Tracy works at North College as a math teacher. She will be paid $900 for each credit hour she teaches. During the course of her first year of teaching, she would teach a total of 50 credit hours.
The college expects her to work a minimum of 170 days (and less and her salary would be reduced) and 8 hours each day. Her gross monthly income is $12,150.
The total number of hours Tracy works is given by;
Total number of hours Tracy works = Number of days she works in a year x Number of hours per day.
Number of days she works in a year = 170Number of hours per day = 8.
Total number of hours Tracy works = 170 × 8
= 1360.
Each credit hour Tracy teaches is paid for $900.
Therefore, for all the credit hours she teaches in a year, she will be paid for $900 × 50 = $45,000.In order to get Tracy's monthly gross income, we need to divide the total amount of money Tracy will be paid in a year by 12 months.$45,000 ÷ 12 = $3750.
Then, we can calculate the gross monthly income of Tracy by adding her salary per month and her total hourly work salary. The total hourly work salary is equal to the product of the total number of hours Tracy works and the amount she is paid per hour which is $900. Therefore, her monthly gross income will be:$3750 + ($900 × 1360) = $12,150. Answer: $12,150.
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Find the unknown side length, x. Write your answer in simplest radical form.
A. 3
B. 34
C. 6
D. 41
Please select the best answer from the choices provided
OA
OB
C
Answer:
Step-by-step explanation:
The answer is C. 6
solve the recurrence relation an=-8a_n-1-16a_n-2 with initial conditions a0=2 and a1=-20.
The solution to the recurrence relation an=-8a_n-1-16a_n-2 with initial conditions a0=2 and a1=-20 is given by:
[tex]an = [(2 + (-20)(4 - 4\sqrt{2} ) / (8 + 8\sqrt{2} )](4 + 4\sqrt{2} )^n + [(2 - c1)](4 - 4\sqrt{2} )^n[/tex]
To solve the recurrence relation an=-8a_n-1-16a_n-2, we can use the characteristic equation method. We assume that the solution has the form an=r^n, where r is a constant to be determined. Substituting this into the recurrence relation, we get:
[tex]r^n = -8r^(n-1) - 16r^(n-2)[/tex]
Dividing both sides by[tex]r^{(n-2),[/tex] we get:
[tex]r^2 = -8r - 16[/tex]
This is the characteristic equation of the recurrence relation. We can solve for r by using the quadratic formula:
r = (-(-8) ± [tex]\sqrt{-8} ^2[/tex] - 4(-16))) / 2
r = (-(-8) ± [tex]\sqrt{128}[/tex] / 2
r = 4 ± 4[tex]\sqrt{2}[/tex]
Therefore, the general solution to the recurrence relation is:
[tex]an = c1(4 + 4\sqrt{2} )^n + c2(4 - 4\sqrt{2} )^n[/tex]
where c1 and c2 are constants determined by the initial conditions. Using the initial conditions a0=2 and a1=-20, we get:
a0 = c1 + c2 = 2
[tex]a1 = c1(4 + 4\sqrt{2} ) - c2(4 - 4\sqrt{2} ) = -20[/tex]
Solving for c1 and c2, we get:
[tex]c1 = (a0 + a1(4 - 4\sqrt{2} ) / (8 + 8\sqrt{2})[/tex]
c2 = (a0 - c1)
Substituting these values of c1 and c2 into the general solution, we get:
[tex]an = [(a0 + a1(4 - 4\sqrt{2} ) / (8 + 8\sqrt{2} ](4 + 4\sqrt{2} )^n + [(a0 - c1)](4 - 4\sqrt{2} )^n[/tex]
Thus, the solution to the recurrence relation an=-8a_n-1-16a_n-2 with initial conditions a0=2 and a1=-20 is given by:
[tex]an = [(2 + (-20)(4 - 4\sqrt{2} ) / (8 + 8\sqrt{2} )](4 + 4\sqrt{2} )^n + [(2 - c1)](4 - 4\sqrt{2} )^n[/tex]
where [tex]c1 = (2 + (-20)(4 - 4\sqrt{2} ) / (8 + 8\sqrt{2} )[/tex]
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To solve the recurrence relation an=-8a_n-1-16a_n-2 with initial conditions a0=2 and a1=-20, we can use the characteristic equation method.
The solution to the recurrence relation is:
an = 2(-4)^n + 3n(-4)^n
We can check this solution by plugging in n=0 and n=1 to see if we get a0=2 and a1=-20, respectively.
When n=0:
a0 = 2(-4)^0 + 3(0)(-4)^0 = 2
When n=1:
a1 = 2(-4)^1 + 3(1)(-4)^1 = -20
Therefore, the solution is correct.
Hi! I'd be happy to help you solve the recurrence relation. Given the relation a_n = -8a_(n-1) - 16a_(n-2) and the initial conditions a_0 = 2 and a_1 = -20, follow these steps:
Step 1: Use the initial conditions to find a_2.
a_2 = -8a_1 - 16a_0
a_2 = -8(-20) - 16(2)
a_2 = 160 - 32
a_2 = 128
Step 2: Use the relation to find a_3.
a_3 = -8a_2 - 16a_1
a_3 = -8(128) - 16(-20)
a_3 = -1024 + 320
a_3 = -704
Step 3: Continue using the relation to find further terms, if needed.
The first few terms of the sequence are: 2, -20, 128, -704, and so on.
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true/false: if f(x, y) = ln y, then ∇f(x, y) = 1/y
The given statement "if f(x, y) = ln y, then ∇f(x, y) = 1/y" is False. The correct expression for the gradient vector in this case is ∇f(x, y) = [0, 1/y].
If f(x, y) = ln y, then the gradient vector (∇f(x, y)) represents the vector of partial derivatives of the function f(x, y) with respect to its variables x and y. In this case, we have two variables, x and y. To find the gradient vector, we need to compute the partial derivatives of f(x, y) with respect to x and y.
The partial derivative of f(x, y) with respect to x is:
∂f(x, y) / ∂x = ∂(ln y) / ∂x = 0 (since ln y is not a function of x)
The partial derivative of f(x, y) with respect to y is:
∂f(x, y) / ∂y = ∂(ln y) / ∂y = 1/y (by the chain rule)
Now, we can write the gradient vector (∇f(x, y)) as:
∇f(x, y) = [∂f(x, y) / ∂x, ∂f(x, y) / ∂y] = [0, 1/y]
So, the statement "if f(x, y) = ln y, then ∇f(x, y) = 1/y" is false. The correct expression for the gradient vector in this case is ∇f(x, y) = [0, 1/y].
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the relationship between marketing expenditures (x) and sales (y) is given by the following formula, y = 9x - 0.05
The relationship between marketing expenditures (x) and sales (y) is represented by the formula y = 9x - 0.05. In this equation, 'y' represents the sales, and 'x' stands for the marketing expenditures. The formula indicates that for every unit increase in marketing expenditure, there is a corresponding increase of 9 units in sales, while 0.05 is a constant .
To answer this question, we first need to understand the given formula, which represents the relationship between marketing expenditures (x) and sales (y). The formula states that for every unit increase in marketing expenditures, there will be a 9 unit increase in sales, minus 0.05. In other words, the formula is suggesting a linear relationship between marketing expenditures and sales, where increasing the former will lead to a proportional increase in the latter.
To use this formula to predict sales based on marketing expenditures, we can simply substitute the value of x (marketing expenditures) into the formula and solve for y (sales). For example, if we want to know the sales generated from $10,000 of marketing expenditures, we can substitute x = 10,000 into the formula:
y = 9(10,000) - 0.05 = 89,999.95
Therefore, we can predict that $10,000 of marketing expenditures will generate $89,999.95 in sales based on this formula.
In conclusion, the formula y = 9x - 0.05 represents a linear relationship between marketing expenditures and sales, and can be used to predict sales based on the amount of marketing expenditures. By understanding this relationship, businesses can make informed decisions about how much to spend on marketing to generate the desired level of sales.
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An experimental study of the atomization characteristics of biodiesel fuel5 was aimed at reducing the pollution produced by diesel engines. Biodiesel fuel is recyclable and has low emission characteristics. One aspect of the study is the droplet size (μm) injected into the engine, at a fixed distance from the nozzle. From data provided by the authors on droplet size, we consider a sample of size 36 that has already been ordered. (a) Group these droplet sizes and obtain a frequency table using [2, 3), [3, 4), [4, 5) as the first three classes, but try larger classes for the other cases. Here the left-hand endpoint is included but the right-hand endpoint is not. (b) Construct a density histogram. (c) Obtain X and 2 . (d) Obtain the quartiles. 2.1 2.2 2.3 2.3 2.4 2.4 2.4 2.5 2.5 2.8 2.9 2.9 2.9 3.0 3.1 3.1 3.3 3.3 3.4 3.4 3.5 3.5 3.6 3.6 3.7 3.7 3.7 4.0 4.2 4.5 4.9 5.1 5.2 5.3 6.0 8.9
The droplet sizes of biodiesel fuel were grouped into frequency classes and a frequency Density was constructed. Mean and variance were 3.617 and 1.024, as well as the quartiles are 2.9, 3.45 and 4.7.
In Frequency table of given values, the Class Frequency is
[2, 3) 5
[3, 4) 10
[4, 5) 10
[5, 6) 6
[6, 9) 4
[9, 10) 1
Assuming equal width for each class so the frequency Density will be
[2, 3) ||||| 0.139
[3, 4) |||||||||| 0.278
[4, 5) |||||||||| 0.278
[5, 6) |||||| 0.167
[6, 9) |||| 0.111
[9, 10) | 0.028
The Mean (X) and variance (σ²)
X is the sample mean, which can be calculated by adding up all the values in the sample and dividing by the sample size
X = (2.1 + 2.2 + ... + 8.9) / 36
X ≈ 3.617
σ² is the sample variance, which can be calculated using the formula
σ² = Σ(xi - X)² / (n - 1)
where Σ is the summation symbol, xi is each data point in the sample, X is the sample mean, and n is the sample size.
σ²= [(2.1 - 3.617)² + (2.2 - 3.617)² + ... + (8.9 - 3.617)²] / (36 - 1)
σ² ≈ 1.024
To obtain the quartiles
First, we need to find the median (Q2), which is the middle value of the sorted data set. Since there are an even number of data points, we take the average of the two middle values:
Q2 = (3.4 + 3.5) / 2
Q2 = 3.45
To find the first quartile (Q1), we take the median of the lower half of the data set (i.e., all values less than or equal to Q2):
Q1 = (2.9 + 2.9) / 2
Q1 = 2.9
To find the third quartile (Q3), we take the median of the upper half of the data set (i.e., all values greater than or equal to Q2):
Q3 = (4.5 + 4.9) / 2
Q3 = 4.7
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Let D be the set of all finite subsets of positive integers, and define T: Z+ → D by the rule: For all integers n, T (n) = the set of all of the positive divisors of n.
a. Is T one-to-one? Prove or give a counterexample.
b. Is T onto? Prove or give a counterexample.
Answer:
a. T is not one-to-one. A counterexample is T(4) = {1, 2, 4} and T(6) = {1, 2, 3, 6}. Although 4 and 6 are distinct positive integers, they have the same set of positive divisors, which means that T is not one-to-one.
b. T is not onto. A counterexample is the empty set, which is not in the range of T. There is no positive integer n that has an empty set as its set of positive divisors, which means that T is not onto.
Step-by-step explanation:
The transformation T, which maps integers to their sets of positive divisors, is not one-to-one, as it can create different sets from different integers. However, T is onto because it can generate all possible finite subsets of positive integers.
Explanation:In this task, let D be the set of all finite subsets of positive integers, and define T: Z+ → D by the rule: For all integers n, T (n) = the set of all of the positive divisors of n.
a. T is not one-to-one. For illustration, consider the integers 4 and 6. We have T(4) = {1, 2, 4} and T(6) = {1, 2, 3, 6}. As the divisors are different sets, T(n) is not identical for distinct integers, n.
b. T is onto. All possible combinations of finite subsets of positive integers can be attained by constellating the divisors of an integer. Hence, every subset in D can be reached from Z+ by the transformation T, proving that T is an onto function.
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NEED HELP ASAP PLEAE!
The events in terms of independent or dependent is A. They are independent because P(A∩B) = P(A) · P(B)
How are they independent ?The probability of event A is 0.2, the probability of event B is 0.4, and the probability of both events happening is 2/25. This means that the probability of event A happening is not affected by the probability of event B happening. In other words, the two events are dependent.
This is in line with the rule:
If the events are independent, then P ( A ∩ B) = P( A ) · P(B).
If the events are dependent, then P ( A ∩ B ) ≠ P(A) · P(B)
P ( A) = 0.2
P (B) = 0.4
P ( A ∩B) = 2/25
P ( A) · P(B):
P(A) · P(B) = 0.2 · 0.4 = 0.08
P (A ∩ B ) = 2 / 25 = 0.08
The events are therefore independent.
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You are playing blackjack from a single deck, and you are the only player on the table. Your hand is K–8 and
the dealer shows a 9. If you know that all Aces, 2s, 3s, 4s, 5s, and 6s are out of the deck (but all other cards are
still in), what is the probability that you will win the hand if you stay?
The probability of winning the hand if you stay is approximately 0.9286, or 92.86%.
To calculate the probability of winning the hand if you stay with a hand value of K-8 and the dealer showing a 9, we need to consider the remaining cards in the deck. Since we know that all Aces, 2s, 3s, 4s, 5s, and 6s are out of the deck, we can focus on the remaining cards.
In a single deck of cards, there are 52 cards initially. With the removed cards (Aces, 2s, 3s, 4s, 5s, and 6s), there are 52 - 24 = 28 cards remaining in the deck.
We need to calculate the probability of the dealer busting (going over 21) and the probability of the dealer getting a hand value of 17-21.
Probability of the dealer busting:
The dealer has a 9 showing, and since all Aces, 2s, 3s, 4s, 5s, and 6s are out, they can only improve their hand by drawing a 10-value card (10, J, Q, or K). There are 16 of these cards remaining in the deck. Therefore, the probability of the dealer busting is 16/28.
Probability of the dealer getting a hand value of 17-21:
The dealer has a 9 showing, so they need to draw 8-12 to reach a hand value of 17-21. There are 28 cards remaining in the deck, and out of those, 10 cards (10, J, Q, K) will give the dealer a hand value of 17-21. Therefore, the probability of the dealer getting a hand value of 17-21 is 10/28.
Now, to calculate the probability of winning the hand if you stay, we need to compare the probability of the dealer busting (16/28) with the probability of the dealer getting a hand value of 17-21 (10/28).
Therefore, the probability of winning the hand if you stay is:
P(win) = P(dealer busts) + P(dealer gets 17-21)
= 16/28 + 10/28
= 26/28
= 0.9286 (approximately)
So, the probability of winning the hand if you stay is approximately 0.9286, or 92.86%.
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use appendix table 5 and linear interpolation (if necessary) to approximate the critical value 0.15,10.value t0.15,10. (use decimal notation. give your answer to four decimal places.)
The approximate critical value t0.15,10 using linear interpolation is 1.8162.
Using Appendix Table 5, we need to approximate the critical value t0.15,10. For this, we'll use linear interpolation.
First, locate the values in the table nearest to the desired critical value. In this case, we have t0.15,12 and t0.15,9. According to the table, these values are 1.7823 and 1.8331, respectively.
Now, we'll apply linear interpolation. Here's the formula:
t0.15,10 = t0.15,9 + (10 - 9) * (t0.15,12 - t0.15,9) / (12 - 9)
t0.15,10 = 1.8331 + (1) * (1.7823 - 1.8331) / (3)
t0.15,10 = 1.8331 + (-0.0508) / 3
t0.15,10 = 1.8331 - 0.0169
t0.15,10 ≈ 1.8162
So, the approximate critical value t0.15,10 using linear interpolation is 1.8162.
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You live in City A, and your friend lives in City B. Your friend believes that his city has significantly more sunny days each year than your city. What are the null hypothesis and alternative hypothesis your friend would use to test his claim? p, refers to City A, and p, refers to City B. a. null: P2-P 0; alternative: p2-P1 <0 ^ b. null: Pi-P2 # 0 ; alternative: P2-A # c. null: -> 0; altemative: P-P 0 d. null: P2-P, 0; alternative: P2-P>0
In the null hypothesis, "pB" is the true proportion of sunny days in City B, and "pA" is the proportion of sunny days in City A.
The null hypothesis and alternative hypothesis your friend would use to test his claim are:
Null hypothesis: The true proportion of sunny days in City B is equal to or less than the proportion of sunny days in City A. That is, H0: pB ≤ pA.
Alternative hypothesis: The true proportion of sunny days in City B is greater than the proportion of sunny days in City A. That is, Ha: pB > pA.
In the alternative hypothesis, "pB" is again the true proportion of sunny days in City B, and "pA" is again the proportion of sunny days in City A, and the ">" symbol indicates that the true proportion of sunny days in City B is greater than the proportion of sunny days in City A.
what is proportion?
In statistics, proportion refers to the fractional part of a sample or population that possesses a certain characteristic or trait. It is often expressed as a percentage or a ratio. For example, in a sample of 100 people, if 20 are males and 80 are females, the proportion of males is 0.2 or 20% and the proportion of females is 0.8 or 80%.
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Find the values of x for which the function is continuous. (Enter your answer using interval notation.) f(x) = −x − 3 if x < −3 0 if −3 ≤ x ≤ 3 x + 3 if x > 3
The values of x for which the function is continuous in interval notation are: (-∞, -3] ∪ [-3, 3] ∪ [3, ∞).
Given the function, f(x) = −x − 3 if x < −3, 0 if −3 ≤ x ≤ 3, and x + 3 if x > 3
We have to find the values of x for which the function is continuous. To find the values of x for which the function is continuous, we have to check the continuity of the function at the critical point, which is x = -3 and x = 3.
Here is the representation of the given function:
f(x) = {-x - 3 if x < -3} = {0 if -3 ≤ x ≤ 3} = {x + 3 if x > 3}
Continuity at x = -3:
For the continuity of the given function at x = -3, we have to check the right-hand limit and left-hand limit.
Let's check the left-hand limit. LHL at x = -3 : LHL at x = -3
= -(-3) - 3
= 0
Therefore, Left-hand limit at x = -3 is 0.
Let's check the right-hand limit. RHL at x = -3 : RHL at x = -3 = 0
Therefore, the right-hand limit at x = -3 is 0.
Now, we will check the continuity of the function at x = -3 by comparing the value of LHL and RHL at x = -3. Since the value of LHL and RHL is 0 at x = -3, it means the function is continuous at x = -3.
Continuity at x = 3:
For the continuity of the given function at x = 3, we have to check the right-hand limit and left-hand limit.
Let's check the left-hand limit. LHL at x = 3: LHL at x = 3
= 3 + 3
= 6
Therefore, Left-hand limit at x = 3 is 6.
Let's check the right-hand limit. RHL at x = 3 : RHL at x = 3
= 3 + 3
= 6
Therefore, the right-hand limit at x = 3 is 6.
Now, we will check the continuity of the function at x = 3 by comparing the value of LHL and RHL at x = 3.
Since the value of LHL and RHL is 6 at x = 3, it means the function is continuous at x = 3.
Therefore, the function is continuous in the interval (-∞, -3), [-3, 3], and (3, ∞).
Hence, the values of x for which the function is continuous in interval notation are: (-∞, -3] ∪ [-3, 3] ∪ [3, ∞).
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use the definition of the definite integral (with right endpoints) to evaluate ∫ (4 − 2)
The value of the definite integral [tex]\(\int_2^5 (4-2x) dx\)[/tex] is 6.
To evaluate the integral [tex]\(\int_2^5 (4-2x) dx\)[/tex] using the definition of the definite integral with right endpoints, we can partition the interval [tex]\([2, 5]\)[/tex] into subintervals and approximate the area under the curve [tex]\(4-2x\)[/tex] using the right endpoints of these subintervals.
Let's choose a partition of [tex]\(n\)[/tex] subintervals. The width of each subinterval will be [tex]\(\Delta x = \frac{5-2}{n}\)[/tex].
The right endpoints of the subintervals will be [tex]\(x_i = 2 + i \Delta x\)[/tex], where [tex]\(i = 1, 2, \ldots, n\)[/tex].
Now, we can approximate the integral as the sum of the areas of rectangles with base [tex]\(\Delta x\)[/tex] and height [tex]\(4-2x_i\)[/tex]:
[tex]\[\int_2^5 (4-2x) dx \approx \sum_{i=1}^{n} (4-2x_i) \Delta x\][/tex]
Substituting the expressions for [tex]\(x_i\)[/tex] and [tex]\(\Delta x\)[/tex], we have:
[tex]\[\int_2^5 (4-2x) dx \approx \sum_{i=1}^{n} \left(4-2\left(2 + i \frac{5-2}{n}\right)\right) \frac{5-2}{n}\][/tex]
Simplifying, we get:
[tex]\[\int_2^5 (4-2x) dx \approx \sum_{i=1}^{n} \frac{6}{n} = \frac{6}{n} \sum_{i=1}^{n} 1 = \frac{6}{n} \cdot n = 6\][/tex]
Taking the limit as [tex]\(n\)[/tex] approaches infinity, we find:
[tex]\[\int_2^5 (4-2x) dx = 6\][/tex]
Therefore, the value of the definite integral [tex]\(\int_2^5 (4-2x) dx\)[/tex] is 6.
The complete question must be:
3. Use the definition of the definite integral (with right endpoints) to evaluate [tex]$\int_2^5(4-2 x) d x$[/tex]
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Could the number of hours a person spends studying be related to whether or not they have a roommate? At a local summer camp, a simple random sample of 100 attendees was selected. Data was collected on each attendee on how many hours they spend studying per week and whether they have a roommate. The data was then presented in the frequency table:
Hours Studied Per Week Roommate Status Total
No Roommate One Roommate
Three 15 15 30
Five 20 26 46
More than five 10 14 24
Total 45 55 100 Part A: What proportion of attendees have a roommate and study for at least 5 hours per week? Also, what proportion of attendees do not have a roommate and study for at least 5 hours per week? (2 points)
Part B: Explain the association between the number of hours spent studying per week and whether they have a roommate for the 100 camp attendees. Use the data presented in the table and proportion calculations to justify your answer. (4 points)
Part C: Perform a chi-square test for the hypotheses.
H0: The number of hours spent studying per week by attendees at a local summer camp and whether they have a roommate have no association.
Ha: The number of hours spent studying per week by attendees at a local summer camp and whether they have a roommate have an association.
What can you conclude based on the p-value? (4 points)
Answer:(a) Proportion of attendeees having a room mate and studying for at least five hours a week = (26+14)/100 = 0.4
Proportion of attendeees not having a room mate and studying for at least five hours a week = (20+10)/100 = 0.3
(b) The expected table of students, if there was no association between number of hours spent studying and having a room mate is as below:
No Roommate One Roommate Totals
Three 13.5 16.5 30
Five 20.7 25.3 46
More than five 10.8 13.2 24
Totals 45 55 100
In the above table, 13.5 is derived as 30*45/100; 16.5 is derived as 30*55/100; 20.7 is derived as 46*45/100 and so on.
Since the actual observed data are different, there seems to be some association, but we can't be sure if the association is postitive or negative .
(c) We have the Null Hypothesis, H0: No of hours spent studying and whether they have a roommate have no association.
and the Alternate Hypothesis, H0: No of hours spent studying and whether they have a roommate have an association.
We do the chi-square test in Excel, using the function CHITEST().
The p-value = 0.797
Since the p-value is high, we cannot reject the Null Hypothesis and conclude that there is no association between No of hours spent studying and having a roommate.
Step-by-step explanation:
Proportion with a roommate and study for at least 5 hours per week is 0.34
Proportion without a roommate and study for at least 5 hours per week is 0.36
How to calculate the valueProportion with a roommate and study for at least 5 hours per week
= (20 + 14) / 100 = 34 / 100
= 0.34
Proportion without a roommate and study for at least 5 hours per week
= (26 + 10) / 100 = 36 / 100
= 0.36
Among attendees with no roommates, 46 out of 45 (approximately 1.02) proportionally studied for at least 5 hours per week.
Among attendees with one roommate, 40 out of 55 (approximately 0.73) proportionally studied for at least 5 hours per week.
From these calculations, we can infer that a higher proportion of attendees without a roommate studied for at least 5 hours per week compared to those with one roommate. This suggests a potential negative association between having a roommate and studying for at least 5 hours per week.
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Does the function satisfy the hypotheses of the Mean Value Theorem on the given interval? f(x) = x3 - 3x + 7, [-2, 2] Yes, it does not matter iffis continuous or differentiable; every function satisfies the Mean Value Theorem. Yes, Fis continuous on (-2, 2) and differentiable on (-2, 2) since polynomials are continuous and differentiable on R. No, fis not continuous on (-2, 2). No, fis continuous on (-2, 2] but not differentiable on (-2, 2). There is not enough information to verify if this function satisfies the Mean Value Theorem. If it satisfies the hypotheses, find all numbers c that satisfy the conclusion of the Mean Value Theorem. (Enter your answers as a comma- separated list. If it does not satisfy the hypotheses, enter DNE). C
No, the function f(x) = x^3 - 3x + 7 is continuous and differentiable on the closed interval [-2, 2], so it satisfies the hypotheses of the Mean Value Theorem.
To find the numbers c that satisfy the conclusion of the Mean Value Theorem, we need to find the average rate of change of f on the interval [-2, 2], which is:
f(2) - f(-2) / 2 - (-2) = (2^3 - 3(2) + 7) - ((-2)^3 - 3(-2) + 7) / 4
Simplifying, we get:
f(2) - f(-2) / 4 = (8 - 6 + 7) - (-8 + 6 + 7) / 4 = 19/2
So, there exists at least one number c in the open interval (-2, 2) such that f'(c) = 19/2. To find this number, we take the derivative of f(x):
f'(x) = 3x^2 - 3
Setting f'(c) = 19/2, we get:
3c^2 - 3 = 19/2
3c^2 = 25/2
c^2 = 25/6
No, the function f(x) = x^3 - 3x + 7 is continuous and differentiable on the closed interval [-2, 2], so it satisfies the hypotheses of the Mean Value Theorem.
To find the numbers c that satisfy the conclusion of the Mean Value Theorem, we need to find the average rate of change of f on the interval [-2, 2], which is:
f(2) - f(-2) / 2 - (-2) = (2^3 - 3(2) + 7) - ((-2)^3 - 3(-2) + 7) / 4
Simplifying, we get:
f(2) - f(-2) / 4 = (8 - 6 + 7) - (-8 + 6 + 7) / 4 = 19/2
So, there exists at least one number c in the open interval (-2, 2) such that f'(c) = 19/2. To find this number, we take the derivative of f(x):
f'(x) = 3x^2 - 3
Setting f'(c) = 19/2, we get:
3c^2 - 3 = 19/2
3c^2 = 25/2
c^2 = 25/6
c = ±sqrt(25/6)
So, the numbers that satisfy the conclusion of the Mean Value Theorem are c = sqrt(25/6) and c = -sqrt(25/6), or approximately c = ±1.29.
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given events a and b are conditional independent events given c, with p(a ∩ b|c)=0.08 and p(a|c) = 0.4, find p(b|c).
given events a and b are conditional independent events given c, with p(a ∩ b|c)=0.08 and p(a|c) = 0.4, find p(b | c) = 0.2.
By definition of conditional probability, we have:
p(a ∩ b | c) = p(a | c) * p(b | c)
Substituting the values given in the problem, we get:
0.08 = 0.4 * p(b | c)
Solving for p(b | c), we get:
p(b | c) = 0.08 / 0.4 = 0.2
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Let Y1, ..., Y100 be independent Uniform(0, 2) random variables.
a) Compute P[2Y< 1.9]
b) Compute P[Y(n) < 1.9]
Probability of random variables
a) P[2Y < 1.9] = 0.475.
b) P[Y(n) < 1.9] ≈ 0.999999999999973
How to find P[2Y< 1.9]?a) Since Y follows a Uniform(0, 2) distribution, we know that its density function is f(y) = 1/2 for 0 <= y <= 2. Therefore, we have:
P[2Y < 1.9] = P[Y < 0.95]
= [tex]\int^{0.95}_0 (1/2)dy + \int^{2}_{1.9/2} (1/2)dy[/tex]= (0.5)(0.95-0) + (0.5)(0-0.05/2)
= 0.475
Therefore, P[2Y < 1.9] = 0.475.
How to find P[2Y(n)< 1.9]?b) Since the Y's are independent, we have:
P[min(Y1, Y2, ..., Y100) < 1.9] = 1 - P[Y1 >= 1.9, Y2 >= 1.9, ..., Y100 >= 1.9]
[tex]= 1 - (P[Y > = 1.9])^{100}\\= 1 - ((2-1.9)/2)^{100}\\= 1 - (0.05/2)^{100}\\[/tex]
≈ 0.999999999999973
Therefore, P[Y(n) < 1.9] ≈ 0.999999999999973.
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if a group g has exactly one subgroup h of order k, prove that h is normal.
Let G be a group and let H be a subgroup of G of order k. We want to show that H is a normal subgroup of G.
Since H is a subgroup of G, it is closed under the group operation and contains the identity element. Therefore, H is a non-empty subset of G.
By Lagrange's Theorem, the order of any subgroup of G must divide the order of G. Since H has order k, which is a divisor of the order of G, there exists an integer m such that |G| = km.
Now consider the left cosets of H in G. By definition, a left coset of H in G is a set of the form gH = {gh : h ∈ H}, where g ∈ G. Since |H| = k, each left coset of H in G contains k elements.
Let x ∈ G be any element not in H. Then the left coset xH contains k elements that are all distinct from the elements of H, since if there were an element gh in both H and xH, then we would have x⁻¹(gh) = h ∈ H, contradicting the assumption that x is not in H.
Since |G| = km, there are m left cosets of H in G, namely H, xH, x²H, ..., xm⁻¹H. Since each coset has k elements, the total number of elements in all the cosets is km = |G|. Therefore, the union of all the left cosets of H in G is equal to G.
Now let g be any element of G and let h be any element of H. We want to show that ghg⁻¹ is also in H. Since the union of all the left cosets of H in G is G, there exists an element x ∈ G and an integer n such that g ∈ xnH. Then we have
ghg⁻¹ = (xnh)(x⁻¹g)(xnh)⁻¹ = xn(hx⁻¹gx)n⁻¹ ∈ xnHxn⁻¹ = xHx⁻¹
since H is a subgroup of G and hence is closed under the group operation. Therefore, ghg⁻¹ is in H if and only if x⁻¹gx is in H.
Since x⁻¹gx is in xnH = gH, and gH is a left coset of H in G, we have shown that for any g ∈ G, the element ghg⁻¹ is in the same left coset of H in G as g. This means that ghg⁻¹ must either be in H or in some other left coset of H in
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Use this model to calculate 3/8×2/6. A grid is shown with 8 rows and 6 columns. The top 2 rows are colored blue. The left 3 columns are textured. These colors and textures overlap on 6 cells indicated by the first 3 columns of the top two rows. A. 16/18
B. 13/24
C. 6/48
D. 5/48
To calculate 3/8 × 2/6 using a grid model, we need to use the following procedure:
First, represent the fraction 3/8 by shading three cells in each of the eight rows.Then, represent the fraction 2/6 by shading two cells in each of the six columns of the grid model.
Next, identify the cells that are shaded blue and textured. There are six cells where the blue shading and the texture overlap.Now count the number of cells that are shaded blue but not textured, there are 18 of them.Now count the number of cells that are textured but not shaded blue, there are 12 of them.
Finally, count the total number of cells that are shaded blue or textured.
There are 24 of them.
Thus, the product 3/8 × 2/6 is equal to the fraction of the total number of cells that are shaded blue or textured. This fraction is equal to 13/24.Therefore, the answer is B. 13/24.
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find the solution to this inequality:
5x + 13 ≥ -37
which equation has the same solution as x^2-6x-12=0
(1) (x+10)^2=24
(2) (x+5)^2=24
(3) (x+5)^2 = 26
(4) (x+10)^2 = 26
Answer:
Step-by-step explanation:
To find the equation with the same solution as x^2-6x-12=0, we need to factorize the quadratic equation or use the quadratic formula to find the roots.
By factoring x^2-6x-12=0, we have (x-3)(x+2)=0.
So the solutions are x=3 and x=-2.
Now let's check which of the given equations has the same solutions:
(1) (x+10)^2=24
(2) (x+5)^2=24
(3) (x+5)^2 = 26
(4) (x+10)^2 = 26
By taking the square root of both sides, we have:
(1) x+10 = ±√24 → x = -10±2√6
(2) x+5 = ±√24 → x = -5±2√6
(3) x+5 = ±√26 → x = -5±√26
(4) x+10 = ±√26 → x = -10±√26
Comparing the solutions x=3 and x=-2 with the solutions obtained from each equation, we find that neither of the given equations has the same solutions as x^2-6x-12=0.
Therefore, none of the options (1), (2), (3), or (4) has the same solution as x^2-6x-12=0.
I need help with number 20 pls help
The calculated length of each side of the door is 2(3y - 2)
From the question, we have the following parameters that can be used in our computation:
Door = isosceles right triangle
Area = 18y² - 24y + 8
Represent the length of each side of the door with x
So, we have
Area = 1/2x²
Substitute the known values in the above equation, so, we have the following representation
1/2x² = 18y² - 24y + 8
This gives
x² = 36y² - 48y + 16
Factorize
x² = 4(3y - 2)²
So, we have
x = 2(3y - 2)
This means that the length of each side of the door is 2(3y - 2)
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what is the relationship among the separate f-ratios in a two-factor anova?
In a two-factor ANOVA, there are three separate F-ratios: one for main effect of each Factor A and Factor B, and one for interaction between Factor A and Factor B. The relationship among the separate f-ratios is: Total variability = Variability due to Factor A + Variability due to Factor B + Variability due to the interaction + Error variability
The F-ratios for the main effects and interaction in a two-factor ANOVA are related to each other in the following way:
Total variability = Variability due to Factor A + Variability due to Factor B + Variability due to the interaction + Error variability
The F-ratio for the main effect of Factor A compares the variability due to differences between the levels of Factor A to the residual variability.
The F-ratio for the main effect of Factor B compares the variability due to differences between the levels of Factor B to the residual variability.
The F-ratio for the interaction between Factor A and Factor B compares the variability due to the interaction between Factor A and Factor B to the residual variability.
This F-ratio tests whether the effect of one factor depends on the levels of the other factor.
All three F-ratios are related to each other because they are all based on the same sources of variability.
If the F-ratio for the interaction is significant, it indicates that the effect of one factor depends on the levels of the other factor.
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A company, that has a store within a major shopping center, wants to conduct
a survey of a population. Because the population is large the company selects
a sample asking customers who walk in the store if they would be willing to
take part in a survey, What type error has the company made in selecting the
sample?
Convenience sampling
O Sample size error
Random errors
O None of the above
Submit Answer
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MO
Answer:
Many errors were shown in the text
Step-by-step explanation:
How to explain the word problem It should be noted that to determine if Jenna's score of 80 on the retake is an improvement, we need to compare it to the average improvement of the class. From the information given, we know that the class average improved by 10 points, from 50 to 60. Jenna's original score was 65, which was 15 points above the original class average of 50. If Jenna's score had improved by the same amount as the class average, her retake score would be 75 (65 + 10). However, Jenna's actual retake score was 80, which is 5 points higher than what she would have scored if she had improved by the same amount as the rest of the class. Therefore, even though Jenna's score increased from 65 to 80, it is not as much of an improvement as the average improvement of the class. To show the same improvement as her classmates, Jenna would need to score 75 on the retake. Learn more about word problem on; brainly.com/question/21405634 #SPJ1 A class average increased by 10 points. If Jenna scored a 65 on the original test and 80 on the retake, would you consider this an improvement when looking at the class data? If not, what score would she need to show the same improvement as her classmates? Explain.
light with a frequency of 6.0*10^14 hz travels in a block of glass that has an index of refraction of 1.5
Light with a frequency of 6.0 x 10¹⁴ Hz travels through a glass block with an index of refraction of 1.5.
When light travels through a medium, such as glass, its speed and direction can be affected due to the change in the refractive index of the medium. The refractive index is a measure of how much the speed of light is reduced when it enters the medium compared to its speed in a vacuum.
In this case, the glass block has an index of refraction of 1.5. The index of refraction is calculated by dividing the speed of light in a vacuum by the speed of light in the medium. Since the speed of light in a vacuum is approximately 3 x 10⁸ meters per second, the speed of light in the glass block can be calculated by dividing the speed of light in a vacuum by the refractive index: 3 x 10⁸ m/s / 1.5 = 2 x 10⁸ m/s.
The frequency of light remains constant as it travels through different media. Therefore, the light with a frequency of 6.0 x 10¹⁴Hz will also have the same frequency while passing through the glass block. However, since the speed of light is reduced in the glass, the wavelength of the light will change. The relationship between frequency, wavelength, and speed of light is given by the equation: speed of light = frequency x wavelength. As the speed of light decreases in the glass, the wavelength will decrease proportionally to maintain the same frequency.
In conclusion, when light with a frequency of 6.0 x 10¹⁴Hz travels in a glass block with an index of refraction of 1.5, its frequency remains unchanged, but its wavelength will decrease proportionally due to the reduction in the speed of light in the glass.
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A binomial experiment consists of flipping a fair coin for 6 trials where getting tails is considered a success. Calculate all the theoretical probabilities. Then draw a histogram of the probability distribution, observe its shape, and use it to find the theoretical probability of getting 4 or more tails
The theoretical probability of getting 4 or more tails: 0.3438
Histogram and Probability of Getting 4 or More Tails
To visualize the probability distribution, we can create a histogram where the x-axis represents the number of tails (X) and the y-axis represents the corresponding probabilities. The histogram will have bars for each possible value of X (0 to 6) with heights proportional to their probabilities.
Let's denote "T" as a success (getting tails) and "H" as a failure (getting heads) in each coin flip.
Probability of getting 0 tails (all heads):
P(X = 0) = (1/2)^6 = 1/64 ≈ 0.0156
Probability of getting 1 tail:
P(X = 1) = 6C1 * (1/2)^1 * (1/2)^5 = 6/64 ≈ 0.0938
Probability of getting 2 tails:
P(X = 2) = 6C2 * (1/2)^2 * (1/2)^4 = 15/64 ≈ 0.2344
Probability of getting 3 tails:
P(X = 3) = 6C3 * (1/2)^3 * (1/2)^3 = 20/64 ≈ 0.3125
Probability of getting 4 tails:
P(X = 4) = 6C4 * (1/2)^4 * (1/2)^2 = 15/64 ≈ 0.2344
Probability of getting 5 tails:
P(X = 5) = 6C5 * (1/2)^5 * (1/2)^1 = 6/64 ≈ 0.0938
Probability of getting 6 tails:
P(X = 6) = (1/2)^6 = 1/64 ≈ 0.0156
Observing the histogram, we can see that the probability of getting 4 or more tails is the sum of the probabilities for X = 4, 5, and 6:
P(X ≥ 4) = P(X = 4) + P(X = 5) + P(X = 6)
≈ 0.2344 + 0.0938 + 0.0156
≈ 0.3438
Therefore, the theoretical probability of getting 4 or more tails in the binomial experiment is approximately 0.3438.
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Let N= 12 = 22 +23. Given that MP: 51 (mod 59), what is m2 (mod 59)? 3 7 30 36
The answer of m^2 is 30 modulo 59.
Since we know that N = 12 = 2^2 + 2^3, we can use the Chinese Remainder Theorem (CRT) to break down the problem into two simpler congruences.
First, we need to find the values of MP^2 and MP^3 modulo 2 and 3. Since 51 is odd, we have:
MP^2 ≡ 1^2 ≡ 1 (mod 2)
MP^3 ≡ 1^3 ≡ 1 (mod 3)
Next, we need to find the values of MP^2 and MP^3 modulo 59. We can use Fermat's Little Theorem to simplify these expressions:
MP^(58) ≡ 1 (mod 59)
Since 59 is a prime, we have:
MP^(56) ≡ 1 (mod 59) [since 2^56 ≡ 1 (mod 59) by FLT]
MP^(57) ≡ MP^(56) * MP ≡ MP (mod 59)
MP^(58) ≡ MP^(57) * MP ≡ 1 * MP ≡ MP (mod 59)
Therefore, we have:
MP^2 ≡ MP^(2 mod 56) ≡ MP^2 ≡ 51^2 ≡ 2601 ≡ 30 (mod 59)
MP^3 ≡ MP^(3 mod 56) ≡ MP^3 ≡ 51^3 ≡ 132651 ≡ 36 (mod 59)
Now, we can apply the CRT to find m^2 modulo 59:
m^2 ≡ x (mod 2)
m^2 ≡ y (mod 3)
where x ≡ 1 (mod 2) and y ≡ 1 (mod 3).
Using the CRT, we get:
m^2 ≡ a * 3 * t + b * 2 * s (mod 6)
where a and b are integers such that 3a + 2b = 1, and t and s are integers such that 2t ≡ 1 (mod 3) and 3s ≡ 1 (mod 2).
Solving for a and b, we get a = 1 and b = -1.
Solving for t and s, we get t = 2 and s = 2.
Substituting these values, we get:
m^2 ≡ 1 * 3 * 2 - 1 * 2 * 2 (mod 6)
m^2 ≡ 2 (mod 6)
Therefore, m^2 is congruent to 2 modulo 6, which is equivalent to 30 modulo 59.
Thus, m^2 is 30 modulo 59.
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Consider the following.
w = x −
1
y
, x = e3t, y = t5
(a) Find dw/dt by using the appropriate Chain Rule.
dw
dt
=
(b) Find dw/dt by converting w to a function of t before differentiating.
dw
dt
(a) Applying the Chain Rule,
[tex]\frac{dw}{dt}[/tex] = [tex]3e^{3t}[/tex] - [tex]\frac{5t^{4} }{y^{2} -y}[/tex]
(b) Converting w to a function of t,
[tex]\frac{dw}{dt}[/tex] = [tex]3e^{3t}[/tex] - [tex]\frac{5t^{4} }{y^{2} -y}[/tex]
The Chain Rule is a differentiation rule used to find the derivative of composite functions. To find dw/dt in the given problem, we will use the Chain Rule.
(a) To use the Chain Rule, we need to find the derivative of w with respect to x and y separately.
[tex]\frac{dw}{dt}[/tex] = [tex]1-\frac{1}{y}[/tex]
[tex]\frac{dw}{dt}[/tex] = [tex]\frac{-x}{y^{2} }[/tex]
Now we can apply the Chain Rule:
[tex]\frac{dw}{dt}[/tex] = [tex]\frac{dw}{dx}[/tex] × [tex]\frac{dx}{dt}[/tex] + [tex]\frac{dw}{dy}[/tex]× [tex]\frac{dy}{dt}[/tex]
= ([tex]1-\frac{1}{y}[/tex])× [tex]3e^{3t}[/tex] + ([tex]\frac{-x}{y^{2} }[/tex])×[tex]5t^{4}[/tex]
= [tex]3e^{3t}[/tex] - [tex]\frac{5t^{4} }{y^{2} -y}[/tex]
(b) To convert w to a function of t, we substitute x and y with their respective values:
w = [tex]e^{3t}[/tex] -[tex]\frac{1}{t^{4} }[/tex]
Now we can differentiate directly with respect to t:
[tex]\frac{dw}{dt}[/tex] = [tex]3e^{3t}[/tex] + [tex]\frac{4}{t^{5} }[/tex]
Both methods give us the same answer, but the Chain Rule method is more general and can be applied to more complicated functions.
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true/false. in most situations, the true mean and standard deviation are unknown quantities that have to be estimated
True. In many situations, the true mean and standard deviation of a population are unknown and have to be estimated based on sample data. This is especially true in statistical inference, where we use sample statistics to make inferences about population parameters. For example, in hypothesis testing or confidence interval estimation, we use sample means and standard deviations to make inferences about the population mean and standard deviation.
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solve the ivp dxdt=[12−312−3]x,x(0)=[−6−12] x(t)= [ ] .
The solution to the IVP is:
x(t) = -6e^(6t)
y(t) = -12e^(6t)
To solve the given initial value problem (IVP), we need to solve the system of differential equations and find the values of x(t) at the given time t.
The system of differential equations can be written as:
dx/dt = 12x - 3y
dy/dt = 12x - 3y
To solve this system, we can write it in matrix form:
d/dt [x(t) ; y(t)] = [12 -3 ; 12 -3] [x(t) ; y(t)]
Now, we can solve the system using the eigen-analysis method. First, we find the eigenvalues of the coefficient matrix [12 -3 ; 12 -3]:
det([12 -3 ; 12 -3] - λI) = 0
(12 - λ)(-3 - λ) - 12 * 12 = 0
(λ - 6)(λ + 9) = 0
So, the eigenvalues are λ₁ = 6 and λ₂ = -9.
Next, we find the eigenvectors corresponding to each eigenvalue:
For λ₁ = 6:
([12 -3 ; 12 -3] - 6I) * v₁ = 0
[6 -3 ; 12 -9] * v₁ = 0
6v₁₁ - 3v₁₂ = 0
12v₁₁ - 9v₁₂ = 0
Solving these equations, we get v₁ = [1 ; 2].
For λ₂ = -9:
([12 -3 ; 12 -3] - (-9)I) * v₂ = 0
[21 -3 ; 12 6] * v₂ = 0
21v₂₁ - 3v₂₂ = 0
12v₂₁ + 6v₂₂ = 0
Solving these equations, we get v₂ = [1 ; -2].
Now, we can write the general solution of the system as:
[x(t) ; y(t)] = c₁ * e^(λ₁t) * v₁ + c₂ * e^(λ₂t) * v₂
Substituting the values of λ₁, λ₂, v₁, and v₂, we have:
[x(t) ; y(t)] = c₁ * e^(6t) * [1 ; 2] + c₂ * e^(-9t) * [1 ; -2]
To find the particular solution that satisfies the initial condition x(0) = [-6 ; -12], we substitute t = 0 and solve for c₁ and c₂:
[-6 ; -12] = c₁ * e^(0) * [1 ; 2] + c₂ * e^(0) * [1 ; -2]
[-6 ; -12] = c₁ * [1 ; 2] + c₂ * [1 ; -2]
[-6 ; -12] = [c₁ + c₂ ; 2c₁ - 2c₂]
Equating the corresponding components, we get:
c₁ + c₂ = -6
2c₁ - 2c₂ = -12
Solving these equations, we find c₁ = -6 and c₂ = 0.
Therefore, the particular solution to the IVP is:
[x(t) ; y(t)] = -6 * e^(6t) * [1 ; 2]
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determine whether or not the vector functions are linearly dependent.u = 9cost, 9sint, 0
The vector function u(t) is linearly independent (and not linearly dependent).
To determine if the vector function u(t) = (9cos t, 9sin t, 0) is linearly dependent, we need to check if there exist constants c1 and c2, not both zero, such that:
c1u(t) + c2u(t) = 0
where 0 represents the zero vector of the same dimension as u(t).
So, let's assume that such constants exist, and write:
c1(9cos t, 9sin t, 0) + c2(9cos t, 9sin t, 0) = (0, 0, 0)
Simplifying each component, we get:
(9c1 + 9c2)cos t = 0
(9c1 + 9c2)sin t = 0
0 = 0
From the third equation, we know that 0 = 0, so we don't gain any new information from it. However, the first two equations tell us that either cos t = 0 or sin t = 0, since c1 and c2 cannot both be zero. This implies that t must be a multiple of pi/2 (i.e., t = k(pi/2), where k is an integer).
Substituting t = k(pi/2) into the original vector function, we get:
u(k(pi/2)) = (9cos(k(pi/2)), 9sin(k(pi/2)), 0)
For k = 0, 1, 2, 3, we get the vectors:
u(0) = (9, 0, 0)
u(pi/2) = (0, 9, 0)
u(pi) = (-9, 0, 0)
u(3pi/2) = (0, -9, 0)
Since these four vectors are all distinct, we know that no two of them are scalar multiples of each other.
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