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

Writing to Learn \(x\) -and \(y\) -intercepts (a) Explain why \(c\) and \(d\) are the \(x\) -intercept and \(y\) -intercept, respectively, of the line $$\frac{x}{c}+\frac{y}{d}=1$$ (b) How are the \(x\) -intercept and \(y\) -intercept related to \(c\) and \(d\) in $$\frac{x}{c}+\frac{y}{d}=2 ?$$

Short Answer

Expert verified
In equation \(\frac{x}{c}+\frac{y}{d}=1\), c and d are the x-intercept and y-intercept respectively. In equation \(\frac{x}{c}+\frac{y}{d}=2\), 2c and 2d are the x-intercept and y-intercept respectively.

Step by step solution

01

Analyze the first equation

The first equation is \(\frac{x}{c}+\frac{y}{d}=1\). To find the x-intercept, we need to set y equal to zero and solve for x. Doing this gives us \(\frac{x}{c}+\frac{0}{d}=1\), which simplifies to \(\frac{x}{c}=1\). Multiplying both sides by c, we find that x=c. Therefore, c is the x-intercept.
02

Solve for the y-intercept of the first equation

Similarly, to find the y-intercept, we need to set x equal to zero and solve for y. So our equation becomes \(\frac{0}{c}+\frac{y}{d}=1\), which simplifies to \(\frac{y}{d}=1\). Multiplying both sides by d, we find that y=d. Therefore, d is the y-intercept.
03

Analyze the second equation

The second equation is \(\frac{x}{c}+\frac{y}{d}=2\). Using the same method, if we set y to 0 and solve for x we get \(\frac{x}{c}=2\), which gives x=2c. Therefore, the x-intercept is twice the value of c.
04

Solve for the y-intercept of the second equation

Setting x equal to zero and solving for y in the second equation leads to \(\frac{y}{d}=2\), which simplifies to y=2d. Therefore, the y-intercept is twice the value of d.

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!

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

Cholera Bacteria Suppose that a colony of bacteria starts with 1 bacterium and doubles in number every half hour. How many bacteria will the colony contain at the end of 24 \(\mathrm{h}\) ?

extending the idea The Witch of Agnesi The bell-shaped witch of Agnesi can be constructed as follows. Start with the circle of radius \(1,\) centered at the point \((0,1)\) as shown in the figure Choose a point \(A\) on the line \(y=2,\) and connect it to the origin with a line segment. Call the point where the segment crosses the circle \(B .\) Let \(P\) be the point where the vertical line through \(A\) crosses the horizontal line through \(B\) . The witch is the curve traced by \(P\) as \(A\) moves along the line \(y=2\) .Find a parametrization for the witch by expressing the coordinates of \(P\) in terms of \(t\) , the radian measure of the angle that segment OA makes with the positive \(x\) -axis. The following equalities (which you may assume) will help: (i) \(x=A Q \quad\) (ii) \(y=2-A B \sin t \quad\) (iii) \(A B \cdot A O=(A Q)^{2}\)

In Exercises \(39-42,\) draw the graph and determine the domain and range of the function. $$y=-3 \log (x+2)+1$$

Exploration Let y=\sin (a x)+\cos (a x) Use the symbolic manipulator of a computer algebra system (CAS) to help you with the following: (a) Express \(y\) as a sinusoid for \(a=2,3,4,\) and 5 (b) Conjecture another formula for \(y\) for \(a\) equal to any positive integer \(n .\) (c) Check your conjecture with a CAS. (d) Use the formula for the sine of the sum of two angles (see Exercise 56 \(\mathrm{c}\) ) to confirm your conjecture.

Group Activity Inverse Functions Let \(y=f(x)=m x+b\) \(m \neq 0\) (a) Writing to Learn Give a convincing argument that \(f\) is a one-to-one function. (b) Find a formula for the inverse of \(f .\) How are the slopes of \(f\) and \(f^{-1}\) related? (c) If the graphs of two functions are parallel lines with a nonzero slope, what can you say about the graphs of the inverses of the functions? (d) If the graphs of two functions are perpendicular lines with a nonzero slope, what can you say about the graphs of the inverses of the functions? .

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