Why does the answer key sometimes have a different form compared to my solution?

  • Context: Undergrad 
  • Thread starter Thread starter NODARman
  • Start date Start date
  • Tags Tags
    Book Form
Click For Summary

Discussion Overview

The discussion revolves around the differences in answer formats between personal solutions and those provided in answer keys, particularly focusing on the rationalization of denominators in mathematical expressions. Participants explore the conventions of presenting answers in mathematics and the implications of these conventions in educational contexts.

Discussion Character

  • Debate/contested
  • Conceptual clarification
  • Mathematical reasoning

Main Points Raised

  • Some participants note that answers like 1/√2 and √2/2 are mathematically equivalent, but the preference for one form over the other can vary based on conventions in textbooks and instruction.
  • One participant suggests that rationalizing the denominator is a standard practice in mathematics, although others question the necessity of this convention.
  • There are claims that some instructors may penalize students for not rationalizing denominators, which leads to discussions about the fairness and reasoning behind such grading practices.
  • Some participants express frustration over the lack of recognition of equivalent answers by markers, suggesting that this could lead to unnecessary loss of marks.
  • Others argue that while students should learn to follow instructions, those instructions should be reasonable and not penalize equivalent forms of answers.
  • There is a mention of historical practices in mathematics, referencing Euler's work, which did not emphasize the rationalization of denominators.
  • Some participants highlight that the form of an answer may be less important than the correctness of the solution process itself.

Areas of Agreement / Disagreement

Participants express a mix of agreement and disagreement regarding the importance of rationalizing denominators. While some uphold it as a standard practice, others challenge its necessity and advocate for recognizing equivalent forms of answers. The discussion remains unresolved on the appropriateness of penalizing students for not following this convention.

Contextual Notes

Participants reference various educational experiences and grading practices, indicating that the expectations around answer formats may differ across instructors and institutions. There is an acknowledgment that the conventions may not be uniformly applied or understood.

  • #61
PeroK said:
Are you seriously saying that if you program ##1/\sqrt 2## a computer should return a computational error?
Of course not, but would I write down ##\frac{1}{\sqrt{2}}## on a math exam? Nope. In a similar vein, would you stop at ##\sqrt{80}##, or would you write ##4\sqrt{5}##? ##\frac{7\sqrt{10}}{\sqrt{2}}## or ##7\sqrt{5}##? Let's make it more algebraic, ##\frac{1}{i-\sqrt{3}}## or ##-\frac{i+\sqrt{3}}{4}##? ##\ln(x^3)## or ##3\ln(x)##? ##\ln(-1)## or ##i\pi##? None of these matter to a computer! If you're against reducing as a whole, I get the point.

Now, would I take points off an exam? No, I'm a physicist, I personally don't care. Numbers are numbers. But, if you write something down in the form of a ratio, you follow the definition of rational numbers.

Do I think students get tired of it? Of course.
 
  • Skeptical
Likes   Reactions: weirdoguy and PeroK
Physics news on Phys.org
  • #62
martinbn said:
I would guess none. If that is all it takes to turn someone off mathematics, he wasn't into it in the first place.
I would profoundly disagree with that attitude on a number of levels. First, that could be a reason that women are discouraged from studying mathematics. You would need some educational research to settle the matter, but it may be that women generally think more flexibly and are put off by that sort of hidebound thinking. In fact, your post in this day and age is quite explicitly sexist, as you assume the student is a "he".

More generally, that sort of attitude prevents fresh blood from entering institutions or professions. There is a certain type that inhabits the profession and they are at pains to ensure those entering the profession are of the same type.
 
  • #63
romsofia said:
Of course not, but would I write down ##\frac{1}{\sqrt{2}}## on a math exam? Nope. In a similar vein, would you stop at ##\sqrt{80}##, or would you write ##4\sqrt{5}##?
There is nothing to choose between ##\sqrt{80}## and ##4\sqrt{5}##. They are both equally simple.
romsofia said:
##\frac{7\sqrt{10}}{\sqrt{2}}## or ##7\sqrt{5}##?
##7\sqrt{5}## is clearly simpler. Whereas, there is no sense in which ##\frac {\sqrt 2} 2## is simpler than ##\frac 1 {\sqrt 2}##. This is why, outside of your dictatorship (e.g. in the realm of QM), ##\frac 1 {\sqrt 2}## is preferred. E.g. in the so-called singlet state:

https://en.wikipedia.org/wiki/Singlet_state#Singlets_and_entangled_states

I don't believe for one minute that quantum physicists fail to grasp the basics of elementary mathematics. Just because they don't obey your hidebound conventions.

romsofia said:
No, I'm a physicist, I personally don't care.
I'm struggling to understand you now, as there is definitely no such convention in physics as the one you claim. Pick up any QM book if you don't believe me.
 
  • #65
PeroK said:
I would profoundly disagree with that attitude on a number of levels. First, that could be a reason that women are discouraged from studying mathematics. You would need some educational research to settle the matter, but it may be that women generally think more flexibly and are put off by that sort of hidebound thinking. In fact, your post in this day and age is quite explicitly sexist, as you assume the student is a "he".

More generally, that sort of attitude prevents fresh blood from entering institutions or professions. There is a certain type that inhabits the profession and they are at pains to ensure those entering the profession are of the same type.
I really don't know how to respond to this. May be you need to calm down a bit.
 
  • #66
Could it be because it is easier to do the calculation by hand? If calculating the long division by hand, I would prefer ##\sqrt{2}/2 = 1.414213.../2 = 0.707106...## over ##1/\sqrt{2}=1/1.414213... = ##? (just seems harder)
So maybe it's just a left-over from the days before calculators.
 
  • Like
Likes   Reactions: martinbn, George Jones and PeroK
  • #67
FactChecker said:
Could it be because it is easier to do the calculation by hand? If calculating the long division by hand, I would prefer ##\sqrt{2}/2 = 1.414213.../2 = 0.707106...## over ##1/\sqrt{2}=1/1.414213... = ##? (just seems harder)
So maybe it's just a left-over from the days before calculators.
Exactly. Which is why the attempts to ridicule the alternative have, quite frankly, made me angry.
 
  • Like
Likes   Reactions: George Jones
  • #68
Pausing the thread for a bit, and some possible Moderation...
 
  • Love
  • Like
Likes   Reactions: SammyS and PeroK
  • #69
Just to tie off this thread, there may be times when one form or another of a solution is preferred or required, such as:

** The denominator needs to be rationalized -- this is required on some university problems and exam questions

** The denominator does not need to be rationalized, since the fraction is expressing the sides of a triangle so the fraction is intuitive the way it is

** The final numerical answer needs to be computed without the aid of a calculator, and one form of the fraction is more amenable to that hand calculation

Thread will remain closed.
 
Last edited:
  • Like
Likes   Reactions: topsquark, FactChecker and PeroK

Similar threads

  • · Replies 8 ·
Replies
8
Views
3K
  • · Replies 6 ·
Replies
6
Views
3K
  • · Replies 5 ·
Replies
5
Views
3K
  • · Replies 5 ·
Replies
5
Views
2K
  • · Replies 10 ·
Replies
10
Views
3K
  • · Replies 53 ·
2
Replies
53
Views
6K
  • · Replies 13 ·
Replies
13
Views
2K
  • · Replies 2 ·
Replies
2
Views
3K
  • · Replies 2 ·
Replies
2
Views
3K
  • · Replies 2 ·
Replies
2
Views
2K