HELP WITH THIS QUESTION!!!

Answer: false

Step-by-step explanation:

In the triangles, the value of a and b are,

⇒ a = 9.4

⇒ b = 12.1

Since, The Pythagoras theorem states that in a right triangle, the square of the hypotenuse is equal to the sum of the square of the other two sides.

WE have to given that;

There are two triangles are shown.

Now, In first triangle,

Base = 5 cm

Perpendicular = 8 cm

Hence, By using Pythagoras theorem we get;

⇒ a² = 8² + 5²

⇒ a² = 64 + 25

⇒ a² = 89

⇒ a  = √89

⇒ a = 9.4

In second triangle,

Hypotenuse = 17 cm

Base = 12 cm

Hence, By using Pythagoras theorem we get;

⇒ 17² = 12² + b²

⇒ 289 = 144 + b²

⇒ b² = 289 - 144

⇒ b  = √145

⇒ b = 12.1

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To calculate the length of the arc and the area of the sector, we can use the formulas:

1. Length of the arc (L):

L = (θ/360°) * 2πr

2. Area of the sector (A):

A = (θ/360°) * πr^2

where:

Now let's calculate the length of the arc and the area of the sector :

To find the length of the arc (L), we substitute the given values into the formula:

[tex]\quad\quad\sf\:L = \left(\frac{150°}{360°}\right) \times 2\pi \times 21 \, \text{cm} \\[/tex]

To find the area of the sector (A), we use the formula:

[tex]\quad\quad\sf\:A = \left(\frac{150°}{360°}\right) \times \pi \times (21 \, \text{cm})^2 \\[/tex]

Simplifying the calculations, we get:

[tex]\quad\quad\sf\:L = \left(\frac{5}{12}\right) \times 2\pi \times 21 \, \text{cm} \\[/tex][tex]\\[/tex]

[tex]\quad\quad\sf\:A = \left(\frac{5}{12}\right) \times \pi \times (21 \, \text{cm})^2 \\[/tex]

Now you can substitute the numerical values and compute the results using a calculator.

[tex]\huge{\mathfrak{\colorbox{black}{\textcolor{lime}{I\:hope\:this\:helps\:!\:\:}}}}[/tex]

♥️ [tex]\large{\textcolor{red}{\underline{\mathcal{SUMIT\:\:ROY\:\:(:\:\:}}}}[/tex]

The amount of cars that have been sold more this year compared to the previous year is given as follows:

3,600 cars.

The amount of cars that have been sold more this year compared to the previous year is obtained applying the proportions in the context of the problem.

The amount of cars sold this year is given as follows:

11/13 x 27300 = 23,100 cars.

The amount of cars sold on the previous year is given as follows:

15/21 x 27300 = 19,500 cars.

Hence the difference is given as follows:

23100 - 19500 = 3,600 cars.

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For the pdf f(x; θ) = 0.5(1 + θx) ; − 1 ≤ x ≤ 1 where −1 ≤ θ ≤ 1, of random sample the unbiased estimator of θ is equals to the [tex]\hat \theta = 3 \bar X [/tex].

An estimator is said to be unbiased if its bias is equal to zero for all values of parameter θ. We have a random sample of variables, X₁, . . . , Xₙ with probability density function, pdf f(x; θ) = 0.5(1 + θx) ; − 1 ≤ x ≤ 1 where −1 ≤ θ ≤ 1. We have to show that [tex]\hat \theta = 3 \bar X [/tex] is an unbiased estimator of θ. Now, first we determine value of expected value, μ = E(X). So, using the following formula, [tex] E( X) = \int_{-1}^{1}x f(x, θ)dx [/tex]

[tex] = \int_{-1}^{1} 0.5x( 1 + θx)dx [/tex]

[tex] =0.5 [\frac{x²}{2} + \frac{θx³}{3}]_{-1}^{1}[/tex]

[tex]= 0.5 [\frac{1}{2} + \frac{θ}{3} - \frac{1}{2} + \frac{θ}{3} ][/tex]

= 0.5[tex]( \frac{2θ}{3})[/tex]

μ = [tex] \frac{θ}{3}[/tex], so θ = 3μ. Also, from unbiased estimator of θ, [tex]\hat \theta = 3 \bar X [/tex], so

E( [tex]\hat \theta [/tex]) = E( [tex] 3 \bar X [/tex]

= 3E( [tex] \bar X [/tex] )

= 3μ = θ

Hence, the required results occurred.

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The equation of the plane that passes through the point (1, −1, 1) and contains the line with symmetric equations x = 2y = 4z is :

y - 2z = -3/2.

To find the equation of the plane that passes through the point (1, −1, 1) and contains the line with symmetric equations x = 2y = 4z, we need to first find the direction vector of the line.

Since x = 2y = 4z, we can write this as y = x/2 and z = x/4. Letting x = t, we can parameterize the line as:

x = t

y = t/2

z = t/4

So the direction vector of the line is <1, 1/2, 1/4>.

Next, we can use the point-normal form of the equation of a plane to find the equation of the plane. The point-normal form is:

n · (r - r0) = 0

where:

n is the normal vector of the plane

r is a point on the plane

r0 is a known point on the plane

We know that the plane passes through the point (1, −1, 1), so we can set r0 = <1, -1, 1>. We also know that the direction vector of the line is parallel to the plane, so the normal vector of the plane is perpendicular to the direction vector of the line.

To find the normal vector of the plane, we can take the cross product of the direction vector of the line and another vector that is not parallel to it. One such vector is the vector <1, 0, 0>. So the normal vector of the plane is:

<1, 1/2, 1/4> × <1, 0, 0> = <0, 1/4, -1/2>

Now we can write the equation of the plane using the point-normal form:

<0, 1/4, -1/2> · (<x, y, z> - <1, -1, 1>) = 0

Expanding this, we get:

0(x - 1) + 1/4(y + 1) - 1/2(z - 1) = 0

Simplifying, we get:

y - 2z = -3/2

So the equation of the plane is y - 2z = -3/2.

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Thus, a Type II error could be considered more serious, as it would prevent the health center from implementing a potentially more effective treatment for stress reduction.

Part A:

An appropriate design for this study would be a randomized controlled trial. The 250 individuals with stress issues from the local health center would be randomly assigned into two groups: the yoga group and the sleep group.

The yoga group will practice yoga for 30 minutes, while the sleep group will sleep for 30 minutes. Stress levels will be measured before and after the interventions, and the mean improvement in stress levels for each group will be compared.

Part B:

Type I error: This occurs when the null hypothesis (H0) is rejected when it is actually true. In the context of this study, it means concluding that yoga is more effective in improving stress levels when, in reality, there is no difference between the two treatments. The consequence of this error is that the health center might implement yoga sessions when they are not actually more beneficial than sleep.

Type II error: This occurs when the null hypothesis is not rejected when it is actually false. In this study, it means failing to detect a significant difference between yoga and sleep when yoga is actually more effective in improving stress levels. The consequence of this error is that the health center might miss out on offering a more effective treatment for their patients.

In this context, a Type II error could be considered more serious, as it would prevent the health center from implementing a potentially more effective treatment for stress reduction. However, both errors should be carefully considered in the design and analysis of the study to ensure valid conclusions are drawn.

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The value of the range of function y = sin x is,

⇒ Range = -1 ≤ y ≤ 1

Since, A relation between sets of inputs which having exactly one output each is called a function.

And, an expression, or law that defines a relationship between one variable (the independent variable) and another variable (the dependent variable).

Here, The function is,

y = sin x

Now, We know that;

The range of y = sin x is,

⇒ Range = -1 ≤ x ≤ 1

Hence, Option A is true.

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Answer:

nine hundred sixty-five trillion four hundred six billion three hundred fifty-one thousand six hundred eighty-two and sixty-two hundredths

Hope that helps! :)))

This is because the projection of a vector onto the Subspace it already belongs to is the vector itself. Therefore, Pw u = u.

To prove the statement, "for any u in Rn, Pw u = u if and only if u is in W," we need to demonstrate both directions of the "if and only if" statement.

Direction 1: If Pw u = u, then u is in W.

Assume that Pw u = u. We want to show that u is in W.

Recall that Pw u represents the projection of u onto the subspace W. If Pw u = u, it means that the projection of u onto W is equal to u itself.

By definition, if the projection of u onto W is equal to u, it implies that u is already in W. This is because the projection of u onto W gives the closest vector in W to u, and if the closest vector is u itself, then u must already be in W. Therefore, u is in W.

Direction 2: If u is in W, then Pw u = u.

Assume that u is in W. We want to show that Pw u = u.

Since u is in W, the projection of u onto W will be equal to u itself. This is because the projection of a vector onto the subspace it already belongs to is the vector itself. Therefore, Pw u = u.

By proving both directions, we have shown that "for any u in Rn, Pw u = u if and only if u is in W."

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We have proved both directions of the statement, and we can conclude that, for any u in Rn, Pw u = u if and only if u is in W.

To prove that, for any u in Rn, Pw u = u if and only if u is in W, we need to prove both directions of the statement.

First, let's assume that Pw u = u. We need to prove that u is in W. By definition, the projection of u onto W is the closest vector in W to u. If Pw u = u, then u is the closest vector in W to itself, which means that u is in W.

Second, let's assume that u is in W. We need to prove that Pw u = u. By definition, the projection of u onto W is the closest vector in W to u. Since u is already in W, it is the closest vector to itself, which means that Pw u = u.

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The researcher should conclude that the claimed value of 0.12 is incorrect based on the sample data.

The appropriate decision based on the results of the hypothesis test is that the null hypothesis should be rejected because 0.03 is less than 0.05.

In hypothesis testing, the null hypothesis is typically a statement that there is no difference between the sample and the population parameter. In this case, the null hypothesis would be that the proportion of college students who are awarded academic scholarships is 0.12, as claimed. The alternative hypothesis would be that the proportion is different from 0.12.

The p-value is the probability of obtaining a sample proportion as extreme or more extreme than the one observed, assuming that the null hypothesis is true. A p-value of 0.03 means that there is a 3% chance of observing a sample proportion as extreme or more extreme than 0.08, assuming that the true population proportion is 0.12.

Since the p-value is less than the significance level of 0.05, we reject the null hypothesis and conclude that the proportion of college students who are awarded academic scholarships is significantly different from 0.12.

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Answer:

approximately $737.88.

Step-by-step explanation:

M = P * (r * (1 + r)^n) / ((1 + r)^n - 1)

Where:

M = Monthly payment

P = Principal amount (loan amount)

r = Monthly interest rate

n = Total number of payments (number of months)

Monthly interest rate = 9% / 12 = 0.09 / 12 = 0.0075

Total number of payments = 6 years * 12 months/year = 72 months

M = 45000 * (0.0075 * (1 + 0.0075)^72) / ((1 + 0.0075)^72 - 1)

M ≈ $737.88 (rounded to the nearest cent)

The decision to reject or not reject the null hypothesis depends on the chosen significance level. The smaller the significance level, the stronger the evidence needed to reject the null hypothesis.

In hypothesis testing, the significance level is the probability of rejecting the null hypothesis when it is true. It is usually set at 0.05 or 0.01. The P-value is the probability of obtaining a test statistic as extreme as the one observed, assuming the null hypothesis is true.

For a P-value of 0.081, we can say that there is some evidence against the null hypothesis but not strong enough to reject it.

If the significance level is set at 0.05, we should not reject the null hypothesis because the P-value is greater than the significance level.

However, if the significance level is set at 0.10, we may choose to reject the null hypothesis because the P-value is equal to or less than the significance level.
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For part a, since the alpha level is 0.10, the null hypothesis should be rejected if the P-value is less than or equal to 0.10. Since the P-value is 0.081, which is greater than 0.10, we do not reject the null hypothesis. Therefore, the answer is B.

For part b, since the alpha level is 0.05, the null hypothesis should be rejected if the P-value is less than or equal to 0.05. Since the P-value is 0.081, which is greater than 0.05, we do not reject the null hypothesis. Therefore, the answer is C. In hypothesis testing, the null hypothesis is a statement that assumes there is no significant difference between the sample data and the population data. The hypothesis test is used to determine the validity of the null hypothesis by calculating the probability of observing the sample data if the null hypothesis is true. The significance level is the threshold value used to determine whether to reject the null hypothesis. It is usually set to 0.05 or 0.01. The P-value is the probability of obtaining a test statistic as extreme as or more extreme than the one observed, assuming the null hypothesis is true. If the P-value is less than or equal to the significance level, we reject the null hypothesis. Otherwise, we do not reject it.

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The inverse Laplace transform of H(s) = (as + b) / ((s - α)^2 + β^2) is Ae^(αt)cos(βt) + Be^(αt)cos(βt), where A = B = (as + b) / (2jβ).

To find the inverse Laplace transform of the function H(s) = (as + b) / ((s - α)^2 + β^2), we can use partial fraction decomposition and known Laplace transform pairs.

Let's rewrite H(s) as follows:

H(s) = (as + b) / ((s - α)^2 + β^2)

= (as + b) / ((s - α + jβ)(s - α - jβ))

Now, we can perform partial fraction decomposition on H(s):

H(s) = (as + b) / ((s - α + jβ)(s - α - jβ))

= A / (s - α + jβ) + B / (s - α - jβ)

To find the values of A and B, we can multiply both sides of the equation by the denominator and then substitute specific values of s. Let's choose s = α - jβ:

(as + b) = A(α - jβ - α + jβ) + B(α - jβ - α - jβ)

= A(2jβ) - B(2jβ)

= 2jβ(A - B)

From this equation, we can equate the real and imaginary parts to find A and B. Since there is no imaginary term on the left side, we have:

2jβ(A - B) = 0

This implies that A - B = 0, or A = B.

Now, let's substitute s = α + jβ:

(as + b) = A(α + jβ - α + jβ) + B(α + jβ - α - jβ)

= A(2jβ) + B(2jβ)

= 2jβ(A + B)

Again, equating the real and imaginary parts, we have:

2jβ(A + B) = as + b

This equation gives us the following relation between A and B:

A + B = (as + b) / (2jβ)

Now, let's find the inverse Laplace transform of each term using known Laplace transform pairs:

L^-1[A / (s - α + jβ)] = Ae^(αt)cos(βt)

L^-1[B / (s - α - jβ)] = Be^(αt)cos(βt)

Therefore, the inverse Laplace transform of H(s) is:

L^-1[H(s)] = Ae^(αt)cos(βt) + Be^(αt)cos(βt)

In summary, the inverse Laplace transform of H(s) = (as + b) / ((s - α)^2 + β^2) is Ae^(αt)cos(βt) + Be^(αt)cos(βt), where A = B = (as + b) / (2jβ).

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The surface area of the cone rounded to the nearest whole number is 528 in².

The correct answer choice is option C

Surface area of a cone = πr² + πrl

π = 3.14

Radius, r = diameter / 2

= 14 in / 2

= 7 in

slant height, l = 17 in

Surface area of a cone = πr² + πrl

= (3.14 × 7²) + (3.14 × 7 × 17)

= (3.14 × 49) + (373.66)

= 153.86 + 373.66

= 527.52 square inches

Approximately,

528 in²

Therefore, 528 in² is the surface area of the cone.

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In a 2 x 3 between subjects ANOVA, there are a total of 6 groups. The first factor, with 2 levels, divides the participants into two distinct groups. The second factor, with 3 levels, further divides each of the two groups into three subgroups. This results in a total of 6 groups.

In this design, each group consists of a unique combination of the two factors, ensuring that each participant is assigned to only one group.

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Based on this facts, we may conclude that the cube is most likely fair because the experimental probability is quite close to the theoretical probability.

The theoretical chance of rolling a 2 may be estimated by dividing the number of potential outcomes by the number of ways to roll a 2.

Since the number cube has 10 sides,

The total number of possible outcomes is 10.

Therefore,

The theoretical probability of rolling a 2 is 1/10 or 0.1.

The experimental probability of rolling a 2 may be estimated by dividing the total number of rolls by the number of times a 2 was rolled.

In this case,

The number 2 appeared 520 times out of 5000 rolls.

Therefore,

The experimental probability of rolling a 2 is 520/5000 or 0.104.

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The value of the algebraic expression is -4m³ -22m² +28m²n +3mn -4

In mathematics, an algebraic expression is an expression built up from constant algebraic numbers, variables, and the algebraic operations (addition, subtraction, multiplication, division and exponentiation by an exponent that is a rational number). For example, 3x² − 2xy + c is an algebraic expression.

The given expression is

−12m2 +8m3 +3mn−12m3n2 −2+14m2n+6m3n2 −11m2 −2+14m2n+6m3n2 −11m2

Rearrange this by collecting the like terms to have

8m³ - 12m² -11m² -11m² -12m³n² +6m³n² +6m³n² +14m²n + 14m²n + 3mn -2 -2

Simplify further to have

-4m³ -22m² +28m²n +3mn -4

In conclusion the expression gives -4m³ -22m² +28m²n +3mn -4

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The coefficient of determination in a regression analysis with a coefficient of correlation of 0.16 is 0.026, which corresponds to option d.

The coefficient of determination, denoted as R-squared, is a measure of how well the regression line fits the observed data. It represents the proportion of the variance in the dependent variable that can be explained by the independent variable(s).

The coefficient of correlation, denoted as r, is the square root of the coefficient of determination. In this case, since the coefficient of correlation is 0.16, the coefficient of determination is 0.16 squared, which is equal to 0.026.

Option d, 0.0256, is the closest value to the coefficient of determination of 0.026, which corresponds to the given coefficient of correlation of 0.16. Therefore, option d is the correct answer.

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The acceleration of the wagon can be calculated using the formula: a = F/m. In this case, the force applied is 30 N and the mass of the wagon is 10 kg, so the acceleration is 3 m/s^2. The correct option is c.

To find the acceleration of the wagon, we use the formula a = F/m, where F is the force applied and m is the mass of the wagon. In this case, the force applied is 30 N and the mass of the wagon is 10 kg, so the acceleration can be calculated as follows:

a = F/m = 30 N / 10 kg = 3 m/s^2

Therefore, the acceleration of the wagon is 3 m/s^2. This means that for every second that passes, the speed of the wagon will increase by 3 meters per second. It is important to note that this acceleration is constant, meaning that the wagon will continue to increase its speed by 3 m/s^2 until the force is removed or another force is applied.

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Answer:

x = 6 when f(x)=20

Step-by-step explanation:

[tex]f(x)=2(x+4)\\f(x)=2x+8\\\\20=2x+8\\12=2x\\6=x[/tex]

To denote the population standard deviation of the pulse rates of women (in beats per minute), we can use the symbol σ (sigma). Now, let's identify the null and alternative hypotheses.

Null hypothesis (H₀): There is no significant difference in the pulse rates of women.
Alternative hypothesis (H₁): There is a significant difference in the pulse rates of women.

These hypothesis can be tested using appropriate statistical methods to determine if there's evidence to support or reject the null hypothesis.                      

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The odds that are in favour of guessing the right answer would be = 1:5. That is option A.

The given multiple choice questions has only 5 possible answers.

This means that when both the correct and wrong answers are added together, the total should be = 5.

That is;

4:1 = 4+1 = 5

1:4 = 1+4 = 5

3:2 = 3+2 = 5

Therefore, 1:5 = 1+5 = 6 which can't be a possible answer as it's more than the total of the multiple choice questions.

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the sum x + y is at least 20. We can achieve this lower bound by choosing x = y = 10, since then xy = 100 and x + y = 20. This is the smallest possible value of the sum, so the two positive numbers are 10 and 10.

Let x and y be the two positive numbers whose product is 100, so xy = 100. We want to find the smallest possible value of x + y.

Using the AM-GM inequality, we have:

x + y ≥ 2√(xy) = 2√100 = 20

what is numbers?

Numbers are mathematical objects used to represent quantity, value, or measurement. There are different types of numbers, including natural numbers (1, 2, 3, ...), integers (..., -3, -2, -1, 0, 1, 2, 3, ...), rational numbers (numbers that can be expressed as a ratio of two integers), real numbers (numbers that can be represented on a number line), and complex numbers (numbers that include a real part and an imaginary part).

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(a) To find a constant solution, we set y' = 0 in the differential equation. Substituting this into the equation, we have y(0) - 3y^(1/2) = 0. Since y(0) = 0, we have 0 - 3y^(1/2) = 0, which gives y^(1/2) = 0. Thus, y = 0.

(b) To find an implicit expression for all nonzero solutions, we rearrange the differential equation as y' = 3y^(1/2)/y. Separating variables, we have y^(-1/2) dy = 3 dt. Integrating both sides, we get ∫y^(-1/2) dy = ∫3 dt, which gives 2y^(1/2) = 3t + c, where c is the integration constant.

(c) To find the explicit expression for a nonzero solution, we solve for y. Taking the square of both sides of the implicit expression, we have 4y = (3t + c)^2. Simplifying, we get y = (3t + c)^2/4.

Therefore, the explicit expression for a nonzero solution of the initial value problem is y(t) = (3t + c)^2/4, where c is an arbitrary constant. This represents a family of parabolic curves.

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The solution to the given initial-value problem is:

[tex]x(t) = $\frac{1}{2}$e$^{-2t}$ $\begin{bmatrix}2\ -1\end{bmatrix}$ + $\frac{3}{2}$e$^{5t}$ $\begin{bmatrix}1\ 3\end{bmatrix}$ + $\begin{bmatrix}2\ -1\end{bmatrix}$[/tex].

To solve the given initial-value problem:

[tex]x' = $\begin{bmatrix}-1 & -2\ 3 & 4\end{bmatrix}$x + $\begin{bmatrix}5\ 5\end{bmatrix}$, x(0) = $\begin{bmatrix}-3\ 7\end{bmatrix}$[/tex]

First, we find the solution to the homogeneous system:

[tex]x' = $\begin{bmatrix}-1 & -2\ 3 & 4\end{bmatrix}$x[/tex]

The characteristic equation is:

[tex]|$\begin{bmatrix}-1-\lambda & -2\ 3 & 4-\lambda\end{bmatrix}$| = $\lambda^2-3\lambda-10 = 0$[/tex]

Solving the above quadratic equation, we get:

[tex]\lambda_1 = -2$ and $\lambda_2 = 5$[/tex]

The corresponding eigenvectors are:

[tex]v_1 = $\begin{bmatrix}2\ -1\end{bmatrix}$ and v_2 = $\begin{bmatrix}1\ 3\end{bmatrix}$[/tex]

Therefore, the general solution to the homogeneous system is:

[tex]xh(t) = c1e$^{-2t}$ $\begin{bmatrix}2\ -1\end{bmatrix}$ + c2e$^{5t}$ $\begin{bmatrix}1\ 3\end{bmatrix}$[/tex]

Next, we find the particular solution to the non-homogeneous system. We assume the solution to be of the form:

xp(t) = A

Substituting this in the given equation, we get:

[tex]A = $\begin{bmatrix}-1 & -2\ 3 & 4\end{bmatrix}$A + $\begin{bmatrix}5\ 5\end{bmatrix}$[/tex]

Solving for A, we get:

[tex]A = $\begin{bmatrix}2\ -1\end{bmatrix}$[/tex]

Therefore, the particular solution is:

[tex]xp(t) = $\begin{bmatrix}2\ -1\end{bmatrix}$[/tex]

The general solution to the non-homogeneous system is given by:

[tex]x(t) = xh(t) + xp(t) = c1e$^{-2t}$ $\begin{bmatrix}2\ -1\end{bmatrix}$ + c2e$^{5t}$ $\begin{bmatrix}1\ 3\end{bmatrix}$ + $\begin{bmatrix}2\ -1\end{bmatrix}$[/tex]

Using the initial condition [tex]x(0) = $\begin{bmatrix}-3\ 7\end{bmatrix}$,[/tex]we get:

[tex]c_1$\begin{bmatrix}2\ -1\end{bmatrix}$ + c_2$\begin{bmatrix}1\ 3\end{bmatrix}$ + $\begin{bmatrix}2\ -1\end{bmatrix}$ = $\begin{bmatrix}-3\ 7\end{bmatrix}$[/tex]

Solving for c₁ and c₂, we get:

[tex]c_1 = $\frac{1}{2}$ and c_2 = $\frac{3}{2}$[/tex]

Therefore, the solution to the given initial-value problem is:

[tex]x(t) = $\frac{1}{2}$e$^{-2t}$ $\begin{bmatrix}2\ -1\end{bmatrix}$ + $\frac{3}{2}$e$^{5t}$ $\begin{bmatrix}1\ 3\end{bmatrix}$ + $\begin{bmatrix}2\ -1\end{bmatrix}$.[/tex]

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Answer: Point-slope form equation:

Using the point-slope form equation, which is y - y₁ = m(x - x₁), where (x₁, y₁) is the given point and m is the slope, we can substitute the given values to find the equation.

Point = (-9, 3)

Slope = -2/3

Using the point-slope form equation:

y - 3 = (-2/3)(x - (-9))

Simplifying:

y - 3 = (-2/3)(x + 9)

Expanding:

y - 3 = (-2/3)x - 6

Rearranging:

y = (-2/3)x - 3

Therefore, the equation of the line is y = (-2/3)x - 3.

Parallel to y = 5x - 2:

The parallel line will have the same slope (5) as the given line because parallel lines have the same slope. The y-intercept is given as -3.

Using the slope-intercept form equation, which is y = mx + b, where m is the slope and b is the y-intercept, we can substitute the given values to find the equation.

Slope = 5

Y-intercept = -3

Therefore, the equation of the line is y = 5x - 3.

Perpendicular to y = (1/2)x + 1:

To find the perpendicular line, we need to take the negative reciprocal of the slope (1/2). The negative reciprocal of a number is obtained by flipping the fraction and changing the sign.

The given line has a slope of 1/2, so the perpendicular line will have a slope of -2 (negative reciprocal of 1/2). The y-intercept is given as 9.

Using the slope-intercept form equation, which is y = mx + b, where m is the slope and b is the y-intercept, we can substitute the given values to find the equation.

Slope = -2

Y-intercept = 9

Therefore, the equation of the line is y = -2x + 9.

Game 1 maximizes the risk-adjusted reward. While game 2 has a higher potential payout, the added risk (as represented by the higher variance) decreases its risk-adjusted reward.

The expected payout of game 1, E(P1), is simply 90 as there is a guaranteed payout. For game 2, the expected payout E(P2) is (80+120)/2 = 100 as the two outcomes are equally likely. To find the variance of P1, Var(P1), we can use the formula Var(P) = E(P^2) - E(P)^2. Since the payout is guaranteed in game 1, there is no variance, so Var(P1) = 0. For game 2, we can calculate the variance as (80-100)^2/2 + (120-100)^2/2 = 400, since each outcome has a probability of 0.5. Finally, we can calculate the risk-adjusted reward for each game using the formula E(P1) - √Var(Pi). For game 1, the risk-adjusted reward is simply 90 - √0 = 90. For game 2, the risk-adjusted reward is 100 - √400 = 80.

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The polynomial function of degree 3 with roots -1, 0, and 2 is given by the equation [tex]f(x) = x^3 - x^2 - 2x.[/tex] This polynomial will have the specified roots when solved for f(x) = 0.

To write a polynomial function with the given real roots, we can use the factored form of a polynomial. The polynomial will have degree 3 (as N = 3) and its roots are -1, 0, and 2. By setting each root equal to zero, we can determine the factors of the polynomial. The resulting polynomial function will be a product of these factors.

Since the roots of the polynomial are -1, 0, and 2, we know that the factors of the polynomial will be (x + 1), x, and (x - 2). To find the polynomial, we multiply these factors together:

Polynomial = [tex](x + 1) \times x \times (x - 2)[/tex]

Expanding this expression, we get:

Polynomial = [tex]x^3 - 2x^2 + x^2 - 2x[/tex]

Simplifying further, we combine like terms:

Polynomial = [tex]x^3 - x^2 - 2x[/tex]

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