4.. A decision at the margin Deborah is a hard-working college senior. One Tuesday. she decides to work nonstop until she has answered 250 practice problems for her physics course. She starts work at 0:00 AM and uses a table to keep track of her progress throughout lhe day. She notices that as she gets tired, it takes her longer to solve each problem. Time Total Problems Answered 0:00 AM 0 9:00 AM 100 10:00 AM 175 11:00 AM 225 Noon 250 Use the table to answer the foliowfng quesbians. The marginal, or additional, gain from Deborah's second hour of work. from 9:00 AM to 10:00 AM, Is E problems. The marginal gain from Deborah's fourth hour of work, from 11:00 AM to noon, is \\:| problems. Later. the teaching assistant in Deborah's physics course gives her some advice. The teaching assistant says. 'Based on past experience. working on Noon 250 Use the table to answer the foiiowing questions. The marginal, or addionai, gain From Deborah's second hour ofwork, from l3:00 AM to 10:00 AM, is E problems. The marginal gain from Deborah's fourth hour of work, from 11:00 AM to noon, is E problems. Later, the teaching assistant in Deborah's physics course gives her some advice. The teaching assistant says, \"Based on past experience, working on 8?.5 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 theyr spend reading. Given this information. in order to use her 4 hours of study.r time to get the best exam score possible. how mam:r hours should she have spent working on problems and how manlyr should she have spent reading? O 0 hours working on problems, 4 hours reading 0 1 hour working on problems, 3 hours reading 0 2 hours working on problems, 2 hours reading 0 4 hours working on problems, 0 hours reading