Create your own Questions for Revision

  • Thread starter Thread starter Saracen Rue
  • Start date Start date
  • Tags Tags
    Revision
AI Thread Summary
Creating questions for revision enhances understanding and retention of concepts, as studies show that formulating questions requires deeper cognitive engagement than merely answering them. This thread encourages users to generate their own questions, which not only aids their learning but also exposes them to diverse problem-solving approaches from peers. A mathematical example is provided, illustrating the complexity of deriving values and statistics from a given function and its inverse. Participants express enthusiasm for the idea, recognizing its potential benefits for their study practices. Engaging in this method of revision can lead to a more comprehensive grasp of the subject matter.
Saracen Rue
Messages
150
Reaction score
10
This is an idea I've been thinking of for a while. While providing a question for an individual a question to complete works fine as revision, numerous studies have proven that creating a question is, in itself, a more beneficial way to revise. Instead of simply recalling a process or equation to solve the problem, you have to craft the problem itself - doing this requires a much more in-depth understanding of the overall concepts of the topic.

This is why I'm creating this thread; to prompt people out there to create their own questions for other users to answer. Not only will the person forming the question achieve a better understanding of the topic than simply revising, they will also be exposed to the thought processes of other people. There are countless ways to solve a problem; by putting a question out on the internet to be solved by others you will not only be aiding other people in revising certain areas, but you will also achieve a greater overall understanding of the topic and will be exposed to problem solving process you had never even thought of before.

I'll pose a mathematical related question which addresses multiple year 12 course areas as an example:

Question

A function, ##f(x)=2ax^3-a^2x## intersects its inverse at the origin, point ##S(-b,f(-b))## and point ##T(b,f(b))##. A probability density function, ##p(x)=f(x)-f^{-1}(x)##, can be formed over the domain ##[0, b]##. Determine, correct to 4 decimal places:
a) The value of the constant, ##a##, and the coordinates of points ##S## and ##T##.
b) The mean, variance and standard deviation of ##p(x)##
c) The probability that the contentious random variable ##X## lies within ##|a|## standard deviations either side of the mean (i.e. ##Pr(μ-|a|σ≤X≤μ+|a|σ)##)

Answers
a) ##a=-0.2253, S\left(-1.4515,\ 1.4515\right),\ T\left(1.4515,\ -1.4515\right)##
b) ##μ=0.6692, Var(X)=0.5673,## ##σ=0.7532##
c) ##Pr(μ-|a|σ≤X≤μ+|a|σ)=0.3147##
 
Science news on Phys.org
Saracen Rue said:
This is an idea I've been thinking of for a while. While providing a question for an individual a question to complete works fine as revision, numerous studies have proven that creating a question is, in itself, a more beneficial way to revise. Instead of simply recalling a process or equation to solve the problem, you have to craft the problem itself - doing this requires a much more in-depth understanding of the overall concepts of the topic.

This is an excellent idea- I sometimes suggest to my students that they study by designing test-like questions. They often don't realize how difficult that is, but they do see the value very quickly.
 


Wow, this is a really interesting idea! I've never thought of creating my own questions for others to answer as a way to revise. I can definitely see how it would be more beneficial in terms of understanding the topic and exposing yourself to different problem-solving processes.

As for the question you posed, it's definitely a challenging one. I'm not sure if I have the skills to solve it, but I'll give it a try.

a) To find the value of ##a##, we can set the function equal to its inverse and solve for ##a##. This gives us the equation ##2ax^3-a^2x=x^3-2ax##. Simplifying, we get ##x^3-2ax=0##. This is true for all values of ##x##, so we can choose any value to solve for ##a##. Let's choose ##x=1##. Substituting, we get ##1-2a=0##, or ##a=1/2##.

To find the coordinates of points ##S## and ##T##, we can use the fact that the function and its inverse intersect at these points. Substituting ##a=1/2## into the function, we get ##f(x)=x^3-x##. Setting this equal to ##-b## and solving for ##x##, we get ##x=-b## and ##x=b##. Therefore, the coordinates of points ##S## and ##T## are ##(-b, f(-b))## and ##(b, f(b))## respectively.

b) To find the mean of ##p(x)##, we can use the formula ##\mu=\int_{0}^{b}xp(x)dx##. Substituting in the formula for ##p(x)##, we get ##\mu=\int_{0}^{b}x(f(x)-f^{-1}(x))dx##. Using the fact that ##f(x)=x^3-x## and ##f^{-1}(x)=x^3+x##, we can simplify this to ##\mu=\int_{0}^{b}x(x^3-x^3-x)dx##. Solving this integral, we get ##\mu=-b^4/4##.

To find the variance, we can use the formula ##\sigma^2=\int_{0}^{b}(
 
Back
Top