# 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
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.

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.

### Relevant Questions

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.
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.
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.
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.
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.
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?
1. Find each of the requested values for a population with a mean of $$? = 40$$, and a standard deviation of $$? = 8$$ A. What is the z-score corresponding to $$X = 52?$$ B. What is the X value corresponding to $$z = - 0.50?$$ C. If all of the scores in the population are transformed into z-scores, what will be the values for the mean and standard deviation for the complete set of z-scores? D. What is the z-score corresponding to a sample mean of $$M=42$$ for a sample of $$n = 4$$ scores? E. What is the z-scores corresponding to a sample mean of $$M= 42$$ for a sample of $$n = 6$$ scores? 2. True or false: a. All normal distributions are symmetrical b. All normal distributions have a mean of 1.0 c. All normal distributions have a standard deviation of 1.0 d. The total area under the curve of all normal distributions is equal to 1 3. Interpret the location, direction, and distance (near or far) of the following zscores: $$a. -2.00 b. 1.25 c. 3.50 d. -0.34$$ 4. You are part of a trivia team and have tracked your team’s performance since you started playing, so you know that your scores are normally distributed with $$\mu = 78$$ and $$\sigma = 12$$. Recently, a new person joined the team, and you think the scores have gotten better. Use hypothesis testing to see if the average score has improved based on the following 8 weeks’ worth of score data: $$82, 74, 62, 68, 79, 94, 90, 81, 80$$. 5. You get hired as a server at a local restaurant, and the manager tells you that servers’ tips are $42 on average but vary about $$12 (\mu = 42, \sigma = 12)$$. You decide to track your tips to see if you make a different amount, but because this is your first job as a server, you don’t know if you will make more or less in tips. After working 16 shifts, you find that your average nightly amount is$44.50 from tips. Test for a difference between this value and the population mean at the $$\alpha = 0.05$$ level of significance.