Need help urgently please

The equation is [tex]f(t)=50(0.5)^{\frac {10}{5.3}}[/tex] and approximately 13.52  milligram remains

The missing information in the question is:

[tex]f(t)=m(0.5)^{\frac th}[/tex]

When the mass is 50 mg, it means that:

m = 50

So, we have:

[tex]f(t)=50(0.5)^{\frac th}[/tex]

When 10 years remain in the life of the substance, it means that:

t = 10

So, we have:

[tex]f(t)=50(0.5)^{\frac {10}h}[/tex]

The half life is 5.3. So, we have

[tex]f(t)=50(0.5)^{\frac {10}{5.3}}[/tex]

Evaluate the equation

f(t) = 13.52

Hence, the required equation is [tex]f(t)=50(0.5)^{\frac {10}{5.3}}[/tex] and approximately 13.52  milligram remains

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Answer:c

Step-by-step explanation:

The correct answer is option A which is the value a₃₂ = 7.

A matrix is a specific arrangement of items, particularly numbers. A matrix is a row-and-column mathematical structure. The a_{ij} element in a matrix, such as M, refers to the i-th row and j-th column element.

In the given matrix the value of a₃₂ means that the element of the third row and the second column.

So the value of a₃₂ will be 7. which is present in the third row and the second column.

Therefore the correct answer is option A which is the value a₃₂ = 7.

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Answer:

shown below

Step-by-step explanation:

a) V = h(pi)r²

let x = height

and c = the constant radius

V1 = 2x(pi)c²

V2 = x(pi)c²

let c = random number, such as 2

let x = 3

2x(pi)4

x(pi)4

pi(4) = 12.57

3 x 12.57 = 37.7

6 x 12.57 = 75.4

We can compare these ans realise that the cylinder with double the height will also have double the volume.

b) SA = h(pi)2c

SA1 = 2x(pi)2c

SA2 = x(pi)2c

let c = 2

let x = 3

2(3)(pi)(2(2))

6(pi)4

24(pi)

3(pi)(2)(2)

3(pi)(4)

12(pi)

I don't need to finish the calulation to see that this is also halved. So the surface area of the one with the double length is twice the surface area of the one with a smaller height.

Comparatively, both the volume and surface area are doubled when the height is doubled.

QED.

After transferring $450 from the savings account to the checking account, the updated balance in :

All of that is based on the notion that Sarah's savings and checking accounts are distinct from one another.

Assume that, Sarah's savings account balance was 'x' and checking account balance was 'y'.

She transferred $450 from the savings to the checking account.

∴Updated savings account balance= x-450 units

∴Updated checking account balance= y+ 450 units.

Therefore, it can be concluded that the current value of Sarah's savings account would be the amount >$450, and the updated value of her checking account would be the balance <$450 if she transferred $450 from her savings account to her checking account.

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Answer:

6

Step-by-step explanation:

This problem centers on recognizing the relationship between fractions and repeating decimals.

Note the following:

[tex]\frac{1}{3}=0.33333333333333333333333333333333333333333333333...[/tex]  

or more simply [tex]\frac{1}{3}=0.\bar{3}[/tex]

This means that [tex]2\frac{1}{3}=2.\bar{3}[/tex]

Going back to the original expression, [tex]3\frac{2}{3}+2.\bar{3}[/tex]  simplifies to [tex]3\frac{2}{3}+2\frac{1}{3}[/tex]

Next, adding mixed numbers.  For adding mixed numbers, whole number parts and fractional parts can be added separately (this is because of the associative and commutative properties of addition)... because

[tex]3\frac{2}{3}+2\frac{1}{3}[/tex] means the same thing as

[tex](3+\frac{2}{3})+(2+\frac{1}{3})[/tex]

Changing the order, we can write it as

[tex]3+2+\frac{2}{3}+\frac{1}{3}[/tex]

Adding the whole number parts, 3+2 is 5.

Next, adding the fraction parts:

For adding fractions, one must have a common denominator (the bottom part of the fraction must be the same).  Once they are the same, the denominator just sort of "hangs out" until the end without changing, and the numerators (the tops) are added together.

Fortunately, the denominators are already the same.  So, add the numerators, and the denominator will stay as a 3.

[tex]\frac{2}{3}+\frac{1}{3}[/tex]

[tex]\frac{1+2}{3}[/tex]

[tex]\frac{3}{3}[/tex]

It is important to recognize that any fraction* where the number on the top matches the number on the bottom, the fraction is equivalent to 1.

*(except if the number we're talking about is zero)

So, the fraction parts added together, are equivalent to 1, and the whole number parts added were equal to 5.  Returning to our expression...

[tex]3+2+\frac{2}{3}+\frac{1}{3}[/tex]

[tex]5+\frac{3}{3}[/tex]

[tex]5+1[/tex]

[tex]6[/tex]

The value of a₃₃ is 1.

Matrices is a plural form of a matrix, which is a rectangular array or a table where numbers or elements are arranged in rows and columns.

Here,  aₓₙ is the element of matrix in which x represents the number of row and n represents the number of column of element.

So, a₄₃ means element from 4th row and 3rd column.

3rd row  =  [6   7   1   8]

3rd column = [tex]\left[\begin{array}{ccc}8\\6\\1\\3\end{array}\right][/tex]

the common value between them is 1.

Thus, the value of a₃₃ is 1.

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Answer:

Un= 1+(n-1)6

Step-by-step explanation:

a = 1

d= 7-1= 13-7= 6

and using the formula, Un= a+(n-1)d

Answer:

Linear

Step-by-step explanation:

pretty self explanatory

Answer:

The linear parent function Step-by-step

Step-by-step explanation:

Linear functions are always characterized by a straight line graph with or without an intercept on the vertical or horizontal axis. A linear function usually has an independent variable and a dependent variable.

Hope your having a great day!!

Answer: The coefficients of binomial expansions are calculated using Pascal's triangle.

Please, make sure you understand the solution:

We can notice that x + (x - 28) = 90

2x - 28 = 90
2x = 118
x = 59

Now for y:

We can notice that y + 90 + x = 180

y + 90 + 59 = 180
y + 149 = 180
y = 180 - 149

y = 31

By definition of the subtraction of squares, the binomial 49 · x² - 36 have the following two factors: 7 · x + 6, 7 · x - 6 (Correct choices: C, D)

A subtraction of squares is a binomial which satisfies the following property:

a² - b² = (a - b) · (a + b)     (1)

If we know that a² = 49 · x² and b² = 36, then we have the following factors:

49 · x² - 36 = (7 · x - 6) · (7 · x + 6)

By definition of the subtraction of squares, the binomial 49 · x² - 36 have the following two factors: 7 · x + 6, 7 · x - 6 (Correct choices: C, D)

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The quotient for the given exponential expression (-8a⁸b⁻²)/(10a⁻⁴b⁻¹⁰) is (-4/5)(a¹²b⁸).

Exponents are of the form aˣ, read as "a to the power of x", and signify the product of a multiplied by itself x number of times.

In the question, we are given an exponential expression (-8a⁸b⁻²)/(10a⁻⁴b⁻¹⁰) and are asked to find the quotient of it.

To find the quotient, we will try to simplify the equation using the laws of exponents in the following way:-

(-8a⁸b⁻²)/(10a⁻⁴b⁻¹⁰),

= (-4/5)(a⁽⁸ ⁻ ⁽⁻⁴⁾⁾b⁽⁻² ⁻ ⁽⁻¹⁰⁾⁾) {Using the law of exponent: [tex]\frac{x^{a} }{x^{b} } =x^{(a-b)}[/tex] }

= (-4/5)(a¹²b⁸).

Therefore, the quotient for the given exponential expression (-8a⁸b⁻²)/(10a⁻⁴b⁻¹⁰) is (-4/5)(a¹²b⁸).

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Answer:

probability; ( of choosing a yellow marble)

7 yellow marbles + 10 orange marbles = 17 in total

if the no of yellow marbles is 7 therefore = ⁷/10

so that is the probability ⁷/10

Hope this helps

Answer:

1m=100cm

1m squared=100cm×100cm

1msquared= 10000cm squared

She has to multiply 10000 to convert square centimetres to square meters. Hence option D is correct.

Multiplication or division by a numerical factor, selection of the correct number of significant figures, and unit conversion are all steps in a multi-step procedure.

We know that 1 meter is equal to 100 cm now for a 1-meter square the centimetres will be calculated as,

1m=100cm

1m squared=100cm×100cm

1msquared= 10000cm squared

Hence option D is correct.

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It should be reported as a restricted cash in the long-term section of the company balance sheet.

Note payable  can be defined a the money a company or an organization owes or the money they are expected to payback..

Note payable is classified as long term liabilities. Hence, the cash amount of $100,000 should be reported or recorded in the balance sheet as a restricted cash.

Therefore  the $100,000 is reported as a restricted cash.

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Answer:

x=2

Step-by-step explanation:

combine like terms to get 15x=30. divide by 15 on both sides to get x=2

Answer:

x=2

Step-by-step explanation:

1. Simplify the expression

4x+9x+2x=30

Simplify the arithmetic:

15x=30

2. Isolate the x

15x=30

Divide both sides by 15:

[tex]\frac{15x}{15}=\frac{30}{15}[/tex]

Simplify the fraction:

[tex]x=\frac{30}{15}[/tex]

Find the greatest common factor of the numerator and denominator:

[tex]x=\frac{2\cdot 15}{1\cdot 15}[/tex]

Factor out and cancel the greatest common factor:

[tex]x=2[/tex]

Why learn this

Linear equations cannot tell you the future, but they can give you a good idea of what to expect so you can plan ahead. How long will it take you to fill your swimming pool? How much money will you earn during summer break? What are the quantities you need for your favorite recipe to make enough for all your friends?

Linear equations explain some of the relationships between what we know and what we want to know and can help us solve a wide range of problems we might encounter in our everyday lives.

Terms and topics

The true statement is (b) the random variable is x, the possible values are 0 to 3 and the values are numerical

The table is added as an attachment

From the attached image, we have:

Number of girls (x)          P(x)

0                                         0.125

1                                         0.375

2                                         0.375

3                                         0.125

In the above, the random variable is x, while P(x) represents its probabilities.

Also, the possible values are 0 to 3 as shown in the table.

0 to 3 are numerical digits, and the values are numerical

Hence, the true statement is (b)

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Answer: 72 inches squared

Step-by-step explanation:

So, the real floor of a classroom is 36 feet by 32 feet.

And the scale drawing, has length of the classroom equal to 9 inches.

What is the area in square inches of the floor in the scale drawing

1 foot = 12 inches

The length of the classroom, measured in feet, has been multiplied by 12, to get converted in inches. After that, it has been divided by a number, a proportion, to get to 9 inches.

36feet * 12 / x = 9 inches

432 inches / x = 9 inches

Now, to solve for x, we can cross-multiply

432 inches = 9x inches

Divide 9 inches on both sides.

x = 48

To solve the exercise, we need to calculate the floor's area in the scale drawing.

We have the length = 9 inches.

Now, let's calculate the width

Width = 32 feet * 12 / 48

Width = 384 inches / 48

Width = 8 inches

Area = Length * Width

Area = 9 inches * 8 inches

Area = 72 inches squared

Hope I helped!

Answer:

The first option.

Explanation:

Since these numbers are given in scientific notation, we must first look at the exponent to determine whether or not it's big or small. Negative exponents are less, so we start with that. Immediately, that eliminates the second and third options as -8 is less than -6 and 3. The last two numbers given in the first and last options, however, both have 3 as the exponent. Now, we look at the number given in front. 2.5 is less than 7, so we know that the first option is in order from least to greatest.

Answer:

3 months

Step-by-step explanation:

Answer:

something like this

Step-by-step explanation:

you want the line to go as close to as many dots as possible

Sue's estimate is best because she throws it more times than Eric. Regarding the probability of Aadi obtaining tails, Statement C is accurate.

The chances of an event occurring are defined by probability. Probability has several uses in games, and in business to create probability-based forecasts.

Ten biased coin throws are made by Eric. He is dealt 3 tails. Sue tosses a coin 50 times. I give her 20 tails.

Aadi will only toss the coin once. Regarding the probability of Aadi obtaining tails.

Sue's estimate is best because she throws it more times than Eric.

Hence option C is correct.

2)

An estimate for the likelihood that Aadi will receive tails using the findings of Eric and Sue. 3/20 will be the fraction of the form a/b.

The probability of the Aadi getting tails;

P(Aadi) = 3 / 360 = 1/120

P(Sue) = 20/50×36 = 1/90

Hence the fraction in the form of a/b willl be 4/3.

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Answer:

2

[tex]3 \times 3[/tex]

Answer:

7

Step-by-step explanation:

You were correct in setting the equation equal to 0 because the problem is asking for when the rock hits the ground and in this problem, you may  assume that the ground is y=0, unless the problem says otherwise.

Ok so where you went wrong is that when you factored out and got

(x-7)(x+2), which is correct, you forgot to set these equal to zero (because your actual equation is set to zero). So you should have

x-7 = 0

and

x+2 = 0

and this gives the actual answers +7 and -2. And since time cant be negative its 7 seconds.

This was a silly mistake and happens a lot more often than you think, so I wouldn't worry too much but make sure you practice more, better to lose points on harder questions than easy ones.

Good luck with your exam !

Answer:

7 seconds

Step-by-step explanation:

Given function:

[tex]y=-2x^2+10x+28[/tex]

where:

To find the time when the rock hits the ground, set the equation to zero and solve for x.

First, simplify by factoring out the common term  -2:

[tex]\implies -2(x^2-5x-14)=0[/tex]

Divide both sides by -2:

[tex]\implies x^2-5x-14=0[/tex]

To factor a quadratic in the form [tex]ax^2+bx+c[/tex], find two numbers that multiply to ac and sum to b.

[tex]\implies ac=1 \cdot -14=-14[/tex]

[tex]\implies b=-5[/tex]

Therefore, the two numbers that multiply to -14 and sum to -5 are: -7 and 2

Rewrite b as the sum of these two numbers:

[tex]\implies x^2-7x+2x-14=0[/tex]

Factorize the first two terms and the last two terms separately:

[tex]\implies x(x-7)+2(x-7)=0[/tex]

Factor out the common term (x - 7):

[tex]\implies (x+2)(x-7)=0[/tex]

Therefore:

[tex]\implies x+2=0 \implies x=-2[/tex]

[tex]\implies x-7=0 \implies x=7[/tex]

As time cannot be negative, the rock hits the ground in 7 seconds.

The set that best describes the universal set U is; U = {keys on a keyboard }

We are told that S is a subset within a universal set U.

Now, from the subset S = (x, y, 4, 9, ?), we will need to find among the given sets the one that describes the best set.

From the subset, we see that the Universal set will be keys on a key board due to the fact that the keys on a keyboard will have alphabets, numbers and punctuation marks mentioned in the set.

Therefore U = {keys on a keyboard } will be the correct answer.

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Answer:

x = 1/2

Step-by-step explanation:

Answer:x = 1/2

Step-by-step explanation: Just took the test on EDGE!!

An equation is formed when two equal expressions. Ms. Kilicoglu will buy 20 volleyballs and 25 basketballs.

An equation is formed when two equal expressions are equated together with the help of an equal sign '='.

Let x be the number of volleyballs and y be the number of basketballs. Therefore, the total number of balls can be written as,

x + y = 45

x = 45 - y

Each volleyball costs $8 and each basketball costs $11. Also, Ms. Kilicoglu has only $435, therefore,

8x + 11y = 435

8(45 - y) + 11y = 435

360 - 8y + 11y = 435

3y = 75

y = 25

Substitute the value of y in the first equation,

x + y = 45

x + 25 = 45

x = 20

Hence, Ms. Kilicoglu will buy 20 volleyballs and 25 basketballs.

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Answer:

3. undefined (vertical line)

4. 1

7. -4

8. 3

11. undefined (vertical line)

12. -1/3

Step-by-step explanation:

You can use the slope formula to calculate the slope which is (y2-y1)/(x2-x1)

3. (-4 - (-2)) /  (6-6)  denominator is 0 here so the slope is undefined (vertical line)

4. (7 - 1) / (-2 - (-4)) = 6 / 6 = 1

7. (1 - (-7)) / (2 - 4) = 8 / -2 = -4

8. (-1 - 5) / (0 -2 ) = -6 / -2 = 3

11. (3 - 0) / (-6 - (-6)) = 3 / 0 = undefined (vertical line

12. (2 - 3) / (-5 - (-2) = 1 / -3 = -1/3

Step-by-step explanation:

if I understand the question, write an equation for n in terms of i for number of Id cards an d for number driver license.

n = 15i + 20d

The value of n for a total minutes processing id card applications and driver's license applications would be 35 minutes.

Used the concept of addition that states,

The process of combining two or more numbers is called the Addition. The 4 main properties of addition are commutative, associative, distributive, and additive identity.

Given that,

For her job, Natasha spent a total of n minutes processing id card applications and driver's license applications.

And, it takes Natasha 15 minutes to process an id card application and 20 minutes to process a driver's license application.

Now by the given condition, we get;

n = 15 minutes + 20 minutes

n = 35 minutes

Therefore, the value n is 35 minutes.

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