Explanation:
Plug x = -2 into h(x)
h(x) = x+4
h(-2) = -2+4
h(-2) = 2
This means g[ h(-2) ] = g(2) after replacing h(-2) with 2.
g(x) = 5x
g(2) = 5*2
g(2) = 10
Therefore, g[ h(-2) ] = 10
1) First, calculate how much carpet is needed if your bedroom is 14 feet long and 11.5 feet wide. Algebraic formula that will be used to find this amount:
For which 161 square feet of carpet would be required.
To solve this problemWe can use the algebraic formula for the area of a rectangle.
The formula to find the area (A) of a rectangle is:
A = length × width
We may enter the bedroom's dimensions—14 feet long by 11.5 feet wide—into the calculation to determine the room's area and, thus, the required amount of carpeting.
Let:
length = 14 feet
width = 11.5 feet
Then, the formula becomes:
A = 14 feet × 11.5 feet
Now, calculate the area:
A = 161 square feet
Therefore, for which 161 square feet of carpet would be required.
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The true airspeed T (in knots) of an airplane can be modeled by T=(1+A50,000) ⋅ S, where A is the altitude (in feet) and S is the indicated airspeed (in knots).
3. Write the equation for true airspeed T in terms of altitude and differential pressure p.
The equation for true airspeed T in terms of altitude and differential pressure p - T = k * (1 + A/50,000) * p
To write the equation for true airspeed T in terms of altitude A and differential pressure p, we need to consider the relationship between indicated airspeed S and differential pressure.The indicated airspeed S is typically measured using a pitot tube, which measures the dynamic pressure of the air flowing around the aircraft. The differential pressure p represents the difference between the dynamic pressure measured by the pitot tube and the static pressure of the surrounding air. In other words, p = dynamic pressure - static pressure.
The equation T = (1 + A/50,000) * S, we can express S in terms of the differential pressure p. Let's assume that S is directly proportional to p:
S = k * p
where k is a constant of proportionality. By substituting this expression for S into the equation for true airspeed, we have:
T = (1 + A/50,000) * (k * p)
Simplifying, we can write the equation for true airspeed T in terms of altitude A and differential pressure p as:
T = k * (1 + A/50,000) * p
where k is the constant of proportionality relating differential pressure to indicated airspeed.
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Carter bought a new car and financed $13,000
to make the purchase. He financed the car for 36
months with an APR of 3.5%
. Assuming he made monthly payments, determine the total interest Carter paid over the life of the loan. Round your answer to the nearest cent, if necessary.
==================================================
Explanation:
Let's calculate the monthly payment
L = 13000 = loan amounti = interest rate per month in decimal formi = 0.035/12 = 0.0029167 approximatelyn = 36 monthsP = monthly payment
P = (L*i)/(1 - (1+i)^(-n))
P = (13000*0.0029167)/(1 - (1+0.0029167)^(-36))
P = 380.927266693234
P = 380.93
Various online calculators can confirm this. Search out "monthly payment calculator".
Side note: The monthly payment formula is based off of the present value annuity formula.
-----------
Carter pays $380.93 per month for 36 months.
He pays back a total of 380.93*36 = 13,713.48 dollars.
Subtract off the loan amount to determine the total interest.
13,713.48 - 13,000 = 713.48
Natalie is selling fruit at the Saturday market. She has a
otal of 48 pears that she wants to sell. She makes bags of
pears and sells them for $5 per bag. In which equation
oes b represent the number of bags of pears?
If Natalie puts 4 pears in each bag, she will be able to sell a total of 12 bags of pears at the Saturday market.
To represent the number of bags of pears, b, that Natalie sells at the Saturday market, we can use the following equation:
b = total_number_of_pears / pears_per_bag
In this equation, "total_number_of_pears" represents the total quantity of pears Natalie has, and "pears_per_bag" represents the number of pears she puts in each bag.
Given that Natalie has a total of 48 pears, we can substitute the value into the equation:
b = 48 / pears_per_bag
Now, we need to determine the number of pears she puts in each bag. The information provided states that Natalie sells bags of pears, and each bag is sold for $5. However, the specific number of pears per bag is not given. To proceed, we need this information.
Let's assume that Natalie puts 4 pears in each bag. We can substitute this value into the equation:
b = 48 / 4
Simplifying the equation gives:
b = 12
So, if Natalie puts 4 pears in each bag, she will be able to sell a total of 12 bags of pears at the Saturday market.
It's important to note that the specific value of "pears_per_bag" will affect the final result. If Natalie puts a different number of pears in each bag, the equation will yield a different number of bags sold.
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The Department of Recreation required applicants to score 70% on a skills test. Diane scored 78% on the first half of the test. What was the minimum score Diane needed on the second half of the test?
62%
66%
70%
72%
74%
Step-by-step explanation:
since we are taking about true halves (I hope), both halves "weigh" the same, and a percentage in one has the same absolute value as in the other.
then the answer is just based on the mean value between both percentages :
x = percentage of the second half
70 = (78 + x)/2
140 = 78 + x
x = 140 - 78 = 62%
she needs at least 62% on the second half to pass the 70% minimum limit of the whole test.
How many quarters are in 6?
25 quarter cups in 6 1/4 cups
answer: 61
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Determine the direction and degree of rotation used to create the image.
The direction and degree of rotation used to create the image include the following: C. 90° clockwise rotation.
What is a rotation?In Mathematics and Geometry, a rotation is a type of transformation that moves every point of the object through a number of degrees around a given point, which can either be clockwise or counterclockwise (anticlockwise) direction.
By applying either a rotation of 90° clockwise or a rotation of 270° counterclockwise to the coordinate of triangle ABC, the coordinate of its image (triangle A′B′C′);
(x, y) → (y, -x)
Point A = (-2, -7) → Point A′ (-7, 2)
Point B = (3, -2) → Point B′ (-2, -3)
Point C = (2, -10) → Point C′ (-10, -2)
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Complete Question:
Determine the direction and degree of rotation used to create the image.
90° counterclockwise rotation
270° clockwise rotation
90° clockwise rotation
180° clockwise rotation
Select the correct answer.
Based on these segment lengths, which group of segments cannot form a triangle?
OA. 12, 7, 8
OB.
OC.
SO D.
*
8, 7, 13
1, 2, 3
80, 140, 70
Reset
Nex
Select the correct answer.
Omar has a gift card for $40.00 at a gift shop. Omar wants to buy a hat for himself for $13.50. For his friends, he would like to buy souvenir bracelets, which are $3.25 each. All prices include taxes.
Which inequality can be used to solve for how many bracelets Omar can buy?
A.
3.25x + 13.50 ≤ 40
B.
3.25x + 13.50 ≥ 40
C.
13.50x + 3.25 ≤ 40
D.
13.50x + 3.25 ≥ 40
Answer:
A.
3.25x + 13.50 ≤ 40
Step-by-step explanation:
The unemployment rate in the U.S. tends to be lower than in
other countries.
True or
False
It is not accurate to make a blanket statement that the U.S. always has a lower unemployment rate than other countries. The unemployment rates can differ significantly based on specific circumstances, making it important to examine the relevant data and context before drawing conclusions.
The statement "The unemployment rate in the U.S. tends to be lower than in other countries" is subjective and cannot be definitively categorized as true or false without further context and data analysis.
Unemployment rates vary across countries due to a multitude of factors, such as economic conditions, labor market policies, demographics, and government interventions. While it is true that at certain times the unemployment rate in the U.S. may be lower than in some other countries, it is not universally true in all circumstances.
Comparing unemployment rates between countries requires a comprehensive analysis of various factors and data points, including the specific time period, the methodology used for calculating unemployment, and the demographic and socio-economic characteristics of each country. Additionally, economic conditions can fluctuate over time, leading to variations in unemployment rates.
Therefore, it is not accurate to make a blanket statement that the U.S. always has a lower unemployment rate than other countries. The unemployment rates can differ significantly based on specific circumstances, making it important to examine the relevant data and context before drawing conclusions.
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what is the measure of the third angle of a triangle if the first angle measure is 22° and the second measure is 35°
Answer:
123°
Step-by-step explanation:
the sum of the 3 angles in a triangle = 180° , then
third angle + 22° + 35° = 180°
third angle + 57° = 180° ( subtract 57° from both sides )
third angle = 123°
Exam: 02.02 Evaluating Functions
Exam: 02.02 Evaluating Functions
Student Name: jayden acevedo
Warning
There is a checkbox at the bottom of the exam form that you MUST check prior to submitting this exam. Failure to do so may cause your work to be lost.
Question 1(Multiple Choice Worth 1 points)
(02.02 LC)
If f(x) = 2(x − 5), find f(8).
4
6
8
16
Question 2(Multiple Choice Worth 1 points)
(02.02 MC)
Let the graph of f(x) represent the cost in thousands of dollars to feed the zoo animals daily, where x is the number of animals measured in hundreds. What does the solution to the function (2, 8) represent?
a graph of a function that increases from the lower left, travels through an ordered pair labelled, 2, 8, and then increases toward the right
There are 800 animals, and the cost is $2,000 daily.
There are 8,000 animals, and the cost is $200 daily.
There are 200 animals, and the cost is $8,000 daily.
There are 2,000 animals, and the cost is $800 daily.
Question 3(Multiple Choice Worth 1 points)
(02.02 MC)
Kayla and her best friend Christina go shopping. The function p(x) = 2x4 + 6x3 − 3x2 + 24 represents how much money each girl spent based on the number of hours they were shopping. If Kayla and Christina each go shopping for 2 hours, how much money did they spend together?
$44
$88
$92
$184
Question 4(Multiple Choice Worth 1 points)
(02.02 MC)
Let f(p) be the average number of days a house stays on the market before being sold for price p in $1,000s. Which statement best describes the meaning of f(150)?
f(150) represents the average number of days houses stay on the market before being sold for $150,000.
Houses sell on the market for an average of $150,000 and stay on the market an average of 150 days before being sold.
Houses sell for an average of $150,000.
f(150) indicates houses stay on the market an average of 150 days before being sold.
Question 5 (Fill-In-The-Blank Worth 1 points)
(02.02 MC)
Use the graph to fill in the blank with the correct number.
f(−2) = ________
X, Y graph. Plotted points negative 3, 0, negative 2, 2, 0, 1, and 1, negative 2.
Numerical Answers Expected!
Answer for Blank 1:
-1
Question 6(Multiple Choice Worth 1 points)
(02.02 MC)
Jade decided to rent movies for a movie marathon over the weekend. The function g(x) represents the amount of money spent in dollars, where x is the number of movies. Does a possible solution of (6.5, $17.50) make sense for this function? Explain your answer.
Yes. The input and output are both feasible.
No. The input is not feasible.
No. The output is not feasible.
No. Neither the input nor output is feasible.
For the above function describing movie rental expenses, neither the input (6.5) nor the output ($17.50) are possible or reasonable.
The solution (6.5, $17.50) does not make sense for the function g(x) representing the amount of money spent on renting movies, where x is the number of movies.
The reason is that the input value, 6.5, does not make sense in the context of renting movies. The number of movies rented should be a whole number, not a decimal or fractional value. Therefore, the input is not feasible.
In addition, the output value, $17.50, does not make sense either. Typically, the cost of renting movies is given in whole dollar amounts. It is highly unlikely to have a rental cost of $17.50 for a movie marathon involving 6.5 movies. Therefore, the output is not feasible.
In conclusion, neither the input (6.5) nor the output ($17.50) is feasible or realistic for the given function representing movie rental expenses.
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A graph represents the perimeter y in units for an equilateral triangle with side length x units the slope of the line is 3 and the y intercept is 0
The slope and intercept in this situation is meant as explained below.
We know that,
The linear equation in slope intercept form is equal to y = mx + b, where m is the slope, b is the y-intercept.
In this problem, y is the perimeter in units, x is the side length of a equilateral triangle.
we have,
m = 3
b = 0
substitute
The linear equation is y = 3x,
It is a proportional relationship because the line passes through the origin.
The slope is, m = 3 units / 1 units
That means, the ratio of perimeter of triangle to side length of triangle is 3:1. The y-intercept is 0. Remember that, the y-intercept is the value of y when the value of x is equal to zero.
In this context, the y-intercept is the value of the perimeter when the value of the side length is equal to zero. So, the value of the perimeter is 0 when the value of side length is 0.
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Although part of your question is missing, you might be referring to thid full question:
“ Explain what the slope and intercept mean in each situation. A graph represents the perimeter, y, in units, for an equilateral triangle with side length x units. The slope of the line is 3 and the y-intercept is 0”.
Pleeaase help find slope. The answer is -.204 but I don't understand how. Will give BRAINLIEST and 100 points.
Answer:
m = -0.204
Step-by-step explanation:
Start by creating points (72, 133) and (24, 235.2+133)
You are relating the charge (as a whole number) to the total distance traveled at a respective percentage. At 72% you traveled 133 miles and at 24% you traveled a total of 368.2 miles.
Thus, you can use the slope formula [tex](y2-y1)/(x2-x1)[/tex]
Thus, (72-24)/(133-368.2) = -0.204 (approx.)
Hope this helps!
For this part of the In-depth Analysis of a Statistical Study I am asking you to write a 250 word paragraph explaining whether the study is observational or experimental in nature, discuss whether the statistical hypothesis involves a cause/effect relationship between the explanatory and response variables and to identify potential confounding variables. In the case of a cause/effect relationship, give an explanation of how the confounding variables in the study were controlled. This could be through an experiment or by addressing the three criteria outlined in section 3.4.2.
The study described is an experimental study in nature. It follows a randomized double-blind placebo-controlled trial design, where participants were randomly assigned to either a verum (onabotulinumtoxinA) or placebo (saline) group.
What is it an about?The researchers administered the treatment (botulinum toxin injection to the glabellar region) to the verum group while the placebo group received a saline injection. The primary end point was the change in depressive symptoms measured using the Hamilton Depression Rating Scale.
The statistical hypothesis in this study does involve a cause/effect relationship between the explanatory variable (botulinum toxin injection) and the response variable (alleviation of depression symptoms).
Potential confounding variables in this study could include factors such as participants' previous medication history, severity of depression, and other ongoing treatments or therapies for depression.
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Find the slope and the y-intercept of the following linear equation. 5. 3x + 2y = 14
Answer:
slope = - [tex]\frac{3}{2}[/tex] , y- intercept = 7
Step-by-step explanation:
the equation of a line in slope- intercept form is
y = mx + c ( m is the slope and c the y- intercept )
given
3x + 2y = 14 ( subtract 3x from both sides )
2y = - 3x + 14 ( divide through by 2 )
y = - [tex]\frac{3}{2}[/tex] x + 7 ← in slope- intercept form
with slope m = - [tex]\frac{3}{2}[/tex] and y- intercept c = 7
Students at a major university in Southern California are complaining about a serious housing crunch. They say that many of the university's students have to commute too far to school because there is not enough housing near campus. University officials perform a study, which is reported in the school newspaper. The report contains the following histogram summarizing the commute distances for a sample of 24 students at the university.
The histogram in the school newspaper report provides a visual summary of the commute distances for a sample of 24 students at the major university in Southern California, supporting the students' claims of a housing crunch and long commutes.
According to the study reported in the school newspaper, a histogram was used to summarize the commute distances for a sample of 24 students at the major university in Southern California.
A histogram is a graphical representation that displays the distribution of a dataset by organizing it into intervals or bins along the horizontal axis and showing the frequency or count of observations in each bin on the vertical axis.
The histogram provides valuable insights into the commute distances of the university's students and helps assess the housing crunch issue.
By analyzing the histogram, university officials can gain a better understanding of the distribution of commute distances and identify any patterns or concentrations that may indicate the severity of the problem.
The histogram should provide information about the range of commute distances and the frequency of students within each interval.
It allows university officials to visualize the distribution and assess whether there is a significant portion of students facing long commutes due to the lack of housing near campus.
The officials can use the histogram to determine the central tendency measures such as the mean or median commute distance, which can provide a representative value of the typical commute for the student population.
Additionally, they can examine the spread or variability of the data to understand if there are extreme cases or if most students face similar distances.
By studying the histogram, university officials can gather quantitative evidence to support the students' claims of a housing crunch.
This information can guide their decision-making process in addressing the issue, such as implementing policies to increase affordable on-campus housing options or exploring partnerships with nearby housing providers.
In summary, the histogram in the school newspaper report provides a visual representation of the commute distances of a sample of 24 students at the university.
It serves as a valuable tool for university officials to analyze the housing crunch problem and make informed decisions to alleviate the commuting burden on the students.
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Determine the period.
NAV
8 10 12 14
3
2
1
-1
-2
-3
2
Answer:
7
Step-by-step explanation:
V looking shape has ends at 1 & 8
8 - 1 = 7
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Two cyclists, 54 miles apart, start riding toward each other at the same time. One cycles 2 times as fast as the other. If they meet 2 hours later, what is the speed (in mi/h) of the faster cyclist?
Answer:
In summary, the faster cyclist cycles at a speed of 18 mi/h since they travel 36 of the 54 miles in 2 hours while cycling twice as fast as the slower cyclist.
Explanationn:
The two cyclists are 54 miles apart and heading toward each other.
One cyclist cycles 2 times as fast as the other. We will call the faster cyclist A and the slower cyclist B.
They meet 2 hours after starting. This means they travel a total distance of 54 miles in 2 hours.
Since cyclist, A cycles 2 times as fast as cyclist B, cyclist A travels 2/3 of the total distance, and cyclist B travels 1/3 of the total distance.
In two hours, cyclist A travels (2/3) * 54 miles = 36 miles.
We need to find the speed of cyclist A in miles per hour.
Speed = Distance / Time
So the speed of cyclist A is:
36 miles / 2 hours = 18 miles per hour
Therefore, the speed of the faster cyclist is 18 mi/h.
A bag consists of 5 marbles. There is 1 yellow, 1 red marble, 1 clear marble, 1 green marble, and 1 blue marble. Which table shows the sample space for choosing 2 marbles from the bag with replacement?
Yellow Red Clear Green Blue
Yellow Yellow Yellow Yellow Yellow Yellow
Red Red Red Red Red Red
Clear Clear Clear Clear Clear Clear
Green Green Green Green Green Green
Blue Blue Blue Blue Blue Blue
Yellow Red Clear Green Blue
Red Red, Yellow Red, Red Red, Clear Red, Green Red, Blue
Red Red, Yellow Red, Red Red, Clear Red, Green Red, Blue
Red Red, Yellow Red, Red Red, Clear Red, Green Red, Blue
Yellow Red Clear Green Blue
Yellow Yellow Red, Yellow Clear, Yellow Green, Yellow Blue, Yellow
Red Yellow, Red Red Clear, Red Green, Red Blue, Red
Clear Clear Red, Clear Clear Green, Clear Blue, Clear
Green Green, Yellow Red, Green Clear, Green Green Blue, Green
Blue Blue, Yellow Red, Blue Clear, Blue Green, Blue Blue
Yellow Red Clear Green Blue
Yellow Yellow, Yellow Red, Yellow Clear, Yellow Green, Yellow Blue, Yellow
Red Yellow, Red Red, Red Clear, Red Green, Red Blue, Red
Clear Yellow, Clear Red, Clear Clear, Clear Green, Clear Blue, Clear
Green Yellow, Green Red, Green Clear, Green Green, Green Blue, Green
Blue Yellow, Blue Red, Blue Clear, Blue Green, Blue Blue, Blue
The sample space for this experiment is the one in the last option.
Which is the correct sample space?The sample space is the set of the possible outputs that we can have for selecting two marbles.
For example, if first you get a yellow marble, and then a red one, the output will be:
yellow red,
And that is different to the output:
red yellow
Where in the second one you draw the red one first.
From the options, the one that shows the complete sample space is the last one:
"Yellow Yellow, Yellow Red, Yellow Clear, Yellow Green, Yellow Blue, Yellow
Red Yellow, Red Red, Red Clear, Red Green, Red Blue, Red
Clear Yellow, Clear Red, Clear Clear, Clear Green, Clear Blue, Clear
Green Yellow, Green Red, Green Clear, Green Green, Green Blue, Green
Blue Yellow, Blue Red, Blue Clear, Blue Green, Blue Blue, Blue"
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Given the following rectangles, identify all combinations of assembling these rectangles for which it is possible to create a rectangle with the length of 15 and the width 11 with no gaps or overlapping. You can't cut any of the rectangles but you may use some of them multiple times. More than one answer may be correct; mark all that apply.
Rectangles you are given:
answer options:
two C rectangles, two D rectangles, and two B rectangles
one each of rectangles A, B, C, and D
one A rectangle and four B rectangles
three E rectangles and two B rectangles
one E rectangle, one C, one D, and three B rectangles
The combinations of assembling these rectangles for which it is possible to create a rectangle with the length of 15 and the width 11 with no gaps or overlapping are:
One each of rectangles A, B, C, and D.One A rectangle and four B rectangles.What is a rectangle?A rectangle is a plane figure with four straight sides and four right angles, especially one with unequal adjacent sides.
Required
Which group forms a rectangle of
[tex]\text{Length}=15[/tex]
[tex]\text{Width}=11[/tex]
First, calculate the area of the big rectangle
[tex]\text{Area}=\text{Length}\times\text{Width}[/tex]
[tex]\text{A}_{\text{Big}}=15\times11[/tex]
[tex]\text{A}_{\text{Big}}=165[/tex]
Next, calculate the area of each rectangle A to E.
[tex]\text{A}_{\text{A}}=11\times7[/tex]
[tex]\text{A}_{\text{A}}=77[/tex]
[tex]\text{A}_{\text{B}}=2\times11[/tex]
[tex]\text{A}_{\text{B}}=22[/tex]
[tex]\text{A}_{\text{C}}=6\times6[/tex]
[tex]\text{A}_{\text{C}}=36[/tex]
[tex]\text{A}_{\text{D}}=6\times5[/tex]
[tex]\text{A}_{\text{D}}=30[/tex]
[tex]\text{A}_{\text{E}}=13\times4[/tex]
[tex]\text{A}_{\text{E}}=52[/tex]
Then consider each option.
(a) 2C + 2D + 2B
[tex]2\text{C}+2\text{D}+2\text{B}=(2\times36)+(2\times30)+(2\times22)[/tex]
[tex]2\text{C}+2\text{D}+2\text{B}=72+60+44[/tex]
[tex]2\text{C}+2\text{D}+2\text{B}=176[/tex]
(b) A + B + C + D
[tex]\text{A}+\text{B}+\text{C}+\text{D}=77+22+36+30[/tex]
[tex]\text{A}+\text{B}+\text{C}+\text{D}=165[/tex]
(c) A + 4B
[tex]\text{A} + 4\text{B}=77+(4\times22)[/tex]
[tex]\text{A} + 4\text{B}=77+88[/tex]
[tex]\text{A} + 4\text{B}=165[/tex]
(d) 3E + 2B
[tex]3\text{E}+2\text{B}=(3\times52)+(2\times22)[/tex]
[tex]3\text{E}+2\text{B}=156+44[/tex]
[tex]3\text{E}+2\text{B}=200[/tex]
(e) E + C + D + 3B
[tex]\text{E} + \text{C} + \text{D} + 3\text{B}=52+36+30+(3\times22)[/tex]
[tex]\text{E} + \text{C} + \text{D} + 3\text{B}=52+36+30+66[/tex]
[tex]\text{E} + \text{C} + \text{D} + 3\text{B}=184[/tex]
Recall that:
[tex]\text{A}_{\text{Big}}=165[/tex]
Only options (b) and (c) match this value.
[tex]\text{A}+\text{B}+\text{C}+\text{D}=165[/tex]
[tex]\text{A} + 4\text{B}=165[/tex]
Hence, options (b) and (c) are correct.
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A rocket is launched from 168 feet above the ground at the time t=0. The function that model thsi situation is given by h =-16t^2+96t+168 where t is the time in seconds and h is the height of the position of the rocket above the ground level in feet. what is the reasonable domain restriction for t in this context?
The domain for the time in this context is (0, 7.4)
What is an equation?An equation is an expression that shows how numbers and variables are related to each other using mathematical operators.
Let h represent the height of the ball after spending t seconds. A ball is thrown straight up from the top of a building that is 168 ft high with an initial velocity of 96 ft/s.
Given the equation:
h(t) = -16t² + 96t + 168
The reasonable domain restriction for t, is when the height of the rocket is above the ground. Hence the domain for the time in this context is (0, 7.4)
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Ram borrowed Rs. 250000 from sit a at the rate of 21%: per annum. At the end of monts, how much should he pay compounde à half yearly ?
The end of 6 months, Ram should pay Rs. 276250 compounded half-yearly.
Ram borrowed Rs. 250000 from Sit at an interest rate of 21% per annum. To calculate the compound interest, we need to know the compounding period. In this case, the interest is compounded half-yearly, which means it is calculated twice a year.
To find out how much Ram should pay at the end of 6 months, we can use the compound interest formula:
A = P(1 + r/n)^(nt)
Where:
A = the amount to be paid at the end of the time period
P = the principal amount (the initial amount borrowed) = Rs. 250000
r = the interest rate per period (in decimal form) = 21% = 0.21
n = the number of compounding periods per year = 2 (since it's compounded half-yearly)
t = the number of years = 6 months = 6/12 = 0.5 years
Plugging in these values into the formula, we get:
A = 250000(1 + 0.21/2)^(2*0.5)
Simplifying the equation:
A = 250000(1 + 0.105)^(1)
A = 250000(1.105)
A = Rs. 276250
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find the value of x and the measure of angle axc
Answer:
x = 4
m<AXC = 150
Step-by-step explanation:
m<1 + m<2 = m<AXC
102 + 10x + 8 = 6(6x + 1)
10x + 110 = 36x + 6
26x = 104
x = 4
m<AXC = 6(6x + 1)
m<AXC = 6(24 + 1)
m<AXC = 150
En un terreno rectangular que mide 64 cm por 18 cm, van a construir en el 50 % una casa ¿Cuál es el área construida?
The built area of 50% of the house on the rectangular piece of land measures 576 cm^2.
To find the built area of 50% of a house on a rectangular piece of land, we need to calculate the area of the rectangular piece of land and then determine 50% of that area.
The rectangular piece of land has dimensions of 64 cm by 18 cm. To calculate the area, we multiply the length by the width:
Area = Length * Width
Area = 64 cm * 18 cm
Area = 1152 cm^2
The total area of the rectangular piece of land is 1152 cm^2.
To find the built area, which is 50% of the total area, we multiply the total area by 50% (or 0.5):
Built Area = Total Area * 50%
Built Area = 1152 cm^2 * 0.5
Built Area = 576 cm^2
Therefore, the built area of 50% of the house on the rectangular piece of land measures 576 cm^2.
It's important to note that this calculation assumes that the built area is uniformly distributed on the land and represents half of the house's total area. The actual shape and distribution of the house may vary, but this calculation provides an estimate of the built area based on the given information.
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Note the translate question is:
On a rectangular piece of land that measures 64 cm by 18 cm, they are going to build 50% of a house. What is the built area?
Answer:
Step-by-step explanation:
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A round pencil is sharpened to a cone shape at both ends.calculate the volume of the pencil if the two radius is 1.2 and heights are 8cm
Answer:
A round pencil is sharpened at both ends the hight of the pencil is 16cm the length of the pencil is 1cm the radius of the two sharpened ends is 16cm 1.2cm
Calculate the volume using the value 22/7.
Step-by-step explanation:
If Anita and Miguel do not take any money from their accounts, whose account will grow faster? Explain why.
Savings accounts and CDs are good options for people who want to save money without taking on a lot of risk.
If Anita and Miguel do not take any money from their accounts, Anita's account will grow faster than Miguel's.
This is because the interest rate for Anita's account is 6%, while Miguel's is 5%.
The interest rate is the percentage of the principal that a bank or other financial institution pays for the use of money.
It can be thought of as a fee charged for borrowing money.
The higher the interest rate, the more money a person can earn on their investment.
Anita and Miguel's accounts are probably savings accounts or CDs, which are low-risk investments that pay a fixed interest rate.
Savings accounts and CDs are good options for people who want to save money without taking on a lot of risk.
Anita and Miguel's accounts are probably savings accounts or CDs, which are low-risk investments that pay a fixed interest rate.
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At track practice, Alexia ran
5
55 attempts of the 100-meter dash. All of her times were different values between
11
1111 and
13
1313 seconds, except for an attempt when she tripped and finished in
24
2424 seconds.
The correct choice is A. Both the mean and median will decrease, but the mean will decrease by more than the median.
To determine how removing the 24-second time will affect the mean and median, let's first calculate the mean and median of the original set of times.
The original set of times without the 24-second result is a set of 4 values between 11 and 13 seconds.
Let's assume the original set of times (excluding 24 seconds) is {x1, x2, x3, x4}, where x1, x2, x3, and x4 are unique values between 11 and 13 seconds.
Mean: The mean is calculated by summing up all the values and dividing by the number of values.
Mean = (x1 + x2 + x3 + x4) / 4
Median: The median is the middle value when the values are arranged in ascending order.
Since there are four values, the median will be the average of the two middle values.
Median = (x2 + x3) / 2
Now, let's consider the options provided and see how removing the 24-second time affects the mean and median.
A. Both the mean and median will decrease, but the mean will decrease by more than the median.
If we remove the 24-second time, the new set of values will still have the same range (between 11 and 13 seconds), and since the 24-second time is the largest value in the original set, removing it will decrease both the mean and median.
However, since the 24-second time is an outlier (a significantly larger value compared to the others), removing it will have a greater impact on the mean compared to the median. The mean will decrease by more because the sum of the values will decrease more than the difference between x2 and x3, affecting the numerator of the mean calculation.
Therefore, choice A is correct.
In conclusion, removing the 24-second time from the original set of times will decrease both the mean and median, but the mean will decrease by more than the median.
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Question
At track practice, Alexia ran 5 attempts of the 100-meter dash. All of her times were different values between 11 and 13 seconds, except for an attempt when she tripped and finished in 24 seconds.
Alexia's coach said they would remove the 24 result from the set of these practice times.
How will removing this time affect the mean and median?
(Choice A)
A. Both the mean and median will decrease, but the mean will decrease by more than the median.
(Choice B)
B. Both the mean and median will decrease, but the median will decrease by more than the mean.
(Choice C)
C. Both the mean and median will increase, but the mean will increase by more than the median.
(Choice D)
D. Both the mean and median will increase, but the median will increase by more than the mean.
Since the equations for both triangles have a2 + b2, you can think of the two equations for c2 and n2 as a system of equations. Substitute what a2 + b2 equals in the first equation for a2 + b2 in the second equation. After you substitute, what equation do you get?
The second equation results in n^2 = c^2.
Let's suppose we have two equations:
Equation 1: c^2 = a^2 + b^2
Equation 2: n^2 = a^2 + b^2
Both equations have the term a^2 + b^2. We can treat these equations as a system of equations and substitute the value of a^2 + b^2 from Equation 1 into Equation 2.
Substituting a^2 + b^2 from Equation 1 into Equation 2, we get:
n^2 = c^2
After substituting, we obtain the equation n^2 = c^2. This equation shows that the squares of the lengths of the sides n and c are equal.
It's important to note that this result holds true because both triangles have the same a and b values, leading to the same value of a^2 + b^2. Therefore, substituting that value into the second equation results in n^2 = c^2.
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Find the equation of the line in slope-intercept form, parallel to a line joining the points (1,-2) and (-4,3) and passing through (-4,-5).
I
The equation of the line parallel to a line joining points (1,-2) and (-4,3) and passing through (-4,-5) is
(Simplify your answer. Type your answer in slope-intercept form.)
The equation of the line parallel to the line passing through (1, -2) and (-4, 3) and passing through the point (-4, -5) is y = -x - 9 in slope-intercept form.
To find the equation of a line parallel to a given line, we need to determine the slope of the given line and then use it to construct the equation of the parallel line.
First, let's calculate the slope of the given line passing through points (1, -2) and (-4, 3). The slope, denoted as m, can be found using the slope formula:
m = (y2 - y1) / (x2 - x1)
Substituting the coordinates, we have:
m = (3 - (-2)) / (-4 - 1) = 5 / (-5) = -1
Now that we have the slope, we can use it to construct the equation of the parallel line.
We'll use the point-slope form of a linear equation, which is:
y - y1 = m(x - x1)
where (x1, y1) represents the coordinates of a point on the line.
We'll use the point (-4, -5) on the parallel line:
y - (-5) = -1(x - (-4))
y + 5 = -1(x + 4)
Simplifying further:
y + 5 = -x - 4
y = -x - 9
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