Chase Williams
Ms. Haramis
Task 1 Q&A
Complete the following exercises by applying polynomial identities to complex numbers.
1. Factor x2 + 64. Check your work.
2. Factor 16x2 + 49. Check your work.
3. Find the product of (x + 9i)2.
4. Find the product of (x − 2i)2.
5. Find the product of (x + (3+5i))2.
Answers
1. x^2 +64=
Answer: (x+8i)(x-8i)
2. 16x^2+49=
Answer: (4x+7i)(4x-7i)
3. (x+9i)^2= (x+9i)(x+9i= x^2+9ix+9ix+81i^2=x^2+18ix+(-81)=
Answer: x^2+18ix-81
4. (x-2i)^2=(x-2i)(x-2i)=x^2-2ix-2ix+4i^2=x^2-4ix+(-4)=
Answer: x^2-4ix-4
5. (x+(3+5i))^2=(x+(3+5i)(x+(3+5i)
X^2+3x+5ix+3x+9+15i+5ix+15i+25i^2=x^2+6x+10ix+30i+25i^2+9=
Answer: X^2+6x+10ix+30i-25+9= x^2+6x+10ix+30i-16
Task 2 Q&A
Expand the following using the Binomial Theorem and
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(x + 2)6
2. (x − 4)4
3. (2x + 3)5
4. (2x − 3y)4
5. In the expansion of (3a + 4b)8, which of the following are possible variable terms? Explain your reasoning. a2b3; a5b3; ab8; b8; a4b4; a8; ab7; a6b5
Answers
1. (x +
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(2x − 3y)^4=16x^4-96x^3y+216x^2y^2-216xy3+81y^4
5. The possible variable terms would have to be a2b3; a5b3; ab8; b8; a4b4; a8; ab7; a6b5 because the exponents of each one of the terms all add up to 8.
Task 3 Q&A
Using the Fundamental Theorem of Algebra, complete the following:
1. Determine how many, what type, and find the roots for f(x) = x4 + 21x2 − 100.
2. Determine how many, what type, and find the roots for f(x) = x3 − 5x2 − 25x + 125.
3. The following graph shows a seventh-degree polynomial: graph of a polynomial that touches the x axis at negative 5, crosses the x axis at negative 1, crosses the y axis at negative 2, crosses the x axis at 4, and crosses the x axis at 7.
Part 1: List the polynomial’s zeroes with possible multiplicities.
Part 2: Write a possible factored form of the seventh degree function.
4. Without plotting any points other than intercepts, draw a possible graph of the following polynomial: f(x) = (x + 8)3(x + 6)2(x + 2)(x − 1)3(x − 3)4(x − 6).
Answers
1. There will be 4 roots total, Two real and two complex, and the roots are x=-2, x=2, x=5i, x=-5i
2. There will be 3 roots total, two real, and the roots are x=5 with a multiplicity of 2, and
-x \) And \( \ r(x) = x \) Using the inverse steps introduced in Task 1a the process will be as follows \( \ r(x) = -x \)
UNIT 3 QUEST Please answer the questions. You may use your book and your notes to help you, but that is all. This is not an internet quiz! This is NOT a group assignment, it is individual. It is worth 35 points (each question is worth 5 points).
Question #3: What are functions? How many types of functions are there? What is domain and when do we say that a domain is its natural domain? What do we mean by piece wise functions? Identify as many techniques as possible for finding the range of the function?
Square SGRE has perimeter 24. Points H and N lie on SE and SG respectively, such that SH = SN. Segment XA is the reflection of HN in EG. The exact value of the perimeter of HEXAGN can be expressed as a – b*sqrt(c) where a, b, and c are positive integers. Find the values of a, b, and c.
I then completed secondary research on the internet to figure out the questions
FOCUS STUDENT 1 a) Focus Student 1 completed the assessment well, he achieved some of the use of academic language throughout his graphic organizer. Focus Student 1 was able to successfully compare and contrast the arguments/rational of Hoovers response to the Great Depression to Roosevelts response. For example, Focus Student 1 was able to show me that Hoover believed that the government should not get involved with helping its citizens, where FDR thought the government should get involved. As well, he was able to provide me with an acceptable summary. However, I would have like to have seen more details in his summary.
1.Compare and contrast the characteristics and influences of the three major sections of the United States by the mid 19th century. As the United States developed through time, the Northeastern, Western, and Southern regions began to be independent and did not rely on each other as often as in the beginning of the country’s development. As history progresses, the Northeast, West, and South had similar and contrasting viewpoints, characteristics and influences concerning the economy, territory, and the overall well being of the population. Throughout the mid 19th century, the Northeastern, Western, and Southern sections of the United States influenced each other greatly.
Ch. 14 Outline This chapter is organized in chronologically. The major the major themes of this chapter is Sexual Privacy, The Ninth amendment, and Unremunerated Rights. What are social Movements?
1. In the following questions, select the one which is different from the other three options: (A) 36-42 (B) 72-12 (C) 48-18 (D) 56-76 Answer: D Explanation: Except D, all pairs are completely divisible by 6. 2. In the following questions, select the one which is different from the other three options: (A) Rectangle (B) Square (C) Circle (D)
So now we will be putting this equation into standard form from general form. So the first step of this would be to move the 22 without a variable onto the other side of the equation to put the variables on one side and real numbers on one side. So now your equation should turn out like this x2+18x+y2+6y=-22. Next you would want to complete the square with variables 18x and 6y, in order to complete this is cutting 18 in half then multiplying it by itself which would come out to be 18-9=9 then 9x9=81 and then do the same for 6y which is 6-3=3 then
SQQM2034 CALCULUS II SEMESTER 1 2015/2016 SESSION (A151 ) GROUP ASSIGNMENT 1 Instruction: Complete this assignment in a group of 4 – 5 members. Write the names of group members at the beginning of your assignment. Answer all questions in this assignment on foolscap papers. Solutions should be clearly shown.
Where I believe I went wrong on Part 1 was that I mixed up and misunderstood some the terminology. On Checking for Comprehension Assignment 2 I didn’t better I still didn’t receive full points. I received a 34 out of 40, which means I lost 6 points. I’m not sure what I got wrong because I didn’t receive grading rubric back, but I’m sure it was terminologies again because Part 2 of the assignment is getting out and actually applying the knowledge which is what I am best at.
5.) Substitute the number value and unit for each symbol in the equation. 6.) Do the indicated math operations. 7.)
Sin x = 3/2 C. Prove that using the properties of special angles, the following equations are true. 7.If x = 45⁰, show that 2 cot² x = 2 8.If x = 60⁰ prove that 4 sin x + tan x = 3/3 9. If x = 60⁰, prove that 2 sec x – 3 = 1 2.4 Finding the Function
Using the value of x and solving for y using eq’n (1) (±2)2 + y2 = 4 4 + y2 = 4 y2 = 4 - 4 y2 = 0 → y =