Julio tiene 12 años de edad y su padre tiene 42 años. ¿Cuántos años tendrá Julio cuando su padre tenga el doble de su edad?

The interval to the solution is (a) the interval from -7 to 6

From the question, we have the following parameters that can be used in our computation:

log(x + 9) + log(x - 9) = 0.47712

Apply the rule of logarithm

So, we have

log(x² - 9) = 0.47712

Take the exponent of both sides

x² - 9 = [tex]10^{0.47712[/tex]

So, we have

x² = 9 + [tex]10^{0.47712[/tex]

Evaluate

x² ≈ 12

Take the square root of both sides

x ≈ ±3.46

This value is between the interval -7 to 6

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The domain of the function y = 3 tan(2/3x) is all real numbers except for x = (3n + ³/₂)π., where n is an integer.

The function is given as: y = 3 tan(2/3x)

The function above is defined for all values of x except where the tangent function is undefined. The tangent function is undefined at angles where the cosine is zero. In this case, the cosine is zero when 2/3x is equal to an odd multiple of π/2.

So we set (2/3)x equal to (2n + 1)π/2, where n is an integer:

(2/3)x = (2n + 1)π/2.

To solve for x, we multiply both sides by 3/2:

x = (3/2)(2n + 1)π/2.

x = (3n + ³/₂)π.

Therefore, the function is undefined when x is equal to (3n + 3/2)π, where n is an integer.

The domain of the function y = 3 tan(2/3x) is all real numbers except for x = (3n + ³/₂)π., where n is an integer.

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Answer:

  (b)  x + 6

Step-by-step explanation:

You want the rule for the x-coordinate when the transformation is a right shift of 6 units.

A point that is the image of a pre-image point with x-coordinate x will be 6 units farther right of the y-axis than the pre-image point.

The x-coordinate measures how far right of the y-axis a point is. When that distance increases by 6 units, the x-coordinate increases by 6 units:

  x ⇒ x+6 . . . . . . the x-coordinate transformation rule

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The number the spinner is most likely to land on is 2

From the question, we have the following parameters that can be used in our computation:

The spinner

From the spinner, we have the number that covers the largest area to be 2

i.e.

Largest area = 2

This means that the number it is most likely to land on is 2 and it has the highest probability

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Answer:

Kirsten makes $12.50 per hour

Step-by-step explanation:

The total is $432.50

$5 is taken out of her paycheck, so that will be negative.

35 hours is the time she spent working.

The unknown variable we are looking for is the amount she makes in one hour.

Setting up the equation, we get:

$432.50 = $35x - $5

where x is the amount she makes every hour

Solve for x:

$437.50=$35x

$437.50 / $35 = x

Therefore, x = $12.50

Answer:

(x-2)^2 + (y+3)^2 = 5.1^2

Step-by-step explanation:

The equation of a circle is (x-h)^2 + (y-k)^2 = r^2, where h and k are the x and y values of the center of the circle respectively and r stands for the radius.

The center is given to us, at (2, -3) so we can plug that in:

(x-(2))^2 + (y- (-3))^2 = r^2

Simplify:

(x-2)^2 + (y+3)^2 = r^2

We can also solve for the radius by getting another point given to us: (3,2).

Using the pythagorean theorem, we can find how far the two points are away from each other:

a^2 + b^2 = c^2

1^2 + 5^2 = c^2
1 + 25 = c^2

26 = c^2

c ~ 5.1

Plug the radius we solved for in for r:
(x-2)^2 + (y+3)^2 = 5.1^2

Answer:

To determine the first term of the geometric progression, let's assume it is 'a'. From the given information, we know that:

Second Term = a + 50

(n + 1)th Term = a + 56

We also have the formula for the nth term of a geometric sequence:

nth term = a * r^(n-1)

where 'r' is the common ratio between consecutive terms. Since the difference between consecutive terms remains constant, i.e., 50 for the second term and 56 for the (n + 1)th term, we can set up the equation:

a + 50 = a * r^1

a + 56 = a * r^2

Solve the equations simultaneously:

a + 50 = a * r^1 => a - 50/r = 0

a + 56 = a * r^2 => a - 56/r = 0

Adding the two equations, we get:

2a - (50/r + 56/r) = 0

2a - (50 + 56)/r = 0

Simplifying the equation further, we obtain:

2a - (106/r) = 0

Now, solve for 'a':

2a - (106/r) = 0

2a = (106/r)

=> 2a = 106/r

The value of 'a' depends on the value of 'r', so we cannot determine its exact value without knowing 'r'. However, once we know 'r', we can calculate the value of 'a'.

The given passage provides a proof that the Separation Axioms follow from the Replacement Schema.

The proof involves introducing a set F and showing that {a: e X : O(x)} is equal to F (X) for every X. Therefore, the conclusion is that the Separation Axioms can be derived from the Replacement Schema.In the given passage, the author presents a proof that demonstrates a relationship between the Separation Axioms and the Replacement Schema.

The proof involves the introduction of a set F and establishes that the set {a: e X : O(x)} is equivalent to F (X) for any given set X. This implies that the conditions of the Separation Axioms can be satisfied by applying the Replacement Schema. Essentially, the author is showing that the Replacement Schema can be used to derive or prove the Separation Axioms. By providing this proof, the passage establishes a connection between these two concepts in set theory.

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The value of dy/dt  at x= 1 if y = [tex]3x^2[/tex] - 3 and dx/dt = 3 is 18.

To find dy/dt at x = 1, we need to differentiate the given equation y = [tex]3x^2[/tex] - 3 with respect to t and then substitute x = 1 and dx/dt = 3.

Let's begin by differentiating y = [tex]3x^2[/tex]- 3 with respect to t using the chain rule. Since y is a function of x and x is a function of t, we have:

dy/dt = (dy/dx) * (dx/dt)

Given dx/dt = 3, we can rewrite the equation as:

dy/dt = [tex](dy/dx) * 3[/tex]

Now, let's find the derivative of y = [tex]3x^2 - 3[/tex] with respect to x:

dy/dx = d/dx[tex](3x^2 - 3)[/tex]

= 6x

Substituting this back into the equation for dy/dt, we get:

dy/dt = [tex](6x) * 3[/tex]

= 18x

Finally, we can evaluate dy/dt at x = 1:

dy/dt at x = 1 = 18(1)

= 18

Therefore, the value of dy/dt at x = 1 is 18.

It's important to note that the value of dx/dt = 3 was given, and we used it to find dy/dt using the chain rule and the derivative of the equation with respect to x.


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Answer:

1) no special type; B

2) see below

Step-by-step explanation:

Additive inverse of the matrix is the negative of that number:

[ -7 6 -4]-> [7 -6 4]

[-3 4 -2] -> [ 3 -4 2]

Answer:

Yes, the triangle are similar.

Step-by-step explanation:

To prove that 2 triangle are similar you only need to prove that 2 corresponding angles are equal.

The sum of the interior angles add to 180.

< m on the left measures 30 degrees.

80 - 90 - 60 = 30

> t on the right measures 60 degrees.

180 - 90 - 30 = 60

If two corresponding angles of two triangles are equal that forces the third pair to be congruent, since the total of the angles must add up to 180.

Although we are not given the corresponding sides, there are proportional because the angles are equal.

Helping in the name of Jesus.

Answer:

Similar triangles are triangles that have the same shape but different sizes. In other words, if two triangles are similar, then their corresponding angles are congruent and their corresponding sides are in equal proportion.

For Question:

In Δ MSK and ΔQRT

∡S=∡R right angle

∡K=∡T=180°-90°-30°=60° Given

∡M=∡Q=180°-90°-60°=30° Given

Therefore,

Δ MSK  [tex]\bold{\sim}[/tex]  ΔQRT

By AA similarity.

Hence Proved:

Answer:

3.36643191324

-1.36643191324

Step-by-step explanation:

subtract 23 from both sides so that everything is on one side

5x²-10x-23=0

you can't factor this, so you need to use the quadratic formula:

(-b±√(b²-4*a*c))/2a

in our case, a= 5 b= -10 and c = -23

(-(-10)±√(10²-4*5*(-23)))/(2*5)

(10±√(100+460))/10

(10±√560)/10

we solve this twice. once where ± is + and again where ± is -

(10+√560)/10 = 3.36643191324

(10-√560)/10= -1.36643191324

Therefore, for a double batch of 2,000 lbs of flour in mixer 1, you would need 8,000 lbs of water.

To determine the amount of water needed for a double batch of 2,000 pounds (lbs) of flour in mixer 1, we need to consider the ratio of water to flour.

Typically, when making a batch, there is a specific ratio of water to flour. Let's assume the ratio is 1:2, meaning for every 1 pound of flour, we need 2 pounds of water.

For a double batch, we need to multiply the amount of flour by 2:

2,000 lbs of flour × 2 = 4,000 lbs of flour.

Using the ratio, we multiply the amount of flour by the ratio:

4,000 lbs of flour × 2 lbs of water per 1 lb of flour = 8,000 lbs of water.

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a. The vertical shift of the graph of G(x) compared to the graph of F(x) is an upward shift of 1 unit.

b. The vertical shift of the graph of G(x) compared to the graph of F(x) is an upward shift of 1 unit, while there is no horizontal shift between the two graphs.

In the functions G(x) = 2^(-x) and F(x) = 2^x:

Vertical Shift:

The vertical shift refers to the movement of a graph up or down along the y-axis. In this case, comparing G(x) = 2^(-x) to F(x) = 2^x, there is a vertical shift present.

The graph of F(x) = 2^x has its vertex (the lowest point of the graph) at the point (0, 1) on the coordinate plane.

The graph of G(x) = 2^(-x) is obtained by reflecting the graph of F(x) about the x-axis. This reflection results in a vertical shift of the graph. The graph of G(x) will have its vertex (the highest point of the graph) at the point (0, 1).

Therefore, the vertical shift of the graph of G(x) compared to the graph of F(x) is an upward shift of 1 unit.

Horizontal Shift:

The horizontal shift refers to the movement of a graph left or right along the x-axis. In this case, comparing G(x) = 2^(-x) to F(x) = 2^x, there is no horizontal shift present.

Both G(x) = 2^(-x) and F(x) = 2^x have their graphs centered at the y-axis, passing through the point (0, 1). Therefore, there is no horizontal shift between the two functions.

To summarize, the vertical shift of the graph of G(x) compared to the graph of F(x) is an upward shift of 1 unit, while there is no horizontal shift between the two graphs.

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The following question may be like this:

Consider the functions G(x) = 2^(-x) and F(x) = 2^x.

State the vertical shift of the graph of G(x) compared to the graph of F(x).

State the horizontal shift of the graph of G(x) compared to the graph of F(x). explain

The solution to the system of linear equations is (x, y, z) = (64/11, 37/11, 9/11). The system has exactly one solution.

Let's solve the system of linear equations correctly.

The given system of linear equations is:

x = y + 3z = 6

x - 2y = 5

2x - 2y + 5z = 9

To determine the number of solutions, we can analyze the system using the method of elimination or substitution. Let's use the method of elimination:

From equation 1, we have:

x = y + 3z

Substituting this value of x in equation 2:

(y + 3z) - 2y = 5

y + 3z - 2y = 5

-z + 3z = 5 - y

2z = 5 - y

Now, let's substitute the value of x in equation 3:

2(y + 3z) - 2y + 5z = 9

2y + 6z - 2y + 5z = 9

11z = 9

Simplifying the equation, we find:

z = 9/11

Now, substituting this value of z back into the equation 2z = 5 - y, we get:

2(9/11) = 5 - y

18/11 = 5 - y

18/11 - 5 = -y

18/11 - 55/11 = -y

-37/11 = -y

y = 37/11

Finally, we can substitute the values of y and z into equation 1 to find the value of x:

x = y + 3z

x = 37/11 + 3(9/11)

x = 37/11 + 27/11

x = 64/11

Therefore, the solution to the system of linear equations is (x, y, z) = (64/11, 37/11, 9/11).

The system has exactly one solution.

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The angles formed by the transversal line r and the parallel lines s and t, have that:

A. ∠5 ≈ ∠7 {vertical angles}

B. ∠1 + ∠2 = 180° {angles on straight line}

C. ∠4 ≈ ∠8 {corresponding angles}

D. ∠6 + ∠7 = 180° {angles on straight line}

When a transversal line intersects a pair of parallel lines, several angles are formed which includes: Corresponding angles, vertical angles, and alternate angles.

A. The angles ∠5 and ∠7 are vertical angles as they are vertically opposite, so ∠5 = ∠7

B. The angles ∠1 and ∠2 angles on a straight line and their sum is equal to 180° so;

∠1 + ∠2 = 180°

C. The angles ∠4 and ∠8 are corresponding angles and are equal, so ∠4 = ∠8

D. The angles ∠6 and ∠7 angles on a straight line and their sum is equal to 180° so;

∠6 + ∠7 = 180°

Therefore, for the angles formed by the transversal line r and the parallel lines s and t, we have that:

A. ∠5 ≈ ∠7 {vertical angles}

B. ∠1 + ∠2 = 180° {angles on straight line}

C. ∠4 ≈ ∠8 {corresponding angles}

D. ∠6 + ∠7 = 180° {angles on straight line}

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Answer: Read the solution

Step-by-step explanation:

A. For diagram A, triangles ANC and BDE are similar. Thus, we can use similarity ratios to find the length of AC. (x+1)/12 = (x+5)/15. 15x+15=12x+60. Thus 3x=45, and x=15. Since we need to find AC, AC = 15+1 = 16.

B. For diagram B, triangles SRT and VUT are similar. Again, using similarity ratios, (4x-1)/14=(x+2)/6 or 14x+28=24x-6. 10x=34, x=3.4.

Si un hombre camina a una velocidad promedio de 4 2/5 km por hora, podemos calcular la distancia que puede recorrer en 2 2/3 horas.

Primero, convertimos la velocidad promedio a una fracción impropia. 4 2/5 se puede expresar como 22/5. Por lo tanto, la velocidad es de 22/5 km por hora.

Luego, multiplicamos la velocidad por el tiempo para obtener la distancia. En este caso, la multiplicación sería (22/5) * (8/3) = 176/15 km.

Entoncs, el hombre puede llegar a una distancia de 176/15 km en 2 2/3 horas.

En resumen, el resultado es 176/15 km.

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Therefore, an appropriate confidence interval for μ30−μ60μ30​−μ60​ (the difference in mean body temperature) would be −0.796−0.796 to −0.404−0.404 (rounded to the appropriate decimal places).

To estimate the difference in the mean body temperature after exercising for 30 minutes versus 60 minutes, we can construct a confidence interval. Since the conditions for inference have been assumed to be met, we can proceed with the following steps:

   Calculate the difference in sample means: xˉ30−xˉ60=38.3−38.9=−0.6xˉ30​−xˉ60​=38.3−38.9=−0.6.

   Determine the standard error of the difference, which is given by the formula:

   SE=(s302n30)+(s602n60)SE=(n30​s302​​)+(n60​s602​​)

Substituting the values, we have:

SE=(0.27218)+(0.29224)≈0.100SE=(180.272​)+(240.292​)  ​≈0.100.

   Choose an appropriate confidence level. Let's say we want a 95% confidence interval.

   Using the standard error, calculate the margin of error, which is given by multiplying the critical value (corresponding to the chosen confidence level) by the standard error. For a 95% confidence level, the critical value is approximately 1.96.

   Margin of Error = 1.96 * 0.100 ≈ 0.196.

   Construct the confidence interval by subtracting and adding the margin of error to the difference in sample means:

   −0.6−0.196−0.6−0.196 to −0.6+0.196−0.6+0.196.

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The time taken for 1414 people to paint 14 walls is 6,430.44 minutes.

To find out how many minutes it would take 1414 people to paint 14 walls, we can use the information given to find the ratio.

We know that it takes 9 people 41 minutes to paint 9 walls.

Let's find the ratio:

(9 people) : (1414 people) = (41 minutes) : (x minutes)

Use the mutual multiplication property of the resulting ratio:

9 * x = 1414 * 41

Right simplification:

9x = 57974

To solve this problem, create a ratio using the information provided:

(9 people) : (1414 people) = (41 minutes) : (x minutes)

We can multiply the ratios:

9 * x = 1414 * 41

On the right side of the equation, calculate the product of 1414 and 41, which equals 57974.

4 444 So:

444 9x = 57974 To separate

4 share both sides of the equation with 9:

4 x = 57974/9

share both sides with 9:

4 x = 6430.44

It will take 6,430.44 minutes for 1,414 people to paint 14 walls.

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To simplify the expression 14√27 - √3, we can simplify the radicals and then perform the subtraction:

First, let's simplify the radicals:

√27 = √(9 × 3) = √9 × √3 = 3√3

Now we can rewrite the expression:

14√27 - √3 = 14(3√3) - √3

Next, distribute the 14:

14(3√3) - √3 = 42√3 - √3

Finally, combine like terms:

42√3 - √3 = 41√3

So the simplified expression is 41√3.

Answer:

x = - 1

Step-by-step explanation:

P = [tex]\frac{x-2}{x+1}[/tex]

the denominator of the rational function cannot be zero as this would make it undefined. Equating the denominator to zero and solving gives the value that x cannot be.

x + 1 = 0 ( subtract 1 from both sides )

x = - 1

P is undefined when x = - 1

To simplify the expression (2x-3)(5x^2-2x+7), we can use the distributive property.

First, multiply 2x by each term inside the second parentheses:

2x * 5x^2 = 10x^3

2x * -2x = -4x^2

2x * 7 = 14x

Next, multiply -3 by each term inside the second parentheses:

-3 * 5x^2 = -15x^2

-3 * -2x = 6x

-3 * 7 = -21

Combine all the resulting terms:

10x^3 - 4x^2 + 14x - 15x^2 + 6x - 21

Now, combine like terms:

10x^3 - 19x^2 + 20x - 21

So, the simplified expression is 10x^3 - 19x^2 + 20x - 21.

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The equation of the linear relationship in slope-intercept form is y = 2x - 8. Option A is the correct answer.

To determine the equation of the linear relationship in slope-intercept form based on the table, we need to find the slope and y-intercept.

By observing the table, we can calculate the slope by selecting any two points. Let's choose the points (0, -8) and (4, 0).

Slope (m) = (change in y) / (change in x)

= (0 - (-8)) / (4 - 0)

= 8 / 4

= 2

Now that we have the slope, we can find the y-intercept by substituting the values of one point and the slope into the equation y = mx + b and solving for b.

Using the point (0, -8):

-8 = 2(0) + b

b = -8

Therefore, the equation of the linear relationship in slope-intercept form is: y = 2x - 8. Option A is the correct answer.

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Answer:

x≥2 and x<2 : ∅

x≥2 or x<2 : All real numbers

x≤2 and x≥2 : 2

Step-by-step explanation:

the first one must follow both conditions, so no number would work.

the second one works with any number, so all real numbers.

the third one has only one condition that works, 2

Based on your description, it appears that you have a rectangle-shaped field with a circular pond located inside it.

The pond has different measurements at different positions:

A small circle on top measuring 2 cm, a larger circle in the middle measuring 7 cm, and an even larger circle on the right measuring 12.5 cm.

The rectangular field likely surrounds the circular pond, and the dimensions you provided describe the diameters or radii of the circles within it.

The sizes of the circles may indicate different areas or depths of the pond in those respective positions.

If you require any additional information or have any specific questions about this arrangement, please let me know, and I'll be happy to assist you further.

A little circle at the top of the pond measures 2 cm in diameter, a larger circle in the middle is 7 cm, and an even larger circle on the right measures 12.5 cm.

The dimensions you provide describe the diameters or radii of the circles within the circular pond, which is most likely surrounded by the rectangular field.

Different locations or pond depths may be indicated by the sizes of the circles in each location.

Please let me know if you need any more details or if you have any particular questions concerning this agreement, and I'll be pleased to help.

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The algebric expression -1/4 + 3/5 is equal to 7/20 when simplified.

To solve the expression -1/4 + 3/5, we need to find a common denominator for the fractions and then perform the addition.

The common denominator for 4 and 5 is 20. We can rewrite the fractions with this denominator:

-1/4 = -5/20

3/5 = 12/20

Now that the fractions have the same denominator, we can add them:

-5/20 + 12/20 = (-5 + 12)/20 = 7/20

Therefore, -1/4 + 3/5 is equal to 7/20.

To further simplify the fraction, we can check if there is a common factor between the numerator and denominator. In this case, 7 and 20 have no common factors other than 1, so the fraction is already in its simplest form.

Thus, the final answer is 7/20.

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These lines are not sufficient for me to evaluate their content and determine their truthfulness or accuracy.

In order to provide a meaningful response, I would need you to provide the specific lines or statements you would like me to evaluate.

However, I can assure you that as an AI language model, I generate responses based on the data I have been trained on up until September 2021. I do not have real-time information or access to the internet to verify the accuracy of specific statements made after that time.

I generate responses based on patterns and information from the training data, but I do not copy content from specific sources without attribution.

However, if you copy and paste any responses I provide without proper attribution, that would be considered plagiarism.

It is always important to provide proper citations and references when using information from any source, including AI-generated content.

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Using the Venn diagram, each set and the number of elements in each set are:

a. U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 12}

b. A = {1, 3, 4, 5, 6, 8}

c. B = {4, 5, 6, 7, 9, 11}

d. C = {6, 8, 9, 12}

e. A ∪ B = {1, 3, 4, 5, 6, 7, 8, 9, 11}

f. A ∩ B = {4, 5, 6}

A Venn diagram is a pictorial representation used to visualize the relationships between different sets of objects or concepts.

a.) U is the universal set. This implies it contains all the elements in the set. Thus:

U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 12}

b.) A is all element (number) is set A (circle A). Thus:

A = {1, 3, 4, 5, 6, 8}

c.) B is all element is set B (circle B). Thus:

B = {4, 5, 6, 7, 9, 11}

d.) C is all element is set C (circle C). Thus:

C = {6, 8, 9, 12}

e.) A ∪ B is all element is sets A and B (circles A and B). Thus:

A ∪ B = {1, 3, 4, 5, 6, 7, 8, 9, 11}

f.) A ∩ B is all element is sets A and B (circles A and B) have in common. Thus:

A ∩ B = {4, 5, 6}

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The option that is not true about polynomial functions is:

Option D. The deg (f ^ 3) = 3m​

For polynomial functions f(x) and g(x), if deg(f) = m * deg(g) = n, then we have the following:

Option A: deg(f + g) = max(m, n)

This is true because we know that the degree of the sum of two polynomials is the maximum of their individual degrees.

Option B: deg(f * g) <= m + n

This is true because we know that the degree of the product of two polynomials is at most the sum of their individual degrees.

Option C: If g is a factor of f, then deg(f) <= m

This is true because If g is a factor of f, it means that f can be divided by g without leaving a remainder. In this case, the degree of f is less than or equal to the degree of g.

D. The deg(f ^ 3) = 3m

This is not true because the degree of the polynomial f raised to the power of 3 is not necessarily equal to 3 times the degree of f. The degree of f^3 will depend on the individual terms and their exponents.

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