Create your own Questions for Revision

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SUMMARY

This discussion emphasizes the educational benefits of creating one's own questions for revision, as opposed to simply answering provided questions. Numerous studies confirm that formulating questions enhances understanding of the subject matter. A mathematical example is presented involving the function ##f(x)=2ax^3-a^2x##, where participants are encouraged to determine the constant ##a##, coordinates of intersection points, and statistical properties of a probability density function derived from the function. This method not only aids in individual comprehension but also exposes users to diverse problem-solving approaches.

PREREQUISITES
  • Understanding of mathematical functions and their inverses
  • Familiarity with probability density functions
  • Knowledge of calculus, specifically integration techniques
  • Ability to solve polynomial equations
NEXT STEPS
  • Explore advanced techniques in calculus for solving integrals involving polynomial functions
  • Study the properties of probability density functions and their applications in statistics
  • Learn about mathematical function inverses and their significance in problem-solving
  • Investigate educational psychology research on effective revision techniques
USEFUL FOR

Students, educators, and anyone involved in mathematics education who seeks to enhance their understanding and teaching methods through active engagement in question formulation.

Saracen Rue
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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##
 
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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}(
 

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