what is 3/4 cm into meter?​

Without more information, we cannot provide a more specific answer.

Without a diagram or more information about the plate and the forces acting on it, it is difficult to give a definitive answer to this question. However, we can make some general observations about the forces involved.

The ball-and-socket joint at a allows the plate to rotate freely around that point, while the roller point at b allows the plate to move horizontally without resistance. The cable at c is likely providing some sort of tension or support to the plate.

Assuming that the plate is in equilibrium, the sum of the forces acting on it must be zero. The force at point Bz would be the reaction force of the roller point at b. This force would be perpendicular to the surface of the roller and would depend on the weight of the plate and any other forces acting on it.

If we knew the weight of the plate and the angle at which the cable at c is pulling, we could use trigonometry and the principles of statics to calculate the magnitude and direction of the force at Bz. However, without more information, we cannot provide a more specific answer.

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A. The histogram of the distribution of the variable would be roughly bell shaped.

If a variable is approximately normally distributed, its histogram will have a bell shape. This means that the majority of the data points will be clustered around the mean, with fewer and fewer data points as you move further away from the mean. The bell shape is symmetrical, which means that the left and right halves of the histogram will be mirror images of each other. The standard deviation of the data will determine how spread out the bell shape is.

The bell-shaped curve is commonly referred to as the normal distribution or Gaussian distribution. This distribution is widely used in statistics because many natural phenomena follow this pattern. For example, the heights of a population, the weights of a population, and the IQ scores of a population all tend to follow a normal distribution. This distribution is important because it allows us to make predictions and draw conclusions about a population based on a sample of data.

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A. The histogram of the distribution of the variable would be roughly bell shaped.

If a variable is approximately normally distributed, its histogram will have a bell shape. This means that the majority of the data points will be clustered around the mean, with fewer and fewer data points as you move further away from the mean. The bell shape is symmetrical, which means that the left and right halves of the histogram will be mirror images of each other. The standard deviation of the data will determine how spread out the bell shape is.

The bell-shaped curve is commonly referred to as the normal distribution or Gaussian distribution. This distribution is widely used in statistics because many natural phenomena follow this pattern. For example, the heights of a population, the weights of a population, and the IQ scores of a population all tend to follow a normal distribution. This distribution is important because it allows us to make predictions and draw conclusions about a population based on a sample of data.

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The probability that they both are green is 13.22%. If the selection is done with replacement, then the probability of selecting a green M&M on the first draw is 4/11 (since there are 4 green out of 11 total M&Ms).

The probability of selecting another green M&M on the second draw is also 4/11, since the first M&M is replaced before the second selection is made, so the number of green and blue M&Ms remains the same. Therefore, the probability of selecting two green M&Ms with replacement is the product of the probabilities of selecting a green M&M on the first and second draws:

P(two green with replacement) = P(green on first draw) * P(green on second draw)
= (4/11) * (4/11)
= 16/121
≈ 0.1322
or about 13.22%.

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The possible value of p in the given equation is -3/2.

A plane's equation is a linear expression made up of the constants a, b, c, and d as well as the variables x, y, and z. The direction numbers of a vector perpendicular to the plane are represented by the coefficients a, b, and c. The constant d can be thought of as the distance along the normal vector of the plane from the origin. The formula a(x1, y1, z1) = 0 can be used to get the equation of a plane, where (x1, y1, z1) is a specified point in the plane.

The acute angle between a line and a plane is given by:

cos(theta) = |n . d| / (|n| |d|)

where n is the normal vector to the plane, d is the direction vector of the line, and |.| denotes the magnitude.

From the equation of the plane, we can read off the normal vector n as (2, 1, 2).

From the vector equation of the line, we can read off the direction vector d as (-2, p, 0).

Substituting these values into the formula for the cosine of the acute angle, we get:

cos(30°) = |(2, 1, 2) . (-2, p, 0)| / (|(2, 1, 2)| |(-2, p, 0)|)

Simplifying and solving for p, we get:

cos(30°) = |(2, 1, 2) . (-2, p, 0)| / (|(2, 1, 2)| |(-2, p, 0)|)

1/2 = |-4 + 2p| / (√9 |p² + 4|)

Squaring both sides and simplifying, we get:

4(p² + 4) = 4(p² - 2p + 1)

4p² + 16 = 4p² - 8p + 4

8p = -12

p = -3/2

Therefore, the possible value of p is -3/2.

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The possible value of p in the given equation is -3/2.

A plane's equation is a linear expression made up of the constants a, b, c, and d as well as the variables x, y, and z. The direction numbers of a vector perpendicular to the plane are represented by the coefficients a, b, and c. The constant d can be thought of as the distance along the normal vector of the plane from the origin. The formula a(x1, y1, z1) = 0 can be used to get the equation of a plane, where (x1, y1, z1) is a specified point in the plane.

The acute angle between a line and a plane is given by:

cos(theta) = |n . d| / (|n| |d|)

where n is the normal vector to the plane, d is the direction vector of the line, and |.| denotes the magnitude.

From the equation of the plane, we can read off the normal vector n as (2, 1, 2).

From the vector equation of the line, we can read off the direction vector d as (-2, p, 0).

Substituting these values into the formula for the cosine of the acute angle, we get:

cos(30°) = |(2, 1, 2) . (-2, p, 0)| / (|(2, 1, 2)| |(-2, p, 0)|)

Simplifying and solving for p, we get:

cos(30°) = |(2, 1, 2) . (-2, p, 0)| / (|(2, 1, 2)| |(-2, p, 0)|)

1/2 = |-4 + 2p| / (√9 |p² + 4|)

Squaring both sides and simplifying, we get:

4(p² + 4) = 4(p² - 2p + 1)

4p² + 16 = 4p² - 8p + 4

8p = -12

p = -3/2

Therefore, the possible value of p is -3/2.

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Answer:

The answers that you're looking for are:
5) C. No solution since 5 = 7 is a false statement.
6) A. The solution is x = 0
7) 55°
8) 143°
9)
A' = (-2, 0)
B' = (-5, 0)
C' = (-5, -4)
D' = (-3, -4)
E' = (-4, -3)
10) 70

Step-by-step explanation:

Will edit and add edit explanation later)

The measure of the smallest angle between the beams and the roof is 35⁰.

The measure of the smallest angle between the beams and the roof is calculated by determining the value of x.

The value of x is calculated as follows;

3x + 10 + 90 + 2x + 5 = 180

5x + 105 = 180

5x = 75

x = 75/5

x = 15

The measure of the angles is calculated as follows;

3x + 10

= 3 x 15 + 10

= 55⁰

2x + 5

= 2 x 15 + 5

= 35⁰

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We will have to pay back $206 after one year for the loan of $200 with a 3% interest rate.

Explain interest rate

The interest rate is the amount of money charged by a lender to a borrower for the use of funds or the return earned on an investment. It is usually expressed as a percentage of the principal amount and is paid or earned annually. Interest rates are influenced by various factors such as inflation, economic conditions, and government policies. Higher interest rates lead to increased borrowing costs and higher returns on investments, while lower interest rates encourage borrowing and spending but reduce returns. Interest rates play a crucial role in shaping the economy and financial markets.

According to the given information

The simple interest formula is:

Interest = Principal x Rate x Time

In this case:

So, the interest charged on the loan after one year is:

Interest = $200 x 0.03 x 1 = $6

Therefore, the total amount paid back after one year will be:

Total amount = Principal + Interest = $200 + $6 = $206

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Answer:

9 and 20

Step-by-step explanation:

From this problem we know that:

y=3x-7 (the first number is 7 less than 3 times the second number)

y+x=29 (their sum is 29)

We can use substitution to solve for x:

y+x=29

(3x-7)+x=29 (substituting y=3x-7)

4x-7=29

4x=36

x=9

Now that we know x=9, we can plug it back into one of the equations to solve for y:

y=3x-7

y=3(9)-7

y=20

Therefore, the two numbers are 9 and 20.

x= 20;

y= 9.

Let the "first number" be "x";

Let the "second number" be "y".

       a) First statement.

       "One number is 7 less than 3 times the second number." Therefore:

       [tex]\sf x=3y-7[/tex]

       b) Second statement.

       "Their sum is 29." Therefore:

       [tex]\sf x+y=29[/tex]

Let's solve the second equation for "y":

[tex]\sf x+y=29\\ \\y=29-x\\ \\y=-x+29[/tex]

[tex]\sf \left \{ {{\sf x=3y-7} \atop {y=-x+29}} \right.[/tex]

[tex]\sf x=3(-x+29)-7[/tex]

Now, using the distributive property of multiplication, rewrite (check the attached image).

[tex]\sf x=[(3)(-x)+(3)(29)]-7\\ \\x=[-3x+87]-7\\ \\x=-3x+80[/tex]

Now, solve for "x".

[tex]\sf x+3x=-3x+80+3x\\ \\4x=80\\ \\\dfrac{4x}{4} =\dfrac{80}{4} \\ \\x=20[/tex]

[tex]\sf y=-x+29\\ \\y=-(20)+29\\ \\y=9[/tex]

[tex]\left \{ {{x=20} \atop {y=9}} \right.[/tex]

Does the sum of both numbers equal 29?

[tex]\sf 20+9=29\\ \\29=29[/tex]

Yes!

Is the first number equal to 7 less than 3 times the second number?

[tex]\sf 20=3(9)-7\\ \\20=27-7\\ \\20=20[/tex]

Yes!

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The number of degrees of freedom for the pooled t-test for these two independent samples with n1 = 26 and n2 = 15 is 36.

We first need to calculate the degrees of freedom for each individual sample. The formula for degrees of freedom for an independent sample t-test is (n1-1) + (n2-1), which gives us:

(26-1) + (15-1) = 24 + 14 = 38

Next, we need to calculate the pooled degrees of freedom, which is simply the sum of the degrees of freedom for each sample minus the number of groups being compared (in this case, 2). So the formula is:

(df1 + df2) - k = (24 + 14) - 2 = 36

Therefore, the number of degrees of freedom for the pooled t-test for these two independent samples with n1 = 26 and n2 = 15 is 36.

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The proper basis step used in strong induction is showing that P(n) is true for n = 30, 31, 32, and 33.

To prove the statement P(n) that n cents of postage can be formed with just 4-cent and 11-cent stamps using strong induction where n ≥ 30:

We need to first identify the proper basis step used in strong induction.
Step 1:  Basis step
We need to show that P(n) is true for the initial values of n.

Since n ≥ 30, we will check for n = 30, 31, 32, and 33.
For n = 30: 3 * 4-cent stamps + 2 * 11-cent stamps = 12 + 22 = 30 cents
For n = 31: 1 * 4-cent stamps + 3 * 11-cent stamps = 4 + 33 = 31 cents
For n = 32: 8 * 4-cent stamps = 32 cents
For n = 33: 5 * 4-cent stamps + 2 * 11-cent stamps = 20 + 22 = 33 cents
Since P(n) is true for n = 30, 31, 32, and 33, the basis step is complete.
The proper basis step used in strong induction is showing that P(n) is true for n = 30, 31, 32, and 33.

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The series converges for all x, the interval of convergence is (-∞, ∞) (i = (-∞, ∞)).

To find the radius of convergence, we can use the ratio test:

lim n→∞ |(n+1)2xn+1|/|n2xn| = lim n→∞ |(n+1)2/ n2| = lim n→∞ (n+1)2/ n2 = 1

Since the limit is 1, the ratio test is inconclusive, so we need to use another method. Notice that the series can be written as:

7n (7n+1) (7n+2) … (7n+6)

Using the factorial notation, we can rewrite this as:

7n (7n+6)! / (7n-1)!

Applying the ratio test again, we get:

lim n→∞ |(7n+1)(7n+2)…(7n+6)| / |(7n-1)(7n-2)…(7n-7)|

= lim n→∞ (7n+1)/7n * (7n+2)/(7n+1) * … * (7n+6)/(7n+5) * (7n+6)/(7n-6) * … * (7n+1)/(7n-1)

= lim n→∞ (7n+6)/(7n-6) = 1

Therefore, the series converges for all x, and the radius of convergence is infinity (r = ∞).

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Answer:

Step-by-step explanation:

[tex]log_{base} answer=x[/tex]

same as

[tex]base^{x}=answer[/tex]

Ex    [tex]log_{5} 25=x[/tex]

same as

[tex]5^{x} =25[/tex]

The probability that z is divisible by 2 is 12/16, which simplifies to 3/4 or 0.75.

To calculate the probability that z = xy is divisible by 2, we will first analyze the possible outcomes of rolling the pair of 4-sided fair dice. Since each die has 4 sides, there are a total of 4x4 = 16 possible outcomes.

We are interested in the cases where z = xy is divisible by 2, meaning that either x or y (or both) are even numbers. On a 4-sided die, half of the outcomes (2 sides) are even numbers, specifically 2 and 4.

There are three possible scenarios for z to be divisible by 2:
1. x is even and y is odd.
2. x is odd and y is even.
3. x and y are both even.

For scenario 1, there are 2 even outcomes for x and 2 odd outcomes for y, resulting in 2x2 = 4 possibilities.
For scenario 2, there are 2 odd outcomes for x and 2 even outcomes for y, also resulting in 2x2 = 4 possibilities.
For scenario 3, there are 2 even outcomes for both x and y, resulting in 2x2 = 4 possibilities.

In total, there are 4+4+4 = 12 possible outcomes where z is divisible by 2. Thus, the probability that z is divisible by 2 is 12/16, which simplifies to 3/4 or 0.75.

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The probability that z is divisible by 2 is 12/16, which simplifies to 3/4 or 0.75.

To calculate the probability that z = xy is divisible by 2, we will first analyze the possible outcomes of rolling the pair of 4-sided fair dice. Since each die has 4 sides, there are a total of 4x4 = 16 possible outcomes.

We are interested in the cases where z = xy is divisible by 2, meaning that either x or y (or both) are even numbers. On a 4-sided die, half of the outcomes (2 sides) are even numbers, specifically 2 and 4.

There are three possible scenarios for z to be divisible by 2:
1. x is even and y is odd.
2. x is odd and y is even.
3. x and y are both even.

For scenario 1, there are 2 even outcomes for x and 2 odd outcomes for y, resulting in 2x2 = 4 possibilities.
For scenario 2, there are 2 odd outcomes for x and 2 even outcomes for y, also resulting in 2x2 = 4 possibilities.
For scenario 3, there are 2 even outcomes for both x and y, resulting in 2x2 = 4 possibilities.

In total, there are 4+4+4 = 12 possible outcomes where z is divisible by 2. Thus, the probability that z is divisible by 2 is 12/16, which simplifies to 3/4 or 0.75.

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The series [infinity]Σk=1 [tex](cos(6))^k[/tex] is convergent.

We can use the ratio test to determine whether the series is convergent or divergent:

|cos(6)| = 0.9962 (since cosine is bounded between -1 and 1)

[tex]|cos(6)|^k = 0.9962^k[/tex]

Taking the limit of the ratio of successive terms:

lim k→∞ [tex]|cos(6)|^{(k+1)}/|cos(6)|^k[/tex]= lim k→∞ |cos(6)| = 0.9962

Since the limit is less than 1, the series converges by the ratio test.

Therefore, the series [infinity]Σk=1 [tex](cos(6))^k[/tex] is convergent.

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The series [infinity]Σk=1 [tex](cos(6))^k[/tex] is convergent.

We can use the ratio test to determine whether the series is convergent or divergent:

|cos(6)| = 0.9962 (since cosine is bounded between -1 and 1)

[tex]|cos(6)|^k = 0.9962^k[/tex]

Taking the limit of the ratio of successive terms:

lim k→∞ [tex]|cos(6)|^{(k+1)}/|cos(6)|^k[/tex]= lim k→∞ |cos(6)| = 0.9962

Since the limit is less than 1, the series converges by the ratio test.

Therefore, the series [infinity]Σk=1 [tex](cos(6))^k[/tex] is convergent.

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Answer:

y = 4x+11

Step-by-step explanation:

point slope form

y + 1 = 4 (x + 3)

y + 1 = 4x + 12

y = 4x + 11

The equation y² - x⁵ = -7 at x = 2 and y = 5, the value of dy/dx is 8.

To find dy/dx for the equation y² - x⁵ = -7 at x = 2, y = 5, follow these steps:

1. Differentiate both sides of the equation with respect to x using implicit differentiation.

Differentiating y² with respect to x, we get 2y(dy/dx).
Differentiating -x⁵ with respect to x, we get -5x⁴.

So, we have: 2y(dy/dx) - 5x⁴ = 0.

2. Plug in the given values of x and y into the differentiated equation.

Substitute x = 2 and y = 5: 2(5)(dy/dx) - 5(2⁴) = 0.

3. Solve for dy/dx.

First, simplify the equation: 10(dy/dx) - 80 = 0.

Next, add 80 to both sides: 10(dy/dx) = 80.

Finally, divide both sides by 10 to get: dy/dx = 8.

So, for the equation y² - x⁵ = -7 at x = 2 and y = 5, the value of dy/dx is 8.

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Answer:

71

Step-by-step explanation:

Replace x and y with their values:

7(2)(4)+5(2)-4(2)+2(2)(4)-3

14(4)+10-8+4(4)-3

56+10-8+16-3

66-8+16-3

58+16-3

74-3

71

The value of the above polynomial is 71

The given algebraic expressions is a polynomial in x and y.on seeing this expression carefully we found that their are like terms of coefficient 'xy' and 'x'. So we will simplify the expression as :

7xy+5x-4x+2xy-3=9xy+x-3.....(i)

Now, we will substitute the values of x and y in this expression to derive it's value.

9x2x4+2-3=71

Hence the value of expression is 71.

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The two parallel sides, given the perimeter of the trapezium, can be found to be 9 cm and 18 cm.

The two parallel sides of the second trapezium can be found to be 10 cm and 20 cm.

Let's denote the parallel sides of the trapezium MUST as TS (shorter side) and MU (longer side), and the non-parallel sides as MS and UT.

TS + 2 * TS + MS + UT = 48

3 x TS + MS + UT = 48

Since MS + UT = 21, we can substitute this into the above equation:

3 x TS + 21 = 48

Now, solve for TS:

3 x TS = 27

TS = 9 cm

Now, find MU using equation (3):

MU = 2 x TS = 2 x 9 = 18 cm

So, the two parallel sides are 9 cm and 18 cm.

Let's denote the parallel sides of the trapezium as a (shorter side) and b (longer side), and the height as h.

The area of a trapezium can be calculated using the formula:

Area = (1/2) x (a + b) x h

180 = (1/2) x (a + 2a) x 12

180 = 3a x 6

180 = 18a

a = 10 cm

Now, find b using equation (3):

b = 2 * a = 2 * 10 = 20 cm

So, the two parallel sides are 10 cm and 20 cm.

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The slope of the tangent line to the curve x = 4t₂, y = 2 24t − 14t₂ is 1 at the point (2,10).

To find the slope of the tangent line, we need to take the derivative of y with respect to x, which is dy/dx = (dy/dt) / (dx/dt).

Substituting the given values, we get dy/dx = (48t - 14) / 4, which simplifies to dy/dx = 12t - 3.

To find the point where the slope is 1, we set dy/dx = 1 and solve for t. This gives us t = (1+3)/12 = 1/3.

Substituting t = 1/3 into the equations for x and y, we get x = 4(1/3)² = 4/9 and y = 2(24/3) - 14(1/3) = 16.

Therefore, the point where the tangent line has slope 1 is (4/9, 16).

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The cost of 1 kg orange is 66.67% less than the cost of 1 kg apple.

"Rate" usually refers to the cost per unit of a certain item or service. Rates can vary depending on factors such as quantity, time, and discounts. For instance, a product may have a lower rate if purchased in bulk, or a service may have a discounted rate for repeat customers.

In mathematics, percent is a way of expressing a number as a fraction of 100.

Let's start by finding the cost of 1 kg orange and 1 kg apple using the given information.

Let the cost of 1 kg orange be x and the cost of 1 kg apple be y.

From the first statement, we know that:

3x + 5y = 1300

Simplifying this equation, we get:

x + (5/3)y = 1300/3

x = (1300/3) - (5/3)y

From the second statement, we know that:

2(1.1x) + 3(0.8y) = 700

Simplifying this equation, we get:

2.2x + 2.4y = 700

Substituting the value of x from the first equation, we get:

2.2[(1300/3) - (5/3)y] + 2.4y = 700

Simplifying this equation, we get:

y = 200

Substituting the value of y in the first equation, we get:

x = 100

Therefore, the cost of 1 kg orange is Rs. 100 and the cost of 1 kg apple is Rs. 200.

To find the percentage by which the cost of 1 kg orange is more or less than the cost of 1 kg apple, we can use the following formula:

Percentage difference = [(|x - y|)/((x + y)/2)] * 100

Substituting the values of x and y, we get:

Percentage difference = [(|100 - 200|)/((100 + 200)/2)] * 100

Percentage difference = [100/150] * 100

Percentage difference = 66.67%

Therefore, the cost of 1 kg orange is 66.67% less than the cost of 1 kg apple.

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A snowmobile manufacturer produces three models, the XJ6, the XJ7, and the XJ8. The final testing bay is available for 40 hours in any given production planning week.

For each snowmobile model, a certain amount of testing time is required. The XJ6 requires 1 hour of testing, the XJ7 requires 1.5 hours of testing, and the XJ8 requires 2 hours of testing. To determine how many of each model can be produced in a week, linear programming techniques. We need to set up an equation using the available testing time. Let x, y, and z be the number of XJ6, XJ7, and XJ8 models produced in a week, respectively. Then, we have the following equation:[tex]1x + 1.5y + 2z[/tex][tex]\leq 40[/tex]

This equation represents the constraint that the total testing time required by all the snowmobile models cannot exceed the available testing time of 40 hours. We can use linear programming techniques to find the optimal values of x, y, and z that maximize the company's profits or minimize its costs, subject to this constraint and any other constraints that may be relevant.

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A snowmobile manufacturer produces three models, the XJ6, the XJ7, and the XJ8. In any given production planning week, the company has 40 hours available in its final testing bay. Each XJ6 requires 1 hour of testing, each XJ7 requires 1.5 hours, and each XJ8. Complete the final equation.

Answer:

Step-by-step explanation:

step 1;

  49  = 1 x 49

1 + 49 = 50

step 2;

49   = 7 x 7

7+7 = 14

*Hence 7 and 7 are the two positive numbers whose product is 49 and whose sum is minimum.

The rate of change of photosynthesis with respect to intensity of light is 230 when x = 1. The rate found in part (a) is decreasing at a rate of 470 when x = 3. The rate of change of photosynthesis with respect to the intensity of light is 230 when x = 1 and -2190 when x = 3.

(a) To find the rate of change of photosynthesis with respect to the intensity of light, we need to take the derivative of the equation f(x) = 175x^2 - 40x^3 with respect to x.

f'(x) = 350x - 120x^2

(b) To find the rate of change when x = 1, we substitute x = 1 into the derivative equation:

f'(1) = 350(1) - 120(1)^2 = 230


To find the rate of change when x = 3, we substitute x = 3 into the derivative equation:

f'(3) = 350(3) - 120(3)^2 = -630

Therefore, the rate of change of photosynthesis with respect to intensity of light is -630 when x = 3.

To find how fast the rate found in part (a) is changing when x = 1, we need to take the second derivative of the equation:

f''(x) = 350 - 240x

Then we substitute x = 1 into the second derivative equation:

f''(1) = 350 - 240(1) = 110

Therefore, the rate found in part (a) is increasing at a rate of 110 when x = 1.

To find how fast the rate found in part (a) is changing when x = 3, we also need to take the second derivative of the equation:

f''(x) = 350 - 240x

Then we substitute x = 3 into the second derivative equation:

f''(3) = 350 - 240(3) = -470


(a) To find the rate of change of photosynthesis with respect to the intensity of light, we need to find the derivative of the given function f(x) = 175x^2 - 40x^3.

f'(x) = d/dx (175x^2 - 40x^3) = 350x - 120x^2

(b) To find the rate of change when x = 1 and x = 3, simply plug these values into the derivative:

f'(1) = 350(1) - 120(1^2) = 350 - 120 = 230
f'(3) = 350(3) - 120(3^2) = 1050 - 3240 = -2190

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congruence means, the figures are a duplicate or an exact twin of the other, that is angles as well as sides are the same, well, clearly ABC is larger, so they're not congruent.

That said, we could have a figure with same angles, and another with the same angles, but their side are not restricted due to the angle, the sides can easily extend or shrink, whilst the angles are being retained all along, and thus the figures being similiar, but never congruent.

The vector w can be expressed as:
w = 5v1 - 5v2 - v3

Given the orthogonal set of vectors v1, v2, and v3 in R5, and the vector w in the span of these vectors, you have provided the following information:

- (v1,v1) = 35
- (v2,v2) = 334
- (v3,v3) = 1
- (w,v1) = 175
- (w,v2) = -1670
- (w,v3) = -1

To find w in terms of v1, v2, and v3, use the following formula for orthogonal projections:

w = (w,v1)/||(v1)||^2 * v1 + (w,v2)/||(v2)||^2 * v2 + (w,v3)/||(v3)||^2 * v3

Since (v1,v1) = 35, ||(v1)||^2 = 35.
Since (v2,v2) = 334, ||(v2)||^2 = 334.
Since (v3,v3) = 1, ||(v3)||^2 = 1.

Substitute the given values:

w = (175/35) * v1 + (-1670/334) * v2 + (-1/1) * v3

Simplify the coefficients:

w = 5 * v1 - 5 * v2 - v3

So, the vector w can be expressed as:

w = 5v1 - 5v2 - v3

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To answer this question, we can use the formula: z = (x - mean) / standard deviation

We know that the mean height for men in the U.S. is 5'8" with a standard deviation of 6". We also know that we want to find the height (x) that corresponds to a z score of 2.

Rearranging the formula, we get:
x = z * standard deviation + mean

Plugging in the values, we get:
x = 2 * 6 + 5'8"

Simplifying, we get:
x = 12" + 5'8"

Converting to feet and inches, we get:
x = 6'8"

Therefore, a man would have to be 6'8" tall to have a z score of 2, assuming a mean height for men in the U.S. of 5'8" with a standard deviation of 6".

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The trigonometric identity for this problem is proven, as tan(x)/csc(x) = 1/cos(x) - 1/sec(x).

The trigonometric expression for this problem is defined as follows:

tan(x)/csc(x).

The definitions for the tangent and for the cossecant are given as follows:

When two fractions are divided, we multiply the numerator by the inverse of the denominator, hence:

tan(x)/csc(x) = sin(x)/cos(x) x sin(x) = sin²(x)/cos(x).

The sine squared can be given as follows:

sin²(x) = 1 - cos²(x).

Hence the simplified expression is given as follows:

(1 - cos²(x))/cos(x) = 1/cos(x) - cos(x).

The secant is one divided by the cosine, hence:

1/sec(x) = 1/1/cos(x) = cos(x).

Thus we can prove the identity, as:

tan(x)/csc(x) = 1/cos(x) - 1/sec(x).

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When  multiplying two binomials together , we get polynomial with 4 terms.

What is expression?

Mathematical expressions consist of at least two numbers or variables, at least one arithmetic operation, and a statement. It's possible to multiply, divide, add, or subtract with this mathematical operation. Unknown variables, integers, and arithmetic operators are the components of an algebraic expression. There are no symbols for equality or inequality in it.

Here let us take the two binomial (a + b) and (c + d).

Now multiplying two binomial then,

=> (a + b)(c + d)

=> ac+ad+bc+bd.

We get polynomial with 4 terms.

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The acceleration at time t = 2 is zero. So, the correct answer is c).

To find the acceleration at time t=2, we need to take the second derivative of the position function s(t).

s(t) = t^3 - 6t^2 + 4t + 5

Taking the first derivative

s'(t) = 3t^2 - 12t + 4

Taking the second derivative

s''(t) = 6t - 12

Now, plugging in t=2

s''(2) = 6(2) - 12 = 0

Therefore, the acceleration at time t=2 is 0, so the correct option is (c) 0. This means that the object is not accelerating at t=2, but rather it is either at rest or moving at a constant velocity.

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If from total of 28 students, 12 has clock, 16 have calculator and 4 do not have these items, then the number of students that have clock and a calculator are (b) 4.

The total number of students are 28 students,

The number of students who has a clock is = 12 students,

The number of students who has a calculator is = 16 students,

The number of students who do not have any of these is = 4 students,

Let the number of students who has-both clock and calculator be = x,

So, the number of students having only clock are = 12-x,

the number of students having only calculator are = 16-x,

The equation for total students is written as :

⇒ 12-x + x + 16-x + 4 = 28,

⇒ 32 - x = 28,

⇒ x = 32 - 28,

⇒ x = 4,

Therefore, 4 students have a clock and calculator, Option(b) is correct.

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