Consider the differential equation y′+y2=t4et.

Which of the terms in the differential equation makes the equation nonlinear?

a) The et term makes the differential equation nonlinear.

b) The y′ term makes the differential equation nonlinear.

c) The t4 term makes the differential equation nonlinear.

d) The y2 term makes the differential equation nonlinear.

Based on the information provided about the scatterplot, we can draw a conclusion by analyzing the data points and their correlation with individual's weight and time it takes to raise their pulse rate to 140 beats per minute.

Step 1: Observe the scatterplot and identify the patterns or trends in the data.

Step 2: Compare the o's (females) and the +'s (males) to see if there are noticeable differences or similarities in the data.

Step 3: Determine if there is a positive, negative, or no correlation between weight and time taken to reach 140 beats per minute.

Step 4: Based on the observations, draw a conclusion about the most accurate statement regarding the data. Unfortunately, I cannot see the scatterplot itself, so I am unable to provide you with the most accurate conclusion.

However, using these steps, you can analyze the scatterplot and determine the correct conclusion.

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90% confidence interval is (0.833, 0.907).  The general statement is given below.

The sample proportion of students who felt that there is not enough parking on campus is:

p = 435/500 = 0.87

The margin of error for a 90% confidence interval can be calculated using the formula:

ME = z*sqrt(p(1-p)/n)

where z is the critical value from the standard normal distribution corresponding to a 90% confidence level, which is 1.645 for a two-tailed test.

Substituting the values, we get:

ME = 1.645sqrt(0.87(1-0.87)/500) ≈ 0.037

The 90% confidence interval for the proportion of all students who think that there isn’t enough parking is:

p ± ME = 0.87 ± 0.037

= (0.833, 0.907)

We can be 90% confident that the true proportion of all students who think that there isn’t enough parking lies between 0.833 and 0.907.

Since the confidence interval does not contain 0.5, we can conclude that more than half of the students at the university feel that there is not enough parking on campus. This interval allows us to make a general statement that a large proportion of the students at the university think that there is not enough parking.

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To the nearest cent, the minimum cost for such a box is 337.5 dollars.

To find the minimum cost for the box, we need to minimize the total cost of the materials used for the top, bottom, and sides. Let the length, width, and height of the box be x, y, and z, respectively.

We know that the volume of the box is 17 cubic feet, so:

x * y * z = 17

We want to minimize the cost, so we need to minimize the total surface area of the box. The surface area is made up of the top, bottom, and 4 sides, so:

Surface area = 2xy + 2xz + 2yz

Substituting z = 17/xy from the volume equation, we get:

Surface area = 2xy + 34/x + 34/y

To find the minimum surface area, we need to take the partial derivatives of this equation with respect to x and y, and set them equal to zero:

d(Surface area)/dx = 2 - 34/x² = 0
d(Surface area)/dy = 2 - 34/y² = 0

Solving these equations, we get:

x = √(17/2)
y = √(17/2)

Substituting these values into the surface area equation, we get:

Surface area = 2 * √(17/2) * √(17/2) + 34/√(17/2) = 44

Now we can calculate the cost of the materials:

Top: 10 * √(17/2)² = 85 dollars
Sides: 2 * 2 * 44 = 176 dollars
Bottom: 9 * √(17/2)² = 76.5 dollars

Total cost = 85 + 176 + 76.5 = 337.5 dollars

Therefore, the minimum cost for the box is 337.5 dollars.

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The same slopes arranged in vertical lines because it is an autonomous equation that only depends on the value of y, and not on the independent variable x.

a. True

The given ODE, dy/dx = 3y^2, is an autonomous equation because it does not depend explicitly on the independent variable x. The slope of the solution curve at any point (x, y) only depends on the value of y at that point. This means that the slope field of this equation will have the same slopes arranged in vertical lines.

To see why this is the case, let's consider a point (x, y) in the xy-plane. The slope of the solution curve passing through this point is given by dy/dx = 3y^2. This means that the slope of the solution curve depends only on the value of y at that point, and not on x. Therefore, if we plot the slope of the solution curve at every point in the xy-plane, we will get a slope field with vertical lines of constant slope.

In summary, the given ODE dy/dx = 3y^2 will have a slope field with the same slopes arranged in vertical lines because it is an autonomous equation that only depends on the value of y, and not on the independent variable x.

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The sides of the triangle are 45 feet, 60 feet and 25 feet.

The Perimeter of Triangle

The perimeter of the triangle is the sum of all the side lengths of the triangle.

Where a, b and c are three sides of a triangle.

Given that the sides of a triangle are in a ratio of 9:12:5 and its perimeter is 130 feet.

Let us consider that x is the basic measurement of a side of the triangle, then the ratio of the triangle is given as,

Ratio = 9x : 12x : 5x

In this case, the perimeter is,

The side of the triangle is given below.

Hence the sides of the triangle are 45 feet, 60 feet and 25 feet.

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In conclusion, Ann's preferences are likely to be rational, weakly.

In order to determine if Ann's preferences have certain properties, we need to first understand what those properties mean in terms of preferences.

i. Rational:

Rationality is the property of preferences that requires them to be transitive. In other words, if Ann prefers A to B, and B to C, then she must prefer A to C. This is a reasonable assumption for any rational person making choices.

ii. Weakly Monotone:

Weak monotonicity is the property of preferences that requires them to be non-decreasing. In other words, if Ann prefers A to B, then she must prefer any combination of A and B where there is more of A and less of B. For example, if she prefers a bowl of Laksa with 1 chicken breast and 1 fish fillet to a bowl with 1 chicken breast and 1 tofu slice, then she should also prefer a bowl with 2 chicken breasts and 1 fish fillet to a bowl with 1 chicken breast and 1 fish fillet.

iii. Strongly Monotone:

Strong monotonicity is a stronger version of weak monotonicity that requires preferences to be strictly increasing. In other words, if Ann prefers A to B, then she must strictly prefer any combination of A and B where there is more of A and less of B. For example, if she prefers a bowl of Laksa with 1 chicken breast and 1 fish fillet to a bowl with 1 chicken breast and 1 tofu slice, then she must strictly prefer a bowl with 2 chicken breasts and 1 fish fillet to a bowl with 1 chicken breast and 1 fish fillet.

iv. Locally Non-satiated:

Local nonsatiation is the property of preferences that requires them to never be satisfied with any amount of a good. In other words, if Ann prefers A to B, then she must always prefer a little bit more of A to the same amount of B. This is a reasonable assumption for any person making choices, since there is always some amount of a good that would be preferred to the current amount.

a) Now let's consider each property in turn and determine whether Ann's preferences have that property or not.

i. Rational:

Ann's preferences are assumed to be rational, since rationality is a basic requirement for any preferences.

ii. Weakly Monotone:

Ann's preferences for a range of proteins, green vegetables, and noodles in her Laksa are likely to be weakly monotone, since it is reasonable to assume that if she prefers some amount of a good to another, she would prefer any combination of the two where there is more of the preferred good.

iii. Strongly Monotone:

Ann's preferences are not likely to be strongly monotone, since it is possible that she may have some preferences for specific combinations of goods that are not strictly increasing or decreasing. For example, she may prefer a bowl of Laksa with 1 chicken breast and 1 fish fillet to a bowl with 2 chicken breasts and no fish fillet.

iv. Locally Non-satiated:

Ann's preferences are likely to be locally non-satiated, since it is reasonable to assume that she would always prefer a little bit more of a good to the same amount of that good. For example, if she likes a bowl of Laksa with 1 chicken breast, 1 fish fillet, and 1 tofu slice, she would likely prefer a bowl with 1.1 chicken breasts, 1.1 fish fillets, and 1.1 tofu slices to the same bowl with 1 chicken breast, 1 fish fillet, and 1 tofu slice.

In conclusion, Ann's preferences are likely to be rational, weakly

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Answer:

5+(-9)=14

Step-by-step explanation:

Answer:

14 and 23

Step-by-step explanation:

To find two arithmetic means between 5 and 23, we need to first find the common difference between consecutive terms.

The common difference (d) between consecutive terms in an arithmetic sequence can be found using the formula:

d = (an - a1) / (n - 1)

where a1 is the first term, an is the last term, and n is the number of terms.

In this case, a1 = 5, an = 23, and n = 3 (since we want to find two means, there will be a total of 4 terms in the sequence). Plugging these values into the formula, we get:

d = (23 - 5) / (3 - 1) = 9

So the common difference between consecutive terms is 9. To find the first mean, we add the common difference to the first term:

First mean = 5 + 9 = 14

To find the second mean, we add the common difference to the first mean:

Second mean = 14 + 9 = 23

Therefore, the two arithmetic means between 5 and 23 are 14 and 23.

Answer:

60

Step-by-step explanation:

The following parts can be answered by the concept of Probability.

a. The probability mass function is given by: P(X=k) = (10 choose k) × 0.6^k × 0.4^(10-k)

b. The probability that in a random sample of 10 female students more than two read the magazine is 0.803, or approximately 80.3%.

(a) The name of the probability distribution of X is the binomial distribution with parameters n=10 (sample size) and p=0.6 (probability of success, i.e. reading the magazine). The probability mass function is given by:

P(X=k) = (10 choose k) × 0.6^k × 0.4^(10-k)

where (10 choose k) is the binomial coefficient, which represents the number of ways to choose k successes from n trials.

(b) To find the probability that more than two students read the magazine in a random sample of 10, we can use the complement rule and calculate the probability of the complement event, which is that two or fewer students read the magazine. Thus, we have:

P(X > 2) = 1 - P(X ≤ 2)

Using the cumulative distribution function (CDF) of the binomial distribution, we can calculate:

P(X ≤ 2) = P(X=0) + P(X=1) + P(X=2)

P(X=0) = (10 choose 0) × 0.6⁰ × 0.4¹⁰ = 0.006

P(X=1) = (10 choose 1) × 0.6¹ × 0.4⁹ = 0.044

P(X=2) = (10 choose 2) × 0.6² × 0.4⁸ = 0.147

Therefore,

P(X > 2) = 1 - (0.006 + 0.044 + 0.147) = 0.803

Thus, the probability that in a random sample of 10 female students more than two read the magazine is 0.803, or approximately 80.3%.

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a) The data entry speed as a function of the number of lessons x is given by s(x) = 2[tex](x+4)^{\frac{\frac{3}{2}}{3}[/tex] + 10.

b) The average student can complete 26 entries per minute after 12 lessons.

(a) To find the data entry speed as a function of the number of lessons x, we need to integrate the given rate of change function ds/dx = 3(x+4)^1/2 with respect to x:

s(x) = ∫ 3[tex](x+4)^{\frac{1}{2}}[/tex] dx

Using the power rule of integration, we get:

s(x) = 2[tex](x+4)^{\frac{\frac{3}{2}}{3}[/tex] + C

where C is the constant of integration. Since the average student can complete 12 entries per minute with no lessons (x = 0), we can find the value of C as follows:

12 = 2[tex](0+4)^{\frac{\frac{3}{2}}{3}[/tex] + C

C = 10

Substituting C back into the equation for s(x), we get:

s(x) = 2[tex](x+4)^{\frac{\frac{3}{2}}{3}[/tex] + 10

(b) To find how many entries per minute the average student can complete after 12 lessons (x = 12), we simply substitute x = 12 into the equation for s(x) that we found in part (a):

s(12) = 2[tex](12+4)^{\frac{\frac{3}{2}}{3}[/tex] + 10

s(12) = 26

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The constant C=±eB varies over all possible values of ±ke, where k is any real number, as B varies over all real numbers.

The statement "the constant C=±eB can be any real value as B varies over all real numbers" is not entirely accurate.

The constant C is given by C=±eB, where e is the mathematical constant approximately equal to 2.71828, and B is a fixed real number. When B varies over all real numbers, the constant C will also vary over all real numbers. However, the value of C cannot be any real value; it is restricted by the value of e.

Since e is a fixed constant, the possible values of C are limited to those that can be obtained by multiplying e by a real number and then taking the positive or negative value of the result. Therefore, the possible values of C are of the form ±ke, where k is any real number.

In summary, the constant C=±eB varies over all possible values of ±ke, where k is any real number, as B varies over all real numbers.

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The difference between 6 1/2 and 2 11/15 is 4 2/5.

Number is a mathematical object used to count, measure, and label. It is an abstract concept that has been used since ancient times and is an important part of mathematics. Numbers are used to represent quantities, such as distance, time, and money. They can also be used to represent abstract ideas such as order in a sequence or the size of a set. Numbers can be represented in various ways, such as symbols, digits, and words. Numbers are also used in many everyday contexts, such as telephone numbers, dates, and scores.

To calculate the difference, we first need to convert 2 11/15 into an improper fraction. To do so, we multiply the denominator (15) by the whole number (2) and add the numerator (11) to get an improper fraction of 31/15.

Next, we subtract 31/15 from 6 1/2. To do so, we need to convert 6 1/2 into an improper fraction. We multiply the denominator (2) by the whole number (6) and add the numerator (1) to get an improper fraction of 13/2.

We then subtract 31/15 from 13/2 to get 4 2/5. This is the difference between 6 1/2 and 2 11/15, written in simplest form.

Therefore, the answer is 4 2/5.

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False. The correct formula for the confidence interval is:

where  is the sample mean, s is the sample standard deviation, n is the sample size, and t(α/2, n-1) is the critical t-value from the t-distribution with n-1 degrees of freedom and a significance level of α/2.

In this case, the sample mean is 10, the sample standard deviation is 0.24, and the sample size is 120. The critical t-value for a 95% confidence interval with 119 degrees of freedom is approximately 1.98.

Substituting these values into the formula, we get:

10 ± 1.98 * 0.24/√120

Simplifying, we get:

10 ± 0.044

So the 95% confidence interval for the mean diameter of the 120 bearings in the sample is (9.956, 10.044). The statement in the question incorrectly uses 1.96 instead of the correct critical t-value of 1.98.

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The process you described involves the following steps:

1. Collect: Gather relevant data and information from various sources for your study.
2. Organize: Arrange the collected data in a systematic and logical manner to make it easy to understand and work with.
3. Summarize: Present the essential findings or key points from the organized data in a brief and clear manner.
4. Analyze: Examine the summarized data, identify patterns or relationships, and interpret the results.
5. Draw conclusions: Make informed decisions or judgments based on the analysis of the data.

By following these steps, you can effectively conduct a study and derive meaningful insights from the data collected.

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Estimated average value of the function f(x) = 5/x  on the interval [2, 18 ] by partition the interval is equal to  0.68732.

Function is equal to ,

f(x) = 5/x

Interval = [2, 18]

To estimate the average value of f(x) = 5/x on the interval [2, 18].

Partition the interval into four subintervals of equal length.

[2, 5], [5, 8], [8, 11], [11, 14], and [14, 18].

Then, evaluate f at the midpoint of each subinterval.

Midpoint of [2,5] = 3.5

Midpoint of [5,8] = 6.5

Midpoint of [8,11] = 9.5

Midpoint of [11,14] = 12.5

Midpoint of [14,18] = 16

Now substitute the value in the function we have,

f(3.5) = 5/3.5

        = 1.4286

f(6.5) = 5/6.5

        = 0.7692

f(9.5) = 5/9.5

        = 0.5263

f(12.5) = 5/12.5

          = 0.4

f(16) = 5/16

       = 0.3125

The average value of f on the interval [2, 18] can be estimated by taking the average of these values.

= (1.4286 + 0.7692 + 0.5263 + 0.4 + 0.3125)/5

= 0.68732

Therefore, the average value of f on the interval [2, 18] is approximately 0.68732.

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The above question is incomplete, the complete question is:

Use a finite sum to estimate the average value of f on the given interval by partitioning the interval into four subintervals of equal length and evaluating f at the subinterval midpoints.

f(x) = 5/X on [2,18]

The average value is . (Type an integer or a simplified fraction.)

According to the histogram, a total of five participants had a heart rate between 120 and 130 bpm.

Review the histogram: Look at the histogram and locate the section that represents heart rates between 120 and 130 bpm.

Count the bars: Count the number of bars within that section.

Interpret the bars: Each bar represents one participant, so the total number of bars counted in the previous step represents the number of participants with heart rates between 120 and 130 bpm.

Identify the answer: The total number of bars counted is the answer to the question, which is five.

Therefore, according to the histogram, five participants had a heart rate between 120 and 130 bpm.

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The length of a vector v = ai + bj is given by the formula:

||v|| = sqrt(a^2 + b^2)

Using this formula, we can find the length of each of the given vectors:

||8i + 15j|| = sqrt(8^2 + 15^2) = sqrt(289) = 17

||9i + 9j|| = sqrt(9^2 + 9^2) = 9sqrt(2)

||7i + 6j|| = sqrt(7^2 + 6^2) = sqrt(85)

||-7i + 5j|| = sqrt((-7)^2 + 5^2) = sqrt(74)

2)To find the length of the vectors, we use the formula:

||v|| = sqrt(a^2 + b^2)

where v = ai + bj.

||8i + 15j|| = sqrt(8^2 + 15^2) = sqrt(64 + 225) = sqrt(289) = 17

||9i + 9j|| = sqrt(9^2 + 9^2) = sqrt(81 + 81) = sqrt(162) = 9 sqrt(2)

||7i + 6j|| = sqrt(7^2 + 6^2) = sqrt(49 + 36) = sqrt(85)

||-7i + 5j|| = sqrt((-7)^2 + 5^2) = sqrt(49 + 25) = sqrt(74)

Therefore, the lengths of the given vectors are:

||8i + 15j|| = 17

||9i + 9j|| = 9 sqrt(2)

||7i + 6j|| = sqrt(85)

||-7i + 5j|| = sqrt(74)

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The solution would be;

⇒ si sin(4x) cos(7x) dx = (1/2) [-cos(11x)/11 + cos(3x)/3] + C.

Now, For evaluate the indefinite integral of sin(4x) cos(7x) dx, we can use the trigonometric identity as;

⇒ sin(A)cos(B) = (1/2)[sin(A + B) + sin(A - B)]

Hence, Applying this identity as;

⇒ sin(4x) cos(7x) = (1/2)[sin(4x + 7x) + sin(4x - 7x)]

                          = (1/2)[sin(11x) + sin(-3x)]

                          = (1/2)[sin(11x) - sin(3x)]

Therefore, the indefinite integral of sin(4x) cos(7x) dx is given by:

∫ sin(4x) cos(7x) dx = (1/2) ∫ [sin(11x) - sin(3x)] dx

                             = (1/2) [-cos(11x)/11 + cos(3x)/3] + C

Hence, The solution would be;

⇒ si sin(4x) cos(7x) dx = (1/2) [-cos(11x)/11 + cos(3x)/3] + C.

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Answer:

$0.78

Step-by-step explanation:

You divide the $7.80 by 10 to get the cost of one tulip.

The probability that one goalie will select [tex]58344[/tex] approx.

Probability is a measure of the likelihood or chance of an event occurring.

It is expressed as a number between [tex]0[/tex] and [tex]1[/tex], where [tex]0[/tex] represents an impossible event (i.e., an event that cannot occur), and [tex]1[/tex] represents a certain event (i.e., an event that is guaranteed to occur).

For events that are neither impossible nor certain, the probability is somewhere between [tex]0[/tex] and [tex]1[/tex] with higher probabilities indicating that the event is more likely to occur.

According to the problem,

[tex]17C10 = 19448[/tex]

To calculate by hand: divide the number of possible arrangements for [tex]10[/tex] players, which is [tex]10[/tex],

By the sum of the choices for the first player, the second player, and each subsequent player, in order: [tex]16[/tex] for the second player, [tex]15[/tex] for the third, [tex]12[/tex] for the fourth, [tex]10[/tex] for the eighth, [tex]9[/tex] for the ninth, and [tex]8[/tex] for the tenth. [tex](17 16 15 14 13 12 11 10 9[/tex] × [tex]8[/tex][tex])/10![/tex]

[tex]17C7 = 19448[/tex]

[tex]10[/tex] row to calculate by hand: [tex]17[/tex] choices for the first nonplayer multiplied by [tex]16[/tex] for the second, [tex]15[/tex] for the third, [tex]14[/tex] for the fourth, [tex]13[/tex] for the fifth, [tex]12[/tex] for the sixth, and [tex]11[/tex] for the seventh, divided by [tex]7[/tex], the total number of possible arrangements for [tex]7[/tex] nonplayers. [tex](7,17,16,15,14,13,,12,11,6)![/tex]

Therefore the final answer is [tex]3[/tex]×[tex]19448 = 58344[/tex]

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Using the formula for combinations, we can calculate the probability that exactly one goalie is selected when 11 players are randomly chosen from a group of 20 where 3 are goalies. We calculate the number of ways to pick 1 goalie from 3, and 10 players from the remaining 17, these are our favorable outcomes. The total number of outcomes is the number of ways to pick 11 players from 20. Finally, the ratio of favorable to total outcomes is our answer.

This question is one of combinatorics, a topic in mathematics. We want to find the probability that exactly one goalie is included when 11 players are randomly selected from a group of 20, where 3 are goalies and 17 are not.

Step 1: We need to determine the number of ways to choose 1 goalie out of 3, which we denote as C(3,1). Using the formula for combinations, C(3,1) is equal to 3.

Step 2: We need to determine the number of ways to choose 10 players from the remaining 17 players (as we already chose 1 goalie), which we denote as C(17,10). This can be found using the combination formula as well.

Step 3: The number of favorable outcomes is the product of the outcomes from Step 1 and Step 2 which represent choosing 1 goalie and the rest of the players respectively.

Step 4: The total number of outcomes is the number of ways to choose 11 players from all 20, denoted as C(20,11).

Step 5: The probability we seek is the ratio of the number of favorable outcomes to the total number of outcomes. So we divide the product from Step 3 by the result from Step 4.

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Answer:

Step-by-step explanation:

The advantage of designing cars with crumple zones that collapse upon impact is that it helps to absorb the energy of a collision, which can reduce the amount of force that is transferred to the occupants of the vehicle. When a car collides with another object, the kinetic energy of the car is converted into other forms of energy, such as deformation of the car's structure and heat. By designing the car to crumple in certain areas upon impact, the energy of the collision can be dissipated over a longer period of time, reducing the peak force experienced by the occupants of the car. This can help to reduce the risk of injury or death in a collision. Additionally, the deformation of the car's structure can help to redirect the car's momentum, which can reduce the severity of the collision or prevent the car from spinning out of control. Overall, the use of crumple zones in car design is a significant safety improvement that can help to protect drivers and passengers in the event of a collision.

If the function f(x) satisfies x→1lim x 2 −1f(x)−2​ =π Therefore,

x→1 lim f(x) = 2π / 2 = π.

To evaluate x→1 lim f(x),

we can use L'Hôpital's rule:

x→1 lim f(x) = x→1 lim [ ([tex]x^2[/tex] - 1) / 2 ] × f(x)

Using L'Hôpital's rule:

x→1 lim [ ([tex]x^2[/tex] - 1) / 2 ] × f(x) = x→1 lim [ 2x / 2 ] × f(x) = x→1 lim x × f(x)

So now we need to evaluate

x→1 lim x × f(x).

We can use the fact that x→1 lim [[tex]x^2[/tex] - 1 ] / (x - 1) = 2

(this is the derivative of [tex]x^2[/tex] with respect to x evaluated at x=1), so:

x→1 lim [ [tex]x^2[/tex] - 1 ] / (x - 1) × [ (x - 1) / x ] × f(x) = x→1 lim [ x + 1 ] × f(x) = 2π

Therefore, x→1 lim f(x) = 2π / 2 = π.

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There are 182 buttons that have to be sold to make a profit of $500. And, the equation that represents the given situation is [tex]\$500 = \$2b + \$0.75b[/tex] or [tex]\$500 - \$0.75b = \$2b[/tex] . Therefore, options B and D are true.

Using the idea behind the equation that says,

A set of numerical variables and functions coupled via the use of operations like addition, subtraction, multiplication, and division make form an equation.

Given that,

For homecoming, the Booster Club at Martin Middle School is selling pride buttons.

And, The buttons cost $0.75 to make and will be sold for $2 each.

Let us assume that,

Number of buttons = b

Since we have to calculate the number of buttons to make a profit of $500.

Hence the equation can be written as,

[tex]\$500 = \$2b + \$0.75b[/tex]

Simplify the equation for b,

[tex]\$500 = \$2.75b[/tex]

Divide both sides by 2.75,

[tex]b = \dfrac{500}{2.75}[/tex]

[tex]b = 182[/tex]

Therefore, the correct option is B and D.

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For independent events, P(B | not A) is equal to P(B).

In the case of independent events, the occurrence of one event does not affect the probability of the other event occurring. Therefore, P(B | not A) is equal to the probability of event B occurring, regardless of whether or not event A has occurred. In other words, the occurrence or non-occurrence of event A does not affect the probability of event B. Mathematically, P(B | not A) is simply equal to the probability of event B occurring, which can be expressed as P(B). This is because the independence of the two events means that the occurrence of one event has no bearing on the probability of the other event occurring.

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a) The Formula for A(t) is A(t) = 5000 [tex]e^{0.075t[/tex]

b) The differential equation is satisfied by A(t) is

dA/ dt = 375  [tex]e^{0.075t[/tex]

c) Amount after 2 year is $5, 809.

d) t= 4.48 years

We have,

R= 7.5%

P= $5000

a) The Formula for A(t) is

A(t) = P[tex]e^{rt[/tex]

Where P is Principal , t is time.

So, A(t) = 5000 [tex]e^{0.075t[/tex]

b) The differential equation is satisfied by A(t) is

dA/ dt = 375  [tex]e^{0.075t[/tex]

c) Amount after 2 year

A(2) = 5000 (2.71828[tex])^{0.15[/tex]

A(2) = 5000 x 1.1618

A(2)= $5, 809.

d) 7000 = 5000   [tex]e^{0.075t[/tex]

 [tex]e^{0.075t[/tex]= 1.4

Taking log on both side

0.075t log e= log 1.4

0.075t=   0.14612803567/0.4342944819

0.075t= 0.3364

t= 4.48 years

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The probability of event B occurring given that event A has occurred is 0.2, which is the same as the probability of event B occurring without considering event A.

Since events A and B are independent, the occurrence of event A does not affect the probability of event B occurring. Therefore, the conditional probability of B given A is equal to the probability of B, which is 0.2 in this case.

The conditional probability P(B | A) can be calculated using the formula:

P(B | A) = P(A ∩ B) / P(A)

Since A and B are independent events, their intersection (A ∩ B) is the product of their probabilities:

P(A ∩ B) = P(A) * P(B) = 0.8 * 0.2 = 0.16

Therefore, the conditional probability of B given A is:

P(B | A) = P(A ∩ B) / P(A) = 0.16 / 0.8 = 0.2

In other words, the occurrence of event A does not provide any additional information about the probability of event B occurring.

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The number of flowers each fourth grade can make is equal to 15 flowers.

Total number of fourth grade = 5

Total number of sheets of paper = 300

Number of sheets of paper used to make one flower = 4

Total number of sheets of paper per class

= 300 sheets ÷ 5 classes

= 60 sheets per class

Since it takes 4 sheets of paper to make one flower, each fourth-grade class can make,

Number of flowers per class

= 60 sheets per class ÷ 4 sheets per flower

= 15 flowers per class

Therefore, each fourth-grade class can make 15 flowers with the given number of sheets of paper.

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The initial value is 20, the 1-unit growth/decay factor is 1.11, the 1-unit per cent change is 11%, and the function is g(x) = 20(1.11)^x, where x is the input.

Based on the given information, we can determine that the functions in this problem are exponential. To find the initial value, we can simply plug in 0 for the input of the function g(x) and solve for g(0) = 20.
To find the 1-unit growth/decay factor, we can subtract the output of the function at x=0 from the output of the function at x=1 and divide by the output at x=0. This gives us (g(1)-g(0))/g(0) = (22.2-20)/20 = 0.11.
To find the 1-unit percent change, we can multiply the 1-unit growth/decay factor by 100 to get 11%.
Using these calculations, we can write the function as g(x) = 20(1.11)^x. To find g(2) and g(3), we can simply plug in the respective values for x and round to 4 or more decimals.
g(2) = 20(1.11)^2 = 24.4421
g(3) = 20(1.11)^3 = 27.1213
Therefore, the initial value is 20, the 1-unit growth/decay factor is 1.11, the 1-unit percent change is 11%, and the function is g(x) = 20(1.11)^x, where x is the input.

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The total number of new players are women in the soccer team is equal to 8.

Number of players in College's intramural soccer team = 30

The initial number of women on the soccer team is 60% of 30

= 0.6 x 30

= 18.

The initial number of men on the soccer team is the remaining 40% of 30,

= 0.4 x 30

= 12.

After 22 new players joined the team,

Total number of players became 30 + 22 = 52.

Let us assume that x new women players joined the team.

Then the total number of women players became 18 + x,

The percentage of women players on the team became 50%,

⇒(18 + x) / 52 = 0.5

Solving for x we have,

⇒ 18 + x = 0.5 x 52

⇒ 18 + x = 26

⇒ x = 26 - 18

⇒ x = 8

Therefore, 8 of the new players are women in the team.

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