Considering the Question G(x) = -x + 5 is the equation for such reflections at f(x) = x + 5 from across y-axis.
What does the y-axis stand for?Similar to a vertical ruler is the y-axis. It displays the location of an object on a two-dimensional Cartesian graph with in y (vertical) plane. On a graph, it serves as the starting point, or "zero," from which to calculate how far a tip is from right or left (horizontally).
The sign of the x-coordinate is altered by reflection across the y-axis, while the y-coordinate remains constant. By changing the sign of x, we may represent f(x) = x + 5 from across y-axis as g(x) = -x + 5. G(x) = -x + 5 is the equation for the reflections for f(x) = x + 5 from across y-axis.
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x-intercept of the line 3x+20y=–12.
Answer:x=-4
Step-by-step explanation
1. Set y as 0. Doing so will help you solve for x
3x +20(0)=-12 aka 3x=-12
2. Divide each sides by 3
3x(divided by three) = -12 (divided by three)
x=-4
(your answer would be negative because a negative divided by a postitive is negative.)
What is the length of a side of rhombus jklm? 4 units 8 units 12 units 16 units
The length of the sides of the rhombus JKLM is 12 units.
A rhombus is one of parallelograms. The opposite sides of a rhombus are parallel, and the opposite angles are equal. Furthermore, all of the sides of a rhombus are the same length, and the diagonals intersect at right angles.
In the problem, the sides of rhombus JKLM are:
JK = 2x + 4
JM = 3x
Since the length all of the sides of a rhombus are the same, then:
JM = JK
3x = 2x + 4
Substract both sides by 2x:
3x - 2x = 2x + 4 - 2x
x = 4
To find the length of a side, substitute x = 4 into:
JM = 3x
JM = 3(4) = 12
Hence, the length of the sides of the given rhombus is 12.
The picture in your question is missing. Most likely it was like on the attached picture.
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Answer:
12
Step-by-step explanation:
JK = JM
2x + 4 = 3x
x = 4
JK = JM = 3 x 4 = 12
Dan, Juan, and Thuy are sharing 4 oranges equally. How
many oranges does each person have?
Answer: 1 1/3
Step-by-step explanation: To find this answer, we simply divide the people by the oranges. So, 4 / 3 is 1.3333333333333...... We round this to about 1.3. So, that as a fraction is 1 1/3. So, each person gets 1 1/3. To check, we multiply 1 1/3 by 3 (people) and we get 4. I hope this helped!
the positive variables p and c change with respect to time t. the relationship between p and c is given by the equation p2= (20−c)3. at the instant when dpdt=41 and c = 15 what is the value of dc/dt
At the instant when dp/dt=41 and c = 15, the value of dc/dt is -0.273333.
The derivative of p with respect to time t is given by:
dp/dt = 2p dp/dc * dc/dt
Since dp/dt = 41, we have:
41 = 2p dp/dc * dc/dt
To find dp/dc, we can use the relationship between p and c:
p^2 = (20-c)^3
Taking the derivative of both sides with respect to c, we get:
2p dp/dc = -3(20-c)^2
Substituting this expression into the equation for dp/dt, we get:
41 = 2p * (-3(20-c)^2) * dc/dt
Plugging in the value of c = 15, we find:
41 = 2 * p * (-3(5)^2) * dc/dt
Using the relationship p^2 = (20-c)^3, we can find p:
p = sqrt((20-c)^3) = sqrt((20-15)^3) = sqrt(5^3) = 5
Substituting the value of p into the equation for dp/dt, we get:
41 = 2 * 5 * (-3(5)^2) * dc/dt
Solving for dc/dt, we find:
dc/dt = 41 / (2 * 5 * (-3(5)^2)) = 41 / (2 * 5 * (-3 * 5^2)) = 41 / (-150) = -41/150 = -0.273333...
So the value of dc/dt at the instant when dp/dt = 41 and c = 15 is approximately -0.273333.
Correct Question :
the positive variables p and c change with respect to time t. the relationship between p and c is given by the equation p2= (20−c)3. at the instant when dp/dt=41 and c = 15 what is the value of dc/dt?
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Answer:
[tex]-\frac{82\sqrt{5} }{15}[/tex]
Step-by-step explanation:
[tex]p^{2} =(20-c)^{3}[/tex]
[tex]2p(\frac{dp}{dt}) =3(20-c)^{2}(-\frac{dc}{dt} )[/tex]
Took the derivative of both sides ^
It gives you [tex]\frac{dp}{dt} =41[/tex] and [tex]c=15[/tex], so you just need [tex]p[/tex]
[tex]p=\sqrt{(20-15)^{3} } =5\sqrt{5}[/tex]
Now plug in
[tex]2(5\sqrt{5} )(41)=3(20-15)^{2} (-\frac{dc}{dt} )[/tex]
[tex]-\frac{410\sqrt{5} }{75} =\frac{dc}{dt}[/tex]
[tex]-\frac{82\sqrt{5} }{15} =\frac{dc}{dt}[/tex]
Please help me with this geometry question
If 2/9 is equivalent to zero point X repeating what is the value of X
[tex]\dfrac{2}{9} = 2\div 9 = 0.2222222222222...[/tex]
x is 2.
Are the two triangles similar?
Answer:
Similar by SAS
Step-by-step explanation:
:)
Given the curve y2 = x in the xy-plane, for what value of y, if any, does the derivative of y with respect to x not exist?a. y=0b. y=-1c. y= - (1/ ln 2)d. for no value of y
The derivative of y with respect to x exist for all values of y, that is it does not exist for no value of y.
Therefore the answer is d. for no values of y
The curve y^2 = x is a parabolic function and its derivative is continuous for all x in its domain, which is x >= 0. The derivative of this function, which is y' = (dy/dx) = 1/2 * √x, is well-defined for all x >= 0 and therefore, the derivative exists for all values of y, including y = 0 and y = -1.
In general, a function is said to be differentiable at a point if its derivative exists at that point, and the derivative provides information about the rate of change of the function at that point.
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A lawn care specialist chooses a random sample from the yard and determines the number of weeds in the sample. The results of the sample are shown in the table below
No, this is not a representative sample because each type of weed should be represented in proportion to the number of weeds actually present in the yard.
What is Probability?It is a branch of mathematics that deals with the occurrence of a random event.
A representative sample has to be in proportion, and the diagram shows that the greater part is not represented in proportion. Because it is not represented in proportion, it is not a representative sample.
No, this is not a representative sample because each type of weed should be represented in proportion to the number of weeds actually present in the yard.
Hence, No, this is not a representative sample because each type of weed should be represented in proportion to the number of weeds actually present in the yard.
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gallium-67 has a half-life of 78 hours. if you began with 10.0 g of ga-67, how many grams remain after 6.5 days?
The amount of gallium-67 remain after 6.5 days = 2.5 grams
We know that the half-life of the radioactive isotope is nothing but the time needed for the isotope to be half of its initial value of mass.
This means, with each half-life, the isotope will be halved of its initial value.
The formula for the numbers of half-lives:
numbers of half-lives = total time passed / the half-life of the isotope
Here, total time passed = 6.5 days
= 156 hours
the half-life of the isotope = 98 hours
Let n represents the number of half lives.
Using above formula,
numbers of half-lives n = 156 / 98
numbers of half-lives n = 1.59
numbers of half-lives n ≈ 2
So, the remaining mass would be,
remainig mass m = initial mass / [tex]2^n[/tex]
m = 10 / 2²
m = 2.5 g
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The line segment joining the points A (5, 3) and B (-3, 11) is divided by the point C (3,5) in the ratio
(a) 1:3 (b) 3:1 (c) 2:3 (d) 3:2
Let T: R³ → R² be the linear transformation that first projects points onto the yz-plane and then reflects around the line y=-z. Find the standard matrix A
for T.
A function T:Rn -- > Rm that meets the criteria listed below is said to be linear (or to be a linear map). T(x+y)=T(x)+T(y)
What is linear transformation in R?A function T:Rn -- > Rm that meets the criteria listed below is said to be linear (or to be a linear map).T(x+y)=T(x)+T(y)
T(ax)=aT(x) for any vectors x, y, and any scalar a.
Finding out if a given function f(x) is a linear transformation or not is rather straightforward. Take a moment to consider each term in each f(x) component. For f to be a linear transformation, each of these terms must be an integer multiplied by one of the components of x.As a result, only the function f(x,y,z)=(3xy,3z,0,z2x) is a linear transformation, while neither g(x,y,z)=(3xy,3z+2,0,z2x) nor h(x,y,z)=(3xy,3xz,0,z2x) are.transform in a linear fashion. The nonlinear component 3xz of the function h renders it ineligible. What happens to the g function? The issue arises in the second component 3z+2 since the term 2 is a constant and does not include any x, y, or z components from our input vector.The second requirement stated above is clearly broken by the function g. Each linear transformation must fulfill T(0)=0 but g(0,0,0)=(0,2,0,0), as seen in particular if you set a=0 in that second condition. In comparison to the criterion for a function whose graph is a line that is taught in elementary school, the condition for a linear transformation is more stringent. If b is not zero, then the single variable function f(x)=ax+b is not a linear transformation.The fact that linear transformations, which rely on matrix vector multiplication, and matrices have a one-to-one connection is a useful property of a linear transformation. As a result, the matrix connected to a linear transformation can be discussed without ambiguity T(x).To Learn more About Linear Function Refer To:
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.
Please help me answer this question on equations of lines. 10 points and brainliest available.
Answer:
a) (0,1)
b) k = 6.5
Step-by-step explanation:
When a line crosses the y-axis at a point, the point's x-coordinate must be 0. Let's substitute the value of x into the equation of the line to find its y-coordinate.
y - 4x = 1
Rearrange terms to isolate y.
y = 4x + 1
Substitute x = 0 into the equation.
When x = 0, y = 4(0) + 1
y = 0 + 1
y = 1
Thus, the coordinates of the point is (0, 1).
---
The second question uses the general equation of a straight line which is y = mx + c where m is the gradient of the line and c is the y-intercept of the line. As you can see from the graph drawn, the line cuts the y-intercept at (0, -3) so c = -3. You are given the y-coordinate of the point (which is 10) so you can find the x-coordinate (k) by substituting the value of y into the equation of the line once again.
y = 2x + c
You know the value of c from the y-intercept. c = -3
y = 2x - 3
Substitute y = 10 into the equation.
When y = 10, 10 = 2x - 3
10 + 3 = 2x
2x = 13
x = 6.5 when y = 10
Thus, the value of k is 6.5.
Casho spends a winter day recording the temperature once every three hours for science class. At 9 am, the temperature was -10.4°F. Between 9 am and noon, the temperature rose 9.5°F. Between noon and 3 pm, the temperature went down 10°F. Between 3 pm and 6 pm, the temperature went down 18.6°F. What was the temperature at 6 pm?
The temperature at 6pm is -29.5 °F.
What is changes in temperature ?The rise in temperature serves as a visual representation of how rapidly the temperature changes over time. Any period of time, such as from one day to the next or from one year to the next, could be taken into account. To determine the temperature increase, you simply need to use simple subtraction.
Here , The temperature at 9 am = -10.4 °F
Between 9 am and noon, the temperature rose 9.5°F.
= -10.4 + 9.5
= -0.9 °F
Between noon and 3pm the temperature went down 10°F
= -0.9 F - 10°F
= -10.9°F
Now again the temperature went down 18.6°F then,
= -10.9°F - 18.6 °F
= -29.5 °F
Hence, the temperature at 6pm is -29.5 °F.
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Using algebraic techniques, find the roots of:h(x)=x^3−2x^2+9x−18
The roots of h(x)=x³−2x²+9x−18 is 2, -3i and 3i.
What is Factorization?The breaking or decomposition of an entity (such as a number, a matrix, or a polynomial) into a product of another entity, or factors, whose multiplication results in the original number, matrix, etc., is known as factorization or factoring in mathematics.
Given:
h(x)=x³−2x²+9x−18
so, (x-2) is the solution of h(x).
Now, the synthetic division
(x-2) | x³−2x²+9x−18 | x² + 9
x³ −2x²
__________
0 + 9x - 18
9x - 18
__________
0
now, again factorize x² + 9 = 0
x = ±3i
Hence, the roots are 2, -3i and 3i.
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the area of a rectangular wall of a barn is square feet. its length is feet longer than the width. find the length and width of the wall of the barn.
The length and width of the wall of the barn are 12 feet and 6 feet respectively.
The formula for area of rectangle is -
Area of rectangle = length × width
Let the width of rectangle be x. So, the length of rectangle = x + 6. Keep the values in formula to find the length and width of the barn.
x × (x + 6) = 72
Performing multiplication
x²+ 6x - 72 = 0
x² + 12x - 6x - 72 = 0
x (x + 12) -6(x + 12) = 0
x = 6 and - 12
Thus, width of rectangle = 6 feet
Length of rectangle = x+ 6
Length of rectangle = 6 + 6
Length of rectangle = 12 feet
Thus, length and width are 12 and 6 feet.
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The complete question is -
The area of a rectangular wall of a barn is 72 square feet. Its length is 6 feet longer than the width. Find the length and width of the wall of the barn.
i cant do this! help
Answer:
r= 45 s=5
5(r-s)= 45-5= 40
Step-by-step explanation:
5(9-1) <--- You substitute the values
(5*9-5*1)<--- Multiply
45-5<--- Subtract
40 <-- Answer
r= 45
s=5
[tex]\huge\text{Hey there!}[/tex]
[tex]\mathsf{5(r - s)}\\\mathsf{= 5(9 - 1)}\\\mathsf{= 5(9) + 5(-1)}\\\mathsf{= 45 - 5}\\\mathsf{= 40}\\\\\huge\text{Therefore your answer should be:}\\\huge\boxed{\mathsf{40}}\huge\checkmark[/tex]
[tex]\huge\text{Good luck on your assignment \& enjoy your day!}[/tex]
Comment on any relationship that may exist between ACT scores and gender of t
- The largest percentages of both genders' ACT scores are above 25. More ma students have scores under 20 than female students. - The largest percentages of both genders' ACT scores are in the 20 to 25 rang more female students have scores under 20 than male students.
- The largest percentages of both genders' ACT scores are under 20. More male students have scores above 25 than male students.
- The largest percentages of both genders' ACT scores are above 25. More fema students have scores under 20 than male students.
-The largest percentages of both genders' ACT scores are in the 20 to 25 range. more male students have scores under 20 than female students.
The relationship between ACT scores and gender varies depending on the data and analysis performed.
ACT scores are an important aspect in the college admissions process. They measure a student's knowledge and skills in English, mathematics, reading, and science.
In the first scenario, it states that the largest percentage of both genders' ACT scores are above 25. It also mentions that more male students have scores under 20 than female students.
In the second scenario, it mentions that the largest percentage of both genders' ACT scores are in the 20 to 25 range and that more female students have scores under 20 than male students.
In the third scenario, it states that the largest percentage of both genders' ACT scores are under 20 and that more male students have scores above 25 than female students.
In the fourth scenario, it mentions that the largest percentage of both genders' ACT scores are in the 20 to 25 range and that more male students have scores under 20 than female students.
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(1 point) is the conditional statement "if a human being has 7 heads, then they have 11 arms" true or false? explain
As per the concept of reasoning, the conditional statement is false.
The term reasoning in math is called as students who genuinely make sense of mathematical ideas can apply them in problem solving and unfamiliar situations and can use them as a foundation for future learning.
Here we have the conditional statement "if a human being has 7 heads, then they have 11 arms".
And here we need to find out whether this statement is true or false.
While we looking into the given statement we have identified that this is false because this statement is missing the necessary or sufficient words.
Simply said that it is not possible situation.
Therefore the statement is false.
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What is the area of the parallelogram?
(2,3)
(2-5)
(6, 1)
(6.-7)
Answer:
32
Step-by-step explanation:
The area of a parallelogram is bh where b = base, h = height
This is one of the questions where plotting the points and seeing the parallelogram is vital
See the attached figure
height h = |difference between x-coordinates of A and C| =
= |6 - 2| = 4.
This will be the same as |difference between x-coordinates of B and D
base b = |difference between y-coordinates of A and B| = |1-(-7)| = 8.
This will be same as |difference between y-coordinates of C and D|
Area = bh = 8 x 4 = 32
I need help on scale factors and dilations
Mira's scale factor of 7 in would not be reasonable because it would make the dimensions of A' too small.
Why the scale factor Mira found would not be reasonable and give the correct scale factor?For example, if A had a width of 8 inches and a length of 5 inches, then using a scale factor of 7 in would result in A' having a width of 56 inches and a length of 35 inches. This would be much smaller than what the client wants. The correct scale factor would be 1.5 in, which would make A' a rectangle with a width of 12 feet and a length of 7.5 feet, which meets the client's request.Jess could use any of the following scale factors: 1.33, 1.5, 1.67, 1.75, 2, 2.25, 2.5, 2.75, 3, and 3.5. All of these scale factors would result in a rug with a width of 12 feet while still increasing the size. This process of finding the scale factor to meet a certain criteria is known as scaling.Mira's scale factor of 7 in would not be reasonable because the dimensions of A and A' are not proportional. A' is larger than A, but its sides are not 7 times larger than A. The correct scale factor would be the ratio of the lengths of A' and A. In this case, A is 8 cm and A' is 15 cm, so the correct scale factor is 15/8, or 1.875.Jess can use any scale factor between 1 (no change) and 1.5 to dilate the rug and meet the customer's request. A scale factor between 1 and 1.5 would increase the length of the rug without making the width exceed 12 feet. This process is called enlargement or scaling up.To learn more about scale factor refer to:
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suppose i want to calculate the derivative of some function at some point let's say i use a third-order accurate method for doing this. if i find that the error is when , what will the error be when ?
The error is when h is some value, the error will be when h/2.
The error of a third-order accurate numerical differentiation method scales with the fourth power of the step size, i.e. if the step size is halved, the error will decrease by a factor of 2⁴=16. So if the error is when h is some value, the error will be when h/2.
Error in Third-Order Numerical DifferentiationThe error in numerical differentiation methods can be approximated using Taylor series expansions. For a third-order accurate method, the error term in the Taylor series would be proportional to h⁴. Hence, reducing the step size by a factor of two would reduce the error by a factor of 2⁴ = 16. This relationship between step size and error holds for small step sizes. For larger step sizes, the error may not decrease in such a simple manner and other factors such as the smoothness of the function being differentiated and the presence of singularities or discontinuities may come into play.
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if the probability that one of these circuit boards is defective is 0.75, what is the probability of simple event {ddnn}?
Answer:
Step-by-step explanation:
=0.25
given the quadratic function y=x^2+ax+b, the minimum value is -3, and the graph passes through point (1,1). find the values of the consists a and b.
Assume that you graph lines f and g on the same coordinate plane and they intersect at point (4, 5). Which of the following statements is NOT true.
The statement that is not true is the fourth one.
"Other points that are on line f are also solutions of the system".
Which one of the given statements is not true?We know that the graphs of lines f and g intercept at the point (4, 5). So trivially, the point (4, 5) belongs to both graphs.
That also means that (4, 5) is the solution of the system of equations:
y = f(x)
y = g(x).
And because these two are lines, these will intercept only once, then (4, 5) is the only solution of the system.
That means that the correct option (the false statement) is the fourth one.
"Other points that are on line f are also solutions of the system".
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The velocity of sound in dry air increases as the temperature increases. At 40 degree C, sound travels at a rate of about 355 meters per sound. At 49 degree C it travels at a rate of about 360 meters per second. a. Write a linear equation in slope-intercept form, for the velocity v of sound as a function of the temperature T. b. Use this equation to find the velocity of sound at 60 degree C.
The linear equation in slope-intercept form for the velocity of sound as a function of temperature is v = 0.068T + 293.2, where v is the velocity of sound and T is the temperature in degrees Celsius. Using this equation, the velocity of sound at 60°C is 339.6 m/s.
The velocity of sound in dry air increases as the temperature increases. At 40°C, sound travels at a rate of about 355 m/s, and at 49°C, it travels at a rate of about 360 m/s. To write a linear equation in slope-intercept form for the velocity of sound as a function of the temperature, first calculate the slope of the line by finding the difference in velocity divided by the difference in temperature: (360 - 355) / (49 - 40) = 0.068. This slope can be written as the coefficient of the T-term in the equation. To find the y-intercept, plug in the temperature at which the velocity was measured (40°C) and the corresponding velocity (355 m/s) into the equation of the form v = mT + b. Solving for b yields 293.2. Therefore, the linear equation in slope-intercept form is v = 0.068T + 293.2. To find the velocity of sound at 60°C, plug in 60 for T in the equation and solve for v, which yields 339.6 m/s.
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math ia on how airlines decide to sell tickets
Tickets are sold by airlines based on availability and demand. To increase their amount of earnings, they consider things like flight capacity, the time of year that people travel, the number of tickets available, and pricing.
Tickets are sold by airlines based on availability and demand. To choose the best course of action for their firm, they carefully analyse variables including aeroplane capacity, travel season, seat availability, and cost. Airlines assess the current market and forecast future trends using sophisticated mathematical models. This aids them in figuring out the ideal quantity of tickets to market and the finest selling price. To make sure that their tickets are reasonably priced, airlines also take into account the demand for their flights and the competition from other airlines. In order to make their tickets appealing to customers, airlines may consider promotional activities and unique offers. Airlines may increase their revenue by selling tickets at the proper price by studying the data and making wise judgements.
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Bob is an artist and creates 3 sketches in 45 minutes. Write and solve a proportion to find how many sketches the artist can create in 8 hours.
The sketches after 8 hours is 32
How to determine the sketches after 8 hoursFrom the question, we have the following parameters that can be used in our computation:
Bob is an artist and creates 3 sketches in 45 minutes
This means that
3 sketches = 45 minutes
Convert minutes to hour
3 sketches = 3/4 hour
Multipy both sides by 8
So, we have
8 * 3 sketches = 3/4 * 8 hours
Multipy both sides by 4/4
So, we have
32 sketches = 8 hours
Hence, the sketches is 32
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can someone help with this inequality question with explanation.Thanks!
Haven't answered an inequality question in a while so this
might be complete bullhonkey.
Answer:
154 minutes of talktime.
Step-by-step explanation:
To find out how many minutes of talktime John can have per month, we need to set up an equation using the information given.
Let x be the number of minutes of talktime John can have per month.
The equation for John's monthly phone bill is:
26.50 + 0.35x = 80
To find the value of x, we can solve for x by subtracting 26.50 from both sides:
0.35x = 53.50
To find the number of minutes, we can divide both sides by 0.35:
x = 153.57
To the nearest whole number, John can have 154 minutes of talktime per month.
Drag each part of the expression to categorize it as a term or a coefficient in the expression.
Parts that are neither a term nor a coefficient belong in the "Neither One" category.
3x2+6x+7
Terms = 3x² , 6x , 7
Coefficients = 3,6
Neither One = x²
How to find the calculation?A quantity or number that is combined with a variable is known as a coefficient.
Adding a variable to a number produces a coefficient.
The variable next to it is often multiplied by an integer.
Three terms make up the trinomial: 3x² + 6x + 7
3x²
6x
7
Enter the first column as a result.
The coefficients at and are respectively 3 and 6.
The second column should have these two integers.
x² is not a term (because 3x² is a term) and is not a coefficient, because coefficients are numbers.
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