Why do you think we should learn about quadratic equations? how are they different from linear equations, and what is the significance of quadratic equation in the business world. Make sure you provide very specific examples to help us understand your explanation.

Why do you think we should learn about quadratic equations? how are they different from linear equations, and what is the significance of quadratic equation in the business world. Make sure you provide very specific examples to help us understand your explanation.

Question
Forms of linear equations
asked 2021-03-12
Why do you think we should learn about quadratic equations? how are they different from linear equations, and what is the significance of quadratic equation in the business world. Make sure you provide very specific examples to help us understand your explanation.

Answers (1)

2021-03-13
Consider the provided question,
Quadratic equations are equations of degree 2. Linear equations have only one degree but quadratic have 2 degrees.
The general form of the quadratic and linear equation is given as quadratic equation: \(y=ax^2+bx+c\)
linear equation:y=ax+b
where a,b,c are the constants
Quadratic equations are compulsory to be learnt as they extend the knowledge and applications more than linear equations.
Since, a lot of the physics equation can be modeled through quadratic equations like throwing a ball.
In the business world, sometimes the business people are interested only in deviations in absolute value. In other words, they are not bothered whether more or less and how much it varies on either side. In those cases, quadratic being square provides them with good idea.
All quadratic equations have either minimum or maximum thus helps business people to find optimum level. Also by learning quadratic only we come across imaginary and complex roots. Thus our knowledge is broadened by learning discriminant of quadratic equations and how it controls the nature of roots. Also learning quadratic helps us to solve for equations of higher degrees using factorization, synthetic division, etc.
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Relevant Questions

asked 2020-10-23
The table below shows the number of people for three different race groups who were shot by police that were either armed or unarmed. These values are very close to the exact numbers. They have been changed slightly for each student to get a unique problem.
Suspect was Armed:
Black - 543
White - 1176
Hispanic - 378
Total - 2097
Suspect was unarmed:
Black - 60
White - 67
Hispanic - 38
Total - 165
Total:
Black - 603
White - 1243
Hispanic - 416
Total - 2262
Give your answer as a decimal to at least three decimal places.
a) What percent are Black?
b) What percent are Unarmed?
c) In order for two variables to be Independent of each other, the P \((A and B) = P(A) \cdot P(B) P(A and B) = P(A) \cdot P(B).\)
This just means that the percentage of times that both things happen equals the individual percentages multiplied together (Only if they are Independent of each other).
Therefore, if a person's race is independent of whether they were killed being unarmed then the percentage of black people that are killed while being unarmed should equal the percentage of blacks times the percentage of Unarmed. Let's check this. Multiply your answer to part a (percentage of blacks) by your answer to part b (percentage of unarmed).
Remember, the previous answer is only correct if the variables are Independent.
d) Now let's get the real percent that are Black and Unarmed by using the table?
If answer c is "significantly different" than answer d, then that means that there could be a different percentage of unarmed people being shot based on race. We will check this out later in the course.
Let's compare the percentage of unarmed shot for each race.
e) What percent are White and Unarmed?
f) What percent are Hispanic and Unarmed?
If you compare answers d, e and f it shows the highest percentage of unarmed people being shot is most likely white.
Why is that?
This is because there are more white people in the United States than any other race and therefore there are likely to be more white people in the table. Since there are more white people in the table, there most likely would be more white and unarmed people shot by police than any other race. This pulls the percentage of white and unarmed up. In addition, there most likely would be more white and armed shot by police. All the percentages for white people would be higher, because there are more white people. For example, the table contains very few Hispanic people, and the percentage of people in the table that were Hispanic and unarmed is the lowest percentage.
Think of it this way. If you went to a college that was 90% female and 10% male, then females would most likely have the highest percentage of A grades. They would also most likely have the highest percentage of B, C, D and F grades
The correct way to compare is "conditional probability". Conditional probability is getting the probability of something happening, given we are dealing with just the people in a particular group.
g) What percent of blacks shot and killed by police were unarmed?
h) What percent of whites shot and killed by police were unarmed?
i) What percent of Hispanics shot and killed by police were unarmed?
You can see by the answers to part g and h, that the percentage of blacks that were unarmed and killed by police is approximately twice that of whites that were unarmed and killed by police.
j) Why do you believe this is happening?
Do a search on the internet for reasons why blacks are more likely to be killed by police. Read a few articles on the topic. Write your response using the articles as references. Give the websites used in your response. Your answer should be several sentences long with at least one website listed. This part of this problem will be graded after the due date.
asked 2021-03-07
This problem is about the equation
dP/dt = kP-H , P(0) = Po,
where k > 0 and H > 0 are constants.
If H = 0, you have dP/dt = kP , which models expontialgrowth. Think of H as a harvesting term, tending to reducethe rate of growth; then there ought to be a value of H big enoughto prevent exponential growth.
Problem: find acondition on H, involving \(\displaystyle{P}_{{0}}\) and k, that will prevent solutions from growing exponentially.
asked 2021-04-13
As depicted in the applet, Albertine finds herself in a very odd contraption. She sits in a reclining chair, in front of a large, compressed spring. The spring is compressed 5.00 m from its equilibrium position, and a glass sits 19.8m from her outstretched foot.
a)Assuming that Albertine's mass is 60.0kg , what is \(\displaystyle\mu_{{k}}\), the coefficient of kinetic friction between the chair and the waxed floor? Use \(\displaystyle{g}={9.80}\frac{{m}}{{s}^{{2}}}\) for the magnitude of the acceleration due to gravity. Assume that the value of k found in Part A has three significant figures. Note that if you did not assume that k has three significant figures, it would be impossible to get three significant figures for \(\displaystyle\mu_{{k}}\), since the length scale along the bottom of the applet does not allow you to measure distances to that accuracy with different values of k.
asked 2021-02-25
We will now add support for register-memory ALU operations to the classic five-stage RISC pipeline. To offset this increase in complexity, all memory addressing will be restricted to register indirect (i.e., all addresses are simply a value held in a register; no offset or displacement may be added to the register value). For example, the register-memory instruction add x4, x5, (x1) means add the contents of register x5 to the contents of the memory location with address equal to the value in register x1 and put the sum in register x4. Register-register ALU operations are unchanged. The following items apply to the integer RISC pipeline:
a. List a rearranged order of the five traditional stages of the RISC pipeline that will support register-memory operations implemented exclusively by register indirect addressing.
b. Describe what new forwarding paths are needed for the rearranged pipeline by stating the source, destination, and information transferred on each needed new path.
c. For the reordered stages of the RISC pipeline, what new data hazards are created by this addressing mode? Give an instruction sequence illustrating each new hazard.
d. List all of the ways that the RISC pipeline with register-memory ALU operations can have a different instruction count for a given program than the original RISC pipeline. Give a pair of specific instruction sequences, one for the original pipeline and one for the rearranged pipeline, to illustrate each way.
Hint for (d): Give a pair of instruction sequences where the RISC pipeline has “more” instructions than the reg-mem architecture. Also give a pair of instruction sequences where the RISC pipeline has “fewer” instructions than the reg-mem architecture.
asked 2021-02-25
Give a full and correct answer Why is it important that a sample be random and representative when conducting hypothesis testing? Representative Sample vs. Random Sample: An Overview Economists and researchers seek to reduce sampling bias to near negligible levels when employing statistical analysis. Three basic characteristics in a sample reduce the chances of sampling bias and allow economists to make more confident inferences about a general population from the results obtained from the sample analysis or study: * Such samples must be representative of the chosen population studied. * They must be randomly chosen, meaning that each member of the larger population has an equal chance of being chosen. * They must be large enough so as not to skew the results. The optimal size of the sample group depends on the precise degree of confidence required for making an inference. Representative sampling and random sampling are two techniques used to help ensure data is free of bias. These sampling techniques are not mutually exclusive and, in fact, they are often used in tandem to reduce the degree of sampling error in an analysis and allow for greater confidence in making statistical inferences from the sample in regard to the larger group. Representative Sample A representative sample is a group or set chosen from a larger statistical population or group of factors or instances that adequately replicates the larger group according to whatever characteristic or quality is under study. A representative sample parallels key variables and characteristics of the large society under examination. Some examples include sex, age, education level, socioeconomic status (SES), or marital status. A larger sample size reduced sampling error and increases the likelihood that the sample accurately reflects the target population. Random Sample A random sample is a group or set chosen from a larger population or group of factors of instances in a random manner that allows for each member of the larger group to have an equal chance of being chosen. A random sample is meant to be an unbiased representation of the larger population. It is considered a fair way to select a sample from a larger population since every member of the population has an equal chance of getting selected. Special Considerations: People collecting samples need to ensure that bias is minimized. Representative sampling is one of the key methods of achieving this because such samples replicate as closely as possible elements of the larger population under study. This alone, however, is not enough to make the sampling bias negligible. Combining the random sampling technique with the representative sampling method reduces bias further because no specific member of the representative population has a greater chance of selection into the sample than any other. Summarize this article in 250 words.
asked 2021-04-20
A 1.3 kg toaster is not plugged in. The coefficient ofstatic friction between the toaster and a horizontal countertop is 0.35. To make the toaster start moving, you carelesslypull on its electric cord.
PART A: For the cord tension to beas small as possible, you should pull at what angle above thehorizontal?
PART B: With this angle, how largemust the tension be?
asked 2020-10-23
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asked 2021-04-25
A wagon with two boxes of Gold, having total mass 300 kg, is cutloose from the hoses by an outlaw when the wagon is at rest 50m upa 6.0 degree slope. The outlaw plans to have the wagon roll downthe slope and across the level ground, and then fall into thecanyon where his confederates wait. But in a tree 40m from thecanyon edge wait the Lone Ranger (mass 75.0kg) and Tonto (mass60.0kg). They drop vertically into the wagon as it passes beneaththem. a) if they require 5.0 s to grab the gold and jump out, willthey make it before the wagon goes over the edge? b) When the twoheroes drop into the wagon, is the kinetic energy of the system ofthe heroes plus the wagon conserved? If not, does it increase ordecrease and by how much?
asked 2020-11-12
Finance bonds/dividends/loans exercises, need help or formulas
Some of the exercises, calculating the Ri is clear, but then i got stuck:
A security pays a yearly dividend of 7€ during 5 years, and on the 5th year we could sell it at a price of 75€, market rate is 19%, risk free rate 2%, beta 1,8. What would be its price today? 2.1 And if its dividend growths 1,7% each year along these 5 years-what would be its price?
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At what price have i purchased a security if i already made a 5€ profit, and this security pays dividends as follows: first year 1,50 €, second year 2,25€, third year 3,10€ and on the 3d year i will sell it for 18€. Market rate is 8%, risk free rate 0,90%, beta=2,3.
What is the original maturity (in months) for a ZCB, face value 2500€, required rate of return 16% EAR if we paid 700€ and we bought it 6 month after the issuance, and actually we made an instant profit of 58,97€
You'll need 10 Vespas for your Parcel Delivery Business. Each Vespa has a price of 2850€ fully equipped. Your bank is going to fund this operation with a 5 year loan, 12% nominal rate at the beginning, and after increasing 1% every year. You'll have 5 years to fully amortize this loan. You want tot make monthly installments. At what price should you sell it after 3 1/2 years to lose only 10% of the remaining debt.
asked 2021-01-15
Anthony is working for an engineering company that is building a Ferris wheel to be used at county fairs. He wants to create an algebraic model that describes the height of a rider on the wheel in terms of time. He knows that the diameter of the wheel will be 90 feet and that the axle will be built to stand 55 feet off the ground. He also knows they plan to set the wheel to make one rotation every 60 seconds. Write at least two equations that model the height of a rider in terms of t, seconds on the ride, assuming that when t = 0, the rider is at his or her lowest possible height. Explain why both equations are accurate.
Part 2:One of Anthony's co-workers says, "Sine and cosine are basically the same thing." Anthony is not so sure, and can see things either way. Provide one piece of evidence that would confirm the co-worker's point of view. Provide one piece of evidence that would refute it. Hint: It may be helpful to consider the domain and range of different functions, as well as the relationship of each of these functions to triangles in the unit circle
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