Use the form of the definition of the integral given in this theorem to evaluate the integral.
given in this theorem to evaluate the integral. 2 9x dx Find the width of each subinterval in terms of n. units Find the ith endpoint in terms of n. X;= Evaluate f(x) = 9x at the ith endpoint. f(x;) = Evaluate the integral.

The random variable x is exponentially distributed, where x represents the waiting time to see a shooting star during a meteor shower. if x has an average value of 53 seconds, what are the parameters of the exponential distribution:  

                    X ~ Exp( μ = 53)

Random Variable:

A random variable is a variable that can take many values. This is because random events can have multiple outcomes. So don't confuse random variables with algebraic variables. Algebraic variables represent the values ​​of unknown quantities in computable algebraic equations. A random variable, on the other hand, can have a range of values ​​that could be the result of a random experiment.

Suppose two dice are rolled and a random variable X is used to represent the sum of the numbers. The minimum value of X is 2 (1 + 1) and the maximum value is 12 (6 + 6). Therefore, X can have any value between 2 and 12 (inclusive). If probabilities are assigned to each outcome, we can determine the probability distribution of X.

According to the Question:

We know that the random variable X who represents the waiting time to see a shooting star during a meteor shower follows an exponential distribution and for this case we can write this as:

            X ~ Exp( μ = 53)

But, also we can define the variable in terms of  like this:

            X ~ Exp (λ =1/λ =1/53)

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1, 3, and  5 are true

Answer:

both yes

Step-by-step explanation:

from my understanding an order pair means the x values from all must never match so

Answer:

no is not pairs function

Answer: -4 1/3, -1/6, 5/6, 4 1/3

Step-by-step explanation:

To the left of the number line we would have the negatives which are -4 1/3, and -1/6. Then, to the right we have 5/6 and 4 1/3 because they are positives. That's the order they would go in from left to right on the number line.

Answer:

In order of least to greatest:

-2 1/2, -3/8, 7/8, 2 1/2

Step-by-step explanation:

First, we look at the negatives. Which one is the bigger number -2 1/2 or -3/8?

-3/8 is the bigger number, making the negative order on the left -2 1/2, -3/8.

Now we look at the positives. Which one is bigger, 7/8 or 2 1/2? 2 1/2 is the bigger number. Meaning the right side of the number line should look like 7/8, 2 1/2.

All together we get -2 1/2, -3/8, 7/8, 2 1/2

Answer: (8, -13)

Step-by-step explanation:

-2 is 5 away from 3, and 9 is 11 away from -2. so add 5 to 3 which is 8, and add -11 to -2 which is -13.

5+3=8 (x)

-11+(-2)=-13 (y)

There for the correct answer is (8, -13) when (x, y).

Please Rate!! It helps me know if I'm explaining it well enough!! Thank you!<3

Answer:

24 spoons of sugar

Step-by-step explanation:

240/40= 6

6x4= 24

A(n) MODEL is a mathematical representation of an object created by a special software.

In computer science, a model is a mathematical abstraction of a system, process, or phenomenon that is intended to be simulated or executed on a computer system. A model is used to represent a system or process as a set of mathematical equations or logical rules in order to simulate or analyze it with a computer program.

                                                  It can be a physical object, such as a car or building, or an abstract concept, such as an economic system or a social network. In general, a model can be a simple or complex representation of a real-world object or process, and it can be used for a variety of purposes, such as predicting future outcomes, testing hypotheses, or designing new systems.

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Answer:

The total length of the string is 7.85 feet and  the center should be 2.236 feet far the string be nailed into the base

Step-by-step explanation:

Circumference of ellipse = \(\pi(a+b)\)

Circumference of semi-ellipse = \(\frac{\pi(a+b)}{2}\)

we are given that The opening is to have a height of 2 feet at the center and a width of 6 feet along the base.

So, \(a = \frac{6}{2}=3 , b = 2\)

Circumference of semi-ellipse =\(\frac{3.14(3+2)}{2}=7.85 feet\)

Distance from center =\(\sqrt{a^2-b^2}=\sqrt{3^2-2^2}=2.236 feet\)

Hence the total length of the string is 7.85 feet and  the center should be 2.236 feet far the string be nailed into the base

Answer:1200/d

Step-by-step explanation:

Answer:

dear hope it helps you...

Answer:add all the numbers together then divide the answer by 10

Step-by-step explanation:

The proof to sow that a differentiable function f(x) has two roots, its derivative f'(x) must have at least one root between those two roots is explained below.

Assume that f(x) has two roots, denoted as r1 and r2, such that f(r1) = 0 and f(r2) = 0.

Since f(x) is differentiable on the real line, it is also continuous on the real line. By the Intermediate Value Theorem, since f(x) is continuous and f(r1) = 0 and f(r2) = 0, there exists at least one point p between r1 and r2 such that f(p) = 0.

Thus, by Rolle's theorem, there exists at least one point d in the open interval (p, r2) such that f'(d) = 0.

Therefore, we have found two distinct points c and d such that f'(c) = f'(d) = 0, showing that the derivative f'(x) must have at least one root between r1 and r2.

Hence, we have proven that if a differentiable function f(x) has two roots, its derivative f'(x) must have at least one root between those two roots.

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If the current interest rate are 4. 25%, You can afford a car of price $36591.75

An interest rate is a fee that a lender assesses to a borrower; it is calculated as a percentage of the principal, or the loaned amount. The annual percentage rate, or APR, is typically used to express the interest rate on a loan (APR).

An interest rate may also apply to earnings from savings accounts or certificates of deposit at a bank or credit union (CD). Annual percentage yields are used to calculate the interest earned on these deposit accounts (APY).

S.I =  P*R*T/100  where:

S.I = Simple interest

R = Rate of interest

P = Principal/Amount

T = Time in years

∴ R = S.I*100/P*T

Given:

P = $325 per month

R = 4.25%

T = 9 years

∵ P is in month we multiply it by 12 = 325×12

                                                   ∴P = $3900

∴ S.I for 9 years = $1491.75

Now,

You can afford a car of expense

3900*9 + S.I = 35,100 + 1491.75

                    = $36591.75

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Answer:

about 18.3 square meters

Step-by-step explanation:

Since the circle has radius 4 meters, the area of the circle is (4^2)π, or 16π square meters, The area of the square is (4√2)^2, or 32 square meters. Subtracting, we have 16π-32, or about 18.3 square meters, for the area of the shaded region.

Shaping modifies behavior through reinforcement and extinction, while planned ignoring is an effective strategy with limitations.

Shaping is a behavior modification technique that involves reinforcing behaviors that are closer and closer to the desired target behavior. Instead of waiting for the complete behavior to occur, shaping allows for gradual progress by reinforcing successive approximations.

For example, in dog training, shaping can be used to teach a dog to roll over. Initially, the trainer may reinforce the dog for lying down, then for turning its head, then for rolling partially, until the dog eventually performs a full roll. This demonstrates how shaping breaks down a complex behavior into manageable steps.

Reinforcement and extinction are integral to the shaping process. Reinforcement involves providing rewards or positive consequences to strengthen and increase the frequency of desired behaviors.

In shaping, reinforcement is used to reward each successive approximation, encouraging the individual or animal to continue moving towards the target behavior.

On the other hand, extinction is the process of eliminating undesired behaviors by withholding reinforcement. By no longer providing rewards for an undesirable behavior, the behavior gradually decreases and eventually becomes extinct.

Planned ignoring is a strategy that can be effective in extinguishing undesirable behavior. It involves deliberately withholding attention or reinforcement when the undesired behavior occurs.

For example, a parent might choose to ignore a child's tantrum to discourage its recurrence. This approach works by removing the reinforcing element of attention, causing the behavior to diminish over time.

However, planned ignoring may not be appropriate in situations where immediate intervention or safety concerns are involved, as it relies on the absence of reinforcement and may prolong undesirable behaviors in certain cases.

In the context of a Christian walk, shaping can be understood as God's influence and guidance in shaping thoughts and behaviors. Through teachings, scripture, prayer, and spiritual growth, individuals are guided towards conforming to godly principles and values.

God shapes our character, molds our perspectives, and helps us develop behaviors that align with His will. It is through the process of learning and growing in faith that our thoughts and behaviors are transformed to reflect the teachings of Christ.

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The potential at the origin would be the sum of the potentials due to the two charges, and if one of the charges is positive and the other is negative, the potential at the origin would be the difference between the potentials due to the two charges.

To calculate the potential at the origin, we can use the formula for the potential due to a point charge:

V = kQ/r

Where V is the potential, k is the Coulomb constant, Q is the charge, and r is the distance from the charge to the point at which we want to find the potential.

For the positive charge, we can plug in the values and find the potential at the origin:

V1 = kQ1/r1

For the negative charge, we can do the same:

V2 = kQ2/r2

The potential at the origin would then be the sum of these two potentials:

V = V1 + V2

V = kQ1/r1 + kQ2/r2

If the charges are equal in magnitude but opposite in sign, the potential at the origin would be zero.

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A function \(P(t) = 170.(1.30)^t\)  that gives the deer population P(t) on the reservation t years from now

We were told there were 170 stags on reservation. The number of deer is increasing at a rate of 30% per year.

We could see the deer population grow exponentially since each year there will be 30% more than last year.

Since we know that an exponential growth function is in form:

\(f(x) = a*(1+r)^x\)

where a= initial value, r= growth rate in decimal form.

It is given that a= 170 and r= 30%.    

Let us convert our given growth rate in decimal form.

\(30 percent = \frac{30}{100} = 0.30\)

Upon substituting our given values in exponential function form we will get,

    \(P(t) = 170.(1+0.30)^t\)

⇒ \(P(t)= 170.(1.30)^t\)

Therefore, the function \(P(t) = 170.(1.30)^t\) will give the deer population P(t) on the reservation t years from now.

Complete Question:

There are 170 deer on a reservation. The deer population is increasing at a rate of 30% per year. Write a function that gives the deer population P(t) on the reservation t years from now.

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Answer:

0.0000000243

Step-by-step explanation:

U raise the base to the x power.

0.03 to the 5th power.

Answer:

0.0000000243

Step-by-step explanation:

0.03 x 0.03 x 0.03 x 0.03 x 0.03 = 0.0000000243

Answer: 10

Step-by-step explanation:

We need to find the hypotenuse (the hypotenuse is the diagonal side of a right triangle), so we can use this formula: \(a^2+b^2=c^2\)

The two "legs" are a and b (it doesn't matter which leg is a and which leg is b), but the most important thing is that the hypotenuse is c.

So, we now know that we have to solve for c. To solve for c, substitute the values shown in the image for a and b

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

\(6^2+8^2=c^2\)

\(36+64=c^2\)

\(100=c^2\)

\(\sqrt{100}=c\)

\(c=10\)

The path that the Bettle walks is given in the Image attached. The two points at which they can meet are marked accordingly. These are the intersections of the circle - Points C and D.

An arc is a trajectory produced in geometry when the distance from a given point has a set numerical value.

The following actions must be done to identify points C and D:

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Full Question:

Bertie Beetle walks so that he is always exactly 1.3 cm from Crumb A. Adam Ant walks so that he is always exactly 3.5 cm from Crumb B. There are only two points at which they can meet - mark the points with crosses.

rjdjdjdufjfjfjfjfuuf

Answer:

She needs to read 12 books

Step-by-step explanation:

15+15=30

30(6)= 180

Answer:

Shelina is raising money by participating in a readathon and receives $15 for every book she reads. Her goal is to collect at least $180. We can use simple division to calculate the least number of books she needs to read to achieve her goal.

To find out, we can divide the goal amount by the amount received per book:

$180 ÷ $15/book = 12 books

Therefore, Shelina needs to read at least 12 books during the readathon to collect at least $180.

a) The set A(1, 3, 5) is {1, 4, 7, 10, 13}. This set starts with 1 and adds 3 to each element, so the next element is 1 + 3 = 4, then 4 + 3 = 7, and so on. It continues this pattern until the number of elements is reached, which in this case is 5.

b) The set A(U, 6, T) depends on the values of U and T, which are not provided in the question. Without these values, we cannot determine the set.

c) We cannot prove that every element of A(U, 6, 7) is prime because the values of U and n are not provided in the question. Without these values, we cannot determine the elements of the set and therefore cannot determine if they are prime.

d) The book's notation for the set A((], 1, 6) is A[1], 1, 6]. The square brackets indicate that the starting value is inclusive, while the round brackets indicate that the ending value is exclusive.

e) To write out the set A(U, 6, 7) U A(10, 3, 5), we need the value of U, which is not provided in the question. Without this value, we cannot determine the elements of the set.

f) To write out the set A(2, 3, 4) U A((], 1, 6), we first find the elements of each set separately. A(2, 3, 4) = {2, 5, 8, 11} and A[1], 1, 6] = {1, 7}. Taking the union of these sets gives us A(2, 3, 4) U A[1], 1, 6] = {2, 5, 8, 11, 1, 7}.

g) To write out the set A(2, 3, 4) x A(2, 3, 4), we multiply each element of the first set with each element of the second set. A(2, 3, 4) = {2, 5, 8, 11}. Multiplying each element by itself gives us {4, 25, 64, 121}.

For the bonus question, there is no way to find values for b and s such that every element of A(U, 3, 5) is prime. The set A(U, 3, 5) includes all elements starting from U and adding 3, so there will always be even numbers in the set, making it impossible for all elements to be prime.

2. (a) To show that [P = Q] A [P A -Q) is a contradiction, we can construct a truth table. The truth table will show that the statement is false for all combinations of truth values for P and Q, indicating that it is a contradiction.

(b) To show that [P A (P =- (2)) =- Q is a tautology, we can also construct a truth table. The truth table will show that the statement is true for all combinations of truth values for P and Q, indicating that it is a tautology.

(c) To show that P = [Q = R) and (P A Q) => R are logically equivalent, we can compare their truth tables. If the truth tables for both statements are the same, then they are logically equivalent.

3. (a) The contrapositive of the statement "If it's Tuesday, then I have class" is "If I don't have class, then it's not Tuesday."

(b) The original statement and its contrapositive are true for me because I have class on Tuesday and don't have class on other days of the week.

(c) The converse of the statement "If it's Tuesday, then I have class" is "If I have class, then it's Tuesday."

(d) The converse is false for me because I have class on other days of the week as well, not just on Tuesdays.

(e) If the converse of the statement is true for a student's schedule, it means that they only have class on Tuesdays and no other days of the week.

(f) The negation of "every good boy does fun" is "there is at least one good boy who does not do fun."

(g) To prove or disprove (3 n E Z) (Vm E Z) n < m2, we need to find an integer n such that, for every integer m, n < m2. However, this statement is false because there are infinite integers that do not satisfy this condition. For example, if n is a negative integer, it will not be less than any positive integer squared. Therefore, the statement is disproved.

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Let's start solving the expression using the product to sum formulae.

Here's the given expression,

\[\sin \frac{x}{3} \cos \frac{2 x}{3}+\cos \frac{x}{3} \sin \frac{2 x}{3}\]

Using the product-to-sum formula,

\[\sin A \cos B=\frac{1}{2}[\sin (A+B)+\sin (A-B)]\]

Applying the above formula in the first term,

\[\begin{aligned}\sin \frac{x}{3} \cos \frac{2 x}{3} &= \frac{1}{2} \left[\sin \left(\frac{x}{3}+\frac{2 x}{3}\right)+\sin \left(\frac{x}{3}-\frac{2 x}{3}\right)\right] \\&= \frac{1}{2} \left[\sin x+\sin \left(-\frac{x}{3}\right)\right]\end{aligned}\]

Using the product-to-sum formula,

\[\cos A \sin B=\frac{1}{2}[\sin (A+B)-\sin (A-B)]\]

Applying the above formula in the second term,

\[\begin{aligned}\cos \frac{x}{3} \sin \frac{2 x}{3}&= \frac{1}{2} \left[\sin \left(\frac{2 x}{3}+\frac{x}{3}\right)-\sin \left(\frac{2 x}{3}-\frac{x}{3}\right)\right] \\ &= \frac{1}{2} \left[\sin x-\sin \left(\frac{x}{3}\right)\right]\end{aligned}\]

Substituting these expressions back into the original expression,

we have\[\begin{aligned}\sin \frac{x}{3} \cos \frac{2 x}{3}+\cos \frac{x}{3} \sin \frac{2 x}{3} &= \frac{1}{2} \left[\sin x+\sin \left(-\frac{x}{3}\right)\right]+\frac{1}{2} \left[\sin x-\sin \left(\frac{x}{3}\right)\right] \\ &=\frac{1}{2} \sin x + \frac{1}{2} \sin x - \frac{1}{2} \sin \left(\frac{x}{3}\right)\\ &= \sin x - \frac{1}{2} \sin \left(\frac{x}{3}\right)\end{aligned}\]

Therefore, the given expression can be written in terms of a single trigonometric function as:

\boxed{\sin x - \frac{1}{2} \sin \left(\frac{x}{3}\right)}

Hence, the required expression is \sin x - \frac{1}{2} \sin \left(\frac{x}{3}\right). The solution is complete.

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Answer:

y=21.14

Step-by-step explanation:

x=6 because after 6 weeks

y= 3.27(6)+ 1.52

y=19.62 + 1.52

y=21.14

The explanatory variable is the player's weight and the response variable is the player's 40-yard dash when 40-yard dash more slowly than lighter players.

Given that,

Football instructors who oversaw summer sessions noted that heavier players often ran the 40-yard dash more slowly than lighter players.

We have to find what are the relationship's explanatory variable and response variable.

We know that,

We must determine what is causing the player's slower times.

The players' slower times are a result of their added weight.

So,

The player's weight is the explanatory variable, while their 40-yard dash time is the response variable.

Therefore, The explanatory variable is the player's weight and the response variable is the player's 40-yard dash when 40-yard dash more slowly than lighter players.

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