The vertex form of the equation is [tex]y = (x-1)^2+2[/tex].
What is vertex form?
when (h,k) is vertex then the straight line equation is y=[tex]a(x-h)^2+k[/tex].
Here the given straight line vertex is (1,2).
Now applying into equation then,
=> y=a[tex](x-1)^2+2[/tex]
The given line passes through the point (0,2) then,
=> [tex]2=a(0-1)^2+1[/tex]
=> 2=a(1)+1
=> 2=a+1
=> a= 2-1= 1
Then vertex form of the equation is [tex]y = (x-1)^2+2[/tex].
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Find the limit of the sequence: an 2n2+4n+3 8n2 +6n+6 Limit____
To find the limit of the sequence, we need to take the value of "n" to infinity.
So, let's divide both the numerator and denominator by the highest power of "n", which is "2n^2".
an = (2n^2 + 4n + 3) / (8n^2 + 6n + 6)
Now, as "n" tends to infinity, the terms with lower powers of "n" become insignificant. Therefore, we can neglect the terms "4n" and "6n" in the numerator and denominator.
an = (2n^2 + 3) / (8n^2 + 6n + 6)
Now, taking the limit of the sequence as "n" tends to infinity:
limit = lim(n → ∞) [(2n^2 + 3) / (8n^2 + 6n + 6)]
Using the rule of L'Hopital's rule, we can differentiate the numerator and denominator separately with respect to "n".
limit = lim(n → ∞) [(4n) / (16n + 6)]
As "n" tends to infinity, the denominator becomes very large, and the term "6" becomes insignificant. So,
limit = lim(n → ∞) [(4n) / (16n)]
limit = lim(n → ∞) [1 / 4]
limit = 1/4
Therefore, the limit of the sequence is 1/4.
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work out the value of (3squared)squared times (10cubed)squared
Answer:
Scientific Notation:
[tex]8.1*10^7[/tex]
Expanded form:
81000000
Hope this helps :)
Pls brainliest...
The value of ''(3squared)squared times (10cubed)squared'' is,
8.1 × 10⁶
We have,
Expression is,
= (3squared)squared times (10cubed)squared
It can be written as,
(3squared)squared times (10cubed)squared
(3²)² × (10³)²
9² × 1000²
81 × 1000000
8,10,00,000
8.1 × 10⁶
Thus, The value of ''(3squared)squared times (10cubed)squared'' is,
8.1 × 10⁶
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How would I factor g(x) = 8x ^ 2 - 2x - 3
Answer:
To factor the quadratic function g(x) = 8x^2 - 2x - 3, we can use the following steps:
Step 1: Multiply the coefficient of the x^2 term (8) and the constant term (-3).
8 * -3 = -24
Step 2: Find two numbers that multiply to give the result from step 1 (-24) and add up to the coefficient of the x term (-2).
The two numbers that meet these criteria are -6 and +4, since -6 * 4 = -24 and -6 + 4 = -2.
Step 3: Rewrite the middle term (-2x) using the two numbers found in step 2 (-6 and +4).
8x^2 - 6x + 4x - 3
Step 4: Group the terms and factor by grouping.
2x(4x - 3) + 1(4x - 3)
Step 5: Factor out the common binomial (4x - 3).
(4x - 3)(2x + 1)
So, the factored form of the quadratic function g(x) = 8x^2 - 2x - 3 is (4x - 3)(2x + 1).
Guys can someone help me out..
It's a basic math question
The value of x is 13 and can be calculated by setting the number of students who played soccer and rugby (S ∩ R) but not Gaelic football equal to x - 4, and then solving for x.
What is the value of x?We know that:
65 students played Gaelic football (G)
57 students played soccer (S)
34 students played rugby (R)
42 students played Gaelic football and soccer (G ∩ S)
16 students played Gaelic football and rugby (G ∩ R)
x students played soccer and rugby (S ∩ R)
4 students played all three sports (G ∩ S ∩ R)
6 students played none of the sports listed
To fill in the Venn diagram, we can start with the three circles representing Gaelic football (G), soccer (S), and rugby (R), and add the numbers in each region based on the information provided. Let's go region by region:
The region inside all three circles (G ∩ S ∩ R) has 4 students.
The region inside both Gaelic football and soccer circles (G ∩ S) but outside the rugby circle has 42 - 4 - 16 = 22 students.
The region inside both Gaelic football and rugby circles (G ∩ R) but outside the soccer circle has 16 - 4 = 12 students.
The region inside both soccer and rugby circles (S ∩ R) but outside the Gaelic football circle has x - 4 = x - 4 students.
The region inside only the Gaelic football circle (G) but outside the other two circles has 65 - 4 - 22 - 16 - 6 = 17 students.
The region inside only the soccer circle (S) but outside the other two circles has 57 - 4 - 22 - x + 4 - 6 = 25 - x students.
The region inside only the rugby circle (R) but outside the other two circles has 34 - 4 - 16 - x + 4 - 6 = 8 - x students.
The region outside all three circles has 6 students.
Total number of students who played soccer = S + (S ∩ R) + (G ∩ S
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Your manager wants you to implement the following approach that will predict all price jump events.
1. Randomly sample the dataset you synthesized in step A, creating N
2. Define a hyperparameter Dmax that represents the max depth of the tree.
3. Define a variable d that represent the current depth of the tree.
4. In each node of the tree, randomly choose a threshold between the min and max price values in the input to the tree samples to split the feature x.
5. Continue the splits until you have only one sample at the leaf nodes or you have reached the depth Dmax.
We can implements the approaches to predict all price jump events using a decision tree.
To do this, follow these steps:
1. Randomly sample your dataset, creating N samples.
2. Define a hyperparameter Dmax as the max depth of the tree.
3. Define a variable d for the current depth of the tree.
4. In each node, randomly choose a threshold between min and max prices to split the feature x.
5. Continue splitting until reaching one sample per leaf node or reaching Dmax depth.
This approach involves building a decision tree model to predict price jump events. First, create N random samples from your dataset. Set a maximum tree depth, Dmax, and track the current depth, d. In each node, randomly select a threshold between the minimum and maximum price values for splitting the data.
Continue this process until there is only one sample in each leaf node or you've reached the maximum depth, Dmax. This method will help create a decision tree that can effectively predict price jumps in the data.
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Answer the question in the picture below.
Answer:
i believe it is D. because you need multiple sets of data. :)
select the function that has a well-defined inverse. group of answer choices f:→+f(x)=|x| f:→f(x)=x+4 f:→f(x)=⌈x/2⌉ f:→f(x)=2x−5
The required answer is f(x) = x + 4 and f(x) = 2x - 5
The group of answer choices, both f(x) = x + 4 and f(x) = 2x - 5 have well-defined inverses as they are both one-to-one and onto functions.
To select the function that has a well-defined inverse from the group of answer choices, we need to look for the function that satisfies the horizontal line test. The horizontal line test states that a function has a well-defined inverse if no horizontal line intersects the graph of the function more than once.
The company raised a $6 million Series A funding in 2016, led by Crosslink Capital with participation from Bertelsmann Digital Media Investments.
Out of the four answer choices, the only function that satisfies the horizontal line test is f:→f(x)=|x|. Therefore, the function f:→f(x)=|x| has a well-defined inverse.
To select the function that has a well-defined inverse, we need to identify the function that is both one-to-one and onto. Here are the given functions:
1. f(x) = |x|
2. f(x) = x + 4
3. f(x) = ⌈x/2⌉
4. f(x) = 2x - 5
the inverse function of a function f (also called the inverse of f) is a function that undoes the operation of f. The inverse of f exists if and only if f is bijective, and if it exists, is denoted by, [tex]f-1[/tex]
Now let's analyze each function:
1. f(x) = |x| is not one-to-one because f(1) = f(-1) = 1.
2. f(x) = x + 4 is one-to-one and onto, as every input has a unique output and every output can be achieved by a unique input.
3. f(x) = ⌈x/2⌉ is not one-to-one because f(1) = f(2) = 1.
4. f(x) = 2x - 5 is one-to-one and onto, as every input has a unique output and every output can be achieved by a unique input.
the concept of an inverse element generalises the concepts of opposite (−x) and reciprocal (1/x) of numbers.
Among the group of answer choices, both f(x) = x + 4 and f(x) = 2x - 5 have well-defined inverses as they are both one-to-one and onto functions.
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What is the circumference of a circle with a diameter of 50 units? Use π = 3.14 and round your answer to the nearest hundredth.
Here are the step-by-step workings:
Circumference = π * Diameter
Circumference = 3.14 * 50 units
Circumference = 157 units
Rounded to the nearest hundredth:
Circumference = 157.00 units
Answer:
ask your teacher
What is the circumference of a circle with a diameter of 50 units? Use π = 3.14 and round your answer to the nearest hundredth
The construction of a tangent to a circle given a point outside the circle can be justified using the second corollary to the inscribed angle theorem. An alternative proof of this construction is shown below. Complete the proof.
Given: Circle C is constructed so that CD = DE = AD; CA is a radius of circle C.
Prove: AE is tangent to circle C.
Since angles CAD and CDE are both right angles, and angle CAE is equal to angle CDE, we can conclude that angle CAE is also a right angle. Therefore, AE is tangent to circle C at point A, as required.
What is tangent?A line that touches ellipses or circles only once is said to be tangential. Assuming a line contacts the curve at P, "P" is referred to be the point of tangency.
To prove that AE is tangent to circle C, we need to show that the angle CAE is a right angle.
First, we can use the fact that CD = DE to show that triangle CDE is isosceles, and therefore, angles CED and CDE are equal.
Next, since CA is a radius of circle C, we know that angle CAD is a right angle. Therefore, angle CAE is equal to the sum of angles CAD and DAE.
Using the fact that angles CED and CDE are equal, we can write:
angle DAE = angle CED = angle CDE
Substituting this into the expression for angle CAE, we get:
angle CAE = angle CAD + angle CED + angle CDE
= 90 degrees + angle CED + angle CED
= 90 degrees + 2 angle CED
Since triangle CDE is isosceles, angles CED and CDE are equal. Therefore, we can substitute either one of them for angle CED, and we get:
angle CAE = 90 degrees + 2 angle CED
= 90 degrees + 2 angle CDE
But the sum of angles in a triangle is 180 degrees. Therefore, we can write:
angle CED + angle CDE + angle DCE = 180 degrees
Substituting angle CED for angle CDE, we get:
2 angle CED + angle DCE = 180 degrees
Solving for angle CED, we get:
angle CED = (180 degrees - angle DCE) / 2
Substituting this into our expression for angle CAE, we get:
angle CAE = 90 degrees + 2 angle CED
= 90 degrees + 2 [(180 degrees - angle DCE) / 2]
= 180 degrees - angle DCE
Therefore, angle CAE is equal to the supplement of angle DCE. But since CD = DE, angles CDE and DCE are equal, and therefore, angle CAE is equal to angle CDE.
Since angles CAD and CDE are both right angles, and angle CAE is equal to angle CDE, we can conclude that angle CAE is also a right angle. Therefore, AE is tangent to circle C at point A, as required.
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a sort of o(nlogn) is always preferable to a sort of o(n 2). true false
The statement " a sort of o(nlogn) is always preferable to a sort of o(n 2)" is true because sorting algorithms with O(n log n) time complexity have a lower rate of growth and are generally more efficient than sorting algorithms with O(n^2) time complexity
In general, it is true that a sorting algorithm with a time complexity of O(n log n) is preferable to a sorting algorithm with a time complexity of O(n^2), assuming other factors such as memory usage and stability are comparable.
This is because the time complexity of an algorithm describes the rate at which the algorithm's running time increases as the input size grows. In the case of sorting, O(n log n) algorithms, such as merge sort or quicksort, have a much lower rate of growth than O(n^2) algorithms, such as bubble sort or insertion sort.
This means that as the input size grows larger, the time required to sort the input using an O(n^2) algorithm can become prohibitively long, while an O(n log n) algorithm can still be practical.
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Assume that a study of 300 randomly selected school bus routes showed that 274 arrived on time. is it unusual for a school bus to arrive late?
Determine whether the series is absolutely convergent, conditionally convergent, or divergent.[infinity] (−1)nnn3 + 5n = 1(-1)^n (n/sqrt n^3+5)absolutely convergentconditionally convergentdivergent
The given series is conditionally convergent.
We can use the alternating series test to show that the series converges. First, we can rewrite the terms of the series as:
an = (-1)ⁿ * (n/√(n³ + 5))The terms of the series are decreasing in absolute value and approach zero as n approaches infinity. Also, the series is alternating in sign, so we can apply the alternating series test. Therefore, the series converges.
To determine whether the series is absolutely convergent or conditionally convergent, we need to check the convergence of the series of absolute values:
∑ |an| = ∑ (n/√(n³ + 5))We can use the limit comparison test to compare this series with the series ∑ (1/√(n)). We have:
lim (n/√(n³ + 5)) / (1/√(n)) = lim (n*√(n)) / √(n³ + 5) = lim 1 / √(1 + 5/n²) = 1
Since this limit is a positive finite number, the series ∑ |an| and the series ∑ (1/√(n)) have the same behavior. The series ∑ (1/√(n)) is a p-series with p=1/2, which is known to be divergent. Therefore, the series ∑ |an| is also divergent. Since the original series is convergent but |an| is divergent, the original series is conditionally convergent.
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Suppose a sample of 30 MCC students is given an IQ test and the sample is found to have a standard deviation of 12.23 points. To find a 90% confidence interval for the population standard deviation:
a) Find the left-hand critical value.
b) Find the right-hand critical value.
c) Construct a 90% confidence interval for the population standard deviation.
(a) left-hand critical value is 17.71, (b) the right-hand critical value is 46.98 and (c) the 90% confidence interval for the population standard deviation is: 9.58 ≤ σ ≤ 17.45.
a) To find the left-hand critical value for a 90% confidence interval, we need to look up the corresponding value in the chi-squared distribution table with n-1 degrees of freedom, where n is the sample size. In this case, n = 30, so we look up the value with 29 degrees of freedom. The left-hand critical value is the value in the table that corresponds to the area to the left of the confidence level, which is 0.05 for a 90% confidence level. From the table, we find that the left-hand critical value is 17.71.b) To find the right-hand critical value, we use the same approach as in part (a), but this time we look up the value that corresponds to the area to the right of the confidence level. Since we want a 90% confidence level, the area to the right is also 0.05. From the table, we find that the right-hand critical value is 46.98.c) To construct the 90% confidence interval for the population standard deviation, we use the formula:lower limit ≤ σ ≤ upper limitwhere lower limit and upper limit are calculated as follows:lower limit = √((n - 1)S² / χ²_(α/2,n-1))upper limit = √((n - 1)S² / χ²_(1-α/2,n-1))where n is the sample size, S is the sample standard deviation, χ²_(α/2,n-1) is the left-hand critical value, and χ²_(1-α/2,n-1) is the right-hand critical value.Plugging in the values we found in parts (a) and (b), we get:lower limit = √((30 - 1)12.23² / 17.71) ≈ 9.58upper limit = √((30 - 1)12.23² / 46.98) ≈ 17.45Therefore, the 90% confidence interval for the population standard deviation is: 9.58 ≤ σ ≤ 17.45.For more such question on critical value
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given that z is a standard normal random variable, find c for each situation. (a) p(z < c) = 0:2119 (b) p(-c < z < -c) = 0:9030 (c) p(z < c) = 0:9948 (d) p(z > c) = 0:6915
The value of c for each situation is as follows: (a) c = -0.80 (b) c = 1.64 (c) c = 2.55 (d) c = -0.50.
We will use the z-table to find the corresponding z-scores.
(a) For p(z < c) = 0.2119, look for 0.2119 in the z-table, and find the closest value.
In this case, it is approximately 0.2118, which corresponds to a z-score of -0.80.
So, c = -0.80.
(b) For p(-c < z < c) = 0.9030, first we need to find p(z < c) since it is symmetrical around the mean.
This means p(z < c) = 1 - (1 - 0.9030) / 2 = 0.9515.
Look for 0.9515 in the z-table, and the closest value is 0.9517, which corresponds to a z-score of 1.64.
So, c = 1.64.
(c) For p(z < c) = 0.9948, look for 0.9948 in the z-table, and find the closest value.
In this case, it is approximately 0.9949, which corresponds to a z-score of 2.55.
So, c = 2.55.
(d) For p(z > c) = 0.6915, we need to find p(z < c) first.
p(z < c) = 1 - 0.6915 = 0.3085.
Look for 0.3085 in the z-table, and the closest value is 0.3085, which corresponds to a z-score of -0.50.
So, c = -0.50.
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Rotate the triangle RST 90 degrees counter clockwise around the origin, please help!!
answer in attached image
(x, y) → (-y, x)
express the number 78.263 using ones and thousandths
The number using ones and thousandths is 7 ten, 8 units, 2 tenths, 6 hundredth and 3 thousandth
Expressing the number using ones and thousandthsFrom the question, we have the following parameters that can be used in our computation:
78.263
The place values of the digits in the number are
7 = Ten
8 = Units
2 = Tenth
6 = Hundredth
3 = Thousandth
When the number is expressed using ones and thousandths, we have
7 ten, 8 units, 2 tenths, 6 hundredth and 3 thousandth
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calculate the final thickness of the silicon dioxide on a wafer
The final thickness of the silicon dioxide on a wafer is given by: Initial thickness + (growth rate x oxidation time)
To calculate the final thickness of the silicon dioxide on a wafer, you will need to know the initial thickness of the oxide layer and the duration of the oxidation process.
The growth rate of silicon dioxide is dependent on temperature and can be determined from the literature. Once you have this information, you can use the following formula to calculate the final thickness:
Final thickness = initial thickness + (growth rate x oxidation time)
It is important to note that the final thickness may be affected by any post-oxidation processing steps, such as etching or cleaning, that may remove some of the oxide layer.
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Find the solution of the differential equation that satisfies the given initial condition. dy 5xe, y(0) = 0 dx -In + = -5x² 2 X
The solution of the given differential equation that satisfies the initial condition y(0) = 0 is 0 = (5/2)(0)² - (1/4)(ln(0))^2 - (5/3)(0)³ + C.
To find the solution of the given differential equation that satisfies the initial condition y(0) = 0, we will follow these steps,
1. Identify the differential equation: dy/dx = 5x - (ln(x)/2) - 5x²
2. Integrate both sides of the equation with respect to x.
Integral of dy = Integral of (5x - (ln(x)/2) - 5x²) dx
Since y(0) = 0, we have:
y(x) = Integral of (5x - (ln(x)/2) - 5x²) dx
3. Perform the integration:
y(x) = (5/2)x² - (1/4)(ln(x))^2 - (5/3)x³ + C
4. Determine the value of the constant C using the initial condition y(0) = 0:
0 = (5/2)(0)² - (1/4)(ln(0))^2 - (5/3)(0)³ + C
Since ln(0) is undefined, we cannot solve for C using the initial condition y(0) = 0. However, the given initial condition is not consistent with the differential equation, so there may be an error in the problem statement.
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Please help me with this! I am really stuck.
Answer:
c
Step-by-step explanation:
b = 16.6
c = 11.2
cos 34° = b/20
b = 20 × cos 34°
b = 20 × 0.829
b = 16.6
sin 34° = c/20
c = 20 × sin 34°
c = 20 × 0.559
c = 11.2
the mean of all the sample means obtained from all random samples of a certain sample size in a sampling distribution is an example of a biased statistic. true or false
The mean of all the sample means obtained from all random samples of a certain sample size in a sampling distribution is an example of a biased statistic is False.
sampling distribution:
The mean of all the sample means obtained from all random samples of a certain sample size in a sampling distribution is an example of an unbiased statistic. This is because the sampling distribution of the mean is centered at the true population mean, and the mean of all sample means provides an estimate of that true population mean without any systematic over- or under-estimation.
However, individual sample means can be biased if there are any issues with the sampling process or if the sample is not representative of the population.
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What is the order of 8 + 12Z in the factor group Z/12Z?
The order of 8 + 12Z in the factor group Z/12Z is 3.
This is because the order of an element a in a group G is the smallest positive integer n such that aⁿ = e, where e is the identity element of G. In this case, (8 + 12Z)³ = 8³ + 12Z = 8 + 12Z = 0 + 12Z, which is the identity element of Z/12Z. Therefore, the order of 8 + 12Z is 3.
To find the order of an element in a factor group, we first need to determine the cosets of the group modulo the subgroup. In this case, we have Z/12Z, which is the integers modulo 12. The subgroup is 12Z, which consists of all multiples of 12.
We can write the cosets of 12Z as {0 + 12Z, 1 + 12Z, 2 + 12Z, ..., 11 + 12Z}. Each of these cosets contains an element that is congruent to 8 modulo 12. For example, 8 + 12Z is in the coset 8 + 12Z, and 20 + 12Z is in the coset 8 + 12Z.
To find the order of 8 + 12Z, we need to find the smallest positive integer n such that (8 + 12Z)ⁿ is equal to the identity element of Z/12Z, which is 0 + 12Z. We can compute (8 + 12Z)² as (8 + 12Z)(8 + 12Z) = 64 + 96Z = 4 + 12Z, since 64 is congruent to 4 modulo 12 and 96 is a multiple of 12. Therefore, (8 + 12Z)² is not equal to the identity element.
Next, we compute (8 + 12Z)³ as (8 + 12Z)(8 + 12Z)(8 + 12Z) = 512 + 864Z = 8 + 12Z, since 512 is congruent to 8 modulo 12 and 864 is a multiple of 12. Therefore, (8 + 12Z)³ is equal to the identity element, and the order of 8 + 12Z is 3.
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Find the sum of an arithmetic series written as Σ 20 k = 1 (− 3 k +2)
(20 on top and k=1 on the bottom of Σ )
A survey asked college students the number of week days they go to a live class on campus, # of days in class (x) 0 1 2 3 4 5 (P(x) 0.34 0.22 0.22 0.10 0.08 0.04 What is the probability a student attends a live class at least 2 days a week? What is the probability a student attends a live class less than 2 days a week?
The probability that a student attends a live class at least 2 days a week is 0.58 and the probability that a student attends a live class less than 2 days a week is 0.56.
To find the probability that a student attends a live class at least 2 days a week, we need to add up the probabilities of attending class for 2, 3, 4, and 5 days. This is because attending 0 or 1 day a week means attending less than 2 days, so we need to exclude those probabilities.
P(attending at least 2 days) = P(x = 2) + P(x = 3) + P(x = 4) + P(x = 5)
= 0.22 + 0.22 + 0.10 + 0.04
= 0.58
Therefore, the probability that a student attends a live class at least 2 days a week is 0.58.
To find the probability that a student attends a live class less than 2 days a week, we need to add up the probabilities of attending 0 or 1 day a week.
P(attending less than 2 days) = P(x = 0) + P(x = 1)
= 0.34 + 0.22
= 0.56
Therefore, the probability that a student attends a live class less than 2 days a week is 0.56.
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melinda needed to mail a package. she used $0.02 stamps and $0.10 stamps to mail package. if she used 15 stamps worht $.78 how many $0.10 stamps did she use
Therefore, Melinda used 6 $0.10 stamps in the given equation.
Let's say Melinda used x $0.02 stamps and y $0.10 stamps.
From the problem, we know that:
x + y = 15 (the total number of stamps used is 15)
0.02x + 0.1y = 0.78 (the total value of the stamps used is $0.78)
To solve for y, we can use the first equation to solve for x:
x = 15 - y
Substituting into the second equation:
0.02(15 - y) + 0.1y = 0.78
Expanding and simplifying:
0.3 - 0.02y + 0.1y = 0.78
0.08y = 0.48
y = 6
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Solve the given initial value problem: d²y/dx²+y=0 y(pie/3)=0 y'(π/3)= 2
The solution of the differential equation of the initial value problem is:
y(x) = (-4/sqrt(3))cos(x) + (2/sqrt(3))sin(x)
The given differential equation is:
d²y/dx² + y = 0
The characteristic equation is:
r² + 1 = 0
Solving for r, we get:
r = ±i
The general solution of the differential equation is:
y(x) = c1 cos(x) + c2 sin(x)
To find the values of the constants c1 and c2, we use the initial conditions:
y(pi/3) = 0
y'(pi/3) = 2
Substituting x = pi/3, we get:
c1 cos(pi/3) + c2 sin(pi/3) = 0
-c1 sin(pi/3) + c2 cos(pi/3) = 2
Simplifying, we get:
c1/2 + c2(sqrt(3)/2) = 0
-c1(sqrt(3)/2) + c2/2 = 2
Solving this system of equations, we get:
c1 = -4/sqrt(3)
c2 = 4/2sqrt(3)
Therefore, the solution of the initial value problem is:
y(x) = (-4/sqrt(3))cos(x) + (2/sqrt(3))sin(x)
So, the solution satisfies the differential equation and the initial conditions.
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suppose that AB is invertible then (AB)^−1 exists. We also know (AB)^−1=B^−1A^−1. If we let C=(B^−1A−^1A) then by the invertible matrix theorem we see that since CA=I(left inverse) then B is invertible. Would this be correct?
The invertible (AB)^-1 exists and is equal to B^-1A^-1. Yes, that is correct.
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for a continuous random variable x, p(30 ≤ x ≤ 79) = 0.26 and p(x > 79) = 0.17. calculate the following probabilities. (round your answers to 2 decimal places.)a. P(x<79) b. P(x<29) c. P(x=79)
a. P(x < 79) = 1 - P(x > 79) = 1 - 0.17 = 0.83. c. P(x = 79) For a continuous random variable, the probability of x taking any specific value (like x = 79) is always 0, because the probability is spread across an infinite number of possible values within the range.
a. To find P(x < 79), we can use the complement rule: P(x < 79) = 1 - P(x > 79). We are given that P(x > 79) = 0.17, so:
P(x < 79) = 1 - 0.17 = 0.83
Therefore, the probability that x is less than 79 is 0.83.
b. To find P(x < 29), we can use the fact that the probability distribution for a continuous random variable is continuous and smooth, which means that P(x < 29) = 0.
This is because the interval [30, 79] already has a probability of 0.26, so there can be no additional probability assigned to values less than 30.
Therefore, the probability that x is less than 29 is 0.
c. To find P(x = 79), we can use the fact that the probability of a specific value for a continuous random variable is 0.
This is because the probability distribution is continuous and smooth, so the probability of any specific value is infinitely small.
Therefore, the probability that x is equal to 79 is 0.
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Which of the following is a difference of cubes?
The option that is the difference of cubes is option A) 125x²¹- 64y³
What is the difference about?125x²¹ - 64y³, can be written as the difference of cubes due to:
a³ - b³ = (a - b) (a² + ab + b²)
Hence 125x²¹ - 64y³ = (5x⁷ - 4y) (25x¹⁴ + 20x⁷y + 16y²)
Note that:
x⁶ + 27y⁹ = (x²)³ + (3y³)³ - sum of cubes
3x⁹ - 64y³ - the first term is not a cube
27x¹⁵ - 9y³ - the second term is not a cube
125x²¹- 64y³ = (5x⁷)³ - (4y)³ - difference of cubes
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let c the curve be parametrized by ()=⟨2−1,−22,4−6⟩.by r(t)=⟨t2−1,t−2t2,4−6t⟩. evaluate ()r(t) at =0,t=0, =1,t=1, and =4.
Therefore, () r(t) = 4 - 8t evaluated at [tex]t=0[/tex] is 4, at [tex]t=1[/tex] is -4, and at [tex]t=4[/tex]is -28.
To evaluate the dot product ()r(t), we first need to find the coordinates of the vector :
() = ⟨2, -2, 4⟩
Then we can substitute the coordinates of r(t) into the dot product formula:
[tex]()r(t) = (2t^2 - 2 - 2t^2, -2t^2 - 2t^3, 4 - 6t) ⋅ ⟨2, -2, 4⟩[/tex]
Simplifying this expression yields:
[tex]()r(t) = 4 - 8t[/tex]
To evaluate () r(t) at different values of t, we substitute those values into the expression we just derived:
[tex]() r(0) = 4 - 8(0) = 4[/tex]
[tex]() r(1) = 4 - 8(1) = -4[/tex]
[tex]() r(4) = 4 - 8(4) = -28[/tex]
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What sample size would be needed to construct a 95% confidence interval to estimate the average air travel cost for a college student with a margin of error of t $50? You will need to do calculations by hand. Show all of your work using the equation editor. Edit View Insert Format Tools Table 12pt Paragraph v | BI U Tiv |
We would need a sample size of 16 to construct a 95% confidence interval to estimate the average air travel cost for a college student with a margin of error of $50. The critical value for a 95% confidence interval is approximately 1.96.
To determine the sample size needed to construct a 95% confidence interval to estimate the average air travel cost for a college student with a margin of error of $50, we need to use the formula:
n = (zα/2 * σ / E)^2
where:
- n is the sample size
- zα/2 is the critical value for the desired confidence level, which is 1.96 for 95% confidence interval
- σ is the standard deviation of the population, which is unknown, so we use the sample standard deviation as an estimate
- E is the margin of error, which is $50
Assuming that we have a pilot sample of air travel costs for college students, we can use the sample standard deviation as an estimate for the population standard deviation.
Let's say the sample standard deviation is $200.
Plugging in the values, we get:
n = (1.96 * 200 / 50)^2
n = 15.36
Since we can't have a fraction of a sample, we need to round up to the nearest whole number, which gives us a sample size of 16.
To calculate the required sample size for a 95% confidence interval with a margin of error of $50, we need some information about the population standard deviation (σ) and the critical value (Z) associated with the desired confidence level.
Since the problem does not provide the population standard deviation, I'll assume it is known or estimated from a previous study.
Let's call it σ.The margin of error (E) formula for a confidence interval is:
E = Z * (σ / √n)
Where:
E = margin of error ($50)
Z = critical value (1.96 for a 95% confidence interval)
σ = population standard deviation
n = sample size
We need to solve for n:
50 = 1.96 * (σ / √n)
To isolate n, we can follow these steps:
1. Divide both sides by 1.96:
50 / 1.96 = σ / √n
2. Square both sides:
(50 / 1.96)^2 = (σ^2 / n)
3. Multiply both sides by n:
(50 / 1.96)^2 * n = σ^2
4. Divide both sides by (50 / 1.96)^2:
n = σ^2 / (50 / 1.96)^2
Now, plug in the known or estimated value for σ, and calculate the required sample size (n). Remember to round up to the nearest whole number, as you cannot have a fraction of a sample.
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