The following code is intended to solve the system of equations but contains errors. What are the errors and so determine the intended output? 3x, +2x2 - *= 10 >> A - 1 3 2 -1; 1 3.2; 1 -1]; --*+ 3x2 + 2xy = 5 >> b = [ 10; 5; -1]: *1-*3 = -1 >> X = A//b Errors Intended MATLAB Output Question 7. The word 'SMILE' can be coded as a column vector by using the relevant numbers for its place in the alphabet (E = 5). The word can then be encrypted using matrix multiplication on the left by A. 3 3 0 30 -30 --2 0 0 0 1 0 0 -3 0 0 0 33 lo-1 2 0 1 (1) What is the column vector of the encrypted word 'SMILE'? 120 -21 (1) What word was encrypted as -63 ? (Don't do it by hand, life's too short.)

[tex]3^{4m+4}+3^{4m}=246\\ (3^{4}+1)*3^{4m}=246\\82*3^{4m}=246\\3^{4m}=3\\m=\frac{1}{4}[/tex]

Answer: Use cylindrical coordinates. Evaluate z dv, where E is enclosed by ... A: Solution:Given∫c3y sinx dx+5xdyFormula:∫cPdx+Qdy=∬ ∂Q∂x-∂P∂y dA ... z) if the midpoint of the line segment joining the two points (x, y, z) and (-6, -5, -4). ... A: A cone is a 3-D shape with a circular base and tapers smoothly over to an

Step-by-step explanation:

Answer:

g) [tex]u^{4}\cdot v^{-1}\cdot z^{3}[/tex], h) [tex]\frac{(x+4)\cdot (x+2)}{3\cdot (x-5)}[/tex]

Step-by-step explanation:

We proceed to solve each equation by algebraic means:

g) [tex]\frac{u^{5}\cdot v}{z}\div \frac{u\cdot v^{2}}{z^{4}}[/tex]

1) [tex]\frac{u^{5}\cdot v}{z}\div \frac{u\cdot v^{2}}{z^{4}}[/tex] Given

2) [tex]\frac{\frac{u^{5}\cdot v}{z} }{\frac{u\cdot v^{2}}{z^{4}} }[/tex] Definition of division

3) [tex]\frac{u^{5}\cdot v\cdot z^{4}}{u\cdot v^{2}\cdot z}[/tex]   [tex]\frac{\frac{a}{b} }{\frac{c}{d} } = \frac{a\cdot d}{b\cdot c}[/tex]

4) [tex]\left(\frac{u^{5}}{u} \right)\cdot \left(\frac{v}{v^{2}} \right)\cdot \left(\frac{z^{4}}{z} \right)[/tex]  Associative property

5) [tex]u^{4}\cdot v^{-1}\cdot z^{3}[/tex]   [tex]\frac{a^{m}}{a^{n}} = a^{m-n}[/tex]/Result

h) [tex]\frac{x^{2}-16}{x^{2}-10\cdot x + 25} \div \frac{3\cdot x - 12}{x^{2}-3\cdot x -10}[/tex]

1) [tex]\frac{x^{2}-16}{x^{2}-10\cdot x + 25} \div \frac{3\cdot x - 12}{x^{2}-3\cdot x -10}[/tex] Given

2) [tex]\frac{\frac{x^{2}-16}{x^{2}-10\cdot x+25} }{\frac{3\cdot x - 12}{x^{2}-3\cdot x - 10} }[/tex] Definition of division

3) [tex]\frac{(x^{2}-16)\cdot (x^{2}-3\cdot x -10)}{(x^{2}-10\cdot x + 25)\cdot (3\cdot x - 12)}[/tex]  [tex]\frac{\frac{a}{b} }{\frac{c}{d} } = \frac{a\cdot d}{b\cdot c}[/tex]

4) [tex]\frac{(x+4)\cdot (x-4)\cdot (x-5)\cdot (x+2)}{3\cdot (x-5)^{2}\cdot (x-4) }[/tex] Factorization/Distributive property

5) [tex]\left(\frac{1}{3} \right)\cdot (x+4)\cdot (x+2)\cdot \left(\frac{x-4}{x-4} \right)\cdot \left[\frac{x-5}{(x-5)^{2}} \right][/tex] Modulative and commutative properties/Associative property

6) [tex]\frac{(x+4)\cdot (x+2)}{3\cdot (x-5)}[/tex]  [tex]\frac{a^{m}}{a^{n}} = a^{m-n}[/tex]/[tex]\frac{a}{b}\times \frac{c}{d} = \frac{a\cdot c}{b\cdot d}[/tex]/Definition of division/Result

Answer:

7

Step-by-step explanation:

Answer:

2x+9

Step-by-step explanation:

You have to combine like terms. 2x stays the same because there are no other like terms, but 5, 2, and 2 can be added together to make 9

Answer:

Step-by-step explanation:

Answer:

The answer is m=1 , the slope is 1

Step-by-step explanation:

Answer:

Vertex form is: y = ( x + 1 )^2 − 2

Step-by-step explanation:

I'm not sure about the substitution part.

We need to determine whether the test is for the population proportion, mean, or standard deviation, and what distribution should be applied for the critical value.

a) This test is for the population mean since we are comparing the sample mean to a hypothesized population mean. To find the critical value, we apply the t-distribution since the population standard deviation is un known, and we are working with a sample.

b) The test statistic for comparing means is calculated using the formula:

t = (sample mean - hypothesized mean) / (sample standard deviation / √sample size).

Substituting the given values, we have:

t = (750 - 745) / (30 / √225) = 5 / 2 = 2.5.

c) To find the p-value, we compare the absolute value of the test statistic to the critical value associated with the significance level. Since the significance level α is not specified, we cannot directly calculate the p-value without knowing the critical value or α.

d) Without the critical value or the specific significance level, we cannot determine the conclusion of the test. The conclusion is drawn by comparing the p-value to the significance level α. If the p-value is less than α, we reject the null hypothesis, and if the p-value is greater than α, we fail to reject the null hypothesis.

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Answer:

Your answer would be A

Step-by-step explanation:

Answer:

Slope is -5/3

Step-by-step explanation: when you look at the graph, the line is descending meaning it will be a negative, so we can eliminate the answers that are positive leaving us with 2 options. Then we have to do rise/run, you figure that out by counting how many points the line goes up and to the right or left, and intersects with the line

Answer:

5/9

Step-by-step explanation:

Number of accountants = 20

Number of economists = 12

Number of secretaries = 4

Total number of Staffs = 20 + 12 + 4 = 36 staffs

Probability = required outcome / Total possible outcomes

Required outcome = number of accountants

Total possible outcomes = total number of staffs

P(selecting an economist) = 20 / 36 = 5 / 9

The probability that the staff is an accountant is 5/9.

Given

A company staff consists of 20 accountants, 12 economists and 4 secretaries. a staff is chosen at random.

Probability is defined as the number of observations and total number of observation.

Total number of Staffs = 20 + 12 + 4 = 36 staffs.

The following formula is used to determine the probability;

[tex]\rm Probability=\dfrac{Accountant \ staff}{Total \ number \ of \ staff}[/tex]

Substitute all the values in the formula;

[tex]\rm Probability=\dfrac{Accountant \ staff}{Total \ number \ of \ staff}\\\\\rm Probability=\dfrac{20}{36}\\\\\rm Probability=\dfrac{5}{9}[/tex]

Hence, the probability that the staff is an accountant is 5/9.

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Answer:

I think it would be 2/11 . hope it helps u ^.^

Answer:

median = 5

range = 2

mean = 11

Step-by-step explanation:

The null space of a matrix is the set of all vectors that satisfy the equation Ax = 0.

The null space of a matrix is the set of all vectors that satisfy the equation Ax = 0. In other words, the null space of a matrix A is the set of all solutions x to the equation Ax = 0. The null space of a matrix is also known as the kernel of a matrix. It is a subspace of the vector space R^n. The null space of a matrix can be used to determine if a system of linear equations has a unique solution, no solution, or infinitely many solutions. If the null space of a matrix is the zero vector, then the system has a unique solution. If the null space of a matrix is non-empty, then the system has infinitely many solutions. A matrix is an array of numbers that has been set up in rows and columns to make a rectangular shape. The elements, or entries, of the matrix are the integers. In addition to numerous mathematical disciplines, matrices find extensive use in the fields of engineering, physics, economics, and statistics. In computer graphics, where they have been used to describe picture rotations and other transformations, matrices have vital applications as well.

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We have proven that ΔWXY is similar to ΔWVZ using the ASA criterion.

We have,

To prove that ΔWXY is similar to ΔWVZ, we can use the ASA (Angle-Side-Angle) criterion.

Here are the steps of the proof:

Proof:

- Given: ΔWXY is isosceles with legs WX and WY; ΔWVZ is isosceles with legs WV and WZ.

Since ΔWXY is isosceles, we have WX ≅ WY. (Given)

Since ΔWVZ is isosceles, we have WV ≅ WZ. (Given)

We also know that ΔWXY and ΔWVZ share the common side segment WZ. (Common side)

Let's consider the angles: ∠WXY and ∠WVZ. Since ΔWXY is isosceles, we have ∠WXY ≅ ∠WYX. (Isosceles triangle property)

Similarly, since ΔWVZ is isosceles, we have ∠WVZ ≅ ∠WZV. (Isosceles triangle property)

Now, we have two pairs of congruent angles: ∠WXY ≅ ∠WYX and ∠WVZ ≅ ∠WZV.

We already know that WX ≅ WY and WV ≅ WZ.

By the ASA criterion, if two pairs of corresponding angles and the included side are congruent, then the triangles are similar.

Applying the ASA criterion, we conclude that ΔWXY ~ ΔWVZ. (Angle-Side-Angle)

Therefore,

We have proven that ΔWXY is similar to ΔWVZ using the ASA criterion.

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The given model represents exponential growth as the base is greater than 1. Hence, the population will increase every year.

When a quantity grows or increases at a constant rate per unit of time, it is called exponential growth.Exponential decay: When a quantity decreases at a constant rate per unit of time, it is called exponential decay.The given model for population growth isy = 494.29(1.03)t, where t is the number of years since the beginning of the decade. Here, the base of the exponential is 1.03, which is greater than 1. So, the given model represents exponential growth.The annual percent increase in population is 3% (as 1.03 is a 3% increase in each year).c. We need to estimate when the population was about 590,000. To do this, we need to substitute y = 590 in the given equation and solve for t.494.29(1.03)t = 5904.31t = log(590/494.29) / log(1.03) = 12.91 years approximatelyTherefore, the population was about 590,000 in the 13th year, i.e., after 12 years (as it is given that t is the number of years since the beginning of the decade).

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Answer:

[tex]\frac{n}{5} - 6[/tex]

Step-by-step explanation:

Quotient of a number and 5 means n/5

6 less than n/5 means n/5 - 6

Answer:

the product of a triple a number and 19

Step-by-step explanation:

but i'm not 100% sure so don't quote me

Answer

use trigonometry to find both the answers.    

i have done the working out in the picture hope it helps...

Step-by-step explanation:

The argument (arg) of the complex number z = (a + ai)(b + b/3i), where a and b are positive real numbers, is π/6 radians or 30 degrees.

To determine the argument (arg) of the complex number z = (a + ai)(b + b/3i), where a and b are positive real numbers, we can simplify the expression and find the argument without using a calculator.

First, expand the product (a + ai)(b + b/3i):

z = (a + ai)(b + b/3i)

 = ab + ab/3i + abi - ab/3

Combining like terms, we get:

z = (ab - ab/3) + (ab/3 + ab)i

 = (2ab/3) + (ab/3)i

Now, we have the complex number z in the form z = x + yi, where x = 2ab/3 and y = ab/3.

To compute the argument (arg) of z, we can use the definition of the argument as the angle θ between the positive real axis and the line connecting the origin to the complex number z in the complex plane.

Since a and b are positive real numbers, both x and y are positive.

The argument (arg) of z can be determined as:

arg z = arctan(y/x)

      = arctan((ab/3) / (2ab/3))

      = arctan(1/2)

      = π/6

Therefore, without using a calculator, the argument (arg) of the complex number z = (a + ai)(b + b/3i) is π/6 radians or 30 degrees.

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Answer:

(4x+5y=7

y=3x+9

4x+5(3x+9)=7

4x+15x+45=7

19x=7-45

19x= -38

19×/19=-38/19

x= -2

whlie y=3x+9

y=3(-2)+9

y= -6+9

y=3 end solution

x= -2,y= 3

Answer:

y = -4

Step-by-step explanation:

dy/dx gives you slope

(-4)-(-4)/5-3 = 0/2  ----> slope = 0

y = mx+b

m = 0

y = 0x+b

y = b

as it says F(3) and F(5) = -4 b must be -4

so you end up with y = -4

All the graph of equations are shown in figure.

We have to given that,

All the quadratic equations are,

1) y = 1 - 2x + x²

2) y = 1 + 2x + x²

3) y = 1 + x²

4) y = 1 - x²

5) y = 1 + 3x²

We can see that,

All the equation form a quadratic equation.

Hence, Each graph shows a parabola.

Therefore, All the graph of equations,

1) y = 1 - 2x + x²

2) y = 1 + 2x + x²

3) y = 1 + x²

4) y = 1 - x²

5) y = 1 + 3x²

are shown in figure.

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Answer:

$244.00

Step-by-step explanation:

- gave bank $100

- +6% of $100 per month

- 6% of $100 = $6 (earns $6 per month)

- twelve months in a year, so 12 x $6 = $72 per year

- $100 + $72 + $72 = $244

If Lacey wants to utilize her money to purchase a new bicycle in two years, she will spend $244 on the bike.

The graph of y = log(z) - 4 is a downward shifted logarithmic function with a vertical asymptote at z = 0.

The equation y = log(z) - 4 represents a logarithmic function. The graph of a logarithmic function typically consists of a vertical asymptote, which is a vertical line that the graph approaches but never crosses. In this case, the vertical asymptote occurs at z = 0, as the logarithm of a negative number is undefined.

The graph is vertically shifted downward by 4 units, which means that the entire graph is shifted downward by 4 units compared to the standard logarithmic function. This shift moves the graph downward parallel to the y-axis.

The domain of the function is the set of positive real numbers (z > 0), as the logarithm is defined only for positive values. The range of the function is all real numbers, as the graph extends infinitely in both the positive and negative y-directions.

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The roots of the auxiliary equation for a homogeneous fourth-order linear differential equation with constant coefficients, given that the solution is y = 2 - x + x^2 + 8e^x, are -1, -1, -2, and -2.

For a homogeneous linear differential equation with constant coefficients, the auxiliary equation is obtained by replacing the derivatives of y with powers of the variable. In this case, since the given solution is y = 2 - x + x^2 + 8e^x, we differentiate y with respect to x to obtain the derivatives.

The fourth-order linear differential equation corresponds to the fourth power of the variable, which is x. Therefore, the auxiliary equation is a polynomial equation of degree four. To find the roots of the auxiliary equation, we set the polynomial equal to zero and solve for x.

The roots of the auxiliary equation for this particular solution, after solving the polynomial equation, are -1, -1, -2, and -2. These values represent the roots of the characteristic equation and are crucial in determining the form of the general solution of the differential equation.

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Answer:

The answer is A. 116 square cm

Step-by-step explanation: