Scientific Notation: Free Response
5 questions in parts, 58 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. Across the bridge in both directions . Foundational, 10 points. Question 1 of 5.
Scientific notation splits a number into a coefficient, which carries the significant digits, and a power of ten, which carries the size. Converting is a matter of parking the decimal point so that one nonzero digit stands in front of it, then recording in the exponent how far the point travelled and which way it went. These parts cross that bridge in both directions.
- Part A.
Write and in scientific notation. For each one, say how many places the decimal point moved and in which direction.
Write the expression An equation or an expression is enough here. Show how you built it. 3 points
- Part B.
Write and as ordinary numbers, and say for each one how the sign of the exponent decided which way the decimal point travelled.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
Someone reads you a positive number in ordinary form and asks for the sign of its exponent in scientific notation before you are allowed to count anything. Explain what feature of the number settles that sign, covering numbers of every size, and then explain what fixes the size of the exponent.
Explain why it works A sentence or two. Reasons, not steps. 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
Every conversion here is the same trick: put the decimal point where exactly one nonzero digit stands in front of it, then record what that move cost.
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Hint 2 of 3 · Part B
An exponent is an instruction for the point. Its sign says which way to walk and its size says how many steps, with zeros filling any place the digits do not reach.
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Hint 3 of 3 · Part C
Ask first what a number looks like when it needs no move at all, then what changes when it is bigger than that, and when it is smaller.
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
, with the point moving places left, and , with the point moving places right.
Part B
and .
Part C
Where the number sits relative to and settles the sign: at least gives a positive exponent, between and gives a negative one, and from up to but not including gives . The size of the exponent is the number of places the decimal point has to move.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Take the large number first. Its decimal point sits after the final zero, and exactly one nonzero digit has to end up in front of it, so slide the point left until it rests between the and the . Counting the hops from the far right to that spot gives places. Each leftward hop divides by , so multiplying back by restores the value:
The six trailing zeros are not significant digits. They were only holding the size, and the power of ten now holds it instead.
The small number moves the other way. Its first nonzero digit is the in the fifth decimal place, so the point slides places right to sit just after it. Each rightward hop multiplies by , so dividing back five times, which is multiplying by , leaves the value unchanged:
The zero between the and the stays, because it sits among the significant digits, while the four zeros in front of the were placeholders and disappear with the move. Both coefficients, and , are at least and below , which is what the form demands.
Part B
An exponent is an instruction for the decimal point: its sign gives the direction and its size gives the number of places.
The first exponent is positive, so the number is large and the point moves right, places. After the there are only two digits to pass, so four zeros fill the places the digits do not reach:
The second exponent is negative, so the number is small and the point moves left, places, padding with zeros as it goes:
The check is that the direction matches the size in each case. Multiplying by has to grow the coefficient, and is far larger than . Multiplying by has to shrink it, and is far smaller than , while still being a positive number: the minus sign lives on the exponent, not on the value.
Part C
The sign is decided before any counting, because it only records which way the point has to travel, and the size of the number already says that.
If the number is or more, its first nonzero digit sits at least one place to the left of where the coefficient needs it, so the point moves left. Leftward moves shrink the number, and the power of ten has to pay that back by growing it, so the exponent is positive.
If the number is between and , its first nonzero digit sits to the right of the point, so the point moves right. Rightward moves grow the number, so the power of ten has to shrink it back, and the exponent is negative.
The remaining case is a number from up to but not including . It is already a legal coefficient, so the point does not move at all, and there is nothing to pay back:
That is why the three ranges line up with the three signs, and the boundaries of the coefficient range are exactly where the sign changes.
The size of the exponent is settled by counting, and it counts places. Every place the point moves is one factor of ten gained or lost, so moving it places has to be compensated by factors of ten in the other direction. That is what the exponent records, which is why an exponent of and an exponent of describe journeys of eight places and five places, differing only in which way the point walked.
In one line
and ; going the other way, and . A number at least takes a positive exponent, a number between and takes a negative one, and a number from up to but not including takes , while the size of the exponent is always the number of places the decimal point moves.
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
Produces a coefficient for each of the two numbers that meets the range the form requires. . Worth 2 points.
Reports the count of places and the direction for each number, and matches the sign of each exponent to that direction. . Worth 1 point.
Part B 3 points
Moves the point the number of places the exponent names, padding with zeros where the digits run out. . Worth 2 points.
Explains how the sign of each exponent controls the direction of travel, and distinguishes the sign of the exponent from the sign of the value. . Worth 1 point.
Part C 4 points
Splits the positive numbers into the three size ranges that decide the sign, and leaves no size unaccounted for. . Worth 2 points. needs an explanation, not just an answer
Explains the size of the exponent as a count of places, and says why a move of the point has to be paid back by the power of ten. . 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.
Write and in scientific notation, then write and as ordinary numbers.
The answer
and ; and .
For the point starts after the last zero and moves left to sit between the and the , which is places, and the trailing zeros drop out of the coefficient:
For the first nonzero digit is the in the third decimal place, so the point moves places right and the exponent is negative. The zero between the and the is significant and stays:
Going back the other way, a positive exponent sends the point right and a negative one sends it left:
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2. Coefficients in one hand, powers of ten in the other . Foundational, 11 points. Question 2 of 5.
Multiplying or dividing two numbers in scientific notation splits into two smaller jobs: one on the coefficients and one on the powers of ten. What is left afterwards is a tidying step, because the coefficient the arithmetic hands back does not always land where the form requires it to.
- Part A.
Compute and give the result in proper scientific notation.
Write the expression An equation or an expression is enough here. Show how you built it. 3 points
- Part B.
Compute and give the result in proper scientific notation.
Write the expression An equation or an expression is enough here. Show how you built it. 4 points
- Part C.
A student computes and writes: "That is , but is too big for a coefficient, so I make it . Making the coefficient ten times smaller means the power of ten must get ten times smaller too, so the answer is ." Identify exactly where that reasoning goes wrong, give the correct answer, and describe a check that would have caught the slip.
Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 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
Treat the coefficients and the powers of ten as two separate calculations, then look hard at whatever the first of them handed you.
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Hint 2 of 3 · Part B
When the coefficients divide to something under , the power of ten has to make up the shortfall, and it does so in the opposite direction to the case where the coefficient came out too large.
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Hint 3 of 3 · Part C
Whatever you take out of the coefficient has to arrive somewhere. Ask what would happen to the value if both pieces of the product were made smaller at once.
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
The intermediate is right, but the repair pushes the value the wrong way: shrinking the coefficient has to be paid for by growing the power, so the answer is . Multiplying by in ordinary form is the check.
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
Regroup so that the coefficients stand together and the powers of ten stand together, which multiplication allows:
The coefficients give , and the two powers of ten combine by adding their exponents:
That is the right value in the wrong form, because is not below . Peel one factor of ten off the coefficient and hand it to the power:
The coefficient is now , safely between and . Nothing changed value along the way: the coefficient was divided by ten and the power was multiplied by ten in the same step, and those two cancel each other exactly.
Part B
Split the quotient the same way, coefficients with coefficients and powers of ten with powers of ten:
The coefficients divide to , and the powers of ten divide by subtracting exponents, :
This time the coefficient has landed too low, since is below . So borrow a factor of ten from the power instead of giving one to it, which multiplies the coefficient by ten and lowers the exponent by one:
As a check, is and is , and , which is exactly what says.
Part C
The first line is sound. The coefficients give , and the powers of ten add their exponents to give :
The student is also right that cannot stand as a coefficient. The fault is in the exchange that follows. Rewriting as divides one factor of the product by ten, and dividing one factor by ten makes the whole product ten times smaller unless the other factor is multiplied by ten to compensate. So the power of ten has to grow, not shrink:
The student's version is off by a factor of : one factor of ten lost by shrinking the coefficient, and a second lost by shrinking the power as well instead of growing it.
The cheapest check is to leave scientific notation for a moment. The two numbers are and , and their product is , which is followed by seven zeros:
The student's answer stands for , which is nowhere near it. Converting one line to ordinary form, or even counting the zeros roughly, would have caught this slip, and a misplaced factor of ten is the mistake this notation is most prone to.
In one line
and . The student's intermediate line was correct, but the repair ran the wrong way: a coefficient made ten times smaller needs a power ten times larger, so the answer is , as converting to confirms.
Another way: Renormalise by counting places rather than peeling factors
Once you have an intermediate coefficient times a power of ten, the repair can be read straight off the decimal point. Moving the point one place left in the coefficient costs a factor of ten, so the exponent goes up by one; moving it one place right gains a factor of ten, so the exponent goes down by one:
It is the same trade as peeling factors, written as a hop count instead.
When it is worth it When the coefficient is several places out of range, so peeling one factor of ten at a time would be slow, or when you want to check a renormalisation quickly without writing anything down.
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
Multiplies the coefficients and combines the powers of ten by adding exponents, rather than mixing the two jobs together. . Worth 2 points.
Checks the coefficient against the required range and, when it falls outside, trades a factor of ten with the power to repair it. . Worth 1 point.
Part B 4 points
Divides the coefficients and subtracts the exponents, keeping the two calculations apart. . Worth 2 points.
Computes the exponent difference correctly, including its sign. . Worth 1 point.
Moves the coefficient back into range in the direction this case calls for, and states what the power of ten did in exchange. . Worth 1 point.
Part C 4 points
Confirms which parts of the student's work are already correct, so that the fault is located rather than guessed at. . Worth 2 points.
Says which way the trade between coefficient and power has to run, reports the corrected result, and supplies a check that would have exposed the slip. . Worth 2 points.
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3. How much fits in the archive . Application, 12 points. Question 3 of 5.
A library is digitising its collection. The storage system holds bytes. A scanned page takes about bytes, while a lower-resolution image of the same page takes about bytes.
- Part A.
How many scanned pages will fit in the storage system? Give the count in proper scientific notation, and show the two halves of the division separately.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part B.
How many of the lower-resolution images would fit in the same storage system? Give the count in proper scientific notation and also written out as an ordinary number.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
Without using either count from the earlier parts, work out from the two file sizes alone how many times as many lower-resolution images as scanned pages this system can hold. Then explain why that factor can be found from the file sizes without knowing the capacity at all.
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
Each count is a single division: the room available divided by the room one item takes. Handle the coefficients and the powers of ten as two separate steps.
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Hint 2 of 3 · Part B
For the written-out version, let the exponent say how many places the point travels and put a zero in every place the digits do not reach.
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Hint 3 of 3 · Part C
Ask how much room one item of each kind takes, then how many times over the smaller one fits into the space the larger one needs.
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
pages.
Part B
images, which written out is .
Part C
times as many, because one scanned page takes times the room of one image. Cutting the same room into pieces times smaller yields times as many of them, whatever that room happens to be; here it divides evenly, so both counts come out whole.
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 number of pages is the room available divided by the room one page takes:
The coefficients give , and the powers of ten subtract their exponents, :
The coefficient is below , so this is not yet proper form. Borrowing a factor of ten from the power multiplies the coefficient by ten and lowers the exponent by one:
So about pages fit, which is million pages. Multiplying back is the check: and , so the pages would take bytes, and renormalising that gives bytes, the capacity the system started with.
Part B
Only the size of one item has changed, so the shape of the calculation is the same:
The coefficients give , and the exponents subtract to :
This coefficient needs no repair, since is already at least and below .
For the ordinary form, the exponent sends the decimal point places right. There is one digit after the point in , so nine zeros fill the places the digits do not reach:
That is sixteen billion images, and the written-out version shows why the notation earns its keep: eleven digits and three separators say what four symbols said above.
Part C
Compare the two file sizes directly, which is a division of one size by the other:
So one scanned page takes times as much room as one lower-resolution image.
Now think about what filling the system means. The capacity is a fixed amount of room, and it is being cut into pieces of one size or the other. Pieces that are times smaller fit into that same room times as often, so the count rises by exactly the factor the size fell by. The capacity never enters the comparison, because it is the same room in both cases: double it and both counts double, leaving the factor between them untouched. That is why a single division of the two file sizes answers the question, and why the answer would be identical for a library with a system ten times larger or ten times smaller.
One caution about counting whole items. The factor of is exact for the quotients themselves, and here both quotients come out whole, since this capacity divides evenly by both file sizes. A capacity that left a few bytes unused would round each count down to a whole item, which can shift a count by one without changing the factor between the quotients.
The counts from the earlier parts agree with this, which is a check rather than the reason. Multiplying by doubles the coefficient to and raises the exponent by , giving , which renormalises to .
In one line
The system holds about scanned pages and about lower-resolution images, which is of them. Since a scanned page takes times the room of an image, the system holds times as many images as pages, and that factor follows from the two file sizes alone because the same fixed capacity is being divided in both cases.
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
Sets the division up in the direction that yields a count of pages rather than its reciprocal. . Worth 2 points.
Reaches a result whose coefficient meets the requirement of the form, repairing it if the arithmetic leaves it outside. . Worth 1 point.
States the result as a number of pages rather than a bare number. . Worth 1 point.
Part B 3 points
Carries out the division for the smaller item and reaches a count in proper form. . Worth 2 points.
Writes the count out in ordinary form with the point moved as many places as the exponent names, and labels it as a number of images. . Worth 1 point.
Part C 5 points
Obtains the factor from the two file sizes alone, as one size divided by the other, and reports it as a number of times rather than a quantity of bytes. . Worth 3 points.
Explains why the capacity plays no part in the comparison, in terms of how many pieces of each size fill the same fixed room. . 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 telescope archive holds bytes. One raw exposure takes bytes and one preview image takes bytes. How many raw exposures fit, how many previews fit, and how many times as many previews as exposures is that?
The answer
About raw exposures and previews fit, and that is times as many previews as exposures.
For the exposures, divide the capacity by the size of one:
The coefficient was below , so a factor of ten was borrowed from the power. For the previews the coefficient needs no repair:
The factor between the two counts comes from the two file sizes on their own:
One exposure takes times the room of one preview, so the archive holds times as many previews, which the two counts confirm.
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4. Reading the size off the exponent . Reasoning, 12 points. Question 4 of 5.
A workshop measures the thickness of four materials, in metres: gold leaf at , plastic wrap at , printer paper at , and aluminium foil at .
- Part A.
Order the four materials from thinnest to thickest. For each comparison you make, say whether the exponent settled it or whether you had to look at the coefficients.
Compare the two methods Say what each one costs you, and when you would reach for it. 3 points
- Part B.
A supplier lists a fifth film as metres. A technician glances at it and says: "Its exponent is , and beats every in the table, so this film is the thickest thing on the list." Decide whether that conclusion holds, and say exactly what is wrong with the reasoning behind it.
Justify your claim State the claim, then give the reason it has to be true. 5 points
- Part C.
Another technician proposes a different shortcut: "To compare two numbers in scientific notation, just compare the coefficients, because the bigger coefficient belongs to the bigger number." Build a pair of numbers, both properly written, that settles whether this shortcut can be trusted, and then state a comparison rule that does work.
Construct a counterexample Give one specific case, and show it breaks the claim. 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
The two pieces of the notation do different jobs: one carries the digits and the other carries the size. Ask which of those jobs a comparison is really about.
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Hint 2 of 3 · Part B
Before comparing exponents, check that both numbers are entitled to that comparison by looking at where each coefficient sits.
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Hint 3 of 3 · Part C
Hunt for a pair in which the digits and the sizes point opposite ways: a large coefficient on a small number, and a small coefficient on a large one.
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
Gold leaf, plastic wrap, aluminium foil, printer paper. The exponent settles every comparison involving the gold leaf; the other three share the exponent , so their coefficients settle the rest.
Part B
The conclusion does not hold. The coefficient is below , so the exponent-first rule does not apply until the figure is rewritten in proper form, and rewriting it gives , which lands the film between the plastic wrap and the aluminium foil.
Part C
The shortcut fails: has the bigger coefficient while is by far the bigger number. What works is to compare exponents first and turn to the coefficients only when the exponents are equal.
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
Sort by exponent first. Three of the four carry and one carries . Since lies further left on the number line than , is the smaller power of ten, and with every coefficient in the range from up to no coefficient can make up a whole factor of ten. So the gold leaf is thinnest outright:
It is worth seeing why the narrow gap between the coefficients and cannot rescue that comparison. Written out, the two thicknesses are and , and the second is over a hundred times the first. The coefficients were never in the running.
The other three tie on the exponent, so their powers of ten are identical and the comparison falls to the coefficients alone, where :
So the order from thinnest to thickest is gold leaf, plastic wrap, aluminium foil, printer paper. The exponent settled every comparison involving the gold leaf; the coefficients settled the rest, and no comparison needed both.
Part B
The rule the technician is using is a real one, but it carries a condition, and the condition is not met here.
Comparing exponents first is valid only when both coefficients sit in the range from up to . That range is what stops a coefficient being large enough, or small enough, to cross a whole power of ten on its own. The supplier's figure has coefficient , which is below , so the figure is not in scientific notation at all and its exponent cannot be set against the exponents in the table.
Put it into proper form first. Write as and merge that spare factor of ten into the power:
Now the comparison is legitimate. The film shares the exponent with three of the four materials, so their coefficients decide, and . The film is thicker than the plastic wrap and thinner than both the aluminium foil and the printer paper, which is a long way from thickest on the list.
The general point is that an exponent reports size honestly only once the coefficient has been pinned to its range. An unnormalised coefficient can hide a whole factor of ten, and this one hid exactly one: the on the supplier's sheet was doing the work of a .
Part C
One pair is enough to retire a claim of this shape, and such a pair is easy to build on purpose: take a large coefficient with a small exponent, and a small coefficient with a large one.
Both are properly written, since and are each at least and below , so the shortcut has been given every chance to work. Yet the coefficient is the larger of the two coefficients while is far smaller than . The shortcut is wrong.
The reason it fails is that the coefficient carries only the significant digits, and digits alone say nothing about size. Two coefficients both confined to the same window, and , can belong to numbers that differ by well over a hundred, because size is the job of the power of ten.
The working rule reverses the order of the checks. Compare the exponents first: with both coefficients between and , the number with the larger exponent is the larger number, since the smaller-exponent number cannot climb as high as the next power of ten while the larger-exponent number is already at least that high. Only when the exponents are equal do the coefficients decide, and then they decide on their own, because the two powers of ten are identical.
In one line
From thinnest to thickest the materials run gold leaf, plastic wrap, aluminium foil, printer paper, with the exponent settling every comparison involving the gold leaf and the coefficients settling the rest. The technician's conclusion fails because is not in proper form; rewritten as the film sits between the plastic wrap and the aluminium foil. Comparing coefficients first fails too, as against shows: exponents come first, and coefficients only break a tie.
Another way: Write them out and compare place value
Any comparison in scientific notation can be settled by converting both numbers to ordinary form and reading them from the left, exactly as place value has always been compared:
The first has more zeros between the point and its first significant digit, so it is the smaller of the two.
When it is worth it As a check on a comparison that felt slippery, and as the safest route when one of the numbers is not in proper form, since writing it out removes the question of whether its exponent may be trusted.
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
Puts all four into a single order and names the material at each position, not only the numbers. . Worth 2 points.
Says for each comparison which piece of the notation settled it, the exponent or the coefficient. . Worth 1 point. needs an explanation, not just an answer
Part B 5 points
Identifies the step in the technician's reasoning that fails, and says why that step is a precondition for the rule being used. . Worth 3 points. needs an explanation, not just an answer
Puts the supplier's figure on the same footing as the table, places it in the order, and reaches a verdict on the technician's conclusion. . Worth 2 points.
Part C 4 points
Produces a pair whose coefficients both sit inside the required range, so the shortcut is tested on numbers it is entitled to. . Worth 2 points.
Reaches a verdict on the shortcut from that pair rather than by assertion, and states a working rule with its two checks in the right order. . Worth 2 points. needs an explanation, not just an answer
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5. One number, three expressions . Reasoning, 13 points. Question 5 of 5.
Three expressions are written on a board: , and . They all name the same number, which makes the board a good place to ask what scientific notation actually requires beyond being true.
- Part A.
Show that the three expressions really do name the same number by evaluating each one. Then say which of them are in scientific notation, and for each of the others name the condition it breaks.
Write the expression An equation or an expression is enough here. Show how you built it. 3 points
- Part B.
List the coefficients you could pair with a power of ten to write the number on the board, starting with the number itself and dividing by ten at each step. Using that list, explain why the requirement on the coefficient leaves exactly one expression standing, and why a requirement allowing a range wider than a factor of ten would fail to do that for every number.
Explain why it works A sentence or two. Reasons, not steps. 5 points
- Part C.
A student proposes a rival convention: keep everything else the same, but require the coefficient to be greater than and at most . Decide whether that convention would still give every positive number exactly one form, and argue for your decision. Then say what the standard convention gives you that the rival one does not.
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
Equalling the number and being written in the form are two separate tests. Run the second one against the coefficient alone.
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Hint 2 of 3 · Part B
Ask what one step down your list does to a coefficient, then measure the allowed range: how many steps of that size fit between its two ends?
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Hint 3 of 3 · Part C
Look at what the uniqueness argument actually used about the range. If the rival range has the same properties, the argument cannot tell the two apart.
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
All three equal , and only is in scientific notation: the coefficient is not below , and the coefficient is not at least .
Part B
Each coefficient on the list is ten times the one below it, and the allowed range is exactly one factor of ten wide, so a list stepping by tens can put exactly one member inside it. A wider range would admit two neighbouring candidates for some numbers, and those numbers would have more than one form.
Part C
It would still give exactly one form, because the rival range is also exactly one factor of ten wide with one end included and the other excluded. What it costs is the shape of the notation: a coefficient of would be legal, so would have to be written instead of .
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
Evaluate them one at a time, moving the decimal point as many places right as each exponent names.
The second needs four places, and has only two digits after the point, so two zeros fill the rest:
The third starts further left and needs six places, landing in the same spot:
So all three are true statements about one number, and being true is not the same as being in scientific notation. The form asks one thing of these three beyond correctness: the coefficient must be at least and below . Test the three coefficients against that. The coefficient fails at the top, since it is not below . The coefficient fails at the bottom, since it is not at least . Only passes at both ends, so only is in scientific notation.
Notice what the two failures have in common. Each has the decimal point parked somewhere other than just after the first nonzero digit, with the exponent adjusted to compensate. The compensation is what keeps the value right while the form stays wrong.
Part B
Write the list out, dividing the coefficient by ten at each step and raising the exponent by one to keep the value fixed:
The list runs on in both directions, and every step multiplies or divides the coefficient by exactly ten, because that is what shifting one place along the power of ten costs.
Now lay the allowed range over the list. It starts at and stops just short of , so its top end is exactly ten times its bottom end: the window is one factor of ten wide. The coefficients march past that window in steps of ten, so as soon as one of them is inside, the next one up is at least and out the top while the next one down is below and out the bottom: at most one candidate can be inside. And because the list runs on forever in both directions while the window is a full factor of ten wide, no candidate can step clean over the window without landing in it, so at least one must be inside. Exactly one candidate is inside, then, and here it is :
The width is what does the work. Suppose the rule allowed any coefficient from up to , a window a hundred times wide. Then and would both qualify, so and would both count as correct and two people converting the same number could disagree with each other and both be right. A window narrower than a factor of ten fails the opposite way: the candidates would step straight over it and some numbers would have no expression at all. One factor of ten, with one end included and the other excluded so that no candidate is counted twice, is the width that gives every positive number exactly one form.
Part C
Test the rival range the way the standard one was tested. It runs from just above up to and including , so its top end is again exactly ten times its bottom end, and again one end is included and the other is not. Those are the only two properties the uniqueness argument used, so the argument survives the swap unchanged: candidates stepping by tens put exactly one member inside any window one factor of ten wide, wherever that window is placed.
So the rival convention is not wrong. Every positive number would still have exactly one expression under it. What changes is which expression that is, and for most numbers it changes nothing at all. For the number on the board, is greater than and at most , so both conventions choose the same expression:
The two conventions part company only at the powers of ten themselves. Under the standard rule a coefficient of is allowed and a coefficient of is not, giving
while under the rival rule is barred and is allowed, forcing .
That is what the standard convention buys. Its coefficients always have exactly one digit in front of the decimal point, which is what makes the notation quick to read and quick to line up: the digits sit in the same place every time and the exponent alone carries the size. Under the rival rule a coefficient could have two digits before the point, and the tidy description of the form would need an exception written into it. Uniqueness is not the reason the standard range was chosen, since both ranges have it and both get it from the width. Readability is.
In one line
All three expressions equal , but only is in scientific notation, since is not below and is not at least . The candidate coefficients step by factors of ten, so exactly one of them lands in a window one factor of ten wide, which is what makes the form unique. The rival range from just above to would be unique for the same reason; what it loses is the single digit in front of the decimal point, since it would write as .
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 all three expressions rather than assuming they agree. . Worth 1 point.
Tests each coefficient against both ends of the required range, and for any expression it rules out, names the end that coefficient falls outside. . Worth 2 points.
Part B 5 points
Builds the list of candidate coefficients and identifies the constant factor between neighbouring entries. . Worth 2 points.
Argues from the width of the allowed range, rather than by checking entries one at a time, and says what a wider range would cost. . Worth 3 points. needs an explanation, not just an answer
Part C 5 points
Reaches a decision on the rival range and supports it with an argument that covers every number, not by testing one. . Worth 3 points. needs an explanation, not just an answer
Names what the standard range offers that the rival one does not, and shows the difference on a number where the two conventions disagree. . Worth 2 points.
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