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.
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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.
- Part A.
Work out , and 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 , which is , has to be.
Write the expression An equation or an expression is enough here. Show how you built it. 3 points
- Part B.
Take the row two steps further, to the entries under the exponents and , 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
- Part C.
A classmate agrees the row looks tidier carried on this way, but says the entries below 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.
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Hint 1 of 3
Ask what happens to an entry when its exponent drops by one. A factor of the base is being taken away, and taking a factor away is an operation you can perform on any number, not only on a whole-number power.
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Hint 2 of 3 · Part B
Nothing new is permitted at the two extra steps. Whatever carried to has to carry to the entry after it, and then do the same job once again.
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Hint 3 of 3 · Part C
Count the rules in play under each option. One rule that runs the whole way, against a rule that runs part of the way plus a separate decision for the rest.
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
The row is , , . Each step to the right divides by , so the next entry is , giving .
Part B
and . The entries stay positive and keep shrinking, closing in on zero without reaching it.
Part C
They are not a choice. One step right always lowers the exponent by and divides the value by , a single rule already verified on the part of the row that can be multiplied out. Any other entry below would need a second rule, starting exactly where the checking stops.
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
Each power comes straight from the definition, as a string of factors of the base:
With the exponent falling, the row reads , , . Now compare each entry with the one on its right. From to the entry has been divided by , and from to it has been divided by again.
That is no coincidence. Dropping the exponent by one removes one factor of the base, and removing a factor is exactly dividing by it. So one step to the right means one division by , and the entry after is found the same way as every entry before it:
Nothing had to be assumed about what a zero exponent means. The row was simply continued by the operation it was already running on.
Part B
The operation does not change at the new steps, so keep dividing by :
Those two entries sit under the exponents and :
The row now reads , , , , , . Every entry is positive. Dividing a positive number by makes it smaller, but it can never carry the result down past zero, so the entries close in on zero from above and never cross it. A negative exponent is producing a small positive fraction here, not a negative number, and it is the divide step that guarantees it.
Part C
The row runs on one rule, and that rule has two halves which always move together: one step to the right lowers the exponent by , and one step to the right divides the value by .
On the left-hand part of the row this is not a guess. Each of , and can be multiplied out straight from the definition of a power, and the divide-by- step is then observed to hold between them. So the rule is not being invented for the new entries; it is already in force where it can be tested.
Now suppose someone hands a value other than . The exponent half of the rule still applies, since the exponent does drop from to . It is the value half that would have to be abandoned, at exactly that step, and abandoned again at every step after it. The cost is a second rule, taking over precisely where the multiplying out runs out, with nothing to recommend it except that the checking stopped there.
So the classmate has the situation backwards. Keeping one rule for the whole row leaves exactly one entry available at each new step, and those entries are , then , then . What the classmate is right about is that nothing below can be multiplied out. That is the point: there is nothing there to multiply out, which is why the rule has to settle the value instead.
In one line
The row reads , , , , , for the exponents down to , because one step to the right always divides by . The entries below are forced by that single rule rather than chosen: they stay positive and shrink toward zero, so , and .
Another way: Read the row from right to left instead
Every step to the right divides by , so every step to the LEFT multiplies by . Start at the far right of the finished row and walk back up it:
The last of those is the check worth noticing: walking left from the entry under has to land on , and only the entry does that, since is the one number that multiplies up to itself.
When it is worth it When you want the new entries tested against a power you can already multiply out, rather than derived from one. It is also the quickest way to see that a wrong entry at would break the row in both directions, not just going right.
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
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2. One quotient, two readings . Foundational, 11 points. Question 2 of 5.
The quotient rule says that , 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.
- Part A.
Work out 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 .
Write the expression An equation or an expression is enough here. Show how you built it. 3 points
- Part B.
Now take . 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 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
- 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 , 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.
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Hint 1 of 3
Nothing here is a new definition yet. Each part asks for one division carried out twice, once with the exponent machinery switched off and once with it switched on.
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Hint 2 of 3 · Part B
Write every factor out in full on both lines and strike out the pairs. When all the factors on top have gone, ask what a product of no factors leaves behind up there.
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Hint 3 of 3 · Part C
A quotient is a single number. Ask what it would mean for two correct calculations of one number to disagree, and then ask which of your two calculations could have been carried out before this lesson existed.
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
As a fraction it is ; by subtracting exponents it is . One quotient cannot have two values, so .
Part B
Cancelling leaves , while subtracting exponents gives . Side by side they say .
Part C
A quotient is one number, so two correct readings of it cannot disagree. The fraction reading pins the value because it never uses the rule being extended. At base the step that fails is dividing a number by itself to get , since is not and is not any other number either.
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
First the ordinary fraction. Since , the top and the bottom are the same number, and a nonzero number divided by itself is :
Notice that this reading uses nothing from this lesson or the last one. It is division, and it would have been available long before powers were introduced.
Now the same quotient through the rule, which subtracts the exponent underneath from the exponent on top:
The two readings start from identical left-hand sides, so their right-hand sides describe the same number:
Part B
There are three factors of on top and six underneath, so three pairs cancel:
When every factor on top has been cancelled, what is left there is , not nothing: cancelling replaces each pair by , and the top is a product of those.
The rule reads the very same quotient by subtracting the exponents, and this time the subtraction runs past zero:
Setting the two results beside each other, and remembering they are two descriptions of one quotient,
So the negative exponent has turned out to mean the reciprocal of the matching positive power. It was not decided; it was read off.
Part C
Why the shape of the argument is binding. Each part wrote down one expression, or , and then described it twice. An expression like that stands for a single number, so two correct descriptions of it cannot name different numbers. That is what turns a pair of readings into an equation:
Which reading does the pinning. Not both equally. The fraction reading is entitled to settle the matter because it uses only cancelling and ordinary division, neither of which mentions a zero or negative exponent. It was available before the question was even asked. The rule's reading is the one on trial: it produces a symbol nobody has yet given a meaning to. So the fraction supplies the value and the rule supplies the name, and the definition is what pins the name to the value. Had the fraction reading itself relied on the meaning of , the argument would have been circular and would have proved nothing.
Where a base of breaks it. In part A the fraction reading turns on the fact that a number divided by itself is . With base that step reads
and is not . It is not any number at all: it would have to be a number that multiplies back up to , and every number does that, so nothing picks one out. With nothing definite standing on the left, there is nothing to pin the name to, which is exactly why is left undefined while every other base gets a value.
In one line
is and is also , so . is and is also , so . Each value is forced, because one quotient cannot have two values and the fraction reading never uses the rule being extended. The base must be nonzero, since is not .
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 and then each in two ways, as an ordinary fraction and by subtracting the exponents, and report the value each pair of readings forces.
The answer
and , each one forced by reading a single quotient both as a fraction and through the quotient rule.
The first quotient has the same number on top and underneath, so as a fraction it is
while subtracting the exponents gives . One quotient, two readings, so .
The second has two factors of on top and five underneath. Two pairs cancel, leaving above and three factors below:
Subtracting the exponents gives , so the two readings force .
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3. Two minus signs, two jobs . Reasoning, 14 points. Question 3 of 5.
Three expressions can be built out of the number , an exponent of , and one or two minus signs, depending on where the minus signs are put and whether the base is wrapped in parentheses: , and . 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.
- Part A.
Evaluate all three of , and , 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
- Part B.
The sign of a power can be settled without evaluating it. For each of , , and , 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
- 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.
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Hint 1 of 3
Two independent decisions are hiding in these expressions, and they can be made in either order without disturbing each other: which number is being used as a factor, and whether the finished power is to be flipped over.
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Hint 2 of 3 · Part B
Count factors, not minus signs. A negative number used an even number of times pairs its minus signs off completely; used an odd number of times it has exactly one left over.
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Hint 3 of 3 · Part C
One example is enough to sink a rule, but you are asked for two of different kinds, so that no small repair rescues it. Try one where the only minus sign sits up in the exponent, and one where the base has been given a minus sign as well.
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 that order. The parentheses make the base; without them the exponent belongs to the alone and the minus sign stays outside the power.
Part B
Positive, positive, negative, negative, in that order. A minus sign in the exponent only calls for a reciprocal and never sets the sign. The sign comes from the base: a power of a negative base is positive when the exponent is even and negative when it is odd, and a minus sign outside a power negates whatever that power came to.
Part C
It fails: carries a minus sign and is positive, and carries two and is still positive. A rule that survives both: for a nonzero base written in parentheses, the power is negative exactly when the base is negative and the exponent is odd.
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
Handle each expression by asking first what the base is, then doing the reciprocal and the power as separate steps.
In the base is . The negative exponent calls for the reciprocal of the matching positive power:
In the parentheses put the minus sign inside the base, so the base is and the whole of it is used twice. Two negative factors multiply to a positive:
In there are no parentheses, so the exponent is attached to the alone and the leading minus sign waits outside for the power to be finished:
So the three values are , and . The only thing that changed between the second and the third was a pair of parentheses, and it changed which number was being raised to the power.
Part B
Take the four in turn, deciding on sight.
: the base is , a positive number, so every factor is positive and so is the reciprocal of the result. Positive.
: the base is and the exponent is even. Negative factors pair off, and each pair multiplies to a positive:
So an even count of negative factors leaves nothing negative behind. Taking the reciprocal of a positive number keeps it positive. Positive.
: the power itself is , which is positive, and the minus sign outside then negates it. Negative.
: the base is and the exponent is odd, so one minus sign is left over after the pairing, as the second display above shows. The reciprocal of a negative number is negative, since the number and its reciprocal multiply to a positive . Negative.
Comparing the two kinds of minus sign, they do completely different jobs. The one in the exponent decides only whether the power is flipped over into a reciprocal, and flipping a number over never changes its sign. The one belonging to the base decides whether the factors being multiplied are negative, and then the parity of the exponent decides whether those minus signs pair off. A minus sign left outside the power is a third thing again: it is not part of the power at all, and it simply reverses the sign of whatever the power comes to.
Part C
First counterexample: the minus sign is only in the exponent. Take . A minus sign certainly appears in it, so the rule predicts a negative value. But
which is positive. One counterexample already retires the rule.
Second counterexample, of a different kind: the base carries a minus sign too. Take . Now there are two minus signs, so on the revision sheet's reading the case ought to be even clearer. Yet
also positive. This one matters because it blocks the obvious patch. Somebody might try to save the rule by saying a minus sign counts only when it is on the base; this case has one there, and the value is still positive.
A corrected rule. What actually decides the sign is which number is being multiplied and how many times, so state it that way. For a nonzero base written in parentheses, the power is negative exactly when the base is negative and the exponent is odd.
Check it both ways round, since a rule of that form claims two things. If the base is negative and the exponent is odd, one factor is left unpaired and the result is negative, as in
And if a power is negative, the base cannot be positive, since positive factors only ever make positive products, and the exponent cannot be even, since the minus signs would pair off. Now run the counterexamples past it: has a positive base, so the corrected rule predicts positive, and it is; has a negative base but an even exponent, so again the corrected rule predicts positive, and it is. Neither breaks it.
In one line
, and , while is negative. A minus sign in the exponent only calls for a reciprocal and never sets the sign. For the power itself, with a nonzero base written in parentheses, the value is negative exactly when the base is negative and the exponent is odd. A minus sign left outside the power is not part of the power at all: it negates whatever the completed power came to, which is why is negative while is not.
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 , and , then say why two of these three agree here while the matching three built on an exponent of would not have.
The answer
, and . The last two agree only because the exponent is odd, which is a fact about the base and the parity, not about the minus sign in the exponent.
The base of the first is , so take the reciprocal of :
The parentheses in the second make the base, and the exponent is odd, so one minus sign survives the pairing:
The third has no parentheses, so the power is and the minus sign outside negates it:
The last two agree because the exponent is odd: a negative base with an odd exponent produces a negative value, which is the same thing a minus sign parked outside a positive power produces. With an even exponent the negative base would have paired its minus signs off and come out positive, while the minus sign outside would still have negated its power, so those two would have disagreed.
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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 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 times its length in that opening view, where counts Zoom In clicks and each Zoom Out click counts as .
- Part A.
Find the multiplier after clicks of Zoom In, and the multiplier after clicks of Zoom Out. Give each first as a power of 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
- Part B.
The user clicks Zoom Out times and then Zoom In times. Write the total multiplier as a product of two powers of , 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
- Part C.
Suppose the program's manual said that the multiplier after clicks is . Describe what a user would see on opening a drawing if the program behaved that way, and then say what the multiplier after 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.
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Hint 1 of 3
The two buttons are not two different rules. One is the other run backwards, which is why a single count with a sign on it can stand for either.
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Hint 2 of 3 · Part B
You do not have to multiply the two multipliers out. There is a law for a product of two powers of one base, and the only new thing here is that one of the exponents sits below zero.
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Hint 3 of 3 · Part C
Ask what a multiplier has to do to a length when nothing at all has been clicked, and which single number does exactly that job in a multiplication. Then hold the manual's proposal up against it.
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 : two clicks in leave a line times as long as in the opening view, and three clicks out leave it one sixty-fourth as long.
Part B
, which matches the clicking: three clicks out undo three of the five clicks in, leaving two clicks in.
Part C
The screen would go blank: every length would be multiplied by and come out as . After no clicks the multiplier must leave every length exactly as it is, and the only number that does that in a multiplication is , so .
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
Zoom In clicks count as positive and Zoom Out clicks as negative, so the two settings are and . The first multiplier needs no new machinery:
The second has a negative exponent, so take the reciprocal of the matching positive power and then work that power out:
Read back into the picture, a multiplier of means a line drawn units long in the opening view is drawn units long after two clicks in, since . A multiplier of means the same line is drawn of a unit long after three clicks out, a great deal shorter than it started. The second multiplier is a small positive fraction, which is what shrinking looks like. It is not a negative length, and nothing in the picture is turned round or reflected; the negative exponent only records that the clicks went the other way.
Part B
Each burst of clicking contributes its own multiplier, and doing one after the other multiplies them:
The product rule adds the exponents, and it does that whatever their signs, so the negative one is added exactly as it stands:
Now check it against the buttons rather than against the algebra. Three clicks out followed by five clicks in: each click out is undone by a click in, so three of the five clicks in are spent cancelling the three clicks out, and two clicks in are left over. Two clicks in is a multiplier of , the same answer.
The check is worth pausing on. The addition of the exponents and the cancelling of the clicks are the same bookkeeping: a click out is a click in run backwards, which is why one law with a negative exponent in it can describe both buttons at once. The alternative, arithmetic all the way, gives the same thing but tells you less:
Part C
What the user would see. The multiplier is applied to every length in the drawing, so with a multiplier of a line units long in the opening view would be drawn
units long, and so would every other line. The drawing would open as an empty screen, and no amount of zooming afterwards would help, since multiplied by anything is still . Worse, the manual would be describing the opening view itself, the one view where nothing has been done to the drawing at all.
What it has to be instead. The opening view is the view all the multipliers are measured against. After no clicks nothing has happened, so the multiplier has to leave every length exactly as it was:
The number that leaves a multiplication unchanged is , and it is the only one, so the multiplier after clicks is , giving .
Notice which way the reasoning ran. Nothing was quoted from a rule about exponents here; the story fixed the value on its own, because a multiplier that changes nothing has only one possible size. That the definition of a zero exponent agrees with it is the whole point of choosing the definition the way it was chosen.
In one line
Two clicks in give a multiplier of and three clicks out give . Three out then five in give , which matches the two clicks in left over after the cancelling. After no clicks the multiplier must leave every length unchanged, so it is and not : .
Another way: Count the clicks first and the multiplier afterwards
Instead of turning each burst into a multiplier and combining them, combine the clicks and turn the total into a multiplier at the very end. Three clicks out and five clicks in is a net of clicks in, so the multiplier is
The two routes are the same arithmetic in a different order: adding the clicks is adding the exponents, which is precisely what the product rule says you may do.
When it is worth it When several bursts of clicking are described one after another and only the final view is wanted. Counting the clicks first keeps you out of fractions such as entirely, and it makes an accidental sign on a burst much easier to spot.
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 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
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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 be , and let be , so that would be and would be . 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.
- Part A.
Test the rival value for against the product rule, using the two powers and . 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
- Part B.
Now test the rival meaning of a negative exponent, using and . 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 the product rule will accept.
Justify your claim State the claim, then give the reason it has to be true. 6 points
- 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 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.
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Hint 1 of 3
A definition of a new symbol is not judged by how it reads on the page. It is judged by whether the results already proved go on holding once it is adopted, so choose a law and run it over a case where the new symbol appears.
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Hint 2 of 3 · Part B
Find out what the product has to be before you find out what it is. Adding the two exponents collapses them to a single exponent, and that single power is one the lesson has already settled.
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Hint 3 of 3 · Part C
The reply needs two separate things: a standard for judging any proposed definition, and a demonstration that on that standard nothing is left to choose. Then ask which base makes the demonstration itself stop working.
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
The product rule gives , while the rival value makes the same product . Accepting it commits you to , so the rival value and the product rule cannot both stand.
Part B
The rule requires , but the rival makes the product , which is not even the rival's own . Since , the only value the rule accepts solves , so .
Part C
A definition is judged by whether the results already proved survive it, and on that test exactly one value is available for each symbol: and . For the base nothing is forced, because the same test reads , which every satisfies, so is left undefined.
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 product rule, if it is to go on holding when one of the exponents is zero, adds the exponents like any other pair:
Now read the same product with the rival value put in. The rival says , so
The two readings begin from the same product, so between them they claim that , which is false. One of the two has to be given up.
Which one is not a close call. The product rule was proved for exponents of or more before any of this came up, and protecting it is the entire reason for defining the new symbols at all. The rival value is the newcomer, so it is the newcomer that goes.
It is worth running the same test on the value actually adopted, to see that the test is a real one and not rigged. With the second reading becomes , which agrees with the first, and no contradiction appears.
Part B
Start with the requirement, before any value is chosen for the negative power. The product rule adds the exponents, and the two here cancel:
So whatever turns out to mean, multiplying it by has to give .
Now the rival meaning. It says , so the product is
Compare that with the requirement. Under the definitions this lesson adopted, , and is not . But the rival does not even survive on its own terms: its own value for is , and is not either. So the rival's two halves disagree with each other, quite apart from disagreeing with anything else.
Finally, find what the rule does leave available. Write for the value of . The requirement is , and only one number multiplies up to :
That is the reciprocal of the matching positive power, which is exactly the definition the lesson adopted. There was no room to prefer anything else: one equation with one unknown had one solution.
Part C
The standard a definition is held to. The symbols and meant nothing under the old definition of a power, so anyone may write down a meaning for them. What is not free is the company they must keep. A body of results about exponents had already been proved for the cases the old definition covered, and a new meaning earns its place only if those results survive it. Otherwise the notation splits in two, a region where a law holds and a region where it does not, with a boundary to be remembered at every calculation. The student's argument, that the rival pair keeps the minus signs visible, is an argument about how the notation looks, and looks are not the standard.
Why only one pair survives. Hold each symbol up to the product rule. For the zero power the rule demands , so must be a number that leaves unchanged under multiplication:
For the negative power the rule demands , so must be the number that multiplies up to :
Neither step offered a choice: each is one equation in one unknown with one solution, and neither used anything about the base except that it was not . So the adopted pair is not a convention that happened to win a vote. It is the only pair the already proved laws permit, and the rival pair is not an alternative convention but a contradiction.
Why is still left out. Run the very same test with the base . The rule demands , which reads
and that is true for every number . This test does not force a value, so this course leaves undefined: the test that named a single value for every other base names all of them at once here. Reading a quotient instead gives the same verdict from the other side, since the direct calculation there would be , which is no number at all. These exponent laws force a definition only when they leave exactly one value available. At they leave either every value or none, so nothing is forced and the symbol is left with no value.
In one line
The rival pair collapses. Through the product rule on it forces , and it makes come out where the rule requires . Solving and leaves exactly one survivor for each symbol, namely and , so . Only the base escapes, because there the same test reads and forces nothing.
Another way: Try the rival pair on a row of powers instead of on a law
Write the powers of in a row with the exponent falling by one at each step: , , , and then whatever the definitions supply. The adopted pair continues it , , , and every step to the right divides by , just as the first three steps did. The rival pair continues it
and the divide-by- step dies immediately: divided by is not , and divided by is not . The row would need one rule for its left half and a different one for its right.
When it is worth it When you want to see what a proposed definition costs without doing any algebra, or when you want a second, independent verdict on it. The row and the laws are different tests, so agreement between them is real evidence rather than the same argument told twice.
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 by pointing at what the same test does when the base is . . Worth 2 points.
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