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MATH 111 Embry Riddle University Module 8 The Exponential Function Discussion
Select one of the following topics:
Exponential function
Logarithmic function
Inequalities
Share a task – person ...
MATH 111 Embry Riddle University Module 8 The Exponential Function Discussion
Select one of the following topics:
Exponential function
Logarithmic function
Inequalities
Share a task – personal or professional – that could be modeled mathematically through your chosen topic. Explain how this might be used in making good decisions. Some examples might be:
Exponential growth or decline of money, population or path of a rocket
Logarithmic nature of sound intensity
Relationships that have limitations on the quantities
Southern New Hampshire University Pre Calculus Two Discussion Questions
The height of the cylinder is 8 inches.We'll be analyzing the surface area of a round cylinder - in other words the amount ...
Southern New Hampshire University Pre Calculus Two Discussion Questions
The height of the cylinder is 8 inches.We'll be analyzing the surface area of a round cylinder - in other words the amount of material needed to "make a can".A cylinder (round can) has a circular base and a circular top with vertical sides in between. Let r be the radius of the top of the can and let h be the height. The surface area of the cylinder, A, is A=2πr2+2πrh (it's two circles for the top and bottom plus a rolled up rectangle for the side). Part a: Assume that the height of your cylinder is 8 inches. Consider A as a function of r, so we can write that as A(r)=2πr2+16πr. What is the domain of A(r)? In other words, for which values of r is A(r) defined?Part b: Continue to assume that the height of your cylinder is 8 inches. Write the radius r as a function of A. This is the inverse function to A(r), i.e to turn A as a function of r into. r as a function of A.r(A)=undefined Hints:To calculate an inverse function, you need to solve for r. Here you would start with A=2πr2+16πr. This equation is the same as 2πr2+16πr−A=0 which is a quadratic equation in the variable r, and you can solve that using the quadratic formula.If you want to type in 3π+1 in Mobius, in text mode you can type in (3*pi+1)/(x+1). There is more information in the Introduction to Mobius unit. Part c: If the surface area is 225 square inches, then what is the rardius r? In other words, evaluate r(225). Round your answer to 2 decimal places.Hint: To compute a numeric square root such as 17.3−−−−√, you couldUse a spreadsheet such as Microsoft Excel or OpenOffice Calc and type in =sqrt(17.3)Use a browser to connect to the Internet and type in sqrt(17.3) into a search fieldUse a calculatorThe radius is inches if the surface area is 225 square inches.I will need a step-by- explanation plus the answers. Let me know if you need anything else.
2 pages
Week 5 Discussion Questions
1. Many linear optimization problems can be solved by finding a graphical solution, but there are some problems that requi ...
Week 5 Discussion Questions
1. Many linear optimization problems can be solved by finding a graphical solution, but there are some problems that require more advanced ...
MATH 114 Liberty University Causes of Death in 1980 and 2016 Questions
Topic – Causes of Death in 1980 and 2016According to the 1980 Census, the United States population was approximately 226 ...
MATH 114 Liberty University Causes of Death in 1980 and 2016 Questions
Topic – Causes of Death in 1980 and 2016According to the 1980 Census, the United States population was approximately 226,540,000 in 1980. It grew to approximately 323,120,000 at the beginning of 2016. Using Census data for 1980 and estimates derived from mortality data for 2016, we arrive at the population estimates given in the table below: undefined Year Total Population Ages 15–24 Ages 25–44 Ages 45–64 1980 226,540,000 42,475,000 62,707,000 44,497,000 2016 323,120,000 43,500,000 85,150,000 84,300,000 undefinedThe National Center for Health Statistics published a document entitled “Health, United States, 2015: With Special Feature on Racial and Ethnic Health Disparities” that includes a table listing the leading causes of death in 1980 by age bracket. The CDC further produced a National Vital Statistics Reports that provided similar information for the year 2016. Under the Project Instructions link in Blackboard, you’ll find Discussion Board Forum 2: Data, a spreadsheet showing the leading causes of death in both 1980 and 2016 for these 3 age categories. Each of the first 3 questions has both a computational part and a discussion part. To get full credit for each of the discussion parts, please cite a reference to support your claims. This should not be an excessively difficult task: you can easily find information online for most of the illnesses or other causes listed in the report. All you need to do is provide the website you used (though other resources are also permitted if you prefer to use one of those). undefined1. Assuming that the population numbers in the above table are relatively accurate, use the Discussion Board Forum 2: Data spreadsheet to compute the deaths per 1000 people for each age group in both 1980 and 2016. Deaths per 1000 people is computed using the formula Deaths per 1000 = (# of deaths) / (total population) Do not round your answer to the nearest whole number, provide at least 2 decimal places (but no more than 4). Give these 6 values (e.g. deaths per 1000 people for ages 15–24 in 1980) and then cite a reference to discuss what might account for the changes between the deaths per 1000 in 1 of these 3 age categories between 1980 and 2016. Your discussion should be at least 40 words. 2. Besides the changes in the overall death rate in the past 3 decades, the leading causes of death vary somewhat between 1980 and 2016. Choose 1 of the 3 age ranges and select 1 cause of death from the Discussion Board Forum 2: Data spreadsheet that strikes you as noteworthy and that appears in both the 1980 and 2016 lists. For the cause of death that you selected, compute the number of deaths per 1000 in both 1980 and 2016 for your chosen age group. Do not round your answer to the nearest whole number, provide at least 2 decimal places. Cite a reference to discuss the possible reasons for any changes in the rates over this period. Your discussion should be at least 40 words. 3. Not only do the leading causes of death vary across time, they vary significantly for different age ranges. Looking only at the 2016 data, choose a cause of death that appears in both the 25–44 and 45–64 age categories and compute the number of deaths per 1000 people for both age categories. Do not round your answer to the nearest whole number, provide at least 2 decimal places. Cite a reference to discuss a possible reason for any differences in these values as people advance in age. Your discussion should be at least 40 words. 4. Contemplating causes of death might strike some people as unpleasant or even morbid. However, the Bible encourages us to give some thought to the fact of our own mortality. Ecclesiastes 7:2–4 says: “It is better to go to the house of mourning than to go to the house of feasting, for this is the end of all mankind, and the living will lay it to heart. Sorrow is better than laughter, for by sadness of face the heart is made glad. The heart of the wise is in the house of mourning, but the heart of fools is in the house of mirth.” It is interesting to consider why the author of Ecclesiastes encourages the wise to go to the house of mourning and the living to lay the end of all mankind to heart. What value might there be in thinking about the, admittedly uncomfortable, subject of the end of all mankind? What comes to your mind when you consider this topic? Please respond with at least 80 words.
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MATH 111 Embry Riddle University Module 8 The Exponential Function Discussion
Select one of the following topics:
Exponential function
Logarithmic function
Inequalities
Share a task – person ...
MATH 111 Embry Riddle University Module 8 The Exponential Function Discussion
Select one of the following topics:
Exponential function
Logarithmic function
Inequalities
Share a task – personal or professional – that could be modeled mathematically through your chosen topic. Explain how this might be used in making good decisions. Some examples might be:
Exponential growth or decline of money, population or path of a rocket
Logarithmic nature of sound intensity
Relationships that have limitations on the quantities
Southern New Hampshire University Pre Calculus Two Discussion Questions
The height of the cylinder is 8 inches.We'll be analyzing the surface area of a round cylinder - in other words the amount ...
Southern New Hampshire University Pre Calculus Two Discussion Questions
The height of the cylinder is 8 inches.We'll be analyzing the surface area of a round cylinder - in other words the amount of material needed to "make a can".A cylinder (round can) has a circular base and a circular top with vertical sides in between. Let r be the radius of the top of the can and let h be the height. The surface area of the cylinder, A, is A=2πr2+2πrh (it's two circles for the top and bottom plus a rolled up rectangle for the side). Part a: Assume that the height of your cylinder is 8 inches. Consider A as a function of r, so we can write that as A(r)=2πr2+16πr. What is the domain of A(r)? In other words, for which values of r is A(r) defined?Part b: Continue to assume that the height of your cylinder is 8 inches. Write the radius r as a function of A. This is the inverse function to A(r), i.e to turn A as a function of r into. r as a function of A.r(A)=undefined Hints:To calculate an inverse function, you need to solve for r. Here you would start with A=2πr2+16πr. This equation is the same as 2πr2+16πr−A=0 which is a quadratic equation in the variable r, and you can solve that using the quadratic formula.If you want to type in 3π+1 in Mobius, in text mode you can type in (3*pi+1)/(x+1). There is more information in the Introduction to Mobius unit. Part c: If the surface area is 225 square inches, then what is the rardius r? In other words, evaluate r(225). Round your answer to 2 decimal places.Hint: To compute a numeric square root such as 17.3−−−−√, you couldUse a spreadsheet such as Microsoft Excel or OpenOffice Calc and type in =sqrt(17.3)Use a browser to connect to the Internet and type in sqrt(17.3) into a search fieldUse a calculatorThe radius is inches if the surface area is 225 square inches.I will need a step-by- explanation plus the answers. Let me know if you need anything else.
2 pages
Week 5 Discussion Questions
1. Many linear optimization problems can be solved by finding a graphical solution, but there are some problems that requi ...
Week 5 Discussion Questions
1. Many linear optimization problems can be solved by finding a graphical solution, but there are some problems that require more advanced ...
MATH 114 Liberty University Causes of Death in 1980 and 2016 Questions
Topic – Causes of Death in 1980 and 2016According to the 1980 Census, the United States population was approximately 226 ...
MATH 114 Liberty University Causes of Death in 1980 and 2016 Questions
Topic – Causes of Death in 1980 and 2016According to the 1980 Census, the United States population was approximately 226,540,000 in 1980. It grew to approximately 323,120,000 at the beginning of 2016. Using Census data for 1980 and estimates derived from mortality data for 2016, we arrive at the population estimates given in the table below: undefined Year Total Population Ages 15–24 Ages 25–44 Ages 45–64 1980 226,540,000 42,475,000 62,707,000 44,497,000 2016 323,120,000 43,500,000 85,150,000 84,300,000 undefinedThe National Center for Health Statistics published a document entitled “Health, United States, 2015: With Special Feature on Racial and Ethnic Health Disparities” that includes a table listing the leading causes of death in 1980 by age bracket. The CDC further produced a National Vital Statistics Reports that provided similar information for the year 2016. Under the Project Instructions link in Blackboard, you’ll find Discussion Board Forum 2: Data, a spreadsheet showing the leading causes of death in both 1980 and 2016 for these 3 age categories. Each of the first 3 questions has both a computational part and a discussion part. To get full credit for each of the discussion parts, please cite a reference to support your claims. This should not be an excessively difficult task: you can easily find information online for most of the illnesses or other causes listed in the report. All you need to do is provide the website you used (though other resources are also permitted if you prefer to use one of those). undefined1. Assuming that the population numbers in the above table are relatively accurate, use the Discussion Board Forum 2: Data spreadsheet to compute the deaths per 1000 people for each age group in both 1980 and 2016. Deaths per 1000 people is computed using the formula Deaths per 1000 = (# of deaths) / (total population) Do not round your answer to the nearest whole number, provide at least 2 decimal places (but no more than 4). Give these 6 values (e.g. deaths per 1000 people for ages 15–24 in 1980) and then cite a reference to discuss what might account for the changes between the deaths per 1000 in 1 of these 3 age categories between 1980 and 2016. Your discussion should be at least 40 words. 2. Besides the changes in the overall death rate in the past 3 decades, the leading causes of death vary somewhat between 1980 and 2016. Choose 1 of the 3 age ranges and select 1 cause of death from the Discussion Board Forum 2: Data spreadsheet that strikes you as noteworthy and that appears in both the 1980 and 2016 lists. For the cause of death that you selected, compute the number of deaths per 1000 in both 1980 and 2016 for your chosen age group. Do not round your answer to the nearest whole number, provide at least 2 decimal places. Cite a reference to discuss the possible reasons for any changes in the rates over this period. Your discussion should be at least 40 words. 3. Not only do the leading causes of death vary across time, they vary significantly for different age ranges. Looking only at the 2016 data, choose a cause of death that appears in both the 25–44 and 45–64 age categories and compute the number of deaths per 1000 people for both age categories. Do not round your answer to the nearest whole number, provide at least 2 decimal places. Cite a reference to discuss a possible reason for any differences in these values as people advance in age. Your discussion should be at least 40 words. 4. Contemplating causes of death might strike some people as unpleasant or even morbid. However, the Bible encourages us to give some thought to the fact of our own mortality. Ecclesiastes 7:2–4 says: “It is better to go to the house of mourning than to go to the house of feasting, for this is the end of all mankind, and the living will lay it to heart. Sorrow is better than laughter, for by sadness of face the heart is made glad. The heart of the wise is in the house of mourning, but the heart of fools is in the house of mirth.” It is interesting to consider why the author of Ecclesiastes encourages the wise to go to the house of mourning and the living to lay the end of all mankind to heart. What value might there be in thinking about the, admittedly uncomfortable, subject of the end of all mankind? What comes to your mind when you consider this topic? Please respond with at least 80 words.
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