Warning: foreach() argument must be of type array|object, bool given in /var/www/html/web/app/themes/studypress-core-theme/template-parts/header/mobile-offcanvas.php on line 20

Simplify the expression. $$ \left(4^{3 / 2} \cdot 4^{1 / 4}\right)^4 $$

Short Answer

Expert verified
The simplified form of the given expression is 262144.

Step by step solution

01

Simplify the exponentiations inside parentheses

Begin with simplifying the base to the power of a fraction. The expression inside the parentheses is a product of two numbers, both are powers of 4. By recognizing 4^{3 / 2} is the square root of 4 cubed and 4^{1 / 4} is the fourth root of 4, we can evaluate them as \sqrt{4^3} = 8 and \sqrt[4]{4} = \sqrt{2}, respectively. So, the expression inside parentheses simplifies to 8 * \sqrt{2}.
02

Simplify the product inside the parentheses

Multiply the numbers derived in step 1 to simplify the expression inside the parentheses. Hence, 8 * \sqrt{2} = 16 \sqrt{2}.
03

Apply the exponent outside the parentheses

Next, multiply the power of 4 outside the parentheses to the number inside the parentheses 16 \sqrt{2}, resulting into (16 \sqrt{2})^4.
04

Simplify exponent of the whole number

16 to the power of 4 is 65536 and \(\sqrt{2}\) to the power of 4 is 4. So the final output is 65536 * 4.
05

Final Calculation

Finally, compute the multiplication 65536 * 4, which is 262144.

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 Vaia!

Key Concepts

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

Rational Exponents
Rational exponents are a unique way of expressing roots and powers together in mathematical expressions. Instead of writing the square root of a number, we use a fraction as an exponent. For instance, when you see \(4^{3/2}\), this signifies that 4 is raised to a power that is both an exponent and a root. It is equal to the square root of 4 cubed, which can be broken down into steps:
\[4^{3/2} = \sqrt{4^3} = \sqrt{64} = 8\]
By using rational exponents, you can efficiently handle problems that involve both powers and roots, allowing you to make complex expressions simpler.
Exponentiation
Exponentiation is a mathematical operation that involves raising a number, known as the base, to a power. The power indicates how many times the base is multiplied by itself. For example, in the expression \(4^{3/2}\), 4 is the base, and \(3/2\) is the exponent.
Key properties of exponentiation include:
  • Product of Powers: \(a^m \cdot a^n = a^{m+n}\)
  • Power of a Power: \((a^m)^n = a^{m \cdot n}\)
  • Zero Exponent: Any non-zero base raised to the zero power is 1, e.g., \(a^0 = 1\)
When simplifying expressions, like in the original exercise, understanding how to manipulate and combine exponents is crucial.
Mathematical Roots
Mathematical roots are used to determine the original value that was raised to a certain power to reach a resulting number. Taking the square root of a number is equivalent to reversing the process of squaring that number. The concept of roots extends to cube roots, fourth roots, and beyond.
For instance, consider the expressions:
  • The fourth root of 4, written as \(\sqrt[4]{4}\), simplifies to \(\sqrt{2}\).
  • The cube of \(\sqrt{8}\) or the cube root of \(8\) returns the number 2.
Understanding mathematical roots helps break down expressions into simpler parts, essential for dealing with complex problems.
Algebraic Manipulation
Algebraic manipulation involves rearranging and simplifying algebraic expressions to achieve a desired form or to find solutions. This procedure often includes techniques such as combining like terms, factoring, and expanding.
In the context of the original exercise, algebraic manipulation was used after simplifying individual components. After breaking down the expression \(\left(4^{3/2} \cdot 4^{1/4}\right)^4\) to \(16 \sqrt{2}\), further manipulation involved applying powers to results:
  • Raising 16 to the power of 4 gives 65536.
  • Raising \(\sqrt{2}\) to the power of 4 converts to 4.
This kind of manipulation is essential for rewriting expressions in a simpler or more insightful form, making problems easier to solve.

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

In Exercise 4, interpret the meaning of \(\bar{x}_{\text {treatment }}-\bar{x}_{\text {control }}\) when the difference is positive, negative, and zero.

Describe the difference between an unbiased sample and a biased sample. Give one example of each.

Find the inverse of the function. $$ y=2^x-5 $$

DRAWING CONCLUSIONS A company wants to test whether a nutritional supplement has an adverse effect on an athlete’s heart rate while exercising. Identify a potential problem, if any, with each experimental design. Then describe how you can improve it. (See Example 3.) a. The company randomly selects 250 athletes. Half of the athletes receive the supplement and their heart rates are monitored while they run on a treadmill. The other half of the athletes are given a placebo and their heart rates are monitored while they lift weights. The heart rates of the athletes who took the supplement signifi cantly increased while exercising. b. The company selects 1000 athletes. The athletes are divided into two groups based on age. Within each age group, the athletes are randomly assigned to receive the supplement or the placebo. The athletes’ heart rates are monitored while they run on a treadmill. There was no signifi cant difference in the increases in heart rates between the two groups.

Your teacher lets the students decide whether to have their test on Friday or Monday. The table shows the results from four surveys of randomly selected students in your grade who are taking the same class. The students are asked whether they want to have the test on Friday. $$ \begin{array}{|c|c|c|} \hline \begin{array}{c} \text { Sample } \\ \text { Size } \end{array} & \begin{array}{c} \text { Number of } \\ \text { "Yes" Responses } \end{array} & \begin{array}{c} \text { Percent of } \\ \text { Votes } \end{array} \\ \hline 10 & 8 & 80 \% \\ 20 & 12 & 60 \% \\ 30 & 16 & 53.3 \% \\ 40 & 18 & 45 \% \\ \hline \end{array} $$ a. Based on the results of the first two surveys, do you think the test will be on Friday? Explain. b. Based on the results in the table, do you think the test will be on Friday? Explain.

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.

Sign-up for free