find dy/dx by implicit differentiation. y cos(x) = 3x2 4y2

Answer:

Step-by-step explanation:

See image

The solution of Equation is y=5.

The correct option is C.

Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.

Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.

We have,

y+ 6 = -3y + 26

Now, solving for y we get

y + 3y= 26 - 6

4y= 20

y= 20/4

y= 5

Thus, the value of y is 5.

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Answer:

Step-by-step explanation:

Given expression:

Solve to get the power:

Your answer is D.

Answer: 40! The four is in the tens place

Step-by-step explanation:

Answer:

steps 4 and 5

Step-by-step explanation:

i think

Answer:

idrk

Step-by-step explanation:

In a 4x3x2x2 factorial experiment, you have 4 independent variables and potentially 4 main effect hypotheses.

The 4 independent variables are represented by the four numbers in the experimental design

(i.e., 4 levels of variable A, 3 levels of variable B, 2 levels of variable C, and 2 levels of variable D).

The potentially 4 main effect hypotheses are one for each independent variable, which states that there is a significant effect of that independent variable on the outcome variable.

A factorial experiment includes multiple factors simultaneously, each consisting of two or more

levels. Many factors simultaneously influence what is studied in a factorial experiment, and

experimenters consider the main effects and interactions between factors.

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Answer:

4x^-x-1

Step-by-step explanation:

4x^-x/x^3-2

= 4x^-x/x

= 4x^-x-1

The Answer is D. -63/16

The exact value of \(\tan (x+y)\) is \(-\frac{63}{16}\).

To find the exact value of \(\tan (x+y)\), we shall use the following trigonometric identities:

\(\csc x = \frac{1}{\sin x}\) (1)

\(\tan (x+y) = \frac{\tan x + \tan y}{1-\tan x\cdot \tan y}\) (2)

\(\tan x = \frac{\sin x}{\cos x}\) (3)

\(\tan y = \frac{\sin y}{\cos y}\) (4)

\(\cos x = \sqrt{1-\sin^{2}x}\) (5)

\(\sin y = \sqrt{1-\cos^{2}y}\) (6)

By (1), we find that the sine of \(x\) is:

\(\sin x = \frac{3}{5}\)

And the remaining trigonometric identities are determined below:

\(\cos x = \sqrt{1-\left(\frac{3}{5} \right)^{2}}\)

\(\cos x = \frac{4}{5}\)

\(\sin y = \sqrt{1-\left(\frac{5}{13} \right)^{2}}\)

\(\sin y = \frac{12}{13}\)

Lastly, we determine the exact value:

\(\tan (x+y) = \frac{\tan x + \tan y}{1-\tan x\cdot \tan y}\)

\(\tan (x+y) = \frac{\frac{\sin x}{\cos x} + \frac{\sin y}{\cos y} }{1 -\left(\frac{\sin x}{\cos x} \right)\cdot \left(\frac{\sin y}{\cos y} \right)}\)

\(\tan (x+y) = \frac{\frac{3}{4}+\frac{12}{5}}{1-\left(\frac{3}{4} \right)\cdot \left(\frac{12}{5} \right)}\)

\(\tan (x+y) = -\frac{63}{16}\)

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The number of ways to arrange these units is 5, which is 120. However, within the two-unit block of the two people who insist on sitting side-by-side, there are 2! = 2 ways to arrange them. Therefore, the total number of ways to seat the six people together in a row, with two of them insisting on sitting side-by-side, is 120 x 2 = 240.

To answer your question, we will use the concept of permutations. Since two of the six people insist on sitting side-by-side, we can treat them as a single unit. This leaves us with five units to arrange: the "paired" individuals and the other four people.

There are 5! (5 factorial) ways to arrange these five units, which is equal to 5 × 4 × 3 × 2 × 1 = 120 ways.

Now, we need to account for the different ways the two people in the "paired" unit can sit. Since there are two of them, there are 2! (2 factorial) ways, which is equal to 2 × 1 = 2 ways.

Finally, we multiply the two results together to find the total number of ways the six people can be seated together in a row with the two side-by-side individuals: 120 × 2 = 240 ways.

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The solution to the question involves using the Transformation  Method and Iat Method to find the answer.

The Trs Method, short for "Transformation Method," is a technique used in mathematics to solve equations involving variables.

It involves manipulating the given equation by applying various mathematical operations to isolate the variable and find its value.

The Trs Method is particularly useful when dealing with linear equations, where the goal is to find the value of a single unknown variable.

In this specific question, the Trs Method may be employed to solve for a variable or unknown value.

By applying a series of steps, such as addition, subtraction, multiplication, or division, to both sides of the equation, you can isolate the variable and determine its value.

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Answer:

20

Step-by-step explanation:

the 0 is not significant since it is not sandwiched between 2 sigfigs and is not the last digit after a decimal

The value x in the formula represents the value of each observation of the data-set.

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a) The center of G and determining the distinct conjugacy classes, we can calculate the class equation of the finite group G.

b) We have shown both implications: if a Sylow p-subgroup is normal, then it is unique, and if it is unique, then it is normal.

(a) Deriving the class equation of a finite group G involves partitioning the group into conjugacy classes. Conjugacy classes are sets of elements in the group that are related by conjugation, where two elements a and b are conjugate if there exists an element g in G such that b = gag^(-1).

To derive the class equation, we start by considering the group G and its conjugacy classes. Let [a] denote the conjugacy class containing the element a. The class equation is given by:

|G| = |Z(G)| + ∑ |[a]|

where |G| is the order of the group G, |Z(G)| is the order of the center of G (the set of elements that commute with all other elements in G), and the summation is taken over all distinct conjugacy classes [a].

The center of a group, Z(G), is the set of elements that commute with all other elements in G. It can be written as:

Z(G) = {z in G | gz = zg for all g in G}

The order of Z(G), denoted |Z(G)|, is the number of elements in the center of G.

The conjugacy classes [a] can be determined by finding representatives from each class. A representative of a conjugacy class is an element that cannot be written as a conjugate of any other element in the class. The number of distinct conjugacy classes is equal to the number of distinct representatives.

By finding the center of G and determining the distinct conjugacy classes, we can calculate the class equation of the finite group G.

(b) To prove that a Sylow p-subgroup of a finite group G is normal if and only if it is unique, we need to show two implications: if it is normal, then it is unique, and if it is unique, then it is normal.

If a Sylow p-subgroup is normal, then it is unique:

Assume that P is a normal Sylow p-subgroup of G. Let Q be another Sylow p-subgroup of G. Since P is normal, P is a subgroup of the normalizer of P in G, denoted N_G(P). Since Q is also a Sylow p-subgroup, Q is a subgroup of the normalizer of Q in G, denoted N_G(Q). Since the normalizer is a subgroup of G, we have P ⊆ N_G(P) ⊆ G and Q ⊆ N_G(Q) ⊆ G. Since P and Q are both Sylow p-subgroups, they have the same order, which implies |P| = |Q|. However, since P and Q are subgroups of G with the same order and P is normal, P = N_G(P) = Q. Hence, if a Sylow p-subgroup is normal, it is unique.

If a Sylow p-subgroup is unique, then it is normal:

Assume that P is a unique Sylow p-subgroup of G. Let Q be any Sylow p-subgroup of G. Since P is unique, P = Q. Therefore, P is equal to any Sylow p-subgroup of G, including Q. Hence, P is normal.

Therefore, we have shown both implications: if a Sylow p-subgroup is normal, then it is unique, and if it is unique, then it is normal.

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Marisa can expect to make a profit with her company as per the given information. The profit she earns from the 49 pairs will cover the cost of repairing the one pair that needs repair.

Based on the profit analysis, Marisa can expect to make a profit with her company. The calculation and expiation are provided as follows:
Profit Calculation:

Marisa wants to make a profit of $5.00 on each pair of earrings. This means that for every pair sold, she will earn $5.00.
Cost of Repair:

Marisa has improved the quality control, resulting in only 1 pair in 50 need to be returned for repair. The cost of repairing each pair is $60.
Profit Analysis:

Let's analyze the profit situation.
  - For every 50 pairs sold, one pair will need repair, costing Marisa $60.
  - However, for the remaining 49 pairs, she will earn $5.00 profit on each, totaling $245.00 ($5.00 x 49).
  - So, the total profit from the 49 pairs will offset the cost of the one pair that needs repair.
Based on the profit analysis, Marisa can expect to make a profit with her company. The profit she earns from the 49 pairs will cover the cost of repairing the one pair that needs repair. Therefore, her company can be considered profitable.

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Answer:

N=11/5

Step-by-step explanation:

Answer:

n = 2.2

Step-by-step explanation:

Given

- 6.5(n - 5) = 18.2 ( divide both sides by - 6.5 )

n - 5 = - 2.8 ( add 5 to both sides )

n = 2.2

Answer:

a) language

b) 2/15

Step-by-step explanation:

For the first part, you can start by making the denominators same

you take the LCM of 3 and 5 which is 15

Language books are now 10/15 since you multiply the nominator and denominator by 5

While science books are 3/15

10/15 : 3/15 making it obvious that language books are more

if the remaining are math books then

total books - (language + science books) = math books

10/15 + 3/15 = 13/15 (non math books)

15/15 - 13/15 are math books making 2/15 of them math books

The statement, "Because the phone can rob your voice of some of its natural expressiveness and energy, you should be sure to compensate by increasing the energy and enthusiasm in your voice" is True.

While it is true that phones can help with communication, they could at times also derail the natural expressiveness that a person possesses.

In order to counter this negative effect, it becomes necessary that the people communicating over the phone increase the energy in their voices for a more effective stream of communication.

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Answer:

D

Step-by-step explanation:

Answer:

the-answer-is-d

The value of r'(1) and s'(4) is 0 that can be interpreted with the help of the graph that is given in the question.

Derivative in mathematics, the rate of change of a characteristic with recognize to a variable. Derivatives are essential to the answer of troubles in calculus and differential equations. The essence of calculus is the by-product. The by-product is the immediately price of extrade of a characteristic with recognize to certainly considered one among its variables. This is equal to locating the slope of the tangent line to the characteristic at a point

\(r(x) = f(g(x))\)therefore the derivative of r is given by \(r'(x) = f'g(x)\times g'(x)\)

\(r'(1) = f'(g(1))\times g'(1)\) from the graphs

r'(1) = f'4 \times g'1 = (5/4) \times(0) = 0

Similarly s'(1) = g'(f(1))\times f'(1) from the graphs

 f(1)=1.5, f'(1)

=\dfrac{ (3-0)}{(0-2)}

= -3/2 , g'(3/2) = 0

s'(4) = g'(3/2) \times f'(4) = 0(-1.5) = 0

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Complete question:

let r(x) = f(g(x)) and s(x) = g(f(x)), where f and g are shown in the figure. find r'(1) and s'(4).

Answer:

A

Step-by-step explanation:

The perimeter is more since the shape gained many new sides but the area is less because the rectangle lost a little square

Answer:

Option A

Step-by-step explanation:

=> The perimeter is more because there are more sides in figure 2 than in figure 1 and they are more in length too.

=> The area is less since Figure 2 is overlapping which decreases its area than the area of Figure 1 where nothing overlaps.

The equation of the tangent line to the parabola at the point (1,5) is y = 4x + 1.

To find the slope of the tangent line to the parabola at the point (1,5), we need to find the derivative of the equation y = 6x - x² and evaluate it at x = 1.

Taking the derivative of y with respect to x:

dy/dx = d(6x - x²)/dx

= 6 - 2x

Now, we can substitute x = 1 into the derivative to find the slope at that point:

slope = 6 - 2(1)

= 6 - 2

= 4

So, the slope of the tangent line to the parabola at the point (1,5) is 4.

To find the equation of the tangent line, we need to use the point-slope form of a line.

The equation is given by:

y - y₁ = m(x - x₁)

Substituting the values we have:

y - 5 = 4(x - 1)

Expanding and simplifying:

y - 5 = 4x - 4

Moving the constant term to the other side:

y = 4x + 1

Therefore, the equation of the tangent line to the parabola at the point (1,5) is y = 4x + 1.

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Complete question =

Find the slope of the tangent line to the parabola at the point (1,5). y = 6x-x². find an equation of the tangent line.

The probability of Pat finishing on or before the 18th house is approximately 0.9978. This problem can be modeled using a geometric distribution, where the probability of success (selling a candy bar) is 0.3 and we want to find the probability of reaching the 8th success.

(a) The probability that Pat sells his last candy bar on the 14th house is:

P(X=14) = (1-0.3)^{13} * 0.3 = 0.002678

(b) The probability of Pat finishing on or before the 18th house is:

P(X≤18) = 1 - P(X>18) = 1 - (1-0.3)^{18} = 0.997805

Therefore, the probability of Pat finishing on or before the 18th house is approximately 0.9978.

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Step-by-step explanation:

-7 >= -5r + 3

-10 >= -5r (subtract 3 from both sides)

2 <= r (divide -5 on both sides and flip the sign)

Hence we have r is greater than or equal to 2.

The only set that satisfies this is {2, 4, 6, 8}. (G)

The integer variable "a" is congruent to 11 modulo 19. This means that "a" leaves a remainder of 11 when divided by 19.

In modular arithmetic, the modulo operator (mod) is used to find the remainder of a division operation. In this case, the equation "a = 11 (mod 19)" signifies that "a" is congruent to 11 modulo 19. It implies that when "a" is divided by 19, it leaves a remainder of 11. To illustrate this further, consider a few examples:

If "a" is 11, then 11 divided by 19 yields a remainder of 11, satisfying the congruence.

If "a" is 30, then 30 divided by 19 results in a quotient of 1 with a remainder of 11. Again, this satisfies the given congruence.

In general, "a" can be expressed as "a = 19k + 11," where "k" is any integer. This formula shows that any value of "a" that satisfies this equation will be congruent to 11 modulo 19.

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Answer:

Step-by-step explanation:

You didn't specify where the point P is so there are two posibilites:

1.

P₁Z is dividing angle OZQ

then:

      m∠P₁ZQ = m∠OZQ - m∠OZP₁ = 125° - 62° = 63°

2.

P₂Z is outside angle OZQ

then

    m∠P₂ZQ = 360° - (m∠OZQ + m∠OZP₂) = 360° - (125° + 62°) = 173°

Answer:

8/4 or 2/1 simplified

Step-by-step explanation:

Answer:

C

Step-by-step explanation:

Multiply the number of muffins by how much baking powder is in each muffin. That's read as 6/1 × 3/8 which equals 18/8.

Answer:

T=2

Step-by-step explanation:

5-3=2

2+2T=6

6-2=4

2t=4

4/2=2

T=2

Answer: T = tw

Step-by-step explanation:

it's basically solve for

you cross the bridge and say:

2T = 6 - 5 + three

the signs when you cross

2T = four

then you divide by the co-efficient (i.e 2)

T = two

it's not showing values.... first missing space is three then it's four then it's two. I wrote the numbers in words cos it's not showing as numbers.

Answer:

Where is the Question?

Step-by-step explanation: