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Question 1112786: Hi,
Please help me to solve step-by-step on these questions.
Thank you very much.
10. Explain in words how to determine whether :
nth root of a^n = a
Or
nth root of a^n = /a/
Simplify the following expression by first rewriting to remove the negative exponent, then writing in radical form, then evaluating, and final simplifying. Refer to Section 8.2 in the text.
(-27)/64)^(-2/3)
Found 3 solutions by Boreal, KMST, ikleyn: Answer by Boreal(15235) (Show Source):
You can put this solution on YOUR website! n th root of a term, n being even, is the absolute value.
The presence of the radical asks for the positive square root.
For the second, invert the fraction to remove the negative sign of the exponent.
(-64/27)^(2/3)=cube root of each squared. That becomes (-4/3)^2 or 16/9.
Answer by KMST(5328) (Show Source):
You can put this solution on YOUR website! It depends on what you know about and .
If you are given values for and it is easy:
If and is a positive integer, .
Example #1: for and , .
Example #2: for and , .
If and is an even (positive) integer, .
Example #3: for and , .
If and is an odd (positive) integer, .
Example #3: for and , .
IF YOU DO NOT HAVE ENOUGH INFORMATION:
If is an even (positive) integer, is always true.
and .
If is an odd (positive) integer, is always true.
and .
By definition of negative exponent,   ,
and       as you already knew.
You probably would just write as one step:   .
Putting that old and new knowledge together, what you are probably expected to write is
       
Answer by ikleyn(52781) (Show Source):
You can put this solution on YOUR website! .
What is , it is heavily depends on context.
The reason is that , taken as is, is not a single function or a single value.
has, strongly speaking, two values, 2 and -2.
as a function, has, strongly speaking, two branches, | | and -| |.
In other words, there are TWO different functions practically under the same name.
So, without the context, is not a single value or a function.
In opposite, it is THE SET of two values or two functions.
Only if and when the context is EXPLICITLY (or IMPLICITLY) DEFINED, it becomes one function or one single value.
Professional mathematicians "feel" the context practically with no error, but for the school people (students or/and teachers)
it is often difficult to feel the context.
Therefore in school Math nobody and never explains it, because this understanding gains only with experience.
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