The following selected information was extracted from the records of B Solomon.
1. B Solomon, the owner of Solomon Traders, bought a new Machine for R250 000 on 1 July 2013.
2. On 1 October 2014, he purchased a second Machine for R350 000 cash.
3. On 30 June 2015, the Machine bought during 2013 was sold for R120 000 cash.
4. It is the business’ policy to depreciate Machines at 20% per annum on cost.
REQUIRED:
Prepare the following ledger accounts reflecting all applicable entries, in the books of Solomon Traders, properly balanced/closed off, for the years ended 31 March 2016:

1.1. Accumulated depreciation.
1.2. A Machines realisation.
NB: Show all calculations as marks will be awarded for calculations.

The slope, "m," indicates the rate of change of the line, while the y-intercept, "b," represents the value of y when x equals zero.

I apologize, but as a text-based AI model I'm unable to directly view or analyze any attached images or graphs. However, if you provide me with the equation of the line in the slope-intercept form or describe the relevant details from the graph, I can certainly help you with a response within the given word limit.

The slope-intercept form of a linear equation is given by y = mx + b, where "m" represents the slope of the line and "b" represents the y-intercept, the point where the line intersects the y-axis.

Using this equation, you can determine the slope and y-intercept by comparing the given equation with the slope-intercept form.

Once you provide me with the equation or necessary information, I'll be able to assist you further in understanding the line and its characteristics.

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x = 4√3

-----------------------------

Answer:

[tex]\frac{\sqrt{2}}{2}[/tex]

Step-by-step explanation:

[tex]\frac{3\sqrt{2}}{3\sqrt{4}}=\frac{\sqrt{2}}{\sqrt{4}}=\frac{\sqrt{2}}{2}[/tex]

The measure of the length VT from the diagram is 5.4

From the given diagram, we can see that the triangle TSR and TUV are similar, hence the correct expressed needed to determine the value of x is given as:

6/x+2 = 14/4x-1

Cross multiply to have
6(4x - 1) = 14(x + 2)

24x - 6 = 14x + 28

24x - 14x = 28 + 6

Simplify to have:

10x = 34

x = 3.4

Determine the measure of VT

VT = x + 2

VT = 3.4 + 2

VT = 5.4

Hence the measure of VT from the diagram is 5.4

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The trigonometric ratios for this problem are given as follows:

The three trigonometric ratios are the sine, the cosine and the tangent of an angle, and they are obtained according to the formulas presented as follows:

The hypotenuse for this problem is of 34, and the sides are given as follows:

Hence the trigonometric ratios are given as follows:

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The discriminant of the quadratic equation -2x² + 6x + 13 is 140.

To find the discriminant of the quadratic equation 0 = -2x² + 6x + 13, we can use the formula for the discriminant, which is given by Δ = b² - 4ac. The quadratic equation is in the form ax² + bx + c = 0, with coefficients a = -2, b = 6, and c = 13.

Substituting these values into the discriminant formula, we have:

Δ = (6)² - 4(-2)(13)

Δ = 36 - (-104)

Δ = 36 + 104

Δ = 140

The discriminant provides valuable information about the nature of the solutions of a quadratic equation.

It can take on different values, and each value indicates a different scenario:

If the discriminant (Δ) is greater than zero (Δ > 0), then the quadratic equation has two distinct real solutions.

If the discriminant is equal to zero (Δ = 0), then the quadratic equation has a single real solution (a repeated root).

If the discriminant is less than zero (Δ < 0), then the quadratic equation has no real solutions, but rather two complex solutions.

The discriminant is 140 (Δ = 140), which is greater than zero, the quadratic equation -2x² + 6x + 13 has two distinct real solutions.

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The graph rainbow which is in the shape of a parabola and the selected points indicates that we get;

1. (a) The table can be presented as follows;

x; -10, -4, 2, 8

f(x); 10, 20, 30, 40

2. Domain; [-6, 6], range; [0, 36]

Yes, the values make sense

3. The piecewise function is; f(x) = x² + 15, when 0 ≤ x ≤ 5 and y = x - 1 when 5 < x ≤ ∞

Please find attached the graph of the piecewise function created with MS Excel

A parabola is the shape of the graph of a quadratic function.

1. (a) The points on the graph of the parabola which are on a straight line are;

(-4, 20), and (2, 30)

The table of values are therefore;

x            [tex]{}[/tex] f(x)

-10 [tex]{}[/tex]          10

-4[tex]{}[/tex]            20

2[tex]{}[/tex]             30

8 [tex]{}[/tex]            40

2. The domain is the set of the possible x-values of the data, therefore;

The domain of the rainbow is; [-6, 6]

The range is the set of the possible x-values of the data, therefore;

The range of the rainbow is; [0, 36]

The domain represents the length of the rainbow at ground level

The range represents the height of the rainbow

The values are reasonable, where the axis of symmetry for the rainbow is the y-axis

The x-intercepts are; (-6, 0), and (6, 0), which are the points the rainbow reaches the ground

The y-intercept is the point (0, 36), which is the highest point on the rainbow

The slope of the linear function is; (30 - 20)/(2 - (-4)) = 5/3

The positive slope indicates that the linear function is positive

i(a) The solutions of the system of equation are the point of intersection of the airplane and the rainbow, which are; (-4, 20), and (2, 30)

The point of intersection represents the intersection of the airplane and the rainbow

3. The piece wise function that can be created can be presented as follows;

f(x) = x² + 15 Where; 0 ≤ x ≤ 5

f(x) = x - 1 Where; 5 < x < ∞

Please find attached the graph of the piecewise function created with MS Excel

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The equation that represents the total cost of purchasing currency is 1.30x + 1.50y = 3200.00.

The equation that represents the relationship between the number of currency A and number of currency B is x = 5y.

x = 2000 and y = 400

There are 2000 of currency A and 400 of currency B

In order to write a system of linear equations to describe this situation, we would assign variables to the number of currency A and currency B, and then translate the word problem into an algebraic equation as follows:

Since she budgeted $3200.00 for spending money on an upcoming trip and currency A is trading at $1.30 per euro, and currency B is trading at $1.50 per pound, a system of linear equations to describe this situation is given by;

1.30x + 1.50y = 3200.00

x = 5y

1.30(5y) + 1.50y = 3200.00

8y = 3200

y = 3200/8

y = 400

x = 5y

x = 5(400)

x = 2000

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The two angles are related in that they are supplementary angles

Supplementary angles would add tuo to 180 degrees according to the angle Theorem.

Adding the two given angles :

These angles are supplementary

The angles aren't vertical in that , vertical angles should have the same vertex. Complementary angles on the other hand add to 90 degrees. While the angles doesn't share the same side, hence, they aren't adjacent.

Hence, the angles are related as they are supplementary angles .

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The function g(x) is obtained by stretching the logarithmic function f(x) vertically by 7, reflecting it over the x-axis and y-axis, and shifting it up by 2 units. The equation for g(x) is -7*log₆(-x) + 2.

To find the equation of the function g(x), we can apply a series of transformations step by step. First, we stretch the function vertically by a factor of 7 by multiplying it by 7. This gives us the function g₁(x) = 7*log₆(x).

Next, we reflect the function g₁(x) over the x-axis by multiplying it by -1. This results in the function g₂(x) = -7*log₆(x).

To reflect the function g₂(x) over the y-axis, we replace x with -x, giving us the function g₃(x) = -7*log₆(-x).

Lastly, we shift the function g₃(x) up by 2 units by adding 2 to it. This gives us the final equation for g(x) as g(x) = -7*log₆(-x) + 2.

In summary, the function g(x) is obtained by vertically stretching the logarithmic function f(x) by a factor of 7, reflecting it over the x-axis, reflecting it over the y-axis, and then shifting it up by 2 units.

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The integers in the set s: {-2,-3,-4,-5} will make the inequality 4p-7 [tex]\geq[/tex] 9p+8 true are : -3, -4, -5

Let's solve the inequality first

4p -7 [tex]\geq[/tex]  9p  +8

Taking p's on the same side we will get :

-7 - 8 [tex]\geq[/tex] 9p - 4p

-15 [tex]\geq[/tex] 5p

Divide by 5 into both sides

-3 [tex]\geq[/tex] p

i.e. p [tex]\leq[/tex] -3

Therefore p must be less than or equal to -3

From the set, we have the numbers -3,-4,-5 which are less than or equal to -3

Hence the integers -3,-4,-5 will make the  inequality 4p-7 [tex]\geq[/tex] 9p+8 true

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Answer:

1,4,9,16,25,36,49,64,81,100

Answer:

An arithmetic sequence with a common difference of −2 is 20,18,16,14,12..

Step-by-step explanation:

An arithmetic sequence is a sequence of numbers in which the difference between consecutive terms is same. Here, the common difference is -2, which means that each term in the sequence is obtained by subtracting 2 from the previous term.

To find the arithmetic sequence with a common difference of -2, you can start with an first term and then subtract 2 successively to find the subsequent terms.

Let the initial term is 20. Subtracting 2 from 20, we get 18. Subtracting 2 from 18, we get 16. Continuing this pattern, we subtract 2 from each subsequent term to generate the sequence. The arithmetic sequence with a common difference of -2 starting from 20 is

20,18,16,14,12

In this sequence, each term is obtained by subtracting 2 from the previous term, resulting in a common difference of -2.

Answer:

undefined

Step-by-step explanation:

To find the slope, we can use the slope formula.

m = ( y2-y1)/(x2-x1)

    = ( 4-8)/(-5 - -5)

    = (4-8)/(-5+5)

   = -4/0

The slope is undefined.

Answer:

Step-by-step explanation:

Interval        Tally            Frequency

0-1                1111 111          8

2-3               1111 1              6

4-5               11                  2

6-7               11                  2

8-9              1111               5

where the bold and underlined ones showed the tally of the 5th number whose line will cut the first four lines

The correct answer is C. 2.

To determine the slope of a line, we need to calculate the change in the y-coordinates divided by the change in the x-coordinates between two points on the line. In this case, we have the points (0, -5) and (3, 1).

The change in the y-coordinates is 1 - (-5) = 6, and the change in the x-coordinates is 3 - 0 = 3.

Therefore, the slope of the line is the ratio of the change in the y-coordinates to the change in the x-coordinates, which is 6/3 = 2.

Hence, the slope of the line graphed is 2.

Therefore, the correct answer is C. 2.

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The solution to the equation 60 = 9p − 3 + 7p is 3.94.

To solve the equation 60 = 9p - 3 + 7p, we need to simplify and combine like terms in order to isolate the variable "p" on one side of the equation.

First, let's combine the "p" terms by adding the coefficients of "p":

60 = 9p + 7p - 3

This simplifies to:

60 = 16p - 3

To isolate the variable "p", we want to get rid of the constant term (-3) on the right side of the equation. We can do this by adding 3 to both sides:

60 + 3 = 16p - 3 + 3

63 = 16p

Now we have the equation 63 = 16p. To solve for "p", we need to get rid of the coefficient 16. We can do this by dividing both sides of the equation by 16:

63/16 = 16p/16

3.9375 = p

Therefore, the solution to the equation is p ≈ 3.9375, or approximately p ≈ 3.94.

In summary, by simplifying and combining like terms, we obtained the equation 63 = 16p. By dividing both sides by 16, we found the value of "p" to be approximately 3.9375.

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The exponential function giving the number of bacteria after x hours is given as follows:

[tex]y = 250(2)^x[/tex]

An exponential function has the definition presented according to the equation as follows:

[tex]y = ab^x[/tex]

In which the parameters are given as follows:

The parameter values for this problem are given as follows:

a = 250, b = 2.

Hence the function is given as follows:

[tex]y = 250(2)^x[/tex]

The problem asks for the exponential function giving the number of bacteria after x hours is given as follows:

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The equation of the tangent line at (3, 324) is y = 288x - 540.

To find y' (the derivative of y), we can differentiate the given function y = [tex](x^2 + 2x + 3)^2[/tex] using the chain rule.

y' = [tex]2(x^2 + 2x + 3) \times (2x + 2) = 4(x^2 + 2x + 3)(x + 1)[/tex]

Now, to find the slope of the tangent line at (3, 324), we substitute x = 3 into y' and evaluate it:

y' = [tex]4(3^2 + 2(3) + 3)(3 + 1) = 4(9 + 6 + 3)(4) = 4(18)(4) = 288[/tex]

So, the slope of the tangent line at (3, 324) is 288.

To find the y-intercept of the tangent line, we substitute the coordinates (3, 324) and the slope (288) into the point-slope form equation: y - y1 = m(x - x1).

Using (x1, y1) = (3, 324) and m = 288, we have:

y - 324 = 288(x - 3)

y - 324 = 288x - 864

y = 288x - 540

Therefore, the equation of the tangent line at (3, 324) is y = 288x - 540.

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There can be multiple outputs (monthly charges) for a given input (number of credit cards), violating the definition of a function. hence, Situation 3 does not represent a function.

Situation 3: the total amount of money charged monthly on credit cards to the number of credit cards owned does not represent a function.

In a function, each input (or x-value) should have a unique output (or y-value). However, in this situation, the total amount of money charged monthly on credit cards depends on the number of credit cards owned. It is possible to have different credit card numbers but still have the same total amount of money charged monthly.

For example, two people could own different numbers of credit cards but have the same monthly charges.

As a result, the definition of a function can be violated by having many outputs (monthly charges) for a single input (number of credit cards).

Because of this, case 3 does not represent a function.

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The graph with the upward parabola plotted in quadrant 1 of a coordinate plane, with the vertex at (3, -1), and left and right slopes at (2, 1) and (4, 1), matches the quadratic function f(x) = (x - 3)^2 - 1.T

To match the graph with the quadratic function it represents, we need to analyze the given information about the graph.
The graph shows an upward parabola plotted in quadrant 1 of a coordinate plane. This means that the parabola opens upwards.
The vertex of the parabola is given as (3, -1), which means that the axis of symmetry is a vertical line passing through x = 3, and the vertex is the lowest point on the parabola.
The left slope of the parabola is given as (2, 1), which means that the slope on the left side of the vertex is positive and equal to 1.
The right slope of the parabola is given as (4, 1), which means that the slope on the right side of the vertex is also positive and equal to 1.
Based on this information, we can determine the quadratic function that matches the graph.
The vertex form of a quadratic function is given by f(x) = a(x - h)^2 + k, where (h, k) represents the vertex.
In this case, the vertex is (3, -1), so the equation can be written as f(x) = a(x - 3)^2 - 1.
Since the parabola opens upwards, the coefficient of a must be positive.
The left and right slopes of the parabola are both equal to 1, which means that the coefficient a must be equal to 1.
Therefore, the quadratic function that matches the graph is f(x) = (x - 3)^2 - 1.

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A. The area of the triangle is 108 mm².

B. The area of parallelogram is 286√2 in²

A. Area of a triangle (A) = 1/2 * Base (b) * Height (h)

We have:

b = 18 mm

h = 12 mm

Thus:

A = 1/2 * 18 * 12

A = 108 mm²

B. The area of parallelogram is given by:

A = b * h

where b is the base and h is the height

We have:

b = 26 in

Using trig.:

sin 45 = h/22

h = 22 * sin 45

h = 11√2 in

Thus,

A = 26 * 11√2

A = 286√2 in²

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The three dramatic techniques that make "Look Back in Anger" interesting are social realism, strong language and rhetoric, and character conflict and dynamic relationships.

"Look Back in Anger" by John Osborne is a play known for its compelling portrayal of post-war disillusionment and social critique. Here are three dramatic techniques used in the play that contribute to its enduring interest:

1. Social Realism: Osborne employed social realism, depicting the gritty realities of working-class life, alienation, and societal discontent. This authenticity and portrayal of relatable characters and situations engage the audience emotionally and intellectually.

2. Strong Language and Rhetoric: The play is characterized by sharp, biting dialogue and impassioned monologues. The use of strong language and rhetoric adds intensity, captures the characters' frustrations, and conveys their anger and disillusionment effectively.

3. Character Conflict and Dynamic Relationships: The play revolves around intense conflicts between characters, particularly the central couple, Jimmy and Alison. Their volatile relationship and the clash between Jimmy's anger-fueled rebellion and Alison's desire for a different life create tension and keep the audience engaged.

Overall, these dramatic techniques of social realism, powerful language, and dynamic relationships make "Look Back in Anger" interesting by effectively portraying societal issues, engaging the audience emotionally, and highlighting the complexities of human interactions.

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The value of x can be found by rearranging the formula S = 6[tex]x^2[/tex] to x = √(S/6).

1. The formula for the surface area of a cube is given as S = 6[tex]x^2[/tex], where S represents the surface area and x represents the side length.

2. To solve for x, we need to isolate it on one side of the equation.

3. Divide both sides of the equation by 6: S/6 = [tex]x^2[/tex].

4. To eliminate the exponent of 2, take the square root of both sides: √(S/6) = x.

5. Therefore, the value of x is given by x = √(S/6).

6. If you have a specific value for S, you can substitute it into the equation to find the corresponding value of x.

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The measure of angle Q is given as follows:

m < Q = 70º.

Two angles are defined as supplementary angles when the sum of their measures is of 180º.

In a parallelogram, we have that consecutive interior angles are supplementary, hence the value of x is obtained as follows:

6x + 4 + 10x = 180

16x = 176

x = 176/16

x = 11.

Then the measure of angle Q is given as follows:

m < Q = 6 x 11 + 4

m < Q = 70º.

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The other side of the triangle is approximately 4.664 cm.

Let's denote the other side of the triangle as x. We know that the perimeter of the triangle is 22 cm, and one of the sides is 9 cm. The perimeter of a triangle is the sum of the lengths of its three sides. So, we can set up the equation:

9 + x + z = 22

where z represents the remaining side.

Now, we are given that the area of the triangle is 20.976 cm². The area of a triangle can be calculated using the formula:

Area = (1/2) * base * height

Since we know the area and one side (9 cm), we can rearrange the formula to solve for the height (which is the remaining side, z):

z = (2 * Area) / 9

Substituting the given values, we get:

z = (2 * 20.976) / 9

z ≈ 4.664 cm

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A. The volume of the hemisphere with a diameter of 48 yards is approximately 1001.1 cubic yards.

B. The volume of the sphere with a circumference of a great circle approximately equal to 26 meters is approximately 359.4 cubic meters.

A. To find the volume of a hemisphere, we first need to calculate the radius. The diameter is given as 48 yards, so the radius is half of that, which is 24 yards.

The formula for the volume of a hemisphere is (2/3)πr^3, where r is the radius. Plugging in the values:

Volume = (2/3) * π * (24^3)

Volume ≈ 1001.1 cubic yards (rounded to the nearest tenth)

Therefore, the volume of the hemisphere is approximately 1001.1 cubic yards.

B. To find the volume of a sphere, we need to know the radius. Since the circumference of a great circle is given as approximately 26 meters, we can use the formula C = 2πr, where C is the circumference and r is the radius.

We can rearrange the formula to solve for the radius: r = C / (2π). Plugging in the circumference:

r = 26 / (2π)

r ≈ 4.134 meters (rounded to the nearest thousandth)

The formula for the volume of a sphere is (4/3)πr^3. Substituting the radius:

Volume = (4/3) * π * (4.134^3)

Volume ≈ 359.4 cubic meters (rounded to the nearest tenth)

Therefore, the volume of the sphere is approximately 359.4 cubic meters.

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The simplification of 3 hours : 45 m is 4 minutes : 1 minutes.

Ratio refers to a number representing a comparison between two named quantities.

3 hours : 45 m

Convert hours to minutes:

1 hour = 60 minutes

3 hours = 180 minutes

3 hours : 45 m = 180 minutes : 45 minutes

= 180/45

= 4 / 1

= 4 : 1

Ultimately, 3 hours : 45 m is 4 minutes ratio 1 minutes.

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The enough evidence to support the claim that the wait time to see an IRS representative is more than 50 minutes at a 0.100 level of significance.

The null hypothesis is, H0:

µ ≤ 50 minutes.

The alternative hypothesis is,

Ha: µ > 50 minutes.

The significance level is α = 0.100Sample size = 300

Sample mean (x) = 52 minutes

Sample standard deviation (s) = 4 minutes

We have to find whether there is enough evidence to support the claim that the waiting time to see an IRS representative is more than 50 minutes or not.

For that, we perform a one-sample t-test.

The test statistic is given by:

t = (x - µ) / (s/√n)t

= (52 - 50) / (4/√300)t

= 7.905

Critical t-value = t 0.100,299 = 1.646

Since the calculated t-value (7.905) is greater than the critical t-value (1.646), we can reject the null hypothesis.

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