/*! 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 13 Determine whether the sequence i... [FREE SOLUTION] | 91Ó°ÊÓ

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Determine whether the sequence is geometric. If it is geometric, find the common ratio. $$2,4,8,16, \dots$$

Short Answer

Expert verified
Yes, the sequence is geometric with a common ratio of 2.

Step by step solution

01

Identify the Sequence

The sequence provided is \(2, 4, 8, 16, \dots\). We will analyze the sequence to determine if it is geometric.
02

Understanding a Geometric Sequence

A sequence is defined as geometric if the ratio between consecutive terms remains constant. In this case, the common ratio \(r\) is used to check the pattern between the terms.
03

Calculate the Common Ratios

To find the common ratio \(r\), divide each term by the previous one:\[ r_1 = \frac{4}{2} = 2, \quad r_2 = \frac{8}{4} = 2, \quad r_3 = \frac{16}{8} = 2 \]Since the common ratio between each consecutive term is \(2\), it indicates that the sequence is geometric.
04

Confirm Geometric Pattern

All the calculated ratios are equal, thus confirming that the sequence is indeed geometric with a common ratio of \(2\). This uniformity establishes that the ratio does not change as we progress through the sequence.

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Key Concepts

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

Common Ratio
When exploring a geometric sequence, identifying the **common ratio** is key to confirming the sequence's nature. The common ratio is a constant factor that each term is multiplied by to create the next term. As a simple way to find this, you divide any term in the sequence (except the first) by the term immediately before it.

In the sequence presented — 2, 4, 8, 16 — let's perform this division:
  • From 2 to 4, dividing gives us a ratio of \( \frac{4}{2} = 2 \)
  • From 4 to 8, it holds that \( \frac{8}{4} = 2 \)
  • From 8 to 16, similarly, \( \frac{16}{8} = 2 \)
Hence, the common ratio here is 2, proving consistency across the sequence.
Understanding the common ratio not only helps in identifying a geometric sequence but also allows us to predict future terms. Given the first term and the common ratio, simply multiply the term by this ratio to get the next term. This process can extend endlessly in either direction.
Sequence Analysis
**Sequence analysis** involves examining a series of numbers to determine the type of sequence it represents and to identify its patterns. When confronted with any sequence, we need to ask ourselves whether it maintains a certain consistency or rule, such as a constant difference or ratio.

In a geometric sequence, as seen in our example, each term after the first is produced by multiplying the previous term by the common ratio. By checking the ratio between all subsequent terms, we can affirm this type of sequence.

Performing sequence analysis provides insights into:
  • The pattern of growth or decay. Is it exponential, polynomial, or another form?
  • Predicting further terms in the sequence without having to list them out exhaustively.
  • Understanding symmetry and structure in numbers which can simplify complicated calculations.
Thus, sequence analysis is an essential part of mathematics, enhancing our grasp of patterns in numbers and their applications.
Mathematical Patterns
**Mathematical patterns** are the backbone of many mathematical sequences, offering aesthetic beauty and practical utility. They resonate with regularity and predictability, making complex calculations easier to manage. In a geometric sequence like our example, the pattern of multiplication by a common ratio appears straightforward but has profound implications.

Identifying such a pattern helps to:
  • Predict future terms, allowing calculations beyond visible elements.
  • Support algebraic expressions to represent real-world phenomena like growth rates in economics or biology.
  • Enhance problem-solving skills, as many mathematical problems are solvable by identifying underlying patterns.
Patterns reveal mathematical laws and help in developing models to simulate real-life situations. They are keys to enhancing analytical thinking and achieving efficient solutions.

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Most popular questions from this chapter

Population of a City A city was incorporated in 2004 with a population of \(35,000 .\) It is expected that the population will increase at a rate of \(2 \%\) per year. The population \(n\) years after 2004 is given by the sequence $$ P_{n}=35,000(1.02)^{n} $$ (a) Find the first five terms of the sequence. (b) Find the population in 2014 .

A construction company purchases a bulldozer for \(\$ 160,000\). Each year the value of the bulldozer depreciates by \(20 \%\) of its value in the preceding year. Let \(V_{n}\) be the value of the bulldozer in the \(n\) th year. (Let \(n=1\) be the year the bulldozer is purchased.) (a) Find a formula for \(V_{n}\). (b) In what year will the value of the bulldozer be less than \(\$ 100,000 ?\)

The arithmetic mean (or average) of two numbers \(a\) and \(b\) is $$ m=\frac{a+b}{2} $$ Note that \(m\) is the same distance from \(a\) as from \(b,\) so \(a, m, b\) is an arithmetic sequence. In general, if \(m_{1}, m_{2}, \ldots, m_{k}\) are equally spaced between \(a\) and \(b\) so that $$ a, m_{1}, m_{2}, \dots, m_{k}, b $$ is an arithmetic sequence, then \(m_{1}, m_{2}, \ldots, m_{k}\) are called \(k\) arithmetic means between \(a\) and \(b\). (a) Insert two arithmetic means between 10 and 18 . (b) Insert three arithmetic means between 10 and 18 . (c) Suppose a doctor needs to increase a patient's dosage of a certain medicine from 100 mg to 300 mg per day in five equal steps. How many arithmetic means must be inserted between 100 and 300 to give the progression of daily doses, and what are these means?

A certain ball rebounds to half the height from which it is dropped. Use an infinite geometric series to approximate the total distance the ball travels after being dropped from \(1 \mathrm{m}\) above the ground until it comes to rest.

Salary Increases A newly hired salesman is promised a beginning salary of \(\$ 30,000\) a year with a \(\$ 2000\) raise every year. Let \(S_{n}\) be his salary in his \(n\) th year of employment. (a) Find a recursive definition of \(S_{n}\) (b) Find his salary in his fifth year of employment.

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