Answer:
See explanation.
General Formulas and Concepts:
Pre-Algebra
Order of Operations: BPEMDAS
BracketsParenthesisExponentsMultiplicationDivisionAdditionSubtractionLeft to RightAlgebra I
Functions
Function NotationExponential Property [Rewrite]: [tex]\displaystyle b^{-m} = \frac{1}{b^m}[/tex]Exponential Property [Root Rewrite]: [tex]\displaystyle \sqrt[n]{x} = x^{\frac{1}{n}}[/tex]Calculus
Differentiation
DerivativesDerivative NotationDerivative Property [Multiplied Constant]: [tex]\displaystyle \frac{d}{dx} [cf(x)] = c \cdot f'(x)[/tex]
Derivative Property [Addition/Subtraction]: [tex]\displaystyle \frac{d}{dx}[f(x) + g(x)] = \frac{d}{dx}[f(x)] + \frac{d}{dx}[g(x)][/tex]
Basic Power Rule:
f(x) = cxⁿf’(x) = c·nxⁿ⁻¹Derivative Rule [Chain Rule]: [tex]\displaystyle \frac{d}{dx}[f(g(x))] =f'(g(x)) \cdot g'(x)[/tex]
Step-by-step explanation:
We are given the following and are trying to find the second derivative at x = 2:
[tex]\displaystyle f(2) = 2[/tex]
[tex]\displaystyle \frac{dy}{dx} = 6\sqrt{x^2 + 3y^2}[/tex]
We can differentiate the 1st derivative to obtain the 2nd derivative. Let's start by rewriting the 1st derivative:
[tex]\displaystyle \frac{dy}{dx} = 6(x^2 + 3y^2)^\big{\frac{1}{2}}[/tex]
When we differentiate this, we must follow the Chain Rule: [tex]\displaystyle \frac{d^2y}{dx^2} = \frac{d}{dx} \Big[ 6(x^2 + 3y^2)^\big{\frac{1}{2}} \Big] \cdot \frac{d}{dx} \Big[ (x^2 + 3y^2) \Big][/tex]
Use the Basic Power Rule:
[tex]\displaystyle \frac{d^2y}{dx^2} = 3(x^2 + 3y^2)^\big{\frac{-1}{2}} (2x + 6yy')[/tex]
We know that y' is the notation for the 1st derivative. Substitute in the 1st derivative equation:
[tex]\displaystyle \frac{d^2y}{dx^2} = 3(x^2 + 3y^2)^\big{\frac{-1}{2}} \big[ 2x + 6y(6\sqrt{x^2 + 3y^2}) \big][/tex]
Simplifying it, we have:
[tex]\displaystyle \frac{d^2y}{dx^2} = 3(x^2 + 3y^2)^\big{\frac{-1}{2}} \big[ 2x + 36y\sqrt{x^2 + 3y^2} \big][/tex]
We can rewrite the 2nd derivative using exponential rules:
[tex]\displaystyle \frac{d^2y}{dx^2} = \frac{3\big[ 2x + 36y\sqrt{x^2 + 3y^2} \big]}{\sqrt{x^2 + 3y^2}}[/tex]
To evaluate the 2nd derivative at x = 2, simply substitute in x = 2 and the value f(2) = 2 into it:
[tex]\displaystyle \frac{d^2y}{dx^2} \bigg| \limits_{x = 2} = \frac{3\big[ 2(2) + 36(2)\sqrt{2^2 + 3(2)^2} \big]}{\sqrt{2^2 + 3(2)^2}}[/tex]
When we evaluate this using order of operations, we should obtain our answer:
[tex]\displaystyle \frac{d^2y}{dx^2} \bigg| \limits_{x = 2} = 219[/tex]
Topic: AP Calculus AB/BC (Calculus I/I + II)
Unit: Differentiation
Simplify the expressions by combining like terms.
30) 4x + 3-x =
Step-by-step explanation:
the answer is -1. I have a picture, take a lot at it
Answer: 3x+3
Step-by-step explanation:
4x+3-x
= (4x-x) + 3
= 3x+3
points V W X Y and Z are collinear, VZ= 52, XZ =20, and WX=XY=YZ find the indicated length
21.) WX 22.) VW 23.) WY 24.) VX 25.) WZ 26.) VY
Answer:
WX=10; VW=22; WY=20; VX=32; WZ=30;VY=42
Step-by-step explanation:
1)WX=XY=XZ/2=20/2=10
2)VW=VZ-WX-XY-YZ=VZ-3*WX=52-3*10=52-30=22
3)WY=WX+XY=2*WX=2*10=20
4)VX=VW+WX=22+10=32
5)WZ=WX+XY+YZ=3*WX=3*10=30
6)VY=VZ-YZ=52-10=42
The points V, W, X, Y and Z are collinear. The indicated lengths are
[tex]WX=10\\VW=22\\WY=20\\VX=32\\WZ=30\\VY=42[/tex]
Given :
points V, W, X, Y and Z are collinear, VZ= 52, XZ =20, and WX=XY=YZ
Lets make diagram using the given information
The diagram is attached below
XY=YZ
XZ=20, so [tex]XY+YZ=20\\Both XY and YZ are same\\XY+XY=20\\2XY=20\\Divide \; by \; 2\\XY=10[/tex]
[tex]WX=XY=YZ \\XY=10\\WY=10\\YZ=10\\[/tex]
Now we find out VW
[tex]VW+WX+XY+YZ=52\\VW+10+10+10=52\\VW+30=52\\Subtract \; 30\\VW=52-30\\VW=22[/tex]
Now we find the indicated length
[tex]WX =10[/tex]
[tex]VW=22\\WY=WX+XY=10+10=20\\VX=VW+WX=22+10=32\\WZ=WX+XY+YZ=10+10+10=30\\VY=VW+WX+XY=22+10+10=42[/tex]
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If you apply the changes below to the absolute value parent function, 1(x) = 1X, what is the equation of the new function? Shift 8 units left. • Shift 3 units down. O A. g(x) = (x + 81 - 3 O B. g(x) B. g(x) = (x - 3| + 8 O c. g(x) = [X - 31- 8 D. g(x) = (x - 8 - 3
Answer:
A. g(x) = |x + 8| - 3Step-by-step explanation:
If the function is f(x), then shift 8 units left and 3 units down will result in:
g(x) = f(x + 8) - 3Apply to the given function to get:
g(x) = |x + 8| - 3Correct choice is A
The picture attached
Answer:
Step-by-step explanation:
m1 = 300
m2= 300(1+.05) = 300(1.05)
m3 = 300(1.05)(1.05)
m4= 300(1.05)(1.05)(1.05)
each subsequent month is the previous month times "1 + .05"
the "one" preserving the running total, and the extra ".05" adding the 5%
the repeating (1.05)(1.05)(1.05) is notational simplified using exponents
(1.05)(1.05)(1.05) = [tex](1.05)^{3}[/tex]
Please help with this question
Answer:
-3.662rad × 180/π = -209.8°
Step-by-step explanation:
Answer:
1 degree = .01745329 radians
1 radian = 57.2957877856 degrees
-209.8 degrees = .01745329 * -209.8 =
-3.66170024200 radians
Step-by-step explanation:
helphelphelphelphelphelphelp
Answer:
P = 1,-10
Q=1,-1
R=7,-1
S=7,-10
which algebraic expression represents this word description the quotient of six and the sum of a number and eight
Can someone please help me on these 4 questions PLEASE HELP ME!!
Answer:4 ans x is -32/10
7 ans b is 6
10 ans x is 25/7
13 ans x is 9/2
Step-by-step explanation:
please mark this answer as brainlist
if (x) and 1(x) are inverse functions of each other and S(x) = 2x+5, what is (8)?
이스 NW
8
023
Answer:
B
Step-by-step explanation:
f(x) = 2x+5
f^(-1) (x) = (x-5)/2
f^(-1) (8) = 3/2
Consider this equation. tan) 19 17 If 8 is an angle in quadrant II, what is the value of Cos() OA. 19 6 OB. 17 6 O c. V18 6 OD. 17
Using trigonometric identities, it is found that the value of [tex]\cos{\theta}[/tex] is given by:
B. [tex]\cos{\theta} = \frac{\sqrt{17}}{6}[/tex]
What is the tangent of an angle?It is given by the division of it's sine by it's cosine, that is:
[tex]\tan{\theta} = \frac{\sin{\theta}}{\cos{\theta}}[/tex]
In this problem, the equation given is:
[tex]\tan{\theta} = -\sqrt{\frac{19}{17}}[/tex]
That is:
[tex]\frac{\sin{\theta}}{\cos{\theta}} = -\sqrt{\frac{19}{17}}[/tex]
[tex]\sin{\theta} = -\sqrt{\frac{19}{17}}\cos{\theta}[/tex]
The following identity is applied:
[tex]\sin^2{\theta} + \cos^2{\theta} = 1[/tex]
Then:
[tex]\left(-\sqrt{\frac{19}{17}}\cos{\theta}\right)^2 + \cos^2{\theta} = 1[/tex]
[tex]\frac{36}{17}\cos^2{\theta} = 1[/tex]
[tex]\cos^2{\theta} = \frac{17}{36}[/tex]
[tex]\cos{\theta} = \frac{\sqrt{17}}{6}[/tex]
More can be learned about trigonometric identities at https://brainly.com/question/24496175
Answer:
Hi sorry I just wanted to ask is it B or D? positive or negative?
Step-by-step explanation:
edmentum is the worst
A regular polygon has exterior angles of 60°
What is the sum of the polygon’s interior angles?
Answer:
720°
Step-by-step explanation:
The sum of the exterior angles of a polygon = 360°
Divide by 60 to find number of sides (n)
n = 360° ÷ 60° = 6
The sum of the interior angles of a polygon is
sum = 180° (n - 2) ← n is the number of sides
Here n = 6 , then
sum = 180° × 4 = 720°
The sum of the exterior angles of a regular polygon is 360º
Each exterior angle of a regular polygon is 60º/n
360º/n=60º
360/60=n
6=n
A polygon with 6 sides is a hexagon.
Use the formula (n-2)×180
(6-2)*180=4*180=720º
another solution...
you have 6 interior angles (hexagon)
if an exterior angle is 60º, the corresponding interior angle is 180-60=120º
you have 6 of these 120º angles
6*120=720º
Simplify the following, leaving your answer with a positive exponent:
x^-12/ x^-7
Answer:
[tex]\frac{1}{x^{5} }[/tex]
Step-by-step explanation:
x^-12/ x^-7
= x^(-12-(-7))
= x^-5
= 1/x^5
In a large midwestern university (the class of entering freshmen being on the order of 6000 or more students), an SRS of 100 entering freshmen in 1999 found that 20 finished in the bottom third of their high school class. Admission standards at the university were tightened in 1995. In 2001 an SRS of 100 entering freshmen found that 10 finished in the bottom third of their high school class. The proportion of all entering freshmen in 1999 and 2001, who graduated in the bottom third of their high school class, are p1 and p2, respectively.Is there evidence that the proportion of freshmen who graduated in the bottom third of their high school class in 2001 has been reduced, as a result of the tougher admission standards adopted in 2000, compared to the proportion in 1999? To determine this, you test the hypothesesH0 : p1 = p2 , Ha : p1 > p2.The P-value of your test isA. 0.976.B. 0.024.C. 0.048.D. 0.001.
Answer:
B. 0.024
The p-value of the test is 0.024 < 0.05(standard significance level), which means that there is enough evidence that the proportion of freshmen who graduated in the bottom third of their high school class in 2001 has been reduced.
Step-by-step explanation:
Before testing the hypothesis, we need to understand the central limit theorem and subtraction of normal variables.
Central Limit Theorem
The Central Limit Theorem establishes that, for a normally distributed random variable X, with mean [tex]\mu[/tex] and standard deviation [tex]\sigma[/tex], the sampling distribution of the sample means with size n can be approximated to a normal distribution with mean [tex]\mu[/tex] and standard deviation [tex]s = \frac{\sigma}{\sqrt{n}}[/tex].
For a skewed variable, the Central Limit Theorem can also be applied, as long as n is at least 30.
For a proportion p in a sample of size n, the sampling distribution of the sample proportion will be approximately normal with mean [tex]\mu = p[/tex] and standard deviation [tex]s = \sqrt{\frac{p(1-p)}{n}}[/tex]
Subtraction between normal variables:
When two normal variables are subtracted, the mean is the difference of the means, while the standard deviation is the square root of the sum of the variances.
1999:
Of 100, 20 were in the bottom thid. So
[tex]p_B = \frac{20}{100} = 0.2[/tex]
[tex]s_B = \sqrt{\frac{0.2*0.8}{100}} = 0.04[/tex]
2001:
Of 100, 10 were in the bottom third, so:
[tex]p_A = \frac{10}{100} = 0.1[/tex]
[tex]s_A = \sqrt{\frac{0.1*0.9}{100}} = 0.03[/tex]
To determine this, you test the hypotheses H0 : p1 = p2 , Ha : p1 > p2.
Can also be rewritten as:
[tex]H_0: p_B - p_A = 0[/tex]
[tex]H_1: p_B - p_A > 0[/tex]
The test statistic is:
[tex]z = \frac{X - \mu}{s}[/tex]
In which X is the sample mean, [tex]\mu[/tex] is the value tested at the null hypothesis, and s is the standard error.
0 is tested at the null hypothesis:
This means that [tex]\mu = 0[/tex]
From the sample:
[tex]X = p_B - p_A = 0.2 - 0.1 = 0.1[/tex]
[tex]s_A = \sqrt{s_A^2+s_B^2} = \sqrt{0.03^2+0.04^2} = 0.05[/tex]
Value of the test statistic:
[tex]z = \frac{X - \mu}{s}[/tex]
[tex]z = \frac{0.1 - 0}{0.05}[/tex]
[tex]z = 2[/tex]
P-value of the test and decision:
The p-value of the test is the probability of finding a difference of proportions of at least 0.1, which is 1 subtracted by the p-value of z = 2.
Looking at the z-table, z = 2 has a p-value of 0.976.
1 - 0.976 = 0.024, so the p-value is given by option B.
The p-value of the test is 0.024 < 0.05(standard significance level), which means that there is enough evidence that the proportion of freshmen who graduated in the bottom third of their high school class in 2001 has been reduced.
If lines AB and CD are paralell, which of the following statements is true? Check All That Apply
Answer:
D and E is the answer..
Step-by-step explanation:
nothing to explain .. D has the symbol of parallel.. and all parallel lines are coplaner
The correct answers are option D and option E that is AB || CD and the lines AB and CD are coplanar.
What are parallel lines?The lines which do not intersect each other at any point they can only intersect at infinity are called parallel lines. All the parallel lines are coplanar to each other.
From the above explanation, the parallel lines are represented as AB || CD and also coplanar to each other.
Therefore the correct answers are option D and option E that is AB || CD and the lines AB and CD are coplanar.
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a car can complete journey of 300 km with the average speed of 60 km per hour how long does it take to complete the journey what is the speed of the car if it covers only 200 km in the same interval of the time
please I need help urgent
Answer:
a. 5 hours
b. 40 kph
Step-by-step explanation:
300 km ÷ 60 km = 5 hours
200 km ÷ 5 hours = 40 kilometers per hour
5w = 23 - 3f and 4f = 12 - 2w
Answer:
f = 1, w = 4
Step-by-step explanation:
Given the 2 equations
5w = 23 - 3f → (1)
4f = 12 - 2w (add 2w to both sides )
2w + 4f = 12 ( subtract 4f from both sides )
2w = 12 - 4f → (2)
Multiplying (1) by 4 and (2) by - 3 and adding the result will eliminate f
20w = 92 - 12f → (3)
- 6w = - 36 + 12f → (4)
Add (3) and (4) term by term to eliminate f
14w = 56 ( divide both sides by 14 )
w = 4
Substitute w = 4 into either of the 2 equations and solve for f
Substituting into (1)
5(4) = 23 - 3f
20 = 23 - 3f ( subtract 23 from both sides )
- 3 = 3f ( divide both sides by - 3 )
1 = f
Answer:
Step-by-step explanation:
Convert the 7pi/5 to a degree measure
A=252
B=504
C=792
D=75
Answer:
252
Step-by-step explanation:
The conversion factor is
180/pi
7pi/5 * 180/pi = 7 *180/5 = 252 degrees
The access code for a cars security system consists of 4 digits. The first digit cannot
be 0 and the last digit nust be even. How many different codes are available?
Answer:
4500
Step-by-step explanation:
The first digit can't be 0. so it will be a number from 1000 to 9999. That's a total of 9000 numbers (9999-1000+1=9000). Since the last digit must be an even number that is one half of the 9000 numbers which is 4500.
Confirm that f and g are inverses by showing that f(g(x)) = x and g(f(x)) = x.
f(x) = 4/x
g(x) = 4/x
Answer:
Hello,
Step-by-step explanation:
[tex]f(x)=\dfrac{4}{x} \\\\g(x)=\dfrac{4}{x} \\\\\\(gof)(x)=f(g(x))=f(\dfrac{4}{x} )=\dfrac{4}{\dfrac{4}{x} } =\dfrac{4*x}{4} =x\\\\\\(fog)(x)=g(f(x))=g(\dfrac{4}{x} )=\dfrac{4}{\dfrac{4}{x} } =\dfrac{4*x}{4} =x\\[/tex]
Compare the functions shown below:
Which function has the greatest maximum y-value?
Answer:Hey I'm sorry I didn't get to answer your question it's just that I need the points because I don't have enough to get help with my question. I hope you get the answer that you need for you question. Good Luck :)
Step-by-step explanation:
rationalise the denominator of 2sq3+3sq2/4sq3+sq2
Answer:
[tex]\frac{9+5\sqrt6}{23}[/tex]
Step-by-step explanation:
We can rewrite the fraction as
[tex]\frac{2\sqrt{3}+3\sqrt{2}}{4\sqrt{3}+\sqrt{2}}[/tex]
In order to rationalize the denominator of such a complex fraction, we must multiply the fraction by the conjugate of the denominator. In this case, the conjugate of the denominator would be [tex]4\sqrt{3}-\sqrt{2}[/tex]. Multiplying both sides of the fraction by the conjugate of the denominator would result in the fraction:
[tex]\frac{9+5\sqrt6}{23}[/tex]
Select the correct answer. Consider this system of equations, where function f is quadratic and function g is linear:
y = f(x)
y = g(x)
Which statement describes the number of possible solutions to the system?
A. The system may have no, 1, 2, or infinite solutions.
B. The system may have no, 1, or infinite solutions.
C. The system may have 1 or 2 solutions.
D. The system may have no, 1, or 2 solutions
Answer:
C is the answer
Step-by-step explanation:
Quadratic equations have at most 2 solution, and linear equations only have 1 solution, and since y is equal to both of them, it can only have 1 or 2 solutions.
The correct answer is option D. The system may have no, 1, or 2 solutions
What is quadratic equation?A quadratic equation is a second-order polynomial equation in a single variable x , ax²+bx+c=0. with a ≠ 0 .
f(x) is a quadratic function and g(x) is linear function
y=f(x)
y=g(x)
Quadratic equations have at most 2 solution
linear equations only have 1 solution,
f(x)=g(x)=y
y is equal to both of them, it can only have 1 or 2 solutions.
A line and a parabola can intersect zero, one, or two times
Therefore, a linear and quadratic system can have zero, one, or two solutions
Hence, the correct answer is option D. The system may have no, 1, or 2 solutions
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Which is the graph of y = RootIndex 3 StartRoot x EndRoot?
Given:
The equation is:
[tex]y=\sqrt[3]{x}[/tex]
To find:
The graph of the given equation.
Solution:
We have,
[tex]y=\sqrt[3]{x}[/tex]
The table of values is:
x y
-8 -2
-1 -1
0 0
1 1
8 8
Plot these points on a coordinate plane and connect them by a free hand curve as shown in the below graph.
Answer:
D
Step-by-step explanation:
edge 2020
carly walks 30 feet in seven seconds. At this rate, how many minutes will it take for carly to walk a mile if there are 5,280 feet in one mile?
Answer:
20.53 minutes
Step-by-step explanation:
Speed = Distance/Time = 30/7
Time = Distance / Speed
= 5280/30/7
= 1232 seconds / 60 = 20.53 minutes
Answered by Gauthmath
Could someone please help me out?
Answer:
4.5
Step-by-step explanation:
let,
k×9²=300
k = 300/81
or, k = 100/27
as two triangles are similar,
if smaller triangle's corresponding side is x (let), then,
kx²=75
100x²/27=75
x²=75×27/100
x=√81/4
x=9/2
x=4.5
Solve for a.
-4a – 2a – 7 = 11
a =
[?]
Answer:
or, -4a - 2a -7 = 11
or, -4a -2a =11 +7
or, - 6a = 18
or, a= 18÷ -6
a= -3
Solve for x.
3x + 2
2x + 6
x = [?]
Answer:
4
Step-by-step explanation:
Im assuming you mean the first and second equation equal each other:
3x+2=2x+6
x=4
The probability of drawing a red candy at random from a bag of 25 candies is 2/5. After 5 candies are removed from tehe bag, what is the probability of randomly drawing a red candy from the bag?
Given:
The probability of drawing a red candy at random from a bag of 25 candies is [tex]\dfrac{2}{5}[/tex].
To find:
The probability of randomly drawing a red candy from the bag after removing 5 candies from the bag.
Solution:
Let n be the number of red candies in the bag. Then, the probability of getting a red candy is:
[tex]P(Red)=\dfrac{\text{Number of red candies}}{\text{Total candies}}[/tex]
[tex]\dfrac{2}{5}=\dfrac{n}{25}[/tex]
[tex]\dfrac{2}{5}\times 25=n[/tex]
[tex]10=n[/tex]
After removing the 5 candies from the bag, the number of remaining candies is [tex]25-5=20[/tex] and the number of remaining red candies is [tex]10-5=5[/tex].
Now, the probability of randomly drawing a red candy from the bag is:
[tex]P(Red)=\dfrac{5}{20}[/tex]
[tex]P(Red)=\dfrac{1}{4}[/tex]
Therefore, the required probability is [tex]\dfrac{1}{4}[/tex].
Can you please answer this answer with a step by step explanation?
the BEST answer gets the BRAINLIEST answer mark!
Answer:
Step-by-step explanation:
If K is square number, then exponents in number N are even.
arrange0.2,¼,30%,10%in ascending and descending order
Answer:
Ascending- 10%, 0.2, 1/4, 30%
Descending- 30%, 1/4, 0.2, 10%
Step-by-step explanation:
0.2 = 2/10 = 4/20
1/4 = 5/20
30% = 30/100 = 6/20
10% = 10/100 = 2/20
Ascending
-2/20, 4/20, 5/20, 6/20
- 10%, 0.2, 1/4, 30%
Descending
- 6/20, 5/20, 4/20, 2/20
- 30%, 1/4, 0.2, 10%
