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sasho [114]
1 year ago
5

Urve revolves around the x-axis. if you cannot evaluate the integral exactly, use your calculator to approximate it. (round your

answer to four decimal places. ) y = 16 − x2 from x = −1 to x = 1
Mathematics
1 answer:
Archy [21]1 year ago
4 0

The value of integration of y=16-x^{2} from x=-1 to x=1 is 94/3.

Given the equation y=16-x^{2} and the limit of the integral be x=-1,x=1.

We are required to find the value of integration of y=16-x^{2} from x=-1 to x=1.

Equation is relationship between two or more variables that are expressed in equal to form.Equation of two variables look like ax+by=c.It may be linear equation, quadratic equation, or many more depending on the power of variable.

Integration is basically opposite of differentiation.

y=16-x^{2}

Find the integration of 16-x^{2}.

=16x-x^{3}/3

Now find the value of integration from x=-1 to x=1.

=16(1)-(1)^{3}/3-16(-1)-(-1)^{3}/3

=16(1)-1/3+16-1/3

=32-2/3

=(96-2)/3

=94/3

Hence the value of integration of y=16-x^{2} from x=-1 to x=1 is 94/3.

Learn more about integration at brainly.com/question/27419605

#SPJ4

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Answer:

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6 0
2 years ago
Drag the point A to the location indicated in each scenario to complete each statement.
Art [367]

The graph from which the position of the point <em>A</em> can determined following

the multiplication with a scalar is attached.

Responses:

  • If <em>A</em> is in quadrant I and is multiplied by a negative scalar, <em>c</em>, then c·A is in <u>quadrant III</u>
  • If A is in quadrant II and is multiplied by a positive scalar, <em>c</em>, then c·A is in <u>quadrant II</u>
  • If <em>A</em> is in quadrant II and is multiplied by a negative scalar, <em>c</em>, then c·A is in <u>quadrant IV</u>
  • If <em>A</em> is in quadrant III and is multiplied by a negative scalar, <em>c</em>, then c·A is in <u>quadrant I</u>

<h3>Methods by which the above responses are obtained</h3>

Background information;

The question relates to the coordinate system with the abscissa represent the real number and the ordinate representing the imaginary number.

Solution:

If A is in quadrant I; A = a + b·i

When multiplied by a negative scalar, <em>c</em>, we get;

c·A = c·a + c·b·i

Therefore;

c·a is negative

c·b is negative

  • c·A = c·a + c·b·i is in the <u>quadrant III</u> (third quadrant)

If A is quadrant II, we have;

A = -a + b·i

When multiplied by a positive scalar <em>c</em>, we have;

c·A = c·(-a) + c·b·i = -c·a + c·b·i

-c·a is negative

c·b·i is positive

Therefore;

  • c·A = -c·a + c·b·i is in <u>quadrant II</u>

Multiplying <em>A</em> by negative scalar if <em>A</em> is in quadrant II, we have;

c·A = -c·a + c·b·i

-c·a is positive

c·b·i is negative

Therefore;

c·A = -c·a + c·b·i is in <u>quadrant IV</u>

If A is in quadrant III, we have;

A = a + b·i

a is negative

b is negative

Multiplying <em>A</em> with a negative scalar <em>c</em> gives;

c·A = c·a + c·b·i

c·a is positive

c·b  is positive

Therefore;

  • c·A = c·a + c·b·i is in<u> quadrant I</u>

Learn more about real and imaginary numbers here;

brainly.com/question/5082885

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What were the main important ideas in geometry that you studied in the first six weeks?
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Answer:

The preceding chapter explored implications of research on learning for general issues relevant to the design of effective learning environments. We now move to a more detailed exploration of teaching and learning in three disciplines: history, mathematics, and science. We chose these three areas in order to focus on the similarities and differences of disciplines that use different methods of inquiry and analysis. A major goal of our discussion is to explore the knowledge required to teach effectively in a diversity of disciplines.

Step-by-step explanation:

The preceding chapter explored implications of research on learning for general issues relevant to the design of effective learning environments. We now move to a more detailed exploration of teaching and learning in three disciplines: history, mathematics, and science. We chose these three areas in order to focus on the similarities and differences of disciplines that use different methods of inquiry and analysis. A major goal of our discussion is to explore the knowledge required to teach effectively in a diversity of disciplines.

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Answer:

2/21

Step-by-step explanation:

you square 4/7 to get 16/49 then use keep change flip

you now have 16/49 times 7/24 then multiply

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What is 32.330 + 23.559
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I hope this helps you

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