Consider the problem of finding the root of the polynomial f(x) = 24 - 0.99.2 - 1.1 in [1,2] (i) Show that 1 - 0.99.c - 1.1=0&I= 0.99.c + 1.1 on [1,2]. Execute the commands plot y=(0.99 x + 1.1)^(1/4) and y=1 and y=2 for x= 1 .. 2 plot y=D[ (0.99 x + 1.1) (1/4) ] and y=-1 and y=1 for x= 1 .. 2 at the Wolfram Alpha (Wa) website to demonstrate, as we did during the lectures, th at the iteration function g(x) = V0.99x + 1.1 satisfies the conditions of the main statement on convergence of the Fixed-Point Iteration method from the lecture notes on the interval [1,2]. Copy (with your own hand) both graphs in your work. Based on the graphs, make a conclusion on convergence of the FPI for the problem at hand. (ii) Use the Fixed-Point Iteration method to find an approximation pn of the fixed-point p of g(2) in [1,2], the root of the polynomial f(c) in [1, 2], satisfying RE(PNPN-1) <10-7 by taking po = 1 as the initial approximation. All calculations are to be carried out in the FPAg. Present the results of your calculations in a standard output table for the method of the form Pn-1 Pn RE(PnPn-1) n (Your answers to the problem should consist of two graphs, a conclusion on convergence of the FPI, a standard output table, and a conclusion regarding an approximation Pn.)

Answer:

-7

Step-by-step explanation:

Answer:

Albert drove further.

Step-by-step explanation:

you would take their times and multiply them by the hours so...

50 X 2.5= 125 =Toms time

65 X 2= 130 Alberts time

Answer:

Im sorry but it is kind of confusing

Step-by-step explanation:

Answer:

7/6x3/7===21/42=== 1/2

Step-by-step explanation:

Answer:

A tessellation is a pattern of shapes that covers a surface with no gaps or overlaps. A polygon tessellation is a pattern made by repeating a regular polygon. There are only three regular tessellations: triangles, squares, and hexagons.

A non-polygonal tessellation is a pattern made by repeating shapes that are not polygons. Non-regular tessellations are formed many times using polygons that are not regular.

I hope this helps!

Step-by-step explanation:

Answer: The constant of variation, k , is 54

Step-by-step explanation: Step 1: Check whether the graph is a straight line. If the graph is not a straight line, it does not represent a proportional relationship. Step 2: Check whether the line goes through the origin. If the graph does not go through the origin, it does not represent a proportional relationship.

To find the area of a triangle in the coordinate plane, we need to use the formula: Area = 1/2 x base x height
First, we need to determine which sides are the base and height. Looking at the given coordinates, we can see that the base is the line segment connecting (3, 0) to (8, 0), which has a length of 5 units.

To find the height, we need to determine the perpendicular distance from the third vertex of the triangle (7, 6) to the line containing the base. We can do this by finding the equation of the line containing the base, which is y = 0, since it is a horizontal line. Then, we can find the equation of the line perpendicular to it that passes through (7, 6). This line has a slope of -1/0, which is undefined, so it is a vertical line passing through (7, 6) with the equation x = 7.

The height of the triangle is then the distance between the point (7, 6) and the line x = 7. This distance is simply the difference between the x-coordinates, which is 0 units.

Now we can plug in the values for the base and height into the formula:

Area = 1/2 x base x height
Area = 1/2 x 5 x 0
Area = 0

Therefore, the area of this triangle in the coordinate plane is 0 square units.

To calculate the area of a triangle in the coordinate plane, you need the coordinates of its three vertices.

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Answer:

x = 8

Step-by-step explanation:

If equiangular, than all angles are equal

Thus, we have that;

7x + 4 = 12x-36

12x-7x = 36 + 4

5x = 40

x = 40/5

x= 8

Total number of cases possible when 3 Dice roll= 6^3=216

Now we have to find the number of cases when values shown on two of the dice sum to the value shown on the remaining, probability is 0.28

Now we need to count the instances where the values on two dice add up to the value on the other die, which is one. If a die shows 6, the remaining two dice must either show (5,1) or (4,2), or (3,3)

Total number of scenarios that could occur in this situation: 3!+3!+3!/2!=15

2. If a die shows 5, the other two dice must either display (4,1) or (3,2)

The total cases that could occur in this scenario are 3!+3! =12.

3. If a die shows 4, the other two dice must either display (3,1) or (2,2)

Total number of scenarios that could occur in this situation: 3!+3!/2!=9

4. If a die shows 3, the other two dice must also show 3. (2,1)

The total number of cases possible in this scenario= is 3!/2! =3

Total cases possible= 15+12+9+6+3=45

Probability= 45/216=5/24= 0.208

probability is 0.208

correct option is (D).

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The question was incomplete. Check below the complete question.

Three fair six-sided dice are rolled. What is the probability that the values shown on two of the dice sum to the value shown on the remaining die?

(A) 1/6

(B) 13/72

(C) 7/36

(D) 5/24

(E) 2/9

Complete Question:

Emily and Zach have two different polynomials to multiply: Polynomial product A: (4x2 – 4x)(x2 – 4) Polynomial product B: (x2 + x – 2)(4x2 – 8x) They are trying to determine if the products of the two polynomials are the same. But they disagree about how to solve this problem.

Answer:

\(A = B\)

Step-by-step explanation:

See comment for complete question

Given

\(A: (4x^2 - 4x)(x^2 - 4)\)

\(B: (x^2 + x - 2)(4x^2 - 8x)\)

Required

Determine how they can show if the products are the same or not

To do this, we simply factorize each polynomial

For, Polynomial A: We have:

\(A: (4x^2 - 4x)(x^2 - 4)\)

Factor out 4x

\(A: 4x(x - 1)(x^2 - 4)\)

Apply difference of two squares on x^2 - 4

\(A: 4x(x - 1)(x - 2)(x+2)\)

For, Polynomial B: We have:

\(B: (x^2 + x - 2)(4x^2 - 8x)\)

Expand x^2 + x - 2

\(B:(x^2 + 2x - x - 2)(4x^2- 8x)\)

Factorize:

\(B:(x(x + 2) -1(x + 2))(4x^2- 8x)\)

Factor out x + 2

\(B:(x -1) (x + 2)(4x^2- 8x)\)

Factor out 4x

\(B:(x -1) (x + 2)4x(x- 2)\)

Rearrange

\(B: 4x(x - 1)(x - 2)(x+2)\)

The simplified expressions are:

\(A: 4x(x - 1)(x - 2)(x+2)\) and  

\(B: 4x(x - 1)(x - 2)(x+2)\)

Hence, both polynomials are equal

\(A = B\)

The two most generic and widely used valuation multiples in finance and investment analysis are the price-to-earnings (P/E) ratio and the enterprise value-to-earnings before interest, taxes, depreciation, and amortization (EV/EBITDA) multiple.

1. Price-to-Earnings (P/E) Ratio: The P/E ratio is calculated by dividing the market price per share of a company's stock by its earnings per share (EPS). It provides a measure of how much investors are willing to pay for each dollar of earnings generated by the company.

A high P/E ratio suggests that investors have high expectations for future growth and are willing to pay a premium for the stock. On the other hand, a low P/E ratio may indicate that the stock is undervalued or that investors have low expectations for future growth.

2. Enterprise Value-to-EBITDA (EV/EBITDA) Multiple: The EV/EBITDA multiple is calculated by dividing the enterprise value (EV) of a company by its earnings before interest, taxes, depreciation, and amortization (EBITDA).

The EV is the total market value of a company's equity and debt, minus its cash and cash equivalents. EBITDA represents the company's operating earnings before accounting for interest, taxes, depreciation, and amortization.

The EV/EBITDA multiple is commonly used in evaluating the valuation of companies, especially in the context of mergers and acquisitions. It provides a measure of a company's overall value relative to its earnings, without being affected by capital structure or tax considerations.

Both the P/E ratio and EV/EBITDA multiple are widely used because they are relatively easy to calculate and understand. However, it's important to note that these multiples have limitations and should be used in conjunction with other valuation methods and qualitative analysis to make informed investment decisions.

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Answer:

  (i) x = 17 cm

  (ii) one end: 360 cm²; both ends: 720 cm²

  (iii) 14,400 cm³

  (iv) 4000 cm²

Step-by-step explanation:

You want the slant height, base area, volume, and total surface area of a trapezoidal prism with the base isosceles trapezoid having parallel base lengths of 32 and 16, and a height of 15. The distance between bases is 40. All units are cm.

If a center rectangle 16 cm wide and 15 cm high is cut from the base trapezoid, the remaining two triangles have a base of 8 cm and a height of 15 cm. The Pythagorean theorem can be used to find the slant height:

  x² = a² +b²

  x² = 8² +15² = 64 +225 = 289

  x = √289 = 17

The slant height, x, is 17 cm.

The area of the base trapezoid is given by the formula ...

  A = 1/2(b1 +b2)h

  A = 1/2(32 +16)(15) = 360 . . . . square cm

The area of one end surface is 360 cm²; the total area of both end surfaces is 720 cm².

The volume of the prism is the product of the base area and the length of the prism.

  V = Bh

  V = (360 cm²)(40 cm) = 14,400 cm³

The volume of the trapezoidal prism is 14,400 cm³.

The lateral surface area of the prism is the product of the perimeter of the base and the distance between bases.

  LA = Ph

  LA = (32 +16 +2·17 cm)(40 cm) = 3280 cm²

The total surface area is the sum of the lateral area and the area of the two bases:

  SA = LA +2B = (3280 cm²) + 2(360 cm²) = 4000 cm²

The total surface area of the prism is 4000 square centimeters.

__

Additional comment

It appears that the top dashed line in the figure is drawn that way in error. It appears to identify a visible edge, so we expect it to be a solid line.

The first step in the construction is: A) place the compass point at A. For the construction of the line segment containing point A and and perpendicular to segment BC using straight edge and compass we have to follow the steps as:

1) Place the point of the compass on the given point and draw a arc on the line on either side of the given point.

2) Then increase the width of the compass and place the point on the compass on the new point where the above arc intersect the line segment. and make arc from both the points.

3) Join the point of intersection of the new arc to the original point A and hence obtain the perpendicular line.

Hence, the first step in the construction is:

A) place the compass point at A.

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Full Question ;

Suppose we wish to construct a line segment containing point A and perpendicular to segment BC. To do so with the fewest compass measurements, we should first A) place the compass point at A. B) place the compass point at B. C) place the straightedge on segment BC. D) place the straightedge on points A and B.

Answer:

g(x) = 5(x - 5) + 4

Step-by-step explanation:

None of the answers listed are correct

The likelihood that the player's average will be.310 or higher during the following 100 at-bats is. 9267

A probability is a number that expresses the possibility or likelihood that a specific event will take place. Probabilities can be stated as proportions with a range of 0 to 1, or as percentages with a range of 0% to 100%.

The likelihood of obtaining at least 31 hits in 100 at-bats when the likelihood of getting a hit in each at-bat is.300 must be taken into account in order to calculate the likelihood that the player's average during the subsequent 100 times at bat will be.310 or higher.

The likelihood of obtaining at least 31 hits in 100 at-bats when the likelihood of a hit occurring in each at-bat is.

You may calculate 300 as follows:

P(31 hits or more in 100 at-bats) = 1 - P(30 hits or fewer in 100 at-bats)

When the likelihood of getting a hit in each at-bat is, we can determine the likelihood of getting at least 31 hits in 100 at-bats using the normal approximation. the following 300:

P(31 hits or more in 100 at-bats) = 1 - P(30 hits or fewer in 100 at-bats)

substitute the values in the above equation

= 1 - P(z ≤ (30 - 100(.300)) / √(100(.300)(1 - .300)))

simplifying the equation, we get

= 1 - P(z ≤ -1.44)

= 1 - .0733

= .9267

As a result, there is a roughly.9267 chance that the player's average over his next 100 at-bats will be.310 or higher.

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A family-wise inflation of error rate is the increase in the probability that one or more results of a numerous, independently (separately) conducted statistical analyses to become statistically significant, but these results can actually be attributed to random variation or measurement error.

In Statistics, a family-wise inflation of error rate is also referred to as family-wise error rate (FWER) and it can be defined as the probability of making at least one false conclusion or type I errors in numerous, separate statistical analyses or hypothesis tests.

Hence, a family-wise inflation of error rate increases the probability that one or more of the results among groups within an independent data set to be statistically significant, especially due to random variation or measurement error.

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Answer:

y=-4x/5-3

Step-by-step explanation:

The final value would be 1,534,947.20

Joe Schmo:

Joe Shmoe (also spelled Joe Schmoe and Joe Schmo), meaning "Joe Anybody", or no one in particular, is a commonly used fictional name in American English. Adding an "Shm" to the beginning of a word is meant to diminish, negate, or dismiss an argument (for instance, "Rain, shmain, we've got a game to play"). It can also indicate that the speaker is being ironic or sarcastic. This process was adapted in English from the use of the "schm" prefix in Yiddish to dismiss something; as in, "Fancy, schmancy" (thus denying the claim that something is fancy). While "schmo" ("schmoo", "schmoe") is thought by some linguists to be a clipping of Yiddish.

If the home appreciates 7% per year, it will be worth approximately 1,534,947 dollars in 8 years. This can be calculated by multiplying the initial value of the home (800,000) by (1 + 0.07)^8.

You can also use the following formula:

Final Value = Initial Value x (1 + rate)^Years

The final value would be 1,534,947.20

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Answer:

36.3

Step-by-step explanation:

I tried using the Pythagorean Theorem to measure the length (tallness) of the TV.

\(a^2 + b^2 = c^2\)

\(a^2 + (40)^2 = (54)^2\)

\(a^2 + 1600 = 2916\)

\(a^2 = 2916-1600 = 1316\)

\(a = \sqrt{1316}\)

\(a = 36.27671429\)

When this is rounded up to the nearest tenth, it would go up to 36.3.

So, the length (tallness) of the TV would be 36.3 inches.

If a categorical variable that can take the values from the set {Red, Blue, Green, Yellow} is included as an independent variable in a linear regression, the number of dummy variables that are created is two

When a categorical variable that has n categories is to be included as an independent variable in a linear regression analysis, it must be converted to n - 1 dummy variables. The reason for this is that including all n categories as dummy variables would cause perfect multicollinearity in the regression analysis, making it impossible to estimate the effect of each variable.In this case, the set of categories {Red, Blue, Green, Yellow} has four categories. As a result, n - 1 = 3 dummy variables are required to represent this variable in a linear regression. This is true since each category is exclusive of the others, and we cannot assume that there is an inherent order to the categories.The dummy variable for the first category is included in the regression model by default, and the remaining n - 1 categories are represented by n - 1 dummy variables. As a result, the number of dummy variables that are required to represent the categorical variable in the regression model is n - 1.

Thus, if a categorical variable that can take the values from the set {Red, Blue, Green, Yellow} is included as an independent variable in a linear regression, the number of dummy variables that are created is two .

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The center/vertex of the conic section given by the equation \(x^2 + 2x + y^2 + 6y = 15\) is (-1, -3).

To find the center/vertex of the conic section given by the equation \(x^2 + 2x + y^2 + 6y = 15\), we can complete the square for both the x and y variables.

Starting with the x terms:

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

Now, let's complete the square for the y terms:

\(y^2 + 6y = (y^2 + 6y + 9) - 9 = (y + 3)^2 - 9\)

Substituting these completed squares back into the original equation, we get:

\((x + 1)^2 - 1 + (y + 3)^2 - 9 = 15\)

Rearranging the terms, we have:

\((x + 1)^2 + (y + 3)^2 = 25\)

Comparing this equation with the standard form of a circle equation:

\((x - h)^2 + (y - k)^2 = r^2\)

We can see that the center/vertex of the conic section is at the point (-1, -3), and the radius of the circle is √25 = 5.

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Answer:

ss

Step-by-step explanation:

sas

The radius of the circle who center is at ( 5 , 2 ) and the point on the circle is ( -3 , 4 ) is given by r = 2√17 units

A circle is a closed two-dimensional figure in which the set of all the points in the plane is equidistant from a given point called “center”. Every line that passes through the circle forms the line of reflection symmetry. Also, the circle has rotational symmetry around the center for every angle

The circumference of circle = 2πr

The area of the circle = πr²

where r is the radius of the circle

The standard form of a circle is

( x - h )² + ( y - k )² = r²,

where r is the radius of the circle and (h,k) is the center of the circle.

The equation of circle is ( x - h )² + ( y - k )² = r²

For a unit circle , the radius r = 1

x² + y² = r² be equation (1)

Now , for a unit circle , the terminal side of angle θ is ( cos θ , sin θ )

Given data ,

Let the radius of the circle be r

Let the center of the circle be A ( 5 , 2 )

Let the point on the circle be P ( -3 , 4 )

Now , standard form of a circle is

( x - h )² + ( y - k )² = r²

So , r² = ( 5 - ( -3 ) )² + ( 2 - 4 )²

On simplifying the equation , we get

r² = ( 8 )² + ( 2 )²

r² = 64 + 4

r² = 68

Taking square roots on both sides , we get

r = √68

r = 2√17

Hence , the radius of the circle is 2√17 units

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Sam's experimental probability of getting heads in 30 coin flips was 20 out of 30, while the theoretical probability of getting heads is 1/2 or 0.5.

Sam's experimental probability of getting heads in the 30 coin flips was 20 out of 30, which can be written as 20/30 or simplified to 2/3. This means that in the experiment, heads appeared in approximately two-thirds of the flips. On the other hand, the theoretical probability of getting heads in a fair coin flip is 1/2 or 0.5. This is because there are two equally likely outcomes (heads or tails) and only one of them is heads.

Comparing the experimental and theoretical probabilities, we can see that Sam's results deviate slightly from the expected outcome. The experimental probability of getting heads is higher than the theoretical probability. This could be due to chance or random variation, as 30 coin flips may not be enough to perfectly represent the true probability. With a larger number of trials, the experimental probability would tend to converge towards the theoretical probability. However, in this specific experiment, Sam's results suggest a slightly biased coin favoring heads.

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Answer:

  (c)  the converse of the original conditional statement

Step-by-step explanation:

If a conditional statement is described by p→q, you want to know what is represented by q→p.

For the conditional p→q, the variations are ...

As you can see from this list, ...

  the converse of the original conditional statement is represented by q→p, matching choice C.

__

Additional comment

If the conditional statement is true, the contrapositive is always true. The inverse and converse may or may not be true.

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A price floor is a law that limits the minimum price at which a good, service, or factor of production can be sold while a price ceiling is a regulation that limits the maximum price at which a good, service, or factor of production can be sold

Price floors are commonly implemented to support producers, while price ceilings are typically put in place to protect consumers from higher prices that might result from shortages or monopolies.

Example of Price Floor:Agricultural subsidies are a common example of price floors. Government price floors ensure that farmers receive a minimum price for their crops.

If the market price of wheat falls below the government-established price floor, the government may buy the excess supply at the guaranteed price, ensuring that farmers are able to make a profit. If there is a price floor, the minimum price is set above the equilibrium price.

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The result of the mathematical expression given as follows: (1/2 + 3/2)² + (2/3 x 1/2)³ is 5.59 or 5⅔.

According to this question, the following expression is given to solve: (1/2 + 3/2)² + (2/3 x 1/2)³

First, we solve the both parts as follows:

Next, we solve the exponential function as follows:

= (2)² + (1.16)³

= 4 + 1.59

= 5.59 or 5⅔

Therefore, the result of the mathematical expression given as follows: (1/2 + 3/2)² + (2/3 x 1/2)³ is 5.59 or 5⅔.

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The depth of the river is - 97.5 feet.

A mathematical equation is the statement that illustrates that the variables given. In this case, two or more components are taken into consideration to describe the scenario

In this case, the object sinks into the river at a rate of -2.5 feet per second.

The equation -2.5= x/t represents this situation, where x is the depth of the river and t = 39 seconds.

The depth will be:

-2.5= x/t

-2.5 = x / 39

Crops multiply

x = 39 × -2.5

x = -97.5

This illustrates the depth.

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Answer:

y+3=12

y=12-3

y=9

x-3=15

x=15+3

x=18

so,x=12

y=18