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Find the indicated sum. Use the formula for the sum of the first n terms of a geometric sequence. $$\sum_{i=1}^{10} 5 \cdot 2^{i}$$

Short Answer

Expert verified
The sum of the first 10 terms of the given geometric sequence is \( S_{10} = -10 + 10 \cdot 2^{10} \).

Step by step solution

01

Identify the Geometric Sequence

Look at the sum \( \sum_{i=1}^{10} 5 \cdot 2^{i} \). It represents the sum of a geometric sequence with first term \( a = 5 \cdot 2^{1} = 10 \), common ratio \( r = 2 \) and 10 terms.
02

Apply the formula

The formula for the sum of the first n terms of a geometric sequence is \( S_n = a(1 - r^n) / (1 - r) \). Substituting the values into the formula, we get \( S_{10} = 10 (1 - 2^{10}) / (1 - 2) \).
03

Calculate the Sum

Simplify the expression to find the sum. \( S_{10} = 10 (1 - 2^{10}) / -1 \). This simplifies to \( S_{10} = -10 + 10 \cdot 2^{10} \).

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Key Concepts

These are the key concepts you need to understand to accurately answer the question.

Sum of Geometric Series
A geometric series is essentially a collection of terms derived from multiplying the previous term by a constant factor known as the common ratio. To find the sum of a geometric series, we seek to add up all the individual terms. For a finite number of terms, there's a specific formula that gives this sum, avoiding the need for manual addition of each term.

The sum of the first n terms of a geometric sequence can be calculated using:
  • Sum formula: \( S_n = a \frac{1 - r^n}{1 - r} \)
  • Where \( a \) is the first term, \( r \) is the common ratio, and \( n \) is the number of terms.
This formula allows you to compute the sum quickly, making it time-efficient for sequences with many terms. For instance, if you're dealing with 10 terms like in the exercise, repeating this process manually would be tedious. The formula simplifies this task considerably.
Common Ratio
The common ratio in a geometric sequence is the factor by which we multiply the current term to get to the next one. This ratio remains constant throughout the sequence, defining its exponential nature.

For example:
  • If the first term is 10 and the sequence doubles each time, the common ratio \( r \) is 2.
  • This means every term is twice the previous one: 10, 20, 40, 80, and so on.
Identifying the common ratio is crucial because it heavily influences the calculations of the entire sequence, especially when applying the sum formula. It also determines whether the sequence grows, shrinks, or stays constant.
First Term
The first term of a geometric sequence, denoted as \( a \), sets the stage for the entire sequence. It is the initial term from which all subsequent terms are derived through continual multiplication by the common ratio.

In the context of the exercise:
  • The first term \( a \) was calculated as \( 5 \times 2^1 = 10 \).
  • This means the sequence begins with 10, and each following term is a result of multiplying by the common ratio.
The value of the first term is critical for applying the formula for the sum, as it directly affects the final sum calculated.
Formula for Sum of Geometric Sequence
The formula for the sum of a finite geometric sequence allows us to determine the cumulative total of the series' terms quickly. Recall that the formula is:
  • \( S_n = a \frac{1 - r^n}{1 - r} \)
  • Where \( a \) is the first term, \( r \) is the common ratio, and \( n \) is the number of terms.
In practical application:

1. Begin by confirming the values for \( a \), \( r \), and \( n \).
2. Substitute these into the formula.
3. Calculate to find the sum.

For instance, using the values from our example, substituting into the formula gives us an efficient route to the answer without needing to manually add each term.

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Most popular questions from this chapter

Solve by the method of your choice. From a club of 20 people, in how many ways can a group of three members be selected to attend a conference?

The group should select real-world situations where the Fundamental Counting Principle can be applied. These could involve the number of possible student ID numbers on your campus, the number of possible phone numbers in your community, the number of meal options at a local restaurant, the number of ways a person in the group can select outfits for class, the number of ways a condominium can be purchased in a nearby community, and so on. Once situations have been selected, group members should determine in how many ways each part of the task can be done. Group members will need to obtain menus, find out about telephone-digit requirements in the community, count shirts, pants, shoes in closets, visit condominium sales offices, and so on. Once the group reassembles, apply the Fundamental Counting Principle to determine the number of available options in each situation. Because these numbers may be quite large, use a calculator.

Exercises will help you prepare for the material covered in the next section. In Exercises \(112-113,\) show that $$ 1+2+3+\cdots+n-\frac{n(n+1)}{2} $$is true for the given value of \(n .\) $$n-3: \text { Show that } 1+2+3-\frac{3(3+1)}{2}.$$

Company A pays \(\$ 24,000\) yearly with raises of \(\$ 1600\) per year. Company B pays \(\$ 28,000\) yearly with raises of \(\$ 1000\) per year. Which company will pay more in year \(10 ?\) How much more?

Determine whether each statement makes sense or does not make sense, and explain your reasoning. I used the combinations formula to determine how many different four-note sound sequences can be created from the notes \(\mathrm{C}, \mathrm{D}, \mathrm{E}, \mathrm{F}, \mathrm{G}, \mathrm{A},\) and \(\mathrm{B}\)

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