The function g is defined by \(\mathrm{g(x) = 8x^{-1/3}}\). What is the value of \(\mathrm{g(64)}\)? 1/4 1/2 2 32...
GMAT Advanced Math : (Adv_Math) Questions
The function g is defined by \(\mathrm{g(x) = 8x^{-1/3}}\). What is the value of \(\mathrm{g(64)}\)?
- \(\mathrm{\frac{1}{4}}\)
- \(\mathrm{\frac{1}{2}}\)
- \(\mathrm{2}\)
- \(\mathrm{32}\)
1. TRANSLATE the problem information
- Given: \(\mathrm{g(x) = 8x^{-1/3}}\)
- Find: \(\mathrm{g(64)}\)
- This means substitute \(\mathrm{x = 64}\) into the function
2. TRANSLATE by substitution
- \(\mathrm{g(64) = 8(64)^{-1/3}}\)
- Now we need to evaluate this expression with a negative fractional exponent
3. INFER the approach for negative fractional exponents
- The exponent \(\mathrm{-1/3}\) combines two rules we need to apply
- Negative exponents create reciprocals: \(\mathrm{x^{-n} = \frac{1}{x^n}}\)
- Fractional exponents create roots: \(\mathrm{x^{1/n} = \sqrt[n]{x}}\)
- Strategy: First handle the negative, then the fractional part
4. SIMPLIFY using exponent rules
- \(\mathrm{(64)^{-1/3} = \frac{1}{(64)^{1/3}}}\)
- \(\mathrm{(64)^{1/3}}\) means the cube root of 64
- Since \(\mathrm{4 \times 4 \times 4 = 64}\), we have \(\mathrm{(64)^{1/3} = 4}\)
- Therefore: \(\mathrm{(64)^{-1/3} = \frac{1}{4}}\)
5. SIMPLIFY the final calculation
- \(\mathrm{g(64) = 8 \times \frac{1}{4}}\)
- \(\mathrm{g(64) = \frac{8}{4} = 2}\)
Answer: C. 2
Why Students Usually Falter on This Problem
Most Common Error Path:
Incomplete SIMPLIFY execution: Students correctly find \(\mathrm{(64)^{-1/3} = \frac{1}{4}}\) but stop there, forgetting that the original function has a coefficient of 8. They see the \(\mathrm{\frac{1}{4}}\) result and immediately select Choice A \(\mathrm{(\frac{1}{4})}\) without completing the multiplication step.
Second Most Common Error:
Conceptual confusion about negative exponents: Students ignore or misapply the negative sign in the exponent, treating \(\mathrm{(64)^{-1/3}}\) as if it were \(\mathrm{(64)^{1/3} = 4}\). Then they calculate \(\mathrm{g(64) = 8 \times 4 = 32}\), leading them to select Choice D (32).
The Bottom Line:
This problem requires systematic application of multiple exponent rules in sequence. Students must resist the urge to stop at intermediate results and must carefully track negative signs throughout their calculations.