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CUT OUTecnier ne represent the number of hawks and crows, respectively: =1-y = 2² - 3² , where the population ODE's below a.) Using a nullcline analysis, sketch all nullclines and label each region with corresponding horizontal and vertical vectors to indicate direction of flow. Show all necessary work, as we did throughout the lessons. If necessary or helpful, you may round any components to two decimal places (e.g. 114.195 rounds to 114.20). b.) Give 2 possible long-run outcomes for hawks and crows if there are initially 2 hawks and 2 crows (we can imagine this to be in thousands). Show all necessary work, as we did throughout the lessons.

CUT OUTecnier ne represent the number of hawks and crows, respectively: =1-y = 2² - 3² , where the population ODE's below a.) Using a nullcline analysis, sketch all nullclines and label each region with corresponding horizontal and vertical vectors to indicate direction of flow. Show all necessary work, as we did throughout the lessons. If necessary or helpful, you may round any components to two decimal places (e.g. 114.195 rounds to 114.20). b.) Give 2 possible long-run outcomes for hawks and crows if there are initially 2 hawks and 2 crows (we can imagine this to be in thousands). Show all necessary work, as we did throughout the lessons.

Advanced Engineering Mathematics
Advanced Engineering Mathematics
10th Edition
ISBN:9780470458365
Author:Erwin Kreyszig
Publisher:Erwin Kreyszig
Chapter2: Second-order Linear Odes
Section: Chapter Questions
Problem 1RQ
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LUE USTED represent the number of hawks and crows, respectively: 1-y =r² - y² = , where the population ODE's below a.) Using a nullcline analysis, sketch all nullclines and label each region with corresponding horizontal and vertical vectors to indicate direction of flow. Show all necessary work, as we did throughout the lessons. If necessary or helpful, you may round any components to two decimal places (e.g. 114.195 rounds to 114.20). b.) Give 2 possible long-run outcomes for hawks and crows if there are initially 2 hawks and 2 crows (we can imagine this to be in thousands). Show all necessary work, as we did throughout the lessons.
Transcribed Image Text:LUE USTED represent the number of hawks and crows, respectively: 1-y =r² - y² = , where the population ODE's below a.) Using a nullcline analysis, sketch all nullclines and label each region with corresponding horizontal and vertical vectors to indicate direction of flow. Show all necessary work, as we did throughout the lessons. If necessary or helpful, you may round any components to two decimal places (e.g. 114.195 rounds to 114.20). b.) Give 2 possible long-run outcomes for hawks and crows if there are initially 2 hawks and 2 crows (we can imagine this to be in thousands). Show all necessary work, as we did throughout the lessons.
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