the answer is B happy birthday to mehh

Answer:

Step-by-step explanation

dont listen to this person. you tell as many people who are close to you and that you trust tell them! they can help you through it and make sure you're okay! you can go to an adult yes that is a good choice... but its not always about attention. thats what people dont understand is that depression and sucidal thoughts take over you're life when you have them. people will say its for attention when you know its not. when you have anxiety, deppresion, sucidal thoughts, etc. its not a button you can press and be like yep im all better I just wont have these thoughts anymore. its not like that! at all. it takes time and effort just remember you are worth living and you are going to be okay!! talk to someone who is close then if you ever have tendencies then tell an adult or a friend that you're close with and tell them you need help. because you were put on this floating rock for a reason and dont you ever forget it! and dont let anyone tell you how to live you're life! d what brings you joy even if no one else is doing it do it! that thing you have always wanted to do but were too scared too just do it! you only live once so let it be an extraordinary life! make yourself proud of what you have done in life because too many people die with regrets so dont be that person!! have a great day if anyone ever needs anyone I will be here my in.sta is kitty_the_dinosaur_rawr I know weird name but just dm if you need help I will be there okay? have a great day!!

Answer:

uh. have a nice day.

Step-by-step explanation:

The worth of expression at x = - 5 and y = - 2 is,

⇒ 1/3

A numerical expression is characterized as the assortment of numbers factors and works by utilizing operations like expansion, deduction, multiplication, and division.

Considering that;

The expression is,

⇒ ([x/(y - 1)](- 4) - [xy + (- 3)]/(- 1)

Presently, We can place x and y in the above expression as;

⇒ ([x/(y - 1)](- 4) - [xy + (- 3)]/(- 1)

⇒ [- 5/(- 2 - 1) ] (- 4) - [-5×-2 + (- 3)]/(- 1)

⇒ [ - 5/ - 3 ] (- 4) - [10 - 3]/(- 1)

⇒ - 20/3 + 7

⇒ 1/3

In this way, The worth of expression at x = - 5 and y = - 2 is,

⇒ 1/3

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Answer:

\(\frac{7}{30}\)

OR...

0.233333333

Step-by-step explanation:

Least common multiple of 10 and 15 is 30. Convert \(\frac{1}{10}\) and \(\frac{2}{15}\)  to fractions with denominator 30.

\(\frac{3}{30} +\frac{4}{30}\)

Since \(\frac{3}{30}\) and \(\frac{4}{30}\) have the same denominator, add them by adding their numerators.

\(\frac{3+4}{30}\)

Add 3 and 4 to get 7.

\(\frac{7}{30}\)

Answer:

True

Step-by-step explanation:

You must use the decimal places and place values

Answer:

t < 6

Step-by-step explanation:

Given

- 48 < - 8t

Divide both sides by - 8, reversing the symbol as a result of dividing by a negative quantity.

6 > t , that is

t < 6

The correlation coefficient that represents the strongest relationship between two variables is -0.75.

In correlation coefficients, the absolute value indicates the strength of the relationship between variables. The strength of the association increases with the absolute value's proximity to 1.

The maximum absolute value in this instance is -0.75, which denotes a significant negative correlation. The relevance of the reverse correlation value of -0.75 is demonstrated by the noteworthy unfavorable correlation between the two variables.

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Answer:

I believe its 20% not exactly sure tho.

Step-by-step explanation:

You're welcome.

It's easy it's : 7.50=750% 9.00=900

good luck!:)

Answer:

answers 930 ok I hope it help

Answer:

which problem bro what problem do you have

After considering the given data we conclude that the impulse provided by a single rocket to reduce the stopping distance of the C-130 cargo/transport plane from 430 m to 110 m is -276000 kg m/s, and the force provided by a single rocket is -87898 N.

To evaluate the impulse provided by a single rocket to reduce the stopping distance of a C-130 cargo/transport plane from 430 m to 110 m, we can apply the principle of conservation of momentum, which states that the total momentum of a system remains constant if no external forces act on it.
Considering that the friction is the sole source of deceleration over the stopping distance, we can use the equation of motion
\(v_f^2 = v_i^2 + 2ad,\)
Here,
\(v_f\) = final velocity,
\(v_i\) = initial velocity,
a = acceleration,
d = stopping distance.
For the C-130 cargo/transport plane, the initial velocity is 35 m/s, the stopping distance is 430 m, and the final velocity is 0 m/s.
Therefore, the acceleration is \(a = (v_f^2 - v_{i} ^{2} ) / 2d = (0 - 35^2) / (2 x 430) = -0.91 m/s^2.\)
To deduct the stopping distance to 110 m, 30 rockets are attached to the front of the plane and fired immediately as the wheels touch the ground. Considering that each rocket provides the same impulse, we can use the impulse-momentum theorem,
That states that the impulse provided by a force is equal to the change in momentum it produces.
Then F be the force provided by a single rocket, and let t be the time for which the force is applied. The impulse provided by the rocket is then given by
\(I = Ft\).
The change in momentum produced by the rocket is equal to the mass of the plane times the change in velocity it produces.
Considering m be the mass of the plane, and let \(v_i\) be the initial velocity of the plane before the rockets are fired. The alteration in velocity produced by the rockets is equal to the final velocity of the plane after it comes to a stop over the reduced stopping distance of 110 m.
Applying the equation of motion \(v_f^2 = v_i^2 + 2ad\), we can solve for \(v_f\) to get \(v_f\) \(= \sqrt(2ad) = \sqrt(2 * 0.4 * 9.81 * 110) = 28.1 m/s.\)
Hence, the change in velocity produced by the rockets is \(\delta(v) = v_f - v_i = 28.1 - 35 = -6.9 m/s\)

. The change in momentum produced by the rockets is then \(\delta(p) = m x \delta(v) = 40000 x (-6.9) = -276000 kg m/s.\)
To deduct the stopping distance from 430 m to 110 m, the total impulse provided by the rockets must be equal to the change in momentum produced by the friction over the remove stopping distance.
Applying the impulse-momentum theorem, we can solve for the force provided by a single rocket as follows:
\(I = Ft = -276000 kg m/s\)
\(t = 110 m / 35 m/s = 3.14 s\)
\(F = I / t = -276000 / 3.14 = -87898 N\)
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Answer:

4 pages

Step-by-step explanation:

Answer:

thanks for free points :3

Step-by-step explanation:

Answer:

- \(\frac{1}{4}\)

Step-by-step explanation:

The equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

Given

4x - y = 9 ( subtract 4x from both sides )

- y = - 4x + 9 ( multiply through by - 1 )

y = 4x - 9 ← in slope- intercept form

with slope m = 4

Given a line with slope m then the slope of a line perpendicular to it is

\(m_{perpendicular}\) = - \(\frac{1}{m}\) = - \(\frac{1}{4}\)

d is the correct answer!

if you need an explanation, comment so i can explain it

Answer:

D

Step-by-step explanation:

The correct answer is D because 6278.0/10000 means when you divide you would move the decimal over 4 times in 6278.0 since there are 4 zeros

which is 0.6278 (the decimal form of D)

Answer:

(-0.5, 0.5)

Step-by-step explanation:

midpoint formula:

[(x₁ + x₂) / 2] , [(y₁ + y₂) / 2]

[(9/2 - 11/2) / 2], [(3/8 + 5/8) / 2]

[(-1) / 2], [(1) / 2]

(-0.5, 0.5)

Answer:

work is pictured and shown

Answer: (-4,22)

I got this by solving the equation on a graph.

Answer:

Step-by-step explanation:fhyfhyhyj

Answer:

It's at the beginning of x+4, the 2nd symbol of 4x-4, and the beginning of X+1.

Step-by-step explanation:

No explanation for you! Just choose them! It's right!

Answer:

4(2 + 2c) = (4×2) + (4×2c) = 8 + 8c

Step-by-step explanation:

The correct option is E. 0.5050. If we select 2 students at random then he probability that both supported the same candidate is 0.5050.

The probability that both students selected at random supported the same candidate can be calculated by considering the two possible scenarios: both students supported candidate X or both students supported candidate Y.

1. Probability that both students supported candidate X:
P(both support X) = 0.45 * 0.45 = 0.2025

2. Probability that both students supported candidate Y:
P(both support Y) = 0.55 * 0.55 = 0.3025

Now, to find the total probability, we add these two probabilities:
P(both support same candidate) = P(both support X) + P(both support Y) = 0.2025 + 0.3025 = 0.5050

So, the probability that both students selected at random supported the same candidate is 0.5050, which is option E.

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we have to add 7775000 to make 7800000 from 25000 which is calculated by using Substraction method.

Subtraction in mathematics is the process of subtracting one integer from another. In other terms, the result of subtracting two from five is three. After addition, subtraction is usually the second process you learn in math class.Subtraction is the action or procedure of determining the difference between two quantities or figures. The phrase "taking away one number from another" is also used to describe the process of subtracting one number from another.

Distance to be covered altogether= 7800000 m
THE distance has covered= 25000 m.

We can calculate the thousands needs to be added in 25000 to make it 7800000 by using Substraction method:-

7800000-25000= 7775000m

hence, to make 7800000 from 25000 we have to add 7775000.

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The study aims to investigate whether the presence of popular cartoon characters on food packages affects the food choices of young children aged four to six. The study could be designed as an observational study or an experimental study.

In an observational study, the researchers could observe the children's food choices when presented with food packages with and without popular cartoon characters. The study could be conducted in a naturalistic setting, such as a school cafeteria or a grocery store. However, in an observational study, it may be difficult to control for other factors that could influence children's food choices, such as their previous exposure to the food and their preferences.

In an experimental study, the researchers could randomly assign children to two groups. One group would be presented with food packages with popular cartoon characters, while the other group would be presented with food packages without popular cartoon characters. The researchers could then measure the children's food choices and compare them between the two groups. By randomly assigning children to the groups, the researchers can control for other factors that could influence children's food choices.

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Answer:

B=26

Step-by-step explanation: Assuming C=90, use the law of sines or law of cosines to find the angle.

The average value of the function f(x) = (x + 2) on the interval [0, 3] is 7/2.

Calculate the definite integral of the function over the interval [a, b], then divide it by the interval's length (b - a), in order to determine the average value of a function f(x) over the interval.

Given that the interval is [0, 3] and the function f(x) = (x + 2), we have:

= (1/3) × [1/2 x² + 2x] evaluated from x=0 to x=3

= (1/3) × [(1/2 × 3² + 2×3) - (1/20² + 20)]

= (1/3) × [(9/2 + 6) - 0]

= (1/3) × (21/2)

= 7/2

Therefore, the average value of the function f(x) = (x + 2) on the interval [0, 3] is 7/2.

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The correct translation of the Spanish expression, "tú comes manzanas" in English is "You eat apples".

The name that apples are given in Spanish is manzanas.

An apple is a type of edible fruit that an apple tree produces. The most frequently cultivated species in the genus Malus is the apple tree, which is grown all over the world. The tree's wild ancestor, Malus sieversii, is still present in Central Asia, where it was born.

Apples are a well-known fruit. They provide a variety of vitamins, dietary fiber, antioxidants, and other minerals.

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Using the critical values of t=+/-2.201 is less likely to lead to rejection of the null hypothesis than using the critical values of +/-2.093.

Critical Value Definition -

Critical value can be defined as a value that is compared to a test statistic in hypothesis testing to determine whether the null hypothesis is to be rejected or not.

If the value of the test statistic is less extreme than the critical value, then the null hypothesis cannot be rejected.

Critical values are essentially cut-off values that define regions where the test statistic is unlikely to lie; for example, a region where the critical value is exceeded with probability \alpha if the null hypothesis is true.

Using the critical values of t=±2.201 is more "conservative" than using the critical value of ±2.093 because it is more likely to reject the null hypothesis using the greater value i-e t=±2.201.

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The correct equation for the circle of curvature.

\(a. [x - \pi /2]^2 + (y - 1)^2 = 1/625\)

To find the equation for the circle of curvature of the curve, we need to determine the center and radius of the circle. The circle of curvature is the locus of the centers of the osculating circles of the curve at various points.

The curvature of a curve r(t) = x(t) i + y(t) j is given by the formula:

\(K(t) = |(x'(t)y''(t) - y'(t)x''(t)) / [(x'(t)^2 + y'(t)^2)^{3/2})|\)

where prime denotes the derivative with respect to t.

First, let's find the derivatives of the given curve:

r(t) = t i + sin(5t) j

r'(t) = 1 i + 5cos(5t) j

r''(t) = -25sin(5t) i

x(t) = t

x'(t) = 1

y(t) = sin(5t)

y'(t) = 5cos(5t)

y''(t) = -25sin(5t)

Now, let's evaluate these derivatives at t = π/2:

x'(π/2) = 1

y'(π/2) = 5cos(π/2) = 5(0) = 0

x''(π/2) = 0

y''(π/2) = -25sin(π/2) = -25

Substituting these values into the curvature formula:

\(K(\pi /2) = |(1)(-25) - (0)(0) / [(1^2 + 0^2)^{3/2}]|\\= |-25 / 1^{3/2}|\\= 25\)

The radius of curvature (ρ) is the reciprocal of the curvature:

ρ = 1 / κ(π/2)

= 1 / |-25|

= 1/25

The center of the circle of curvature lies on the normal line to the curve at the point [π/2, 1].

The normal line is perpendicular to the tangent line, which has the direction vector given by r'(π/2) = 1 i + 0 j = i.

The normal line passing through the point [π/2, 1] is given by the equation:

r(t) = [π/2, 1] + t i

The center of the circle lies on this line, so we can express it as:

C = [π/2, 1] + t i

To find t, we substitute the point [π/2, 1] into the equation of the line:

[π/2, 1] = [π/2, 1] + t i

This implies t = 0.

Therefore, the center of the circle is C = [π/2, 1].

Now, we have the center and radius of the circle, so we can write its equation in the form:

\([(x - \pi /2)^2 + (y - 1)^2] = (1/radius of curvature)^2\\[(x - \pi /2)^2 + (y - 1)^2] = (1/25)^2\\[(x - \pi /2)^2 + (y - 1)^2] = 1/625\)

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Answer:

-1029

Step-by-step explanation:

24, 11, -2...

f(n) = 24 - 13n

f(81) = 24 - 13(81) = 24 - 1053 = -1029