A trinket factory can produce 3000 trinkets per day the. warehouse has a capacity of 50000 trinkets .currently there are 8000 trinkets in the warehouse assume that no trinkets are going to be shipped out of the warehouse for a while

Answer: 1, 2, 5

Step-by-step explanation:

The first equation is true because angles in a triangle add to 180 degrees.

The second equation is true because both sides equal 180 degrees (left hand side is a straight angle, right hand side is the sum of angles in a triangle)

The third equation is not true because z = 180 - y, and 180-y+w+z is not 180.

The fourth equation is not true because z=180-y, and 180-y=w+y is not always true.

The fifth equation is true by the exterior angle theorem.

Answer:

f(-1)=-1

Step-by-step explanation:

substitute -1 for x:

f(-1)=1-(-1)^2+(-1)^3

then solve,

f(-1)=1-1-1

f(-1)=-1

The converse of the statement "If a figure is a square, its diagonals divide it into isosceles triangles" would be:

"If a figure's diagonals divide it into isosceles triangles, then the figure is a square."

The converse statement is not necessarily true. While it is true that in a square, the diagonals divide it into isosceles triangles, the converse does not hold. There are other shapes, such as rectangles and rhombuses, whose diagonals also divide them into isosceles triangles, but they are not squares. Therefore, the converse of the statement is not always true.

Therefore, the converse of the given statement is not true. The existence of diagonals dividing a figure into isosceles triangles does not guarantee that the figure is a square. It is possible for other shapes to exhibit this property as well.

In conclusion, the converse statement does not hold for all figures. It is important to note that the converse of a true statement is not always true, and separate analysis is required to determine the validity of the converse in specific cases.

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A)   The t-value for this case is 2.179.B) The t-value for this case is -1.676.C)  The t-value for this case is 2.750.D) The t-values for this case are -1.708 and 1.708. E) The t-values for this case are -2.021 and 2.021.

To find the t-values for each of the given cases, we can use a t-distribution table or a calculator. Here are the solutions to each case:

(a) Upper tail area of 0.025 with 12 degrees of freedom:

Using a t-distribution table, we can find the t-value for the upper tail area of 0.025 with 12 degrees of freedom. The value is 2.179. Therefore, the t-value for this case is 2.179.

(b) Lower tail area of 0.05 with 50 degrees of freedom:

Using a t-distribution table or a calculator, we can find the t-value for the lower tail area of 0.05 with 50 degrees of freedom. The value is -1.676. Therefore, the t-value for this case is -1.676.

(c) Upper tail area of 0.01 with 30 degrees of freedom:

Using a t-distribution table or a calculator, we can find the t-value for the upper tail area of 0.01 with 30 degrees of freedom. The value is 2.750. Therefore, the t-value for this case is 2.750.

(d) Where 90% of the area falls between these two t values with 25 degrees of freedom:

We can use a t-distribution table or a calculator to find the t-values that correspond to the 5th and 95th percentiles of the t-distribution with 25 degrees of freedom. The values are -1.708 and 1.708, respectively. Therefore, the t-values for this case are -1.708 and 1.708.

(e) Where 95% of the area falls between these two t values with 45 degrees of freedom:

We can use a t-distribution table or a calculator to find the t-values that correspond to the 2.5th and 97.5th percentiles of the t-distribution with 45 degrees of freedom. The values are -2.021 and 2.021, respectively. Therefore, the t-values for this case are -2.021 and 2.021.

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The Pacific Plate has moved approximately 663 miles during the past 10.3 million years. Your answer is 663.

To determine how far the Pacific Plate has moved in miles during the past 10.3 million years, you need to convert the distance from kilometers to miles using the given conversion factor (1 mile = 1.6 kilometers).

Step 1: Write down the given information:

Pacific Plate movement: 1,060 kilometers

Conversion factor: 1 mile = 1.6 kilometers

Step 2: Set up the conversion equation:

miles = (1,060 kilometers) ÷ (1.6 kilometers/mile)

Step 3: Calculate the distance in miles:

miles = 1,060 ÷ 1.6 ≈ 662.5

So, the Pacific Plate has moved approximately 663 miles during the past 10.3 million years. Your answer is 663.

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Answer:

Step-by-step explanation:

Okay, Here we go!

To figure this out, lets write the problem down.

f(x)=1/6 (2x-8) ; f(-11)

We substitute -11 for x

f(-11)= 1/6 (2(-11)-8)

Now we solve

2 x -11 =-22

1/6 (-22-8)

-22-8 = -30

-30/6= -5

f(-11) = -5

hope this helps!^^

Answer:

-5

Step-by-step explanation:

just put -11 in place of x

The equations of values of x and y =0 that will maximize the revenue.

The marginal revenue equations, to calculate the partial derivatives of the revenue function with respect to each variable, x and y.

Given the revenue function:

t(x, y) = 110x + 180y + 3x² - 4y² - xy

The marginal revenue with respect to x, rx(x, y), the partial derivative of t(x, y) with respect to x, while treating y as a constant:

rx(x, y) = ∂t/∂x = 110 + 6x - y

Similarly, the marginal revenue with respect to y, ry(x, y),the partial derivative of t(x, y) with respect to y, while treating x as a constant:

ry(x, y) = ∂t/∂y = 180 - 8y - x

The production levels that will maximize revenue, both marginal revenue equations equal to zero and solve as a system of equations.

Setting rx(x, y) = 0:

110 + 6x - y = 0

Setting ry(x, y) = 0:

180 - 8y - x = 0

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Answer:

4 pages

Step-by-step explanation:

if you divide 16 by 2 it equals 8 so she wrights a page every 8 minutes so 8 divided by 32 equals 4

Answer:

i need help too

Step-by-step explanation:

its hard

Answer:

look at the picture i have sent

The probability that the student makes it to the second class before it starts is very close to 0.

To find the probability that the student makes it to the second class before it starts, we can use the concept of linear combinations of random variables and the properties of normal distributions.

Let's define the random variable X as the total time it takes for the student to transition from the end of the first class to the start of the second class. Since X is a linear combination of independent normally distributed random variables (X1, X2, X3), we can use their means and variances to calculate the mean and variance of X.

The mean of X is the sum of the means of X1, X2, and X3:

μX = μ1 + μ2 + μ3 = 9:02 + 9:15 + 10 = 28:17 minutes.

The variance of X is the sum of the variances of X1, X2, and X3:

σX^2 = σ1^2 + σ2^2 + σ3^2 = (2.5)^2 + (3)^2 + (2.5)^2 = 15.25 minutes^2.

Now, we need to calculate the probability that X is less than or equal to 0, meaning the student arrives before the second lecture starts. Since X follows a normal distribution, we can standardize the variable and calculate the probability using the standard normal distribution table.

Z = (0 - μX) / σX = (0 - 28:17) / √15.25 ≈ -9.43.

Using the standard normal distribution table or a calculator, we can find the probability corresponding to Z = -9.43. The probability is essentially 0, as the value is significantly far in the left tail of the standard normal distribution.

Therefore, the probability that the student makes it to the second class before it starts is very close to 0.

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Answer:

D

Step-by-step explanation:

(f + g)(x)

= f(x) + g(x)

= 3x - 2 + x² + 1 ← collect like terms

= x² + 3x - 1 → D

The combination function (f+g)(x) is x²+3x-2.

Functions are the fundamental part of the calculus in mathematics. The functions are the special types of relations. A function in math is visualized as a rule, which gives a unique output for every input x.

The given functions are f(x)=3x-2 and g(x)=x²+1.

Here, (f+g)(x)=f(x)+g(x)

= (3x-2)+x²+1

= x²+3x-2

Therefore, the combination function (f+g)(x) is x²+3x-2.

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Functions y=x and y=x-3 are related in a way that each output for y=x–3 is 3  units more than the corresponding output for y=x.

Their graphs are related in a way that the graph of y=x–3 is the graph of y=x translated down 3 units

A function will defines one variable in terms of the other. Functions y=x means that y will vary directly to whatever value x takes.

When the graph of function y=x is drawn, then it is a straight line through the origin.

Now, functions y=x and y=x-3 are closely related. The graphs of the two are almost the same, the only difference is that every point on  function y=x has been lowered by 3 to be function y=x-3.

Hence, the output for y=x-3 is 3 units more than the output of y=x, and the graph of function y=x is translated down by 3 units to get function y=x-3

The graphs for functions y=x and y=x-3 are shown below:

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The expression is y² dx - x dy, where y is defined differently for two intervals: y = x in the interval (1, 2) and y = (3 - t) in the interval (2, 3). The expression y² dx - x dy evaluates to 2x dx - x dy in the interval (1, 2) and -6 dx - x dy in the interval (2, 3).

To calculate the expression y² dx - x dy, we need to substitute the values of y and differentiate with respect to x. Since y is defined differently for two intervals, we need to evaluate the expression separately for each interval.

In the interval (1, 2), y = x. Substituting this value into the expression, we get x² dx - x dy. Differentiating x² with respect to x gives us 2x dx. Differentiating x with respect to x gives us dx. Therefore, in this interval, the expression simplifies to 2x dx - x dy.

In the interval (2, 3), y = (3 - t). Substituting this value into the expression, we get (3 - t)² dx - x dy. Expanding the square, we have (9 - 6t + t²) dx - x dy. Differentiating (9 - 6t + t²) with respect to x gives us -6 dx. Differentiating x with respect to x gives us dx. Therefore, in this interval, the expression simplifies to -6 dx - x dy.

Thus, the expression y² dx - x dy evaluates to 2x dx - x dy in the interval (1, 2) and -6 dx - x dy in the interval (2, 3).

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D. None of these, as neither option B nor option C can be obtained using the Law of Detachment.

The Law of Detachment states that if a conditional statement "if p, then q" is true and p is true, then q must also be true.

Analyzing the given options:

A. The conclusion "There is no school" can be obtained by applying the Law of Detachment to the given information, as it matches the format of the law: "If today is Saturday (p), then there is no school (q)." Since today is Saturday (p), the conclusion that "There is no school" (q) can be derived using the Law of Detachment.

B. The conclusion "He is able to buy a new set of headphones" is not directly obtained by using the Law of Detachment. It involves an additional conditional statement and is not in the form of the given "if p, then q" structure.

C. The conclusion "George lives in both Brick and Ocean County" cannot be derived using the Law of Detachment. It is not in the form of a conditional statement, and there is no given information that connects George's residence to the conditional statement provided. Therefore, D is the right answer. None of them are possible utilizing the Law of Detachment, as neither option B nor option C can be obtained. Therefore, Option D is correct.

The question was incomplete. find the full content below:

Which of the following conclusions is true AND obtained by using the Law of Detachment

A. If today is Saturday, then there is no school.

Today is Saturday.

There is no school.

B. If you work 8 hours, then you'll earn $100.

If you earn $100, you'll be able to buy a new set of headphones.

Jonathan works 8 hours.

He is able to buy a new set of headphones.

C. If a person lives in Long Beach Island, then they live in Ocean County.

Brick is in Ocean County.

George lives in both Brick and Ocean County

D. None of these.

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The quadratic function, f(x) = 3·x² + 6·x, has the following values;

1. The function has a minimum value

2. The y-intercept of the function is (0, 0)

The axis of symmetry is; x = -1

The x-coordinate of the vertex is; x = -1

3. The table of values can be presented as follows;

x   \({}\)-2    -1    0

f(x) \({}\)0    -3     0

The vertex is (-1, -3)

4. Please find attached the graph of the function

A quadratic function is a function that has 2 as the highest power of the variables.

The specified function is; f(x) = 3·x² + 6·x

1. The coefficient of x² in the specified  quadratic function, which indicates the existence of a minimum or maximum value is positive, therefore, the function has a minimum value

2. The y-intercept is the value of the function when x = 0, therefore;

f(0) = 3 × 0² + 6 × 0 = 0

Therefore, at the y-intercept, x = 0, and f(x) = 0

The y-intercept is (0, 0)

The axis of symmetry is a line that passes through the vertex

A the vertex, we get, f'(x) = 6·x + 6 = 0

Therefore;  6·x + 6 = 0

6·x = -6

x = -6/6 = -1

f(-1) = 3·(-1)² + 6 × (-1) = -3

The vertex is (-1, -3)

Therefore, the  axis of symmetry is the line x = -1

The x-coordinate of the vertex of the function is; x = -1

3. A table of values for the function can be presented as follows;

x    \({}\)           f(x)

-6    \({}\)           72

-5     \({}\)          45

-4     \({}\)          24

-3    \({}\)           9

-2    \({}\)           0

-1    \({}\)           -3

0    \({}\)           0

1    \({}\)            9

2     \({}\)           24

3    \({}\)            45

4    \({}\)            72

5    \({}\)             105

4. . Please find attached the graph of the function created with MS Excel

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Answer:

1/4

Step-by-step explanation:

1/3(1 - 1/4)

Parentheses first

1/3 (4/4-1/4)

1/3 (3/4)

Rewritng

1/4 *3/3

1/4

Answer:

3/12 or 0,25

Step-by-step explanation:

Step-by-step explanation:

1. No, Yes

2. No, Yes

3. 6x^2+10

4. 2x^2-3

5.x^2+x

6.-2x^4+11x+3

7. 3x^3+15x^2+20

8. -9x^3+4x^2+8x

9. xy+2x+6y+5

10. 8xy-y^2x

Sorry if i messed up on some by misreading.

Once you have calculated the exact cost for the 60,001st game system, you can compare it to the estimated value of $318 per game system.

To compare the estimated rate of increase in cost ($318 per game system) to the exact cost of producing the 60,001st game system, we can calculate the difference between the exact cost of producing 60,001 game systems and the exact cost of producing 60,000 game systems.

Given the cost function: C(x) = 700,000 + 270x + 0.0004x², where x represents the number of game systems produced per hour.

The cost for the company to produce 60,000 game systems in an hour is:

C(60,000) = 700,000 + 270(60,000) + 0.0004(60,000)²

The cost for the company to produce 60,001 game systems in an hour is:

C(60,001) = 700,000 + 270(60,001) + 0.0004(60,001)²

To find the exact cost for the company to produce the 60,001st game system, we can subtract the cost of producing 60,000 game systems from the cost of producing 60,001 game systems:

C(60,001) - C(60,000)

Substituting the values, we have:

[700,000 + 270(60,001) + 0.0004(60,001)²] - [700,000 + 270(60,000) + 0.0004(60,000)²]

Simplifying the expression, we can calculate the exact cost for the 60,001st game system.

As the values for C(60,001) and C(60,000) are not provided in the question, you will need to substitute the corresponding expressions and compute the result using a calculator or mathematical software to find the exact cost.

Once you have calculated the exact cost for the 60,001st game system, you can compare it to the estimated value of $318 per game system. Based on the calculated result, you can determine whether the actual value is larger, smaller, or equal to the estimated value.

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The ratio of the time taken to compute LU factorization vs. back/forward substitution depends on several factors such as the size and sparsity of the matrix, the specific implementation of the algorithms, and the hardware used to perform the computations.

However, in general, LU factorization takes more time than back/forward substitution. This is because LU factorization involves decomposing the original matrix into two matrices, L and U, which requires more computations than simply solving the system of equations using back/forward substitution once the L and U matrices are available.

As a rough estimate, the time taken for LU factorization can be several times larger than the time taken for back/forward substitution, especially for large and dense matrices.

However, the exact ratio can vary widely depending on the specific factors mentioned above.

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Answer: 12

Step-by-step explanation:

the only inflection point is (1, g(1)) = (1, ln(2)).Thus, g(x) is concave up on (-∞, 1) and concave down on (1, ∞). g(x) is concave up on the interval (-∞, 1) and concave down on the interval (1, ∞).The only point of inflection is (1, ln(2)).

The function g(x) = xln(x + 1) can be written as g(x) = x * ln(x + 1).

We can use the second derivative test to find out the intervals in which the function is concave up or down and any inflection points. For this, let's find out the first and second derivatives of the function g(x).

The first derivative of the function g(x) can be calculated by using the product rule of differentiation.

Applying the product rule of differentiation, we get:g'(x) = [1 * ln(x + 1)] + [x * 1/(x + 1)] = ln(x + 1) + x/(x + 1)

The second derivative of the function g(x) can be calculated by using the quotient rule of differentiation. Applying the quotient rule of differentiation, we get:g''(x) = [1/(x + 1)] - [x/(x + 1)²] = (1 - x)/(x + 1)²

Now, we can find the intervals in which the function is concave up or down and any inflection points. We can make use of the second derivative test to classify the points of inflection.

We know that if g''(x) > 0, the function g(x) is concave up and if g''(x) < 0, the function g(x) is concave down. We have:g''(x) = 0 when (1 - x)/(x + 1)² = 0 => x = 1

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1) The period of function is, 2.5

And, The amplitude of the function is, 3

2) The period of function is, 2

And, The amplitude of the function is, 2

3) The period of function is, 2.5

And, The amplitude of the function is, 5

We have to given that;

Graphs are shown in figure.

Now,

1) The period of function is,

⇒ 3 - (- 2) / 2

⇒ 5 /2

⇒ 2.5

And, The amplitude of the function is,

⇒ 3

2) The period of function is,

⇒ 2 - (- 2) / 2

⇒ 4 /2

⇒ 2

And, The amplitude of the function is,

⇒ 2

3) The period of function is,

⇒ 3 - (- 2) / 2

⇒ 5 /2

⇒ 2.5

And, The amplitude of the function is,

⇒ 5

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The solution to the expression 3(7 + x) is 21 + 3x

From the question, we have the following parameters that can be used in our computation:

3(7+x)

Rewrite the expression properly

So, we have the following representation

3(7 + x)

Open the bracket using the Distributive Property

So, we have the following representation

3(7 + x) = 3 * 7 + 3 * x

Evaluate the products on both sides of the equation

3(7 + x) = 21 + 3x

Hence, the solution is 21 + 3x

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Answer:

8b

Step-by-step explanation:

You can factor the b-term out since b-term exists for all terms in the expression. By factoring out, you are basically dividing the factored term off and put it outside of the bracket, thus:

\(\displaystyle{16b-8b=\left(16-8\right)b}\)

Then evaluate and simplify:

\(\displaystyle{\left(16-8\right)b=8\cdot b}\\\\\displaystyle{=8b}\)