Does anyone know the answer?

The volume of the prism is 96 cm³.

To calculate the volume of the prism, we need to multiply the cross-sectional area by the length of the prism. Given that the cross-sectional area is 24 cm² and the length is 4 cm, we can use the formula:

Volume = Cross-sectional area * Length

Volume = 24 cm² * 4 cm

Volume = 96 cm³

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To calculate the weighted mean of student 11's exam scores when exam 4 is weighted three times that of the other 3 exams, we need to first multiply the score of exam 4 for student 11 by 3, and then add up all four exam scores for student 11, multiplied by their respective weights.

Let's denote the exam scores for student 11 as follows: E1, E2, E3, E4 (where E4 is the score for exam 4). The weights for each exam are given in the second sheet of the spreadsheet. Let's denote these weights as W1, W2, W3, W
The weighted mean for student 11 can be calculated as follows:

Weighted Mean = (W1*E1 + W2*E2 + W3*E3 + 3*W4*E4) / (W1 + W2 + W3 + 3*W4)
We plug in the values or student 11 from the spreadsheet to get:

Weighted Mean = (0.15*86 + 0.2*93 + 0.25*78 + 3*0.4*89) / (0.15 + 0.2 + 0.25 + 3*0.4)
Weighted Mean = 243.9 / 1.45
Weighted Mean = 168.28

Therefore, the weighted mean of student 11's exam scores when exam 4 is weighted three times that of the other 3 exams is 168.28.
To calculate the weighted mean of student 11's exam scores with exam 4 weighted three times that of the other 3 exams, you should follow these steps:

1. Locate student 11's scores for exams 1, 2, 3, and 4 in the second sheet of the spreadsheet.
2. Assign the weights: 1 for exams 1, 2, and 3, and 3 for exam 4.
3. Multiply each exam score by its corresponding weight.
4. Add the weighted scores together.
5. Divide the sum by the total sum of weights (1 + 1 + 1 + 3 = 6).

Weighted mean = (Exam1 * 1 + Exam2 * 1 + Exam3 * 1 + Exam4 * 3) / 6
Please note that without the actual spreadsheet and data, I cannot provide you with a specific answer. Once you have the data, follow these steps to calculate the weighted mean for student 11.

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The data collection method in this scenario can best be described as "random sampling." The student randomly draws 200 marbles from a bag of 800 total marbles, which helps ensure an unbiased representation of the overall population.

The data collection method used by the student can be best described as a random sampling. This is because the student selected a sample of 200 marbles from the bag randomly, without any predetermined pattern or bias. This sample was then used to make an inference about the entire bag of marbles, without having to count all 800 marbles individually. The statistics obtained from the sample (73 red marbles out of 200) can then be used to estimate the proportion of red marbles in the entire bag (which would be 300/800 or 0.375). By analyzing the proportion of red marbles in the sample (73 out of 200), they can estimate the number of red marbles in the entire bag using statistics.

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The final expression for f(t) in terms of the unit step function is: f(t) = -2 * u_3(t) + 4 * u_5(t) - 1 * u_7(t). Each term in the piecewise function corresponds to a different "step" in the function's value, which is why we can express it in terms of the unit step function uc(t).

A. Here is a sketch of the graph of the given function f(t):
 2  |
     |            __
     |       __/  
     |  __/      
     |/          
   0-|---|---|---|---|---|---|---|---|---|-> t
         0   3   5   7
B. To express f(t) in terms of the unit step function, we can define a piecewise function using the unit step function uc(t):
   f(t) = 0uc(t) + (-2)uc(t-3) + 2uc(t-5) + uc(t-7)
This means that the function f(t) takes on the value 0 when t is less than 0 (i.e. before the step function is activated), takes on the value -2 between t=3 and t=5 (i.e. when the step function jumps up from 0 to 1), takes on the value 2 between t=5 and t=7 (i.e. when the step function jumps up from 1 to 2), and takes on the value 1 when t is greater than or equal to 7 (i.e. when the step function is fully activated at 2).
Each term in the piecewise function corresponds to a different "step" in the function's value, which is why we can express it in terms of the unit step function uc(t).
First, let's define the unit step function u_c(t), which is a function that takes the value 0 for t < c and the value 1 for t ≥ c. Now, let's express f(t) in terms of u_c(t) and provide a step-by-step explanation.
f(t) is a piecewise function defined as follows:
1. f(t) = 0 for 0 ≤ t < 3
2. f(t) = -2 for 3 ≤ t < 5
3. f(t) = 2 for 5 ≤ t < 7
4. f(t) = 1 for t ≥ 7
We can express f(t) using the unit step function as follows:
Step 1: Write the individual segments of f(t) in terms of u_c(t).
- f1(t) = 0 * u_0(t)
- f2(t) = -2 * u_3(t)
- f3(t) = 2 * u_5(t)
- f4(t) = 1 * u_7(t)
Step 2: Combine the segments by subtracting the previous segments' contributions.
- f(t) = f1(t) + (f2(t) - f1(t)) * u_3(t) + (f3(t) - f2(t)) * u_5(t) + (f4(t) - f3(t)) * u_7(t)
Step 3: Simplify the expression.
- f(t) = 0 * u_0(t) + (-2 - 0) * u_3(t) + (2 - (-2)) * u_5(t) + (1 - 2) * u_7(t)
- f(t) = -2 * u_3(t) + 4 * u_5(t) - 1 * u_7(t)
So, the final expression for f(t) in terms of the unit step function is:
f(t) = -2 * u_3(t) + 4 * u_5(t) - 1 * u_7(t)

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The total number of ways is the product of these combinations: C(100, 10) * C(90, 10) * C(80, 10) * ... * C(20, 10). To divide one hundred people into ten discussion groups with ten people in each group, we can use the concept of combinations.

A combination represents the number of ways to choose items from a larger set, without considering the order of the items. In this case, we can use the formula:

C(n, r) = n! / (r!(n-r)!)

where C(n, r) represents the number of combinations, n is the total number of items, r is the number of items to be chosen, and ! represents the factorial.

For your problem, we'll divide the people into groups sequentially. First, we choose 10 people out of 100 for the first group, then 10 out of the remaining 90 for the second group, and so on. So the total number of ways is the product of these combinations:

C(100, 10) * C(90, 10) * C(80, 10) * ... * C(20, 10)

Calculating these combinations and multiplying them together, we get the total number of ways to divide one hundred people into ten discussion groups of ten people each.

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5. The zero vector in the vector space M2 is:

0 0 0

0 0 0

The additive inverse is -A = (-1)A where (-1) is the scalar -1.

6. The zero vector in the vector space P3:

[tex]0x^3 + 0x^2 + 0x + 0[/tex] or simply: 0

The additive inverse is -q(x) = (-1)p(x) where (-1) is the scalar -1.

7. It is verified that all of the axioms hold for the given set of polynomial functions, and therefore it is a vector space.

5. The zero vector in the vector space M2,3 is the 2x3 matrix with all entries equal to zero:

0 0 0

0 0 0

The additive inverse of any vector A in M2,3 is the matrix obtained by multiplying A by -1:

-A = (-1)A

where (-1) is the scalar -1.

6. The zero vector in the vector space P3 is the polynomial function with all coefficients equal to zero:

[tex]0x^3 + 0x^2 + 0x + 0[/tex]

or simply:

0

The additive inverse of any polynomial function p(x) in P3 is the polynomial function obtained by multiplying p(x) by -1:

-q(x) = (-1)p(x)

where (-1) is the scalar -1.

7. The set of all fourth-degree polynomial functions given by [tex]ax^4+bx^3+cx^2+dx+c[/tex], where a is not equal to zero, is a vector space with the standard operations of addition and scalar multiplication. To show this, we need to verify that it satisfies the following axioms:

Closure under addition: If p(x) and q(x) are two polynomials in the set, then their sum p(x) + q(x) is also in the set.

Commutativity of addition: For any two polynomials p(x) and q(x) in the set, we have p(x) + q(x) = q(x) + p(x).

Associativity of addition: For any three polynomials p(x), q(x), and r(x) in the set, we have (p(x) + q(x)) + r(x) = p(x) + (q(x) + r(x)).

Existence of additive identity: There exists a polynomial function 0(x) (the zero polynomial) such that for any polynomial p(x) in the set, p(x) + 0(x) = p(x).

Existence of additive inverse: For any polynomial p(x) in the set, there exists a polynomial -p(x) in the set such that p(x) + (-p(x)) = 0(x).

Closure under scalar multiplication: If a is a scalar and p(x) is a polynomial in the set, then ap(x) is also in the set.

Distributivity of scalar multiplication over addition: For any scalar a and any polynomials p(x) and q(x) in the set, we have a(p(x) + q(x)) = ap(x) + aq(x).

Distributivity of scalar multiplication over scalar addition: For any scalars a and b, and any polynomial p(x) in the set, we have (a + b)p(x) = ap(x) + bp(x).

Associativity of scalar multiplication: For any scalars a and b, and any polynomial p(x) in the set, we have (ab)p(x) = a(bp(x)).

Existence of multiplicative identity: There exists a polynomial function 1(x) (the constant polynomial with value 1) such that for any polynomial p(x) in the set, 1(x)p(x) = p(x).

It is easy to verify that all of these axioms hold for the given set of polynomial functions, and therefore it is a vector space.

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The statement is False for cells. A counterexample is statement VI = 3, y = 4. In this case, we have:

Z(c > y) = {c ∈ Z | c > y}

         = {3, 4, 5, ...}

And:

22 > y^2 = 22 > 16 = 6

So, Z(c > y) is not equal to (22 > y^2). To make the statement true, we can change the inequality symbol from ">" to ">=":

VI, y ∈ Z(c >= y) = (22 >= y^2)

Let's consider the following two-coloring of the tiles:

[red][green][red][green]

[green][red][green][red]

[red][green][red][green]

[green][red][green][red]

Each square tile covers one red and one green cell. Therefore, any combination of square tiles placed on the board will cover an equal number of red and green cells.

However, the total number of red cells on the board is odd (9), and the total number of green cells is even (8).

This means that it is impossible to cover the board with square tiles, and hence we have a contradiction. Therefore, the given tiles cannot be put together to make a perfect square.

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To determine the factors that should be included in the function to satisfy the given conditions, we need to analyze the end behavior of the function. An end behavior refers to the behavior of a function's graph as x approaches positive or negative infinity.

1. Increasing as x approaches negative infinity: This indicates that the graph should rise as we move to the left. This is associated with an odd-degree function with a positive leading coefficient. An example of such a function is f(x) = x^3.

2. Decreasing as x approaches positive infinity: This also indicates that the graph should fall as we move to the right. This is consistent with an odd-degree function with a positive leading coefficient, like f(x) = x^3.

To ensure that the function meets both conditions, we should include a term with an odd exponent and a positive coefficient. This will make the function increase as x approaches negative infinity and decrease as x approaches positive infinity. Some examples include x^3, 5x^5, and 7x^7.

In conclusion, include a term with an odd exponent and a positive coefficient to satisfy the given conditions. This will result in the graph of the function rising to the left (as x approaches negative infinity) and falling to the right (as x approaches positive infinity).

Which factor should be included in the function below so that the graph of the function is increasing as x approaches negative infinity and decreasing as x approaches positive infinity? Select all that apply.

f(x)=(x+4)(x−5)

-0.8

-3x

(x+5)

-(2x+1)

(3x^2+5)

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The expression cos^2 3x sin^2 3x can be simplified to (1/4)sin^2 6x.

To simplify cos^2 3x sin^2 3x, we can use the identity sin^2 x + cos^2 x = 1 to write:

cos^2 3x sin^2 3x = (1 - sin^2 3x) sin^2 3x

Expanding the right side using the distributive property, we get:

(1 - sin^2 3x) sin^2 3x = sin^2 3x - sin^4 3x

Next, we can use the identity sin 2x = 2 sin x cos x to write:

sin^2 3x - sin^4 3x = sin^2 3x (1 - sin^2 3x)

Now, using the identity cos 2x = 1 - 2 sin^2 x, we can write:

1 - sin^2 3x = cos^2 (3x - π/2)

Substituting this back into the previous equation, we get:

sin^2 3x (1 - sin^2 3x) = sin^2 3x cos^2 (3x - π/2)

Using the identity cos^2 x = 1 - sin^2 x, we can simplify further:

sin^2 3x cos^2 (3x - π/2) = sin^2 3x sin^2 (π/2 - 3x)

Finally, we can use the identity sin (π/2 - x) = cos x to get:

sin^2 3x sin^2 (π/2 - 3x) = (1/4)sin^2 6x

Therefore, we have simplified cos^2 3x sin^2 3x to (1/4)sin^2 6x, using various trigonometric identities.

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The expression in terms of first powers of cosine is cos²(3x) - cos⁴(3x).

Trigonometric identities are equality conditions that hold for all values of the variables that occur and are defined on both sides of the equivalence. These are identities that, geometrically speaking, involve certain functions of one or more angles.  

They are not to be confused with triangle identities, which are identities that may involve angles but may also involve side lengths or other lengths of a triangle.

To write the expression cos²(3x)sin²(3x) in terms of first powers of cosine, we can use the trigonometric identity:

sin²(θ) = 1 - cos²(θ)

Applying this identity to the given expression:

cos²(3x)sin²(3x) = cos²(3x)(1 - cos²(3x))

Expanding the expression:

= cos²(3x) - cos⁴(3x)

This is the expression in terms of first powers of cosine.

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Vivian paid $17.36 for 3.5 pounds.

Given that, one pound of sirloin steak costs $4.95, Vivian bought 3.5 pounds of the sirloin steak for a church cookout,

We need to find the total she paid for 3.5 pounds,

So,

if 1 pound = 4.96

so, 3.5 = 4.96×3.5

= 17.36

Hence, Vivian paid $17.36 for 3.5 pounds.

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The correct answer for the question is,

C. a bell-shaped curve, better known as a normal distribution

We have to given that;

The weights of 1,000 adult men in a county are plotted on a histogram,

Hence, the curve will most probably be a bell-shaped curve, better known as a normal distribution.

So, The correct curve for fit the histogram is,

⇒ a bell-shaped curve, better known as a normal distribution

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If 1.4 g of chemical A is used, the amount of chemical B needed to balance the chemical reaction is 1.6 g.

The mass of chemical B needed is calculated by reading off their corresponding values from the graph as shown below;

If 1.4 g of chemical A is used, the amount of chemical B needed to balance the chemical reaction must be taken from the graphed values by tracing the value of chemical A from the horizontal axis to the corresponding value of chemical B on vertical axis.

Chemical A = 1.4 g

Chemical B = 1.6 g (this value is obtained by tracing the intersection of 1.4 g on the curve to the y-axis).

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If the thickness of a uniform wall is halved, the rate of change at which the heat is conducted through the wall is doubled.

The rate at which heat is conducted through a uniform wall is inversely proportional to its thickness. This means that if the thickness is halved, the rate at which heat is conducted will be doubled. This can be explained using the formula for heat conduction through a wall: Q/t = kA (T1 - T2)/d where Q/t is the rate of heat conduction, k is the thermal conductivity of the wall material, A is the area of the wall, T1 and T2 are the temperatures on either side of the wall, and d is the thickness of the wall.

From this formula, we can see that the rate of heat conduction is inversely proportional to the thickness of the wall (d). Therefore, if we halve the thickness of the wall, the rate of heat conduction will be doubled, assuming all other factors remain constant.

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Complete question:

If the thickness of a uniform wall is halved, the rate at which the heat is conducted through the wall is:

decreased by a factor of 4

unchanged

doubled

increased by a factor of 4

cut in half

The percentage of students who travel are :

Walk = 50%, Cycle = 8.33%, Car = 25% and bus = 16.67%.

Given that,

Total number of students surveyed = 60

Number of students who travel by walk = 30

Percentage of students who walk = 30/60 × 100 = 50%

Number of students who travel by cycle = 5

Percentage of students who cycle = 5/60 × 100 = 8.33%

Number of students who travel by car = 15

Percentage of students who car = 15/60 × 100 = 25%

Number of students who travel by bus = 10

Percentage of students who bus = 10/60 × 100 = 16.67%

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The complete question is given below.

60 students are asked the following question in a survey :

How do you travel to school?

Here are the results:

Travel method   No of students

Walk                   30

Cycle                   5

Car                      15

Bus                      10

Complete the pie chart to show this information.

The recurrence relation for the number of ways to form postage of n cents with 4-cent, 6-cent, and 10-cent stamps, with order mattering, is P(n) = P(n-4) + P(n-6) + P(n-10), with initial conditions P(0) = 1 and P(n) = 0 for n < 0.

To form postage of n cents, we can use either a 4-cent stamp, a 6-cent stamp, or a 10-cent stamp.

Therefore, the number of ways to form postage of n cents can be calculated by considering the number of ways to form postage of (n-4) cents, (n-6) cents, and (n-10) cents.

Let P(n) denote the number of ways to form postage of n cents with these stamps.

Then we have:

P(n) = P(n-4) + P(n-6) + P(n-10)

This is a recurrence relation for P(n).

The initial conditions for this recurrence relation are:

P(0) = 1 (There is one way to form postage of 0 cents, by using no stamps.)

P(n) = 0 for n < 0 (There are no ways to form negative postage.)

We can also find P(4), P(6), and P(10) directly:

P(4) = 1 (We can use one 4-cent stamp.)

P(6) = 2 (We can use one 6-cent stamp, or two 4-cent stamps.)

P(10) = 4 (We can use one 10-cent stamp, or one 6-cent stamp and one 4-cent stamp, or two 4-cent stamps and one 2-cent stamp, or four 2-cent stamps.)

Using these initial conditions and the recurrence relation, we can calculate P(n) for any positive integer n.

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Using the concept of sine rule, the missing side of the triangle is: 12.05 units

Sine rule is one in geometry that is used to show the relationship between the sides and angles of a triangle. It is given as:

a/sinA = b/sinB = c/sinC

Where:

A, B, C are the angles and a, b and c are the opposite sides to the angles.

The sum of angles in a triangle is 180 degrees.

Thus:

Missing angle of triangle = 180 - (70 + 61)

Missing angle = 49°

Using sine rule, we can easily say that let the missing side be x and as such we have:

x/sin 49 = 15/sin 70

x = (15 * sin 49)/sin 70

x = 12.05 units

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Answer:

see below

Step-by-step explanation:

add ALL angles together =360 & solve for x

net net 38x + 18 =360

x = 9

C = 15x-1 =15*9 -1 =134

The "uppercase" function in C is a built-in function that converts a lower case letter into an uppercase letter. This function is used to ensure consistency in the formatting of text or data.

In programming, letters are represented by their ASCII codes, which are numerical values assigned to each character. The ASCII code for upper case letters ranges from 65 to 90, while the ASCII code for lower case letters ranges from 97 to 122.

The "uppercase" function works by taking a lower case letter as input and returning the corresponding upper case letter, which is achieved by subtracting 32 from the ASCII code of the lower case letter. For example, the ASCII code for the lower case letter 'a' is 97, so the "uppercase" function would return the ASCII code for the upper case letter 'A', which is 65.

Overall, the "uppercase" function is a useful tool in programming for ensuring consistency and formatting of text or data.

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The derivative of the natural logarithm function, ln(x), is simply the reciprocal of x i.e. d/dx ln(x) = 1/x.

The derivative of ln(x) with respect to x, denoted as d/dx ln(x), can be found using the logarithmic differentiation technique. First, we express ln(x) as the natural logarithm of e raised to the power of ln(x):
ln(x) = ln(e^(ln(x)))
Using the chain rule, we can then find the derivative of ln(x) as:
d/dx ln(x) = d/dx ln(e^(ln(x)))
          = 1/x

Therefore, the derivative of ln(x) with respect to x is simply 1/x. This result can be useful in solving problems involving exponential and logarithmic functions, particularly when finding the slopes of tangent lines or rates of change.

In the context of exponentials and logs, "d/dx ln(x)" refers to finding the derivative of the natural logarithm function, ln(x), with respect to x. The natural logarithm is the inverse of the exponential function with base e (approximately equal to 2.718).
The derivative of ln(x) with respect to x is given by:
d/dx ln(x) = 1/x

So, the derivative of the natural logarithm function, ln(x), is simply the reciprocal of x.

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To find the minimum score required for the scholarship, we need to find the score that corresponds to the top 8% of the distribution. So, the minimum score required for the scholarship is 651.

First, we need to find the z-score corresponding to the top 8% of the distribution. We can do this using a standard normal distribution table or a calculator. The z-score corresponding to the top 8% is approximately 1.41.
Next, we can use the formula for z-score to find the corresponding SAT score:
z = (x - mean) / standard deviation
1.41 = (x - 497) / 109
Solving for x, we get:
x = 642.69
Rounding to the nearest whole number, the minimum SAT score required for the scholarship is 643.
Therefore, any student who scores 643 or above on the SAT writing test will be eligible for the scholarship.

To find the minimum score required for the scholarship, we need to determine the cutoff point for the top 8% of SAT writing scores. Since the scores are normally distributed, we can use the mean and standard deviation to calculate this value.
Step 1: Find the z-score corresponding to the top 8%.
To find the z-score, we will use a z-table or a calculator that provides the inverse of the cumulative distribution function. We want the z-score for the 92nd percentile (since we are looking for the top 8%, 100% - 8% = 92%).
Using a z-table or calculator, the z-score for the 92nd percentile is approximately 1.41.
Step 2: Calculate the minimum score using the z-score, mean, and standard deviation.
Now, we'll use the following formula to find the minimum score:
Minimum Score = Mean + (z-score * Standard Deviation)
Minimum Score = 497 + (1.41 * 109)
Minimum Score = 497 + 153.69
Minimum Score ≈ 650.69
Step 3: Round the result to the nearest whole number.
Minimum Score = 651
So, the minimum score required for the scholarship is 651.

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In a test of significance, assuming the null hypothesis is true, the probability of observing the test statistic extreme or more extreme than the observed test statistic (in the way of the alternative hypothesis) is called the p-value.

This value helps us determine whether to reject or fail to reject the null hypothesis. If the p-value is less than or equal to the level of significance, we reject the null hypothesis. If the p-value is greater than the level of significance, we fail to reject the null hypothesis.

Therefore, the correct answer is "the probability the null hypothesis is true."

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The simplest type of statistical analysis that would be appropriate to analyze this data is a two-sample t-test or a chi-square test of probability.

These tests can help determine if there is a significant difference in blood pressure between males and females in the sample population. However, it is important to note that correlation does not necessarily imply causation, and other factors such as age, lifestyle, and genetics may also influence blood pressure. The tests mentioned can provide statistical evidence to determine if there is a significant difference in blood pressure between males and females in the sample population. If the p-value of the test is less than the significance level (usually 0.05), we can conclude that there is a significant difference in blood pressure between males and females.

However, it is important to keep in mind that correlation does not necessarily imply causation. Just because there is a significant difference in blood pressure between males and females does not necessarily mean that being male or female is the cause of the difference in blood pressure. Other factors such as age, lifestyle, and genetics may also play a role in determining blood pressure levels.

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The polynomial of the can not be factored over set of real numbers is x²+4x+5

A polynomial is an expression consisting of variable and coefficient involved mathematical operations like addition and subtraction e.t.c

A quadratic expression is derived by the formula;

x² - (alpha+beta)x + (alpha)(beta)

Where alpha and beta are the roots of the expression.

For a quadratic expression to a real numbers as root, b = (alpha+beta)

c = (alpha)(beta)

For the expression x² +4x+5

there are no factors of 5 that their sum will give 4. Therefore the polynomial that can not be factored by real number is x²+4x+5

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The value of the integral is (cos(1) - 1)/2. To reverse the order of integration, we need to write the limits of integration as a function of y first, then as a function of x.

The limits of y are from 0 to 1, and the limits of x are from y to 1.
So, we can write the integral as:
∫ from 0 to 1 ∫ from y to 1 y cos(x^2) dxdy
Now, we can reverse the order of integration by integrating with respect to x first, then with respect to y.
So, the integral becomes:
∫ from 0 to 1 ∫ from y to 1 y cos(x^2) dx dy
Integrating with respect to x, we get:
∫ from 0 to 1 [sin(x^2)]/2y from y to 1 dy
Now, integrating with respect to y, we get:
∫ from 0 to 1 [(sin(1) - sin(y^2))/2y] dy
Simplifying, we get:
[cos(1) - 1]/2
Therefore, the value of the integral is (cos(1) - 1)/2.

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The measure of the angle x will be 57°.

The angle of an arc in a circle is defined as the angle subtended by the arc at the centre of the circle. The angle of the arc is measured in degrees or radians.

There is a theorem related to the angle of an arc in a circle called the central angle theorem. This theorem states that the angle subtended by an arc at the centre of a circle is equal to double the angle subtended by the same arc at any point on the circumference of the circle.

The measure of the angle x is,

x = ( 360 - 123 - 123 ) / 2

x = 57°

Hence, the value of an angle x is 57°.

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L<1, the series is absolutely convergent by the Ratio Test.

What is ratio test?

The ratio test is a convergence test used to determine whether an infinite series converges or diverges. It is based on the idea that if the ratio of successive terms in a series approaches a limit L as n approaches infinity, then the series converges absolutely if L < 1, diverges if L > 1, and inconclusive if L = 1.

More formally, given a series [tex]\sum_{n=1}^\infty a_n[/tex], we consider the limit

[tex]L = \lim_{n\to\infty} \left|\frac{a_{n+1}}{a_n}\right|[/tex]

If L < 1, then the series converges absolutely. If L > 1, then the series diverges. If L = 1, then the ratio test is inconclusive and we may need to use other tests to determine convergence or divergence.

Using the ratio test, we have:

[tex]\lim_{n\to\infty} \left|\frac{a_{n+1}}{a_n}\right| &= \lim_{n\to\infty} \left|\frac{(-1)^{n+1}\frac{(n+1)^3 3^{n+1}}{(n+1)!}}{(-1)^n\frac{n^3 3^n}{n!}}\right|\\\&=\lim_{n\to\infty} \left|\frac{(n+1)^3 3}{n^3}\right|\&=\lim_{n\to\infty} \left|\frac{n^3+3n^2+3n+1}{n^3}\cdot 3\right|\\&=\lim_{n\to\infty} \left(3+\frac{3}{n}+\frac{3}{n^2}+\frac{1}{n^3}\right)\\&=3[/tex]

Since L<1, the series is absolutely convergent by the Ratio Test.

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The graph of functions are shown in image.

Now, We have to given that;

Compare the graph to the graph of

⇒ f (x) = x².

And, Functions are,

(5.) g(x) = 6x²

(7.) h(x) = 1/4x²

(9.) m(x) = -2x²

(11.) A(x)= -0.2x²

(13) n(x) = (2x)²

(15.) c(x)=(-1/3x)²

Now, We can draw all the graphs as shown in image.

Thus, By graph we get some of the graph are compressed and some are dispersed through the graph of function f (x) = x².

Therefore,  The graph of functions are shown in image.

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Answer:

[tex] \sqrt{72 {m}^{5} {n}^{2} } [/tex]

[tex] \sqrt{2 \times 36 \times {m}^{4} \times m \times {n}^{2} } [/tex]

[tex]6 {m}^{2} n \sqrt{2m} [/tex]

C is the correct answer.