Glven vectors u and y, find (a) 30 (b) 34 + 20 (c) v-2u. u= (4.2), v= (8,0)

When the second derivative of a function equals zero, it indicates a possible point of inflection or a critical point where the concavity of the function changes. It is a significant point in the analysis of the function's behavior.

The second derivative of a function measures the rate at which the slope of the function is changing. When the second derivative equals zero at a particular point, it suggests that the function's curvature may change at that point. This means that the function may transition from being concave upward to concave downward, or vice versa.

Mathematically, if the second derivative is zero at a specific point, it is an indication that the function has a possible point of inflection or a critical point. At this point, the function may exhibit a change in concavity or the slope of the tangent line.

Studying the second derivative helps in understanding the overall shape and behavior of a function. It provides insights into the concavity, inflection points, and critical points, which are crucial in calculus and optimization problems.

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When the second derivative of a function equals zero, it indicates a critical point in the function, which can be a maximum, minimum, or an inflection point.

The second derivative of a function measures the rate at which the slope of the function is changing. When the second derivative equals zero, it indicates a critical point in the function. A critical point is a point where the function may have a maximum, minimum, or an inflection point.

To determine the nature of the critical point, further analysis is required. One method is to use the first derivative test. The first derivative test involves examining the sign of the first derivative on either side of the critical point. If the first derivative changes from positive to negative, the critical point is a local maximum. If the first derivative changes from negative to positive, the critical point is a local minimum.

Another method is to use the second derivative test. The second derivative test involves evaluating the sign of the second derivative at the critical point. If the second derivative is positive, the critical point is a local minimum. If the second derivative is negative, the critical point is a local maximum. If the second derivative is zero or undefined, the test is inconclusive.

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Answer:

The cost of a loaf of bread in 1983 to the nearest cent is  $0.89  

Step-by-step explanation:

The cost of the loaf of bread in 1983 can be computed using the below formula:

cost of a loaf of bread in 1983=$2.89/current CPI *100

cost of a loaf of bread in 1983=$2.89/323*100=$ 0.89  

It is obvious that the cost of a loaf of bread in the year 1983 is $0.89  

a. The mean distance between schools is 8 miles.

b. The new mean distance between schools is 7 miles.

Explain mean

The mean is a measure of central tendency that represents the average value of a set of numbers. It is calculated by adding up all the values in the set and dividing by the total number of values. The mean is commonly used to describe the typical value in a data set and is an important concept in data analysis and probability theory.

According to the given information

a. To find the mean, we add up all the distances and divide by the number of schools:

Mean = (8 + 9 + 5 + 11 + 7 + 8) / 6 = 8

Therefore, the mean distance between schools is 8 miles.

b.To find the new mean, we add up all the distances (including the new one) and divide by the new total number of schools:

New mean = (8 + 9 + 5 + 11 + 7 + 8 + 1) / 7 = 7

Therefore, the new mean distance between schools is 7 miles.

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Answer:

In step 2, he needed to divide both sides of the equation by 5

Step-by-step explanation:

I'm very positive about this

Hope this helps!!!!!!

Answer:

step 2

Step-by-step explanation:

Answer:

option a. similar;AA similarity; triangle plm

The speed of the scooter is 1/2 miles per minute.

The time traveled by an object or person in any direction in a particular period of time is called speed. Speed is a scalar quantity that has no direction, it has only magnitude.

Uniform speed, variable speed, average speed, and instantaneous speed are the four kinds of speed.

To find the required speed of a scooter, you can use the following formula:

Speed= Distance/Time

Here given that, the scooter traveled 1/4 miles in 1/2 minute.

By applying the formula,

speed=(1/4)miles/(1/2)minutes

=1/2 miles/minute

Therefore, the speed of the scooter is 1/2 mile/minute.

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Half a mile per minute is the speed at which the scooter moves.

Speed is the amount of time it takes for a person or object to move in any direction over a predetermined amount of time. Speed is a scalar quantity with only magnitude and no direction.

Uniform, variable, average, and instantaneous speeds are the four different types of speed.

Apply the following formula to determine the required speed for a scooter:

Time/Distance = Speed

As a result, the scooter traveled a quarter mile in just over a minute.

Using the equation,

speed=(1/4)miles/(1/2)minutes

50/60 miles per hour

The scooter moves at a speed of half a mile per minute as a result.

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Answer:

Step-by-step explanation:

so the least common denominator is 12, so:

multiply 3/4ab by three, which equals: 9/12ab

9/12ab-5/12ab = 4/12ab, or 1/3ab

Answer:

approx 6 units

Step-by-step explanation:

distance formula: d = \(\sqrt{(x-x)^2+(y-y)^2}\)

d = \(\sqrt{(6-0)^2+(2-3)^2}\)

d = \(\sqrt{(6)^2+(-1)^2}\)

d = \(\sqrt{36+1}\)

d = \(\sqrt{37}\) which is 6.08

The median number of newspapers sold over seven weeks is 223.

The median is the middle score for a data set arranged in order of magnitude. The median is less affected by outliers and skewed data.

The formula for the median is as follows:

Find the median number of newspapers sold. (87, 87, 215, 154, 288, 235, 231)

We'll first arrange the data in ascending order.87, 87, 154, 215, 231, 235, 288

The median is the middle term or the average of the middle two terms. The middle two terms are 215 and 231.

Median = (215 + 231)/2

= 446/2

= 223

In statistics, the median measures the central tendency of a set of data. The median of a set of data is the middle score of that set. The value separates the upper 50% from the lower 50%.

Hence, the median number of newspapers sold over seven weeks is 223.

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This is the UML diagram for the development of the program, in which Shapes 2D is the superclass and Circle, Square, Triangle, Rectangle, Rhombus, and Parallelogram are subclasses.

​​​​​​​This is the program in C++ demonstrating the above classes.

#include<iostream>

using namespace std;

class shapes

{

public:

   string name;

   string color;

   virtual void getAttributes()=0;

};

class Circle: public shapes

{

public:

   float radius;

   Circle(string n,string c, float r)

   {

       name=n;

       color=c;

       radius=r;

   }

   float getPerimeter()

   {

       return(2*(3.142)*radius);

   }

   float getArea()

   {

       return((3.142)*(radius*radius));

   }

   void getAttributes()

   {

       cout<<"Name  :"<<name<<endl;

       cout<<"Color :"<<color<<endl;

   }

};

class Square:public shapes

{

public:

   float side;

   Square(string n,string c, float s)

   {

       name=n;

       color=c;

       side=s;

   }

   float getPerimeter()

   {

       return(4*side);

   }

   float getArea()

   {

       return(side*side);

   }

   void getAttributes()

   {

       cout<<"Name  :"<<name<<endl;

       cout<<"Color :"<<color<<endl;

   }

};

class Triangle:public shapes

{

public:

   float base;

   float height;

   float side1;

   float side2;

   float side3;

   Triangle(string n,string c)

   {

       name=n;

       color=c;

   }

   float getPerimeter()

   {

       cout<<"Enter side1\n";

       cin>>side1;

       cout<<"Enter side2\n";

       cin>>side2;

       cout<<"Enter side3\n";

       cin>>side3;

       return(side1+side2+side3);

   }

   float getArea()

   {

       cout<<"Enter base\n";

       cin>>base;

       cout<<"Enter height\n";

       cin>>height;

       return((0.5)*base*height);

   }

   void getAttributes()

   {

       cout<<"Name  :"<<name<<endl;

       cout<<"Color :"<<color<<endl;

   }

};

class Rectangle:public shapes

{

public:

   float length;

   float breadth;

   Rectangle(string n,string c, float l,float b)

   {

       name=n;

       color=c;

       length=l;

       breadth=b;

   }

   float getPerimeter()

   {

       return(2*(length+breadth));

   }

   float getArea()

   {

       return(length*breadth);

   }

   void getAttributes()

   {

       cout<<"Name  :"<<name<<endl;

       cout<<"Color :"<<color<<endl;

   }

};

class Rhombus:public shapes

{

public:

   float diagonal1;

   float diagonal2;

   float side;

   Rhombus(string n,string c)

   {

       name=n;

       color=c;

   }

   float getPerimeter()

   {

       cout<<"Enter Side\n";

       cin>>side;

       return(4*side);

   }

   float getArea()

   {

       cout<<"Enter diagonal 1\n";

       cin>>diagonal1;

       cout<<"Enter diagonal 2\n";

       cin>>diagonal2;

       return((0.5)*diagonal1*diagonal2);

   }

   void getAttributes()

   {

       cout<<"Name  :"<<name<<endl;

       cout<<"Color :"<<color<<endl;

   }

};

class Parallelogram:public shapes

{

public:

   float base;

   float height;

   Parallelogram(string n,string c, float b,float h)

   {

       name=n;

       color=c;

       base=b;

       height=h;

   }

   float getPerimeter()

   {

       return(2*(base+height));

   }

   float getArea()

   {

       return(base*height);

   }

   void getAttributes()

   {

       cout<<"Name  :"<<name<<endl;

       cout<<"Color :"<<color<<endl;

   }

};

int main()

{

   int choice;

   while(1)

   {

       cout<<"\n\nEnter your choice :";

       cout<<"\n1 for Circle\n";

       cout<<"2 for Square\n";

       cout<<"3 for Triangle\n";

       cout<<"4 for Rectangle\n";

       cout<<"5 for Rhombus\n";

       cout<<"6 for Parallelogram\n";

       cin>>choice;

       system("cls");

       switch(choice)

       {

       case 1:

           {

               float r;

               cout<<"Enter radius\n";

               cin>>r;

               Circle c("Circle","Yellow",r);

               c.getAttributes();

               cout<<"Perimeter : "<<c.getPerimeter()<<endl;

               cout<<"Area : "<<c.getArea()<<endl;

           }break;

       case 2:

           {

               float side;

               cout<<"Enter side\n";

               cin>>side;

               Square s("Square","Red",side);

               s.getAttributes();

               cout<<"Perimeter : "<<s.getPerimeter()<<endl;

               cout<<"Area : "<<s.getArea()<<endl;

           }break;

       case 3:

           {

               Triangle t("Triangle","Green");

               t.getAttributes();

               cout<<"Perimeter : "<<t.getPerimeter()<<endl;

               cout<<"Area : "<<t.getArea()<<endl;

           }break;

       case 4:

           {

               float l,b;

               cout<<"Enter Length and breadth\n";

               cin>>l>>b;

               Rectangle r("Rectangle","Blue",l,b);

               r.getAttributes();

               cout<<"Perimeter : "<<r.getPerimeter()<<endl;

               cout<<"Area : "<<r.getArea()<<endl;

           }break;

       case 5:

           {

               Rhombus r("Rhombus","Purple");

               r.getAttributes();

               cout<<"Perimeter : "<<r.getPerimeter()<<endl;

               cout<<"Area : "<<r.getArea()<<endl;

           }break;

       case 6:

           {

               float b,h;

               cout<<"Enter base\n";

               cin>>b;

               cout<<"Enter height\n";

               cin>>h;

               Parallelogram p("Parallelogram","Pink",b,h);

               p.getAttributes();

               cout<<"Perimeter : "<<p.getPerimeter()<<endl;

               cout<<"Area : "<<p.getArea()<<endl;

           }break;

       }

   }

}

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Answer:

1.yeah

2.no

Step-by-step explanation:

Answer:x=4 y=-2

Step-by-step explanation:

3x-5y=22

3x+1.5y=9

-6.5y=13

6.5y=-13

0.5y=-1

Y=-2

Replace/substitute

2x-2=6

2x=8

X=4

2x+y=6---------(2)

y=6-2x---------(3)

putting value of y on equation

3x-5y=22

3x-5(6-2x)=22

3x-30+10x=22

13x=22+30

13x=52

x=52/13

x=4

putting value of x on equation (3)

y=6-2x

y=6-2.4

y=6-8

y=-2

Answer:

The value of x = 36°, while the value of y = 72°.

Step-by-step explanation:

All of these angles add up to 360°.

Opposite angles are always equivalent, so the angle opposing x would be 36°, which means x = 36°.

360 - 2(36) = 288

288/4= 72

To check:

(72 * 4) + 2(36) = 360

Answer:

25-9

=16

16:8

=2

x=2

Başarılar

C is the most accurate one i guess

Option (a) is correct. There'll be No Solution to the given system of linear equations.

According to the solutions of linear equations, we know the following things,
1. If two intersecting lines are at one common point, the system has only one solution.
2. If two coincidental lines mean both equations give the same line, that means the system has infinitely many solutions.
3. If the lines are parallel to each other, the system will have no solution.

We can see lines are parallel but we can also find whether the given lines are parallel or not by simply finding their slope m.

For Line 1, we have the following data
\($\left(\mathrm{x}_1, \mathrm{y}_1\right)=(0,2)$\)

\($\left(\mathrm{x}_2, \mathrm{y}_2\right)=(3,1)$\)

For slope m of the line 1,
slope m₁ = \(\frac{y_2-y_1}{x_2-x_1}=\frac{1-2}{3-0}=-\frac{1}{3}\)

For Line 2, we have the following data

\($\left(\mathrm{x}_1, \mathrm{y}_1\right)=(0,-1)$\)

\(- $\left(x_2, y_2\right)=(3,-2)$\)

For slope m of line 2,
slope m₂\($=\frac{y_2-y_1}{x_2-x_1}=\frac{-2-(-1)}{3-0-x_1}=-\frac{1}{3}$\)

As the slope of both lines is equal, so lines are parallel to each other, and hence, if lines are parallel so there'll be no solution to the system.
Hence, option (a) is correct.

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Your question was incomplete, the most probably question you asked was:

How many solutions does the system of linear equations represented in the graph have? Coordinate plane with one line that passes through the points (0, 2) and (3, 1) and another line that passes through the points (0, -1) and (3, -2).
(a) No solution
(b) One solution at (−1, 0)
(c) One solution at (0, −1)
(d) Infinitely many solutions

The statement that shows equivalent measurements is "52 meters = 520 decimeters." Option C.

To determine the equivalent measurements, we need to understand the relationship between different metric units.

In the metric system, each unit is related to others by factors of 10, where prefixes indicate the magnitude. For example, "deci-" represents one-tenth (1/10), "centi-" represents one-hundredth (1/100), and "kilo-" represents one thousand (1,000).

Let's analyze each statement:

5.2 meters = 0.52 centimeters: This statement is incorrect. One meter is equal to 100 centimeters, so 5.2 meters would be equal to 520 centimeters, not 0.52 centimeters.

5.2 meters = 52 decameters: This statement is incorrect. "Deca-" represents ten, so 52 decameters would be equal to 520 meters, not 5.2 meters.

52 meters = 520 decimeters: This statement is correct. "Deci-" represents one-tenth, so 520 decimeters is equal to 52 meters.

5.2 meters = 5,200 kilometers: This statement is incorrect. "Kilo-" represents one thousand, so 5.2 kilometers would be equal to 5,200 meters, not 5.2 meters.

Based on the analysis, the statement "52 meters = 520 decimeters" shows equivalent measurements. So Option C is correct.

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Note the correct and the complete question is

Select the statement that shows equivalent measurements.

A.) 5.2 meters = 0.52 centimeters

B.) 5.2 meters = 52 decameters

C.) 52 meters = 520 decimeters

D.) 5.2 meters = 5,200 kilometers

The estimated per unit selling price of the new line of clothing is $X.

What is the estimated per unit selling price of the new line of clothing?

The estimated per unit price selling for the new line of clothing can be determined by considering various cost factors.

Using the 80% learning curve, the direct labor cost is calculated based on the time required to complete the 50th item, derived from the time for the first item.

This labor cost is obtained by multiplying the time for the 50th item by the direct labor rate. The total manufacturing cost includes the direct labor cost, production material cost, factory overheads (125% of direct labor), and packing costs (75% of direct labor).

Finally, a desired profit of 20% of the total manufacturing cost is added to determine the unit selling price. This estimation encompasses the expenses related to labor, production materials, factory overheads, packing, and desired profit margin.

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The required probability is 0.9

Option d) 0.900 is the correct answer.

To calculate the probability that a randomly selected person from the survey, who attended college, also lived in 2 or more states during their life (P(2 state or more | College Degree)), use the given data from the study.

From the data, we can see that out of the individuals with a college degree, 18 of them lived in 2 or more states. The total number of individuals with a college degree is 20.

Therefore, the probability can be calculated as:

P(2 state or more | College Degree) = Number of individuals with a college degree who lived in 2 or more states / Total number of individuals with a college degree

P(2 state or more | College Degree) = 18 / 20 = 0.9

Therefore, the probability that a randomly selected person from the survey, who attended college, also lived in 2 or more states during their life is 0.9.

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The complete question is:

A study has been done to determine to see if the level of education determines how often people move between different states in America. If a person from the survey that attended college is randomly selected what is the probability that they also lived in 2 or more states during their life? P(2 state or more | College Degree)

                                            Lived in just             Lived in 2 or               Total

                                               1 state                     more states

No High School Diploma           6                                 2                           8

High School Diploma                 14                               16                          30

College Degree                          2                                18                          20

Total                                            22                              36                          58

a) 0.111

b) 0.310

c) 0.500

d) 0.900

Answer:

x+ 3/2y= 15

Step-by-step explanation:

8x+12y=120

To put the equation into standard form, the leading coefficient has to be 1. So, divide the whole equation by 8.

x+ 3/2y= 15

Answer:

perseveration

Step-by-step explanation:

The term you are looking for is "perseveration."

The expression represents the total number of points the player scored in the game:  2x+ 3x + 9

The correct option is A.

A mathematical expression is a finite combination of symbols that is well-formed in accordance with context-dependent principles.

When something is expressed, the methods of expression change it in the process of communication. extracted from the Cambridge English Corpus. There were two conceivable orthographic expressions for this awareness.

Let x=number of 2-point attempts.

Free throws made equal 9 points.

A point is scored when x 2-point attempts are made.

After the break,

Number of 3-pointers divided by first-half 2-point attempts equals x

Point scored in x 3-point attempts equals 3 times.

Consequently, the player's overall point total during the contest is provided by : 2x+ 3x + 9

Consequently, the formula that denotes the total amount of points each player scored during the game is as follows: 2x+ 3x + 9

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I understand that the question you are looking for is:

In the first half of a basketball game, a player scored 9 points on free throws and then scored a number of 2-point shots. In the second half, the player scored the same number of 3-point shots as the number of 2-point shots scored in the first half. Which expression represents the total number of points the player scored in the game?

A. 2x + 3x + 9

B. 2x + 3 + 9

C. 2x + 3x + 9x

D. 2 + 3x + 9

Answer:

A,C,D are triangles, B is not.

Step-by-step explanation:

Let 3 sides of a triangle be a,b,c.

A triangle have the sum of 3 angles = 180 degree

and

a-b<c<a+b (similar for a and b)

a. three sides measuring 6 cm, 8 cm, and 10 cm

Satisfied the a-b<c<a+b property -> triangle

b. three angles measuring 40 degrees, 70 degrees, and 65 degrees

Total of 3 angles = 40+70+65 = 175 > 180

-> not triangle

c. three angles measuring 10 degrees, 25 degrees, and 145 degrees

Total of 3 angles = 10+25+145 = 180

-> triangle

d. three sides measuring 9 m, 15 m, and 9 m

Satisfied the a-b<c<a+b property -> triangle

Answer:

C

All triangle must equal 180, 40 + 70 + 65 = 175

Answer:

98

Step-by-step explanation:

7 : 11 :: x : 154

Also,

\( \frac{7}{11} = \frac{x}{154} \)

\( = > \frac{x}{154} = \frac{7}{11} \)

\( = > x = \frac{7 \times 154}{11} \)

=> x = 7 × 14

=> x = 98 (Ans)

From the graph provided, we will need to find the slope and also coordinates in other to find the equation of the graph.

For the slope,

From the graph,

Where x=0, y=0 which can be written in coordinates of (x2, y2) as (0, 0)

Where x=3.5, y=-7 which can be written in coordinates of (x1, y1) as (3.5, -7)

To find the slope,

The slope of the graph m is -2

The formula for the equation of a graph is,

Where (x1, y1) is (3.5, -7),

Hence, the equation of the graph is deduced above.