m×n , when m=13 and n=12

When a radionuclide has a half-life of 19 hours, it will take approximately 32.3 hours for the sample of this nuclide to decay to about 85 percentage of its proportion.

The computation of the time of proportional decay can be calculated using the given values and putting them into the generalized formula.

Number of Hours Taken = Total Life x Required Decay Proportion

Number of Hours Taken = 19×2×85%

Number of Hours Taken = 38 × 0.85

Number of Hours Taken = 32.3

Therefore, it will take 32.3 hours for the nuclide to decay to about 85 percentage in its proportion.

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1. In the first and third tables, there is no direct relationship, in the third table, there is a direct relationship.

2. y = 5x,b = (1/2)a and m = 5n are direct variation.

3. The constant of proportion is 5 and x when y is 49 will be 8.8

The ratio is the division of the two numbers.

For example, a/b, where a will be the numerator and b will be the denominator.

Proportion is the relation of a variable with another. It could be direct or inverse.

1.

(a) In the table x/y = -4/-8 = 1/2 is not maintained in 6/18 so it will not direct variation.

(b) In the table x/y = -5/-4 = is not maintained in 2/10 so it will not direct variation.

(c) In the table x/y = -3/-12 = 1/4  maintained so it will direct variation.

2.

A variation in the form of x ∝ y will be a direct variation so y = 5x,b = (1/2)a, and m = 5n are direct variations.

3.

As per the given y ∝ x then y/x = 35/7 = 5 so the constant of proportionality is 5.

When y = 49

x = 49/5 = 9.8

Hence "1. In the first and third tables, there is no direct relationship, in the third table, there is a direct relationship.

2. y = 5x,b = (1/2)a and m = 5n are direct variation.

3. The constant of proportion is 5 and x when y is 49 will be 8.8".

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when lines l, m, and n are intersected by two transversal lines and are parallel, the value of x = 12.5 is obtained.

A transversal in geometry is a line that, at two different places, traverses two lines in the same plane. If two or more additional lines in the Euclidean plane are parallel, transversals can help determine this.

Parallel lines l, m, and n are present.

These parallel lines cross two transversal lines.

theorem of intercept

Intercept lengths between parallel lines are proportionate.

[tex]\frac{16}{x} = \frac{23}{18}[/tex]

x = (16 * 18) /23

x = 12.5

when lines l, m, and n are intersected by two transversal lines and are parallel, the value of x = 12.5 is obtained.

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a) It takes 2 seconds for the rocket to reach the maximum height, and this maximum height is of 169.6 metres.

b) The height of the rocket five seconds after it was launched is of 125.5 metres.

The vertex-form definition of a quadratic function is defined as follows:

y = a(x - h)² + k.

In which the parameters are given as follows:

In the context of this problem, the height function is defined as follows:

h(t) = -4.9(t - 2)² + 169.6.

Hence the coordinates of the vertex are given as follows:

As the leading coefficient is negative, the parabola is concave down and the vertex represents a maximum.

The height at a time of five seconds is of:

h(5) = -4.9(5 - 2)² + 169.6 = 125.5 metres.

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Answer: 6 hours

Step-by-step explanation:

The question asks how long until they meet.

First, you add 1.5 miles per hour and 2 miles per hour to get 3.5 miles per hour.

Then you divide 21/by 3.5 which gets you how many hours it takes for them to meet.

Which means 21/3.5 is 6 hours.

The letters of points  below the graph of  y = - 1/3x are  B, C, F, H, J.

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We can show that these data can be modeled using a linear function in the following manner:

a) We must compute the differences in the number of high school graduates in each year in order to model the data using a linear function. For instance, the difference between the 1993 and 1994 graduation rates is 5,479 - 5,410, or 69. This pattern of differences suggests that a linear function can be used to model the data.

The annual change in the number of graduates serves as the slope for the linear function. The slope, for instance, is 69 between 1993 and 1994 and 76 between 1994 and 1995. The slope for the linear function is, in general, the difference between the number of graduates in successive years, therefore it is the slope between graduates in consecutive years.

b) Y = mx + b, where y is the number of graduates, x is the year, m is the slope, and b is the y-intercept, is the formula for a linear function that represents the data. We need to know the values of m and b in order to calculate the formula for the linear function that describes the data.

We can use the slope between any two consecutive years to get the value of m. For instance, m = 69 since the slope from 1993 to 1994 is 69. The number of graduates in the first year of the data, which is the y-intercept, can be used to determine the value of b.

For instance, if the first year of the data is 1993 and that year had 5,479 graduates, then b = 5,479. Consequently, y = 69x + 5,479 is the equation for the linear function that models the data.

c) Functional notation can be used to indicate the number of high school graduates in 1994. The formula is y = 69x + 5,479, where x is the year and y is the total number of graduates. Therefore, y = 69(1994) + 5,479 = 137,123 is the total number of graduates in 1994. We may enter the numbers of x and b into the formula from section c to obtain y = 69 (1994) + 5,479 = 137,123.

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Therefore the answer to when math classroom of 30. the students affected by the disease is modeled by the logistic function is first case : 6 , second case : 15.68  and third case : 5.18

A function is a particular relation that transfers every element in set A to exactly one element in set B. There cannot be an empty set in either A or B. For a specific input, a function defines a specific output.

Here ,

Given:

P(t) =  [tex]\frac{180}{5 + 25e^{-0.45t} }[/tex]

First case :how many students understand exponential functions initially is

Where t is number of days

t=0

P(0)= [tex]\frac{180}{5 + 25e^{-0.45(0)} }[/tex]

P(0)=180/(25+5)

P(0)=6

Second case: how many students will understand exponential functions after 3 days

t=3

P(3)=[tex]\frac{180}{5 + 25e^{-0.45(3)} }[/tex]

P(3) ≈ 15.68

Third case: how many days will it take for 24 students to understand exponential functions

t=24

P(24)=[tex]\frac{180}{5 + 25e^{-0.45(24)} }[/tex]

P(24)  ≈ 5.18

Therefore the answer to when math classroom of 30. the students affected by the disease is modeled by the logistic function is first case : 6 , second case : 15.68  and third case : 5.18

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Answer:

$7.26 with out tax

Step-by-step explanation:

If beans cost $1.65 per pound and Josh bought $.4 pounds, the you multiply 4.4 * 1.65= 7.26 then you add a $ at the begining

Answer:

Josh payed $7.26 for the green beans.

Step-by-step explanation:

⭐What does "per pound" mean in the context of this problem?

In this problem, we are given the ratio of cost  to pounds.

⭐What is a ratio?

If we want to find how much it costs for Josh to purchase 4.4 pounds of green beans, we need to create a proportion.

⭐What is a proportion?

First, let's create 2 ratios. Let x= the cost for 4.4 pounds:

[tex]\frac{1.65}{1 pound}[/tex] . . . (1)

[tex]\frac{x}{4.4 pounds}[/tex] . . . (2)

Next, set these ratios equal to each other to create a proportion. Make sure the same units stay in the numerator or denominator:

[tex]\frac{1.65}{1 pound} = \frac{x}{4.4 pounds}[/tex]

Then, multiply the LHS and RHS by 4.4 pounds to isolate the "x" variable:

[tex]\frac{1.65}{1 pound} (4.4) = \frac{x}{4.4}(4.4)[/tex]

[tex]\frac{7.26}{1} = x[/tex]

∴ It costs Josh $7.26 for 4.4 pounds of green beans.

⭐if this response helped you, please mark it the "brainliest"!⭐

Answer:

A ≈ 418.9 cm²

Step-by-step explanation:

the area (A) of the sector is calculated as

A = area of circle × fraction of circle

  = πr² × [tex]\frac{120}{360}[/tex] ( r is the radius )

 = π × 20² × [tex]\frac{1}{3}[/tex]

 = [tex]\frac{400\pi }{3}[/tex]

 ≈ 418.9 cm² ( to the nearest tenth )

The angle with sides 5, 9 and 10 is an obtuse triangle

This is a type of angle in which the angles are less than 180 degrees but less than 180 degrees.

In this case, we can easily determine if it's an obtuse angle.

Assuming the longest side is 10 units, the sum of it's two other sides must be greater than it's longest side which is supposedly the hypothenuse.

5 + 9 = 14

14 > 10

This indicates that the triangle is an obtuse triangle.

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Answer:

579.67 yards

Step-by-step explanation:

Answer:

≈579.67 yards

Step-by-step explanation:

1. convert feet into yards

1 foot = 1/3 yards

2. use dimensional analysis

[tex]\frac{1739feet}{1}[/tex] * [tex]\frac{1/3 yards}{1 foot}[/tex]

3. multiple straight across

1739 feet * 1/3 yards

answer: ≈579.67 yards

Probably not all driving scenarios can be accurately simulated by a driving simulator. Additionally, it's likely that simulator users have a different mindset than when they're actually behind the wheel.

The cited data:

Idea applied in experiment:

A driving simulator is therefore unlikely to adequately replicate all driving scenarios, which is one of our concerns about extending the outcomes of such an investigation.

Thus, users of driving simulators are also probably in a different frame of mind than they are while driving is real life.

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Answer:

1. k = y/x

k = 17/0.5

k = 34

2. k = y/x

k = 34/1

k = 34

3. k = y/x

k = 51/1.5

k = 34

4. k = y/x

k = 68/2

k = 34

CREDITS:

Answer:

-2/15 or -0.13

Step-by-step explanation:

-5+3  /15

-2/15

The solution of given expression 7×(4-3) - 1+5×1/5 is 5.

The abbreviation PEMDAS is used to indicate the sequence of steps to be taken when resolving expressions with multiple operations. P is for "parentheses," E is for "exponents," M is for "multiplication," D is for division, A is for addition, and S is for subtraction.

Given that the expression 7×(4-3) - 1+5×1/5.

To solve the above expression we will use PEMDAS;

First, we use the subtraction in brackets and this process is called simplifying parenthesis,

7×(4-3) - 1+5×1/5=  7×(1) - 1+5×1/5.

Now, we use the operation multiplication,

7×(1) - 1+5×1/5 = 7 - 1+1

Now we add the terms and this process is called addition of terms,

7 - 1+ 1 = 7-2

Now, we subtract the numbers and this property is subtraction of numbers,

7 - 2 = 5.

Therefore, the solution of given expression 7×(4-3) - 1+5×1/5 is 5.

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The point 4 units along the curve (in the direction of increasing t) from P exists as t = ln |L/2 + 1|.

When a particle's position in space is represented as a function of time by a vector-valued function, the arc-length function calculates the particle's travel distance as a function of time.

The length of an arc is the separation of two locations along a segment of a curve. Curve rectification is the process of measuring an irregular arc segment's length by simulating the section as a network of connected line segments. A rectifiable curve can be broken down into a finite number of segments.

(a) Let the given function be r(t) = [tex]e^t[/tex] sin t i + √2 [tex]e^t[/tex] k

To find the arc length of the function, we have:

[tex]& \mathrm{r}^{\prime}(\mathrm{t})=\mathrm{e}^t \\[/tex]

[tex]& \mathrm{r}^{\prime}(t)=(\cos t+\sin t) e^t+(\cos t-\sin t) e^t+\sqrt{2} e^t \\[/tex]

[tex]& \left|r^{\prime}(t)\right|=\sqrt{\left[(\cos t+\sin t) e^t\right]^2+\left[(\cos t-\sin t) e^t\right]^2+\left(\sqrt{2} e^t\right)^2}[/tex]

simplifying the above equation, we get

[tex]& =\sqrt{\left(4 e^{(2 t)}\right)} \\[/tex]

[tex]& =2 \mathrm{e}^t[/tex]

(b) We have the arc length function, L to be the integral from 0 to t, so:

[tex]$& L=\int_0^t 2 e^v \\[/tex]

simplifying the above equation, we get

[tex]& L=2 e^t-2 e^0 \\[/tex]

[tex]& =2 e^t-2 \\[/tex]

[tex]& L=2\left(e^t-1\right) \\[/tex]

simplifying the above equation, we get

[tex]$& L / 2=e^t-1 \\[/tex]

[tex]& L / 2+1=e^t[/tex]

[tex]e^t[/tex] = L / 2+1

t = ln |L/2 + 1|

The complete question is:

A. Find the arc length function for the curve measured from the point P in the direction of increasing t and then reparametrize the curve with respect to arc length starting from P.

b. Find the point 4 units along the curve (in the direction of increasing t) from P.

r(t) = et sin t i + √2 et k, P(0, l ,√2)

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On solving the provided question, we go to know that There really Is no substantial difference mostly in proportions. The range of 95% confidence is (-0.1809,0.0549)

An alternative hypothesis is one in which the researcher asserts that he anticipated a distinction (or impact) between two or more variables and that the pattern in the data is not a coincidence.

α=0.05

Test Stat, z = -1.0366

Critical Values = 1.96

P-Value = 0.2999

[tex]Fail to reject the Null Hypothesis because the p-value is greater than 0.05.[/tex]

There really Is no substantial difference mostly in proportions.

The range of 95% confidence is (-0.1809,0.0549)

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Answer:

Step-by-step explanation:

So basically you can always use bodmas( Brackets of division multiplication addition substractions)

or if it is like 5-4=8+9

then u can   5= 8+9+4

so.................. 5= 21

then................ 21-5=16

(a) if 20 cards are defective, then the probability that at least 1 defective card is in the sample is 0.964​

(b) if 5 cards are defective, then the probability that at least 1 defective card appears in the sample is 0.543​

Probability:

In statistics, probability refers the ratio of the number of outcomes in an exhaustive set of equally likely outcomes that produce a given event to the total number of possible outcomes.

Given,

Here we have a printed circuit cards are placed in a functional test after being populated with semiconductor chips. a lot contains 190 cards, and 20 are selected without replacement for functional testing.

And we need to find the following probability.

Here we have to recall the formula for probability mass function of the hypergeometric random variable X with the parameters

N = 190

n ​= 20​

and the parameter K.

And it is the following expression:

f(x) = [(K x) (140 - k 20 - x)] / (140 20)

Now, we have to Set K=20 and calculate from the probability mass function:

=> P(X≥1)=1−f(0)=0.964​

And then Set K=5 and calculate from the probability mass function:

=> P(X≥1)=1−f(0)=0.543​

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32% of population individuals in the village would be carriers for this disease.

In the last question, we calculated the frequency of the deleterious allele in the population.

Now we have to find how many individuals in the village would be carriers for this disease.

A person with a single recessive detrimental allele will be healthy and will have little trouble passing the allele on to their offspring. There may be many recessive harmful alleles in a big population, but they rarely manifest themselves, therefore this is typically not an issue.

An allele frequency can be computed, by dividing the total number of copies of all the alleles at that specific genetic locus in the population by the number of times the allele of interest is observed in a population. A fraction, a percentage, or a decimal can be used to express allele frequencies.

So, 32% of population individuals in the village would be carriers for this disease.

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A The population mean is greater than 10 B The population mean is equal to 10 C The population mean is less than 10 D The population mean is not equal to 10 with probability.

1. The average weight of female athletes is a discrete random variable because it can take on a discrete set of values.

2. A sample point is a single point in a sample space, which is a set of all possible outcomes of an experiment.

3. The standard deviation is a measure of spread of a random variable, which measures how much the values in the set deviate from the mean.

4. The median of the set of numbers is 4, since there are an equal number of numbers below and above the median.

5. The variance of the set of numbers is 36, since it is calculated by taking the sum of the squares of the differences between each number and the mean, and dividing by the number of values.

6. The null hypothesis for a hypothesis test is that the population mean is equal to 10.

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Total 56, integers are remained if all multiples of 4 and all multiples of 5 are removed from the set of integers from 1 through 100.

We have given that,

from the set of first 100 integers numbers, all the multiples of 5 and 4 are removed.

According to the question,

The multiples of 4 upto 100,

S = { 4, 8, 12......, 96}

it is an Arithmetic progression sequence with

a = 4 , l = 96 , d = 4

using an = a + (n-1)d where

n --> number of terms in sequence

d ---> common difference between two consecutive terms

a ---> first term

=> 96 = 4 + (n-1)4

=> (n-1) = 92/4

=> n = 23 + 1 = 24

Total multiples of 4 upto 100 is 24 .

Now, multiples of 5 upto 100

Q = { 5, 10, 15, ....,100}

Similarly as for above case

a = 5 , d = 5 , l = 100

=> 100 = 5 + (n-1)5

=> (n-1)5 = 95

=> n-1 = 19

=> n = 20

Total multiples of 5 upto 100 is 20.

Remained integers upto 100 = 100 - 20 -24

= 56

Hence, the required number of integers are 56.

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Using percentages we know that the next score Michelle is hoping to obtain is 1,350.

In mathematics, a percentage is a number or ratio that is expressed as a fraction of 100.

Although "pct," "pct," and occasionally "pc" are also used as abbreviations, the percent symbol "%" is most usually used to denote it.

A% is a number that has neither dimensions nor a defined unit of measurement.

So, we know that:

Michelle received a score of 1080.

Her exam will be retaken in a few months.

She wants to increase her grades by 25%.

Scores Michelle is hoping for:

(1080/100 * 25) + 1080

270 + 1080

1,350

Therefore, using percentages we know that the next score Michelle is hoping to obtain is 1,350.

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Answer:  3.5 hours

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Given:  [tex]\textsf{2/3 minutes to prepared one bag and they have 5 people}[/tex]

Find: [tex]\textsf{How many hours it will take to prepare 1575 bags}[/tex]

Solution: Looking at the question we can see that Ashley and 4 of her friends are preparing these bags which means that 5 people are going to be working on it.  If we have 1575 bags, then we can just divide 5 from it to split the work evenly which gives us 315 bags per person.

Now that we know the fair share of work, we can multiply 315 bags by 2/3 of a minute per bag which gives us 210 total minutes.  We can then divide that by 60 minutes per hours to get the final answer of 3.5 hours to prepare 1575 bags of samples.

(a) Within groups degrees of freedom is 16.

(b) Total degrees of freedom is 3.24.

(c) Among group mean square is 70.8.

Given data is as shown in the following table,

           P1      P2       P3         P4          P1*P1          P2*P2         P3*P3        P4*P4

           12       2        10           7            144                4              100             49

           14       4         9            6            196              16               81               36

           9        7         6            6              81               49              36              36

           11        3         10         15            121                9               100            225

           16       1          12         12            256              1                144             144

Total:  62      17        47         46           798              79              461             490

Package sum (S):- 62 + 17 + 47 + 46 = 172

correlation factor (CF) =  [tex]\frac{S^{2} }{N} = \frac{172^{2} }{20}[/tex]=  1479.2

Raw sum of squares (RSS) = 798 + 79 + 461 + 490 = 1828

Total sum of squares (TSS) = RSS - CF = 1828 - 1479.2 = 348.8

Sum of squares due to treatments (SST),

[tex]\frac{62^{2} }{5} + \frac{17^{2} }{5} + \frac{47^{2} }{5} + \frac{46^{2} }{5} - CF[/tex] = 212.4

Sum of squares due to errors (SSE) = TSS - SST = 348.8 - 212.4 = 136.4

degrees of freedom (df) between the groups = k = 4 - 1 = 3

degree of freedom within the groups = N - k = 20 - 4 = 16

Now we will find mean squares(MS),

MS(between) = [tex]\frac{SS(between)}{df(between)}[/tex]

MS(within) = [tex]\frac{SS(within)}{df(within)}[/tex]

F = [tex]\frac{MS(between)}{df(within)}[/tex]

Source of variation     SS         df            MS             F

Between groups         212.4      3            70.8           8.304

Within groups              136.4     16           8.525

Total                             348.8    19

Critical value of F at (3,16) degrees of freedom is 3.24.

Since the calculated value of F is greater than the critical value of F,we have sufficient evidence to reject the null hypothesis and conclude that there is a significant difference in the mean number of passengers bump every week by the four passengers.

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Answer:

Move all terms not containing p to the right side of the equation.

p=5

Step-by-step explanation:

Hey there!

3 + p = 8

p + 3 = 8

SUBTRACT 3 to BOTH SIDES

p + 3 - 3 = 8 - 3

SIMPLIFY IT!
p = 8 - 3

p = 5

Therefore, your answer should be:

p = 5

Good luck on your assignment & enjoy your day!

~Amphitrite1040:)

The image of point A after the dilation is (-9, 9)

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

Point A = (-5, 5)

Center of dilation = (0, 0)

Scale factor of dilation = 1.8

From the question, we understand that:

We are to calculate the image of point A after the dilation.

This means that

Image point = Scale factor of the dilation  * Point A

Substitute the known values in the above equation, so, we have the following representation

Image point = (-5., 5) * 1.8

Evaluate the products

Image point = (-9, 9)

Hence, the image point is (-9, 9)

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Answer:

 option (a)  x*2-25

Step-by-step explanation:

With the help of the given roots of the equation, we can determine the factors of the polynomial. By multiplying the factors among themselves we will get the needed equation.

The roots are given as x = 5, x = -5.

Also the factors of the equation can be written as( x- 5) and( x 5)

On multiplying the factors among themselves we get the needed equation

Hence, the needed equation will be( x- 5) ×( x 5)

= x ²- 25

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