Yes, it is hard but with a lot of practice and putting effort one cam also find it easy.
Why physics is hard?Physics requires the ability to solve problems, which can only be acquired via practice. In addition to these difficult ideas, there are theoretical concepts, mathematical calculations, and laboratory experiments.
How to deal with physics?It is better to comprehend the derivations than to memorize the formulas. Making a mess of several formulas will just increase your anxiety over the topic. Instead, if you strive to comprehend where they originate, you will begin to appreciate physics and its applications.
Physics is a difficult topic since it combines science and arithmetic, which may be challenging for the best of us. Nevertheless, despite how difficult it is, you can achieve if you follow a few simple guidelines and put yourself through some practice.
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What are the 8 smallest prime numbers?
A whole number higher than one that cannot be divided exactly by any other whole number than itself and one is a prime number. So the smallest 8 prime numbers are: 2,3,5,7,11,13,17,19.
What is a prime number?A whole number higher than one that cannot be divided exactly by any other whole number than itself and one is a prime number.
What is whole number?Complete numbers, the range of numbers that includes zero and natural numbers, not a decimal or fraction.
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Is there algebra in Grade 7?
Algebra is offered in Grade 7 as a preparatory subject for algebra in higher grades.
Which type of algebra is offered in Grade 7 ?In the United States, a middle school mathematics course that is typically taught in the 7th or 8th grade is known as pre-algebra. Its goal is to get students ready for the study of algebra. Algebra is often covered in grades 8 and 9.
Pre-algebra serves as an intermediate step following arithmetic and aids pupils in getting over some conceptual obstacles. Students learn that an equals sign indicates that two sides are equivalent and can be combined, as opposed to only being the question's response as it is in fundamental arithmetic.
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A 4-column table with 3 rows. Column 1 has entries boys, girls, total. Column 2 is labeled less than 8 pounds with entries a, c, e. Column 3 is labeled greater-than-or-equal-to 8 pounds with entries 50, d, 70. Column 4 is labeled total with entries b, 96, 160. Last july, 160 babies were born in a hospital in maine; 3 5 of the babies were girls. Seventy babies weighed 8 pounds or more. Fifty boys weighed 8 pounds or more. A = 64, b = 14, c = 76, d = 20, e = 90 a = 14, b = 64, c = 90 d = 20, e = 76 a = 14, b = 76, c = 64, d = 90, e = 20 a = 14, b = 64, c = 76, d = 20, e = 90.
There were 160 babies born in a Maine hospital in July, with 3/5 being girls. 70 babies weighed 8 pounds or more, with 50 of them being boys. 14 boys, 64 girls, 76 boys, 20 girls, and 90 babies weighed less than 8 pounds.
The below attached table shows the number of babies born in a hospital in Maine last July, broken down by gender and weight. The first column lists the gender categories: boys, girls, and total. The second column lists the number of babies who weighed less than 8 pounds (a, c, and e). The third column lists the number of babies who weighed 8 pounds or more (50, d, and 70). The fourth column lists the total number of babies (b, 96, and 160). According to the data, 14 boys weighed less than 8 pounds, 64 girls weighed less than 8 pounds, 76 boys weighed 8 pounds or more, 20 girls weighed 8 pounds or more, and 90 babies in total weighed less than 8 pounds.
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In a hospital in Maine, 160 infants were born in July, with 3/5 being females. 50 of the 70 infants weighed at least 8 pounds, and 70 of them were boys. Less than 8 pounds were carried by 14 boys, 64 girls, 76 boys, 20 girls, and 90 infants.
The data below, which is an attachment, details the number of infants born in a hospital in Maine in July of last year, broken down by weight and gender. Boys, girls, and all other genders are listed in the first column. The number of infants who weighed less than 8 pounds is shown in the second column (a, c, and e). The number of infants weighing 8 pounds or more is shown in the third column (50, d, and 70). The total number of infants is shown in the fourth column (b, 96, and 160). The statistics showed that 64 girls and 76 boys each weighed less than 8 pounds, 20 girls and 76 boys each weighed more than 8 pounds, and 90 newborns overall weighed less than 8 pounds.
Express the confidence interval 0.111 < p< 0.999 in the form p +/-E. p =/- E= ? =/- ?
The confidence interval of p+/-E is 0.555+/-0.444
Define confidence intervalA confidence interval is often represented as the estimated value plus and minus the margin of error.
Let the mid-point of the interval be 'p'
Therefore,'
[tex]p=\frac{0.111+0.999}{2} =0.555[/tex]
Now,
The error term 'E' is the distance between 'p' and the end of the interval.
[tex]E=\frac{0.999-0.111}{2} =0.444[/tex]
So finally we get, the answer as
p+/-E = 0.555+/-0.444
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when the axes are rotated through an angle π/6 find the transformed equation of x^2+2√3 xy -y^2= 2a^2
When X and Y axes are rotated through an angle θ to form X' and Y' axes, then the relation between the axes and the angle is given by,
[tex]\rm{X=X'\cos\theta-Y'\sin\theta}[/tex]
[tex]\rm{Y=X'\sin\theta+Y'\cos\theta}[/tex]
Then x and y are replaced in terms of x' and y' as,
[tex]\rm{x=x'\cos\theta-y'\sin\theta}[/tex]
[tex]\rm{y=x'\sin\theta+y'\cos\theta}[/tex]
Here θ = π/6. Then,
[tex]\rm{x=x'\cos\left(\dfrac{\pi}{6}\right)-y'\sin\left(\dfrac{\pi}{6}\right)=\dfrac{x'\sqrt3-y'}{2}}[/tex]
[tex]\rm{y=x'\sin\left(\dfrac{\pi}{6}\right)+y'\cos\left(\dfrac{\pi}{6}\right)=\dfrac{x'+y'\sqrt3}{2}}[/tex]
We are asked to find the transformed equation for,
[tex]\longrightarrow\rm{P:x^2+2\sqrt3\,xy-y^2=2a^2}[/tex]
We will give substitutions for x and y to find it.
[tex]\small\text{$\longrightarrow\rm{P':\left(\dfrac{x'\sqrt3-y'}{2}\right)^2+2\sqrt3\left(\dfrac{x'\sqrt3-y'}{2}\right)\left(\dfrac{x'+y'\sqrt3}{2}\right)-\left(\dfrac{x'+y'\sqrt3}{2}\right)^2=2a^2}$}[/tex]
Simplify this equation to get,
[tex]\small\text{$\longrightarrow\rm{P':(x')^2-(y')^2=a^2}$}[/tex]
Hence the transformed equation is,
[tex]\longrightarrow\rm{\underline{\underline{x^2-y^2=a^2}}}[/tex]
Is the function linear or nonlinear Y =- 3?
The function Y = -3 is a linear function.This means that the graph of the function will be a straight line.
This is because the equation has only one variable (Y) and the change in Y is directly proportional to the change in the independent variable, in this case X.
To prove that the function is linear, we can use the formula y = mx + b, where m is the slope and b is the y-intercept. In this case, the slope is 0, as the line is horizontal, and the y-intercept is -3. Thus, we can calculate the equation as follows:
y = 0x + (-3)
y = -3
Therefore, we can conclude that the function Y = -3 is a linear function.
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How do you calculate the prism?
A prism is a solid with many plane faces that define its perimeter; two of these faces, known as the ends, are congruent parallel plane polygons, while the other two, known as the side faces, are parallelograms.
A prism is a polyhedron with two parallel polygonal bases. A prism is an optical element that is transparent and has polished, flat surfaces that refract light. The lateral faces tie together the two polygonal bases. Most of the lateral faces are rectangular. Sometimes, it could even be a parallelogram.
The formula for calculation of prism are as bellow,
The surface area of a prism = (2×Base Area) +Lateral Surface Area
The volume of a prism =Base Area× Height
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What is the formula for base area?
Answer:
In geometry, the formula for base area is dependent on the shape. Chart below is correct :)
Step-by-step explanation:
What is the standard deviation of 1 2 3 4 5 6 7 8 9?
The provided collection of observations has a standard deviation of 2.8581.
What is standard deviation?The standard deviation in statistics is a measure of the degree of variation or dispersion in a set of values. A low standard deviation implies that the values are close to the set's mean, whereas a high standard deviation shows that the values are spread out over a larger range. A large standard deviation indicates that the data is widely dispersed (less dependable), whereas a low standard deviation indicates that the data is tightly grouped around the mean (more reliable).
Here,
n=9
sum=45
mean=5
variance=sum(xₙ-mean)/n
=(1-5)/9+.........+(9-5)/9
=60/9
=6.67
standard deviation=√(6.67)
=2.581
The standard deviation of given set of observation is 2.8581.
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What are the 4 parallel line rules?
the 4 parallel line rules are Alternate angles are equal. ...Co-interior angles add to 180° ...Vertically opposite angles are equal. ...Angles on a line add to 180°
What are the 4 parallel line rules?
Working with angles in parallel lines
Corresponding angles are equal. A line cutting across two parallel lines creates four pairs of equal corresponding angles, as in the diagram below: ...
Alternate angles are equal. ...
Co-interior angles add to 180° ...
Vertically opposite angles are equal. ...
Angles on a line add to 180°
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Each month, nadeem keeps track of the number of times he visits the library and the number of books he checks out. Is there a correlation if you model his data with a linear equation? is there a causal relationship? visits 3 4 5 6 7 8 books 12 5 6 8 9 11 a. There is a positive correlation and no causal relationship. B. There is a negative correlation and no causal relationship. C. There is a causal relationship but no positive correlation. D. There is neither a correlation nor a causal relationship.
As per the linear equation, the value of correlation coefficient we have identified that option (a) is correct.
The term linear equation refers in which the highest power of the variable is always 1 and it is also known as a one-degree equation.
Here we have given that Nadeem keeps track of the number of times he visits the library and the number of books he checks out.
And we need to find the correlation if you model his data with a linear equation
While we looking into the given question, we have identified that Nadeem keeps track of the number of times he visits the library and the number of books he checks out.
And based on the given details we have identified the following values from the given tables,
=> ∑xy = 285
=> ∑x = 33
=> ∑y = 51
=> y = 8.5
=> x = 5.5
=> ∑x² = 199
=> ∑x·∑y = 33×51
=> (∑x)² = 1,089
=> (∑y)² = 51
Therefore, the value of b is calculated as,
=> [(6 x 285) - (33 x 51)] / [6 x 199 - 1089]
=> 0.2571
And the value of a is calculated as,
=> 8.5 - 0.2575 × 5.5 = 7.08575
Then the correlation coefficient, r, is calculated as,
=> r = [(6 x 285) - (33 x 51)] / √[6 x 199 - 1089 x 6 x 471 - 51²]
When we simplify this one then we get,
=> r = 0.176
Based on the value of correlation coefficient we have identified that option (a) is correct.
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The base of a solid oblique pyramid is an equilateral triangle with a base edge length of 14 units. What is bc, the height of the pyramid? 7 units 7 units 14 units 14 units.
The height of the pyramid BC is equal to 14 units if The base of a solid oblique pyramid is an equilateral triangle with a base edge length of 14 units
We have a right angled triangle BAC
Using the trigonometric formula
The tangent here = 45°
The opposite side, h (this is the side that is facing the angle)
The adjacent = 14°
This is due to the fact AD=DC=AC
When we put the values into the formula:
Tan 45= 1
When we cross multiply,
14*1 = h
Therefore the height of the pyramid BC is 14 units.
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How many turning points are in the graph of the polynomial function 4 turning points?
5 turning points are in the graph of the polynomial function given in the picture.
Given that,
We have to find how many turning points are in the graph of the polynomial function given in the picture.
We know that,
Turning points are places on a graph where the direction of the line switches from upward to downward and downward to upward
The graph's direction is changing at five separate points, and those points are:
(-5,6) ,(-3,-3) ,(0.5,0.5) ,(3,2.5) ,(5,5)
Therefore, 5 turning points are in the graph of the polynomial function given in the picture.
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What makes a linear inequality?
Linear equations are one-degree equations, it is formulated as: ax + by + c = 0.
How do one express the standard form of a linear equation?A linear equation has the following standard form: ax + by + c = 0.
Here, variables x and y and constants a, b, and c are used.
Also, a ≠ 0, and b ≠ 0.
For linear equations, the slope-intercept formula is: y=mx+b
Where m stands for the line's slope and b represents the y-intercept.
The three types of linear equations are point-slope, slope-intercept, and standard form.
When an algebraic equation is graphed, it always produces a straight line since each term has an exponent of 1 or 0. This type of equation is known as a linear equation.
Steps are -
Step 1: Always begin by separating the variable y from the inequality's left side.
Step 2: Replace the symbol for inequality with that for equality.
Step 3: In the xy plane, graph the boundary line from step 2. You are creating the boundary line that would divide or cut the xy-plane into two sections in this stage.
Step 4: Shading one side or area of the boundary line is the final step.
Step 5: Use this optional step to check or confirm that you have shaded the boundary line's side appropriately.
So, the region of the coordinate plane where the inequality is satisfied is shown by a linear inequality.
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pls help me sort these from least to greatest
Answer:
7 1/11, 71/10, 7.166, 8.19
Step-by-step explanation:
71/10, 7 1/11, 7.166, 8.19
71/10 = 7.1
7 1/11 = 78/11 = 7.09
So, the order from least to greatest is: 7 1/11, 71/10, 7.166, 8.19
at age 20 jhonny invested 50 dollars at 6.75 percent compounded continuously. he is now 50 years old what is the present value of jhonnys investments?
Answer:
value of Johnny's investments today, at age 50, is approximately 18.39 dollars.....................
Step-by-step explanation:
To find the present value of Johnny's investments, you will need to use the formula for continuous compound interest:
PV = A / (1 + r)^twhere PV is the present value, A is the final amount, r is the annual interest rate, and t is the number of years.
In this case, the final amount is 50 dollars, the annual interest rate is 6.75 percent, and the number of years is 30 (since Johnny is now 50 years old and he invested the money at age 20). Plugging these values into the formula, we get:PV = 50 / (1 + 0.0675)^30Solving this equation gives a present value of approximately 18.39 dollars. This means that the value of Johnny's investments today, at age 50, is approximately 18.39 dollars, given the original investment amount and the interest rate.
It is important to note that this calculation assumes that the interest is compounded continuously, which means that the interest is compounded infinitely often over the course of the year. This results in a slightly higher present value than if the interest were compounded annually or quarterly.
What are the 3 identities?
Answer:
Answer is below
Step-by-step explanation:
1st Identity:[tex]a^{2} + 2ab + b^{2}[/tex]
2nd Identity: [tex]a^{2} - 2ab + b^{2}[/tex]
3rd Identity:([tex]a-b)(a+b)[/tex][tex]= a^{2} - b^{2}[/tex]
There is space in a multi-storey car park for 5 rows of 20 cars on each of the 8 floors. How many spaces are left if 2124 cars have already parked?
Answer: -1324 spaces left in the car park.
Step-by-step explanation: There are 8 floors in the multi-storey car park and each floor has 5 rows of 20 cars, so there are 8 * 5 = <<85=40>>40 rows in the car park in total.
If each row has space for 20 cars, then the total number of parking spaces in the car park is 40 * 20 = <<4020=800>>800.
If 2124 cars have already parked, then there are 800 - 2124 = <<800-2124=-1324>>-1324 spaces left in the car park.
It is not possible for the car park to have negative spaces, so the answer must be 0. Therefore, if 2124 cars have already parked, there are 0 spaces left in the car park.
what is the slope formula for (8,17),(3,17)
Answer: 0
Step-by-step explanation:
slope = Δy/Δx
slope = (17-17)/(3-8) = 0
How do you find the sample mean range?
We can find sample mean by:
Sample Mean = Sum of terms [tex]\div[/tex] Number of Terms
We can find range by:
Range = Highest Value (H) - Lowest Value (L)
Sample mean:
Sample mean represents the measure of the center of the data. Any population's mean is estimated using the sample mean.
An average value found in a sample is termed the sample mean. the sample mean so calculated is used to find the variance and thereby the standard deviation.
Sample Mean = Sum of terms [tex]\div[/tex] Number of Terms
[tex]& =\frac{\sum x i}{n} \\& =\frac{\left(x_1+x_2+x_3+\ldots+x_n\right)}{n}[/tex]
Range:
The range formula determines the difference between the highest and the lowest values in a given set of numbers.
In distribution, the large range means higher variability whereas the small range means low variability.
The range formula includes the other aspects of statistics such as mean, median, and mode. Hence, the formula to calculate the range is:
R = Highest Value (H) - Lowest Value (L)
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How do you find the sample mean and range?
What is the solution to the system graph?
The ordered pair that is a solution to both equations is the solution of such a system graph.
What is a system graph?We graph both equations using the same coordinate system to solve a system of linear equations graphically. The system's solution will be found where the two lines intersect.A system of linear equations consists of two or more equations, such as y=0.5x+2 and y=x-2. The ordered pair that is a solution to both equations is the solution to such a system. Inorder to solve a system of linear equations graphically, we graph both equations in the same coordinate system.The ordered pair that is a solution to both equations is the solution to such a system. The system's solution will be found at the intersection of the two lines.To learn more about system of graph refer to :
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Ye is riding home from a friend's house. After 5 minutes he is 4 miles from home. After 15 minutes he is 2 miles from home. Which equation models Ye's distance from home, y, in terms of minutes, x?
A. y = 5x - 0.2
B. y = 11/7x - 27/7
C. y = 0.2x
D. y = -0.2x + 5
Please show work.
The required equation for the given case is obtained as y = -0.2x + 5.
What is the slope of straight line?The slope of a straight line is the tangent of the angle formed by it with the positive x axis as the reference. The negative slope indicates the rate of decrease while the positive shows the rate of increase.
The given problem can be solved as follows,
The general form of slope-intercept equation for a line is y = mx + c.
From the given data the slope can be calculated as,
m = Difference of miles ÷ Difference of minutes
= (2 - 4) ÷ (15 - 5) = -1/5
Now, substitute m = -1/5 in y = mx + c to obtain,
y = -1/5x + c
Substitute y = 4 and x = 5 to get,
4 = -1/5 × 5 + c
=> c = 5
Thus, the required equation becomes as y = -1/5x + 5 or y = -0.2x + 5.
Hence, the equation that models Ye's distance from home, y, in terms of minutes, x is given as y = -0.2x + 5.
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The functions f ( x ) and g ( x ) are shown below. Table of f ( x ) : x f ( x ) -4 7 -2 5 0 3 2 1 4 -1 Graph of g ( x ) : In two or more complete sentences, compare the slopes of the two functions. In your comparison, include which function has the greatest slope.The functions f ( x ) and g ( x ) are shown below. Table of f ( x ) : x f ( x ) -4 7 -2 5 0 3 2 1 4 -1 Graph of g ( x ) : In two or more complete sentences, compare the slopes of the two functions. In your comparison, include which function has the greatest slope.
The slope of function f(x) is of -1, while the slope of function g(x) is of zero. Thus, the function g(x) has a greater slope.
How to obtain the slope of a linear function?Given a table of values, the slope of a linear function is given by the rate of change of the output variable y relative to the input variable x.
From the table of function f(x), we have that when x increases by 2, y decays by 2, hence the slope of the function is given as follows:
m = -2/2 = -1.
From the graph, the slope is also given by the change in y divided by the change in x.
The graph at the end of the answer shows a constant line, meaning that y remains constant even when x changes, thus the change in y is of zero, meaning that the slope of function g(x) is of zero.
Missing InformationThe graph of function g(x) is given by the image shown at the end of the answer.
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The value of 8 - xy + x to the power of 2 - 3y if x = -2 and y = 5 is?
Answer: 1/(16^13)
Step-by-step explanation: Another way of rewriting this would be
(8 - xy + x)^(2-3y). Plugging in numbers, this results to
[8 - (-2)(5) + (-2)]^[2 - 3(5)]
which can then be simplified to
(8+10-2)^(-13) = 16^(-13) = 1/(16^13) which has a pretty big number in the denominator
How do you calculate age from a half-life?
We can determine the age by dividing the total number of half-lives by the half-life decay constant of the parent atom (again, this value is determined in a laboratory).
What is Half-life?The amount of time needed for a quantity (of substance) to decrease to half of its initial value is known as the half-life (symbol t12).
In nuclear physics, the phrase is frequently used to indicate how rapidly unstable atoms decay radioactively or how long stable atoms last.
By dividing the total number of half-lives by the parent atom's half-life decay constant, we may compute the age (again, this value is determined in a laboratory).
The phrase is also used more broadly to describe any kind of exponential decay (or, very infrequently, nonexponential decay).
The biological half-life of medications and other compounds in the human body, for instance, is a term used in the medical sciences.
Half-opposite of life's exponential growth is time's doubling.
Therefore, we can determine the age by dividing the total number of half-lives by the half-life decay constant of the parent atom (again, this value is determined in a laboratory).
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Answer this question, please
Answer:
(s-50)+(s-30)=s+25 {sum of interior angles is equal to exterior angle}
s-50+s-30=s+25
2s-s=25+50+30
s=105
a report states that the mean yearly salary offer for students graduating with mathematics and statistics degrees is $62,915. suppose that a random sample of 50 mathematics and statistics graduates at a large university who received job offers resulted in a mean offer of $63,400 and a standard deviation of $3,900. do the sample data provide strong support for the claim that the mean salary offer for mathematics and statistics graduates of this university is greater than the national average of $62,915? test the relevant hypotheses using
The sample data does not provide strong support for the claim that the mean salary offer for mathematics and statistics graduates of this university is greater than the national average of $62,915.
What are the hypothesis tested and the decision rule?At the null hypothesis, it is tested if there is not enough evidence that the mean is greater than 62915, that is:
[tex]H_0: \mu \leq 62915[/tex]
At the alternative hypothesis, it is tested if there is strong evidence that the mean is greater than 62915, that is:
[tex]H_1: \mu > 62915[/tex]
We have a right-tailed test, as we are testing if the mean is greater than a value.
The critical value for a right-tailed test, using the t-distribution, with a significance level of 0.05(standard) and 50 - 1 = 49 df, is of:
t = 1.6766.
Hence the decision is taken as follows:
t < 1.6766 -> do not reject the null hypothesis -> not strong evidence.t > 1.6766 -> reject the null hypothesis -> strong evidence.What is the test statistic?The equation for the test statistic is presented as follows:
[tex]t = \frac{\overline{x} - \mu}{\frac{s}{\sqrt{n}}}[/tex]
In which:
[tex]\overline{x}[/tex] is the sample mean.[tex]\mu[/tex] is the value tested at the null hypothesis.s is the standard deviation of the sample.n is the sample size.The parameters for this problem are given as follows:
[tex]\overline{x} = 63400, \mu = 62915, s = 3900, n = 50[/tex]
Hence the test statistic is of:
t = (63400 - 62915)/(3900/square root(50))
t = 0.88.
0.88 < 1.6766, hence it does not provide strong evidence.
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A vehicle travel 80km in 60 minute. What ditance did the vehicle cover in 45 minute
Taking into account the rule of three, the vehicle cover a distance of 60 km in 45 minute.
Rule of threeThe rule of three is a way of solving problems of proportionality between three known values and an unknown value, establishing a relationship of proportionality between all of them.
If the relationship between the magnitudes is direct, that is, when one magnitude increases, so does the other (or when one magnitude decreases, so does the other), the direct rule of three must be applied as follow, being a, b and c known data and x the variable to be calculated:
a ⇒ b
c ⇒ x
So: x= (c×b)÷a
Distance in this caseYou can apply the following rule of three: if the vehicle travels 80 km in 60 minutes, in 45 minutes it travels how much distance?
60 minutes ⇒ 80 km
45 minutes ⇒ distance
So:
distance= (45 minutes× 80 km)÷ 60 minutes
Solving:
distance= 60 km
In summary, the vehicle travel 60 km in 45 minute.
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What is the mean of 20 40?
The required mean of the values 20 and 40 is 30.
What is mean?The total of all numbers multiplied by the total number of values yields the mean (also known as the arithmetic mean, which varies from the scaling factor) of a dataset.
The term "average" is frequently used to describe this central trend measurement.
So, we have the values:
20, 40
Mean formula: Sum of terms / Number of terms
Obtain mean using the formula as follows:
Mean: Sum of terms / Number of terms
Mean: 60/2
Mean: 30
Therefore, the required mean of the values 20 and 40 is 30.
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Who invented zero in mathematics?
The concept of zero as a number and not merely a symbol for separation was developed by ancient Indian mathematicians as early as the 7th century CE, where it was used to represent the null set, or void in mathematics. However, the invention of zero as a number is attributed to Indian mathematician Brahmagupta in 628 CE.
The concept of zero as a number was developed by ancient Indian mathematicians in the 7th century CE. It was used to represent the null set, or void in mathematics. This concept was further developed by Indian mathematician Brahmagupta in 628 CE. He is credited with the invention of zero as a number and not merely a symbol for separation. Brahmagupta used zero to represent both positive and negative numbers, and developed rules for calculations with zero. This allowed mathematicians to develop the operations of arithmetic and algebra. Today, zero is an integral part of mathematics, and is used in many fields such as calculus and analysis. The invention of zero as a number is credited to Brahmagupta, and it is one of the most influential contributions to mathematics
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