if x[k] is the n-point dft of a sequence x[n], then what is the dft of x∗[n]?

To find the percentage, we can use the formula: (part/whole) x 100%. In this case, the part is 10.8 and the whole is 240. So, substituting these values in the formula, we get (10.8/240) x 100% = 4.5%. Therefore, 10.8 is 4.5% of 240. To round to four decimal places, we can keep the first four digits after the decimal point, which gives us 4.5000%.

To find what percent of 240 is 10.8, follow these steps:

Step 1: Write the problem as a proportion using the given values.
x% = (10.8 / 240)

Step 2: Convert the percentage to a decimal by dividing x by 100.
x/100 = (10.8 / 240)

Step 3: Solve for x by cross-multiplying.
100 * 10.8 = 240 * x

Step 4: Divide both sides by 240 to isolate x.
x = (100 * 10.8) / 240

Step 5: Calculate the value of x.
x = 1080 / 240

Step 6: Simplify the fraction and, if necessary, round to four decimal places.
x = 4.5000

Therefore, 10.8 is approximately 4.5000% of 240.

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The volume of the cone is approximately 84.78 cubic inches.To find the volume of a cone with a diameter of 6 inches and a slant height of 9 inches, we need to first find the radius of the cone. The diameter is 6 inches, so the radius is half of that, which is 3 inches.

Next, we can use the Pythagorean theorem to find the height of the cone. The slant height is 9 inches, which is the hypotenuse of a right triangle with legs equal to the radius and the height of the cone. We can write the following equation:

r^2 + h^2 = l^2

where r is the radius, h is the height, and l is the slant height. Substituting the given values, we get:

3^2 + h^2 = 9^2

9 + h^2 = 81

h^2 = 72

h = sqrt(72)

h ≈ 8.485 inches

Now that we have the radius and height, we can use the formula for the volume of a cone:

V = (1/3)πr^2h

Substituting the values we found, we get:

V = (1/3)π(3^2)(8.485)V ≈ 84.78 cubic inches.

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Answer:

x = 5, y = 6

Step-by-step explanation:

x + 5y = 35, поэтому 3x + 15y = 105 (уравнение 1)

Кроме того, 3x + 2y = 27 (уравнение 2)

Мы должны найти y, вычитая второе уравнение из первого

Получаем, 13 y = 78, значит y = 6

А теперь подставьте y в любое уравнение, чтобы найти x = 5

b. Length of commercial will be the independent variable and memory will be the dependent variable.

The independent variable in a regression analysis is the variable that is hypothesized to influence or explain the dependent variable. In this case, the executive is interested in knowing whether the length of a commercial influences people's memory of the product advertised. Therefore, the length of the commercial is the independent variable and memory is the dependent variable.

The purpose of regression analysis is to estimate the relationship between the independent and dependent variables and to use this relationship to make predictions about the dependent variable. In this case, the regression analysis would allow the TV executive to estimate how much the length of the commercial affects people's memory of the product. The executive could then use this information to make decisions about how long the commercials should be in order to maximize their impact on viewers. For example, if the analysis suggests that longer commercials lead to better memory of the product, the executive might decide to invest in longer commercials to increase the likelihood that viewers will remember the product and eventually buy it.

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The approximate mass of air in a typical room with dimensions 5.7m × 3.9m × 3.0m is about 80.14 kg.

To calculate the approximate mass of air in a typical room with dimensions 5.7m × 3.9m × 3.0m, we need to find the volume of the room first. The volume of the room is given by:

Volume = length x width x height = 5.7m x 3.9m x 3.0m = 66.78 cubic meters

Assuming that the air in the room has a density of approximately 1.2 [tex]kg/m^3[/tex], we can use the formula:

Mass = Density x Volume

where density is in kg/m^3 and volume is in cubic meters.

Substituting the values, we get:

Mass = [tex]1.2 kg/m^3 x 66.78[/tex] cubic meters

Mass ≈ 80.14 kg

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(a) The resulting angular speed ωf of the guard and merry-go-round can be calculated using the principle of conservation of angular momentum.

The new angular speed ωf can be expressed as ωf = ωi/(1 + 4m/9M), where M is the mass of the merry-go-round. Thus, the resulting angular speed is inversely proportional to the sum of the rotational inertia of the system and the square of the distance of the guard from the center.

As the guard moves closer to the center, the rotational inertia of the system decreases, resulting in an increase in angular speed.

(b) To find the work done by the security guard on the merry-go-round, we use the work-energy principle.

The work done is equal to the change in kinetic energy of the system, which is given by (1/2)Iω^2, where I is the rotational inertia and ω is the angular speed. Initially, the kinetic energy of the system is (1/2)Iωi^2. After the guard moves, the new kinetic energy of the system is (1/2)I'ωf^2, where I' is the new rotational inertia of the system and ωf is the new angular speed.

Thus, the work done by the guard is given by W = (1/2)I'ωf^2 - (1/2)Iωi^2.

Substituting the values of I', ωf, and simplifying the expression,

we get W = (2mR^2/9)[(ωi^2/2)(1 - 1/(1 + 4m/9M)^2)].

Therefore, the work done by the security guard is proportional to the square of the initial angular speed of the merry-go-round and inversely proportional to the sum of the rotational inertia of the system and the square of the distance of the guard from the center. As the guard moves closer to the center, the work done by him decreases.

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A footrest is also called a pedal. It is a device used in various vehicles and machinery to provide a place to rest or support your feet while operating.

In some vehicles, particularly older models or certain types of cars, there might be a footrest positioned to the left of the driver's foot pedals (accelerator, brake, and clutch). This left footrest is designed to provide additional comfort and support for the left foot when it is not actively engaged in operating the pedals.

The purpose of the left footrest is primarily for ergonomic reasons, allowing the driver to maintain a relaxed and comfortable position during extended drives or when the left foot is not actively required for driving tasks.

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The probability that the white ball was drawn from urn 1 given that a white ball was drawn is approximately 0.654. Here we use Bayes' theorem P(A|B) = P(B|A) * P(A) / P(B).

Let A be the event that urn 1 was chosen, and B be the event that a white ball was drawn. We want to find P(A|B), the probability that urn 1 was chosen given that a white ball was drawn. Using Bayes' theorem, we have:

P(A|B) = P(B|A) * P(A) / P(B)

where P(B|A) is the probability of drawing a white ball given that urn 1 was chosen, P(A) is the probability of choosing urn 1, and P(B) is the probability of drawing a white ball (regardless of which urn was chosen).

We can compute these probabilities as follows:

P(B|A) = 3/8 (since urn 1 has 3 white balls out of 8 total balls)

P(A) = 1/2 (since each urn is equally likely to be chosen)

P(B) = P(B|A) * P(A) + P(B|A') * P(A') = (3/8 * 1/2) + (1/4 * 1/2) = 5/16

where A' is the event that urn 2 was chosen.

Plugging these values into Bayes' theorem, we get:

P(A|B) = (3/8 * 1/2) / (5/16) = 0.654

Therefore, the probability that the white ball was drawn from urn 1 given that a white ball was drawn is approximately 0.654.

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There are 330 ways the coach can select a batting order of seven players from an 11 person team.

To determine the number of ways the coach can select a batting order of seven players from an 11 person team, we can use the combination formula, which is given by:

nCr = n! / r!(n-r)!

where n is the total number of players on the team, and r is the number of players in the batting order. In this case, n = 11 and r = 7.

So, the number of ways the coach can select a batting order of seven players from an 11 person team can be calculated as follows:

11C₇ = 11! / (7!(11-7)!)

= (11 x 10 x 9 x 8) / (4 x 3 x 2 x 1)

= 330

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Let x be the length of the candle before it was lit. The candle burns at a constant rate of 0.9 inches per hour, so after burning for 3.5 hours, the length of the candle remaining is 9.85 - 0.9(3.5) = 6.25 inches. We can set up the equation:

x - 0.9(3.5) = 6.25

Simplifying this equation, we get:

x = 9.95 inches

Therefore, the length of the candle before it was lit was 9.95 inches.

In this problem, we used the fact that the rate at which the candle burns is constant, and we used this information to calculate how much of the candle had burned after 3.5 hours. From there, we were able to set up an equation to find the length of the candle before it was lit. This problem illustrates how to use algebraic equations to solve real-world problems involving rates and quantities.

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The critical value that should be used in constructing the confidence interval is 1.645.

Given that the sample size is 20, the degree of freedom is 19.

We have to look up the value in a standard normal probability table or a t-distribution table with degrees of freedom n-1 to find the critical value for a 90% confidence interval.

Since the sample size is large (n > 30), we can use the standard normal distribution instead of the t-distribution.

Using a standard normal probability table,

The critical value for a 90% confidence interval is 1.645.

Therefore, the critical value that should be used in constructing the confidence interval is 1.645, rounded to three decimal places.

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The mass of Stewart's favorite frying pan in grams is 520 grams.

To convert the mass of Stewart's favorite frying pan from kilograms to grams, you simply need to multiply the mass in kilograms by 1000, since there are 1000 grams in 1 kilogram. In this case, the mass of the frying pan is 0.52 kilograms. To find the mass in grams, you can perform the following calculation:
0.52 kg × 1000 g/kg = 520 g
So, the mass of Stewart's favorite frying pan in grams is 520 grams.

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Answer:

  B, C

Step-by-step explanation:

You want the listed values of x that satisfy both inequalities 30 > x and x > 15.

When we have both inequality symbols pointing left, we can write these two inequalities as ...

  15 < x < 30

That is, x may be any integer in the range 16 to 29, inclusive. Answer choices in that range are ...

  B.  x = 22

  C.  x = 29

We can see here that according to the partial W-2 form, the money that was paid in FICA taxes is: B. $1789.87.

Governments impose taxes as obligatory financial charges or levies on citizens, businesses, and other organizations to pay for public expenses and fund government operations.

FICA taxes are comprised of Social Security and Medicare taxes.

The Social Security tax rate is 6.2% and the Medicare tax rate is 1.45%. The total FICA tax rate is 7.65%.

The breakdown of the FICA taxes paid:

Social Security tax: $1430.20

Medicare tax: $359.67

Total FICA taxes: $1789.87

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Based on the characteristics of the line and parabola, the correct answer is:

A. [tex]\(y = \begin{cases} x^2 + 2, & x \leq 1 \\ -x + 2, & x > 1 \end{cases}\)[/tex]

Based on the given information, let's analyze the characteristics of the line and parabola to determine the correct representation:

1. Line: In the context of graphing, a line appears as a straight line that can extend in any direction across the coordinate plane. It can have a positive or negative slope, or be horizontal or vertical.

- The line passes through the points [tex](1,1), (2,0), (4,-2), and (8,-6).[/tex]

- It extends along the first and fourth quadrants.

- A closed dot is shown at the point (1,1).

2. Parabola: In the context of graphing, a parabola appears as a curved line. It can open upward or downward and can be concave or convex. The vertex of the parabola represents the lowest or highest point on the curve, and the axis of symmetry is a vertical line that passes through the vertex, dividing the parabola into two symmetric halves.

- The parabola passes through the points [tex](1,3), (-2,6), and (10,-3).[/tex]

- It extends along the first and second quadrants.

- An open dot is shown at the point (1,3).

- The vertex of the parabola lies at (0,2).

Given these characteristics, we can determine the correct representation:

The correct answer is:

A. [tex]\(y = \begin{cases} x^2 + 2, & x \leq 1 \\ -x + 2, & x > 1 \end{cases}\)[/tex]

Explanation: The equation [tex]\(y = x^2 + 2\)[/tex] represents the parabola, and the equation [tex]\(y = -x + 2\)[/tex] represents the line. The closed dot at (1,1) corresponds to the parabola, and the open dot at (1,3) corresponds to the line.

Therefore, the correct answer is A.

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To find the interval of convergence for the power series.  In other words, the power series converges for all values of x.

∑n=1∞ (x-4)^n / n*(-5)^n

we can use the ratio test:

lim┬(n→∞)⁡|a_(n+1)/a_n|

=lim┬(n→∞)⁡|(x-4)/(n+1)(-5/n)|

= lim┬(n→∞)⁡|(x-4)(-5)/(n+1)n|

= |-5(x-4)| * lim┬(n→∞)⁡1/(n+1)

= |-5(x-4)| * 0

The series will converge if the limit is less than 1 and diverge if the limit is greater than 1. Therefore, we need to solve the inequality:

|-5(x-4)| * 0 < 1

which simplifies to:

|x-4| > 0

Thus, the interval of convergence is (4 - ∞, 4 + ∞) or (-∞, ∞) in interval notation.

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A graph that shows the line of best fit for the data include the following: B. graph B.

In Mathematics and Statistics, there are different characteristics that are used for determining the line of best fit on a scatter plot and these include the following:

By critically observing the scatter plots using the aforementioned characteristics, we can reasonably infer and logically deduce that scatter plot B or graph B best models the relationship between the data because the end points would be equally divided on both sides of the line with a positive slope and a y-intercept of 8.

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However, you can plug in the values into the formula in step 4 to find the probability.

To find the probability that in a random sample of adults, more than 0 do not own a credit card, follow these steps:
1. Determine the probability of a single adult not owning a credit card (P(no credit card)).
2. Calculate the complementary probability, which is the probability that an adult does own a credit card (P(credit card) = 1 - P(no credit card)).
3. For a random sample of n adults, determine the probability that all n adults own a credit card. This is given by (P(credit card))^n.
4. Finally, to find the probability that more than 0 adults in the sample do not own a credit card, calculate the complementary probability: 1 - (P(credit card))^n.
Without specific values for the probability of not owning a credit card and the sample size, I cannot provide a numerical answer. However, you can plug in the values into the formula in step 4 to find the probability.

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The outcome of the survey would be biased if the plan for selecting the 50 members to participate in the survey is not representative of the entire membership of 250 people. Several scenarios could introduce bias into the survey:

Convenience Sampling: If the surveyors simply approach the first 50 members they encounter at the club, it would introduce bias because it assumes all members have an equal chance of being selected. However, this method may inadvertently exclude certain groups, such as those who frequently play during specific time slots.

Self-Selection Bias: If the survey is conducted on a voluntary basis, where members can choose whether to participate, it can introduce self-selection bias. Members who have extreme opinions, either highly satisfied or dissatisfied, may be more likely to participate, leading to an inaccurate representation of the overall satisfaction levels.

Demographic Bias: If the surveyors do not consider the demographic diversity within the club while selecting participants, it may result in biased outcomes. For example, if the survey predominantly includes only male or only female members, it may not accurately represent the satisfaction levels of both genders.

To avoid bias, it is crucial to use a random sampling method that ensures each member has an equal chance of being selected for the survey. This way, the selected sample will more accurately reflect the overall satisfaction of the entire membership.

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a) 1.. Transactions motive or Md

2. Speculative motive or Md

3. Precautionary motive or Md

b) Money × Velocity = Price × Transactions or, M × V = P × T.

c) Impact velocity support at the moment of impact.

a) The three motives of money demand according to Keynes are:

1.. Transactions motive or Md

2. Speculative motive or Md

3. Precautionary motive or Md

b) The more money they need for such transactions, the more money they hold. The relation between transactions and money is expressed in equation, called the quantity equation:

Money × Velocity = Price × Transactions or, M × V = P × T.

c) The velocity of money is a measurement of the rate at which money is exchanged in an economy. It is the number of times that money moves from one entity to another. Impact velocity is the velocity of the striker relative to the support at the moment of impact.

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The sampling distribution for the sample mean can be approximated by a normal distribution with a mean of $52,500 and a standard deviation of $651.89, based on the Central Limit Theorem. The shape of the sampling distribution is approximately normal.

The probability of obtaining a sample mean greater than $55,000 can be calculated using a z-score and the standard normal distribution. The z-score is (55,000 - 52,500) / 651.89 = 3.83. Using a standard normal table or calculator, we find that the probability of obtaining a z-score greater than 3.83 is very low, approximately 0.0001.

If a random sample of size 60 had a mean of $55,000, it would be considered unusual given that it is more than 3 standard deviations above the mean of the sampling distribution. This suggests that the true population mean may be higher than $52,500. However, it is important to note that the sample may not be representative of all two-year institutions in the United States, so further investigation would be needed to draw definitive conclusions.

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The temperature 38 degrees below zero as an integer is -38.

The correct explicit formula for the nth term of the arithmetic sequence is given as follows:

[tex]a_n = 78 - 12.5(n - 1)[/tex]

An arithmetic sequence is a sequence of values in which the difference between consecutive terms is constant and is called common difference d.

The nth term of an arithmetic sequence is given by the explicit formula presented as follows:

[tex]a_n = a_1 + (n - 1)d[/tex]

The first term of the sequence in this problem is given as follows:

[tex]a_1 = 78[/tex]

Each term is the previous term subtracted by 12.5, hence the common difference is given as follows:

d = -12.5.

Hence the formula for the nth term is given as follows:

[tex]a_n = 78 - 12.5(n - 1)[/tex]

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Width of door = 3ft

width of window = 9 ft

length of bench = 12 ft

Given that,

1 unit = 3 feet

Now from figure,

Width of door = 1 unit

We know that,

A measurement unit is a standard quality used to express a physical quantity. Also it refers to the comparison between the unknown quantity with the known quantity.

In feet Width of door  = 3 feet

Width of window = 3 units

Therefore,

In feet width of window  = 3x3 = 9 feet

length of bench = 4 units

Therefore,

In feet length of bench  = 3x4 = 12 feet

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The complete question is:

in Arvins scale drawing of his garden shed, 1 unit = 3 feet. find the actual measurements in ft:

Width of door

width of window

length of bench

[tex]\textit{area of a trapezoid}\\\\ A=\cfrac{h(a+b)}{2}~~ \begin{cases} h~~=height\\ a,b=\stackrel{parallel~sides}{bases~\hfill }\\[-0.5em] \hrulefill\\ a=12\\ b=6\\ h=9 \end{cases}\implies A=\cfrac{9(12+6)}{2}\implies A=81~ft^2[/tex]

The equation of the tangent to the curve at the given point. x = 7 sin(t), y = t2 t, (0, 0) is y = 0, To find the equation of the tangent to the curve at the given point (0, 0), we first need to find the derivative of x and y with respect to t, and then find the slope of the tangent at the given point.

Given: x = 7sin(t), y = t^2

Find dx/dt and dy/dt:
dx/dt = 7cos(t)
dy/dt = 2t

Now, find the slope of the tangent at the point (0, 0) by dividing dy/dt by dx/dt:

Slope = (dy/dt) / (dx/dt) = (2t) / (7cos(t))

At t = 0, the slope is:
Slope = (2*0) / (7cos(0)) = 0 / 7 = 0

Now we use the point-slope form of the equation to find the equation of the tangent line:

y - y1 = slope * (x - x1)

Since the point is (0, 0) and the slope is 0, the equation becomes:

y - 0 = 0 * (x - 0)

Simplifying, we get the equation of the tangent line as:

y = 0

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The volume of the solid is (7π/5) cubic units.

We have,

To find the volume of the solid obtained by rotating the region under the curve y = x³ about the line y = -1 over the interval [0,1], we can use the method of cylindrical shells.

Consider an infinitesimally thin vertical strip of width dx at a distance x from the y-axis.

The height of this strip is given by the difference between the curve

y = x³ and the line y = -1.

The height of the strip is (x³ - (-1)) = (x³ + 1).

The circumference of the cylindrical shell is given by 2πx, and the thickness of the shell is dx.

Hence, the volume of the shell is given by dV = 2πx (x³ + 1) dx.

To find the total volume, we integrate this expression over the interval [0,1]:

V = ∫ [0,1] 2πx (x³ + 1) dx.

To find the volume, we evaluate the integral:

V = ∫[0,1] 2πx (x³ + 1) dx

Let's integrate term by term:

V = 2π ∫[0,1] ([tex]x^4[/tex] + x) dx

Integrating each term separately:

V = 2π [(1/5)[tex]x^5[/tex] + (1/2)x²} evaluated from 0 to 1

Plugging in the limits:

V = 2π [(1/5)([tex]1^5[/tex]) + (1/2)(1²)] - [(1/5)([tex]0^5[/tex]) + (1/2)(0²)]

V = 2π [(1/5) + (1/2)] - [0 + 0]

V = 2π (7/10)

V = (14π/10)

Simplifying the fraction:

V = (7π/5)

Therefore,

The volume of the solid is (7π/5) cubic units.

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A. The perimeter of the figure is [tex]\(63\sqrt{6}\) cm[/tex].

B. The area of the figure is [tex]\(540 \, \text{cm}^2\)[/tex].

Given the dimensions of the figure below, we can calculate the perimeter and area.

The figure is a right triangle with a height of [tex]\(15\sqrt{6}\) cm[/tex], a base of [tex]\(6\sqrt{24}\) cm[/tex], and a hypotenuse of [tex]\(12\sqrt{54}\) cm[/tex].

To find the perimeter (P), we sum the lengths of all sides:

[tex]\[P = \text{base} + \text{height} + \text{hypotenuse}\][/tex]

Substituting the given values:

[tex]\[P = 6\sqrt{24} + 15\sqrt{6} + 12\sqrt{54}\][/tex]

To simplify the expression, we can evaluate the square roots:

[tex]\[P = 6\sqrt{4 \cdot 6} + 15\sqrt{6} + 12\sqrt{9 \cdot 6}\]\[P = 6 \cdot 2\sqrt{6} + 15\sqrt{6} + 12 \cdot 3\sqrt{6}\]\[P = 12\sqrt{6} + 15\sqrt{6} + 36\sqrt{6}\]\[P = 63\sqrt{6}\][/tex]

The perimeter of the figure is [tex]\(63\sqrt{6}\) cm.[/tex]

To find the area (A) of the right triangle, we can use the formula:

[tex]\[A = \frac{1}{2} \times \text{base} \times \text{height}\][/tex]

Substituting the given values:

[tex]\[A = \frac{1}{2} \times 6\sqrt{24} \times 15\sqrt{6}\][/tex]

Simplifying the expression:

[tex]\[A = 3\sqrt{4 \cdot 6} \times 15\sqrt{6}\]\[A = 3 \cdot 2\sqrt{6} \times 15\sqrt{6}\]\[A = 6\sqrt{6} \times 15\sqrt{6}\]\[A = 90 \times 6\]\[A = 540\][/tex]

The area of the figure is [tex]\(540 \, \text{cm}^2\)[/tex].

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Answer:

The answer is: (B)

The solution is (4, 200). This means that it will cost me $200 to go to either gym 4 times.

the equations given to you were:

(C = 100 + 25x) and (C = 50x)

well, if you plug in 200 for C and 4 for x you get these equations,

200 = 100 + 25(4), and 200 = 50(x)

I solved both step-by-step below.

1. C = 100 + 25x plug in points

200 = 100 + 25(4) solve the parenthesis's

200 = 100 + 100 combine like terms

200 = 200 both sides are equal

2. C = 50x plug in points

200 = 50(4) solve the parenthesis's

200 = 200 both sides are equal

To find the equations of the tangents to the curve x = 9t^2+6, y = 6t^3+3 that pass through the point (15, 9), we first need to find the points where the tangents touch the curve.

We do this by differentiating both x and y with respect to t and finding the value of t when the slope of the tangent line is equal to the slope of the line passing through (15,9).

Differentiating x and y with respect to t, we get dx/dt = 18t and dy/dt = 18t^2. The slope of the tangent line at a point (x,y) on the curve is given by dy/dx = (dy/dt)/(dx/dt) = t/3.

To find the values of t where the tangent line passes through (15,9), we solve the equation (y-9)/(x-15) = t/3 for t. Substituting x = 9t^2+6 and y = 6t^3+3, we get the quadratic equation 2t^2-3t+1 = 0, which factors as (t-1)(2t-1) = 0. Therefore, the two values of t are t = 1/2 and t = 1.

Now, we find the slopes of the tangent lines at t = 1/2 and t = 1 by substituting these values into the expression for dy/dx. We get slopes of -1/6 and 1/3, respectively. Using the point-slope form of the equation of a line, we can write the equations of the tangent lines as y-9 = (-1/6)(x-15) and y-9 = (1/3)(x-15).

Simplifying, we get y = (-1/6)x + 63/2 and y = (1/3)x + 3/2. Therefore, the equations of the tangents to the curve that pass through the point (15,9) are y = (-1/6)x + 63/2 and y = (1/3)x + 3/2.

Leran more about tangents here: brainly.com/question/10053881.

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