One of your friends sends you an email asking you to explain how all of the following expressions have the same answer. * The cubed root of x to the third power * x^1/3 times x^1/3 times x^1/3 times x^1/3 * 1/x^-1 * The 11th root of x^5 times x^4 times x^2 Compose an email back assisting your friend and highlight the names of the properties of exponents when you use them. * When turning a radical expression to a rational exponent, the exponent on the radicand, which is three here, becomes the numerator of the exponent. The index, or root of the radical becomes the denominator. This changes the now rational exponent to x^3/3, which simplified leaves x as the final answer.
Assessment 01.03 Module One Quiz. 1. Splott and Fizzle were solving for 2x+4=-3x+14. Both of them made some errors like when 2x+4=-3x+14 what they should have done was change the sign from -3x to +3x and moved it to the other side with the 2x, put both variables together, which would have been (2x+3x) +4= (+3x where the –3x was which is canceled out) +14, when solved it would have been 5x+4=14, then you would do the opposite of +4 to -4 to its original (the variable number is on one side with the equal sign) and subtracted from the 14 so It would come out to 5x=14-4 you solve 5x=10, divide by 5, x=10 over 5 solve for x, it would be 2 2. The function I created would be f(x) = 6x+11 3.
Then, subtract 4 from 7. h4=3 3 When subtracting 4 from 7 the answer is 3. h4=3 3 Cancel out the common factors of 3 from the expression. h4=1 The final answer is 1. Simplifying the f function = f4=2(4)+5 Replace the variable x within the expression f4=2•4+5 Remove the parenthesis and multiply 2 by
Mat 117 Problem set 6 (System of Equations) Write your name and date 1. Solve the following systems of equations: a) 3x y 8 15 x 2 y 26 a) solution x c) No solution , y Write your answer here: b) Many solutions {( x, y ) | x , y any real number} b) 3x y 8 15 x 5 y 13 a) solution x c) No solution , y Write your answer here: b) Many solutions {( x, y ) | x , y any real number} c) 5x y 8 15 x 3 y 24 a) solution x c) No solution , y Write your answer here: b) Many solutions {( x, y ) | x , y any real number} 2. Use matrix method (Augmented form) and solve the following systems: a) x 3 y 4 z 21 2x y z 7 2 x 3 y 3z 19 a) solution x c) No solution , y
Save the chosen alleles from your new bug. 2) Enter your results onto tables b & c 3) Find another group with an offspring bug of the opposite gender. Complete table d 4) Create a new offspring bug 5) Record this data in table e 6) With the same mate, create another offspring bug. Fill in table f 7) Use your data to build your original offspring bug based on the results (table c) 8) Analyze your data and answer the follow up questions - Label the next section “Part IV – Data” and include the following: Table a) Make a copy of the green table on p. 77. Add “Gender” as one of the categories Table b) Create a table like the purple one in the book (p. 77).
Correct Marks for this submission: 10.00/10.00. Question 3 Correct Mark 5.00 out of 5.00 Flag question Question text What does the following photograph show? Select one: A. A spiral galaxy similar to the Milky way B. The solar system C. Our own Milky Way galaxy D. A planetary nebula Feedback Correct Marks for this submission: 5.00/5.00.
Hass says that the stone-age hammer is now begin changes to steel hammer but the idea and the purpose remain the same .Hass(2208) support this key point of science by saying that “stone have taught us the shift in magnetic poles, and where to look for oil and metals”(p.57).Hass gives the use of the stone in politics; war, in metallurgy and in modern technology. (Hass 2008) A typical essay should ideally contain five paragraph which include an introduction with three key points and a concluding paragraph. The following essay by Hass is perfect replica of well-organized typical essay. Marius (1985) states that “you must pay attention to the thousands and thousands of details embodies of the essay and it really adds up to the essay. In the essay the statement was stated were very clear with all the necessary key points.
I did the scientific experiment where I look through the paper towel cylinder and gathered the size of the moon. The moon’s circumference came out to be the same again at 6.83 centimeters. I repeated the same step of measuring the moon with my ruler which provided its circumference. There was a small difference but, this was suspected due to the reality of human error. The circumference came out to be 7.66 which was too extremely off of my previous findings.
As a result of doing so, this allowed the chip to work faster in calculating more intense, complex numbers (Janeba, 1995). Errors were later found in the FPU instructions for division; incorrectly dividing certain floating numbers. Discovered but not reported by Intel during the early production of the chip caused negative publicity for the company. In the summer/fall of 1994, Dr. Thomas Nicely was computing the sum of the reciprocals of a large collection of prime numbers and noticed a difference between two sets of numbers (Janeba, 1995). By double checking his work, he found that the results differed significantly from theoretical values.
The four color theorem was not proved until Appel and Haken used a computer to prove the theorem and many mathematicians believed it was cheating to let the computer do all the work and not by hand. The major parts of the four color theorem can be broken down into three parts that help us learn about its background, the use of four color theorem, and the benefits we use in today’s world. The four color theorem came into play, when mathematicians searched for ways to see the boundaries between each region or area. Author of the four color theorem, Francis Guthrie was a student at University College London where he tried to find ways to use only four colors to color the map of counties in England without making the same color attach. Guthrie was a student of Professor Augustus De Morgan when he needed to know if the theorem can be proven, but after he graduated he studied law until his brother became a student under Professor De Morgan.