/*! This file is auto-generated */ .wp-block-button__link{color:#fff;background-color:#32373c;border-radius:9999px;box-shadow:none;text-decoration:none;padding:calc(.667em + 2px) calc(1.333em + 2px);font-size:1.125em}.wp-block-file__button{background:#32373c;color:#fff;text-decoration:none} Problem 4 Answer True or False. You do not... [FREE SOLUTION] | 91Ó°ÊÓ

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Answer True or False. You do not need a calculator for these exercises. Rather, use the fact that e is approximately 2.7 $$e^{2}<4$$

Short Answer

Expert verified
False

Step by step solution

01

Understanding the Problem

We need to determine if the statement \(e^{2} < 4\) is true or false, where \(e\) is approximately 2.7.
02

Calculating \(e^2\) Using Approximation

Evaluate \(e^2\) using the approximate value of \(e = 2.7\). This means we calculate \(2.7^2\).
03

Perform the Multiplication

Multiply 2.7 by itself: \(2.7 \times 2.7 = 7.29\).
04

Compare the Result to 4

Now, compare \(7.29\) to 4. Since \(7.29\) is greater than 4, the inequality \(e^2 < 4\) is false.

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Key Concepts

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

Inequalities
Inequalities are mathematical expressions used to compare values and establish the order between them. In the exercise provided, we are dealing with the inequality \(e^2 < 4\). This type of inequality is read as "\(e^2\) is less than 4".

It's important to note that inequalities provide a range of possibilities rather than an exact value, unlike equations. Here are a few key points about inequalities:
  • Symbols: Common inequality symbols include \(<\) for "less than", \(>\) for "greater than", \(\leq\) for "less than or equal to", and \(\geq\) for "greater than or equal to".
  • Solution Set: The solution to an inequality is often a range of values that satisfy the given condition.
  • Number Line: Inequalities can be represented on a number line, providing a visual understanding of the relation.
Understanding how to interpret and solve inequalities is crucial, as they are widely used in various mathematical contexts and real-life situations.
Approximation
Approximation is a crucial mathematical technique used to simplify complex numbers or expressions in order to make calculations more manageable. In this exercise, we approximate the numerical value of the constant \(e\), which is around 2.7, to simplify the computation of \(e^2\).

By using approximation, we can quickly evaluate expressions like \(e^2\) without needing precise values or a calculator:
  • Approximate Values: For example, we use \(e \approx 2.7\) instead of a more complex decimal expansion like \(2.71828\ldots\).
  • Quick Calculations: Approximations allow us to perform quick mental math or estimations, essential in time-constrained situations.
  • Balancing Precision: While approximations simplify calculations, it's important to balance this with the need for precision, depending on the context.
In the given problem, the approximation effectively shows that \(e^2 \approx 7.29\), which clearly helps in comparing it against 4.
Mathematical Reasoning
Mathematical reasoning is the process of drawing logical conclusions based on mathematical principles. This exercise requires us to apply mathematical reasoning to verify or falsify the statement \(e^2 < 4\), using the approximation \(e \approx 2.7\).

Engaging in mathematical reasoning involves several critical steps:
  • Understanding the Problem: Identify what is being asked and what the conditions or constraints are.
  • Logical Steps: Follow logical steps or operations, like calculating \(e^2\) and performing comparisons.
  • Evidence-Based Conclusions: Arrive at conclusions based on the evidence derived from calculations and valid approximations.
In this case, after calculating \(2.7^2 = 7.29\), mathematical reasoning leads us to the conclusion that \(7.29\) is greater than 4. Thus, we determine that the original inequality \(e^2 < 4\) is false. Mastering mathematical reasoning enhances problem-solving skills by promoting structured thinking and precise decision-making.

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Most popular questions from this chapter

Radiocarbon Dating: Because rubidium-87 decays so slowly, the technique of rubidium-strontium dating is generally considered effective only for objects older than 10 million years. In contrast, archeologists and geologists rely on the radiocarbon dating method in assigning ages ranging from 500 to 50,000 years. Two types of carbon occur naturally in our environment: carbon-12, which is nonradioactive, and carbon-14, which has a half-life of 5730 years. All living plant and animal tissue contains both types of carbon, always in the same ratio. (The ratio is one part carbon- 14 to \(10^{12}\) parts carbon-12.) As long as the plant or animal is living, this ratio is maintained. When the organism dies, however, no new carbon-14 is absorbed, and the amount of carbon-14 begins to decrease exponentially. since the amount of carbon-14 decreases exponentially, it follows that the level of radioactivity also must decrease exponentially. The formula describing this situation is $$\mathcal{N}=\mathcal{N}_{0} e^{k T}$$ where \(T\) is the age of the sample, \(\mathcal{N}\) is the present level of radioactivity (in units of disintegrations per hour per gram of carbon), and \(\mathcal{N}_{0}\) is the level of radioactivity \(T\) years ago, when the organism was alive. Given that the half-life of carbon-14 is 5730 years and that \(\mathcal{N}_{0}=920\) disintegrations per hour per gram, show that the age \(T\) of a sample is given by $$T=\frac{5730 \ln (\mathcal{N} / 920)}{\ln (1 / 2)}$$

(a) Use a graphing utility to estimate the root(s) of the equation to the nearest one-tenth (as in Example 6). (b) Solve the given equation algebraically by first rewriting it in logarithmic form. Give two forms for each answer: an exact expression and a calculator approximation rounded to three decimal places. Check to see that each result is consistent with the graphical estimate obtained in part (a). $$e^{3 x^{2}}=112$$

Solve the inequality \(\log _{10}\left(x^{2}-6 x-6\right)>0.\)

Exercises \(55-60\) introduce a model for population growth that takes into account limitations on food and the environment. This is the logistic growth model, named and studied by the nineteenth century Belgian mathematician and sociologist Pierre Verhulst. (The word "logistic" has Latin and Greek origins meaning "calculation" and "skilled in calculation," respectively. However, that is not why Verhulst named the curve as he did. See Exercise 56 for more about this.) In the logistic model that we "I study, the initial population growth resembles exponential growth. But then, at some point owing perhaps to food or space limitations, the growth slows down and eventually levels off, and the population approaches an equilibrium level. The basic equation that we'll use for logis- tic growth is where \(\mathcal{N}\) is the population at time \(t, P\) is the equilibrium population (or the upper limit for population), and a and b are positive constants. $$\mathcal{N}=\frac{P}{1+a e^{-b t}}$$ (Continuation of Exercise 55 ) The author's ideas for this exercise are based on Professor Bonnie Shulman's article "Math-Alive! Using Original Sources to Teach Mathematics in Social Context," Primus, vol. VIII (March \(1998)\) (a) The function \(\mathcal{N}\) in Exercise 55 expresses population as a function of time. But as pointed out by Professor Shulman, in Verhulst's original work it was the other way around; he expressed time as a function of population. In terms of our notation, we would say that he was studying the function \(\mathcal{N}^{-1}\). Given \(\mathcal{N}(t)=4 /\left(1+8 e^{-t}\right)\) find \(\mathcal{N}^{-1}(t)\) (b) Use a graphing utility to draw the graphs of \(\mathcal{N}, \mathcal{N}^{-1}\), and the line \(y=x\) in the viewing rectangle [-3,8,2] by \([-3,8,2] .\) Use true portions. (Why?) (c) In the viewing rectangle [0,5,1] by \([-3,2,1],\) draw the graphs of \(y=\mathcal{N}^{-1}(t)\) and \(y=\ln t .\) Note that the two graphs have the same general shape and characteristics. In other words, Verhulst's logistic function (our \(\mathcal{N}^{-1}\) ) appears log-like, or logistique, as Verhulst actually named it in French. (For details, both historical and mathematical, see the paper by Professor Shulman cited above.)

The Chernobyl nuclear explosion (in the former Soviet Union, on April 26,1986 ) released large amounts of radioactive substances into the atmosphere. These substances included cesium-137, iodine-131, and strontium-90. Although the radioactive material covered many countries, the actual amount and intensity of the fallout varied greatly from country to country, due to vagaries of the weather and the winds. One area that was particularly hard hit was Lapland, where heavy rainfall occurred just when the Chernobyl cloud was overhead. (a) Many of the pastures in Lapland were contaminated with cesium-137, a radioactive substance with a half- life of 33 years. If the amount of cesium- 137 was found to be ten times the normal level, how long would it take until the level returned to normal? Hint: Let \(\mathcal{N}_{0}\) be the amount that is ten times the normal level. Then you want to find the time when \(\mathcal{N}(t)=\mathcal{N}_{0} / 10\) (b) Follow part (a), but assume that the amount of cesium-137 was 100 times the normal level. Remark: Several days after the explosion, it was reported that the level of cesium- 137 in the air over Sweden was 10,000 times the normal level. Fortunately there was little or no rainfall.

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