Beth is a hard-working college senior. One Sunday, she decides to work nonstop until she has answered 22 practice problems for her economics course. She starts work at 8:00 AM and uses a table to keep track of her progress throughout the day. She notices that as she gets tired, it takes her longer to solve each problem. Time 8:00 AM 9:00 AM 10:00 AM 11:00 AM Noon Total Problems Answered 0 10 16 20 22 Use the table to answer the following questions. The marginal, or additional, gain from Beth's second hour of work, from 9:00 AM to 10:00 AM, is The marginal gain from Beth's fourth hour of work, from 11:00 AM to noon, is problems. problems. Later, the teaching assistant for Beth's economics course gives her some advice. "Based on past experience," the teaching assistant says, "working on 8 problems raises a student's exam score by about the same amount as reading the textbook for 1 hour." For simplicity, assume students always cover the same number of pages during each hour they spend reading. O 0 hours working on problems, 4 hours reading O 1 hour working on problems, 3 hours reading O 2 hours working on problems, 2 hours reading O 3 hours working on problems, 1 hour reading O 4 hours working on problems, 0 hours reading Given this information, in order to use her 4 hours of study time to get the best exam score possible, how many hours should she spend working on problems and how many should she spend reading?
Beth is a hard-working college senior. One Sunday, she decides to work nonstop until she has answered 22 practice problems for her economics course. She starts work at 8:00 AM and uses a table to keep track of her progress throughout the day. She notices that as she gets tired, it takes her longer to solve each problem. Time 8:00 AM 9:00 AM 10:00 AM 11:00 AM Noon Total Problems Answered 0 10 16 20 22 Use the table to answer the following questions. The marginal, or additional, gain from Beth's second hour of work, from 9:00 AM to 10:00 AM, is The marginal gain from Beth's fourth hour of work, from 11:00 AM to noon, is problems. problems. Later, the teaching assistant for Beth's economics course gives her some advice. "Based on past experience," the teaching assistant says, "working on 8 problems raises a student's exam score by about the same amount as reading the textbook for 1 hour." For simplicity, assume students always cover the same number of pages during each hour they spend reading. O 0 hours working on problems, 4 hours reading O 1 hour working on problems, 3 hours reading O 2 hours working on problems, 2 hours reading O 3 hours working on problems, 1 hour reading O 4 hours working on problems, 0 hours reading Given this information, in order to use her 4 hours of study time to get the best exam score possible, how many hours should she spend working on problems and how many should she spend reading?
Chapter1: Making Economics Decisions
Section: Chapter Questions
Problem 1QTC
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![Beth is a hard-working college senior. One Sunday, she decides to work nonstop until she has answered 22 practice problems for her economics
course. She starts work at 8:00 AM and uses a table to keep track of her progress throughout the day. She notices that as she gets tired, it
takes her longer to solve each problem.
Time
8:00 AM
9:00 AM
10:00 AM
11:00 AM
Noon
Total Problems Answered
0
10
16
20
22
Use the table to answer the following questions.
The marginal, or additional, gain from Beth's second hour of work, from 9:00 AM to 10:00 AM, is
The marginal gain from Beth's fourth hour of work, from 11:00 AM to noon, is
problems.
problems.
Later, the teaching assistant for Beth's economics course gives her some advice. "Based on past experience," the teaching assistant says,
"working on 8 problems raises a student's exam score by about the same amount as reading the textbook for 1 hour." For simplicity, assume
students always cover the same number of pages during each hour they spend reading.
O 0 hours working on problems, 4 hours reading
O 1 hour working on problems, 3 hours reading
O 2 hours working on problems, 2 hours reading
O 3 hours working on problems, 1 hour reading
O 4 hours working on problems, 0 hours reading
Given this information, in order to use her 4 hours of study time to get the best exam score possible, how many hours should she spend working
on problems and how many should she spend reading?](/v2/_next/image?url=https%3A%2F%2Fcontent.bartleby.com%2Fqna-images%2Fquestion%2F263acbce-38fa-4709-98a2-4a62e1170ee8%2F2c487c2e-c2f9-44f8-9c8a-a96a6c6b43b4%2Flbzc16_processed.png&w=3840&q=75)
Transcribed Image Text:Beth is a hard-working college senior. One Sunday, she decides to work nonstop until she has answered 22 practice problems for her economics
course. She starts work at 8:00 AM and uses a table to keep track of her progress throughout the day. She notices that as she gets tired, it
takes her longer to solve each problem.
Time
8:00 AM
9:00 AM
10:00 AM
11:00 AM
Noon
Total Problems Answered
0
10
16
20
22
Use the table to answer the following questions.
The marginal, or additional, gain from Beth's second hour of work, from 9:00 AM to 10:00 AM, is
The marginal gain from Beth's fourth hour of work, from 11:00 AM to noon, is
problems.
problems.
Later, the teaching assistant for Beth's economics course gives her some advice. "Based on past experience," the teaching assistant says,
"working on 8 problems raises a student's exam score by about the same amount as reading the textbook for 1 hour." For simplicity, assume
students always cover the same number of pages during each hour they spend reading.
O 0 hours working on problems, 4 hours reading
O 1 hour working on problems, 3 hours reading
O 2 hours working on problems, 2 hours reading
O 3 hours working on problems, 1 hour reading
O 4 hours working on problems, 0 hours reading
Given this information, in order to use her 4 hours of study time to get the best exam score possible, how many hours should she spend working
on problems and how many should she spend reading?
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