Find the length of side x in simplest radical form with a rational denominator.

Answer:

80

Step-by-step explanation:

8(3+7)=80

Answer:

A

Step-by-step explanation:

A graph that represents a proportional relationship usually has the line cutting through the line of origin (0, 0).

The graph in option A does not have the line passing through the point of origin (0, 0), therefore, it does not represent a proportional relationship.

For an equation that represents a proportional relationship, it is written in the form of y = kx

Where, k is the constant of proportionality.

Therefore, the two equations given represents a proportional relationship.

The domain of the function is all real numbers.

The domain of the function S(n) = 10(1-0.8ⁿ) / 0.2 is all real numbers.

To find the domain of a function, we need to consider any restrictions on the values of the variable. In this case, there are no restrictions on the value of n. Therefore, the domain of the function is all real numbers.

In other words, we can plug in any real number for n and get a valid output for the function.

Learn more about domain

brainly.com/question/30133157

#SPJ11

Answer: A.

\(H_0:p=0.12\\\\H_a:p<0.12\)

Step-by-step explanation:

Null hypothesis\((H_0)\) : A statement describing population parameters as per the objective of the study. It usually takes "≤,≥,=" signs.  

Alternative hypothesis \((H_a)\): A statement describing population parameters as per the objective of the study. It usually takes ">, <, ≠" signs.

Let p be the proportion of screens that will be rejected.

12 percent of the screens manufactured using a previous process were rejected at the final inspection.

(i.e. p= 0.12)

Objective of the study = whether the new process reduces the population proportion of screens that will be rejected

i.e. p< 0.12

So, the appropriate hypotheses to investigate whether the new process reduces the population proportion of screens that will be rejected:

\(H_0:p=0.12\\\\H_a:p<0.12\)

Answer:

Hello!

Your answer is 240!

Step-by-step explanation:

You need to factorise these numbers:

15 : 3 x 5

40 : 2 x 2 x 2 x 5 (2^3 x 5)

16 : 2 x 2 x 2 x 2 (2^4)

NOW...

We just collect the common factors (the factors that can be paired up with another of the same value)

ANSWER: 2^4 x 3 x 5

ANSWER: 240

I HOPE THIS HELPS!!

Mindy's time: 5 h

Kelly's time: 6 h

The distance is the same for both of them, then

for Kelly

so

Both ways of finding d agree, so distance is 300 miles

Answer:

(0,3)

Step-by-step explanation:

to find the y-intercept, you plug 0 into the x, so

y=.8(0)+3

y=0+3

y=3

Jenna and Mia arrived at the same answer because both the methods they have adopted are correct.

Given solution of a question done by two people.

Jenna's method

5(30+4)

(5)(30)+(5)(4)

150+20=170

Mia's method

5(30+4)

5(34)=170

We are required to find why they have achieved at the same answer.

Jenna and Mia have achieved at the same answer because they both have adopted the right method.Jenna's method is the equation in its simplest form. Addition of that is easily understood. While Mia's method is just valid as Jenna's some people may have trouble remembering the steps of multiplication within parantheses as well as being able to look at large multiplication problem and automatically knowing the answer or being able to get the answer as fast as simple addition.

Hence Jenna and Mia arrived at the same answer because both the methods they have adopted are correct.

Learn more about multiplication at https://brainly.com/question/10873737

#SPJ1

Answer:

7

Step-by-step explanation:

The middle 2 numbers are 6 and 8. Add them both up and divide them by 2. Gets you 7.

Expression given:-

Substaract 7 from sum of 9 and 8

Convert it to algebraic term

\(\\ \sf\longmapsto (9+8)-7\)

\(\\ \sf\longmapsto 17-7\)

\(\\ \sf\longmapsto 10\)

Answer:

\(w \le \frac{1}{4}\)

Step-by-step explanation:

Given

\(9-2w \le 11-10w\)

Required

Solve

\(9-2w \le 11-10w\)

Collect like terms

\(-2w + 10w \le 11 - 9\)

\(8w \le 2\)

Make w the subject

\(w \le \frac{2}{8}\)

\(w \le \frac{1}{4}\)

Let A(t), B(t), and C(t) denote the amounts (in hg) of dye in tanks A, B, and C, respectively.

Both A and B start with 20 hg of dye, so A(0) = B(0) = 20. C starts off containing only pure water, so C(0) = 0.

The amount of dye in a given tank changes at a net rate equal to the difference between how much dye flows in and how much flows out.

• Tank A:

•• Dye flows in from an independent source at a rate of

(3 hg/L) (50 L/hr) = 3/50 hg/hr

That is,

(concentration of dye) (flow rate) = rate of change in amount of dye

and the concentration is equal to the amount of dye per unit volume.

Dye also flows in from tank B at a rate of

(B(t)/100 hg/L) (10 L/hr) = B(t)/10 hg/hr

•• Dye flows out of A into B at a rate of

(A(t)/200 hg/L) (40 L/hr) = A(t)/5 hg/hr

and out the exhaust spout at a rate of

(A(t)/200 hg/L) (20 L/hr) = A(t)/10 hg/hr

•• Then the net rate dA/dt is

\(\dfrac{\mathrm dA}{\mathrm dt} = \dfrac3{50}+\dfrac{B(t)-3A(t)}{10}\)

• Tank B:

•• Dye flows in from A at a rate of

(A(t)/200 hg/L) (40 L/hr) = A(t)/5 hg/hr

and from C at a rate of

(C(t)/100 hg/L) (10 L/hr) = C(t)/10 hg/hr

•• Dye flows out into A at a rate of

(B(t)/100 hg/L) (10 L/hr) = B(t)/10 hg/hr,

out into C at a rate of

(B(t)/100 hg/L) (30 L/hr) = 3B(t)/10 hg/hr,

and out the exhaust spout at a rate of

(B(t)/100 hg/L) (10 L/hr) = B(t)/10 hg/hr

•• The net rate dB/dt is then

\(\dfrac{\mathrm dB}{\mathrm dt} = \dfrac{2A(t)+C(t)-5B(t)}{10}\)

• Tank C:

•• Dye flows from B at a rate of

(B(t)/100 hg/L) (30 L/hr) = 3B(t)/10 hg/hr

•• Dye flows out into B at a rate of

(C(t)/100 hg/L) (10 L/hr) = C(t)/10 hg/hr

and out the exhaust spout at a rate of

(C(t)/100 hg/L) (20 L/hr) = C(t)/5 hg/hr

•• The net rate dC/dt is then

\(\dfrac{\mathrm dC}{\mathrm dt} = \dfrac{3B(t)-3C(t)}{10}\)

Condensed into a matrix equation, the system of ODEs can be expressed as

\(\dfrac{\mathrm d\mathbf X}{\mathrm dt} = \dfrac1{10}\begin{pmatrix}-3&1&0\\2&-5&1\\0&3&-3\end{pmatrix}\mathbf X + \dfrac1{50}\begin{pmatrix}3\\0\\0\end{pmatrix}\)

where

\(\mathbf X = \begin{pmatrix}A(t)\\B(t)\\C(t)\end{pmatrix}\)

and with initial condition

\(\mathbf X(0) = \begin{pmatrix}20\\20\\0\end{pmatrix}\)

Just for fun, here's a plot of the solution to this system for the first 50 hours after the pumps are started:

Answer:

Answer: 252.77 g of potassium nitrateExplanation:2.50 mol KNO3 x __101.108 g__ = 252.77 g of KNO3 1 mol KNO3.

Answer:

252.77 g

Step-by-step explanation:

Answer:

u will multiply -x by the big bracket and rhen start cancelling and factor it by common numbers

Answer:

(x + 3)(- x² - 3x + 1)

Step-by-step explanation:

Given

(x + 3) - x(x² + 6x + 9) ← factor is a perfect square

= (x + 3) - x(x + 3)² ← factor out (x + 3) from each term

= (x + 3)(1 - x(x + 3))

= (x + 3)(1 - x² - 3x)

= (x + 3)(- x² - 3x + 1)

Answer: A function is a relation between domain and range such that each value in the domain corresponds to only one value in the range. Relations that are not functions violate this definition. They feature at least one value in the domain that corresponds to two or more values in the range.

Step-by-step explanation:

Step-by-step explanation:

To determine the intercepts of a function, you need to follow the following steps:

For the x-intercept, set y = 0 and solve for x.

For the y-intercept, set x = 0 and solve for y.

Therefore, to determine the intercepts of a function, you need to know the equation of the function. Suppose you have the function equation f(x) = 2x + 3. To find the intercepts, you can follow the steps below:

To find the x-intercept, set y = 0, so you have:

0 = 2x + 3

Then, solve for x:

-3/2 = x

Therefore, the x-intercept is -3/2.

To find the y-intercept, set x = 0, so you have:

y = 2(0) + 3

Then, solve for y:

y = 3

Therefore, the y-intercept is 3.

Answer:

$35

Step-by-step explanation:

The null and alternative hypotheses for the researcher's study on the effect of a stress-reduction program on people's levels of cortisol. None of the options you provided match these hypotheses.

The null hypothesis (H0) is that the stress-reduction program has no effect on cortisol levels, while the alternative hypothesis (H1) is that the program reduces cortisol levels. In this case, the null and alternative hypotheses can be represented as follows:

Null hypothesis (H0): Δcortisol = 0 (no difference in cortisol levels before and after the program)
Alternative hypothesis (H1): Δcortisol < 0 (cortisol levels are lower after the program)

Learn more about  null hypothesis

brainly.com/question/28920252

#SPJ11

Answer:

y=10-6x/2

Step-by-step explanation:

Ok so first you need to subtract 6x. Yes, you just subtract the whole thing from 10. So carry it over to the ten. It should look like this. 2y=10-6x

You had to carry the whole thing because you have a variable. Next, you need to get rid of the 2 that is still hanging on to they. So you do the opposite of multiplication since you are multiplying 2 and y. So divide 10-6x by 2. Well you can't exactly do that because there is a variable with the six. So it would just be 10-6x over 2.

The correct answer is option B: only if the field is generated by the Coulomb field of static charges or a constant current. This is because in both cases, the electric field is conservative, meaning that the work done by the field on a charge moving along a closed loop is zero.

This can be expressed mathematically as the integral of the electric field along a closed loop being equal to zero.
Option A is incorrect because while the Coulomb field of static charges is conservative, not all static fields are. Option C is incorrect because a changing magnetic field generates a non-conservative electric field, and option D is incorrect because not all fields are conservative.
Option E is not entirely correct because while the loop integral of a conservative field is zero, it is not true that a charge moving around the loop would gain energy if the loop integral were non-zero. The loop integral represents the work done by the field on the charge, and the gain or loss of energy depends on other factors such as the direction and magnitude of the charge's velocity.

to learn more about electric field, refer:-

https://brainly.com/question/30173473

#SPJ11

Answer:

I think the word you're looking for is tsunami. :)

Answer:

8

Step-by-step explanation:

Expression:

(-B)2

Let's substitute the value of B into this expression:

B = -4

(-B)2

[-(-4)]2

Notice how there are two negative signs int this expression:

[-(-4)]2

Well, there is an invisible 1 behind the first negative sign.

[-(-4)]2

[-1(-4)]2

All we have to do now is multiply:

[-1(-4)]2

(4)2

(4)2

= 8

Therefore, the value of the expression is 8.

The angle that the ramp makes with the ground rounded off to two decimal places is 10.48°.

What is trigonometry?
The study of the relationship between the sides and angles of the right-angle triangle is essentially the focus of the field of mathematics known as "trigonometry". Therefore, employing trigonometric formulas, functions, or trigonometric identities can be helpful in determining the missing or unknown angles or sides of a right triangle. Angles in trigonometry can be expressed as either degrees or radians.

Given, the length of the ramp = h = 17 feet
Height at which ramp is placed on truck = p = 4 feet
Let the angle that the ramp makes with the ground = ∅
Taking the length and height of ramp as basis, on assuming a right triangle with the length as hypotenuse and the height as perpendicular, we have:
sin ∅ = Perpendicular/Hypotenuse = h / p = 17/4 = 4.25
⇒ ∅ = sin⁻¹ (4.25) ⇒ ∅ = 10.48°
Thus, the angle that the ramp makes with the ground rounded off to two decimal places is 10.48°.

To learn more about trigonometry, tap on the link below:
https://brainly.com/question/13729598

#SPJ4

The function notation is: f(x) is a function can be expressed as f(x) = 3x + 1.

What is function notation?

Formal Notation. A function is frequently written as "f(x)" when it is expressed as an equation. This formula, "multiply by five and remove one," is used when constructing a table of values for an equation, such as

y = 5x - 1, to convert an input x value into the output y value.

Consider the given function;

F(a + 1) = 3(a + 1) + 1

Write a + 1 as x i. e  x = a + 1

So, the function becomes,

F(x) = 3x + 1.

where, x is the input variable and 3x + 1 is the output.

To know more about the function notation, click on the link

https://brainly.com/question/25638609

#SPJ1

Yes, the equation y = 5x represents a proportional relationship

Two or more expressions with an Equal sign is called as Equation.

The given equation is y=5x.

In a proportional relationship, the ratio of y to x is constant.

In the given equation the variable x and y has a proportional relationship.

The equation is in the form of y=mx+b

the ratio of y to x is 5, meaning that for every unit increase in x, y increases by 5 units.

Hence,  Yes, the equation y = 5x represents a proportional relationship

To learn more on Equation:

https://brainly.com/question/10413253

#SPJ1

The graph of asin(x) + 15 is located 15 units upward as compared to asin(x).

For a function to have an inverse function, it must be one-to-one, that is, it must pass the Horizontal Line Test that establishes that a function has an inverse function if and only if no horizontal line intersects the graph of  at more than one point. The function asin(x) does not pass the test because different values of \(x\) yield the same values of \(y\).

However, if you restrict the domain to the interval:

\(-\pi /2 \leq x\leq \pi /2\)

as shown in Figure, then you have the inverse of the sine function.  

So in Figure is shown the graph of:

\(asin(x) + 15\)

Note that this graph is the same as:

\(asin(x)\)

but it is shifted 15 units upward

To learn more about inversee trigonometry, visit the link:

brainly.com/question/20595059

#SPJ4

Answer: 1/6

Step-by-step explanation:

Out of 30 students, 5 liked country music.

To find the fraction of students who liked country music, we need to divide the number of students who liked country music by the total number of students in the class.

Fraction of students who liked country music = (Number of students who liked country music) / (Total number of students)

Fraction of students who liked country music = 5/30

We can simplify this fraction to lowest terms by dividing both the numerator and denominator by the greatest common factor, which is 5.

5/30 ÷ 5/5 = 1/6

Therefore, the fraction in lowest terms that shows how many students liked country is 1/6.

Answer: 1/6

Step-by-step explanation:

Out of 30 students, 5 liked country music.

To find the fraction of students who liked country music, we need to divide the number of students who liked country music by the total number of students in the class.

Fraction of students who liked country music = (Number of students who liked country music) / (Total number of students)

Fraction of students who liked country music = 5/30

We can simplify this fraction to lowest terms by dividing both the numerator and denominator by the greatest common factor, which is 5.

5/30 ÷ 5/5 = 1/6

Therefore, the fraction in lowest terms that shows how many students liked country is 1/6.

the answer is 47yd²

hope it help n please give me brain.. thanks