Answer:
Step-by-step explanation:
1/2*b*h
1/2*4*5
4/2*5
2*5
10
Enrique thinks of a point in the coordinate plane. The y-coordinate of the point is the opposite of its x-coordinate. In which quadrant or quadrants of the coordinate plane could this point be located? Explain how you know.
Answer:
2nd and 4th
Step-by-step explanation:
In the second quadrant, the x-coordinate is negative and the y-coordinate is positive. If we let the x-coordinate be -a, then the y-coordinate will be a. Therefore, the point will have the form (-a, a), and the y-coordinate will be the opposite of the x-coordinate.
In the fourth quadrant, the x-coordinate is positive and the y-coordinate is negative. If we let the x-coordinate be a, then the y-coordinate will be -a. Therefore, the point will have the form (a, -a), and again, the y-coordinate will be the opposite of the x-coordinate.
Search a root find method having third order of convergence.
To find a root-finding method with a third order of convergence, consider using the "Halley's method." Halley's method is an iterative numerical technique used for finding roots of a function. It has a third-order convergence, meaning the number of correct digits approximately triples with each iteration, resulting in a faster convergence rate compared to methods with lower orders of convergence.
Here's a step-by-step explanation of Halley's method:
1. Choose an initial guess x_0 for the root of the function f(x).
2. Calculate the first and second derivatives of the function f(x), denoted as f'(x) and f''(x), respectively.
3. Update the guess using the formula:
x_(n+1) = x_n - (2 * f(x_n) * f'(x_n)) / (2 * (f'(x_n))^2 - f(x_n) * f''(x_n))
4. Check for convergence by comparing the difference between consecutive guesses (x_(n+1) - x_n) to a predefined tolerance level.
5. If the convergence criterion is not met, repeat steps 3 and 4 until convergence is achieved or a maximum number of iterations is reached.
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what is the best way to solve ratios
Solve the Inequality and complete a line graph representing the solution. In a minimum of two sentences, describe the
solution and the line graph.
8 >23x+5
(It doesn’t show but there should be a line under the >)
The solution of the given inequality is x less than 3/23.
The given inequality is 8>23x+5.
Subtract 5 on both the sides of an inequality, we get
8-5>23x+5-5
3>23x
Divide 23 on both the sides of an inequality, we get
3/23>x
x<3/23
Therefore, the solution of the given inequality is x less than 3/23.
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Do you dislike waiting in line? A supermarket chain used computer simulation and information technology to reduce the average waiting time for customers at 2,300 stores. Using a new
system, which allows the supermarket to better predict when shoppers will be checking out, the company was able to decrease average customer waiting time to just 19 seconds.
(a) Assume that supermarket waiting times are exponentially distributed. Show the probability density function of waiting time at the supermarket.
f(x)=(1/B)e -(x/B). x≥0
(1/19)e. -(x/19) elsewhere
(b) What is the probability that a customer will have to wait between 15 and 30 seconds? (Round your answer to four decimal places.)
0 2462
(c) What is the probability that a customer will have to wait more than 2 minutes? (Round your answer to four decimal places.)
0.0099
The probability that a customer will have to wait more than 2 minutes is 0.0099.
(a) Since the waiting time at the supermarket is assumed to be exponentially distributed, the probability density function is given by:
f(x) = (1/B)e^(-(x/B)) for x ≥ 0
= 0 elsewhere
where B is the mean waiting time. In this case, the mean waiting time is 19 seconds. Therefore, the probability density function of waiting time at the supermarket is:
f(x) = (1/19)e^(-(x/19)) for x ≥ 0
= 0 elsewhere
(b) To find the probability that a customer will have to wait between 15 and 30 seconds, we need to find the area under the probability density function between x=15 and x=30. This can be calculated using the cumulative distribution function (CDF) of the exponential distribution:
P(15 ≤ x ≤ 30) = ∫15^30 f(x)dx = ∫15^30 (1/19)e^(-(x/19)) dx
Using integration by substitution, let u = -(x/19), then du/dx = -1/19 and dx = -19 du:
P(15 ≤ x ≤ 30) = ∫-(15/19)^-(30/19) e^udu = e^(-(15/19)) - e^(-(30/19))
P(15 ≤ x ≤ 30) ≈ 0.2462 (rounded to four decimal places).
Therefore, the probability that a customer will have to wait between 15 and 30 seconds is 0.2462.
(c) To find the probability that a customer will have to wait more than 2 minutes, we need to find the area under the probability density function for x > 120 seconds (2 minutes). This can be calculated using the CDF of the exponential distribution:
P(x > 120) = ∫120^∞ f(x)dx = ∫120^∞ (1/19)e^(-(x/19)) dx
Using integration by substitution, let u = -(x/19), then du/dx = -1/19 and dx = -19 du:
P(x > 120) = ∫-(120/19)^-∞ e^udu = e^(-(120/19))
P(x > 120) ≈ 0.0099 (rounded to four decimal places).
Therefore, the probability that a customer will have to wait more than 2 minutes is 0.0099.
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Define sets A and B as follows: A = {n EZ In B = {m EZ ❘m = 5s + 3 for some integer s} a. Use element proof to prove that AC B? b. Disprove that B C A. = 10r 2 for some integer r} and
c. Is A B?
We have shown that A is a subset of B and that B is not a subset of A, we can conclude that A and B are not equal, i.e., A ≠ B.
a. To prove that A is a subset of B, we need to show that every element in A is also in B. Let n be an arbitrary element in A. Then, we have to show that n is also in B, i.e., n = 10r + 2 for some integer r. Since n is in A, we know that n = 5q + 2 for some integer q. We can rewrite this as:
n = 10q + 2q + 2
= 10q + 2(q + 1)
= 10r + 2
where r = q + 1. Since r is an integer, we have shown that n is in B. Therefore, A is a subset of B.
b. To disprove that B is a subset of A, we need to find at least one element in B that is not in A. Let m = 5s + 3 for some integer s be an arbitrary element in B. We need to show that m is not in A, i.e., m ≠ 10r + 2 for any integer r. Suppose for the sake of contradiction that m = 10r + 2 for some integer r. Then we have:
5s + 3 = 10r + 2
5s = 10r - 1
s = 2r - 1/5
Since s and r are both integers, this is a contradiction. Therefore, there is no integer r that satisfies the equation above, and m is not in A. Thus, we have shown that B is not a subset of A.
c. Since we have shown that A is a subset of B and that B is not a subset of A, we can conclude that A and B are not equal, i.e., A ≠ B.
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A wooden beam is (6y^2+3y+1) meters long. If a piece of length (y^2-11) meters is cut off, express the length of the remaining piece of beam as a polynomial in y.
(QUESTION)
The length of the remaining piece of beam is _
(Type an expression using y as the variable.)
Answer: 5y^2 +3y+12
Step-by-step explanation:
6y^2+3y+1
y^2-11
equals
5y^2+3y+12
The length of the remaining piece of wooden beam after the cut out in terms of polynomial y is 5y² + 3y + 12
What is the length of the remaining piece of beam?Length of the wooden beam = 6y² + 3y + 1
Length cut out from the wooden beam= y² - 11
Length of the remaining piece of beam = Length of the wooden beam - Length cut out from the wooden beam
= (6y² + 3y + 1) - (y² - 11)
= 6y² + 3y + 1 - y² + 11
= 5y² + 3y + 12
Hence, 5y² + 3y + 12 is the remaining length of the wooden beam.
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Line G contains the points (-8, 3) and (7, 3). Write the equation of the line that is perpendicular to line G and passes through the point (5, -3).
correct answers = brainliest
completely wrong answers = report
Answer:
x = 5
Step-by-step explanation:
o find the equation of the line that is perpendicular to line G, we need to find the slope of line G first. The slope of a line can be found using the formula:
slope = (y2 - y1) / (x2 - x1)
where (x1, y1) and (x2, y2) are two points on the line.
Using the points (-8, 3) and (7, 3) on line G, we get:
slope of line G = (3 - 3) / (7 - (-8)) = 0
Since the line we want to find is perpendicular to line G, its slope will be the negative reciprocal of the slope of line G. That is:
slope of perpendicular line = -1 / slope of line G = undefined
An undefined slope means that the line is vertical. Therefore, the equation of the line that is perpendicular to line G and passes through the point (5, -3) is simply:
x = 5
What is the eleventh term in the sequence 17, 24, 31, 38
Answer: 87
Step-by-step explanation:
For a confidence level of 99%, find the critical value, Round to two decimal places Enter an integrar decimal number (more..]
To find the critical value for a 99% confidence level, you will need to use the z-table, which lists the z-scores for different confidence levels. Here's a step-by-step explanation:
1. Identify the confidence level: In this case, it's 99%.
2. Calculate the area under the curve: Since the confidence level is 99%, the area under the curve would be 0.99 or 99%. The remaining 1% is split between the two tails of the distribution.
3. Determine the area in one tail: Divide the remaining area by 2 (1% ÷ 2 = 0.005 or 0.5%). This is the area in one tail of the distribution.
4. Use the z-table to find the critical value: Look for the closest value to 0.995 (0.990 + 0.005) in the z-table. This value corresponds to a z-score of 2.576.
5. Round the critical value: Since the question asks for the critical value rounded to two decimal places, the answer would be 2.58. So, the critical value for a 99% confidence level is 2.58.
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A cone with radius 6 feet and height 15 feet is shown.
6
ft
Enter the volume, in cubic feet, of the cone. Round your
answer to the nearest hundredth. step by step expinayion and answer with check
Answer:
The volume of a cone is given by the formula:
V = (1/3)πr^2h
where r is the radius of the base, h is the height, and π is the constant pi (approximately 3.14).
Plugging in r = 6 and h = 15, we get:
V = (1/3)π(6^2)(15) = 540π cubic feet
Rounding to the nearest hundredth, we get:
V ≈ 1696.63 cubic feet
Therefore, the volume of the cone is approximately 1696.63 cubic feet.
To check, we can use the formula for the volume of a cone to calculate the volume using different methods. For example, we can use the fact that the cone is one-third the volume of a cylinder with the same base and height. The cylinder has radius 6 feet and height 15 feet, so its volume is:
V_cylinder = π(6^2)(15) = 540π cubic feet
Dividing by 3, we get:
V_cone = (1/3)V_cylinder = (1/3)(540π) = 180π cubic feet
Rounding this to the nearest hundredth, we get:
V_cone ≈ 565.49 cubic feet
This is reasonably close to our previous answer of 1696.63 cubic feet, so we can be confident that our calculation is correct.
Step-by-step explanation:
how any units are in math
Answer:
Math is a broad field that encompasses several branches, each with its own units of measurement. Some examples of units in math include:
In geometry:- Units of length, such as meters, centimeters, and inches
Units of area, such as square meters, square centimeters, and square feet
Units of volume, such as cubic meters, cubic centimeters, and cubic feet- Units of weight or mass, such as kilograms, grams, and pounds - Units of time, such as seconds, minutes, and hours
Units of temperature, such as Celsius and
Fahrenheit
Units of angle measurement, such as degrees and radians
Units of speed or velocity, such as meters per second or miles per hour
Units of frequency, such as Hertz or cycles per second
Units of energy or work, such as joules, calories, and foot-pounds
Units of power, such as watts and horsepower
These are just a few examples of the many units used in math. The type of unit used depends on the specific problem or application.
HOPE IT HELPS
PLEASE MARK ❣️‼️ ME AS BRAINLIEST .
tammy rents a storage shed. the storage shed is in the shape of a rectangular prism with measurements as shown. a rectangular prism has a length of 10 feet, height of 9 feet and a width of 9 feet.
To find the volume of Tammy's storage shed, which is in the shape of a rectangular prism, we need to use the formula: Volume = Length × Width × Height.
Given the dimensions of the rectangular prism storage shed are:
Length = 10 feet
Width = 9 feet
Height = 9 feet
We can calculate the volume as follows:
Step 1: Multiply the length, width, and height.
Volume = 10 × 9 × 9
Step 2: Perform the multiplication.
Volume = 810 cubic feet
So, Tammy's storage shed has a volume of 810 cubic feet.
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(a) If S is the substance of M4(R) consisting of all lower triangular matrices, then dim S = ______________ (b) If S is the subspace of M5(R) consisting of all matrices with trace 0, then dim S = ______________
If S is the substance of M4(R) consisting of all lower triangular matrices, then dim S = 10.
To find the dimension of S, we need to count the number of linearly independent matrices in S. A lower triangular matrix in M4(R) has the form:
[ a 0 0 0 ]
[ b c 0 0 ]
[ d e f 0 ]
[ g h i j ]
where a, b, c, d, e, f, g, h, i, and j are real numbers.
Since S consists of all lower triangular matrices, we can choose the entries of the matrices in S freely, subject to the constraint that the upper diagonal entries must be 0. Therefore, we have 10 free parameters (a, b, c, d, e, f, g, h, i, and j) that we can choose independently, and the remaining entries are determined by the fact that the matrix is lower triangular. Therefore, the dimension of S is 10.
(b) If S is the subspace of M5(R) consisting of all matrices with trace 0, then dim S = 20.
To find the dimension of S, we need to count the number of linearly independent matrices in S. A matrix in M5(R) with trace 0 has the form:
[ a b c d e ]
[ f g h i j ]
[ k l m n o ]
[ p q r s t ]
[ u v w x y ]
where a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q, r, s, t, u, v, w, x, and y are real numbers and a + g + m + s + y = 0. Since there is one constraint on the entries of the matrix, we have 24 free parameters that we can choose independently. However, there is also a linear dependence between the entries of the matrix, since the trace is 0. Specifically, we have the constraint a + g + m + s + y = 0. Therefore, we have 23 free parameters, and the remaining entries are determined by the trace constraint. Therefore, the dimension of S is 23 - 1 = 22.
(a) If S is the substance of M4(R) consisting of all lower triangular matrices, then dim S = 10.
Explanation:
In the set of all 4x4 lower triangular matrices, the elements on and below the main diagonal can have non-zero values, while the elements above the main diagonal must be zero. There are a total of 4+3+2+1=10 elements in the lower triangular part. Since these 10 elements can be any real numbers, the dimension of S (the substance of M4(R) consisting of all lower triangular matrices) is 10.
(b) If S is the subspace of M5(R) consisting of all matrices with trace 0, then dim S = 24.
Explanation:
In a 5x5 matrix, there are a total of 5x5=25 elements. The trace of a matrix is the sum of its diagonal elements. If a 5x5 matrix has a trace of 0, then the sum of its diagonal elements must be 0. This means that we have freedom to choose any real values for 24 elements (the other 20 off-diagonal elements and 4 of the diagonal elements), and the last diagonal element is determined by the other 4 diagonal elements to ensure the trace is 0. Therefore, the dimension of S (the subspace of M5(R) consisting of all matrices with trace 0) is 24.
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Month Number of Visitors
8
January
February
20
March
35
44
42
April
May
Part of the axes are shown below.
How many rows tall does the grid need to be to fit the data on the chart?
Answer:
Step-by-step explanation:
Key March Highlights: Travel spending totaled $93 billion in February—5% above 2019 levels and 9% above 2022 levels. Leisure travel demand does not appear to be abating with America’s excitement to travel at record highs and more than half (55% Data Question 2 The following table shows the number of visitors to a park from January to April: Month January
suppose that foreign citizens decide to purchase more u.s. pharmaceuticals and u.s. citizens decide to buy stock in foreign corporations. other things the same, these actions
Suppose that foreign citizens decide to purchase more U.S. pharmaceuticals and U.S. citizens decide to buy stock in foreign corporations. Other things being the same, these actions would lead to an increase in demand for U.S. pharmaceuticals and a decrease in demand for U.S. stocks, leading to changes in the relative prices of these assets.
An increase in demand for U.S. pharmaceuticals would lead to higher prices for these products, assuming that the supply of pharmaceuticals remains constant. This increase in demand could benefit U.S. pharmaceutical companies, as they would be able to charge higher prices for their products, resulting in increased revenues and profits. However, higher prices could also result in reduced affordability and access to these products for U.S. consumers.
On the other hand, a decrease in demand for U.S. stocks could lead to lower prices for these securities, assuming that the supply of foreign stocks remains constant. This decrease in demand could negatively impact U.S. investors who hold these stocks, as the value of their holdings would decline. However, it could also lead to increased investment in foreign corporations, potentially benefiting these companies and the economies in which they operate.
Overall, the actions of foreign and U.S. citizens can significantly affect the prices of different assets and the performance of various industries and economies. Understanding these relationships and dynamics is important for investors and policymakers in making informed decisions about investment and trade.
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Bacteria colonies can increase by 67% every 2 days. If you start with 55 bacteria microorganisms, how large would the colony be after 10 days? Future Amount = [?](1+ Future Amount = I(1 + r)t
After 10 days, the colony would be as large as 989, based on the exponential growth of 67% every 2 days.
What is exponential growth?An exponential growth refers to a constant rate or percentage of growth in the number or value of some variables.
Exponential growth can be modeled using the exponential growth function and used to determine the future quantity or amount of the variables.
Initial number of the bacteria microorganisms = 55
Growth rate = 67% every 2 days
Daily growth rate = 33.5% (67% ÷ 2)
The number of days involved, t = 10 days
The ending number of the bacteria microorganisms = Future Amount = 55(1 + 33.5%)^t
= 55(1.335)^10
= 989
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Answer:
55 0.67 ^5
Step-by-step explanation:
The future amount = ? micro organisms
When would you use a pictograph?
more than one answer
A. if the data is numerical
B. to compare change over time
C. to save space for a large set of data
D. if the data is categorical
Answer:
The answer to your problem is, D. If the data is categorical
Step-by-step explanation:
What a pictograph is:
Remember that a pictographs are less useful for comparing change over time or for presenting large sets of numerical data, as they can become cluttered and difficult to read.
Here is a little example, if you want to show how the population of a city has changed over the years, a line graph or a bar graph would be a better choice than a pictograph
Thus the answer to your problem is, D. If the data is categorical
Daniel is planning to drive from City X to
City Y. The scale drawing below shows the
distance between the two cities with a
scale of 1 inch = 20 miles.
City X
3 1/2 in.
City Y
The actual distance between two cities is 70 miles when 1 inch is equal to 20 miles
Given that Daniel is planning to drive from City X to City Y.
The distance between two cities is [tex]3\frac{1}{2}[/tex] inches
Given that 1 inch = 20 miles
We have to find the actual distance between two cities in miles
[tex]3\frac{1}{2}[/tex] = 3.5
Now multiply 3.5 with 20 to find distance in miles
3.5×20
70 miles
Hence, the actual distance between two cities is 70 miles when 1 inch is equal to 20 miles
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A researcher designs a study where she goes to high schools throughout Oregon and measures the pulse rates of a group of female seniors, and then compares the averages of her sample at each school to the averages at other schools in Oregon.
a) What distribution would you expect the average pulse rates to follow?
From a previous study, it is known that the mean pulse rates of female high school seniors is 77.5 beats per minute (bpm), with a standard deviation of 11.6 bpm.
b) Find the percentiles P1 and P99 of the high school female pulse rates.
c) Estimate the mean and standard deviation of a sample of n = 36 female high school seniors.
d) Find the probability that a school's average female pulse rate is between 70 and 85, i.e. find the probability P(70 < x < 85) when the sample size is n = 25 female high school seniors. Shade in the area of interest on a normal probability curve.
P1 is 51.9 bpm and P99 is 103.1 bpm.
The probability that a school's average female pulse rate is between 70 and 85 bpm is approximately 1.
a) The distribution of the average pulse rates is expected to follow a normal distribution.
b) To find the percentiles P1 and P99, we can use the z-score formula:
z = (x - μ) / σ
where x is the pulse rate, μ is the population mean (77.5 bpm), and σ is the population standard deviation (11.6 bpm).
For P1, we want to find the pulse rate such that only 1% of the population has a lower pulse rate. Using a standard normal distribution table or calculator, we find that the z-score corresponding to the 1st percentile is -2.33. Thus,
-2.33 = (x - 77.5) / 11.6
Solving for x, we get:
x = 51.9 bpm
For P99, we want to find the pulse rate such that only 1% of the population has a higher pulse rate. Using the same method as above, we find that the z-score corresponding to the 99th percentile is 2.33. Thus,
2.33 = (x - 77.5) / 11.6
Solving for x, we get:
x = 103.1 bpm
Therefore, P1 is 51.9 bpm and P99 is 103.1 bpm.
c) The mean of a sample of n = 36 female high school seniors is estimated to be the same as the population mean of 77.5 bpm. The standard deviation of the sample is estimated to be:
s = σ / sqrt(n) = 11.6 / sqrt(36) = 1.933 bpm
d) To find the probability that a school's average female pulse rate is between 70 and 85 bpm when the sample size is n = 25, we first need to calculate the standard error of the mean:
SE = s / sqrt(n) = 1.933 / sqrt(25) = 0.387 bpm
Next, we find the z-scores for 70 and 85 bpm:
z1 = (70 - 77.5) / 0.387 = -19.34
z2 = (85 - 77.5) / 0.387 = 19.34
Using a standard normal distribution table or calculator, we find that the area to the left of z1 is essentially 0 and the area to the left of z2 is essentially 1. Therefore, the probability that a school's average female pulse rate is between 70 and 85 bpm is approximately 1.
Shading the area of interest on a normal probability curve would show the entire curve as it represents the entire population of high school female seniors, but the area of interest would be shaded in the middle of the curve.
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Find the distance between the points given.
(3, 4) and (6, 8)
5
√22
√7
Answer:
To find the distance between two points, we can use the distance formula:
d = sqrt((x2 - x1)^2 + (y2 - y1)^2)
where (x1, y1) and (x2, y2) are the coordinates of the two points.
In this case, the two points are (3, 4) and (6, 8), so we have:
d = sqrt((6 - 3)^2 + (8 - 4)^2)
d = sqrt(3^2 + 4^2)
d = sqrt(9 + 16)
d = sqrt(25)
d = 5
Therefore, the distance between the points (3, 4) and (6, 8) is 5 units.
It's worth noting that the values 5√22 and √7 do not match the above
A straight ladder of length 7.1 m rests against a vertical wall.
A person climbing the ladder should be “safe" as long as the foot of the ladder makes an angle of between 70° and 80° with the horizontal ground. Determine the minimum and maximum heights that the ladder can safely lie against the wall.
The minimum and maximum heights that the ladder can safely lie against the wall is 6.7 and 6.99 meters.
The minimum and maximum height that the ladder can safely lie against the wall is
sin theta = perpendicular/hypotenuse
Now keeping the each value of theta with hypotenuse to find the perpendicular height.
sin 70 = perpendicular/7.1
Keep the value
Perpendicular = 0.94 × 7.1
Multiply the digits
Perpendicular = 6.7 meters
sin 80 = perpendicular/7.1
Perpendicular = 0.99 × 7.1
Perform multiplication
Perpendicular = 6.99 meters
Thus, minimum and maximum heights are 6.7 and 6.99 meters.
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Solve for the series with center at 0 (Present up to 6th term): 1.1.e-2x 1.3. sin(2x – 1) 1 1.4. 1+3x2 1.2.cos(3x)
The series after solving the following term f(x) = [tex]e^{-2x}[/tex] is given as:
[tex]e^{-2x}[/tex] = 1 - 2x + 2x² - 4/3x³ + 2/3x⁴ - 4/15x⁵+....|x| < ∞.
The fundamental concepts in mathematics are series and sequence. A series is the total of all components, but a sequence is an ordered group of items in which repeats of any kind are permitted. One of the typical examples of a series or a sequence is a mathematical progression.
By using the formulae to solve issues, one may gain a deeper understanding of the principles. The main distinction between them and sets is that in a sequence, certain terms might appear again in different locations. A series can be finite or infinite in length and has length equal to the number of terms.
Given f(x) = [tex]e^{-2x}[/tex], center x = 0
f(x) = [tex]e^{-2x}[/tex] = [tex]1 - 2x + \frac{(2x)^2}{2!} +\frac{(2x)^3}{3!} +\frac{(2x)^4}{4!} +\frac{(2x)^5}{5!} +.....|x|[/tex]
[tex]e^{-2x}[/tex] = 1 - 2x + 4([tex]\frac{x^2}{2}[/tex]) - 8([tex]\frac{x^3}{6}[/tex]) + 16([tex]\frac{x^4}{24}[/tex]) - 35([tex]\frac{x^5}{100}[/tex])+.....|x| < ∞
[tex]e^{-2x}[/tex] = 1 - 2x + 2x² - 4/3x³ + 2/3x⁴ - 4/15x⁵+....|x| < ∞
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...
2. Circle A has a radius of 21 meters. Circle B has a radius of
28 meters.
a. Find the circumference of each circle. Use as part of the answer.
b. Generalize Is the relationship between the rádius and
circumference the same for all circles? Explain.
a. i. The circumference of circle A is 128.81 m
ii. The circumference of circle B is 144.53 m
b. The relatonship between the radius and circumference is the same for all circles
What is the circumference of a circle?The circumference of a circle is the perimeter of the circle.
a.
i. Circumference of circle A
Since circle A has a radius of 21 meters, the circumference is given by C = 2πr where r = radius
So, substituting the values of the variables into the equation, we have that
C = 2πr
= 2π × 21 m
= 41π m
= 41 × 3.142
= 128.81 m
ii Circumference of circle B
Since circle A has a radius of 28 meters, the circumference is given by C = 2πr where r = radius
So, substituting the values of the variables into the equation, we have that
C = 2πr
= 2π × 28 m
= 46π m
= 46 × 3.142
= 144.53 m
b.
The relatonship between the radius and circumference is the same for all circles since the circumference of a circle is always proportional to its radius.
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-4/7-8/9+4/7+9/8
Which of the following expressions are equivalent to
The equivalent expression for -4/7-8/9+4/7+9/8 is given by option C. -8/9 + 9/8 and option D. - (4/7+ 8/9 ) + 4/7 + 9/8.
The expression is equals to,
-4/7-8/9+4/7+9/8
Verify all attached options using property of addition.
-4/7- (8/9+4/7 )+9/8
Open the parenthesis as plus minus is minus we get,
- 4/7 - 8/9 - 4 /7 + 9/8
It is not equivalent to -4/7-8/9+4/7+9/8.
Incorrect option.
- ( 4/7-8/9+4/7 ) + 9/8
Open the parenthesis as (+)( - )is minus and ( - ) ( - ) is plus we get,
- 4/7 + 8/9 - 4 /7 + 9/8
It is not equivalent to -4/7-8/9+4/7+9/8.
Incorrect option.
-8/9 + 9/8
= 0 -8/9 + 9/8
= -4/7 + 4/7 -8/9 + 9/8
Rearrange terms we get,
-4/7-8/9+4/7+9/8
It is equivalent to -4/7-8/9+4/7+9/8
Correct option.
- (4/7+ 8/9 ) + 4/7 + 9/8
Open the parenthesis as plus minus is minus we get,
-4/7 -8/9 + 4/7 + 9/8
It is equivalent to -4/7-8/9+4/7+9/8
Correct option.
0
Incorrect option.
Therefore, for the given expression equivalent terms are option C. -8/9 + 9/8 and option D. - (4/7+ 8/9 ) + 4/7 + 9/8.
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The above question is incomplete, the complete question is:
-4/7-8/9+4/7+9/8
Which of the following expressions are equivalent to
Attached options.
PLS HELP ASAP 100 POINTS
Find the measure of ∠YOZ by answering the questions.
1. Find the measure of ∠WOV. Which angle relationship did you use? (3 points)
2. Now find the measure of ∠YOZ. Which angle relationship did you use?
3. Check your answer by using another strategy to find the measure of ∠YOZ. Describe your strategy, and show that it gives the same measure for ∠YOZ. (4 points)
Answer:
60°60°, vertical angles60°, measure of a straight angleStep-by-step explanation:
Given right angle XOV and 30° angle XOW, you want to know the measure of angle WOV. You also want to find the measure of angle YOZ, which is opposite angle VOW, where XOY is a right angle, and WOZ is a straight angle.
1. WOVThe angle addition theorem tells you that ...
∠XOW +∠WOV = ∠XOV
Angle XOV is given as a right angle, and angle XOW is shown as 30°, so we have ...
30° +∠WOV = 90°
∠WOV = 60° . . . . . . . . . subtract 30° from both sides
Angle WOV is 60° using the angle addition theorem.
2. YOZRays OY and OV are opposite rays, as are rays OZ and OW. This means angles YOZ and VOW are vertical angles, hence congruent.
∠YOZ = ∠WOV = 60°
Angle YOZ is 60° using the congruence of vertical angles.
3. YOZ another wayAs in part 2, angle WOZ is a straight angle, so measures 180°. The angle addition theorem tells you this is the sum of its parts:
∠ZOY +∠YOX +∠XOW = ∠ZOW
∠ZOY +90° +30° = 180°
∠ZOY = 60° . . . . . . . . . . . . . subtract 120° from both sides
Angle YOZ is 60° using the measure of a straight angle.
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a simple random sample of 100 8th graders at a large suburban middle school indicated that 84% of them are involved with some type of after school activity. find the 90% confidence interval that estimates the proportion of them that are involved in an after school activity. a) (0.700, 0.900) b) (0.780, 0.700) c) (0.780, 0.900) d) (0.830, 0.835) e) (0.680, 0.850) f) none of the above
The 90% confidence interval for the proportion of 8th graders involved in after school activities is c) (0.780, 0.900).
To find the confidence interval, we need to use the formula:
CI = p ± zα/2 * √(p(1-p)/n)
where:
p is the sample proportion (84% or 0.84 in decimal form)
zα/2 is the z-score for the desired confidence level (90% or 1.645 for a two-tailed test)
n is the sample size (100)
Substituting the values, we get:
CI = 0.84 ± 1.645 * √(0.84(1-0.84)/100)
CI = 0.84 ± 0.078
CI = (0.762, 0.918)
Rounding to three decimal places, we get the final answer of (0.780, 0.900) as the confidence interval for the proportion of 8th graders involved in after school activities. Therefore, the correct answer is (c).
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What is the probability of getting a soft chicken taco? 2) What is the probability of getting a crunch beef taco?
3 What is the probability of getting a fish taco (crunchy or soft)?
(1) The probability of getting a soft chicken is 16.67%.
(2) The probability of getting a crunch beef is 16.67%.
(3) The probability of getting a fish (crunchy or soft) is 33.33%.
What is the probability of getting a soft chicken?The probability of getting a soft chicken is calculated as follows;
total outcome = 6
number of soft chicken = 1
Probability = 1/6 = 16.67%
The probability of getting a crunch beef is calculated as follows;
total outcome = 6
number of crunch beef = 1
Probability = 1/6 = 16.67%
The probability of getting a fish (crunchy or soft) is calculated as follows;
total outcome = 6
number of soft fish = 1
number of crunch fish = 1
P(soft or crunch) = 1/6 + 1/6 = 2/6 = 1/3 = 33.33%
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On August 8,2012, the national average price for a gallon of regular unleaded gasoline was $3.63. The prices for a random sample of n = 10 gas stations in the state of Illinois were recorded at that time. The mean price for the sampled gas stations was $3.975, with standard deviation $0.2266.
a) Is it reasonable to use the t-distribution to perform a test about the average gas price in Illinois (on August 8, 2012)?
b) Test, at the 5% level, if there is evidence that the average gas price in Illinois (on August 8, 2012) was significiantly higher than the national average. Include all of the details of the test.
c) Construct a 95% confidence interval for the mean gas price in Illinois ( on August 8,2012). Round your margin of error to three decimal places.
a) Yes, it is reasonable to use t-distribution to perform a test about average gas price. (b) There is evidence that average gas price on August 8, 2012 was higher than national average at 5% significance level. (c) 95% confidence interval lies between $3.813 and $4.137.
a) Yes, it is reasonable to use the t-distribution to perform a test about the average gas price since the sample size n = 10 is small and the population standard deviation is unknown.
b) To test for the evidence, we can perform a one-sample t-test.
t = (sample mean - hypothesized mean) / (sample standard deviation / sqrt(sample size))
t = (3.975 - 3.63) / (0.2266 / sqrt(10))
t = 2.728
Using a t-table the critical t-value is 1.833 which is less than calculated t-value (2.728) ), therefore, we reject the null hypothesis and conclude that there is evidence that the average gas price was significantly higher than the national average at the 5% significance level.
c) The standard error can be calculated as:
standard error = sample standard deviation / sqrt(sample size)
standard error = 0.2266 / sqrt(10)
standard error = 0.0717
Using a t-table, the t-value is 2.262. Therefore, the 95% confidence interval is:
(sample mean) ± (t-value * standard error)
3.975 ± (2.262 * 0.0717)
3.975 ± 0.162
(3.813, 4.137)
So we can be 95% confident that the true mean gas price in Illinois on August 8, 2012 lies between $3.813 and $4.137.
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Quantitative Easing was used extensively in the aftermath of the(late 1990s/2000s) dot com crisisSelect one:TrueFalse
The given statement "Quantitative Easing was used extensively in the aftermath of the(the late 1990s/2000s) dot com crisis is false because Quantitative Easing was not used extensively in the aftermath of the dot com crisis in the late 1990s/2000s.
Quantitative easing (QE) was not used extensively in the aftermath of the dot-com crisis in the late 1990s and early 2000s. In fact, QE as a monetary policy tool gained prominence after the global financial crisis of 2008. The dot-com crisis primarily affected the technology sector, causing a stock market downturn, but it did not lead to a widespread financial crisis that would have necessitated the use of QE.
Therefore, the given statement is false.
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