Answer:
[tex]1=9\cdot 9+20\cdpt (-4)=81-80[/tex]
Step-by-step explanation:
The greatest common divisor between 9 and 20 is 1, so we know the equation [tex] 1=9m+20n[/tex] has a solution. A solution can be found either by inspection, or by applying Euclidean algorithm.
By inspection we just list some multiples of 9:
9, 18, 27, 36, 45, 54, 63, 72, 81, 90, 99
and also list some mutiples of 20:
20, 40, 60, 80, 100, 120
And so we see that we can find a multiple of 9 (81) which is 1 away from a multiple of 20 (80). Which is the solution given at the start.
For the Euclidean algorithm, we should divide the greatest of the two numbers, by the smallest one, and keep track of the remainder:
20 = 9 * 2 + 2
Then we divide 9 by the remainder we got, which is 2:
9 = 2 * 4 + 1
we would continue doing this until getting a remainder of 1 (which we just did). Finally we "solve" for 1, from the last equation:
9 - 2*4 = 1
And then we solve for 2 from the first equation, and plug that in into the previous equation:
20 - 9*2 =2
9 - ( 20 - 9*2)*4 = 1
which does give us the same solution: [tex] 9\cdot 9 +20\cdot (-4)=1[/tex]
Find an equation of a line passing through the point (8,9) and parallel to the line joining the points (2,7) and (1,5).
Answer:
2x - y - 7 = 0
Step-by-step explanation:
Since the slope of parallel line are same.
So, we can easily use formula,
y - y₁ = m ( x ₋ x₁)
where, (x₁, y₁) = (8, 9)
and m is a slope of line passing through (x₁, y₁).
and since the slope of parallel lines are same, so here we use slope of parallel line for calculation.
and, Slope = m = [tex]\dfrac{y_{b}-y_{a}}{x_{b}-x_{a}}[/tex]
here, (xₐ, yₐ) = (2, 7)
and, [tex](y_{a},y_{b}) = (1, 5 )[/tex]
⇒ m = [tex]\dfrac{5-7}{1-2}[/tex]
⇒ m = 2
Putting all values above formula. We get,
y - 9 = 2 ( x ₋ 8)
⇒ y - 9 = 2x - 16
⇒ 2x - y - 7 = 0
which is required equation.
Answer:
y=2x-8
Step-by-step explanation:
In order to solve this you first have to calculate the slope of the parallel line, since that would be equal to the slope of our line:
[tex]Slope=\frac{y2-y1}{x2-x1}[/tex]
Now we insert the values into the formula:
[tex]Slope=\frac{y2-y1}{x2-x1}\\Slope=\frac{5-7}{1-2}\\Slope= \frac{-2}{-1}\\ Slope:2[/tex]
And remember that the formula for general line is:
[tex]Y-y1= M(x-x1)\\y-9=2(x-8=\\y=2x-16+9\\y=2x-7[/tex]
So the equation for the line passing through point 8,9 and parallel to the line joining 2,7 and 1,5 would be y=2x-7
martha kept track of her hot dog sales. of every 5 hotdogs sold , 4 had mustard. what percent had mustard?
Answer:
80 %
Step-by-step explanation:
Hi there!
To find the percent of hot dogs with mustard we must divide the number of hotdogs with mustard by the number of total hotdogs, and multiply this number by 100:
[tex]P = \frac{N_{withMustard}}{N_{total}}*100= 100*(4/5) = 80[/tex]
Greetings!
Is it possible for a simple, connected graph that has n vertices all of different degrees? Explain why or why not.
Answer:
It isn't possible.
Step-by-step explanation:
Let G be a graph with n vertices. There are n possible degrees: 0,1,...,n-1.
Observe that a graph can not contain a vertice with degree n-1 and a vertice with degree 0 because if one of the vertices has degree n-1 means that this vertice is adjacent to all others vertices, then the other vertices has at least degree 1.
Then there are n vertices and n-1 possible degrees. By the pigeon principle there are two vertices that have the same degree.
9x = 99y
y = 2
x = ?
Answer:
x = 22
Step-by-step explanation:
9x = 99y
y = 2
9x = 99 * 2
99 * 2 = 198
9x = 198
--- ----
9 9
x = 22
Hey!
------------------------------------------------
Solution:
9x = 99y
~Substitute
9x = 99(2)
~Simplify
9x = 198
~Divide 9 to both sides
9x/9 = 198/9
~Simplify
x = 22
------------------------------------------------
Answer:
x = 22
------------------------------------------------
Hope This Helped! Good Luck!
Write a differential equation whose only solution is the trivial solution y = 0. Explain your reasoning
Answer:
[tex]2e^{y'}y=0[/tex]
Step-by-step explanation:
The solution for this differential equation [tex]2e^{y'}y=0[/tex] have to be the trivial solution y=0. Because the function [tex]e^{x}[/tex] always have values different of zero, then the only option is the trivial solution y=0.
3.2.19 Statistics students conducted a test to see if people could taste the difference between Coke and Pepsi. They fill two cups with Coke and a third with Pepsi. They then asked their subjects which tasted different than the other two. Of the 64 people they tested, 22 were able to correctly identify which of the three cups of colas tasted different. Determine a 95% theory-based confidence interval for the population proportion that can correctly identify the cola that is different? What is the margin of error from your interval from part (a)?
The confidence interval for population mean is given by :-
[tex]\hat{p}\pm E[/tex], where [tex]\hat{p}[/tex] is sample proportion and E is the margin of error .
[tex]E=z_{\alpha/2}\sqrt{\dfrac{\hat{p}(1-\hat{p})}{n}}[/tex]
Given : Significance level : [tex]\alpha:1-0.95=0.05[/tex]
Sample size : n= 64
Critical value : [tex]z_{\alpha/2}=1.96[/tex]
Sample proportion: [tex]\hat{p}=\dfrac{22}{64}\approx0.344[/tex]
[tex]E=(1.96)\sqrt{\dfrac{0.344(1-0.344)}{64}}\approx0.1164[/tex]
Hence, the margin of error = 0.1164
Now, the 95% theory-based confidence interval for the population proportion will be :
[tex]0.344\pm0.1164\\\\=(0.344-0.1164,\ 0.344+0.1164)=(0.2276,\ 0.4604)[/tex]
Hence, the 99% confidence interval is [tex](0.2276,\ 0.4604)[/tex]
When constructing a 95% theory-based confidence interval for the proportion of people that can correctly identify the different cola, the interval ranges from about 0.225 to 0.463. The margin of error is approximately 0.118.
Explanation:This question pertains to a theory-based confidence interval for the population proportion. In this case, the proportion (p) is the number of people who correctly identified the different cola, which is 22 out of 64, or 0.34375. First, we need to calculate the standard error (SE), which is the square root of [ p(1-p) / n ], where n is the sample size. So, SE = sqrt[ 0.34375(1-0.34375) / 64 ] ≈ 0.0602.
The 95% confidence interval can be calculated as p ± Z * SE, where Z is the Z-score from the standard normal distribution corresponding to the desired level of confidence. For a 95% confidence interval, Z = 1.96. Plug the values into the equation gives us the interval [0.34375 - 1.96(0.0602), 0.34375 + 1.96(0.0602)] which is approximately [0.225, 0.463].
The margin of error is the difference between the endpoint of the interval and the sample proportion, which can be calculated as Z*SE. So the margin of error = 1.96(0.0602) ≈ 0.118.
Learn more about Confidence Intervals here:https://brainly.com/question/34700241
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use a ruler to draw a segment PQ that is 2 inches long then use your compass and straightedge to construct a segment MN with the same length as PQ
Answer:
Look to the attached figure
Step-by-step explanation:
* Lets revise the steps of constructing with the same length of a given
segment
- Use a ruler to draw a segment PQ of length 2 inches long
- Mark a point M that will be one endpoint of the new line segment
- Set the compasses pin on the point P of the line segment PQ
- Open the compass to the point Q
- The compasses width is now equal to the length of the segment PQ
- Without changing the compasses width place the pin of the compass
at point M and draw an arc where the other endpoint will be on it
- Pick a point N on the arc that will be the other endpoint of the new
line segment
- Draw a line from M to N
- The length of MN = The length of PQ
- The attached figure for more understand
In the equation g = 312 ÷ α , the variable g can be described best as the 1. number of degrees that a skateboarder turns when making α rotations. 2. total number of groups, g, with α students each that can be made if there are 312 students to be grouped. 3. weight of a bag containing α grapefruits if each piece of fruit weighs 312 grams. 4. total number of goats that can graze on 312 acres if each acre can feed α goats. 5. number of grams of fuel, g, needed to raise the temperature of a solution, α, to a temperature of 312◦F.
Answer:
5) True. G is the Number of grams of fuel, g, needed to raise the temperature of a solution, α, to a temperature of 312◦F.
Step-by-step explanation:
Hi!
Let's examine better this equation: [tex]g=\frac{312}{a}[/tex]
What we have here 312 is a dependent variable, and it is inversely proportional to a. The more a increases the more g decreases.
1) Number of degrees that a skateboarder turns when making "α" rotations
[tex]g=\frac{312}{a}[/tex]
1 rotation ----------- 312°
2 rotation ----------- 156°
Here we have a problem. The skateboarder must necessarily and randomly turn 312°, and its fractions. But in a circle, the rotation cannot follow this pattern.
False
2) The total number of groups, g, with "α" students each that can be made if there are 312 students to be grouped.
[tex]g=\frac{312}{a}[/tex]
1 group --------------- 312 students
2 groups ------------ 156 students
5 groups -------------62.4 students
Even though 312 is divisible for 1,2,3,4 it is not for 5,7,9, and the group is a countable, natural category.
False
3) Weight of a bag containing "α" grapefruits if each piece of fruit weighs 312 grams
[tex]g=\frac{312}{a}[/tex]
g=1 bag with 1 grapefruit-------------- 312 g
g=1 bag with 2 grapefruits ---------- 156 g
That doesn't make sense, since for this description. The best should be g=312a and not g=312/a.
False
4) The total number of goats that can graze on 312 acres if each acre can feed "α" goats.
Since there's a relation
1 acre can feed ----------------- 1 goat
312 acres can feed ----------------g
g= 312/1 = 312 acres can feed 1 goat (1 acre for 1 goat)
g=312/2= since 312 acres can feed 156 goats (1 acre for 2 goats)
g =312/3 = 312 acres can feed 104 (1 acre for 3 goats)
Clearly, this function g=312/a does not describe this since the ratio is not the same, as long as we bring more goats to graze on those 312 acres.
False
5) Number of grams of fuel, g, needed to raise the temperature of a solution, α, to a temperature of 312◦F
g= number of grams of a fuel
a= initial temperature of a solution
g=312/a
Let's pick a=100 F initial temperature
g=312/100
g=3.12 grams
Let's now pick 200F as our initial temperature.
g=312/200 g=1.56 grams of solution
The more heat needed to raise, the more fuel necessary. Then True
Find the arc length of the given curve on the specified interval.
(6 cos(t), 6 sin(t), t), for 0 ≤ t ≤ 2π
Answer:
Step-by-step explanation:
Given that
[tex]r(t) = (6cost, 6sint, t), 0\leq t\leq 2\pi\\r'(t) = (-6sint, 6cost, 1),\\||r'(t)||=\sqrt{(-6sint)^2 +(6cost)^2+1} =\sqrt{37}[/tex]
Hence arc length = [tex]\int\limits^a_b {||r'(t)||} \, dt[/tex]
Here a = 0 b = 2pi and r'(t) = sqrt 37
Hence integrate to get
[tex]\int\limits^{2\pi} _0 {\sqrt{37} } \, dt\\ =\sqrt{37} (t)\\=2\pi\sqrt{37}[/tex]
Your waiter at a restaurant suggests you leave a tip of $10 on a $50 bill. What percentage is that?
Answer:
20%
Step-by-step explanation:
To find what percentage is $10 out of $50, we divide 10 by 50:
[tex] \frac{10}{50}=0.2[/tex]
If we want to get the result in percentage form, we simply multiply it by 100%:
[tex]0.2\cdot 100\%=20\%[/tex]
So a tip of $10 on a $50 bill is a tip of 20%.
Prove the following statement.
The square of any odd integer has the form 8m+1 for some integer m.
As per the question,
Let a be any positive integer and b = 4.
According to Euclid division lemma , a = 4q + r
where 0 ≤ r < b.
Thus,
r = 0, 1, 2, 3
Since, a is an odd integer, and
The only valid value of r = 1 and 3
So a = 4q + 1 or 4q + 3
Case 1 :- When a = 4q + 1
On squaring both sides, we get
a² = (4q + 1)²
= 16q² + 8q + 1
= 8(2q² + q) + 1
= 8m + 1 , where m = 2q² + q
Case 2 :- when a = 4q + 3
On squaring both sides, we get
a² = (4q + 3)²
= 16q² + 24q + 9
= 8 (2q² + 3q + 1) + 1
= 8m +1, where m = 2q² + 3q +1
Now,
We can see that at every odd values of r, square of a is in the form of 8m +1.
Also we know, a = 4q +1 and 4q +3 are not divisible by 2 means these all numbers are odd numbers.
Hence , it is clear that square of an odd positive is in form of 8m +1
A test requires that you answer either part A or part B. Part A consists of 7 true-false questions, and part B consists of 5 multiple-choice questions with one correct answer out of five. How many different completed answer sheets are possible?
Answer: 3253
Step-by-step explanation:
Given : A test requires that you answer either part A or part B.
Part A consists of 7 true-false questions.
i.e. there are 2 choices to answer each question.
Now, the number of ways to answer Part A : [tex]2^7=128[/tex] (1)
Part B consists of 5 multiple-choice questions with one correct answer out of five.
i.e. there are 5 choices to answer each question.
Now, the number of ways to answer Part B : [tex]5^5=3125[/tex] (2)
Now, the number of different ways to completed answer sheets are possible= [tex]128+3125=3253[/tex] [Add (1) and (2) ]
The number of different completed answer sheets possible is 400,000.
Explanation:To find the number of different completed answer sheets, we need to determine the number of ways to choose either part A or part B, and then calculate the number of possible combinations for each part.
For part A, since there are 7 true-false questions, each with 2 choices (true or false), there are 2^7 = 128 possible answer combinations.
For part B, since there are 5 multiple-choice questions, each with 5 choices, there are 5^5 = 3125 possible answer combinations.
To calculate the total number of different completed answer sheets, we multiply the number of choices for part A (128) by the number of choices for part B (3125), giving us a total of 128 * 3125 = 400,000 possible answer sheets.
The width of a rectangle is 4 more than half the length.
If the perimeter of the rectangle is 74, what is the width?
Perimeter of rectangle: P = 2l + 2w
width =
length =
Answer:
Width = 15.
Length = 22.
Step-by-step explanation:
If the length is L then the width W = 1/2L + 4.
The perimeter = 2L + 2W, so
2L + 2(1/2L + 4) = 74
2L + L + 8 = 74
3L = 66
L = 22.
So W = 1/2 *22 + 4 = 11 + 4
= 15.
All the fourth-graders in a certain elementary school took a standardized test. A total of 81% of the students were found to be proficient in reading, 74% were found to be proficient in mathematics, and 64% were found to be proficient in both reading and mathematics. A student is chosen at random.(a) What is the probability that student is proficient in mathematics but not in reading?(b) What is the probability that student is proficient in reading but not in mathematics?
Answer:
The probability that a student is proficient in mathematics, but not in reading is, 0.10.
The probability that a student is proficient in reading, but not in mathematics is, 0.17
Step-by-step explanation:
Let's define the events:
L: The student is proficient in reading
M: The student is proficient in math
The probabilities are given by:
[tex]P (L) = 0.81\\P (M) = 0.74\\P (L\bigcap M) = 0.64[/tex]
[tex]P (M\bigcap L^c) = P (M) - P (M\bigcap L) = 0.74 - 0.64 = 0.1\\P (M^c\bigcap L) = P (L) - P (M\bigcap L) = 0.81 - 0.64 = 0.17[/tex]
The probability that a student is proficient in mathematics, but not in reading is, 0.10.
The probability that a student is proficient in reading, but not in mathematics is, 0.17
8 BASIC LEVEL 1. On weekends, a movie ticket costs $10.50. Form an inequality and solve it to find the maximum number of tickets Kate can buy with $205
Answer:
10.50x ≤ 205
The maximum number of tickets, x, would be 19.
Step-by-step explanation:
Given,
The cost of one ticket = $ 10.50,
The cost of x tickets = 10.50x dollars,
Since, the total cost can not exceed $ 205,
⇒ 10.50x ≤ 205
∵ 10.50 > 0 thus, when we multiply both sides by 1/10.50 the inequality sign will not change,
⇒ x ≤ [tex]\frac{205}{10.50}[/tex] ≈ 19.52
Hence, the maximum number of tickets would be 19.
Find all relative extrema and inflection points for fx)=(2x+7)^4
Answer:
[tex]x=-\frac{7}{2}[/tex] Extrema point.
The function does not have inflection points.
Step-by-step explanation:
To find the extrema points we have:
[tex]f'(x)=0[/tex]
Then:
[tex]f(x)=(2x+7)^4[/tex]
[tex]f'(x)=4(2x+7)^3(2)[/tex]
[tex]f'(x)=8(2x+7)^3[/tex]
Now:
[tex]f'(x)=8(2x+7)^3=0[/tex]
[tex]8(2x+7)^3=0[/tex]
[tex](2x+7)^3=0[/tex]
[tex]2x+7=0[/tex]
[tex]2x=-7[/tex]
[tex]x=-\frac{7}{2}[/tex]
To find the inflection points we need to calculate [tex]f''(x)=0[/tex] but due to that que have just one extrema point, the function does not have inflection points.
precalc question: a warhead fired from an enemy ship in the persian gulf is a dud and only travels 100 meters before it hits the water. If it had an initial velocity of 489 meters per second, find the time from the initial launch of the warhead to impact
a)0.2 s
b)30.8 s
c)100 s
d) 0.31 s
Answer:
0.2s is the time from the initial launch of the warhead to impact.
Step-by-step explanation:
This is a rule of three problem
In a rule of three problem, the first step is identifying the measures and how they are related, if their relationship is direct of inverse.
When the relationship between the measures is direct, as the value of one measure increases, the value of the other measure is going to increase too. In this case, the rule of three is a cross multiplication.
When the relationship between the measures is inverse, as the value of one measure increases, the value of the other measure will decrease. In this case, the rule of three is a line multiplication.
In this problem, our measures have a direct relationship.
The problem states that in a second, the warhead travels 489 meters. How long it takes to travel 100 meters? So
1s - 489m
xs - 100m
489x = 100
[tex]x = \frac{100}{489}[/tex]
x = 0.2s.
0.2s is the time from the initial launch of the warhead to impact.
On a safari, a team of naturalists sets out toward a research station located 8.9 km away in a direction 42° north of east. After traveling in a straight line for 2.1 km, they stop and discover that they have been traveling 21° north of east, because their guide misread his compass. What is the direction (relative to due east) of the displacement vector now required to bring the team to the research station?
Answer:
27.19°
Step-by-step explanation:
According to the picture attached, we can find the distance between the two vectors using cosine law
[tex]a^{2} =b^{2} +c^{2} -2ab*cosA\\a=\sqrt{b^{2} +c^{2} -2ab*cosA} \\\\a=\sqrt{2.1^{2} +8.9^{2} -2(2.1)(8.9)*cos21}\\a=6.98\\\\[/tex]
Then we can get C angle by applying one more time cosine law between a and b
[tex]c^{2} =a^{2} +b^{2} -2ab*cosC\\\\c^{2} -a^{2} -b^{2}= -2ab*cosC\\\\\frac{c^{2} -a^{2} -b^{2}}{-2ab}=cosC\\ \\CosC=\frac{8.9^{2} -6.98^{2} -2.1^{2}}{-2*6.98*2.1}\\ \\CosC=-0.89\\\\ArcCos(-0.89)=C\\\\C=152.81[/tex]
We can see that the C angle is complement of the angle we are looking for, so we take away 180 degrees to get the answer
[tex]180=C+?\\\\180-C=?\\\\180-152.81=C\\\\27.19=C[/tex]
27.19 degrees is our answer!
Company A charges $331.35 per week for a compact car with unlimited miles. Company B charges $175 per week plus $0.53 per mile, for the same car. How many miles must be driven in a week so that company A is a better deal than company B?
Answer:
Company A is a better deal than Company B for the number of miles greater than 295 miles
Step-by-step explanation:
Let
y ----> the charge per week in dollars
x ----> the number of miles
we have
Company A
[tex]y=331.35[/tex] -----> equation A
Company B
[tex]y=0.53x+175[/tex] -----> equation B
Solve the system by substitution
Equate equation A and equation B and solve for x
[tex]331.35=0.53x+175[/tex]
[tex]0.53x=331.35-175\\0.53x=156.35\\x=295\ mi[/tex]
For x=295 miles the charge in Company A and Company B is the same
therefore
Company A is a better deal than Company B for the number of miles greater than 295 miles
Show that the given curve c(t) is a flow line of the given velocity vector field F(x, y, z).
c(t) = (2 sin(t), 2 cos(t), 9et); F(x, y, z) = (y, −x, z)
c'(t) = ?
F(c(t)) = ?
Answer:
a) [tex]c'(t) = (2 Cos(t), -2 Sin(t), 9e^t) [/tex]
b) [tex]c'(t) = (2 Cos(t), -2 Sin(t), 9e^t) [/tex]
Step-by-step explanation:
We are given in the question:
[tex]c(t) = (2 Sin(t), 2 Cos(t), 9e^t)[/tex]
F(x,y,z) = (y, -x, z)
a) [tex]c'(t) [/tex]
We differentiate with respect to t.
[tex]c'(t) = (2 Cos(t), -2 Sin(t), 9e^t) [/tex]
b) F(c(t))
This is a composite function.
[tex]F(c(t)) = F(2 Sin(t), 2 Cos(t), 9e^t)[/tex]
[tex]= (2 Cos(t), -2 Sin(t), 9e^t)[/tex]
Larry Calanan has earnings of S518 in a week. He is single and claims 2 withholding allowances. His deductions include FICA, Medicare, federal withholding, state disability insurance, state withholding, union dues of $15, and charitable contributions of $21. Find his net pay.
Answer:
$482
Step-by-step explanation:
Data provided:
Total earning per week = $518
Medicare, federal withholding, state disability insurance, state withholding, union dues = $15
charitable contributions = $21
Now,
The total deductions = $15 + $21 = $36
also,
Net pay = Total income - Total deductions
thus,
Net pay = $518 - $36
or
Net Pat = $482
Show that Z2[i] = {a + bi | a,b € Z2} is not a field
Step-by-step explanation:
On a field every element different from 0 should have a multiplicative inverse. Let's check that in Z2[i] not ALL nonzero elements have multiplicative inverses.
Z2 is made of two elements: 0 and 1, and so Z2[i] is made of four elements: 0+0i,0+1i, 1+0i, 1+1i (which we can simplify from now on as 0, i, 1, 1+i respectively). Now, let's check that the element 1+i doesn't have a multiplicative inverse (we can do this by showing that no matter what we multiply it by, we're not getting 1, which is the multiplicative identity)
[tex](1+i)\cdot 0 = 0[/tex] (which is NOT 1)
[tex](1+i)\cdot i = i+i^2=i-1=1+i[/tex] (which is NOT 1) (remember -1 and 1 are the same in Z2)
[tex](1+i)\cdot 1 = 1+i[/tex] (which is NOT 1)
[tex](1+i)\cdot (1+i) = 1+i+i+i^2=1+2i-1=0+0i=0[/tex] (which is NOT 1) (remember 2 is the same as 0 in Z2)
Therefore the element 1+i doesn't have a multiplicative inverse, and so Z2[i] cannot be a field.
(a) Find all points where the function f(z) = (x^2+y^2-2y)+i(2x-2xy) is differentiable, and compute the derivative at those points.
Answer:
The given function is differentiable at y = 1.
At y = 1, f'(z) = 0
Step-by-step explanation:
As per the given question,
[tex]f(z)\ = (x^{2}+y^{2}-2y)+i(2x - 2xy)[/tex]
Let z = x + i y
Suppose,
[tex]u(x,y) = x^{2}+y^{2}-2y[/tex]
[tex]v(x,y) = 2x - 2xy[/tex]
On computing the partial derivatives of u and v as:
[tex]u'_{x} =2x[/tex]
[tex]u'_{y}=2y -2[/tex]
And
[tex]v'_{x} =2-2y[/tex]
[tex]v'_{y}=-2x[/tex]
According to the Cauchy-Riemann equations
[tex]u'_{x} =v'_{y} \ \ \ \ \ \ \ and\ \ \ \ \ \ u'_{y} = -v'_{x}[/tex]
Now,
[tex](u'_{x} =2x) \neq (v'_{y}=-2x)[/tex]
[tex](u'_{y}=2y -2) \ = \ (- v'_{x} =-(2-2y) =2y-2)[/tex]
Therefore,
[tex]u'_{y}=- v'_{x}[/tex] holds only.
This means,
2y - 2 = 0
⇒ y = 1
Therefore f(z) has a chance of being differentiable only at y =1.
Now we can compute the derivative
[tex]f'(z)=\frac{1}{2}[(u'_{x}+iv'_{x})-i(u'_{y}+iv'_{y})][/tex]
[tex]f'(z) =\frac{1}{2}[(2x+i(2-2y))-i(2y-2+i(-2x))][/tex]
[tex]f'(z) = i(2-2y)[/tex]
At y = 1
f'(z) = 0
Hence, the required derivative at y = 1 , f'(z) = 0
By vector methods, find the cosine of the angle between the lines (x - 1)/(3) = (y - 0.5)/(2) = z and x = y = z
Answer:
The angle between the lines [tex]\frac{x-1}{3}= \frac{y-0.5}{2}=\frac{z-0}{1}[/tex] and [tex]\frac{x-0}{1}= \frac{y-0}{1}=\frac{z-0}{1}[/tex] is [tex]\sqrt{\frac{6}{7}}[/tex]
Step-by-step explanation:
The equation of a line with direction vector [tex]\vec{d}=(l,m.n)[/tex] that passes through the point [tex](x_{1},y_{1},z_{1})[/tex] is given by the formula
[tex]\frac{x-x_{1}}{l}= \frac{y-x_{1}}{m}=\frac{z-z_{1}}{n},[/tex] where l,m, and n are non-zero real numbers.
This is called the symmetric equations of the line.
The angle between two lines [tex]\frac{x-x_{1}}{l_{1} }= \frac{y-y_{1}}{m_{1} }=\frac{z-z_{1}}{n_{1}}[/tex] and [tex]\frac{x-x_{2}}{l_{2} }= \frac{y-y_{2}}{m_{2} }=\frac{z-z_{2}}{n_{2}}[/tex] equal the angle subtended by direction vectors, [tex]d_{1}[/tex] and [tex]d_{2}[/tex] of the lines
[tex]cos (\theta)=\frac{\vec{d_{1}}\cdot\vec{d_{2}}}{|\vec{d_{1}}|\cdot|\vec{d_{2}}|}=\frac{l_{1} \cdot\l_{2}+m_{1} \cdot\ m_{2}+n_{1} \cdot\ n_{2}}{\sqrt{l_{1}^{2}+m_{1}^{2}+n_{1}^{2}} \cdot \sqrt{l_{2}^{2}+m_{2}^{2}+n_{2}^{2}}}[/tex]
Given that
[tex]\frac{x-1}{3}= \frac{y-0.5}{2}=\frac{z-0}{1}[/tex] and [tex]\frac{x-0}{1}= \frac{y-0}{1}=\frac{z-0}{1}[/tex]
[tex]l_{1}=3, m_{1}=2,n_{1}=1\\ l_{2}=1, m_{2}=1,n_{2}=1[/tex]
We can use the formula above to find the cosine of the angle between the lines
[tex]cos(\theta)=\frac{3 \cdot 1+2 \cdot 1 +1 \cdot 1}{\sqrt{3^{2}+2^{2}+1^{2}} \cdot \sqrt{1^{2}+1^{2}+1^{2}}} = \sqrt{\frac{6}{7}}[/tex]
For which equations below is x = -3 a possible solution? Select three options.
x = 3
x = -3
|-x1 = 3
|-x) = -3
-la = -3
Answer:
x=-3
|-x| = 3
|x| = 3
Step-by-step explanation:
we know that
If a number is a solution of a equation, then the number must satisfy the equation
Verify each case
case 1) we have
x=3
substitute the value of x=-3
-3=3 -----> is not true
therefore
x=-3 is not a solution of the given equation
case 2) we have
x=-3
substitute the value of x=-3
-3=-3 -----> is true
therefore
x=-3 is a solution of the given equation
case 3) we have
|-x| = 3
substitute the value of x=-3
|-(-3)| = 3
|3| = 3
3=3-----> is true
therefore
x=-3 is a solution of the given equation
case 4) we have
|x| = 3
substitute the value of x=-3
|(-3)| = 3
3=3-----> is true
therefore
x=-3 is a solution of the given equation
case 5) we have
-|x| = 3
substitute the value of x=-3
-|(-3)| = 3
-3=3-----> is not true
therefore
x=-3 is not a solution of the given equation
Vanessa walks from her house to a bus stop that is 400 yards away. If Vanessa is 22 yards from her house, how far is she from the bus stop? yards Preview 400 − 22 = 400-22= 378. If Vanessa is 163.4 yards from her house, how far is she from the bus stop? yards Preview 400 − 163.4 = 400-163.4= 236.6. Let the variable x x represent Vanessa's varying distance from her house (in yards). As Vanessa walks from her house to the bus stop, the value of x x varies from to . How many values does the variable x x assume as Vanessa walks from her house to the bus stop? Preview
Answer:
[tex]0\le x\le 400[/tex]
x can take infinitely many values
Step-by-step explanation:
Vanessa walks from her house to a bus stop that is 400 yards away.
If Vanessa is 22 yards from her house, how far is she from the bus stop? Preview: 400 − 22 = 400 - 22 = 378 yards. If Vanessa is 163.4 yards from her house, how far is she from the bus stop? Preview: 400 − 163.4 = 400 - 163.4 = 236.6 yards.Let the variable x represent Vanessa's varying distance from her house (in yards). Then 400 - x yards is how far Vanessa is from the bus stop.
The variable x can take any value from 0 to 400 (0 when Vanessa is at home and 400 when Vanessa is at bus station), so
[tex]0\le x\le 400[/tex]
x can take infinitely many values, because there are infinitely many real numbers between 0 and 400.
Vanessa is 378 yards from the bus stop when she is 22 yards from her house and 236.6 yards away when she is 163.4 yards from her house. The variable x denoting Vanessa's distance from home assumes infinitely many values as she walks to the bus stop.
Explanation:When Vanessa is 22 yards from her house, the distance remaining to reach the bus stop is simply the total distance to the bus stop minus her current position from the house. So, it's 400 yards - 22 yards = 378 yards. Similarly, if Vanessa is 163.4 yards from her house, the remaining distance to the bus stop is 400 yards - 163.4 yards = 236.6 yards.
As Vanessa walks from her house to the bus stop, variable x represents her varying distance from her house. The value of x starts at 0 when she is at her house and increases up to 400 yards as she reaches the bus stop. The variable x can assume infinitely many values, as it can represent any real number between 0 and 400, indicating her position at any given moment along her path.
-1.8-3.9=
A. -2.1
B.5.7
C.2.1
D.-5.7
In order to get the answer to this question you will have to use KCC (Keep, Change, Change) and then solve.
[tex]-1.8 - 3.9=[/tex]
Using KCC:
[tex]-1.8-3.9=-1.8+-3.9[/tex]
[tex]-1.8 + -3.9 = -5.7[/tex]
[tex]= -5.7[/tex]
Therefore your answer is option D "-5.7."
Hope this helps.
Answer:
D "-5.7."
Step-by-step explanation:
what is the area,in square centimeters,of a circle that has a circumference of 16 centimeters?
Answer: [tex]20.38\ cm^2[/tex]
Step-by-step explanation:
We know that the circumference of a circle is given by :-
[tex]C=2\pi r[/tex], where r is the radius of the circle .
Given : Circumference of circle = 16 cm
Then, [tex]16=2\pi r[/tex]
i.e [tex]r=\dfrac{16}{2\pi}=\dfrac{8}{\pi}[/tex] (1)
We know that the area of circle is given by :-
[tex]A=\pi r^2[/tex]
i.e. [tex]A=\pi (\dfrac{8}{\pi})^2[/tex] [From (1)]
i.e. [tex]A=\pi (\dfrac{64}{\pi^2})[/tex]
i.e. [tex]A=\dfrac{64}{\pi}[/tex]
Put [tex]\pi=3.14[/tex]
[tex]A=\dfrac{64}{3.14}=20.3821656051approx20.38\ cm^2[/tex]
Hence, area of circle = [tex]20.38\ cm^2[/tex]
If the interest rate is 3% and a total of $4,370.91 will be paid to you at the end of 3 years, what is the present value of the sum
Answer:
The present value (or initial investment) is $4000.00
Step-by-step explanation:
I'm going to assume that the correct formula here is
[tex]A(t)=P(1+r)^t[/tex]
and we are looking to solve for P, the principle investment. We know that A(t) is 4370.91; r is .03 and t is 3:
[tex]4370.91=P(1+.03)^3[/tex] and
[tex]4370.91=P(1.03)^3[/tex] and
4370.91 = 1.092727P so
P = 4000.00
Suppose C is a 3 x 3 matrix such that det (C) = 4. Show that det (C+C) is equal to 32
Step-by-step explanation:
Let's consider C is a matrix given by
[tex]\left[\begin{array}{ccc}a&b&c\\d&e&f\\g&h&i\end{array}\right][/tex]
them determinant of matrix C can be written as
[tex]\begin{vmatrix}a & b & c\\ d & e & f\\ g & h & i \end{vmatrix}\ =\ 4.....(1)[/tex]
Now,
[tex]det (C+C)\ =\ \begin{vmatrix}a & b & c\\ d & e & f\\ g & h & i \end{vmatrix}\ +\ \begin{vmatrix}a & b & c\\ d & e & f\\ g & h & i \end{vmatrix}[/tex]
[tex]=\ \begin{vmatrix}2a & 2b & 2c\\ 2d & 2e & 2f\\ 2g & 2h & 2i \end{vmatrix}[/tex]
[tex]=\ 2\times 2\times 2\times \begin{vmatrix}a & b & c\\ d & e & f\\ g & h & i \end{vmatrix}[/tex]
[tex]=\ 8\times 4\ \ \ \ \ \ \ \ from\ eq.(1)[/tex]
= 32
Hence, det (C+C) = 32