SRINIVAS.GATTU: September 2011

CHAPTER 1

1.	Solve. 9x + 8 = 2x + 8
	A) –1 B) 0 C) 1 D) 2
	Ans: B Difficulty Level: Moderate Objective: 2 Section: 1

2.	Solve. 4(x – 2) + 6x = 12
	A) B) C) 1 D) 2
	Ans: D Difficulty Level: Moderate Objective: 2 Section: 1

3.	Solve. 5(x – 5) + 3x = 4x – 25
	Ans:	0
	Difficulty Level: Moderate Objective: 2 Section: 1

4.	Solve. – =
	Ans:
	Difficulty Level: Moderate Objective: 2 Section: 1

5.	Solve. 20 + 10(x – 7) = 5(x + 4) + 5x
	A) B) C) D) No solution
	Ans: D Difficulty Level: Difficult Objective: 2 Section: 1

6.	Solve.
	Ans:	22
	Difficulty Level: Difficult Objective: 2 Section: 1

7.	Solve. 0.88(x – 0.75) – 0.9x = 0.1x – 0.87
	Ans:	1.75
	Difficulty Level: Moderate Objective: 2 Section: 1

8.	Solve.
	Ans:	–16
	Difficulty Level: Difficult Objective: 2 Section: 1

9.	Solve.
	Ans:
	Difficulty Level: Moderate Objective: 2 Section: 1

10.	Solve.
	A) –6 B) 6 C) –2 D) No solution
	Ans: D Difficulty Level: Difficult Objective: 2 Section: 1

11.	Solve.
	A) 16 B) –16 C) 2 D) –2
	Ans: B Difficulty Level: Difficult Objective: 2 Section: 1

12.	Solve for t. q = r + (s – 7)t
	Ans:
	Difficulty Level: Difficult Objective: 2 Section: 1

13.	Solve for s.
	Ans:
	Difficulty Level: Difficult Objective: 2 Section: 1

14.	Solve for x.
	A) B) C) D)
	Ans: C Difficulty Level: Difficult Objective: 2 Section: 1

15.	Solve for x.
	Ans:	4
	Difficulty Level: Difficult Objective: 2 Section: 1

16.	Find a number such that 54 more than one-half the number is twice the number.
	Ans:	36
	Difficulty Level: Routine Objective: 4 Section: 1

17.	The length of a rectangle is 2 cm more than twice its width. If the perimeter of the rectangle is 40 cm, find the length of the rectangle.
	A) 6 cm B) 9 cm C) 11 cm D) 14 cm
	Ans: D Difficulty Level: Moderate Objective: 4 Section: 1

18.	The length of a rectangle is 5 ft less than 4 times its width. If the perimeter of the rectangle is 30 ft, find the dimensions of the rectangle.
	Ans:	4 ft, 11 ft
	Difficulty Level: Moderate Objective: 4 Section: 1

19.	The sale price of an item after a 15% discount is $102. What was the price before the discount?
	Ans:	$120
	Difficulty Level: Moderate Objective: 4 Section: 1

20.	How much pure antifreeze must be added to 12 gallons of 20% antifreeze to make a 40% antifreeze solution?
	A) 2 gallons B) 4 gallons C) 6 gallons D) 8 gallons
	Ans: B Difficulty Level: Difficult Objective: 6 Section: 1

21.	How many liters of a solution which is 20% alcohol must a chemist mix with 20 liters of a solution which is 50% alcohol to obtain a solution which is 25% alcohol?
	Ans:	100 liters
	Difficulty Level: Difficult Objective: 6 Section: 1

22.	One computer printer can print a company's mailing labels in 40 minutes. A second printer would take 60 minutes to print the labels. How long would it take the two printers, operating together, to print the labels?
	Ans:	24 minutes
	Difficulty Level: Difficult Objective: 5 Section: 1

23.	Ella's motorboat can travel 30 mi/h in still water. If the boat can travel 9 miles downstream in the same time it takes to travel 1 miles upstream, what is the rate of the river's current?
	Ans:	24 mi/h
	Difficulty Level: Difficult Objective: 5 Section: 1

24.	Rewrite in inequality notation and graph on a real number line. (–1, 8]
	Ans:	–1 < x ≤ 8 –1 8
	Difficulty Level: Routine Objective: 1 Section: 2

Use the following to answer questions 25-26:

(–3, ∞)

25.	Rewrite the interval in inequality notation.
	A) x > –3 B) x < –3 C) x ≤ –3 D) x ≥ –3
	Ans: A Difficulty Level: Moderate Objective: 1 Section: 2

26.	Graph the interval on a real number line.
	A)	–3 0
	B)	–3 0
	C)	–3 0
	D)	–3 0
	Ans: B Difficulty Level: Moderate Objective: 1 Section: 2

27.	Rewrite in interval notation and graph on a real number line. 3 ≤ x ≤ 9
	Ans:	[3, 9] 3 9
	Difficulty Level: Routine Objective: 1 Section: 2

28.	Graph the inequality on a real number line. –4 ≤ x < 1
	A)
	B)
	C)
	D)
	Ans: B Difficulty Level: Moderate Objective: 1 Section: 2

29.	Write in interval notation and inequality notation.
	Ans:	(–1, ∞); x > –1
	Difficulty Level: Moderate Objective: 1 Section: 2

30.	Fill in the blanks with > or < to make the resulting statement true. –4 ______ –6 and –4 – 5 ______ –6 – 5
	Ans:	>, >
	Difficulty Level: Moderate Objective: 1 Section: 2

31.	Fill in the blanks with > or < to make the resulting statement true. 2 ______ –9 and –2(2) ______ –2(–9)
	A) <, < B) >, > C) <, > D) >, <
	Ans: D Difficulty Level: Moderate Objective: 1 Section: 2

32.	Solve and graph. 5n – 10 ≥ 3n – 4
	Ans:	n ≥ 3 0 3
	Difficulty Level: Routine Objective: 2 Section: 2

33.	Solve and graph. 3x – 6 ≥ x – 2
	A)	–2 0
	B)	–2 0
	C)	0 2
	D)	0 2
	Ans: D Difficulty Level: Moderate Objective: 2 Section: 2

34.	Solve and graph. 4(6 – x) > 15 – x
	Ans:	x < 3 3
	Difficulty Level: Moderate Objective: 2 Section: 2

35.	Solve and graph. –3x > –3
	Ans:	x < 1 0 1
	Difficulty Level: Moderate Objective: 2 Section: 2

36.	Solve and graph. –7x ≥ 42
	A)	–6 0
	B)	–6 0
	C)	–6 0
	D)	–6 0
	Ans: B Difficulty Level: Routine Objective: 2 Section: 2

37.	Solve and graph.
	Ans:	y < –2
	Difficulty Level: Difficult Objective: 2 Section: 2

38.	Solve and graph. –9 < 4x + 3 ≤ 15
	Ans:	–3 < x ≤ 3 –3 3
	Difficulty Level: Difficult Objective: 2 Section: 2

39.	Solve the inequality. –6 ≤ 2x + 1 ≤ 3
	A) B) C) D)
	Ans: C Difficulty Level: Difficult Objective: 2 Section: 2

40.	Graph and write as a single interval, if possible. [–3, 6) È [5, 8)
	Ans:	[–3, 8) –3 8
	Difficulty Level: Difficult Objective: 1 Section: 2

41.	Write as a single interval, if possible. (–2, 4] Ç [0, 5)
	A) (–2, 5) B) [0, 4] C) (–2, 4] D) [0, 5)
	Ans: B Difficulty Level: Difficult Objective: 1 Section: 2

42.	Solve and graph.
	Ans:	9/7
	Difficulty Level: Difficult Objective: 2 Section: 2

43.	Solve. –10 ≤ 5 – 2x < 1
	Ans:
	Difficulty Level: Difficult Objective: 2 Section: 2

44.	For what real numbers x does the expression represent a real number?
	A) All real numbers except x = –5 B) x ≤ –5 C) x > 5 D) x ≥ –5
	Ans: D Difficulty Level: Difficult Objective: 2 Section: 2

45.	For what real numbers x does the expression represent a real number? Write your answer in inequality notation.
	Ans:	x ≥ –2
	Difficulty Level: Difficult Objective: 2 Section: 2

46.	If F is the temperature in degrees Fahrenheit, then the temperature C in degrees Celsius is given by the formula . For what Fahrenheit temperatures will the Celsius temperature be between –5 and 35, inclusive?
	Ans:	23° ≤ F ≤ 95°
	Difficulty Level: Moderate Objective: 3 Section: 2

Use the following to answer questions 47-48:

A musician is planning to market a CD. The fixed costs are $330 and the variable costs are $5 per CD. The wholesale price of the CD will be $8. For the artist to make a profit, revenues must be greater than costs.

47.	How many CDs, x, must be sold for the musician to make a profit?
	A) x > 100 B) x > 110 C) x > 120 D) x > 130
	Ans: B Difficulty Level: Difficult Objective: 3 Section: 2

48.	How many CDs, x, must be sold for the musician to break even?
	A) x = 100 B) x = 110 C) x = 120 D) x = 130
	Ans: B Difficulty Level: Difficult Objective: 3 Section: 2

49.	Evaluate. \| –5 – (–3) \|
	Ans:	2
	Difficulty Level: Moderate Objective: 1 Section: 3

50.	Write without absolute value signs.
	A) B)
	Ans: B Difficulty Level: Difficult Objective: 1 Section: 3

51.	Find the distance between –1 and 1.
	Ans:	2
	Difficulty Level: Difficult Objective: 1 Section: 3

52.	Write as an absolute value equation. x is 2 units from –5.
	Ans:	\|x + 5\| = 2
	Difficulty Level: Difficult Objective: 1 Section: 3

53.	Write as an absolute value inequality. x is more than 7 units from 3.
	A) \|x – 3\| > 7 B) \|x – 3\| ≥ 7 C) \|x + 3\| > 7 D) \|x + 3\| ≥ 7
	Ans: A Difficulty Level: Difficult Objective: 1 Section: 3

54.	Solve. \|x – 4\| = 2
	A) 6, –2 B) 6, 2 C) –6, 2 D) –6, –2
	Ans: B Difficulty Level: Routine Objective: 2 Section: 3

55.	Solve. \|x + 10\| = 8
	Ans:	–2, –18
	Difficulty Level: Routine Objective: 2 Section: 3

56.	Solve and graph. Write the solution in inequality notation and interval notation. \|x + 9\| > 5
	Ans:	x < –14 or x > –4 (–¥, –14) È (–4, ¥) –14 –4
	Difficulty Level: Moderate Objective: 2 Section: 3

57.	Solve. Write the solution in interval notation. \|x + 4\| ≤ 6
	A) (–¥, –10) È (2, ¥) B) (–¥, –10] È [2, ¥) C) (–10, 2) D) [–10, 2]
	Ans: D Difficulty Level: Moderate Objective: 2 Section: 3

58.	Solve. Write the solution in interval notation. \|x – 10\| ≥ 4
	A) (–¥, 6) È (14, ¥) B) (–¥, 6] È [14, ¥) C) (6, 14) D) [6, 14]
	Ans: B Difficulty Level: Moderate Objective: 2 Section: 3

59.	Solve. Write your solution inequality notation and interval notation. \|7x – 15\| < 20
	Ans:	;
	Difficulty Level: Difficult Objective: 2 Section: 3

60.	Solve. Write the solution in inequality notation and interval notation. \|3x – 4\| ³ 7
	Ans:	;
	Difficulty Level: Difficult Objective: 2 Section: 3

61.	Solve. Write the answer in interval notation. \|12 – 5x\| < 22
	A)	C)
	B)	D)
	Ans: C Difficulty Level: Difficult Objective: 2 Section: 3

62.	Solve. \|2x – 7\| = 3
	A) 5, 2 B) 5, –2 C) –5, 2 D) –5, –2
	Ans: A Difficulty Level: Moderate Objective: 2 Section: 3

63.	Solve.
	A) –6 < x < –3 B) x < –6 or x > –3 C) 3 < x < 6 D) x < 3 or x > 6
	Ans: A Difficulty Level: Difficult Objective: 3 Section: 3

64.	Solve.
	Ans:	x ≤ –6 or x ≥ –3
	Difficulty Level: Difficult Objective: 3 Section: 3

65.	Solve. \|x + 3\| = 2x + 1
	A) 2 B) C) 2, D) 2,
	Ans: A Difficulty Level: Difficult Objective: 2 Section: 3

66.	Solve. \|3x + 5\| – \|3 – x\| = 6
	Ans:	–7, 1
	Difficulty Level: Difficult Objective: 2 Section: 3

67.	For the complex number –4 + 6i, find (a) the real part (b) the imaginary part (c) the conjugate
	Ans:	(a) –4 (b) 6i (c) –4 – 6i
	Difficulty Level: Routine Objective: 1 Section: 4

68.	Add. Write the result in standard form. (8 – 6i) + (–10 + 4i)
	Ans:	–2 – 2i
	Difficulty Level: Routine Objective: 2 Section: 4

69.	Subtract. Write the result in standard form. (–8 – 4i) – (–5 – 3i)
	A) –3 – i B) –3 – 7i C) –10i D) –4i
	Ans: A Difficulty Level: Moderate Objective: 2 Section: 4

70.	Multiply. Write the result in standard form. 4i(–10 + 5i)
	A) –35i B) –60i C) –20 – 40i D) 20 – 40i
	Ans: C Difficulty Level: Moderate Objective: 2 Section: 4

71.	Multiply. Write the result in standard form. (5 – i)(4 + 3i)
	Ans:	23 + 11i
	Difficulty Level: Difficult Objective: 2 Section: 4

72.	Multiply. Write the result in standard form. (4 – 3i)(4 + 3i)
	A) 7 – 24i B) 25 + 24i C) 7 D) 25
	Ans: D Difficulty Level: Difficult Objective: 2 Section: 4

73.	Divide and write your answer in standard form.
	A) B) C) D)
	Ans: B Difficulty Level: Difficult Objective: 2 Section: 4

74.	Divide and write your answer in standard form.
	Ans:	1 + i
	Difficulty Level: Difficult Objective: 2 Section: 4

75.	Divide and write your answer in standard form.
	A) B) C) D)
	Ans: C Difficulty Level: Difficult Objective: 2 Section: 4

76.	Evaluate and write your answer in standard form.
	Ans:	6i
	Difficulty Level: Moderate Objective: 3 Section: 4

77.	Evaluate and write your answer in standard form.
	Ans:	–15
	Difficulty Level: Routine Objective: 3 Section: 4

78.	Evaluate and write your answer in standard form.
	A) –15 B) 15 C) 15i D) –15i
	Ans: A Difficulty Level: Moderate Objective: 3 Section: 4

79.	Convert imaginary numbers to standard form, perform the indicated operation, and express the answer in standard form.
	Ans:	–16 + 10i
	Difficulty Level: Routine Objective: 2 Section: 4

80.	Convert imaginary numbers to standard form, perform the indicated operation, and express the answer in standard form.
	A) –31 – 41i B) –31 + 41i C) 11 – 41i D) 11 + 41i
	Ans: D Difficulty Level: Difficult Objective: 3 Section: 4

81.	Convert imaginary numbers to standard form, perform the indicated operation, and express the answer in standard form.
	A) 1 + i B) 1 – i C) 1 + 49i D) 1 – 49i
	Ans: B Difficulty Level: Difficult Objective: 3 Section: 4

82.	Convert imaginary numbers to standard form, perform the indicated operation, and express the answer in standard form.
	Ans:	3 – 2i
	Difficulty Level: Difficult Objective: 3 Section: 4

83.	Divide and write your answer in standard form.
	A) –3 – 2i B) 3 – 2i C) –3 + 2i D) 3 + 2i
	Ans: C Difficulty Level: Difficult Objective: 2 Section: 4

84.	Divide and write your answer in standard form.
	Ans:
	Difficulty Level: Difficult Objective: 2 Section: 4

85.	Simplify. Write the result in standard form. (4 + 3i)² + 2(4 + 3i) – 4
	Ans:	11 + 30i
	Difficulty Level: Difficult Objective: 2 Section: 4

86.	Solve for x and y. (3x + 4) + (5y – 1) = 10 – 16i
	Ans:	x = 2, y = –3
	Difficulty Level: Routine Objective: 4 Section: 4

87.	Solve for x and y.
	A) x = 2, y = –4 B) x = 1, y = –2 C) x = 3, y = –4 D) x = 1, y = –4
	Ans: C Difficulty Level: Difficult Objective: 4 Section: 4

88.	Solve. Express your answer in standard form. (3 + i)z + 2i = 6i
	A) B) C) D)
	Ans: C Difficulty Level: Moderate Objective: 4 Section: 4

89.	Solve. Express your answer in standard form. (2 – i)z + 4 = i
	Ans:
	Difficulty Level: Difficult Objective: 4 Section: 4

90.	Solve by factoring. 3x² = –18x
	A) 0, –6 B) 0, 6 C) 6, –6 D) 2, 6
	Ans: A Difficulty Level: Routine Objective: 1 Section: 5

91.	Solve by factoring. 4x² – 4x = –1
	Ans:
	Difficulty Level: Moderate Objective: 1 Section: 5

92.	Solve by factoring. 7x² – 6 = –19x
	Ans:
	Difficulty Level: Moderate Objective: 1 Section: 5

93.	Solve by factoring. 15x² – 8 = 14x
	A) B) C) D)
	Ans: B Difficulty Level: Difficult Objective: 1 Section: 5

94.	Solve by using the square root property. x² – 16 = 0
	Ans:	–4, 4
	Difficulty Level: Routine Objective: 2 Section: 5

95.	Solve by using the square root property. x² – 24 = 0
	Ans:
	Difficulty Level: Moderate Objective: 2 Section: 5

96.	Solve by using the square root property. (x + 3)² = 9
	Ans:	0, –6
	Difficulty Level: Moderate Objective: 2 Section: 5

97.	Solve by using the square root property. (x – 4)² = 7
	A) B) C) D)
	Ans: C Difficulty Level: Moderate Objective: 2 Section: 5

98.	Solve by using the square root property. (x – 4)² = –3
	A) B) C) D)
	Ans: D Difficulty Level: Difficult Objective: 2 Section: 5

99.	Solve by using the square root property. (x + 2)² = –16
	Ans:	–2 + 4i, –2 – 4i
	Difficulty Level: Moderate Objective: 2 Section: 5

100.	Use the discriminant to determine the number of real roots the equation has. 3x² – 5x + 1 =0
	A)	One real root (a double root)	C)	Three real roots
	B)	Two distinct real roots	D)	None (two imaginary roots)
	Ans: B Difficulty Level: Routine Objective: 4 Section: 5

101.	Use the discriminant to determine the number of real roots the equation has. 2x² – 4x + 2 =0
	A)	One real root (a double root)	C)	Three real roots
	B)	Two distinct real roots	D)	None (two imaginary roots)
	Ans: A Difficulty Level: Routine Objective: 4 Section: 5

102.	Use the discriminant to determine the number of real roots the equation has. 7x² + 3x + 1 =0
	A)	One real root (a double root)	C)	Three real roots
	B)	Two distinct real roots	D)	None (two imaginary roots)
	Ans: D Difficulty Level: Routine Objective: 4 Section: 5

103.	Find the value of the discriminant and give the number of real roots the equation has. 3x² + 4x – 2 = 0
	Ans:	40, two real roots
	Difficulty Level: Routine Objective: 4 Section: 5

104.	Find the value of the discriminant and give the number of real roots the equation has. 2x² + x + 5 = 0
	Ans:	–39, no real roots (two complex roots)
	Difficulty Level: Routine Objective: 4 Section: 5

105.	Fill in the blank so the result is a perfect square trinomial. Then factor into a binomial square. x² + 14x + _____
	Ans:	49; (x + 7)²
	Difficulty Level: Routine Objective: 3 Section: 5

106.	Fill in the blank so the result is a perfect square trinomial. Then factor into a binomial square. x² + 3x + _____
	A) ; B) 9; (x + 3)² C) ; D) ;
	Ans: C Difficulty Level: Routine Objective: 3 Section: 5

107.	Solve by completing the square. x² + 10x + 19 = 0
	A) ±31 B) C) D)
	Ans: D Difficulty Level: Routine Objective: 4 Section: 5

108.	Solve by completing the square. x² – 6x – 2 = 0
	A) B) C) D)
	Ans: C Difficulty Level: Moderate Objective: 3 Section: 5

109.	Solve by completing the square. 4x² + 2x – 3 = 0
	Ans:
	Difficulty Level: Moderate Objective: 3 Section: 5

110.	Solve by completing the square. 3x² + 2x + 5 = 0
	Ans:
	Difficulty Level: Difficult Objective: 3 Section: 5

111.	Solve. 3x² – 7x = 6
	Ans:	, 3
	Difficulty Level: Routine Objective: 1 Section: 5

112.	Solve. (3x – 4)² = 7
	Ans:
	Difficulty Level: Moderate Objective: 2 Section: 5

113.	Solve. 2x² – 2x = 9
	Ans:
	Difficulty Level: Difficult Objective: 4 Section: 5

114.	Solve. 9x² = –5x
	A) B) C) D)
	Ans: C Difficulty Level: Routine Objective: 1 Section: 5

115.	Solve.
	Ans:
	Difficulty Level: Difficult Objective: 4 Section: 5

116.	Solve. x² = –x – 8
	A) B) C) D)
	Ans: C Difficulty Level: Difficult Objective: 4 Section: 5

117.	Solve.
	Ans:	–1, 5
	Difficulty Level: Difficult Objective: 4 Section: 5

118.	Solve.
	Ans:
	Difficulty Level: Difficult Objective: 4 Section: 5

119.	Solve.
	A) B) C) D)
	Ans: A Difficulty Level: Difficult Objective: 4 Section: 5

120.	Solve for c. Use positive square roots only. a = bc²
	Ans:
	Difficulty Level: Routine Objective: 5 Section: 5

121.	The product of two consecutive positive even integers is 360. Find the integers.
	Ans:	18 and 20
	Difficulty Level: Routine Objective: 5 Section: 5

122.	One number is 5 times another. If the sum of their reciprocals is , find the two numbers.
	Ans:	9, 45
	Difficulty Level: Routine Objective: 5 Section: 5

123.	Two trains travel at right angles to each other after leaving the same train station at the same time. One hour later they are 100 miles apart. If one travels 20 miles per hour faster than the other, what is the rate of the faster train?
	A) 60 mph B) 70 mph C) 80 mph D) 90 mph
	Ans: C Difficulty Level: Difficult Objective: 5 Section: 5

124.	A boater travels 12 miles upstream against a 2 mi/h current, then returns downstream to the starting point. If the entire trip took 8 hours, what is the rate of the boat in still water?
	A) 3 mi/h B) 4 mi/h C) 5 mi/h D) 6 mi/h
	Ans: B Difficulty Level: Difficult Objective: 5 Section: 5

125.	Fernando's motorboat can travel 30 mi/h in still water. If the boat can travel 9 miles downstream in the same time it takes to travel 1 miles upstream, what is the rate of the river's current?
	Ans:	24 mi/h
	Difficulty Level: Difficult Objective: 5 Section: 5

126.	A speedboat takes 3 hours longer to go 60 miles up a river than to return. If the boat cruises at 15 miles per hour in still water, what is the rate of the current?
	A) 3 mi/h B) 4 mi/h C) 5 mi/h D) 6 mi/h
	Ans: C Difficulty Level: Difficult Objective: 5 Section: 5

127.	One pipe can fill a tank in 3 hours less than another. Together they can fill the tank in 9 hours. How long would it take each alone to fill the tank? Compute the answer to two decimal places.
	Ans:	19.62 hours and 16.62 hours
	Difficulty Level: Difficult Objective: 5 Section: 5

128.	Solve.
	Ans:	6
	Difficulty Level: Routine Objective: 1 Section: 6

129.	Solve.
	A) 2 B) 0 C) –2 D) No solution
	Ans: A Difficulty Level: Moderate Objective: 1 Section: 6

130.	Solve.
	Ans:	5 (2 does not check)
	Difficulty Level: Moderate Objective: 1 Section: 6

131.	Solve.
	A) B) C) 0 D) No solution
	Ans: A Difficulty Level: Moderate Objective: 1 Section: 6

132.	Solve. \|4x + 1\| = x + 4
	Ans:	–1, 1
	Difficulty Level: Routine Objective: 2 Section: 6

133.	Solve. \|x + 5\| = 1 – 3x
	A) 3 B) –1 C) –1, 3 D) No solution
	Ans: B Difficulty Level: Moderate Objective: 2 Section: 6

134.	Solve. \|10x – 1\| = x – 10
	A) –1, 1 B) 1 C) –1 D) No solution
	Ans: D Difficulty Level: Difficult Objective: 2 Section: 6

135.	Solve. 5x^2/3 –13x^1/3 – 6 = 0
	Ans:
	Difficulty Level: Moderate Objective: 3 Section: 6

136.	Solve. (x² – x)² – 14(x² – x) + 24 = 0
	Ans:	–3, –1, 2, 4
	Difficulty Level: Difficult Objective: 3 Section: 6

137.	Solve.
	Ans:	6, 14
	Difficulty Level: Difficult Objective: 1 Section: 6

138.	Solve.
	Ans:	1
	Difficulty Level: Difficult Objective: 1 Section: 6

139.	Solve.
	Ans:	3 – i, 3 + i
	Difficulty Level: Difficult Objective: 1 Section: 6

140.	Solve. 10x^–2 + 2x^–1 + 1 = 0
	A) B) C) –1 ± 3i D) 1 ± 3i
	Ans: C Difficulty Level: Routine Objective: 3 Section: 6

141.	Solve.
	Ans:	9
	Difficulty Level: Moderate Objective: 3 Section: 6

142.	Solve. 1 – 10x^–2 + 15x^–4 = 0
	Ans:	(four roots)
	Difficulty Level: Difficult Objective: 3 Section: 6

SRINIVAS.GATTU

Sunday, September 18, 2011

ASU 9-19-11 Quadratic Equations

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