Identify the type of conic section whose equation is given. 8x2 -y8 O parabola O hyperbola O ellipse Find the vertex and focus. vertex (x, y) - focus (x, y)

To find the length l of the graph of the polar equation r = e^(2θ) for 0 ≤ θ ≤ π, we can use the arc length formula for polar curves.   Answer :  0.

The arc length formula for a polar curve r = f(θ) is given by:

l = ∫[a, b] √(r^2 + (dr/dθ)^2) dθ,

where a and b are the starting and ending angles.

In this case, we have r = e^(2θ), so dr/dθ = 2e^(2θ). Substituting these values into the arc length formula, we get:

l = ∫[0, π] √(e^(4θ) + (2e^(2θ))^2) dθ

 = ∫[0, π] √(e^(4θ) + 4e^(4θ)) dθ

 = ∫[0, π] √(5e^(4θ)) dθ

 = √5 ∫[0, π] e^(2θ) dθ.

To evaluate this integral, we can use the substitution u = 2θ, du = 2dθ:

l = √5 ∫[0, π] e^(2θ) dθ

 = √5 ∫[0, 2π] e^u (du/2)

 = √5 (1/2) ∫[0, 2π] e^u du

 = (√5/2) [e^u] evaluated from 0 to 2π

 = (√5/2) (e^(2π) - e^0)

 = (√5/2) (1 - 1)

 = 0.

Therefore, the length l of the graph of the polar equation r = e^(2θ) for 0 ≤ θ ≤ π is 0 units.

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Thus, option A is the correct answer choice which shows the quotient of the given division problem as a simplified fraction in 250 words.

To solve the given division problem and show the quotient as a simplified fraction, we need to follow the steps given below:

Step 1: We need to perform the division of 8/21 ÷ 6/7 by multiplying the dividend with the reciprocal of the divisor.8/21 ÷ 6/7 = 8/21 × 7/6Step 2: We simplify the obtained fraction by cancelling out the common factors.8/21 × 7/6= (2×2×2)/ (3×7) × (7/2×3) = 8/21 × 7/6 = 56/126

Step 3: We reduce the obtained fraction by dividing both the numerator and denominator by the highest common factor (HCF) of 56 and 126.HCF of 56 and 126 = 14

Therefore, the simplified fraction of the quotient is:56/126 = 4/9

Thus, option A is the correct answer choice which shows the quotient of the given division problem as a simplified fraction in 250 words.

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We know that the sum of two numbers is 55. This means that if we add two numbers together, we get 55.

We also know that the smaller number is 21 less than the larger number. This means that the smaller number is 21 units smaller than the larger number.

To find the two numbers, we can use these two pieces of information together.

We can start by writing an equation using the given information:

x + (x - 21) = 55

Here, x represents the larger number and (x - 21) represents the smaller number.

We can simplify this equation by adding x and (x - 21) on one side and then subtracting 21 from both sides:

2x + 21 - 21 = 55 - 21

Simplifying this equation, we get:

2x = 34

Dividing both sides by 2, we get:

x = 17

Therefore, the two numbers are 21 and 17.

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This equation relates the circulation of the magnetic field around a closed loop (left-hand side) to the current flowing through that loop (first term on the right-hand side) and to the time-varying electric field

equations describe the behavior of electromagnetic fields and are fundamental to the study of electromagnetism. Here are the four Maxwell's equations in integral form:

1. Gauss's law for electric fields:

∮E⋅dA=Q/ε0

This equation relates the electric flux through a closed surface (left-hand side) to the charge enclosed within that surface (right-hand side).

2. Gauss's law for magnetic fields:

∮B⋅dA=0

This equation states that the magnetic flux through any closed surface is always zero, which means that there are no magnetic monopoles.

3. Faraday's law of electromagnetic induction:

∮E⋅dl=−dΦB/dt

This equation relates a changing magnetic field (the time derivative of magnetic flux ΦB) to an induced electric field (left-hand side).

4. Ampere's law with Maxwell's correction:

∮B⋅dl=μ0(I+ε0dΦE/dt)
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Maxwell's equations describe the fundamental principles of electromagnetism. These equations are comprised of four integral forms: Gauss's law, Gauss's law for magnetism, Faraday's law of induction, and Ampere's law with Maxwell's correction.

Gauss's law states that the electric flux through a closed surface is equal to the charge enclosed within the surface. Gauss's law for magnetism states that there are no magnetic monopoles, and that the magnetic flux through a closed surface is always zero. Faraday's law of induction states that a changing magnetic field induces an electric field. Ampere's law with Maxwell's correction states that a changing electric field can induce a magnetic field. Formulating these four equations in integral form involves expressing them using calculus and integrating over a surface or volume.

1. Gauss's Law for Electric Fields:
∮E⋅dA = (1/ε₀) ∫ρ dV
This equation relates the electric flux through a closed surface to the enclosed electric charge.
2. Gauss's Law for Magnetic Fields:
∮B⋅dA = 0
This equation states that the magnetic flux through a closed surface is zero, as there are no magnetic monopoles.
3. Faraday's Law of Electromagnetic Induction:
∮E⋅dl = -d(∫B⋅dA)/dt
This equation shows the relationship between a changing magnetic field and the induced electric field that creates a voltage.
4. Ampère's Law with Maxwell's Addition:
∮B⋅dl = μ₀ (I + ε₀ d(∫E⋅dA)/dt)
This equation connects the magnetic field around a closed loop to the current passing through the loop and the changing electric field.

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The probability that a person has to wait more than 10 minutes is approximately 0.0821 or 8.21%.

We know that the probability density function of the exponential distribution with mean β is given by:

f(t) = (1/β) * exp(-t/β)

where t is the time and exp(x) is the exponential function with base e raised to the power x.

To find the probability that a person has to wait more than 10 minutes, we need to integrate the probability density function from t = 10 to infinity:

P(t > 10) = ∫[10,∞] f(t) dt

Substituting the value of β = 4, we get:

P(t > 10) = ∫[10,∞] (1/4) * exp(-t/4) dt

Using integration by substitution, let u = -t/4, then du = -1/4 dt:

P(t > 10) = ∫[-10/4,0] e^u du

P(t > 10) = [-e^u]_(-10/4)^0

P(t > 10) = [-e^0 + e^(-10/4)]

P(t > 10) = [1 - e^(-5/2)]

Therefore, the probability that a person has to wait more than 10 minutes is approximately 0.0821 or 8.21%.

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the eigenvalues of A are λ = 2 and μ = -2/3, with algebraic multiplicities 1 and 2, respectively.

We know that the trace of a matrix is the sum of its eigenvalues and the determinant is the product of its eigenvalues. Let the two distinct eigenvalues of A be λ and μ. Then, we have:

tr(A) = λ + μ + λ or μ (since the eigenvalues are distinct)

-3 = 2λ + μ ...(1)

det(A) = λμ(λ + μ)

-28 = λμ(λ + μ) ...(2)

We can solve this system of equations to find λ and μ.

From equation (1), we can write μ = -3 - 2λ. Substituting this into equation (2), we get:

-28 = λ(-3 - 2λ)(λ - 3)

-28 = -λ(2λ^2 - 9λ + 9)

2λ^3 - 9λ^2 + 9λ - 28 = 0

We can use polynomial long division or synthetic division to find that λ = 2 and λ = -2/3 are roots of this polynomial. Therefore, the eigenvalues of A are 2 and -2/3, and their algebraic multiplicities can be found by considering the dimensions of the eigenspaces.

Let's find the algebraic multiplicity of λ = 2. Since tr(A) = -3, we know that the sum of the eigenvalues is -3, which means that the other eigenvalue must be -5. We can find the eigenvector corresponding to λ = 2 by solving the system of equations (A - 2I)x = 0, where I is the 3 x 3 identity matrix. This gives:

|1-2 2 1| |x1| |0|

|2 1-2 1| |x2| = |0|

|1 1 1-2| |x3| |0|

Solving this system, we get x1 = -x2 - x3, which means that the eigenspace corresponding to λ = 2 is one-dimensional. Therefore, the algebraic multiplicity of λ = 2 is 1.

Similarly, we can find the algebraic multiplicity of λ = -2/3 by considering the eigenvector corresponding to μ = -3 - 2λ = 4/3. This gives:

|-1/3 2 1| |x1| |0|

| 2 -5/3 1| |x2| = |0|

| 1 1 5/3| |x3| |0|

Solving this system, we get x1 = -7x2/6 - x3/6, which means that the eigenspace corresponding to λ = -2/3 is two-dimensional. Therefore, the algebraic multiplicity of λ = -2/3 is 2.

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Answer:

2160/13.

Step-by-step explanation:

Exterior angle = 360/number of sides

Interior angle = 180 – exterior angle

exterior angle = 360/26

= 180/13.

interior angle = 180 - (180/13)

= 2160/13.

Answer:

Step-by-step explanation:

1. Sherelle's reasons for saying that the 1916 coin is most likely in her bag:

She might argue that she is older than Venita and therefore more likely to have inherited the coin from their grandmother.

She might claim that she has a special connection to their grandmother and was entrusted with the coin as a keepsake.

Sherelle might suggest that she has been collecting coins for a longer time than Venita and is more likely to have come across the 1916 coin in her collection.

Venita's reasons for saying that the 1916 coin is most likely in her bag:

She might argue that she has a strong interest in history and specifically coins, making her more likely to have acquired the 1916 coin through her own efforts.

Venita might claim that she has been studying and researching coins extensively, including the history and value of different years, making her more aware of the significance of the 1916 coin.

She might suggest that she recently found the 1916 coin at a coin shop or auction and specifically placed it in her bag for safekeeping.

Considering the information provided, it is difficult to determine with certainty whose bag is more likely to contain the 1916 coin. Both Sherelle and Venita present valid arguments based on their personal circumstances and interests. Without additional information, it is impossible to make an accurate judgment. It would be helpful to investigate further or ask their grandmother directly to determine the true location of the 1916 coin.

2. To find the five-number summary and construct the box-and-whisker plots for each data set, we need to arrange the numbers in ascending order.

Sherelle's data set: 26, 39, 56, 58, 60, 62, 65, 66, 66, 68, 71, 72, 72, 73, 74, 75, 81, 83, 84, 85

Venita's data set: 44, 45, 51, 51, 53, 53, 55, 57, 58, 62, 65, 66, 69, 69, 70, 73, 75, 77, 78, 79

Now we can find the five-number summary for each data set:

Sherelle's data set:

Minimum: 26

First quartile (Q1): 58

Median (Q2): 68

Third quartile (Q3): 75

Maximum: 85

Venita's data set:

Minimum: 44

First quartile (Q1): 53

Median (Q2): 65

Third quartile (Q3): 73

Maximum: 79

Sherelle might give the following reasons for saying that the 1916 coin is most likely in her bag:

Higher frequency of older coins: If Sherelle's bag has a higher proportion of older coins in general, it increases the likelihood of finding a coin from 1916. She could argue that her bag contains more coins from earlier years, making it more probable to have a coin from 1916.

Coin distribution pattern: If Sherelle's bag follows a pattern where the older coins tend to be grouped together, she may believe that the 1916 coin is more likely to be in her bag. She might argue that her bag contains a cluster of coins from the early 1900s, increasing the chance of having the specific 1916 coin.

On the other hand, Venita might give the following reasons for saying that the 1916 coin is most likely in her bag:

Higher randomness in coin selection: If Venita's bag has a more diverse mix of coins from various years, she could argue that the chances of having the 1916 coin are higher. She might claim that her bag includes a wider range of years, making it more likely to contain the specific coin from 1916.

Equal probability: Venita might believe that since the coin is equally likely to be in either bag, the probability is 50/50. She may argue that there is no reason to assume the 1916 coin is more likely to be in Sherelle's bag.

Considering the information provided, it is difficult to determine which bag is more likely to contain the 1916 coin. Without additional information about the distribution or characteristics of the coins in each bag, it would be purely speculative to make a definitive conclusion. Both Sherelle and Venita have their own reasons, but ultimately, it is a matter of chance unless further information is available.

Inferential statistics allows researchers to draw conclusions about a population based on sample data, without knowing the complete distribution of the underlying population.

Inferential statistics is a concept in statistics that allows us to draw conclusions about a population based on a sample of data, without having complete knowledge about the distribution of the underlying population.

It involves using probability theory to estimate population parameters based on sample statistics.

This approach is useful in research when it is not feasible or practical to study an entire population.

Instead, a smaller, representative sample can be taken to draw conclusions about the larger population.

Inferential statistics allows researchers to make informed decisions and predictions based on data that is not fully known, ultimately leading to more accurate and reliable results.

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(a) The standard deviation of the sample mean is 1.94 (rounded to two decimal places).

(b) How large should the sample be to achieve a halved standard deviation of the sample mean?

To find the standard deviation of the sample mean (also known as the standard error), we divide the population standard deviation by the square root of the sample size. Given that the population has a variance of 25, the standard deviation is √25 = 5. Since we are working with a sample size of 54, we divide the population standard deviation by the square root of 54 to obtain the standard deviation of the sample mean, which is approximately 1.94 when rounded to two decimal places.

To halve the standard deviation of the sample mean, we need to increase the sample size. The standard deviation of the sample mean decreases as the square root of the sample size increases. In other words, if we want to halve the standard deviation, we need to quadruple the sample size. Therefore, the sample size should be increased to 216 (54 * 4) in order to achieve this reduction.

In conclusion, the standard deviation of the sample mean for a random sample of size 54 is approximately 1.94. To halve the standard deviation, the sample size should be increased to 216.

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The value of the line integral ∫c f · dr is 1.885.

To evaluate the line integral ∫c f · dr, where c is given by the vector function r(t) and f(x,y) = xyi + 6y²j, we need to first parameterize the curve c using the given vector function r(t).

r(t) = 15t⁵i + t⁵j

The curve c starts at the point (0,0) when t=0 and ends at the point (15,1) when t=1.

Next, we need to calculate the differential of r(t) with respect to t:

dr/dt = 75t⁴i + 5t⁴j

We can now substitute the parameterization of c and the differential dr/dt into the formula for line integrals to get:

∫c f · dr = ∫[0,1] f(r(t)) · (dr/dt) dt

= ∫[0,1] (15t⁶)(t⁵)i + 6(t⁵)²(j) · (75t⁴i + 5t⁴j) dt

= ∫[0,1] (15t¹¹) dt + ∫[0,1] (6t¹⁰) dt

=[tex](15/12)t^{12} |_0^1 + (6/11)t^{11} |_0^1[/tex]

= (15/12) + (6/11)

= 1.885

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Answer: 42,120

Step-by-step explanation:

Area is calculated by multiplying the length of a shape by its width-

False, the number of true arithmetical statements involving positive integers, +, x,(,) and = is countable, i.e. "(17+31) x 2 = 96".

The number of true arithmetical statements involving positive integers, +, x,(,) and = is uncountable. There are infinitely many true arithmetical statements involving positive integers and the other specified symbols. For any given set of positive integers, there are infinitely many arithmetic statements that can be formed using those integers and the symbols. Additionally, there are infinitely many possible sets of positive integers that could be used to form arithmetic statements. Therefore, the total number of true arithmetical statements involving positive integers, +, x,(,) and = is uncountable. It's worth noting that the set of possible arithmetical statements involving positive integers, +, x,(,) and = is a subset of the set of all possible mathematical statements involving those symbols, which is itself uncountable.

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The statement "The interaction prepares Louisa for the disappointment that Niles will likely not publish her book" best describes the purpose of the clerk's interaction with Louisa in scene 2.

With elegance and wit characteristic of author Jane Austen's writing style, "Pride and Prejudice" transports readers into England's early 19th century society where main character Elizabeth Bennet endeavors to find love within societal conventions that demand she secure a marriage partner.

Similarly positioned is her friend Louisa who pursues potential suitors while also seeking publication for her own written works. However, when seeking aid from a publishing house, Louisa encounters an unencouraging clerk who highlights the challenges of publication within the industry.

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In the given scenario, the operations A - C, ATCT, AT, CA, and A - B are defined, while BA is not defined

A - C: The operation A - C is defined when the matrices A and C have the same dimensions. Since A is a 2 x 7 matrix and C is an 8 x 2 matrix, their subtraction (A - C) is not defined due to incompatible dimensions.

ATCT: The operation ATCT is defined when both matrices A and C are compatible for matrix multiplication. Since A is a 2 x 7 matrix and C is an 8 x 2 matrix, their product (ATCT) is defined, resulting in a 7 x 8 matrix.

AT: The operation AT represents the transpose of matrix A, which is defined for any matrix. Therefore, AT is defined, resulting in a 7 x 2 matrix.

CA: The operation CA is defined when both matrices C and A are compatible for matrix multiplication. Since C is an 8 x 2 matrix and A is a 2 x 7 matrix, their product (CA) is defined, resulting in an 8 x 7 matrix.

A - B: The operation A - B is defined when both matrices A and B have the same dimensions. Since both A and B are 2 x 7 matrices, their subtraction (A - B) is defined and results in a 2 x 7 matrix.

BA: The operation BA is not defined since the number of columns in matrix B (7 columns) is not equal to the number of rows in matrix A (2 rows), which violates the compatibility requirement for matrix multiplication.

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The standard equation of the sphere with the given characteristics, center (-1, -6, 3), and radius 5 is

[tex](x+1)^{2} +(y+6)^{2}+ (z-3)^{2} =25[/tex].

The standard equation of a sphere is [tex](x-h)^{2} +(y-k)^{2}+ (z-l)^{2} =r^{2}[/tex], where (h, k, l) is the center of the sphere and r is the radius.
Using this formula and the given information, we can write the standard equation of the sphere:
[tex](x-(-1))^{2}+ (y-(-6))^{2} +(z-3)^{2}= 5^{2}[/tex]
Simplifying, we get:
[tex](x+1)^{2} +(y+6)^{2}+ (z-3)^{2} =25[/tex].
Therefore, the standard equation of the sphere with center (-1, -6, 3) and radius 5 is [tex](x+1)^{2} +(y+6)^{2}+ (z-3)^{2} =25[/tex].

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The range of possible values for the third side of the triangle is:

3 < n < 17

For any triangle we can define the triangular inequality, it says that the sum of any two sides must be longer than the remaining side.

So if the lengths of the sides are A, B, and C, that inequality says that:

A + B > C

A + C > B

B + C > A

In this case, we can define:

A = 7

B = 10

C = n

Then the triangular inequality becomes:

7 + 10 > n

7 + n > 10

10  + n > 7

Solving these 3, we will get:

17 > n

n > 3

n > -3

Then the range of possible values for the last side is:

3 < n < 17

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Answer:

The range of possible lengths for the third side of the triangle is greater than 3 units and less than 17 units in other words 3 < n < 17

The variable in this case is "distance an athlete can jump" for the quantitative variable.

This variable is a quantitative variable, meaning it can be measured numerically. The answer to whether it is discrete or continuous depends on how the measurement is taken. If the measurement is taken in whole numbers or distinct categories (e.g. in feet or meters), then it is a discrete variable. However, if the measurement can take on any value within a range (e.g. in inches or centimeters), then it is a continuous variable. Therefore, without knowing the specific unit of measurement, it is impossible to determine if this variable is discrete or continuous.

A quantitative variable is a type of variable used in statistics that can take on numerical values to reflect quantities or amounts. Mathematical procedures such as addition, subtraction, multiplication, and division can be used to quantify and express these quantities. The quantitative variables height, weight, age, temperature, and income are a few examples. According to whether the values can take on any value within a range (continuous) or only certain specified values (discrete), quantitative variables can be further categorised as either continuous or discrete. In many disciplines, including economics, social sciences, and natural sciences, the examination of quantitative variables is a crucial part of statistical modelling and data analysis.

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We can be obtained by taking the derivative of each basis vector of B three times and writing the result in terms of B  and use it to describe ker(D) and range(D)

(a) The matrix [D²] of the 2nd derivative operation D² on the subspace W = Span(B) can be obtained by taking the derivative of each basis vector of B twice and writing the result in terms of B. Similarly, the matrix [D³] of the 3rd derivative operation D³ on We can be obtained by taking the derivative of each basis vector of B three times and writing the result in terms of B.

(b) Using the matrices [D²] and [D³], we can find the 2nd and 3rd derivatives of the given functions by multiplying the matrix with the column vector representing the coefficients of the function in terms of the basis B.

(c) To show that D is both one-to-one and onto on W, we can find the reduced row echelon form (rref) of [D], and use it to describe ker(D) and range(D).

(d) Using the same method as in parts (a) and (b), we can find the matrices [D²] and [D³] for the subspace W = Span(B), where B = {xesx, esx}, and use them to find the 2nd and 3rd derivatives of the given function f(x).

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The height of the given cone is 6.75 cm.

Given that, the volume of a cone is 324π cm² and the length of the diameter is 24 cm.

Here, radius of the cone = 24/2 = 12

We know that, the volume of the cone is 1/3 πr²h.

Now, 1/3 πr²h = 1/3 π×12²h

324π = 1/3 π×12²×h

324 = 1/3 ×144×h

324 = 48h

h=324/48

h=6.75 cm

Therefore, the height of the given cone is 6.75 cm.

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The chain rule is a formula in calculus that describes how to compute the derivative of a composite function.

We can use the product rule and the chain rule to find the derivatives of g(x) and h(x):

(a) Using the product rule and the chain rule, we have:

g'(x) = f'(x)sin(x) + f(x)cos(x)

At x=3, we know that f(3) = 2 and f'(3) = -3, so:

g'(3) = f'(3)sin(3) + f(3)cos(3) = (-3)sin(3) + 2cos(3)

Therefore, g'(3) = -3sin(3) + 2cos(3).

(b) Using the product rule and the chain rule, we have:

h'(x) = f'(x)cos(x) - f(x)sin(x)

At x=3, we know that f(3) = 2 and f'(3) = -3, so:

h'(3) = f'(3)cos(3) - f(3)sin(3) = (-3)cos(3) - 2sin(3)

Therefore, h'(3) = -3cos(3) - 2sin(3).

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The value of the line integral over the given curve c is 16/5.

We are given the line integral:

css

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l = ∫c [tex][x^2*y*dx + (x^2-y^2)*dy][/tex]

We will evaluate this integral over the given curve c, which is the arc of the parabola y=x^2 from (0,0) to (2,4).

We can parameterize this curve c as:

makefile

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x = t

y =[tex]t^2[/tex]

where t goes from 0 to 2.

Using this parameterization, we can express the differential elements dx and dy in terms of dt:

css

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dx = dt

dy = 2t*dt

Substituting these expressions into the line integral, we get:

css

Copy code

l = [tex]∫c [x^2*y*dx + (x^2-y^2)*dy][/tex]

 = [tex]∫0^2 [t^2*(t^2)*dt + (t^2-(t^2)^2)*2t*dt][/tex]

 = [tex]∫0^2 [t^4 + 2t^3*(1-t)*dt][/tex]

 = [tex][t^5/5 + t^4*(1-t)^2] from 0 to 2[/tex]

 = 16/5

Therefore, the value of the line integral over the given curve c is 16/5.

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Here is the rule

y = (x - h)² + k

Vertex = (h, k)

The vertex represents the lowest point on the graph, or the minimum value of the quadratic function.

y= (x - 1)² + 2

Vertex = (1, 2)

Second graph or the middle picture one

The confidence interval (0.068,0.142) in the form of p-E«p is p - E < p < p + E, where p = 0.105 and E = 0.037.

To express the confidence interval (0.068, 0.142) in the form of p ± E, we first need to find the sample proportion p and the margin of error E.

The sample proportion p is the midpoint of the confidence interval, so we have:

p = (0.068 + 0.142) / 2 = 0.105

The margin of error E is half the width of the confidence interval, so we have:

E = (0.142 - 0.068) / 2 = 0.037

Therefore, we can express the confidence interval (0.068, 0.142) in the form of p ± E as:

p - E < p < p + E

0.105 - 0.037 < p < 0.105 + 0.037

0.068 < p < 0.142

So the confidence interval (0.068, 0.142) can be expressed as p - E < p < p + E, where p = 0.105 and E = 0.037.

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Answer: Since the directrix is the line x = -1, the vertex of the parabola must lie on the axis of symmetry, which is the line y = -2. So, the vertex must be of the form (h, -2).

Since p = 3, the distance from the vertex to the focus is 3 units, and since the directrix is x = -1, the focus must be at a point 3 units to the right of the vertex, i.e., at (h + 3, -2).

The standard form of the equation of a parabola with vertex (h, k) and focus (h + p, k) is:

(y - k)^2 = 4p(x - h)

So, substituting the vertex and focus coordinates, we get:

(y + 2)^2 = 4(3)(x - h)

Simplifying, we get:

y^2 + 4y + 4 = 12(x - h)

y^2 + 4y + (4 - 12h) = 0

To put this equation in standard form, we complete the square on the left-hand side by adding and subtracting (4/2)^2 = 4:

y^2 + 4y + 4 - 12h - 4 = 0

(y + 2)^2 - 12h - 4 = 0

(y + 2)^2 = 12h + 4

Finally, rearranging, we get the equation of the parabola in standard form:

y = (1/12)(x - h)^2 - 2

where h is a constant that determines the horizontal position of the vertex.

The equation of the parabola is y^2 = 6x - 3 in standard form.

Since the directrix is the line x=-1, we know that the focus is the point (-1+p,0)=(2,0). And since the parabola is symmetric with respect to the line y=-2, we know that the vertex is the point (2,-2). Using the definition of a parabola, we know that the distance between any point on the parabola (x,y) and the focus (2,0) is equal to the distance between (x,y) and the directrix x=-1.

So, we have:

sqrt((x-2)^2 + (y-0)^2) = abs(x+1)

Simplifying, we get:

(x-2)^2 + y^2 = (x+1)^2

Expanding, we get:

x^2 - 4x + 4 + y^2 = x^2 + 2x + 1

Simplifying, we get:

y^2 = 6x - 3

Therefore, the equation of the parabola is y^2 = 6x - 3 in standard form.

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The equation of the tangent line in slope-intercept form is y = 67x - 40.

To find the point on the function when x = 1, we simply substitute x = 1 into the given equation:

y = (1+2)(2(1)^2+3)^3 = 27

So the point on the function when x = 1 is (1,27).

To find the slope of the tangent line when x = 1, we take the derivative of the given function and evaluate it at x = 1:

y' = (2x^2+7x+6)(2x^2+3)^2 + 3(x+2)(4x^3+18x^2+18x)

y'(1) = (2(1)^2+7(1)+6)(2(1)^2+3)^2 + 3(1+2)(4(1)^3+18(1)^2+18(1))

= 67

So the slope of the tangent line when x = 1 is 67.

Using the point-slope form of the equation of a line, we can write the equation of the tangent line when x = 1 as:

y - 27 = 67(x - 1)

Simplifying, we get:

y = 67x - 40

So the equation of the tangent line in slope-intercept form is y = 67x - 40.

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The value of the second integral is -109/3.

For the first integral, we can use the power rule and the constant multiple rule of integration:

∫413x 5x√ dx = [tex]4/3 \times 13x^{3/2 }\times 2/3 \times 5x3/2+1/2 + C[/tex]

= 40[tex]x^{5/2[/tex] / 15 + C

= 8[tex]x^{5/2[/tex] / 3 + C

where C is the constant of integration.

For the second integral, we can use the power rule and the constant multiple rule of integration:

∫[tex]^{16}_9 (-x^1/2-5)dx = (-2/3 \times x^(3/2) - 5x)^{16_9}[/tex]

= [tex](-2/3 \times 16^{(3/2)} - 5 \times 16) - (-2/3 \times 9^{(3/2)} - 5 \times 9)[/tex]

= (-2/3 × 64 - 80) - (-2/3 × 27 - 45)

= (-128/3 - 80) - (-54/3 - 45)

= -208/3 + 99/3

= -109/3

Therefore, the value of the second integral is -109/3.

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To evaluate ∫413x 5x√ dx, we can use integration by substitution. Let u = 5x√, then du/dx = 5/2x^1/2 and dx = 2/5u^2/5 du.

Substituting these into the integral, we get:

∫413x 5x√ dx = ∫4u u(2/5u^2/5) du

Simplifying:

∫413x 5x√ dx = 8/5 ∫u^7/5 du

Integrating:

∫413x 5x√ dx = 8/5 * (5/12)u^(12/5) + C

Substituting back in for u:

∫413x 5x√ dx = 2/3 x^(3/2) * (5x√)^(2/5) + C

Simplifying:

∫413x 5x√ dx = 2/3 x^(3/2) * (5x)^(2/5) + C

Now, to evaluate ∫^16_9 (-x^1/2-5)dx, we can use the power rule of integration:

∫^16_9 (-x^1/2-5)dx = [-2/3x^(3/2) - 5x] from 9 to 16

Substituting in the limits:

∫^16_9 (-x^1/2-5)dx = [-2/3(16)^(3/2) - 5(16)] - [-2/3(9)^(3/2) - 5(9)]

Simplifying:

∫^16_9 (-x^1/2-5)dx = [(-32/3) - 80] - [(-18/3) - 45]

∫^16_9 (-x^1/2-5)dx = -112/3

Therefore, the answer to the second integral is -112/3.
To evaluate the given integral ∫^16_9 (-x^(1/2) - 5) dx, we'll find the antiderivative of the function and then apply the Fundamental Theorem of Calculus.

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The length on the blueprint is approximately 0.2667 units.

To find the length on the blueprint, we can set up a proportion using the given information.

Let's denote the length on the blueprint as "x".

According to the blueprint, the width is 4 inches, and the actual length is 20 feet. We can set up the following proportion:

Width on Blueprint / Actual Width = Length on Blueprint / Actual Length

Plugging in the values:

4 inches / 20 feet = x / 16 feet

Now, we need to convert the units to be consistent. Since we have feet in the denominator on both sides, we can convert inches to feet by dividing by 12:

(4 inches / 12 feet) / 20 feet = x / 16 feet

Simplifying:

1/3 / 20 = x / 16

Now, we can cross multiply:

(1/3) × 16 = 20 ×x

Simplifying further:

16/3 = 20x

To solve for x, we can divide both sides by 20:

(16/3) / 20 = x

Simplifying:

16 / (3 × 20) = x

16 / 60 = x

Now, we can simplify the fraction:

4/15 = x

So, the length on the blueprint is 4/15 of a unit.

Alternatively, if you want to convert the fraction to decimal form, you can divide 4 by 15:

4 ÷ 15 ≈ 0.2667

Therefore, the length on the blueprint is approximately 0.2667 units.

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The number whose 55 percent is 33 is 60.

The number whose 15  percent is 80 is 80.

We have,

(a)

To find the number that is 55% of 33, we can set up the equation:

0.55x = 33

By dividing both sides of the equation by 0.55, we can solve for x:

x = 33 / 0.55 ≈ 60

So, 33 is 55% of 60.

(b)

To find the number that is 15% of 80, we can calculate 15% of 80:

15% of 80 = 0.15 x 80 = 12

Therefore, 12 is 15% of 80.

Thus,

The number whose 55 percent is 33 is 60.

The number whose 15  percent is 80 is 80.

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The complete question.

Answer the following questions.(a) 55% of what is 33?(b) What number is 15% of 80?