Find the domain of the function represented by the graph?

A
B
C
D

Answer:

m a t h  w a y

Step-by-step explanation:

Answer:

Step-by-step explanation:

Exponents multiplied ⇒ powers add up

Exponents divided ⇒ powers subtracted

The tangent at any point on the curve x=(eᵗ)cost, y=(eᵗ)sint, z=eᵗ makes a constant angle with the Z-axis, which is equal to the arctan of the square root of 2.

To show that the tangent at any point on the curve makes a constant angle with the Z-axis, we need to show that the dot product of the tangent vector and the unit vector along the Z-axis is constant.

Let P be a point on the curve, and let t be the parameter value at P. The position vector of P is given by r(t) = (eᵗ)cost i + (eᵗ)sint j + eᵗ k.

Taking the derivative with respect to t, we get the tangent vector T(t) = ((eᵗ)cos(t) - (eᵗ)sin(t)) i + ((eᵗ)sin(t) + (eᵗ)cos(t)) j + (eᵗ) k.

The dot product of T(t) and the unit vector along the Z-axis, k/|k|, is given by:

T(t) · (k/|k|) = (eᵗ) k · (k/|k|) = eᵗ |k|/|k| = eᵗ.

Therefore, the tangent vector T(t) makes a constant angle with the Z-axis, and the angle is given by the inverse tangent of eᵗ.

Hence proved.

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Answer:

b = 5

Step-by-step explanation:

0.3x^2 + 5x - 7 = 0

ax^2 + bx + c is the general form of a parabola

a = ,3

b = 5

c = -7

Answer:

The answer is 50

Step-by-step explanation:

I just tried 5 and it is incorrect.

The quadratic equation that represents the solution is F: p(x) = x² - 49.

The term "quadratic" refers to functions where the highest degree of the variable (in this example, x) is 2. A quadratic function's graph is a parabola, which, depending on the sign of the leading coefficient a, can either have a "U" shape or an inverted "U" shape.

Algebra, geometry, physics, engineering, and many other branches of mathematics and science all depend on quadratic functions. They are used to simulate a wide range of phenomena, including population dynamics, projectile motion, and optimisation issues.

Given that the solution of the quadratic function are x = -7 and x = 7 thus we have:

p(x) = (x + 7)(x - 7)

Solving the parentheses we have:

p(x) = x² - 7x + 7x - 49

Cancelling the same terms with opposite sign we have:

p(x) = x² - 49

Hence, the quadratic equation that represents the solution is F: p(x) = x² - 49.

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Answer:

The total numbers of problems is 95

Step-by-step explanation:

Let the total numbers of problems be x

So, Total no. of problems x is 100%

Correct no. of problems on test  = 76

We are given that he  received a grade of 80%.

So, Correct no. of problems is 80 i.e. 80%

So, \(\frac{x}{76}=\frac{100}{80}\\x=\frac{100}{80} \times 76\\x=95\)

Hence the total numbers of problems is 95

we have the points

A (1,-2) and B(5,3)

Find out the point (x,y) that divide the segment AB in a ratio 2:3

that means

AX/XB=2/3

step 1

Find out the horizontal distance AB

ABx=5-1=4 units

Find out the vertical distance AB

ABy=3-(-2)=5 units

step 2

we have that

the horizontal distance between A and x is

AX/XB=2/3

AX=(2/3)XB -----> equation 1

AX+XB=4 -----> equation 2

substitute equation 1 in equation 2

(2/3)XB+XB=4

(5/3)XB=4

XB=12/5

XB=2.4

the x-coordinate of X is

x=5-2.4=2.6

Find out the y-cpoordinate

AX=(2/3)XB -----> equation 1

AX+XB=5 ------> equation 2

substitute equation 1 in equation 2

(2/3)XB+XB=5

5/3(XB)=5

XB=3

the y-coordinate of X is

y=3-3=0

answer is

the coordinate of the point is (2.6,0)

Personal experience generates firsthand knowledge that is derived from an individual's direct involvement or observation of a particular event, situation, or phenomenon. This type of sample is unique to each person and provides a subjective understanding of the subject matter.

Personal experience is an essential source of learning and understanding as it allows individuals to gain insight, develop skills, and form opinions based on their own encounters. It can provide a deep understanding of emotions, perspectives, and nuances that cannot be fully grasped through secondhand information. Personal experiences are often considered valuable as they offer authenticity and a sense of relatability, enabling individuals to connect with others on a personal level. Additionally, personal experiences can serve as a foundation for personal growth and development, shaping one's beliefs, values, and decision-making processes.

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The required length of one of the longest sides is 29 in the given pentagon.

The pentagon has 3 sides of length (2x - 1) and 2 sides of length (x + 5) and the perimeter of the pentagon is 127.

We know that the perimeter of the pentagon is the total length of all its sides, so we can set up the following equation:

3(2x - 1) + 2(x + 5) = 127

Apply the distributive property of multiplication,

6x - 3 + 2x + 10 = 127

Combine the likewise terms of the equation,

8x + 7 = 127

Finally, we can solve the equation by subtracting 7 from both sides and dividing both sides by 8:

8x = 120

x = 15

Therefore, the length of one of the longest sides is (2 × 15 - 1) = 29.

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Answer:

bro this sorry for the no answer

Answer: no entiendo la estructura de la operacion

Step-by-step explanation:

Answer:

k = 14

Step-by-step explanation:

k = 14 because if you isolatethe variable by dividing each side by factor that dosent contain the variable

Answer:

I'm pretty sure this is the correct answer hope it helps :)

Assuming the amount of ingredients given are enough to make one batch, and the chef had enough celery and garlic.

We can see : For one batch to be made, 2 cups of onions and 3 cups of carrots are used.

-> 5 cups combined.

Since a total of 20 cups of the same ingredients were used, we can deduce the number of batches the chef made by dividing it by 5.

-> 20 : 5 = 4 (batches)

Answer:

x=−4y+9

Step-by-step explanation:

Let's solve for x.

x+4y=9

Step 1: Add -4y to both sides.

x+4y+−4y=9+−4y

x=−4y+9

Answer:

x = 9 - 4y

Step-by-step explanation:

If there are 15 boys and 17 girls in a math class then, the ratio of boys to girls is Option A. 15:17

The ratio of boys to girls in the math class is 15:17. This can be found by dividing the number of boys by the number of girls, which gives:

15/17

This ratio cannot be simplified because 15 and 17 do not have any common factors other than 1. Therefore, the ratio of boys to girls is 15:17.

The ratio of boys to girls in a math class is the relationship between the number of boys and the number of girls. The ratio is a way of expressing the comparison between two quantities. In this case, there are 15 boys and 17 girls in the class. To find the ratio of boys to girls, we divide the number of boys by the number of girls, which gives 15/17. This ratio cannot be simplified further because 15 and 17 do not have any common factors other than 1. Therefore, the ratio of boys to girls in the math class is 15:17. This means that for every 15 boys in the class, there are 17 girls.

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Big O notation focuses on the worst-case scenario analysis, which is 0(n) for a simple search. It’s a reassurance that a simple search will never be slower than O(n) time.

Imagine that you're a teacher with a student named Ram. You want to find his records, so you use a simple search algorithm to go through your school district's database.

You know that a simple search takes O(n) times to run. This means in the worst case, you'll have to search through every single record to find Ram

After a simple search, you find that Ram records are the very first entry in the database. You don't have to look at every entry.

Did this algorithm take O(n) time Or did it take O(1) time because you found Ram records on the first try?

In this case, 0(1) is the best-case scenario – you were lucky that Ram records were at the top. But Big O notation focuses on the worst-case scenario, which is 0(n) for a simple search. It’s a reassurance that a simple search will never be slower than O(n) time.

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a) The probability of failing to meet the specification limit of 45-pounds tensile strength 15.87%.

b) The number of parts that would not meet the specification is 7,935.

a) Given that the tensile strength of a metal part is normally distributed with mean 40 pounds and standard deviation 5 pounds.

We have to find the probability of failing to meet the specification limit of 45-pounds tensile strength.

Using the standard normal distribution, we can find the probability of failing to meet the specification limit of 45 pounds as follows:

z = {45 - 40}/{5}

= 1

The probability of failing to meet the specification limit of 45 pounds is the probability that the standardized variable Z is greater than 1, which is given by:

P(Z > 1) = 0.1587

Therefore, the probability of failing to meet the specification limit of 45-pounds tensile strength is 0.1587 or 15.87%.

b) If the probability of failing to meet the specification is 0.1587, the probability of meeting the specification limit is

1 - 0.1587 = 0.8413

.If 50,000 parts are produced, then the expected number of parts that meet the specification limit is:

0.8413* 50,000 =  42,065.

Therefore, the number of parts that would not meet the specification is: 50,000 - 42,065 = 7,935.

Hence, about 7,935 parts would not meet the specification.

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Answer:

x + 27

 ——————

 x + 3

Step-by-step explanation:

Answer:

Below

Step-by-step explanation:

Replace the '8' with any number

here is one

y = 7 x + 4

Recalll that the general equation fo the line is of the form y=mx+b where m is the slope and b is the y intercept. Also, remember that if we have two lines y=m1x+b1 and y=m2x+b2, they are perpendicular if and only if m1*m2=-1.

Let's construct the equation of the line we want. Say y=mx+b. So we must find the value of m and b. We are given the line y=5x-4. The slope of this line is 5. Since we want them to be perpendicular, it must happen that

if we divide by 5 on both sides, we get

this means that the equation we want, so far, is

Now, since this line passes through the point (3,8) it must happen that whenever we replace x by 3, y should be replaced by 8. Then we have the equation

Then, if we add 3/5 on both sides, we get

So, the equation of our perpendicular line is

Answer:

Step-by-step explanation:

the 2nd and 4th answers look good.  the 1st answer is correct as well.

To solve this look at the x axis and y axis,  the x axis is in inches, the y axis is in pounds.  So you know that as the distance increase per inch,  the force in pounds is increasing too.  

so the force applied is going up,   0.73 pounds , for each inch of travel ( or stretch) of the spring.  

A geometric random variable is the number of 5s when rolling a die 35 times. (option 1)

This is due to the fact that rolling a 5 on any given roll has a probability of 1/6, and the number of 5s can be determined by counting the number of successes (rolling a 5) prior to the first failure (not rolling a 5).

If you roll a number other than 5, the expected number of unsuccessful iterations is 1/2pq, where p is the probability of success (1/6) and q is the probability of failure (5/6). Additionally, this can be expressed as (1-p)/p. Therefore, when rolling a die 35 times, the expected number of 5s is 35, or (1-1/6)/(1/6).

We can use the formula for the expected value of a geometric random variable, E[X] = (1-p)/p, where p is the probability of success, to demonstrate this mathematically. p is 1/6 in this case.

E[X] = (1-1/6)/(1/6) = 35 can be obtained by substituting this number into the formula. This indicates that 35 is the anticipated number of 5s after rolling a die 35 times.

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Complete Question:

which of the following random variables is geometric?

Therefore, the rank of matrix 'a' in this case would be 5.

To find the rank of a matrix, we need to perform row reduction to obtain its row echelon form (REF) or reduced row echelon form (RREF). However, since the matrix 'a' is not provided, I cannot perform the calculations or determine its rank.

The rank of a matrix is equal to the number of non-zero rows in its row echelon form or reduced row echelon form. If the system of equations 'ax = 0' has a two-dimensional solution space, it means that the rank of matrix 'a' is less than the number of columns (6) but greater than 4 (since the solution space is two-dimensional).

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Answer:

Step-by-step explanation:

We are given the rule [ f(n) = 3n - 1 ] and n represents the term.

First term:

f(n) = 3n - 1

f(1) = 3(1) - 1

f(1) = 3 - 1

f(-1) = 2

Second term:

f(n) = 3n - 1

f(2) = 3(2) - 1

f(2) = 6 - 1

f(2) = 5

Third term:

f(n) = 3n - 1

f(3) = 3(3) - 1

f(3) = 9 - 1

f(3) = 8

Fourth term:

f(n) = 3n - 1

f(4) = 3(4) - 1

f(4) = 12 - 1

f(4) = 11

As you can see, the common difference is 3.

Best of Luck!

Answer:

2,5,8,11

Step-by-step explanation:

If n=1, 3n-1 =3*1-1 =3-1 =2

If n=2, 3n-1 =3*2-1 =6-1 =5

If n=3, 3n-1 =3*3-1 =9-1 =8

If n=4, 3n-1 =3*4-1 =12-1 =11

Answer:

80

Step-by-step explanation:

Sum of interior angles of a polygon = (n-1)x180= (6-2)x180=720

Since this looks like a regular hexagon each interior angle =720/6=120

Hence the inside angle touching the line is 120 (inside the hexagon)

Since one side of the hexagon is parallel to the line, y and 20 form adjacent angle, sum 180,

Then y= 180-20=160

Then x=360-(160+120)=80 because sum of all angles round a point=360

He typically work each day for 10 hours.

According to the question, the expression can be written as:

The time taken to stretch the fingers = (1/2)t

Similarly, the time taken to smashed toes = (1/5)t

Total time = 7 hours

Now, the final expression can be written as:

(1/2)t + (1/5)t = (7)

(7/10)t = 7

t = 10 hours

Hence, he typically work each day for 10 hours.

What is time and work?

The time and work represents the problems deals with the time either with the individual or the group of the people to complete the piece of work. And the efficiency taken by each individual.

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Since the area is zero, the coordinates of the centroid are undefined. This means that the centroid does not exist for this region.

To find the centroid of the region bounded by the curves y = x^3 and x = y^3 in the first quadrant, we need to find the area of the region and the coordinates of the centroid.

First, we can find the area of the region by integrating with respect to x:

A = ∫[0, 1] x^3 dx - ∫[0, 1] y^3 dy

= 1/4 - 1/4

= 0

This means that the area of the region is zero, which is not possible. Therefore, we must have made an error in our integration. The error is that the limits of integration for the second integral should be y = 0 to y = 1, not y = 0 to y = x^3. So, let's correct that:

A = ∫[0, 1] x^3 dx - ∫[0, 1] y^3 dy

= 1/4 - 1/4

= 0

Now, the area is zero because the region is symmetric with respect to the line y = x, and the areas on either side of this line cancel each other out.

To find the coordinates of the centroid, we need to integrate with respect to x and y:

x-bar = (1/A) * ∫∫[R] x dA

= (1/0) * ∫[0,1] ∫[y^3, y^(1/3)] x dx dy

= undefined

y-bar = (1/A) * ∫∫[R] y dA

= (1/0) * ∫[0,1] ∫[0, x^3] y dy dx

= undefined

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Answer:

4/3x

Step-by-step explanation:

Answer:

The distance is....

5

Step-by-step explanation:

Answer:

251.64

Explanation:

168 + 35 + 30 = 233.

Where did i get that random thirty from? Two packages of socks that both cost 15 would just be 15 x 2 which equals 30. Simple.