/*! 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 48 For equation, determine the cons... [FREE SOLUTION] | 91Ó°ÊÓ

91Ó°ÊÓ

For equation, determine the constants \(A\) and \(B\) that make the equation an identity. (Hint: Combine terms on the right, and set coefficients of corresponding terms in the numerators equal.) $$\frac{x+4}{x^{2}}=\frac{A}{x}+\frac{B}{x^{2}}$$

Short Answer

Expert verified
The constants are \(A = 1\) and \(B = 4\).

Step by step solution

01

- Rewrite the Right-Hand Side

Rewrite the right-hand side by combining the fractions with a common denominator of \(x^2\): \[\frac{A}{x} + \frac{B}{x^2} = \frac{A \times x^{2 - 1}}{x^2} + \frac{B}{x^2} = \frac{Ax + B}{x^2}\]
02

- Set Numerators Equal

Since the denominators are the same, set the numerators equal to each other: \[x + 4 = Ax + B\]
03

- Compare Coefficients

Compare the coefficients of corresponding terms on both sides of the equation. For the terms involving \(x\), we have: \[1 = A\] And for the constant terms, we have: \[4 = B\]
04

- Solve for Constants

Solve the equations found in the previous step: \[A = 1\] \[B = 4\]

Unlock Step-by-Step Solutions & Ace Your Exams!

  • Full Textbook Solutions

    Get detailed explanations and key concepts

  • Unlimited Al creation

    Al flashcards, explanations, exams and more...

  • Ads-free access

    To over 500 millions flashcards

  • Money-back guarantee

    We refund you if you fail your exam.

Over 30 million students worldwide already upgrade their learning with 91Ó°ÊÓ!

Key Concepts

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

Algebraic fractions
Algebraic fractions are fractions where the numerator and/or the denominator are algebraic expressions. An algebraic expression is one that involves variables, constants, and arithmetic operations. For example, \(\frac{1}{x}\) is a simple algebraic fraction. When working with algebraic fractions, we often need to simplify, add, or subtract these fractions. Simplifying algebraic fractions can sometimes involve factoring the numerator and denominator to reduce them by canceling common factors. In problems involving sums and differences, finding a common denominator is key. This makes it possible to combine the fractions into a single fraction, allowing us to perform algebraic operations.
Coefficients comparison
Coefficients comparison is a method used to find the values of unknown constants in algebraic expressions. It involves equating the coefficients of corresponding terms from both sides of an equation. For instance, consider an equation like \(\frac{x+4}{x^{2}}=\frac{A}{x}+\frac{B}{x^{2}}\). To solve for \(A\) and \(B\), we need to rewrite the right-hand side by finding a common denominator and then combining the fractions. We then equate the numerators of corresponding terms. By setting these parts equal, we can solve for the unknowns. This technique is invaluable when working with identities and helps ensure that both sides of the equation represent the same function for all values of the variable.
Common denominators
Finding a common denominator is a critical step when adding or subtracting fractions. A common denominator is a shared multiple of the denominators of the fractions involved. For example, to add \(\frac{1}{x}\) and \(\frac{1}{x^2}\), you can use \(x^2\) as the common denominator: \(\frac{x}{x^2} + \frac{1}{x^2} = \frac{x+1}{x^2}\). In algebraic contexts, we find common denominators to combine fractions and simplify equations. For example, in the given exercise, we combine \(\frac{A}{x}\) and \(\frac{B}{x^2}\) by using \(x^2\) as the common denominator, to get \(\frac{Ax + B}{x^2}\).
Precalculus
Precalculus forms the foundation of calculus and includes various concepts of algebra and trigonometry. Mastery of these concepts is essential for tackling calculus problems. Topics in precalculus include functions and their properties, identities, and algebraic manipulations. Understanding and solving algebraic fractions, comparing coefficients, and finding common denominators are part of precalculus. These topics help students develop analytical skills and the ability to work through complex equations. In tasks like finding constants in algebraic identities, these foundational skills are put to use. Familiarity with precalculus topics prepares students for the more advanced challenges in calculus.

One App. One Place for Learning.

All the tools & learning materials you need for study success - in one app.

Get started for free

Most popular questions from this chapter

Given \(A=\left[\begin{array}{rr}4 & -2 \\ 3 & 1\end{array}\right], B=\left[\begin{array}{rr}5 & 1 \\ 0 & -2 \\ 3 & 7\end{array}\right],\) and \(C=\left[\begin{array}{rrr}-5 & 4 & 1 \\ 0 & 3 & 6\end{array}\right],\) find each product when possible. $$B C$$

Use a system of equations to solve each problem. Find the equation of the line \(y=a x+b\) that passes through the points \((3,-4)\) and \((-1,4)\)

Solve each problem. Yogurt sells three types of yogurt: nonfat, regular, and super creamy, at three locations. Location I sells 50 gal of nonfat, 100 gal of regular, and 30 gal of super creamy each day. Location II sells 10 gal of nonfat, and Location III sells 60 gal of nonfat each day. Daily sales of regular yogurt are 90 gal at Location II and 120 gal at Location III. At Location II, 50 gal of super creamy are sold each day, and 40 gal of super creamy are sold each day at Location III. (a) Write a \(3 \times 3\) matrix that shows the sales figures for the three locations, with the rows representing the three locations. (b) The incomes per gallon for nonfat, regular, and super creamy are \(\$ 12, \$ 10,\) and \(\$ 15,\) respectively. Write a \(1 \times 3\) or \(3 \times 1\) matrix displaying the incomes. (c) Find a matrix product that gives the daily income at each of the three locations. (d) What is Yagel's Yogurt's total daily income from the three locations?

$$ A=\left[\begin{array}{ll} a_{11} & a_{12} \\ a_{21} & a_{22} \end{array}\right], \quad B=\left[\begin{array}{ll} b_{11} & b_{12} \\ b_{21} & b_{22} \end{array}\right], \quad \text { and } \quad C=\left[\begin{array}{ll} c_{11} & c_{12} \\ c_{21} & c_{22} \end{array}\right] $$ where all the elements are real numbers. Use these matrices to show that each statement is true for \(2 \times 2\) matrices. \((c A) d=(c d) A,\) for any real numbers \(c\) and \(d\)

For certain aircraft there exists a quadratic relationship between an airplane's maximum speed \(S\) (in knots) and its ceiling \(C\), or highest altitude possible (in thousands of feet). The table lists three airplanes that conform to this relationship. $$\begin{array}{|c|c|c} \hline \text { Airplane } & \text { Max Speed (S) } & \text { Ceiling (C) } \\\ \hline \text { Hawkeye } & 320 & 33 \\ \hline \text { Corsair } & 600 & 40 \\ \hline \text { Tomcat } & 1283 & 50 \\ \hline \end{array}$$ (a) If the quadratic relationship between \(C\) and \(S\) is written as \(C=a S^{2}+b S+c\) use a system of linear equations to determine the constants \(a, b\) and \(c,\) and give the equation. (b) A new aircraft of this type has a ceiling of \(45,000 \mathrm{ft}\). Predict its top speed.

See all solutions

Recommended explanations on Math Textbooks

View all explanations

What do you think about this solution?

We value your feedback to improve our textbook solutions.

Study anywhere. Anytime. Across all devices.