1.14 what is the answer to this one

Answer:

3x^7+2x^6-5x^5

Step-by-step explanation:

(3x^7-4x^5+3)+(2x^6-x^5-3)

3x^7-4x^5+3+2x^6-x^5-3

3x^7+2x^6-4x^5-x^5+3-3

3x^7+2x^6-5x^5

Answer:

x = -3, y = -0.512

x = -1, y = -3.2

x = 0, y = -8

x = 2, y = -50

Step-by-step explanation:

Answer:

First step=13x+7x=18+42

Step-by-step explanation:

13x-42=18-7x

First step

It is to collect like terms of the equation

13x+7x=18+42

20x=60

x=60/20

x=3

Answer:

Answer will be 8ab.

Kindly let me know if that is what you meant coz the question isnt very clear..

hope it helps you :)

Answer: 8ab

1. Move 8 to the left of ab.

Answer:

Idont know the answer sa susunod nalang

Step-by-step explanation:

area of square=side*side and perimeter of square =4*side...........

now you solve yourself

Answer:

x = 10.8

Step-by-step explanation:

Cos∅ = adj/hyp

Cos26 = x/12

Multiply both sides by 12

12 * cos26 = x

Use calculator

10.785528555590004 = x

Round

x = 10.8

Answer:

I believe the correct answer is B! Hope this helped.

Answer:

b

Step-by-step explanation:

Answer:

y is 7

Step-by-step explanation:

Answer:

x = 2

Step-by-step explanation:

Given equation,

→ 4x + 6 + 3 = 17

Then the value of x will be,

→ 4x + 6 + 3 = 17

→ 4x + 9 = 17

→ 4x = 17 - 9

→ x = 8/4

→ [ x = 2 ]

Hence, the value of x is 2.

The data can be tallied into a frequency distribution using a class interval of 100 and a starting point of 0.

To create a frequency distribution, we group the data into intervals or classes and count the number of data points falling within each interval. The class interval represents the range of values covered by each class, and the starting point determines the first interval.

Here is an example of how the data can be tallied into a frequency distribution using a class interval of 100 and a starting point of 0:

```

Class Interval    Frequency

0 - 99            12

100 - 199         18

200 - 299         24

300 - 399         15

400 - 499         10

500 - 599         8

600 - 699         5

700 - 799         3

800 - 899         2

900 - 999         1

```

In this frequency distribution, the data is divided into classes based on the class interval of 100. The first class, from 0 to 99, has a frequency of 12, indicating that there are 12 data points falling within that range. The process is repeated for each subsequent class interval, resulting in a frequency distribution table.

By organizing the data into a frequency distribution, we gain insights into the distribution and patterns within the dataset. It provides a summarized view of the data, allowing us to identify the most common or frequent values and analyze the overall distribution.

In summary, the data has been tallied into a frequency distribution using a class interval of 100 and a starting point of 0. The frequency distribution table presents the number of data points falling within each class interval, enabling a better understanding of the distribution of the data.

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Answer:

below

Step-by-step explanation:

I didn't see the picture you try to post... but, the formula for rotation counterclockwise 90° is (x,y) original -> (-y,x) rotated

For rotation clockwise 90°: (x,y) -> (y,-x)

Answer:notsure

Step-by-step explanation:

The growth rate is exponential with a base of 3.

Based on the input-output pairs provided, we can observe that the output values are increasing exponentially. As the input values increase, the corresponding output values exhibit a pattern of multiplying by a constant factor. In this case, the constant factor is 3.

When the input is -2, the output is 6. By examining the pattern, we can see that each subsequent output is obtained by multiplying the previous output by 3. For example, when the input is -1, the output is 6, and when the input is 0, the output is 18.

This exponential growth with a constant factor of 3 can be expressed as:

Output = 2 * (3^input)

Therefore, the growth rate for the given input-output pairs is exponential with a base of 3.

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Let's denote this probability as p, where p represents the probability of a single calculator failing. Therefore, the probability of both calculators failing is given by \(p^2\).

If the failure rate of the second calculator is the same and independent of the first, we can assume that the probability of failure for each calculator remains constant. To determine the probability of both calculators failing, we need to multiply the probabilities of each calculator failing independently. Since the events are independent, we can multiply the individual probabilities together.

Probability of both calculators failing = Probability of first calculator failing * Probability of second calculator failing

= p * p

= \(p^2\)

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The direction of the net magnetic field is \($167.36^{\circ}$\)

\(q_1=-4 \mathrm{nC} \text { at }(0.6,0.8)\)

\($q_2=6 \mathrm{nC}$\) at (0.6,0)

\($r_1=$\)Distance of \($q_1$\) from origin\($=\sqrt{0.6^2+0.8^2}$\)

\($r_2=$\) Distance of \($q_2$\) from origin \($=0.6$\)

\($\mathrm{k}=$\) Coulomb constant\($=9\)times \(10^9 \mathrm{Nm}^2 / \mathrm{C}^2$\)

Electric field is given by

\(&E_1=\frac{k q_1}{r_1^2} \\\)

\(&\Rightarrow E_1=\frac{9 \times 10^9 \times 4 \times 10^{-9}}{\sqrt{0.6^2+0.8^2}} \\\)

\(&\Rightarrow E_1=36 \mathrm{~N} / \mathrm{C}\)

\(&\theta=\tan ^{-1} \frac{0.8}{0.6} \\\)

\(&\Rightarrow \theta=53.13^{\circ} \\\)

\(&E_1=36 \cos 53.13^{\circ} \hat{i}+36 \sin 53.13^{\circ} \hat{j} \\\)

\(&\Rightarrow E_1=21.6 \hat{i}+28.8 \hat{j}\)

\(&E_2=\frac{k q_2}{r_2^2} \\\)

\(&\Rightarrow E_2=\frac{9 \times 10^9 \times 6 \times 10^{-9}}{0.6^2} \\\)

\(&\Rightarrow E_2=150 \mathrm{~N} / \mathrm{C}\)

The charge \($q_2$\) is on the \($\mathrm{x}$\) axis itself and it is pointing towards the origin (left side) so the sign will be negative

\(E_2=-150 \hat{i}\)

Resultant electric field

\(&E=E_1+E_2 \\\)

\(&\Rightarrow E=21.6 \hat{i}+28.8 \hat{j}+(-150 \hat{i}) \\\)

\(&\Rightarrow E=-128.4 \hat{i}+28.8 \hat{j}\)

Magnitude of electric field is given by

\(&|E|=\sqrt{(-128.4)^2+28.8^2} \\\)

\(&\Rightarrow|E|=121.6 \mathrm{~N} / \mathrm{C}\)

Magnitude of the net electric field is \($121.6 \mathrm{~N} / \mathrm{C}$\)

Direction is given by

\(\theta=\tan ^{-1} \frac{128.4}{28.8}=77.36^{\circ}\)

From the -x axis

\((90+77.36)^{\circ}=167.36^{\circ}\)

The direction of the net magnetic field is \($167.36^{\circ}$\)

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The basic unit of mass of the ball in the metric system is the gram.

The base units of length (distance), capacity (volume), and weight (mass) in the metric system are the meter, liter, and gram, respectively. We utilize units that are derived from metric units to measure smaller or greater quantities.

Mass is a physical body's total amount of matter. Inertia, or the body's resistance to acceleration when a net force is applied, is also measured by this term. The strength of an object's gravitational pull to other bodies is also influenced by its mass.

Therefore, the basic unit of mass of the ball in the metric system is the gram.

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Answer:

Let the midpoint be M(x,y)

x=(-3+8)/2

x=5/2=2.5

y=(0-10)/2

y= -10/2= -5

M(2.5, -5)

Answer:

D

Step-by-step explanation:

p(t)=2t+5

p(10)=2(10)+5

p(10)=20+5

p(10)=25

please give me a brainliest since this took a lot of thinking

If the p-value is not less than the significance level, then you fail to reject the null hypothesis.

What is null hypothesis ?

The null hypothesis is a typical statistical theory which suggests that no statistical relationship and significance exists in a set of given single observed variable, between two sets of observed data and measured phenomena. Null hypothesis is defined as “the commonly accepted fact (such as the sky is blue) and researcher aim to reject or nullify this fact”. More formally, we can define a null hypothesis as “a statistical theory suggesting that no statistical relationship exists between given observed variables”.

If the p-value is not less than the significance level, then you fail to reject the null hypothesis.

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The "errors-in-variables" problem, also known as measurement error, occurs in econometrics when one or more variables in a regression model are measured with error. In other words, the observed values of the variables do not perfectly represent their true values.

Consequences for the least squares estimator:

Attenuation bias: Measurement error in the independent variable(s) can lead to attenuation bias in the estimated coefficients. The least squares estimator tends to underestimate the true magnitude of the relationship between the variables. This happens because measurement errors reduce the observed variation in the independent variable, leading to a weaker estimated relationship.

Inconsistent estimates: In the presence of measurement errors, the least squares estimator becomes inconsistent, meaning that as the sample size increases, the estimated coefficients do not converge to the true population values. This inconsistency arises because the measurement errors affect the least squares estimator differently compared to the true errors.

Biased standard errors: Measurement errors can also lead to biased standard errors for the estimated coefficients. The standard errors estimated using the least squares method assume that the independent variables are measured without error. However, in reality, the standard errors will be underestimated, leading to incorrect inference and hypothesis testing.

To mitigate the errors-in-variables problem, econometric techniques such as instrumental variable (IV) regression, two-stage least squares (2SLS), or other measurement error models can be employed. These methods aim to account for the measurement errors and provide consistent and unbiased estimates of the coefficients.

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The area of the region bounded by the spiral is 200π square units, and the length of the same spiral is 20π units.

a) To find the area of the region bounded by the spiral r = 20 for 0 ≤ θ ≤ π, we can use the polar coordinate system formula for area: Area = (1/2) ∫(r^2 dθ) from 0 to π

Given r = 20,
Area = (1/2) ∫((20)^2 dθ) from 0 to π
Area = (1/2) * 400 ∫(dθ) from 0 to π
Area = 200 [θ] from 0 to π
Area = 200(π - 0) = 200π square units.

b) To find the length of the same spiral (r = 20 for 0 ≤ θ ≤ π), we can use the formula for arc length in polar coordinates:
Arc Length = ∫(√(r^2 + (dr/dθ)^2) dθ) from 0 to π
Given r = 20 (a constant), dr/dθ = 0.
Arc Length = ∫(√((20)^2 + (0)^2) dθ) from 0 to π
Arc Length = 20 ∫(dθ) from 0 to π
Arc Length = 20[θ] from 0 to π
Arc Length = 20(π - 0) = 20π units.
So, the area of the region bounded by the spiral is 200π square units, and the length of the same spiral is 20π units.

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Answer:

Step-by-step explanation:

so for the area of a triangle, it is base x hight and all divided by 2. Therefore it is 8 x 4 = 32  32/2 = 16

the area of the triangle is 16

Answer:

16 yd²

Step-by-step explanation:

In this question, we need to find the area of the triangle.

To find the area, we would use the equation A = 1/2bh or A = b·h/2

Plug in and solve:

A = 4·8/2

A = 32/2

A = 16

The area of the triangle is 16 yd²

Don't forget that the unit is squared when its related to the area of a figure.

Answer:

false

Step-by-step explanation:

False.

Access supports a wide range of built-in functions and operators that can be used to create calculated fields. These functions and operators include mathematical functions (such as multiplication, division, exponentiation), string functions (such as concatenation, trimming, and formatting), date and time functions, aggregate functions (such as sum, average, count), and more.

In addition, Access also allows you to create user-defined functions using VBA (Visual Basic for Applications), which can be used to perform custom calculations on your data.

Therefore, the statement "the only calculated fields you can create in Access are those involving addition and subtraction" is false.

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The volume of the sphere with a radius of 9.1ft is 3256.55cubic feet.

We have given that, the radius of the sphere is 9.1ft.

We have to determine the volume of the sphere

The volume of the sphere  is given by

\(V=\frac{4}{3}\pi r^3\)

r is the radius of the sphere

V- is the volume of the sphere

So use the given value in the formula so that,

\(V=\frac{4}{3}\pi (9.1)^3\)

\(V=3156.55082 ft^3\)

Therefore the volume of the sphere with a radius of 9.1ft is 3256.55cubic feet.

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Answer:3156.6

Step-by-step explanation:

Hi!

Lets walk through this together.

Lets start with the top.

4-8 is -4.

what that line is- its pretty much telling you to divide.

-4 divided by 3 is -1.3~ (infinant 3's)

-1.3~ Is your answer. Hope this helps!

Answer:

58%

Step-by-step explanation:

vertical angles are always the same

Answer: 6 million cubic feet

Step-by-step explanation:

If there are 180 million cubic feet going over the Falls every 30 minutes, you can find the per minute rate by dividing the amount of water going every half hour by a half hour:

= Amount of water every 30 minutes / 30 minutes

= 180 / 30

= 6 million cubic feet

Answer:

3x+2y=-10

Step-by-step explanation:

Consumer surplus: CS = ∫[200-0.2x - p] dx from x = 0 to x = x_eq

Producer surplus: PS = ∫[p - (70+1.1x)] dx from x = 0 to x = x_eq

To find the consumer and producer surpluses, we need to use the demand and supply functions given. The demand function is represented by p = 200 - 0.2x, where p is the price in dollars and x is the number of units in millions. The supply function is represented by p = 70 + 1.1x.

The consumer surplus (CS) represents the difference between what consumers are willing to pay and what they actually pay for a product. It is the area below the demand curve and above the equilibrium price. To calculate the consumer surplus, we integrate the difference between the demand curve and the price (p) with respect to x from 0 to the equilibrium quantity (x_eq).

The producer surplus (PS) represents the difference between the price that producers receive and the minimum price they would accept to supply a product. It is the area above the supply curve and below the equilibrium price. To calculate the producer surplus, we integrate the difference between the price (p) and the supply curve with respect to x from 0 to x_eq.

By performing the integrations as stated in the main answer, we can find the consumer surplus (CS) and producer surplus (PS) in dollars.

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