz to lb.
The answer
lb is oz, and oz is lb.
For the first conversion, lb sits on top of the quantity, so the factor needs lb on the bottom:
For the second, oz now sits on top, so the factor flips:
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2. A chain with one link removed . Application, 11 points. Question 2 of 5.
A single conversion fact rarely bridges two units directly; a chain of familiar equalities usually does the job instead. Throughout this question use and .
- Part A.
Write km as a product of three pieces, the quantity and two conversion factors, oriented so that km cancels first and then the m produced by that cancels too, leaving only cm. Do not multiply the numbers yet.
Write the expression An equation or an expression is enough here. Show how you built it. 4 points
- Part B.
Multiply the three pieces from part A to find km in centimeters.
Carry your own answer forward Multiply out whichever product you wrote in part A. The credit here is for the arithmetic and for keeping cm as the unit, not for reproducing the exact expression above.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
A single equivalent fact, , converts km to cm in one step. Use it to convert km to cm directly, compare with part B, and explain why the two routes are guaranteed to agree no matter how many links a chain has.
Carry your own answer forward Compare the direct result against whatever number you reached in part B, whatever that number turned out to be; the credit is for the comparison and the explanation, not for landing on any particular figure.
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 4
When one fact cannot bridge two units by itself, look for a unit in between that a fact already connects to both ends, and build a chain through it.
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Hint 2 of 4 · Part A
Line up the three pieces so that the unit trailing the quantity so far matches the unit on the bottom of the very next factor, the same way you would cancel a repeated number in a fraction.
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Hint 3 of 4 · Part B
Multiply the three numbers together in any order; the units already decided what would survive.
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Hint 4 of 4 · Part C
Compare the one big number in the direct fact to the two smaller numbers in the chain, and ask what arithmetic operation connects them.
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
Part B
.
Part C
cm, matching part B. The two routes must agree because : the one-step fact is the same equality as the two-step chain, just written with the intermediate unit m left out.
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 starting quantity carries km on top, so the first factor needs km on the bottom: . That factor now leaves m on top, so the second factor needs m on the bottom: .
Read the units down the line: km cancels the starting km, and m cancels between the first and second factors, leaving cm.
Part B
All three factors are numbers now; the units have already done their job of telling you which ones to multiply.
Part C
Convert directly with the single fact:
the same number part B reached through m.
This is not a coincidence to be checked case by case. The two-step chain's combined factor is , and
which is exactly the single fact's own number. The one-step fact and the two-step chain describe the identical equality between km and cm; the chain merely names m as a stopping point along the way. Since every factor in either route is exactly (part C of question 1 is the reason why), stringing more of them together, or collapsing them into one, can never change the amount, only how many labels get exchanged before cm is reached.
In one line
km is cm, whether reached through the two-step chain km to m to cm, or through the single fact . The two routes agree because : the direct fact is the chain's two equalities combined into one.
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
Orients the first factor with km in the denominator, so it cancels the starting km. . Worth 2 points.
Orients the second factor with m in the denominator, so it cancels the m the first factor produced. . Worth 1 point.
Leaves cm as the only unit that has not cancelled, before any numbers are multiplied. . Worth 1 point.
Part B 3 points
Multiplies correctly. . Worth 2 points.
Reports the product with the unit cm. . Worth 1 point.
Part C 4 points
Applies the single direct fact to the km in one step and carries out that multiplication correctly. . Worth 1 point.
States plainly that the direct result and part B's chained result agree. . Worth 1 point.
Explains that the two routes must agree because , tying this to each factor being exactly , rather than treating the match as a one-time coincidence. . 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 trail is mi long. Using and , chain two factors to convert the trail's length to inches, then check your answer using the single fact .
The answer
in either way, since .
Chain miles to feet, then feet to inches:
Directly: in, the same number, since .
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3. How many lengths are hiding in the unit . Foundational, 12 points. Question 3 of 5.
Area and volume units hide more than one length. Throughout this question use .
- Part A.
Convert m to cm.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part B.
Convert m to cm.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part C.
It might seem like doubling a unit's power should double the conversion number too, giving . Decide whether that is correct, and state the general rule connecting the power on a unit to the power its numeric conversion factor must be raised to.
Justify your claim State the claim, then give the reason it has to be true. 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 4
Before converting anything, ask how many separate lengths the unit is built from; that count decides how many times the conversion factor gets applied.
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Hint 2 of 4 · Part A
Square meters is meters times meters, so whatever factor converts one length has to be applied to each of the two lengths hiding inside it.
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Hint 3 of 4 · Part B
Cubic units hide one length more than squared units do. Let that guide how many times the factor gets applied here.
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Hint 4 of 4 · Part C
Try substituting the conversion fact directly into the definition , rather than guessing what doubling the power should do to the number.
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
.
Part B
.
Part C
It is wrong: , not . In general, a unit raised to the th power needs its conversion factor raised to that same th power, since the unit hides separate lengths, each converted in turn.
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
Square meters is meters times meters, , so the length factor has to be applied twice, which squares it:
Part B
Cubic meters hides three lengths, , so the factor is applied three times, which cubes it:
Part C
Test the claim against the definition of the unit itself, not against a guessed pattern in the numbers. Since , substitute into EACH of the two factors:
That is , not , so doubling the power does not double the number; it SQUARES it. Doubling suggests the two lengths hiding inside the unit add together, but they multiply, because the unit is a product, not a sum.
The same substitution generalizes to any power: . A unit raised to the th power hides lengths multiplied together, so its numeric conversion factor must be raised to that same th power, one factor of for every hidden length.
In one line
m is cm, and m is cm, using the length factor squared and cubed respectively. Doubling a unit's power does not double its numeric factor; it raises the factor to that same power, since , not .
Another way: Substitute into the unit itself instead of squaring the factor
Rather than building as a single factor, expand the unit first: , then replace each with one at a time, . The arithmetic is identical; this route makes visible exactly where each of the two factors of comes from.
When it is worth it When the squared-factor shortcut feels like a rule taken on faith. Expanding the unit into its two lengths shows the power arising from the unit's own definition, not from a memorized instruction to square.
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
Recognizes that an area unit needs the length factor squared, raising the whole conversion factor to that power rather than applying it once. . Worth 2 points.
Squares correctly and multiplies that result by . . Worth 1 point.
Reports the result with the unit cm. . Worth 1 point.
Part B 4 points
Recognizes that a volume unit needs the length factor cubed, not squared or applied once. . Worth 2 points.
Cubes correctly and multiplies that result by . . Worth 1 point.
Reports the result with the unit cm. . Worth 1 point.
Part C 4 points
Substitutes into each of the two lengths in and evaluates the product, refuting the doubled value directly from the unit's own definition rather than by asserting a rule. . Worth 2 points.
States the general rule, that an th-power unit needs its conversion factor raised to the th power, and explains that this follows from the unit being a PRODUCT of equal lengths, not from doubling anything. . 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.
Using , convert yd to ft, and convert yd to ft.
The answer
yd is ft, and yd is ft.
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4. A rate has two units, and two directions . Reasoning, 10 points. Question 4 of 5.
A car's speedometer reads km/h, but the physics problem it is needed for wants the speed in meters per second. Use and .
- Part A.
Write km/h as a product of the rate and two conversion factors, oriented so that km cancels and h cancels, leaving m/s. Do not evaluate yet.
Write the expression An equation or an expression is enough here. Show how you built it. 4 points
- Part B.
Evaluate the product from part A to find the speed in meters per second.
Carry your own answer forward Evaluate whichever product you wrote in part A. The credit here is for the arithmetic and for the unit m/s, not for reproducing the exact expression above.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
The time factor in part A sits with hour on TOP, the opposite of the distance factor, which has kilometer on the BOTTOM. Explain why hour has to flip like that, using only the fact that it started in the denominator of the original rate, not any of the numbers you computed.
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
A rate carries a unit on top and a unit on the bottom, and each one gets its own conversion factor, chosen independently of the other.
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Hint 2 of 4 · Part A
Ask which unit needs to cancel from the TOP of the rate and which needs to cancel from the BOTTOM; that decides where the new unit goes in each factor.
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Hint 3 of 4 · Part B
Multiply the numbers that sit on top together and divide by the number that sits on the bottom; the arrangement from part A already tells you which operation each number gets.
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Hint 4 of 4 · Part C
Set the numbers aside for this part. Look only at where hour sat in the original rate, top or bottom, and let that position alone decide which way its factor has to point.
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
Part B
km/h m/s.
Part C
Hour starts in the denominator of the rate, so its factor must place hour in the numerator to cancel it there. Kilometer starts in the numerator, so its factor must place kilometer in the denominator. Each factor is oriented opposite to where its own unit already sits, whichever two units are involved.
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
km sits on top of the rate, so its factor needs km on the bottom: . h sits on the BOTTOM of the rate, so its factor needs h on TOP, the opposite placement: .
The km on top cancels the km in the second factor's denominator, and the h in the first denominator cancels the h in the third numerator, leaving m over s.
Part B
Part C
A unit cancels only against the same unit sitting on the opposite side of a fraction bar. Kilometer begins on TOP of the rate , so its factor needs kilometer on the BOTTOM to meet it there and form .
Hour begins on the BOTTOM of that same rate, so by the identical logic its factor needs hour on the TOP, to meet the hour already in the denominator and cancel there instead:
Nothing about the numbers or decided this: the position alone did. The rule generalizes to any rate at all: whichever unit starts on top gets its factor's matching unit on the bottom, and whichever unit starts on the bottom gets its factor's matching unit on top, because cancellation only ever happens across the fraction bar, never on the same side of it.
In one line
km/h converts to m/s using and . The time factor is flipped relative to the distance factor because hour started in the denominator of the rate while kilometer started in the numerator, and a factor always places its unit opposite to where that unit already sits.
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
Orients the distance factor so that the km carried by the rate cancels. . Worth 2 points.
Orients the time factor so that the h carried by the rate cancels, leaving s in its place. . Worth 2 points.
Part B 3 points
Computes correctly. . Worth 2 points.
Reports the result with the unit m/s. . Worth 1 point.
Part C 3 points
Identifies that hour begins in the denominator of the original rate, and that this alone is why its factor needs hour in the numerator. . Worth 2 points. needs an explanation, not just an answer
States the mirrored fact about km beginning in the numerator, and generalizes: each factor is oriented opposite to wherever its unit already sits in the original rate. . Worth 1 point.
Try a similar problem (Optional)
Same idea, different numbers. Work it on paper, then check yourself the same way.
Convert km/h to m/s, using and .
The answer
km/h is m/s.
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5. Which factor gets the power . Reasoning, 13 points. Question 5 of 5.
A painter covers ft of wall in an hour. A robotic sprayer's specification sheet lists coverage in in per minute, and the painter's rate needs to be converted to match. Use and .
- Part A.
Write ft/h as a product of the rate and two conversion factors, one converting the area unit and one converting the time unit, using the correct power on each factor. Do not evaluate yet.
Write the expression An equation or an expression is enough here. Show how you built it. 4 points
- Part B.
Evaluate the product from part A to find the painter's rate in in per minute.
Carry your own answer forward Evaluate whichever product you wrote in part A. The credit here is for the arithmetic and for the unit in/min, not for reproducing the exact expression above.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part C.
The area factor in part A was squared, but the time factor was not, even though both sit in the very same product. State the general rule that decides the power on ANY conversion factor, apply it to each of these two factors, and then say what would have to be true of a rate's time unit for its time factor to be squared as well.
Justify your claim State the claim, then give the reason it has to be true. 5 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
Read the EXPONENT each unit in the rate carries, the one printed on ft and the one nobody bothers to print on h, before deciding anything about powers.
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Hint 2 of 4 · Part A
Rewrite each unit of the rate with its exponent shown, giving h the exponent it carries even though it goes unwritten, and let each of those exponents say how many times its own factor gets applied.
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Hint 3 of 4 · Part B
Handle the squaring and the division as two separate steps on the number ; the order you do them in does not change the result.
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Hint 4 of 4 · Part C
Put the exponent on ft beside the exponent h carries in this rate, and then ask what the rule you have just stated would say about a rate whose time unit carried an exponent above .
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
Part B
ft/h in/min.
Part C
Each factor is raised to the power its own unit carries. ft carries the exponent , being ft ft, so its factor is applied twice; h carries the exponent in this rate, so its factor is applied once. Time is not exempt: a rate carrying h, such as an acceleration, squares its time factor too.
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
ft hides two lengths, so its factor is squared: , oriented with ft on the bottom to cancel the ft on top. h sits on the bottom of the rate, so its factor is oriented with h on top, to the FIRST power only: .
Part B
Part C
The power on a conversion factor comes from the EXPONENT its unit carries. Where a unit sits in the product decides that factor's orientation, which is question 4's business; the exponent, and nothing else, decides its power.
A square foot is, by definition, a product of two equal lengths: . Converting each of those two hidden feet to inches is the same substitution done twice, which is exactly what squaring the factor means:
In this rate h carries the exponent : the coverage is per ONE hour, so there is a single to replace with and its factor is applied exactly once.
That is a fact about the exponent, not about time. Give a rate a time unit raised to a power and its time factor is raised to that same power. An acceleration of converted to carries , so its time factor is squared exactly as the area factor was here:
So the criterion is the one question 3 already reached, and it reads the same for every unit: a unit raised to the th power needs its conversion factor raised to that same th power. Here ft carries and h carries , and that is the whole of the difference. The fact that one of them measures area and the other measures time decides nothing.
In one line
ft/h converts to in/min, using the length factor squared for the area unit and the time factor to the first power. Each factor is raised to the power its own unit carries: ft carries the exponent and h carries the exponent . Time is not exempt from that rule, and a rate carrying h would square its time factor too.
Another way: Convert the two units in the opposite order
Convert time first, then area. Starting from , apply the time factor first: , then apply the squared area factor: , the identical result.
When it is worth it To confirm that converting two independent units of a rate in either order gives the same answer, since each factor only ever cancels its own unit and never interacts with the other factor.
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
Raises the length factor to the power the area unit calls for. . Worth 2 points.
Applies the time factor to the power the time unit calls for, oriented so that the h carried by the rate cancels. . Worth 2 points.
Part B 4 points
Computes and then correctly. . Worth 2 points.
Divides by correctly and reports the result with the unit in/min. . Worth 2 points.
Part C 5 points
Explains that ft is literally ft ft, so converting it applies the length factor twice, and generalizes that ANY area unit needs its factor squared for the same reason. . Worth 3 points. needs an explanation, not just an answer
Ties the time factor's power to the exponent h carries in this rate rather than to time being a different kind of quantity, and identifies what would have to be true of that exponent for the time factor to need a power as well. . 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 second sprayer covers ft per hour. Convert that rate to in per minute, using and .
The answer
ft/h is in/min.
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