Answer:
Absolute error = 20.2m
% error = 6.73%
Step-by-step explanation:
Absolute error = 300-279.8= 20.2m
% error = 20.2 ÷ 300 = 6.73%
urgent please help!
Answer: 0.05t ==> 1st blank
1 ==> 2nd blank
-0.1t+6 ==> 3rd blank
Step-by-step explanation:
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 3 hours later, what is the speed (in mi/h) of the faster cyclist?
a. Write an equation using the information as it is given above that can be solved to answer this problem.
Use the variable r to represent the speed of the slower cyclist.
b. What is the speed of the faster cyclist?
mi/hr
The equation that we need to solve is:
(S + 2*S)*3h = 54mi
The speed of the slower cyclist is 6 mi/h
The speed of the faster cyclist is 12 mi/h.
How to write an equation that models this situation?Let's define S as the speed of the slower cyclist, thus 2*S will be the speed of the other cyclist.
They travel in opposite directions, and after 3 hours the travel a combined distance of 54 miles, then we can write the equation:
(S + 2*S)*3h = 54mi
With that equation, we can determine the speeds of the cyclists.
Solving for S we get:
(S + 2*S)*3h = 54mi
3*S = 54mi/3h = 18 mi/h
S = (18 mi/h)/3 = 6 mi/h
Then the speed of the slower cyclist is 6 miles per hour, and the speed of the faster cyclist is twice that, so it is 2*6 mi/h = 12 miles per hour.
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write an equation of the line through the two points -1,-6 and 3,-14
Answer: an equation of the line in slope-intercept form (y=mx+b) is
y = -2x - 8
Convert 9.2495 to a percent
Answer:
924.95 %
Step-by-step explanation:
9.2495 x 100% = 924.95 %
A student receives the following grades, with an A worth 4 points, a B worth 3 points, a C worth 2 points, and a D worth 1 point. What is the student's weighted mean grade point score? B in 2 two-credit classes D in 1 two-credit class A in 1 three-credit class C in 1 three-credit class
The student's GPA is of 2.33.
What is GPA?Grade Point Average (GPA) is the measure used to summaries your academic achievement at Griffith.
Given:
A worth 4 points,
B worth 3 points,
C worth 2 points,
D worth 1 point
The GPA is
= 3(3) + 1(3) + 2(4) + 2(2)/9+3+4+2
=9+3+8+4/18
=2.33
Hence, The student's GPA is of 2.33.
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3x + 2 = 5x-8 how do I solve this
Answer:
x = 5
Step-by-step explanation:
I’ll give brainless to the right answer
please help me I have mistake
Answer:
See below
Step-by-step explanation:
Here is one possible mistake:
Let y= u = ( 2ax^2 +c)^2 expand
4 a^2 x^4 + 4 a x^2 c + c^2
dy/ dx then becomes
16 a^2 x^3 + 8 a x c <====== you have 8 a^2x^3 + 8axc
MAYBE ??
[tex]y = (2ax^2 + c)^2 (bx^2 - cx)^{-1}[/tex]
By the product rule,
[tex]\dfrac{dy}{dx} = \dfrac{d(2ax^2+c)^2}{dx} (bx^2-cx)^{-1} + (2ax^2+c)^2 \dfrac{d(bx^2-cx)^{-1}}{dx}[/tex]
For the first derivative on the right side, let [tex]u=2ax^2+c[/tex]. Then by the chain rule,
[tex]\dfrac{d(2ax^2+c)^2}{dx} = \dfrac{du^2}{dx} \\\\ ~~~~~~~~~~~~~~~~~~ = \dfrac{du^2}{du}\dfrac{du}{dx} \\\\ ~~~~~~~~~~~~~~~~~~ = 2u \dfrac{du}{dx} \\\\ ~~~~~~~~~~~~~~~~~~ = 2(2ax^2+c) \dfrac{d(2ax^2+c)}{dx}[/tex]
and by the power rule, this reduces to
[tex]\dfrac{d(2ax^2+c)^2}{dx} = 2 (2ax^2+c) (4ax) \\\\ ~~~~~~~~~~~~~~~~~~ = 8ax (2ax^2 + c)[/tex]
For the other derivative, let [tex]v = bx^2-cx[/tex]. Then
[tex]\dfrac{d(bx^2-cx)^{-1}}{dx} = \dfrac{dv^{-1}}{dx} \\\\ ~~~~~~~~~~~~~~~~~~~~ = \dfrac{dv^{-1}}{dv}\dfrac{dv}{dx} \\\\ ~~~~~~~~~~~~~~~~~~~~ = -v^{-2} \dfrac{dv}{dx} \\\\ ~~~~~~~~~~~~~~~~~~~~ = -(bx^2-cx)^{-2}\dfrac{d(bx^2-cx)}{dx}[/tex]
which reduces to
[tex]\dfrac{d(bx^2-cx)^{-1}}{dx} = -(bx^2 - cx)^{-2} (2bx - c)[/tex]
So one expression for the derivative we want is
[tex]\dfrac{dy}{dx} = 8ax (2ax^2 + c) (bx^2-cx)^{-1} - (2ax^2+c)^2 (bx^2 - cx)^{-2} (2bx - c)[/tex]
addictive inverse of -7/8 and 7/8 8/7 -8/7
The additive inverse of the numbers given as -7/8 and 7/8 are 7/8 and -7/8
How to determine the additive inverse?The numbers are given as:
-7/8 and 7/8
As a general rule, the additive inverse of a number x is -x
This means that the additive inverse of the numbers given as -7/8 and 7/8 are 7/8 and -7/8
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20 times 40 answer please
Answer: 800
Step-by-step explanation:
Answer:
800
Step-by-step explanation:
let's find the sizes of unknown angles in the following figures.
Answer:
if this shape has greater that's obtuse
If DM = 26 and point G lies on the perpendicular bisector of DM¯¯¯¯¯¯¯, what is the value of r? Segment D M with point G between the endpoints. Segment D G has length R plus 3, and segment G M has length 4R minus 28. A. 10 B. 13 C. 30 D. 52
The value of R in the line segment is R = 1
How to determine the value of r on the line segment?The given parameters on the line segment are:
Line segment DM = 26Point G is on the perpendicular bisector of DMSegment DG = R + 3Segment GM = 4R - 28Because the point G is on the perpendicular bisector of DM, then it means that
DM = DG + GM
This means that
26 = R + 3 + 4R - 28
Collect the like terms
So, we have
4R + R = 3 + 28 - 26
Evaluate the like terms
So, we have
5R = 5
Divide both sides by 5
So, we have
R = 1
Hence, the value of R in the line segment is R = 1
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Use the formula for simple interest, I=Prt, to find the indicated quantity. I=$28; r=8%; t=3 months; P=?
==================================================
Work Shown:
i = 28
r = 8% = 0.08
t = 3 months = (3/12) year = 0.25 year
-----------
i = P*r*t
28 = P*0.08*0.25
28 = P*0.02
P = 28/0.02
P = 1400
Side notes:
always use the decimal form of rThe value of t is in years because of the annual interest rate-7-(square root -18)/ 42
-7 - √2i/14
=-7 - √-18/42
-=7 - 3√2 i/42
=-7 - √2i/14
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There are 20 flowers in a bouquet, and 2 of them are roses. What percent of the flowers are roses?
Answer: 10%
Step-by-step explanation:
Complete the missing values. (Hint 1 yard-3 feet)
2/ yd =
ft
Answer:
6 ft
Step-by-step explanation:
if 1 yard = 3 feet, you add +3 to the second one because its 2x more
Which fraction is less than 1 chose all of the correct answer, and explain why you chose and write it down and explain your answer. 7/6 5/6 3/4 2/3 6/4 5/3 explain why you got that answer.
Answer:
[tex](3/4)[/tex] and [tex](2/3)[/tex].
Step-by-step explanation:
For a fraction of the form [tex](p / q)[/tex], the number in front of the division ([tex]p[/tex]) is the numerator. The number after the division ([tex]q[/tex]) is the denominator.
[tex]\begin{aligned} \frac{p}{q} \quad \genfrac{}{}{0}{}{(\text{numerator})}{(\text{denominator})}\end{aligned}[/tex].
A positive fraction [tex](p/q)[/tex] ([tex]p,\, q > 0[/tex]) is less than [tex]1[/tex] as long as the numerator [tex]p[/tex] is smaller than the denominator [tex]q[/tex] (that is, [tex]p < q[/tex].) The reason is that as long as [tex]p,\, q > 0[/tex]:
[tex]\begin{aligned} & \frac{p}{q} < 1 \\ \iff & (q)\, \left(\frac{p}{q}\right) < (q)\, (1) && (\text{given that $q > 0$}) \\ \iff & p < q\end{aligned}[/tex].
For example, in the fraction [tex](2/3)[/tex], [tex]2[/tex] is the numerator while [tex]3[/tex] is the denominator. Both the numerator and the denominator are positive, while the numerator [tex]2\![/tex] is smaller than the denominator [tex]3\![/tex]. Therefore, [tex](2/3)[/tex] would be less than [tex]1[/tex].
Let U= {x | x is a whole number and 0 ≤ x ≤ 19) and C= {15, 16, 17, 18, 19). Write U U C using the listing method.
UUC=
set, in mathematics and logic, any collection of objects (elements), which may be mathematical (e.g., numbers and functions) or not. A set is commonly represented as a list of all its members enclosed in braces. The intuitive idea of a set is probably even older than that of number.
Let C=15, 16, 17, 18, and 19) and U=x | x is a full number and 0 x 19). Use the listing technique to write U U C.
UUC=
D U E = { 16, 18, 19, 20, 21 }
U stands for the union of sets.
We combine all of the components from the two groups.
16, 19, 21, and 16, 18, 19, 20 are the elements in sets D and E, respectively.
Therefore, we combine all of their components. The shared components of both sets are written just once.
As a result, there are 16, 18, 19, 20, and 21 elements in the set D U E.
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In Town A, homeowners pay a $25 monthly usage fee and $3 per hundred cubic feet for water. In Town B,
homeowners pay $2.00 per hundred cubic feet and a $50 monthly usage fee for water.
2.
1. Can these situations be represented by linear functions? Why? Why not?
Predict: If you graph both of these water costs on the same axes, will the graphs form the same line,
intersect at one point, or form two separate lines that never intersect? Explain your reasoning.
3. Write equations, in slope-intercept form, for a homeowner's monthly water cost in Town A and Town B,
where y is the total cost for x hundred cubic feet of water.
The homeowners pay a $25 monthly usage fee and $3 per hundred cubic feet for water number line is- 75,100
Given:
In Town A
$25 monthly usage fee
$3 per hundred cubic feet for water.
In Town B,
homeowners pay $2.00 per hundred cubic feet and a $50 monthly
For town A=25×3=75
For town B=50×2=100
When we write numbers on a number line, we can easily compare them and execute simple arithmetic operations on them. A number line's origin is defined as zero (0). The numbers to the left of 0 are all negative, whereas the numbers to the right of 0 are all positive. So, as we walk towards the right on a number line, the value of numbers increases.
A number line includes both positive and negative numbers. A negative number line is formed by the segment of the number line to the left of zero.
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Manu makes some money on the side by producing and selling customized drink glasses for family reunions. To make the glasses, it costs him a flat fee of $10 per order, plus $8 per glass. He sells the glasses for $13 per glass. How big must the order be in order to earn a profit of $100? Let x = the number of glasses and y = profit from selling x glasses. Set up the equation for this situation and solve it. You must show all calculation in order to earn any credit.
To earn $100 profit Manu should get the order of 22 glasses.
Given that, the cost price of a drinking glass=$8 and the selling price = $13.
What is profit?When, in a transaction, the selling price is greater than the cost price, it means we earn a profit. The basic formula used for calculating the profit is Profit = Selling Price - Cost Price.
Let x = the number of glasses and y = profit from selling x glasses.
Now, y=(13-8)x-10
Assumed that the order is x glasses to earn a profit of $100.
(13-8)x-10=100
⇒5x-10=100
⇒5x=110
⇒x=22
Therefore, to earn $100 profit Manu should get the order of 22 glasses.
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If f(n) = 2n^2 + 2n and g(n) = n + 1, what is (f ÷ g)(n) when n = -2?
Answer:
The answer is -4.
Step-by-step explanation:
Since its f/g, we know that f(n)= 2n^2+2n and g(n)=n+1.
N= -2. You will plug in all the values of n = - 2.
So...
2n^1+2n/n+1
2(-2)^2+2(-2)/-2-1 which will give you -4.
A recent study of 50 U.S. chess players details such things as the number of years the players have been active and the chess ratings of the players. (A chess rating is a number, with a higher number indicating greater expertise.) The chess rating data for the sample of 50 players are summarized in the following
Using the given histogram, we have that 90% of the players in the sample have scores that are less than 2300.
What is the missing information?This problem is incomplete, but researching it on a search engine, we have that the histogram states as follows:
6 of these players have scores between 300 and 700.6 of these players have scores between 700 and 1100.13 of these players have scores between 1100 and 1500.14 of these players have scores between 1500 and 1900.6 of these players have scores between 1900 and 1300.5 of these players have scores between 2300 and 2700.The problem then asks the proportion of players in the sample with scores that are less than 2300.
What is an histogram?An histogram is a graph that shows the number of times each element of x was observed.
In the missing information section, we already gave the amounts presented by histogram, and we have that 45 out of 50 players have scores that are less than 2300, hence the proportion is given by:
p = 45/50 = 0.9.
Thus 90% of the players in the sample have scores that are less than 2300.
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What is the probability of spinning B on the first spinner and an even number on the second spinner?
Answer:
[tex]\frac{2}{15}[/tex]
Step-by-step explanation:
On the first spinner, there are 3 possible outcomes. Of those 3 outcomes, only one is what we're looking for (Landing on B). This means that the chance to land on B on the first spinner is [tex]\frac{1}{3}[/tex].
For the second spinner, There a 5 possible outcomes, and 2 even numbers on the spinner, meaning the chance to land on an even number is [tex]\frac{2}{5}[/tex].
Since these are independent events, we can simply multiply these numbers together and get [tex]\frac{1}{3}*\frac{2}{5}=\frac{2}{15}[/tex].
The following figure is made of 2 triangles.
7
А
5
B
4
Find the area of each part of the figure and the whole figure.
The area of each part of the figure is Triangle B = 10 square units and Triangle A = 17.5 square units. The area of the whole figure is 27.5 square units.
What is area?A two-dimensional surface, like the surface of a shape or object, can be measured in terms of area. Usually, it is expressed in square quantities like square metres (m2) or square feet (ft2). By multiplying the length and breadth of a rectangle, or by applying particular formulas for other forms, such as base times height divided by two for a triangle, one can determine the area of a shape.
From the given figure we observe that the base of the slanted figure has true base length of 5 units.
Thus, for triangle B the area is:
Triangle B = 1/2(b)(h)
Triangle B = 1/2(5)(4) = 10 square units.
For triangle A we have:
Triangle A = 1/2(5)(7) = 35/2 = 17.5 square units.
The area of the whole figure is:
A = 10 + 17.5 = 27.5 square units.
Hence, the area of each part of the figure is Triangle B = 10 square units and Triangle A = 17.5 square units. The area of the whole figure is 27.5 square units.
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1 foot = 0.305 meters to convert 20 meters into feet.
20 meters = feet
20 meters equal to 65.6168 feet by unit conversion.
What is unit conversion?
The process of translating measurements of a given quantity between different units, frequently using mathematical conversion factors that change the measurement of the quantity without changing its effects, is known as unit conversion.The specific circumstances or the desired result dictate the conversion process. This may be governed by regulation, contract, set of technical requirements, or other publicly available standards.Certain measurements must be accurately converted from one system to another without compromising the accuracy of both the original measurement.Each conversion factor is chosen based on the relationship here between particular pair of original units and a particular pair of target units.Using the given information about unit conversion, that,
1 foot = 0.305 meters
1 meter= (1/0.305) feet
20 meters = (1/0.305)*20 = 65.6168 feet
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Jackson left his house and walked at a constant rate. After 20 minutes he was 2 miles from his house. Jackson then walked back towards his house at a constant rate. After another 30 minutes he arrived at his house. Why should Jackson not use an absolute value function to model the distance from his house d after t minutes? Multiple choice question. cross out A)
Answer:
B) The graph will not be symmetrical because the rates at which Jackson walks to and from his house are not equal.
Step-by-step explanation:
there you go I hope this help! :)
The graph will not be symmetrical because the rates at which Jackson walks to and from his house are not equal (option b).
Using an absolute value function to model the distance from his house would imply that the distances from his house are the same for both the outbound and return journeys, which is not the case in this scenario.
The rates at which Jackson walks to and from his house are not equal, as indicated by the different times taken for each leg of the journey (20 minutes to get away from his house and 30 minutes to return). This means the graph of the distance over time would not be symmetrical around a vertical line.
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The complete question is:
Jackson left his house and walked at a constant rate. After 20 minutes he was 2 miles from his house. Jackson then walked back towards his house at a constant rate. After another 30 minutes he arrived at his house.
Why should Jackson not use an absolute value function to model the distance from his house d after t minutes?
OA) The graph will be symmetrical because the rates at which Jackson walks to and from his house are equal.
OB) The graph will not be symmetrical because the rates at which Jackson walks to and from his house are not equal..
OC) The graph will be symmetrical because the rates at which Jackson walks to and from his house are not equal.
OD) The graph will not be symmetrical because the rates at which Jackson walks to and from his house are equal
Video on Converting from different bases to base 10 [+]
Convert the following base 2 numeral to a base 10 numeral and enter your answer in the box.
101011
(Remember, the above number is in Base 2!)
Base 10 numeral:
Note: Only enter your final result.
Question Help: Video Message instructor
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101011 in base 2 is equal to 43 in base 10
Liberty middle school has 600 students in honors class three out of eight students walk to school how many students are at the school can be expected to walk to school
Answer:
225 students
Step-by-step explanation:
600 students, and [tex]\frac{3}{8}[/tex] of students walk to school
[tex]600 * \frac{3}{8} = 225[/tex]
225 students can be expected to walk to school
Connie and Sadie are having a conversation and are talking about how good looking Mark is. Sadie says to Connie, "Mark is SO hot!" The word "hot" in this phrase is an example of what type of meaning of the word?
Answer:
he is just so scrumptious
The word "hot" in this phrase is an example of the connotative meaning of the word.
What is a connotative word?A connotative word is a word that carries additional meanings or associations beyond its literal or denotative meaning.
These additional meanings are often subjective and depend on the individual's cultural, emotional, or personal associations with the word
We have,
Connotative meaning refers to the subjective, cultural, or emotional associations that a word carries beyond its literal definition.
In this context, "hot" is being used to express a positive and attractive quality of Mark, rather than referring to his actual temperature.
The connotative meaning of "hot" in this context is subjective and depends on the cultural and personal associations that people have with the word.
Thus,
The word "hot" in this phrase is an example of the connotative meaning of the word.
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A certain amusement park ride requires riders to be at least 48 inches tall. If the heights of children in a summer camp are normally distributed with mean 52 and standard deviation 2.5, how many of the 140 campers will be allowed on the ride? Round to the nearest integer.
The 48 inches allowable minimum height of a rider and the 52 and 2.5 mean and standard deviation of the height of the children in the camp of 140 campers, by the Z–Score gives the number of campers allowed as approximately 132 campers.
What is a Z–Score?The required height of riders is at least 48 inches.
The mean height of the children = 52 inches
The standard deviation of the children's height = 2.5 inches
The number of campers at the camp, n = 140
Required: The number of the 140 campers that will be allowed on the ride
Solution:
The Z–Score of the allowable campers is found using the equation;
[tex]z = \frac{x - \mu}{ \sigma} [/tex]
Which gives;
[tex]z = \frac{48 - 52}{2.5} = - 1.6[/tex]
From the Z–Score table, the probability (proportion) of a camper's height to be less than 48 inches is P(x < 48) = 0.05480
Therefore;
The probability that the height of a camper is more than 48 inches is given by the equation;
P(x > 48) = 1 - P(x < 48) = 1 - 0.05480
Which gives;
P(x > 48) = 1 - 0.05480 = 0.9452
Which gives;
The number of campers allowed, c, is given by the equation;
c = n × P(x > 48)
c = 140 × 0.9452 = 132.328 ≈ 132
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