Question 7 (1 point) A college student borrows $5000 to buy a car. The lender charges interest at an annual rate of 10%. Assume the interest is compounded continuously and that the student makes payments continuously at a constant monthly rate k. Determine the payment rate k that is required to pay off the loan in 5 years. Select correct differential equation. a. A = 0.1A+k b. A' = A/1200+k
c. A=0.01A-K
d. A = A/1200 + k

Answer:

36 TSHIRTS is the number for minimum profit

Step-by-step explanation:

Y = Y

180 + 5X = 10X

180 = 10X - 5X

180 = 5X

X = 180/5

X = 36

i think the second one is A

The true statement on probability is C. The theoretical probability of swimming, P(swimming), is one half, but the experimental probability is 23 over 50.

The theoretical probability of an occurrence indicates its propensity to occur. The theoretical probability of receiving heads is 1/2 since we know that flipping a coin has an equal chance of landing heads or tails. The frequency of an event actually occurring in an experiment is referred to as its experimental probability.

The theorectical probability of swimming is 1 / 2 because it is either heads or tails. However, the experimental probability of swimming is:

= Number of swimmers / Total number of students

= 23 / 50

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The length of a  rectangular rug is 84 yards and the width is 36 yards

Let 'l' represents the length of the  rectangular rug and 'w' represents the width of a  rectangular rug.

The length of the rug is 12 yards more than two times the width.

So, we get an equation,

l = 12 + 2w

Also, a  perimeter of  a rectangular rug is 240 yards

We know that the formula for the perimeter of rectangle:

P = 2(w + l)

Using this formula the  perimeter of  a rectangular rug would be,

P = 2 × [w + (12 + 2w)]

240 = 2 (12 + 3w)

120 = 12 + 3w

108 = 3w

w = 118/3

w = 36

And the length would be,

l = 2 + 2( 36)

l = 84 yards

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The complete question is:

A rectangular rug has perimeter 240 yards. The length is 12 yards more than twice the width. Find the length and width of the rug.

The total multiplier is calculated by summing the coefficients of the distributed lag model. The coefficients represent the weight of each lag, and the sum of the weights represents the total effect of the independent variable on the dependent variable.

A finite distributed lag model is a model in which the effect of an independent variable on a dependent variable is spread out over a period of time. The model is represented by the following equation:

y_t = α + β_1 x_t + β_2 x_{t-1} + ... + β_x x_{t-x} + u_t

where:

y_t is the dependent variable at time t

x_t is the independent variable at time t

α is the constant term

β_1, β_2, ..., β_x are the coefficients of the distributed lag model

u_t is the error term

The total multiplier is calculated by summing the coefficients of the distributed lag model. The coefficients represent the weight of each lag, and the sum of the weights represents the total effect of the independent variable on the dependent variable.

For example, if the distributed lag model has 3 lags and the coefficients are 0.5, 0.3, and 0.2, then the total multiplier would be 1.0. This means that a unit change in the independent variable would lead to a 1 unit change in the dependent variable, with 0.5 of the effect occurring immediately, 0.3 of the effect occurring in the next period, and 0.2 of the effect occurring in the second period.

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Using the concept of ratios and proportions and with the provided ratio and total number of students, The answer is 55 .

A ratio is a way of comparing two or more quantities by using division. It is a way of expressing a relationship between numbers, typically represented by a fraction. The numbers being compared are called the "terms" of the ratio. For example, a ratio of 3:5 compares the value of 3 to the value of 5. It can also be written as 3/5. Ratios can be used to compare many different types of quantities, such as lengths, weights, or time. Ratios are also used to express the relationship between different parts of a whole, for example, the ratio of girls to boys in a class, or the ratio of water to flour in a recipe.

A proportion is a statement that two ratios are equivalent. It is an equation that compares two ratios to see if they are equal. Proportions are written in the form of "a/b = c/d" where a, b, c, and d are numbers. For example, "3/5 = 6/10" is a proportion because it states that the ratio of 3 to 5 is equal to the ratio of 6 to 10. A proportion can also be used to find a missing value when we have a proportion and the value of three of the terms. This method is called cross-multiplication.

3x+17x+18x = 690

x=690/38

teacher number = x*3 = 690/38 * 3 = 55

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Answer:

ALGEBRAIC EQUATION

Answer:in my option it is ALGEBRAIC EQUATION

Step-by-step explanation:

Answer:

Im not really sure but i think is D

Step-by-step explanation:

Plz let me know if its wrong

i hope it helped <3

11. The slope and y-intercept for each linear equation include:

y = 2x + 3     slope = 2   y-intercept = 3

y = -1/2(x) + 1     slope = -1/2   y-intercept = 1

The lines are perpendicular.

12. 4y = 8x - 2     slope = 2   y-intercept = -2

-4x + 2y = -1     slope = 2   y-intercept = -1/2

The lines are parallel.

In Mathematics and Geometry, the slope-intercept form of the equation of a straight line is given by this mathematical equation;

y = mx + b

Where:

Question 11.

Based on the information provided above, we have the following linear equation;

y = mx + b

y = 2x + 3          ⇒ slope = 2   y-intercept = 3

y = -1/2(x) + 1   ⇒   slope = -1/2   y-intercept = 1

For perpendicular lines, we have:

m₁ × m₂ = -1

2 × m₂ = -1

m₂ = -1/2

Question 12.

Based on the information provided above, we have the following linear equation;

y = mx + b

4y = 8x - 2  ≡ y = 2x - 1/2    slope = 2   y-intercept = -1/2

-4x + 2y = -1  ≡ y = 2x - 1/2   slope = 2   y-intercept = -1/2

m₁ = m₂ = 2.

Therefore, the lines are parallel.

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Answer:

18.97366596

Step-by-step explanation:

round however manu you need too

Volume is a three-dimensional scalar quantity. Mila only has 350 grams of platinum, therefore, she does not have enough platinum to make a necklace.

A volume is a scalar number that expresses the amount of three-dimensional space enclosed by a closed surface.

The volume of 12 bead = 12 × (4/3) × π × R³

                                        = 12 × (4/3) × π × (0.7)³

                                        = 17.241 cm³

Given the density of platinum as 21.5 grams per cubic centimeter, therefore,

Mass = density × Volume = 370.682

Since Mila only has 350 grams of platinum, therefore, she does not have enough platinum to make a necklace.

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Rebecca ran 1/3 of 9/10 of a mile, which can be simplified to 3/30 of a mile. Therefore, Rebecca ran 3/30 of a mile yesterday.

Distance is a physical quantity that is used to measure the space or interval between two points. It is a scalar quantity that expresses the amount of space between two points and is represented by a numerical value. Distance can also be used to measure the length of a path, such as a road or river. Distance is often measured in kilometers, miles, or light-years. Distance does not depend on the direction of the two points, as it is a scalar quantity, and is always the same regardless of direction.

The reason Rebecca only ran 3/30 of a mile is likely due to the fact that she is still in the early stages of training. Running a 5K race is a difficult goal to achieve and requires a lot of practice and dedication. In the early stages of training, it can be easy to become overwhelmed and tired quickly. As Rebecca continues to train and become more used to the physical demands of running, she will likely be able to increase her distance and reach her goal.

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There are 15,504 ways to distribute 20 comic books among five kids if there are no restrictions on how many go to each kid.

To evaluate this expression, we can use the formula for combinations:

ⁿCₓ = n! / (x! (n-x)!)

where n is the total number of objects, x is the number of objects to be selected, and "!" denotes factorial

In this case, we have:

n = 20 and r = 5

so we can plug these values into the formula:

²⁰C₅ = 20! / (5! (20-5)!)

= (20 x 19 x 18 x 17 x 16) / (5 x 4 x 3 x 2 x 1)

= 15,504

Therefore, there are 15,504 ways to distribute the 20 comic books among the five kids if there are no restrictions on how many go to each kid.

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Complete Question:

20 different comic books will be distributed to five kids.

How many ways are there to distribute the comic books if there are no restrictions on how many go to each kid (other than the fact that all 20 will be given out)?

Answer:

Step-by-step explanation:

The angle measure we need is twice the angle ACB.

Find its measure considering AB = 4/2 = 2 in and BC = 6 in.

Use trigonometry:

The angle between the line segments is:

Step-by-step explanation:

Radius = Diameter/2

Radius = 4/2

Radius = 2 cm

Now,

tan <ACB = AB/BC

tan <ACB = 2/6

tan <ACB = ⅓

<ACB = 18.43

Now,

Angle = 2 × <ACB

Angle = 2 × 18.43

Angle = 36.86⁰

The value of x and y in triangles AEB and BCD is 40° and 50°.

A triangle is a three-sided closed-plane figure formed by joining three noncolinear points. Based on the side property triangles are of three types they are Equilateral triangle, Scalene triangle, and Isosceles triangle.

We know the sum of all the interior angles in a triangle is 180°.

Therefore, In ΔAEB,

(2x + 5)° + 50° + 45° = 180°.

2x + 100° = 180°.

2x = 180° - 100°.

2x = 80°.

x = 40°.

Now, ΔBCD,

x + y + 90° = 180°.

40° + y + 90° = 180°.

y = 180° - 130°.

y = 50°.

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dt(AB) = dt(A(t) * B(t)) = dt(A(t)) * B(t) + A(t) * dt(B(t)).

The ith row vector of matrix A can be represented as [ai1, ai2, ai3, ..., ain]. This means that the ith row vector consists of the elements in the ith row of matrix A.

Similarly, the jth column vector of matrix B can be represented as [bj1, bj2, bj3, ..., bjp]. This means that the jth column vector consists of the elements in the jth column of matrix B.

To find the (i, j) entry of the product AB, we can multiply the ith row vector of matrix A with the jth column vector of matrix B. This can be done by multiplying each corresponding element of the row vector with the corresponding element of the column vector and summing up the results.

For example, the (i, j) entry of AB can be calculated as:
(ai1 * bj1) + (ai2 * bj2) + (ai3 * bj3) + ... + (ain * bjp)

Now, let's consider a matrix function A(t) that represents an m × n matrix and a matrix function B(t) that represents an n × p matrix.

The derivative of the product AB with respect to t, denoted as dt(AB), can be calculated using the product rule of differentiation. According to the product rule, the derivative of AB with respect to t is equal to the derivative of A(t) multiplied by B(t), plus A(t) multiplied by the derivative of B(t).

In other words, dt(AB) = dt(A(t) * B(t)) = dt(A(t)) * B(t) + A(t) * dt(B(t)).

This formula shows that the derivative of the product AB with respect to t is equal to the derivative of B multiplied by A, plus A multiplied by the derivative of B.

COMPLETE QUESTION:

Let A = [aij] be an m × n matrix and B = [bkl] be an n × p matrix. What is the ith row vector of A and what is the jth column vector of B? Use this to find a formula for the (i, j) entry of AB. Use the previous problem to show that if A(t) is an m × n matrix function, and if B = B(t) is an n × p matrix function, then dt(AB) = dtB + Adt.

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The value of (a + b) in a + ib = (2 - i)² is -1; while The conjugate of z is i

An equation is an expression that shows the relationship between two or more numbers and variables. Types of equation are linear, quadratic, cubic and so on.

Complex numbers are in the form a + bi, where a is a real number and the real part of the complex number while b is a real number and the imaginary part of the complex number, i = √(-1)

Given:

a + ib = (2 - i)²

(2 - i)² = (2 - i)(2 - i) = 4 - 2i - 2i - 1

(2 - i)² = 3 - 4i

a + ib = (2 - i)² = 3 - 4i

a = 3, b = -4; a + b = 3 - 4 = -1

The value of (a + b) in a + ib = (2 - i)² is -1

z = 1/i

multiplying by the conjugate of i which is -i:

= (1/i) * (-i/-i)

= -i/1

z = -i

The conjugate of z is i

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In the reaction between 1-butene and HCl, H+ is added to C−1 and not to C-2 due to the stability of the carbocation intermediate. This is due to the relative stability of the carbocation intermediate formed during the reaction.A carbocation is a positively charged carbon atom. Carbocations can be formed from an alkene reacting with an acid such as HCl.

The intermediate formed from the reaction is a carbocation. The carbocation is formed by the removal of a hydrogen ion from the HCl molecule and addition of the remaining chloride ion to the carbon-carbon double bond of the alkene. The carbocation is then stabilised by the surrounding groups. In this case, the methyl group provides extra electron density to the carbocation by inductive effect.

This stabilizes the carbocation, making it less reactive towards nucleophiles and less likely to undergo rearrangement or elimination. This is why the carbocation intermediate forms at C−1 instead of C-2. Thus, the H+ is added to C-1 to form the more stable carbocation intermediate.

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It will take 14.87 years for $100 to reach $500 when it grows at 10 percent per year.

To find out how long it will take, we can use the formula for compound interest:

A = P(1 + r)^t

Where A is the final amount, P is the principal amount, r is the interest rate, and t is the number of years.

In this case, we want to find out how long it will take for $100 to reach $500 when it grows at 10 percent per year. So we can plug in the values and solve for t:

500 = 100(1 + 0.10)^t

5 = (1.10)^t

Taking the natural logarithm of both sides:

ln(5) = t ln(1.10)

t = ln(5) / ln(1.10)

t = 14.87 years

So it will take 14.87 years for $100 to reach $500 when it grows at 10 percent per year.

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Is this the equation ur supposed to solve because the question was a little bit messy

\( \frac{ - 75x}{4} > \frac{14}{2} \)

Answer

By utilizing the methods, we can make valid and meaningful comparisons between several population means while appropriately controlling for errors and maintaining statistical power.

When comparing several population means, it is not feasible or appropriate to perform a bunch of two-sample t-tests for several reasons.

Increased Type I Error Rate: When conducting multiple hypothesis tests, there is an increased chance of making a Type I error, which is rejecting a null hypothesis when it is actually true. The more tests we perform, the greater the likelihood of observing statistically significant results by chance alone. This phenomenon is known as multiple comparisons problem or familywise error rate inflation. Performing multiple t-tests without adjusting for multiple comparisons can lead to an inflated overall Type I error rate.

Increased Chance of False Positive Results: Conducting multiple t-tests without appropriate adjustments increases the chance of obtaining false positive results. With each additional test, the probability of incorrectly concluding a significant difference between means due to random variation alone increases. This can lead to spurious findings and misleading interpretations.

Lack of Control for Experiment-Wide Error: Conducting multiple t-tests does not provide a control for the overall experiment-wise error rate. When comparing several population means simultaneously, it is essential to control the overall Type I error rate to maintain the desired level of statistical significance.

Loss of Statistical Power: Conducting multiple tests without appropriate adjustments can lead to a loss of statistical power. Power refers to the ability to detect a true effect when it exists. When multiple t-tests are performed, the individual sample sizes for each comparison may become smaller, reducing the power to detect true differences between population means.

To address these issues and appropriately compare several population means, various statistical techniques are available. Some common approaches include:

Analysis of Variance (ANOVA): ANOVA allows for simultaneous comparison of means across multiple groups. It tests the null hypothesis that all means are equal and provides an overall F-test to determine if there are significant differences between the groups. ANOVA takes into account the variation within and between groups, providing a more comprehensive analysis compared to multiple t-tests.

Multiple Comparison Procedures: If ANOVA reveals a significant overall difference, multiple comparison procedures, such as Tukey's Honestly Significant Difference (HSD) test or the Bonferroni correction, can be used to identify specific pairwise differences between means while controlling for the experiment-wise error rate.

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Answer:

a. 1500 = 1000 × 1.05^x

b. 1500 = 1000 × 1.05^x

Divide both sides by 1000

1500/1000 = 1.05^x

Take the natural log of both sides

ln(1500/1000) = ln(1.05^x)

ln(1.5) = x ln(1.05)

x = ln(1.5) / ln(1.05)

x = 5.12 years

Answer:

Step-by-step explanation:

20*3

=60

60 of 40/100

=60*40/100

=24sack lunches contain a turkey sandwich

Given:

To find:

Write each given fraction in the simplest form.

Explanation:

Write given terms in numerator and denominator as factorize form,

Cancel out the common terms in numerator and denominator,

Which is the simplest form.

Final answer:

Hence, the required simplest form is:

The Electric field charge density (G) is 4.10 × 10^5 V/m.

To obtain the answer for Electric field charge density (G), use the formula below:

                                      E = σ/2πϵ₀d

        Where:E is electric fieldσ is the surface charge density d is the perpendicular distance between the point and the surface.ϵ₀ is the permittivity of free space.

In most textbooks, it is taken as 8.85 × 10^-12 C² N^-1 m^-2.

σ is a scalar quantity and has units of C/m². G is a scalar quantity and has units of V/m.

A scalar quantity is defined as a physical quantity with magnitude only and no direction.

To obtain the answer for Electric field charge density (G), use the formula below:

                              E = σ/2πϵ₀d

Now let's assume that the value of σ is 15 µC/m² and the value of d is 7 cm which is 0.07 m.

And the value of ϵ₀ is 8.85 × 10^-12 C² N^-1 m^-2.

Therefore, Electric field charge density (G) will be given as follows:G = Eσ=σ/2πϵ₀dG = (15 × 10^-6 C/m²)/(2π × 8.85 × 10^-12 C² N^-1 m^-2 × 0.07 m)G = 4.10 × 10^5 V/m

Therefore, the Electric field charge density (G) is 4.10 × 10^5 V/m.

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