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Negative and Zero Exponents: Free Response

5 questions in parts, 64 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 row does not stop at one . Foundational, 10 points. Question 1 of 5.

    Powers of a single base can be written out in a row with the exponent dropping by one at each step to the right. While the exponents stay positive every entry can be multiplied out from the definition of a power, so the left-hand part of such a row can always be checked directly. What happens at the right-hand end, where the exponents reach zero and then go below it, is what this question is about.

    1. Part A.

      Work out 636^{3}, 626^{2} and 616^{1} as plain numbers and write them in a row in that order. Then state the single operation that carries each entry to the next one on its right, and use that operation once more to say what the entry after 616^{1}, which is 606^{0}, has to be.

      Write the expression An equation or an expression is enough here. Show how you built it. 3 points

    2. Part B.

      Take the row two steps further, to the entries under the exponents 1-1 and 2-2, using the same operation at each new step. Give both entries as fractions, and describe what the entries are doing as the row carries on to the right.

      Write the expression An equation or an expression is enough here. Show how you built it. 3 points

    3. Part C.

      A classmate agrees the row looks tidier carried on this way, but says the entries below 616^{1} are still a matter of choice, since nothing there has been multiplied out to check. Respond to the objection: say what one step to the right does to the exponent and to the value at every stage of the row, and settle whether those entries are a choice.

      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 3 points

    Lists the three powers as plain numbers, in the order the exponents fall. . Worth 1 point.

    Names the operation carrying one entry to the next in terms of the base, and applies that same operation once more to reach the entry asked for. . Worth 2 points.

    Part B 3 points

    Carries the operation established in part A through both new steps and reports both entries as fractions. . Worth 2 points.

    Describes how the entries behave further to the right in a way that matches the values found. . Worth 1 point.

    Part C 4 points

    States the rule the row runs on, saying what one step does to the exponent and what it does to the value, and points out that the rule is verified on the part of the row that can be multiplied out. . Worth 2 points. needs an explanation, not just an answer

    Settles the objection by saying what accepting a different entry would cost, rather than appealing to how the row looks. . Worth 2 points. needs an explanation, not just an answer

  2. 2. One quotient, two readings . Foundational, 11 points. Question 2 of 5.

    The quotient rule says that aman=amn\dfrac{a^{m}}{a^{n}} = a^{m-n}, and it was proved by cancelling shared factors while the exponent on top was the larger one. A quotient does not have to be built that way. When the two exponents are equal, or when the larger one is underneath, the rule still produces something, and the quotient is still an ordinary fraction that can be worked out on its own.

    1. Part A.

      Work out 5454\dfrac{5^{4}}{5^{4}} twice: once as an ordinary fraction, using no exponent rule at all, and once by subtracting the exponents. Then write down what the two readings together tell you about 505^{0}.

      Write the expression An equation or an expression is enough here. Show how you built it. 3 points

    2. Part B.

      Now take 5356\dfrac{5^{3}}{5^{6}}. Write out the factors on the top and on the bottom, cancel every pair they share, and report the simplified fraction, as a power of 55 and as a plain fraction. Then read the same quotient by subtracting the exponents and set the two results side by side.

      Write the expression An equation or an expression is enough here. Show how you built it. 3 points

    3. Part C.

      Both parts read one quotient two ways. Explain why an argument of that shape pins a value down rather than merely suggesting one, saying which of the two readings does the pinning and why it is entitled to. Then identify the step in the fraction reading that would break if the base were 00, and say what breaks there.

      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 3 points

    Evaluates the quotient once without using an exponent rule. . Worth 2 points.

    Applies the subtraction of exponents to that same quotient and states the value the two readings between them leave for the zero power. . Worth 1 point.

    Part B 3 points

    Cancels the shared factors correctly and says what is left on each side of the line. . Worth 2 points.

    Reads the same quotient through the subtraction of exponents and places the two results against each other as descriptions of one number. . Worth 1 point.

    Part C 5 points

    Explains why a pair of readings of this shape is binding, and identifies which of the two is entitled to settle the value, with a reason for choosing it rather than the other. . Worth 3 points. needs an explanation, not just an answer

    Names the step in the fraction reading that requires a nonzero base and says what goes wrong at that step, rather than only asserting that the base cannot be zero. . 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.

    Read 7272\dfrac{7^{2}}{7^{2}} and then 7275\dfrac{7^{2}}{7^{5}} each in two ways, as an ordinary fraction and by subtracting the exponents, and report the value each pair of readings forces.

  3. 3. Two minus signs, two jobs . Reasoning, 14 points. Question 3 of 5.

    Three expressions can be built out of the number 77, an exponent of 22, and one or two minus signs, depending on where the minus signs are put and whether the base is wrapped in parentheses: 727^{-2}, (7)2(-7)^{-2} and 72-7^{-2}. On the page they look almost alike, and a reader who treats a minus sign as a single idea will read all three the same way.

    1. Part A.

      Evaluate all three of 727^{-2}, (7)2(-7)^{-2} and 72-7^{-2}, giving each as a fraction. For each one, say which number the exponent is actually attached to.

      Write the expression An equation or an expression is enough here. Show how you built it. 4 points

    2. Part B.

      The sign of a power can be settled without evaluating it. For each of 727^{-2}, (7)2(-7)^{-2}, 72-7^{-2} and (7)3(-7)^{-3}, decide by inspection alone whether the value is positive or negative, and name the one feature of the expression that decided it. Then compare what a minus sign in the exponent contributed with what a minus sign belonging to, or standing outside, the base contributed.

      Compare the two methods Say what each one costs you, and when you would reach for it. 5 points

    3. Part C.

      A revision sheet states the rule: "A power is negative exactly when a minus sign appears in it." Show the rule fails, using two counterexamples that break it in different ways rather than two of the same kind. Then write a corrected rule, and check your own counterexamples against it.

      Construct a counterexample Give one specific case, and show it breaks the claim. 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

    Treats the reciprocal and the sign of the base as two separate decisions in each of the three expressions, rather than merging them into one move. . Worth 2 points.

    Reports all three values as fractions and identifies, for each, the number the exponent is attached to. . Worth 2 points.

    Part B 5 points

    Reaches a positive or negative verdict for each of the four expressions by inspection, rather than by evaluating each one to a fraction. . Worth 2 points.

    Attributes every verdict to a specific feature of the expression, and keeps apart the job done by the exponent's minus sign, the job done by a minus sign inside the base, and the job done by one left outside the power. . Worth 3 points. needs an explanation, not just an answer

    Part C 5 points

    Produces two counterexamples of genuinely different kinds, so that no small repair to the stated rule would rescue it from both. . Worth 2 points.

    States a corrected rule and then tests its own two counterexamples against it, rather than asserting that the new rule holds. . Worth 3 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.

    Evaluate 434^{-3}, (4)3(-4)^{-3} and 43-4^{-3}, then say why two of these three agree here while the matching three built on an exponent of 22 would not have.

  4. 4. Clicking the zoom the other way . Application, 13 points. Question 4 of 5.

    A drawing program has a zoom control with two buttons. One click of Zoom In makes every length on the screen 44 times what it was, and one click of Zoom Out makes every length one quarter of what it was. Measuring against the view the drawing opens in, a length on screen is 4n4^{n} times its length in that opening view, where nn counts Zoom In clicks and each Zoom Out click counts as 1-1.

    1. Part A.

      Find the multiplier after 22 clicks of Zoom In, and the multiplier after 33 clicks of Zoom Out. Give each first as a power of 44 and then as a plain number or fraction, and say what each one means for a line on the screen.

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

    2. Part B.

      The user clicks Zoom Out 33 times and then Zoom In 55 times. Write the total multiplier as a product of two powers of 44, combine it into a single power using a law of exponents, and check the single power you get against what the clicking actually did to the view.

      Write the expression An equation or an expression is enough here. Show how you built it. 4 points

    3. Part C.

      Suppose the program's manual said that the multiplier after 00 clicks is 00. Describe what a user would see on opening a drawing if the program behaved that way, and then say what the multiplier after 00 clicks has to be for the counting in this question to work at all, giving your reason in terms of what a multiplier does to a length.

      Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 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

    Turns each instruction into a power of 44 with the correct sign on the exponent. . Worth 2 points.

    Evaluates both, giving the shrinking multiplier as a fraction. . Worth 1 point.

    Says what each multiplier means for a line on the screen, in the language of the drawing rather than as a bare number. . Worth 1 point.

    Part B 4 points

    Writes the sequence of clicks as a product of two powers, with a negative exponent for the Zoom Out clicks. . Worth 1 point.

    Adds the exponents with the sign kept, and reports a single power together with its value. . Worth 2 points.

    Checks the single power against the net effect of the clicking, not only against the arithmetic. . Worth 1 point.

    Part C 5 points

    Says what multiplying every length by the manual's proposed number would do to the picture on screen. . Worth 2 points.

    Identifies the multiplier that no clicks must correspond to and justifies it by what a multiplier has to do to a length, rather than by quoting a rule about exponents. . Worth 3 points. needs an explanation, not just an answer

  5. 5. A rival pair of definitions . Reasoning, 16 points. Question 5 of 5.

    A student argues that the two new definitions were a matter of taste, and offers a rival pair: let a0a^{0} be 00, and let ana^{-n} be an-a^{n}, so that 909^{0} would be 00 and 929^{-2} would be 81-81. The case made for the rival pair is that it keeps every minus sign where a reader can see it. A definition attaches a meaning to a symbol that had none, so nothing stops anyone writing one down; what settles it is what happens next.

    1. Part A.

      Test the rival value for a0a^{0} against the product rule, using the two powers 939^{3} and 909^{0}. Read their product both ways, and report what accepting the rival value would commit you to.

      Construct a counterexample Give one specific case, and show it breaks the claim. 4 points

    2. Part B.

      Now test the rival meaning of a negative exponent, using 929^{2} and 929^{-2}. Work out what the product rule requires their product to be before you work out what the rival meaning makes it. Then find the only value of 929^{-2} the product rule will accept.

      Justify your claim State the claim, then give the reason it has to be true. 6 points

    3. Part C.

      Write a reply to the student. Say what any proposed definition of a new symbol has to answer to, why the pair the lesson adopted is the only pair available on those terms, and why 000^{0} is nevertheless left with no value at all.

      Justify your claim State the claim, then give the reason it has to be true. 6 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

    Applies the product rule to the pair without prejudging the disputed value, and evaluates that same product a second time using the rival value. . Worth 2 points.

    Compares the two readings, explains what their relationship implies, and names which of the two claims would have to be given up. . Worth 2 points.

    Part B 6 points

    Establishes what the product rule requires of the product before appealing to any value for the negative power. . Worth 2 points.

    Sets the rival meaning against that requirement and explains what the comparison implies, weighing two readings of one product rather than two different products. . Worth 2 points. needs an explanation, not just an answer

    Solves for the one value the requirement leaves available, rather than stopping at the observation that the rival meaning fails. . Worth 2 points.

    Part C 6 points

    States the standard a proposed definition is held to, in terms of the results already proved rather than the appearance of the notation. . Worth 2 points. needs an explanation, not just an answer

    Shows that the standard leaves exactly one value available for each of the two symbols, so that the adopted pair is not a preference. . Worth 2 points. needs an explanation, not just an answer

    Explains the exclusion of the base 00 by pointing at what the same test does when the base is 00. . Worth 2 points.