The iterated integral in terms of u and v that represents the given integral is 1/2 times the integral over the region R in the uv-plane of (v) e^((u^2 - v^2)/4) dv du, where R is bounded by the lines u=3^5 and v=2^4.
We are given the region R in the xy-plane bounded by the lines x + y = 2, x + y = 4, y − x = 3, y − x = 5. We need to use the change of variables u = y + x, v = y − x to set up an iterated integral in terms of u and v that represents the integral of (y-x) e^(y^2-x^2) over R.
Using the given change of variables, we have:
x = (u - v)/2
y = (u + v)/2
The Jacobian of the transformation is given by:
|∂(x,y)/∂(u,v)| = |1/2 1/2| = 1/2
Using the change of variables, we can express the integral as:
∫∫(y-x)e^(y^2-x^2) dA = 1/2 ∫u=3^5 ∫v=2^4 (v) e^((u^2 - v^2)/4) dv du
Thus, the iterated integral in terms of u and v that represents the given integral is 1/2 times the integral over the region R in the uv-plane of (v) e^((u^2 - v^2)/4) dv du, where R is bounded by the lines u=3^5 and v=2^4.
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Octagon Towers is an octagon-shaped condominium building in Miami, Florida. Assuming the base of Octagon Towers is a regular octagon, find the measure of each interior angle of the base of Octagon Towers.
Each interior angle measures ?
Answer: The measure of each interior angle of a regular octagon can be found using the formula:
(n-2) x 180 / n
Where n is the number of sides in the polygon.
For Octagon, n=8
So we can substitute 8 for n in the formula:
(8-2) x 180 / 8 = 6 x 180 / 8
Therefore, each interior angle of the base of Octagon Towers measures 135 degrees.
Step-by-step explanation:
A blue whale can weigh up to 400,000 pounds. A standard school bus has a gross weight of 25,000 pounds. How many school buses are equivalent to the weight of a blue whale?
Answer:
16 school buses
Step-by-step explanation:
400,000/25,000 = 16
25,000*16 = 400,000
How much will you pay for a hat that costs $24.99 if tax is 7.5%?
Answer: It would be 29.01
what is the slope of the line represented by the equation 10x + 5y=4
Answer:
10x
Step-by-step explanation:
Answer: The slop is -2 and the y-intercept is (0,4/5)
Step-by-step explanation:
Here is the graph, I hope this helps, have a great school day! :D
An Internet media and market research firm measured the amount of time an individual spends viewing a specific Webpage. The data in the accompanying table represent the amount of time, in seconds, a random sample of 40 surfers spent viewing a Webpage.
Create the graphical summary.
Write a sentence that describes the data. Write a sentence that describes the data. Choose the correct answer below.
O The distribution is bell shaped.
O The distribution is skewed right.
O The distribution is uniform.
O The distribution is skewed left.
The distribution of the data is skewed right, which means that the data is not evenly distributed across the range of values.
To calculate the skewness, we can use the formula Skewness = (Mean - Mode) / Standard Deviation. In this case, the mean is 599.2 seconds, the mode is 590 seconds, and the standard deviation is 110.88 seconds. Plugging these values into the formula, we get Skewness = (599.2 - 590) / 110.88 = 0.8094. This indicates that the data is skewed right, as the skewness is greater than 0. A right-skewed distribution typically occurs when the majority of data points are closer to the minimum value, while there are fewer data points near the maximum value. This can be seen in the graphical summary, where the majority of the data points are clustered around the lower end of the range and the tail extends to the right.
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What is fifth formula?
Answer: It is not clear what you are asking for when you say "fifth formula". There are many formulas in mathematics, and it could be referring to different things in different context.
Formulas can be found in different branches of mathematics and science, such as geometry, algebra, physics, chemistry, etc. Can you please provide more context or specify what area of mathematics or science you are interested in?
It is important to note that any formula needs to be referenced in order to understand what it represents and how to use it.
Step-by-step explanation:
Which is the correct first step in solving the inequality –4(2x – 1) > 5 – 3xanswers are?ADistribute–4 to get –8x + 4 > 5 – 3x.BDistribute –4to get –8x – 1 > 5 – 3x.CSubtract2xfrom both sides of the inequality.DAdd 1to both sides of the inequality
The correct first step in solving the inequality –4(2x – 1) > 5 – 3x is option A: Distribute –4 to get –8x + 4 > 5 – 3x.
This is because we are trying to solve for x, so we need to get x on one side of the inequality and all the other terms on the other side. In order to do this, we need to apply distributive property of multiplication over addition, which means we need to multiply the -4 with the 2x-1. By doing this we get -8x + 4 > 5 - 3x. This can help us to move forward in solving the inequality. This is the correct first step as it gets us closer to isolating the variable x on one side of the inequality.
After this step, we can further simplify the inequality by adding or subtracting similar terms to get the final solution.
It is important to remember that when solving inequalities we need to be careful with the signs, specially when dividing or multiplying by a negative number, as it might change the direction of the inequality.
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Mr. Eng brought different kinds of fruit drinks to his class picnic.
How many more orange drinks than apple and grape drinks did Mr. Eng bring?
(A) 4
(B) 5
(C) 9
(D) 11
(E) 15
Answer:
Simply add apple and grape together you get 10, and orange is 14, so 14 - 10 = 4, answer is a
Step-by-step explanation:
What is the exponential of 1?
Exponential of 1 is equal to the number itself which means 1.
Exponent is usually described as the method of demonstrating large numbers in terms of powers. It means, exponent refers to the count, that how many times a number is multiplied to itself to calculate that exponent.
In accordance with the exponent rule, any number raised to power of 1 would always be equal to 1 that is because it doesn't matter how many times we multiply 1 to itself. It is going to yield 1. For example, multiplying 1 hundred times i.e. 1^100 also results in 1.
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A local bank is advertising that you can double your money in eight years if you invest with them. Suppose you have $1,000 to invest. What interest rate is the bank offering? Show both compound and simple.
a) The compound interest rate is 75%
b) The simple interest rate is 12.5%
What is the interest?
We know that the interest is the money that accrues to an investment that have been made. We know that we can be able to determine the simple interest by the use of the formula.
A = P(1 + r/n)^nt
A = amount
P = principal
r = rate
n = Number of times compounded
Then we have;
2(1000) = 1000(1 + r)^8
Where n = 1
2 = (1 + r)^8
0.693 = 8 ln(1 + r)
e^0.693/8= (1 + r)
r = 1 - e^0.693/8
r = 0.75 or 75%
For the simple interest rate;
I = PRT/100
I = A - P
I = 2000 - 1000 = 1000
1000 = 1000 * R * 8/100
R = 1 * 100/8
R = 12.5%
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5
Give the coordinates of the point obtained from each reflection.
(a) Reflect the point (0, 3) across the X-axis:
(b) Reflect the point (0, 3) across the y-axis:
0-D
OD
X
Reflect the X-axis at the position (0, 3): ( 0 , - 3 ) , Reverse the y-axis at the position (0, 3): ( 0 , 3 )
How do you find coordinates in math?In order to determine a point's coordinates in a coordinate system, you must do the opposite. Start at the point and move in a vertical line in either an upwards or downwards direction to the x-axis. Here is the x-coordinate for you. Next, repeat the process while following a horizontal line to determine the y-coordinate.
A group of values that exhibit precise positioning On graphs, it is typically represented by a pair of numbers: the first number indicates the length along, while the second number indicates the length up or down. The point (12,5), for instance, is 12 units down and 5 units up. a pair of numbers that use the separations between the two reference axes to define the location of a point on a coordinate plane.
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Select all figures for which at least one cross section is a circle.
1.) cylinder
2.) cone
3.) triangular pyramid
4.) sphere
5.) cube
6.) rectangular pyramid
7.) square pyramid
Answer: Cylinder, Cone, and Sphere
Step-by-step explanation:
find the length of the hypotenuse if both legs of the right triangle are 3
Answer:
h = 3[tex]\sqrt{2}[/tex]
Step-by-step explanation:
using Pythagoras' identity in the right triangle.
the square on the hypotenuse is equal to the sum of the squares on the other 2 legs.
let h represent the hypotenuse , then
h² = 3² + 3² = 9 + 9 = 18 ( take square root of both sides )
h = [tex]\sqrt{18}[/tex] = [tex]\sqrt{9(2)}[/tex] = [tex]\sqrt{9}[/tex] × [tex]\sqrt{2}[/tex] = 3[tex]\sqrt{2}[/tex] ← exact value
or h ≈ 4.24 ( to 2 decimal places )
roberto is building a rainbow for the set of the school play. he draws the sketch shown to find the amount of paint he needs to make the rainbow. he says he needs to buy enough green paint to cover at least 15.7 square feet.
Answer:
what is the question
Step-by-step explanation:
Use multiplication to find 1/4
If the two fractions are 1/4 and 1/6, then the two equivalent fractions are 2/8 and 2/12, respectively.
A fraction is what?The numerator, which is found at the top of the fraction number, and the denominator, which is found at the bottom of the fraction number, are its two constituent parts.
The percentage is= 1/4
In both the denominator and the numerator, multiply it by two= 2/8
A fractional equivalent of 2/8 is 1/4.
Similarly,
For 1/6= 2/12
The fraction 2/12 is equivalent to 1/6.
Therefore, if the two fractions are 1/4 and 1/6, the two equivalent fractions are 2/8 and 2/12, respectively.
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What is linear equation Class 8 example?
such pair of equation that have only one pair of solutions which satisfy both equation is linear equation
Use the diagram and the Exterior Angle Theorem to solve for y.
Y= ______
Hello there!
Answer:
15
Step-by-step explanation:
According to Exterior Angle Theorem for ∠С in ∆ ABC:
∠BAC + ∠ABC = ∠ACD
(5y + 3)° + (4y + 8)° = 146°
5y + 3 + 4y + 8 = 146
9y + 11 = 146
9y + 11 - 11 = 146 - 11
9y = 135
y = 15
Francesca and her family traveled out of state to visit family members. The first day they drove 238 miles. The second day they drove 55 more miles than the first day. Francesca wants to find the number of miles, m, they drove ok the second day. What equation could francesca use?
The equation that Francesca could use will be T = 238 + 55. And the number of miles on the second day will be 293 miles.
What is Algebra?Algebra is the study of abstract symbols, while logic is the manipulation of all those ideas.
The acronym PEMDAS stands for Parenthesis, Exponent, Multiplication, Division, Addition, and Subtraction. This approach is used to answer the problem correctly and completely.
Francesca and her family made a trip out of state to see relatives. On a primary day, they traveled 238 miles. On the second day, they traveled 55 additional miles than the principal day.
Let 'T' be the travel miles in a day. Then the equation is given as,
T = 238 + 55
T = 293 miles
The equation that Francesca could use will be T = 238 + 55. And the number of miles on the second day will be 293 miles.
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This is due tomorrow, please help!!
Answer:
x > -20/7
Step-by-step explanation:
[tex]\frac{2x-4+5x}{8} > -3[/tex]
multiply both sides by 8 to remove the denominator
2x-4+5x > -24
7x - 4 > -24
add 4 to both sides to isolate the variable and its coefficient
7x > -20
divide both sides by 7 to isolate x
x > -20/7
[tex]\huge\text{Hey there!}[/tex]
[tex]\mathsf{\dfrac{2x - 4 + 5x}{8} > -3}[/tex]
[tex]\mathsf{= \dfrac{7}{8}x - \dfrac{1}{2} > -3}[/tex]
[tex]\text{Add } \rm{\dfrac{1}{2}\text{ to both sides of the equation}[/tex]
[tex]\mathsf{\dfrac{7}{8}x - \dfrac{1}{2} + \dfrac{1}{2} > -3 + \dfrac{1}{2}}[/tex]
[tex]\text{Simplify it}[/tex]
[tex]\mathsf{\dfrac{7}{8}x > -3 + \dfrac{1}{2}}[/tex]
[tex]\mathsf{\dfrac{7}{8}x > - \dfrac{5}{2}}[/tex]
[tex]\text{Multiply }\rm{\dfrac{8}{7}\text{ to both sides of the equation}[/tex]
[tex]\mathsf{\dfrac{8}{7}\times\dfrac{7}{8}x > \dfrac{8}{7} \times - \dfrac{5}{2}}[/tex]
[tex]\text{Simplify it}[/tex]
[tex]\mathsf{x > \dfrac{8}{7}\times -\dfrac{5}{2}}[/tex]
[tex]\mathsf{x > \dfrac{8\times -5}{7\times 2}}[/tex]
[tex]\mathsf{x > \dfrac{-40}{14}}[/tex]
[tex]\mathsf{x > \dfrac{-40\div 2}{14\div2}}[/tex]
[tex]\mathsf{x > -\dfrac{20}{7}}[/tex]
[tex]\mathsf{x > -2 \dfrac{6}{7}}[/tex]
[tex]\huge\text{Therefore, your answer should be:}[/tex]
[tex]\huge\boxed{\mathsf{x > -\dfrac{20}{7} \ or \ \mathsf{x > -2 \dfrac{6}{7}}}}\huge\checkmark[/tex]
[tex]\textsf{It is an o.p.e.n circle shaded to the right}[/tex]
[tex]\huge\text{Good luck on your assignment \& enjoy your day!}[/tex]
A roast beef sandwich costs $6.75. A customer buys multiple roast beef sandwiches. Write an equation that represents the
situation. Use x to represent the number of roast beef sandwiches. Then determine how many sandwiches the customer buys.
Amount Used for Payment $50
Change Received
$16.25
An equation that represents this situation is
The customer buys sandwiches.what is an equation that represents this situation? How many sandwiches did the customer buy?
The equation that represent the situation is 16.25 = 50 - 6.75x.
The number of sandwich bought by the customer is 5.
How to represent a situation with an equation?A roast beef sandwich costs $6.75. A customer buys multiple roast beef sandwiches. Let x represent the number of roast beef sandwiches.
Then we will find the how many sandwiches the customer buys when the amount Used for Payment is $50 and change received is $16.25.
Therefore, using equation,
16.25 = 50 - 6.75x
where
x = the number of roast beef sandwichesTherefore, let's find the number of sandwich bought using the equation.
16.25 = 50 - 6.75x
16.25 - 50 = - 6.75x
-33.75 = -6.75x
divide both sides by -6.75
x = -33.75 / -6.75
x = 5
Hence,
number of roasted beef sandwich bought = 5
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Can triangle be constructed with 2cm 3cm 4.5 cm measurements of sides give reason?
It is possible to construct a triangle whose sides are 2 cm 3 cm and 4.5 cm because the sum of two sides are smaller than third sides.
In the given question, we have to check that it is possible to construct a triangle whose sides are 2 cm 3 cm and 4.5 cm.
To check whether the given sides can make a triangle or not, we have to check that the sum of two sides always greater than the third side.
To check this we firstly add the 2 and 3
2 + 3 > 4.5
5 > 4.5
Now we add 2 and 4.5
2 + 4.5 > 3
6.5 > 3
Now we add 3 and 4.5
3 + 4.5 > 2
7.5 > 2
It is possible to construct a triangle whose sides are 2 cm 3 cm and 4.5 cm because the sum of two sides are smaller than third sides.
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Match the reasons to the statements. ( 50 POINTS PER PERSON + BRAINLIEST )
[ Please look at the photos below! Must match ALL the statements to the reasons ]
Answer:
a) Reflexive Property => 7
b) Angle Congruence Postulate => 8
c) Definition of Supplementary => 4
d) Segment Addition Postulate => 5
e) Definition of Right Angle => 6
f) Symmetric Property => 11
g) Substitution Property of Equality => 2
h) Definition of Complementary => 1
i) Segment Congruence Postulate => 9
j) Angle Addition Postulate => 3
k) Linear Pair Postulate (maybe 10)
Step-by-step explanation:
Hope this helps and sorry for taking so long!
PLS PLS HELP PLSSSSSSSSSSSSSSSSSSS
Answer:One minute let me find a answer
Step-by-step explanation:
dentify the function shown in this graph
A. y = −x + 3
B. y=-3x-3
C. y = 3x - 3
D. y=-3x+3
Answer:
B
Step-by-step explanation:
the equation of a line in slope- intercept form is
y = mx + c ( m is the slope and c the y- intercept )
calculate m using the slope formula
m = [tex]\frac{y_{2}-y_{1} }{x_{2}-x_{1} }[/tex]
with (x₁, y₁ ) = (- 1, 0) and (x₂, y₂ ) = (0, - 3) ← 2 points on the line
m = [tex]\frac{-3-0}{0-(-1)}[/tex] = [tex]\frac{-3}{0+1}[/tex] = [tex]\frac{-3}{1}[/tex] = - 3
the line crosses the y- axis at (0, - 3 ) ⇒ c = - 3
y = - 3x - 3 ← equation of line
6/4+3/6+2/3=????????
These would all add up to 8/3 and 8/3 would be turned into a mixed number which would be 2 2/3
A small farm has sheep and chickens, there are chickens as many as twice the sheep and there are 104 legs. What is the count of chickens?.
Answer:
56 chickens or 112 legs
What are solutions 3 properties?
A solution is a homogeneous mixture of two or more components in which the size of particle is smaller than 1 nm.
Normal examples of solutions are sugar in water and salt in water solutions, soda water, etc. In a solution, all the components emerge as a single phase. There is particle similarity i.e., particles are evenly allocated.
This is why a whole bottle of soft drink has the same flavors throughout.
Following are the property of solution:
1. It is a homogeneous mixture.
2. Its particles are too small and have a diameter of less than 1 nm.
3. Particles do not scatter a beam of light passing through it and so, the path of the light is not visible.
4. Solutes are indissoluble from the mixture and do not sediment.
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Which of the following is the discriminant of the quadratic equation 2x² 6x 3 0?
Answer:
The discriminant of a quadratic equation ax² + bx + c = 0, is the value of b² - 4ac.
Given the equation 2x² + 6x + 3 = 0, the discriminant is:
b² - 4ac = (6)² - 4(2)(3) = 36 - 24 = 12
So the discriminant is 12.
Step-by-step explanation:
On the first play of a game, the Eagles
26. Brett and Max are diving. Brett is 34 feet
running back lost three yards. On their next
below the surface and Max is 25 feet below
play, the quarterback was sacked for a loss the surface. How many feet above Brett is of fourteen yards. Find the total yards in
Max?
these two plays.
9 feet above Brett is Max.
What is surface in math?Surface in math is a two-dimensional object that can be defined by a set of points in three-dimensional space. It may have a single boundary or multiple boundaries, and can have curved, straight or irregular edges. Surfaces can be used to represent physical objects in mathematics, such as a sphere or a torus, and also to represent abstract objects such as a surface of revolution or a Riemann surface.
9 feet above Brett is Max. Since Brett is 34 feet below the surface and Max is 25 feet below the surface,
The difference is 9 feet.
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what is a division problem that has a quotient of 17
Answer: 85 ÷ 5 = 17
Step-by-step explanation: We can simply find whatever division problem that has a quotient of 17 by multiplying 17 by something. So, I chose to do 17 * 5. That equals 85. Now to turn this into a division problem, we just take the product and divide it by a number other than 17 (5 in our case) so, it would look like 85 ÷ 5. That is 17. The way to check is by taking the 17 and multiplying it by the number in the middle (5). We get 85, making this statement true. I hope this helped!