The volume of the solid is 32/3.
The volume of the solid whose base is bounded by the circle x2 + y2 = 4 and the cross sections perpendicular to the x-axis are squares can be calculated using the formula for the volume of a solid of revolution. This formula states that the volume is equal to the integral of the area of the cross sections from the lower limit to the upper limit.
Since the cross sections are squares, the area of each cross section is given by the equation A = x2. The lower limit is given by the equation x2 + y2 = 4, which is x=-2, and the upper limit is x=2. Thus, the volume is given by the integral ∫(-2)2x2dx = 8∫x2dx = 8(x3/3)|(-2)2 = 8(2^3/3 - (-2)^3/3) = 8(8/3 - -8/3) = 32/3. Therefore, the volume of the solid is 32/3.
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The following shapes are based only on squares, semicircles, and quarter circles. Find the perimeter and area of the shaded part. Give your answer as a completely simplified exact value in terms of pi. (no approximations) FIRST PERSON TO ANSWER GETS 100 POINTS
Answer:
Perimeter = 8π cm
Area = (32π - 64) cm²
Step-by-step explanation:
ABCD is a square.
Therefore:
AB = BC = CD = DA = 8 cmArea = 8 × 8 = 64 cm²PerimeterThe perimeter of the shaded part is the sum of two congruent quarter circles, i.e. half the length of the circumference.
The arcs AC are quarter circles of a circle with radius 8 cm.
Therefore the perimeter of the shaded area is:
[tex]\implies \sf Perimeter=Half\;circumference=\dfrac{1}{2} \cdot 2\pi r=\pi r=8\pi\;cm[/tex]
AreaTo find the area of the shaded area, subtract the two unshaded areas from the area of the square.
As the two unshaded areas are congruent we only need to find the area of one unshaded area.
The area of one unshaded area is the area of the square minus the area of the sector ADC (which is a quarter of a circle with radius 8 cm).
[tex]\begin{aligned}\implies \textsf{Area of one unshaded area}&=\textsf{Area of square}-\textsf{Area of $\frac{1}{4}$ circle}\\&=64-\dfrac{1}{4} \pi r^2\\&=64-\dfrac{1}{4} \pi \cdot 8^2\\&=64-\dfrac{1}{4} \pi \cdot 64\\&=(64-16 \pi)\; \sf cm^2\end{aligned}[/tex]
Now we have found the area of one unshaded area, to calculate the area of the shaded area simply subtract two unshaded areas from the area of the square:
[tex]\begin{aligned}\implies \textsf{Shaded area}&=64-2(64-16\pi)\\&=64-128+32\pi\\&=(32\pi-64)\; \sf cm^2 \end{aligned}[/tex]
find the fixed point of the function f. [a fixed point of a function f is a real number c such that f(c)
The fixed point of the function f(x) = x^2 + 1 is c = 0.
f(x) = x^2 + 1
c = 0
To find the fixed point of the function f, we can set the equation f(x) = x^2 + 1 equal to x, since the fixed point is when f(x) is equal to x.
Therefore, we can solve for x by setting x^2 + 1 = x. Re-arranging the equation, we get x^2 - x + 1 = 0.
Using the quadratic formula, x = (-(-1) ± √(1 - 4(1)(1))/(2(1))
Simplifying this expression, x = (-1 ± √3)/2.
Since we are looking for a real number, we can eliminate the negative solution and set x = (1 + √3)/2.
Therefore, the fixed point of the function f is c = 0.
The fixed point of the function f(x) = x^2 + 1 is c = 0.
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What is an equivalent way to write the expression without grouping symbols?
3(4x−5)
Drag and drop the values into the boxes to create an equivalent expression.
30POINTS! please answer!!!
The equivalent way to write the expression is 12x-15. The solution has been obtained by simplifying the expression.
What is simplified expression?
Simplified expression is that expression which does not contains any like terms. When in an expression, all the like terms are combined and all of the specified brackets are solved, then only unlike terms are left in the simplified expression which cannot be further reduced.
We are given 3(4x-5).
There are no like terms in the given expression.
Therefore, as the next step, we need to solve the bracket for simplifying the expression.
Thus, we obtain
⇒ 3*4x - 5*3
⇒ 12x -15
Hence, the equivalent way to write the given expression is 12x-15.
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The sum of four consecutive integers is 105. What are the integers?
What is the reference angle for the given angle measure drawn in standard position?
The reference angles are given as -
- 34π/3 → π/3- 5π/12 → π/12 17π/6 → π/6What is a radian?The radian is the unit of angle in the International System of Units and is the standard unit of angular measure used in many areas of mathematics
Given are the angles as shown in the figure.
We can write the reference angles as -
{ 1 } -- 34π/3 → -34 x π/3 → π/3
- 34π/3 → π/3
{ 2 } -- 5π/12 → -5x π/12 → π/12
- 5π/12 → π/12
{ 3 } -17π/6 → 17 x π/6 → π/6
17π/6 → π/6
Therefore, the reference angles are given as -
- 34π/3 → π/3- 5π/12 → π/12 17π/6 → π/6To solve more questions on reference angles, visit the link below -
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Can someone help me with this?
Answer:
9
Step-by-step explanation:
parenthesis
exponents
multiply
división
add
Subtract
do it in this order and it makes it 10 times easier
what is the width of an rectangle with a length of 3/7 ft and a area of 2ft²? write an equation to show your work.
Width of the rectangle is 14/3 feet.
What is Rectangle?Rectangle is a two dimensional figure which has four sides and four angles and all the angles are right angles.
Area of a rectangle = Length × Width
Length = 3/7 feet
Area = 2 feet²
Substituting in the equation for the area,
2 = 3/7 × Width
Width = (2 × 7) / 3
= 14/3 feet
Hence the measure of width of the rectangle is 14/3 feet.
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In a class there are 42 students. the numbers of girls is 2times the numbers of boys. how many boys and girls are there in the class
Answer: 14 boys & 28 girls
Step-by-step explanation:
the number of girls= 2x
the number of boys= x
now create an algebraic equation:
x + 2x = 42
3x = 42
x = 14 (boys)
multiply 14 by 2 as the number of girls is two times the number of boys.
14 x 2 = 28 girls
Prove divisability
will mark the brainliest!
Step-by-step explanation:
We can prove without use of calculator.
Use exponent product rule:
[tex]a^{n+m} = a^{n}*a^{m}[/tex]
Rewrite with exponent power rule:
[tex](9*9*9*9)-(3^{2}*3^{2}*3^{2}*3)[/tex]
Since [tex]3^{2}=9[/tex], we can eliminate 3 pairs via subtraction, leaving us with:
[tex]9-3=6[/tex]
6 is divisible by 6.
Easy without calculator :)
Hope this helps.
consider the following set of requirements for a university database that is used to keep track of students' transcripts. the university keeps track of each student's name, student number, social security number, current address and phone, permanent address and phone, birthdate, sex, class (freshman, sophomore, ..., graduate), major department, minor department (if any), and degree program (b.a., b.s., ..., ph.d.). some user applications need to refer to the city, state, and zip of the student's permanent address, and to the student's last name. both social security number and student number have unique values for each student. each department is described by a name, department code, office number, office phone, and college. both name and code have unique values for each department. each course has a course name, description, course number, number of semester hours, level, and offering department. the value of the course number is unique for each course. each section has an instructor, semester, year, course, and section number. the section number distinguishes different sections of the same course that are taught during the same semester/year; its values are 1, 2, 3, ..., up to the number of sections taught during each semester. a grade report has a student, section, letter grade, and numeric grade (0, 1, 2, 3, 4 for f, d, c, b, a, respectively). using a modeling tool, complete the following. design a conceptual schema for this company (see chapter 1, page 13 for an example) draw an er diagram for that schema. specify key attributes of each entity type and structural constraints on each relationship type. note any unspecified requirements and make appropriate assumptions to make the specification complete. what to submit submit a word or pdf document containing both the conceptual schema and the er diagram. additional resources summary of the notation for er diagrams try one of the following er modeling tools to complete this assignment. gitmind - free online mind mapping diagrams.net dbdiagram.io start date jan 9, 2023 7:00 pm due date jan 23, 2023 11:59 pm
The conceptual schema and the E-R diagram are attached.
(i) Before making the E-R diagram we discuss the entity relational model for the given problem. So the E-R diagram is the graphical representation of different entities and attributes.
Assumptions for the given problem:
(i) University: a university has its name, address, email id, and mobile number
the university gives admission to students and also university and different departments.
(ii) Student: a student has attributes name, contact number, and social security number as the primary number, address, student number, birth date has its name, department, sex, class, department, and degree program.
(iii) Department: the department has its name, department code, office number, phone
(iv) Courses: each course has its name, description, course number, number of semester hours, level, and offering department.
(v) Section: section has an instructor, semester, year, course, section number
(vi) Grade report: a grade report contain a student section, letter grade, and numeric grade
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use the method of mathematical Induction to Prove that 4+9+14+19+_ _ + (5n-1) = n/₂ (3+5n) for all natural numbers n
Mathematical induction, .∴ Pn+1 follows if Pn is true. For all positive integers of n, Pn holds true because P1 is true.
To prove mathematical induction?Assume that Pn is 4 + 9 + 14 +... + (n/2)(5n + 3)=(5n -1).
First, establish that P1 is accurate when n equals 1.
LHS= 4
RHS
= 1/2(5 + 3)
= 1/2(8)
= 4
= LHS
Is P1 true.
2) Assume Pn to be accurate, i.e., 4 + 9 + 14 +... + ( 5n -1)= (n/2)(5n +3)
3) Establish Pn+1 as true in the induction stage.
Replace (n+1) on both sides of n to obtain Pn+1.
Pₙ₊₁: 4 +9 +14 +...+(5n -1)+ [5(n+1) -1]=
Establish the RHS and LHS's parity.
LHS = 4 +9 +14 +...+(5n -1)+ [5n +5-1]
Bold expression in (2) should be replaced with the value of Pn:
.∴ Pn+1 follows if Pn is true. For all positive integers of n, Pn holds true because P1 is true.
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how many total atoms of each element are present in the following formulas?
3 CaCl₂
Tap in the fields to enter the answers directly OR
tap on the Number Pad icon to use our built-in Number Pad.
To ascertain an element's molar mass, use the periodic table. Calculate the quantity of moles by dividing the supplied mass in grammes by the molar mass.
How many types of atoms are in an element?One type of atom makes up each individual element. Protons, neutrons, and electrons, three additional subatomic particles, make up atoms. Chemical reactions allow elements to interact with one another to create molecules.The number of atoms can be calculated by multiplying the number of moles by Avogadro's number. An atom's atomic number is equal to the quantity of protons in its nucleus or the quantity of electrons in an electrically neutral atom.CaCl2 contains 3 atoms. We can determine the number of atoms in a compound by counting the subscripts after each ingredient. Counting moles is the initial step in calculating the number of atoms.To learn more about element's refer to:
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scientist do not accept a nutrition or scientific hypothesis until it has been thoroughly tested using the
The scientific method is a systematic set of method that scientists follow to gain information. we will explore how the scientific method is used in the study of nutrition.
To make the things simple, you might want to think of the scientific method as a pro way to ask questions and find answers. With this in mind, it makes sense that the stride of the scientific method starts when researchers ask questions.
For example, a research scientist might awe whether people who eat an apple a day visit their family doctor hardly times a year than those who do not eat apples.
The scientific method is a nice tool for analyzing nutrition. It has been used to set nutrition advice, understand how nutrients support health and learn how nutrition supports athletic account.
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The multiplicative inverse of -7/9 is
Answer:
9/-7
Step-by-step explanation:
the reason is all you have to do is reverse the fraction
Answer:
-9/7
Step-by-step explanation:
The multiplicative inverse of -7/9 is_____?
The multiplicative inverse of a number is defined as a number that when multiplied by the original number gives the product as 1
-7/9 × (- 9/7) = 1
. MATHEMATICS: 1. Given that x + y =3/4 and x - y =5/2 find the value of 2y + x
Step-by-step explanation:
[tex]x = \frac{13}{8} \\ y = \frac{ - 7}{8} \\ 2y + x = - \frac{14}{8} + \frac{13}{8} = - \frac{1}{8} [/tex]
Answer:
-1/8
Step-by-step explanation:
x + y = 3/4
x -y = 5/2
2x = 13/4 3/4 + 5/2 = 3/4 + 10/4 = 13/4 Next divide both sides by 2
[tex]\frac{2x}{2}[/tex] = [tex]\frac{\frac{13}{4} }{2}[/tex] [tex]\frac{13}{4}[/tex] ÷[tex]\frac{2}{1}[/tex] = [tex]\frac{13}{4}[/tex] x [tex]\frac{1}{2}[/tex] = [tex]\frac{13}{8}[/tex]
x = [tex]\frac{13}{8}[/tex]
plug in 13/8 for x in either of the two original equations.
x + y = 3/4
13/8 + y = 3/4 Subtract 13/8 from both sides
y = -7/8 3/4 - 13/8 = 6/8 - 13/8 = -7/8
Check:
substitute x = 13/8 and y = -7/8 back into the original two equations to see if the equations ae true
x + y = 34
13/8 - 7/8 = 3/4
6/8 = 3/4
3/4 = 3/4 Checks
x - y = 5/2
13/8 - (-7/8) = 5/2
13/8 + 7/8 = 5/2
20/8 = 5/2
5/2 = 5/2 Checks
Find the value of 2y + x
2(-7/8) + 13/8
-14/8 + 13/8
-1/8
Classify these events. Selecting a king from a deck of cards, replacing it and selecting a queen from the same deck. These events would be considered:
Group of answer choices
A) Subjective
B) Empirical
C) Independent
D) Dependent
Picking a king from a deck of cards, swapping it out for a queen, then continuing. These occurrences would constitute Dependent events.
'What is dependent probability?'
A dependent variable is precisely what it sounds like, just like an independent variable. It is something on which other elements depend.
A test score, for instance, may be a dependent variable because it could vary based on a number of variables, including how much you studied, how much sleep you got the night before the test, and even how hungry you were. Typically, when attempting to establish a connection between two variables, the goal is to determine what causes the dependant variable to vary in the manner that it does.
Many people struggle to recall which variable is the independent variable and which variable is the dependent variable.
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Find the degree measure of each interior angle of quadrilateral PQRS.
Note: Figure not to scale.
angle s= 2yº
angle p= 3yº
angle q= 4y°
angle r= y°
S=72, P=108, Q=144, and R=36 are the degree measures for each quadrilateral angel.
Calculating the angles:Since the sum of all angles is 360.
∠S+∠P+∠Q+∠R=360
2y+3y+4y+y=360
10y=360
y=36.
Hence, we get ∠S=72, ∠P=108, ∠Q=144 and ∠R=36.
Name some of the properties of the quadrilateral and explain what it is?A polygon with four sides, four vertices, and four angles is called a closed quadrilateral. It is made by joining four non-collinear points together. In all cases, the inner angles of quadrilaterals add up to 360 degrees.
Do the interior angles of all quadrilaterals add up to 360?The fact that the sum of the interior angles is always equal to 360 degrees is a property shared by all of the above four-sided shapes. Each interior angle of a regular quadrilateral, such as a square, will be equal to: 90 degrees is 360/4.
Are there four equal angles in every quadrilateral?They split in two directions. There are both regular and irregular quadrilaterals. The diagonals of a regular quadrilateral must cross each other and have four equal sides and angles. The only quadrilateral that meets all of these requirements is square
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Prove that ROS is an equivalence relation if and only if RoS= So R.
Transitivity: Assume that for some a, b, xRSy and yRSz, or xRaSy and yRbSz, exist. After that, aSRb, abbreviated as aSyRb. In light of the fact that SoR=RoS, we obtain aRSb, or, to use an example, aRcSb.
How to find the calculation?R and S should be two equivalence relations on X.
I want to demonstrate that the relationship RS is equivalent, but I am unable to demonstrate that it is transitive and reflexive.
regarding transitivity
There are random x and y with (x,y)RS, z with (x,z)R and (z,y)S, and what else?
Do I need to use R=S=S=R somewhere else?
As opposed to (x,y)R, I use the notation xRy. For some a, the term "xRSy" specifically refers to "xRaSy." Additionally, writing (xRy and yRz) is more convenient than writing xRySz. I would generally suggest drawing these relationships as graphs, with the vertices representing the points and the edges denoting the relationship.
assumption R=S=R.
Transitivity: Assume that for some a, b, xRSy and yRSz, or xRaSy and yRbSz, exist. After that, aSRb, abbreviated as aSyRb. In light of the fact that SoR=RoS, we obtain aRSb, or, to use an example, aRcSb. Then, as R,S are equivalence relations, xRcSz follows from xRaRcSbSz, and xRSz follows.
I'm sure you can now independently demonstrate reflexivity.
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Identify whether the statement represents an exponential function. Explain.A population of bacteria decreases by a factor of 18 every 24 hours.Yes, the statement is an exponential function because the population decreases daily by a proportional rate.Yes, the statement is an exponential function because the population decreases daily by a constant rate.No, the statement is not an exponential function because the population decreases daily by a proportional rate.No, the statement is not an exponential function because the population decreases daily by a constant rate.No, the statement is not an exponential function because it is a quadratic function.
Option A is correct i.e., Yes, the statement is an exponential function because the population decreases daily by a proportional rate.
Exponents in mathematics are usually defined as when a number or an expression is given a specific power. The number to which the power is assigned is multiplied power times itself to get the final value. It is depicted by raised symbol written beside the number or expression.
It is written as a∧b where a is the base and b is the power and is called b to the base a or a raised to bth power. An example of the same can be 2∧3= 2x2x2=8, [tex]a^{3}[/tex]=axaxa, etc.
There are some properties of exponents like
[tex]a^{b}[/tex] + [tex]a^{c}[/tex]= a∧bc E.g., [tex]2^{3}[/tex]+[tex]2^{4}[/tex]=[tex]2^{3.4}[/tex] =[tex]2^{12}[/tex][tex]a^{0}[/tex]=1 E.g., [tex]2^{0}[/tex]=1[tex]a^{(-3)}[/tex]=1/[tex]a^{3}[/tex] = [tex]3^{(-4)}[/tex]=1/[tex]3^{4}[/tex]To know more about exponents visit
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the general solution to a linear system is given. express this solution as a linear combination of vectors. x1
The linear combination of the general solution of system of equations is.
[tex]X=(7,-3,0)+S1(-2,0,1)\\[/tex].
A system of linear equations (or linear system) is a collection of one or more linear equations involving the same variables. A linear system in three variables determines a collection of planes The intersection point is the solution.
A linear combination is an expression constructed from a set of terms by multiplying each term by a constant and adding the results.
Write vector form of the equations, then the vector with variable can expressed as a linear combination of vectors on right sides.
[tex](x1,x2,x3)=(7-2S1,-3,S1)\\=(7,-3,0)+(-2S1,0,S1)\\\\=(7,-3,0)+S1(-2,0,1)[/tex]
So, the linear combination of vectors is.
[tex]X=(7,-3,0)+S1(-2,0,1)\\[/tex]
The complete question is,
the general solution to a linear system is given. express this solution as a linear combination of vectors.
x1=7-2S1
X2=-3
X3=S1.
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1. You are the manager of a small store that specializes in hats, sunglasses, and other accessories. You are considering a sales promotion of a new line of hats and sunglasses. You will offer the sunglasses only to those who purchase two or more hats, so you will sell at least twice as many hats as pairs of sunglasses. Moreover, your supplier tells you that, due to seasonal demand, your order of sunglasses cannot exceed 100 pairs. To ensure that the sale items fill out the large display you have set aside, you estimate that you should order at least 210 items in all. Assume that you will lose $3 on every hat and $2 on every pair of sunglasses sold. Given the constraints above, how many hats and pairs of sunglasses should you order to lose the least amount of money in the sales promotion? [Using Graphic method]
Graphical techniques are widely used to assess whether the data support the fractionation of a single source or the mixture of two putative sources.
For 210 items in total there will be 140 number of hats and 70 number of pairs of sunglasses.
What is meant by Graphic method?To determine if the data support the mixing of two potential sources or the fractionation of a single source, graphical approaches are frequently used.
To better interpret their data, researchers now employ a variety of graphical tools, including scatterplots, box plots, and histograms. Graphs are excellent for illustrating trends, patterns, and correlations between variables as well as for displaying and summarizing vast volumes of numerical data.
We generate a graph for each equation in order to solve systems of equations or simultaneous equations graphically. Then, we search for the intersection of the two graphs. The system of equations would have a solution at the coordinates of the point of intersection.
Let x be the number of hats and y be the number of pairs of sunglasses.
The constraints exists:
2y = x (because for every 2 hats sold, 1 pair of sunglasses is sold)
y <= 100 (because the supplier can only provide 100 pairs of sunglasses)
x + y >= 210 (because you want to sell at least 210 items in total)
x, y >= 0 (because the number of items sold cannot be negative)
Lose in every hat is $3 and in Pair of Sunglasses is $ 2
Total loss in promotion or cost of promotion is
3x + 2y
For least purchase,
x + y = 210
⇒ x + x/2 = 210
⇒3x/2 = 210
⇒ x =140
y = 140/2 = 70
So, for 210 items in total there will be 140 number of hats and 70 number of pairs of sunglasses.
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For 210 items in total there will be 140 number of hats and 70 number of pairs of sunglasses.
What is meant by total?
Total refers to an entire or complete amount, and the verb "to total" means to combine two numbers or to destroy anything. In mathematics, you add integers to get the total; the outcome is the total. The result of adding 8 and 8 is 16. A car that has been totalled in an accident is irreparably damaged.the outcome of addition. For instance, adding 3 and 2 balls results in a total of 5 balls. Another illustration: The result of 12 + 4 + 6 = 22 is 22. Math is enjoyable.When you add up or count up all of something's components, you obtain the entire number or cost of that thing.Let x be the number of hats and y be the number of pairs of sunglasses.
The constraints exists:
2y = x (because for every 2 hats sold, 1 pair of sunglasses is sold)
y <= 100 (because the supplier can only provide 100 pairs of sunglasses)
x + y >= 210 (because you want to sell at least 210 items in total)
x, y >= 0 (because the number of items sold cannot be negative)
Lose in every hat is $3 and in Pair of Sunglasses is $ 2
Total loss in promotion or cost of promotion is
3x + 2y
For least purchase,
x + y = 210
⇒ x + x/2 = 210
⇒3x/2 = 210
⇒ x =140
y = 140/2 = 70
So, for 210 items in total there will be 140 number of hats and 70 number of pairs of sunglasses.
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Find the x-intercepts of the polynomial function. State whether the graph crosses the x-axis, or touches the x-axis and turns around, at each intercept
f(x) = (x + 1)(x - 5)(x - 1)^2
The x-intercepts will be at x = 0 , -2 A line crosses the x-axis at the x-intercept, and the y-intercept is where the line crosses the y-axis.
What is polynomial function?A polynomial function is a function in an equation, such as the quadratic equation, cubic equation, etc., that only uses non-negative integer powers or only positive integer exponents of a variable. A polynomial with an exponent of 1 is, for instance, 2x+5. A polynomial is a function that has the formula f(x) = anxn + anxn + anxn+1 +... + a2x2 + a1x + a0. The highest power of x in the formulation of a polynomial is its degree. Constant (non-zero) polynomials, linear polynomials, quadratics, cubic, and quartics, respectively, are polynomials of degree 0, 1, 2, 3, and 4.Given
f(x) = x²(x+2)
To find the x-intercepts ⇒ f(x) = 0
∴ x²(x+2) = 0
∴ x² = 0 OR x+ 2 = 0
∴ x = 0 or x = -2
So, the x-intercepts will be at x = 0 , -2
We must graph the function f in order to determine whether the graph crosses the x-axis, hits the x-axis, and then reverses at each intercept (x)
The attached figure represents the graph of f(x)
As shown in the figure:
1) The graph crosses the x-axis at x = -2
2) The graph touches the x-axis and turns around at x = 0
The complete question is,
Find the x-intercepts. State whether the graph crosses the x-axis or touches the x-axis and turns around at each intercept. Show your work.
f(x) = x2(x + 2)
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4.A) A straight line L1 whose equation is 3y-2x-2 meets the x-axis at R. Determine the co-ordinates of R byAsecond line l2 is perpendicular to LI at R Find the equation of L2 in the form y=mx+c A Third line l3 passes through (-4,1) and is parallel to LI Find, i) the equation of L3 in the form y=mx+c the co-ordinates of points at which l3 intersects l2.
Answer:
69
Step-by-step explanation:
Cual es la propiedad de 8x0=0?
B is the set of integers greater than or equal to -3 and less than or equal to 0
Integers higher than or equal to -3 and less than or equal to 0 make up the set of numbers (-3 , -2 , -1, 0)
Explain about the set of integers?The collection of whole numbers and negative numbers is known as an integer in mathematics. Integers, like whole numbers, do not include the fractional portion. Integers can therefore be defined as numbers that can be positive, negative, or zero but not as fractions.
The formal definition of the set Z of integers is as follows: Z = {..., -3, -2, -1, 0, 1, 2, 3, ...} Unknown or unidentified integers are denoted in mathematical equations by lowercase, italicised letters from the "late middle" of the alphabet. P, q, r, and s are the most prevalent.
The category of whole numbers and the negative of natural numbers is known as integers. Thus, integers can be either positive or negative, including 0.
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What is the result when -3x - 4 is subtracted from -4x - 3?
5. give an example of tangents in the real world that have not been presented in this lesson. explain how you know the tangent and the radius in your example are perpendicular.
Part A: The path of the ball in relation to the curved path of the thrower
Part A: The path the ball takes is perpendicular to the hand, bat, or feet at the point of last contact
Part A:
A real-world example of tangents is the direction of a ball immediately after it is released and the circular path of the motion, that provides the force input that is given to the ball to cause it to move in the required direction
The tangent is the path the ball takes immediately after it is moving without contact with the bat, hand, or feet that causes it to move.
The circular path is the motion of the hand, leg, bat, or feet that makes before the ball is released.
The radius is the hand, leg, or bat that rotates in a circular path, so as to move the ball
Part B:
The radius, such as the leg kicking a ball is perpendicular to the tangent which is the path of the ball because a kick sends the ball into the air, the orientation of the leg at the point the ball leaves is perpendicular to the angle of elevation with which the ball is launched.
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Suppose y = c1ekx + c2e-kx where k > 0 is a constant, and c1 and c2 are arbitrary constants. Find the following. Enter c1 as c1 and c2 as c2
The c1 and c2 are arbitrary constants.
What is the arbitrary constant?
y=mx+c is the general equation of a straight line in two dimensions, where m and c are arbitrary constants that represent the gradient of the line and the y-intercept. And ∫2x dx=x 2+c where c is an arbitrary constant whose value can be determined by a boundary condition.
y = c1ekx + c2e-kx is a general solution to the homogeneous linear differential equation y' + ky = 0. This means that any specific solution to this equation can be obtained by plugging in appropriate values for c1 and c2.
The general solution y = c1ekx + c2e-kx is a linear combination of ekx and e-kx.
The differential equation y' + ky = 0 is a first-order, linear differential equation.
The general solution y = c1ekx + c2e-kx is valid for all values of x.
The general solution y = c1ekx + c2e-kx is a sum of two linearly independent solutions to the differential equation.
The general solution y = c1ekx + c2e-kx is a particular solution if c1 and c2 are determined by initial or boundary conditions.
The general solution y = c1ekx + c2e-kx is a general solution if c1 and c2 are arbitrary constants.
The general solution y = c1ekx + c2e-kx is a unique solution if c1 and c2 are determined by initial or boundary conditions, otherwise, it is not unique.
The general solution y = c1ekx + c2e-kx is a solution to the homogeneous differential equation y' + ky = 0, it does not contain any particular solution for the non-homogeneous differential equation.
Hence, The c1 and c2 are arbitrary constants.
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the first part of the problem asks them to calculate the work done on the gas when the gas goes from the initial state to the final state shown. here is part of their dialogue: nora: the gas is compressed because the volume decreases. that means that there is work done on the gas, and the work is positive. bob: ok. that's right because we're using the first law with q w. we need to use that area thing to find the work. nora: yeah. we want the area under the line between the dots. bob: that line shows the process, right? nora: yup, that's the one. so the area is one-half times base times height. it's the area of that triangle. bob: but you have to add the area of that skinny rectangle below it, don't you? nora: i don't think so. that bottom dot for the final state tells you where the bottom of the area is. bob: why don't we ever agree? tell you what. we'll each try our own way and let webassign tell us who's right. nora: hmmm... i hope i get the big, green check mark!
To determine how much effort the gas undergoes as it changes from its original condition to its final one, Nora and Bob utilize the area underneath the line separating the two states and the first rule of thermodynamics.
When a gas changes from its initial condition to its final state, Nora and Bob explain how to compute the work that is done. They talk about compressing gas, thus something is being done to the gas.
You suggest using the area under the line separating the final and initial states to calculate the work done as well as the application of the first equation of thermodynamics, q=w.
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Type the expression that results from the following series of steps: Start with x , subtract 4, divide by 5, then add 9.
Answer:
Step-by-step explanation:
x-4/5+9
