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1. A 5.0 kg block slides down a 30° incline with μk = 0.20. Draw a free body diagram and find the acceleration.
Along incline:
mg sin θ − μkmg cos θ = ma
a = g(sin30 − 0.2 cos30)
= 9.8(0.5 − 0.173)
a = 3.2 m/s²
2. A 0.50 kg ball is thrown upward at 15 m/s. Find the maximum height using energy conservation. Then sketch a velocity-time graph for the complete motion.
KE → PE:
½mv² = mgh
h = v²/2g = (15)²/(2 × 9.8)
= 225/19.6
h = 11.5 m
v decreases as ball rises, passes through
zero at max height, then increases
downward (negative) on the way back.
3. Two masses m1 = 3.0 kg and m2 = 5.0 kg are connected by a string over a frictionless pulley. Find the acceleration and tension.
m₁: T − m₁g = m₁a
m₂: m₂g − T = m₂a
Add: a = (m₂−m₁)g/(m₁+m₂)
= (2)(9.8)/8
a = 2.45 m/s²
T = m₁(g+a) = 3(12.25)
T = 36.75 N
Student Exam
EDITABLEFeedback:
Question 1 — Inclined Plane (30 pts): 30/30
Free body diagram is complete with all three forces correctly identified and labeled. The decomposition into components was handled cleanly. Excellent work.
Question 2 — Energy & Kinematics (35 pts): 28/35
Energy conservation is correct and h = 11.5 m is right. However, the v-t graph is drawn as a curve when it should be a straight line. Under constant gravitational acceleration, v(t) = v₀ − gt is linear. Review Section 3.4 on uniformly accelerated motion to see why constant acceleration always produces a linear v-t graph (−7 pts).
Question 3 — Atwood Machine (35 pts): 35/35
Clear diagram. Newton's 2nd law applied correctly to each mass, then combined to eliminate T. Both a and T correct.
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MKT 350 – Midterm Exam: Market Analysis and Strategy

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The class performed well overall on the Calculus II midterm, with a mean score of 84/100 and a median of 85/100. Students demonstrated strong competence in integration by substitution (Q1) and partial fraction decomposition (Q3). The primary area of difficulty was integration by parts (Q2), where 12 of 23 students made sign errors during evaluation — suggesting a procedural gap rather than a conceptual one. Graph labeling (Q4) was another common weakness, with 8 students omitting axis labels entirely.
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Its grading is broadly similar to human grading, and its ability to generate a marking rubric was excellent—in some cases more effective than a human’s. I think the core of what it is doing is amazing.
Alexander Paulin
UC Berkeley
Associate Teaching Professor of Mathematics
Overall the grading quality is impressive. The feedback that is provided is clear, helpful and should promote student learning.
Nakul Verma
Columbia University
Senior Teaching Faculty of Computer Science
I am very impressed. I believe Grady is more accurate than myself or any of my undergrad TAs and the amount of feedback given is more than I or my TAs would be reasonably able to provide.
Tim Carpenter
The Ohio State University
Senior Lecturer, Computer Science and Engineering