This site is a work in progress. New lessons are added regularly. Contact us
Free response · work it on paper ← Back to lesson

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.

Free response · work it on paper Question 1 of 5
  1. 1. The fraction that is secretly one . Foundational, 13 points. Question 1 of 5.

    Throughout this question use the fact 1 gal=4 qt1 \text{ gal} = 4 \text{ qt}. The last part steps back from that one fact to ask what makes ANY conversion factor, for any pair of units, work at all.

    1. Part A.

      Convert 99 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

    2. Part B.

      Now convert 3030 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

    3. Part C.

      Let aU1=bU2a\,U_1 = b\,U_2 be ANY true equality between two units of the same kind of quantity, not just gallons and quarts. Prove that the fraction bU2aU1\dfrac{b\,U_2}{a\,U_1} equals 11, and that multiplying any quantity measured in U1U_1 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.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    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 9×49 \times 4 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, 1 gal4 qt\dfrac{1 \text{ gal}}{4 \text{ qt}}, rather than reusing part A's factor. . Worth 2 points.

    Computes 30÷430 \div 4 correctly. . Worth 1 point.

    Reports the result with the unit gal. . Worth 1 point.

    Part C 5 points

    Starts from an arbitrary true equality aU1=bU2a\,U_1 = b\,U_2, not the specific numbers in parts A and B, and divides by aU1a\,U_1 to show the resulting fraction equals 11 for every such equality. . Worth 2 points. needs an explanation, not just an answer

    Multiplies an arbitrary quantity cU1c\,U_1 by that fraction, invokes the multiplicative identity, and separately explains why the unit U1U_1 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 11, 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 1 lb=16 oz1 \text{ lb} = 16 \text{ oz}, convert 3.53.5 lb to oz. Then, starting fresh, convert 4040 oz to lb.

  2. 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 1 km=1000 m1 \text{ km} = 1000 \text{ m} and 1 m=100 cm1 \text{ m} = 100 \text{ cm}.

    1. Part A.

      Write 4.54.5 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

    2. Part B.

      Multiply the three pieces from part A to find 4.54.5 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

    3. Part C.

      A single equivalent fact, 1 km=100,000 cm1 \text{ km} = 100{,}000 \text{ cm}, converts km to cm in one step. Use it to convert 4.54.5 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.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    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 4.5×1000×1004.5 \times 1000 \times 100 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 4.54.5 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 1000×100=100,0001000 \times 100 = 100{,}000, tying this to each factor being exactly 11, 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 0.250.25 mi long. Using 1 mi=5280 ft1 \text{ mi} = 5280 \text{ ft} and 1 ft=12 in1 \text{ ft} = 12 \text{ in}, chain two factors to convert the trail's length to inches, then check your answer using the single fact 1 mi=63,360 in1 \text{ mi} = 63{,}360 \text{ in}.

  3. 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 1 m=100 cm1 \text{ m} = 100 \text{ cm}.

    1. Part A.

      Convert 4.54.5 m2^2 to cm2^2.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    2. Part B.

      Convert 66 m3^3 to cm3^3.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    3. Part C.

      It might seem like doubling a unit's power should double the conversion number too, giving 1 m2=200 cm21 \text{ m}^2 = 200 \text{ cm}^2. 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.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    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 100100 correctly and multiplies that result by 4.54.5. . Worth 1 point.

    Reports the result with the unit cm2^2. . 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 100100 correctly and multiplies that result by 66. . Worth 1 point.

    Reports the result with the unit cm3^3. . Worth 1 point.

    Part C 4 points

    Substitutes 1 m=100 cm1 \text{ m} = 100 \text{ cm} into each of the two lengths in 1 m2=(1 m)×(1 m)1 \text{ m}^2 = (1 \text{ m}) \times (1 \text{ m}) 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 nnth-power unit needs its conversion factor raised to the nnth power, and explains that this follows from the unit being a PRODUCT of nn 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 1 yd=3 ft1 \text{ yd} = 3 \text{ ft}, convert 55 yd2^2 to ft2^2, and convert 33 yd3^3 to ft3^3.

  4. 4. A rate has two units, and two directions . Reasoning, 10 points. Question 4 of 5.

    A car's speedometer reads 108108 km/h, but the physics problem it is needed for wants the speed in meters per second. Use 1 km=1000 m1 \text{ km} = 1000 \text{ m} and 1 h=3600 s1 \text{ h} = 3600 \text{ s}.

    1. Part A.

      Write 108108 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

    2. 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

    3. 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.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    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 108×1000÷3600108 \times 1000 \div 3600 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 7272 km/h to m/s, using 1 km=1000 m1 \text{ km} = 1000 \text{ m} and 1 h=3600 s1 \text{ h} = 3600 \text{ s}.

  5. 5. Which factor gets the power . Reasoning, 13 points. Question 5 of 5.

    A painter covers 4545 ft2^2 of wall in an hour. A robotic sprayer's specification sheet lists coverage in in2^2 per minute, and the painter's rate needs to be converted to match. Use 1 ft=12 in1 \text{ ft} = 12 \text{ in} and 1 h=60 min1 \text{ h} = 60 \text{ min}.

    1. Part A.

      Write 4545 ft2^2/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

    2. Part B.

      Evaluate the product from part A to find the painter's rate in in2^2 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 in2^2/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

    3. 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.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    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 122=14412^2 = 144 and then 45×14445 \times 144 correctly. . Worth 2 points.

    Divides by 6060 correctly and reports the result with the unit in2^2/min. . Worth 2 points.

    Part C 5 points

    Explains that ft2^2 is literally ft ×\times 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 3030 ft2^2 per hour. Convert that rate to in2^2 per minute, using 1 ft=12 in1 \text{ ft} = 12 \text{ in} and 1 h=60 min1 \text{ h} = 60 \text{ min}.