The probability density function (PDF) of Y can be determined by the transformation of the PDF of X. Using the transformation rule, we can calculate that fy(y) = fx(x) |dx/dy|, where x is a function of y, since y = Fx(x).
We can use the Chain Rule to determine the derivative of x with respect to y. Since Fx is a monotone increasing function, dx/dy = 1/F'x(x). Substituting this into the transformation rule, fy(y) = fx(x) / F'x(x).
Therefore, to find fy(y), we need to calculate F'x(x). Fx is the cumulative distribution function, which means that its derivative F'x(x) is the probability density function of X, or fx(x). Substituting this into the transformation rule, fy(y) = fx(x) / fx(x). Since fx(x) = fx(2) and fx(2) is a constant, fy(y) = 1/fx(2).
To summarize, the probability density function of Y is given by fy(y) = 1/fx(2).
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Jose and his children went into a grocery store where they sell apples for $2.25 each and mangos for $1.25 each. Jose has $20 to spend and must buy at least 9 apples and mangos altogether. Also, he must buy at least 3 apples and at most 9 mangos. If � x represents the number of apples purchased and � y represents the number of mangos purchased, write and solve a system of inequalities graphically and determine one possible solution.
Answer: $15.25
Step-by-step explanation:
Let x be the number of apples purchased and y be the number of mangos purchased. Then we have the following constraints:
2.25x + 1.25y ≤ 20 (Jose has $20 to spend)
x + y ≥ 9 (Jose must buy at least 9 apples and mangos altogether)
x ≥ 3 (Jose must buy at least 3 apples)
y ≤ 9 (Jose can buy at most 9 mangos)
To solve this system of inequalities graphically, we can plot the relevant lines and shade the feasible region.
First, we graph the line 2.25x + 1.25y = 20 by finding its intercepts:
When x = 0, we have 1.25y = 20, so y = 16.
When y = 0, we have 2.25x = 20, so x = 8.89 (rounded to two decimal places).
Plotting these intercepts and connecting them with a line, we get:
| *
16 | *
|
| /
| /
|/
0 *--------*
0 8.89
Next, we graph the line x + y = 9 by finding its intercepts:
When x = 0, we have y = 9.
When y = 0, we have x = 9.
Plotting these intercepts and connecting them with a line, we get:
|
9 | *
|
| /
| /
|/
0 *--------*
0 9
Finally, we shade the feasible region by considering the remaining constraints:
x ≥ 3: This means we shade to the right of the line x = 3.
y ≤ 9: This means we shade below the line y = 9.
Shading these regions and finding their intersection, we get:
| *
16 | * |
| |
| / |
| / |
|/ |
9 *--------*---
| | /
| |/
| *
0 *--------*
3 8.89
The feasible region is the shaded triangle bounded by the lines 2.25x + 1.25y = 20, x + y = 9, and x = 3.
To find one possible solution, we can pick any point within the feasible region. For example, the point (4, 5) satisfies all the constraints and represents buying 4 apples and 5 mangos, which costs 4(2.25) + 5(1.25) = $15.25.
find the smallest value of n that you can for which s n has an element of order greater than or equal to 100
The smallest value of `n` for which `S_n` has an element of order greater than or equal to 100 is 101.
To determine the smallest value of n for which S_n has an element of order greater than or equal to 100, we can use the formula
S_n = n!/r!(n - r)!,
where n is the number of elements in the set, and r is the number of elements being chosen at a time.
Given, S_n has an element of order greater than or equal to 100. The smallest value of n should be determined.
The formula for the number of permutations in a set with n elements is given by, `S_n = n!/r!(n - r)!`
where `n` is the number of elements in the set and `r` is the number of elements being chosen at a time.
The element of order `n` in `S_n` is an `n` cycle. For `n = 100`, we have an element of order 100.
This element can be expressed as `(1 2 3 ... 99 100)`. Thus, `r = 100`.
Substituting these values in the formula of S_n we get, S_n = n!/r!(n - r)! => n!/(100!(n - 100)!)
Now, we have to find the smallest value of n for which S_n has an element of order greater than or equal to 100. If we substitute `n = 100`, then we will have an element of order 100. But the question asks for the smallest value of n. So, if we substitute `n = 101`, we will have an element of order `101`. Hence, the smallest value of `n` for which `S_n` has an element of order greater than or equal to 100 is 101.
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The shedding frequency based on the analysis of Question 3 is to be determined through the use of a small-scale model to be tested in a water tunnel. For the specific bridge structure of interest D=20 cm and H=300 cm, and the wind speed V is 25 m/s. Assume the air is at MSL ISA conditions. For the model, assume that Dm =2 cm. (a) Determine the length of the model Hm needed for geometric scaling. (b) Determine the flow velocity Vm needed for Reynolds number scaling. (c) If the shedding frequency for the model is found to be 27 Hz, what is the corresponding frequency for the full-scale structural component of the bridge? Notes: Refer to the eBook for the properties of air. Assume the density of water
rhoH2O = 1000 kg/m3 and the dynamic viscosity of water μH2O =1×10^−3 kg/m/s
Answer:
Step-by-step explanation:
Line A has a y-intercept of 3 and is perpendicular to the line given by
y = 5x + 2.
What is the equation of line A?
Give your answer in the form y = mx + c, where m and c are integers or
fractions in their simplest forms.
Answer:
Step-by-step explanation:
The given line is y = 5x + 2. We know that any line perpendicular to this line will have a slope that is negative reciprocal of 5. The negative reciprocal of 5 is -1/5.
Line A is perpendicular to y = 5x + 2, so it has a slope of -1/5. We also know that the y-intercept of line A is 3. Therefore, the equation of line A can be written as:
y = (-1/5)x + 3
or in the form y = mx + c, where m = -1/5 and c = 3.
National Collegiate Athletic Association (NCAA) statistics show
that for every 75,000 high school seniors playing basketball, about 2250 play
college basketball as first-year students. Write the ratio of the number of first-
year students playing college basketball to the number of high school seniors
playing basketball.
Answer: 100:3
Step-by-step explanation:
Answer:
the ratio of first-year college basketball players to high school seniors playing basketball is 3:100.
Step-by-step explanation:
The problem states that for every 75,000 high school seniors playing basketball, about 2,250 play college basketball as first-year students. To write the ratio of first-year college basketball players to high school seniors playing basketball, we need to compare the two quantities.
The ratio is a way of expressing the relationship between two numbers as a fraction or a pair of numbers separated by a colon (:). In this case, we want to express the ratio of the number of first-year college basketball players to the number of high school seniors playing basketball.
To write the ratio, we start by putting the number of first-year college basketball players (2,250) in the numerator of a fraction. We put the number of high school seniors playing basketball (75,000) in the denominator of the same fraction.
So the ratio can be expressed as:
2,250/75,000
To simplify this fraction, we can divide both the numerator and denominator by a common factor. In this case, both 2,250 and 75,000 are divisible by 750. Dividing both numbers by 750 gives:
2,250/75,000 = 3/100
I NEED YOUR HELP ASAP!!
To create a modified box plot for a data set, determine the outliers of the data set and the smallest and largest numbers in the data set that are not outliers. Next, determine the median of the first half of the data set, the median of the entire data set, and the median of the second half of the data set.
What are the values that are needed to create a modified box plot for this data set?
19, 15, 22, 35, 16, 22, 4, 22, 24, 16, 17, 21
Enter your answers in the blanks in order from least to greatest.
Smallest number in the data set that is not an outlier is 15, Median of the first half is 17, Median of the entire data set is 20.5. Median of the second half is 22. Largest number in the data set that is not an outlier is 35.
Give a short note on Median?
In statistics, the median is a measure of central tendency that represents the middle value in a dataset. To find the median, the data must first be sorted in ascending or descending order. If the dataset contains an odd number of values, the median is the middle value. If the dataset contains an even number of values, the median is the average of the two middle values.
The median is a useful measure of central tendency in datasets that are skewed or have outliers, as it is less sensitive to extreme values than the mean. It is also useful in datasets with non-numeric values, such as rankings or survey responses.
To create a modified box plot, we need the following values:
The smallest number in the data set that is not an outlier: 15
The median of the first half of the data set: 17
The median of the entire data set: 20.5
The median of the second half of the data set: 22
The largest number in the data set that is not an outlier: 35
So the values needed to create a modified box plot for this data set are: 15, 17, 20.5, 22, 35.
Solve the problems. a) The number a is 4/5 of the number b. What part of number a is number b?
Answer:
Solve the problems. a) The number a is 4/5 of the number b. What part of number a is number b?
Step-by-step explanation:
a) If a is 4/5 of b, then b is 5/4 of a.
To find what part of a is b, we divide b by a:
b/a = 5/4
This means that b is 5/4 times larger than a, or b is 125% of a.
To find what part of a is b, we subtract 1 from this fraction:
b/a - 1 = 5/4 - 1
b/a - 1 = 1/4
So, b is 1/4 of a, or b is 25% of a.
Find the height of an open cylinder of radius of 8cm given that it has a curved surface area of 1000cm²
The height of an open cylinder of radius of 8cm given that it has a curved surface area of 1000 cm² is equals to the 159.24 cm.
The area obtained after substracting the circular area from the total area of the cylinder is called as curved surface area. Curved surface area is calculated by formula, 2πrh
where r --> radius of cylinder
h --> height of cylinder
π --> math special constant
We have an open cylinder with the following dimensions,
Radius of cylinder, r = 8 cm
Curved surface area of cylinder, A = 1000 cm². We have to calculate the height of this open cylinder. Let the height of an open cylinder be 'h cm' . Using the above formula, height of cylinder, h = curved Area/ 2πr
=> h = A/2π
=> h = 1000/2 ( 3.14)
=> h = 1000/6.28
=> h = 159.24
Hence, required value of height is 159.24 cm.
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how can i slove this??
Answer:
[tex]5x {}^{3} - x + 5x + 2[/tex]
Step-by-step explanation:
Greetings!!!
So to find the sum of (f+g)(x) just simply add these two functions
f(x)+g(x)3x²+5x-2+(5x³-4x²+4)Add like terms together
5x³-x²+5x+2If you have any questions tag it on comments
Hope it helps!!!
Create a Dataset Give a positive integer less than 100 as the last data value in each of the following datasets so that the resulting dataset satisfies the given condition (a) The mean of the numbers is substantially less than the median 51,52,53,54 (b) The mean of the numbers is substantially more than the median 2,3,4,5, (c) The mean and the median are equal. 2,3,4,5
(a) Dataset with mean substantially less than median:
9, 10, 11, 12, 90
The mean of this dataset is (9+10+11+12+90)/5 = 26.4, while the median is 11, which is substantially greater than the mean. The last data value is 90, which is a positive integer less than 100.
(b) Dataset with mean substantially more than median:
98, 99, 100, 101, 200
The mean of this dataset is (98+99+100+101+200)/5 = 119.6, while the median is 100, which is substantially less than the mean. The last data value is 200, which is a positive integer less than 100.
(c) Dataset with mean equal to median:
2, 3, 4, 4, 5
The mean of this dataset is (2+3+4+4+5)/5 = 3.6, which is equal to the median (the middle value of the dataset). The last data value is 5, which is a positive integer less than 100.
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a general principle in the field of tests and measurements is that longer tests tend to be more reliable than shorter ones. in your opinion, is that principle illustrated by the reliability coefficients shown in the table?
This principle is validated by the data shown in the table.
Tests and measurements is an essential aspect of the education process as it enables educators to gauge the level of knowledge and skills their students have acquired. The principle that longer tests tend to be more reliable than shorter ones has some merit because it allows educators to assess a broader range of skills and knowledge, which increases the validity of their assessments.In my opinion, the principle that longer tests tend to be more reliable than shorter ones is illustrated in the reliability coefficients shown in the table. This is because the data shows that the reliability coefficients for longer tests are consistently higher than those for shorter tests. Additionally, the results for the 10-item test indicate a higher reliability coefficient compared to the 5-item test, which supports the notion that longer tests are more reliable than shorter ones.The table displays that the longer tests have higher reliability coefficients compared to the shorter tests. For example, in the 5-item test, the reliability coefficient is .45, while the 10-item test's reliability coefficient is .73. This shows that the 10-item test is more reliable than the 5-item test, as the higher reliability coefficient indicates that the assessment is consistent in measuring the skill or knowledge it is intended to measure. As a result, this principle is validated by the data shown in the table.
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Prove that sum of measure of three angles of triangle is 180
Proved that the sum of measure of three angles of triangle is 180 using the Polygon Angle Sum Theorem
To prove that the sum of the measures of three angles of a triangle is 180 degrees, we can use the Polygon Angle Sum Theorem, which states that the sum of the measures of the interior angles of a polygon with n sides is equal to (n-2) times 180 degrees.
A triangle is a polygon with three sides, so we can apply the Polygon Angle Sum Theorem to a triangle to find the sum of its interior angles. Using n=3, we have:
Sum of measures of interior angles of triangle = (n-2) × 180 degrees
= (3-2) × 180 degrees [since we are dealing with a triangle]
= 1 × 180 degrees
= 180 degrees
Therefore, the sum of the measures of the interior angles of a triangle is 180 degrees. This means that the sum of the measures of the three angles in a triangle is always 180 degrees, regardless of the size or shape of the triangle.
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Im a trapezoid measuring 8cm, 10cm, 16 cm and 10cm on its sides. What is my Perimeter? 1-5 po lhat
Answer:
See Below.
Step-by-step explanation:
To find the perimeter of a trapezoid, you simply add up the lengths of all four sides.
In this case, the trapezoid has sides of 8 cm, 10 cm, 16 cm, and 10 cm.
Perimeter = 8 cm + 10 cm + 16 cm + 10 cm
Perimeter = 44 cm
Therefore, the perimeter of the trapezoid is 44 cm.
The vertex of the parabola below is at the point (5, -3). Which of the equations
below could be the one for this parabola?-ہے
A. y=-3(x-5)^2-3
B. x=3(y-5)^2-3
C. x=3(y+3)^2+5
D. x=-3(y+3)^2+5
None of the available options match the parabola's equation.
Which might be the parabola's equation?To determine the equation of a parabola, we can utilize the vertex form. Assuming we can read the coordinates (h,k) from the graph, the aim is to utilize the coordinates of its vertex (maximum point, or minimum point), to formulate its equation in the form y=a(xh)2+k, and then to determine the value of the coefficient a.
A parabola's vertex form is given by:
[tex]y = a(x-h)^2 + k[/tex]
where (h,k) is the parabola's vertex.
[tex]y = a(x-5)^2 - 3[/tex]
These values are substituted into the equation to produce:
[tex]-15 = a(2-5)^2 - 3[/tex]
[tex]-15 = 9a - 3[/tex]
[tex]-12 = 9a[/tex]
[tex]a = -4/3[/tex]
[tex]y = (-4/3)(x-5)^2 - 3[/tex]
This equation is expanded and simplified to produce:
[tex]y = (-4/3)x^2 + (32/3)x - 53[/tex]
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B=6,c=7.5 what is A in Pythagorean therom
Answer: 4.5
Step-by-step explanation:
A^2 +B^2 =C^2
A^2 + 6^2 =7.5^2
A^2 + 36= 56.25
A^2= 20.25
A= square root of 20.25
A= 4.5
If the sum of two numbers is 10 and the product of the numbers is 15, then find the following:
(a) The difference of numbers.
(b) Sum of cube of the numbers.
Answer:
the numbers are
[tex] \sqrt{10} + 5 \\ - \sqrt{10} + 5[/tex]
Step-by-step explanation:
then there difference is
square root of 10 + 5 -(- square root of 10 +5)
=
[tex]2 \sqrt{10} [/tex]
and the cube of there sum is 15^3 = 15* 15* 15
= 3375
The total resistance of a circuit is given by the formula RT = +
R1 = 4 + 6i ohms and R2 = 2 − 4i ohms. What is RT?
The total resistance of the circuit is 6 + 2i.
Resistance is a unit of measurement for the resistance to current flow in an electrical circuit. The Greek letter omega () represents the unit of measurement for resistance, which is ohms.
Georg Simon Ohm (1784–1854), a German physicist who investigated the connection between voltage, current, and resistance, is the name given to the unit of resistance known as an ohm.
The amount of opposition any object applies to the flow of electric current is known as resistance. A resistor is an electrical component utilised in the circuit to provide that particular level of resistance. R = V I is a formula used to calculate an object's resistance.
given :
R1 = (4 + 6i)
R2 = (2 - 4i)
total resistance of the circuit is
R = R1 + R2
= (4 + 6i) + (2 - 4i)
= 6 + 2i
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The equation RT = + R1 = 4 + 6i ohms and R2 = 2 4i ohms, RT = 6 - 2i ohms, determines the circuit's total resistance.
R1 and R2 are added to determine RT: RT = R1 + R2.
The actual components added together give us 4 + 2 = 6.
When we add the fictitious parts, we obtain 6i - 4i = 2i.
RT is thus equal to 6 - 2i ohms.
To put it another way, the circuit's total resistance is a complex number containing a real component of 6 ohms and an imaginary component of -2 ohms. This shows the combined impact of the circuit's resistances R1 and R2. When a constant voltage differential of one volt (V) is supplied to two conductor points and a current of one ampere (A) results, the resistance between those points is measured in ohms. It is comparable to one volt for every ampere (V/A), to put it simply.
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Emma and Cooper went to Tico’s tacos for lunch. Emma ordered three tacos and one burrito and Cooper ordered one taco and two burritos Emmas order total was $3.65 and Cooper’s bill was $3.30. Write and solve a system of equations to model the situation above. Explain the solution in the context of this problem. Explain, or show your work in the box below.
In the given system of equations one taco costs $0.80 and one burrito costs $0.72.
What is a system of equations?An equation system is a finite collection of equations for which we searched for the common solutions. It is sometimes referred to as a set of simultaneous equations or an equation set. The classification of a system of equations is similar to that of a single equation. In modelling issues where the unknown values may be expressed in the form of variables, a system of equations finds use in everyday life.
Let us suppose the cost of one taco = x.
Let us suppose the cost of one burrito = y.
Then, for Emma we have:
3x + y = 3.65
For Cooper we have:
x + 2y = 3.30
Using elimination, multiply the first equation by 2 and subtract it from the second equation:
(2)(3x + y = 3.65)
6x + 2y = 7.30
x + 2y = 3.30
-5x = -4
x = 4/5
Substituting this value of x into either equation:
3(4/5) + y = 3.65
y = 2.15/3 ≈ 0.72
Therefore, one taco costs $0.80 and one burrito costs $0.72.
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Write a quadratic function in standard form to represent the data in the table.
Ordered pairs arranged in a table. From left to right the pairs are: 2, 3, and 4, 1, and 6, 3, and 8, 9, and 10, 19.
y = x2 − x +
Please help me answer!
As a result, the percentage of adults who selected math is different from the percentage of kids who did.
what is percentage ?As a number out of 100, a percentage is a method to express a proportion or a fraction. It is symbolized by the number %. If there are 25 boys in a class of 100 pupils, for instance, then there are 25% of boys in the class. It is a helpful method to compare quantities and to express changes in values over time.
given
120 80
Total 200
Women Overall Party A Party B
70 60
Overall 130
Therefore, there are 130 ladies in the group.
b) The chart indicates that 70 women plan to support Party A.
Thus, the percentage of adults who selected English was 40% of 48, which is equal to 0.4 times 48 and 19.2 when rounded to the closest whole number.
b) Reeshma is not accurate. The percentage of adults who selected math is 35%, while for children it is 40%, according to the pie chart.
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The complete question is:- complete the two-way table, which shows the voting intentions of a group of men and women. a How many women are in the group?
Men
Party A Party B 120
Total 200
Women 130
Total 380
b How many women intend to vote for Party A?
2 A group of 48 adults are asked what their favourite subject was at school. They can choose from
maths, English and science.
A group of 32 school children are asked the
same question.
The number of employees for a certain company has been decreasing each year by 5%. If the company cumently has 860 employees and this rate continues, find the number of employees in 10 years
The number of employees in 10 years will be approximately
(Round to the nearest whole number as needed)
Based on the exponential decay equation, the number of employees for the company that has been decreasing yearly by 5%, will in 10 years be approximately 515.
What is exponential decay equation?The exponential decay equation or function gives the value in t years that has a constant ratio of decrease.
Exponential decay equation is one of the two exponential functions. The other is the exponential growth equation.
The annual decrease in the number of employees = 5%
The current number of employees in the company = 860
The expected time = 10 years.
The exponential decay equation is as follows, y = 860 x 0.95^10.
y = 860 x 0.95^10 = 515
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Suppose f is a continuous function defined on a rectangle R=[a,b]X[c,d]. What is the geometric interpretation of the double integral over R of f(X,y) if f(X,y)>0
If f(x,y) > 0 and is a continuous function defined over a rectangle R=[a,b]x[c,d], then the double integral over R of f(x,y) can be interpreted as the volume of a solid that lies in the first octant and under the graph of the function f(x,y) over the region R.
The geometric interpretation of the double integral over R of f(x,y) if f(x,y) > 0, where f is a continuous function defined on a rectangle R = [a,b] × [c,d] is given as follows:
The double integral of f(x,y) over R, if f(x,y) > 0, gives the volume under the graph of the function f(x,y) over the region R in the first octant.
Consider a point P (x, y, z) on the graph of f(x, y) that is over the region R, and let us say that z = f(x,y). If f(x,y) > 0, then P is in the first octant (i.e. all its coordinates are positive).
As a result, the volume of the solid that lies under the graph of f(x,y) over the region R in the first octant can be found by integrating the function f(x,y) over the rectangle R in the xy-plane, which yields the double integral.
The following formula represents the double integral over R of f(x,y) if f(x,y) > 0:
∬Rf(x,y)dydx
The geometric interpretation of the double integral over R of f(x,y) if f(x,y) > 0 is given by the volume of the solid that lies under the graph of the function f(x,y) over the region R in the first octant.
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Determine what number to multiply the first equation by to form opposite terms for the x-variable.
2
5
x + 6y = -10
–2x – 2y = 40
Multiplying the first equation by
will create opposite x terms
To create opposite x terms, we need to multiply the first equation by -5.
How to choose what term to multiply the first equation?
To choose what term to multiply the first equation, we need to consider the coefficients of the variable that we want to eliminate (in this case, the x variable) in both equations. Our goal is to create opposite terms for that variable in the two equations, so that when we add or subtract the equations, that variable will be eliminated.
Determining the number to multiply the first equation by to form opposite terms for the x-variable :
In this case, the coefficient of x in the first equation is 2/5, and the coefficient of x in the second equation is -2.
To create opposite terms for x, we need to find a constant that, when multiplied by the first equation, will result in a coefficient of x that is the negative of the coefficient of x in the second equation (i.e., -2).
To do this, we can divide the coefficient of x in the second equation by the coefficient of x in the first equation, and then multiply the entire first equation by the resulting constant.
In this case, we have:
[tex](-2)/(2/5) = -5[/tex]
Multiplying the first equation by -5 gives:
[tex]-5(2/5)x + (-5)6y = -5(-10)[/tex]
which simplifies to:
[tex]-2x - 30y = 50[/tex]
Now we have two equations with opposite x terms:
[tex]-2x - 4y = 40[/tex]
[tex]-2x - 30y = 50[/tex]
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Write the equation of a line perpendicular to `y=3` that goes through the point (-5, 3).
Answer:
The equation of a line perpendicular to y=3 that goes through the point (-5, 3) is: x = -5.
Step-by-step explanation:
To find the equation of a line perpendicular to y=3 that goes through the point (-5, 3), we need to remember that the slope of a line perpendicular to another line is the negative reciprocal of the slope of the original line.
The equation y=3 is a horizontal line that goes through the point (0,3), and its slope is zero. The negative reciprocal of zero is undefined, which means that the line perpendicular to y=3 is a vertical line.
To find the equation of this vertical line that goes through the point (-5, 3), we can start with the point-slope form of a linear equation:
y - y1 = m(x - x1)
where m is the slope of the line and (x1, y1) is a point on the line. Since the line we want is vertical, its slope is undefined, so we can't use the point-slope form directly. However, we can still write the equation of the line using the point (x1, y1) that it passes through. In this case, (x1, y1) = (-5, 3).
The equation of the vertical line passing through the point (-5, 3) is:
x = -5
This equation tells us that the line is vertical (since it doesn't have any y term) and that it goes through the point (-5, 3) (since it has x=-5).
So, the equation of a line perpendicular to y=3 that goes through the point (-5, 3) is x = -5.
Answer:
x= -5
Step-by-step explanation:
The perpendicular line is anything with x= __.
x= -5 however, will go through the point (-5, 3) and that is our answer.
In the morning 134 books were checked out from the library.in the afternoon 254 books were checked out and 188 books were checked out in the evening.how many books were checked out in the library that day?
Answer:
576 books.
Step-by-step explanation:
134+254+188=576 books in total.
Answer:
576
Step-by-step explanation:
This is literally easy!
Checked books are 134 + 254 + 188 = 576
Polynomial question
I don't understand this working
Why is b = d = 0 if the function is even?
Please explain the steps to solve a question like this.
To understand why b = d = 0 if the function is even, we need to consider the definition of an even function.Therefore If P(x) is an even function, then b = d = 0.
What is Polynomial?A polynomial is a mathematical expression that consists of variables and coefficients, combined using the operations of addition, subtraction, and multiplication. It can have one or more terms and can be of any degree.
An even function is a function that satisfies the condition f(x) = f(-x) for all x in the domain of the function.
If P(x) is an even function, then we have P(x) = P(-x) for all x. Substituting -x for x in the expression for P(x), we get:
P(-x) = a(-x)⁴ + b(-x)³ + c(-x)² + d(-x) + e
= a(x⁴) - b(x³) + c(x²) - d(x) + e
Since P(x) = P(-x), we can equate the two expressions for P(x) and P(-x) to get:
a(x⁴) + b(x⁴) + c(x²) + d(x) + e = a(x⁴) - b(x³) + c(x²) - d(x) + e
Simplifying this equation, we get:
2b(x³) + 2d(x) = 0
Since this equation holds for all values of x, we can set x = 0 to get:
2d(0) = 0
which implies that d = 0. Similarly, setting x = 1, we get:
2b(1³) + 2d(1) = 0
2b = 0
b = 0
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y=2x+1
2x-y=3
,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
Simplify.
Remove all perfect squares from inside the square root. Assume x is positive.
20x8 =
The simplified form of the given expression as required to be determined in the task content is; 2x⁴√5.
What is the simplified form of the given expression?It follows from the task content that the Simon form of the given expression √20x⁸ is required to be determined from the task content.
On this note, since the given expression is; √20x⁸.
We have that; = √ (4 × 5 × x⁸)
Therefore, since 4 and x⁸ are perfect squares; it follows that we have;
= 2x⁴ √5.
Ultimately, the simplified form of the given expression as required to be determined is; 2x⁴ √5.
Complete question; The correct expression is; √20x⁸.
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use the newton-raphson method to find an approximate value of 3√7 . use the method until successive approximations obtained by calculator are identical. an appropriate function to use for the approximation would be f (x) = A x^2 + B x^3 + C x + D where A= B= C= D=
If c1 = 2, then c2 = ___
2√3= ____
Here is a scale drawing of a garden. Tom wants to plant a tree in the garden according to the following rules: It must be 4 m from A and 2 m from CD. Place a cross where Tom can plant the tree. D 2.5 cm A 4 cm C B 1 cm represents 2m
Answer:
the cross is the blue color
