a) The exponential function that represents the population of the bacteria after t hours is given as follows:
y = a(2)^(t/12). (a is the initial amount).
b) The initial amount is given as follows: a = 2.
How to model the exponential function?The standard definition of an exponential function is given as follows:
y = a(b)^(x/n).
In which:
a is the initial amount.b is the rate of change.n is the time needed for the rate of change.Considering that the colony doubles in 12 hours, the parameters b and n are given as follows:
b = 2, n = 12.
Hence the function is defined as follows:
y = a(2)^(t/12).
After 4 days = 96 hours, there are 400 bacteria, hence the initial amount is obtained as follows:
400 = a(2)^(96/12)
256a = 400
a = 400/256
a = 2. (rounding).
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1,285 students went to the school play. Of the total attendance, 60% were boys. How many boys attended the school play?
Answer:
771 boys
Step-by-step explanation:
To find your answer, multiply 1285 by 0.6. Since 1 means 100%, 0.6 would be 60%. When you multiply these two things, you get 771, so that's your final answer. You can use a calculator probably to solve this problem.
three concentric circles are shown. the two largest circles have radii of 12 and 13 if the area of the ring between the two largest circles equals the area of the smallest circle, determine the radius of the smallest circle.
The radius of the smallest circle is 5 units
Three concentric circles are given in which the two largest circles have radii of 12 and 13. It is given that area of the ring between the two largest circles equals the area of the smallest circle and we need to find the radius of the smallest circle.
Let the radius of the smallest circle be r.
Area of smallest circle = πr²
Area of outermost circle = π(13)² = 169π
Area of middle circle = π(12)² = 144π
Area of the ring between the two largest circles = 169π - 144π = 25π
Area of smallest circle = Area of the ring between the two largest circles
πr² = 25π
r² = 25
r = 5
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Mariana went to the store to buy some chicken. The price per pound of the chicken is $6.25 per pound and she has a coupon for $3.25 off the final amount. With the coupon, how much would Mariana have to pay to buy 5 pounds of chicken? Also, write an expression for the cost to buy
�
p pounds of chicken, assuming at least one pound is purchased.
Answer: Without the coupon, Mariana would have to pay $6.25 per pound of chicken, so for 5 pounds, the cost would be:
5 * $6.25 = $31.25
With the coupon, she would receive a discount of $3.25, so the final cost would be:
$31.25 - $3.25 = $28.00
To write an expression for the cost to buy p pounds of chicken, we can use the formula:
C = 6.25p - 3.25
where C is the cost in dollars and p is the number of pounds of chicken purchased. Note that the expression assumes that at least one pound is purchased, as indicated in the question.
Step-by-step explanation:
Find an equation for the plane that passes through the point $(2,-1,3)$ and is perpendicular to the line $\mathbf{v}
The equation of the plane that passes through the point [tex]$(2,-1,3)$[/tex] and is perpendicular to the line [tex]$\mathbf{v}$[/tex] can be expressed in terms of a normal vector [tex]$\mathbf{n}$[/tex] and a point [tex]$\mathbf{p}$[/tex] on the plane as [tex]$\mathbf{n}\cdot(\mathbf{x}-\mathbf{p})=0$[/tex].
To find the normal vector [tex]$\mathbf{n}$[/tex], we must first find a vector parallel to the line [tex]$\mathbf{v}$[/tex]. We can do this by taking the cross product of two non-parallel vectors [tex]$\mathbf{u_1}$ and $\mathbf{u_2}$[/tex] that lie on the line. Let [tex]$\mathbf{u_1} = (1,2,1)$ and $\mathbf{u_2} = (3,4,3)$[/tex]. Then, [tex]$\mathbf{n}=\mathbf{u_1}\times\mathbf{u_2}=(-4,8,-4)$[/tex].The equation of the plane that passes through the point [tex]$(2,-1,3)$[/tex] and is perpendicular to the line [tex]$\mathbf{v}$[/tex] can be expressed in terms of a normal vector [tex]$\mathbf{n}$[/tex] and a point [tex]$\mathbf{p}$[/tex] on the plane as [tex]$\mathbf{n}\cdot(\mathbf{x}-\mathbf{p})=0$[/tex].
We can now calculate the equation of the plane as [tex]$\mathbf{n}\cdot(\mathbf{x}-\mathbf{p})=0$[/tex], where [tex]$\mathbf{x}=(x,y,z)$ and $\mathbf{p}=(2,-1,3)$[/tex]. Thus, the equation of the plane is [tex]$-4x+8y-4z+17=0$.[/tex]
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sketch a pair of vertical angles, labeling one as (8x+7) and the other as (10x-20) label one of the adjacent angles as (2y - 15) find x and y
One vertical angle is (8x+7) = 115, the other vertical angle is (10x-20) = 115, and the adjacent angle is (2y-15) = 2(64) - 15 = 113.
What is a Vertical angles?Vertical angles are a pair οf οppοsite angles fοrmed by the intersectiοn οf twο lines. Since the angles are οppοsite tο each οther, they have the same measure. Therefοre, we can set the expressiοns fοr the twο vertical angles equal tο each οther and sοlve fοr x:
8x + 7 = 10x - 20
Subtracting 8x from both sides:
7 = 2x - 20
Adding 20 to both sides:
27 = 2x
Dividing by 2:
x = 13.5
So one vertical angle is 8x + 7 = 8(13.5) + 7 = 115 and the other vertical angle is 10x - 20 = 10(13.5) - 20 = 115.
To find y, we can use the adjacent angle (2y - 15) and set it equal to one of the vertical angles. Let's use 8x + 7:
8x + 7 = 2y - 15
Adding 15 to both sides:
8x + 22 = 2y
Dividing by 2:
4x + 11 = y
So the value of y is 4x + 11, which we can now calculate by substituting x = 13.5:
y = 4(13.5) + 11 = 64
Therefore, one vertical angle is (8x+7) = 115, the other vertical angle is (10x-20) = 115, and the adjacent angle is (2y-15) = 2(64) - 15 = 113.
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I have a 5 in my one's place the digit in my 10th place is 3 plus the digit in my one's place the digit in my 100 Is what number am I
According to the information, the number of the riddle is 583.
How to find the number of the riddle?To find the number of the riddle we must follow the clues provided by the riddle. First we have a 5 in the ones space. Later, we have in the tens the result of the sum of 5 plus 3, so it would be 8 in the tens place. Finally, in the hundreds place we have two numbers less than five, that is, 5 - 2 = 3, so it would be 3 in the hundreds place.
According to the information above, the number of the puzzle would be 583.
Note: This question is incomplete. Here is the complete information:
I have a 5 in my ones place. The digit in my tens place is 3 plus the digit in my ones place. The digit in my hundreds place is 2 less than the digit in my ones place. What number am I?
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For each of the following matrices A, determine the pivot columns and use the technique of Example 2.3 on page 101 to express each of the other columns as linear combinations of the pivot columns. Your answer should be stated entirely in terms of the columns of A, not its reduced form. | 2 3 -1 19 2
-1 0 2 -8 5
2 -1 -5 15 -14|
In order to find the pivot columns of matrix A, the Gaussian elimination can be usd to reduce it to row echelon form. The resultant matrix is
| 2 3 -1 19 2 |
| 0 3 1 11 7 |
| 0 0 0 1 -2 |
The pivot columns are the columns that correspond to the pivot positions in the row echelon form. In this case, the first and second columns are pivot columns.
To express each of the other columns as linear combinations of the pivot columns, we can use the following procedure:
For each non-pivot column, write its coefficients as a column vector b.
Create a matrix B by placing the column vectors b next to each other.
Solve the system Ax = b using back substitution.
For the first non-pivot column [ -1, 2, -1 ]^T, we have:
| 2 3 | | x1 | | -1 |
| 0 3 | * | x2 | = | 2 |
| 0 0 | | x3 | | -1 |
From the third row, we get x3 = -1. Substituting this into the second row, we get 3x2 = 2, or x2 = 2/3. Substituting x2 and x3 into the first row, we get 2x1 + 3(2/3) - 1(-1) = -1, or x1 = -3. Therefore, the first non-pivot column can be expressed as a linear combination of the pivot columns as:
[-1, 2, -1]^T = -3[2, 0, 2]^T + 2/3[3, 3, -1]^T
For the second non-pivot column [19, -8, 15]^T, we have:
| 2 3 | | x1 | | 19 |
| 0 3 | * | x2 | = | -8 |
| 0 0 | | x3 | | 15 |
From the third row, we get x3 = 15. Substituting this into the second row, we get 3x2 = -8 - 3(15), or x2 = -17. Substituting x2 and x3 into the first row, we get 2x1 + 3(-17) - 1(15) = 19, or x1 = 23. Therefore, the second non-pivot column can be expressed as a linear combination of the pivot columns as:
[19, -8, 15]^T = 23[2, 0, 2]^T - 17[3, 3, -1]^T
For the third non-pivot column [2, 5, -14]^T, we have:
| 2 3 | | x1 | | 2 |
| 0 3 | * | x2 | = | 5 |
| 0 0 | | x3 | | -14 |
From the third row, we get x3 = -14. Substituting this into the second row, we get 3x2 = 5 + 3(14), or x2 = 47. Substituting x2 and x3 into the first row, we get 2x1 + 3(47) - 1(-14) = 2, or x1 = -60.
Therefore, the values we get are x1 = -60, x2 = 47, x3 = -14 and the resultant matrix will be
| 2 3 -1 19 2 |
| 0 3 1 11 7 |
| 0 0 0 1 -2 |
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PLEASE HELP FAST!!! IT IS URGENT!!!
A local athletic facility offers a four-week training course, hoping to increase athletes' running speeds. Thirty-fve volunteer athletes are timed, in seconds, running a 50-yard dash before the training program begins and then again aiter the program is complete. The difference in running times (before training- after training) is calculated for each athlete. Are the conditions for inference met?
O No. The athletes who volunteered for this study were not randomly assigned a treatment order.
O No. The 10% condition is not met.
O No. The Normal/Large Sample condition is not met because the sample size is too small.
O Yes. All conditions are met.
Answer: I think that the answer is the fourth option. Yes. All conditions are met. I might be wrong but that's my best guess.
Step-by-step explanation: The athletes were assigned randomly, so it can't be option one. I'm not totally sure what a ten percent condition is, but I didn't see anything in the question about it. The Normal/Large Sample condition is met. And it looks like all of the conditions are met.
I need help with this.
The side length of each piece is given as follows:
[tex]20\sqrt{2}[/tex] inches.
What is the Pythagorean Theorem?The Pythagorean Theorem states that for a right triangle, the length of the hypotenuse squared is equals to the sum of the squared lengths of the sides of the triangle.
For this problem, the parameters are given as follows:
Two sides of length x.Hypotenuse of length 40 inches.Hence the side length of each piece is obtained as follows:
x² + x² = 40²
2x² = 40²
x² = 800
x = sqrt(2 x 400)
[tex]x = 20\sqrt{2}[/tex]
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The cables attached to the screw eye are subjected to the three forces shown. Express each force in Cartesian vector form and determine the magnitude and coordinate direction angles of the resultant force
Each force in Cartesian vector form and determine the magnitude and coordinate direction angles of the resultant force would be in 32.54 degrees.
The given data includes the magnitudes and Cartesian vector expressions of three forces: F1 = 350 N, F2 = 100 N, and F3 = 250 N.
To find the Cartesian vector expression of F1, the magnitude is multiplied by the sine and cosine components of the vector's direction angle, resulting in (224.97j + 268.11k) N.
To find the Cartesian vector expression of F2, the magnitude is multiplied by the cosine components of the vector's direction angles, resulting in (70.7i + 50j - 50k) N.
To find the Cartesian vector expression of F3, the magnitude is multiplied by the cosine components of the vector's direction angles, resulting in (125i - 176.77j + 125k) N.
The resultant force vector is found by adding the Cartesian vector expressions of F1, F2, and F3, resulting in (195.7i + 98.2j + 343.11k) N.
The magnitude of the resultant force vector is found by taking the square root of the sum of the squares of its x, y, and z components, resulting in 407.02 N.
The direction angle of the resultant force vector along the x-axis is found by taking the inverse cosine of the ratio of its x-component to its magnitude, resulting in 61.26 degrees.
The direction angle of the resultant force vector along the y-axis is found by taking the inverse cosine of the ratio of its y-component to its magnitude, resulting in 76.04 degrees.
The direction angle of the resultant force vector along the z-axis is found by taking the inverse cosine of the ratio of its z-component to its magnitude, resulting in 32.54 degrees.
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The question is -
The cables attached to the screw eye are subjected to the three forces shown. Express each form in a Cartesian vector and determine the magnitude and coordinate direction angles of the resultant force
an arithmetic sequence has the following two terms: a11=40 and a27=112. write the explicit formula defining the nth term an.
The explicit formula for the nth term of an arithmetic sequence with a11=40 and a27=112 is an = 4.5n - 9.5.
To find the explicit formula for an arithmetic sequence, you need to know two terms in the sequence. Using the formula, you can find the common difference, and then use one of the terms to find the first term. With those values, you can write the explicit formula for any term in the sequence.
The explicit formula for an arithmetic sequence is given by:
an = a1 + (n - 1)d
where a1 is the first term, d is the common difference, and n is the term number.
To find the common difference d, we can use the fact that a27 = a1 + 26d = 112 and a11 = a1 + 10d = 40.
Subtracting the second equation from the first, we get:
16d = 72
So, d = 4.5.
Now we can use a11 = 40 to find a1:
a11 = a1 + 10d = 40
a1 + 45 = 40
a1 = -5
Therefore, the explicit formula for this arithmetic sequence is:
an = -5 + 4.5(n - 1)
Simplifying, we get:
an = 4.5n - 9.5
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How many boxes do i need?
Answer: 11/3
Step-by-step explanation: 2 1/5= 11/5
11/5 ÷ 3/5= 11/3
(keep change and flip) change the division sign to multiplication and the 3/5 would become 5/3
write it down visually
Answer: 3 2/3
In order to solve this we must turn our fractions into whole numbers.
2 1/5 as a whole number is 2.20
3/5 as a whole number is .6
Next we must divide our two whole numbers into one another.
2.20/.6 is 3.66666667
666666667 as a fraction is 2/3.
This means that 3/5 can fit into 2 1/5 3 whole times and 2/3 of a whole. This means you will need 3 whole boxes and 2/3 of a box.
I hope this helps & Good Luck <3 !!!
gulf coast electronics is ready to award contracts to suppliers for providing reservoir capacitors for use in its electronic devices. for the past several years, gulf coast electronics has relied on two suppliers for its reservoir capacitors: able controls and lyshenko industries. a new firm, boston components, has inquired into the possibility of providing a portion of the reservoir capacitors needed by gulf coast. the quality of products provided by lyshenko industries has been extremely high; in fact, only 0.5% of the capacitors provided by lyshenko had to be discarded because of quality problems. able controls has also had a high quality level historically, producing an average of only 1% unacceptable capacitors. because gulf coast electronics has had no experience with boston components, it estimated boston components' defective rate to be 10%. gulf coast would like to determine how many reservoir capacitors should be ordered from each firm to obtain 75,000 acceptable-quality capacitors to use in its electronic devices. to ensure that boston components will receive some of the contract, management specified that the volume of reservoir capacitors awarded to boston components must be at least 10% of the volume given to able controls. in addition, the total volume assigned to boston components, able controls, and lyshenko industries should not exceed 30,000, 50,000, and 50,000 capacitors, respectively. because of gulf coast's long-term relationship with lyshenko industries, management also specified that at least 30,000 capacitors should be ordered from lyshenko. the cost per capacitor is $2.45 for boston components, $2.50 for able controls, and $2.75 for lyshenko industries. (a) formulate a linear program for determining how many reservoir capacitors should be ordered from each supplier to minimize the total cost of obtaining 75,000 acceptable-quality reservoir capacitors. (let b
Gulf Coast Electronics should order 13,000 capacitors from Boston Components, 50,000 capacitors from Able Controls, and 14,000 capacitors from Lyshenko Industries to obtain 77,000 acceptable-quality reservoir capacitors at a minimum cost of $204,425.
To minimize the total cost of obtaining 75,000 acceptable-quality reservoir capacitors, we can formulate the following linear program:
Objective function:
Minimize: 2.35B + 2.6A + 2.85L
Subject to:
B + A + L = 77000 (total number of capacitors required)
B ≥ 0.1A (at least 10% of the volume given to Able Controls should be awarded to Boston Components)
L ≥ 29500 (at least 29,500 capacitors should be ordered from Lyshenko)
B ≤ 32500 (maximum of 32,500 capacitors should be ordered from Boston Components)
A ≤ 50000 (maximum of 50,000 capacitors should be ordered from Able Controls)
L ≤ 48500 (maximum of 48,500 capacitors should be ordered from Lyshenko)
0 ≤ B, A, L (non-negativity constraints)
Solving this linear program using a linear programming software, we get:
B = 13000
A = 50000
L = 14000
Correct Question :
Gulf Coast Electronics is ready to award contracts to suppliers for providing reservoir capacitors for use in its electronic devices. For the past several years, Gulf Coast Electronics has relied on two suppliers for its reservoir capacitors: Able Controls and Lyshenko Industries. A new firm, Boston Components, has inquired into the possibility of providing a portion of the reservoir capacitors needed by Gulf Coast. The quality of products provided by Lyshenko Industries has been extremely high; in fact, only 0.4% of capacitors provided by Lyshenko had to be discarded because of quality problems. Able Controls has also had a high quality level historically, producing an average of only 1% unacceptable capacitors. Because Gulf Coast Electronics has had no experience with Boston Components, it estimated Boston Components’ defective rate to be 12%. Gulf Coast would like to determine how many reservoir capacitors should be ordered from each firm to obtain 77000 acceptable-quality capacitors to use in its electronic devices. To ensure that Boston Components will receive some of the contract, management specified that the volume of reservoir capacitors awarded to Boston Components must be at least 10% of the volume given to Able Controls. In addition, the total volume assigned to Boston Components, Able Controls, and Lyshenko Industries should not exceed 32500, 50000, and 48500 capacitors, respectively. Because of Gulf Coast’s long-term relationship with Lyshenko Industries, management also specified that at least 29500 reports should be ordered from Lyshenko. The cost per capacitor is $2.35 for Boston Components, $2.6 for Able Controls, and $2.85 for Lyshenko Industries.
Formulate and solve a linear program for determining how many reservoir capacitors should be ordered from each supplier to minimize the total cost of obtaining 75,000 acceptable-quality reservoir capacitors. For subtractive or negative numbers use a minus sign even if there is a + sign before the blank. Enter "0" if your answer is zero. If the constant is "1" it must be entered in the box.
Let B = number of capacitors ordered from Boston Components
Let A = number of capacitors ordered from Able Controls
Let L = number of capacitors ordered from Lyshenko Industries
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What is the equation of the linear function represented by the table?
-5
-2
1
14
11
8
5
O y=-x+9
О y=-x+13
O y-x+13
О y-x+9
The equation of the linear function represented by the table is y=-x+9. Therefore, option A is the correct answer.
What is the equation of a line?The general equation of a straight line is y=mx+c, where m is the gradient, and y = c is the value where the line cuts the y-axis. This number c is called the intercept on the y-axis.
The given table is
x y
-5 14
-2 11
1 8
4 5
From the given table, the coordinate points are (-5, 14) and (-2, 11)
Here, slope(m) =(11-14)/(-2+5)
= -1
Substitute m=-1 and (x, y)=(-5, 14) in y=mx+c, we get
14=-1(-5)+c
c=9
So, the equation is y=-x+9
Therefore, option A is the correct answer.
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What values does the function f of x is equal to the square root of the quantity x plus 1 end quantity minus 1 have in its range that are not in the range of the graph of g(x)?
The correct option for mentioned function is is A. (-1,1).
Describe Function?In mathematics, a function is a relation between two sets of numbers, where each element of the first set is paired with exactly one element of the second set. A function is often represented as an equation that specifies the mapping between the two sets, with the input values called the domain and the output values called the range.
In simpler terms, a function is a rule that assigns a unique output value to every input value. For example, the equation y = x^2 represents a function where the input (x) is squared and the result is the output (y). If x = 3, then y = 9. A function can be represented as a table, graph, or equation.
Functions are used to model relationships between variables in many areas of mathematics, science, and engineering. They can be used to solve problems, make predictions, and describe real-world phenomena. They are essential in calculus, where they are used to calculate rates of change and slopes of curves.
There are many types of functions, including linear functions, quadratic functions, exponential functions, trigonometric functions, and logarithmic functions, among others. Each type has a unique set of characteristics and properties that make them useful in different contexts.
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Nancy wants to create a budget to improve her spending habits. She earns $3,000
per month and estimates her rent is twice as much as her food costs. The amount she spends on utilities and personal items is $100 less than her rent. She spends her remaining income on transportation.
If r is the cost of rent and t is the cost of transportation, which function models her transportation costs?
Mancy's monthly earning of $3,000, rent of r, feeding cost of r/2, and utilities cost of (r - 100), indicates that her transportation cost is obtained by the function;
t = $3,100 - 2.5·r
What is a function?A function defines the method by which an input variable is mapped unto an output variable.
The amount Nancy earns per month = $3,000
The amount she pays as rent = 2 × The cost of her food
Amount spent on utilities and personal items = Her rent - 100
the amount she spends on transportation = The amount remaining from her salary after the other expenditures
The cost of her rent = r
The cost of her transportation = t
Therefore;
Cost of her rent, r = 2 × The food cost
The food cost = r/2
Utilities and personal items cost = r - 100
Transportation cost, t = Monthly earning - Rent - Food - Utilities
t = 3000 - r - r/2 - (r - 100)
t = 3000 - 2.5·r + 100 = 3,100 - 2.5·rThe function that models her transportation cost is therefore;
t = $3,100 - 2.5·r
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Matt collects classic stamps. For his birthday this year, his grandma gave him a stamp worth $40. He expects the stamp's value to double every decade. Assuming Matt is right, you can use a function to approximate the stamp's value x decades from now. Write an equation for the function.
Answer:
Step-by-step explanation:
If the stamp's value doubles every decade, then the value of the stamp after x decades will be $40 multiplied by 2 raised to the power of x.
Therefore, the equation for the function that approximates the stamp's value x decades from now is:
V(x) = $40 x 2^x
Where V(x) represents the stamp's value x decades from now.
Determine whether the set W is a subspace of R^3 with the standard operations. If not, state why. (Select all that apply.) W = {(x1, 1/X1, X3): X1 and X3 are real numbers, X1 0} A. Wis a subspace of R3. B. Wis not a subspace of R3 because it is not closed under addition. C. W is not a subspace of R3 because it is not closed under scalar multiplication
No, In order for a set W is not a subspace of[tex]R^3[/tex]because it does not satisfy the closure property required for a subspace, which is closure under addition and scalar multiplication.
In order for a set W to be a subspace of[tex]R^3[/tex], it must satisfy two requirements. The first requirement is closure under addition, which means that when two elements of W are added together, the resulting sum must also be an element of W. The second requirement is closure under scalar multiplication, which means that when an element of W is multiplied by a scalar, the resulting product must also be an element of W. However, the set W defined in the question does not satisfy either of these requirements, which means it is not a subspace of[tex]R^3[/tex] with the standard operations. For example, when two elements of W are added together, the resulting sum does not necessarily satisfy the constraints of the set W. This means that the set W is not closed under addition, and therefore is not a subspace of [tex]R^3.[/tex] Furthermore, when an element of W is multiplied by a scalar, the resulting product does not necessarily satisfy the constraints of the set W. This means that the set W is not closed under scalar multiplication, and therefore is not a subspace of[tex]R^3.[/tex]
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verify, using the definition of convergence of a sequence, that the following sequences converge to the proposed limit. (a) lim 2n 1
To verify, using the definition of convergence of a sequence, that the following sequences converge to the proposed limit.
To prove that,
[tex]limn → ∞ \frac{2n+1}{5n+4} = \frac{2}{5} [/tex]
we use the limit definition then we need to prove the statement
[tex]∀ε>0,∃N∈Ns.t.n>N⟹ \frac{2n+1}{5n + 4} [/tex]
we already have,
[tex]∣ \frac{2n+1}{5n+4}− \frac{2}{5} ∣=∣− \frac{3}{5(5n+4)} ∣= \frac{3}{5(5n+4)} [/tex]
For every positive ε, we choose that N=⌈1/ε⌉, where we are using the ceiling function to locate the smallest integer number larger than the fraction 1/ε. This gives us a natural number, proving that the limit's quantified statement definition is accurate:.
[tex]∀ε>0,n>N⟹n> \frac{1}{ε} \\ ⟹1n<ε \\ ⟹ \frac{3}{5(5n+4)} < \frac{3}{25n} <ε \\ ⟹∣ \frac{2n+1}{5n+4} − \frac{2}{5} ∣<ε.[/tex]
Hence, proved.
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What is the empty set? Respond to the question using verbal or written explanations. Choose the correct answer below. A. The empty set is the set that contains no elements. B. The empty set is the set that contains one element, 0. C. The empty set is a set that contains an infinite numbers of elements OD. The empty set is the set of counting numbers, {1,2,3,4,5...)
An empty set is a set that does not contain any element in itself.
A set is a well defined organized form of particular things. For example, the set of all natural number, the set of student with more than 90 percent marks in the college, the set of people with black eyes in a class. The particular things in the set are called elements of the set.
Now, an empty set is any set that does not contains any element inside it. For example, if there is no one with the black eyes in the room and we want to make a set of people with black eyes then there will no element in such set and that set will be called an empty set.
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The equation below describes a parabola. If a is negative, which way does the parabola open?
x= av?
In hyperbola, If a is negative, left does the parabola open.
What is an example of a hyperbola?
A hyperbola is a collection of points in a plane whose distances from two fixed points, referred to as its foci (plural of focus), varies by a constant amount. For instance, the picture displays a hyperbola with foci at (-3,0) and (3,0). The point at illustrates its constant distance as being 4. (-3,-2.5).
Open and closed hyperbolas are the two different varieties. A hyperbola widens on the x-axis at one end and the y-axis at the other.
The equation below describes a parabola.
x= av
If a is negative, left does the parabola open.
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Suppose you and a friend are playing a game that involves flipping a fair coin 3 times. Let X = the number of times that the coin shows heads. The probability distribution of X is shown in the table.
The expected number of heads is _____.
The standard deviation of the number of heads is ____. Round to three decimal places.
Question 1
The probability of tossing a head is [tex]\frac{1}{2}[/tex], making the answer [tex]3\left(\frac{1}{2} \right)=\boxed{1.5}[/tex].
Question 2
[tex](3)(1/2)(1/2)(1/2)=\boxed{0.375}[/tex]
There are twelve rectangles in a box. Four of those rectangles have circles on them, 4 rectangles have squares and four rectangles have triangular shapes on them. Three cards have blue shapes, 3 cards have brown shapes and five cards have red shapes. Three cards have solid colored shapes on them, 5 cards have a shaded shape on it, and 4 cards do not have solid colored or shaded shapes on them. If n(T) represents the universal set of all triangles, n(B) represents the number of blue cards, n(S) represents the number of cards that that have solid or shaded shapes.
a. n(T∩B)
b. n(T∪S)
c. n(T∩B∩S)
d. n((T∪B∪S) )
The n(B) represents the number of blue cards, n(S) represents the number of cards that that have solid or shaded shapes is n(T∩B∩S).
What is meant by rectangles?Having four sides, four corners, and four right angles (90°), a rectangle is an enclosed 2-D object. There are two parallel, equal sides of a rectangle.A rectangle is a quadrilateral with four right angles in the Euclidean plane. It can also be referred to as a parallelogram with a right angle or an equiangular quadrilateral, where equiangular indicates that all of its angles are equal.A square is a rectangle with four equally long sides. A pair of symmetry axes cuts across opposing angles. All diagonals are the same length. At equal angles, two diagonals cross. A rhombus is the shape created by combining the midpoints of a rectangle's sides in the opposite order. A parallelogram can be a square, rectangle, or rhombus.To learn more about rectangles refer to:
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NO LINKS!! URGENT HELP PLEASE!!!
For #1-3, find the area of each figure, round your answer to one decimal point if necessary.
Answer: #1 108 #2 526. #3 512
Step-by-step explanation:
6*6=36 +12*6 = 108
22*3=66 + 20*23= 460 460+66=526
16*16=256 + 32*8=256 256+256=512
Answer:
1) 108 cm²
2) 906 ft²
3) 512 m²
Step-by-step explanation:
To calculate the area of each given composite figure, divide the figure into two rectangles and sum the area of the two rectangles.
[tex]\boxed{\begin{minipage}{5cm}\underline{Area of a rectangle}\\\\$A=w\cdot l$\\\\where:\\ \phantom{ww} $\bullet$ \quad $w$ is the width.\\ \phantom{ww} $\bullet$ \quad $l$ is the length.\\\end{minipage}}[/tex]
Question 1Separate the figure into two rectangles by drawing a horizontal line (see attachment).
[tex]\begin{aligned}\textsf{Total Area}&=\textsf{Area 1}+\textsf{Area 2}\\&= 6\cdot 6+12 \cdot 6\\&=36+72\\&=108\; \sf cm^2\end{aligned}[/tex]
Question 2Separate the figure into two rectangles by drawing a vertical line (see attachment).
[tex]\begin{aligned}\textsf{Total Area}&=\textsf{Area 1}+\textsf{Area 2}\\&= 22\cdot23 + 20\cdot 20\\&=506+400\\&=906\; \sf ft^2\end{aligned}[/tex]
Question 3Separate the figure into two rectangles by drawing a horizontal line (see attachment).
[tex]\begin{aligned}\textsf{Total Area}&=\textsf{Area 1}+\textsf{Area 2}\\&= 16\cdot16 + 32\cdot 8\\&=256+256\\&=512\; \sf m^2\end{aligned}[/tex]
the population full-time equivalent number of students (ftes) at lake tahoe community college for 2005-2006 through 2010-2011 was given in an updated report. the data are reported here. year 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 total ftes 1,585 1,690 1,735 1,935 2,021 1,890 calculate the mean, median, standard deviation, the first quartile, the third quartile and the iqr. round to one decimal place. mean _____
median _____
Standard deviation ______
first quartile _____
third quartile ____
IQR _____
The correct answer for the required values is 1825.5, 1,812.5, 165.2, 1,690, 1,935, and 245 respectively.
To find the mean, median, standard deviation, first quartile, third quartile, and interquartile range (IQR) of the full-time equivalent number of students (FTES) at Lake Tahoe Community College for the given years, we can solve it using the following formulas for various aspects:
Mean: μ = (Σx)/n
Median: Middle value of the data set
Standard deviation: σ = sqrt[Σ(x-μ)²/n]
First quartile (Q1): Median of the lower half of the data set
Third quartile (Q3): Median of the upper half of the data set
IQR: Q3 - Q1
Year FTES
2005-06 1,585
2006-07 1,690
2007-08 1,735
2008-09 1,935
2009-10 2,021
2010-11 1,890
1. μ = (Σx)/n = (1,585 + 1,690 + 1,735 + 1,935 + 2,021 + 1,890)/6 = 1,825.2
Therefore the mean is 1,825.2
2. To find the median, arrange the data in ascending order:
1,585, 1,690, 1,735, 1,890, 1,935, 2,021
Since there are an even number of values, the median is the average of the two middle values, which are 1,812.5 and 1,812.5. So, the median is:
Median = (1,812.5 + 1,812.5)/2 = 1,812.5
3. σ = sqrt[Σ(x-μ)²/n]
= sqrt[((1,585-1,825.2)² + (1,690-1,825.2)² + (1,735-1,825.2)² + (1,935-1,825.2)² + (2,021-1,825.2)² + (1,890-1,825.2)²)/6]
= 165.2
4. To find the first quartile (Q1), find the median of the lower half of the data set, which consists of the values 1,585, 1,690, and 1,735.
Since there are an odd number of values, the median is the middle value, which is 1,690. Therefore, Q1 = 1,690.
5. To find the third quartile (Q3), we need to find the median of the upper half of the data set, which consists of the values 1,890, 1,935, and 2,021.
Since there are an odd number of values, the median is the middle value, which is 1,935. Therefore, Q3 = 1,935
6. IQR = Q3 - Q1
Substituting the calculated values in the equation
IQR = 1935 - 1690
= 245
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A boat is heading towards a lighthouse, whose beacon-light is 111 feet above the water. From point AA, the boat’s crew measures the angle of elevation to the beacon, 6^{\circ}
∘
, before they draw closer. They measure the angle of elevation a second time from point BB at some later time to be 13^{\circ}
∘
. Find the distance from point AA to point BB. Round your answer to the nearest tenth of a foot if necessary.
The required the distance from point A to point B is approximately 855.31 feet.
Explain about angle of elevation.The angle of elevation is the angle created between the line of sight and the horizontal. The angle created is an angle of elevation if the line of sight is upward from the horizontal line.
According to question:Let's call the distance from point A to the lighthouse "x" and the height of the lighthouse "h" (h = 111 feet). We can use the tangent function to relate the angle of elevation to the distance and height:
tan(5°) = h/x
Solving for x, we get:
x = h/tan(5°) ≈ 1268 feet
Now let's call the distance from point B to the lighthouse "y". We can use the same tangent function to relate the angle of elevation from point B:
tan(15°) = h/y
Solving for y, we get:
y = h/tan(15°) ≈ 412.69 feet
The distance between points A and B is just the difference between x and y:
1268 - 412.69 ≈ 855.31 feet
So the distance from point A to point B is approximately 855.31 feet.
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Complete question:
A boat is heading towards a lighthouse, whose beacon-light is 111 feet above the water. From point A, the boat's crew measures the angle of elevation to the beacon, 5º, before they draw closer. They measure the angle of elevation a second time from point B at some later time to be 15°. Find the distance from point A to point B. Round your answer to the nearest tenth of a foot if necessary.
What is the value of x in the equation 3__2(4x – 1) – 3x = 5__4– (x + 2) ?
Equation:
[tex]\frac{3}{2}[/tex](4x – 1) – 3x = [tex]\frac{5}{4}[/tex]– (x + 2)
Solving for x
[tex]\frac{3}{2}[/tex] × 4x - [tex]\frac{3}{2}[/tex](-1) -3x= [tex]\frac{5}{4}[/tex]– (x + 2)
⇒6x + [tex]\frac{3}{2}[/tex] -3x= [tex]\frac{5}{4}[/tex]– x - 2
⇒6x -3x + x = [tex]\frac{5}{4}[/tex] - 2 - [tex]\frac{3}{2}[/tex]
⇒4x = [tex]\frac{5-8-6}{4}[/tex]
⇒4x = [tex]\frac{-9}{4}[/tex]
⇒x= [tex]\frac{-9}{16}[/tex]
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To calculate a margin of error you multiply the standard error by the number of standard deviation from the mean which also called ____
To calculate a margin of error, you multiply the standard error by the number of standard deviations from the mean, which is also called the critical value.
A margin of error is a measure of the uncertainty or potential error associated with a statistical estimate or measurement. It is commonly used in survey research and other statistical studies to indicate the degree of confidence one can have in the findings based on the sample data.
The margin of error is typically expressed as a range of values that is expected to include the true population parameter with a certain level of confidence. The margin of error is influenced by several factors, including the sample size, the variability of the data, and the level of confidence desired.
The standard error is another important concept in statistics that is closely related to the margin of error. It measures the variability of the sample mean or proportion and represents the standard deviation of the sampling distribution.
The critical value is the number of standard deviations from the mean that corresponds to a certain level of confidence in the sampling distribution. For example, a 95% confidence level corresponds to a critical value of 1.96 standard deviations from the mean in a normal distribution.
In summary, the margin of error is a measure of the precision and reliability of a statistical estimate or measurement, and it is calculated by multiplying the standard error by the number of standard deviations from the mean (the critical value) based on the desired level of confidence.
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Don and Ana are driving to their vacation destination. Upon entering the freeway they began driving at a constant rate of 65 miles an hour. Don noticed that 5 hours into the trip they were 625 miles from the destination. a. How far from their destination will they be 5.3 hours since entering the freeway? Preview b. How far from their destination were they 4.7 hours since entering the freeway? Preview
(a) Thus, they are 601.5 miles far from their destination.
(b) Thus, they are 692.5 miles far from their destination.
We know that speed, distance, and time all are in a relationship to each other. this relationship can be given as,
Speed*time = Distance
Given to us
Speed = 65 miles an hour
Don noticed that 5 hours into the trip they were 625 miles from the destination.
Distance traveled by them in 5 hours
We know that Don and Ana are traveling at a constant speed and they are traveling for 5 hours.
Distance = speed * time
Distance = 65 *5 = 320 miles.
Thus, the Distance traveled by them in 5 hours is 320 miles.
Total Distance from their destination
We know that Don and Ana are traveling on the freeway for the past 5 hours and they are still 625 miles away, therefore,
otal Distance from their destination
= Distance traveled by them in 5 hours + 650 miles
= 320 miles + 625miles
=945 miles
Thus, the distance traveled by then is 945 miles.
A.) Distance between them and destination after 5.3 hours since entering the freeway,
Distance traveled by them = speed x 5.3
= 65*5.3 = 344.5
Distance between them and the destination
= Total Distance from their destination - Distance traveled by them
= 945 miles - 344.5 miles
= 601.5 miles
Thus, they are 601.5 miles far from their destination.
B.) Distance between them and destination after 2.3 hours since entering the freeway,
Distance traveled by them = speed x 4.7
= 65 x 4.7 = 305.5 miles
Distance between them and the destination
= Total Distance from their destination - Distance traveled by them
= 945miles - 305.5 miles
= 639.5 miles
Thus, they are 692 miles far from their destination.
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Plot two points on the line
The graph of the above equation is given as attached. The two points on the graphs are: (0, -2) and (3, -4)
What is a graph?A graph is a visual representation of data or mathematical functions, typically shown on a coordinate system consisting of an x-axis (horizontal) and a y-axis (vertical).
Graphs are relevant in math because they allow us to easily see and understand relationships and patterns in data, equations, and functions.
In particular, graphs help us to:
Visualize and interpret data - Graphs make it easier to identify trends, patterns, and relationships in data sets, allowing us to draw meaningful conclusions and make informed decisions.
Communicate mathematical ideas - Graphs provide a clear and concise way to communicate mathematical ideas and concepts, making them useful for presentations and publications.
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