Find the value of each power (1.2)^2

Answer:

15 steps

Step-by-step explanation:

The set of expressions that is NOT an example of the associative property is B. (8 - 2) + 3 and 8 + (-2 + 3).

The associative property states that the way you group numbers when adding or multiplying does not change the result. For example, (8 + 2) + 3 is the same as 8 + (2 + 3). However, the associative property does not apply to subtraction or division. Therefore, (8 - 2) + 3 is not the same as 8 + (-2 + 3).

Besides associative property, there are 3 other mathematical properties that only works on adding and multiplying. They are:

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Answer:

i am not sure but 26

Step-by-step explanation:

A partial fraction calculator is a tool used to decompose a rational function into simpler fractions, known as partial fractions.

A partial fraction calculator is a tool used to decompose a rational function into simpler fractions. It is commonly used in algebra and calculus to simplify complex expressions and solve equations. The partial fraction calculator takes a rational function as input and breaks it down into simpler fractions that can be more easily integrated or manipulated. This process involves finding the partial fraction decomposition of the rational function by factoring the denominator into linear and quadratic factors and then solving for the coefficients of the partial fractions. This calculator can be useful for students, engineers, and anyone working with complex algebraic expressions.

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The population is estimated to increase by approximately 38,880 people in 1 day.

To calculate the population increase in 1 day, we first need to convert the birth and death rates to a per-day basis. Since there are 60 seconds in a minute and 60 minutes in an hour, there are 60 x 60 = 3600 seconds in an hour, and 24 x 3600 = 86,400 seconds in a day. Therefore, in a day, the population will increase by: [(9 people/2 seconds) x (86,400 seconds/day) / 2] - [(3 people/2 seconds) x (86,400 seconds/day) / 2] = 38,880 people/day.

We multiply the per-second rates by the number of seconds in a day (divided by 2 since we are counting births and deaths separately) to get the per-day rates. We subtract the death rate from the birth rate to get the net population increase per day.

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Either option is valid and correctly written in point-slope form using the point (−5,−2) as (x1,y1).

The point-slope form of an equation of a line is given by:

y - y1 = m(x - x1)

where (x1, y1) is a point on the line

m is the slope of the line.

We can use the given point (−5,−2) as (x1,y1)

Choose any value for the slope m to write the equation of the line in point-slope form.

For example:

Option 1:

Let's choose the slope m to be 2.

Then the equation of the line becomes:

y - (-2) = 2(x - (-5))

Simplifying the equation:

y + 2 = 2(x + 5)

Option 2:

Let's choose the slope m to be -3.

Then the equation of the line becomes:

y - (-2) = -3(x - (-5))

Simplifying the equation:

y + 2 = -3(x + 5)

Either option is valid and correctly written in point-slope form using the point (−5,−2) as (x1,y1).

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Answer: they neeed to sell 5 more

Step-by-step explanation:

\(x^{\frac{8}{15} }\) is the value of yz when x=y⁵=z³  and x is positive.

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

Since x=y⁵=z³

Solve for yz as follows:

we can take the fifth root of x to get y, and the cube root of x to get z:

We can solve for yz as follows:

\(y=x^{\frac{1}{5} }\)

\(z=x^{\frac{1}{3} }\)

Now yz=\(x^{\frac{1}{5} }.x^{\frac{1}{3} }\)

=\(x^{\frac{8}{15} }\)

Hence, option A is correct, if  x=y⁵=z³  then yz is \(x^{\frac{8}{15} }\)

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the time it would take for person 1 and person 2 to complete the task together is 2xy / (x + y) hours

If person 1 can do a task in x hours and person 2 can do the same task in y hours, then the combined rate at which they can complete the task is:

rate = 1/x + 1/y

This is because each person's rate of completing the task is the reciprocal of their time to complete the task, and their combined rate is the sum of their individual rates.

To find the time it would take for both persons to complete the task working together, we can use the formula:

time = 1 / rate

Substituting the expression for the rate above, we get:

time = 1 / (1/x + 1/y)

Simplifying this expression, we can use the formula for the harmonic mean of two numbers:

time = 2xy / (x + y)

Therefore, the time it would take for person 1 and person 2 to complete the task together is 2xy / (x + y) hours

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Answer:

Step-by-step explanation:

Since the population quadruples each day, the population for the subsequent day would be 4*(population of the previous day).

Thus, the evolution of the population value takes the form of a geometric progression, with a common ratio, r = 4

The n-th term of a geometric progression is given by:

\(a_{n}\) = \(ar^{n-1}\)             (1)

Where a is the 1st term of the progression.

From (1), our population would generally take the form:

\(P_{d}\) = \(P_0r^{d-1}\)             (2)

In this case, the initial value (1st term) \(P_{0}\) = 120.

So putting r and  \(P_{0}\) into  (2):

P(d) = 120*(\(4^{d-1}\))

Noting that 4  = 2²:

P(d) = 120*(\(2^{2(d-1)}\))

FOR d = 8:

P(d) = 120*(\(2^{2d-2}\))

becomes:

P(8) = 120*(\(2^{2(8)-2}\))

P(8) = 120*(\(2^{16-2}\))

P(8) = 120*(\(2^{14}\))

P(8) = 120*(16,384)

Answer:

True

Step-by-step explanation:

The application of an indirect proof is seen whenever we make assumptions about a given condition/statement. i.e. assuming what we are about to proof is false before proving it to be true

The indirect proof method involves some steps  which are

The estimated regression equation suggests that one additional young child decreases the probability that the mother works by 1 percentage point (coefficient: -0.01). Therefore, the null hypothesis states that one additional young child decreases the probability that the mother works by 3 percentage points.

To calculate the t-statistic for testing the null hypothesis, we need to compare the estimated coefficient (-0.01) with its standard error (0.02). The formula for the t-statistic is given by t = (coefficient - hypothesized value) / standard error.

In this case, the hypothesized value is -0.03 (3 percentage points decrease). Plugging the values into the formula, we have t = (-0.01 - (-0.03)) / 0.02 = 0.02 / 0.02 = 1.Therefore, the t-statistic associated with the null hypothesis that one additional young child decreases the probability that the mother works by 3 percentage points is 1.

The estimated regression equation suggests that one additional young child decreases the probability that the mother works by 1 percentage point. To test the null hypothesis that one additional young child decreases the probability by 3 percentage points, we calculate the t-statistic. The t-statistic compares the difference between the estimated coefficient and the hypothesized value (3 percentage points) relative to the standard error of the coefficient. In this case, the t-statistic is calculated to be 1.

A t-statistic of 1 indicates that the estimated coefficient is one standard error away from the hypothesized value. In statistical hypothesis testing, we compare the t-statistic to critical values based on the significance level to determine whether the null hypothesis can be rejected or not. If the calculated t-statistic exceeds the critical value, we can reject the null hypothesis.

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Answer: On the first day, Shelly rode 10 miles on first day.

On the second day, Shelly rode 8 miles.

On the third day, Shelly rode 12 miles.

Step-by-step explanation:

Let x = distance rod eon first day.

Shelly rode her bike a total of 30 miles over a three-day period.

Then as per given,

Distance rode on second day = \(\dfrac45x\)

Distance rode on third day \(=\dfrac32\times\text{ Distance rode on second day}\)

\(=\dfrac32\times\dfrac45x=\dfrac{6}{5}x\)

Total distance rode = \(x+\dfrac45 x+\dfrac65x=30\)

\(\Rightarrow\ \dfrac{5x+4x+6x}{5}=30\\\\\Rightarrow\ \dfrac{15x}{5}=30\\\\\Rightarrow\ 3x=30\\\\\Rightarrow\ x=\dfrac{30}{3}\\\\\Rightarrow\ x=10\)

Hence, She rode 10 miles on first day.

Distance rode on second day = \(\dfrac45\times10=4\times2=8\text{ miles}\)

Distance rode on third day \(=\dfrac{3}{2}\times8=3\times4=12\text{ miles}\)

The steps to condensing the expressions
2loga(4)+3loga(X-4)loga(4)

Log(x+3)+log(x-3) is given below.

To condense the   expressions, we can apply the  properties of logarithms. Here are the condensed forms of the given expressions.

2loga (4) + 3loga(X - 4) - loga 4 )  

By using the product and quotient rules of logarithms, we can simplify this expression as follows

2 loga( 4) + 3 loga( X-4) - log a(4)

= loga(4 ²) + loga((X-4)³) -  loga (4) = loga (16 ) + loga((X-4)³) - loga (4)

Combining the logarithms  using the power rule and quotient rule we have

= loga(16(X-4)³/4)

log(x+3) + log (x-3)

By using the product rule of logarithms, we can combine these logarithms

log (x +3) +log (x - 3) = log ((x +3 )(x -3 ))

Simplifying further, we get

= log (x² - 9 )

So this means that the condensed forms of the given expressions are

2loga( 4) + 3loga(X -4) - loga (4) = loga(16 (X-4) ³/4)

log (x+ 3) + log(x- 3) = log(x² - 9)

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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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There are 51.3 grams of oxygen in 100.0 g of sucrose.

To find the grams of oxygen in 100.0 g of sucrose, we need to calculate the mass of oxygen based on the given percentage.

If the percent by mass of oxygen in sucrose is 51.3%, it means that 100 g of sucrose contains 51.3 g of oxygen.

To find the grams of oxygen in 100.0 g of sucrose, we can set up a proportion:

51.3 g of oxygen / 100 g of sucrose = x g of oxygen / 100.0 g of sucrose

Cross-multiplying, we get:

100.0 g of sucrose * 51.3 g of oxygen = 100 g of sucrose * x g of oxygen

5130 g·g = 100 g *x

Simplifying, we find:

\(5130 g^2 = 100 g * x\)

Dividing both sides by 100 g:

\(5130 g^2 / 100 g = x\\x = 51.3 g\)

Therefore, there are 51.3 grams of oxygen in 100.0 g of sucrose.

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1. -9(T-2)=4(T-5)

Distribute

-9t+18=4t-5

Sub 4 because t is a like term and it is positive so sign changes because it is in opposite sides.

-14t+18=-5

Sub 18 to like term which is -5

-14t=-23

Divide

T= -14/-23 or -0.4375

2. 2(4x+2)=4x

Distribute

8x+4= 4x

Sub 8x

4=-4x

Divide -4x

X=-1

3. 26-4s=9s

Sub -4s

26=5s

Divide 5s

5/26 or 0.03846154

Ur welcome if right plz vote brainliest

A system having ΔG equal to zero means that the system is at equilibrium at standard conditions. This is option c. In a chemical reaction, ΔG represents the change in Gibbs free energy, which is a measure of the energy available to do work.

When ΔG is equal to zero, it indicates that the system is balanced, with the forward and reverse reactions occurring at the same rate. At equilibrium, the concentrations of reactants and products remain constant over time. For example, consider the reaction A ⇌ B. Initially, if we have more A than B, the forward reaction will be favored until equilibrium is reached. At equilibrium, the rate of the forward reaction equals the rate of the reverse reaction, and the concentrations of A and B remain constant. In this case, ΔG is zero.

It is important to note that while a ΔG of zero indicates equilibrium, it does not provide information about whether the reaction is spontaneous or nonspontaneous. The spontaneity of a reaction is determined by the sign of ΔG. If ΔG is negative, the reaction is spontaneous, while a positive ΔG indicates a nonspontaneous reaction.

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Answer:

$528.8

Step-by-step explanation:

Given data

Dimension

13 feet by 13 feet

1 ft =4.3 yard

Area= 4.3^2

Area= 18.49 yard

cost of carpet

1 yard= $28.60

18.49 yard= x

cross multiply

x= 18.49*28.60

x=$528.8

Hence the cost to cover the room is $528.8

The length of the rectangular pendant is 7 + 2(1) = 9 inches. The width of the rectangular pendant is 4 + 2(1) = 6 inches. Therefore, the dimensions of the pendant, including the platinum border is 9 inches x 6 inches.

In the question, we are given that the rectangular pendant has a 7 x 4-inch shape and a 1-inch platinum border.

We know that the pendant has a rectangular shape with dimensions 7 inches by 4 inches and a platinum border of 1 inch. Therefore, to find the dimensions of the pendant, including the platinum border, we will add twice the platinum border's length to each of the length and width of the pendant. Thus, the length of the rectangular pendant is 7 + 2(1) = 9 inches. The width of the rectangular pendant is 4 + 2(1) = 6 inches.

So, the dimensions of the pendant, including the platinum border is 9 inches x 6 inches.

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Verbal description of how to visualize the given planes and line in 3D space.

(a) To sketch a horizontal plane in R3, imagine a flat surface that is parallel to the xy-plane and passes through some point on the z-axis. This plane contains all points (x,y,z) such that z=k, where k is a constant value.

(b) The plane y=0 represents a vertical plane that intersects the xy-plane at the x-axis. Similarly, the plane x=0 represents a vertical plane that intersects the xy-plane at the y-axis. The intersection of these two planes is the origin (0,0,0).

(c) To sketch a line passing through the origin which is not contained in any of the three coordinate planes, imagine a line that starts at the origin and extends in some direction. A simple example could be the line passing through the origin and the point (1,1,1), which lies in the first octant of R3.

(d) The plane defined by x1−x2=0 represents a plane that intersects the three coordinate axes at the points (k,k,0), (k,0,k), and (0,k,k), where k is any constant value. To sketch this plane, you can plot these three points and connect them with straight lines to form a triangle. You can then fill in the interior of the triangle to represent the plane.

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Answer:

9 dollars

Step-by-step explanation:

It would be 9 dollars because that is the only common factor that could go into 27, 28, or 45.

Answer:

5

Step-by-step explanation:

\(\frac{25}{30}\) ( divide numerator and denominator by 5 ) , then

\(\frac{25}{30}\) = \(\frac{5}{6}\) ( with missing number ? = 5 )

Answer:

Step-by-step explanation:

What is the missing number ?? /6 =25/30

x : 6 = 25 : 30

x = 6 * 25 : 30

x = 5

-------------------------------

check

5/6 = 0.83

25/30 = 0.83

the answer is good

Answer:

45.8

Step-by-step explanation:

I think that is the correct answer

In this scenario, Calvin could obtain information by informally observing the members of his intended audience. Option d is the correct answer.

Observing people is a method of obtaining information or data, which is known as primary data. It can be in the form of watching, listening, or recording people's behavior, actions, and mannerisms, among other things. This technique may be employed in both quantitative and qualitative research.

Researchers often utilize observation methods to assess the general attitude of the intended audience because this method is discreet, and people tend to behave naturally when they are not aware they are being watched. Therefore, observing the intended audience without informing them is the best option to get the general attitude of the members of his intended audience without asking them directly.

A school-wide survey, reviewing statistical data on the internet, and asking a representative sample are also techniques of obtaining data. But, they are not suitable for this situation. A survey can only be useful if the questions asked are not biased or leading.

Therefore, it may not provide the required information. Reviewing statistical data on the internet is not specific to the intended audience. A representative sample is not specific to the intended audience and may not be representative of their attitudes.

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Answer:

the 2 in 32,000 is in the thousands place and the 2 in 26,000 is in the ten thousands place.

Step-by-step explanation:

Nothing much to explain

The domain of the function \(f(x) = \sqrt{\frac{1}{3}x + 2\) is (d) x  ≥ -6

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

\(f(x) = \sqrt{\frac{1}{3}x + 2\)

Set the radicand greater than or equal to 0

So, we have

1/3x + 2 ≥ 0

Next, we have

1/3x  ≥ -2

So, we have

x  ≥ -6

Hence, the domain of the function is (d) x  ≥ -6

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