anonymous
  • anonymous
I have no clue what I'm doing wrong. I've followed a Master It example and a Watch It example given by webassign and I still come out with the same answer for: Find the average value f_ave of the function f on the given interval. f(x)=14x-x^4, [0,5] (work will be posted below)
Mathematics
  • Stacey Warren - Expert brainly.com
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SOLVED
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katieb
  • katieb
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anonymous
  • anonymous
\[f_{ave}= \frac{ 1 }{ 5 }\int\limits_{0}^{5}(14x-x^2)dx= \frac{ 1 }{ 5 }[7x^2-\frac{ x^3 }{ 3 }]^5_0=\frac{ 1 }{ 5 }[175-\frac{ 125 }{ 3 }]=\frac{ 1 }{ 5 }[\frac{ 50 }{ 3 }]=\frac{ 10 }{ 3 }\]
amistre64
  • amistre64
a - b/d is not equal to (a-b)/d
anonymous
  • anonymous
That's how it was done on the example given by webassign but figures, half of the answers they give my professor change so it'll only take it in a different form.

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amistre64
  • amistre64
how do we subtract when dealing with fractions?
anonymous
  • anonymous
To be honest, I have no clue. My professor just gives us the answers instead of working through the problems and showing my class how to do stuff.
amistre64
  • amistre64
your dealing with calculus problems here .. not basic arithmetic. you should already be familiar with how to add/subtract fractions.
anonymous
  • anonymous
Well I'm not.
amistre64
  • amistre64
2 + 3/4 is not equal to 5/4
anonymous
  • anonymous
Where the heck did you get 2+3/4 from?
amistre64
  • amistre64
its an example ...
anonymous
  • anonymous
OK...
anonymous
  • anonymous
At least put it in terms of what the function is in?
amistre64
  • amistre64
i did ...
amistre64
  • amistre64
what are you doing wrong? your not working the fractions correctly
anonymous
  • anonymous
Like I said above, I was going by examples that were given by webassign.
amistre64
  • amistre64
what is: 175- 125/3
anonymous
  • anonymous
175 is from 5 being put into the antiderivative of 14x which is 7x^2, thats where 175 came from and 125 is five put into the antiderivative of x^2 which is x^3/3, and that's where 125/3 came from.
amistre64
  • amistre64
yes, and when we work the subtraction ... what is: 175 - 125/3 ???? it is not 50/3
anonymous
  • anonymous
The examples given, heck even my professor, left the bottom 3 alone, that's where 50/3 came from.
amistre64
  • amistre64
there is no 'bottom 3' common to both terms ....
anonymous
  • anonymous
Well then my professor with 3 degrees in math is a fluttering idiot.
amistre64
  • amistre64
i dont think thats the issue here.
anonymous
  • anonymous
He teaches us with Theorems. He doesn't work the the problems, he doesn't tell us how to any of this. He just assumes that we know how to this stuff when in fact we do not.
anonymous
  • anonymous
out*
amistre64
  • amistre64
\[a+\frac bd\] \[a*\frac{d}{d}+\frac bd\] \[\frac{ad}{d}+\frac bd\] \[\frac{ad+b}{d}\ne\frac{a+b}{d}\]
amistre64
  • amistre64
yes, he assumes you know how to operate on fractions seeing how you are dealing with a level of math that is far beyond the basics of arithmetic.
amistre64
  • amistre64
\[175-\frac{125}{3}=\frac{3(175)-125}{3}\] \[3(175)-125\ne 50\]
anonymous
  • anonymous
That still doesn't help me understand how to do this....

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