Determine the global extreme values of the function on the given set without using calculus

Answer:

d-7,8,9,10,11,12

r-70,80,90,100,110,120

Step-by-step explanation:

Answer:

i have no idea

Step-by-step explanation:

Answer: Below

Step-by-step explanation:cotA=11/60

tan=opposite/adjacent

cot=1/tan

cot=adjacent/opposite

cotA=11/60

adjacent=11

opposite=60

using the Pythagorean Theorem, the hypotenuse=61

csc=1/sin

cscA=1/sinA

sin=opposite/hypotenuse

sinA=60/61

csc=1/sin

cscA=61/60

The value of Cos A is \(\frac{11}{61}\).

The cosine of an angle is defined as the sine of the complementary angle. The complementary angle equals the given angle subtracted from a right angle, 90°. For instance, if the angle is 30°, then its complement is 60°.

According to the given problem,

Given, cot A = \(\frac{11}{60}\),  and angle A is in first quadrant then, all the function's value will be positive in nature.

Now, cot A = \(\frac{Base}{Perpendicular}\)

cot A =  \(\frac{11}{60}\)

Base = 11

Perpendicular = 60  

Using the Pythagorean Theorem

Hypotenuse² =  Perpendicular² +Base²

⇒ Hypotenuse² = 11² + 60²

⇒ hypotenuse = 61

Then, Cos A = \(\frac{Base}{Hypotenuse}\)

Cos A = \(\frac{11}{61}\)

Hence, we can conclude that Cos A is \(\frac{11}{61}\).

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Answer:

k = -12

Step-by-step explanation:

5/6 k = -10

6 x 5/6 = 6 (-10)

5 k = -60

5k/5 = -60/5

k = -12

Answer:

k = -12

General Formulas and Concepts:

Order of Operations: BPEMDAS

Step-by-step explanation:

Step 1: Define equation

5/6k = -10

Step 2: Solve for k

Step 3: Check

Plug in k to verify it's a solution.

ANSWER :

Part A :

EXPLANATION :

Part A :

Note that the dot product of two vectors is given by :

From the problem, we have the vectors :

The dot product will be :

Part B :

The cosine of the angle between two vectors is given by :

Solve for the |F1| and |F2|

Now substitute the given values :

The angle between two vectors is 110 degrees

Answer:

Y=2x+2

Step-by-step explanation:

The equation of a line with gradient "m" and passing through the point (x1, y1) can be found using the point-slope form of a line:

y - y1 = m (x - x1)

For a gradient of 2 and a point of (1, 4), we can substitute the values into the equation:

y - 4 = 2 (x - 1)

Expanding the right-hand side, we get:

y - 4 = 2x - 2

Adding 4 to both sides:

y = 2x + 2

So, the equation of the line with a gradient of 2 and passing through the point (1, 4) is y = 2x + 2.

Answer:

y=2x+2

This answer should work on mathswatch

The standard form of 6300 kg in grams is 0.63 x \(10^7\) g.

There are 90000 grains in 6300 kg of sand.

It is the conversion of one unit to another unit with its standard conversion.

Example:

1 minute = 60 seconds

1 km = 1000 m

We have,

6300 kg

Now,

1 kg = 1000 g

So,

6300 kg = 6300 x 1000 g

6300 kg = 63 x \(10^5\) g

6300 kg = 0.63 x \(10^7\) g

Now,

One grain = 7 x 10 g

So,

Number of grains in 0.63 x \(10^7\) g.

= 0.63 x \(10^7\) ÷ 7 x 10

= 90000

Thus,

0.63 x \(10^7\) g is the standard form.

90000 grains.

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The vertex is (-3, 7) and the range of the function is [7, ∞).

The range of a function refers to the set of all possible output values (or dependent variable values) that the function can produce. In other words, it is the set of all possible y-values of a function.

To find the vertex and range of the function y = |x + 3| + 7, we can use the standard form of the absolute value function:

y = |x| + k, where k is the vertical shift.

By applying this to the given function, we can see that the vertex is at the point (-3,7) since the absolute value of (x + 3) is zero at x = -3. Therefore, the vertex is (-3, 7).

To find the range, we can notice that the absolute value of (x + 3) will always be non-negative, so the function will always have a minimum value of 7. Therefore, the range of the function is [7, ∞).

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Answer:

y = 2.5x + 33.4, y = 75.9 miles

Step-by-step explanation:

Equation is y = 2.5x + 33.4

17 = 2.5 x + 33.4

y = 2.5 (17) + 33.4

y = 42.5 + 33.4

y = 75.9 miles

Answer:

open circle one and 2

Step-by-step explanation:

there will be open circle because there is no equal sign in the problem....there will be a line segment in between...because basically, u would put an open circle on 1, and open circle on 2 and shading in between

Answer:

The answer is no solution.

The sentence "If it is a dog (d), it has fleas (f)" can be represented in symbolic form as d → f.

In symbolic logic, we represent the components of a sentence using letters or symbols. In this case, the given sentence has two components: "it is a dog" and "it has fleas." To represent these components, we assign the letter 'd' to "it is a dog" and the letter 'f' to "it has fleas."

The sentence "If it is a dog, it has fleas" implies a conditional relationship between the two components. It states that if something is a dog (d), then it has fleas (f). This can be symbolically represented as d → f, where the arrow (→) denotes the conditional relationship.

The given sentence, "If it is a dog (d), it has fleas (f)," can be represented in symbolic form as d → f. The arrow (→) in symbolic logic represents the conditional relationship. It indicates that if something is a dog (d), then it has fleas (f). In this symbolic representation, 'd' stands for "it is a dog," and 'f' represents "it has fleas."

The sentence is a conditional statement because it presents a hypothetical relationship between the two components. The truth value of the sentence depends on whether the antecedent (d) is true or false. If something is indeed a dog, then it implies that it has fleas. However, if it is not a dog, the statement does not make any specific claim about fleas.

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Answer:

Step-by-step explanation:

slope is -3/1

Slope is Rise/Run

meaning 3 down and 1 right

so in this case the down means the Y-axis

and the right means the x-axis

so lets put out some points.

(2,-1)

Then 1 right and down 3

(3, -4)

(4,-7)

and soo on, but we want to fin the point where x is zero.

Why?

Because that is where the y-Intercept is at.

Slope Intercept form is y=mx+b

Where m is the slope

And b is the y- Intercept

Soooo

Let's work backwards

Instead of Right 1 and Down 3 lets do

Left 1 and Up 3

And we will be starting with our original point

(2,-1)

then left 1, Up 3

2-1=1

-1+3=2

soo...

(1,2)

then again

(0,5)

That is our Y-intercept.

Now lets put all of it together.

Y=Mx+B

M=Slope

B=Y-Intercept

Y=-3x+5

You're welcome...

SonicIsCoool, if you need more help im at your service.

Answer:

D

Step-by-step explanation:

First find the slope of the line. The two points I will use are (0, 3) and (4, 2).

(2-3)/(4-0) = -(1/4). In all the equations below, the number/co-efficient before x is the slope of the line. D is the correct answer because you can rearrange the right side of it to get y = -(1/4)x+2. The co-efficient of x is -(1/4) so D is the right answer. Hope this helps! :)

Answer: D

Step-by-step explanation:

In order to have the same slope, in y=mx+b form, the two "m" must be equal.

Step 1 is to find the slope of the graph through two points. I choose the points (0,3) and (4,2)

slope is y2-y1/x2-x1 so 3-2/0-4 = -1/4

Now find which equation has the m of -1/4 and that's your answer

Hint its D.

Answer:

i believe the answer would be C! sorry if im wrong! ;-; <333

After using the Pythagorean Theorem, Megan is 5 meters away from Allie.

Three people are sitting on a bus.

Tisha is seated 4 meters directly behind Megan and 3 meters directly left of Allie.

We have to define how far is Megan from Allie.

To solve this problem we use the Pythagorean theorem.

The Pythagorean theorem states that in a right triangle, the sum of the squares of the two shorter sides is equal to the square of the hypotenuse. This can be written mathematically as a² + b² = c², where a and b are the lengths of the two shorter sides, and c is the length of the hypotenuse.

From the question; a = 4 and b = 4. So

c² = (4)² + (3)²

c² = 16 + 9

c² = 25

take square root on both side

c = 5

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This vector equation represents all the points that lie on the line passing through (-1, -1, -1) and (8, -1, 7) for any value of t. As t varies over the real numbers, the points P(t) trace the line in three-dimensional space.

The line passing through the points (-1, -1, -1) and (8, -1, 7) can be described using vector notation. Let's denote the position vector of a point on the line as P(t), where t is a real number that represents a parameter along the line. The vector equation for the line can be written as: P(t) = (-1, -1, -1) + t[(8, -1, 7) - (-1, -1, -1)].

Simplifying the equation: P(t) = (-1, -1, -1) + t(9, 0, 8) = (-1 + 9t, -1, -1 + 8t). This vector equation represents all the points that lie on the line passing through (-1, -1, -1) and (8, -1, 7) for any value of t. As t varies over the real numbers, the points P(t) trace the line in three-dimensional space.

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The required solutions to the following hardening coefficient are:

a) false

b) true

c) false

d) false

e) true

a) F - The statement is false.

Revised statement: The hardening coefficient is indicative of the material's strength. The higher the work-hardening coefficient, the greater the strength of the material.

b) T - The statement is true.

c) F - The statement is false.

Revised statement: The effective strain is not a state variable that depends solely on the initial and final states of the system, but rather on the deformation path followed by the material.

d) F - The statement is false.

Revised statement: At the moment when necking appears during the tensile test, the total deformation accumulated in the direction parallel to the width of the sheet is not 0.5. The actual value needs to be calculated or provided.

e) T - The statement is true.

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Answer:

9

Step-by-step explanation:

The sample standard deviation is 0.89

In the given statement is:

A sample n = 5 scores which means that there are 5 sample having m = 20 which is the arithmetic mean (A.M.)of these samples, and \(s^{2}\) = 4 is the variance of these samples.

Let us know the :

What is meant by Sample Standard deviation?

The sample standard deviation (s) is the square root of the sample variance and is also measure of the spread from the expected values.

Standard deviation is the square root of the variance.

Therefore, \(s^{2}\) =4 => s = 2

(Where, s denotes sample standard deviation ,σ)

Also, Standard error of the sample S(E) = Sample standard variance / \(\sqrt{number of samples}\)

= σ /\(\sqrt{n}\) = 2/\(\sqrt{5}\)

and, root 5 = 2.24

put the value of root 5

=2 / 2.24

= 0.89

Hence, The sample standard deviation is 0.89

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The total sample size that is needed is 402.

Given that,

South :

Proportion, p = 0.189

Alpha = 1 - 95%

        = 0.05

Z Critical value = 1.96

[ UseExcel Function : " =NORMSINV(1-(0.05/2)) " ]

Margin of Error should be less than 0.05

Sample Size Formula is

Sample Size, n = (Z2)*p*(1-p)/(E2)

                      = (1.962)*0.189*(1-0.189)/(0.052)

                      = 235.53

                      = 236

Northeast :

Proportion, p = 0.123

Alpha = 1 - 95%

        = 0.05

Z critical value = 1.96

[ UseExcel Function : " =NORMSINV(1-(0.05/2)) " ]

Margin of Error should be less than 0.05

Sample Size Formula is

Sample Size, n = (Z2)*p*(1-p)/(E2)

                      = (1.962)*0.123*(1-0.123)/(0.052)

                      = 165.75

                      = 166

Therefore, total sample Size needed is 236 + 166 = 402

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Answer:

yup

Step-by-step explanation:

Answer:

$12.60

Step-by-step explanation:

30% of 18 = 5.4

18 - 5.4 = 12.6

Answer is $12.60

Answer:

$12.60

Step-by-step explanation:

30% is just 0.3 of a number, do 100%-30% which gives you 70% or 0.7, 0.7 of 18 would be 12.6 or $12.60

The task involves using R Studio and R Markdown to perform data exploration and logistic regression analysis on a dataset of 20 banks. The first step is to create an R Markdown file with the appropriate title, author, and output format. After setting up the environment, data exploration functions from Modules 1 and 2 are applied to analyze the dataset. At least five functions should be used, with corresponding R comments explaining the code.

Next, a logistic regression model is built using the entire dataset. The target variable, Financial Condition, which can be strong (1) or weak (0), is modeled as a function of other attributes. The estimated logistic equation should be written in a format similar to the example given in equation 10.9, and its interpretation should be explained.

Further, a confusion matrix and gain chart should be created using the code example provided in figure 10.6. R comments should be added to explain the code. The confusion matrix and gain chart provide insights into the model's performance and predictive power.

Finally, the R Markdown file can be knitted to Word format to generate a Word document for submission. The document should contain the code, comments, and appropriate headings to separate different sections of code.

Explanation:

To complete the assignment, the student is required to use R Studio and R Markdown. They should create a new R Markdown file with the specified title and author, and select the Word output format. After setting up the R environment, they are instructed to delete the default content below the R Setup block of code.

The next step involves data exploration using functions learned in Modules 1 and 2. The student needs to run at least five appropriate data exploration functions on the given dataset of 20 banks. R comments should be included to explain the code, and separate sections should be created using R Markdown headings.

Following data exploration, the student is instructed to build a logistic regression model. They should use the entire dataset and model the Financial Condition attribute as a function of other attributes. The estimated logistic equation should be written in a specific format, similar to the example in equation 10.9. The student should also provide an explanation of the estimated logistic equation.

Additionally, the student needs to create a confusion matrix and gain chart using the provided code example in figure 10.6. R comments should be added to explain the code, and appropriate R Markdown headings should be used to structure the code sections.

Finally, the R Markdown file can be knitted to Word format using the Knit drop-down menu. This will generate a Word document that includes the code, comments, and separated sections, which can be submitted as the assignment.

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Answer: 700 customers

Step-by-step explanation:

In a random sample of 200, 140 people ordered French fries.

Find out the percentage of people who ordered French fries:

= 140 / 200

= 70%

If the restaurant usually has 1,000 customers a day, based on the rate of people who ordered French fries out of 200 people - 70% - the number of people who will probably order French fries are:

= 70% * 1,000

= 700 customers

Answer:

19.5 pounds

Step-by-step explanation:

25% of 26 equals 6.5, so 26-6.5 is 19.5 pounds

Answer:

y=1/2x -4

Step-by-step explanation:

The formula in terms of x and y for dy/dx is y/ -2x

The value of dy/dx at the point (1,1) is -0.5

The question is incomplete, the full question is given below:

200 cars  can produced  when x dollars is spent on labor and y dollars is spent on capital. the equation that relates x and y is 45 x^1/3 y^2/3= 200

a. Find a formula in terms of x and y for dy/dx

b. Find the value of  dy/dx at the point (1,1). Round your answer to 4 decimal places

Part a

A formula in terms of x and y for dy/dx

We differentiate equation that relates x and y with respect to x by implicit differentiation:

=d/dx(45 x^1/3 y^2/3) =d/dx( 200)

=> 45 *(1/3) x^-2/3 y^2/3 + 45 x^1/3 2/3 y^ -1/3 dy/dx=0

=>  x^-2/3y^2/3+ 2 x^1/3 y^-1/3 dy/dx=0

=> y/x= -2dy/dx

=> log y = -2 log x +log c

=> y= x^ -2 +c

putting x=y=1

c=0

then y= 1/x^2

b) y/x= -2dy/dx

put x=y=1 we get

-1/2 = dy/dx

dy/dx =-0.5

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Answer:

35°

Step-by-step explanation:

Step-1) To determine the measure of the unknown angle (x°), We need to determine the sum of the interior angles of the triangle. This can be done by using the formula "180(n - 2), where n = number of sides of the polygon".

Step-2): Now we know the sum of the interior angles of the triangle, we can add all the angles of the triangles and compare it with 180.

Step-3): Finally, we can solve for x. Just isolate the x-variable on the other side of the equation and identify its angle measure.

Therefore, the measure of angle x is 35°.

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The equivalent fraction of 1 2/3 + 1 1/2 is 1 4/6 + 1 3/6

Expressions are mathematical statements that are represented by variables, coefficients and operators.

The fraction expression is given as

1 2/3 + 1 1/2

Express the mixed numbers as improper fractions

So, we have

1 2/3 + 1 1/2 = 5/3 + 3/2

Rewrite as equivalent fractions

1 2/3 + 1 1/2 = 10/6 + 9/6

Express the improper fractions as mixed numbers

So, we have

1 2/3 + 1 1/2 = 1 4/6 + 1 3/6

Hence, the value of the expression is 1 4/6 + 1 3/6

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The t-test using the hypothesis indicates there is enough evidence to oppose the company's claim. The correct option is option b.

b) Reject the null hypothesis. There is enough evidence to oppose the tool company's claim.

A t-test is a statistical method used to determine if there is a significant difference between two groups.

To test the hypothesis, we use a one-sample t-test.

The null hypothesis is that the mean number of defective screws per box is 72.

The alternative hypothesis is that the mean number of defective screws per box is not 72.

We can calculate the t-values as follows;

t = (\(\bar x\) - μ)/(s/√n)

Where \(\bar x\) is the sample mean, μ is the population mean, s is the sample standard deviation, and n is the sample size.

Substituting the values, we get;

t = (76 - 72)/(19/√100) = 2.105

Using the t-distribution table with 99 degrees of freedom and a significance level of 0.05, we find that the critical t-value is ±1.984.

Since the calculated t-value (2.105) is greater than the critical t-value, 1.984, we reject the null hypothesis.

Therefore, the correct option is option b.

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The appropriate theoretical distribution for this analysis is the normal distribution. Since the sample size is 50, which is considered large, the normal distribution is the more appropriate choice.

The appropriate theoretical distribution for constructing a confidence interval for the difference in proportions is the normal distribution, not the t-distribution.

When constructing a confidence interval for the difference in proportions, the normal distribution is used when the sample sizes are large enough, typically greater than 30. In this case, the sample size is 50, which meets the condition for using the normal distribution.

The t-distribution is typically used when the sample size is small or when the population standard deviation is unknown. However, in this scenario, since the sample size is 50, which is considered large, the normal distribution is the more appropriate choice.

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